Home > Society & social sciences > Psychology > Erfolgt das Informations-Integrations-Kategorienlernen über das visuell-räumliche Arbeitsgedächtnis? Eine empirische Studie
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Erfolgt das Informations-Integrations-Kategorienlernen über das visuell-räumliche Arbeitsgedächtnis? Eine empirische Studie

Erfolgt das Informations-Integrations-Kategorienlernen über das visuell-räumliche Arbeitsgedächtnis? Eine empirische Studie

          
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About the Book

Würden Sie eine Eule immer als Eule erkennen? Natürlich, werden Sie sich jetzt denken. Aber warum ist das so? Das liegt daran, dass der Mensch in der Lage ist Objekte mit ähnlichen Merkmalen zu Kategorien zusammenzufassen. Diese Kategorien können dabei auf unterschiedliche Art und Weise gebildet werden. Im Falle der Eule spricht man von regelbasiertem Kategorienlernen. Die Merkmale, die erfüllt sein müssen, um eine Eule als Eule zu kategorisieren, sind derart miteinander verknüpft, dass dies leicht verbalisiert werden kann; im Falle der Eule: "Wenn ein Vogel einen gekrümmten Schnabel und einen runden Kopf und nach vorn gerichtete Augen hat, dann ist es eine Eule.". Manchmal sind die Merkmale allerdings auch derart verknüpft, dass sich eine Regel nur schwer oder gar nicht formulieren lässt. In dem Fall spricht man von Informations-Integrations-Kategorienlernen. Viele Forschungsarbeiten beschäftigen sich mit der Frage welche Prozesse den beiden Formen des Kategorienlernens zugrunde liegen. Während für das regelbasierte Lernen der allgemeine Konsens besteht, dass es stark abhängig vom verbalen Arbeitsgedächtnis ist, existiert keine derartige Einigkeit bezüglich des Informations-Integrations-Kategorienlernens. Die weit verbreitete COVIS-Theorie (Ashby, Alfonso-Reese, Turken & Waldron, 1998) nimmt ein prozedural lernendes System an, das die Kategorienzugehörigkeit über Assoziationen bildet und daher stark abhängig ist von Feedback. Eine neue Theorie (Minda & Miles, 2010) besagt, dass das Informations-Integrations-Kategorienlernen über das visuell-räumliche Arbeitsgedächtnis erfolgt und demnach auch ohne Feedback gelingen sollte. Diese neuere Theorie wird in diesem Buch anhand einer empirischen Studie überprüft. Dazu wird untersucht, ob das Informations-Integrations-Kategorienlernen noch möglich ist, wenn entweder das verbale oder das visuell-räumliche Arbeitsgedächtnis durch eine Zusatzaufgabe ausgelastet ist und für den Lernprozess nicht zur Verfügung steht.


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Product Details
  • ISBN-13: 9783955490720
  • Publisher: Bachelor + Master Publishing
  • Publisher Imprint: Bachelor + Master Publishing
  • Height: 254 mm
  • No of Pages: 60
  • Series Title: German
  • Weight: 122 gr
  • ISBN-10: 3955490726
  • Publisher Date: 24 Jan 2013
  • Binding: Paperback
  • Language: German
  • Returnable: N
  • Spine Width: 3 mm
  • Width: 178 mm


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Erfolgt das Informations-Integrations-Kategorienlernen über das visuell-räumliche Arbeitsgedächtnis? Eine empirische Studie
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Erfolgt das Informations-Integrations-Kategorienlernen über das visuell-räumliche Arbeitsgedächtnis? Eine empirische Studie
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