Consultation hours and contact

Until further notice all office hours are cancelled, you can reach me by e-mail.


Please note: If you send me an e-mail, please check first if the information you are looking for is available in the respective Moodle course! If you send me an e-mail regarding study matters, please always include your study program and your matriculation number , since I offer teaching in various study programs for about 700 students per year and cannot assign you otherwise.

Secretary

Martina Kolckhorst
Phone: +49 561 804-1932
Fax: +49 561 804-3586
Mail: kolckhorst@uni-kassel.de

since 01.03.2012:
W3-Professorship for Developmental Psychology at the University of Kassel

05/2010:
Habilitation (venia legendi for psychology)

12/2007-02/2012:
Head of the Department of Developmental Psychology at the Martin Luther University Halle-Wittenberg as a research assistant

09/2007- 11/2007:
Representation assistant professorship (50%) at the University of Klagenfurt (Austria) and post-doctoral fellowship (50%) at the University of Leuven (Belgium)

02/2007 - 08/2007:
Post-Doc University of Leuven, Prof. L. Verschaffel (Belgium)

02/2005 - 01/2007:
Post Doc at Leiden University (Netherlands), Department of Developmental Psychology, Prof. W. Resing

01/2005:
PhD in Developmental Psychology ('magna cum laude') at the University of Zurich (Switzerland), Prof. F. Wilkening

03/2004:
Dissertation "Über den Einfluss nicht-linearer Zeitrepräsentationen auf zukunftsbezogene Urteile und Entscheidungen: A developmental psychological perspective"

10/2001 - 01/2005:
Assistant at the University of Zurich (Switzerland), Institute of Psychology, Department of General and Developmental Psychology, Prof. F. Wilkening

02/2001:
Diploma in Psychology, specializing in Educational and Clinical Psychology (Martin Luther University Halle-Wittenberg, Germany)

07/2000:
Diploma thesis in educational psychology: "Development of a questionnaire on uncertainty tolerance in children"

10/1995:
Start of psychology studies at the Martin Luther University Halle-Wittenberg, Germany

 

 

Copies on request to: mirjam.ebersbach(at)uni-kassel.de

2024

  • Mundt, D., Albrecht, N., Körner, A., & Ebersbach, M. (in press). Retrieval practice in Education for Sustainable Development: Effects on retention, attitudes and self-reported streaming behavior. European Journal of Education. https://doi.org/10.1111/ejed.12735

2023:

  • Helfers, A., & Ebersbach, M. (2023). The differential effects of a governmental debunking campaign concerning COVID-19 vaccination misinformation. Journal of Communication in Healthcare, 16(1), 113-121. https://doi.org/10.1080/17538068.2022.2047497
  • Achaa-Amankwaa, P., Kushnereva, E., Miksch, H., Stumme, J., Heim, S., & Ebersbach, M. (2023). Multilingualism is associated with small task-specific advantages in cognitive performance of older adults. Scientific Reports. https://doi.org/10.1038/s41598-023-43961-7
  • Ebersbach, M., Guschelbaur, A., & Rummer, R. (2023). Flickering presentations do affect the judgment of learning but not the learning outcome. Applied Cognitive Psychology. https://doi.org/10.1002/acp.4086

  • Ebersbach, M. (2023). Modality-general benefit of eye-closure on the retrieval of intentionally learned information. Applied Cognitive Psychology. http://doi.org/10.1002/acp.4044

2022:

  • Ebersbach, M., Lachner, A., Scheiter, K., & Richter, T. (2022). Using spacing to foster lasting learning in educational contexts: Promises and challenges. Journal of Developmentaland Educational Psychology, 54(4), 151 - 163. https://doi.org/10.1026/0049-8637/a000259
  • Richter, T., Berger, R., Ebersbach, M., Eitel, A., Endres, T., Borromeo Ferri, R., Hänze, M., Lachner, A., Leutner, D., Lipowsky, F., Nemeth, L., Renkl, A., Roelle, J., Rummer R., Scheiter, K., Schweppe J., von Aufschnaiter, C., & Vorholzer, A. (2022). How to promote lasting learning in schools: Theoretical approaches and an agenda for research. Journal of Developmentaland Educational Psychology, 54(4), 135 - 141. https://doi.org/10.1026/0049-8637/a000258

  • Helfers, A., Reiserer, M., Schneider, N., Ebersbach, M., & Sommer, C. (2022). Should I stay or should I go? Risk perception and use of local public transport during the COVID-19 pandemic. Frontiers, 13, 926539. https://doi.org/10.3389/fpsyg.2022.926539

