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




Allgemeine Psychologie

in press

Strobach, T., Kübler, S., Schubert. T. (2019). Endogenous control of task-order preparation in variable dual tasks. Psychological Research.


Kübler, S., Soutschek, A., & Schubert, T. (2019). The Causal Role of the Lateral Prefrontal Cortex for Task-order Coordination in Dual-task Situations: A Study with Transcranial Magnetic Stimulation. J Cogn Neurosci, 1-17. doi:10.1162/jocn_a_01466


Reindl, A., Schubert, T., Strobach, T., Becker, C., & Scholtz, G. (2018). Adaptation aftereffects in the perception of crabs and lobsters as examples of complex natural objects. Frontiers in Psychology, 9, 1905.

Beyer. R. & Gerlach, R. (2018). Sprache und Denken. Lehrbuch Basiswissen Psychologie. 2. erweiterte Auflage. Wiesbaden: Springer Fachmedien.

Pinheiro-Chagas, P., Didino, D., Haase, V. G., Wood, G., & Knops, A. (2018). The developmental trajectory of the operational momentum effect. Frontiers in Psychology, 9, 1062. doi: 10.3389/fpsyg.2018.01062

Strobach, T., Hendrich, E., Kübler, S., Müller, H., & Schubert, T. (2018). Attention, Perception, & Psychophysics, 80(7), 1785-1803. doi: 10.3758/s13414-018-1541-8


Knops, A. (2017). Probing the neural correlates of number processing. The Neuroscientist, 23(3), 264-274.

Didino, D., Taran, E. A., Gorodetski, K., Melikyan, Z. A., Nikitina, S.,Gumennikov, I., Korovina, O., & Casati, F. (2017). Exploring predictors of life satisfaction and happiness among Siberian older adults living in Tomsk Region. European Journal of Ageing, 1-13. doi: 10.1007/s10433-017-0447-y

Baez, M., Far, I. K., Ibarra, F., Ferron, M., Didino, D., & Casati, F. (2017). Effects of online group exercises for older adults on physical, psychological and social wellbeing: a randomized pilot trial. PeerJ, 5, e3150. doi: 10.7717/peerj.3150

Kaltwasser, L., Moore, K., Weinreich, A., & Sommer, W. (2017). The influence of emotion type, social value orientation and processing focus on approach-avoidance tendencies to negative dynamic facial expressions. Motivation and Emotion, 41(4), 532–544. doi:10.1007/s11031-017-9624-8

Kübler, S., Reimer, C. B., Strobach, T., & Schubert, T. (2017). The impact of free-order and sequential-order instructions on task-order regulation in dual tasks. Psychological Research. Advance online publication. doi:10.1007/s00426-017-0910-6.

Schubert, T., Liepelt, R., Kübler, S., & Strobach, T. (2017). Transferability of Dual-Task Coordination Skills after Practice with Changing Component Tasks. Frontiers in Psychology, 8:956.

Kübler, S., & Schubert, T. (2017) P217 Disrupting cognitive control in dual-task situations by transcranial magnetic stimulation of the lateral prefrontal cortex. Clinical Neurophysiology, 128(3), e119.

Gerlach, R., van der Meer, E., Nimke-Sliwinski, B. & Beyer, R. (2017). Wahrnehmung von Sauberkeit im öffentlichen Raum - eine Replikationsstudie. Empirische Evaluationsmethoden, Band 21, 5-19. Berlin: ZeE Verlag.

Beyer, R. Gerlach, R., Nimke-Sliwinski, B. & van der Meer, E (2017). Einsatz psychologischer und psychophysiologischer Methoden in der Angewandten Forschung. Wissenschaftliche Publikationen. Band 7, 47-58. Berlin: ZeE Verlag.

Yen, M.-H., Han, C.-C., Yu P.-C., Yang, T-H., Didino, D., Butterworth, B., & Yen, N.-S. (2017). The Influence of Memory Updating and Number Sense on Junior High School Math Attainment. Learning and Individual Differences, 54, 30–40. doi: 10.1016/j.lindif.2017.01.012

Nikitina, S., Didino, D., Baez, M., & Casati, F. (2017). Feasibility of online tablet-based group-exercising among older adults in Siberia: Findings from two pilot trials. JMIR mHealth and uHealth. doi:10.2196/mhealth.7531

Schneider, D., Glaser, M., & Senju, A. (2017). Autism Spectrum Disorder. In V. Zeigler-Hill & T. K. Shackelford (Eds.), Encyclopedia of Personality and Individual Differences. Springer International Publishing AG. doi:10.1007/978-3-319-28099-8_2092-1

Beyer, R. & Gerlach, R. (2017): Sprache und Denken. Lehrbuch. Basiswissen Psychologie. 2. Auflage. Wiesbaden: Springer Fachmedien Verlag.

Kemper, M., Gaschler, R., & Schubert, T. (2017). Stronger effects of self-generated than cue-induced expectations when verifying predictions in data graphs. Journal of Cognitive Psychology, 29:5, 626-641. DOI: 10.1080/20445911.2017.1291644

Kemper, M., & Gaschler, R. (2017). Self-Generated or Cue-Induced—Different Kinds of Expectations to Be Considered. Frontiers in psychology, 8.


Klein, E., Suchan, J., Moeller, K., Karnath, H.-O., Knops, A., Wood, G., Nuerk, H.-C., & Willmes, K. (2016). Considering structural connectivity in the triple code model of numerical cognition – Differential connectivity for magnitude processing and arithmetic facts. Brain, Structure & Function, 221(2): 979-95.

Cavdaroglu, S. & Knops, A. (2016). Mental subtraction and multiplication recruit both phonological and visuospatial resources: evidence from a symmetric dual-task design. Psychological Research, 80(4): 608-624

Weinreich, A., & Gollwitzer, A. (2016). Automaticity and affective responses in valence transfer: Insights from the crossmodal auditory-visual paradigm. Psychology of Music, 44(6), 1304-1317. doi: 10.1177/0305735615626519

Heinzel, S., Lorenz, R.C., Pelz, P., Heinz, A., Walter, H., Kathmann, N., Rapp, M.A., & Stelzel, C. (2016). Neural correlates of training and transfer effects in working memory in older adults. Neuroimage, 134, 236-49. doi: 10.1016/j.neuroimage.2016.03.068.

Katz, C. & Knops, A. (2016). Decreased cerebellar-cerebral connectivity contributes to complex task performance. Journal of Neurophysiology, 116, 1434–1448.

