Martin Hänze

Emotional influences on semantic priming

Influences of mood on qualitative aspects of cognitive processing are examined within a semantic priming paradigm. The priming effect reflects the reduction of latency for a lexical decision task when a target word is presented in combination with an associatively related prime word. The effect was higher for subjects in whom positive affect had been induced than for a control group, if prime and target were high-associatively related. There was no effect of mood on priming for low-associatively related prime-target pairs. The results are interpreted in terms of a general facilitating influence of mood on spreading activation independent of the affective quality of the processed material.

Comparison of Two Small‐group Learning Methods in 12th‐grade Physics Classes Focusing on Intrinsic Motivation and Academic Performance

Twelfth‐grade physics classes with 344 students participated in a quasi‐experimental study comparing two small‐group learning settings. In the jigsaw classroom, in contrast to the cyclical rotation method, teaching expectancy as well as resource interdependence is established. The study is based on the self‐determination theory of motivation, which states that the satisfaction of the ‘basic needs’ for experiencing autonomy, competence, and social relatedness is essential to promote intrinsic motivation. Regarding the experience of competence, a small effect in favour of the jigsaw classroom was found, whereas students in the cyclical rotation setting showed medium‐sized benefits in experiencing autonomy. A path analysis revealed that these opposing effects balanced each other; that is, no effect from small‐group method to intrinsic motivation was found. In contrary to the motivational variables, achievement effects depended on the underlying study topic: based on scanning electron microscopy, the cyclical rotation setting outperformed jigsaw classroom, whereas an opposed trend is observed with regard to the microwave oven learning unit. The higher interestingness of the latter learning unit was revealed as a weak mediator from study topic to academic achievement.

Complex Problem Solving and Worked Examples

How can worked examples be enhanced to promote complex problem solving? N = 92 students of the 8th grade attended in pairs to a physics problem. Problem solving was supported by (a) a worked example given as a whole, (b) a worked example presented incrementally (i.e. only one solution step at a time), or (c) a worked example presented incrementally and accompanied by strategic prompts. In groups (b) and (c) students self-regulated when to attend to the next solution step. In group (c) each solution step was preceded by a prompt that suggested strategic learning behavior (e.g. note taking, sketching, communicating with the learning partner, etc.). Prompts and solution steps were given on separate sheets. The study revealed that incremental presentation lead to a better learning experience (higher feeling of competence, lower cognitive load) compared to a conventional presentation of the worked example. However, only if additional strategic learning behavior was prompted, students remembered the solution mo...

Mood influences on automatic and controlled semantic priming.

Mood effects on automatic and controlled components of semantic priming were examined. After a neutral or positive mood manipulation, subjects underwent two blocks of a priming task. Automatic and strategic priming processes were operationally differentiated by the assumption that automatic priming remains constant during the task, whereas controlled priming develops slowly during the course of the experiment. In the first block the priming effect was greater for happy than for neutral mood participants. In the second block the priming effect was greater for neutral mood than for happy participants. The results confirm the hypothesis of a mood-dependent processing change: During early trials priming is based on automatic processing facilitated by positive mood. This processing mode is later superseded by controlled processes aided by neutral mood.

Diskriminative Fürsorglichkeit von Tanten und Onkeln

Zusammenfassung: 398 Studierende beurteilten, wie sehr die jeweiligen Tanten und Onkel um das Wohlergehen der befragten Person besorgt sind, und ob ihnen mehr Fursorglichkeit vom matrilateralen oder patrilateralen Verwandten zuteil wird. Der durch Vaterschaftsunsicherheit erwartete Lateralitatseffekt (grosere Investition in Nachkommen der Schwester als in die des Bruders) war statistisch signifikant, aber kleiner als der Geschlechtereffekt (Tanten kummern sich mehr als Onkel). Die ANCOVA der Fursorgeratings, korrigiert um Alter und Wohnortnahe des Verwandten, zeigten zusatzlich eine signifikante Interaktion (matrilateraler Bias groser bei Tanten als bei Onkeln). Weiterhin wurden die Teilnehmer gefragt, mit welchen Namen sie ihre verschiedenen Groseltern, Tanten und Onkel ansprechen. Verwandtenspezifische diskriminative Fursorge spiegelte sich in der Vielfalt individueller Anredeformen fur die vier Groseltern wider, nicht aber in den Anredeformen fur Onkel und Tanten. Die Ergebnisse werden im Zusammenhang ...

