piwik-script

Deutsch Intern
    Developmental Psychology

    Prof. Dr. Gerhild Nieding

    Phone:+49 931 - 31 82747
    E-mail:nieding(at)psychologie.uni-wuerzburg.de
    Address:Röntgenring 10, room 108
    Office hours:by appointment (via E-mail!)

     

    • Development of Text Comprehension
    • Memory Development
    • Development and Media
    • Acquisition of Media Literacy Beginning with Preschool Age
    • Development of Spatial Cognition and Mathematical Competence
    • Early Intervention of Mathematical Skills
    • Effects of Media and Media-Assisted Studying
    • Experimental Laboratory Methods of Measuring Effects of Media on Children and Adults
    • Development of Different Styles of Play
    • Cognitive Movie Psychology

    Seger B. T., Hauf, J. E. K., & Nieding, G. (2020). Perceptual simulation of vertical object movement during comprehension of auditory and audiovisual text in children and adults. Discourse Processes, 57(5-6), 460-472. doi: 10.1080/0163853X.2020.1755801.

    Hauf, J., Nieding, G. & Seger, B. T. (2020). The development of dynamic perceptual simulations during sentence comprehension. Cognitive Processing, published online. doi: 10.1007/s10339-020-00959-7.

    Möckel, T., Wannagat, W., Nieding, G., & Ohler, P. (2019) Entwicklungspsychologische Aspekte der Digitalisierung: Medienwirkung und Medienkompetenz im Kindes- und Jugendalter. In S. Rietmann, M. Sawatzki, & M. Berg (eds.) Beratung und Digitalisierung. Zwischen Euphorie und Praxis (pp. 57-83). Wiesbaden: Springer VS. doi:10.1007/978-3-658-25528-2.

    Seger, B., Wannagat, W., & Nieding, G. (2019). How pictures and picture animations contribute to multi-level mental representations of auditory text in 7-, 9-, and 11-year-old children. Journal of Cognition and Development, 20(4), 573-591. doi:10.1080/15248372.2019.1636799.

    Wannagat, W., & Nieding, G. (2019, July). Protagonist Goals and Coherence Formation during Narrative Text Processing. Paper presented at the 29th Annual Meeting of the Society for Text & Discourse, New York City, USA.

    Wannagat, W., Waizenegger, G., Hauf, J., & Nieding, G. (2018). Mental representations of the text surface, the text base, and the situation model in auditory and audiovisual texts in 7-, 9-, and 11-year-olds. Discourse Processes, 55(3), 209-304. doi:10.1080/0163853X.2016.1237246.

    Nieding, G., & Ohler, P. (2018). Medien und Entwicklung. In W. Schneider, & U. Lindenberger (eds.), Entwicklungspsychologie (8th. rev. ed.) (pp. 729-743). Weinheim: Beltz.

    Braun, C., Gralke, V., & Nieding, G. (2018). Jugend und Medien. In B. Gniewosz, & P. F. Titzmann (eds.), Handbuch Jugend. Psychologische Sichtweisen auf Veränderungen in der Adoleszenz (pp. 143-161). Stuttgart: Kohlhammer.

    Braun, C., Gralke, V., & Nieding, G. (2018). Medien und gesellschaftlicher Wandel? Eine empirische Studie zur Frage, ob Medienkompetenz im Jugend- und frühen Erwachsenenalter einen Resilienzfaktor darstellt. In M. Karidi, R. Gutwald, & M. Schneider (eds.), Resilienz. Perspektiven zu Wandel und Transformation (pp. 177-202). Wiesbaden: Springer. doi:10.1007/978-3-658-19222-8.

    Nieding, G., Ohler, P., Diergarten, A. K., Möckel, T., Rey, G. D., & Schneider, W. (2017). The development of media sign literacy - a longitudinal study with 4-year-old children. Media Psychology, 20(3), 401-427. doi:10.1080/15213269.2016.1202773.

    Wannagat, W., Waizenegger, G., & Nieding, G. (2017). Multi-level mental representations of written, auditory, and audiovisual text in children and adults. Cognitive Processing, 18(4), 491-507. doi:10.1007/s10339-017-0820-y.

