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This contribution takes up and discusses topology as a relational approach to better understand and empirically trace policy mobilities in federal education systems. While topology echoes other relational approaches in its simultaneous focus on ongoing change and the "making" of stabilized forms (e.g., policy scales), it also brings attention to facets of policy mobility research that other approaches have, at least so far, considered to a much lesser extent. Such facets include the systematic integration of a "temporal dimension" (e.g., rhythms of scale- or policy-making) as well as the consideration of "digital/data space-times." Equally, topology reminds us that policy itself is increasingly becoming "topological"--that is to say, policy-making is increasingly ruled by movement spaces, logics of connectedness, and capacities for change, instead of formal authority, position, or transmission. Integrating these different dimensions into a heuristic framework, we illuminate what we see differently when applying a topological lens to policy mobility analysis in federal education systems, using the example of German education policies since the 2000s, particularly transformations induced by the ongoing pandemic, as a case study.

Empirical research on teachers' professional knowledge is mostly conducted worldwide with reference to the construct 'pedagogical content knowledge' (PCK) introduced by Lee S. Shulman. In the 'Consensus Model' (CM) and the 'Refined Consensus Model' (RCM), PCK was further developed and differentiated. Nevertheless, neither PCK nor CM and RCM adequately capture the complexity of teachers' professional knowledge. Thus, educational-theoretical foundations and goals of subject-specific teaching and learning are not sufficiently taken into account. The same applies to personal, emotional and reflective goals of subject-matter education. Against this background, we propose a more comprehensive model, which we call "subject-specific didactic knowledge" (SDK) and which is based on the distinction between two complementary basic forms of subject-specific education (SME): a functional form of SME in the tradition of PCK and literacy (OECD / PISA) and a personal form of SME, which is characterized by the German educational tradition (sensu Wilhelm von Humboldt) and the US-American philosophy of education (sensu George Herbert Mead and John Dewey). We illustrate the practical implications of this approach for subject-matter education and its investigation, using examples from empirical research in curricular based models of teaching and learning in Germany and other countries.

Vocational education and training (VET) and higher education serve different purposes and pursue different logics. However, in view of the increase of qualification requirements for skilled workers, many education systems are responding by linking VET to higher education. Therefore, the borders between VET and higher education have developed in different ways in different nations. In our paper, we analyze different approaches of tertiarization and academization of VET to answer to what extent VET and higher education are affected by the described changes. To answer these questions, we use a heuristic that includes an objective, an organization, a program, and a system dimension. We analyze the cases of China and Germany as they differ greatly in the dimensions of the heuristic. The study is based on the analysis of documents in the selected countries. Based on our findings, we point out consequences for the purpose and equality between VET and higher education.

This paper presents a fine-grained process analysis of 22 students in a classroom-based learning setting. The students engaged (and failed) in problem-solving attempts prior to instruction (i.e., the Productive-Failure approach). We used the HeuristicsMiner algorithm to analyze the data of a quasi-experimental study. The applied algorithm allowed us to investigate temporally structured think-aloud data, to outline productive and unproductive problem-solving strategies. Our analyses and findings demonstrated that HeuristicsMiner enables researchers to effectively mine problem-solving processes and sequences, even for smaller sample sizes, which cannot be done with traditional coding-and-counting strategies. The limitations of the algorithm, as well as further implications for educational research and practice, are also discussed.

Teachers' use of everyday cognitive heuristics can lead to biases in information processing and, thus, to unfair assessments of student characteristics. This problem can be addressed by a core aspect of research-based learning, i.e., by making use of principles and methods of empirical research in order to systematically collect information. However, pre-service teachers' attitude towards the use of empirical research methods is usually rather low. To foster their attitudes, a total of 444 student teachers were confronted with their own biased perception during a methodology course. Biased perception was triggered by a halo effect inducing experiment. In a subsequent semester, n = 113 of these students participated in an online survey. They answered questions about their cognitive activity and affective reaction following the presentation of the results of the experiment. Moreover, they reported about perceived attitude changes towards systematic thinking and research methods. The results demonstrate the successful implementation of the halo effect, which affected the students cognitively and emotionally. Structural equation modelling showed that attitude change was dependent on both cognitive and affective reactions. The findings indicate that the halo effect is not only easy to implement in university courses but also appears to have substantial impact on students' attitudes towards research-based learning.

In a design-research project on problem-solving, theory-based and practice-oriented materials were developed with the goal of fostering systematical development of students' problem-solving competence in a targeted manner by learning heuristics. Special attention was given to working backward strategy, which has been shown difficult for students to learn and use. In the study, 14 Grade 5 students participated in explicit heuristic training. The results show that even though the students intuitively reversed their thought processes before the explicit training, they experienced difficulties when solving complex reversing tasks, which improved considerably after explicit heuristic training. Thus, the study results showed that the developed materials using design-based research-approach promoted the development of students' flexibility of thought when problem-solving by working backward. At the end of the paper, the results are discussed with regard to their theoretical and practical implications.

This study describes the problem solving behaviour of bilingual (German - Turkish) primary school students, their approaches and preferences while solving the word problems. Four different types of mathematical word problems (combinations, movement, subtraction and addiction) were given successively to four pupils (one girl and three boys) and their individual strategies during solution process were explored. After examining the students' answers, four theme, namely language, effect of daily experience, recontextualizing the problem and the mathematical answer were listed. Generally, the students struggle to use the representations effectively with their problem solving strategies. This study would be valuable with giving detailed information about bilingual students problems solving strategies under free language environment and results would be helpful to researchers to conduct an intervention study that specially targeting to improve the problems solving strategies of bilingual children with an emphasize to rehearsal their reading skills and representation repertoire.

According to research examining self-regulated learning (SRL), we regard individual regulation as a specific sequence of regulatory activities. Ideally, students perform various learning activities, such as analyzing, monitoring, and evaluating cognitive and motivational aspects during learning. Metacognitive prompts can foster SRL by inducing regulatory activities, which, in turn, improve the learning outcome. However, the specific effects of metacognitive support on the dynamic characteristics of SRL are not understood. Therefore, the aim of our study was to analyze the effects of metacognitive prompts on learning processes and outcomes during a computer-based learning task. Participants of the experimental group (EG, n = 35) were supported by metacognitive prompts, whereas participants of the control group (CG, n = 35) received no support. Data regarding learning processes were obtained by concurrent think-aloud protocols. The EG exhibited significantly more metacognitive learning events than did the CG. Furthermore, these regulatory activities correspond positively with learning outcomes. Process mining techniques were used to analyze sequential patterns. Our findings indicate differences in the process models of the EG and CG and demonstrate the added value of taking the order of learning activities into account by discovering regulatory patterns.

Web surveys are an established data collection mode that use written language to provide information. The written language is accompanied by visual elements, such as presentation formats and shapes. However, research has shown that visual elements influence response behavior because respondents sometimes use interpretive heuristics to make sense of the visual elements. One such heuristic is the 'left and top means first' (LTMF) heuristic, which suggests that respondents tend to believe that a response scale consistently runs from left to right or from top to bottom. We conducted a web survey experiment to investigate how violations of the LTMF heuristic affect response behavior and data quality. For this purpose, a random half of respondents received response options that followed a consistent order and the other half received response options that followed an inconsistent order. The results reveal significantly different response distributions between the two groups. We also found that inconsistently ordered response options significantly increase response times and decrease data quality in terms of criterion validity. We, therefore, recommend using options that follow the design strategies of the LTMF heuristic.

Developing students' systems thinking is an often-posed demand in education for sustainable development (ESD) and science literacy. Several studies have shown that systems thinking can be fostered in students of different education levels. Therefore, science teachers who are required to teach ESD-relevant topics should be proficient in systems thinking and be able to transfer that knowledge effectively to their students. The research project SysThema (Systems Thinking in Ecological and Multidimensional Areas) investigated the effect of three courses designed to foster systems thinking in student teachers of biology and geography. Courses varied in their proportions of technical fundamentals of system science and didactical content for teaching systems thinking. To conceptualise systems thinking, a heuristic structural competence model for systems thinking was developed. This model served as the basis for a test in evaluating the courses in a quasi-experimental intervention study that employed a pre-, post- and follow-up test control group design. After the completion of the courses, a high effect of fostering systems thinking was found in all treatment groups compared to the control group.

