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E

Elsbeth Stern

eth zurich

H指数:36

被引数:4,923

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More than a lack of interest: The role of working memory functions in explaining under-achievement in advanced school mathematics

超越兴趣缺乏：工作记忆功能在解释高级学校数学学业表现不佳中的作用

IF2.8

2026-07-170

OAAI

Cross-fertilization of content and strategy knowledge: Bayesian insights into fostering scientific literacy in physics education

内容与策略知识的交叉融合：贝叶斯视角下促进物理学教育科学素养的见解

Learning and Instruction

IF4.9

2026-07-080

OAAI

Catching up? Sex differences in prior conceptual knowledge, socio-emotional experiences, and academic achievements among STEM undergraduates

追赶？STEM本科生中先前概念知识、社会情感经历和学业成就的性别差异

Learning and Individual Differences

IF9

2025-07-240

OAAI

Enhanced conceptual understanding through formative assessment: results of a randomized controlled intervention study in physics classes

通过形成性评价增强概念理解：一项在物理课堂中进行的随机对照干预研究的结果

EDUCATIONAL ASSESSMENT EVALUATION AND ACCOUNTABILITY

IF1.6

2024-12-271

OA

Preparation for Future Conceptual Learning: Content-Specific Long-Term Effects of Early Physics Instruction

JOURNAL OF EDUCATIONAL PSYCHOLOGY

IF6.4

2024-11-012

OA

Research on intelligence and learning: How to unite estranged siblings

PERSONALITY AND INDIVIDUAL DIFFERENCES

IF2.6

2024-04-010

OAAI

What Skills Related to the Control-of-Variables Strategy Need to Be Taught, and Who Gains Most? Differential Effects of a Training Intervention

JOURNAL OF EDUCATIONAL PSYCHOLOGY

IF6.4

2023-08-012

PRE

The relation between working memory and mathematics performance among students in math-intensive STEM programs

IF2.8

2022-05-0111

OAAI

The joint influence of intelligence and practice on skill development throughout the life span

PROCEEDINGS OF THE NATIONAL ACADEMY OF SCIENCES OF THE UNITED STATES OF AMERICA

IF9.1

2019-08-2632

OAAI

Enhancing Physics Learning With Cognitively Activating Instruction: A Quasi-Experimental Classroom Intervention Study

JOURNAL OF EDUCATIONAL PSYCHOLOGY

IF6.4

2018-11-0126

PRE

Variable control and conceptual change: A large-scale quantitative study in elementary school

LEARNING AND INDIVIDUAL DIFFERENCES

IF9

2018-08-0134

OAAI

When Problem-Solving Followed by Instruction Is Superior to the Traditional Tell-and-Practice Sequence

JOURNAL OF EDUCATIONAL PSYCHOLOGY

IF6.4

2018-05-0122

PRE

The Relative Merits of Explicit and Implicit Learning of Contrasted Algebra Principles

EDUCATIONAL PSYCHOLOGY REVIEW

IF8.8

2017-09-1717

PREAI

Individual differences in the learning potential of human beings

NPJ SCIENCE OF LEARNING

IF3

2017-01-1230

OAAI

Underachievement in physics: When intelligent girls fail

LEARNING AND INDIVIDUAL DIFFERENCES

IF9

2016-10-0124

PREAI

EMBODIED COGNITION A grasp on human thinking

IF48.5

2015-08-126

OAAI

Neural efficiency in working memory tasks: The impact of task demand

IF2.8

2015-05-0141

PREAI

An electrophysiological investigation of non-symbolic magnitude processing: Numerical distance effects in children with and without mathematical learning disabilities

IF3.3

2013-09-0123

OAAI

The Developmental Relations Between Conceptual and Procedural Knowledge: A Multimethod Approach

DEVELOPMENTAL PSYCHOLOGY

IF3.1

2010-01-01126

PREAI

Applying Cognitive Science to Education Thinking and Learning in Scientific and Other Complex Domains

IF45.8

2009-01-025

PREAI