University of Bamberg
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Faculty of Human Sciences and Education

Junior Professorship for Educational Psychology

  1.  University of bamberg
  2. Faculties
  3. Human Sciences and Education
  4. Academic Institutes
  5. Psychology
  6. Junior Professorship for Educational Psychology
  7. Team
  8. Assistant Professor Dr. Jan Lenhart
  9. Publications

Publications

For the availability of the publications, please check my profile on Researchgate and GoogleScholar.

Journal articles (peer reviewed)

  • Lenhart, J., & Richter, T. (2024). Media exposure and preschoolers’ social-cognitive development. British Journal of Developmental Psychology, 42(2), 234-256. https://doi.org/10.1111/bjdp.12478
  • Scholz, A., & Lenhart, J. (2023). Masculinity and veganism: The effect of linking vegan dishes with masculinity on men's attitudes towards vegan food. Frontiers in Communication, 8, Article 1244471. https://doi.org/10.3389/fcomm.2023.1244471
  • Lenhart, J., Richter, T., Appel, M., & Mar, R. (2023). Adolescent leisure reading and its longitudinal association with prosocial behavior and social adjustment. Scientific Reports,13, Article 9695. https://doi.org/10.1038/s41598-023-35346-7 (registered report)
  • Lenhart, J., & Lingel, K. (2023). My child lags behind: Parents’ perceptions of children’s needs for language support, their home-literacy practices, and children’s language skills. Early Childhood Research Quarterly, 64, 119-128. https://doi.org/10.1016/j.ecresq.2023.02.008
  • Lenhart, J., & Richter, T., (2022). Does reading a single short story of literary fiction improve social-cognitive skills? Testing the priming hypothesis. Psychology of Aesthetics, Creativity, and the Arts. Advance online publication. https://doi.org/10.1037/aca0000533
  • Schwerin*, J., & Lenhart*, J. (2022). The effects of literariness on social-cognitive skills: Examining narrative engagement, transportation, and identification as moderators. Psychology of Aesthetics, Creativity, and the Arts. Advance online publication. https://doi.org/10.1037/aca0000514(*shared first authorship)
  • Lenhart, J., Dangel, J., & Richter, T. (2022). The relationship between lifetime book reading and empathy in adolescents: Examining transportability as a moderator. Psychology of Aesthetics, Creativity, and the Arts, 16(4), 679–693. https://doi.org/10.1037/aca0000341
  • Tiffin-Richards, S. P., Lenhart, J., & Marx, P. (2022). When do examinees change their initial answers? The influence of task instruction, response confidence, and subjective task difficulty. Learning and Instruction, 82, Article 101654. https://doi.org/10.1016/j.learninstruc.2022.101654
  • Lenhart, J., Suggate, S., & Lenhard, W. (2022). Shared-reading onset and emergent literacy development. Early Education and Development, 33(4), 589-607. https://doi.org/10.1080/10409289.2021.1915651
  • Suggate, S., Lenhart, J., Vaahtoranta, E., & Lenhard, W. (2021). Interactive elaborative story-telling fosters vocabulary in pre-schoolers compared to repeated-reading and phonemic awareness interventions. Cognitive Development,57, Article 100996. https://doi.org/10.1016/j.cogdev.2020.100996
  • Vaahtoranta, E., Suggate, S., Lenhart, J., & Lenhard, W. (2021). Language exposure and phonological short-term memory as predictors of majority language vocabulary and phonological awareness in dual language learning. Bilingualism: Language and Cognition, 24(2), 319-332. https://doi.org/10.1017/S1366728920000541
  • Lenhart, J., Suggate, S., Lenhard, W., & Vaahtoranta, E. (2020). Shared-reading in small groups: Examining the effects of question demand level and placement. Cognitive Development, 55, Article 100914. https://doi.org/10.1016/j.cogdev.2020.100914
  • Seitz*, M., Lenhart*, J., & Rübsam, N. (2020). The effects of gendered information in stories on preschool children’s development of gender stereotypes. British Journal of Developmental Psychology, 38, 363-390. https://doi.org/10.1111/bjdp.12323 (*shared first authorship)
  • Lenhart, J., Lenhard, W., Vaahtoranta, E., & Suggate, S. (2020). More than words: Narrator engagement during storytelling increases children’s word learning, story comprehension, and on-task behavior. Early Childhood Research Quarterly, 51, 338–351. https://doi.org/10.1016/j.ecresq.2019.12.009
  • Vaahtoranta, E., Lenhart, J., Suggate, S., & Lenhard, W. (2019). Interactive elaborative storytelling: Engaging children as storytellers to foster vocabulary. Frontiers in Psychology, 10, Article 1534. https://doi.org/10.3389/fpsyg.2019.01534
  • Lingel, K., Lenhart, J., & Schneider W. (2019). Metacognition in mathematics: Do different metacognitive monitoring measures make a difference? ZDM Mathematics Education, 51(4), 587–600. https://doi.org/10.1007/s11858-019-01062-8
  • Lenhart, J., Marx, P., Segerer, R., & Schneider, W. (2019). Rechtschreibung ohne Schreiben. Messen Fehleridentifikation und Diktat dasselbe? [Spelling without writing: Do error detection tests and dictation tests measure the same competence?] Diagnostica, 65(4), 216–227. https://doi.org/10.1026/0012-1924/a000229
  • Lenhart, J., Lenhard, W., Vaahtoranta, E., & Suggate, S. (2019). The effects of questions during shared-reading: Do demand-level and placement really matter? Early Childhood Research Quarterly, 47, 49-61. https://doi.org/10.1016/j.ecresq.2018.10.006
  • Vaahtoranta, E., Suggate, S., Jachmann, C., Lenhart, J., & Lenhard, W. (2018). Can explaining less be more? Enriching vocabulary through explicit versus elaborative storytelling. First Language, 38(2), 198-217. https://doi.org/10.1177/0142723717737452
  • Lenhart, J., Lenhard, W., Vaahtoranta, E., & Suggate, S. (2018). Incidental vocabulary acquisition from listening to stories: A comparison between read-aloud and free storytelling approaches. Educational Psychology, 38(5),596-616. https://doi.org/10.1080/01443410.2017.1363377