Gerlach, R., van der Meer, E., Nimke-Sliwinski, B. & Beyer, R. (2016). Berlin wird sauber! Pilotstudie zur Wahrnehmung und Bewertung von Sauberkeit in Berlin. Empirische Evaluationsmethoden, Band 20, 5-16, Berlin: ZeE Verlag. Evaluationsmethoden, Band 20, 5-16. ZeE Verlag: Berlin.g von Sauberkeit in Berlin. In R. Beyer, B. Krause, J. Nachtwei (Hrsg.). Empirische Evaluationsmethoden, Band 20, 5-16. ZeE Verlag: Berlin.

Beyer, R., Hofmann, M., Honoldt, J. & E. v. d. Meer (2016): Psychische Wirkungen von Stadtnatur (Anteile). In Kowarik, I., Bartz, R. & Brenck, M. (Hrsg.) Ökosystemleistungen in der Stadt. 101-109. Berlin, Leipzig.: UFZ.

Kemper, M., Gaschler, R., Schwager, S., & Schubert, T. (2016). The benefit of expecting no conflict—stronger influence of self-generated than cue-induced conflict expectations on Stroop performance. Acta psychologica, 163, 135-141.


Strobach, T., Gerstorf, D., Maquestiaux, F., & Schubert, T. (2015). Does initial performance variability predict dual-task optimization with practice in younger and older adults? Experimental Aging Research, 41, 57-88. doi: 10.1080/0361073X.2015.978210

Strobach, T., Soutschek, A., Antonenko, D., Flöel, A., & Schubert, T. (2015). Modulation of executive control in dual tasks with transcranial direct current stimulation (tDCS). Neuropsychologia, 68, 8-20.

Karbach, J., Strobach, T., & Schubert, T. (2015). Adaptive working-memory training benefits reading, but not mathematics in middle childhood. Child Neuropsychology, 21(3), 285-301.

Weinreich, A., Strobach, T., & Schubert, T. (2015). Expertise in video game playing is associated with reduced valence concordant emotional expressivity. Psychophysiology, 52(1), 59-66.

Hesselmann, G., Darcy, N., Sterzer, P. & Knops, A. (2015). Exploring the boundary conditions of unconscious numerical priming effects with continuous flash suppression. Consciousness and Cognition, 31, 60 – 72.

Reindl, A., Strobach, T., Becker, C., Scholtz, G., & Schubert, T. (2015). Crab or lobster? Mental principles underlying the categorization of crustaceans by biology experts and non-experts. Zoologischer Anzeiger-A Journal of Comparative Zoology, 256, 28-35.

Didino, D., Knops, A., Vespignani, F., & Kornpetpanee, S. (2015). Asymmetric activation spreading in the multiplication associative network due to asymmetric overlap between numerosities semantic representations? Cognition, 141, 1-8.

Cavdaroglu, S., Katz, C. & Knops, A. (2015). Dissociating estimation from comparison and response eliminates parietal involvement in sequential numerosity perception, Neuroimage, 116: 135-148.

Weinreich, A., Strobach, T., & Schubert, T. (2015). Expertise in video game playing is associated with reduced valence‐concordant emotional expressivity. Psychophysiology, 52(1), 59-66. doi: 10.1111/psyp.12298

Jasmin Honold, Tobia Lakes, Reinhard Beyer, Elke van der Meer (2015). Restoration in Urban Spaces: Nature Views From Home, Greenways, and Public Parks. Environment and Behavior, 1-30, DOI: 10.1177/0013916514568556, 2015 SAGE Publications

Kerstin I. Treppesch, Reinhard Beyer, Edgar Geissner & Martina Rauchfuß (2015). Backdating miscarriages and abortions inpatients at practice-based gynaecologicaloffices: Worth a question? Woman - Psychosomatic Gynaecology and Obstetrics 2, 9—15.

Gerlach, R, Beyer, R., Bussmann, D. & van der Meer, E. (2015). Maßnahmen zur Sensibilisierung der Bevölkerung für die Stadt-Sauberkeit am Beispiel des Einsatzes von Koordinatoren („Kümmerern“) in Hamburg. Empirische Evaluationsmethoden, Band 19, 35-48, Berlin: ZeE Verlag.


Knops, A., Willmes, K. (2014). Numerical ordering and symbolic arithmetic share frontal and parietal circuits in the right hemisphere. Neuroimage, 84, 786 – 795.

Strobach, T., & Schubert, T. (2014). Erfahrung in Actionvideospielen und Effekte auf exekutive Funktionen. In-Mind Magazine, 2.

Strobach, T. (2014). Executive functions modulated by context, training, and age. Electronically published habilitation thesis. Humboldt-Universität zu Berlin, Germany.

Strobach, T., Schubert, T., Pashler, H., & Rickard, T. (2014). The specificity of learned parallelism in dual memory retrieval. Memory & Cognition, 42(4), 552-569.

Strobach, T., & Schubert, T. (2014). Positive consequences of action-video game experience on human cognition: Potential benefits on a societal level. Epidemiology of online game addiction. OMICS Group.

Soutschek, A., Strobach, T., & Schubert, T. (2014). Motivational and Cognitive Determinants of Control during Conflict Processing. Cognition & Emotion, 28(6), 1076-1089.

Green, C. S., Strobach, T., & Schubert, T. (2014). On methodological standards in training and transfer experiments. Psychological Research, 78(6), 756-772.

Strobach, T., Salminen, T., Karbach, J., & Schubert, T. (2014). Practice-related optimization and transfer of executive functions: A general review and a specific realization of their mechanisms in dual tasks. Psychological Research, 78(6), 836-851.

Knops, A. , Dehaene, S., Bertelletti, I., Zorzi, M. (2014). Can Approximate Mental Calculation Account for Operational Momentum in Addition and Subtraction? The Quarterly Journal of Experimental Psychology, 67(8): 1541-1556.

Katz C, Knops A (2014). Operational Momentum in Multiplication and Division? PLoS ONE 9(8): e104777. doi:10.1371/journal.pone.0104777

Knops, A., Piazza, M., Sengupta, R., Eger, E., & Melcher, D. (2014). A shared, flexible neural map architecture reflects capacity limits in both visual short term memory and enumeration. The Journal of Neuroscience, 34(30); 9857-9866.

Soutschek, A., & Schubert, T. (2014). Dynamic adjustment of cognitive control during economic decision making. Acta psychologica, 152, 42-46.

Soutschek, A., Stelzel, C., Paschke, L., Walter, H., & Schubert, T. (2014). Dissociable Effects of Motivation and Expectancy on Conflict Processing: An fMRI Study. Journal of Cognitive Neuroscience, [Epub ahead of print]

Plessow, F., Fischer, R., Volkmann, J., & Schubert, T. (2014). Subthalamic deep brain stimulation restores automatic response activation and increases susceptibility to impulsive behavior in patients with Parkinson’s disease. Brain and cognition, 87, 16-21.