Little is known about how children generate options for taking action in familiar situations or how they select which action option to actually perform. In this article, we explore the interplay between option generation and selection from a developmental perspective using sports as a testbed. In a longitudinal design with four measurement waves, we asked 6- to 13-year-old children (N = 73) to generate and select action options in a soccer-related task. Children generated and selected options in accordance with the predictions of the take-the-first heuristic, which served as a theoretical starting point: They generated only a few options in decreasing order of validity (i.e., better options were generated earlier) and selected the first options they had generated. Older children selected the first option generated more often than younger children and generated options faster. Longitudinal effects revealed that both age groups generated fewer options and faster across waves. Time limitation fostered fewer and higher quality options being generated and selected. Overall, our results highlight the importance of considering the predecisional process of option generation to deepen our understanding of developmental changes in decision-strategy use. Future research directions and implications for children's real-life decision making are discussed.

Existing research has identified feelings of responsibility as having major motivational implications for a person's actions. A person identifying as being responsible for a certain task will perceive themselves as self-determined and thus invest considerable effort in the task. Despite being conceptualised as an individual's sense of internal obligation, responsibility in everyday contexts is often attributed by and to other people. Different perspectives on responsibility may, however, not always overlap, especially in the school context where tasks and liabilities often remain ill-defined. This paper thus presents a framework of responsibility in the school context which assumes teachers, students and parents to share a certain number of microsystems which may (indirectly) influence one another. In order to test the usefulness of the proposed framework, a series of studies were conducted collecting data on teachers', students' and parents' views of their own and one another's responsibility in the school context. 4339 statements were assigned to categories representing different parts of the framework and reveal its usefulness for describing the complexity of responsibility attributions and its influences in the school context. Findings show the framework will be helpful to embrace existing research and develop questions for further research that address central educational issues such as student and teacher motivation, teacher burnout as well as prerequisites for students' high or low achievement.

We applied cognitive load theory in an heuristic out-of-school science lesson. The lesson comprises experiments concerning major attributes of NaCl and was designed for 5th to 8th grade students. Our interest focused on whether cognitive load theory provides sufficient guidelines for instructional design in the field of heuristic science education. We extracted student clusters derived from pre-knowledge and learning success. We characterised students, based on cognitive achievement, mental effort, and instructional efficiency. Cluster analyses revealed three student clusters with quite satisfying results. Two further clusters showed improvable results, two showed no learning success, which may point to difficulties in coping with the learning setting. Motivational characterisation will refine the results, and may confirm starting points to advance cognitive load theory in heuristic science education.

This study analysed questionnaire responses from 309 history teachers who come from nine European countries and Israel. The open-ended questions explored their experiences of teaching Sensitive historical Issues (SI) from joint social psychological and history didactics perspectives. First data was analysed hermeneutically, it was then interpreted using a heuristic framework to analyse these teachers' beliefs about SI. Three themes of shared patterns were identified in teachers' answers: the choice of teaching SIs, pupils' emotional reactions, and teaching strategies. Focusing on the in-depth analyses of comments about teaching strategies, 29 representative quotes were identified illustrating the teachers' decisions to teach SIs, teachers' pupil orientation reflecting pupils' emotional reactions, and teachers' orientations towards pupils` learning.

Most current models of sentence comprehension assume that the human parsing mechanism (HPM) algorithmically computes detailed syntactic representations as basis for extracting sentence meaning. These models share the assumption that the representations computed by the HPM accurately reflect the linguistic input. This assumption has been challenged by Ferreira (2003), who showed that comprehenders sometimes misinterpret unambiguous sentences in which subject and object appear in noncanonical order, such as passives or object-clefts. According to Ferreira, these misinterpretations show that parallel to an algorithmic analysis, the HPM performs a heuristic analysis sometimes resulting in interpretations not licensed by the grammar. Our study investigated whether misinterpretation effects indeed reflect an erroneous mapping of form to meaning due to heuristic processing strategies. Using an experimental design closely following Ferreira (2003), Experiment 1 demonstrates that errors with noncanonical sentences show up in German as well, despite the fact that German provides morphological case, which a heuristic strategy should use. Experiment 2 required participants to judge the plausibility of the same sentences. With this task, no evidence for misinterpretation of noncanonical sentences was found. Taken together, our results suggest that misinterpretation errors do not reflect errors in the mapping of form to meaning, but task-specific difficulties that arise when participants retrieve information from the memory representation of a sentence. Consequently, misinterpretation errors do not provide evidence for the claim that the HPM pursues a heuristic analysis in addition to an algorithmic analysis. Our results instead lend support to models of the HPM that assume algorithmic processing only.

The present study investigates the processes of how German middle school students (age 14) interpret, contrast and evaluate different (informal) statistical measures in order to summarise and compare frequency distributions. To trace the developing insights into the properties of these measures, this paper uses the 'emergent modelling' perspective: measures are understood as models, which can either be used to make sense of a given situation or to reason about the statistical measures themselves, e.g. in terms of when they can be applied adequately. The emergent modelling approach is used (1) as a theoretical framework for describing students' conceptual development, and (2) as a design heuristic for developing a teaching-learning arrangement aiming at developing insights about (frequency) distributions and statistical measures. In the qualitative analysis of a design experiment, two students' emerging contextual and statistical knowledge is identified, revealing the intertwined nature of both types of knowledge. Overall, this paper illustrates the important role the emergent modelling perspective can play for designing as well as describing students' learning pathways in statistics education.

The recognition heuristic (RH) theory predicts that, in comparative judgment tasks, if one object is recognized and the other is not, the recognized one is chosen. The memory-state heuristic (MSH) extends the RH by assuming that choices are not affected by recognition judgments per se, but by the memory states underlying these judgments (i.e., recognition certainty, uncertainty, or rejection certainty). Specifically, the larger the discrepancy between memory states, the larger the probability of choosing the object in the higher state. The typical RH paradigm does not allow estimation of the underlying memory states because it is unknown whether the objects were previously experienced or not. Therefore, we extended the paradigm by repeating the recognition task twice. In line with high threshold models of recognition, we assumed that inconsistent recognition judgments result from uncertainty whereas consistent judgments most likely result from memory certainty. In Experiment 1, we fitted 2 nested multinomial models to the data: an MSH model that formalizes the relation between memory states and binary choices explicitly and an approximate model that ignores the (unlikely) possibility of consistent guesses. Both models provided converging results. As predicted, reliance on recognition increased with the discrepancy in the underlying memory states. In Experiment 2, we replicated these results and found support for choice consistency predictions of the MSH. Additionally, recognition and choice latencies were in agreement with the MSH in both experiments. Finally, we validated critical parameters of our MSH model through a cross-validation method and a third experiment.