    Diergarten, A. K., Möckel, T., Nieding, G., & Ohler, P. (2017). The impact of media literacy on children's learning with films and hypermedia. Journal of Applied Developmental Psychology, 48, 33-41. doi:10.1016/j.appdev.2016.11.007.

    Hauf, J., & Nieding, G. (2016). The development of dynamic perceptual simulations during sentence comprehension. Posterpräsentation im Rahmen des 26th Annual Meeting of the Society for Text & Discourse, Kassel, 18. Juli 2016.

    Diergarten, A. K., & Nieding, G. (2016). Online emotional inferences in written and auditory texts - a study with children and adults. Reading and Writing. Accepted author version posted online: 15th of April 2016. doi:10.1007/s11145-016-9642-z.

    Diergarten, A. K., & Nieding, G. (2015). Children’s and adults’ ability to build online emotional inferences during comprehension of audiovisual and auditory texts. Journal of Cognition and Development, 16, 381-406. doi: 10.1080/15248372.2013.848871.

    Nieding, G., Ohler, P., & Rey, G.D. (2015). Lernen mit Medien (UTB-Lehrbuch-Reihe Pädagogische Psychologie). Paderborn: Schöningh.

    Ohler, P. & Nieding, G. (2014). Medienkompetenz. In A. Lohaus & M. Glüer (Hrsg.), Entwicklungsförderung im Kindesalter: Entwicklung, Diagnose und Förderung (S. 239-257). Hogrefe: Göttingen.

    Diergarten, A. K. & Nieding, G. & Ohler, P. (2014). Beeinflussung von Kindern und Jugendlichen durch Werbung in den neuen Medien. In T. Porsch & S. Pieschl (Hrsg.), Neue Medien und deren Schatten. Mit neuen Medien kompetent umgehen (S. 103-132). Göttingen: Hogrefe.

    Ohler, P. & Nieding, G. (2014). Medienpsychologie. In A. Schütz, M. Brand, H. Selg & S. Lautenbacher (Hrsg.), Psychologie: Eine Einführung in ihre Grundlagen und Anwendungsfelder (5. überarb. u. erw. Aufl.). Stuttgart: Kohlhammer.

    Nieding, G. (2013). How do preschool children understand stories. TelevIZIon, 26, 19-21.

    Ohler, P., Liebold, B., Pietschmann, D., Valtin, G. & Nieding, G. (2013). Der normative Wert digitaler Medien. TV Diskurs, 17, 84-89. 

    Ohler, P., Liebold, B., Pietschmann, D., Valtin, G. & Nieding, G. (2013). Digitale Demenz. Eine wissenschaftliche Verortung der aktuellen Monografie von Manfred Spitzer. TV Diskurs, 17, 72-77.

    Nieding, G. & Ohler, P. (2013). Bildverstehen, Entwicklung. In M.A. Wirtz (Hrsg.), Dorsch - Lexikon der Psychologie (S. 294). Bern: Huber.

    Nieding, G. & Ohler, P. (2013). Filmverstehen, Entwicklung. In M.A. Wirtz (Hrsg.), Dorsch - Lexikon der Psychologie (S. 294). Bern: Huber.

    Nieding, G. (2012). Wie verstehen Kinder Geschichten? TelevIZIon, 25, 16-18.

    Nieding, G. & Ohler, P. (2012). Medien und Entwicklung. In W. Schneider & U. Lindenberger (Hrsg.), Entwicklungspsychologie (7. Auflage) (S. 705-719). Weinheim: Beltz.

    Munk, C., Diergarten, A. K., Nieding, G., Ohler, P. & Schneider, W. (2012). Die kognitive Entwicklung des Verständnisses filmischer Montagetechniken bei Kindern als ein Kernbereich der Medienkompetenz. Zeitschrift für Entwicklungspsychologie und Pädagogische Psychologie, 44, 81-91.

    Diergarten, A. K. & Nieding, G. (2012). Einfluss des Fernsehens auf die Entwicklung der Sprachfähigkeit. Sprache – Stimme – Gehör, 36, 25-29.

