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(Personen: "Linkersdoerfer,(ignoriert!)" und "Janosch")

Comorbidities between specific learning disorders and psychopathology in elementary school children […] Visser, Linda; Kalmar, Julia; Linkersdörfer, Janosch; Görgen, Ruth; Rothe, Josefine; […] Journal Article | In: Frontiers in Psychiatry | 2020 39954 Endnote: Author(s): Visser, Linda; Kalmar, Julia; Linkersdörfer, Janosch; Görgen, Ruth; Rothe, Josefine; Hasselhorn, Marcus; Schulte-Körne, Gerd
Title: Comorbidities between specific learning disorders and psychopathology in elementary school children in Germany
In: Frontiers in Psychiatry, (2020) , S. 11:292
DOI: 10.3389/fpsyt.2020.00292
URN: urn:nbn:de:0111-pedocs-229558
URL: https://nbn-resolving.org/urn:nbn:de:0111-pedocs-229558
Publication Type: 3a. Beiträge in begutachteten Zeitschriften; Aufsatz (keine besondere Kategorie)
Language: Englisch
Keywords: Aufmerksamkeits-Defizit-Hyperaktivitäts-Störung; Depression; Angststörung; Verhaltensstörung; Lese-Rechtschreib-Schwäche; Rechenschwäche; Lernschwäche; Sekundärkrankheit; Psychopathologie; Empirische Untersuchung; Schüler; Grundschule; Schuljahr 03; Schuljahr 04; Test; Computerunterstütztes Verfahren; Eltern; Befragung; Fragebogenerhebung; D-Hesssen; D-Bayern; Deutschland
Abstract (english): Children with reading and/or spelling disorders have increased rates of behavioral and emotional problems and combinations of these. Some studies also find increased rates of attention-deficit-/hyperactivity disorder (ADHD), conduct disorder, anxiety disorder, and depression. However, the comorbidities of e.g. arithmetic disorders with ADHD, anxiety, and depression have been addressed only rarely. The current study explored the probability of children with specific learning disorders (SLD) in reading, spelling, and/or arithmetic to also have anxiety, depression, ADHD, and/or conduct disorder. The sample consisted of 3014 German children from grades 3 and 4 (mean age 9;9 years) who completed tests assessing reading, spelling as well as arithmetic achievement and intelligence via a web-based application. Psychopathology was assessed using questionnaires filled in by the parents. In children with a SLD we found high rates of anxiety (21%), depression (28%), ADHD (28%), and conduct disorder (22%). Children with SLD in multiple learning domains had a higher risk for psychopathology and had a broader spectrum of psychopathology than children with an isolated SLD. The results highlight the importance of screening for and diagnosing psychiatric comorbidities in children with SLD.
DIPF-Departments: Bildung und Entwicklung

The role of ADHD symptoms in the relationship between academic achievement and psychopathological […] Visser, Linda; Linkersdörfer, Janosch; Hasselhorn, Marcus Journal Article | In: Research in Developmental Disabilities | 2020 39776 Endnote: Author(s): Visser, Linda; Linkersdörfer, Janosch; Hasselhorn, Marcus
Title: The role of ADHD symptoms in the relationship between academic achievement and psychopathological symptoms
In: Research in Developmental Disabilities, 97 (2020) , S. 103552
DOI: 10.1016/j.ridd.2019.103552
URN: urn:nbn:de:0111-pedocs-190064
URL: https://nbn-resolving.org/urn:nbn:de:0111-pedocs-190064
Publication Type: 3a. Beiträge in begutachteten Zeitschriften; Aufsatz (keine besondere Kategorie)
Language: Englisch
Keywords: Schulleistung; Aufmerksamkeits-Defizit-Hyperaktivitäts-Störung; Depression; Angst; Verhaltensstörung
Abstract (english): Background: Previous research results suggest that ADHD symptoms explain the relationship between specific learning disability and externalising psychopathology and between math disability and anxiety, but not between reading disability and anxiety. For depression, previous results are mixed. Aims: The current study aims to clarify this role of ADHD symptoms in the relationship between various areas of academic achievement (reading, writing, and math skills) and psychopathological symptoms (anxiety, depression, and conduct disorder). Methods and Procedures: We used linear regressions based on data from a general population sample (N= 3,014) collected using online assessment of 3rd and 4th grade students in Germany, which included measures of academic achievement and parent-reported psychopathological symptoms. Outcomes and Results: ADHD symptoms completely account for the relationship between reading/writing achievement and anxiety and between writing/math achievement and conduct problems. The negative relationship between academic achievement and depression was strongest for children with average or high ADHD symptom scores. Conclusions and Implications: ADHD symptoms play an important role in explaining the relationship between academic achievement and psychopathological symptoms in elementary school children. The nature and size of this role depend on the exact constructs under study. We discuss implications for the support of children with learning problems, ADHD, and/or psychopathological problems. (DIPF/Orig.)
DIPF-Departments: Bildung und Entwicklung