Bedürfnis nach Struktur und Furcht vor Festlegung

Zusammenfassung: Deutsche Kurzformen der englischen Skalen “Personal Need for Structure” (PNS), “Personal Fear of Invalidity” (PFI) und “Need for Closure” (NFC) werden vorgestellt. Die Reliabilitaten waren zufrieden stellend und denen der englischen Skalen vergleichbar. Konfirmatorische Faktorenanalysen sprachen gegen die Eindimensionalitat des Konstruktkomplexes und bestatigen ein mehrdimensionales Modell, das im weiteren fur die Auftrennung in die beiden Skalen PNS und PFI spricht. Erste Validierungsuntersuchungen mit den deutschen Skalen zeigen Zusammenhange der PFI-Skala mit dem Konzept der Handlungs- vs. Lageorientierung sowie der erlebten Ambivalenz und der Handlungsbereitschaft in einem Entscheidungsszenario.

Semantic priming and word repetition: The two effects are both additive and interactive

The additivity of semantic priming and word repetition was tested in an auditory perceptual identification task, with a view to tease apart automatic and strategic priming mechanisms. The factors Word Repetition, Semantic Priming, and Practice interacted. Word Repetition and Semantic Priming were additive in the first half of the experiment, but not in the second half. A more detailed analysis indicated that Word Repetition was additive with automatic semantic priming but not with strategic semantic priming. Results suggested that the word-repetition effect depends in part on conscious strategic anticipation processes.

Cross-age tutoring: how to promote tutees’ active knowledge-building

Abstract Cross-age tutoring is characterised by status and age differences between tutors and tutees. Tutees are often inactive in this setting, because responsibility for effective learning is transferred to the more experienced tutors. This study focused on improving the outcomes of cross-age tutoring for tutees by providing tutors with a tutor training session that emphasised knowledge-building instead of knowledge-telling. The tutors learned to encourage tutees’ autonomy, competence and active knowledge construction. In a quasi-experimental design, an experimental group of 74 tutors, who were 8th-grade secondary school students, received the tutor training in knowledge-building, and a control group of 82 tutors received no training. The students in both groups subsequently tutored 583 3rd-grade primary school students in small groups on elementary aspects of electric circuits. The tutoring process was videotaped and coded. Trained tutors showed more knowledge-building and less knowledge-telling behaviour. In the tutoring interaction with trained tutors, tutees showed more active behaviour and tutors showed more restrained behaviour. Tutees coached by trained tutors reported more experiences of autonomy, competence, and intrinsic motivation and learned more than tutees instructed by untrained tutors. The study showed that cross-age tutoring can be improved by providing tutors with training that focused on knowledge-building.

Familiäre, soziale und materielle Ressourcen bei Aussiedlern

Der Prozes der Akkulturation von Einwanderern in ein neues Land wird nach Landale(1997) im wesentlichen durch drei allgemeine Ressourcen gepragt: politische Ressourcen (politische Erwunschtheit bzw. Legalitat der Einwanderung), finanzielle und personliche Ressourcen (z.B. soziookonomi-scher Status) und soziale Ressourcen (z,B.soziale Netzwerke, Familienstruktur und Familienzusammenhalt, Kontakte mit Einheimischen).

Semesterbegleitende Unterstützung von Tutoren zum feed-backorientierten Korrigieren von Übungsaufgaben in einer Erstsemestervorlesung

Das BMBF-Projekt LIMA (Lehrinnovation in der Studieneingangsphase „Mathematik im Lehramtsstudium“ – Hochschuldidaktische Grundlagen, Implementierung und Evaluation) ist ein zum Kompetenzzentrum Hochschuldidaktik Mathematik (www.khdm.de) assoziiertes Projekt der Universitäten Paderborn und Kassel (http://www.lima-pb-ks.de/), das vom BMBF gefördert wird (Förderkennzeichen 01PH08028B und 01PH08028A). Zentrale Komponenten des Projekts sind die Entwicklung und Implementierung einer Lehrinnovation im ersten Studiensemester im Studiengang Lehramt Mathematik für Haupt-und Realschulen und eine begleitende empirische Evaluationsstudie. Es wurden in einem quasi-experimentellen Design jeweils 2 Kohorten im Abstand von einem Jahr an den Universitäten Kassel und Paderborn verglichen. In den Experimentalgruppen wurden Lehrinnovationen im Übungsbetrieb durchgeführt.