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Home / Staff / Korbinian Moeller

Associated Researcher

Prof. Dr. Korbinian Moeller

Head of the Junior Research Group Neuro-cognitive Plasticity (until April 2020)

From December 2012 to April 2020) Korbinian Moeller headed the junior research group Neuro-cognitive Plasticity at the Leibniz-Institut für Wissensmedien. Additionally, he was professor for applied learning and knowledge psychology at the University of Tuebingen. His research interests focus on the cognitive and neuronal underpinnings of numerical competencies. He pursues these interests employing latest neuro-cognitive methods (e.g., fMRI/DTI, computational modelling) and the consideration of neuro-functional models. A particular focus of his work is on the development and acquisition of numerical competencies (e.g., through game-based approaches) and corresponding changes on the cognitive as well as the neural level. His approach is driven by the idea that basic numerical competencies serve as building blocks for later numerical and arithmetic achievement and, thus, deserve specific interest and promotion.
Korbinian Moeller has conducted numerous projects on the acquisition of numerical competencies (funded, amongst others by the DFG, BMBF, etc.). He was a member of the DFG Research Group Analysis and Facilitation of Effective Learning and Teaching Processes (“Analyse und Förderung effektiver Lehr-Lernprozesse”, FOR738) and is a faculty member of the LEAD Graduate School (“Learning, Educational Achievement, and Life Course Development”; GSC 1028), funded by the Excellence Initiative of the German federal government.

From April 2020 Korbinian Moeller is professor of mathematical cognition at the Centre of Mathematical Cognition of Loughbourough University (United Kingdom).

Korbinian Moeller studied psychology at the RWTH Aachen University (Diplom 2006) and the University of Dundee in Scotland (M.Sc. 2006). Subsequently, pursued his PhD at the Paris-Lodron-University in Salzburg, Austria (until 2008) and the Eberhard-Karls-University in Tuebingen, Germany, (PhD in 2010).

Curriculum Vitae

Research Gate

Google Scholar

Projects

Benefits of a game-based cognitive interface for knowledge work – from basic effects and neural correlates to neuropsychological rehabilitation

Development of geometrical competences in early childhood

Digits grasp digits – Development and evaluation of a digital app for self-regulated training of finger-based numerical strategies

How digits help digits: Relevance and development of finger motor skills and finger-based strategies in the context of early numerical learning

Influence of Task Switching on Number Processing

Former Projects

A genetic and cross-linguistic Brazilian-German approach to children's numerical development

Coding to foster computational thinking through playing and creating - Hector Core Course „Verstehen wie Computer denken“

Diagnostic and web-based intervention in mathematics impairments after elementary school

Learning analytics for sensor-based adaptive learning

Math with the Dancemat

Media-support for arithmetic learning

Neurocognitive foundations and processing pathways of arithmetic learning and their plasticity in adults as well as in typically and atypically developing children

Articles in refereed Journals

Ninaus, M., Kiili, K., Bieck, S.M., & Moeller, K. (in press). Motivationsprofile bei Verwendung eines Lernspiels zur Messung des Bruchverständnisses in der Schule - Eine latente Profilanalyse. Psychologie in Erziehung und Unterricht.

Schliephake, A., Bahnmueller, J., Willmes, K., & Moeller, K. (in press). Cognitive control in number processing: new evidence from task switching. Psychological Research. https://dx.doi.org/10.1007/s00426-020-01418-w

Bahnmueller, J., Göbel, S. M., Pixner, S., Dresen, V., & Moeller, K. (2020). More than simple facts: cross-linguistic differences in place-value processing in arithmetic fact retrieval. Psychological Research, 84(3), 650-659. https://dx.doi.org/10.1007/s00426-018-1083-7 [Data]

Barrocas, R., Roesch, S., Dresen, V., Moeller, K., & Pixner, S. (2020). Embodied numerical representations and their association with multi-digit arithmetic performance. Cognitive Processing, 21(1), 95-103. https://dx.doi.org/10.1007/s10339-019-00940-z

Barrocas, R., Roesch, S., Gawrilow, C., & Moeller, K. (2020). Putting a Finger on Numerical Development – Reviewing the Contributions of Kindergarten Finger Gnosis and Fine Motor Skills to Numerical Abilities. Frontiers in Psychology, 11, Article 1012. https://dx.doi.org/10.3389/fpsyg.2020.01012 Open Access

Bramboeck, V., Moeller, K., Marksteiner, J., & Kaufmann, L. (2020). Loneliness and Burden Perceived by Family Caregivers of Patients With Alzheimer Disease. American Journal of Alzheimer’s Disease and other Dementias, 35. https://dx.doi.org/10.1177/1533317520917788

Colling, L. J., Szűcs, D., De Marco, D., Cipora, K., Ulrich, R., Nuerk, H.-C., Soltanlou, M., Bryce, D., Chen, S.-C., Schroeder, P. A., Henare, D. T., Chrystall, C. K., Corballis, P. M., Ansari, D., Goffin, C., Sokolowski, H. M., Hancock, P. J., Millen, A. E., Langton, S. R., Holmes, K. J., Saviano, M. S., Tummino, T. A., Lindemann, O., Zwaan, R. A., Lukavský, J., Becková, A., Vranka, M. A., Cutini, S., Mammarella, I. C., Mulatti, C., Bell, R., Buchner, A., Mieth, L., Röer, J. P., Klein, E., Huber, S., Moeller, K., Ocampo, B., Lupiáñez, J., Ortiz-Tudela, J., de la Fuente, J., Santiago, J., Ouellet, M., Hubbard, E. M., Toomarian, E. Y., Job, R., Treccani, B., & McShane, B. B. (2020). Registered Replication Report on Fischer, Castel, Dodd, and Pratt (2003). Advances in Methods and Practices in Psychological Science, 3(2), 143-162. https://dx.doi.org/10.1177/2515245920903079 Open Access

Dresen, V., Pixner, S., & Moeller, K. (2020). Effects of place-value and magnitude processing on word problem solving. Cognitive Development, 54, Article 100876. https://dx.doi.org/10.1016/j.cogdev.2020.100876

Greipl, S., Moeller, K., Kiili, K., & Ninaus, M. (2020). Different performance, full experience: a learning game applied throughout adulthood. International Journal of Serious Games, 7(3), 61-80. https://dx.doi.org/10.17083/ijsg.v7i3.359

Greipl, S., Moeller, K., & Ninaus, M. (2020). Potential and limits of game-based learning. International Journal of Technology Enhanced Learning, 12(4), 363. https://dx.doi.org/10.1504/ijtel.2020.10028417

Jung, S., Meinhardt, A., Braeuning, D., Roesch, S., Cornu, V., Pazouki, T., Schiltz, C., Lonnemann, J., & Moeller, K. (2020). Hierarchical Development of Early Visual-Spatial Abilities – A Taxonomy Based Assessment Using the MaGrid App. Frontiers in Psychology, 11, Article 871. https://dx.doi.org/10.3389/fpsyg.2020.00871 [Data] Open Access

Jung, S., Moeller, K., Karnath, H.O., Klein, E. (2020). Hemispheric lateralization of arithmetic facts and magnitude processing for two-digit numbers. Frontiers in Human Neuroscience, 14, Article 88. https://dx.doi.org/10.3389/fnhum.2020.00088 [Data] Open Access

Jung, S., Roesch, S., Klein, E., Dackermann, T., Heller, J., & Moeller, K. (2020). The strategy matters: Bounded and unbounded number line estimation in secondary school children. Cognitive Development, 53, Article 100839. https://dx.doi.org/10.1016/j.cogdev.2019.100839

Lambert, K., Wortha, S. M., & Moeller, K. (2020). Time Reading in Middle and Secondary School Students: The Influence of Basic-Numerical Abilities. The Journal of Genetic Psychology, 181(4), 255-277. https://dx.doi.org/10.1080/00221325.2020.1760778

Lewis, C. A., Bahnmueller, J., Wesierska, M., Moeller, K., & Göbel, S. M. (2020). Inversion effects on mental arithmetic in English- and Polish-speaking adults. Quarterly Journal of Experimental Psychology, 73(1), 91-103. https://dx.doi.org/10.1177/1747021819881983

Ludewig, U., Lambert, K., Dackermann, T., Scheiter, K., & Möller, K. (2020). Influences of basic numerical abilities on graph reading performance. Psychological Research, 84(5), 1198-1210. https://dx.doi.org/10.1007/s00426-019-01144-y request document

Simplicio, H., Gasteiger, H., Dorneles, B. V., Grimes, K. R., Haase, V. G., Ruiz, C., Liedtke, F. V., & Moeller, K. (2020). Cognitive Research and Mathematics Education—How Can Basic Research Reach the Classroom? Frontiers in Psychology, 11, Article 773. https://dx.doi.org/10.3389/fpsyg.2020.00773 Open Access

Wortha, S. M., Bloechle, J., Ninaus, M., Kiili, K., Lindstedt, A., Bahnmueller, J., Moeller, K., & Klein, E. (2020). Neurofunctional plasticity in fraction learning: An fMRI training study. Trends in Neuroscience and Education, 21, Article 100141. https://dx.doi.org/10.1016/j.tine.2020.100141

Bahnmueller, J., Maier, C. A., Göbel, S. M., & Moeller, K. (2019). Direct evidence for linguistic influences in two-digit number processing. Journal of Experimental Psychology: Learning, Memory, and Cognition, 45(6), 1142-1150. https://dx.doi.org/10.1037/xlm0000642

Blume, F., Göllner, R., Moeller, K., Dresler, T., Ehlis, A.-C., & Gawrilow, C. (2019). Do students learn better when seated close to the teacher? A virtual classroom study considering individual levels of inattention and hyperactivity-impulsivity. Learning and Instruction, 61, 138-147. https://dx.doi.org/10.1016/j.learninstruc.2018.10.004 Open Access

Dietrich, J. F., Nuerk, H.-C., Klein, E., Moeller, K., & Huber, S. (2019). Set size influences the relationship between ANS acuity and math performance: a result of different strategies? Psychological Research, 83(3), 590-612. https://dx.doi.org/10.1007/s00426-017-0907-1

Klein, E., Bieck, S. M., Bloechle, J., Huber, S., Bahnmueller, J., Willmes, K., & Moeller, K. (2019). Anticipation of difficult tasks: neural correlates of negative emotions and emotion regulation. Behavioral and Brain Functions, 15(1), 4. https://dx.doi.org/10.1186/s12993-019-0155-1 Open Access

Klein, E., Willmes, K., Bieck, S. M., Bloechle, J., & Moeller, K. (2019). White matter neuro-plasticity in mental arithmetic: Changes in hippocampal connectivity following arithmetic drill training. Cortex, 114, 115-123. https://dx.doi.org/10.1016/j.cortex.2018.05.017 request document

Mock, J., Huber, S., Bloechle, J., Bahnmueller, J., Moeller, K., & Klein, E. (2019). Processing symbolic and non-symbolic proportions: Domain-specific numerical and domain-general processes in intraparietal cortex. Brain Research, 1714, 133-146. https://dx.doi.org/10.1016/j.brainres.2019.02.029 request document

Mock, J., Huber, S., Cress, U., Nuerk, H.-C., & Moeller, K. (2019). Negative Numbers are not yet Automatically Associated with Space in 6th Graders. Journal of Cognition and Development, 20(4), 611-633. https://dx.doi.org/10.1080/15248372.2019.1639714

Ninaus, M., Greipl, S., Kiili, K., Lindstedt, A., Huber, S., Klein, E., Karnath, H.-O., & Moeller, K. (2019). Increased emotional engagement in game-based learning – A machine learning approach on facial emotion detection data. Computers & Education, 142, 103641. https://dx.doi.org/10.1016/j.compedu.2019.103641

Reinert, R. M., Hartmann, M., Huber, S., & Moeller, K. (2019). Unbounded number line estimation as a measure of numerical estimation. PLOS ONE, 14(3), e0213102. https://dx.doi.org/10.1371/journal.pone.0213102 request document

Scholl, A., Bloechle, J., Sassenberg, K., Huber, S., & Moeller, K. (2019). The power to adapt: How sense of power predicts number processing. Canadian Journal of Experimental Psychology/Revue canadienne de psychologie expérimentale, 73(3), 157-166. https://dx.doi.org/10.1037/cep0000166 request document

Artemenko, C., Pixner, S., Moeller, K., & Nuerk, H.-C. (2018). Longitudinal development of subtraction performance in elementary school. British Journal of Developmental Psychology, 36, 188-205. https://dx.doi.org/10.1111/bjdp.12215

Bahnmueller, J., Nuerk, H.-C., & Moeller, K. (2018). A Taxonomy Proposal for Types of Interactions of Language and Place-Value Processing in Multi-Digit Numbers. Frontiers in Psychology, 9:1024. https://dx.doi.org/10.3389/fpsyg.2018.01024 Open Access

Bieck, S. M., Artemenko, C., Moeller, K., & Klein, E. (2018). Low to no effect: application of tRNS during two-digit addition. Frontiers in Human Neuroscience, 12:176. https://dx.doi.org/10.3389/fnins.2018.00176 Open Access

Bloechle, J., Huber, J., Klein, E., Bahnmueller, J., Rennig, J., Moeller, K., & Huber, S. (2018). Spatial arrangement and set size influence the coding of non-symbolic quantities in the intraparietal sulcus. Frontiers in Human Neuroscience, 12:54. https://dx.doi.org/10.3389/fnhum.2018.00054 Open Access

Bloechle, J., Huber, S., Klein, E., Bahnmueller, J., Moeller, K., & Rennig, J. (2018). Neuro-cognitive mechanisms of global Gestalt perception in visual quantification. Neuroimage, 181, 359-369. https://dx.doi.org/10.1016/j.neuroimage.2018.07.026 request document

Dackermann, T., Kroemer, L., Nuerk, H.-C., Moeller, K., & Huber, S. (2018). Influences of presentation format and task instruction on children's number line estimation. Cognitive Development, 47, 53-62. https://dx.doi.org/10.1016/j.cogdev.2018.03.001

Fischer, U., Huber, S., Fischer, M. H., & Moeller, K. (2018). The influence of number magnitude on continuous swiping movements. Journal of Numerical Cognition, 4:135. https://dx.doi.org/10.5964/jnc.v4i2.135 Open Access

Fischer, U., Huber, S., Nuerk, H.-C., Cress, U., & Moeller, K. (2018). Spatial Presentations, but not Response Formats Influence Spatial-Numerical Associations in Adults. Frontiers in Psychology, 9:2608. https://dx.doi.org/10.3389/fpsyg.2018.02608 Open Access

