@article{AissenCrewett1995, author = {Aissen-Crewett, Meike}, title = {Using art to express unspeakable anxiety : children's art as a tool for intervention and therapy with sexually abused children}, year = {1995}, language = {en} } @article{DeekenHaeuslerNordheimetal.2017, author = {Deeken, Friederike and H{\"a}usler, Andreas and Nordheim, Johanna and Rapp, Michael A. and Knoll, Nina and Rieckmann, Nina}, title = {Psychometric properties of the Perceived Stress Scale in a sample of German dementia patients and their caregivers}, series = {International psychogeriatrics}, volume = {30}, journal = {International psychogeriatrics}, number = {1}, publisher = {Cambridge Univ. Press}, address = {New York}, issn = {1041-6102}, doi = {10.1017/S1041610217001387}, pages = {39 -- 47}, year = {2017}, abstract = {Background: The aim of the present study was to investigate the psychometric characteristics of the Perceived Stress Scale (PSS) in a sample of dementia patients and their spousal caregivers. Methods: We investigated the reliability and validity of the 14-item PSS in a sample of 80 couples, each including one spouse who had been diagnosed with mild to moderate dementia (mean age 75.55, SD = 5.85, 38.7\% female) and one spousal caregiver (mean age 73.06, SD = 6.75, 61.3\% female). We also examined the factor structure and sensitivity of the scale with regard to gender differences. Results: Exploratory factor analysis of the PSS revealed a two-factor solution for the scale; the first factor reflected general stress while the second factor consisted of items reflecting the perceived ability to cope with stressors. A confirmatory factor analysis verified that the data were a better fit for the two-factor model than a one-factor model. The two factors of the PSS showed good reliability for patients as well as for caregivers ranging between alpha = 0.73 and alpha = 0.82. Perceived stress was significantly positively correlated with depressive symptomatology in both caregivers and patients. Mean PSS scores did not significantly differ between male and female patients nor did they differ between male and female caregivers. Conclusion: The present data indicate that the PSS provides a reliable and valid measure of perceived stress in dementia patients and their caregivers.}, language = {en} } @article{EdeleKempertSchotte2018, author = {Edele, Aileen and Kempert, Sebastian Benjamin and Schotte, Kristin}, title = {Does competent bilingualism entail advantages for the third language learning of immigrant students?}, series = {Learning and instruction : the journal of the European Association for Research on Learning and Instruction}, volume = {58}, journal = {Learning and instruction : the journal of the European Association for Research on Learning and Instruction}, publisher = {Elsevier}, address = {Oxford}, issn = {0959-4752}, doi = {10.1016/j.learninstruc.2018.07.002}, pages = {232 -- 244}, year = {2018}, abstract = {This study examined the role of immigrant bilingualism in third language learning (L3 = English). It focused on the respective effects of students' competence in the minority language (L1 = Turkish or Russian) and language of instruction (L2 = German). We analyzed a sample of 8752 German 10th-grade students (N = 7964 monolinguals, N = 436 Turkish-German students, N = 352 Russian-German students) and drew on standardized tests in L1, L2, and L3. OLS-regression models showed L3 advantages for balanced bilinguals at a high level in both language groups compared to their average monolingual peers when third variables were controlled, while advantages in the L2 dominant bilinguals could only be observed in the Russian-German sample. Balanced bilinguals at a low level and L1 dominants attained lower L3 levels than monolinguals. However, comparisons with comparably high proficient monolinguals, as well as further analyses with the bilingual samples separately, revealed that only L2 competence - and not L1 competence - explained immigrant students' L3 proficiency. Our findings indicate that the advantages of immigrant bilinguals in L3 learning mainly depend on their competence in the language of instruction.