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Literaturliste von Prof. Mag. Dr. Roland Hugo Grabner

letzte Aktualisierung: 28.11.2023

Grabner, R. H. (2023). Die Rolle von Intelligenz und Wissen für die Entwicklung von Expertise. In M. Schneider, R. Grabner, H. Saalbach & L. Schalk (Hrsg.), Wie guter Unterricht intelligentes Wissen schafft. Handlungswissen aus der Lehr-Lernforschung. Eine Festschrift für Elsbeth Stern (S. 47-57). Stuttgart: Kohlhammer.

Khan, A., Mosbacher, J. A., Vogel, S. E., Binder, M., Wehovz, M., Moshammer, A., Halverscheid, S., Pustelnik, K., Nitsche, M. A., Tong, R.- K.- Y. & Grabner, R. H. (2023). Modulation of resting-state networks following repetitive transcranial alternating current stimulation of the dorsolateral prefrontal cortex. Brain Structure & Function, 228(7), 1643-1655.

Meier, M. A., Heidekum, A. E., Vogel, S. E. & Grabner, R. H. (2023). Individuals with low arithmetic abilities are sensitive to interference during knowledge retrieval from long-term memory across different domains. Journal of Cognitive Psychology, 35(5), 561-570.

Schneider, M., Grabner, R., Saalbach, H. & Schalk, L. (Hrsg.). (2023). Wie guter Unterricht intelligentes Wissen schafft. Handlungswissen aus der Lehr-Lernforschung. Eine Festschrift für Elsbeth Stern. Stuttgart: Kohlhammer.

Schneider, M., Grabner, R. H., Saalbach, H. & Schalk, L. (2023). Einleitung: Elsbeth Sterns Engagement für die empirische Lehr-Lern-Forschung, die Wissenschaftskommunikation und den wissenschaftlichen Nachwuchs. In M. Schneider, R. Grabner, H. Saalbach & L. Schalk (Hrsg.), Wie guter Unterricht intelligentes Wissen schafft. Handlungswissen aus der Lehr-Lernforschung. Eine Festschrift für Elsbeth Stern (S. 13-23). Stuttgart: Kohlhammer.

Schneider, M., Grabner, R. H., Saalbach, H. & Schalk, L. (2023). Wie guter Unterricht intelligentes Wissen schafft: Zusammenfassende Betrachtung der Anregungen für die Unterrichtspraxis. In M. Schneider, R. Grabner, H. Saalbach & L. Schalk (Hrsg.), Wie guter Unterricht intelligentes Wissen schafft. Handlungswissen aus der Lehr-Lernforschung. Eine Festschrift für Elsbeth Stern (S. 199-205). Stuttgart: Kohlhammer.

Waisman, I., Brunner, C., Grabner, R. H., Leikin, M. & Leikin, R. (2023). (Lack of) neural efficiency related to general giftedness and mathematical excellence: An EEG study. Neuropsychologia, 179, No. 108448.

Wußing, M., Grabner, R. H., Sommer, H. & Saalbach, H. (2023). Language-switching and retrieval-based learning: An unfavorable combination. Frontiers in Psychology, 14, No. 1198117.

