Sprach- und Leseunterschiede zwischen portugiesischen Migrantenkindern mit und ohne Klassenwiederholung in Luxemburg.

in University of Luxembourg, LUCET; Ministère de l’Éducation nationale, de l’Enfance et de la Jeunesse, SCRIPT, (Eds.) Nationaler Bildungsbericht Luxemburg 2021 (2021)

Antônio ist ein Junge aus Luxemburg im schulpflichtigen Alter. Er wird demnächst Lesen und Schreiben lernen. Antônios Eltern sind Portugiesen, und zu Hause sprechen sie nur ihre Muttersprache. In Cycle 1 ... [more ▼]

Antônio ist ein Junge aus Luxemburg im schulpflichtigen Alter. Er wird demnächst Lesen und Schreiben lernen. Antônios Eltern sind Portugiesen, und zu Hause sprechen sie nur ihre Muttersprache. In Cycle 1 (Vorschule) hat Antônio Luxemburgisch sprechen gelernt. Seit er in der Vorschule mit der Sprache in Berührung gekommen ist, hat er sich einen großen Wortschatz in Luxemburgisch angeeignet. Wortschatzkenntnisse gehören zu den wichtigsten Voraussetzungen für das Lesen (Lervåg & Aukrust, 2010). Kinder, die das Lesenlernen mit umfangreicheren Wortschatzkenntnissen beginnen, haben bessere Chancen auf Lernerfolge beim Lesen. Für Kinder in Luxemburg ist es eine große Herausforderung, dass der Schriftspracherwerb in Deutsch erfolgt, das für die meisten von ihnen eine Fremdsprache ist, und nicht in Luxemburgisch, also der Sprache, die sie zuvor in Cycle 1 gelernt haben. [less ▲]

Automatic Integration of Numerical Formats Examined with Frequency-tagged EEG

in Scientific Reports (2021)

How humans integrate and abstract numerical information across different formats is one of the most debated questions in human cognition. We addressed the neuronal signatures of the numerical integration ... [more ▼]

How humans integrate and abstract numerical information across different formats is one of the most debated questions in human cognition. We addressed the neuronal signatures of the numerical integration using an EEG technique tagged at the frequency of visual stimulation. In an oddball design, participants were stimulated with standard sequences of numbers (<5) depicted in single (digits, dots, number words) or mixed notation (dots – digits, number words – dots, digits – number words), presented at 10Hz. Periodically, a deviant stimulus (>5) was inserted at 1.25 Hz. We observed significant oddball amplitudes for all single notations, showing for the first time using this EEG technique, that the magnitude information is spontaneously and unintentionally abstracted, irrespectively of the numerical format. Significant amplitudes were also observed for digits – number words and number words – dots, but not for digits – dots, suggesting an automatic integration across some numerical formats. These results imply that direct and indirect neuro-cognitive links exist across the different numerical formats. [less ▲]

The Mediation role of ADHD Symptoms and Emotion Regulation in the association between Executive functions and internalizing Symptoms: A study among youths with and without ADHD and/of Dyslexia

in Advances in Neurodevelopmental Disorders (2021), 5

Objectives The present study aimed at combining previous separate research findings having shown that executive functions (EF) contribute to a large range of emotional and behavioral problems among youths ... [more ▼]

