Neueste Veröffentlichungen
- Thoma, D. (2024). Language-dependent emotions in heritage and second language bilinguals: When physiological reactions deviate from feelings. International Journal of Bilingualism, 28, 374–389.
- Thoma, D., Becker, K. und Kißler, A. (2023). Presuppositions are more persuasive than assertions if addressees accommodate them: Experimental evidence for philosophical reasoning. Applied Psycholinguistics, 44, 816–843.
- Thoma, D., Hüsam, J. und Wielscher, K. (2023). Introducing grip force as a nonverbal measure of bilingual feelings. Bilingualism : Language and Cognition, 26, 125–137.
- Hopp, H., Thoma, D., Kieseier, T., Jakisch, J. und Sturm, S. (2022). Early plurilingual foreign language teaching in mixed classrooms: Linguistic and metalinguistic predictors of foreign language development among majority-language and minority-language students in EFL classes. System, 108, 1–14.
- Kieseier, T., Thoma, D., Vogelbacher, M. und Hopp, H. (2022). Differential effects of metalinguistic awareness components in early foreign language acquisition of English vocabulary and grammar. Language Awareness, 31, 495–514.
- Hopp, H., Kieseier, T., Jakisch, J., Sturm, S. und Thoma, D. (2021). Do minority-language and majority-language students benefit from pedagogical translanguaging in early foreign language development? Multilingua, 40, 815–837.
- Hopp, H. und Thoma, D. (2021). Effects of plurilingual teaching on grammatical development in early foreign-language learning. The Modern Language Journal : MLJ, 105, 464–483.
- Thoma, D. und Wechsler, J. (2021). Older and more personal: Stronger links between brand‐name recall and brand‐related autobiographical memories in older consumers. Psychology & Marketing, 38, 1384-1392.
- Hopp, H. und Thoma, D. (2020). Foreign language development during temporary school closures in the 2020 Covid-19 pandemic. Frontiers in Education, 5, 1–4.
- Hopp, H., Jakisch, J., Sturm, S., Becker, C. und Thoma, D. (2019). Integrating multilingualism into the early foreign language classroom: Empirical and teaching perspectives. International Multilingual Research Journal, 31, 1–17.
- Hopp, H., Vogelbacher, M., Kieseier, T. und Thoma, D. (2019). Bilingual advantages in early foreign language learning: Effects of the minority and the majority language. Learning and Instruction, 61, 99–110.
- Thoma, D. und Baum, A. (2019). Reduced language processing automaticity induces weaker emotions in bilinguals regardless of learning context. Emotion, 19, 1023-1034.
- Karst, K., Thoma, D., Derkau, J., Seifried, J. und Münzer, S. (Hrsg.) (2021). Lehrer*innenbildung im Kontext leistungsbezogener Heterogenität und Mehrsprachigkeit von Schüler*innen. Münster ; New York: Waxmann.
- Thoma, D. (2022). Cognitive and linguistic profiles in early foreign language vocabulary and grammar. In Cognition and second language acquisition : studies on pre-school, primary school and secondary school children (S. 162–189). Tübingen: Narr Francke Attempto.
- Thoma, D., Lorette, P. und Krautz, A. E. (2022). Bidirectional language effects: Evidence on the emotionality of bilinguals' autobiographical memories from pupillometry, eye-movements, and self-reports. In Recent advances in second language emotion research (S. 67–94). Cizur Menor: Civitas Aranzadi ;Thomson Reuters.
- Thoma, D. und Ofner, D. (2021). Bedingungsfaktoren für die Entwicklung von Basiskompetenzen für sprachsensibles Unterrichten bei gymnasialen Lehramtsstudierenden. In Lehrer*innenbildung im Kontext leistungsbezogener Heterogenität und Mehrsprachigkeit von Schüler*innen (S. 139–160). Münster ; New York: Waxmann.