Navigation

Service-Menü

Hauptmenü



Bereichsmenü

Autoren mit:

WGL Logo

PsychAuthors

Literaturliste von Prof. Dr. Julia Karbach

letzte Aktualisierung: 22.01.2024

Kubota, M., Hadley, L. V., Schäffner, S., Könen, T., Meaney, J.-A., Morey, C. C., Auyeung, B., Moriguchi, Y., Karbach, J. & Chevalier, N. (2023). The effect of metacognitive executive function training on children's executive function, proactive control, and academic skills. Developmental Psychology, 59(11), 2002-2020.

Ulitzka, B., Schmidt, H., Daseking, M., Karbach, J., Gawrilow, C. & Kerner auch Koerner, J. (2023). EF Touch - Testbatterie zur Erfassung der exekutiven Funktionen bei 3- bis 5-Jährigen . Übersetzung und psychometrische Überprüfung der deutschen Version. Diagnostica, 1-12.

Baykara, E., Kuhn, C., Linz, N., Tröger, J. & Karbach, J. (2022). Validation of a digital, tablet-based version of the Trail Making Test in the increment delta platform. European Journal of Neuroscience, 55, 461-467.

Enke, S., Gunzenhauser, C., Hepach, R., Karbach, J. & Saalbach, H. (2022). Differences in cognitive processing? The role of verbal processes and mental effort in bilingual and monolingual children's planning performance. Journal of Experimental Child Psychology, 213, No. 105255.

Enke, S., Gunzenhauser, C., Johann, V. E., Karbach, J. & Saalbach, H. (2022). "Hot" executive functions are comparable across monolingual and bilingual elementary school children: Results from a study with the Iowa Gambling Task. Frontiers in Psychology, 13, No. 988609.

Johann, V. E., Enke, S., Gunzenhauser, C., Könen, T., Saalbach, H. & Karbach, J. (2022). Executive functions in mono- and bilingual children: Factor structure and relations with fluid intelligence. Journal of Experimental Child Psychology, 224, No. 105515.

Johann, V. E. & Karbach, J. (2022). The relations between personality, components of executive functions, and intelligence in children and young adults. Psychological Research, 86(6), 1904-1917.

König, A., Tröger, J., Mallick, E., Mina, M., Linz, N., Wagnon, C., Karbach, J., Kuhn, C. & Peter, J. (2022). Detecting subtle signs of depression with automated speech analysis in a non-clinical sample. BMC Psychiatry, 22(1), No. 830.

Neubeck, M., Johann, V. E., Karbach, J. & Könen, T. (2022). Age-differences in network models of self-regulation and executive control functions. Developmental Science, No. e13276.

Neubeck, M., Karbach, J. & Könen, T. (2022). Network models of cognitive abilities in younger and older adults. Intelligence, 90, No. 101601.

Schaeffner, S. & Karbach, J. (2022). Arbeitsgedächtnistraining - Ein neuer Weg in der Sprachtherapie? Sprache - Stimme - Gehör, 46(2), 82-86.

Schemer, L., Milde, C., Lischetzke, T., in-Albon, T., Karbach, J., Könen, T. & Glombiewski, J. A. (2022). Feeling lonely during the pandemic: Towards personality-tailored risk profiles. Psychology, Health & Medicine, 1-14.

Schmidt, H., Daseking, M., Gawrilow, C., Karbach, J. & Koerner, J. K. a. (2022). Self-regulation in preschool: Are executive function and effortful control overlapping constructs? Developmental Science, No. e13272.

Baykara, E., Könen, T., Unger, K. & Karbach, J. (2021). MRI predictors of cognitive training outcomes. Journal of Cognitive Enhancement, 5, 245-258.

Biermann, A., Karbach, J., Spinath, F. M. & Brünken, R. (2021). Eingangsmerkmale und Studienerfolg von Lehramtsstudierenden. Psychologie in Erziehung und Unterricht, 68(3), 155-169.

