Junior-Prof. Dr. Christopher Osterhaus

Wann Kinder lernen, andere zu verstehen: Längsschnittstudie zur Entwicklung der fortgeschrittenen Theory of Mind veröffentlicht

Die Ergebnisse einer 5-jährigen Längsschnittstudie zur Entwicklung der fortgeschrittenen Theory of Mind wurden kürzlich in Child Development veröffentlicht. Der Artikel von Christopher Osterhaus (Uni Vechta) und Susanne Koerber (PH Freiburg) ist frei zugänglich [Link]. Auch in den Medien hat die Studie für Aufmerksamkeit gesorgt. Eine Übersicht über die Berichterstattung finden Sie hier [Link].

Sonderheft zur Entwicklung von frühem wissenschaftlichem Denken

Gemeinsam mit Amanda Brandone und Ageliki Nicolopoulou (Lehigh University, USA) sowie Stella Vosniadou (Flinders University, Australien) hat Christopher Osterhaus ein Sonderheft in der Zeitschrift „Frontiers in Psychology“ zum frühen wissenschaftlichen Denken herausgegeben. In insgesamt 22 Artikeln geben Forschende aus den Bereichen Entwicklungspsychologie, Erziehungswissenschaften und Fachdidaktik einen Überblick über den Stand der Forschung und zeigen zugleich Wege auf, wie das wissenschaftliche Denken bereits früh gefördert werden kann. Das gesamte Heft ist frei zugänglich [Link].

Eine Übersicht über die Lehrveranstaltungen von Junior-Prof. Christopher Osterhaus finden Sie hier.

Peer-Reviewed Journal Articles
^*student co-authors

2022, in press

Osterhaus, C., Lin, X.,^* & Koerber, S. (in press). Measuring scientific reasoning in kindergarten and elementary school: Validating the Chinese version of the Science-K Inventory. Educational Research for Policy and Practice.

Osterhaus, C. (in press). „Wenn er weiß, dass sie weiß, was er denkt“ – Hängt die Entwicklung sozialkognitiver Fähigkeiten mit dem Schließen von Freundschaften im Grundschulalter zusammen? PraxisForschungLehrer*innenBildung.

Osterhaus, C., & Koerber, S. (2022). The complex associations between children’s scientific reasoning and advanced theory of mind. Child Development. https://doi.org/10.1111/cdev.13860

Osterhaus, C., & Bosacki, S. L. (2022). Looking for the lighthouse: A systematic review of advanced theory-of-mind tests beyond preschool. Developmental Review, 64, 101021. https://doi.org/10.1016/j.dr.2022.101021

Kloo, D., Osterhaus, C., Kristen-Antonow, S., & Sodian, B. (2022). The impact of theory of mind and executive function on math and reading abilities: A longitudinal study. Infant and Child Development. https://doi.org/10.1002/icd.2356

Nyberg, K., Koerber, S., & Osterhaus, C. (2022). Does task-specific self-efficacy predict science competencies? Journal of Education and Training Studies, 10(4). https://doi.org/10.11114/jets.v10i4.5585  

Nyberg, K., Koerber, S., & Osterhaus, C. (2022). Self-effective scientific reasoning? Differences between elementary and secondary school students. Frontline Learning Research, 10(1), 22–45. https://doi.org/10.14786/flr.v10i1.955

Osterhaus, C., Kristen-Antonow, S., Kloo, D., & Sodian, B. (2022). Advanced scaling and modeling of children's theory of mind competencies: Longitudinal findings in 4- to 6-year-olds. International Journal of Behavioral Development, 46(3), 251–259 . https://doi.org/10.1177/01650254221077334

Smogorzewska, J., & Osterhaus, C. (2022). A matter of style? Parenting behaviors of mothers of typically-developing children, children with mild intellectual disability, and deaf or hard-of-hearing children. European Journal of Developmental Psychology. https://doi.org/10.1080/17405629.2022.2039618

Koerber, S., & Osterhaus C. (2022). Does advanced theory of mind protect elementary-school children from loneliness? Longitudinal associations from 9 to 10 years. Journal of Genetic Psychology, 183(1), 1-8.https://doi.org/10.1080/00221325.2021.1994913

2021

Osterhaus, C., & Koerber, S. (2021). The development of advanced theory of mind in middle childhood: A longitudinal study from age 5 to 10 years. Child Development, 92(5), 1872–1888. https://doi.org/10.1111/cdev.13627

Smogorzewska, J., & Osterhaus, C. (2021). Advanced theory of mind in children with mild intellectual disability and deaf or hard-of-hearing children: A two-year longitudinal study in middle childhood. British Journal of Developmental Psychology, 39(4), 603–624. https://doi.org/10.1111/bjdp.12389

Opitz, T., Schuwerk, T., Paulus, M., Kloo, D., Osterhaus, C., Lesch, K.-P., & Sodian, B. (2021). No links between genetic variation and theory of mind development: A replication attempt of Lackner et al. (2012). Developmental Science, 24(5), e13100. https://doi.org/10.1111/desc.13100

Osterhaus, C., Brandone, A., Vosniadou, S., & Nicolopoulou, A. (2021). The emergence and development of scientific thinking during the early years: Basic processes and supportive contexts. Frontiers in Psychology, 12(387). https://doi.org/10.3389/fpsyg.2021.629384

