NACH OBEN



Resonanz in der Wissenschaft

In wissenschaftlichen Publikationen dokumentierte Verwendung von uns entwickelter Verfahren

2022  2021  2020  2018  2017  2016  2015  2014  2013  2012  2011  2010  2009  2008  2007  2006  2005  2004  2003  2001


2022

  • Kipman, U., Bartholdy, S., Weiss, M., Aichhorn, W., & Schiepek, G. (2022). Personality traits and complex problem solving: Personality disorders and their effects on complex problem-solving ability. Frontiers in Psychology, 13:788402. https://doi.org/10.3389/fpsyg.2022.788402
  • Stammen, C., Fraenz, C., Grazioplene, R.G., Schlüter, C., Merhof, V., Johnson, W., Güntürkün, O., DeYoung, C.G., & Genç, E. (2022). Robust associations between white matter microstructure and general intelligence [preprint]. bioRxiv. https://doi.org/10.1101/2022.05.02.490274

2021

  • Genç, E., Schlüter, C., Fraenz, C., Arning, L., Metzen, D., Nguyen, H. P., Voelkle, M. C., Streit, F., Güntürkün, O., Kumsta, R., & Ocklenburg, S. (2021). Polygenic Scores for Cognitive Abilities and their Association with Different Aspects of General Intelligence: A Deep Phenotyping Approach. Molecular Neurobiology, 58(8), 4145-4156. https://doi.org/10.1007/s12035-021-02398-7
  • Fraenz, C., Schlüter, C., Friedrich, P., Jung, R. E., Güntürkün, O., & Genç, E. (2021). Interindividual differences in matrix reasoning are linked to functional connectivity between brain regions nominated by Parieto-Frontal Integration Theory. Intelligence, 87, 101545. https://doi.org/10.1016/j.intell.2021.101545
  • Pahl, A., & Tschiesner, R. (2021). What Influences Attitudes and Confidence in Teaching Physics and Technology Topics? An Investigation in Kindergarten and Primary-School Trainee Teachers. Sustainability, 14(1), 87. https://doi.org/10.3390/su14010087

2020

  • Genç, E., Schlüter, C., Fraenz, C., Arning, L., Metzen, D., Nguyen, H. P., Voelkle, M. C., Streit, F., Güntürkün, O., Kumsta, R., & Ocklenburg, S. (2020). Polygenic Scores for Cognitive Abilities and their Association with Different Aspects of General Intelligence: A Deep Phenotyping Approach [preprint]. bioRxiv, 1-15.

2018

  • Baluku, M., Löser, D., Otto, K., & Schummer, S.E. (2018). Career mobility in young professionals: How a protean career personality and attitude shapes international mobility and entrepreneurial intentions. Journal of Global Mobility, 6(1), 102-122. https://doi.org/10.1108/JGM-10-2017-0041
  • Brem, A. K., Almquist, J. N. F., Mansfield, K., Plessow, F., Sella, F., Santarnecchi, E., Orhan, U., McKanna, J., Pavel, M, Mathan, S., Yeung, N., Pascual-Leone, A., & Kadosh, R.C. (2018). Modulating fluid intelligence performance through combined cognitive training and brain stimulation. Neuropsychologia, 118(A), 107-114. https://doi.org/10.1016/j.neuropsychologia.2018.04.008
  • Katz, B., Jaeggi, S.M., Buschkuehl, M., Shah, P., & Jonides, J. (2018). The effect of monetary compensation on cognitive training outcomes. Learning and Motivation, 63, 77-90. https://doi.org/10.1016/j.lmot.2017.12.002
  • Haberstroh, P.N. (2018). Implementierung von Methoden und Werkzeugen in Entwicklungsprozessen unter Berücksichtigung von Persönlichkeitsmerkmalen (Dissertation, Technische Universität München).

