Martin-Luther-Universität Halle-Wittenberg

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Publikationen

Publikationen (peer-reviewed)

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.
  • Ebersbach, M., Van Dooren, W., & Verschaffel, L. (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.

2010

  • Ebersbach, M., Stiehler, S., & Asmus, P. (2010). On the relationship between children's perspective taking in complex scenes and their spatial drawing. British Journal of Developmental Psychology. Doi: 10.1348/026151010X504942
  • Ebersbach, M., Van Dooren, W., Goudriaan, M., & Verschaffel, L. (2010). Discriminating non-linearity from linearity: Its cognitive foundations in 5-year-olds. Mathematical Thinking and Learning, 12, 4-19.

2009

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

2008

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

2007

  • 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, 265-285.
  • Ebersbach, M., & Wilkening, F. (2007). Children’s intuitive mathematics: The development of knowledge about non-linear growth. Child Development, 78, 296-308.

Publikationen (submitted)

  • Ebersbach, M. (subm.). The estimation of discrete and continuous quantities in children and adults.
  • Ebersbach, M., Jacob, F., & Thome, M. (subm.). Estimating the volume of complex containers by children and adults.

  • Lange-Küttner, C., & Ebersbach, M. (subm.). Girls in details, boys in shape: gender differences when drawing cubes in depth.

Publikationen (andere)

  • Ebersbach, M., Krieg, J., & Schulze, J. (2010). Relations of TV viewing and spatial representational abilities: Evidence from children’s drawings, sculptures, and preferences. In A. M. Columbus (Ed.), Advances in Psychology Research (Vol. 70; p. 137-156). New York: Nova Science Publishers.
  • Ebersbach, M., & Dalbert, C. (2003). Angstfragebogen für Schüler (AFS). In J. Hoyer & J. Margraf (Hrsg.), Angstdiagnostik – Grundlagen und Testverfahren (S. 518 - 521). Heidelberg: Springer.


Papers as preprints or pdf:

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