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Previous work has indicated that testing can enhance memory for subsequently studied new information by reducing proactive interference from previously studied information. Here, we examined this forward testing effect in children’s spatial memory. Kindergartners (5–6 years) and younger (7–8 years) and older (9–10 years) elementary school children studied four successively presented 3 x 3 arrays, each composed of the same 9 objects. The children were asked to memorize the locations of the objects that differed across the four arrays. Following presentation of each of the first three arrays, memory for the object locations of the respective array was tested (testing condition) or the array was re-presented for additional study (restudy condition). Results
revealed that testing Arrays 1 to 3 enhanced children’s object location memory for Array 4 relative to restudying. Moreover, children in the testing condition were less likely to confuse Array 4 locations with previous locations, suggesting that testing reduces the buildup of proactive interference. Both effects were found regardless of age. Thus, the current findings indicate that testing is an effective means to resolve proactive interference and, in this way, to enhance children’s learning and remembering of spatial information even before the time of school entry.
Providing a subset of previously studied items as retrieval cues can both impair and improve memory for the remaining items. Here, we investigated such part-list cuing effects in younger and older adults’ episodic recall, using listwise directed forgetting to manipulate study context access at test. When context access was maintained, part-list cuing impaired recall regardless of age. In contrast, when context access was impaired, part-list cuing improved recall in younger but not in older adults. The results are consistent with the proposal that older adults show intact inhibition and blocking of competing information, but reduced capability for episodic context reactivation.
Previous developmental work has indicated that animacy is a foundational ontogenetic category that is given priority already early in life. Here, we investigated whether such priority is also present in children’s episodic memory, examining whether young children show enhanced retention of animacy-related information. Kindergartners and younger and older elementary school children were presented with fictitious (non)words (e.g., BULA, LAFE) paired with properties characteristic of humans (e.g., “likes music”), (nonhuman) animals (e.g., “builds nests”), and inanimate things (e.g., “has four edges”) and were asked to rate the animacy status of each nonword. After a retention interval, a surprise recognition test for the nonwords was administered. We found enhanced recognition of nonwords paired with human and animal properties compared with (the same) nonwords paired with inanimate properties. The size of this animacy advantage was comparable across age groups, suggesting developmental invariance of the advantage over the age range examined (i.e., 4–11 years). The results support a functional–evolutionary view on memory, suggesting that already young children’s memory is “tuned” to process and retain animacy.
In adults, testing can enhance subsequent learning by reducing interference from the tested information. Here, we examined this forward effect of testing in children. Younger and older elementary school children and adult controls studied four lists of items in anticipation of a final cumulative recall test. Following presentation of each of the first three lists, participants were immediately tested on the respective list, or the list was re-presented for additional study. Results revealed that, compared to additional study, immediate testing of Lists 1–3 enhanced memory for the subsequently studied List 4 in adults and older elementary school children, but not in younger elementary school children. The findings indicate that the forward effect of testing is a relatively late-maturing phenomenon that develops over middle childhood and is still inefficient in the early elementary school years. Together with the results of other recent studies, these findings point to a more general problem in young children in combating interference.
In adults, selective memory retrieval can both impair and improve recall of other memories. The study reported here examined whether children also show these two faces of memory retrieval. Employing a variant of the directed-forgetting task, we asked second, fourth, and seventh graders to study a list of target and nontarget words. After study, the participants received a cue to either forget or continue remembering the list. We subsequently asked some participants to recall the nontarget words before we tested their memory for the target words; for the remaining participants, we tested memory only for the target words. Prior retrieval of nontarget words impaired retrieval of to-be-remembered target words, regardless of children's age. In contrast, prior retrieval of nontarget words improved recall of to-be-forgotten target words in seventh graders, though not in fourth and second graders. These results suggest a developmental dissociation between the two faces of memory retrieval and indicate later maturation of the beneficial effect than of the detrimental effect of selective memory retrieval.
People can exert control over the contents of their memory and can intentionally forget information when cued to do so. The present study examined such intentional forgetting in older adults using the listwise directed forgetting (DF) task. We replicated prior work by finding intact forgetting in young-old adults (up to 75 years). Extending the prior work, we additionally found forgetting to decline gradually with individuals' age and to be inefficient in old-old adults (above 75 years). The results indicate that listwise DF is a late-declining capability, suggesting a deficit in very old adults' episodic memory control.
