Dr. Katarzyna Patro-Nürk

Peer-reviewed Articles

Patro, K., Gross, A. & Friedrich, C. (2024). Spatial biases in processing mirror letters by literate subjects. Reading and Writing. https://doi.org/10.1007/s11145-024-10529-4

Haman, M., & Patro, K. (2022). More linear than log? Non-symbolic number-line estimation in 3-to 5-year-old children. Frontiers in Psychology, 13, 1003696. https://doi.org/10.3389/fpsyg.2022.1003696

Patro, K., & Huckauf, A. (2019). Asymmetries in flanker-target interference at different levels of number processing. Acta Psychologica, 201, 102938. https://doi.org/10.1016/j.actpsy.2019.102938

Strauch, C., Mühl, K., Patro, K., Grabmaier, C., Reithinger, S., Baumann, M., & Huckauf, A. (2019). Real Autonomous Driving from a Passenger's Perspective: Two Experimental Investigations Using Gaze Behaviour and Trust Ratings in Field and Simulator. Transportation Research Part F: Traffic Psychology and Behaviour, 66, 15-28.

Patro, K., Nuerk, H. C., & Brugger, P. (2018). Visuospatial biases in preschool children: Evidence from line bisection in three-dimensional space. Journal of Experimental Child Psychology, 173, 16-27.

Cipora, K., Patro., K., & Nuerk, H.-C. (2018). Situated influences on spatial-numerical associations. In T. L. Hubbard (Ed.). Spatial biases in perception and cognition. Cambridge, UK: Cambridge University Press.

Patro, K., & Haman, M. (2017). Playing Reading, Using Hands: Which Activities are Linked to Number-Space Processing in Preschool Children?. Psychology of Language and Communication, 21(1), 325-351

Patro, K., & Nuerk, H. C. (2017). Limitations of Trans‐Species Inferences: The Case of Spatial‐Numerical Associations in Chicks and Humans. Cognitive Science, 41(8), 2267-2274.

Patro, K., Nuerk, H.-C, & Cress, U. (2016). The mental number line in the preliterate brain: The role of early directional experiences. Child Development Perspectives, 10, 172-177.

Patro, K., & Shaki, S. (2016). SNARC for numerosities is modulated by comparative instruction (and resembles some non-numerical effects). Cognitive Processing, 17, 127-137.

Patro, K., Fischer, U., Nuerk H.-C., & Cress, U. (2016). How to rapidly construct a spatial-numerical representation in preliterate children (at least temporarily). Developmental Science 19, 126-144.

Cipora, K., Patro, K., & Nuerk, H.-C. (2015). Are spatial-numerical associations genuinely correlated with math performance? A review and taxonomy proposal. Mind, Brain, and Education 9, 190-206.

Patro, K., Nuerk, H.-C., & Cress, U. (2015). Does your body count? Embodied influences on the preferred counting direction of preschoolers. Journal of Cognitive Psychology, 27, 413-425.

Nuerk, H.-C., Patro, K., Cress U., Schild, U., Friedrich, C. K., & Göbel, S. M. (2015). How space-number associations may be created in preliterate children: six distinct mechanisms. Frontiers in Psychology, 6:215.

Patro, K., Nuerk, H.-C., Cress, U., & Haman, M. (2014). How number-space relationships are assessed before formal schooling: A taxonomy proposal. Frontiers in Psychology, 5:419.

Patro,  K., & Krysztofiak, W. (2013). Umysłowe osie liczbowe. Efekt SNARC. Aspekty filozoficzne. [Mental number lines. The SNARC effect. Philosophical aspects]. Filozofia Nauki 3.

Patro, K., & Haman, M. (2012). The spatial-numerical congruity effect in preschoolers. Journal of Experimental Child Psychology , 111, 534-542.