The Representation of Altruistic and Egoistic Motivations in Popular Music over 60 Years     

Lindsay Hahn  Ron Tamborini  Brian Klebig  Eric Novotny  Clare Grall  Matthias Hofer 《Communication Studies》2019,70(1):59-78

Content analyses examining the values expressed in popular music have been predominantly ad hoc, limited to antisocial themes, and lacking a comprehensive theoretical coding scheme. We applied a content analytic scheme based in the model of intuitive morality and exemplars (MIME) to examine altruistic and egoistic values in popular music over 60 years. Findings show (a) more frequent representation of egoistic than altruistic motivations, and (b) the profusion of egoistic motivations focused mostly on romantic (in adult-targeted music) but also platonic (in child-targeted music) relationships.  相似文献   

Alternativen zur Regelschule     

Matthias Trautmann 《Zeitschrift für Erziehungswissenschaft》2008,11(3):499-505

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Evolution?rer Test von Realzeitsystemen     

Joachim Wegener  Matthias Grochtmann 《Informatik - Forschung und Entwicklung》2000,6(2):151-160

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Otto/Coelen, Grundbegriffe der Ganztagsbildung     

Josef Keuffer  Matthias Trautmann 《Zeitschrift für Erziehungswissenschaft》2006,9(1):142-144

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Stürmer für Hitler     

Gerhard Fischer  Ulrich Lindner  Matthias Marschik 《Sportwissenschaft》2000,30(2):228-231

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Acquisition of a complex basketball-dribbling task in school children as a function of bilateral practice order     

Stöckel T  Weigelt M  Krug J 《Research quarterly for exercise and sport》2011,82(2):188-197

The purpose of this study was to investigate order-of-practice effects for the acquisition of a complex basketball skill in a bilateral transfer paradigm. The task required participants to dribble as fast as possible in slalom-like movements across six javelins and return to the initial position. Fifty-two right-handed school children (M age = 11.7years) practiced this skill in eight sessions over 4 weeks under one of two training schedules: (a) with the dominant hand, before changing to their nondominant hand (D-ND group), or (b) with the nondominant hand, before changing to the dominant hand (ND-D group). All tests were conducted with the right hand or the left hand only, and a transfer test was given with both hands alternating. The results of a retention test yielded significantly larger learning gains for the ND-D group as compared to the D-ND group. It is interesting that this performance advantage was independent of the respective hand tested. The same pattern of result was found in the transfer test, with significantly shorter movement times for the ND-D group with both hands alternating. Such order-of-practice effects for the acquisition of complex skills can be explained with hemispheric brain asymmetries for the processing of specific task requirements.  相似文献   

The scholarly publishing industry in China: overview and opportunities     

XU Jei  Matthias WAHLS 《Learned Publishing》2012,25(1):63-74

The rapid growth of government investment in scientific research in China over past decades has also caused the scholarly publishing industry to go through great changes. Nevertheless, there is a big gap between the state of China's scholarly publishing industry and the current demands of international scientific communication. Globalization and digitization developments are currently widening this gap. Based on desk research, face‐to‐face interviews, observations, and experience, we identify the current business challenges for scholarly publishing in China, and provide a list of suggestions to narrow the gap.  相似文献   

Differently structured advance organizers lead to different initial schemata and learning outcomes     

Johannes Gurlitt  Sebastian Dummel  Silvia Schuster  Matthias Nückles 《Instructional Science》2012,40(2):351-369

Does the specific structure of advance organizers influence learning outcomes? In the first experiment, 48 psychology students were randomly assigned to three differently structured advance organizers: a well-structured, a well-structured and key-concept emphasizing, and a less structured advance organizer. These were followed by a sorting task, a text study phase, and a posttest. The results indicated that differently structured advance organizers lead to different proto-schemata before and different learning outcomes after the text study phase. The second experiment replicated and extended these findings with 53 mathematics students. As in experiment 1, three differently structured advance organizers were used; but to rule out alternative explanations, the sorting task between the advance organizer and the text study phase was omitted. The results showed strong beneficial effects of well-structured advance organizers on near and far transfer tasks. Taken together, both experiments support the claim that the structure of advance organizers has an effect on preliminary schemata and learning outcomes. On a general level, the results indicate that advance organizers can support the generation of proto-schemata and thus can be more than the activation of “existing” concepts in long-term memory. With regard to education, this implies that educators should not only think about whether prior domain-specific knowledge is present, but also about how to scaffold the generation of proto-schemata at the beginning of instruction.  相似文献   

Lessons with Living Harvest Mice: An empirical study of their effects on intrinsic motivation and knowledge acquisition     

Matthias Wilde  Jona Samuel Hußmann  Simone Lorenzen  Annika Meyer  Christoph Randler 《International Journal of Science Education》2013,35(18):2797-2810

The aim of this study was to evaluate the effects of living animals on pupils’ intrinsic motivation and knowledge. Various studies from the late 1970s and 1980s stress the high effectiveness of authentic learning experiences in pupils’ knowledge acquisition. However, there are only few current empirical studies on this topic. The research question of our study is to assess whether the use of living animals in the biology classroom supports intrinsic motivation and knowledge acquisition. In a pre-/post-test design, 185 fifth graders received two different treatments: the experimental group (N?=?74) was taught with living harvest mice (Micromys minutus) and the control group (N?=?111) received lessons with the same content which was presented in short film clips on laptop computers. Knowledge acquisition was assessed with open-ended and closed questions, while intrinsic motivation was tested with an adapted version of the Intrinsic Motivation Inventory (IMI). There were no differences in knowledge acquisition between the treatments. However, the results of the IMI showed significant differences in favour of the experimental group in interest/enjoyment, perceived competence, and perceived autonomy. Thus, living animals exert a positive influence on motivation.  相似文献   

Interindividual Differences in Learning Performance: The Effects of Age,Intelligence, and Strategic Task Approach     

Matthias Kliegel  Mareike Altgassen 《Educational gerontology》2013,39(2):111-124

ABSTRACT

The present study investigated fluid and crystallized intelligence as well as strategic task approaches as potential sources of age-related differences in adult learning performance. Therefore, 45 young and 45 old adults were asked to learn pictured objects. Overall, young participants outperformed old participants in this learning test. However, more than 2/3 of the interindividual variability in learning performance was explained by interindividual differences in fluid intelligence and strategic task approach, with age not being a reliable predictor. Results indicate that personal resources and task approach influence learning performance directly and independently.  相似文献