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(Personen: "Lonnemann," und "Jan")
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Children's use of egocentric reference frames in spatial language is related to their numerical […]
Lindner, Nadja; Moeller, Korbinian; Hildebrandt, Frauke; Hasselhorn, Marcus; Lonnemann, Jan
Journal Article
| In: Frontiers in Psychology | 2022
43261 Endnote
Author(s):
Lindner, Nadja; Moeller, Korbinian; Hildebrandt, Frauke; Hasselhorn, Marcus; Lonnemann, Jan
Title:
Children's use of egocentric reference frames in spatial language is related to their numerical magnitude understanding
In:
Frontiers in Psychology, 13 (2022) , S. 943191
DOI:
10.3389/fpsyg.2022.943191
URL:
https://www.frontiersin.org/articles/10.3389/fpsyg.2022.943191/full
Publication Type:
3a. Beiträge in begutachteten Zeitschriften; Aufsatz (keine besondere Kategorie)
Language:
Englisch
Abstract:
Numerical magnitude information is assumed to be spatially represented in the form of a mental number line defined with respect to a body-centred, egocentric frame of reference. In this context, spatial language skills such as mastery of verbal descriptions of spatial position (e.g., in front of, behind, to the right/left) have been proposed to be relevant for grasping spatial relations between numerical magnitudes on the mental number line. We examined 4- to 5-year-old's spatial language skills in tasks that allow responses in egocentric and allocentric frames of reference, as well as their relative understanding of numerical magnitude (assessed by a number word comparison task). In addition, we evaluated influences of children's absolute understanding of numerical magnitude assessed by their number word comprehension (montring different numbers using their fingers) and of their knowledge on numerical sequences (determining predecessors and successors as well as identifying missing dice patterns of a series). Results indicated that when considering responses that corresponded to the egocentric perspective, children's spatial language was associated significantly with their relative numerical magnitude understanding, even after controlling for covariates, such as children's SES, mental rotation skills, and also absolute magnitude understanding or knowledge on numerical sequences. This suggests that the use of egocentric reference frames in spatial language may facilitate spatial representation of numbers along a mental number line and thus seem important for preschoolers' relative understanding of numerical magnitude.
DIPF-Departments:
Bildung und Entwicklung
The development of early visual-spatial abilities - considering effects of test mode
Meinhardt, Anna; Braeuning, D.; Hasselhorn, Marcus; Lonnemann, Jan; Moeller, K.; Pazouki, T.; […]
Journal Article
| In: Cognitive Development | 2021
41716 Endnote
Author(s):
Meinhardt, Anna; Braeuning, D.; Hasselhorn, Marcus; Lonnemann, Jan; Moeller, K.; Pazouki, T.; Schiltz, C.; Jung, S.
Title:
The development of early visual-spatial abilities - considering effects of test mode
In:
Cognitive Development, 60 (2021) , S. 101092
DOI:
10.1016/j.cogdev.2021.101092
URL:
https://www.sciencedirect.com/science/article/abs/pii/S0885201421000873?via%3Dihub
Publication Type:
3a. Beiträge in begutachteten Zeitschriften; Aufsatz (keine besondere Kategorie)
Language:
Englisch
Abstract:
Early visual-spatial abilities (VSA) were suggested to comply with a two-by-two structure differentiating between intrinsic-extrinsic and static-dynamic dimensions that follow hierarchical development. However, recent studies revealed inconsistencies regarding the structure and development of VSA for different test modes (i.e., tablet-based and non-digital testing). Thus, the structure of early VSA in 84 German-speaking children aged four to six years was evaluated, using a confirmatory factor analysis (CFA) approach, for tablet-based and non-digital assessments separately and as a joint model. In addition, the influence of test mode on behavioral data regarding children's performance and the hierarchical development of VSA was addressed. CFA results support recent propositions on the structure of early VSA irrespective of test mode. However, results only partially supported the assumed hierarchical development of VSA due to considerable differences in task difficulty between test modes. Overall, these results corroborate the view of a similar structure underlying assessments of VSA across tablet-based and non-digital testing but only lend partial support to the idea of a hierarchical development of VSA. (DIPF/Orig.)
