@article{VerissimoHeyerJacobetal.2018,
  author    = {Verissimo, Joao Marques and Heyer, Vera and Jacob, Gunnar and Clahsen, Harald},
  title     = {Selective effects of age of acquisition on morphological priming},
  series = {Language acquisition : a journal of developmental linguistics},
  volume    = {25},
  journal   = {Language acquisition : a journal of developmental linguistics},
  number    = {3},
  publisher = {Routledge, Taylor \& Francis Group},
  address   = {Abingdon},
  issn      = {1048-9223},
  doi       = {10.1080/10489223.2017.1346104},
  pages     = {315 -- 326},
  year      = {2018},
  abstract  = {Is there an ideal time window for language acquisition after which nativelike representation and processing are unattainable? Although this question has been heavily debated, no consensus has been reached. Here, we present evidence for a sensitive period in language development and show that it is specific to grammar. We conducted a masked priming task with a group of Turkish-German bilinguals and examined age of acquisition (AoA) effects on the processing of complex words. We compared a subtle but meaningful linguistic contrast, that between grammatical inflection and lexical-based derivation. The results showed a highly selective AoA effect on inflectional (but not derivational) priming. In addition, the effect displayed a discontinuity indicative of a sensitive period: Priming from inflected forms was nativelike when acquisition started before the age of 5 but declined with increasing AoA. We conclude that the acquisition of morphological rules expressing morphosyntactic properties is constrained by maturational factors.},
  language  = {en}
}
@misc{LonnemannLiZhaoetal.2018,
  author    = {Lonnemann, Jan and Li, Su and Zhao, Pei and Linkersd{\"o}rfer, Janosch and Lindberg, Sven and Hasselhorn, Marcus},
  title     = {Differences in Counting Skills Between Chinese and German Children Are Accompanied by Differences in Processing of Approximate Numerical Magnitude Information},
  series = {Postprints der Universit{\"a}t Potsdam Humanwissenschaftliche Reihe},
  journal   = {Postprints der Universit{\"a}t Potsdam Humanwissenschaftliche Reihe},
  number    = {546},
  issn      = {1866-8364},
  doi       = {10.25932/publishup-42742},
  url       = {http://nbn-resolving.de/urn:nbn:de:kobv:517-opus4-427425},
  pages     = {8},
  year      = {2018},
  abstract  = {Human beings are supposed to possess an approximate number system (ANS) dedicated to extracting and representing approximate numerical magnitude information as well as an object tracking system (OTS) for the rapid and accurate enumeration of small sets. It is assumed that the OTS and the ANS independently contribute to the acquisition of more elaborate numerical concepts. Chinese children have been shown to exhibit more elaborate numerical concepts than their non-Chinese peers, but it is still an open question whether similar cross-national differences exist with regard to the underlying systems, namely the ANS and the OTS. In the present study, we investigated this question by comparing Chinese and German preschool children with regard to their performance in a non-symbolic numerical magnitude comparison task (assessing the ANS) and in an enumeration task (assessing the OTS). In addition, we compared children's counting skills. To ensure that possible between-group differences could not be explained by differences in more general performance factors, we also assessed children's reasoning ability and processing speed. Chinese children showed a better counting performance and a more accurate performance in the non-symbolic numerical magnitude comparison task. These differences in performance could not be ascribed to differences in reasoning abilities and processing speed. In contrast, Chinese and German children did not differ significantly in the enumeration of small sets. The superior counting performance of Chinese children was thus found to be reflected in the ANS but not in the OTS.},
  language  = {en}
}
@phdthesis{Henke2018,
  author    = {Henke, Thorsten},
  title     = {Soziale Partizipation in der inklusiven Grundschule},
  school      = {Universit{\"a}t Potsdam},
  year      = {2018},
  language  = {de}
}
@misc{WachsWright2018,
  author    = {Wachs, Sebastian and Wright, Michelle F.},
  title     = {Associations between Bystanders and Perpetrators of Online Hate},
  series = {Postprints der Universit{\"a}t Potsdam : Humanwissenschaftliche Reihe},
  journal   = {Postprints der Universit{\"a}t Potsdam : Humanwissenschaftliche Reihe},
  number    = {475},
  url       = {http://nbn-resolving.de/urn:nbn:de:kobv:517-opus4-419486},
  pages     = {9},
  year      = {2018},
  abstract  = {Hatred directed at members of groups due to their origin, race, gender, religion, or sexual orientation is not new, but it has taken on a new dimension in the online world. To date, very little is known about online hate among adolescents. It is also unknown how online disinhibition might influence the association between being bystanders and being perpetrators of online hate. Thus, the present study focused on examining the associations among being bystanders of online hate, being perpetrators of online hate, and the moderating role of toxic online disinhibition in the relationship between being bystanders and perpetrators of online hate. In total, 1480 students aged between 12 and 17 years old were included in this study. Results revealed positive associations between being online hate bystanders and perpetrators, regardless of whether adolescents had or had not been victims of online hate themselves. The results also showed an association between toxic online disinhibition and online hate perpetration. Further, toxic online disinhibition moderated the relationship between being bystanders of online hate and being perpetrators of online hate. Implications for prevention programs and future research are discussed.},
  language  = {en}
}
@phdthesis{Rihm2018,
  author    = {Rihm, Thomas},
  title     = {Der Subjektstandpunkt als erg{\"a}nzender Fokus in der Schulentwicklungsforschung},
  school      = {Universit{\"a}t Potsdam},
  pages     = {244},
  year      = {2018},
  abstract  = {Ausgangspunkt meiner Forschungsarbeit war der Umstand, dass Forschungsbez{\"u}ge, die im subjektwissenschaftlichen Sinne dezidiert vom Standpunkt der Lernenden ausgehen, bis dato im Rahmen der Schulentwicklungsforschung erheblich unterrepr{\"a}sentiert waren und sind. Im Wesentlichen waren es zu Beginn der Forschungst{\"a}tigkeit Untersuchungen, die die Sch{\"u}lerperspektive im Rahmen eines vorbestimmten schulorganisatorischen Settings als erkenntnisleitendes Interesse verfolgten. Zinnecker (2005) sprach von einer Schulentwicklung "ohne Sch{\"u}ler". Forschungsanlagen, die gew{\"a}hlten Forschungsmethoden, Muster, mit denen die Forschenden die gewonnen Daten interpretierten, waren etwa weitgehend von Funktionalit{\"a}t mit Bezug auf die institutionellen Erwartungen bzw. Anforderungen gepr{\"a}gt. Die hier vorgelegte Dissertation basiert auf 12 Texten, die ich aus meinen bisherigen Ver{\"o}ffentlichungen ausgew{\"a}hlt und im Rahmen eines einf{\"u}hrenden Textes, als ein aufeinander aufbauendes Forschungsprogramm dargestellt habe. Im Kern ging und geht es mir darum, mit dem Subjektstandpunkt als Forschungsperspektive, die Schulentwicklungsforschung substantiell zu erg{\"a}nzen. Mein Forschungsansatz zielt auf verschiedene Ebenen der Forschung: auf eine kategoriale Ebene, auf eine konzeptionelle Ebene und auf die Ebene praxisrelevanter Fragestellungen.},
  language  = {de}
}