Shi, Y., Meindl, T., Szameitat, A. J., Müller, H. J., & Schubert, T. (2014). Task preparation and neural activation in stimulus-specific brain regions: an fMRI study with the cued task-switching paradigm. Brain and cognition, 87, 39-51.

Schubert, T., Strobach, T., & Karbach, J. (2014). New directions in cognitive training: on methods, transfer, and application. Psychological Research, 78(6), 749-755.

Hesselmann, G. & Knops, A. (2014). No Conclusive Evidence for Numerical Priming Under Interocular Suppression. Psychological Science, 25: 2116-2119.

Pinheiro-Chargas, P., Wood, G., Knops, A., Krinzinger, H., Lonnemann, J., Startling-Alves, I., Willmes, K., & Haase, V. (2014). In how many ways is the approximate number system associated with exact calculation? PLoS One. 9(11): e111155. doi:10.1371/journal.pone.0111155

Fischer, M.H. & Knops, A. (2014). Attentional Cueing in Numerical Cognition. Frontiers in Psychology, 5:1381. doi: 10.3389/fpsyg.2014.01381.

Weinreich, A., & Funcke, J. M. (2014). Embodied simulation as part of affective evaluation processes: Task dependence of valence concordant EMG activity. Cognition & Emotion, 28(4), 728-736.

Gerlach, R., van der Meer, E., Foerges, R., Nimke-Sliwinski, B. & Beyer, R. (2014). Evaluation von Maßnahmen gegen Littering-Verhalten im öffentlichen Raum. Empirische Evaluationsmethoden, Band 18, 5-16, Berlin: ZeE Verlag.

Krause, C., Hohmann, C., Grabenhenrich, L., Forster, J., Bauer, C.P., Hoffmann, U., Zepp, F., Schuster, A., Bergmann, R. L., Bergmann, K.E., Wahn, U.. Lau, S., Beyer, R., Keil, T. (2014). Verhaltensauffälligkeiten mit 9 Jahren zur Vorhersage von Schulproblemen im Alter von 11 und 15 Jahren. Kindheit und Entwicklung. 23, (4). 220-228.


Strobach., T., & Schubert, T. (2013). Cross-Talk-Effekte. In M. A. Wirtz (Ed.) Dorsch - Lexikon der Psychologie. Bern: Hans Huber.

Knops, A., Zitzmann, S., McCrink, K. (2013). Examining the presence and determinants of operational momentum in childhood. Frontiers in Psychology, 4:325. [doi: 10.3389/fpsyg.2013.00325]

Boldt, A., Stürmer, B., Gaschler, R., Schacht, A., & Sommer, W. (2013). Get out of here, quick! Problems with transparent labels on glass doors. Journal of Experimental Psychology: Applied, 19(3), 241-253. doi: 10.1037/a0034079

Soutschek, A., Taylor, P., Müller, H.J., & Schubert, T. (2013). Dissociable Networks Control Conflict during Perception and Response Selection: A Transcranial Magnetic Stimulation Study. Journal of Neuroscience, 33(13), 5647-5654.

Soutschek, A., Strobach, T., & Schubert, T. (2013). Working memory demands modulate cognitive control in the Stroop paradigm. Psychological Research, 77(3), 333-347.

Liepelt, R., Wenke, D., & Fischer, R. (2013). Effects of feature integration observed in a hands-crossed version of the Social Simon Task. Psychological Research, 77, 240-248.

Chambon, V.* Wenke, D.*, Fleming, S., Prinz, W., & Haggard, P. (2013). An online neural substrate for sense of agency. Cerebral Cortex, 23. 1031-37(* Joint first authorship)

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.

Soutschek, A., Schwarzkopf, W., Finke, K., Hennig-Fast, K., Müller, H.J., Riedel, R., Möller, H.J., Sorg, C., & Schubert, T. (2013). Interference Control in Adult ADHD: No Evidence for Interference Control Deficits if Response Speed is Controlled by Delta Plots. ActaPsychologica 143(1), 71-78.

Karbach, J. & Schubert, T. (2013). Training-induced cognitive and neural plasticity. Frontiers of Human Neuroscience, 7:48.

Soutschek, A., & Schubert, T. (2013). Domain-specific control mechanisms for emotional and nonemotional conflict processing. Cognition, 126(2), 234-245.

Soutschek, A., Müller, H.J., & Schubert, T. (2013). Conflict-Specific Effects of Accessory Stimuli on Cognitive Control in the Stroop Task and the Simon Task. Experimental Psychology, 60(2), 140-148.

Strobach, T. & Carbon. C. C. (2013). Face adaptation effects: Reviewing the impact of adapting information, time, and transfer. Frontiers in Perception Science, 4:318.

Wenke, D. (2013). Analoges Schließen. In J. Funke (Herausgeber Gebiet Allgemeine Psychologie: Kognition), Dorsch- Psychologisches Wörterbuch.

Wenke, D., & Fischer, R. (2013). Anticipation and the control of voluntary action. Frontiers in Cognition, 14;4:341.

Liefooghe, B., De Houwer, J., & Wenke, D. (2013). Instruction-based response activation depends on task preparation. Psychonomic Bulletin and Review, 20, 481-487.

Schubert, T., & Strobach., T. (2013). Psychologische Refraktärperiode. - multiple Handlungen, Kapazitätsbegrenzungen. - Handlungen, Kapazitätsmodelle. In M. A. Wirtz (Ed.) Dorsch - Lexikon der Psychologie. Bern: Hans Huber.

Wei, P., Szameitat, A.J., Müller, H.J., Schubert, T., & Zhou, X. (2013). The neural correlates of perceptual load induced attentional selection: An fMRI study. Neuroscience, 250, 372-380.

Schubert, T., Palazova, M., & Hutt, A. (2013). The time course of temporal attention effects on nonconscious prime processing. Attention, Perception & Psychophysics, 75:1667–1686.

Gerlach, R., Foerges, R., van der Meer, E., Nimke-Sliwinski, B. & Beyer, R. (2013). Ursachen von Littering und Evaluation von Interventionsmaßnahmen. Empirische Evaluationsmethoden, Band 17, 25-34, Berlin: ZeE Verlag.