Busch, J., Degé, F., Karbach, J., Aschersleben, G. & Ebersbach, M. (2021). Fachgruppe Entwicklungspsychologie - Kommentar zu Lindner, M. A. et al. (2021). Ein Plädoyer zur Qualitätssicherung schriftlicher Prüfungen im Psychologiestudium. Psychologische Rundschau, 72(2), 110-113.

Gunzenhauser, C., Enke, S. E., Johann, V. E., Karbach, J. & Saalbach, H. (2021). Parent and teacher support of elementary students' remote learning during the COVID-19 pandemic in Germany. AERA Open, 7(1), 1-16.

Johann, V. E. & Karbach, J. (2021). Educational application of cognitive training. In T. Strobach & J. Karbach (Eds.), Cognitive training. An overview of features and applications (pp. 333-350). Cham: Springer International Publishing.

Kindermann, I., Wedegärtner, S. M., Bernhard, B., Ukena, J., Lenski, D., Karbach, J., Schwantke, I., Ukena, C. & Böhm, M. (2021). Changes in quality of life, depression, general anxiety, and heart-focused anxiety after defibrillator implantation. ESC Heart Failure, 8(4), 2502-2512.

Könen, T. & Karbach, J. (2021). Analyzing individual differences in intervention-related changes. Advances in Methods and Practices in Psychological Science (AMPPS), 4(1), 1-19.

Könen, T., Strobach, T. & Karbach, J. (2021). Working memory training. In T. Strobach & J. Karbach (Eds.), Cognitive training. An overview of features and applications (pp. 155-167). Cham: Springer International Publishing.

Lischetzke, T., Schemer, L., Glombiewski, J. A., In-Albon, T., Karbach, J. & Könen, T. (2021). Negative emotion differentiation attenuates the within-person indirect effect of daily stress on nightly sleep quality through calmness. Frontiers in Psychology, 12, No. 684117.

Lischetzke, T., Schemer, L., In-Albon, T., Karbach, J., Könen, T. & Glombiewski, J. A. (2021). Coping under a COVID-19 lockdown: Patterns of daily coping and individual differences in coping repertoires. Anxiety, Stress, & Coping: An International Journal, 1-19.

Müller, C., Dubiel, D., Kremeti, E., Lieb, M., Streicher, E., Siakir Oglou, N., Mickel, C. & Karbach, J. (2021). Effects of a single physical or mindfulness intervention on mood, attention, and executive functions: Results from two randomized controlled studies in university classes. Mindfulness, 12, 1282-1293.

Schaeffner, S., Chevalier, N., Kubota, M. & Karbach, J. (2021). Metacognitive training. In T. Strobach & J. Karbach (Eds.), Cognitive training. An overview of features and applications (pp. 255-270). Cham: Springer International Publishing.

Strobach, T. & Karbach, J. (Eds.). (2021). Cognitive training. An overview of features and applications (2., aktual. u. erw. Aufl.). Cham: Springer International Publishing.

Gottschling, J., Dörendahl, J., Prell, T., Karbach, J., Bunz, M., Kindermann, I., Moussaoui, J., Spinath, F. M., Wedegärtner, S., Witte, O. W., Greiff, S. & Segal, D. L. (2020). Measuring anxiety in older adults: Development, diagnostic accuracy, and preliminary validation of a short-form of the German Geriatric Anxiety Scale (GAS-G-SF). Journal of Personality Assessment, 102(2), 196-204.

Johann, V. E. & Karbach, J. (2020). Effects of game-based and standard executive control training on cognitive and academic abilities in elementary school children. Developmental Science, 23(4), No. e12866.

Johann, V., Könen, T. & Karbach, J. (2020). The unique contribution of working memory, inhibition, cognitive flexibility, and intelligence to reading comprehension and reading speed. Child Neuropsychology, 26(3), 324-344.

Könen, T. & Karbach, J. (2020). Self-reported cognitive failures in everyday life: A closer look at their relation to personality and cognitive performance. Assessment, 27(5), 982-995.

