Schmidt, C., Brandenburg, J. Busch, J., Büttner, G., Grube, D., Mähler, C. & Hasselhorn, M. (in press).
Developmental trajectories of phonological information processing in upper elementary students with reading or spelling disabilities.
Reading Research Quarterly.
DOI: 10.1002/rrq.299

Roden, I. Früchtenicht, F., Kreutz, G., Linderkamp, F. & Grube, D. (2019).
Auditory stimulation training with technically manipulated musical material in preschool children with specific language impairments: An explorative study.
Frontiers in Psychology, 10, 2026.
DOI: 10.3389/fpsyg.2019.02026

Busch, J., Schmidt, C., Studte, S. & Grube, D. (2019).
Cognitive characteristics of numeracy-impaired children as a function of the cut-off criterion.
Learning and Learning Disorders, 8, 167-178.
DOI: 10.1024/2235-0977/a000258

Jörns, C., Schuchardt, K., Grube, D., Barkam, L. V. & Mähler, C. (2017).
ZIKZAK - Do kindergarten children benefit from board games to promote numerical competences and phonological awareness? Teaching Science, 45(3), 220-238.

Mähler, C., Grube, D. & Schuchardt, K. (2017).
Interindividual differences in cognitive competences as a challenge for early childhood education. Pädagogische Rundschau, 71, 349-366.

Schmidt, H. K., Grube, D. & Rothgangel, M. (2017).
The relevance of prior content knowledge regarding bioethical dilemmas: Religious education in dialogue with empirical studies of educational psychology.
Journal of Empirical Theology, 30, 68-86.

Grube, D., Busch, J., Schmidt, C. (2017).
Cognitive conditions of dyscalculia.
In A. Fritz, S. Schmidt & G. Ricken (Eds.), Handbuch Rechenschwäche - Lernwege, Schwierigkeiten und Hilfen bei Dyskalkulie (3rd fully revised and expanded ed., pp. 126-140). Weinheim: Beltz.

Schmidt, H. K., Rothgangel, M. & Grube, D. (2017).
Does prior domain-specific content knowledge influence students' recall of arguments surrounding interdisciplinary topics?
Journal of Adolescence, 61, 96-106. DOI: 10.1016/j.adolescence.2017.10.001

Lohbeck, A., Grube, D. & Moschner, B. (2017).
Academic self-concept and causal attributions for success and failure among elementary school children.
International Journal of Early Years Education, 25, 190-203.

Roden, I., Zepf, F., Kreutz, G., Grube, D. & Bongard, S. (2016).
Effects of music and natural science training on aggressive behaviour.
Learning and Instruction, 45, 85-92.

Grube, D. & Ricken, G. (2016).
Rechenschwäche und Dyskalkulie.
In K. Seifried, S. Drewes & M. Hasselhorn (Eds.), Handbuch Schulpsychologie (2nd ed., pp. 208-218). Stuttgart: Kohlhammer.

Busch, J., Schmidt, C. & Grube, D. (2015).
Arithmetic fact retrieval: Are there differences between children with developmental dyscalculia and those with mathematical difficulties?
Journal of Psychology, 223(2), 110-119.
DOI: 10.1027/2151-2604/a000209

Klesczewski, J., Brandenburg, J., Fischbach, A., Grube, D., Hasselhorn, M. & Büttner, G. (2015).
Working memory functioning in children with poor mathematical skills:
Relationships to IQ-achievement discrepancy and additional reading and spelling difficulties.
Journal of Psychology, 223(2), 83-92.
DOI: 10.1027/2151-2604/a000206

Schmidt, H. K., Rothgangel, M. & Grube, D. (2015).
Prior knowledge in recalling arguments in bioethical dilemmas.
Frontiers in Psychology, 6, 1292.
DOI: 10.3389/fpsyg.2015.01292.

Schuchardt, K., Brandenburg, J., Fischbach, A., Büttner, G., Grube, D., Mähler, C. & Hasselhorn, M. (2015).
The development of academic self-concept in primary school children with learning difficulties.
Journal of Educational Science, 18, 513-526.
DOI: 10.1007/s11618-015-0649-z.

Grube, D., Schuchardt, K., Balke-Melcher, C., von Goldammer, A., Piekny, J. & Mähler, C. (2015).
Development of numerical competence at kindergarten age: Trajectories, interindividual differences and influences of working memory and home environment.
In P. Cloos, K. Koch & C. Mähler (Eds.), Development and promotion in early childhood. Interdisciplinary perspectives (pp. 78-99). Weinheim: Juventa.

