scholarly journals Az erősségközpontú tehetségazonosítás alapelvei a Magyar Templeton Program beválogatási folyamatában

2021 ◽  
Author(s):  
Fodor Szilvia ◽  
Klein Balázs
Keyword(s):  
Cognitive Abilities ◽  
Fluid Intelligence ◽  
Complex Problem ◽  
Test Results ◽  
Complex Problem Solving ◽  
Adaptive Test ◽  
Program Test ◽  
Program Differentiation ◽  
Online Tests ◽  
Test Result

Háttér, célkitűzésA kiemelkedő kognitív képességű fiatalok támogatását célzó, 2015–17 között futó Magyar Templeton Program egyik fontos eredménye volt egy egyedi, a program céljaihoz szorosan kapcsolódó komplex tehetségazonosítási rendszer kialakítása. A tanulmány célja, hogy ezt a folyamatot részletesen ismertetve bemutassa az erősségközpontú tehetségazonosítás alapelveit és azok gyakorlati megvalósításának lehetőségeit.MódszerA beválogatás első fordulójában 17 007 10–19 éves fiatal kognitív képességeit vizsgáltuk négy online teszt használatával: a fluid intelligencia mérésére a Mensa Hungariqa adaptív intelligenciatesztjét, a szókincs mérésére az adaptív NoVo tesztet, a munkamemória vizsgálatára az n-vissza teszt online verzióját használtuk, míg a problémamegoldást egy komplex problémamegoldó gondolkodást mérő eszközzel vizsgáltuk. A vizsgálati rész első felében azt elemezzük, hogy a Templeton program beválogatási folyamatában hogyan jelennek meg az elméletben bemutatott erősségközpontú tehetségvizsgálatok alapelvei. A második részben a teszteredmények alapján mutatunk rá néhány érdekes, a tehetségazonosítás szempontjából kiemelten fontos összefüggésre.EredményekA beválogatási folyamatban érvényesülnek az erősségközpontú tehetségvizsgálatok alapelvei, az adatok alapján pedig kiderül, hogy a tesztek felső képességtartományban történő differenciálása kritikus pont, az életkor előrehaladtával, illetve a magasabb képességtartományokban gyengül a kognitív képességek közötti korreláció, valamint indokoltnak tűnik, hogy a beválogatási algoritmus során csak a kiemelkedő képességeket vegyük figyelembe.KövetkeztetésekA Templeton Program beválogatási folyamata egyedi, komplex és erősségorientált módon vizsgált nagy létszámú tanulói populációt, a folyamat elemzése alapján levonható tanulságok pedig elősegítik a hatékony és komplex tehetségazonosító rendszerek kialakítását.Backround and goalsOne of the main achievements of the Hungarian Templeton Program (2015-17) was to develop a complex and unique talent identificational system. The goal of this study is to introduce this methodology, through which the principles of a strength-focused talent identificational approach are presented.MethodologyIn the first round of the identificational process of the Program four cognitive abilities were assessed by online tests in 17.007 10-19 year-old students: fluid intelligence (adaptive test of intelligence by Mensa Hungariqa), vocabulary (adaptive NoVo test), working memory (n-back) and complex problem solving. In the study the selectional process is analysed acccording to the principles of strength-focused identification, then some test result are shown to illustrate these principles.ResultsThe principles of strength-focused identification show up int the identificational process of the Templeton program. Differentiation in the higher ranges of cognitive abilities seems to be crucial, the correlation between ability domains is decreasing by age and in the higher ability ranges. In addition it seems to be reasonable to take only outstanding abilities and test scores into account in the evaluational algorithm.ConclusionIn the selectional process of the Hungarian Templeton Program, test results of a high number of students were analysed in a unique, complex and strength-focused way. The detailed investigation of the process itself allows to draw general conclusions about effective identification.

scholarly journals Working Memory, Fluid Reasoning, and Complex Problem Solving: Different Results Explained by the Brunswik Symmetry

2021 ◽  
Vol 9 (1) ◽  
pp. 5
Author(s):  
André Kretzschmar ◽  
Stephan Nebe
Keyword(s):  
Working Memory ◽  
Problem Solving ◽  
Cognitive Abilities ◽  
Latent Variables ◽  
Complex Problem ◽  
Equation Modeling ◽  
Complex Problem Solving ◽  
Symmetry Principle ◽  
Fluid Reasoning ◽  
The Impact

