@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}
}
@misc{LohseSixtusLonnemann2019,
  author    = {Lohse, Karoline and Sixtus, Elena and Lonnemann, Jan},
  title     = {Thinking about time and number},
  series = {Behavioral and brain sciences : an international journal of current research and theory with open peer commentary},
  volume    = {42},
  journal   = {Behavioral and brain sciences : an international journal of current research and theory with open peer commentary},
  publisher = {Cambridge Univ. Press},
  address   = {New York},
  issn      = {0140-525X},
  doi       = {10.1017/S0140525X19000475},
  pages     = {2},
  year      = {2019},
  abstract  = {Based on the notion that time, space, and number are part of a generalized magnitude system, we assume that the dual-systems approach to temporal cognition also applies to numerical cognition. Referring to theoretical models of the development of numerical concepts, we propose that children's early skills in processing numbers can be described analogously to temporal updating and temporal reasoning.},
  language  = {en}
}
@article{LonnemannMuellerBuettneretal.2018,
  author    = {Lonnemann, Jan and M{\"u}ller, Christian and B{\"u}ttner, Gerhard and Hasselhorn, Marcus},
  title     = {The influence of visual-spatial skills on the association between processing of nonsymbolic numerical magnitude and number word sequence skills},
  series = {Journal of experimental child psychology},
  volume    = {178},
  journal   = {Journal of experimental child psychology},
  publisher = {Elsevier},
  address   = {New York},
  issn      = {0022-0965},
  doi       = {10.1016/j.jecp.2018.09.018},
  pages     = {184 -- 197},
  year      = {2018},
  abstract  = {Nonsymbolic numerical magnitude processing skills are assumed to be fundamental to mathematical learning. Recent findings suggest that visual-spatial skills account for associations between children's performance in visually presented nonsymbolic numerical magnitude comparison tasks and their performance in visually presented arithmetic tasks. The aim of the current study was to examine whether associations between children's performance in visually presented tasks assessing nonsymbolic numerical magnitude processing skills and their performance in tasks assessing early mathematical skills, which do not involve visual stimulation, may also be mediated by visual-spatial skills. This line of reasoning is based on the assumption that children make use of mental visualization processes when working on tasks assessing early mathematical skills, such as knowledge of the sequence of number words, even when these tasks do not involve visual stimulation. We assessed 4- to 6-year-old children's performance in a nonsymbolic numerical magnitude comparison task, in tasks concerning knowledge of the sequence of number words, and in a developmental test to assess visual-spatial skills. Children's nonsymbolic numerical magnitude processing skills were found to be associated with their number word sequence skills. This association was fully mediated by interindividual differences in visual-spatial skills. The effect size of this mediation effect was small. We assume that the ability to construct mental visualizations constitutes the key factor underlying this mediation effect.},
  language  = {en}
}
@misc{PaulyNottbusch2020,
  author    = {Pauly, Dennis Nikolas and Nottbusch, Guido},
  title     = {The Influence of the German Capitalization Rules on Reading},
  series = {Postprints der Universit{\"a}t Potsdam : Humanwissenschaftliche Reihe},
  journal   = {Postprints der Universit{\"a}t Potsdam : Humanwissenschaftliche Reihe},
  number    = {622},
  issn      = {1866-8364},
  doi       = {10.25932/publishup-46085},
  url       = {http://nbn-resolving.de/urn:nbn:de:kobv:517-opus4-460857},
  pages     = {17},
  year      = {2020},
