References of "Goldhammer, Frank"
     in
Bookmark and Share    
Full Text
Peer Reviewed
See detailThe role of planning in complex problem solving
Eichmann, Beate; Goldhammer, Frank; Greiff, Samuel UL et al

in Computers & Education (2019), 128

Complex problem solving (CPS) is a highly transversal competence needed in educational and vocational settings as well as everyday life. The assessment of CPS is often computer-based, and therefore ... [more ▼]

Complex problem solving (CPS) is a highly transversal competence needed in educational and vocational settings as well as everyday life. The assessment of CPS is often computer-based, and therefore provides data regarding not only the outcome but also the process of CPS. However, research addressing this issue is scarce. In this article we investigated planning activities in the process of complex problem solving. We operationalized planning through three behavioral measures indicating the duration of the longest planning interval, the delay of the longest planning interval and the variance of intervals between each two successive interactions. We found a significant negative average effect for our delay indicator, indicating that early planning in CPS is more beneficial. However, we also found effects depending on task and interaction effects for all three indicators, suggesting that the effects of different planning behaviors on CPS are highly intertwined. [less ▲]

Detailed reference viewed: 97 (6 UL)
Full Text
Peer Reviewed
See detailMetacognitive confidence judgments and their link to complex problem solving
Rudolph, Julia UL; Niepel, Christoph UL; Greiff, Samuel UL et al

in Intelligence (2017)

With the aim to better understand the nature of complex problem solving (CPS), we investigated the link between confidence judgments, which represent a major constituent of metacognitive self-monitoring ... [more ▼]

With the aim to better understand the nature of complex problem solving (CPS), we investigated the link between confidence judgments, which represent a major constituent of metacognitive self-monitoring, and CPS by regressing the two facets of CPS (i.e., knowledge acquisition and knowledge application) on confidence in CPS. To ensure that the link between confidence in CPS and CPS is distinct, we controlled for reasoning, which is the strongest known correlate of CPS. Using structural equation modeling in a sample of 471 German eventh- grade students, we found that confidence in CPS explained 67% of the variance in CPS knowledge acquisition and 55% of the variance in CPS knowledge application. These links were reduced but remained substantial when we controlled for reasoning. The results indicate that confidence judgments as indicators of metacognitive monitoring in CPS are substantially linked to successful CPS, thus bringing us one step closer to a full understanding of CPS. [less ▲]

Detailed reference viewed: 138 (10 UL)
Peer Reviewed
See detailProzessindikatoren. Von der Erklärung des Aufgabenerfolgs zum formativen Assessment
Naumann, Johannes; Goldhammer, Frank; Greiff, Samuel UL

Scientific Conference (2016, February)

Detailed reference viewed: 41 (1 UL)
See detailDie Rolle transversaler Kompetenzen für schulisches Lernen. Das Beispiel des komplexen Problemlösens
Niepel, Christoph UL; Rudolph, Julia UL; Goldhammer, Frank et al

in BMBF (Ed.) Forschungsvorhaben in Ankopplung an Large-Scale Assessments (2016)

Detailed reference viewed: 50 (1 UL)
Peer Reviewed
See detailExplaining response confidence in Complex Problem Solving perfomance
Rudolph, Julia UL; Krkovic, Katarina; Niepel, Christoph UL et al

Scientific Conference (2015)

Detailed reference viewed: 60 (1 UL)
Peer Reviewed
See detailExploiting behavioral process data from computer-based testing
Goldhammer, Frank; Greiff, Samuel UL

Scientific Conference (2014, July)

Detailed reference viewed: 38 (3 UL)