Prof. Dr. Caterina Gawrilow
- First Name
- Prof. Dr.
- associated academic staff member
- +49 (0)69 24708-512
- Center /office
- Department of Education and Human Development
- Publications Gawrilow
- 2012 Habilitation (post-doctoral graduation) at Goethe-University Frankfurt (venia legendi for Psychology, PD)
- 2005 doctoral graduation, Dr. rer. nat., University of Constance
- 2002 diploma in psychology, Philipps-Universität Marburg
- Since 2009 junior professor for foundations of learning disorders and learning disabilities, IDeA center
- 2006 postdoctoral visit to Columbia University and New York University, USA
- Summer semester 2007 & 2008 academic staff member at Hamburg University
- Winter semester 2005/2006, 2006/2007, 2007/2008 & 2008/2009 temporary professor for pedagogical psychology and motivation, University of Hamburg
Current work and research priorities / current projects
- IDeA - Project ADHD
- IDeA - Project on stereotype threat with children and adolescents
(You will find a complete list of publications in the top right hand corner)
- Gawrilow, C., Morgenroth, K., Schultz, R., Oettingen, G. & Gollwitzer, P. M. (2013). Mental contrasting with implementation intentions enhances self-regulation of goal pursuit in schoolchildren at risk for ADHD. Motivation and Emotion, 37, 134-145.
- Gawrilow, C. (2012). Lehrbuch ADHS. München: ERV.
- Neubauer, A., Gawrilow, C. & Hasselhorn, M. (2012). The Watch-and-Wait Task: On the reliability and validity of a new method to assess self-control in preschool children. Learning and Individual Differences, 22, 770-777.
- Rohlf, H., Jucksch, V., Gawrilow, C., Huss, M., Hein, J., Lehmkuhl, U. & Salbach-Andrae, H. (2012). Set shifting and working memory in adults with ADHD. Journal of Neural Transmission, 119, 95-106.
- Gawrilow, C., Gollwitzer, P. M. & Oettingen, G. (2011). If-then plans benefit delay of gratification performance in children with ADHD. Cognitive Therapy and Research, 35, 442-455.
- Gawrilow, C., Gollwitzer, P. M. & Oettingen, G. (2011). If-then plans benefit executive functions in children with ADHD. Journal of Social and Clinical Psychology, 30, 615-645.