piwik-script

Deutsch Intern
    Department of Psychology IV

    Publications

    2018

    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. (in press). Konzeption eines Online-Screenings für Lernstörungen [Conception of an online-screening for learning disorders]. Lernen & Lernstörungen. [preprint]

    Feistauer, D. & Richter, T. (in press). The role of clarity about course contents and interest in student evaluations of teaching. Psychology Learning and Teaching.

    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. (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. (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. (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.

    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

    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.

    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, 1-11. 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.

    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]

    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]

    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

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