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Entwicklungspsychologie der Kindheit
Hasselhorn, Marcus; Kunde, Wilfried; Schneider, Silvia (Hrsg.)
Sammelband
| Stuttgart: Kohlhammer | 2015
36043 Endnote
Herausgeber*innen:
Hasselhorn, Marcus; Kunde, Wilfried; Schneider, Silvia
Titel:
Entwicklungspsychologie der Kindheit
Erscheinungsvermerk:
Stuttgart: Kohlhammer, 2015 (Standards Psychologie)
Dokumenttyp:
2. Herausgeberschaft; Sammelband (keine besondere Kategorie)
Sprache:
Deutsch
Schlagwörter:
Bindung; Emotionale Entwicklung; Entwicklungspsychologie; Gedächtnis; Gehirn; Genetik; Grundschulalter; Kind; Kindheit; Kleinkind; Kognitive Entwicklung; Körperliche Entwicklung; Lerntheorie; Metakognition; Methode; Motorik; Säugling; Soziale Entwicklung; Sprachentwicklung; Spracherwerb; Theorie; Umwelteinfluss; Vorschulalter; Wahrnehmung
Abstract:
Die Entwicklung in der Kindheit ist geprägt durch eine Fülle faszinierender Veränderungen. Wie Kinder die Welt wahrnehmen und mit ihr interagieren, wie sie über sie denken und welche Informationen sie sich merken können, befindet sich in ständigem Fluss. Das Verstehen von Sprache und der eigene Spracherwerb eröffnen Kindern darüber hinaus einen ganz neuen Blick auf die Welt. Sie können sich dadurch Wissen schneller aneignen, ihren Vorstellungsraum erweitern und lernen, mit anderen effizienter zu kommunizieren. Gerade durch die Kommunikation und Interaktion mit der Umwelt erfahren sie sich als soziales Wesen und gewinnen Erkenntnisse über sich selbst. Das Buch erläutert die typischen Veränderungen in der Kindheit aus einer grundlagenorientierten Forschungsperspektive. Jedes Kapitel schlägt eine Brücke zu untypischen Entwicklungsverläufen und diskutiert, wie Wissen aus der Grundlagenforschung praktisch genutzt werden kann. (DIPF/Orig.)
DIPF-Abteilung:
Bildung und Entwicklung
Differentiation of competence and affect self-perceptions in elementary school students. Extending […]
Arens, A. Katrin; Hasselhorn, Marcus
Zeitschriftenbeitrag
| In: European Journal of Psychology of Education | 2015
35738 Endnote
Autor*innen:
Arens, A. Katrin; Hasselhorn, Marcus
Titel:
Differentiation of competence and affect self-perceptions in elementary school students. Extending empirical evidence
In:
European Journal of Psychology of Education, 30 (2015) 4, S. 405-419
DOI:
10.1007/s10212-015-0247-8
URN:
urn:nbn:de:0111-pedocs-179967
URL:
http://nbn-resolving.org/urn:nbn:de:0111-pedocs-179967
Dokumenttyp:
3a. Beiträge in begutachteten Zeitschriften; Aufsatz (keine besondere Kategorie)
Sprache:
Englisch
Schlagwörter:
Affekt; Befragung; Deutschland; Differenzierung; Faktorenanalyse; Fleiß; Forschungsstand; Grundschüler; Kompetenz; Likert-Fragebogen; Mathematische Kompetenz; Messung; Pädagogische Psychologie; Psychometrie; Regressionsanalyse; Schülerleistung; Schuljahr 03; Selbsteinschätzung; Selbsterkenntnis; Sprachkompetenz
Abstract (english):
This study aimed to address two underexplored research questions regarding support for the separation between competence and affect self-perceptions due to differential relations to outcome criteria. First, it is tested whether higher relations between affect self-perceptions and effort than between competence self-perceptions and effort can also be found for elementary school students. Second, this study examines the generalizability of such differential outcome relations to the verbal domain. Students' competence and affect self-perceptions in math and verbal domains and self-reported effort at school were measured in a sample of 156 German 3rd-grade elementary school students. Confirmatory factor analyses demonstrated separate factors for competence and affect self-perceptions in both math and verbal domains. Latent regression analyses showed that affect self-perceptions were more highly related to effort than competence self-perceptions. With these findings, the present study adds further support to the commonly accepted separation between competence and affect self-perceptions by demonstrating their differential relations to effort and extending this finding to elementary school students and the verbal domain. (DIPF/Orig.)