2017

  • Bendahan, S., Goette, L., Thoresen, J., Loued-Khenissi, L., Hollis, F., & Sandi, C. (2017), Acute stress alters individual risk taking in a time-dependent manner and leads to anti-social risk. European Journal of Neuroscience, 45(7), 877-885. https://doi.org/10.1111/ejn.13395
  • Blacker, K.J., Negoita, S., Ewen, J.B., & Courtney, S. M. (2017). N-back Versus Complex Span Working Memory Training. Journal of Cognitive Enhancement, 1(4), 434-454. https://doi.org/10.1007/s41465-017-0044-1
  • Kunath, N. (2017). Ghrelin and Cognition (Dissertation, Ludwig-Maximilians-Universität zu München).
  • Libertus, M. E., Liu, A., Pikul, O., Jacques, T., Cardoso-Leite, P., Halberda, J., & Bavelier, D. (2017). The Impact of Action Video Game Training on Mathematical Abilities in Adults. AERA Open, 3(4), 1-13. https://doi.org/10.1177/2332858417740857
  • Mansur-Alves, M., & Saldanha-Silva, R. (2017). Does Working Memory Training Promote Changes in Fluid Intelligence? Trends in Psychology / Temas em Psicologia, 25(2), 809-829.
  • Mohammed, S., Flores, L., Deveau, J., Hoffing, R. C., Phung, C., Parlett, C. M., Sheehan, E., Lee, D., Au, J., Buschkuehl, M., Zordan, V., Jaeggi, S.M., & Seitz, A.R. (2017). The benefits and challenges of implementing motivational features to boost cognitive training outcome. Journal of Cognitive Enhancement, 1(4), 491-507. https://doi.org/10.1007/s41465-017-0047-y
  • Otto, K., Roe, R., Sobiraj, S., Baluku, M. M., & Garrido Vásquez, M. E. (2017). The impact of career ambition on psychologists’ extrinsic and intrinsic career success: The less they want, the more they get. Career Development International, 22(1), 22-36. https://doi.org/10.1108/CDI-06-2016-0093
  • Ralph, K.J., Gibson, B.S., Gondoli, D.M., Sztybel, P., Pauszek, J.R., Miller, R.W., & Litzow, E. (2017). Targeting the Three Stages of Retrieval from Secondary Memory in a Double-Blindes, Placebo-Controlled, Randomized Working Memory Training Study. Journal of Cognitive Enhancement, 1(4), 455-477. https://doi.org/10.1007/s41465-017-0043-2
  • Santarnecchi, E., Khanna, A.R., Musaeus, C.S., Benwell, C.S., Davila,P., Farzan, F., Matham, S., Pascual-Leone, A., & Shafi, M.M. (2017). EEG Microstate Correlates of Fluid Intelligence and Response to Cognitive Training. Brain Topography, 30(4), 502-520. https://doi.org/10.1007/s10548-017-0565-z
  • Trepte, S., Loy, L., Schmitt, J.B., & Otto, S. (2017). Hohenheimer Inventar zum Politikwissen (HIP). Diagnostica, 63(3), 206-218. https://doi.org/10.1026/0012-1924/a000180
  • Ward, N, Paul, E., Watson, P., Cooke, G.E., Hillman, C.H., Cohen, N.J., Kramer, A.F., & Barbey, A.K. (2017). Enhanced Learning through Multimodal Training: Evidence from a Comprehensive Cognitive, Physical Fitness, and Neuroscience Intervention. Scientific Reports, 7(5808), 1-8. https://doi.org/10.1038/s41598-017-06237-5
  • Weisig, S.K. (2017). Neurokognitive Effekte von Arbeitsgedächtnistraining (Dissertation, Ludwig-Maximilians-Universität zu München).

