Projects
Individual Development
This domain investigates the foundations of learning and development including cognitive and social risk factors.
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InSel
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.
KiGru
The project KiGru offered children with complicated development conditions individual support and monitoring in the transition from kindergarten to primary school.
KoKo
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.
Konni
This project’s aim was to identify how children acquire social competencies.
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.
Kosmos
Kosmos focused on the cognitive and socio-emotional development of children with dyslexia and/or dyscalculia.
LeA
The project LeA examined the manipulation of reading and calculating performance based on the acceleration phenomenon.
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.
LEGA
The LEGA project analyses the use of reading strategies by primary school children. It compares the use of reading strategies between class levels and relates this to existing vocabulary and contextual information. The aim is to find out more about the conditions under which efficient (retrieval) strategies, which are important for fluent reading, are used and how this use can be supported.
LEMO
The project LEMO focused on achievement motivation of children in primary school.