Saalbach, Henrik, Dr.

Current Research

Learning through Comparison

Bilingualism and knowledge representation

Language and Knowledge Representation

Curriculum Vitae

Education

Professional Experience

Areas of Interest

- Language and Cognitive Development
- Learning and Instruction
- Conceptual Change
- Bilingualism and Learning
- Development of Mathematical Cognition
- Cross-cultural research
- Brain and Learning

Grants/Stipends/Fellowships/Awards

Teaching

ETH Zürich (from 2007):
- Recent Research on Learning and Instruction (Aktuelle Ergebnisse aus der Lehr- und Lernforschung)
- Support and Diagnosis of Knowledge Acquisition Processes (Diagnose und Unterstützung von Wissenserwerbsprozessen)
- Coping with Psychosocial Demands of Teaching (Bewältigung psychosozialer Anforderungen im Lehrberuf)
- Empirical Thesis on Learning and Instruction

University of Teacher Education Central Switzerland (from 2008):
- Early Science Learning and Teaching (Fachdidaktik MU: "Phänomene erfahren und verstehen")
- Support and Diagnosis of Learning Processes (Lernprozesse erfassen und begleiten)

University of Zurich
- Psychology of Learning and Instruction

Humboldt University Berlin
- Cognitive Developmental Psychology in Early Childhood

Reviewing

Journals

Cognition
Cognitive Science
Journal of Experimental Psychology: Language, Memory, and Cognition
Journal of Psycholinguistic Research
Journal of Experimental ChildPsychology
Language and Cognitive Processes
Memory and Cognition
Neuroscience
Psychologie in Erziehung und Unterricht
Unterrichtswissenschaften
Zeitschrift für Entwicklungspsychologie und Pädagogische Psychologie

Organisations & Institutions

Cognitive Science Society
Bundesministerium für Bildung und Forschung (Lehr-Lern-Forschung und Neurowissenschaften: Erwartungen, Befunde und Forschungsperspektiven)
Deutscher Akademischer Austauschdienst (DAAD)
European Association for Research on Learning and Instruction (EARLI)
Science Lab

Publications

Journals

Saalbach, H., Eckstein, D., Andri, N., Hobi, R., & Grabner, R.H. (in press). When language of instruction and language of application differ: Cognitive costs of bilingual mathematics learning. Learning and Instruction.

Saalbach, H. (2012). Let’s finnish schooling. Science, 336(6087), 1381-1382. doi: 10.1126/science.1222314

Grabner, R.H., Saalbach, H. & Eckstein, D. (2012). Language switching costs in bilingual mathematics learning. Mind, Brain and Education, 6(3), 147-155. doi: 10.1111/j.1751-228X.2012.01150.x

Saalbach, H., Imai, M., & Schalk, L. (2012). Grammatical gender and inferences about biological properties in German-speaking children. Cognitive Science, 36(7), 1251-1267. doi: 10.1111/j.1551-6709.2012.01251.x

Saalbach, H. & Imai, M. (2012). The Relation between Linguistic Categories and Cognition: The Case of Numeral Classifiers. Language and Cognitive Processes, , 27 (3), 381-428.

Saalbach, H. & Schalk, L. (2011). Preschoolers’ novel noun extensions: Shape in spite of knowing better. Frontiers in Psychology, 2. doi: 10.3389/fpsyg.2011.00317. [pdf]

Kempert, S., Saalbach, H., Hardy, I. (2011). Cognitive benefits and costs of bilingualism in elementary school students: The case of mathematical word problems. Journal of Educational Psychology, 103(3), 547-561.

Zhang, Y., Jiang, X., Saalbach, H., & Zhou, X. (2011). Multiple constraints on semantic integration in a hierarchical structure: ERP Evidence from German. Brain Research, 1410, 89-100.

Schalk, L., Saalbach, H., & Stern, E. (2011). Designing learning materials to foster transfer of principles. In L. Carlson, C. Hölscher, & T. Shipley (Eds.), Proceedings of the 33rd Annual Conference of the Cognitive Science Society (pp. 300-305). Austin, TX: Cognitive Science Society.

