Peter Klaver, Prof. Dr.
Category Persons
Head of Centre for Research and Knowledge Transfer / Professor
- Telephone
- +41 44 317 11 54
- peter.klaver [at] hfh.ch
- Room
- 333
- Organizational Unit
- Zentrum Forschung und Wissenstransfer
- Study Courses
-
- Schulische Heilpädagogik
Tätigkeit an der HfH
- Member of the Executive Board of the University
- Member of the Sounding Board Researchers of the Swiss Academies of Arts and Sciences
- Supervisory member of the Developmental Science Network Zurich
- Supervisory member of the Network Research Special Education
- Member of the Commission R&D of the Chamber PH of swissuniversities
- Mentor in the programme Mentoring fff
- Reviewer and supervisor doctorate in the field of psychology
- Supervision of Master's theses in special education
Profil
- Lecturer at the Department of Psychology, University of Zurich (since 2011)
- Senior lecturer at the School of Psychology, University of Surrey, United Kingdom (2015-2018)
- Member of the Ethics Committee of the Faculty of Philosophy, University of Zurich (2011-2015) and the Faculty of Health and Medical Sciences, University of Surrey, United Kingdom (2016-2018)
- Senior Assistant at the Department of Psychopathology and Clinical Intervention, Institute of Psychology, University of Zurich (2010-2015)
- Research Group Leader at the Centre for MR Research, University Children's Hospital Zurich (2009-2010)
- Postdoctoral Fellow at the Centre for MR Research, University Children's Hospital Zurich (2006-2009)
- Postdoctoral Fellow at the University of Zurich (2005-2006)
- Postdoctoral Fellow at the Epiclinic, University Hospitals Bonn (2000-2004)
Ausbildung
- Habilitation in Psychology at the University of Zurich in 2010
- Doctorate (Dr rer. nat.) in Psychology and Neuroscience at the Otto-von-Guericke University Magdeburg in 2001
- MSc Psychology at the Rijksuniversiteit Groningen in 1995
Forschung zu
- Developmental disorders of learning, memory and higher visual cognition: How do psychological, biological and environmental factors contribute to the risks of learning and memory disorders and visual cognition at school age and what are the resources and opportunities for intervention?
- Development of learning, memory and higher visual cognition: How do psychological, biological and environmental factors contribute to the development of learning, memory and visual cognition in school-age children?
- Foundations of learning, memory and visual cognition: What psychological, biological and environmental factors contribute to learning, memory and visual cognition?
- Biopsychological research methods, because without method development there is no progress
- REVISA – Recognition of Visual Impairment in (Pre)School Age Category Project 01.09.2019 31.07.2021Project ManagementMartina Schweizer
Zeitschriftenartikel (peer-reviewed)
- (2024).Behavioral self-regulation development in at-risk families: the role of family resources.Early Child Development and Care,1–15.
- (2022).Challenges in Developmental Psychology, a focus on Sustainable Development.Frontiers in Psychology,13,Article 1086458.
- (2022).Persistent neuronal firing in the medial temporal lobe supports performance and workload of visual working memory in humans.Neuroimage,254,Article 119123.
- (2020).Utility of feedback has a greater impact on learning than ease of decoding.Mind, Brain, and Education,14(2),139–145.
- (2019).Persistent hippocampal neural firing and hippocampal-cortical coupling predict verbal working memory load.Science Advances,5,Article eaav3687.
- (2017).Age-dependent and independent changes in attention-deficit/hyperactivity disorder (ADHD) during spatial working memory.World Journal of Biological Psychiatry,18(4),279–290.
- (2016).Children and adolescents show altered visual working memory related brain activity more than one decade after arterial switch operation for d-transposition of the great arteries.Developmental Neuropsychology,41(4),261–267.
Bücher und Buchbeiträge
- Klaver, P. (Hrsg.).(2021).Heilpädagogische Forschung: Bildung für Alle.Interkantonale Hochschule für Heilpädagogik.
- (2021).Vorwort des Herausgebers.In P. Klaver (Hrsg.),Heilpädagogische Forschung: Bildung für Alle (Forschungsbericht 2021)Interkantonale Hochschule für Heilpädagogik (HfH).
- (2019).Funktionelle Neuroanatomie der Posttraumatischen Belastungsstörung.In G. H. Seidler, H. J. Freyberger, H. Glaesner, & S. B. Gahleitner (Hrsg.),Handbuch der Psychotraumatologie(3, S. 72–86).Klett-Cotta.
- (2015).Bildgebende Verfahren und funktionelle Neuroanatomie der Posttraumatischen Belastungsstörung.In H. J. Freyberger, G. H. Seidler, & A. Maercker (Hrsg.),Handbuch der Psychotraumatologie(2, S. 61–72).Klett-Cotta Verlag.
