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Child Development|May 10, 2021
Tackling Scientific Misconceptions: The Element of SurpriseMaria Theobald, Garvin BrodPsychological Science|October 12, 2022
Test Anxiety Does Not Predict Exam Performance When Knowledge Is Controlled For: Strong Evidence Against the Interference Hypothesis of Test AnxietyMaria Theobald, Jasmin Breitwieser, Garvin BrodCognition & Emotion|January 25, 2022
Predicting vs. guessing: the role of confidence for pupillometric markers of curiosity and surpriseMaria Theobald, Elena Galeano-Keiner, Garvin BrodChild Development|February 17, 2024
Do reflection prompts promote children's conflict monitoring and revision of misconceptions?Maria Theobald, Joseph Colantonio, Igor Bascandziev, et al.Entropy (Basel, Switzerland)|February 25, 2023
Seeing the Error in My "Bayes": A Quantified Degree of Belief Change Correlates with Children's Pupillary Surprise Responses Following Explicit PredictionsJoseph Colantonio, Igor Bascandziev, Maria Theobald, et al.Child Development|April 1, 2025
Developing Conflict Monitoring Abilities Predict Children's Revision of an Intuitive TheoryElfriede R Holstein, Maria Theobald, Leonie S Weindorf, et al.Topics in Cognitive Science|August 6, 2024
Predicting Learning: Understanding the Role of Executive Functions in Children's Belief Revision Using Bayesian ModelsJoseph A Colantonio, Igor Bascandziev, Maria Theobald, et al.NPJ Science of Learning|September 29, 2025
Do it yourself: discerning the effects of self-directed activity on conceptual learningGarvin Brod, Elfriede Holstein, Leonie Weindorf, et al.Psychonomic Bulletin & Review|June 29, 2022
Explicitly predicting outcomes enhances learning of expectancy-violating informationGarvin Brod, Andrea Greve, Dietsje Jolles, et al.Pageof 4