Abstract
Zusammenfassung. In längeren psychometrischen Untersuchungen, die sich mit kognitiven Leistungen von Personen befassen, ist es denkbar, daß sowohl motivationale Aspekte als auch Ermüdungs- und Belastungseffekte einen Einfluß auf die Resultate der Studien ausüben. Gleichzeitig ist aber bei der Bearbeitung von ähnlichem Aufgabenmaterial auch von Übungseffekten auszugehen. Neben Auswirkungen auf die Mittelwerte von Aufgaben sind Veränderungen der Reliabilität und Validität möglich. In zwei Studien, bei denen die Versuchspersonen an jeweils zwei Tagen insgesamt 9 Stunden lang Intelligenztest- und Arbeitsgedächtnisaufgaben bearbeiteten, wurde versucht, mittels einer quasiexperimentellen Manipulation Übungs- und Ermüdungseffekte zu erfassen und voneinander zu trennen. In beiden Studien (N = 128 bzw. N = 133) bearbeiteten die Versuchspersonen den Berliner Intelligenzstrukturtest (BIS-Test) und am Computer verschiedene Batterien von Arbeitsgedächtnisaufgaben. Außerdem wurden in der ersten Studie Persönlichkeitsskalen und zu mehreren Zeitpunkten mit einem kurzen Belastungsfragebogen die situative Befindlichkeit der Vpn erfaßt. Die experimentelle Manipulation bestand in beiden Untersuchungen in der unterschiedlichen Reihenfolge der Vorgabe zweier Parallelversionen einer Arbeitsgedächtnisaufgabe. Zwei von drei Gruppen bearbeiteten die verschiedenen Versionen zu Anfang und Ende eines Termines in den Reihenfolgen A/B bzw. B/A, während Gruppe 3 beide Versionen am Ende vorgegeben bekam. Die Ergebnisse zeigen Hinweise auf schwache Übungseffekte, nicht aber auf bedeutsame Leistungseinbußen durch die mehrstündigen Anforderungen. Veränderungen der Reliabilitäten und der korrelativen Zusammenhänge einzelner Aufgaben sind nur in unbedeutendem Ausmaß vorhanden.
Abstract. In psychometric studies of cognitive performance that last several hours there are two major potential influences on performance. Fatigue and loss of motivation may lead to a drop in performance while effects of practice on similar tasks can possibly help to improve results. Besides the effects on mean scores there is also the possibility of a change in the reliability or in the relations between single tasks and the constructs intended to be measured, thus an effect on validity. In two studies with subjects working on intelligence and working memory tasks for a total of 9 hours distributed over 2 days in each study we tried to capture and separate effects of practice and fatigue using a quasi-experimental manipulation. In both studies (N = 128 and N = 133) the participants worked on the Berlin Structure of Intelligence Test (BIS-test) and on batteries of computerized working memory tasks. Groups of subjects were assigned to experimental conditions in which they worked on two parallel versions of a working memory task at the beginning and the end of one session in the order A/B (condition one), B/A (condition two) or on both versions at the end (condition three). In one of the studies subjects also completed a fatigue questionnnaire at the beginning and the end of the session and two personality scales. Results show that there are weak effects of practice but only a trivial loss of performance due to the cognitive strain of several hours. Changes of reliabilities and of correlations with criteria are not significant.
Literatur
(1987). Individual differences in skill learning: An integration of psychometric and information processing perspectives. Psychological Bulletin, 102, 3– 27
(1988). Determinants of individual differences during skill acquisition: Cognitive abilities and information processing. Journal of Experimental Psychology: General, 117, 288– 318
(1989). Abilities, elementary information processes, and other sights to see at the zoo. In R. Kanfer, P. L. Ackermann & R. Cudeck (Eds.), Abilities, motivation, and methodology: The Minnesota symposium on learning and individual differences (Vol. 10, S. 281-293). Hillsdale, New Jersey: Lawrence Erlbaum Associates.
(1997). Intelligence, Personality, and Interests: Evidence for overlapping traits. Psychological Bulletin, 121, 219– 245
(1994). Shifting intentional set: Exploring the dynamic control of tasks. In C. Umiltá & M. Moscovitch (Eds.), Attention & Performance (Vol. XV, S. 421-452). Cambridge, MA: MIT Press.
(1982). Acquisition of cognitive skill. Psychological Review, 89, 369– 406
(1989). A theory of the origins of human knowledge. Artificial Intelligence, 40, 313– 352
(1986). Working Memory. Oxford: Clarendon Press.
(1974). Working memory. In G. H. Bower (Ed.), Recent advances in learning and motivation (Vol. VIII, pp. 47-90). New York: Academic Press.
(1990). Coaching for the Scholastic Aptitude Test. Review of Educational Research, 60, 373– 417
(1974). Counteracting psychological fatigue effects by stimulus changes. Proceedings of the Human Factors Society, 219– 224
(1993). Human cognitive abilities: A survey of factor-analytic studies. Cambridge: University Press.
(1992). A power primer. Psychological Bulletin, 112, 155– 159
(1986). A functional account of age differences in memory. In F. Klix & H. Hagendorf (Eds.), Human memory and cognitive capabilities (pp. 409-422). North-Holland: Elsevier.
