Prof. Dr. Stefanie Jung

Artikel in referierten Zeitschriften

  • Jung, S., Janssen, R., & Klein E. (in press). Laterality in simple multiplication: Assessing hemispheric specialisation of arithmetic fact retrieval in a visual hemifield paradigm. Journal of Experimental Psychology: Human Perception and Performance.
  • Jung, S, Moeller, K, Klein, E, Heller, J. (2021). Mode effect: An issue of perspective? Writing mode differences in a spelling assessment in German children with and without developmental dyslexia. Dyslexia. 2021; 27: 373– 410. https://doi.org/10.1002/dys.1675
  • Meinhardt, A., Braeuning, D., Hasselhorn, M., Lonnemann, J., Moeller, K., Pazouki, T., Schiltz, C., & Jung, S. (2021). The development of early visual-spatial abilities – considering effects of test mode. Cognitive Development, 60, Article 101092. https://dx.doi.org/10.1016/j.cogdev.2021.101092
  • Jung, S., Meinhardt, A., Braeuning, D., Roesch, S., Cornu, V., Pazouki, T., Schiltz, C., Lonnemann, J., & Moeller, K. (2020). Hierarchical Development of Early Visual-Spatial Abilities – A Taxonomy Based Assessment Using the MaGrid App. Frontiers in Psychology, 11, Article 871. https://doi.org/10.25656/01:23225
  • Jung, S., Moeller, K., Karnath, H.O., Klein, E. (2020). Hemispheric lateralization of arithmetic facts and magnitude processing for two-digit numbers. Frontiers in Human Neuroscience, 14, Article 88. https://doi.org/10.3389/fnhum.2020.00088
  • Jung, S., Roesch, S., Klein, E., Dackermann, T., Heller, J., & Moeller, K. (2020). The strategy matters: Bounded and unbounded number line estimation in secondary school children. Cognitive Development, 53, Article 100839. http://dx.doi.org/10.1016/j.cogdev.2019.100839
  • Jung, S., Huber, S., Heller, J., Grust, T., Moeller, K., & Nuerk, H.-C. (2016). Die TUebinger LernPlattform zum Erwerb numerischer und orthografischer Kompetenzen (TULPE): Individualisierte Förderung durch adaptive Lernspiele. Lernen und Lernstörungen, 5(1), 7-15.
  • Klein, E., Willmes, K., Jung, S., Huber, S., Braga, L. W., & Moeller, K. (2016). Differing connectivity of Exner’s area for numbers and letters. Frontiers in Human Neuroscience, 10:281.
  • Roesch, S., Jung, S., Huber, S., Artemenko, C., Bahnmueller, J., Heller, J., Grust, T., Nuerk, H-C., & Moeller, K. (2016). Training arithmetic and orthography on a web-based and socially-interactive learning platform. International Journal of Education and Information Technologies.
  • Jung, S., Huber, S., Heller, J., Grust, T., Moeller, K., & Nuerk, H.-C. (2016). Die TUebinger LernPlattform zum Erwerb numerischer und orthografischer Kompetenzen (TULPE): Individualisierte Förderung durch adaptive Lernspiele. Lernen und Lernstörungen. 5, 7 - 15
  • Jung, S., Halm, K., Huber, W., Willmes, K., & Klein, E. (2015). What letters can "learn" from Arabic digits - fMRI-controlled single case therapy study of peripheral agraphia. Brain and Language, 149, 13-26.
  • Clemens, B., Jung, S., Mingoia, G., Weyer, D., Domahs, F., & Willmes, K. (2014). Influence of Anodal Transcranial Direct Current Stimulation (tDCS) over the Right Angular Gyrus on Brain Activity during Rest. PLoS ONE, 9(4), e95984.
  • Clemens, B.*, Jung, S.*, Zvyagintsev, M., Domahs, F., Willmes, K. (2013) Modulating arithmetic fact retrieval: A single-blind, sham-controlled tDCS approach with repeated fMRI measurements. Neuropsycholgia,51, 1279-1286. *geteilte Erstautorenschaft
  • Grande, M. Meffert, E.; Schoenberger E., Jung, S., Frauenrath, T., Huber, W., Hussmann, K., Moormann, M. & Heim, S. (2012). From a concept to a word in a syntactically complete sentence: An fMRI study on spontaneous language in an overt picture description task. NeuroImage,61, 3, 702-714
  • Meffert E, Tillmanns E, Heim S, Jung S, Huber W, Grande M. (2011). Taboo: a novel paradigm to elicit aphasia-like trouble-indicating behaviour in normally speaking individuals. J Psycholinguist Res, 40, 307-26.

Buchbeiträge


  • Klein, E., Jung, S., & Kaufmann, L. (2021) A neuropsychological perspective on the development of and the interrelation between numerical and language processing. Diversity Dimensions in Mathematics and Language Learning: Perspectives on Culture, Education and Multilingualism, edited by Annemarie Fritz, Erkan Gürsoy and Moritz Herzog, Berlin, Boston: De Gruyter, 2021, pp. 40-64. https://doi.org/10.1515/9783110661941-003
  • Soltanlou, M., Jung, S., Roesch, S., Ninaus, M., Brandelik, B., Heller, J., Grust, T., Nuerk, H.-C., & Moeller, K. (2017). Behavioral and Neurocognitive Evaluation of a Web-Platform for Game-Based Learning of Orthography and Numeracy. In J. Buder & F.W. Hesse (Eds.), Informational Environments: Effects of Use, Effective Designs (pp. 149-176). Cham, Switzerland: Springer International Publishing.