    Munk, C., Rey, G. D., Diergarten, A. K., Nieding, G., Schneider, W., & Ohler, P. (2012). Cognitive processing of film cuts among 4- to 8-year-old children. European Psychologist, 17, 257-265.

    Ohler, P. & Nieding, G. (2011). Medienpsychologie. In A. Schütz, H. Selg, M. Brand & S. Lautenbacher (Hrsg.), Psychologie. Eine Einführung in ihre Grundlagen und Anwendungsfelder (S. 467-485). Stuttgart: Kohlhammer.

    Diergarten, A. K. & Nieding, G. (2011). Do children infer movie character’s emotional states? Results of an empirical study. In K. Sachs-Hombach & R. Totzke (Hrsg.), Bilder - Sehen - Denken. Zum Verhältnis von begrifflich-philosophischen und empirisch-psychologischen Ansätzen in der bildwissenschaftlichen Forschung. Köln: Halem.

    Rey, G. D. & Nieding, G. (2010). Arbeitsgedächtnis und Cognitive Load. In H.-P. Trolldenier, W. Lenhard, W. & P. Marx (Hrsg.), Brennpunkte der Gedächtnisforschung. Entwicklungs- und pädagogisch-psychologische Perspektiven (S. 67-85). Göttingen: Hogrefe

    Nieding, G. & Ohler, P. (2009). Entwicklungspsychologie. In R. Vollbrecht & C. Wegener (Hrsg.), Handbuch der Mediensozialisation (S. 38-48). Wiesbaden: VS Verlag.

    Unsöld, I. & Nieding, G. (2009). Die Bildung prädiktiver Inferenzen von Kindern und Erwachsenen bei der kognitiven Verarbeitung audiovisueller Texte. Zeitschrift für Entwicklungspsychologie und Pädagogische Psychologie, 41, 87-95. 

    Nieding, G. (2008). Suspense. In W. Donsbach (Hrsg.), The International Encyclopedia of Communication (pp. 4911-4913). Oxford, UK and Malden, MA: Wiley-Blackwell.

    Krajewski, K., Renner, A., Nieding, G. & Schneider, W. (2008). Frühe Förderung von mathematischen Kompetenzen im Vorschulalter. Zeitschrift für Erziehungswissenschaft, 10, 91-103.

    Nieding, G. & Ohler, P. (2008). Mediennutzung und Medienwirkung bei Kindern und Jugendlichen. In B. Batinic & M. Appel (Hrsg.), Medienpsychologie (Lehrbuch) (S. 379- 402). Berlin: Springer-Lehrbuch.

    Krajewski, K., Nieding, G. & Schneider, W. (2008). Kurz- und langfristige Effekte mathematischer Frühförderung im Kindergarten durch das Programm "Mengen, zählen, Zahlen". Zeitschrift für Entwicklungspsychologie und Pädagogische Psychologie, 40, 135-146.

    Krajewski, K., Nieding, G. & Schneider, W. (2008). Zur Bedeutung von Arbeitsgedächtnis, Intelligenz, phonologischer Bewusstheit und früher Mengen-Zahlen-Kompetenz beim Übergang vom Kindergarten in die Grundschule. Psychologie in Erziehung und Unterricht, 55, 100-113.

    Nieding, G. & Ritterfeld, U. (2007). Medieneinflüsse auf Kinder und Jugendlichenutzung, Medienwirkung und Medienkompetenz bei Kindern und Jugendlichen. In F. Petermann & W. Schneider (Hrsg.), Enzyklopädie der PsychologieEntwicklungspsychologie, Bd. 7 (S. 331-387). Göttingen: Hogrefe.

    Krajewski, K., Nieding, G. & Schneider, W. (2007). Mengen, zählen, Zahlen: Die Welt der Mathematik verstehen (MZZ). Berlin: Cornelsen.

    Nieding, G. & Ohler, P. (2007). Medieneinflüsse auf Kinder und Jugendliche. In M. Hasselhorn & W. Schneider (Hrsg.), Handbuch der Psychologie, Entwicklungspsychologie, Bd. 7 (S. 454-464). Göttingen: Hogrefe.

    Ohler, P. & Nieding, G. (2006). An evolutionary perspective on entertainment. In J. Bryant & P. Vorderer (Hrsg.), Psychology of Entertainment (S. 423-433). Hillsdale, NJ: Lawrence Erlbaum.

