Peter A. Frensch - Publications

Affiliations: 
Humboldt-Universität zu Berlin, Berlin, Germany 
Area:
Cognition
Website:
http://www.psychology.hu-berlin.de/staff/57310

72 high-probability publications. We are testing a new system for linking publications to authors. You can help! If you notice any inaccuracies, please sign in and mark papers as correct or incorrect matches. If you identify any major omissions or other inaccuracies in the publication list, please let us know.

Year Citation  Score
2019 Kühnel A, Gaschler R, Frensch PA, Cohen A, Wenke D. Lack of Automatic Vocal Response Learning While Reading Aloud. Experimental Psychology. 66: 266-280. PMID 31530246 DOI: 10.1027/1618-3169/a000451  0.48
2019 Gaschler R, Schuck NW, Reverberi C, Frensch PA, Wenke D. Incidental covariation learning leading to strategy change. Plos One. 14: e0210597. PMID 30677046 DOI: 10.1371/journal.pone.0210597  0.48
2016 Schwager S, Gaschler R, Rünger D, Frensch PA. Tied to expectations: Predicting features speeds processing even under adverse circumstances. Memory & Cognition. PMID 28000115 DOI: 10.3758/s13421-016-0683-y  0.48
2016 Salminen T, Kühn S, Frensch PA, Schubert T. Transfer after Dual n-Back Training Depends on Striatal Activation Change. The Journal of Neuroscience : the Official Journal of the Society For Neuroscience. 36: 10198-213. PMID 27683914 DOI: 10.1523/JNEUROSCI.2305-15.2016  0.32
2015 Hansen SM, Haider H, Eichler A, Godau C, Frensch PA, Gaschler R. Fostering Formal Commutativity Knowledge with Approximate Arithmetic. Plos One. 10: e0142551. PMID 26560311 DOI: 10.1371/journal.pone.0142551  1
2015 Tamayo R, Frensch PA. Temporal Stability of Implicit Sequence Knowledge. Experimental Psychology. 1-14. PMID 26138300 DOI: 10.1027/1618-3169/a000293  1
2015 Buckmann M, Gaschler R, Höfer S, Loeben D, Frensch PA, Brock O. Learning to explore the structure of kinematic objects in a virtual environment. Frontiers in Psychology. 6: 374. PMID 25904878 DOI: 10.3389/Fpsyg.2015.00374  1
2015 Salminen T, Frensch P, Strobach T, Schubert T. Age-specific differences of dual n-back training. Neuropsychology, Development, and Cognition. Section B, Aging, Neuropsychology and Cognition. 1-22. PMID 25867501 DOI: 10.1080/13825585.2015.1031723  1
2015 Schuck NW, Gaschler R, Wenke D, Heinzle J, Frensch PA, Haynes JD, Reverberi C. Medial prefrontal cortex predicts internally driven strategy shifts. Neuron. 86: 331-40. PMID 25819613 DOI: 10.1016/j.neuron.2015.03.015  1
2015 Reimer CB, Strobach T, Frensch PA, Schubert T. Are processing limitations of visual attention and response selection subject to the same bottleneck in dual-tasks? Attention, Perception & Psychophysics. 77: 1052-69. PMID 25810162 DOI: 10.3758/s13414-015-0874-9  1
2015 Gaschler R, Marewski JN, Frensch PA. Once and for all--how people change strategy to ignore irrelevant information in visual tasks. Quarterly Journal of Experimental Psychology (2006). 68: 543-67. PMID 25203902 DOI: 10.1080/17470218.2014.961933  1
2015 Strobach T, Frensch P, Müller H, Schubert T. Evidence for the acquisition of dual-task coordination skills in older adults Acta Psychologica. 160: 104-116. DOI: 10.1016/j.actpsy.2015.07.006  1
2014 Gaschler R, Marewski JN, Wenke D, Frensch PA. Transferring control demands across incidental learning tasks - stronger sequence usage in serial reaction task after shortcut option in letter string checking. Frontiers in Psychology. 5: 1388. PMID 25506336 DOI: 10.3389/fpsyg.2014.01388  1
2014 Gaschler R, Schwager S, Umbach VJ, Frensch PA, Schubert T. Expectation mismatch: differences between self-generated and cue-induced expectations. Neuroscience and Biobehavioral Reviews. 46: 139-57. PMID 24971824 DOI: 10.1016/j.neubiorev.2014.06.009  1
2014 Godau C, Haider H, Hansen S, Schubert T, Frensch PA, Gaschler R. Spontaneously spotting and applying shortcuts in arithmetic-a primary school perspective on expertise. Frontiers in Psychology. 5: 556. PMID 24959156 DOI: 10.3389/fpsyg.2014.00556  0.48
2013 Gaschler R, Vaterrodt B, Frensch PA, Eichler A, Haider H. Spontaneous usage of different shortcuts based on the commutativity principle. Plos One. 8: e74972. PMID 24086413 DOI: 10.1371/journal.pone.0074972  1