Mähler, C., Piekny, J., Goldammer, A. v., Balke-Melcher, C., Schuchardt, K. & Grube, D. (2015).
Cognitive competences as predictors of school performance at primary school age.
In P. Cloos, K. Koch & C. Mähler (Eds.), Development and support in early childhood. Interdisciplinary perspectives (pp. 60-77). Weinheim: Juventa.

Jörns, C., Schuchardt, K., Grube, D. & Mähler, C. (2014).
Spielorientierte Förderung numerischer Kompetenzen im Vorschulalter und deren Eignung zur Prävention von Rechenschwierigkeiten.
Empirische Sonderpädagogik, 2014-3, 243-259.

Roden, I., Grube, D., Bongard, S. & Kreutz, G. (2014).
Does music training enhance working memory performance? Findings from a quasi-experimental longitudinal study.
Psychology of Music, 42(2), 284-298. Available at:
pom.sagepub.com/content/early/2013/03/12/0305735612471239.full.pdf [01.11.2014].

Piekny, J., Grube, D. & Mähler, C. (2014).
The development of experimentation and evidence evaluation skills at preschool age.
International Journal of Science Education, 36(2), 334-354.

Schuchardt, K., Piekny, J., Grube, D. & Mähler, C. (2014).
Influence of cognitive characteristics and home environment on the development of numerical skills at preschool age.
Journal of Developmental and Educational Psychology, 46(1), 24-34.

Schuchardt, K., Grube, D. & Mähler, C. (2013).
"Difficult children" right from the start? - Attention problems as a risk factor for school readiness.
Childhood and Development, 22(4), 217-223.

Busch, J., Oranu, N., Schmidt, C. & Grube, D. (2013).
Dyscalculia in primary school age: Reduced availability of basal arithmetic fact knowledge and working memory load in third graders.
Learning and Learning Disorders, 2(4), 217-227.

Brandenburg, J., Klesczewski, J., Fischbach, A., Büttner, G., Grube, D., Mähler, C. & Hasselhorn, M. (2013).
Working memory functions in children with underachievement in written language: On the dissociation of reading and spelling skills and the relevance of the IQ discrepancy criterion.
Learning and Learning Disorders, 2(3), 147-159.

Piekny, J., Grube, D. & Mähler, C. (2013).
The relation between preschool children's false-belief understanding and domain-general experimentation skills.
Metacognition and Learning, 8(2), 103-119. Available at:
link.springer.com/content/pdf/10.1007%2Fs11409-013-9097-4.pdf [19.06.2013].

Fischbach, A., Schuchardt, K. Brandenburg, J., Klesczewski, J., Balke-Melcher, C., Schmidt, C. Büttner, G., Grube, D., Mähler, C. & Hasselhorn, M. (2013).
Prevalence of learning disabilities and learning disorders: On the importance of diagnostic criteria.
Learning and learning disorders, 2(2), 65-76.

Jörns, C., Schuchardt, K., Mähler, C. & Grube, D. (2013).
Everyday integrated promotion of numerical competences in kindergarten.
Early education, 2(2), 84-91.

Grube, D. & Oranu, N. (2013).
Diagnostic Inventory of Numeracy Skills in Primary School Age (DIRG): Assessing basic arithmetic facts and routines.
In M. Hasselhorn, A. Heinze, W. Schneider & U. Trautwein (Eds.), Diagnostik mathematischer Kompetenzen (Tests und Trends - Jahrbuch der pädagogisch-psychologischen Diagnostik, N.F., Vol. 11, pp. 137-148). Göttingen: Hogrefe.

Piekny, J., Grube, D. & Mähler, C. (2012).
The prediction of children's understanding of experiments from preschool cognitive competences and domestic influencing factors.
In K. Fröhlich-Gildhoff, I. Nentwig-Gesemann & H. Wedekind (eds.), Forschung in der Frühpädagogik V - Schwerpunkt: Naturwissenschaftliche Bildung - Begegnung mit Dingen und Phänomenen (Series: Materialien zur Frühpädagogik, Vol. 10, pp. 135-154). Freiburg: Research Development Teaching.

Mähler, C. & Grube, D. (2012).
Learning disorders.
In W. Schneider & U. Lindenberger (Eds.), Developmental Psychology (7th ed., pp. 605-618). Weinheim: Beltz/PVU.

