Albert Ziegler
University of Erlangen-Nuremberg
CreativityHigher educationEmpirical researchDevelopmental psychologyImplicit personality theoryAttributionMathematics educationGermanPsychologyCross-culturalCognitionCognitive psychologyPedagogyPerspective (graphical)PerceptionSelf-regulated learningTest (assessment)PopularityEducational capitalAcademic achievementGifted educationSocial psychologyCapital (economics)
Publications 178
#2Xiaoju DuanH-Index: 8
Last. Albert Ziegler (FAU: University of Erlangen-Nuremberg)H-Index: 24
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This contribution is based on the assumption that implicit theories influence the subjective action space and hence the learning behavior of students. The implicit theory that an individual holds of an intelligent person is of particular importance in this context. For this cross-cultural study, we asked 200 students from Kenya and Germany to draw an intelligent person and then to rate the typicality of the drawing with respect to a number of attributes. The data indicated considerable differenc...
3 Citations
#1Albert Ziegler (FAU: University of Erlangen-Nuremberg)H-Index: 24
#2Heidrun StoegerH-Index: 20
Despite being plagued by serious conceptual problems, underachievement ranks among the most popular constructs in research on the gifted. Many of its problems have their roots in the use of the IQ as the supposedly best method of measuring ability levels. Only a few decades ago the opinion was still widespread that the IQ-based construct of underachievement, having withstood neither its empirical nor its theoretical test, ought to be abandoned. Since then, some points of criticism have simply be...
21 CitationsSource
#1Albert Ziegler (LMU: Ludwig Maximilian University of Munich)H-Index: 24
Abstract This article presents a common generalization of the two main methods for obtaining class models of constructive set theory. Heyting models are a generalization of the Boolean models for classical set theory which are a variant of forcing, while realizability is a decidedly constructive method that has first been developed for number theory by Kleene and was later very fruitfully adapted to constructive set theory. In order to achieve the generalization, a new kind of structure (applica...
2 CitationsSource
#1Albert ZieglerH-Index: 24
#2Heidrun StoegerH-Index: 20
Last. Wilma VialleH-Index: 17
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#1Heidrun StoegerH-Index: 20
#2Albert ZieglerH-Index: 24
22 CitationsSource
#1Albert Ziegler (University of Ulm)H-Index: 24
#2Heidrun StögerH-Index: 3
Last. Robert GrassingerH-Index: 10
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Research on self-regulated learning takes two central perspectives on the learning process, that of the learning individual and that of the accompanying environmental factors. We suggest combining both of these perspectives in a systemic model, the actiotope model. 399 pupils in fifth and sixth grade were examined at three points in time: prior to the introduction of a new subject (Latin, French, or physics), three to five weeks after the introduction, and, finally, about twelve weeks after the ...
14 Citations
In a chatroom study we investigated whether young people behave the same towards gifted pupils as towards other pupil groups. In total 800 chatroom contacts were established. Overall, the sporty boys and girls were the most desirable conversation partners. 'Gifted_boy' was usually refused by boy participants. However, they were popular among the girls. The gifted girl was rejected in equal measure by girl and boy users.
7 Citations
#1Albert Ziegler (LMU: Ludwig Maximilian University of Munich)H-Index: 24
In the article [4], a new constructive set theoretic principle called Refinement was introduced and analysed. While it seemed to be significantly weaker than its alternative, the more established axiom of Fullness (a constructive version of the Powerset axiom from classical set theory), it was shown to suffice to imply many of the mathematically important consequences. In this article, we will define for each set A a set of truth values which measures the complexity of the equality relation on A...
#1Albert Ziegler (University of Ulm)H-Index: 24
#2Marina Fidelman (University of Ulm)H-Index: 2
Last. Heidrun Stoeger (University of Regensburg)H-Index: 20
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The attainment of exceptional accomplishments requires extremely long periods of time. It has yet to be explained, though, how individuals find the motivation for such protracted learning. Carol Dweck proposed that an incremental theory of an individual’s abilities is an important factor in this process since it would account for the optimism needed to successfully tackle new steps in the learning process and would help an individual to cope with setbacks. This study seeks to refine Dweck’s theo...
14 CitationsSource
#1Albert Ziegler (University of Ulm)H-Index: 24
#2Heidrun Stoeger (University of Regensburg)H-Index: 20
Abstract There is ample evidence that labeled gifted students exhibit maladaptive behavior patterns. According to Carol Dweck those students who subscribe to a fixed view of their abilities are particularly at risk. In this contribution we extended Dweck's framework and distinguished two aspects of the implicit theory of one's own abilities. We hypothesized that the negative consequences of a fixed view are limited to the belief that one's own deficits are stable. In contrast, we assumed that th...
30 CitationsSource