Chair for Research on Learning and Instruction

Search

Articles published in peer reviewed Journals

Schumacher, R., Stern, E. (2022). Promoting the construction of intelligent knowledge with the help of various methods of cognitively activating instruction. Frontiers in education. 7:979430 DownloadPDF (PDF, 2.5 MB)

Thurn, C., Nussbaumer, D., Schumacher, R., Stern, E. (2022). The Role of Prior Knowledge and Intelligence in Gaining from a Training on Proportional Reasoning. Journal of Intelligence, 10 (2) DownloadPDF (PDF, 2.7 MB)

Berkowitz, M., Edelsbrunner, P., Stern, E. (2022). The relation between working memory and mathematics performance among students in math-intensive STEM programs. Intelligence, 92, 101649 DownloadPDF (PDF, 6.6 MB)

Berkowitz, M., Gerber, A., Thurn, Chr. M., Emo, B., Hoelscher, Chr., Stern E. (2021). Spatial Abilities for Architecture: Cross Sectional and Longitudinal Assessment With Novel and Existing Spatial Ability Tests. Frontiers in Psychology, vol. 11, pp. 609363-16, Lausanne: Frontiers Research Foundation, 2021. DOI: 10.3389/fpsyg.2020.609363  

Schalk, L., Rolle, J., Saalbach, H., Berthold K., Stern, E., Renkl, A., (2020). Providing worked examples for learning multiple principles. Applied Cognitive Psychology (online). doi.org/10.1002/acp.3653 DownloadPDF (PDF, 1.9 MB)

Ziegler, E., Edelsbrunner P.A., Stern, E., (2020). The benefit of combining teacher-direction with contrasted presentation of algebra principles. European Journal of Psychology of Education, Dordrecht: Springer, 2020. doi.org/10.1007/s10212-020-00468-3

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. Edited by D. Zachary Hambrick, Michigan State University, MI, accepted by Editorial Board Member Susan A. Gelman. PNAS. doi:10.1073/pnas.1819086116 DownloadPDF (PDF, 1 MB)

Deiglmayr, A., Stern, E., Schubert, R. (2019). Beliefs in "Brilliance" and Belonging Uncertainty in Male and Female STEM Students. Frontiers in Psychology. Volume 10. doi.org/10.3389/fpsyg.2019.01114 DownloadPDF (PDF, 294 KB)

Schalk, L. & Stern, E. (2018). Wer erklärt eigentlich was wie? Gedanken zum Disziplinendschungel in der Lehrerinnen- und Lehrerbildung. Beiträge zur Lehrerinnen- und Lehrerbildung, 36(3), 398-406. DownloadPDF (PDF, 242 KB)

Berkowitz, M. & Stern, E. (2018). Which Cognitive Abilities Make the Difference? Predicting Academic Achievements in Advanced STEM Studies. Journal of Intelligence. doi:10.3390/jintelligence6040048 DownloadPDF (PDF, 1 MB)

Schalk, L. Edelsbrunner, P.A., Deiglmayr, A., Schumacher, R., Stern, E. (2018). Improved application of the control-of-variables strategy as a collateral benefit of inquiry-based physics education in elementary school. Learning and Instruction, 59, 34-45. DownloadPDF (PDF, 1.4 MB)

Edelsbrunner, P. A., Schalk, L., Schumacher, R., Stern E. (2018). Variable control and conceptual change: A large-scale quantitative study in elementary school. Learning and Individual Differences. doi.org/10.1016/j.lindif.2018.02.003 DownloadPDF (PDF, 1.8 MB)

Hofer, S. I., Schumacher, R., Rubin, H., & Stern, E. (2018). Enhancing physics learning with cognitively activating instruction: A classroom intervention study. Journal of Educational Psychology. doi.org/10.1037/edu0000266 DownloadPDF (PDF, 751 KB)

Schalk, L., Schumacher, R., Barth, A., & Stern, E. (2017). When Problem-Solving Followed by Instruction Is Superior to the Traditional Tell-and-Practice Sequence. Journal of Educational Psychology. Advance online publication. 10. doi: 1037/edu0000234 DownloadPDF (PDF, 792 KB)

Ziegler, E., Edelsbrunner, P.A., Stern, E. (2017). The Relative Merits of Explicit and Implicit Learning of Contrasted Algebra Principles. Educational Psychology Review. Springer. DownloadPDF (PDF, 635 KB)

Queloz, A.C., Klymkowsky, M.W., Stern, E., Hafen, E., Köhler, K. (2017). Diagnostic of students' misconceptions using the Biological Concepts Instrument (BCI): A method for conducting an educational needs assessment. PloS one 12 (5), e01769, journals.plos.org. DownloadPDF (PDF, 2.2 MB)

