Jan Lenhart

Jan Lenhart
Otto-Friedrich-Universität Bamberg · Institut für Psychologie

Dr. rer. nat.

About

23
Publications
9,185
Reads
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134
Citations
Citations since 2016
23 Research Items
134 Citations
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Introduction
I work as an assistant professor of educational psychology at the Department of Psychology at the University of Bamberg. My current research areas are (1) the evaluation of language interventions , (2) the influence of media on social-cognitive ability and gender stereotypes, and (3) metacognitive monitoring in educational contexts. Besides that, I am also interested in test development.
Additional affiliations
April 2021 - present
Otto-Friedrich-Universität Bamberg
Position
  • Professor (Assistant)
August 2019 - March 2021
University of Wuerzburg
Position
  • PostDoc Position
February 2015 - July 2019
University of Wuerzburg
Position
  • PhD Student
Education
February 2015 - August 2019
University of Wuerzburg
Field of study
  • Psychology
October 2014 - March 2019
University of Wuerzburg
Field of study
  • History and Political and Social Studies
October 2012 - November 2014
University of Wuerzburg
Field of study
  • Psychology

Publications

Publications (23)
Article
Full-text available
Reading stories is a popular leisure activity in Western societies. Several current theories agree that reading might improve social cognition. Priming, in terms of an activation of content stored in long-term memory and facilitation of subsequent cognitive processing, has been proposed as a mechanism that leads to a temporary increase in social-co...
Chapter
Full-text available
Das Kapitel gibt einen einführenden Überblick über wichtige Forschungsbereiche und Themen der Pädagogischen Psychologie.
Article
Changing a small number of answers to multiple-choice questions reliably improves test-scores, although it remains unclear how examinees select which initial answers to change and whether answer-changing behaviour is susceptible to instruction. We tested the effect of an instructional intervention on the number of changes made by examinees on a moc...
Article
Full-text available
Reading literary fiction might be more beneficial for fostering social-cognitive skills (i.e., theory of mind and empathy) than reading popular fiction. However, the superiority of literary fiction might be complex and depend on readers’ narrative engagement and identification. To answer this research question, we conducted an experiment, in which...
Article
Full-text available
Research Findings: The home literacy environment and particularly shared reading are central determinants of children’s emergent literacy skills and predictors of their later reading development. Although the importance of frequent shared reading is well established, there is little knowledge about the age at which reading to children starts having...
Book
Ziel des R-FIT 9–10 ist die objektive, zuverlässige und valide Erfassung der Fähigkeit zur Fehleridentifikation als Schätzer für die allgemeine Rechtschreibkompetenz von Schülerinnen und Schülern in den Jahrgangsstufen 9 und 10. Der R-FIT 9–10 kann in Beratungsstellen, Schulen, der schulpsychologischen Diagnostik sowie in der Forschung als Einzel-...
Article
Full-text available
Early childhood represents a crucial time for ameliorating language difficulties, particularly for children who speak a minority language at home. Previous approaches have focused on teaching vocabulary, often embedded in story reading sessions. We reason that contextualization of interventions influences children’s interest in stories and language...
Article
Full-text available
Previous work suggests that child-internal and -external factors influence dual language learning (DLL), although more work is needed – to clarify the role of phonological short-term memory (PSTM) and language exposure in particular. Accordingly, we investigated the role of language exposure and PSTM in phonological awareness and receptive and expr...
Article
Full-text available
Reading narrative literature is discussed as an influencing factor on the development of social-cognitive skills. Transportability, which is the tendency to immerse into narrative worlds, has been proposed as a moderator within this relationship, with high-transportable individuals being assumed to profit more from narratives. The current study exa...
Article
Full-text available
Shared-reading is an effective means of fostering preschool children's vocabulary development, with questions widely used to increase learning. Theoretical explanations on effects of specific question features are, however, often contradictory. To examine different predictions relating to question demand level and placement, two stories were read i...
Article
Full-text available
Reading stories to children fosters their language development. An approach rarely investigated is narrators telling stories without reading from text (i.e., oral storytelling). Oral storytelling may differ from more commonly employed read-aloud approaches in terms of language complexity and the opportunity to regulate the storytelling process via...
Article
Full-text available
Social‐cognitive theory posits that children learn gender stereotypes through gendered information. The present study examined whether children learn new gender stereotypes from stories when unknown words are linked to a gendered protagonist or context information. In Experiment 1, 40 3‐ to 6‐year‐old preschoolers were read stories with either a ge...
Thesis
Sharing stories has become increasingly popular as a means to foster young children’s vocabulary development and to target early vocabulary gaps between disadvantaged children and their better-equipped peers. Although, in general, the beneficial effects of story interventions have been demonstrated (Marulis & Neuman, 2010, 2013), many factors possi...
Article
Full-text available
Positive effects of shared reading for children's language development are boosted by including instruction of word meanings and by increasing interactivity. The effects of engaging children as storytellers on vocabulary development have been less well studied. We developed an approach termed Interactive Elaborative Storytelling (IES), which employ...
Article
Full-text available
Zusammenfassung. Die Fähigkeit zur Rechtschreibung ist eine Kernkompetenz schriftsprachlichen Ausdrucks, die üblicherweise mithilfe von Diktaten erfasst wird. Eine ökonomischere, aber im deutschen Sprachraum nur wenig verbreitete Alternative stellen Verfahren der Fehleridentifikation dar. In der vorliegenden Studie wurde die psychometrische Güte ei...
Article
Metacognitive monitoring in educational contexts is typically measured by calibration indicators, which are based on the correspondence between cognitive performance and metacognitive confidence judgment. Despite this common rationale, a variety of alternative methods are used in the field of monitoring research to assess performance and judgment d...
Article
Full-text available
Shared-reading fosters vocabulary development, although research has yielded mixed results regarding the effects of both demand-level (i.e., level of abstraction) and question placement on word learning. Different hypotheses drawing on broader theoretical frameworks have been proposed to explain individual findings. To test predictions made by thes...
Poster
Full-text available
Geschlechtsstereotypen in Kindergeschichten werden seit Jahrzehnten untersucht (u.a. Weitzman, Eifler, Hokada & Ross, 1972). Es wird vermutet, dass normative Repräsentationen davon, wie sich Männer und Frauen verhalten sollen, wie sie denken und fühlen sollen, sich auf die Entwicklung von Jungen und Mädchen auswirken können. Allerdings wurde noch n...
Article
Full-text available
Shared reading represents an established practice to foster preschool vocabulary development, particularly when coupled with explicit instruction in word meanings. However, a question remains as to whether explicit word definitions detract from story delivery and hence language learning. Accordingly, this study compared explicit versus story-focuse...
Poster
Full-text available
Titel-Rekognitions-Tests (TRT) und der Autoren-Rekognitions-Tests (ART) sind Testverfahren zur Erfassung des Lesevolumens/des Leseverhaltens in der Freizeit (Cunningham & Stanovich, 1990; Stanovich & West, 1989). Das Lesevolumen (Print Exposure) wiederum stellt einen signifikanten Prädiktor für (schrift-)sprachliche Fähigkeiten und deklaratives Wis...
Article
Full-text available
Shared-book reading is a well-established intervention to foster vocabulary development. Factors influencing its effectiveness are, however, less well studied, particularly with regard to story-delivery. We contrasted a read-aloud with a free storytelling approach and tested effects on vocabulary learning. In the first study, 83 preschoolers aged t...

