piwik-script

Deutsch Intern
    Department of Psychology IV

    Publications

    2021

    Endlich, D., Lenhard, W., Marx, P., & Richter, T. (2021). Tabletbasierter Fehleridentifikationstest zur ökonomischen und validen  Erfassung von Rechtschreibfähigkeiten in der Grundschule. Lernen und Lernstörungen, 1.

     

    2020

    Abendroth, J. & Richter, T. (in press). Mere plausibility enhances comprehension: The role of plausibility in comprehending an unfamiliar scientific debate. Journal of Educational Psychology.  [preprint]

    Müller, B., Otterbein-Gutsche, G., & Richter, T. (in Druck). Silbenbasierte Leseförderung: Das Training "Lesen mit Willy Wortbär" zur Verbesserung der Worterkennung [Syllable-based reading training: The training program "Reading with Willy Wordbear" for improving word recognition]. Sprachförderung und Sprachtherapie in Schule und Praxis. [preprint]

    Karageorgos, P., Richter, T., Haffmans, M.-B., Schindler, J., & Naumann, J. (2020). The role of word-recognition accuracy in the development of word-recognition speed and reading comprehension in primary school: A longitudinal examination. Cognitive Development, 56https://doi.org/10.1016/j.cogdev.2020.100949 [preprint]

    Abendroth, J., & Richter, T. (2020). How to understand what you don't believe: Metacognitive training prevents belief biases in multiple text comprehension. Learning and  Instruction.https://doi.org/10.1016/j.learninstruc.2020.101394

    Vaahtoranta, E., Suggate, S., Lenhart, J. & Lenhard, W. (2020). Language exposure and phonological short-term memory as predictors of majority language vocabulary and phonological awareness in dual language learning. Bilingualism: Language and Cognition, 1-14. https://doi.org/10.1017/S1366728920000541 

    Wertgen, A., & Richter, T. (2020). Source credibility modulates the validation of implausible information. Memory and Cognition, 48, 1359-1375. https://doi.org/10.3758/s13421-020-01067-9 (open access)

    Lenhard, W., & Lenhard, A. (2020). cNORMj - Continuous Norming with cNORM in Jamovi. doi.org/10.13140/RG.2.2.14253.72165 [Tutorial]

    Lenhart, J., Dangel, J., & Richter, T. (2020). The relationship between lifetime book reading and empathy in adolescents: Examining transportability as a moderator. Psychology of Aesthetics, Creativity, and the Arts. https://doi.org/10.1037/aca0000341

    Greving, S., Lenhard, W., & Richter, T. (2020). Adaptive retrieval practice with multiple-choice questions in the university classroom. Journal of Computer Assisted Learning, 36, 799-809. https://doi.org/10.1111/jcal.12445

    Lenhart, J., Suggate, S., Lenhard, W., & Vaahtoranta, E. (2020). Shared-reading in small groups: Examining the effects of question demand level and placement. Cognitive Development, 55, Article 100914. https://doi.org/10.1016/j.cogdev.2020.100914 .

    Grolig, L., Cohrdes, C., Tiffin-Richards, S. P., & Schroeder, S. (2020). Narrative dialogic reading with wordless picture books: A cluster-randomized intervention study. Early Childhood Research Quarterly, 51, 191-203.

    Eilers, S., Tiffin-Richards, S.P., & Schroeder, S. (2019). Gender cue effects in children’s pronoun processing: A longitudinal eye tracking study, Scientific Studies of Reading. https://doi.org/10.1080/10888438.2019.1617293

    Seitz, M., Lenhart, J., & Rübsam, N. (2020). The effects of gendered information in stories on preschool children’s development of gender stereotypes. British Journal of Developmental Psychology, 38, 363-390. https://doi.org/10.1111/bjdp.12323

    Müller, B., Richter, T., & Karageorgos, P. (2020). Syllable-based reading improvement: Effects on word reading and reading comprehension in Grade 2. Learning and Instruction, 66.https://doi.org/10.1016/j.learninstruc.2020.101304

    Abendroth, J. & Richter, T. (2020). Text-belief consistency effects in adolescents' comprehension of multiple documents from the Web (El efecto de consistencia en la comprehension lectora de los adolescentes de documentas multiples provenientes de Internet). Journal for the Study of Education and Development, Infancia y Aprendizaje. https://doi.org/10.1080/02103702.2019.1692289

    Müller, B., Richter, T., & Otterbein-Gutsche, G. (2020). Lesen mit Willy Wortbär: Ein silbenbasiertes Training  [Reading with Willy Wordbear: A syllable-based training]. Göttingen: Hogrefe. [more information]

    Münchow, H., Richter, T., von der Mühlen, S., Schmid, S., Bruns, K., & Berthold, K. (2020). Verstehen von Argumenten in wissenschaftlichen Texten: Reliabilität und Validität des Argumentstrukturtests (AST) [Comprehension of arguments in scientific texts: Reliability and validity of the Argument Structure Test (AST)]. Diagnostica, 66, 136-145.  https://doi.org/10.1026/0012-1924/a000225 [preprint]

    Richter, T., Münchow, H., & Abendroth, J. (2020). The role of validation in integrating multiple perspectives. In P. Van Meter, A. List, D. Lombardi, & P. Kendeou (Eds.). Handbook of learning from multiple representations and perspectives (pp. 259-276). New York, NY: Routledge. [preprint]

    Appel, M., Schreiner, C., Haffmans, M.-B., & Richter, T. (in press). The mediating role of event-congruent emotions in narrative persuasion. Poetics.

