@article{MarschnerWyschkon2000,
  author    = {Marschner, Lutz and Wyschkon, Anne},
  title     = {Die Diagnostik der Lese-Rechtschreibst{\"o}rung},
  year      = {2000},
  language  = {de}
}
@article{EsserWyschkon2000,
  author    = {Esser, G{\"u}nter and Wyschkon, Anne},
  title     = {Umschriebene Entwicklungsst{\"o}rungen},
  year      = {2000},
  language  = {de}
}
@book{EsserWyschkon2000,
  author    = {Esser, G{\"u}nter and Wyschkon, Anne},
  title     = {Erscheinungsformen der Lese-Rechtschreibschw{\"a}che},
  series = {Wissenschaft und Praxis},
  journal   = {Wissenschaft und Praxis},
  publisher = {Trainmedia},
  address   = {Berlin},
  isbn      = {3-933699-08-8},
  pages     = {54 S. : Ill., graph. Darst.},
  year      = {2000},
  language  = {de}
}
@article{EsserWyschkon2001,
  author    = {Esser, G{\"u}nter and Wyschkon, Anne},
  title     = {17 Jahre danach : was wird aus Kindern mit Legasthenie?},
  year      = {2001},
  language  = {de}
}
@article{EsserWyschkon2001,
  author    = {Esser, G{\"u}nter and Wyschkon, Anne},
  title     = {Testdiagnostik in der Kinder- und Jugendlichenverhaltenstherapie},
  year      = {2001},
  language  = {de}
}
@article{Wyschkon2002,
  author    = {Wyschkon, Anne},
  title     = {Enuresis},
  isbn      = {3-13-126081-5},
  year      = {2002},
  language  = {de}
}
@book{EsserWyschkon2002,
  author    = {Esser, G{\"u}nter and Wyschkon, Anne},
  title     = {Basisdiagnostik umschriebener Entwicklungsst{\"o}rungen im Vorschulalter : (BUEVA)},
  publisher = {Beltz},
  address   = {G{\"o}ttingen},
  pages     = {84 S.},
  year      = {2002},
  abstract  = {Ziel der Vorschultestbatterie ist es, Teilleistungsst{\"o}rungen bereits vor Schulbeginn zu erkennen und damit einer fr{\"u}hzeitigen F{\"o}rderung zuzuf{\"u}hren. Das diagnostische Vorgehen zeichnet sich durch eine hohe Durchf{\"u}hrungs{\"o}konomie und einen breiten Anwendungs-bereich aus. Insgesamt werden bei Vierj{\"a}hrigen die allgemeine Intelligenz, die Artikulation, die expressive und die rezeptive Sprache sowie die Visuomotorik in 20 bis 25 Minuten erfasst, bei den F{\"u}nfj{\"a}hrigen kommen zus{\"a}tzlich noch Pr{\"u}fungen der Aufmerksamkeit hinzu, was die Durchf{\"u}hrung um f{\"u}nf bis zehn Minuten gegen{\"u}ber den Vierj{\"a}hrigen verl{\"a}ngert. Die vorliegende Testbatterie kann auch im Rahmen von Schuleingangsuntersuchungen verl{\"a}sslich eingesetzt werden.},
  language  = {de}
}
@article{EsserWyschkon2003,
  author    = {Esser, G{\"u}nter and Wyschkon, Anne},
  title     = {Entwicklungsdiagnostik im Vorschulalter},
  year      = {2003},
  language  = {de}
}
@misc{EsserWyschkonSchmidt2004,
  author    = {Esser, G{\"u}nter and Wyschkon, Anne and Schmidt, Martin H.},
  title     = {Anmerkungen},
  year      = {2004},
  language  = {de}
}
@article{EsserWyschkon2004,
  author    = {Esser, G{\"u}nter and Wyschkon, Anne},
  title     = {Diagnostik bei Kindern und Jugendlichen},
  isbn      = {978-3-932096-43-3},
  year      = {2004},
  language  = {de}
}
@article{WyschkonEsser2006,
  author    = {Wyschkon, Anne and Esser, G{\"u}nter},
  title     = {Klinische Kinder- und Jugendlichen-Psychologie : Forschungslinien und offene Fragen in den letzten vier Jahren},
  year      = {2006},
  language  = {de}
}
@article{EsserLangeWyschkon2006,
  author    = {Esser, G{\"u}nter and Lange, Sabine and Wyschkon, Anne},
  title     = {Bausteine der Diagnostik : Multimethodale Diagnostik},
  isbn      = {978-3-932096-43-3},
  year      = {2006},
  language  = {de}
}
@article{EsserWyschkon2007,
  author    = {Esser, G{\"u}nter and Wyschkon, Anne},
  title     = {Bedeutung komorbider St{\"o}rung im Kindesalter f{\"u}r den Langzeitverlauf der ADHS},
  isbn      = {978-3-17-019081-8},
  year      = {2007},
  language  = {de}
}
@article{EsserFischerWyschkonetal.2007,
  author    = {Esser, G{\"u}nter and Fischer, Sascha and Wyschkon, Anne and Laucht, Manfred and Schmidt, Martin H.},
  title     = {Vorboten hyperkinetischer St{\"o}rungen : Fr{\"u}herkennung im Kleinkindalter},
  issn      = {1422-4917},
  doi       = {10.1024/1422-4917.35.2.127},
  year      = {2007},
  abstract  = {Objectives: The prospective longitudinal Mannheim Study of Children at Risk followed the development of children from the age of 2 years up to the age of 8 years. Are there differences between the developmental risk load in toddlers (psychopathology, cognition, motor or neurological development. and educational differences) who suffer from a hyperactive disorder at age 8 and that of undisturbed children of the same age? Are there specific harbingers of hyperkinetic disorders for the group concerned? Methods: In terms of their developmental risk load at the age of 2 years, 26 primary school children with hyperkinetic disorders were compared to 241 healthy primary school children, as well as to 25 children of the same age with emotional disturbances and 30 children of the same age with socially disruptive behavior. Results: A significant combination of predictors of later hyperkinetic disorders at primary school age proved to be increased fidgetiness and irritability, as well as a reduced language comprehension, at the age of two. Conclusions: The predictive value of symptoms in early childhood for later hyperkinetic disorder in children of primaryschool age is higher than that of symptoms assessed in infancy, which although expected is without relevant specificity.},
