H3 Kontakt zum Thema

Prof. Dr. Hilde Haider
Prof. Dr. Hilde Haider
Direktorin des Lehrstuhls für Allgemeine Psychologie I
Weitere Informationen unter: Lehrstuhl für Allgemeine Psychologie I
Lehre im Fach: Allgemeine Psychologie I
Prüferin im Fach: Allgemeine Psychologie I

Raum 1.A06

Richard-Strauss-Str. 2
Brieffach: G20
50931 Köln

Telefon 0221 470-4719
E-Mail hilde.haider(at)uni-koeln.de
Sprechstunde Di. 18.00 - 19.00 h, Richard-Strauss-Str. 2, Raum 1.A06.
Bitte melden Sie sich vorher per E-Mail direkt bei Frau Prof. Dr. Haider an.



Key Publications         

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

  • pdf 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

  • pdf 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 

  • pdf 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
  • pdf 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
  • pdf 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

  • pdf Mattes, A., Tavera, F., Ophey, A., Roheger, M., Gaschler, R., & Haider, H. (2020). Parallel and serial task processing inthe PRP-Paradigm: A drift diffusion model approach. PsychologicalResearch.
  • pdf Lustig, C. & Haider, H. (2019). Response-effects trigger the development of explicit knowledge. Acta Psychologica, 194, 87-100.
  • pdf 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
  • pdf 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
  • pdf 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.

For a complete list of publications, click here: Publications


Current Research Projects

  • The relation between first-order performance and metacognitive judgments in implicit learning research
  • Prediction-based mechanisms of separation of representations in sequential actions in multitasking
  • The role of separation of representations in sequential actions in multitasking
  • Influential factors and mechanisms for the emergence of consciously available knowledge in an implicit learning situation 
For a more comprehensive overview, click here: Current Research


If you are interested in writing your thesis or term paper in the field of Cognitive Psychology,

click here: Teaching