Strategien in der testgestützten allgemeinen Entwicklungsdiagnostik

Petermann, Franz; Macha, Thorsten

doi:10.1007/s00112-002-0621-x

Cited by 18 publications

(9 citation statements)

References 0 publications

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“…Finally, in the third phase, we administered the post‐test, which tested the specific vocabulary that the children might have acquired through the intervention. To yield a control variable, we measured in this phase the cognitive skills of the child (by means of several subtests of the “Development test for children from 6 months to 6 years of age” (ET 6‐6) (Petermann, Stein, & Macha, ).…”

Section: Methodsmentioning

confidence: 99%

“…We used a variety of methods to collect the data, each of which is discussed further below. The parent questionnaire provided basic data on the children; we employed an abridged version of the standardized “Language and Development Test for two‐year‐olds” (SETK‐2) (Grimm et al ., ) (amended by the research team) to test the language level of the children; and we used the “Development test for children from 6 months to 6 years of age” (ET 6‐6) (Petermann et al ., ) to measure the cognitive skills of the children.…”

Section: Methodsmentioning

confidence: 99%

“…The “Development test for children from 6 months to 6 years” (ET 6‐6) (Petermann et al ., ) includes several dimensions of development. For our investigation, we used only the dimension of “cognitive development” to serve as a control variable.…”

Section: Methodsmentioning

confidence: 99%

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Media‐assisted language learning for young children: Effects of a word‐learning app on the vocabulary acquisition of two‐year‐olds

Walter-Laager¹,

Brandenberg²,

Tinguely³

et al. 2016

Brit J Educational Tech

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The intervention study investigated the effects of an interactive word-learning app 1 and picture cards on the vocabulary acquisition of 2-year-olds. Of particular interest was whether or not adult accompaniment during the use of the app or while looking at the picture cards had a positive effect on the child's vocabulary acquisition. The findings show that those children who used the word-learning app when accompanied by an adult had the largest growth in vocabulary, and those who used the word-learning app without adult accompaniment showing the second largest growth. Less successful were those children who played with the picture cards (with or without adult accompaniment). The group of children who focused on the subject matter for the longest period of time on average learned the most new words, while the group who focused on the subject matter for the shortest period of time had the smallest growth in vocabulary.Game apps and learning apps have flooded the market. For caregivers, teachers and parents it has become more and more difficult to identify those that are beneficial for learning (Hartmann, 2014). Many young children use learning apps daily (Common Sense Media, 2011;Medienp€ adagogischer Forschungsverbund S€ udwest, 2012;Rideout & Hamel, 2006). However, research lags behind current practice-there is almost no empirical evidence on the short-and long-term effects on child development of using learning apps. 1 Learning apps are developed to achieve certain aims. In our case, the intention was to enrich the vocabulary acquisition of young children. Many other apps, such as games, are developed mainly for entertainment. The intention of games apps is to hold the attention of the user through exciting or challenging effects, or underlying stories.

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Section: Methodsmentioning

confidence: 99%

Section: Methodsmentioning

confidence: 99%

See 1 more Smart Citation

Media‐assisted language learning for young children: Effects of a word‐learning app on the vocabulary acquisition of two‐year‐olds

Walter-Laager¹,

Brandenberg²,

Tinguely³

et al. 2016

Brit J Educational Tech

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“…For normal development and specific types of disorders, Petermann, Stein, and Macha (2006b) analyze configurations of age-specific and age-typical developmental paths, basic skills, and complex skills. Quantifiable developmental deviations can however arise from minute causes like disturbances in the development of one of the developmental paths.…”

Section: Methodic Implementation and Structure Of The Testmentioning

confidence: 99%

The ET 6–6

Macha

Petermann

2008

Zeitschrift für Psychologie / Journal of Psychology

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“…All aspects may combine, for example, as retardation, or a certain stage may be considered indicative of a disorder that might impede "normal" profile differentiation. In psychological terminology "developmental diagnosis" is frequently associated with developmental tests (see Petermann & Macha, 2003).…”

Section: Introductionmentioning

confidence: 99%