{"status":"ok","message-type":"work","message-version":"1.0.0","message":{"indexed":{"date-parts":[[2025,10,8]],"date-time":"2025-10-08T22:50:05Z","timestamp":1759963805727},"reference-count":36,"publisher":"Hogrefe Publishing Group","issue":"6","content-domain":{"domain":[],"crossmark-restriction":false},"short-container-title":["Zeitschrift f\u00fcr Kinder- und Jugendpsychiatrie und Psychotherapie"],"published-print":{"date-parts":[[2008,11]]},"abstract":"<jats:p> Zusammenfassung: Fragestellung: Unerkannt wirken sich Merk- und Lernst\u00f6rungen bei Kindern nachhaltig auf die gesamte Entwicklung aus und schr\u00e4nken Therapieerfolge ein. Die differenzierte Erfassung von Art und Ausma\u00df der Merk- und Lernst\u00f6rung ist wesentlich f\u00fcr gezielte Interventionen. Diese Studie liefert Hinweise, inwieweit sich altersstufenbezogene Abweichungen bei der Bew\u00e4ltigung von modalit\u00e4tsspezifischen Merk- und Lernaufgaben abbilden lassen. Es wird angenommen, dass sich diese besonders f\u00fcr die auditive Modalit\u00e4t zeigen. Methodik: Daf\u00fcr wurden die Untertestleistungen von 403 Kindern einer Normstichprobe zum BASIC-MLT varianzanalytisch f\u00fcr den Faktor Alter (11 Jahrg\u00e4nge von 6-16 Jahren) gepr\u00fcft. Des Weiteren wurden Abweichungen der Altersgruppenmittelwerte auf Signifikanz gepr\u00fcft. Ergebnisse: Die Varianzanalyse zeigt signifikante Werte f\u00fcr die auditiven Untertests \u00abGer\u00e4uschfolgen\u00bb und \u00abW\u00f6rter Lernen Delay\u00bb, entsprechende paarweise Einzelvergleiche weisen f\u00fcr beide Untertests darauf hin, dass die Leistungen der Zehn- und Zw\u00f6lfj\u00e4hrigen von den meisten anderen Altersgruppen abweichen. Schlussfolgerungen: Die Ergebnisse unterst\u00fctzen die Annahme, dass sich Ver\u00e4nderungen besonders f\u00fcr auditive Merk- und Lernleistungen darstellen lassen und korrespondieren mit Befunden zu einer vergleichsweise sp\u00e4teren Ausreifung des phonologischen Ged\u00e4chtnisses und einer Bevorzugung bildbasierter Merk- und Lernstrategien bei den bis Zehnj\u00e4hrigen. Aktuelle Studien legen nahe, dass eine zunehmende Aktivierung linkstemporaler Strukturen bis ins Erwachsenalter reicht und mit dem verst\u00e4rkten Einsatz verbaler Strategien einhergeht. <\/jats:p>","DOI":"10.1024\/1422-4917.36.6.389","type":"journal-article","created":{"date-parts":[[2008,11,26]],"date-time":"2008-11-26T02:03:16Z","timestamp":1227664996000},"page":"389-400","source":"Crossref","is-referenced-by-count":10,"title":["Neuropsychologische Befunde zu Merk- und Lernst\u00f6rungen bei Kindern anhand des BASIC-MLT"],"prefix":"10.1024","volume":"36","author":[{"given":"Anja C.","family":"Lepach","sequence":"first","affiliation":[{"name":"Zentrum f\u00fcr Klinische Psychologie und Rehabilitation, Universit\u00e4t Bremen (Direktor: Prof. Dr. F. 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