@article{37823, author = {{Güldenpenning, Iris and Kunde, Wilfried and Weigelt, Matthias}}, issn = {{0001-6918}}, journal = {{Acta Psychologica}}, keywords = {{Arts and Humanities (miscellaneous), Developmental and Educational Psychology, Experimental and Cognitive Psychology, General Medicine}}, pages = {{103013}}, publisher = {{Elsevier BV}}, title = {{{Cognitive load reduces interference by head fakes in basketball}}}, doi = {{10.1016/j.actpsy.2020.103013}}, volume = {{203}}, year = {{2020}}, } @article{33438, author = {{Knickenberg, Margarita and Zurbriggen, Carmen and Venetz, Martin and Schwab, Susanne and Gebhardt, Markus}}, issn = {{0885-6257}}, journal = {{European Journal of Special Needs Education}}, keywords = {{Developmental and Educational Psychology, Health Professions (miscellaneous), Education}}, number = {{3}}, pages = {{287--302}}, publisher = {{Informa UK Limited}}, title = {{{Assessing dimensions of inclusion from students’ perspective – measurement invariance across students with learning disabilities in different educational settings}}}, doi = {{10.1080/08856257.2019.1646958}}, volume = {{35}}, year = {{2019}}, } @article{49267, author = {{Sommer, Sabrina and Buhl, Heike M.}}, issn = {{1068-0667}}, journal = {{Journal of Adult Development}}, keywords = {{Life-span and Life-course Studies, Developmental and Educational Psychology, Experimental and Cognitive Psychology}}, number = {{4}}, pages = {{286--296}}, publisher = {{Springer Science and Business Media LLC}}, title = {{{Intergenerational Transfers: Associations with Adult Children’s Emotional Support of Their Parents}}}, doi = {{10.1007/s10804-018-9296-y}}, volume = {{25}}, year = {{2018}}, } @article{49279, author = {{Sommer, Sabrina and Buhl, Heike M.}}, issn = {{1068-0667}}, journal = {{Journal of Adult Development}}, keywords = {{Life-span and Life-course Studies, Developmental and Educational Psychology, Experimental and Cognitive Psychology}}, number = {{4}}, pages = {{286--296}}, publisher = {{Springer Science and Business Media LLC}}, title = {{{Intergenerational Transfers: Associations with Adult Children’s Emotional Support of Their Parents}}}, doi = {{10.1007/s10804-018-9296-y}}, volume = {{25}}, year = {{2018}}, } @article{37456, author = {{Paleczek, Lisa and Seifert, Susanne and Gasteiger-Klicpera, Barbara}}, issn = {{0033-3085}}, journal = {{Psychology in the Schools}}, keywords = {{Developmental and Educational Psychology, Education}}, number = {{3}}, pages = {{228--245}}, publisher = {{Wiley}}, title = {{{INFLUENCES ON TEACHERS’ JUDGMENT ACCURACY OF READING ABILITIES ON SECOND AND THIRD GRADE STUDENTS: A MULTILEVEL ANALYSIS}}}, doi = {{10.1002/pits.21993}}, volume = {{54}}, year = {{2017}}, } @article{32537, abstract = {{Home literacy environment (HLE) makes an important contribution to children's reading acquisition in early years. Even though some research on children's perception exists, children's reports about HLE have been neglected. The present study focuses on N = 281 six-year-old's reports about HLE and its influences on literacy enjoyment, frequency, and early literacy skills. Parents' educational background was expected to predict children-perceived HLE. A positive impact of active HLE on literacy enjoyment and frequency were found. HLE also mediates the relation between parents' background and enjoyment. The importance of children's perspective on HLE regarding family literacy programs is discussed.}}, author = {{Wiescholek, Sabrina and Hilkenmeier, Johanna and Greiner, Christian and Buhl, Heike M.}}, issn = {{0270-2711}}, journal = {{Reading Psychology}}, keywords = {{Linguistics and Language, Developmental and Educational Psychology, Education}}, number = {{1}}, pages = {{41--68}}, publisher = {{Informa UK Limited}}, title = {{{Six-year-olds' perception of home literacy environment and its influence on children's literacy enjoyment, frequency, and early literacy skills}}}, doi = {{10.1080/02702711.2017.1361495}}, volume = {{39}}, year = {{2017}}, } @article{32538, author = {{Buhl, Heike M. and Hilkenmeier, Johanna}}, issn = {{0342-183X}}, journal = {{Psychologie in Erziehung und Unterricht}}, keywords = {{Developmental and Educational Psychology}}, number = {{4}}, pages = {{241 -- 242}}, title = {{{Editorial Gespräche zwischen Eltern und Lehrkräften}}}, doi = {{10.2378/peu2017.art20d}}, volume = {{64}}, year = {{2017}}, } @article{37459, author = {{Seifert, Susanne and Kulmhofer, Andrea and Paleczek, Lisa and Schwab, Susanne and Gasteiger-Klicpera, Barbara}}, issn = {{1082-3301}}, journal = {{Early Childhood Education Journal}}, keywords = {{Developmental and Educational Psychology, Education}}, number = {{3}}, pages = {{333--345}}, publisher = {{Springer Science and Business Media LLC}}, title = {{{Suggestions for Vocabulary Focused Reading Lessons for Mainstream Classrooms Addressing Both L1 and L2 Learners}}}, doi = {{10.1007/s10643-015-0762-x}}, volume = {{45}}, year = {{2016}}, } @article{32528, abstract = {{The study investigates the status of individuation in adult child–parent relationships expressed in verbal interactions, as well as considering verbal behavior as a means to individuate. A sample of 41 German adult children aged 20–45 years and their 39 mothers and 19 fathers were videotaped in dyadic conflict discourse. The interactions were coded in their entirety, and scales were allocated to the factor connectedness, individuality, and conflict. Group comparisons show that mothers and fathers do not differ. Middle-aged adults interacted in a more individuated manner than young adults. Their mothers interacted in a way that was more connected and less conflictual than mothers in interactions with younger adults; their fathers, on the other hand, interacted more conflictual. The behavior of adult children and their parents did not differ and so expressed a high amount of behavioral symmetry. Associations between the self-report about the relationship and family members’ behavior point to verbal interaction as a means for negotiating the relationship.}}, author = {{Buhl, Heike M. and Scholwin, Berit and Noack, Peter}}, issn = {{1068-0667}}, journal = {{Journal of Adult Development}}, keywords = {{Life-span and Life-course Studies, Developmental and Educational Psychology, Experimental and Cognitive Psychology}}, number = {{2}}, pages = {{100--111}}, publisher = {{Springer Science and Business Media LLC}}, title = {{{Individuation in Adults’ Family Interactions: An Observational Study}}}, doi = {{10.1007/s10804-014-9204-z}}, volume = {{22}}, year = {{2014}}, } @article{46434, abstract = {{Abstract When looking at seminal works in contemporary literary criticism (exemplary: Martinez/Scheffel 2012), it is apparent that the subject of “time”, or, “the representation of time”, receives a great deal of significance. Regarding the ontogenesis of literary research discourse over the past 50 years, Käte Hamburger’s “The Logic of Poetry” (original “Die Logik der Dichtung”, 1957) is a work that has fundamentally shaped the research discourse. But not only within the field of literary studies has the subject of “tense and narration” has been received and discussed – also the field of linguistics also demonstrates an intensive engagement with the subject of narration (cf. e. g. Weinrich 1964, Ehlich 1980) and tense. For example, Rolf Thieroffs monograph “The finite Verb in German: Tense – Mood – Distance” (original “Das finite Verb im Deutschen: Tempus – Modus – Distanz”, 1992) elaborates a conceptualisation of the German temporal system with reference to Weinrich’s representation of time in fiction and non-fiction texts (cf. Thieroff 1992, 298). This contribution joins at the interface between linguistic research on tenses and literary research on narration. The aim is to show that there is an interaction between choice of tense and narrative context, or, in other words: the use of different tenses activates different states of consciousness, and thereby different ‘forms’ of narration are created. The latter are captured from empirical data arising from language acquisition and speech genesis as well as, in accordance with Iser (1991) and Sartre (1940/1994), not in a dichotomic fashion but as a trias-system, and are opened for discussion. The remodeling does not regard the two poles of “every­day narration” and “literary narration” as contrasting, but rather as a continuum, which can show transitions relative to the genre of the text and the speech competence of the narrator.}}, author = {{Topalović, Elvira and Uhl, Benjamin}}, issn = {{1613-0626}}, journal = {{Zeitschrift für germanistische Linguistik}}, keywords = {{Linguistics and Language, Developmental and Educational Psychology, Language and Linguistics}}, number = {{1}}, pages = {{26--49}}, publisher = {{Walter de Gruyter GmbH}}, title = {{{Linguistik des literarischen Erzählens}}}, doi = {{10.1515/zgl-2014-0002}}, volume = {{42}}, year = {{2014}}, } @article{37458, author = {{Schwab, Susanne and Seifert, Susanne and Gasteiger-Klicpera, Barbara}}, issn = {{0966-9760}}, journal = {{International Journal of Early Years Education}}, keywords = {{Developmental and Educational Psychology, Education}}, number = {{2}}, pages = {{210--222}}, publisher = {{Informa UK Limited}}, title = {{{Improving reading in children with German as a first or second language}}}, doi = {{10.1080/09669760.2014.909308}}, volume = {{22}}, year = {{2014}}, }