Erratum to 5 Development of competencies across the life span     

Sabine Weinert  Cordula Artelt  Manfred Prenzel  Martin Senkbeil  Timo Ehmke  Claus H. Carstensen 《Zeitschrift für Erziehungswissenschaft》2012,15(1):207-207

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Delays compensation for an atmospheric sliced tomatoes dehydration process via state predictors     

Omar-Jacobo Santos-Sánchez  Sabine Mondié  Liliam Rodríguez-Guerrero  José-Carlos Carmona-Rosas 《Journal of The Franklin Institute》2019,356(18):11473-11491

In this paper the experimental application of static and dynamic predictors based control of the temperature of a sliced tomatoes dehydration process is presented. The control schemes concerning the case corresponding to the process under consideration, where the state delay is greater than the input delay, are developed. The number of subdivisions in the approximation of the distributed delays of the dynamic predictors by finite sums is chosen to insure loop system stability. The two schemes are experimentally tested, and a comparison of their performance is presented.  相似文献   

New lines in edumetrics: new forms of assessment lead to new assessment criteria     

Sabine Dierick  Filip Dochy 《Studies in Educational Evaluation》2001,27(4):307

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An investigation of the search behaviour associated with Ingwersen’s three types of information needs     

Pia Borlund  Sabine Dreier 《Information processing & management》2014

We report a naturalistic interactive information retrieval (IIR) study of 18 ordinary users in the age of 20–25 who carry out everyday-life information seeking (ELIS) on the Internet with respect to the three types of information needs identified by Ingwersen (1986): the verificative information need (VIN), the conscious topical information need (CIN), and the muddled topical information need (MIN). The searches took place in the private homes of the users in order to ensure as realistic searching as possible. Ingwersen (1996) associates a given search behaviour to each of the three types of information needs, which are analytically deduced, but not yet empirically tested. Thus the objective of the study is to investigate whether empirical data does, or does not, conform to the predictions derived from the three types of information needs. The main conclusion is that the analytically deduced information search behaviour characteristics by Ingwersen are positively corroborated for this group of test participants who search the Internet as part of ELIS.  相似文献   

Fostering self-monitoring of university students by means of a standardized learning journal—a longitudinal study with process analyses     

Sabine Fabriz  Charlotte Dignath-van Ewijk  Gregory Poarch  Gerhard Büttner 《European Journal of Psychology of Education - EJPE》2014,29(2):239-255

The self-regulation of learning behavior is an important key competence for university students. In this presented study, we aimed at fostering students’ self-regulation of learning by means of a standardized learning journal. In two of four courses that were included in the study, students had to keep a structured learning diary and/or received further intervention on self-regulated learning through a weekly course. Students who received these interventions were compared to students who received no treatment whatsoever in their self-regulation and learning achievement. The study reports pre–post measures as well as process analyses. Results revealed that keeping a structured learning diary without any further intervention did not improve students’ self-regulation. Those students who only kept learning diaries even showed a decrease in their motivation. Students who kept the learning diary and at the same time received further information on self-regulation showed increases in their strategy use and their self-efficacy. However, no improvements were found for students’ academic performance. It can be concluded that in order for students to profit in keeping a structured learning diary, they should be informed on the benefits of self-monitoring to increase their motivation.  相似文献   

Effects of child-caregiver ratio on the interactions between caregivers and children in child-care centers: an experimental study     

de Schipper EJ  Riksen-Walraven JM  Geurts SA 《Child development》2006,77(4):861-874

To investigate the effects of child-caregiver ratio on the quality of caregiver-child interaction in child-care centers, 217 caregivers (ages 18-56 years) from 64 child care centers were observed during two structured play episodes: one with a group of three children and one with a group of 5 children. As predicted, a child-caregiver ratio of 3:1 produced a significantly higher quality of caregiver-child interaction than a ratio of 5:1 and particularly for younger children. Significant and meaningful effects were found for both the interactive behaviors of the caregivers and the children's well-being and cooperation. Significant correlations with caregiver-child interaction during lunchtime and throughout the remainder of the morning confirmed the ecological validity of the caregiver-child interactions observed during structured play episodes.  相似文献   

Contrasting Social and Cognitive Accounts on Overimitation: The Role of Causal Transparency and Prior Experiences          下载免费PDF全文

Hanna Schleihauf  Sabine Graetz  Sabina Pauen  Stefanie Hoehl 《Child development》2018,89(3):1039-1055

Three experiments (N = 100) examine the influence of causal information on overimitation. In Experiment 1, a transparent reward location reveals that the reward is unaffected by nonfunctional actions. When 5‐year‐olds observe an inefficient and subsequently an efficient strategy to retrieve a reward, they show overimitation in both phases—even though the reward is visible. In Experiment 2, children observe first the efficient then the inefficient strategy. The latter is always demonstrated communicatively, whereas the efficient strategy is presented communicatively (2a) or noncommunicatively (2b). Regardless of whether the efficient strategy is emphasized through communication or not, most children do not switch from the efficient to the inefficient strategy. Depending on the situation, children base their behavior on social motivations or causal information.  相似文献   

Would dogs copy irrelevant actions from their human caregiver?     

Ludwig Huber  Natálie Popovová  Sabine Riener  Kaja Salobir  Giulia Cimarelli 《Learning & behavior》2018,46(4):387-397

Companion dogs learn easily from humans, including human behavior, human communication, and some aspects of the human-made environment. They benefit from having the opportunity to learn from humans and are able to spontaneously synchronize their behavior with that of their caregiver. Here, we tested whether pet dogs would show a special form of observational learning, one that has been considered uniquely human. Indeed, humans show overimitation, the faithful copying of causally irrelevant actions, but great apes do not. Because in humans this peculiar form of imitation is strongly motivated by social factors, such as affiliation or conformity, we hypothesized that domesticated and enculturated dogs are more likely than apes are to copy such actions, especially if shown by their affiliated caregiver. Indeed, half of the dogs replicated a causally irrelevant action that was demonstrated by their caregiver, and about the same number did this whether they saw only this action being demonstrated or being demonstrated before or after a causally relevant, functional action. The demonstration of a causally relevant action, one that is immediately followed by access to food, thus does not inhibit the copying of an action that is spatially separated and functionally opaque. Given that the copying frequency in this study was low overall, these results suggest evidence for overimitation in dogs, which might challenge the human uniqueness of this type of social learning.  相似文献   

Teachers’ information processing and judgement accuracy: effects of information consistency and accountability     

Pit-ten Cate  Ineke M.  Hörstermann  Thomas  Krolak-Schwerdt  Sabine  Gräsel  Cornelia  Böhmer  Ines  Glock  Sabine 《European Journal of Psychology of Education - EJPE》2020,35(3):675-702

European Journal of Psychology of Education - Research has shown that teachers are able to adapt their processing strategy of student information to situational demands, whereby they flexibly use...  相似文献