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Developmental Psychology|December 31, 2019
General intelligence and specific cognitive abilities in adolescence: Tests of age differentiation, ability differentiation, and their interaction in two large samplesMoritz Breit, Martin Brunner, Franzis PreckelDevelopmental Psychology|February 4, 2021
Age and ability differentiation in children: A review and empirical investigationMoritz Breit, Martin Brunner, Franzis PreckelAssessment|July 27, 2024
Continuous Norming Approaches: A Systematic Review and Real Data ExampleJulian Urban, Vsevolod Scherrer, Anja Strobel, et al.Developmental Psychology|February 14, 2020
Development of achievement goals and their relation to academic interest and achievement in adolescence: A review of the literature and two longitudinal studiesVsevolod Scherrer, Franzis Preckel, Isabelle Schmidt, et al.Child Development|November 25, 2017
High-Ability Grouping: Benefits for Gifted Students' Achievement Development Without Costs in Academic Self-ConceptFranzis Preckel, Isabelle Schmidt, Eva Stumpf, et al.Psychology and Aging|January 13, 2025
The contribution of general intelligence to cognitive performance across the lifespan: A differentiation analysis of the wechsler testsMoritz Breit, Martin Brunner, Julian Preuß, et al.Plos One|May 26, 2017
Profile formation of academic self-concept in elementary school students in grades 1 to 4Isabelle Schmidt, Martin Brunner, Lena Keller, et al.Journal of Intelligence|February 25, 2025
Using Cognitive Diagnostic Models to Evaluate the Two-Process Theory of Matrix ReasoningJulian Preuß, Franzis PreckelPsychological Bulletin|March 24, 2017
Variables associated with achievement in higher education: A systematic review of meta-analysesMichael Schneider, Franzis PreckelSchool Psychology Quarterly : the Official Journal of the Division of School Psychology, American Psychological Association|January 30, 2013
Teachers' implicit personality theories about the gifted: an experimental approachTanja Gabriele Baudson, Franzis PreckelPageof 4