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(Personen: "Linkersdoerfer,(ignoriert!)" und "Janosch")
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Die Rolle der Benenngeschwindigkeit für die Diagnose und Prognose mathematischer Fertigkeiten
Pauly, Hanno; Lonnemann, Jan; Linkersdörfer, Janosch; Lindberg, Sven
Book Chapter
| Aus: Hasselhorn, Marcus; Heinze, Aiso; Schneider, Wolfgang; Trautwein, Ulrich (Hrsg.): Diagnostik mathematischer Kompetenzen | Göttingen: Hogrefe | 2013
33486 Endnote
Author(s):
Pauly, Hanno; Lonnemann, Jan; Linkersdörfer, Janosch; Lindberg, Sven
Title:
Die Rolle der Benenngeschwindigkeit für die Diagnose und Prognose mathematischer Fertigkeiten
In:
Hasselhorn, Marcus; Heinze, Aiso; Schneider, Wolfgang; Trautwein, Ulrich (Hrsg.): Diagnostik mathematischer Kompetenzen, Göttingen: Hogrefe, 2013 (Tests und Trends. N.F., 11), S. 13-23
Publication Type:
4. Beiträge in Sammelwerken; Sammelband (keine besondere Kategorie)
Language:
Deutsch
Keywords:
Diagnose; Empirische Forschung; Forschungsstand; Kognitive Prozesse; Lesegeschwindigkeit; Lesekompetenz; Mathematische Kompetenz; Phonologie; Prognose
Abstract:
Im Zentrum dieses Kapitels steht mit der Benenngeschwindigkeit ein sehr ökonomisch zu erfassender Prädiktor arithmetischer Fertigkeiten. Ursprünglich wurde dieses Maß primär zur Vorhersage der Leseleistung eingesetzt. Studien der jüngeren Vergangenheit belegen jedoch auch einen Zusammenhang mit der Leistung im Rechnen. Dabei scheint die prognostische Güte der Benenngeschwindigkeit abhängig vom verwendeten Stimulusmaterial zu sein. Der vorliegende Beitrag gibt zuerst einen Rückblick über die Entstehungsgeschichte und gegenwärtige empirische Befundlage der Benenngeschwindigkeitsforschung im Bereich der Leseleistungen. Im Anschluss werden aktuelle Erkenntnisse im Bereich der Mathematikleistung unter besondere Berücksichtigung der unterschiedlichen Stimulusmaterialien vorgestellt. Da die Befundlage dort bisher noch nicht so gefestigt ist wie im Lesebereich, werden abschließend Implikationen für die Prognose und Diagnose mathematischer Kompetenzen diskutiert und ein Ausblick auf mögliche weiterführende Fragestellungen wird gegeben.
DIPF-Departments:
Bildung und Entwicklung
Grey matter alterations co-localize with functional abnormalities in developmental dyslexia. An ALE […]
Linkersdörfer, Janosch; Lonnemann, Jan; Lindberg, Sven; Hasselhorn, Marcus; Fiebach, Christian J.
Journal Article
| In: PLoSOne | 2012
32841 Endnote
Author(s):
Linkersdörfer, Janosch; Lonnemann, Jan; Lindberg, Sven; Hasselhorn, Marcus; Fiebach, Christian J.
Title:
Grey matter alterations co-localize with functional abnormalities in developmental dyslexia. An ALE meta-analysis
In:
PLoSOne, 7 (2012) 8, S. e43122
URL:
http://www.plosone.org/article/info%3Adoi%2F10.1371%2Fjournal.pone.0043122
Publication Type:
3a. Beiträge in begutachteten Zeitschriften; Aufsatz (keine besondere Kategorie)
Language:
Englisch
Keywords:
Gehirn; Hirnforschung; Lesestörung; Metaanalyse; Neurophysiologie; Phonologie
Abstract (english):
The neural correlates of developmental dyslexia have been investigated intensively over the last two decades and reliable evidence for a dysfunction of left-hemispheric reading systems in dyslexic readers has been found in functional neuroimaging studies. In addition, structural imaging studies using voxel-based morphometry (VBM) demonstrated grey matter reductions in dyslexics in several brain regions. To objectively assess the consistency of these findings, we performed activation likelihood estimation (ALE) meta-analysis on nine published VBM studies reporting 62 foci of grey matter reduction in dyslexic readers. We found six significant clusters of convergence in bilateral temporo-parietal and left occipito-temporal cortical regions and in the cerebellum bilaterally. To identify possible overlaps between structural and functional deviations in dyslexic readers, we conducted additional ALE meta-analyses of imaging studies reporting functional underactivations (125 foci from 24 studies) or overactivations (95 foci from 11 studies ) in dyslexics. Subsequent conjunction analyses revealed overlaps between the results of the VBM meta-analysis and the meta-analysis of functional underactivations in the fusiform and supramarginal gyri of the left hemisphere. An overlap between VBM results and the meta-analysis of functional overactivations was found in the left cerebellum. The results of our study provide evidence for consistent grey matter variations bilaterally in the dyslexic brain and substantial overlap of these structural variations with functional abnormalities in left hemispheric regions.