Kubota, M., Hadley, Lauren, V., Schaeffner, S., Könen, T., Meaney, J.-A., Auyeung, B., Morey, C. C., Karbach, J. & Chevalier, N. (2020). Consistent use of proactive control and relation with academic achievement in childhood. Cognition, 203, No. 104329.

Smid, C. R., Karbach, J. & Steinbeis, N. (2020). Toward a science of effective cognitive training. Current Directions in Psychological Science, 29(6), 531-537.

Wedegärtner, S. M., Schwantke, I., Kindermann, I. & Karbach, J. (2020). Predictors of heart-focused anxiety in patients with stable heart failure. Journal of Affective Disorders, 276, 380-387.

Gunzenhauser, C., Karbach, J. & Saalbach, H. (2019). Function of verbal strategies in monolingual vs. bilingual students' planning performance: An experimental approach. Cognitive Development, 50, 1-12.

Hirsch, P., Koch, I. & Karbach, J. (2019). Putting a stereotype to the test: The case of gender differences in multitasking costs in task-switching and dual-task situations. PLoS ONE, 14(8), No. e0220150.

Karbach, J. & Strobach, T. (2019). Multitasking training. In L. Schmidt-Atzert, M. Schütz & G. Stemmler (Eds.), Online-Self-Assessments an Hochschulen (pp. 305-345). Lengerich: Pabst.

Otto, B. & Karbach, J. (2019). The effects of private tutoring on students' perception of their parents' academic involvement and the quality of their parent-child relationship. Educational Psychology, 39(7), 923-94.

Biermann, A., Karbach, J., Spinath, F. M. & Brünken, R. (2018). Gut im Studium - gut in der Schule? Zur Vorhersage der Unterrichtsqualität im Schulpraktikum durch Noten im bildungswissenschaftlichen Studium. Unterrichtswissenschaft, 46(2), 123-139.

Johann, V. E. & Karbach, J. (2018). Validation of new online game-based executive function tasks for children. Journal of Experimental Child Psychology, 176, 150-161.

Morey, C. C., Hadley, L. V., Buttelmann, F., Könen, T., Meaney, J.-A., Auyeung, B., Karbach, J. & Chevalier, N. (2018). The effects of verbal and spatial memory load on children's processing speed. Annals of the New York Academy of Sciences, 1424(1), 161-174.

Biermann, A., Kaub, K., Friedrich, A., Wach, F.-S., Ruffing, S., Reichl, C., Hochscheid-Mauel, D., Bedersdorfer, H. W., Spinath, F. M., Karbach, J. & Brünken, R. (2017). SioS-L - Studie zu individuellen und organisationalen Einflüssen auf den Studienerfolg in der Lehrerbildung. In C. Gräsel & K. Trempler (Hrsg.), Entwicklung von Professionalität pädagogischen Personals. Interdisziplinäre Betrachtungen, Befunde und Perspektiven (S. 75-92). Wiesbaden: Springer Fachmedien.

Buttelmann, F. & Karbach, J. (2017). Development and plasticity of cognitive flexibility in early and middle childhood. Frontiers in Psychology (Online Journal), 8, No. 1040.

Hendrix, P., Griessenauer, C. J., Hans, E., Simgen, A., Oertel, J. & Karbach, J. (2017). Cognitive function surrounding resection of nonfunctioning pituitary adenomas with suprasellar extension: A prospective matched-control study. Journal of Clinical Neuroscience, 40, 109-114.

Hendrix, P., Hans, E., Griessenauer, C. J., Simgen, A., Oertel, J. & Karbach, J. (2017). Neurocognitive function surrounding the resection of frontal WHO grade I meningiomas: A prospective matched-control study. World Neurosurgery, 98, 203-210.

Hendrix, P., Hans, E., Oertel, J., Simgen, A., Griessenauer, C. J. & Karbach, J. (2017). Neurocognitive status in patients with newly-diagnosed brain tumors in good neurological condition: The impact of tumor type, volume, and location. Clinical Neurology and Neurosurgery, 55-62.

