Publications by authors named "W Lenhard"

Inhibitory control develops rapidly and nonlinearly, making its accurate assessment challenging. This research investigated the developmental dynamics of accuracy and response latency in inhibitory control assessment of 3- to 6-year-old children in a longitudinal study (N = 431; 212 girls; M = 4.86 years, SD = 0.

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Children with mathematical difficulties need to spend more time than typically achieving children on solving even simple equations. Since these tasks already require a larger share of their cognitive resources, additional demands imposed by the need to switch between tasks may lead to a greater decline of performance in children with mathematical difficulties. We explored differential task switch costs with respect to switching between addition versus subtraction with a tablet-based arithmetic verification task and additional standardized tests in German elementary school children in Grades 1 to 4.

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Norm scores are an essential source of information in individual diagnostics. Given the scope of the decisions this information may entail, establishing high-quality, representative norms is of tremendous importance in test construction. Representativeness is difficult to establish, though, especially with limited resources and when multiple stratification variables and their joint probabilities come into play.

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Introduction: In this study, we investigated the impact of age on mate selection preferences in males and females, and explored how the formation and duration of committed relationships depend on the sex of the person making the selection.

Methods: To this end, we utilized data from the television dating shows and . In these programs, either a single man ("bachelor") or a woman ("bachelorette") has the opportunity to select a potential long-term partner from a pool of candidates.

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Proctored remote testing of cognitive abilities in the private homes of test-takers is becoming an increasingly popular alternative to standard psychological assessments in test centers or classrooms. Because these tests are administered under less standardized conditions, differences in computer devices or situational contexts might contribute to measurement biases that impede fair comparisons between test-takers. Because it is unclear whether cognitive remote testing might be a feasible assessment approach for young children, the present study ( = 1,590) evaluated a test of reading comprehension administered to children at the age of 8 years.

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