Notes on Authors     

Detlef H. Rost 《High Ability Studies》1991,1(2):236-239

In research on giftedness, small samples are the rule rather than the exception. Such samples require an especially meticulous research design. The absence of power‐analytical considerations (Le., defining the minimal sample sizes according to a‐ and β ‐error and expected effects) prior to data gathering can easily lead to false conclusions based on faulty data interpretation. Especially with smaller samples, it is strongly recommended that practical relevance (employing a suitable index of effect strength) be taken into consideration when interpreting observed group differences. This is better than relying on “statistical significance” alone. Group studies should not be conducted with extremely small samples. According to a proven “rule of thumb”, each subgroup tested should be comprised of at least 20 to 25 subjects. Because of the prevalence of small sample studies in research on giftedness (gifted individuals are by definition rare), it is important that statistical analyses be conducted in ways which are capable of detecting “significant” effects and which are not, for instance because of small sample size, predestined to conclude that no effects are present, even when they are (i.e., to accept the null hypothesis, even when it is false). The nature of the problem can be made more concrete by looking at a practical example taken from an article of Gefferth and Herskovits (1991).  相似文献   

Reading comprehension: skill or skills?     

Detlef H. Rost 《Journal of Research in Reading》1989,12(2):87-113

Research on the complexity of reading comprehension is highly controversial. In spite of the evidence for a holistic reading comprehension of skilled readers, reading specialists and teachers argue that early reading comprehension is composed of different separate subskills. To investigate this, 38 German reading tests (covering many different aspects of reading comprehension), one spelling test and one speed-of-information-processing test were administered to 220 German second graders (114 girls, 106 boys). The frequency distribution of the 780 correlation coefficients indicated a very homogeneous structure. Taking into account critical points in the design of dimension analytical studies, a principal component analysis (principal axis extraction) led to only one broad general reading comprehension component, accounting for 61% of the total variance (56% for girls, 65% for boys). Reading comprehension of early readers thus appears to be holistic, closely related to general intelligence and verbal problem solving.  相似文献   

CONCEPTIONS OF THE NATURE OF SCIENCE��ARE THEY GENERAL OR CONTEXT SPECIFIC?     

Detlef Urhahne  Kerstin Kremer  Juergen Mayer 《International Journal of Science and Mathematics Education》2011,9(3):707-730

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Dimensional comparisons in subject-specific academic self-concepts and achievements: A quasi-experimental approach     

Detlef H. Rost  Jrn R. Sparfeldt  Oliver Dickhuser  Susanne R. Schilling 《Learning and Instruction》2005,15(6):557-570

Even though marks in different subjects are substantially correlated, the corresponding self-concepts often display a very weak association. The “Internal–External Frame of Reference Model” (I/E-model; Marsh, H. W. (1986). Verbal and math self-concepts: an internal/external frame of reference model. American Educational Research Journal, 23, 129–149) explains this finding: social comparisons (resulting in positive correlations of the self-concepts) and dimensional comparisons (resulting in negative correlations of the self-concepts) are confounded. A rarely tested hypothesis derived from the I/E-model is that the dimensional comparison process only affects the self-concepts, if the students achieve differently in the corresponding subjects. In a sample of N = 1508 students (grades 7 and 8), low correlations of the self-concepts for four subjects could be observed only in students displaying different school-marks in the corresponding subjects. In students who have the same marks in different subjects, the self-concepts showed a substantial positive correlation.  相似文献   

The Effects of Study Tasks in a Computer-Based Chemistry Learning Environment     

Detlef Urhahne  Sabine Nick  Anna Christin Poepping  Sarah Jayne Schulz 《Journal of Science Education and Technology》2013,22(6):993-1003

The present study examines the effects of different study tasks on the acquisition of knowledge about acids and bases in a computer-based learning environment. Three different task formats were selected to create three treatment conditions: learning with gap-fill and matching tasks, learning with multiple-choice tasks, and learning only from text and figures without any additional tasks. Participants were 196 ninth-grade students who learned with a self-developed multimedia program in a pretest–posttest control group design. Research results reveal that gap-fill and matching tasks were most effective in promoting knowledge acquisition, followed by multiple-choice tasks, and no tasks at all. The findings are in line with previous research on this topic. The effects can possibly be explained by the generation–recognition model, which predicts that gap-fill and matching tasks trigger more encompassing learning processes than multiple-choice tasks. It is concluded that instructional designers should incorporate more challenging study tasks for enhancing the effectiveness of computer-based learning environments.  相似文献   

Subject Learning     

Detlef Urhahne 《教育心理学》2018,38(10):1219-1220

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Families with Gifted Adolescents     

Susanne R. Schilling  Jörn R. Sparfeldt  Detlef H. Rost 《教育心理学》2006,26(1):19-32

Studies of families with gifted adolescents have revealed conflicting results. Adolescents, mothers, and fathers of 84 families with a gifted adolescent and of 95 families with a non‐gifted adolescent evaluated their family system independently. Dependent variables were cohesion, democratic family style (adaptability), organisation, achievement orientation, communication, and intellectual‐cultural orientation. Neither statistically nor practically significant relationships between giftedness and family system variables could be observed from the perspectives of the adolescents, the mothers, or the fathers. Contradictory results from other studies can be primarily attributed to their methodological shortcomings, labelling effects, or both. The mean inter‐rater agreement was r = .46 for mothers and fathers, r = .38 for adolescents and mothers, and r = .35 for adolescents and fathers.  相似文献   

The wrong, the good, and the better     

Detlef Dürr 《Metascience》2013,22(1):77-80

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Probleme und Perspektiven der Sportentwicklung — dargestellt am Beispiel der Leichtathletik     

Helmut Digel  Detlef Kuhlmann 《Sportwissenschaft》1998,28(2):213-216

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Die Sprache des Sports     

Prof. Dr. Detlef Kuhlmann 《Sportwissenschaft》2012,42(2):137-139

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