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Sascha Schroeder

© private
Research Group Leader
+49 30 82406-622
sascha [dot] schroeder [at] mpib-berlin [dot] mpg [dot] de
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Short CV: 

Sascha Schroeder studied psychology, linguistics, and musicology at the University of Cologne, where he also gained his doctorate in psychology 2008. He received his habilitation in psychology from the Free University of Berlin. After working at the Max Planck Institute for Human Development and the University of Kassel, as well as holding guest professorships at the University of Potsdam and the Free University of Berlin, he established the Max Planck Research Group REaD (Reading Education and Development) in 2012. He investigates the cognitive processes underlying written language acquisition and the cognitive determinants of reading development in childhood and adolescence. His research combines longitudinal and experimental approaches and uses linguistic as well as cognitive methods to analyze and simulate developmental data. He is member of the International Max Planck Research School LIFE and supervises students at both the undergraduate and graduate levels.

open all Curriculum Vitae

zuklappen Education

Education

2011

Venia legendi in psychology, Free University of Berlin, Germany.
Habilitation thesis: Modeling and assessing cognitive processes in students’ text comprehension; Habilitation lecture: Music – Language of emotions? Musical emotions in psychological research

2008

PhD in psychology, University of Cologne, Germany (grade: summa cum laude), Dissertation: Interaction between memory- and explanation-based processes in pronominal resolution (Advisor: Prof. Dr. Norbert Groeben)

2006

Diploma in psychology, University of Cologne, Germany (grade: 1.0 with distinction), Diploma thesis: Educational psychology as a model for instructional research in language arts teaching (Advisor: Prof. Dr. Norbert Groeben)

2002

Master’s degree in musicology, University of Cologne, Germany (grade: 1.1), Master’s thesis: Markedness as a criterion to describe intertextuality in music (Advisor: Prof. Dr. Christoph von Blumröder)

zuklappen Professional Positions

4.2012 –

Head of the Max Planck Research Group Reading Education and Development (REaD) at the Max Planck Institute for Human Development (W2), Berlin.

11.2011–3.2012

Guest professorship in general and neurocognitive psychology at the Free University of Berlin

10.2010–3.2012

Research scientist and lecturer in psychology at the University of Kassel

4.2010–9.2010

Interim professorship in psychology in primary education (W2), University of Potsdam

2.2008–9.2010

Research scientist at the Max Planck Institute for Human Development (Center for Educational Research), Berlin

1.2003–2.2008

Research scientist in cognitive psychology and psychological methods at the University of Cologne

zuklappen Teaching

Seminar „More than words – Neurokognitive Psychologie der Sprache“
(Freie Universität Berlin, WiSe 2015)

Seminar „Education in elementary schools“
(International Max Planck Research School LIFE, SoSe 2015)

Seminar „Education across the lifespan“
(International Max Planck Research School LIFE, SoSe 2015)

Seminar „Blickbewegungen in der psychologischen Forschung“
(Freie Universität Berlin, WiSe 2014/15)

Seminar „Sprachpsychologie und Schriftspracherwerb“
(Freie Universität Berlin, WiSe 2013/14)

Seminar „Education across the lifespan“
(International Max Planck Research School LIFE, SoSe 2013)

Seminar „Statistical Methods“
(Freie Universität Berlin, WiSe 2012/13)

Seminar „Social, Cognitive, and Affective Neuroscience“
(Freie Universität Berlin, WiSe 2011/12)

Seminar „Statistical Methods“
(Freie Universität Berlin, WiSe 2011/12)

Vorlesung „Quantitative Methoden I“

(Universität Kassel, WiSe 2011/12)

Übung „Quantitative Methoden I“

(Universität Kassel, WiSe 2011/12 x 2)

Vertiefungsseminar Allgemeine Psychologie „Einführung in die Emotionspsychologie“
(Universität Kassel, SoSe 2011)

Vorlesung „Quantitative Methoden II“

(Universität Kassel, SoSe 2011)

Übung „Quantitative Methoden II“

(Universität Kassel, SoSe 2011 x 2)

