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Bieber, P., Busch, B., Golle, J. & Göllner, R. (2024). Mein Kind kann das. Elterliche Überzeugungen als Türöffner zum Instrumentalspiel. üben & musizieren.research, 4, 17–41. Online verfügbar unter: https://uebenundmusizieren.de/artikel/research_2024_bieberetal
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Altgassen, E., Zimny, L., Golle, J., Allgaier, K., Zettler, I., & Wilhelm, O. (2024). Compilation and validation of two short forms to measure HEXACO dimensions in Elementary school children. Journal of Personality Assessment, 1-12. https://doi.org/10.1080/00223891.2024.2318352
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Schiefer, J., Caspari, J., Moscoso, J. A., Catarino, A. I., Miranda Afonso, P., Golle, J., & Rebuschat, P. (2024). Science and Heritage Language Integrated Learning (SHLIL): Evidence of the effectiveness of an innovative science outreach program for migrant students. Science Education. https://doi.org/https://doi.org/10.1002/sce.21860
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Trautwein, U., Golle, J., Jaggy, A. K., Hasselhorn, M., & Nagengast, B. (2023). Mutual benefits for research and practice: Randomized controlled trials in the Hector Children's Academy Program. Ann N Y Acad Sci. https://doi.org/10.1111/nyas.15074
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Golle, J., Scheiter, K., & Hasselhorn, M. (2022). Editorial: Leistungsstarke und besonders Begabte. Zeitschrift für Erziehungswissenschaft, 25(5), 1059-1062. https://doi.org/10.1007/s11618-022-01131-x
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Golle, J., Flaig, M., Jaggy, A.-K., & Göllner, R. (2022). Who’s bored in school? Zeitschrift für Erziehungswissenschaft, 25(5), 1125-1149. https://doi.org/10.1007/s11618-022-01132-w
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Golle, J., Schils, T., Borghans, L., & Rose, N. (2022). Who is considered gifted from a teacher’s perspective? A representative large-scale study. Gifted Child Quarterly. Advance Online Publication. https://doi.org/10.1177/00169862221104026
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Goecke, B., Schroeders, U., Zettler, I., Schipolowski, S., Golle, J., & Wilhelm, O. (2022). The nomological net of knowledge, self-reported knowledge, and overclaiming in children. Journal of Personality Assessment, 1-12. https://doi.org/10.1080/00223891.2022.2144332
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Rebholz, F., Golle, J., Tibus, M., Ruth-Herbein, M., Moeller, K. & Trautwein, U. (2022). Getting fit for the mathematical olympiad: Positive effects on achievement and motivation? Zeitschrift für Erziehungswissenschaft. Advance Online Publication. https://doi.org/10.1007/s11618-022-01106-y
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Golle, J., Moscoso, J. A., Bordalo, J. M., &Catarino, A. I. (2022). How can we promote equity in science education? Trends in Cell Biology, 32, 641–645. https://doi.org/10.1016/j.tcb.2022.04.005
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Rebholz, F., Golle, J., & Moeller, K. (2021). The association of basic numerical abilities and math achievement: The mediating role of visuospatial and arithmetical abilities. Quarterly Journal of Experimental Psychology, 1–13. https://doi.org/10.1177/17470218211040060
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Schiefer, J., Stark, L., Gaspard, H., Wille, E., Trautwein, U., & Golle, J. (2021). Scaling up an extracurricular science intervention for elementary school students: It works, and girls benefit more from it than boys. Journal of Educational Psychology,113, 784–807. https://doi.org/10.1037/edu0000630
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Tsarava, K., Moeller, K., Román-González, M., Golle, J., Leifheit, L., Butz, M., &Ninaus, M. (2021). A cognitive definition of computational thinking in primary education. Computers & Education, 179(4:104425). https://doi.org/10.1016/j.compedu.2021.104425
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Herbein, E., Golle, J., Nagengast, B., & Trautwein, U. (2020). Förderung von Präsentationskompetenz: Schrittweise Implementation und Effektivitätsüberprüfung eines Präsentationstrainings für Grundschulkinder. Zeitschrift für Erziehungswissenschaft, 23, 83–120. https://doi.org/10.1007/s11618-019-00923-y
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Preckel, F., Golle, J., Grabner, R., Jarvin, L., Kozbelt, A., Müllensiefen, D., Olszewski-Kubilius, P., Schneider, W., Subotnik, R., Vock, M., &Worrell, F. C. (2020). Talent development in achievement domains: A psychological framework for within- and cross-domain research. Perspectives on Psychological Science. https://doi.org/10.1177/1745691619895030
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Zäske, R., Skuk, V., Golle, J., &Schweinberger, S. R. (2020). The Jena Speaker Set (JESS) – A database of voice stimuli from unfamiliar young and old adult speakers. Behavior Research Methods, 52, 990–1007. https://doi.org/10.3758/s13428-019-01296-0
