Publications

Articles in journals and book contributions (with peer revies) since 2010

Citations (Google Scholar)

 

2021

Saunders, M. & Quaiser-Pohl, C.M. (2021). Identifying solution strategies in a mental-rotation test with gender-stereotyped objects by analyzing gaze patterns. Journal of Eye Movement Research, 13 (6):5, https://bop.unibe.ch/JEMR/article/view/JEMR.13.6.5/10647 

2020

Rahe, M., Ruthsatz, V., & Quaiser-Pohl, C.M. (2020). Influence of the stimulus material on gender differences in a mental-rotation test. Psychological Research, 1–8. https://doi.org/10.1007/s00426-020-01450-w

Schürmann, L., Gaschler, R., & Quaiser-Pohl, C.M. (2020). Motivation theory in the school context: Differences in preservice and practicing teachers’ experience, opinion, and knowledge. European Journal of Psychology of Educationhttps://doi.org/10.1007/s10212-020-00496-z

Rahe, M., & Quaiser-Pohl, C.M. (2020). Am I Right? The Effects of Feedback on the Performance in a Mental-Rotation Test in Children. British Journal of Education, 8(4), 95-102.

Rahe, M., & Quaiser-Pohl, C.M. (2020). Cubes or Pellets in Mental-Rotation Tests: Effects on Gender Differences and on the Performance in a Subsequent Math Test. Behavioral Sciences10(1), 12.

2019

Rahe, M., & Quaiser-Pohl, C. (2019). Mental-rotation performance in middle and high-school age: influence of stimulus material, gender-stereotype beliefs, and perceived ability of gendered activities. Journal of Cognitive Psychologydoi: 10.1080/20445911.2019.1649265.

Ruthsatz, V., Rahe, M., Schuermann, L., & Quaiser-Pohl, C. (2019). Girls' stuff, boys' stuff and mental rotation: Fourth graders rotate faster with gender-congruent stimuli. Journal of Cognitive Psychology, doi: 10.1080/20445911.2019.1567518.

Quaiser-Pohl, C. , Saunders, M., Arasa, J.N., Kariuki, P.W., & Heinecke-Mueller, M. (2019). The role of gender and culture for the development of human resources in Kenya. In M. Endepohls-Ulpe & J. Ostrouch-Kaminska  (Ed). Gender - Diversity - Intersectionality. (New) Perspectives in Adult Education (pp 105-124). Münster, New York: Waxmann.

Sander, E., Quaiser-Pohl, C., & Endepohls-Ulpe, M. (2019). Mentoring als Kernelement der Frauenförderung im MINT-Bereich. Das rheinland-pfälzische "Ada-Lovelace-Projekt". In Y. Hafner & L. Loge (Hrsg.), Berufsorientierung für Frauen im MINT-Bereich (S.164-182). Leverkusen: Verlag Barbara Budrich.

2018

Rahe, M., Ruthsatz, V., Jansen, P., & Quaiser-Pohl, C. (2018). Different practice effects for males and females by psychometric and chronometric mental-rotation tests. Journal of Cognitive Psychology, doi: 10.1080/20445911.2018.1561702

Rahe, M., Ruthsatz, V., & Quaiser-Pohl, C. (2018). is the mental-rotation performance influenced by gender and orientation ability? (Abstract). Cognitive Processing, 19, 68.

Quaiser-Pohl, CM, Rahe, M., & Ruthsatz, V. (2018). Do gender differences in mental rotation disappear when objects other than cube figures are used? (Abstract). Cognitive Processing, 19, 26-27.

Rahe, M.,, Ruthsatz, V., Jansen, P., & Quaiser-Pohl, C. (2018). Influence of sex-stereotyped stimuli on the mental-rotation performance of elderly persons. Experimental Aging Research, doi: 10.1080/0361073X. 2018.1475156.

2017

Rahe, M. & Quaiser-Pohl, C.M. (2017). Fixation time as predictor of the improvement of the test performance during a chronometric mental-rotation test (Abstract). Journal of Eye Movement Research, 10 (6), 304.

Ruthsatz, V., Neuburger, S., Rahe, M., Jansen, P., & Quaiser-Pohl, C. (2017). The gender effect in 3D-mental-rotation performance with familiar and gender-stereotyped objects – a study with elementary school children. Journal of Cognitive Psychology, 29, 1-14.

