TY - JOUR A1 - Aissen-Crewett, Meike T1 - Using art to express unspeakable anxiety : children's art as a tool for intervention and therapy with sexually abused children Y1 - 1995 ER - TY - JOUR A1 - Deeken, Friederike A1 - Häusler, Andreas A1 - Nordheim, Johanna A1 - Rapp, Michael A. A1 - Knoll, Nina A1 - Rieckmann, Nina T1 - Psychometric properties of the Perceived Stress Scale in a sample of German dementia patients and their caregivers JF - International psychogeriatrics N2 - Background: The aim of the present study was to investigate the psychometric characteristics of the Perceived Stress Scale (PSS) in a sample of dementia patients and their spousal caregivers. Methods: We investigated the reliability and validity of the 14-item PSS in a sample of 80 couples, each including one spouse who had been diagnosed with mild to moderate dementia (mean age 75.55, SD = 5.85, 38.7% female) and one spousal caregiver (mean age 73.06, SD = 6.75, 61.3% female). We also examined the factor structure and sensitivity of the scale with regard to gender differences. Results: Exploratory factor analysis of the PSS revealed a two-factor solution for the scale; the first factor reflected general stress while the second factor consisted of items reflecting the perceived ability to cope with stressors. A confirmatory factor analysis verified that the data were a better fit for the two-factor model than a one-factor model. The two factors of the PSS showed good reliability for patients as well as for caregivers ranging between alpha = 0.73 and alpha = 0.82. Perceived stress was significantly positively correlated with depressive symptomatology in both caregivers and patients. Mean PSS scores did not significantly differ between male and female patients nor did they differ between male and female caregivers. Conclusion: The present data indicate that the PSS provides a reliable and valid measure of perceived stress in dementia patients and their caregivers. KW - Perceived Stress Scale KW - psychometric properties KW - dementia KW - caregiver Y1 - 2017 U6 - https://doi.org/10.1017/S1041610217001387 SN - 1041-6102 SN - 1741-203X VL - 30 IS - 1 SP - 39 EP - 47 PB - Cambridge Univ. Press CY - New York ER - TY - JOUR A1 - Edele, Aileen A1 - Kempert, Sebastian Benjamin A1 - Schotte, Kristin T1 - Does competent bilingualism entail advantages for the third language learning of immigrant students? JF - Learning and instruction : the journal of the European Association for Research on Learning and Instruction N2 - This study examined the role of immigrant bilingualism in third language learning (L3 = English). It focused on the respective effects of students' competence in the minority language (L1 = Turkish or Russian) and language of instruction (L2 = German). We analyzed a sample of 8752 German 10th-grade students (N = 7964 monolinguals, N = 436 Turkish-German students, N = 352 Russian-German students) and drew on standardized tests in L1, L2, and L3. OLS-regression models showed L3 advantages for balanced bilinguals at a high level in both language groups compared to their average monolingual peers when third variables were controlled, while advantages in the L2 dominant bilinguals could only be observed in the Russian-German sample. Balanced bilinguals at a low level and L1 dominants attained lower L3 levels than monolinguals. However, comparisons with comparably high proficient monolinguals, as well as further analyses with the bilingual samples separately, revealed that only L2 competence – and not L1 competence – explained immigrant students' L3 proficiency. Our findings indicate that the advantages of immigrant bilinguals in L3 learning mainly depend on their competence in the language of instruction. KW - Bilingualism KW - Immigrant students KW - L3 KW - Third language learning KW - Metalinguistic awareness Y1 - 2018 U6 - https://doi.org/10.1016/j.learninstruc.2018.07.002 SN - 0959-4752 VL - 58 SP - 232 EP - 244 PB - Elsevier CY - Oxford ER - TY - JOUR A1 - Ehm, Jan-Henning A1 - Lonnemann, Jan A1 - Brandenburg, Janin A1 - Huschka, Sina Simone A1 - Hasselhorn, Marcus A1 - Lervag, Arne T1 - Exploring factors underlying children’s acquisition and retrieval of sound sound-symbol association skills JF - Journal of experimental child psychology N2 - Letter knowledge