Publications

 

2023:

Wilts, S. & Haider, H. (2023). Concurrent visual sequence learning. Psychological Research. https://doi.org/10.1007/s00426-023-01810-2

Esser, S., Haider, H., & Lustig, C. (2023). Action-effect knowledge transfers to similar effect stimuli. Psychological Research. https://doi.org/10.1007/s00426-023-01800-4

Barth, M., Stahl, C., & Haider, H. (2023). Parallel acquisition of uncorrelated sequences does not provide firm evidence for a modular sequence-learning system. Journal of Cognitions, 6(1), 12. http://doi.org/10.5334/joc.258

Naefgen, C., Blech, C., Kriechbaumer, M., Haider, H., Ram, N., & Gaschler, R. (2023). Between- and within-subject covariance perspectives matter for investigations into the relationship between single- and dual-tasking performance. Methods in Psychology, 8. https://doi.org/10.1016/j.metip.2023.100110

 

2022:

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

Naefgen, C., Gaschler, R., Ionescu, B., Pelzer, L., & Haider, H. (2022). Given the option, people avoid incongruent responses in a dual-tasking situation. Acta Psychologica, 228, 103626. https://doi.org/10.1016/j.actpsy.2022.103626

 

2021:

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

 

2020:

  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. 

  Mattes, A., Tavera, F., Ophey, A., Roheger, M., Gaschler, R., & Haider, H. (2020). Parallel and serial task processing in the PRP-Paradigm: A drift diffusion model approach. Psychological Research.

  Zhao, F., Gaschler, R., Nöhring, D.O., Röttger, E., Haider, H. (2020). Sequential modulation of across-task congruency in the serial reaction time task. Acta Psychologica.

 

2019:

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.

Lustig, C. & Haider, H. (2019). Response-effects trigger the development of explicit knowledge. Acta Psychologica, 194, 87-100.

Röttger, E., Haider, H., Zhao, F., & Gaschler, R. (2019). Implicit sequence learning despite multitasking: the role of across-task predictability. Psychological Research, 83(3), 526-543.

Zhao, F., Gaschler, R., Schneider, L., Thomaschke, R., Röttger, E., & Haider, H. (2019). Sequence knowledge on when and what supports dual-tasking. Journal of Cognition, 2(1): 18, 1-14.

 

2018:

Esser, S. & Haider, H. (2018). Action-effects enhance explicit sequential learning. Psychological Research, 82(6), 1113-1129.

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.

 

2017:

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

Dietrich, A. & Haider, H. (2017). A neurocognitive framework for human creative thought. Frontiers in Psychology, doi: 10.3389/fpsyg.2016.02078.

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.

 

2015:

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.

 

2014:

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

Godau, C., Wirth, M., Hansen, S., Haider, H., & Gaschler, R. (2014). From marbles to numbers - estimation influences looking patterns on arithmetic problems. Psychology, 5(2), 127-133.

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.

 

2013:

Gaschler, R., Vaterrodt, B., Frensch, P. A., Eichler, A., & Haider, H. (2013). Spontaneous usage of different shortcuts based on the commutativity principle. PloS ONE, 8(9): e74972.

 

2012:

Haider, H., Eberhardt, K., Kunde, A., & Rose, M. (2012). Implicit visual learning and the expression of learning. Consciousness and Cognition, 22 (1), 82-98.

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.

Wilbert, J. & Haider, H. (2012). The subjective experience of committed errors and the Discrepancy-Attribution hypothesis. Acta Psychologica, 139(2), 370-381.

 

2011:

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.

 

2010:

Rose, M., Haider, H., & Büchel, C. (2010). The emergence of explicit memory during learning. Cerebral Cortex, 20(12), 2787-2797.

 

2009:

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.

 

2008:

Dreisbach, G. & Haider, H. (2008). That's what task sets are for: Shielding against irrelevant information. Psychological Research, 72, 355-361.

 

2007:

Dreisbach, G., Goschke, T., & Haider H. (2007). The role of task-rules and stimulus-response mappings in the task switching paradigm. Psychological Research, 71, 383-392.

Haider, H. & Rose, M. (2007). How to investigate insight: A proposal. Methods, 42(1), 49-57.

 

2006:

Dreisbach, G. & Haider, H. (2006). Preparatory adjustment of cognitive control in the task switching paradigm. Psychonomic Bulletin & Review, 13(2), 334-338.

Dreisbach, G., Goschke, T., & Haider, H. (2006). Implicit task sets in task switching? Journal of Experimental Psychology: Learning, Memory, and Cognition, 32(6), 1221-1233.

Haider, H. & Frensch, P. A. (2006). Implicit and explicit learning of task regularities in problem solving. Technology, Instruction, Cognition & Learning, 3(1-2), 145-149.

Lang, S., Kanngieser, N., Jaskowski, P., Haider, H., Rose, M., & Verleger, R. (2006). Precursors of insight in event-related brain potentials. Journal of Cognitive Neuroscience,18(12), 2152-2166.

 

2005:

Haider, H. & Frensch, P. A. (2005). Empirical research on the generation and functional role of consciousness. Editorial. Psychological Research, 69, 313-315.

Haider, H. & Frensch, P. A. (2005). The generation of conscious awareness in an incidental learning situation. Psychological Research, 69, 399-411.

Haider, H., Frensch, P. A., & Joram, D. (2005). Are strategy shifts caused by data-driven processes or by voluntary processes? Consciousness and Cognition, 14(3), 495-519.

Rose, M., Haider, H., & Büchel, C. (2005). Unconscious detection of implicit expectancies. Journal of Cognitive Neuroscience, 17(6), 918-927.

 

2004:

Rose, M., Haider, H., Weiller, C., & Büchel, C. (2004). The relevance of the nature of learned associations for the differentiation of human memory systems. Learning & Memory, 11(2), 145-152.

Wagner, U., Gais, S., Haider, H., Verleger, R., & Born, J. (2004). Sleep inspires insight. Nature, 427, 352-355.

 

2003:

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.

 

2002:

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.

Rose, M., Haider, H., Weiller, C., & Büchel, C. (2002). The role of medial temporal lobe structures in implicit learning: An event-related fMRI study. Neuron, 36(6), 1221-1231.

 

Before 2002:

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.

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.

 

Haider, H. & Frensch, P. A. (1996). The role of information reduction in skill acquisition. Cognitive Psychology, 30(3), 304-337.