Journal articles (not peer reviewed)

  • Lenhart, J., & Burghardt, L. (2024). Jungen sind so und Mädchen anders!? [Boys are this way and girls are different!?] uni.vers Forschung, Mai 2024, 10-13. [Download]

Books and book chapters

  • Lenhart, J., & Lenhard, W. (accepted). Sprachbezogene Rezeptionsherausforderungen und Inklusionspotenziale von Bildungsmedien aus pädagogisch-psychologischer Perspektive [Language-related reception challenges and inclusion potentials of educational media from an educational-psychological perspective]. In. C. Ott & B. M. Bock (Eds.). Verständlichkeit – Zugänglichkeit – Barrierefreiheit: Sprachbezogene Rezeptionsherausforderungen und Inklusionspotenziale von Bildungsmedien (Reihe Forum Angewandte Linguistik). Peter Lang Verlag.
  • Lenhart, J. (2022). Pädagogische Psychologie [Educational psychology]. In A. Schütz, M. Brand, & S. Steins-Löber (Eds.), Psychologie: Eine Einführung in ihre Grundlagen und Anwendungsfelder (pp. 346-361) (6., überarbeitete Auflage). Kohlhammer.

Psychological tests

  • Segerer, R., Lenhart, J., Marx, P., & Schneider W. (2023). Deutschtest für neunte und zehnte Klassen (DT 9–10) [Test of German Language for ninth and tenth graders]. Hogrefe.
  • Lenhart, J., Segerer, R., Marx, P., & Schneider W. (2020). Fehleridentifikationstest – Rechtschreibung für neunte und zehnte Klassen (R-FIT 9–10) [Error detection test - Spelling for ninth and tenth graders]. Hogrefe.

