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Items: 13

1.

Robust estimation of the hierarchical model for responses and response times.

Ranger J, Wolgast A, Kuhn JT.

Br J Math Stat Psychol. 2019 Feb;72(1):83-107. doi: 10.1111/bmsp.12143. Epub 2018 Jul 27.

PMID:
30051905
2.

A Diffusion Model Analysis of Magnitude Comparison in Children with and without Dyscalculia: Care of Response and Ability Are Related to Both Mathematical Achievement and Stimuli.

Szardenings C, Kuhn JT, Ranger J, Holling H.

Front Psychol. 2018 Jan 12;8:1615. doi: 10.3389/fpsyg.2017.01615. eCollection 2017.

3.

Analysing model fit of psychometric process models: An overview, a new test and an application to the diffusion model.

Ranger J, Kuhn JT, Szardenings C.

Br J Math Stat Psychol. 2017 May;70(2):209-224. doi: 10.1111/bmsp.12082. Epub 2017 Feb 3.

PMID:
28474770
4.

(Non-)symbolic magnitude processing in children with mathematical difficulties: A meta-analysis.

Schwenk C, Sasanguie D, Kuhn JT, Kempe S, Doebler P, Holling H.

Res Dev Disabil. 2017 May;64:152-167. doi: 10.1016/j.ridd.2017.03.003. Epub 2017 Apr 19.

PMID:
28432933
5.

A Mixture Proportional Hazards Model With Random Effects for Response Times in Tests.

Ranger J, Kuhn JT.

Educ Psychol Meas. 2016 Aug;76(4):562-586. doi: 10.1177/0013164415598347. Epub 2015 Aug 13.

6.

Basic numerical processing, calculation, and working memory in children with dyscalculia and/or ADHD symptoms.

Kuhn JT, Ise E, Raddatz J, Schwenk C, Dobel C.

Z Kinder Jugendpsychiatr Psychother. 2016 Sep;44(5):365-375. Epub 2016 Jun 29.

7.

Clinical trial on tonal tinnitus with tailor-made notched music training.

Stein A, Wunderlich R, Lau P, Engell A, Wollbrink A, Shaykevich A, Kuhn JT, Holling H, Rudack C, Pantev C.

BMC Neurol. 2016 Mar 17;16:38. doi: 10.1186/s12883-016-0558-7.

8.

Limited information estimation of the diffusion-based item response theory model for responses and response times.

Ranger J, Kuhn JT, Szardenings C.

Br J Math Stat Psychol. 2016 May;69(2):122-38. doi: 10.1111/bmsp.12064. Epub 2016 Feb 8.

PMID:
26853083
9.

Comorbidity of Arithmetic and Reading Disorder.

Raddatz J, Kuhn JT, Holling H, Moll K, Dobel C.

J Learn Disabil. 2017 May/Jun;50(3):298-308. doi: 10.1177/0022219415620899. Epub 2016 Aug 3.

PMID:
26772796
10.

A Race Model for Responses and Response Times in Tests.

Ranger J, Kuhn JT, Gaviria JL.

Psychometrika. 2015 Sep;80(3):791-810. doi: 10.1007/s11336-014-9427-8. Epub 2014 Nov 8.

PMID:
25381198
11.

Number sense or working memory? The effect of two computer-based trainings on mathematical skills in elementary school.

Kuhn JT, Holling H.

Adv Cogn Psychol. 2014 Jun 9;10(2):59-67. doi: 10.5709/acp-0157-2. eCollection 2014.

12.

An accumulator model for responses and response times in tests based on the proportional hazards model.

Ranger J, Kuhn JT.

Br J Math Stat Psychol. 2014 Nov;67(3):388-407. doi: 10.1111/bmsp.12025. Epub 2013 Sep 2.

PMID:
23992122
13.

Evaluating cognitive theory: a joint modeling approach using responses and response times.

Klein Entink RH, Kuhn JT, Hornke LF, Fox JP.

Psychol Methods. 2009 Mar;14(1):54-75. doi: 10.1037/a0014877.

PMID:
19271848

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