}, language = {en} } @article{EhmLonnemannBrandenburgetal.2019, author = {Ehm, Jan-Henning and Lonnemann, Jan and Brandenburg, Janin and Huschka, Sina Simone and Hasselhorn, Marcus and Lervag, Arne}, title = {Exploring factors underlying children's acquisition and retrieval of sound sound-symbol association skills}, series = {Journal of experimental child psychology}, volume = {177}, journal = {Journal of experimental child psychology}, publisher = {Elsevier}, address = {New York}, issn = {0022-0965}, doi = {10.1016/j.jecp.2018.07.006}, pages = {86 -- 99}, year = {2019}, abstract = {Letter knowledge is considered an important cognitive foundation for learning to read. The underlying mechanisms of the association between letter knowledge and reading skills are, however, not fully understood. Acquiring letter knowledge depends on the ability to learn and retrieve sound-symbol pairings. In the current study, this process was explored by setting preschool children's (N = 242, mean age = 5.57 years) performance in the acquisition and retrieval of a paired associate learning (PAL) task in relation to their letter knowledge as well as to their performance in tasks assessing precursors of reading skills (i.e., phonological awareness, rapid automatized naming, phonological short-term memory, backward recall, and response inhibition). Multiple regression analyses revealed that performance in the acquisition of the PAL task was significantly associated with phonological awareness and backward recall, whereas performance in the retrieval of the PAL task was significantly associated with rapid automatized naming, phonological awareness, and backward recall. Moreover, PAL proved to be mediating the relation between reading precursors and letter knowledge. Together, these findings indicate that the acquisition of letter knowledge may depend on a visual-verbal associative learning mechanism and that different factors contribute to the acquisition and retrieval of such visual-verbal associations.}, language = {en} } @article{FitjarRonnebergNottbuschetal.2021, author = {Fitjar, Camilla L. and R{\o}nneberg, Vibeke and Nottbusch, Guido and Torrance, Mark}, title = {Learning handwriting}, series = {Frontiers in psychology / Frontiers Research Foundation}, volume = {12}, journal = {Frontiers in psychology / Frontiers Research Foundation}, publisher = {Frontiers Research Foundation}, address = {Lausanne}, issn = {1664-1078}, doi = {10.3389/fpsyg.2021.663829}, pages = {13}, year = {2021}, abstract = {Skilled handwriting of single letters is associated not only with a neat final product but also with fluent pen-movement, characterized by a smooth pen-tip velocity profile. Our study explored fluency when writing single letters in children who were just beginning to learn to handwrite, and the extent to which this was predicted by the children's pen-control ability and by their letter knowledge. 176 Norwegian children formed letters by copying and from dictation (i.e., in response to hearing letter sounds). Performance on these tasks was assessed in terms of the counts of velocity inversions as the children produced sub-letter features that would be produced by competent handwriters as a single, smooth (ballistic) action. We found that there was considerable variation in these measures across writers, even when producing well-formed letters. Children also copied unfamiliar symbols, completed various pen-control tasks (drawing lines, circles, garlands, and figure eights), and tasks that assessed knowledge of letter sounds and shapes. After controlling for pen-control ability, pen-movement fluency was affected by letter knowledge (specifically children's performance on a task that required selecting graphemes on the basis of their sound). This was the case when children retrieved letter forms from dictated letter sounds, but also when directly copying letters and, unexpectedly, when copying unfamiliar symbols. These findings suggest that familiarity with a letter affects movement fluency during letter production but may also point towards a more general ability to process new letter-like symbols in children with good letter knowledge.}, language = {en} } @article{Giest2008, author = {Giest, Hartmut}, title = {The Formation Experiment in the Age of Hypermedia and Distance Learning}, year = {2008}, language = {en} } @article{Giest2004, author = {Giest, Hartmut}, title = {Qualifying for the future : hypermedia and internet in teacher training}, year = {2004}, language = {en} } @article{Giest2004, author = {Giest, Hartmut}, title = {The formation experiment in the age of hypermedia and distance learning}, year = {2004}, abstract = {Searching for an adequate method to investigate human development (especially the development of theoretical thinking) Vygotsky and his collaborators developed the causal genetic method The basic idea of this method consists in the investigation of psychic functions and structures by their formation under controlled conditions'(for instance via a formation experiment in classroom). But is this method also applicable in instructional settings using modern communications media? This paper is an attempt to find. an answer to the question: By what means is the investigation of the formation of theoretical thinking realizable through the application of the causal-genetic method in instructional settings using hypermedia and distance learning? However, a closer examination of the question itself shows that there