Dokument-ID Dokumenttyp Verfasser/Autoren Herausgeber Haupttitel Abstract Auflage Verlagsort Verlag Erscheinungsjahr Seitenzahl Schriftenreihe Titel Schriftenreihe Bandzahl ISBN Quelle der Hochschulschrift Konferenzname Quelle:Titel Quelle:Jahrgang Quelle:Heftnummer Quelle:Erste Seite Quelle:Letzte Seite URN DOI Abteilungen OPUS4-23881 Wissenschaftlicher Artikel Opitz, Timm; Schuwerk, Tobias; Paulus, Markus; Kloo, Daniela; Osterhaus, Christopher; Lesch, Klaus-Peter; Sodian, Beate No links between genetic variation and developing theory of mind: A preregistered replication attempt of candidate gene studies Genetic variability is being discussed as a source of inter-individual differences in Theory of Mind development. Previous studies documented an association between variations in DRD4 VNTR 48 bp, OXTR rs53576, COMT rs4680, and Theory of Mind task performance. As empirical evidence on these associations is sparse, we conducted a preregistered replication attempt of a study reporting a link between DRD4 VNTR 48 bp and false belief understanding in 50-month-old children [Lackner, C., Sabbagh, M. A., Hallinan, E., Liu, X., & Holden, J. J. (2012). Developmental Science, 15(2), 272-280.]. Additionally, we attempted a replication of studies on the role of OXTR rs53576 and COMT rs4680 in Theory of Mind. In both replication attempts, we did not find any evidence for associations between the sampled genetic markers and Theory of Mind ability in a series of analyses. Extending the replication attempt of Lackner et al., we employed longitudinal data from several tasks and measurement points, which allowed us to run follow-up robustness checks with more reliable scores. These extensive analyses corroborated our null finding. This comprehensive non-replication is important to balance current research on genetic markers of Theory of Mind. In a combined evaluation of our own and previous studies, we point to substantial methodological issues that research on the genetic basis of Theory of Mind development faces. We conclude that these limitations currently prevent firm conclusions on genetic influences on Theory of Mind development. 2021 Developmental Science 24 5 urn:nbn:de:bvb:20-opus-238812 10.1111/desc.13100 Lehrstuhl für Molekulare Psychiatrie OPUS4-6999 Teil eines Buches Sodian, Beate; Schneider, Wolfgang Gedächtnisentwicklung im Vorschulalter: "Theoriewandel" im kindlichen Verständnis des Lernens und Erinnerns? No abstract available. 1990 urn:nbn:de:bvb:20-opus-87505 Institut für Psychologie (bis Sept. 2007) OPUS4-7095 Teil eines Buches Schneider, Wolfgang; Sodian, Beate Gedächtnisentwicklung im Vorschulalter: "Theoriewandel" im kindlichen Verständnis des Lernens und Erinnerns? No abstract available. 1990 urn:nbn:de:bvb:20-opus-87183 Institut für Psychologie (bis Sept. 2007) OPUS4-6013 Wissenschaftlicher Artikel Schneider, Wolfgang; Sodian, Beate A longitudinal study of young children's memory behavior and Performance in a sort-recall task No abstract available 1991 urn:nbn:de:bvb:20-opus-62169 Institut für Psychologie (bis Sept. 2007) OPUS4-6010 Wissenschaftlicher Artikel Sodian, Beate; Schneider, Wolfgang Children's understanding of cognitive cueing: How to manipulate cues to fool a competitor 4-6-year-old children's understanding of cognitive cuing was studied in 2 experiments using a strategic interaction paradigm. Ghildren could fool a competitor by hiding targets in locations that were labeled with semantically weakly associated cues and help a cooperative partner by hiding them in semantically highly associated locations. Very few 4-year-olds, half the 5-year-olds, and almost all 6-year-olds appropriately chose semantically highly vs. weakly associated hiding places to make the targets easy vs. difficult to find. The second experiment showed that 4-year-olds did not strategically manipulate cues as sources of information, although they themselves proficiently used them as such in a search task. These findings are discussed with regard to research on children's developing understanding of origins of knowledge and belief and with regard to recent claims that young preschoolers possess a metacognitive understanding of cognitive cuing. 1990 urn:nbn:de:bvb:20-opus-62132 Institut für Psychologie OPUS4-5736 Wissenschaftlicher Artikel Schneider, Wolfgang; Sodian, Beate Metamemory-memory behavior relationships in young children: Evidence from a memory-for-location task No abstract available 1988 urn:nbn:de:bvb:20-opus-62062 Institut für Psychologie OPUS4-5667 Wissenschaftlicher Artikel Sodian, Beate; Schneider, Wolfgang; Perlmutter, Marion Recall, clustering, and metamemory in young children Thirty-two 4-year-olds and thirty-two 6-year-olds were tested for free and cued recall following either play-and-remember or sort-and-remember instructions and assessed for their metamemory of the efficacy of conceptual and perceptual sorting strategies. The younger children recalled significantly more items under sort-and-remember than under play-and-remember instructions, whereas no significant recall differences between instructional conditions were found for the older children. However, 6-year-olds showed higher levels of recall than 4-year-olds in both instructional conditions. Category cues were much more effective than color cues, regardless of age. In addition, clustering scores indicated that conceptual organization at both encoding and retrieval increased with age and with instruction. These results show that from 4 to 6 years of age children are learning to spontaneously employ memory strategies. In addition, they highlight the increasing importance of conceptual organization to retention of young children. Finally, the metamemory data suggest that there may be a lag between children's articulated declarative knowledge about the usefulness of conceptual organization and their procedural use of it. 1986 urn:nbn:de:bvb:20-opus-62014 Institut für Psychologie