    Nieding, G. (2006). Wie verstehen Kinder Texte? Die Entwicklung mentaler Repräsentationen. Lengerich: Pabst.

    Nieding, G., Ohler, P., Bodeck, S. & Werchan, A. (2006). Werbung im Fernsehen: Experimentelle Methoden zur Erfassung der Verstehensleistung von Kindern. Zeitschrift für Medienpsychologie, 3, 94-105.

    Ohler, P. & Nieding, G. (2006). Why Play? An Evolutionary Perspective. In P. Vorderer & J. Bryant (Hrsg.), Playing Video Games: Motives, Responses, and Consequences (S. 101-113). Hillsdale, NJ: Lawrence Erlbaum.

    Nieding, G. & Ohler, P. (2006). Der Erwerb von Medienkompetenz zwischen 3 und 7 Jahren. TV Diskurs, 4, 46-51.

    Nieding, G. & Ohler, P. (2006). Henne und Ei – oder etwas Drittes. Ein Kommentar zu Medienkonsum, Schulleistungen und Jugendgewalt. TV-Diskurs, 2, 48-51.

    Ohler, P. & Nieding, G. (2005). Medienpsychologie. In A. Schütz, H. Selg & S. Lautenbacher (Hrsg.), Einführung in die Psychologie (S. 453-472). Stuttgart: Kohlhammer.

    Ohler, P. & Nieding, G. (2005). Sexual selection, evolution of play and entertainment. Journal of Cultural and Evolutionary Psychology (Special issue on Media and Entertainment), 3, 141- 157.

    Nieding, G. & Ohler, P. (2004). Laborexperimentelle Methoden. In R. Mangold, P. Vorderer & G. Bente (Hrsg.), Lehrbuch der Medienpsychologie (S. 355-376). Göttingen: Hogrefe.

    Ohler, P. & Nieding, G. (2004). Die Entwicklung des Verstehens und der Verwendung von externen Repräsentationen in der Kindheit am Beispiel von Stand- und Laufbildern. In K. Sachs-Hombach (Hrsg.), Bildwissenschaft zwischen Reflexion und Anwendung (S. 317- 330). Köln: Von Halem Verlag.

    Nieding, G. & Ohler, P. (2002). Effekte unterschiedlicher Rahmung und medialer Präsentation von False-Belief-Aufgaben. In M. Baumann, A. Keinath & J. F. Krems (Hrsg.), Experimentelle Psychologie (S. 171). Regensburg: Roderer Verlag.

    Ohler, P., Nieding, G. & Töpper, J. (2002). Die Repräsentation von Protagonistenemotionen bei der Enkodierung narrativer Filme. In M. Baumann, A. Keinath & J. F. Krems (Hrsg.), Experimentelle Psychologie (S. 70). Regensburg: Roderer Verlag.

    Ohler, P. & Nieding, G. (2002). Kognitive Filmpsychologie zwischen 1990 und 2000. In J. Sellmer & H.-J. Wulff (Hrsg.), Film und Psychologie – nach der kognitiven Phase? (S. 9-40). Marburg: Schüren.

    Ohler, P. & Nieding, G. (2001). The behavior-diversification proto-cognition theory of play in animals and humans. In Universität Erfurt (Hrsg.), Play and toys today. Conference Proceedings of the 22nd World Play Conference (CD; 115KB). Erfurt: TIAW-Verlag.

    Ohler, P. & Nieding, G. (2001). Antizipation und Spieltätigkeit bei der Rezeption narrativer Filme. In J. Frieß, B. Hartmann & E. Müller (Hrsg.), Nicht allein das Laufbild auf der Leinwand... Strukturen des Films als Erlebnispotentiale (S. 13-30). Berlin: Vistas.

    Ohler, P. & Nieding, G. (2000). Kognitive Modellierung der Textverarbeitung und der Informationssuche im World Wide Web. In B. Batinic (Hrsg.), Internet für Psychologen (2. vollst. überarb. Aufl.) (S. 219- 240). Göttingen: Hogrefe.

