Korbinian Moeller
Dados Biográficos
| ID | 213923 |
|---|---|
| NOME | Korbinian Moeller |
| PRENOMES | Korbinian |
| SOBRENOME | Moeller |
| ASSINATURA | MOELLER K |
| AFILIAÇÕES | Loughborough University |
| ORCID | 0000-0003-1385-7778 |
| VERIFICADO | Sim |
| TOTAL DE OBRAS | 21 |
| TOTAL DE CITAÇÕES | 6 |
| TOTAL COMO AUTOR | 21 |
| TOTAL COMO EDITOR | 0 |
| PRIMEIRO ANO DE PUBLICAÇÃO | 2011 |
| ANO MAIS RECENTE DE PUBLICAÇÃO | 2026 |
| ÍNDICE H | 1 |
Specific Contributions of Basic Numerical Skills and Working Memory to Mathematics Skills in Primary School
The development of mathematics skills is driven by domain-specific and domain-general cognitive predictors, like non-symbolic and symbolic numerical skills and working memory (WM), respectively. However, differential and potentially changing contributions of these predictors across primary school years have hardly been investigated jointly. Therefore, we assessed 486 German primary school children from first to fourth grade (i.e., 6 to 11 years o…
Intelligent Tutoring Systems Need Teachers
The role of verbal working memory load on number order processing: Evidence from an articulatory suppression paradigm
Although number order processing has received increasing research attention due to its association with arithmetic skills, its underlying cognitive mechanisms remain unclear. It has been suggested that highly familiar sequences (e.g., 1-2-3, 2-4-6) are processed faster because they are retrieved from memory. However, the involvement of verbal memory retrieval has not been directly tested and is usually inferred indirectly from participants' respo…
The presence of the reverse distance effect depends on the familiarity of the sequences being processed
Number order processing is thought to be characterised by a reverse distance effect whereby consecutive sequences (e.g., 1–2–3) are processed faster than non-consecutive sequences (e.g., 1–3–5). However, there is accumulating evidence that the reverse distance effect is not consistently observed. In this context, the present study investigated whether the presence of the reverse distance effect depends on the familiarity of the sequences being pr…
Differential contributions of approximate number system, number line estimation, and working memory to mathematical skills in preschool and primary school
Early mathematical skills predict later mathematical skills and general school achievement. The approximate number system (ANS), number line estimation, and working memory (WM) were found to be important predictors of the development of mathematical skills. However, studies specifying contributions of ANS, number line estimation, and WM at developmental levels are scarce. Therefore, the current study aimed to evaluate differential contributions o…
A Psychological Network Analysis to Examine Interdependencies Between Fraction and Algebra Subtopics in an Intelligent Tutoring System
Basic mathematical skills and fraction understanding predict percentage understanding: Evidence from an intelligent tutoring system
Research on fostering learning about percentages within intelligent tutoring systems (ITSs) is limited. Additionally, there is a lack of data‐driven approaches for improving the design of ITS to facilitate learning about percentages. To address these gaps, we first investigated whether students' understanding of basic mathematical skills (eg, arithmetic, measurement units and geometry) and fractions within an ITS predicts their understanding of p…
Design and empirical evaluation of a multitouch interaction game-like app for fostering early embodied math learning
The added value of game elements: Better training performance but comparable learning gains
Even though game elements can increase motivation and engagement, they also might distract learners and thereby decrease performance and learning outcomes. In the current study, we investigated the effects of intrinsically integrated game elements on performance and learning outcomes. In a pre-post training study, 85 adult participants were randomly assigned either to the game-based or non-game-based training condition. Participants trained their…
Getting fit for the Mathematical Olympiad: Positive effects on achievement and motivation
All around the world, there are numerous academic competitions (e.g., “Academic Olympiads”) and corresponding training courses to foster students’ competences and motivation. But do students’ competences and motivation really benefit from such courses? We developed and evaluated a course that was designed to prepare third and fourth graders to participate in the German Mathematical Olympiad. Its effectiveness was evaluated in a quasi-experimental…
A cognitive definition of computational thinking in primary education
Grounding (fairly) complex numerical knowledge: An educational example
Predicting fraction and algebra achievements online: A large‐scale longitudinal study using data from an online learning environment
Sex differences in the association of math achievement with visual‐spatial and verbal working memory: Does the type of math test matter
Previous research on sex differences in mathematical achievement shows mixed findings, which have been argued to depend on types of math tests used and the type of solution strategies (i.e., verbal versus visual‐spatial) these tests evoke. The current study evaluated sex differences in (a) performance (development) on two types of math tests in primary schools and (b) the predictive value of verbal and visual‐spatial working memory on math achiev…
Cognitive control in number processing: New evidence from task switching
Recently, it was demonstrated that even basic numerical cognition such as the processing of number magnitude is under cognitive control. However, evidence so far primarily came from adaptation effects to stimulus characteristics (e.g., relative frequency of specific stimulus categories). Expanding this approach, we evaluated a possible influence of more active exertion of cognitive control on basic number processing in task switching. Participant…
Examining the relevance of basic numerical skills for mathematical achievement in secondary school using a within-task assessment approach
