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
Pelzer, L., Naefgen, C., Gaschler, R., & Haider, H. (2022). Element-level features in conjoint episodes in dual-tasking. Psychological Research, 1-15. https://doi.org/10.1007/s00426-022-01713-8
Pelzer, L., Haffmann, J., Naefgen, C., Gaschler, R., & Haider, H. (2022). Task-separation in dual-tasking: How action effects support the separation of the task streams. Acta psychologica, 222, 103464, https://doi.org/10.1016/j.actpsy.2021.103464
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
Pelzer, L., Naefgen, C., Gaschler, R., & Haider, H. (2021). Learning of across- and within-task contingencies modulates partial-repetition costs in dual-tasking. Psychological Research, https://doi.org/10.1007/s00426-021-01518-1
Röttger, E., Janczyk, M., Haider, H., & Fischer, R. (2021). No reduction of between-task interference in a dual-task with a repeating sequence of SOAs. Acta Psychologica, 221. https://doi.org/10.1016/j.actpsy.2021.103451
Röttger, E., Zhao, F., Gaschler, R., & Haider, H. (2021). Why Does Dual-Tasking Hamper Implicit Sequence Learning?. Journal of Cognition, 4(1), 1. https://doi.org/10.5334/joc.136
Zhao, F., Gaschler, R., Kneschke, A., Radler, S., Gausmann, M., Duttine, C., & Haider, H. (2020). Origami folding: Taxing resources necessary for the acquisition of sequential skills. PLoS ONE, 15(10), e0240226.
Barth, M., Stahl, C., & Haider, H. (2019). Assumptions of the Process-Dissociation procedure are violated in sequence learning. Journal of Experimental Psychology: Learning, Memory, & Cognition, 45(4), 641-676.
Gaschler, R., Zhao, F., Röttger, E., Panzer, S., & Haider, H. (2019). More than hitting the correct key quickly - Spatial variability in touch screen response location under multitasking in the Serial Reaction Time Task. Experimental Psychology, 66(3), 207-220.
Gaschler, R., Kemper, M., Zhao, F., Pumpe, I., Ruderisch, C.-B., Röttger, E., & Haider, H. (2018). Differential effects of cue-based and sequence knowledge-based predictability on multitasking performance. Acta Psychologica, 191, 76-86.
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
Zhao, F., Gaschler, R., Travi, T., Imgrund, B., Kossak, V., Röttger, E., & Haider, H. (2018). Effects of overlap between consecutive words on speeded typing inform about representation of serial order within words. Advances in Cognitive Psychology, 14, 124-136.
Broeker, L., Kiesel, A., Aufschnaiter, S., Ewolds, H. E., Gaschler, R., Haider, H., Künzell, S., Raab, M., Röttger, E., Thomaschke, R., & Zhao, F. (2017). Why prediction matters in multitasking and how predictability can improve it. Frontiers in Psychology, https://doi.org/10.3389/fpsyg.2017.02021
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
Röttger, E. & Haider, H. (2017). Investigating the characteristics of "not responding": backward crosstalk in the PRP paradigm with forced vs. free no-go decisions. Psychological Research, 81(3), 596-610.
Dietrich, A. & Haider, H. (2015). Human creativity, evolutionary algorithms, and predictive representations: The mechanics of thought trials. Psychonomic Bulletin & Review, 22(4), https://doi.org/10.3758/s13423-014-0743-x
Hansen, S. M., Haider, H., Eichler, A., Godau, C., Frensch, P. A., & Gaschler, R. (2015). Fostering formal commutativity knowledge with approximate arithmetic. PloS ONE, https://doi.org/10.1371/journal.pone.014255
Stahl, C., Barth, M., & Haider, H. (2015). Distorted estimates of implicit and explicit learning in applications of the process-dissociation procedure to the SRT task. Consciousness and Cognition, 37, 27-43.
Godau, C., Haider, H., Hansen, S., Schubert, T., Frensch, P. A., & Gaschler, R. (2014). Spontaneously spotting and applying shortcuts in arithmetic - a primary school perspective on expertise. Frontiers in Psychology, https://doi.org/10.3389/fpsyg.2014.00556
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.
Haider, H., Eichler, A., Hansen, S., Vaterrodt, B., Gaschler, R., & Frensch, P. A. (2014). How we use what we learn in Math: An integrative account of the development of commutativity. Frontline Learning Research, 2(1), 1-21.
Wessel, J. R., Haider, H., & Rose, M. (2012). The transition from implicit to explicit representations in incidental learning situations: More evidence from high-frequency EEG coupling. Experimental Brain Research, 217(1), 153-162.
Haider, H., Eichler, A., & Lange, T. (2011). An old problem: How can we distinguish between conscious and unconscious knowledge acquired in an implicit learning task? Consciousness and Cognition, 20(3), 658-672.
Rose, M., Haider, H., Salari, N., & Büchel, C. (2011). Functional dissociation of hippocampal mechanism during implicit learning based on the domain of associations. Journal of Neuroscience, 31 (39), 13739-13745.
Dreisbach, G. & Haider, H. (2009). How task representations guide attention: Further evidence for the shielding function of task sets. Journal of Experimental Psychology: Learning, Memory, and Cognition, 35(2), 477-486.
Haider, H. & Frensch, P. A. (2009). Conflicts between expected and actually performed behavior lead to verbal report of incidentally acquired sequential knowledge. Psychological Research, 73, 817-834.
Hoyndorf, A. & Haider, H. (2009). The “Not Letting Go” phenomenon: Accuracy instructions can impair behavioral and metacognitive effects of implicit learning processes. Psychological Research, 73, 695-706.
Hübner, M., Dreisbach, G., Haider, H., & Kluwe, R. H. (2003). Backward inhibition as a means of sequential task-set control: Evidence for reduction of task competition. Journal of Experimental Psychology: Learning, Memory, and Cognition, 29(2), 289-297.
Dreisbach, G., Haider, H., & Kluwe, R. H. (2002). Preparatory processes in the task-switching paradigm: Evidence from the use of probability cues. Journal of Experimental Psychology: Learning, Memory, and Cognition, 28(3), 468-483.
Haider, H. & Frensch, P. A. (2002). Why aggregated learning follows the power law of practice when individual learning does not: Comment on Rickard (1997, 1999), Delaney et al. (1998), and Palmeri (1999). Journal of Experimental Psychology: Learning, Memory, and Cognition, 28(2), 392-406.
Haider, H. & Frensch, P. A. (1999). Eye movement during skill acquisition: More evidence for the Information-Recuction Hypothesis. Journal of Experimental Psychology: Learning, Memory, and Cognition, 25(1), 172-190.
Knoblich, G., Ohlsson, S., Haider, H., & Rhenius, D. (1999). Constraint relaxation and chunk decomposition in insight problem solving. Journal of Experimental Psychology: Learning, Memory, and Cognition, 25(6), 1534-1555.