Humboldt-Universität zu Berlin - Lebenswissen­schaftliche Fakultät - Institut für Psychologie

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Prof. Dr. Peter Frensch

Allgemeine Psychologie

2013

Strobach, T., Liepelt, R., Pashler, H., Frensch, P.A., & Schubert, T. (2013). Effects of extensive dual-task practice on processing stages in simultaneous choice tasks Attention, Perception & Psychophysics, 75(5), 900-920.

2012

Gaschler, R., Frensch, P. A., Cohen, A., & Wenke, D. (2012). Implicit sequence learning based on instructed task set. Journal of Experimental Psychology: Learning, Memory, and Cognition, 38, 1389-1407.

Gaschler, R., Katz, D., Grund, M., Frensch, P. A., Brock, O. (2012). Intelligent object exploration. In M. Inaki (Ed.), Human machine interaction. Intech.

Schuck, N. W., Gaschler, R., & Frensch, P. A. (2012). Implicit learning of what comes when and where within a sequence?: The time-course of acquiring serial position-item and item-item associations to represent serial order. Advances in Cognitive Psychology, 8(2), 83-97. doi:10.2478/v10053-008-0106-0. DONWLOAD: http://ac-psych.org/download.php?id=114

Strobach, T., Frensch, P. A., & Schubert, T. (2012). Video game practice optimizes executive control skills in dual-task and task switching situations. Acta Psychologica, 140(1), 13-24.

Strobach, T., Frensch, P. A., Müller, H., & Schubert, T. (2012). Age- and practice-related influences on dual-task costs and compensation mechanisms under optimal conditions for dual-task performance. Aging, Neuropsychology, and Cognition, 19(1-2), 222-247.

Strobach, T., Frensch, P. A., Müller, H., & Schubert, T. (2012). Testing the limits of optimizing dual-task performance in younger and older adults. Frontiers in Human Neuroscience, 6:39.

Strobach, T., Frensch, P. A., Soutschek, A., & Schubert, T. (2012). Investigation on the improvement and transfer of dual-task coordination skills. Psychological Research, 76(6), 794-811..

2011

Liepelt, R., Fischer, R., Frensch, P.A. & Schubert, T., (2011). Practice-related reduction of dual-task costs under conditions of a manual-pedal response combination. Journal of Cognitive Psychology, 23, 29-44.

Liepelt, R., Strobach, T., Frensch, P.A., & Schubert, T. (2011). Improved Inter-task Coordination Skills afterextensive Dual-task Practice. Quarterly Journal of ExperimentalPsychology, 64(7), 1251 – 1272. (*Both first authors share first-authorship and contributed equally to this work.)

Schuck, N. W., Gaschler, R., Keisler, A., & Frensch, P. A. (2011). Position–Item Associations Play a Role in the Acquisition of Order Knowledge in an Implicit Serial Reaction Time Task. Journal of Experimental Psychology: Learning, Memory, and Cognition. Advance online publication. doi: 10.1037a0025816.

2009

Gaschler, R., & Frensch, P. A. (2009). Kognitivismus als humanwissenschaftliches bzw. anthropologisches Forschungsprogramm. In E. Bohlken & C. Thies (Hrsg.), Handbuch Anthropologie. Der Mensch zwischen Natur, Kultur und Technik. Metzler Verlag.

Gaschler, R., & Frensch, P. A. (2009). When vaccinating against information reduction works and when it does not work. Psychological Studies, 54, 43-53.

Wenke, D., Gaschler, R., Nattkemper, D., & Frensch, P. A. (2009). Strategic influences on implementing instructions for future actions. Psychological Research, 73, 587-601.

Stürmer, B., Sommer, W., Frensch, P. (2009). Conflicts as Signals: Bridging the gap between conflict detection and cognitive control. Introduction to a special issue of Psychological Research, 73 (6), 741-743.

2008

Strobach, T., Frensch, P. A., & Schubert, T. (2008). The Temporal Stability of Skilled Dual-Task Performance. In H. D. Zimmer, C. Frings, A. Mecklinger, B. Opitz, M. Pospeschill, & D. Wentura (Eds.), Cognitive Science 2007. Proceedings of the 8th Annual Conference of the Cognitive Science Society of Germany. Saarbrücken.

