Korbinian Moeller

7.9k total citations
246 papers, 5.3k citations indexed

About

Korbinian Moeller is a scholar working on Statistics and Probability, Developmental and Educational Psychology and Education. According to data from OpenAlex, Korbinian Moeller has authored 246 papers receiving a total of 5.3k indexed citations (citations by other indexed papers that have themselves been cited), including 185 papers in Statistics and Probability, 145 papers in Developmental and Educational Psychology and 116 papers in Education. Recurrent topics in Korbinian Moeller's work include Cognitive and developmental aspects of mathematical skills (184 papers), Mathematics Education and Teaching Techniques (101 papers) and Reading and Literacy Development (91 papers). Korbinian Moeller is often cited by papers focused on Cognitive and developmental aspects of mathematical skills (184 papers), Mathematics Education and Teaching Techniques (101 papers) and Reading and Literacy Development (91 papers). Korbinian Moeller collaborates with scholars based in Germany, United Kingdom and Austria. Korbinian Moeller's co-authors include Hans‐Christoph Nuerk, Stefan Huber, Elise Klein, Klaus Willmes, Silvia Pixner, Manuel Ninaus, Liane Kaufmann, Ursula Fischer, Julia Zuber and Kristian Kiili and has published in prestigious journals such as SHILAP Revista de lepidopterología, PLoS ONE and NeuroImage.

In The Last Decade

Korbinian Moeller

234 papers receiving 5.1k citations

Peers

Korbinian Moeller

DEP

EDUCA

ECP

Michael Schneider Germany

Dénes Szűcs United Kingdom

Hans‐Christoph Nuerk Germany

Daniel Ansari Canada

Elsbeth Stern Germany

Cesare Cornoldi Italy

Roland H. Grabner Austria

Romain Martin Luxembourg

Heikki Lyytinen Finland

Pierre Barrouillet Switzerland

Michael Schneider Germany

Korbinian Moeller

2.0k ×0.6

1.4k ×0.5

DEP

2.7k ×1.1

EDUCA

421 ×0.3

643 ×0.9

ECP

Citations per year, relative to Korbinian Moeller Korbinian Moeller (= 1×) peers Michael Schneider

Countries citing papers authored by Korbinian Moeller

Since Specialization

Citations

This map shows the geographic impact of Korbinian Moeller's research. It shows the number of citations coming from papers published by authors working in each country. You can also color the map by specialization and compare the number of citations received by Korbinian Moeller with the expected number of citations based on a country's size and research output (numbers larger than one mean the country cites Korbinian Moeller more than expected).

Fields of papers citing papers by Korbinian Moeller

Since Specialization

Physical SciencesHealth SciencesLife SciencesSocial Sciences

This network shows the impact of papers produced by Korbinian Moeller. Nodes represent research fields, and links connect fields that are likely to share authors. Colored nodes show fields that tend to cite the papers produced by Korbinian Moeller. The network helps show where Korbinian Moeller may publish in the future.

Co-authorship network of co-authors of Korbinian Moeller

This figure shows the co-authorship network connecting the top 25 collaborators of Korbinian Moeller. A scholar is included among the top collaborators of Korbinian Moeller based on the total number of citations received by their joint publications. Widths of edges represent the number of papers authors have co-authored together. Node borders signify the number of papers an author published with Korbinian Moeller. Korbinian Moeller is excluded from the visualization to improve readability, since they are connected to all nodes in the network.

All Works

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20 of 20 papers shown

Moeller, Korbinian, et al.. (2025). Number Express: A Digital Game to Improve Early Numeracy. The Electronic Journal of e-Learning. 22(10). 37–51.

Spitzer, Markus, et al.. (2025). A red button does it all: A red button nudges students to close their knowledge gaps in an intelligent tutoring system. Learning and Instruction. 99. 102181–102181.

Moeller, Korbinian, et al.. (2025). Differential contributions of approximate number system, number line estimation, and working memory to mathematical skills in preschool and primary school. Psychological Research. 89(5). 142–142.