Hirsch, S., Lambert, K., Koppens, K., & Moeller, K. (2018). Basic numerical competences in large-scale assessment data: Structure and long-term relevance. Journal of Experimental Child Psychology, 167, 32-48. request document

Kaufmann, L., Huber, S., Mayer, D., Moeller, K., & Marksteiner, J. (2018). The CERAD neuropsychological assessment battery is sensitive to alcohol-related cognitive deficiencies in elderly patients: A retrospective matched case-control study. Journal of the International Neuropsychological Society, 24, 360-371. https://dx.doi.org/10.1017/S1355617717001072

Kiili, K., Moeller, K., & Ninaus, M. (2018). Evaluating the effectiveness of a game-based rational number training - In-game metrics as learning indicators. Computers & Education, 120, 13-28. https://dx.doi.org/10.1016/j.compedu.2018.01.012 Open Access

Klein, E., Moeller, K., Huber, S., Willmes, K., Kiechl-Kohlendorfer, U. & Kaufmann, L. (2018). Gestational age modulates neural correlates of intentional, but not automatic number magnitude processing in children born preterm. International Journal of Developmental Neuroscience, 65, 38-44. https://dx.doi.org/10.1016/j.ijdevneu.2017.10.004 request document

Lachmair, M., Ruiz Fernandez, S., Moeller, K., Nuerk, H. C., & Kaup, B. (2018). Magnitude or Multitude-What counts? Frontiers in Psychology, 9:522. https://dx.doi.org/10.3389/fpsyg.2018.00522 Open Access

Mock, J., Huber, S., Bloechle, J., Dietrich, J.F., Bahnmueller, J., Rennig, J., Klein, E., & Moeller, K. (2018). Magnitude processing of symbolic and non-symbolic proportions: an fMRI study. Behavioral and Brain Functions, 14:9. https://dx.doi.org/10.1186/s12993-018-0141-z Open Access

Ribner, A., Moeller, K., Willougby, M., Blair, C., & the Family Life Project Key Investigators (2018). Cognitive abilities and mathematical competencies at school entry. Mind, Brain and Education, 12, 175-185. request document

Tsarava, K., Moeller, K., & Ninaus, M. (2018). Training Computational Thinking through board games: The case of Crabs & Turtles. International Journal of Serious Games, 5(2), 25-44. https://dx.doi.org/10.17083/ijsg.v5i2.248 Open Access

Van 'T Noordende, J., Volman, M. J. M., Leseman, P. P. M., Moeller, K., Dackermann, T., & Kroesbergen, E. (2018). The Use of Local and Global Ordering Strategies in Number Line Estimation in Early Childhood. Frontiers in Psychology, 9, 1562. https://dx.doi.org/10.3389/fpsyg.2018.01562 Open Access

Dackermann, T., Fischer, U., Nuerk, H.-C., Cress, U., & Moeller, K. (2017). Applying embodied cognition: from useful interventions and their theoretical underpinnings to practical applications. ZDM Mathematics Education, 49, 545-557. https://dx.doi.org/10.1007/s11858-017-0850-z request document

Fischer, U., Roesch, S., & Moeller, K. (2017). Diagnostik und Förderung bei Rechenschwäche: Messen wir, was wir fördern wollen? Lernen und Lernstörungen, 6, 25-38. https://dx.doi.org/10.1024/2235-0977/a000160 Open Access

Huber, S., Bloechle, J., Dackermann, T., Scholl, A., Sassenberg, K., & Moeller, K. (2017). Magnitude estimation is influenced by social power. Journal of Numerical Cognition, 3(2), 147-163. https://dx.doi.org/10.5964/jnc.v3i2.52 Open Access

Huber, S., Dietrich, J.F., Nagengast, B., & Moeller, K. (2017). Using propensity score matching to construct experimental stimuli. Behavior Research Methods, 49, 1107-1119. https://dx.doi.org/10.1111/bjop.12203 Open Access

Mueller, A., & Moeller, K. (2017). Rechenschwäche bei Erwachsenen in drei Fallbeschreibungen. Lernen und Lernstörungen, 6, 19-24.

Ninaus, M., Kiili, K., McMullen, J., & Moeller, K. (2017). Assessing fraction knowledge by a digital game. Computers in Human Behavior, 70, 197-206. https://dx.doi.org/10.1016/j.chb.2017.01.004

Ninaus, M., Moeller, K., Kaufmann, L., Fischer, M. H., Nuerk, H.-C., & Wood, G. (2017). Cognitive Mechanisms Underlying Directional and Non-directional Spatial-Numerical Associations across the Lifespan. Frontiers in Psychology, 8:1421. https://dx.doi.org/10.3389/fpsyg.2017.01421 Open Access

Ninaus, M., Moeller, K., McMullen, J., & Kiili, K. (2017). Acceptance of Game-Based Learning and Intrinsic Motivation as Predictors for Learning Success and Flow Experience. International Journal of Serious Games, 4, 15-30. https://dx.doi.org/10.17083/ijsg.v4i3.176 Open Access

Reinert, R. M., Huber, S., Nuerk, H.-C., & Moeller, K. (2017). Sex differences in number line estimation: The role of numerical estimation. British Journal of Psychology, 108, 334-350. https://dx.doi.org/10.1111/bjop.12203 request document

Scholl, A., Moeller, K., Scheepers, D., Nuerk, H.-C., & Sassenberg, K. (2017). Physiological threat responses predict number processing. Psychological Research, 81, 278-288. https://dx.doi.org/10.1007/s00426-015-0719-0 request document

Bahnmueller, J., Huber, S., Nuerk, H.-C., Göbel, S. M., & Moeller, K. (2016). Processing multi-digit numbers - A translingual eye tracking study. Psychological Research, 80, 422-433. https://dx.doi.org/10.1007/s00426-015-0729-y

Bloechle, J., Huber, S., Bahnmueller, J., Rennig, J., Willmes, K., Cavdaroglu, S., Moeller, K., & Klein, E. (2016). Fact learning in complex arithmetic – The role of the angular gyrus revisited. Human Brain Mapping, 37, 3061-3079. https://dx.doi.org/10.1002/hbm.23226 request document

Dackermann, T., Fischer, U., Cress, U., Nuerk, H.-C., & Moeller, K. (2016). Bewegtes Lernen numerischer Kompetenzen. Themenheft: Psychologie und Wissensmedien. Psychologische Rundschau, 67(2), 102-109. https://dx.doi.org/10.1026/0033-3042/a000302

Dackermann, T., Fischer, U., Huber, S., Nuerk, H.-C., & Moeller, K. (2016). Training the equidistant principle of number line spacing. Cognitive Processing, 17, 243-258. https://dx.doi.org/10.1007/s10339-016-0763-8

Dietrich, J. F., Huber, S., Dackermann, T., Moeller, K., & Fischer, U. (2016). Place-value understanding in number line estimation predicts future arithmetic performance. British Journal of Developmental Psychology, 34, 502-517. https://dx.doi.org/10.1111/bjdp.12146

Dietrich, J. F., Huber, S., Klein, E., Willmes, K., Pixner, S., & Moeller, K. (2016). A systematic investigation of accuracy and response time based measures used to index ANS acuity. PLOS ONE, 11(9):e0163076. https://dx.doi.org/10.1371/journal.pone.0163076 Open Access

Fischer, U., Moeller, K., Class, F., Huber, S., Cress, U., & Nuerk, H.-C. (2016). Dancing with the SNARC: Measuring spatial-numerical associations on a digital dance mat. Canadian Journal of Experimental Psychology, 70, 306-315. https://dx.doi.org/10.1037/cep0000084

Huber, S., Klein, E., Moeller, K., & Willmes, K. (2016). Spatial-numerical and ordinal positional associations coexist in parallel. Frontiers in Psychology, 7:438. https://dx.doi.org/10.3389/fpsyg.2016.00438 Open Access

Huber, S., Nuerk, H.-C., Willmes, K., & Moeller, K. (2016). A general model framework for multi-symbol number comparison. Psychological Review, 123(6), 667-695. https://dx.doi.org/10.1037/rev0000040

Jung, S., Huber, S., Heller, J., Grust, T., Moeller, K., & Nuerk, H.-C. (2016). Die TUebinger LernPlattform zum Erwerb numerischer und orthografischer Kompetenzen (TULPE): Individualisierte Förderung durch adaptive Lernspiele. Lernen und Lernstörungen, 5(1), 7-15. https://dx.doi.org/10.1024/2235-0977/a000112

Klein, E., Suchan, J., Moeller, K., Karnath, H.-O., Knops, A., Wood, G., Nuerk, H.-C., & Willmes, K. (2016). Considering structural connectivity in the triple code model of numerical cognition: Differential connectivity for magnitude processing and arithmetic facts. Brain Structure & Function, 221(2), 979-95. https://dx.doi.org/10.1007/s00429-014-0951-1

Klein, E., Willmes, K., Jung, S., Huber, S., Braga, L. W., & Moeller, K. (2016). Differing connectivity of Exner’s area for numbers and letters. Frontiers in Human Neuroscience, 10:281. https://dx.doi.org/10.3389/fnhum.2016.00281 request document

Mock, J., Huber, S., Klein, E., & Moeller, K. (2016). Insights into numerical cognition - Considering eye-fixations in number processing and arithmetic. Psychological Research, 80, 334-359. https://dx.doi.org/10.1007/s00426-015-0739-9

Pixner, S., Nuerk, H.-C., & Moeller, K. (2016). Einflüsse der Inversion auf die Verarbeitung mehrstelliger Zahlen bei deutschsprachigen Kindern – ein Überblick. Lernen und Lernstörungen, 5, 173-188. https://dx.doi.org/10.1024/2235-0977/a000021

Pletzer, B., Moeller, K., Scheuringer, A., Domahs, F., Kerschbaum, H. H., & Nuerk, H. C. (2016). Behavioural evidence for sex differences in the overlap between subtraction and multiplication. Cognitive Processing, 17(2), 147-154. https://dx.doi.org/10.1007/s10339-016-0753-x

Rau, A. K., Moll, K., Moeller, K., Huber, S., Snowling, M. J., & Landerl, K. (2016). Same same, but different: Word and sentence reading in German and English. Scientific Studies of Reading, 20, 202-219. https://dx.doi.org/10.1080/10888438.2015.1136913

Roesch, S., Jung, S., Huber, S., Artemenko, C., Bahnmueller, J., Heller, J., Grust, T., Nuerk, H.-C., & Moeller, K. (2016). Training arithmetic and orthography on a web-based and socially-interactive learning platform. International Journal of Education and Information Technologies, 10, 204-217.

Spüler, M., Walter, C., Rosenstiel, W., Gerjets, P., Moeller, K., & Klein, E. (2016). EEG-based prediction of cognitive workload induced by arithmetic: A step towards online adaptation in numerical learning. ZDM Mathematics Education, 48, 267-278. https://dx.doi.org/10.1007/s11858-015-0754-8

Wasner, M., Nuerk, H. C., Martignon, L., Roesch, S., & Moeller, K. (2016). Finger gnosis predicts a unique but small part of variance in initial arithmetic performance. Journal of Experimental Child Psychology, 146, 1-16. https://dx.doi.org/10.1016/j.jecp.2016.01.006

Artemenko, C., Moeller, K., Huber, S., & Klein, E. (2015). Differential influences of unilateral tDCS over the intraparietal cortex on numerical cognition. Frontiers in Human Neuroscience, 9:110. https://dx.doi.org/10.3389/fnhum.2015.00110 Open Access

Bahnmueller, J., Moeller, K., Mann, A., & Nuerk, H.-C. (2015). On the limits of language influences on numerical cognition – no inversion effects in three-digit number magnitude processing in adults. Frontiers in Psychology, 6:1216. https://dx.doi.org/10.3389/fpsyg.2015.01216 Open Access

Bloechle, J., Huber, S., & Moeller, K. (2015). In touch with numbers: Embodied and situated effects in number magnitude comparison. Journal of Cognitive Psychology, 27, 478-489. https://dx.doi.org/10.1080/20445911.2014.1001760 request document

Dackermann, T., Huber, S., Bahnmueller, J., Nuerk, H.-C., & Moeller, K. (2015). An integration of competing accounts on children’s number line estimation. Frontiers in Psychology, 6. https://dx.doi.org/10.3389/fpsyg.2015.00884 Open Access

Dietrich, J. F., Huber, S., Moeller, K., & Klein, E. (2015). The influence of math anxiety on symbolic and non-symbolic magnitude processing. Frontiers in Psychology, 6:1621. https://dx.doi.org/10.3389/fpsyg.2015.01621 Open Access

Fischer, U., Moeller, K., Huber, S., Cress, U., & Nuerk, H.-C. (2015). Full-body movement in numerical trainings: A pilot study with an interactive whiteboard. International Journal of Serious Games, 2, 23-35. request document

Fischer, U., Rösch, S., Nuerk, H.-C., & Moeller, K. (2015). Erkennen von Rechenschwäche durch LehrerInnen und Testungen im Klassenverband. Lernen und Lernstörungen, 4, 269-282. https://dx.doi.org/10.1024/2235-0977/a000116 request document

Huber, S., Bahnmueller, J., Klein, E., & Moeller, K. (2015). Testing a model of componential processing of multi-symbol numbers - Evidence from measurement units. Psychonomic Bulletin & Review, 22, 1417-1423. https://dx.doi.org/10.3758/s13423-015-0805-8

Huber, S., Cornelsen, S., Moeller, K., & Nuerk, H.-C. (2015). Towards a model framework of generalized parallel componential processing of multi-symbol numbers. Journal of Experimental Psychology: Learning, Memory, and Cognition, 41, 732-745. https://dx.doi.org/10.1037/xlm0000043

Huber, S., Klein, E., Graf, M., Nuerk, H.-C., Moeller, K., & Willmes, K. (2015). Embodied markedness of parity? Examining handedness effects on parity judgments. Psychological Research, 79, 963-977. https://dx.doi.org/10.1007/s00426-014-0626-9

Huber, S., Klein, E., Moeller, K., & Willmes, K. (2015). Comparing a single case to a control group - Applying linear mixed effects models to repeated measures data. Cortex, 71, 148-159. https://dx.doi.org/10.1016/j.cortex.2015.06.020

Huber, S., Sury, D., Moeller, K., Rubinsten, O., & Nuerk, H.-C. (2015). A general number-to-space mapping deficit in developmental dyscalculia. Research in Developmental Disabilities, 43-44, 32-42. https://dx.doi.org/10.1016/j.ridd.2015.06.003

Moeller, K., Fischer, U., Nuerk, H.-C., & Cress, U. (2015). Computers in mathematics education - Training the mental number line. Computers in Human Behavior, 48, 597-607. https://dx.doi.org/10.1016/j.chb.2015.01.048 request document

Moeller, K., Shaki, S., Göbel, S. M., & Nuerk, H.-C. (2015). Language influences number processing – A quadrilingual study. Cognition, 136, 150-155. https://dx.doi.org/10.1016/j.cognition.2014.11.003

Moeller, K., Willmes, K., & Klein, E. (2015). A review on functional and structural brain connectivity in numerical cognition. Frontiers in Human Neuroscience, 9:227.