Corrigendum to 'The role of ADHD symptoms in the relationship between academic achievement and […] Visser, Linda; Linkersdörfer, Janosch; Rothe, Josefine; Görgen, Ruth; Hasselhorn, Marcus; […] Journal Article | In: Research in Developmental Disabilities | 2020 40282 Endnote: Author(s): Visser, Linda; Linkersdörfer, Janosch; Rothe, Josefine; Görgen, Ruth; Hasselhorn, Marcus; Schulte-Körne, Gerd
Title: Corrigendum to 'The role of ADHD symptoms in the relationship between academic achievement and psychopathological symptoms' Research in Developmental Disabilities 97 (2020) 103552
In: Research in Developmental Disabilities, 103 (2020) , S. 10369
DOI: 10.1016/j.ridd.2020.103691
URL: https://www.sciencedirect.com/science/article/pii/S0891422220301219?via%3Dihub
Publication Type: 3a. Beiträge in begutachteten Zeitschriften; Aufsatz (keine besondere Kategorie)
Language: Englisch
DIPF-Departments: Bildung und Entwicklung

Comorbidities between specific learning disorders and psychopathology. A study with elementary […] Linkersdörfer, Janosch; Visser, Linda Research Data, Diagnostic Instruments | Center for Open Science | 2020 39956 Endnote: Author(s): Linkersdörfer, Janosch; Visser, Linda
Title: Comorbidities between specific learning disorders and psychopathology. A study with elementary school children in Germany
Published: Charlottesville; VA: Center for Open Science, 2020
DOI: 10.17605/OSF.IO/9MXP2
URL: https://osf.io/9mxp2/
Publication Type: 6. Forschungsdaten; Instrumente; Datenkollektion/Dataset
Language: Englisch
Abstract (english): This OSF project contains the reproducible research compendium for our paper: Visser, L., Kalmar, J., Linkersdörfer, J., Görgen, R., Rothe, J., Hasselhorn, M., & Schulte-Körne, G. (in press). Comorbidities between specific learning disorders and psychopathology: a study with elementary school children in Germany. Frontiers in Psychiatry. The compendium is organized as an R package and contains all data, code, and text associated with the paper.
DIPF-Departments: Bildung und Entwicklung

The role of ADHD symptoms in the relationship between academic achievement and psychopathological […] Visser, Linda; Linkersdörfer, Janosch Research Data, Diagnostic Instruments | Center for Open Science | 2020 39955 Endnote: Author(s): Visser, Linda; Linkersdörfer, Janosch
Title: The role of ADHD symptoms in the relationship between academic achievement and psychopathological symptoms
Published: Charlottesville; VA: Center for Open Science, 2020
DOI: 10.17605/OSF.IO/RTBY3
URL: https://osf.io/rtby3/
Publication Type: 6. Forschungsdaten; Instrumente; Datenkollektion/Dataset
Language: Englisch
Abstract (english): This OSF project contains the files needed for reproducing the analyses for our paper: Visser, L., Linkersdörfer, J., Rothe, J., Görgen, R., Hasselhorn, M., Schulte-Körne, G. (2020). The role of ADHD symptoms in the relationship between academic achievement and psychopathological symptoms. Research in Developmental Disabilities, 97, 103552. doi:10.1016/j.ridd.2019.103552
DIPF-Departments: Bildung und Entwicklung