  • Ebersbach, M., Krupa, J., & Vogelsang, M. (2022). Symbolic distancing in sharing situations restrains children's economic behavior and potentially also their inequity aversion. Acta Psychologica, 226, 103579. https://doi.org/10.1016/j.actpsy.2022.103579

  • Helfers, A. & Ebersbach, M. (2022). The differential effects of a governmental debunking campaign concerning COVID19 vaccination misinformation.
    Journal of Communication in Healthcare: Strategies, Media and Engagement in Global Health . Advance online publication.https://doi.org/10.1080/17538068.2022.2047497

2020:

  • Ebersbach, M. & Barzagar Nazari, K. (2020). Implementing distributed practice in statistics lectures: benefits for retention and transfer. Journal of Applied Research in Memory and Cognition, 9, 532-541. https://doi.org/10.1016/j.jarmac.2020.08.014
  • Ebersbach, M. & Barzagar Nazari, K. (2020). No robust effect of distributed practice on the short- and long-term retention of mathematical procedures. Frontiers in Psychology: Cognition, 11, 811. https://doi.org/10.3389/fpsyg.2020.00811

2019:

  • Barzagar Nazari, K., & Ebersbach, M. (2019). Distributed practice in mathematics: Recommendable especially for students on a medium performance level? Trends in Neuroscience and Education, 17, 100122. https://doi.org/10.1016/j.tine.2019.100122
  • Barzagar Nazari, K., & Ebersbach, M. (2019). Distributing mathematical practice of third and seventh graders: Applicability of the spacing effect in the classroom. Journal of Applied Cognitive Psychology, 33, 288-298 . doi: 10.1002/acp.3485
  • Ebersbach, M., Malkus, D., & Ernst, A. (2019). Factors that affect primary-school children's sustainable behavior in a resource dilemma. Journal of Experimental Child Psychology, 184, 18-33. doi: 10.1016/j.jecp.2019.03.007

2018:

  • Barzagar Nazari, K., & Ebersbach, M. (2018). Distributed practice: Rarely realized in self-regulated mathematical learning. Frontiers in Psychology, 9, 2170. doi: 10.3389/fpsyg.2018.02170
  • Ebersbach, M., & Nawroth, C. (2018). Shape but not color facilitates two-year-olds' search performance in a spatial rotation task. Infancy, 23, 820-832. doi: 10.1111/infa.12259
  • Krüger, M., & Ebersbach, M. (2018). Mental rotation and the human body: Children's inflexible use of embodiment mirrors that of adults. British Journal of Developmental Psychology, 36, 418-437. doi: 10.1111/bjdp.12228

2017:

  • Ebersbach, M., & Krüger, M. (2017). Let's twist again: Embodiment effects in spatial judgments on human figures rotated along a vertical axis. Journal of Cognitive Psychology, 29, 963-976. doi: 10.1080/20445911.2017.1342647
  • Stein, M., Auerswald, M., & Ebersbach, M. (2017). Relationships between motor and executive functions and the effect of an acute coordinative intervention on executive functions in kindergartners. Frontiers in Psychology, 8, 859. doi: 10.3389/fpsyg.2017.00859

2016:

  • Wille, C., Völker, F., Kühnel, J., & Ebersbach, M. (2016). Verbal facilitation effects instead of verbal overshadowing in face memory of 4- to 6-year-olds. European Journal of Developmental Psychology, 13, 231-240. doi: 10.1080/17405629.2015.1088826
  • Ebersbach, M. & Nawroth, C. (2016). The effects of visual discriminability and rotation angle on 30-month-olds' search performance in spatial rotation tasks. Frontiers in Developmental Psychology. doi: 10.3389/fpsyg.2016.01648
  • Ebersbach, M. (2016). Development of children's estimation skills: The ambiguous role of their familiarity with numerals. Child Development Perspectives, 10, 116-121. doi: 10.1111/cdep.12172
  • Ebersbach, M., & Krüger, M. (2016). View makes a difference: Presenting human figures from the back or front affects mental spatial transformations of children and adults. Spatial Cognition & Computation, 16, 173-191. doi: 10.1080/13875868.2015.1124109
  • Wille, C., & Ebersbach, M. (2016). Semantic congruency and the (reversed) Colavita effect in children and adults. Journal of Experimental Child Psychology, 141, 23-33. doi:10.1016/j.jecp.2015.07.015 .
  • Peeters, D., Degrande, T., Ebersbach, M., Verschaffel, L., & Luwel, K. (2016). Children's use of number line estimation strategies. European Journal of Psychology of Education, 31, 117-134. doi: 10.1007/s10212-015-0251-z
  • Nawroth, C., Ebersbach, M., & von Borell, E. (2016). Are domestic pigs (Sus scrofa domestica) able to use complex human-given cues to find a hidden reward? Animal Welfare, 25, 185-190. doi: dx.doi.org/10.7120/09627286.25.2.185

