Peer-Reviewed

Finke, S., Vogel, S. E., 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. https://doi.org/10.1016/j.cogdev.2022.101266

Meier, M. A., Wambacher, D., Vogel, S. E., & Grabner, R. H. (2022). Interference between naïve and scientific theories in mathematics and science: An fMRI study comparing mathematicians and non-mathematicians. Trends in Neuroscience and Education, 29, 100194. https://doi.org/10.1016/j.tine.2022.100194

Scheucher, J., Koren, N., & Vogel, S. E. (2022). Die neurokognitiven Korrelate numerischer und arithmetischer Fertigkeiten. DIDACTICUM, 4, 10–21.

Grabner, R. H., Brunner, C., Lorenz, V., Vogel, S. E., & De Smedt, B. (2021). Fact retrieval or compacted counting in arithmetic-A neurophysiological investigation of two hypotheses. Journal of Experimental Psychology. Learning, Memory, and Cognition. https://doi.org/10.1037/xlm0000982

Brunner, C., Koren, N. A., Scheucher, J., Mosbacher, J. A., De Smedt, B., Grabner, R. H., & Vogel, S. E. (2021). Oscillatory electroencephalographic patterns of arithmetic problem solving in fourth graders. Scientific Reports, 11(1), 23278. https://doi.org/10.1038/s41598-021-02789-9

Finke, S., Banfi, C., Freudenthaler, H. H., Steiner, A. F., Vogel, S. E., Göbel, S M., & Landerl, K. (2021). Common and distinct predictors of non-symbolic and symbolic ordinal number processing across the early primary school years. PLOS One. 16(10), e0258847. https://doi.org/10.1371/journal.pone.0258847

Mosbacher, J. A., Halverscheid, S., Pustelnik, K., Danner, M., Prassl, C., Brunner, C., Vogel, S. E., Nitsche, M., & Grabner, R. H. (2021). Theta band transcranial alternating current stimulation enhances arithmetic learning: A systematic comparison of different direct and alternating current stimulations. Neuroscience. 477, 89-105. https://doi.org/10.1016/j.neuroscience.2021.10.006

Vogel, S. E., Faulkenberry, T. J., & Grabner, R. H. (2021). Quantitative and qualitative differences in the canonical and the reverse distance effect and their selective association with arithmetic and mathematical competencies. Frontiers in Education, 6, 655747. https://doi.org/10.3389/feduc.2021.655747

Vogel, S. E. & De Smedt, B. (2021). Developmental brain dynamics of numerical and arithmetic abilities. npj Science of Learning, 6(22). https://doi.org/10.1038/s41539-021-00099-3

Stricker, J., Vogel, S. E., Schöneburg-Lehnert, S., Krohn, T., Dögnitz, S., Jud, N., Spirk, M., Windhaber, M.-C., Schneider, M., & Grabner, R. H. (2021). Interference between naïve and scientific theories occurs in mathematics and is related to mathematical achievement. Cognition, 214, 104789. https://doi.org/10.1016/j.cognition.2021.104789

Heidekum, A. E., De Visscher, A., Vogel, S. E., De Smedt, B., & Grabner, R. H. (2021). Can the interference effect in multiplication fact retrieval be modulated by an arithmetic training? An fMRI study. Neuropsychologia, 107849. https://doi.org/10.1016/j.neuropsychologia.2021.107849

Meier, M. A., Vogel, S. E., & Grabner, R. H. (2021). Going beyond intelligence: A systematic investigation of cognitive abilities and personality traits of experts in mathematics. Journal of Expertise, 4(1),80-115. https://www.journalofexpertise.org/

Meier, M. A., Burgstaller, J. A., Benedek, M., Vogel, S. E., & Grabner, R. H. (2021). Mathematical Creativity in Adults: Its Measurement and Its Relation to Intelligence, Mathematical Competence and General Creativity. Journal of Intelligence, 9(1), 10. https://doi.org/10.1016/j.cognition.2021.104789

Schillinger, F. L., Mosbacher, J. A., Brunner, C., Vogel, S. E., & Grabner, R. H. (2021). Revisiting the Role of Worries in Explaining the Link Between Test Anxiety and Test Performance. Educational Psychology Review. https://doi.org/10.1007/s10648-021-09601-0

Grabner, R.H., Brunner, C., Lorenz, V., Vogel, S.E. and De Smedt, B. (2020). Fact retrieval or compacted counting in arithmetic-A neurophysiological investigation of two hypotheses. Journal of Experimental Psychology: Learning, Memory and Cognition. [22.02.2021; IF=2.832]

Krammer, G., Vogel, S.E. and Grabner, R.H. (2020). Believing in neuromyths makes neither a bad nor good student-teacher: the relationship between neuromyths and academic achievement in teacher education. Mind, Brain, and Education 15(1), 54-60. [22.02.2021; IF=1.289]

Koren, N., Scheucher, J. and Vogel, S.E. (2020). How Much Is 2 x 4? Understanding How the Brain Solves Arithmetic Problems. Frontiers for Young Minds. 8:48.