Seitz-Stein, K., Schumann-Hengsteler, R., Zoelch, C., Grube, D., Mähler, C. & Hasselhorn, M. (2012).
Diagnostics of working memory functioning in children between 5 and 12 years of age: The Working Memory Test Battery AGTB 5-12.
In M. Hasselhorn & C. Zoelch (Eds.), Funktionsdiagnostik des Arbeitsgedächtnisses (Tests and Trends - Jahrbuch der pädagogisch-psychologischen Diagnostik, N.F., vol. 10, pp. 1-22). Göttingen: Hogrefe.

Grube, D. & Seitz-Stein, K. (2012).
Working memory and arithmetic.
In M. Hasselhorn & C. Zoelch (Eds.), Funktionsdiagnostik des Arbeitsgedächtnisses (Tests and Trends - Jahrbuch der pädagogisch-psychologischen Diagnostik, N.F., Vol. 10, pp. 145-157). Göttingen: Hogrefe.

Holstermann, N., Ainley, M., Grube, D., Roick, T. & Bögeholz, S. (2012).
The specific relationship between disgust and interest: Relevance during biology class dissections and gender differences.
Learning and Instruction, 22(3), 185-192.

Aust, K., Watermann, R. & Grube, D. (2012).
Performance developments in secondary school specialisation classes in the first school year after the primary school transition.
Psychology in Education and Teaching, 59(1), 21-31.

Hasselhorn, M., Schumann-Hengsteler, R., Gronauer, J., Grube, D., Mähler, C., Schmid, I., Seitz-Stein, K. & Zoelch, C. (2012).
Working memory test battery for children aged 5 to 12 years (AGTB 5-12).
Göttingen: Hogrefe.

Grube, D. (2011).
Memory development.
In K.-H. Horn, H. Kemnitz, W. Marotzki & U. Sandfuchs (Eds.), Klinkhardt Lexikon Erziehungswissenschaft (Vol. 1, pp. 448-449). Bad Heilbrunn: Klinkhardt.

Ruhmland, M. & Grube, D. (2011).
Grundlagen zu Gesprächsführung und Beratung im Kontext frühkindlicher Bildung
(Study letter for the degree programme Early Childhood Inclusive Education at Fulda University of Applied Sciences). Koblenz: Central Office for Distance Learning at Universities of Applied Sciences.

Kreutz, G. & Grube, D. (2010).
Memory.
In H. de la Motte, H. von Lösch, G. Rötter & C. Utz (Eds.), Lexikon der Systematischen Musikwissenschaft (Series Handbuch der Systematischen Musikwissenschaft, Vol. 6). Laaber: Laaber-Verlag.

Aust, K., Watermann, R. & Grube, D. (2010).
Self-concept development and the influence of goal orientations after the transition to secondary school.
Journal of Educational Psychology, 24(2), 95-109.

Schumann-Hengsteler, R., Grube, D., Zoelch, C., Mähler, C., Seitz-Stein, K. Schmid, I., Gronauer, J. & Hasselhorn, M. (2010).
Differential diagnostics of working memory functioning in children with the AGTB 5-12.
In H.-P. Trolldenier, W. Lenhard & P. Marx (Eds.), Focal points of memory research: developmental and educational-psychological perspectives (pp. 305-319). Göttingen: Hogrefe.

Hasselhorn, M., Mähler, C., Grube, D., Büttner, G. & Gold, A. (2010).
The role of memory deficits in the development of learning and performance disorders at school.
In H.-P. Trolldenier, W. Lenhard & P. Marx (Eds.), Focal points of memory research: developmental and educational-psychological perspectives (pp. 247-262). Göttingen: Hogrefe.

Grube, D., Weberschock, U., Blum, M. & Hasselhorn, M. (2010).
Diagnostic Inventory of Numeracy Skills in Primary School Age (DIRG).
Göttingen: Hogrefe.

Holstermann, N., Grube, D. & Bögeholz, S. (2010).
Hands-on activities and their influence on students' interest.
Research in Science Education, 40(5), 743-757. Published online. www.springerlink.com/index/y03t155241705585.pdf (18.12.2009, open access).

Aust, K., Watermann, R. & Grube, D. (2009).
Konsequenzen von Leistungsgruppierungen für die Entwicklungsverlauf des allgemeinen und fachspezifischen Fähigkeitsselbstkonzepts nach dem Übergang in die Sekundarstufe.
Journal of Educational Science, 12 (special issue "Educational Decisions"), 328-351.

Grube, D. (2009).
Memory and learning in childhood.
Physiopraxis, 11-12/09, 40-43.
[Reprint of Grube, 2009, in Ergopraxis]

Holstermann, N., Grube, D. & Bögeholz, S. (2009).
The influence of emotion on students' performance in dissection exercises.
Journal of Biological Education, 43(4), 164-168.

