@article{LazaridesDickeRubachetal.2021,
  author    = {Lazarides, Rebecca and Dicke, Anna-Lena and Rubach, Charlott and Oppermann, Elisa and Eccles, Jacquelynne S.},
  title     = {Motivational profiles across domains and academic choices within Eccles et al.'s situated expectancy},
  series = {Developmental psychology},
  volume    = {57},
  journal   = {Developmental psychology},
  number    = {11},
  publisher = {American Psychological Association},
  address   = {Washington},
  issn      = {0012-1649},
  doi       = {10.1037/dev0001250},
  pages     = {1893 -- 1909},
  year      = {2021},
  abstract  = {This longitudinal person-centered study aimed to identify profiles of subjective task values and ability self-concepts of adolescents in the domain of mathematics, English, biology, and physics in Grades 10 and 12. We were interested in gendered changes of profile membership, and in relations between profile membership and educational and occupational outcomes in adulthood. Data were drawn from the Michigan Study of Adolescent and Adult Life Transitions. We focused on students who participated in the data collection in Grades 10 and 12 (N = 911; 56.1\% female; M-age = 16.49, SD = .63; 91.2\% European American, 4.6\% African American, and 2.1\% other ethnic groups such as Hispanic, Asian, Native American). Data on subsequent college majors were assessed 2, 6, and 10 years after finishing high school and data on occupational outcomes was assessed up to 22 years after high school. Using Latent Profile Analyses, our findings revealed five profiles in grade 10 and four profiles in grade 12, which were meaningfully related to student gender. Latent Transition Analyses showed that motivational beliefs became more hierarchical over time. Gendered changes in profile membership occurred, with boys experiencing a process of specialization into mathematics domains. We were also able to show that gender-specific intraindividual hierarchies of motivational beliefs were related to gender-specific specialization processes in adolescence and to subsequent gendered choices throughout the life course.},
  language  = {en}
}
@article{EstivalChevalereLaurieretal.2021,
  author    = {Estival, S{\´e}verine and Cheval{\`e}re, Johann and Laurier, Virginie and Mourre, Fabien and Tricot, Julie and Postal, Virginie},
  title     = {Study of the deficit in planning abilities of adults with Prader-Willi Syndrome},
  series = {Research in developmental disabilities},
  volume    = {117},
  journal   = {Research in developmental disabilities},
  publisher = {Elsevier},
  address   = {Amsterdam [u.a.]},
  issn      = {0891-4222},
  doi       = {10.1016/j.ridd.2021.104056},
  pages     = {10},
  year      = {2021},
  abstract  = {Background: Prader-Willi syndrome (PWS) is a complex developmental genetic disorder associated with intellectual disability and deficits in executive functions which result in disorganisation and poor personal autonomy. Aims: This study aimed to determine impairments in planning skills of adults with PWS, in relation with their intellectual disabilities, as well as the influence of food compulsions on their performance. Methods and procedures: A modified version of the Zoo Map from the Behavioural Assessment of the Dysexecutive Syndrome was used in three groups: a group of adults with PWS in comparison with two groups both matched on chronological age, one with typical development (TD) and one with intellectual disability (ID). Outcomes and results: Compared to TD adults, both adults with PWS and ID showed increased planning time and lower raw scores on the planning task. The execution time and the number of errors were higher in the PWS group compared to the comparison groups. All three groups performed worse in the non-food condition only for number of errors and raw score. Conclusions and implications: Planning abilities were impaired in PWS adults. Results also showed that intellectual level plays a role in participants' performance. These findings are essential to understand the difficulties of people with PWS daily life.},
  language  = {en}
}
@incollection{SpangenbergerMatthesKappetal.2024,
  author    = {Spangenberger, Pia and Matthes, Nadine and Kapp, Felix and Kruse, Linda and Draeger, Iken and Kybart, Markus and Schmidt, Kristina},
  title     = {MARLA},
  series = {Virtual reality, augmented reality und serious games als educational technologies in der beruflichen Bildung},