Vorlesung „Quantitative Methoden I“

(Universität Kassel, WiSe 2010/11)

Übung „Quantitative Methoden I“

(Universität Kassel, WiSe 2010/11 x 2)

Vertiefungsseminar Allgemeine Psychologie „Sprache und Denken“
(Universität Kassel, WiSe 2010/11)

Seminar „Methoden und Konzepte der Grundschulforschung“

(Universität Potsdam, SoSe 2010 x 2)

Seminar „Einführung in Verfahren und Instrumente der Schulleistungsdiagnostik“

(Universität Potsdam, SoSe 2010 x 2)

Vorlesung "Forschungsplanung und -methoden"
(Freie Universität Berlin, WiSe 2009/10)

Vorlesung „Datenerhebung und -auswertung“
(Universität zu Köln, WiSe 2007/08)

Experimentalpraktikum
(Universität zu Köln, WiSe 2007/08)

Seminar „Zentrale Konzepte der Emotionspsychologie“
(Universität zu Köln WiSe 2007/08)

Seminar „Inhaltsanalyse“
(Universität zu Köln, SoSe 2007)

Experimentalpraktikum
(Universität zu Köln, WiSe 2005/06)

Vorlesung „Datenerhebung und -auswertung“
(Universität zu Köln, WiSe 2006/07)

Empiriepraktikum
(Universität zu Köln, SoSe 2005, SoSe 2006 x 2)

Experimentalpraktikum
(Universität zu Köln, WiSe 2005/06)

Seminar „Musik + Emotion“
(Universität zu Köln, SoSe 2005)

Seminar „Musikrezeption“
(Universität zu Köln, WiSe 2004/05)

Seminar „Musikpräferenz“
(Universität zu Köln, SoSe 2004)

zuklappen Other activities

Ad-hoc reviewer

Acta Psychologica; Cognition; Cognitive Development; Current Directions in Psychology; Discourse Processes; Educational Psychology; Frontiers in Psychology: Language Sciences; Human Movement Science, Journal of Cognitive Psychology; Journal of Educational Research Online; Journal of Experimental Psychology: Learning, Memory, and Cognition; Journal of Research in Reading; Learning & Instruction; Learning & Individual Differences; Media Psychology; Poetics; Reading & Writing; Scientific Studies of Reading; Visual Cognition; Zeitschrift für Erziehungswissenschaft; Zeitschrift für Pädagogische Psychologie

 

Consulting Work for Organisations

-        Alexander-von-Humboldt Foundation

-        Canadian Research Chair Councel (CRC)

-        Cognitive Society

-        Earli

-        EU (COST-Action E-READ, Working Group Coordinator)

-        Leverhulm Trust

-        Mercator Foundation

-        OECD (Core Reading Expert Group PISA 2018)

-        German Reading Foundation

 

Memberships

-        American Psychological Association (APS)

-        Deutsche Gesellschaft für Psychologie (DGPs)

-        Deutsche Gesellschaft für Musikforschung (DGfM)

-        Deutsche Gesellschaft für Musikpsychologie (DGM)

-        European Association of Learning and Instruction (Earli)

-        International Max Planck Research School LIFE (LIFE)

-        Society of Text and Discourse (ST&D)

-        Psychonomic Society (PS)

zuklappen Grants and externally funded projects

- „Morpheme” (2016-2019). DFG and ANR (400.000 €; together with Jonathan Grainger)

- „Effects of reading instruction on cognitive processing” (ERIC) (2015-2017). German Ministry of Science and Education (325.000 €)

- „Transfereffekte musikalischer Frühförderung auf Kognition und Leseentwicklung (MusiCo)“ [Transfer effects of musical training on cognitive and reading development of preschoolers]. (2015-2017). Mercator Foundation (230.000 €)

- „Developmental eye-tracking research in reading“ (2013). VW Foundation (50.000 €, together with Jukka Hyönä and Simon Liversedge)

- „Shallow processing in language: Causes and consequences“ (2011-2012). University of Kassel (5.000 €, together with T. Richter)

- Several travel grants (2005-2010). German Academic Exchange Service (10000 €).

