Ausgewählte Publikationen
von Wirth, E., Kujath, K., Ostrowski, L., Settegast, E., Rosarius, S., Döpfner, M., … Kuhn, J.-T. (2021). The co-occurrence of Attention-Deficit/Hyperactivity Disorder and mathematical difficulties: an investigation of the role of basic numerical skills. Research in Developmental Disabilities, 112, 103881. https://doi.org/10.1016/j.ridd.2021.103881
DeVries, J. M., Kuhn, J.-T., & Gebhardt, M. (2020). What applying growth mixture modeling can tell us about predictors of number line estimation. Journal of Numerical Cognition, 6(1), 66–82. https://doi.org/10.5964/jnc.v6i1.212
Raddatz, J., Kuhn, J.-T., Moll, K., Holling, H., & Dobel, C. (2017). Comorbidity of arithmetic and reading disorder: basic number processing and calculation in children with learning impairments. Journal of Learning Disabilities, 50(3), 298–308. https://doi.org/10.1177/0022219415620899
Schwenk, C., Sasanguie, D., Kuhn, J.-T., Kempe, S., Doebler, P., & Holling, H. (2017). (Non-)symbolic magnitude processing in children with mathematical difficulties: a meta-analysis. Research in Developmental Disabilities, 64, 152–167. https://doi.org/10.1016/j.ridd.2017.03.003
Kuhn, J.-T., & Holling, H. (2014). Number sense or working memory?: The effect of two computer-based trainings on mathematical skills in elementary school. Advances in Cognitive Psychology, 10(2), 59–67.
Mehr Publikationen
Sehen Sie Publikationen von FAIR or die vollständige Publikationsliste des Lehrstuhls für Methoden der empirischen Bildungsforschung.