    Münchow, H., Richter, T., & Schmid, S. (in press). What does it take to deal with academic literature? Epistemic components of scientific literacy. In O. Zlatkin-Troitschanskaia, H. A. Pant, M. Toepper & C. Lautenbach (Eds.). Student learning in German higher education: Innovative modelling and measurement approaches and research results. Wiesbaden, Germany: Springer. [preprint]

    Richter, T. (2020). Ein Erfolgsmodell, auch für die Zukunft: Der allgemeine MSc-Studiengang MSc-Studiengang Psychologie mit individueller Schwerpunktsetzung. Psychologische Rundschau71(2), 147-150. https://doi.org/10.1026/0033-3042/a000477

    Schmiedeler, S., Khambatta, K., Hartmann, J., & Niklas, F. (2020). Wenn den Zappelphilipp die Aufschieberitis packt: Zusammenhänge zwischen ADHS-Symptomen und Prokrastination und mögliche Mediatoren. Zeitschrift für Pädagogische Psychologie, 34, 23-34 https://doi.org/10.1024/1010-0652/a000248

    Gesell, N., Niklas, F., Schmiedeler, S., & Segerer, R. (i2020). Mindfulness and romantic relationship outcomes: the mediating role of conflict resolution styles and closeness. Mindfulness,11, 2314-2324.. https://doi.org/10.1007/s12671-02001449-9

    Richter, T., Souvignier, E., Heyder, A., Kunina-Habenicht, O., Hertel, S., & Sparfeldt, J. (2020). Die besondere Beziehung von Entwicklungspsychologie und Pädagogischer Psychologie [The special relationship of developmental psychology and educational psychology]. Psychologische Rundschau71(1), 34-36. [preprint]

    Abendroth, J., Feulner, L., & Richter, T. (2020). Wie Menschen mit konfligierenden Informationen umgehen [How people deal with conflicting information]. In M. Appel (Ed.), Die Psychologie des Postfaktischen: Über Fake News, "Lügenpresse", Clickbait & Co (pp. 141-155). Heidelberg: Springer.

    Michel, E., Molitor, S., & Schneider, W. (2020). Executive funtions and fine motor skills in kindergarten as predictors of arithmetic skills in elementary school. Developmental Neuropsychology, 45 (6), 367-379..  https://doi.org/10.1080/87565641.2020.1821033 

    Michel, E., & Kargruber, I. (2020). Wirksamkeit eines handkoordinativen Trainings im Vorschulalter. Praxis der Kinderpsychologie und Kinderpsychiatrie, 69, 614-624.

    Molitor, S., Michel, E., & Schneider, W. (2020). Differenzielle Entwicklungspfade motorisch auffälliger Kinder: Längsschnittliche Befunde zur Motorik, exekutiven Funktionen und Schulleistungen. Psychologie in Erziehung und Unterricht, 67.

    Lenhart, J., Lenhard, W., Vaahtoranta, E., & Suggate, S. (2020). More than words: Narrator engagement during storytelling increases children’s word learning, story comprehension, and on-task behavior. Early Childhood Research Quarterly, 51, 338–351. https://doi.org/10.1016/j.ecresq.2019.12.009

    Schindler, J., Schindler, S., & Pfattheicher, S. (in press). The role of intuition in vaccination attitudes. Journal of Health Psychology.

    Tiffin-Richards, S. P., & Schroeder, S. (2020). Context facilitation in text reading: A study of children's eye movements. Journal of Experimental Psychology: Learning, Memory, and Cognition. Advance online publication   https://doi.org/10.1037/xlm0000834

    Lenhard, W., & Lenhard, A. (accepted). Improvement of norm score quality via regression-based continuous norming. Educational and Psychological Measurement.

    Gary, S., & Lenhard, W. (accepted). In norming we trust: Verfahren zur statistischen Modellierung kontinuierlicher Testnormen auf dem Prüfstand. Diagnostica

    2019

    Eilers, S., Tiffin-Richards, S., & Schroeder, S. (2019). Gender cue effects in children’s pronoun processing: A longitudinal eye tracking study. Scientific Studies of Reading. https://doi.org/10.1080/10888438.2019.1617293

    Hautala, J., Loberg, O., Azaiez, N., Taskinen, S., Tiffin-Richards,  S.P., & Leppänen, P.H.T. (2019). What information should I look for again? Attentional difficulties distracts reading of task assignments. Learning and Individual Differences. https://doi.org/10.1016/j.lindif.2019.101775

    Karageorgos, P., Müller, B., & Richter, T. (2019). Modelling the relationship of accurate and fluent word recognition in primary school. Learning and Individual Differences, 76. https://doi.org/10.1016/j.lindif.2019.101779 [preprint]

    Lenhard, A., Lenhard, W., & Gary, S. (2019). Continuous norming of psychometric tests: A simulation study of parametric and semi-parametric approaches. PLoS ONE, 14(9),  e0222279. https://doi.org/10.1371/journal.pone.0222279

