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Eine integrative Modellierung der einzelnen Sozialisationsinstanzen im Rahmen der Lesesozialisation wird vorgestellt, die zugleich eine stärkere Systematisierung des Forschungsstandes zu den klassischen Instanzen des Sozialisationsprozesses - Bildungsnormen (Makroebene), Schule (Mesoebene, formale Instanz) sowie Familie und Peer-Gruppe (Meso-Ebene, informelle Instanz) - ermöglichen soll. Mit einer solchen Systematisierung wird die Hoffnung verknüpft, nicht nur die Binnenstrukturierung der Forschung zu den einzelnen Sozialisationsinstanzen zu verbessern, sondern auch die Außenstrukturierung qua Zusammenführung der Forschungsergebnisse zu den einzelnen Instanzen in eine integrative Modellierung. Dabei wird das Konzept ``Ko-Konstruktion'' als Verbindung von individuellem Handeln und überindividueller Sozialisationsinstanz entwickelt. Unter Rückgriff auf die anderen in diesem Sammelband vorliegenden Beiträge wird versucht, die Relevanz der präskriptiven Perspektive dadurch aufzuzeigen, dass für jede Sozialisationsinstanz auf der Meso-Ebene sowohl ein prototypischer Negativfall als auch ein paradigmatischer Positivfall rekonstruiert wird. Auf der Grundlage der Binnenstrukturierung der Ko-Konstruktions-Dynamik innerhalb der einzelnen Sozialisationsinstanzen wird abschließend versucht, die Relation innerhalb dieser Instanzen in ihrem Einfluss auf den Ko-Konstruktions-Prozess so weit wie möglich zu elaborieren. Eingegangen wird dabei auch auf die normative Perspektive, die Frage also, wie die Relation der analysierten Sozialisationsinstanzen für einen optimalen Prozess der Lesesozialisation hin auf das gesellschaftlich handlungsfähige Subjekt konzipiert und realisiert werden kann.
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In view of the relevance of integrative reading of texts and images in most school subjects, this article examines teacher attitudes, intrinsic motivation, self-related cognitions, and instruction-related self-regulation strategies in this area. Along with the investigation of teacher characteristics as aspects of a complex competency model, also of interest was the relation of these constructs with teacher knowledge in the area of text-picture integration. 116 German, biology, and geography teachers participated in the study. The results indicate that teachers were aware of the relevance of integrative reading of texts and images for learning, and that they had a positive attitude towards the topic in regard to their own instruction. Concurrently, independently of these results, optimization potential was found for teacher knowledge about images, as well as reading and instructional processes.
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Das Zusammenwirken von primären und sekundären Herkunftseffekten im Zusammenhang mit der Entstehung sozial selektiver Bildungsbeteiligung wird untersucht. Dazu wird eine Studie vorgestellt, die sich in Anlehnung an R. Boudons mikrosoziologischer Theorie mit der Kompensation von primären und sekundären Herkunftseffekten auf die gymnasiale Beteiligung in der Sekundarstufe I befasst. Bezug genommen wird zudem auf R. Becker und V. Müller-Benedict, die in ihren Untersuchungen ebenfalls versucht haben, die Auswirkungen einer Manipulation von primären und sekundären Herkunftseffekten auf die Bildungsbeteiligung sozial schwächerer Gruppen abzuschätzen. In einem ersten Schritt werden die von Müller-Benedict und Becker durchgeführten Analysen zur Neutralisation von primären und sekundären Herkunftseffekten mit den Daten der TIMSS-Übergangsstudie repliziert und die Konsequenzen dieser Neutralisation untersucht. In der Studie wurden 4768 Eltern, Schüler und Lehrkräfte in einer für die Bundesrepublik repräsentativen Stichprobe im Verlauf des vierten Schuljahrs dreimal befragt. Danach wurde simuliert, welche Folgen die Beseitigung des primären und sekundären Herkunftseffektes auf die weitere Schullaufbahn hat. Die abschließenden Befunde der Analysen zum definierten Erfolgskriterium berücksichtigen sowohl die gymnasiale Quote in der Arbeiterschicht als auch den Aspekt der leistungsadäquaten Beschulung und bilden wichtige Ansatzpunkte für weitere bildungspolitische Maßnahmen.
