@article{EsserReichWageneretal.2017, author = {Esser, G{\"u}nter and Reich, Stefanie and Wagener, Nina and H{\"o}sch, Ingrid and Ihle, Wolfgang and Laucht, Manfred}, title = {PoKI: Potsdamer Kinder-Interview f{\"u}r 6- bis 12-J{\"a}hrige}, publisher = {Hogrefe}, address = {G{\"o}ttingen}, pages = {57}, year = {2017}, language = {de} } @misc{Esser2020, author = {Esser, G{\"u}nter}, title = {Rezension zu: Geissler, Julia; Vloet, Timo D.; Romanos, Marcel; Zwanzger, Ulrike; Jans, Thomas: Verhaltenstherapie bei ADHS im Jugendalter : ein modular aufgebautes Therapieprogramm. - G{\"o}ttingen: Hogrefe, 102 S. - (Therapeutische Praxis, Bd. 94). - ISBN: 978-3-8017-2979-0}, series = {Zeitschrift f{\"u}r Klinische Psychologie und Psychotherapie}, volume = {49}, journal = {Zeitschrift f{\"u}r Klinische Psychologie und Psychotherapie}, number = {2}, publisher = {Hogrefe}, address = {G{\"o}ttingen}, issn = {1616-3443}, doi = {10.1026/1616-3443/a000551}, pages = {138 -- 139}, year = {2020}, language = {de} } @misc{EhlertPoltzQuandteetal.2022, author = {Ehlert, Antje and Poltz, Nadine and Quandte, Sabine and Kohn-Henkel, Juliane and Kucian, Karin and Aster, Michael von and Esser, G{\"u}nter}, title = {Taking a closer look: The relationship between pre-school domain general cognition and school mathematics achievement when controlling for intelligence}, series = {Zweitver{\"o}ffentlichungen der Universit{\"a}t Potsdam : Humanwissenschaftliche Reihe}, journal = {Zweitver{\"o}ffentlichungen der Universit{\"a}t Potsdam : Humanwissenschaftliche Reihe}, publisher = {Universit{\"a}tsverlag Potsdam}, address = {Potsdam}, issn = {1866-8364}, doi = {10.25932/publishup-56233}, url = {http://nbn-resolving.de/urn:nbn:de:kobv:517-opus4-562337}, pages = {1 -- 23}, year = {2022}, abstract = {Intelligence, as well as working memory and attention, affect the acquisition of mathematical competencies. This paper aimed to examine the influence of working memory and attention when taking different mathematical skills into account as a function of children's intellectual ability. Overall, intelligence, working memory, attention and numerical skills were assessed twice in 1868 German pre-school children (t1, t2) and again at 2nd grade (t3). We defined three intellectual ability groups based on the results of intellectual assessment at t1 and t2. Group comparisons revealed significant differences between the three intellectual ability groups. Over time, children with low intellectual ability showed the lowest achievement in domain-general and numerical and mathematical skills compared to children of average intellectual ability. The highest achievement on the aforementioned variables was found for children of high intellectual ability. Additionally, path modelling revealed that, depending on the intellectual ability, different models of varying complexity could be generated. These models differed with regard to the relevance of the predictors (t2) and the future mathematical skills (t3). Causes and conclusions of these findings are discussed.}, language = {en} } @article{EhlertPoltzQuandteetal.2022, author = {Ehlert, Antje and Poltz, Nadine and Quandte, Sabine and Kohn-Henkel, Juliane and Kucian, Karin and Aster, Michael von and Esser, G{\"u}nter}, title = {Taking a closer look: The relationship between pre-school domain general cognition and school mathematics achievement when controlling for intelligence}, series = {Journal of Intelligence}, volume = {10}, journal = {Journal of Intelligence}, edition = {3}, publisher = {MDPI}, address = {Basel, Schweiz}, issn = {2079-3200}, doi = {10.3390/jintelligence10030070}, pages = {1 -- 23}, year = {2022}, abstract = {Intelligence, as well as working memory and attention, affect the acquisition of mathematical competencies. This paper aimed to examine the influence of working memory and attention when taking different mathematical skills into account as a function of children's intellectual ability. Overall, intelligence, working memory, attention and numerical skills were assessed twice in 1868 German pre-school children (t1, t2) and again at 2nd grade (t3). We defined three intellectual ability groups based on the results of intellectual assessment at t1 and t2. Group comparisons revealed significant differences between the three intellectual ability groups. Over time, children with low intellectual ability showed the lowest achievement in domain-general and numerical and mathematical skills compared to children of average intellectual ability. The highest achievement on the aforementioned variables was found for children of high intellectual ability. Additionally, path modelling revealed that, depending on the intellectual ability, different models of varying complexity could be generated. These models differed with regard to the relevance of the predictors (t2) and the future mathematical skills (t3). Causes and conclusions of these findings are discussed.