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Publications of FAIR researchers

Papers in press

Wan, S., Lauermann, F., Bailey, D. H., and Eccles, J. (in press). When do students begin to think that one has to be either a “math person” or a “language person”? a meta-analytic review. Psychological Bulletin. [ DOI ]

Gühne, D., Condon, D. M., Luo, F., Sun, L., and Doebler, P. (in press). Validity and reliability of automatically generated propositional reasoning items: A multilingual study of the challenges of verbal item generation. European Journal of Psychological Assessment. [ DOI ]

Welz, T., Doebler, P., and Pauly, M. (in press). Fisher transformation based confidence intervals of correlations in fixed- and random-effects meta-analysis. British Journal of Mathematical and Statistical Psychology. [ DOI ]

Stadler, M., Doebler, P., Mertins, B., and Delucchi Danhier, R. (in press). Statistical modeling of dynamic eye tracking experiments: Relative importance of visual stimulus elements for gaze behavior in the multi-group case. Behavior research methods. [ DOI ]

Doebler, A. and Doebler, P. (in press). Rotate and project: Measurement of the intended concept with unidimensional item response theory from multidimensional ordinal items. Multivariate Behavioral Research, page 17 pages. [ DOI ]

Lauermann, F. & Butler, R. (in press). The elusive links between teachers' teaching-related emotions, motivations, and self-regulation and students' educational outcomes. Educational Psychologist. [ DOI ]

Benden, D. & Lauermann, F. (in press). Students' motivational trajectories and academic success in math-intensive study programs: Why short-term motivational assessments matter. Journal of Educational Psychology. [ DOI ]

Lauermann, F. & ten Hagen, I. (in press). Do teachers' perceived teaching competence and self-efficacy affect students' academic outcomes? a closer look at student-reported classroom processes and outcomes. Educational Psychologist. [ DOI ]

ten Hagen, I., Benden, D., Lauermann, F. & Eccles, J.S. (in press). Teachers' and students' perceptions of students' ability and importance value in math and reading: A latent difference score analysis of intraindividual cross–domain differences. Zeitschrift für Erziehungswissenschaft.

Schwinger, M., Trautner, M., Pütz, N., Fabianek, S., Lemmer, G., Lauermann, F. & Wirthwein, L. (in press). Why do students use strategies that hurt their chances of academic success? a meta-analysis of the antecedents of academic self-handicapping. Journal of Educational Psychology. [ DOI ]

Wan, S., Lauermann, F., Bailey, D.H., & Eccles, J.S. (in press). When do students begin to think that one has to be either a math person or a language person: A meta-analysis. Psychological Bulletin. [ DOI ]

 

2021

Brandt, M., Kaschowitz, J., and Quashie, N. T. (2021b). Socioeconomic inequalities in the wellbeing of informal caregivers across europe. Aging & Mental Health, pages 1–8. [ DOI | http ]

Meila, M. and Zhang, T., editors (2021). Proceedings of the 38th International Conference on Machine Learning, Proceedings of Machine Learning Research. PMLR.

Kißler, C., Schwenk, C., and Kuhn, J.-T. (2021b). Zur additivitat kognitiver defizitprofile bei komorbi-den lernstorungen. Lernen und Lernstorungen, 10:89–101. [ DOI ]

Forthmann, B. and Doebler, P. (2021). Reliability of researcher capacity estimates and count data dispersion: A comparison of poisson, negative binomial, and conway-maxwell poisson models. Scientometrics, 126:3337–3354. [ DOI ]

Meissner, T. W., Genç, E., Mädler, B., and Weigelt, S. (2021). Myelin development in visual scene-network tracts beyond late childhood:a multimethod neuroimaging study. Cortex; a journal devoted to the study of the nervous system and behavior. [ DOI ]

Albert, I., Emirhafizovic, M., Shpigelman, C.-N., and Trumma, U., editors (2021). Families and Family Values in Society and Culture. Information Age Publishing (IAP), Charlotte.

Bach, H. W., Beck, I., Brandt, M., Fröstl, H., Köbsell, S., Lippke, S., Luik, S., Niehaus, M., Sieger, V., and Wacker, E. (2021). Kommentar zum teilhabebericht der bundesregierung über die lebenslagen von menschen mit beeinträchtigung 2021. In Maetzel, J., Heimer, A., Braukmann, J., Ludwig, L., and Schmutz, S., editors, Teilhabebericht der Bundesregierung über die Lebenslagen von Menschen mit Beeinträchtigungen 2021. Prognos AG im Auftrag des Bundesministeriums für Arbeit und Soziales.

Maetzel, J., Heimer, A., Braukmann, J., Ludwig, L., and Schmutz, S., editors (2021). Teilhabebericht der Bundesregierung über die Lebenslagen von Menschen mit Beeinträchtigungen 2021. Prognos AG im Auftrag des Bundesministeriums für Arbeit und Soziales.