  booktitle = {Virtual reality, augmented reality und serious games als educational technologies in der beruflichen Bildung},
  editor    = {Zinn, Bernd},
  publisher = {Franz Steiner Verlag},
  address   = {Stuttgart},
  isbn      = {978-3-515-13544-3},
  pages     = {269 -- 286},
  year      = {2024},
  language  = {de}
}
@incollection{PerlwitzSpangenbergerStemmann2024,
  author    = {Perlwitz, Phoebe and Spangenberger, Pia and Stemmann, Jennifer},
  title     = {Serious games},
  series = {Virtual reality, augmented reality und serious games als educational technologies in der beruflichen Bildung},
  booktitle = {Virtual reality, augmented reality und serious games als educational technologies in der beruflichen Bildung},
  editor    = {Zinn, Bernd},
  publisher = {Franz Steiner Verlag},
  address   = {Stuttgart},
  isbn      = {978-3-515-13544-3},
  pages     = {235 -- 252},
  year      = {2024},
  language  = {de}
}
@article{HongKimThornbergetal.2022,
  author    = {Hong, Jun Sung and Kim, Dong Ha and Thornberg, Robert and Wachs, Sebastian and Wright, Michelle F.},
  title     = {Racial discrimination to bullying behavior among White and Black adolescents in the USA: from parents' perspectives},
  series = {International journal of environmental research and public health},
  volume    = {19},
  journal   = {International journal of environmental research and public health},
  number    = {12},
  publisher = {MDPI AG},
  address   = {Basel},
  issn      = {1660-4601},
  doi       = {10.3390/ijerph19127084},
  pages     = {11},
  year      = {2022},
  abstract  = {The present study proposes and tests pathways by which racial discrimination might be positively related to bullying victimization among Black and White adolescents. Data were derived from the 2016 National Survey of Children's Health, a national survey that provides data on children's physical and mental health and their families. Data were collected from households with one or more children between June 2016 to February 2017. A letter was sent to randomly selected households, who were invited to participate in the survey. The caregivers consisted of 66.9\% females and 33.1\% males for the White sample, whose mean age was 47.51 (SD = 7.26), and 76.8\% females and 23.2\% males for the Black sample, whose mean age was 47.61 (SD = 9.71). In terms of the adolescents, 49.0\% were females among the White sample, whose mean age was 14.73 (SD = 1.69). For Black adolescents, 47.9\% were females and the mean age was 14.67(SD = 1.66). Measures for the study included bullying perpetration, racial discrimination, academic disengagement, and socio-demographic variables of the parent and child. Analyses included descriptive statistics, bivariate correlations, and structural path analyses. For adolescents in both racial groups, racial discrimination appears to be positively associated with depression, which was positively associated with bullying perpetration. For White adolescents, racial discrimination was positively associated with academic disengagement, which was also positively associated with bullying perpetration. For Black adolescents, although racial discrimination was not significantly associated with academic disengagement, academic disengagement was positively associated with bullying perpetration.},
  language  = {en}
}
@article{Jung2023,
  author    = {Jung, Jana},
  title     = {Partnership trajectories and their consequences over the life course},
  series = {Advances in life course research},
  volume    = {55},
  journal   = {Advances in life course research},
  publisher = {Elsevier},
  address   = {Oxford},
  issn      = {1569-4909},
  doi       = {10.1016/j.alcr.2022.100525},
  pages     = {18},
  year      = {2023},
