Head of working group

Prof. Dr. Sabine Weinert

Markusplatz 3, 96047 Bamberg
Room M3N/01.35


Tel.: 0951/863-1900
E-Mail: sabine.weinert(at)uni-bamberg.de

Studies of psychology and, in addition, mathematics, linguistics, and educational sciences at the Universities of Freiburg i.Br. and Bochum

1990 Doctor’s degree at the University of Bielefeld (with excellence; dissertation(13.8 MB) on a comparative analysis of implicit and explicit learning processes in children and adults as well as in children with specific language impairment)

1998 Habilitation (post doctoral lecture qualification) for psychology at the University of Bielefeld (thesis: language and thought – a psychological analysis of interrelations from a developmental perspective)

1998 - 1999 Deputy Chair of Psychology at the University of Bielefeld

1999 - 2000 Professor for Developmental Psychology at the University of Münster (C2)

2000 - 2001 Professor for Developmental and Educational Psychology at the University of Erfurt (C3)

2018/2019 Director (interim) of the Leibniz Institute for Educational Trajectories (LIfBi)

2002 - 2023 Full Professor and Chair of Psychology I; Head of Department of Developmental Psychology at the University of Bamberg

As of October 2023, Emerita of Excellence, Graduate Centre Trimberg Research Academy (TRAc), University of Bamberg
https://www.uni-bamberg.de/trac/emeriti-of-excellence/weinert/
and Head of Research Group at the Department of Developmental Psychology

Detailed CV download here(179.2 KB).

Research Interests

Professor Weinert’s main field of research is developmental and educational psychology with a special focus on the acquisition of language, cognitive development, and social-emotional development, their interrelations and influencing factors. Besides typical development she is also interested in developmental disorders. She is involved in various interdisciplinary and longitudinal studies and research initiatives (e.g., National Educational Panel Study, NEPS).

Funded research projects: https://www.uni-bamberg.de/entwicklungspsychologie/forschung/

 

Selected recent publications (articles with scientific quality assurance, book publications; sorted by year):

Weinert, S., Attig, M., Linberg, A., Vogel, F., & Rossbach, H.-G. (2023). Quality of early learning environments: measures, validation, and effects on child development. In S. Weinert, G. J. Blossfeld, & H.-G. Blossfeld (Eds.), Education, competence development and career trajectories. Analysing data of the National Educational Panel Study (NEPS) (pp. 17-58). Springer. https://link.springer.com/book/10.1007/978-3-031-27007-9

Weinert, S., Blossfeld, G. J., & Blossfeld, H.-G. (Eds.). (2023). Education, competence development and career trajectories. Analysing data of the National Educational Panel Study (NEPS). Springer. https://link.springer.com/book/10.1007/978-3-031-27007-9

Attig, M., Vogelbacher, M., & Weinert, S. (2023). Education from the crib on: The potential of the Newborn Cohort of the German National Educational Panel Study. Journal of Open Psychology Data, 11(13), pp. 1–18. https://doi.org/10.5334/jopd.81

Volodina, A., Weinert, S., Washbrook, E., Waldfogel, J., Keizer, R., Perinetti Casoni, V., de la Rie, S., Kwon, S. J. (2023). Parental education-related gaps in externalising behaviour at age 3-4 years: Evidence from a harmonised framework from the United Kingdom, the United States, and the Netherlands. Child & Youth Care Forum (published online).https://doi.org/10.1007/s10566-023-09759-4

Weinert, S. (2022). Language and cognition. In J. Law, S. Reilly & C. McKean (Eds.), Language Development: Individual differences in a social context (pp. 122-143). Cambridge: Cambridge University Press.

Edossa, A. K., Lockl, K. & Weinert, S. (2022). Developmental relationship between metacognitive monitoring and reading comprehension. Journal of Educational and Developmental Psychology. Online first. doi.org/10.5539/jedp.v13n1p1

Huang, W., Weinert, S., von Maurice, J. & Attig, M. (2022). Specific parenting behaviors link maternal education to toddlers' language and social competence. Journal of Family Psychology. DOI: 10.1037/fam0000950.

Huang, W., Weinert, S., Wareham, H., Law, J., Attig, M., von Maurice, J. & Roßbach, H.-G. (2022). The emergence of 5-year-olds’ behavioral difficulties: Analyzing risk and protective pathways in the UK and Germany. Frontiers in Psychology, 12, 769057. DOI: 10.3389/fpsyg.2021.769057

Karwath, C., Attig, M., von Maurice, J. & Weinert, S. (2022). Does poverty affect early language in 2-year-old children in Germany? Journal of Child and Family Studies. Online First. doi.org/10.1007/s10826-022-02500-0

Rose, E., Ebert, S. & Weinert, S. (2022). Associations of preschoolers’ language skills with aggressive behaviour, positive peer relations, and the hostile intent attribution from preschool to early adolescence. European Journal of Developmental Psychology,19(6), 828-846, DOI: 10.1080/17405629.2021.1978971

Seitz, M. & Weinert, S. (2022). Numeracy skills in young children as predictors of mathematical competence. British Journal of Developmental Psychology, 40,224-241. https://doi.org/10.1111/bjdp.12408