DeVries, J. M., Szardenings, C., Doebler, P., and Gebhardt, M. (2021). Subject-specific self-concept and global self-esteem mediate risk factors for lower competency in mathematics and reading. Social Sciences, 10(1):11p. [ DOI ]

Alexander Munteanu, Simon Omlor, and David P. Woodruff (2021). Oblivious sketching for logistic regression. In Proceedings of the 38th International Conference on Machine Learning (ICML), pages 7861–7871. [ http ]

Brandt, M., Garten, C., Grates, M., Kaschowitz, J., Quashie, N., and Schmitz, A. (2021a). Veränderungen von wohlbefinden und privater unterstützung für ältere: ein blick auf die auswirkungen der covid-19-pandemie im frühsommer 2020. Zeitschrift für Gerontologie und Geriatrie, 54(3):240–246. [ DOI | http ]

Gaspard, H. and Lauermann, F. (2021). Emotionally and motivationally supportive classrooms: A state-trait analysis of lesson- and classroom-specific variation in teacher- and student-reported teacher enthusiasm and student engagement. Learning and Instruction, 75:101494. [ DOI ]

Rotter, D., Doebler, P., Schmitz, F., et al. (2021). Interests, motives, and psychological burdens in times of crisis and lockdown: Google trends analysis to inform policy makers. Journal of Medical Internet Research, 23(6):e26385. [ DOI ]

Amro, L., Konietschke, F., and Pauly, M. (2021a). Incompletely observed nonparametric factorial designs with repeated measurements: A wild bootstrap approach.

von Wirth, E., Kujath, K., Ostrowski, L., Settegast, E., Rosarius, S., Dopfner, M., Schwenk, C., and Kuhn, J.-T. (2021). The co-occurrence of attention-deficit/hyperactivity disorder and mathematical difficulties: An investigation of the role of basic numerical skills. Research in Developmental Disabilities, 112(10388):1. [ DOI ]

Kißler, C., Schwenk, C., and Kuhn, J.-T. (2021a). Two dyscalculia subtypes with similar, low comorbidity profiles: A mixture model analysis. Frontiers in Psychology, 12(58950):6. [ DOI ]

Lauermann, F. and Berger, J.-L. (2021). Linking teacher self-efficacy and responsibility with teachers' self-reported and student-reported motivating styles and student engagement. Learning and Instruction, 76:101441. [ DOI ]

Dworak, E. M., Revelle, W., Doebler, P., and Condon, D. M. (2021). Using the international cognitive ability resource as an open source tool to explore individual differences in cognitive ability. Personality and Individual Differences, 169:109906. [ DOI ]

Amro, L., Pauly, M., and Ramosaj, B. (2021b). Asymptotic–based bootstrap approach for matched pairs with missingness in a single arm. Biometrical Journal, pages 1–17. [ DOI ]

Knauthe, K., Brandt, M., and Hoff, A. (2021). Families and family values in german society and german culture. In Albert, I., Emirhafizovic, M., Shpigelman, C.-N., and Trumma, U., editors, Families and Family Values in Society and Culture. Information Age Publishing (IAP), Charlotte.

Sommer, V. R., Mount, L., Weigelt, S., Werkle-Bergner, M., and Sander, M. C. (2021). Memory specificity is linked to repetition effects in event-related potentials across the lifespan. Developmental cognitive neuroscience, 48:100926. [ DOI ]

2020

Lazarevič, P. and Brandt, M. (2020). Diverging ideas of health? comparing the basis of health ratings across gender, age, and country. Social Science & Medicine, page 112913. [ DOI | http ]

Beisemann, M., Doebler, P., and Holling, H. (2020a). Comparison of random-effects meta-analysis models for the relative risk in the case of rare events: A simulation study. Biometrical Journal, 62(7):1597–1630. [ DOI ]

Beisemann, M., Wartlick, O., and Doebler, P. (2020b). Comparison of recent acceleration techniques for the em algorithm in one-and two-parameter logistic irt models. Psych, 2(4):209–252. [ DOI ]

Forthmann, B., Grothjahn, R., Doebler, P., and Baghaei, P. (2020a). A comparison of different item response theory models for scaling speeded c-tests. Journal of Psychoeducational Assessment, 38(6). [ DOI ]

Forthmann, B., Gühne, D., and Doebler, P. (2020b). Revisiting dispersion in count data item response theory models: The conway-maxwell-poisson counts model. British Journal of Mathematical and Statistical Psychology, 73(S1):32–50. [ DOI ]

Evers, M. & Lauermann, F. (2020). Beratungskonzepte in der lehrer*innenbildung: Potentiale und grenzen im hinblick auf stress, ressourcen und resilienz [concepts for counseling in teacher education: Potential and limitations related to stress, ressources, and resilience]. In H.G. Holtappels, K. Lossen, A. Edele, F. Lauermann, N. McElvany, editor, Jahrbuch der Schulentwicklung Band 21.