By bringing together the national German sports game community and an international scientific community in a joint conference, the 6th International Teaching Games for Understanding Conference (TGfU) Meets the 10th German Sports Games Symposium of the German Association of Sport Science (DVS), held July 25-27, 2016, at the German Sport University in Cologne, fostered the interdisciplinary discussion of team and racket sports in the fields of sport pedagogy, sport didactics, sport psychology, computer science, human movement science, and training science. The conference, chaired by Daniel Memmert and Philip Furley, and organized by the Institute of Cognitive and Team/Racket Sport Research, aimed to cover the entire spectrum of sports sciences through the Plenary Opening Lecture, three keynote speakers, nine invited talks, invited papers, practical workshops, coaching clinics, oral presentations, and poster presentations. This issue begins with the following: Preface (Daniel Memmert); and Opening Plenary Lecture--We Are What We Teach: TGfU as a Complex Ecological Situation (J. Butler). Keynotes include: (1) "Is TGfU a Model Only Test Pilots Can Fly?": Teacher-Coach Development in Game-Centered Approaches (D. Kirk); (2) Using Technology to Evaluate Game Play for Beginners and Proficient Players That Encompasses Game-Play Evaluation (P. G. O'Donoghue); and (3) Teaching Games for Understanding and the Psychology of Intuition (H. Plessner). Invited Talks include: (1) Capturing the Complexity of Team Synergies to Provide a Better Practice (D. Araújo); (2) Student Learning Outcome and Teachers' Autonomy Support toward Teaching Games for Understanding through Adopting Accessible Technology and Alternative Sport Equipment: An Asian Experience (A. S. Ha); (3) Understanding Games for Teaching--Reflections on Empirical Approaches toward Game Instruction (S. König); (4) Building an Increased Evidence Base for Game-Centered Approaches in Professional Practice Settings (S. Harvey); (5) Instructions in Sports from a Cognitive Information-Processing Perspective: Implications for Theory and Practice within Teaching and Learning in Sport Games (P. A. Furley); (6) Analyzing Complex Dynamical Systems: Artificial Neural Networks Contribute New Insight Concerning Optimal Athletic Techniques and Tactics (A. Schmidt); (7) Using Modification to Generate Emergent Performance (and Learning?) in Sports (D. Farrow, T. Buszard, M. Reid, and R. Masters); (8) Game-Centered Approaches: Different Perspectives, Same Goals--Working Together for Learning (D. Gutierrez); and (9) "Leveling the Playing Field" in Physical Education with Adaptation Games (K. Pagnano Richardson, D. Sheehy, and T. Hopper). The section, Thematic Symposia, includes the following symposia descriptions and presentations: (1) Developing a Conceptual Framework to Underpin the Practical Art of Making Games Accessible to Players (L. Almond): (a) Conceptual Framework for Understanding Digital Video Game Design and Its Relationship to Teaching Games for Understanding (A. Price); (b) Translating Formal Game Into Manageable Game Forms: The Case of Volleyball (J. Afonso C. Bessa, R. Aroújo, P. Coutinho, and I. Mesquita); (c) Making Sense of Handball (L. McCarthy); (d) The Thinking behind a Conceptual Framework for Teaching/Coaching Games (L. Almond); and (e) Perspectives of Rugby Coaches in Understanding Teaching Games for Understanding (J. Lambden); (2) The Ecological Dynamics Approach to Sport Pedagogics and Tactical Analysis (D. Araujo, K. Davids, and I. Renshaw): (a) Implementing a Nonlinear Physical Education Pedagogy in an Australian Secondary School (B. Moy); (b) Reflecting on Practice: An Exploration of NLP in Games Teaching (I. Renshaw and J. Clancy); (c) Evaluating a 12-Week Games-Based Training Program to Improve Cricket Batting Skill (J. D. Connor, I. Renshaw, D. Farrow, and B. Abernethy); (d) Manipulating Goal Posts Significantly Impacts Tactical Behaviors in Small-Sided Football Games (B. Travassos, P. Silva, R. Duarte, L. Vilar, and P. T. Esteves); and (e) Players' Relative Position to Characterize the Affordances Landscape in Football (P. Passos and R. Silva); (3) Personality in Team Sport: A Coach and Athlete Perspective (J. Kleinert): (a) Personality Development in Team Sport Players (J. Ohlert and J. Kleinert); (b) Burnout, Stress, and Recovery in German Coaches (P. Schaffran, S. Altfeld, C. Zepp, J. Kleinert, and M. Kellmann); (c) The Relationship between Coaches' Emotional Intelligence and Their Perception of Player Need Satisfaction (M. Watson and J. Kleinert); and (d) The Link between Emotional Intelligence and Leadership in Soccer Coaches (B. Lobinger and S. Heisler); (4) Translating TGfU Theory into Practice: How Can We Support Teachers' and Coaches' Learning When Implementing TGfU? (K. A. Parry): (a) Supporting Teachers to Implement Game-Centered Approaches: Toward an Effective Model of Professional Development (K. A. Parry); (b) Utilizing Real-Time GPS (Adidas MiCoach System V2.0) to Enhance Soccer Coaches' Ability to Reflect in Action When Engaging in a GCA (M. Ayres and T. Howard); (c) Using a Heutagogical Approach to Develop an Undergraduate GCA Module: Developing GCA V2 (M. Ayres, A. Proce, A. Monk, and L. McCarthy); (d) Implementing Game-Centered Approaches: An Alternative Vision for Coach Education (C. Cushion and S. Harvey); and (e) Moving forward in a Game-Centered Context: A New Stage in Games and Sports Education (G. Forrest); (5) Session of the German Handball Association (S. König and S. Greve): (a) Teaching Games in Secondary Schools--TGfU or Something Else? (S. König); and (b) "Freiwurf Hamburg": Qualitative Evaluation of an Inclusive Sports Project (S. Greve); (6) Democracy in Action through Inventing Games (J. Butler): (a) Introduction to the Symposium Democracy in Action through Inventing Games (J. Butler); (b) Democracy in Action through Inventing Games: Teachers' Views about Teaching and Learning (S. McGinley); (c) Democracy in Action through Inventing Games: Exploring Moments of Aporia (or Communications Difficulties) as Opportunities for Learning (E. McGinley); (d) Democracy in Action through Inventing Games: Student Responses (A. Berning); and (e) Democracy in Action through Inventing Games: Setting the Environment (J. Sheppard); (7) The Game Performance Assessment Instrument: Twenty Years and Counting! (S. Mitchel): (a) Introduction to the GPAI (S. Mitchell); (b) Enhancing Performance Using the GPAI as a Coaching Language in Practice and Matches Administration (A. De Souza); (c) Reflecting on Student Learning: Using the iPad to Collect GPAI Data (K. Pagnano Richardson); (d) Development of GPAI Components through GPET Game Context Adaptation (D. Gutierrez and L. M. Garcia-Lopez); (e) Formally and Formatively Assessing Students Using Game Performance Rubrics (S. Harvey); and (f) GPAI Applications: Critical Responses and Possibilities (T. Hopper); (8) Complexity and the Design of Learning Systems in TGfU (A. Ovens): (a) Tactical Disturbances: Exploring the Complexity of Tactical Learning in Basketball (V. Minjares); (b) Making Sense of Complexity and Its Implications for Teaching and Coaching (R. Pucheggar); (c) Embodied Learning: A Simplified Pedagogical Complexity (S. Visawanath); and (d) The Complexity Turn in Sport and Physical Education: Reflecting on an Emerging Field (A. Ovens); (9) Learners as Complex Systems: Basic Moves, Modification-by-Adaptation, and Social Coordinated Mimicry (T. Hopper): (a) Application of Social Coordinated Mimicry: Net/Wall Example (T. Hopper and J. Rhoades); (b) Social Coordinated Mimicry: Theoretical Applications of Current Research (J. Rhoades and T. Hopper); and (c) Complexity Thinking and Early Childhood Physical Education (M. Jess and N. Carse); (10) A Critical Evaluation of Limits and Prospects of the Simple Heuristic Approach, Ball-School Approach, Ecological Dynamics Approach, and TGfU Explaining Decision Making in Sports (M. Raab and L. Musculus): (a) The Effect of Top-Down and Bottom-Up Processes in the Development of Game Performance in Basketball (M. C. Lopes, K. Roth, and P. J. Greco); (b) Training of Team Decisional Behavior in Football from an Ecological Dynamics Approach (D. Araújo and P. Silva); (c) A Holistic Approach to Decision Making in Games and Sport (S. Harvey, A. Mouchet, and R. Light); and (d) Monitoring the Development of Elite Youth Soccer Players' Decision Making: Implications for Age-Related Decision-Making Training from a Simple Heuristic Approach (L. Musculus, B. Lobinger, and M. Raab); (11) Dynamic Match Analysis (H. Folgado): (a) Small-Sided Games: An Optimal Training Tool to Represent Tactical Match Demands in Elite-Standard Youth Soccer Players? (S. B. H. Olthof, and W. G. P. Frencken, and K. A. P. M. Lemmink); (b) Real-Time Quantification of Dangerousity in Soccer Using Spatiotemporal Tracking Data (D. Link, S. Lang, and P. Seidenschwarz); (c) Spatial-Temporal Patterns of Play Constrain the Success of Defensive Actions in Association Football (B. Travassos, R. Monteiro, P. Marques, and R. Duarte); and (d) Changes in Offensive Tactical Performance among Under-13 Basketball Players during 4 Months of Training (T. J. Leonardi, A. L. A. Soares, D. V. C. Brasil, M. C. Boscariol, C. E. Goncalves, H. M. Carvalho, and R. R. Paes); (12) Sustained Collaborative Adventures in TGfU: Communities of Practice (Chairs: H. Bohler and D. Sheehy): (a) Game Curriculum Based on Legitimate Peripheral Participation (N. Suzuki); (b) Teaching Life Skills Through TGfU Game Play: International Collaboration of CoPs (J. Sheppard); (c) Peer Mentoring: On the Move to Legitimate Peripheral Participation (D. Sheehy and H. Bohler); and (d) Reflecting Back and Looking Forward: A TGfU Graduate Cohort (K. Pagnano Richardson); (13) Implicit Motor Learning: Applying Research Evidence to Real-World Contexts (D. G. Slade): (a) Applying Implicit Teaching Methods Using a Teaching-Games-for-Understanding Model of Learning for Improving Performance in the Overarm Throw in a Physical Education Context (D. G. Slade and D. J. Cochrane); (b) Errorless Learning: An Implicit Approach Applied to Fundamental Movement Skills (C. M. Capio, J. M. Poolton, K. F. Eguia, and R. S. W. Masters); (c) Implicit Motor Skill Learning in Groups and How Teaching Games for Understanding May Contribute (J. Duivenvoorden, W. Walinga, and J. van der Kamp); and (d) The Effect of Rule Modification on Strokes in Tennis Matches: Induction of Offensive Play by Using the One-Trap Rule (H. Yamamoto and K. Kudo); (14) Developing Young Talent toward Elite Performers (Chairs: A. Güllich, K. Davids, D. Farrow, and D. Memmert): (a) The Macro-Structure of Developmental Participation Histories of World-Class Players (A. Güllich); (b) From the Micro-Structure of Practice to the Macro-Structure of Talent Development: Pedagogues as Designers (K. Davids); (c) Closing the Gap between Practice and Performance to Maximize Talent Development (D. Farrow); and (d) Fostering Young Talents: The Case of Tactical Creativity (D. Memmert); (15) An 18-Month Case Study of a Game-Centered Approach Coach Education and Development Program within a Professional Rugby Club (L. Almond): (a) Measuring the Impact of an 18-Month GCA Coach Education and Development Program within 1 Professional Rugby Club (M. Ayres, S. Page, D. Maybury, and G. Murphy); (b) An Autoethnographic Study of 1 Coach's Experience of Engaging with an 18-Month Game-Centered Approach Coach Education and Development Program (D. Maybury, G. Murphy, M. Ayres, and S. Page); (c) A Case Study Examining an 18-Month-Long Game-Centered Approach Coach Education and Development Program--The Professional Rugby Club's Perspective (D. Maybury, G. Murphy, M. Ayres, and S. Page); and (d) A Case Study Examining an 18-Month-Long Game-Centered Approach Coach Education and Development Program--The Researcher's Perspective (M. Ayres, S. Page, D. Maybury, and G. Murphy); (16) BIG Data in Sport Games (D. Link): (a) DFL Innovation Program Powering Match Analysis with Smart Data (H. Weber); (b) Defensive Compactness as a Performance Indicator for Game Annotation (N. Witt); (c) A Real-Time System for Availability Detection (O. Bartels and D. Link); (d) An Approach to Tactical Performance Optimization in a Big Data World (H. Folgado); and (e) The Use of Self-Organizing Maps to Assess Tactical Training Effectiveness in Team Handball (A. Hassan, N. Schrapf, W. Ramadan, and M. Tilp); and (17) Learning to Teach TGfU: Pedagogical Ventures with Preservice Teachers(H. Bohler and D. Sheehy): (a) Incorporating the TGfU Framework Into PETE (N. Suzuki); (b) Changing the "Course" of Games Teaching (H. Bohler); (c) Concept-Mapping the Way to TGfU Pedagogy (D. Sheehy); and (d) Suspended Disbelief and How It Works: Interacting with Avatars (M. Neutzling). Peer-Reviewed Oral Presentations include: (1) Decision Making and Task Constraints: (a) Exploring the Quiet Eye Phenomenon in Basketball Game Situations (A. Klostermann, D. Panchuk, and D. Farrow); (b) Anticipation of Beach Volleyball Attacks: A Comparison of Natural Versus Animated Virtual-Reality Scenes (C. Vater, L. Riedener, and E.-J. Hossner); (c) Development and Position Data-Related Application of a Stochastic Model for Trajectory Simulation of a Nonspinning Volleyball (B. Meyer); and (d) Fitness Level of Young Female Competitive Basketball Players (P. F. Aschendorf, C. Zinner, and J. Mester); (2) Current Trends in Performance Analysis: (a) Exploring Scientific Learning Outcomes of a 12-Session Unit of Rugby Using the Rugby Attack Assessment Instrument (RAAI): A Micro-Level Analysis (B. Llobet-Martí, V. López-Ros, and J. Barrera-Gómez); (b) Video-Based Tactics Training in Youth Tennis (A. Raschke, J. Brouwers, and M. Lames); (c) Validation and Reliability of a Game Performance Evaluation Tool for the Offensive Behavior of Players in Iranian Soccer Schools (M. Maleki and F. Allahvisi); and (d) Reliability and Validity of New Shooting Accuracy Measurement System (SAMS) Software (U. Fidan and M. Yildiz); (3) Small-Sided Team Games: (a) Comparison of Small-Sided Game Training Versus Regular Basketball Training in Physical and Technical Skills in Basketball (M. A. El-gammal); (b) Does the Use of Futsal Balls Enhance the Quality of Play in School Football? (U. Frick and C. Heim); (c) The Impact of Competition Mode and Coaching on the Amount of Actions in Youth Football (M. Akdag, D. Poimann, T. Czyz, and M. Lochmann); (d) The Impact of Competition Mode and Coaching on Physical Load in Youth Football (M. Akdag, D. Poimann, T. Czyz, and M. Lochmann); and (e) The Integrated Technique-Tactical Model (IT-TM) in a 12-Session Unit of Rugby with Novice Players: Application and Overall Outcomes (V. López-Ros and B. Llobet-Martí); (4) New Theoretical Directions for TGfU: (a) Is It Possible to Unify Teaching Games for Understanding with Nonlinearity to Improve Creativity in Team Sports? (S. Santos, J. Sampaio, and N. Leite); (b) Developing Physical Education Teachers' TGfU Content and Pedagogical Content Knowledge (B. Nkala and J. Shehu); (c) TGfU, But Not as We Know It (D. Slade and A. Martin); and (d) TGfU in Nature: The Czech Way (A. J. Martin, I. Turcová, and J. Neuman); (5) Psychophysical Factors Affect Team-Sports Performance: (a) Gibson, Yygotsky, and Bourdieu and Intentional Human Movement (W. Smith); (b) Individual Success and Personality of Professional Soccer Players: How Self-Report and Objective Performance Data Differ (J. Decius); (c) Pre-Event Competitive State Anxiety Fluctuations: Intensity, Direction, and Frequency Accounts Using the Time-to-Event Paradigm (J. E. Hagan Jnr T. Schack, and D. Pollmann); (d) The Effects of Team Constitution on Tactical Behavior of Teams During 7-a-Side Football in Small-Sided Games (J. Baptista, B. Travassos, B. Gonçalves, P. Mourão, J. L. Viana, and J. Sampaio); and (e) The Influence of Handedness on Performance on the Different Playing Positions in Female Team Handball (J. Weber, M. Wegner, and S. Fatulescu); (6) Team Tactics: (a) Key Information From Complex Interaction Processes in Football (J. Perl and D. Memmert); (b) Kinematic and Tactical Analyses in Youth Soccer (C. Augste, R. Prüßner, D. Linke, B. Grossmann, and M. Lames); (c) Impact of the "Warm-Up Game" on Tactical Awareness (N. Suzuki, S. Okuma, J. Fujisawa, and H. Anbe); (d) Emergence of Self-Organized Team Tactical Behaviors during a Preseason Football Game (A. Ric, C. Torrents, B. Goncalves, J. Sampaio, and R. Hristovsk); (e) Differences between Knockout and Group Matches: An Analysis of Tactical Behavior in Football during the FIFA World Cup 2014 (C. Winter and M. Pfeiffer); and (f) Interaction between Offensive and Defensive Behavior of Opposing Teams in Team Handball Analyzed by Artificial Neural Networks (N. Schrapf and M. Tilp); (7) TGfU in the Field: (a) About Teaching Games in Brazil: National Scientific Production and the TGfU (F. R. Costa, I. Scremin, and M. V. Euzebio); (b) Application of Teaching Games for Understanding (TGfU) in Preschool Children Basketball Education (H. Zeng, A.