Peter A Frensch

Effects of extensive dual-task practice on processing stages in simultaneous choice tasks

Torsten Schubert, Harold Pashler, Tilo Strobach, 2013, Attention, perception & psychophysics.

Conflicts between expected and actually performed behavior lead to verbal report of incidentally acquired sequential knowledge

Hilde Haider, H. Haider, P. Frensch, 2009, Psychological research.

Interference produces different forgetting rates for implicit and explicit knowledge.

Ricardo Tamayo, P. Frensch, Peter A Frensch, 2007, Experimental psychology.

The role of anticipation and intention in the learning of effects of self-performed actions

Dieter Nattkemper, Michael Ziessler, M. Ziessler, 2004, Psychological research.

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, H. Haider, P. Frensch, 2002, Journal of experimental psychology. Learning, memory, and cognition.

Defining consciousness in the context of incidental sequence learning: theoretical considerations and empirical implications

Dennis Rünger, P. Frensch, Peter A Frensch, 2010, Psychological research.

How incidental sequence learning creates reportable knowledge: the role of unexpected events.

Dennis Rünger, P. Frensch, Peter A Frensch, 2008, Journal of experimental psychology. Learning, memory, and cognition.

Across-task conflict regulation: a replication failure.

Sabine Schwager, Dennis Rünger, P. Frensch, 2010, Journal of experimental psychology. Human perception and performance.

The generation of conscious awareness in an incidental learning situation

Hilde Haider, H. Haider, P. Frensch, 2005, Psychological research.

Implicit sequence learning based on instructed task set.

Dorit Wenke, Robert Gaschler, Asher Cohen, 2012, Journal of experimental psychology. Learning, memory, and cognition.