Universität zu Köln

H3 Kontakt zum Thema

Raum 1.A06

Richard-Strauss-Str. 2
Brieffach: G20
50931 Köln

Telefon 0221 470-4719
E-Mail hilde.haider(at)uni-koeln.de
Sprechstunde Bei Bedarf online.
Bitte melden Sie sich per E-Mail bei Frau Prof. Dr. Haider.

Kontakt V-Card

Key Publications         

• Wilts, S. & Haider, H.(2023). Concurrent visual sequence learning. Psychological Research. https://doi.org/10.1007/s00426-023-01810-2 
    
• Esser, S., Haider, H., & Lustig, C. (2023). Action-effect knowledge transfers to similar effect stimuli. Psychological Research. https://doi.org/10.1007/s00426-023-01800-4
    
• Esser S., Lustig, C., & Haider, H. (2022). High fluency can improve recognition sensitivity based on learned metacognitive expectations. Frontiers in Psychology. https://doi.org/10.3389/fpsyg.2022.958511
   
• Pelzer, L., Naefgen, C., Gaschler, R., & Haider, H. (2022). Element-level features in conjoint episodes in dual-tasking. Psychological Research, 1-15. https://doi.org/10.1007/s00426-022-01713-8
   
• Pelzer, L., Haffmann, J., Naefgen, C., Gaschler, R., & Haider, H. (2022). Task-separation in dual-tasking: How action effects support the separation of the task streams. Acta psychologica, 222, 103464. https://doi.org/10.1016/j.actpsy.2021.103464 
  
  
• Lustig, C., Esser, S. & Haider, H. (2021). The interplay between unexpected events and behavior in the development of explicit knowledge in implicit sequence learning. Psychological Research. https://doi.org/10.1007/s00426-021-01630-2
  
  
• Esser, S., Lustig, C., & Haider, H. (2021). What triggers explicit awareness in implicit sequence learning? Implications from theories of consciousness. Psychological Research. https://doi.org/10.1007/s00426-021-01594-3 
  
  
• Pelzer, L., Naefgen, C., Gaschler, R., & Haider, H. (2021). Learning of across- and within-task contingencies modulates partial-repetition costs in dual-tasking. Psychological Research. https://doi.org/10.1007/s00426-021-01518-1
   
• Röttger, E., Janczyk, M., Haider, H., & Fischer, R. (2021). No reduction of between-task interference in a dual-task with a repeating sequence of SOAs. Acta Psychologica, 221. https://doi.org/10.1016/j.actpsy.2021.103451
    
• Röttger, E., Zhao, F., Gaschler, R., & Haider, H. (2021). Why Does Dual-Tasking Hamper Implicit Sequence Learning?. Journal of Cognition, 4(1), 1. https://doi.org/10.5334/joc.136
  
  
• Mattes, A., Tavera, F., Ophey, A., Roheger, M., Gaschler, R., & Haider, H. (2020). Parallel and serial task processing inthe PRP-Paradigm: A drift diffusion model approach. PsychologicalResearch.

• Lustig, C. & Haider, H. (2019). Response-effects trigger the development of explicit knowledge. Acta Psychologica, 194, 87-100.

• Esser, S. & Haider, H. (2017). The emergence of explicit knowledge in a serial reaction time task: The role of experienced fluency and strength of representation. Frontiers in Psychology, https://doi.org/10.3389/fpsyg.2017.00502

• Dietrich, A. & Haider, H. (2015). Human creativity, evolutionary algorithms, and predictive representations: The mechanics of thought trials. Psychonomic Bulletin & Review, 22(4), https://doi.org/10.3758/s13423-014-0743-x

• Haider, H., Eichler, A., Hansen, S., Vaterrodt, B., Gaschler, R., & Frensch, P. A. (2014). How we use what we learn in Math: An integrative account of the development of commutativity. Frontline Learning Research, 2(1), 1-21.

For a complete list of publications, click here: Publications