{"id":24,"date":"2026-01-16T11:19:40","date_gmt":"2026-01-16T11:19:40","guid":{"rendered":"https:\/\/developing-minds.de\/ressourcen\/"},"modified":"2026-04-23T05:55:07","modified_gmt":"2026-04-23T05:55:07","slug":"publikationen","status":"publish","type":"page","link":"https:\/\/developing-minds.de\/en\/publikationen\/","title":{"rendered":"Publications"},"content":{"rendered":"\n<div class=\"wp-block-group alignwide is-style-ext-preset--group--natural-1--section has-background-background-color has-background has-global-padding is-layout-constrained wp-container-core-group-is-layout-e955bbaf wp-block-group-is-layout-constrained\" id=\"ressourcen\" style=\"margin-top:0;margin-bottom:0;padding-top:var(--wp--preset--spacing--70);padding-bottom:var(--wp--preset--spacing--70)\">\n<div class=\"wp-block-group alignwide is-vertical is-layout-flex wp-container-core-group-is-layout-c35747d5 wp-block-group-is-layout-flex\">\n<div class=\"wp-block-group has-global-padding is-layout-constrained wp-container-core-group-is-layout-5e05634a wp-block-group-is-layout-constrained\">\n<h2 class=\"wp-block-heading\">Forschung zur kognitiven Entwicklung von Kindern<\/h2>\n\n\n\n<p>Entdecken Sie ausgew\u00e4hlte Studien und Materialien unseres Arbeitsbereichs.<\/p>\n<\/div>\n\n\n\n<p><em>Peer-Reviewed Journal Articles<\/em><br>*student coauthors<\/p>\n\n\n\n<p><strong>2026, in press<\/strong><\/p>\n\n\n\n<ul class=\"wp-block-list\">\n<li>Osterhaus, C., Uchinokura, S., &amp; Tsuji, H. (2026). Reading between the lines: Universal structure and cultural variation in advanced Theory of Mind.\u00a0<em>Child Development<\/em>. aacag051,\u00a0<a href=\"https:\/\/doi.org\/10.1093\/chidev\/aacag051\">https:\/\/doi.org\/10.1093\/chidev\/aacag051<\/a><\/li>\n\n\n\n<li>Osterhaus, C., Sodian, B., K\u00f6ksal, \u00d6., &amp; Sobel, D. M. (2026).&nbsp;Longitudinal relations among Theory of Mind, advanced Theory of Mind, and executive function from ages four to seven.&nbsp;<em>Developmental Science<\/em>.<a href=\"https:\/\/doi.org\/10.1111\/desc.70173\" target=\"_blank\" rel=\"noopener\" title=\"\"> https:\/\/doi.org\/10.1111\/desc.70173 <\/a>&nbsp;<\/li>\n\n\n\n<li>Koerber, S., &amp; Osterhaus, C. (in press). Faces and phases of epistemic curiosity in science learning: A longitudinal study.\u00a0<em>British Journal of Developmental Psychology.<\/em>\u00a0<a href=\"https:\/\/doi.org\/10.1111\/bjdp.70041\">https:\/\/doi.org\/10.1111\/bjdp.70041<\/a><\/li>\n\n\n\n<li>Warnke, J. &amp; Osterhaus, C. (2026). Mapping multi-domain influences on Theory of Mind: A systematic review and call for research action.&nbsp;<em>Infant and Child Development<\/em>.&nbsp;<a href=\"https:\/\/doi.org\/10.1002\/icd.70080\">https:\/\/doi.org\/10.1002\/icd.70080<\/a><\/li>\n\n\n\n<li>Osterhaus, C., &amp; Ioverno, S. (2026). The impact of Theory of Mind abilities on the coming-out process in LGBTQ+ teenagers.&nbsp;<em>International Journal of LGBTQ+ Youth Studies<\/em>,&nbsp;<em>23<\/em>(2). 336-352.&nbsp;<a href=\"https:\/\/doi.org\/10.1080\/29968992.2025.2553088\">https:\/\/doi.org\/10.1080\/29968992.2025.2553088<\/a><\/li>\n\n\n\n<li>Osterhaus, C., &amp; Koerber, S. (2026). Domain-general scientific reasoning abilities in kindergarten independently predict the mathematics ability of elementary-school children.&nbsp;<em>British Journal of Developmental Psychology<\/em>,&nbsp;<em>44<\/em>, 134\u2013145. <a href=\"https:\/\/doi.org\/10.1111\/bjdp.70013\">https:\/\/doi.org\/10.1111\/bjdp.70013<\/a><\/li>\n<\/ul>\n\n\n\n<p><strong>2025<\/strong><\/p>\n\n\n\n<ul class=\"wp-block-list\">\n<li>Osterhaus, C., D\u2019Urso, G., Koerber, S., &amp; Bosacki, S. L. (2025).