Decay of iconic memory traces is related to psychometric intelligence: A fixed-links modeling approach

Several memory processes have been examined regarding their relation to psychometric intelligence with the exception of sensory memory. This study examined the relation between decay of iconic memory traces, measured with a partial-report task, and psychometric intelligence, assessed with the Berlin Intelligence Structure test, in 111 participants. Using a fixed-links modeling approach, the exponential decay of iconic memory traces was quantified and separated from the effects of (systematic variance due to) subsidiary processes unrelated to this decay. Higher psychometric intelligence was associated with slower decay of iconic memory traces even when the influence of selective and divided attention was controlled for. These findings provide first experimental evidence for a functional relationship between information processing in sensory memory and individual levels of psychometric intelligence. The use of fixed-links models is discussed with regard to delineating processes in a repeated-measures design.     

The correspondence of public perceptions of graduates’ life chances and university departmental funding

Very little prior research has examined public perceptions of research funding and the life chances associated with various fields of study. In the present task, 315 members of the Austrian general public rated 34 higher-education courses in terms of funding cuts or increases, and the perceived life chances of graduates, respectively. The results showed a high degree of correspondence in the ratings of both questionnaires. Overall, professional and biological stream courses were rated the most favourably, whereas arts and humanities courses were rated the least favourably. Participants’ demographic variables had little influence on their decisions. The implications of these findings for the way higher education is managed and organised are discussed.     

An investigation of the influence of emotional factors on learning in physics instruction

In a study of learning processes in 24 eighth grade physics classrooms in Germany, data were collected in respect to cognitive variables (prior knowledge, learning outcomes, use of learning strategies), cognitive-emotional variables (self-concept, interest), as well as emotional variables (anxiety, boredom, sense of well-being). Both quantitative and qualitative methods were used. Interest and emotional factors are further differentiated into situation-related and habitual (most likely biographically determined) components. In constructing the teaching unit (basic electricity) a learning oriented knowledge acquisition phase was followed by a more achievement oriented practice phase. Analysis shows that positive emotions are more important in the acquisition phase than in the practice phase. Anxieties play an ambiguous role in the practice phase. Additionally, the results provide indications that joy about learning in particular, and also interest are frequently linked to successful learning processes, and not merely to the nature of the subject matter.     

Quality in the Performing Arts: Aggregating and Rationalizing Expert Opinion

The article is concerned with the issue of quality in drama, opera, and ballet, respectively. Relying on data from an expert opinion survey and from the statistical yearbook on theatres in Germany, the problem is addressed to what extent quality is linked to certain economic variables. After appropriately aggregating the ordinal expert judgments while controlling for expert-specific standards it is shown that this link is considerably closer for ballet and opera than for drama. Furthermore, in all three art forms positive but decreasing marginal returns of artistic expenses in terms of quality prevail.     

Teaching to Lie and Obey: Nietzsche on Education

To understand Nietzsche's view of education requires us to grasp the importance Nietzsche attaches to being embedded in a particular historical and cultural frame. Education is, at least in the early stages, a matter of teaching the child to see and to value particular things or, in Nietzsche's way of putting this, teaching the child to lie. Here I develop an interpretation contrary to those who emphasise Nietzsche's radical individualism and thus view his Overman in subjectivistic terms. I argue that Nietzsche's most important lesson is not that we are to create anything radically new , but rather that we are to take up a serious engagement with respect to what we stand for.     

Editorial

Ohne Zusammenfassung     

Schemaintegration Integrationskonflikte, L?sungsans?tze, aktuelle Herausforderungen

Zusammenfassung.   Ein zentrales Problem bei der Integration heterogener Datenquellen ist die Bestimmung einer gesamtheitlichen Beschreibung des integrierten Datenbestands. Ausgehend von den Beschreibungen (Datenbankschemata) der vorhandenen Datenbest?nde ist ein integriertes Schema zu bilden, das als konzeptionelles Schema des Gesamtdatenbestands dient. Dieser Prozess wird als Schemaintegration bezeichnet. Ausgehend von einer abstrakten Systemarchitektur für f?derierte Datenbanksysteme, die als Basis für vielf?ltige Integrationszenarien verwendet werden kann, stellen wir zun?chst eine Schema-Referenzarchitektur vor, die den Prozess der Schemaintegration darzustellen hilft. Anschlie?end wird eine einfache Klassifikation von Integrationskonflikten wiedergegeben, bevor wir die gemeinsamen Grundprinzipien vieler Schemaintegrationsverfahren vorstellen. Wir analysieren dann die St?rken und Schw?chen der bekannten Schemaintegrationsverfahren. Aus dieser Analyse ergeben sich verschiedene Fragestellungen, die aktuell Gegenstand der Forschung sind bzw. noch erforscht werden müssen. Mit einer kurzen Darstellung ausgew?hlter Fragen schlie?t dieser Beitrag. Eingegangen am 20. November 2001 / Angenommen am 21. M?rz 2002