  language  = {de}
}
@article{EsserFischerWyschkonetal.2007,
  author    = {Esser, G{\"u}nter and Fischer, Sascha and Wyschkon, Anne and Laucht, Manfred and Schmidt, Martin H.},
  title     = {Vorboten hyperkinetischer St{\"o}rungen : Fr{\"u}herkennung bereits im S{\"a}uglingsalter m{\"o}glich?},
  issn      = {1422-4917},
  doi       = {10.1024/1422-4917.35.3.179},
  year      = {2007},
  abstract  = {Objectives: Are there any differences (organic, psychosocial, psychopathological, cognitive or educational, respectively differences in the motor or neurological development) between infants who later on at the age of 8 years suffer from a hyperactive disorder and those who later on at the same age are undisturbed? Are there specific harbingers for hyperactive disorders in the group concerned? Methods: With regard to their developmental risk load at the age of 3 months, 26 primary school children with hyperactive disorders were compared with 241 healthy children, 25 children with emotional disturbances, and 30 children with socially disruptive behaviour, all of the same age. Results: Identified as the most important predictors for the onset of hyperactive disorders were a reduced birth weight, the mother's origin from a shattered family, early contact impairments on the part of the child, and the mother's neglect of the infant. Conclusions: Altogether, however, the prediction of later hyperactivity in primary school children on the basis of salient features in the infant children remains unsatisfactory and unspecific.},
  language  = {de}
}
@article{EsserWyschkon2008,
  author    = {Esser, G{\"u}nter and Wyschkon, Anne},
  title     = {Umschriebene Entwicklungsst{\"o}rungen},
  isbn      = {978-3- 13-126083-3},
  year      = {2008},
  language  = {de}
}
@article{EsserWyschkonSchmidtetal.2008,
  author    = {Esser, G{\"u}nter and Wyschkon, Anne and Schmidt, Martin H. and Blanz, Bernhard and Ihle, Wolfgang},
  title     = {Ein Entwicklungsmodell des Substanzmissbrauchs im fr{\"u}hen Erwachsenenalter},
  issn      = {0942-5403},
  doi       = {10.1026/0942-5403.17.1.31},
  year      = {2008},
  language  = {de}
}
@article{WyschkonEsser2008,
  author    = {Wyschkon, Anne and Esser, G{\"u}nter},
  title     = {Enuresis},
  isbn      = {978-3-13-126083-3},
  year      = {2008},
  abstract  = {Die meisten Kinder werden mit 2 bis 4 Jahren am Tage und in der Nacht trocken. Gem{\"a}ß den klinisch- diagnostischen Leitlinien der ICD-10 (WHO 1993) spricht man von einer Enuresis, wenn es am Tag oder in der Nacht zu einem Entleeren der Blase in die Kleidung bzw. das Bett kommt, die relativ zum geistigen Entwicklungsstand der Person abnorm ist und nicht auf organische Ursachen zur{\"u}ckgef{\"u}hrt werden kann. Die St{\"o}rungen der Blasenkontrolle d{\"u}rfen nicht als Folge einer neurologischen Erkrankung, epileptischer Anf{\"a}lle oder einer strukturellen Anomalie der ableitenden Harnwege auftreten. Gem{\"a}ß den Forschungskriterien der ICD-10 (WHO 1994) muss das einn{\"a}ssende Kind nach seinem Lebens- und geistigen Alter mindestens 5 Jahre alt sein, um von einer nichtorganischen Enuresis (F 98.0) zu sprechen (in den klinisch-diagnostischen Leitlinien wird ein geistiger Entwicklungsstand gefordert, der mindestens dem eines Vierj{\"a}hrigen entspricht). Um die Diagnose zu erhalten, m{\"u}ssen Kinder unter 7 Jahren zumindest 2mal monatlich, 7-j{\"a}hrige oder {\"a}ltere Kinder wenigstens einmal im Monat einn{\"a}ssen. Die Symptomdauer sollte mindestens 3 Monate betragen. In der Literatur wird synonym zum Begriff der "nichtorganischen Enuresis" h{\"a}ufig die Bezeichnung "funktionelle Enuresis" verwendet. Auch nach dem DSM-IV (Saß et al. 1996) sollten die Kinder f{\"u}r die Diagnose einer Enuresis (307.6) zumindest ein Entwicklungsalter von 5 Jahren aufweisen und die Symptomatik muss wenigstens seit 3 Monaten bestehen. Im Unterschied zur ICD-10 wird das Einn{\"a}ssen erst dann als klinisch bedeutsam beurteilt, wenn es mindestens 2mal w{\"o}chentlich auftritt. Ist dies nicht gegeben, kann die Diagnose dennoch gestellt werden, wenn durch das Einn{\"a}ssen klinisch bedeutsames Leiden hervorgerufen wird oder Beeintraechtigungen in sozialen, schulischen (beruflichen) oder anderen wichtigen Funktionsbereichen entstehen. Die Forderung eines 2mal w{\"o}chentlichen Einn{\"a}ssens erscheint deutlich zu streng, w{\"a}hrend das ein- bzw. 2malige Einn{\"a}ssen pro Monat ein sehr weiches Kriterium darstellt. V. Gontard (1998b) empfiehlt, Einn{\"a}ssen dann als klinisch bedeutsam einzusch{\"a}tzen, wenn dies mindestens einmal w{\"o}chentlich auftritt.},