Lichtenberger, A., Wagner, C., Hofer, S.I., Stern, E., Vaterlaus A. (2017). Validation and structural analysis of the kinematics concept test. Physical Review Physics Education Research 13 (1), 010115 DownloadPDF (PDF, 510 KB)

Stern, E. (2017). Individual differences in the learning potential of human beings. Science of Learning. DownloadPDF (PDF, 516 KB)

Stern, E., Grabner, R. & Schumacher, R. (2016). Educational Neuroscience. A field between false hopes and realistic expectations. 224(4), pp. 237 –239. DOI: 10.1027/2151-2604/a000258, Print ISSN: 2190-8370. Online ISSN: 2151-2604. DownloadPDF (PDF, 62 KB)

Champagne-Queloz, A., Köhler, K., Stern, E., Klymkowsky, M., Hafen, R. (2016). Debunking Key and Lock Biology: Exploring the prevalence and persistence of students’ misconceptions on the nature and flexibility of molecular interactions. DownloadPDF (PDF, 3 MB)

Schalk, L., Saalbach, H., Grabner, R.H., Stern, E. (2016). Relational quantitative reasoning in kindergarten predicts mathematical achievement in third grade. Journal of Numerical Cognition, Volume: 2, 77-90. DownloadPDF (PDF, 1.6 MB)

Hofer, S. I. & Stern, E. (2016). Underachievement in physics: When intelligent girls fail. Learning and Individual Differences. Amsterdam: Elsevier. Volume 51, 119-131. DownloadPDF (PDF, 972 KB) 

Schalk, L., Saalbach, H., Stern, E. (2016). Approaches to Foster Transfer of Formal Principles: Which Route to Take? PLoS ONE 11(2): e0148787. doi:10.1371/journal.pone.0148787 DownloadPDF (PDF, 491 KB)

Stern, E. & Neubauer, A. (2016). Intelligenz: kein Mythos, sondern Realität. Psychologische Rundschau, 67, 1-13. DownloadPDF (PDF, 161 KB)

Ziegler, E. & Stern, E. (2016). Consistent advantages of contrasted comparisons: Algebra learning under direct instruction. Learning and Instruction, 41, 41-51. DownloadPDF (PDF, 441 KB)

Stern, E. (2015). A grasp on human thinking. Comments on two books dealing with embodied cognition. Nature, Vol 524, pp. 158-159. DownloadPDF (PDF, 904 KB)

Stern, E. (2015). Lernen heisst Wissen konstruieren: Kommentar zu Alexander Renkl. Psychologische Rundschau. DownloadPDF (PDF, 476 KB)

Nussbaumer, D., Grabner, R., Stern, E. (2015). Neural efficiency in working memory tasks: The impact of task demand. Intelligence, 50, S. 196-208 DownloadPDF (PDF, 508 KB)

Ziegler, E. & Stern, E. (2014). Delayed benefits of learning elementary algebraic transformations through contrasted comparisons. Learning and Instruction, 33, 131-146. DownloadPDF (PDF, 971 KB)

Heine, A., Wissmann, J., Tamm, S., De Smedt, B., Schneider, M., Stern, E., Verschaffel, L., & Jacobs, A. M. (2013). An electrophysiological investigation of non-symbolic magnitude processing: Numerical distance effects in children with and without mathematical learning disabilities. Cortex, 49, 2162-2177. DownloadPDF (PDF, 1.6 MB)

Schumacher R. & Stern, E. (2012). Neurowissenschaften und Lehr-Lern-Forschung: Welches Wissen trägt zu lernwirksamem Unterricht bei. DDS-Die Deutsche Schule, 2012/4, S. 383-396. DownloadPDF (PDF, 1.2 MB)

Schalk, L., Saalbach, H. & Stern, E. (2011). Designing learning materials to foster transfer of principles. In L. Carlson, C. Hölscher & T. Shipley (Eds.), Proceedings of the 33rd Annual Conference of the Cognitive Science Society (pp. 300-305). Austin, TX: Cognitive Science Society.

Heine, A., Tamm, S., De Smedt, B., Schneider, M., Thaler, V., Torbeyns, J., Stern, E., Verschaffel, L. & Jacobs, A. M. (2011). The numerical Stroop effect in primary school children: A comparison of low, normal, and high achievers. Child Neuropsychology, 16, 461-477. DownloadPDF (PDF, 188 KB)

Imai, M., Saalbach, H. & Stern, E. (2010). Are Chinese and German children taxonomic, thematic or shape biased?: Influence of classifiers and cultural contexts. Frontiers in Cultural Psychology, 1 (194), 1-10. DownloadPDF (PDF, 587 KB)

Heine, A., Thaler, V., Tamm, S., Hawelka, S., Schneider, M., Torbeyns, J., De Smedt, B., Verschaffel, L., Stern, E. & Jacobs, A. M. (2010). What the eyes already "know": Using eye measurement to tap into children's implicit numerical magnitude representations. Infant and Child Development, 19, 175-186. DownloadPDF (PDF, 175 KB)