Theses

  • Lenhart, J. (2020). Learning words from stories: How method of story delivery and questioning styles influence children’s vocabulary learning [Doctoral dissertation; Psychology]. Julius-Maximilians-Universität Würzburg. https://doi.org/10.25972/OPUS-18591
  • Lenhart, J. (2019). Das psychologische Testverfahren im Rahmen der Einschulungsdiagnostik: Eine historische Analyse im Spiegel der Schulfähigkeitsdebatte [Psychological tests of school readiness: An historical analysis within the school readiness debate] [Unpublished bachelor's thesis; Historical Studies]. Julius-Maximilians-Universität Würzburg.
  • Lenhart, J. (2014). Metacognitive monitoring competencies in mathematical problem-solving: Their development and relation to mathematics achievement in early secondary school [Unpublished master's thesis; Psychology]. Julius-Maximilians-Universität Würzburg.
  • Lenhart, J. (2012). Intelligenzstabilität in der Sekundarstufe  [Stability of intelligence in secondary school] [Unpublished bachelor's thesis; Psychology]. Julius-Maximilians-Universität Würzburg.

Papers and posters presented at conferences

  • Schwerin, J., Lenhart, J., & Richter, T. (2024, July 10-13). Paratext matters! Effects of paratextual information on readers’ perception of stories, their story experiences, and their spontaneous use of mental state words for story summaries. In K. Nation (Chair), Emotions and reading [Symposium]. Society for the Scientific Study of Reading (SSSR) 31st Annual Conference, Copenhagen, Denmark.
  • Ratka-Pauler, A., & Lenhart, J. (2024, July 10-12). Parental assessment of children's socio-emotional and language competences [Paper presentation]. EARLI SIG 5 & SIG 28 Conference, Warsaw, Poland.
  • Lenhart, J. (2024, July 10-12). Discussant of the symposium "A new era of reading. The effects of digital and olfactory storybooks in ECEC". In A.-K. Cordes (Chair), A new era of reading. The effects of digital and olfactory storybooks in ECEC [Symposium]. EARLI SIG 5 & SIG 28 Conference, Warsaw, Poland.
  • Lenhart, J. (2024, July 10-12). Discussant of the symposium "Fostering children's social-cognitive and emotional competences". In J. Lenhart (Chair), Fostering children's social-cognitive and emotional competences [Symposium]. EARLI SIG 5 & SIG 28 Conference, Warsaw, Poland.
  • Lenhart, J., Leppert, A., & Maechler, M. (2024, July 10-12). Effects of a story intervention on preschoolers' theory of mind. In J. Lenhart (Chair), Fostering children's social-cognitive and emotional competences [Symposium]. EARLI SIG 5 & SIG 28 Conference, Warsaw, Poland.
  • Schwerin, J., Lenhart, J., & Richter, T. (2023, September 26-28). The influence of paratext on readers’ perception of stories and narrative experiences[Poster presentation]. IGEL Conference 2023, Monopoli, Italy.
  • Lenhart, J., & Jeger, F. (2023, September 18-20). Der Einfluss geschlechtersensibler Sprache auf die Geschlechtsassoziation von Berufen und die berufliche Selbstwirksamkeit von Grundschulkindern [The effects of gender-fair language on primary school children's gender associations of occupations and their occupational self-efficacy] [Poster presentation]. "Fachgruppe Pädagogische Psychologie" (PAEPS) 19. Congress, Kiel, Germany.
  • Marx, P., Tiffin-Richards, S., & Lenhart, J. (2023, September 18-20). Fehlerdetektion und Fehlerkorrektur von Grundschulkindern beim Diktat [Primary school children's error detection and correction in a dictation task] [Poster presentation]. "Fachgruppe Pädagogische Psychologie" (PAEPS) 19. Congress, Kiel, Germany.
  • Schwerin, J., & Lenhart, J. (2023, September 18-20). Du bist, was du liest? – Der Zusammenhang von Genre und sozial-kognitiven Fähigkeiten [You are what you read? - The relationship between genre and social-cognitive skills] [Poster presentation]. "Fachgruppe Pädagogische Psychologie" (PAEPS) 19. Congress, Kiel, Germany.
  • Tiffin-Richards, S., Lenhart, J., & Marx, P. (2023, September 18-20). When and why do examinees change their initial answers on exams? How the metacognitive perception of confidence guides answer-changing behaviour [Paper presentation]. "Fachgruppe Pädagogische Psychologie" (PAEPS) 19. Congress, Kiel, Germany.