Differences in counting skills between Chinese and German children are accompanied by differences […] Lonnemann, Jan; Li, Su; Zhao, Pei; Linkersdörfer, Janosch; Lindberg, Sven; Hasselhorn, Marcus; […] Journal Article | In: Frontiers in Psychology | 2019 38974 Endnote: Author(s): Lonnemann, Jan; Li, Su; Zhao, Pei; Linkersdörfer, Janosch; Lindberg, Sven; Hasselhorn, Marcus; Yan, Song
Title: Differences in counting skills between Chinese and German children are accompanied by differences in processing of approximate numerical magnitude information
In: Frontiers in Psychology, 9 (2019) , S. 2656
DOI: 10.3389/fpsyg.2018.02656
URL: https://www.frontiersin.org/articles/10.3389/fpsyg.2018.02656/full
Publication Type: 3a. Beiträge in begutachteten Zeitschriften; Aufsatz (keine besondere Kategorie)
Language: Englisch
Keywords: Kind; Vorschulalter; Zahlensystem; Fertigkeit; Kognitive Prozesse; Denkfähigkeit; Leistung; Test; Computerunterstütztes Verfahren; Vergleichsuntersuchung; Internationaler Vergleich; Frankfurt a.M.; Deutschland; Beijing; China
Abstract (english): Human beings are supposed to possess an approximate number system (ANS) dedicated to extracting and representing approximate numerical magnitude information as well as an object tracking system (OTS) for the rapid and accurate enumeration of small sets. It is assumed that the OTS and the ANS independently contribute to the acquisition of more elaborate numerical concepts. Chinese children have been shown to exhibit more elaborate numerical concepts than their non-Chinese peers, but it is still an open question whether similar cross-national differences exist with regard to the underlying systems, namely the ANS and the OTS. In the present study, we investigated this question by comparing Chinese and German preschool children with regard to their performance in a non-symbolic numerical magnitude comparison task (assessing the ANS) and in an enumeration task (assessing the OTS). In addition, we compared children's counting skills. To ensure that possible between-group differences could not be explained by differences in more general performance factors, we also assessed children's reasoning ability and processing speed. Chinese children showed a better counting performance and a more accurate performance in the non-symbolic numerical magnitude comparison task. These differences in performance could not be ascribed to differences in reasoning abilities and processing speed. In contrast, Chinese and German children did not differ signi cantly in the enumeration of small sets. The superior counting performance of Chinese children was thus found to be re ected in the ANS but not in the OTS. (DIPF/Orig.)
DIPF-Departments: Bildung und Entwicklung

Differences in arithmetic performance between Chinese and German adults are accompanied by […] Lonnemann, Jan; Li, Su; Zhao, Pei; Li, Peng; Linkersdörfer, Janosch; Lindberg, Sven; […] Journal Article | In: PLoS ONE | 2017 37681 Endnote: Author(s): Lonnemann, Jan; Li, Su; Zhao, Pei; Li, Peng; Linkersdörfer, Janosch; Lindberg, Sven; Hasselhorn, Marcus; Yan, Song
Title: Differences in arithmetic performance between Chinese and German adults are accompanied by differences in processing of non-symbolic numerical magnitude
In: PLoS ONE, 12 (2017) 4, S. e0174991
DOI: 10.1371/journal.pone.0174991
URN: urn:nbn:de:0111-dipfdocs-191811
URL: http://www.dipfdocs.de/volltexte/2020/19181/pdf/pone_2017_4_Lonnemann_et_al_Differences_in_arithmetic_performance_between_Chinese_and_German_adults_A.pdf
Publication Type: 3a. Beiträge in begutachteten Zeitschriften; Aufsatz (keine besondere Kategorie)
Language: Englisch
Keywords: Erwachsener; Chinese; Deutscher; Unterschied; Größe; Vergleich; Aufgabe; Test; Arithmetik; Leistung; Informationsverarbeitung; Denkfähigkeit; Datenanalyse; Empirische Untersuchung; China; Deutschland
Abstract (english): Human beings are assumed to possess an approximate number system (ANS) dedicated to extracting and representing approximate numerical magnitude information. The ANS is assumed to be fundamental to arithmetic learning and has been shown to be associated with arithmetic performance. It is, however, still a matter of debate whether better arithmetic skills are reflected in the ANS. To address this issue, Chinese and German adults were compared regarding their performance in simple arithmetic tasks and in a non-symbolic numerical magnitude comparison task. Chinese participants showed a better performance in solving simple arithmetic tasks and faster reaction times in the non-symbolic numerical magnitude comparison task without making more errors than their German peers. These differences in performance could not be ascribed to differences in general cognitive abilities. Better arithmetic skills were thus found to be accompanied by a higher speed of retrieving non-symbolic numerical magnitude knowledge but not by a higher precision of non-symbolic numerical magnitude representations. The group difference in the speed of retrieving non- symbolic numerical magnitude knowledge was fully mediated by the performance in arithmetic tasks, suggesting that arithmetic skills shape non-symbolic numerical magnitude pro- cessing skills. (DIPF/Orig.)
DIPF-Departments: Bildung und Entwicklung