    Isberner, M.-B., Richter, T., Schreiner, C., Eisenbach, Y., Sommer, C., & Appel, M. (2019). Empowering stories: Transportation into narratives with strong protagonists increases self-related control beliefs. Discourse Processes, 56, 575-598. https://doi.org/10.1080/0163853X.2018.1526032

    Brunmair, M. & Richter, T. (2019). Similarity matters: A meta-analysis of interleaved learning and its moderators. Psychological Bulletin, 145, 1029-1051. http://dx.doi.og/10.1037/bul0000209  [preprint]

    Vaahtoranta, E., Lenhart, J., Suggate, S., & Lenhard, W. (2019). Interactive elaborative storytelling: Engaging children as storytellers to foster vocabulary. Frontiers in Psychology, 10:1534. https://doi.org/10.3389/fpsyg.2019.015431534

    Münchow, H., Richter, T., von der Mühlen, S., & Schmid, S. (2019). The ability to evaluate arguments in scientific texts: Measurement, cognitive processes, nomological network and relevance for academic success at the university. British Journal of Educational Psychology, 89, 502-523 https://doi.org/10.1111/bjep.12298 [preprint]

    Wisniewski, K., Parker, M., Lenhard, W. & Seeger, J. (2019). Sprachbezogenes metakognitives Strategiewissen im Studienalltag internationaler Studierender: Der szenariobasierte Fragebogen ScenEx. Zeitschrift für Fremdsprachenforschung, 30, 55-76.

    Greving, C., & Richter, T. (2019). Distributed learning in the classroom: Effects of rereading schedules depend on time of test. Frontiers in Psychology, 9:2517. https://doi.org/10.3389/fpsyg.2018.02517

    Schindler, J., Schindler, S., &  Reinhard, M.-A. (2019). Effectiveness of self-generation during learning ist dependent on individual differences in need for cognition. Frontline Learning Research, 7, 23-39. doi.org/10.14786/flr.v7i2.407

    Richter, T. (2019). Imparting psychological knowledge, promoting scientific literacy, and adjusting the public image of psychological science: The manifold functions of teaching psychology to non-psychologists (comment on Dutke et al., 2019). Psychology Learning and Teaching, 18, 127-130.

    Richter, T., Souvignier, E., Hertel, S., Heyder, A., & Kunina-Habenicht, O. (2019). Die Pädagogische Psychologie als Teil der Psychologie: Abschließende Stellungnahme der Fachgruppe Pädagogische Psychologie zu den Beiträgen im Diskussionsforum [Educational psychology is a part of psychology: Final comment on the contributions to the discussion forum]. Psychologische Rundschau, 70, 136-137. https://doi.org/10.1026/0033-3042/a000439

    Richter, T., Souvignier, E., Hertel, S., Heyder, A., & Kunina-Habenicht, O. (2019). Zur Lage der Pädagogischen Psychologie in Forschung und Lehre [On the situation of educational psychology in research and teaching]. Psychologische Rundschau, 70, 109-118. https://doi.org/10.1026/0033-3042/a000437

    Lingel, K., Lenhart, J., & Schneider, W. (2019). Metacognition in mathematics: Do different metacognitive monitoring measures make a difference? ZDM Mathematics Education, 51(4), 587–600.https://doi.org/10.1007/s11858-019-01062-8

    Schmiedeler, S., Khambatta, K., Hartmann, J., & Niklas, F. (2019). Wenn den Zappelphilipp die Aufschieberitis packt: Zusammenhänge zwischen ADHS-Symptomen und Prokrastination und mögliche Mediatoren. Zeitschrift für Pädagogische Psychologie. https://doi.org/10.1024/1010-6052/a000248

    Lenhart, J., Lenhard, W., Vaahtoranta, E., & Suggate, S. (2019). The effects of questions during shared-reading: Do demand-level and placement really matter? Early Childhood Research Quarterly, 47, 49-61. https://doi.org/10.1016/j.ecresq.2018.10.006.

    Lenhart, J., Marx, P., Segerer, R., & Schneider, W. (2019). Rechtschreibung ohne Schreiben. Messen Fehleridentifikation und Diktat dasselbe? [Spelling Without Writing: Do Error Detection Tests and Dictation Tests Measure the Same Competence?]. Diagnostica, 65(4), 216–227. https://doi.org/1026/0012-1924/a000229

    Molitor, S., Michel, E., & Schneider, W. (2019). Differenzielle Entwicklungspfade motorisch auffälliger Kinder: Längsschnittliche Befunde zu Motorik, exekutiven Funktionen und Schulleistungen. Psychologie in Erziehung und Unterricht.

    Michel, E., Molitor, S., Fahmer, N., & Schneider, W. (2019). Prognose motorischer Auffälligkeiten im Grundschulalter durch Einschätzungen von Eltern und pädagogischen Fachkräften im Kindergartenalter. Frühe Bildung, 8, 1-8. https://doi.org/10.1026/2191-9186/a000421

    Michel, E., Molitor, S., & Schneider, W. (2019). Motor coordination and executive functions as early predictors of reading and spelling acquisition. Developmental Neurpsychology, 44, 282-295. https://doi.org/10.1080/8765641.2019.1584802

    Schneider, W., Lenhard, W., & Marx, P. (2019). Lern- und Verhaltensstörungen. In D. Urhahne, M. Dresel, & F. Fischer (Eds.), Psychologie für den Lehrberuf (pp. 565-585). Berlin, Germany: Springer.