Saalbach, H. & Leuchter, M. (2011). Naturwissenschaftliches Lernen in der Eingangsstufe: Voraussetzungen und Möglichkeiten der Unterstützung. MNU Primar, 3/2, 44-48.

Saji, N., Imai, M., Saalbach, H., Zhang, Y., Shu, H., & Okada, H. (2011). Word learning does not end at fast-mapping: Evolution of verb meanings through reorganization of an entire semantic domain. Cognition, 18, 48-64.

Imai, M., Saalbach, H., & Stern, E. (2010). Are Chinese and German children taxonomic, thematic or shape biased?: Influence of classifiers and cultural contexts. Frontiers in Cultural Psychology, 1, 194, 1-10.

Imai, M., Schalk; L., Saalbach, H., & Okada, H. (2010). Influence of grammatical gender on deductive reasoning about sex-specific properties of animals. In R. Catrambone & S. Ohlsson (Eds.), Proceedings of the 32nd Annual Conference of the Cognitive Science Society, 1160-1165.

Saji, N., Saalbach, H., Imai, M., Zhang, Y., Shu, H., and Okada, H. (2008). Learning verbs as a system. Proceedings of the 29th Annual Conference of the Cognitive Science Society.

Saalbach, H., & Imai, M. (2007). The scope of linguistic influence: Does a classifier system alter object concepts? Journal of Experimental Psychology: General, 136 (3), 485-501.

Saalbach, H., & Imai, M. (2006). Categorization, Label Extension, and Inductive Reasoning in Chinese and German Preschoolers: Influence of a Classifier System and Universal Cognitive Constraints. Proceedings of the 27th Annual Conference of the Cognitive Science Society.

Saalbach, H., & Imai, M. (2005). Do Classifier Categories Structure our Concepts? In B. G. Bara, L. Barsalou & M. Bucciarelli (Eds.), Proceedings of the 26th Annual Conference of the Cognitive Science Society

Saalbach, H., & Stern, E. (2004). Differences between Chinese morphosyllabic and German alphabetic readers in the Stroop interference effect. Psychonomic Bulletin & Review, 11(4), 709-715. [pdf]

Keller, M., Lourenço, O., Malti, T., & Saalbach, H. (2003). The multifaceted phenomenon of '"happy victimizers": A cross-cultural comparison of moral emotions. British Journal of Developmental Psychology, 21, 1-18.

Chapters

Schramm, K., Hardy, I., Saalbach, H. & Gadow, A. (im Druck). Wissenschaftliches Begründen im Sachunterricht. Zur interdisziplinären Triangulation diskursanalytischer Verfahren.

Saalbach, H., Grabner, R., & Stern, E. (im Druck). Lernen als kritischer Mechanismus geistiger Entwicklung: Kognitionspsychologische und neurowissenschaftliche Grundlagen frühkindlicher Bildung.

Saalbach, H. & Kempert, S. (2012). Bilingualism and Learning. In N. Seel (Ed.): Encyclopedia of the Sciences of Learning (pp. 454-457). Berlin: Springer.

Saalbach, H. & Schalk, L. (2011). Fragen stellen hilft: Die Aktivierung von Vorwissen fördert die Nutzung kategorialer Beziehungen in Wortlernaufgaben bei jungen Kindern. In F. Vogt, M. Leuchter, A. Tettenborn, E. Wannack, U. Hottinger & M. Jäger (Hrsg.): Entwicklung und Lernen junger Kinder. Münster: Waxmann.

Leuchter, M., Saalbach, H. & Hardy, I. (2011). Förderung des konzeptuellen Verständnisses für Schwimmen und Sinken durch strukturierte Lernumgebungen. In F. Vogt, M. Leuchter, A. Tettenborn, E. Wannack, U. Hottinger & M. Jäger (Hrsg.): Entwicklung und Lernen junger Kinder. Münster: Waxmann.

