References of "Greiff, Samuel 50001890"
     in
Bookmark and Share    
Full Text
Peer Reviewed
See detailDie Bedeutung übergreifender kognitiver Determinanten für die Bewältigung beruflicher Anforderungen. Untersuchung am Beispiel dynamischen und technischen Problemlösens
Abele, Stephan; Greiff, Samuel UL; Gschwendtner, Tobias et al

in Zeitschrift für Erziehungswissenschaft (2012), 15

Im Zentrum des Beitrags steht die Bedeutung und Prognosekraft dynamischer Problemlösekompetenz (DPK) für das Kriterium der technischen Problemlöseleistung. Als weitere Prädiktoren wurden in der ... [more ▼]

Im Zentrum des Beitrags steht die Bedeutung und Prognosekraft dynamischer Problemlösekompetenz (DPK) für das Kriterium der technischen Problemlöseleistung. Als weitere Prädiktoren wurden in der Untersuchung fluide Intelligenz und technisches Fachwissen berücksichtigt. Die Integration fluider Intelligenz ermöglichte auch eine Untersuchung der Frage, ob sich DKP von fluider Intelligenz unterscheiden lässt. Die auf einer Kfz-Mechatroniker- und Elektronikerstichprobe (n = 129, n = 88) basierenden Analysen belegten die empirische Eigenständigkeit der DKP gegenüber fluider Intelligenz. In der Elektronikerstichprobe erklärte DKP die technische Problemlöseleistung am besten, wobei fluide Intelligenz darüber hinaus inkrementelle Validität zeigte. Bei den Kfz-Mechatronikern korrelierte nur fluide Intelligenz mit dem Kriterium, allerdings schwach. Wurde Fachwissen einbezogen, verschwand sowohl die Bedeutung der DKP als auch fluider Intelligenz. Allerdings übte bei den Elektronikern fluide Intelligenz einen über Wissen vermittelten indirekten Einfluss auf das Kriterium aus. Die nicht ganz eindeutige Befundlage, stichprobenspezifische Unterschiede sowie theoretische Ansätze zur Erklärung der beobachteten Effekte werden diskutiert. [less ▲]

Detailed reference viewed: 141 (11 UL)
Full Text
Peer Reviewed
See detailAssessment and theory in Complex Problem Solving. A continuing contradiction?
Greiff, Samuel UL

in Journal of Educational and Developmental Psychology (2012), 2

Complex Problem Solving (CPS) describes skills frequently needed in everyday life such as the use of new technological devices. Therefore, CPS skills constitute an increasingly important individual ... [more ▼]

Complex Problem Solving (CPS) describes skills frequently needed in everyday life such as the use of new technological devices. Therefore, CPS skills constitute an increasingly important individual ability that needs theoretically embedded, reliable and validated measurement devices. The present article shows that current tests do not sufficiently address the requirement of a theory-based assessment. An integrative approach, the Action Theoretical Problem Space Model by Rollett (2008), is introduced and used to demonstrate how a theoretical framework can influence and inform test development. Implications for the assessment of CPS and its potential are discussed. [less ▲]

Detailed reference viewed: 173 (5 UL)
Full Text
Peer Reviewed
See detailFachspezifische Problemlösefähigkeit in gewerblich-technischen Ausbildungsberufen. Modellierung, erreichte Niveaus und relevante Einflussfaktoren
Nickolaus, R.; Fleischer, J.; Wirth, Joachim et al

in Zeitschrift für Berufs- und Wirtschaftspädagogik (2012), 108

Detailed reference viewed: 201 (8 UL)
Full Text
Peer Reviewed
See detailDynamic Problem Solving: A new measurement perspective
Greiff, Samuel UL; Wüstenberg, Sascha UL; Funke, Joachim

in Applied Psychological Measurement (2012), 36

This article addresses two unsolved measurement issues in dynamic problem solving (DPS) research: (a) unsystematic construction of DPS tests making a comparison of results obtained in different studies ... [more ▼]