Ekhtiari, H., Ghobadi-Azbari, P., Thielscher, A., Antal, A., Li, L. M., Shereen, A. D., Cabral-Calderin, Y., Keeser, D., Bergmann, T. O., Jamil, A., Violante, I. R., Almeida, J., Meinzer, M., Siebner, H. R., Woods, A. J., Stagg, C. J., Abend, R., Antonenko, D., Auer, T., Bächinger, M., Baeken, C., Barron, H. C., Chase, H. W., Crinion, J., Datta, A., Davis, M. H., Ebrahimi, M., Esmaeilpour, Z., Falcone, B., Fiori, V., Ghodratitoostani, I., Gilam, G., Grabner, R. H., Greenspan, J. D., Groen, G., Hartwigsen, G., Hauser, T. U., Herrmann, C. S., Juan, C.-H., Krekelberg, B., Lefebvre, S., Liew, S.-L., Madsen, K. H., Mahdavifar-Khayati, R., Malmir, N., Marangolo, P., Martin, A. K., Meeker, T. J., Mohaddes Ardabili, H., Moisa, M., Momi, D., Mulyana, B., Opitz, A., Orlov, N., Ragert, P., Ruff, C. C., Ruffini, G., Ruttorf, M., Sangchooli, A., Schellhorn, K., Schlaug, G., Sehm, B., Soleimani, G., Tavakoli, H., Thompson, B., Timmann, D., Tsuchiyagaito, A., Ulrich, M., Vosskuhl, J., Weinrich, C. A., Zare-Bidoky, M., Zhang, X., Zoefel, B., Nitsche, M. A. & Bikson, M. (2022). A checklist for assessing the methodological quality of concurrent tES-fMRI studies (ContES checklist): A consensus study and statement. Nature Protocols, 17, 596-617.

Brunner, C., Koren, N. A., Scheucher, J., Mosbacher, J. A., De Smedt, B., Grabner, R. H. & Vogel, S. E. (2021). Oscillatory electroencephalographic patterns of arithmetic problem solving in fourth graders. Scientific Reports, 11, No. 23278.

Grabner, R. H., Brunner, C., Lorenz, V., Vogel, S. E. & De Smedt, B. (2021). Fact retrieval or compacted counting in arithmetic - A neurophysiological investigation of two hypotheses. Journal of Experimental Psychology - Learning, Memory, and Cognition, 1-15.

Heidekum, A. E., De Visscher, A., Vogel, S. E., De Smedt, B. & Grabner, R. H. (2021). Can the interference effect in multiplication fact retrieval be modulated by an arithmetic training? An fMRI study. Neuropsychologia, 157, No. 107849.

Meier, M. A., Burgstaller, J. A., Benedek, M., Vogel, S. E. & Grabner, R. H. (2021). Mathematical creativity in adults: Its measurement and its relation to intelligence, mathematical competence and general creativity. Journal of Intelligence, 9(1), No. 10.

Mosbacher, J. A., Halverscheid, S., Pustelnik, K., Danner, M., Prassl, C., Brunner, C., Vogel, S. E., Nitsche, M. A. & Grabner, R. H. (2021). Theta band transcranial alternating current stimulation enhances arithmetic learning: A systematic comparison of different direct and alternating current stimulations. Neuroscience, 477, 89-105.

Saban, W., Raz, G., Grabner, R. H., Gabay, S. & Kadosh, R. C. (2021). Primitive visual channels have a causal role in cognitive transfer. Scientific Reports, 11, No. 8759.

Schillinger, F. L., Mosbacher, J. A., Brunner, C., Vogel, S. E. & Grabner, R. H. (2021). Revisiting the role of worries in explaining the link between test anxiety and test performance. Educational Psychology Review, 1-20.

Stricker, J., Vogel, S. E., Schöneburg-Lehnert, S., Krohn, T., Dögnitz, S., Jud, N., Spirk, M., Windhaber, M.-C., Schneider, M. & Grabner, R. H. (2021). Interference between naive and scientific theories occurs in mathematics and is related to mathematical achievement. Cognition, 214, No. 104789.

Fink, A., Reim, T., Benedek, M. & Grabner, R. H. (2020). The effects of a verbal and a figural creativity training on different facets of creative potential. Journal of Creative Behavior, 54(3), 676-685.

Heidekum, A. E., Vogel, S. E. & Grabner, R. H. (2020). Associations between individual differences in mathematical competencies and surface anatomy of the adult brain. Frontiers in Human Neuroscience, 14, No. 116.