Leo N. Geppert, Katja Ickstadt, Alexander Munteanu, and Christian Sohler (2020). Streaming statistical models via Merge & Reduce. International Journal of Data Science and Analytics, 10(4):331–347. [ DOI ]

Ranger, J., Kuhn, J.-T., and Ortner, T. M. (2020). Modeling responses and response times in tests with the hierarchical model and the three-parameter lognormal distribution. Educational and Psychological Measurement, 80(6):1059–1089. [ DOI ]

Ramosaj, B., Amro, L., and Pauly, M. (2020). A cautionary tale on using imputation methods for inference in matched-pairs design. Bioinformatics, 36(10):3099–3106. [ DOI ]

DeVries, J., Kuhn, J.-T., and Gebhardt, M. (2020a). What applying growth mixture modeling can tell us about predictors of number line estimation. Journal of Numerical Cognition, 6:66–82. [ DOI ]

Lauermann, F., Meißner, A., and Steinmayr, R. (2020). Relative importance of intelligence and ability self-concept in predicting test performance and school grades in the math and language arts domains. Journal of Educational Psychology, 112(2):364–383. [ DOI ]

DeVries, J. M., Szardenings, C., Doebler, P., and Gebhardt, M. (2020b). Individualized assignments, group work and discussions: How they interact with class size, low socioeconomic status, and second language learners. Frontiers in Education, 5(65):13p. [ DOI ]

Meissner, T. W., Walbrin, J., Nordt, M., Koldewyn, K., and Weigelt, S. (2020). Head motion during fmri tasks is reduced in children and adults if participants take breaks. Developmental cognitive neuroscience, 44:100803. [ DOI ]

Büscher, R., Beisemann, M., Doebler, P., Steubl, L., Domhardt, M., Cuijpers, P., Kerkhof, A., and Sander, L. B. (2020). Effectiveness of internet- and mobile-based cognitive behavioral therapy to reduce suicidal ideation and behaviours: Protocol for a systematic review and meta-analysis of individual participant data. International Journal of Environmental Research and Public Health, 17(14):11p. [ DOI ]

Nelson, J., Klumparendt, A., Doebler, P., and Ehring, T. (2020). Everyday emotional dynamics in major depression. Emotion, 20(2):179–191. [ DOI ]

Ravand, H., Baghaei, P., and Doebler, P. (2020). Examining parameter invariance in a general diagnostic classification model. Frontiers in Psychology, 10:10 p. [ DOI ]

Herlofson, K. and Brandt, M. (2020). Helping older parents in europe: the importance of grandparenthood, gender and care regime. European Societies, 22(3):390–410. [ DOI | http ]

Brandt, M. and Schmitz, A. (2020). Alter und geschlecht. In Aner, K. and Karl, U., editors, Handbuch Soziale Arbeit und Alter. VS Verlag für Sozialwissenschaften, Wiesbaden.

Lauermann, F., Benden, D. K. , & Evers, M. (2020). Motive und interessen. In C. Cramer, J. König, M. Rothland, S. Blömeke, editor, Handbuch Lehrerinnen- und Lehrerbildung (pp. 791-797). utb.

Schmitz, A., Brandt, M., and Deindl, C. (2020). Aktives altern und gesundheit in deutschland und europa. In Jürges, H., Stiehler, M., and Siegrist, J., editors, Männer und der Übergang in die Rente: Vierter Deutscher Männergesundheitsbericht der Stiftung Männergesundheit, Forschung psychosozial, pages 211–220. Psychosozial-Verlag, Giessen.

H.G. Holtappels, K. Lossen, A. Edele, F. Lauermann, N. McElvany, editor (2020). Jahrbuch der Schulentwicklung Band 21.

C. Cramer, J. König, M. Rothland, S. Blömeke, editor (2020). Handbuch Lehrerinnen- und Lehrerbildung (pp. 791-797). utb.

Aner, K. and Karl, U., editors (2020). Handbuch Soziale Arbeit und Alter. VS Verlag für Sozialwissenschaften, Wiesbaden, 2nd ed. edition.

Gaspard, H., Lauermann, F., Rose, N., Wigfield, A., and Eccles, J. S. (2020). Cross-domain trajectories of students' ability self-concepts and intrinsic values in math and language arts. Child Development, 91(5):1800–1818. [ DOI ]

Domhardt, M., Letsch, J., Kybelka, J., Königsbauer, J., Doebler, P., and Baumeister, H. (2020). Are internet- and mobile-based interventions effective in adults with diagnosed panic disorder and/or agoraphobia? a systematic review and meta-analysis. Journal of Affective Disorders, 276:169–182. [ DOI ]

Jürges, H., Stiehler, M., and Siegrist, J., editors (2020). Männer und der Übergang in die Rente: Vierter Deutscher Männergesundheitsbericht der Stiftung Männergesundheit. Forschung psychosozial. Psychosozial-Verlag, Giessen, originalausgabe edition.

