@misc{BoschWilbert2020,
  author    = {Bosch, Jannis and Wilbert, J{\"u}rgen},
  title     = {Contrast and Assimilation Effects on Self-Evaluation of Performance and Task Interest in a Sample of Elementary School Children},
  series = {Postprints der Universit{\"a}t Potsdam : Humanwissenschaftliche Reihe},
  journal   = {Postprints der Universit{\"a}t Potsdam : Humanwissenschaftliche Reihe},
  number    = {600},
  issn      = {1866-8364},
  doi       = {10.25932/publishup-44481},
  url       = {http://nbn-resolving.de/urn:nbn:de:kobv:517-opus4-444819},
  pages     = {13},
  year      = {2020},
  abstract  = {Social comparison processes and the social position within a school class already play a major role in performance evaluation as early as in elementary school. The influence of contrast and assimilation effects on self-evaluation of performance as well as task interest has been widely researched in observational studies under the labels big-fish-little-pond and basking-in-reflected-glory effect. This study examined the influence of similar contrast and assimilation effects in an experimental paradigm. Fifth and sixth grade students (n = 230) completed a computer-based learning task during which they received social comparative feedback based on 2 × 2 experimentally manipulated feedback conditions: social position (high vs. low) and peer performance (high vs. low). Results show a more positive development of task interest and self-evaluation of performance in both the high social position and the high peer performance condition. When applied to the school setting, results of this study suggest that students who already perform well in comparison to their peer group are also the ones who profit most from social comparative feedback, given that they are the ones who usually receive the corresponding positive performance feedback.},
  language  = {en}
}
@article{BoschWilbert2020,
  author    = {Bosch, Jannis and Wilbert, J{\"u}rgen},
  title     = {Contrast and Assimilation Effects on Self-Evaluation of Performance and Task Interest in a Sample of Elementary School Children},
  series = {Frontiers in Education},
  volume    = {4},
  journal   = {Frontiers in Education},
  number    = {165},
  publisher = {Frontiers Media},
  address   = {Lausanne},
  issn      = {2504-284X},
  doi       = {10.3389/feduc.2019.00165},
  pages     = {11},
  year      = {2020},
  abstract  = {Social comparison processes and the social position within a school class already play a major role in performance evaluation as early as in elementary school. The influence of contrast and assimilation effects on self-evaluation of performance as well as task interest has been widely researched in observational studies under the labels big-fish-little-pond and basking-in-reflected-glory effect. This study examined the influence of similar contrast and assimilation effects in an experimental paradigm. Fifth and sixth grade students (n = 230) completed a computer-based learning task during which they received social comparative feedback based on 2 × 2 experimentally manipulated feedback conditions: social position (high vs. low) and peer performance (high vs. low). Results show a more positive development of task interest and self-evaluation of performance in both the high social position and the high peer performance condition. When applied to the school setting, results of this study suggest that students who already perform well in comparison to their peer group are also the ones who profit most from social comparative feedback, given that they are the ones who usually receive the corresponding positive performance feedback.},
  language  = {en}
}
@misc{BoschVerissimoClahsen2019,
