PsychAuthors

Literaturliste von Dipl.-Psych. Garvin Brod

letzte Aktualisierung: 18.09.2024

Brod, G. (2024). There Are Multiple Paths to Personalized Education, and They Should Be Combined. Current Directions in Psychological Science, 1-6.

Colantonio, J. A., Bascandziev, I., Theobald, M., Brod, G. & Bonawitz, E. (2024). Predicting Learning: Understanding the Role of Executive Functions in Children's Belief Revision Using Bayesian Models. Topics in Cognitive Science, 1-29.

Nobbe, L., Breitwieser, J., Biedermann, D. & Brod, G. (2024). Smartphone-based study reminders can be a double-edged sword. npj Science of Learning, 9(1), No. 40.

Theobald, M., Colantonio, J., Bascandziev, I., Bonawitz, E. & Brod, G. (2024). Do reflection prompts promote children's conflict monitoring and revision of misconceptions? Child Development, 1-17.

Breitwieser, J., Nobbe, L., Biedermann, D. & Brod, G. (2023). Boosting self-regulated learning with mobile interventions: Planning and prompting help children maintain a regular study routine. Computers & Education, 205, No.104879.

Brod, G., Kucirkova, N., Shepherd, J., Jolles, D. & Molenaar, I. (2023). Agency in educational technology: Interdisciplinary perspectives and implications for learning design. Educational Psychology Review, 35(1), No. 25.

Galeano-Keiner, E. M., Pakzad, S., Brod, G. & Bunge, S. A. (2023). Examining the role of attentional allocation in working memory precision with pupillometry in children and adults. Journal of Experimental Child Psychology, 231, No. 105655.

Kucirkova, N., Brod, G. & Gaab, N. (2023). Applying the science of learning to EdTech evidence evaluations using the EdTech Evidence Evaluation Routine (EVER). npj Science of Learning, 8, No. 35.

Schmitterer, A. M. A., Tetzlaff, L. D., Hasselhorn, M. & Brod, G. (2023). Who benefits from computerized learning progress assessment in reading education? Evidence from a two-cohort pre-post design. Journal of Computer Assisted Learning, 1-13.

Shing, Y. L., Brod, G. & Greve, A. (2023). Prediction error and memory across the lifespan. Neuroscience and Biobehavioral Reviews, 155, No. 105462.

Theobald, M., Bäulke, L., Bellhäuser, H., Breitwieser, J., Mattes, B., Brod, G., Daumiller, M., Dresel, M., Liborius, P. & Nückles, M. (2023). A multi-study examination of intra-individual feedback loops between competence and value beliefs, procrastination, and goal achievement. Contemporary Educational Psychology, 74, No. 102208.

Breitwieser, J. & Brod, G. (2022). The interplay of motivation and volitional control in predicting the achievement of learning goals: An intraindividual perspective. Journal of Educational Psychology, 114(5), 1048-1061.

Breitwieser, J., Neubauer, A. B., Schmiedek, F. & Brod, G. (2022). Self-regulation prompts promote the achievement of learning goals - But only briefly: Uncovering hidden dynamics in the effects of a psychological intervention. Learning and Instruction, 80, No. 101560.

Brod, G., Greve, A., Jolles, D., Theobald, M. & Galeano-Keiner, E. M. (2022). Explicitly predicting outcomes enhances learning of expectancy-violating information. Psychonomic Bulletin & Review, 29(6), 2192-2201.

Brod, G. & Shing, Y. L. (2022). Are there age-related differences in the effects of prior knowledge on learning? Insights gained from the Memory Congruency Effect. Mind, Brain, and Education, 16(2), 89-98.

Tetzlaff, L., Hartmann, U., Dumont, H. & Brod, G. (2022). Assessing individualized instruction in the classroom: Comparing teacher, student, and observer perspectives. Learning and Instruction, 82, No. 101655.

Theobald, M., Breitwieser, J. & Brod, G. (2022). Test anxiety does not predict exam performance when knowledge is controlled for: Strong evidence against the interference hypothesis of test anxiety. Psychological Science, 33(12), 2073-2083.

Theobald, M., Galeano-Keiner, E. & Brod, G. (2022). Predicting vs. guessing: The role of confidence for pupillometric markers of curiosity and surprise. Cognition and Emotion, 1-10.

Breitwieser, J. & Brod, G. (2021). Cognitive prerequisites for generative learning: Why some learning strategies are more effective than others. Child Development, 92(1), 258-272.

Brod, G. (2021). Predicting as a learning strategy. Psychonomic Bulletin & Review, 28(6), 1839-1847.

