Deutsch Intern
    Department of Psychology IV

    Publications

    2017

    Schindler, J., Richter, T., & Eyßer, C. (in press). Mood moderates the effect of self-generation during learning. Frontline Learning Research, 5, 76-88.

    Schindler, J., & Richter, T. (in press). 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. Berlin, Germany: De Gruyter. [preprint]

    Müller, B., Otterbein-Gutsche, G., & Richter, T. (in press). 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. [preprint]

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

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

    Richter, T., & Maier, J. (in press). Verstehen kontroverser wissenschaftlicher Themen: Probleme, zugrundeliegende kognitive Prozesse und psychologische Interventionen. Psychologische Rundschau. [preprint]

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

    Richter, T., & Schnotz, W. (in press). Textverstehen. In S. Buch, D. Rost & J. Sparfeldt (Eds.), Handwörterbuch Pädagogische Psychologie (5th ed.). Weinheim, Germany: Beltz.

    Richter, T., & Singer, M. (in press). Discourse updating: Acquiring and revising knowledge through discourse. In D. Rapp, A. Britt & M. Schober (Eds.), Handbook of discourse processes (2nd ed.). New York, NY: Taylor & Francis. [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.

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

    Vaahtoranta, E., Suggate, S., Jachmann, C., Lenhart, J., & Lenhard, W. (in press). Can explaining less be more? Enriching vocabulary through explicit versus elaborative storytelling. First Language.

    Zayac, R., & Lenhard, W. (in press). Characteristics of master teachers: German university students’ perceptions of high quality instruction. In J. Keeley & W. Buskist (Eds.), New directions in teaching and learning. San Francisco, CA: Wiley.

    Maier, J., Richter, T., Nauroth, P., & Gollwitzer, M. (2017). For me or for them: How in-group identification and beliefs influence the comprehension of controversial texts. Journal of Research in Reading. doi:10.1111/1467-9817.12132 [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]

    Lenhart, J., Lenhard, W., Vaahtoranta, E., & Suggate, S. (2017). Incidental vocabulary acquisition from listening to stories: A comparison between read-aloud and free storytelling approaches. Educational Psychology: An International Journal of Experimental Educational Psychology. Online First. doi: 10.1080/01443410.2017.1363377

    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.

    Schreiner, C., Appel, M., Isberner, M.-B., & Richter, T. (2017). Argument strength and the persuasiveness of stories. Discourse Processes, 1-16. http://doi.org/10.1080/0163853x.2016.1257406

    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

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