DIPF-Departments:
Bildung und Entwicklung
Hierarchical development of early visual-spatial abilities. A taxonomy based assessment using the […]
Jung, Stefanie; Meinhardt, Anna; Braeuning, David; Roesch, Stephanie; Cornu, Véronique; […]
Journal Article
| In: Frontiers in Psychology | 2020
40597 Endnote
Author(s):
Jung, Stefanie; Meinhardt, Anna; Braeuning, David; Roesch, Stephanie; Cornu, Véronique; Pazouki, Tahereh; Schiltz, Christine; Lonnemann, Jan; Moeller, Korbinian
Title:
Hierarchical development of early visual-spatial abilities. A taxonomy based assessment using the MaGrid app
In:
Frontiers in Psychology, (2020) , S. 11:871
DOI:
10.3389/fpsyg.2020.00871
URN:
urn:nbn:de:0111-pedocs-232256
URL:
https://nbn-resolving.org/urn:nbn:de:0111-pedocs-232256
Publication Type:
3a. Beiträge in begutachteten Zeitschriften; Aufsatz (keine besondere Kategorie)
Language:
Englisch
Keywords:
Räumliches Vorstellungsvermögen; Frühe Kindheit; Entwicklung; Entwicklungsdiagnostik; Hierarchie; Taxonomie; Bewertung; Applikation; Tablet-PC; Kindergartenkind; Empirische Untersuchung; Replikation; Faktorenanalyse; Baden-Württemberg; Deutschland
Abstract (english):
Visual-spatial abilities (VSA) are considered a building block of early numerical development. They are intuitively acquired in early childhood and differentiate in further development. However, when children enter school, there already are considerable individual differences in children's visual-spatial and numerical abilities. To better understand this diversity, it is necessary to empirically evaluate the development as well as the latent structure of early VSA as proposed by the 2 by 2 taxonomy of Newcombe and Shipley (2015). In the present study, we report on a tablet-based assessment of VSA using the digital application (app) MaGrid in kindergarten children aged 4-6 years. We investigated whether the visual-spatial tasks implemented in MaGrid are sensitive to replicate previously observed age differences in VSA and thus a hierarchical development of VSA. Additionally, we evaluated whether the selected tasks conform to the taxonomy of VSA by Newcombe and Shipley (2015) applying a confirmatory factor analysis (CFA) approach. Our results indicated that the hierarchical development of VSA can be measured using MaGrid. Furthermore, the CFA substantiated the hypothesized factor structure of VSA in line with the dimensions proposed in the taxonomy of Newcombe and Shipley (2015). Taken together, the present results advance our knowledge to the (hierarchical) development as well as the latent structure of early VSA in kindergarten children. (DIPF/Orig.)
DIPF-Departments:
Bildung und Entwicklung
Lernen in der frühen Kindheit. Kognitive und motivational-volitionale Voraussetzungen
Lonnemann, Jan; Hasselhorn, Marcus; Ehm, Jan-Henning
Book Chapter
| Aus: Roos, Jeanette; Roux, Susanna (Hrsg.): Das große Handbuch Frühe Bildung in der Kita: Wissenschaftliche Erkenntnisse für die Praxis | Hürth: Link | 2020
40598 Endnote
Author(s):
Lonnemann, Jan; Hasselhorn, Marcus; Ehm, Jan-Henning
Title:
Lernen in der frühen Kindheit. Kognitive und motivational-volitionale Voraussetzungen
In:
Roos, Jeanette; Roux, Susanna (Hrsg.): Das große Handbuch Frühe Bildung in der Kita: Wissenschaftliche Erkenntnisse für die Praxis, Hürth: Link, 2020 (Kita-Pädagogik), S. 199-208
Publication Type:
4. Beiträge in Sammelwerken; Sammelband (keine besondere Kategorie)
Language:
Deutsch
Abstract:
Lernerfolg hängt von einer Vielzahl individueller Voraussetzungen ab. Beschrieben werden die in der frühen Kindheit verfügbaren und sich entwickelnden kognitiven (Aufmerksamkeit, Arbeitsgedächtnis, Vorwissen) und motivational-volitionalen Voraussetzungen (Selbstkonzept, Lern- und Leistungsmotivation, Selbstregulation). Schlussfolgerungen für die pädagogische Arbeit in Kindertageseinrichtungen werden diskutiert. (DIPF/Orig.)