  language  = {de}
}
@article{WyschkonKohnBallaschketal.2008,
  author    = {Wyschkon, Anne and Kohn, Juliane and Ballaschk, Katja and Esser, G{\"u}nter},
  title     = {Basisdiagnostik Umschriebener Entwicklungsst{\"o}rungen im Grundschulalter (BUEGA)},
  issn      = {1864-6050},
  year      = {2008},
  language  = {de}
}
@article{FichterKohlboeckQuadfliegetal.2009,
  author    = {Fichter, Manfred M. and Kohlboeck, Gabriele and Quadflieg, Norbert and Wyschkon, Anne and Esser, G{\"u}nter},
  title     = {From childhood to adult age : 18-year longitudinal results and prediction of the course of mental disorders in the community},
  issn      = {0933-7954},
  doi       = {10.1007/s00127-009-0501-y},
  year      = {2009},
  abstract  = {This prospective longitudinal study of a representative community sample of children and adolescents (N = 269) examined the long-term course and predictive power of psychiatric symptoms in childhood/adolescence for diagnostic outcome (ICD-10) 18 years later at adult age. At both cross-sectional assessments, baseline (1980-1984) and the 18-year follow-up (2001-2004), psychiatric symptoms were assessed using the 'Standardized Psychiatric Interview' (Goldberg et al. in Br J Prev Soc Med 24:18-23, 1970). At follow-up, study participants were reassessed with the standardized M-CIDI (Wittchen and Pfister in Manual und Durchfuhrungsbeschreibung des DIA-X-M-CIDI, Swets and Zeitlinger, Frankfurt, 1997) interview. The participation rate at 18-year follow-up was 82\% of those alive. The frequency of clinically relevant depressive symptoms and symptoms of anxiety or phobia was considerably higher when the participants were younger (baseline assessment at childhood, adolescent age) as compared to their scores in adult age. Increased levels of somatic symptoms, fatigue, irritability, sleep disturbances, depression, anxiety and worry as well as phobic symptoms in childhood/adolescence were related to a higher risk of suffering from a psychiatric disorder in adulthood. Depressive symptoms predicted both mood disorders and substance use disorders in adulthood. Phobias predicted later anxiety disorders. These data spanning almost two decades add significant information to the existing literature on the course of mental disorders in the community during the transition from adolescence to adulthood.},
  language  = {en}
}
@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{EsserWyschkon2010,
  author    = {Esser, G{\"u}nter and Wyschkon, Anne},
  title     = {Diagnostik bei Kindern und Jugendlichen},
  isbn      = {978-3-932096-83-9},
  year      = {2010},
  language  = {de}
}
@article{EsserWyschkon2010,
  author    = {Esser, G{\"u}nter and Wyschkon, Anne},
  title     = {Vorhersage von Umschriebenen Entwicklungsst{\"o}rungen der schulischen Fertigkeiten mithilfe von Vorschultests: Prognostische Validit{\"a}t der BUEVA-II},
  isbn      = {978-3- 8017-2294-4},
  year      = {2010},
  language  = {de}
}
@article{EsserWyschkon2011,
  author    = {Esser, G{\"u}nter and Wyschkon, Anne},
  title     = {Diagnostik bei Kindern und Jugendlichen},
  isbn      = {978-3-932096-97-6},
  year      = {2011},
  language  = {de}
}
@article{BakhshayeshHaenschWyschkonetal.2011,
  author    = {Bakhshayesh, Ali Reza and H{\"a}nsch, Sylvana and Wyschkon, Anne and Rezai, Mohammad Javad and Esser, G{\"u}nter},
  title     = {Neurofeedback in ADHD : a single-blind randomized controlled trial},
  year      = {2011},
  abstract  = {Neurofeedback treatment has been demonstrated to reduce inattention, impulsivity and hyperactivity in children with attention deficit/hyperactivity disorder (ADHD). However, previous studies did not adequately control confounding variables or did not employ a randomized reinforcer-controlled design. This study addresses those methodological shortcomings by comparing the effects of the following two matched biofeedback training variants on the primary symptoms of ADHD: EEG neurofeedback (NF) aiming at theta/beta ratio reduction and EMG biofeedback (BF) aiming at forehead muscle relaxation. Thirty-five children with ADHD (26 boys, 9 girls; 6-14 years old) were randomly assigned to either the therapy group (NF; n = 18) or the control group (BF; n = 17). Treatment for both groups consisted of 30 sessions. Pre- and