TY - JOUR A1 - Kucian, Karin A1 - Zuber, Isabelle A1 - Kohn, Juliane A1 - Poltz, Nadine A1 - Wyschkon, Anne A1 - Esser, Günter A1 - von Aster, Michael G. T1 - Relation Between Mathematical Performance, Math Anxiety, and Affective Priming in Children With and Without Developmental Dyscalculia JF - Frontiers in psychology N2 - Many children show negative emotions related to mathematics and some even develop mathematics anxiety. The present study focused on the relation between negative emotions and arithmetical performance in children with and without developmental dyscalculia (DD) using an affective priming task. Previous findings suggested that arithmetic performance is influenced if an affective prime precedes the presentation of an arithmetic problem. In children with DD specifically, responses to arithmetic operations are supposed to be facilitated by both negative and mathematics-related primes (= negative math priming effect). We investigated mathematical performance, math anxiety, and the domain-general abilities of 172 primary school children (76 with DD and 96 controls). All participants also underwent an affective priming task which consisted of the decision whether a simple arithmetic operation (addition or subtraction) that was preceded by a prime (positive/negative/neutral or mathematics-related) was true or false. Our findings did not reveal a negative math priming effect in children with DD. Furthermore, when considering accuracy levels, gender, or math anxiety, the negative math priming effect could not be replicated. However, children with DD showed more math anxiety when explicitly assessed by a specific math anxiety interview and showed lower mathematical performance compared to controls. Moreover, math anxiety was equally present in boys and girls, even in the earliest stages of schooling, and interfered negatively with performance. In conclusion, mathematics is often associated with negative emotions that can be manifested in specific math anxiety, particularly in children with DD. Importantly, present findings suggest that in the assessed age group, it is more reliable to judge math anxiety and investigate its effects on mathematical performance explicitly by adequate questionnaires than by an affective math priming task. KW - developmental dyscalculia KW - mathematics KW - affective priming KW - calculation KW - arithmetic KW - anxiety KW - gender KW - children Y1 - 2018 U6 - https://doi.org/10.3389/fpsyg.2018.00263 SN - 1664-1078 VL - 9 PB - Frontiers Research Foundation CY - Lausanne ER - TY - JOUR A1 - Wyschkon, Anne A1 - Schulz, Franziska A1 - Gallit, Finja Sunnyi A1 - Poltz, Nadine A1 - Kohn-Henkel, Juliane A1 - Moraske, Svenja A1 - Bondue, Rebecca A1 - von Aster, Michael G. A1 - Esser, Günter T1 - 5-Jahres-Verlauf der LRS T1 - 5-year course of dyslexia BT - Stabilität, Geschlechtseffekte, Schriftsprachniveau und Schulerfolg BT - Persistence, sex effects, performance in reading and spelling, and school-related success JF - Zeitschrift für Kinder- und Jugendpsychiatrie und Psychotherapie N2 - Fragestellung: Untersucht wird der Verlauf von Kindern mit Lese-Rechtschreibstörungen (LRS) über gut 5 Jahre unter Berücksichtigung des Einflusses des Geschlechts der Betroffenen. Außerdem werden Auswirkungen der LRS auf das spätere Schriftsprachniveau und den Schulerfolg überprüft. Methodik: Eingangs wurden 995 Schüler zwischen 6 und 16 Jahren untersucht. Ein Teil dieser Kinder ist nach 43 sowie 63 Monaten nachuntersucht worden. Eine LRS wurde diagnostiziert, wenn für das Lesen bzw. Rechtschreiben das doppelte Diskrepanzkriterium von 1.5 Standardabweichungen zur nonverbalen Intelligenz und dem Mittelwert der Klassenstufe erfüllt war und gleichzeitig keine Minderbegabung vorlag. Ergebnisse: Die LRS weist über einen Zeitraum von 63 Monaten eine hohe Störungspersistenz von knapp 70 % auf. Der 5-Jahres-Verlauf der mittleren Lese- und Rechtschreibleistungen wurde nicht vom Geschlecht beeinflusst. Trotz durchschnittlicher Intelligenz blieben die LRS-Schüler in der Schriftsprache mindestens eine Standardabweichung hinter durchschnittlich und etwa 0.5 Standardabweichungseinheiten hinter unterdurchschnittlich intelligenten Kindern zurück. Der Schulerfolg der LRS-Schüler glich dem unterdurchschnittlich intelligenter Kinder und fiel deutlich schlechter aus als bei durchschnittlich intelligenten Kontrollkindern. Schlussfolgerungen: Eine LRS stellt ein erhebliches Entwicklungsrisiko dar, was frühzeitige Diagnostik- und Therapiemaßnahmen erfordert. Dafür sind reliable und im Hinblick auf die resultierenden Prävalenzraten sinnvolle, allgemein anerkannte Diagnosekriterien essenziell. N2 - Objective: The study examines the 5-year course of children with dyslexia with regard to their sex. Furthermore, the study investigates the impact of dyslexia on the performance in reading and spelling skills and school-related success. Method: A group