Universität zu Köln

Eberhardt, Katharina, Esser, Sarah and Haider, Hilde ORCID: 0000-0001-7293-3166 (2017). Abstract Feature Codes: The Building Blocks of the Implicit Learning System. J. Exp. Psychol.-Hum. Percept. Perform., 43 (7). S. 1275 - 1291. WASHINGTON: AMER PSYCHOLOGICAL ASSOC. ISSN 1939-1277

Esser, Sarah (2017). The Role of Unexpected Events in the Emergence of Explicit Knowledge in an Implicit Learning Situation. PhD thesis, Universität zu Köln.

Esser, Sarah and Eisenbarth, Hedwig ORCID: 0000-0002-0521-2630 (2022). Emotional Learning and Psychopathic Personality Traits: The Role of Attentional Focus and Intention to Learn. Motiv. Sci., 8 (2). S. 191 - 207. WASHINGTON: EDUCATIONAL PUBLISHING FOUNDATION-AMERICAN PSYCHOLOGICAL ASSOC. ISSN 2333-8121

Esser, Sarah and Haider, Hilde ORCID: 0000-0001-7293-3166 (2018). Action-effects enhance explicit sequential learning. Psychol. Res.-Psychol. Forsch., 82 (6). S. 1113 - 1130. HEIDELBERG: SPRINGER HEIDELBERG. ISSN 1430-2772

Esser, Sarah and Haider, Hilde ORCID: 0000-0001-7293-3166 (2017). The Emergence of Explicit Knowledge in a Serial Reaction Time Task: The Role of Experienced Fluency and Strength of Representation. Front. Psychol., 8. LAUSANNE: FRONTIERS MEDIA SA. ISSN 1664-1078

Esser, Sarah ORCID: 0000-0002-9029-4297, Haider, Hilde ORCID: 0000-0001-7293-3166, Lustig, Clarissa ORCID: 0000-0002-1476-3602, Tanaka, Takumi and Tanaka, Kanji ORCID: 0000-0001-5584-3521 (2023). Action–effect knowledge transfers to similar effect stimuli. Psychological Research, 87 (7). pp. 2249-2258. Springer Nature. ISSN 0340-0727

Esser, Sarah, Lustig, Clarissa and Haider, Hilde ORCID: 0000-0001-7293-3166 (2022). High fluency can improve recognition sensitivity based on learned metacognitive expectations. Frontiers in Psychology, 13. Frontiers Research Foundation. ISSN 1664-1078

Esser, Sarah ORCID: 0000-0002-9029-4297, Lustig, Clarissa ORCID: 0000-0002-1476-3602 and Haider, Hilde ORCID: 0000-0001-7293-3166 (2022). What triggers explicit awareness in implicit sequence learning? Implications from theories of consciousness. Psychological Research, 86 (5). pp. 1442-1457. Springer. ISSN 1430-2772

Haider, Hilde, Eberhardt, Katharina, Esser, Sarah and Rose, Michael (2014). Implicit visual learning: How the task set modulates learning by determining the stimulus-response binding. Conscious. Cogn., 26. S. 145 - 162. SAN DIEGO: ACADEMIC PRESS INC ELSEVIER SCIENCE. ISSN 1090-2376

Haider, Hilde ORCID: 0000-0001-7293-3166, Esser, Sarah and Eberhardt, Katharina (2020). Feature codes in implicit sequence learning: perceived stimulus locations transfer to motor response locations. Psychol. Res.-Psychol. Forsch., 84 (1). S. 192 - 204. HEIDELBERG: SPRINGER HEIDELBERG. ISSN 1430-2772

Lustig, Clarissa ORCID: 0000-0002-1476-3602, Esser, Sarah and Haider, Hilde ORCID: 0000-0001-7293-3166 (2022). The interplay between unexpected events and behavior in the development of explicit knowledge in implicit sequence learning. Psychological Research, 86 (7). pp. 2225-2238. Springer. ISSN 1430-2772