Krammer, G., Vogel, S. E. & Grabner, R. H. (2020). Believing in neuromyths makes neither a bad nor good student-teacher: The relationship between neuromyths and academic achievement in teacher education. Mind, Brain, and Education, 15(1), 54-60.

Mosbacher, J. A., Brunner, C., Nitsche, M. A. & Grabner, R. H. (2020). Effects of anodal tDCS on arithmetic performance and electrophysiological activity. Frontiers in Human Neuroscience, 14, No. 17.

Mosbacher, J. A., Brunner, C. & Grabner, R. H. (2020). More problems after difficult problems? Behavioral and electrophysiological evidence for sequential difficulty effects in mental arithmetic. Journal of Numerical Cognition, 6(1), 108-128.

Preckel, F., Golle, J., Grabner, R., Jarvin, L., Kozbelt, A., Müllensiefen, D., Olszewski-Kubilius, P., Schneider, W., Subotnik, R., Vock, M. & Worrell, F. C. (2020). Talent development in achievement domains: A psychological framework for within- and cross-domain research. Perspectives on Psychological Science, 15(3), 691-722.

Sommerauer, G., Graß, K.-H., Grabner, R. H. & Vogel, S. E. (2020). The semantic control network mediates the relationship between symbolic numerical order processing and arithmetic performance in children. Neuropsychologia, 141, No. 107405.

Allaire-Duquette, G., Bélanger, M., Grabner, R. H., Koschutnig, K. & Masson, S. (2019). Individual differences in science competence among students are associated with ventrolateral prefrontal cortex activation. Journal of Neuroscience Research, 97(9), 1163-1178.

Hahn, C. G. K., Saalbach, H. & Grabner, R. H. (2019). Language-dependent knowledge acquisition: Investigating bilingual arithmetic learning. Bilingualism: Language and Cognition, 22(1), 47-57.

Heidekum, A. E., Grabner, R. H., De Smedt, B., De Visscher, A. & Vogel, S. E. (2019). Interference during the retrieval of arithmetic and lexico-semantic knowledge modulates similar brain regions: Evidence from functional magnetic resonance imaging (fMRI). Cortex, 120, 375-393.

Polspoel, B., De Visscher, A., Vandermosten, M., Vogel, S. E., Grabner, R. H. & De Smedt, B. (2019). The neural substrates of the problem size and interference effect in children's multiplication: An fMRI study. Brain Research, 1714, 147-157.

Vaci, N., Edelsbrunner, P., Stern, E., Neubauer, A., Bilalic, M. & Grabner, R. H. (2019). The joint influence of intelligence and practice on skill development throughout the life span. Proceedings of the National Academy of Sciences of the United States of America, 116(37), 18363-18369.

Vogel, S. E., Koren, N., Falb, S., Haselwander, M., Spradley, A., Schadenbauer, P., Tanzmeister, S. & Grabner, R. H. (2019). Automatic and intentional processing of numerical order and its relationship to arithmetic performance. Acta Psychologica, 193, 30-41.

De Visscher, A., Vogel, S. E., Reishofer, G., Hassler, E., Koschutnig, K., De Smedt, B. & Grabner, R. H. (2018). Interference and problem size effect in multiplication fact solving: Individual differences in brain activations and arithmetic performance. NeuroImage, 172, 718-727.

Grabner, R. H. (2018). Neurowissenschaftliche Lehr-Lern-Forschung. In D. H. Rost, J. R. Sparfeldt & S. R. Buch (Hrsg.), Handwörterbuch Pädagogische Psychologie (S. 591-600). Weinheim: Beltz.

Grabner, R. H., Krenn, J., Fink, A., Arendasy, M. & Benedek, M. (2018). Effects of alpha and gamma transcranial alternating current stimulation (tACS) on verbal creativity and intelligence test performance. Neuropsychologia, 118, 91-98.

Schillinger, F. L., Vogel, S. E., Diedrich, J. & Grabner, R. H. (2018). Math anxiety, intelligence, and performance in mathematics: Insights from the German adaptation of the Abbreviated Math Anxiety Scale (AMAS-G). Learning and Individual Differences, 61, 109-119.

