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Literaturliste von Prof. Dr. Claudia Roebers

letzte Aktualisierung: 30.08.2019

Benzing, V., Schmidt, M., Jäger, K., Egger, F., Conzelmann, A. & Roebers, C. M. (2019). A classroom intervention to improve executive functions in late primary school children: Too 'old' for improvements? British Journal of Educational Psychology, 89(2), 225-238.

Gashaj, V., Oberer, N., Mast, F. W. & Roebers, C. M. (2019). Individual differences in basic numerical skills: The role of executive functions and motor skills. Journal of Experimental Child Psychology, 182, 187-195.

Oeri, N., Buttelmann, D., Voelke, A. E. & Roebers, C. M. (2019). Feedback enhances preschoolers' performance in an inhibitory control task. Frontiers in Psychology, 10, No. 977.

Martarelli, C. S., Feurer, E., Dapp, L. C. & Roebers, C. M. (2018). Profiles of executive functions and social skills in the transition to school: A person-centred approach. Infant and Child Development, 27(6), No..

Oberer, N., Gashaj, V. & Roebers, C. M. (2018). Executive functions, visual-motor coordination, physical fitness and academic achievement: Longitudinal relations in typically developing children. Human Movement Science, 58, 69-79.

Oeri, N., Voelke, A. E. & Roebers, C. M. (2018). Inhibition and behavioral self-regulation: An inextricably linked couple in preschool years. Cognitive Development, 47, 1-7.

Roebers, C. M. & Hasselhorn, M. (2018). Schulbereitschaft - Zur theoretischen und empirischen Fundierung des Konzepts. In W. Schneider & M. Hasselhorn (Hrsg.), Schuleingangsdiagnostik (S. 1-18). Göttingen: Hogrefe.

Destan, N., Spiess, M. A., de Bruin, A., van Loon, M. & Roebers, C. M. (2017). 6-and 8-year-olds' performance evaluations: Do they differ between self and unknown others? Metacognition and Learning, 12(3), 315-336.

Oberer, N., Gashaj, V. & Roebers, C. M. (2017). Motor skills in kindergarten: Internal structure, cognitive correlates and relationships to background variables. Human Movement Science, 52, 170-180.

Roebers, C. (2017). Möglichkeiten und Grenzen der Förderung von kognitiver Selbstregulation von Kindern. P & E, 43(2), 19-24.

Roebers, C. M. (2017). Executive function and metacognition: Towards a unifying framework of cognitive self-regulation. Developmental Review, 45, 31-51.

Roebers, C. M. & Spiess, M. (2017). The development of metacognitive monitoring and control in second graders: A short-term longitudinal study. Journal of Cognition and Development, 18(1), 110-128.

Schmidt, M., Egger, F., Benzing, V., Jäger, K., Conzelmann, A., Roebers, C. M. & Pesce, C. (2017). Disentangling the relationship between children's motor ability, executive function and academic achievement. PLoS ONE, 12(8), No. e0182845.

van Loon, M. H. & Roebers, C. M. (2017). Effects of feedback on self-evaluations and self-regulation in elementary school. Applied Cognitive Psychology, 31(5), 508-519.

van Loon, M., de Bruin, A., Leppink, J. & Roebers, C. (2017). Why are children overconfident? Developmental differences in the implementation of accessibility cues when judging concept learning. Journal of Experimental Child Psychology, 158, 77-94.

van Loon, M., Destan, N., Spiess, M. A., de Bruin, A. & Roebers, C. M. (2017). Developmental progression in performance evaluations: Effects of children's cue-utilization and self-protection. Learning and Instruction, 51, 47-60.

Roebers, C. M. & Feurer, E. (2016). Linking Executive Functions and Procedural Metacognition. Child Development Perspectives, 10(1), 39-44.

Sassu, R. & Roebers, C. M. (2016). A multidimensional view of children's school readiness. Longitudinal evidence concerning cognitive and social aspects. Zeitschrift für Entwicklungspsychologie und Pädagogische Psychologie, 48(3), 144-157.

