Der "March for Science" – eine Initiative für die Freiheit der Wissenschaft

Scientific Conference (2019, February 01)

Der ›March for Science‹ ist eine international angelegte Großdemonstration, die sich für Wissenschaftsfreiheit und gegen ›alternative Fakten‹ ausspricht. Sie findet seit 2017 in mehr als 600 Städten ... [more ▼]

Der ›March for Science‹ ist eine international angelegte Großdemonstration, die sich für Wissenschaftsfreiheit und gegen ›alternative Fakten‹ ausspricht. Sie findet seit 2017 in mehr als 600 Städten weltweit statt. Im Rahmen eines Symposiums soll es um diese Initiative und das Thema ›Wissenschaft im politischen Meinungsstreit‹ gehen. [less ▲]

Keynote: Begabung und Hochbegabung im Kontext begreifen, erkennen und fördern: Herausforderungen und Lösungsansätze

Scientific Conference (2018, September 21)

Hochbegabung: verstehen, erkennen, fördern

Diverse speeches and writings (2018)

Pädagogischer Tag zu den Potenzialen Begabung und Hochbegabung sowie LRS, Dyskalkulie und Autismus

Diverse speeches and writings (2018)

Hochbegabung und Verantwortung

Speeches/Talks (2018)

Taking Language out of the Equation: The Assessment of Basic Math Competence Without Language

in Frontiers in Psychology (2018)

While numerical skills are fundamental in modern societies, some estimated 5–7% of children suffer from mathematical learning difficulties (MLD) that need to be assessed early to ensure successful ... [more ▼]

While numerical skills are fundamental in modern societies, some estimated 5–7% of children suffer from mathematical learning difficulties (MLD) that need to be assessed early to ensure successful remediation. Universally employable diagnostic tools are yet lacking, as current test batteries for basic mathematics assessment are based on verbal instructions. However, prior research has shown that performance in mathematics assessment is often dependent on the testee’s proficiency in the language of instruction which might lead to unfair bias in test scores. Furthermore, language-dependent assessment tools produce results that are not easily comparable across countries. Here we present results of a study that aims to develop tasks allowing to test for basic math competence without relying on verbal instructions or task content. We implemented video and animation-based task instructions on touchscreen devices that require no verbal explanation. We administered these experimental tasks to two samples of children attending the first grade of primary school. One group completed the tasks with verbal instructions while another group received video instructions showing a person successfully completing the task.We assessed task comprehension and usability aspects both directly and indirectly. Our results suggest that the non-verbal instructions were generally well understood as the absence of explicit verbal instructions did not influence task performance. Thus we found that it is possible to assess basic math competence without verbal instructions. It also appeared that in some cases a single word in a verbal instruction can lead to the failure of a task that is successfully completed with non-verbal instruction. However, special care must be taken during task design because on rare occasions non-verbal video instructions fail to convey task instructions as clearly as spoken language and thus the latter do not provide a panacea to non-verbal assessment. Nevertheless, our findings provide an encouraging proof of concept for the further development of non-verbal assessment tools for basic math competence. [less ▲]

Keynote: Die Verantwortung der positiv-psychologischen Forschung in der Gesellschaft

Scientific Conference (2018, May)

wissen schafft vertrauen

Conference given outside the academic context (2018)

Comment évaluer les capacités particulières des jeunes migrant(e)es et/ou refugié(e)s? Développement d'un centre d'évaluation tenant compte des aspects de migration

Scientific Conference (2018, January)

Missverstandenes Talent

Article for general public (2018)