@article{KaeserBascheraKohnetal.2013,
  author    = {K{\"a}ser, Tanja and Baschera, Gian-Marco and Kohn, Juliane and Kucian, Karin and Richtmann, Verena and Grond, Ursina and Gross, Markus and von Aster, Michael G.},
  title     = {Design and evaluation of the computer-based training program Calcularis for enhancing numerical cognition},
  series = {Frontiers in psychology},
  volume    = {4},
  journal   = {Frontiers in psychology},
  number    = {31},
  publisher = {Frontiers Research Foundation},
  address   = {Lausanne},
  issn      = {1664-1078},
  doi       = {10.3389/fpsyg.2013.00489},
  pages     = {13},
  year      = {2013},
  abstract  = {This article presents the design and a first pilot evaluation of the computer-based training program Calcularis for children with developmental dyscalculia (DD) or difficulties in learning mathematics. The program has been designed according to insights on the typical and atypical development of mathematical abilities. The learning process is supported through multimodal cues, which encode different properties of numbers. To offer optimal learning conditions, a user model completes the program and allows flexible adaptation to a child's individual learning and knowledge profile. Thirty-two children with difficulties in learning mathematics completed the 6-12-weeks computer training. The children played the game for 20 min per day for 5 days a week. The training effects were evaluated using neuropsychological tests. Generally, children benefited significantly from the training regarding number representation and arithmetic operations. Furthermore, children liked to play with the program and reported that the training improved their mathematical abilities.},
  language  = {en}
}
@unpublished{KaufmannMazzoccoDowkeretal.2013,
  author    = {Kaufmann, Liane and Mazzocco, Michele M. and Dowker, Ann and von Aster, Michael G. and Goebel, Silke M. and Grabner, Roland H. and Henik, Avishai and Jordan, Nancy C. and Karmiloff-Smith, Annette D. and Kucian, Karin and Rubinsten, Orly and Szucs, Denes and Shalev, Ruth and Nuerk, Hans-Christoph},
  title     = {Dyscalculia from a developmental and differential perspective},
  series = {Frontiers in psychology},
  volume    = {4},
  journal   = {Frontiers in psychology},
  number    = {2},
  publisher = {Frontiers Research Foundation},
  address   = {Lausanne},
  issn      = {1664-1078},
  doi       = {10.3389/fpsyg.2013.00516},
  pages     = {5},
  year      = {2013},
  language  = {en}
}
@misc{RauscherKohnKaeseretal.2016,
  author    = {Rauscher, Larissa and Kohn, Juliane and K{\"a}ser, Tanja and Mayer, Verena and Kucian, Karin and McCaskey, Ursina and Esser, G{\"u}nter and von Aster, Michael G.},
  title     = {Evaluation of a computer-based training program for enhancing arithmetic skills and spatial number representation in primary school children},
  series = {Postprints der Universit{\"a}t Potsdam : Humanwissenschaftliche Reihe},
  journal   = {Postprints der Universit{\"a}t Potsdam : Humanwissenschaftliche Reihe},
  number    = {430},
  url       = {http://nbn-resolving.de/urn:nbn:de:kobv:517-opus4-406727},
  pages     = {14},
  year      = {2016},
  abstract  = {Calcularis is a computer-based training program which focuses on basic numerical skills, spatial representation of numbers and arithmetic operations. The program includes a user model allowing flexible adaptation to the child's individual knowledge and learning profile. The study design to evaluate the training comprises three conditions (Calcularis group, waiting control group, spelling training group). One hundred and thirty-eight children from second to fifth grade participated in the study. Training duration comprised a minimum of 24 training sessions of 20 min within a time period of 6-8 weeks. Compared to the group without training (waiting control group) and the group with an alternative training (spelling training group), the children of the Calcularis group demonstrated a higher benefit in subtraction and number line estimation with medium to large effect sizes. Therefore, Calcularis can be used effectively to support children in arithmetic performance and spatial number representation.},
  language  = {en}
}
@article{RauscherKohnKaeseretal.2016,
  author    = {Rauscher, Larissa and Kohn, Juliane and K{\"a}ser, Tanja and Mayer, Verena and Kucian, Karin and McCaskey, Ursina and Esser, G{\"u}nter and von Aster, Michael G.},
  title     = {Evaluation of a Computer-Based Training Program for Enhancing Arithmetic Skills and Spatial Number Representation in Primary School Children},
  series = {Frontiers in psychology},
  volume    = {7},
  journal   = {Frontiers in psychology},
  publisher = {Frontiers Research Foundation},
  address   = {Lausanne},
  issn      = {1664-1078},
