References of "Krolak-Schwerdt, Sabine 50002142"
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See detailExploratorische Faktorenanalyse
Krolak-Schwerdt, Sabine UL; Spinath, Frank

in Holling, H.; B.Schmitz (Eds.) Handbuch Statistik, Methoden und Evaluation (Handbuch der Psychologie, Bd. 13) (2010)

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See detailDer Einfluss von Expertise auf den Prozess der Urteilsbildung
Böhmer, Matthias UL; Krolak-Schwerdt, Sabine UL

Scientific Conference (2009, September)

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See detailDer Einfluss des Verarbeitungsziels auf die schulische Leistungsbeurteilung: Ein Experten-Novizen-Vergleich
Böhmer, Matthias UL; Krolak-Schwerdt, Sabine UL; Gräsel, Cornelia

Scientific Conference (2009, September)

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See detailEffekte der Verarbeitungssequenz und der Verantwortlichkeit auf die Verarbeitung stereotypbezogener Informationen
Herfordt, Julia; Krolak-Schwerdt, Sabine UL

Scientific Conference (2009, September)

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See detailAnchoring effects in teachers’ assessment of student performance: Two experimental studies
Dünnebier, Katrin; Gräsel, Cornelia; Krolak-Schwerdt, Sabine UL

Scientific Conference (2009, August)

Detailed reference viewed: 42 (0 UL)
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See detailEffects of representativeness biases in educational achievement judgments
Herfordt, Julia; Böhmer, Matthias UL; Krolak-Schwerdt, Sabine UL et al

Scientific Conference (2009, August)

Detailed reference viewed: 48 (1 UL)
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See detailDiagnostic relevant information in school transition recommendations – Teachers’ point of view
Nölle, Ines; Hörstermann, Thomas UL; Gräsel, Cornelia et al

Scientific Conference (2009, August)

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See detailUrteilsfehler in der schulischen Leistungsbeurteilung: Der Einfluss von Verarbeitungszielen und Expertise
Gräsel, Cornelia; Krolak-Schwerdt, Sabine UL; Dünnebier, Katrin et al

Scientific Conference (2009, March)

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See detailDiagnostisch relevante Informationen bei der Übergangsempfehlung – die Perspektive der Lehrkräfte
Nölle, Ines; Hörstermann, Thomas UL; Krolak-Schwerdt, Sabine UL et al

in Unterrichtswissenschaft (2009), 37

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See detailADCLUS: A data model for the comparison of two-mode clustering methods by Monte Carlo simulation
Wiedenbeck, Michael; Krolak-Schwerdt, Sabine UL

in Okada, A.; Imaizumi, T.; Bock, H. H. (Eds.) et al Studies in classification, data analysis and knowledge organization (2009)

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See detailVerarbeitung von schülerbezogener Information als zielgeleiteter Prozess: Der Lehrer als "flexibler Denker"
Krolak-Schwerdt, Sabine UL; Böhmer, Matthias UL; Gräsel, Cornelia

in Zeitschrift für Pädagogische Psychologie (2009), 23

The present study investigates the influence of different goals in processing students’ attributes on attention allocation and person memory. For this purpose, case reports were presented to teachers as ... [more ▼]

The present study investigates the influence of different goals in processing students’ attributes on attention allocation and person memory. For this purpose, case reports were presented to teachers as experts (Experiment 1) and University students of natural sciences as laymen (Experiment 2). Participants read the case reports either with the instruction (a) to form an impression of the described students (impression formation goal) or (b) to predict their future performance (prognosis goal). Self-paced reading time and free recall were measured. With the goal of prognosis, experts directed attention to and recalled students’ individual attributes. With the goal of impression formation, experts used an available social category. In contrast, laymen’s processing was not influenced by goals. [less ▲]

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See detailLehrerprofessionalität im SPP "Kompetenzmodelle"
Gräsel, Cornelia; Krolak-Schwerdt, Sabine UL

in Zlatkin-Troitschanskaia, O.; Beck, K.; Sembill, D. (Eds.) et al Lehrprofessionalität - Bedingungen, Genese, Wirkungen und ihre Messung (2009)

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See detailUrteilsverzerrungen in der schulischen Leistungsbeurteilung: Eine experimentelle Studie zu Ankereffekten
Dünnebier, Katrin; Gräsel, Cornelia; Krolak-Schwerdt, Sabine UL

in Zeitschrift für Pädagogische Psychologie (2009), 23

The aim of the study is to investigate anchoring effects in teachers’ assessment. Anchoring effects occur when a preceding judgement influences a subsequent judgement of the same target or task. Our ... [more ▼]

The aim of the study is to investigate anchoring effects in teachers’ assessment. Anchoring effects occur when a preceding judgement influences a subsequent judgement of the same target or task. Our experiment investigates whether teachers use the anchoring heuristic in student assessments and if its occurrence is moderated by the processing goal and teachers’ expertise. We assume that people use processing strategies according to their actual processing goals. Whereas experts are able to choose an adequate information processing depending on the situation, novices are assumed to be more susceptible to use heuristics, e.g. the anchoring heuristic, independent of their actual processing goal. In our experiment expert teachers and teacher students were asked to assess written tests of a student. They received case material including a neutral description and two tests (German and Math). Participants were either instructed to form a first impression of the student (impression formation goal) or to give an educational recommendation (prognosis goal). After reading the case material, the participants received the anchor: They were told that an experienced teacher had already assessed the tests and marked them with a grade of 2 (high anchor) or 4 (low anchor). Afterwards they had to assess the tests by themselves. Results revealed an interaction effect of expertise, anchor and processing goal. Expert teachers who assessed the student’s performance in the German test with the goal of giving an educational recommendation did not use the anchoring heuristic. Furthermore, results showed only a main effect of the anchor when assessing the math test. The assessments of the math test were assimilated to the given anchor independent of the actual processing goal or the teachers’expertise. [less ▲]

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See detailRelevante diagnostische Informationen bei der Übergangsempfehlung - Die Perspektive der Lehrkräfte
Nölle, Ines; Hörstermann, Thomas UL; Krolak-Schwerdt, Sabine UL et al

in Unterrichtswissenschaft (2009), 37

Detailed reference viewed: 326 (17 UL)