Simonsmeier, B. A., Grabner, R. H., Hein, J., Krenz, U. & Schneider, M. (2018). Electrical brain stimulation (tES) improves learning more than performance: A meta-analysis. Neuroscience and Biobehavioral Reviews, 84, 171-181.

Volmer, E., Grabner, R. H. & Saalbach, H. (2018). Language switching costs in bilingual mathematics learning: Transfer effects and individual differences. Zeitschrift für Erziehungswissenschaft, 21(1), 71-96.

Zhang, Z., Hoxha, L., Aljughaiman, A., Gomez-Arizaga, M. P., Gucyeter, S., Ponomareva, I., Shi, J., Grabner, R., Irueste, P., Roy, P. & Ziegler, A. (2018). Creativity motivation construct development and cross-cultural validation. Psychological Test and Assessment Modeling, 60(4), 517-530.

Vogel, S. E., Goffin, C., Bohnenberger, J., Koschutnig, K., Reishofer, G., Grabner, R. H. & Ansari, D. (2017). The left intraparietal sulcus adapts to symbolic number in both the visual and auditory modalities: Evidence from fMRI. NeuroImage, 153, 16-27.

Vogel, S. E., Haigh, T., Sommerauer, G., Spindler, M., Brunner, C., Lyons, I. M. & Grabner, R. H. (2017). Processing the order of symbolic numbers: A reliable and unique predictor of arithmetic fluency. Journal of Numerical Cognition, 3(2), 288-308.

Wang, M., Hao, N., Ku, Y., Grabner, R. H. & Fink, A. (2017). Neural correlates of serial order effect in verbal divergent thinking. Neuropsychologia, 99, 92-100.

Hao, N., Ku, Y., Liu, M., Hu, Y., Bodner, M., Grabner, R. H. & Fink, A. (2016). Reflection enhances creativity: Beneficial effects of idea evaluation on idea generation. Brain and Cognition, 30-37.

Hauser, T. U., Rütsche, B., Wurmitzer, K., Brem, S., Ruff, C. C. & Grabner, R. H. (2016). Neurocognitive effects of transcranial direct current stimulation in arithmetic learning and performance: A simultaneous tDCS-fMRI study. Brain Stimulation, 9(6), 850-858.

Schillinger, F. L., De Smedt, B. & Grabner, R. H. (2016). When errors count: an EEG study on numerical error monitoring under performance pressure. ZDM Mathematics Education, 48, 351-363.

Grabner, R. H., Ruetsche, B., Ruff, C. C. & Hauser, T. U. (2015). Transcranial direct current stimulation of the posterior parietal cortex modulates arithmetic learning. European Journal of Neuroscience, 42(1), 1667-1674.

Nussbaumer, D., Grabner, R. H. & Stern, E. (2015). Neural efficiency in working memory tasks: The impact of task demand. Intelligence, 50, 196-208.

Rütsche, B., Hauser, T. U., Jäncke, L. & Grabner, R. H. (2015). When problem size matters: Differential effects of brain stimulation on arithmetic problem solving and neural oscillations. PLoS ONE, 10(3), No. e0120665.

Grabner, R. H. (2014). Going beyond the expert-performance framework in the domain of chess. Intelligence, 45, 109-111.

Grabner, R. H. (2014). The role of intelligence for performance in the prototypical expertise domain of chess. Intelligence, 45, 26-33.

Hao, N., Ku, Y., Liu, M., Hu, Y., Grabner, R. H. & Fink, A. (2014). Enhancing Verbal Creativity via Brief Interventions During an Incubation Interval. Creativity Research Journal, 26(1), 30-38.

Hao, N., Yuan, H., Hu, Y. & Grabner, R. H. (2014). Interaction effect of body position and arm posture on creative thinking. Learning and Individual Differences, 32, 261-265.

