Transition to school: The role of kindergarten children's behavior regulation     

Antje von Suchodoletz  Gisela Trommsdorff  Tobias Heikamp  Frank Wieber  Peter M. Gollwitzer   《Learning and individual differences》2009,19(4):561-566

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Auf der Suche nach (einem Begriff) der Jugend     

Univ.-Prof. Dr. Ronald Hitzler  Dipl.-Päd. Daniela Eichholz  Dipl.-Päd. Matthias Euteneuer  Dr. Arne Niederbacher 《Zeitschrift für Erziehungswissenschaft》2009,12(1):153-158

Ohne Zusammenfassung  相似文献   

The benefit of being a big fish in a big pond: Contrast and assimilation effects on academic self-concept     

Franzis Preckel  Matthias Brüll 《Learning and individual differences》2010,20(5):522-531

This study investigates the effects of class-average ability (intelligence) and class type (gifted vs. regular) on Math academic self-concept. The sample comprised 722 fifth-grade students (376 female) in a setting of full-time ability grouping at the top track of the German secondary high school system. Students came from 34 different classes at five schools; nine of these classes were part of a gifted track (n = 179). Academic self-concept and school grades were assessed by a self-report questionnaire, intelligence by a standardized test. Higher class-average ability led to lower academic self-concepts after controlling for the positive influence of individual ability (contrast effect). Class type had a counterbalancing positive effect on self-concept (assimilation effect). For students in gifted classes, both effects were of comparable size. Thus, no evidence for a big-fish-little-pond effect (stronger contrast than assimilation effect) was found. Effects of individual and group level ability were partially mediated by school grades. Implications for educational practice of highly able students are discussed.  相似文献   

Demokratiedidaktik und politische Bildung     

Tilman Grammes  Matthias Busch 《Zeitschrift für Erziehungswissenschaft》2010,13(2):317-327

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The “big red button” is too late: an alternative model for the ethical evaluation of AI systems     

Thomas?ArnoldEmail authorView author&#;s OrcID profile  Matthias?Scheutz 《Ethics and Information Technology》2018,20(1):59-69

As a way to address both ominous and ordinary threats of artificial intelligence (AI), researchers have started proposing ways to stop an AI system before it has a chance to escape outside control and cause harm. A so-called “big red button” would enable human operators to interrupt or divert a system while preventing the system from learning that such an intervention is a threat. Though an emergency button for AI seems to make intuitive sense, that approach ultimately concentrates on the point when a system has already “gone rogue” and seeks to obstruct interference. A better approach would be to make ongoing self-evaluation and testing an integral part of a system’s operation, diagnose how the system is in error and to prevent chaos and risk before they start. In this paper, we describe the demands that recent big red button proposals have not addressed, and we offer a preliminary model of an approach that could better meet them. We argue for an ethical core (EC) that consists of a scenario-generation mechanism and a simulation environment that are used to test a system’s decisions in simulated worlds, rather than the real world. This EC would be kept opaque to the system itself: through careful design of memory and the character of the scenario, the system’s algorithms would be prevented from learning about its operation and its function, and ultimately its presence. By monitoring and checking for deviant behavior, we conclude, a continual testing approach will be far more effective, responsive, and vigilant toward a system’s learning and action in the world than an emergency button which one might not get to push in time.  相似文献   

“Good,better, creative”: the influence of creativity on goal scoring in elite soccer     

Matthias Kempe  Daniel Memmert 《Journal of sports sciences》2018,36(21):2419-2423

This study investigated the level of creativity of goals scored in football. Therefore, all goals in the Football FIFA World Cup 2010 and 2014, as well as the Football UEFA Euro 2016 were qualitatively examined. Three Football experts evaluated the last eight actions before each goal using a creativity scale ranging from 0 to 10 (0 = not creative, 10 = highly creative) of all goals scored via open play (311 goals in 153 matches). Level of creativity was revealed using an Analysis of Variance and the frquency of high highly creative goals using a Kruskall- Wallis Test. The results showed that the closer the actions to a goal, the more creative they were evaluated. Teams that advanced to the later rounds of the tournament demonstrated greater creativity than teams that failed to do so. High creativity in the last two actions before the actual shot on goal proved to be the best predictor for game success. In conclusion, this study is the first one to show that creativity seems to be a factor for success in high level football. Thereby it provides an empirical basis for the ongoing debate on the importance of creativity training in football.  相似文献   

Learning opportunities in the outdoor school–empirical findings on outdoor school in Germany from the children’s perspective     

Sarah Sahrakhiz  Matthias D. Witte 《Journal of Adventure Education & Outdoor Learning》2018,18(3):214-226

