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Literaturliste von Prof. Dr. Jutta Kray

letzte Aktualisierung: 17.11.2023

Sommerfeld, L., Staudte, M., Mani, N. & Kray, J. (2023). Even young children make multiple predictions in the complex visual world. Journal of Experimental Child Psychology, 235, No. 105690.

Bhandari, P., Demberg, V. & Kray, J. (2022). Predictability effects in degraded speech comprehension are reduced as a function of attention. Language and Cognition, 1-18.

Cui, X., Gui, W., Miao, J., Liu, X., Zhu, X., Zheng, Z., Wan, W., Shao, Q., Kray, J., Jiang, Y. & Li, J. (2022). A combined intervention of aerobic exercise and video game in older adults: The efficacy and neural basis on improving mnemonic discrimination. Journals of Gerontology Series A: Biological Sciences and Medical Sciences, No. glac232.

Ferdinand, N. K., Kapsali, E., Woirgardt, M. & Kray, J. (2022). Developmental differences in processing the valence and magnitude of incentive cues: Mid-adolescents are more sensitive to potential gains than early- or late-adolescents. Cognitive, Affective, & Behavioral Neuroscience, 22(3), 557-573.

Haeuser, K. I. & Kray, J. (2022). How odd: Diverging effects of predictability and plausibility violations on sentence reading and word memory. Applied Psycholinguistics, 43(5), 1193-1220.

Haeuser, Katja, I., Kray, J. & Borovsky, A. (2022). Hedging bets in linguistic prediction: Younger and older adults vary in the breadth of predictive processing. Collabra: Psychology, 8(1), No. 36945.

Sommerfeld, L., Staudte, M. & Kray, J. (2022). Ratings of name agreement and semantic categorization of 247 colored clipart pictures by young German children. Acta Psychologica, 226, No. 103558.

Van Os, M., Kray, J. & Demberg, V. (2022). Rational speech comprehension: Interaction between predictability, acoustic signal, and noise. Frontiers in Psychology, 13, No. 914239.

Vergilova, Y., Jachmann, T. K., Mani, N. & Kray, J. (2022). Age-related differences in expectation-based novel word learning. Psychophysiology, No. e14030.

Bhandari, P., Demberg, V. & Kray, J. (2021). Semantic predictability facilitates comprehension of degraded speech in a graded manner. Frontiers in Psychology, 12, No. 714485.

Haeuser, Katja, I. & Kray, J. (2021). Effects of prediction error on episodic memory retrieval: Evidence from sentence reading and word recognition. Language, Cognition and Neuroscience, 1-17.

Krarbach, J. & Kray, J. (2021). Executive function training. In T. Strobach & J. Karbach (Hrsg.), Cognitive training. An overview of features and applications (S. 199-212). Cham: Springer International Publishing.

Kray, J., Kreis, B. K. & Lorenz, C. (2021). Age differences in decision making under known risk: The role of working memory and impulsivity. Developmental Psychology, 57(2), 241-252.

Tröger, J., Lindsay, H., Mina, M., Linz, N., Klöppel, S., Kray, J. & Peter, J. (2021). Patients with amnestic MCI fail to adapt executive control when repeatedly tested with semantic verbal fluency tasks. Journal of the International Neuropsychological Society, 1-8.

Van Os, M., Kray, J. & Demberg, V. (2021). Mishearing as a side effect of rational language comprehension in noise. Frontiers in Psychology, 12, No. 679278.

Dörrenbächer, S., Wu, C., Zimmer, H. & Kray, J. (2020). Plasticity in brain activity dynamics after task-shifting training in older adults. Neuropsychologia, 136, No. 107285.

Kray, J., Ferdinand, N. K. & Stenger, K. (2020). Training and transfer of cue updating in older adults is limited: Evidence from behavioral and neuronal data. Frontiers in Human Neuroscience, 14, No. 565927.

Kray, J., Ritter, H. & Müller, L. (2020). The interplay between cognitive control and emotional processing in children and adolescents. Journal of Experimental Child Psychology, 193, No. 104795.

Dörrenbächer, S. & Kray, J. (2019). Impairments in resource allocation and executive control in children with ADHD. Clinical Child Psychology and Psychiatry, 24(3), 462-481.