  author    = {Bosch, Sina and Ver{\´i}ssimo, Joao Marques and Clahsen, Harald},
  title     = {Inflectional morphology in bilingual language processing},
  series = {Postprints der Universit{\"a}t Potsdam Humanwissenschaftliche Reihe},
  journal   = {Postprints der Universit{\"a}t Potsdam Humanwissenschaftliche Reihe},
  number    = {569},
  issn      = {1866-8364},
  doi       = {10.25932/publishup-43337},
  url       = {http://nbn-resolving.de/urn:nbn:de:kobv:517-opus4-433371},
  pages     = {339 -- 360},
  year      = {2019},
  abstract  = {This study addresses the question of how age of acquisition (AoA) affects grammatical processing, specifically with respect to inflectional morphology, in bilinguals. We examined experimental data of more than 100 participants from the Russian/German community in Berlin, all of whom acquired Russian from birth and German at different ages. Using the cross-modal lexical priming technique, we investigated stem allomorphs of German verbs that encode multiple morphosyntactic features. The results revealed a striking AoA modulation of observed priming patterns, indicating efficient access to morphosyntactic features for early AoAs and a gradual decline with increasing AoAs. In addition, we found a discontinuity in the function relating AoA to morphosyntactic feature access, suggesting a sensitive period for the development of morphosyntax.},
  language  = {en}
}
@misc{KulawiakWilbert2019,
  author    = {Kulawiak, Pawel R. and Wilbert, J{\"u}rgen},
  title     = {Introduction of a new method for representing the sociometric status within the peer group},
  series = {Postprints der Universit{\"a}t Potsdam Humanwissenschaftliche Reihe},
  journal   = {Postprints der Universit{\"a}t Potsdam Humanwissenschaftliche Reihe},
  number    = {570},
  issn      = {1866-8364},
  doi       = {10.25932/publishup-43413},
  url       = {http://nbn-resolving.de/urn:nbn:de:kobv:517-opus4-434137},
  pages     = {20},
  year      = {2019},
  abstract  = {Sociometrically neglected children are not often liked and not often disliked by their peers. This kind of social information is known as social status. Evidence concerning internalizing behaviour of neglected children is as yet equivocal. Contradictory research results could possibly be attributed to methodological issues of social status classification methods. Therefore, we will paradigmatically emphasize insufficiencies of one social status classification method. Since arbitrary cutoffs (sociometric data) provide the basis for the categorical classification of social status groups, the classification approach lacks precision and consistency. Furthermore, social status classification discounts the multidimensional nature of a child's social status (social status group affiliation is mutually exclusive), disregards between-peer-group differences in the sociometric data, and offers a peer-group-norm-referenced interpretation. By contrast, we will highlight some advantages of the newly introduced social status extreme points procedure, which describes a child's social status in terms of the child's adaptation to sociometric extreme points. The continuous social status extreme points variables offer a criterion-referenced interpretation (multidimensionality: degree of adaptation to each and every sociometric extreme point). The performance and agreement of both methods will be demonstrated using empirical data (N = 316 children within 22 school classes).},
  language  = {en}
}
@misc{VietzeJuangSchachner2019,
  author    = {Vietze, Jana and Juang, Linda P. and Schachner, Maja Katharina},
  title     = {Peer cultural socialisation},
  series = {Postprints der Universit{\"a}t Potsdam Humanwissenschaftliche Reihe},