  abstract  = {German orthography systematically marks all nouns (even other nominalized word classes) by capitalizing their first letter. It is often claimed that readers benefit from the uppercase-letter syntactic and semantic information, which makes the processing of sentences easier (e.g., Bock et al., 1985, 1989). In order to test this hypothesis, we asked 54 German readers to read single sentences systematically manipulated by a target word (N). In the experimental condition (EXP), we used semantic priming (in the following example: sick → cold) in order to build up a strong expectation of a noun, which was actually an attribute for the following noun (N+1) (translated to English e.g., "The sick writer had a cold (N) nose (N+1) …"). The sentences in the control condition were built analogously, but word N was purposefully altered (keeping word length and frequency constant) to make its interpretation as a noun extremely unlikely (e.g., "The sick writer had a blue (N) nose (N+1) …"). In both conditions, the sentences were presented either following German standard orthography (Cap) or in lowercase spelling (NoCap). The capitalized nouns in the EXP/Cap condition should then prevent garden-path parsing, as capital letters can be recognized parafoveally. However, in the EXP/NoCap condition, we expected a garden-path effect on word N+1 affecting first-pass fixations and the number of regressions, as the reader realizes that word N is instead an adjective. As the control condition does not include a garden-path, we expected to find (small) effects of the violation of the orthographic rule in the CON/NoCap condition, but no garden-path effect. As a global result, it can be stated that reading sentences in which nouns are not marked by a majuscule slows a native German reader down significantly, but from an absolute point of view, the effect is small. Compared with other manipulations (e.g., transpositions or substitutions), a lowercase letter still represents the correct allograph in the correct position without affecting phonology. Furthermore, most German readers do have experience with other alphabetic writing systems that lack consistent noun capitalization, and in (private) digital communication lowercase nouns are quite common. Although our garden-path sentences did not show the desired effect, we found an indication of grammatical pre-processing enabled by the majuscule in the regularly spelled sentences: In the case of high noun frequency, we post hoc located parafovea-on-fovea effects, i.e., longer fixation durations, on the attributive adjective (word N). These benefits of capitalization could only be detected under specific circumstances. In other cases, we conclude that longer reading durations are mainly the result of disturbance in readers' habituation when the expected capitalization is missing.},
  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}
}
@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     = {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}
}
@phdthesis{Pauly2021,
  author    = {Pauly, Dennis Nikolas},
  title     = {The effect of noun capitalization when reading German and English},
  doi       = {10.25932/publishup-49803},
  url       = {http://nbn-resolving.de/urn:nbn:de:kobv:517-opus4-498031},
  school      = {Universit{\"a}t Potsdam},
  pages     = {III, 200},
  year      = {2021},
  abstract  = {Das Promotionsprojekt hatte als Ziel, die Fragestellung zu beantworten, ob die strukturelle wortinitiale Substantivgroßschreibung, wie sie sich neben dem Deutschen sonst nur noch im Luxemburgischen finden l{\"a}sst, {\"u}ber eine Funktion verf{\"u}gt, die dem Leser einen Vorteil bringt. Die {\"u}bergeordnete Hypothese war, dass ein Vorteil dadurch erreicht wird, dass durch die parafoveale Wahrnehmung der Majuskel bereits eine syntaktische Kategorie, n{\"a}mlich der Kern einer Nominalgruppe, aktiviert wird. Durch diese Wahrnehmung aus dem Augenwinkel sollte das nachfolgende Substantiv schon vorverarbeitet werden k{\"o}nnen. Im Ergebnis sollte eine Erleichterung der Satzverarbeitung bewirkt werden, was sich letztlich in insgesamt schnelleren Lese- bzw. Fixationszeiten zeigen sollte. Die Struktur des Projekts beinhaltet drei Studien, die teilweise jeweils unterschiedliche Versuchspersonengruppen umfassten: Studie 1: - Studiendesign: Semantisches Priming mittels sogenannter Holzwegs{\"a}tze sollten die Funktionsweise der Substantivgroßschreibung f{\"u}r den Leser hervorbringen - Versuchspersonen: Deutsche L1-Sprecher lesen Deutsch Studie 2: - Studiendesign: gleiches Design wie Studie 1, allerdings auf Englisch - Versuchspersonengruppen: Studie 3: 1. Englische L1-Sprecher g{\"a}nzlich ohne Deutschkenntnisse, 2. englische L1-Sprecher, die regelm{\"a}ßig deutsche Texte lesen, 3. deutsche L1-Sprecher mit exzellenten Englischkenntnissen. - Studiendesign: Einfluss der Substantivfrequenz auf eine potentielle Vorverarbeitung mittels boundary paradigm; Untersuchungsprachen: Deutsch und Englisch - Versuchspersonengruppen: 1. Deutsche L1-Sprecher lesen Deutsch, 2. englische L1-Sprecher g{\"a}nzlich ohne Deutschkenntnisse lesen Englisch, 3. deutsche L1-Sprecher mit exzellenten Englischkenntnissen lesen Englisch. Zusammenfassung der Ergebnisse: Die Substantivgroßschreibung hat eindeutig einen Einfluss auf die Satzverarbeitung sowohl im Deutschen als auch im Englischen. Dass dieser einen substanziell entscheidenden Vorteil bringt, kann nicht best{\"a}tigt werden.},
