Häufigkeiten und Einflussfaktoren von Suchtproblemen / Befunde der Heidelberger Schulstudie

Haffner, Jérémie; Roos, Janetta Hendrika; Steen, Richard; Parzer, Peter; Resch, Franz

doi:10.1055/s-0029-1240426

Cited by 27 publications

(40 citation statements)

References 0 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…The 83 participants of the current analysis (42 children with age-adequate arithmetic development and 41 children with dyscalculia) were selected as follows: during a screening period, a classroom test of arithmetic (Haffner et al, 2005) was given to 505 children at the end of first grade attending 19 different elementary schools in a south-western area of Germany. All children who performed more than 1 SD below age expectations on this test were invited for further assessment.…”

Section: Methodsmentioning

confidence: 99%

Development of numerical processing in children with typical and dyscalculic arithmetic skills—a longitudinal study

Landerl¹

2013

Front. Psychol.

View full text Add to dashboard Cite

Numerical processing has been demonstrated to be closely associated with arithmetic skills, however, our knowledge on the development of the relevant cognitive mechanisms is limited. The present longitudinal study investigated the developmental trajectories of numerical processing in 42 children with age-adequate arithmetic development and 41 children with dyscalculia over a 2-year period from beginning of Grade 2, when children were 7; 6 years old, to beginning of Grade 4. A battery of numerical processing tasks (dot enumeration, non-symbolic and symbolic comparison of one- and two-digit numbers, physical comparison, number line estimation) was given five times during the study (beginning and middle of each school year). Efficiency of numerical processing was a very good indicator of development in numerical processing while within-task effects remained largely constant and showed low long-term stability before middle of Grade 3. Children with dyscalculia showed less efficient numerical processing reflected in specifically prolonged response times. Importantly, they showed consistently larger slopes for dot enumeration in the subitizing range, an untypically large compatibility effect when processing two-digit numbers, and they were consistently less accurate in placing numbers on a number line. Thus, we were able to identify parameters that can be used in future research to characterize numerical processing in typical and dyscalculic development. These parameters can also be helpful for identification of children who struggle in their numerical development.

show abstract

Section: Methodsmentioning

confidence: 99%

Development of numerical processing in children with typical and dyscalculic arithmetic skills—a longitudinal study

Landerl¹

2013

Front. Psychol.

View full text Add to dashboard Cite

show abstract

“…Moreover, arithmetic performance was measured using the addition and subtraction subtests of the "Heidelberger Rechentest" (HRT, Haffner, Baro, Parzer & Resch, 2005). A list of 40 addition/subtraction tasks is presented to the children and they are asked to solve as many problems as possible within two minutes.…”

Section: Methodsmentioning

confidence: 99%

Das Mathematikangstinterview (MAI): Erste psychometrische Gütekriterien

Kohn

Richtmann

Rauscher

et al. 2013

Lernen und Lernstörungen

View full text Add to dashboard Cite

show abstract

“…Mathematical skills were measured using four subtests (used from standardized, curriculum-based achievement tests: TEDI-Math; Kaufmann et al, 200and HRT 1-4;Haffner, Baro, Parzer, & Resch, 2005). In the Magnitude Comparison test, children had to select the field with the larger number of dots out of two different fields of dots.…”

Section: Mathematicsmentioning

confidence: 99%

Executive Functions in 5- to 8-Year Olds: Developmental Changes and Relationship to Academic Achievement

Röthlisberger¹,

Neuenschwander²,

Cimeli³

et al. 2013

JEDP

View full text Add to dashboard Cite

Pronounced improvements in executive functions (EF) during preschool years have been documented in cross-sectional studies. However, longitudinal evidence on EF development during the transition to school and predictive associations between early EF and later school achievement are still scarce. This study examined developmental changes in EF across three time-points, the predictive value of EF for mathematical, reading and spelling skills and explored children's specific academic attainment as a function of early EF. Participants were 323 children following regular education; 160 children were enrolled in prekindergarten (younger cohort: 69 months) and 163 children in kindergarten (older cohort: 78.4 months) at the first assessment. Various tasks of EF were administered three times with an interval of one year each. Mathematical, reading and spelling skills were measured at the last assessment. Individual background characteristics such as vocabulary, non-verbal intelligence and socioeconomic status were included as control variables. In both cohorts, changes in EF were substantial; improvements in EF, however, were larger in preschoolers than school-aged children. EF assessed in preschool accounted for substantial variability in mathematical, reading and spelling achievement two years later, with low EF being especially associated with significant academic disadvantages in early school years. Given that EF continue to develop from preschool into primary school years and that starting with low EF is associated with lower school achievement, EF may be considered as a marker or risk for academic disabilities.

show abstract

Häufigkeiten und Einflussfaktoren von Suchtproblemen / Befunde der Heidelberger Schulstudie

Cited by 27 publications

References 0 publications

Development of numerical processing in children with typical and dyscalculic arithmetic skills—a longitudinal study

Development of numerical processing in children with typical and dyscalculic arithmetic skills—a longitudinal study

Das Mathematikangstinterview (MAI): Erste psychometrische Gütekriterien

Executive Functions in 5- to 8-Year Olds: Developmental Changes and Relationship to Academic Achievement

Contact Info

Product

Resources

About