  • Lenhart, J., & Lingel, K. (2023, February 28 - March 2). Hilfe – unser Kind hinkt hinterher!? Der Zusammenhang zwischen elterlicher Wahrnehmung des Sprachförderbedarfs, ihren Home-Literacy Aktivitäten, und den sprachlichen Fähigkeiten der Kinder [Help - Our child lags behind!? The relationship between parents’ perceptions of children’s needs for language support, their home-literacy practices, and children’s language skills] [Paper presentation]. "Gesellschaft für Empirische Bildungsforschung" (GEBF) 10th Congress, Essen, Germany.
  • Lenhart, J. (2022, September 10-15). Fördert narrative Fiktion sozial-kognitive Fähigkeiten? Ein naturalistisches Onlineexperiment [Does narrative fiction improve social-cognitive skills? A naturalistic web-based experiment] [Poster presentation]. "Deutsche Gesellschaft für Psychologie" (DGPs) 52th Congress, Hildesheim, Germany.
  • Schwerin, J., & Lenhart, J. (2022, September 10-15). Verbessert das Lesen literarischer Kurzgeschichten sozial-kognitive Fähigkeiten? [Does reading literary short stories improve social-cognitive skills?] [Poster presentation]. "Deutsche Gesellschaft für Psychologie" (DGPs) 52th Congress, Hildesheim, Germany.
  • Lenhart, J. (2022, July 14-16). Does viewing fictional TV series improve theory of mind and empathy? [Paper presentation]. IGEL Conference 2022, Orlando, United States of America (online).
  • Lenhart, J. (2022, July 12-14). Do counter-stereotypic stories influence preschool children's gender stereotypes and behavioral intentions? [Paper presentation]. EARLI SIG5 2022 Conference, Utrecht, Netherlands.
  • Lenhart, J., & Stammel, E. (2021, September 14-16). Geschichten und sozial-kognitive Fähigkeiten: Gibt es einen Priming-Effekt? [Stories and social-cognitive skills: Is there a priming effect?]. In J. Lenhart (Chair), Der Einfluss von Geschichten auf soziale Kognition und emotionales Erleben [Symposium]. "Fachgruppe Pädagogische Psychologie" (PAEPSY) Congress, Heidelberg, Germany (online).
  • Schwerin, J., & Lenhart, J. (2021, September 14-16). Literarische versus populäre Kurzgeschichten: Wahrnehmung, narrative Wirkung und Einfluss auf sozio-kognitive Fähigkeiten [Literary versus popular short stories: Perception, narrative effect, and influence on social-cognitive skills]. In J. Lenhart (Chair), Der Einfluss von Geschichten auf soziale Kognition und emotionales Erleben[Symposium]. "Fachgruppe Pädagogische Psychologie" (PAEPSY) Congress, Heidelberg, Germany (online).
  • Lenhart, J., Lenhard, W., Vaahtoranta, E., & Suggate, S. (2019, September 9-12). Erzählen versus Vorlesen: Der Einfluss der Sprachkomplexität und des Erzählerverhaltens auf kindliches Verhalten, Wortlernen und Geschichtenverständnis [Storytelling versus reading-aloud: The influence of language complexity and narrator behavior on children's behavior, word learning, and story comprehension] [Paper presentation]. "Fachgruppen Entwicklungspsychologie und Pädagogische Psychologie" (PAEPSY) Congress, Leipzig, Germany.
  • Vaahtoranta, E., Suggate, S., Lenhart, J., & Lenhard,  W. (2019, June 23-28). Predictors of dual language learning : L2 exposure predicts vocabulary and morphology but not phonological awareness [Paper presentation]. 12th International Symposium on Bilingualism (ISB 12), Edmonton, Alberta, Canada.
  • Lenhart, J., Lenhard, W., Vaahtoranta, E., & Suggate, S. (2018, September 15-20). Erzieherinnen und Kinderpflegerinnen als Diagnostiker: Welche Rolle spielt der Migrationshintergrund von Kindergartenkindern für die Genauigkeit der Einschätzung ihrer sprachlichen Leistungen? [Kindergarten teachers as diagnosticians: Does preschool children's migrational background influence kindergarten teacher's judgment accuracy of their verbal abilities?] [Paper presentation]. "Deutsche Gesellschaft für Psychologie" (DGPs) 51st Congress, Frankfurt am Main, Germany.
  • Rübsam, N., Seitz, M., & Lenhart, J. (2018, September 15-20). Entwicklung eines Geschlechtsstereotyp-Fragebogen [Development of a genderstereotype questionnaire]  [Poster presentation]. "Deutsche Gesellschaft für Psychologie" (DGPs) 51st Congress, Frankfurt am Main, Germany.
