Projects

Gamification refers to the application of typical gaming elements in a non-gaming context. The Gamified Assessment project investigates the role of gamification elements in performance testing.

This project aims to explore how basic geometric skills (e.g., recognizing and categorizing geometric shapes or navigating in space) can be promoted in everyday kindergarden activities and which learning prerequisites are beneficial for this.

GIDeCA assessed biological and psychosocial family-related influences on the ability to delay rewards and on risky decision-making behavior in children with different ADHD symptoms.

The project looks at how doing iconic gestures while processing sentences supports logical-abstract thinking in elementary school kids, and what role working memory plays in this.

The project Hate Crime explores bias-motivated violence from an interdisciplinary perspective (law, ethics and psychology).

The InSel project is investigating how well teachers can recognise internalising symptoms in their students. In addition, a psychoeducational intervention for teachers regarding internalising behavioural problems in students is being developed and tested.

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.

The DFG Project KATO is investigating how primary school students perceive and produce trochaic patterns within words while reading. A combined longitudinal and cross-sectional study design allows for insight into prosody at the word level, as well as the analysis of further reading-related factors. The aim of the project is to better understand the role of word-level prosody in the context of reading development.

The project KiGru offered children with complicated development conditions individual support and monitoring in the transition from kindergarten to primary school.

Children with ADHD are inattentive, hyperactive, and impulsive. In our Project KoKo we viewed these problems as problems of cognitive self-regulation: We analyzed children’s behavioral inhibition, cognitive flexibility, and working memory.