Dr. Sabine Weinert is Professor of Psychology I – Development and Learning at Bamberg University. She is managing director of the Institute of Psychology and Head of the Bamberg Baby Institute (BamBI) for infant research.

Dr. Weinert received her training in psychology, mathematics, linguistics, and educational sciences at the Universities of Freiburg i.Br. and Bochum. After having received her Doctor’s degree (PhD) and her post doctoral lecture qualification (Habilitation) at the University of Bielefeld she held positions as a professor at the Universities of Münster and Erfurt.

Professor Weinert’s main field of research is developmental and educational psychology with a special focus on the acquisition of language, cognitive development, and learning. Besides the description and explanatory analysis of typical developmental processes, their conditions and interrelations, atypical developmental processes and developmental disorders are investigated to enhance the explanatory power of developmental models. She has been member of the Senate and Grants Committee on Research Training Groups of the German Research Foundation (DFG – Graduiertenkollegs)(2001 - 2007) and is reviewer for, e.g., the German Research Foundation, The German Israeli Foundation for Scientific Research and Development, Journal of Child Language, Journal of Speech, Language, and Hearing Research, Learning and Instruction, Linguistics, Sprache und Kognition, Zeitschrift für Entwicklungspsychologie und Pädagogische Psychologie, Zeitschrift für Pädagogische Psychologie, Folia Phonologica et Logopaedica, Kindheit und Entwicklung, Psychologie in Erziehung und Unterricht among others. She is involved in various interdisciplinary and longitudinal studies and research initiatives (e.g., National Educational Panel Study, NEPS; DFG-research group on education, competence development, and selection decisions (BiKS); the BMBF-research initiative on language diagnostics and language promotion (FiSS); the DFG-priority programme on education as a lifelong process.

Books

Weinert, S. (1991). Spracherwerb und implizites Lernen. Bern: Huber.

Articles and Book Chapters

Weinert, S. (2010). ‘Beziehungen zwischen Sprachentwicklung und Gedächtnisentwicklung.’ In: Trolldenier, H.-P., Lenhard, W. and Marx, P. (eds.), Brennpunkte der Gedächtnisforschung: Entwicklungs- und pädagogisch-psychologische Perspektiven. Göttingen: Hogrefe, pp. 147-170.

Weinert, S., Ebert, S. and Dubowy, M. (2010). ‘Kompetenzen und soziale Disparitäten im Vorschulalter,’ Zeitschrift für Grundschulforschung 3(1), pp. 32-45.

Weinert, S. (2009). ‘Implicit and explicit modes of learning: similarities and differences from a developmental perspective,’ Linguistics 47(2), pp. 241-271.

Weinert, S. and Lockl, K. (2008). ‘Sprachförderung.’ In: Petermann, F. and Schneider, W. (eds.), Angewandte Entwicklungspsychologie (Enzyklopädie der Psychologie C/V/7). Göttingen: Hogrefe, pp. 91-134.

Weinert, S. (2007). ‘Kompetenzentwicklung und Kompetenzstruktur im Vorschulalter.’ In: Prenzel, M., Gogolin, I. and Krüger, H.-H. (eds.), Kompetenzdiagnostik. Zeitschrift für Erziehungswissenschaft, Special Issue 8. Wiesbaden: VS Verlag für Sozialwissenschaften, pp. 89-106.

Weinert, S. (2006). ‘Sprachentwicklung.’ In: Schneider, W. and Sodian, B. (eds.), Kognitive Entwicklung (Enzyklopädie der Psychologie C/V/2). Göttingen: Hogrefe, pp. 609-719.

Weinert, S. (2005). ‘Umschriebene Entwicklungsstörungen der Sprache.’ In: Schlottke, P.F., Silbereisen, R.K., Schneider, S. and Lauth, G.W. (eds.), Störungen im Kindes- und Jugendalter – Grundlagen und Störungen im Entwicklungsverlauf (Enzyklopädie der Psychologie D/II/5). Göttingen: Hogrefe, pp. 483-543.

Weinert, S. (2000). ‘Beziehungen zwischen Sprach- und Denkentwicklung.’ In: Grimm, H. (ed.), Sprachentwicklung (Enzyklopädie der Psychologie C/III/3). Göttingen: Hogrefe, pp. 311-361.

Weinert, S. (1992). ‘Deficits in acquiring language structure: the importance of using prosodic cues,’ Applied Cognitive Psychology 6(6), pp. 545-571.