-Q. Liu, Y. Zhang, H. Tao, and Q.-Q. Dong); (c) Combining the Tactical Games Approach, Cooperative Learning, and the Sport Education Model for Elementary School Physical Education in Japan (E. Hasegawa); (d) Effects of Teaching Games for Understanding on Quantitative and Qualitative Indexes of Grade 3 Students' Game Performance (A. Dania and K. Zounhia); and (e) A Systematic Review on Periodized Approaches to Teaching and Training: No Evidence Supporting Periodization (J. Afonso, P. T. Nikolaidis, P. Sousa, and I. Mesquita); (8) TGfU and Coaching: (a) A Soccer Content Map Designed for Novice Teachers and Coaches (A. P. Turner and P. Ward); (b) Understanding the Taiwan Judo Referee Decision Support System (T.-L. Yeh, K. Pina, and S.-Y. Wan); (c) Comparative TGfU Junior Hockey Coaching Analysis: Effect of TGfU in Game Play, Knowledge, Cardiovascular Fitness, and Coaches' Reflection in Malaysia and India (S. Nathan, G. L. Khanna, and A. Hashim); (d) TGfU Transitions: Teacher Education to Teaching Practice in 3 Countries (S. Mitchell); (e) Connecting with Diverse Communities: Athlete-Centered Coaching, TGfU, and Sport as a Vehicle for Social Communities (S. R. Walters, K. Spencer, and A. Farnham); and (f) Effects of Korfball Teaching Games for Understanding in Chinese College Students: A Randomized Study (C. Jindong, G. Hao, Y. Lei, and Y. Ming); (9) TGfU and Psychosocial Factors: (a) Psychosocial Development through a Teaching Games for Understanding Approach to Coaching (S. Graupensperger and A. Turner); (b) A Review on the Effect of Small-Sided and Modified Games in Sport Teaching and Coaching: Informing TGfU Pedagogy (S. Pill); and (c) Exploring Mixed-Reality Simulation Using TGfU (M. Neutzling, K. Pagnano-Richardson, and D. Sheehy); (10) Refereeing: (a) Decision Making in Football Officiating: An Interview Study with Top-Level Referees (U. Schnyder and E.-J. Hossner); (b) Evaluation of Innovative Technologies That Support Referees in Game Sports (O. Kolbinger, D. Link, and M. Lames); (c) The Accuracy--Adequacy Model: A Theoretical Perspective for Understanding Referees' Decisions (G. Schweizer and H. Plessner); and (d) How Effective Is a Video Review System in Soccer? (A. Pizzera, J. Marrable, and M. Raab); (11) Coaching: (a) An Investigation of Professional Top-Level Youth Football Coaches' Questionnaire Practice (E. Cope, M. Partington, C. Cushion, and S. Harvey); (b) A Conceptual Critique to Periodized Planning: Why Rigorous, Detailed Plans in Teaching Make No Sense (J. Afonso, P. T. Nikolaidis, P. Sousa, and I. Mesquita); (c) Teaching Methodologies in Football Coaching Education (J. Baptista and J. Castro); (d) A 5-Year Action Research Project Investigating Coach and Athlete Perceptions of a Game-Based Coaching Approach in High-Performance Domestic Women's Field Hockey (D. Vinson); and (e) Learning Effects of the Didactic Model of Game Action Competences on the Tactical Principles of Football (W. Valencia and E. Arias); (12) Sports Physiology and Training Science: (a) Periodization of High-Intensity Training Methods (B. Sperlich); (b) Individualized Training Prescription and Recovery Management in Game Sports (A. Ferrauti); (c) The Speedcourt: Performance Analysis and Training for Team Sport-Specific Speed and Agility (D. Born); and (d) Periodization of Strength, Speed, and Endurance Training during a Handball Season (C. Zinner); (13) Physical Education and Team Games: (a) Academics' Perceptions of Model Fidelity When Using Tactical Games Models (S. Harvey and S. Pill); (b) Physical Education Majors' Experience in a Student-Designed Games Unit (M. H. Andre and M. H. C. Tsukamoto); (c) Teaching the Pedagogy of Games Play to Future Physical Education Teachers (D. Cooper); (d) Comparison of Researchers and Physical Education Teachers' Perspectives on the Utilization of the Tactical Games Model (S. Harvey and S. Pill); (e) Talent Development in Female Soccer in Switzerland: Important Motivational Factors for Successful Transitions from an Under-16 National Team to the A-National Team (S. Horvath, G. Morgan, and D. Birrer); and (f) Specialization Regarding Constitutional Demands in Female Team Handball (J. Weber, M. Wegner, and S. Fatulescu); (14) New Developments in Team Games Pedagogy: (a) Professional Development for Game-Centered Approaches: One Size Does Not Fit All (K. A. Parry); (b) Training Teachers to Integrate Strategies to Develop Social Competencies through Playing (Modified) Games (L. Haerens, B. Mertens, V. Vonderlynck, and I. Tallir); (c) Pedagogical Innovation in Youth Sport: An Urgent and Hard Mission (C. E. Gonçalves and A. Martins); (d) Playness Pedagogy Compass (M. Hosta); and (e) Global Initiation to Team Sports (C. G. Herrero and V. E. M. Blas); (15) Psychosocial Factors Affecting Team Performance: (a) Effect of an Emotional Intelligence Learning Package on Sports Directors' Inclination toward Emotional Intelligence Acquisition and Retention (I. A. Oyewumi); (b) Synergistics Are Observable within and across Multiple Levels of Skill Analysis (W. Smith); (c) Reinventing the Game (RTG) and the Learning of Games (B. Singh); and (d) Developing Sport Team Culture and Collective Leadership (A. J. Martin and L. McCarthy); (16) Decision Making in Association Football: (a) Expert Perception and Decision Making in Assistant Referees: From Increased Understanding to Improved Performance (K. Put, J. Wagenmans, J. Spitz, and W. F. Helsen); (b) Technology and Refereeing: Video Assistance in Real Time or Slow Motion? (J. Spitz, J. Put, and W. F. Helsen); (c) The Effect of Manipulating Task Constraints and Player Numbers in Small-Sided Games in Field Hockey (E. A. Timmerman, G. J. P. Savelsbergh, and D. Farrow); and (d) The Face of Schadenfreude: Facial Reactions to Failures of a Rival Sport Team (L. Boecker and S. Topolonski); and (17) Training Science: (a) The Problem of Strategies of Volitional Control of Movement for Movement Quality and Movement Creativity (D. Temme, T. Temme, and D. Ercenk-Heimann); (b) Survey about the Effect of Speed Training for Tennis Players with and without New Tensile Strength-Training Equipment Called IVO (D. Meffert); and (c) Systematic Training of the Opening Shots in Tennis (R. Grambow). Peer-Reviewed Poster Abstracts include: (1) Influence of Some Social Characteristics of People with Intellectual Disabilities for Practicing Sport and Physical Activity in the Republic of Macedonia (I. Anastasovski, L. A. Velichkovska, V. Zivkovic, and A. Spirkosvki); (2) Mental Representation and Cognitive Intervention: A Systematic Comparison on the Effects of Action Observation and Motor Imagery on the Development of Mental Representation Structure and Skill Performance (T. Kim, C. Frank, and T. Schack); (3) "Dyed in the Wool" Competition and the Adaptation of Performance Routines in Self-Paced Tasks (K. Velentzas); (4) Mental Rotation of Tactical Instructions in Basketball Increases Processing Demand and Execution Inaccuracy (T. Koopmann, D. Krause, Y. Steffemann-Weinrich, and J. Baumeister); (5) Technique Feedback in Basketball: Individual Diagnostic System Based on Cognitive Representation (L. Vogel); (6) Gaze Control in Basketball Jump Shots and Free Throws (T. Zwierko, M. Popowczak, M. Wozniak, and A. Rokita); (7) Analysis of the Teaching-Learning Process and Procedural Tactical Knowledge in Mini-Basketball (J. C. Pérez-Morales, G. M. Praca, and P. J. Greco); (8) The Effect of Competitive Anxiety and Complexity of Task on the Processing Efficiency and Performance Effectiveness of Table-Tennis Players (M. G. Moghadam and S. M. Zadkhosh); (9) Soccer Small-Sided Games Manipulated by Representation: The Additional Player Effect (G. Praça, J. Morales, M. V. Silva, and P. Greco); (10) Covered Distance and Activity Profile of African Professional Soccer Players According to the Playing Position: Reports from Soccer World Cup 2014 (I. Hassan); (11) Rule Changes in Competitive Ball Games to Increase Game Participation of Players with Low Playing Skills (M. Kolb); (12) Behavioral Regulation in Coaches: A German Version of the Coach Motivation Questionnaire (CMQ-G) (C. Zepp, P. Schaffran, M. Kellmann, C. Mallett, and J. Kleinert); (13) Mentoring Grassroots Youth Participation Coaches toward a "Good Digital Game Design Features" Coaching Approach: An Ethnographic Account (A. Price); (14) Joint Action Imagery: The Influence of Mental Practice on the Functional Structuring of Tactical Skill Representations in Skilled Futsal Players (G.-L. Linstromberg, L. Hennig, T. Heinen, T. Schack, and C. Frank); (15) Enacting Change in a Secondary Physical Education Department (S. McGinley and G. Kanavos); (16) Sports Education in Brazil: Motriz Publications and References to TGfU (M. V. Euzebio, I. Scremin, and F. R. Costa); (17) Sports Education in Brazil: Movimento Publications and References to TGfU (I. Scremin, M. V. Euzebio, and F. R. Costa); (18) (Re)framing Physical Education Instruction for Students with Cognitive Disabilities Using the Teaching Games for Understanding (TGfU) Model in Canadian High Schools (J. I. Anokwuru); (19) The Impact of the Educational Complex with Manner Mini-Educational Groups in Attack-Serving Skill Learning in Volleyball for Students (M. A. H. Ahmed and A. M. J. Ahmed); (20) Individual Training Control and Intervention in Young Elite Volleyball Athletes (M.-T. Fleddermann, H. Heppe, E. Eils, and K. Zentgraf); (21) Evaluation of Exercise "Field" Tests (6-Min Walk, Shuttle Test, Step Test) in Assessing Exercise Capacity in COPD and Heart Failure Populations: A Systematic Review (M. H. Kazr and A. H. Hadi); (22) The Relationship between Investing the Time of the Main Part in Lessons of Team Sports (Basketball, Volleyball, and Handball) and Direct and Indirect Teaching (M. H. Kazr and M. Al-Rubaei); (23) Position-Specific Psychological Profiles in Female Team Handball (J. Weber, M. Wegner, and V. Popa); (24) Endurance Capacities are Correlated with the Technical-Tactical Playing Performance in Elite Junior Team-Handball Players (J. Brochhagen, C. Baumgarten, J. Bauer, J. Freiwald, and M. W. Hoppe); (25) Decomposing Performance Factors in Jump Throws Reveals Subgroups of Handball Players with Specific Training Recommendations (J. M. Jäger, D. Büsch, and H. Müller); (26) Technical Performance Demands on the Different Playing Positions in Team Handball (J. Weber, M. Wegner, and B. Chittibabu); (27) Core Demands on the Goalkeeper Position in Female Team Handball (L. van Maanen-Coppens, J. Weber, and M. Wegner); (28) Position-Specific Conditional Demands in Female Team Handball (J. Weber, M. Wegner, and S. Fatulescu); (29) Tactical Demands in Female Team Handball on the Different Playing Positions (M. Wegner, J. Weber, and B. Chittibabu); (30) Hybrid Teaching Model (TGA 1 BS) in Badminton: Tactical and Technical Performance under Different Practice Distributions (L. M. C. Aburachid, S. R. Silva, L. M. S Morimoto, and P. J. Greco); (31) Impacts of an Experimental Scoring System in Badminton on Selected Aspects in Men's Singles (D. Hoffmann and C. Offermann); (32) Physiological Demands of Elite Ultimate Frisbee (M. Zimlich, L. Rüger, S. Wörrlein, and O. Hoos); (33) Kinematic Trends Observed at the Hip During Dynamic Jump Movements: Proficient Versus Nonproficient Jumpers (A. Eagles, M. Sayers, and D. Lovell); (34) China TGfU Academic Development Process of Information Science Theory: In 1994-2014 in a Range of Journals and Dissertations (H. Zeng, A.-Q. Liu, Y. Zhang, H. Tao, and Q.-Q. Dong); (35) The Role of Affordances in Developing Children's Manipulative Movement Skills: An Application of the Challenge-Point Framework (M. Balali and S. H. Parvinpour); (36) "Higher, Faster, Stronger?" An Empirical Study on the Pedagogical Content Knowledge of German PE Teachers (S. Meier); (37) A Pilot Application of TGfU in Sailing: Effects on Game Performance, Knowledge, and Adherence (M. T. Morales-Belando and J. L. Arias-Estero); (38) Effects of the Lifestyle Modification Program on Blood BDNF and Its Associated Factors in Korean Collegiate Students (J. Lee, B. Kang, and C. Park); (39) Relationship between Sport Participation Motivation and Teaching Games for Understanding among Novice Handball Players (M. Naimikia and A. Gholami); (40) Effect of the TGfU Approach on Motor Development and Social Maturity of Elementary School Students (A. Gholami and M. Naimikia); and (41) Effects of Dyad Training on Children's Learning of Front-Crawl Swimming (S. H. Parvinpour and M. Balali). Selected Practical Workshops include: (1) Playing with Purpose: Engaging Learners in Game Play through a Check, Connect, Reflect Approach (J. Sheppard and E. McGinley); (2) Lacrosse: Learning to Play the Game Quickly and Enjoyably (W. Piltz); (3) Hockey: Sport-Specific Warm-Up in Field Hockey (A. Krause); (4) eFUNiño: Innovative Training Control via LED Equipment in Soccer (J. Denis, D. Poimann, and M. Lochmann); (5) Tennis Australia Hot Shots Program Adhering to the Guiding Principles of the Game Sense Approach (M. Hewitt and S. Pill); (6) Inventing Games through Democracy in Action and Adaptation (J. Butler); (7) Playing Football TOGETHER: A Pupil-Centered Approach to Teaching Football in Physical Education (C. Heim and U. Frick); (8) Questioning in Game-Centered Approaches to Teaching and Coaching (S. Harvey); (9) Development of Cognitive Skills through Psychokinetic Games (E. Arias, W. Valencia, and O. Larrera); (10) Innovative Strategies for Challenging and Transforming Coaching and Teaching Practice (W. Piltz); (11) Coaching for Understanding at an Elite Level: Theory to Practice (J. Lambert); (12) Teaching Games in the Early Years: Weaving Complexivist and Play Discourses (H. Hussain); and (13) Opportunities for Integrating Attention Training in Daily Practice (D. J. Poimann and M. Lochmann). (Individual papers contain references.)