post-treatment assessment consisted of psychophysiological measures, behavioural rating scales completed by parents and teachers, as well as psychometric measures. Training effectively reduced theta/beta ratios and EMG levels in the NF and BF groups, respectively. Parents reported significant reductions in primary ADHD symptoms, and inattention improvements in the NF group were higher compared to the control intervention (BF, dcorr = -.94). NF training also improved attention and reaction times on the psychometric measures. The results indicate that NF effectively reduced inattention symptoms on parent rating scales and reaction time in neuropsychological tests. However, regarding hyperactivity and impulsivity symptoms, the results imply that non-specific factors, such as behavioural contingencies, self-efficacy, structured learning environment and feed-forward processes, may also contribute to the positive behavioural effects induced by neurofeedback training.},
  language  = {en}
}
@phdthesis{Wyschkon2011,
  author    = {Wyschkon, Anne},
  title     = {Repr{\"a}sentativit{\"a}t und Umfang von Normstrichproben f{\"u}r Leistungstests : Auswirkungen auf die Diagnostik von schwachen Leistungen und Umschriebenen Entwicklungsst{\"o}rungen im Grundschulalter},
  series = {Psychologische Forschungsergebnisse},
  volume    = {162},
  journal   = {Psychologische Forschungsergebnisse},
  publisher = {Kova?},
  address   = {Hamburg},
  isbn      = {978-3-8300-5924-0},
  issn      = {1435-666X},
  pages     = {418 S.},
  year      = {2011},
  language  = {de}
}
@article{BakhshayeshHaenschWyschkonetal.2011,
  author    = {Bakhshayesh, Ali Reza and H{\"a}nsch, Sylvana and Wyschkon, Anne and Rezai, Mohammad Javad and Esser, G{\"u}nter},
  title     = {Neurofeedback in ADHD a single-blind randomized controlled trial},
  series = {European child and adolescent psychiatry : offical journal of the European Society for Child and Adolescent Psychiatry},
  volume    = {20},
  journal   = {European child and adolescent psychiatry : offical journal of the European Society for Child and Adolescent Psychiatry},
  number    = {9},
  publisher = {Springer},
  address   = {New York},
  issn      = {1018-8827},
  doi       = {10.1007/s00787-011-0208-y},
  pages     = {481 -- 491},
  year      = {2011},
  abstract  = {Neurofeedback treatment has been demonstrated to reduce inattention, impulsivity and hyperactivity in children with attention deficit/hyperactivity disorder (ADHD). However, previous studies did not adequately control confounding variables or did not employ a randomized reinforcer-controlled design. This study addresses those methodological shortcomings by comparing the effects of the following two matched biofeedback training variants on the primary symptoms of ADHD: EEG neurofeedback (NF) aiming at theta/beta ratio reduction and EMG biofeedback (BF) aiming at forehead muscle relaxation. Thirty-five children with ADHD (26 boys, 9 girls; 6-14 years old) were randomly assigned to either the therapy group (NF; n = 18) or the control group (BF; n = 17). Treatment for both groups consisted of 30 sessions. Pre- and post-treatment assessment consisted of psychophysiological measures, behavioural rating scales completed by parents and teachers, as well as psychometric measures. Training effectively reduced theta/beta ratios and EMG levels in the NF and BF groups, respectively. Parents reported significant reductions in primary ADHD symptoms, and inattention improvements in the NF group were higher compared to the control intervention (BF, d(corr) = -.94). NF training also improved attention and reaction times on the psychometric measures. The results indicate that NF effectively reduced inattention symptoms on parent rating scales and reaction time in neuropsychological tests. However, regarding hyperactivity and impulsivity symptoms, the results imply that non-specific factors, such as behavioural contingencies, self-efficacy, structured learning environment and feed-forward processes, may also contribute to the positive behavioural effects induced by neurofeedback training.},
  language  = {en}
}
@book{EsserWyschkon2012,
  author    = {Esser, G{\"u}nter and Wyschkon, Anne},
  title     = {Basisdiagnostik umschriebener Entwicklungsst{\"o}rungen im Vorschulalter : (BUEVA) Version II},
  publisher = {Beltz},
  address   = {G{\"o}ttingen},
  pages     = {100 S.},
  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}
}
@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{JungKraheBondueetal.2016,
  author    = {Jung, Janis Moritz and Krah{\´e}, Barbara and Bondue, Rebecca and Esser, G{\"u}nter and Wyschkon, Anne},
  title     = {Dynamic progression of antisocial behavior in childhood and adolescence},