DIPF-Departments:
Bildung und Entwicklung
Early strategies of elementary school children's single word reading
Lindberg, Sven; Lonnemann, Jan; Linkersdörfer, Janosch; Biermeyer, Eva; Mähler, Claudia; […]
Journal Article
| In: Journal of Neurolinguistics | 2011
31900 Endnote
Author(s):
Lindberg, Sven; Lonnemann, Jan; Linkersdörfer, Janosch; Biermeyer, Eva; Mähler, Claudia; Hasselhorn, Marcus; Lehmann, Martin
Title:
Early strategies of elementary school children's single word reading
In:
Journal of Neurolinguistics, 24 (2011) 5, S. 556-570
DOI:
10.1016/j.jneuroling.2011.02.003
URL:
http://dx.doi.org/10.1016/j.jneuroling.2011.02.003
Publication Type:
3a. Beiträge in begutachteten Zeitschriften; Aufsatz (keine besondere Kategorie)
Language:
Englisch
Keywords:
Aufgabe; Deutsch; Deutschland; Empirische Untersuchung; Grundschüler; Lesefertigkeit; Modell; Problemlösen; Schuljahr 02; Schuljahr 04; Strategie; Verhalten; Wort
Abstract (english):
According to the Overlapping Waves Model, children's strategy use in performing academic skills is variable and adaptive and changes gradually with age and experience. In the context of children's numerical and arithmetical development, several findings confirm the assumptions of the model. In this study, elementary school children in 2nd (n = 30) and 4th (n = 28) grade, with comparable IQ and reading achievement scores were confronted with different single word tasks (common and uncommon words, word-similar and -dissimilar pseudowords) to trigger different reading strategies. Strategy behavior was identified by video analysis and children's self-report. The analyses of the data confirm the validity of the Overlapping Waves Model in the context of single word reading. Children in both grades showed variable and multiple usage of strategies and reacted adaptively when reading words of the different categories. Moreover, older children used more elaborated strategies and were more efficient in their strategy choice.
DIPF-Departments:
Bildung und Entwicklung
Neurokognitive Korrelate der Dyslexie
Linkersdörfer, Janosch
Journal Article
| In: Kindheit und Entwicklung | 2011
31547 Endnote
Author(s):
Linkersdörfer, Janosch
Title:
Neurokognitive Korrelate der Dyslexie
In:
Kindheit und Entwicklung, 20 (2011) 1, S. 4-12
Publication Type:
3a. Beiträge in begutachteten Zeitschriften; Aufsatz (keine besondere Kategorie)
Language:
Deutsch
Keywords:
Entwicklungsstörung; Kind; Legasthenie; Lesen; Lesestörung; Neurobiologie; Phonologie; Sensumotorik
Abstract:
Die Überblicksarbeit widmet sich kognitiven und neuronalen Grundlagen der Dyslexie. Ausgehend von einer Darstellung der wichtigsten kognitiven und neurobiologischen Theorien der Entstehung von Dyslexie werden Ergebnisse zu spezifischen Störungen des neuronalen Lesenetzwerks bei Menschen mit Dyslexie aus Postmortem-Untersuchungen und strukturellen sowie funktionellen Bildgebungsstudien berichtet. Die Befunde legen nahe, dass Dyslexie ein multidimensionales Problem darstellt, das mit verschiedenen kognitiven, sensorischen und motorischen Defiziten und spezifischen Störungen auf neuronaler Ebene einhergeht. Zukünftige Forschung sollte sich daher verstärkt individuellen Profilen der Störung auf kognitiver wie neuronaler Ebene widmen.