Rupp, C., Gühne, D., Falke, C., Doebler, P., Andor, F., and Buhlmann, U. (2020). Comparing effects of detached mindfulness and cognitive restructuring in obsessive-compulsive disorder using ecological momentary assessment. Clinical Psychology & Psychotherapy, 27(2):193–202. [ DOI ]

Konrad, C., Adolph, D., Herbert, J. S., Neuhoff, L., Mohr, C., Jagusch-Poirier, J., Seehagen, S., Weigelt, S., and Schneider, S. (2020). A new 3-day standardized eyeblink conditioning protocol to assess extinction learning from infancy to adulthood. Frontiers in behavioral neuroscience, 14:135. [ DOI ]

2019

Deindl, C. and Brandt, M. (2019b). Deprivation and transfers between three generations: A regional analysis across europe. In Česnuitytė, V. and Meil Landwerlin, G., editors, Families in economically hard times: Experiences and coping strategies in Europe. Emerald Publishing, Bingley.

Lazarides, R. and Lauermann, F. (2019). Gendered paths into stem-related and language-related careers: Girls' and boys' motivational beliefs and career plans in math and language arts. Frontiers in Psychology, 10:1243. [ DOI ]

Jürgens, C., Rupp, C., Doebler, P., Andor, F., and Buhlmann, U. (2019). Metacognition in obsessive-compulsive disorder symptom dimensions: Role of fusion beliefs, beliefs about rituals and stop signals. Journal of Obsessive-Compulsive and Related Disorders, 21:102–111. [ DOI ]

Česnuitytė, V. and Meil Landwerlin, G., editors (2019). Families in economically hard times: Experiences and coping strategies in Europe. Emerald Publishing, Bingley, first edition edition.

Schmitz, A. and Brandt, M. (2019). Gendered patterns of depression and its determinants in older europeans. Archives of Gerontology and Geriatrics, 82:207–216. [ DOI | http ]

Cohen, M. A., Dilks, D. D., Koldewyn, K., Weigelt, S., Feather, J., Kell, A. J., Keil, B., Fischl, B., Zöllei, L., Wald, L., Saxe, R., and Kanwisher, N. (2019). Representational similarity precedes category selectivity in the developing ventral visual pathway. NeuroImage, 197:565–574. [ DOI ]

Christiansen, H., Reck, C., Zietlow, A.-L., Otto, K., Steinmayr, R., Wirthwein, L., Weigelt, S., Stark, R., Ebert, D. D., Buntrock, C., Krisam, J., Klose, C., Kieser, M., and Schwenck, C. (2019). Children of mentally iii parents at risk evaluation (compare): Design and methods of a randomized controlled multicenter study-part i. Frontiers in psychiatry, 10:128. [ DOI ]

Amro, L., Konietschke, F., and Pauly, M. (2019). Multiplication-combination tests for incomplete paired data. Statistics in Medicine, 38(17):3243–3255. [ DOI ]

Rupp, C., Jürgens, C., Gühne, D., Doebler, P., Andor, F., and Buhlmann, U. (2019b). A study on treatment sensitivity of ecological momentary assessment in obsessive-compulsive disorder. Clinical Psychology & Psychotherapy, 26(6):695–706. [ DOI ]

Kuhn, J.-T., Schwenk, C., Souvignier, E., and Holling, H. (2019). Arithmetische kompetenz und rechenschwache am ende der grundschulzeit: die rolle statusdiagnostischer und lernverlaufsbezogener pradiktoren. Empirische Sonderpadagogik, 11:95–117.

Forthmann, B., Wilken, A., Doebler, P., and Holling, H. (2019). Strategy induction enhances creativity in figural divergent thinking. Journal of Creative Behavior, 53(1):18–29. [ DOI ]

Rupp, C., Jürgens, C., Doebler, P., Andor, F., and Buhlmann, U. (2019a). A randomized waitlist-controlled trial comparing detached mindfulness and cognitive restructuring in obsessive-compulsive disorder. PloS one, 14(3):e0213895. [ DOI ]

Meissner, T. W., Nordt, M., and Weigelt, S. (2019). Prolonged functional development of the parahippocampal place area and occipital place area. NeuroImage, 191:104–115. [ DOI ]

Gu, D. and Dupre, M. E., editors (2019). Encyclopedia of gerontology and population aging. Springer, Cham.

Deindl, C. and Brandt, M. (2019a). Childless older adults. In Gu, D. and Dupre, M. E., editors, Encyclopedia of gerontology and population aging. Springer, Cham.

Baghaei, P. and Doebler, P. (2019). Introduction to the rasch poisson counts model: An r tutorial. Psychological Reports, 122(5). [ DOI ]

Olderbak, S., Semmler, M., and Doebler, P. (2019). Four-branch model of ability emotional intelligence with fluid and crystallized intelligence: A meta-analysis of relations. Emotion Review, 11(2):166–183. [ DOI ]

2018

Nordt, M., Semmelmann, K., Genç, E., and Weigelt, S. (2018). Age-related increase of image-invariance in the fusiform face area. Developmental cognitive neuroscience, 31:46–57. [ DOI ]

Kumar, R. and Lauermann, F. (2018). Cultural beliefs and instructional intentions: Do experiences in teacher education institutions matter? American Educational Research Journal, 55(3):419–452. [ DOI ]

Lazarevič, P., Brandt, M., Luy, M., and Berghammer, C. (2018). Non-health influences on generic health ratings: Comparing the susceptibility of self-rated health (srh) and the minimum european health kmodule (mehm) to biases due to optimism, hypochondriasis, and social desirability. In PUMA, editor, PUMA Survey V.2: Einblicke in Österreichs gesellschaftlichen Wandel, durchgeführt von Statistik Austria, Wien. Plattform für Umfragen, Methoden und empirische Analysen, Vienna.