Selectively retrieving a subset of previously studied information can cause forgetting of related, nonretrieved information. Such retrieval-induced forgetting (RIF) has typically been attributed to inhibitory control processes. Examining participants with a mean age of about 70 years, previous work reported intact RIF in older adults, suggesting efficient inhibition in older adults' episodic memory. We replicated the prior work by finding reliable RIF in young-old participants (60–75 years), but additionally found RIF to decline with increasing age and to be inefficient in old-old participants (above 75 years). The results support the proposal of an inhibitory deficit in (very) old age.
Evolutionary psychologists propose that human cognition evolved through natural selection to solve adaptive problems related to survival and reproduction, with its ultimate function being the enhancement of reproductive fitness. Following this proposal and the evolutionary-developmental view that ancestral selection pressures operated not only on reproductive adults, but also on pre-reproductive children, the present study examined whether young children show superior memory for information that is processed in terms of its survival value. In two experiments, we found such survival processing to enhance retention in 4- to 10-year-old children, relative to various control conditions that also required deep, meaningful processing but were not related to survival. These results suggest that, already in very young children, survival processing is a special and extraordinarily effective form of memory encoding. The results support the functional-evolutionary proposal that young children’s memory is “tuned” to process and retain fitness-related information.
Selectively retrieving a subset of previously studied information enhances memory for the retrieved information but causes forgetting of related, nonretrieved information. Such retrieval-induced forgetting (RIF) has often been attributed to inhibitory executive-control processes that supposedly suppress the nonretrieved items' memory representation. Here, we examined the role of working memory capacity (WMC) in young adults' RIF. WMC was assessed by means of the operation span task. Results revealed a positive relationship between WMC and RIF, with high-WMC individuals showing more RIF than low-WMC individuals. In contrast, individuals showed enhanced memory for retrieved information regardless of WMC. The results are consistent with previous individual-differences work that suggests a close link between WMC and inhibitory efficiency. In particular, the finding supports the inhibitory executive-control account of RIF.
A prominent theory of cognitive development attributes the poor performance that children show in many cognitive tasks to a general lack of inhibitory control. We tested this theory by examining children’s inhibitory capabilities in retrieval-induced forgetting (RIF), a memory task in which selective retrieval of previously studied material causes forgetting of related, nonretrieved material. Such forgetting is often attributed to inhibitory control processes, which supposedly suppress the nonretrieved items’ memory representation. We examined RIF in kindergartners, second graders, and adults, using both recall and recognition testing. Although all three age groups showed significant RIF in recall, only adults and second graders, but not kindergartners, showed RIF in recognition. Because inhibition-based RIF should be present in recall and recognition, these findings indicate that in adults and second graders, but not in kindergartners, RIF is mediated by inhibition. The results support the view of inefficient inhibitory processes in young children’s cognition.
Selectively retrieving a subset of previously studied material can cause forgetting of the unpracticed material. Such retrieval-induced forgetting is attributed to an inhibitory mechanism recruited to resolve interference among competing items. According to the inhibition-deficit hypothesis, older people experience a specific decline in inhibitory function and thus should show reduced retrieval-induced forgetting. However, the results of the two experiments reported here show the same amount of retrieval-induced forgetting in younger and older adults. These results indicate that retrieval inhibition is intact in older adults' episodic recall. The findings suggest that the common view of a general inhibitory deficit in older adults needs to be updated and that older adults show intact inhibition in some cognitive tasks and deficient inhibition in others.
Providing a subset of studied items as retrieval cues can have detrimental effects on recall of the remaining items. In 2 experiments, the authors examined such part-list cuing impairment in a repeated testing situation. Participants studied exemplars from several semantic categories and were given 2 successive cued-recall tests separated by a distractor task of several minutes. Part-list cues were provided in the 1st test but not the 2nd. Noncue item recall was tested with the studied category cues (same probes) in the 1st test, but novel, unstudied retrieval cues (independent probes) in the 2nd test. The authors found detrimental effects of part-list cues in both the 1st (same-probe) test and the 2nd (independent-probe) test. These results show that part-list cuing impairment can be lasting and is not eliminated with independent probes. The findings support the view that the impairment was caused by retrieval inhibition.