Spiess, M. A., Meier, B. & Roebers, C. M. (2016). Development and longitudinal relationships between children's executive functions, prospective memory, and metacognition. Cognitive Development, 38, 99-113.

Destan, N. & Roebers, C. M. (2015). What are the metacognitive costs of young children's overconfidence? Metacognition and Learning, 10(3), 347-374.

Jäger, K., Schmidt, M., Conzelmann, A. & Roebers, C. M. (2015). The effects of qualitatively different acute physical activity interventions in real-world settings on executive functions in preadolescent children. Mental Health and Physical Activity, 9, 1-9.

Martarelli, C. S., Mast, F. W., Roebers, C. M. & Laege, D. (2015). The distinction between real and fictional worlds: Investigating individual differences in fantasy understanding. Cognitive Development, 111-126.

Schmidt, M., Jäger, K., Egger, F., Roebers, C. M. & Conzelmann, A. (2015). Cognitively engaging chronic physical activity, but not aerobic exercise, affects executive functions in primary school children: A group-randomized controlled trial. Journal of Sport & Exercise Psychology, 37(6), 575-591.

Spiess, M. A., Meier, B. & Roebers, C. M. (2015). Prospective memory, executive functions, and metacognition are already differentiated in young elementary school children evidence from latent factor modeling. Swiss Journal of Psychology, 74(4), 229-241.

Destan, N., Hembacher, E., Ghetti, S. & Roebers, C. M. (2014). Early metacognitive abilities: The interplay of monitoring and control processes in 5-to 7-year-old children. Journal of Experimental Child Psychology, 126, 213-228.

Jäger, K., Schmidt, M., Conzelmann, A. & Roebers, C. M. (2014). Cognitive and physiological effects of an acute physical activity intervention in elementary school children. Frontiers in Psychology (Online Journal), 5, No. 1473.

Loher, S., Fatzer, S. T. & Roebers, C. M. (2014). Executive Functions After Pediatric Mild Traumatic Brain Injury: A Prospective Short-Term Longitudinal Study. Applied Neuropsychology: Child, 3(2), 103-114.

Neuenschwander, R., Roebers, C. M. & Blair, C. (2014). Being optimally aroused matters: Effects of a weak stress manipulation on children's executive functions are moderated by temperament and age. Journal of Educational and Developmental Psychology, 4(1), 194-208.

Roderer, T. & Roebers, C. M. (2014). Can you see me thinking (about my answers)? Using eye-tracking to illuminate developmental differences in monitoring and control skills and their relation to performance. Metacognition and Learning, 9(1), 1-23.

Roebers, C. (2014). Children's deliberate memory development. The contribution of strategies and metacognitive processes. In P. Bauer & R. Fivush (Eds.), The Wiley handbook on the development of children's memory (pp. 865-894). Chichester: Wiley.

Roebers, C. M., Krebs, S. S. & Roderer, T. (2014). Metacognitive monitoring and control in elementary school children: Their interrelations and their role for test performance. Learning and Individual Differences, 29, 141-149.

Roebers, C. M., Roethlisberger, M., Neuenschwander, R., Cimeli, P., Michel, E. & Jaeger, K. (2014). The relation between cognitive and motor performance and their relevance for children's transition to school: A latent variable approach. Human Movement Science, 284-297.

Studer, M., Simonetti, B. G., Joeris, A., Margelisch, K., Steinlin, M., Roebers, C. M. & Heinks, T. (2014). Post-concussive symptoms and neuropsychological performance in the post-acute period following pediatric mild traumatic brain injury. Journal of the International Neuropsychological Society, 20(10), 982-993.

Troche, S. J., Wagner, F. L., Voelke, A. E., Roebers, C. M. & Rammsayer, T. H. (2014). Individual differences in working memory capacity explain the relationship between general discrimination ability and psychometric intelligence. Intelligence, 44, 40-50.

