Dr.

Bianca Jovanovic

Justus-Liebig Universität Gießen FB 06 Psychologie und Sportwissenschaft
Otto-Behaghel-Straße 10F
35394 Gießen

+49 (0)641 99 26 063 +49 (0)641 99 26 079 E-Mail senden Website besuchen

Kurzinfo

Projektrelevante Veröffentlichungen
Gehb, G., Kubicek, C., Jovanovic, B. & Schwarzer, G (2019). The positive influence of manual object exploration on predictive grasping for a moving object in 9-month-old infants. Journal of Vision, 19(14). find paper
Kubicek, C., Gehb, G., Jovanovic, B., & Schwarzer, G. (2019). Training of 7-month-old infants' manual object exploration skills: Effects of active and observational experience. Infant Behavior and Development, 57. find paper
Schwarzer, G., Jovanovic, B. Kubicek, C. & Hegele, M. (2018a). Introduction: Object Processing and Motor Development. Journal of Motor Learning and Development, 6(S1), 1-5. find paper
Schwarzer, G., Jovanovic, B., Kubicek, C. & Hegele, M. (2018). Object processing and motor development. Supplemental Issue, Journal of Motor Learning and Development, 6 (S1). find paper
Ältere projektrelevante Veröffentlichungen
Duemmler, T., Franz, V. H., Jovanovic, B., & Schwarzer, G. (2007). Effects of the Ebbinghaus illusion on children's perception and grasping. Experimental Brain Research, 186(2), 249- 260.
Jovanovic, B. & Schwarzer, G. (2007). Infant perception of the relative relevance of different manual actions. European Journal of Developmental Psychology, 4 (1), 111-125.
Jovanovic, B. & Schwarzer, G. (2009). Infants segment actions into basic movement-effect units. Zeitschrift für Entwicklungspsychologie und Pädagogische Psychologie, 41 (4), 225-232.
Jovanovic, B. & Schwarzer, G. (2011). Learning to grasp efficiently: the development of motor planning and the role of observational learning. Vision Research, 51(8), 945-954.
Jovanovic, B. & Schwarzer, G. (2017). The development of the grasp-height effect as a measure of efficient action planning in children. Journal of Experimental Child Psychology, 153, 74-82. DOI find paper
Jovanovic, B., Duemmler, T. & Schwarzer, G. (2008). Infant development of configural object processing in visual and visual-haptic contexts. Acta Psychologica, 129 (3), 376-386.
Kiraly, I., Jovanovic, B., Prinz, W., Aschersleben, G. & Gergely, G. (2003). The early origins of goal attribution in infancy. Consciousness and Cognition, 12 (4), 752-769.
Kubicek, C., Jovanovic, B., & Schwarzer, G. (2017a). How manual object exploration is associated with 7- to 8-month-old infants’ visual prediction abilities in spatial object processing. Journal of Experimental Child Psychology. DOI find paper
Kubicek, C., Jovanovic, B., & Schwarzer, G. (2017b). The relation between crawling and non-crawling 9-month-old infants' visual prediction abilities in spatial object processing. Journal of Experimental Child Psychology, 158, 64-76. DOI find paper
Ransburg, N., Reiser, M., Munzert, J., Jovanovic, B. & Schwarzer, G. (2017). Concurrent anticipation of two object dimensions during grasping in 10-month-old infants: A quantitative analysis. Infant Behavior and Development , 42, 164-174. DOI find paper
Schum, N., Franz, V.H., Jovanovic, B., & Schwarzer, G. (2012). Object processing in visual perception and action in children and adults. Journal of Experimental Child Psychology, 112(2), 161-77.
Schum, N., Jovanovic, B., & Schwarzer, G. (2011). Ten- and twelve-month-olds´ visual anticipation of orientation and size during grasping. Journal of Experimental Child Psychology, 109(2), 218-231.
Schwarzer, G. & Jovanovic, B. (2010). The relationship between processing facial identity and emotional expression in 8-month-old infants. Infancy, 15 (1), 1-18.
Schwarzer, G. & Zauner, N. & Jovanovic, B. (2007). Evidence of a shift from featural to configural face processing in infancy. Developmental Science, 10(4), 452-463.
Schwarzer, G., Jovanovic, B., Schum, N., Dümmler, T. (2009). Analytische und konfigurale Verarbeitung von Objekten im Säuglingsalter: Die Rolle selbst induzierter Fortbewegung und manueller Exploration. Zeitschrift für Entwicklungspsychologie und Pädagogische Psychologie, 41(4), 189-197.