Van der Meer, E., Nimke-Sliwinski, B., Gerlach, R., Hagendorf, H., Pannekamp, A. & Beyer, R. (2013). Einsatz von physiologischen Messtechniken (Blickbewegung) zur Identifikation von Strategien bei der Bewertung von Sauberkeit in Großstädten. ZeE Reihe wissenschaftliche Veranstaltungen, Band 4, 43-52. Berlin: ZeE Verlag.

Bieniok, M., Beyer, R. & van der Meer, E. (2013). Metropolitan Features, their Potential to Satisfy Environment-Related Needs, and their Implementation in the Urban Planning of Berlin. Empirische Evaluationsmethoden, Band 17, 5 -24, Berlin: ZeE Verlag.

Van der Meer, E., Beyer, R. & Gerlach, R. (2013). Massnahmen gegen Littering. Überprüfung der Wirksamkeit im Feldexperiment. VKU Information 80, 6-41.


Völter, C., Strobach, T., Aichert, D. S., Wöstmann, N., Costa, A., Möller, H.-J., Schubert, T., & Ettinger, U. (2012). Schizotypy and behavioural adjustment and the role of neuroticism. PLoS One, 7(2), e30078.

Schubert, T., & Strobach, T. (2012). Video game experience and optimized executive control skills - on false positives and false negatives: Reply to Boot & Simons (2012). Acta Psychologica, 141(2), 278-280.

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

Strobach, T., Liepelt, R., Schubert, T., & Kiesel, A. (2012). Task switching: effects of practice on switch and mixing costs. Psychological Research, 76(1), 74-83.

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). Testing the limits of optimizing dual-task performance in younger and older adults. Frontiers in Human Neuroscience, 6:39.

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.

Liefooghe, B. Wenke, D. & De Houwer, J. (2012). Instruction-based task-rule congruency effects. Journal of Experimental Psychology: Learning, Memory, and Cognition, 38, 1325-35.

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:

Salminen, T., Strobach, T., & Schubert, T. (2012). On the impacts of working memory training on executive functioning. Frontiers in Human Neuroscience, 6: 166.

Hendrich, E., Strobach, T., Buss, M., Müller, H., & Schubert, T. (2012). Temporal-order judgment of visual and auditory stimuli: Modulations in situations with and without stimulus discrimination. Frontiers in Integrative Neuroscience, 6:63.

Töllner, T., Strobach, T., Schubert, T., & Müller, H. (2012). The effect of task order predictability in audio-visual dual task performance: Just a central capacity limitation? Frontiers in Integrative Neuroscience, 6:75.

Soutschek, A. & Schubert, T. (2012). Domain-specific Control Mechanisms for Emotional and Nonemotional Conflict Processing. Cognition. [Epub ahead of print]

Soutschek, A., Müller, H.J., & Schubert, T. (2012). Dissociable Effects of Accessory Stimuli on Cognitive Control in the Stroop and the Simon Task. Experimental Psychology. [Epub ahead of print]

Landgraf, S., Beyer, R., Hild, I., Schneider, N., Horn, E., Schaadt, G., Foth, M., Pannekamp, A., & van der Meer, E. (2012). Impact of phonological processing skills on written language acquisition in illiterate adults. Developmental Cognitive Neuroscience 2S, 129-138.

Honold, J., Beyer, R., Lakes, T., & van der Meer, E. (2012). Multiple environmental burdens and neighborhood-related health of city residents. Journal of EnvironmentalPsychology, 32, 305-317.

Beyer, R., Pröfrock, S., Bieniok, M., Gerlach, R., Christian Hintze & van der Meer, E. (2012). Differenzierung der emotionalen und kognitiven Beanspruchung mit Hilfe physiologischer Parameter, Empirische Evaluationsmethoden (Band 16); Workshop 2011,(5-16), ZeE Verlag: Berlin.

Lange , C., Adli , M., Zschucke, E., Beyer, R., Ising, M., Uhr, M. & Bermpohl, F. (2012). Affective set-shifting deficits in patients with major depression in remission. Journal of Psychiatric Research. Volume 46, Issue 12, 1623–1626

Kemper, M., Umbach, V. J., Schwager, S., Gaschler, R., Frensch, P. A., & Stürmer, B. (2012). What I say is what I get: stronger effects of self-generated vs. cue-induced expectations in event-related potentials. Frontiers in psychology, 3, 562.


van der Meer, E., Brucks, M., Husemann, A., Hofmann, M., Honold, J., & Beyer, R. (2011). Human perception of urban environment and consequences for its design. In W. Endlicher et al. (Eds.), Perspectives in Urban Ecology – Studies of ecosystems and interactions between humans and nature in the metropolis of Berlin (pp. 305-331). Berlin, Heidelberg: Springer.

Landgraf, S.; Beyer, R.; Schaadt, G.; Koch, D.; Foth, M.; van der Meer, E. (2011). Dissociating improvement of attention and intelligence during written language acquisition in adults. International Journal of Intelligence Science, 1(2), 17-24.

Dreisbach, G., & Wenke, D. (2011). The shielding function of task sets and its relaxation during task switching. Journal of Experimental Psychology, Learning, Memory, and Cognition, 37, 1540-1546.

Hagendorf H., Krummenacher, J., Müller H.-J., Schubert, T. (2011). Wahrnehmung und Aufmerksamkeit. Allgemeine Psychologie für Bachelor.Springer-Verlag.

Bieniok, M., Beyer, R., & van der Meer, E. (2011). Aktualität Simmels in der Wahrnehmung von Metropolen. In H. Mieg, A.O. Sunsboe, & M. Bieniok (Hrsg.), Georg Simmel und die aktuelle Stadtforschung (S. 53-72). Wiesbaden: VS Verlag für Sozialwissenschaften.

Bieniok, M., Beyer, R. & van der Meer, E. (2011). Die ideale Metropole – Ein Konzept in der Theorie und Praxis, Empirische Evaluationsmethoden (Band 15); Workshop 2010, ZeE Verlag: Berlin.

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.

Salminen, T., Strobach, T., & Schubert, T. (2011). Working memory training: Transfer effects on executive control processes. In Özyurt, J., Anschütz, A., Bernholt, S., Lenk, J. (Eds.). Interdisciplinary Perspectives on Cognition, Education, and the Brain. Hanse Studies, Vol. 7, pp. 121 - 129. Oldeburg: BIS-Verlag.

Krüger, M., Gaschler, R., & Schubert, T. (2011). Relaxed and successfully making exams. On the psychology of preparation to exams. (German). Ad Legendum, (accepted).

Stelzel, C. & Schubert, T. (2011). Interference effects of stimulus-response modality pairings in dual tasks and their robustness. Psychological Research.75(6). 476-90.

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.)

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.

