The Experts below are selected from a list of 18 Experts worldwide ranked by ideXlab platform

Ulrich Trautwein - One of the best experts on this subject based on the ideXlab platform.

  • The internal/external frame of reference model revisited : Incorporating general Cognitive Ability and general academic self-concept
    Multivariate behavioral research, 2008
    Co-Authors: Martin Brunner, Oliver Lüdtke, Ulrich Trautwein
    Abstract:

    The internal/external frame of reference model (I/E model; Marsh, 1986 ) is a highly influential model of self-concept formation, which predicts that domain-specific abilities have positive effects on academic self-concepts in the corresponding domain and negative effects across domains. Investigations of the I/E model do not typically incorporate general Cognitive Ability or general academic self-concept. This article investigates alternative measurement models for domain-specific and Domain-General Cognitive abilities and academic self-concepts within an extended I/E model framework using representative data from 25,301 9th-grade students. Empirical support was found for the external validity of a new measurement model for academic self-concepts with respect to key student characteristics (gender, school satisfaction, educational aspirations, domain-specific interests, grades). Moreover, the basic predictions of the I/E model were confirmed, and the new extension of the traditional I/E model permitted meaningful relations to be drawn between Domain-General Cognitive Ability and Domain-General academic self-concept as well as between the domain-specific elements of the model.

Ralph Adolphs - One of the best experts on this subject based on the ideXlab platform.

  • Folk Explanations of Behavior A Specialized Use of a Domain-General Mechanism
    Psychological science, 2015
    Co-Authors: Robert P. Spunt, Ralph Adolphs
    Abstract:

    People typically explain others' behaviors by attributing them to the beliefs and motives of an unobservable mind. Although such attributional inferences are critical for understanding the social world, it is unclear whether they rely on processes distinct from those used to understand the nonsocial world. In the present study, we used functional MRI to identify brain regions associated with making attributions about social and nonsocial situations. Attributions in both domains activated a common set of brain regions, and individual differences in the domain-specific recruitment of one of these regions--the dorsomedial prefrontal cortex (DMPFC)--correlated with attributional accuracy in each domain. Overall, however, the DMPFC showed greater activation for attributions about social than about nonsocial situations, and this selective response to the social domain was greatest in participants who reported the highest levels of social expertise. We conclude that folk explanations of behavior are an expert use of a Domain-General Cognitive Ability.

Martin Brunner - One of the best experts on this subject based on the ideXlab platform.

  • The internal/external frame of reference model revisited : Incorporating general Cognitive Ability and general academic self-concept
    Multivariate behavioral research, 2008
    Co-Authors: Martin Brunner, Oliver Lüdtke, Ulrich Trautwein
    Abstract:

    The internal/external frame of reference model (I/E model; Marsh, 1986 ) is a highly influential model of self-concept formation, which predicts that domain-specific abilities have positive effects on academic self-concepts in the corresponding domain and negative effects across domains. Investigations of the I/E model do not typically incorporate general Cognitive Ability or general academic self-concept. This article investigates alternative measurement models for domain-specific and Domain-General Cognitive abilities and academic self-concepts within an extended I/E model framework using representative data from 25,301 9th-grade students. Empirical support was found for the external validity of a new measurement model for academic self-concepts with respect to key student characteristics (gender, school satisfaction, educational aspirations, domain-specific interests, grades). Moreover, the basic predictions of the I/E model were confirmed, and the new extension of the traditional I/E model permitted meaningful relations to be drawn between Domain-General Cognitive Ability and Domain-General academic self-concept as well as between the domain-specific elements of the model.

Robert P. Spunt - One of the best experts on this subject based on the ideXlab platform.

  • Folk Explanations of Behavior A Specialized Use of a Domain-General Mechanism
    Psychological science, 2015
    Co-Authors: Robert P. Spunt, Ralph Adolphs
    Abstract:

    People typically explain others' behaviors by attributing them to the beliefs and motives of an unobservable mind. Although such attributional inferences are critical for understanding the social world, it is unclear whether they rely on processes distinct from those used to understand the nonsocial world. In the present study, we used functional MRI to identify brain regions associated with making attributions about social and nonsocial situations. Attributions in both domains activated a common set of brain regions, and individual differences in the domain-specific recruitment of one of these regions--the dorsomedial prefrontal cortex (DMPFC)--correlated with attributional accuracy in each domain. Overall, however, the DMPFC showed greater activation for attributions about social than about nonsocial situations, and this selective response to the social domain was greatest in participants who reported the highest levels of social expertise. We conclude that folk explanations of behavior are an expert use of a Domain-General Cognitive Ability.

Remo Job - One of the best experts on this subject based on the ideXlab platform.

  • The relationship of Domain-General serial order memory and reading Ability in school children with and without dyslexia.
    Journal of experimental child psychology, 2020
    Co-Authors: Wibke M. Hachmann, Nathan Cashdollar, Francesca Postiglione, Remo Job
    Abstract:

    Abstract Recent evidence suggests that reading development when learning alphabetic languages is related to the underlying Cognitive Ability to maintain the serial order of information in short-term memory (STM). However, it remains unclear at which time point in reading development serial order STM is most important. Here, we established a crucial link between the reading development of primary school children and their serial order STM performance for both verbal and nonverbal materials. In a large cohort study of 113 Italian-speaking elementary school children in Grades 1–4, we investigated this relationship by implementing a novel double-probe design. In Experiment 1, we found that serial order STM performance was related to children’s reading abilities, especially in Grades 2 and 3, corresponding to the training phase of grapheme–phoneme decoding skills. In Experiment 2, we assessed children with developmental dyslexia (DD) and found that their serial order STM performance was significantly lower than that of chronological age-matched controls (CA). It also differed from that of reading age-matched controls when accounting for individual reading performance. Furthermore, the CA group displayed an implicit serial order facilitation for item memory, whereas this implicit recruitment of serial order abilities was completely absent in children with DD. Our results suggest that the Domain-General Cognitive Ability to maintain the serial order of information interacts with the development of reading competency, especially during a middle training phase of word reading, and this particular relationship is markedly impaired in children with DD.