2016

  • Baumann, N., Chatterjee, M. B., & Hank, P. (2016). Guiding others for their own good: Action orientation is associated with prosocial enactment of the implicit power motive. Motivation and Emotion, 40(1), 56-68. https://doi.org/10.1007/s11031-015-9511-0
  • Behnke, K. (2016). Umgang mit Feedback im Kontext Schule - Erkenntnisse aus Analysen der externen Evaluation und des Referendariats. Springer. https://doi.org/10.1007/978-3-658-10223-4_7
  • Brauckmann, S., Hanfstingl, B., & Schwarz, A. (2016, April). Führungspersönlichkeit verzweifelt gesucht - empirische Befunde aus der SHaRP-Studie (Conference Paper). 12. Tagung der Österreichischen Gesellschaft für Psychologie, Innsbruck. https://www.researchgate.net/publication/299599243_Fuhrungspersonlichkeit_verzweifelt_gesucht_-_empirische_Befunde_aus_der_SHaRP-Studie
  • Braumandl, I., Seifert, A.S.,Beierl, E., & Beer, P. (2016, Juni). Einflussfaktoren auf Coaching und Coaching-Ausbildungen am Beispiel des Karriere-Coaching (Kongress-Beitrag). 4. internationaler Coaching-Kongress "Coaching meets Research", Olten, Schweiz.
  • Bromme, R., & Thomm, E. (2016). Knowing Who Knows: Laypersons' Capabilities to Judge Experts' Pertinence for Science Topics. Cognitive Science, 40(1), 241-252. https://doi.org/10.1111/cogs.12252
  • Dix, A. (2016). Count on the brain: Using EEG oscillations and eye movements to disentangle intelligent problem-solving in math (Dissertation, Humboldt-Universität zu Berlin). https://doi.org/10.18452/17411
  • Dix, A., Wartenburger, I., & van der Meer, E. (2016). The role of fluid intelligence and learning in analogical reasoning: How to become neurally efficient? Neurobiology of Learning and Memory, 134(B), 236-247. https://doi.org/10.1016/j.nlm.2016.07.019
  • Eschen, S. C. S., Keye-Ehing, D., & Gayraud, K. (2016). Safety-Critical Personality Aspects in Human-Machine Teams of Aviation. i-com, 15(3), 283-295. https://doi.org/10.1515/icom-2016-0032
  • Foroughi, C.K., Monfort, S.S., Paczynski, M., McKnight, P.E., & Greenwood, P.M. (2016). Placebo effects in cognitive training. PNAS, 113(27), 7470-7474. https://doi.org/10.1073/pnas.1601243113
  • Foroughi, C.K., Serraino, C., Parasuraman, R., & Boehm-Davis, D.A. (2016). Can we create a measure of fluid intelligence using Puzzle Creator within Portal 2? Intelligence, 56, 58–64. https://doi.org/10.1016/j.intell.2016.02.011
  • Kempe, M., Thomas, M., & Memmert, D. (2016). Do pictures help to memorize? The influence of item presentation and executive functions on everyday memory in older adults. Cogent Psychology, 3(1), 133-151. https://doi.org/10.1080/23311908.2016.1168767
  • Khayal, S., Kohl, S., & Niehaus, M. (2016). Berufsbezogene Kompetenzen bei Personen mit einer Borderline-Persönlichkeitsstörung: Anregungen für die Berufsbildung. In A. Zoyke & K. Vollmer (Hrsg.), Inklusion in der Berufsbildung: Befunde - Konzepte - Diskussionen (S. 163-177). Bundesinstitut für Berufsbildung.
  • Kretzschmar, A., Neubert, J.C., Wüstenberg, S., & Geiff, S. (2016). Construct validity of complex problem solving: A comprehensive view on different facets of intelligence and school grades. Intelligence, 54(1),55-69. https://doi.org/10.1016/j.intell.2015.11.004
  • Paul, E.J., Larsen, R.J, Nikolaidis, A., Ward, N., Hillmann, C.H., Cohen, N.J., Kramer, A.F., & Barbey, A.K. (2016). Dissociable brain biomarkers of fluid intelligence. NeuroImage, 137, 201-211. https://doi.org/10.1016/j.neuroimage.2016.05.037
  • Rehfeldt, D. (2016). Fächerübergreifende Wirkungen des Lehrformats Lehr-Lern-Labor (Seminar, Freie Universität Berlin).
  • Schmölz, J., Kühnlenz, B., & Kühnlenz, K. (2016). First Experiences towards Potential Impact of an Outdoor Shopping Assistant. In L. Alboul, D. Damian. & J. M. Aitken (Hrsg.), Towards Autonomous Robotic Systems (S. 295-300). Springer International Publishing. https://doi.org/10.1007/978-3-319-40379-3_31
  • Schroeder, U., Wilhelm, O., & Olaru, G. (2016). The influence of item sampling on sex differences in knowledge tests. Intelligence, 58, 22-32. https://doi.org/10.1016/j.intell.2016.06.003
  • Sipolins, A.G. (2016). Can high definition transcranial direct current stimulation (HD-tDCS) enhance cognitive training and transfer? (Dissertation, University of Illinois). http://hdl.handle.net/2142/90476
  • Wagner, L., Baumann, N., & Hank, P. (2016). Enjoying influence on others: Congruently high implicit and explicit power motives are related to teachers' well-being. Motivation and Emotion, 40(1), 69-81. https://doi.org/10.1007/s11031-015-9516-8
  • Watson, P.D., Paul, E.J., Cooke, G.E., Ward, N., Monti, J.M., Horecka, K.M., Allen, C.M., Hillman, C.H., Cohen, N.J., Kramer, A.F., & Barbey, A.K. (2016). Underlying sources of cognitive-anatomical variation in multi-modal neuroimaging and cognitive testing. NeuroImage, 129, 439-449. https://doi.org/10.1016/j.neuroimage.2016.01.023
  • Weyand, B. (2016). Berufseignung und Berufsneigung bei Lehramtsstudierenden: Empirische und konzeptionelle Zugänge und programmatische Analysen zu Rekrutierungsverfahren in der aktuellen Lehrerbildung und deren Einbettung in institutionelle Strukturen (Dissertation, Universität Heidelberg). https://doi.org/10.11588/heidok.00020264
  • Wollschläger, R., & Preckel, F. (2016). Sprachfreie Intelligenztests für Kinder und Jugendliche Darstellung und vergleichende Betrachtung von CFT 1-R, CFT 20-R, SPM, CPM, WMT-2, BOMAT-Standard. Sprache Stimme Gehör, 40(1), 25-28. https://doi.org/10.1055/s-0042-100601
  • Zlatkin-Troitschanskaia, O., Pant, H. A., Kuhn, C., Toepper, M., & Lautenbach, C. (2016). Messung akademisch vermittelter Kompetenzen von Studierenden und Hochschulabsolventen: Ein Überblick zum nationalen und internationalen Forschungsstand (Vol. 1). Springer-Verlag. https://link.springer.com/book/10.1007/978-3-658-10830-4

