PsychAuthors

Literaturliste von Prof. Dr. Mirjam Ebersbach

letzte Aktualisierung: 19.02.2024

Achaa-Amankwaa, P., Kushnereva, E., Miksch, H., Stumme, J., Heim, S. & Ebersbach, M. (2023). Multilingualism is associated with small task-specific advantages in cognitive performance of older adults. Scientific Reports, 13, No. 16912.

Ebersbach, M. (2023). Modality-general benefit of eye-closure on the retrieval of intentionally learned information. Applied Cognitive Psychology, 37(2), 452-457.

Ebersbach, M., Guschlbauer, J. A. & Rummer, R. (2023). Flickering presentations do affect the judgment of learning but not the learning outcome. Applied Cognitive Psychology, 37(4), 889-898.

Kienbaum, J., Schuhrke, B. & Ebersbach, M. (2023). Entwicklungspsychologie der Kindheit. Von der Geburt bis zum 12. Lebensjahr (3., aktual. Aufl.). Stuttgart: Kohlhammer.

Ebersbach, M., Krupa, J. & Vogelsang, M. (2022). Symbolic distancing in sharing situations restrains children's economic behavior and potentially also their inequity aversion. Acta Psychologica, 226, No. 103579.

Ebersbach, M., Lachner, A., Scheiter, K. & Richter, T. (2022). Using spacing to promote lasting learning in educational contexts . Promises and challenges. Zeitschrift für Entwicklungspsychologie und Pädagogische Psychologie, 54(4), 151-163.

Helfers, A. & Ebersbach, M. (2022). The differential effects of a governmental debunking campaign concerning COVID-19 vaccination misinformation. Journal of Communication in Healthcare. Strategies, Media and Engagement in Global Health, 1-9.

Helfers, A., Reiserer, M., Schneider, N., Ebersbach, M. & Sommer, C. (2022). Should I stay or should I go? Risk perception and use of local public transport during the COVID-19 pandemic. Frontiers in Psychology, 13, No. 926539.

Richter, T., Berger, R., Ebersbach, M., Eitel, A., Endres, T., Borromeo Ferri, R., Hänze, M., Lachner, A., Leutner, D., Lipowsky, F., Nemeth, L., Renkl, A., Roelle, J., Rummer, R., Scheiter, K., Schweppe, J., von Aufschnaiter, C. & Vorholzer, A. (2022). How to promote lasting learning in schools . Theoretical approaches and an agenda for research. Zeitschrift für Entwicklungspsychologie und Pädagogische Psychologie, 54(4), 135-141.

Busch, J., Degé, F., Karbach, J., Aschersleben, G. & Ebersbach, M. (2021). Fachgruppe Entwicklungspsychologie - Kommentar zu Lindner, M. A. et al. (2021). Ein Plädoyer zur Qualitätssicherung schriftlicher Prüfungen im Psychologiestudium. Psychologische Rundschau, 72(2), 110-113.

Ebersbach, M. (2020). Access to the learning material enhances learning by means of generating questions: Comparing open- and closed-book conditions. Trends in Neuroscience and Education, 19, No. 100130.

Ebersbach, M. & Barzagar Nazari, K. (2020). No robust effect of distributed practice on the short- and long-term retention of mathematical procedures. Frontiers in Psychology, 11, No. 811.

Ebersbach, M. & Brandenburger, I. (2020). Reading a short story changes children's sustainable behavior in a resource dilemma. Journal of Experimental Child Psychology, 191, No. 104743.

Ebersbach, M., Feierabend, M. & Nazari, K. B. B. (2020). Comparing the effects of generating questions, testing, and restudying on students' long-term recall in university learning. Applied Cognitive Psychology, 34(3), 724-736.

Ebersbach, M. & Nazari, K. B. (2020). Implementing distributed practice in statistics courses: Benefits for retention and transfer. Journal of Applied Research in Memory and Cognition, 9(4), 532-541.

Barzagar Nazari, K. & Ebersbach, M. (2019). Distributed practice in mathematics: Recommendable especially for students on a medium performance level? Trends in Neuroscience and Education, 17, No. 100122.

