@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}
}
@misc{HessMousikouSchroeder2021,
  author    = {Heß, Stefan and Mousikou, Petroula and Schroeder, Sascha},
  title     = {Morphological processing in developmental handwriting production},
  series = {Zweitver{\"o}ffentlichungen der Universit{\"a}t Potsdam : Humanwissenschaftliche Reihe},
  journal   = {Zweitver{\"o}ffentlichungen der Universit{\"a}t Potsdam : Humanwissenschaftliche Reihe},
  number    = {4},
  issn      = {0922-4777},
  doi       = {10.25932/publishup-58736},
  url       = {http://nbn-resolving.de/urn:nbn:de:kobv:517-opus4-587363},
  pages     = {21},
  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{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{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{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{SpoererHenkeBosse2021,
  author    = {Sp{\"o}rer, Nadine and Henke, Thorsten and Bosse, Stefanie},
  title     = {Is there a dark side of co-teaching?},
  series = {Learning and instruction : the journal of the European Association for Research on Learning and Instruction},
  volume    = {71},
  journal   = {Learning and instruction : the journal of the European Association for Research on Learning and Instruction},
  publisher = {Elsevier},
  address   = {Amsterdam},
  issn      = {0959-4752},
  doi       = {10.1016/j.learninstruc.2020.101393},
  pages     = {10},
  year      = {2021},
  language  = {en}
}