&nbsp;Theory of Mind, self-perceptions, and peer ratings of popularity in middle childhood and pre-adolescence.&nbsp;<em>Children<\/em>,&nbsp;<em>12<\/em>(3), 281;&nbsp;<a href=\"https:\/\/doi.org\/10.3390\/children12030281\" target=\"_blank\" rel=\"noopener\" title=\"\">https:\/\/doi.org\/10.3390\/children12030281<\/a> <\/li>\n\n\n\n<li>Lecce, S., Mascheretti, S., Stagnitto, S. M., &amp; Osterhaus, C. (2025).&nbsp;Individual differences in theory of mind and children\u2019s advanced scientific reasoning in elementary school.&nbsp;<em>International Journal of Behavioral Development<\/em>,&nbsp;<em>49<\/em>(4), 382 &#8211; 388.&nbsp;<a href=\"https:\/\/doi.org\/10.1177\/01650254241305545\" target=\"_blank\" rel=\"noopener\" title=\"\">https:\/\/doi.org\/10.1177\/01650254241305545<\/a><\/li>\n<\/ul>\n\n\n\n<p><strong>2024<\/strong><\/p>\n\n\n\n<ul class=\"wp-block-list\">\n<li>Osterhaus, C., Lecce, S., &amp; Koerber, S. (2024).&nbsp;Unlocking narratives: Longitudinal associations between Theory of Mind and reading comprehension.&nbsp;<em>British Journal of Developmental Psychology., 42<\/em>(4), 511\u2013516.&nbsp;<a href=\"http:\/\/doi.org\/10.1111\/bjdp.12514\" target=\"_blank\" rel=\"noreferrer noopener\">http:\/\/doi.org\/10.1111\/bjdp.12514<\/a><\/li>\n\n\n\n<li>Osterhaus, C., &amp; Koerber, S. (2024). The personal epistemology of parents predicts the development of scientific reasoning in children aged 6 to 10 years.&nbsp;<em>Developmental Science<\/em>,&nbsp;<em>27<\/em>, e13474.&nbsp;&nbsp;<a href=\"https:\/\/doi.org\/10.1111\/desc.13474\" target=\"_blank\" rel=\"noreferrer noopener\">https:\/\/doi.org\/10.1111\/desc.13474<\/a><\/li>\n\n\n\n<li>Smogorzewska, J., Szumski, G., Bosacki, S. L., Grygiel, P., &amp; Osterhaus, C. (2024).&nbsp;Longitudinal relations between theory of mind and academic achievement among deaf and hard-of-hearing school-aged children.&nbsp;<em>Journal of Experimental Child Psychology<\/em>,&nbsp;<em>239<\/em>.&nbsp;<a href=\"https:\/\/doi.org\/10.1016\/j.jecp.2023.105806\" target=\"_blank\" rel=\"noreferrer noopener\">https:\/\/doi.org\/10.1016\/j.jecp.2023.105806<\/a><\/li>\n<\/ul>\n\n\n\n<p><strong>2023<\/strong><\/p>\n\n\n\n<ul class=\"wp-block-list\">\n<li>Osterhaus, C., &amp; Koerber, S. (2023).&nbsp;The complex associations between children\u2019s scientific reasoning and advanced theory of mind.&nbsp;<em>Child Development,&nbsp;94<\/em>(1), e18\u2013e42<em>.&nbsp;<\/em><a href=\"https:\/\/doi.org\/10.1111\/cdev.13860\" target=\"_blank\" rel=\"noreferrer noopener\">https:\/\/doi.org\/10.1111\/cdev.13860<\/a><\/li>\n\n\n\n<li>Osterhaus, C., Lin, X.<sup>*<\/sup>, &amp; Koerber, S. (2023).&nbsp;Measuring scientific reasoning in kindergarten and elementary school: Validating the Chinese version of the Science-K Inventory.&nbsp;<em>Educational Research for Policy and Practice<\/em>.&nbsp;<a href=\"https:\/\/doi.org\/10.1007\/s10671-023-09332-9\" target=\"_blank\" rel=\"noreferrer noopener\">https:\/\/doi.org\/10.1007\/s10671-023-09332-9<\/a><\/li>\n\n\n\n<li>Smogorzewska, J., &amp; Osterhaus, C. (2023). A matter of style? Parenting behaviors of mothers of typically-developing children, children with mild intellectual disability, and deaf or hard-of-hearing children.&nbsp;<em>European Journal of Developmental Psychology<\/em>,&nbsp;<em>20<\/em>(1), 86\u2013106.