@article{KohnEsser2008,
  author    = {Kohn, Juliane and Esser, G{\"u}nter},
  title     = {ADHS im Jugend- und Erwachsenenalter},
  issn      = {0026-9298},
  doi       = {10.1007/s00112-008-1731-x},
  year      = {2008},
  language  = {de}
}
@article{WyschkonKohnBallaschketal.2008,
  author    = {Wyschkon, Anne and Kohn, Juliane and Ballaschk, Katja and Esser, G{\"u}nter},
  title     = {Basisdiagnostik Umschriebener Entwicklungsst{\"o}rungen im Grundschulalter (BUEGA)},
  issn      = {1864-6050},
  year      = {2008},
  language  = {de}
}
@article{KaeserBascheraKohnetal.2013,
  author    = {K{\"a}ser, Tanja and Baschera, Gian-Marco and Kohn, Juliane and Kucian, Karin and Richtmann, Verena and Grond, Ursina and Gross, Markus and von Aster, Michael G.},
  title     = {Design and evaluation of the computer-based training program Calcularis for enhancing numerical cognition},
  series = {Frontiers in psychology},
  volume    = {4},
  journal   = {Frontiers in psychology},
  number    = {31},
  publisher = {Frontiers Research Foundation},
  address   = {Lausanne},
  issn      = {1664-1078},
  doi       = {10.3389/fpsyg.2013.00489},
  pages     = {13},
  year      = {2013},
  abstract  = {This article presents the design and a first pilot evaluation of the computer-based training program Calcularis for children with developmental dyscalculia (DD) or difficulties in learning mathematics. The program has been designed according to insights on the typical and atypical development of mathematical abilities. The learning process is supported through multimodal cues, which encode different properties of numbers. To offer optimal learning conditions, a user model completes the program and allows flexible adaptation to a child's individual learning and knowledge profile. Thirty-two children with difficulties in learning mathematics completed the 6-12-weeks computer training. The children played the game for 20 min per day for 5 days a week. The training effects were evaluated using neuropsychological tests. Generally, children benefited significantly from the training regarding number representation and arithmetic operations. Furthermore, children liked to play with the program and reported that the training improved their mathematical abilities.},
  language  = {en}
}
@article{PoltzQuandteKohnetal.2022,
  author    = {Poltz, Nadine and Quandte, Sabine and Kohn, Juliane and Kucian, Karin and Wyschkon, Anne and von Aster, Michael and Esser, G{\"u}nter},
  title     = {Does It Count? Pre-School Children's Spontaneous Focusing on Numerosity and Their Development of Arithmetical Skills at School},
  series = {Brain Sciences},
  volume    = {12},
  journal   = {Brain Sciences},
  edition   = {3},
  publisher = {MDPI},
  address   = {Basel, Schweiz},
  issn      = {2076-3425},
  doi       = {10.3390/brainsci12030313},
  pages     = {1 -- 18},
  year      = {2022},
  abstract  = {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.},
  language  = {en}
}
@article{KohnRauscherKucianetal.2020,
  author    = {Kohn, Juliane and Rauscher, Larissa and Kucian, Karin and K{\"a}ser, Tanja and Wyschkon, Anne and Esser, G{\"u}nter and von Aster, Michael G.},
  title     = {Efficacy of a Computer-Based Learning Program in Children With Developmental Dyscalculia},
  series = {Frontiers in Psychology},
  volume    = {11},
  journal   = {Frontiers in Psychology},
  publisher = {Frontiers Research Foundation},
  address   = {Lausanne},
  issn      = {1664-1078},
  doi       = {10.3389/fpsyg.2020.01115},
  pages     = {14},
  year      = {2020},
  abstract  = {This study presents the evaluation of a computer-based learning program for children with developmental dyscalculia and focuses on factors affecting individual responsiveness. The adaptive training program Calcularis 2.0 has been developed according to current neuro-cognitive theory of numerical cognition. It aims to automatize number representations, supports the formation and access to the mental number line and trains arithmetic operations as well as arithmetic fact knowledge in expanding number ranges. Sixty-seven children with developmental dyscalculia from second to fifth grade (mean age 8.96 years) were randomly assigned to one of two groups (Calcularis group, waiting control group). Training duration comprised a minimum of 42 training sessions {\`a} 20 min within a maximum period of 13 weeks. Compared to the waiting control group, children of the Calcularis group demonstrated a higher benefit in arithmetic operations and number line estimation. These improvements were shown to be stable after a 3-months post training interval. In addition, this study examines which predictors accounted for training improvements. Results indicate that this self-directed training was especially beneficial for children with low math anxiety scores and without an additional reading and/or spelling disorder. In conclusion, Calcularis 2.0 supports children with developmental dyscalculia to improve their arithmetical abilities and their mental number line representation. However, it is relevant to further adapt the setting to the individual circumstances.},
  language  = {en}
}
@article{RauscherKohnKaeseretal.2016,
  author    = {Rauscher, Larissa and Kohn, Juliane and K{\"a}ser, Tanja and Mayer, Verena and Kucian, Karin and McCaskey, Ursina and Esser, G{\"u}nter and von Aster, Michael G.},
  title     = {Evaluation of a Computer-Based Training Program for Enhancing Arithmetic Skills and Spatial Number Representation in Primary School Children},
  series = {Frontiers in psychology},
  volume    = {7},
