Publikationen
Paul, K., Angus, D. J., Bublatzky, F., Dietrich, R., Endrass, T., Greenwood, L.?M., Hajcak, G., Jack, B. N., Korinth, S. P., Kroczek, L. O. H., Lucero, B., Mundorf, A., Nolden, S., Peterburs, J., Pfabigan, D. M., Schettino, A., Shing, Y. L., Turan, G., Molen, M. J. W. van der, Wieser, M. J., Willscheid, N., Mushtaq, F., Pavlov, Y. G., & Poutois, G. (2022). Revisiting the electrophysiological correlates of valence and expectancy in reward processing: A multi-lab replication. PsyArXiv Preprints. https://doi.org/10.31234/osf.io/4uy2c
Peters, S., Ehm, J. -H., Wolstein, K., & Mischo, C. (2022). Profiles of German early childhood teachers‘ pedagogical content beliefs and the relation to their competencies. Early Childhood Research Quarterly, Band (1).
Poloczek, S., Hammerstein, S., & Büttner, G. (2022). Children’s mixed-rounding strategy use in computational estimation. Journal of Numerical Cognition, Band (1).
Reinelt, T., Wermelinger, S., Beck, S., Brehm, J., Helbling, N., Manfredi, M., Moersdorf, L., Wagner, L., & Daum, M. (2022). Infancy researchers need to change the way they develop their measures: A comment on Byers-Heinlein et al. (2021). Infant and Child Development, Band (5), e2322. https://doi.org/10.1002/icd.2322
Reinelt, T., Frey, C., Oertel, R., Suppiger, D., & Natalucci, G. (2022). Survey and 10-day diary data on infant nutrition, development, and home learning environment during the COVID-19 pandemic from the LEARN-COVID pilot study. Journal of Open Psychology Data, Band (1). https://doi.org/10.5334/jopd.63
Reinhardt, A. C., & Becker, B. (2022). Der Übergang von neu zugewanderten Kindern und Jugendlichen in das deutsche Bildungssystem. Zeitschrift für Pädagogik, Band (Beiheft), 115–129. https://doi.org/10.3262/zpb2201115
Rothe, J., Visser, L., Görgen, R., Kalmar, J., Schulte-Körne, G., & Hasselhorn, M. (2022). Mobile First? Ein Vergleich von Lese-/Rechtschreibtests in traditionellem Papier-und- Bleistift-Format versus App-Format. Zeitschrift für Erziehungswissenschaft, Band (4), 947–973.
Schaeffner, S., & Karbach, J. (2022). Arbeitsgedächtnistraining–Ein neuer Weg in der Sprachtherapie?. Sprache· Stimme· Gehör, Band (2), 82–86.
Schastak, M., Decristan, J., Rauch, D., & Reitenbach, V. (2022). The prevalence of bilingual interaction in peer-learning. International Journal of Bilingual Education and Bilingualism, Band (6), 1961–1975.
Schmidt, A., Brose, A., Kramer, A. C., Schmiedek, F., Witthöft, M., & Neubauer, A. B. (2022). Dynamic relations among COVID-19-related media exposure and worries during the COVID-19 pandemic. Psychology & Health, Band (8), 933–947. https://doi.org/10.1080/08870446.2021.1912345
Schmidt, H., Daseking, M., Gawrilow, C., Karbach, J., & Kerner auch Koerner, J. (2022). Self?regulation in preschool: Are executive function and effortful control overlapping constructs?. Developmental Science. http://doi.org/10.1111/desc.13272
Schmitterer, A. (2022). Finten finden in der Lesediagnostik. Praxis Schulpsychologie, 7–9.
Schulz, P. (2022). Heterogeneity in bilingualism and autism: Two of a kind?. Linguistic Approaches to Bilingualism, Band (1).
Szekely, L., Bonefeld, M., & Beißert, H. (2022). Teachers‘ ratings of social exclusion among students: The role of situational information and the ethnic origin of the excluded student based on the example of Syrian refugees. Open Psychology, Band (1), 132–151.
Szekely, L., Bonefeld, M., & Beißert, H. (2022). Teachers’ ratings of social exclusion among students: The role of situational information and the ethnic origin of the excluded student based on the example of Syrian refugees. Open Psychology, Band (1), 132–151.
Theobald, M., Galeano-Keiner, E., & Brod, G. (2022). Predicting vs. Guessing. The role of confidence for pupillometric markers of curiosity and surprise. Cognition and Emotion, Band (4).
Ulitzka, B., Daseking, M., & auch Koerner, J. K. (2022). Diagnostik der Selbstregulation im Kita-Alter – Eine Übersicht. Frühe Bildung, Band (4), 168–185. https://doi.org/10.1026/2191-9186/a000584
Visser, L., Rothe, J., Schulte-Körne, G., & Hasselhorn, M. (2022). Evaluation of an online version of the CFT 20-R in third and fourth grade children. Children, Band (4).
Voet Cornelli, B. (2022). Die Qualität der Sprachentwicklungsdiagnostik bei mehrsprachigen Kindern – Pädiatrische Früherkennungsuntersuchungen auf dem Prüfstand. Goethe-Universität Frankfurt. https://doi.org/10.21248/gups.66947
Walter, F., & Daseking, M. (2022). Mehrsprachigkeit. In M. Daseking & F. Walter. Fallbuch WPPSI-IV. Die Wechsler Preschool and Primary Scale – Fourth Edition in der Praxis (S. 165–186). Hogrefe.