&nbsp;<a href=\"https:\/\/doi.org\/10.1080\/17405629.2022.2039618\" target=\"_blank\" rel=\"noreferrer noopener\">https:\/\/doi.org\/10.1080\/17405629.2022.2039618<\/a><\/li>\n<\/ul>\n\n\n\n<p><strong>2022<\/strong><\/p>\n\n\n\n<ul class=\"wp-block-list\">\n<li>Osterhaus, C., &amp; Bosacki, S. L. (2022).&nbsp;Looking for the lighthouse: A systematic review of advanced theory-of-mind tests beyond preschool.&nbsp;<em>Developmental Review<\/em>,&nbsp;<em>64<\/em>, 101021.&nbsp;<a href=\"https:\/\/doi.org\/10.1016\/j.dr.2022.101021\" target=\"_blank\" rel=\"noreferrer noopener\">https:\/\/doi.org\/10.1016\/j.dr.2022.101021<\/a><\/li>\n\n\n\n<li>Kloo, D., Osterhaus, C., Kristen-Antonow, S., &amp; Sodian, B. (2022). The impact of theory of mind and executive function on math and reading abilities: A longitudinal study.&nbsp;<em>Infant and Child Development<\/em>, 31(6), e2356.&nbsp;<a href=\"https:\/\/doi.org\/10.1002\/icd.2356\">https:\/\/doi.org\/10.1002\/icd.2356<\/a><\/li>\n\n\n\n<li>Nyberg, K.,* Koerber, S., &amp; Osterhaus, C. (2022). Self-effective scientific reasoning? Differences between elementary and secondary school students.&nbsp;<em>Frontline Learning Research<\/em>,&nbsp;<em>10(<\/em>1), 22\u201345<em>.&nbsp;<\/em><a href=\"https:\/\/doi.org\/10.14786\/flr.v10i1.955\">https:\/\/doi.org\/10.14786\/flr.v10i1.955<\/a><\/li>\n\n\n\n<li>Nyberg, K.,* Koerber, S., &amp; Osterhaus, C. (2022).&nbsp;Does task-specific self-efficacy predict science competencies?&nbsp;<em>Journal of Education and Training Studies<\/em>,&nbsp;<em>10<\/em>(4).&nbsp;<a href=\"https:\/\/doi.org\/10.11114\/jets.v10i4.5585\">https:\/\/doi.org\/10.11114\/jets.v10i4.5585<\/a><\/li>\n\n\n\n<li>Osterhaus, C., Kristen-Antonow, S., Kloo, D., &amp; Sodian, B. (2022). Advanced scaling and modeling of children&#8217;s theory of mind competencies: Longitudinal findings in 4- to 6-year-olds.&nbsp;<em>International Journal of Behavioral Development<\/em>,&nbsp;<em>46<\/em>(3), 251\u2013259 .&nbsp;<a href=\"https:\/\/doi.org\/10.1177\/01650254221077334\">https:\/\/doi.org\/10.1177\/0165025422107733<\/a><\/li>\n\n\n\n<li>Osterhaus, C. (2022). \u201eWenn er wei\u00df, dass sie wei\u00df, was er denkt\u201c \u2013 H\u00e4ngt die Entwicklung sozialkognitiver F\u00e4higkeiten mit dem Schlie\u00dfen von Freundschaften im Grundschulalter zusammen?&nbsp;<em>PraxisForschungLehrer*innenBildung<\/em>,&nbsp;<em>4<\/em>(5), 21\u201335.&nbsp;<a href=\"https:\/\/doi.org\/10.11576\/pflb-5733\">https:\/\/doi.org\/10.11576\/pflb-5733<\/a>.<\/li>\n\n\n\n<li>Koerber, S., &amp; Osterhaus C. (2022). Does advanced&nbsp;theory of mind protect elementary-school children from loneliness? Longitudinal associations from 9 to 10 years.&nbsp;<em>Journal of Genetic Psychology<\/em>,&nbsp;<em>183<\/em>(1), 1-8<em>.&nbsp;<\/em><a href=\"https:\/\/doi.org\/10.1080\/00221325.2021.1994913\" target=\"_blank\" rel=\"noreferrer noopener\">https:\/\/doi.org\/10.1080\/00221325.2021.1994913<\/a><\/li>\n<\/ul>\n\n\n\n<p><strong>2021<\/strong><\/p>\n\n\n\n<ul class=\"wp-block-list\">\n<li>Osterhaus, C., &amp; Koerber, S. (2021).&nbsp;The development of advanced theory of mind in middle childhood: A longitudinal study from age 5 to 10 years.&nbsp;<em>Child Development,&nbsp;92<\/em>(5), 1872\u20131888<em>.&nbsp;<\/em><a href=\"https:\/\/onlinelibrary.wiley.com\/doi\/10.1111\/cdev.13627\" target=\"_blank\" rel=\"noreferrer noopener\">https:\/\/doi.org\/10.1111\/cdev.13627<\/a><\/li>\n\n\n\n<li>Smogorzewska, J., &amp; 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.