References of "Krolak-Schwerdt, Sabine 50002142"
     in
Bookmark and Share    
Full Text
Peer Reviewed
See detailComparing regression approaches in modelling (non-)compensatory judgement formation
Hörstermann, Thomas UL; Krolak-Schwerdt, Sabine UL

in Studies in classification, data analysis and knowledge organization (in press)

Applied research on judgment formation, e.g. in education, is interested in identifying the underlying judgment rules from empirical judgment data. Psychological theories and empirical results on human ... [more ▼]

Applied research on judgment formation, e.g. in education, is interested in identifying the underlying judgment rules from empirical judgment data. Psychological theories and empirical results on human judgment formation support the assumption of compensatory strategies, e.g. (weighted) linear models, as well as non compensatory (heuristic) strategies as underlying judgment rules. Previous research repeatedly demonstrated that linear regression models well fitted empirical judgment data, leading to the conclusion that the underlying cognitive judgment rules were also linear and compensatory. This simulation study investigated whether a good fit of a linear regression model is a valid indicator of a compensatory cognitive judgment formation process. Simulated judgment data sets with underlying compensatory and noncompensatory judgment rules were generated to reflect typical judgment data from applied educational research. Results indicated that linear regression models well fitted even judgment data with underlying non compensatory judgment rules, thus impairing the validity of the fit of the linear model as an indicator of compensatory cognitive judgment processes. [less ▲]

Detailed reference viewed: 57 (28 UL)
See detailStudent case vignettes for the investigation of teachers' tracking decisions
Böhmer, Ines; Hörstermann, Thomas UL; Gräsel, Cornelia et al

Report (in press)

Detailed reference viewed: 50 (7 UL)
Full Text
Peer Reviewed
See detailTeachers’ school tracking decisions
Böhmer, Ines; Gräsel, Cornelia; Krolak-Schwerdt, Sabine UL et al

in Leutner, Detlev; Fleischer, Jens; Grünkorn, Juliane (Eds.) et al Competence assessment in education: Research, models, and instruments (2017)

Detailed reference viewed: 73 (13 UL)
Full Text
Peer Reviewed
See detailPsychological Test and Assessment Modeling, Special Issue Current Methodological Issues in Educational Large-Scale Assessments - Part II
Stadler, Matthias UL; Greiff, Samuel UL; Krolak-Schwerdt, Sabine UL

in Psychological Test and Assessment Modeling, Special Issue Current Methodological Issues in Educational Large-Scale Assessments – Part II (2017), 59

Detailed reference viewed: 27 (9 UL)
Peer Reviewed
See detailDas Übergangsurteil am Ende der Primarstufe: eine Mouselab-Untersuchung zur Informationssuche der Lehrkräfte
Böhmer, Matthias UL; Krolak-Schwerdt, Sabine UL; Glock, Sabine et al

Scientific Conference (2016, September)

Detailed reference viewed: 17 (8 UL)
See detailInvited talk - Übergangsentscheidungen in Luxemburg
Krolak-Schwerdt, Sabine UL; Pit, Ineke UL; Glock, Sabine et al

Conference given outside the academic context (2016)

Detailed reference viewed: 6 (1 UL)
Full Text
See detailJudging people and their language use: How attitudes towards languages and speakers’ nationality influence speaker evaluations in multilingual contexts, using Luxembourg as an example
Lehnert, Tessa Elisabeth UL; Krolak-Schwerdt, Sabine UL; Hörstermann, Thomas UL

Presentation (2016, March 21)

In social encounters, language is one of the most salient cues eliciting evaluative responses. According to models on language attitudes (e.g., Cargile, Giles, Ryan & Bradac, 1994), listeners` attitudes ... [more ▼]

