Bibliothek

@article{Foster2009,
title = {A new format for multiple-choice testing: Discrete-Option Multiple-Choice. Results from early studies},
author = {David Foster and Harold L. Miller},
url = {https://doaj.org/article/9851131c12144827a1369f195773d083},
issn = {1866-6140},
year = {2009},
date = {2009-04-01},
urldate = {2018-06-13},
journal = {Psychology Science Quarterly},
volume = {51},
number = {4},
pages = {355–369},
abstract = {The standard multiple-choice format has remained relatively unchanged for nearly 100 years, even over the past 25 years as multiple-choice tests have been computerized. We introduce a unique version of the multiple-choice format that has the potential to improve a test’s measurement and security properties, along with other advantages. We summarize our research with college students on course-level exams to demonstrate these benefits and to establish the Discrete-Option Multiple-Choice (DOMC) format as not only a viable way to measure skills and content knowledge, but an essential one.},
keywords = {computerized testing, Discrete-Option Multiple-Choice, fairness, multiple choice, self-assessment, test security},
pubstate = {published},
tppubtype = {article}
}

@article{Haidinger2008,
title = {Lernstrategien oder strategisches Lernen? Gender-abhängige Erfolgsstrategien im Medizinstudium an der Medizinischen Universität Wien},
author = {Gerald Haidinger and Lukas Mitterauer and Evelyne Rimroth and Oskar Frischenschlager},
url = {https://doi.org/10.1007/S00508-007-0923-Z
https://www.academia.edu/16252631/Lernstrategien_oder_strategisches_Lernen_Gender-abh%C3%A4ngige_Erfolgsstrategien_im_Medizinstudium_an_der_Medizinischen_Universit%C3%A4t_Wien?auto=download},
doi = {10.1007/s00508-007-0923-z},
issn = {1613-7671},
year = {2007},
date = {2007-12-11},
journal = {Wiener klinische Wochenschrift},
volume = {120},
number = {1-2},
pages = {37–45},
abstract = {Ziel der Studie: Wir untersuchen die höheren Bestehensraten männlicher Studierender bei der summativ-integrativen Prüfung (SIP-1) am Ende des ersten Studienjahres des Medizinstudiums an der Medizinischen Universität Wien. Obwohl Schulleistungen (Mathematik, Chemie, Physik, Englisch) in allen unseren Untersuchungen als Erfolgsprädiktor bestätigt wurden und obwohl weibliche Studierende in diesen Fächern signifikant bessere Schulleistungen aufweisen, weisen weibliche Studierende geringere Erfolgsraten auf. Als Erklärung dafür nehmen wir geschlechtsspezifisch unterschiedliches und erfolgsrelevantes „strategisches Lernen“ an.

Methode: In einer prospektiven Studie an 726 Studierenden der Medizinischen Universität Wien wurde „strategisches Lernverhalten“ mit einem Fragebogen (45 Items) erhoben. Eine Faktorenanalyse ergibt 11 Faktoren, welche mit den Prüfungsergebnissen (bestanden/nicht bestanden) und dem Geschlecht in Beziehung gesetzt werden.

Ergebnisse: Acht der 11 Faktoren erwiesen sich als geschlechtsabhängig oder mit dem Prüfungserfolg verbunden, vier von diesen als sowohl geschlechtsabhängig als auch erfolgsrelevant („Erfolgssicherheit“, „laufend und viel mitlernen“, „hohe Lernkapazität“, „ängstlich/fleißig/strategielos“). Männliche Studierende zeigen eine deutlich strategischere Ausrichtung ihres Lernverhaltens. Interessant erscheint darüber hinaus, dass ein auf Verstehen ausgerichtetes Lernen für den Prüfungserfolg nicht relevant ist.

Schlussfolgerungen: Das Lernverhalten von Mädchen, das grosso modo in der Schule zu besseren Leistungen führt, erweist sich in der Situation der SIP-1 als nicht zielführend. Es wird zu überlegen sein, inwieweit auf Gender-bezogene Differenzen in der Planung von Curriculum und Prüfungswesen Bedacht genommen werden kann.},
keywords = {A, Gender, Geschlecht, learning strategies, Lernstrategien, medicine, Medizin, sex, strategic learning, strategisches Lernen, Studienerfolg, study success},
pubstate = {published},
tppubtype = {article}
}

