Humboldt-Universität zu Berlin - Kultur-, Sozial- und Bildungswissenschaftliche Fakultät - Institut für Rehabilitationswissenschaften

Veröffentlichungen

Schwager, S., Gaschler, R., Rünger, D., Frensch, P.A. (2017). Tied to expectations: Predicting features speeds processing even under adverse circumstances. Memory & Cognition, 45, 611-624

https://link.springer.com/article/10.3758/s13421-016-0683-y

 

Kemper, M., Gaschler, R., Schwager, S., & Schubert, T. (2016). The benefit of expecting no conflict - Stronger influence of self-generated than cue-induced conflict expectations on Stroop performance. Acta Psychologica, 163, 135-141

https://doi.org/10.1016/j.actpsy.2015.11.008

 

Gaschler, R.*, Schwager, S.*, Umbach, V. J., Frensch, P. A. , & Schubert, T. (2014). Expectation mismatch: Differences between self-generated and cue-induced expectations. Neuroscience and Biobehavioral Reviews, 46, 139-157. [*shared first authorship].

https://doi.org/10.1016/j.neubiorev.2014.06.009

 

Kemper, M., Umbach, V. J., Schwager, S., Gaschler, R., Frensch, P. A. & Stürmer, B. (2012). 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

https://doi.org/10.3389/fpsyg.2012.00562

 

Umbach, V. J., Schwager, S., Frensch, P. A. & Gaschler, R. (2012). Does explicit expectation really affect preparation? Frontiers in Psychology, 3: 378

https://doi.org/10.3389/fpsyg.2012.00378

 

Schwager, S., Rünger, D., Gaschler, R. & Frensch, P. A. (2012). Data-driven sequence learning or search: What are the prerequisites for the generation of explicit sequence knowledge? Advances in Cognitive Psychology, 8, 132-143

https://www.ncbi.nlm.nih.gov/pmc/articles/PMC3376888/

 

Rünger, D., Schwager, S., & Frensch, P. A. (2010). Across-task conflict regulation: A replication failure. Journal of Experimental Psychology: Human Perception and Performance, 36, 136-146

https://psycnet.apa.org/doi/10.1037/a0017172

 

Schwager, S. & Hagendorf (2009). Goal-directed access to mental objects in working memory: The role of task-specific feature retrieval. Memory & Cognition, 37, 1103-1119

https://link.springer.com/article/10.3758/MC.37.8.1103

 

Schwager, S. (2006). Selektion beim Zugriff auf mentale Objekte im Arbeitsgedächtnis. Dissertationsschrift. Onlinepublikation,

https://edoc.hu-berlin.de/bitstream/handle/18452/16116/schwager.pdf?sequence=1

 

Frensch, P.A., Haider, H., Rünger, D.,Neugebauer, U., Voigt, S. & Werg, J.(2003). Verbal report of incidentally experienced environmental regularity: The route from implicit learning to verbal expression of what has been learned. In: L. Jimenez (Ed.). Attention and Implicit Learning. Amsterdam / Philadelphia: John Benjamins Publishing Company

 

Voigt, S. & Hagendorf, H.(2002). The role of task context for component processes in focus switching. Psychologische Beiträge, 44(2), 248-274

https://media.proquest.com/media/pq/classic/doc/134629211/fmt/pi/rep/NONE?_s=1xRbeSfvxlwwHq46lPuPDPPCnFQ%3D