Christopher Osterhaus

  • Research
    • Scientific reasoning
    • Dealing with evidence
    • Social cognition
  • About
  • Publications
  • Awards
  • Contact
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Schlagwort: Elementary school

Measuring scientific reasoning in elementary school

Measuring scientific reasoning in elementary school

Research, Scientific reasoning

Find out about our new instrument to measure scientific reasoning in elementary school. The full instrument consists of 21 questions and it takes about 90 minutes to administer it. There…

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Social cognition and friendships

Social cognition and friendships

Research, Social cognition, Theory of Mind

Friendships are important in life. In a recent study in elementary school, we found that children’s feelings of loneliness are related to some, but not all aspects of their social…

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A model of scientific reasoning

A model of scientific reasoning

Research, Scientific reasoning

Which cognitive abilities are associated with scientific reasoning in elementary school? Our study with 402 second-, third-, and fourth-graders showed that scientific-reasoning skills are associated with inhibition, intelligence, language skills,…

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Theory of Mind and loneliness in kindergarten and elementary school

Theory of Mind and loneliness in kindergarten and elementary school

Publications

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 Children’s (advanced) theory of mind (AToM) has been…

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Measuring emerging scientific-reasoning skills

Measuring emerging scientific-reasoning skills

Publications

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] Scientific reasoning is a crucial…

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About

Christopher Osterhaus is a postdoctoral research associate in psychology at the Ludwig-Maximilians-Universität München.

My research explores how children come to understand complex social situations and how they acquire scientific reasoning skills.

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