Suchergebnisse

Schneider, W. X.; Stoffer, T. H.: The Attentional Spotlight - Some Spotlights on a Spotted Metaphor. International Journal of Psychology 27 (3-4), S. 13 - 13 (1992)

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, S. 373 - 390 (1992)

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

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

Stern, E.; Lehrndorfer, A.: The role of situational context in solving word problems. Cognitive Development 7 (2), S. 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), S. 136 - 145 (1992)

van Aken, M. A. G.: The development of general competence and domain-specific competencies. European Journal of Personality 6 (4), S. 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), S. 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), S. 568 - 569 (1992)

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

Weinert, F. E.: Kommunikationsprobleme zwischen Wissenschaft und Oeffentlichkeit. Futura 2, S. 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), S. 115 - 123 (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)

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), S. 353 - 360 (1991)

Asendorpf, J. B.: Development of inhibited children's coping with unfamiliarity. Child Development 62 (6), S. 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), S. 689 - 703 (1991)

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