Effects of prompting in reflective learning tools: Findings from experimental field, lab, and online studies

by Bettina eRenner, Michael ePrilla, Ulrike eCress, Ulrike eCress, Joachim eKimmerle, Joachim eKimmerle
Published 2016-05-01

Individual uncertainty and the uncertainty of science: The impact of perceived conflict and general self-efficacy on the perception of tentativeness and credibility of scientific i...

by Danny eFlemming, Insa eFeinkohl, Insa eFeinkohl, Ulrike eCress, Ulrike eCress, Joachim eKimmerle, Joachim eKimmerle
Published 2015-12-01

Cognitive foundations of organizational learning: Re-introducing the distinction between declarative and non-declarative knowledge

by Barbara eKump, Barbara eKump, Johannes eMoskaliuk, Ulrike eCress, Joachim eKimmerle, Joachim eKimmerle
Published 2015-09-01

How number-space relationships are assessed before formal schooling: A taxonomy proposal

by Katarzyna ePatro, Katarzyna ePatro, Hans-Christoph eNuerk, Hans-Christoph eNuerk, Ulrike eCress, Maciej eHaman
Published 2014-05-01

How space-number associations may be created in preliterate children: six distinct mechanisms

by Hans-Christoph eNuerk, Hans-Christoph eNuerk, Katarzyna ePatro, Katarzyna ePatro, Ulrike eCress, Ulrike eSchild, Claudia K. Friedrich, Silke M. Göbel
Published 2015-03-01

NIRS in motion – Unraveling the neurocognitive underpinnings of embodied numerical cognition

by Julia eBahnmueller, Julia eBahnmueller, Thomas eDresler, Thomas eDresler, Ann-Christine eEhlis, Ulrike eCress, Hans-Christoph eNuerk, Hans-Christoph eNuerk
Published 2014-07-01