Publikationen

Dirk, J., & Schmiedek, F. (2016). Fluctuations in elementary school children’s working memory performance in the school context. Journal of Educational Psychology, 722–739. https://doi.org/10.1037/edu0000076

Ehm, J.-H., Kerner auch Koerner, J., Gawrilow, C., Hasselhorn, M., & Schmiedek, F. (2016). The association of ADHD symptoms and reading acquisition during elementary school years. Developmental Psychology, 1445–1456. https://doi.org/10.1037/dev0000186

Gold, A., Gawrilow, C., & Hasselhorn, M. (2016). Grundlagen schulpsychologischer Diagnostik. In S. Drewes, M. Hasselhorn. K. Seifried. Handbuch Schulpsychologie (S. 117–127). Kohlhammer.

Gold, A. (2016). Über die Diagnostik und Behandlung von Lernstörungen. SchulVerwaltung HE/RP, 17–21.

Gold, A. (2016). Lernschwierigkeiten: Wie sie entstehen und was man dagegen tun kann. In D. Jahreis. Basiswissen Lern- und Verhaltensschwierigkeiten (S. 7–42). Raabe.

Grimm,A. (2016). Quatschwörter nachsprechen – gleiche Anforderungen für alle Kinder?. Diskurs Kindheits- und Jugendforschung, 113–117. https://doi.org/10.3224/diskurs.v11i1.22252

Grimm, A., & Schulz, P. (2016). Warum man bei mehrsprachigen Kindern dreimal nach dem Alter fragen sollte: Sprachfähigkeiten simultan-bilingualer Lerner im Vergleich mit monolingualen und frühen Zweitsprachlernern. Diskurs Kindheits- und Jugendforschung, 27–42. https://doi.org/10.3224/diskurs.v11i1.22247

Karbach, J., & Kray, J. (2016). Executive functions. In J. Karbach. T. Strobach. Cognitive training: An overview of features and applications (S. 93–103). Springer.

Kempert, S., Edele, A., Rauch, D., Wolf, K., Paetsch, J., Darsow, A., Maluch, J., & Stanat, P. (2016). Die Rolle der Sprache für zuwanderungsbezogene Ungleichheiten im Bildungsverlauf. In C. Hunkler, C. Kristen. C. Diehl. Ethnische Ungleichheiten im Bildungsverlauf: Mechanismen, Befunde, Debatten (S. 157–241). Springer VS.

Khateb, A., & Bar-Kochva, I. (2016). Reading fluency: Current insights from neurocognitive research and intervention studies. Springer. https://doi.org/10.1007/978-3-319-30478-6

Könen, T., Strobach, T., & Karbach, J. (2016). Working memory. In J. Karbach. T. Strobach. Cognitive training – An overview of features and applications (S. 59–68). Springer.

Könen, T., Dirk, J., Leonhardt, A., & Schmiedek, F. (2016). The interplay between sleep behavior and affect in elementary school children’s daily life. Journal of Experimental Child Psychology, 1–15. https://doi.org/10.1016/j.jecp.2016.04.003

Kunter, M., & Hasselhorn, M. (2016). Children at risk of poor educational outcomes: How educational research can support early identification and improve prevention. Introduction. Journal of Educational Research Online, 3–6.

Leonhardt,A. ,Könen,T. ,Dirk,J. ,Schmiedek,F. (2016). How differentiated do children experience affect? An investigation of the within- and between-person structure of children’s affect. Psychological Assessment, 575–585. https://doi.org/10.1037/pas0000195

Lonnemann, J., Linkersdörfer, J., Hasselhorn, M., & Lindberg, S. (2016). Differences in arithmetic performance between Chinese and German children are accompanied by differences in processing of symbolic numerical magnitude. Frontiers in Psychology. https://doi.org/10.3389/fpsyg.2016.01337

Maehler, D. B., Teltemann, J., Rauch, D., & Hachfeld, A. (2016). Die Operationalisierung des Migrationshintergrunds. In D. B. Maehler & H. U. Brinkmann. Methoden der Migrationsforschung: Ein interdisziplinärer Forschungsleitfaden (S. 263–282). Springer VS. https://doi.org/10.1007/978-3-658-10394-1_9

Marsh, H. W., Pekrun, R., Lichtenfeld, S., Guo, J., Arens, A. K., & Murayama, K. (2016). Breaking the double-edged sword of effort/trying hard: Developmental equilibrium and longitudinal relations among effort, achievement, and academic self-concept. Developmental Psychology, 1273–1290. https://doi.org/10.1037/dev0000146

Morin, A. J. S., Arens, A. K., Tran, A., & Caci, H. (2016). Exploring sources of construct-relevant multidimensionality in psychiatric measurement: A tutorial and illustration using the Composite Scale of Morningness. International Journal of Methods in Psychiatric Research, 277–288. https://doi.org/10.1002/mpr.1485

Morin, A. J. S., Arens, A. K., Maïano, C., Ciarrochi, J., Tracey, D., Parker, P. D., & Craven, R. G. (2016). Reciprocal relationships between teacher ratings of internalizing and externalizing behaviors in adolescents with different levels of cognitive abilities. Journal of Youth and Adolescence, 801–825. https://doi.org/10.1007/s10964-016-0574-3

Morin, A. J. S., Arens, A. K., & Marsh, H. W. (2016). A bifactor exploratory structural equation modeling framework for the identification of distinct sources of construct-relevant psychometric multidimensionality. Structural Equation Modeling: A Multidisciplinary Journal, 116–139. https://doi.org/10.1080/10705511.2014.961800