Moeller, K., Zuber, J., Olsen, N., Nuerk, H.-C., & Willmes, K. (2015). Intransparent German number words complicate transcoding - A translingual comparison with Japanese. Frontiers in Psychology, 6:740. https://dx.doi.org/10.3389/fpsyg.2015.00740 Open Access

Reinert, R. M., Huber, S., Nuerk, H.-C., & Moeller, K. (2015). Strategies in unbounded number line estimation? - Evidence from eye-tracking. Cognitive Processing, 16, 359-363. https://dx.doi.org/10.1007/s10339-015-0675-z

Reinert, R. M., Huber, S., Nuerk, H.-C., & Moeller, K. (2015). Multiplication facts and the mental number line - Evidence from unbounded number line estimations. Psychological Research, 79, 95-103. https://dx.doi.org/10.1007/s00426-013-0538-0

Roesch, S., & Moeller, K. (2015). Considering digits in a current model of numerical development. Frontiers in Human Neuroscience, 8, 1-5. https://dx.doi.org/10.3389/fnhum.2014.01062 Open Access

Wasner, M., Moeller, K., Fischer, M., & Nuerk, H.-C. (2015). Related but not the same: Ordinality, cardinality and 1-to-1 correspondence in finger-based numerical representations. Journal of Cognitive Psychology, 27, 426-441.

Huber, S., Klein, E., Willmes, K., Nuerk, H.-C., & Moeller, K. (2014). Decimal fraction representations are not distinct from natural number representations – Evidence from a combined eye-tracking and computational modelling approach. Frontiers in Human Neuroscience, 8:172. https://dx.doi.org/10.3389/fnhum.2014.00172 Open Access

Huber, S., Moeller, K., & Nuerk, H.-C. (2014). Adaptive processing of fractions - Evidence from eye-tracking. Acta Psychologica, 148, 37-48.

Huber, S., Moeller, K., & Nuerk, H.-C. (2014). Dissociating Number Line Estimations from Underlying Numerical Representations. Quarterly Journal of Experimental Psychology, 67, 991-1003.

Klein, E., Huber, S., Nuerk, H.-C., & Moeller, K. (2014). Operational momentum affects eye fixation behaviour. Quarterly Journal of Experimental Psychology, 67(8), 1614-1625. https://dx.doi.org/10.1080/17470218.2014.902976

Klein, E., Moeller, K., Kiechl-Kohlendorfer, U., Kremser, C., Starke, M., Cohen Kadosh, R., Pupp-Peglow, U., Schocke, M., & Kaufmann, L. (2014). Processing of intentional and automatic number magnitudes in children born prematurely - Evidence from fMRI. Developmental Neuropsychology, 39(5), 342-364.
Corrigendum: https://dx.doi.org/10.1080/87565641.2014.985998

Link, T., Huber, S., Nuerk, H.-C., & Moeller, K. (2014). Unbounding the mental number line - new evidence on children’s spatial representation of numbers. Frontiers in Psychology, 4:1021. https://dx.doi.org/10.3389/fpsyg.2013.01021 Open Access

Link, T., Nuerk, H.-C., & Moeller, K. (2014). On the relation between the mental number line and arithmetic competencies. Quarterly Journal of Experimental Psychology, 67(8), 1597-1613. https://dx.doi.org/10.1080/17470218.2014.892517

Link, T., Schwarz, E. J., Huber, S., Fischer, U., Nuerk, H. C., Cress, U., & Moeller, K. (2014). Mathe mit der Matte - Verkörperlichtes Training basisnumerischer Kompetenzen. Zeitschrift für Erziehungswissenschaft, 17, 257-277. https://dx.doi.org/10.1007/s11618-014-0533-2 request document
Corrigendum: https://dx.doi.org/10.1007/s11618-015-0657-z

Moeller, K., Klein, E., Kucian, K., & Willmes, K. (2014). Numerical Development - From cognitive functions to neural underpinnings. Frontiers in Psychology, 5:1047. https://dx.doi.org/10.3389/fpsyg.2014.01047 Open Access

Pixner, S., Leyrer, M., & Moeller, K. (2014). Number processing and arithmetic skills in children with cochlear implants. Frontiers in Psychology, 5:1479. https://dx.doi.org/10.3389/fpsyg.2014.01479 Open Access

Rau, A., Moeller, K., & Landerl, K. (2014). The transition from sublexical to lexical processing in a consistent orthography: An eye-tracking study. Scientific Studies of Reading, 18, 224-233.

Wasner, M., Moeller, K., Fischer, M. H., & Nuerk, H.-C. (2014). Aspects of situated cognition in embodied numerosity - The case of finger counting. Cognitive Processing, 15, 317-328.

Willmes, K., Moeller, K., & Klein, E. (2014). Where numbers meet words – A common ventral network for semantic classification. Scandinavian Journal of Psychology, 55, 202-211. https://dx.doi.org/10.1111/sjop.2014.55.issue-3

Fischer, U., Moeller, K., Cress, U., & Nuerk, H.-C. (2013). Interventions supporting children’s mathematics school success: A meta-analytic review. European Psychologist, 18, 89-113. https://dx.doi.org/10.1027/1016-9040/a000141 request document

Goebel, S., Moeller, K., Pixner, S., Kaufmann, L., & Nuerk, H.-C. (2013). Language affects symbolic arithmetic in children: the case of number word inversion. Journal of Experimental Child Psychology., 119, 17-25.

Huber, S., Fischer, U., Moeller, K,. & Nuerk, H.-C. (2013). On the interrelation of multiplication and division in secondary school children. Frontiers in Psychology, 4, 740. https://dx.doi.org/10.3389/fpsyg.2013.00740 Open Access

Huber, S., Mann, A., Nuerk, H.-C., & Moeller, K. (2013). Cognitive control in number magnitude processing - Evidence from eye-tracking. Psychological Research, 78, 539-548. https://dx.doi.org/10.1007/s00426-013-0504-x

Huber, S., Moeller, K., Nuerk, H.-C., & Willmes, K. (2013). A computational modelling approach on three-digit number processing. Topics in Cognitive Science, 5, 317-334.

Klein, E., Bahnmueller, J., Mann, A., Pixner, S., Kaufmann, L., Nuerk, H.-C., & Moeller, K. (2013). Language influences on numerical development - Inversion effects on multi-digit number processing. Frontiers in Developmental Psychology, 4:480. https://dx.doi.org/10.3389/fpsyg.2013.00480 Open Access

Klein, E., Mann, A., Huber, S., Bloechle, J., Willmes, K., Karim, A.A., Nuerk, H.-C., & Moeller, K. (2013). Bilateral bi-cephalic tDCS with two active electrodes of the same polarity modulates bilateral cognitive processes differentially. PlosONE, 8(8): e71607. https://dx.doi.org/10.1371/journal.pone.0071607 Open Access

Klein, E., Moeller, K., Glauche, V., Weiller, C., & Willmes, K. (2013). Processing pathways in mental arithmetic - Evidence from probabilistic fiber tracking. PLoS ONE, 8(1): e55455. https://dx.doi.org/10.1371/journal.pone.0055455 Open Access

Klein, E., Moeller, K., & Willmes, K. (2013). A neural disconnection hypothesis on impaired numerical processing. Frontiers in Human Neuroscience, 7, 663.

Klein, E., Moeller, K., Zinsberger, D., Zauner, H., Wood, G., Willmes, K., Haider, C., Gassner, A., & Nuerk, H.-C. (2013). Object-based neglect in number processing. Behavioral and Brain Functions, 9:5.

Link, T., Moeller, K., Huber, S., Fischer, U., & Nuerk, H.-C. (2013). Walk the number line – An embodied training of numerical concepts. Trends in Neuroscience and Education, 2(2), 74-84. https://dx.doi.org/10.1016/j.tine.2013.06.005
Corrigendum: https://dx.doi.org/10.1016/j.tine.2015.11.003

Moeller, K., Klein, E., & Nuerk, H.-C. (2013). Influences of cognitive control in numerical cognition - Adaptation by binding for implicit learning. Topics in Cognitive Science, 5(2), 335-353.

Moeller, K., Klein, E., Nuerk, H.-C., & Willmes, K. (2013). Magnitude representation in sequential comparison of two-digit numbers is not holistic either. Cognitive Processing, 14, 51-62.

Thompson, J. M., Nuerk, H.-C., Moeller, K., & Cohen-Kadosh, R. (2013). The link between mental rotation ability and basic numerical representations. Acta Psychologica, 144, 324-331.

Domahs, F., Klein, E., Moeller, K., Nuerk, H., Yoon, B., & Willmes, K. (2012). Multimodal semantic quantity representations: further evidence from Korean Sign Language. Frontiers in Psychology , 2:389. https://dx.doi.org/10.3389/fpsyg.2011.00389 Open Access

Huber, S., Moeller, K., & Nuerk, H.-C. (2012). Differentielle Entwicklung arithmetischer Fähigkeiten nach der Grundschule: Manche Schere öffnet und schließt sich wieder. Lernen und Lernstörungen, 1, 119-134.

Mann, A., Moeller, K., Pixner, S., Kaufmann, L., & Nuerk, H.-C. (2012). On the development of Arabic three-digit number processing in primary school children. Journal of Experimental Child Psychology, 113, 594-601.

Meyerhoff, H.S., Moeller, K., Debus, K., & Nuerk, H.-C. (2012). Multi-digit number processing beyond the two-digit number range: A combination of sequential and parallel processes. Acta Psychologica, 140, 81-90. request document

Moeller, K., Fischer, U., Link, T. S., Wasner, M., Huber, S., Cress, U., & Nuerk, H.-C. (2012). Learning and development of embodied numerosity. Cognitive Processing, 13, 271-274. https://dx.doi.org/10.1007/s10339-012-0457-9 request document

Moeller, K., Klein, E., Nuerk, H.-C., & Cohen Kadosh, R. (2012). A unitary or multiple representations of numerical magnitude? – The case of structure in symbolic and non-symbolic quantities. Frontiers in Cognition, 3:191. request document

Moeller, K., & Nuerk, H.-C. (2012). Zählen und Rechnen mit den Fingern: Hilfe, Sackgasse oder bloßer Übergang auf dem Weg zu komplexen arithmetischen Kompetenzen? Lernen und Lernstörungen, 1, 33-53.

Moeller, K., & Nuerk, H.-C. (2012). Fingerbasierte Repräsentationen als verkörperlichte Vorläuferfähigkeit mathematischer Kompetenzen: Ein Plädoyer für mehr Dialog zwischen Fachdidaktik und Neuropsychologie. Lernen und Lernstörungen, 1, 63-71.

Fischer, U., Moeller, K., Bientzle, M., Cress, U., & Nuerk, H.-C. (2011). Sensori-motor spatial training of number magnitude representation. Psychonomic Bulletin & Review, 18, 177-183. https://dx.doi.org/10.3758/s13423-010-0031-3

Helmreich, I., Zuber, J., Pixner, S., Kaufmann, L., Nuerk, H.-C., & Moeller, K. (2011). Language effects on children’s non-verbal number line estimations. Journal of Cross-Cultural Psychology, 42, 598-613.

Klein, E., Moeller, K., Willmes, K., Nuerk, H.-C., & Domahs, F. (2011). The influence of implicit hand-based representations on mental arithmetic. Frontiers in Cognition, 2:197.

Mann, A., Moeller, K., Pixner, S., Kaufmann, L., & Nuerk, H.-C. (2011). Attentional strategies in place-value intergration: a longitudinal study on two-digit number comparison. Zeitschrift für Psychologie / Journal of Psychology, 219, 42-49.

Moeller, K., Huber, S., Nuerk, H.-C., & Willmes, K. (2011). Two-digit number processing - holistic, decomposed or hybrid? A computational modelling approach. Psychological Research, 75, 290-306.

Moeller, K., Klein, E., Fischer, M.H., Nuerk H.-C., & Willmes, K. (2011). Representation of multiplication facts - Evidence for partial verbal coding. Behavioral and Brain Functions, 7:25.

Moeller, K., Klein, E., & Nuerk, H.-C. (2011). Three processes underlying the carry effect in addition - Evidence from eye-tracking. British Journal of Psychology, 102, 623-645.

Moeller, K., Klein, E., & Nuerk, H.-C. (2011). (No) small adults – Children’s processing of carry addition problems. Developmental Neuropsychology, 36, 702-720.

Moeller, K., Martignon, L., Wessolowski, S., Engel, J., & Nuerk, H.-C. (2011). Effects of finger counting on numerical development: A review of neuro-cognitive arguments and those from mathematics education. Frontiers in Cognition, 2:328.

Moeller, K., & Nuerk, H. (2011). Psychophysics of Numerical Representation Why Seemingly Logarithmic Representations May Rather Be Multi-Linear. Zeitschrift für Psychologie / Journal of Psychology, 219(1), 64-70. https://dx.doi.org/10.1027/2151-2604/a000048

Moeller, K., Pixner, S., Zuber, J., Kaufmann, L., & Nuerk, H.-C. (2011). Early place-value understanding as a precursor for later arithmetic performance – a longitudinal study on numerical development. Research in Developmental Disabilities, 32, 1837-1851.

Nuerk, H.-C., Moeller, K., Klein, E., Willmes, K., & Fischer, M. H. (2011). Extending the mental number line - A review of multi-digit number processing. Zeitschrift für Psychologie / Journal of Psychology, 219, 3-22.

Pixner, S., Kaufmann, L., Moeller, K., Hermanova, V., & Nuerk, H.-C. (2011). Whorf reloaded: Language effects on non-verbal number processing in 1st grade - a trilingual study. Journal of Experimental Child Psychology, 108, 371-382.

