H3 Kontakt zum Thema

Dr. Sarah Esser
Dr. Sarah Esser
Wissenschaftliche Mitarbeiterin am Lehrstuhl für Allgemeine Psychologie I

Raum 1.A11

Richard-Strauss-Str. 2
50931 Köln

Telefon 0221 470-6900
E-Mail sarah.esser(at)uni-koeln.de
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Research interests

  • Implicit learning
  • Unconcsious processing
  • Consciousness
  • Metacognition
  • Action-effect learning
  • Psychopathy


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

pdf 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

pdf 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.

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 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.