Objectives The present study aimed at combining previous separate research findings having shown that executive functions (EF) contribute to a large range of emotional and behavioral problems among youths with and without neurodevelopmental disorders such as dyslexia and ADHD. Within a unifying framework, it investigated the mediational roles of ADHD symptoms and emotion regulation (ER) difficulties in the association between various EF and internalizing symptoms. Methods The sample included 82 adolescents with ADHD, dyslexia, comorbid ADHD/dyslexia, and typically developing adolescents, thus showing varying EF deficits. Whereas EF (attentional control, inhibition, shifting, working memory) were assessed in behavioral tasks, parents reported on ADHD symptoms, and ER and internalizing (anxiety, depression) symptoms were assessed via self-reports. Results In two-path mediation analyses, ADHD symptoms and ER problems mediated the association between working memory and anxiety (via inattention and ER, a1d21b2 = − .27, 95% CI [− .58, − .04]; via hyperactivity and ER, a1d21b2 = − .19, 95% CI [− .42, − .02]) and depression symptoms (via inattention and ER, a1d21b2 = − .20, 95% CI [− .54, − .03]; via hyperactivity and ER, a1d21b2 = − .24, 95% CI [− .48, − .03]). Hyperactivity and ER, but not inattention and ER, mediated the association between inhibition and internalizing symptoms (predicting anxiety, a1d21b2 = .003, 95% CI [.0001, .009]; predicting depression, a1d21b2 = .004, 95% CI [.002, .009]) as well as between attentional control and internalizing symptoms (predicting anxiety, a1d21b2 = .01, 95% CI [.001, .03]; predicting depression, a1d21b2 = .01, 95% CI [.004, .03]). Conclusions These results offer an insight into how ADHD symptoms and ER problems mediate the association between EF components and internalizing symptoms, with potential implications for prevention and intervention measures. [less ▲]

Lernstörungen im multilingualen Kontext: Diagnose und Hilfestellungen.

Book published by Melusina Press (2021)

Um Kinder mit einer Lernstörung durch möglichst angepasste Hilfsmaßnahmen unterstützen zu können, ist eine umfassende Diagnostik maßgeblich. Die Diagnostik von Lernstörungen stellt vor allem in ... [more ▼]

Um Kinder mit einer Lernstörung durch möglichst angepasste Hilfsmaßnahmen unterstützen zu können, ist eine umfassende Diagnostik maßgeblich. Die Diagnostik von Lernstörungen stellt vor allem in multilingualen Kontexten - wie in Luxemburg - eine Herausforderung dar. Auch werden derzeit vorwiegend im Ausland entwickelte diagnostische Tests durchgeführt, welche die luxemburgischen Besonderheiten, wie etwa das Erlernen der schriftsprachlichen und mathematischen Kompetenzen in einer Zweit- oder Drittsprache, nicht berücksichtigen. Ausgehend vom aktuellen Forschungs- und Wissensstand wird ein vertieftes Verständnis im Hinblick auf Lese- und Rechtschreibstörungen und Rechenstörungen dargelegt. Darauf aufbauend werden diagnostische Vorgehensweisen sowie pädagogische Hilfsmaßnahmen mithilfe von Erfahrungswerten praktizierender Fachkräfte aus dem luxemburgischen Förderbereich vorgestellt. [less ▲]

LEARN Newsletter - Editioun 2021

Book published by LEARN (2021)

Number Line Tasks and Their Relation to Arithmetics in Second to Fourth Graders

in Journal of Numerical Cognition (2021), 7(1), 20--41

Long-term Relevance and Interrelation of Symbolic and Non-symbolic Abilities in Mathematical-numerical Development: Evidence from Large-scale Assessment Data

in Cognitive Development (2021), 58

Identifying Math and Reading Difficulties of Multilingual Children: Effects of Different Cut-offs and Reference Groups

in Herzog, Moritz; Gürsoy, Erkan; Fritz-Stratmann, Annemarie (Eds.) Diversity Dimensions in Mathematics and Language Learning. Perspectives on culture, education, and multilingualism (2021)

Extensive research is available on language acquisition and the acquisition of mathematical skills in early childhood. But more recently, research has turned to the question of the influence of specific ... [more ▼]

Extensive research is available on language acquisition and the acquisition of mathematical skills in early childhood. But more recently, research has turned to the question of the influence of specific language aspects on acquisition of mathematical skills. This anthology combines current findings and theories from various disciplines such as (neuro-)psychology, linguistics, didactics and anthropology. [less ▲]

The importance of visuospatial abilities for verbal number skills in preschool: Adding spatial language to the equation

in Journal of Experimental Child Psychology (2021)

Cognitive cost of two- and single digit transcoding in the second language of math learning in bilinguals of different ages

Scientific Conference (2020, June)