Zobrazeno 1 - 10
of 55
pro vyhledávání: '"Jörg-Tobias Kuhn"'
Publikováno v:
Frontiers in Psychology, Vol 14 (2024)
Research suggests that children with developmental dyscalculia (DD) have deficits in basic numerical skills. However, there is conflicting evidence on whether basic numerical skills in children with DD are qualitatively different from those in typica
Externí odkaz:
https://doaj.org/article/6c1326b728eb495d9b61bf94b3a2d4d4
Publikováno v:
Frontiers in Rehabilitation Sciences, Vol 4 (2023)
IntroductionParents to children with autism spectrum disorder (ASD) are exposed to numerous demands in their daily lives and exhibit high levels of stress. The present study aims to find out which coping resources are mediators that help parents cope
Externí odkaz:
https://doaj.org/article/45dfffe4d7d045bbbc991733bc593a4d
Publikováno v:
Frontiers in Psychology, Vol 14 (2023)
IntroductionParents to children with Autism Spectrum Disorder (ASD) face diverse daily demands that can lead to stress. The aim of this study was to examine to which extent stress in parents to children with ASD can be explained by daily demands befo
Externí odkaz:
https://doaj.org/article/bc7c5afc2d3a4e70ac33512db26aa8c4
Publikováno v:
Journal of Numerical Cognition, Vol 6, Iss 1, Pp 66-82 (2020)
Number line estimation tasks have been considered a good indicator of mathematical competency for many years and are traditionally analyzed by fitting individual regression curves to individual responders. We innovate on this technique by applying gr
Externí odkaz:
https://doaj.org/article/7a121f07a474448d98133d8a8f6865a6
Publikováno v:
Frontiers in Psychology, Vol 12 (2021)
Several studies have aimed to identify subtypes of dyscalculia. In many of these studies, either pre-defined groups (e.g., children with reading and mathematical difficulties vs. children with isolated mathematical difficulties) were analyzed regardi
Externí odkaz:
https://doaj.org/article/bdbcab449fe84f13bdfcc67a6ce3075c
Publikováno v:
Frontiers in Psychology, Vol 8 (2018)
The respective roles of the approximate number system (ANS) and an access deficit (AD) in developmental dyscalculia (DD) are not well-known. Most studies rely on response times (RTs) or accuracy (error rates) separately. We analyzed the results of tw
Externí odkaz:
https://doaj.org/article/3dd0a9c4bfe54e04a0a98be90ad86045
Autor:
Markus Gebhardt, Jeffrey M. DeVries, Jana Jungjohann, Gino Casale, Andreas Gegenfurtner, Jörg-Tobias Kuhn
Publikováno v:
Social Sciences, Vol 8, Iss 2, p 46 (2019)
Direct Behavior Rating (DBR) as a behavioral progress monitoring tool can be designed as longitudinal assessment with only short intervals between measurement points. The reliability of these instruments has been mostly evaluated in observational stu
Externí odkaz:
https://doaj.org/article/79f5ac5674e04a30b51e2bd182a708ce
Autor:
Natalie Förster, Jörg-Tobias Kuhn
Publikováno v:
European Journal of Psychological Assessment. 39:96-105
Abstract: To monitor students’ progress and adapt instruction to students’ needs, teachers increasingly use repeated assessments of equivalent tests. The present study investigates whether equivalent reading tests can be successfully developed vi
Publikováno v:
Journal for Educational Research Online. 2022:9-15
Autor:
Nurit Viesel-Nordmeyer, Julia Reuber, Jörg-Tobias Kuhn, Kristina Moll, Heinz Holling, Christian Dobel
Publikováno v:
Educational Psychology Review. 35
The causes underlying comorbid learning difficulties in reading (RD) and math (MD) are still a matter of debate. Based on current research, two models for the relation of the cognitive profile of isolated and combined learning difficulties (RDMD) are