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Publications

Preprints

Murray, E., Horner, A. J., & Göbel, S. M. (preprint). More Steps, Same Effect: Spacing Increases the Retention of Mathematics Procedures of Varying Complexity, PsyArXiv. [Preprint] 
 
Mononen, R., Korhonen, J., Hægeland, K., Younesi, M., Göbel, S. M., & Niemivirta, M. (preprint). Domain-Specific and Domain-General Skills as Predictors of Arithmetic Fluency Development.[Preprint] 
 
Cipora, K., van Dijck, J., Georges, C., Masson, N., Göbel, S. M. , Willmes, K., … Nuerk, H. (preprint). Eighteen trial-level parity judgment datasets  (n = 1016) from five countries: benefits of sharing unified data of cognitive tasks, PsyArXiv. [Preprint]
Cipora, K., Loenneker, H., Soltanlou, M., Lipowska, K., Domahs, F., Göbel, S. M.   … Nuerk, H. (preprint). Syntactic influences on numerical processing in adults: Limited but detectable. PsyArXiv. [Preprint] 
 
Cipora, K., van Dijck, J., Georges, C., Masson, N., Göbel, S. M.   Willmes, K., … Nuerk, H. (preprint). A Minority pulls the sample mean: on the individual prevalence of robust group-level cognitive phenomena – the instance of the SNARC effect. [Preprint]

2024

Banfi C, Jöbstl V, Göbel SM and Landerl K (2024) Longitudinal predictors of reading and arithmetic at different attainment levels. Front. Educ. 9:1335957. doi: 10.3389/feduc.2024.1335957

2022

Peer-reviewed journal articles

Göbel, S.M., Terry, R., Klein, E., Hymers, M., & Kaufmann, L. (2022). Impaired arithmetic fact retrieval in an adult with developmental dyscalculia: Evidence from behavioral and functional brain imaging data. Brain Sciences, 12, 735. doi: 10.3390/brainsci12060735

Banfi, C., Clayton, F. J., Steiner, A. F., Finke, S., Landerl, K., & Göbel, S.M. (2022). Transcoding counts: Longitudinal contribution of number writing to arithmetic in different languages. Journal of Experimental Child Psychology, 223, 105482. doi: 10.1016/j.jecp.2022.105482

Finke, S., Vogel, S., Freudenthaler, H.H., Banfi, C., Steiner, A. F., Kemény, F.,  Göbel, S.M., & Landerl, K. (2022). Developmental trajectories of symbolic magnitude and order processing and their relation with arithmetic development. Cognitive Development, 64, 101266. doi:10.1016/j.cogdev.2022.101266

2021

Peer-reviewed journal articles

Finke, S., Kemény, F., Clayton, F.J., Banfi, C., Steiner, A.F., Perchtold-Stefan, C.M., Papousek, I., Göbel, S.M., Landerl, K. (2021). Cross-format integration of auditory number words and visual-Arabic digits: An ERP study. Frontiers in Psychology 12:765709. doi: 10.3389/fpsyg.2021.765709

Finke, S., Banfi, C., Freudenthaler, H. H., Vogel, S., Göbel, S.M., & Landerl, K. (2021). Longitudinal Predictors of Ordinal Processing. PLOS ONE, 16(10), e0258847. doi: 10.1371/journal.pone.0258847

Bahnmueller, J., Cipora, K., Göbel, S.M., Nuerk, H.-C., & Soltanlou, M. (2021). Pick the smaller number: No influence of linguistic markedness on three-digit number processing in German- and English-speaking adults. Journal of Numerical Cognition, 7 (3), 295-307.  doi:10.5964/jnc.6057

Steiner, A. F., Finke, S., Clayton, F. J., Banfi, C., Kemény, F., Göbel, S.M. & Landerl, K. (2021). Language effects in early development of number writing and reading. Journal of Numerical Cognition, 7(3), 368-387. https://doi.org/10.5964/jnc.6929

Cipora, K., Soltanlou, M., Smaczny, S., Göbel, S.M., & Nuerk, H.-C. (2021) Automatic place-value processing in magnitude-irrelevant parity judgement. Psychological Research, 85, 777-792. doi: 10.1007/s00426-019-01268-1

Steiner, A. F., Banfi, C., Finke, S., Kemeny, F., Clayton, F. J., Göbel, S.M. & Landerl, K. (2021). Twenty-four or Four-and-twenty: Language Modulates Cross-Modal Matching for Multi-Digit Numbers in Children and Adults. Journal of Experimental Child Psychology 202, 104970. doi: 10.1016/j.jecp.2020.104970

