Member of the former Junior Research Group Neuro-cognitive Plasticity
Since April 2017 Stefanie Jung has been employed as research assistant in the junior research group Neuro-cognitive Plasticity, first as a doctoral student and now as a post doc. Starting October 2018, she is working in the DFG-project “Facts and Figures”. Her main research interests focus on (re-)learning of linguistic and numeric competences. In her research, she was engaged in the development of adaptive procedures tailored to diagnose and promote children's individual written language development within the prior Leibniz-WissenschaftsCampus Tübingen (WCT). Within her PhD project, she investigates the influence of digital technologies on written language development. In particular, she compares writing and typing in children with and without dyslexia.
Subsequent to her professional education as Speech and Language Therapist (2006), Stefanie Jung graduated in Speech and Language therapy for Education and Research at the RWTH Aachen University (Graduation: 2010) and at Strathclyde University, Glasgow, Great Britain (2009). She subsequently worked as research assistant at the University Hospital of the RWTH Aachen (Sections of Neuropsychology and Clinical and Neurological Cognition Research). Since 2013, she has been employed at the IWM and the University of Tübingen (Department for Research Methods and Mathematical Psychology) within the Leibniz-WissenschaftsCampus Tübingen. Stefanie Jung has been awarded the Friedrich-Wilhelm Prize and the Springorum Commemorative Coin of the RWTH Aachen University, Germany for an excellent diploma thesis.
Jung, S., & Moeller, K. (2021). Hand vs. Tastatur: Einflüsse des Schreibmediums in der Untersuchung der Schriftsprache bei Kindern mit und ohne LRS. Forschung Sprache, 9(2), 57-70. https://www.forschung-sprache.eu/fileadmin/user_upload/Dateien/Heftausgaben/2021-2/5-70-2021-02-06.pdf
Jung, S., Moeller, K., Klein, E., & Heller, J. (2021). Mode effect: An issue of perspective? Writing mode differences in a spelling assessment in German children with and without developmental dyslexia. Dyslexia, 27(3), 373-410. https://dx.doi.org/10.1002/dys.1675
Open Access
Meinhardt, A., Braeuning, D., Hasselhorn, M., Lonnemann, J., Moeller, K., Pazouki, T., Schiltz, C., & Jung, S. (2021). The development of early visual-spatial abilities – considering effects of test mode. Cognitive Development, 60, 101092. https://dx.doi.org/10.1016/j.cogdev.2021.101092
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
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., 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
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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.
Jung, S., Halm, K., Huber, W., Willmes, K., & Klein, E. (2015). What letters can "learn" from Arabic digits - fMRI-controlled single case therapy study of peripheral agraphia. Brain and Language, 149, 13-26.
Clemens, B., Jung, S., Mingoia, G., Weyer, D., Domahs, F., & Willmes, K. (2014). Influence of Anodal Transcranial Direct Current Stimulation (tDCS) over the Right Angular Gyrus on Brain Activity during Rest. PLoS ONE, 9(4), e95984. https://dx.doi.org/10.1371/journal.pone.0095984
Open Access
Clemens, B., Jung, S., Zvyagintsev, M., Domahs, F., Willmes, K. (2013). Modulating arithmetic fact retrieval: A single-blind, sham-controlled tDCS approach with repeated fMRI measurements. Neuropsychologia (51), 1279-1286.
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Grande, M., Meffert, E., Schoenberger E., Jung, S., Frauenrath, T., Huber, W., Hussmann, K., Moormann, M., & Heim, S. (2012). From a concept to a word in a syntactically complete sentence: An fMRI study on spontaneous language in an overt picture description task. NeuroImage, 61(3), 702-714. https://dx.doi.org/10.1016/j.neuroimage.2012.03.087
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Meffert, E., Tillmanns, E., Heim, S., Jung, S., Huber, W., & Grande, M. (2011). Taboo: a novel paradigm to elicit aphasia-like trouble-indicating behaviour in normally speaking individuals. Journal of Psycholinguistic Research., 40(5-6), 307-326.
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Keim, S., Eberhardt, K., Klein, E., Willmes, K., & Huber, W. (2010). What letters can "learn" from numbers or Writing Y with a cocktail glass - A Single Case fMRI Study of peripheral frontal agraphia. Procedia - Social and Behavioral Sciences, 6, 156-157.
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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.
Klein, E., Jung, S., & Kaufmann, L. (2021). A neuropsychological perspective on the development of and the interrelation between numerical and language processing.. In A. Fritz, E. Gürsoy, and M. Herzog (Ed.), Diversity dimensions in mathematics and language learning (pp. 40-64). de Gruyter. https://doi.org/10.1515/9783110661941
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.
