Weshalb implizite definitionen nicht genug sind. Bedeutungstheorien und das verst?ndnis physikalischer begriffe

Ohne Zusammenfassung     

TEACHING CONSERVATION OF WEIGHT BY MEANS OF VERBAL INSTRUCTIONS

Three groups of preschool children were given verbal instructions as to the invariance of weight in spite of transformations of shape. Instructions were phrased according to the principles of reversibility, decentering, and addition-subtraction, respectively. A fourth group received no verbal information but only external reinforcement. Verbally instructed groups were superior to control and nonverbal groups on a posttest. On transfer and counter-suggestion items the addition-subtraction group had a tendency towards superior performance.     

Self-efficacy as a health-protective resource in teachers? A biopsychological approach

OBJECTIVE: To examine the psychobiological correlates of self-efficacy in teachers. DESIGN: Study 1 examined associations between teacher self-efficacy and cardiac activation on a working day and Study 2 assessed the cortisol morning response in teachers with varying levels of teacher self-efficacy. MAIN OUTCOME MEASURES: Teacher self-efficacy was assessed by questionnaire. In Study 1 heart rate, heart rate variability, and locomotor activity were recorded by 22 hours ambulatory monitoring and subjective measures of stress and strain were obtained. Study 2 assessed the cortisol response to awakening to obtain a measure of HPA-axis activation and teachers filled in a questionnaire on physical complaints. RESULTS AND CONCLUSION: Study 1 found that self-efficacy proved protective for psychological well-being. Moreover, after controlling for locomotor activity, demographic, and lifestyle variables, self-efficacy was associated with elevated heart rate and attenuated heart rate variability during school and leisure time, respectively, but not during the night, thus questioning the health-implications of self-efficacy. Study 2 found that teachers high in self-efficacy exhibited an attenuated cortisol response to awakening and fewer cardiac complaints. The results of both studies are compatible with the view that teacher self-efficacy might act as a physiological toughening agent with possibly favorable health outcomes.