Publikationen

Hümmer, A.-M. (2012). Reconstruction of conjunctive realms of experiences in early learning processes. Proceedings of the POEM Conference.

Huth, M. (2012). The interplay between gesture and speech – Second graders solve mathematical problems. Proceedings of the POEM Conference.

Krebs,K. ,Ehm,J. -H. ,Hasselhorn,M. (2012). Runde Tische“ im Projekt „Schulreifes Kind“: Zur Konzeption und Evaluation eines Ansatzes zur engeren Einbindung von Eltern in vorschulische Förderentscheidunge. Frühe Bildung, 20–25. https://doi.org/10.1026/2191-9186/a000020

Krummheuer,G. (2012). The “non-canonical” solution and the “improvisation” as conditions for early years mathematics learning processes: The concept of the “Interactional Niche in the Development of Mathematical Thinking“ (NMT). Journal für Mathematik-Didaktik, 317–338. https://doi.org/10.1007/s13138-012-0040-z

Krummheuer, G. (2012). El aprendizaje matemático como particpatión en procesos de argumentación colectiva. In N. Planas. Teoría, crítica y práctica de la educación matemática (S. 61–79). Editiorial GRAÓ.

Läzer, K. L., Gaertner, B., & Branik, E. (2012). ADHD – illness or symptomatic indicator for trauma?: A case study from therapy comparison study on hyperactive children at the Sigmund Freud Institute, Frankfurt. In H. Kächele, M. Leuzinger-Bohleber, D. Taylor. P. Fonagy. The significance of dreams: Bridging clinical and extraclinical research in psychoanalysis (S. 228–244). Karnac.

Läzer, K. L. (2012). Standardisierte Testverfahren. In F. Heinzel. Methoden der Kindheitsforschung (S. 350–370). Beltz Juventa.

Lehmann,M. ,Hasselhorn,M. (2012). Rehearsal dynamics in elementary school children. Journal of Experimental Child Psychology, 552–560. https://doi.org/10.1016/j.jecp.2011.10.013

Linkersdörfer,J. ,Lonnemann,J. ,Lindberg,S. ,Hasselhorn,M. ,Fiebach,C. J. (2012). Grey matter alterations co-localize with functional abnormalities in developmental dyslexia: An ALE meta-analysis. PLOS One, 1–10. https://doi.org/10.1371/journal.pone.0043122

Malstädt, N., Hasselhorn, M., & Lehmann, M. (2012). Free recall behaviour in children with and without spelling impairment: The impact of working memory subcapacities. Dyslexia, 187–198. https://doi.org/10.1002/dys.1446

Meier, C., Schulz, P., & Weiß, H. (2012). Sprachwissenschaft: Einleitung. In S. Komfort-Hein, A. Kraß, C. Meier, G. Rohowski, R. Seidel, H. Weiß. H. J. Drügh. Germanistik (S. 29–36). Metzler.

Michalczyk, K., Zoelch, C., & Hasselhorn, M. (2012). Zur Invarianz der Struktur des Arbeitsgedächtnisses bei Kindern. In C. Zoelch. M. Hasselhorn. Funktionsdiagnostik des Arbeitsgedächtnisses (S. 23–35). Hogrefe.

Münz, M. (2012). Mathematical creativity and attachment theory: An interdisciplinary approach for studying the development of mathematical creativity of preschool children with a precarious childhood. Proceedings of the 12th International Congress on Mathematical Education.

Münz, M. (2012). Mathematical creativity and the role of attachment style in early childhood. Proceedings of the International Group for Mathematical Creativity and Giftedness, 108–120.

Münz, M., & Neubert, V. (2012). The elements of mathematical creativity and the function of the attachment style in early childhood. Proceedings of the POEM Conference.

Neubauer, A., Gawrilow, C., & Hasselhorn, M. (2012). The watch-and-wait task: On the reliability and validity of a new method to assess self-control in preschool children. Learning and Individual Differences, 770–777. https://doi.org/10.1016/j.lindif.2012.05.006

Pfenning-Meerkötter, N., Läzer, K. L., Schiller, B., Hartmann, L., & Leuzinger-Bohleber, M. (2012). No intermediate space for children at risk. In H. Kächele, M. Leuzinger-Bohleber, D. Taylor. P. Fonagy. The significance of dreams: Bridging clinical and extraclinical research in psychoanalysis (S. 245–269). Karnac.

Poloczek, S., Büttner, G., & Hasselhorn, M. (2012). Relationships between working memory and academic skills are the difference between children with intellectual disabilities and typically developing children?. Journal of Cognitive Education and Psychology, 20–38. https://doi.org/10.1891/1945-8959.11.1.20

Rauch, W. A., Gold, A., & Schmitt, K. (2012). Combining cognitive and personality measures of impulse control in the assessment of childhood ADHD. European Journal of Psychological Assessment, 208–215. https://doi.org/10.1027/1015-5759/a000128

Rauch, W. A., Gold, A., & Schmitt, K. (2012). To what extent are task-switching deficits in children with attention-deficit/hyperactivity disorder independent of impaired inhibition?. ADHD Attention Deficit and Hyperactivity Disorders, 179–187. https://doi.org/10.1007/s12402-012-0083-5