  series = {Applied Developmental Science},
  volume    = {22},
  journal   = {Applied Developmental Science},
  number    = {1},
  publisher = {Routledge, Taylor \& Francis Group},
  address   = {Abingdon},
  issn      = {1088-8691},
  doi       = {10.1080/10888691.2016.1219228},
  pages     = {74 -- 88},
  year      = {2016},
  abstract  = {This longitudinal study from Germany examined the dynamic progression of antisocial behavior in childhood and adolescence based on the social interactional model by Patterson, DeBaryshe, and Ramsey. It examined the link between antisocial behavior, social rejection, academic failure, and affiliation with deviant peers in a sample of 1,657 children and youths aged between 6 and 15 years who were studied at three measurement waves (T1 to T3) over a time period of about 5 years. Teachers rated the children on all variables, parents additionally provided ratings of antisocial behavior and social rejection. Latent structural equation modeling yielded the predicted positive paths from antisocial behavior at T1 to social rejection and academic failure at T2. As predicted, affiliation with deviant peers at T2 was positively associated with social rejection and academic failure at the same measurement point. Finally, affiliation with deviant peers at T2 significantly predicted antisocial behavior at T3.},
  language  = {en}
}
@article{WyschkonSchulzGallitetal.2017,
  author    = {Wyschkon, Anne and Schulz, Franziska and Gallit, Finja Sunnyi and Poltz, Nadine and Kohn-Henkel, Juliane and Moraske, Svenja and Bondue, Rebecca and von Aster, Michael G. and Esser, G{\"u}nter},
  title     = {5-Jahres-Verlauf der LRS},
  series = {Zeitschrift f{\"u}r Kinder- und Jugendpsychiatrie und Psychotherapie},
  volume    = {46},
  journal   = {Zeitschrift f{\"u}r Kinder- und Jugendpsychiatrie und Psychotherapie},
  number    = {2},
  publisher = {Hogrefe},
  address   = {Bern},
  issn      = {1422-4917},
  doi       = {10.1024/1422-4917/a000535},
  pages     = {107 -- 122},
  year      = {2017},
  abstract  = {Fragestellung: Untersucht wird der Verlauf von Kindern mit Lese-Rechtschreibst{\"o}rungen (LRS) {\"u}ber gut 5 Jahre unter Ber{\"u}cksichtigung des Einflusses des Geschlechts der Betroffenen. Außerdem werden Auswirkungen der LRS auf das sp{\"a}tere Schriftsprachniveau und den Schulerfolg {\"u}berpr{\"u}ft. Methodik: Eingangs wurden 995 Sch{\"u}ler zwischen 6 und 16 Jahren untersucht. Ein Teil dieser Kinder ist nach 43 sowie 63 Monaten nachuntersucht worden. Eine LRS wurde diagnostiziert, wenn f{\"u}r das Lesen bzw. Rechtschreiben das doppelte Diskrepanzkriterium von 1.5 Standardabweichungen zur nonverbalen Intelligenz und dem Mittelwert der Klassenstufe erf{\"u}llt war und gleichzeitig keine Minderbegabung vorlag. Ergebnisse: Die LRS weist {\"u}ber einen Zeitraum von 63 Monaten eine hohe St{\"o}rungspersistenz von knapp 70 \% auf. Der 5-Jahres-Verlauf der mittleren Lese- und Rechtschreibleistungen wurde nicht vom Geschlecht beeinflusst. Trotz durchschnittlicher Intelligenz blieben die LRS-Sch{\"u}ler in der Schriftsprache mindestens eine Standardabweichung hinter durchschnittlich und etwa 0.5 Standardabweichungseinheiten hinter unterdurchschnittlich intelligenten Kindern zur{\"u}ck. Der Schulerfolg der LRS-Sch{\"u}ler glich dem unterdurchschnittlich intelligenter Kinder und fiel deutlich schlechter aus als bei durchschnittlich intelligenten Kontrollkindern. Schlussfolgerungen: Eine LRS stellt ein erhebliches Entwicklungsrisiko dar, was fr{\"u}hzeitige Diagnostik- und Therapiemaßnahmen erfordert. Daf{\"u}r sind reliable und im Hinblick auf die resultierenden Pr{\"a}valenzraten sinnvolle, allgemein anerkannte Diagnosekriterien essenziell.},
  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}
}
@misc{SchulzWyschkonGallitetal.2018,
  author    = {Schulz, Franziska and Wyschkon, Anne and Gallit, Finja Sunnyi and Poltz, Nadine and Moraske, Svenja and Kucian, Karin and von Aster, Michael G. and Esser, G{\"u}nter},
  title     = {Rechenprobleme von Grundschulkindern},
  series = {Postprints der Universit{\"a}t Potsdam : Humanwissenschaftliche Reihe},
  journal   = {Postprints der Universit{\"a}t Potsdam : Humanwissenschaftliche Reihe},
  number    = {634},
  issn      = {1866-8364},
  doi       = {10.25932/publishup-44138},
  url       = {http://nbn-resolving.de/urn:nbn:de:kobv:517-opus4-441388},
  pages     = {67 -- 80},
  year      = {2018},