2015

  • Au, J., Sheehan, E., Tsai, N., Duncan, G.J., Buschkuehl, M., & Jaeggi, S.M. (2015). Improving fluid intelligence with training on working memory: A meta-analysis. Psychonomic Bulletin & Review, 22(2), 366-377. https://doi.org/10.3758/s13423-014-0699-x
  • Baumann, N., Chatterjee, M.B., & Hank, P. (2015). Guiding others for their own good: Action orientation is associated with prosocial enactment of the implicit power motive. Motivation and Emotion, 40(1), 56-68. https://doi.org/10.1007/s11031-015-9511-0
  • Eibl, F. (2015). Coaching in Sport und Wissenschaft: Leitfaden und Fallstudien. Zeitschrift für Gesundheit und Sport, 5(1), 25-57.
  • Engelberg, P.M. (2015). Ursachen für Geschlechterdifferenzen in Tests des Allgemeinen Wissens (Dissertation, Bergische Universität Wuppertal). http://elpub.bib.uni-wuppertal.de/edocs/dokumente/fbg/psychologie/diss2015/engelberg
  • Fleischman, A., & Sieverding, M. (2015). Reactions Toward Men Who Have Taken Parental Leave: Does the Length of Parental Leave Matter? Sex Roles, 72(9), 462-476. https://doi.org/10.1007/s11199-015-0469-x
  • Goette, L., Bendahan, S., Thoresen, J., Hollis, F., & Sandi, C. (2015) Stress pulls us apart: Anxiety leads to differences in competitive confidence under stress. Psychoneuroendocrinology, 54, 115-123. https://doi.org/10.1016/j.psyneuen.2015.01.019
  • Guttschick, K.E. (2015). Konstruktion und Validierung eines Leistungsmotivationstests für Online-Self-Assessments (Dissertation, Philipps-Universität Marburg).
  • Henn, M. (2015). Unser Führungsbild ist männlich geprägt - Bei der Besetzung von Führungspositionen mit weiblichen Kandidaten sind neue Beurteilungskriterien gefragt. PERSONALFÜHRUNG, 48(3), 72-76.
  • Mansfield, K., Brem, A.-K., Almquist, J., Kadosh, R.C., Dillard, M., Erdogmus, D., Kimball, G., McKenna, J., Myers, E., Orhan, U., Pascual-Leone, A., Pavel, M., Plessow, F., Santarnecchi, E., Yeung, N., & Mathan, S. (2015, Juni). The Impact of Cognitive Training and Brain Stimulation on Neural Correlates of Fluid Intelligence (Conference Paper). Organization for Human Brain Mapping, Honolulu.
  • Sievers, K., Wodzicki, K., Aberle, I., Keckeisen, M., & Cress, U. (2015). Self-presentation in professional networks: More than just windows dressing. Computers in Human Behavior, 50, 25-30. https://doi.org/10.1016/j.chb.2015.03.046
  • Stone, J.M. (2015). How does practice affect working memory? The efficacy of adaptive-difficulty working memory training programs (Dissertation, Lancaster University).
  • Ullrich, S., de Vries, Y.C., Kühn, S., Repantis, D., Dresler, M., & Ohla, K. (2015). Feeling smart: Effects of caffeine and glucose on cognition, mood and self-judgment. Physiology & Behavior, 151, 629-637. https://doi.org/10.1016/j.physbeh.2015.08.028
  • Urbánek, T., & Marček, V. (2015). Investigating the effectiveness of working memory training in the context of Personality Systems Interaction theory. Psychological Research, 80, 877-888. https://doi.org/10.1007/s00426-015-0687-4
  • Wagner, L., Baumann, N., & Hank, P. (2015). Enjoying influence on others: Congruently high implicit and explicit power motives are related to teachers’ well-being. Motivation and Emotion, 40(1), 69-81. https://doi.org/10.1007/s11031-015-9516-8

