Publikationen
Noack, H., Lövdén, M., & Schmiedek, F. (2014). On the validity and generality of transfer effects in cognitive training research. Psychological Research, 773–789. https://doi.org/10.1007/s00426-014-0564-6
Oertel-Knöchel, V., Reinke, B., Alves, G., Jurcoane, A., Wenzler, S., Prvulovic, D., Linden, D., & Knöchel, C. (2014). Frontal white matter alterations are associated with executive cognitive function in euthymic bipolar patients. Journal of Affective Disorders, 223–233. https://doi.org/10.1016/j.jad.2013.11.004
Pinheiro-Chagasa, P., Wood, G., Knops, A., Krinzinger, H., Lonnemann, J., Starling-Alvesa, I., Willmes, K., & Haase, V. G. (2014). In how many ways is the approximate number system associated with exact calculation?. PLoS One. https://doi.org/10.1371/journal.pone.0111155
Poloczek, S., Büttner, G., & Hasselhorn, M. (2014). Phonological short-term memory impairment and the word length effect in children with intellectual disabilities. Research in Developmental Disabilities, 455–462. https://doi.org/10.1016/j.ridd.2013.11.025
Preßler, A.-L., Könen, T., Hasselhorn, M., & Krajewski, K. (2014). Cognitive preconditions of early reading and spelling: A latent-variable approach with longitudinal data. Reading and Writing, 383–406. https://doi.org/10.1007/s11145-013-9449-0
Rauch, W. A., Gawrilow, C., Schermelleh-Engel, K., & Schmitt, K. (2014). Dispositionelle Selbstkontrollkapazität bei Kindern: Erprobung einer Fremdbeurteilerversion der SCS-K-D. Diagnostica, 61–72. https://doi.org/10.1026/0012-1924/a000099
Riediger, M., Wrzus, C., Klipker, K., Müller, V., Schmiedek, F., & Wagner, G. (2014). Outside of the laboratory: Associations of working-memory performance with psychological and physiological arousal vary with age. Psychology and Aging, 103–114. https://doi.org/10.1037/a0035766
Röder, M., Hein, S., & Fingerle, M. (2014). The Child Attachment Interview: Application in a German-speaking sample and its correlations with personality and aggression. Child Indicators Research. https://doi.org/10.1007/s12187-014-9273-3
Schmid, J. M., & Hasselhorn, M. (2014). Children at Risk‘ of poor educational outcomes: Insights from a (neuro-)cognitive perspective. Child Indicators Research, 735–749. https://doi.org/10.1007/s12187-014-9260-8
Schmiedek, F., Lövdén, M., & Lindenberger, U. (2014). Younger adults show long-term effects of cognitive training on broad cognitive abilities over 2 years. Developmental Psychology, 2304–2310. https://doi.org/10.1037/a0037388
Schulz, P., Grimm, A., Geist, B., & Voet Cornelli, B. (2014). cammino – Mehrsprachigkeit am Übergang zwischen Kita und Grundschule. In BMBF. Bildungsforschung 2020 - Herausforderungen und Perspektiven (S. 281–284). Bundesministerium für Bildung und Forschung.
Tracey, D., Yeung, A. S., Arens, A. K., & Ng, C. (2014). Young second language learners’ competence and affective self-concept. Asian EFL Journal.
Tuppat, J., & Becker, B. (2014). Sind türkischstämmige Kinder beim Schulstart im Nachteil? Die Bedeutung genereller und aufnahmelandspezifischer Kompetenzen für die Wahrscheinlichkeit einer Rückstellung. Kölner Zeitschrift für Soziologie und Sozialpsychologie, 219–241. https://doi.org/10.1007/s11577-014-0255-8
Voelkle, M. C., Brose, A., Schmiedek, F., & Lindenberger, U. (2014). Toward a unified framework for the study of between-person and within-person structures: Building a bridge between two research paradigms. Multivariate Behavioral Research, 193–213. https://doi.org/10.1080/00273171.2014.889593
Vogel,R. (2014). Geometrisches Handeln von Kindern in mathematischen Spiel- und Erkundungssituationen. Frühe Bildung, 130–138. https://doi.org/10.1026/2191-9186/a000167
Vogel, R., Specht, S., Ludes, P., & Wichert, H. (2014). Kinder handeln in unterschiedlichen mathematischen Bereichen – ausgewählte Ergebnisse aus der Längsschnittstudie erStMaL. In J. Ames. J. Roth. Beiträge zum Mathematikunterricht 2014. Band 2. WTM Verlag.
Vogel, R. (2014). Mathematical situations of play and exploration as an empirical research instrument. In B. Brandt, C. Benz, G. Krummheuer, S. Ladel, R. Vogel. U. Kortenkamp. Early mathematics learning: Selected papers of the POEM 2012 Conference (S. 223–236). Springer. https://doi.org/10.1007/978-1-4614-4678-1_7
Vogel, R., & Jung, J. (2014). Videocoding – A methodological research approach to mathematical activities of Kindergarten children. In Ç. Haser, M. A. Mariotti. B. Ubuz. Proceedings of the 8th Congress of the European Society for Research in Mathematics Education. Working group 13 – Early years mathematics (S. 2248–2258). Middle East Technical University (Ankara).
von Suchodoletz, A., Gawrilow, C., Gunzenhauser, C., Merkt, J., Hasselhorn, M., Wanless, S. B., & McClelland, M. M. (2014). Erfassung der Selbstregulation vor dem Schuleintritt [Measuring self-regulation before school entry]. Psychologie in Erziehung und Unterricht, 165–174. https://doi.org/10.2378/peu2014. art13d
Werkle-Bergner, M., Grandy, T. H., Chicherio, C., Schmiedek, F., Lövdén, M., & Lindenberger, U. (2014). Coordinated within-trial dynamics of low-frequency neural rhythms controls evidence accumulation. The Journal of Neuroscience, 8519–8528. https://doi.org/10.1523/JNEUROSCI.3801-13. 2014