Stern, E. & Grabner, R. H. (2014). Die Erforschung menschlicher Intelligenz. In L. Ahnert (Hrsg.), Theorien in der Entwicklungspsychologie (S. 174-201). Heidelberg: Spektrum Akademie Verlag.

Besold, T. R., Scheiter, K., Grabner, R. H., Dimroth, C., Becker, N. & Völk, K. (2013). Lernen. In A. Stephan & S. Walter (Hrsg.), Handbuch Kognitionswissenschaft (S. 344-360). Stuttgart: Metzler.

Grabner, R. H. (2013). Wert und Mehrwert der Neurowissenschaften in der Lehr-Lern-Forschung. Zeitschrift für Pädagogische Psychologie, 27, 135-138.

Grabner, R. H., Ansari, D., Koschutnig, K., Reishofer, G. & Ebner, F. (2013). The function of the left angular gyrus in mental arithmetic: Evidence from the associative confusion effect. Human Brain Mapping, 34(5), 1013-1024.

Hauser, T. U., Rotzer, S., Grabner, R. H., Merillat, S. & Jäncke, L. (2013). Enhancing performance in numerical magnitude processing and mental arithmetic using transcranial direct current stimulation (tDCS). Frontiers in Human Neuroscience, No. 244.

Kaufmann, L., Mazzocco, M.M., Dowker, A., Von Aster, M., Goebel, S., Grabner, R. H., Henik, A., Jordan, N. C., Karmiloff-Smith, A. D., Kucian, K., Rubinsten, O., Szucs, D., Shalev, R. & Nuerk, H.-C. (2013). Dyscalculia from a developmental and differential perspective. Frontiers in Psychology, 4.

Saalbach, H., Eckstein, D., Andri, N., Hobi, R. & Grabner, R. H. (2013). When language of instruction and language of application differ: Cognitive costs of bilingual mathematics learning. Learning and Instruction, 26, 36-44.

Saalbach, H., Grabner, R. H. & Stern, E. (2013). Lernen als kritischer Mechanismus geistiger Entwicklung: Kognitionspsychologische und neurowissenschaftliche Grundlagen frühkindlicher Bildung. In M. Stamm & D. Edelmann (Hrsg.), Handbuch frühkindliche Bildungsforschung (S. 97-112). Wiesbaden: Springer VS.

Vogel, S. E., Grabner, R. H., Schneider, M., Siegler, R. S. & Ansari, D. (2013). Overlapping and distinct brain regions involved in estimating the spatial position of numerical and non-numerical magnitudes: An fMRI study. Neuropsychologia, 51(5), 979-989.

Ansari, D., De Smedt, B. & Grabner, R. H. (2012). Introduction to the special section on "numerical and mathematical processing". Mind, Brain, and Education, 6(3), 117-118.

Ansari, D., De Smedt, B. & Grabner, R. H. (2012). Neuroeducation - A critical overview of an emerging field. Neuroethics, 5(2), 105-117.

Braunstein, V., Ischebeck, A., Brunner, C., Grabner, R. H., Stamenov, M. & Neuper, C. (2012). Investigating the influence of proficiency on semantic processing in bilinguals: An ERP and ERD/S analysis. Acta Neurobiologiae Experimentalis, 72(4), 421-438.

Grabner, R. H. & De Smedt, B. (2012). Oscillatory EEG correlates of arithmetic strategies: A training study. Frontiers in Educational Psychology, 3, 1-10.

Grabner, R. H., Saalbach, H. & Eckstein, D. (2012). Language-switching costs in bilingual mathematics learning. Mind, Brain, and Education, 6(3), 147-155.

Stern, E., Grabner, R. H. & Neubauer, A. (2012). Warum Haut- und Haarfarbe nichts mit genetisch bedingten Intelligenzunterschieden zu tun haben. In A. Heinz & U. Kluge (Hrsg.), Einwanderung - Bedrohung oder Zukunft? (S. 80-93). Frankfurt: Campus Wissenschaft.

