- Dietrich, J.F., Huber, S., Dackermann, T., Moeller, K., & Fischer, U. (in press). Place-value understanding in number line estimation predicts future arithmetic performance. British Journal of Developmental Psychology.
- Lachmair, M., Ruiz Fernandéz, S., & Gerjets, P. (in press). Priming effects between spatial meaning of verbs and numbers are modulated by time intervals: early interference and late facilitation. Canadian Journal of Experimental Psychology.
Welcome to the
Leibniz-Institut für Wissensmedien!
Knowledge acquisition, knowledge exchange, and knowledge communication using innovative technologies form the core of the research topics at the Leibniz-Institut für Wissensmedien in Tuebingen. Our researchers are concerned with classic forms of teaching and education in schools and higher education, as well as with promoting learning in informal settings, such as in museums, the internet, and the work place.
At the Leibniz-Institut für Wissensmedien, our multidisciplinary team of highly trained scientists from cognitive and educational sciences, human behavioral sciences, and social sciences works closely with experts from media technology and computer science. By collaborating with public and private institutions and by transferring research results into real world applications, the institute makes a substantial contribution to enabling innovative media-based teaching and learning scenarios.
On our website you will find further insights into our organizational structure and the research conducted at the institute.
The English version can be found on the channel of the University of Tuebingen (both versions are linked): https://youtu.be/QerpcoSrpxg