    Michel, E., & Leidel, S. (in press). Zusammenhänge zwischen Händigkeitsentwicklung und Handgeschicklichkeit im Vorschulalter. Motorik, 42, 202-203.

    Schulz, D., & Bahnik, S. (2019). Gender associations in the twentieth-century English-language literature. Journal of Research in Personality, 81, 88-97. https://doi.org/10.1016/j.jrp.2019.05.010

    Endlich, D., Küspert, P., Lenhard, W., Marx, P., & Schneider, W. (2019). LRS-Screening. Laute, Reime, Sprache - Würzburger Screening zur Früherkennung von Lese-Rechtschreibschwierigkeiten. Göttingen: Hogrefe.

    2018

    Maier, J., Richter, T., Nauroth, P., & Gollwitzer, M. (2018). For me or for them: How in-group identification and beliefs influence the comprehension of controversial texts. Journal of Research in Reading, 41, S48-S65. doi: 10.1111/1467-9817.12132 [preprint]

    Greving, S., & Richter, T. (2018). Examining the testing effect in university teaching: Retrievability and question format matter. Frontiers in Psychology, 9:2412. https://doi.org/10.3389/fpsyg.2018.02412

    Münchow, H., & Bannert, M. (2018). Feeling good, learning better? Effectivity of an emotional design procedure in multimedia learning. Educational Psychology. https://doi.org/10.1080/01443410.2018.1524852

    Richter, T., Kunina-Habenicht, O., Souvignier, E., Heyder, A., & Hertel, S. (2018). Synergien mit den inhaltlichen Fächern nutzen statt Abgrenzung betreiben: Die Psychologische Methodenlehre als Teil der Psychologie. Psychologische Rundschau, 69, 343-344.

    von der Mühlen, S., Richter, T., Schmid, S., & Berthold, K. (2018). How to improve argumentation comprehension in university students: Experimental test of a training approach. Instructional Science, 47, 215-237. https://doi.org/10.1007/s11251-018-9471-3

    Feistauer, D., & Richter, T. (2018). Validity of students' evaluations of teaching: Biasing effects of likability and prior subject interest. Studies in Educational Evaluation, 59, 168-178. https://doi.org/10.1016/j.stueduc.2018.07.009

    Richter, T., Lenhard, W., Marx, P., & Endlich, D. (2018). Konzeption eines Online-Screenings für Lernstörungen [Conception of an online-screening for learning disorders]. Lernen und Lernstörungen, 7, 203-207. https://doi.org/10.1024/2235-0977/a000237

    Feistauer, D., & Richter, T. (2018). The role of clarity about course contents and interest in student evaluations of teaching. Psychology Learning and Teaching, 17, 272-292. https://doi.org/10.1177/1475725718779727

    Niklas, F., Cohrssen, C., Vidmar, M., Segerer, R., Schmiedeler, S., Galpin, R., Klemm, V.V., Kandler, S., & Tayler, C. (2018). Early childhood professionals' perceptions of children's school readiness characteristics in six countries. International Journal of Educational Research, 90, 144-159.https://dx.doi.org/10.1016/j.ijer.2018.06.001

    Richter, T., Souvignier, E., Hertel, S., Heyder, A., & Kunina-Habenicht, O. (2018). Kommentar der Fachgruppe Pädagogische Psychologie der DGPs zum Bericht des Wissenschaftsrats "Perspektiven der Psychologie in Deutschland" [online document]. Available at https://go.uniwue.de/kommentar-paepsy

    Schindler, J., Richter, T., Isberner, M.-B., Neeb, Y., & Naumann, J. (2018). Construct validity of a process-oriented test assessing syntactic skills in German primary school children. Language Assessment Quarterly: An International Journal, 15, 183-203. https://doi.org/10.1080/15434303.2018.1446142

    Schindler, J., & Richter, T. (2018). Reading comprehension: Individual differences, disorders, and underlying cognitive processes. In D. Ravid & A. Bar-On (Eds.), Handbook of communications disorders: Theoretical, empirical, and applied linguistic perspectives (pp. 503-524) Berlin, Germany: De Gruyter. [preprint]

    Niklas, F., Tayler, C., & Cohrssen, C. (2018). Bilingual children's language learning in Australian early childhood education and care settings. Research Papers in Education, 33, 544-560. http://dx.doi.org/10.1080/02671522.2017.1353672

    Richter, T., & Maier, J. (2018). Verstehen kontroverser wissenschaftlicher Themen: Probleme, zugrundeliegende kognitive Prozesse und psychologische Interventionen [Comprehension of controversial scientific issues: Problems, underlying cognitive processes and psychological interventions]. Psychologische Rundschau, 69, 151-159. [preprint]

    Richter, T., & Maier, J. (2018). The role of validation in multiple source use. In J. Braasch, I. Bråten & M. McCrudden (Eds.), Handbook of multiple source use (pp. 151-167). Routledge. [preprint]

    Schneider, W., Lenhard, W., & Marx, P. (in press). Lern- und Verhaltensstörungen. In D. Urhahne, M. Dresel & F. Fischer (Eds.), Psychologie für den Lehrberuf. Berlin, Germany: Springer.

