Publikationen von Gabriele Wulf

Schmidt, R. A.; Wulf, G.: Continuous concurrent feedback degrades skill learning: Implications for training and simulation. Human Factors 39 (4), S. 509 - 525 (1997)

Wrisberg, C. A.; Wulf, G.: Diminishing the effects of reduced frequency of knowledge of results on generalized motor program learning. Journal of Motor Behavior 29 (1), S. 17 - 26 (1997)

Wulf, G.; Schmidt, R. A.: Variability of practice and implicit motor learning. Journal of Experimental Psychology: Learning, Memory, and Cognition 23 (4), S. 987 - 1006 (1997)

Wulf, G.; Weigelt, C.: Instructions about physical principles in learning a complex motor skill: To tell or not to tell. Research Quarterly for Exercise and Sport 68 (4), S. 362 - 367 (1997)

Wulf, G.; Schmidt, R. A.: Average KR degrades parameter learning. Journal of Motor Behavior 28 (4), S. 371 - 381 (1996)

Wulf, G.; Shea, J. B.; Rice, M.: Type of KR and KR frequency effects on motor learning. Journal of Human Movement Studies 30 (1), S. 1 - 18 (1996)

Wulf, G.: Lernen von generalisierten motorischen Programmen und Bewegungsparametern. Psychologische Beitraege 37 (3-4), S. 498 - 537 (1995)

Wulf, G.; Horstmann, G.; Choi, B.: Does Mental Practice Work Like Physical Practice without Information Feedback. Research Quarterly for Exercise and Sport 66 (3), S. 262 - 267 (1995)

Wulf, G.; Lee, T. D.; Schmidt, R. A.: Reducing knowledge of results about relative versus absolute timing: Differential effects on learning. Journal of Motor Behavior 26 (4), S. 362 - 369 (1994)

Wulf, G.; Schmidt, R. A.: Feedback-induced variability and the learning of generalized motor programs. Journal of Motor Behavior 26 (4), S. 348 - 361 (1994)

Wulf, G.: Implizites Lernen von Regelhaftigkeiten. Sportpsychologie 7 (4), S. 11 - 18 (1993)

Wulf, G.; Lee, T. D.: Contextual interference in movements of the same class: Differential effects on program and parameter learning. Journal of Motor Behavior 25 (4), S. 254 - 263 (1993)

Wulf, G.; Schmidt, R. A.: Training for Performance - Principles of Applied Human Learning - Morrison,Je. American Journal of Psychology 106 (4), S. 609 - 616 (1993)

Wulf, G.; Schmidt, R. A.; Deubel, H.: Reduced feedback frequency enhances generalized motor program learning but not parameterization learning. Journal of Experimental Psychology: Learning, Memory, and Cognition 19 (5), S. 1134 - 1150 (1993)

Lee, T. D.; Wulf, G.; Schmidt, R. A.: Contextual interference in motor learning: Dissociated effects due to the nature of task variations. Quarterly Journal of Experimental Psychology A 4, S. 627 - 644 (1992)

Wulf, G.: Neuere Befunde zur Effektivierung des Bewegungslernens. Sportpsychologie 6 (1), S. 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), S. 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), S. 53 - 76 (1992)

Wulf, G.: Zur Optimierung motorischer Lernprozesse: Untersuchungen zur Funktion von Kontext-Interferenz und Rückmeldungen beim Erwerb generalisierter motorischer programme und motorischer Schemata. Hofmann, Schorndorf, Germany (1994), 256 S.

Wulf, G.; Weigelt, C.: Instruktion oder "Intuition" beim Bewegungslernen? In: Psychologie and Sport, S. 77 - 84 (Hg. der Köln, B. ü. d. S. a. d. 3. B. d. P. I. D. S.). Symposium anlässlich des 30jährigen Bestehens des Psychologischen Instituts der Deutschen Sporthochschule Köln, Köln, 08. September 1995 - 09. September 1995. bps Verlag, Köln (1996)