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Current publications (since 2015)

Mosbacher, Jochen A.; Brunner, Clemens; Grabner, Roland H. (2020). More Problems After Difficult Problems? Behavioral and Electrophysiological Evidence for Sequential Difficulty Effects in Mental Arithmetic. Journal of Numerical Cognition. 6(1), 108 - 128. https://doi.org/10.5964/jnc.v6i1.223

Bikson, M., Hanlon, C.A., Woods, A.J., Gillick, B.T., Charvet, L., Lamm, C., Madeo, G., Holczer, A., Almeida, J., Antal, A., Ay, M.R., Blumberger, D.M., Campanella, S., Camprodon, J.A., Christiansen, L., Colleen, L., Crinion, J., Fitzgerald, P., Gallimberti, L., Ghobadi-Azbari, P., Ghodratitoostani, I., Grabner, R.H., Hartwigsen, G., Hirata, A., Kirton, A., Knotkova, H., Krupitsky, E., Marangolo, P., Nakamura-Palacios, E.M., Potok, W., Praharaj, S.K., Ruff, C.C., Schlaug, G., Siebner, H.R., Stagg, C.J., Thielscher, A., Wenderoth, N., Yuan, T., Zhang, X., & Ekhtiari, H. (2020). Guidelines for TMS/tES Clinical Services and Research through the COVID-19 Pandemic. Brain Stimulation, 13, 1124-1149. https://doi.org/10.1016/j.brs.2020.05.010

Preckel, F., Golle, J., Grabner, R.H., Jarvin, L., Kozbelt, A., Müllensiefen, D., Olszewski-Kubilius, P., Subotnik, R., Schneider, W., Vock, M., & Worrell, F.C. (2020). Talent Development in Achievement Domains: A Psychological Framework for Within and Cross-Domain Research. Perspectives on Psychological Science, 15(3), 691-722. https://doi.org/10.1177/1745691619895030

Koren, N., Scheucher, J. and Vogel, S.E. (2020). How Much Is 2 x 4? Understanding How the Brain Solves Arithmetic Problems. Frontiers for Young Minds. 8:48.

Heidekum, A.E., Vogel, S.E. and Grabner, R.H. (2020). Associations Between Individual Differences in Mathematical Competencies and Surface Anatomy of the Adult Brain. Frontiers in Human Neuroscience.

Mosbacher, J. A., Brunner, C., Nitsche, M. A., & Grabner, R. H. (2020). Effects of anodal tDCS on arithmetic performance and electrophysiological activity. Frontiers in Human Neuroscience, 14.

Sommerauer, G., Grass, K. H., Grabner, R. H., & Vogel, S. E. (2020). The semantic control network mediates the relationship between symbolic numerical order processing and arithmetic performance in children. Neuropsychologia, 107405.

Goffin, C., Vogel, S.E., Slipenkyj, M. & Ansari, D (2019). A comes before B, like 1 comes before 2. Is the parietal cortex sensitive to ordinal relationships in both numbers and letters? An fMRI-Adaptation study. Human Brain Mapping. 41(6), 1591-1610. https://doi.org/10.1002/hbm.24897

Heidekum, A.E., Grabner, R.H., DeSmedt, B., De Visscher,A., & Vogel, S.E. (2019). Interfernce during the retrieval of arithmetic and lexio-semantic knowledge modualtes similar brain regions: Evidence from functional magnetic resonance imaging (fMRI). Cortex. 10.1016/j.cortex.2019.06.007.

Krammer, G., Vogel, S.E. and Grabner, R.H. (2019). Neuromythen sind zu Beginn des Lehramtstudiums prävalent und unabhängig vom Wissen über das menschliche Gehirn. Zeitschrift für Bildungsforschung, Volume 9(2), 221-246.

Polspoel, B., De Visscher, A., Vandermosten, M., Vogel, S.E., Grabner, R.H. and De Smedt, B. (2019). The Neural Substrates of the Problem Size and Interference Effect in Children’s Multiplication: An fMRI Study. Brain Research, 1714, 147-157.

Vogel, S.E., Koren, N., Falb, S., Haselwander, M., Spradley, A., Schadenbauer, P., Tanzmeister, S. and Grabner, R.H. (2019). Automatic and intentional processing of numerical order and its relationship to arithmetic performance. Acta Psychologica, 193, 40-41.