Szameitat, A.J., Schubert, T., Müller, H.J. (2011). How to test for dual-task specific effects in brain imaging studies – An evaluation of potential analysis methods. Neuroimage, 54, 1765-1773.

Fischer, R., Kiesel, A., Kunde, W., & Schubert, T. (2011). Selective impairment of masked priming in dual-task performance. Quarterly Journal of Experimental Psychology, 13, 1-24.

Strobach, T. & Schönpflug, U. (2011). Can a connectionist model explain the processing of regularly and irregularly inflected words in German as L1 and L2? International Journal of Bilingualism, 15(4), 446-465.

Strobach, T., Ditye, T., & Carbon. C. C. (2011). Long-term adaptation effects of highly familiar faces are modulated by adaptation duration. Perception, 40(8), 1000 - 1004.

Beyer. R. & Gerlach, R. (2011). Sprache und Denken. Lehrbuch Basiswissen Psychologie. Wiesbaden: VS Verlag für Sozialwissenschaften.

Rieger, M., Martinez, F. & Wenke, D. (2011). Imagery of errors in typing. Cognition, 121, 163-175.

Wenke, D., Atmaca, S., Holländer, A., Liepelt, R., Baess, P., & Prinz, W. (2011). What is shared in joint action? Issues of co-representation, response conflict, and agent identification. Review of Philosophy and Psychology, 2, 147-172.

Liepelt, R., Wenke, D., Fischer, R., & Prinz, W. (2011). Trial-to-trial sequential dependencies in a social and non-social Simon task. Psychological Research, 75, 366-375.

Landgraf, S., Beyer, R., Hild, I., Schneider, N., Horn, E., Schaadt, G., Foth, M., Pannekamp, A., & van der Meer, E. (2011). Impact of phonological processing skills on written language acquisition in illiterate adults. Developmental Cognitive Neuroscience, Special Issue. Doi:10.1016/j.dcn.2011.11.006

van der Meer, E., Foth, M., Pannekamp, A., Schaadt, G., Horn, E., Hild, I., Koch, D., Schmiedeberg,N., & Beyer, R. (2011). Diagnostik basaler kognitiver, sprachlicher und mathematischer Kompetenzen von Analphabeten und Analphabetinnen. In: Projektträger DLR e.V. (Hrsg.), Lernprozesse in Alphabetisierung und Grundbildung Erwachsener (S. 87-108). Bielefeld: Bertelsmann.

Koten, J.W., Lonnemann, J., Willmes, K., and Knops, A. (2011) Micro and macro pattern analyses of fMRI data support both early and late interaction of numerical and spatial information. Frontiers in Human Neuroscience. 5:115. [doi:10.3389/fnhum.2011.00115]

Boecker, M., Drueke, B., Vorhold, V., Knops, A., Philippen, B., Gauggel, S. (2011). When response inhibition is followed by response reengagement: An event-related fMRI study. Human Brain Mapping. 32(1):94-106.


van der Meer, E., Beyer, R. & Gerlach, R. (2010). Littering – Merkmale, Ursachen, Prävention. VKS Information 76, 7-38.

Fertl, K. I., Beyer, R., Geissner, E. & Rauchfuß, M. (2010): Frauen mit belasteter geburtshilflicher Anamnese in der stationären psychosomatischen Versorgung – eine hypothesengenerierende Feldexploration. Psychotherapie.Psychosomatik.Medizinische Psychologie, Bd. 60, 298 – 306.

van der Meer, E., Beyer, R., Horn, J., Foth, M., Bornemann, B., Ries, J., Kramer, J., Warmuth, E., Heekeren, H., & Wartenburger, I. (2010). Resource Allocation and Fluid Intelligence: Insights from Pupillometry. Psychophysiology, 47, 158-169.

Shi, Y., Zhou, X., Müller, H.J., & Schubert, T. (2010). The neural implementation of task rule activation in the cued task switching paradigm: an event-related fMRI study. Neuroimage, 51, 1253-1264.

Preuschhof, C., Schubert, T., Heekeren, H., & Villringer, A. (2010). Brain activation related to time-order effects in vibrotactile discrimination. Journal of Cognitive Neuroscience, 22, 875-887.

Belke, B., Leder, H., Strobach, T., & Carbon, C. C. (2010). Cognitive fluency: High-level processing dynamics in art appreciation. Psychology of Aesthetics,Creativity, and the Arts, 4(4), 214-222.

Moore, J., Ruge, D., Wenke, D., Rothwell, J., & Haggard, P. (2010). Conscious experience of control in the human brain. Proceedings of the Royal Society B, 277(1693), 2503-9.

Walsh, E., Kühn, S., Brass, M., Wenke, D., & Haggard, P. (2010). EEG activations during intentional inhibition of voluntary action: An electrophysiological correlate of self-control? Neuropsychologia, 48, 619-629.

Wenke, D., Fleming, S., Haggard, P. (2010). Subliminal priming of actions influences sense of control over effects of action. Cognition, 115, 26-38.

Bieniok, M., Beyer, R. & van der Meer, E. (2010). Die ideale Metropole, Empirische Evaluationsmethoden (Band 14); Workshop 2009, (25-36), ZeE Verlag: Berlin.

Jonikaitis, D., Schubert, T., & Deubel, H. (in press). Preparing coordinated eye and hand movements: Dual task costs are not attentional. Journal of Vision.


Fertl, K.I., Bergner, A., Beyer, R., Klapp, B.F. & Rauchfuss, M. (2009).Levels and effects of different forms of anxiety during pregnancy after a prior miscarriage. European Journal of Obstetrics & Gynecology and Reproductive Biology, 142, 23–29.

Gerlach, R., Beyer, R. & van der Meer, E. (2009): Vorwissenseinfluss beim Satz- und Sprachverstehen. In B. Krause, R. Beyer & G. Kaul (Hrsg.), Empirische Evaluationsmethoden, Band 13, 55-67

Bergner, A., Beyer, R., Klapp, B. F. & Rauchfuß, M. (2009). Trauer, Bewältigung und subjektive Ursachenzuschreibungen nach Frühaborten: Adaptivität von Verarbeiungsmustern untersucht in einer Längsschnittstudie. Psychotherapie Psychosomatik Medizinische Psychologie, Vol 59(2), Feb, 2009. pp. 57-67.

Stelzel, C., Brandt, S. & Schubert, T. (2009). Neural mechanisms of attentional task setting in dual tasks. Neuroimage, 48, 237-248.

Strobach, T. (2009). On the mechanisms improving dual-task performance with practice. Electronically published doctorial dissertation. Humboldt-Universität zu Berlin, Germany.