zuklappen Publications

Grolig, L., Cohrdes, C., & Schroeder, S. (2017). Der Titelrekognitionstest für das Vorschulalter (TRT-VS): Erfassung des Lesevolumens von präkonventionellen Lesern und Zusammenhänge mit Vorläuferfertigkeiten des Lesens. Diagnostica, 63, 309-319. doi:10.1026/0012-1924/a000186
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Hasenäcker, J., & Schroeder, S. (2017). Syllables and morphemes in German reading development: Evidence from second graders, fourth graders and adults. Applied Psycholinguistics, 38, 733-753. doi:10.1017/S0142716416000412
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Hasenäcker, J., Schröter, P., & Schroeder, S. (2017). Investigating developmental trajectories of morphemes as reading units in German. Journal of Experimental Psychology: Learning, Memory, and Cognition, 43, 1093-1108. doi:10.1037/xlm0000353
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Schmitterer, A. M. A., & Schroeder, S. (2017). The recognition of letters in emergent literacy in German: Evidence from a longitudinal study. Journal of Research in Reading. Advance online publication. doi:10.1111/1467-9817.12116
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Schröter, P., & Schroeder, S. (2017). The developmental lexicon project: A behavioral database to investigate visual word recognition across the lifespan. Behavior Research Methods. Advance online publication. doi:10.3758/s13428-016-0851-9
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Schröter, P., & Schroeder, S. (2017). Differences in visual word recognition between L1 and L2 speakers: The impact of length, frequency, and orthographic neighborhood size in German children. Studies in Second Language Acquisition. Advance online publication. doi:10.1017/S0272263117000201
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Segbers, J., & Schroeder, S. (2017). How many words do children know? A corpus-based estimation of children's total vocabulary size. Language Testing, 34, 297-320. doi:10.1177/0265532216641152
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Cohrdes, C., Grolig, L., & Schroeder, S. (2016). Relating language and music skills in young children: A first approach to systemize and compare distinct competencies on different levels. Frontiers in Psychology, 7:1616. doi:10.3389/fpsyg.2016.01616
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Hasenäcker, J., Beyersmann, E., & Schroeder, S. (2016). Masked morphological priming in German-speaking adults and children: Evidence from response time distributions. Frontiers in Psychology, 7:929. doi:10.3389/fpsyg.2016.00929
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Schroeder, S., Segbers, J., & Schröter, P. (2016). Der Kinder-Titelrekognitionstest (K-TRT): Ein Instrument zur Erfassung des Lesevolumens von Kindern im Deutschen. Diagnostica, 62, 16-30. doi:10.1026/0012-1924/a000131
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Schröter, P., & Schroeder, S. (2016). Exploring early language detection in balanced bilingual children: The impact of language-specificity on cross-linguistic nonword recognition. International Journal of Bilingualism. Advance online publication. doi:10.1177/1367006916672751
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Schröter, P., & Schroeder, S. (2016). The impact of L2 German on component processes of reading. Journal of Research in Reading. Advance online publication. doi:10.1111/1467-9817.12078
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Schröter, P., & Schroeder, S. (2016). Orthographic processing in balanced bilingual children: Cross-language evidence from cognates and false friends. Journal of Experimental Child Psychology, 141, 239-246. doi:10.1016/j.jecp.2015.09.005
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Hachfeld, A., Hahn, A., Schroeder, S., Anders, Y., & Kunter, M. (2015). Should teachers be colorblind? How multicultural and egalitarian beliefs differentially relate to aspects of teachers' professional competence for teaching in diverse classrooms. Teaching and Teacher Education, 48, 44-55. doi:10.1016/j.tate.2015.02.001
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Hasenäcker, J., Beyersmann, E., & Schroeder, S. (2015). Language proficiency moderates morphological priming in children and adults. In V. Pirrelli, C. Marzi, & M. Ferro (Eds.), NetWordS 2015: Word knowledge and word usage. Representations and processes in the mental lexicon. Retrieved from http://ceur-ws.org/Vol-1347/paper30.pdf (pp. 132-135).
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Liversedge, S. P., Schroeder, S., Hyönä, J., & Rayner, K. (2015). Emerging issues in developmental eye-tracking research: Insights from the workshop in Hannover, October 2013. Journal of Cognitive Psychology, 27, 677-683. doi:10.1080/20445911.2015.1053487
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Schroeder, S., Hyönä, J., & Liversedge, S. P. (Eds.). (2015). Developmental eye-tracking research in reading [Special issue]. Journal of Cognitive Psychology, 27(5).