In order to investigate the nature of complex problem solving (CPS) within the nomological network of cognitive abilities, few studies have simultantiously considered working memory and intelligence, and results are inconsistent. The Brunswik symmetry principle was recently discussed as a possible explanation for the inconsistent findings because the operationalizations differed greatly between the studies. Following this assumption, 16 different combinations of operationalizations of working memory and fluid reasoning were examined in the present study (N = 152). Based on structural equation modeling with single-indicator latent variables (i.e., corrected for measurement error), it was found that working memory incrementally explained CPS variance above and beyond fluid reasoning in only 2 of 16 conditions. However, according to the Brunswik symmetry principle, both conditions can be interpreted as an asymmetrical (unfair) comparison, in which working memory was artificially favored over fluid reasoning. We conclude that there is little evidence that working memory plays a unique role in solving complex problems independent of fluid reasoning. Furthermore, the impact of the Brunswik symmetry principle was clearly demonstrated as the explained variance in CPS varied between 4 and 31%, depending on which operationalizations of working memory and fluid reasoning were considered. We argue that future studies investigating the interplay of cognitive abilities will benefit if the Brunswik principle is taken into account.

scholarly journals Working Memory, Fluid Reasoning, and Complex Problem Solving: Different Results Explained by the Brunswik Symmetry

2020 ◽  
Author(s):  
Andre Kretzschmar ◽  
Stephan Nebe
Keyword(s):  
Working Memory ◽  
Problem Solving ◽  
Cognitive Abilities ◽  
Latent Variables ◽  
Structural Equation ◽  
Complex Problem ◽  
Complex Problem Solving ◽  
Symmetry Principle ◽  
Fluid Reasoning ◽  
The Impact

In order to investigate the nature of Complex Problem Solving (CPS) within the nomological network of cognitive abilities, few studies have simultantiously considered working memory and intelligence, and results are inconsistent. The Brunswik symmetry principle was recently discussed as a possible explanation for the inconsistent findings, because the operationalizations differed greatly between the studies. Following this assumption, 16 different combinations of operationalizations of working memory and fluid reasoning were examined in the present study (N = 152). Based on structural equation modelling with single-indicator latent variables (i.e., corrected for measurement error), it was found that working memory incrementally explained CPS variance above and beyond fluid reasoning in only two of 16 conditions. However, according to the Brunswik symmetry principle, both conditions can be interpreted as an asymmetrical (unfair) comparison, in which working memory was artificially favored over fluid reasoning. We conclude that there is little evidence that working memory plays a unique role in solving complex problems independent of fluid reasoning. Furthermore, the impact of the Brunswik symmetry principle was clearly demonstrated as the explained variance in CPS varied between 4 and 31% depending on which operationalizations of working memory and fluid reasoning were considered. We argue that future studies investigating the interplay of cognitive abilities will benefit if the Brunswik principle is taken into account.

scholarly journals Pariwisata Dalam Tinjauan Pendidikan: Studi Menuju Era Revolusi Industri

2020 ◽  
Vol 2 (1) ◽  
pp. 1-7
Author(s):  
Erwin Akib
Keyword(s):  
Problem Solving ◽  
Cognitive Abilities ◽  
Complex Problem ◽  
Process Skills ◽  
Complex Problem Solving

Tujuan dari penulisan ini adalah untuk menjabarkan dan menjawab tantangan yang dihadapi ­edu-Tourism di era revolusi industri 4.0. Metode yang digunakan adalah dengan pendekatan kualitatif dengan menggunakan pendekatan penelitian perpustakaan, yang difokuskan pada pembuatan proses desisi dan menganalisis hubungan fenomena yang dinamis dengan logis ilmiah. Hasil dari pembahasan ini adalaha 1) dalam pengembangan pariwisata, ada beberapa aspek yang diperlukan untuk mendukung pengembangan tersebut seperti aspek fisik, aspek daya tarik pariwisata, aspek aksesibilitas, aspek aktivitas dan fasilitas, serta aspek sosial ekonomi dan budaya, 2) konsep wisata pendidikan sengaja didisain khusus untuk memenuhi kapasitas ilmu pengetahuan para pelajar untuk mengisi wawasan kebangsaan dengan kegiatan perjalanan wisata mengenal wilayah dan potensi sumber daya lokal antardaerah, kabupaten, provinsi serta antarpulau di seluruh negeri ini, 3) implementasi industri 4.0 dapat menjadi salah satu strategi untuk menciptakan Ekonomi berbasis digital terutama dalam pengembangan pendidikan pariwisata yang sesuai dengan arah peta jalan Making Indonesia 4.0 dalam upaya meningkatkan kinerja industri nasional dalam bidang pariwisata pendidikan, 4) ada lima keterampilan yang menjadi top dalam perkembangan revolusi industri 4.0. adapun skill tersebut adalah Cognitive Abilities, System Skills, Complex Problem Solving, Content Skills, dan Process Skills. Untuk merespon masa depan perkembangan revolusi industri 4.0, dibutuhkan komitmen yang kuat.