  abstract  = {Objective: Following a life course perspective, this study examines the link between partnership trajectories and three dimensions of psychological well-being: psychological health, overall sense of self-worth and quality of life. Background: Assuming that life outcomes are the result of prior decisions, experiences and events, partnership histories can be seen as a resource for psychological well-being. Furthermore, advantages or disadvantages from living with or without a partner should accumulate over time. While previous cross-sectional research has mainly focused on the influence of partnership status or a status change on well-being, prior longitudinal studies could not control for reverse causality of well-being and partnership trajectories. This research addresses the question of how different patterns of partnership biographies are related to a person's well-being in middle adulthood. Selection effects of pre-trajectory well-being as well as current life conditions are also taken into account. Method: Using data from the German LifE Study, the partnership trajectories between ages of 16 and 45 are classified by sequence and cluster analysis. OLS regression is then used to examine the link between types of partnership trajectories and depression, self-esteem and overall life satisfaction at age 45. Results: For women, well-being declined when experiencing unstable non-cohabitational union trajectories or divorce followed by unpartnered post-marital trajectories. Men suffered most from being long-term single. The results could not be explained by selection effects of pre-trajectory well-being. Conclusion: While women seem to 'recover' from most of the negative effects of unstable partnership trajectories through a new partnership, for men it was shown that being mainly unpartnered has long-lasting effects on their psychological well-being.},
  language  = {en}
}
@article{Tosch2022,
  author    = {Tosch, Frank},
  title     = {Das besondere Exponat. „Von Spielen und Vergn{\"u}gungen"},
  series = {Zeitschrift f{\"u}r Museum und Bildung - Spielzeit - Spielraum},
  journal   = {Zeitschrift f{\"u}r Museum und Bildung - Spielzeit - Spielraum},
  number    = {92-93},
  editor    = {Rochow-Museum und Akademie f{\"u}r Bildungsgeschichtliche Forschung e.V. an der Universit{\"a}t Potsdam, Reckahn,},
  publisher = {Lit-Verlag},
  address   = {Berlin},
  isbn      = {978-3-643-99710-4},
  issn      = {1613-561X},
  pages     = {139 -- 150},
  year      = {2022},
  language  = {de}
}
@article{Tosch2023,
  author    = {Tosch, Frank},
  title     = {Jena-Plan-P{\"a}dagogik zwischen Schulfortschritt und Schulstreit an der weltlichen Volksschule in Finsterwalde am Ende der Weimarer Republik},
  series = {Bildung im gesellschaftlichen Kontext = Education in social context},
  journal   = {Bildung im gesellschaftlichen Kontext = Education in social context},
  editor    = {Meier, Bernd and Jakupec, Viktor},
  publisher = {trafo},
  address   = {Berlin},
  isbn      = {978-3-86464-258-6},
  pages     = {55 -- 86},
  year      = {2023},
  language  = {de}
}
@phdthesis{Rogge2024,
  author    = {Rogge, Franziska},
  title     = {Multiprofessionelle Kooperation an inklusiven Schulen im Bundesland Brandenburg: Vorkommen, Profile, Auswirkungen},
  doi       = {10.25932/publishup-63919},
  url       = {http://nbn-resolving.de/urn:nbn:de:kobv:517-opus4-639190},
  school      = {Universit{\"a}t Potsdam},
  pages     = {202},
  year      = {2024},
  abstract  = {Die Zusammenarbeit zwischen Lehr- und anderen Fachkr{\"a}ften stellt in Modellen inklusiver Schul- und Unterrichtsentwicklung sowie Schuleffektivit{\"a}t ein wichtiges Element dar. Wenngleich Kooperation als bedeutsam postuliert wird, so belegen Studien, dass diese bisher {\"u}berwiegend in autonomieerhaltenden Formen praktiziert wird. Als entwicklungsf{\"o}rderlich gelten jedoch v.a. komplexere Formen der Zusammenarbeit. Vor dem Hintergrund inklusiver Bildung und dem Anspruch einer bestm{\"o}glichen individuellen Entwicklung der Sch{\"u}ler*innen stellt die Zusammenarbeit von Lehr- und Fachkr{\"a}ften folglich ein sehr bedeutsames Thema dar. Es ist zu hinterfragen, wie sich die Zusammenarbeit zwischen Lehr- und Fachkr{\"a}ften im Primar- wie Sekundarstufenbereich an inklusiven Schulen gestaltet, welche Faktoren diese beeinflussen und welche Relevanz die unterschiedlichen Formen der Zusammenarbeit im Prozess inklusiver Schulentwicklung einnehmen. Bestehende Forschungsdesiderata aufgrei-fend, fokussiert die vorliegende Dissertation auf die realisierte Zusammenarbeit von Lehr- und Fachkr{\"a}ften im Primar- und Sekundarstufenbereich inklusiver Schulen, am Beispiel des Landes Brandenburg. Neben den realisierten Formen der Zusammenarbeit, stehen insbesondere die Identifikation von Kooperationsmustern von Lehr- und Fachkr{\"a}ften sowie von Schulen, und deren Zusammenh{\"a}nge mit der Leistungsentwicklung von Sch{\"u}ler*innen im Kern des Forschungsinteresses. Die vorliegende Dissertation bearbeitet