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Showing results 21 to 23 of 23
   Validity of the MicroDYN approach: Complex problem solving predicts school grades beyond working memory capacity; Wüstenberg, Sascha  ; Greiff, Samuel in Learning and 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 ▲] Detailed reference viewed: 375 (183 UL) Disentangling the relationship between working memory and language: the roles of short-term storage and cognitive controlEngel de Abreu, Pascale ; ; Martin, Romain in Learning and 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 ▲] Detailed reference viewed: 401 (16 UL)The cross-cultural generalizability of a new structural model of academic self-concepts.Brunner, Martin ; Keller, Ulrich ; Hornung, Caroline et alin Learning and Individual Differences (2009), 19 Detailed reference viewed: 155 (8 UL)
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