References of "Learning & Individual Differences"
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See detailTeacher judgments as measures of children's cognitive ability: A multilevel analysis
Baudson, Tanja Gabriele UL; Fischbach, Antoine UL; Preckel, Franzis

in Learning & Individual Differences (2016), 52

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See detailShort-term and medium-term effects of grade retention in secondary school on academic achievement and psychosocial outcome variables
Klapproth, Florian; Schaltz, Paule UL; Brunner, Martin et al

in Learning & Individual Differences (2016), 50

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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

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See detailCross-national gender differences in complex problem solving and their determinants.
Wüstenberg, Sascha UL; Greiff, Samuel UL; Molnár, Gyöngyvér et al

in Learning & Individual Differences (2014), 29

The present study examined cross-national gender differences in domain-general complex problem solving (CPS) and their determinants. A CPS test relying on the MicroDYN approach was applied to a sample of ... [more ▼]

The present study examined cross-national gender differences in domain-general complex problem solving (CPS) and their determinants. A CPS test relying on the MicroDYN approach was applied to a sample of 890 Hungarian and German high school students attending 8th to 11th grade. Results based on multi-group confirmatory factor analyses showed that measurement invariance of CPS was found across gender and nationality. Analyses of latent mean differences revealed that males outperformed females and German students outperformed Hungarian students. However, these results were caused by Hungarian females performing worse than all other groups. Further analyses of logfiles capturing process data of the interaction of participants with the task showed that Hungarian females less often used vary-one-thing-at-a-time strategy, which lead to considerably worse knowledge acquisition. Results imply that analyzing process data such as use of strategies is highly advisable to identify determinants of overall performance differences in CPS across groups of interest. [less ▲]

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See detailOn the relation of Complex Problem Solving, personality, fluid intelligence, and academic achievement
Greiff, Samuel UL; Neubert, Jonas UL

in Learning & Individual Differences (2014), 36

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See detailPISA proficiency scores predict educational outcomes
Fischbach, Antoine UL; Keller, Ulrich UL; Preckel, Franzis et al

in Learning & Individual Differences (2013), 24

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See detailValidity of the MicroDYN approach: Complex problem solving predicts school grades beyond working memory capacity
Schweizer, Fabian; Wüstenberg, Sascha UL; Greiff, Samuel UL

in Learning & Individual Differences (2013), 24

This study examines the validity of the complex problemsolving (CPS) test MicroDYN by investigating a) the relation between its dimensions – rule identification (exploration strategy), rule knowledge ... [more ▼]

This study examines the validity of the complex problemsolving (CPS) test MicroDYN by investigating a) the relation between its dimensions – rule identification (exploration strategy), rule knowledge (acquired knowledge), rule application (control performance) – and working memory capacity (WMC), and b) whether CPS predicts school grades in different domains beyond WMC. A sample of n=393 German high school students (age M=17.07, SD=1.12) completed the computer-based tests Memory Updating Numerical and the CPS scenario MicroDYN. Using structural equation modeling, WMC predicted rule knowledge and rule application, which remained substantially correlated after controlling forWMC. Rule knowledge predicted school grades in science and social studies beyondWMC, but not in language subjects. Explanations for the differential concurrent validity of CPS as well as prerequisites for valid CPS assessment are discussed. [less ▲]

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See detailDo teacher judgments of student intelligence predict life outcomes?
Fischbach, Antoine UL; Baudson, Tanja Gabriele UL; Preckel, Franzis et al

in Learning & Individual Differences (2013), 27

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See detailDisentangling the relationship between working memory and language: the roles of short-term storage and cognitive control
Engel de Abreu, Pascale UL; Gathercole, S. E.; Martin, Romain UL

in Learning & Individual Differences (2011), 21

This study investigates the relationship between working memory and language in young children growing up in a multilingual environment. The aim is to explore whether mechanisms of short-term storage and ... [more ▼]

This study investigates the relationship between working memory and language in young children growing up in a multilingual environment. The aim is to explore whether mechanisms of short-term storage and cognitive control hold similar relations to emerging language skills and to investigate if potential links are mediated by related cognitive abilities. A sample of 119 Luxembourgish 6-year-olds completed several assessments of working memory (complex and simple span), native and foreign vocabulary, syntax, reading, rhyme awareness, and fluid intelligence. Results showed that short-term storage and cognitive control manifested differential links with developing language abilities: Whereas verbal short-term storage was specifically linked to vocabulary; cognitive control manifested unique and robust links with syntax and early reading development. The study suggests that in young children the working memory system is composed of separate but interacting components corresponding to short-term storage and cognitive control that can be distinguished by the roles they play in supporting language acquisition. [less ▲]

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See detailThe cross-cultural generalizability of a new structural model of academic self-concepts.
Brunner, Martin UL; Keller, Ulrich UL; Hornung, Caroline UL et al

in Learning & Individual Differences (2009), 19

Detailed reference viewed: 67 (6 UL)