Transatlantic Echoes. Alexander von Humboldt in World Literature

Alexander von Humboldt (1769–1859) was a world traveler, bestselling writer, and versatile researcher, a European salon sensation, and global celebrity. Yet the enormous literary echo he generated has remained largely unexplored. Humboldt inspired generations of authors, from Goethe and Byron to Enzensberger and García Márquez, to reflect on cultural difference, colonial ideology, and the relation between aesthetics and science. This collection of one-hundred texts features tales of adventure, travel reports, novellas, memoirs, letters, poetry, drama, screenplays, and even comics—many for the first time in English. The selection covers the foundational myths and magical realism of Latin America, the intellectual independence of Emerson, Thoreau, Poe, and Whitman in the United States, discourses in Imperial, Weimar, Nazi, East, and West Germany, as well as recent films and fiction. This documented source book addresses scholars in cultural and postcolonial studies as well as readers in history and comparative literature.

0 and Metacognition: Relations and individual differences in 2nd graders

Introduction. Prospective Memory (PM), defined as the ability to remember to perform intended activities at some point in the future (Kliegel & Jäger, 2007), is crucial to succeed in everyday life. PM seems to increase over the childhood years (Zimmermann & Meier, 2006), but yet little is known about PM competences in children in general, but also about factors that influence its development. Currently, a number of studies has focused on factors that might influence PM performance, with EF being potentially influencing mechanisms (Ford, Driscoll, Shum & Macaulay, 2012; Mahy & Moses, 2011). Also metacognitive processes (MC: monitoring and control) are assumed to be involved while learning or optimizing one’s performance (Krebs & Roebers, 2010; 2012; Roebers, Schmid, & Roderer, 2009). Yet, the empirical relation between PM, EF and MC remains rather unclear. We intend to examine relations and explain individual differences in PM performance. Method. An empirical cross-sectional study on 120 2nd graders will be presented. Participants completed six EF tasks (a Stroop, two Updating Tasks, two Shifting Tasks, a Flanker Task), a computerised event-based PM Task and a MC spelling task. Children were tested individually in two sessions of 30 minutes each. Each of the three EF components defined by Miyake, Friedman, Emerson, Witzki & Howerter (2002) was represented by two variables. PM performance was represented by PM accuracy. Metacognitive processes (control, monitoring) were represented separately. Results. Preliminary analyses (SEM) indicate a substantial association between EF (updating, inhibition) and PM. Further, MC seems to be significantly related only to EF. We will explore whether metacognitive monitoring is related to PM monitoring (Roebers, 2002; Mantylä, 2007). As to EF and MC, we expect the two domains to be empirically well distinguishable and nevertheless substantially interrelated. Discussion. The results are discussed on a broader and interindividual level.