Pixner, S., Zuber, J., Hermanova, V., Kaufmann, L., Nuerk, H.-C., & Moeller, K. (2011). One language, two number-word systems and many problems: Numerical cognition in the Czech language. Research in Developmental Disabilities, 32, 2683-2689.

Domahs, F., Moeller, K., Huber, S., Willmes, K., & Nuerk, H.-C. (2010). Embodied numerosity: Implicit hand-based representations influence symbolic number processing across cultures. Cognition, 116, 251-266.

Klein, E., Moeller, K., Dressel, K., Domahs, F., Wood, G., Willmes, K., & Nuerk, H.-C. (2010). To carry or not to carry – is this the question? Disentangling the carry effect in multi-digit addition. Acta Psychologica, 135, 67-76.

Klein, E., Moeller, K., Nuerk, H.-C., & Willmes, K. (2010). On the cognitive foundations of basic auditory number processing. Behavioral and Brain Functions, 6(42). http://www.behavioralandbrainfunctions.com/content/6/1/42

Klein, E., Willmes, K., Dressel, K., Domahs, F., Wood, G., Nuerk, H.-C., & Moeller, K. (2010). Categorical and continuous - disentangling the neural correlates of the carry effect in multi-digit addition. Behavioral and Brain Functions, 6(70).

Moeller, K., Wood, G., Doppelmayr, M., & Nuerk, H.-C. (2010). Oscillatory EEG correlates of an implicit activation of multiplication facts in the number bisection task. Brain Research, 1320, 85-94.

Pletzer, B., Wood, G., Moeller, K., Nuerk, H.-C., & Kerschbaum, H. H. (2010). Predictors of performance in a real-life statistics examination depend on the individual cortisol profile. Biological Psychology, 85, 410-416.

Moeller, K., Fischer, M. H., Nuerk, H.-C., & Willmes, K. (2009). Sequential or parallel decomposed processing of two-digit numbers? Evidence from eye-tracking. The Quarterly Journal of Experimental Psychology, 62, 323-334.

Moeller, K., Fischer, M. H., Nuerk, H.-C., & Willmes, K. (2009). Eye fixation behaviour in the number bisection task: Evidence for temporal specificity in information integration. Acta Psychologica, 131, 209-220.

Moeller, K., Neuburger, S., Kaufmann, L., Landerl, K., & Nuerk, H.-C. (2009). Basic number processing deficits in developmental dyscalculia. Evidence from eye-tracking. Cognitive Development, 24, 371-386.

Moeller, K., Nuerk, H.-C., & Willmes, K. (2009). Internal number magnitude representation is not holistic, either. The European Journal of Cognitive Psychology, 21, 672-685.

Moeller, K., Pixner, S., Kaufmann, L., & Nuerk, H.-C. (2009). Children’s early mental number line: Logarithmic or rather decomposed linear? Journal of Experimental Child Psychology, 103, 503-515.

Moeller, K., Pixner, S., Klein, E., Cress, U., & Nuerk, H.-C. (2009). Zahlenverarbeitung ist nicht gleich Rechnen – Eine Beschreibung basisnumerischer Repräsentationen und spezifischer Interventionsansätze. Prävention und Rehabilitation, 21(3), 121-136. request document

Pixner, S., & Moeller, K. (2009). Mein Kind leidet unter Legasthenie/Dyskalkulie – und was jetzt? (Editorial). Prävention und Rehabilitation, 21, 85-86. https://dx.doi.org/10.5414/PRP21085

Pixner, S., Moeller, K., Zuber, J., & Nuerk, H.-C. (2009). Decomposed but parallel processing of two-digit numbers in 1st graders. The Open Psychology Journal, 2, 40-48.

Zuber, J., Pixner, S., Moeller, K., & Nuerk, H.-C. (2009). On the language-specificity of basic number processing: Transcoding in a language with inversion and its relation to working memory capacity. Journal of Experimental Child Psychology, 102, 60-77.

Hoeckner, S., Moeller, K., Zauner, H., Wood, G., Haider, C., Gaßner, A., & Nuerk, H.-C. (2008). Impairments of the mental number line for two-digit numbers in neglect. Cortex, 44, 429-438.

Pixner, S., & Moeller, K. (2008). Lernstörungen und ihre Rolle in unserer Gesellschaft. (Editorial). Prävention und Rehabilitation, 20, 103-104. https://dx.doi.org/10.5414/PRP20103

Wood, G., Nuerk, H.-C., Moeller, K., Geppert, B., Schnitker, R., Weber, J., & Willmes, K. (2008). All for one but not one for all: How multiple number representations are recruited in one numerical task. Brain Research, 1187, 154-166.

Special Issues and Sections

Klein, E., Moeller, K., Babai, R., & Ischebeck, A. (Eds.). (in press). Neuro-cognitive Architecture of Numerical Cognition and Its Development. Research Topic in Frontiers in Human Neuroscience.

Proceedings

Greipl, S., Ninaus, M., Kiili, K., & Moeller, K. (in press). A fun-accuracy trade-off in game-based learning. Proceedings of Games and Learning Alliance conference (GALA 2018) - Lecture Notes in Computer Science Springer.

Tsarava, K., Ninaus, M., Hannemann, T., Volná, K., Moeller, K., & Brom, C. (in press). Fostering knowledge of computer viruses among children: the effects of a lesson with a cartoon series. Proceedings of the Koli Calling Conference.

Leifheit, L., Tsarava, K., Ninaus, M., Ostermann, K., Golle, J., Trautwein, U., & Moeller, K. (2020). SCAPA: Development of a Questionnaire Assessing Self-Concept and Attitudes Toward Programming. Proceedings of the 25th Annual Conference on Innovation and Technology in Computer Science Education - ITiCSE 2020 (pp. 138-144). New York, NY, USA: ACM. https://dx.doi.org/10.1145/3341525.3387415

Appel, T., Sevcenko, N., Wortha, F., Tsarava, K., Moeller, K., Ninaus, M., Kasneci, E., & Gerjets, P. (2019). Predicting Cognitive Load in an Emergency Simulation Based on Behavioral and Physiological Measures. In W. Gao, H.M.L. Meng, M. Turk, S.R. Fussel, B. Schuller, Y. Song, & K. Yu (Eds.), Proceedings of the 21st ACM International Conference on Multimodal Interaction ICMI ’19 (pp. 154-163). New York, NY, USA: ACM. https://dx.doi.org/10.1145/3340555.3353735

Barrocas, R., Ninaus, M., Tsarava, K., Gawrilow, C., Lachmair, M., Roesch, S., & Moeller, K. (2019). Digits grasp digits: Numbers on your fingertips. Proceedings of the 11th International Conference on Education and New Learning Technologies (EDULEARN19) (pp. 7165-7174). Barcelona, Valencia: IATED Academy. https://dx.doi.org/10.21125/edulearn.2019.1714

Fortenbacher, A., Ninaus, M., Yun, H., Helbig, R., & Moeller, K. (2019). Sensor-based adaptive learning – Lessons learned. In N. Pinktwart & J. Konert (Eds.), DELFI 2019 (pp. 193-198). Bonn: Gesellschaft für Informatik e.V. https://dx.doi.org/20.500.12116/24397

Greipl, S., Moeller, K., Kiili, K., & Ninaus, M. (2019). Lifelong Learning with a Digital Math Game: Performance and Basic Experience Differences Across Age. In A. Liapis, G. N. Yannakakis, M. Gentile, & M. Ninaus (Eds.), Proceedings of Games and Learning Alliance conference (GALA 2019) - Lecture Notes in Computer Science (pp. 301-311). Springer. https://dx.doi.org/10.1007/978-3-030-34350-7_29

Leifheit, L., Tsarava, K., Moeller, K., Ostermann, K., Golle, J., Trautwein, U., & Ninaus, M. (2019). Development of a Questionnaire on Self-concept, Motivational Beliefs, and Attitude Towards Programming. Proceedings of WiPSCE ’19: Workshop in Primary and Secondary Computing Education (WiPSCE ’19) (Article No. 26). New York, NY, USA: ACM. https://dx.doi.org/10.1145/3361721.3361730

Ninaus, M., Tsarava, K., & Moeller, K. (2019). A Pilot Study on the Feasibility of Dynamic Difficulty Adjustment in Game-Based Learning Using Heart-Rate. Proceedings of Games and Learning Alliance conference (GALA 2019) - Lecture Notes in Computer Science (pp. 117-128). Springer. https://dx.doi.org/10.1007/978-3-030-34350-7_12

Tsarava, K., Leifheit, L., Ninaus, M., Román-González, M., Butz, M. V., Golle, J., Trautwein, U., & Moeller, K. (2019). Cognitive Correlates of Computational Thinking: Evaluation of a Blended Unplugged/Plugged-In Course. Proceedings of WiPSCE ’19: Workshop in primary and Secondary Computing Education (WiPSCE ’19) (Article No. 24). New York, NY, USA: ACM. https://dx.doi.org/10.1145/3361721.3361729

Tsarava, K., Moeller, K., & Ninaus, M. (2019). Board Games for Training Computational Thinking. Proceedings of Games and Learning Alliance conference (GALA 2018) - Lecture Notes in Computer Science. (pp. 90-100). Springer. https://dx.doi.org/10.1007/978-3-030-11548-7_9

Leifheit, L., Jabs, J., Ninaus, M., Moeller, K., & Ostermann, K. (2018). Programming Unplugged: An Evaluation of Game-Based Methods for Teaching Computational Thinking in Primary School. Proceedings of the 12th European Conference on Game Based Learning (pp. 344-353). Reading, UK: Academic Conferences and Publishing International Limited.

Pontual Falcão, T., Dackermann, T., Schüler, M., Ulrich, C., Klemke, A., & Moeller, K. (2018). Tangible Tens: Evaluating a Training of Basic Numerical Competencies with an Interactive Tabletop. Proceedings of the 2018 CHI Conference on Human Factors in Computing Systems (paper 551). New York: ACM:. https://dx.doi.org/10.1145/3173574.3174125

Ninaus, M., Kiili, K., Siegler, R. S., & Moeller, K. (2017). Data-Driven Design Decisions to Improve Game-Based Learning of Fractions. In J. Dias, P. A. Santos, & R. C. Veltkamp (Eds.), Games and Learning Alliance (pp. 3-13). Cham: Springer International Publishing. https://dx.doi.org/10.1007/978-3-319-71940-5_1

Tsarava, K., Moeller, K., Pinkwart, N., Butz, M., Trautwein, U., & Ninaus, M. (2017). Training computational thinking: Game-based unplugged and plugged-in activities in primary school. Proceedings of the 11th European Conference on Game Based Learning (pp. 687-695). Reading, UK: Academic Conferences and Publishing International Limited.

Mock, P., Gerjets, P., Tibus, M., Trautwein, U., Moeller, K., & Rosenstiel, W. (2016). Using touchscreen interaction data to predict cognitive workload. In Y. I. Nakano, E. André, T. Nishida, L.-P. Morency, C. Busso, & C. Pelachaud (Eds.), Proceedings of the 18th ACM International Conference on Multimodal Interaction (pp. 349-356). New York, NY: ACM.

Roesch, S., Moeller, K., Ohl, F. W., & Scheich, H. (2016). Förderung früher numerischer Kompetenz im Kindergartenalter: Mit Hilfe der Finger? In A. Schmitt, A. Schwentesius, & E. Sterdt (Eds.), Berichte aus dem KFB (pp. 45-51). Stendal: KFB.

Jung, S., Roesch, S., Huber, S., Heller, J., Grust, T., Nuerk, H.-C., & Moeller, K. (2015). An Interactive Web-Based Learning Platform for Arithmetic and Orthography. In N. E. Mastorakis, A. L. Brooks, & I. J. Rudas (Eds.), Advances in Computers and Technology for Education – Proceedings of the 11th International Conference on Educational Technologies (pp. 13-22). Dubai: WSEAS.

Huber, S., Moeller, K., Nuerk, H.-C., Macizo, P., Herrera, A., & Willmes, K. (2013). Cognitive control in number processing - A computational model. In R. West & T. Stewart (Eds.), Proceedings of the 12th International Conference on Cognitive Modeling (pp. 185-190). Ottawa: Carleton University.

Moeller, K., Nuerk, H.-C., & Cress, U. (2013). Computer-supported training of the mental number line. In L. H. Wong, C.-C. Liu, T. Hirashima, P. Sumedi, & M. Lukman (Eds.), Proceedings of the 21st International Conference on Computers in Education. (ICCE 2013, pp. 246-252). Indonesia: Asia-Pacific Society for Computers in Education.

Cress, U., Fischer, U., Moeller, K., Sauter, C., & Nuerk H. C. (2010). The use of a digital dance mat for training kindergarten children in a magnitude comparison task. In K. Gomez, L. Lyons, & J. Radinsky (Eds.), Learning in the Disciplines: Proceedings of the 9th International Conference of the Learning Sciences (ICLS 2010) (Vol. 1, Full Papers, pp. 105-112). Chicago, IL: International Society of the Learning Sciences.

Books

Pixner, S., & Moeller, K. (Eds.). (2012). Lernstörungen. München: Dustri-Verlag Dr. Karl Feistle.

Kaufmann, L., Landerl, K., Mazzoldi, M., Moeller, K., Pastore, N., & Salandin, M. (2008). BVN / NPS 5-11 Neuropsychologisches Screening für 5 bis 11-jährige Kinder (German Version). Göttingen: Hogrefe.

Chapters in Edited Books

Obersteiner, A., Dresler, T., Bieck, S. M., & Moeller, K. (in press). Understanding Fractions: Integrating Results from mathematics Education, Cognitive Psychology, and Neuroscience. In A. Norton & M. Alibali (Eds.), Constructing number: Merging perspectives from psychology and mathematics education. Basel: Springer.

Roesch, S., Barrocas, R., Ladel, S., & Moeller, K. (2020). Zahlen begreifen - wie Finger das Verständnis von Zahlen fördern können. In C. Andrä & M. Macedonia (Eds.), Bewegtes Lernen - Handbuch für Forschung und Praxis (pp. 83-99). Berlin: Lehmanns Media.

Wunsch, J., Moeller, K., Nuerk, H.-C., & Dackermann, T. (2020). Ganzkörperliche Bewegung zur Unterstützung grundlegender numerischer Fähigkeiten. In C. Andrä & M. Macedonia (Eds.), Bewegtes Lernen: Handbuch für Forschung und Praxis (pp. 66-82). Köln: Lehmanns Media.

Fischer, U., Klein, E., Dackermann, T., & Moeller, K. (2017). The Physiology of Numerical Learning – From Neural Correlates to Embodied Trainings. In S. Schwan & U. Cress (Eds.), The Psychology of Digital Learning (pp. 21-40). Heidelberg: Springer.

