Publications by Eva Michel

Michel, E. & Bimmüller, A. (2022). The factorial structure of executive functions in kindergarten children: An explorative study. Child Neuropsychology, https://doi.org/10.1080/09297049.2022.2138303.

Michel, E., & Molitor, S. (2022).  Fine motor skill automatization and working memory in children with and without potential fine motor impairments: An explorative study. Human Movement Science, 84, 102968. https://doi.org/10.1016/j.humov.2022.102968

Michel, E. & Bimmüller, A. (2022). Eine explorative Studie zur Arbeitsgedächtnisbeteiligung bei der Bearbeitung feinmotorischer Aufgaben im Vorschulalter. Frühe Bildung, 11, 201-209. https://doi.org/10.1026/2191-9186/a000587.

Michel, E. & Gado, G. (2022). Faktorielle Struktur motorischer Kompetenzen bei Grundschulkindern der ersten Klasse: Ergebnisse der Movement ABC-2. Kindheit und Entwicklung, 31, 174-184. https://doi.org/10.1026/0942-5403/a000385.

Michel, E., Söll, L. & Molitor, S. (2021). The role of parent-rated executive functions as predictors of school performance. Lernen und Lernstörungen, 11, 43-54. https://doi.org/10.1024/2235-0977/a000334

Michel, E. & Kargruber, I. (2020). Wirksamkeit eines handkoordinativen Trainings im Vorschulalter. Praxis der Kinderpsychologie und Kinderpsychiatrie (69), 614-624. https://doi.org/10.13109/prkk.2020.69.7.614

Michel, E., Molitor, S. & Schneider, W. (2020). Executive Functions 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

Molitor, S., Michel, E. & Schneider, W. (2020). Differential development of children with motor coordination difficulties: Longitudinal findings concerning motor coordination, executive functions, and scholastic achievement. Psychologie in Erziehung und Unterricht, 67 (1), 13-31. https://doi.org/10.2378/peu2020.art03d

Michel, E. & Leidel, S. (2019). Zusammenhänge zwischen Händigkeitsentwicklung und Handgeschicklichkeit im Vorschulalter. Motorik, 42, 202-203.

Michel, E., Molitor, S. & Schneider, W. (2019). Motor coordination and executive functions as early predictors of reading and spelling acquisition. Developmental Neuropsychology, 44 (3), 282-295. https://doi.org/10.1080/87565641.2019.1584802

Michel, E., Molitor, S., Fahmer, N. & Schneider, W. (2019). Parents' and kindergarten teachers' ratings of children's motor skills in kindergarten predict motor development in primary school. Frühe Bildung, 8, 1-8. https://doi.org/10.1026/2191-9186/a000421

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

Michel, E. & Molitor, S. (2018). Erfassung des motorischen Entwicklungsstands im Vorschul- und Schulalter. In W. Schneider & M. Hasselhorn (Hrsg.) (2018), Schuleingangsdiagnostik - Schulbereitschaftsdiagnostik. Tests und Trends N.F. Band 16. 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. DOI:10.1080/09297049.2016.1223282.

Molitor, S., Michel, E. & Schneider, W. (2015): Executive functions in children with motor coordination impairments. Kindheit und Entwicklung, 24, 181-188. https://doi.org/10.1026/0942-5403/a000174

Roebers, C. M., Röthlisberger, M., Neuenschwander, R., Cimeli, P., Michel, E., & Jäger, K. (2014). The relation between cognitive and motor performance and their relevance for children’s transition to school: a latent variable approach. Human Movement Science, 33, 284-297. https://doi.org/10.1016/j.humov.2013.08.011

Michel, E., Cimeli, P., Neuenschwander, R., Röthlisberger, M., & Roebers, C. M. (2013). Development of manual dexterity, executive functions, and scholastic achievement in children at risk for developmental coordination disorders. Zeitschrift für Entwicklungspsychologie und Pädagogische Psychologie, 45, 191-206. https://doi.org/10.1026/0049-8637/a000097

Röthlisberger, M., Neuenschwander, R., Cimeli, P., Michel, E., & Roebers, C.M. (2012). Improving executive functions in 5- and 6-year-olds: Evaluation of a small group intervention in prekindergarten and kindergarten Children. Infant and Child Development, 21, 411-429. https://psycnet.apa.org/doi/10.1002/icd.752

