Fostering reflection in the training of speech-receptive action

Dieser Aufsatz erörtert Möglichkeiten und Probleme der Förderung kommunikativer Fertigkeiten durch die Unterstützung der Reflexion eigenen sprachrezeptiven Handelns und des Einsatzes von computerunterstützten Lernumgebungen für dessen Förderung. Kommunikationstrainings widmen sich meistens der Förderung des beobachtbaren sprachproduktiven Handelns (Sprechen). Die individuellen kognitiven Prozesse, die dem sprachrezeptiven Handeln (Hören und Verstehen) zugrunde liegen, werden häufig vernachlässigt. Dies wird dadurch begründet, dass sprachrezeptives Handeln in einer kommunikativen Situation nur schwer zugänglich und die Förderung der individuellen Prozesse sprachrezeptiven Handelns sehr zeitaufwändig ist. Das zentrale Lernprinzip - die Reflexion des eigenen sprachlich-kommunikativen Handelns - wird aus verschiedenen Perspektiven diskutiert. Vor dem Hintergrund der Reflexionsmodelle wird die computerunterstützte Lernumgebung CaiMan© vorgestellt und beschrieben. Daran anschließend werden sieben Erfolgsfaktoren aus der empirischen Forschung zur Lernumgebung CaiMan© abgeleitet. Der Artikel endet mit der Vorstellung von zwei empirischen Studien, die Möglichkeiten der Reflexionsunterstützung untersucheThis article discusses the training of communicative skills by fostering the reflection of speech-receptive action and the opportunities for using software for this purpose. Most frameworks for the training of communicative behavior focus on fostering the observable speech-productive action (i.e. speaking); the individual cognitive processes underlying speech-receptive action (hearing and understanding utterances) are often neglected. Computer-supported learning environments employed as cognitive tools can help to foster speech-receptive action. Seven success factors for the integration of software into the training of soft skills have been derived from empirical research. The computer-supported learning environment CaiMan© based on these ideas is presented. One central learning principle in this learning environment reflection of one's own action will be discussed from different perspectives. The article concludes with two empirical studies examining opportunities to foster reflecti

Some recent developments in microeconometrics: A survey

This paper summarizes some recent developments in rnicroeconometrics with respect to methods for estimation and inference in non-linear models based on cross-section and panel data. In particular we discuss recent progress in estimation with conditional moment restrictions, simulation methods, serniparametric methods, as well as specification tests. We use the binary cross-section and panel probit model to illustrate the application of some of the theoretical results. --

Training soft skills with software

Most trainings of communicative behavior focus on fostering the observable speech productive behavior (i.e. speaking). The individual cognitive processes underlying speech receptive behavior (hearing and understanding utterances) thus are often neglected. This is due to the fact that speech receptive behavior cannot be accessed in the midst of a conversation and that its training is very time-consuming. Computer-supported learning environments employed as cognitive tools can help to foster speech receptive behavior. This article discusses the fostering of speech receptive behavior and the possibilities of using software for this purpose. The computer-supported learning environment CaiMan© which is based on these ideas is presented. Finally, seven factors of success for the integration of software into the training of soft skills are derived from empirical research.Kommunikationstrainings widmen sich meist der Förderung des beobachtbaren sprachproduktiven Handelns (d.h. des Sprechens). Die individuellen kognitiven Prozesse, die dem sprachrezeptiven Handeln (Hören und Verstehen) zugrunde liegen, werden häufig vernachlässigt. Dies wird dadurch begründet, dass sprachrezeptives Handeln in einer kommunikativen Situation nur schwer zugänglich und die Förderung der individuellen Prozesse sprachrezeptiven Handelns sehr zeitaufwändig ist. Computerunterstützte Lernumgebungen können als kognitive Tools die Förderung sprachrezeptiven Handelns unterstützen. Dieser Forschungsbericht erörtert Möglichkeiten und Probleme der Förderung sprachrezeptiven Handelns und des Einsatzes von computerunterstützten Lernumgebungen für dessen Förderung. Darauf aufbauend wird die computerunterstützte Lernumgebung CaiMan© vorgestellt und beschrieben. Abschließend werden sieben Erfolgsfaktoren aus der empirischen Forschung zur Lernumgebung CaiMan© abgeleitet

Fitted HBT radii versus space-time variances in flow-dominated models

The inability of otherwise successful dynamical models to reproduce the ``HBT radii'' extracted from two-particle correlations measured at the Relativistic Heavy Ion Collider (RHIC) is known as the ``RHIC HBT Puzzle.'' Most comparisons between models and experiment exploit the fact that for Gaussian sources the HBT radii agree with certain combinations of the space-time widths of the source which can be directly computed from the emission function, without having to evaluate, at significant expense, the two-particle correlation function. We here study the validity of this approach for realistic emission function models some of which exhibit significant deviations from simple Gaussian behaviour. By Fourier transforming the emission function we compute the 2-particle correlation function and fit it with a Gaussian to partially mimic the procedure used for measured correlation functions. We describe a novel algorithm to perform this Gaussian fit analytically. We find that for realistic hydrodynamic models the HBT radii extracted from this procedure agree better with the data than the values previously extracted from the space-time widths of the emission function. Although serious discrepancies between the calculated and measured HBT radii remain, we show that a more ``apples-to-apples'' comparison of models with data can play an important role in any eventually successful theoretical description of RHIC HBT data.Comment: 12 pages, 16 color figure

How effective are automatic stabilisers? Theory and empirical results for Germany and other OECD countries

Cyclically induced changes in taxes and government expenditures which tend to stabilise aggregate output are called automatic stabilisers. Using a small macro model, this paper reviews alternative methods of measuring the smoothing power of automatic stabilisers and discusses their relationship to the Ricardian Equivalence Theorem. Based on simulation exercises with the macroeconometric multi-country model of the Deutsche Bundesbank, the empirical part of the paper presents estimates of the smoothing power of automatic stabilisers for Germany and some other OECD countries. The results for Germany suggest that in the first year 15 to 20 per cent of an exogenous demand shock are absorbed by the automatic stabilisers. Similar results are obtained for France, Italy, the Netherlands, UK, Canada and the US. --Fiscal policy,automatic stabilisers,smoothing power,compensation method