2014

  • Grünberger, T., & Laireiter, A.-R. (2014). Zwischen Wachstum und Isolation: Der Einfluss von Therapie auf das Erleben und die Persönlichkeit von Therapeuten. Psychotherapie, Psychosomatik, Medizinische Psychologie, 64(1), 28-34. https://doi.org/10.1055/s-0033-1343464
  • Jaeggi, S. M., Buschkuehl, M., Shah, P., & Jonides, J. (2014). The role of individual differences in cognitive training and transfer. Memory & Cognition, 42(3), 464-480. https://doi.org/10.3758/s13421-013-0364-z
  • Khorramdel, L., Kubinger, K.D., & Uitz, A. (2014). The influence of item order on intentional response distortion in the assessment of high potentials: Assessing pilot applicants. International Journal of Psychology, 49(2), 131-139. https://doi.org/10.1002/ijop.12015
  • Krüger, M., Röhr-Sendlmeier, U., Bleckmann, L., & Pütz, A. (2014). Förderung beruflich begabter Auszubildender: Entfaltung von Lernpotentialen jenseits der klassischen Begabungsforschung. Bildung und Erziehung, 67(4), 445-458. https://doi.org/10.7788/bue-2014-0408
  • Kuba, J. (2014). Konstruktová validita Bochumského osobnostního dotazníku (Construct validity of Business-Focused Inventory of Personality). Testfórum, 4, 74-83. https://doi.org/10.5817/TF2014-4-19
  • Marček, V. (2014). Effectiveness of n-back cognitive training: quantitative and qualitative aspects (Dissertation, Masaryk-Universität).
  • Opitz, B., Schneiders, J.A., Krick, C.M., & Mecklinger, A. (2014). Selective transfer of visual working memory training on Chinese character learning. Neuropsychologia, 53, 1-11. https://doi.org/10.1016/j.neuropsychologia.2013.10.017
  • Takeuchi, H., Taki, Y., Nouchi, R., Hashizume, H., Sekiguchi, A., Kotozaki, Y., Nakagawa, S., Miyauchi, C.M., Sassa, Y., & Kawashima, R. (2014). Effects of multitasking-training on gray matter structure and resting state neural mechanisms Human Brain Mapping, 35(8), 3646-3660. https://doi.org/10.1002/hbm.22427

2013

  • Laumen-Schiel, M. (2013). Evaluation des SCG Selbstprofil®: Längsschnittstudie zur Selbstwahrnehmung von Persönlichkeitsaspekten im Beruf (Dissertation, RWTH Aachen). http://publications.rwth-aachen.de/record/229070
  • Oelhafen, S., Nikolaidis, A., Padovani, T., Blaser, D., Koenig, T., & Perrig, W.J. (2013): Increased parietal activity after training of interference control. Neuropsychologia, 51(13), 2781-2790. https://doi.org/10.1016/j.neuropsychologia.2013.08.012
  • Redick, T. S., Shipstead, Z., Harrison, T. L., Hicks, K. L., Fried, D. E., Hambrick, D. Z., Kane, M.J., & Engle, R. W. (2013). No evidence of intelligence improvement after working memory training - A randomized, placebo-controlled study. Journal of Experimental Psychology: General, 142(2), 359-379. https://doi.org/10.1037/a0029082
  • Seidel, S., & Seusing, B. (2013). Instrumente der Kompetenzfeststellung und ihre Einsatzmöglichkeiten in der Berufswegeplanung / Karriereplanung. career service papers, 11, 79-87.

