Publikationen von Peter A. Frensch

Li, K. Z. H., Lindenberger, U., Rünger, D., & Frensch, P. A. (2000). The role of inhibition in the regulation of sequential action. Psychological Science, 11(4), 343–347.

Li, S.-C., Lindenberger, U., & Frensch, P. A. (2000). Unifying cognitive aging: From neuromodulation to representation to cognition. Neurocomputing, 32/33, 879–890.

Frensch, P. A., Wenke, D., & Rünger, D. (1999). A secondary tone-counting task suppresses expression of knowledge in the serial reaction task. Journal of Experimental Psychology: Learning, Memory, and Cognition, 25(1), 260–274.

Haider, H., & Frensch, P. A. (1999). Eye movement during skill acquisition: More evidence for the information-reduction hypothesis. Journal of Experimental Psychology: Learning, Memory, and Cognition, 25(1), 172–190.

Haider, H., & Frensch, P. A. (1999). Information reduction during skill acquisition: The influence of task instruction. Journal of Experimental Psychology: Applied, 5(2), 129–151.

Lange, L., & Frensch, P. A. (1999). Gaining scientific recognition by position: Does editorship increase citation rates? Scientometrics, 44(3), 459–486.

Frensch, P. A., Lin, J., & Buchner, A. (1998). Learning versus behavioral expression of the learned: The effects of a secondary tone-counting task on implicit learning in the serial reaction task. Psychological Research, 61(2), 83–98.

Okagaki, L., & Frensch, P. A. (1998). Parenting and children's school achievement: A multiethnic perspective. American Educational Research Journal, 35(1), 123–144.

Stadler, M. A., & Frensch, P. A. (Eds.). (1998). Handbook of implicit learning. Sage.

Frensch, P. A. (2000). The Max Planck Institute for Human Development and Education. In Encyclopedia of psychology (Vol. 5, pp. 124–126). APA Books.