Publikationen

Schotte, K., Taraszow, T., Heppt, B., Gesner, K., & Stanat, P. (2024). Listening comprehension tests of elementary school students’ first language proficiency in Russian and Turkish: Test construction and validation. European Journal of Psychological Assessment. https://doi.org/10.1027/1015-5759/a000862

Schütte, K., Hasselhorn, M., & Köller, O. (2024). Bildungsungleichheit besser verstehen und vermindern: Ansatz und Befunde der Bremer Initiative zur Stärkung frühkindlicher Entwicklung. Frühe Bildung, Band (2), 65–70. https://doi.org/10.1026/2191-9186/a000662

Schütte, K., Hasselhorn, M., & Köller, O. (2024). Bremer Initiative zur Stärkung frühkindlicher Entwicklung (BRISE). Hogrefe.

Spiesberger, A. A., Triantafyllopoulos, A., Kathan, A., Semertzidou, A., Gawrilow, C., Reinelt, T., Rauch, W. A., & Schuller, B. W. (2024). “So …my child …“ – How child ADHD influences the way parents talk. Procedia Interspeech, 2010–2014.

Strobach, T., & Karbach, J. (2024). Developmental changes in executive control: Investigating dual-task interference during motor and central cognitive processing with the overlapping task paradigm. Journal of Cognition & Development, Band (25), 549–572.

Suppiger, D., Natalucci, G., & Reinelt, T. (2024). Reliability and validity of the German version of the Iowa infant feeding attitude scale (IIFAS-G) and relations to breastfeeding duration and feeding method. International Breastfeeding Journal, Band (58). https://doi.org/10.1186/s13006-024-00665-6

Theobald, M., Colantonio, J., Bascandziev, I., Bonawitz, E., & Brod, G. (2024). Do Reflection Prompts Promote Children’s Conflict Monitoring and Revision of Misconceptions?. Child Development, Band (4), 253–269. https://doi.org/10.1111/cdev.14081

van Berk, B., Kroehne, U., & Dignath, C. (2024). On the Right Track: Decoding Self-Regulated Learning in Young Students’ Log Data with the Digital Train Track Task. Frontiers in Education, Band (Vol. 9), 1–20. https://doi.org/10.3389/feduc.2024.1388202

van den Hoek Ostende, M., Schwarz, U., Gawrilow, C., Kaup, B., & Svaldi, J. (2024). Modality Matters: Fasted Individuals Inhibit Food Stimuli Better Than Neutral Stimuli for Words, but Not for Pictures. Nutrients, Band (14).

Walter, F., Daseking, M., & Pauls, F. (2024). The effects of language background and parental education on measures of cognitive ability: An analysis of the WPPSI-IV cognitive profiles of monolingual, simultaneous bilingual, and successive bilingual German children aged 4 to 7 years. Children, Band (11), 631. https://doi.org/10.3390/children11060631

Weber, C., Schöfl, M., Steinmair, G., Zepnik, S., & Grimm, A. (2024). Language abilities and phonological information processing mediate the association of spelling with bilingualism and socioeconomic status. Frontiers in Education. https://doi.org/10.3389/feduc.2024.1383421.

Weicker, M., Heßler-Reusch, L., & Schulz, P. (2024). Wipe the table clean – German speakers construe telicity differently in adjectival resultatives and transitives. Glossa: a journal of general linguistics, Band (1). https://doi.org/10.16995/glossa.10105

Weicker, M., & Schulz, P. (2024). Children and adults privilege linguistic over visual information when creating comparison classes for prenominal gradable adjectives. Glossa: a journal of general linguistics 9(1), Band (1). https://doi.org/10.16995/glossa.9912

Zimmermann, T. (2024). Explaining differences in decision-relevant educational knowledge between parents with and without immigrant background in Germany. Research in Social Stratification and Mobility, 1–33. https://doi.org/10.1016/j.rssm.2024.100894

Arens, A. K., & Niepel, C. (2023). Formation of academic self-concept and intrinsic value within and across three domains. Extending the reciprocal internal/external frame of reference model. British Journal of Educational Psychology, Band (2).

Becker, B., Gresch, C., & Zimmermann, T. (2023). Are They Still Aiming High? The Development of Educational Aspirations of Lower Secondary School Students With Immigrant Backgrounds in Germany. International Migration Review, Band (3), 1216–1248. https://doi.org/10.1177/01979183221112404

Beißert, H., Chalik, L., & Misch, A. (2023). The development of intergroup bias. Social-cognitive foundations and pathways forward. Acta Psychologica.

Bellhäuser, H., Dignath, C., & Theobald, M. (2023). Daily automated feedback enhances self-regulated learning. A longitudinal randomized field experiment. Frontiers in Psychology.

Biedermann, D. , Schwarz, P. O. , Yau, J. , & Drachsler, H. (2023). The Effect of Social Support Features via Buddies in App-Based Habit Building. International Journal of Mobile and Blended Learning, Band (2).

Biedermann, D., Breitwieser, J., Nobbe, L., Drachsler, H., & Brod, G. (2023). Memorizing plans with an app: A case for personalized technology that stimulates cognitive engagement. PsyArXiv.