Dörrenbächer, S. & Kray, J. (2019). The impact of game-based task-shifting training on motivation and executive control in children with ADHD. Journal of Cognitive Enhancement, 3, 64-84.

Dörrenbaecher, S., Schütz, C., Woirgardt, M., Wu, C. C., Zimmer, H. D. & Kray, J. (2019). Spatio-temporal neural changes after task-switching training in old age. Frontiers in Aging Neuroscience, 11, No. 267.

Häuser, K., Demberg, V. & Kray, J. (2019). Effects of aging and dual-task demands on the comprehension o less expected sentence continuations: Evidence from pupillometry. Frontiers in Psychology, 10, No. 709.

Kray, J. (2019). Entwicklungspsychologie. Ein Überblick für Psychologiestudierende und -interessierte. Berlin, Heidelberg: Springer.

Lorenz, C. & Kray, J. (2019). Are mid-adolescents prone to risky decisions? The influence of task setting and individual differences in temperament. Frontiers in Psychology, 10, No. 1497.

Tröger, J., Linz, N., König, A., Robert, P., Alexandersson, J., Peter, J. & Kray, J. (2019). Exploitation vs. exploration - Computational temporal and semantic analysis explains semantic verbal fluency impairment in Alzheimer's disease. Neuropsychologia, 131, 53-61.

Gajewski, P. D., Ferdinand, N. K., Kray, J. & Falkenstein, M. (2018). Understanding sources of adult age differences in task switching: Evidence from behavioral and ERP studies. Neuroscience and Biobehavioral Reviews, 92, 255-275.

Häuser, K. I., Demberg, V. & Kray, J. (2018). Surprisal modulates dual-task performance in older adults: Pupillometry shows age-related trade-offs in task performance and time-course of language processing. Psychology and Aging, 33(8), 1168-1180.

Kray, J., Schmitt, H., Lorenz, C. & Ferdinand, N. K. (2018). The influence of different kinds of incentives on decision-making and cognitive control in adolescent development: A review of behavioral and neuroscientific studies. Frontiers in Psychology, 9, No. 768.

Vogels, J., Demberg, V. & Kray, J. (2018). The index of cognitive activity as a measure of cognitive processing load in dual task settings. Frontiers in Psychology, 9, No. 2276.

Ferdinand, N. K. & Kray, J. (2017). Does language help regularity learning? The influence of verbalizations on implicit sequential regularity learning and the emergence of explicit knowledge in children, younger and older adults. Developmental Psychology, 53(3), 597-610.

Häuser, K., Demberg, V. & Kray, J. (2017). Age differences in language comprehension during driving: Recovery from prediction errors is more effortful for older adults. In Cognitive Science Society (Ed.), CogSci 2017. Proceedings of the 39th Annual Meeting of the Cognitive Science Society, London, UK, 26-29 July 2017 (pp. 2156-2161). Cognitive Science Society.

Kray, J. & Fehér, B. (2017). Age differences in the transfer and maintenance of practice-induced improvements in task switching: The impact of working-memory and inhibition demands. Frontiers in Psychology (Online Journal), 8, No. 410.

Schmitt, H. & Kray, J. (2017). Cognitive Control and Self-Regulation. In N. A. Pachana (Ed.), Encyclopedia of geropsychology (pp. 521-529). Singapore: Springer.

Schmitt, H., Kray, J. & Ferdinand, N. K. (2017). Does the effort of processing potential incentives influence the adaption of context updating in older adults? Frontiers in Psychology, 8, No. 1969.

Ferdinand, N. K., Becker, A. M. W., Kray, J. & Gehring, W. J. (2016). Feedback processing in children and adolescents: Is there a sensitivity for processing rewarding feedback? Neuropsychologia, 82, 31-38.

Karbach, J. & Kray, J. (2016). Executive functions. In T. Strobach & J. Karbach (Eds.), Cognitive training. An overview of features and applications (pp. 93-103). Cham: Springer International Publishing.

Kray, J., Schmitt, H., Heintz, S. & Blaye, A. (2015). Does verbal labeling influence age differences in proactive and reactive cognitive control? Developmental Psychology, 51(3), 378-391.