2016

Quaiser-Pohl, C., & Endepohls-Ulpe, M. (2016). Diversity Management in „diversen“ Bildungskontexten in Deutschland und Europa: ein Überblick. In T. Ringeisen & P. Genkova (Hrsg.), Diversity Kompetenz: Perspektiven und Anwendungsfelder, Band 1: Gegenstandsbereiche der Diversity Kompetenz (S. 743-764). Wiesbaden: Springer Fachmedien.

Rahe, M., & Quaiser-Pohl, C. (2016). Observation time and rotational speed as predictors of mental-rotation performance in a chronometric study (Abstract). International Journal of Psychology, 51, 205.

Quaiser-Pohl, C. (2016). Coping with diversity in kindergarten - Language promotion in migrant children by early music education and interactive reading aloud (Abstract). International Journal of Psychology, 51, 377.

Sander, E., Endepohls-Ulpe, M.,, & Quaiser-Pohl, C. (2016). Adult education in science and technology, engineering, and mathematics under the gender aspect - A critical overview of programs and strategies in Germany. In M. Maksimović, J. Ostrouch-Kamińska, K. Popović, & A. Bulajić (Eds.), Contemporary issues and perspectives on gender research in adult education (pp. 211-223). Belgrade: Institute for Pedagogy and Andragogy, Faculty of Philosophy, University of Belgrade, ESREA - European Society for Research on the Education of Adults, Adult Education Society.

Quaiser-Pohl, C., & Saunders, M. (2016). Gender roles with regard to family and work from a national and a cross-cultural perspective. In J.N. Arasa, W. Echterhoff, M. Heinecke-Müller, P.W. Kariuki, G.K. Mwiti, & C. Quaiser-Pohl (Eds.), Revisiting the Big Five Personality Factors: Adaptation for the Use in European -African Human Resources Management, Proceedings of the Bilateral Workshop 22nd -29th February 2016, Nairobi, Kenya (pp. 21-29)Koblenz: University of Koblenz-Landau (urn:nbn:de:kola-13709).

Quaiser-Pohl, C., Lehmann, J., Kudielka-Wüst, B.., & Jansen, P. (2016). Is there a relationship between the performance in a chronometric mental-rotations test and testosterone and estradiol in children aged 9 to 14 years. Developmental Psychobiology, 58, 120-128.

2015

Endepohls-Ulpe, M., Quaiser-Pohl, C., & Deckers, C. (2015). Availability and use of personal computers in German kindergartens – preconditions and influences. In S. Garvis, & N. Lemon (Ed.), Understanding digital technologies and young children - An international perspective (pp 112-121). New York: Springer.

 Ruthsatz, V., Neuburger, S., Jansen, P. & Quaiser-Pohl, C. (2015). Cars or dolls? Influence of gender, stereotyped stimuli and rotational axis on children's mental-rotation performance. Learning and Individual Differences, 38, 75-82. DOI: 10.1016/j.lindif.2015.08.016

Quaiser-Pohl, C., & Endepohls-Ulpe, M. (2015). Diversity Management  in „diversen“ Bildungskontexten in Deutschland und Europa: ein Überblick. In T. Ringeisen & P. Genkova (Hrsg.), Diversity Kompetenz: Perspektiven und Anwendungsfelder, Band 1: Gegenstandsbereiche der Diversity Kompetenz. Heidelberg, New York: Springer. DOI 10.1007/978-3-658-08003-7_54-1

Jansen, P., Quaiser-Pohl, C., Neuburger, S. & Ruthsatz, V. (2015). Factors influencing mental-rotation with action-based gender-stereotyped objects - the role of fine motor skills, Current Psychology, 34, 46-476. DOI 10.1007/s12144-014-9269-7

Endepohls-Ulpe, M., Sander, E., Geber, G., & Quaiser-Pohl, C. (2015). How they became different – Life courses of women working successfully in the field of STEM. In J. Ostrouch-Kaminska & C.C. Vieira (Ed.). Private world(s). Gender and informal learning of adults (pp.145-156). Rotterdam: Sense Publishers.