Ansari, D., Grabner, R. H., Koschutnig, K., Reishofer, G. & Ebner, F. (2011). Individual differences in mathematical competence modulate brain responses to arithmetic errors: An fMRI study. Learning and Individual Differences, 21(6), 636-643.

De Smedt, B., Ansari, D., Grabner, R. H., Hannula-Sormunen, M., Schneider, M. & Verschaffel, L. (2011). Cognitive neuroscience meets mathematics education: It takes two to Tango. Educational Research Review, 6(3), 232-237.

Grabner, R. H. (2011). Multiple Intelligences and Learning Styles. In N. M. Seel (Ed.), Encyclopedia of the Sciences of Learning (pp. 2381-2383). New York: Springer.

Grabner, R. H. & De Smedt, B. (2011). Neurophysiological evidence for the validity of verbal strategy reports in mental arithmetic. Biological Psychology, 87(1), 128-136.

Grabner, R. H., Reishofer, G., Koschutnig, K. & Ebner, F. (2011). Brain correlates of mathematical competence in processing mathematical representations. Frontiers in Human Neuroscience, 5, No. 130.

Grabner, R. H. & Stern, E. (2011). Measuring cognitive ability. In German Data Forum (RatSWD) (Ed.), Building on progress. Expanding the research infrastructure for the social, economic, and behavioral sciences , Volume 2 (pp. 753-768). Opladen: Budrich UniPress Ltd.

Schneider, M. & Grabner, R. H. (2011). Fact learning. In N. M. Seel (Ed.), Encyclopedia of the Sciences of Learning (pp. 1264-1266). New York: Springer.

Antonenko, P., Paas, F., Grabner, R. & van Gog, T. (2010). Using electroencephalography to measure cognitive load. Educational Psychology Review, 22(4), 425-438.

De Smedt, B., Ansari, D., Grabner, R. H., Hannula, M. M., Schneider, M. & Verschaffel, L. (2010). Cognitive neuroscience meets mathematics education. Educational Research Review, 5(1), 97-105.

Fink, A., Grabner, R. H., Gebauer, D., Reishofer, G., Koschutnig, K. & Ebner, F. (2010). Enhancing creativity by means of cognitive stimulation: Evidence from an fMRI study. NeuroImage, 52(4), 1687-1695.

Grabner, R. H. & Ansari, D. (2010). Promises and pitfalls of a 'cognitive neuroscience of mathematics learning'. ZDM Mathematics Education, 42, 655-660.

Grabner, R. H., Ansari, D., Schneider, M., De Smedt, B., Hannula, M. & Stern, E. (Eds.). (2010). Special Issue "Cognitive Neuroscience and Mathematics Learning".

Grabner, R. H., Ansari, D., De Smedt, B. & Hannula, M. M. (2010). Glossary of technical terms in cognitive neuroscience. ZDM Mathematics Education, 42(6), 661-663.

Grabner, R. H., Ansari, D., Schneider, M., De Smedt, B., Hannula, M. M. & Stern, E. (2010). Cognitive neuroscience and mathematics learning. ZDM - Zentralblatt für Didaktik der Mathematik, 42(6), 511-663.

van Eimeren, L., Grabner, R. H., Koschutnig, K., Reishofer, G., Ebner, F. & Ansari, D. (2010). Structure-function relationships underlying calculation: A combined diffusion tensor imaging and fMRI study. NeuroImage, 52(1), 358-363.

Weiss, S., Grabner, R. H., Kargl, R., Purgstaller, C. & Fink, A. (2010). Behavioral and neurophysiological effects of morphological awareness training on spelling and reading. Reading and Writing, 23(6), 645-671.

