Research interests
- Implicit learning
- Unconcsious processing
- Consciousness
- Metacognition
- Action-effect learning
- Psychopathy
Publications
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
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
Esser, S. & Haider, H. (2018). Action-effects enhance explicit sequential learning. Psychological Research, 82(6), 1113-1129.
Haider, H., Esser, S., & Eberhardt, K. (2018). Feature codes in implicit sequence learning: perceived stimulus locations transfer to motor response locations. Psychological Research, https://doi.org/10.1007/s00426-018-0980-0
Eberhardt, K., Esser, S., & Haider, H. (2017). Abstract feature codes: The building blocks of the implicit learning system. Journal of Experimental Psychology: Human Perception and Performance, 43(7), 1275-1290.
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
Haider, H., Eberhardt, K., Esser, S., & Rose, M. (2014). Implicit visual learning: How the task set modulates learning by determining the stimulus-response binding. Consciousness and Cognition, 26, 145 -161.