Brass, M., Wenke, D., Spengler, S., & Waszak, F. (2009). Neural correlates of overcoming interference from instructed and implemented stimulus-response associations. Journal of Neuroscience, 29, 1766-72.

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

Wenke, D., & Haggard, P. (2009). How voluntary actions modulate time perception. Experimental Brain Research, 196, 311-318.

Wenke, D., Waszak, F., & Haggard, P. (2009). Action selection and action awareness. Psychological Research, 73, 602-612.

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

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.

Knops, A., Thirion, B., Hubbard, E.M., Michel, V. & Dehaene, S. (2009). Recruitment of an area involved in eye movements during mental arithmetic. Science, 324(5934):1583-5.

Knops, A., Viarouge A., & Dehaene, S. (2009). Dynamic representations underlying symbolic and non-symbolic calculation: Evidence from the operational momentum effect. Attention, Perception & Psychophysics, 71(4), 803-821.

Klein, E., Nuerk, H.-C., Wood, G., Knops, A. & Willmes, K. (2009). The exact vs. approximate distinction in numerical cognition is not exact, but only approximate: How different processes work together in multi-digit addition, Brain and Cognition, 69, 369 – 381.

Vesper, C., Soutschek, A., & Schubö, A. (2009). Motion coordination affects movement parameters in a joint pick-and-place task. Quarterly Journal of Experimental Psychology, 62, 2418-2432.

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.


Gerlach, R., Beyer, R. & van der Meer, E. (2008): Evaluation von Begriffshierarchien bezüglich ihrer Anschaulichkeit und ihrer Merkmalscharakteristik. In B. Krause (Hrsg.), Empirische Evaluationsmethoden, Band 12, 17-26

Stelzel, C., Kraft, A., Brandt, S. & Schubert, T. (2008). Dissociable effects of task-order control and working-memory load in the lateral prefrontal cortex during dual-task processing: a study with fMRI. Journal of Cognitive Neuroscience, 20, 613-28.

Schubert, T. (2008). The central attentional limitation and executive control. Frontiers of Bioscience, 13, 3569-3580.

Schubert, T., Fischer, R., & Stelzel, C. (2008). Response Activation and the Central Bottleneck in Overlapping Tasks. Journal of Experimental Psychology: Human Perception and Performance, 34, 376-97.

Fischer, R. & Schubert, T. (2008). Valence processing bypassing the response selection bottleneck? Evidence from the psychological refractory period paradigm. Experimental Psychology. 55, 203-211.

Waszak, F., Wenke, D., & Brass, M. (2008). Cross-talk of instructed and applied arbitrary visuomotor mappings. Acta Psychologica, 127, 30-35.

Huckauf, A., Knops, A., Nuerk, H.-C., & Willmes, K. (2008). Semantic processing of crowded stimuli? Psychological Research, 72(6): 648 – 656.

Lonnemann, J., Krinzinger, H., Knops, A., & Willmes, K. (2008). Spatial representations of numbers in children and their connection with calculation abilities. Cortex, 44(4), 420-428.

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.


Fischer, R., Schubert, T., & Liepelt, R. (2007). Accessory stimuli modulate effects of non-conscious priming. Perception & Psychophysics, 69, 9-22.

Fischer, R., Miller, J., & Schubert, T. (2007). Parallel memory retrieval in dual tasks? Memory & Cognition. 35, 1685-99.

Gauggel, S., Knops, A., & Staedtgen, M. (2007). Transkranielle Magnetstimulation (TMS). In S. Gauggel & M. Herrmann (Eds.) Handbuch der Neuro- und Biopsychologie (pp. 220 – 228), Göttingen, Hogrefe Publishers. [German]

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.

Bergner, A., Beyer, R., Klapp, B.F. & Rauchfuss, M. (2007): Pregnancy after early pregnancy loss: A prospective study of anxiety, depressive symptomatology and coping. Journal of Psychosom Obstet Gynaecol., Oct 2007,1-9.

Carbon, C. C., Strobach, T., Langton, S., Harsányi, G., Leder, H., & Kovacs, G. (2007). Adaptation effects of highly familiar faces: immediate and long lasting. Memory & Cognition. 35(8), 1966-1976.

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.

Gerlach, R., Beyer, R. & van der Meer, E. (2007): Identifikation und Nutzung von semantischen Relationen beim Sprachverstehen. In B. Krause, & P. Metzler (Hrsg.), Empirische Evaluationsmethoden, Band 11, 7-22.

Pröfrock, S. & Beyer, R. (2007): Empirische Prüfung eines Leseverständnistests für Erwachsene. In B. Krause, & P. Metzler (Hrsg.), Empirische Evaluationsmethoden, Band 11, 23-36.

Strobach, T. & Zaumseil, M. (2007). An evaluation of a Micro-Credit System to promote health knowledge among poor women in Bangladesh. Health Promotion International, 22(2), 129-136.

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.

Wenke, D., Gaschler, R., & Nattkemper, D. (2007). Instruction-induced feature binding. Psychological Research Psychologische Forschung, 71, 92-106.


Preuschhof, C., Heekeren, H., Taskin, B., Schubert, T., & Villringer, A. (2006). Neural correlates of vibrotactile working memory in the human brain. Journal of Neuroscience, 26, 13231-13239.

Wenke, D. (2006). Analoges Schließen [Analogical Reasoning]. In J. Funke & P.A. Frensch (Eds.), Handbuch Allgemeine Psychologie: Kognition [Handbook of General Psychology: Cognition]. Goettingen: Hogrefe.

Knops A., Nuerk H.-C., Sparing R., Foltys H., Willmes K. (2006). On the functional role of the parietal cortex in number processing: How gender mediates the impact of a ‘virtual lesion’ induced by rTMS. Neuropsychologia, 44(12), 2270 - 2283.

Knops A., Nuerk H.-C., Fimm B., Vohn R., Willmes K. (2006). A Special Role for Numbers in Working Memory? - An fMRI Study. Neuroimage, 29, 1 - 14.

Beyer, R. (2006): Pupillometrie. In: Funke, J. & Frensch, P.: Handbuch der Allgemeinen Psychologie: Kognition (Reihe Handbuch der Psychologie). 712-716. Göttingen: Hogrefe.

Beyer, R., Gerlach, R., van der Meer, E., Reichmayr, R. & Türke, J. (2006). Charakteristik einer Metropole aus psychologischer Perspektive - das Beispiel Berlin - Umweltpsychologie, 10(2), 32-54.