DIPF-Departments:
Bildung und Entwicklung
Dokumentenrecherche und -aufbereitung als Qualitätskriterium von Systematic Reviews. […]
Zimmer, Karin; Schulte, Jolika; Dubowy, Minja; Ehm, Jan-Henning; Kuger, Susanne; Lonnemann, Jan; […]
Book Chapter
| Aus: Blatter, Kristine; Groth, Katarina; Hasselhorn, Marcus (Hrsg.): Evidenzbasierte Überprüfung von Sprachförderkonzepten im Elementarbereich | Wiesbaden: Springer VS | 2020
40165 Endnote
Author(s):
Zimmer, Karin; Schulte, Jolika; Dubowy, Minja; Ehm, Jan-Henning; Kuger, Susanne; Lonnemann, Jan; Martini, Renate; Rauch, Dominique; Hasselhorn, Marcus
Title:
Dokumentenrecherche und -aufbereitung als Qualitätskriterium von Systematic Reviews. Sprachförderung in Kindertageseinrichtungen als Beispiel
In:
Blatter, Kristine; Groth, Katarina; Hasselhorn, Marcus (Hrsg.): Evidenzbasierte Überprüfung von Sprachförderkonzepten im Elementarbereich, Wiesbaden: Springer VS, 2020 (Edition ZfE, 6), S. 51-76
DOI:
10.1007/978-3-658-26438-3_3
URL:
https://link.springer.com/chapter/10.1007/978-3-658-26438-3_3
Publication Type:
4. Beiträge in Sammelwerken; Sammelband (keine besondere Kategorie)
Language:
Deutsch
Abstract:
Zwei Aspekte bestimmen maßgeblich die Qualität eines Systematic Review: (1) die Gewährleistung, dass alle für eine Fragestellung relevanten Ergebnisse und Dokumentationen nachgewiesen und in die Analyse einbezogen werden und (2) die Einhaltung wissenschaftlich akzeptierter Gütekriterien bei der Analyse bzw. Aufarbeitung der Einzelergebnisse. Der Beitrag fokussiert den ersten dieser Aspekte und zeigt, dass die Erstellung eines Systematic Review vielfältige Kompetenzen nicht nur in den Untersuchungs- und Analysemethoden, sondern auch in den Bereichen der Informationssuche, -beschaffung, -aufbereitung und -dokumentation erfordert. Am Beispiel eines aktuellen Forschungsprojekts am DIPF | Leibniz-Institut für Bildungsforschung und Bildungsinformation, das das Instrumentarium Systematic Review nutzt, um den derzeitigen Wissensstand zur Sprachförderung in Kindertageseinrichtungen für über dreijährige Kinder in Deutschland aufzubereiten, wird besonders auf die Herausforderungen bei der Quellensuche und die dafür notwendige interdisziplinäre Zusammenarbeit der an der Forschung zu Sprachförderung beteiligten Fachdisziplinen und den Informationswissenschaften eingegangen. Es wird gezeigt, auf welche Weise verschiedene informationswissenschaftliche Recherchemethoden und Techniken eingesetzt werden können, um eine umfassende Dokumentenbasis zu schaffen. Die Vorteile der gewählten Vorgehensweise gegenüber den für andere Typen von wissenschaftlichen Übersichtsarbeiten üblichen Suchstrategien werden so veranschaulicht. (Orig.)