Konferenzbeiträge (Proceedings)

  • Jung, S., Roesch, S., Huber, S., Heller, J., Grust, T., Nuerk, H.-C., & Moeller, K. (2015). An Interactive Web-Based Learning Platform for Arithmetic and Orthography. In N. E. Mastorakis, A. L. Brooks, & I. J. Rudas (Eds.), Advances in Computers and Technology for Education – Proceedings of the 11th International Conference on Educational Technologies (pp. 13-22). Dubai: WSEAS.
  • Keim, S., Eberhardt, K., Klein, E., Willmes, K., & Huber, W. (2010). What letters can "learn" from numbers or Writing Y with a cocktail glass - A Single Case fMRI Study of peripheral frontal agraphia. Procedia - Social and Behavioral Sciences, 6, 156-157.

Vorträge /Posterpräsentationen (letzte 5 Jahre)

  • Meinhardt, A., Jung, S., Braeuning, D., Pazouki, T., Cornu, V., Schiltz, C., & Moeller, K. (2021, September 13-17). On a taxonomy of early visual-spatial abilities in testing versus training. 8th International Conference on Spatial Cognition (ICSC 2021). Rome, Italy. [Poster]
  • Jung, S., Roman J., Moeller, K., Karnath, H-O., & Klein, E. (2021, June). Facts and Figures: Zwei Studien zur hemisphärischen Spezialisierung des Abrufs arithmetischer Fakten. 46. Jahrestagung Psychologie und Gehirn (PuG, online conference). Tuebingen. Deutschland [Poster]
  • Smaczny, S. Jung, S., Klein, E., &  J., Moeller, K., &  Karnath, H-O., (2021, June) Drawing the line – the cognitive framing of line bisection changes anchor point perception. 46. Jahrestagung Psychologie und Gehirn (PuG, online conference). Tuebingen. Deutschland [Poster]
  • Jung, S., Klein, E., &  J., Moeller, K. (2021, May). Writing mode: Does it equally affect children with and without developmental dyslexia? British Dyslexia Association. International Conference. Advancing dyslexia and dyscalculia. (online conference). Great Britain  [Talk]
  • Jung, S., Janssen, R., & Klein, E. (2021, Januar). No hemispheric specialization of arithmetic fact retrieval in simple multiplication. 39th European Workshop of Cognitive Neuropsychology. (online Konferenz). Bressanone. Italien [Vortrag]
  • Jung, S., Moeller, K., Heller., J. (2020, November). Ist Schreiben gleich Schreiben? Wie digitale Medien Schreibprozesse bereits bei Kindern beeinflussen. ISES-11. Marburg. Digitale Konferenz. [Poster]
  • Meinhardt, A., Moeller, K., Jung, S., Bräuning, D., Pazouki, T., Schiltz, C., Lonnemann, J., & Hasselhorn, M. (2020, September). Gemeinsamkeiten und Unterschiede bei der tablet- und paper-pencil basierten Erfassung visuell-räumlicher Fähigkeiten im Kindergarten. IDEA Retreat. [Vortrag]
  • Jung, S. (2020, März). Sprachliche und numerische Einflüsse auf die Entwicklung räumlich-geometrischer Fähigkeiten im Kindergarten. Eingeladener Vortrag im Rahmen eines Projekts im Forschungsverbund Bildungspotentiale (LERN) zur Weiterqualifikation pädagogischer Fachkräfte im Kinderkarten. Pädagogischer Fachtag der Kindergärten in der Bondorf. [Vortrag]
  • Jung, S. (2018, März). Mit Sprache wachsen und die Welt entdecken. Eingeladener Vortrag im Rahmen des Projekts „Erziehung stärken - starke Erziehung“. Familienzentrum Bondorf. [Vortrag]
  • Jung, S., & Heller, J.(2018, Juni). Bleistift oder Tastatur – Ist Schreiben gleich Schreiben. 47. Jahreskongress des Deutschen Bundesverbands für Logopädie. Bielefeld. [Poster] und [Vortrag]
  • Jung, S., Roesch, S., Klein, E., Dackermann, T., Heller, J., & Moeller, K. (2018, September). Solution strategies in bounded and unbounded number line estimation: A comparison of contour analysis and data modeling. Workshop Integrating Educational and Cognitive Perspectives on Mathematics. Tübingen. [Poster]
  • Moeller, K., Jung, S., Roesch, S., Lonnemann, J., Hasselhorn, M., & Heinze, A. (2018, September). Muster, Form und Raum: Geometrische Fähigkeiten im Kindergarten. Bildungspolitisches Forum des Leibniz-Forschungsverbundes Bildungspotenziale (LERN). Berlin. [Poster]  
  • Jung, S., Roesch, S., Klein, E., Nuerk, H.-C., Heller, J. & Moeller, K.(2017, September). Impact of phonology and rule knowledge beyond domains? Workshop on Linguistic and Cognitive Influences on Numerical Cognition. Tübingen. [Poster]

Open Data

  • Jung, S., Janssen, R., & Klein E. (in press). Laterality in simple multiplication: Assessing hemispheric specialisation of arithmetic fact retrieval in a visual hemifield paradigm. Journal of Experimental Psychology: Human Perception and Performance. All data and code are available under https://osf.io/a4m7y.
  • Jung, S, Moeller, K, Klein, E, Heller, J. (2021). Mode effect: An issue of perspective? Writing mode differences in a spelling assessment in German children with and without developmental dyslexia. Dyslexia. 2021; 27: 373– 410. https://doi.org/10.1002/dys.1675 [Publication]
  • Jung, S., Meinhardt, A., Braeuning, D., Roesch, S., Cornu, V., Pazouki, T., Schiltz, C., Lonnemann J., & Moeller, K., (2020). Hierarchical development of early visual-spatial abilities - A taxonomy based assessment using the MaGrid app. https://dx.doi.org/10.3389/fpsyg.2020.00871  [Publication]
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