Dr. Babett Voigt

Portrait

Faculty of Psychology
Clinical Child and Adolescent Psychology
Bochumer Fenster 3/ 10

Tel:  +49 234 / 32 28537
Fax: +49 234 / 32 14435



babett.voigt@ruhr-uni-bochum.de


 

 

Position


Postdoctoral Researcher

 

Curriculum Vitae
 

EDUCATION AND ACADEMIC DEGREES
 

  • 03/ 2012
  • Dr. phil. in Psychology
    Heidelberg University (Germany)
    Advisors: Prof. S. Pauen, Prof. J. Pietz, PD Dr. G. Reuner
  • 03/ 2007
  • Diplom in Psychology
    Friedrich-Schiller University of Jena (Germany)
    Advisors: Dr. T. Schubert, Dr. T. Kessler


    PROFESSIONAL EXPERIENCES
  • Since 08/ 2017
  • Associated Post-Doc at the Research Training Group 2185 'Situated Cognition - New Concepts in Investigating Core Mental Phenomena'
  • Since 12/ 2015
  • now Research Associate, Ruhr-Universität Bochum,
    (AE Clinical Child- und Adolescent Psychology)
  • 02/2014 -11/2015
  • Research Associate, Heidelberg University & University Hospital
    (Department of Developmental and Biological Psychology/ Clinic for Anaesthesiology)
  • 01/2012-01/2013
  • Research Associate, University of Genf (Switzerland)
    (Chair for Cognitive Aging, Section Childhood Research)
  • 09/ 2010 - 12/ 2011
  • Research Associate, TU-Dresden
    (Department for Developmental Psychology, Section Childhood Research)
  • 04/ 2008 - 09/ 2009
  • Research Associate, University Hospital Heidelberg
    (Clinic for Child and Adolescent Medicine, Section Neurological Pediatrics)
  • 05/ 2007- 08/ 2010
  • PhD Student, Heidelberg University & University Hospital
    (Department of Developmental and Biological Psychology/ Clinic for Child and Adolescent Medicine)
       


     TEACHING Zum Seitenanfang
     

  • Winter 2017/ 18
  • '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)
  • Summer 2017
  • '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)
  • Winter 2016/17
  • '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)
  • Summer 2016
  • Empirical Project Seminar in Childhood Research (M.Sc. level, University of Bochum)
    Empirical Project Seminar in Childhood Research (B.Sc. level, University of Bochum)
  • Summer 2015
  • 'The development of imagination' (M.Sc. level, Heidelberg University)
    Empirical Project Seminar in Childhood Research (M.Sc. level, Heidelberg University)
  • Winter 2014/15
  • '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)
  • Summer 2014
  • '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)
  • 2008 - 2010
  • '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)
  • 2008 - 2009
  • 'Doctor-Patient communication'
    (Course on clinical negotiation in the context of HeiCuMed, a structured education program for medical students at the University Hospital Heidelberg)
  • 2008
  • '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)

     

    Publications Zum Seitenanfang

    Voigt, B. (2017). Organizing Facets of Self-Regulation: Goals, Process Phases, Obstacles and Mechanisms. Journal of Self-Regulation and Regulation, 3, 77-108. http://dx.doi.org/10.11588/josar.2017.0.40137
    .

     
    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.

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