Dr. Babett Voigt
Faculty of Psychology
Clinical Child and Adolescent Psychology
Bochumer Fenster 3/ 10
Tel: +49 234 / 32 28537
Fax: +49 234 / 32 14435
Postdoctoral Researcher
EDUCATION AND ACADEMIC DEGREES
|
Dr. phil. in Psychology Heidelberg University (Germany) Advisors: Prof. S. Pauen, Prof. J. Pietz, PD Dr. G. Reuner |
|
Diplom in Psychology Friedrich-Schiller University of Jena (Germany) Advisors: Dr. T. Schubert, Dr. T. Kessler |
PROFESSIONAL EXPERIENCES
|
Associated Post-Doc at the Research Training Group 2185 'Situated Cognition - New Concepts in Investigating Core Mental Phenomena' |
|
now Research
Associate, Ruhr-Universität Bochum, (AE Clinical Child- und Adolescent Psychology) |
|
Research Associate,
Heidelberg University & University Hospital (Department of Developmental and Biological Psychology/ Clinic for Anaesthesiology) |
|
Research Associate,
University of Genf (Switzerland) (Chair for Cognitive Aging, Section Childhood Research) |
|
Research Associate,
TU-Dresden (Department for Developmental Psychology, Section Childhood Research) |
|
Research Associate,
University Hospital Heidelberg (Clinic for Child and Adolescent Medicine, Section Neurological Pediatrics) |
|
PhD Student,
Heidelberg University & University Hospital (Department of Developmental and Biological Psychology/ Clinic for Child and Adolescent Medicine) |
|
'Methods of Infant and
Early Childhood Research' (B.Sc. level, University of Bochum) Empirical Project Seminar in Childhood Research I (B.Sc. level, University of Bochum) Empirical Project Seminar in Childhood Research II (B.Sc. level, University of Bochum) Empirical Project Seminar in Childhood Research (M.Sc. level, University of Bochum) |
|
'Methods for Measuring
Facets of Self-Regulation in Infancy and Early Childhood' (M.Sc. level,
University of Bochum) Empirical Project Seminar in Childhood Research I (M.Sc. level, University of Bochum) Empirical Project Seminar in Childhood Research II (M.Sc. level, University of Bochum) |
|
'Stress in Early
Childhood' (B.Sc. level, University of Bochum) Empirical Project Seminar in Childhood Research (M.Sc. level, University of Bochum) Empirical Project Seminar in Childhood Research (B.Sc. level, University of Bochum) |
|
Empirical Project
Seminar in Childhood Research (M.Sc. level, University of Bochum) Empirical Project Seminar in Childhood Research (B.Sc. level, University of Bochum) |
|
'The development of
imagination' (M.Sc. level, Heidelberg University) Empirical Project Seminar in Childhood Research (M.Sc. level, Heidelberg University) |
|
'Facets of human
self-regulation – an integrative perspective' (M.Sc. level, Heidelberg
University) Empirical Project Seminar in Childhood Research (M.Sc. level, Heidelberg University) 'The development of episodic foresight – ontogenetic and phylogenic Aspects' (M.Sc. level, Heidelberg University) |
|
'Stress in early
childhood and its consequences for development (M.Sc. level, Heidelberg
University) 'Critical Reading of Scientific Research Papers' (B.Sc. level, Heidelberg University) |
|
'Prematurity as risk
factor for cognitive development" & "Methods of infancy research' (Several lectures given in the context of the advanced education of the Center for Pediatric and Adolescent Medicine at the University Hospital Heidelberg) |
|
'Doctor-Patient
communication' (Course on clinical negotiation in the context of HeiCuMed, a structured education program for medical students at the University Hospital Heidelberg) |
|
'Development and
diagnostics in early childhood' (Education seminars about the development in early childhood in the context of QUASI, an Initiative for Quality assurance and quality development for nursery school teachers at the University for Education Heidelberg) |
|
Individual Research Grant of the Deutsche Forschungsgemeinschaft
(DFG, 241.962 €) "How Episodic Foresight Develops: The Role of Executive Functions and Motivation" (VO 2325/2-1) |
Publications
Voigt, B., Pauen, S., Bechtel-Kuehne, S. (2019). Getting
the mouse out of the box: Tool innovation in preschoolers. Journal of
Experimental Child Psychology, 184, 65-81.
Ballhausen, N., Mahy, C. E., Hering, A., Voigt, B.,
Schnitzspahn, K. M., Lagner, P., . . . Kliegel, M. (2017). Children's
planning performance in the Zoo Map task (BADS-C): Is it driven by general
cognitive ability, executive functioning, or prospection? Applied
Neuropsychology: Child, 6, 138-144.doi: 10.1080/21622965.2015.1124276.
Mahy, C.E.V., Voigt, B., Ballhausen, N., Schnitzspahn, K.,
Ellis, J. & Kliegel, M. (2015). The impact of
cognitive control on children's goal monitoring in a time-based prospective
memory task. Child Neuropsychology, 21(6),
823-39. doi:
10.1080/09297049.2014.967202.
Voigt, B., Mahy, C.E.V., Ellis, J.,
Schnitzspahn, K., Krause, I., Altgassen, M., & Kliegel, M. (2014).
The development of time-based prospective memory in
childhood: The role of working memory updating.
Developmental Psychology, 50(10), 2393-2404.
Bäumler, D., Voigt, B., Miller, R., Stadler, T.,
Kirschbaum,C., & Kliegel, M. (2014). The relation
of the cortisol awakening response and prospective memory functioning in
young children. Biological Psychology, 99(5), 41-46.
Schnitzspahn, K.M., Thorley, C., Phillips, L.,
Voigt, B., Threadgold, E., Hammond, E.R., Mustafa, B, & Kliegel, M.
(2014). Mood effects time-based prospective memory in young but not older
adults: The mediating role of attentional control.
Psychology & Aging, 29(2), 264-270.
Voigt, B., Brandl, A., Pietz, J., Pauen, S.,
Kliegel, M., Pöschl, J., & Reuner, G. (2014).
Associations between neonatal distress and effortful control in preterm born
toddlers: Does parenting stress act as a moderator? International Journal
of Developmental Disabilities, 60(3), 122-131.
Kretschmer, A., Voigt, B., Friedrich, S.,
Pfeiffer, K., & Kliegel, M. (2014). Time-based prospective memory in young
children - Exploring executive functions as a developmental mechanism.
Child Neuropsychology, 20(6), 662-667.
Kliegel, M., Mahy, C. E. V.,
Voigt, B., Henry, J. D., Rendell, P. G., & Aberle, I. (2013).
The development of prospective memory in young school
children: The impact of ongoing task absorption, cue salience, and cue
centrality. Journal of Experimental Child Psychology, 116(4),
792-810.
Voigt, B.,
Brandl, A., Pietz, J., Pauen, S., Kliegel, M., & Reuner, G. (2013). Negative
reactivity in toddlers born prematurely: Indirect and moderated pathways
considering self-regulation, neonatal distress and parenting stress.
Infant Behavior and Development, 36, 124-138.
Voigt, B., Pietz, J.,
Pauen, S., Kliegel, M., & Reuner, G. (2012). Cognitive development in very
vs. moderately to late preterm and full-term children: Can effortful control
account for group differences in toddlerhood? Early Human
Development, 88(5),
307-313.
Voigt, B., Aberle,
I., Schönfeld, J., & Kliegel, M. (2011). Time-based prospective memory in
school-children - The role of self-initiation and strategic time-monitoring.
Journal of Psychology, 219, 92-99.