Bunz, M., Lenski, D., Wedegärtner, S., Ukena, C., Karbach, J., Böhm, M. & Kindermann, I. (2016). Heart-focused anxiety in patients with chronic heart failure before implantation of an implantable cardioverter defibrillator: Baseline findings of the Anxiety-CHF Study. Clinical Research in Cardiology, 105(3), 216-224.

Johann, V. E., Stenger, K., Kersten, S. & Karbach, J. (2016). Effects of motor-cognitive coordination training and cardiovascular training on motor coordination and cognitive functions. Psychology of Sport and Exercise, 24, 118-127.

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.

Kaub, K., Karbach, J., Spinath, F. M. & Brünken, R. (2016). Person-job fit in the field of teacher education - An analysis of vocational interests and requirements among novice and professional science and language teachers. Teaching and Teacher Education, 55, 217-227.

Könen, T., Strobach, T. & Karbach, J. (2016). Working memory. In T. Strobach & J. Karbach (Eds.), Cognitive training. An overview of features and applications (pp. 59-68). Cham: Springer International Publishing.

Küper, K. & Karbach, J. (2016). Increased training complexity reduces the effectiveness of brief working memory training: Evidence from short-term single and dual n-back training interventions. Journal of Cognitive Psychology, 28(2), 199-208.

Saalbach, H., Gunzenhauser, C., Kempert, S. & Karbach, J. (2016). Der Einfluss von Mehrsprachigkeit auf mathematische Fähigkeiten bei Grundschulkindern mit niedrigem sozioökonomischen Status. Frühe Bildung, 5(2), 73-81.

Strobach, T. & Karbach, J. (Eds.). (2016). Cognitive training. An overview of features and applications. Cham: Springer International Publishing.

Strobach, T. & Karbach, J. (2016). Introduction. In T. Strobach & J. Karbach (Eds.), Cognitive training. An overview of features and applications (pp. 1-5). Cham: Springer International Publishing.

Wach, F.- .- S., Karbach, J., Ruffing, S., Brünken, R. & Spinath, F. M. (2016). University students' satisfaction with their academic studies: Personality and motivation matter. Frontiers in Psychology (Online Journal), 7, No. 55.

Becker, N., Preckel, F., Karbach, J., Raffel, N. & Spinath, F. M. (2015). Die Matrizenkonstruktionsaufgabe. Validierung eines distraktorfreien Aufgabenformats zur Vorgabe figuraler Matrizen. Diagnostica, 61(1), 22-33.

Biermann, A., Karbach, J., Spinath, F. M. & Brünken, R. (2015). Investigating effects of the quality of field experiences and personality on perceived teaching skills in German pre-service teachers for secondary schools. Teaching and Teacher Education, 51, 77-87.

Glock, S. & Karbach, J. (2015). Preservice teachers' implicit attitudes toward racial minority students: Evidence from three implicit measures. Studies in Educational Evaluation, 55-61.

Karbach, J., Strobach, T. & Schubert, T. (2015). Adaptive working-memory training benefits reading, but not mathematics in middle childhood. Child Neuropsychology, 21(3), 285-301.

Oppenländer, K., Keller, I., Karbach, J., Schindler, I., Kerkhoff, G. & Reinhart, S. (2015). Subliminal galvanic-vestibular stimulation influences ego- and object-centred components of visual neglect. Neuropsychologia, 74, 170-177.

Ruffing, S., Hahn, E., Spinath, F. M., Bruenken, R. & Karbach, J. (2015). Predicting students' learning strategies: The contribution of chronotype over personality. Personality and Individual Differences, 199-204.

Ruffing, S., Wach, F.- .- S., Spinath, F. M., Bruenken, R. & Karbach, J. (2015). Learning strategies and general cognitive ability as predictors of gender- specific academic achievement. Frontiers in Psychology (Online Journal).