are three interrelated aspects, namely: the investigation and formation of theoretical thinking; distance learning using modern communications media; the causal-genetic method. It will be shown that in a formation experiment learning with a hyper-media- educational program, which is based on the theory of learning- activity,' students reach a new level of cognitive development which is characterized by the growing ability of complex and dialectical thinking}, language = {en} } @article{Giest2001, author = {Giest, Hartmut}, title = {Instruction and learning in elementary school}, isbn = {87-7288-841-5}, year = {2001}, language = {en} } @article{GiestLompscher2003, author = {Giest, Hartmut and Lompscher, Joachim}, title = {Formation of learning activity and theoretical thinking in science teaching}, year = {2003}, language = {en} } @article{GiestWalgenbach2002, author = {Giest, Hartmut and Walgenbach, Wilhelm}, title = {System-learning - a new challenge to education : bridging special field to transdisciplinary learning.}, year = {2002}, language = {en} } @article{GiestWiesemannvonReeken2008, author = {Giest, Hartmut and Wiesemann, Jutta and von Reeken, Dietmar}, title = {Editorial}, isbn = {978- 3-7815-1609-0}, year = {2008}, language = {en} } @article{HerzogEhlertFritz2017, author = {Herzog, Moritz and Ehlert, Antje and Fritz, Annemarie}, title = {A Competency Model of Place Value Understanding in South African Primary School Pupils}, series = {African Journal of Research in Mathematics, Science and Technology Education}, volume = {21}, journal = {African Journal of Research in Mathematics, Science and Technology Education}, publisher = {Routledge, Taylor \& Francis Group}, address = {Abingdon}, issn = {1811-7295}, doi = {10.1080/18117295.2017.1279453}, pages = {37 -- 48}, year = {2017}, abstract = {Although the general development of mathematical abilities in primary school has been the focus of many researchers, the development of place value understanding has rarely been investigated to date. This is possibly due to the lack of conceptual approaches and empirical studies related to this topic. To fill this gap, a theory-driven and empirically validated model was developed that describes five sequential conceptual levels of place value understanding. The level sequence model gives us the ability to estimate general abilities and difficulties in primary school pupils in the development of a conceptual place value understanding. The level sequence model was tried and tested in Germany, and given that number words are very differently constructed in German and in the languages used in South African classrooms, this study aims to investigate whether this level sequence model can be transferred to South Africa. The findings based on the responses of 198 Grade 2-4 learners show that the English translation of the test items results in the same item level allocation as the original German test items, especially for the three basic levels. Educational implications are provided, in particular concrete suggestions on how place value might be taught according to the model and how to collect specific empirical data related to place value understanding.}, language = {en} } @article{HessMousikouSchroeder2021, author = {Heß, Stefan and Mousikou, Petroula and Schroeder, Sascha}, title = {Morphological processing in developmental handwriting production}, series = {Reading and writing: An interdisciplinary journal}, volume = {35}, journal = {Reading and writing: An interdisciplinary journal}, number = {4}, publisher = {Springer}, address = {Dordrecht}, issn = {1573-0905}, doi = {10.1007/s11145-021-10204-y}, pages = {899 -- 917}, year = {2021}, abstract = {In this study, we investigated effects of morphological processing on handwriting production in beginning writers of German. Children from Grades 3 and 4 were asked to copy words from a computer screen onto a pen tablet, while we recorded their handwriting with high spatiotemporal resolution. Words involved a syllable-congruent visual disruption (e.g., "Golfer"), a morpheme-congruent visual disruption (e.g., "Golfer"), or had no disruption (e.g., "Golfer"). We analyzed productions in terms of Writing Onset Duration and Letter Duration at the onset of the second syllable ("f" in "Gol.fer") and the onset of the suffix ("e" in "Golf_er"). Results showed that durations were longer at word-writing onset only for words with a morpheme-congruent visual disruption. Also, letter durations were longer at the onset of the second syllable (i.e., "-fer") and shorter at the onset of the suffix (i.e., "-er") only for words with a syllable-congruent visual disruption. We interpret these findings within extant theories of handwriting production and offer an explanation for the observed effects before and during trajectory formation.