Beyer, R., van der Meer, E. & Gerlach, R. (2006). Differenzierung minimalistischer und maximalistischer Inferenzansätze beim Sprachverstehen Empirische Evaluationsmethoden, Bd.10, 21-32.

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.

Schubert, T.. Planning and co-ordination of multiple actions (German). In J. Funke und P. Frensch (Eds.) Handbook of Psychology. General Psychology: Cognition (German). Göttingen: Hogrefe, pp. 519-528.

Schubert, T.. The Psychologoical Refractory Period (German). In J. Funke und P. Frensch (Eds.) Handbook of Psychology. General Psychology: Cognition (German). Göttingen: Hogrefe, pp. 556-562

Stelzel, C., Schumacher, E.H., Schubert, T., & D'Esposito, M. (2006). The neural effect of stimulus-response modality on dual-task performance - study with fMRI. Psychological Research, 6, 514-525.

Szameitat, A.J., Lepsien, J., von Cramon, D.Y., Sterr, A. & Schubert, T. (2006). Task-Order Coordination in Dual-Task Performance and the Lateral Prefrontal Cortex: An event-related fMRI study. Psychological Research, 6, 541-552.


Wenke, D., Frensch, P.A. & Funke, J. (2005). Complex problem solving and intelligence: Empirical relation and causal direction. In R. J. Sternberg, J. E. Davidson, & J. Pretz (Eds.), Cognition and Intelligence: Identifying the mechanisms of the mind (pp. 160-187). Cambridge, MA: Cambridge University Press.

Beyer, R., van der Meer, E., Reichmayr, R. & Türke, J. (2005): Merkmale einer Metropole ?psychologische Analyse zur Klärung eines unscharfen Begriffs. In B. Krause, & P. Metzler (Hrsg.), Empirische Evaluationsmethoden, Band 9, 51-60.

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.

Hein, G., Schubert, T., & von Cramon, D.Y. (2005). Closed head injury and input processing in dual-task situations. Experimental Brain Research, 160, 223-34.

Schubert, T. (2005). Experimental and neuro-physiological investigations of bottleneck interference in dual-task processing. Unpublished Second Dissertation (Habilitation), (German), Mathematisch-Naturwissenschaftliche Fakultät II der Humboldt-Universität zu Berlin.

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.


Wenke, D. (2004). The influence of task instructions on action coding: Response instructions and response coding. Dissertation, Humboldt Universität zu Berlin, Online-Publikation: .

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

Hein, G. & Schubert, T. (2004). Aging and Input Processing in Dual-Task Situations. Psychology and Aging, 19, 416 - 432.

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.


Beyer, R. (2003): Verstehen von Diskursen. In: Rickheit, G., Herrmann, Th. & Deutsch, W.: Psycholinguistik/ Psycholinguistics Ein internationales Handbuch/ An international Handbook. Verlag Walter De Gruyter., S. 532-544. Berlin, New York.

Beyer, R., Kaul, G., Ruppe, I. & Stummvoll, B. (2003): Die Anwendung eines Messwiederholungsplanes zur Prüfung spezifischer Bedingungswirkungen (z.B. elektromagnetischer Felder) auf elementare kognitive Prozesse beim Sprachverstehen. In B. Krause (Hrsg.): Zentrum für empirische Evaluationsmethoden. Reihe wiss. Veranstaltungen, Band 2, 43-60.

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.

Schubert, T. & Szameitat, A. (2003). Funtional neuroanatomy of interference in overlapping dual tasks: a study with fMRI. Cognitive Brain Research, 17, 733-746.

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.


Beyer, R. (2002): Kompensation von Defiziten im Arbeitsgedächtnis bei Senioren durch Rückgriff auf die Wissensrepräsentation im Langzeitgedächtnis. In B. Krause, & P. Metzler (Hrsg.), Empirische Evaluationsmethoden, Band 6, 7-21.

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.

Schubert, T., Volkmann, J., Müller, U., Sturm, V., Voges, J., Freund, H.-J. & von Cramon, D.Y. (2002). Effects of pallidal deep brain stimulation and levodopa treatment on reaction-time performance in Parkinson's disease. Experimental Brain Research, 144, 8-16.

Szameitat, A.J., Schubert, T., Müller, K., & von Cramon, D.Y. (2002). Localization of Executive Functions in Dual-Task Performance with fMRI. Journal of Cognitive Neuroscience, 14, 1184-1199.

van der Meer, E., Beyer, R., Heinze, B., & Badel, I. (2002). Temporal Order in Language Comprehension. Journal of Experimental Psychology: Learning, Memory, & Cognition, 28, 4, 770-779.


Balota, D.A., Cortese, M., & Wenke, D. (2001). Ambiguity resolution across tasks and across groups of individuals: An attentional selection framework. In D. S. Gorfein (Ed.), On the consequences of meaning selection (pp. 87-102). Washington, DC: APA.

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.

Sommer, W., Leuthold, H., Schubert, T. (2001). Multiple bottlenecks in informa¬tion processing? An electrophysiological examination. Psychonomic Bulletin & Review 8, 81-88.


Bergner, A., Rudolf, H., Rauchfuß, M. & Beyer, R. (2000): Auswirkungen von Fehlgeburten auf das befinden und Erleben in einer neuen Schwangerschaft. In Bodden-Heidrich, R., Rechenberger, I. & Bender, H.G.: Psychosomatische Gynäkologie und Geburtshilfe. 245-255. Psychosozial-Verlag, Gießen.

Beyer, R., Guthke, T. & Kothe, B. (2000): Identifikation von spezifischen kognitiven Defiziten bei links- und rechtshemisphärischen Verletzungen unter Verwendung von Sprachverstehensanforderungen. Empirische Evaluationsmethoden, Band 4, Leistungsdefizit und Veränderung, 7-22.

Bublak, P., Schubert, T., Matthes-von Cramon, G., von Cramon, D.Y. (2000). Differential demands on working memory for guiding simple action sequence: evidence from closed-head injured subjects. Journal of Clinical and Experimental Neuropsychology 22, 176-189.

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

Dove, A., Pollmann, S., Schubert, T., Wiggins, C.J, von Cramon, D.Y. (2000). Prefrontal cortex activation in task switching: an event-related fMRI study. Cognitive Brain Research 9, 103 ? 109.

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. (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., 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.


Beyer, R. (1999): Identifizierung von Alterseffekten bei der Nutzung von Vorwissen im Kontext von Sprachverstehensanforderungen. In Krause, B. & Metzler, P. (Hrsg.): Empirische Evaluationsmethoden, Qualitative Veränderungsmessung und Veränderungsevaluation, Bd. 3, 73-88, Berlin.

