Bruckmaier, Georg

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Georg
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Bruckmaier, Georg

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2020 - 20233
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  • Vorschaubild
    Publikation
    Eye-Tracking visual and textual information. What matters in Bayesian situations?
    (University of Haifa, 2023) Julia Sirock; Bruckmaier, Georg; Markus Vogel; Stefan Krauss; Ayalon, Michal; Koichu, Boris; Leikin, Roza; Rubel, Laurie; Tabach, Michal [in: Proceeding of the 46th Conference of the International Group for the Psychology of Mathematics Education]
    04B - Beitrag Konferenzschrift
  • Vorschaubild
    Publikation
    Tversky and Kahneman’s cognitive illusions. Who can solve them, and why?
    (Frontiers Research Foundation, 12.04.2021) Bruckmaier, Georg; Krauss, Stefan; Binder, Karin; Hilbert, Sven; Brunner, Martin [in: Frontiers in Psychology]
    In the present paper we empirically investigate the psychometric properties of some of the most famous statistical and logical cognitive illusions from the “heuristics and biases” research program by Daniel Kahneman and Amos Tversky, who nearly 50 years ago introduced fascinating brain teasers such as the famous Linda problem, the Wason card selection task, and so-called Bayesian reasoning problems (e.g., the mammography task). In the meantime, a great number of articles has been published that empirically examine single cognitive illusions, theoretically explaining people’s faulty thinking, or proposing and experimentally implementing measures to foster insight and to make these problems accessible to the human mind. Yet these problems have thus far usually been empirically analyzed on an individual-item level only (e.g., by experimentally comparing participants’ performance on various versions of one of these problems). In this paper, by contrast, we examine these illusions as a group and look at the ability to solve them as a psychological construct. Based on an sample of = 2,643 Luxembourgian school students of age 16–18 we investigate the internal psychometric structure of these illusions (i.e., Are they substantially correlated? Do they form a reflexive or a formative construct?), their connection to related constructs (e.g., Are they distinguishable from intelligence or mathematical competence in a confirmatory factor analysis?), and the question of which of a person’s abilities can predict the correct solution of these brain teasers (by means of a regression analysis).
    01A - Beitrag in wissenschaftlicher Zeitschrift
  • Vorschaubild
    Publikation
    Transfer effects of mathematical literacy: an integrative longitudinal study
    (Springer, 07.08.2020) Holenstein, Mathias; Bruckmaier, Georg; Grob, Alexander [in: European Journal of Psychology of Education]
    Mathematical literacy (ML) is considered central to the application of mathematical knowledge in everyday life and thus is found in many comparative international educational standards. However, there exists barely any evidence about predictors and outcomes of ML having a lasting effect on achievement in non-mathematical domains. We drew on a large longitudinal sample of N= 4001 secondary school students in Grades 5 to 9 and tested for effects of ML on later academic achievement. We took prior achievement in different domains (information and communication technology literacy, scientific literacy, reading comprehension, and listening comprehension), socioeconomic status, and gender into account and investigated predictive effects of math grade, mathematical self-concept, reasoning, and prior achievement on ML. Using structural equation models, we found support for the importance of integrating multiple predictors and revealed a transfer effect of ML on achievement in different school domains. The findings highlight the importance of ML for school curricula and lasting educational decisions.
    01A - Beitrag in wissenschaftlicher Zeitschrift