of 995 6- to 16-year-olds were examined at the initial assessment. Part of the initial sample was then re-examined after 43 and 63 months. The diagnosis of dyslexia was based on the double discrepancy criterion using a standard deviation of 1.5. Though they had no intellectual deficits, the children showed a considerable discrepancy between their reading or writing abilities and (1) their nonverbal intelligence and (2) the mean of their grade norm. Results: Nearly 70 % of those examined had a persisting diagnosis of dyslexia over a period of 63 months. The 5-year course was not influenced by sex. Despite average intelligence, the performance in writing and spelling of children suffering from dyslexia was one standard deviation below a control group without dyslexia with average intelligence and 0.5 standard deviations below a group of children suffering from intellectual deficits. Furthermore, the school-related success of the dyslexics was significantly lower than those of children with average intelligence. Dyslexics showed similar school-related success rates to children suffering from intellectual deficits. Conclusions: Dyslexia represents a considerable developmental risk. The adverse impact of dyslexia on school-related success supports the importance of early diagnostics and intervention. It also underlines the need for reliable and general accepted diagnostic criteria. It is important to define such criteria in light of the prevalence rates. KW - dyslexia KW - discrepancy criterion KW - persistence KW - course KW - school-related success KW - Lese-Rechtschreibstörung KW - Diskreptanzdefinition KW - Stabilität KW - Verlauf KW - Schulerfolg Y1 - 2017 U6 - https://doi.org/10.1024/1422-4917/a000535 SN - 1422-4917 SN - 1664-2880 VL - 46 IS - 2 SP - 107 EP - 122 PB - Hogrefe CY - Bern ER - TY - JOUR A1 - Poltz, Nadine T1 - Rezension zu: Bernart, Hartmut E.; Weinig, Jacob. - Rechenschwierigkeiten und Rechenstörungen – Multimodales Therapieprogramm für Kinder- und Jugendliche. - Beltz: Weinheim, 2020. - 300 S. - ISBN 978-3-621-28698-5 JF - Zeitschrift für Klinische Psychologie und Psychotherapie Y1 - 2020 SN - 978-3-621-28698-5 U6 - https://doi.org/10.1026/1616-3443/a000584 SN - 1616-3443 SN - 2190-6297 VL - 49 IS - 3 SP - 191 EP - 192 PB - Hogrefe CY - Göttingen ER - TY - GEN A1 - Kucian, Karin A1 - Zuber, Isabelle A1 - Kohn, Juliane A1 - Poltz, Nadine A1 - Wyschkon, Anne A1 - Esser, Günter A1 - von Aster, Michael G. T1 - Relation between mathematical performance, math anxiety, and affective priming in children with and without developmental dyscalculia T2 - Postprints der Universität Potsdam : Humanwissenschaftliche Reihe N2 - Many children show negative emotions related to mathematics and some even develop mathematics anxiety. The present study focused on the relation between negative emotions and arithmetical performance in children with and without developmental dyscalculia (DD) using an affective priming task. Previous findings suggested that arithmetic performance is influenced if an affective prime precedes the presentation of an arithmetic problem. In children with DD specifically, responses to arithmetic operations are supposed to be facilitated by both negative and mathematics-related primes (= negative math priming effect). We investigated mathematical performance, math anxiety, and the domain-general abilities of 172 primary school children (76 with DD and 96 controls). All participants also underwent an affective priming task which consisted of the decision whether a simple arithmetic operation (addition or subtraction) that was preceded by a prime (positive/negative/neutral or mathematics-related) was true or false. Our findings did not reveal a negative math priming effect in children with DD. Furthermore, when considering accuracy levels, gender, or math anxiety, the negative math priming effect could not be replicated. However, children with DD showed more math anxiety when explicitly assessed by a specific math anxiety interview and showed lower mathematical performance compared to controls. Moreover, math anxiety was equally present in boys and girls, even in the earliest stages of schooling, and interfered negatively with performance. In conclusion, mathematics is often associated with negative emotions that can be manifested in specific math anxiety, particularly in children with DD. Importantly, present findings suggest that in the assessed age group, it is more reliable to judge math anxiety and investigate its effects on mathematical performance explicitly by adequate questionnaires than by an affective math priming task. T3 - Zweitveröffentlichungen der Universität Potsdam : Humanwissenschaftliche Reihe - 684 KW - developmental dyscalculia KW - mathematics KW - affective priming KW - calculation KW - arithmetic KW - anxiety KW - gender KW - children Y1 - 2020 U6 - http://nbn-resolving.de/urn/resolver.pl?urn:nbn:de:kobv:517-opus4-460671 