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Christopher Osterhaus
Christopher Osterhaus
University of Vechta
Verified email at uni-vechta.de - Homepage
Title
Cited by
Cited by
Year
The development of scientific thinking in elementary school: A comprehensive inventory
S Koerber, D Mayer, C Osterhaus, K Schwippert, B Sodian
Child development 86 (1), 327-336, 2015
992015
Scaling of advanced theory‐of‐mind tasks
C Osterhaus, S Koerber, B Sodian
Child development 87 (6), 1971-1991, 2016
972016
Scientific thinking in elementary school: Children’s social cognition and their epistemological understanding promote experimentation skills.
C Osterhaus, S Koerber, B Sodian
Developmental psychology 53 (3), 450, 2017
422017
Individual Differences in Early Scientific Thinking: Assessment, Cognitive Influences, and Their Relevance for Science Learning
S Koerber, C Osterhaus
Journal of Cognition and Development 20 (4), 510-533, 2019
342019
Testing primary‐school children's understanding of the nature of science
S Koerber, C Osterhaus, B Sodian
British Journal of Developmental Psychology 33 (1), 57-72, 2015
132015
Some but not all aspects of (advanced) theory of mind predict loneliness
S Koerber, C Osterhaus
British Journal of Developmental Psychology 38 (1), 144-148, 2020
112020
Children's Understanding of Experimental Contrast and Experimental Control: An Inventory for Primary School.
C Osterhaus, S Koerber, B Sodian
Frontline Learning Research 3 (4), 56-94, 2015
112015
The development of advanced theory of mind in middle childhood: A longitudinal study from age 5 to 10 years
C Osterhaus, S Koerber
Child Development 92 (5), 1872-1888, 2021
102021
The relation between the control-of-variables strategy and content knowledge in physics in secondary school
M Schwichow, C Osterhaus, PA Edelsbrunner
Contemporary Educational Psychology 63, 101923, 2020
102020
The Science-P Reasoning Inventory (SPR-I): measuring emerging scientific-reasoning skills in primary school
C Osterhaus, S Koerber, B Sodian
International Journal of Science Education 42 (7), 1087-1107, 2020
92020
Diagrams support revision of prior belief in primary-school children
S Koerber, C Osterhaus, B Sodian
Frontline Learning Research 5 (1), 76-84, 2017
72017
Science-P II: Modeling scientific reasoning in primary school
S Koerber, B Sodian, C Osterhaus, D Mayer, N Kropf, K Schwippert
Competence Assessment in Education, 19-29, 2017
72017
Supporting successful interpretations of covariation data: Beneficial effects of variable symmetry and problem context
C Osterhaus, J Magee, A Saffran, MW Alibali
Quarterly Journal of Experimental Psychology 72 (5), 994-1004, 2019
62019
Experimentation skills in primary school: an inventory of children’s understanding of experimental design
C Osterhaus, S Koerber, B Sodian
Frontline Learning Research 3 (4), 56-94, 2016
62016
Social cognition during and after kindergarten: The relations between first-order and advanced theories of mind
C Osterhaus, S Koerber
European Journal of Developmental Psychology 18 (4), 573-592, 2021
52021
Theory of Mind and diverse intelligences in 4‐year‐olds: Modelling associations of false beliefs with children’s numerate‐spatial, verbal, and social intelligence
C Osterhaus, DL Putnick, S Kristen‐Antonow, D Kloo, MH Bornstein, ...
British Journal of Developmental Psychology 38 (4), 580-593, 2020
42020
The Emergence and Development of Scientific Thinking During the Early Years: Basic Processes and Supportive Contexts
C Osterhaus, AC Brandone, S Vosniadou, A Nicolopoulou
Frontiers in Psychology 12, 387, 2021
32021
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
J Smogorzewska, C Osterhaus
British Journal of Developmental Psychology 39 (4), 603-624, 2021
22021
How to measure scientific reasoning in primary school: A comparison of different test modalities
K Nyberg, S Koerber, C Osterhaus
European Journal of Science and Mathematics Education 8 (3), 137-144, 2020
22020
Adults’ ability to interpret covariation data presented in bar graphs depends on the context of the problem
N Knöchelmann, S Krueger, A Flack, C Osterhaus
Frontline Learning Research 7 (4), 58-65, 2019
12019
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