  doi       = {10.3389/fpsyg.2016.00913},
  pages     = {14086 -- 14099},
  year      = {2016},
  abstract  = {Calcularis is a computer-based training program which focuses on basic numerical skills, spatial representation of numbers and arithmetic operations. The program includes a user model allowing flexible adaptation to the child's individual knowledge and learning profile. The study design to evaluate the training comprises three conditions (Calcularis group, waiting control group, spelling training group). One hundred and thirty-eight children from second to fifth grade participated in the study. Training duration comprised a minimum of 24 training sessions of 20 min within a time period of 6-8 weeks. Compared to the group without training (waiting control group) and the group with an alternative training (spelling training group), the children of the Calcularis group demonstrated a higher benefit in subtraction and number line estimation with medium to large effect sizes. Therefore, Calcularis can be used effectively to support children in arithmetic performance and spatial number representation.},
  language  = {en}
}
@article{KucianKohnHannulaSormunenetal.2012,
  author    = {Kucian, Karin and Kohn, Juliane and Hannula-Sormunen, Minna M. and Richtmann, Verena and Grond, Ursin and K{\"a}ser, Tanja and Esser, G{\"u}nter and von Aster, Michael G.},
  title     = {Kinder mit Dyskalkulie fokussieren spontan weniger auf Anzahligkeit},
  year      = {2012},
  language  = {de}
}
@misc{MoraskeWyschkonPoltzetal.2018,
  author    = {Moraske, Svenja and Wyschkon, Anne and Poltz, Nadine and Kucian, Karin and Aster, Michael and Esser, G{\"u}nter},
  title     = {LRS-Pr{\"a}vention bei Risikokindern},
  series = {Postprints der Universit{\"a}t Potsdam : Humanwissenschaftliche Reihe},
  journal   = {Postprints der Universit{\"a}t Potsdam : Humanwissenschaftliche Reihe},
  number    = {672},
  issn      = {1866-8364},
  doi       = {10.25932/publishup-44142},
  url       = {http://nbn-resolving.de/urn:nbn:de:kobv:517-opus4-441426},
  pages     = {171 -- 183},
  year      = {2018},
  abstract  = {Fragestellung: Ziel der Studie war die {\"U}berpr{\"u}fung der Wirksamkeit einer vorschulischen F{\"o}rderung der phonologischen Bewusstheit und der Buchstaben-Laut-Verkn{\"u}pfung bei Kindern mit einem Risiko f{\"u}r die Entwicklung einer Lese-Rechtschreibst{\"o}rung (LRS) unter Bedingungen, die sich am Alltag der Kindertagesst{\"a}tten orientierten und somit auch bei einem breiten Einsatz des Programms eine relativ {\"o}konomische Variante darstellen. Methodik: Die Risikokinder der Trainingsgruppe (n = 20) wurden {\"u}ber 11 Wochen mit den Programmen H{\"o}ren, Lauschen, Lernen 1 und 2 (K{\"u}spert \& Schneider, 2008; Plume \& Schneider, 2004) von Erzieherinnen gef{\"o}rdert. Sie wurden einer nicht-gef{\"o}rderten Risiko-Kontrollgruppe (n = 43) hinsichtlich ihrer Lese- und Rechtschreibleistungen sowie der H{\"a}ufigkeit von LRS von der 1. bis zur 3. Klasse gegen{\"u}bergestellt. Dabei wurden neben den Daten regul{\"a}r eingeschulter Kinder auch jene in die Analyse inkludiert, die vom Schulbesuch zur{\"u}ckgestellt wurden. Ergebnisse: Im 1. und 2. Grundschuljahr zeigten die trainierten Risikokinder im Lesen und Rechtschreiben einen mindestens tendenziellen Leistungsvorsprung gegen{\"u}ber nicht-gef{\"o}rderten Risikokindern. Trainingseffekte zeigten sich ebenfalls in einer Reduktion der Anzahl von Kindern mit LRS bis Klasse 2, tendenziell auch in Klasse 3. Schlussfolgerung: Insgesamt sprechen die Befunde f{\"u}r die Wirksamkeit des Trainings in der prim{\"a}ren Pr{\"a}vention von Lese-Rechtschreibschwierigkeiten bei Risikokindern unter alltagsnahen Bedingungen.},
  language  = {de}
}
@unpublished{KucianPlanggerO'Gormanetal.2013,
  author    = {Kucian, Karin and Plangger, Fabienne and O'Gorman, Ruth and von Aster, Michael G.},
  title     = {Operational momentum effect in children with and without developmental dyscalculia},
  series = {Frontiers in psychology},
  volume    = {4},
  journal   = {Frontiers in psychology},
  number    = {45},
  publisher = {Frontiers Research Foundation},
  address   = {Lausanne},
  issn      = {1664-1078},
  doi       = {10.3389/fpsyg.2013.00847},
  pages     = {3},
  year      = {2013},
  language  = {en}
}
@article{KucianZuberKohnetal.2018,
  author    = {Kucian, Karin and Zuber, Isabelle and Kohn, Juliane and Poltz, Nadine and Wyschkon, Anne and Esser, G{\"u}nter and von Aster, Michael G.},
  title     = {Relation Between Mathematical Performance, Math Anxiety, and Affective Priming in Children With and Without Developmental Dyscalculia},
  series = {Frontiers in psychology},
  volume    = {9},
  journal   = {Frontiers in psychology},
  publisher = {Frontiers Research Foundation},
  address   = {Lausanne},