  language  = {en}
}
@book{SchroederBoedekerEdelstein2000,
  author    = {Schr{\"o}der, Eberhard and B{\"o}deker, Katja and Edelstein, Wolfgang},
  title     = {The development of syllogistic reasoning : a manual including measurement procedures and descriptive analyses},
  series = {Materialien aus der Bildungsforschung},
  volume    = {69},
  journal   = {Materialien aus der Bildungsforschung},
  publisher = {Max-Planck-Inst. f{\"u}r Bildungsforschung},
  address   = {Berlin},
  isbn      = {3-87985-081-X},
  pages     = {118 S.},
  year      = {2000},
  language  = {en}
}
@book{SchroederBoedekerEdelstein2000,
  author    = {Schr{\"o}der, Eberhard and B{\"o}deker, Katja and Edelstein, Wolfgang},
  title     = {The development of formal thought : a manual including measurement procedures and descriptive analyses},
  series = {Materialien aus der Bildungsforschung},
  volume    = {68},
  journal   = {Materialien aus der Bildungsforschung},
  publisher = {Max-Planck-Inst. f{\"u}r Bildungsforschung},
  address   = {Berlin},
  isbn      = {3-87985-080-1},
  pages     = {252 S.},
  year      = {2000},
  language  = {en}
}
@book{SchroederBoedekerEdelstein2000,
  author    = {Schr{\"o}der, Eberhard and B{\"o}deker, Katja and Edelstein, Wolfgang},
  title     = {The development of concrete thought : a manual including measurement procedures and descriptive analyses},
  series = {Materialien aus der Bildungsforschung},
  volume    = {67},
  journal   = {Materialien aus der Bildungsforschung},
  publisher = {Max-Planck-Inst. f{\"u}r Bildungsforschung},
  address   = {Berlin},
  isbn      = {3-87985-079-8},
  pages     = {95 S.},
  year      = {2000},
  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{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{SpoererLenkeitBosseetal.2020,
  author    = {Sp{\"o}rer, Nadine and Lenkeit, Jenny and Bosse, Stefanie and Hartmann, Anne and Ehlert, Antje and Knigge, Michel},
  title     = {Students' perspective on inclusion},
  series = {International journal of educational research},
  volume    = {103},
  journal   = {International journal of educational research},
  publisher = {Elsevier Science},
  address   = {Oxford},
  issn      = {0883-0355},
  doi       = {10.1016/j.ijer.2020.101641},
  pages     = {13},
  year      = {2020},
  abstract  = {The goal of the present study was to analyze how students' attitudes towards inclusive education develop over the course of a school year and how these attitudes relate to students' peer relations. Sixth- and seventh-graders of 44 inclusive classes filled out a questionnaire at two measurement points within one school year to assess attitudes towards inclusive education and peer relations. Applying multilevel regression analyses it turned out that changes in peer relations over time were positively predicted by students' attitudes towards instructional adaptations for students with behaviour difficulties. Further, students with self-perceived behavior difficulties reported lower scores for peer relations compared to students without self-perceived difficulties. Results are discussed with respect to structural factors and individual characteristics affecting inclusive education.},
  language  = {en}
}
@article{KochSpoerer2017,
  author    = {Koch, Helvi and Sp{\"o}rer, Nadine},
  title     = {Students improve in reading comprehension by learning how to teach reading strategies},
  series = {Psychology Learning and Teaching},
  volume    = {16},
  journal   = {Psychology Learning and Teaching},
  publisher = {Sage Publ.},
  address   = {London},
  issn      = {1475-7257},
  doi       = {10.1177/1475725717700525},
  pages     = {197 -- 211},
  year      = {2017},