DIPF-Departments:
Bildung und Entwicklung; Informationszentrum Bildung
Exploring factors underlying children's acquisition and retrieval of sound-symbol association skills
Ehm, Jan-Henning; Lonnemann, Jan; Brandenburg, Janin; Huschka, Sina Simone; Hasselhorn, Marcus; […]
Journal Article
| In: Journal of Experimental Child Psychology | 2019
38561 Endnote
Author(s):
Ehm, Jan-Henning; Lonnemann, Jan; Brandenburg, Janin; Huschka, Sina Simone; Hasselhorn, Marcus; Lervåg, Arne
Title:
Exploring factors underlying children's acquisition and retrieval of sound-symbol association skills
In:
Journal of Experimental Child Psychology, 177 (2019) , S. 86-99
DOI:
10.1016/j.jecp.2018.07.006
URL:
https://www.sciencedirect.com/science/article/pii/S0022096518300389
Publication Type:
3a. Beiträge in begutachteten Zeitschriften; Aufsatz (keine besondere Kategorie)
Language:
Englisch
Keywords:
Kind; Kindergarten; Lesenlernen; Lautbildung; Assoziation; Symbol; Phonologie; Rechtschreibung; Feedback; Arbeitsgedächtnis; Test; Einsprachigkeit; Bilingualismus; Visuelle Wahrnehmung; Auditive Wahrnehmung; Einflussfaktor; Strukturgleichungsmodell; Regressionsanalyse
Abstract (english):
Letter knowledge is considered an important cognitive foundation for learning to read. The underlying mechanisms of the association between letter knowledge and reading skills are, however, not fully understood. Acquiring letter knowledge depends on the ability to learn and retrieve sound-symbol pairings. In the current study, this process was explored by setting preschool children's (N = 242, mean age = 5.57 years) performance in the acquisition and retrieval of a paired associate learning (PAL) task in relation to their letter knowledge as well as to their performance in tasks assessing precursors of reading skills (i.e., phonological awareness, rapid automatized naming, phonological short-term memory, backward recall, and response inhibition). Multiple regression analyses revealed that performance in the acquisition of the PAL task was significantly associated with phonological awareness and backward recall, whereas performance in the retrieval of the PAL task was significantly associated with rapid automatized nam- ing, phonological awareness, and backward recall. Moreover, PAL proved to be mediating the relation between reading precursors and letter knowledge. Together, these findings indicate that the acquisition of letter knowledge may depend on a visual-verbal associative learning mechanism and that different factors contribute to the acquisition and retrieval of such visual-verbal associations. (DIPF/Orig.)
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
The influence of visual-spatial skills on the association between processing of nonsymbolic […]
Lonnemann, Jan; Müller, Christian; Büttner, Gerhard; Hasselhorn, Marcus
Journal Article
| In: Journal of Experimental Child Psychology | 2019
38745 Endnote
Author(s):
Lonnemann, Jan; Müller, Christian; Büttner, Gerhard; Hasselhorn, Marcus
Title:
The influence of visual-spatial skills on the association between processing of nonsymbolic numerical magnitude and number word sequence skills
In:
Journal of Experimental Child Psychology, 178 (2019) , S. 184-197
DOI:
10.25656/01:17467
URN:
urn:nbn:de:0111-pedocs-174677
URL:
http://nbn-resolving.org/urn:nbn:de:0111-pedocs-174677
Publication Type:
3a. Beiträge in begutachteten Zeitschriften; Aufsatz (keine besondere Kategorie)
Language:
Englisch
Keywords:
Deutschland; Einflussfaktor; Raumvorstellung; Mathematische Kompetenz; Mathematisches Denken; Kind; Vorschulalter; Grundschulalter; Visuelle Wahrnehmung; Zahlensystem; Wort; Assoziation; Größe; Vergleich; Arithmetik; Test
Abstract (english):
Nonsymbolic numerical magnitude processing skills are assumed to be fundamental to mathematical learning. Recent findings suggest that visual-spatial skills account for associations between children's performance in visually presented nonsymbolic numerical magnitude comparison tasks and their performance in visually presented arithmetic tasks. The aim of the current study was to examine whether associations between children's performance in visually presented tasks assessing nonsymbolic numerical magnitude processing skills and their performance in tasks assessing early mathematical skills, which do not involve visual stimulation, may also be mediated by visual-spatial skills. This line of reasoning is based on the assumption that children make use of mental visualization processes when working on tasks assessing early mathematical skills, such as knowledge of the sequence of number words, even when these tasks do not involve visual stimulation. We assessed 4- to 6-year-old children's performance in a nonsymbolic numerical magnitude comparison task, in tasks concerning knowledge of the sequence of number words, and in a developmental test to assess visual-spatial skills. Children's nonsymbolic numerical magnitude processing skills were found to be associated with their number word sequence skills. This association was fully mediated by interindividual differences in visual-spatial skills. The effect size of this mediation effect was small. We assume that the ability to construct mental visualizations constitutes the key factor under- lying this mediation effect. (DIPF/Orig.)