Ranger, J. and Kuhn, J.-T. (2018). Estimating diffusion-based item response theory models: Exploring the robustness of three old and two new estimators. Journal of Educational and Behavioral Statistics, 43:635–662. [ DOI ]

Hartung, J., Doebler, P., Schroeders, U., and Wilhelm, O. (2018). Dedifferentiation and differentiation of intelligence in adults across age and years of education. Intelligence, 69:37–49. [ DOI ]

Brandt, M. (2018). Methodische herausforderungen in der empirischen alter(n)sforschung. In Brandt, M., Fietz, J., Hampel, S., Kaschowitz, J., Lazarevic, P., Reichert, M., and Wolter, V., editors, Methoden der empirischen Alter(n)sforschung, Standards standardisierter und nichtstandardisierter Sozialforschung. Beltz Juventa, Weinheim.

Semmelmann, K. and Weigelt, S. (2018). Online webcam-based eye tracking in cognitive science: A first look. Behavior research methods, 50(2):451–465. [ DOI ]

Szardenings, C., Kuhn, J.-T., Ranger, J., and Holling, H. (2018). A diffusion model analysis of magnitude comparison in children with and without dyscalculia: Care of response and ability are related to both mathematical achievement and stimuli. Frontiers in Psychology, 8:1615. [ DOI ]

S. Bengio, H. Wallach, H. Larochelle, K. Grauman, N. Cesa-Bianchi, and R. Garnett, editors (2018). Advances in Neural Information Processing Systems. Curran Associates, Inc.

Kuhn, J.-T. and Schwenk, C. (2018). Onlinebasierte diagnostik mathematischer kompetenzen: Moglichkeiten und grenzen. Lernen und Lernstorungen, 7:231–235. [ DOI ]

Meissner, T. W., Prüfer, H., Nordt, M., Semmelmann, K., and Weigelt, S. (2018). Development of face detection in preschool children. International Journal of Behavioral Development, 42(4):439–444. [ DOI ]

Brandt, M., Fietz, J., Hampel, S., Kaschowitz, J., Lazarevic, P., Reichert, M., and Wolter, V., editors (2018). Methoden der empirischen Alter(n)sforschung. Standards standardisierter und nichtstandardisierter Sozialforschung. Beltz Juventa, Weinheim, 1. auflage edition.

Wagner, M. and Brandt, M. (2018). Long-term care provision and the well-being of spousal caregivers: An analysis of 138 european regions. The Journals of Gerontology: Series B, 73(4):e24–e34. [ DOI | http ]

Alexander Munteanu, Chris Schwiegelshohn, Christian Sohler, and David P. Woodruff (2018). On coresets for logistic regression. In Advances in Neural Information Processing Systems 31 (NeurIPS), pages 6562–6571. [ http ]

PUMA, editor (2018). PUMA Survey V.2: Einblicke in Österreichs gesellschaftlichen Wandel, durchgeführt von Statistik Austria, Wien. Plattform für Umfragen, Methoden und empirische Analysen, Vienna.

Alexander Munteanu and Chris Schwiegelshohn (2018). Coresets - Methods and History: A theoreticians design pattern for approximation and streaming algorithms. Künstliche Intelligenz, 32(1):37–53. [ DOI ]

Loe, B. S., Sun, L., Simonfy, F., and Doebler, P. (2018). Evaluating an automated number series item generator using linear logistic test models. Journal of Intelligence, 6(20):25p. [ DOI ]

2017

Amro, L. and Pauly, M. (2017). Permuting incomplete paired data: a novel exact and asymptotic correct randomization test. Journal of Statistical Computation and Simulation, 87(6):1148–1159. [ DOI ]

Schwenk, C., Sasanguie, D., Kuhn, J.-T., Kempe, S., Doebler, P., and Holling, H. (2017d). (non-)symbolic magnitude processing in children with mathematical difficulties: A meta-analysis. Research in Developmental Disabilities, 64:152–167. [ DOI ]

Königbauer, J., Letsch, J., Doebler, P., Ebert, D., and Baumeister, H. (2017). Internet- and mobile-based depression interventions for people with diagnosed depression: A systematic review and meta-analysis. Journal of Affective Disorders, 223:28–40. [ DOI ]

Raddatz, J., Kuhn, J.-T., Moll, K., Holling, H., and Dobel, C. (2017). Comorbidity of arithmetic and reading disorder: Basic number processing and calculation in children with learning impairments. Journal of Learning Disabilities, 50:298–308. [ DOI ]

Schwenk, C., Sasanguie, D., Kuhn, J.-T., Kempe, S., Doebler, P., and Holling, H. (2017c). (non-)symbolic magnitude processing in children with mathematical difficulties: A meta-analysis. Research in Developmental Disabilities, 64:152–167. [ DOI ]

Schwenk, C., Kuhn, J.-T., Guhne, D., Doebler, P., and Holling, H. (2017a). Auf goldmunzenjagd: Psychometrische kennwerte verschiedener scoringansatze bei computergestutzter lernverlaufsdiagnostik im bereich mathematik. Empirische Sonderpadagogik, 9:123–142.

