ORCID Profile
0000-0001-6810-3768
Current Organisation
Technische Universität Darmstadt
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Publisher: Informa UK Limited
Date: 24-09-2021
Publisher: Kluwer Academic Publishers
Publisher: Springer Fachmedien Wiesbaden
Date: 2022
Publisher: Springer International Publishing
Date: 2016
Publisher: Elsevier BV
Date: 08-2012
Publisher: MDPI AG
Date: 15-12-2014
DOI: 10.3390/SOC4040770
Publisher: Verlag Barbara Budrich GmbH
Date: 10-03-2014
Publisher: Elsevier BV
Date: 2006
Publisher: Hogrefe Publishing Group
Date: 2005
DOI: 10.1026/0044-3409.213.1.23
Abstract: Zusammenfassung. Die Entwicklung von Lernsoftware erfordert zunehmend eine interdisziplinäre Kooperation verschiedener Fachdisziplinen, wie beispielsweise Inhaltsexperten, Designern, Programmierern und evaluativ tätigen Psychologen. Eine möglichst früh im Entwicklungsprozess integrierte, formative Evaluation kann hierbei wesentlich zum Qualitätsstandard der Software beitragen. In diesem Beitrag wird die Sichtweise vertreten, dass hierzu eine maßgeschneiderte und partizipative Evaluation erforderlich ist. Anhand eines Projektbeispiels aus dem Bereich der Biologie wird aufgezeigt, wie partizipative Evaluation umgesetzt werden kann. Innerhalb des interdisziplinären Projekts waren evaluativ tätige Psychologen bereits in die Phasen der Planung und Entwicklung der Lernsoftware integriert. Mit Hilfe des Erfahrungsberichts wird verdeutlicht, wie durch verhältnismäßig einfach einsetzbare Methoden der Evaluation (checklisten, user-trials, pragmatisch orientierte Experimente) die Qualität der Lernsoftware entscheidend verbessert werden kann.
Publisher: Elsevier BV
Date: 11-2016
Publisher: Springer New York
Date: 2013
Publisher: SensePublishers
Date: 2014
Publisher: Springer Science and Business Media LLC
Date: 30-03-2011
DOI: 10.1007/S10067-011-1736-Z
Abstract: Cross-sectional cohort study: to examine concurrent expectations and coping style for whiplash injury in injury-naive subjects in Germany. Studies suggest the recovery rate from whiplash injury may be faster in Germany than in Canada. Canadians have a high expectation for chronic pain following whiplash injury and Germans do not. Expectation of recovery not only predicts recovery in whiplash victims but is also known to correlate with coping style. The Vanderbilt Pain Management Inventory was administered to university students and staff in Germany. Subjects who had not yet experienced whiplash injury were given a vignette concerning a neck sprain (whiplash injury) in a motor vehicle collision and were asked to indicate how likely they were to have thoughts or behaviours indicated in the coping style questionnaire. Subjects also completed expectation questionnaires regarding whiplash injury. Sixteen percent of subjects held an expectation of chronic neck or back pain after whiplash injury. The mean active coping style score was 27.4±3.6 (40 is the maximum score for active coping). The mean passive coping style score was 27.0±6.3 (50 is the maximum score for passive coping). Coping style scores and patterns were not different from those previously observed in Canadian studies, but there was no correlation between expectations and coping style among German subjects, a finding that differs from Canadian studies. Although expectations and coping styles may interact or be co-modifiers in the outcomes of whiplash injury in Canadian whiplash victims, in Germany, despite having similar coping styles to Canadians, the lack of expectation for chronic pain may be protective from the effect of passive coping styles. Further studies of coping style as an aetiologic factor in the chronic whiplash syndrome are needed.
Publisher: Springer Science and Business Media LLC
Date: 17-03-2023
DOI: 10.1007/S11618-023-01147-X
Abstract: The ability to comprehend and evaluate informal arguments is important for making sense of scientific texts and scientific reasoning. However, university students often lack the skills necessary to comprehend the functional structure and evaluate the structural plausibility of informal arguments. The aim of this study was to evaluate the effectiveness of two training interventions to a) improve students’ argument comprehension (identification of argument structure), and to b) improve students’ argument evaluation (distinguishing good vs. bad arguments). The training interventions were implemented as a voluntary online add-on to a regular university course. The study used a crossover-experimental design with a pre-test and two training phases in which participants ( N = 29) alternated between the two training interventions. Students generally improved on the measures of scientific literacy that were practiced in each training intervention. The results provide evidence that voluntary online training interventions for components of scientific literacy can be effectively integrated into higher education settings. However, results further showed an interference effect between the training interventions, indicating that students had problems integrating the different aspects of scientific literacy targeted in the two training interventions.