SN - 1866-8364 IS - 684 ER - TY - GEN A1 - Schulz, Franziska A1 - Wyschkon, Anne A1 - Gallit, Finja Sunnyi A1 - Poltz, Nadine A1 - Moraske, Svenja A1 - Kucian, Karin A1 - von Aster, Michael G. A1 - Esser, Günter T1 - Rechenprobleme von Grundschulkindern BT - Persistenz und Schulerfolg nach fünf Jahren T2 - Postprints der Universität Potsdam : Humanwissenschaftliche Reihe N2 - Fragestellung: Ziel war die Untersuchung des Verlaufs von Kindern mit Rechenstörungen bzw. Rechenschwächen. Neben der Persistenz wurden Auswirkungen von Rechenproblemen auf künftige Rechenleistungen sowie den Schulerfolg geprüft. Methodik: Für 2909 Schüler der 2. bis 5. Klasse liegen die Resultate standardisierter Rechen- und Intelligenztests vor. Ein Teil dieser Kinder ist nach 37 und 68 Mona-ten erneut untersucht worden. Ergebnisse: Die Prävalenz von Rechenstörungen betrug 1.4 %, Rechenschwächen traten bei 11.2 % auf. Rechen-probleme zeigten eine mittlere bis hohe Persistenz. Schüler mit Rechenschwäche blieben im Rechnen gut eine Standardabweichung hinter durchschnittlich und ca. eine halbe Standardabweichung hinter unterdurchschnittlich intelligenten Kontrollkindern zurück. Der allgemeine Schulerfolg rechenschwacher Probanden (definiert über Mathematiknote, Deutschnote und Schultyp) ähnelte dem der unterdurchschnittlich intelligenten Kontrollgruppe und blieb hinter dem Schulerfolg durchschnittlich intelligenter Kontrollkinder zurück. Eingangs ältere Probanden mit Rechenproblemen (4. bis 5. Klasse) wiesen eine schlechtere Prognose auf als Kinder, die zu Beginn die 2. oder 3. Klasse besuchten. Schluss-folgerungen: Rechenprobleme stellen ein ernsthaftes Entwicklungsrisiko dar. Längsschnittuntersuchungen, die Kinder mit streng definierter Rechenstörung bis ins Erwachsenenalter begleiten und Prädiktoren für unterschiedlich erfolgreiche Verläufe ermitteln, sind dringend notwendig. N2 - Objective: The present study examines the 5 years course of mathematics learning disabilities (MLD) and poor mathematics achieve-ment in children from primary to secondary schools. The study investigates the persistence and the impact of mathematical difficulties on the later mathematics performance and school-related success. Method: First, 2909 second to fifth graders were examined with standardized tests in mathematical skills and intelligence. A part of these children was re-examined after 37 and after 68 months. Results: A prevalence of 1.4 % for MLD and 11.2 % for poor mathematics achievement was determined. Mathematical difficulties showed medium to high persistence. Later performance of children with poor mathematics achievement was one standard deviation below a control group without mathematical difficul-ties with average intelligence and 0.5 standard deviations below a group of children with intellectual deficits. School-related success was a composite score of the mathematics grade, the language grade and school type. Children with poor mathematics achievement showed similar school-related success to children with intellectual deficits. Furthermore, they scored significant lower than children without mathematical difficulties and average intelligence. Older children with mathematical difficulties (4th to 5th grade) showed a poorer prognosis than children attending grade 2 or 3. Conclusion: Poor mathematics achievement is a considerable developmental risk. Large longitudinal studies into adult-hood with strict MLD definition are needed to evaluate predictors of successful developmental courses. T3 - Zweitveröffentlichungen der Universität Potsdam : Humanwissenschaftliche Reihe - 634 KW - Rechenstörungen KW - Stabilität KW - Verlauf KW - Längsschnittstudie KW - Schulerfolg Y1 - 2020 U6 - http://nbn-resolving.de/urn/resolver.pl?urn:nbn:de:kobv:517-opus4-441388 SN - 1866-8364 IS - 634 SP - 67 EP - 80 ER - TY - GEN A1 - Gallit, Finja A1 - Wyschkon, Anne A1 - Poltz, Nadine A1 - Moraske, Svenja A1 - Kucian, Karin A1 - von Aster, Michael G. A1 - Esser, Günter T1 - Henne oder Ei BT - Reziprozität mathematischer Vorläufer und Vorhersage des Rechnens T2 - Postprints der Universität Potsdam : Humanwissenschaftliche Reihe N2 - Fragestellung: Ziel war die Untersuchung der Entwicklung und wechselseitigen Beziehung von Zahlen- und Mengenvorwissen (ZMW), Arbeitsgedächtnis (AG) und Intelligenz sowie deren Vorhersagekraft für die Rechenleistung in der ersten Klasse. Methodik: 1897 Kindergartenkinder nahmen an dieser Studie teil. Ein Teil dieser Kinder wurde 9 Monate später und erneut in der ersten Klasse untersucht. Ergebnisse: Während des Kindergartenjahres verbesserten sich die Kinder in allen untersuchten Leistungen. Reziproke Zusammenhänge zwischen den drei erhobenen Vorläuferfähigkeiten konnten nachgewiesen werden. Das ZMW erwies sich als guter Prädiktor für die AG- und Intelligenzleistung. Bei der Überprüfung der Vorhersage des Rechnens erwies sich das ZMW