Schwenk, C., Kuhn, J.-T., Gühne, D., Doebler, P., and Holling, H. (2017b). Auf goldpsychometrische kennwerte verschiedener scoringansätze bei comlernverlaufsdiagnostik im bereich mathematik. Empirische Sonderpädagogik, 2:123–142. [ DOI ]

Amro, L. and Samuh, M. H. (2017). More powerful permutation test based on multistage ranked set sampling. Communications in Statistics-Simulation and Computation, 46(7):5271–5284. [ DOI ]

Tesch-Römer, C., Brandt, M., and Wahl, H.-W. (2017). Gerontologische forschung im bereich der sozial- und verhaltenswissenschaften in deutschland seit 1968: Rückblick, kritische würdigung und perspektiven. Zeitschrift für Gerontologie und Geriatrie, 50(5):410–419. [ DOI | http ]

Wacker, E., Bach, H. W., Beck, I., Brandt, M., Förstl, H., Köbsell, S., Riedel, E., Sieger, V., and Wansing, G. (2017). Kommentar zum teilhabebericht der bundesregierung über die lebenslagen von menschen mit beeinträchtigungen 2016. In Engels, D., Engel, H., and Schmitz, A., editors, Teilhabebericht der Bundesregierung über die Lebenslagen von Menschen mit Beeinträchtigungen 2016. ISG Institut für Sozialforschung und Gesellschaftspolitik GmbH im Auftrag des Bundesministeriums für Arbeit und Soziales.

Engels, D., Engel, H., and Schmitz, A., editors (2017). Teilhabebericht der Bundesregierung über die Lebenslagen von Menschen mit Beeinträchtigungen 2016. ISG Institut für Sozialforschung und Gesellschaftspolitik GmbH im Auftrag des Bundesministeriums für Arbeit und Soziales.

Meissner, T. W., Friedrich, P., Ocklenburg, S., Genç, E., and Weigelt, S. (2017). Tracking the functional development of the corpus callosum in children using behavioral and evoked potential interhemispheric transfer times. Developmental neuropsychology, 42(3):172–186. [ DOI ]

Rupp, C., Doebler, P., Ehring, T., and Voßbeck-Elsebusch, A. (2017). Emotional processing theory put to test: A meta-analysis on the association between process and outcome measures in exposure therapy. Clinical Psychology & Psychotherapy, 24(3):697–711. [ DOI ]

Bürkner, P.-C., Doebler, P., and Holling, H. (2017). Optimal design of the wilcoxon-mann-whitney-test. Biometrical Journal, 59(1):25–40. [ DOI ]

Kaschowitz, J. and Brandt, M. (2017). Health effects of informal caregiving across europe: A longitudinal approach. Social Science & Medicine, 173:72–80. [ DOI | http ]

Praetorius, A.-K., Lauermann, F., Klassen, R. M., Dickhäuser, O., Janke, S., and Dresel, M. (2017). Longitudinal relations between teaching-related motivations and student-reported teaching quality. Teaching and Teacher Education, 65:241–254. [ DOI ]

Leo N. Geppert, Katja Ickstadt, Alexander Munteanu, Jens Quedenfeld, and Christian Sohler (2017). Random projections for Bayesian regression. Statistics and Computing, 27(1):79–101. [ DOI ]

Weigelt, S., Breitenbach, S., Nordt, M., Freitag, C., Hyvärinen, L., and Walthes, R. (2017b). A case of severe impairments in mid-level vision but intact face recognition, biological motion processing and reading abilities. Journal of Vision, 17(10):481.

Lauermann, F., Karabenick, S. A., Carpenter, R., and Kuusinen, C. (2017b). Teacher motivation and professional commitment in the united states: The role of motivations for teaching, teacher self-efficacy and sense of professional responsibility. In Watt, H. M. G., Smith, K., and Richardson, P. W., editors, Global perspectives on teacher motivation, Current perspectives in social and behavioral sciences, pages 322–348. Cambridge University Press, Cambridge. [ DOI ]

Matteucci, M. C., Guglielmi, D., and Lauermann, F. (2017). Teachers' sense of responsibility for educational outcomes and its associations with teachers' instructional approaches and professional wellbeing. Social Psychology of Education, 20(2):275–298. [ DOI ]

Nordt, M. and Weigelt, S. (2017). Face recognition is similarly affected by viewpoint in school-aged children and adults. PeerJ, 5:e3253. [ DOI ]