Misconceptions and biases in energy perception could influence people's support for developments integral to the success of restructuring a nation's energy system. Science education, in equipping young adults with the cognitive skills and knowledge necessary to navigate in the confusing energy environment, could play a key role in paving the way for informed decision-making. This study examined German students' knowledge of the contribution of diverse energy sources to their nation's energy mix as well as their affective energy responses so as to identify implications for science education. Specifically, the study investigated whether and to what extent students hold mistaken beliefs about the role of multiple energy sources in their nation's energy mix, and assessed how misconceptions could act as self-generated reference points to underpin support/resistance of proposed developments. An in-depth analysis of spontaneous affective associations with five key energy sources also enabled the identification of underlying concerns driving people's energy responses and facilitated an examination of how affective perception, in acting as a heuristic, could lead to biases in energy judgment and decision-making. Finally, subgroup analysis differentiated by education and gender supported insights into a "two culture" effect on energy perception and the challenge it poses to science education.

The 8-coin insight problem requires the problem solver to move 2 coins so that each coin touches exactly 3 others. Ormerod, MacGregor, and Chronicle (2002) explained differences in task performance across different versions of the 8-coin problem using the availability of particular moves in a 2-dimensional search space. We explored 2 further explanations by developing 6 new versions of the 8-coin problem in order to investigate the influence of grouping and self-imposed constraints on solutions. The results identified 2 sources of problem difficulty: first, the necessity to overcome the constraint that a solution can be found in 2-dimensional space and, second, the necessity to decompose perceptual groupings. A detailed move analysis suggested that the selection of moves was driven by the established representation rather than the application of the appropriate heuristics. Both results support the assumptions of representational change theory (Ohlsson, 1992).