2013 Schuck NW, Frensch PA, Schjeide BM, Schröder J, Bertram L, Li SC. Effects of aging and dopamine genotypes on the emergence of explicit memory during sequence learning. Neuropsychologia. 51: 2757-69. PMID 24035787 DOI: 10.1016/j.neuropsychologia.2013.09.009  1
2013 Schuck NW, Doeller CF, Schjeide BM, Schröder J, Frensch PA, Bertram L, Li SC. Aging and KIBRA/WWC1 genotype affect spatial memory processes in a virtual navigation task. Hippocampus. 23: 919-30. PMID 23733450 DOI: 10.1002/hipo.22148  1
2013 Strobach T, Liepelt R, Pashler H, Frensch PA, Schubert T. Effects of extensive dual-task practice on processing stages in simultaneous choice tasks. Attention, Perception & Psychophysics. 75: 900-20. PMID 23580330 DOI: 10.3758/s13414-013-0451-z  1
2012 Kemper M, Umbach VJ, Schwager S, Gaschler R, Frensch PA, Stürmer B. 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. PMID 23403896 DOI: 10.3389/fpsyg.2012.00562  1
2012 Umbach VJ, Schwager S, Frensch PA, Gaschler R. Does explicit expectation really affect preparation? Frontiers in Psychology. 3: 378. PMID 23248606 DOI: 10.3389/fpsyg.2012.00378  1
2012 Schwager S, Rünger D, Gaschler R, Frensch PA. Data-driven sequence learning or search: What are the prerequisites for the generation of explicit sequence knowledge? Advances in Cognitive Psychology / University of Finance and Management in Warsaw. 8: 132-43. PMID 22723812 DOI: 10.2478/v10053-008-0110-4  1
2012 Schuck NW, Gaschler R, Frensch PA. 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 / University of Finance and Management in Warsaw. 8: 83-97. PMID 22679464 DOI: 10.2478/v10053-008-0106-0  1
2012 Gaschler R, Frensch PA, Cohen A, Wenke D. Implicit sequence learning based on instructed task set. Journal of Experimental Psychology. Learning, Memory, and Cognition. 38: 1389-407. PMID 22545612 DOI: 10.1037/a0028071  1
2012 Strobach T, Frensch PA, Schubert T. Video game practice optimizes executive control skills in dual-task and task switching situations. Acta Psychologica. 140: 13-24. PMID 22426427 DOI: 10.1016/j.actpsy.2012.02.001  1
2012 Strobach T, Frensch P, Müller HJ, Schubert T. Testing the limits of optimizing dual-task performance in younger and older adults. Frontiers in Human Neuroscience. 6: 39. PMID 22408613 DOI: 10.3389/fnhum.2012.00039  1
2012 Strobach T, Frensch P, Müller H, Schubert T. Age- and practice-related influences on dual-task costs and compensation mechanisms under optimal conditions of dual-task performance. Neuropsychology, Development, and Cognition. Section B, Aging, Neuropsychology and Cognition. 19: 222-47. PMID 22168474 DOI: 10.1080/13825585.2011.630973  1
2012 Schuck NW, Gaschler R, Keisler A, Frensch PA. 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. 38: 440-56. PMID 21988408 DOI: 10.1037/a0025816  1
2012 Strobach T, Frensch PA, Soutschek A, Schubert T. Investigation on the improvement and transfer of dual-task coordination skills. Psychological Research. 76: 794-811. PMID 21947746 DOI: 10.1007/s00426-011-0381-0  1
2011 Liepelt R, Strobach T, Frensch P, Schubert T. Improved intertask coordination after extensive dual-task practice. Quarterly Journal of Experimental Psychology (2006). 64: 1251-72. PMID 21462091 DOI: 10.1080/17470218.2010.543284  1
2011 Liepelt R, Fischer R, Frensch PA, Schubert T. Practice-related reduction of dual-task costs under conditions of a manual-pedal response combination Journal of Cognitive Psychology. 23: 29-44. DOI: 10.1080/20445911.2011.448025  1
2010 Ferdinand NK, Rünger D, Frensch PA, Mecklinger A. Event-related potential correlates of declarative and non-declarative sequence knowledge. Neuropsychologia. 48: 2665-74. PMID 20470807 DOI: 10.1016/j.neuropsychologia.2010.05.013  1
2010 Rünger D, Schwager S, Frensch PA. Across-task conflict regulation: a replication failure. Journal of Experimental Psychology. Human Perception and Performance. 36: 136-46. PMID 20121300 DOI: 10.1037/a0017172  1
2010 Nattkemper D, Ziessler M, Frensch PA. Binding in voluntary action control. Neuroscience and Biobehavioral Reviews. 34: 1092-101. PMID 20036685 DOI: 10.1016/j.neubiorev.2009.12.013  1