Capotosto, P., Perrucci, M. G., Brunetti, M., Del Gratta, C., Doppelmayr, M., Grabner, R. H., Klimesch, W., Neubauer, A., Neuper, C., Pfurtscheller, G., Romani, G. L. & Babiloni, C. (2009). Is there "neural efficiency" during the processing of visuo-spatial information in male humans? An EEG study. Behavioural Brain Research, 205(2), 468-474.

De Smedt, B., Grabner, R. H. & Studer, B. (2009). Oscillatory EEG correlates of arithmetic strategy use in addition and subtraction. Experimental Brain Research, 195(4), 635-642.

Fink, A., Grabner, R. H., Benedek, M., Reishofer, G., Hauswirth, V., Fally, M., Neuper, C., Ebner, F. & Neubauer, A. C. (2009). The creative brain: Investigation of brain activity during creative problem solving by means of EEG and fMRI. Human Brain Mapping, 30, 734-748.

Grabner, R. H. (2009). Expertise in symbol-referent mapping (Commentary). Behavioral and Brain Sciences, 32, 338-339.

Grabner, R. H., Ansari, D., Koschutnig, K., Reishofer, G., Ebner, F. & Neuper, C. (2009). To retrieve or to calculate? Left angular gyrus mediates the retrieval of arithmetic facts during problem solving. Neuropsychologia, 47(2), 604-608.

Grabner, R. H., Ischebeck, A., Reishofer, G., Koschutnig, K., Delazer, M., Ebner, F. & Neuper, C. (2009). Fact learning in complex arithmetic and figural-spatial tasks: The role of the angular gyrus and its relation to mathematical competence. Human Brain Mapping, 30(9), 2936 - 2952.

Grabner, R. H. & Stern, E. (2009). Begabung. In S. Andresen, R. Casale, T. Gabriel, R. Horlacher, S. Larcher Klee & J. Oelkers (Hrsg.), Handwörterbuch Erziehungswissenschaft (S. 29-43). Weinheim: Beltz Verlag.

Schneider, M., Grabner, Roland, H. & Paetsch, J. (2009). Mental number line, number line estimation, and mathematical achievement: Their interrelations in grades 5 and 6. Journal of Educational Psychology, 101(2), 359-372.

Grabner, R. H., Popotnig, F., Ropele, S., Neuper, C., Gorani, F., Petrovic, K., Ebner, F., Strasser-Fuchs, S., Fazekas, F. & Enzinger, C. (2008). Brain activation patterns elicited by the Faces Symbol Test - a pilot fMRI study. Multiple Sclerosis, 14(3), 354-363.

Fink, A., Benedek, M., Grabner, R. H., Staudt, B. & Neubauer, A. C. (2007). Creativity meets neuroscience: Experimental tasks for the neuroscientific study of creative thinking. Methods, 42(1), 68-76.

Grabner, R. H., Ansari, D., Reishofer, G., Stern, E., Ebner, F. & Neuper, C. (2007). Individual differences in mathematical competence predict parietal brain activation during mental calculation. NeuroImage, 38(2), 346-356.

Grabner, R. H., Brunner, C., Leeb, R., Neuper, C. & Pfurtscheller, G. (2007). Event-related EEG theta and alpha band oscillatory responses during language translation. Brain Research Bulletin, 72(1), 57-65.

Grabner, R. H., Fink, A. & Neubauer, A. C. (2007). Brain correlates of self-rated originality of ideas: Evidence from event-related power and phase-locking changes in the EEG. Behavioral Neuroscience, 121(1), 224-230.

Grabner, R. H., Stern, E. & Neubauer, A. C. (2007). Individual differences in chess expertise: A psychometric investigation. Acta Psychologica, 124, 398-420.

Pfurtscheller, G., Grabner, R. H., Brunner, C. & Neuper, C. (2007). Phasic heart rate changes during word translation of different difficulties. Psychophysiology, 44(5), 807-813.

