References of "Wüstenberg, Sascha 50003346"
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See detailComputer-based assessment of Complex Problem Solving: concept, implementation, and application
Greiff, Samuel UL; Wüstenberg, Sascha UL; Holt, Daniel et al

in Educational Technology Research & Development (2013), 61

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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 detailComplex Problem Solving in educational contexts. Assessment, measurement invariance, and construct validity
Wüstenberg, Sascha UL; Greiff, Samuel UL; Molnar, G. et al

Scientific Conference (2012, August 29)

Detailed reference viewed: 35 (1 UL)
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See detailDimensionality of Analytical and Complex Problem Solving competence
Fleischer, J.; Wüstenberg, Sascha UL; Greiff, Samuel UL

Scientific Conference (2012, July)

Detailed reference viewed: 49 (1 UL)
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See detailA modern understanding of Complex Problem Solving.
Wüstenberg, Sascha UL; Greiff, Samuel UL; Fischer, A. et al

Scientific Conference (2012, July)

Detailed reference viewed: 46 (0 UL)
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See detailPrediction of students’ performance on test taking processes in Complex Problem Solving
Toth, K.; Wüstenberg, Sascha UL; Rölke, H. et al

Scientific Conference (2012, July)

Detailed reference viewed: 61 (0 UL)
See detailMeasuring Complex Problem Solving as a five dimensional construct
Fischer; Wüstenberg, Sascha UL; Greiff, Samuel UL

Scientific Conference (2012, April 25)

Detailed reference viewed: 35 (1 UL)
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)

Detailed reference viewed: 54 (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: 41 (3 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)

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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 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 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 detailDynamic systems and their importance in competence assessment of problem solving
Funke, Joachim; Greiff, Samuel UL; Wüstenberg, Sascha UL

Scientific Conference (2011, September)

Detailed reference viewed: 43 (0 UL)
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See detailMeasuring adults' dynamic problem solving competency
Toth, K.; Molnar, G.; Wüstenberg, Sascha UL et al

Scientific Conference (2011, September)

Detailed reference viewed: 101 (0 UL)
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See detailDynamic problem solving: Just intelligence or something different?
Wüstenberg, Sascha UL; Greiff, Samuel UL; Funke, Joachim

Scientific Conference (2011, September)

Detailed reference viewed: 27 (1 UL)
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See detailAn inventory of Geographic System Competency
Viehrig, K.; Wüstenberg, Sascha UL; Greiff, Samuel UL et al

Scientific Conference (2011, August 03)

Detailed reference viewed: 55 (1 UL)
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See detailDynamic problem solving competency: More than intelligence?
Wüstenberg, Sascha UL; Greiff, Samuel UL; Funke, Joachim

Scientific Conference (2011, July 05)

Detailed reference viewed: 41 (1 UL)
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See detailAssessment of dynamic problem solving competency with computer-based problems
Greiff, Samuel UL; Wüstenberg, Sascha UL; Funke, Joachim

Scientific Conference (2011, July 04)

Detailed reference viewed: 25 (1 UL)
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See detailMeasuring a cross-curricular skill: competence models and construct validity of dynamic problem solving
Greiff, Samuel UL; Wüstenberg, Sascha UL; Funke, Joachim

Scientific Conference (2011, April 07)

Detailed reference viewed: 24 (1 UL)