Peter A. Edelsbrunner
Peter A. Edelsbrunner
ETH Zürich; LMU Munich
Verified email at - Homepage
Cited by
Cited by
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
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
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
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
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
Appreciating the significance of non-significant findings in psychology.
D Mehler, PA Edelsbrunner, K Matić
Journal of European Psychology Students 10 (4), 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
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
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
The psychometric modeling of scientific reasoning: A review and recommendations for future avenues
PA Edelsbrunner, F Dablander
Educational Psychology Review 31, 1-34, 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
The relation between the control-of-variables strategy and content knowledge in physics in secondary school
M Schwichow, C Osterhaus, PA Edelsbrunner
Early science learning: The effects of teacher talk
UT Studhalter, M Leuchter, A Tettenborn, A Elmer, PA Edelsbrunner, ...
Learning and Instruction 71, 2020
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
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
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 Kucharskı, ED Peycheva, ...
Frontiers in psychology 8, 133, 2017
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
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
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
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
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