Koerber, S., & Osterhaus, C. (2021). Science competencies in kindergarten: A prospective longitudinal study in the last year of kindergarten. Unterrichtswissenschaft, 49, 117–136. https://doi.org/10.1007/s42010-020-00093-5

Osterhaus, C., & Koerber, S. (2021). Social cognition in and beyond kindergarten: The relation between first-order and advanced theory of mind. European Journal of Developmental Psychology, 18(4), 573-592. https://doi.org/10.1080/17405629.2020.1820861

2020

Schwichow, M., Osterhaus, C., & Edelsbrunner, P. (2020). The relation between the control-of-variables strategy and content knowledge in physics in secondary school. Contemporary Educational Psychology, 63, 101923. https://doi.org/10.1016/j.cedpsych.2020.101923 

Osterhaus, C., Putnick, D. L., Kristen-Antonow, S., Kloo, D., Bornstein, M. H., & Sodian, B. (2020). Theory of Mind and diverse intelligences in 4-year-olds: Modeling associations of false beliefs with children’s numerate-spatial, verbal, and social intelligence. British Journal of Developmental Psychology, 38, 580–593. https://doi.org/10.1111/bjdp.12336

Osterhaus, C., Koerber, S., & Sodian, B. (2020). The Science-P Reasoning Inventory (SPR-I): Measuring emerging scientific-reasoning skills in primary school. International Journal of Science Education, 42, 1087–1107.https://doi.org/10.1080/09500693.2020.1748251

Nyberg, K., Koerber, S., & Osterhaus, C. (2020). How to measure scientific reasoning in primary school: A comparison of different test modalities. European Journal of Science and Mathematics Education, 8, 137–144. http://scimath.net/articles/83/833.pdf

Koerber, S., & Osterhaus, C. (2020). Some but not all aspects of (advanced) Theory of Mind predict loneliness. British Journal of Developmental Psychology, 38, 144–148. https://doi.org/10.1111/bjdp.12302

2019

Knöchelmann, N.,^* Krueger, S., ^* Flack, A., ^* & Osterhaus, C. (2019). Adults’ ability to interpret covariation data presented in bar graphs depends on the context of the problem. Frontline Learning Research, 7(4), 58–65. https://doi.org/10.14786/flr.v7i4.471

Koerber, S., & Osterhaus, C. (2019). Individual differences in early scientific thinking: Assessment, cognitive influences, and their relevance for science learning. Journal of Cognition and Development, 20(4), 510–533.https://doi.org/10.1080/15248372.2019.1620232

Osterhaus, C., Magee, J., Saffran, A., & Alibali, M. W. (2019). Supporting successful interpretations of covariation data: Beneficial effects of variable symmetry and problem context. Quarterly Journal of Experimental Psychology, 72, 994–1004. https://doi.org/10.1177/1747021818775909

2017 and before

Osterhaus, C., Koerber, S., & Sodian, B. (2017). Scientific thinking in elementary school: Children's social cognition and their epistemological understanding promote experimentation skills. Developmental Psychology, 53, 450–462. https://doi.org/10.1037/dev0000260

Koerber, S., Osterhaus, C., & Sodian, B. (2017). Diagrams support revision of prior belief in primary school. Frontline Learning Research, 5(1), 76–84. https://doi.org/10.14786/flr.v5i1.265

Osterhaus, C., Koerber, S., & Sodian, B. (2016). Scaling of advanced theory-of-mind tasks. Child Development, 87, 1971–1991. https://doi.org/10.1111/cdev.12566

Osterhaus, C., Koerber, S., & Sodian, B. (2015). Children’s understanding of experimental contrast and experimental control: An inventory for primary school. Frontline Learning Research, 3(4), 56–94. https://doi.org/10.14786/flr.v3i4.220

Koerber, S., Osterhaus, C., & Sodian, B. (2015). Testing primary-school children’s understanding of the nature of science. British Journal of Developmental Psychology, 33, 57–72. https://doi.org/10.1111/bjdp.12067

Koerber, S., Mayer, D., Osterhaus, C., Schwippert, K., & Sodian, B. (2015). The development of scientific thinking in elementary school: A comprehensive inventory. Child Development, 86, 327–336. https://doi.org/10.1111/cdev.12298

Chapters in Edited Volumes

Koerber, S., Sodian, B., & Osterhaus, C. (2022). Entwicklung des naturwissenschaftlichen Denkens. In J. Kahlert, M. Fölling-Albers, M. Götz, A. Hartinger, S. Miller, & S. Wittkowske (Eds.), Handbuch Didaktik des Sachunterrichts (3rd ed., pp. 355-360). Julius Klinkhardt.

Koerber, S., Sodian, B., Osterhaus, C., Mayer, D., Kropf, N., & Schwippert, K. (2017). Science-P.II. Modeling scientific reasoning in primary school. In D. Leutner, J. Fleischer, J. Grünkorn, & E. Klieme (Eds.).  Competence assessment in education: Research, models and instruments (pp. 19-30). Springer. 

Other (Publications in Science Magazines)

Osterhaus, C. (2022). Das Denken der anderen. Gehirn&Geist, August 2022, 20-25.