Schriefers, H.; Friederici, A. D.; Graetz, P.: Inflectional and derivational morphology in the mental lexicon: Symmetries and asymmetries in repetition priming. Quarterly Journal of Experimental Psychology Section A: Human Experimental Psychology 44, pp. 373 - 390 (1992)

Stern, E.: Spontaneous use of conceptual mathematical knowledge in elementary school children. Contemporary Educational Psychology 17 (3), pp. 266 - 277 (1992)

Stern, E.: Warum werden Kapitänsaufgaben "gelöst"? Der Mathematikunterricht 38 (5), pp. 7 - 29 (1992)

Stern, E.; Lehrndorfer, A.: The role of situational context in solving word problems. Cognitive Development 7 (2), pp. 259 - 268 (1992)

Strack, F.: The different routes to social judgments: Experiential versus informational strategies. Martin, Leonard L. (ed); Tesser, Abraham (ed). (1992). the Construction of Social Judgments. (Pp. 249-275). X, 358pp. (1992)

Turner, R.: Magnetic resonance imaging of brain function (review article). American Journal of Physiological Imaging (3/4), pp. 136 - 145 (1992)

van Aken, M. A. G.: The development of general competence and domain-specific competencies. European Journal of Personality 6 (4), pp. 267 - 282 (1992)

van Aken, M. A. G.; Riksen-Walraven, J. M.: Parental support and the development of competence in children. International Journal of Behavioral Development 15 (1), pp. 101 - 123 (1992)

Weinert, F. E.: Cognitive-Development as a Condition and as a Consequence of Learning and Education. International Journal of Psychology 27 (3-4), pp. 568 - 569 (1992)

Weinert, F. E.: How Do Individual-Differences Fit in Theoretical-Models of Cognitive-Development. International Journal of Psychology 27 (3-4), p. 212 - 212 (1992)

Weinert, F. E.: Kommunikationsprobleme zwischen Wissenschaft und Oeffentlichkeit. Futura 2, pp. 11 - 19 (1992)

Woloshyn, V. E.; Pressley, M.; Schneider, W.: Elaborative-interrogation and prior-knowledge effects on learning of facts. Journal of Educational Psychology 84 (1), pp. 115 - 123 (1992)

Wulf, G.: Neuere Befunde zur Effektivierung des Bewegungslernens. Sportpsychologie 6 (1), pp. 12 - 16 (1992)

Wulf, G.: Reducing Knowledge of Results Can Produce Context Effects in Movements of the Same Class. Journal of Human Movement Studies 22 (2), pp. 71 - 84 (1992)

Wulf, G.: The learning of generalized motor programs and motor schemata: Effects of KR relative frequency and contextual interference. Journal of Human Movement Studies 23 (2), pp. 53 - 76 (1992)

Dirnagl, U.; Villringer, A.; Gebhardt, R.; Haberl, R. L.; Schmiedek, P.; Einhaeupl, K. M.: Three-dimensional reconstruction of the rat brain cortical microcirculation in vivo. Journal of Cerebral Blood Flow & Metabolism 11 (3), pp. 353 - 360 (1991)

Asendorpf, J. B.: Development of inhibited children's coping with unfamiliarity. Child Development 62 (6), pp. 1460 - 1474 (1991)

Asendorpf, J. B.; van Aken, M. A. G.: Correlates of the temporal consistency of personality patterns in childhood. Journal of Personality 59 (4), pp. 689 - 703 (1991)

Beckmann, J.: Lay Epistemics and Human Knowledge - Cognitive and Motivational Bases - Kruglanski,A. Zeitschrift fur Sozialpsychologie 22 (4), pp. 275 - 277 (1991)

Beckmann, J.: Zuschauereinfluesse auf sportliche Leistung. Sportpsychologie 5 (4), pp. 16 - 20 (1991)

Beckmann, J.; Strang, H.: Handlungskontrolle im Sport. Sportpsychologie 5 (4), pp. 5 - 10 (1991)

Beckmann, J.; Trux, J.: Wen lasse ich wo spielen? Sportpsychologie 5 (3), pp. 18 - 21 (1991)

Brandstätter, V.; Ellemers, N.; Gaviria, E.; Giosue, F.; Huguet, P.; Kroon, M.; Morchain, P.; Pujal, M.; Rubini, M.; Mugny, G.: Indirect majority and minority influence - An exploratory study. European Journal of Social Psychology 21 (3), pp. 199 - 211 (1991)

Carr, M.; Borkowski, J. G.; Maxwell, S. E.: Motivational Components of Underachievement. Developmental Psychology 27 (1), pp. 108 - 118 (1991)

Carr, M.; Kurtz, B. E.: Teachers' perceptions of their students' metacognition, attributions, and self-concept. British Journal of Educational Psychology 61 (2), pp. 197 - 206 (1991)