2015

  • Ebersbach, M., Luwel, K., & Verschaffel, L. (2015). The relationship between children's familiarity with numbers and their performance in bounded and unbounded number line estimations. Mathematical Thinking and Learning, 17, 136-154. doi: 10.1080/10986065.2015.1016813
  • Ebersbach, M. (2015). Evidence for a spatial-numerical association in kindergartners using a number line task. Journal of Cognition and Development, 16, 118-128. doi: 10.1080/15248372.2013.805134

2014

  • Ebersbach, M., & Erz, P. (2014). Symbolic versus non-symbolic magnitude estimations among children and adults. Journal of Experimental Child Development, 128, 52-68. doi:10.1016/j.jecp.2014.06.005.

  • Ebersbach, M., Luwel, K., & Verschaffel, L. (2014).Further evidence for a spatial-numerical association in children before formal schooling. Experimental Psychology, 18, 1-7. doi: 10.1027/1618-3169/a000250

  • Krueger, M., Amorim, M.-A., & Ebersbach, M. (2014). Mental rotation and the motor system: Embodiment head over heels. Acta Psychologica, 145, 104-114. doi: 10.1016/j.actpsy.2013.11.004

  • Nawroth, C., Ebersbach, M., & von Borell, E. (2014). Juvenile domestic pigs(Sus scrofa domestica) use human-given cues in an object choice task. Animal Cognition, 17(3), 701-713. doi: 10.1007/s10071-013-0702-3

2013

  • Ebersbach, M., Luwel, K., & Verschaffel, L. (2013). Comparing apples and pears in studies on magnitude estimations. Frontiers in Cognitive Science, 4, 332. doi: 10.3389/fpsyg.2013.00332

  • Nawroth, C., Ebersbach, M., & von Borell, E. (2013). Are juvenile domestic pigs(Sus scrofa domestica) sensitive to the attentive states of humans? - The impact of impulsive choice on performance. Behavioural Processes, 96, 53-58. doi: 10.1016/j.beproc.2013.03.002

  • Nawroth, C., Ebersbach, M., & von Borell, E. (2013). A note on pigs' knowledge of hidden objects. Archives Animal Breeding, 56. doi: 10.7482/0003-9438-56-086

  • Lange-Küttner, C., & Ebersbach, M. (2013).Girls in details, boys in shape: gender differences when drawing cubes in depth. British Journal of Psychology, 104, 413-437. doi: 10.1111/bjop.12010.

2011

  • Ebersbach, M., & Hagedorn, H. (2011). The role of cognitive flexibility in the spatial representation of children's drawings.Journal of Cognition and Development, 12, 32-55. doi: 10.1080/15248372.2011.539526
  • Ebersbach, M., Stiehler, S., & Asmus, P. (2011). On the relationship between children's perspective taking in complex scenes and their spatial drawing. British Journal of Developmental Psychology, 29, 455-474. doi: 10.1348/026151010X504942.
  • Ebersbach, M., Van Dooren, W., & Verschaffel, L. (2011). Knowledge on accelerated movements as measured by implicit and explicit tasks in 5- to 16-year-olds. International Journal of Science and Mathematics Education, 9, 25-46. doi: 10.1007/s10763-010-9208-5

2010

  • Ebersbach, M., Van Dooren, W., Goudriaan, M., & Verschaffel, L. (2010). Discriminating non-linearity from linearity: Its cognitive foundations in 5-year-olds.Mathematical Thinking and Learning, 12, 4-19. doi: 10.1080/10986060903465780

2009

  • Ebersbach, M. (2009). Achieving a new dimension: children integrate three stimulus dimensions in volume estimations. Developmental Psychology, 45, 877-883. doi: 10.1037/a0014616