Publisher: Elsevier BV
Date: 12-2014
Publisher: Routledge
Date: 17-08-2023
Publisher: SAGE Publications
Date: 29-03-2021
Abstract: Fostering metacognitive awareness of misconceptions should enhance deep processing of scientifically correct explanations and thereby decrease misconceptions. To explore these potentially beneficial effects, we conducted a field study implemented in a regular educational psychology course in an Australian teacher education program. In a two-by-two within-subject experimental design, student teachers ( n = 119) answered misconception questionnaires, made metacognitive judgments, and participated in awareness activities at the start (T1) and the end (T2) of the semester (within-subject factor: time). Half of the misconception items focused on educational psychology course content, while the other half focused on related topics that were not covered in the course (non-course content). Awareness activities (AA) consisted of providing feedback regarding all misconception items. During the lectures, we provided additional scientifically correct refutational explanations (RE) regarding course content. Thus, we compared the combined AA+RE treatment for course content with the AA treatment for non-course content (within-subject factor: treatment). Our findings confirm that student teachers harbor numerous high-confidence educational psychological misconceptions. Furthermore, awareness activities plus refutational explanations resulted in significant increases in metacognitive awareness and in performance. Additionally, initial metacognitive overconfidence was related to persistent misconceptions, indicating that overconfidence may hinder correction of course content misconceptions.
Publisher: Springer Science and Business Media LLC
Date: 04-02-2015
Publisher: Springer Science and Business Media LLC
Date: 11-10-2008
Publisher: Hogrefe Publishing Group
Date: 2016
DOI: 10.1027/1864-1105/A000144
Abstract: Abstract. Research on music has had an impressive impact. For ex le, the semantic content of lyrics seems to cause associated short-term effects regarding cognition and affect. However, we argue that these effects might have been confounded by other musical parameters related to time, pitch, texture, or voice of the selected songs. This study overcame this methodological problem by using different versions of an experimentally manipulated song. In a 2 × 2 between-subjects design, 120 university students listened to four versions of a song with violent or prosocial lyrics presented in slow or fast tempo. As predicted by theories of priming, violent lyrics increased aggressive cognitions (word completion test) and aggressive affect (self-reported state anger) in comparison with prosocial lyrics. However, the reverse effects of prosocial lyrics on prosocial cognitions and prosocial affect could not be confirmed. Finally, the tempo of the song did not consistently increase self-reported arousal, and we did not find more extreme effects under conditions of fast tempo as predicted by the arousal-extremity model.
Publisher: Elsevier BV
Date: 10-2017
Publisher: Elsevier BV
Date: 09-2013
Publisher: Springer Science and Business Media LLC
Date: 12-12-2010
Publisher: Informa UK Limited
Date: 30-10-2015
Publisher: Elsevier BV
Date: 2021
Publisher: SAGE Publications
Date: 12-2006
DOI: 10.2190/1266-0413-387K-7J51
Abstract: This article presents an explorative study, which is part of a comprehensive project to examine the impact of epistemological beliefs on metacognitive calibration during learning processes within a complex hypermedia information system. More specifically, this study investigates: 1) if learners differentiate between tasks of different complexity, and set goals and plan their learning behavior accordingly and 2) whether such adaptive learning behavior is influenced by their epistemological beliefs. Students ( n = 72) inspected a set of six learning tasks and answered multiple questions derived from the COPES-model of self-regulated learning (Winne & Hadwin, 1998)—e.g., they judged the importance of specific learning strategies for a particular learning task. Furthermore, they filled in inventories measuring their epistemological beliefs. Results confirmed significant relationships between task complexity and epistemological beliefs on the one hand and students' judgments on the other.
Publisher: Informa UK Limited
Date: 25-10-2010
Publisher: Springer Science and Business Media LLC
Date: 30-09-2009
No related grants have been discovered for Stephanie Pieschl.