Abstract (english):
Cognitive and neural correlates of developmental dyslexia are reviewed. Beginning with a description of different cognitive and neurobiological theories of developmental dyslexia, findings from post-mortem analyses and from functional and structural imaging studies are discussed. The results indicate that developmental dyslexia is a multidimensional phenomenon involving different cognitive, sensory, and motor problems and appears to be associated with specific disruptions of brain systems. Accordingly, individual profiles of the disorder on the cognitive and neural level should receive more attention in future research.
DIPF-Departments:
Bildung und Entwicklung
Neurokognitive Korrelate der Dyskalkulie
Lonnemann, Jan; Linkersdörfer, Janosch; Hasselhorn, Marcus; Lindberg, Sven
Journal Article
| In: Kindheit und Entwicklung | 2011
31589 Endnote
Author(s):
Lonnemann, Jan; Linkersdörfer, Janosch; Hasselhorn, Marcus; Lindberg, Sven
Title:
Neurokognitive Korrelate der Dyskalkulie
In:
Kindheit und Entwicklung, 20 (2011) 1, S. 13-20
Publication Type:
3a. Beiträge in begutachteten Zeitschriften; Beitrag in Sonderheft
Language:
Deutsch
Keywords:
Arithmetik; Entwicklungsstörung; Kind; Kognition; Neurowissenschaften; Rechenschwäche; Rechnen; Zahlensystem
Abstract:
Dargestellt werden potentielle kognitive und neuronale Verursachungsfaktoren der Dyskalkulie. Ergebnisse zu approximativen Mengenrepräsentationen, basalen visuellen Mechanismen der Mengenwahrnehmung (Subitizing), symbolischen Mengenrepräsentationen und arithmetischen Prozessen werden skizziert und diskutiert. Die berichteten Befunde legen nahe, dass verschiedene Ursachen für das Zustandekommen einer Dyskalkulie verantwortlich sein können, denen spezifische Störungen auf neuronaler Ebene zugrunde liegen könnten. Individuelle Störungsprofile sollten daher stärkere Beachtung finden, um in der Zukunft individuelle Förderansätze entwickeln zu können.
Abstract (english):
Various potential determinants of dyscalculia on the cognitive as well as on the neural level are presented. Findings concerning approximate quantity representations, basic visual mechanisms for capturing quantities (subitizing), symbolic quantity representations, and arithmetic processes are outlined and discussed. The reported findings suggest that there might be a number of different causes for the occurrence of dyscalculia, which come along with specific impairments at the neural level. Individual profiles of dyscalculia should therefore receive more attention in order to be able to develop approaches to support individuals.
DIPF-Departments:
Bildung und Entwicklung
Symbolic and non-symbolic distance effects in children and their connection with arithmetic skills
Lonnemann, Jan; Linkersdörfer, Janosch; Hasselhorn, Marcus; Lindberg, Sven
Journal Article
| In: Journal of Neurolinguistics | 2011
31852 Endnote
Author(s):
Lonnemann, Jan; Linkersdörfer, Janosch; Hasselhorn, Marcus; Lindberg, Sven
Title:
Symbolic and non-symbolic distance effects in children and their connection with arithmetic skills
In:
Journal of Neurolinguistics, 24 (2011) 5, S. 583-591
DOI:
10.1016/j.jneuroling.2011.02.004
URL:
http://dx.doi.org/10.1016/j.jneuroling.2011.02.004
Publication Type:
3a. Beiträge in begutachteten Zeitschriften; Aufsatz (keine besondere Kategorie)
Language:
Englisch
Keywords:
Arithmetik; China; Darstellungsform; Empirische Untersuchung; Grundschüler; Mathematische Kompetenz; Rechnen; Test
Abstract (english):
The ability to compare numerical magnitudes is assumingly related to children s arithmetic skills. The role of symbolic and non-symbolic number representations in this relationship is, however, still a matter of debate. To address this issue we assessed addition and subtraction skills of 8 10-year-old children (n 1 4 35) and asked them to compare numerical magnitudes of dot patterns and Arabic digits in different numerical ranges. Results revealed that the relationship between numerical magnitude comparisons and arithmetic skills is not restricted to symbolic stimuli, but that it can also be detected for non-symbolic dot patterns. The range of numerosities for which this relationship was found and the manner in which the magnitude comparison was related to arithmetic skills differed regarding the dots and digits. These findings highlight the role of both symbolic and non-symbolic number representations in the development of arithmetic skills and strengthen the view of different developmental trajectories underlying these representations.