2020

Peer-reviewed journal articles

Clayton, F. J., Copper, C., Steiner, A. F., Banfi, C., Finke, S., Landerl, K., & Göbel, S.M. (2020). Two-digit number writing and arithmetic in Year 1 children: Does number word inversion matter? Cognitive Development 56, 100967. doi: 10.1016/j.cogdev.2020.100967

Habermann, S., Donlan, C., Göbel, S.M., & Hulme, C. (2020). The critical role of Arabic numeral knowledge as a longitudinal predictor of formal arithmetic development. Journal of Experimental Child Psychology, 193, 104794. doi: 10.1016/j.jecp.2019.104794

Kaufmann, L., von Aster, M., Göbel, S.M., & Klein, E. (2020). Developmental dyscalculia in adults: Current issues and open questions for future research. Lernen und Lernstörungen 9(2), 1-12. doi: 10/1024/2235-0977/a000294 Review

Bahnmueller, J., Göbel, S.M., Pixner, S., Dresen, V., & Moeller, K. (2020). More than simple facts: cross-linguistic differences in place-value processing in arithmetic fact retrieval. Psychological Research 84(3), 650-659. doi: 10.1007/s00426-018-1083-7

Lewis, C. A., Bahnmueller, J., Wesierska, M., Moeller, K., & Göbel, S.M. (2020). Inversion effects on mental arithmetic in English- and Polish-speaking adults. Quarterly Journal of Experimental Psychology 73(1), 91-103. doi: 10.1171/1747021819991983

2019

Peer-reviewed journal articles

 Lin, C.-J., & Göbel, S.M. (2019). Arabic digits and spoken number words: Timing modulates the cross-modal numerical distance effect. Quarterly Journal of Experimental Psychology, 72(11), 2632-2646. doi:10.1177/1747021819854444

Bahnmueller, J., Maier, C.A., Göbel, S.M., & Moeller, K. (2019). Direct evidence for linguistic influences in two-digit number processing. Journal of Experimental Psychology: Learning, Memory and Cognition, 45(6), 1142-1150. doi: 10.1037/xlm0000642

2018 and earlier

Book chapter 

Göbel, S.M. (2018). How Culturally Predominant Reading Direction and Number Word Construction Influence Numerical Cognition and Mathematics Performance. In Daniel B. Berch, David C. Geary and Kathleen Mann Koepke (Eds). Language and Culture in Mathematical Cognition, Vol 4, MCL, Burlington, UK: Academic Press. pp. 229-256.

Lortie-Forgues, H. (2017). Studying the understanding of arithmetic with rational numbers. In Lemaire, P. (Eds.), Cognitive Development from a Strategy Perspective: A Festschrift for Robert Siegler. Oxon, UK: Taylor & Francis.

Editorial

Knops, A., Nuerk, H.-C., & Göbel, S. M. (2017). Domain-general factors influencing numerical and arithmetic processing. Journal of Numerical Cognition 3(2), 112-132. doi:10.5964/jnc.v3i2.159

Textbook

Gilmore, C., Göbel, S.M., & Inglis, M. (2018). An Introduction to Mathematical Cognition. International Texts in Developmental Psychology. Hove: Routledge

Peer-reviewed journal articles

Alcock, L., Ansari, D., Batchelor, S., Bisson, M.-J., De Smedt, B., Gilmore, C., Göbel, S.M., Hannula-Sormunen, M., Hodgen, J., Inglis, M., Jones, I., Mazzocco, M., McNeil, N., Schneider, M., Simms, V., & Weber, K. (2016). Challenges in Mathematical Cognition: A Collaboratively-Derived Research Agenda. Journal of Numerical Cognition 2(1), 20-41.

Bahnmueller, J., Huber, S., Nuerk, H.-C., Göbel, S.M., & Moeller, K. (2016). Processing multi-digit numbers – A translingual eye tracking study. Psychological Research 80 (3), 422-433.

Bahnmueller, J., Maier, C.A., Göbel, S.M., & Moeller, K. (in press). Direct evidence for linguistic influences in two-digit number processing. Journal of Experimental Psychology: Learning, Memory and Cognition.

Defever, E., Göbel, S.M., Ghesquière, P., & Reynvoet, B. (2014). Automatic number priming effects in adults with and without mathematical learning disabilities. Frontiers in Psychology 5:4. doi: 10.3389/fpyg.2014.00004

Ferreira, R.A., Göbel, S.M., Hymers, M., & Ellis, A.W. (2015). The neural correlates of semantic richness: Evidence from an fMRI study of word learning. Brain & Language 143, 69-80. doi:10.1016/j.bandl.2015.02.005

Fischer, M.H., Sixtus, E., & Göbel, S.M. (2015). Commentary: A pointer about grasping numbers. Front. Psychol. 6:227. Doi: 10.3389/fpsyg.2015.00227

Heubner, L., Cipora, K., Soltanlou, M., Schlenker, M.-L., Lipowska, K., Göbel, S.M., Domahs, F., Haman, M., & Nuerk, H.-C. (2018). The mental odd-even continuum account: some numbers may be “more odd” than others, and some may be “more even” than others. Frontiers in Psychology 9:1081. doi: 10.3389/fpsyg.2018.01081

Göbel, S.M. (2018). How Culturally Predominant Reading Direction and Number Word Construction Influence Numerical Cognition and Mathematics Performance. In Berch, D., Geary, D., & Mann Koepke, K. (Eds). Language and Culture in Mathematical Cognition. London: Academic Press.