2012

  • Bastian, C. C., Langer, N., Jäncke, L., & Oberauer, K. (2012). Effects of working memory training in young and old adults. Memory & Cognition, 41(4), 611–624. https://doi.org/10.3758/s13421-012-0280-7
  • Benit, N., & Soellner, R. (2012). Misst gut, ist gut? Vergleich eines abstrakten und eines berufsbezogenen Matrizentests. Journal of Media & Business Psychology, 2(1). 22-29.
  • Henn, M. (2012). Die Kunst des Aufstiegs: Was Frauen in Führungspositionen kennzeichnet (2. aktualisierte Auflage). Campus-Verlag. https://ixtheo.de/Record/721218113
  • Kanning, U. P., & Kempermann, H. (Hrsg.). (2012). Fallbuch BIP. Hogrefe. https://www.testzentrale.de/shop/fallbuch-bip-66244.html
  • König, C., Merz, A.-S., & Trauffer, N. (2012). What is in Applicants’ Minds When They Fill Out a Personality Test? Insights from a qualitative study. International Journal of Selection and Assessment, 20(4), 442-552. https://doi.org/10.1111/ijsa.12007
  • Kreuzpointner, L., & Hristova, S. (2012). Zeitvorgabeproblematik bei speeded Powertests am Beispiel LPS-2 (Poster). 48. Kongress der Deutschen Gesellschaft für Psychologie, Bielefeld. 
  • Krüger, C. (2012). Different Angles on Transformational Leadership: Its Antecedents, Relatives, and Consequences in Self and Other perception (Dissertation, TU Dortmund).
  • Rudebeck, S. R., Bor, D., Ormond, A., O’Reilly, J.X., & Lee, A. C. H (2012). A Potential Spatial Working Memory Training Task to Improve Both Episodic Memory and Fluid Intelligence. PLoS ONE, 7(11):e50431 . https://doi.org/10.1371/journal.pone.0050431
  • Ružić, V., & Matešić, K., ml. (2012). Hrvatska standardizacija Bohumskog inventara ličnosti (BIP) (Croatian standardization of Bochumer inventar of personality, Konferenzbeitrag). Međunarodni znanstvno-stručni skup XVIII - dani psihologije, Zadru.
  • Schneiders, J. A., Opitz, B., Tang, H., Deng, Y., Xie, C., Li, H., & Mecklinger, A. (2012). The impact of auditory working memory training on the fronto-parietal working memory network. Frontiers in Human Neuroscience, 6, 173. https://doi.org/10.3389/fnhum.2012.00173
  • Shipstead, Z., Redick, T. S., & Engle, R. W. (2012). Is Working Memory Training Effective? Psychological Bulletin, 138(4), 628-654. https://doi.org/10.1037/a0027473
  • Studer-Luethi, B., Jaeggi, S. M., Buschkuehl, M., & Perrig, W. J. (2012). Influence of neuroticism and conscientiousness on working memory training outcome. Personality and Individual Differences, 53(1), 44-49. https://doi.org/10.1016/j.paid.2012.02.012

2011

  • Schneiders, J. A., Opitz, B., Krick, C. M., & Mecklinger, A. (2011). Separating Intra-Modal and Across-Modal Training Effects in Visual Working Memory: An fMRI Investigation. Cerebral Cortex, 21(11), 2555-2564. https://doi.org/10.1093/cercor/bhr037
  • Speckemeier, C. (2011). Intelligenz und Wissen - Schlüsselkompetenzen im Kontext personalpolitischer Eignungsdiagnostik. Validierungsstudie des Wissenstests START-W für Berufseinsteiger (Dissertation, Freie Universität Berlin). https://refubium.fu-berlin.de/handle/fub188/2362
  • Otto, K., Hoffmann-Biencourt, A., & Mohr, G. (2011). Is there a buffering effect of flexibility for job attitudes and work-related strain under conditions of high job insecurity and regional unemployment rate? Economic and Industrial Democracy, 32(4), 609-630. https://doi.org/10.1177/0143831X10388531