Moeller, K. Klein, E., & Kaufmann, L. (2017). Bedeutung der neurokognitiven und bildgebenden Befunde für ein besseres Verständnis von Rechenschwierigkeiten. In A. Fritz, S. Schmidt, & G. Ricken (Eds.), Handbuch Rechenschwäche (3. völlig überarbeitete Auflage, pp. 80-95). Weinheim: Beltz.

Soltanlou, M., Jung, S., Roesch, S., Ninaus, M., Brandelik, B., Heller, J., Grust, T., Nuerk, H.-C., & Moeller, K. (2017). Behavioral and Neurocognitive Evaluation of a Web-Platform for Game-Based Learning of Orthography and Numeracy. In J. Buder & F.W. Hesse (Eds.), Informational Environments: Effects of Use, Effective Designs (pp. 149-176). Cham, Switzerland: Springer International Publishing.

Moskaliuk, J., Moeller, K., Sassenberg, K., & Hesse, F.W. (2016). Gestaltung von (mediengestützten) Lernprozessen- und Umgebungen in organisationalen Kontexten. Beiträge der Pädagogischen Psychologie. In K.-H. Sonntag (Ed.), Lehrbuch Personalentwicklung in Organisationen (pp. 145-172). Göttingen: Hogrefe.

Fischer, U., Link, T., Cress, U., Nuerk, H.-C., & Moeller, K. (2015). Math with the dance mat: On the benefits of embodied numerical training approaches. In V. Lee (Ed.), Learning Technologies and the Body: Integration and Implementation in Formal and Informal Learning Environments (pp. 149-163). New York, NY: Routledge.

Nuerk, H.-C., Moeller, K., & Willmes, K. (2015). Multi-digit number processing - Overview, conceptual clarifications, and language influences.In R. Cohen Kadosh & A. Dowker (Eds.), Oxford Handbook of Numerical Cognition (pp. 106-139). Oxford, UK: Oxford University Press.

Fischer, U., & Moeller, K. (2014). Aktuelle Befunde zu Zahlenstrahltrainings – Verschiedene Ansätze und deren Wirksamkeit. In G. Schulte-Körne (Ed.), Legasthenie und Dyskalkulie: Neue Methoden zur Diagnostik und Förderung (pp. 33-50). Bochum: Verlag Dr. Winkler.

Moeller, K., Fischer, U., Cress, U., & Nuerk, H.-C. (2012). Diagnostics and intervention in dyscalculia: Current issues and novel perspectives.In Z. Breznitz, O. Rubinsten, V. Molfese, & D. L. Molfese (Eds.), Reading, Writing, Mathematics and the Developing Brain: Listening to Many Voices (pp. 233-276). Heidelberg: Springer.

Balzer, C., & Moeller, K., (2011). Gruppen-Profilblätter. In C. Balzer, J.-M. Berger, G. Caprez, A. Gonser, K. Gutbrod, & M. Keller (Eds.), Materialien und Normwerte für die Neuropsychologische Diagnostik (MNND) (pp. 84-114). Rheinfelden: Normdaten Verlag.

Balzer, C., Moeller, K., Willmes, K., Gutbrod K., & Eggen, C. (2011). Interpretation. In C. Balzer, J.-M. Berger, G. Caprez, A. Gonser, K. Gutbrod, & M. Keller (Eds.), Materialien und Normwerte für die Neuropsychologische Diagnostik (MNND) (pp. 26-51). Rheinfelden: Normdaten Verlag.

Balzer, C., Willmes, K., & Moeller, K. (2011). Fallbeispiel.In C. Balzer, J.-M. Berger, G. Caprez, A. Gonser, K. Gutbrod, & M. Keller (Eds.), Materialien und Normwerte für die Neuropsychologische Diagnostik (MNND) (pp. 58-76). Rheinfelden: Normdaten Verlag.

Moeller, K., & Balzer, C. (2011). Gesamtnormen. In C. Balzer, J.-M. Berger, G. Caprez, A. Gonser, K. Gutbrod, & M. Keller (Eds.), Materialien und Normwerte für die Neuropsychologische Diagnostik (MNND) (pp. 10-83). Rheinfelden: Normdaten Verlag.

Moeller, K., Balzer, C., & Willmes, K. (2011). Berechnung und Anwendung der Normwerte.In C. Balzer, J.-M. Berger, G. Caprez, A. Gonser, K. Gutbrod, & M. Keller (Eds.), Materialien und Normwerte für die Neuropsychologische Diagnostik (MNND) (pp. 1-9). Rheinfelden: Normdaten Verlag.

Moeller, K., Gutbrod, K., Balzer, C. & Willmes, K. (2011). Testgütekriterien.In C. Balzer, J.-M. Berger, G. Caprez, A. Gonser, K. Gutbrod, & M. Keller (Eds.), Materialien und Normwerte für die Neuropsychologische Diagnostik (MNND) (pp. 14-25). Rheinfelden: Normdaten Verlag.

Moeller, K., & Wood, G. (2009). Specific headwords for the section research and methods. In J. Margraf & F. Müller-Spahn (Eds.), Pschyrembel Psychiatrie, Klinische Psychologie, Psychotherapie. Berlin: Walter de Gruyter.

Articles in Magazines

Blume, F., Göllner, R., Moeller, K., Dresler, T., Ehlis, A.-C., & Gawrilow, C. (2019). Mythos oder Wahrheit: Wer vorne sitzt, lernt besser - Wie bedeutsam ist der Sitzplatz für das Lernen von Schülerinnen und Schülern mit Schwierigkeiten in der Aufmerksamkeitssteuerung und Impulskontrolle? schulmanagement, 5/2019, 34-36.

Ninaus, M., Moeller, K., Pinkwart, N., & Fortenbacher, A. (2018). LISA - ein mobiler, sensorbasierter Lernbegleiter für adaptives Lernen. HR Performances, 6, 34-36.

Roesch, S., Klein, E., Kaufmann, L., & Moeller, K. (2017). Zahlen, Rechnen und das Gehirn: Können neurokognitive Befunde zu einem besseren Verständnis des Rechnens und der Rechenstörung beitragen? Lernwege bei Dyskalkulie und Legasthenie - Landesverband NRW e.V. http://ldl-nrw.de

Roesch, S., Ladel, S., & Moeller, K. (2015). Finger begreifen Zahlen: Einsatz von Tablets im mathematischen Erstunterricht. Magazin Digitale Schule. http://magazin.digitale.schule/p-dagogik/finger-begreifen-zahlen-einsatz-von-tablets-im-mathematischen-erstunterricht

Fischer, U., Link, T., Nuerk, H.-C., Cress, U., & Moeller, K. (2014). Neue Medien, neue Möglichkeiten: Wie Lernsoftware mathematisches Wissen vermittelt. In-Mind, 3. http://de.in-mind.org/article/neue-medien-neue-moeglichkeiten-wie-lernsoftware-mathematisches-wissen-vermittelt

Fischer, U., Link, T., Nürk, H.-C., Cress, U., & Moeller, K. (2014). Neue Medien, neue Möglichkeiten: Wie Lernsoftware mathematisches Wissen vermittelt. InMind, 3. http://de.in-mind.org/article/neue-medien-neue-moeglichkeiten-wie-lernsoftware-mathematisches-wissen-vermittelt

Wasner, M., Moeller, K., & Nuerk, H.-C. (2013). Hilft Fingerrechnen in der ersten Klasse beim Rechnen-Lernen? Infobrief Schulpsychologie BW, 3.

Conference Contributions

Barrocas, R., & Moeller, K. (2020, September). Age matters, but is there more to it? Cognitive and sensorimotor influences on preschool numerical skills. Virtuelles Symposium im Rahmen der MCLS-Online Konferenz. [Talk]

Greipl, S., Kiili, K., Lindstedt, A., Klein, E., Moeller, M., & Ninaus, M. (2020, April). Neurofunctional underpinnings of game-based learning: contrasting game and non-game-based learning in an active fMRI paradigm. Learning and Plasticity 2020. Lapland, Finland. (Conference cancelled). [Poster]

Jung, S. Moeller, K., & Heller, J. (2020, November). Ist Schreiben gleich Schreiben? Wie digitale Medien Schreibprozesse bereits bei Kindern beeinflussen. 11. Interdisziplinäre Tagung über Sprachentwicklungsstörung (ISES 11) (online Konferenz). Marburg, Deutschland. [Poster]

Ninaus, M., Greipl, S., Kiili, K., Lindstedt, A., Karnath, H.-O., Klein, E., & Moeller, K. (2020, April). Neurofunctional evidence on increased emotional engagement in game-based learning. 4th International GamiFIN Conference (online conference). Levi, Finland. [Poster]

Appel, T., Sevcenko, N., Wortha, F., Tsarava, K., Moeller, K., Ninaus, M., Kasneci, E., & Gerjets, P. (2019, October). Predicting cognitive load in an emergency simulation based on behavioral and physiological measures. 21st ACM International Conference on Multimodal Interaction (ICMI). Suzhou, Jiangsu, China. [Talk]

Bahnmueller, J., Galefki, S., Moeller, K., Nuerk, H.-C., & Artemenko, C. (2019, June). Re-inverting inversion: Natural offloading in number transcoding? 2nd Conference of the Mathematical Cognition and Learning Society. Ottawa, Canada. [Poster]

Barrocas, R., & Moeller, K. (2019, November). Zahlen begreifen – Wie uns unsere Finger dabei helfen, Zahlen zu verstehen. Eingeladener Vortrag an der Pädagogischen Hochschule Thurgau. Thurgau, Schweiz. [Vortrag]

Barrocas, R., Ninaus, M., Tsarava, K., Gawrilow, C., Lachmair, M., Roesch, S., & Moeller, K. (2019, July). Digits grasp digits: Numbers on your fingertips. 11th International Conference on Education and New Learning Technologies (EDULEARN19). Palma, Spain. [Talk]

Barrocas, R., Roesch, S., & Moeller, K. (2019, June). Fingers come in handy: does finger use support learning a pseudo-number-word sequence? 2nd Conference of the Mathematical Cognition and Learning Society. Ottawa, Canada. [Poster]

Braeuning, D., Lambert, K., Hirsch, S., Schils, T., Borghans, L., Nagengast, B., & Moeller, K. (2019, February). Diagnose von Rechenschwäche bei Grundschulkindern - Evaluation gängiger Kriterien und Vorgehensweisen. 7. Jahrestagung der Gesellschaft für empirische Bildungsforschung (GEBF). Köln, Deutschland. [Vortrag]

Dietrich, H., & Moeller, K. (2019, March). Development of a brief verbal test of basic numeracy. Wissenschaftliche Jahrestagung LERN 2019. Nürnberg, Germany. [Talk]

Leifheit, L., Tsarava, K., Moeller, K., & Ninaus, M. (2019, September). Hector Core Course: Verstehen wie Computer denken. Qualification Seminar. Leibniz-Institut für Wissensmedien, Tübingen. [Workshop Organisation]

Leifheit, L., Tsarava, K., Moeller, K., & Ninaus, M. (2019, February). Hector Core Course: Verstehen wie Computer denken. Qualification Seminar. Leibniz-Institut für Wissensmedien, Tübingen. [Workshop Organisation]

Leifheit, L., Tsarava, K., Moeller, K., Ostermann, K., Golle, J., Trautwein, U., & Ninaus, M. (2019, October). Development of a Questionnaire on Self-concept, Motivational Beliefs, and Attitude Towards Programming. 14th Workshop in Primary and Secondary Computing Education (WiPSCE). Glasgow, UK. [Talk]

Moeller, K. (2019, November). Mathematical Cognition – From embodied interactions to basic research to application. Invited talk at Loughborough University. Loughborough, UK. [Talk]

Moeller, K. (2019, August). Embodied numerical Learning – From fingers to whle-body interactions. Bazilian-German Winter School on Numerical Cognition. Belo Horizonte, Brazil. [Talk]

Moeller, K. (2019, August). Neuro-cognitive correlates of numerical learning. Bazilian-German Winter School on Numerical Cognition. Belo Horizonte, Brazil. [Talk]

Moeller, K. (2019, October). Neuro-kognitive Grundlagen der Verarbeitung von Brüchen. Eingeladener Vortrag an der UMIT - Private Unversität für Gesundheitswissenschaft, medizinische Informatik und Technik Ges. mbH. Hall in Tirol, Österreich. [Vortrag]

Ninaus, M., Greipl, S., Kiili, K., Lindstedt, A., Klein, E., Karnath, H, O., & Moeller, K. (2019, August). Emotional arousal in game-based learning. 18th Biennial EARLI Conference. Aachen, Germany. [Talk]

Ninaus, M., Greipl, S., Kiili, K., & Moeller, K. (2019, May). Increased emotional engagement in game-based math learning. International Symposium on Dyslexia & Dyscalculia: Digital Diagnostics, Intervention, and Game-Based Learning. Munich, Germany. [Poster]

Ninaus, M., Kiili, K., Moeller, K., & Kober, S. (2019, June). Same, but different - Investigating effects of gamification on NLE performance using eye-tracking. 2nd Mathematical Cognition and Learning Society (MCLS) Conference. Ottawa, Canada. [Talk]

Ninaus, M., Tsarava, K., & Moeller, K. (2019, November). A Pilot Study on the Feasibility of Dynamic Difficulty Adjustment in Game-Based Learning Using Heart-Rate. 8th International Games and Learning Alliance conference – GALA2019. Athens, Greece. [Talk]

Schliephake, A., Bahnmueller, J., Willmes K., & Moeller, K. (2019, September). Cognitive control in number processing. 21st Conference of the European Society of Cognitive Psychology. Tenerife, Spain. [Poster]

Tsarava, K., Leifheit, L., Ninaus, M, Roman-Gonzalez, M., Golle, J., Trautwein, U., & Möller, K. (2019, October). Cognitive Correlates of Computational Thinking in Elementary School. 14th Workshop in Primary and Secondary Computing Education (WiPSCE). Glasgow, UK. [Talk]

Artemenko, C., Soltanlou, M., Moeller, K., Nuerk, H.-C., & Bahnmueller, J. (2018, June). Re-inverting inversion of German number words through changes in writing direction. Mathematics Education Centre’s Third Annual Symposium. Loughborough, UK. [Poster]

Bahnmueller, J., Maier, C., Göbel, S. M., & Moeller, K. (2018, June). Evidence on co-activation of number words in symbolic number processing. Mathematics Education Centre’s Third Annual Symposium. Loughborough, UK. [Poster]

