Täuschungshandlungen im Sport     

Mustafa Alhaj Ahmad Alaboud  Iris Güldenpenning  Yvonne Steggemann-Weinrich  Wilfried Kunde  Matthias Weigelt 《Sportwissenschaft》2016,46(3):223-231

Experimental studies on the head fake in basketball showed that participant’s responses in a pass direction identification task were delayed for incongruent compared to congruent directions of the players gaze and pass (so-called head fake effect). In these studies on the head fake effect, static pictures were presented and responses on the pass direction were given with a simple key press. The present study examines whether an increase in the response complexity affects the head fake effect and whether it can also be transferred to the presentation of dynamic stimuli. In experiment 1, participants were presented with static pictures of a basketball player who passes a ball to the left or to the right. The player’s gaze direction was either oriented in the direction of the intended pass or in the opposite direction (i.?e., a head fake). The participants were asked to respond as quickly as possible to the pass direction and to ignore the gaze direction. Participants gave responses by pressing a key (simple response) or by executing a quasirealistic defense movement (complex response). Response complexity was blocked. In experiment 2, videos replaced the static stimuli. The responses were only given with the complex, full body movement. Results show that the head fake effect is independent of response complexity and that it can also be found when presenting dynamic stimuli.  相似文献   

Promoting Interest by Supporting Learner Autonomy: the Effects of Teaching Behaviour in Biology Lessons     

Großmann  Nadine  Wilde  Matthias 《Research in Science Education》2020,50(5):1763-1788

Research in Science Education - In self-determination theory, Ryan and Deci (2017) propose that psychological well-being is based on three innate psychological needs: relatedness, competence, and...  相似文献   

Expertise reversal effects in writing-to-learn     

Matthias Nückles  Sandra Hübner  Sandra Dümer  Alexander Renkl 《Instructional Science》2010,38(3):237-258

This article presents two longitudinal studies that investigated expertise reversal effects in journal writing. In Experiment 1, students wrote regular journal entries over a whole term. The experimental group received a combination of cognitive and metacognitive prompts. The control group received no prompts. In the first half of the term, the experimental group applied more cognitive and metacognitive strategies in their journals and showed higher learning outcomes than the control group. Towards the end of the term, the amount of cognitive and metacognitive strategies elicited by the experimental group decreased while the number of cognitive strategies applied by the control group increased. Accordingly, the experimental group lost its superiority on learning outcomes. In order to avoid these negative long-term effects of prompts, a gradual and adaptive fading-out of the prompts was introduced in the experimental group in Experiment 2 while a control group received permanent prompts. The results showed that, over the course of the term, the fading group applied increasingly more cognitive strategies while the control group applied fewer and fewer cognitive strategies. Accordingly, at the end of the term, the permanent prompts group showed substantially lower learning outcomes than the fading group. Together, these results provide evidence for an expertise reversal effect in writing-to-learn. The more the students became skilled in journal writing and internalized the desired strategies, the more the external guidance by prompts became a redundant stimulus that interfered with the students’ internal tendency to apply the strategies and, thus, induced extraneous cognitive load. Accordingly, a gradual fading-out of the prompts in line with the learners’ growing competencies proved to be effective in mitigating the negative side-effects of the provided instructional support.  相似文献   

Initial Vocational Training from a Company Perspective: a Comparison of British and German In-House Training Cultures     

Matthias Pilz 《Vocations and Learning》2009,2(1):57-74

Vocational training and skills are playing an increasingly important role in the developed economies. However, both the vocational education structure and the underlying philosophy and culture of education and training vary from country to country. What is clear, though, is that employers play a crucial role in all cases; this paper explores the reasons why companies in different countries are willing to invest in initial vocational education and how they do so. The paper will focus on Great Britain and Germany as examples of a market-led model and a state-directed model, respectively. Interviews with employers in both countries show that, in Britain, initial vocational education is strongly task-related in most cases or else is seen as the employee’s private, individual concern. In Germany, by contrast, a much broader range of initial vocational education is available and is viewed as an integral part of company culture.  相似文献   

Why (Interdisciplinary) Risk Is Good for Eating Right     

Matthias Doucerain  Lesley K. Fellows 《Mind, Brain, and Education》2014,8(1):13-14

  相似文献   

Erratum to: Universities between traditional forces and modern demands: the role of imprinting on the missions of German universities     

Simon Oertel  Matthias Söll 《Higher Education》2017,73(1):19-21

  相似文献   

Familie und Familienalltag als Bildungsherausforderung     

Dr. Matthias Euteneuer  Prof. Dr. Uwe Uhlendorff 《Zeitschrift für Erziehungswissenschaft》2014,17(4):723-742

Against the background of a growing diversity and fluidity of family life in modern western societies, the arrangement of everyday family life has become quite demanding for individuals and families. The reflection of individual notions of family as well as the development of concepts of a fulfilling everyday family life has become a recurrent challenge throughout the life course, particularly relevant during transitions in family life (e. g. the transition to parenthood, the reentry of the main caregiver into the labor market, or the transition into post couple parenthood after separation or divorce). Although family theory recently developed the concept of ‘doing family’ to highlight the need to maintain and arrange family life day after day, there is little knowledge on how individuals develop family concepts and how these concepts are adopted to changing life circumstances. In this article we present a research approach which allows to empirically study the reflection and development of family concepts and to work out family concept-related processes of learning and ‘Bildung’. We will illustrate our theoretical and methodological considerations by presenting results from a case study that is part of an ongoing longitudinal study.  相似文献   

Comparing national policies on institutional profiling in Germany and the Netherlands     

Matthias Klumpp  Harry de Boer  Hans Vossensteyn 《比较教育学》2014,50(2):156-176

  相似文献   

Science knowledge and trust in medicine affect individuals’ behavior in pandemic crises     

Sailer  Michael  Stadler  Matthias  Botes  Elouise  Fischer  Frank  Greiff  Samuel 《European Journal of Psychology of Education - EJPE》2022,37(1):279-292

In pandemic crises such as the COVID-19 pandemic, individuals’ behavior has a strong impact on epidemiological processes. Compliance with prevention guidelines, such as social distancing, is critical to avoid further spreading an infectious disease or to slow down its spread. However, some individuals also or instead engage in panic behavior, such as hoarding. We investigate how education prepares individuals to respond adequately by modelling the path from seeking information about COVID-19 to eventual behavior. Based on a sample of N = 1182 adult Americans, gathered at the pandemic’s onset (March 2020), we conclude that science knowledge helps individuals convert information into coronavirus knowledge. This knowledge then helps individuals avoid panic behavior. Individuals lacking coronavirus knowledge and science knowledge still comply with prevention guidelines when they have a general trust in medicine. Individuals lacking knowledge still follow prevention guidelines when they trust in medicine. Facilitating science knowledge and trust in science through education and targeted public health messaging are likely to be of fundamental importance for bringing crises such as the COVID-19 pandemic under control.

  相似文献   

Jugendkulturen zwischen Globalisierung und Ethnisierung     

Villányi  Dirk  Witte  Matthias D. 《Zeitschrift für Erziehungswissenschaft》2004,7(1):58-70

Zeitschrift für Erziehungswissenschaft - Wie formt sich der Prozess der Globalisierung in den Lebensstilen Jugendlicher aus? Dieser allgemeinen Fragestellung gehen wir im folgenden am Beispiel...  相似文献