    Zayac, R., & Lenhard, W. (2018). Characteristics of master teachers: German university students’ perceptions of high quality instruction. New Directions in Teaching and Learning, 156,  67-74.  https://doi.org/10.1002/tl.20318

    Niklas, F., Cohrssen, C., & Tayler, C. (2018). Making a difference to children's reasoning skills before school-entry: The contribution of the home learning environment. Contemporary Educational Psychology, 54, 79-88. https://dx.doi.org/10.1016/j.cedpsych.2018.06.001

    Lenhart, J., Lenhard, W., Vaathoranta, E., & Suggate, S. (2018). Incidental vocabulary acquisition from listening to stories: A comparison between read-aloud and free storytelling approaches. Educational Psychology, 38, 596-616. doi: 10.1080/01443410.2017.1363377

    Lenhard, A., Lenhard, W., Suggate, S., & Segerer, R. (2018). A continuous solution to the norming problem. Assessment, 25, 112-125. http://doi.org/10.1177/1073191116656437

    Vaahtoranta, E., Suggate, S., Jachmann, C., Lenhart, J., & Lenhard, W. (2018). Can explaining less be more? Enriching vocabulary through explicit versus elaborative storytelling. First Language, 38, 198-217. doi: 10.1177/0142723717737452

    Piest, B., Isberner, M.-B., & Richter, T. (2018). Don’t believe everything you hear: Routine validation of audio-visual information in children and adults. Memory & Cognition, 46, 849-863.doi:10.3758/s13421-018-0807-7

    Schreiner, C., Appel, M., Isberner, M.-B., & Richter, T. (2018). Argument strength and the persuasiveness of stories. Discourse Processes, 55, 371-386. doi:10.1080/0163853X.2016.1257406

    Maier, J., Richter, T., & Britt, M.A. (2018). Cognitive processes underlying the text-belief consistency effect: An eye-movement study. Applied Cognitive Psychology, 32, 171-185. doi:10.1002/acp.3391 

    Niklas, F., & Tayler, C. (2018). Room quality and composition matters: Children's verbal and numeracy abilities in Australien early childhood settings. Learning and Instruction, 54, 114-124. http://dx.doi.org/10.1016/j.learninstruc.2017.08.006

    Niklas, F., & Schmiedeler, S. (2018). Vorläuferfähigkeiten erkennen und begleiten. In J. Strohmer (Ed.), Psychologie-Wissen für Fachkräfte in Kita, Krippe und Hort (pp. 325-331). Göttingen, Germany: Hogrefe.

    Richter, T., & Schnotz, W. (2018). Textverstehen [Text comprehension]. In D. Rost, J.R. Sparfeldt &  S. Buch (Eds.), Handwörterbuch Pädagogische Psychologie (5th ed., pp. 826-837). Weinheim: Beltz. [preprint]

    Michel, E., Molitor, S., & Schneider, W. (2018). Aufmerksamkeitsprozesse bei Kindern mit motorischen Auffälligkeiten: Zur Rolle der Leistungsvariabilität. Motorik, 41, 77-86.

    Endlich, D., & Schneider, W. (2018). Würzburger Screening zur Früherkennung von Lese-/Rechtschreibschwierigkeiten. In W. Schneider & M. Hasselhorn (Eds.), Schuleingangsdiagnostik. Tests und Trends, N..F., Bd. 16 (pp. 187-206). Göttingen: Hogrefe.

    Michel, E., & Molitor, S. (2018). Erfassung des motorischen Entwicklungsstands im Vorschul- und Schulalter. In W. Schneider & M. Hasselhorn (Eds.), Schuleingangsdiagnostik - Schulbereitschaftsdiagnostik. Tests und Trends, N.F., Bd. 16 (pp. 87-109). Göttingen Hogrefe.

    Michel, E., Molitor, S., & Schneider, W. (2018). Differential changes in the development of motor coordination and executive functions in children with motor coordination impairments. Child Neuropsychology, 24 (1), 20-46. dx.doi.org/10.1080/09297049.2016.1223282

    Schneider, W., & Marx, P. (2018). Lesenlernen. In S. Buch, D. Rost & J. Sparfeldt (Eds.), Handwörterbuch Pädagogische Psychologie (5th ed., pp. 485-493). Weinheim, Germany: Beltz.

