Center for Individual Development and Adaptive Education of Children at Risk eA

Frankfurt am Main, Germany

Center for Individual Development and Adaptive Education of Children at Risk eA

Frankfurt am Main, Germany
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Pauly H.,German Institute for International Educational Research DIPF | Linkersdorfer J.,Center for Individual Development and Adaptive Education of Children at Risk eA | Linkersdorfer J.,Goethe University Frankfurt | Lindberg S.,German Institute for International Educational Research DIPF | And 5 more authors.
Journal of Neurolinguistics | Year: 2011

Performance in Rapid Automatized Naming (RAN) tasks with different materials (dice, digits, letters, objects) and key precursor skills of reading and arithmetic were assessed in kindergarten children (n = 541) in their last year before entering elementary school. Based on their precursor skills, three groups of children were identified, i.e. children at risk for reading problems (n = 31), children at risk for arithmetic problems (n = 39), and children at risk for problems in both domains (n = 34). These at-risk children were compared to a control group (n = 343) regarding their performance in the different RAN tasks. Results revealed domain-specific deficits in both groups of children with a single risk: While children at risk for problems in reading exhibited deficits in the RAN of letters and objects, children at risk for problems in arithmetic showed deficits in the RAN of dice and digits. The group of children at risk for problems in both domains displayed additive, domain-general deficits. Findings are discussed in the context of behavioral and neurocognitive research on reading and mathematical disabilities. © 2011 Elsevier Ltd.


Lonnemann J.,Goethe University Frankfurt | Linkersdorfer J.,Goethe University Frankfurt | Hasselhorn M.,Goethe University Frankfurt | Hasselhorn M.,German Institute for International Educational Research DIPF | And 2 more authors.
Journal of Neurolinguistics | Year: 2011

The ability to compare numerical magnitudes is assumingly related to children's arithmetic skills. The role of symbolic and non-symbolic number representations in this relationship is, however, still a matter of debate. To address this issue we assessed addition and subtraction skills of 8-10-year-old children (n = 35) and asked them to compare numerical magnitudes of dot patterns and Arabic digits in different numerical ranges. Results revealed that the relationship between numerical magnitude comparisons and arithmetic skills is not restricted to symbolic stimuli, but that it can also be detected for non-symbolic dot patterns. The range of numerosities for which this relationship was found and the manner in which the magnitude comparison was related to arithmetic skills differed regarding the dots and digits. These findings highlight the role of both symbolic and non-symbolic number representations in the development of arithmetic skills and strengthen the view of different developmental trajectories underlying these representations. © 2011 Elsevier Ltd.


Lonnemann J.,Goethe University Frankfurt | Linkersdorfer J.,Goethe University Frankfurt | Heselhaus V.,Goethe University Frankfurt | Hasselhorn M.,Goethe University Frankfurt | And 3 more authors.
Journal of Neurolinguistics | Year: 2011

Reading performance has been shown to be linked with balancing skills, possibly indicating an involvement of the cerebellum in reading-related tasks. In our study, we examined whether a similar connection can be detected for arithmetic performance. We assessed basic arithmetic skills of 8-10-year-old children (n = 53) and asked them to balance on the left or right foot, with eyes open or closed. Results revealed substantial correlations between performance in arithmetic tasks and in the balancing tasks with closed eyes even when controlling for attentional and reasoning capabilities. These findings are interpreted in terms of a cerebellar involvement in arithmetic tasks. We propose that verbally mediated arithmetic tasks like multiplication might be related to cerebellar functions in different ways than those arithmetic tasks that require elaboration strategies and quantity manipulations, such as subtraction. © 2011 Elsevier Ltd.


Linkersdorfer J.,Center for Individual Development and Adaptive Education of Children at Risk eA | Linkersdorfer J.,German Institute for International Educational Research | Jurcoane A.,Center for Individual Development and Adaptive Education of Children at Risk eA | Jurcoane A.,Goethe University Frankfurt | And 11 more authors.
Journal of Cognitive Neuroscience | Year: 2014

Neural systems involved in the processing of written language have been identified by a number of functional imaging studies. Structural changes in cortical anatomy that occur in the course of literacy acquisition, however, remain largely unknown. Here, we follow elementary school children over their first 2 years of formal reading instruction and use tensor-based morphometry to relate reading proficiency to cortical volume at baseline and follow-up measurement as well as to intraindividual longitudinal volume development between the two measurement time points. A positive relationship was found between baseline gray matter volume in the left superior temporal gyrus and subsequent changes in reading proficiency. Furthermore, a negative relationship was found between reading proficiency at the second measurement time point and intraindividual cortical volume development in the inferior parietal lobule and the precentral and postcentral gyri of the left hemisphere. These results are interpreted as evidence that reading acquisition is associated with preexisting structural differences as well as with experiencedependent structural changes involving dendritic and synaptic pruning. © 2014 Massachusetts Institute of Technology.


Merkt J.,Center for Individual Development and Adaptive Education of Children at Risk eA | Merkt J.,German Institute for International Educational Research DIPF | Singmann H.,Albert Ludwigs University of Freiburg | Bodenburg S.,University of Hamburg | And 6 more authors.
ADHD Attention Deficit and Hyperactivity Disorders | Year: 2013

Attention-deficit hyperactivity disorder (ADHD) is characterized by poor adaptation to environmental demands, which leads to various everyday life problems. The present study had four aims: (1) to compare performance in a flanker task in female college students with and without ADHD (N = 39) in a classical analyses of reaction time and error rate and studying the underlying processes using a diffusion model, (2) to compare the amount of focused attention, (3) to explore the adaptation of focused attention, and (4) to relate adaptation to psychological functioning. The study followed a 2-between (group: ADHD vs. control) × 2-within (flanker conflict: incongruent vs. congruent) × 2-within (conflict frequency: 20 vs. 80 %) design. Compared to a control group, the ADHD group displayed prolonged response times accompanied by fewer errors in a flanker task. Results from the diffusion model analyses revealed that the members of the ADHD group showed deficits in non-decisional processes (i.e., higher non-decision time) and leaned more toward accuracy than participants without ADHD (i.e., setting higher boundaries). The ADHD group showed a more focused attention and less adaptation to the task conditions which is related to psychological functioning. Deficient non-decisional processes and poor adaptation are in line with theories of ADHD and presumably typical for the ADHD population, although this has not been shown using a diffusion model. However, we assume that the cautious strategy of trading speed of for accuracy is specific to the subgroup of female college students with ADHD and might be interpreted as a compensation mechanism. © 2013 Springer-Verlag Wien.


Gawrilow C.,Deutsches Institute For Internationale Padagogische Forschung Dipf | Gawrilow C.,Goethe University Frankfurt | Schmitt K.,Center for Individual Development and Adaptive Education of Children at Risk eA | Schmitt K.,Goethe University Frankfurt | And 2 more authors.
Kindheit und Entwicklung | Year: 2011

Children with ADHD are inattentive, impulsive, and hyperactive. These symptoms result in disorders of learning as well as i frequent conflicts with parents, teachers, and peers. ADHD symptoms are explained by self-regulation deficits. Hence, difficulties show by children, adolescents, and adults with ADHD are assumed to be related to self-regulation deficits as well as to executive functio deficits and mainly deficits in cognitive control. Therefore, interventions that aim to facilitate self-regulation in children with ADHD (i. e if-then-plans) are particularly promising. © Hogrefe Verlag, Göttingen 2011.

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