Die ganzheitliche Methode musikalischer Begabungsprüfung

Ohne ZusammenfassungIn dankbarer Erinnerung an meinen verehrten Münchener Lehrer Kurt Huber, dessen frühzeitigen gewaltsamen Tod (13. 7. 43) wir noch immer beklagen. Die Arbeit entsprang einer seiner letzten wissenschaftlichen Anregungen.     

镜中的阿多诺:一种继承形式理论之绪论

要理解阿多诺首先要弄明白两大生产、接受条件。第一条可以称之为家系学的，即他与被称为批判理论的几代人一脉相承。阿多诺是瓦尔特．本雅明的学生——据我所知，是其第一个学生——很多问题上他也再度误解了本雅明。哈贝尔马斯是阿多诺的学生，在他身上我们也可发现其对先行理论基本部分的误解——例如尼采与法兰克福传统的联系。     

Hindsight bias: An interaction of automatic and motivational factors?

If subjects are asked to recollect a former response after having been informed about the correct response, their recollection tends to approach the correct response. This effect has been termedhindsight bias. We studied hindsight bias in an experiment requiring numerical responses to almanac-type questions for physical quantities. We varied (1) the time at which the correct information was provided, (2) the encoding of the original responses by asking/not asking subjects to give a reason for the respective response, and (3) the motivation to recall correctly. We found that hindsight is less biased if reasons are given and if the correct information is provided at an earlier time. Motivation had only interactive effects: (1) With high motivation to recall correctly, the time the correct information was provided had no influence. (2) With reasons given, the variation of motivation showed no effect. These results rule out purely motivational and purely automatic explanations.     

Feedback seeking as a means of self-assessment and affect optimization

Previous research on feedback choice found considerable inter- and intraindividual differences. It is proposed here that these differences can in part be explained by personality factors (i.e., anxiety and competence) that influence the informational value of external feedback and the congruence between internally generated and externally provided feedback. Feedback seeking was analyzed in two studies in which subjects, working on long series of tasks, had the opportunity to request various forms of achievement feedback. Since complex tasks were used, feedback only marginally affected learning. Anxiety, competence, and expenses for obtaining feedback served as independent variables. Results showed that subjects intending to optimize their affective state (i.e., reduce anxiety) have a strong preference for external feedback, and use such feedback mainly to neutralize aversive internal feedback. In contrast, persons who tried to use feedback as a means to enhance or assess performance suffered from an increased affective load.