Selbstkonzeptförderung im Sportunterricht     

Mirko Schmidt  Achim Conzelmann 《Sportwissenschaft》2011,41(3):190-201

Previous intervention studies in school sports designed to test the socialisation hypothesis have tried to raise students’ self-concepts. However, this goal seems to be of questionable functionality: From both an educational and a psychological perspective, it would seem preferable to aim toward making self-concepts as realistic as possible. Underestimating self-concepts might impede performance-related behaviour, whereas overestimating might be dysfunctional, particularly in social interactions. This dichotomy is used to examine which manifestations of the self-concept physical education needs to promote from a psychological perspective. It creates a new perspective for future interventions designed to promote the self-concept in physical education.  相似文献   

Rethinking strategy instruction: direct reading strategy instruction versus computer‐based guided practice     

Wolfgang Lenhard  Herbert Baier  Darius Endlich  Wolfgang Schneider  Joachim Hoffmann 《Journal of Research in Reading》2013,36(2):223-240

There are many established reading strategy training programmes, which explicitly teach strategic and meta‐cognitive knowledge to improve reading comprehension. Although instruction in strategy knowledge leads to improvements in meta‐cognitive skills, the effects do not always transfer to reading comprehension. Therefore, to investigate preconditions for knowledge transfer, two different strategy training programmes were implemented in nine classes of Grade 6 students (N = 148) over the course of one school year. One programme involved teacher‐directed instruction of declarative meta‐cognitive knowledge (Reading Detectives; Rühl & Souvignier, 2006). The other aimed at improving executive meta‐cognition by guided practice: students worked with a computer program based on latent semantic analysis (LSA) (conText) and received immediate feedback on written summaries. Although both groups improved their strategy knowledge to the same extent, the conText group showed a greater improvement in reading comprehension. These fndings suggest that guided practice, which is characterised by intensive practice and individualised corrective feedback, is superior to explicitly teaching strategy knowledge.  相似文献   

Twin Wells: the reconstruction and re-installation of a multi-media installation with fog and sound elements by Dennis Oppenheim     

Artemis Rüstau  Claire Hoffmann  Kerstin Mürer 《文物保护研究》2016,61(3):327-328

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Wie konstruieren Jugendliche filmische Todesdarstellungen?     

Prof. Dr. Yvonne Ehrenspeck  Dr. Achim Hackenberg  Prof. Dr. Dieter Lenzen 《Zeitschrift für Erziehungswissenschaft》2006,9(3):424-446

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Facilitation and impairment of conditioning in the preweanling rat after prior exposure to the conditioned stimulus     

Heather Hoffmann  Norman E. Spear 《Learning & behavior》1989,17(1):63-69

Olfactory aversion conditioning of preweanling rats, 10 or 18 days postnatal, was tested after some had been given nonreinforced experience with the to-be-conditioned odor stimulus. In three experiments, it was established that the amount of prior exposure to the CS determined the effectiveness of conditioning. For both ages, odor-shock conditioning was more likely impaired with longer durations of preexposure. This effect was more apparent in the older animals. Low to moderate degrees of prior exposure to the CS under some conditions facilitated, rather than impaired, olfactory conditioning in the 10-day-old rat. This result is in agreement with one previous study in which facilitation in learning was reported for this age after short-term preexposure to the CS. The present study adds to previous data on differential effects of CS preexposure on conditioning. Although the conditions under which facilitation rather than impairment occurs are not yet clear, age-related differences in the effects of CS preexposure were apparent in the present experiments.  相似文献   

TEACHING RELIGION IN SECULAR SCHOOLS     

Nadia W. Hoffmann 《Religious education (Chicago, Ill.)》2013,108(6):667-681

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Konzipierung und Realisierung des Breitband-Wissenschaftsnetzes des DFN-Vereins     

Gertraud Hoffmann  Jochem Pattloch  Sibylle Schweizer und Klaus Ullmann 《Informatik - Forschung und Entwicklung》1997,12(3):151-156

Zusammenfassung.   Der st?ndig steigende Bedarf der Einrichtungen aus Bildung, Wissenschaft und Forschung an Bandbreite zur übertragung multimedialer Daten machte den Aufbau eines Breitband-Wissenschaftsnetzes (B-WiN) erforderlich. Der folgende Bericht erl?utert die Methodik der Konzeptionierung und Realisierung des B-WiN. Das Bundesministerium für Bildung, Wissenschaft, Forschung und Technologie (BMBF) unterstützt das Projekt im Zeitraum von 1995 bis 1998 mit erheblichen Zuschüssen. Eingegangen am 23. Mai 1996/Angenommen am 13. Juni 1997  相似文献   

Processing of contour information by human infants evidenced by pattern-dependent evoked potentials     

B Z Karmel  R F Hoffmann  M J Fegy 《Child development》1974,45(1):39-48

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Defining information: An analysis of the information content of documents     

Eliahu Hoffmann 《Information processing & management》1980,16(6):291-304

In order to characterize the information content of scientific documents an appropriate definition is developed which is based on the facts and data reported therein and on their conceptual interrelationship. The scope and limitations of such a definition are discussed and it is used to carry out the content analysis of a scientific paper and its abstract. The results of these analyses are represented in graphic form, evaluated and compared.  相似文献   

Tactile training facilitates infants' ability to reach to targets on the body     

Eszter Somogyi  Mollie Hamilton  Lisa K. Chinn  Lisa Jacquey  Tobias Heed  Matej Hoffmann  Jeffrey J. Lockman  Jacqueline Fagard  J. Kevin O'Regan 《Child development》2023,94(3):e154-e165

This longitudinal study investigated the effect of experience with tactile stimulation on infants' ability to reach to targets on the body, an important adaptive skill. Infants were provided weekly tactile stimulation on eight body locations from 4 to 8 months of age (N = 11), comparing their ability to reach to the body to infants in a control group who did not receive stimulation (N = 10). Infants who received stimulation were more likely to successfully reach targets on the body than controls by 7 months of age. These findings indicate that tactile stimulation facilitates the development of reaching to the body by allowing infants to explore the sensorimotor correlations emerging from the stimulation.  相似文献