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Angry people tend to overestimate their intelligence. These and other questions were dealt with by Zajenkowski and Gignac (2018). The aim of the present study is to replicate the results of the above named study. Zajenkowski and Gignac (2018) found a positive correlation between self-assessed intelligence (SAI) and trait-anger and a negative correlation between SAI and neuroticism. Other main goals of this work are to investigate further connections between anger, neuroticism, SAI and narcissism. To explore those connections, I will use a questionnaire consisting of two intelligence tests, an SAI- and three personality questionnaires. For the replication I will use the German versions of the same measures (paper-pencil) as in the original study (paper-pencil). Participants will also be students (n~200). Hypotheses and questions come from the original study. Two standardized tests are used to test for objective intelligence. The term trait-anger is adopted from the descriptions in Zajenkowski and Gignac (2018) following the State Trait Model by Spielberger et al., 1985, Spielberger, 1988. Theory Trait-Anger is described as a negative emotionality trait. However, there seems to be some evidence that it produces similar effects as some positive emotionality traits or emotions on self-assessment. “Although Trait-Anger has shown a weak, negative correlation with objective intelligence test scores (e.g. Austin et al., 2002), there is indirect evidence to suggest that angry people may not exhibit a corresponding tendency toward reporting relatively low SAI.” (Zajenkowski and Gignac, 2018) Furthermore, personality and social psychological research show that the tendency to overestimate oneself is not limited to clinical groups (Schütz, Marcus & Sellin, 2004). Farwell and Wohlwend-Lloyd (1998) found that students with high NPI scores overestimate their grades. In this study I have also adopted the following concepts Anger Anger is an elemental emotion that plays an important role in daily life (Izard, 1991, Novaco, 1975). Anger as a characteristic describes the presentation of interindividual differences in the dispositional tendency of individuals to perceive a variety of situations as disturbing or frustrating and to react with increasing anger in such a situation. The anger disposition is not necessarily a homogeneous feature, but can be distinguished in at least two subdimensions, a temperament (angry temperament) and a behavioral dimension (angry reaction) (Spielberger, 1988, zit Rohrmann, 2013). Neuroticism According to Henning (2005), neuroticism is a stable construct of personality psychology. Neuroticism is referred to as a personality trait and includes six facets: anxiety, angry hostility, depression, self-esteem, impulsivity, and vulnerability (Asendorpf, 2007). Narcissism Asendorpf (2007) refers to narcissism as a personality disorder, but also as a dimension of normal personality characterized by overconsciousness, lack of empathy, mood swings, hypersensitivity to praise and criticism. Narcissistic personality disorder is described in the Diagnostic and Statistical Handbook of Mental Disorders (DSM-IV, 1998) as a profound pattern of magnificence, admiration, and lack of empathy (Schütz, Marcus & Sellin, 2004). In the study of personality and social psychology, narcissism is called a personality construct. Narcissists tend to overestimate themselves (Schütz, Marcus & Sellin, 2004). Grandiose narcissists are characterized by a positive self-image, self-confidence, a high self-esteem, self-admiration. A number of studies have confirmed that narcissists tend to overestimate their own intelligence (Asendorpf, 2007). The more narcissistic the participants were, the more they overestimated their performance. Neuroticism, Narcissism and Trait-Anger are predictors of the SAI. Narcissism is a mediator of neuroticism and SAI, anger and SAI effects. Anger-Trait and Neuroticism are independent variables. SAI is dependent variable.

Within the discipline of political didactics, differing views exist on political judgement as the goal or content of classroom teaching. In this study, political judgement is understood as a competency. It requires situational deliberation and decision-making, but must also take into account political values. For this study, 401 upper secondary pupils in years 11‐12 were presented with a 45-minute judgement test. The pupils were asked to adopt a personal position on a specific matter in an essay, using argumentative deliberation. As in the lens model of judgement, they were required to adduce and evaluate different aspects under conditions of uncertainty, since no definitive information was available. In the test, five levels were used to assess the ‘complexity’ of a judgement. All previous tasks had to be solved before a higher level of complexity could be reached. On the basis of the assumed interdependencies of levels (tasks) in a testlet, the test was scaled using a testlet model from item response theory. All the testlets show significantly higher variances than the test as a whole. The test was able to produce a good total variance. The analyses of construct validity by means of fluid intelligence and subject knowledge conform to expectations. The test evaluated with the testlet model indicates that this can be assumed to be a multilevel process.

Fluid intelligence and conscientiousness are important predictors of students’ academic performance and competence gains. Although their individual contributions have been widely acknowledged, less is known about their potential interplay. Do students profit disproportionately from being both smart and conscientious? We addressed this question using longitudinal data from two large student samples of the German National Educational Panel Study. In the first sample, we analyzed reading and mathematics competencies of 3778 fourth graders (Mage = 9.29, 51% female) and gains therein until grade 7. In the second sample, we analyzed the same competencies in 4942 seventh graders (Mage = 12.49, 49% female) and gains therein until grade 9. The results of (moderated) latent change score models supported fluid intelligence as the most consistent predictor of competence levels and gains, whereas conscientiousness predicted initial competence levels in mathematics and reading as well as gains in mathematics (but not reading) only in the older sample. There was no evidence for interaction effects between fluid intelligence and conscientiousness. We found only one statistically significant synergistic interaction in the older sample for gains in reading competence, which disappeared when including covariates. Although our findings point to largely independent effects of fluid intelligence and conscientiousness on competence gains, we delineate avenues for future research to illuminate their potential interplay.

Psychological scientists have intensively studied how people handle emotions and navigate social situations for more than a century. However, advancements in our understanding of socioemotional constructs have been hampered because of challenges in assessment. Several measurement problems have been identified; however, we want to bring attention to a potentially larger problem. Many operationalizations and measures of socioemotional constructs are poorly embedded within the larger body of psychological research, hampered by jingle and jangle fallacies. Jingle fallacies occur when assessment tools are assumed to measure the same construct but in practice measure different constructs. Jangle fallacies occur when assessment tools are assumed to measure different constructs but in practice measure the same construct. Both fallacies are primarily due to a qualitative divide between a construct���s definition and how it was measured. We discuss this issue, identify examples of jingle and jangle fallacies, and conclude with recommendations. �� In Copyright http://rightsstatements.org/vocab/InC/1.0/, publishedVersion

Divergent thinking (DT) is an important constituent of creativity that captures aspects of fluency and originality. The literature lacks multivariate studies that report relationships between DT and its aspects with relevant covariates, such as cognitive abilities, personality traits (e.g. openness), and insight. In two multivariate studies (N = 152 and N = 298), we evaluate competing measurement models for a variety of DT tests and examine the relationship between DT and established cognitive abilities, personality traits, and insight. A nested factor model with a general DT and a nested originality factor described the data well. In Study 1, DT was moderately related with working memory, fluid intelligence, crystallized intelligence, and mental speed. In Study 2, we replicate these results and add insight, openness, extraversion, and honesty���humility as covariates. DT was associated with insight, extraversion, and honesty���humility, whereas crystallized intelligence mediated the relationship between openness and DT. In contrast, the nested originality factor (i.e. the specificity of originality tasks beyond other DT tasks) had low variance and was not meaningfully related with any other constructs in the nomological net. We highlight avenues for future research by discussing issues of measurement and scoring., publishedVersion

Why should mindfulness and meditation be taught at universities? What impact could the establishment of such programs have on students and on the education system itself? Andreas de Bruin showcases the remarkable results of the first ten years of the Munich Model »Mindfulness and Meditation in a University Context« - a program started in the year 2010 in which 2000 students have already participated. Through meditation-journal entries featured in the book, students describe the effects of mindfulness and meditation on their studies and in their daily lives. In addition to an overview of cutting-edge research into mindfulness and meditation, along with in-depth analyses and explanations of key terms, the book also contains numerous practical exercises with instructions.