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.

Guthke, T. Beyer, R., Ferstl, E.C. & Kothe, B. (1999): Use of semantic relation and temporal organization of knowledge on sentence and text comprehension in brain-damaged patients. In E. Witruk & T. Lachmann (Eds.) Basis Mechanisms of Language & Language Disorders. Leipziger Universitätsverlag, S. 76-79

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

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.

Schubert, T. (1999). Processing Differences Between Simple and Choice Reactions Affect Bottleneck Localization in Overlapping Tasks. Journal of Experimental Psychology: Human, Perception, & Performance, Vol. 25, 2, 1-18.


Beyer, R., Guthke, Th. & Ankert, H.-G. (1998): Modifikation von Textverstehensleistungen durch Variation von Text- und Lesermerkmalen. In: Witruk, E. (Hrsg.): Differentielle Lernpsychologie- Grundlagen und Anwendungsfelder. S.33-42. Leipziger Universitätsverlag. Leipzig.

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.

Pollmann, S., Wiggins, C.J., Norris, D.G., von Cramon, D.Y., & Schubert, T. (1998). Use of Short Intertrial Intervals in Single-Trial Experiments: A 3T fMRI-Study. NeuroImage, 8, 314-339.

Schubert, T., von Cramon, D.Y., Niendorf, T., Pollmann, S., & Bublak, P. (1998). Cortical areas and the control of self-determined finger movements: an fMRI study. NeuroReport, 9, 3171-3176.


Beyer, R. (1997): Methoden zur Evaluation von sprachlichen Äußerungen und Texten bezüglich ihrer Verständlichkeit. In Krause, B. & Metzler, P: Empirische Evaluationsmethoden, Bd. 1, 61-80, Berlin.

Beyer, R. (1997): Nutzung experimenteller Methoden zur Prüfung diagnostischer Fragestellungen unter Verwendung von Sprachverstehensanforderungen. In Krause, B. & Metzler, P: Empirische Evaluationsmethoden, Bd. 2, 45-70, Berlin.

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.


Beyer, R., Guthke, Th. & Pekrul, U. (1996): Repräsentation von Textwissen im menschlichen Gedächtnis. Zeitschrift für Psychologie 204, 199-232.

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.

Schubert, T. (1996). Interference during the simultaneous performance of two tasks (German). Z. exp. Psychol., 4, 625 - 656.


Beyer, R., Guthke, Th. & Thiele, B. (1995): Integration von Vorwissen beim Sprachverstehen in Abhängigkeit vom Lebensalter. Zeitschrift für Psychologie 203, 361 -378.

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

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., & 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.

Guthke, Th. & Beyer, R. (1995): The Role of Semantic Relations in Text-Sentence Recognition. Institut of Cognitive Science, University of Colorado, ICS Technical Report 95-03, Boulder.

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

Schubert, T. (1995). Working Memory and order information: Storage and encoding of linear orders. Z. Psychol., 203, 221 - 244.


Beyer, R. (1994): The Interaction of Text Information and Reader`s knowledge. ICS Bulletin, University of Colorado, Boulder, Vol. 11, Number 4, S. 1-4

Beyer, R., Guthke, Th. & H. Ankert (1994): Readers´ knowledge and text comprehension. In: De Jong, F. P. C. M. & Van Hout-Wolters, B. H. A. M.: Process-Oriented Instruction and Learning from Text. 127 - 138, VU University Press, Amsterdam.

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.

Guthke, Th. & Beyer, R. (1994): Inferences in sentence and text comprehension. The German Journal of Psychology, Vol. 18, 20 - 22

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,

Schubert, T. (1994). The acquisition of mental representations during problem solving. (German), Berlin Humboldt-University Berlin. Unpublished Dissertation (PhD).

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


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.


Guthke, Th. & Beyer, R. (1992): Inferenzen beim Satz- und Textverstehen. Zeitschrift für Psychologie, 200, 321 - 344.

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.


Beyer, R. & Guthke, Th. (1991): Untersuchung zur Anregung von Vorwissen bei Satz- und Textverstehensleistungen. Zeitschrift für Psychologie, Supplement Band 11, 207-215.

Beyer, R. (1991): Untersuchungen zum Verstehen und zur Gestaltung von Texten. In: Klix, F., Roth, E. & van der Meer, E. (Hrsg.): Kognitive Prozesse und geistige Leistung . 64 - 86. Deutscher Verlag der Wissenschaften, Berlin.

Beyer, R., Artz, E. & Guthke, Th. (1991): Differences in cognitive effort on knowledge activation. The German Journal of Psychology, 15, 92 - 94.

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.


Beyer, R. (1990): Psychologische Untersuchungen zur Gestaltung von Instruktionstexten. Wissenschaftliche Zeitschrift der Humboldt-Universität zu Berlin, Mathematisch-Naturwissenschaftliche Reihe 39, 1, 69 - 75.

Beyer, R., Artz, E. & Guthke, Th. (1990): Zur Differenzierung des kognitiven Aufwandes bei der Anregung von Vorwissen. Zeitschrift für Psychologie, 198, 9 - 33.

Schubert, T. (1990). Strukturaufbauprozesse beim Lösen elementarer Probleme. In: Interferenz- und Interpretationsprozesse. Hrsg.: Krause, W., Zießler, M. & Sommerfeld, E., Universitätsverlag Jena, 180-194.

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


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.


Ankert, H.-G. & Beyer (1987): Untersuchungen zur Textverarbeitung unter besonderer Berücksichtigung von Vorwissenseinflüssen. Zeitschrift für Psychologie, 195, 385 - 399.

Beyer, R. (1987): Psychologische Untersuchungen zur Textverarbeitung unter besonderer Berücksichtigung des Modells von Kintsch und v. Dijk. Zeitschrift für Psychologie, Supplementband 8, 1 -80.

Beyer, R. (1987): Zur Analyse kognitiver Prozesse bei der Textverarbeitung. Wissenschaftliche Zeitschrift der Humboldt-Universität zu Berlin, Mathematisch-Naturwissenschaftliche Reihe 36, 419 - 424.


Beyer, R. (1986): Investigations on text processing with regard to the model of Kintsch and v. Dijk (1978). In: F. Klix & H. Hagendorf (Eds.) : Human Memory and Cognitive Capabilities. 871 - 887, North-Holland, Amsterdam.


Schubert, T., Finke, K., Redel, P., Kluckow, S., Müller, H., & Strobach, T. (2015). Video game experience and its influence on visual attention parameters: an investigation using the framework of the Theory of Visual Attention (TVA). Acta psychologica, 157, 200-214.