Stern, E. & Schneider, M. (2010). A digital road map analogy of the relationship between neuroscience and educational research. ZDM Mathematics Education, 42, 511-514. DownloadPDF (PDF, 107 KB)

Schneider, M. & Stern, E. (2010). The developmental relations between conceptual and procedural knowledge: A multimethod approach. Developmental Psychology, 46 (1), 178-192. DownloadPDF (PDF, 1.5 MB)

Schneider, M. & Stern, E. (2009). The inverse relation of addition and subtraction: A knowledge integration perspective. Mathematical Thinking and Learning, 11 (1), 92-101. DownloadPDF (PDF, 588 KB)

Stern, E. (2009) Inside the Schooled Mind. Science, 323, 40. DownloadPDF (PDF, 59 KB)

Schneider, M., Heine, A., Thaler, V., Torbeyns, J., De Smedt, B., Verschaffel, L., Jacobs, A. & Stern, E. (2008). A validation of eye movements as a measure of elementary school children’s developing number sense. Cognitive Development, 23 (3), 424-437. DownloadPDF (PDF, 335 KB)

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, 346-356. DownloadPDF (PDF, 514 KB)

Grabner, R., Stern, E. & Neubauer. A. (2007). Individual differences in chess expertise: A psychometric investigation. Acta Psychologica, 124, 398-420. DownloadPDF (PDF, 408 KB)

Grabner, R., Neubauer, A. & Stern, E. (2006). Superior Performance and Neural Efficiency. Brain Research Bulletin, 69, 422-439. DownloadPDF (PDF, 677 KB)

Stern, E. (2006). Was wissen wir über erfolgreiches Lernen in der Schule?. Pädagogik, 58 (1), 45-49. DownloadPDF (PDF, 623 KB)

Hardy, I., Jonen, A., Möller, K. & Stern, E. (2006). Why does a large ship of iron float? Effects of instructional support in constructivist learning environments for elementary shool students' understanding of "floating and sinking". Journal of Educational Psychology, 98, 307-326. DownloadPDF (PDF, 724 KB)

Stern, E. (2005). Pedagogy meets Neuroscience. Science, 310, 745. DownloadPDF (PDF, 134 KB)

Stern, E. (2005). Brain goes to school. Trends in Cognitive Science, 9, 563-565. DownloadPDF (PDF, 206 KB)

Hardy, I., Schneider, M., Jonen, A., Möller, K. & Stern, E. (2005). Fostering diagrammatic reasoning in science education. Swiss Journal of Psychology, 64, 207-217. DownloadPDF (PDF, 584 KB)

Stern, E. (2005). Wie viel Hirn braucht die Schule? Chancen und Grenzen einer neuropsychologischen Lehr-Lern-Forschung. Zeitschrift für Pädagogik, 34-39. DownloadPDF (PDF, 147 KB)

Stern, E. (2005). Knowledge restructuring as a powerful mechanism of cognitive development: How to lay an early foundation for conceptual understanding in formal domains. In P. D. Tomlinson, J. Dockrell & P. Winne (Eds.), Pedagogy – teaching for learning (pp. 153–169). Leicester: British Psychological Society. DownloadPDF (PDF, 183 KB)

Saalbach, H. & Stern, E. (2004). Differences between Chinese morpho-syllabic and German alphabetic readers in the Stroop interference effect. Psychonomic Bulletin & Review, 11, 709-715. DownloadPDF (PDF, 200 KB)

Stern, E. & Möller, K. (2004). Der Erwerb anschlussfähigen Wissens als Ziel des Grundschulunterrichtes. In D. Lenzen, J. Baumert, R. Watermann & U. Trautwein (Hrsg.), PISA und die Konsequenzen für die erziehungswissenschaftliche Forschung (S. 25-36). Wiesbaden: VS. (Zeitschrift für Erziehungswissenschaft. 3. Beiheft).

Stern, E. & Schumacher, R. (2004). Intelligentes Wissen als Lernziel. Universitas, 59 (2) 121–134. DownloadPDF (PDF, 1 MB)

Grabner, R., Stern, E. & Neubauer, A. (2003). When intelligence loses its impact: Neural efficiency during reasoning in a highly familiar area. International Journal of Psychophysiology, 49, 89–98. DownloadPDF (PDF, 698 KB)

Haag, L. & Stern, E. (2003). In search of the benefits of learning Latin. Journal of Educational Psychology, 95, 174–178. DownloadPDF (PDF, 35 KB)

Stern, E., Aprea, C. & Ebner, H. (2003). Improving cross-content transfer in text processing by means of active graphical representation. Learning and Instruction, 13, 191–203. DownloadPDF (PDF, 77 KB)