    Müller, B., Otterbein-Gutsche, G., & Richter, T. (2018). Leseförderung mit Silben und Sprachsystematik: Konzeption eines Trainingsprogramms [Promoting reading with syllables and language systematics: Conception of a training program]. Psychologie in Erziehung und Unterricht, 65, 52-57. [preprint]

    Lenhard, W., & Lenhard, A. (2018). Diagnostik von Lesestörungen bei Mehrsprachigkeit. Lernen und Lernstörungen, 7, 159-169. https://doi.org/10.1024/2235-0977/a000212

    2017

    Schindler, J., Richter, T., & Eyßer, C. (2017). Mood moderates the effect of self-generation during learning. Frontline Learning Research, 5, 76-88. https://doi.org/10.14786/flr.v5i4.296

    Richter, T., & Singer, M. (2017). Discourse updating: Acquiring and revising knowledge through discourse. In M. F. Schober, D. N. Rapp & M. A. Britt (Eds.), The Routledge handbook of discourse processes (2nd ed., pp. 167-190). New York: Routledge. doi: 10.4324/9781315687384-11 [preprint]

    Endlich, D., Berger, N., Küspert, P., Lenhard, W., Marx, P., Weber, J., & Schneider, W. (2017). Würzburger Vorschultest (WVT): Erfassung schriftsprachlicher und mathematischer (Vorläufer-) Fertigkeiten und sprachlicher Kompetenzen im letzten Kindergartenjahr. Göttingen, Germany: Hogrefe.

    Feistauer, D., & Richter, T. (2017). How reliable are students' evaluations of teaching quality? A variance components approach. Assessment & Evaluation in Higher Education, 42, 1263-1279 [full text]

    Knoepke, J., Richter, T., Isberner, M.-B., Naumann, J., Neeb, Y., & Weinert, S. (2017). Processing of positive-causal and negative-causal coherence relations in primary school children and adults: A test of the cumulative cognitive complexity approach in German. Journal of Child Language, 44, 297-328. http://doi.org/10.1017/s0305000915000872

    Lenhard, A., & Lenhard, W. (2017). ELFE II - Normen für Kinder mit Migrationshintergrund. Dettelbach, Germany: Psychometrica. [front cover]

    Lenhard, W., Lenhard, A., & Schneider, W. (2017). ELFE II - Ein Leseverständnistest für Erst- bis Siebtklässler. Göttingen, Germany: Hogrefe. [front cover]

    Lenhard, W., Schroeders, U., & Lenhard, A. (2017). Equivalence of screen versus print reading comprehension depends on task complexity and proficiency. Discourse Processes, 1-19. http://doi.org/10.1080/0163853X.2017.1319653

    Müller, B., & Richter, T. (2017). Förderung hierarchieniedriger Leseprozesse. In M. Philipp (Ed.), Handbuch Schriftspracherwerb und weiterführendes Lesen und Schreiben (pp. 236-251). Weinheim, Germany: Beltz. [preprint]

    Müller, B.,  Richter, T., Karageorgos, P., Krawietz, S., & Ennemoser, M.  (2017). Effects of a syllable-based reading intervention in poor-reading fourth-graders. Frontiers in Psychology, 8. http://dx.doi.org/ 10.3389/fpsyg.2017.01635

    Münchow, H., Mengelkamp, C., & Bannert, M. (2017). The better you feel the better you learn: Do warm colours and rounded shapes enhance learning outcome in multimedia learning? Educational Research International, 2017, 1-15. http://dx.doi.org/10.1155/2017/2148139

    Niklas, F. (2017). Frühe Förderung innerhalb der Familie. Das kindliche Lernen in der familiären Lernumwelt: ein Überblick. Wiesbaden, Germany: Springer Fachmedien. http://doi.org/10.1007/978-3-658-15208-6

    Niklas, F., & Schneider, W. (2017). Home learning environment and development of child competencies from kindergarten until the end of elementary school. Contemporary Educational Psychology, 49, 263-274. http://doi.org/10.1016/j.cedpsych.2017.03.006

    Niklas, F., & Schneider, W. (2017). Intervention in the home literacy environment and kindergarten children’s vocabulary and phonological awareness. First Language. http://doi.org/10.1177/0142723717698838

    Niklas, F., & Tayler, C. (2017). Room quality and composition matters: Children's verbal and numeracy abilities in Australien early childhood settings. Learning and Instruction, 1-11. http://dx.doi.org/10.1016/j.learninstruc.2017.08.006

    Niklas, F., Tayler, C., & Cohrssen, C. (2017). What is ‘school readiness’, and how are smooth transitions to school supported? In T. Bentley & G. C. Savage (Eds.), Educating Australia: Challenges for the decade ahead (pp. 117-132). Melbourne, Australia: Melbourne University Press.

    Niklas, F., Tayler, C., & Gilley, T. (2017). Vulnerable children in Australia: Multiple risk factor analyses to predict cognitive abilities and problem behaviour. Australian Journal of Education. http://dx.doi.org/10.1177/0004944117710954

    Richter, T., & Maier, J. (2017). Comprehension of multiple documents with conflicting information: A Two-step Model of Validation. Educational Psychologist, 52, 148-166. http://dx.doi.org/10.1080/00461520.2017.1322968

    Richter, T., Naumann, J., Isberner, M.-B., Neeb, Y., & Knoepke, J. (2017). ProDi-L: Prozessbasierte Diagnostik von Lesefähigkeiten bei Grundschulkindern. Göttingen: Hogrefe.

    Lenhard, A., & Lenhard, W. (2017). Diagnoseverfahren zur Erfassung schriftsprachlicher Leistungen. In M. Philipp (Ed.), Handbuch Schriftspracherwerb und weiterführendes Lesen und Schreiben (pp. 174-198). Weinheim, Germany: Beltz.

