Pub Date : 2023-04-01DOI: 10.1026/0049-8637/a000282
Martine Baars
To successfully study text materials, solve problems, and complete assignments, students must self-monitor their performance. Do they understand what they are reading? Are they taking the right steps to solve the problem? Do they understand the assignment and how to work on it
{"title":"Understanding and Supporting Metacognitive Monitoring Judgments – A Commentary","authors":"Martine Baars","doi":"10.1026/0049-8637/a000282","DOIUrl":"https://doi.org/10.1026/0049-8637/a000282","url":null,"abstract":"To successfully study text materials, solve problems, and complete assignments, students must self-monitor their performance. Do they understand what they are reading? Are they taking the right steps to solve the problem? Do they understand the assignment and how to work on it","PeriodicalId":45028,"journal":{"name":"Zeitschrift Fur Entwicklungspsychologie Und Padagogische Psychologie","volume":null,"pages":null},"PeriodicalIF":0.9,"publicationDate":"2023-04-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"57255466","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-03-20DOI: 10.1026/0049-8637/a000264
A. Cordes, F. Egert, Fabienne Hartig
Abstract: Research suggests that storybook reading fosters children’s language skills in the early years, with digital formats bearing new potential. This experimental pilot study with stratified randomization evaluates the effects of digital storybook reading in kindergarten on global language, vocabulary, verb learning (irregular past), and narrative skills. We assessed two reading methods: (a) dialogic reading and (b) supervised, independent screen-based story exposure. Twenty-seven children (aged 4 – 5 years) received a short-term small-group intervention (3 sessions) with a digital storybook on a tablet using one of the two methods with audio narration. Children in the dialogic reading condition made significant gains in receptive vocabulary, expressive target vocabulary, and verb learning. Postcontrasts further revealed a substantial advantage of dialogic reading for children’s narrative skills. Age-appropriate digital storybooks designed in line with insights from cognitive and developmental psychology may be used in early education to foster children’s language skills, if read dialogically.
{"title":"Fostering Child Language with Short-Term Digital Storybook Interventions","authors":"A. Cordes, F. Egert, Fabienne Hartig","doi":"10.1026/0049-8637/a000264","DOIUrl":"https://doi.org/10.1026/0049-8637/a000264","url":null,"abstract":"Abstract: Research suggests that storybook reading fosters children’s language skills in the early years, with digital formats bearing new potential. This experimental pilot study with stratified randomization evaluates the effects of digital storybook reading in kindergarten on global language, vocabulary, verb learning (irregular past), and narrative skills. We assessed two reading methods: (a) dialogic reading and (b) supervised, independent screen-based story exposure. Twenty-seven children (aged 4 – 5 years) received a short-term small-group intervention (3 sessions) with a digital storybook on a tablet using one of the two methods with audio narration. Children in the dialogic reading condition made significant gains in receptive vocabulary, expressive target vocabulary, and verb learning. Postcontrasts further revealed a substantial advantage of dialogic reading for children’s narrative skills. Age-appropriate digital storybooks designed in line with insights from cognitive and developmental psychology may be used in early education to foster children’s language skills, if read dialogically.","PeriodicalId":45028,"journal":{"name":"Zeitschrift Fur Entwicklungspsychologie Und Padagogische Psychologie","volume":null,"pages":null},"PeriodicalIF":0.9,"publicationDate":"2023-03-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"57255765","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-01-01DOI: 10.1026/0049-8637/a000265
Nicole Hirschmann, H. Koch, Kim Weiss
{"title":"Therapie-Tools Problematische Mediennutzung im Kindes- und Jugendalter","authors":"Nicole Hirschmann, H. Koch, Kim Weiss","doi":"10.1026/0049-8637/a000265","DOIUrl":"https://doi.org/10.1026/0049-8637/a000265","url":null,"abstract":"","PeriodicalId":45028,"journal":{"name":"Zeitschrift Fur Entwicklungspsychologie Und Padagogische Psychologie","volume":null,"pages":null},"PeriodicalIF":0.9,"publicationDate":"2023-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"57255773","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-01-01DOI: 10.1026/0049-8637/a000268
Sandro Sehner, Judith M Burkart
Abstract: Although the spread of innovations through social learning is well documented in animals, resulting animal cultures have remained simple without an increase in complexity over time. Human culture, in contrast, evolves constantly and is unparalleled in terms of complexity and diversity. Why only human culture is cumulative is the subject of ongoing debates, but the most prevalent suggestions are that animals lack high-fidelity transmission and complex innovations. This article examines how the combination of two factors may have helped humans overcome these limitations: first, our having a big brain, inherited from our great-ape-like ancestors; second, our reliance on extensive allomaternal care that evolved convergently with other cooperatively breeding species. We provide support for this suggestion with recent evidence from cooperatively breeding common marmosets ( Callithrix jacchus), showing that motivation for cooperation can trump intelligence when it comes to solving problems and information transmission to the next generation.
