Universität zu Köln

Journal Article

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 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

Thesis

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