In a cross-sectional study with 541 German students (mean age: 12.61 yrs) and (for a subsample of N = 350) one of their parents, developmental conditions for a particular resource of self-regulation ("Flexibility of Goal Adjustment"; Brandtstadter & Renner, 1990) are investigated. Theoretical ¨ arguments and empirical results from related fields suggested in particular two sets of variables as possible predictors of adolescents' adaptive competencies. Individual aspects (students' cognitive capacities and earlier developmental stimulations) as well as external conditions (parental coping competences and parent-youth-coorientation) were assessed and included into a path model. Results suggest that both the parental variables and particular cognitive resources contribute directly to adolescents' adaptive resources, whereas earlier developmental stimulations influenced adolescents' adaptive resources in an indirect way. Suggestions for further studies were discussed with respect both to theoretical and methodological aspects.

In Europe, the Bologna and Copenhagen Processes in higher education (HE) and vocational education and training (VET) are on the agenda, aiming to create a European educational area. Acknowledging important differences between countries, we compare the evolving relationship between HE and VET. We ask whether and how these two distinct organisational fields in France and Germany have changed in recent decades. Comparing institutional shifts, the article analyses whether long-standing differences in postsecondary education and training systems and the education/economy nexus in these two countries have remained stable. We argue that these countries' skill formation systems have begun to converge, departing from their original institutionalisation paths. Thus, while the traditional typologies that contrast France and Germany have served as useful heuristic devices, they require revision to adequately represent incremental institutional change in these skill formation systems resulting from endogenous reforms and exogenous pressures due to Europeanisation.