{"title":"Cumulative Culture","authors":"Sandro Sehner, Judith M Burkart","doi":"10.1026/0049-8637/a000268","DOIUrl":"https://doi.org/10.1026/0049-8637/a000268","url":null,"abstract":"Abstract: Although the spread of innovations through social learning is well documented in animals, resulting animal cultures have remained simple without an increase in complexity over time. Human culture, in contrast, evolves constantly and is unparalleled in terms of complexity and diversity. Why only human culture is cumulative is the subject of ongoing debates, but the most prevalent suggestions are that animals lack high-fidelity transmission and complex innovations. This article examines how the combination of two factors may have helped humans overcome these limitations: first, our having a big brain, inherited from our great-ape-like ancestors; second, our reliance on extensive allomaternal care that evolved convergently with other cooperatively breeding species. We provide support for this suggestion with recent evidence from cooperatively breeding common marmosets ( Callithrix jacchus), showing that motivation for cooperation can trump intelligence when it comes to solving problems and information transmission to the next generation.","PeriodicalId":45028,"journal":{"name":"Zeitschrift Fur Entwicklungspsychologie Und Padagogische Psychologie","volume":null,"pages":null},"PeriodicalIF":0.9,"publicationDate":"2023-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47205089","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-01-01DOI: 10.1026/0049-8637/a000272
{"title":"Ausschreibung von zwei Mitherausgeberschaften der Zeitschrift für Entwicklungspsychologie und Pädagogische Psychologie","authors":"","doi":"10.1026/0049-8637/a000272","DOIUrl":"https://doi.org/10.1026/0049-8637/a000272","url":null,"abstract":"","PeriodicalId":45028,"journal":{"name":"Zeitschrift Fur Entwicklungspsychologie Und Padagogische Psychologie","volume":null,"pages":null},"PeriodicalIF":0.9,"publicationDate":"2023-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"57255358","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-01-01DOI: 10.1026/0049-8637/a000269
A. Suchodoletz, Tessa J. McNaboe
Abstract: Most developmental science occurs within a so-called WEIRD narrative: Western, Educated, Industrialized, Rich, Democratic. Although developmental psychology has long relied on cross-cultural research to enrich and inform theories of human development, the narrow focus on children from WEIRD countries creates a biased understanding of how children develop. It is critical to diversify developmental science and ensure it reflects and responds to local contexts and cultures. In this article, we discuss how community-based participatory research (CBPR) can be integrated into theoretical frameworks of human development and used to increase the representation of traditionally marginalized populations in developmental science. We argue that a CBPR-informed approach can ensure that child development priorities are culturally sensitive, which can support the development of programs aimed at enhancing children’s development which are embedded in local cultural norms and become part of the social fabric of the community under study.