    Ohler, P. & Nieding, G. (2000). Was lässt sich beim Computerspielen lernen? Kognitions- und spielpsychologische Überlegungen. In R. Kammerl (Hrsg.), Computerunterstütztes Lernen. Reihe: Hand- und Lehrbücher der Pädagogik (S. 188-213). München: Oldenbourg Verlag.

    Nieding, G. & Ohler, P. (1999). Der Einfluss von Protagonisten-Zielstrukturen auf räumliche mentale Modelle beim narrativen Textverstehen von Kindern. Sprache & Kognition, 18, 146-158.

    Nieding, G. (1998). Helfen Ereignisstrukturen bei der räumlichen Perspektivenübernahme von Kindern? Sprache & Kognition, 17, 161-175.

    Nieding, G., Ohler, P. & Schießl, M. (1998). Die Rolle von domänenspezifischem Wissen bei der Verarbeitung narrativer Texte bei Kindern. In H. Lachnit, A. Jacobs & F. Rösler (Hrsg.), Experimentelle Psychologie (S. 246). Lengerich: Pabst Science Publishers.

    Nieding, G. (1997). Ereignisstrukturen im Film und die Entwicklung des räumlichen Denkens. Edition Sigma: Berlin.

    Ohler, P. & Nieding, G. (1997). Sind menschliche Denkformen universell? Ein kognitionspsychologischer Beitrag zur Globalisierungsdiskussion. In P. Schimany & M. Seifert (Hrsg.), Globale Gesellschaft? Perspektiven der Kultur- und Sozialwissenschaften (S. 21-38). Frankfurt: Lang.

    Ohler, P. & Nieding, G. (1997). Kognitive Modellierung der Textverarbeitung und der Informationssuche im World Wide Web. In B. Batinic (Hrsg.), Internet für Psychologen (S. 161- 180). Göttingen: Hogrefe.

    Nieding, G., Ohler, P. & Thußbas, C. (1996). The cognitive development of temporal structures: How do children make inferences with temporal ellipses in films? In P. Vorderer, H. J. Wulff & M. Friedrichsen (Hrsg.), Suspense. Conceptualizations, theoretical analyses and empirical explorations (S. 301-328). Hillsdale, NJ: Lawrence Erlbaum.

    Ohler, P. & Nieding, G. (1996). Cognitive modeling of suspense-inducing structures in narrative films. In P. Vorderer, H. J. Wulff & M. Friedrichsen (Hrsg.), Suspense.Conceptualizations, theoretical analyses and empirical explorations (S. 129-147). Hillsdale, NJ: Lawrence Erlbaum.

    Ohler, P. & Nieding, G. (1995). Kognitive Ansätze in der Filmpsychologie. Ein Modell der Filmverarbeitung und Kritik an experimentellen Studien zur kindlichen Filmverarbeitung. In K.- D. Möller-Naß, H. Schneider & H. J. Wulff (Hrsg.), 1. Film- und Fernsehwissenschaftliches Kolloquium/Münster´88 (S. 104-115). Münster: MAkS-Publikationen.

    Nieding, G. (1994). Die Kultivierung spatialer Kognitionen mittels audiovisueller Medien. In H. J. Wulff (Hrsg.), 6. Film und Fernsehwissenschaftliches Kolloquium (S. 99-103). Münster: MAkS-Publikationen.

    Nieding, G. (1994). Brauchen Kinder Filme? Die kognitive Verarbeitung von filmischen Erzählungen. L.O.G.O.S. interdisziplinär, 3, 170-178.

    Ohler, P. & Nieding, G. (1993). Der Einfluß filmischer Montageformen auf kindliche Aufmerksamkeitsprozesse: Ansätze zur zeitreihenanalytischen Auswertung. In H.-B. Heller & J. Felix (Hrsg.), 3. Film- und Fernsehwissenschaftliches Kolloquium/Marburg’90 (S. 44-64). Münster: MAkS-Publikationen.