The presentation of a subset of studied items as retrieval cues can have detrimental effects on recall of the remaining (target) items. In three experiments we examined whether such part-list cueing impairment depends on the similarity between cue and target items. Item similarity was manipulated by making use of pre-experimental semantic similarities between cue and target items (Experiments 1 and 2), or was episodically induced through a similarity-encoding task, in which participants were asked to interrelate cue and target items in a meaningful way (Experiment 3). In all three experiments reliable part-list cueing impairment arose when the similarity between cues and targets was low, but no impairment was found when the similarity between cues and targets was high. Inhibitory as well as non-inhibitory explanations of the findings are discussed.
Recent work with adults suggests that imagination can impair later recall of previously encoded events but can improve recall of subsequently encoded events. The present study examined the memorial consequences of imagination in children. Kindergartners, first and fourth graders, and young adults studied two successively presented lists of items. Between the two lists, participants were given an imagination task supposed to create a change in mental context. As expected, in adults, the imagination task impaired recall of the previously encoded material (List 1) and improved recall of the subsequently encoded material (List 2). In children, significant List 1 impairment was present from first grade on, but even fourth graders failed to show improvement for List 2. The results challenge a purely context-based explanation of the memorial costs and benefits of imagination. Instead, they suggest that the two effects are mediated by different mechanisms with different developmental trajectories.
Part-list cuing—the detrimental effect of the presentation of a subset of studied items on recall of the remaining noncue items—was examined in three different study conditions and in the presence and absence of the noncues’ initial letters serving as item-specific probes. With a single study trial, part-list cuing was observed both with and without item-specific probes. By contrast, when participants received two study-test cycles or interrelated list items to a common story, part-list cues were found to be detrimental only in the absence of item-specific probes, but not in their presence. These results indicate that the role of item-specific probes in part-list cuing depends on encoding. The findings are consistent with a recent two-mechanism account of part-list cuing (Bäuml & Aslan, 2006), according to which two different mechanisms mediate the effect in different encoding situations.
The open and cooperative nature of Cyber-Physical Systems (CPS) poses new challenges in assuring dependability. The DEIS project (Dependability Engineering Innovation for automotive CPS. This project has received funding from the European Union’s Horizon 2020 research and innovation programme under grant agreement No 732242, see http://www.deis-project.eu) addresses these challenges by developing technologies that form a science of dependable system integration. In the core of these technologies lies the concept of a Digital Dependability Identity (DDI) of a component or system. DDIs are modular, composable, and executable in the field facilitating (a) efficient synthesis of component and system dependability information over the supply chain and (b) effective evaluation of this information in-the-field for safe and secure composition of highly distributed and autonomous CPS. The paper outlines the DDI concept and opportunities for application in four industrial use cases.
An Hochschulen wird ein zunehmender Bedarf adressiert, mit verschiedenen Studienformaten Angebote für die wissenschaftliche Weiterbildung Berufstätiger vorzuhalten. In diesem Beitrag soll deshalb der Versuch unternommen werden, drei Studienformate voneinander abzugrenzen und dabei die Rollen und Vernetzungsgrade der beiden Beschäftigungsorte Hochschule und Unternehmen der sich weiterbildenden Studierenden näher zu beleuchten: berufsintegrierende, berufsbegleitende und nebenberufliche Studiengänge.
German cancer registries offer a systematic approach for the collection, storage, and management of data on patients with cancer and related diseases. Much hope in research and healthcare in general is depending on such register-based analyses in order to comprehensively consider the features of a highly diverse population. Next to the data collection the cancer registries are responsible for data protection. To fulfill legal regulations, access to data has to be controlled in a strict way leading to sometimes bureaucratic and slow processes. The situation is especially complicated in Germany, since cancer data is distributed over numerous federal cancer registries. If a nationwide data evaluation is conducted a research team has to negotiate a separate contract with each cancer registry.In a joint work in progress effort of cancer registries, technical, medical, and economical experts we propose a different solution for cooperative data processing. Our approach aims for combining data in a virtual pool based on the selection criteria of individual requests from researchers. To achieve our goal, we adapt the Fraunhofer Medical Data Space as enabling technology. The architecture we propose will allow us to pool data of multiple partners regulated by data access policies. In doing so, each of the data sources can introduce its own rules and specifications on how data is used. Additionally, we add a digital consent management that will allow individual patients to decide how their data is used. Finally, we show the high potential of the cooperative analysis of distributed cancer data supported by the proposed solution in our approach.