Schmitt, H., Ferdinand, N. K. & Kray, J. (2015). The influence of monetary incentives on context processing in younger and older adults: An event-related potential study. Cognitive, Affective, & Behavioral Neuroscience, 15(2), 416-434.

Schmitt, H., Kray, J., Schmitz, M. & Akbal, M. (2015). Training while playing? Enhancing cognitive control through digital games. In A. L. Cox & P. Cairns (Eds.), CHI PLAY '15. Proceedings of the 2015 Annual Symposium on Computer-Human Interaction in Play (pp. 685-690).

Doerrenbaecher, S., Mueller, P. M., Troeger, J. & Kray, J. (2014). Dissociable effects of game elements on motivation and cognition in a task-switching training in middle childhood. Frontiers in Psychology (Online Journal), 5, No. 1275.

Ferdinand, N. K. & Kray, J. (2014). ERP evidence for lifespan differences in feedback-induced learning: How the processing of positive and negative feedback changes from childhood to old age. Frontiers in Human Neurosciences, Conference Abstract: XII International Conference on Cognitive Neuroscience (ICON-XII).

Ferdinand, N. K. & Kray, J. (2014). Developmental changes in performance monitoring: How electrophysiological data can enhance our understanding of error and feedback processing in childhood and adolescence. Behavioural Brain Research, 263, 122-132.

Kray, J. & Ferdinand, N. K. (2014). Task switching and aging. In J. Grange & G. Houghton (Eds.), Task switching and cognitive control (pp. 350-371). Oxford: Oxford University Press.

Lucenet, J., Blaye, A., Chevalier, N. & Kray, J. (2014). Cognitive Control and Language Across the Life Span: Does Labeling Improve Reactive Control? Developmental Psychology, 50(5), 1620-1627.

Schmitt, H., Ferdinand, N. K. & Kray, J. (2014). How effective are monetary incentives for context updating in younger and older adults? Frontiers in Human Neurosciences, Conference Abstract: XII International Conference on Cognitive Neuroscience (ICON-XII).

Schmitt, H., Wolff, M. C., Ferdinand, N. K. & Kray, J. (2014). Age differences in the processing of context information: Is it age or is it performance? Journal of Psychophysiology, 28(202214).

Schmitt, H., Ferdinand, N. K. & Kray, J. (2014). Age-differential effects on updating cue information: Evidence from event-related potentials. Cognitive, Affective, & Behavioral Neuroscience, 14(3), 1115-1131.

Unger, K., Greulich, B. & Kray, J. (2014). "Trick or treat": the influence of incentives on developmental changes in feedback-based learning. Frontiers in Psychology (Online Journal), 5, No. 968.

Fehér, B. & Kray, J. (2013). What type of cognitive control training is the best for younger and older adults? Journal of Psychophysiology, 27(1).

Ferdinand, N. K. & Kray, J. (2013). Age-related Changes in Feedback Processing: Is there a positivity effect for older adults? Journal of Psychophysiology, 27(1).

Ferdinand, N. K. & Kray, J. (2013). Age-related changes in processing positive and negative feedback: Is there a positivity effect for older adults? Biological Psychology, 94(2), 235-241.

Kray, J. & Ferdinand, N. K. (2013). How to improve cognitive control in development during childhood: Potentials and limits of cognitive interventions. Child Development Perspectives, 7(2), 121-125.

Kray, J., Gaspard, H., Karbach, J. & Blaye, A. (2013). Developmental changes in using verbal self-cueing in task-switching situations: the impact of task practice and task-sequencing demands. Frontiers in Psychology (Online Journal), 4, No. 940.

Schmitt, H., Ferdinand, N. K. & Kray, J. (2013). Age differences in cognitive control: ERP correlates of context updating in younger and older adults. Journal of Psychophysiology, 27(1), 39.

Ferdinand, N. K. & Kray, J. (2012). Altersbedingte Veränderungen in der Verarbeitung von positivem und negativem Feedback. Psychological Test and Assessment Modeling, 347.

Ferdinand, N. K., Mecklinger, A., Kray, J. & Gehring, W. J. (2012). The Processing of Unexpected Positive Response Outcomes in the Mediofrontal Cortex. Journal of Neuroscience, 32(35), 12087-12092.