2010

  • Bergner, S., Neubauer, A. C., & Kreuzthaler, A. (2010). Broad and narrow personality traits for predicting managerial success. European Journal of Work and Organizational Psychology, 19(2), 177-199. https://doi.org/10.1080/13594320902819728
  • Jaeggi, S. M., Studer-Luethi, B., Buschkuehl, M., Su, Y. F., Jonides, J., & Perrig, W. J. (2010). The Relationship between N-Back Performance and Matrix Reasoning: Implications for Training and Transfer. Intelligence, 38(6), 625-635. https://doi.org/10.1016/j.intell.2010.09.001
  • Rauschenbach, C. & Hertel, G. (2010). Age differences in strain and emotional reactivity to stressors in professional careers. Stress & Health, 27(2), 48-60. https://doi.org/10.1002/smi.1335

2009

2008

  • Langendörfer, F. (2008). Personality differences among orchestra instrumental groups: Just a stereotype? Personality and Individual Differences, 44(3), 610-620. https://doi.org/10.1016/j.paid.2007.09.027
  • Jaeggi, S.M., Buschkuehl, M., Jonides, J., & Perrig, W.J (2008). Improving fluid intelligence with training on working memory. Proceedings of the National Academy of Sciences, 105(19), 6829-6833. https://doi.org/10.1073/pnas.0801268105
  • Mittring, G., & Rost, D. H. (2008). Die verflixten Distraktoren: Über den Nutzen einer theoretischen Distraktorenanalyse bei Matrizentests (für besser Begabte und Hochbegabte). Diagnostica, 54(4), 193-201. https://doi.org/10.1026/0012-1924.54.4.193

2007

  • Kauer, D., Tanja C. Prinzessin zu Waldeck & Schäffer, U. (2007). Effects of top management team characteristics on strategic decision making: Shifting attention to team member personalities and mediating processes. Management Decision, 45(6), 942-967. https://doi.org/10.1108/00251740710762017

2006

  • Hülsheger, U.R., Specht, E., & Spinath, F.M. (2006). Validität des BIP und des NEO-PI-R - Wie geeignet sind ein berufsbezogener und ein nicht explizit berufsbezogener Persönlichkeitstest zur Erklärung von Berufserfolg? Zeitschrift für Arbeits- und Organisationspsychologie, 50(3), 135-147. https://doi.org/10.1026/0932-4089.50.3.135

2005

  • Greitemeyer, T., & Lebek, S. (2005). Der Einfluss antizipierter Affekte auf die Aufrechterhaltung von Misserfolgshandlungen. Zeitschrift für Sozialpsychologie, 36(1), 13-20. https://doi.org/10.1024/0044-3514.36.1.13
  • Mayrhofer, W., Meyer, M., & Steyrer, J. (2005). Macht? Erfolg? Reich? Glücklich?: Einflussfaktoren auf Karrieren. Linde Verlag GmbH.

2004

  • Brand, R. & Neß, W. (2004). Regelanwendung und Game-Management. Zeitschrift für Sportpsychologie, 11(4), 127-136. https://doi.org/10.1026/1612-5010.11.4.127
  • Kauffeld, S., Jonas, E., Grote, S., Frey, D., & Frieling, E. (2004). Innovationsklima: Konstruktion und erste psychometrische Überprüfung eines Messinstrumentes. Diagnostica, 50(3), 153-164. https://doi.org/10.1026/0012-1924.50.3.153
  • Marcus, B. (2004). Rezension der 2. Auflage des Bochumer Inventars zur berufsbezogenen Persönlichkeitsbeschreibung (BIP) von R. Hossiep und M. Paschen. Zeitschrift für Arbeits- und Organisationspsychologie, 48, 79-86. https://doi.org/10.1026/0932-4089.48.2.79
  • Müller, A., Mohr, G., & Rigotti, T. (2004). Differentielle Aspekte psychischer Beanspruchung aus Sicht der Zielorientierung. Zeitschrift für Differentielle und Diagnostische Psychologie, 25, 213-225. https://doi.org/10.1024/0170-1789.25.4.213

2003

  • Moser, K., & Soucek, R. (2003). Tests und Tools: Das Bochumer Inventar zur berufsbezogenen Persönlichkeitsbeschreibung (BIP). Zeitschrift für Personalpsychologie, 2(2), 101-104. https://doi.org/10.1026//1617-6391.2.2.101

2001

  • Kern, H., & Schmidt, D. (2001). Nutzen und Chancen des Outdoor-Trainings: Eine Methodentriangulation zur Überprüfung des Praxistransfers im betrieblichen Kontext (Dissertation, Universität Bielefeld). https://pub.uni-bielefeld.de/record/2302084#apa