{"title":"Learning From Within","authors":"A. Suchodoletz, Tessa J. McNaboe","doi":"10.1026/0049-8637/a000269","DOIUrl":"https://doi.org/10.1026/0049-8637/a000269","url":null,"abstract":"Abstract: Most developmental science occurs within a so-called WEIRD narrative: Western, Educated, Industrialized, Rich, Democratic. Although developmental psychology has long relied on cross-cultural research to enrich and inform theories of human development, the narrow focus on children from WEIRD countries creates a biased understanding of how children develop. It is critical to diversify developmental science and ensure it reflects and responds to local contexts and cultures. In this article, we discuss how community-based participatory research (CBPR) can be integrated into theoretical frameworks of human development and used to increase the representation of traditionally marginalized populations in developmental science. We argue that a CBPR-informed approach can ensure that child development priorities are culturally sensitive, which can support the development of programs aimed at enhancing children’s development which are embedded in local cultural norms and become part of the social fabric of the community under study.","PeriodicalId":45028,"journal":{"name":"Zeitschrift Fur Entwicklungspsychologie Und Padagogische Psychologie","volume":null,"pages":null},"PeriodicalIF":0.9,"publicationDate":"2023-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"57255817","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-01-01DOI: 10.1026/0049-8637/a000267
J. Bräuer, Yana Bender
Zusammenfassung: Die Entwicklungspsychologie beschreibt ontogenetische Prozesse, bei denen es um zeitlich überdauernde, aufeinander aufbauende Veränderungen menschlichen Erlebens und Verhaltens über die gesamte Lebensspanne geht. In diesem Artikel erläutern wir den Zusammenhang zwischen ontogenetischen und phylogenetischen Prozessen, die das zentrale Forschungsinteresse der Vergleichenden Psychologie darstellen. Untersuchungsgegenstand sind hierbei Gemeinsamkeiten und Unterschiede zwischen Menschen und verschiedenen Tierarten, die zum Beispiel Aufschluss über die Evolution von Kognition geben können. Hunde spielen dabei eine besondere Rolle: sie haben durch ihre lange Domestikationsgeschichte einzigartige Fähigkeiten in den Bereichen Kommunikation, Aufmerksamkeit und Kooperation erlangt. Durch die konvergente Entwicklung von Hund und Mensch durch den ähnlichen Selektionsdruck auf beide Spezies, kann man bei einigen dieser Eigenschaften sogar von menschenähnlichen Fähigkeiten sprechen.
{"title":"Warum die Vergleichende Psychologie auf den Hund gekommen ist","authors":"J. Bräuer, Yana Bender","doi":"10.1026/0049-8637/a000267","DOIUrl":"https://doi.org/10.1026/0049-8637/a000267","url":null,"abstract":"Zusammenfassung: Die Entwicklungspsychologie beschreibt ontogenetische Prozesse, bei denen es um zeitlich überdauernde, aufeinander aufbauende Veränderungen menschlichen Erlebens und Verhaltens über die gesamte Lebensspanne geht. In diesem Artikel erläutern wir den Zusammenhang zwischen ontogenetischen und phylogenetischen Prozessen, die das zentrale Forschungsinteresse der Vergleichenden Psychologie darstellen. Untersuchungsgegenstand sind hierbei Gemeinsamkeiten und Unterschiede zwischen Menschen und verschiedenen Tierarten, die zum Beispiel Aufschluss über die Evolution von Kognition geben können. Hunde spielen dabei eine besondere Rolle: sie haben durch ihre lange Domestikationsgeschichte einzigartige Fähigkeiten in den Bereichen Kommunikation, Aufmerksamkeit und Kooperation erlangt. Durch die konvergente Entwicklung von Hund und Mensch durch den ähnlichen Selektionsdruck auf beide Spezies, kann man bei einigen dieser Eigenschaften sogar von menschenähnlichen Fähigkeiten sprechen.","PeriodicalId":45028,"journal":{"name":"Zeitschrift Fur Entwicklungspsychologie Und Padagogische Psychologie","volume":null,"pages":null},"PeriodicalIF":0.9,"publicationDate":"2023-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"57255808","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-01-01DOI: 10.1026/0049-8637/a000271
Marta Giner Torréns, Helen Wefers, Joscha Kärtner
Zusammenfassung: Ausgehend von der Annahme, dass kulturell geprägte soziale Interaktionen die Grundlage für kulturspezifische Entwicklungspfade bilden, veranschaulichen wir in diesem Beitrag den Einfluss von Kultur auf die Entwicklung des sozialen Lächelns und sozialer Erwartungen im Säuglingsalter sowie auf das Hilfeverhalten im 2. und 3. Lebensjahr. Die methodisch breit aufgestellten Studienbeispiele aus drei kulturellen Kontexten zeigen, dass die elterlichen Ethnotheorien und die damit assoziierten Formen der Ko-Regulation und Strukturierung als zentraler Teil des kindlichen Entwicklungssystems mitgedacht werden müssen, um die menschliche Entwicklung angemessen beschreiben zu können. Zukünftige Schritte hin zu einer Entwicklungspsychologie, die ihr Verständnis von universellen und kulturspezifischen Aspekten der kindlichen Entwicklung weiter vertieft, werden diskutiert.