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Schiefer, J., Golle, J., Tibus, M., Herbein, E., Gindele, V., Trautwein, U., & Oschatz, K. (2019). Effects of an extracurricular science intervention on elementary school children's epistemic beliefs: A randomized controlled trial. British Journal of Educational Psychology. https://doi.org/10.1111/bjep.12301
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Schiefer, J., Golle, J., &Oschatz, K. (2019). Scientific reasoning in elementary school children: Assessment of the inquiry cycle. Journal of Advanced Academics, 30, 144–177. https://doi.org/10.1177/1932202X18825152
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Golle, J., Rose, N., Göllner, R., Spengler, M., Stoll, G., Hübner, N., Rieger, S., Trautwein, U., Lüdtke, O., Roberts, B. W., & Nagengast, B. (2019). School or work? The choice may change your personality. Psychological Science, 30, 32–42. https://doi.org/10.1177/0956797618806298
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Golle, J., Zettler, I., Rose, N., Trautwein, U., Hasselhorn, M., & Nagengast, B. (2018). Effectiveness of a “grass roots” statewide enrichment program for gifted elementary school children. Journal of Research on Educational Effectiveness, 11, 375–408. https://doi.org/10.1080/19345747.2017.1402396
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Herbein, E., Golle, J., Tibus, M., Schiefer, J., Trautwein, U., &Zettler, I. (2018). Fostering elementary school children’s public speaking skills: A randomized controlled trial Learning and Instruction, 55, 158–168. https://doi.org/10.1016/j.learninstruc.2017.10.008
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Herbein, E., Golle, J., Tibus, M., Zettler, I., & Trautwein, U. (2018). Putting a speech training program into practice: Its implementation and effects on elementary school children’s public speaking skills and levels of speech anxiety. Contemporary Educational Psychology, 55, 176–188. https://doi.org/110.1016/j.cedpsych.2018.1009.1003
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Probst, F., Golle, J., Lory, V., &Lobmaier, J. S. (2018). Reactive aggression tracks within-participant changes in women’s salivary testosterone. Aggressive Behavior, 44, 362–371. https://doi.org/10.1002/ab.21757
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Rothenbusch, S., Voss, T., Golle, J., &Zettler, I. (2018). Linking teacher and parent ratings of teacher-nominated gifted elementary school students to each other and to school grades. Gifted Child Quarterly, 62, 230–250. https://doi.org/10.1177/0016986217752100
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Probst, F., Meng, J., Golle, J., Stucki, S., Akyildiz-Kunz, C., & Lobmaier, J. (2017). Do women tend while men fight or flee? Differential emotive reactions of stressed men and women while viewing newborn infants. Psychoneuroendocrinology, 75, 213–221. https://doi.org/10.1016/j.psyneuen.2016.11.005
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Schiefer, J., Golle, J., Tibus, M., Trautwein, U., & Oschatz, K. (2017). Elementary school children’s understanding of science: The implementation of an extracurricular science intervention. Contemporary Educational Psychology, 51, 447–463. https://doi.org/10.1016/j.cedpsych.2017.09.011
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Itz, M. L., Golle, J., Luttmann, S., Schweinberger, S. R., & Kaufmann, J. M. (2016). Dominance of texture over shape in facial identity processing is modulated by individual abilities. British Journal of Psychology, 108, 369–396. https://doi.org/10.1111/bjop.12199
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Schroeders, U., Schipolowski, S., Zettler, I., Golle, J., & Wilhelm, O. (2016). Do the smart get smarter? Development of fluid and crystallized intelligence in 3rd Grade. Intelligence, 59, 84–95. https://doi.org/10.1016/j.intell.2016.08.003
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Golle, J., Probst, F., Mast, F. W., &Lobmaier, J. S. (2015). Preference for cute infants does not depend on their ethnicity or species: Evidence from hypothetical adoption and donation paradigms. PLoS ONE, 10(4), e0121554. https://doi.org/10.1371/journal.pone.0121554
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Golle, J., Mast, F., &Lobmaier, J. (2014). Something to smile about: The interrelationship between attractiveness and emotional expression. Cognition and Emotion, 28, 298–310. https://doi.org/10.1080/02699931.2013.817383
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Golle, J., Lisibach, S., Mast, F. W., &Lobmaier, J. S. (2013). Sweet puppies and cute babies: Perceptual adaptation to babyfacedness transfers across species. PLoS ONE8(3): e58248. https://doi.org/10.1371/journal.pone.0058248
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Schweinberger, S. R., Zäske, R., Walther, C., Golle, J., Kovács, G., & Wiese, H. (2010). Young without Plastic Surgery: Perceptual adaptation to facial age. Vision Research, 50, 2570–2576. https://doi.org/10.1016/j.visres.2010.08.017