  journal   = {Postprints der Universit{\"a}t Potsdam Humanwissenschaftliche Reihe},
  number    = {557},
  issn      = {1866-8364},
  doi       = {10.25932/publishup-43343},
  url       = {http://nbn-resolving.de/urn:nbn:de:kobv:517-opus4-433433},
  pages     = {579 -- 598},
  year      = {2019},
  abstract  = {This study investigated how peers can contribute to cultural minority students' cultural identity, life satisfaction, and school values (school importance, utility, and intrinsic values) by talking about cultural values, beliefs, and behaviours associated with heritage and mainstream culture (peer cultural socialisation). We further distinguished between heritage and mainstream identity as two separate dimensions of cultural identity. Analyses were based on self-reports of 662 students of the first, second, and third migrant generation in Germany (Mean age = 14.75 years, 51\% female). Path analyses revealed that talking about heritage culture with friends was positively related to heritage identity. Talking about mainstream culture with friends was negatively associated with heritage identity, but positively with mainstream identity as well as school values. Both dimensions of cultural identity related to higher life satisfaction and more positive school values. As expected, heritage and mainstream identity mediated the link between peer cultural socialisation and adjustment outcomes. Findings highlight the potential of peers as socialisation agents to help promote cultural belonging as well as positive adjustment of cultural minority youth in the school context.},
  language  = {en}
}
@misc{SchulzWyschkonGallitetal.2018,
  author    = {Schulz, Franziska and Wyschkon, Anne and Gallit, Finja Sunnyi and Poltz, Nadine and Moraske, Svenja and Kucian, Karin and von Aster, Michael G. and Esser, G{\"u}nter},
  title     = {Rechenprobleme von Grundschulkindern},
  series = {Postprints der Universit{\"a}t Potsdam : Humanwissenschaftliche Reihe},
  journal   = {Postprints der Universit{\"a}t Potsdam : Humanwissenschaftliche Reihe},
  number    = {634},
  issn      = {1866-8364},
  doi       = {10.25932/publishup-44138},
  url       = {http://nbn-resolving.de/urn:nbn:de:kobv:517-opus4-441388},
  pages     = {67 -- 80},
  year      = {2018},
  abstract  = {Fragestellung: Ziel war die Untersuchung des Verlaufs von Kindern mit Rechenst{\"o}rungen bzw. Rechenschw{\"a}chen. Neben der Persistenz wurden Auswirkungen von Rechenproblemen auf k{\"u}nftige Rechenleistungen sowie den Schulerfolg gepr{\"u}ft. Methodik: F{\"u}r 2909 Sch{\"u}ler der 2. bis 5. Klasse liegen die Resultate standardisierter Rechen- und Intelligenztests vor. Ein Teil dieser Kinder ist nach 37 und 68 Mona-ten erneut untersucht worden. Ergebnisse: Die Pr{\"a}valenz von Rechenst{\"o}rungen betrug 1.4 \%, Rechenschw{\"a}chen traten bei 11.2 \% auf. Rechen-probleme zeigten eine mittlere bis hohe Persistenz. Sch{\"u}ler mit Rechenschw{\"a}che blieben im Rechnen gut eine Standardabweichung hinter durchschnittlich und ca. eine halbe Standardabweichung hinter unterdurchschnittlich intelligenten Kontrollkindern zur{\"u}ck. Der allgemeine Schulerfolg rechenschwacher Probanden (definiert {\"u}ber Mathematiknote, Deutschnote und Schultyp) {\"a}hnelte dem der unterdurchschnittlich intelligenten Kontrollgruppe und blieb hinter dem Schulerfolg durchschnittlich intelligenter Kontrollkinder zur{\"u}ck. Eingangs {\"a}ltere Probanden mit Rechenproblemen (4. bis 5. Klasse) wiesen eine schlechtere Prognose auf als Kinder, die zu Beginn die 2. oder 3. Klasse besuchten. Schluss-folgerungen: Rechenprobleme stellen ein ernsthaftes Entwicklungsrisiko dar. L{\"a}ngsschnittuntersuchungen, die Kinder mit streng definierter Rechenst{\"o}rung bis ins Erwachsenenalter begleiten und Pr{\"a}diktoren f{\"u}r unterschiedlich erfolgreiche Verl{\"a}ufe ermitteln, sind dringend notwendig.},
