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Gashaj, Venera; Uehlinger, Yoann; Roebers, Claudia M. (2016). Numerical magnitude skills in 6-years-old children: Exploring specific associations with components of executive function. Journal of Educational and Developmental Psychology, 6(1), pp. 157-172. Canadian Center of Science and Education 10.5539/jedp.v6n1p157
Völke, Annik E.; Roebers, Claudia M. (2016). Sustained attention and its relationship to fluid intelligence and working memory in children. Journal of Educational and Developmental Psychology, 6(1), pp. 131-139. Canadian Center of Science and Education 10.5539/jedp.v6n1p131
Feurer, Emanuel; Sassu, Raluca; Cimeli, Patrizia; Roebers, Claudia M. (2015). Development of meta-representations: Procedural metacognition and the relationship to Theory of Mind. Journal of Educational and Developmental Psychology, 5(1), pp. 6-18. Canadian Center of Science and Education 10.5539/jedp.v5n1p6
Neuenschwander, Regula; Roebers, Claudia M.; Blair, Clancy (2014). Being optimally aroused matters: Effects of a weak stress manipulation on children’s executive functions are moderated by temperament and age. Journal of Educational and Developmental Psychology, 4(1), pp. 194-208. Canadian Center of Science and Education 10.5539/jedp.v4n1p194
Fatzer, Simone T.; Roebers, Claudia M. (2013). Language and executive functioning: Children’s benefit from induced verbal strategies in different tasks. Journal of Educational and Developmental Psychology, 3(1), pp. 1-9. Canadian Center of Science and Education 10.5539/jedp.v3n1p1
Loher, Sarah; Roebers, Claudia M. (2013). Executive functions and their differential contribution to sustained attention in 5- to 8-year-old children. Journal of Educational and Developmental Psychology, 3(1), pp. 51-63. Canadian Center of Science and Education 10.5539/jedp.v3n1p51
Röthlisberger, Marianne; Neuenschwander, Regula; Cimeli, Patrizia; Roebers, Claudia M. (2013). Executive functions in 5- to 8-year olds: Developmental changes and relationship to academic achievement. Journal of Educational and Developmental Psychology, 3(2), pp. 153-167. Canadian Center of Science and Education 10.5539/jedp.v3n2p153