is considered an important cognitive foundation for learning to read. The underlying mechanisms of the association between letter knowledge and reading skills are, however, not fully understood. Acquiring letter knowledge depends on the ability to learn and retrieve sound–symbol pairings. In the current study, this process was explored by setting preschool children’s (N = 242, mean age = 5.57 years) performance in the acquisition and retrieval of a paired associate learning (PAL) task in relation to their letter knowledge as well as to their performance in tasks assessing precursors of reading skills (i.e., phonological awareness, rapid automatized naming, phonological short-term memory, backward recall, and response inhibition). Multiple regression analyses revealed that performance in the acquisition of the PAL task was significantly associated with phonological awareness and backward recall, whereas performance in the retrieval of the PAL task was significantly associated with rapid automatized naming, phonological awareness, and backward recall. Moreover, PAL proved to be mediating the relation between reading precursors and letter knowledge. Together, these findings indicate that the acquisition of letter knowledge may depend on a visual–verbal associative learning mechanism and that different factors contribute to the acquisition and retrieval of such visual–verbal associations. KW - Visual-verbal associative learning KW - Phonological awareness KW - Letter knowledge KW - Rapid automatized naming KW - Working memory KW - Reading Y1 - 2019 U6 - https://doi.org/10.1016/j.jecp.2018.07.006 SN - 0022-0965 SN - 1096-0457 VL - 177 SP - 86 EP - 99 PB - Elsevier CY - New York ER - TY - JOUR A1 - Fitjar, Camilla L. A1 - Rønneberg, Vibeke A1 - Nottbusch, Guido A1 - Torrance, Mark T1 - Learning handwriting BT - factors affecting pen-movement fluency in beginning writers JF - Frontiers in psychology / Frontiers Research Foundation N2 - 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. KW - children KW - handwriting KW - fluency KW - pen-control KW - letter knowledge Y1 - 2021 U6 - https://doi.org/10.3389/fpsyg.2021.663829 SN - 1664-1078 VL - 12 PB - Frontiers Research Foundation CY - Lausanne ER - TY - JOUR A1 - Giest, Hartmut T1 - The Formation Experiment in the Age of Hypermedia and Distance Learning Y1 - 2008 ER - TY - JOUR A1 - Giest, Hartmut T1 - Qualifying for the future : hypermedia and internet in teacher training Y1 - 2004 ER - TY - JOUR A1 - Giest, Hartmut T1 - The formation experiment in the age of hypermedia and distance learning N2 - Searching for an adequate method to investigate human development (especially the development of theoretical thinking) Vygotsky and his collaborators developed the causal genetic method The basic idea of this method consists in the investigation of psychic functions and structures by their formation under controlled conditions'(for instance via a formation experiment in classroom). But is this method also applicable in instructional settings using modern communications media? This paper is an attempt to find. an answer to the question: By what means is the investigation of the formation of theoretical thinking realizable through the application of the causal-genetic method in instructional settings using hypermedia and distance learning? However, a closer examination of the question itself shows that there are three interrelated aspects, namely: the investigation and formation of theoretical thinking; distance learning using modern communications media; the causal-genetic method. It will be shown that in a formation experiment learning with a hyper-media- educational program, which is based on the theory of learning- activity,' students reach a new level of cognitive development which is characterized by the growing ability of complex and dialectical thinking Y1 - 2004 ER - TY - JOUR A1 - Giest, Hartmut T1 - Instruction and learning in elementary school Y1 - 2001 SN - 87-7288-841-5 ER - TY - JOUR A1 - Giest, Hartmut A1 - Lompscher, Joachim T1 - Formation of learning activity and theoretical thinking in science teaching Y1 - 2003 ER - TY - JOUR A1 - Giest, Hartmut A1 - Walgenbach, Wilhelm T1 - System-learning - a new challenge to education : bridging special field to transdisciplinary learning. Y1 - 2002 