Volodina, A., Weinert, S., Washbrook, E., Waldfogel, J., Jiyoon Kwon, S., Wang, Y. & Perinetti Casoni, V. (2022). Explaining gaps by parental education in children’s early language and social outcomes at age 3-4 years: Evidence from harmonised data from three countries. Current Psychology, online first. doi.org/10.1007/s12144-022-03754-z

Dorn, K., Cauvet, E. & Weinert, S. (2021). A cross-linguistic study of multisensory perceptual narrowing in German and Swedish infants during the first year of life. Infant and Child Development, online first. DOI: 10.1002/icd.2217

Heppt, B., Volodina, A., Eglinsky, J., Stanat, P. & Weinert S. (2021). Faktorielle und kriteriale Validität von BiSpra 2-4: Validierung eines Testinstruments zur Erfassung bildungssprachlicher Kompetenzen bei Grundschulkindern. Diagnostica, 67, 24-35. DOI: https://doi.org/10.1026/0012-1924/a000259

Volodina, A., Heppt, B., & Weinert, S. (2021). Effects of socioeconomic status and language use on academic language proficiency in children with a migration background: An evaluation using quantile regressions. Contemporary Educational Psychology, 65, 101973.

Volodina, A., Heppt, B. & Weinert, S. (2021). Relations between the comprehension of connectives and school performance in primary school. Learning and Instruction, 74, 101430. DOI: 10.1016/j.learninstruc.2020.101430

Weinert, S. (2020). Heterogenität im Kindesalter. In J. Roos & S. Roux (Hrsg.), Das große Handbuch Frühe Bildung in der Kita. Wissenschaftliche Erkenntnisse für die Praxis (S. 437-448). Köln/Kronach: Carl Link.

Weinert, S. (2020). Sprachentwicklung im Kontext anderer Entwicklungsbereiche. In S. Sachse, A.-K. Bockmann & A. Buschmann (Hrsg.), Sprachentwicklung: Entwicklung - Diagnostik - Förderung im Kleinkind- und Vorschulalter (S. 131-162). Berlin: Springer.

Attig, M. & Weinert, S. (2020). What impacts early language skills? Effects of social disparities and different process characteristics of the home learning environment in the first two years. Frontiers in Psychology, 11, 557751. DOI: 10.3389/fpsyg.2020.557751.

Ebert, S., Lehrl, S. & Weinert, S. (2020). Differential effects of the home language and literacy environment on child language and theory of mind and their relation to socioeconomic background. Frontiers in Psychology, 11, 555654. DOI: 10.3389/fpsyg.2020.555654

Heppt, B., Köhne-Fütterer, J., Eglinsky, J., Volodina, A., Stanat, P. & Weinert, S. (2020). BiSpra 2-4. Test zur Erfassung bildungssprachlicher Kompetenzen bei Grundschul-kindern der Jahrgangsstufen 2 bis 4. Münster: Waxmann.

Lehrl, S., Ebert, S., Blaurock, S., Roßbach, H.-G. & Weinert, S. (2020). Long-term and domain-specific relations between the early years home learning environment and students’ academic outcomes in secondary school. School Effectiveness and School Improvement, 31, 102-124. DOI: https://doi.org/10.1080/09243453.2019.1618346 .

Linberg, A., Attig, M. & Weinert, S. (2020). Social disparities in the vocabulary of 2-year-old children and the mediating effect of language-stimulating interaction behavior. Journal for Educational Research Online, 12, 12-35.

Linberg, A., Burghardt, L., Freund, J.-D., & Weinert, S. (2020). Differential effect of duration of early childcare under the age of three on socio-emotional outcomes. Early Child Development and Care, 190:16, 2505-2519. [online first 2019] doi.org/10.1080/03004430.2019.1588891

Linberg, A., Lehrl, S. & Weinert, S. (2020). The early years home learning environment - Associations with parent-child-course attendance and children’s vocabulary at age 3. Frontiers in Psychology, 11, 1425. DOI: 10.3389/fpsyg.2020.01425

Nusser, L. Weinert, S., Artelt, C. & Carstensen, C. H. (2020). Machbarkeitsstudien an Förderschulen mit dem Schwerpunkt Lernen im Rahmen des Nationalen Bildungspanels (2010-2013) – Ergebnisse und Resümee. In C. Gresch, P. Kuhl, M. Grosche, C. Sälzer & P. Stanat (Hrsg.), Schüler*innen mit sonderpädagogischem Förderbedarf in Schulleistungserhebungen (S. 147-175). Wiesbaden: Springer. DOI: https://doi.org/10.1007/978-3-658-27608-9

Volodina, A. & Weinert, S. (2020). Comprehension of connectives: Development across primary school age and influencing factors. Frontiers in Psychology, 11:814. https://doi.org/10.3389/fpsyg.2020.00814

Volodina, A., Weinert, S. & Mursin, K. (2020). Development of academic vocabulary across primary school age: Differential growth and influential factors for German monolinguals and language minority learners. Developmental Psychology, 56(5), 922-936.https://doi.org/10.1037/dev0000910

A detailed list of publications for download can be found here Link(244.8 KB)

see also research information system FIS of the University of Bamberg Publikationen