Heidekum, A.E., Vogel, S.E. and Grabner, R.H. (2020). Associations Between Individual Differences in Mathematical Competencies and Surface Anatomy of the Adult Brain. Frontiers in Human Neuroscience. 14:116. [22.02.2021; IF=3.209]

Sommerauer, G., Grass, K. H., Grabner, R.H. and Vogel, S.E. (2020). The semantic control network mediates the relationship between symbolic numerical order processing and arithmetic performance in children. Neuropsychologia 141, 107405. [22.02.2021; IF=2.652]

Goffin, C., Vogel, S.E., Slipenkyj, M. and Ansari, D (2019). A comes before B, like 1 comes before 2. Is the parietal cortex sensitive to ordinal relationships in both numbers and letters? An fMRI-Adaptation study. Human Brain Mapping 2019, 1-20. [22.02.2021; IF=4.421]

Heidekum, A.E., Grabner, R.H., DeSmedt, B., De Visscher, A. and Vogel, S.E. (2019). Interfernce during the retrieval of arithmetic and lexio-semantic knowledge modualtes similar brain regions: Evidence from functional magnetic resonance imaging (fMRI). Cortex, 120, 375-393.  [22.02.2021; IF=4.009]

Krammer, G., Vogel, S.E. and Grabner, R.H. (2019). Neuromythen sind zu Beginn des Lehramtstudiums prävalent und unabhängig vom Wissen über das menschliche Gehirn. Zeitschrift für Bildungsforschung, Volume 9(2), 221-246.

Polspoel, B., De Visscher, A., Vandermosten, M., Vogel, S.E., Grabner, R.H. and De Smedt, B. (2019). The Neural Substrates of the Problem Size and Interference Effect in Children’s Multiplication: An fMRI Study. Brain Research, 1714, 147-157.  [22.02.2021; IF=2.733]

Vogel, S.E., Koren, N., Falb, S., Haselwander, M., Spradley, A., Schadenbauer, P., Tanzmeister, S. and Grabner, R.H. (2019). Automatic and intentional processing of numerical order and its relationship to arithmetic performance. Acta Psychologica, 193, 40-41. [22.02.2021; IF=1.380]

De Visscher, A., Vogel, S.E., Reishofer, G., Hassler, E., Koschutnig, K., De Smedt, B. and Grabner, R.H. (2018). Interference and problem size effect in multiplication fact solving: Individual differences in brain activations and arithmetic performance. NeuroImage, 172, 718-727. [22.02.2021; IF=5.902]

Schillinger, F.L., Vogel, S.E., Diedrich, J. and Grabner, R.H. (2018). Math anxiety, intelligence, and performance in mathematics: Insights from the German adaptation of the Abbreviated Math Anxiety Scale (AMAS‑G). Learning and Individual Differences, 61, 109-119.

Vogel, S.E., Haigh, T., Sommerauer, G., Spindler, M., Brunner, C., Lyons, I.M. and Grabner, R.H. (2017). Processing the order of symbolic numbers: a reliable and unique predictor of arithmetic fluency. Journal of Numerical Cognition,3(2), 288-308.

Wilkey, E.D., Barone, J.C., Mazzocco, M.M.M., Vogel, S.E. and Price G.R. (2017). The effect of visual parameters on neural activation during non-symbolic number comparison and its relation to math competency. NeuroImage, 159, 430-442. [22.02.2021; IF=5.902]

Vogel, S.E., Goffin, C., Bohnenberger, J., Koschutnig, K., Reishofer, G., Grabner, R. H., and Ansari, D. (2017). The left intraparietal sulcus adapts to symbolic number in both the visual and auditory modalities: Evidence from fMRI. NeuroImage, 153, 16-27. [22.02.2021; IF=5.902]

Lyons, I.M., Vogel S.E. and Ansari, D. (2016). On the ordinality of numbers: A review of neural and behavioral studies. Progress in Brain Research, 227, 187-221.