Grube, D. (2009).
Memory and learning in childhood.
Ergopraxis, 7-9/09, 20-23.

Grube, D. (2009).
Cognitive conditions of dyscalculia.
In Fritz, A., Ricken, G. & Schmidt, S. (Eds.), Handbuch Rechenschwäche - Lernwege, Schwierigkeiten und Hilfen bei Dyskalkulie (pp. 181-196). Weinheim: Beltz.

Grube, D., Lingen, M. & Hasselhorn, M. (2008).
Development of phonological working memory: On the role of rehearsal and lexicality for the similarity effect.
Zeitschrift für Entwicklungspsychologie und Pädagogische Psychologie, 40, 200-207.

Hasselhorn, M. & Grube, D. (2008).
Individual prerequisites and developmental characteristics of learning in preschool and early school age.
Empirical Pedagogy, 22, 113-126.

Grube, D. (2008).
Dyscalculia.
In W. Schneider & M. Hasselhorn (Eds.), Handbook of educational psychology (Handbook of psychology series, vol. 10, pp. 642-652). Göttingen: Hogrefe.

Hasselhorn, M., Mähler, C. & Grube, D. (2008).
Learning disorders in partial performance areas.
In R. Oerter & L. Montada (Eds.), Developmental Psychology (6th ed., pp. 769-778). Weinheim: Beltz/PVU.

Mähler, C., Hasselhorn, M. & Grube, D. (2008).
School failure.
In F. Petermann & W. Schneider (Eds.), Applied developmental psychology (Encyclopaedia of psychology, Development series, vol. 7, pp. 413-447). Göttingen: Hogrefe.

Hasselhorn, M. & Grube, D. (2007).
Was hat das Arbeitsgedächtnis mit dem Erwerb des Lesens, Schreibens und Rechnens zu tun?
In K. Rosenberger & M. Ochoko-Stastny (eds.), Mit Sprache wachsen: Die Bedeutung der Sprache und ihrer Grundlagen für den Erwerb der Kulturtechniken (Reihe Sprachheilpädagogik: Wissenschaft und Praxis, Vol. 2, pp. 43-59). Vienna: Lernen mit Pfiff.

Hasselhorn, M., Grube, D., Mähler, C. & Roick, T. (2007).
Experimental research: What does it do for special education?
In J. Walter & F. B. Wember (Eds.), Sonderpädagogik des Lernens (Handbook of special education, Vol. 2, pp. 897-910). Göttingen: Hogrefe.

Grube, D. & Krajewski, K. (2007).
Precursor competences of mathematical thinking. Wissen & Wachsen, Schwerpunktthema Mathematik und mathematische Förderung, Wissen
(Topic portal on early childhood education on the Internet). Available at:
www.wl-lang.de/Lernbereich%20Mathematik/Lernbereich%20Ma%20Vorlaeuferfaehigkeiten%20Mathe.pdf [19/06/2013].

Schuchardt, K., Kunze, J., Grube, D. & Hasselhorn, M. (2006).
Working memory deficits in children with poor numeracy and written language performance.
Zeitschrift für Pädagogische Psychologie, 20, 261-268.

Grube, D. & Hasselhorn, M. (2006).
Longitudinal analyses of reading, spelling and mathematics performance at primary school age: On the role of prior knowledge, intelligence, phonological working memory and phonological awareness.
In I. Hosenfeld & F.-W. Schrader (Eds.), School performance: Foundations, conditions, perspectives (pp.87-105). Münster: Waxmann.

Weberschock, U. & Grube, D. (2006).
On the specificity of influences of working memory capacity and arithmetic fact knowledge on arithmetic performance of fourth graders.
Psychology in Education and Teaching, 53, 291-302.

Grube, D. (2006).
Introduction to the thematic issue "Determinants and predictors of arithmetic competences in children".
Psychology in Education and Teaching, 53, 233-235.

Hasselhorn, M. & Grube, D. (2006).
Memory development (basics).
In W. Schneider & B. Sodian (Eds.), Encyclopaedia of psychology: subject area C Theory and research, Series V Development, vol. 2 Cognitive development (pp. 271-325). Göttingen: Hogrefe.