  abstract  = {Fragestellung: Ziel war die Untersuchung des Verlaufs von Kindern mit Rechenst{\"o}rungen bzw. Rechenschw{\"a}chen. Neben der Persistenz wurden Auswirkungen von Rechenproblemen auf k{\"u}nftige Rechenleistungen sowie den Schulerfolg gepr{\"u}ft. Methodik: F{\"u}r 2909 Sch{\"u}ler der 2. bis 5. Klasse liegen die Resultate standardisierter Rechen- und Intelligenztests vor. Ein Teil dieser Kinder ist nach 37 und 68 Mona-ten erneut untersucht worden. Ergebnisse: Die Pr{\"a}valenz von Rechenst{\"o}rungen betrug 1.4 \%, Rechenschw{\"a}chen traten bei 11.2 \% auf. Rechen-probleme zeigten eine mittlere bis hohe Persistenz. Sch{\"u}ler mit Rechenschw{\"a}che blieben im Rechnen gut eine Standardabweichung hinter durchschnittlich und ca. eine halbe Standardabweichung hinter unterdurchschnittlich intelligenten Kontrollkindern zur{\"u}ck. Der allgemeine Schulerfolg rechenschwacher Probanden (definiert {\"u}ber Mathematiknote, Deutschnote und Schultyp) {\"a}hnelte dem der unterdurchschnittlich intelligenten Kontrollgruppe und blieb hinter dem Schulerfolg durchschnittlich intelligenter Kontrollkinder zur{\"u}ck. Eingangs {\"a}ltere Probanden mit Rechenproblemen (4. bis 5. Klasse) wiesen eine schlechtere Prognose auf als Kinder, die zu Beginn die 2. oder 3. Klasse besuchten. Schluss-folgerungen: Rechenprobleme stellen ein ernsthaftes Entwicklungsrisiko dar. L{\"a}ngsschnittuntersuchungen, die Kinder mit streng definierter Rechenst{\"o}rung bis ins Erwachsenenalter begleiten und Pr{\"a}diktoren f{\"u}r unterschiedlich erfolgreiche Verl{\"a}ufe ermitteln, sind dringend notwendig.},
  language  = {de}
}
@misc{GallitWyschkonPoltzetal.2018,
  author    = {Gallit, Finja and Wyschkon, Anne and Poltz, Nadine and Moraske, Svenja and Kucian, Karin and von Aster, Michael G. and Esser, G{\"u}nter},
  title     = {Henne oder Ei},
  series = {Postprints der Universit{\"a}t Potsdam : Humanwissenschaftliche Reihe},
  journal   = {Postprints der Universit{\"a}t Potsdam : Humanwissenschaftliche Reihe},
  number    = {632},
  issn      = {1866-8364},
  doi       = {10.25932/publishup-44135},
  url       = {http://nbn-resolving.de/urn:nbn:de:kobv:517-opus4-441356},
  pages     = {81 -- 92},
  year      = {2018},
  abstract  = {Fragestellung: Ziel war die Untersuchung der Entwicklung und wechselseitigen Beziehung von Zahlen- und Mengenvorwissen (ZMW), Arbeitsged{\"a}chtnis (AG) und Intelligenz sowie deren Vorhersagekraft f{\"u}r die Rechenleistung in der ersten Klasse. Methodik: 1897 Kindergartenkinder nahmen an dieser Studie teil. Ein Teil dieser Kinder wurde 9 Monate sp{\"a}ter und erneut in der ersten Klasse untersucht. Ergebnisse: W{\"a}hrend des Kindergartenjahres verbesserten sich die Kinder in allen untersuchten Leistungen. Reziproke Zusammenh{\"a}nge zwischen den drei erhobenen Vorl{\"a}uferf{\"a}higkeiten konnten nachgewiesen werden. Das ZMW erwies sich als guter Pr{\"a}diktor f{\"u}r die AG- und Intelligenzleistung. Bei der {\"U}berpr{\"u}fung der Vorhersage des Rechnens erwies sich das ZMW als bester Pr{\"a}diktor der sp{\"a}teren Rechenleistung. Erwartungsgem{\"a}ß zeigten die zu t1 erfassten allgemein-kognitiven Leistungen indirekte Effekte {\"u}ber das ZMW auf die Rechenleistung. Die Intelligenz und das AG zu t2 konnten direkt zur Vorhersage des Rechnens in der ersten Klasse beitragen. Schlussfolgerungen: Die Ergebnisse verdeutlichen, dass das AG und die Intelligenz zwar an dem Aufbau des ZMW beteiligt sind, aber vor allem selbst durch dieses vorhergesagt werden. Die Daten sprechen daf{\"u}r das Potenzial des ZMWs in Trainingsprogrammen zu nutzen, durch dessen F{\"o}rderung auch intellektuelle und Ged{\"a}chtnisleistungen zunehmen k{\"o}nnen, die allesamt die schulische Rechenleistung positiv beeinflussen.},
  language  = {de}
}
@misc{MoraskeWyschkonPoltzetal.2018,
  author    = {Moraske, Svenja and Wyschkon, Anne and Poltz, Nadine and Kucian, Karin and Aster, Michael and Esser, G{\"u}nter},
  title     = {LRS-Pr{\"a}vention bei Risikokindern},
  series = {Postprints der Universit{\"a}t Potsdam : Humanwissenschaftliche Reihe},
  journal   = {Postprints der Universit{\"a}t Potsdam : Humanwissenschaftliche Reihe},
  number    = {672},
  issn      = {1866-8364},
  doi       = {10.25932/publishup-44142},
  url       = {http://nbn-resolving.de/urn:nbn:de:kobv:517-opus4-441426},
  pages     = {171 -- 183},
  year      = {2018},
  abstract  = {Fragestellung: Ziel der Studie war die {\"U}berpr{\"u}fung der Wirksamkeit einer vorschulischen F{\"o}rderung der phonologischen Bewusstheit und der Buchstaben-Laut-Verkn{\"u}pfung bei Kindern mit einem Risiko f{\"u}r die Entwicklung einer Lese-Rechtschreibst{\"o}rung (LRS) unter Bedingungen, die sich am Alltag der Kindertagesst{\"a}tten orientierten und somit auch bei einem breiten Einsatz des Programms eine relativ {\"o}konomische Variante darstellen. Methodik: Die Risikokinder der Trainingsgruppe (n = 20) wurden {\"u}ber 11 Wochen mit den Programmen H{\"o}ren, Lauschen, Lernen 1 und 2 (K{\"u}spert \& Schneider, 2008; Plume \& Schneider, 2004) von Erzieherinnen gef{\"o}rdert. Sie wurden einer nicht-gef{\"o}rderten