Funktion, Position, Institution, Ort der Institution
Professor of Mathematical Cognition, Centre for Mathematical Cognition, Department of Mathematics Education, Loughborough University
Academic Qualifications
| Ph.D., Psychology, University of Tuebingen, Germany | 2010 |
| M.Sc. Eye-movements and cognition, University of Dundee, UK | 2006 |
| Diploma in Psychology, RWTH Aachen University, Germany | 2006 |
Posts held
| Professor of Applied Learning and Knowledge Psychology, University of Tuebingen, Germany | 2012-2020 |
| Post-doc Research Fellow, Leibniz-Institut fuer Wissensmedien, Tuebingen, Germany | 2010-2012 |
| Research Fellow/PhD student, Psychology Department, University of Tuebingen, Germany | 2008-2010 |
| Research Fellow/PhD student, Psychology Department, University of Salzburg, Austria | 2001-2004 |
Selected publications on typical and atypical mathematical devlopment (in total more than 260 original peer-reviewed articles with more than 10,000 citations, h-Index 56, i10 Index 178, according to Google Scholar)
Spitzer, M. W. H., Ruiz‐Garcia, M., & Moeller, K. (2024). Basic mathematical skills and fraction understanding predict percentage understanding: Evidence from an intelligent tutoring system. British Journal of Educational Technology, 13517
Gasteiger, H., & Moeller, K. (2021). Fostering early numerical competencies by playing conventional board games. Journal of Experimental Child Psychology, 204, 105060.
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, 27, 373-410.
Lambert, K., & Moeller, K. (2019). Place-value computation in children with mathematics difficulties. Journal of Experimental Child Psychology, 178, 214-225.
Kiili, K., Moeller, K., & Ninaus, M. (2018). Evaluating the effectiveness of a game-based rational number training-In-game metrics as learning indicators. Computers & Education, 120, 13-28.
Huber, S., Nuerk, H.-C., Willmes, K., & Moeller, K. (2016). A general model framework for multi-symbol number comparison. Psychological Review, 123, 667-695.
Huber, S., Sury, D., Moeller, K., Rubinsten, O., & Nuerk, H.-C. (2015). A general number-to-space mapping deficit in developmental dyscalculia. Research in Developmental Disabilities, 43-44, 32-42.
Moeller, K., Fischer, U., Cress, U., & Nuerk, H.-C. (2012). Diagnostics and intervention in dyscalculia: Current issues and novel perspectives. In Z. Breznitz, O. Rubinsten, V. Molfese, & D. L. Molfese (Eds.), Reading, Writing, Mathematics and the Developing Brain: Listening to Many Voices (pp. 233-276). Heidelberg: Springer
Moeller, K., Neuburger, S., Kaufmann, L., Landerl, K., & Nuerk, H.-C. (2009). Basic number processing deficits in developmental dyscalculia. Evidence from eye-tracking. Cognitive Development, 24, 371-386.
