Tomlinson, T., Marewski, J. N., & Dougherty, M. (2011). Four challenges for cognitive research on the recognition heuristic and a call for a research strategy shift. Judgment and Decision Making, 6(1), 89–99.

Van Steensel, R., McElvany, N., Kurvers, J., & Herppich, S. (2011). How effective are family literacy programs? Results of a meta-analysis. Review of Educational Research, 81(1), 69–96. https://doi.org/10.3102/0034654310388819

Verrel, J., Cuisinier, R., Lindenberger, U., & Vuillerme, N. (2011). Local and global effects of neck muscle vibration during stabilization of upright standing. Experimental Brain Research, 210(2), 313–324. https://doi.org/10.1007/s00221-011-2636-9

Verweij, M., Luan, S., & Nowacki, M. (2011). How to test cultural theory: Suggestions for future research. PS: Political Science & Politics, 44(4), 745–748. https://doi.org/10.1017/S1049096511001399

Volstorf, J., Rieskamp, J., & Stevens, J. R. (2011). The good, the bad, and the and the rare: Memory for partners in social interactions. PLoS ONE, 6(4), Article e18945. https://doi.org/10.1371/journal.pone.0018945

Wassmann, C. (2011). Emotion into science: How our modern ideas about emotion were created in the nineteenth century. Emotional Studies: History and Philosophy of Experience Blog. Advance online publication.

Wegwarth, O., Day, R. W., & Gigerenzer, G. (2011). Decisions on pharmacogenomic tests in the USA and Germany. Journal of Evaluation in Clinical Practice, 17(2), 228–235. https://doi.org/10.1111/j.1365-2753.2010.01426.x

Wegwarth, O., Gaissmaier, W., & Gigerenzer, G. (2011). Deceiving numbers: Survival rates and their impact on doctors' risk communication. Medical Decision Making, 31(3), 386–394. https://doi.org/10.1177/0272989X10391469

Wegwarth, O., & Gigerenzer, G. (2011). Nutzen und Risiken richtig verstehen. Deutsches Ärzteblatt, 108(11), 568–570.

Wegwarth, O., & Gigerenzer, G. (2011). Risiken und Unsicherheiten richtig verstehen lernen. Deutsches Ärzteblatt, 108(9), 448–451.

Wegwarth, O., & Gigerenzer, G. (2011). Unnötige Ängste vermeiden. Deutsches Ärzteblatt, 108(17), 943–944.

Wegwarth, O., & Gigerenzer, G. (2011). Sterblichkeitsstatistik als valides Maß. Deutsches Ärzteblatt, 108(14), 760–762.

Wegwarth, O., & Gigerenzer, G. (2011). "There is nothing to worry about": Gynecologists' counseling on mammography. Patient Education and Counseling, 84(2), 251–256. https://doi.org/10.1016/j.pec.2010.07.025

Wenzlaff, H., Bauer, M., Maess, B., & Heekeren, H. R. (2011). Neural characterization of the speed-accuracy tradeoff in a perceptual decision-making task. The Journal of Neuroscience, 31(4), 1254–1266. https://doi.org/10.1523/JNEUROSCI.4000-10.2011

Wolf, M., Doorn, G. S. V., & Weissing, F. J. (2011). On the coevolution of social responsiveness and behavioural consistency. Proceedings of the Royal Society of London: B, Biological Sciences, 278(1704), 440–448. https://doi.org/10.1098/rspb.2010.1051

Bäckman, L., Lindenberger, U., Li, S.-C., & Nyberg, L. (2010). Linking cognitive aging to alterations in dopamine neurotransmitter functioning: Recent data and future avenues. Neuroscience & Biobehavioral Reviews, 34(5), 670–677. https://doi.org/10.1016/j.neubiorev.2009.12.008

Bahnemann, M., Dziobek, I., Prehn, K., Wolf, I., & Heekeren, H. R. (2010). Sociotopy in the temporoparietal cortex: Common versus distinct processes. Social Cognitive and Affective Neuroscience, 5(1), 48–58. https://doi.org/10.1093/scan/nsp045

Bartling, K., Kopp, F., & Lindenberger, U. (2010). Maternal affect attunement: Refinement and internal validation of a coding scheme. European Journal of Developmental Science, 4(1), 1–17. https://doi.org/10.3233/DEV-2010-4101

Basten, U., Biele, G., Heekeren, H. R., & Fiebach, C. J. (2010). How the brain integrates costs and benefits during decision making. Proceedings of the National Academy of Sciences of the United States of America, 107(50), 21767–21772. https://doi.org/10.1073/pnas.0908104107

Baumert, J., Kunter, M., Blum, W., Brunner, M., Voss, T., Jordan, A., Klusmann, U., Krauss, S., Neubrand, M., & Tsai, Y.-M. (2010). Teachers' mathematical knowledge, cognitive activation in the classroom, and student progress. American Educational Research Journal, 47(1), 133–180. https://doi.org/10.3102/0002831209345157