Publications

Peer-Reviewed Journal Articles
*student coauthors

2022, in press

  • Osterhaus, C., Lin, X.*, & Koerber, S. (in press). Measuring scientific reasoning in kindergarten and elementary school: Validating the Chinese version of the Science-K Inventory. Educational Research for Policy and Practice.
  • Osterhaus, C. (2022). „Wenn er weiß, dass sie weiß, was er denkt“ – Hängt die Entwicklung sozialkognitiver Fähigkeiten mit dem Schließen von Freundschaften im Grundschulalter zusammen? PraxisForschungLehrer*innenBildung, 4(5), 21–35. https://doi.org/10.11576/pflb-5733.
  • Osterhaus, C., & Koerber, S. (2022). The complex associations between children’s scientific reasoning and advanced theory of mind. Child Development. https://doi.org/10.1111/cdev.13860
  • Osterhaus, C., & Bosacki, S. L. (2022). Looking for the lighthouse: A systematic review of advanced theory-of-mind tests beyond preschool. Developmental Review, 64, 101021. https://doi.org/10.1016/j.dr.2022.101021
  • Kloo, D., Osterhaus, C., Kristen-Antonow, S., & Sodian, B. (2022). The impact of theory of mind and executive function on math and reading abilities: A longitudinal study. Infant and Child Development. https://doi.org/10.1002/icd.2356
  • Nyberg, K.,* Koerber, S., & Osterhaus, C. (2022). Self-effective scientific reasoning? Differences between elementary and secondary school students. Frontline Learning Research, 10(1), 22–45. https://doi.org/10.14786/flr.v10i1.955
  • Nyberg, K.,* Koerber, S., & Osterhaus, C. (2022). Does task-specific self-efficacy predict science competencies? Journal of Education and Training Studies, 10(4). https://doi.org/10.11114/jets.v10i4.5585
  • Osterhaus, C., Kristen-Antonow, S., Kloo, D., & Sodian, B. (2022). Advanced scaling and modeling of children’s theory of mind competencies: Longitudinal findings in 4- to 6-year-olds. International Journal of Behavioral Development, 46(3), 251–259 . https://doi.org/10.1177/0165025422107733
  • Smogorzewska, J., & Osterhaus, C. (2022). A matter of style? Parenting behaviors of mothers of typically-developing children, children with mild intellectual disability, and deaf or hard-of-hearing children. European Journal of Developmental Psychology. https://doi.org/10.1080/17405629.2022.2039618
  • Koerber, S., & Osterhaus C. (2022). Does advanced theory of mind protect elementary-school children from loneliness? Longitudinal associations from 9 to 10 years. Journal of Genetic Psychology, 183(1), 1-8.https://doi.org/10.1080/00221325.2021.1994913

2021

  • Osterhaus, C., & Koerber, S. (2021). The development of advanced theory of mind in middle childhood: A longitudinal study from age 5 to 10 years. Child Development, 92(5), 1872–1888. https://doi.org/10.1111/cdev.13627
  • Smogorzewska, J., & 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. British Journal of Developmental Psychology, 39(4), 603–624. https://doi.org/10.1111/bjdp.12389
  • Osterhaus, C., Brandone, A., Vosniadou, S., & Nicolopoulou, A. (2021). The emergence and development of scientific thinking during the early years: Basic processes and supportive contexts. Frontiers in Psychology, 12(387). https://doi.org/10.3389/fpsyg.2021.629384
  • Opitz, T., Schuwerk, T., Paulus, M., Kloo, D., Osterhaus, C., Lesch, K.-P., & Sodian, B. (2021). No links between geneticvariation and theory of mind development: A replication attempt of Lackner et al. (2012). Developmental Science, 24(5). e13100. https://doi.org/10.1111/desc.13100
  • Koerber, S., & Osterhaus, C. (2021). Science competencies in kindergarten: A prospective longitudinal study in the last year of kindergarten. Unterrichtswissenschaft, 49, 117–136. https://doi.org/10.1007/s42010-020-00093-5
  • Osterhaus, C., & Koerber, S. (2021). Social cognition during and after kindergarten: The relations between first-order and advanced theories of mind. European Journal of Developmental Psychology, 18(4), 573–592. https://doi.org/10.1080/17405629.2020.1820861

2020

  • Schwichow, M., Osterhaus, C., & Edelsbrunner, P. (2020). The relation between the control-of-variables strategy and content knowledge in physics in secondary school. Contemporary Educational Psychology, 63, 101923. https://doi.org/10.1016/j.cedpsych.2020.101923
  • 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, 38, 580–593. https://doi.org/10.1111/bjdp.12336
  • Nyberg, K., Koerber, S., & Osterhaus, C. (2020). How to measure scientific reasoning in primary school: A comparison of different test modalities. European Journal of Science and Mathematics Education, 8, 137–144. http://scimath.net/articles/83/833.pdf
  • 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. https://doi.org/10.1111/bjdp.12302

2019

  • 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. https://doi.org/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, 20(4), 510–533. https://doi.org/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. https://doi.org/10.1177/1747021818775909

2017 and before

  • 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. https://doi.org/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. https://doi.org/10.14786/flr.v5i1.265
  • Osterhaus, C., Koerber, S., & Sodian, B. (2015). Children’s understanding of experimental contrast and experimental control: An inventory for primary school. Frontline Learning Research, 3(4), 56–94. https://doi.org/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. https://doi.org/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. https://doi.org/10.1111/cdev.12298

Chapters in Edited Volumes

  • Koerber, S., Sodian, B., & Osterhaus, C. (2022). Entwicklung des naturwissenschaftlichen Denkens. In J. Kahlert, M. Fölling-Albers, M. Götz, A. Hartinger, S. Miller, & S. Wittkowske (Eds.), Handbuch Didaktik des Sachunterrichts (3rd ed., pp. 355-360). Julius Klinkhardt. 
  • 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. Springer. 

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