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Peter A. Frensch - Publications

Affiliations: 
Humboldt-Universität zu Berlin, Berlin, Germany 
Area:
Cognition
Website:
http://www.psychology.hu-berlin.de/staff/57310
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58 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  0.389
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  0.365
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  0.319
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  0.369
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  0.313
2015 Strobach T, Frensch P, Müller H, Schubert T. Evidence for the acquisition of dual-task coordination skills in older adults. Acta Psychologica. 160: 104-16. PMID 26231939 DOI: 10.1016/j.actpsy.2015.07.006  0.408
2015 Tamayo R, Frensch PA. Temporal Stability of Implicit Sequence Knowledge. Experimental Psychology. 1-14. PMID 26138300 DOI: 10.1027/1618-3169/a000293  0.621
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  0.317
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  0.327
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  0.381
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  0.418
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  0.436
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  0.332
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  0.347
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  0.363
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  0.322
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  0.301
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  0.416
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  0.351
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  0.397
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  0.379
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  0.381
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  0.374
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  0.363
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  0.39
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  0.367
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  0.404
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  0.406
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  0.395
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  0.424
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  0.408
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  0.384
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  0.391
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  0.35
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  0.304
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  0.371
2009 Gaschler R, Frensch PA. When vaccinating against information reduction works and when it does not work Psychological Studies. 54: 42-53. DOI: 10.1007/S12646-009-0006-5  0.363
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  0.41
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  0.634
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  0.363
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  0.379
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  0.402
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  0.349
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  0.343
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  0.322
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  0.309
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  0.397
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  0.404
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  0.451
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  0.368
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  0.436
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  0.371
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  0.372
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  0.414
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  0.309
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  0.384
1992 Sternberg RJ, Frensch PA. Complex Problem Solving : Principles and Mechanisms American Journal of Psychology. 105: 501. DOI: 10.4324/9781315807546  0.409
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  0.421
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