Comparing the effects of generating questions,testing, and restudying on students' long-term recall in university learning

We compared the long-term effects of generating questions by learners with answering questions (i.e., testing) and restudying in the context of a university lecture. In contrast to previous studies, students were not prepared for the learning strategies, learning content was experimentally controlled, and effects on factual and transfer knowledge were examined. Students' overall recall performance after one week profited from generating questions and testing but not from restudying. When analyzing the effects on both knowledge types separately, traditional analyses revealed that only factual knowledge appeared to benefit from testing. However, additional Bayesian analyses suggested that generating questions and testing similarly benefit factual and transfer knowledge compared with restudying. The generation of questions thus seems to be another powerful learning strategy, yielding similar effects as testing on long-term retention of coherent learning content in educational contexts, and these effects emerge for factual and transfer knowledge.     

Vollkommene Syllogismen und reine Vernunftschlüsse: Aristoteles und Kant. Eine Stellungnahme zu Theodor Eberts Gegeneinwänden. Teil 1

In an earlier article (s. J Gen Philos Sci 40:341–355, 2009), I have rejected an interpretation of Aristotle’s syllogistic which (since Patzig) is predominant in the literature on Aristotle, but wrong in my view. According to this interpretation, the distinguishing feature of perfect syllogisms is their being evident. Theodor Ebert has attempted to defend this interpretation by means of objections (s. J Gen Philos Sci 40:357–365, 2009) which I will try to refute in part [1] of the following article. I want to show that (1) according to Aristotle’s Prior Analytics perfect and imperfect syllogisms do not differ by their being evident, but by the reason for their being evident, (2) Aristotle uses the same words to denote proofs of the validity of perfect and imperfect syllogisms („apodeixis“, “deiknusthai” etc.), (3) accordingly, Aristotle defines perfect syllogisms not as being evident, but as “requiring nothing beyond the things taken in order to make the necessity evident“, i.e. as not “requiring one or more things that are necessary because of the terms assumed, but that have not been taken among the propositions” (APr. I. 1), (4) the proofs by which the validity of perfect assertoric syllogisms can be shown according to APr. I. 4 are based on the Dictum de omni et nullo, (5) the fact that Aristotle describes these proofs only in rough outlines corresponds to the fact that his proofs of the validity of other fundamental rules are likewise produced in rough outlines, e.g. his proof of the validity of conversio simplex in APr. I. 2, which usually has been misunderstood (also by Ebert): (6) Aristotle does not prove the convertibility of E-sentences by presupposing the convertibility of I-sentences; only the reverse is true.     

Two Accounts of Qur'anic Revelation

This essay examines the notions of revelation and prophecy as offered by Fazlur Rahman and Nasr Hamid Abu Zayd. Their ideas regarding prophecy and revelation contribute to the clarification of some foundational issues in Islamic theology. For both Rahman and Abu Zayd, theology begins with the idea that divine revelation is intended for human beings. So, even though this revelation is divine in origin, it is also mostly intelligible. This rethinking of the idea of revelation is welcomed by some Muslim thinkers, but has not met with so positive a reception in more traditional Islamic circles. I argue that what makes these human-centric accounts of revelation controversial is the idea of Muhammad's “contribution” to the revelation process and the article investigates this idea as it is formulated in the work of these two scholars.     

Persistent career indecision over time: Links with personality,barriers, self-efficacy,and life satisfaction

Taking control over one's career requires the ability to make career decisions; thus, remaining in a state of career indecision is problematic. However, the stability of career indecision has not yet been investigated using advanced statistical modeling approaches. We present two studies of German university students applying three-wave, longitudinal designs. Study 1 investigated the stability of career indecision by means of latent state-trait analysis within two samples with different time lags (Sample 1: N = 363, 7 weeks; Sample 2: N = 591, 6 months). The results indicated that career indecision was determined by a stable component (i.e., trait career indecisiveness) that was associated with lower core self-evaluations, lower occupational self-efficacy, and higher perceived career barriers. Study 2 (N = 469) examined career indecision over one year. We found that the stable career indecision component explained 5% of the variance in student life satisfaction beyond self-evaluated generalized indecisiveness.