Bahnmueller, J., Maier, C. A., Göbel, S. M., & Moeller, K. (2018, April). Number word inversion influences mental arithmetic in English-speaking adults. 1st Conference of the Mathematical Cognition and Learning Society. Oxford, UK. [Talk]

Barrocas, R., Roesch, S., Dresen, V., Kreilinger, I., Moeller, K., & Pixner, S. (2018, September). Finger-based numerical representations predict preschoolers' cardinal number knowledge longitudinally. Workshop Integrating Educational and Cognitive Perspectives on Mathematics. Tübingen. [Poster]

Barrocas, R., Roesch, S., Dresen, V., Kreilinger, I., Moeller, K., & Pixner, S. (2018, June). The longitudinal influence of fingers on the acquisition of discrete cardinal number knowledge. 3rd Jean Piaget Conference: The origins of number. Geneva, Switzerland. [Poster]

Barrocas, R., Roesch, S., Dresen, V., Moeller, K., & Pixner, S. (2018, January). Different aspects of non-canonical finger patterns and their association with arithmetic performance. 36th European Workshop of Cognitive Neuropsychology. Bressanone, Italy. [Talk]

Bieck, S. M., Bloechle, J., Klein, E., Bahnmueller, J., Kiili, K., Ninaus, M., Moeller, K. (2018, June). Neurofuctional changes in fraction learning: results of a training study. 3rd Jean Piaget Conference: The origins of number. Geneva, Switzerland. [Poster]

Bieck, S. M., Bloechle, J., Klein, E., Bahnmueller, J., Ninaus, M., Kiili, K., Dresler, T., & Moeller, K. (2018, September). Neurofunctional plasticity in fraction learning. 6th International Mind, Brain and Education Society Conference. Los Angeles, USA. [Talk]

Bieck, S. M., Braithwaite, D., Klein, E., Dresler, T., Siegler, R. S. & Moeller, K. (2018, September). Evaluating a computational model of fraction arithmetic in adults. Workshop on Integrating Educational and Cognitive Perspectives on Mathematics. Tübingen. [Poster]

Bieck, S. M., Klein, E., Bloechle, J., Bahnmueller, J., & Moeller, K. (2018, June). Task preparation and emotion regulation in numerical cognition. European Association for Research on Learning and Instruction. Special Interest Group (SIG) 22: Neuroscience and Education Conference. London, UK. [Poster]

Bieck, S. M., Ninaus, M., Klein, E., Kiili, K., Bloechle, J., Bahnmueller, J., Dresler, T., & Moeller, K. (2018, April). Neurofunctional plasticity in fraction learning assessed by pre-post intervention fMRI. 1st Conference of the Mathematical Cognition and Learning Society. Oxford, UK. [Talk]

Bloechle, J., Bahnmueller, J., Klein, E., Moeller, K., & Rennig, J. (2018, January). Neuronal mechanisms of higher visual perception in visual quantification. 36th European Workshop of Cognitive Neuropsychology. Bressanone, Italy. [Poster]

Braeuning, D., Hornung, C., Hoffmann, D., Lambert, K., Ugen, S., Fischbach, A., Schiltz, C., Huebner, N., Nagengast, B., & Moeller, K. (2018, September). Differential association of symbolic and non-symbolic numerical abilities in children with and without MLD – Evidence from large-scale assessment data. Workshop on Integrating Educational and Cognitive Perspectives on Mathematics. Tübingen. [Poster]

Braeuning, D., Hornung, C., Hoffmann, D., Lambert, K., Ugen, S., Fischbach, A., Schiltz, C., Huebner, N., Nagengast, B., & Moeller, K. (2018, September). Differential association of symbolic and non-symbolic numerical abilities in children with and without MLD – Evidence from large-scale assessment data. European Association for Research on Learning and Instruction. Special Interest Group (SIG) 15: Special Educational Needs Conference. Potsdam. [Poster]

Dresler, T., Bieck, S. M., Lambert, K., & Moeller, K. (2018, April). Influences of basic numerical competencies on fraction processing. 1st Mathematical Cognition and Learning Society Conference. Oxford, UK. [Poster]

Galefski, S., Artemenko, C., Moeller, K., Nuerk, H.-C., & Bahnmueller, J. (2018, September). Lower Working Memory in Individuals with Inverse Writing Direction of Two-Digit Numbers. Workshop Integrating Educational and Cognitive Perspectives on Mathematics. Tübingen. [Poster]

Greipl, S., Kiili, K., Bieck, S. M., Moeller, K., & Ninaus, M. (2018, January). Effectiveness and benefits of game-based training for rational number understanding. 36th European Workshop of Cognitive Neuropsychology. Bressanone, Italy. [Poster]

Greipl, S., Kiili, K., Lindstedt, A., Moeller, K., Klein, E., Karnath, HO., & Ninaus, M. (2018, July). Quantifying emotions in a game-based vs a non-games-based learning task. 2nd VECTOR Workshop on Virtual Environments: Current TOpics in psychological Research. Tübingen. [Talk]

Greipl, S., Kiili, K., Moeller, K., Klein, E., Karnath, H. O., & Ninaus, M. (2018, August). Increased emotional engagement in game-based learning. European Association for Research on Learning and Instruction (EARLI). Special Interest Group (SIG) 8: Motivation and Emotion - 16th International Conference on Motivation (ICM 2018). Aarhus, Dänemark. [Talk]

Greipl, S., Ninaus, M., Bauer, D., Kiili, K., & Moeller, K. (2018, December). A fun-accuracy trade-off in game-based learning. 7th International Games and Learning Alliance conference – GALA2018. Palermo, Italy. [Talk]

Jung, S., Roesch, S., Klein, E., Dackermann, T., Heller, J., & Moeller, K. (2018, September). Solution strategies in bounded and unbounded number line estimation: A comparison of contour analysis and data modelling. Workshop Integrating Educational and Cognitive Perspectives on Mathematics. Tübingen. [Poster]

Kiili, K., Koskinen, A., Moeller, K., & Ninaus, M. (2018, April). Evaluating Learning Outcomes of a Game-Based Rational Number Training. 1st Conference of the Mathematical Cognition and Learning Society. Oxford, UK. [Talk]

Lambert, K., Ninaus, M., Kiili, K., & Moeller, K. (2018, Februar). Spielbasiertes Assessment des Verständnisses von Brüchen an Siebtklässlern. 6. Tagung der Gesellschaft für Empirische Bildungsforschung. Basel, Schweiz. [Vortrag]

Leifheit, L., Jabs, J., Ninaus, M., Moeller, K., & Ostermann, K. (2018, October). Programming Unplugged: An Evaluation of Game-Based Methods for Teaching Computational Thinking in Primary School. 12th European Conference on Game Based Learning. Sophia Antipolis, France. [Talk]

Leifheit, L., Tsarava, K., Moeller, K., & Ninaus, M. (2018, September). Hector Core Course: Verstehen wie Computer denken. Qualification Seminar. Leibniz-Institut für Wissensmedien, Tübingen. [Workshop Organisation]

Ludewig, U., Lambert, K., Dackermann, T., & Moeller, K. (2018, February). Influences of basic numerical competences on graphical literacy. 6. Tagung der Gesellschaft für Empirische Bildungsforschung. Basel, Schweiz. [Talk]

Moeller, K., Jung, S., Roesch, S., Lonnemann, J., Hasselhorn, M., & Heinze, A. (2018, September). Muster, Form und Raum: Geometrische Fähigkeiten im Kindergarten. Bildungspolitisches Forum des Leibniz-Forschungsverbundes Bildungspotenziale (LERN). Berlin. [Poster]

Müller, J., Moeller, K., Oestermeier, U., & Gerjets, P (2018, October). Embodied number magnitude estimation. Retreat of the Learning, Educational Achievement, and Life Course Development (LEAD) Graduate School & Research Network. Schwäbisch Gmünd. [Poster]

Müller, J., Moeller, K., Oestermeier, U., & Gerjets, P. (2018, April). Haptic Feedback Improves Bodily Number Magnitude Estimation. LEAD Retreat. Blaubeuren. [Poster]

Müller, J., Oestermeier, U., Moeller, K., & Gerjets, P. (2018, March). Haptic feedback improves number magnitude estimation. 60. Tagung experimentell arbeitender Psychologen (TeaP). Marburg. [Poster]

Ninaus, M., Greipl, S., Kiili, K., & Moeller, K. (2018, September). Game-based training of rational number knowledge. Workshop on Integrating Educational and Cognitive Perspectives on Mathematics. Tübingen. [Poster]

Ninaus, M., Greipl, S., Kiili, K., & Moeller, K. (2018, May). Increased emotional engagement in game-based math learning. International Symposium on Dyslexia & Dyscalculia: Digital Diagnostics, Intervention, and Game-Based Learning. Munich, Germany. [Poster]

Ninaus, M., Kiili, K., Lambert, K., Dackermann, T., & Moeller, K. (2018, April). Spiel-basierte Intervention zur Verbesserung des Verständnisses von Brüchen. Leibniz-Forschungsverbund Bildungspotenziale (LERN) 2018 - Digitalisierung und Bildung: Potenziale und Herausforderungen aus der Perspektive der Bildungsforschung. Tübingen. [Poster]

Ninaus, M., Kiili, K., & Moeller, K. (2018, Oktober). Digitale Lernspiele zur Förderung des Bruchverständnisses. 5. Tag der Wissenschaft “Schule und Wissenschaft”. Tübingen. [Poster]

Ninaus, M., & Moeller, K. (2018, June). Semideus - A Game-Based Approach on Rational Number Learning: From Design to Implementation. Invited talk at Behavioural Science Institute. Nijmegen, Netherlands. [Talk]

Rebholz, F., Moeller, K., Trautwein, U., & Golle, J. (2018, Februar). Sagen kognitive und motivationale Faktoren eine erfolgreiche Teilnahme an einem mathematischen Schülerwettbewerb vorher? 6. Tagung der Gesellschaft für Empirische Bildungsforschung. Basel, Schweiz. [Poster]

Roesch, S., Fischer, U., Suggate, S. P., Moeller, K., & Stoeger, H. (2018, March). Helping hands: Fine motor skills predict basic arithmetic abilities in preschool and first grade. 60. Tagung experimentell arbeitender Psychologen (TeaP). Marburg. [Talk]

Tsarava, K., Leifheit, L., Moeller, K., & Ninaus, M. (2018, October). "Crabs & Turtles: A Series of Computational Adventures". 12th European Conference on Game Based Learning. Sophia Antipolis, France. [Talk]

Tsarava, K., Moeller, K., & Ninaus, M. (2018, July). Design and Game-Experience Evaluation of Three Games to Foster Computational Thinking. 2nd Virtual Environments: Current TOpics in Psychological Research (VECTOR) Workshop 2018. Tübingen. [Poster]

Tsarava, K., Moeller, K., & Ninaus, M. (2018, December). Board Games for Training Computational Thinking. 7th International Games and Learning Alliance conference – GALA2018. Palermo, Italy. [Talk]

Bloechle, J., Dietrich, J. F., Klein, E., Bahnmueller, J., Rennig, J., Moeller, K., & Huber, S. (2017, June). Dots and Dice - Coding of non-symbolic quantities in the Intraparietal sulcus. 23rd Annual Meeting of the Organization for Human Brain Mapping. Vancouver, BC, Canada. [Poster]

Rennig, J., Bloechle, J., Klein, E., Huber, S., Bahnmueller, J., & Moeller, K. (2017, June). Neuronal Mechanisms of Gestalt Perception in visual Quantification. 23rd Annual Meeting of the Organization for Human Brain Mapping. Vancouver, BC, Canada. [Poster]

Bahnmueller, J., Göbel, S. M., Pixner, S., Dresen, V., & Moeller, K. (2017, September). Linguistic influences on place-value processing in arithmetic fact retrieval. 20th Conference of the European Society for Cognitive Psychology. Potsdam, Germany. [Poster]

Bieck, S. M., Bahnmueller, J., Huber, S., Keuler, M., Moeller, K., & Nuerk, H.-C. (2017, September). Strategies in negative fraction comparison. Workshop on Linguistic and Cognitive Influences on Numerical Cognition. Tübingen. [Poster]

Bieck, S. M., Klein, E., Huber, S., Bloechle, J., Bahnmueller, J., Mock, J., & Moeller, K. (2017, January). Math anxiety - it’s all about emotion regulation. 35th European Workshop on Cognitive Neuropsychology. Bressanone, Italy. [Talk]

Bloechle, J., Dietrich, J., Rennig, J., Klein, E., Bieck, S., Ninaus, M., Moeller, K., & Huber, S. (2017, June). Spatial arrangement and set size influence the coding of non-symbolic quantities in the IPS. Annual Meeting of the Organization for Human Brain Mapping. Vancouver, Canada. [Poster]

Bloechle, J., Dietrich, J. F., Klein, E., Bahnmueller, J., Rennig, J., Moeller, K., & Huber, S. (2017, January). Spatial arrangement and set size influence the coding of non-symbolic quantities in intraparietal sulcus. 35th European Workshop on Cognitive Neuropsychology. Bressanone, Italy. [Poster]

Braeuning, D., Lambert, K., Hirsch, S., & Moeller, K. (2017, November). Diskriminante Validität basisnumerischer Kompetenzen zur Vorhersage späterer mathematischer Leistungen. IDeA Winter School. Rodgau, Germany. [Poster]

Hirsch, S., Lambert, K., Coppens, K., & Moeller, K. (2017, January). The structure of number sense and its predictive value for future mathematic achievement. XXXV European Workshop on Cognitive Neuropsychology. Bressanone, Italy. [Poster]

Jung, S., Roesch, S., Klein, E., Nuerk, H.-C., Heller, J. & Moeller, K. (2017, September). Impact of phonology and rule knowledge beyond domains? Workshop on Linguistic and Cognitive Influences on Numerical Cognition. Tübingen. [Poster]

Maier, C. A., Bahnmueller, J., Moeller, K., & Goebel, S. M. (2017, September). Inversion effects on mental arithmetic in English-speaking participants. Workshop Linguistic and Cognitive Influences on Numerical Cognition. Tüibingen. [Poster]

Moeller, K. (2017, März). Neurokognition und Rechnen. 46. Dbl-Jahreskongress. Mainz. [Vortrag]

Moeller, K. (2017, June). Förderung numerischer Kompetenzen bei Kindern. 19. Bundeskongress Legasthenie und Dyskalkulie. Würzburg. [Vortrag]

