{"status":"ok","message-type":"work","message-version":"1.0.0","message":{"indexed":{"date-parts":[[2024,6,6]],"date-time":"2024-06-06T20:35:37Z","timestamp":1717706137616},"reference-count":34,"publisher":"Hogrefe Publishing Group","issue":"4","content-domain":{"domain":[],"crossmark-restriction":false},"short-container-title":["Zeitschrift f\u00fcr Psychologie \/ Journal of Psychology"],"published-print":{"date-parts":[[2006,7]]},"abstract":"<jats:p> Zusammenfassung. Die Produktion von Kausaldiagrammen gilt als eine Methode zur Wissensdiagnostik beim Bearbeiten komplexer Probleme. Ein Experiment sollte untersuchen, inwieweit Kausaldiagramm-Analysen den Umgang mit dynamischen Systemen beeinflussen. Es wurde vermutet, dass prozessbegleitende Kausaldiagramm-Analysen einen hypothesentestenden Probleml\u00f6sestil sensu Klahr und Dunbar (1988) unterst\u00fctzen und intensivieren. Als beobachtbare Konsequenz wurden ein erh\u00f6hter Erwerb von Strukturwissen und gesteigerte Leistungen im Steuern des Systems erwartet. 64 studentische Versuchspersonen bearbeiteten das Szenario \u201c\u00d6kosystem\u201c \u00fcber f\u00fcnf Durchg\u00e4nge. Personen, die nach jedem Durchgang ein Kausaldiagramm anfertigten, zeigten sich im abschlie\u00dfend erworbenen Strukturwissen Vergleichspersonen \u00fcberlegen, die einen oberfl\u00e4chlichen Rekognitionstest, eine nicht szenariobezogene Aufgabe oder gar keine zus\u00e4tzliche Aufgabe absolviert hatten. Dies spricht f\u00fcr einen Reaktivit\u00e4tseffekt. Allerdings ben\u00f6tigten kausal-instruierte Personen weder mehr Zeit noch explorierten sie das System geschickter. Auch im Steuern des Systems profitierten sie nicht von ihrem Wissensvorteil, sondern erbrachten Leistungen auf dem Niveau der Kontrollprobanden. Die abschlie\u00dfende Diskussion sieht in der Reaktivit\u00e4t des Instruments einen diagnostischen Gewinn. <\/jats:p>","DOI":"10.1026\/0044-3409.214.4.185","type":"journal-article","created":{"date-parts":[[2006,12,19]],"date-time":"2006-12-19T22:58:12Z","timestamp":1166569092000},"page":"185-195","source":"Crossref","is-referenced-by-count":4,"title":["Zur Reaktivit\u00e4t von Kausaldiagramm-Analysen beim komplexen Probleml\u00f6sen"],"prefix":"10.1026","volume":"214","author":[{"given":"Christine","family":"Blech","sequence":"first","affiliation":[{"name":"Universit\u00e4t Heidelberg"}]},{"given":"Joachim","family":"Funke","sequence":"additional","affiliation":[{"name":"Universit\u00e4t Heidelberg"}]}],"member":"101","reference":[{"key":"c1","unstructured":"Beckmann, J. F.  \n(1994).\n Lernen und komplexes Probleml\u00f6sen. Ein Beitrag zur\nKonstruktvalidierung von Lerntests .\nBonn: Holos\n."},{"key":"c2","unstructured":"Beckmann, J. 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