We investigate the efficiency of domain-specific heuristic strategies in mastering and predicting pericyclic six-electron rearrangements. Based on recent research findings on these types of reactions a new concept has been developed that should help students identify and describe six-electron rearrangements more readily in complex molecules. The goal of this qualitative study with chemistry majors is to understand the way students cope with this new concept depending on their prior knowledge, and to reveal the merits and limitations of this approach. The results suggest that the use of domain-specific heuristic strategies provides the students with process-orientated thinking skills to identify six-electron rearrangements and to determine as well as predict reaction mechanisms and outcomes. The explicit emphasis on recurrent patterns and structure-property relationship fosters the conceptual thinking of the learner. (Contains 1 table, 1 scheme, and 10 figures.)

According to the ease-of-processing hypothesis, judgments of learning (JOLs) rely on the ease with which items are committed to memory during encoding--that is, encoding fluency. Conclusive evidence for this hypothesis does not yet exist because encoding fluency and item difficulty have been confounded in all previous studies. To disentangle the effects of encoding fluency and item difficulty on JOLs, we used a variant of the learner-observer-judge method in which participants observed the study phase of another participant and indicated his or her JOLs. At the same time, the to-be-studied word pairs were concealed by strings of symbols. Our experiment revealed that participants use self-paced study time as a cue for JOLs when they themselves have studied and recalled word pairs before. This metacognitive monitoring of study time provides strong support for the ease-of-processing hypothesis. (Contains 2 footnotes and 1 figure.)

How do people select among different strategies to accomplish a given task? Across disciplines, the strategy selection problem represents a major challenge. We propose a quantitative model that predicts how selection emerges through the interplay among strategies, cognitive capacities, and the environment. This interplay carves out for each strategy a "cognitive niche," that is, a limited number of situations in which the strategy can be applied, simplifying strategy selection. To illustrate our proposal, we consider selection in the context of 2 theories: the simple heuristics framework and the ACT-R (adaptive control of thought-rational) architecture of cognition. From the heuristics framework, we adopt the thesis that people make decisions by selecting from a repertoire of simple decision strategies that exploit regularities in the environment and draw on cognitive capacities, such as memory and time perception. ACT-R provides a quantitative theory of how these capacities adapt to the environment. In 14 simulations and 10 experiments, we consider the choice between strategies that operate on the accessibility of memories and those that depend on elaborate knowledge about the world. Based on Internet statistics, our model quantitatively predicts people's familiarity with and knowledge of real-world objects, the distributional characteristics of the associated speed of memory retrieval, and the cognitive niches of classic decision strategies, including those of the fluency, recognition, integration, lexicographic, and sequential-sampling heuristics. In doing so, the model specifies when people will be able to apply different strategies and how accurate, fast, and effortless people's decisions will be. (Contains 11 footnotes, 6 tables, and 22 figures.)

Purpose: Linking Open Data (LOD) provides a vast amount of well structured semantic information, but many inconsistencies may occur, especially if the data are generated with the help of automated methods. Data cleansing approaches enable detection of inconsistencies and overhauling of affected data sets, but they are difficult to apply automatically. The purpose of this paper is to present WhoKnows?, an online quiz that generates different kinds of questionnaires from DBpedia data sets. Design/methodology/approach: Besides its playfulness, WhoKnows? has been developed for the evaluation of property relevance ranking heuristics on DBpedia data, with the convenient side effect of detecting inconsistencies and doubtful facts. Findings: The original purpose for developing WhoKnows? was to evaluate heuristics to rank LOD properties and thus, obtain a semantic relatedness between entities according to the properties by which they are linked. The presented approach is an efficient method to detect popular properties within a limited amount of triples. Ongoing work continues in the development of sound property ranking heuristics for the purpose of detecting the most relevant characteristics of entities. Originality/value: WhoKnows? uses the approach of "Games with a Purpose" to detect inconsistencies in Linked Data and score properties to rank them for sophisticated semantic search scenarios. (Contains 13 notes, 2 tables and 2 figures.)

This paper presents a comprehensive usability study conducted within the context of a Europe-wide project. The design of the evaluated e-learning platform is based on an innovative approach to the education of young Europeans by integrating into the curricula of a Europe-wide network of 14 schools different state-of-the-art technologies in e-learning. The evaluation methodology brings together end-user assessments and expert inspections, thus providing a detailed students', teachers' and experts' feedback. User testing integrates six empirical methods into a laboratory-based test. Usability inspection ascertains usability problems by means of recognized heuristics and enables an "educational evaluation" of the platform by means of three sets of criteria. The paper aims to present the effectiveness of the engaged evaluation methods as applied to e-learning platforms. It offers implications from the empirical findings of the user-based methods together with a quantitative and qualitative analysis of the employed inspection methods. Special attention is given to the aspect of educational evaluation. The conducted critical usability examination of a large-scale e-learning system across several countries in Europe revealed which of the chosen assessment methods should be combined to provide constructive and valuable improvement suggestions. A more significant contribution of this research is that the used evaluation approach proved successful, providing some general findings and know-how from the experience and could be reused by other researches because of its thorough structure. As there are relatively few existing accounts of usability assessment in the e-learning context, this paper adds to the body of knowledge. (Contains 15 figures.)

Heuristics embodying limited information search and noncompensatory processing of information can yield robust performance relative to computationally more complex models. One criticism raised against heuristics is the argument that complexity is hidden in the calculation of the cue order used to make predictions. We discuss ways to order cues that do not entail individual learning. Then we propose and test the thesis that when orders are learned individually, people's necessarily limited knowledge will curtail computational complexity while also achieving robustness. Using computer simulations, we compare the performance of the take-the-best heuristic--with dichotomized or undichotomized cues--to benchmarks such as the naive Bayes algorithm across 19 environments. Even with minute sizes of training sets, take-the-best using undichotomized cues excels. For 10 environments, we probe people's intuitions about the direction of the correlation between cues and criterion. On the basis of these intuitions, in most of the environments take-the-best achieves the level of performance that would be expected from learning cue orders from 50% of the objects in the environments. Thus, ordinary information about cues--either gleaned from small training sets or intuited--can support robust performance without requiring Herculean computations. (Contains 4 footnotes, 3 tables, and 2 figures.)

Dealing with weather extremes is a major challenge for farmers and often comes at high costs for public budgets. Therefore, we investigate the influence of specific simplified decision rules, so‐called heuristics, on farmers' willingness to pay (WTP) for protecting themselves against low‐probability and high‐consequence weather shocks. To this end, we conducted a framed field experiment with 237 farmers in Germany, using incentivized lottery‐based multiple price lists. We explored the effects of different heuristics within the prospect theory framework. Our results indicate that, on average, farmers exhibit risk‐loving behavior towards monetary losses, leading to a low WTP for risk mitigation. The results also suggest that the imitation heuristic, shock experience heuristics, and the threshold of concern heuristic influence farmers' WTP. Farmers specifically imitate successful farmers when these are risk‐loving. The lack of personal experience with low‐probability events induces farmers to assign less weight to low‐probability shocks, which lowers their WTP. Farmers also systematically assign less weight to low‐probability shocks that they consider "too rare to be concerned about." Accounting for the use of these heuristics can help design improved risk management instruments and policies. [ABSTRACT FROM AUTHOR]

This article proposes the concept of digital heuristics to model and explain political communication strategies in the complex environment of hybrid media systems. Insights from recent psychological and political research on heuristic decision-making are combined with literature on the current structural context and features of online communication in order to make the case for a heuristics-oriented approach to political communication strategies. I argue that despite the growing importance of data analytics, in increasingly dynamic and uncertain communication environments, political actors mainly design their strategies according to simple rules (heuristics) that rely on selective information (as well as trial and error) rather than to complex models. Analyzing interviews with communication managers from major political parties in Germany and the United Kingdom, I identify and conceptualize two types of digital heuristics in use: hybridity-based and algorithm-based. The article concludes with considerations for a future research agenda using the concept of digital heuristics. [ABSTRACT FROM AUTHOR]