Moeller, K., Frey, M., & Nuerk, H.-C. (2017, September). Zahlen begreifen - Positive Einflüsse eines finger-basierten Trainings auf die numerische Entwicklung von Kindern. Gemeinsame Tagung der Fachgruppen Entwicklungspsychologie und Pädagogische Psychologie. Münster. [Vortrag]

Müller, J., Moeller, K., Ruiz Fernández, S., Trautwein, U., & Gerjets, P. (2017, October). Haptic feedback and abstract concepts: Touching numbers. Retreat of the LEAD (Learning, Educational Achievement, and Life Course Development) Graduate School & Research Network. Herrenberg. [Poster]

Ninaus, M., Kiili, K., McMullen, J., Moeller, K. (2017, January). Game-based assessment of students’ conceptual knowledge of fractions. European Workshop on Cognitive Neuropsychology. Brixen, Italy. [Poster]

Ninaus, M., Kiili, K., McMullen, J., & Moeller, K. (2017, January). Game-based assessment of students’ conceptual knowledge of fractions. European Workshop on Cognitive Neuropsychology. Brixen, Italy. [Talk]

Ninaus, M., Kiili, K., McMullen, J., & Moeller, K. (2017, August). Using a game-based number line estimation task to assess conceptual fraction knowledge. 17th Biennal Conference of European Association for Research on Learning and Instruction (EARLI). Tampere, Finland. [Talk]

Ninaus, M., Kiili, K., Siegler, R. S., Moeller, K. (2017, December). Data-driven design decisions to improve game-based learning of fractions. International Games and Learning Alliance conference. GALA 2017. Lissabon, Portugal. [Talk]

Tsarava, K., Moeller, K., Pinkwart, N., Butz, M., Trautwein, U., & Ninaus, M. (2017, October). Training computational thinking: Game-based unplugged and plugged-in activities in primary school. 11th European Conference on Game Based Learning. Graz, Österreich. [Talk]

Bloechle, J., Huber, S., Dackermann, T., Scholl, A., Sassenberg, K., & Moeller, K. (2016, September). Manipulated Social power influences magnitude estimation. Workshop on Domain-General and Domain-Specific Foundations of Numerical and Arithmetic Processing. Tübingen. [Poster]

Dackermann, T., Moeller, K., & Kuhn, J. T. (2016, August). Differential influences of arithmetic abilities on number line estimation performance in children with and without mathematical learning difficulties. European Association for Research on Learning and Instruction (EARLI). Special Interest Group (SIG) 15. Leuven, Belgium. [Talk]

Klein, E., Mock, J., Dietrich, J. F., Bloechle, J., Bahnmueller, J., Huber, S., & Moeller, K. (2016, March). A common neural substrate of processing symbolic and non-symbolic proportions - Evidence from fMRI. 58th Conference of Experimental Psychologists (TeaP). Heidelberg. [Talk]

Klein E., Willmes, K., Huber, S., Kaufmann, L., & Moeller, K. (2016, January). Premature birth selectively impairs the neural underpinnings of numerical cognition. 34th European Workshop on Cognitive Neuropsychology. Bressanone, Italy. [Talk]

Lachmair, M., Ruiz Fernandez, S., Moeller, K., Nuerk, H. C., & Kaup, B. (2016, September). Magnitude or multitude: What counts more? Learning, Educational Achievement, and Life Course Development (LEAD) Workshop Domain-General and Domain-Specific Foundations of Numerical and Arithmetic Processing. Tübingen. [Poster]

Mock, J., Huber, S., Bahnmueller, J., Bloechle, J., Dietrich, J. F., Klein, E., & Moeller, K. (2016, June). A common neural substrate for processing symbolic and non-symbolic proportions. European Association for Research on Learning and Instruction (EARLI). Special Interest Group (SIG) 22. Amsterdam, The Netherlands. [Poster]

Mock, J., Huber, S., Dietrich, J. F., Bloechle, J., Bahnmueller, J., Klein, E., & Moeller, K. (2016, January). Same same, but different - on the neural correlates of processing symbolic and non-symbolic proportions. 34th European Workshop on Cognitive Neuropsychology. Bressanone, Italy. [Talk]

Moeller, K. (2016, November). Zahlen im Kopf: Wie unser Gehirn Zahlen verarbeitet. Wie Wissen wächst: Denke, Wissen, Lernen im 21. Jahrhundert. Studium Generale Universität Tübingen. Tübingen. [Vortrag]

Moeller, K., (2016, Februar). Alles im Blick – Was Augenbewegungen über die Verarbeitung von Zahlen verraten. Tagung für Legasthenie und Dyskalkulie. Hall in Tirol, Österreich. [Vortrag]

Ninaus, M., Kiili, K., McMullen, J., & Moeller, K. (2016, December). A Game-Based Approach to Examining Students’ Conceptual Knowledge of Fractions. International Conference Games and Learning Alliance International Conference GALA2016. Utrecht, The Netherlands. [Talk]

Rebholz, F., Golle, J., Roesch, S., Trautwein, U., & Moeller, K. (2016, September). Mathematics Training to Foster Process-Based Competencies. Workshop on Domain-General and Domain-Specific Foundation of Numerical and Arithmetic Processing. Tübingen. [Poster]

Roesch, S., Moeller, K., Pontual Falcão, T., Dackermann, T., & Scheich, H. (2016, January). Finger dexterity and finger gnosis: Unique predictors of preschoolers numerical abilities. 34th European Workshop on Cognitive Neuropsychology. Bressanone, Italy. [Poster]

Roesch, S., Moeller, K., & Scheich, H. (2016, März). Zahlen begreifen - Förderung numerischer Fähigkeiten im Vorschulalter mit Hilfe der Finger. 4. Tagung der Gesellschaft für Empirische Bildungsforschung (GEBF). Berlin. [Vortrag]

Schwenk, C., Dackermann, T., Moeller, K., & Kuhn, J.-T. (2016, September). Differential influences of domain-general and domain-specific abilities on number line estimation in children with and without MLD. Workshop on Domain-General and Domain-Specific Foundations of Numerical and Arithmetic Processing. Tübingen. [Poster]

Bahnmueller, J., Bloechle, J., Huber, S., Dackermann, T., Roesch, S., Moeller, K., & Klein, E. (2015, June). Time matters – Temporal dynamics of number magnitude processing and arithmetic fact retrieval. 21st Annual Meeting of the Organization for Human Brain Mapping. Honolulu, HI, USA. [Poster]

Bahnmueller, J., Dackermann, T., Dietrich, J. F., Mock, J., Huber, S., & Moeller, K. (2015, January). The bounded number line task - A reliable measure? 33th European Workshop on Cognitive Neuropsychology. Bressanone, Italy. [Talk]

Bloechle, J., Huber, S., Bahnmueller, J., Rennig, J., Willmes, K., Moeller, K., & Klein, E. (2015, January). Fact learning in complex arithmetic – The role of the angular gyrus revisited. 33th European Workshop on Cognitive Neuropsychology. Bressanone, Italy. [Talk]

Dackermann, T., Huber, S., Moeller, K., & Nuerk, H.-C. (2015, August). Influences of presentation format and task instruction on children’s number line estimation. 16th Biennial Conference of the European Association for Research on Learning and Instruction (EARLI). Limassol, Cyprus. [Talk]

Fischer, U., Dackermann, T., Moeller, K., Cress, U., & Nuerk, H.-C. (2015, January). Turning around children’s number line – associations between number line direction and number magnitude. 33th European Workshop on Cognitive Neuropsychology. Bressanone, Italy. [Talk]

Huber, S., Klein, E., Moeller, K., & Willmes, K. (2015, January). Comparing a single case to a control group using linear mixed models. 33th European Workshop on Cognitive Neuropsychology. Bressanone, Italy. [Talk]

Klein, E., Dietrich, J. F., Huber, S., Mock, J., Moeller, K., & Willmes, K. (2015, June). Considering structural connectivity in the triple code model of numerical cognition. 21st Annual Meeting of the Organization for Human Brain Mapping. Honolulu, HI, USA. [Poster]

Moeller, K. (2015, November). Basisnumerische Repräsentationen und ihre Bedeutung für Rechenschwierigkeiten. Jährliches Meeting und Symposium des BMBF-Forschungsschwerpunktes Entwicklungsstörungen schulischer Fähigkeiten. Frankurt am Main, Germany. [Vortrag]

Roesch, S., Jung, S., Huber, S., Heller, J., Grust, T., Nuerk, H.-C., & Moeller, K. (2015, February). An Interactive Web-Based Learning Platform for Arithmetic and Orthography. 11th International Conference on Educational Technologies. Dubai, Vereinigte Arabische Emirate. [Talk]

Huber, S., & Nuerk, H.-C., Willmes, K., & Moeller, K. (2014, January). A general model of multi-symbol number comparison. 32th European Workshop on Cognitive Neuropsychology. Bressanone, Italy. [Poster]

Klein, E., Kiechl-Kohlendorfer, U., Kremser, C., Schocke, M., Moeller K., & Kaufmann, L. (2014, March). Neuronale Korrelate der Verarbeitung physikalischer und numerischer Größe bei frühgeborenen Kindern. 2. Tagung der Gesellschaft für Empirische Bildungsforschung (GEBF). Frankfurt. [Vortrag]

Klein, E., Moeller, K., & Willmes, K. (2014, January). Numbers may go purely ventrally as well – A common ventral network for semantic classification in numbers and words. 32th European Workshop on Cognitive Neuropsychology. Bressanone, Italy. [Talk]

Klein, E., Möller, K., & Kaufmann, L. (2014, March). Neuronale Korrelate der Verarbeitung physikalischer und numerischer Größe bei frühgeborenen Kindern. 2. Tagung der Gesellschaft für Empirische Bildungsforschung in Frankfurt am Main. Frankfurt. [Vortrag]

Link, T., Moeller, K., & Nuerk, H.-C. (2014, March). Embodied Trainings – räumlich-körperliche Bewegung zur Verbesserung basisnumerischer Repräsentationen. 2. Tagung der Gesellschaft für Empirische Bildungsforschung (GEBF). Frankfurt am Main. [Vortrag]

Moeller, K. (2014, Juni). Neuronale Netzwerke der numerischen Kognition - von lokalistischen zu konnektionistischen Modellen. Kolloquium Institut für Psychologie, Universität Koblenz. Koblenz. [Vortrag]

Moeller, K. (2014, März). Numerisch-mathematische Fähigkeiten im Perspektivenrad empirischer Bildungsforschung. 2. Tagung der Gesellschaft für Empirische Bildungsforschung. Frankfurt am Main. [Symposium Organisation]

Moeller, K., Huber, S., Jung, S., Heller, J., Grust, T., & Nuerk, H.-C. (2014, October). An interactive web-based learning platform for arithmetic and orthography. 1st Meeting on Research on domain-specific serious games of the International Scientific Research Community: WO.008.14N on Developing competencies in learners: From ascertaining to intervening. Leuven, Belgium. [Talk]

Moeller, K., Klein, E., Kiechl-Kohlendorfer, U., Kremser, C., Schocke, M., & Kaufmann, L. (2014, September). Processing of physical and numerical magnitude in children born prematurely. 49. Kongress der Deutschen Gesellschaft für Psychologie. Bochum. [Talk]

Moeller, K., Willmes, K., & Klein, E. (2014, June). A common ventral network for semantic classification. 20th Annual Meeting of the Organization for Human Brain Mapping. Hamburg. [Poster]

Radler, P. A., Moeller, K., Huber, S., & Pixner, S. (2014, September). Similar and differing processes underlying carry and borrowing effects in addition and subtraction – Evidence from Eye-tracking. 12th Biannual Conference of the German Cognitive Science Society. Tuebingen. [Poster]

Reinert, R. M., Huber, S., Nuerk, H.-C., & Moeller, K. (2014, October). Sex differences in number line estimation depend on solution strategies applied. Workshop on Educational Neuroscience of Mathematics. Tuebingen. [Poster]

Reinert, R. M., Kring, W., & Moeller, K. (2014, September). Neues Testverfahren bestätigt Geschlechtsunterschiede in technisch-physikalischem Verständnis. 49. Kongress der Deutschen Gesellschaft für Psychologie. Bochum. [Poster]

Woitscheck, C., Moeller, K., & Klein, E. (2014, January). Differential influences of unilateral unipolar tDCS over the intraparietal cortex on numerical cognition. 32th European Workshop on Cognitive Neuropsychology. Bressanone, Italy. [Talk]

Bahnmueller, J., Huber, S., Moeller, K., & Nuerk, H.-C. (2013, October). Strategies in number line estimation: task dependency and influence of skills. Workshop on Development of Numerical Processing and Language. Tübingen. [Poster]

Bahnmueller, J., Huber, S., Moeller, K., & Nuerk, H.-C. (2013, August). The relationship between number line estimation and arithmetic competencies depends on age, operation and skill. European Society for Cognitive Psychology (ESCoP). Budapest, Hungary. [Poster]

Fischer, U., Moeller, K., Class, F., Huber, S., Cress, U., & Nuerk, H.-C. (2013, March). Eliciting and measuring access to magnitude information in embodied comparisons. 55. Tagung experimentell arbeitender Psychologen (TeaP). Wien, Austria. [Talk]

Fischer, U., Moeller, K., Huber, S., Cress, U., & Nuerk, H.-C. (2013, February). Eliciting and measuring access to magnitude information. Workshop in Paris - Interactions between space, time and number: 20 years of research. Paris, France. [Poster]

Huber, S., Klein, E., Moeller, K., & Willmes, K. (2013, February). An interrelation of working memory and spatial-numerical associations? Workshop in Paris - Interactions between space, time and number: 20 years of research. Paris, France. [Poster]

Huber, S., Moeller, K., Nuerk, H.-C., Macizo, P., Herrera, A., & Willmes, K. (2013, October). Simulating effects of cognitive control in two-digit number processing. Workshop on Development of Numerical Processing and Language. Tübingen. [Poster]

Huber, S., Moeller, K., Nuerk, H.-C., Macizo, P., Herrera, A., & Willmes, K. (2013, July). Cognitive control in number processing - A computational model. 12th International Conference on Cognitive Modeling. Ottawa, Canada. [Poster]

Huber, S., Moeller, K., Nuerk, H.-C., & Willmes, K. (2013, March). Cognitive control in two-digit number processing – A computational modelling approach. 55. Tagung experimentell arbeitender Psychologen (TeaP). Wien, Austria. [Talk]

