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Orthographic knowledge predicts reading and spelling skills over and above general intelligence and phonological awareness
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In: European journal of psychology of education 36 (2021) 1, S. 21-43 (2020)
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Developmental trajectories of phonological information processing in upper elementary students with reading or spelling disabilities
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In: Reading research quarterly 56 (2021) 1, S. 143-171 (2020)
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Teachers' self-efficacy beliefs regarding assessment and promotion of school-relevant skills of preschool children
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In: Early child development and care 189 (2019) 2, S. 339-351 (2019)
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Sind Fortbildungsmaßnahmen zu linguistisch fundierter Sprachförderung wirksam? Analysen zu den Kompetenzen von Fachkräften und mehrsprachigen Kindern
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In: Frühe Bildung 8 (2019) 4, S. 181-186 (2019)
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Differences in counting skills between Chinese and German children are accompanied by differences in processing of approximate numerical magnitude information
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In: Frontiers in psychology 9 (2019), 8 S. (2019)
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Development of working memory from grade 3 to 5. Differences between children with and without mathematical learning difficulties
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In: International journal of disability, development and education 65 (2018) 5, S. 509-525 (2018)
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Phonological processing in children with specific reading disorder versus typical learners. Factor structure and measurement invariance in a transparent orthography
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In: The Journal of educational psychology 109 (2017) 5, S. 709-726 (2017)
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Zur Entwicklung eines interaktiven Verfahrens der Sprachstandsermittlung bei mehrsprachig aufwachsenden Kindern. Von der Idee zu ersten Umsetzungsschritten
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In: Zeitschrift für interkulturellen Fremdsprachenunterricht 21 (2016) 2, S. 127-142 (2016)
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Working memory in children with learning disabilities in reading versus spelling. Searching for overlapping and specific cognitive factors
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In: Journal of Learning Disabilities 48 (2015) 6, S. 622-634 (2015)
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Working memory functioning in children with poor mathematical skills. Relationships to IQ-achievement discrepancy and additional reading and spelling difficulties
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In: Zeitschrift für Psychologie 223 (2015) 2, S. 83-92 (2015)
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Differentiation of competence and affect self-perceptions in elementary school students. Extending empirical evidence
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In: European journal of psychology of education 30 (2015) 4, S. 405-419 (2015)
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Die Entwicklung des akademischen Selbstkonzeptes bei Grundschulkindern mit Lernschwierigkeiten
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In: Zeitschrift für Erziehungswissenschaft 18 (2015) 3, S. 513-526 (2015)
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In search of methods enhancing fluency in reading. An examination of the relations between time constraints and processes of reading in readers of German
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In: Journal of experimental child psychology 140 (2015), S. 140-157 (2015)
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Native language self-concept and reading self-concept. Same or different?
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In: The journal of experimental education 82 (2014) 2, S. 229-252 (2014)
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Wie und warum verändert sich die Gedächtnisspanne über die Lebensspanne?
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In: Zeitschrift für Entwicklungspsychologie und pädagogische Psychologie 20 (1988) 4, S. 322-337 (1988)
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Abstract:
Ausgehend von kontroversen Positionen hinsichtlich der Fragestellungen, ob (a) die Gedächtnisspanne (GS) einem bedeutsamen Altersabbau unterliegt und (b) die Kapazität des Arbeitsgedächtnisses über die Lebensspanne hinweg weitgehend konstant bleibt, werden vier Erwartungen formuliert: (1) Es gibt einen bedeutsamen GS-Altersabbau. (2) Die Informationsverarbeitungsgeschwindigkeit (IVG) nimmt bis zum frühen Erwachsenenalter zu und unterliegt ebenfalls einem Altersabbau. (3) Die IVG ist über die gesamte Lebensspanne eine wesentliche Determinante interindividueller GS-Differenzen. (4) Die Kapazität der artikulatorischen Memorier-Schleife (MS) des Arbeitsgedächtnisses ist altersinvariant. Die Erwartungen werden in einer Studie mit je 30 Pbn aus fünf Altersgruppen (6, 8, 10, 22, 72 Jahre) überprüft, in denen die GS und die IVG für einsilbige Wörter erhoben und die MS aus dem Produkt von GS und IVG geschätzt wird. Alle vier Erwartungen lassen sich empirisch bestätigen. Allerdings legt ein marginaler Alterstrend der MS-Mirte1werte nahe, der Frage nach der MS-Altersinvarianz weitere Untersuchungen zu widmen. (DIPF/ Orig.) ; In recent memory development research some issues surrounding (a) memory span differences between young and old people and (b) working memory capacity across life span are discussed controversial. This study was designed to test the following assumptions: (1) Memory span (MS) does decline in old age. (2) Information processing speed (IPS) increases from childhood to early adulthood and decreases to the end of the life span. (3) There exists a strong relationship between MS and IPS independent of people's age.(4) The time-limited capacity of the articulatory rehearsal loop (RL) as a subsystem of working memory is age-invariant across life span. Wordspan and speech rate for monosyllabic nouns were assessed from 30 Ss from each of five different age-groups (6, 8, 10, 22, 72 years). An individual RL-score was computed by the product of subject's wordspan and the calculated mean time for processing one word. The four assumptions mentioned above could be confirmed statistically. However, a marginal but consistent age-trend regarding RL does raise some doubts on the hypothesized constant RL-capacity across life span. (DIPF/ Orig.)
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Keyword:
Age; ddc:370; Deutschland; Developmental psychology; Education; Empirical study; Empirische Untersuchung; Entwicklungspsychologie; Erziehung; Forschung; Gedächtnis; Germany; Lebensalter; Memory; Pädagogische Psychologie; Period of life; Psychologie; Psychology; Research; Schul- und Bildungswesen
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URL: https://www.pedocs.de/volltexte/2014/1706/
http://nbn-resolving.de/urn:nbn:de:0111-opus-17063
https://www.pedocs.de/volltexte/2014/1706/pdf/Hasselhorn_Marcus_Wie_und_Warum_veraendert_sich_die_Gedaechtnisspanne_ueber_die_Lebensspanne_D_A.pdf
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