TY  - JOUR
A1  - Esser, Günter
T1  - Sind die Kriterien der sittlichen Reife des § 105 JGG tatsächlich reifungsabhängig?
Y1  - 1999
ER  - 
TY  - JOUR
A1  - Esser, Günter
T1  - Empirische Entwicklungspsychopathologie
Y1  - 1999
ER  - 
TY  - JOUR
A1  - Esser, Günter
A1  - Ihle, Wolfgang
A1  - Laucht, Manfred
A1  - Schmidt, Martin H.
T1  - Geschlechtsunterschiede in der Entwicklung psychischer Affälligkeiten
Y1  - 1999
ER  - 
TY  - JOUR
A1  - Laucht, Manfred
A1  - Gerold, M.
A1  - Esser, Günter
A1  - Schmidt, Martin H.
T1  - Strukturmodelle der Genese psychischer Störungen in der Kindheit : Ergebnisse einer prospektiven Studie von der Geburt bis zum Schulalter
Y1  - 1999
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  - Herrle, Johannes
A1  - Laucht, Manfred
A1  - Esser, Günter
A1  - Dinter-Jörg, Monika
A1  - Schmidt, Martin H.
T1  - Dysphorische Säuglinge : frühe Mutter-Kind-Interaktion und Entwicklung bis zum Vorschulalter
Y1  - 1999
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  - JOUR
A1  - Polowczyk, M.
A1  - Trautmann-Villalba, Patricia
A1  - Dinter-Jörg, Monika
A1  - Gerold, M.
A1  - Laucht, Manfred
A1  - Schmidt, Martin H.
A1  - Esser, Günter
T1  - Auffällige Mutter-Kind-Interaktion im Vorschulalter bei Kindern mit hyperkinetischen und Sozialverhaltensauffälligkeiten
Y1  - 2000
ER  - 
TY  - JOUR
A1  - Wyschkon, Anne
A1  - Kohn, Juliane
A1  - Ballaschk, Katja
A1  - Esser, Günter
T1  - Basisdiagnostik Umschriebener Entwicklungsstörungen im Grundschulalter (BUEGA)
Y1  - 2008
SN  - 1864-6050
ER  - 
TY  - JOUR
A1  - Esser, Günter
A1  - Ballaschk, Katja
T1  - Leistungsdiagnostik auf verschiedenen Altersstufen
Y1  - 2008
SN  - 978-3-13-126083-3
ER  -