Neuburger, S., Ruthsatz, V., Jansen, P., & Quaiser-Pohl, C. (2015). Can girls think spatially? Influence of implicit gender stereotype activation and rotational axis on fourth graders’ mental-rotation performance. Learning and Individual Differences, 37, 169-175. DOI:10.1016/j.lindif.2014.09.003  

2014

Neuburger, S., Ruthsatz, V., Jansen, P., & Quaiser-Pohl, C. (2014). Can girls think spatially? Influence of implicit gender stereotype activation and rotational axis on fourth graders’ mental-rotation performance. Learning and Individual Differences, 37, 169-175. DOI.10.1016/j.lindif.2014.09.003.

Ruthsatz, V., Neuburger, S., Jansen, P., & Quaiser-Pohl, C. (2014). Pellets, the feminine answer to cube figures? Influence of stimulus features and rotational axis on the mental-rotation performance of fourth-grade boys and girls, Spatial Cognition IX, 370-382.

Quaiser-Pohl, C., Neuburger, S., Heil, M., Schmelter, A. & Jansen, P.  (2014). Is the male advantage in mental-rotation performance task independent? On the usability of chronometric tests and paper-and-pencil tests in children. International Journal of Testing, 14, 122-142. DOI:10.1016/j.cogdev.2012.08.005

Lehmann, J., Quaiser-Pohl, C., & Jansen, P. (2014). Correlation of motor skill, mental rotation, and working memory in 3- to 6-year-old children. European Journal of Developmental Psychology, 4, 1-14. DOI:10.1080/17405629.2014.8889

2013

Neuburger, S., Jansen, P., Heil, M., & Quaiser-Pohl, C. (2013). Can stories reduce female underachievement? Effects of a fictional role-model on spatial test performance, gender stereotypes and self-concept of ability. Frontiers in Psychological and Behavioral Science, 2, 73-88.

Ruthsatz, V. R., Neuburger, S., & Quaiser-Pohl, C. (2013). The social relevance and the socio-cultural origins of gender differences in spatial abilities. Folia Sociologica, 43, 17-32.

Quaiser-Pohl, C. (2013). Diversity in education and the concept of “diversity” as a topic for educational science studies. In C. Quaiser-Pohl, V. R. Ruthsatz, & M. Endepohls-Ulpe (Eds), Diversity and Diversity Management in Education - A European Perspective (pp. 9-22). Münster/New York: Waxmann.

2012

Quaiser-Pohl, C. (2012). Academic careers in science and technology - why women are less represented than men. In J. Ostrouch-Kaminska, Chr. Fontanini & Sh. Gaynard (Eds.), Considering gender in adult learning and academia: invisible act (pp. 197-204). Wrocław: Wydawnictwo Naukowe Dolnośląskiej Szkoły Wyższej.

Jansen, P., Schmelter, A., Quaiser-Pohl, C., Neuburger, S., & Heil, M. (2012). Mental rotation performance in primary school age children: Are there gender differences in chronometrical tests? Cognitive Development, 28, 51-62. DOI:10.1016/j.cogdev.2012.08.005

Jansen, P., Lehmann, J., Ulrich, L., Krinninger, J., Van Doren, J., & Quaiser-Pohl, C. (2012). Mental rotation performance in soccer players. Journal of Sport and Exercise Psychology, 34, 242.

Neuburger, S., Heuser, V.R., Jansen, P., & Quaiser-Pohl, C. (2012). Influence of rotational axis and gender-stereotypical nature of rotation stimuli on the mental-rotation performance of male and female fifth graders. In C. Stachniss, K. Schill, & S. Uttal (Eds.), Spatial Cognition VIII, 220-229.

Neuburger, S., Jansen, P., Heil, M., & Quaiser-Pohl, C. (2012). A threat in the classroom: Gender stereotype activation and the cognitive performance of elementary-school children. Journal of Psychology, 2261-69. DOI:10.1027/2151-2604/a000097

Quaiser-Pohl, C., Endepohls-Ulpe, M., Rasic, R. H., Gnosa, T. & Sander, E. (2012). Mentoring beim Übergang in die berufliche Ausbildung am Beispiel des Ada-Lovelace-Projekts. Diskurs Kindheits- und Jugendforschung, Heft 2/2012, 161-172.

