Research

Neurocognitive mechanisms of metacognition in arithmetic

The development of arithmetic abilities plays a crucial role in our knowledge-based societies. It forms a central foundation for individuals to participate in economic, cultural, and social activities. Research has demonstrated that metacognitive regulation plays a vital role for arithmetic learning. Metacognitive regulation refers to a group of self-reflective and higher-order mental activities that monitor and control other mental activities, e.g., mental calculations. While monitoring evaluates how well these mental activities are performed (e.g., I made a calculation error), control adjusts the mental activities to improve subsequent performance (e.g., I change my calculation strategy). It is well established that individuals differ quite substantially in their metacognitive abilities and that these differences influence concurrent and future arithmetic performances. In this bilateral research project, we will use behavioral and neuroimaging methods (electroencephalography, EEG) to investigate the mechanisms that support metacognitive abilities in the context of arithmetic problem solving and learning. Children and adults will participate in cross-sectional and longitudinal studies to test the brain mechanisms supporting the link between metacognitive abilities, arithmetic performances and arithmetic learning. Findings from these research projects will provide new insights into the neurocognitive mechanisms of metacognitive regulation and their relevance for arithmetic learning. The gained knowledge will be of high relevance and interest to scientists and educators who work in the domain of mathematics.

Project Information:

• Funded by the Austrian Science Fund (FWF, I 6354-G) and the Research Foundation Flanders (FWO)
• Duration: August 31, 2023 - August 30, 2027

Project Team Graz:

• Assoc. Prof. Stephan Vogel
• Shiva Taghizadeh

Project Team Leuven (Katholieke Universiteit Leuven, Belgium):

• Prof. Dr. Bert De Smedt
• Dr. Elien Bellon
• Eveline Jacobs

Synergies between playing and learning:

Wouldn't it be great to play and learn at the same time? Actually, playing is a natural form of learning. My research aims for a better understanding of the fundamental relationship between playing and learning in game-based or gamified learning environments. Utilizing this understanding shall then allow to leverage the inherent potential of play for devising more enjoyable and effective educational experiences in the future.

Project Information:
- Internally funded project
- Duration: January 1, 2023 - December 31, 2026

Project Team Graz:
- Ass.-Prof. Manuel Ninaus
- Stefan E. Huber

Project Team Tampere (Tampere University, Finland):
- Prof. Kristian Kiili
- Antero Lindstedt

Advancement of Divergent Thinking Assessment (ADTA)

Divergent thinking (DT) tests represent the dominant approach in the assessment of individual differences in the human creative cognitive potential. These DT tests (for example, find creative uses for everyday objects) do not have single correct solutions but rather many possible solutions that may differ in their creative quality (e.g., novelty, effectiveness). DT test have been used for more than 50 years, but there are still varied approaches on how to implement and score them, as well as persistent concerns regarding their psychometric quality. Therefore, this project will realize a systematic investigation of the optimal test conditions of these standard measures of creativity research. To this end, we will 1) review the variety and validity evidence of available methods, 2) study specific promising advancements in more detail, and 3) directly compare novel and established methods. In sum, this will allow us to derive evidence-based recommendations for more valid DT assessments, aiming to support a more consistent and effective creativity research.

Project Information:
- Funded by the Austrian Science Fund (FWF, Project no.: P 35661, Grant DOI: 10.55776/P35661)
- Duration: September 15, 2022 - September 14, 2026

Project Team Graz:
- Assoc.-Prof. Mathias Benedek
- Janika Saretzki

Collaboration Partners:
- Dr. Boris Forthmann, Institute of Psychology, University of Münster, Germany
- Dr. Baptiste Barbot, Psychological and Educational Sciences Research Institute, UCLouvain, Belgium; Child Study Center, Yale University, United States

Trust Me: Trust in humanoid robots in the work context

Technological advances have led to robots becoming autonomous agents that can work alongside humans, resulting in an increased human-robot collaboration rather than working side-by-side in the workplace. Successful collaboration between humans and robots depends on various factors, including not only the traditional aspects of human-machine interaction, such as the ability of a machine to properly perform a task, but also aspects of successful teamwork between humans. A key factor that influences the effectiveness of collaboration within teams is mutual trust. However, in teams comprising both humans and machines, the traditional interpersonal concept of trust must be modified and broadened in order to investigate its effects. Using theoretical approaches, this project examines whether it is appropriate to apply the concept of trust to human-robot interactions, and how trust needs to be defined for this purpose. Additionally, empirical experiments are conducted to investigate whether and under what conditions humans trust and successfully cooperate with robots.

Project Information:

• Funded by Field of Excellence Smart Regulation at the University of Graz
• Duration: 11/2019 - 11/2023

Project Team Graz:

• Prof. MMag. Dr. Bettina Kubicek
• Prof. DDr. Reinhold Esterbauer
• Arndt Schäfer, M.Sc.

Empowering Girls in STEM Fields: STEM support cannot begin too early!

Children built up their knowledge, interests and attitudes to science in the early childhood. Therefore, they need an environment that supports this. Our research shows that Austrian children under ten have a different understanding what science is as children in the USA. However, developing an early understanding and positive attitude towards science and its relevance to everyday life could be crucial for children's educational and professional careers.

By conducting our research, we can formulate strategies to enhance children's comprehension of science.

Project Information:

Duration: ongoing since November 2021

Project Team:

• Univ.-Prof.in Dipl.-Psych.in Dr.in phil. Paechter, Manuela (University of Graz)
• ^ILin HS-Prof^.in Mag^.a Dr^.in Luttenberger, Silke BEd. (University College of Teacher Education Styria)
• Hasenhütl, Sabine BSc., MSc. (University of Graz)