Neurobiologische Risiken Fiebach, Christian J.; Gagl, Benjamin; Linkersdörfer, Janosch Book Chapter | Aus: Hartmann, Ulrike; Hasselhorn, Marcus; Gold, Andreas (Hrsg.): Entwicklungsverläufe verstehen - Kinder mit Bildungsrisiken wirksam fördern: Forschungsergebnisse des Frankfurter IDeA-Zentrums | Stuttgart: Kohlhammer | 2017 36807 Endnote: Author(s): Fiebach, Christian J.; Gagl, Benjamin; Linkersdörfer, Janosch
Title: Neurobiologische Risiken
In: Hartmann, Ulrike; Hasselhorn, Marcus; Gold, Andreas (Hrsg.): Entwicklungsverläufe verstehen - Kinder mit Bildungsrisiken wirksam fördern: Forschungsergebnisse des Frankfurter IDeA-Zentrums, Stuttgart: Kohlhammer, 2017 , S. 80-96
Publication Type: 4. Beiträge in Sammelwerken; Sammelband (keine besondere Kategorie)
Language: Deutsch
Keywords: Neurobiologie; Risikokind; Genetik; Kognitive Entwicklung; Entwicklungsstörung; Legasthenie; Hirnforschung; Lernstörung; Einflussfaktor; Wahrnehmung; Umwelteinfluss; Testverfahren; Therapie
Abstract: Dass kognitive Einschränkungen das Risiko der Entstehung von entwicklungsbedingten Lernstörungen erhöhen können, ist seit langem in der psychologischen Forschung akzeptiert. Aus einer neurowissenschaftlichen Perspektive müssen wir kognitive Risikofaktoren jedoch lediglich als vermittelnde Faktoren betrachten. Mit sehr hoher Wahrscheinlichkeit sind die eigentlichen Risikofaktoren für die Ausbildung entwicklungsbedingter Lernstörungen auf einer fundamentaleren Ebene zu suchen - in der neurobiologischen Entwicklung des Gehirns. Moderne bildgebende Verfahren ermöglichen die Untersuchung neuronaler Prozesse, die kognitiven Leistungen zu Grunde liegen; diese Methoden werden mehr und mehr auch dazu eingesetzt, neurobiologische Unterschiede zwischen normal und atypisch verlaufender kognitiver Entwicklung zu charakterisieren. Mit dem rapide wachsenden Verständnis des humanen Genoms hat sich zusätzlich die Möglichkeit eröffnet, genetische Grundlagen von Lernentwicklungsstörungen zu entschlüsseln. Durch eine Zusammenführung von genetischen, neurobiologischen und kognitiven Beobachtungsebenen kann ein Verständnis der komplexen Prozesse erlangt werden, die zur Herausbildung von Lernentwicklungsstörungen führen. Die vermutlich größte Herausforderung in diesem Forschungszweig liegt in der gerade erst im Entstehen begriffenen Untersuchung von Gen-Umwelt-Interaktionen, der besondere Relevanz zukommt, da genetische Faktoren ihre Wirkung selten in Isolation entfalten. Die Bedeutung des Verständnisses neurobiologischer Entwicklungsrisiken für die Vorhersage, Diagnose und Behandlung von Lernstörungen ist heute noch nicht vollständig absehbar. Es ist jedoch davon auszugehen, dass eine engere Integration genetischer, neurokognitiver und kognitiver Forschungsansätze eine entscheidende Voraussetzung für zukünftige Fortschritte in diesem Bereich darstellen wird. (DIPF/Orig.)
DIPF-Departments: Bildung und Entwicklung