scholarly journals Gender Aspect of Fluid Intelligence Diagnostics

2020 ◽  
Vol 9 (4) ◽  
pp. 99-114
Author(s):  
A.Yu. Nikolaeva ◽  
Yu.A. Burdukova ◽  
O.S. Alekseeva ◽  
I.E. Rzhanova ◽  
V.S. Britova
Keyword(s):  
Gender Differences ◽  
Cognitive Abilities ◽  
Fluid Intelligence ◽  
Test Results ◽  
Crystallized Intelligence ◽  
Matrix Reasoning ◽  
Story Completion ◽  
Almost All ◽  
Further Development ◽  
Gender Aspect

The study of fluid intelligence has a long history. The term “fluid intelligence” was proposed by R. Cattell in the 40s of the last century. According Cattell, fluid intelligence, along with crystallized intelligence, were fundamental factors in the structure of intelligence. With the further development of psychological science and the improvement of data analysis methods, other schemes of cognitive abilities were proposed, however, almost all of them included fluid intelligence as one of the main factor. In many studies the connection of fluid intelligence, working memory and the prefrontal cortex was demonstrated, the influence of fluid intelligence on the success of learning was proved. However, the question about gender differences in fluid intelligence is still open. In the presented study, two tests were selected for the diagnosis of fluid intelligence – Wechsler Intelligence Scale for Children – 5th edition – WISC–V and the Kaufman Assessment Battery for Children – 2nd edition KABC–II. Both of these tests contain fluid intelligence scales. In the WISC–V, the Fluid Reasoning Index includes two subtests: Matrix Reasoning, Figure Weights; in the KABC–II, the Gf Scale also consists of two subtests: Story Completion and Pattern Reasoning. The sample include 48 children. The average age was 9,5 years, 52% were boys. All children passed both intelligence tests completely. Comparison of the test results did not reveal gender differences in the fluid intelligence index. However, the correlation structure of the results of both tests was different in the group of boys compared with the group of girls (in the group of boys, significantly more relationships were found out than in the group of girls), which confirms the hypothesis that the structure of fluid intelligence is dependent on gender.

Übersetzen als komplexes Problemlösen

2013 ◽  
Vol 58 (1) ◽  
Author(s):  
Susann Herold
Keyword(s):  
Teaching Method ◽  
Tertiary Education ◽  
Complex Problem ◽  
Test Results ◽  
Complex Problem Solving ◽  
Introductory Course ◽  
Teaching Context ◽  
Specific Teaching ◽  
New Methodologies ◽  
University Of Leipzig

AbstractProfessional translation is an excellent example of complex problem-solving processes. Current teaching theory in tertiary education in general and translation teaching in particular has established a systematic competence approach that allows teachers and trainers to apply new methodologies and strategies in translator training. The effectiveness of a competence-based approach has been shown in a number of graduate development statistics. But how can competence-oriented teaching approaches be developed and tested for the real classroom setting as embedded in a specific teaching context (consisting of educational system and institutions, university programme, exam regulations, curriculum and course system, target group and personalities, etc.)?This paper presents the results of an experiment testing such an adapted sub-competence-oriented teaching approach in the BA Translation programme at IALT (University of Leipzig). It compares two groups of students in an introductory course on LSP translation; one group is taught according to an established methodology and one group is taught using a sub-competence-oriented methodology. The paper presents observations on teaching methods, student motivation and activity, and analyses their test results at the end of the semester. The competence-oriented group showed slightly better results, validating the teaching method in principle. However, the experiment has certain limitations and the results will have to be re-obtained to clarify these. The experiment can be used as a basis for developing further methods for testing the applicability of the competence approach and for exploring different approaches for different educational settings.