    Richter, T., & Müller, B. (2017). Entwicklung hierarchieniedriger Leseprozesse. In M. Philipp (Ed.), Handbuch Schriftspracherwerb und weiterführendes Lesen und Schreiben (pp. 51-66). Weinheim, Germany: Beltz. [preprint]

    Schneider, W., & Lenhard, W. (2017). Förderung kognitiver Kompetenzen und Lernförderung. In F. Petermann & S. Wiedebusch (Eds.), Praxishandbuch Kindergarten: Entwicklung von Kindern verstehen und fördern (pp. 298-319). Göttingen, Germany: Hogrefe. http://doi.org/10.1026/02714-000

    Schneider, W., & Niklas, F. (2017). Intelligence and verbal short-term-/working memory: Their interrelationships from childhood to young adulthood and their impact on academic achievement. Journal of Intelligence, 5(2), 26. http://dx.doi.org/10.3390/jintelligence5020026

    Schneider, W., & Niklas, F. (2017). Kognitive Entwicklung. In F. Petermann & S. Wiedebusch (Eds.), Praxishandbuch Kindergarten. Entwicklung von Kindern verstehen und fördern (pp. 15-39). Göttingen, Germany: Hogrefe. http://doi.org/10.1026/02714-000

    Schneider, W., & Tibken, C. (2017). Schriftspracherwerb. In C. Titz, S. Geyer, A. Ropeter, H. Wagner, S. Weber & M. Hasselhorn (Eds.), Entwicklung von Konzepten zur Sprach- und Schriftsprachförderung. BiSS-Basics Band I. Stuttgart, Germany: Kohlhammer.

    Stock, C., Marx, P., & Schneider, W. (2017). Basiskompetenzen für Lese-Rechtschreibleistungen (BAKO 1-4) (2nd ed.). Göttingen, Germany: Hogrefe.

    Vidmar, M., Niklas, F., Schneider, W., & Hasselhorn, M. (2017). On-entry assessment of school competencies and academic achievement: A comparison between Slovenia and Germany. European Journal of Psychology of Education, 32, 311-331. http://doi.org/10.1007/s10212-016-0294-9

    Von der Linden, N., Löffler, E., & Schneider, W. (2017). Relation of metacognitive monitoring and control processes across the life-span. Journal of Educational and Developmental Psychology, 7, 86-101. http://doi.org/10.5539/jedp.v7n1p86

    Waubert de Puiseau, B., Greving, S., Aßfalg, A., & Musch, J. (2017). On the importance of considering heterogeneity in witnesses’ competence levels when reconstructing crimes from multiple witness testimonies. Psychological Research, 81, 947-960. http://dx.doi.org/10.1007/s00426-016-0802-1

    2016

    Both, F., Schmiedeler, S., Abelein, P., & Schneider, W. (2016). Wirksamkeit eines Workshops für Lehrkräfte über die Aufmerksamkeitsdefizit-/Hyperaktivitätsstörung (ADHS). Praxis der Kinderpsychologie und Kinderpsychiatrie, 65, 315-327. http://doi.org/10.13109/prkk.2016.65.5.315

    Cohrssen, C., & Niklas, F. (2016). Partnering with families to promote learning. In J. Page & C. Tayler (Eds.), Learning and teaching in the early years (pp. 90-111). Melbourne, Australia: Cambridge University Press.

    Cohrssen, C., Niklas, F., & Tayler, C. (2016). 'Is that what we do?' Using a conversation-analytic approach to highlight the contribution of dialogic reading strategies to educator-child interactions during storybook reading in two early childhood settings. Journal of Early Childhood Literacy, 16, 361-382. http://doi.org/10.1177/1468798415592008

    Cohrssen, C., Niklas, F., Logan, D., & Tayler, C. (2016). The self-reported academic self-concept of four-year-old children: Global and fixed, or nuanced and changing in the year before school? Australasian Journal of Early Childhood, 41(3), 4-10.

    Feistauer, D., & Richter, T. (2016). Wie zuverlässig sind studentische Einschätzungen der Lehrqualität? Eine Analyse mit kreuzklassifizierten Mehrebenenmodellen. In M. Krämer, S. Preiser & K. Brusdeylins (Eds.), Psychologiedidaktik und Evaluation XI (pp. 299-306) Aachen, Germany: Shaker. [preprint]

    Kempert, S., Götz, R., Blatter, K., Tibken, C., Artelt, C., Schneider, W., & Stanat, P. (2016). Training early literacy related skills. To which degree does a musical training contribute to phonological awareness development? Frontiers in Psychology, 7, 1803. http://doi.org/10.3389/fpsyg.2016.01803

    Lenhard, A., Lenhard, W., Suggate, S., & Segerer, R. (2016). A continuous solution to the norming problem. Assessment, 1-14. http://doi.org/10.1177/1073191116656437

    Lenhard, W., & Lenhard, A. (2016). „conText“ – Training des Leseverständnisses mithilfe semantischer Technologien. In W. Schneider & M. Hasselhorn (Eds.), Förderprogramme für Vor- und Grundschule, Tests und Trends – Jahrbuch der pädagogisch-psychologischen Diagnostik (Band 14, S. 209-224). Göttingen, Germany: Hogrefe. http://doi.org/10.1026/02772-000