als bester Prädiktor der späteren Rechenleistung. Erwartungsgemäß zeigten die zu t1 erfassten allgemein-kognitiven Leistungen indirekte Effekte über das ZMW auf die Rechenleistung. Die Intelligenz und das AG zu t2 konnten direkt zur Vorhersage des Rechnens in der ersten Klasse beitragen. Schlussfolgerungen: Die Ergebnisse verdeutlichen, dass das AG und die Intelligenz zwar an dem Aufbau des ZMW beteiligt sind, aber vor allem selbst durch dieses vorhergesagt werden. Die Daten sprechen dafür das Potenzial des ZMWs in Trainingsprogrammen zu nutzen, durch dessen Förderung auch intellektuelle und Gedächtnisleistungen zunehmen können, die allesamt die schulische Rechenleistung positiv beeinflussen. N2 - Objective: The present study examines the development and reciprocal relation between specific (basic quantity-number competen-cies [QNC]) and general mathematical precursor skills (working memory [WM] and intelligence), and their predictive value for mathematics achievement in the first grade. Methods: 1897 children in kindergarten participated in the present study. These children were retested 9 month later and during the first year of primary school. Cross-lagged panel analysis was used to investigate the longitudinal reciprocal relations be-tween the specific and general mathematical precursor skills in kindergarten. Results: During the last year of kindergarten children showed improvements in all applied measures. Reciprocal relations between the three mathematical precursor skills were found. Basic QNC proved to be a good predictor of WM and intelligence. Results also emphasized basic QNC as the best predictor of mathematics achievement in first grade. As hypothesized, general mathematical precursors at t1 showed indirect effects via QNC on mathematics school achievement. Intelligence and WM at t2 contributed directly to mathematics school achievement. Conclusions: Results reveal that WM and intelligence predict growth in QNC, and furthermore are predicted by QNC themselves. The data emphasize the potential of QNC in training programs, as they might improve intel-lectual and WM performance, which have a positive impact on mathematics school achievement. T3 - Zweitveröffentlichungen der Universität Potsdam : Humanwissenschaftliche Reihe - 632 KW - Zahlen- und Mengenvorwissen KW - Arbeitsgedächtnis KW - Intelligenz KW - Rechenleistung KW - Vorläuferfähigkeiten Y1 - 2020 U6 - http://nbn-resolving.de/urn/resolver.pl?urn:nbn:de:kobv:517-opus4-441356 SN - 1866-8364 IS - 632 SP - 81 EP - 92 ER - TY - GEN A1 - Moraske, Svenja A1 - Wyschkon, Anne A1 - Poltz, Nadine A1 - Kucian, Karin A1 - Aster, Michael A1 - Esser, Günter T1 - LRS-Prävention bei Risikokindern BT - langfristige Effekte bis in die 3. Klasse T2 - Postprints der Universität Potsdam : Humanwissenschaftliche Reihe N2 - Fragestellung: Ziel der Studie war die Überprüfung der Wirksamkeit einer vorschulischen Förderung der phonologischen Bewusstheit und der Buchstaben-Laut-Verknüpfung bei Kindern mit einem Risiko für die Entwicklung einer Lese-Rechtschreibstörung (LRS) unter Bedingungen, die sich am Alltag der Kindertagesstätten orientierten und somit auch bei einem breiten Einsatz des Programms eine relativ ökonomische Variante darstellen. Methodik: Die Risikokinder der Trainingsgruppe (n = 20) wurden über 11 Wochen mit den Programmen Hören, Lauschen, Lernen 1 und 2 (Küspert & Schneider, 2008; Plume & Schneider, 2004) von Erzieherinnen gefördert. Sie wurden einer nicht-geförderten Risiko-Kontrollgruppe (n = 43) hinsichtlich ihrer Lese- und Rechtschreibleistungen sowie der Häufigkeit von LRS von der 1. bis zur 3. Klasse gegenübergestellt. Dabei wurden neben den Daten regulär eingeschulter Kinder auch jene in die Analyse inkludiert, die vom Schulbesuch zurückgestellt wurden. Ergebnisse: Im 1. und 2. Grundschuljahr zeigten die trainierten Risikokinder im Lesen und Rechtschreiben einen mindestens tendenziellen Leistungsvorsprung gegenüber nicht-geförderten Risikokindern. Trainingseffekte zeigten sich ebenfalls in einer Reduktion der Anzahl von Kindern mit LRS bis Klasse 2, tendenziell auch in Klasse 3. Schlussfolgerung: Insgesamt sprechen die Befunde für die Wirksamkeit des Trainings in der primären Prävention von Lese-Rechtschreibschwierigkeiten bei Risikokindern unter alltagsnahen Bedingungen. N2 - Objective: The present study evaluates the long-term effects of a preschool training stimulating phonological awareness and letter-sound correspondence in children at risk for dyslexia under conditions tending more to the kindergarten routine than in the context of an intervention study with controlled conditions. Method: The children at risk for dyslexia of the experimental group (n = 20) were trained with Hören, Lauschen, Lernen 1 und 2 (Küspert & Schneider, 2008; Plume & Schneider, 2004) by their kindergarten teachers. They were compared with an untrained control group of children at risk (n = 43) with regard to their reading and spelling achievement and the percentage of dyslexia in 1st, 2nd and 3rd grades. For statistical analyses data of children with a regular and a postponed enrolment at primary school were used. Results: The preschool intervention indicated long-term effects in the 1st and 2nd grade: The trained children at risk tended to outperform the untrained children at risk in their average reading and spelling competences. Furthermore the percentage of children suffering from dyslexia was significantly lower in the training group compared to the control group. Conclusion: In summary, results indicate long-term efficacy of the preschool training and point to the potential of preventing children at risk to develop severe reading and writing problems. T3 - Zweitveröffentlichungen der Universität Potsdam : Humanwissenschaftliche Reihe - 672 KW - Lese-Rechtschreibstörung KW - honologische Bewusstheit KW - Prävention KW - Risiko KW - Umschriebene Entwicklungsstörung KW - dyslexia KW - phonological awareness KW - prevention KW - children at risk KW - school-related developmental disorder Y1 - 2020 U6 - http://nbn-resolving.de/urn/resolver.pl?urn:nbn:de:kobv:517-opus4-441426 SN - 1866-8364 IS - 672 SP - 171 EP - 183 ER - TY - JOUR A1 - Ehlert, Antje A1 - Poltz, Nadine A1 - Quandte, Sabine A1 - Kohn-Henkel, Juliane A1 - Kucian, Karin A1 - Aster, Michael von A1 - Esser, Günter T1 - Taking a closer look: The relationship between pre-school domain general cognition and school mathematics achievement when controlling for intelligence JF - Journal of Intelligence N2 - Intelligence, as well as working memory and attention, affect the acquisition of mathematical competencies. This paper aimed to examine the influence of working memory and attention when taking different mathematical skills into account as a function of children’s intellectual ability. Overall, intelligence, working memory, attention and numerical skills were assessed twice in 1868 German pre-school children (t1, t2) and again at 2nd grade (t3). We defined three intellectual ability groups based on the results of intellectual assessment at t1 and t2. Group comparisons revealed significant differences between the three intellectual ability groups. Over time, children with low intellectual ability showed the lowest achievement in domain-general and numerical and mathematical skills compared to children of average intellectual ability. The highest achievement on the aforementioned variables was found for children of high intellectual ability. Additionally, path modelling revealed that, depending on the intellectual ability, different models of varying complexity could be generated. These models differed with regard to the relevance of the predictors (t2) and the future mathematical skills (t3). Causes and conclusions of these findings are discussed. KW - intellectual ability KW - intelligence KW - pre-school KW - mathematical development KW - school mathematics KW - longitudinal KW - numerical skills KW - working memory KW - attention Y1 - 2022 U6 - https://doi.org/10.3390/jintelligence10030070 SN - 2079-3200 VL - 10 SP - 1 EP - 23 PB - MDPI CY - Basel, Schweiz ET - 3 ER - TY - JOUR A1 - Maaß, Ulrike A1 - Kühne, Franziska A1 - Poltz, Nadine A1 - Lorenz, Anna A1 - Ay-Bryson, Destina Sevde A1 - Weck, Florian T1 - Live supervision in psychotherapy training BT - a systematic review JF - Training and education in professional psychology N2 - There is increasing interest in improving psychotherapy training using evidence-based supervision. One approach is live supervision (LS), in which the supervisor offers immediate feedback to the trainee (e.g., via microphone, text messages) during the session. This review summarizes the research on LS and its main results. The databases Web of Science Core Collection, PsycArticles, PsycBooks, PsycInfo, PSYNDEX, Psychology and Behavioral Sciences Collection, and PubMed were searched from inception to January 23, 2020 (including a backward search) and updated November 15, 2020. The inclusion criteria (i.e., main focus on LS, immediate feedback from a present supervisor, psychological setting) were met by k = 138 publications, including k = 8 randomized controlled trials (RCTs; N = 339). Two reviewers independently evaluated the RCTs' risk of bias using the revised Cochrane Risk-of-Bias Tool. Most publications had a family therapy background (59%), were categorized as nonempirical (55%), aimed primarily at describing or comparing specific LS methods (35%), and displayed positive views on LS (87%). Based on the RCTs, LS was superior to no-supervision in 78% of all comparisons, but only in 13% of the cases compared to a delayed supervision (DS) condition (i.e., regarding trainee skills, patient outcomes, or other variables). These results somewhat contradict the overall favorable views in the literature. However, the generalizability is limited due to a lack of high-quality studies and substantial heterogeneity in terms of LS methods, concepts, outcomes, and measurements. Ideas for more systematic research on LS regarding objectives and methods are proposed.