Previous research repeatedly found basic numerical abilities (e.g., magnitude understanding, arithmetic fact knowledge, etc.) to predict young students' current and later arithmetic achievement as assessed by achievement tests - even when controlling for the influence of domain-general abilities (e.g., intelligence, working memory). However, to the best of our knowledge, previous studies hardly addressed this issue in secondary school students. A…
The new unbounded number line estimation task: A systematic literature review
Investigating the effects of beat and deictic gestures of a lecturer in educational videos
Sex differences in number line estimation: The role of numerical estimation
Sex differences in mathematical performance have frequently been examined over the last decades indicating an advantage for males especially when numerical problems cannot be solved by (classroom‐)learnt strategies and/or estimation. Even in basic numerical tasks such as number line estimation, males were found to outperform females – with sex differences argued to emerge from different solution strategies applied by males and females. We evaluat…
Three processes underlying the carry effect in addition - Evidence from eye tracking: Three processes underlying the carry effect
Recent research indicated that processes of unit-decade integration pose particular difficulty on multi-digit addition. In fact, longer response latencies as well as higher error rates have been observed for addition problems involving a carry operation (e.g., 18 +27) compared to problems not requiring a carry (e.g., 13 +32). However, the cognitive instantiation of this carry effect remained unknown. In the current study, this question was pursue…
Language Effects on Children's Nonverbal Number Line Estimations
The mental number line of children is usually assumed to be language-independent; however, this independency has not yet been studied. In this cross-cultural study, we examined the influence of language properties on a nonverbal version of the number line task in Italian- and German-speaking first graders. The essential difference between the two languages concerns the inversion property of most German multi-digit numbers (e.g., 48 → "eight-and-f…
Language Effects on Children's Nonverbal Number Line Estimations
The mental number line of children is usually assumed to be language-independent; however, this independency has not yet been studied. In this cross-cultural study, we examined the influence of language properties on a nonverbal version of the number line task in Italian- and German-speaking first graders. The essential difference between the two languages concerns the inversion property of most German multi-digit numbers (e.g., 48 → "eight-and-f…
Sex differences in number line estimation: The role of numerical estimation
Sex differences in mathematical performance have frequently been examined over the last decades indicating an advantage for males especially when numerical problems cannot be solved by (classroom‐)learnt strategies and/or estimation. Even in basic numerical tasks such as number line estimation, males were found to outperform females – with sex differences argued to emerge from different solution strategies applied by males and females. We evaluat…
Three processes underlying the carry effect in addition - Evidence from eye tracking: Three processes underlying the carry effect
Recent research indicated that processes of unit-decade integration pose particular difficulty on multi-digit addition. In fact, longer response latencies as well as higher error rates have been observed for addition problems involving a carry operation (e.g., 18 +27) compared to problems not requiring a carry (e.g., 13 +32). However, the cognitive instantiation of this carry effect remained unknown. In the current study, this question was pursue…
Three processes underlying the carry effect in addition - Evidence from eye tracking: Three processes underlying the carry effect
Recent research indicated that processes of unit-decade integration pose particular difficulty on multi-digit addition. In fact, longer response latencies as well as higher error rates have been observed for addition problems involving a carry operation (e.g., 18 +27) compared to problems not requiring a carry (e.g., 13 +32). However, the cognitive instantiation of this carry effect remained unknown. In the current study, this question was pursue…
Language Effects on Children's Nonverbal Number Line Estimations
The mental number line of children is usually assumed to be language-independent; however, this independency has not yet been studied. In this cross-cultural study, we examined the influence of language properties on a nonverbal version of the number line task in Italian- and German-speaking first graders. The essential difference between the two languages concerns the inversion property of most German multi-digit numbers (e.g., 48 → "eight-and-f…
Sex differences in number line estimation: The role of numerical estimation
Sex differences in mathematical performance have frequently been examined over the last decades indicating an advantage for males especially when numerical problems cannot be solved by (classroom‐)learnt strategies and/or estimation. Even in basic numerical tasks such as number line estimation, males were found to outperform females – with sex differences argued to emerge from different solution strategies applied by males and females. We evaluat…
Investigating the effects of beat and deictic gestures of a lecturer in educational videos
Cognitive control in number processing: New evidence from task switching
Recently, it was demonstrated that even basic numerical cognition such as the processing of number magnitude is under cognitive control. However, evidence so far primarily came from adaptation effects to stimulus characteristics (e.g., relative frequency of specific stimulus categories). Expanding this approach, we evaluated a possible influence of more active exertion of cognitive control on basic number processing in task switching. Participant…