&nbsp;<em>British Journal of Developmental&nbsp;<\/em>Psychology, 39(4), 603\u2013624.<a href=\"https:\/\/doi.org\/10.1111\/bjdp.12389\" target=\"_blank\" rel=\"noreferrer noopener\">https:\/\/doi.org\/10.1111\/bjdp.12389<\/a><\/li>\n\n\n\n<li>Osterhaus, C., Brandone, A., Vosniadou, S., &amp; Nicolopoulou, A. (2021). The emergence and development of scientific thinking during the early years: Basic processes and supportive contexts.&nbsp;<em>Frontiers in Psychology<\/em>,&nbsp;<em>12<\/em>(387).&nbsp;<a href=\"https:\/\/doi.org\/10.3389\/fpsyg.2021.629384\">https:\/\/doi.org\/10.3389\/<\/a><a href=\"https:\/\/doi.org\/10.3389\/fpsyg.2021.629384\" target=\"_blank\" rel=\"noreferrer noopener\">fpsyg<\/a><a href=\"https:\/\/doi.org\/10.3389\/fpsyg.2021.629384\">.2021.629384<\/a><\/li>\n\n\n\n<li>Opitz, T., Schuwerk, T., Paulus, M., Kloo, D., Osterhaus, C., Lesch, K.-P., &amp; Sodian, B. (2021). No&nbsp;links&nbsp;between&nbsp;geneticvariation and&nbsp;theory of&nbsp;mind&nbsp;development: A replication attempt of Lackner et al. (2012).&nbsp;<em>Developmental Science<\/em>,&nbsp;<em>24<\/em>(5). e13100.&nbsp;<a href=\"https:\/\/doi.org\/10.1111\/desc.13100\" target=\"_blank\" rel=\"noreferrer noopener\">https:\/\/doi.org\/10.1111\/desc.13100<\/a><\/li>\n\n\n\n<li>Koerber, S., &amp; Osterhaus, C. (2021).&nbsp;Science competencies in kindergarten: A prospective longitudinal study in the last year of kindergarten.&nbsp;<em>Unterrichtswissenschaft<\/em>,&nbsp;<em>49<\/em>, 117\u2013136.&nbsp;<a href=\"https:\/\/doi.org\/10.1007\/s42010-020-00093-5\" target=\"_blank\" rel=\"noreferrer noopener\">https:\/\/doi.org\/10.1007\/s42010-020-00093-5<\/a><\/li>\n\n\n\n<li>Osterhaus, C., &amp; Koerber, S. (2021). Social cognition during and after kindergarten: The relations between first-order and advanced theories of mind.&nbsp;<em>European Journal of Developmental Psychology,&nbsp;18<\/em>(4), 573\u2013592.&nbsp;<a href=\"https:\/\/doi.org\/10.1080\/17405629.2020.1820861\" target=\"_blank\" rel=\"noreferrer noopener\">https:\/\/doi.org\/10.1080\/17405629.2020.1820861<\/a><\/li>\n<\/ul>\n\n\n\n<p><strong>2020<\/strong><\/p>\n\n\n\n<ul class=\"wp-block-list\">\n<li>Schwichow, M., Osterhaus, C., &amp; Edelsbrunner, P. (2020). The relation between the control-of-variables strategy and content knowledge in physics in secondary school.&nbsp;<em>Contemporary Educational Psychology<\/em>,&nbsp;<em>63<\/em>, 101923.&nbsp;<a href=\"https:\/\/doi.org\/10.1016\/j.cedpsych.2020.101923\" target=\"_blank\" rel=\"noreferrer noopener\">https:\/\/doi.org\/10.1016\/j.cedpsych.2020.101923<\/a><\/li>\n\n\n\n<li>Osterhaus, C., Putnick, D. L., Kristen-Antonow, S., Kloo, D., Bornstein, M. H., &amp; Sodian, B. (2020). Theory of Mind and diverse intelligences in 4-year-olds: Modeling associations of false beliefs with children\u2019s numerate-spatial, verbal, and social intelligence.&nbsp;<em>British Journal of Developmental Psychology<\/em>,&nbsp;<em>38<\/em>, 580\u2013593<em>.&nbsp;<\/em><a href=\"https:\/\/doi.org\/10.1111\/bjdp.12336\">https:\/\/<\/a><a href=\"https:\/\/doi.org\/10.1111\/bjdp.12336\" target=\"_blank\" rel=\"noreferrer noopener\">doi.org<\/a><a href=\"https:\/\/doi.org\/10.1111\/bjdp.12336\">\/10.1111\/bjdp.12336<\/a><\/li>\n\n\n\n<li>Osterhaus, C., Koerber, S., &amp; Sodian, B. (2020).&nbsp;The Science-P Reasoning Inventory (SPR-I): Measuring emerging scientific-reasoning skills in primary school.