DIPF-Abteilung:
Bildung und Entwicklung
In search of methods enhancing fluency in reading. An examination of the relations between time […]
Bar-Kochva, Irit; Hasselhorn, Marcus
Zeitschriftenbeitrag
| In: Journal of Experimental Child Psychology | 2015
35633 Endnote
Autor*innen:
Bar-Kochva, Irit; Hasselhorn, Marcus
Titel:
In search of methods enhancing fluency in reading. An examination of the relations between time constraints and processes of reading in readers of German
In:
Journal of Experimental Child Psychology, 140 (2015) , S. 140-157
DOI:
10.1016/j.jecp.2015.06.012
URN:
urn:nbn:de:0111-pedocs-178751
URL:
http://nbn-resolving.org/urn:nbn:de:0111-pedocs-178751
Dokumenttyp:
3a. Beiträge in begutachteten Zeitschriften; Aufsatz (keine besondere Kategorie)
Sprache:
Englisch
Schlagwörter:
Computerunterstütztes Verfahren; Deutschland; Experiment; Frankfurt a.M.; Kognitive Kompetenz; Lesegeschwindigkeit; Lesestörung; Lesetest; Rechtschreibschwäche; Rechtschreibtest; Schüler; Schuljahr 05; Wortschatz
Abstract:
The attainment of fluency in reading is a major difficulty for reading-disabled people. Manipulations applied on the presentation of texts, leading to "on-line" effects on reading (i.e., while texts are manipulated), are one direction of examinations in search of methods affecting reading. The imposing of time constraints, by deleting one letter after the other from texts presented on a computer screen, has been established as such a method. In an attempt to further understand its nature, we tested the relations between time constraints and processes of reading: phonological decoding of small orthogrpahic units and the addressing of orthographic representations from the mental lexicon. We also examined whether the type of orthogrpahic unit deleted (lexical, sublexical, or nonlexical unit) has any additional effect. Participants were German fifth graders with (n = 29) or without (n = 34) reading disability. Time constraints enhanced fluency in reading in both groups, and to a similar extent, across conditions. Comprehension was unimpaired. These results place the very principle of time constraints, regardless of the orthographic unit manipulated, as a critical factor affecting fluency in reading. However, phonological decoding explained a significant amount of variance in fluency in reading across all conditions in reading-disabled children, whereas the addressing of orthographic representations was the consistent predictor of fluency in reading in regular readers. These results indicate a qualitative difference in the processes explaining the variance in fluency in reading in regular and reading-disabled readers and suggest that time constraints might not have an effect on the relations between these processes and reading performance. (DIPF/Orig.)