Schroeder, S., Hyönä, J., & Liversedge, S. P. (2015). Developmental eye-tracking research in reading: Introduction to the special issue. Journal of Cognitive Psychology, 27, 500-510. doi:10.1080/20445911.2015.1046877
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Schroeder, S., Würzner, K.-M., Heister, J., Geyken, A., & Kliegl, R. (2015). childLex: A lexical database of German read by children. Behavior Research Methods, 47, 1085-1094. doi:10.3758/s13428-014-0528-1
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Schroeder, S., Würzner, K.-M., Heister, J., Geyken, A., & Kliegl, R. (2015). childLex: Eine lexikalische Datenbank zur Schriftsprache für Kinder im Deutschen. Psychologische Rundschau, 66, 155-165. doi:10.1026/0033-3042/a000275
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Tiffin-Richards, S. P., & Schroeder, S. (2015). The component processes of reading comprehension in adolescents. Learning and Individual Differences, 42, 1-9. doi:10.1016/j.lindif.2015.07.016
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Tiffin-Richards, S., & Schroeder, S. (2015). Children's and adults' parafoveal processes in German: Phonological and orthographic effects. Journal of Cognitive Psychology, 27, 531-548. doi:10.1080/20445911.2014.999076
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Würzner, K.-M., & Schroeder, S. (2015). Morphologische und phonologische Repräsentationen in childLex. Spektrum Patholinguistik, 8, 183-200.
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Euler, H. A., Lange, B. P., Schroeder, S., & Neumann, K. (2014). The effectiveness of stuttering treatments in Germany. Journal of Fluency Disorders, 39, 1-11. doi:10.1016/j.jfludis.2014.01.002
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Schroeder, S., & Tiffin-Richards, S. P. (2014). Kognitive Verarbeitung von Leseverständnisitems mit und ohne Text. Zeitschrift für Pädagogische Psychologie, 28, 21-30. doi:10.1024/1010-0652/a000121
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Schroeder, S., & Verrel, J. (2014). Cognitive processing and motor execution in the lexical decision task: A developmental study. Psychonomic Bulletin & Review, 21, 496-504. doi:10.3758/s13423-013-0509-x
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Würzner, K.-M., Heister, J., & Schroeder, S. (2014). Altersgruppeneffekte in childLex. Spektrum Patholinguistik, 7, 123-131.
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Schroeder, S. (2013). Effects of reading skill and CaSe MiXiNg on nonword reading in German. Journal of Research in Reading, 36, 186-201. doi:10.1111/j.1467-9817.2011.01499.x
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Hachfeld, A., Schroeder, S., Anders, Y., Hahn, A., & Kunter, M. (2012). Multikulturelle Überzeugungen: Herkunft oder Überzeugung? Welche Rolle spielen der Migrationshintergrund und multikulturelle Überzeugungen für das Unterrichten von Kindern mit Migrationshintergrund? Zeitschrift für Pädagogische Psychologie, 26, 101-120. doi:10.1024/1010-0652/a000064
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McElvany, N., Schroeder, S., Baumert, J., Schnotz, W., Horz, H., & Ullrich, M. (2012). Cognitively demanding learning materials with texts and instructional pictures: Teachers' diagnostic skills, pedagogical beliefs and motivation. European Journal of Psychology of Education, 27, 403-420. doi:10.1007/s10212-011-0078-1
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Ullrich, M., Schnotz, W., Horz, H., McElvany, N., Schroeder, S., & Baumert, J. (2012). Kognitionspsychologische Aspekte eines Kompetenzmodells zur Text-Bild-Integration. Psychologische Rundschau, 63, 11-17. doi:10.1026/0033-3042/a000105
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