Forschungsbericht 2012
(2013)
In dieser Arbeit wurden unterschiedliche Regler für Wohnraumlüftungsanlagen untersucht. Als Bewertungsgrößen wurden die Lüftungswärmeverluste und die kumulierte Grenzwertüberschreitung für CO2 und relative Luftfeuchte verwendet. Dafür wurde in Matlab/Simulink ein Multizonen-Simulationsmodell erstellt. Untersucht wurde ein zentrales, ein dezentrales alternierendes (Pendellüftung) sowie ein nichtalternierendes (Einzelraumlüftung) Lüftungssystem. Jedes der Lüftungssysteme wurde mit konstantem Volumenstrom, einem PI- und einem Fuzzy-Regler (Ausnahme: Pendellüftung) simuliert. Gegenüber einem Lüftungssystem mit konstantem Volumenstrom, kann durch Regelung bei mindestens gleicher Luftqualität der Lüftungswärmeverlust um mindestens ein Drittel reduziert werden.
Objective: To examine the use of the term ‘metric’ in health and social sciences’ literature, focusing on the interval scale implication of the term in Modern Test Theory (MTT).
Materials and methods: A systematic search and review on MTT studies including ‘metric’ or ‘interval scale’ was performed in the health and social sciences literature. The search was restricted to 2001–2005 and 2011–2015. A Text Mining algorithm was employed to operationalize the eligibility criteria and to explore the uses of ‘metric’. The paradigm of each included article (Rasch Measurement Theory (RMT), Item Response Theory (IRT) or both), as well as its type (Theoretical, Methodological, Teaching, Application, Miscellaneous) were determined. An inductive thematic analysis on the first three types was performed.
Results: 70.6% of the 1337 included articles were allocated to RMT, and 68.4% were application papers. Among the number of uses of ‘metric’, it was predominantly a synonym of ‘scale’; as adjective, it referred to measurement or quantification. Three incompatible themes ‘only RMT/all MTT/no MTT models can provide interval measures’ were identified, but ‘interval scale’ was considerably more mentioned in RMT than in IRT.
Conclusion: ‘Metric’ is used in many different ways, and there is no consensus on which MTT metric has interval scale properties. Nevertheless, when using the term ‘metric’, the authors should specify the level of the metric being used (ordinal, ordered, interval, ratio), and justify why according to them the metric is at that level.
Efficient safety analyses of complex software intensive embedded systems are still a challenging task. This article illustrates how model-driven development principles can be used in safety engineering to reduce cost and effort. To this end, the article shows how well accepted safety engineering approaches can be shifted to the level of model-driven development by integrating safety models into functional development models. Namely, we illustrate how UML profiles, model transformations, and techniques for multi language development can be used to seamlessly integrate component fault trees into the UML.
Forschungsbericht 2013
(2014)
The growing demand for durable, sustainable, regionally and "fairly" produced products has been rising steadily since the early 2000s, especially products made of wood are becoming more and more popular. Against this background, together with the company Josef Wochner GmbH & Co KG, Rosenfeld Heiligenzimmern, the idea was born to develop a material based on real wood veneers of alder (Alnus glutinosa L) and oak (Quercus petraea (matt) Liebl. respectively Quercus robur L. ), bonded with a flexible middle layer, which can be used in the packaging environment. In order to ensure the highest possible dimensional stability, a 5-layer structure was aimed at, each consisting of two cross-glued veneer sheets on a flexible middle layer. This composite material named „Faltfurnier“ and its basic materials were investigated and evaluated with regard to their mechanical-technological and chemical properties. A material combination of veneers and a PVC foil in the middle layer was selected. A PVAc-based adhesive and a thermoplastic adhesive film on PU basis were used for bonding the different layers. In a first step, the tensile strength of the PVC foil used was investigated under different starting conditions. Here it was shown that the direction of production has a significant influence on the tensile strength. Thus, parallel to the direction of production significantly higher strengths than perpendicular to the direction of production were found. An influence of the process temperature could not be proven. Within different test series the surface soundness was used as a criterion to define an optimal pressing time, to evaluate the quality of the bonding by means of thermoplastic adhesive film of the veneers on PVC film as well as the bonding of the cross grain and face veneers by means of the adhesive systems PVAc and adhesive film. The tests resulted in an optimal pressing time of 120 s and incomparison significantly lower surface soundness in the test series with oak than with alder on PVC foil. Furthermore it could be shown that the bonding of the cross grain and face veneers can be replaced by a thermoplastic adhesive film, but leads to lower strengths. A positive aspect here is that the more economic production using the one-shot process would thus be possible. Due to the differences in the strength of the bond between alder and oak, the veneers were chemically characterised with regard to their pH values, buffer capacities and extractives, and reasons for the lower strength of oak on PVC film were determined. An influence of the surface structure of the veneers on the surface soundness could not be proven with certainty. Finally, a 5-layer overall composite of alder veneer on PVC foil was produced and examined with regard to its bending strength and bending modulus of elasticity, durability of the folding groove as well as its behaviour in strong alternating climate. The tests showed that the bending strength and bending modulus of elasticity were significantly higher when tested perpendicular to the grain direction of the face veneer than when tested parallel to the grain direction. Cracks and signs of fatigue in the folding groove only became apparent on average after 4,436 repetitions of the folding process using a door testing machine, and the material remained dimensionally stable except for slight warping on its head sides when stored in a highly variable climate.
