Publikationen der Abteilung

In Press

Bürgermeister, A. & Saalbach, H. (in press). Formatives Assessment. Ein Ansatz zur Förderung individu-eller Lernprozesse. Psychologie in Erziehung und Unterricht.

Volmer, E., Grabner, R., & Saalbach, H. (in press). Language switching costs in bilingual mathematics learning: transfer effects and individual differences. Zeitschrift für Erziehungswissenschaft.

2017

Au, A., & Gunzenhauser, C. (2017). Developing minds: Self-regulation in children and adolescents across the globe. Psych Journal, 6, 5-7. doi: 10.1002/pchj.164

Hahn, C., Saalbach, H., & Grabner, R. (2017). Language-dependent knowledge acquisition: investigating bilingual arithmetic learning. Bilingualism: Language and Cognition. doi:10.1017/S1366728917000530

Korn, C. W., Ries, J., Schalk, L., Oganian, Y., & Saalbach, H. (2017). A hard-to-read font reduces the framing effect in a large sample. Psychonomic Bulletin & Review. Advance online publication. https://doi.org/10.3758/s13423-017-1395-4

Gunzenhauser, C., Saalbach, Henrik, von Suchodoletz, A. (2017). Boys Did Not Catch Up, Family Influences Still Continue: Influences on Executive Functioning and Behavioral Self-Regulation in Elementary Students in Germany. PsyCh Journal. Early view. doi: 10.1002/pchj.180

2016

Ringeisen, T. & Bürgermeister, A. (2016). Kulturelle Diversität in Bildungssettings: Chancen, Herausforderungen und Förderansätze. In P. Genkova & T. Ringeisen (Hrsg.), Handbuch Diversity Kompetenz. Band 1: Perspektiven und Anwendungsfelder (S. 723-742). Berlin: Springer.

Bürgermeister, A., Ringeisen, T. & Raufelder, D. (2016): Fostering students’ moderation competence: the interplay between social relatedness and perceived competence. Teaching in Higher Education. DOI: 10.1080/13562517.2016.1209183 .

Gunzenhauser, C., Suchodoletz, A. v., & McClelland, M. M. (2016). Measuring cognitive reappraisal and expressive suppression in children: A parent-rating version of the emotion regulation questionnaire. Advance online publication. European Journal of Developmental Psychology. doi: 10.1080/17405629.2016.1236018

Saalbach, H., Gunzenhauser, C. & Karbach, J. (2016). Der Einfluss von Mehrsprachigkeit auf mathematische Fähigkeiten bei Grundschulkindern mit niedrigem sozioökonomischem Status [The influence of multilingualism on mathematics skills in low-SES primary school students]. Frühe Bildung, 5 (2), 73–81. doi: 10.1026/2191-9186/a000255 .

Schalk L, Saalbach H, Stern E (2016) Approaches to Foster Transfer of Formal Principles: Which Route to Take? PLoS ONE 11(2): e0148787. doi:10.1371/journal.pone.0148787 .

Schalk, L., Saalbach, H., & Grabner, R. & Stern, E. (2016). Relational quantitative reasoning in kindergarten predicts mathematical achievement in third grade. Journal of Numerical Cognition, 2(2), 77-90.

Grassmann, S., Schulze, C., & Tomasello, M. (2015). Children’s level of word knowledge predicts their exclusion of familiar objects as referents of novel words. Frontiers in Psychology 6, 1200.

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