Kray, J. (2012). Effectiveness of task switching training in adulthood. Gerontechnology, 11.

Kray, J., Karbach, J. & Blaye, A. (2012). The influence of stimulus-set size on developmental changes in cognitive control and conflict adaptation. Acta Psychologica, 140(2), 119-128.

Kray, J., Karbach, J., Haenig, S. & Freitag, C. (2012). Can task-switching training enhance executive control functioning in children with attention deficit/-hyperactivity disorder? Frontiers in Human Neuroscience, 5, No. 180.

Kray, J. & Schaefer, S. (2012). Mittlere und späte Kindheit (6-11 Jahre). In W. Schneider & U. Lindenberger (Hrsg.), Entwicklungspsychologie (S. 211-233). Weinheim: Beltz.

Kray, J. & Schneider, W. (2012). Kognitive Kontrolle, Selbstregulation und Metakognition. In W. Schneider & U. Lindenberger (Hrsg.), Entwicklungspsychologie (S. 457-476). Weinheim: Beltz.

Unger, K. & Kray, J. (2012). Differential effects of gain vs. loss anticipation on error processing and learning. Psychophysiology, 49(1), 28.

Unger, K., Heintz, S. & Kray, J. (2012). Punishment sensitivity modulates the processing of negative feedback but not error-induced learning. Frontiers in Human Neuroscience, 6, No. 186.

Unger, K., Kray, J. & Mecklinger, A. (2012). Worse than feared? Failure induction modulates the electrophysiological signature of error monitoring during subsequent learning. Cognitive, Affective, & Behavioral Neuroscience, 12(1), 34-51.

Verschoor, S. A., Eenshuistra, R. M., Kray, J., Biro, S. & Hommel, B. (2012). Explicit learning of arbitrary and non-arbitrary action effect relations in adults and 4-year-olds. Frontiers in Psychology (Online Journal), 3, No. 365.

Eppinger, B. & Kray, J. (2011). To Choose or to Avoid: Age Differences in Learning from Positive and Negative Feedback. Journal of Cognitive Neuroscience, 23(1), 41-52.

Hommel, B., Kray, J. & Lindenberger, U. (2011). Feature integration across the life span: Stickier stimulus-response bindings in children and older adults. Frontiers in Psychology (Online Journal), 2.

Karbach, J., Kray, J. & Hommel, B. (2011). Action-effect learning in early childhood: Does language matter? Psychological Research, 75(4), 334-340.

Kray, J. (2011). Potenziale und Grenzen der intellektuellen Leistungssteigerung durch kognitive Trainings: eine Lebensspannenperspektive. Suchttherapie, 12(4), 173-177.

Eppinger, B., Herbert, M. & Kray, J. (2010). We remember the good things: Age differences in learning and memory. Neurobiology of Learning and Memory, 93(4), 515-521.

Karbach, J., Mang, S. & Kray, J. (2010). Transfer of verbal self-instruction training in older age: Evidence from task-switching. Psychology and Aging, 25(3), 677-683.

Benoit, R. G., Werkle-Bergner, M., Mecklinger, A. & Kray, J. (2009). Adapting to changing memory retrieval demands: Evidence from event-related potentials. Brain and Cognition, 70(1), 123-135.

Eppinger, B., Mock, B. & Kray, J. (2009). Developmental differences in learning and error processing: Evidence from ERPs. Psychophysiology, 46(5), 1043-1053.

Karbach, J. & Kray, J. (2009). How useful is executive control training? Age differences in near and far transfer of task-switching training. Developmental Science, 12(6), 978-990.

Kray, J., Kipp, K. H. & Karbach, J. (2009). The development of selective inhibitory control: The influence of verbal labeling. Acta Psychologica, 130(1), 48-57.

Eppinger, B., Kray, J., Mock, B. & Mecklinger, A. (2008). Better or worse than expected? Aging, learning, and the ERN. Neuropsychologia, 46(2), 521-539.

Ferdinand, N. K., Mecklinger, A. & Kray, J. (2008). Error and Deviance Processing in Implicit and Explicit Sequence Learning. , 20(4), 629-642.