Theobald, M., Aschersleben, G., Karbach, J., Hasmann, R., Karpinski, N. & Petermann, F. (2015). Kinder mit Behinderungen und deren Familien: Evaluation des Stepping Stones Triple P Elterntrainings. Zeitschrift für Psychiatrie, Psychologie und Psychotherapie, 63(4), 247-253.

Karbach, J. & Unger, K. (2014). Executive control training from middle childhood to adolescence. Frontiers in Psychology (Online Journal), 5, No. 390.

Karbach, J. & Verhaeghen, P. (2014). Making working memory work: A meta-analysis of executive-control and working memory training in older adults. Psychological Science, 25(11), 2027-2037.

Reichl, C., Wach, F.-S., Spinath, F. M., Bruenken, R. & Karbach, J. (2014). Burnout risk among first-year teacher students: The roles of personality and motivation. Journal of Vocational Behavior, 85(1), 85-92.

Schubert, T., Strobach, T. & Karbach, J. (2014). New directions in cognitive training: On methods, transfer, and application. Psychological Research, 78(6), 749-755.

Strobach, T., Salminen, T., Karbach, J. & Schubert, T. (2014). Practice-related optimization and transfer of executive functions: A general review and a specific realization of their mechanisms in dual tasks. Psychological Research, 78(6), 836-851.

Titz, C. & Karbach, J. (2014). Working memory and executive functions: Effects of training on academic achievement. Psychological Research, 78(6), 852-868.

Karbach, J., Gottschling, J., Spengler, M., Hegewald, K. & Spinath, F. M. (2013). Parental involvement and general cognitive ability as predictors of domain-specific academic achievement in early adolescence. Learning and Instruction, 23, 43-51.

Karbach, J. & Schubert, T. (2013). Training-induced cognitive and neural plasticity. Frontiers of Human Neuroscience, 7, 48.

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.

Fischer, D., Kindermann, I., Karbach, J., Herzberg, P. Y., Ukena, C., Barth, C., Lenski, M., Mahfoud, F., Einsel, F., Dannemann, S., Böhm, M. & Köllner, V. (2012). Heart-focused anxiety in the general population. Clinical Research in Cardiology, 101(2), 109-116.

Kaub, K., Karbach, J., Biermann, A., Friedrich, A., Bedersdorfer, H.-W., Spinath, F. M. & Brünken, R. (2012). Berufliche Interessensorientierungen und kognitive Leistungsprofile von Lehramtsstudierenden mit unterschiedlichen Fachkombinationen. Zeitschrift für Pädagogische Psychologie, 26(4), 233-249.

Kindermann, I., Fischer, D., Karbach, J., Link, A., Walenta, K., Barth, C., Ukena, C., Mahfoud, F., Köllner, V., Kindermann, M. & Böhm, M. (2012). Cognitive function in patients with decompensated heart failure: The Cognitive Impairment in Heart Failure (CogImpair-HF) study. European Journal of Heart Failure, 14(4), 404-413.

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.

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

Brieber, S. & Karbach, J. (2010). Neuronale Korrelate exekutiven Kontrolltrainings. In C. Frings, A. Mecklinger, D. Wentura, H. & H. Zimmer (Hrsg.), Beiträge zur 52. Tagung experimentell arbeitender Psychologen (S. 23). Lengerich: Pabst.

Fischer, D., Kindermann, I., Karbach, J., Köllner, V., Link, A., Barth, C., Ukena, C., Mahfoud, F., Kindermann, M. & Böhm, M. (2010). Kognitive Leistungsfähigkeit vor und nach medikamentöser Rekompensation bei Patienten mit dekompensierter Herzinsuffizienz. Medizinische Klinik, 105(Supplement 1), 11.

Hoellen, N., Kray, J., Karbach, J. Blaye, A. & Lucenet, J. (2010). The influence of working memory demands and verbal processes on age differences in task switching. In C. Frings, A. Mecklinger, D. Wentura, H. & H. Zimmer (Eds.), Experimentelle Psychologie. Beiträge zur 52. Tagung experimentell arbeitender Psychologen (pp. 51). Lengerich: Pabst.