- (2011).Neurobiologische Theorien zum Verständnis der Posttraumatischen Belastungsstörung (PTBS).In H. J. Freyberger, G. H. Seidler, & A. Maercker (Hrsg.),Handbuch der Psychotraumatologie(1, S. 61–72).Klett-Cotta Verlag.
- (2010).On the harmonious meeting of visual perception and memory circuitries.University of Zurich, Faculty of Arts.
Weitere Publikationen
- (2024).Wirkt frühe Förderung in belasteten Familien nachhaltig?Heilpädagogik aktuell,42,9.
- (2020).Neuronal firing in the medial temporal lobe reflects human working memory workload, performance and capacity.bioRxiv.
- (2012).Dem Gedächtnis auf der Spur.Ausstellung am BrainFair: Gehirn & Technologie, Zürich, Schweiz.
- (2009).Attention.In M. D. Binder, N. Hirokawa, & U. Windhorst (Hrsg.),Encyclopedia of Neuroscience(S. 204–208).Springer.
Konferenzbeiträge
- (2024).Elterntraining: Eine effiziente Präventionsmaßnahme für eine gesunde Kindesentwicklung? Interventionsstudie ZEPPELIN.In B. Frenz, & H. K. Kroemer (Hrsg.),Qualität und Effizienz ein Widerspruch? Der Zukunft exzellenter medizinischer Versorgung in wirtschaftlich herausfordernden Zeiten,100,110–117.
- The development of executive functions (EF) in pre-school aged children with early-term births from families with psychosocial stress. Longitudinal intervention study[Poster].European Association for Research on Learning and Instruction, EARLI, Special Needs Education SIG15 conference ,Valencia, Spain.
- Support from birth - the long-term effectiveness of “Parents as Teachers” program in families under psychosocial stress.[Poster].World Congress for Infant Mental Health, WAIMH, titled: ”Looking for the best care for babies, young children, and their families”,Tampere, Finland .
- Schulische Kompetenzen fördern durch frühe Bildung in psychosozial belasteten Familien[Konferenzvortrag].Schweizerische Gesellschaft für Bildungsforschung SGBF 2023,Zürich, Schweiz.
- Behavioral Self-Regulation Development in At-Risk Families: A cross-lagged panel model of Early Childhood Resources at ages 1 and 3 on Behavioral Self-Regulation in Preschool[Poster].Jean Piaget Society, 52nd Annual Conference 2023,Madrid, Spain.
- Development of Behavioral Self-Regulation in At-Risk Families: The Role of Family Resources[Poster].Budapest CEU Conference on Cognitive Development (BCCCD) 2023,Budapest, Hungary.
- Self-Regulation Development in At-Risk Families in Switzerland: The Importance of Family Resources[Poster].ECER 2022, Education in a changing world,Yerevan, Armenien.
Andere Referate/Vorträge (im Berufsfeld, Vorlesung an Hochschule etc.)
- ZEPPELIN - Education from birth for children from disadvantaged families: Effects after the transition to primary school.Jacobs Center Seminar Series,Zurich, Switzerland.
- Effects of early intervention in high-risk families at school age: Results from the longitudinal study ZEPPELIN.Second BRISE Conference on Early Childhood Development,Berlin.
- Diamonds are our best friends? Auf der Suche nach nachhaltigen Open-Access-Modellen.Podiumsdiskussion an der Open Access Week 2022: Joint Series,Zürich, Schweiz.
- Feedback in Schulklassen durch Hirn-zu-Hirn Interaktion: Methodische Herausforderungen.Methodenkolloquium HfH,Zürich, Schweiz.
- Publikationen aus der Lehre.Workshop HfH-Tage,Zürich, Schweiz.
- Mobiles EEG: Methodische Möglichkeiten für die heilpädagogische Forschung.Methodenkolloquium HfH,Zürich, Schweiz.
- Working memory in the hippocampus: perspectives for brain development.Research Seminar at the Centre for Cognitive Neuroscience, Brunel University of London,London, UK.
Öffentlichkeitsarbeit
- (2011, October 26).Wandelbarer Intelligenzquotient – Strukturelle Veränderungen im Gehirn von pubertierenden Jugendlichen: Ein Interview mit Peter Klaver.Neue Zürcher Zeitung.
Anwendungen
- (2024).Förderung ab Geburt: Zürcher Equity Präventionsprojekt Elternbeteiligung und Integration ZEPPELIN 5-6.(Version 1.0)[Datensatz].FORS.
- (2020).Children's learning new word-picture pairs during physical exercise in the classroom.(4395773; Version 1)[Datensatz].Zenodo.