References of "Wüstenberg, Sascha 50003346"
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See detailEmpirical work on computer-based assessment of domain-general complex problem solving skills
Molnar, G.; Greiff, Samuel UL; Wüstenberg, Sascha UL et al

in Csapo, Beno; Funke, Joachim (Eds.) The nature of problem solving (2017)

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See detailAssessing Collaborative Behavior in Students - An Experiment-Based Assessment Approach
Krkovic, Katarina; Wüstenberg, Sascha UL; Greiff, Samuel UL

in European Journal of Psychological Assessment (2016), 32(1), 52-60

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See detailConstruct validity of complex problem solving: A comprehensive view on different facets of intelligence and school grades
Kretzschmar, André UL; Neubert, Jonas UL; Wüstenberg, Sascha UL et al

in Intelligence (2016), 54

Although Complex Problem Solving (CPS) has attracted increasing amounts of attention in recent years (e.g., PISA study), the role of CPS in the nomological network of intelligence is controversial. The ... [more ▼]

Although Complex Problem Solving (CPS) has attracted increasing amounts of attention in recent years (e.g., PISA study), the role of CPS in the nomological network of intelligence is controversial. The question of whether CPS is a distinct construct is as old as CPS research itself, but previous studies have had specific shortcomings when addressing the question of whether CPS is a separable or independent construct. The aim of the present study was, therefore, to combine the advantages of previous studies to facilitate a less biased view of the relation between CPS and established intelligence constructs. A sample of 227 German university students worked on a comprehensive measure of intelligence (Berlin Intelligence Structure test) and two CPS assessment tools (MicroDYN and MicroFIN). Furthermore, final school grades (GPA) served as an external criterion. We applied confirmatory factor analyses and structural equation modeling to investigate the relation between CPS and established intelligence constructs on the basis of different psychometric approaches (i.e., first-order model, nested factor model). Moreover, we examined the incremental validity of CPS in explaining GPA beyond established intelligence constructs. Results indicate that CPS represents unique variance that is not accounted for by established intelligence constructs. The incremental validity of CPS was found only when a commonly used narrow operationalization of intelligence was applied (i.e., figural reasoning) but not when a broad operationalization was applied. [less ▲]

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See detailComplex problem solving within the nomological network of intelligence
Kretzschmar, André UL; Neubert, Jonas UL; Wüstenberg, Sascha UL et al

Scientific Conference (2015, April)

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See detailDomain-general problem solving skills and its role in education in the 21st century.
Greiff, Samuel UL; Wüstenberg, Sascha UL; Csapo, B. et al

Presentation (2015, April)

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See detailNutzung und Nutzen von Prozessdaten in computerbasierten Testungen
Wüstenberg, Sascha UL; Greiff, Samuel UL

Scientific Conference (2015, March 11)

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See detailAssessing complex problem solving skills with Multiple Complex Systems.
Greiff, Samuel UL; Fischer, Andreas; Stadler, Matthias UL et al

in Thinking & Reasoning (2015), 21

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See detailCOMPRO. Komplexer Problemlösetest
Greiff, Samuel UL; Wüstenberg, Sascha UL

Computer development (2015)

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See detailExtending the assessment of Complex Problem Solving to finite state automata. Embracing heterogeneity
Neubert, Jonas UL; Kretzschmar, André UL; Wüstenberg, Sascha UL et al

in European Journal of Psychological Assessment (2015), 31

Detailed reference viewed: 35 (1 UL)
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See detailAssessing analytic and interactive aspects of problem solving competency
Fischer, A.; Greiff, Samuel UL; Wüstenberg, Sascha UL et al

in Learning & Individual Differences (2015), 39

Detailed reference viewed: 110 (15 UL)