&nbsp;<em>International Journal of Science Education<\/em>,&nbsp;<em>42<\/em>, 1087\u20131107.&nbsp;<a href=\"https:\/\/doi.org\/10.1080\/09500693.2020.1748251\" target=\"_blank\" rel=\"noreferrer noopener\">https:\/\/doi.org\/10.1080\/09500693.2020.1748251<\/a>&nbsp;[<a href=\"https:\/\/osf.io\/34dsk\/\" target=\"_blank\" rel=\"noreferrer noopener\">Supplementary materials<\/a>]<\/li>\n\n\n\n<li>Nyberg, K., Koerber, S., &amp; Osterhaus, C. (2020). How to measure scientific reasoning in primary school: A comparison of different test modalities.&nbsp;<em>European Journal of Science and Mathematics Education<\/em>,&nbsp;<em>8<\/em>, 137\u2013144.&nbsp;<a href=\"http:\/\/scimath.net\/articles\/83\/833.pdf\">http:\/\/scimath.net\/<\/a><a href=\"http:\/\/scimath.net\/articles\/83\/833.pdf\" target=\"_blank\" rel=\"noreferrer noopener\">articles<\/a><a href=\"http:\/\/scimath.net\/articles\/83\/833.pdf\">\/83\/833.pdf<\/a><\/li>\n\n\n\n<li>Koerber, S., &amp; Osterhaus, C. (2020). Some but not all aspects of (advanced) Theory of Mind predict loneliness.&nbsp;<em>British Journal of Developmental Psychology, 38,&nbsp;<\/em>144\u2013148.&nbsp;<a href=\"https:\/\/doi.org\/10.1111\/bjdp.12302\">https:\/\/<\/a><a href=\"https:\/\/doi.org\/10.1111\/bjdp.12302\" target=\"_blank\" rel=\"noreferrer noopener\">doi.org<\/a><a href=\"https:\/\/doi.org\/10.1111\/bjdp.12302\">\/10.1111\/bjdp.12302<\/a><\/li>\n<\/ul>\n\n\n\n<p><strong>2019<\/strong><\/p>\n\n\n\n<ul class=\"wp-block-list\">\n<li>Kn\u00f6chelmann, N.*, Krueger, S.*, Flack, A. *, &amp; Osterhaus, C. (2019).&nbsp;Adults\u2019 ability to interpret covariation data presented in bar graphs depends on the context of the problem.&nbsp;<em>Frontline Learning Research,&nbsp;<\/em>7(4), 58\u201365.&nbsp;<a href=\"https:\/\/doi.org\/10.14786\/flr.v7i4.471\">https:\/\/doi.org\/10.14786\/<\/a><a href=\"https:\/\/doi.org\/10.14786\/flr.v7i4.471\" target=\"_blank\" rel=\"noreferrer noopener\">flr.v7i4.471<\/a><\/li>\n\n\n\n<li>Koerber, S., &amp; Osterhaus, C. (2019). Individual differences in early scientific thinking: Assessment, cognitive influences, and their relevance for science learning.&nbsp;<em>Journal of Cognition and Development<\/em>,&nbsp;<em>20<\/em>(4), 510\u2013533.&nbsp;<a href=\"https:\/\/doi.org\/10.1080\/15248372.2019.1620232\">https:\/\/doi.org\/10.1080\/<\/a><a href=\"https:\/\/doi.org\/10.1080\/15248372.2019.1620232\" target=\"_blank\" rel=\"noreferrer noopener\">15248372.2019.1620232<\/a><\/li>\n\n\n\n<li>Osterhaus, C., Magee, J., Saffran, A., &amp; Alibali, M. W. (2019). Supporting successful interpretations of covariation data: Beneficial effects of variable symmetry and problem context.&nbsp;<em>Quarterly Journal of Experimental Psychology<\/em>,&nbsp;<em>72<\/em>, 994\u20131004.&nbsp;<a href=\"https:\/\/doi.org\/10.1177\/1747021818775909\">https:\/\/doi.org\/<\/a><a href=\"https:\/\/doi.org\/10.1177\/1747021818775909\" target=\"_blank\" rel=\"noreferrer noopener\">10.1177<\/a><a href=\"https:\/\/doi.org\/10.1177\/1747021818775909\">\/1747021818775909<\/a><\/li>\n<\/ul>\n\n\n\n<p><strong>2017 and before<\/strong><\/p>\n\n\n\n<ul class=\"wp-block-list\">\n<li>Osterhaus, C., Koerber, S., &amp; Sodian, B. (2017). Scientific thinking in elementary school: Children&#8217;s social cognition and their epistemological understanding promote experimentation skills.&nbsp;<em>Developmental Psychology<\/em>,&nbsp;<em>53<\/em>, 450\u2013462.