2008

  • Ebersbach, M., Lehner, M., Resing, W. C. M., & Wilkening, F. (2008). Forecasting exponential growth and exponential decline: Similarities and differences. Acta Psychologica, 127, 247-257. doi: 10.1016/j.actpsy.2007.05.005
  • Ebersbach, M., Luwel, K., Frick, A., Onghena, P., & Verschaffel, L. (2008). The relationship between the shape of the mental number line and familiarity with numbers in 5- to 9-year-old children: Evidence for a segmented linear model. Journal of Experimental Child Psychology, 99, 1-17. doi: 10.1016/j.jecp.2007.08.006
  • Ebersbach, M., & Resing, W. C. M. (2008). Implicit and explicit knowledge of linear and exponential growth in 5- and 9-year-olds. Journal of Cognition and Development, 9, 286 - 309. doi: 10.1080/15248370802247962
  • Ebersbach, M., Van Dooren, W., Van den Noortgate, W., & Resing, W. C. M. (2008). Understanding linear and exponential growth: Searching for the roots in 6- to 9-year-olds. Cognitive Development, 23, 237-257. doi: 10.1016/j.cogdev.2008.01.001

2007

  • Ebersbach, M., & Resing, W. C. M. (2007). Shedding new light on an old problem: The estimation of shadow sizes in children and adults.Journal of Experimental Child Psychology, 97, 265-285. doi: 10.1016/j.jecp.2007.02.002
  • Ebersbach, M., & Wilkening, F. (2007). Children's intuitive mathematics: The development of knowledge about non-linear growth. Child Development, 78, 296-308. doi: 10.1111/j.1467-8624.2007.00998.x

Publications (other)

  • Kienbaum, J., Schuhrke, B., & Ebersbach, M. (2023). Developmental psychology of childhood: From birth to age 12 (revised 3rd ed.). Stuttgart: Kohlhammer.
  • Busch, J., Degé, F., Karbach, J., Aschersleben, G., & Ebersbach, M. (2021). Developmental Psychology Specialist Group: Commentary on Lindner, M. A. et al. (2021). A plea for quality assurance of written examinations in psychology studies. Psychological Review, 72, 110-113. https://doi.org/10.1026/0033-3042/a000527
  • Kienbaum, J., Schuhrke, B., & Ebersbach, M. (2019). Developmental psychology of childhood: From birth to age 12 (revised 2nd ed.). Stuttgart: Kohlhammer.
  • Kienbaum, J., Schuhrke, B., & Ebersbach, M. (2019). Developmental psychology of childhood (2nd ed.). Stuttgart: Kohlhammer.
  • Ebersbach, M., Krieg, J., & Schulze, J. (2010). Relations of TV viewing and spatial representational abilities: Evidence from children's drawings, sculptures, and preferences. In A. M. Columbus (Ed.), Advances in psychology research (Vol. 70; p. 137-156). New York: Nova Science Publishers.
  • Ebersbach, M., & Dalbert, C. (2003). Anxiety questionnaire for students (AFS). In J. Hoyer & J. Margraf (Eds.), Anxiety diagnostics - Basic principles and test procedures (pp. 518 - 521). Heidelberg: Springer.

 

 

10/2022 - 09/2026:

DFG research project "Combining spacing with worked examples" as PI within the DFG research group "Lasting learning: Cognitive mechanisms and effective instructional implementation" (DFG: ca. 411,000 €, total: ca. 4,200,000 €)

12/2021 - 11/2025:

BMBF research project "Development of digital media competence with the help of hybrid intelligence at the university" as PI within the project "Flexible and individual promotion of subject-specific and interdisciplinary competences through socio-technical design of systems of hybrid intelligence, Komp-HI" (BMBF, approx. 237,000 €, total: approx. 1,835,000 €)

01/2018 - 12/2018:

Extension of the LOEWE focus "Desirable Difficulties in Learning" (ca. 77,000 €, total: ca. 692,000 €)

04/2016 - 12/2018:

Spokesperson of the LOEWE focus "Desirable Difficulties in Learning".

01/2015 - 12/2017:

LOEWE subproject "The importance of cognitive and motivational learner characteristics for the effectiveness of desirable hindrances from a differential and developmental psychology perspective" within the LOEWE focus "Desirable hindrances in learning" (LOEWE Excellence Initiative, ca. 250,000 €, total: ca. 2,357,000 €)

01/2014 - 12/2014:

ZFF project "Explanation of interindividual differences in children's prosocial behavior" (together with Dr. Vogelsang, funded by the Central Research Funding of the University of Kassel, ca. 6.300 €)

04/2009 - 03/2012:

DFG project as PI: "The development of mental representations of numbers and quantities" (cost-neutral extension until 07/2013; ca. 104,000 €).

09/2007 - 11/2007: Post-doctoral fellowship of the University of Leuven (Belgium, ca. 1.800 €) 02/2005 - 08/2007: Post-doctoral fellowship of the Swiss National Science Foundation (SNF, ca. 88.000 €) 10/2001: Doctoral fellowship of the state of Saxony-Anhalt (not applied)