Brod, G. (2021). Toward an understanding of when prior knowledge helps or hinders learning. COMMENT. npj Science of Learning, 6(1), No. 24.

Nolden, S., Brod, G., Meyer, A.-K., Fandakova, Y. & Shing, Y. L. (2021). Neural correlates of successful memory encoding in kindergarten and early elementary school children: Longitudinal trends and effects of schooling. Cerebral Cortex, 31(8), 3764-3779.

Preiser, S., Bellhäuser, H., Brandenburg, J., Brod, G., Büttner, G., Eckert, C., Gold, A., Imhof, M., Sann, U., Schmidt, D. & Visser, L. (2021). Pädagogische Psychologie. Psychologische Grundlagen von Erziehung und Unterricht (3., vollst. überarb. Aufl.). Weinheim: Beltz Juventa.

Theobald, M., Breitwieser, J., Murayama, K. & Brod, G. (2021). Achievement emotions mediate the link between goal failure and goal revision: Evidence from digital learning environments. Computers in Human Behavior, 119, No. 106726.

Theobald, M. & Brod, G. (2021). Tackling scientific misconceptions: The element of surprise. Child Development, 1-14.

Brod, G. (2020). Generative learning: Which strategies for what age? Educational Psychology Review, 1-24.

Brod, G., Breitwieser, J., Hasselhorn, M. & Bunge, S. (2020). Being proven wrong elicits learning in children - But only in those with higher executive function skills. Developmental Science, 23(3), No. e12916.

Tetzlaff, L., Schmiedek, F. & Brod, G. (2020). Developing personalized education: A dynamic framework. Educational Psychology Review, 1-19.

Breitwieser, J., Neubauer, A. B. & Brod, G. (2019). Incremental validity of online over offline reports of volitional control in predicting learning success. Zeitschrift für Entwicklungspsychologie und Pädagogische Psychologie, 51(4), 204-215.

Brod, G. & Shing, Y. L. (2019). A boon and a bane: Comparing the effects of prior knowledge on memory across the lifespan. Developmental Psychology, 55(6), 1326-1337.

Brod, G., Hasselhorn, M. & Bunge, S. A. (2018). When generating a prediction boosts learning: The element of surprise. Learning and Instruction, 55, 22-31.

Brod, G. & Shing, Y. L. (2018). Specifying the role of the ventromedial prefrontal cortex in memory formation. Neuropsychologia, 111, 8-15.

Brod, G., Bunge, S. A. & Shing, Y. L. (2017). Does one year of schooling improve children's cognitive control and alter associated brain activation? Psychological Science, 28(7), 967-978.

Brod, G., Lindenberger, U. & Shing, Y. L. (2017). Neural activation patterns during retrieval of schema-related memories: Differences and commonalities between children and adults. Developmental Science, 20, No. e12475.

Brod, G., Lindenberger, U., Wagner, A. D. & Shing, Y. L. (2016). Knowledge acquisition during exam preparation improves memory and modulates memory formation. Journal of Neuroscience, 36(31), 8103-8111.

Shing, Y. L. & Brod, G. (2016). Effects of prior knowledge on memory: Implications for education. Mind, Brain, and Education, 10(3), 153-161.

Brod, G. (2015). Prior knowledge effects on memory: Neural correlates, developmental differences, and longitudinal dynamics. Dissertation, Humboldt-Universität, Lebenswissenschaftliche Fakultät, Berlin.

Brod, G., Lindenberger, U., Werkle-Bergner, M. & Shing, Y. L. (2015). Differences in the neural signature of remembering schema-congruent and schema-incongruent events. NeuroImage, 117, 358-366.

Dahl, S., Huron, D., Brod, G. & Altenmüller, E. (2014). Preferred dance tempo: Does sex or body morphology influence how we groove? Journal of New Music Research, 43(2), 214-223.

Brod, G., Shing, Y. L., Werkle-Bergner, M. & Lindenberger, U. (2013). A lifespan perspective on the development of episodic memory in children. Yearbook of the Max Planck Society.

Brod, G., Werkle-Bergner, M. & Shing, Y. L. (2013). The influence of prior knowledge on memory: A developmental cognitive neuroscience perspective. Frontiers in Behavioral Neuroscience (Online Journal), 7, No. 139.

Brod, G. & Opitz, B. (2012). Does it really matter? Separating the effects of musical training on syntax acquisition. Frontiers in Psychology, 3, 543.

Charras, P., Brod, G. & Lupianez, J. (2012). Is 26 + 26 smaller than 24 + 28? Estimating the approximate magnitude of repeated versus different numbers. Attention, Perception & Psychophysics, 74(1), 163-173.

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