Publikationen
Silbereisen, R. K., & Hasselhorn, M. (2024). Öffentlichkeitsarbeit der DGPs: Entwicklung, Stand und Zukunft. Psychologische Rundschau, Band (2), 146–157. https://doi.org/10.1026/0033-3042/a000670
Singh, L., Barakova, M., Bazhydai, M., Baumgartner, H., Franchin, L., Kosie, J. E., Lew-Williams, C., Omane, P. O., Reinelt, T., Schuhwerk, T., Sheskin, M., Soderstrom, M., Wu, Y., & Frank, M. C. (2024). Tools of the trade: a guide to sociodemographic reporting for researchers, reviewers, and editors. Journal of Cognition and Development.. https://doi.org/10.1080/15248372.2024.2431106
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
Taraszow, T., Gentrup, S., & Heppt, B. (2024). Egalitarian gender role attitudes give girls the edge: Exploring the role of students’ gender role attitudes in reading and math. Social Psychology of Education. https://doi.org/10.1007/s11218-024-09913-3
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).
Vinokic, K., Baron, F., Kunter, M., Linberg, A., Begrich, L., & Kuger, S. (2024). Using the thin slices technique to assess interactional quality in early childhood education and care settings. Frontiers in Education.
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
Weicker, M., Lemmer, R., Listanti, A. & Grimm, A. (Eds.). (2024). Empirical and Theoretical Approaches to Language Acquisition: A Generative Perspective. Newcastle upon Tyne: Cambridge Scholars Publishing.
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
Zucker, V., Lehmkuhl, A., Janeczko, J., Junker, R., Holodynski, M., & Meschede, N. (2024). Förderung der mehrperspektivischen professionellen Wahrnehmung von Klassenführung und Lernunterstützung im naturwissenschaftlichen Sachunterricht. Herausforderung Lehrer*innenbildung - Zeitschrift zur Konzeption.
Amaefule, C. O., Breitwieser, J., Biedermann, D., Nobbe, L., Drachsler, H., & Brod, G. (2023). Fostering children’s acceptance of educational apps. The importance of designing enjoyable learning activities. British Journal of Educational Technology, Band (5).
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