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The title BiTe describes a research project that examines the development of competences within the domain of integrated picture and text processing in school. This study started with cognitive psychological considerations for mental processes which represent the basis for knowledge acquisition through texts and pictures. According to the model of integrated text and picture comprehension of Schnotz and Bannert (2003) the common processing of verbal and visual information puts special demands on students. In order to cope with these demands students require competencies beyond pure reading comprehension which typically have not been taught at school. Therefore, the aim of the BiTE project is to measure the competence to process text and picture information in an integrated way by developing a theoretical model (Schnotz et al., 2010). According to this model, the integrative processing of texts and pictures is based mainly on structural mapping processes which are linked to each other. Depending on the number of elements involved and their relationships to each other, three hierarchical levels can be differentiated to which specific integration requirements can be assigned. In order to examine the theoretical model’s assumptions, a set of tasks was developed and tested in a pilot study. The structural assumption of the competence of integrating text and picture information was evaluated by comparing different test models. However, the multi-dimensional models could not fit the structure sufficiently due to high correlations between the individual scales. (PsycINFO Database Record (c) 2016 APA, all rights reserved)
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Der Zweck des Beitrages wird darin gesehen, verschiedene Ansätze und Konzepte, mit denen eine mögliche Interaktionsbeziehung zwischen Lese- und Medienkompetenz formuliert werden könnte, näher zu überprüfen. Einleitend werden zunächst verschiedene Ebenen des psychologischen Interaktionsbegriffs voneinander abgegrenzt. Hierzu gehört die Unterscheidung zwischen deskriptiv-objekttheoretischer und explanativ-metatheoretischer Verwendung des Begriffs. Folgende Varianten werden im Einzelnen behandelt: (1) Interaktionskonzepte in der ``Dispositionismus-Situationismus-Kontroverse''. (2) Mechanistisch-unabhängige Interaktionsmodelle. (3) Mechanistisch-abhängige Interaktionsmodelle. (4) Dynamische Interaktionsmodelle. Es folgt die Hinwendung zu Interaktionen zwischen Mediennutzung und Lesekompetenz, wobei bestehende Ansätze referiert und mögliche Perspektiven aufgezeigt werden.
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Investigated whether there is an unintentional ethnic bias in teachers' evaluations of immigrant students. Data from a large-scale field assessment, the Cognitively Activating Instruction and the Development of Students' Mathematical Literacy Study (COACTIV) conducted in 2003/2004 through the Program for International Student Assessment (PISA) were used. The final sample consisted of 2,088 students (between 13 and 18 years of age) and 305 teachers. Students were given two mathematical problems, one considered more linguistically complex than the other. The teachers were asked to predict whether the students would be able to solve the problems, and the predictions were compared to the students' actual performance. Multilevel analyses were used to determine whether performance was over- or underestimated or accurate and whether the students' immigration and language background played a role in the evaluations. Results revealed that teachers had a tendency to overestimate the performance of all students but that they were significantly more likely to overestimate the performance of bilingual immigrant students, specifically on mathematical word problems. It is concluded that teachers may be unaware of the language comprehension difficulties that immigrant students face and should be trained to evaluate the teaching material for potential problems.
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Studies have established a positive correlation between print exposure and language development in kindergarten children. Title recognition tests allow for an objective and efficient assessment of print exposure. Participants indicate whether selected book titles are known to them. To minimize guessing, the test also includes distractor items. We report the results of 2 validation studies of the Title Recognition Test for Kindergarteners (TRT-VS), including its psychometric properties. Study 1 investigates its reliability and item parameters in a sample of children and young adults. In Study 2, the TRT-VS showed moderate-to-strong correlations with phonological awareness and vocabulary in a sample of kindergarteners. In comparison, correlations between a home literacy environment questionnaire (HLE) and precursors of reading were substantially lower. The TRT-VS and the HLE were moderately correlated. In a structural equation model, the TRTVS fully mediated the influence of the HLE on precursors of reading, indicating that the title recognition by children not only measures the quantity of home reading activities, but also their effects on language development. Taken together, the results suggest that the TRT-VS is a reliable and valid measure for the assessment of early reading activities, and the first instance of a title recognition test for preconventional readers that does not suffer from floor effects when completed by kindergarteners. (PsycINFO Database Record (c) 2017 APA, all rights reserved)
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In this article we introduce the K-TRT (The Children Title Recognition Test), an economic and objective method to assess children’s print exposure in German. The K-TRT is modeled on other recognition measures commonly used in English: Children have to indicate which titles from a list of children’s books they know. In order to prevent guessing, the list also comprises distractor items. First, the development and structure of the K-TRT are described. Next, the results from two validation studies are reported. In Study 1, the reliability and distribution of the test scores were examined in a sample of children and adults. In Study 2, we report differential correlations of the K-TRTwith vocabulary and reading fluency measures in Grades 2, 4, and 6. Together, results indicate that the K-TRTis a reliable and valid measure of children’s print exposure. All items and their parameters are provided in the article. (PsycINFO Database Record (c) 2017 APA, all rights reserved)
