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Fritz, Annemarie; Ricken, Gabriele

doi:10.36198/9783838530178

Cited by 37 publications

(2 citation statements)

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“…Back in the hall of the castle, children completed the passive vocabulary subtest of the German version of the Wechsler's Preschool and Primary Scale of Intelligence-III (Hannover-Wechsler-Intelligenztest für das Vorschulalter-III; Fritz-Stratmann et al, 2007) implementing a delay of 5 min (Davis et al, 2016). In this test, the children had to indicate which of the four pictures showed the object that the experimenter asked for.…”

Section: Delay and Manipulation Of Affective Eftmentioning

confidence: 99%

Negative (but not positive) affective episodic future thinking enhances proactive behavior in 5-year-old children.

Schreiber,

Schneider,

Newen

et al. 2024

Emotion

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Envisioning the future and how you may feel (affective episodic future thinking [EFT]) helps adults to act in favor for their future self, according to manifold experiments. The current study tested whether and how affective EFT also helps children to behave more proactively, that is, to self-initially prepare for an upcoming event. Five-year-old (N = 90) children (data collected from 2021 to 2022) were instructed to mentally imagine how they would feel after successfully managing an upcoming test (positive affective EFT), how they would feel after failing to do so (negative affective EFT), or they were reminded of an upcoming test without a prompt to imagine (control condition, random assignment). Proactive behavior was indicated by children's choice to play one of three games before the actual test (one of the games was announced to be the test game). Mechanisms (e.g., motivation to win, psychological distance, current affect) and moderators (ability of episodically thinking about the future in everyday life, behavioral inhibition, and behavioral approach) for the possible effects of affective EFT were explored. Children in the negative affective EFT condition chose the target game significantly above chance level and more often than children in the control group, whereas children in the positive affective EFT condition did not. This effect was independent of the assumed mediators and moderators. Findings are discussed in the context of the theoretical and empirical literature on affective EFT in adults and suggestions for future studies are given.

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Section: Delay and Manipulation Of Affective Eftmentioning

confidence: 99%

Negative (but not positive) affective episodic future thinking enhances proactive behavior in 5-year-old children.

Schreiber,

Schneider,

Newen

et al. 2024

Emotion

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“…Nonetheless, this model does not describe the development of mathematical competencies as a linear process. Rather, mathematical development up to the early school years is described as a process of overlapping waves (Siegler, 1995), with no sharp boundaries between the stages, but rather transitions (Fritz and Ricken, 2008).…”

Section: Introductionmentioning

confidence: 99%

Exploring the potential of a game-based preschool assessment of mathematical competencies

Chatzaki,

Skillen,

Ricken

et al. 2024

Front. Educ.

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BackgroundEarly mathematical competencies are foundational for later academical development. There is a need for valid and resource-saving approaches to assess those skills. The House of Numbers (HoN) is a newly developed linear board game that allows the assessment of preschool early mathematical competencies. This article aims to examine aspects of this 24-item screening such as its reliability and validity, and whether it can successfully identify children at risk of developing math difficulties. It also aims to explore children’s perceptions of the game-based HoN compared to a typical preschool math test.MethodsA sample of 147 German preschoolers (Mage = 5 years 10 months, SDage = 5 months) was evaluated with the HoN and with a standard instrument for assessing early mathematical competencies (MARKO-D). Additionally, a subsample of n = 47 children rated their perception of both tools.ResultsThe results speak against an effect of the game-setting on the children’s performance. Regarding the aspects of the reliability and the validity of the HoN, both tools were sensitive to age differences between 5- and 6-year-old children. The high correlation between the two assessments speaks for the convergent validity of the HoN. Furthermore, an item analysis based on the Rasch model showed excellent results for all items of the new game-based approach. The distribution of the items on the logit measurement ruler of the Person-Item Map confirms, with only a few explainable exceptions, the developmental levels of the model the HoN is based on. A high person and item reliability confirm the internal consistency of the HoN. Regarding the diagnostic validity of the HoN, running a receiver operating characteristic curve resulted in a superior discrimination area under the curve. A sample relevant cut-off z-score was specified. Using this score as an indicator of low math performance resulted in high sensitivity, specificity and a high relative improvement over chance index. In addition, children’s explorative assessment of perception speaks in favor of the game-based assessment.ConclusionAll in all, the findings suggest, that the game-based measurement HoN can be a reliable, valid, time-saving, and attractive option for assessing early mathematical competencies in preschool settings.

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Characteristics of Mathematical Giftedness in Early Primary School Age

Aßmus

2018

Mathematical Creativity and Mathematical Giftedness

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Rechenschwäche

Cited by 37 publications

References 0 publications

Negative (but not positive) affective episodic future thinking enhances proactive behavior in 5-year-old children.

Negative (but not positive) affective episodic future thinking enhances proactive behavior in 5-year-old children.

Exploring the potential of a game-based preschool assessment of mathematical competencies

Characteristics of Mathematical Giftedness in Early Primary School Age

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