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

Allgemeine Psychologie

2018

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.

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

2017

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

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

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.

2016

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.

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.

2015

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

2014

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.

2013

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.

2012

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: http://ac-psych.org/download.php?id=114

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]

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.

2011

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.

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.

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.

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.

2010

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.

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

2009

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.

2008

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.

2007

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.

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.

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.

2006

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.

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.

2005

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.

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.

2004

Wenke, D. (2004). The influence of task instructions on action coding: Response instructions and response coding. Dissertation, Humboldt Universität zu Berlin, Online-Publikation: http://tinyurl.com/8lenx .

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.

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.

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.

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.

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.

2001

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.

2000

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.

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). 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.

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.

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.

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.

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

1995

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.

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.

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,

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

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

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.

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.

2

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.