Contents, Volume 51, 2009, Issue 3
REBECCA FILL GIORDANO, MARGARETE LITZENBERGER, MICHAELA WAGNER-MENGHIN & JOHANN BINDER
Assessing learning achievement, time effort, learning approaches and tempo during learning within the experiment-based behavioral task LAsO - reliability and incremental validity
Abstract | 
PDF of the full article
ELLEN GROBER, KATJA OCEPEK-WELIKSON & JEANNE A. TERESI
The Free and Cued Selective Reminding Test: evidence of psychometric adequacy
Abstract | PDF of the full article
K. WOLFGANG KALLUS, WOLFRAM BOUCSEIN & NATHALIE SPANNER
Eight- and twelve-hour shifts in Austrian rail traffic controllers: a psychophysiological comparison
Abstract | PDF of the full article
JULIA RIEBEL, REINHOLD S. JÄGER & UWE C. FISCHER
Cyberbullying in Germany - an exploration of prevalence, overlapping with real life bullying and coping strategies
Abstract | PDF of the full article
ALFRED SCHABMANN, BARBARA MARIA SCHMIDT, CHRISTIAN KLICPERA, BARBARA GASTEIGER-KLICPERA & KATHRIN KLINGEBIEL
Does systematic reading instruction impede prediction of reading a shallow orthography?
Abstract | PDF of the full article
SØREN RISLØV STAUGAARD
Reliability of two versions of the dot-probe task using photographic faces
Abstract | PDF of the full article
Assessing learning achievement, time effort, learning approaches and tempo during learning within the experiment-based behavioral task LAsO - reliability and incremental validity
REBECCA FILL GIORDANO, MARGARETE LITZENBERGER, MICHAELA WAGNER-MENGHIN & JOHANN BINDER
Abstract
The assessment of aspects of learning potential like learning achievement and approaches in our days of life long learning is interesting for an appraisal of aptitude and the identification of high- and low-potentials. Due to the reported problems concerning the predictive validity of common instruments, we used the new experiment-based behavioral task LAsO for an assessment of learning achievement, time effort, learning approaches and tempo during learning based on a micro analytic action research. We analysed reliability and incremental validity on a sample of 322 apprentices. Beneath the valuated behavior by the formation team and a short scale for conscientiousness, the integration of the LAsO-scores into two block binary logistic regression analyses revealed, that the LAsO-scores are significant predictors for high- and low-potentials and therefore provide increment predictive validity.
Key words: personnel selection; learning achievement and approaches; experiment-based behavioral task; incremental validity
Rebecca Fill Giordano, MSc, PhD student
University of Vienna
Liebiggasse 5
1010 Vienna, Austria
E-Mail: rebecca.fill.giordano@univie.ac.at
The Free and Cued Selective Reminding Test: evidence of psychometric adequacy
ELLEN GROBER, KATJA OCEPEK-WELIKSON & JEANNE A. TERESI
Abstract
These analyses examine the psychometric properties of the Free and Cued Selective Reminding Test with Immediate Recall (FCSRT-IR). FCSRT-IR is a measure of memory under conditions that control attention and cognitive processing in order to obtain an assessment of memory unconfounded by normal agerelated changes in cognition. FCSRT-IR performance has been associated with preclinical and early dementia in several longitudinal epidemiological studies. Factor and item response theory analyses were applied to FCSRT-IR data from patients at a geriatric primary care center who had independently established clinical diagnoses. The results provide supporting evidence for the psychometric adequacy of the FCSR-IR in terms of reliability, essential (sufficient) unidimensionality, information across the continuum of memory disability/ability, and classification accuracy. The psychometric adequacy of the FCSRT-IR adds further validity to its use as a case finding strategy for dementia.
Key words: Free and Cued Selective Reminding Test; item response theory; factor analyses; early dementia
Ellen Grober, PhD
Albert Einstein College of Medicine and Montefiore Medical Center
1300 Morris Park Avenue, Flor. 125
Bronx, New York 10461, USA
E-Mail: egrober@montefiore.org
Eight- and twelve-hour shifts in Austrian rail traffic controllers: a psychophysiological comparison
K. WOLFGANG KALLUS, WOLFRAM BOUCSEIN & NATHALIE SPANNER
Abstract
The present study compared a 12-hour and an 8-hour shift system in 18 Austrian rail traffic controllers. To gain objective indicators for arousal and fatigue induced by the whole workrest sequence, we recorded heart rate during the last night shift, in addition to subjective measures that included physical symptoms. A higher increase of monotony, fatigue and saturation emerged during the 8-hour compared to the 12-hour regime, together with a heart rate decrease during the last 8-hour night shift. In line with other researchers, we conclude that flexible working conditions in specific occupational groups may compensate for disadvantages of prolonged working periods, giving way to advantages of longer shifts such as longer pauses and extra days off for social and other personal activities.
