Direkt zum Inhalt Direkt zur Suche Direkt zur Navigation

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

Publikationen - Prof. P. Frensch

Submitted:


Haider, H., & Frensch, P. A. (submitted). Unexpected events increase verbal report of incidentally acquired sequential knowledge.

Liepelt, R., Fischer, R., Frensch, P. A., & Schubert, T. (submitted). No evidence for complete dual-task cost reduction with a visual-manual and an auditory-pedal dual task after practice.

Rünger, D., & Frensch, P. A. (submitted). Incidental sequence learning: Indirect assessment of learning affects the acquisition of reportable knowledge.

Schubert, T., Palazova, M., Hutt, A., & Frensch, P. A. (submitted). The modulation of non-conscious information processing by temporal attention: Evidence for a variable accumulator model.


in Press:


Frensch, P. A., & Engelkamp, J. (in press). Lernen und Gedächtnis. Heidelberg: Springer Verlag.

Frensch, P. A., & Funke, J. (in press). Allgemeine Psychologie. Heidelberg: Springer Verlag.

Frensch, P. A., & Haider, H. (in press). Transfer and expertise. In R. Roediger III (Ed.), Learning and memory – a comprehensive reference. Oxford, UK: Elsevier.

Strobach, T., Frensch, P. A., & Schubert, T. (in press). The temporal stability of skilled dual-task performance.


Published:


Baltes, B. B., Bauer, C. C., & Frensch, P. A. (2007). Does a Structured Free Recall Intervention reduce the effect of racial biases in performance ratings and by what mechanism? Journal of Applied Psychology, 92, 151-164.

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

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

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

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.

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

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.

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

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

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

Wenke, D., & Frensch, P. A. (2005). The influence of task instruction on action coding: Constraint setting or direct coding? Journal of Experimental Psychology: Human Perception and Performance, 31, 803-819.

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

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

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

Wenke, D., Frensch, P. A., & Funke, J. (2004). Complex problem solving and intelligence: Empirical relation and causal direction. In R.J. Sternberg & J. Pretz (Eds.), Cognition and Intelligence. New York: Cambridge University Press.

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

Frensch, P. A., Haider, H., Rünger, D., Neugebauer, U., Voigt, S., & Werg, D. (2003). The route from implicit learning to awareness of what has been learned. In L. Jiménez (Ed.), Attention and implicit learning. New York: John Benjamins Publishing Company.

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

Wandke, H., & Frensch, P.A. (2003). “Applied” versus “applicable” – the different facets of applied cognition. Review of „Handbook of applied cognition”, edited by F.T. Durso. Contemporary Psychology.

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

Frensch, P. A., & Funke, J. (2002). Thinking, creativity, and problem solving. In UNESCO, Encyclopedia of Life Support Systems (EOLSS). Oxford, UK. [http:/www.eolss.net].

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.

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

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

Frensch, P. A. (2000). 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 David V. Budescu, Ido Erev, & Rami 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.

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.

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.

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.

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. Zeitschrift für Experimentelle Psychologie.

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

Frensch, P. A. (1997). 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., & 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.

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. 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.

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.

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., 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.

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.

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, 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.

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.

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.

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, 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.