Göbel, S.M., Moeller, K., Kaufmann, L., Pixner, S., & Nuerk, H.-C. (2014). Language affects symbolic arithmetic in children: The case of number word inversion. Journal of Experimental Child Psychology, 119, 17-25. doi: 10.1016/j.jecp.2013.10.001

Göbel, S.M.,Watson, S.E., Lervåg, A., & Hulme, C. (2014). Children’s arithmetic development: it is number knowledge, not the approximate number sense, that counts. Psychological Science, 25(3), 789-798. doi:10.1177/0956797613516471

Göbel, S.M., McCrink, K., Fischer, M.H., & Shaki, S. (2018). Observation of directional storybook reading influences young children’s counting direction. Journal of Experimental Child Psychology 166, 49-66.

Göbel, S.M. (2015). Reading difficulties and mathematics. In Dowker, A. & Cohen Kadosh, R. (Eds)..Oxford Handbook of Numerical Cognition, 680-704. Oxford: OUP. doi: 10.1093/oxfordhb/9780 199642342.013.044

Göbel, S.M, Maier, C. & Shaki, S. (2015). Which numbers do you have in mind? Number generation is influenced by reading direction. Cognitive Processing 16(1), 241-44. doi: 10.1007/s10339-015-0715-8

Göbel, S.M. (2015). Up or down? Reading direction influences vertical counting direction in the horizontal plane- a cross-cultural comparison. Front. Psychol. 6:228. doi: 10.3389/fpsyg.2015.00228

Lortie-Forgues, H., Tian, J., & Siegler, R. S. (2015). Why is learning fraction and decimal arithmetic so difficult? Developmental Review, 38, 201-221

Lortie-Forgues, H., & Siegler, R. S. (2017). Conceptual knowledge of decimal arithmetic. Journal of Educational Psychology. 109(3), 374-386.

Moeller, K., Shaki, S., Göbel, S. M. & Nuerk, H.-C. (2015). Forty-seven and seven forty: Language Influences Number Processing – a Quadrilingual Study. Cognition 136, 150-155. doi:10.1016/j.cognition.2014.11.003

Moll, K., Snowling, M. J., Göbel, S.M., & Hulme, C. (2015). Early language and executive skills predict variations in number and arithmetic skills in children at family-risk of dyslexia and typically developing controls. Learning and Instruction 38, 53-62. Doi: 10.1080/09297049.2014.899570

Moll, K., Göbel, S.M., Gooch, D., Landerl, K. & Snowling, M. J. (2016). Cognitive Risk Factors for Specific Learning Disorder: processing speed, temporal processing and working memory. Journal of Learning Disabilities 49(3), 272-81. doi: 10.1177/0022219414547221

Moll, K., Göbel, S.M., & Snowling, M. J. (2015). Basic number processing in Children with Specific Learning Disorders: Co-morbidity of Reading and Mathematics Disorders. Child Neuropsychology 21(3), 399-417. doi:10.1080/09297049.2014.899570

Nuerk, H.-C., Patro, K., Cress, U., Schild, U., Friedrich, C.K., & Göbel, S.M. (2015). How space-number associations may be created in preliterate children: six distinct mechanisms. Front. Psychol. 6:215. doi: 10.3389/fpsyg.2015.00215

Siegler, R. S., & Lortie-Forgues, H. (2014). An integrative theory of numerical development. Child Development Perspectives, 8, 144-150.

Siegler, R. S., & Lortie-Forgues, H. (2015). Conceptual knowledge of fraction arithmetic. Journal of Educational Psychology, 107, 909-918.

