Henrik Saalbach
Leipzig University
Linguistic relativityNounSemanticsDevelopmental psychologyMathematics educationGermanArtificial intelligencePsychologyCognitionCognitive psychologyGrammatical genderNatural language processingInductive reasoningGrammarExecutive functionsBilingual educationVocabularySimilarity (psychology)LexiconContrast (music)Blocking (radio)Task (project management)Conceptual changeInterleavingComputer scienceLinguisticsConcept learningNeuroscience of multilingualismSocial psychologyCategorization
68Publications
11H-index
597Citations
Publications 73
Newest
#1Susanne Enke (Leipzig University)
#2Catherine Gunzenhauser (Leipzig University)H-Index: 10
Last. Henrik Saalbach (Leipzig University)H-Index: 11
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Abstract null null Past research documents a bilingual advantage in the domain of executive functions (EFs). However, controversial debates have questioned the robustness of those behavioral differences. The current study aimed to better understand the underlying cognitive prerequisites in bilingual students as compared with monolingual students and focused on two processes: the role of verbal processes, on the one hand, and mental effort during task execution, on the other. The use of self-regu...
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Die weitreichenden Kontaktbeschrankungen in den pandemiebedingten Lockdowns 2020 und 2021 fuhrten zu einer immensen Veranderung unseres gewohnten Alltags. Besonders massiv wirkten sich die Einschrankungen auf den Betreuungs- und Bildungssektor aus: Kindertagesstatten, Schulen und Hochschulen waren innerhalb kurzester Zeit von umfassenden Schliesungen betroffen. Dies fuhrte dazu, dass sich Familien, Lernende, Betreuungs- und Lehrpersonal in rasanter Geschwindigkeit mit den in ihrer Region geltend...
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Teaching in primary school has been strongly affected by the pandemic. The resulting impairment of teaching quality can come along with long-term effects on children’s education and well-being. In the present article, we thus ask what learning conditions primary school children have faced during the pandemic and how these may have affected the development of their academic competencies. We found that recent research, which is mostly based on parent survey, revealed very heterogeneous results. Ho...
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Last. Henrik SaalbachH-Index: 11
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#1Cornelia Schulze (Leipzig University)H-Index: 3
#2Henrik Saalbach (Leipzig University)H-Index: 11
Parental socioeconomic status (SES) strongly influences children's language abilities but less is known about its influence on pragmatic abilities (e.g., inferring intentions from relevance implicatures). Moreover, by focussing on SES, the role of socio-cognitive engagement (e.g., joint parent-child interactions) has been overlooked.We tested four- and six-year-old children (n = 92) with a communication task, a questionnaire assessed parents' SES and socio-cognitive engagement.Socio-cognitive en...
1 CitationsSource
#1Anika Bürgermeister (Leipzig University)H-Index: 5
#2Inga Glogger-Frey (University of Erfurt)
Last. Henrik Saalbach (Leipzig University)H-Index: 11
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The study focused on supporting the distinct processes of assessment and providing feedback within a peer feedback setting in teacher education and investigates the effects on student teachers’ sel...
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#1Gerlind Grosse (University of Potsdam)H-Index: 1
#2Berit Streubel (Leipzig University)H-Index: 2
Last. Henrik Saalbach (Leipzig University)H-Index: 11
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Learning to use language in an adult-like way is a long-lasting process. This may particularly apply to complex conceptual domains such as emotions. The present study examined children’s and adults’ patterns of emotion word usage regarding their convergence and underlying semantic dimensions, and the factors influencing the ease of emotion word learning. We assessed the production of emotion words by 4- to 11-year-old children (N = 123) and 27 adults (M = 37 years) using a vignette test. We foun...
1 CitationsSource
#1Ueli StudhalterH-Index: 3
#2Miriam Leuchter (University of Koblenz and Landau)H-Index: 3
Last. Henrik Saalbach (Leipzig University)H-Index: 11
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Abstract Our study addresses the relationship between teacher talk and children’s conceptual learning in early science instruction. We examined the role of teacher talk in N = 32 kindergarten classes. The teachers were video-recorded at the beginning of a four-week instruction phase while assisting a group of children who were dealing with a learning unit on floating and sinking. The coding of teacher talk included expressions that were pertinent to the content (content-specific vocabulary) and ...
4 CitationsSource
#1Franziska StephanH-Index: 2
#2Henrik SaalbachH-Index: 11
Last. Sonja Rossi (Innsbruck Medical University)H-Index: 13
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Studies in adults showed differential neural processing between overt and inner speech. So far, it is unclear whether inner and overt speech are processed differentially in children. The present study examines the pre-activation of the speech network in order to disentangle domain-general executive control from linguistic control of inner and overt speech production in 6- to 7-year-olds by simultaneously applying electroencephalography (EEG) and functional near-infrared spectroscopy (fNIRS). Chi...
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#1Ilonca Hardy (Goethe University Frankfurt)H-Index: 12
#2Henrik Saalbach (Leipzig University)H-Index: 11
Last. Lennart SchalkH-Index: 8
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Analogical reasoning by comparison is considered a special case of inductive reasoning, which is fundamental to the scientific method. By reasoning analogically, learners can abstract the underlying commonalities of several entities, thereby ignoring single objects' superficial features. We tested whether different task environments designed to trigger analogical reasoning by comparison would support preschoolers' induction of the concept of material kind to predict and explain objects' floating...
1 CitationsSource