  journal   = {Frontiers in psychology},
  publisher = {Frontiers Research Foundation},
  address   = {Lausanne},
  issn      = {1664-1078},
  doi       = {10.3389/fpsyg.2016.00913},
  pages     = {14086 -- 14099},
  year      = {2016},
  abstract  = {Calcularis is a computer-based training program which focuses on basic numerical skills, spatial representation of numbers and arithmetic operations. The program includes a user model allowing flexible adaptation to the child's individual knowledge and learning profile. The study design to evaluate the training comprises three conditions (Calcularis group, waiting control group, spelling training group). One hundred and thirty-eight children from second to fifth grade participated in the study. Training duration comprised a minimum of 24 training sessions of 20 min within a time period of 6-8 weeks. Compared to the group without training (waiting control group) and the group with an alternative training (spelling training group), the children of the Calcularis group demonstrated a higher benefit in subtraction and number line estimation with medium to large effect sizes. Therefore, Calcularis can be used effectively to support children in arithmetic performance and spatial number representation.},
  language  = {en}
}
@article{GraefenKohnWyschkonetal.2015,
  author    = {Graefen, Johanna and Kohn, Juliane and Wyschkon, Anne and Esser, G{\"u}nter},
  title     = {Internalizing problems in children and adolescents with math disability},
  series = {Zeitschrift f{\"u}r Psychologie = Journal of psychology},
  volume    = {223},
  journal   = {Zeitschrift f{\"u}r Psychologie = Journal of psychology},
  number    = {2},
  publisher = {Hogrefe},
  address   = {G{\"o}ttingen},
  issn      = {2190-8370},
  doi       = {10.1027/2151-2604/a000207},
  pages     = {93 -- 101},
  year      = {2015},
  abstract  = {Research has shown that learning disabilities are associated with internalizing problems in (pre) adolescents. In order to examine this relationship for math disability (MD), math achievement and internalizing problem scores were measured in a representative group of 1,436 (pre) adolescents. MD was defined by a discrepancy between math achievement and IQ. Internalizing problems were measured through a multi-informant (parents, teachers, self-report) approach. The results revealed that MD puts (pre) adolescents at a higher risk for internalizing problems. External and self-ratings differed between boys and girls, indicating that either they show distinct internalizing symptoms or they are being perceived differently by parents and teachers. Results emphasize the importance of both a multi-informant approach and the consideration of gender differences when measuring internalizing symptomatology of children with MD. For an optimal treatment of MD, depressive and anxious symptoms need to be considered.},
  language  = {en}
}
@article{KucianKohnHannulaSormunenetal.2012,
  author    = {Kucian, Karin and Kohn, Juliane and Hannula-Sormunen, Minna M. and Richtmann, Verena and Grond, Ursin and K{\"a}ser, Tanja and Esser, G{\"u}nter and von Aster, Michael G.},
  title     = {Kinder mit Dyskalkulie fokussieren spontan weniger auf Anzahligkeit},
  year      = {2012},
  language  = {de}
}
@article{HoeseWyschkonMoraskeetal.2016,
  author    = {H{\"o}se, Anna and Wyschkon, Anne and Moraske, Svenja and Eggeling, Marie and Quandte, Sabine and Kohn, Juliane and Poltz, Nadine and von Aster, Michael G. and Esser, G{\"u}nter},
  title     = {Prevention of dyslexia short-term and intermediate effects of promoting phonological awareness and letter-sound correspondence with at-risk preschool children},
  series = {Zeitschrift f{\~A}¼r Kinder- und Jugendpsychiatrie und Psychotherapie},
  volume    = {44},
  journal   = {Zeitschrift f{\~A}¼r Kinder- und Jugendpsychiatrie und Psychotherapie},
  publisher = {Hogrefe},
  address   = {Bern},
  issn      = {1422-4917},
  doi       = {10.1024/1422-4917/a000456},
  pages     = {377 -- 391},
  year      = {2016},
  abstract  = {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.},
  language  = {de}
}
@article{MoraskePenroseWyschkonetal.2018,
  author    = {Moraske, Svenja and Penrose, Anna and Wyschkon, Anne and Kohn, Juliane and Rauscher, Larissa and von Aster, Michael G. and Esser, G{\"u}nter},
  title     = {Pr{\"a}vention von Rechenst{\"o}rungen},
  series = {Kindheit und Entwicklung},
  volume    = {27},
  journal   = {Kindheit und Entwicklung},
  number    = {1},
  publisher = {Hogrefe},
  address   = {G{\"o}ttingen},
  issn      = {0942-5403},
  doi       = {10.1026/0942-5403/a000242},
  pages     = {31 -- 42},
  year      = {2018},
  abstract  = {Ziel ist die {\"U}berpr{\"u}fung der kurz- und mittelfristigen Wirksamkeit einer vorschulischen F{\"o}rderung des Mengen- und Zahlenverst{\"a}ndnisses bei Kindern mit einem Risiko f{\"u}r die Entwicklung einer Rechenst{\"o}rung. Es wurden 32 Risikokinder mit einer Kombination aus den F{\"o}rderprogrammen Mathematik im Vorschulalter und Mengen, z{\"a}hlen, Zahlen im letzten Kindergartenjahr von den Erzieherinnen trainiert und mit 38 untrainierten Risikokindern verglichen. Hinsichtlich der kurzfristigen Wirksamkeit zeigten sich positive Trainingseffekte auf die numerischen Leistungen im letzten Kindergartenjahr. Es ließen sich keine signifikanten mittelfristigen Trainingseffekte auf die Rechenleistungen im zweiten Halbjahr der 1. Klasse finden. Das eingesetzte vorschulische Pr{\"a}ventionsprogramm leistete danach einen wichtigen Beitrag zur kurzfristigen Verbesserung der mathematischen Basiskompetenzen.},
  language  = {de}
}