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Projects

Projects (4)
Project
In this project we examine the influence of stories on gender stereotypes in children, adolescents, and adults. Stories might introduce new gender associations, strengthen existing gender associations, but also challenge existing gender associations. A first objective is to examine whether and how story recipients acquire new gender associations from stories. A second objective is to examine whether and how stories might influence existing gender associations. A third objective is to examine differences in the acquistion and changeability of gender associations depending on recipients' characteristics such as gender and age.
Project
A first objective of the project is to examine the relationship between exposure to narratives and social-cognitive skills and in children, adolescents, and adults. A second objective is the examination of variables which might moderate this relationship. To do so, we use a variety of different methodological approaches, including cross-sectional and longitudinal correlational studies as well as (quasi-)experimental designs.
Project
Das Projekt zielt auf die Entwicklung eines Deutschtests für die 9. und 10. Jahrgangsstufe. Das Verfahren soll in unterschiedlichen Schulformen anwendbar sein und die Sprach-, Lese- und Schreibkompetenz im Deutschen ermitteln. Erfasst werden Basisfertigkeiten (Wortschatz, Grammatik, Lesegeschwindigkeit), Textverstehen (Lese- und Hörverstehen) und Textproduktion (Rechtschreibung, Verfassen von alltagsrelevanten Texten). Parallel dazu wird ein ökonomisches Rechtschreibscreening in Form eines Fehleridentifikationstests entwickelt und normiert.