@article{Lalley2019,
title = {The Learning Pyramid: Does it point teachers in the right direction?},
author = {James P. Lalley and Robert H. Miller},
url = {http://www.impudent.org.uk/wordpress/wp-content/uploads/2015/03/Lalley-Miller-TheLearningPyramid-Education-200709-.pdf},
issn = {0013-1172},
year = {2007},
date = {2007-09-01},
journal = {Education},
volume = {128},
number = {1},
pages = {64–79},
abstract = {This paper raises serious questions about the reliability of the learning pyramid as a guide to retention among students. The pyramid suggests that certain teaching methods are connected with a corresponding hierarchy of student retention. No specific credible research was uncovered to support the pyramid, which is loosely associated with the theory proposed by the well-respected researcher, Edgar Dale. Dale is credited with creating the Cone of Experience in 1946. The Cone was designed to represent the importance of altering teaching methods in relation to student background knowledge: it suggests a continuum of methods not a hierarchy. While no credible research was uncovered to support the pyramid, clear research on retention was discovered regarding the importance of each of the pyramid levels: each of the methods identified by the pyramid resulted in retention, with none being consistently superior to the others and all being effective in certain contexts. A key conclusion from the literature reviewed rests with the critical importance of the teacher as a knowledgeable decision maker for choosing instructional methods. (Contains 3 figures.)},
keywords = {learning pyramide, Mythen, O},
pubstate = {published},
tppubtype = {article}
}

@article{Nemeth2004,
title = {The liberating role of conflict in group creativity: A study in two countries},
author = {Charlan J. Nemeth and Bernard Personnaz and Marie Personnaz and Jack A. Goncalo},
url = {https://doi.org/10.1002/ejsp.210
https://www.researchgate.net/publication/252896556_The_liberating_role_of_conflict_in_group_creativity_A_study_in_two_countries},
doi = {10.1002/ejsp.210},
year = {2004},
date = {2004-07-02},
journal = {European Journal of Social Psychology},
volume = {34},
number = {4},
pages = {365–374},
abstract = {Researchers of group creativity have noted problems such as social loafing, production blocking, and especially, evaluation apprehension. Thus, brainstorming techniques have specifically admonished people ‘not to criticize’ their own and others' ideas, a tenet that has gone unexamined. In contrast, there is research showing that dissent, debate and competing views have positive value, stimulating divergent and creative thought. Perhaps more importantly, we suggest that the permission to criticize and debate may encourage an atmosphere conducive to idea generation. In this experimental study, traditional brainstorming instructions, including the advice of not criticizing, were compared with instructions encouraging people to debate—even criticize. A third condition served as a control. This study was conducted both in the United States and in France. Results show the value of both types of instruction, but, in general, debate instructions were superior to traditional brainstorming instructions. Further, these findings hold across both cultures. Results are discussed in terms of the potential positive value of encouraging debate and controversy for idea generation.},
keywords = {Brainstorming, Mythen, O},
pubstate = {published},
tppubtype = {article}
}

@article{Ivanov2003,
title = {The Mozart effect and primary school children},
author = {Vesna K. Ivanov and John G. Geake},
url = {https://doi.org/10.1177/03057356030314005},
doi = {10.1177/03057356030314005},
issn = {1741-3087},
year = {2003},
date = {2003-10-01},
journal = {Psychology of music},
volume = {31},
number = {4},
pages = {405–413},
abstract = {This study found some evidence for the existence of a Mozart Effect with upper-primary school-aged children in a school setting. Scores on a Paper Folding Task (PFT) for a class which listened to Mozart during testing were significantly higher than the PFT scores of a control class. Moreover, a similar result was obtained for another class which listened to Bach during testing. The musical educational experience of the children, ascertained by a Musical Background Questionnaire, did not significantly contribute to the variance in PFT scores. We believe that this study is the first to find a Mozart Effect for school children in a natural setting, in contrast to the original study of Rauscher, Shaw and Ky (1993) who examined the effects of listening to Mozart on the spatial task performance of university students in a laboratory.},
keywords = {mozart effect, music, music listening, Mythen, O, spacial performance},
pubstate = {published},
tppubtype = {article}
}

@article{Rauscher1993,
title = {Music and spatial task performance},
author = {Frances H. Rauscher and Gordon L. Shaw and Catherine N. Ky },
url = {https://doi.org/10.1038/365611a0},
doi = {10.1038/365611a0},
issn = {1476-4687},
year = {1993},
date = {1993-10-14},
journal = {Nature},
volume = {365},
number = {611},
keywords = {music, Mythen, O, task performance},
pubstate = {published},
tppubtype = {article}
}

@article{Strecker2019,
title = {Nutzung der Schattenbibliothek Sci-Hub in Deutschland},
author = {Dorothea Strecker},
url = {https://libreas.eu/ausgabe36/strecker/},
issn = {1860-7950},
journal = {LIBREAS. Library Ideas},
volume = {36},
keywords = {A, closed access, Germany, logfile analysis, publishers, Schattenbibliothek, Sci-Hub},
pubstate = {published},
tppubtype = {article}
}