Lehrstuhl für Empirische Pädagogik und Pädagogische Psychologie (DE)
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Veröffentlichungen in Fachzeitschriften/ Publications in journals

2019

  • Annac, E., Pointner, M., Khader, P. H., Müller, H. J., Zang, X., & Geyer, T. (2019). Recognition of incidentally learned visual search arrays is supported by fixational eye movements. Journal of Experimental Psychology: Learning, Memory, and Cognition. doi:10.1037/xlm0000702
  • Eadie, P., Stark, H., & Niklas, F. (2019). Quality of interactions by early childhood educators: Supporting infant and toddler communication skills. Early Childhood Education Journal, 47(3), 251-263. doi:10.1007/s10643-019-00929-5

2018

  • Annac, E., Zang, X., Müller, H. J., & Geyer, T. (2018). A secondary task is not always costly: Context‐based guidance of visual search survives interference from a demanding working memory task. British Journal of Psychology. doi:10.1111/bjop.12346
  • Kurcyus, K., Annac, E., Henning, N.M., Oeltzschner, G., Edden, E., & Riedl, V. (2018). Opposite dynamics of GABA and glutamate levels in the occipital cortex during visual processing. Journal of Neuroscience, 38(46), 9967-9976. doi:10.1523/JNEUROSCI.1214-18.2018
  • Niklas, F., Cohrssen, C., Vidmar, M., Segerer, R., Schmiedeler, …, & Tayler, C. (2018). Early childhood professionals' perceptions of children's school readiness characteristics in six countries. International Journal of Educational Research, 90, 144-159. doi:10.1016/j.ijer.2018.06.001
  • 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. doi:10.1016/j.cedpsych.2018.06.001
  • Niklas, F., & Tayler, C. (2018). Room quality and composition matters: Children's verbal and numeracy abilities in Australian early childhood settings. Learning and Instruction, 54, 114-124. doi:10.1016/j.learninstruc.2017.08.006
  • Niklas, F., Tayler, C., & Cohrssen, C. (2018). Bilingual children's language learning in Australian early childhood education and care settings. Research Papers in Education, 33(4), 544-560. doi:10.1080/02671522.2017.1353672

2017

  • Annac, E., Conci, M, Müller, H. J., & Geyer, T. (2017). Local item density modulates adaptation of learned contextual cues. Journal of Visual Cognition, 1-16. doi:10.1080/13506285.2017.1339158
  • Hildenbrand, C., Niklas, F., Cohrssen, C., & Tayler, C. (2017). Children's mathematical and verbal competencies in different early education and care settings in Australia. Journal of Early Childhood Research, 15(2), 144-157. doi:10.1177/1476718X15582096
  • Niklas, F., & Schneider, W. (2017). Intervention in the home literacy environment and kindergarten children’s vocabulary and phonological awareness. First Language, 37(5), 433-452. doi:10.1177/0142723717698838.
  • 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. doi:10.1016/j.cedpsych.2017.03.006 
  • 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, 61(2), 105-123. doi:10.1177/0004944117710954
  • 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. doi:10.3390/jintelligence5020026
  • 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(2), 311-331. doi:10.1007/s10212-016-0294-9

2016

  • 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.
  • 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(3), 361-382. doi:10.1177/1468798415592008
  • Niklas, F., Cohrssen, C., & Tayler, C. (2016). The sooner, the better: Early reading to children. Sage Open, 1-11. doi: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. doi:10.1007/s10643-015-0726-1
  • Niklas, F., Cohrssen, C., & Tayler, C. (2016). Parents supporting learning: Literacy and numeracy in the home learning environment. International Journal of Early Years Education, 24(2), 121-142. doi:10.1080/09669760.2016.1155147
  • 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. doi: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. doi:10.1024/1010-0652/a000166
  • Niklas. F., Nguyen, C., Cloney, D., 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. doi:10.1007/s10984-016-9206-9

2015

  • Annac, E., Conci, M., Müller, H., & Geyer, T. (2015). Multiple target location learning in repeated visual search: adaptation or new learning? Perception, 44, 10-11.
  • Gilley, T., Niklas, F., Tayler, C., & Cloney, D. (2015). Too late and not enough for some children: Early childhood education and care (ECEC) program usage patterns in the years before school in Australia. International Journal of Child Care and Education Policy, 9(1). doi:10.1186/s40723-015-0012-0
  • Niklas, F. (2015). Die familiäre Lernumwelt und ihre Bedeutung für die kindliche Kompetenzentwicklung. Psychologie in Erziehung und Unterricht, 62, 106-120. doi:10.2378/peu2015.art11d
  • Niklas, F., & Schneider, W. (2015). With a little help: improving kindergarten children’s vocabulary by enhancing the home literacy environment. Reading and Writing: An Interdisciplinary Journal, 28(4), 491-508. doi:10.1007/s11145-014-9534-z
  • Niklas, F., Tayler, C., & Schneider, W. (2015). Home-based literacy activities and children's cognitive outcomes: A comparison between Australia and Germany. International Journal of Educational Research, 71, 75-85. doi:10.1016/j.ijer.2015.04.001
  • Tayler, C., Cloney, D., & Niklas, F. (2015). A bird in the hand: Understanding the trajectories of development of young children and the need for action to improve outcomes. Australasian Journal of Early Childhood, 40(3), 51-60.