Vogel, S.E., Keller, C., Koschutnig K., Reishofer, G., Ebner, F., Dohle, S., Siegrist, M. and Grabner, R. H. (2016). The neural correlates of health risk perception in individuals with low and high numeracy. ZDM Mathematics Education, 48(3), 227-350.

Leibovich, T., Vogel, S.E., Henik, A. and Ansari, D. (2015). Asymmetric processing of numerical and non-numerical magnitudes in the brain: an fMRI study. Journal of Cognitive Neuroscience, 28(1), 166-176.

Vogel, S.E. and Grabner, R. H. (2015). Facets of the Mathematical Brain — From Number Processing to Mathematical Problem Solving. Mind, Brain, and Education, 9(4),187-189.

Vogel, S.E., Goffin, C. and Ansari, D. (2015). Developmental specialization of the left parietal cortex for the semantic representation of Arabic numerals: An fMRI-Adaptation study. Developmental Cognitive Neuroscience, 12, 61-73.

Vogel, S.E., Remark, A. and Ansari, D. (2015). Differential processing of symbolic numerical magnitude and order in first-grade children. Journal of Experimental Child Psychology, 129, 26-39.

Vogel, S.E., Grabner, R.H., Schneider, M., Siegler, R. and Ansari, D. (2013). Overlapping and distinct brain regions involved in estimating the spatial position of numerical and non-numerical magnitudes: An fMRI study. Neuropsychologia, 51(5), 979-989.

Holloway, I.D., Battista, C., Vogel, S.E. and Ansari, D. (2012). Semantic and Perceptual Processing of Number Symbols: Evidence from a Cross-linguistic fMRI Adaptation Study. Journal of Cognitive Neuroscience, 25(3), 388-400.

Vogel, S.E., and  Ansari, D. (2012). Neurokogitive Grundlagen der Dyskalkulie (Neurocognitive foundations of typical and atypical number processing). Lernen und Lernstörungen, Jahrgang 1, Heft 2, ISSN 2235-0977 (Learning and Learning Disorders, Volume 1, Issue 2).

Kaufmann, L., Vogel, S.E., Starke, M., Kremser, C. and Schocke, M. (2009). Numerical and non-numerical ordinality processing in children with and without developmental dyscalculia: Evidence from fMRI. Cognitive Development, 24(4), 486-494.

Kaufmann, L., Vogel, S.E., Starke, M., Kremser, C., Schocke, M. and  Wood, G. (2009). Developmental dyscalculia: Compensatory mechanisms in left intraparietal regions in response to nonsymbolic magnitudes. Behavioral and Brain Functions, 5:35.

Kaufmann, L., Vogel, S.E., Wood, G., Kremser, C., Schocke, M.  Zimmerhackl, L. and  Koten, J.W. (2008). A developmental fMRI study of nonsymbolic numerical and spatial processing. Cortex, 44(4), 376-385.

Kaufmann, L., Ischebeck, A., Weiss, E., Koppelstaetter, F., Siedentopf, C., Vogel, S. E., Gotwald, T., Marksteiner, J. and Wood, G. (2008). An fMRI study of the numerical Stroop task in individuals with and without minimal cerebral impairment. Cortex, 44(9), 1248-1255.

Book-Chapers

Vogel, S.E., Matejko, A.A. and Ansari, D. (2016). Imaging the developing brain using functional and structural Magnetic Resonance Imaging: Methodological and practical guidelines. In Practical Research with Children (Eds. J. Prior & J. Van Herwegen).

Vogel, S.E. and Ansari, D. (2016). Que nous apprennent les neurosciences cognitives sur le développement typique et atypique des aptitudes numériques ? Une revue de la littérature. In Neurosciences et cognition: perspectives pour les sciences de l’éducation (Eds. E. Tardif & P.-A. Doudin).

Ansari, D. and Vogel, S.E. (2013). Cognitive neuroscience of numerical cognition. In Oxford Handbook of Cognitive Neuroscience (Eds. S. Kosslyn & K. Ochsner).

Books

Landerl, K., Vogel, S., & Kaufmann, L. (2022). Dyskalkulie: Modelle, Diagnostik, Intervention (4.). Ernst Reinhardt, GmbH & Co Kg. https://www.utb.de/doi/book/10.36198/9783838557342

Landerl, K., Vogel, S.E. and Kaufmann, L. (2017). Dyskalkulie: Modelle, Diagnostik, Intervention  (3rd ed.). München: Ernst Reinhardt, GmBH & Co KG.