2007

Baltes, B. B., Bauer, C. B., & Frensch, P. A. (2007). Does a Structured Free Recall Intervention Reduce the Effect of Stereotypes on Performance Ratings and by What Cognitive Mechanism? Journal of Applied Psychology, 92, 151-164.

Funke, J., & Frensch, P. A. (2007). Complex Problem Solving - The European perspective: 10 Years after. In D. Jonassen (Ed.), Problem Solving. Hillsdale, NJ: Erlbaum.

Gaschler, R. & Frensch, P. A. (2007). Is information reduction an item-specific or an item-general process? International Journal of Psychology, 42, 218-228.

Stürmer, B., Sommer, W., Frensch, P. (2007). Konflikte in intelligenten Systemen. Humboldt-Spektrum, 14, 32-38.

Tamayo, R., & Frensch, P. A. (2007). Interference produces different forgetting rates for implicit and explicit knowledge. Experimental Psychology, 54, 304-310.

2006

Frensch, P. A. (2006). Implizites Lernen. In J. Funke & P.A. Frensch (Eds.), Handwörterbuch Psychologie. Band Kognitive Psychologie. Göttingen: Hogrefe Verlag.

Frensch, P. A. (2006). Kognitive Psychologie. In J. Funke & P.A. Frensch (Eds.), Handwörterbuch Psychologie. Band Kognitive Psychologie. Göttingen: Hogrefe Verlag.

Funke, J., & Frensch, P. A. (2006). Handwörterbuch Psychologie. Band Kognitive Psychologie. Göttingen: Hogrefe Verlag.

Haider, H., & Frensch, P. A. (2006). Implicit and explicit learning of task regularities in problem solving. Technology, Instruction, Cognition and Learning, 3.

2005

Frensch, P. A. (2005). ?Implizites? versus ?explizites? Lernen: Eine nützliche oder überflüssige Unterscheidung? In C. Steinebach (Ed.), Psychologie lehren und lernen. Beiträge zur Hochschuldidaktik (S. 23-34). Heidelberg: Universitätsverlag Winter.

Frensch, P. A. (2005). Book Review: Miles Hewstone, Frank D. Fincham & Jonathan Foster (Eds), "Psychology". European Psychologist, 10, 344-345.

Haider, H., & Frensch, P. A. (2005). Empirical research on the generation and functional role of consciousness. Psychological Research/Psychologische Forschung, 69, 313-315.

Haider, H., & Frensch, P. A. (2005). The generation of conscious awareness in an incidental learning situation. Psychological Research/Psychologische Forschung, 69, 399-411.

Haider, H., Frensch, P. A., & Joram, D. (2005). Are strategy shifts caused by data-driven processes or by voluntary processes? Consciousness and Cognition: An International Journal, 14, 495-519.

Wenke, D., & Frensch, P. A. (2005). The Influence of Task Instruction on Action Coding: Constraint Setting or Direct Coding? Journal of Experimental Psychology: Human Perception and Performance, 31, 803-819.

2004

Frensch, P. A. (2004). Verschiedene Berufungskulturen, verschiedene Welten. In J. Funke & A. Kämmerer (Eds.), Seelenlandschaften. Göttingen: Vandenhoeck & Ruprecht.

Li, S.-C., & Frensch, P.A. (2004). Revisiting symbolic approaches to cognition in a new visual programming environment. Review of ?Modelling high-level cognitive processes?, by R.P. Cooper. Contemporary Psychology: APA Review of Books, 49, 431-432.

Nattkemper, D., & Frensch, P. A. (2004). Action-effect binding in voluntary action control ? Empirical facts and open questions. In A. Mecklinger, H. Zimmer & U. Lindenberger (Eds.), Bound in memory: Insights from behavioral and neuropsychological research. Aachen: Shaker Verlag.

Ziessler, M., Nattkemper, D., & Frensch, P. A. (2004). The role of anticipation and intention in the learning of effects of self-performed actions. Psychological Research/Psychologische Forschung, 68, 163-175.

2003

Frensch, P. A., & Rünger, D. (2003). Implicit learning. Current Directions in Psychological Science, 12, 13-18.

