References of "Greiff, Samuel 50001890"
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See detailInteractive Problem Solving and its realization in large-scale assessments
Greiff, Samuel UL; Funke, Joachim

Scientific Conference (2012, April 25)

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See detailMeasuring Complex Problem Solving as a five dimensional construct
Fischer; Wüstenberg, Sascha UL; Greiff, Samuel UL

Scientific Conference (2012, April 25)

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See detailAn authoring tool to create Complex Problem Solving items: The Item Builder
Pöll, U; Hilse, J.; Müller, Jonas UL et al

Scientific Conference (2012, April 25)

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See detailCombining domain specific and domain general problem solving ability: Some ideas
Spredemann, A.; Greiff, Samuel UL

Scientific Conference (2012, April 24)

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See detailAssessment of complex mental skills in PISA 2015: Unsolved issues and challenges
Greiff, Samuel UL

Scientific Conference (2012, April 24)

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See detailMeasurement invariance of Complex Problem Solving ability measured by MicroDYN
Wüstenberg, Sascha UL; Greiff, Samuel UL; Molnar, Gyöngyvér et al

Scientific Conference (2012, April 24)

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See detailProject introduction: Interactive Problem Solving and lifelong learning
Müller, Jonas UL; Hilse, J. C.; Kretzschmar, André UL et al

Scientific Conference (2012, April)

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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 ▲]

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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 ▲]

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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 ▲]

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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

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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 ▲]

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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 ▲]

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See detailThe Genetics Lab. Acceptance and psychometric characteristics of a computer-based microworld to assess Complex Problem Solving
Sonnleitner, Philipp UL; Brunner, Martin; Greiff, Samuel UL et al

in Psychological Test and Assessment Modeling (2012), 54

Computer-based problem solving scenarios or “microworlds” are contemporary assessment instruments frequently used to assess students’ complex problem solving behavior – a key aspect of today’s educational ... [more ▼]

Computer-based problem solving scenarios or “microworlds” are contemporary assessment instruments frequently used to assess students’ complex problem solving behavior – a key aspect of today’s educational curricula and assessment frameworks. Surprisingly, almost nothing is known about their (1) acceptance or (2) psychometric characteristics in student populations. This article introduces the Genetics Lab (GL), a newly developed microworld, and addresses this lack of empirical data in two studies. Findings from Study 1, with a sample of 61 ninth graders, show that acceptance of the GL was high and that the internal consistencies of the scores obtained were satisfactory. In addition, meaningful intercorrelations between the scores supported the instrument’s construct validity. Study 2 drew on data from 79 ninth graders in differing school types. Large to medium correlations with figural and numerical reasoning scores provided evidence for the instrument’s construct validity. In terms of external validity, substantial correlations were found between academic performance and scores on the GL, most of which were higher than those observed between academic performance and the reasoning scales administered. In sum, this research closes an important empirical gap by (1) proving acceptance of the GL and (2) demonstrating satisfactory psychometric properties of its scores in student populations. [less ▲]

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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

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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 ▲]

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See detailIndividualdiagnostik komplexer Problemlösefähigkeit
Greiff, Samuel UL

Book published by Waxmann (2012)

Detailed reference viewed: 141 (6 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: 101 (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)