Journal Article (183)

2011
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Garcia-Retamero, R., Galesic, M., & Gigerenzer, G. (2011). Cómo favorecer la comprensión y la comunicación de los riesgos sobre la salud [Improving comprehension and communication of risks about health]. Psicothema, 23(4), 599–605.
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García-Retamero, R., Müller, S. M., & López-Zafra, E. (2011). The malleability of gender stereotypes: Influence of population size on perceptions of men and women in the past, present, and future. The Journal of Social Psychology, 151(5), 635–656. https://doi.org/10.1080/00224545.2010.522616
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Gigerenzer, G. (2011). What are natural frequencies? Doctors need to find better ways to communicate risk to patients. BMJ, 343(7828), Article d6386. https://doi.org/10.1136/bmj.d6386
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Gigerenzer, G., & Gaissmaier, W. (2011). Heuristic decision making. Annual Review of Psychology, 62(1), 451–482. https://doi.org/10.1146/annurev-psych-120709-145346
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Gigerenzer, G., & Goldstein, D. G. (2011). The recognition heuristic: A decade of research. Judgment and Decision Making, 6(1), 100–121.
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Gigerenzer, G., & Sturm, T. (2011). ¿Herramientas=teorías=datos? Sobre cierta dinámica circular en la ciencia cognitiva [Tools=Theories=Data? On some circular dynamics in cognitive science]. Quaderns de Psicologia, 13(2), 35–61. https://doi.org/10.5565/rev/qpsicologia.949
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Goetz, T., Frenzel, A. C., Lüdtke, O., & Hall, N. C. (2011). Between-domain relations of academic emotions: Does having the same instructor make a difference? The Journal of Experimental Education, 79(1), 84–101. https://doi.org/10.1080/00220970903292967
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Goldstein, D. G., & Gigerenzer, G. (2011). The beauty of simple models: Themes in recognition heuristic research. Judgment and Decision Making, 6(5), 392–395.
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Gresch, C., & Kristen, C. (2011). Staatsbürgerschaft oder Migrationshintergrund? Ein Vergleich unterschiedlicher Operationalisierungen am Beispiel der Bildungsbeteiligung. Zeitschrift für Soziologie, 3, 208–227. https://doi.org/10.1515/zfsoz-2011-0303
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Grimm, K. J., Ram, N., & Hamagami, F. (2011). Nonlinear growth curves in developmental research. Child Development, 82(5), 1357–1371. https://doi.org/10.1111/j.1467-8624.2011.01630.x
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Häberlen, J. C. (2011). Klassenkampf an allen Fronten oder politische Belästigung? Umstrittene Räume des Politischen innerhalb der Leipziger Arbeiterbewegung am Ende der Weimarer Republik. WerkstattGeschichte, 59, 79–91.
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Häberlen, J. C. (2011). Practices within the working-class movement in Leipzig and Lyon, 1929-1933/38: Reflections on comparative everyday history. International History Review, 33(4), 687–704.
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Häberlen, J. C. (2011). Mobilisierung, Politisierung und Zerfall: Aufstieg und Fall des Front populaire in Lyon, 1934-1938. Francia: Forschungen zur Westeuropäischen Geschichte, 38, 149–168. https://doi.org/10.11588/fr.2011.0.45001
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Hachfeld, A., Hahn, A., Schroeder, S., Anders, Y., Stanat, P., & Kunter, M. (2011). Assessing teachers' multicultural and egalitarian beliefs: The Teacher Cultural Beliefs Scale. Teaching and Teacher Education, 27(6), 986–996. https://doi.org/10.1016/j.tate.2011.04.006
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Hachfeld, A., Lippke, S., Ziegelmann, J. P., & Freund, A. M. (2011). Wahrgenommene Zielkonflikte zwischen Gesundheitszielen: Ergebnisse einer Intervention zur Förderung von körperlicher Aktivität und Ernährung. Zeitschrift für Medizinische Psychologie, 20(2), 60–71. https://doi.org/10.3233/ZMP-20-2014
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Hagmayer, Y., Meder, B., Sydow, M. von, & Waldmann, M. R. (2011). Category transfer in sequential causal learning: The unbroken mechanism hypothesis. Cognitive Science, 35(5), 842–873. https://doi.org/10.1111/j.1551-6709.2011.01179.x
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Hämmerer, D., Li, S.-C., Müller, V., & Lindenberger, U. (2011). Life span differences in electrophysiological correlates of monitoring gains and losses during probabilistic reinforcement learning. Journal of Cognitive Neuroscience, 23(3), 579–592. https://doi.org/10.1162/jocn.2010.21475
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Helversen, B. von, Wilke, A., Johnson, T., Schmid, G., & Klapp, B. (2011). Performance benefits of depression: Sequential decision making in a healthy sample and a clinically depressed sample. Journal of Abnormal Psychology, 120(4), 962–968. https://doi.org/10.1037/a0023238
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Hepach, R., Kliemann, D., Grüneisen, S., Heekeren, H., & Dziobek, I. (2011). Conceptualizing emotions along the dimensions of valence, arousal, and communicative frequency: Implications for social-cognitive tests and training tools. Frontiers in Psychology, 2, Article 266. https://doi.org/10.3389/fpsyg.2011.00266
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Herbert, M., Eppinger, B., & Kray, J. (2011). Younger but not older adults benefit from salient feedback during learning. Frontiers in Psychology, 2, Article 171. https://doi.org/10.3389/fpsyg.2011.00171
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