Artigos com autorizações de acesso público - Frank GoldhammerSaiba mais
6 artigos não disponíveis publicamente
Latent factors underlying individual differences in attention measures
H Moosbrugger, F Goldhammer, K Schweizer
European Journal of Psychological Assessment 22 (3), 177-188, 2006
Autorizações: German Research Foundation
On the Separability of Cognitive Abilities Related to Posner's Attention Components: and Their Contributions to Conceptually Distinct Attention Abilities Related to Working …
F Goldhammer, H Moosbrugger, K Schweizer
European psychologist 12 (2), 103-118, 2007
Autorizações: German Research Foundation
What makes the difference? The impact of item properties on mode effects in reading assessments
S Buerger, U Kroehne, C Koehler, F Goldhammer
Studies in Educational Evaluation 62, 1-9, 2019
Autorizações: Federal Ministry of Education and Research, Germany
Multiple document comprehension of university students: Test development and relations to person and process characteristics
C Schoor, C Hahnel, N Mahlow, J Klagges, U Kroehne, F Goldhammer, ...
Student learning in German higher education: Innovative measurement …, 2020
Autorizações: Federal Ministry of Education and Research, Germany
The role of domain-related epistemic beliefs for mastering cognitive requirements in multiple document comprehension
N Mahlow, C Hahnel, U Kroehne, C Artelt, F Goldhammer, C Schoor
Learning and Individual Differences 94, 102116, 2022
Autorizações: Federal Ministry of Education and Research, Germany
Detecting the disengaged reader-using scrolling data to predict disengagement during reading
D Biedermann, J Schneider, GP Ciordas-Hertel, B Eichmann, C Hahnel, ...
LAK23: 13th International Learning Analytics and Knowledge Conference, 585-591, 2023
Autorizações: Leibniz Association
34 artigos disponíveis publicamente
The time on task effect in reading and problem solving is moderated by task difficulty and skill: insights from a computer-based large-scale assessment.
F Goldhammer, J Naumann, A Stelter, K Tóth, H Rölke, E Klieme
Journal of Educational Psychology 106 (3), 608, 2014
Autorizações: German Research Foundation
Computer-based assessment of complex problem solving: Concept, implementation, and application
S Greiff, S Wüstenberg, DV Holt, F Goldhammer, J Funke
Educational Technology Research and Development 61, 407-421, 2013
Autorizações: German Research Foundation
The role of planning in complex problem solving
B Eichmann, F Goldhammer, S Greiff, L Pucite, J Naumann
Computers & Education 128, 1-12, 2019
Autorizações: Federal Ministry of Education and Research, Germany
Time-on-task effects in digital reading are non-linear and moderated by persons' skills and tasks' demands
J Naumann, F Goldhammer
Learning and Individual Differences 53, 1-16, 2017
Autorizações: Federal Ministry of Education and Research, Germany
Exploring behavioural patterns during complex problem‐solving
B Eichmann, S Greiff, J Naumann, L Brandhuber, F Goldhammer
Journal of Computer Assisted Learning 36 (6), 933-956, 2020
Autorizações: Luxembourg National Research Fund, Federal Ministry of Education and …
Relating product data to process data from computer-based competency assessment
F Goldhammer, J Naumann, H Rölke, A Stelter, K Tóth
Competence assessment in education: Research, models and instruments, 407-425, 2017
Autorizações: German Research Foundation
Metacognitive confidence judgments and their link to complex problem solving
J Rudolph, C Niepel, S Greiff, F Goldhammer, S Kröner
Intelligence 63, 1-8, 2017
Autorizações: Luxembourg National Research Fund
Validating process variables of sourcing in an assessment of multiple document comprehension
C Hahnel, U Kroehne, F Goldhammer, C Schoor, N Mahlow, C Artelt
British Journal of Educational Psychology 89 (3), 524-537, 2019
Autorizações: Federal Ministry of Education and Research, Germany
Model‐based treatment of rapid guessing
T Deribo, U Kroehne, F Goldhammer
Journal of Educational Measurement 58 (2), 281-303, 2021
Autorizações: Federal Ministry of Education and Research, Germany
Reanalysis of the German PISA data: A comparison of different approaches for trend estimation with a particular emphasis on mode effects
A Robitzsch, O Lüdtke, F Goldhammer, U Kroehne, O Köller
Frontiers in Psychology 11, 884, 2020
Autorizações: Federal Ministry of Education and Research, Germany
Using process data to explain group differences in complex problem solving.
B Eichmann, F Goldhammer, S Greiff, L Brandhuber, J Naumann
Journal of educational psychology 112 (8), 1546, 2020
Autorizações: Luxembourg National Research Fund, Federal Ministry of Education and …
Rapid guessing rates across administration mode and test setting
U Kroehne, T Deribo, F Goldhammer
Psychological Test and Assessment Modeling 62 (2), 147-177, 2020
Autorizações: Federal Ministry of Education and Research, Germany
Inferring native and non-native human reading comprehension and subjective text difficulty from scanpaths in reading
DR Reich, P Prasse, C Tschirner, P Haller, F Goldhammer, LA Jäger
2022 Symposium on eye tracking research and applications, 1-8, 2022
Autorizações: Federal Ministry of Education and Research, Germany
More than (single) text comprehension?–On university students’ understanding of multiple documents
N Mahlow, C Hahnel, U Kroehne, C Artelt, F Goldhammer, C Schoor
Frontiers in Psychology 11, 562450, 2020
Autorizações: Federal Ministry of Education and Research, Germany
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