  abstract  = {In this intervention study, we investigated how we could teach university students who were majoring in education to teach reading strategies. The goal of the study was to analyze whether and to what extent students would benefit from the intervention with respect to their own learning. Did their own reading skills improve after they attended the intervention? The sample consisted of n = 61 students who were assigned to one of two conditions: (a) an adaption of reciprocal teaching; and (b) a control group that was not taught how to teach reading strategies. The evidence-based teaching method used in the intervention condition consisted of three elements: modeling, scaffolding, and repeated practice. Training success was assessed in a pre-posttest control group design with standardized reading comprehension and reading speed tests. To compare the development of the students in the two conditions, repeated measures ANOVAs were used. At posttest, intervention students outperformed control students in reading comprehension as well as in reading speed.},
  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{Giest2004,
  author    = {Giest, Hartmut},
  title     = {Qualifying for the future : hypermedia and internet in teacher training},
  year      = {2004},
  language  = {en}
}
@article{DeekenHaeuslerNordheimetal.2017,
  author    = {Deeken, Friederike and H{\"a}usler, Andreas and Nordheim, Johanna and Rapp, Michael Armin 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}
}
@book{SchroederBoedekerEdelstein2000,
  author    = {Schr{\"o}der, Eberhard and B{\"o}deker, Katja and Edelstein, Wolfgang},
  title     = {Proportional, combinatorial, and correlational reasoning : a manual including measurement procedures and descriptive analyses},
  series = {Materialien aus der Bildungsforschung},
  volume    = {70},
  journal   = {Materialien aus der Bildungsforschung},
  publisher = {Max-Planck-Inst. f{\"u}r Bildungsforschung},
  address   = {Berlin},
  isbn      = {3-87985-082-8},
  pages     = {173 S.},
  year      = {2000},
  language  = {en}
}
@article{SchuenemannSpoererVoellingeretal.2017,
  author    = {Sch{\"u}nemann, Nina and Sp{\"o}rer, Nadine and Voellinger, Vanessa A. and Brunstein, Joachim Clemens},
  title     = {Peer feedback mediates the impact of self-regulation procedures on strategy use and reading comprehension in reciprocal teaching groups},
  series = {Instructional Science},
  volume    = {45},
  journal   = {Instructional Science},
  publisher = {Springer},
  address   = {Dordrecht},
  issn      = {0020-4277},
  doi       = {10.1007/s11251-017-9409-1},
  pages     = {395 -- 415},
  year      = {2017},
  abstract  = {The goal of this research was to highlight the role social regulatory processes play in making students' teamwork in reciprocal teaching (RT) groups (a classroom activity in which students take the teacher's role in small group reading sessions) effective. In addition to teamwork quality, we expected peer feedback to be a key factor in enhancing students' reading comprehension achievements. Because previous research (Sch{\"u}nemann et al. in Contemp Educ Psychol 38:289-305, 2013) has shown that procedures of self-regulated learning (SRL) augment the effects of RT methods, we further assumed that such procedures would promote the quality of students' collaborative efforts. In a cluster-randomized trial, students in 12 fifth-grade classes practiced a strategic approach to reading either in a RT condition or in a RT + SRL condition. In one of the 14 sessions, students' interactive behavior was videotaped. Strategy use and reading comprehension were assessed at pretest, posttest, and maintenance. Performance differences between conditions were reliable only at maintenance. A multilevel mediation analysis showed that relative to RT students, RT + SRL students were better able to provide their teammates with informative feedback and organize their group work in a task-focused manner. Only feedback quality mediated the sustainability of treatment effects on strategy use and reading comprehension. In essence, this research suggests that effective reading comprehension trainings should integrate explicit instruction and practice in reading strategies, SRL, and focus on supportive peer processes in small groups with extensive instruction and practice in peer feedback.},
  language  = {en}
}