    Nieding, G. & Ohler, P. (1990). Ein kognitiver Ansatz zur kindlichen Filmverarbeitung: Bericht einer experimentellen Studie. In G. Schumm & H. J. Wulff (Hrsg.), Film und Psychologie I. Kognition-Rezeption-Perzeption (S. 41-77). Münster: MAkS-Publikation

    since 2008Head of the Media Center (only in German)
    2005 - 2009Member of the Board of Trustees of the FSF (Freiwillige Selbstkontrolle Fernsehen e.V.)
    2004 - 2007Dean of Studies of the Philosophical Faculty II of the University of Würzburg
    since 2002University Professor (C3) for Developmental Psychology at the University of Würzburg
    2002University lecturer (C2) at the Psychological Institute III of the University of Münster; Representation of the subject Developmental Psychology
    2002Habilitation at Technical University Berlin. Awarded the full teaching qualification for the subject "Psychology"
    2001 - 2002Research Assistant (C2) at the Psychological Institute III of the University of Münster, Representation of the Department of Developmental Psychology
    1995 - 2001Research Assistant (C1) at the Department of Educational Psychology at the Institute of Psychology of the Technical University of Berlin
    1995 Post-Doc-Scholarship. Funded by the Deutsche Forschungsgemeinschaft at the Graduiertenkolleg Kognitionswissenschaft at the Department of Computer Science at the University of Hamburg
    1995Doctorate to Dr. phil. at the Technical University Berlin (summa cum laude)
    1990 - 1995Research Associate with teaching assignment in the Department of Educational Psychology and Social Psychology at the Institute of Psychology at the Technical University Berlin
    1983 - 1989Study of psychology at the Technical University of Berlin
    1989Diploma in Psychology at the Technical University Berlin (grade: excellent)
    1986 - 1989Tutorial with teaching assignment at the Institute of Psychology of the Technical University Berlin, subjects: Educational Psychology and Social Psychology
    1986Pre-Diploma in Psychology at the Technical University Berlin (grade: excellent)
    1983Abitur (high school diploma) at the Obergymnasium Melsungen

    A media sign literacy training program for kindergarten children (2019-2022)

    Project funded by the German Research Association (DFG)

    Project Leader: Prof. Dr. Gerhild Nieding (JMU Würzburg), PD Dr. Katharina Diergarten (JMU Würzburg), Prof. Dr. Peter Ohler (TU Chemnitz), Dr. Sabine Völkel (TU Chemnitz)

    Research Associates: Marie Sophie Hunze (JMU Würzburg), Franziska Freudenberger (JMU Würzburg), Dr. Ing. Georg Valtin (TU Chemnitz), Oliver Rehren (TU Chemnitz)

    Even at the kindergarten age, media literacy is an important factor in the development of educational relevant skills and is a predictor for the acquisition of later academic skills. The DFG-funded project "Training of Media Sign Literacy in Kindergarten" is a cooperation between the JMU Würzburg and the TU Chemnitz. The aim is to develop and evaluate a training program to promote media sign skills among 4- to 5-year-olds, which can be used independently in the kindergarten by educators. In addition to the effect on media literacy, the impact of the training on educational skills and the learning effectiveness of digital media will be examined. For this purpose, a long-term study over two years will be conducted at the sites of Würzburg and Chemnitz.

    The total duration of the project is three years. For this purpose, employees from both the developmental psychology department and the Media Center are working on the project in Würzburg. In addition, new doctoral positions will be created in Würzburg and in Chemnitz.

    The Development of Cognitive Film Processing 2: Second Period 2015-2019

    Project supported by Deutsche Forschungsgemeinschaft

    Research focuses on the influence of different forms of presentation (written text, auditory text, auditory text + images) on cognitive processing and comprehension of given content by children of different ages.

    The core results of the first project period show that first graders in particular comprehend a text presented auditorily more easily if images, illustrating the content of the text, are presented simultaneously. In grade 4 and 6, the form of presentation does not seem to have an influence on text comprehension. For the sample of adults, the best text comprehension could be demonstrated for the written presentation of text.

    Having restricted the use of images to static ones in phase 1 of the project, phase 2 focuses on the (additional) benefit of animated images.

    Three experiments are planned that - with the construction of mental situational models, the creation of local and global interferences, and mental representations of movement information - each focus on a different important aspect of text comprehension. Due to the tremendous development occuring during primary-school age, tests will include first, second, forth and sixth graders as well as adults to some extend.