  language  = {de}
}
@misc{GallitWyschkonPoltzetal.2018,
  author    = {Gallit, Finja and Wyschkon, Anne and Poltz, Nadine and Moraske, Svenja and Kucian, Karin and von Aster, Michael G. and Esser, G{\"u}nter},
  title     = {Henne oder Ei},
  series = {Postprints der Universit{\"a}t Potsdam : Humanwissenschaftliche Reihe},
  journal   = {Postprints der Universit{\"a}t Potsdam : Humanwissenschaftliche Reihe},
  number    = {632},
  issn      = {1866-8364},
  doi       = {10.25932/publishup-44135},
  url       = {http://nbn-resolving.de/urn:nbn:de:kobv:517-opus4-441356},
  pages     = {81 -- 92},
  year      = {2018},
  abstract  = {Fragestellung: Ziel war die Untersuchung der Entwicklung und wechselseitigen Beziehung von Zahlen- und Mengenvorwissen (ZMW), Arbeitsged{\"a}chtnis (AG) und Intelligenz sowie deren Vorhersagekraft f{\"u}r die Rechenleistung in der ersten Klasse. Methodik: 1897 Kindergartenkinder nahmen an dieser Studie teil. Ein Teil dieser Kinder wurde 9 Monate sp{\"a}ter und erneut in der ersten Klasse untersucht. Ergebnisse: W{\"a}hrend des Kindergartenjahres verbesserten sich die Kinder in allen untersuchten Leistungen. Reziproke Zusammenh{\"a}nge zwischen den drei erhobenen Vorl{\"a}uferf{\"a}higkeiten konnten nachgewiesen werden. Das ZMW erwies sich als guter Pr{\"a}diktor f{\"u}r die AG- und Intelligenzleistung. Bei der {\"U}berpr{\"u}fung der Vorhersage des Rechnens erwies sich das ZMW als bester Pr{\"a}diktor der sp{\"a}teren Rechenleistung. Erwartungsgem{\"a}ß zeigten die zu t1 erfassten allgemein-kognitiven Leistungen indirekte Effekte {\"u}ber das ZMW auf die Rechenleistung. Die Intelligenz und das AG zu t2 konnten direkt zur Vorhersage des Rechnens in der ersten Klasse beitragen. Schlussfolgerungen: Die Ergebnisse verdeutlichen, dass das AG und die Intelligenz zwar an dem Aufbau des ZMW beteiligt sind, aber vor allem selbst durch dieses vorhergesagt werden. Die Daten sprechen daf{\"u}r das Potenzial des ZMWs in Trainingsprogrammen zu nutzen, durch dessen F{\"o}rderung auch intellektuelle und Ged{\"a}chtnisleistungen zunehmen k{\"o}nnen, die allesamt die schulische Rechenleistung positiv beeinflussen.},
  language  = {de}
}
@misc{LonnemannHasselhorn2018,
  author    = {Lonnemann, Jan and Hasselhorn, Marcus},
  title     = {Fr{\"u}he mathematische Bildung},
  series = {Postprints der Universit{\"a}t Potsdam : Humanwissenschaftliche Reihe},
  journal   = {Postprints der Universit{\"a}t Potsdam : Humanwissenschaftliche Reihe},
  number    = {636},
  issn      = {1866-8364},
  doi       = {10.25932/publishup-44148},
  url       = {http://nbn-resolving.de/urn:nbn:de:kobv:517-opus4-441484},
  pages     = {129 -- 134},
  year      = {2018},
  abstract  = {Im vorliegenden Beitrag werden aktuelle Forschungstrends im Bereich der fr{\"u}hen mathematischen Bildung im Kontext j{\"u}ngst formulierter Zieldimensionen f{\"u}r die fr{\"u}he mathematische Bildung (siehe Benz et al., 2017) dargestellt. Es wird auf spielbasierte F{\"o}rdermaßnahmen, Kompetenzen im Bereich „Raum und Form", den Einfluss sprachlicher Parameter auf die Entwicklung mathematischer Kompetenzen sowie auf mathematikbezogene Kompetenzen fr{\"u}hp{\"a}dagogischer Fachkr{\"a}fte eingegangen. Dar{\"u}ber hinaus werden die Ergebnisse einer aktuellen Feldstudie zur F{\"o}rderung fr{\"u}her mathematischer Kompetenzen (siehe Dillon, Kannan, Dean, Spelke \& Duflo, 2017) vorgestellt. Abschließend wird die Entwicklung und Implementierung anschlussf{\"a}higer Bildungskonzepte als eine der zentralen Herausforderungen zuk{\"u}nftiger Forschungs- und Bildungsbem{\"u}hungen diskutiert},
  language  = {de}
}