In social encounters, language is one of the most salient cues eliciting evaluative responses. According to models on language attitudes (e.g., Cargile, Giles, Ryan & Bradac, 1994), listeners` attitudes towards the speaker`s language influence the evaluation of this speaking person. However, linguistic stimuli might evoke additional inferences, e.g. on speaker`s nationality. We are therefore experimentally testing whether attitudes towards languages and attitudes towards speaker`s nationality are two distinguishable constructs which has not been addressed in previous research. Furthermore, the distinction between implicit and explicit attitudes is examined, resulting in a theoretical framework of four distinct types of attitudes influencing speaker evaluations. Luxembourg`s linguistic context is determined by the existence of various languages spoken by different inhabitants. In the present study, the model is tested with Luxembourgish and French. Using a combination of explicit measures and an adapted audio Implicit Association Test (IAT; Greenwald et al., 2002), language and national attitudes of Luxembourgish university students are assessed. According our hypotheses, it is expected that language attitudes correlate moderately with national attitudes, providing evidence for the factorial separability. Results of regression analyses are discussed to give insight into the predictive impact of the four attitude types on speaker evaluations. A comparison between implicit and explicit attitudes is put into focus to demonstrate the model’s relevance. Overall, this study contributes to ascertaining the complexity of influencing factors on person perception based on linguistic cues by treating language and national attitudes as distinguishable constructs. [less ▲]

Detailed reference viewed: 14 (5 UL)
Full Text
Peer Reviewed
See detailGender differences in educational attainment
Hadjar, Andreas UL; Krolak-Schwerdt, Sabine UL; Priem, Karin UL et al

in Hadjar, Andreas; Krolak, Sabine; Priem, Karin (Eds.) et al Gender and Educational Achievement (2016)

Detailed reference viewed: 66 (7 UL)
Peer Reviewed
See detailPrimacy effects in attention, recall and judgment patterns of simultaneously presented student information: Evidence from an eye-tracking study
Hörstermann, Thomas UL; Pit-Ten Cate, Ineke UL; Krolak-Schwerdt, Sabine UL et al

in Hughes, Gary (Ed.) Student Achievement: Perspectives, Assessment and Improvement Strategies (2016)

Social cognition research has demonstrated that processes of memory and judgment formation are not only affected by information type but also by the sequence in which this information is received. These ... [more ▼]

Social cognition research has demonstrated that processes of memory and judgment formation are not only affected by information type but also by the sequence in which this information is received. These sequence (i.e. primacy and recency) effects are of special interest if the first or last information activates a social category, as this may increase the risk of stereotypical biases in decision making. This may be especially pertinent to the educational domain as studies have shown teachers´ judgments are influenced not only by students´ academic achievement but also their social background. Therefore, this study investigated primacy effects in the assessment of student performance. This study not only assessed the impact of sequence on memory and judgment, but also measured attention via eye-tracking techniques, hence offering a more detailed test of the assumption of the primacy effect (i.e. increased attention to the first piece of information). Forty participants were presented four student descriptions, containing information on the student’s grades, standardized test results, working behavior and social background. For half of the participants, social background information was presented in the top left position on the screen and grade information in the top right position. For the other half these positions were switched. The sequence of information was therefore not predefined by the experimenter, but left to the participant, however, given the left-to-right and top-to-bottom orientation common in Western European languages, the information in the top-left position was expected to draw initial attention of participants. After reading each student description, participants recommended a fitting secondary school track and later recalled student information. The design of the study is a 2×2 factorial design, with the position order (social background vs. grades in top-left position) as a between-subject factor and type of information (social background vs. grades) as a within-subject factor. According our expectations, eye-movements (i.e. fixations during the first second of presentation), showed a significant effect of the position order. Information in the top-left position received not only more initial attention, but also more attention throughout, than the same information positioned in the top-right position, thus indicating a primacy effect in attention. This result was only partially reflected in the recall data, and no differences resulted in the accuracy of judgments. The results confirmed that the positioning of simultaneously presented information leads to a primacy effect in attention, but does not produce primacy effects in subsequent memory and judgments. In regard to the common structure of various dossiers and records, which first list a student’s name and personal information, these findings imply that such structure may maximize teachers’ attention to social background information, stating a potential source of social disparities in educational systems. [less ▲]

Detailed reference viewed: 34 (9 UL)