Voelke, A. E., Troche, S. J., Rammsayer, T. H., Wagner, F. L. & Roebers, C. M. (2014). Relations among fluid intelligence, sensory discrimination and working memory in middle to late childhood - A latent variable approach. Cognitive Development, 32, 58-73.

Cimeli, P., Neuenschwander, R., Röthlisberger, M. & Roebers, C. M. (2013). Das Selbstkonzept von Kindern in der Schuleingangsphase. Ausprägung und Struktur sowie Zusammenhänge mit frühen kognitiven Leistungsindikatoren. Zeitschrift für Entwicklungspsychologie und Pädagogische Psychologie, 45(1), 1-13.

Cimeli, P., Röthlisberger, M., Neuenschwander, R. & Roebers, C. M. (2013). Stellt ein niedriges Selbstkonzept einen Risikofaktor für Anpassungsprobleme nach dem Schuleintritt dar? Kindheit und Entwicklung, 22(2), 105-112.

Loher, S. & Roebers, C. M. (2013). Executive functions and their differential contribution to sustained attention in 5- to 8-year-old children. Journal of Educational and Developmental Psychology, 3, No. 1.

Michel, E., Cimeli, P., Neuenschwander, R., Röthlisberger, M. & Roebers, C. M. (2013). Entwicklung von Handkoordination, exekutiven Funktionen und Schulleistungen bei Kindern mit Auffälligkeiten in der Handgeschicklichkeit. Zeitschrift für Entwicklungspsychologie und Pädagogische Psychologie, 45(4), 191-206.

Neuenschwander, R., Cimeli, P., Roethlisberger, M. & Roebers, C. M. (2013). Personality factors in elementary school children: Contributions to academic performance over and above executive functions? Learning and Individual Differences, 118-125.

Verner, M., Hermann, M. J., Troche, S. J., Roebers, C. M. & Rammsayer, T. H. (2013). Cortical oxygen consumption in mental arithmetic as a function of task difficulty: A near-infrared spectroscopy approach. Frontiers in Human Neuroscience, no. 217.

Voelke, A. E., Troche, S. J., Rammsayer, T. H., Wagner, F. L. & Roebers, C. M. (2013). Sensory discrimination, working memory and intelligence in 9-year-old and 11-year-old children. Infant and Child Development, 22(5), 523-538.

Fatzer, S. T. & Roebers, C. M. (2012). Language and executive functions: The effect of articulatory suppression on executive functioning in children. Journal of Cognition and Development, 13(4), 454-472.

Kauer, M. & Roebers, C. M. (2012). Kognitive Basisfunktionen und motorisch-koordinative Kompetenzen in Abhängigkeit des Peerstatus bei Kindern zu Beginn der Schulzeit. Zeitschrift für Entwicklungspsychologie und Pädagogische Psychologie, 44(3), 139-152.

Krebs, S. S. & Roebers, C. M. (2012). The impact of retrieval processes, age, general achievement level, and test scoring scheme for children's metacognitive monitoring and controlling. Metacognition and Learning, 7(2), 75-90.

Neuenschwander, R., Röthlisberger, M., Cimeli, P. & Roebers, C. M. (2012). How do different aspects of self-regulation predict successful adaptation to school? Journal of Experimental Child Psychology, 113(3), 353-371.

Roderer, T., Krebs, S., Schmid, C. & Roebers, C. M. (2012). The role of executive control of attention and selective encoding for preschoolers' learning. Infant and Child Development, 21(2), 146-159.

Roebers, C. M., Cimeli, P., Röthlisberger, M. & Neuenschwander, R. (2012). Executive functioning, metacognition, and self-perceived competence in elementary school children: An explorative study on their interrelations and their role for school achievement. Metacognition and Learning, 7(3), 151-173.

Röthlisberger, M., Neuenschwander, R., Cimeli, P., Michel, E. & Roebers, C. M. (2012). Improving executive functions in 5- and 6-year-olds: Evaluation of a small group intervention in prekindergarten and kindergarten children. Infant and Child Development, 21(4), 411-429.

