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


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


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


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].


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


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


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


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


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


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


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