Frensch, P. A., Haider, H., Rünger, D., Neugebauer, U., Voigt, S., & Werg, J. (2003). The route from implicit learning to verbal expression of what has been learned: Verbal report of incidentally experienced environmental regularity. In Jiménez, Luis (Ed), Attention and implicit learning. (pp. 335-366). Amsterdam, Netherlands: John Benjamins Publishing Company.

Wenke, D., & Frensch, P. A. (2003). Is success or failure at solving complex problems related to intellectual ability? In Davidson, Janet E. (Ed); Sternberg, Robert J. (Ed), The psychology of problem solving. (pp. 87-126). New York, NY, US: Cambridge University Press.

2002

Haider, H., & Frensch, P. A. (2002). Why individual learning does not follow the Power Law of Practice but aggregated learning does: Comment on Rickard (1997, 1999), Delaney et al. (1998), and Palmeri (1999). Journal of Experimental Psychology: Learning, Memory, and Cognition, 28, 392-406.

Kray, J., & Frensch, P. A. (2002). A view from cognitive psychology: ?g? ? (G)host in the correlation matrix? In R.J. Sternberg & E.E. Grigorenko (Eds.), The general factor of intelligence: Fact or fiction? Hillsdale, NJ: Erlbaum.

2001

Frensch, P. A. (2001). ?Cognitive Psychology?. In N.J. Smelser & P.B. Baltes (Eds.), International encyclopedia of the social and behavioral sciences. Oxford, UK: Elsevier.

Schubert, T., Frensch, P.A. (2001). How unitary is the capacity-limited attention focus? Behavioral and Brain Sciences, 24, 146-147.

2000

Buchner, A., & Frensch, P. A. (2000). Wie nützlich sind Sequenzlernaufgaben? Zum theoretischen Status und der empirischen Befundlage eines Forschungsparadigmas. Psychologische Rundschau, 51, 10-18.

Frensch, P. A. (2000). Rationality versus psychology: Approaches to the study of human decision making. Review of ?Games and Human Behavior?, edited by D.V. Budescu, I. Erev, & R. Zwick. Contemporary Psychology, 45, 217-219.

Frensch, P. A. (2000). The Max-Planck-Institute for Human Development and Education. In A.E. Kazdin (Ed.), Encyclopedia of psychology. Washington, DC: American Psychological Association and Oxford University Press.

Frensch, P. A., Kray, J., & Buchner, A. (2000). Zur Unterscheidung ?impliziten? und ?expliziten? menschlichen Lernens: Historische Kontinuität eines Irrweges? Zeitschrift für Psychologie (Sonderband Deutschsprachige Psychologie im 20. Jahrhundert: Rückblick und Ausblick), 208, 284-303.

Lange, L., & Frensch, P. A. (2000). Does becoming editor of a major psychology journal increase citation rate? Evidence for a specific and tenure-limited gain. Scientometrics, 44, 459-486.

Li, K. Z. H.., Lindenberger, U., Rünger, D., & Frensch, P. A. (2000). The role of inhibition in the regulation of sequential action. Psychological Science, 11, 343-347.

Li, S.-C., Lindenberger, U., & Frensch, P. A. (2000). Unifying cognitive aging: From neuromodulation to representation to cognition. Neurocomputing, 32-33, 879-890.

1999

DiLorenzo, T. M., Bargman, E. P., Stucky-Ropp. R., Brassington, G. S., Frensch, P. A., & LaFontaine, T. (1999). Long-term effects of aerobic exercise on psychological outcomes. Preventive Medicine, 28, 75-85

Frensch, P. A. (1999). Buchbesprechung zu Band 6 (Wissen) der Serie II (Kognition) der Enzyklopädie der Psychologie. Zeitschrift für Experimentelle Psychologie.

Frensch, P. A., & Buchner, A. (1999). Domain-specificity versus domain-generality: A binary concept and its impact on psychological theory and research. In R.J. Sternberg (Ed.), The concept of cognition. Cambridge, MA: MIT Press.

Frensch, P. A., Lindenberger, U., & Kray, J. (1999). Imposing structure on an unstructured environment: Ontogenetic changes in the ability to form rules of behavior under conditions of low environmental predictability. In A. Friederici & R. Menzel (Eds.), Learning: Rule extraction and representation. Berlin, Germany: Walter de Gruyter & Co.