Public Significance Statement This review summarizes research on live supervision (LS). LS is a form of supervision in psychotherapy training in which the supervisor observes the trainee's therapy session and provides immediate feedback. The review concludes that LS is probably as effective as delayed supervision (DS), although more high-quality research is needed. KW - psychotherapy KW - feedback KW - bug-in-the-eye KW - training KW - therapist competence Y1 - 2022 U6 - https://doi.org/10.1037/tep0000390 SN - 1931-3918 SN - 1931-3926 VL - 16 IS - 2 SP - 130 EP - 142 PB - American Psychological Association CY - Washington ER - TY - JOUR A1 - Höse, Anna A1 - Wyschkon, Anne A1 - Moraske, Svenja A1 - Eggeling, Marie A1 - Quandte, Sabine A1 - Kohn, Juliane A1 - Poltz, Nadine A1 - von Aster, Michael G. A1 - Esser, Günter T1 - Prevention of dyslexia short-term and intermediate effects of promoting phonological awareness and letter-sound correspondence with at-risk preschool children JF - Zeitschrift für Kinder- und Jugendpsychiatrie und Psychotherapie N2 - Objective: This study assesses the short-term and intermediate effects of preschool training stimulating phonological awareness and letter-sound correspondence for children at risk of developing dyslexia. Moreover, we examined whether training reduced the frequency of subsequent dyslexic problems. Method: 25 children at risk of developing dyslexia were trained with Horen, Lauschen, Lernen 1 und 2 (Kuspert & Schneider, 2008; Plume & Schneider, 2004) by their kindergarten teachers and were compared with 60 untrained at-risk children. Results:The training revealed a significant short-term effect: The phonological awareness of trained at-risk children increased significantly over that of untrained at-risk children. However, there were no differences in phonological awareness, spelling, and reading ability between the first-graders in the training and control group. Furthermore, reading problems were reduced in the training group. Conclusions: In the future, phonological awareness as well as additional predictors should be included when identifying children vulnerable to developing dyslexia. Moreover, in order to prevent dyslexia, additional prerequisite deficits need to be identified, alleviated, and their effects evaluated. KW - developmental dyslexia KW - phonological awareness KW - prevention KW - risk KW - specific developmental disorder Y1 - 2016 U6 - https://doi.org/10.1024/1422-4917/a000456 SN - 1422-4917 SN - 1664-2880 VL - 44 SP - 377 EP - 391 PB - Hogrefe CY - Bern ER - TY - GEN A1 - Ehlert, Antje A1 - Poltz, Nadine A1 - Quandte, Sabine A1 - Kohn-Henkel, Juliane A1 - Kucian, Karin A1 - Aster, Michael von A1 - Esser, Günter T1 - Taking a closer look: The relationship between pre-school domain general cognition and school mathematics achievement when controlling for intelligence T2 - Zweitveröffentlichungen der Universität Potsdam : Humanwissenschaftliche Reihe N2 - Intelligence, as well as working memory and attention, affect the acquisition of mathematical competencies. This paper aimed to examine the influence of working memory and attention when taking different mathematical skills into account as a function of children’s intellectual ability. Overall, intelligence, working memory, attention and numerical skills were assessed twice in 1868 German pre-school children (t1, t2) and again at 2nd grade (t3). We defined three intellectual ability groups based on the results of intellectual assessment at t1 and t2. Group comparisons revealed significant differences between the three intellectual ability groups. Over time, children with low intellectual ability showed the lowest achievement in domain-general and numerical and mathematical skills compared to children of average intellectual ability. The highest achievement on the aforementioned variables was found for children of high intellectual ability. Additionally, path modelling revealed that, depending on the intellectual ability, different models of varying complexity could be generated. These models differed with regard to the relevance of the predictors (t2) and the future mathematical skills (t3). Causes and conclusions of these findings are discussed. T3 - Zweitveröffentlichungen der Universität Potsdam : Humanwissenschaftliche Reihe - 786 KW - intellectual ability KW - intelligence KW - pre-school KW - mathematical precursor KW - mathematical development KW - school mathematics KW - longitudinal KW - numerical skills KW - working memory KW - attention Y1 - 2022 U6 - http://nbn-resolving.de/urn/resolver.pl?urn:nbn:de:kobv:517-opus4-562337 SN - 1866-8364 SP - 1 EP - 23 PB - Universitätsverlag Potsdam CY - Potsdam ER - TY - GEN A1 - Poltz, Nadine A1 - Quandte, Sabine A1 - Kohn, Juliane A1 - Kucian, Karin A1 - Wyschkon, Anne A1 - von Aster, Michael A1 - Esser, Günter T1 - Does It Count? Pre-School Children’s Spontaneous Focusing on Numerosity and Their Development of Arithmetical Skills at School T2 - Zweitveröffentlichungen der Universität Potsdam : Humanwissenschaftliche Reihe N2 - Background: Children’s spontaneous focusing on numerosity (SFON) is related to numerical skills. This study aimed to examine (1) the developmental trajectory of SFON and (2) the interrelations between SFON and early numerical skills at pre-school as well as their influence on arithmetical skills at school. Method: Overall, 1868 German pre-school children were repeatedly assessed until second grade. Nonverbal intelligence, visual attention, visuospatial working memory, SFON and numerical skills were assessed at age five (M = 63 months, Time 1) and age six (M = 72 months, Time 2), and arithmetic was assessed at second grade (M = 95 months, Time 3). Results: SFON increased significantly during pre-school. Path analyses revealed interrelations between SFON and several numerical skills, except number knowledge. Magnitude estimation and basic calculation skills (Time 1 and Time 2), and to a small degree number knowledge (Time 2), contributed directly to arithmetic in second grade. The connection between SFON and arithmetic was fully mediated by magnitude estimation and calculation skills at pre-school. Conclusion: Our results indicate that SFON first and foremost influences deeper understanding of numerical concepts at pre-school and—in contrast to previous findings –affects only indirectly children’s arithmetical development at school. T3 - Zweitveröffentlichungen der Universität Potsdam : Humanwissenschaftliche Reihe - 777 KW - SFON KW - school mathematics KW - mathematical precursor KW - counting KW - number knowledge KW - magnitude estimation KW - transformation KW - pre-school KW - longitudinal KW - development Y1 - 2022 U6 - http://nbn-resolving.de/urn/resolver.pl?urn:nbn:de:kobv:517-opus4-560283 SN - 1866-8364 SP - 1 EP - 18 PB - Universitätsverlag Potsdam CY - Potsdam ER - TY - JOUR A1 - Poltz, Nadine A1 - Quandte, Sabine A1 - Kohn, Juliane A1 - Kucian, Karin A1 - Wyschkon, Anne A1 - von Aster, Michael A1 - Esser, Günter T1 - Does It Count? Pre-School Children’s Spontaneous Focusing on Numerosity and Their Development of Arithmetical Skills at School JF - Brain Sciences N2 - Background: Children’s spontaneous focusing on numerosity (SFON) is related to numerical skills. This study aimed to examine (1) the developmental trajectory of SFON and (2) the interrelations between SFON and early numerical skills at pre-school as well as their influence on arithmetical skills at school. Method: Overall, 1868 German pre-school children were repeatedly assessed until second grade. Nonverbal intelligence, visual attention, visuospatial working memory, SFON and numerical skills were assessed at age five (M = 63 months, Time 1) and age six (M = 72 months, Time 2), and arithmetic was assessed at second grade (M = 95 months, Time 3). Results: SFON increased significantly during pre-school. Path analyses revealed interrelations between SFON and several numerical skills, except number knowledge. Magnitude estimation and basic calculation skills (Time 1 and Time 2), and to a small degree number knowledge (Time 2), contributed directly to arithmetic in second grade. The connection between SFON and arithmetic was fully mediated by magnitude estimation and calculation skills at pre-school. Conclusion: Our results indicate that SFON first and foremost influences deeper understanding of numerical concepts at pre-school and—in contrast to previous findings –affects only indirectly children’s arithmetical development at school. KW - SFON KW - school mathematics KW - mathematical precursor KW - counting KW - number knowledge KW - magnitude estimation KW - transformation KW - pre-school KW - longitudinal KW - development Y1 - 2022 U6 - https://doi.org/10.3390/brainsci12030313 SN - 2076-3425 VL - 12 SP - 1 EP - 18 PB - MDPI CY - Basel, Schweiz ET - 3 ER - TY - THES A1 - Poltz, Nadine T1 - Die Entwicklung numerisch-mathematischer Fertigkeiten im Vorschulalter T1 - Spontaneous focusing on numerosity and the development of mathematical skills in kindergarten BT - Evaluation der besonderen Rolle der spontanen Fokussierung auf Anzahligkeit N2 - Wie stark eine Person in ihrer alltäglichen Umgebung auf Anzahlen achtet (Spontane Fokussierung auf Anzahligkeit, kurz SFON) ist individuell sehr unterschiedlich. Zwar liegen bereits hinreichende Belege für einen Zusammenhang zwischen SFON und Zählfertigkeiten, Subitizing und basalen sowie höheren arithmetischen Fertigkeiten im Kindergarten und der frühen Grundschulzeit vor, die Einordnung der relativen Bedeutsamkeit von SFON gegenüber bereits bekannten