Thomas Lachmann

2005-2005 Psychology University of Bamberg, Bamberg, Bavaria, Germany 
 2006- Psychology University of Kaiserslautern, Kaiserslautern, Rheinland-Pfalz, Germany 
Cognitive psychology, Developmental psychology, Dyslexia, Cognitive neuroscience
"Thomas Lachmann"

2014- Head of Center for Cognitive Science, Director of Graduate School of Cognitive Science, Speaker of Research Initiative (Universitärer Potentialbereich Cognitive Science)
2011-2013 Dean for Research
2008-2011 Senator (university board, senate) and Dean
2006- Full Professor of Psychology (chair) at the University of Kaiserslautern, Head of Department
2005 Professor of Psychology at the University of Bamberg
2004 Habilitation (Dr. habil.)
2001-2011 Visiting Scientist at the RIKEN Brain Science Institute Wako-shi (Tokio), Japan
1998-2005 Postdoc (Assistant Professor, C1)
1998 Doctoral degree (Dr. rer. nat.)
1997-1998 Teaching assistant at the University of Leipzig
1997 Study and research period at the Center for Human Information Processing at the University of California at San Diego (Prof. W. McGill, Prof. H. Pashler)
1995 Diploma, Graduate Student program at the University of Leipzig, Institute of Cognitive Psychology (Supervisor: Prof. H.G.Geissler)
1992 Study and research period at the Center for Human Information Processing at the University of California at San Diego (Prof. J.O.Miller)
1990-1995 Study of Psychology at the Universities of Rostock and Leipzig
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Jeff O. Miller research assistant 1992-1992 UCSD
Harold Pashler grad student 1997-1997 UCSD
Hans-Georg Geissler grad student 1996-1998 Leipzig University
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Schmitt A, Lachmann T. (2020) Skilled readers show different serial-position effects for letter versus non-letter target detection in mixed-material strings. Acta Psychologica. 204: 103025
Nikolaev AR, Beck AK, Theobald S, et al. (2019) Factoring in the Spatial Effects of Symbolic Number Representation. Biological Psychology. 107782
Ludowicy P, Czernochowski D, Weis T, et al. (2019) Neural correlates of feedback processing during a sensory uncertain speech - nonspeech discrimination task. Biological Psychology. 144: 103-114
Schmitt A, Lachmann T, van Leeuwen C. (2019) Lost in the forest? Global to local interference depends on children's reading skills. Acta Psychologica. 193: 11-17
Weis T, Theobald S, Schmitt A, et al. (2018) There's a SNARC in the Size Congruity Task. Frontiers in Psychology. 9: 1978
Weis T, Nuerk HC, Lachmann T. (2018) Attention allows the SNARC effect to operate on multiple number lines. Scientific Reports. 8: 13778
Weis T, Krick CM, Reith W, et al. (2018) Is it still speech? Different processing strategies in learning to discriminate stimuli in the transition from speech to non-speech including feedback evaluation. Brain and Cognition. 125: 1-13
Schmitt A, van Leeuwen C, Lachmann T. (2017) Connections are not enough for membership: Letter/non-letter distinction persists through phonological association learning. Acta Psychologica. 176: 85-91
Wesseling PB, Christmann CA, Lachmann T. (2017) Shared Book Reading Promotes Not Only Language Development, But Also Grapheme Awareness in German Kindergarten Children. Frontiers in Psychology. 8: 364
Huettig F, Lachmann T, Reis A, et al. (2017) Distinguishing cause from effect – many deficits associated with developmental dyslexia may be a consequence of reduced and suboptimal reading experience Language, Cognition and Neuroscience. 33: 333-350
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