&nbsp;<a href=\"https:\/\/doi.org\/10.1037\/dev0000260\" target=\"_blank\" rel=\"noreferrer noopener\">https:\/\/doi.org\/10.1037\/dev0000260<\/a><\/li>\n\n\n\n<li>Koerber, S., Osterhaus, C., &amp; Sodian, B. (2017). Diagrams support revision of prior belief in primary school.&nbsp;<em>Frontline Learning Research<\/em>,&nbsp;<em>5<\/em>(1), 76\u201384<em>.<\/em>&nbsp;<a href=\"https:\/\/doi.org\/10.14786\/flr.v5i1.265\">https:<\/a><a href=\"https:\/\/doi.org\/10.14786\/flr.v5i1.265\" target=\"_blank\" rel=\"noreferrer noopener\">\/<\/a><a href=\"https:\/\/doi.org\/10.14786\/flr.v5i1.265\">\/doi.org\/10.14786\/flr.v5i1.265<\/a><\/li>\n\n\n\n<li>Osterhaus, C., Koerber, S., &amp; Sodian, B. (2016). Scaling of advanced theory-of-mind tasks.&nbsp;<em>Child Development<\/em>,&nbsp;<em>87<\/em>, 1971\u20131991.&nbsp;<a href=\"https:\/\/doi.org\/10.1111\/cdev.12566\">https:\/\/doi.org\/<\/a><a href=\"https:\/\/doi.org\/10.1111\/cdev.12566\" target=\"_blank\" rel=\"noreferrer noopener\">10.1111<\/a><a href=\"https:\/\/doi.org\/10.1111\/cdev.12566\">\/cdev.12566<\/a><\/li>\n\n\n\n<li>Osterhaus, C., Koerber, S., &amp; Sodian, B. (2015). Children\u2019s understanding of experimental contrast and experimental control: An inventory for primary school.&nbsp;<em>Frontline Learning Research<\/em>,&nbsp;<em>3<\/em>(4), 56\u201394.&nbsp;<a href=\"https:\/\/doi.org\/10.14786\/flr.v3i4.220\">https:\/\/doi.org\/<\/a><a href=\"https:\/\/doi.org\/10.14786\/flr.v3i4.220\" target=\"_blank\" rel=\"noreferrer noopener\">10.14786<\/a><a href=\"https:\/\/doi.org\/10.14786\/flr.v3i4.220\">\/flr.v3i4.220<\/a><\/li>\n\n\n\n<li>Koerber, S., Osterhaus, C., &amp; Sodian, B. (2015). Testing primary-school children\u2019s understanding of the nature of science.&nbsp;<em>British Journal of Developmental Psychology<\/em>,<em>&nbsp;33<\/em>, 57\u201372.&nbsp;<a href=\"https:\/\/doi.org\/10.1111\/bjdp.12067\" target=\"_blank\" rel=\"noreferrer noopener\">https:\/\/doi.org\/10.1111\/bjdp.12067<\/a><\/li>\n\n\n\n<li>Koerber, S., Mayer, D., Osterhaus, C., Schwippert, K., &amp; Sodian, B. (2015).&nbsp;The development of scientific thinking in elementary school: A comprehensive inventory.&nbsp;<em>Child Development<\/em>,&nbsp;<em>86<\/em>, 327\u2013336.&nbsp;<a href=\"https:\/\/doi.org\/10.1111\/cdev.12298\">https:\/\/doi.org\/10.1111\/<\/a><a href=\"https:\/\/doi.org\/10.1111\/cdev.12298\" target=\"_blank\" rel=\"noreferrer noopener\">cdev<\/a><a href=\"https:\/\/doi.org\/10.1111\/cdev.12298\">.12298<\/a><\/li>\n<\/ul>\n\n\n\n<p><em>Chapters in Edited Volumes<\/em><\/p>\n\n\n\n<ul class=\"wp-block-list\">\n<li>Osterhaus, C. (in press). Unsichtbar oder angenommen? Queere Identit\u00e4ten im Klassenzimmer. In D. Graf, W. H. Honal, &amp; F. Knoll (Eds.),&nbsp;<em>Handbuch der Schulberatung<\/em>. Mediengruppe Oberfranken \u2013 Fachverlage.<\/li>\n\n\n\n<li>Osterhaus, C., Fuster Baraona, D.T., &amp; S\u00e1nchez Campos, P.A. (2025). Desarrollo del pensamiento cient\u00edfico en la ni\u00f1ez: Validaci\u00f3n del Science-K Inventory en Costa Rica. In L. Bengochea Mart\u00ednez, D. Meziat Luna, M. Garc\u00eda Astete, &amp; A. Z\u00fa\u00f1iga Mel\u00e9ndez,&nbsp;<em>Educaci\u00f3n cient\u00edfica y ciencia ciudadana en la era digital<\/em>&nbsp;(pp. 403-410). Editorial Universidad de Alcal\u00e1.<\/li>\n\n\n\n<li>Osterhaus, C. (2024).&nbsp;Die Entwicklung, Erfassung und F\u00f6rderung des wissenschaftlichen Denkens in der Grundschule. In D. Graf, W. H. Honal, &amp; F. Knoll (Eds.),&nbsp;<em>Handbuch der Schulberatung<\/em>. Mediengruppe Oberfranken \u2013 Fachverlage.