2014

  • Niklas, F., & Schneider, W. (2014). Casting the die before the die is cast: The importance
    of the home numeracy environment for preschool children. European Journal of Psychology of Education, 29(3), 327-345. doi:10.1007/s10212-013-0201-6
  • Schmiedeler, S., Niklas, F., & Schneider, W. (2014). Symptoms of attention-deficit hyperactivity disorder (ADHD) and home learning environment (HLE): Findings from a longitudinal study. European Journal of Psychology of Education, 29(3), 467-482. doi:10.1007/s10212-013-0208-z
  • Schneider, W., Niklas, F., & Schmiedeler, S. (2014). Intellectual development from early childhood to early adulthood: The impact of early IQ differences on stability and change over time. Learning and Individual Differences, 32, 156-162. doi:10.1016/j.lindif.2014.02.001

2013

  • Annac, E., Manginelli, A.A., Pollmann, S., Shi, Z., Müller, H. J., & Geyer, T. (2013). Memory under pressure: Secondary-task effects on contextual cueing of visual search. Journal of Vision,13(13/6)6, 1-15, doi:10.1167/13.13.6
  • Niklas, F., Möllers, K., & Schneider, W. (2013). Die frühe familiäre Lernumwelt als Mediator zwischen strukturellen Herkunftsmerkmalen und der basalen Lesefähigkeit am Ende der ersten Klasse. Psychologie in Erziehung und Unterricht, 60, 94-111. doi:10.2378/peu2013.art08d
  • Niklas, F., & Schneider, W. (2013). Home literacy environment and the beginning of reading and spelling. Contemporary Educational Psychology, 38, 40-50. doi:10.1016/j.cedpsych.2012.10.001

2012

  • Annac, E., & Bahcekapili, H.G. (2012). Understanding and acceptance of evolutionary theory among turkish university students. Dogus University Journal, 13(1), 1-11. [online]
  • Hasselhorn, M., Schöler, H., Schneider, W., Ehm, J.-H., Johnson, M., ... & Wagner, H. (2012). Gezielte Zusatzförderung im Modellprojekt "Schulreifes Kind" - Auswirkungen auf Schulbereitschaft und schulischen Lernerfolg. Frühe Bildung, 1(1), 3-10. doi:10.1026/2191-9186/a000019
  • Niklas, F. & Schneider, W. (2012). Einfluss von "Home Numeracy Environment" auf die mathematische Kompetenzentwicklung vom Vorschulalter bis Ende des 1. Schuljahres. Zeitschrift für Familienforschung, 24(2), 134-147.
  • Niklas, F. & Schneider, W. (2012). Die Anfänge geschlechtsspezifischer Leistungsunterschiede in mathematischen und schriftsprachlichen Kompetenzen. Zeitschrift für Entwicklungspsychologie und Pädagogische Psychologie, 44(3), 123-138. doi:10.1026/0049-8637/a000064
  • Niklas, F., Segerer, R., Schmiedeler, S. & Schneider, W. (2012). Findet sich ein "Matthäus-Effekt" in der Kompetenzentwicklung von jungen Kindern mit oder ohne Migrationshintergrund? Frühe Bildung, 1(1), 26-33. doi:10.1026/2191-9186/a000022

2011

  • Niklas, F., Schmiedeler, S., Pröstler, N. & Schneider, W. (2011). Die Bedeutung des Migrationshintergrunds, des Kindergartenbesuchs sowie der Zusammensetzung der Kindergartengruppe für sprachliche Leistungen von Vorschulkindern. Zeitschrift für Pädagogische Psychologie, 25(2), 115-130. doi:10.1024/1010-0652/a000032

2010

  • Niklas, F., Schmiedeler, S. & Schneider, W. (2010). Heterogenität in den Lernvoraus-setzungen von Vorschulkindern. Zeitschrift für Grundschulforschung, 3(1), 18-31.
  • Niklas, F. & Schneider, W. (2010). Der Zusammenhang von familiärer Lernumwelt mit schulrelevanten Kompetenzen im Vorschulalter. Zeitschrift für Soziologie der Erziehung und Sozialisation, 30(2), 149-165.

2008

  • Niklas, F., Keil, J.-G. & Schneider, W. (2008). Psychologische Merkmale von Leistungshochspringern und die Prognose ihrer Leistungsentwicklung. Zeitschrift für Sportpsychologie, 15(4), 1-9. doi:10.1026/1612-5010.15.4.109