{"title":"Der Einfluss von Kultur auf die Entwicklung in den ersten drei Lebensjahren","authors":"Marta Giner Torréns, Helen Wefers, Joscha Kärtner","doi":"10.1026/0049-8637/a000271","DOIUrl":"https://doi.org/10.1026/0049-8637/a000271","url":null,"abstract":"Zusammenfassung: Ausgehend von der Annahme, dass kulturell geprägte soziale Interaktionen die Grundlage für kulturspezifische Entwicklungspfade bilden, veranschaulichen wir in diesem Beitrag den Einfluss von Kultur auf die Entwicklung des sozialen Lächelns und sozialer Erwartungen im Säuglingsalter sowie auf das Hilfeverhalten im 2. und 3. Lebensjahr. Die methodisch breit aufgestellten Studienbeispiele aus drei kulturellen Kontexten zeigen, dass die elterlichen Ethnotheorien und die damit assoziierten Formen der Ko-Regulation und Strukturierung als zentraler Teil des kindlichen Entwicklungssystems mitgedacht werden müssen, um die menschliche Entwicklung angemessen beschreiben zu können. Zukünftige Schritte hin zu einer Entwicklungspsychologie, die ihr Verständnis von universellen und kulturspezifischen Aspekten der kindlichen Entwicklung weiter vertieft, werden diskutiert.","PeriodicalId":45028,"journal":{"name":"Zeitschrift Fur Entwicklungspsychologie Und Padagogische Psychologie","volume":null,"pages":null},"PeriodicalIF":0.9,"publicationDate":"2023-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"57255822","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-01-01DOI: 10.1026/0049-8637/a000270
Katja Liebal, Daniel B. M. Haun
{"title":"Vergleichende Psychologie und ihre Relevanz für die Entwicklungspsychologie","authors":"Katja Liebal, Daniel B. M. Haun","doi":"10.1026/0049-8637/a000270","DOIUrl":"https://doi.org/10.1026/0049-8637/a000270","url":null,"abstract":"","PeriodicalId":45028,"journal":{"name":"Zeitschrift Fur Entwicklungspsychologie Und Padagogische Psychologie","volume":null,"pages":null},"PeriodicalIF":0.9,"publicationDate":"2023-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48478197","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-10-01DOI: 10.1026/0049-8637/a000259
M. Ebersbach, A. Lachner, K. Scheiter, Tobias Richter
Abstract. Spacing repeated study phases across multiple sessions instead of studying and restudying the learning material in one session only is an effective strategy to promote lasting learning. However, most studies demonstrating the spacing effect were conducted in the laboratory, using simple verbal material. Learning in educational contexts differs regarding the complexity and coherence of the learning material and concerning the role of motivational and affective learner characteristics. Studies conducted in educational contexts suggest that the spacing effect is not as robust here. For example, acquiring mathematical skills or nonrepeated, consecutive information does not reliably benefit from spacing. After an overview of studies addressing the spacing effect in the laboratory and in educational contexts, we discuss various open questions that need to be addressed by future research before recommending spacing as a learning strategy to promote meaningful and lasting learning at schools and universities.
{"title":"Using Spacing to Promote Lasting Learning in Educational Contexts","authors":"M. Ebersbach, A. Lachner, K. Scheiter, Tobias Richter","doi":"10.1026/0049-8637/a000259","DOIUrl":"https://doi.org/10.1026/0049-8637/a000259","url":null,"abstract":"Abstract. Spacing repeated study phases across multiple sessions instead of studying and restudying the learning material in one session only is an effective strategy to promote lasting learning. However, most studies demonstrating the spacing effect were conducted in the laboratory, using simple verbal material. Learning in educational contexts differs regarding the complexity and coherence of the learning material and concerning the role of motivational and affective learner characteristics. Studies conducted in educational contexts suggest that the spacing effect is not as robust here. For example, acquiring mathematical skills or nonrepeated, consecutive information does not reliably benefit from spacing. After an overview of studies addressing the spacing effect in the laboratory and in educational contexts, we discuss various open questions that need to be addressed by future research before recommending spacing as a learning strategy to promote meaningful and lasting learning at schools and universities.","PeriodicalId":45028,"journal":{"name":"Zeitschrift Fur Entwicklungspsychologie Und Padagogische Psychologie","volume":null,"pages":null},"PeriodicalIF":0.9,"publicationDate":"2022-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"57255716","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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