2010 Rünger D, Frensch PA. Defining consciousness in the context of incidental sequence learning: theoretical considerations and empirical implications. Psychological Research. 74: 121-37. PMID 19142657 DOI: 10.1007/s00426-008-0225-8  1
2009 Fernandez-Ballesteros R, Frensch PA, Hofer SM, Park DC, Pinquart M, Silbereisen RK, Staudinger UM, Wahl HW, Whitfield KE. Berlin declaration on the Quality of Life for Older Adults: closing the gap between scientific knowledge and intervention. Zeitschrift FüR Gerontologie Und Geriatrie. 42: 163-4. PMID 19408068 DOI: 10.1007/S00391-009-0033-9  1
2009 Wenke D, Gaschler R, Nattkemper D, Frensch PA. Strategic influences on implementing instructions for future actions. Psychological Research. 73: 587-601. PMID 19360437 DOI: 10.1007/s00426-009-0239-x  1
2009 Rünger D, Nagy G, Frensch PA. Do recognition and priming index a unitary knowledge base? Comment on Shanks et al. (2003). Journal of Experimental Psychology. Learning, Memory, and Cognition. 35: 572-85. PMID 19271870 DOI: 10.1037/a0014543  1
2009 Stürmer B, Sommer W, Frensch P. Conflicts as signals: Bridging the gap between conflict detection and cognitive control Psychological Research. 73: 741-743. PMID 19107511 DOI: 10.1007/s00426-008-0222-y  1
2009 Haider H, Frensch PA. Conflicts between expected and actually performed behavior lead to verbal report of incidentally acquired sequential knowledge. Psychological Research. 73: 817-34. PMID 19034498 DOI: 10.1007/s00426-008-0199-6  1
2008 Rünger D, Frensch PA. How incidental sequence learning creates reportable knowledge: the role of unexpected events. Journal of Experimental Psychology. Learning, Memory, and Cognition. 34: 1011-26. PMID 18763888 DOI: 10.1037/a0012942  1
2007 Tamayo R, Frensch PA. Interference produces different forgetting rates for implicit and explicit knowledge. Experimental Psychology. 54: 304-10. PMID 17953151 DOI: 10.1027/1618-3169.54.4.304  1
2007 Baltes BB, Bauer CB, Frensch PA. Does a structured free recall intervention reduce the effect of stereotypes on performance ratings and by what cognitive mechanism? The Journal of Applied Psychology. 92: 151-64. PMID 17227157 DOI: 10.1037/0021-9010.92.1.151  1
2007 Gaschler R, Frensch PA. Is information reduction an item-specific or an item-general process? International Journal of Psychology. 42: 218-228. DOI: 10.1080/00207590701396526  1
2007 Frensch PA, Schwarzer R. Psychological research in Berlin, the host city of ICP 2008: Editorial International Journal of Psychology. 42: 217. DOI: 10.1080/00207590701396492  1
2005 Wenke D, Frensch PA. The influence of task instruction on action coding: constraint setting or direct coding? Journal of Experimental Psychology. Human Perception and Performance. 31: 803-19. PMID 16131251 DOI: 10.1037/0096-1523.31.4.803  1
2005 Haider H, Frensch PA, Joram D. Are strategy shifts caused by data-driven processes or by voluntary processes? Consciousness and Cognition. 14: 495-519. PMID 16091268 DOI: 10.1016/j.concog.2004.12.002  1
2005 Haider H, Frensch PA. The generation of conscious awareness in an incidental learning situation. Psychological Research. 69: 399-411. PMID 15944861 DOI: 10.1007/s00426-004-0209-2  1
2005 Frensch PA. Editorial by Prof. Frensch. Psychological Research. 69: 311. PMID 15883847 DOI: 10.1007/s00426-005-0223-z  1
2005 Haider H, Frensch PA. Empirical research on the generation and functional role of consciousness. Psychological Research. 69: 313-5. PMID 15750814 DOI: 10.1007/s00426-004-0203-8  1
2004 Ziessler M, Nattkemper D, Frensch PA. The role of anticipation and intention in the learning of effects of self-performed actions. Psychological Research. 68: 163-75. PMID 14634810 DOI: 10.1007/s00426-003-0153-6  1
2004 Wenke D, Frensch PA, Funke J. Complex problem solving and intelligence: Empirical relation and causal direction Cognition and Intelligence: Identifying the Mechanisms of the Mind. 160-187. DOI: 10.1017/CBO9780511607073.010  1
2003 Wenke D, Frensch PA. Is success or failure atsolving complex problems related to intellectual ability? The Psychology of Problem Solving. 87-126. DOI: 10.1017/CBO9780511615771.004  1