<\/li>\n\n\n\n<li>Osterhaus, C. (2023). Sich in andere hineinversetzen: Die fortgeschrittene Theory of Mind und ihre Bedeutung im Handlungsfeld Schule. In D. Graf, W. H. Honal, &amp; F. Knoll (Eds.),&nbsp;<em>Handbuch der Schulberatung<\/em>. Mediengruppe Oberfranken \u2013 Fachverlage.<\/li>\n\n\n\n<li>Koerber, S., Sodian, B., &amp; Osterhaus, C. (2022). Entwicklung des naturwissenschaftlichen Denkens. In J. Kahlert, M. F\u00f6lling-Albers, M. G\u00f6tz, A. Hartinger, S. Miller, &amp; S. Wittkowske (Eds.),&nbsp;<em>Handbuch Didaktik des Sachunterrichts<\/em>&nbsp;(3rd ed., pp. 355-360). Julius Klinkhardt.&nbsp;<\/li>\n\n\n\n<li>Koerber, S., Sodian, B., Osterhaus, C., Mayer, D., Kropf, N., &amp; Schwippert, K. (2018).&nbsp;Science-P.II. Modeling scientific reasoning in primary school. In D. Leutner, J. Fleischer, J. Gr\u00fcnkorn, &amp; E. Klieme (Eds.).&nbsp;&nbsp;<em>Competence assessment in education: Research, models and instruments<\/em>. Springer.&nbsp;<\/li>\n<\/ul>\n<\/div>\n<\/div>\n\n\n\n<div class=\"wp-block-group alignfull is-style-ext-preset--group--natural-1--section has-background-background-color has-background has-global-padding is-layout-constrained wp-block-group-is-layout-constrained\" id=\"kontakt\" style=\"margin-top:0;margin-bottom:0;padding-top:var(--wp--preset--spacing--70);padding-bottom:var(--wp--preset--spacing--70)\">\n<div class=\"wp-block-media-text alignwide is-stacked-on-mobile is-image-fill-element is-style-ext-preset--media-text--natural-1--card-1 has-tertiary-background-color has-background is-style-ext-preset--media-text--natural-1--card-1--3\" style=\"grid-template-columns:48% auto\"><figure class=\"wp-block-media-text__media\"><img loading=\"lazy\" decoding=\"async\" width=\"1440\" height=\"960\" src=\"https:\/\/developing-minds.de\/wp-content\/uploads\/2026\/01\/060b745a54f060aacccdbe249bb921efa272ac60.jpg\" alt=\"\" class=\"wp-image-40 size-full\" style=\"object-position:50% 50%\" srcset=\"https:\/\/developing-minds.de\/wp-content\/uploads\/2026\/01\/060b745a54f060aacccdbe249bb921efa272ac60.jpg 1440w, https:\/\/developing-minds.de\/wp-content\/uploads\/2026\/01\/060b745a54f060aacccdbe249bb921efa272ac60-300x200.jpg 300w, https:\/\/developing-minds.de\/wp-content\/uploads\/2026\/01\/060b745a54f060aacccdbe249bb921efa272ac60-1024x683.jpg 1024w, https:\/\/developing-minds.de\/wp-content\/uploads\/2026\/01\/060b745a54f060aacccdbe249bb921efa272ac60-768x512.jpg 768w, https:\/\/developing-minds.de\/wp-content\/uploads\/2026\/01\/060b745a54f060aacccdbe249bb921efa272ac60-18x12.jpg 18w\" sizes=\"auto, (max-width: 1440px) 100vw, 1440px\" \/><\/figure><div class=\"wp-block-media-text__content\">\n<div class=\"wp-block-group alignwide has-global-padding is-layout-constrained wp-container-core-group-is-layout-48493932 wp-block-group-is-layout-constrained\" style=\"padding-top:var(--wp--preset--spacing--55);padding-right:var(--wp--preset--spacing--55);padding-bottom:var(--wp--preset--spacing--55);padding-left:var(--wp--preset--spacing--55)\">\n<div class=\"wp-block-contact-form-7-contact-form-selector\">\n<div class=\"wpcf7 no-js\" id=\"wpcf7-f15-o1\" lang=\"de-DE\" dir=\"ltr\" data-wpcf7-id=\"15\">\n<div class=\"screen-reader-response\"><p role=\"status\" aria-live=\"polite\" aria-atomic=\"true\"><\/p> <ul><\/ul><\/div>\n<form action=\"\/en\/wp-json\/wp\/v2\/pages\/24#wpcf7-f15-o1\" method=\"post\" class=\"wpcf7-form init\" aria-label=\"Kontaktformular\" novalidate=\"novalidate\" data-status=\"init\">\n<fieldset