Kray, J., Eber, J. & Karbach, J. (2008). Verbal self-instructions in task switching: a compensatory tool for action-control deficits in childhood and old age? Developmental Science, 11(2), 223-236.

Eppinger, B., Kray, J., Mecklinger, A. & John, O. (2007). Age differences in task switching and response monitoring: Evidence from ERPs. Biological Psychology, 75(1), 52-67.

Karbach, J. & Kray, J. (2007). Developmental changes in switching between mental task sets: The influence of verbal labeling in childhood. Journal of Cognition and Development, 8(2), 205-236.

Kray, J. & Lindenberger, U. (2007). Fluide Intelligenz. In J. Brandtstädter & U. Lindenberger (Hrsg.), Entwicklungspsychologie der Lebensspanne. Ein Lehrbuch (S. 194-220). Stuttgart: Kohlhammer.

Kramer, A. F. & Kray, J. (2006). Aging and attention. In E. Bialystok & F. I. M. Craik (Eds.), Lifespan cognition. Mechanisms of change (pp. 57-69). Oxford: Oxford University Press.

Kray, J. (2006). Task-set switching under cue-based versus memory-based switching conditions in younger and older adults. Brain Research, 1105, 83-92.

Kray, J., Eenshuistra, R., Kerstner, H., Weidema, M. & Hommel, B. (2006). Language and action control. The acquisition of action goals in early childhood. Psychological Science, 17(9), 737-741.

Kray, J. & Eppinger, B. (2006). Effects of associative learning on age differences in task-set switching. Acta Psychologica, 123(3), 187-203.

Kray, J., Eppinger, B. & Mecklinger, A. (2005). Age differences in attentional control: An event-related potential approach. Psychophysiology, 42(4), 407-416.

Lindenberger, U. & Kray, J. (2005). Kognitive Entwicklung. In S.-H. Filipp & U. M. Staudinger (Hrsg.), Entwicklungspsychologie des mittleren und höheren Erwachsenenalters (S. 299-341). Göttingen: Hogrefe.

Werkle-Bergner, M., Mecklinger, A., Kray, J., Meyer, P. & Düzel, E. (2005). The control of memory retrieval: Insights from event-related potentials. Cognitive Brain Research, 24(3), 599-614.

Kray, J., Eber, J. & Lindenberger, U. (2004). Age differences in executive functioning across the lifespan: The role of verbalization in task preparation. Acta Psychologica, 115, 143-165.

Kray, J. & Frensch, P. A. (2002). A view from cognitive psychology: g - (G)host in the correlation matrix? In R. J. Sternberg & E. L. Grigorenko (Eds.), The general factor of intelligence. How general is it? (pp. 183-220). Mahwah: Erlbaum.

Kray, J., Li, K. Z. H. & Lindenberger, U. (2002). Age-related changes in task-switching components: The role of task uncertainty. Brain and Cognition, 49, 363-381.

Kray, J. & Mecklinger, A. (2001). Chunking. In N. Perthes & J. Ruchatz (Hrsg.), Gedächtnis und Erinnerung. Ein interdisziplinäres Lexikon. Reinbek: Rowohlt.

Frensch, P. A., Kray, J. & Buchner, A. (2000). Zur Unterscheidung "impliziten" und "expliziten" menschlichen Lernens: Historische Kontinuität eines Irrweges? Zeitschrift für Psychologie, 208(3-4), 284-303.

Kray, J. (2000). Adult age differences in task switching: Components, generalizability, and modifiability. Lengerich: Pabst Science Publishers.

Kray, J. & Lindenberger, U. (2000). Adult age differences in task switching. Psychology and Aging, 15(1), 126-147.

Frensch, P. A., Lindenberger, U. & Kray, J. (1999). Imposing structure on an unstructured environment: Ontogenetic changes in the ability to form rules of behavior under conditions of low environmental predictability. In A. D. Friederici & R. Menzel (Eds.), Learning. Rule extraction and representation (pp. 139-162). Berlin: de Gruyter.

Kray, J. (1998). Adult age differences in task switching. Components, generalizability, and modificability. Dissertation, Freie Universität, Fachbereich Erziehungswissenschaft, Psychologie und Sportwissenschaft, Berlin.

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