Item Context and /s/ Phone Articulation Test Results

1972 ◽  
Vol 15 (4) ◽  
pp. 852-860 ◽  
Author(s):  
Zoe Zehel ◽  
Ralph L. Shelton ◽  
William B. Arndt ◽  
Virginia Wright ◽  
Mary Elbert
Keyword(s):  
Test Score ◽  
Sound Production ◽  
Broad Context ◽  
Test Results ◽  
Production Task ◽  
Test Result

Fourteen children who misarticulated some phones of the /s/ phoneme were tape recorded articulating several lists of items involving /s/. The lists included the Mc-Donald Deep Test for /s/, three lists similar to McDonald’s but altered in broad context, and an /s/ sound production task. Scores from lists were correlated, compared for differences in means, or both. Item sets determined by immediate context were also compared for differences between means. All lists were found to be significantly correlated. The comparison of means indicated that both broad and immediate context were related to test result. The estimated “omega square” statistic was used to evaluate the percentage of test score variance attributable to context.

Complex Problem Solving and Worked Examples

2009 ◽  
Vol 23 (2) ◽  
pp. 129-138 ◽  
Author(s):  
Florian Schmidt-Weigand ◽  
Martin Hänze ◽  
Rita Wodzinski
Keyword(s):  
Problem Solving ◽  
Cognitive Load ◽  
Learning Experience ◽  
Worked Examples ◽  
Complex Problem ◽  
Complex Problem Solving ◽  
Strategic Learning ◽  
Learning Behavior ◽  
Worked Example ◽  
8Th Grade

How can worked examples be enhanced to promote complex problem solving? N = 92 students of the 8th grade attended in pairs to a physics problem. Problem solving was supported by (a) a worked example given as a whole, (b) a worked example presented incrementally (i.e. only one solution step at a time), or (c) a worked example presented incrementally and accompanied by strategic prompts. In groups (b) and (c) students self-regulated when to attend to the next solution step. In group (c) each solution step was preceded by a prompt that suggested strategic learning behavior (e.g. note taking, sketching, communicating with the learning partner, etc.). Prompts and solution steps were given on separate sheets. The study revealed that incremental presentation lead to a better learning experience (higher feeling of competence, lower cognitive load) compared to a conventional presentation of the worked example. However, only if additional strategic learning behavior was prompted, students remembered the solution more correctly and reproduced more solution steps.

The Prediction of Problem-Solving Assessed Via Microworlds

2016 ◽  
Vol 32 (4) ◽  
pp. 298-306 ◽  
Author(s):  
Samuel Greiff ◽  
Katarina Krkovic ◽  
Jarkko Hautamäki
Keyword(s):  
Working Memory ◽  
Problem Solving ◽  
Complex Problem ◽  
Two Dimensions ◽  
Assessment Instruments ◽  
Complex Problem Solving ◽  
Visual Spatial ◽  
Rule Knowledge ◽  
Rule Application ◽  
Fluid Reasoning

Abstract. In this study, we explored the network of relations between fluid reasoning, working memory, and the two dimensions of complex problem solving, rule knowledge and rule application. In doing so, we replicated the recent study by Bühner, Kröner, and Ziegler (2008) and the structural relations investigated therein [ Bühner, Kröner, & Ziegler, (2008) . Working memory, visual-spatial intelligence and their relationship to problem-solving. Intelligence, 36, 672–680]. However, in the present study, we used different assessment instruments by employing assessments of figural, numerical, and verbal fluid reasoning, an assessment of numerical working memory, and a complex problem solving assessment using the MicroDYN approach. In a sample of N = 2,029 Finnish sixth-grade students of which 328 students took the numerical working memory assessment, the findings diverged substantially from the results reported by Bühner et al. Importantly, in the present study, fluid reasoning was the main source of variation for rule knowledge and rule application, and working memory contributed only a little added value. Albeit generally in line with previously conducted research on the relation between complex problem solving and other cognitive abilities, these findings directly contrast the results of Bühner et al. (2008) who reported that only working memory was a source of variation in complex problem solving, whereas fluid reasoning was not. Explanations for the different patterns of results are sought, and implications for the use of assessment instruments and for research on interindividual differences in complex problem solving are discussed.

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