Karbach, J. & Brieber, S. (2010). Neuronale Korrelate exekutiven Kontrolltrainings. In F. Petermann & U. Koglin (Hrsg.), 47. Kongress der Deutschen Gesellschaft für Psychologie (S. 135). Lengerich: Pabst.

Karbach, J., Mang, S. & Kray, J. (2010). Aufgabenwechseltraining bei älteren Erwachsenen: Transfereffekte und die Rolle verbaler Strategien. In C. Frings, A. Mecklinger, D. Wentura, H. & H. Zimmer (Hrsg.), Experimentelle Psychologie. Beiträge zur 52. Tagung experimentell arbeitender Psychologen (S. 59). Lengerich: Pabst.

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.

Kindermann, I., Fischer, D., Link, A., Ukena, C., Mahfoud, F., Barth, C., Karbach, J., Köllner, V., Werner, S., Six, S. & Böhm, M. (2010). Kognition bei dekompensierter Herzinsuffizienz - Ergebnisse der Cognitive Impairment in Heart Failure-Study - CogImpairHF. Clinical Research in Cardiology, Supplement 1, 99, 1027.

Kray, J., Karbach, J., Hänig, S. & Freitag, C. M. (2010). Trainings- und Transfereffekte exekutiver Kontrolle bei Kindern mit ADHS. In C. Frings, A. Mecklinger, D. Wentura, H. & H. Zimmer (Hrsg.), Experimentelle Psychologie. Beiträge zur 52. Tagung experimentell arbeitender Psychologen (S. 64). Lengerich: Pabst.

Karbach, J., Hänig, S., Freitag, C.M. & Kray, J. (2009). Effekte kognitiven Trainings bei ADHS. In M. Schulte-Markwort (Hrsg.), Psychosomatik - Kinder- und Jugendpsychiatrie als interdisziplinäres Fach (S. 99). Berlin: Medizinisch Wissenschaftliche Verlagsgesellschaft.

Karbach, J., Kray, J. & Blaye, A. (2009). Developmental changes in the effects of associative learning on task-switching abilities. In Poceedings of the 16th Meeting of the European Society for Cognitive Psychology (pp. 118). Krakow: Jagiellonian University.

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.

Karbach, J. & Kray, J. (2008). Age differences in the transfer of taskswitching training. International Journal of Psychology, 43, 615.

Karbach, J. & Kray, J. (2008). Task-switching training across the lifespan: How far does it transfer and how long do the effects persist? In Abstracts of the 20th Biennal Meeting of the International Society for the Study of Behavioral Development (ISSBD) (pp. 154). Hannover: DokumediaS.

Karbach, J. & Kray, J. (2008). The development of cognitive control: The influence of verbal processes. International Journal of Psychology, 43, 358.

Karbach, J. (2008). Potential and limits of executive control training. Age differences in the near and far transfer of task-switching training. Dissertation, Universität, Philosophische Fakultät III, Saarbrücken.

Kray, J., Karbach, J. & Kersken, C. (2008). Altersunterschiede in der Stroop- Aufgabe: Asymmetrische Alterseffekte in Facilitation und Interferenz über die Lebensspanne. In P. Khader, K. Jost, H. Lachnit & F. Rösler (Hrsg.), Beiträge zur 50. Tagung Experimentell Arbeitender Psychologen (S. 61). Marburg: Pabst Science Publishers.

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.

Karbach, J. & Kray, J. (2007). Cognitive control and verbal selfinstructions: Transfer of training across the lifespan. In C. Frings, A. Mecklinger, B. Opitz, M. Pospeschill, D. Wentura & H.D. Zimmer (Eds.), Kognitionsforschung 2007, Beiträge zur 8. Jahrestagung der Gesellschaft für Kognitionswissenschaft (pp. 76). Aachen: Shaker Verlag.

