TY - JOUR A1 - Kucian, Karin A1 - Zuber, Isabelle A1 - Kohn, Juliane A1 - Poltz, Nadine A1 - Wyschkon, Anne A1 - Esser, Günter A1 - von Aster, Michael G. T1 - Relation Between Mathematical Performance, Math Anxiety, and Affective Priming in Children With and Without Developmental Dyscalculia JF - Frontiers in psychology N2 - 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. KW - developmental dyscalculia KW - mathematics KW - affective priming KW - calculation KW - arithmetic KW - anxiety KW - gender KW - children Y1 - 2018 U6 - https://doi.org/10.3389/fpsyg.2018.00263 SN - 1664-1078 VL - 9 PB - Frontiers Research Foundation CY - Lausanne ER - TY - GEN A1 - Kucian, Karin A1 - Zuber, Isabelle A1 - Kohn, Juliane A1 - Poltz, Nadine A1 - Wyschkon, Anne A1 - Esser, Günter A1 - von Aster, Michael G. T1 - Relation between mathematical performance, math anxiety, and affective priming in children with and without developmental dyscalculia T2 - Postprints der Universität Potsdam : Humanwissenschaftliche Reihe N2 - 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. T3 - Zweitveröffentlichungen der Universität Potsdam : Humanwissenschaftliche Reihe - 684 KW - developmental dyscalculia KW - mathematics KW - affective priming KW - calculation KW - arithmetic KW - anxiety KW - gender KW - children Y1 - 2020 U6 - http://nbn-resolving.de/urn/resolver.pl?urn:nbn:de:kobv:517-opus4-460671 SN - 1866-8364 IS - 684 ER - TY - GEN A1 - Kohn, Juliane A1 - Rauscher, Larissa A1 - Kucian, Karin A1 - Käser, Tanja A1 - Wyschkon, Anne A1 - Esser, Günter A1 - von Aster, Michael G. T1 - Efficacy of a Computer-Based Learning Program in Children With Developmental Dyscalculia BT - What Influences Individual Responsiveness? T2 - Postprints der Universität Potsdam : Humanwissenschaftliche Reihe N2 - 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 à 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. T3 - Zweitveröffentlichungen der Universität Potsdam : Humanwissenschaftliche Reihe - 650 KW - developmental dyscalculia KW - mathematics instruction KW - computer-based training KW - intelligent tutoring system (ITS) KW - numerical development KW - evaluative study KW - primary school Y1 - 2020 U6 - http://nbn-resolving.de/urn/resolver.pl?urn:nbn:de:kobv:517-opus4-474159 SN - 1866-8364 IS - 650 ER - TY - JOUR A1 - Fichter, Manfred M. A1 - Kohlboeck, Gabriele A1 - Quadflieg, Norbert A1 - Wyschkon, Anne A1 - Esser, Günter T1 - From childhood to adult age : 18-year longitudinal results and prediction of the course of mental disorders in the community N2 - 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. Y1 - 2009 UR - http://www.springerlink.com/content/101494 U6 - https://doi.org/10.1007/s00127-009-0501-y SN - 0933-7954 ER - TY - JOUR A1 - Bakhshayesh, Ali Reza A1 - Hänsch, Sylvana A1 - Wyschkon, Anne A1 - Rezai, Mohammad Javad A1 - Esser, Günter T1 - Neurofeedback in ADHD : a single-blind randomized controlled trial N2 - 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. Y1 - 2011 ER - TY - JOUR A1 - Bakhshayesh, Ali Reza A1 - Hänsch, Sylvana A1 - Wyschkon, Anne A1 - Rezai, Mohammad Javad A1 - Esser, Günter T1 - Neurofeedback in ADHD a single-blind randomized controlled trial JF - European child and adolescent psychiatry : offical journal of the European Society for Child and Adolescent Psychiatry N2 - 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. KW - Biofeedback KW - Neurofeedback KW - EMG biofeedback KW - ADHD KW - Single-blind Y1 - 2011 U6 - https://doi.org/10.1007/s00787-011-0208-y SN - 1018-8827 VL - 20 IS - 9 SP - 481 EP - 491 PB - Springer CY - New York ER - TY - JOUR A1 - Graefen, Johanna A1 - Kohn, Juliane A1 - Wyschkon, Anne A1 - Esser, Günter T1 - Internalizing problems in children and adolescents with math disability JF - Zeitschrift für Psychologie = Journal of psychology N2 - 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. KW - math disability KW - internalizing problems KW - comorbidities KW - adolescence Y1 - 2015 U6 - https://doi.org/10.1027/2151-2604/a000207 SN - 2190-8370 SN - 2151-2604 VL - 223 IS - 2 SP - 93 EP - 101 PB - Hogrefe CY - Göttingen ER - TY - JOUR A1 - Kohn, Juliane A1 - Rauscher, Larissa A1 - Kucian, Karin A1 - Käser, Tanja A1 - Wyschkon, Anne A1 - Esser, Günter A1 - von Aster, Michael G. T1 - Efficacy of a Computer-Based Learning Program in Children With Developmental Dyscalculia BT - What Influences Individual Responsiveness? JF - Frontiers in Psychology N2 - 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 à 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. KW - developmental dyscalculia KW - mathematics instruction KW - computer-based training KW - intelligent tutoring system (ITS) KW - numerical development KW - evaluative study KW - primary school Y1 - 2019 U6 - https://doi.org/10.3389/fpsyg.2020.01115 SN - 1664-1078 VL - 11 PB - Frontiers Research Foundation CY - Lausanne ER - TY - GEN A1 - Poltz, Nadine A1 - Quandte, Sabine A1 - Kohn, Juliane A1 - Kucian, Karin A1 - Wyschkon, Anne A1 - von Aster, Michael A1 - Esser, Günter T1 - Does It Count? Pre-School Children’s Spontaneous Focusing on Numerosity and Their Development of Arithmetical Skills at School T2 - Zweitveröffentlichungen der Universität Potsdam : Humanwissenschaftliche Reihe N2 - 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. T3 - Zweitveröffentlichungen der Universität Potsdam : Humanwissenschaftliche Reihe - 777 KW - SFON KW - school mathematics KW - mathematical precursor KW - counting KW - number knowledge KW - magnitude estimation KW - transformation KW - pre-school KW - longitudinal KW - development Y1 - 2022 U6 - http://nbn-resolving.de/urn/resolver.pl?urn:nbn:de:kobv:517-opus4-560283 SN - 1866-8364 SP - 1 EP - 18 PB - Universitätsverlag Potsdam CY - Potsdam ER - TY - JOUR A1 - Poltz, Nadine A1 - Quandte, Sabine A1 - Kohn, Juliane A1 - Kucian, Karin A1 - Wyschkon, Anne A1 - von Aster, Michael A1 - Esser, Günter T1 - Does It Count? Pre-School Children’s Spontaneous Focusing on Numerosity and Their Development of Arithmetical Skills at School JF - Brain Sciences N2 - 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. KW - SFON KW - school mathematics KW - mathematical precursor KW - counting KW - number knowledge KW - magnitude estimation KW - transformation KW - pre-school KW - longitudinal KW - development Y1 - 2022 U6 - https://doi.org/10.3390/brainsci12030313 SN - 2076-3425 VL - 12 SP - 1 EP - 18 PB - MDPI CY - Basel, Schweiz ET - 3 ER - TY - JOUR A1 - Jung, Janis Moritz A1 - Krahé, Barbara A1 - Bondue, Rebecca A1 - Esser, Günter A1 - Wyschkon, Anne T1 - Dynamic progression of antisocial behavior in childhood and adolescence BT - a three-wave longitudinal study from Germany JF - Applied Developmental Science N2 - 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. Y1 - 2016 U6 - https://doi.org/10.1080/10888691.2016.1219228 SN - 1088-8691 SN - 1532-480X VL - 22 IS - 1 SP - 74 EP - 88 PB - Routledge, Taylor & Francis Group CY - Abingdon ER -