Warum ist es wichtig, Konzepte der Achtsamkeit und Meditation an unseren Hochschulen zu etablieren? Welche Auswirkungen hat dies auf das Bildungssystem und auf die Teilnehmerinnen und Teilnehmer? Andreas de Bruin widmet sich den Ergebnissen der ersten zehn Jahre des seit 2010 existierenden Münchner Modells »Achtsamkeit und Meditation im Hochschulkontext«, an dem bislang über 2000 Studierende teilnahmen. In Meditationstagebuchnotizen berichten sie darüber, welche Bedeutung das Praktizieren von Achtsamkeit und Meditation in ihrem Studium und im täglichen Leben erhalten hat. Neben einem Überblick über den aktuellen Stand der Forschung, vertiefenden Beiträgen und Erläuterungen wichtiger Begriffe aus der Achtsamkeits- und Meditationspraxis finden sich im Buch auch zahlreiche Übungen samt Anleitungen. (DIPF/Orig.), Why is it important to establish concepts of mindfulness and meditation in our universities? What impact does this have on the educational system and on the participants? Andreas de Bruin looks at the results of the first ten years of the Munich model "Mindfulness and Meditation in the Context of Higher Education", which has been in existence since 2010 and in which over 2,000 students have participated so far. In notes from their meditation diaries, they report on the significance the practice of mindfulness and meditation has gained in their studies and daily lives. In addition to an overview of the current state of research, in-depth contributions and explanations of important terms from mindfulness and meditation practice, the book also contains numerous exercises including instructions.

Evidence on the association of cognitive ability with economic attitudes is mixed. We conducted a meta-analysis ( k = 20, N = 46,426) to examine the relationship between objective measures of cognitive ability and economic ideology and analyzed survey data ( N = 3,375) to test theoretical explanations for the association. The meta-analysis provided evidence for a small positive association with a weighted mean effect size of r = .07 (95% CI = [0.02, 0.12]), suggesting that higher cognitive ability is associated with conservative views on economic issues, but effect sizes were extremely heterogeneous. Tests using representative survey data provided support for both a positive association of cognitive ability with economic conservatism that is mediated through income as well as for a negative association that is mediated through a higher need for certainty. Hence, multiple causal mechanisms with countervailing effects might explain the low overall association of cognitive ability with economic political attitudes.

Over a century of research on between-person differences has resulted in the consensus that human cognitive abilities are hierarchically organized, with a general factor, termed general intelligence or “g,” uppermost. Surprisingly, it is unknown whether this body of evidence is informative about how cognition is structured within individuals. Using data from 101 young adults performing nine cognitive tasks on 100 occasions distributed over six months, we find that the structures of individuals’ cognitive abilities vary among each other, and deviate greatly from the modal between-person structure. Working memory contributes the largest share of common variance to both between- and within-person structures, but the g factor is much less prominent within than between persons. We conclude that between-person structures of cognitive abilities cannot serve as a surrogate for within-person structures. To reveal the development and organization of human intelligence, individuals need to be studied over time.

Modern society has plunged us into a maelstrom of telematics information with little control. Teachers from any field must be trained in order to pass on the confidence and values to withstand this media pressure to their students. To this end, one of the areas of knowledge on which greater emphasis should be placed is that related to emotional intelligence. The study reported on here focused on this type of knowledge among professional music studies teachers in conservatories, asking what the perception of this group on the aforementioned area of knowledge is and to what extent it has been received during their initial training. For this investigation we used a quantitative methodological approach, and via descriptive analysis, a non-parametric Wilcoxon signed-rank test, and inferential analysis, we found significant differences regarding the two scales considered: level of agreement and emotional intelligence training received. Furthermore, regarding the descriptive variables, significant differences were also found through the application of the Mann-Whitney U and Kruskal-Wallis test., Faculty of Education, Economy and Technology of Ceuta

Intelligence has been declared as a necessary but not sufficient condition for creativity, which was subsequently (erroneously) translated into the so-called threshold hypothesis. This hypothesis predicts a change in the correlation between creativity and intelligence at around 1.33 standard deviations above the population mean. A closer inspection of previous inconclusive results suggests that the heterogeneity is mostly due to the use of suboptimal data analytical procedures. Herein, we applied and compared three methods that allowed us to handle intelligence as a continuous variable. In more detail, we examined the threshold of the creativity-intelligence relation with (a) scatterplots and heteroscedasticity analysis, (b) segmented regression analysis, and (c) local structural equation models in two multivariate studies (N1 = 456; N2 = 438). We found no evidence for the threshold hypothesis of creativity across different analytical procedures in both studies. Given the problematic history of the threshold hypothesis and its unequivocal rejection with appropriate multivariate methods, we recommend the total abandonment of the threshold., publishedVersion

Context: We addressed the issue of person-job-fit by focussing on both professional success and work satisfaction. Publications studying the predictive validity of (cognitive) ability, personality, or vocational interest alone have shown relationships with professional success or work satisfaction for each predictor separately. Nevertheless, these predictors have rarely been studied simultaneously. Methods: To this end we tested the incremental validity of abilities, traits, and interests in a sample from diverse occupations: In 648 apprentices and students from five different branches (Food, Tech, People, Office, Craft) the (incremental) contributions of 3 intelligence factors (verbal, numerical, spatial), 3 alternative abilities (social-emotional, creative, practical), 4 conscientiousness facets, other big five factors (O, E, A, N), and of 14 professional interests were analysed regarding prediction of GPA in professional schools and school/job satisfaction. Results: Intelligence and conscientiousness were best predictors, followed by social-emotional competence and interests, whereas other traits provided marginal contributions. Predictors varied between branches, mostly following expectations. The test battery allowed a very good prediction of apprenticeship success (max. 37%), but for some branches prediction was considerably lower.Conclusion: Criteria for person-job-fit are not swappable, neither are the predictors. Professional success was mostly predicted by a different predictor set -namely ability and the personality dimension of conscientiousness- then satisfaction, which was mostly predicted by non-interest in a certain occupation. As a practical implication, we conclude that choosing the right candidate for a certain branch one needs to use a broad set of predictor variables. Besides cognitive ability also personality and vocational interests had predictive validity for an individuals person-job-fit.

To examine the relationship between the Big Five and cognitive ability, we investigated whether we could replicate in a heterogeneous population sample the positive association between cognitive ability and Openness and Emotional Stability and its negative association with Conscientiousness. Besides analyzing the pure associations, we shed further light on sources of these associations by investigating potential moderating effects of education and labor force participation. Our results clearly replicate the previously found positive association between cognitive ability and Emotional Stability and Openness and the negative relationship between Conscientiousness and cognitive ability. The correlation between cognitive ability and Openness was found to be moderated by educational attainment, the negative association between Conscientiousness and cognitive ability was moderated by labor force participation.