Risiko-Kontrollgruppe (n = 43) hinsichtlich ihrer Lese- und Rechtschreibleistungen sowie der H{\"a}ufigkeit von LRS von der 1. bis zur 3. Klasse gegen{\"u}bergestellt. Dabei wurden neben den Daten regul{\"a}r eingeschulter Kinder auch jene in die Analyse inkludiert, die vom Schulbesuch zur{\"u}ckgestellt wurden. Ergebnisse: Im 1. und 2. Grundschuljahr zeigten die trainierten Risikokinder im Lesen und Rechtschreiben einen mindestens tendenziellen Leistungsvorsprung gegen{\"u}ber nicht-gef{\"o}rderten Risikokindern. Trainingseffekte zeigten sich ebenfalls in einer Reduktion der Anzahl von Kindern mit LRS bis Klasse 2, tendenziell auch in Klasse 3. Schlussfolgerung: Insgesamt sprechen die Befunde f{\"u}r die Wirksamkeit des Trainings in der prim{\"a}ren Pr{\"a}vention von Lese-Rechtschreibschwierigkeiten bei Risikokindern unter alltagsnahen Bedingungen.},
  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}
}
@misc{KohnRauscherKucianetal.2020,
  author    = {Kohn, Juliane and Rauscher, Larissa and Kucian, Karin and K{\"a}ser, Tanja and Wyschkon, Anne and Esser, G{\"u}nter and von Aster, Michael G.},
  title     = {Efficacy of a Computer-Based Learning Program in Children With Developmental Dyscalculia},
  series = {Postprints der Universit{\"a}t Potsdam : Humanwissenschaftliche Reihe},
  journal   = {Postprints der Universit{\"a}t Potsdam : Humanwissenschaftliche Reihe},
  number    = {650},
  issn      = {1866-8364},
  doi       = {10.25932/publishup-47415},
  url       = {http://nbn-resolving.de/urn:nbn:de:kobv:517-opus4-474159},
  pages     = {16},
  year      = {2020},
  abstract  = {This study presents the evaluation of a computer-based learning program for children with developmental dyscalculia and focuses on factors affecting individual responsiveness. The adaptive training program Calcularis 2.0 has been developed according to current neuro-cognitive theory of numerical cognition. It aims to automatize number representations, supports the formation and access to the mental number line and trains arithmetic operations as well as arithmetic fact knowledge in expanding number ranges. Sixty-seven children with developmental dyscalculia from second to fifth grade (mean age 8.96 years) were randomly assigned to one of two groups (Calcularis group, waiting control group). Training duration comprised a minimum of 42 training sessions {\`a} 20 min within a maximum period of 13 weeks. Compared to the waiting control group, children of the Calcularis group demonstrated a higher benefit in arithmetic operations and number line estimation. These improvements were shown to be stable after a 3-months post training interval. In addition, this study examines which predictors accounted for training improvements. Results indicate that this self-directed training was especially beneficial for children with low math anxiety scores and without an additional reading and/or spelling disorder. In conclusion, Calcularis 2.0 supports children with developmental dyscalculia to improve their arithmetical abilities and their mental number line representation. However, it is relevant to further adapt the setting to the individual circumstances.},
  language  = {en}
}
@article{KohnRauscherKucianetal.2020,
  author    = {Kohn, Juliane and Rauscher, Larissa and Kucian, Karin and K{\"a}ser, Tanja and Wyschkon, Anne and Esser, G{\"u}nter and von Aster, Michael G.},
  title     = {Efficacy of a Computer-Based Learning Program in Children With Developmental Dyscalculia},
  series = {Frontiers in Psychology},
  volume    = {11},
  journal   = {Frontiers in Psychology},
  publisher = {Frontiers Research Foundation},
  address   = {Lausanne},
  issn      = {1664-1078},
  doi       = {10.3389/fpsyg.2020.01115},
  pages     = {14},
  year      = {2020},
  abstract  = {This study presents the evaluation of a computer-based learning program for children with developmental dyscalculia and focuses on factors affecting individual responsiveness. The adaptive training program Calcularis 2.0 has been developed according to current neuro-cognitive theory of numerical cognition. It aims to automatize number representations, supports the formation and access to the mental number line and trains arithmetic operations as well as arithmetic fact knowledge in expanding number ranges. Sixty-seven children with developmental dyscalculia from second to fifth grade (mean age 8.96 years) were randomly assigned to one of two groups (Calcularis group, waiting control group). Training duration comprised a minimum of 42 training sessions {\`a} 20 min within a maximum period of 13 weeks. Compared to the waiting control group, children of the Calcularis group demonstrated a higher benefit in arithmetic operations and number line estimation. These improvements were shown to be stable after a 3-months post training interval. In addition, this study examines which predictors accounted for training improvements. Results indicate that this self-directed training was especially beneficial for children with low math anxiety scores and without an additional reading and/or spelling disorder. In conclusion, Calcularis 2.0 supports children with developmental dyscalculia to improve their arithmetical abilities and their mental number line representation. However, it is relevant to further adapt the setting to the individual circumstances.},
