| 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 |
0.368 |
|
| 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 |
0.417 |
|
| 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 |
0.371 |
|
| 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 |
0.414 |
|
| 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 |
|
| Low-probability matches (unlikely to be authored by this person) |
| 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 |
0.297 |
|
| 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 |
0.296 |
|
| 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 |
0.29 |
|
| 1997 |
Buchner A, Frensch PA. Sequence learning: Phenomena and models Psychological Research. 60: 1-3. DOI: 10.1007/BF00419675 |
0.288 |
|
| 1994 |
Stadler MA, Frensch PA. Whither learning, whither memory? Behavioral and Brain Sciences. 17: 423-424. DOI: 10.1017/S0140525X00035342 |
0.273 |
|
| 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 |
0.272 |
|
| 1999 |
Lange LL, Frensch PA. Gaining scientific recognition by position: Does editorship increase citation rates? Scientometrics. 44: 459-486. DOI: 10.1007/Bf02458490 |
0.269 |
|
| 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 |
0.268 |
|
| 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 |
0.267 |
|
| 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. European Journal of Ageing. 6: 49-50. PMID 28798591 DOI: 10.1007/S10433-009-0107-Y |
0.242 |
|
| 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 Fã¼R Gerontologie Und Geriatrie. 42: 163-4. PMID 19408068 DOI: 10.1007/S00391-009-0033-9 |
0.242 |
|
| 1996 |
Okagaki L, Frensch PA, Dodson NE. Mexican American children's perceptions of self and school achievement Hispanic Journal of Behavioral Sciences. 18: 469-484. DOI: 10.1177/07399863960184003 |
0.234 |
|
| 1998 |
Okagaki L, Frensch PA. Parenting and children's school achievement: A multiethnic perspective American Educational Research Journal. 35: 123-144. DOI: 10.3102/00028312035001123 |
0.232 |
|
| 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 |
0.231 |
|
| 2001 |
Schubert T, Frensch PA. How unitary is the capacity-limited attentional focus? Behavioral and Brain Sciences. 24: 146-147. DOI: 10.1017/S0140525X01533920 |
0.228 |
|
| 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 |
0.227 |
|
| 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 |
0.221 |
|
| 2003 |
Wandke H, Frensch PA. “Applied” Versus “Applicable”:: The Different Facets of Applied Cognition Contemporary Psychology. 48: 629-631. DOI: 10.1037/000915 |
0.221 |
|
| 1995 |
Okagaki L, Frensch PA, Gordon EW. Encouraging School Achievement in Mexican American Children Hispanic Journal of Behavioral Sciences. 17: 160-179. DOI: 10.1177/07399863950172002 |
0.215 |
|
| 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 |
0.214 |
|
| 2004 |
Li S, Frensch PA. Revisiting Symbolic Approaches to Cognition in a New Visual Programming
Environment Contemporary Psychology. 49: 431-432. DOI: 10.1037/004385 |
0.212 |
|
| 2000 |
Frensch PA. Rationality Versus Psychology: Approaches to the Study of Human Decision Making. Psyccritiques. 45. DOI: 10.1037/004734 |
0.207 |
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| 2000 |
Frensch PA, Kray J, Buchner A. Zur Unterscheidung “impliziten” und “expliziten” menschlichen Lernens: Historische Kontinutät eines Irrweges?1 1 Wir danken Friedhart Klix für viele hilfreiche Kommentare und wertvolle Anregungen zu einer früheren Version dieses Artikels. Zeitschrift FüR Psychologie / Journal of Psychology. 208: 284-303. DOI: 10.1026//0044-3409.208.34.284 |
0.199 |
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| 2013 |
Frensch PA. Zur lage der psychologie als fach, wissenschaft und beruf: Erste entwicklungstendenzen nach einführung der bologna-reformen Psychologische Rundschau. 64: 1-15. DOI: 10.1026/0033-3042/a000150 |
0.194 |
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| 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 |
0.193 |
|
| 1989 |
Striegel-Moore RH, Silberstein LR, Frensch P, Rodin J. A prospective study of disordered eating among college students International Journal of Eating Disorders. 8: 499-509. DOI: 10.1002/1098-108X(198909)8:5<499::Aid-Eat2260080502>3.0.Co;2-A |
0.189 |
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| 2000 |
Buchner A, Frensch PA. Wie nützlich sind Sequenzlernaufgaben? Zum theoretischen Status und der empirischen Befundlage eines Forschungsparadigmas Psychologische Rundschau. 51: 10-18. DOI: 10.1026//0033-3042.51.1.10 |
0.186 |
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| 2005 |
Frensch PA. Editorial by Prof. Frensch. Psychological Research. 69: 311. PMID 15883847 DOI: 10.1007/s00426-005-0223-z |
0.172 |
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| 2014 |
Haider H, Eichler A, Hansen S, Vaterrodt B, Gaschler R, Frensch P. How we use what we learn in Math: An integrative account of the development of commutativity. Frontline Learning Research. 2. DOI: 10.14786/FLR.V2I1.37 |
0.141 |
|
| 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. |
0.139 |
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| 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 |
0.09 |
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| 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 |
0.072 |
|
| 1994 |
Hultgren BW, Isaacson RJ, Frensch PA. A case for specialty practice. Does practice make perfect... or permanent? The Angle Orthodontist. 64: 231-6. PMID 8060019 DOI: 10.1043/0003-3219(1994)064<0231:ACFSP>2.0.CO;2 |
0.064 |
|
| 1992 |
Logue MB, Sher KJ, Frensch PA. Purported Characteristics of Adult Children of Alcoholics: A Possible "Barnum Effect" Professional Psychology: Research and Practice. 23: 226-232. DOI: 10.1037/0735-7028.23.3.226 |
0.045 |
|
| Hide low-probability matches. |