Publikationen
Schulz, P., Gawlitzek, I., & Wöllstein, A. (2017). Introduction. Zeitschrift für Sprachwissenschaft. https://doi.org/10.1515/zfs-2017-0001
Schulz, P., & Schwarze, R. (2017). How strong is the ban on non-finite verbs in V2? Evidence from early second language learners of German with and without SLI. Zeitschrift für Sprachwissenschaft, 51–78. https://doi.org/10.1515/zfs-2017-0004
Strobach, T., Jaeggi, S., & Karbach, J. (2017). Enhancing brain and cognition through cognitive training.
Trautwein, U., & Hasselhorn, M. (2017). Begabungen und Talente. Hogrefe.
Trautwein, U., & Hasselhorn, M. (2017). Vorwort der Herausgeber. In U. Trautwein & M. Hasselhorn. Begabungen und Talente. Jahrbuch der pädagogisch-psychologischen Diagnostik. Tests und Trends (S. VII–II). Hogrefe.
Van der Putten, A. A. J., Dijkstra, R. D., Huls, J. J., & Visser, L. (2017). Assessment of temperament in children with profound intellectual and multiple disabilities. A study into the role of motor disabilities in instruments to measure temperament. Cogent Psychology. https://doi.org/10.1080/23311908.2017.1335038
Vidmar, M., Niklas, F., Schneider, W., & Hasselhorn, M. (2017). On-entry assessment of school competencies and academic achievement: A comparison between Slovenia and Germany. European Journal of Psychology of Education, 311–331. https://doi.org/10.1007/s10212-016-0294-9
Walper, S. (2017). Bildungsrelevante Risiken: Kommentar. In M. Hasselhorn, A. Gold. U. Hartmann. Entwicklungsläufe verstehen – Kinder mit Bildungsrisiken wirksam fördern. Forschungsergebnisse des Frankfurter IDeA-Zentrums (S. 97–112). Kohlhammer.
Wiebe, S., & Karbach, J. (2017). Executive Functions: Development Across the Life Span. Taylor & Francis. https://208.254.74.112/books/details/9781138655553/
Wirth, A., Reinelt, T., Gawrilow, C., Schwenck, C., Freitag, C. M., & Rauch, W. A. (2017). Examining the relationship between children’s ADHD symptomatology and inadequate parenting: The role of household chaos. Journal of Attention Disorders. https://doi.org/10.1177/1087054717692881
Woerner, W., Müller, C., & Hasselhorn, M. (2017). Bedeutung und Berechnung der Prozentränge und T-Werte beim Erstellen von Testnormen: Anmerkungen und Empfehlungen. In M. Hasselhorn. U. Trautwein. Begabung und Talente (S. 245–263). Hogrefe.
Arens, A. K., Marsh, H. W., Craven, R. G., Yeung, A. S., Randhawa, E., & Hasselhorn, M. (2016). Math self-concept in preschool children: Structure, achievement relations, and generalizability across gender. Early Childhood Research Quarterly, 391–403. https://doi.org/10.1016/j.ecresq.2015.12.024
Arens, A. K., & Jansen, M. (2016). Self-concepts in reading, writing, listening, and speaking: A multidimensional and hierarchical structure and its generalizability across native and foreign languages. Journal of Educational Psychology, 646–664. https://doi.org/10.1037/edu0000081
Arens, A. K., Möller, J., & Watermann, R. (2016). Extending the internal/external frame of reference model to social studies: Self-concept and achievement in history and politics. Learning and Individual Differences, 91–99. https://doi.org/10.1016/j.lindif.2016.08.044
Arens, A. K., & Möller, J. (2016). Dimensional comparisons in students‘ perceptions of the learning environment. Learning and Instruction, 22–30. https://doi.org/10.1016/j.learninstruc.2015.11.00
Bar-Kochva, I., Gilor, O., & Breznitz, Z. (2016). An examination of the process of acquiring visual word representations in dyslexic children. Journal for Educational Research Online.
Becker, B., Boldin, E., & Klein, O. (2016). Formal and informal early education of Turkish-origin children in Germany. Early Child Development and Care, 173–189. https://doi.org/10.1080/03004430.2014.944516
Becker, B., & Biedinger, N. (2016). Ethnische Ungleichheiten in der vorschulischen Bildung. In C. Hunkler, C. Kristen. C. Diehl. Ethnische Ungleichheiten im Bildungsverlauf: Mechanismen, Befunde, Debatten (S. 433–474). Springer VS. https://doi.org/10.1007/978-3-658-04322-3_10
Beißert, H., & Hasselhorn, M. (2016). Individual differences in moral development: Does intelligence really affect children’s moral reasoning and moral emotions?. Frontiers in Psychology. https://doi.org/10.3389/fpsyg.2016.01961
Brandenburg, J., Fischbach, A., Labuhn, A. S., Rietz, C. S., Schmid, J. M., & Hasselhorn, M. (2016). Overidentification of learning disorders among language-minority students. Implications for the standardization of school achievement tests. Journal for Educational Research Online.