Frensch, P. A., Wenke, D., & Rünger, D. (1999). A secondary tone-counting task suppresses performance in the Serial Reaction Task. Journal of Experimental Psychology: Learning, Memory, and Cognition, 25, 260-274.

Haider, H., & Frensch, P. A. (1999). Eye movement during skill acquisition: More evidence for the information-reduction hypothesis. Journal of Experimental Psychology: Learning, Memory, and Cognition, 25,172-190.

Haider, H., & Frensch, P. A. (1999). Information reduction during skill acquisition: The influence of task instruction. Journal of Experimental Psychology: Applied, 5, 129-151.

1998

Frensch, P. A. (1998). One concept, multiple meanings: How to define the concept of ?implicit learning.? In M. Stadler & P.A. Frensch (Eds.), Handbook of implicit learning(pp. 47- 104). Thousand Oaks, CA: Sage Publications.

Frensch, P. A., Lin, J., & Buchner, A. (1998). Learning vs. behavioral expression of the learned: The effects of a secondary tone-counting task on implicit learning in the Serial Reaction Task. Psychological Research, 61, 83-98.

Haider, H., & Frensch, P. A. (1998). Lernmechanismen beim kognitiven Fertigkeitserwerb. [Learning mechanisms in cognitive skill acquisition.] Zeitschrift für Experimentelle Psychologie.

Okagaki, L., & Frensch, P. A. (1998). Parenting and children?s school achievement: A multiethnic perspective. American Educational Research Journal, 25, 123-144.

1997

Frensch, P. A., & Buchner, A. (1997). Sequence learning: Phenomena and models. Psychological Research, 60, 1-3.

Stadler, M., & Frensch, P. A. (Eds.) (1997). Handbook of implicit learning. Thousand Oaks, CA: Sage Publications.

1996

Frensch, P. A. (1996). Learning and expertise: Why people make mistakes. In J.A. McNamara & C. Trotman (Eds.), Orthodontic treatment: Management of unfavorable sequelae. Center for Human Growth and Development. Ann Arbor, MI: University of Michigan.

Frensch, P. A. (1996). Zur Rolle der Informationsreduktion beim Erwerb kognitiver Fertigkeiten. In E. Witruk & G. Friedrich (Eds.), Pädagogische Psychologie im Streit im ein neues Selbstverständnis. Proceedings of the 5th Meeting of Pedagogical Psychology. Leipzig: University of Leipzig Press.

Frensch, P. A., & Funke, J. (1996). Comment on C.-G. Wenestam?s review of Frensch & Funke (1995). British Journal of Educational Psychology, 66, 427.

Haider, H., & Frensch, P. A. (1996). The role of information reduction in skill acquisition. Cognitive Psychology, 30, 304-337.

Okagaki, L. R., & Frensch, P. A. (1996). Effects of video game playing on measures of spatial performance: Gender effects in late adolescents. In P. Greenfield & R. Cocking (Eds.), Interacting with video. Norwood, NJ: Ablex Corporation.

Okagaki, L. R., Frensch, P. A., & Dodson, N. E. (1996). Mexican American children?s perceptions of self and school achievement. Hispanic Journal of Behavioral Sciences, 18, 469-484.

1995

Frensch, P. A., & Funke, J. (1995). Definitions, traditions, and a framework for understanding complex problem solving. In P.A. Frensch & J. Funke, (Eds.), Complex problem solving: The European perspective. Hillsdale, NJ: Erlbaum.

Frensch, P. A., & Funke, J. (Eds.) (1995). Complex problem solving: The European perspective. Hillsdale, NJ: Erlbaum.

Frensch, P. A., & Miner, C. S. (1995). Zur Rolle des Arbeitsgedächtnisses beim impliziten Sequenzlernen [The role of working memory in implicit sequence learning]. Zeitschrift für Experimentelle Psychologie, 17, 545-575.

Funke, J., & Frensch, P. A. (1995). Complex problem solving research in North America and Europe: An integrative review. Inostrannaya psychologia (Foreign Psychology), 3, 42-48.

Okagaki, L., Frensch, P. A., & Gordon, E. W. (1995). Encouraging school achievement in Mexican-American children. Hispanic Journal of Behavioral Sciences, 17, 160-179.

1994

Frensch, P. A. (1994). Composition during serial learning: A serial position effect. Journal of Experimental Psychology: Learning, Memory, and Cognition, 20 423-442.

