Projects

The project ReAL examines the development of children’s reading and calculation skills over the course of elementary school, using a combination of behavioral and neurophysiological (EEG, MRI) measures.

The ReLari project investigates the relationship between children’s and adolescents’ relative age and their learning performance in the school context.

The project RESI investigates the relationship between individual cognitive variables and arithmetic strategies in primary-school children.

The project RiSE deals with ethnic and social inequalities at school entry.

The project SASCHA studies the adaptation of the transition from primary to secondary school. Specifically, daily academic and social challenges of the transition as well as coping mechanisms are studied.

The project SCESAM investigates when and how children get familiar with the regularities that characterize our daily life. These regularities, that for us adults often seem obvious, comprise for instance, that the milk belongs in the kitchen and not in the bedroom.

Scientific evaluation of a concept of compensatory educational offers for children in pre-school and primary school for the Ministry for Culture, Youth and Sports of the federal state of Baden-Wuerttemberg.

The research project SPEAK-Phonology is a part of the joint project SPEAK (https://www.validierungsfoerderung.de/validierungsprojekte/speak). This part of the project focuses on developing standard values for a nonword repetiton test that was specifically constructed with multilingual children in mind. Standard values will be calculated for multilingual children between the ages of 4 and 8 and will take their individual biographies of acquisition into account.

The project aims to develop a standardized achievement test for students in grades three to six, which can be used to assess specific competences and impairments in written expression.

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.