ER - TY - JOUR A1 - Giest, Hartmut A1 - Wiesemann, Jutta A1 - von Reeken, Dietmar T1 - Editorial Y1 - 2008 SN - 978- 3-7815-1609-0 ER - TY - JOUR A1 - Herzog, Moritz A1 - Ehlert, Antje A1 - Fritz, Annemarie T1 - A Competency Model of Place Value Understanding in South African Primary School Pupils JF - African Journal of Research in Mathematics, Science and Technology Education N2 - Although the general development of mathematical abilities in primary school has been the focus of many researchers, the development of place value understanding has rarely been investigated to date. This is possibly due to the lack of conceptual approaches and empirical studies related to this topic. To fill this gap, a theory-driven and empirically validated model was developed that describes five sequential conceptual levels of place value understanding. The level sequence model gives us the ability to estimate general abilities and difficulties in primary school pupils in the development of a conceptual place value understanding. The level sequence model was tried and tested in Germany, and given that number words are very differently constructed in German and in the languages used in South African classrooms, this study aims to investigate whether this level sequence model can be transferred to South Africa. The findings based on the responses of 198 Grade 2-4 learners show that the English translation of the test items results in the same item level allocation as the original German test items, especially for the three basic levels. Educational implications are provided, in particular concrete suggestions on how place value might be taught according to the model and how to collect specific empirical data related to place value understanding. KW - Place value KW - Rasch test modelling KW - mathematical concepts Y1 - 2017 U6 - https://doi.org/10.1080/18117295.2017.1279453 SN - 1811-7295 SN - 2469-7656 VL - 21 SP - 37 EP - 48 PB - Routledge, Taylor & Francis Group CY - Abingdon ER - TY - GEN A1 - Heß, Stefan A1 - Mousikou, Petroula A1 - Schroeder, Sascha T1 - Morphological processing in developmental handwriting production BT - Evidence from kinematics T2 - Zweitveröffentlichungen der Universität Potsdam : Humanwissenschaftliche Reihe N2 - 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. T3 - Zweitveröffentlichungen der Universität Potsdam : Humanwissenschaftliche Reihe - 852 KW - Handwriting production KW - Spelling KW - Syllables KW - Morphemes KW - Kinematics Y1 - 2021 U6 - http://nbn-resolving.de/urn/resolver.pl?urn:nbn:de:kobv:517-opus4-587363 SN - 0922-4777 SN - 1573-0905 IS - 4 ER - TY - JOUR A1 - Heß, Stefan A1 - Mousikou, Petroula A1 - Schroeder, Sascha T1 - Morphological processing in developmental handwriting production BT - Evidence from kinematics JF - Reading and writing: An interdisciplinary journal N2 - 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. KW - Handwriting production KW - Spelling KW - Syllables KW - Morphemes KW - Kinematics Y1 - 2021 U6 - https://doi.org/10.1007/s11145-021-10204-y SN - 1573-0905 SN - 0922-4777 VL - 35 IS - 4 SP - 899 EP - 917 PB - Springer CY - Dordrecht ER - TY - JOUR A1 - Horn, Peter A1 - Fritzsche, Tom A1 - Ehlert, Antje A1 - Adani, Flavia T1 - Tapping into the interplay of lexical and number knowledge using fast mapping BT - a longitudinal eye-tracking study with two-year-olds JF - Infant behavior & development : an international and interdisciplinary journal N2 - 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. KW - Number KW - Number knowledge KW - Cognitive development KW - Fast mapping KW - Word KW - learning KW - Cross-domain development Y1 - 2021 U6 - https://doi.org/10.1016/j.infbeh.2021.101573 SN - 0163-6383 SN - 1879-0453 VL - 64 PB - Elsevier CY - Amsterdam ER - TY - JOUR A1 - Kaiser, Gabriele T1 - Results from a comparative empirical study in England and Germany on the learning of mathematics in context Y1 - 1995 ER - TY - JOUR A1 - Kaiser, Gabriele A1 - Rogers, Patricia T1 - Gender and mathematics education Y1 - 1994 ER - TY - JOUR A1 - Kaiser, Gabriele A1 - Rogers, Patricia T1 - Introduction : equity in mathematics education Y1 - 1995 ER - TY - JOUR A1 - Keitel, Christine A1 - Kaiser, Gabriele T1 - Assessing mathematics in Europe : the Federal Republic of Germany Y1 - 1994 ER -