Publikationen

Beißert, H., Bayer, S. L., Gönülta?, S., & Mulvey, K. L. (2022). Language as a precondition for social integration of migrants in the educational context. In H. J. Abs. E. Gutzwiller-Helfenfinger & K. Göbel. The challenge of radicalization and extremism: Integrating research on education and citizenship in the context of migration (S. 154–178). Brill.

Blume, F., Irmer, A., Dirk, J., & Schmiedek, F. (2022). Day?to?day variation in students’ academic Success. The role of self?regulation, working memory, and achievement goals. Developmental Science, Band (6).

Brandenburg, J., Fischbach, A., Schuchardt, K., Büttner, G., Grube, D., Mähler, C., & Hasselhorn, M. (2022). Welche kognitiven Funktionen begünstigen das überwinden einer Lesestörung?. Sprache - Stimme - Gehör, Band (2), 76–81.

Breitwieser, J., & Brod, G. (2022). The interplay of motivation and volitional control in predicting the achievement of learning goals. An intraindividual perspective. Journal of Educational Psychology, Band (5), 1048–1061. https://doi.org/10.1037/edu0000738.

Breitwieser, J., Neubauer, A. B., Schmiedek, F., & Brod, G. (2022). Self-regulation prompts promote the achievement of learning goals – But only briefly: Uncovering hidden dynamics in the effects of a psychological intervention. Learning and Instruction, Band (101560). https://doi.org/10.1016/j.learninstruc.2021.101560

Brod, G., & Shing, Y. L. (2022). Are there Age-Related Differences in the Effects of Prior Knowledge on Learning? Insights Gained from the Memory Congruency Effect. Mind, Brain, and Education, Band (2).

Brod, G., Greve, A., Jolles, D., Theobald, M., & Galeano-Keiner, E. M. (2022). Explicitly predicting outcomes enhances learning of expectancy-violating information. Psychonomic Bulletin & Review, Band (6).

Brose, A., Neubauer, A. B., & Schmiedek, F. (2022). Integrating state dynamics and trait change. A tutorial using the example of stress reactivity and change in well-being. European Journal of Personality, Band (2), 180–199. https://doi.org/10.1177/08902070211014055

Buhr, L., Moschko, T., Eppinger Ruiz de Zarate, A., Schwarz, U., Kühnhausen, J., & Gawrilow, C. (2022). The association of self-reported ADHD symptoms and sleep in daily life of a general population sample of school children: An inter- and intraindividual perspective. Brain Sciences, Band (4), 440. https://doi.org/10.3390/brainsci12040440

Conry-Murray, C., McGuire, L., Hitti, A., & Beißert, H. (2022). Group norms and moral development. Reasoning and cognition across the lifespan. Frontiers Media.

Conry-Murray, C., McGuire, L., Hitti, A., & Beißert, H. (2022). Group norms and moral development – Reasoning & cognition across the lifespan. Frontiers Media.

Daseking, M., & Walter, F. (2022). Fallbuch WPPSI-IV. Die Wechsler Preschool and Primary Scale of Intelligence. Hogrefe Verlag.

Ehm, J. -H., Hasselhorn, M., & Schmiedek, F. (2022). Der wechselseitige Einfluss von Selbstkonzept und Leistung bei Grundschulkindern im Lichte verschiedener längsschnittlicher Analysemethoden. Zeitschrift für Pädagogische Psychologie, Band (4). https://doi.org/10.1024/1010-0652/a000303

Eisenhauer, S., Gagl, B., & Fiebach, C. J. (2022). Predictive pre-activation of orthographic and lexical-semantic representations facilitates visual word recognition. Psychophysiology, Band (3).

Gagl, B., Richlan, F., Ludersdorfer, P., Sassenhagen, J., Eisenhauer, S., Gregorova, K., & Fiebach, C. J. (2022). The lexical categorization model: A computational model of left ventral occipito-temporal cortex activation in visual word recognition. PLOS Computational Biology, Band (6). https://doi.org/10.1371/journal.pcbi.1009995

Galeano-Keiner, E. M., Neubauer, A. B., Irmer, A., & Schmiedek, F. (2022). Daily fluctuations in children’s working memory accuracy and precision. Variability at multiple time scales and links to daily sleep behavior and fluid intelligence. Cognitive Development. https://doi.org/10.1016/j.cogdev.2022.101260

Grimm, A. (2022). The use of the LITMUS Quasi-Universal Nonword Repetition Task to identify DLD in monolingual and early second language learners aged 8 to 10. Languages, Band (3), 218. https://doi.org/10.3390/languages7030218

Grimm, A. (2022). Schwierigkeiten im Erwerb des Lesens und Schreibens. In H. Olfert. Erstlesen, Erstschreiben (S. 320–345). Schneider Verlag.

Hammerstein, S., Poloczek, S., Lösche, P., Lemaire, P., & Büttner, G. (2022). Effects of presentation modality and duration on children’s strategy use: A study in computational estimation. Quarterly Journal of Experimental Psychology, Band (8).

Hasselhorn, M., & Gold, A. (2022). Pädagogische Psychologie – Erfolgreiches Lernen und Lehren. Kohlhammer.