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Publikationen

Zeitschriftenartikel (mit peer-review)

Könen, T., & Karbach, J. (in press). Analyzing individual differences in intervention-related changes. Advances in Methods and Practices in Psychological Science. 

Baykara, E., Könen, T., Unger, K., & Karbach, J. (2020). MRI predictors of cognitive training outcomes. Journal of Cognitive Enhancement. Advance online publication.

Johann, V. E., Könen, T., & Karbach, J. (2020). The unique contribution of working memory, inhibition, cognitive flexibility, and intelligence to reading comprehension and reading speed. Child Neuropsychology, 26, 324–344.

Könen, T., & Karbach, J. (2020). Self-reported cognitive failures in everyday life: A closer look at their relation to personality and cognitive performance. Assessment, 27, 982–995.

Kubota, M., Hadley, L., Schaeffner, S., Könen, T., Meaney, J.-A., Auyeung, B., Morey, C., Karbach, J., & Chevalier, N. (2020). Proactive control during childhood: consistent use and relation with academic achievement. Cognition, 203, 104329.

Schaeffner, S., Könen, T., & Karbach, J. (2020). New insights into the role of the phonological loop in task switching: Evidence from three different age groups. Journal of Cognitive Psychology, 32, 409–422.

Buttelmann, F., Könen, T., Hadley, L., Meaney, J.-A., Auyeung, B., Morey, C., Chevalier, N., & Karbach, J. (2019). Age-related differentiation in verbal and visuo-spatial working memory processing in childhood. Psychological Research. Advance online publication.

Morey, C., Hadley, L., Buttelmann, F., Könen, T., Meaney, J.-A., Auyeung, B., Karbach, J., & Chevalier, N. (2018). The effects of verbal and spatial memory load on children's processing speed. Annals of the New York Academy of Sciences, 1424, 161–174.

Karbach, J., Könen, T., & Spengler, M. (2017). Who benefits the most? Individual differences in the transfer of executive control training across the lifespan. Journal of Cognitive Enhancement, 4, 394-405.

Könen, T., Dirk, J., Leonhardt, A., & Schmiedek, F. (2016). The interplay between sleep behavior and affect in elementary school children's daily life. Journal of Experimental Child Psychology, 150, 1–15.

Leonhardt, A., Könen, T., Dirk, J., & Schmiedek, F. (2016). How differentiated do children experience affect? An investigation of the within- and between-person structure of chil­dren's affect. Psychological Assessment, 28, 575–585.

Könen, T., Dirk, J., & Schmiedek, F. (2015). Cognitive benefits of last night's sleep: Daily variations in children's sleep behavior are related to working memory fluctuations. Journal of Child Psychology and Psychiatry, 56, 171–182.

Könen, T., & Karbach, J. (2015). The benefits of looking at intraindividual dynamics in cog­nitive training data. Frontiers in Psychology, 6: 615.

Langguth, N., Könen, T., Matulis, S., Steil, R., Gawrilow, C., & Stadler, G. (2015). Barriers to physical activity in adolescents: A multi-faceted approach. Zeitschrift für Gesundheitspsychologie, 23, 47–59.

Fischbach, A., Könen, T., Rietz, C. S., & Hasselhorn, M. (2014). What is not working in working memory of children with literacy disorders? Evidence from a three-year-longi­tudinal study. Reading and Writing, 27, 267–286.

Preßler, A.-L., Könen, T., Hasselhorn, M., & Krajewski, K. (2014). Cognitive preconditions of early reading and spelling: A latent-variable approach with longitudinal data. Reading and Writing, 27, 383–406.

Roden, I., Könen, T., Bongard, S., Frankenberg, E., Friedrich, E. K., & Kreutz, G. (2014). Effects of music training on attention, processing speed, and cognitive music abilities – Findings from a longitudinal study. Applied Cognitive Psychology, 28, 545–557.

Mertins, V., Egbert, H., & Könen, T. (2013). The effects of individual judgments about selec­tion procedures: Results from a power-to-resist game. The Journal of Socio-Economics, 42, 112–120.

Michalczyk, K., Malstädt, N., Worgt, M., Könen, T., & Hasselhorn, M. (2013). Age differ­ences and measurement invariance of working memory in 5- to 12-year-old children. European Journal of Psychological Assessment, 29, 220–229.

Preckel, F., Lipnevich, A. A., Boehme, K., Brandner, L., Georgi, K., Könen, T., Mursin, K., & Roberts, R. D. (2013). Morningness-eveningness and educational outcomes: The lark has an advantage over the owl at high school. British Journal of Educational Psychology, 83, 114–134.

Benedek, M., Könen, T., & Neubauer, A. C. (2012). Associative abilities underlying creativ­ity. Psychology of Aesthetics, Creativity, and the Arts, 6, 273–281.

Benedek, M., Bergner, S., Könen, T., Fink, A., & Neubauer, A. C. (2011). EEG alpha synchronization is related to top-down processing in convergent and divergent thinking. Neuropsychologia, 49, 3505–3511.

Betsch, C. & Könen, T. (2010). Der Einfluss von Furchtappellen im Kontext impfkritischer Internetseiten: Die Angst schlägt zurück [The influence of fear-appeals in the context of vaccine-critical web pages: The fear strikes back]. Kinder- und Jugendmedizin, 10, 159–166.

 

Buchkapitel

Könen, T., & Auerswald, M. (in press). Statistical modeling of latent change. In T. Strobach & J. Karbach (Eds.), Cognitive training: An overview of features and applications (2nd ed.). Berlin: Springer.

Könen, T., Strobach, T., & Karbach, J. (in press). Working memory training. In T. Strobach & J. Karbach (Eds.), Cognitive training: An overview of features and applications (2nd ed.). Berlin: Springer.

Könen, T., Strobach, T., & Karbach, J. (2016). Working memory. In T. Strobach & J. Karbach (Eds.), Cognitive training: An overview of features and applications (pp. 59–68). Berlin: Springer.