Dank intensiver perinataler Betreuung und Einsatz modernster medizinischer Techniken überleben heute immer mehr extrem unreife Frühgeborene an der Grenze zur Lebensfähigkeit (derzeit: 22+0 – 24+6 vollendete SSW) und haben die Chance auf ein Leben ohne Behinderung. Allerdings darf das Risiko langfristiger Entwicklungsstörungen nicht unterschätzt werden. Ziel der Studie war eine umfassende Gesamtbeurteilung der Folgen extremer Frühgeburtlichkeit mit Schwerpunkt auf der genauen Evaluation der kognitiven Entwicklung, Verhaltensauffälligkeiten, schulischer Adaptation, Förder- und Therapiebedarf, familiäres Umfeld und elterliche Bildung. Dazu erfolgte eine standardisierte Nachuntersuchung der Frühgeborenen < 25 SSW der Geburtsjahrgänge 1999-2003 aus den Perinatalzentren Ulm und München im Alter zwischen 7 und 10 Jahren (n = 105). Erfasst wurden u. a. neurologische, körperliche und kognitive Fähigkeiten, schulische Leistungen, Verhalten, sozio-familiärer Hintergrund, Therapie- und Förderbedarf. Zur Anwendung kamen bewährte, standardisierte Testverfahren (HAWIK IV, FEW-2 bzw. DTVP 2, LOS-KF 18, GMFCS) und Verhaltensfragebögen (CBCL und SDQ) sowie die standardisierte ausführliche Anamneseerhebung mittels Fragebogen. Daten liegen von 79 von 105 Kindern (75 %) vor. 24 % der Kinder wurden im Gesamturteil als moderat oder schwer beeinträchtigt eingestuft. Im Mittel lag der Gesamt-IQ bei 87, bei 38 % unter 85. Knapp die Hälfte der Kinder besuchte keine Regelschule. Neben kognitiven Defiziten, Problemen der schulischen Adaptation und Lernschwierigkeiten bestanden Beeinträchtigungen des Gesundheitszustandes, erhöhter medizinischer Therapiebedarf sowie die Notwendigkeit zusätzlicher schulischer bzw. pädagogischer Förderung. 20 % der Kinder wurden von ihren Eltern im Verhalten auffällig eingeschätzt, insbesondere wurden Aufmerksamkeitsprobleme, Hyperaktivität, soziale und emotionale Probleme geschildert. Neben Entwicklungsverzögerungen traten gehäuft Entwicklungsstörungen schulischer Fertigkeiten (34 %), Aufmerksamkeitsdefizit-/Hyperaktivitätsstörungen (19 %) und Autismus-Spektrum-Erkrankungen (6 %) auf. Auch Frühgeborene < 25 SSW zeigen häufig aus medizinisch-neurologischer Sicht eine günstige Entwicklung. Dennoch sind kognitive Einschränkungen, Entwicklungsverzögerungen, Verhaltensauffälligkeiten und Probleme der schulischen Adaptation häufig. Oft bestehen bis ins Schulalter relevante Einschränkungen und erfordern langfristig Therapien, pädagogische Förderung und psychologische Unterstützung. Ein einheitliches, standardisiertes follow-up mit differenzierter psychologischer Diagnostik und Beratung für extreme Frühgeborene im (Vor-) Schulalter, d. h. jenseits des 2. LJ scheint notwendig.

Personality predicts academic achievement above and beyond intelligence. However, studies investigating the possible interaction effects between personality and intelligence when predicting academic achievement are scarce, as is the separate investigation of broad personality factors versus narrow personality facets in this context. Two studies with 11th grade students (Study 1: N = 421; Study 2: N = 243) were conducted to close this research gap. The students completed the Intelligence-Structure-Test 2000 R measuring general reasoning ability, and a well-established personality inventory based on the Five Factor Model. Academic achievement was operationalized via Grade Point Average. Using hierarchical regression and moderation analyses, Study 1 revealed that Conscientiousness interacted with intelligence when predicting academic achievement: there was a stronger association between intelligence and academic achievement when students scored higher on the Conscientiousness scale. Study 2 confirmed the findings from Study 1 and also found a moderation effect of Neuroticism (stronger association between intelligence and academic achievement with lower values on the Neuroticism scale). Analyses at the facet level revealed much more differentiated results than did analyses at the domain level, suggesting that investigating personality facets should be preferred over investigating personality domains when predicting academic achievement., Journal of Intelligence : Jg.: 6, Heft: 2 | S. 27-1-27-18

Medical education research has focused almost entirely on the education of future physicians. In comparison, findings on other health-related occupations, such as medical assistants, are scarce. With the current study, we wanted to examine the knowledge-is-power hypothesis in a real life educational setting and add to the sparse literature on medical assistants. Acquisition of vocational knowledge in vocational education and training (VET) was examined for medical assistant students (n = 448). Differences in domain-specific vocational knowledge were predicted by crystallized and fluid intelligence in the course of VET. A multiple matrix design with 3 year-specific booklets was used for the vocational knowledge tests of the medical assistants. The unique and joint contributions of the predictors were investigated with structural equation modeling. Crystallized intelligence emerged as the strongest predictor of vocational knowledge at every stage of VET, while fluid intelligence only showed weak effects. The present results support the knowledge-is-power hypothesis, even in a broad and more naturalistic setting. This emphasizes the relevance of general knowledge for occupations, such as medical assistants, which are more focused on learning hands-on skills than the acquisition of academic knowledge., publishedVersion

CEPS Journal 4 (2014) 3, S. 9-30, The approach to the support of gifted and talented children and youth has changed considerably in the past twenty years. While, until the 2000s, provision programmes predominantly focused on extracurricular activities for pupils, gifted education now follows a systemic and inclusive approach, including all (educational) institutions - kindergarten, school, college and university - as well as the family, the economy, the working world and the community. Furthermore, there have been considerable efforts to provide for gifted children within the regular classroom by way of differentiation and individualised learning. This new approach to talent support was first outlined in 2011 in the "White Paper Promoting Talent and Excellence", which the Austrian Research and Support Centre for the Gifted and Talented published in cooperation with the interministerial Giftedness Research and Gifted Education Task Force. The present article outlines the reasons that led to this new strategy, explains its main features and attempts an analysis of its strengths and weaknesses. (DIPF/Orig.)

The worst performance rule (WPR) predicts that the slowest trials in reaction time (RT) tasks are more strongly related to intelligence than the fastest trials. To date, the WPR was observed mainly in young adults. The present study examined if the WPR holds not only in young adults but also in children and older adults in three kinds of RT tasks (simple RT, choice RT, and inhibition). Results showed that in each age group slowest and fastest trials were related to intelligence but the former correlated with intelligence to a greater extent than the latter. These results support the assumption that the WPR can be generalized across the lifespan.