  • Seitz, M., Rübsam, N., & Lenhart, J. (2018, September 15-20). Von mutigen Jungen und ängstlichen Mädchen: Reicht ein geschlechtsspezifischer Kontext in Kindergeschichten, um neue geschlechtsspezifische Assoziationen zu erwerben? [Brave Boys and Fearful Girls: Is a gender-specific context in children's stories enough to acquire new gender associations?]  [Poster presentation]. "Deutsche Gesellschaft für Psychologie" (DGPs) 51st Congress, Frankfurt am Main, Germany.
  • Vaahtoranta, E., Suggate, S., Lenhart, J., & Lenhard, W (2018, September 15-20). Prädiktoren frühen kindlichen Zweitspracherwerbs – Die Rolle der Spracherfahrung und des phonologischen Arbeitsgedächtnisses für den Wortschatzerwerb [Predictors of Early Dual Language Learning  – The Role of Language Experience and Phonological Working Memory for Vocabulary Development]  [Paper presentation]. "Deutsche Gesellschaft für Psychologie" (DGPs) 51st Congress, Frankfurt am Main, Germany.
  • Lenhart, J., Lingel, K., Lenhard, W., Vaahtoranta, E., & Suggate, S. (2018, July 18-21). More than words: Narrator engagement during storytelling increases children’s word learning and on-task behaviour [Paper presentation]. Society for the Scientific Study of Reading (SSSR) 25th Annual Conference, Brighton, UK.
  • Segerer, R., Lenhart, J., Marx, P., & Schneider, W. (2018, July 17-19). "I know that I know Nothing." – The Effects of "I don’t know"-Formula Scoring in Multiple-Choice Tests of Text Comprehension [Poster presentation]. Society for Text & Discourse (ST&D) 28th Annual Meeting, Brighton, UK.
  • Vaahtoranta, E., Lenhart, J., Suggate, S., & Lenhard, W. (2018, June 25-26). Predictors of dual language learning  – The role of language experience and phonological working memory [Paper presentation]. Child Language Symposium (CLS), Reading, UK.
  • Dangel, J., & Lenhart, J. (2017, September 11-14). Entwicklung einer Autoren- und Buchtitelcheckliste für die neunte und zehnte Jahrgangsstufe [Development of an author- and title-recognition-test for Grades 9 and 10] [Poster presentation]. "Fachgruppen Entwicklungspsychologie und Pädagogische Psychologie" (PAEPSY) Congress, Münster, Germany.
  • Lenhart, J., Lenhard, W., Vaahtoranta, E., & Suggate, S. (2017, September 11-14). Wortschatzerwerb durch Vorlesen: Welche Rolle spielen die Platzierung und das Anspruchsniveau von Fragen? [Learning words from books: The effects of placement and demand level of questions] [Paper presentation]. "Fachgruppen Entwicklungspsychologie und Pädagogische Psychologie" (PAEPSY) Congress, Münster, Germany.
  • Lenhart, J., Segerer, R., Marx, P., & Schneider W. (2017, September 11-14). Rechtschreibung ohne Schreiben: Eignet sich ein Fehleridentifikationstest als ökonomische Alternative zum Diktat? [Spelling without writing: Can we use a proofreading task instead of a dictation task?]  [Paper presentation]. "Fachgruppen Entwicklungspsychologie und Pädagogische Psychologie" (PAEPSY) Congress, Münster, Germany.
  • Vaahtoranta, E., Lenhart, J., Suggate, S., & Lenhard, W. (2017, September 11-14). Elaborative interactive storytelling: Eine randomisierte, kontrollierte Sprachförderstudie im Kindergarten [Elaborative interactive storytelling: A randomized, controlled experiment regarding language acquisition in kindergarten]  [Paper presentation]. "Fachgruppen Entwicklungspsychologie und Pädagogische Psychologie" (PAEPSY) Congress, Münster, Germany.
  • Lenhart, J., Lenhard, W., Vaahtoranta, E., & Suggate, S. (2016, September 18-22). Wortschatzerwerb durch Vorlesen im Kindergarten: Effekte der Platzierung und der Schwierigkeit von Fragen [Learning words from stories: Effects of placement and demand level of questions] [Poster presentation]. "Deutsche Gesellschaft für Psychologie" (DGPs) 50th Congress, Leipzig, Germany.
  • Vaahtoranta, E., Suggate, S., Lenhart, J., & Lenhard, W. (2016, September 18-22). Sprachförderung durch Märchenerzählungen im Kindergarten: Ein randomisiertes Experiment [Fostering language development through fairy tales: A randomized experiment]  [Paper presentation]. "Deutsche Gesellschaft für Psychologie" (DGPs) 50th Congress, Leipzig, Germany.