Michel, E. (2012). Motor coordination and executive functions. Developmental Medicine & Child Neurology, 54, 971. doi: 10.1111/j.1469-8749.2012.04416.x

Michel, E., Röthlisberger, M., Neuenschwander, R., & Roebers, C. M. (2011). Development of cognitive skills in children with motor coordination impairments at 12 month follow-up. Child Neuropsychology, 17, 151–172. https://doi.org/10.1080/09297049.2010.525501

Michel, E., Kauer, M. & Roebers, C. M. (2011). Motor coordination impairments in childhood: The role of individual differences in cognitive functions. Kindheit und Entwicklung, 20(1), 49-59. https://doi.org/10.1026/0942-5403/a000024

Neuenschwander, R., Röthlisberger, M., Michel, E., & Roebers, C. M. (2011). Differences in Various Domains of School Readiness as a Function of Preschool Context: A Comparison of Kindergarten and a New Frame of Flexible School Enrolment in Switzerland. Psychologie in Erziehung und Unterricht, 1, 30-40.

Roebers, C. M.. Röthlisberger, M., Cimeli, P., Michel, E., & Neuenschwander, R. (2011). School enrollment and executive functioning: A longitudinal perspective on developmental changes, the influence of learning context, and the prediction of pre-academic skills. European Journal of Developmental Psychology, 8, 526-540. https://psycnet.apa.org/doi/10.1080/17405629.2011.571841

Michel, E. (2010). The role of individual differences in information processing skills for children’s learning through film. Journal of Media Psychology, 22(3), 105-113. https://doi.org/10.1027/1864-1105/a000015

Röthlisberger, M., Neuenschwander, R., Michel, E. & Roebers, C. M. (2010). Executive functions: Underlying cognitive processes and their correlates in late preschool children. Zeitschrift für Entwicklungspsychologie und Pädagogische Psychologie, 42, 99-110. https://doi.org/10.1026/0049-8637/a000010

Röthlisberger, M. & Michel, E. (2009). Development and evaluation of a motor coordination training for children in special-needs classes. Praxis der Kinderpsychologie und Kinderpsychiatrie, 58, 215-230.  https://doi.org/10.13109/prkk.2009.58.3.215

Michel, E. & Roebers, C. M. (2008). Children’s Knowledge Acquisition through Educational Films: Influence of programme characteristics. Applied Cognitive Psychology, 22, 1228-1244. https://psycnet.apa.org/doi/10.1002/acp.1431

Michel. E. & Roebers, C. M. (2008). Children in regular and in special-needs classes: Cross-sectional and longitudinal comparisons. Swiss Journal of Psychology, 67, 249-259. http://dx.doi.org/10.1024/1421-0185.67.4.249

Michel, E. & Roebers, C. M. (2007). Educational films in the classroom: A comparison of three instructional methods. Psychologie in Erziehung und Unterricht, 54, 191–207.

Michel, E., Roebers, C. M. & Schneider, W. (2007). Educational Films in the Classroom: Increasing the Benefit. Learning and Instruction, 17, 172-183. https://psycnet.apa.org/doi/10.1016/j.learninstruc.2007.01.005

Roebers, C. M., Howie, P., & Beuscher, E. (2007). Can private reports enhance children's event recall, lower their suggestibility and foster their metacognitive monitoring compared to face-to-face interviews? Computers in Human Behavior, 23, 749-769. https://psycnet.apa.org/doi/10.1016/j.chb.2004.11.007

Michel, E. (2006). Möglichkeiten und Grenzen des Wissenserwerbs durch pädagogisch intendierte Sendungen bei Kindern im Vor- und Grundschulalter. Hamburg: Dr. Kovac.

Beuscher, E., Roebers, C. M. & Schneider, W. (2005). Children’s Memory for Educational Television Programs. Psychologie in Erziehung und Unterricht, 52, 51-65.

Beuscher, E. & Roebers, C. M. (2005). Does a warning help children to more accurately remember an event, to resist misleading questions, and to identify unanswerable questions? Experimental Psychology, 52, 1-10. https://psycnet.apa.org/doi/10.1027/1618-3169.52.3.232

Roebers, C. M. & Beuscher, E. (2004). Training children in event recall: Benefits of a brief narrative elaboration training. Praxis der Kinderpsychologie und Kinderpsychiatrie, 53, 707-721. DOI: 10.25656/01:960