Kauer, M. & Roebers, C. M. (2011). Unterschiede in spezifischen kognitiven und motorischen Kompetenzen zwischen beliebten und zurückgewiesenen Kindern in der ersten Klasse. Psychologie in Erziehung und Unterricht, 58(3), 173-188.

Michel, E., Kauer, M. & Roebers, C. M. (2011). Motorische Koordinationsdefizite im Kindesalter. Welche Bedeutung haben kognitive Basisfunktionen? Kindheit und Entwicklung, 20(1), 49-58.

Michel, E., Roethlisberger, M., Neuenschwander, R. & Roebers, C. M. (2011). Development of Cognitive Skills in Children with Motor Coordination Impairments at 12-Month Follow-up. Child Neuropsychology, 17(2), 151-172.

Neuenschwander, R., Röthlisberger, M., Michel, E. & Roebers, C. M. (2011). Unterschiede in ausgewählten Bereichen der Schulfähigkeit: ein Vergleich von Kindergarten und einem neuen Schuleingangsmodell in der Schweiz. Psychologie in Erziehung und Unterricht, 58(1), 30-40.

Roebers, C. M., Röthlisberger, M., Cimeli, P., Michel, E. & Neuenschwander, R. (2011). School enrolment and executive functioning: A longitudinal perspective on developmental changes, the influence of learning context, and the prediction of pre-academic skills. European Journal of Developmental Psychology, 8(5), 526-540.

von der Linden, N., Schneider, W. & Roebers, C. M. (2011). The effects of summary production and encoding condition on children's metacognitive monitoring. Metacognition and Learning, 6(1), 3-23.

Krebs, S. S. & Roebers, C. M. (2010). Children's strategic regulation, metacognitive monitoring, and control processes during test taking. British Journal of Educational Psychology, 80(3), 325-340.

Roderer, T. & Roebers, C. M. (2010). Explicit and implicit confidence judgments and developmental differences in metamemory: An eye-tracking approach. Metacognition and Learning, 5(3), 229-250.

Roebers, C. M. (2010). Befragung von Kindern im forensischen Kontext. In E. Walther, F. Preckel & S. Mecklenbräuker (Hrsg.), Befragung von Kindern und Jugendlichen. Grundlagen, Methoden und Anwendungsfelder (S. 265-295). Göttingen: Hogrefe.

Roebers, C. M. (2010). Strategische Kontrolle von Gedächtnisleistungen bei Kindern. In H.-P. Trolldenier, W. Lenhard & P. Marx (Hrsg.), Brennpunkte der Gedächtnisforschung. Entwicklungs- und pädagogisch-psychologische Perspektiven (S. 213-229). Göttingen: Hogrefe.

Roebers, C. M., Schmid, C. & Roderer, T. (2010). Encoding Strategies in Primary School Children: Insights From an Eye-Tracking Approach and the Role of Individual Differences in Attentional Control. Journal of Genetic Psychology, 171(1), 1-21.

Röthlisberger, M., Neuenschwander, R., Michel, E. & Roebers, C. M. (2010). Exekutive Funktionen: Zugrundeliegende kognitive Prozesse und deren Korrelate bei Kindern im späten Vorschulalter. Zeitschrift für Entwicklungspsychologie und Pädagogische Psychologie, 42(2), 99-110.

Roebers, C. M. & Kauer, M. (2009). Motor and cognitive control in a normative sample of 7 year olds. Developmental Science, 12(1), 175 - 181.

Roebers, C. M., Schmid, C. & Roderer, T. (2009). Metacognitive monitoring and control processes involved in primary school children\'s test performance. British Journal of Educational Psychology, 62(79), 749-767.

Michel, E. & Roebers, C. (2008). Childrens Knowledge Acquisition through Educational Films: Influence of Program Characteristics. Applied Cognitive Psychology, 22, 1228 - 1244.

Michel, E. & Roebers, C. M. (2008). Children in regular and special needs classes: Cognitive and non-cognitive aspects. Swiss Journal of Psychology, 67(4), 249-259.