  issn      = {1664-1078},
  doi       = {10.3389/fpsyg.2018.00263},
  pages     = {13},
  year      = {2018},
  abstract  = {Many children show negative emotions related to mathematics and some even develop mathematics anxiety. The present study focused on the relation between negative emotions and arithmetical performance in children with and without developmental dyscalculia (DD) using an affective priming task. Previous findings suggested that arithmetic performance is influenced if an affective prime precedes the presentation of an arithmetic problem. In children with DD specifically, responses to arithmetic operations are supposed to be facilitated by both negative and mathematics-related primes (= negative math priming effect). We investigated mathematical performance, math anxiety, and the domain-general abilities of 172 primary school children (76 with DD and 96 controls). All participants also underwent an affective priming task which consisted of the decision whether a simple arithmetic operation (addition or subtraction) that was preceded by a prime (positive/negative/neutral or mathematics-related) was true or false. Our findings did not reveal a negative math priming effect in children with DD. Furthermore, when considering accuracy levels, gender, or math anxiety, the negative math priming effect could not be replicated. However, children with DD showed more math anxiety when explicitly assessed by a specific math anxiety interview and showed lower mathematical performance compared to controls. Moreover, math anxiety was equally present in boys and girls, even in the earliest stages of schooling, and interfered negatively with performance. In conclusion, mathematics is often associated with negative emotions that can be manifested in specific math anxiety, particularly in children with DD. Importantly, present findings suggest that in the assessed age group, it is more reliable to judge math anxiety and investigate its effects on mathematical performance explicitly by adequate questionnaires than by an affective math priming task.},
  language  = {en}
}
@misc{KucianZuberKohnetal.2018,
  author    = {Kucian, Karin and Zuber, Isabelle and Kohn, Juliane and Poltz, Nadine and Wyschkon, Anne and Esser, G{\"u}nter and von Aster, Michael G.},
  title     = {Relation between mathematical performance, math anxiety, and affective priming in children with and without developmental dyscalculia},
  series = {Postprints der Universit{\"a}t Potsdam : Humanwissenschaftliche Reihe},
  journal   = {Postprints der Universit{\"a}t Potsdam : Humanwissenschaftliche Reihe},
  number    = {684},
  issn      = {1866-8364},
  doi       = {10.25932/publishup-46067},
  url       = {http://nbn-resolving.de/urn:nbn:de:kobv:517-opus4-460671},
  pages     = {15},
  year      = {2018},
  abstract  = {Many children show negative emotions related to mathematics and some even develop mathematics anxiety. The present study focused on the relation between negative emotions and arithmetical performance in children with and without developmental dyscalculia (DD) using an affective priming task. Previous findings suggested that arithmetic performance is influenced if an affective prime precedes the presentation of an arithmetic problem. In children with DD specifically, responses to arithmetic operations are supposed to be facilitated by both negative and mathematics-related primes (= negative math priming effect). We investigated mathematical performance, math anxiety, and the domain-general abilities of 172 primary school children (76 with DD and 96 controls). All participants also underwent an affective priming task which consisted of the decision whether a simple arithmetic operation (addition or subtraction) that was preceded by a prime (positive/negative/neutral or mathematics-related) was true or false. Our findings did not reveal a negative math priming effect in children with DD. Furthermore, when considering accuracy levels, gender, or math anxiety, the negative math priming effect could not be replicated. However, children with DD showed more math anxiety when explicitly assessed by a specific math anxiety interview and showed lower mathematical performance compared to controls. Moreover, math anxiety was equally present in boys and girls, even in the earliest stages of schooling, and interfered negatively with performance. In conclusion, mathematics is often associated with negative emotions that can be manifested in specific math anxiety, particularly in children with DD. Importantly, present findings suggest that in the assessed age group, it is more reliable to judge math anxiety and investigate its effects on mathematical performance explicitly by adequate questionnaires than by an affective math priming task.},
  language  = {en}
}