Sasanguie, D., Göbel, S.M., & Reynvoet, B. (2013). Left parietal TMS disturbs priming between symbolic and non-symbolic number representations. Neuropsychologia, 51(8), 1528-1533. doi:10.1016/j.neuropsychologia.2013.05.001

Landerl, K., Göbel, S.M., & Moll, K. (2013). Core deficit and individual manifestations of developmental dyscalculia (DD): the role of comorbidity. Trends in Neuroscience and Education, 2(2), 38-42. doi: 10.1016/j.tine.2013.06.002

Sasanguie, D., Göbel, S.M., Moll, K., Smets, K., & Reynvoet, B. (2013). Approximate number system, symbolic number processing or number-space mappings: what underlies mathematics achievement? Journal of Experimental Child Psychology, 114(3), 418-431. doi: 10.1016/j.jecp.2012.10.012

Kaufmann, L., Mazzocco, M., Dowker, A., von Aster, M., Göbel, S.M., Grabner, R.H., Henik, A., Jordan, N.C., Karmiloff-Smith, A., Kucian, K., Noel, M.-P., Rubinsten, O., Szucs, D., Shalev, R., & Nuerk, H.-C. (2013). Dyscalculia from a developmental and differential perspective. Frontiers in Psychology 4:516. doi: 10.3389/fpyg.2013.00516.

Shaki, S., Fischer, M. H. & Göbel, S.M. (2012). Direction counts: A comparative study of spatially directional counting biases in cultures with different reading directions. Journal of Experimental Child Psychology, 112, 275-281. doi:10.1016/j.jecp.2011.12.005

Castronovo, J., & Göbel, S.M. (2012).  Impact of high mathematics education on the number sense. PLoS ONE 7(4): e33832. doi:10.1371/journal.pone.0033832.

Göbel, S.M., Shaki, S. & Fischer, M. H. (2011). Cultural Effects on the mental number line. Journal of Cross-Cultural Psychology 42(4), 541-42.

Göbel, S.M., Shaki, S. & Fischer, M. H. (2011). The Cultural Number Line: A Review of Cultural and Linguistic Influences on the Development of Number Processing. Journal of Cross-Cultural Psychology 42(4), 543-565.

Kaufmann, L., Pixner, S., & Göbel, S.M. (2011). Finger usage and arithmetic in adults with math difficulties: evidence from a case report. Front. Psychology 2:254. doi: 10.3389/fpsyg.2011.00254.

Snowling, M.J., & Göbel, S.M. (2010). Reading Development and Dyslexia. In Goswami, U.C. (Ed.) The Wiley-Blackwell Handbook of Childhood Cognitive Development, 524-548 (Second Edition). Oxford: Wiley-Blackwell.

Göbel, S.M. & Snowling, M. J. (2010). Number Processing Skills in Adults with Dyslexia. The Quarterly Journal of Experimental Psychology 63(7), 1361-1373.

Brozzoli, C., Ishihara, M., Göbel, S.M., Salemme, R., Rossetti, Y. & Farnè, A. (2008). Touch perception reveals the dominance of spatial over digital representation of numbers. PNAS 105 (14), 5644-5648.

O’Shea, J., Johansen-Berg, H., Trief, D., Göbel, S.M., & Rushworth, M.F.S. (2007). Functionally-Specific Reorganisation in Human Premotor Cortex. Neuron 54, 479-490.

Göbel, S.M. (2007). Neuronale Korrelate kognitiver Zahlenrepräsentationen während Vergleichs - und einfacher Additionsaufgaben. Beiträge zum Mathematikunterricht, 350-353, Hildesheim: Franzbecker.

Göbel, S.M., Rushworth, M.F.S. & Walsh, V. (2006). Inferior parietal rTMS affects performance in an addition task. Cortex 42(5), 774-781.

Göbel, S.M., Calabria, M., Farné, A. & Rossetti, Y. (2006). Parietal rTMS distorts the mental number line: Simulating ‘spatial‘ neglect in healthy subjects. Neuropsychologia 44, 860-868.

Lavidor, M., Brinksman, V. & Göbel, S.M. (2004). Hemispheric asymmetry and the mental number line: comparison of double-digit numbers. Neuropsychologia 42(14), 1927-33.

Göbel, S.M., Johansen-Berg, H., Behrens, T.E. & Rushworth, M.F.S. (2004). Response-selection related parietal activation during number comparison. Journal of Cognitive Neuroscience 16, 1536-1551.

Göbel, S.M. & Rushworth, M.F.S. (2004). Cognitive neuroscience: acting on numbers. Current Biology 14(13), 517-9.

Göbel, S.M., Walsh, V. & Rushworth, M.F.S. (2001). The mental number line and the human angular gyrus. NeuroImage 14(6), 1278-1289

Rushworth, M.F.S., Johansen-Berg, H., Göbel, S.M. & Devlin, J.T. (2003). The left parietal and premotor cortices: motor attention and selection. NeuroImage 20, 89-100.

Siegler, R. S., & Lortie-Forgues, H. (2017). Hard lessons: Why rational number arithmetic is so difficult for so many people. Current Directions in Psychological Science. 26(4), 346-351.