}, language = {en} } @misc{PoltzQuandteKohnetal.2022, author = {Poltz, Nadine and Quandte, Sabine and Kohn, Juliane and Kucian, Karin and Wyschkon, Anne and von Aster, Michael and Esser, G{\"u}nter}, title = {Does It Count? Pre-School Children's Spontaneous Focusing on Numerosity and Their Development of Arithmetical Skills at School}, series = {Zweitver{\"o}ffentlichungen der Universit{\"a}t Potsdam : Humanwissenschaftliche Reihe}, journal = {Zweitver{\"o}ffentlichungen der Universit{\"a}t Potsdam : Humanwissenschaftliche Reihe}, publisher = {Universit{\"a}tsverlag Potsdam}, address = {Potsdam}, issn = {1866-8364}, doi = {10.25932/publishup-56028}, url = {http://nbn-resolving.de/urn:nbn:de:kobv:517-opus4-560283}, pages = {1 -- 18}, year = {2022}, abstract = {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.}, language = {en} } @article{PoltzQuandteKohnetal.2022, author = {Poltz, Nadine and Quandte, Sabine and Kohn, Juliane and Kucian, Karin and Wyschkon, Anne and von Aster, Michael and Esser, G{\"u}nter}, title = {Does It Count? Pre-School Children's Spontaneous Focusing on Numerosity and Their Development of Arithmetical Skills at School}, series = {Brain Sciences}, volume = {12}, journal = {Brain Sciences}, edition = {3}, publisher = {MDPI}, address = {Basel, Schweiz}, issn = {2076-3425}, doi = {10.3390/brainsci12030313}, pages = {1 -- 18}, year = {2022}, abstract = {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.}, language = {en} } @article{ZohselHolzHohmetal.2017, author = {Zohsel, Katrin and Holz, Nathalie E. and Hohm, Erika and Schmidt, Martin H. and Esser, G{\"u}nter and Brandeis, Daniel and Banaschewski, Tobias and Laucht, Manfred}, title = {Fewer self-reported depressive symptoms in young adults exposed to maternal depressed mood during pregnancy}, series = {Journal of Affective Disorders}, volume = {209}, journal = {Journal of Affective Disorders}, publisher = {Elsevier}, address = {Amsterdam}, issn = {0165-0327}, doi = {10.1016/j.jad.2016.08.059}, pages = {155 -- 162}, year = {2017}, abstract = {Background: Depressed mood is prevalent during pregnancy, with accumulating evidence suggesting an impact on developmental outcome in the offspring. However, the long-term effects of prenatal maternal depression regarding internalizing psychopathology in the offspring are as yet unclear. Results: In n=85 young adults exposed to prenatal maternal depressed mood, no significantly higher risk for a diagnosis of depressive disorder was observed. However, they reported significantly lower levels of depressive symptoms. This association was especially pronounced when prenatal maternal depressed mood was present during the first trimester of pregnancy and when maternal mood was depressed pre- as well as postnatally. At an uncorrected level only, prenatal maternal depressed mood was associated with decreased amygdala volume. Limitations: Prenatal maternal depressed mood was not assessed during pregnancy, but shortly after childbirth. No diagnoses of maternal clinical depression during pregnancy were available. Conclusions: Self-reported depressive symptoms do not imply increased, but rather decreased symptom levels in young adults who were exposed to prenatal maternal depressed mood. A long-term perspective may be important when considering consequences of prenatal risk factors.}, language = {en} } @article{HolzBoeckerSchlierBuchmannetal.2017, author = {Holz, Nathalie E. and Boecker-Schlier, Regina and Buchmann, Arlette F. and Blomeyer, Dorothea and Jennen-Steinmetz, Christine and Baumeister, Sarah and Plichta, Michael M. and Cattrell, Anna and Schumann, Gunter and Esser, G{\"u}nter and Schmidt, Martin and Buitelaar, Jan and Meyer-Lindenberg, Andreas and Banaschewski, Tobias and Brandeis, Daniel and Laucht, Manfred}, title = {Ventral striatum and amygdala activity as convergence sites for early adversity and conduct disorder}, series = {Frontiers in human neuroscience}, volume = {12}, journal = {Frontiers in human neuroscience}, number = {2}, publisher = {Oxford Univ. Press}, address = {Oxford}, issn = {1749-5016}, doi = {10.1093/scan/nsw120}, pages = {261 -- 272}, year = {2017}, abstract = {Childhood family adversity (CFA) increases the risk for conduct disorder (CD) and has been associated with alterations in regions of affective processing like ventral striatum (VS) and amygdala. However, no study so far has demonstrated neural converging effects of CFA and CD in the same sample. At age 25 years, functional MRI data during two affective tasks, i.e. a