@article{WyschkonKohnBallaschketal.2009, author = {Wyschkon, Anne and Kohn, Juliane and Ballaschk, Katja and Esser, G{\"u}nter}, title = {Sind Rechenst{\"o}rungen genau so h{\"a}ufig wie Lese-Rechtschreibst{\"o}rungen?}, issn = {1422-4917}, doi = {10.1024/1422-4917.37.6.499}, year = {2009}, abstract = {Is a specific disorder of arithmetic skills as common as reading/spelling disorder?Background: Referring to the prevalence rates of learning disorders in the research literature, the numbers of mathematics disorder and reading/ spelling disorder are often reported to be identical. However, the correlation between intelligence level and reading/ spelling skills is much weaker than between intelligence and arithmetic skills. If the same definition criterion is applied to both disorders, a lower prevalence rate for mathematics disorder should be expected. Objective: Are there differences in the prevalence estimates for learning disorders depending on the definition criterion? Method: A large representative sample of German students (N = 1970) was used to review the hypothesis. Results: Depending on the definition criterion, we could show a prevalence range of mathematics disorder between 0.1\% and 8.1\% in the same sample. Using the same definition criterion for both learning disorders, there are two to three times as many students with reading/spelling disorder than those with mathematics disorder. Discussion: Whenever children with reading/spelling disorder are compared to children with mathematics disorder, the same definition criterion has to be applied.}, language = {de} } @article{KucianZuberKohnetal.2018, author = {Kucian, Karin and Zuber, Isabelle and Kohn, Juliane and Poltz, Nadine and Wyschkon, Anne and Esser, G{\"u}nter and von Aster, Michael G.}, title = {Relation Between Mathematical Performance, Math Anxiety, and Affective Priming in Children With and Without Developmental Dyscalculia}, series = {Frontiers in psychology}, volume = {9}, journal = {Frontiers in psychology}, publisher = {Frontiers Research Foundation}, address = {Lausanne}, issn = {1664-1078}, doi = {10.3389/fpsyg.2018.00263}, pages = {13}, year = {2018}, abstract = {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.}, language = {en} } @misc{KucianZuberKohnetal.2018, author = {Kucian, Karin and Zuber, Isabelle and Kohn, Juliane and Poltz, Nadine and Wyschkon, Anne and Esser, G{\"u}nter and von Aster, Michael G.}, title = {Relation between mathematical performance, math anxiety, and affective priming in children with and without developmental dyscalculia}, series = {Postprints der Universit{\"a}t Potsdam : Humanwissenschaftliche Reihe}, journal = {Postprints der Universit{\"a}t Potsdam : Humanwissenschaftliche Reihe}, number = {684}, issn = {1866-8364}, doi = {10.25932/publishup-46067}, url = {http://nbn-resolving.de/urn:nbn:de:kobv:517-opus4-460671}, pages = {15}, year = {2018}, abstract = {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.}, language = {en} } @phdthesis{Kohn2012, author = {Kohn, Juliane}, title = {Rechenst{\"o}rungen im Kindes- und Jugendalter: psychische Auff{\"a}lligkeiten und kognitive Defizite}, address = {Potsdam}, pages = {418, 48 S.}, year = {2012}, 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} } @misc{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 = {Postprints der Universit{\"a}t Potsdam : Humanwissenschaftliche Reihe}, journal = {Postprints der Universit{\"a}t Potsdam : Humanwissenschaftliche Reihe}, number = {616}, issn = {1866-8364}, doi = {10.25932/publishup-43410}, url = {http://nbn-resolving.de/urn:nbn:de:kobv:517-opus4-434101}, 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} } @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{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{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} } @misc{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 = {Postprints der Universit{\"a}t Potsdam : Humanwissenschaftliche Reihe}, journal = {Postprints der Universit{\"a}t Potsdam : Humanwissenschaftliche Reihe}, number = {430}, url = {http://nbn-resolving.de/urn:nbn:de:kobv:517-opus4-406727}, pages = {14}, 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} }