    Publications

    Hauf, J., Nieding, G. & Seger, B. T. (2020). The development of dynamic perceptual simulations during sentence comprehension. Cognitive Processing, published online. doi: 10.1007/s10339-020-00959-7.

    Seger B. T., Hauf, J. E. K., & Nieding, G. (2020). Perceptual simulation of vertical object movement during comprehension of auditory and audiovisual text in children and adults. Discourse Processes, 57(5-6), 460-472. doi: 10.1080/0163853X.2020.1755801.

    Media and Social Change: Media Literacy in Youth and Early Adulthood as a Resilience Factor (2013-2017)

    Project supported by Bayerisches Staatsministerium für Bildung und Kultus, Wissenschaft und Kunst as part of the Bavarian Research Network "Fit for Change"

    From a (developmental) psychological perspective, resilience can be understood as adaptability resp. the ability to master one´s own development despite possible unfavorable circumstances. Since media are genuinely integrated in processes of constant dynamic changes of different areas of society and often in part account for these changes, it becomes a necessary resilience factor for an individual to be able to competently engage with media.

    The project focuses on the examination of media literacy of adolescents and young adults within the frame of a longitudinal survey by using a computer-based online test.
    The objective is to test the assumption of media literacy constituting a resilience factor for accelerated societal processes of change. For this, additional relevant cognitive and socio-emotional variables will be included. Based on the results, a media competence training will be developed and tested. With regard to effectiveness of the training, different control groups will be compared.

    See also:

    www.forchange.de

    www.bayfor.org/de/geschaeftsbereich/forschungsverbuende/welt-der-kultur/forchange.html

    The Development of Cognitive Film Processing 1: First Period 2012-2015

    Project supported by Deutsche Forschungsgemeinschaft

    To students in pre- and elementary school, information is increasingly provided via films. This includes educational programs on TV and educational films within a school context.
    However, up to now hardly any studies exist dealing with the question of what basic cognitive processes underlie the comprehension of (educational) films by children. In particular, it is not clear if and to what extent films provide the opportunity to intelligibly present and teach complex subject matter to pre- and elementary school aged users as opposed to other forms of presentation, i.e. auditive or written presentation.

    The project examines the development of processing audio-visual texts (films) for students in pre- and elementary school. Within the frame of three experiments, involving children 6, 8 and 10 years old as well as adults, the influence of audio-visual forms of presentation will be directly compared to visual forms of presentation. For older subjects, the direct comparison will comprise written forms of presentation. To illustrate cognitive processes taking place during text processing, online measurements are applied. Processes will be looked at that are of particular relevance for the comprehension of text according to psychological research focusing on text comprehension. These include processes involved in the creation of mental situation models, text coherence as well as functions and utilised capacity of the working memory during text comprehension.
    The objective is to test the assumption that audio-visual forms of presentation build and support cognitive processes relevant for text comprehension at an early stage. During development, auditive and - at a later stage - written texts should gain importance.

    Publications

    Seger, B., Wannagat, W., & Nieding, G. (2019). How pictures and picture animations contribute to multi-level mental representations of auditory text in 7-, 9-, and 11-year-old children. Journal of Cognition and Development, 20(4), 573-591. doi:10.1080/15248372.2019.1636799.

    Wannagat, W., Waizenegger, G., Hauf, J., & Nieding, G. (2018). Mental representations of the text surface, the text base, and the situation model in auditory and audiovisual texts in 7-, 9-, and 11-year-olds. Discourse Processes, 55(3), 209-304. doi:10.1080/0163853X.2016.1237246.

    Wannagat, W., Waizenegger, G., & Nieding, G. (2017). Multi-level mental representations of written, auditory, and audiovisual text in children and adults. Cognitive Processing, 18(4), 491-504. doi:10.1007/s10339-017-0820-y.

