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Forschungsinstrumente im Kontext institutioneller (schrift-)sprachlicher Bildung
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In: Bad Heilbrunn : Verlag Julius Klinkhardt 2020, 159 S. (2020)
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Kategoriensystem zur Kodierung der interaktiven Einbettung sprachlicher Beiträge von Kindern in schulischen und vorschulischen Sprachförderaktivitäten
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In: Mackowiak, Katja [Hrsg.]; Beckerle, Christine [Hrsg.]; Gentrup, Sarah [Hrsg.]; Titz, Cora [Hrsg.]: Forschungsinstrumente im Kontext institutioneller (schrift-)sprachlicher Bildung. Bad Heilbrunn : Verlag Julius Klinkhardt 2020, S. 121-140 (2020)
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"Langsam vermisse ich die Schule .". Schule während und nach der Corona-Pandemie
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In: Münster ; New York : Waxmann 2020, 229 S. - (Die Deutsche Schule, Beiheft; 16) (2020)
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Developmental trajectories of phonological information processing in upper elementary students with reading or spelling disabilities
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In: Reading research quarterly 56 (2021) 1, S. 143-171 (2020)
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Autorenrunden. Kinder entwickeln literale Kompetenzen. Eine interdisziplinäre theoriebildende Studie zu Gesprächen über eigene Texte in der Grundschule
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Leßmann, Beate. - : Waxmann, 2020. : Münster, 2020. : New York, 2020. : pedocs-Dokumentenserver/DIPF, 2020
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In: Münster ; New York : Waxmann 2020, 530 S. - (Kassel, Universität, Dissertation, 2019) (2020)
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FaWi-S – Eine psychometrische Testkonstruktion zum didaktischen Wissen von Grundschullehrkräften in Bezug auf Sprachförderung im Projekt Eva-Prim
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In: Mackowiak, Katja [Hrsg.]; Beckerle, Christine [Hrsg.]; Gentrup, Sarah [Hrsg.]; Titz, Cora [Hrsg.]: Forschungsinstrumente im Kontext institutioneller (schrift-)sprachlicher Bildung. Bad Heilbrunn : Verlag Julius Klinkhardt 2020, S. 33-53 (2020)
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Sprachsensibler Geschichtsunterricht als Professionalisierungsaufgabe ; Language-sensitive history teaching as a task of professionalization
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In: Schweizerische Zeitschrift für Bildungswissenschaften 42 (2020) 3, S. 656-668 (2020)
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Developmental trajectories of phonological information processing in upper elementary students with reading or spelling disabilities ...
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Bilinguale Interaktion beim Peer-Learning in der Grundschule. Eine Mixed-Methods Studie mit bilingual türkisch-deutschsprachig aufwachsenden Schüler*innen ...
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PsPM-EWO: Eye tracker (including pupillometry) measurements from emotional-words tasks ...
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PsPM-EWO: Eye tracker (including pupillometry) measurements from emotional-words tasks ...
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Cross-curricular analysis of picture books in the fifth grade of primary school: a case study ; Medpredmetna obravnava slikanice v petem razreduosnovne sole (studija primera)
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In: CEPS Journal 10 (2020) 4, S. 165-185 (2020)
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Heterogenität und Alterität in der pädagogischen Praxis: Zur Rekonstruktion a-theoretischen Wissens in den Differenzerfahrungen von Lehrpersonen
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In: Zeitschrift für Qualitative Forschung ; 21 ; 2 ; 293-308 (2020)
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STRUCTURING OF EDUCATIONAL ACTIVITY AS A QUALITY FACTOR OF SCHOOL LANGUAGE AND LITERARY EDUCATION ; СТРУКТУРИЗАЦІЯ НАВЧАЛЬНОЇ ДІЯЛЬНОСТІ ЯК ФАКТОР ЯКОСТІ ШКІЛЬНОЇ МОВНО-ЛІТЕРАТУРНОЇ ОСВІТИ
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In: Collection of Scientific Papers of Uman State Pedagogical University; № 3 (2020) ; Збірник наукових праць Уманського державного педагогічного університету; № 3 (2020) ; 2307-4906 (2020)
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STRUCTURING OF EDUCATIONAL ACTIVITY AS A QUALITY FACTOR OF SCHOOL LANGUAGE AND LITERARY EDUCATION ; СТРУКТУРИЗАЦІЯ НАВЧАЛЬНОЇ ДІЯЛЬНОСТІ ЯК ФАКТОР ЯКОСТІ ШКІЛЬНОЇ МОВНО-ЛІТЕРАТУРНОЇ ОСВІТИ
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In: Збірник наукових праць Уманського державного педагогічного університету; № 4 (2020); 113-119 ; Collection of Scientific Papers of Uman State Pedagogical University; No. 4 (2020); 113-119 ; 2307-4906 (2020)
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The Early Years Pupil Premium: practitioners’ perspectives on if the funding supports ‘closing the gap’ for looked after children?
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In: 1 ; 13 (2020)
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The Effect of Word Predictability on Phonological Activation in Cantonese Reading: A Study of Eye-Fixations and Pupillary Response
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Visual Behavior, Pupil Dilation, and Ability to Identify Emotions From Facial Expressions After Stroke
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How the inference of hierarchical rules unfolds over time.
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Abstract:
Inductive reasoning, which entails reaching conclusions that are based on but go beyond available evidence, has long been of interest in cognitive science. Nevertheless, knowledge is still lacking as to the specific cognitive processes that underlie inductive reasoning. Here, we shed light on these processes in two ways. First, we characterized the timecourse of inductive reasoning in a rule induction task, using pupil dilation as a moment-by-moment measure of cognitive load. Participants' patterns of behavior and pupillary responses indicated that they engaged in rule inference on-line, and were surprised when additional evidence violated their inferred rules. Second, we sought to gain insight into how participants represented rules on this task - specifically, whether they would structure the rules hierarchically when possible. We predicted the cognitive load imposed by hierarchical representations, as well as by non-hierarchical, flat ones. We used task-evoked pupil dilation as a metric of cognitive load to infer, based on these predictions, which participants represented rules with flat or hierarchical structures. Participants categorized as representing the rules hierarchically or flat differed in task performance and self-reports of strategy. Hierarchical rule representation was associated with more efficient performance and more pronounced pupillary responses to rule violations on trials that afford a higher-order regularity, but with less efficient performance on trials that do not. Thus, differences in rule representation can be inferred from a physiological measure of cognitive load, and are associated with differences in performance. These results illustrate how pupillometry can provide a window into reasoning as it unfolds over time.
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Keyword:
Adolescent; Adult; Communication and Culture; Experimental Psychology; Female; Hierarchical representation; Humans; Individual differences; Individuality; Inductive reasoning; Information and Computing Sciences; Language; Learning; Male; Psychology and Cognitive Sciences; Psychomotor Performance; Pupil; Pupil dilation; Reaction Time; Rule inference; Structure learning; Thinking; Time Factors; Young Adult
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URL: https://escholarship.org/uc/item/0k8288z7
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How the inference of hierarchical rules unfolds over time
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In: Eckstein, MK; Starr, A; & Bunge, SA. (2019). How the inference of hierarchical rules unfolds over time. Cognition, 185, 151 - 162. doi:10.1016/j.cognition.2019.01.009. UC Office of the President: Research Grants Program Office (RGPO). Retrieved from: http://www.escholarship.org/uc/item/0k8288z7 (2019)
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