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Was wissen Gedächtnistrainer über ihre „Schüler“?: ein empirischer Beitrag zur Gerontagogik


Kliegel, M; Martin, Mike; Knödler, D; Bellon, Y (2005). Was wissen Gedächtnistrainer über ihre „Schüler“?: ein empirischer Beitrag zur Gerontagogik. Bildung und Erziehung, 58(1):105-116.

Abstract

In the context of research on life-long learning, the present study focuses on the question if active memory trainers have a realistic estimation of the cognitive capacities of their trainees. A second question targets the influence of pre-post-tests as an integral element of memory trainings. The study is based upon a survey among the members of a German-wide operating memory trainer organisation, the "Bundesverband Gedächtnistraining e.V." 183 persons participated in the survey. Results show that the trainers have a relatively accurate and differentiated view about the general cognitive capacity of their trainees. Although pre-post-tests are rarely used, data reveal that they enhance the correlation between the estimated possible gain and the estimated improvement after the training. In general, the results of the present study support that pre-post-tests should be applied as an integral element of cognitive trainings as they make them more effective by providing the trainers with more accurate information regarding their trainees.

In the context of research on life-long learning, the present study focuses on the question if active memory trainers have a realistic estimation of the cognitive capacities of their trainees. A second question targets the influence of pre-post-tests as an integral element of memory trainings. The study is based upon a survey among the members of a German-wide operating memory trainer organisation, the "Bundesverband Gedächtnistraining e.V." 183 persons participated in the survey. Results show that the trainers have a relatively accurate and differentiated view about the general cognitive capacity of their trainees. Although pre-post-tests are rarely used, data reveal that they enhance the correlation between the estimated possible gain and the estimated improvement after the training. In general, the results of the present study support that pre-post-tests should be applied as an integral element of cognitive trainings as they make them more effective by providing the trainers with more accurate information regarding their trainees.

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Additional indexing

Item Type:Journal Article, refereed, original work
Communities & Collections:06 Faculty of Arts > Institute of Psychology
Dewey Decimal Classification:150 Psychology
Language:German
Date:2005
Deposited On:11 Feb 2008 12:28
Last Modified:05 Apr 2016 12:22
Publisher:Böhlau
ISSN:0006-2456
Related URLs:http://www.digizeitschriften.de/dms/toc/?PPN=PPN509215866
Permanent URL: http://doi.org/10.5167/uzh-2203

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