insgesamt sechs Forschungsfragen, welche in drei Teilstudien adressiert werden: Zun{\"a}chst werden mittels deskriptiver Analysen sowie Mehrebenenmodellierungen die Ausgangslage multiprofessioneller Kooperation (erste Forschungsfrage) sowie deren Rahmenbedingungen (zweite Forschungsfrage) im Primar- wie Sekundarstufenbereich erfasst (Teilstudie 1). Lehr- und Fachkr{\"a}fte kooperierten {\"u}berwiegend in autonomieerhaltenden, austauschbasierten Formen. Weiterhin zeigte sich, dass insbesondere die individuelle Offenheit zur Zusammenarbeit sowie die subjektiv wahrgenommene Unterst{\"u}tzung durch die Schulleitung bedeutsame Faktoren f{\"u}r die Realisierung multiprofessioneller Kooperation darstellten. Die Fragestellungen drei und vier befassen sich mit der Identifikation von Mustern im Kooperationsverhalten (Teilstudie 2). Zum einen geht es hierbei um personenbezogene Profile von Lehr- und Fachkr{\"a}ften (dritte Forschungsfrage), zum anderen um schulbezogene Profile (vierte Forschungsfrage), welche mittels des personenzentrierten Ansatzes der latenten Profilanalysen unter Ber{\"u}cksichtigung der Mehrebenenstruktur identifiziert werden. Hinsichtlich des individuellen Kooperationsverhaltens konnten vier Profile eruiert werden, bzgl. des schulspezifischen Kooperationsverhaltens drei. Die Mehrheit der Lehr- und Fachkr{\"a}fte konnte im „regularly"-Profil verortet werden, d.h. nach eigener Einsch{\"a}tzung kooperierten diese {\"u}berdurchschnittlich h{\"a}ufig im Austausch miteinander und arbeitsteilig, aber auch regelm{\"a}ßig kokonstruktiv. Auf Schulebene zeigte sich, dass etwa jede zweite inklusive Schule im Land Brandenburg {\"u}ber eine hoch ausgepr{\"a}gte Kooperationskultur verf{\"u}gte. Im Fokus der Teilstudie 3 wird den Fragen nachgegangen, in welchem Zusammenhang die schulspezifischen Kooperationskulturen mit der Leistungsentwicklung von Sch{\"u}ler*innen in der Primar- wie Sekundarstufe steht. Mittels autoregressiver Mehrebenenanalysen wird einerseits der Zusammenhang mit der Leistungsentwicklung aller Sch{\"u}ler*innen (f{\"u}nfte Forschungsfrage) untersucht, sowie spezifisch auf die Entwicklung von Sch{\"u}ler*innen mit und ohne sonderp{\"a}dagogischem F{\"o}rderbedarf (sechste Forschungsfrage) fokussiert. Ein zentrales Ergebnis war hierbei, dass Sch{\"u}ler*innen mit sonderp{\"a}dagogischem F{\"o}rderbedarf in der Primar- wie Sekundarstufe in ihrer Leistungsentwicklung am st{\"a}rksten profitierten, wenn sie an Schulen lernten, an denen sich die Lehr- und Fachkr{\"a}fte sehr regelm{\"a}ßig {\"u}ber Lernst{\"a}nde der Sch{\"u}ler*innen austauschten (Austausch), Arbeitspakete f{\"u}r differenzierte Lernangebote erarbeiteten und verteilten (Arbeitsteilung) und dar{\"u}ber hinaus gelegentlich gemeinsam Probleml{\"o}sungen entwickelten (Kokonstruktion). Die Ergebnisse werden vor dem Hintergrund der postulierten Relevanz multiprofessioneller Kooperation f{\"u}r inklusive Schul- und Unterrichtsentwicklungsprozesse eingeordnet und diskutiert. Weiterhin werden verschiedene praktische Implikationen f{\"u}r die Unterst{\"u}tzung multiprofessioneller Zusammenarbeit im Primar- und Sekundarstufenbereich abgeleitet.},
  language  = {de}
}
@article{ChevalereLazaridesYunetal.2023,
  author    = {Cheval{\`e}re, Johann and Lazarides, Rebecca and Yun, Hae Seon and Henke, Anja and Lazarides, Claudia and Pinkwart, Niels and Hafner, Verena V.},
  title     = {Do instructional strategies considering activity emotions reduce students' boredom in a computerized open-ended learning environment?},
  series = {Computers and education},
  volume    = {196},
  journal   = {Computers and education},
  publisher = {Elsevier},
  issn      = {1873-782X},
  doi       = {10.1016/j.compedu.2023.104741},
  year      = {2023},
