Publikationen

Die meisten der folgenden Publikationen sind als Volltext über das Research-Gate-Profil von Frau Dr. Kloo aufrufbar.

https://www.researchgate.net/profile/Daniela_Kloo/publications

 

Publikationen

Kloo, D. (2008). Theory of Mind and Executive Functions: Developmental Processes in the Preschool Period. Saarbrücken: VDM Verlag.

Kloo, D., & Kain, W. (2015, in press). The direct way may not be the best way: Children with ADHD and their understanding of self-presentation in social interactions. European Journal of Developmental Psychology.

Kloo, D., & Rohwer, M. (2012). The development of earlier and later forms of meta-cognitive abilities. In M. Beran, J. Brandl, J. Perner, & J. Proust (Eds.), Foundations of Metacognition. (pp. 167-180). Oxford: Oxford University Press.

Kloo, D., & Perner, J. (2002). Integrating conflicting perspectives. In C. Kanzian, J. Quitterer, & E. Runggaldier (Eds.), Persons – An Interdisciplinary Approach, Contributions of the Austrian Ludwig Wittgenstein Society (pp. 112-114). Kirchberg am Wechsel: Austrian Ludwig Wittgenstein Society.

Kloo, D., & Perner, J. (2003). Training transfer between card sorting and false belief understanding: Helping children apply conflicting descriptions. Child Development, 74, 1823-1839.

Kloo, D., & Perner, J. (2005). Disentangling dimensions in the dimensional change card sorting task. Developmental Science, 8, 44-56.

Kloo, D., & Perner, J. (2008). Training theory of mind and executive control: A tool for improving school achievement? Mind, Brain and Education, 2, 122-127.

Kloo, D., Perner, J., & Giritzer, T. (2010). Object-based set-shifting in preschoolers: Relations to theory of mind. In J. Carpendale, G. Iarocci, U. Müller, B. Sokol, & A. Young (Eds.), Self- and Social-Regulation: Exploring the Relations between Social Interaction, Social Cognition, and the Development of Executive Functions (pp. 193-217). Oxford: Oxford University Press.

Kloo, D., Perner, J., Kerschhuber, A. Dabernig, S., & Aichhorn, M. (2008). Sorting between Dimensions: Conditions of Cognitive Flexibility in Preschoolers. Journal of Experimental Child Psychology, 100, 115-134.

Kloo, D., Perner, J., Aichhorn, M., & Schmidhuber, N. (2010). Perspective taking and cognitive flexibility in the Dimensional Change Card Sorting (DCCS) task. Cognitive Development, 25, 208-217.

Perner, J., Kloo, D., & Gornik, E. (2007). Episodic memory development: Theory of mind is part of re-experiencing experienced events. Infant & Child Development, 16, 471-490.

Perner, J., Kloo, D., & Rohwer, M. (2010) Retro- and prospection for mental time travel: Emergence of episodic remembering and mental rotation in 5- to 8-year old children. Consciousness and Cognition, 19, 802-815.

Perner, J., Kloo, D. & Stöttinger, E. (2007). Introspection and Remembering. Synthese, 159, 253-270.

Perner, J., Lang, B., & Kloo, D. (2002). Theory of mind and self control: More than a common problem of inhibition. Child Development, 73, 752-767.

Rohwer, M., Kloo, D., & Perner, J. (2012). Escape from meta-ignorance: How children develop an understanding of their own lack of knowledge. Child Development, 83, 1869-1883.

Schöfl, M., Beitel, C., Kloo, D., & Kaufmann, L. (2014). Konstrukt- und Kriteriumsvalidität einer deutschen Version des Behavior Rating Inventory of Executive Function (BRIEF) zur Identifikation von Kindern mit Aufmerksamkeitsdefizit-/Hyperaktivitätsstörungen (ADHS). Diagnostica, 60, 181-196.

Schöfl, M., Kloo, D. & Kaufmann, L. (2015). Planungsleistungen bei Grundschülern mit ADHS und LRS. Ein Vergleich von Fremdbeurteilungsverfahren und psychometrischen Testverfahren. Lernen und Lernstörungen, 4(1), 9-29.