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Prof. Dr. Elsbeth Stern

Individual differences in the learning potential of human.
Elsbeth Stern
npj Science of Learning, (2017) London: Nature Publishing Group.
Underachievement in physics: When intelligent girls fail.
Sarah I. Hofer, and Elsbeth Stern
Learning and Individual Differences, (2016) Amsterdam: Elsevier.
Debunking Key and Lock Biology: Exploring the prevalence and persistence of students’ misconceptions on the nature and flexibility of molecular interactions.
Annie Champagne-Queloz, Michael W. Klymkowsky, Elsbeth Stern, Ernst Hafen, and Katja Köhler
Matters Select, (2016) Zürich: ScienceMatters AG.

Dr. Anne Deiglmayr

Comparing students' solutions when learning collaboratively or individually within Productive Failure.
Claudia Mazziotti, Nikol Rummel, and A. Deiglmayr
Proceedings of International Conference of the Learning Sciences (ICLS), (2016) New York: International Society of the Learning Sciences (ISLS).
Weak versus strong knowledge interdependence: A comparison of two rationales for distributing information among learners in collaborative learning settings.
Anne Deiglmayr, and Lennart Schalk
Learning and Instruction, (2015) Amsterdam: Elsevier.
The mediating role of interactive learning activities in CSCL: An INPUT-PROCESS-OUTCOME model.
Anne Deiglmayr, Katharina Loibl, and Nikol Rummel
Exploring the Material Conditions of Learning: Computer Supported Collaborative Learning (CSCL) Conference 2015, (2015) Gothenburg: ISLS.

Dr. Sarah Hofer

Underachievement in physics: When intelligent girls fail.
Sarah I. Hofer, and Elsbeth Stern
Learning and Individual Differences, (2016) Amsterdam: Elsevier.
Gender Bias und Physiknoten.
Sarah I. Hofer
Gymnasium Helveticum : Zeitschrift für die schweizerische Mittelschule = revue de l'enseignement secondaire suisse = rivista della scuola secondaria svizzera, (2016) Bern: VSG.
Gender bias effects in physics grading across three countries.
Sarah Isabelle Hofer

Dr. Lennart Schalk

Relational categories as a bridge between cognitive and educational psychology.
Micah B. Goldwater, and Lennart Schalk
Psychological Bulletin, (2016) Washington, DC: American Psychological Association.
Approaches to foster transfer of formal principles: Which route to take?
Lennart Schalk, Henrik Saalbach, and Elsbeth Stern
PLoS ONE, (2016) San Francisco, CA: Public Library of Science.
Relational quantitative reasoning in kindergarten predicts mathematical achievement in third grade.
Lennart Schalk, Henrik Saalbach, Roland H. Grabner, and Elsbeth Stern
Journal of Numerical Cognition, (2016) Trier: Leibniz Institute for Psychology Information.

Dr. Esther Ziegler

Consistent advantages of contrasted comparisons: Algebra learning under direct instruction.
Esther Ziegler, and Elsbeth Stern
Learning and Instruction, (2016) Amsterdam: Elsevier Ltd.
Delayed benefits of learning elementary algebraic transformations through contrasted comparisons.
Esther Ziegler, and Elsbeth Stern
Learning and instruction, (2014) Amsterdam: Elsevier.
Talent und Begabung in der Kognitionspsychologie.
Esther Ziegler
In Handbuch Talententwicklung : Theorien, Methoden und Praxis in Psychologie und Pädagogik, 97-106. (2014) Bern: Huber.

Peter Edelsbrunner

Formal and Informal Learning and First-Year Psychology Students’ Development of Scientific Thinking: A Two-Wave Panel Study.
Soyyilmaz Demet, Laura M. Griffin, Miguel H. Martin, Šimon Kucharský, Ekaterina D. Peycheva, Nina Vaupotič, and Peter A. Edelsbrunner
Frontiers in Psychology, (2017) Lausanne: Frontiers Research Foundation.
Associations between risk behaviour and social status in European adolescents.
M.L.F. Agan, A.S. Costin, M.H.F. Deutz, P.A. Edelsbrunner, L. Zalis, and A. Franken
European Journal of Developmental Psychology, (2015) Abingdon: Routledge.
Associations between risk behaviour and social status in European adolescents.
Maria L.F. Agan, Andra S. Costin, Marike H.F. Deutz, Peter A. Edelsbrunner, Ladislav Záliš, and Aart Franken
European journal of developmental psychology, (2014) Abingdon: Routledge.

Bruno Rütsche

Neurocognitive effects of transcranial direct current stimulation in arithmetic learning and performance: A simultaneous tDCS-fMRI study.
Tobias U. Hauser, Bruno Rütsche, Karoline Wurmitzer, Silvia Brem, Christian C. Ruff, and Roland H. Grabner
Brain Stimulation, (2016) New York, NY: Elsevier.
Transcranial direct current stimulation of the posterior parietal cortex modulates arithmetic learning.
Roland H. Grabner, Bruno Rütsche, Christian C. Ruff, and Tobias U. Hauser
European Journal of Neuroscience, (2015) Oxford: Wiley-Blackwell.
When problem size matters: Differential effects of brain stimulation on arithmetic problem solving and neural oscillations.
Bruno Rütsche, Tobias U. Hauser, Lutz Jäncke, and Roland H. Grabner
PLoS ONE, (2015) Public Library of Science.
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