Semmelmann, K., Hönekopp, A., and Weigelt, S. (2017). Looking tasks online: Utilizing webcams to collect video data from home. Frontiers in Psychology, 8:1582. [ DOI ]

Deindl, C. and Brandt, M. (2017). Support networks of childless older people: informal and formal support in europe. Ageing and Society, 37(8):1543–1567. [ DOI | http ]

Nelson, J., Klumparendt, A., Doebler, P., and Ehring, T. (2017). Childhood maltreatment and characteristics of adult depression: A meta-analysis. British Journal of Psychiatry, 210(2):96–104. [ DOI ]

Semmelmann, K. and Weigelt, S. (2017). Online psychophysics: reaction time effects in cognitive experiments. Behavior research methods, 49(4):1241–1260. [ DOI ]

Lauermann, F., Tsai, Y.-M., and Eccles, J. S. (2017c). Math-related career aspirations and choices within eccles et al.'s expectancy-value theory of achievement-related behaviors. Developmental Psychology, 53(8):1540–1559. [ DOI ]

Kröll, C., Doebler, P., and Nüesch, S. (2017). Meta-analytic evidence of the effectiveness of stress management at work. European Journal of Work and Organizational Psychology, 26:677–693. [ DOI ]

Lauermann, F., Eccles, J. S., and Pekrun, R. (2017a). Why do children worry about their academic achievement? an expectancy-value perspective on elementary students' worries about their mathematics and reading performance. ZDM, 49(3):339–354. [ DOI ]

Watt, H. M. G., Smith, K., and Richardson, P. W., editors (2017). Global perspectives on teacher motivation. Current perspectives in social and behavioral sciences. Cambridge University Press, Cambridge. [ DOI ]

Weigelt, S., Breitenbach, S., Nordt, M., Freitag, C., Hyvärinen, L., and Walthes, R. (2017a). A case of severe impairments in mid-level vision but intact face recognition, biological motion processing and reading abilities. Journal of Vision, 17(10):481.

2016

Dobel, C., Dehmelt, V., Schwenk, C., Raddatz, J., Junghofer, M., Holling, H., and Kuhn, J.-T. (2016). Neurophysiological correlates of numerosity training in children with dyscalculia. International Journal of Psychophysiology, 108:148. [ DOI ]

Brandt, M. (2016). Unterstützung im alternden europa. ein blick in den stand der forschung zum zusammenspiel von familie und staat. In Naegele, G., Olbermann, E., and Kuhlmann, A., editors, Teilhabe im Alter gestalten: Aktuelle Themen der Sozialen Gerontologie, pages 131–142. Springer Fachmedien Wiesbaden, Wiesbaden. [ DOI | http ]

Lauermann, F. and König, J. (2016). Teachers' professional competence and wellbeing: Understanding the links between general pedagogical knowledge, self-efficacy and burnout. Learning and Instruction, 45:9–19. [ DOI ]

Jungbauer-Gans, M. and Kriwy, P., editors (2016). Handbuch Gesundheitssoziologie. Springer VS, Wiesbaden.

Nordt, M., Hoehl, S., and Weigelt, S. (2016). The use of repetition suppression paradigms in developmental cognitive neuroscience. Cortex; a journal devoted to the study of the nervous system and behavior, 80:61–75. [ DOI ]

Ranger, J. and Kuhn, J.-T. (2016). A mixture proportional hazards model with random effects for response times in tests. Educational and Psychological Measurement, 76:562–586. [ DOI ]

Brandt, M., Kaschowitz, J., and Lazarevic, P. (2016). Gesundheit im alter. ein überblick über den stand der sozialwissenschaftlichen forschung. In Jungbauer-Gans, M. and Kriwy, P., editors, Handbuch Gesundheitssoziologie. Springer VS, Wiesbaden.

Doebler, P. and Scheffler, B. (2016). The relationship of choice reaction time variability and intelligence: A meta-analysis. Learning and Individual Differences, 52:157–166. [ DOI ]

Naegele, G., Olbermann, E., and Kuhlmann, A., editors (2016). Teilhabe im Alter gestalten: Aktuelle Themen der Sozialen Gerontologie. Springer Fachmedien Wiesbaden, Wiesbaden.

Kuhn, J.-T., Ise, E., Raddatz, J., Schwenk, C., and Dobel, C. (2016). Basic numerical processing, calculation, and working memory in children with dyscalculia and/or adhd symptoms. Zeitschrift fur Kinder- und Jugendpsychiatrie und Psychotherapie, 44:365–375. [ DOI ]

Deindl, C., Brandt, M., and Hank, K. (2016a). Social networks, social cohesion, and later-life health. Social Indicators Research, 126(3):1175–1187. [ DOI | http ]

Semmelmann, K., Nordt, M., Sommer, K., Röhnke, R., Mount, L., Prüfer, H., Terwiel, S., Meissner, T. W., Koldewyn, K., and Weigelt, S. (2016). U can touch this: How tablets can be used to study cognitive development. Frontiers in Psychology, 7:1021. [ DOI ]

He, W., Goodkind, D., and Kowal, P., editors (2016). US census report. An Aging World 2015 – International Population Reports. United States Census Bureau.

