Projects

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 Stereo-no-GO project investigates gender and background inequalities in STEM and participation in gifted education programmes.

The project examines the ideas parents of 6-10 year old children have about their child’s future social status (desire to maintain status vs. desire for upward mobility). We analyse to what extent the desire to maintain status vs. the desire for upward mobility differs according to socio-economic status (SES) and migration background, and what role this desire for status plays in parents’ educational aspirations and in the educational decisions made by families.

The aim is to investigate the developmental trajectories of cognitive and motor adaptation across childhood, adolescence, young adulthood and old age. We have developed a new task that has proven to be appropriate and sensitive for investigating developmental and individual differences within specific age groups.

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.

This project investigates how preschool children cope with linguistic variation. The focus is on the acquisition of adjectives such as big, clean or yellow. The project thus contributes to the question of how children acquire the grammatical rules of their first language and the meaning of utterances when the linguistic input is ambiguous.

Visual perception in children is known to serve as an early indicator of learning and achievement disorders. The project ViWa focuses on the development of visual perception and its relationship to math precursor skills and social-emotional competencies in children aged four to ten years.

Vocabulary learning is easier when the learner is active, either by making a prediction about the possible translation of the foreign word, or by making gestures at the same time. The aim of this project was to investigate these learning activities in more detail and to look more closely at the effects of their interaction.

The project WoBi investigates how children with German as their second language (Age of Onset: 2–4 years and 6–7 years) acquire the typical stress patterns of German.