Grube, D. (2006).
Development of arithmetic at primary school age: Basic skills, knowledge retrieval and working memory influences (Educational psychology and developmental psychology series).
Münster: Waxmann. [peer reviewed]
www.waxmann.com/kat/1572.html

Hasselhorn, M., Mähler, C. & Grube, D. (2005).
Theory of mind, working memory, and verbal ability in preschool children: The proposal of a relay race model of the developmental dependencies.
In W. Schneider, R. Schumann-Hengsteler & B. Sodian (Eds.), Young children's cognitive development: Interrelationships among executive functioning, working memory, verbal ability, and theory of mind (pp. 219-237). Mahwah, NJ: Lawrence Erlbaum Associates.

Grube, D. (2005).
Development of arithmetic at primary school age.
In M. Hasselhorn, W. Schneider & H. Marx, Diagnostics of mathematics performance (Tests and trends - Yearbook of educational-psychological diagnostics, N.F., vol. 4, pp. 105-124). Göttingen: Hogrefe.

Grube, D. & Barth, U. (2004).
Arithmetic performance in primary school pupils: The role of working memory and basal factual knowledge.
Zeitschrift für Pädagogische Psychologie, 18, 245-248.

Hasselhorn, M., Grube, D., Mähler, C., Zoelch, C., Gaupp, N. & Schumann-Hengsteler, R. (2003).
Differentialdiagnostik basaler Funktionen des Arbeitsgedächtnisses.
In G. Ricken, A. Fritz & C. Hofmann (Eds.), Diagnosis: Special educational needs (pp. 277-291). Lengerich: Pabst.

Hasselhorn, M. & Grube, D. (2003).
The phonological similarity effect on memory span in children: Does it depend on age, speech rate, and articulatory suppression?
International Journal of Behavioural Development, 27, 145-152.

Hasselhorn, M. & Grube, D. (2003).
Working memory: Functioning, development and significance for cognitive performance disorders.
Sprache - Stimme - Gehör, 27, 31-37.

Hasselhorn, M., Grube, D. & Mähler, C. (2000).
Theoretical framework model for a diagnostic tool for differential functional analysis of phonological working memory.
In M. Hasselhorn, W. Schneider & H. Marx, Diagnostik von Lese-Rechtschreibschwierigkeiten (Tests und Trends - Jahrbuch der pädagogisch-psychologischen Diagnostik, N.F., vol. 1, pp. 167-181). Göttingen: Hogrefe.

Grube, D. (1999).
Working memory and time processing in old age (Series Educational Psychology and Developmental Psychology).
Münster: Waxmann. [peer reviewed]
www.waxmann.com/kat/739.html

Grube, D. (1998).
The capacity of the phonetic store of working memory as 'auditory presence time' and its influence on the reproduction of temporal patterns.
In U. Kotkamp & W. Krause (Eds.), Intelligent information processing (pp. 223-231). Wiesbaden: German University Press.

Grube, D., Hasselhorn, M. & Weiß, J. (1998).
Age deficits in phonological working memory: Does the processing precision of the phonetic memory play a role?
Journal of Gerontopsychology and Gerontopsychiatry, 11, 3-11.

Hasselhorn, M. & Grube, D. (1997).
Development of intelligence and thinking: Literature review.
In F. E. Weinert & A. Helmke (Eds.), Development at primary school age (pp. 15-26). Weinheim: Psychologie Verlags Union.

Grube, D. (1996).
Processing of acoustically presented time intervals in the seconds range: A performance of the phonological loop of working memory?
Journal of Experimental Psychology, 43, 527-546.

Grube, D. & Hasselhorn, M. (1996).
Children's freelisting of animal terms: Developmental changes in activating categorical knowledge.
Journal of Psychology, 204, 119-134.

Hasselhorn, M., Mähler, C. & Grube, D. (1995).
Developmental changes and stabilities in metamemory during the primary school years.
Empirische Pädagogik, 9, 33-53.

Hasselhorn, M. & Grube, D. (1994).
First associations of children and adults to 53 concrete nouns.
In W. Hager and M. Hasselhorn (Eds.), Handbuch deutschsprachiger Wortnormen (pp. 59-64). Göttingen: Hogrefe.

Hager, W., Asmuss, M., Grube, D. & Heupst, C. (1994).
Meaningfulness (m') of 229 of the 233 nouns of Offe, Anneken and Kessler as well as of 100 particularly short and 100 particularly long nouns.
In W. Hager and M. Hasselhorn (Eds.), Handbook of German-language word norms (pp. 206-211). Göttingen: Hogrefe.

Grube, D. & Hasselhorn, M. (1994).
Five minutes of enumerating animal specimens: A study with primary school children.
In W. Hager and M. Hasselhorn (Eds.), Handbook of German language word norms (pp. 115-119). Göttingen: Hogrefe.