Stern, E. (2003). Lernen – der wichtigste Hebel der geistigen Entwicklung. Universitas,Teil 1: 58 (683), 454–465; Teil 2: 58 (684), 567–582. DownloadPDF (PDF, 3 MB)

Hasemann, K. & Stern, E. (2002). Die Förderung des mathematischen Verständnisses anhand von Textaufgaben – Ergebnisse einer Interventionsstudie in Klassen des 2. Schuljahres. Journal für Mathematikdidaktik, 23 (3/4), 222–242. DownloadPDF (PDF, 1.1 MB)

Staub, F. & Stern, E. (2002). The nature of teachers’ pedagogical content beliefs matters for students’ achievement gains: quasi-experimental evidence from elementary mathematics. Journal of Educational Psychology, 93, 144-155. DownloadPDF (PDF, 2.4 MB)

Haag, L. & Stern, E. (2000). Non scholae sed vitae discimus. Auf der Suche nach globalen und spezifischen Transfereffekten des Lateinunterrichts. Zeitschrift für Pädagogische Psychologie, 14, 146–157. DownloadPDF (PDF, 991 KB)

Meiser, T., Stern, E. & Langeheine, R. (1998). Latent change in discrete data: Unidimensional, multidimensional, and mixture distribution Rasch Models for the analysis of repeated observations. Methods of Psychological Research, 3 (2), 75–90. 

Siegler, R. S. & Stern, E. (1998). Conscious and unconscious strategy discoveries: A microgenetic analysis. Journal of Experimental Psychology: General, 127, 377–397. DownloadPDF (PDF, 2.4 MB)

Mevarech, Z. & Stern, E. (1997). Interaction between knowledge and contexts on understanding abstract mathematical concepts. Journal of Experimental Child Psychology, 65, 68–95. DownloadPDF (PDF, 164 KB)

Staub, F. C. & Stern, E. (1997). Abstract reasoning with mathematical constructs. International Journal of Educational Research, 27 (1), 63–75. DownloadPDF (PDF, 857 KB)

Stern, E. (1996). Rethinking Prior Knowledge: Facets instead of Misconceptions. Issues in Education, 2, 195–199. DownloadPDF (PDF, 300 KB)

Stern, E. & Mevarech, Z. (1996). Children's Understanding of Successive Divisions in Different Contexts. Journal of Experimental Child Psychology, 1, 153–172. DownloadPDF (PDF, 131 KB)

Langeheine, R., Stern, E. & van de Pol, F. (1994). State mastery learning: Dynamic models for longitudinal data. Applied Psychological Measurement, 18, 277–291. DownloadPDF (PDF, 914 KB)

Renkl, A. & Stern, E. (1994). Die Bedeutung von kognitiven Eingangsvoraussetzungen und Lernaufgaben für das Lösen von einfachen und komplexen Textaufgaben. Zeitschrift für Pädagogische Psychologie, 8, 27–39. DownloadPDF (PDF, 1.1 MB)

Stern, E. (1994). Wie viele Kinder bekommen keinen Mohrenkopf? Zur Bedeutung der Kontexteinbettung beim Verstehen des quantitativen Vergleiches. Zeitschrift für Entwicklungspsychologie und Pädagogische Psychologie, 24, 79–94. DownloadPDF (PDF, 659 KB)

Stern, E. (1993). What makes certain arithmetic word problems involving the comparison of sets so hard for children? Journal of Educational Psychology, 85, 7–23. DownloadPDF (PDF, 1.6 MB)

Klauer, K. C. & Stern, E. (1992). How attitudes guide memory-based judgements: A two-process model. Journal of Experimental Social Psychology, 28, 186–206. DownloadPDF (PDF, 1.1 MB)

Stern, E. (1992). Spontaneous use of conceptual mathematical knowledge in elementary school children. Contemporary Educational Psychology, 17, 266–277. DownloadPDF (PDF, 710 KB)

Stern, E. (1992). Warum werden Kapitänsaufgaben "gelöst"? Das Verstehen von Textaufgaben aus psychologischer Sicht. Der Mathematikunterricht, 4, 7 –29. DownloadPDF (PDF, 1.8 MB)

Stern, E. & Lehrndorfer, A. (1992). The role of situational context in solving word problems. Cognitive Development, 7, 259–268. DownloadPDF (PDF, 427 KB)

Klauer, K. C. & Stern, E. (1989). Hinweise auf die automatische Auswertung affektiver Konsistenz. Psychologische Beiträge, 31, 144–157. DownloadPDF (PDF, 598 KB)

Stern, E. (1989). Auswirkungen der Verhaltens-Selbstprotokollierung auf die Einstellungs-Verhaltens-Konsistenz. Zeitschrift für Sozialpsychologie, 4, 220–229. DownloadPDF (PDF, 873 KB)

JavaScript has been disabled in your browser