In this study, the efficiency of training emotional intelligence components on reducing Alexithymia syndrome has been investigated, first using TAS_20 test and emotional intelligent test 20 high school students were selected who have received the highest scores in Alexithymia test and the lowest scores in emotional intelligence test and they were provided with intelligence components within 8 sections. Comparing the results of both control and experimental groups showed that teaching emotional components leads to reduction of Alexithymia syndrome and is significant in the level F(1,17) = 293/86, P = 0/001).

Following Snyderman and Rothman (1987, 1988), we surveyed expert opinions on the current state of intelligence research. This report examines expert opinions on causes of international differences in student assessment and psychometric IQ test results. Experts were surveyed about the importance of culture, genes, education (quantity and quality), wealth, health, geography, climate, politics, modernization, sampling error, test knowledge, discrimination, test bias, and migration. The importance of these factors was evaluated for diverse countries, regions, and groups including Finland, East Asia, sub-Saharan Africa, Southern Europe, the Arabian-Muslim world, Latin America, Israel, Jews in the West, Roma (gypsies), and Muslim immigrants. Education was rated by N = 71 experts as the most important cause of international ability differences. Genes were rated as the second most relevant factor but also had the highest variability in ratings. Culture, health, wealth, modernization, and politics were the next most important factors, whereas other factors such as geography, climate, test bias, and sampling error were less important. The paper concludes with a discussion of limitations of the survey (e.g., response rates and validity of expert opinions).

Summary Applicability of the SON-R 6-40 in Children with Hearing Impairment and Children with Diverse Cultural and Language Backgrounds Certain aspects of the use of the Snijders-Oomen Non-verbal Intelligence Test (SON-R 6-40) in clinical and educational assessment of children with hearing impairment and children from immigrant families are discussed. Test results of 35 children per group have been compared to the data from a German-speaking control group, matched by age, sex and educational achievement of both parents. Specific differences between the three groups on both subtest and IQ levels are demonstrated. This paper provides scoring results for the three groups and discusses the differences between the test profiles. The test can be accomplished with children who have special educational needs. Results also prove the usefulness of a non verbal test in the assessment of cognitive abilities in clinical-diagnostic questions.

Die vorliegende Untersuchung erkundet, ob sich Kindergartenkinder mit und ohne Migrationshintergrund in ihrem Emotionsverständnis und ihrer behavioralen Selbstregulation unterscheiden. 356 drei- bis sechsjährige Kinder mit deutschen Eltern wurden mit 115 Kindern mit mindestens einem nicht-deutschen Elternteil hinsichtlich ihres Emotionsverständnisses (TEC) und ihrer Selbstregulation (HTKS) miteinander verglichen, wobei zunächst nur das Alter der Kinder kontrolliert wurde. Dabei konnten starke Haupteffekte für den Migrationshintergrund und keine Haupteffekte für das Geschlecht nachgewiesen werden. Nach Berücksichtigung des Sprachverständnisses der Kinder verschwand der Einfluss des Migrationshintergrundes auf das Emotionsverständnis und die behaviorale Selbstregulation. Vielmehr konnte eine bedeutsame Rolle des rezeptiven Sprachverständnisses festgestellt werden, die wiederum mit dem Herkunftsland der Eltern zusammenhing. So zeigten Kinder mit mindestens einem nicht-deutschen Elternteil im Mittel ein schlechteres Sprachverständnis sowie weniger gut ausgebildete Fähigkeiten beim Emotionsverständnis und bei der behavioralen Selbstregulation als Kinder mit zwei deutschen Eltern. Die Rolle der Sprache beim Erwerb von Emotionsverständnis und Selbstregulation wird diskutiert. Schlagwörter Emotionsverständnis – behaviorale Selbstregulation – Migration – Kindergartenalter – Test of Emotion Comprehension (TEC) The present study explores whether kindergarten children with and without immigrant parents in Germany differ in respect to their emotion understanding (TEC) and their behavioral selfregulation (HTKS). 356 three-to-six-year-olds with germanborn parents were contrasted with 155 children with at least one parent who was born abroad. In addition, influences of children’s age, gender, and their receptive understanding of the German language were included in the analyses. There were strong effects for migration background and no main effects for gender. When children’s language abilities were included in the analyses, the significant influence of having at least one immigrant parent on emotion understanding and behavioral self regulation disappeared. Moreover: receptive language skills that are related to parents’ migration status exerted themselves a significant influence. Children with at least one non-german parent were on average less proficient in their receptive language abilities, their emotion understanding, and their behavioral self-regulation than children of two germanborn parents. The function of language for the acquisition of emotion understanding and self regulation is discussed. Keywords Emotion understanding – behavioral self regulation – migration – kindergarten children – Test of Emotion Comprehension (TEC)

Im internationalen Vergleich ist die Kopplung zwischen sozialer Herkunft und Kompetenzerwerb in den Naturwissenschaften in Deutschland stark ausgeprägt. Vor diesem Hintergrund wurde anhand einer Stichprobe von 60 Grundschul-, 28 Hauptschul- und 26 Gymnasialklassen der vierten und sechsten Jahrgangstufe mit insgesamt 2680 Schüler/innen überprüft, inwieweit die potentiellen Mediatoren Intelligenz, Vorwissen, Selbstkonzept und Interesse den Einfluss der sozialen Herkunft auf post-instruktionales naturwissenschaftliches Wissen vermitteln. In den Klassen wurde hierfür eine Unterrichtsreihe zum Thema Verdunstung und Kondensation durchgeführt. Der größte Teil des Effektes der sozialen Herkunft wurde über das themenspezifische Vorwissen vermittelt. In geringen Maß fungierte darüber hinaus in der Grundschule das Selbstkonzept als Mediator. Das Interesse an Naturwissenschaften und die fluide Intelligenz trugen nicht eigenständig zur Mediation von Effekten der sozialen Herkunft auf post-instruktionales Wissen bei. In international comparison, in Germany the association between social background and acquisition of competence in science is strong. In this context, a sample of 60 elementary, 28 vocational track, and 26 academic track school classrooms of fourth and sixth grade with a total of 2680 students was inspected to explore to what extent the propensities of intelligence, prior knowledge, self-concept, and interest mediate the effect of social background on post-instructional science achievement. For this purpose, the classrooms were presented with an instructional sequence on the topic of evaporation and condensation. The major portion of the effect of social background was mediated by topic-specific prior knowledge. Additionally, self-concept functioned to a small degree as mediator within elementary school classrooms. Interest in science and fluid intelligence did not contribute in their own right to the mediation of the effect of social background on post-instructional science achievement.

The aim of this study was to investigate the effect of emotional intelligence group training on human and social capital in the students of Isfahan University of Technology. This research was a quasi-experimental study with pretest-posttest design and control group. The research population consists of all the students of Isfahan University of Technology who have been studying in 2012-2013. For sampling, voluntary sampling method was used that 36 subjects were selected as the sample and were randomly divided into two groups of experiment and control. The subjects of experimental group participated in 8 sessions of 90-minute classes while the control group received no intervention. The study's tool was Mousavi Employability Questionnaire (2013). Analysis of covariance was used to analyze the data. According to the results, emotional intelligence training have had impact upon human capital (P

The present study was formulated to determine emotional health in working couples of Gorgan city in 2010. Samples were selected via cluster sampling method after deriving the statistical facts about working males and females in Gorgan City and finally, 100 people (50 couples) were selected. Bar-On questionnaire was selected to measure emotional intelligence due to comprehensiveness, simplicity, and conformity to Iranian culture. The collected data were subjected to descriptive statistics (mean and standard deviation) in SPSS Software. Then, the data were analyzed through inferential statistics. The results obtained from the present study showed that there is no significant difference in emotional intelligence of working females (1.995) compared to their working husbands (1.960).

