Katsikopoulos, K. V. (2013). Why do simple heuristics perform well in choices with binary attributes? Decision Analysis, 10(4), 327–340. https://doi.org/10.1287/deca.2013.0281

Katsikopoulos, K. V., & Gigerenzer, G. (2013). Behavioral operations management: A blind spot and a research program. Journal of Supply Chain Management, 49(1), 3–7. https://doi.org/10.1111/j.1745-493x.2012.03285.x

Khader, P. H., Pachur, T., & Jost, K. (2013). Automatic activation of attribute knowledge in heuristic inference from memory. Psychonomic Bulletin & Review, 20(2), 372–377. https://doi.org/10.3758/s13423-012-0334-7

Kleickmann, T., Richter, D., Kunter, M., Elsner, J., Besser, M., Krauss, S., & Baumert, J. (2013). Teachers' content knowledge and pedagogical content knowledge: The role of structural differences in teacher education. Journal of Teacher Education, 64(1), 90–106. https://doi.org/10.1177/0022487112460398

Klein, J., Hadar, R., Götz, T., Männer, A., Eberhardt, C., Baldassarri, J., Schmidt, T. T., Kupsch, A., Heinz, A., Morgenstern, R., Schneider, M., Weiner, I., & Winter, C. (2013). Mapping brain regions in which deep brain stimulation affects schizophrenia-like behavior in two rat models of schizophrenia. Brain Stimulation, 6(4), 490–499. https://doi.org/10.1016/j.brs.2012.09.004

Kopp, F., & Dietrich, C. (2013). Neural dynamics of audiovisual synchrony and asynchrony perception in 6-month-old infants. Frontiers in Psychology, 4, Article 2. https://doi.org/10.3389/fpsyg.2013.00002

Krappmann, L. (2013). Bindung in Kinderbeziehungen? Zeitschrift für Pädagogik, 59(6), 837–847.

Krappmann, L. (2013). An inalienable human right. PlayRights, 1, Article 13, 26–29, 38.

Krappmann, L. (2013). Das Kindeswohl im Spiegel der UN-Kinderrechtskonvention. EthikJournal, 1(2), 1–17.

Krappmann, L. (2013). Gleiche Rechte auch für Flüchtlingskinder. Frühe Kindheit, (6), 30–35.

Kühn, S., Brass, M., & Gallinat, J. (2013). Imitation and speech: Commonalities within Broca's area. Brain Structure and Function, 218, 1419–1427. https://doi.org/10.1007/s00429-012-0467-5

Kühn, S., Brass, M., & Haggard, P. (2013). Feeling in control: Neural correlates of experience of agency. Cortex, 49, 1935–1942. https://doi.org/10.1016/j.cortex.2012.09.002

Kühn, S., & Gallinat, J. (2013). Resting-state brain activity in schizophrenia and major depression: A quantitative meta-analysis. Schizophrenia Bulletin, 39(2), 358–365. https://doi.org/10.1093/schbul/sbr151

Kühn, S., & Gallinat, J. (2013). Does taste matter? How anticipation of cola brands influences gustatory processing in the brain. PLoS ONE, 8(4), Article e61569. https://doi.org/10.1371/journal.pone.0061569

Kühn, S., & Gallinat, J. (2013). Gray matter correlates of posttraumatic stress disorder: A quantitative meta-analysis. Biological Psychiatry, 73, 70–74. https://doi.org/10.1016/j.biopsych.2012.06.029

Kühn, S., Kaufmann, C., Simon, D., Endrass, T., Gallinat, J., & Kathmann, N. (2013). Reduced thickness of anterior cingulate cortex in obsessive-compulsive disorder. Cortex, 49(8), 2178–2185. https://doi.org/10.1016/j.cortex.2012.09.001

Kühn, S., Schmiedek, F., Brose, A., Schott, B. H., Lindenberger, U., & Lövdén, M. (2013). The neural representation of intrusive thoughts. Social Cognitive and Affective Neuroscience, 8(6), 688–693. https://doi.org/10.1093/scan/nss047

Kühn, S., Schmiedek, F., Noack, H., Wenger, E., Bodammer, N. C., Lindenberger, U., & Lövdén, M. (2013). The dynamics of change in striatal activity following updating training. Human Brain Mapping, 34, 1530–1541. https://doi.org/10.1002/hbm.22007

Kunina-Habenicht, O., Schulze-Stocker, F., Kunter, M., Baumert, J., Leutner, D., Förster, D., Lohse-Bossenz, H., & Terhart, E. (2013). Die Bedeutung der Lerngelegenheiten im Lehramtsstudium und deren individuelle Nutzung für den Aufbau des bildungswissenschaftlichen Wissens. Zeitschrift für Pädagogik, 59(1), 1–23.

Kunter, M., Klusmann, U., Baumert, J., Richter, D., Voss, T., & Hachfeld, A. (2013). Professional competence of teachers: Effects on instructional quality and student development. Journal of Educational Psychology, 105(3), 805–820. https://doi.org/10.1037/a0032583