    Lenhard, W., & Lenhard, A. (2016). Evidenzbasierte Förderung schulischer Fertigkeiten am Computer: Lernspiele mit Elfe und Mathis. In W. Schneider & M. Hasselhorn (Eds.), Förderprogramme für Vor- und Grundschule, Tests und Trends – Jahrbuch der pädagogisch-psychologischen Diagnostik (Band 14, S. 209-224). Göttingen, Germany: Hogrefe. http://doi.org/10.1026/02772-000

    Lenhard, W. (2016). Psychische Störungen bei Jugendlichen: Ausgewählte Phänomene und Determinanten. Berlin, Germany: Springer. http://doi.org/10.1007/978-3-662-47350-4

    Löffler, E., von der Linden, N., & Schneider, W. (2016). Influence of domain knowledge on monitoring performance across the life span. Journal of Cognition and Development, 17(5), 765-785. http://doi.org/10.1080/15248372.2016.1208204

    Maier, J., & Richter, T. (2016). Effects of text-belief consistency and reading task on the strategic validation of multiple texts. European Journal of Psychology of Education, 31(4), 479-497. http://doi.org/10.1007/s10212-015-0270-9 [preprint]

    Michel, E., Molitor, S., & Schneider, W. (2016). Differential changes in the development of motor coordination and executive functions in children with motor coordination impairments. Child Neuropsychology, 1-26. http://doi.org/10.1080/09297049.2016.1223282

    Müller, B., Richter, T., Križan, A., Hecht, T., & Ennemoser, M. (2016). How to analyze interpersonal and individual effects in peer-tutored reading intervention. The Journal of Experimental Education, 84(4), 744-763. http://doi.org/10.1080/00220973.2015.1065219

    Münchow, H. (2016). Wie man sich fühlt, so lernt man: Der Einfluss von Emotionen auf Lernprozess und Lernerfolg. Das In-Mind Magazin, 1. Retrieved from http://de.in-mind.org/article/wie-man-sich-fuehlt-so-lernt-man-der-einfluss-von-emotionen-auf-lernprozess-und-lernerfolg

    Niklas, F., Cohrssen, C. & Tayler, C. (2016). Parents supporting learning: A non-intensive intervention supporting literacy and numeracy in the home learning environment. International Journal of Early Years Education, 24(2), 121-142. http://doi.org/10.1080/09669760.2016.1155147

    Niklas, F., Cohrssen, C., & Tayler, C. (2016). The sooner, the better: Early reading to children. SAGE Open, 6(4), 1-11. http://doi.org/10.1177/2158244016672715

    Niklas, F., Cohrssen, C., & Tayler, C. (2016). Home learning environment and concept formation: A family intervention study with kindergarten children. Early Childhood Education Journal, 44(5), 419-427. http://doi.org/10.1007/s10643-015-0726-1

    Niklas, F., Cohrssen, C., & Tayler, C. (2016). Improving preschoolers’ numerical abilities by enhancing the home numeracy environment. Early Education and Development, 27(3), 372-383. http://doi.org/10.1080/10409289.2015.1076676   

    Niklas, F., Cohrssen, C., Tayler, C., & Schneider, W. (2016). Erstes Vorlesen: Der frühe Vogel fängt den Wurm. Zeitschrift für Pädagogische Psychologie, 30(1), 35-44. http://doi.org/10.1024/1010-0652/a000166

    Niklas, F., Nguyen, C., Cloney, D. S., Tayler, C., & Adams, R. (2016). Self-report measures of the home learning environment in large scale research: Measurement properties and associations with key developmental outcomes. Learning Environments Research, 19(2), 181-202. http://doi.org/10.1007/s10984-016-9206-9

    Seifried, E., Lenhard, W., & Spinath, B. (2016). Automatic essay assessment: Effects on students’ acceptance and on learning-related characteristics. Psihologija, 49(4), 469-482. http://doi.org/10.2298/psi1604469s

    Seifried, E., Lenhard, W., & Spinath, B. (2016). Filtering essays by means of a software tool: Identifying poor essays. Journal of Educational Computing Research, 55(1), 26-45. http://doi.org/10.1177/0735633116652407

    Von der Linden, N., Löffler, E., & Schneider, W. (2016). Effects of a short strategy training on metacognitive monitoring across the life-span. Frontline Learning Research, 3(4), 37-55. Retrieved from http://journals.sfu.ca/flr/index.php/journal/article/view/196/273

    Von der Mühlen, S., Richter, T., Schmid, S., Schmidt, E. M., & Berthold, K. (2016). The use of source-related strategies in evaluating multiple psychology texts: A student-scientist comparison. Reading and Writing, 29(8), 1677-1698. http://doi.org/10.1007/s11145-015-9601-0

    Von der Mühlen, S., Richter, T., Schmid, S., Schmidt, L.M., & Berthold, K. (2016). Judging the plausibility of arguments in scientific texts: A student-scientist comparison. Thinking & Reasoning, 22(2), 221-249. doi.org/10.1080/13546783.2015.1127289