We develop psychological interventions that improve children’s educational prospects. To this end, we research how children acquire knowledge and how this process can be promoted. And we develop technologies that help integrate interventions into everyday life and promote self-regulated learning.
The overarching goal of the lab is to develop psychological interventions that improve the educational prospects of children. We are convinced that interventions are most effective when they are tailored to the individual child. Effective individualisation not only considers the cognitive prerequisites of a learner at a particular point in time, but also takes into account that these prerequisites may change quickly. Such a dynamic form of individualisation is made possible by the advent of educational technologies. We, thus, make extensive use of technology that helps to integrate individualised interventions into the daily routine of school children. In our research, we focus particularly on two prerequisites that are known to develop rapidly across childhood: children’s prior knowledge and their self-regulatory abilities. We develop and test methods to successfully activate prior knowledge in children, which facilitates knowledge acquisition. We also develop and test interventions that improve children’s self-regulatory processes during learning.
Education and Human Development
The department analyses individual and differential developmental processes in both formal and non-formal learning environments, adding an individual perspective to the DIPF’s scope of research.
- Dr. Chimezie Obioma Amaefule, Associated Researcher
- Dr. Jasmin Breitwieser, Academic Staff
- Elfriede Holstein, M.Sc., Doctoral Candidate
- Ann-Kathrin Krause, Doctoral Candidate
- Dr. Lucas Lörch, Academic Staff
- Lea Nobbe, Doctoral Candidate
- Mirijam Schaaf, M.Sc., Doctoral Candidate
- Somphop Sukjaitham, M.Sc., Doctoral Candidate
- Prof. Dr. Maria Theobald, Associated Researcher
- Dr. Carlo Vreden, Academic Staff