This article addresses two unsolved measurement issues in dynamic problem solving (DPS) research: (a) unsystematic construction of DPS tests making a comparison of results obtained in different studies difficult and (b) use of time-intensive single tasks leading to severe reliability problems. To solve these issues, the MicroDYN approach is presented, which combines (a) the formal framework of linear structural equation models as a systematic way to construct tasks with (b) multiple and independent tasks to increase reliability. Results indicated that the assumed measurement model that comprised three dimensions, information retrieval, model building, and forecasting, fitted the data well (n = 114 students) and could be replicated in another sample (n = 140), showing excellent reliability estimates for all dimensions. Predictive validity of school grades was excellent for model building but nonexistent for the other two MicroDYN dimensions and for an additional measure of DPS. Implications are discussed. [less ▲]

Detailed reference viewed: 304 (148 UL)
Full Text
Peer Reviewed
See detailAnalytisches und dynamisches Problemlösen im Lichte internationaler Schulleistungsvergleichsstudien: Untersuchungen zur Dimensionalität
Leutner, Detlev; Fleischer, Jens; Wirth, Joachim et al

in Psychologische Rundschau : Ueberblick Uber die Fortschritte der Psychologie in Deutschland, Oesterreich, und der Schweiz (2012), 63

Der Aufbau von Problemlösekompetenz ist einerseits Ziel schulischen Lernens, andererseits Voraussetzung für erfolgreiches weiteres Lernen. Die PISA-Studie 2003 erbrachte überraschende Befunde ... [more ▼]

Der Aufbau von Problemlösekompetenz ist einerseits Ziel schulischen Lernens, andererseits Voraussetzung für erfolgreiches weiteres Lernen. Die PISA-Studie 2003 erbrachte überraschende Befunde: Schülerinnen und Schüler in Deutschland scheinen über kognitives Potenzial zu verfügen, das beim Lösen fächerübergreifender Problemstellungen sichtbar wird, in den Schulen aber nicht hinreichend genutzt wird, um fachliche Kompetenzen aufzubauen. Zur Prüfung dieser Potenzialausschöpfungshypothese bedarf es einer Analyse der kognitiven Anforderungen der PISA-Aufgaben und Studien zur Modellierung der zu ihrer Lösung erforderlichen Kompetenzen bzw. Kompetenzstrukturen. Es werden zwei Studien zum Lösen analytischer und dynamischer Probleme berichtet, deren Ergebnisse für beide Kompetenzbereiche eine dreidimensionale Kompetenzstruktur nahe legen. Substanzielle Korrelationen der einzelnen Dimensionen, insbesondere mit mathematischnaturwissenschaftlichen Kompetenzen, lassen darüber hinaus erwarten, dass gezielte Maßnahmen zur Förderung einzelner Kompetenzdimensionen auf die Entwicklung dieser fachlichen Kompetenzen transferieren. [less ▲]

Detailed reference viewed: 108 (7 UL)
Full Text
Peer Reviewed
See detailComplex Problem Solving. More than reasoning?
Wüstenberg, Sascha UL; Greiff, Samuel UL; Funke, Joachim

in Intelligence (2012), 40

This study investigates the internal structure and construct validity of Complex Problem Solving (CPS), which is measured by a Multiple-Item-Approach. It is tested, if (a) three facets of CPS – rule ... [more ▼]

This study investigates the internal structure and construct validity of Complex Problem Solving (CPS), which is measured by a Multiple-Item-Approach. It is tested, if (a) three facets of CPS – rule identification (adequateness of strategies), rule knowledge (generated knowledge) and rule application (ability to control a system) – can be empirically distinguished, how (b) reasoning is related to these CPS-facets and if (c) CPS shows incremental validity in predicting school grade point average (GPA) beyond reasoning. N=222 university students completed Micro-DYN, a computer-based CPS test and Ravens Advanced Progressive Matrices. Analysis including structural equation models showed that a 2-dimensionsal model of CPS including rule knowledge and rule application fitted the data best. Furthermore, reasoning predicted performance in rule application only indirectly through its influence on rule knowledge indicating that learning during system exploration is a prerequisite for controlling a system successfully. Finally, CPS explained variance in GPA even beyond reasoning, showing incremental validity of CPS. Thus, CPS measures important aspects of academic performance not assessed by reasoning and should be considered when predicting real life criteria such as GPA. [less ▲]