Fink, A., Grabner, R. H., Benedek, M. & Neubauer, A. C. (2006). Divergent thinking training is related to frontal electroencephalogram alpha synchronization. European Journal of Neuroscience, 23(8), 2241-2246.

Grabner, R. H., Neubauer, A. C. & Stern, E. (2006). Superior performance and neural efficiency: The impact of intelligence and expertise. Brain Research Bulletin, 69, 422-439.

Neubauer, A. C., Fink, A. & Grabner, R. H. (2006). Sensitivity of alpha band ERD to individual differences in cognition. In C. Neuper & W. Klimesch (Eds.), Event-related dynamics of brain oscillations (pp. 167-178). Amsterdam: Elsevier.

Stern, E., Grabner, R. & Schumacher, R. (2006). Educational Research and Neurosciences - Expectations, Evidence, Research Prospects. Education Reform Vol. 13. Bonn: Federal Ministry of Education and Research (BMBF).

Fink, A., Grabner, R. H., Neuper, C. & Neubauer, A. C. (2005). EEG alpha band dissociation with increasing task demands. Cognitive Brain Research, 24, 252-259.

Fink, A., Grabner, R. H., Neuper, C. & Neubauer, A. C. (2005). Extraversion and cortical activation during memory performance. International Journal of Psychophysiology, 56(2), 129-141.

Grabner, R. (2005). Expertise, intelligence, and neural efficiency in tournament chess. A psychometric, behavioural, and neurophysiological investigation. Dissertation, Universität, Naturwissenschaftliche Fakultät, Graz.

Neubauer, A. C., Grabner, R. H., Fink, A. & Neuper, C. (2005). Intelligence and neural efficiency: Further evidence of the influence of task content and sex on the brain-IQ relationship. Cognitive Brain Research, 25(1), 217-225.

Neuper, C., Grabner, R. H., Fink, A. & Neubauer, A. C. (2005). Long-term stability and consistency of EEG event-related (de-)synchronization across different cognitive tasks. Clinical Neurophysiology, 116(7), 1681-1694.

Stern, E., Grabner, R., Schumacher, R., Neuper, C. & Saalbach, H. (2005). Lehr-Lern-Forschung und Neurowissenschaften - Erwartungen, Befunde und Forschungsperspektiven. Berlin: Bundesministerium für Bildung und Forschung (BMBF).

Stern, E., Grabner, R., Schumacher, R., Neuper, C., Saalbach, H. & Kanape, A. (2005). Educational research and neurosciences - Expectations, evidence, research prospects. Berlin: Federal Ministry of Education and Research (BMBF), Public Relations Division.

Grabner, R. H., Fink, A., Stipacek, A., Neuper, C. & Neubauer, A. C. (2004). Intelligence and working memory systems: evidence of neural efficiency in alpha band ERD. Cognitive Brain Research, 20, 212-225.

Neubauer, A. C., Grabner, R. H., Freudenthaler, H. H., Beckmann, J. F. & Guthke, J. (2004). Intelligence and individual differences in becoming neurally efficient. Acta Psychologica, 116, 55-74.

Grabner, R. H., Stern, E. & Neubauer, A. C. (2003). When intelligence loses its impact: neural efficiency during reasoning in a familiar area. International Journal of Psychophysiology, 49, 89-98.

Stipacek, A., Grabner, R. H., Neuper, C., Fink, A. & Neubauer, A. C. (2003). Sensitivity of human EEG alpha band desynchronization to different working memory components and increasing levels of memory load. Neuroscience Letters, 353, 193-196.

weitere Schriften:

Grabner, R. H. (2012). Mathematical competencies from the perspective of educational neuroscience. Unpublished habilitation thesis. Institute for Behavioral Sciences, ETH Zurich.

Grabner, R. H. (2002). Expertise, Intelligenz und kortikale Aktivierung. Unveröffentlichte Diplomarbeit. Karl-Franzens-Universität, Graz.



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