Barzagar Nazari, K. & Ebersbach, M. (2019). Distributing mathematical practice of third and seventh graders: Applicability of the spacing effect in the classroom. Applied Cognitive Psychology, 33(2), 288-298.

Ebersbach, M., Malkus, D. & Ernst, A. (2019). Factors that affect primary school children's sustainable behavior in a resource dilemma. Journal of Experimental Child Psychology, 184, 18-33.

Kienbaum, J., Schuhrke, B. & Ebersbach, M. (2019). Entwicklungspsychologie der Kindheit. Von der Geburt bis zum 12. Lebensjahr (2., erw. u. überarb. Aufl.). Stuttgart: Kohlhammer.

Ebersbach, M. & Nawroth, C. (2018). Shape but not color facilitates two-year-olds' search performance in a spatial rotation task. Infancy, 23(6), 820-832.

Krüger, M. & Ebersbach, M. (2018). Mental rotation and the human body: Children's inflexible use of embodiment mirrors that of adults. British Journal of Developmental Psychology, 36(3), 418-437.

Nazari, K. B. & Ebersbach, M. (2018). Distributed practice: Rarely realized in self-regulated mathematical learning. Frontiers in Psychology, 9, No. 2170.

Ebersbach, M. & Krüger, M. (2017). Let's twist again! Embodiment effects in spatial judgments on human figures rotated along a vertical axis. Journal of Cognitive Psychology, 29(8), 963-976.

Stein, M., Ebersbach, M. & Auerswald, M. (2017). Relationships between Motor and Executive Functions and the Effect of an Acute Coordinative Intervention on Executive Functions in Kindergartners. Frontiers in Psychology (Online Journal), No. 859.

Ebersbach, M. (2016). Development of children's estimation skills: The ambiguous role of their familiarity with numerals. Child Development Perspectives, 10(2), 116-121.

Ebersbach, M. & Krüger, M. (2016). View makes a difference: Presenting human figures from the back or front affects mental spatial transformations of children and adults. Spatial Cognition and Computation, 16(3), 173-191.

Ebersbach, M. & Nawroth, C. (2016). The Effects of Visual Discriminability and Rotation Angle on 30-Month-Olds' Search Performance in Spatial Rotation Tasks. Frontiers in Psychology (Online Journal), no.1648.

Peeters, D., Degrande, T., Ebersbach, M., Verschaffel, L. & Luwel, K. (2016). Children's use of number line estimation strategies. European Journal of Psychology of Education.

Wille, C. & Ebersbach, M. (2016). Semantic congruency and the (reversed) Colavita effect in children and adults. Journal of Experimental Child Psychology, 141, 23-33.

Wille, C., Völker, F., Kühnel, J. & Ebersbach, M. (2016). Verbal facilitation effects instead of verbal overshadowing in face memory of 4-to 6-year olds. European Journal of Developmental Psychology, 13(2), 231-240.

Ebersbach, M. (2015). Evidence for a spatial-numerical association in kindergartners using a number line task. Journal of Cognition and Development, 16(1), 118-128.

Ebersbach, M., Luwel, K. & Verschaffel, L. (2015). The relationship between children's familiarity with numbers and their performance in bounded and unbounded number line estimations. Mathematical Thinking and Learning, 17(2-3), 136-154.

Lipowsky, F., Richter, T., Borromeo-Ferri, R., Ebersbach, M. & Hänze, M. (2015). Wünschenswerte Erschwernisse beim Lernen. Schulpädagogik heute, 11.

Ebersbach, M. & Erz, P. (2014). Symbolic versus non-symbolic magnitude estimations among children and adults. Journal of Experimental Child Psychology, 128, 52-68.

Ebersbach, M., Luwel, K. & Verschaffel, L. (2014). Further Evidence for a Spatial-Numerical Association in Children Before Formal Schooling. Experimental Psychology, 61(4), 323-329.

Krüger, M., Amorim, M.-A. & Ebersbach, M. (2014). Mental rotation and the motor system: Embodiment head over heels. Acta Psychologica, 145, 104-110.