Invited lectures

  • Lenhart, J. (2023, February 16). Just a story? Erwerb und Beeinflussung von Geschlechterstereotypen, geschlechtsbezogenen Intentionen und Verhalten durch Geschichten [Just a story? Effects of stories on gender stereotypes, gender-associated intentions and behavior] [Lecture]. Themennachmittag "Genderforschung in unterschiedlichen Disziplinen" der Juniorprofessur für Pädagogische Psychologie der Universität Bamberg, Bamberg, Germany.
  • Lenhart, J. (2023, February 10). Geschlechtersensible Sprache im Bildungsbereich: Was wissen wir und was wir (noch) nicht? [Genderfair language in educational contexts: What do we know and what don't we know (yet)?] [Lecture]. Forschungsseminar der Bamberg Graduate School of Teacher Education (BaGraTEd), Bamberg, Germany.
  • Lenhart, J. (2022, December 12). Die Genderdebatte - Eine Chance für die Pädagogische Psychologie? [The gender debate - An opportunity for educational psychology?] [Inaugural lecture]. Universität Bamberg, Bamberg, Germany.
  • Lenhart, J. (2021, December 10). Kinder- und Jugendbücher als kultureller und sozialer Lernkontext [Child and youth literature as context for cultural and social learning] [Lecture]. KulturPLUS-Thementag "Kinder- und Jugendliteratur für Schule und Unterricht" der Universität Bamberg, Bamberg, Germany.
  • Lenhart, J. (2021, July 8-9). The influence of stories on children’s vocabulary development [Hot-topic session]. Würzburg Summer School “How stories affect our lives: The psychology of narrative impact”, Würzburg, Germany (online).

Workshops

  • Lenhart, J. (2024, June 8). Sprachdiagnostik und Sprachförderung im vorschulischen Bereich [Language assessment and language intervention in preschool]. [Workshop]. Fachtag der Regionalgruppe Bayern des Fachverbands für integrative Lerntherapie, Nürnberg, Germany.
  • Riedlinger, S., & Lenhart, J. (2024, April 12-14). Kommunikations- und Lösungsstrategien für die Interaktion mit klugen Kindern (KLIKK) [Strategies for communication and problem solving with gifted children] [Workshop for parents]. Begabungspsychologische Beratungsstelle der Universität Würzburg, Würzburg, Germany.
  • Riedlinger, S., & Lenhart, J. (2023, February 10-12). Kommunikations- und Lösungsstrategien für die Interaktion mit klugen Kindern (KLIKK) [Strategies for communication and problem solving with gifted children] [Workshop for parents]. Begabungspsychologische Beratungsstelle der Universität Würzburg, Würzburg, Germany.
  • Riedlinger, S., & Lenhart, J. (2022, May 27-29). Kommunikations- und Lösungsstrategien für die Interaktion mit klugen Kindern (KLIKK) [Strategies for communication and problem solving with gifted children] [Workshop for parents]. Begabungspsychologische Beratungsstelle der Universität Würzburg, Würzburg, Germany.
  • Drechsel, B., & Lenhart, J. (2021, October 20). Lernberatung in der Schule: Über Unterricht ins Gespräch kommen [Learn coaching in school: Talk about teaching] [Workshop]. 15. Bamberger Schulleitungssymposium, Bamberg, Germany.