TY  - JOUR
A1  - Tetzner, Julia
A1  - Kliegl, Reinhold
A1  - Krahé, Barbara
A1  - Busching, Robert
A1  - Esser, Günter
T1  - Developmental problems in adolescence
BT  - a person-centered analysis across time and domains
JF  - Journal of Applied Developmental Psychology
N2  - This longitudinal study investigated patterns of developmental problems across depression, aggression, and academic achievement during adolescence, using two measurement points two years apart (N = 1665; age T1: M = 13.14; female = 49.6%). Latent Profile Analyses and Latent Transition Analyses yielded four main findings: A three-type solution provided the best fit to the data: an asymptomatic type (i.e., low problem scores in all three domains), a depressed type (i.e., high scores in depression), an aggressive type (i.e., high scores in aggression). Profile types were invariant over the two data waves but differed between girls and boys, revealing gender specific patterns of comorbidity. Stabilities over time were high for the asymptomatic type and for types that represented problems in one domain, but moderate for comorbid types. Differences in demographic variables (i.e., age, socio-economic status) and individual characteristics (i.e., self-esteem, dysfunctional cognitions, cognitive capabilities) predicted profile type memberships and longitudinal transitions between types.
KW  - Adolescence
KW  - Person-centered approach
KW  - Depression
KW  - Aggression
KW  - Academic achievement
Y1  - 2017
U6  - https://doi.org/10.1016/j.appdev.2017.08.003
SN  - 0193-3973
SN  - 1873-7900
VL  - 53
SP  - 40
EP  - 53
PB  - Elsevier
CY  - New York
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  -