As a matter of fact, contemporary universal education gives prominence on authentic communication as an ultimate goal of language learning. Language teaching and learning processes are among the most important and complex human endeavors which is the result of the complicated nature of human beings. Therefore, a successful language learner is the one who is capable of dealing with complexities of teaching-learning processes. Various recent learner-fronted teaching methodologies have underscored the notion of learner-initiated communication which is known as willingness to communicate (WTC). To date, various variables have been discovered by scholars to be influential in the satisfactory flow of communication among students in the language classrooms. Another variable analyzed in the present study is the potential relationship between learners’ gender and WTC as well as their emotional intelligence (EQ-i). Therefore, the present study tries to investigate the possible go-togetherness between learners’ willingness to communicate and their emotional intelligence. Two questionnaires of Bar-On’s (1997) emotional quotient inventory and McCrosky’s (1992) willingness to communicate scale were administered to a total of 100 academic EFL learners. After obtaining the raw data, the SPSS software (version17) was used to change the data into numerical interpretable forms. Correlation analysis revealed that there is positive correlation between learner’s willingness to communicate and their emotional intelligence level. Furthermore, the findings characterized females as the outperforming group both in terms of emotional intelligence and willingness to communicate.

Open Access By adopting social exchange theory and the affect-infusion-model, the hypothesis is made that emotional intelligence (EI) will have an impact on three perceptions of trustworthiness – ability, integrity and benevolence – at the beginning of a relationship. It was also hypothesized that additional information would gradually displace EI in forming the above perceptions.The results reveal that EI initially does not contribute to any of the perceptions of trustworthiness. As more information is revealed EI has an impact on the perception of benevolence, but not on the perceptions of ability and integrity. This impact was observed to be negative when the nature of the information was negative. On the other hand, information alone was shown to have a significant impact on the perceptions of ability and integrity, but not on the perception of benevolence. Theoretical and practical implications of the findings are addresse

Emotional competence has an important influence on development in school. We hypothesized that reading and discussing children’s books with emotional content increases children’s emotional competence. To examine this assumption, we developed a literature-based intervention, named READING and FEELING, and tested it on 104 second and third graders in their after-school care center. Children who attended the same care center but did not participate in the emotion-centered literary program formed the control group (n = 104). Our goal was to promote emotional competence and to evaluate the effectiveness of the READING and FEELING program. Emotional competence variables were measured prior to the intervention and 9 weeks later, at the end of the program. Results revealed significant improvements in the emotional vocabulary, explicit emotional knowledge, and recognition of masked feelings. Regarding the treatment effect for detecting masked feelings, we found that boys benefited significantly more than girls. These findings underscore the assumption that children’s literature is an appropriate vehicle to support the development of emotional competence in middle childhood.

Die Arbeit beschreibt 3 Anwendungen von Automatischer Aufgabengenerierung im Kontext der Erfassung schlussfolgernden Denkens. Studie 1 beschreibt die Validierung eines neuen figuralen Analogietests. Verschiedene erklärende IRT Modelle werden verglichen, unter anderem Modelle zur Prüfung von facetten-spezifischen Geschlechtseffekten. Studie 2 beschreibt die Entwicklung eines Konstruktionsansatzes zur Generierung von Zahlenreihenaufgaben. Die Ergebnisse zeigen, dass parallele Testformen auf Basis des neuen Regelsets konstruiert werden können, und dass Itemschwierigkeiten zu großen Teilen durch die relationale Komplexität von jeweils zwei aufeinanderfolgenden Zahlen erklärt werden können. Studie 3 beschreibt die Überprüfung der interkulturellen Validität eines Tests vom Typ Lateinische Quadrate (ähnlich zu SUDOKU) für russische und deutsche Studierende. Analysen deuten darauf hin, dass DIF eher durch bestimmte Oberflächenmerkmale als durch strukturelle Parameter zustande kommt. This thesis describes three applications of automatic item generation (AIG) for measuring reasoning ability. Study 1 describes the validation of a new figural analogy test. Several explanatory item response theory models were compared, including models to test item facet specific gender effects. Study 2 describes the development of a new item generation model for number series. Results show that parallel test forms can be constructed based on the new rule set, and that item difficulties can be explained to a large extent based on the relational complexity of a series. Study 3 describes an investigation of the cross-cultural validity of the Latin Square Task that shows similarities with the popular SUDOKU puzzles in samples of Russian and German students. Analyses indicate that differential item functioning is caused by certain item surface characteristics rather than by structural item parameters. Implications for automatic item generation and adaptive testing are discussed.

Taking a (neuro-)cognitive perspective, this article deals with preconditions of successful learning and maladaptive developmental processes related to deficient learning processes and poor educational outcomes. Three strands of research are focused that have made significant contributions to the understanding of (neuro-)cognitive risks for poor educational outcomes: intelligence research, research on working memory, and research on attentional processes. Selected examples from these areas of research are provided with a summary of main conclusions. In addition, we highlight current research gaps by arguing that there is a specific need for (a) future research focusing on the interactions between the (neuro-)cognitive functions described, as well as for (b) integrating results from the (neuro-)cognitive perspective into a broader conceptual framework of risk factors. A claim is made that more research is needed linking insights from different scientific perspectives and methodological traditions to generate approaches that successfully contribute to a substantial reduction of the percentage of students with poor educational outcomes. (DIPF/Orig.)

An exploration of Reuven Feuerstein's cognitive structural modifiability (CSM) theory, in relation to the scope of its application, is made in the article. For this reason, a compilation of studies in Latin America, The United States, and Europe, is made, in order to identify the different scenarios in which the theory can be applied. The results show that Feuerstein's theory is linked to the concept of human development and that the systems created, based on the CSM, allow the reduction of the cultural deprivation of many people, regardless of the endogenous factors that affect it. En el artículo se hace una exploración de la teoría de la Modificabilidad Estructural Cognitiva (MEC) de Reuven Feuerstein, en relación con los ámbitos de aplicación de la misma. Para lo anterior, se ha hecho una recopilación de algunos estudios realizados en América Latina, Estados Unidos y Europa, a fin de identificar los diversos escenarios en que la teoría puede tener aplicación. Los resultados evidencian que la teoría de Feuerstein está ligada al concepto de desarrollo humano y que los sistemas creados con base en la MEC permiten reducir la deprivación cultural de muchas personas sin importar los factores endógenos que le afecten.

A latent variable study examined whether different classes of working-memory tasks measure the same general construct of working-memory capacity (WMC). Data from 270 subjects were used to examine the relationship between Binding, Updating, Recall-N-back, and Complex Span tasks, and the relations of WMC with secondary memory measures, indicators of cognitive control from two response-conflict paradigms (Simon task and Eriksen flanker task), and fluid intelligence. Confirmatory factor analyses support the concept of a general WMC factor. Results from structural-equation modeling show negligible relations of WMC with response-conflict resolution, and very strong relations of WMC with secondary memory and fluid intelligence. The findings support the hypothesis that individual differences in WMC reflect the ability to build, maintain and update arbitrary bindings.

