TY  - JOUR
A1  - Laucht, Manfred
A1  - Esser, Günter
A1  - Schmidt, Martin H.
T1  - Wovor schützen Schutzfaktoren? : Anmerkungen zu einem populären Konzept der modernen Gesundheitsforschung
Y1  - 1997
ER  - 
TY  - JOUR
A1  - Goethe, Katrin
A1  - Esser, Günter
A1  - Gendt, Anja
A1  - Kliegl, Reinhold
T1  - Working memory in children tracing age differences and special educational needs to parameters of a formal model
JF  - Developmental psychology
N2  - Parameters of a formal working-memory model were estimated for verbal and spatial memory updating of children. The model proposes interference though feature overwriting and through confusion of whole elements as the primary cause of working-memory capacity limits. We tested 2 age groups each containing 1 group of normal intelligence and I deficit group. For young children the deficit was developmental dyslexia; for older children it was a general learning difficulty. The interference model predicts less interference through overwriting but more through confusion of whole elements for the dyslexic children than for their age-matched controls. Older children exhibited less interference through confusion of whole elements and a higher processing rate than young children, but general learning difficulty was associated with slower processing than in the age-matched control group. Furthermore, the difference between verbal and spatial updating mapped onto several meaningful dissociations of model parameters.
KW  - working-memory capacity
KW  - interference model
KW  - dyslexia
KW  - general learning difficulty
Y1  - 2012
U6  - https://doi.org/10.1037/a0025660
SN  - 0012-1649
VL  - 48
IS  - 2
SP  - 459
EP  - 476
PB  - American Psychological Association
CY  - Washington
ER  - 
TY  - JOUR
A1  - Göthe, Katrin
A1  - Esser, Günter
A1  - Gendt, Anja
A1  - Kliegl, Reinhold
T1  - Working memory in children : tracing age differences and special educational needs to parameters of a formal model
N2  - Parameters of a formal working-memory model were estimated for verbal and spatial memory updating of children. The model proposes interference though feature overwriting and through confusion of whole elements as the primary cause of working-memory capacity limits. We tested 2 age groups each containing 1 group of normal intelligence and 1 deficit group. For young children the deficit was developmental dyslexia; for older children it was a general learning difficulty. The interference model predicts less interference through overwriting but more through confusion of whole elements for the dyslexic children than for their age-matched controls. Older children exhibited less interference through confusion of whole elements and a higher processing rate than young children, but general learning difficulty was associated with slower processing than in the age-matched control group. Furthermore, the difference between verbal and spatial updating mapped onto several meaningful dissociations of model parameters.
Y1  - 2012
ER  - 
TY  - JOUR
A1  - Esser, Günter
A1  - Blank, Sarah
T1  - Wirksamkeit von Psychotherapie im Kindes- und Jugendalter
N2  - Psychotherapeutic interventions require empirical as well as scientific assessment. Specifically, the proven efficacy of psychotherapy for children and adolescents is essential. Thus, studies examining treatment efficacy and meta- analyses are necessary to compare effect sizes of individual therapeutic interventions between treatment groups and waiting control groups. Assessment of 138 primary studies from 1993-2009 documented the efficacy of psychotherapy for children and adolescents. Furthermore, behavioural therapy outperformed non-behavioural interventions, as 90 % of behavioural interventions showed larger effect sizes compared to non-behavioural psychotherapy. Analysis of moderator variables demonstrated an improved treatment efficacy for individual therapy, inclusion of the family, treatment of internalised disorders, and in clinical samples. Stability of psychotherapeutic treatment effects over time was demonstrated.
Y1  - 2011
ER  - 
TY  - JOUR
A1  - Esser, Günter
A1  - Bakhshayesh, Ali Reza
A1  - Drüge, Sebastian
A1  - Ihle, Wolfgang
T1  - Wirksamkeit von Neuro- und EMG-Feedback bei Kindern mit ADHS : eine Follow-up-Studie
Y1  - 2009
ER  - 
TY  - JOUR
A1  - Esser, Günter
A1  - Grüning, Th.
A1  - Krug, W.
A1  - May, P.
A1  - Meiers, K.
A1  - Trebert, M.
T1  - Wie Kindern mit Lernschwierigkeiten wirksam helfen?
Y1  - 2005
ER  - 
TY  - JOUR
A1  - Laucht, Manfred
A1  - Esser, Günter
A1  - Schmidt, Martin H.
T1  - Was wird aus Risikokindern? : Ergebnisse der Mannheimer Längsschnittstudie im Überblick
Y1  - 1999
ER  - 
TY  - JOUR
A1  - Esser, Günter
T1  - Was wird aus Kindern mit Lese-Rechtschreibschwäche?
Y1  - 1997
ER  - 
TY  - JOUR
A1  - Ihle, Wolfgang
A1  - Esser, Günter
A1  - Schmidt, Martin H.
A1  - Laucht, Manfred
T1  - Wann machen Schicksalsschläge psychisch krank? : Zusammenhänge zwischen akuten Lebensereignissen und psychischen Störungen
Y1  - 1998
ER  - 
TY  - JOUR
A1  - Laucht, Manfred
A1  - Esser, Günter
A1  - Schmidt, Martin H.
T1  - Vulnerability and resilience in the development of children at risk : the role of early mother-child- interaction
Y1  - 2002
SN  - 0101-6083
ER  -