  abstract  = {Providing students with efficient instruction tailored to their individual characteristics in the cognitive and affective domains is an important goal in research on computer-based learning. This is especially important when seeking to enhance students' learning experience, such as by counteracting boredom, a detrimental emotion for learning. However, studies comparing instructional strategies triggered by either cognitive or emotional characteristics are surprisingly scarce. In addition, little research has examined the impact of these types of instructional strategies on performance and boredom trajectories within a lesson. In the present study, we compared the effectiveness of an intelligent tutoring system that adapted variable levels of hint details to a combination of students' dynamic, self-reported emotions and task performance (i.e., the experimental condition) to a traditional hint delivery approach consisting of a progressive, incremental supply of details following students' failures (i.e., the control condition). Linear mixed models of time-related changes in task performance and the intensity of boredom over two 1-h sessions showed that students (N = 104) in the two conditions exhibited equivalent progression in task performance and similar trajectories in boredom intensity. However, a consideration of students' achievement levels in the analyses (i.e., their final performance on the task) revealed that higher achievers in the experimental condition showed a reduction in boredom during the first session, suggesting possible benefits of using emotional information to increase the contingency of the hint delivery strategy and improve students' learning experience.},
  language  = {en}
}
@article{LazaridesChevalere2021,
  author    = {Lazarides, Rebecca and Cheval{\`e}re, Johann},
  title     = {Artificial intelligence and education: Addressing the variability in learners' emotion and motivation with adaptive teaching assistants},
  series = {Bildung und Erziehung},
  volume    = {74},
  journal   = {Bildung und Erziehung},
  number    = {3},
  publisher = {Vandenhoeck \& Ruprecht},
  issn      = {0006-2456},
  doi       = {10.13109/buer.2021.74.3.264},
  pages     = {264 -- 279},
  year      = {2021},
  abstract  = {One of the main challenges of education in modern societies is to effectively address the variability of students in academic learning settings. Students vary in terms of their individual learning preconditions, such as achievement and preknowledge, but also motivation and emotion. Teachers, in turn, have limited resources to provide each learner with individually tailored instruction. This research overview reviews research on artificially intelligent teaching assistants and their role in providing adaptive learning opportunities in relation to learners' heterogeneous individual learning preconditions in the field of motivation and emotion.},
  language  = {en}
}
@article{WachsWettsteinBilzetal.2022,
  author    = {Wachs, Sebastian and Wettstein, Alexander and Bilz, Ludwig and Gamez-Guadix, Manuel},
  title     = {Motivos del discurso de odio en la adolescencia y su relaci{\´o}n con las normas sociales},
  series = {Comunicar : revista cient{\´i}fica de comunicaci{\´o}n y educaci{\´o}n},
  volume    = {30},
  journal   = {Comunicar : revista cient{\´i}fica de comunicaci{\´o}n y educaci{\´o}n},
  number    = {71},
  publisher = {Grupo Comunicar},
  address   = {Huelva},
  issn      = {1134-3478},
  doi       = {10.3916/C71-2022-01},
  pages     = {9 -- 20},
  year      = {2022},
  abstract  = {Hate speech has become a widespread phenomenon, however, it remains largely unclear why adolescents engage in it and which factors are associated with their motivations for perpetrating hate speech. To this end, we developed the multidimensional "Motivations for Hate Speech Perpetration Scale" (MHATE) and evaluated the psychometric properties. We also explored the associations between social norms and adolescents' motivations for hate speech perpetration. The sample consisted of 346 adolescents from Switzerland (54.6\% boys; Mage=14; SD=0.96) who reported engagement in hate speech as perpetrators. The analyses revealed good psychometric properties for the MHATE, including good internal consistency. The most frequently endorsed subscale was revenge, followed by ideology, group conformity, status enhancement, exhilaration, and power. The results also showed that descriptive norms and peer pressure were related to a wide range of different motivations for perpetrating hate speech. Injunctive norms, however, were only associated with power. In conclusion, findings indicate that hate speech fulfills various functions. We argue that knowing the specific motivations that underlie hate speech could help us derive individually tailored prevention strategies (e.g., anger management, promoting an inclusive classroom climate). Furthermore, we suggest that practitioners working in the field of hate speech prevention give special attention to social norms surrounding adolescents.},