Volmer, E., Grabner, R.H. & Saalbach, H. (2018). Language switching costs in bilingual mathematics learning: transfer effects and individual differences. Zeitschrift für Erziehungswissenschaft, 21, 71-96.

De Visscher, A., Vogel, S.E., Reishofer, G., Hassler, E., Koschutnig, K., De Smedt, B. & Grabner, R.H. (2018). Interference and problem size effect in multiplication fact solving: Individual differences in brain activations and arithmetic performance. NeuroImage, 172, 718-727.

Grabner, R.H. (2018). Neurowissenschaftliche Lehr-Lern-Forschung. In D.H. Rost, J.R. Sparfeldt & S.R. Buch (Hrsg.), Handwörterbuch Pädagogische Psychologie (S. 591-600). Weinheim: Beltz.

Vogel, S.E., Haigh, T., Sommerauer, G., Spindler, M., Brunner, C., Lyons, I.M. and Grabner, R.H. (2017). Processing the order of symbolic numbers: a reliable and unique predictor of arithmetic fluency. Journal of Numerical Cognition,3(2), 288-308.

Simonsmeier, B. A., Grabner, R. H., Hein, J., Krenz, U., & Schneider, M. (2018). Electrical brain stimulation (tES) improves learning more than performance: A meta-analysis. Neuroscience and Biobehavioral Reviews, 84, 171-181.

Schillinger, F. L., Vogel, S. E., Diedrich, J., & Grabner, R. H. (2018). Math anxiety, intelligence, and performance in mathematics: Insights from the German adaptation of the Abbreviated Math Anxiety Scale (AMAS-G). Learning and Individual Differences, 61, 109-119.

Grabner, R. H., Krenn, J., Fink, A., Arendasy, M., & Benedek, M. (2017). Effects of alpha and gamma transcranial alternating current stimulation (tACS) on verbal creativity and intelligence test performance. Neuropsychologia.

Hahn, C.G.K., Saalbach, H. & Grabner, R.H. (2017). Language dependent knowledge acquisition: investigating bilingual arithmetic learning. Bilingualism: Language and Cognition, 1-11.

Volmer, E., Grabner, R.H. & Saalbach, H. (2017). Language switching costs in bilingual mathematics learning: transfer effects and individual differences. Zeitschrift für Erziehungswissenschaften, 1-26.

Wilkey, E. D., Barone, J. C., Mazzocco, M. M., Vogel, S. E., & Price, G. R. (2017). The effect of visual parameters on neural activation during nonsymbolic number comparison and its relation to math competency. NeuroImage, 159, 430-442.

Vogel, S. E., Goffin, C., Bohnenberger, J., Koschutnig, K., Reishofer, G., Grabner, R. H. & Ansari, D. (2017). The left intraparietal sulcus adapts to symbolic number in both the visual and auditory modalities: Evidence from fMRI. NeuroImage, 153, 16-27.

Schillinger, F. L. (2016). Event-Related Potentials (ERPs) Reflecting Feedback and Error Processing in the Context of Education. Zeitschrift für Psychologie, 224(4), 286-289.

Lyons, I. M., Vogel, S. E., & Ansari, D. (2016). On the ordinality of numbers: A review of neural and behavioral studies. Progress in Brain Research, 227, 187-221.

Hauser, T. U., Rütsche, B., Wurmitzer, K., Brem, S., Ruff, C. C., & Grabner, R. H. (2016). Neurocognitive Effects of Transcranial Direct Current Stimulation in Arithmetic Learning and Performance: A Simultaneous tDCS-fMRI Study. Brain Stimulation, 9(6), 850-858.

Schalk, L., Saalbach, H., Grabner, R. H., & Stern, E. (2016). Relational Quantitative Reasoning in Kindergarten Predicts Mathematical Achievement in Third Grade. Journal of Numerical Cognition, 2(2), 77-90.

Vogel, S. E., Keller, C., Koschutnig, K., Reishofer, G., Ebner, F., Dohle, S., Siegrist, M. & Grabner, R. H. (2016). The neural correlates of health risk perception in individuals with low and high numeracy. ZDM, 48(3), 337-350.

Grabner, R.H. & De Smedt, B. (2016). Cognitive neuroscience and mathematics learning – revisited after five years. ZDM Mathematics Education, 48(3).