DIPF-Departments:
Bildung und Entwicklung
Assessing mathematical competence and performance. Quality characteristics, approaches, and […]
Lonnemann, Jan; Hasselhorn, Marcus
Book Chapter
| Aus: Fritz, Annemarie; Haase, Vitor Geraldi; Räsänen, Pekka (Hrsg.): International handbook of mathematical learning difficulties: From the laboratory to the classroom | Cham: Springer | 2019
38975 Endnote
Author(s):
Lonnemann, Jan; Hasselhorn, Marcus
Title:
Assessing mathematical competence and performance. Quality characteristics, approaches, and research trends
In:
Fritz, Annemarie; Haase, Vitor Geraldi; Räsänen, Pekka (Hrsg.): International handbook of mathematical learning difficulties: From the laboratory to the classroom, Cham: Springer, 2019 , S. 633-651
DOI:
10.1007/978-3-319-97148-3_37
URL:
https://link.springer.com/chapter/10.1007%2F978-3-319-97148-3_37
Publication Type:
4. Beiträge in Sammelwerken; Sammelband (keine besondere Kategorie)
Language:
Englisch
Abstract (english):
To assess children's individual stages of mathematical development, as well as their developmental trajectories, different diagnostic approaches have been developed. Based on the test results of such approaches, children with mathematics learning dif culties are identi ed and programs to enhance mathematical learning can be developed and evaluated. In this chapter, quality characteristics of assessment are described (reliability, objectivity, validity, and provision of norms). Different categories are presented to classify approaches to assessing mathematical competence and performance (norm-referenced versus not-norm-referenced tests, individual versus group testing, paper-and- pencil tests versus interviews versus computer-based tests, chronological versus educational age-oriented tests, speed versus power tests, and principles of task selection). Drawing on selected approaches, different principles of task selection are discussed (curriculum-based, based on neuropsychology theories, or based on developmental psychology theories) together with their consequences for the interpretation of respective test results. Finally, some promising research trends are outlined. (DIPF/Orig.)
DIPF-Departments:
Bildung und Entwicklung
Förderrelevante Diagnostik bei Lernstörungen
Lindberg, Sven; Hasselhorn, Marcus; Lonnemann, Jan
Journal Article
| In: Lernen und Lernstörungen | 2018
38528 Endnote
Author(s):
Lindberg, Sven; Hasselhorn, Marcus; Lonnemann, Jan
Title:
Förderrelevante Diagnostik bei Lernstörungen
In:
Lernen und Lernstörungen, 7 (2018) , S. 197-201
DOI:
10.1024/2235-0977/a000233
URN:
urn:nbn:de:0111-pedocs-177578
URL:
http://nbn-resolving.org/urn:nbn:de:0111-pedocs-177578
Publication Type:
3a. Beiträge in begutachteten Zeitschriften; Aufsatz (keine besondere Kategorie)
Language:
Deutsch
Keywords:
Lernstörung; Förderung; Diagnostik; Schülerleistung; Entwicklung; Kompetenz; Testverfahren; Legasthenie; Rechenschwäche; Typologie;
Abstract:
Eine umfangreiche Diagnostik ist zur Feststellung einer Lernstörung unumgänglich. Um eine Abweichung in schulischen Leistungen erfassen zu können, sind standardisierte und normierte Testverfahren notwendig, durch die eine individuelle Leistung mit einer altersbezogenen Normgruppe verglichen werden kann. Testverfahren im Bereich der Störungsdiagnostik müssen daher die kern-curricularen Inhalte der jeweiligen Klassenstufen abdecken. Förderrelevante Diagnostik zielt darüber auf die Erfassung spezifischer Basiskompetenzen und oder spezifischer Lernfortschritte ab und ermöglicht die Erstellung individueller Leistungsprofile und -verläufe. Dadurch können entsprechende Stärken und Schwächen ermittelt und die Grundlage für eine individuelle Förderung geschaffen werden. Im Bereich der technologiebezogenen Diagnostik besteht die aktuelle Herausforderung darin, angemessene Lösungen für die Erfassung förderrelevanter Informationen zu entwickeln. (DIPF/Orig.)
Abstract (english):
Extensive diagnostics are essential for the detection of learning disorders. In order to be able to detect deviations in school achievement, standardized test procedures are necessary, which can be used to compare individual performance with an age-related standard group. Test procedures in the field of learning disorder diagnostics are therefore strongly oriented to the curricular contents of the respective school class levels. On the other hand, diagnosis relevant for specific intervention is aimed at assessing specific basic competences and enables the creation of individual performance profiles. This enables strengths and weaknesses to be identified and the basis for individual support to be created. In the field of technology-related diagnostics, the current challenge is to develop appropriate solutions for the collection of information relevant for intervention. (DIPF/Orig.)
DIPF-Departments:
Bildung und Entwicklung
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