    The Acquisition of Media Sign Literacy in Pre- and Elemantary School Children: Basic Principles and Application (2006-2010)

    Project supported by Deutsche Forschungsgemeinschaft
    Project in cooperation with TU Chemnitz

    It is often demanded to impart "media competence" to children at an early stage. However, only little is known about the development of this ability during pre- and elementary school age. The research focused on the development of a core area of media literacy, i.e. the competence to comprehend medial sign systems. Within the frame of a longitudinal study (originally comprising N=192 4-year-old children), the medial sign literacy from the age of 4 to the start of elementary school was determined at semi-annual intervals by applying a comprehensive computer-based online test. Reading and writing skills as well as mathematical competence at the end of first grade (6th point of measurement) are positively influenced by medial sign literacy. For the first time, evidence has been provided that medial sign literacy allows for predicition and boost of a later acquisition of skills that are educationally relevant. Further studies have shown that children with high media sign literacy use learning media (e.g. hypertext and educational films) more efficiently. Media literacy has a positive effect at preschool age. Further, an eye-tracking study with 4-, 6- and 10-year-old children provided evidence for a critical timespan for the acquisition of film-based media literacy between the age of 4 and 8. 

    Effects of Early Fostering Mathematic Competencies 2: Second Period 2006-2008

    Project supported by Deutsche Forschungsgemeinschaft

    In the area of mathematical competences, a program for early promotion of mathematical skills was developed ( "Mengen, zählen, Zahlen" [MZZ]; Krajewski, Nieding & Schneider, 2007), building on current developmental and neuro-psychological findings. These findings suggest that for the development of mathematical skills the understanding of quantities and the understanding of numbers need to be merged. Within the frame of a longitudinal study, it was shown that quantity-related as well as number-related pre-existing knowledge is among the basic skills that are pre-conditional to the acqusition of mathematical competence in elementary school.

    The program is implemented in small groups by kindergarten teachers throughtout Germany in the last year of kindergarten (8 weeks at 3 half-hour sessions). The program was reviewed with regard to its effectiveness by using a longitudinal study with 260 preschoolers (Krajewski, Nieding & Schneider, 2007). Control groups were given either general brainteasers or a different program for the promotion of mathematical skills. A fourth group was not trained at all.

    The results of the study show that the children of the MZZ-Group demonstrate a higher level of quantitative-numeral competence than the control groups, in both short and long term.

    Effects of Early Fostering Mathematic Competencies 1: First Period 2004-2006

    Project supported by Deutsche Forschungsgemeinschaft

    In the area of mathematical competences, a program for early promotion of mathematical skills was developed ( "Mengen, zählen, Zahlen" [MZZ]; Krajewski, Nieding & Schneider, 2007), building on current developmental and neuro-psychological findings. These findings suggest that for the development of mathematical skills the understanding of quantities and the understanding of numbers need to be merged. Within the frame of a longitudinal study, it was shown that quantity-related as well as number-related pre-existing knowledge is among the basic skills that are pre-conditional to the acqusition of mathematical competence in elementary school.

    The program is implemented in small groups by kindergarten teachers throughtout Germany in the last year of kindergarten (8 weeks at 3 half-hour sessions). The program was reviewed with regard to its effectiveness by using a longitudinal study with 260 preschoolers (Krajewski, Nieding & Schneider, 2007). Control groups were given either general brainteasers or a different program for the promotion of mathematical skills. A fourth group was not trained at all.

    The results of the study show that the children of the MZZ-Group demonstrate a higher level of quantitative-numeral competence than the control groups, in both short and long term.

    The Development of Spatial Thinking in Children: A Media-Psychological Approach within the Scope of Cognitive Developmental Psychology

    Research initiative project, supported by Technische Universität Berlin

    The central research question of the project is, if children´s spatial cognitive operations can be fostered by linking spatial arrangements to filmic event structures. For this purpose, a measuring method, the image-mask-method, was developed.
    By means of a computer, a concealing black mask is applied as a layer over the video screen image, leaving a small square opening. Through the cut-out, the underlying video image can still be seen. The cut-out can be moved by the subjects via joystick.
    Results show that with narrative films, already 5-year-old children align their movements of the mask more strongly to the event structure than to spatial complexity. Therefore, film editing is more important than Mise an Scène (image composition) for comprehension. Further, evidence could be provided that certain depictions of events in film support spatial coordination of perspectives in preschoolers and that spatial coordination of perspectives can be trained by filmic means.