DIPF-Abteilung:
Bildung und Entwicklung
Working memory in children with learning disabilities in reading versus spelling. Searching for […]
Brandenburg, Janin; Klesczewski, Julia; Fischbach, Anne; Schuchardt, Kirsten; Büttner, Gerhard; […]
Zeitschriftenbeitrag
| In: Journal of Learning Disabilities | 2015
34462 Endnote
Autor*innen:
Brandenburg, Janin; Klesczewski, Julia; Fischbach, Anne; Schuchardt, Kirsten; Büttner, Gerhard; Hasselhorn, Marcus
Titel:
Working memory in children with learning disabilities in reading versus spelling. Searching for overlapping and specific cognitive factors
In:
Journal of Learning Disabilities, 48 (2015) 6, S. 622-634
DOI:
10.1177/0022219414521665
URN:
urn:nbn:de:0111-pedocs-139898
URL:
https://nbn-resolving.org/urn:nbn:de:0111-pedocs-139898
Dokumenttyp:
3a. Beiträge in begutachteten Zeitschriften; Aufsatz (keine besondere Kategorie)
Sprache:
Englisch
Schlagwörter:
Arbeitsgedächtnis; Deutsch; Deutschland; Empirische Untersuchung; Grundschüler; Kognitive Kompetenz; Legasthenie; Lernschwierigkeit; Lesestörung; Multivariate Analyse; Rechtschreibschwäche; Rechtschreibung; Schuljahr 03; Test
Abstract (english):
In transparent orthographies like German, isolated learning disabilities in either reading or spelling are common and occur as often as a combined reading and spelling disability. However, most issues surrounding the cognitive causes of these isolated or combined literacy difficulties are yet unresolved. Recently, working memory dysfunctions have been demonstrated to be promising in explaining the emergence of literacy difficulties. Thus, we applied a 2 (reading disability: yes vs. no) × 2 (spelling disability: yes vs. no) factorial design to examine distinct and overlapping working memory profiles associated with learning disabilities in reading versus spelling. Working memory was assessed in 204 third graders, and multivariate analyses of variance were conducted for each working memory component. Children with spelling disability suffered from more pronounced phonological loop impairments than those with reading disability. In contrast, domain-general central-executive dysfunctions were solely associated with reading disability, but not with spelling disability. Concerning the visuospatial sketchpad, no impairments were found. In sum, children with reading disability and those with spelling disability seem to be characterized by different working memory profiles. Thus, it is important to take both reading and spelling into account when investigating cognitive factors of literacy difficulties in transparent orthographies.
DIPF-Abteilung:
Bildung und Entwicklung
Long-term effects of a parent- based language intervention on language outcomes and working memory […]
Buschmann, Anke; Multhauf, Bettina; Hasselhorn, Marcus; Pietz, Joachim
Zeitschriftenbeitrag
| In: Journal of Early Intervention | 2015
35832 Endnote
Autor*innen:
Buschmann, Anke; Multhauf, Bettina; Hasselhorn, Marcus; Pietz, Joachim
Titel:
Long-term effects of a parent- based language intervention on language outcomes and working memory for late-talking toddlers
In:
Journal of Early Intervention, 37 (2015) 3, S. 175-189
DOI:
10.1177/1053815115609384
URN:
urn:nbn:de:0111-pedocs-125507
URL:
https://nbn-resolving.org/urn:nbn:de:0111-pedocs-125507
Dokumenttyp:
3a. Beiträge in begutachteten Zeitschriften; Aufsatz (keine besondere Kategorie)
Sprache:
Englisch
Schlagwörter:
Arbeitsgedächtnis; Effektivität; Eltern; Intervention; Kind; Kleinkind; Phonologie; Sprachentwicklung; Spracherwerb; Sprachförderung; Sprachkompetenz; Sprachstörung; Test; Vorschulalter; Wirkung
Abstract:
A randomized control intervention study was conducted to evaluate the effects of the highly structured Heidelberg Parent-Based Language Intervention (HPLI). The outcomes of 43 children (n = 23 intervention, n = 20 control) who had been identified as late talkers during routine developmental check-ups carried out in pediatric practices at the age of 2 years were examined at 4 years 3 months of age. To address these results, we used standardized instruments to assess language and memory performance. At the age of 4 years, expressive language abilities did not differ as a function of the early language intervention. Results in language comprehension, phonological memory, and episodic buffer were significantly better in the intervention group than in the control group. These findings demonstrate the long-term effectiveness of the parent- based language intervention HPLI, and have practical implications for dealing with children with specific expressive language disorder (SELD). (DIPF/Orig.)