DIPF-Departments:
Bildung und Entwicklung
Relations between balancing and arithmetic skills in children. Evidence of cerebellar involvement?
Lonnemann, Jan; Linkersdörfer, Janosch; Heselhaus, Vera; Hasselhorn, Marcus; Lindberg, Sven
Journal Article
| In: Journal of Neurolinguistics | 2011
31851 Endnote
Author(s):
Lonnemann, Jan; Linkersdörfer, Janosch; Heselhaus, Vera; Hasselhorn, Marcus; Lindberg, Sven
Title:
Relations between balancing and arithmetic skills in children. Evidence of cerebellar involvement?
In:
Journal of Neurolinguistics, 24 (2011) 5, S. 592-601
DOI:
10.1016/j.jneuroling.2011.02.005
URL:
http://dx.doi.org/10.1016/j.jneuroling.2011.02.005
Publication Type:
3a. Beiträge in begutachteten Zeitschriften; Aufsatz (keine besondere Kategorie)
Language:
Englisch
Keywords:
Arithmetik; Deutschland; Empirische Untersuchung; Gehirn; Grundschüler; Korrelation; Mathematische Kompetenz; Motorik; Rechnen
Abstract (english):
Reading performance has been shown to be linked with balancing skills, possibly indicating an involvement of the cerebellum in reading-related tasks. In our study, we examined whether a similar connection can be detected for arithmetic performance. We assessed basic arithmetic skills of 8 10-year-old children (n 1 4 53) and asked them to balance on the left or right foot, with eyes open or closed. Results revealed substantial correlations between performance in arithmetic tasks and in the balancing tasks with closed eyes even when controlling for attentional and reasoning capabilities. These findings are interpreted in terms of a cerebellar involvement in arithmetic tasks. We propose that verbally medi- ated arithmetic tasks like multiplication might be related to cerebellar functions in different ways than those arithmetic tasks that require elaboration strategies and quantity manipulations, such as subtraction.
DIPF-Departments:
Bildung und Entwicklung
Domain-specific rapid automatized naming deficits in children at risk for learning disabilities
Pauly, Hanno; Linkersdörfer, Janosch; Lindberg, Sven; Woerner, Wolfgang; Hasselhorn, Marcus; […]
Journal Article
| In: Journal of Neurolinguistics | 2011
31901 Endnote
Author(s):
Pauly, Hanno; Linkersdörfer, Janosch; Lindberg, Sven; Woerner, Wolfgang; Hasselhorn, Marcus; Lonnemann, Jan
Title:
Domain-specific rapid automatized naming deficits in children at risk for learning disabilities
In:
Journal of Neurolinguistics, 24 (2011) 5, S. 602-610
DOI:
10.1016/j.jneuroling.2011.02.002
URL:
http://dx.doi.org/10.1016/j.jneuroling.2011.02.002
Publication Type:
3a. Beiträge in begutachteten Zeitschriften; Aufsatz (keine besondere Kategorie)
Language:
Englisch
Keywords:
Deutschland; Empirische Untersuchung; Fertigkeit; Frankfurt a.M.; Gefährdung; Kind; Kindergarten; Kognitive Prozesse; Leistung; Lernbehinderung; Lesen; Rechnen; Test; Vorschulalter
Abstract (english):
Performance in Rapid Automatized Naming (RAN) tasks with different materials (dice, digits, letters, objects) and key precursor skills of reading and arithmetic were assessed in kindergarten children (n = 541) in their last year before entering elementary school. Based on their precursor skills, three groups of children were identified, i.e. children at risk for reading problems (n = 31), children at risk for arithmetic problems (n = 39), and children at risk for problems in both domains (n = 34). These at-risk children were compared to a control group (n = 343) regarding their performance in the different RAN tasks. Results revealed domain-specific deficits in both groups of children with a single risk: While children at risk for problems in reading exhibited deficits in the RAN of letters and objects, children at risk for problems in arithmetic showed deficits in the RAN of dice and digits. The group of children at risk for problems in both domains displayed additive, domain-general deficits. Findings are discussed in the context of behavioral and neurocognitive research on reading and mathematical disabilities.
DIPF-Departments:
Bildung und Entwicklung
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