class=\"hidden-fields-container\"><input type=\"hidden\" name=\"_wpcf7\" value=\"15\" \/><input type=\"hidden\" name=\"_wpcf7_version\" value=\"6.1.5\" \/><input type=\"hidden\" name=\"_wpcf7_locale\" value=\"de_DE\" \/><input type=\"hidden\" name=\"_wpcf7_unit_tag\" value=\"wpcf7-f15-o1\" \/><input type=\"hidden\" name=\"_wpcf7_container_post\" value=\"0\" \/><input type=\"hidden\" name=\"_wpcf7_posted_data_hash\" value=\"\" \/>\n<\/fieldset>\n<p><label> Dein Name<br \/>\n<span class=\"wpcf7-form-control-wrap\" data-name=\"your-name\"><input size=\"40\" maxlength=\"400\" class=\"wpcf7-form-control wpcf7-text wpcf7-validates-as-required\" autocomplete=\"name\" aria-required=\"true\" aria-invalid=\"false\" value=\"\" type=\"text\" name=\"your-name\" \/><\/span> <\/label>\n<\/p>\n<p><label> Deine E-Mail-Adresse<br \/>\n<span class=\"wpcf7-form-control-wrap\" data-name=\"your-email\"><input size=\"40\" maxlength=\"400\" class=\"wpcf7-form-control wpcf7-email wpcf7-validates-as-required wpcf7-text wpcf7-validates-as-email\" autocomplete=\"email\" aria-required=\"true\" aria-invalid=\"false\" value=\"\" type=\"email\" name=\"your-email\" \/><\/span> <\/label>\n<\/p>\n<p><label> Betreff<br \/>\n<span class=\"wpcf7-form-control-wrap\" data-name=\"your-subject\"><input size=\"40\" maxlength=\"400\" class=\"wpcf7-form-control wpcf7-text wpcf7-validates-as-required\" aria-required=\"true\" aria-invalid=\"false\" value=\"\" type=\"text\" name=\"your-subject\" \/><\/span> <\/label>\n<\/p>\n<p><label> Deine Nachricht (optional)<br \/>\n<span class=\"wpcf7-form-control-wrap\" data-name=\"your-message\"><textarea cols=\"40\" rows=\"10\" maxlength=\"2000\" class=\"wpcf7-form-control wpcf7-textarea\" aria-invalid=\"false\" name=\"your-message\"><\/textarea><\/span> <\/label>\n<\/p>\n<p><input class=\"wpcf7-form-control wpcf7-submit has-spinner\" type=\"submit\" value=\"Senden\" \/>\n<\/p><div class=\"wpcf7-response-output\" aria-hidden=\"true\"><\/div>\n<\/form>\n<\/div>\n<\/div>\n<\/div>\n<\/div><\/div>\n<\/div>\n","protected":false},"excerpt":{"rendered":"<p>Forschung zur kognitiven Entwicklung von Kindern Entdecken Sie ausgew\u00e4hlte Studien und Materialien unseres Arbeitsbereichs. Peer-Reviewed Journal Articles*student coauthors 2026, in press 2025 2024 2023 2022 2021 2020 2019 2017 and before Chapters in Edited Volumes<\/p>","protected":false},"author":1,"featured_media":0,"parent":0,"menu_order":0,"comment_status":"closed","ping_status":"closed","template":"page-with-title","meta":{"footnotes":""},"class_list":["post-24","page","type-page","status-publish","hentry"],"aioseo_notices":[],"_links":{"self":[{"href":"https:\/\/developing-minds.de\/en\/wp-json\/wp\/v2\/pages\/24","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/developing-minds.de\/en\/wp-json\/wp\/v2\/pages"}],"about":[{"href":"https:\/\/developing-minds.de\/en\/wp-json\/wp\/v2\/types\/page"}],"author":[{"embeddable":true,"href":"https:\/\/developing-minds.de\/en\/wp-json\/wp\/v2\/users\/1"}],"replies":[{"embeddable":true,"href":"https:\/\/developing-minds.de\/en\/wp-json\/wp\/v2\/comments?post=24"}],"version-history":[{"count":23,"href":"https:\/\/developing-minds.de\/en\/wp-json\/wp\/v2\/pages\/24\/revisions"}],"predecessor-version":[{"id":572,"href":"https:\/\/developing-minds.de\/en\/wp-json\/wp\/v2\/pages\/24\/revisions\/572"}],"wp:attachment":[{"href":"https:\/\/developing-minds.de\/en\/wp-json\/wp\/v2\/media?parent=24"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}