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Professur für P?dagogische 188bet亚洲体育备用_188体育平台-投注*官网

  1.  Otto-Friedrich-Universit?t Bamberg
  2. Fakult?ten
  3. 188bet亚洲体育备用_188体育平台-投注*官网
  4. Institute
  5. 188bet亚洲体育备用_188体育平台-投注*官网
  6. Professur für P?dagogische 188bet亚洲体育备用_188体育平台-投注*官网
  7. Team
  8. Prof. Dr. Jan Lenhart
  9. Publikationen
https://doi.org/10.1037/aca0000341
  • Tiffin-Richards, S. P., Lenhart, J., & Marx, P. (2022). When do examinees change their initial answers? The influence of task instruction, response confidence, and subjective task difficulty. Learning and Instruction, 82, Article 101654. https://doi.org/10.1080/10409289.2021.1915651
  • Suggate, S., Lenhart, J., Vaahtoranta, E., & Lenhard, W. (2021). Interactive elaborative story-telling fosters vocabulary in pre-schoolers compared to repeated-reading and phonemic awareness interventions. Cognitive Development,57, Article 100996. https://doi.org/10.1016/j.cogdev.2020.100996
  • Vaahtoranta, E., Suggate, S., Lenhart, J., & Lenhard, W. (2021). Language exposure and phonological short-term memory as predictors of majority language vocabulary and phonological awareness in dual language learning. Bilingualism: Language and Cognition, 24(2), 319-332. https://doi.org/10.1017/S1366728920000541
  • Lenhart, J., Suggate, S., Lenhard, W., & Vaahtoranta, E. (2020). Shared-reading in small groups: Examining the effects of question demand level and placement. Cognitive Development, 55, Article 100914. https://doi.org/10.1016/j.cogdev.2020.100914
  • Seitz*, M., Lenhart*, J., & Rübsam, N. (2020). The effects of gendered information in stories on preschool children’s development of gender stereotypes. British Journal of Developmental Psychology, 38, 363-390. https://doi.org/10.1111/bjdp.12323 (*shared first authorship)
  • Lenhart, J., Lenhard, W., Vaahtoranta, E., & Suggate, S. (2020). More than words: Narrator engagement during storytelling increases children’s word learning, story comprehension, and on-task behavior. Early Childhood Research Quarterly, 51, 338–351. https://doi.org/10.1016/j.ecresq.2019.12.009
  • Vaahtoranta, E., Lenhart, J., Suggate, S., & Lenhard, W. (2019). Interactive elaborative storytelling: Engaging children as storytellers to foster vocabulary. Frontiers in Psychology, 10, Article 1534. https://doi.org/10.3389/fpsyg.2019.01534
  • Lingel, K., Lenhart, J., & Schneider W. (2019). Metacognition in mathematics: Do different metacognitive monitoring measures make a difference? ZDM Mathematics Education, 51(4), 587–600. https://doi.org/10.1007/s11858-019-01062-8
  • Lenhart, J., Marx, P., Segerer, R., & Schneider, W. (2019). Rechtschreibung ohne Schreiben. Messen Fehleridentifikation und Diktat dasselbe? [Spelling without writing: Do error detection tests and dictation tests measure the same competence?] Diagnostica, 65(4), 216–227. https://doi.org/10.1026/0012-1924/a000229
  • Lenhart, J., Lenhard, W., Vaahtoranta, E., & Suggate, S. (2019). The effects of questions during shared-reading: Do demand-level and placement really matter? Early Childhood Research Quarterly, 47, 49-61. https://doi.org/10.1016/j.ecresq.2018.10.006
  • Vaahtoranta, E., Suggate, S., Jachmann, C., Lenhart, J., & Lenhard, W. (2018). Can explaining less be more? Enriching vocabulary through explicit versus elaborative storytelling. First Language, 38(2), 198-217. https://doi.org/10.1177/0142723717737452
  • Lenhart, J., Lenhard, W., Vaahtoranta, E., & Suggate, S. (2018). Incidental vocabulary acquisition from listening to stories: A comparison between read-aloud and free storytelling approaches. Educational Psychology, 38(5),596-616. https://doi.org/10.1080/01443410.2017.1363377

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