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Current models of morphological processing differ in their assumptions about the recognition of compound words. The relative contribution of the first and second constituent and the whole-word remains unsolved. Particularly for beginning readers, the first constituent might have a privileged role attributable to more sequential decoding strategies. In a series of lexical decision experiments, the influence of constituent and whole-word frequencies on compound recognition was examined in German developing readers as well as adults. Results showed that whole-word and first constituent frequency interactively influenced response times in children. For adults, an effect of whole-word frequency only was obtained for the children’s stimuli set, and noninteracting effects of whole-word frequency and first constituent frequency were found when using adult frequency measures. Together, the results suggest that developing readers already decompose compounds and that hybrid interactive models of morphological processing are most suitable to explain compound recognition across development. The applicability of amorphous models is also discussed. (PsycINFO Database Record (c) 2018 APA, all rights reserved)
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Investigated the differential role of learning materials integrating text with pictures in geography and biology classes compared to German language arts instruction as well as the accuracy of teachers' diagnostic judgments concerning materials and student competencies from teachers who majored in different subjects. Furthermore, it was examined whether teachers with different majors systematically differ in their pedagogical beliefs and motivation to use text-picture materials and if these differences predict both the quantity as well as the quality of instruction using both text and pictures. Teacher questionnaires and test data from 2 independent studies that included a total of 215 teachers (mean age 44 years) with biology/geography or German major and their students from all school tracks. Teachers completed questionnaires assessing their use of materials with text-picture integration, diagnostic skills regarding students' picture-text integration competencies (Study 1), as well as their beliefs and motivations regarding picture-text integration and instructional quality and quantity (Study 2). The results showed that teachers did not sufficiently manage to judge these learning materials and that a variation between teachers was not systematically attributable to their subject major. At the same time, differences observed between teachers in pedagogical beliefs and motivation had consequences for both the quantity and quality of instruction using both text and pictures. Implications for further research and educational practice are discussed.
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Introduces childLex, an online database of German read by children. childLex is based on a corpus of children's books and comprises 10 million words that were syntactically annotated and lemmatized. childLex reports linguistic norms for lexical, superlexical, and sublexical variables in three different age groups: 6-8 years (Grades 1-2), 9-10 years (Grades 3-4), and 11-12 years (Grades 5-6). Here, it is described how childLex was collected and analyzed. In addition, information about the distributions of word frequency, word length, and orthographic neighborhood size, as well as their intercorrelations is provided. Finally, it is explained how childLex can be accessed using a Web interface.
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Presented the newly developed Teacher Cultural Beliefs Scale (TCBS) which assesses teachers' beliefs about dealing with cultural diversity in the classroom. Two studies were conducted to test the measurement model and reliabilities in different samples and to examine the construct validity of its two subscales Multiculturalism and Egalitarianism. Study 1 was a cross-sectional study which involved 433 student teachers with a mean age of 28 years. Subjects completed the TCBS during the beginning of their first or second student teaching year. Confirmatory factor analysis confirmed the two-factor structure and measurement invariance of the scale. Study 2 involved 340 teaching and educational-science college students with a mean age of 25 years who completed a shortened version of the TCBS as well as German versions of the behavioral subscale from the Motivation to Control Prejudiced Reactions (MCPR) scale, an adapted version of the Pluralism and Diversity Attitude Assessment (PADAA), and scales to measure acculturation and authoritarianism. Results showed that the two TCBS subscales are valid in measuring motivation to control prejudiced behavior although these two beliefs may differentially affect prejudice. In conclusion, beliefs regarding multiculturalism and egalitarianism were found to have distinct and different approaches to dealing with diversity in the classroom.
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G-I transfer denotes an increase in individual performance due to group interaction, for example, because of acquiring certain skills or knowledge from the other group members. Whereas such G-I transfer has been successfully shown for problem-solving tasks, evidence for G-I transfer on quantitative estimation tasks is scarce. We address this research gap with a focus on how often a group has to interact in order to fully exploit the benefit of this learning effect. Results from two experiments support the idea that a single group interaction is sufficient to induce a stable G-I transfer, which reduces group members’ metric error. Smaller metric errors indicate that people improved their representation of the correct upper and lower boundaries, or what range of values is plausible. In contrast to nominal groups, both members of continuously interacting groups and members of groups with only one initial interaction exhibited stable G-I transfer, and the size of this transfer did not significantly differ between the latter two conditions. Furthermore, we found evidence for differential weighting of group members’ individual contributions that goes beyond sheer individual capability gains under certain circumstances, namely in tasks with a population bias.