Michel, E. & Roebers, C. M. (2008). Children's knowledge acquisition through films: Influence of programme characteristics. Applied Cognitive Psychology, 22(9), 1228-1244.

Roderer, T. & Roebers, C. M. (2008). Children's strategic regulation of memory accuracy. In M. R. Kelley (Ed.), Applied memory (pp. 253-274). Hauppage: Nova Science Publishers.

Schmid, C., Zoelch, C. & Roebers, C. M. (2008). Das Arbeitsgedächtnis von 4- bis 5-jährigen Kindern. Theoretische und empirische Analyse seiner Funktionen. Zeitschrift für Entwicklungspsychologie und Pädagogische Psychologie, 40(1), 2-12.

Hernández Blasi, C. & Roebers, C. M. (2007). Efectos de los incentives en la regulación estratégica de los testimonios infantiles. Anuaria de Psicología, 38, 413-430.

Howie, P. & Roebers, C. M. (2007). Developmental progression in the confidence-accuracy relationship in event recall: Insights provided by a calibration perspective. Applied Cognitive Psychology, 21(7), 871-893.

Michel, E. & Roebers, C. M. (2007). Lehrfilme im Grundschulunterricht: Vergleich von drei Unterrichtsmethoden. Psychologie in Erziehung und Unterricht, 54(3), 191-207.

Michel, E., Roebers, C. M. & Schneider, W. (2007). Educational films in the classroom: Increasing the benefit. Learning and Instruction, 17(2), 172-183.

Roebers, C. M. (2007). Entwicklung des Selbstkonzeptes. In M. Hasselhorn & W. Schneider (Hrsg.), Handbuch der Entwicklungspsychologie (S. 381-391). Göttingen: Hogrefe.

Roebers, C. M., Howie, P. & Beuscher, E. (2007). Can private reports enhance children's event recall, lower their suggestibility and foster their metacognitive monitoring compared to face-to-face interviews? Computers in Human Behavior, 23(1), 749-769.

Roebers, C. M., von der Linden, N. & Howie, P. (2007). Favourable and unfavourable conditions for children's confidence judgments. British Journal of Developmental Psychology, 25(1), 109-134.

Roebers, C. M., von der Linden, N., Schneider, W. & Howie, P. (2007). Children's metamemorial judgments in an event recall task. Journal of Experimental Child Psychology, 97(2), 117-137.

Roebers, C. M. (2006). Developmental progression in children's strategic memory regulation. Swiss Journal of Psychology, 65(3), 193-200.

Roebers, C. M. (2006). Kinder als Zeugen - Bildkärtchen-Methode. In M. Hermanutz & S. Litzcke (Hrsg.), Vernehmung in Theorie und Praxis. Wahrheit, Irrtum, Lüge (S. 197-211). Stuttgart: Boorberg.

Roebers, C. & Schneider, W. (2006). Die Entwicklung des autobiografischen Gedächtnisses, des Augenzeugengedächtnisses und der Suggestibilität. In W. Schneider & B. Sodian (Hrsg.), Kognitive Entwicklung (S. 327-375). Göttingen: Hogrefe.

Schwarz, S. & Roebers, C. M. (2006). Age differences in the effects of social influence on children's eyewitness performance and their metacognitive monitoring. Journal of Experimental Child Psychology, 94(3), 229-248.

von der Linden, N. & Roebers, C. M. (2006). Developmental changes in uncertainty monitoring during an event recall task. Metacognition and Learning, 1(3), 213-228.

Beuscher, E. & Roebers, C. M. (2005). Does a warning help children to more accurately remember an event, to resist misleading questions, and to identify unanswerable questions? Experimental Psychology, 52(3), 232-241.

Beuscher, E., Roebers, C. M. & Schneider, W. (2005). Was erinnern Kinder von Lernfilmen? Psychologie in Erziehung und Unterricht, 52(1), 51-65.

Roebers, C. M. & Schneider, W. (2005). Individual differences in young children's suggestibility: Relations to event memory, language abilities, working memory, and executive functioning. Cognitive Development, 20(3), 427-447.

