Änderungen

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<!-- [[Vorname Nachname|Nachname, V.]] (Jahr). Buchtitel. Dissertation, Ort: Verlag -->

<!-- [[Vorname Nachname|Nachname, V.]] (Jahr). Buchtitel. Dissertation, Ort: Verlag -->

Battista MT. (1990). Spatial visualization and gender differences in high school geometry. Journal for Research in Mathematics Education, 21(1): 47-60.  

*Battista MT. (1990). Spatial visualization and gender differences in high school geometry. Journal for Research in Mathematics Education, 21(1): 47-60.  

Casey M, Nuttal RL, Pezzaris E. (1997). Mediators of gender differences in mathematics college entrance test scores: A comparison of spatial skills with internalized beliefs and anxieties. Developmental Psychology, 33: 669-680.  

*Casey M, Nuttal RL, Pezzaris E. (1997). Mediators of gender differences in mathematics college entrance test scores: A comparison of spatial skills with internalized beliefs and anxieties. Developmental Psychology, 33: 669-680.  

Dehaene S, Bossini S, Giraux P. (1993). The mental representation of parity and number magnitude. Journal of Experimental Psychology: General, 122: 371-396.  

*Dehaene S, Bossini S, Giraux P. (1993). The mental representation of parity and number magnitude. Journal of Experimental Psychology: General, 122: 371-396.  

Dehaene S, Molko N, Cohen L, Wilson A.J. (2004). Arithmetic and the brain. Curr. Opin.Neurobiol, 14, 218-224.  

*Dehaene S, Molko N, Cohen L, Wilson A.J. (2004). Arithmetic and the brain. Curr. Opin.Neurobiol, 14, 218-224.  

Dehaene S, Piazza M, Pinel P, Cohen L. (2003). Three parital circuits for number processing. Cognitive Neuropsychologie, 20, 487-506.  

*Dehaene S, Piazza M, Pinel P, Cohen L. (2003). Three parital circuits for number processing. Cognitive Neuropsychologie, 20, 487-506.  

Franke M. (2007). Didaktik der Geometrie in der Grundschule. 2. Aufl., Elsevier- Spektrum Akademischer Verlag.  

*Franke M. (2007). Didaktik der Geometrie in der Grundschule. 2. Aufl., Elsevier- Spektrum Akademischer Verlag.  

Gunderson EA, Ramirez G, Beilock SL, Levine SC. (2012). The relation between spatial skill and early number knowledge: The role of the mental number line. Developmental Psychology, 48(5): 1229-1241.  

*Gunderson EA, Ramirez G, Beilock SL, Levine SC. (2012). The relation between spatial skill and early number knowledge: The role of the mental number line. Developmental Psychology, 48(5): 1229-1241.  

Halberda J, Mazzocco MMM, Feigenson L. (2008). Individual differences in nonverbal number acuity correlate with maths achievement. Nature, 455: 665-669.  

*Halberda J, Mazzocco MMM, Feigenson L. (2008). Individual differences in nonverbal number acuity correlate with maths achievement. Nature, 455: 665-669.  

Holloway ID, Ansari D. (2009). Mapping numerical magnitudes onto symbols: The numerical distance effect and individual differences in children’s math achievement. Journal of Experimental Child Psychology, 103: 17-29.  

*Holloway ID, Ansari D. (2009). Mapping numerical magnitudes onto symbols: The numerical distance effect and individual differences in children’s math achievement. Journal of Experimental Child Psychology, 103: 17-29.  

Hubbard E, Piazza M, Pinel P, Dehaene S. (2005). Interactions between number and space in parietal cortex. Nature Reviews, 6: 435-448.  

*Hubbard E, Piazza M, Pinel P, Dehaene S. (2005). Interactions between number and space in parietal cortex. Nature Reviews, 6: 435-448.  

Jordan NC, Hanich LB, Kaplan D. (2003). A Longitudinal Study of Mathematical Competences in Children with Specific Mathematics Difficulties Versus Children with Comorbid Mathematics and Reading Difficulties. Child Development, 74(3): 834-850.

*Jordan NC, Hanich LB, Kaplan D. (2003). A Longitudinal Study of Mathematical Competences in Children with Specific Mathematics Difficulties Versus Children with Comorbid Mathematics and Reading Difficulties. Child Development, 74(3): 834-850.

Kyttälä M, Lehto JE. (2008). Some factors underlying mathematical performance: The role of visuospatial working memory and non- verbal intelligence. European Journal of Psychology of Education, 23(1): 77-94.  

*Kyttälä M, Lehto JE. (2008). Some factors underlying mathematical performance: The role of visuospatial working memory and non- verbal intelligence. European Journal of Psychology of Education, 23(1): 77-94.  

Kyttälä M. (2008). Visuospatial working memory in adolescence with poor performance in mathematics: variation depending on reading skills. Educational Psychology, 28(3): 273-289.  

*Kyttälä M. (2008). Visuospatial working memory in adolescence with poor performance in mathematics: variation depending on reading skills. Educational Psychology, 28(3): 273-289.  

Reuhkala M. (2001). Mathematical Skills in Ninth- graders: Relationship with visuo- spatial abilities and working memory. Educational Psychology, 21(4): 387-399.  

*Reuhkala M. (2001). Mathematical Skills in Ninth- graders: Relationship with visuo- spatial abilities and working memory. Educational Psychology, 21(4): 387-399.  

Von Aster M. (2005). Wie kommen Zahlen in den Kopf? Ein neurowissenschaftliches Modell der Entwicklung zahlenverarbeitender Hirnfunktionen. In von Aster M. und Lorenz J.H. (Hrsg.), Rechenstörungen bei Kindern. Neurowissenschaft, Psychologie, Pädagogik Göttingen: Vandenhoek & Ruprecht.

*Von Aster M. (2005). Wie kommen Zahlen in den Kopf? Ein neurowissenschaftliches Modell der Entwicklung zahlenverarbeitender Hirnfunktionen. In von Aster M. und Lorenz J.H. (Hrsg.), Rechenstörungen bei Kindern. Neurowissenschaft, Psychologie, Pädagogik Göttingen: Vandenhoek & Ruprecht.

 

 

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