DIPF-Abteilung:
Bildung und Entwicklung
Sprache. Schlüssel früher Bildung (Interview)
Hasselhorn, Marcus
Zeitschriftenbeitrag
| In: Sprache, Stimme, Gehör | 2015
35533 Endnote
Autor*innen:
Hasselhorn, Marcus
Titel:
Sprache. Schlüssel früher Bildung (Interview)
In:
Sprache, Stimme, Gehör, 39 (2015) 2, S. 93
DOI:
10.1055/s-0041-101786
URN:
urn:nbn:de:0111-pedocs-155790
URL:
https://nbn-resolving.org/urn:nbn:de:0111-pedocs-155790
Dokumenttyp:
3a. Beiträge in begutachteten Zeitschriften; Bibliografien/Rezensionen u.ä. (z.B. Linktipps)
Sprache:
Deutsch
Schlagwörter:
Deutsch als Zweitsprache; Frühförderung; Kind; Sprache; Sprachförderung; Sprachkompetenz
Abstract:
Lieber Herr Professor Hasselhorn, der Bundesbildungsbericht 2014 stellt die Bedeutung sprachlicher Fähigkeiten für Bildungserfolg und gesellschaftliche Teilhabe heraus. Können Sie die wesentlichen Punkte kurz erläutern? (DIPF/Orig.)
DIPF-Abteilung:
Bildung und Entwicklung
Children at risk of poor educational outcomes: In search of a transdisciplinary theoretical […]
Hasselhorn, Marcus; Andresen, Sabine; Becker, Birgit; Betz, Tanja; Leuzinger-Bohleber, Marianne; […]
Zeitschriftenbeitrag
| In: Child Indicators Research | 2015
36038 Endnote
Autor*innen:
Hasselhorn, Marcus; Andresen, Sabine; Becker, Birgit; Betz, Tanja; Leuzinger-Bohleber, Marianne; Schmid, Johanna
Titel:
Children at risk of poor educational outcomes: In search of a transdisciplinary theoretical framework.
In:
Child Indicators Research, (2015) 8, S. 425-438
DOI:
10.1007/s12187-014-9263-5
URN:
urn:nbn:de:0111-pedocs-181645
URL:
http://nbn-resolving.org/urn:nbn:de:0111-pedocs-181645
Dokumenttyp:
3a. Beiträge in begutachteten Zeitschriften; Aufsatz (keine besondere Kategorie)
Sprache:
Englisch
Schlagwörter:
Bildungserfolg; Einflussfaktor; Familie; Institution; Interdisziplinarität; Kognitive Kompetenz; Leistungsversagen; Motivation; Risiko; Risikokind; Soziale Entwicklung
Abstract:
In most western countries, the number of 'children at risk' for poor educational outcomes seems to have been increased in recent years. Nearly 20 % of the students in those countries meanwhile fail to acquire the levels of literacy, mathematics and science achievement that are required to effectively participate in today's knowledge-based society. Thus, there is a strong need to extend research focusing on the identification of risk factors associated with these undesired educational outcomes in children. Although attempts have been made to conceptualize the issue of 'children at risk' for poor educational outcomes from the perspective of different scientific disciplines, the interplay of multiple risk factors located on the different levels focused by different disciplines has been rarely addressed. Thus, we advocate for more transdisciplinary activities integrating multiple scientific perspectives on the concept of 'children at risk' for poor educational outcomes. These activities should include at least three dimensions affecting developmental trajectories being important for children's individual academic outcomes: (1) individual characteristics including both biological as well as psychological features, (2) contextual factors, as well as dynamics defined by (3) time changes and interactions between individual and contextual categories of risk factors. (DIPF/Orig.)