2002 Haider H, Frensch PA. Why aggregated learning follows the power law of practice when individual learning does not: comment on Rickard (1997, 1999), Delaney et al. (1998), and Palmeri (1999). Journal of Experimental Psychology. Learning, Memory, and Cognition. 28: 392-406. PMID 11911396 DOI: 10.1037//0278-7393.28.2.392  1
2001 Schubert T, Frensch PA. How unitary is the capacity-limited attentional focus? Behavioral and Brain Sciences. 24: 146-147. DOI: 10.1017/S0140525X01533920  1
2000 Li KZ, Lindenberger U, Rünger D, Frensch PA. The role of inhibition in the regulation of sequential action. Psychological Science. 11: 343-7. PMID 11273397 DOI: 10.1111/1467-9280.00268  1
2000 Li SC, Lindenberger U, Frensch PA. Unifying cognitive aging: From neuromodulation to representation to cognition Neurocomputing. 32: 879-890. DOI: 10.1016/S0925-2312(00)00256-3  1
2000 Frensch PA, Kray J, Buchner A. On the distinction between implicit and explicit human learning: Historical continuity of a wrong track? | Zur unterscheidung impliziten" und expliziten" menschlichen lernens: historische kontinutät eines irrweges? Zeitschrift Fur Psychologie. 208: 284-303.  1
1999 DiLorenzo TM, Bargman EP, Stucky-Ropp R, Brassington GS, Frensch PA, LaFontaine T. Long-term effects of aerobic exercise on psychological outcomes. Preventive Medicine. 28: 75-85. PMID 9973590 DOI: 10.1006/pmed.1998.0385  1
1999 Haider H, Frensch PA. Eye Movement during Skill Acquisition: More Evidence for the Information-Reduction Hypothesis Journal of Experimental Psychology: Learning Memory and Cognition. 25: 172-190. DOI: 10.1037/0278-7393.25.1.172  1
1999 Haider H, Frensch PA. Information reduction during skill acquisition: The influence of task instruction Journal of Experimental Psychology: Applied. 5: 129-151. DOI: 10.1037//1076-898X.5.2.129  1
1999 Frensch PA, Wenke D, Rünger D. A Secondary Tone-Counting Task Suppresses Expression of Knowledge in the Serial Reaction Task Journal of Experimental Psychology: Learning Memory and Cognition. 25: 260-274. DOI: 10.1037//0278-7393.25.1.260  1
1998 Frensch PA, Lin J, Buchner A. Learning versus 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. DOI: 10.1007/S004260050015  1
1996 Haider H, Frensch PA. The Role of Information Reduction in Skill Acquisition Cognitive Psychology. 30: 304-37. PMID 8660787 DOI: 10.1006/cogp.1996.0009  1
1994 Frensch PA. Composition during serial learning: a serial position effect. Journal of Experimental Psychology. Learning, Memory, and Cognition. 20: 423-42. PMID 8151278 DOI: 10.1037/0278-7393.20.2.423  1
1994 Frensch PA, Miner CS. Effects of presentation rate and individual differences in short-term memory capacity on an indirect measure of serial learning. Memory & Cognition. 22: 95-110. PMID 8035689 DOI: 10.3758/BF03202765  1
1994 Frensch PA, Buchner A, Lin J. 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. DOI: 10.1037/0278-7393.20.3.567  1
1994 Okagaki L, Frensch PA. Effects of video game playing on measures of spatial performance: Gender effects in late adolescence Journal of Applied Developmental Psychology. 15: 33-58. DOI: 10.1016/0193-3973(94)90005-1  1
1993 Frensch PA, Geary DC. Effects of practice on component processes in complex mental addition. Journal of Experimental Psychology. Learning, Memory, and Cognition. 19: 433-56. PMID 8454965 DOI: 10.1037//0278-7393.19.2.433  1
1993 Geary DC, Frensch PA, Wiley JG. Simple and complex mental subtraction: strategy choice and speed-of-processing differences in younger and older adults. Psychology and Aging. 8: 242-56. PMID 8323728 DOI: 10.1037/0882-7974.8.2.242  1
1992 LaFontaine TP, DiLorenzo TM, Frensch PA, Stucky-Ropp RC, Bargman EP, McDonald DG. Aerobic exercise and mood. A brief review, 1985-1990. Sports Medicine (Auckland, N.Z.). 13: 160-70. PMID 1579775 DOI: 10.2165/00007256-199213030-00002  1
1991 Frensch PA. Transfer of composed knowledge in a multistep serial task. Journal of Experimental Psychology. Learning, Memory, and Cognition. 17: 997-1016. PMID 1834780 DOI: 10.1037//0278-7393.17.5.997  1
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