Key words: Night shift regime; 8 vs. 12-hour shift; fatigue; psychophysiology; rail traffic controllers
K. Wolfgang Kallus, PhD
Work-, Organizational and Environmental Psychology
Karl-Franzens-University Graz
Universitätsplatz 2
8010 Graz, Austria
E-Mail: wolfgang.kallus@uni-graz.at
Cyberbullying in Germany - an exploration of prevalence, overlapping with real life bullying and coping strategies
JULIA RIEBEL, REINHOLD S. JÄGER & UWE C. FISCHER
Abstract
A new phenomenon of violence among pupils has been spreading over Europe in the last few years: Cyberbullying, the repeated and intended hurting of weaker schoolmates via modern communication technologies.
This study shows (based on a sample of 1987 pupils), that cyberbullying exists in Germany, although the number of incidents is still rather small. It could also be shown, that the pupils who act as cyberbullies are the same as those who bully others in real life. The same overlap was found to be true for the victims. Cyberbullying can therefore be considered a subcategory of ordinary bullying instead of being considered a whole new phenomenon. The exploration of coping strategies showed, that a common factor structure underlies physical, verbal and cyberbullying. Considering the fact that the findings of the study are based on an online questionnaire with restricted representativeness, the results should however be interpreted carefully.
Key words: bullying; cyberbullying; coping strategies
Julia Riebel, PhD
Zentrum für empirische paedagogische Forschung
Buergerstraße 23
76829 Landau, Germany
E-Mail: riebel@zepf.uni-landau.de
Does systematic reading instruction impede prediction of reading a shallow orthography?
ALFRED SCHABMANN, BARBARA MARIA SCHMIDT, CHRISTIAN KLICPERA, BARBARA GASTEIGER-KLICPERA & KATHRIN KLINGEBIEL
Abstract
Different methods of reading instructions have been the subject of controversy. This study examined the influence of systematic phonics vs. non-systematic phonics methods of instruction on the prediction of reading. 443 kindergarten children were tested on phonological awareness, naming speed and visual word matching using the Bielefelder Screening (BISC). Children were retested in grades one and four. Results showed that although the prognostic validity of kindergarten measures was generally low, it was considerably higher for grade one children in classes with non-systematic phonics instruction. Children who received systematic phonics instruction scored significantly higher on measures of phonological decoding as compared to their peers who received less systematic instruction. Implications for the prediction of reading and early screenings are discussed.
Key words: reading instruction; prediction of reading; phonics instruction; phonological awareness; rapid automatized naming
ao. Prof. Dr. Mag. A. Schabmann
Fakultät für Psychologie
Institut für Wirtschaftspsychologie, Bildungspsychologie und Evaluation
Universitätsstraße 7, Top B0606
1010 Wien, Austria
E-Mail: alfred.schabmann@univie.ac.at
Reliability of two versions of the dot-probe task using photographic faces
SØREN RISLØV STAUGAARD
Abstract
The dot-probe task developed by Macleod, Mathews and Tata (1986) is a measure of attentional bias. Recent developments of the task have favoured the use of human faces as stimuli, however, results from this task have been inconsistent. In 2005, Schmukle published very poor reliability estimates for two versions of the dot-probe task using words and situational images as stimuli. The present study tested the reliability of two versions of the test, using photographs of human faces. One version was similar to previous research, while the other was a modification designed to meet a potential methodological issue. Results indicate that both versions tested were unreliable and therefore unsuitable for individual differences research. When considered as a group, however, participants showed consistent attentional bias towards emotional faces in the task similar to previous research, while habituation effects were found in the modified task. This suggests that the two tasks may be used in between-group designs to investigate different aspects of attention to emotional faces.
Key words: attention; dot-probe, reliability; emotional faces; reaction time
Søren Risløv Staugaard
MSc Psychology, Ph.D.-fellow
Department of Psychology
Aarhus University, Nobelparken
Jens Chr. Skous Vej 4
8000 Aarhus, Denmark
E-Mail: sorsta@psy.au.dk