Karbach, J. & Kray, J. (2007). Lifespan changes in cognitive control and verbal self-instructions: Promoting transfer of training by means of feedback and training variability. In C. Frings, A. Mecklinger, B. Opitz, M. Pospeschill, D. Wentura & H.D. Zimmer (Eds.), Kognitionsforschung 2007, Beiträge zur 8. Jahrestagung der Gesellschaft für Kognitionswissenschaft (pp. 104). Aachen: Shaker Verlag.

Karbach, J. & Kray, J. (2007). Transfer of task-switching training: Results from a lifespan study. In J. Grainger, F.-X. Alario, B. Burle & N. Janssen (Eds.), Poceedings of the 15th meeting of the European Society for Cognitive Psychology (pp. 89). Marseille: Provence University.

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., Karbach, J. & Eber, J. (2007). Verbal self-instructions: A useful tool for reducing age differences in task switching? In J. Grainger, F.-X. Alario, B. Burle & N. Janssen (Eds.), Poceedings of the 15th meeting of the European Society for Cognitive Psychology (pp. 41). Marseille: Provence University.

Karbach, J., Kray, J. & Eber, J. (2006). Altersunterschiede beim Aufgabenwechsel: Der Einfluss verbaler Selbstinstruktionen. In F. Lösel & D. Bender (Hrsg.), Abstracts des 45. Kongresses der Deutschen Gesellschaft für Psychologie (DGP) (S. 166). Lengerich: Pabst Science Publishers.

Kray, J., Eber, J. & Karbach, J. (2006). Altersbedingte Unterschiede in der Nutzung verbaler Selbstinstruktionen beim Aufgabenwechsel. In H. Hecht, S. Berti, G. Meinhardt & M. Gamer (Hrsg.), Beiträge zur 48. Tagung experimentell arbeitender Psychologen (S. 120). Lengerich: Pabst Science Publishers.

Kray, J., Eber, J. & Karbach, J. (2006). The use of inner speech in task switching: Results of a lifespan developmental study. Journal of Cognitive Neuroscience, Supplement, 18, 161.

Kray, J., Karbach, J. & Eber, J. (2005). Zur Nützlichkeit verbaler Selbstinstruktionen bei der Handlungssteuerung: Eine entwicklungspsychologische Perspektive. Zeitschrift für Neuropsychologie, Supplementum, 16, 8.

Karbach, J. & Kray, J. (2004). Age-related changes in cognitive control during childhood: The influence of verbal self-instruction. In Abstracts of the 18th Biennial Meeting of the International Society for the Study of ehavioral Development (ISSBD) (pp. 318). Ghent: Ghent University.

Kray, J., Eber, J. & Karbach, J. (2004). Altersunterschiede beim Aufgabenwechsel: Zur Rolle sprachlicher Prozesse. In T. Rammsayer, S. Grabianowski & S. Troche (Hrsg.), Abstracts des 44. Kongresses der Deutschen Gesellschaft für Psychologie (DGP). Lengerich: Pabst Science Publishers.

weitere Schriften:

Karbach, J. (2005). Age-related Changes in Action Control during Childhood: The Influence of Verbal Processes in Task Switching. Diplomarbeit in der Fachrichtung Psychologie, Universität des Saarlandes.



weiterführende Informationen

Weitere Informationen

Möchten Sie auch in die Datenbank aufgenommen werden, haben Sie Änderungswünsche an Ihrem vorhandenen Profil oder möchten Sie Literatur zur Aufnahme in PSYNDEX nachmelden, nehmen Sie bitte Kontakt zu uns auf.

Katja Trillitzsch
Leibniz-Institut für Psychologie (ZPID)
Universitätsring 15,
54296 Trier
Folgen Sie uns auf Twitter

Kontakt und Funktionen

URL der Seite: https://www.psychauthors.de/psychauthors/index.php?wahl=forschung&uwahl=psychauthors&uuwahl=p00506JK_pub