Frensch, P. A., & Miner, C. S. (1994). Effects of presentation rate and of individual differences in short-term memory capacity on an indirect measure of serial learning. Memory & Cognition, 22, 95-110.

Frensch, P. A., Buchner, A., & Lin, J. (1994). Implicit learning of unique and ambiguous serial transitions in the presence and absence of a distractor task. Journal of Experimental Psychology: Learning, Memory, and Cognition, 20, 567-584.

Hultgren, B. W., Isaacson, R. J., & Frensch, P. A. (1994). Does practice make perfect . . . or permanent? The Angle Orthodontist, 64, 231-236.

Okagaki, L. R., & Frensch, P. A. (1994). Effects of video game playing on measures of spatial performance: Gender effects in late adolescents. Journal of Applied Developmental Psychology, 15, 33-58.

Okagaki, L. R., & Frensch, P. A. (1994). Parental support for Mexican-American children's school achievement. In H.I. McCubin, E.A. Thompson, A.I. Thompson, & J.E. Fromer (Eds.), Resiliency in ethinc minority families: Native and immigrant American families. Madison, WI: University of Wisconsin System. Stadler, M. A., & Frensch, P. A. (1994). Whither learning,

Stadler, M. A., & Frensch, P. A. (1994). Whither learning, whither memory? Behavioral and Brain Sciences, 17, 423-424

1993

Frensch, P. A., & Geary, D. C. (1993). The effects of practice on component processes in complex mental addition. Journal of Experimental Psychology: Learning, Memory, and Cognition, 19, 433-456.

Geary, D. C., Frensch, P. A., & Wiley, J. G. (1993). Simple and complex mental subtraction: Strategy choice and speed-of-processing differences in young and elderly adults. Psychology and Aging, 8, 242-256.

Sternberg, R. J., & Frensch, P. A. (1993). Mechanisms of transfer. In D.K. Detterman & R.J. Sternberg (Eds.), Transfer on trial: Intelligence, cognition and instruction. Norwood, NJ: Ablex.

1992

LaFontaine, T. P., DiLorenzo, T. M., Frensch, P. A., Stucky-Ropp, R. C., Bargman, E. P., & McDonald, D. G. (1992). Aerobic exercise and mood: A brief review, 1985-90. Sports Medicine, 13, 160-170.

Logue, M. B., Sher, K. J., & Frensch, P. A. (1992). Purported characteristics of COAS: A possible ?Barnum effect?. Professional Psychology: Research and Practice, 23, 226-232.

Sternberg, R. J., & Frensch, P. A. (1992). On being an expert: A cost-benefit analysis. In R. Hoffman (Ed.), The psychology of expertise: Cognitive research and empirical AI. New York: Springer Verlag.

1991

Frensch, P. A. (1991). Transfer of composed knowledge in a multi-step serial task. Journal of Experimental Psychology: Learning, Memory, and Cognition, 17, 997-1016.

Frensch, P. A., & Sternberg, R. J. (1991). Skill-related differences in game playing. In R.J. Sternberg & P.A. Frensch (Eds.), Complex problem solving: Principles and mechanisms. Hillsdale, NJ: Erlbaum.

Sternberg, R. J., & Frensch, P. A. (Eds.) (1991). Complex problem solving: Principles and mechanisms. Hillsdale, NJ: Erlbaum.

1990

Sternberg, R. J., & Frensch, P. A. (1990). Intelligence and cognition. In M. Eysenck (Ed.), International Review of Cognitive Psychology (Vol. 1). Chichester, England: Wiley.

1989

Frensch, P. A., & Sternberg, R. J. (1989). Expertise and intelligent thinking: When is it worse to know better? In R.J. Sternberg (Ed.), Advances in the psychology of human intelligence (Vol. 5). Hillsdale, NJ: Erlbaum.

Sternberg, R. J., & Frensch, P. A. (1989). A balance-level theory of intelligent thinking. Zeitschrift für Pädagogische Psychologie [German Journal of Educational Psychology], 3, 79-96.

Striegel-Moore, R. H., Silberstein, L. R., Frensch, P. A., & Rodin, J. (1989). A prospective study of disordered eating among college students. International Journal of Eating Disorders, 8, 499-509.