Publikationen
Schäfer, J., Reuter, T., Karbach, J., & Leuchter, M. (2024). Domain-specific knowledge and domain-general abilities in children’s science problem-solving. British Journal of Educational Psychology, Band (94), 346–366.
Schäfer, J., Reuter, T., Leuchter, M., & Karbach, J. (2024). Executive functions and problem-solving – the contribution of inhibition, working memory, and cognitive flexibility to science problem-solving performance in elementary school students. Journal of Experimental Child Psychology, Band (244).
Schastak, M., Roth, A., Decristan, J., Rauch, D., & Reitenbach, V. (2024). All children have a skateboards. Differences between the grammaticality of reading mistakes of monolingual and bilingual elementary school children. Journal of Multilingual and Multicultural Development, 1–20. https://doi.org/10.1080/01434632.2024.2400292
Schastak, M., Roth, A., Decristan, J., Rauch, D., & Reitenbach, V. (2024). ‘All Children Have a Skateboards’: Differences between the Grammaticality of Reading Mistakes of Monolingual and Bilingual Elementary School Children. Journal of Multilingual and Multicultural Development, 43831. https://doi.org/10.1080/01434632.2024.2400292
Schell, C. S., Dignath, C., Kleen, H., John, N., & Kunter, M. (2024). Judging a book by its cover? Investigating pre-service teacher’s stereotypes towards pupils with special educational needs. Teaching and teacher education, Band (142).
Schmitterer, A. M. A., Gawrilow, C., Friedrich, C. (2024). Learning to Read Connections – Sensitivity to Collocation Frequency Links Vocabulary Size and Reading Comprehension in Middle Childhood. Reading Research Quarterly. https://doi.org/10.1002/rrq.548
Schmitterer, A., Gawrilow, C., & Friedrich, C. (2024). Learning to Read Connections—Sensitivity to Collocation Frequency Links Vocabulary Size and Reading Comprehension in Middle Childhood. Reading research quarterly, Band (4). http://doi.org/10.1002/rrq.548
Schmitterer, A. M. A., Gawrilow, C., & Friedrich, C. (2024). Learning to Read Connections: Sensitivity to Collocation Frequency Links Vocabulary Size and Reading Comprehension in Middle Childhood. Reading Research Quarterly, Band (3), 448–467. https://doi.org/10.1002/rrq.548
Schnell, S., Billion, L. & Nagel, A. (2024). Untersuchung mathematischer Vorläuferfähigkeiten im Bereich Arithmetik von Kindern in hessischen Vorklassen. WTM-Verlag.
Schommartz, I., Kaindl, A. M., Buss, C., & Shing, Y. L. (2024). Short- and Long-Delay Consolidation of Memory Accessibility and Precision Across Childhood and Young Adulthood. Developmental Psychology, Band (5), 891–903. https://doi.org/10.1037/dev0001691
Schön, S. -M., & Daseking, M. (2024). Externalisierendes Problemverhalten mit Freund:innen im Jugendalter: Welche Rolle spielen Faktoren der emotionalen Unbeteiligtheit?. Bundesgesundheitsblatt - Gesundheitsforschung - Gesundheitsschutz, Band (67), 392–399. https://doi.org/10.1007/s00103-024-03850-4
Schön, S. -M., & Daseking, M. (2024). Do moral emotions interact with self-control and un-structured socializing in explaining rule-breaking behavior committed together with friends?. Children, Band (11), 766. https://doi.org/10.3390/children11070766
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
Schulze, S., Falk, F., Schröter, A., & Kuhl, J. (2024). Einstellungen zu Behinderung mit dem EXPE-B messen – Überprüfung der Testgüte und Anregungen für die Weiterentwicklung. Empirische Sonderpädagogik, Band (1), 54–67. https://doi.org/10.2440/003-0020
Schulze, S., & Kuhl, J. (2024). Working memory sensitive math intervention in students with learning disabilities – A single case study. Learning Disabilities: A Contemporary Journal, Band (1), 45–65.
Schulze, S., & Kuhl, J. (2024). Ressourcenorientierte Mathematikförderung in der Primarstufe – Pilotierung eines Förderkonzepts. Lernen und Lernstörungen, Band (4), 193–204. https://doi.org/10.1024/2235-0977/a000455
Schulze, S., & Kuhl, J. (2024). Ressourcenorientiert Testen? Effekte des Instruktionsdesigns auf die Testleistung. Zeitschrift für Pädagogische Psychologie. https://doi.org/10.1024/1010-0652/a000386
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.
Silbereisen, R., & Hasselhorn, M. (2024). Öffentlichkeitsarbeit der DGPs: Entwicklung, Stand und Zukunft. In W. Schneider & A. Stock. Die Geschichte der Deutschen Gesellschaft für Psychologie (S. 168–207). Hogrefe.