  language  = {es}
}
@misc{LazaridesSchiepeTiska2022,
  author    = {Lazarides, Rebecca and Schiepe-Tiska, Anja},
  title     = {Editorial: Heterogenit{\"a}t motivationaler Lernvoraussetzungen im schulischen Kontext},
  series = {Zeitschrift f{\"u}r Erziehungswissenschaft},
  volume    = {25},
  journal   = {Zeitschrift f{\"u}r Erziehungswissenschaft},
  number    = {2},
  publisher = {Springer},
  address   = {Wiesbaden},
  issn      = {1434-663X},
  doi       = {10.1007/s11618-022-01097-w},
  pages     = {245 -- 248},
  year      = {2022},
  language  = {de}
}
@misc{WachsWrightSittichaietal.2021,
  author    = {Wachs, Sebastian and Wright, Michelle F. and Sittichai, Ruthaychonnee and Singh, Ritu and Biswal, Ramakrishna and Kim, Eun-mee and Yang, Soeun and G{\´a}mez-Guadix, Manuel and Almendros, Carmen and Flora, Katerina and Daskalou, Vassiliki and Maziridou, Evdoxia},
  title     = {Correction: Associations between witnessing and perpetrating online hate in eight countries: The Buffering Effects of Problem-Focused Coping.},
  series = {International Journal Environmental Research and Public Health},
  volume    = {18},
  journal   = {International Journal Environmental Research and Public Health},
  number    = {3992},
  publisher = {MDPI},
  address   = {Basel},
  issn      = {1660-4601},
  doi       = {10.3390/ijerph18052609},
  pages     = {1 -- 2},
  year      = {2021},
  language  = {en}
}
@article{Tosch2023,
  author    = {Tosch, Frank},
  title     = {Meister des Sokratischen Gespr{\"a}chs - Heinrich Julius Bruns (1746-1794)},
  publisher = {Rochow-Museum},
  address   = {Reckahn},
  isbn      = {978-3-9819076-6-7},
  year      = {2023},
  language  = {de}
}
@misc{WachsWrightGamezGuadix2022,
  author    = {Wachs, Sebastian and Wright, Michelle F. and G{\´a}mez-Guadix, Manuel},
  title     = {Call for special issue papers: predictors, consequences, and prevention of hate speech and fake news involvement across the lifespan},
  series = {Cyberpsychology, behavior and social networking},
  volume    = {25},
  journal   = {Cyberpsychology, behavior and social networking},
  number    = {3},
  publisher = {Mary Ann Liebert},
  issn      = {2152-2715},
  doi       = {10.1089/cyber.2022.29243.cfp},
  pages     = {159 -- 160},
  year      = {2022},
  language  = {en}
}
@article{SixtusLindnerLohseetal.2023,
  author    = {Sixtus, Elena and Lindner, Nadja and Lohse, Karoline and Lonnemann, Jan},
  title     = {Investigating the influence of body movements on children's mental arithmetic performance},
  series = {Acta psychologica : international journal of psychonomics},
  volume    = {239},
  journal   = {Acta psychologica : international journal of psychonomics},
  publisher = {Elsevier},
  address   = {Amsterdam},
  issn      = {0001-6918},
  doi       = {10.1016/j.actpsy.2023.104003},
  pages     = {7},
  year      = {2023},
  abstract  = {Several lines of research have demonstrated spatial-numerical associations in both adults and children, which are thought to be based on a spatial representation of numerical information in the form of a mental number line. The acquisition of increasingly precise mental number line representations is assumed to support arithmetic learning in children. It is further suggested that sensorimotor experiences shape the development of number concepts and arithmetic learning, and that mental arithmetic can be characterized as "motion along a path" and might constitute shifts in attention along the mental number line. The present study investigated whether movements in physical space influence mental arithmetic in primary school children, and whether the expected effect depends on concurrency of body movements and mental arithmetic. After turning their body towards the left or right, 48 children aged 8 to 10 years solved simple subtraction and addition problems. Meanwhile, they either walked or stood still and looked towards the respective direction. We report a congruency effect between body orientation and operation type, i.e., higher performance for the combinations leftward orientation and subtraction and rightward orientation and addition. We found no significant difference between walking and looking conditions. The present results suggest that mental arithmetic in children is influenced by preceding sensorimotor cues and not necessarily by concurrent body movements.},
  language  = {en}
}