Saalbach, H.; Leuchter, M., & Stern, E. (2010). Entwicklungspsychologische Perspektive auf den Unterricht der Schuleingangsstufe. In M. Leuchter (Hrsg.): Unterricht in der Schuleingangsstufe: Bildungsziele, didaktische Grundlagen und Umsetzungen. Zug: Klett und Balmer Verlag.

Leuchter, M.; Saalbach, H., & Hardy, I. (2010). Die Gestaltung von Aufgaben in der Eingangsstufe. In M. Leuchter (Hrsg.): Unterricht in der Schuleingangsstufe: Bildungsziele, didaktische Grundlagen und Umsetzungen. Zug: Klett und Balmer Verlag.

Imai, M., & Saalbach, H. (2010). Categories in mind and categories in language: Do classifier categories influence conceptual structures? In B. Malt & P. Wolff (Ed.): Words and the mind: How words capture human experience. New York: Oxford Press.

Stern, E., Grabner, R., & Schumacher, R. (2005). Lehr-Lern-Forschung und Neuwissen¬schaften: Erwartungen, Befunde und Forschungsperspektiven. Reihe Bildungsreform Band 13. Bundesministerium für Bildung und Forschung (BMBF).

Conference Presentations

Saalbach, H., Grabner, R.H., Eckstein, D. (2012). Kognitive Kosten im bilingualen Mathematikunterricht: Ergebnisse einer Schulstudie und einer fMRT-Studie. Vortrag im Symposium "Aktuelle Trends in der neurowissenschaftlichen Lehr- und Lernforschung" an der 10. Tagung der Österreichischen Gesellschaft für Psychologie in Graz, Österreich.

Saalbach, H. (2012). Naturwissenschaftliches Lernen in der Eingangsstufe. Eingeladener Vortrag am 3. Innovationstag “naturwissenschaftlich-technischer Unterricht” (SWiSE). Bern, Schweiz.

Saalbach, H. (2012). Supporting teachers in becoming adaptive experts: Teacher education at ETH Zürich. Invited speech at the 1st Workshop for Agents for Bridging Learning Research and Educational Practice (ABLE 2012). Tokyo, Japan.

Leuchter, M. and H. Saalbach (2011). Science teaching in pre- and primary school: The role of situational domain-specific knowledge. Paper presented at the 14th Biennial Conference of the European Association for Research on Learning and Instruction (EARLI). Exeter, England.

Leuchter, M. and H. Saalbach (2011). Teachers’ scaffolding competencies in science in pre- and primary school. Paper presented at the 14th Biennial Conference of the European Association for Research on Learning and Instruction (EARLI). Exeter, England.

Saalbach, H. (2011). Supporting teachers in becoming adaptive experts: The teacher education program at ETH Zurich. Paper presented at the 14th Biennial Conference of the European Association for Research on Learning and Instruction (EARLI). Exeter, England.

Schalk, L. and H. Saalbach (2011). Designing learning material to foster transfer: Which route to take? Paper presented at the 14th Biennial Conference of the European Association for Research on Learning and Instruction (EARLI). Exeter, England.

Saalbach, H., Grabner, R.H. & Eckstein, D. (2011).Kognitive Kosten im bilingualen Mathematikunterricht: Eine fMRT-Studie. Vortrag auf der PUG-Tagung in Heidelberg, Deutschland.

Kempert, S, Saalbach, H., & Hardy, I. (2011). Kosten und Nutzen von Mehrsprachigkeit beim Mathematiklernen. Vortrag auf der AEPF-Tagung in Bamberg, Deutschland.

Grabner, R.H., Saalbach, H. & Eckstein, D. (2010). Language switching costs in bilingual mathematics learning. Poster presented at the 6th Annual meeting of the Clinical Neuroscience Bern in Bern, Switzerland.

Grabner, R.H., Saalbach, H. & Eckstein, D. (2010). Neuronale Grundlagen von kognitiven Kosten im bilingualen Mathematikunterricht. Vortrag auf dem 47. Kongress der Deutschen Gesellschaft für Psychologie (DGPs) in Bremen, Deutschland.