@misc{KlassertBormannFestmanetal.2018,
  author    = {Klassert, Annegret and Bormann, Sarah and Festman, Julia and Gerth, Sabrina},
  title     = {Rechtschreibung von Konsonantenclustern und morphologische Bewusstheit bei Grundsch{\"u}ler_innen},
  series = {Postprints der Universit{\"a}t Potsdam : Humanwissenschaftliche Reihe},
  journal   = {Postprints der Universit{\"a}t Potsdam : Humanwissenschaftliche Reihe},
  number    = {610},
  issn      = {1866-8364},
  doi       = {10.25932/publishup-43415},
  url       = {http://nbn-resolving.de/urn:nbn:de:kobv:517-opus4-434156},
  pages     = {115 -- 125},
  year      = {2018},
  abstract  = {Die vorliegenden Studien untersuchen die Entwicklung der Rechtschreibf{\"a}higkeit f{\"u}r finale Konsonantencluster im Deutschen und die ihr zugrundeliegenden Strategien bei Erst- bis Drittkl{\"a}ssler_innen (N = 209). Dazu wurde der Einfluss der morphologischen Komplexit{\"a}t (poly- vs. monomorphematische Cluster) auf die Rechtschreibung qualitativ und quantitativ analysiert, sowie mit einer Messung zur morphologischen Bewusstheit korreliert. Von der ersten Klasse an zeigt sich eine hohe Korrektheit in der Schreibung und somit eine sprachspezifisch schnelle Entwicklung der alphabetischen Rechtschreibstrategie f{\"u}r finale Konsonantencluster. Der Einfluss morphologischer Verarbeitungsprozesse wurde allerdings erst f{\"u}r die Drittkl{\"a}ssler_innen gefunden. Obwohl bereits die Erstkl{\"a}ssler_innen gut entwickelte morphologische Bewusstheit zeigten, scheinen sie noch nicht in der Lage zu sein, diese bei der Rechtschreibung anzuwenden. Die Ergebnisse werden im Kontrast zu den umfangreicher vorliegenden Befunden f{\"u}r die englische Sprache diskutiert.},
  language  = {de}
}
@misc{BoernertRinglebWilbert2018,
  author    = {B{\"o}rnert-Ringleb, Moritz and Wilbert, J{\"u}rgen},
  title     = {The Association of Strategy Use and Concrete-Operational Thinking in Primary School},
  series = {Postprints der Universit{\"a}t Potsdam : Humanwissenschaftliche Reihe},
  journal   = {Postprints der Universit{\"a}t Potsdam : Humanwissenschaftliche Reihe},
  number    = {431},
  url       = {http://nbn-resolving.de/urn:nbn:de:kobv:517-opus4-162010},
  pages     = {11},
  year      = {2018},
  abstract  = {Concrete-operational thinking depicts an important aspect of cognitive development. A promising approach in promoting these skills is the instruction of strategies. The construction of such instructional programs requires insights into the mental operations involved in problem-solving. In the present paper, we address the question to which extent variations of the effect of isolated and combined mental operations (strategies) on correct solution of concrete-operational concepts can be observed. Therefore, a cross-sectional design was applied. The use of mental operations was measured by thinking-aloud reports from 80 first- and second-graders (N = 80) while solving tasks depicting concrete-operational thinking. Concrete-operational thinking was assessed using the subscales conservation of numbers, classification and sequences of the TEKO. The verbal reports were transcribed and coded with regard to the mental operations applied per task. Data analyses focused on tasks level, resulting in the analyses of N = 240 tasks per subscale. Differences regarding the contribution of isolated and combined mental operations (strategies) to correct solution were observed. Thereby, the results indicate the necessity of selection and integration of appropriate mental operations as strategies. The results offer insights in involved mental operations while solving concrete-operational tasks and depict a contribution to the construction of instructional programs.},
  language  = {en}
}