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Experimental Psychology|October 24, 2007
Interference produces different forgetting rates for implicit and explicit knowledgeRicardo Tamayo, Peter A FrenschPsychological Research|June 10, 2005
The generation of conscious awareness in an incidental learning situationHilde Haider, Peter A FrenschExperimental Psychology|July 4, 2015
Temporal Stability of Implicit Sequence Knowledge: Implications for Single-system Models of MemoryRicardo Tamayo, Peter A FrenschJournal of Experimental Psychology. Learning, Memory, and Cognition|March 26, 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)Hilde Haider, Peter A FrenschPsychological Research|November 27, 2008
Conflicts between expected and actually performed behavior lead to verbal report of incidentally acquired sequential knowledgeHilde Haider, Peter A FrenschJournal of Experimental Psychology. Human Perception and Performance|September 1, 2005
The influence of task instruction on action coding: constraint setting or direct coding?Dorit Wenke, Peter A FrenschConsciousness and Cognition|August 11, 2005
Are strategy shifts caused by data-driven processes or by voluntary processes?Hilde Haider, Peter A Frensch, Daniel JoramNeuroscience and Biobehavioral Reviews|December 29, 2009
Binding in voluntary action controlDieter Nattkemper, Michael Ziessler, Peter A FrenschPsychological Research|November 25, 2003
The role of anticipation and intention in the learning of effects of self-performed actionsMichael Ziessler, Dieter Nattkemper, Peter A FrenschActa Psychologica|March 20, 2012
Video game practice optimizes executive control skills in dual-task and task switching situationsTilo Strobach, Peter A Frensch, Torsten SchubertPageof 7