While privacy behaviour is generally equated with self-disclosure, other forms of behaviour that potentially infringe an individual’s privacy, such as downloading an app, are being neglected by research. We seek to fill this gap by modelling app decision-making within a dual-process model of the attitude-behaviour relationship and the role of privacy attitudes in two kinds of information processing: (1) spontaneous, heuristic processes that rely on automated attitude activation and (2) elaborate, cognitive processes that rely on behavioural intentions to guide behaviour. We used a quasi-experimental design to investigate app decision-making processes for N = 89 participants in N = 254 decision-making cases. Participants were asked to provide information on their actions after downloading three apps on their smartphones over a 2-week period. We could identify two distinct types of information processing and found support for attitude activation and, to a lesser degree, intentions as requirements for the influence of privacy attitudes on app decision-making. [ABSTRACT FROM AUTHOR]

The smartphone app market is a prime example of a digital market where consumers are tasked with selecting one option among a plethora of alternatives, at times indistinguishable from one another. Building upon findings on information processing and decision-making, we postulate that consumers follow simple (rather than complex) heuristic rules to navigate the app market. In particular, we focus on two such strategies: the recognition heuristic and the majority vote heuristic. App privacy information was also considered as a potentially salient cue in the decision-making process, given the personal data stored on smartphones. Results of a mixed-method design (behavioral analysis and think-aloud protocols) study with German (N = 18) and US (N = 25) students find a dominance of the recognition heuristic. Decisions are further supported by majority vote heuristics. Privacy information is largely disregarded, particularly by US participants. Implications for app market design and engagement are discussed. [ABSTRACT FROM AUTHOR]

The problem discussed in this paper is motivated by the new recycling directive Waste Electrical and Electronic Equipment of the European Commission. The core of this law is, that each company which sells electrical or electronic equipment in a European country has the obligation to recollect and recycle an amount of returned items which is proportional to its market share. To assign collection stations to companies, in Germany for one product type a territory design approach is planned. However, in contrast to classical territory design, the territories should be geographically as dispersed as possible to avoid that a company, respectively its logistics provider responsible for the recollection, gains a monopoly in some region. First, we identify an appropriate measure for the dispersion of a territory. Afterwards, we present a first mathematical programming model for this new problem as well as a solution method based on the Greedy Randomized Adaptive Search Procedure methodology. Extensive computational results illustrate the suitability of the model and assess the effectiveness of the heuristic. [ABSTRACT FROM AUTHOR]

Germany is considered to be a pioneer of social security systems; nonetheless, globalization and demographic changes have put enormous pressure on them. A solution is not yet in sight as the debate on the future of the German social security systems still lacks consensus. We argue that ideas matter and that the debate can benefit from a deeper reflection on the concept of social security. This objective is pursued along two lines. First, we take a historical perspective and reconstruct the development of Germany’s social security systems. Second, we scrutinize from a theoretical perspective how social security is conceptualized in public and theoretical debates. Behind the various positions, we identify four basic ideal types. We then analyze how these ideal types account for the benefits of social security systems and what role they assign to corporations in providing social security. While two ultimately reinforce potential conflicts between different groups in society, the other two ideal types reveal possible benefits for all. The last ideal type actually conceptualizes social security systems as insurance that fosters risky but overall productive investments in human and other forms of capital. Therefore, it can be shown that social security systems are not necessarily threatened by globalization and that incentives exist for corporations to invest in the provision of social security. [ABSTRACT FROM AUTHOR]

We present a new model for a strategic locomotive scheduling problem arising at the Deutsche Bahn AG. The model is based on a multicommodity minimum cost flow formulation that is also used for public bus scheduling problems. However, several new aspects have to be additionally taken into account such as cyclic departures of the trains, time windows on starting and arrival times, network load-dependent travel times, and a transfer of cars between trains. The model is formulated as an integer linear programming problem (ILP). The formulation is improved by preprocessing and additional cutting planes. Solutions are obtained using a randomized greedy heuristic in combination with commercial ILP solvers. Computational results are presented for several real-world test instances. [ABSTRACT FROM AUTHOR]

Experimental studies of expectation formation of subjects are predominantly limited to the prediction of one single time series despite the practical relevance of expectations in situations with multiple sources of information. In this paper, we report on an experiment in which subjects are given time series (indicators) as additional information for the judgemental forecast of a stationary time series. The quality and the number of these indicators are varied in three versions of a forecasting experiment. We explore the effects on forecasting accuracy and we test the average forecasts of the subjects for consistency with the rational expectations hypothesis. A simple heuristic is presented that explains the average forecasting behavior better than the rational expectations if indicators are presented to the subjects. It is demonstrated by a simulation study that this result is representative for the considered stationary stochastic processes. [ABSTRACT FROM AUTHOR]

This paper reviews integrative modelling approaches which were developed to analyze the impact of multifunctional agriculture, or which may be used as such. The approaches are integrative in combining multiple goals of agriculture, and confronting these with current or potential performance of agricultural land-use systems at different spatial scales. The paper focuses on France, Germany and The Netherlands, countries with a track record in quantitative systems modelling, to identify convergence of concepts and technologies applicable to assessment of multifunctional agriculture and to establish shortcomings through analysis and comparison of 15 integrative modelling cases. An analytical framework for comparison is applied, based on a conceptual model of goal-oriented evaluation of agriculture. Results demonstrate unexpectedly large differences between countries in the number of integrative models; the nature of agro-ecological or bio-economic relations used, and target audience. Common elements were a focus on methodology development rather than answering questions of specific clients, limited attention for model evaluation and impact analysis, and an imbalanced attention for economic and abiotic environmental indicators at the expense of biotic, landscape and social indicators. None of the approaches specifically addressed multifunctionality of agriculture. In the discussion we argue that to be relevant research efforts aimed at supporting policy development for multifunctional agriculture cannot concentrate on filling gaps in knowledge and technology alone, but need to concern the process of utilization of knowledge as well. [Copyright &y& Elsevier]

In this paper, we propose a general model for various scheduling problems that occur in container terminal logistics. The scheduling model consists of the assignment of jobs to resources and the temporal arrangement of the jobs subject to precedence constraints and sequence-dependent setup times. We demonstrate how the model can be applied to solve several different real-world problems from container terminals in the port of Hamburg (Germany). We consider scheduling problems for straddle carriers, automated guided vehicles (AGVs), stacking cranes, and workers who handle reefer containers. Subsequently, we discuss priority rule based heuristics as well as a genetic algorithm for the general model. Based on a tailored generator for experimental data, we examine the performance of the heuristics in a computational study. We obtain promising results that suggest that the genetic algorithm is well suited for application in practice. [ABSTRACT FROM AUTHOR]

Competing Interests: Die Autorinnen/Autoren geben an, dass kein Interessenkonflikt besteht.

Naturalness is an important heuristic method for examining consumers' evaluation and choice of food. In recent years, several scales have been proposed to measure the importance of naturalness for consumers. These scales vary in the number of items they contain and in the aspects they cover. The aim of our research was to examine how strongly the different scales are correlated, whether they differ in their predictive validity, and which scale should be recommended for the assessment of the importance of naturalness for consumers in future studies. Because existing scales incorporated items that are also used for the validation of the scale and many scales only consider a restricted number of different aspect on naturalness, we constructed a new naturalness scale that covers the production process and the ingredients. To compare the scales, we conducted an online survey (n = 632) with participants from Germany. The results showed that the various scales are highly intercorrelated. All scales were good predictors of the purchase frequency of organic foods, perceived willingness to eat in-vitro meat and perceived naturalness of in-vitro meat but our new scale was not particularly better than the others. We conclude that the scales can be used interchangeably and we recommend using the shortest, and therefore, most efficient measure for the importance of naturalness. The results illuminate a general problem, new scales have been introduced without demonstrating that they measure something different than the existing scales., (Copyright © 2019 Elsevier Ltd. All rights reserved.)

At the end of each year, the German Federal Highway Research Institute (BASt) publishes the road safety balance of the closing year. They describe the development of accident and casualty numbers disaggregated by road user types, age groups, type of road and the consequences of the accidents. However, at the time of publishing, these series are only available for the first eight or nine months of the year. To make the balance for the whole year, the last three or four months are forecasted. The objective of this study was to improve the accuracy of these forecasts through structural time-series models that include effects of meteorological conditions. The results show that, compared to the earlier heuristic approach, root mean squared errors are reduced by up to 55% and only two out of the 27 different data series yield a modest rise of prediction errors. With the exception of four data series, prediction accuracies also clearly improve incorporating meteorological data in the analysis. We conclude that our approach provides a valid alternative to provide input to policy makers in Germany., (Copyright © 2018 Elsevier Ltd. All rights reserved.)