  language  = {en}
}
@misc{PoltzQuandteKohnetal.2022,
  author    = {Poltz, Nadine and Quandte, Sabine and Kohn, Juliane and Kucian, Karin and Wyschkon, Anne and von Aster, Michael and Esser, G{\"u}nter},
  title     = {Does It Count? Pre-School Children's Spontaneous Focusing on Numerosity and Their Development of Arithmetical Skills at School},
  series = {Zweitver{\"o}ffentlichungen der Universit{\"a}t Potsdam : Humanwissenschaftliche Reihe},
  journal   = {Zweitver{\"o}ffentlichungen der Universit{\"a}t Potsdam : Humanwissenschaftliche Reihe},
  publisher = {Universit{\"a}tsverlag Potsdam},
  address   = {Potsdam},
  issn      = {1866-8364},
  doi       = {10.25932/publishup-56028},
  url       = {http://nbn-resolving.de/urn:nbn:de:kobv:517-opus4-560283},
  pages     = {1 -- 18},
  year      = {2022},
  abstract  = {Background: Children's spontaneous focusing on numerosity (SFON) is related to numerical skills. This study aimed to examine (1) the developmental trajectory of SFON and (2) the interrelations between SFON and early numerical skills at pre-school as well as their influence on arithmetical skills at school. Method: Overall, 1868 German pre-school children were repeatedly assessed until second grade. Nonverbal intelligence, visual attention, visuospatial working memory, SFON and numerical skills were assessed at age five (M = 63 months, Time 1) and age six (M = 72 months, Time 2), and arithmetic was assessed at second grade (M = 95 months, Time 3). Results: SFON increased significantly during pre-school. Path analyses revealed interrelations between SFON and several numerical skills, except number knowledge. Magnitude estimation and basic calculation skills (Time 1 and Time 2), and to a small degree number knowledge (Time 2), contributed directly to arithmetic in second grade. The connection between SFON and arithmetic was fully mediated by magnitude estimation and calculation skills at pre-school. Conclusion: Our results indicate that SFON first and foremost influences deeper understanding of numerical concepts at pre-school and—in contrast to previous findings -affects only indirectly children's arithmetical development at school.},
  language  = {en}
}
@article{PoltzQuandteKohnetal.2022,
  author    = {Poltz, Nadine and Quandte, Sabine and Kohn, Juliane and Kucian, Karin and Wyschkon, Anne and von Aster, Michael and Esser, G{\"u}nter},
  title     = {Does It Count? Pre-School Children's Spontaneous Focusing on Numerosity and Their Development of Arithmetical Skills at School},
  series = {Brain Sciences},
  volume    = {12},
  journal   = {Brain Sciences},
  edition   = {3},
  publisher = {MDPI},
  address   = {Basel, Schweiz},
  issn      = {2076-3425},
  doi       = {10.3390/brainsci12030313},
  pages     = {1 -- 18},
  year      = {2022},
  abstract  = {Background: Children's spontaneous focusing on numerosity (SFON) is related to numerical skills. This study aimed to examine (1) the developmental trajectory of SFON and (2) the interrelations between SFON and early numerical skills at pre-school as well as their influence on arithmetical skills at school. Method: Overall, 1868 German pre-school children were repeatedly assessed until second grade. Nonverbal intelligence, visual attention, visuospatial working memory, SFON and numerical skills were assessed at age five (M = 63 months, Time 1) and age six (M = 72 months, Time 2), and arithmetic was assessed at second grade (M = 95 months, Time 3). Results: SFON increased significantly during pre-school. Path analyses revealed interrelations between SFON and several numerical skills, except number knowledge. Magnitude estimation and basic calculation skills (Time 1 and Time 2), and to a small degree number knowledge (Time 2), contributed directly to arithmetic in second grade. The connection between SFON and arithmetic was fully mediated by magnitude estimation and calculation skills at pre-school. Conclusion: Our results indicate that SFON first and foremost influences deeper understanding of numerical concepts at pre-school and—in contrast to previous findings -affects only indirectly children's arithmetical development at school.},
  language  = {en}
}