(1978). Fatigue effects on intelligence test performance in the elderly. Journal of Gerontology, 33, 541– 545
(1993). Working memory, attentional regulation and the star counting test. Personality and Individual Differences, 14, 815– 824
(1983). Evaluating the effect of coaching on SAT scores: A meta-analysis. Harvard Educational Review, 53, 1– 15
(1999). Individual differences in working memory capacity and what they tell us about controlled attention, general fluid intelligence, and functions of the prefrontal cortex. In A. Miyake & P. Shah (Eds.), Models of working memory (pp. 102-134). New York: Cambridge University Press.
(1989). Das Freiburger Persönlichkeitsinventar (FPI). (4. Aufl.). Göttingen: Hogrefe.
(1980). A test of the hypothesis that Cronbachs alpha reliability coefficient is the same for two tests administered to the same sample. Psychometrika, 45, 219– 231
(1963). Manual for kit of reference tests for cognitive factors. Princeton: Educational Testing Service.
(1973). The effect of age differences in ability-extraneous performance variables on the assessment of intelligence in children, adults, and the elderly. Journal of Gerontology, 28, 73– 80
(1982). Mehrmodale Klassifikation von Intelligenzleistungen. Experimentell kontrollierte Weiterentwicklung eines deskriptiven Intelligenzstrukturmodells. Diagnostica, 28, 195– 226
(1984). Intelligenzstrukturforschung: Konkurrierende Modelle, neue Entwicklungen, Perspektiven. Psychologische Rundschau, 35, 21– 35
(1997). Berliner Intelligenzstruktur-Test. BIS-Test, Form 4. Göttingen: Hogrefe.
(1992). A capacity theory of comprehension: Individual differences in working memory. Psychological Review, 99, 122– 149
(1957). Differential changes in mental abilities in old age. Journal of Gerontology, 12, 6– 70
(1993). Learning potential testing: the effect of retesting. In J. H. M. Hamers, K. Sijtsma & A. J. J. M. Ruijssenaars (Eds.), Learning potential assessment: theoretical, methodological and practical issues. Amsterdam/Lisse: Swets & Zeitlinger.
(1991). Testing-the-limits kognitiver Entwicklungskapazität in einer Gedächtnisleistung. Zeitschrift für Psychologie-Supplement, 11, 84– 92
(1989). Testing-the-limits and the study of adult age differences in cognitive plasticity of a mnemonic skill. Developmental Psychology, 25, 247– 256
(1998). Work/rest: Part II - The scientific basis (knowledge base) for the guide. International Journal of Industrial Ergonomics, 22, 73– 99
(1984). Effects of practice on aptitude and achievement test scores. American Educational Research Journal, 21, 435– 447
(1959). The effect of a rest pause on driving efficiency. Perceptual and Motor Skills, 9, 363– 371
(1993). Sequential and coordinative complexity: Age-based processing limitations in figural transformations. Journal of Experimental Psychology: Learning, Memory and Cognition, 19, 1297– 1320
(1993). Die Koordination kognitiver Operationen. Eine Studie zum Zusammenhang von “working memory” und Intelligenz. Zeitschrift für Psychologie, 201, 57– 84
(1996). Working memory capacity - facets of a cognitive ability construct (Berichte des Lehrstuhls Psychologie II, Heft 7). Mannheim: Universität, Lehrstuhl Psychologie II.
(1999). The Multiple Faces of Working Memory: Storage, Processing, Supervision, and Coordination (Berichte des Lehrstuhls Psychologie II). Mannheim: Universität, Lehrstuhl Psychologie II.
(1957). The measurement of meaning. Urbana, Illinois: University of Illinois.
(1997). The role of recess in children's cognitive performance. Educational Psychologist, 32, 35– 40
(1995). Costs of a predictable switch between simple cognitive tasks. Journal of Experimental Psychology: General, 124, 207– 231
(1979). WAIS Verbal Performance differences among elderly when controlling for fatigue. Psychological Reports, 44, 489– 490
(1991). Effects of adult age on structural and operational capacities in working memory. Psychology and Aging, 6, 118– 127
(1989). Structural and operational capacities in integrative spatial ability. Psychology and Aging, 4, 18– 25
(1979). MULTICORR: A computer program for fast, accurate, small-sample tests of correlational pattern hypotheses. Educational and Psychological Measurement, 39, 677– 680
(1980). Tests for comparing elements of a correlation matrix. Psychological Bulletin, 87, 245– 251
(1997). Der Mehrdimensionale Befindlichkeitsfragebogen (MDBF). Göttingen: Hogrefe.
(1996). Working memory capacity and intelligence: an integrative approach based on Brunswik symmetrie (Berichte des Lehrstuhls Psychologie II, Heft 8). Mannheim: Universität, Lehrstuhl Psychologie II.
(1996). Intelligenz, Wissen und Problemlösen. Göttingen: Hogrefe.
(1947). Primary Menatl Abilities Test. Chicago: Science Research Associates.
(1955). Wechsler Adult Intelligence Scale. New York: Psychological Corporation.
(1989). Übungsabhängigkeit von Leistungen in Konzentrationstests. Diagnostica, 35, 122– 130
(1982). A meta-analysis of pretest sensitization effects in experimental design. American Educational Research Journal, 19, 249– 258
(1998). Arbeitsgedächtnis und Intelligenz, Zwischenbericht an die DFG zum Forschungsprojekt “Arbeitsgedächtnis und Intelligenz”. Mannheim: Universität, Lehrstuhl Psychologie II.
(1993). Testbatterie zur Aufmerksamkeitsprüfung (TAP), Version 1.02. Handbuch. Würselen: Vera Fimm/Psychologische Testsysteme.