und gut belegten Prädiktoren fehlt jedoch. Daneben lag der bisherige Schwerpunkt vorrangig auf Zählfertigkeiten. Offen bleiben die Kompetenzen des Kindes in der Mengenerfassung und -verarbeitung sowie die bereits im Vorschulalter vorhandene Kenntnis arabischer Ziffern. Die Daten dieser Arbeit wurden im Rahmen einer großen epidemiologischen Studie (SCHUES) erhoben. Eine Stichprobe von 1868 Kindergartenkindern (964 Jungen und 904 Mädchen) konnte zwölf Monate vor ihrem Schuleintritt erstmalig untersucht werden. Die Kinder waren hier im Mittel 63 Monate alt. 1704 Kinder konnten erneut rund neun Monate später (im Mittel drei Monate vor Schulbeginn) getestet werden. Das mittlere Alter der Kinder lag bei 72 Monaten. Die erfassten numerisch-mathematischen Fertigkeiten lassen sich in drei Teilbereiche gliedern: Zählfertigkeiten, Ziffernkenntnis und Rechnen/Mengenerfassung. Daneben wurden SFON, die nonverbale und verbale Intelligenz, die phonologische Schleife, der visuell-räumliche Notizblock sowie die zentrale Exekutive und die Aufmerksamkeit zu beiden Messzeitpunkten erhoben. Die SFON-Tendenz zeigte eine mäßige, numerisch-mathematische Fertigkeiten eine mäßige bis hohe Stabilität über die Zeit. Der an bisher deutlich kleineren Stichproben gefundene Zusammenhang zwischen der SFON-Tendenz und den numerisch-mathematischen Fertigkeiten konnte in der vorliegenden Arbeit repliziert werden. Eine Vorhersage auffälliger als auch sehr guter numerisch-mathematischer Leistungen gelang jedoch weder quer- noch längsschnittlich mit ausreichend hoher Genauigkeit. Auch der bereits in der Literatur beschriebene reziproke Zusammenhang zwischen SFON und numerisch-mathematischen Fertigkeiten konnte durch die vorliegende Arbeit an einer großen Stichprobe repliziert werden. Darüber hinaus wurden Hinweise auf die kausale Struktur des Zusammenhangs gewonnen: Die Ergebnisse zeigten, dass numerisch-mathematische Fertigkeiten SFON besser vorhersagen konnten als andersherum. Die Ergebnisse der Pfadanalysen zeigten weiterhin, dass SFON neben den bedeutsamen Konstrukten des Arbeitsgedächtnisses, der Intelligenz und der Aufmerksamkeit einen eigenständigen Beitrag für die Entwicklung numerischer als auch mathematischer Fertigkeiten leistet. Auch auf die weitere numerische und mathematische Entwicklung bis kurz vor Schuleintritt hat SFON einen bedeutsamen Einfluss. Dieser vollzieht sich jedoch indirekt über das numerisch-mathematische Vorwissen. N2 - Children differ in how much they spontaneously focus on numerical aspects (SFON) of their environment. This spontaneous tendency has been found to be positive related to enumeration, subitizing, number sequence skills and basic arithmetic. The aim of the current study was to explore the relationship between SFON and numerical and arithmetical skills, subdivided into counting, transcoding of different types of numbers and calculating/quantities over a nine months period before entering school. Furthermore, I sought to investigate the relevance of SFON to the numerical development in consideration of other well known predictors. The current study is based on a large epidemiological study (called SCHUES). 1868 children (964 boys and 904 girls) were tested twelve months before entering school. The mean age of the children was 63 months. 1704 children were tested twice with an interval of approximately nine months. The mean age of the children was 73 months. The numerical tasks were merged into three factors: counting skills, transcoding of different types of numbers and calculating/quantity. In addition, general cognitive ability (nonverbal and verbal intelligence), working memory (central executive, phonological loop and visual spatial sketchpad), attention and SFON were assessed individually at both assessment points. SFON showed a moderate, the three numerical measures a high stability over the nine months period. The correlations between the three scores of numerical abilities and SFON were low to moderate, as were the reciprocal correlations. These findings replicate previous results. Furthermore, the reciprocal correlations indicate a stronger connection between SFON and numerical abilities than the other way around. In addition the results showed, that SFON did neither proof as a predictor of children at risk nor as a predictor of children with high numerical skills. To consider the predictive value of SFON under consideration of other well known predictors, path analysis models were conducted. The positive relationship between SFON and the three numerical measures twelve months before entering school could not be explained by general cognitive ability, working memory and attention. Furthermore, SFON proofed to be an indirect predictor of later numerical achievement. KW - SFON KW - Zählen KW - Rechnen KW - Entwicklung KW - Kindergarten KW - SFON KW - enumeration KW - arithmetic KW - children KW - development Y1 - 2018 ER -