Detailed reference viewed: 457 (269 UL)
Full Text
Peer Reviewed
See detailThe process of solving complex problems
Fischer, Andreas; Greiff, Samuel UL; Funke, Joachim

in Journal of Problem Solving (The) (2012), 4

This article is about Complex Problem Solving (CPS), its history in a variety of research domains (e.g., human problem solving, expertise, decision making, and intelligence), and a formal definition and a ... [more ▼]

This article is about Complex Problem Solving (CPS), its history in a variety of research domains (e.g., human problem solving, expertise, decision making, and intelligence), and a formal definition and a process theory of CPS applicable to the interdisciplinary field. CPS is portrayed as (a) knowledge acquisition and (b) knowledge application concerning the goal-oriented control of ystems that contain many highly interrelated elements (i.e., complex systems). The impact of mplicit and explicit knowledge as well as systematic strategy selection on the solution process are discussed, emphasizing the importance of (1) information generation (due to the initial intransparency of the situation), (2) information reduction (due to the overcharging complexity of the problem’s structure), (3) model building (due to the interconnectedness of the variables), (4) dynamic decision making (due to the eigendynamics of the system), and (5) evaluation (due to many, interfering and/or ill-defined goals). [less ▲]

Detailed reference viewed: 224 (6 UL)
Full Text
Peer Reviewed
See detailFrom Interactive to Collaborative Problem Solving: Current issues in the Programme for International Student Assessment
Greiff, Samuel UL

in Review of Psychology = Przegl¸ad psychologiczny : kwartalnik (2012), 19

Detailed reference viewed: 72 (11 UL)
See detailSystemisches und räumliches Denken in der geographischen Bildung. Erste Ergebnisse zur Überprüfung eines Modells der Geographischen Systemkompetenz
Viehrig, K.; Siegmund, A.; Wüstenberg, Sascha UL et al

in Hüttermann, A.; Kirchner, P.; Schuler, S. (Eds.) et al Räumliche Orientierung: Räumliche Orientierung, Karten und Geoinformation im Unterricht (2012)

Detailed reference viewed: 93 (2 UL)
See detailItem Response Theorie – eine Einführung
Wüstenberg, Sascha UL; Greiff, Samuel UL

in Wilde, M.; Basten, S.; Fries, B. (Eds.) et al Forschen für den Unterricht. Junge Experten zeigen wie’s geht (2012)

Detailed reference viewed: 40 (3 UL)
See detailIndividualdiagnostik komplexer Problemlösefähigkeit
Greiff, Samuel UL

Book published by Waxmann (2012)

Detailed reference viewed: 123 (6 UL)
See detailTheoretical extensions: From Interactive to Collaborative Problem Solving
Greiff, Samuel UL; Funke, J.

Scientific Conference (2011, December 13)

Detailed reference viewed: 38 (1 UL)
See detailSome thoughts on the assessment of Collaborative Problem Solving.
Greiff, Samuel UL; Fischer, A.; Funke, Joachim

Scientific Conference (2011, December 12)

Detailed reference viewed: 77 (1 UL)
See detailA framework for assessing individual and collaborative Problem Solving
Greiff, Samuel UL; Funke, Joachim

Presentation (2011, September 28)

Detailed reference viewed: 34 (1 UL)
See detailScaling Interactive Problem Solving in German high school students. Results on construct validity
Greiff, Samuel UL

Scientific Conference (2011, September 26)

Detailed reference viewed: 27 (1 UL)
Peer Reviewed
See detailSome perspectives on new developments in teaching and education
Greiff, Samuel UL

Scientific Conference (2011, September 03)

Detailed reference viewed: 23 (1 UL)
Peer Reviewed
See detailMeasuring adults' dynamic problem solving competency
Toth, K.; Molnar, G.; Wüstenberg, Sascha UL et al

Scientific Conference (2011, September)

Detailed reference viewed: 99 (0 UL)
Peer Reviewed
See detailDynamic systems and their importance in competence assessment of problem solving
Funke, Joachim; Greiff, Samuel UL; Wüstenberg, Sascha UL

Scientific Conference (2011, September)

Detailed reference viewed: 40 (0 UL)
Peer Reviewed
See detailDynamic problem solving: Just intelligence or something different?
Wüstenberg, Sascha UL; Greiff, Samuel UL; Funke, Joachim

Scientific Conference (2011, September)

Detailed reference viewed: 26 (1 UL)