Im Handbuch werden die wichtigsten gesellschaftlichen Bedingungen und Entwicklungen des Aufwachsens und Erwachsenwerdens von Kinder und Jugendlichen dargestellt. Neben den theoretischen Implikationen des Verständnisses von Kindheit und Jugend werden auch konkrete Forschungsfelder und methodische Herangehensweisen an kindheits- und jugendsoziologische Themen vorgestellt.
Rosa für Mädchen, blau für Jungen – was nach einem altbackenen Klischee klingt, ist auch heute eine weit verbreitete Einteilung. Eine Essentialisierung von Geschlechterdifferenzen und -hierarchien wird bereits in der Kindheit durch visuelle Erkennungszeichen von Geschlecht verstärkt. Warum ist das (immer noch) so? Wann und wie wird (Doing) Gender gelernt? Und was bedeutet es für Kinder, Jugendliche oder Eltern, wenn sie sich nicht den heteronormativen Strukturen anpassen?
Musterverträge für das Krankenhaus—Praxishandbuch der Bayerischen Krankenhausgesellschaft e. V.
(2014)
Die Patientenversorgung ist eine interprofessionelle Aufgabe. Deshalb wird die Förderung interprofessioneller Kompetenzen zunehmend in den Ausbildungs- und Studiencurricula aller Gesundheitsberufe verankert, sodass Lehrende vor der Herausforderung stehen, Lernangebote zu konzipieren, die Kompetenzen interprofessioneller Kooperation fördern. Der Herausgeberband enthält vielfältige Beispiele für die Durchführung von Lerneinheiten, die Lernende auf typische interprofessionelle Handlungssituationen oder das interprofessionelle Handeln in unterschiedlichen Versorgungssettings vorbereiten. Auch Best-Practice-Beispiele der interprofessionellen praktischen Ausbildung werden vorgestellt. Zusätzlich können Online-Materialien für die eigene Lehre heruntergeladen und genutzt werden. Damit bietet das Werk Lehrenden eine Unterstützung, um interprofessionell orientierte Lerneinheiten praxisorientiert zu entwickeln.
Die digitale Transformation vollzieht sich in einer gesamtgesellschaftlichen Wirkung und ist damit für die Disziplin, Profession und Klientel Sozialer Arbeit in den vergangenen Jahren zu einem zentralen, gegenstands(mit)bestimmenden Querschnittsthema geworden. Der vorliegende Band möchte dieser Entwicklung begegnen, indem er Studierenden, Lehrenden, Forschenden und der Praxis Sozialer Arbeit perspektivenöffnende Befunde digitaler Projektarbeit in der Sozialen Arbeit zur Verfügung stellt, die eine gelingende Gestaltung des digitalen Wandels in den Fokus rücken.
Beurteilen in der Pflegebildung. Entwicklung einer Beurteilungskultur an den verschiedenen Lernorten
(2024)
Die kontinuierliche Beurteilung gehört zu den Kernaufgaben von Lehrenden und Praxisanleitenden an den theoretischen und den praktischen Lernorten. Anhand von gezielten Anleitungssituationen, theoretischen und fachpraktischen Unterrichten sowie Reflexionen entwickeln die Lehrpersonen das pflegerische Handeln der Lernenden in der Pflegepraxis weiter. Die anschließende Beurteilung der schriftlichen, mündlichen oder praktischen Leistungsnachweise ist eine wichtige Aufgabe. Welche Methode bietet sich an und welche Kompetenzen werden damit geprüft? Welche Kriterien sind bei der Beurteilung zu beachten und welche Fähigkeiten brauchen Lehrende zur Umsetzung? Was versteht man unter Beurteilungskultur und welche Rolle spielt das eigene Bildungsverständnis?