Examining the relevance of basic numerical skills for mathematical achievement in secondary school using a within-task assessment approach
Previous research repeatedly found basic numerical abilities (e.g., magnitude understanding, arithmetic fact knowledge, etc.) to predict young students' current and later arithmetic achievement as assessed by achievement tests - even when controlling for the influence of domain-general abilities (e.g., intelligence, working memory). However, to the best of our knowledge, previous studies hardly addressed this issue in secondary school students. A…
The new unbounded number line estimation task: A systematic literature review
Getting fit for the Mathematical Olympiad: Positive effects on achievement and motivation
All around the world, there are numerous academic competitions (e.g., “Academic Olympiads”) and corresponding training courses to foster students’ competences and motivation. But do students’ competences and motivation really benefit from such courses? We developed and evaluated a course that was designed to prepare third and fourth graders to participate in the German Mathematical Olympiad. Its effectiveness was evaluated in a quasi-experimental…
A cognitive definition of computational thinking in primary education
Grounding (fairly) complex numerical knowledge: An educational example
Predicting fraction and algebra achievements online: A large‐scale longitudinal study using data from an online learning environment
Sex differences in the association of math achievement with visual‐spatial and verbal working memory: Does the type of math test matter
Previous research on sex differences in mathematical achievement shows mixed findings, which have been argued to depend on types of math tests used and the type of solution strategies (i.e., verbal versus visual‐spatial) these tests evoke. The current study evaluated sex differences in (a) performance (development) on two types of math tests in primary schools and (b) the predictive value of verbal and visual‐spatial working memory on math achiev…
Design and empirical evaluation of a multitouch interaction game-like app for fostering early embodied math learning
The added value of game elements: Better training performance but comparable learning gains
Even though game elements can increase motivation and engagement, they also might distract learners and thereby decrease performance and learning outcomes. In the current study, we investigated the effects of intrinsically integrated game elements on performance and learning outcomes. In a pre-post training study, 85 adult participants were randomly assigned either to the game-based or non-game-based training condition. Participants trained their…
The presence of the reverse distance effect depends on the familiarity of the sequences being processed
Number order processing is thought to be characterised by a reverse distance effect whereby consecutive sequences (e.g., 1–2–3) are processed faster than non-consecutive sequences (e.g., 1–3–5). However, there is accumulating evidence that the reverse distance effect is not consistently observed. In this context, the present study investigated whether the presence of the reverse distance effect depends on the familiarity of the sequences being pr…
Differential contributions of approximate number system, number line estimation, and working memory to mathematical skills in preschool and primary school
Early mathematical skills predict later mathematical skills and general school achievement. The approximate number system (ANS), number line estimation, and working memory (WM) were found to be important predictors of the development of mathematical skills. However, studies specifying contributions of ANS, number line estimation, and WM at developmental levels are scarce. Therefore, the current study aimed to evaluate differential contributions o…
A Psychological Network Analysis to Examine Interdependencies Between Fraction and Algebra Subtopics in an Intelligent Tutoring System
Basic mathematical skills and fraction understanding predict percentage understanding: Evidence from an intelligent tutoring system
Research on fostering learning about percentages within intelligent tutoring systems (ITSs) is limited. Additionally, there is a lack of data‐driven approaches for improving the design of ITS to facilitate learning about percentages. To address these gaps, we first investigated whether students' understanding of basic mathematical skills (eg, arithmetic, measurement units and geometry) and fractions within an ITS predicts their understanding of p…
Specific Contributions of Basic Numerical Skills and Working Memory to Mathematics Skills in Primary School
The development of mathematics skills is driven by domain-specific and domain-general cognitive predictors, like non-symbolic and symbolic numerical skills and working memory (WM), respectively. However, differential and potentially changing contributions of these predictors across primary school years have hardly been investigated jointly. Therefore, we assessed 486 German primary school children from first to fourth grade (i.e., 6 to 11 years o…
Intelligent Tutoring Systems Need Teachers
The role of verbal working memory load on number order processing: Evidence from an articulatory suppression paradigm
Although number order processing has received increasing research attention due to its association with arithmetic skills, its underlying cognitive mechanisms remain unclear. It has been suggested that highly familiar sequences (e.g., 1-2-3, 2-4-6) are processed faster because they are retrieved from memory. However, the involvement of verbal memory retrieval has not been directly tested and is usually inferred indirectly from participants' respo…
Psychology (16 obras) · Cognitive and developmental aspects of mathematical skills (15 obras) · Computer Science (14 obras) · Cognition (12 obras) · Cognitive psychology (10 obras) · Mathematics education (8 obras) · Mathematics (7 obras) · Mathematics Education and Teaching Techniques (7 obras) · Reading and Literacy Development (6 obras) · Artificial Intelligence (5 obras)