Development of individual prerequsites for successful learning
Projects in this domain of research concentrate on the description and explanation of the ontogenesis of individual cognitive, motivational and volitional competencies of successful learning.
In developing individual prerequisites of successful learning, a focus is placed on different cognitive competencies.
On the one hand, these may belong to the area of attention control and working memory, on the other hand they belong to the use and metacognitive regulation of learning and memorizing strategies. The emergence of basal domain-specific strategies in the acquisition of reading, writing and arithmetic skills is also focused.
Furthermore, domain-specific cognitive competencies and differential developmental pathways are reconstructed regarding motivation system facets that are conducive to learning as well as volitional styles of action control.
- ADHD – Attention-deficit Hyperactivity Disorder
- ANNA – Working memory and school readiness
- Development of Memory Strategies in Children and Youths
- FLUX – Assessment of Cognitive Performance Fluctuations in the School Context
- GIDeCA – Gene by Environment Interactions on Decision Making in Children with different ADHD Symptoms
- Hector – Formative Evaluation of Hector Children’s Academies
- LEMO – Learning motivation of children in primary school
- MEMO – Working memory influences on rehearsal-strategy development in dyslectic children
- NEIS – Neural Development of Inhibiton and Shifting
- Phonological Information Processing, Attention and Spelling
- ReAL – Neurobehavioral Development of Reading and Arithmetic Skills - A Longitudinal Study
- Scientific Study Accompanying the Project "Schulreifes Kind" (the Mature School Child)
- SelF – Self-Regulation and Feedback
- Standardization of the Working Memory Test Battery