Nawroth, C., Ebersbach, M. & von Borell, E. (2014). Juvenile domestic pigs (Sus scrofa domestica) use human-given cues in an object choice task. Animal Cognition, 17(3), 701-713.

Ebersbach, M., Luwel, K. & Verschaffel, L. (2013). Comparing apples and pears in studies on magnitude estimations. Frontiers in Psychology (Online Journal), 4, No. 332.

Lange-Küttner, C. & Ebersbach, M. (2013). Girls in detail, boys in shape: Gender differences when drawing cubes in depth. British Journal of Psychology, 104(3), 413-437.

Nawroth, C., Ebersbach, M. & von Borell, E. (2013). A note on pigs´ knowledge of hidden objects. Archiv Tierzucht, 56(86), 861-872.

Nawroth, C., Ebersbach, M. & von Borell, E. (2013). Are juvenile domestic pigs (Sus scrota domestica) sensitive to the attentive states of humans? - The impact of impulsivity on choice behaviour. Behavioural Processes, 53-58.

Ebersbach, M. & Hagedorn, H. (2011). The role of cognitive flexibility in the spatial representation of children's drawings. Journal of Cognition and Development, 12(1), 32-55.

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(3), 455-474.

Ebersbach, M., Van Dooren, W. & Verschaffel, L. (2011). Knowledge on accelerated motion as measured by implicit and explicit tasks in 5 to 16 year olds. International Journal of Science and Mathematics Education, 9(1), 25-46.

Ebersbach, M., Van Dooren, W., Goudriaan, M. N. & Verschaffel, L. (2010). Discriminating non-linearity from linearity: Its cognitive foundations in 5-year-olds. Mathematical Thinking and Learning, 12(1), 4-19.

Ebersbach, M. (2009). Achieving a new dimension: Children integrate three stimulus dimensions in volume estimations. Developmental Psychology, 45(3), 877-883.

Ebersbach, M., Lehner, M., Resing, W. C. M. & Wilkening, F. (2008). Forecasting exponential growth and exponential decline: Similarities and differences. Acta Psychologica, 127(2), 247-257.

Ebersbach, M., Luwel, K., Frick, A., Onghena, P. & Verschaffel, L. (2008). The relationship between the shape of the mental number line and familiarity with numbers in 5- to 9-year old children: Evidence for a segmented linear model. Journal of Experimental Child Psychology, 99, 1-17.

Ebersbach, M. & Resing, W. C. M. (2008). Implicit and explicit knowledge of linear and exponential growth in 5-and 9-year-olds. Journal of Cognition and Development, 9(3), 286-309.

Ebersbach, M., Van Dooren, W., Van den Noortgate, W. & Resing, W. C. M. (2008). Understanding linear and exponential growth: Searching for the roots in 6- to 9-year-olds. Cognitive Development, 23, 237-257.

Ebersbach, M. & Resing, W. C. M. (2007). Shedding new light on an old problem: The estimation of shadow sizes in children and adults. Journal of Experimental Child Psychology, 97(4), 265-285.

Ebersbach, M. & Wilkening, F. (2007). Children's intuitive mathematics: The development of knowledge about nonlinear growth. Child Development, 78(1), 296-308.

Ebersbach, M. (2005). Wie nicht-lineare Zeitrepräsentationen zukunftsbezogene Urteile und Entscheidungen beeinflussen können: Ein entwicklungspsychologischer Ansatz. Dissertation, Universität, Philosophische Fakultät, Zürich.

Ebersbach, M., Dalbert, C., Rauch, S. A. M., Foa, E. B., Döpfner, M., Steil, R., Margraf-Stiksrud, J., Görtz, A., Schneider, S., Thurner, F., Richter, S., Boehnke, K., Chorpita, B. F., Ollendick, T. H., Schnabel, M., Lieb, R., Birmaher, B., Essau, C. A., Melfsen, S., Warnke, A., Joormann, J. & Unnewehr, S. (2003). Fragebögen und Ratingskalen für die Angstdiagnostik bei Kindern. (Mit 18 Einzelbeiträgen). In J. Hoyer & J. Margraf (Hrsg.), Angstdiagnostik. Grundlagen und Testverfahren (S. 517-586). Berlin: Springer.

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