Brandt, M. and Deindl, C. (2016). Support of childless older people in an aging europe (textbox). In He, W., Goodkind, D., and Kowal, P., editors, US census report, An Aging World 2015 – International Population Reports. United States Census Bureau.

Deindl, C., Brandt, M., and Kotte, M. (2016b). Armut und unterstützung zwischen generationen in europa - familie und kontext im zusammenspiel. beziehungsweise, pages 1–4.

Kuhn, J.-T. (2016). Controlled attention and storage: An investigation of the relationship between working memory, short-term memory, scope of attention, and intelligence in children. Learning and Individual Differences, 52:167–177. [ DOI ]

2015

Höhl, S. and Weigelt, S. (2015). Entwicklung in der Kindheit (4-6 Jahre). Basiswissen Frühpädagogik. Reinhardt, München, 1. aufl. edition. [ http ]

Lauermann, F. (2015). Teacher motivation and its implications for the instructional process: A technical report and recommendations for an international large-scale assessment of teachers' knowledge and professional competencies: Technical paper prepared for the OECD Innovative Teaching for Effective Learning (ITEL) – Phase II Project: A Survey to Profile the Pedagogical Knowledge in the Teaching Profession (ITEL Teacher Knowledge Survey). OECD: Paris.

Fani Lauermann, Angela Chow, and Jacquelynne Sue Eccles (2015). Differential effects of adolescents' expectancy and value beliefs about math and english on math/science-related and human services-related career plans. International Journal of Gender, Science and Technology, 7(2):205–228. [ http ]

Doebler, P. and Holling, H. (2015). Meta-analysis of diagnostic accuracy and roc curves with covariate adjusted semiparametric mixtures. Psychometrika, 80:1084–1104. [ DOI ]

Kuhn, J.-T. (2015a). Developmental dyscalculia: Causes, characteristics, and interventions (editorial). Zeitschrift fur Psychologie, 223:67–68. [ DOI ]

Kigel, R. M., McElvany, N., and Becker, M. (2015b). Effects of immigrant background on text comprehension, vocabulary, and reading motivation: A longitudinal study. Learning and Instruction, 35:73–84. [ DOI ]

Doebler, P., Alavash, M., and Giessing, C. (2015). Adaptive experiments with a multivariate elo-type algorithm. Behavior research methods, 47(2):384–394. [ DOI ]

Alavash, M., Doebler, P., Holling, H., Thiel, C. M., and Giessing, C. (2015). Is functional integration of resting state brain networks an unspecific biomarker for working memory performance? NeuroImage, 108:182–193. [ DOI ]

Kuhn, J.-T. (2015b). Developmental dyscalculia: Neurobiological, cognitive, and developmental perspectives. Zeitschrift fur Psychologie, 223:69–82. [ DOI ]

Kigel, R. M., McElvany, N., and Becker, M. (2015a). Effects of immigrant background on text comprehension, vocabulary, and reading motivation: A longitudinal study. Learning and Instruction, 35:73–84. [ DOI ]

Biehler, M., Holling, H., and Doebler, P. (2015). Saddlepoint approximations of the distribution of the person parameter in the two parameter logistic model. Psychometrika, 80:665–688. [ DOI ]

Chodura, S., Kuhn, J.-T., and Holling, H. (2015). Interventions for children with mathematical difficulties: A meta-analysis. Zeitschrift fur Psychologie, 223:129–144. [ DOI ]

Location & approach

The campus of the TU Dortmund University is located near the freeway junction Dortmund West, where the Sauerland line A45 crosses the Ruhr expressway B1/A40. The Dortmund-Eichlinghofen exit on the A45 leads to the South Campus, the Dortmund-Dorstfeld exit on the A40 leads to the North Campus.  The university is signposted at both exits. All FAIR PIs have offices on the North Campus. FAIR's main offices will be located a bit off the North Campus on Martin-Schmeisser-Weg 17 (parking behind the building).

The "Dortmund Universität" S-Bahn station is located directly on the North Campus. From there, the S-Bahn line S1 runs every 15 or 30 minutes to Dortmund main station and in the opposite direction to Düsseldorf main station via Bochum, Essen and Duisburg. In addition, the university can be reached by bus lines 445, 447 and 462. Timetable information can be found on the homepage of the Verkehrsverbundes Rhein-Ruhr, and DSW21 also offer an interactive route network map.

From Dortmund Airport, the AirportExpress takes just over 20 minutes to Dortmund main station and from there to the university by S-Bahn. A wider range of international flight connections is offered by Düsseldorf Airport, about 60 kilometers away, which can be reached directly by S-Bahn from the university's train station.

One of the landmarks of the TU Dortmund is the H-Bahn. Line 1 runs every 10 minutes between Dortmund Eichlinghofen and the Technology Center via Campus South and Dortmund University S, while Line 2 commutes every 5 minutes between Campus North and Campus South. It covers this distance in two minutes.