Leuchter, M., & Saalbach, H. (2010). Scaffolding Competencies of Teachers in Pre- and Primary School in the Context of Science Learning. Paper presented in Lucerne, 24. August 2010: SIG-Congress "Learning and Development in Early Childhood".

Imai, M., Schalk; L., Saalbach, H., & Okada, H. (2010). Influence of grammatical gender on deductive reasoning about sex-specific properties of animals. Paper presented at the 32nd Annual Conference of the Cognitive Science Society, Portland, Oregon.

Saalbach, H., Eckstein, D. & Grabner, R.H. (2010, June). Bilingual learning and mathematical knowledge representation in the brain. Poster presented at the 2010 meeting of the EARLI SIG 22 "Educational Neuroscience: Is it a field?" in Zurich, Switzerland.

Grabner, R.H., Saalbach, H. & Eckstein, D. (2010, June). Language switching costs in bilingual mathematics learning. Poster presented at the 16th Annual Meeting of the Organization for Human Brain Mapping (OHBM) in Barcelona, Spain.

Saalbach, H., Hardy, I., Leuchter, M, & Stern, Elsbeth. (2010). Die Förderung des konzeptuellen Wissens über Schwimmen und Sinken durch die Anregung von Vergleichsprozessen. Vortrag an der Tagung experimentell arbeitender Psychologen (TeaP), Saarbrücken

Saalbach, H., Leuchter, M., & Hardy, I. (2009). Designing science learning in pre- and primary school: From basic findings to the implementation of a learning environment on Floating & Sinking. Paper presented at the 13th Biennial Conference of the European Association for Research on Learning and Instruction (EARLI), Amsterdam, Netherlands.

Kempert, S., Saalbach, H., & Hardy, I. (2009). Cognitive costs and benefits of bilingualism in Turkish-German primary school students. Paper presented at the 13th Biennial Conference of the European Association for Research on Learning and Instruction (EARLI), Amsterdam, Netherlands.

Stern, E.; Saalbach, H., & Hardy, I (2009). Transitions in Science and Mathematics: From Intuitive Understanding to Symbol-Based Reasoning. Paper presented at the 14th European Conference on Developmental Psychology, Vilnius, Lithuania.

Imai, M., Saalbach, H. & Schalk, L. (2009). Mrs. Giraffe and Mr. Elephant: The influence of grammatical gender on German children’s deductive reasoning about biological properties of animals. Paper presented at the 30th Annual Conference of the Cognitive Science Society, Amsterdam, Netherlands.

Leuchter, M., Saalbach, H. & Hardy, I. (2009). Kindergarten- und Unterstufenlehrpersonen regen das konzeptuelle Verständnis für Schwimmen und Sinken an. Vortrag am Jahreskongress 2009 der SGBF und der SGL Unterrichtsforschung und Unterrichtsentwicklung, Zürich.

Imai, M., Noburo, S., Saalbach, H., Zhang, Y., Shu, H., and Okada, H. (2009). From object-based category to manner-based category: Developmental trajectory of children's verb meanings. Paper presented at the SRCD Biennial Meeting, Denver, USA.

Saalbach, H. & Schalk, L. (2009). Fragen stellen hilft: Die Aktivierung von Vorwissen fördert die Nutzung kategorialer Beziehungen in Wortlernaufgaben bei jungen Kindern. Vortrag an der Tagung Entwicklung und Lernen junger Kinder der Schweizerischen Gesellschaft für Lehrerinnen- und Lehrerbildung, St. Gallen.

Leuchter, M., Saalbach, H. & Hardy, I. (2009). Förderung des konzeptuellen Verständnisses für Schwimmen und Sinken durch strukturierte Lernumgebungen. Vortrag an der Tagung Entwicklung und Lernen junger Kinder der Schweizerischen Gesellschaft für Lehrerinnen- und Lehrerbildung, St. Gallen.

