Publikationen

Schmidt, H., Daseking, M., Gawrilow, C., Karbach, J., & Kerner auch Koerner, J. (2022). Self?regulation in preschool: Are executive function and effortful control overlapping constructs?. Developmental Science. http://doi.org/10.1111/desc.13272

Schmidt, A., Brose, A., Kramer, A. C., Schmiedek, F., Witthöft, M., & Neubauer, A. B. (2022). Dynamic relations among COVID-19-related media exposure and worries during the COVID-19 pandemic. Psychology & Health, Band (8), 933–947. https://doi.org/10.1080/08870446.2021.1912345

Schmitterer, A. (2022). Finten finden in der Lesediagnostik. Praxis Schulpsychologie, 7–9.

Schulz, P. (2022). Heterogeneity in bilingualism and autism: Two of a kind?. Linguistic Approaches to Bilingualism, Band (1).

Theobald, M., Galeano-Keiner, E., & Brod, G. (2022). Predicting vs. Guessing. The role of confidence for pupillometric markers of curiosity and surprise. Cognition and Emotion, Band (4).

Ulitzka, B., Daseking, M., & auch Koerner, J. K. (2022). Diagnostik der Selbstregulation im Kita-Alter – Eine Übersicht. Frühe Bildung, Band (4), 168–185. https://doi.org/10.1026/2191-9186/a000584

Visser, L., Rothe, J., Schulte-Körne, G., & Hasselhorn, M. (2022). Evaluation of an online version of the CFT 20-R in third and fourth grade children. Children, Band (4).

Arens, A. K. , & Watermann, R. (2021). Students’ achievement goals and beliefs of causes of success. Contemporary educational psychology, Band (101941). https://doi.org/10.1016/j.cedpsych.2020.101941

Arens, A. K. , Jansen, M. , Preckel, F. , Schmidt, I., & Brunner, M. (2021). The structure of academic self-concept. Review of educational research, Band (1), 34–72.

Arens, A. K. (2021). Wertfacetten im Grundschulalter in drei Fächern. Zeitschrift für Pädagogische Psychologie, Band (1), 32–52.

Baykara, E., Könen, T., Unger, K., & Karbach, J. (2021). MRI Predictors of Cognitive Training Outcomes. Journal of Cognitive Enhancement, Band (2).

Becker, B., & Klein, O. (2021). The Primary Effect of Ethnic Origin – Rooted in Early Childhood? An Analysis of the Educational Disadvantages of Turkish-origin Children during the Transition to Secondary Education in Germany. Research in Social Stratification and Mobility, Band (100639). https://doi.org/10.1016/j.rssm.2021.100639

Becker, A., Daseking, M., & Kerner Auch Koerner, J. (2021). Cognitive profiles in the WISC-V of children with ADHD and specific learning disorders. Sustainability, Band (17). https://doi.org/10.3390/su13179948

Becker, A., & Daseking, M. (2021). Lese- und Rechtschreibstörung (LRS), isolierte Lesestörung und isolierte Rechtschreibstörung. In M. Daseking & F. Petermann. Fallbuch WISC-V. Die Wechsler Intelligence Scale for Children – Fifth Edition in der Praxis (S. 119–140). Hogrefe.

Blume, F., Schmidt, A., Kramer, A. C., Schmiedek, F., & Neubauer, A. B. (2021). Homeschooling during the SARS-CoV-2 pandemic: The role of students’ trait self-regulation and task attributes of daily learning tasks for students’ daily self-regulation. Zeitschrift für Erziehungswissenschaft, Band (2), 367–391. https://doi.org/10.1007/s11618-021-01011-w

Brandenburg, J., Huschka, S. S., Visser, L., & Hasselhorn, M. (2021). Are Different Types of Learning Disorder Associated With Distinct Cognitive Functioning Profiles?. Frontiers in Psychology. https://doi.org/10.3389/fpsyg.2021.725374

Brandenburg, J., Hartmann, D., Visser, L., Schwenck, C., & Hasselhorn, M. (2021). Differentielle Stabilität und Interrater-Dependenzen bei der Beurteilung psychischer Auffälligkeiten: Längsschnittliche Analysen mit dem SDQ bei Kindern mit und ohne Lernstörungen. Praxis der Kinderpsychologie und Kinderpsychiatrie, Band (4), 282–297. https://doi.org/10.13109/prkk.2021.70.4.282.

Brod, G. (2021). Toward an understanding of when prior knowledge helps or hinders learning. npj Science of Learning, Band (6), 24.

Brod, G. (2021). Predicting as a learning strategy. Psychon Bull Rev, Band (28), 1839–1847. https://doi.org/10.3758/s13423-021-01904-1

Brod, G., & Gold, A. (2021). Gedächtnis und Wissen. In S. Preiser. Pädagogische Psychologie (S. 54–78). Beltz Juventa.