reward (N = 171) and a face-matching paradigm (N = 181) and anatomical scans (N = 181) were acquired in right-handed currently healthy participants of an epidemiological study followed since birth. CFA during childhood was determined using a standardized parent interview. Disruptive behaviors and CD diagnoses during childhood and adolescence were obtained by diagnostic interview (2-19 years), temperamental reward dependence was assessed by questionnaire (15 and 19 years). CFA predicted increased CD and amygdala volume. Both exposure to CFA and CD were associated with a decreased VS response during reward anticipation and blunted amygdala activity during face-matching. CD mediated the effect of CFA on brain activity. Temperamental reward dependence was negatively correlated with CFA and CD and positively with VS activity. These findings underline the detrimental effects of CFA on the offspring's affective processing and support the importance of early postnatal intervention programs aiming to reduce childhood adversity factors.}, language = {en} } @article{PitzerEsserSchmidtetal.2017, author = {Pitzer, Martina and Esser, G{\"u}nter and Schmidt, Martin H. and Hohm, Erika and Banaschewski, Tobias and Laucht, Manfred}, title = {Child regulative temperament as a mediator of parenting in the development of depressive symptoms}, series = {Journal of neural transmission}, volume = {124}, journal = {Journal of neural transmission}, publisher = {Springer}, address = {Wien}, issn = {0300-9564}, doi = {10.1007/s00702-017-1682-2}, pages = {631 -- 641}, year = {2017}, abstract = {Child temperament as well as parenting behaviors have been linked to adolescent depression. Beyond their main effects, the interplay between these factors is of interest. For example, in an interactive model, a differential susceptibility of temperamental variants to parenting has been suggested. However, so far, the differential susceptibility hypothesis has mostly been studied with a focus on externalizing disorders. On the other hand, parenting may shape the child's temperament and vice versa in a transactional process. In a prospective, longitudinal at-risk sample (163 boys, 176 girls), we assessed emotional (easy-difficult) and regulative (self-control) temperament at ages 4.5, and 8 years, respectively, as well as parenting quality at age 4.5 years using the HOME inventory. Hierarchical linear regression analysis was used to investigate the prediction of depressive symptoms at age 11, measured by the Child Depression Inventory, including interaction terms between the temperament variable and parenting. We additionally tested whether parenting was mediated by child temperament. As previously reported, both self-control and parenting were longitudinally associated with preadolescent depressive symptoms. There were no interactive effects between temperament and parenting. However, the effects of parenting were partly mediated by self-control. Our data do not support a differential susceptibility of temperamental variants in the development of preadolescent depression. However, our results are in line with the assumption that parenting may shape young children's temperament, with positive parenting in the early childhood fostering the development of regulative temperament.}, language = {en} } @article{MoraskePenroseWyschkonetal.2018, author = {Moraske, Svenja and Penrose, Anna and Wyschkon, Anne and Kohn, Juliane and Rauscher, Larissa and von Aster, Michael G. and Esser, G{\"u}nter}, title = {Pr{\"a}vention von Rechenst{\"o}rungen}, series = {Kindheit und Entwicklung}, volume = {27}, journal = {Kindheit und Entwicklung}, number = {1}, publisher = {Hogrefe}, address = {G{\"o}ttingen}, issn = {0942-5403}, doi = {10.1026/0942-5403/a000242}, pages = {31 -- 42}, year = {2018}, abstract = {Ziel ist die {\"U}berpr{\"u}fung der kurz- und mittelfristigen Wirksamkeit einer vorschulischen F{\"o}rderung des Mengen- und Zahlenverst{\"a}ndnisses bei Kindern mit einem Risiko f{\"u}r die Entwicklung einer Rechenst{\"o}rung. Es wurden 32 Risikokinder mit einer Kombination aus den F{\"o}rderprogrammen Mathematik im Vorschulalter und Mengen, z{\"a}hlen, Zahlen im letzten Kindergartenjahr von den Erzieherinnen trainiert und mit 38 untrainierten Risikokindern verglichen. Hinsichtlich der kurzfristigen Wirksamkeit zeigten sich positive Trainingseffekte auf die numerischen Leistungen im letzten Kindergartenjahr. Es ließen sich keine signifikanten mittelfristigen Trainingseffekte auf die Rechenleistungen im zweiten Halbjahr der 1. Klasse finden. Das eingesetzte vorschulische Pr{\"a}ventionsprogramm leistete danach einen wichtigen Beitrag zur kurzfristigen Verbesserung der mathematischen Basiskompetenzen.}, language = {de} }