| Informative tools for characterizing individual differences in learning: Latent class, latent profile, and latent transition analysis M Hickendorff, PA Edelsbrunner, J McMullen, M Schneider, K Trezise Learning and Individual Differences 66, 4-15, 2018 | 271 | 2018 |
| Crowdsourcing hypothesis tests: Making transparent how design choices shape research results. JF Landy, ML Jia, IL Ding, D Viganola, W Tierney, A Dreber, ... Psychological bulletin 146 (5), 451, 2020 | 173 | 2020 |
| How to become a Bayesian in eight easy steps: An annotated reading list A Etz, QF Gronau, F Dablander, PA Edelsbrunner, B Baribault Psychonomic bulletin & review 25 (1), 219-234, 2018 | 139 | 2018 |
| Same data, different conclusions: Radical dispersion in empirical results when independent analysts operationalize and test the same hypothesis M Schweinsberg, M Feldman, N Staub, OR van den Akker, RCM van Aert, ... Organizational Behavior and Human Decision Processes 165, 228-249, 2021 | 96 | 2021 |
| Variable control and conceptual change: A large-scale quantitative study in elementary school PA Edelsbrunner, L Schalk, R Schumacher, E Stern Learning and Individual Differences 66, 38-53, 2018 | 75 | 2018 |
| A many-analysts approach to the relation between religiosity and well-being S Hoogeveen, A Sarafoglou, B Aczel, Y Aditya, AJ Alayan, PJ Allen, ... Religion, Brain & Behavior 13 (3), 237-283, 2023 | 68 | 2023 |
| The joint influence of intelligence and practice on skill development throughout the life span N Vaci, P Edelsbrunner, E Stern, A Neubauer, M Bilalić, RH Grabner Proceedings of the National Academy of Sciences, 2019 | 67 | 2019 |
| Appreciating the significance of non-significant findings in psychology DMA Mehler, PA Edelsbrunner, K Matić Journal of European Psychology Students 10 (4), 1-7, 2019 | 63 | 2019 |
| Improved application of the control-of-variables strategy as a collateral benefit of inquiry-based physics education in elementary school L Schalk, PA Edelsbrunner, A Deiglmayr, R Schumacher, E Stern Learning and Instruction 59, 34-45, 2019 | 61 | 2019 |
| The psychometric modeling of scientific reasoning: A review and recommendations for future avenues PA Edelsbrunner, F Dablander Educational Psychology Review 31, 1-34, 2019 | 41 | 2019 |
| The relative merits of explicit and implicit learning of contrasted algebra principles E Ziegler, PA Edelsbrunner, E Stern Educational Psychology Review 30, 531-558, 2018 | 38 | 2018 |
| Epistemic beliefs in science—a systematic integration of evidence from multiple studies J Schiefer, PA Edelsbrunner, A Bernholt, N Kampa, A Nehring Educational Psychology Review 34 (3), 1541-1575, 2022 | 36 | 2022 |
| The relation between the control-of-variables strategy and content knowledge in physics in secondary school M Schwichow, C Osterhaus, PA Edelsbrunner | 36 | 2020 |
| Early science learning: The effects of teacher talk UT Studhalter, M Leuchter, A Tettenborn, A Elmer, PA Edelsbrunner, ... Learning and Instruction 71, 2020 | 33 | 2020 |
| Formal and informal learning and first-year psychology students’ development of scientific thinking: A two-wave panel study D Soyyılmaz, LM Griffin, MH Martín, Š Kucharský, ED Peycheva, ... Frontiers in psychology 8, 133, 2017 | 23 | 2017 |
| Associations between risk behaviour and social status in European adolescents MLF Agan, AS Costin, MHF Deutz, PA Edelsbrunner, L Záliš, A Franken European Journal of Developmental Psychology 12 (2), 189-203, 2015 | 22 | 2015 |
| Inventory for the assessment of representational competence of vector fields S Küchemann, S Malone, P Edelsbrunner, A Lichtenberger, E Stern, ... Physical Review Physics Education Research 17 (2), 020126, 2021 | 20 | 2021 |
| Pathways of conceptual change: Investigating the influence of experimentation skills on conceptual development in early science education PA Edelsbrunner, L Schalk, R Schumacher, E Stern 37th Annual Meeting of the Cognitive Science Society (CogSci 2015), 2015 | 19* | 2015 |
| Modelling for Prediction vs. Modelling for Understanding: Commentary on Musso et al.(2013). P Edelsbrunner, M Schneider Frontline Learning Research 1 (2), 99-101, 2013 | 17* | 2013 |
| A model and its fit lie in the eye of the beholder: Long live the sum score PA Edelsbrunner Frontiers in Psychology 13, 986767, 2022 | 16 | 2022 |
Elsbeth SternProfessorin für Psychologie ETH Zürich在 ifv.gess.ethz.ch 的电子邮件经过验证