Roebers, C. M. & Schneider, W. (2005). The strategic regulation of children's memory performance and suggestibility. Journal of Experimental Child Psychology, 91(1), 24-44.

Roebers, C. M., Schwarz, S. & Neumann, R. (2005). Social influence and children's event recall and suggestibility. European Journal of Developmental Psychology, 2(1), 47-69.

Roebers, C. M. & Zoelch, C. (2005). Erfassung und Struktur des phonologischen und visuell-räumlichen Arbeitsgedächtnisses bei 4-jährigen Kindern. Zeitschrift für Entwicklungspsychologie und Pädagogische Psychologie, 37(3), 113-121.

Roebers, C. M. & Beuscher, E. (2004). Wirkungen eines Bildkärtchentrainings für Grundschulkinder zur Verbesserung ihrer Ereignisberichte. Praxis der Kinderpsychologie und Kinderpsychiatrie, 53(10), 707-721.

Roebers, C. M., Gelhaar, T. & Schneider, W. (2004). "It's magic!" The effects of presentation modality on children's event memory, suggestibility, and confidence judgments. Journal of Experimental Child Psychology, 87, 320-335.

Schwarz, S., Roebers, C. M. & Schneider, W. (2004). Entwicklungsveränderungen in Konformität und in kognitiven Folgen sozialer Beeinflussung. Zeitschrift für Entwicklungspsychologie und Pädagogische Psychologie, 36(4), 173-181.

Roebers, C. M. (2003). Remembering faces in social contexts. In G. Schwarzer & H. Leder (Eds.), The development of face processing (pp. 135-148). Seattle: Hogrefe & Huber.

Roebers, C. M. & Howie, P. (2003). Confidence judgments in event recall: Developmental progression in the impact of question format. Journal of Experimental Child Psychology, 85, 352-371.

Roebers, C. M. & McConkey, K. M. (2003). Mental reinstatement of the misinformation context and the misinformation effect in children and adults. Applied Cognitive Psychology, 17, 477-493.

Roebers, C. M. (2002). Confidence judgments in children's and adults' event recall and suggestibility. Developmental Psychology, 38(6), 1052-1067.

Roebers, C. M., Bjorklund, D. F., Schneider, W. & Cassel, W. S. (2002). Differences and similarities in event recall and suggestibility between children and adults in Germany and the United States. Experimental Psychology, 49(2), 132-140.

Roebers, C. M. & Elischberger, H. B. (2002). Autobiographische Erinnerung bei jungen Kindern: Möglichkeiten und Grenzen bei der Verbesserung ihrer freien Berichte. Zeitschrift für Entwicklungspsychologie und Pädagogische Psychologie, 34(1), 2-10.

Roebers, C. M. & Fernandez, O. (2002). The effects of accuracy motivation on children's and adults' event recall, suggestibility, and their answers to unanswerable questions. Journal of Cognition and Development, 3(4), 415-443.

Roebers, C. M. & Schneider, W. (2002). Stability and consistency of children's event recall. Cognitive Development, 17, 1085-1103.

Schwarzer, G. & Roebers, C. M. (2002). Children's face recognition in different contexts: The role of encoding strategies. Perceptual and Motor Skills, 94, 281-295.

Elischberger, H. B. & Roebers, C. M. (2001). Improving young children's free narratives about an observed event: The effects of nonspecific verbal prompts. International Journal of Behavioral Development, 25(2), 160-166.

Roebers, C. M., Moga, N. & Schneider, W. (2001). The role of accuracy motivation on children's and adults' event recall. Journal of Experimental Child Psychology, 78(4), 313-329.

Roebers, C. M. & Schneider, W. (2001). Individual differences in children's eyewitness recall: The influence of intelligence and shyness. Applied Developmental Science, 5(1), 9-20.

Roebers, C. M. & Schneider, W. (2001). Memory for an observed event in the presence of prior misinformation: Developmental patterns of free recall and identification accuracy. British Journal of Developmental Psychology, 19, 507-524.