}, language = {en} } @article{HornFritzscheEhlertetal.2021, author = {Horn, Peter and Fritzsche, Tom and Ehlert, Antje and Adani, Flavia}, title = {Tapping into the interplay of lexical and number knowledge using fast mapping}, series = {Infant behavior \& development : an international and interdisciplinary journal}, volume = {64}, journal = {Infant behavior \& development : an international and interdisciplinary journal}, publisher = {Elsevier}, address = {Amsterdam}, issn = {0163-6383}, doi = {10.1016/j.infbeh.2021.101573}, pages = {11}, year = {2021}, abstract = {Language skills and mathematical competencies are argued to influence each other during development. While a relation between the development of vocabulary size and mathematical skills is already documented in the literature, this study further examines how children's ability to map a novel word to an unknown object as well as their ability to retain this word from memory may be related to their knowledge of number words. Twenty-five children were tested longitudinally (at 30 and at 36 months of age) using an eye-tracking-based fast mapping task, the Give-a Number task, and standardized measures of vocabulary. The results reveal that children's ability to create and retain a mental representation of a novel word was related to number knowledge at 30 months, but not at 36 months while vocabulary size correlated with number knowledge only at 36 months. These results show that even specific mapping processes are initially related to the acquisition of number words and they speak for a parallelism between the development of lexical and number-concept knowledge despite their semantic and syntactic differences.}, language = {en} } @article{Kaiser1995, author = {Kaiser, Gabriele}, title = {Results from a comparative empirical study in England and Germany on the learning of mathematics in context}, year = {1995}, language = {en} } @article{KaiserRogers1994, author = {Kaiser, Gabriele and Rogers, Patricia}, title = {Gender and mathematics education}, year = {1994}, language = {en} } @article{KaiserRogers1995, author = {Kaiser, Gabriele and Rogers, Patricia}, title = {Introduction : equity in mathematics education}, year = {1995}, language = {en} } @article{KeitelKaiser1994, author = {Keitel, Christine and Kaiser, Gabriele}, title = {Assessing mathematics in Europe : the Federal Republic of Germany}, year = {1994}, language = {en} } @article{KobsEhlertLenkeitetal.2022, author = {Kobs, Scarlett and Ehlert, Antje and Lenkeit, Jenny and Hartmann, Anne Therese and Sporer, Nadine and Knigge, Michel}, title = {The influence of individual and situational factors on teachers' justice ratings of classroom interactions}, series = {Frontiers in psychology}, volume = {13}, journal = {Frontiers in psychology}, publisher = {Frontiers Media}, address = {Lausanne}, issn = {1664-1078}, doi = {10.3389/fpsyg.2022.789110}, pages = {18}, year = {2022}, abstract = {Teachers, as role models, are crucial in promoting inclusion in society through their actions. Being perceived as fair by their students is linked to students' feelings of belonging in school. In addition, their decisions of resource allocations also affect students' academic success. Both aspects underpin the importance of teachers' views on justice. This article aims to investigate what teachers consider to be just and how teacher characteristics and situational factors affect justice ratings of hypothetical student-teacher-interactions. In an experimental design, we randomly varied the description of the interacting student in text vignettes regarding his/her special educational need (SEN) (situational factor). We also collected data on teachers' attitudes toward inclusion and experiences with persons with disabilities (individual factors). A sample of in-service teachers in Germany (N = 2,254) rated randomized versions of two text vignettes. To also consider the effect of professional status, a sample of pre-service teachers (N = 275) did the same. Linear mixed effect models point to a negative effect of the SEN on justice ratings, meaning situations in which the interacting student is described with a SEN were rated less just compared to the control condition. As the interacting student in the situations was treated worse than the rest, this was indicative for the application of the need principle. Teachers with more positive attitudes toward inclusion rated the vignettes as significantly less just. Professional status also had a negative effect on justice ratings, with in-service teachers rating the interactions significantly lower than the pre-service teachers. Our results suggest that the teachers applied the principle of need in their ratings. Implications for inclusive teaching practices and future research are discussed further.}, language = {en} }