The article opens general appropriateness of one of the most important directions in working with gifted children that is socialization; it substantiates appropriateness as an axiom scheme, providing successfulness of the examined process; authors deduce about general outlook of gifted children socialization.

The article deals with the investigation mechanism of foreign language abilities through individual psychological peculiarities of students. Correlations between successful language mastering, test findings of verbal memory and abilities of singling out functional linguistic signs are determined, the necessity of carrying out psycholinguistic tests being discussed.

This paper discusses and illustrates identification problems in personality psychology. The measures used by psychologists to infer traits are based on behaviors, broadly defined. These behaviors are produced from multiple traits interacting with incentives in situations. In general, measures are determined by these multiple traits and do not identify any particular trait unless incentives and other traits are controlled for. Using two data sets, we show, as an example, that substantial portions of the variance in achievement test scores and grades, which are often used as measures of cognition, are explained by personality variables.

Within the scope of the longitudinal Marburg Giftedness Project two groups were examined: On the one hand, 101 gifted adults were compared to 91 averagely intelligent adults, and, on the other hand, high achievers (n = 128) were compared to average achievers (n = 104). At the time of the survey the participants were in their young adulthood. Subjective well-being was operationalised by general life satisfaction, satisfaction with life in specific domains, as well as positive and negative affectivity. Additionally, selected life goals were assessed and data which had been collected during the different phases of the Marburg Giftedness Project were used. Gifted and non-gifted respondents did not differ statistically significantly in any of the components of subjective well-being or life goals. Gifted underachievers reported a lower subjective well-being. There are some indications that different self-assessment variables, which contribute to the prediction of subjective well-being, exist for gifted and non-gifted adults. A statistically significant result was found for the high achievers regarding the satisfaction with Spouse/Partner in favour of the high achievers. Moreover, the high achievers stated a higher desirability of the goal Achievement. In conclusion, the results suggest that the life situation of gifted or high achieving (young) adults is by no means problematic: Neither intellectually gifted nor high achieving adults are especially happy or unhappy., Im Rahmen des längsschnittlichen Marburger Hochbegabtenprojekts wurden zum einen 101 Hochbegabte mit 91 durchschnittlich Begabten und zum anderen Hochleistende (n = 128) mit durchschnittlich Leistenden (n = 104) verglichen. Die Probandinnen und Probanden waren zum Zeitpunkt der Erhebung im jungen Erwachsenenalter. Zur Erfassung des subjektiven Wohlbefindens wurden sowohl kognitive (allgemeine und bereichsspezifische Zufriedenheiten) als auch affektive Komponenten erfasst. Weiterhin wurden ausgewählte Lebensziele erfragt. Darüber hinaus wurde auf Daten zurückgegriffen, die während der unterschiedlichen Erhebungsphasen des Marburger Hochbegabtenprojekts ermittelt wurden. Sowohl in den Komponenten des subjektiven Wohlbefindens als auch in den Lebenszielen konnten keine statistisch signifikanten Unterschiede zwischen Hochbegabten und durchschnittlich Begabten aufgezeigt werden. Hochbegabte Underachiever schilderten dagegen ein geringeres subjektives Wohlbefinden. Zusätzlich gab es Hinweise darauf, dass bei Hochbegabten und durchschnittlich Begabten zum Teil unterschiedliche Selbsteinschätzungsvariablen zur Vorhersage des subjektiven Wohlbefindens relevant sind. Ein statistisch bedeutsamer Unterschied zwischen Hochleistenden und durchschnittlich Leistenden resultierte in der Zufriedenheit mit der Ehe/Partnerschaft zugunsten der Hochleistenden. Diese schilderten außerdem eine erhöhte Wünschbarkeit des Ziels Leistung. Insgesamt stellt sich die Lebenssituation Hochbegabter bzw. Hochleistender im (jungen) Erwachsenenalter positiv dar: Weder intellektuell besonders Begabte noch besonders (gut) Leistende erweisen sich als besonders glücklich oder unglücklich.

Opfer von Mobbing zu werden ist eine der negativsten sozialen Erfahrungen im Kindes- und Jugendalter. Emotionen spielen in solchen Interaktionen eine zentrale Rolle. Umso erstaunlicher ist, dass sozio-affektive Fertigkeiten von viktimisierten und mobbenden Kindern bisher kaum untersucht worden sind. In dieser Studie wurde das Emotionsverstandnis von Schweizer Kindergartenkindern im Alter zwischen vier und sieben Jahren mit dem Test of Emotion Comprehension (TEC) und einer Emotionserkennungsaufgabe gepruft. Durch das Rating der Kindergartnerinnen konnte fur jedes Kind seine individuelle Auspragung in erlebter Viktimisierung und im gezeigten Mobbingverhalten ermittelt werden. Ordinale Regressionen ergaben, dass Probleme im Erkennen von mimischen Emotionen (spezifisch von Wut, Trauer und Angst), im Verstehen externaler Emotionsursachen und im Verstandnis fur das Verbergen des motionsausdrucks, mit mehr Viktimisierung einher gingen. Probleme im Verstandnis externaler Emotionsursachen waren ein signifikanter Pradiktor fur haufigeres Mobbingverhalten. Implikationen dieser Befunde fur die Pravention von Mobbing werden diskutiert. Schlagworter Mobbing und Viktimisierung – Kindergarten – Emotionsverstandnis und Emotionserkennen– Pravention Being victimized by peers is one of the most negative social experiences of childhood and adolescence. Emotions play a central role in these kinds of interaction. Surprisingly however, socio-affective skills of victimized and bullying children have only rarely been the subject of investigation. In this study, the emotion understanding of Swiss kindergarten children between the ages of four and seven years was probed with the Test of Emotion Comprehension (TEC) and an emotion recognition task. Individual scores in victimization and bullying behavior were determined using teacher ratings. Ordinal regression analyses showed that problems in recognizing mimic emotions (specifically anger, sadness and fear), understanding external causes of emotions and understanding the possibility of hiding emotions were predictive of more victimization. Likewise, problems in understanding external causes of emotions were related to more bullying behavior. Implications of these results for the prevention of bullying are discussed. Keywords bullying and victimization – kindergarten – emotion understanding and emotion recognition– prevention

Traditionally, intelligence was viewed as a single static entity. Revolutionizing the once-dominated "single-static entity" conceptualization, Gardner initially (1983) proposed his theory of Multiple intelligences (MI) that encompasses seven different areas of intelligence (verbal-linguistic, logical-mathematical, musical-rhythmic, visual-spatial, bodily-kinesthetic, interpersonal, and intrapersonal), and later on added the eighth and ninth areas (naturalist and existential) in 1999. Based on the theory of Multiple Intelligences (MI), a person may be viewed as intelligent in any of these areas, and the identification of the dominant intelligence type has proven to have pedagogic implications. McKenzie's MI questionnaire (1999) is one of the established tools to identify the typology of intelligence. The present study aims to validate the Persian version of the MI Inventory (questionnaire) proposed by McKenzie (1999). This instrument provides an objective measure of MI. This paper describes the validation exercise of the abovementioned questionnaire that involved 173 pre-university students of both genders in Tehran. In addition, the variables gender and discipline were also considered in this study. The findings of the study indicate that overall, the Persian version of the questionnaire has a high reliability. In addition, the results show a moderate to high relationship between gender and MI profiles of the students. This record was migrated from the OpenDepot repository service in June, 2017 before shutting down.

