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Projects

Adaptive Education

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Adaptive Education

PRISMA

Working memory is central to school learning and is shaped by teacher–child relationships. Previous research has mainly focused on differences between children, although performance and relationships also vary substantially within the same child. Our project examines how these daily fluctuations affect short-term learning and long-term developmental pathways.

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Individual Development

KaKoTex

The project KaKoTex investigates how grammatical features of texts and individual characteristics of the readers (e.g. multilingualism) affect text comprehension in 4th grade. The focus is on the comprehension of linguistic means for marking cause-consequence relationships, so-called causal connectives (e.g. because, therefore). The project aims to find out (i) whether explicit marking of causal relations facilitates text comprehension, (ii) for which causal connectors this holds, and (iii) which students benefit from it.

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Individual Development

LEECHI

The aim of the project is to better understand how information is distributed in the children’s naturalistic environment and sampled by young children from their first-person perspective with modern technologies including wearable devices and deep learning models.

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Individual Development

SelKi

Self-regulation is an important prerequisite and a good predictor of later school performance, social-emotional development and mental health. However, there is no psychometrically validated test battery for measuring self-regulation in German-speaking countries. The aim of the project is therefore to develop, psychometrically test and standardise such a test battery.

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Individual Development

KonText

The KonText project investigates how grammatical features of texts and individual characteristics of readers (e.g. multilingualism) influence text comprehension. The focus is on the comprehension of linguistic means of indicating basic sequential relationships, so-called causal connectors (e.g. because, since, therefore). The project aims to find out (i) whether explicit labelling of causal relations facilitates text comprehension, (ii) for which causal connectors this is true, and (iii) which students benefit from this.

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Individual Development

AHKi

The AHKi project aims to investigate which early temperamental characteristics and cognitive abilities can be used to identify which children are at risk of developing ADHD symptoms.

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Individual Development

GoThink

Das Projekt untersucht, wie das Ausführen von ikonischen Gesten während der Satzverarbeitung das logisch-abstrakte Denken bei Kindern im Grundschulalter unterstützt, und welche Rolle dabei das Arbeitsgedächtnis spielt. Der inhaltliche Fokus liegt auf der Verarbeitung von Sätzen mit dem Zahlausdruck „einige“, in denen verschiedene Mengen in Bezug zueinander gesetzt werden (“einige”,…, “alle”). Die Ergebnisse des Projekts bieten Anknüpfungspunkte für Förderkontexte im Grundschulalter, die

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Individual Development

DELTA

In the project DELTA we apply a working memory training with elementary school children. We investigate the impact of children’s daily experiences on training success, with a focus on motivation, well-being, and sleep on training days.

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Individual Development

MoBiLe

The project investigates the role of language and executive functions in cognitive and academic development of elementary school children. The focus is on the comparison of monolingual and bilingual children (especially children from immigrant families), who often differ in terms of their language abilities as well as their academic achievement.

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Individual Development

UPWIND

The project UPWIND investigates associations of affective, motivational, and cognitive processes in students. It specifically targets differences between children that can inform easily implemented interventions that can be tailored to individual students.

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