Schillinger, F. L., De Smedt, B., & Grabner, R. H. (2016). Erratum to: When errors count: an EEG study on numerical error monitoring under performance pressure. ZDM, 48(3), 365.

Schillinger, F. L., De Smedt, B., & Grabner, R. H. (2016). When errors count: an EEG study on numerical error monitoring under performance pressure. ZDM, 48(3), 351-363.

De Smedt, B., & Grabner, R. H. (2016). Potential applications of cognitive neuroscience to mathematics education. ZDM, 48(3), 249-253.

Grabner, R. (2016) Neuromythen - weit verbreitete Fehlvorstellungen über das Gehirn im Kontext vom Begabungen und Lernen. News & Science, 1, 40-44.

Hao, N., Ku, Y., Liu, M., Hu, Y., Bodner, M., Grabner, R. H., & Fink, A. (2016). Reflection enhances creativity: Beneficial effects of idea evaluation on idea generation. Brain and cognition, 103, 30-37.

Vogel, S. & Ansari, D. (2016). Que nous apprennent les neurosciences cognitives sur le developpment typique et atypique des aptitudes numeriques? Une revue de la litterature. In E. Tardif (Eds.), Neurosciences et cognition - Perspectives pour les sciences de lèducation (pp. 253-285). Louvain-la-Neuve, NJ: DeBock suprieur.

Vogel, S. E., Matejko, A. A., & Ansari, D. (2016). Imaging the developing human brain using functional and structural Magnetic Resonance Imaging: Methodological and practical guidlines. In J. Prior & J. Van Herwegen (Eds.), Practical Research with Children (pp. 46-69). Routledge, NJ: Taylor & Francis.

Vogel, S. E., & Grabner, R. H. (2015). Facets of the Mathematical Brain—From Number Processing to Mathematical Problem Solving. Mind, Brain, and Education, 9(4), 187-189.

Leibovich, T., Vogel, S. E., Henik, A. & Ansari, D. (2015). Asymmetric Processing of Numerical and Nonnumerical Magnitudes in the Brain: An fMRI Study. Journal of Cognitive Neuroscience.

Billinger, M., Brunner, C., Müller-Putz, G. R. (2015). Online visualization of brain connectivity. Journal of Neuroscience Methods, 256, 106–116. Supplemental Video

Brunner, C., Birbaumer, N., Blankertz, B., Guger, C., Kübler, A., Mattia, D., Millán, J. d. R., Miralles, F., Nijholt, A., Opisso, E., Ramsey, N., Salomon, P., Müller-Putz, G. R. (2015). BNCI Horizon 2020: Towards a Roadmap for the BCI Community. BCI Journal.

Grabner, R.H., Rütsche, B., Ruff, C. & Hauser, T. (2015). Transcranial direct current stimulation of the posterior parietal cortex modulates arithmetic learning. European Journal of Neuroscience, 42, 1667-1674.

Rütsche, B., Hauser, T., Jäncke, L. & Grabner, R.H. (2015). When Problem size matters: Differential effects of brain stimulation on arithmetic problem solving and neural oscillations. PLOS One, DOI: 10.1371/journal.pone.0120665.

Grabner, R., Fink, A. (2015). Ausgewählte nationale und internationale Trends in der kognitiv-neurowissenschaftlichen Begabungsforschung. Journal für Begabtenförderung, 1, 65-75.

Vogel, S.E., Goffin, C. and Ansari D. (2015). Developmental specialization of the left parietal cortex for the semantic representation of Arabic numerals: An fMRI-Adaptation study. Developmental Cognitive Neuroscience, 12, 61-73.

Vogel, S.E., Remark, A. and Ansari D. (2015). Differential processing of symbolic numerical magnitude and order in first-grade children. Journal of Experimental Child Psychology, 129, 26-39.

Nussbaumer, D., Grabner, R. H., & Stern, E. (2015). Neural efficiency in working memory tasks: the impact of task demand. Intelligence, 50, 196-208.

Weitere Publikationen sind auf der MitarbeiterInnen-Seiten zu finden.

Head of section

Univ.-Prof. Mag. Dr.rer.nat.

Roland Grabner

Institut für Psychologie



Silvia Haberhofer

Institut für Psychologie

Phone:+43 316 380 - 8536

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