Klein, E., Moeller, K., Mann, A., Huber, S., Bloechle, J., Nuerk, H.-C., & Willmes, K. (2013, January). Bilateral unipolar tDCS-induced modulation of bilateral cognitive processes. 31st European Workshop on Cognitive Neuropsychology. Bressanone, Italy. [Poster]

Link, T., Huber, S., Moeller, K., & Nuerk, H.-C. (2013, October). Training the equidistance relation of the mental number line. Workshop Development of Numerical Processing and Language – From Neurocognitive Foundations to Educational Applications. Tübingen. [Poster]

Link, T., Huber, S., Moeller, K., & Nuerk, H.-C. (2013, August). An embodied training of number line equidistance. ESCOP 2013 – Eighteenth Meeting of the European Society for Cognitive Psychology. Budapest, Hungary. [Poster]

Link, T., Huber, S., Nuerk, H.-C., & Moeller, K. (2013, February). Children's mental number line - New evidence from an unbounded estimation task. Interactions between space, time and number: 20 years of research. Paris, France. [Poster]

Link, T., Huber, S., Nuerk, H.-C., & Moeller, K. (2013, January). Unbounding the mental number line - New evidence on children’s spatial representation of numbers. 31st European Workshop on Cognitive Neuropsychology. Bressanone, Italy. [Poster]

Moeller, K., Huber, S., Link, T., Fischer, U., Nuerk, H.-C., & Cress, U. (2013, März). Mathe mit der Matte – Verkörperlichtes Lernen numerischer Kompetenzen. Erste Tagung der Gesellschaft für Empirische Bildungsforschung (GEBF). Kiel. [Vortrag]

Moeller, K., Nuerk, H.-C., & Cress, U. (2013, November). Computer-supported training of the mental number line. 21st International Conference on Computers in Education (ICCE). Denpasar Bali, Indonesien. [Talk]

Rau, A. K., Moeller, K., & Landerl, K. (2013, March). The case of word length and visual familiarity in the development of reading skill. 55. Tagung experimentell arbeitender Psychologen (TeaP). Wien, Austria. [Poster]

Wasner, M., Moeller, K., Fischer, M.-H., & Nuerk, H.-C. (2013, August). Related but not the same: Ordinality, cardinality and 1-to-1 correspondence in finger-number associations. ESCOP 2013 – Eighteenth Meeting of the European Society for Cognitive Psychology. Budapest, Hungary. [Poster]

Huber, S., Moeller, K., & Nuerk, H.-C. (2012, January). Not all multi-digit numbers are processed equally: The special role of zero and length in decimal fractions. 30th European Workshop on Cognitive Neuropsychology. Bressanone, Italy. [Poster]

Klein, E., Moeller, K., Weiller, C., Glauche, V., & Willmes, K. (2012, January). Differentiating dorsal and ventral processing for the case of mental arithmetic. 30th European Workshop of Cognitive Neuropsychology. Bressanone, Italy. [Poster]

Link, T., Moeller, K., Huber, S., Fischer, U., & Nuerk, H.-C. (2012, April). Embodied training of the mental number line. 54. Tagung experimentell arbeitender Psychologen. Mannheim. [Talk]

Mann, A., Moeller, K., Pixner, S., Kaufmann, L., & Nuerk, H.-C. (2012, January). Whorfian hypothesis generalized: Translingual differences in three-digit number processing. 30th European Workshop on Cognitive Neuropsychology. Bressanone, Italy. [Poster]

Milicevic, V., Moeller, K., Nuerk, H.-C., Wagner, J. N., Wilhelm, B., & Schlarb, A. A. (2012, Dezember). Leistungseinschränkungen bei Studierenden mit Insomnie. 20. Jahrestagung Deutsche Gesellschaft für Schlafforschung und Schlafmedizin (DGSM). Berlin. [Vortrag]

Moeller, K., Huber, S., & Nuerk, H.-C. (2012, April). Differential achievement gains for basic arithmetic in German secondary schools? 54. Tagung experimentell arbeitender Psychologen. Mannheim. [Talk]

Nuerk, H.-C., Fischer, U., Link, T., Huber, S., Moeller, K., & Cress, U. (2012, September). Learning and development of embodied numerosity. 5th International Conference on Spatial Cognition. Rome, Italy. [Talk]

Thompson, J. M., Nuerk, H.-C., Moeller, K., Popescu, T., & Cohen Kadosh, R. (2012, March). Numerical representation differs systematically according to mental rotation ability. 19th Annual Cognitive Neuroscience Society Meeting. Chicago, USA. [Poster]

Domahs, F., Moeller, K., Klein, E., Nuerk, H.-C., & Willmes, K. (2011, March). Handy numbers. 53. Tagung experimentell arbeitender Psychologen (TeaP). Halle. [Talk]

Fischer, U., Moeller, K., Cress, U., & Nuerk, H.-C. (2011, April). Effects of stimulus-response congruency: Embodied training of the mental number line on an interactive whiteboard. Workshop of the Israel Science Foundation: Typical and Atypical Neurocognitive Aspects of Numerical Processing. Be'er Sheva/Haifa, Israel. [Poster]

Fischer, U., Moeller, K., Cress, U., & Nuerk, H.-C. (2011, January). Development and evaluation of a small-group intervention program for children with dyscalculia. 29th European Workshop of Cognitive Neuropsychology. Bressanone, Italien. [Poster]

Huber, S., Moeller, K., & Nuerk, H.-C. (2011, September). Evaluating arithmetic abilities in secondary school: are there differential achievement gains? 26. Jahrestagung der Gesellschaft für Neuropsychologie (GNP). Aachen. [Talk]

Huber, S., Moeller, K., & Nuerk, H.-C. (2011, January). You can learn any number line function you want in three minutes: But does this tell anything about your representation? 29th European Workshop on Cognitive Neuropsychology. Bressanone, Italien. [Poster]

Klein, E., Nuerk, H.-C., Kettl, D., Gassner, A., Zauner, H., Wood, G., & Moeller, K. (2011, September). Representational and object-based neglect in number processing. 26th Annual Meeting of the Gesellschaft fuer Neuropsychologie (GNP). Aachen. [Talk]

Moeller, K., Pixner, S., Kaufmann, L., & Nuerk, H.-C. (2011, September). Early place-value understanding as a precursor for later arithmetic performance. 14th Biennial Conference of the European Association for Research on Learning and Instruction (EARLI). Exeter, Great Britain. [Talk]

Nuerk, H.-C., Fischer, U., Moeller, K., & Cress, U. (2011, September). Physical-spatial training of number magnitude representation: congruency of response and stimulus increases training effects. 17th Meeting of the European Society for Cognitive Psychology (EsCOP). Donostia - San-Sebastian, Spain. [Talk]

Thompson, J. M., Nuerk, H.-C., Popescu, T., Moeller, K., & Cohen Kadosh, R. (2011, March). Numbers in the synaesthete’s brain: Negative and positive aspects. 6th UK Synaesthesia Association Conference. London, United Kingdom. [Poster]

Wood, G., Moeller, K., Zauner, H., Haider, C., Gassner, H., & Nuerk, H.-C. (2011, January). Multiple spatial-numerical associations after persistent neglect to the right: A case study. 29th European Workshop of Cognitive Neuropsychology. Bressanone, Italien. [Poster]

Cress, U., Fischer, U., Moeller, K., Sauter, C., & Nuerk, H. C. (2010, July). The use of a digital dance mat for training kindergarten children in a magnitude comparison task. 9th International Conference of the Learning Sciences (ICLS 2010). Chicago, IL, USA. [Talk]

Domahs, F., Moeller, K., Huber, S., Nuerk, H.-C., & Willmes, K. (2010, November). Sub-base five effects in number processing and calculation. Meeting in Honour of Professor Brian Butterworth: "Numbers in the Brain". London, Great Britain. [Poster]

Fischer, U., Moeller, K., Bientzle, M., Sauter, C., Cress, U., & Nuerk, H.-C. (2010, January). Embodied spatial training of number magnitude representation: an intervention study. 28th European Workshop of Cognitive Neuropsychology. Bressanone, Italien. [Poster]

Kaufmann, L., Scherndl, T., Wood, G., Moeller, K., Nuerk, H.-C., & Pixner, S. (2010, September). Domain-general and domain-specific abilities as predictors of complex arithmetic skills. Biennial Meeting of EARLI SIG 15: Special Educational Needs. Frankfurt am Main. [Talk]

Klein, E., Nuerk, H.-C., & Moeller, K. (2010, January). (No) small adults – Children’s processing of carry addition problems. 28th European Workshop of Cognitive Neuropsychology. Bressanone, Italy. [Poster]

Mann, A., Pixner, S., Moeller, K., & Nuerk, H.-C. (2010, January). Unit-decade integration gets more important with increasing age: a developmental study. 28th European Workshop of Cognitive Neuropsychology. Bressanone, Italien. [Poster]

Moeller, K., Neuburger, S., Kaufmann, L., Landerl, K., & Nuerk, H.-C. (2010, April). A subitizing deficit in developmental dyscalculia – Evidence from eye-tracking. Tagung der Österreichischen Gesellschaft für Psychologie. Salzburg, Österreich. [Talk]

Landerl, K., Schleifer, P., Neuburger, S., & Moeller, K. (2009, September). Zur Entwicklung des Subitizings und sequentiellen Zählens bei Kindern mit typischer und atypischer Entwicklung der Rechenleistungen. 19. Tagung der Fachgruppe Entwicklungspsychologie DGPs. Hildesheim. [Vortrag]

Moeller, K., & Nuerk, H.-C. (2009, January). On the cognitive instantiation of the carry operation in addition. Evidence from eye-tracking. 27th European Workshop of Cognitive Neuropsychology. Bressanone, Italien. [Poster]

Moeller, K., Fischer, M. H., Nuerk, H.-C., & Willmes, K. (2008, January). Eye fixation behaviour in the Number Bisection Task: Evidence for temporal specificity in information integration. 26th European Workshop of Cognitive Neuropsychology. Bressanone, Italien. [Poster]

Zauner, H., Wood, G., Moeller, K., Haider, C., Gaßner, A., & Nuerk, H.-C. (2008, Oktober). Invertierte räumlich-nummerische Assoziierungen bei multimodalem rechtsseitigen Hemineglekt – eine Einzelfallstudie. 23. Jahrestagung der GNP. Tübingen. [Poster]

Moeller, K., Fischer, M. H., Nuerk, H.-C., & Willmes, K. (2007, März). Augenbewegungen entlang des mentalen Zahlenstrahls. 49. Tagung experimentell arbeitender Psychologen. Trier. [Talk]

Moeller, K., Fischer, M. H., Nuerk, H.-C., & Willmes, K. (2007, March). Eye movements along the mental number line. Workshop on Number, Space, and Action. Aachen. [Talk]

Moeller, K., Fischer, M. H., Nuerk, H.-C., & Willmes, K. (2007, January). Disentangling semantic and perceptual aspects of two-digit number comparison: Evidence from eye-tracking. 25th European Workshop of Cognitive Neuropsychology. Bressanone, Italien. [Poster]

Moeller, K., Nuerk, H.-C., & Willmes, K. (2007, March). Decomposed processing of multi-digit numbers does not rely on external representations. Workshop on Number, Space, and Action. Aachen. [Talk]

Pixner, S., Moeller, K., Zuber, J., & Nuerk, H.-C. (2007, March). Parallel processing of multi-digit numbers starts from 1st grade on. Workshop on Number, Space, and Action. Aachen. [Talk]

Moeller, K., & Fischer, M. H. (2006, September). Number magnitude comparison – A view from eye-tracking. 8th Active Vision Workshop. Dundee, Scotland/UK. [Talk]

Moeller, K., Fischer, M. H., Nuerk, H.-C., & Willmes, K. (2005, January). A nonverbal retrieval of multiplication facts? 23rd European Workshop of Cognitive Neuropsychology. Bressanone, Italien. [Poster]

Organisation of Conferences

Haase, V. G., Lopes Silva, J. B., Bahnmueller, J., Moeller, K. et al. (2019). Brazilian-German Winter School on Numerical Cognition. Universidade Federal de Minas Gerais, Belo Horizonte, Brasilien, 05.-09.08.2019.

Artemenko, C., Bahnmueller, J., Bieck, S.M., Cipora, K., Daroczy, G., Dresler, T., Mihułowicz, U., Moeller, K., Nagengast, B., Nuerk, H. C., Schroeder, P.A., Soltanlou, M., & Trautwein, U. (2018). Integrating Educational and Cognitive Perspectives on Mathematics. Universität Tübingen, Tübingen., 26.-28.9.2018.

Ninaus, M., Lohmann, J., Schröder, p., Meilinger, T., Moeller, K., Plewnia, C., & Butz, M. (2018). 2nd VECTOR Workshop on Virtual Environments: Current TOpics in psychological Research. Leibniz-Institut für Wissensmedien, Tübingen, 25.-27.07.2018.

Software Development

Lachmair, M., & Moeller, K. (2019). LearnWithTouch. App für IOS zum Erlernen von Fingerzähl-Strategien Tübingen: Leibniz-Institut für Wissensmedien.

Moeller, K., Gawrilow, C., Barrocas, R., & Lachmair, M. (2018). Fingers_Grasping_Numbers - Touch-Applikation-Prototype for Androids. Tübingen: Leibniz-Wissenschaftscampus II.

Open Data

Jung, S., Moeller, K., Karnath, H.O., Klein, E. (2020). Hemispheric lateralization of arithmetic facts and magnitude processing for two-digit numbers. https://www.frontiersin.org/articles/10.3389/fnhum.2020.00088/full#supplementary-material [Publication]

Lewis, C. A., Bahnmueller, J., Wesierska, M., Moeller, K., & Göbel, S. M. (2018). Inversion effects on mental arithmetic in English- and Polish-speaking adults. https://osf.io/9jvgw/

Bahnmueller, J., Göbel, S.M., Pixner, S., Dresen, V., & Moeller, K. (2017). Cross-linguistic differences in place-value processing in numerical fact retrieval. https://osf.io/u6rwn/ [Publication]

contact

Prof. Dr. Korbinian Moeller

Schleichstraße 6
72076 Tübingen
phone: +49 7071
fax: +49 7071 979-100

Associated Researcher

Prof. Dr. Korbinian Moeller

Projects

Former Projects

Articles in refereed Journals

Special Issues and Sections

Proceedings

Books

Chapters in Edited Books

Articles in Magazines

Conference Contributions

Organisation of Conferences

Software Development

Open Data

contact

Labs