Publikationen
Loßnitzer, C., Moschko, T., Gawrilow, C., Schmid, J., & Hasselhorn, M. (2021). Forschungsgrundlagen der Schulpsychologie. In K. Seifried, S. Drewes, M. Hasselhorn. Handbuch Schulpsychologie (S. 31–41). Kohlhammer.
Makrodimitris, C., & Schulz, P. (2021). Does timing in acquisition modulate heritage children’s language abilities? Evidence from the Greek LITMUS Sentence Repetition Task. Languages, Special Issue on Heritage Languages in Germany, Band (49). https://doi.org/10.3390/languages6010049
Makrodimitris, C., & Schulz, P. (2021). DaZ ab Sechs: Ein Projekt zum Erwerb temporaler Subjunktoren bei griechisch-deutschen Lernern. In B. Lütke, E. Montanari, A. Müller. A.-L. Scherger & J. Ricard Brede. Deutsch als Zweitsprache - Forschungsfelder und Ergebnisse (S. 147–161). Fillibach bei Klett.
Meinhardt, A., Braeuning, D., Hasselhorn, M., Lonnemann, J., Moeller, K., Pazouki, T., Schiltz, C., & Jung, S. (2021). The development of early visual-spatial abilities – considering effects of test mode. Cognitive Development, Band (105132). https://doi.org/10.1016/j.cogdev.2021.101092
Meurs, P. (2021). Komplexes Trauma und Transgender: Neue Herausforderungen für psychoanalytische Forschung und Praxis. Adoleszenzforschung (Zur Theorie und Empirie der Jugend aus transdisziplinärer Perspektive). https://doi.org/10.1007/978-3-658-28189-2_5
Meurs, P. (2021). Veränderte Praxis, veränderte Beziehungen?! Einflüsse der Corona-Pandemie auf die psychotherapeutische Arbeit mit Kindern und Jugendlichen. Kinder- und Jugendlichen-Psychotherapie - Zeitschrift für Psychoanalyse und Tiefenpsychologie, Band (190), 261–275.
Neubauer, A. B., Kramer, A. C., Schmidt, A., Könen, T., Dirk, J., & Schmiedek, F. (2021). Reciprocal relations of subjective sleep quality and affective well-being in late childhood. Developmental Psychology, Band (8), 1372–1386. https://doi.org/10.1037/dev0001209
Reuter, M., Kühnhausen, J., Kleinhansl, M., Henn, L., & Gawrilow, C. (2021). Children’s daily time in natural spaces during spring/summer time: Within-person restoration and the role of environmental attitude. Umweltpsychologie, Band (2), 169–189.
Schmidt, A., Dirk, J., Neubauer, A. B., & Schmiedek, F. (2021). Evaluating sociometer theory in children’s everyday lives: Inclusion, but not exclusion by peers at school is related to within-day change in self-esteem. European Journal of Personality, Band (5), 736–753. https://doi.org/10.1177/0890207020962328
Schmidt, C., Brandenburg,, J., Busch, J., Büttner, G., Grube, D., Mähler, C., & Hasselhorn, M. (2021). Developmental trajectories of phonological information processing in upper elementary students with reading or spelling disabilities. Reading research quarterly, Band (1), 143–171.
Schmidt, A., Dirk, J., & Schmiedek, F. (2021). The power of everyday peer relatedness in predicting subjective well-being after school transition. Zeitschrift für Entwicklungspsychologie und Pädagogische Psychologie, Band (3-4). https://doi.org/10.1026/0049-8637/a000220
Schommartz, I., Lembcke, P. F., Schuetz, H., de Chamorro, N. W., Bauer, M., Kaindl, A. M., Buss, C., & Shing, Y. L. (2021). From Learning to Remembering: How Memory Consolidation Differs in Term and Preterm Born Children from Young Adult. BioRxiv. https://doi.org/10.1101/2021.08.24.457558
Strobach, T., & Karbach, J. (2021). Cognitive training – An overview of features and applications. Springer.
Teufel, K., & Soll, S. (2021). Autismus-Spektrum-Störungen. Hogrefe Verlag.
Theobald, M., Bellhäuser, H., & Imhof, M. (2021). Deadlines don’t prevent cramming. Learning and Individual Differences, Band (101994). https://doi.org/10.1016/j.lindif.2021.101994
Vliegen, N., Tang, E., & Meurs, P. (2021). Bindungstraumatisierungen bei Kindern und Jugendlichen. Ein Leitfaden für Betreuungspersonen. Kohlhammer.
Zari?, J., Hasselhorn, M., & Nagler, T. (2021). Orthographic knowledge predicts reading and spelling skills over and above general intelligence and phonological awareness. European journal of psychology of education, Band (1), 21–43.
Zari?, J., & Nagler, T. (2021). Reading comprehension on word- and sentence-level can be predicted by orthographic knowledge for German children with poor reading proficiency. Reading and Writing, 2031–2057. https://doi.org/10.1007/s11145-021-10126-9
Arens, K., Helm, F., Wolff, F., & Möller, J. (2020). Social and dimensional comparisons in the formation of German students’ language self-concepts. Journal of Experimental Education, Band (2), 245–264. https://doi.org/10.1080/00220973.2019.1635069
Bar-Kochva, I., Korinth, S. P., & Hasselhorn, M. (2020). Effects of a morpheme-based training procedure on the literacy skills of readers with a reading disability. Applied Psycholinguistics, Band (5), 1061–1082. https://doi.org/10.1017/S0142716420000120