Jung, S., Janssen, R., & Klein, E. (2021, January 25). No hemispheric specialization of arithmetic fact retrieval in simple multiplication. 39th European Workshop of Cognitive Neuropsychology. Bressanone, Italy. [Talk]
Jung, S., Klein, E., & J., Moeller, K. (2021, May 20-21). Writing mode: Does it equally affect children with and without developmental dyslexia? British Dyslexia Association. International Conference. Advancing dyslexia and dyscalculia. Great Britain. [Talk]
Jung, S., Roman J., Moeller, K., Karnath, H-O., & Klein, E. (2021, Juni 2-4). Facts and Figures: Zwei Studien zur hemisphärischen Spezialisierung des Abrufs arithmetischer Fakten. 46. Jahrestagung Psychologie und Gehirn (PuG). Tübingen. [Poster]
Smaczny, S., Jung, S., Klein, E., Moeller, K., & Karnath, H-O. (2021, June 2-4). Drawing the line – the cognitive framing of line bisection changes anchor point perception. 46. Jahrestagung Psychologie und Gehirn (PuG). Tübingen. [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]
Jung, S. (2018, März). Mit Sprache wachsen und die Welt entdecken. Eingeladener Vortrag im Rahmen des Projekts „Erziehung stärken - starke Erziehung“. Familienzentrum Bondorf. [Vortrag]
Jung, S., & Heller, J. (2018, Juni). Bleistift oder Tastatur – Ist Schreiben gleich Schreiben. 47. Jahreskongress des Deutschen Bundesverbands für Logopädie. Bielefeld. [Vortrag]
Jung, S., & Heller, J. (2018, Juni). Bleistift oder Tastatur – Ist Schreiben gleich Schreiben. 47. Jahreskongress des Deutschen Bundesverbands für Logopädie. Bielefeld. [Poster]
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]
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]
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]
Jung, S., Brandelik, K., & Heller, J. (2016, March). Predictors for upper case writing in German: What makes it difficult? 58. Tagung experimentell arbeitender Psychologen (TeaP). Heidelberg, Germany. [Poster]
Jung, S., & Heller, J. (2016, Februar). Adaptive Rechtschreibdiagnostik: Auf dem Weg zur individuell angepassten Sprachförderung und -therapie. 17. Symposium des Bundesverbands akademischer Sprachtherapeuten (dbs): Schule und Inklusion. Hannover. [Poster]
Jung, S., Brandelik, K., & Heller, J. (2015, December). Predictors for upper case writing in German: What makes it difficult? Workshop Studying Language Learning: From the Laboratory to the Classroom. Tuebingen, Germany. [Poster]
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]
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]
Jung, S., Hußmann, K., Meffert, E., Willmes, K, Huber, W., & Grande, M. (2011, Juni). Basisparameter der Spontansprache: Differenzierung zwischen Restaphasie, Aphasie und Kontrollsprechern". 40. Jahreskongress des dbl. Karlsruhe. [Vortrag]
Eberhardt, K., Keim, S., Klein, E., Huber, W., & Willmes, K. (2010, September). Is 123 easier than ABC ? - A case of peripheral frontal agraphia. 6th NeuroVisionen Conference. Bochum. [Poster]
Eberhardt, K., Klein, E., Keim, S., Weimer, A., & Huber, W. (2010, January). How can you write Y with a cocktail glass? A Single Case fMRI Study of Peripheral Frontal Agraphia. 28th European Workshop of Cognitive Neuropsychology. Bressanone, Italy. [Talk]
Eberhardt, K., Klein, E., Keim, S., Weimer, A., & Huber, W. (2010, January). How can you write Y with a cocktail glass? A Single Case fMRI Study of Peripheral Frontal Agraphia. 28th European Workshop of Cognitive Neuropsychology. Bressanone, Italy. [Poster]
Jung, S. (2010, November). Basisparameter der Spontansprache: Differenzierung zwischen Restaphasie, Aphasie und Kontrollsprechern. 14. Aachener Kolloquium der Logopädie. Aachen. [Vortrag]
Keim, S., Eberhardt, K., Klein, E., Willmes, K., & Huber, W. (2010, October). What letters can "learn" from numbers or Writing Y with a cocktail glass - A Single Case fMRI Study of peripheral frontal agraphia. Academy of Aphasia. Athens, Greece. [Poster]
Keim, S., Klein, E., Eberhardt, K., Willmes, K., & Huber, W. (2010, January). What letters can “learn” from numbers – An fMRI study of agraphia. 28th European Workshop of Cognitive Neuropsychology. Bressanone, Italy. [Poster]
Keim, S., Klein, E., Eberhardt, K., Willmes, K., & Huber, W. (2010, January). What letters can “learn” from numbers – An fMRI study of agraphia. 28th European Workshop of Cognitive Neuropsychology. Bressanone, Italy. [Talk]
Huber, W., Weimer, A., Klein, E., Keim, S., Eberhardt, K., & Willmes, K. (2009, November). "D wie dicker Bauch" – Dissoziation zwischen Buchstaben und Zahlen und deren Kompensation bei peripherer frontaler Agraphie. 9th Annual Conference of the GAB (Gesellschaft für Aphasieforschung und –behandlung). Erfurt. [Vortrag]
Huber, W., Weimer, A., Klein, E., Keim, S., Eberhardt, K., & Willmes, K. (2009, November). "D wie dicker Bauch" – Dissoziation zwischen Buchstaben und Zahlen und deren Kompensation bei peripherer frontaler Agraphie. 9th Annual Conference of the GAB (Gesellschaft für Aphasieforschung und –behandlung). Erfurt. [Poster]
Keim, S. (2009, August). Language-specific aphasia in a multilingual speaker - Naming therapy in a cross-linguistic facilitation mode. Socrates International Programme Stockholm "Moving towards harmonisation of SLT programmes in the European context". Stockholm, Sweden. [Talk]
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. https://dx.doi.org/10.3389/fpsyg.2020.00871 [Publication]
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]
Dr. Stefanie Jung
Schleichstraße 6