DIPF-Abteilung:
Bildung und Entwicklung
[Rezension des Tests ET 6-6-R: Entwicklungstest für Kinder von sechs Monaten bis sechs Jahren - […]
Hasselhorn, Marcus; Margraf‑Stiksrud, Jutta
Zeitschriftenbeitrag
| In: Psychologische Rundschau | 2015
35618 Endnote
Autor*innen:
Hasselhorn, Marcus; Margraf‑Stiksrud, Jutta
Titel:
[Rezension des Tests ET 6-6-R: Entwicklungstest für Kinder von sechs Monaten bis sechs Jahren - Revision von F. Petermann & T. Macha]
In:
Psychologische Rundschau, 66 (2015) 3, S. 208-210
DOI:
10.1026/0033-3042/a000283
URN:
urn:nbn:de:0111-dipfdocs-155992
URL:
http://www.dipfdocs.de/volltexte/2018/15599/pdf/Entwicklungstests_fuer_Kinder_Hasselhorn_2015_A.pdf
Dokumenttyp:
3a. Beiträge in begutachteten Zeitschriften; Bibliografien/Rezensionen u.ä. (z.B. Linktipps)
Sprache:
Deutsch
Schlagwörter:
Entwicklungstest; Kind; Kleinkind; Objektivität; Reliabilität; Rezension; Säugling; Testverfahren; Validität
DIPF-Abteilung:
Bildung und Entwicklung
Entwicklungsstörungen schulischer Fertigkeiten
Hasselhorn, Marcus; Schulte-Körne, Gerd
Zeitschriftenbeitrag
| In: Zeitschrift für Erziehungswissenschaft | 2015
35636 Endnote
Autor*innen:
Hasselhorn, Marcus; Schulte-Körne, Gerd
Titel:
Entwicklungsstörungen schulischer Fertigkeiten
In:
Zeitschrift für Erziehungswissenschaft, 18 (2015) 3, S. 427-430
DOI:
10.1007/s11618-015-0652-4
URN:
urn:nbn:de:0111-pedocs-126697
URL:
http://nbn-resolving.org/urn:nbn:de:0111-pedocs-126697
Dokumenttyp:
3a. Beiträge in begutachteten Zeitschriften; Bibliografien/Rezensionen u.ä. (z.B. Linktipps)
Sprache:
Deutsch
Schlagwörter:
Diagnostik; Einführung; Entwicklungsstörung; Förderung; Forschung; Intervention; Jugendlicher; Kind
DIPF-Abteilung:
Bildung und Entwicklung
Working memory functioning in children with poor mathematical skills. Relationships to […]
Klesczewski, Julia; Brandenburg, Janin; Fischbach, Anne; Grube, Dietmar; Hasselhorn, Marcus; […]
Zeitschriftenbeitrag
| In: Zeitschrift für Psychologie | 2015
35638 Endnote
Autor*innen:
Klesczewski, Julia; Brandenburg, Janin; Fischbach, Anne; Grube, Dietmar; Hasselhorn, Marcus; Büttner, Gerhard
Titel:
Working memory functioning in children with poor mathematical skills. Relationships to IQ-achievement discrepancy and additional reading and spelling difficulties
In:
Zeitschrift für Psychologie, 223 (2015) 2, S. 83-92
DOI:
10.1027/2151-2604/a000206
URN:
urn:nbn:de:0111-pedocs-127285
URL:
https://nbn-resolving.org/urn:nbn:de:0111-pedocs-127285
Dokumenttyp:
3a. Beiträge in begutachteten Zeitschriften; Beitrag in Sonderheft
Sprache:
Englisch
Schlagwörter:
Arbeitsgedächtnis; Deutschland; Empirische Untersuchung; Grundschulalter; Grundschule; Intelligenzquotient; Kind; Kognitive Prozesse; Lernschwierigkeit; Lesen; Phonologie; Rechenschwäche; Rechtschreibung; Schuljahr 03; Visuelle Wahrnehmung
Abstract:
Previous research on working memory (WM) in children with poor mathematical skills has yielded heterogeneous results, possibly due to inconsistent consideration of the IQ-achievement discrepancy and additional reading and spelling difficulties. To examine the impact of both, the WM of 68 average-achieving and 68 low-achieving third-graders in mathematics was assessed. Preliminary analyses showed that poor mathematical skills were associated with poor WM. Afterwards, children with isolated mathematical difficulties were separated from those with additional reading and spelling difficulties. Half of each group fulfilled the IQ-achievement discrepancy, resulting in a 2 (additional reading and spelling difficulties: yes/no) by 2 (IQ-achievement discrepancy: yes/no) factorial design. Analyses revealed that not fulfilling the IQ achievement discrepancy was associated with poor visual WM, whereas additional reading and spelling difficulties were associated with poor central executive functioning in children fulfilling the IQ-achievement discrepancy. Therefore, WM in children with poor mathematical skills differs according to the IQ-achievement discrepancy and additional reading and spelling difficulties. (DIPF/Orig.)
DIPF-Abteilung:
Bildung und Entwicklung
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