Heil, M., Jansen, P., Quaiser-Pohl, C. & Neuburger, S. (2012) Gender-specific effects of artificially induced gender beliefs in mental rotation, Learning and Individual Differences, 22, 350-353. DOI:10.1016/j.lindif.2012.01.004

Quaiser-Pohl, C. (2012). Mädchen und Frauen in MINT – ein Überblick. In Stöger, H. & Ziegler, A. (Hrsg.), Mädchen und Frauen in MINT – Bedingungen von Geschlechtsunterschieden und Interventions­möglichkeiten (S. 13-39). Münster: LIT Verlag.

Quaiser-Pohl, C. (2012). Räumliches Vorstellungsvermögen – Geschlechts­unterschiede und Interventionsmöglichkeiten. In Stöger, H. & Ziegler, A. (Hrsg.), Mädchen und Frauen in MINT – Bedingungen von Geschlechtsunterschieden und Interventions­möglichkeiten (S. 213-227). Münster: LIT Verlag.

2011

Quaiser-Pohl, C. & Thomas, D. (2011). Studieren mit Migrationshintergrund – Ergebnisse einer Onlinebefragung. Ada-Lovelace-Projekt Schriftenreihe, 1 (1). Universität Koblenz.

Quaiser-Pohl, C. & Sander, E. (2011). Einfluss von Erfahrungen und Einstellungen auf die Leistungen im Mentalen Rotationstest bei Studierenden der Computervisualistik oder nicht-technischer Fächer - ein Testhälftenvergleich, Zeitschrift für Empirische Pädagogik, 25, 218-231.

Quaiser-Pohl, C. (2011). Poster in der Psychologie – nützliches Medium oder Präsentationsform von geringer Akzeptanz? In K. Ruhl (Hrsg.), Das Poster in der Wissenschaft. Zum Stellenwert des Posters in der Nachwuchsförderung am Beispiel der Universität Koblenz-Landau (S. 53-57). Gießen: Johannes Herrmann Verlag.

Quaiser-Pohl, C. (2011). Psychologische Unterschiede zwischen Frauen und Männern - Fakten, Irrtümer, Erklärungsansätze. In H. Fink & R. Rosenzweig (Hrsg.). Mann, Frau, & Gehirn. Geschlechterdifferenz und Neurowissenschaft (113-135). Paderborn: mentis.

Neuburger, S., Jansen, P., Heil, M., & Quaiser-Pohl, C. (2011). Mental rotation in preadolescence: Does the gender difference in elementary-school children depend on grade and stimulus type? Personality and Individual Differences, 50, 1238-1242. DOI:10.1016/j.paid.2011.02.017

2010

Glück, J., Quaiser-Pohl, C. & Neubauer, A.C. (2010). New Approaches to Studying Individual Differences in Spatial Abilities (Editorial). Journal of Individual Differences, 31, 57-58. [IF: 0,875]

Rohe, A.M. & Quaiser-Pohl, C. (2010). Mathematische Fähigkeiten von Mädchen und Jungen beim Übergang vom Kindergarten in die Grundschule. In B. Schwarz, P. Nenninger & R. Jäger (Hrsg.), Erziehungswissenschaftliche Forschung - nachhaltige Bildung. Beiträge zur 5. DGfE-Sektionstagung "Empirische Bildungsforschung"/AEPF-KBBB im Frühjahr 2009 (S. 436-442). Landau: Empirische Pädagogik.

Sander, E., Quaiser-Pohl, C. & Stigler, C. (2010). Factors influencing the development of mental-rotation ability – The role of socio-cultural background. European Journal of Developmental Science, 4, 18-30.

Quaiser-Pohl, C., Rohe, A., & Amberger, T. (2010). The solution strategy as an indicator of the developmental stage of pre-school children’s mental-rotation ability. Journal of Individual Differences, 31, 95-100. DOI:10.1027/1614-0001/a000017

Quaiser-Pohl, C. (2010). Spielen und Spielplatzgestaltung. In V. Linneweber & E.D. Lantermann (Hrsg.), Enzyklopädie der Psychologie, Umweltpsychologie (Band C/IX/2 „Spezifische Umwelten und umweltbezogenes Handeln“, S. 211-231). Göttingen: Hogrefe.