This article examines learning processes and learning opportunities in the outdoor school based on 13 focus-group interviews with children (ages 8–9) at three German elementary schools. For 1 year, cross-curricular teaching had taken place once a week outside the classroom—in natural settings, at cultural sites or on school grounds. The article discusses the learning potential of the outdoor school in terms of activities that the children perceive as dominant, i.e. playing, moving and social cooperation. It will discuss and reflect upon the learning opportunities that arise as well as on the limitations of learning in out-of-school settings and the role of learning in the children’s perception. The study reveals that the outdoor school as a place of teaching, play, exploration and experience offers formal and informal learning opportunities and encourages children to engage among themselves and within their social and inanimate surroundings by challenging them physically, cognitively, perceptually and socially. Learning processes initiated through play, activity and social cooperation are often not perceived by the children as ‘learning’ in the formal sense. Apparently, a significant proportion of the outdoor school’s potential lies in the combination of teacher-structured and informal learning processes that arise spontaneously.  相似文献   

Different types of compression clothing do not increase sub-maximal and maximal endurance performance in well-trained athletes     

Billy Sperlich  Matthias Haegele  Silvia Achtzehn  John Linville  Hans-Christer Holmberg  Joachim Mester 《Journal of sports sciences》2013,31(6):609-614

Abstract

Three textiles with increasing compressive surface were compared with non-compressive conventional clothing on physiological and perceptual variables during sub-maximal and maximal running. Fifteen well-trained endurance athletes (mean ± s: age 27.1 ± 4.8 years, [Vdot]O_2max 63.7 ± 4.9 ml · min^?1 · kg^?1) performed four sub-maximal (～70%[Vdot]O_2max) and maximal tests with and without different compression stockings, tights, and whole-body compression suits. Arterial lactate concentration, oxygen saturation and partial pressure, pH, oxygen uptake, and ratings of muscle soreness were recorded before, during, and after all tests. In addition, we assessed time to exhaustion. Sub-maximal (P = 0.22) and maximal oxygen uptake (P = 0.26), arterial lactate concentration (P = 0.16; 0.20), pH (P = 0.23; 0.46), oxygen saturation (P = 0.13; 0.26), and oxygen partial pressure (P = 0.09; 0.20) did not differ between the types of clothing (effect sizes = 0.00–0.45). Ratings of perceived exertion (P = 0.10; 0.15), muscle soreness (P = 0.09; 0.10) and time to exhaustion (P = 0.16) were also unaffected by the different clothing (effect sizes = 0.28–0.85). This was the first study to evaluate the effect on endurance performance of different types of compression clothing with increasing amounts of compressive surface. Overall, there were no performance benefits when using the compression garments.  相似文献   

Resource constraints as triggers of radical innovation: Longitudinal evidence from the manufacturing sector     

Marcus Matthias Keupp  Oliver Gassmann 《Research Policy》2013

Despite the significant role of radical innovation as a driver of firm growth and performance, the consequences of resource constraints for radical innovation outcomes remain unknown. Our paper addresses this gap. We combine arguments from entrepreneurship theory and the theory of recombinative innovation to construct an overarching theoretical framework that argues why resource constraints can promote, rather than impede, radical innovation. We then build hypotheses on two specific resource constraints, knowledge and financial, and test these by a lagged-variable random-effects Tobit model with longitudinal data from an exceptionally large and detailed innovation survey. Controlling for absorptive capacity, firm age, and firm growth, we find full support for the hypothesis that knowledge constraints spur radical innovation and partial support for the hypothesis that financial constraints spur radical innovation. We discuss the theoretical significance of these findings and point to managerial implications and paths for future research.  相似文献   

The influence of test-based accountability policies on teacher stress and instructional practices: a moderated mediation model     

Nathaniel P. von der Embse  Alexander M. Schoemann  Stephen P. Kilgus  Maribeth Wicoff  Mark Bowler 《教育心理学》2017,37(3):312-331

The present study examined the use of student test performance for merit pay and teacher evaluation as predictive of both educator stress and counterproductive teaching practices, and the moderating role of perceived test value. Structural equation modelling of data from a sample of 7281 educators in a South-eastern state in the United States supported the hypothesis that educators who perceived the test as an invalid measure of teaching effectiveness were more likely to report high levels of test stress and to use counterproductive teaching practices, including fear appeals, in an attempt to motivate students for test-taking. This study provides initial evidence for the hypothesised relationships of test-based accountability policy with teacher mental health and instructional practices. Implications for research and practice are discussed.  相似文献