"Im vorliegenden Beitrag wird der Zusammenhang zwischen der Fähigkeit zur Perspektivenübernahme und sinnverstehendem Lesen dargestellt. Auf der Grundlage von Arbeiten zum Textverstehen sowie zu Perspektivenübernahme und Theory of Mind wurde ein positiver Zusammenhang zwischen Perspektivenübernahmefähigkeit und Textverstehensleistung erwartet. Diese Hypothese wurde an zwei Stichproben unterschiedlichen Alters geprüft: In der ersten Studie beantworteten 37 Vorschulkinder Fragen zu vorgelesenen Geschichten sowie Perspektivenübernahme-Aufgaben. Zwischen den Bereichen fand sich eine deutliche positive Korrelation, die bei Kontrolle der Intelligenz erhalten blieb. An der zweiten Studie nahmen 69 Grundschulkinder der dritten Jahrgangsstufe teil, die Texte lasen und Aufgaben dazu wie auch zur Perspektivenübernahme bearbeiteten. In dieser Stichprobe fand sich der erwartete Zusammenhang ausschließlich in der Teilgruppe der guten Leser. Er blieb bei Kontrolle der Intelligenz erhalten. Die Ergebnisse werden auch in Hinblick auf die Förderung der Lesekompetenz diskutiert." (Autorenreferat) "Topic of the article is the relation between perspective taking and reading comprehension. Based on research regarding text, comprehension, perspective taking and theory of mind, the authors assume a positive correlation between perspective taking and text comprehension. This hypothesis is tested in two studies: In the first study, stories were read to 37 preschoolers (5-6 years). Afterwards, they answered questions regarding the text and perspective taking. Text comprehension and perspective taking were positively correlated, even if intelligence was controlled. In the second study, 69 primary school students (8-10 years) read several stories. Afterwards, they answered questions considering the texts and perspective taking. The hypothesized correlation between text comprehension and perspective taking was only found in the sub-sample of good readers. This correlation remained stable if intelligence was controlled. Among other consequences, perspective taking training is discussed as a method to improve reading literacy." (author's abstract)

144 participants of the German science contest "Jugend forscht" and 93 participants of the German classical music competition "Jugend musiziert" are juxtaposed 461 non participating German high school students. They are viewed wether they contrast not only according their accomplished contests but also in more general manner. It is common to suppose by either theoretical conclusion or literature investigations, successful contest participants perform better in cognitive as well in creative conundrums but also provide specific non-cognitive habits. Logical thinking, spatial visualization and orientation ability, memory, creativity, personality factors concerning the conception of Cattell as well as the psychological sex role were examinated by using standardized quantitative tests. Biographical data and individual preferences were accessed by explorative questionnaires which give extra insight to possible misleading factors like age, sex or economical status. Concerning cognitive factors, the statistical analysis offered a significant group effect only for the factor spatial visualization and this only for boys of "Jugend forscht". In general the applied cognitive tests suggested less differences, even less than expected. Beside this, both groups of contest participants showed significant higher creativity and exhibit significant differences in several personality factors. Also, they revealed more often androgyne or crosssexual sex roles. It appears that differences between contest participants and high school students concerne non-cognitive factors like personality, creativity and sex role rather than logical thinking, memory or spatial ability., 144 erfolgreiche Jugend-forscht-Teilnehmer, 93 Jugend-musiziert-Teilnehmer und 461 Gymnasiasten, die in keinem der Wettbewerbe erfolgreich waren, wurden auf die Frage hin untersucht, ob erfolgreiche Schülerwettbewerbsteilnehmer sich von anderen Schülern auch in über die gezeigte Leistung hinaus gehenden Merkmalen unterscheiden. Aufgrund von theoretischen Überlegungen und früheren Untersuchungen konnte erwartet werden, dass in den Wettbewerben erfolgreiche Schüler sich durch höhere kognitive Leistungen und Kreativität auszeichnen und sich auch in nicht-kognitiven Merkmalen von anderen Schülern unterscheiden. Erfasst wurden logisches Schlussfolgern, räumliches Vorstellungsvermögen und das Gedächtnis, Kreativität, Persönlichkeitsfaktoren nach dem Konzept Cattells und die Geschlechtsrollenorientierung anhand von standardisierten Testverfahren. Zusätzlich wurden biographische Faktoren und Interessen mit Hilfe eines explorativen Fragebogens erhoben. Nach der statistischen Kontrolle potentieller Störvariablen wie Alter, Geschlecht und sozioökonomischer Status, ließen sich im Hinblick auf kognitive Merkmale nur in einem Bereich räumlichen Vorstellungsvermögens bei den Jungen der Jugend-forscht-Teilnehmer deutlich höhere Werte nachweisen, ansonsten fielen die Unterschiede zwischen den Gruppen unerwartet gering aus. Beide Wettbewerbsgruppen zeigten jedoch deutlich bessere Leistungen im Kreativitätstest und auch in den untersuchten Persönlichkeitsfaktoren traten in mehreren Bereichen Unterschiede auf. Darüber hinaus fand sich in beiden Wettbewerbsgruppen überzufällig häufig eine androgyne oder gegengeschlechtliche Geschlechtsrollenorientierung. Nach den Ergebnissen dieser Untersuchung scheinen sich demnach Unterschiede zwischen erfolgreichen Wettbewerbsteilnehmern und nicht teilnehmenden Schülern weniger im kognitiven Bereich sondern eher in Persönlichkeitsfaktoren, Kreativität und der Geschlechtsrollenorientierung zu manifestieren.

"Es besteht breiter Konsens, dass eine Identifikation Hochbegabter zum frühestmöglichen Zeitpunkt wünschenswert wäre. In diesem Artikel wird es um die Frage gehen, ob Hochbegabung schon im Vorschulalter reliabel erfassbar ist. Dazu werden Forschungsbefunde zu Identifikationsverfahren anhand der Intelligenz, effektiver Informationsverarbeitung, der Motivation sowie des Schlafverhaltens, besonderer Leistungen wie frühes Lesen und des häuslichen Lernumfeldes besprochen. Insgesamt bieten diese Informationsquellen lediglich eingeschränkte diagnostische Möglichkeiten. Es werden zwei Verbesserungsansätze diskutiert und es erfolgt ein Plädoyer für eine neue Zielsetzung früher Identifikation." (Autorenreferat) "There is wide consensus that the identification of gifted students should take place as early as possible. In this article we will review the research literature to determine if this is possible at preschool age, including the research relating to the identification based on intelligence, effective information processing, motivation, sleeping behaviour, exceptional achievements such as early reading and the learning environment at home. We conclude that these sources of information only provide limited diagnostic possibilities. Finally, we offer two strategies for improving the diagnostic quality and advocate a new conceptual approach to the early identification of gifted students." (author's abstract)