Lesen und Rechnen lernen. Vorläuferfertigkeiten, Entwicklungsverläufe und neuronale Korrelate Lonnemann, Jan; Linkersdörfer, Janosch; Lindberg, Sven Book Chapter | Aus: Hartmann, Ulrike; Hasselhorn, Marcus; Gold, Andreas (Hrsg.): Entwicklungsverläufe verstehen - Kinder mit Bildungsrisiken wirksam fördern: Forschungsergebnisse des Frankfurter IDeA-Zentrums | Stuttgart: Kohlhammer | 2017 36796 Endnote: Author(s): Lonnemann, Jan; Linkersdörfer, Janosch; Lindberg, Sven
Title: Lesen und Rechnen lernen. Vorläuferfertigkeiten, Entwicklungsverläufe und neuronale Korrelate
In: Hartmann, Ulrike; Hasselhorn, Marcus; Gold, Andreas (Hrsg.): Entwicklungsverläufe verstehen - Kinder mit Bildungsrisiken wirksam fördern: Forschungsergebnisse des Frankfurter IDeA-Zentrums, Stuttgart: Kohlhammer, 2017 , S. 227-239
Publication Type: 4. Beiträge in Sammelwerken; Sammelband (keine besondere Kategorie)
Language: Deutsch
Keywords: Deutschland; Lesen; Rechnen; Lesenlernen; Lesestörung; Rechenschwäche; Phonologie; Informationsverarbeitung; Risikokind; Arbeitsgedächtnis; Langzeitgedächtnis; Arithmetik; Vorschulalter; Grundschulalter; Forschungsprojekt; Längsschnittuntersuchung; Empirische Untersuchung
Abstract: Lesen und Rechnen sind zentrale Kulturtechniken und wichtige Grundlagen akademischen Lernens. Ohne sie ist eine aktive Teilnahme am gesellschaftlichen Leben kaum vorstellbar. Das Erlernen dieser Fertigkeiten verläuft nicht unabhängig voneinander, sondern weist Parallelen auf. Im IDeA-Projekt ReAL (Neurobehavioral Development of Reading and Arithmetic Skills - A Longitudinal Study) wurde die Entwicklung derselben Kinder in beiden Teilleistungsbereichen vom letzten Kindergartenjahr bis zum Ende der Grundschule mittels entwicklungspsychologischer und neurowissenschaftlicher Methoden längsschnittlich untersucht. Im folgenden Kapitel werden Vorläuferfertigkeiten, allgemeine und differenzielle Entwicklungsverläufe sowie neuronale Korrelate des Lesens und Rechnens beschrieben und Erkenntnisse aus dem Projekt ReAL dargestellt. Zudem werden Implikationen dieser Erkenntnisse für die pädagogische Praxis aufgezeigt. (DIPF/Orig.)
DIPF-Departments: Bildung und Entwicklung

Differences in arithmetic performance between Chinese and German children are accompanied by […] Lonnemann, Jan; Linkersdörfer, Janosch; Hasselhorn, Marcus; Lindberg, Sven Journal Article | In: Frontiers in Psychology | 2016 36795 Endnote: Author(s): Lonnemann, Jan; Linkersdörfer, Janosch; Hasselhorn, Marcus; Lindberg, Sven
Title: Differences in arithmetic performance between Chinese and German children are accompanied by differences in processing of symbolic numerical magnitude
In: Frontiers in Psychology, (2016) 7:1337
DOI: 10.3389/fpsyg.2016.01337
Publication Type: 3a. Beiträge in begutachteten Zeitschriften; Aufsatz (keine besondere Kategorie)
Language: Englisch
Keywords: Arithmetik; Aufgabe; China; Chinese; Deutscher; Deutschland; Grundschüler; Internationaler Vergleich; Mathematische Kompetenz; Rechnen; Schuljahr 03
Abstract (english): Symbolic numerical magnitude processing skills are assumed to be fundamental to arithmetic learning. It is, however, still an open question whether better arithmetic skills are reflected in symbolic numerical magnitude processing skills. To address this issue, Chinese and German third graders were compared regarding their performance in arithmetic tasks and in a symbolic numerical magnitude comparison task. Chinese children performed better in the arithmetic tasks and were faster in deciding which one of two Arabic numbers was numerically larger. The group difference in symbolic numerical magnitude processing was fully mediated by the performance in arithmetic tasks. We assume that a higher degree of familiarity with arithmetic in Chinese compared to German children leads to a higher speed of retrieving symbolic numerical magnitude knowledge. (DIPF/Orig.)
DIPF-Departments: Bildung und Entwicklung