Roebers, C. M. & Schneider, W. (2000). The impact of misleading questions on eyewitness memory in children and adults. Applied Cognitive Psychology, 14(6), 509-526.

Schneider, W. & Roebers, C. (2000). Die Pädagogische Psychologie und ihre Kinder. Arbeitsmarktchancen von Diplomanden im Bereich Pädagogische Psychologie und Merkmale beruflicher Zufriedenheit am Beispiel Würzburger Absolventen. Psychologie in Erziehung und Unterricht, 47(1), 2-9.

Roebers, C. M. & Lockl, K. (1999). Der Einfluss von Metakognitionen und vorheriger Irreführung auf die Identifikationsleistung kindlicher Augenzeugen. Zeitschrift für Entwicklungspsychologie und Pädagogische Psychologie, 31(3), 116-126.

Roebers, C. M. & Schneider, W. (1999). Self-concept and anxiety in immigrant children. International Journal of Behavioral Development, 23(1), 125-147.

Schmitt-Rodermund, E. & Roebers, C. M. (1999). Akkulturation oder Entwicklung? Veränderungen von Autonomieerwartungen bei Einheimischen und Kindern aus Aussiedlerfamilien. Psychologie in Erziehung und Unterricht, 46(3), 161-176.

Roebers, C. M., Mecheril, A. & Schneider, W. (1998). Migrantenkinder in deutschen Schulen. Eine Studie zur Persönlichkeitsentwicklung. Zeitschrift für Pädagogik, 44(5), 723-736.

Roebers, C. M. (1996). Migrantenkinder im vereinigten Deutschland. Eine Längsschnittstudie zu differentiellen Effekten von Persönlichkeitsmerkmalen auf den Akkulturationsprozeß von Schülern. Dissertation, Universität, Philosophische Fakultät III, Würzburg.

Roebers, C. M., Meyer, U. & Schneider, W. (1997). Attributionsstil und Akkulturation von Migranten im Vergleich zu nichtmigrierten deutschen Kindern. Psychologie in Erziehung und Unterricht, 44(3), 176-186.

Roebers, C. M., Weese, H., Bechler, L. & Schneider, W. (1997). Aussiedlerkinder in Eingliederungsklassen und in Regelklassen: Belege für den Bezugsgruppeneffekt. Zeitschrift für Entwicklungspsychologie und Pädagogische Psychologie, 29(3), 197-211.

Weber, J.-M. & Roebers, C. M. (1997). Quantitative und qualitative Effekte von Persönlichkeitsmerkmalen auf die Zeugenaussagen von Schulkindern. Praxis der Rechtspsychologie, 187-203.

Cassel, W. S., Roebers, C. E. M. & Bjorklund, D. F. (1996). Developmental patterns of eyewitness responses to repeated and increasingly suggestive questions. Journal of Experimental Child Psychology, 116-133.

Roebers, C., Meyer, U. & Schneider, W. (1996). Beliebtheit, schulische Integration und schulisches Wohlbefinden bei Migranten und Nichtmigranten: Teilbefunde einer Längsschnittstudie. In E. Witruk, G. Friedrich, B. Sabisch & D. Kotz (Hrsg.), Pädagogische Psychologie im Streit um ein neues Selbstverständnis. Bericht über die 5. Tagung der Fachgruppe Pädagogische Psychologie in der Deutschen Gesellschaft für Psychologie e.V. in Leipzig 1995 (S. 517-522). Landau: Verlag Empirische Pädagogik.

Roebers, C., Rieber, F. & Schneider, W. (1995). Zeugenaussagen und Suggestibilität als Funktion der Erinnerungsgenauigkeit: Eine entwicklungspsychologische Studie. Zeitschrift für Entwicklungspsychologie und Pädagogische Psychologie, 27(3), 210-225.

Roebers, C. & Schneider, W. (1995). Zum Einfluss von Persönlichkeitsmerkmalen und Sprachkenntnissen auf die schulische Anpassung von Migrantenkindern. Report Psychologie, 20(4), 24-32.



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