Saalbach, H. ; Hardy, I., & Leuchter, M. (2008). Using Comparison to Promote Young Children’s Concepts of Material Kind: A Study on the Conceptual Understanding of „Floating and Sinking. Paper presented at the 29th International Congress of Psychology (ICP), Berlin, Germany.

Schalk, L., Imai, M., & Saalbach, H. (2008). SHE has a long neck and HE has big ears: How grammatical gender affects the concepts of animals. Paper presented at the 29th International Congress of Psychology (ICP), Berlin, Germany.

Saalbach, H. & Hardy, I. (2008). Der Zusammenhang zwischen Zweisprachigkeit und mathematischer Leistung bei Grundschulkindern. Vortrag auf dem 21. Kongress der Deutschen Gesellschaft für Erziehungswissenschaft, Dresden.

Noburo, S., Saalbach, H., Imai, M., Zhang, Y., Shu, H., and Okada, H. (2007). Learning verbs as a system: How Chinese children learn relations among carry/hold verbs. Paper presented at the 12th International Conference on the Processing of East Asia Related Languages (PEARL). Tainan, Taiwan.

Tsuda, N., Saalbach, H., and Imai, M. (2007). The influence of language structure on categorization: A cross-linguistic study of carrying/holding events. Paper presented at the 12th International Conference on the Processing of East Asia Related Languages (PEARL). Tainan, Taiwan.

Noburo, S., Imai, M., and Saalbach, H (2007). How Children learn the relations among verbs: The case of Chinese carry/hold verbs. Paper presented at the 8th Japanese Cognitive Linguistic Association Conference, Tokyo, Japan.

Kempert, S., Saalbach, H., & Hardy, I. (2007). Der Zusammenhang zwischen mathematischer Kompetenz und Zweisprachigkeit bei türkisch-deutschen Grundschulkindern. Vortrag auf der 16. Jahrestagung der Kommission “Grundschulforschung und Pädagogik der Primarstufe” der Deutschen Gesellschaft für Erziehungswissenschaften (DGfE), Berlin.

Hardy, I. & Saalbach, H. (2007). Preschoolers’ induction of the concept of material kind: A study on the use of comparison. Paper presented at the 12th Biennial Conference of the European Association for Research on Learning and Instruction (EARLI), Budapest, Hungary.

Saalbach, H., Gühne, U., Schalk, L., & Stern, E. (2007). Quantity Sequencing in Preschool:
Predicting complex mathematics skills at primary school. Paper presented at the 12th Biennial Conference of the European Association for Research on Learning and Instruction (EARLI), Budapest, Hungary.

Schalk, L., Imai, M., & Saalbach, H. (2007). The influence of grammatical gender on children’s conceptual representation of animals. Paper presented at the 13th European Conference on Developmental Psychology, Jena, Germany.

Saalbach, H. & Schalk, L. (2007). How strong is preschoolers’ shape bias in novel label extension? Poster presented at the 13th European Conference on Developmental Psychology, Jena, Germany.

Imai, M. & Saalbach, H. (2007). The role of labels in children’s inductive reasoning. Paper presented at the 13th European Conference on Developmental Psychology, Jena, Germany.

Imai, M., Haryu, E., Okada, H., Kajikawa, S., & Saalbach, H. (2007). Case-marking and argument-number dilemma in children learning an argument dropping language in inferring novel verb meanings. Paper presented at the SRCD Biennial Meeting, Boston, USA.

Saalbach, H., & Imai, M. (2005). Does the Classifier System Influence Young Children's Conceptual Structure? Paper presented at the 10th International Congress for the Study of Child Language, Berlin.

Saalbach, H., Stern, E., & Zhou, X. (2004). Mental Representation and Acquisition of Chinese Classifiers. Paper presented at the 28th International Congress of Psychology (ICP), Beijing, China

Saalbach, H., & Stern, E. (2003). Stroop Interference Effect in Chinese Morpho-Syllabic and German Alphabetic Readers. Paper presented at the 5th National Symposium for Developmental Psychology, Wuhan, China.
Submitted