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Stefan Huber

Bio: Stefan Huber is an academic researcher from Leibniz Institute for Neurobiology. The author has contributed to research in topics: Number line & Numerosity adaptation effect. The author has an hindex of 23, co-authored 76 publications receiving 1507 citations. Previous affiliations of Stefan Huber include University of Regensburg & University of Tübingen.

Papers published on a yearly basis

Papers
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Journal ArticleDOI
TL;DR: It is concluded that bodily experiences--namely finger counting--influence the structure of the abstract mental number representations even in adults, supporting the general idea that even seemingly abstract cognition may at least partially be rooted in the authors' bodily experiences.

183 citations

Journal ArticleDOI
TL;DR: In this article, an embodied intervention program was developed addressing the spatial representation of number magnitude, where first-graders were trained to indicate the position of a given number by walking to the estimated location of that number on a number line on the floor.

119 citations

Journal ArticleDOI
TL;DR: It is concluded that embodied representations of number (magnitude) exist, are not limited to finger-based representations, and influence number processing in a systematic and functional way that can be used to foster the efficiency of numerical trainings.
Abstract: Recent empirical evidence indicates that seemingly abstract numerical cognitions are rooted in sensory and bodily experiences. In particular in finger counting finger-based representations reflect a specific case of embodied cognition, we termed embodied numerosity. Furthermore, we suggest that finger-based representations should be considered a distinct representation of number (magnitude) and argue that this representation is activated automatically whenever we encounter a number. We discuss in what way such a theoretical framework can account for the associations of fingers and numbers observed so far. In the final part, we evaluate whether the concept of embodied numerosity should be generalized beyond finger-based representations with particular focus on whether bodily-sensory experiences (such as moving the whole body along the mental number line) may corroborate numerical capabilities. In a series of intervention studies, we consistently observed more pronounced training effects for our embodied numerosity trainings for different age groups, different digital media, different number ranges, and different control conditions. Taken together, we conclude that embodied representations of number (magnitude) exist, are not limited to finger-based representations, and influence number processing in a systematic and functional way that can be used to foster the efficiency of numerical trainings.

91 citations

Journal ArticleDOI
TL;DR: Using a machine learning approach on facial emotion detection data, it is substantiated that the emotionally engaging nature of games facilitates learning.
Abstract: It is often argued that game-based learning is particularly effective because of the emotionally engaging nature of games. We employed both automatic facial emotion detection as well as subjective ratings to evaluate emotional engagement of adult participants completing either a game-based numerical task or a non-game-based equivalent. Using a machine learning approach on facial emotion detection data we were able to predict whether individual participants were engaged in the game-based or non-game-based task with classification accuracy significantly above chance level. Moreover, facial emotion detection as well as subjective ratings consistently indicated increased positive as well as negative emotions during game-based learning. These results substantiate that the emotionally engaging nature of games facilitates learning.

83 citations

Journal ArticleDOI
TL;DR: It is argued that the inconsistent findings concerning the relationship between ANS acuity and math performance may be partially explained by differences in reliability, and methodological recommendations on how to assess the ANS most reliably and most validly are given.
Abstract: According to a dominant view, the approximate number system (ANS) is the foundation of symbolic math abilities Due to the importance of math abilities for education and career, a lot of research focuses on the investigation of the ANS and its relationship with math performance However, the results are inconsistent This might be caused by studies differing greatly regarding the operationalization of the ANS (ie, tasks, dependent variables) Moreover, many methodological aspects vary from one study to the next In the present review, we discuss commonly used ANS tasks and dependent variables regarding their theoretical foundation and psychometric features We argue that the inconsistent findings concerning the relationship between ANS acuity and math performance may be partially explained by differences in reliability Furthermore, this review summarizes methodological aspects of ANS tasks having important impacts on the results, including stimulus range, visual controls, presentation duration of the stimuli and feedback Based on this review, we give methodological recommendations on how to assess the ANS most reliably and most validly All important methodological aspects to be considered when designing an ANS task or comparing results of different studies are summarized in two practical checklists

75 citations


Cited by
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Book ChapterDOI
01 Jan 2001
TL;DR: A wide variety of media can be used in learning, including distance learning, such as print, lectures, conference sections, tutors, pictures, video, sound, and computers.
Abstract: A wide variety of media can be used in learning, including distance learning, such as print, lectures, conference sections, tutors, pictures, video, sound, and computers. Any one instance of distance learning will make choices among these media, perhaps using several.

