Mirjam Ebersbach - Forschungsinformationssystem | Universität Kassel - CONVERIS Forschungsinformationsystem

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Prof. Dr. Mirjam Ebersbach

Projects as Principal Investigator

04/2009 - 07/2013	Development of the mental representation of symbolic and non-symbolic magnitudes
	Kleinprojekte Prof. Ebersbach

Publications

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2013	Ebersbach, M., Luwel, K., Verschaffel, L., 2013. Comparing apples and pears in studies on magnitude estimations. Frontiers in Psychology 4, 332. https://doi.org/10.3389/fpsyg.2013.00332
2013	Ebersbach, M., Luwel, K., Verschaffel, L., 2013. Further evidence for a spatial-numerical association in children before formal schooling. Experimental Psychology 61, 1–7. https://doi.org/10.1027/1618-3169/a000250
2013	Ebersbach, M., Lange-Küttner, C., 2013. Girls in detail, boys in shape: Gender differences when drawing cubes in depth. British Journal of Psychology 104, 413–437. https://doi.org/10.1111/bjop.12010
2011	Ebersbach, M., Verschaffel, L., Dooren, W., 2011. Knowledge on accelerated movements as measured by implicit and explicit tasks in 5- to 16-year-olds. International Journal of Science and Mathematics Education 9, 25–46. https://doi.org/10.1007/s10763-010-9208-5
2011	Ebersbach, M., Stiehler, S., Asmus, P., 2011. On the relationship between children’s perspective taking in complex scenes and their spatial drawing ability. British Journal of Developmental Psychology 29, 455–474. https://doi.org/10.1348/026151010X504942
2011	Ebersbach, M., Hagedorn, H., 2011. The role of cognitive flexibility in the spatial representation of children’s drawings. Journal of Cognition and Development 12, 32–55. https://doi.org/10.1080/15248372.2011.539526
2010	Ebersbach, M., Dooren, W., Goudriaan, M.N., Verschaffel, L., 2010. Discriminating non-linearity from linearity: Its cognitive foundations in five-year-olds. Mathematical Thinking and Learning 12, 4–19. https://doi.org/10.1080/10986060903465780
2009	Ebersbach, M., 2009. Achieving a new dimension: Children integrate three stimulus dimensions in volume estimations. Developmental Psychology 45, 877–883. https://doi.org/10.1037/a0014616
2008	Ebersbach, M., Lehner, M., Resing, W.C., Wilkening, F., 2008. Forecasting exponential growth and exponential decline: Similarities and differences. Acta Psychologica 127, 247–257. https://doi.org/10.1016/j.actpsy.2007.05.005
2008	Ebersbach, M., Resing, W.C., 2008. Implicit and explicit knowledge of linear and exponential growth in 5-and 9-year-olds. Journal of Cognition and Development 9, 286–309. https://doi.org/10.1080/15248370802247962