Individualized Interventions Lab
The overarching goal of the Lab is to develop psychological interventions that improve the educational prospects of children. We are convinced that interventions are most effective when they are tailored to the individual child. Effective individualization not only considers the cognitive prerequisites of a learner at a particular point in time, but also takes into account that these prerequisites may change quickly. Such a dynamic form of individualization is made possible by the advent of educational technologies. We, thus, make extensive use of technology that helps to integrate individualized interventions into the daily routine of school children.
In our research, we focus particularly on two prerequisites that are known to develop rapidly across childhood: children’s prior knowledge and their self-regulatory abilities. We develop and test methods to successfully activate prior knowledge in children, which facilitates knowledge acquisition. We also develop and test interventions that improve children’s self-regulatory processes during learning.
Theobald, M., Brod, G. (2021). Tackling scientific misconceptions: the element of surprise. Child Development.
Brod, G. (2020). Generative learning: which strategies for what age? Educational Psychology Review.
Breitwieser, J., & Brod, G. (2020). Cognitive prerequisites for generative learning: why some learning strategies are more effective than others. Child Development.
Tetzlaff, L., Schmiedek, F. & Brod, G. (2020). Developing personalized education: a dynamic framework. Educational Psychology Review.
Brod, G., Breitwieser, J., Hasselhorn, M., & Bunge, S. (2020). Being proven wrong elicits learning in children – but only in those with higher executive function skills. Developmental Science.