Spitzer, Markus, et al.. (2024). Basic mathematical skills and fraction understanding predict percentage understanding: Evidence from an intelligent tutoring system. British Journal of Educational Technology. 56(3). 1122–1147. 2 indexed citations

Moeller, Korbinian, et al.. (2024). Familiar Sequences Are Processed Faster Than Unfamiliar Sequences, Even When They Do Not Match the Count‐List. Cognitive Science. 48(7). e13481–e13481. 2 indexed citations

Moeller, Korbinian, et al.. (2024). Finger counting, finger number gesturing, and basic numerical skills: A cross-sectional study in 3- to 5-year-olds. Journal of Experimental Child Psychology. 242. 105892–105892. 3 indexed citations

Pixner, Silvia, et al.. (2023). TIGRO-M: A Program for Automatization of Multiplication Facts. Psychology. 14(5). 857–879.

Bahnmueller, Julia, et al.. (2023). Design and empirical evaluation of a multitouch interaction game-like app for fostering early embodied math learning. International Journal of Human-Computer Studies. 175. 103030–103030. 5 indexed citations

Bahnmueller, Julia, et al.. (2022). Feinmotorik, Fingergnosie und frühe mathematische Fähigkeiten. Lernen und Lernstörungen. 11(3). 139–157. 3 indexed citations

10.

Moeller, Korbinian, et al.. (2022). A critical review of number order judgements and arithmetic: What do order verification tasks actually measure?. Cognitive Development. 64. 101262–101262. 13 indexed citations

11.

Artemenko, Christina, et al.. (2022). Finger-Based Numerical Training Increases Sensorimotor Activation for Arithmetic in Children—An fNIRS Study. Brain Sciences. 12(5). 637–637. 6 indexed citations

12.

Carvalho, Maria Raquel Santos, et al.. (2021). The quandary of diagnosing mathematical difficulties in a generally low performing population. Dementia & Neuropsychologia. 15(2). 267–274. 2 indexed citations

13.

Hasselhorn, Marcus, et al.. (2021). The development of early visual-spatial abilities – considering effects of test mode. Cognitive Development. 60. 101092–101092.

14.

Hartmann, Matthias, et al.. (2019). Unbounded number line estimation as a measure of numerical estimation. PLoS ONE. 14(3). e0213102–e0213102. 13 indexed citations

15.

Moeller, Korbinian, et al.. (2019). Embodied numerical representations and their association with multi-digit arithmetic performance. Cognitive Processing. 21(1). 95–103. 8 indexed citations

16.

Huber, Stefan, et al.. (2016). Sex differences in number line estimation: The role of numerical estimation. British Journal of Psychology. 108(2). 334–350. 18 indexed citations

17.

Spüler, Martin, Carina Walter, Wolfgang Rosenstiel, et al.. (2016). EEG-based prediction of cognitive workload induced by arithmetic: a step towards online adaptation in numerical learning. Journal on Mathematics Education. 48(3). 267–278. 26 indexed citations

18.

Klein, Elise, Korbinian Moeller, Harald Zauner, et al.. (2013). Object-based neglect in number processing. Behavioral and Brain Functions. 9(1). 5–5. 6 indexed citations

19.

Klein, Elise, Stefan Huber, Johannes Bloechle, et al.. (2013). Correction: Bilateral Bi-Cephalic Tdcs with Two Active Electrodes of the Same Polarity Modulates Bilateral Cognitive Processes Differentially. PLoS ONE. 8(8). 12 indexed citations

20.

Pixner, Silvia, Korbinian Moeller, Julia Zuber, & Hans‐Christoph Nuerk. (2009). Decomposed but Parallel Processing of Two-Digit Numbers in 1st Graders. The Open Psychology Journal. 2(1). 40–48. 14 indexed citations

Rankless uses publication and citation data sourced from OpenAlex, an open and comprehensive bibliographic database. While OpenAlex provides broad and valuable coverage of the global research landscape, it—like all bibliographic datasets—has inherent limitations. These include incomplete records, variations in author disambiguation, differences in journal indexing, and delays in data updates. As a result, some metrics and network relationships displayed in Rankless may not fully capture the entirety of a scholar's output or impact.

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