2,940 citations

01 Jan 2000
TL;DR: In this article, the authors propose a method to use the information of the user's interaction with the system to improve the performance of the system. But they do not consider the impact of the interaction on the overall system.
Abstract: Статья посвящена вопросам влияния власти на поведение человека. Авторы рассматривают данные различных источников, в которых увеличение власти связывается с напористостью, а ее уменьшение - с подавленностью. Конкретно, власть ассоциируется с: а) позитивным аффектом; б) вниманием к вознаграждению и к свойствам других, удовлетворяющим личные цели; в) автоматической переработкой информации и резкими суждениями; г) расторможенным социальным поведением. Уменьшение власти, напротив, ассоциируется с: а) негативным аффектом; б) вниманием к угрозам и наказаниям, к интересам других и к тем характеристикам я, которые отвечают целям других; в) контролируемой переработкой информации и совещательным типом рассуждений; г) подавленным социальным поведением. Обсуждаются также последствия этих паттернов поведения, связанных с властью, и потенциальные модераторы.

2,293 citations

Journal ArticleDOI
TL;DR: A quantitative review of the cognitive data of transcranial direct current stimulation (tDCS) in healthy adults does not support the idea that tDCS generates a reliable effect on cognition inhealthy adults.

514 citations

Journal ArticleDOI
TL;DR: The results support the view that magnitude processing is reliably associated with mathematical competence over the lifespan in a wide range of tasks, measures and mathematical subdomains.
Abstract: Many studies have investigated the association between numerical magnitude processing skills, as assessed by the numerical magnitude comparison task, and broader mathematical competence, e.g. counting, arithmetic, or algebra. Most correlations were positive but varied considerably in their strengths. It remains unclear whether and to what extent the strength of these associations differs systematically between non-symbolic and symbolic magnitude comparison tasks and whether age, magnitude comparison measures or mathematical competence measures are additional moderators. We investigated these questions by means of a meta-analysis. The literature search yielded 45 articles reporting 284 effect sizes found with 17,201 participants. Effect sizes were combined by means of a two-level random-effects regression model. The effect size was significantly higher for the symbolic (r = .302, 95% CI [.243, .361]) than for the non-symbolic (r = .241, 95% CI [.198, .284]) magnitude comparison task and decreased very slightly with age. The correlation was higher for solution rates and Weber fractions than for alternative measures of comparison proficiency. It was higher for mathematical competencies that rely more heavily on the processing of magnitudes (i.e. mental arithmetic and early mathematical abilities) than for others. The results support the view that magnitude processing is reliably associated with mathematical competence over the lifespan in a wide range of tasks, measures and mathematical subdomains. The association is stronger for symbolic than for non-symbolic numerical magnitude processing. So symbolic magnitude processing might be a more eligible candidate to be targeted by diagnostic screening instruments and interventions for school-aged children and for adults.

511 citations

DatasetDOI
01 Jan 1992
TL;DR: In this paper, the effect of outliers on reaction time analyses is evaluated and the power of different methods of minimizing the effect on the analysis of variance (ANOVA) is discussed.
Abstract: The effect of outliers on reaction time analyses is evaluated. The first section assesses the power of different methods of minimizing the effect of outliers on analysis of variance (ANOVA) and makes recommendations about the use of transformations and cutoffs. The second section examines the effect of outliers and cutoffs on different measures of location, spread, and shape and concludes using quantitative examples that robust measures are much less affected by outliers and cutoffs than measures based on moments. The third section examines fitting explicit distribution functions as a way of recovering means and standard deviations and concludes that unless fitting the distribution function is used as a model of distribution shape, the method is probably not worth routine use.

460 citations