In dieser Arbeit werden die Grundlagen für einen computergestützten Test zur Erfassung der Arbeitsgedächtniskapazität bei Kindern (8-13 Jahre) entwickelt. Ziel ist es, mit diesem Test die intellektuelle Begabung, insbesondere im hohen Begabungsbereich, messen zu können. Der Test besteht aus sechs Typen von Arbeitsgedächtnisaufgaben, die an 374 Kindern mit durchschnittlichen und hohen intellektuellen Fähigkeiten erprobt wurden. Das Konstrukt Arbeitsgedächtnis (AG) wurde anhand von konfirmatorischen Faktorenanalysen untersucht. Ein Zwei-Faktor-Modell (Faktoren „verbal-numerisches AG“ und „figurales AG“) ergab die beste Passung auf die Daten. Klassische Itemanalysen und IRT-Analysen bescheinigen beiden Skalen eine hohe Reliabilität und Validität sowie Rasch-Modell-Konformität. Die Zusammenhänge des Arbeitsgedächtnisses mit anderen kognitiven Konstrukten wie Reasoning und Speed werden analysiert und diskutiert. In this study a computer-assisted test for the assessment of working memory capacity in children (8-13 years) is developed. The aim of this study is to construct a test that is suited for the measurement of intellectual ability, especially in the upper range. The test consists of six types of working memory tasks that were administered to 374 children with average and high intellectual ability. The construct of working memory (WM) was investigated through confirmatory factor analysis which showed that a two-factor model (i.e., “verbal-numerical WM” and “figural WM”) fit the data best. Classical item analyses and IRT analyses attested both scales high reliability and validity and showed conformity to the Rasch model. The relationship of working memory with other cognitive constructs (e.g., Reasoning and Speed) is analyzed and discussed.

Rezension von: Christiane Pruisken: Interessen und Hobbys hochbegabter Grundschulkinder (Pädagogische Psychologie und Entwicklungspsychologie, Bd. 50). Münster: Waxmann 2005 (248 S.; ISBN 3-8309-1472-5; 24,50 EUR).

International audience; Ursprünglich entwickelte der französische Psychologie Alfred Binet Intelligenztests, die dazu bestimmt waren, das «intellektuelle Vermögen» von Kindern zu ermitteln. Während sie zu Anfang als klinische Tests konzipiert waren, änderten sich in den Jahren um 1910 nach der Einführung in den Vereinigten Staaten ihr Gebrauch, ihre praktische Bedeutung und ihre Interpretation. Sie wurden als politisches Instrument von Vertretern rassistischer Vererbungstheorien im großen Stil in Auswahlprozessen eingesetzt. Mit den Tests hatte sich die Auffassung von der Intelligenz, die sich die Psychologen erarbeitet hatten, gewandelt: anfänglich als mehrgestaltig und qualitativ aufgefaßt, wurden sie nun zu einer einzigen, quantitativ meßbaren Größe. In diesem Zusammenhang entwickelte der amerikanische Psychologe Louis Leon Thurstone, der die Aussagekraft statistischer Methoden in den Tests kritisierte, eine neuartige Methode, die durch Festlegung einer Einheit und eines absoluten Nullpunktes eine Abstufung der Intelligenz erlaubte. In eine objektivierbare Form gebracht, ist seine Methode zu einem allgemeinen Gesetz geworden, welches die Erfassung aller geistigen Prozesse ermöglicht. Man verfügt damit über ein Instrument zur Analyse von Meinungen und Haltungen.; The French psychologist Alfred Binet is at the origin of the development of the mental test intended for diagnosing the «intellectual level» of children. Initially conceived as «clinical tests» their importation to the United States during the 1910’s has considerably altered their use, significance and interpretation. Turned into political tools by eugenicists and hereditarists and used in large-scale selection operations, the tests have changed the psychologists’ conception of intelligence: initially conceived as multifaceted and qualitative, intelligence had become a single quantifiable entity. Within this context, the american psychologist Louis Leon Thurstone criticized the lack of exactness of the statistical tools used in the mental tests, and developed a new method able to give an absolute unit and zero of intelligence scale. Once objectivized, his method became a general «law» intended to account for all mental processes.; Le psychologue français Alfred Binet est à l’origine du développement de tests mentaux destinés à diagnostiquer le «niveau intellectuel» des enfants. Initialement conçus comme des tests cliniques, leur importation aux États-Unis dans les années 1910 a considérablement modifié leur usage, leur portée pratique et leur interprétation. Devenus les instruments de politiques eugéniques ou héréditaristes, utilisés dans des processus de sélection de grande échelle, les tests ont transformé la conception que les psychologues se faisaient de l’intelligence: initialement conçue comme multiforme et qualitative, elle est devenue une grandeur unique quantifiable. C’est dans ce contexte que le psychologue américain Louis Léon Thurstone, critiquant le manque de rigueur des méthodes statistiques utilisées dans les tests, a développé une nouvelle méthode permettant de disposer d’une unité et d’un zéro absolu pour la mesure (échelonnement) de l’intelligence. Une fois objectivée, sa méthode est devenue une «loi» générale permettant de rendre compte de tous les processus mentaux, de disposer d’un outil d’analyse des opinions et des attitudes.

Trotz jahrzehntelanger Forschung ist unser Wissen über die internen und externen Bedingungen von Hochbegabung unzureichend. Es werden deshalb drei konvergierende aktuelle Forschungsrichtungen diskutiert, die sich als ertragreich für ein besseres Verständnis hoher intellektueller Begabung und Leistung erweisen könnten. Der kognitive Korrelate- und Komponentenansatz befaßt sich mit der Spezifikation kognitiver Prozesse, die bei der Lösung schwieriger Testaufgaben bedeutsam sind. Die Experten-Novizen-Forschung bemüht sich um eine Beschreibung der kognitiven Besonderheiten von Experten, die hohe Leistungen in einem komplexen Inhaltsbereich erbringen. Die an differentiellen Fragen orientierte kognitive Entwicklungspsychologie schließlich bemüht sich um die Aufklärung von Entwicklungsverläufen kognitiver Kompetenzen bei Menschen mit unterschiedlichen Fähigkeitsniveaus. (DIPF/Orig.)

Dieser Bericht "analysiert Bedingungen und Zusammenhänge bei der Ausprägung des sozialistischen Bewußtseins und Verhaltens junger Werktätiger verschiedener Schichten und Gruppen, d.h. in Abhängigkeit ihres Platzes in der sozialen Struktur der sozialistischen Gesellschaft und verbindet sie mit Gedanken und Folgerungen für das erzieherische, für das politisch-ideologische Wirken der FDJ". Als Grundlage dient eine repräsentative Untersuchung aus dem Jahre 1979, in welcher insgesamt 4394 junge Berufstätige befragt wurden. "Die Auswertung und Darstellung der Ergebnisse konzentriert sich dabei auf den Zusammenhang von 1. Klassen- und Schichtzugehörigkeit; 2. sozialer Herkunft; 3. Charakter und Inhalt der ausgeübten Arbeitstätigkeit; 4. Bildungsstand und Qualifikation der jungen Werktätigen mit Prozessen und Tendenzen der Ausprägung wesentlicher Denk- und Verhaltensweisen." (psz)