Barzagar Nazari, K., Ebersbach, M., 2019. Distributing mathematical practice of third and seventh graders: Applicability of the spacing effect in the classroom. Applied Cognitive Psychology 33, 288–298. https://doi.org/10.1002/acp.3485

Ebersbach, M., Malkus, D., Ernst, A., Ernst, A., 2019. Factors that affect primary school children’s sustainable behavior in a resource dilemma. Journal of Experimental Child Psychology 184, 18–33. https://doi.org/https://doi.org/10.1016/j.jecp.2019.03.007

Barzagar Nazari, K., Ebersbach, M., 2018. Distributed Practice: Rarely Realized in Self-Regulated Mathematical Learning. Frontiers in Psychology 9, 2170. https://doi.org/10.3389/fpsyg.2018.02170

Ebersbach, M., Nawroth, C., 2018. Shape But Not Color Facilitates Two-Year-Olds’ Search Performance in a Spatial Rotation Task. Infancy 23, 820–832. https://doi.org/10.1111/infa.12259

Wille, C., Ebersbach, M., 2017. Corrigendum to „Semantic congruency and the (reversed) Colavita effect in children and adults“ J. Exp. Child Psychol. 141 (2016) 23-33. Journal of Experimental Child Psychology 153, 173. https://doi.org/10.1016/j.jecp.2016.10.009

Ebersbach, M., Krüger, M., 2017. Let’s twist again! Embodiment effects in spatial judgments on human figures rotated along a vertical axis. JOURNAL OF COGNITIVE PSYCHOLOGY 29, 963–976. https://doi.org/10.1080/20445911.2017.1342647

Krüger, M., Ebersbach, M., 2017. Mental rotation and the human body: Children’s inflexible use of embodiment mirrors that of adults. The British journal of developmental psychology TBD. https://doi.org/10.1111/bjdp.12228

Stein, M., Auerswald, M., Ebersbach, M., 2017. Relationships between Motor and Executive Functions and the Effect of an Acute Coordinative Intervention on Executive Functions in Kindergartners. Frontiers in Psychology 8, 859. https://doi.org/10.3389/fpsyg.2017.00859

Nawroth, C., Ebersbach, M., von Borell, E., 2016. Are domestic pigs (Sus scrofa domestica) able to use complex human-given cues to find a hidden reward? Animal Welfare 25, 185–190. https://doi.org/10.7120/09627286.25.2.185

Peeters, D., Degrande, T., Verschaffel, L., Ebersbach, M., Luwel, K., 2016. Children’s use of number line estimation strategies. European Journal of Psychology of Education 31, 117–134. https://doi.org/10.1007/s10212-015-0251-z