Publikationen
Krampen,G. ,Hasselhorn,M. (2019). Monitoring des Beitrags der Psychologie zur interdisziplinären Bildungsforschung: Szientometrische Analysen zur Forschung aus dem deutschsprachigen im Vergleich zum angloamerikanischen Bereich. Schweizerischen Zeitschrift für Bildungswissenschaften. https://doi.org/10.24452/sjer.41.1.4
Lonnemann,J. ,Li,S. ,Zhao,P. ,Linkersdörfer,J. ,Lindberg,S. ,Hasselhorn,M. ,Yan,S. (2019). Differences in counting skills between Chinese and German children are accompanied by differences in processing of approximate numerical magnitude information. Frontiers in Psychology. https://doi.org/10.3389/fpsyg.2018.02656
Lonnemann, J., Müller, C., Büttner, G., & Hasselhorn, M. (2019). The influence of visual-spatial skills on the association between processing of nonsymbolic numerical magnitude and number word sequence skills. Journal of Experimental Child Psychology, 184–197. https://doi.org/10.1016/j.jecp.2018.09.018
Mander, J., Blanck, P., Neubauer, A. B., Kröger, P., Flückiger, C., Lutz, W., Barnow, S., Bents, H., … & Heidenreich, T. (2019). Mindfulness and PMR as standardized session-introduction in individual therapy: A randomized controlled trial. Journal of Clinical Psychology, 21–45. https://doi.org/10.1002/jclp.22695
Menzel, B., Ziehm, J., Voet Cornelli, B., & Goßmann, M. (2019). Schule migrationssensibel gestalten: Impulse für die Praxis. Beltz.
Möwisch, D., Schmiedek, F., Richter, D., & Brose, A. (2019). Capturing affective wellbeing in daily life with the day reconstruction method: A refined view on positive and negative affect. Journal of Happiness Studies, 641–663. https://doi.org/10.1007/s10902-018-9965-3
Neubauer, A.B., Dirk, J., & Schmiedek, F. (2019). Momentary working memory performance is coupled with different dimensions of affect for different children: A mixture model analysis of ambulatory assessment data. Developmental Psychology, 754–766. https://doi.org/10.1037/dev0000668
Otto, B., & Karbach, J. (2019). The Effects of Private Tutoring on Students‘ Perception of their Parents‘ Academic Involvement and the Quality of their Parent-Child Relationship. Educational Psychology, 923–940.
Poloczek, S., Henry, L. A., Messer, D. J., & Büttner, G. (2019). Do children use different forms of verbal rehearsal in serial picture recall tasks? A multi-method study. Memory, 758–771. https://doi.org/10.1080/09658211.2018.1563615
Ruiter, S., & Visser, L. (2019). Testgebruik bij vroegkinderlijke ontwikkeling en kinderen met beperkingen. In M. van der Meulen, S. Ruiter, J. Hendriksen. P. Hurks. Psychodiagnostiek: Van nul tot zes jaar, Ontwikkeling, testgebruik en casuïstiek. (S. 39–52). Pearson.
Schmidt, A., Dirk, J., & Schmiedek, F. (2019). The importance of peer relatedness at school for affective well?being in children: Between?and within?person associations. Social Development, 873–892. https://doi.org/10.1111/sode.12379
Schulz, P., & Grimm, A. (2019). The age factor revisited: Timing inacquisition interacts with age of onset in bilingual acquisition. Frontiers in Psychology. https://doi.org/10.3389/fpsyg.2018.02732
Schwarz, U., & Gawrilow, C. (2019). Measuring and Compensating for Deficits of Self-Regulation in School Children via Ambulatory Assessment. Psychology in Russia: State of the Art, 8–22. https://doi.org/10.11621/pir.2019.0401
Spieß, C.K., & Hasselhorn, M. (2019). Einführung zu III: Frühe Bildung – Kindertageseinrichtungen und Grundschule. In M. Hasselhorn, F. W. Hesse, K. Maaz, J. Schrader, H. Solga, C. K. Spieß, K. Zimmer. O. Köller. (S. 403–407). Klinkhardt.
Titz, C., Geyer, S., Ropeter, A., Wagner, H., Weber, S., & Hasselhorn, M. (2019). Konzepte zur Sprach- und Schriftsprachförderung: Praxiserfahrungen. Kohlhammer.
Arens, A. K., Becker, M., & Möller, J. (2018). The internal/external frame of reference (I/E) model – Extension to five school subjects and invariance across German secondary school ability tracks. Learning and Individual Differences, 143–155. https://doi.org/10.1016/j.lindif.2018.07.005
Arens, A. K., & Preckel, F. (2018). Testing the internal/external frame of reference model with elementary school children. Contemporary Educational Psychology, 199–211. https://doi.org/10.1016/j.cedpsych.2018.06.003
Beißert, H., Mulvey, K. L., & Killen,M. (2018). Children’s act evaluation and emotion attribution reasoning regarding different moral transgressions. Merrill Palmer Quarterly, 195–219.
Bischoff, S., Bollig, S., Cloos, P., Nentwig-Gesemann, I., & Schulz, M. (2018). Einleitung: Das Fallarchiv Kindheitspädagogische Forschung. Fallarchiv Kindheitspädagogische Forschung, 3–11.
Brod, G., Hasselhorn, M., & Bunge, S. (2018). When generating a prediction boosts learning. Learning and Instruction, 22–31. https://doi.org/10.1016/j.learninstruc.2018.01.013