Publikationen

Neubauer, A. B., Scott, S. B., Sliwinski, M. J., & Smyth, J. M. (2020). How was your day? Convergence of aggregated momentary and retrospective end-of-day affect ratings across the adult life span. Journal of Personality and Social Psychology, 185–203. https://doi.org/10.1037/pspp0000248

Neubauer, A. B., Voelkle, M. C., Voss, A., & Mertens, U. (2020). Estimating reliability of within-person couplings in a multilevel framework. Journal of Personality Assessment. https://doi.org/10.1080/00223891.2018.1521418

Neubauer, A., Lerche, V., Koehler, F., & Voss, A. (2020). What do you (think you) need? Perceived vs. experienced effects of need fulfillment on well-being. Journal of Research in Personality. https://doi.org/10.1016/j.jrp.2020.103938

Reichert, M., Giurgiu, G., Koch, E., Wieland, L. M., Lautenbach, S., Neubauer, A. B., Haaren-Mack, B. v. ,Schilling, R., Timm, I., Notthoff, N., Marzi, I., Hill, H., Brüßler, S., Eckert, T., Fiedler, J., Burchartz, A., Anedda, B., Wunsch, K., Gerber, M., Jekauc, D., Woll, A., Dunton, G. F., Kanning, M., Nigg,C. R., Ebner-Priemer, U., & Liao, Y. (2020). Ambulatory assessment for physical activity research. Psychology of Sport and Exercise. https://doi.org/10.1016/j.psychsport.2020.101742

Roßbach, H.-G., & Hasselhorn, M. (2020). Bildungsherausforderungen in der frühen Kindheit. Zeitschrift für Erziehungswissenschaft, 461–464. https://doi.org/10.1007/s11618-020-00953-x

Ruiter, S., Visser, L., & Timmerman, M. (2020). Integratieve diagnostiek met de Intelligence and Development Scales-2 (IDS-2). Kind en Adolescent, Band (1).

Samdan, G., Kiel, N., Petermann, F., Rothenfußer, S., Zierul, C., & Reinelt, T. (2020). The relationship between parental behavior and infant regulation: A systematic review. Developmental Review, Band (57), 100923. https://doi.org/10.1016/j.dr.2020.100923

Sander, M. C., Fandakova, Y., Grandy, T. H., Shing, Y. L., & Werkle-Bergner, M. (2020). Oscillatory mechanisms of successful memory formation in younger and older adults are related to structural integrity. Cerebral Cortex, 3744–3758. https://doi.org/10.1093/cercor/bhz339

Sassenhagen, J., & Fiebach, C. J. (2020). Traces of Meaning Itself: Encoding Distributional Word Vectors in Brain Activity. Neurobiology of Language, Band (1), 54–76.

Schaeffner, S., Könen, T., & Karbach, J. (2020). New insights into the role of the phonological loop in task switching: Evidence from three different age groups. Journal of Cognitive Psychology, Band (32), 409–422.

Schmidt, A., Neubauer, A. B., Dirk, J., & Schmiedek, F. (2020). The bright and the dark side of peer relationships: Differential effects of relatedness satisfaction and frustration at school on affective well-being in children’s daily lives. Developmental Psychology, Band (8), 1532–1546. https://doi.org/10.1037/dev0000997

Schmidt, A., Neubauer, A., Dirk, J., & Schmiedek, F. (2020). The bright and the dark side of peer relationships. Developmental Psychology, 1532–1546. https://doi.org/10.1037/dev0000997

Schmidt, C., Brandenburg, J., Busch, J., Büttner, G., Grube, D., Mähler, C., & Hasselhorn, M. (2020). Developmental trajectories of phonological information processing in children with specific reading or spelling disabilities. Reading Research Quarterly. https://doi.org/10.1002/rrq.299

Schmiedek, F., & Neubauer, A. B. (2020). Experiments in the wild: Introducing the Within-Person Encouragement Design. Multivariate Behavioral Research, Band (2), 256–276. https://doi.org/10.1080/00273171.2019.1627660

Schmiedek, F., & Neubauer, A. (2020). Experiments in the wild. Multivariate Behavioral Research, 256–276. https://doi.org/10.1080/00273171.2019.1627660

Sicorello, M., Dieckmann, L., Moser, D., Lux, V., Luhmann, M., Neubauer, A., Schlotz, W., & Kumsta, R. (2020). Highs and lows. PLoS ONE. https://doi.org/10.1371/journal.pone.0237001

Strobach, T., & Karbach, J. (2020). Investigating dual-task interference in children versus young adults with the overlapping task paradigm. Journal of Experimental Child Psychology, Band (197).

Tracey, D., Morin, A. J. S., Pekrun, R., Arens, K., Murayama, K., Lichtenfeld, S., Frenzel, A., Goetz, T., & Maïano, C. (2020). Mathematics motivation in students with low cognitive ability. American Journal on Intellectual and Developmental Disabilities, 125–147. https://doi.org/10.1352/1944-7558-125.2.125

Vogel, R. F., & Huth, M. C. M. (2020). Modusschnittstellen in mathematischen Lernprozessen. In G. Kadunz. Zeichen und Sprache im Mathematikunterricht: Semiotik in Theorie und Praxis (S. 215–255). Springer Berlin Heidelberg. https://doi.org/10.1007/978-3-662-61194-4_10

Weicker, M., & Schulz, P. (2020). Not everything needs to be big or small: evidence from children’s interpretation of vague adjectives. In M. M. Brown & A. Kohut. BUCLD 44: Proceedings of the 44th annual Boston University Conference on Language Development (S. 724–737). Cascadilla Press.