Peer-Reviewed Journal Articles
*student coauthors
Osterhaus, C., Putnick, D. L., Kristen-Antonow, S., Kloo, D., Bornstein, M. H., & Sodian, B. (2020). Theory of Mind and diverse intelligences in 4-year-olds: Modeling associations of false beliefs with children’s numerate-spatial, verbal, and social intelligence. British Journal of Developmental Psychology. doi:10.1111/bjdp.12336
Osterhaus, C., Koerber, S., & Sodian, B. (2020). The Science-P Reasoning Inventory (SPR-I): Measuring emerging scientific-reasoning skills in primary school. International Journal of Science Education. doi:10.1080/09500693.2020.1748251 [Supplementary materials]
Koerber, S., & Osterhaus, C. (2020). Some but not all aspects of (advanced) Theory of Mind predict loneliness. British Journal of Developmental Psychology, 38, 144–148. doi:10.1111/bjdp.12302
Knöchelmann, N.*, Krueger, S.*, Flack, A.*, & Osterhaus, C. (2019). Adults’ ability to interpret covariation data presented in bar graphs depends on the context of the problem. Frontline Learning Research, 7(4), 58 –65. doi:10.14786/flr.v7i4.471
Koerber, S., & Osterhaus, C. (2019). Individual differences in early scientific thinking: Assessment, cognitive influences, and their relevance for science learning. Journal of Cognition and Development. doi:10.1080/15248372.2019.1620232
Osterhaus, C., Magee, J., Saffran, A., & Alibali, M. W. (2019). Supporting successful interpretations of covariation data: Beneficial effects of variable symmetry and problem context. Quarterly Journal of Experimental Psychology, 72, 994–1004. doi:10.1177/1747021818775909
Osterhaus, C., Koerber, S., & Sodian, B. (2017). Scientific thinking in elementary school: Children’s social cognition and their epistemological understanding promote experimentation skills. Developmental Psychology, 53, 450–462. doi:10.1037/dev0000260
Koerber, S., Osterhaus, C., & Sodian, B. (2017). Diagrams support revision of prior belief in primary school. Frontline Learning Research, 5(1), 76–84. doi:10.14786/flr.v5i1.265
Osterhaus, C., Koerber, S., & Sodian, B. (2016). Scaling of advanced theory-of-mind tasks. Child Development, 87, 1971–1991. doi:10.1111/cdev.12566
Osterhaus, C., Koerber, S., & Sodian, B.(2016). Children’s understanding of experimental contrast and experimental control: An inventory for primary school. Frontline Learning Research, 3(4), 56–94. doi:10.14786/flr.v3i4.220
Koerber, S., Osterhaus, C., & Sodian, B. (2015). Testing primary-school children’s understanding of the nature of science. British Journal of Developmental Psychology,33, 57–72. doi:10.1111/bjdp.12067
Koerber, S., Mayer, D., Osterhaus, C., Schwippert, K., & Sodian, B. (2015). The development of scientific thinking in elementary school: A comprehensive inventory. Child Development, 86, 327–336. doi:10.1111/cdev.12298
Chapters in Edited Volumes
Koerber, S., Sodian, B., Osterhaus, C., Mayer, D., Kropf, N., & Schwippert, K. (2018). Science-P.II. Modeling scientific reasoning in primary school. In D. Leutner, J. Fleischer, J. Grünkorn, & E. Klieme (Eds.). Competence assessment in education: Research, models and instruments. Berlin: Springer.