Publications from members of the Cognition & Development Lab

(for a individual publications see personal pages oft he team members)

Journal articles (with peer-review):


Bunz, M., Lenski, D., Wedegärtner, S., Ukena, C., Karbach, J., Böhm, M. & Kindermann, I. (2016). Heart-focused Anxiety in patients with Chronic Heart Failure before implantation of an Implantable Cardioverter Defibrillator – Baseline findings of the Anxiety-CHF Study. Clinical Research in Cardiology, 105, 216-224.

Johann, V.E., Stenger, K., Kersten, S., & Karbach, J. (2016). Effects of motor-cognitive coordination training and cardiovascular training on motor coordination and cognitive functions. Psychology of Sport & Exercise, 24, 118-127.

Kaub, K., Karbach, J., Spinath, F.M., & Brünken, R. (2016). Person-job fit in the field of teacher education - An analysis of vocational interests and requirements among novice and professional science and language teachers. Teaching and Teacher Education, 55, 217-227.

Könen, T., Dirk, J., Leonhardt, A., & Schmiedek, F. (2016). The interplay between sleep behavior and affect in elementary school children's daily life. Journal of Experimental Child Psychology, 150, 1–15. doi:10.1016/j.jecp.2016.04.003

Küper, K., & Karbach, J. (2016). Increased training-complexity reduces the effectiveness of brief working memory training: Evidence from short-term single and dual n-back training interventions. Journal of Cognitive Psychology, 28, 199-208.

Leonhardt, A., Könen, T., Dirk, J., & Schmiedek, F. (2016). How differentiated do children experience affect? An investigation of the within- and between-person structure of chil­dren's affect. Psychological Assessment, 28, 575–585. doi:10.1037/pas0000195

Saalbach, H., Gunzenhauser, C., Kempert, S., & Karbach J. (2016). Der Einfluss von Mehrsprachigkeit auf mathematische Fähigkeiten bei Grundschulkindern mit niedrigem sozioökonomischem Status. Frühe Bildung, 24, 73-81.

Wach, F.-S., Karbach, J., Ruffing, S., Brünken, R., & Spinath, F.M. (2016). University students’ satisfaction with their academic studies: personality and motivation matter. Frontiers in Psychlology, 7: 55.


Becker, N., Preckel, F., Karbach, J., Raffel, N., & Spinath, F.M. (2015). Die Matrizenkonstruktionsaufgabe. Validierung eines distraktorfreien Aufgabenformats zur Vorgabe figuraler Matrizen. Diagnostica, 61, 22-33.

Biermann, A., Karbach, J., Spinath, F., & Brünken, R. (2015). Investigating effects of the quality of field experiences and personality on perceived teaching skills in German pre-service teachers for secondary schools. Teaching and Teacher Education, 51, 77-87.

Bunz, M., Kindermann, I., Karbach, J., Wedegärtner, S., Böhm, M., & Lenski, D. (2015). Psychokardiologie: Wie Herz und Psyche zusammenhängen. Deutsche Medizinische Wochenschrift, 140, 117-124.

Glock, S. & Karbach, J. (2015). Preservice Teachers' Implicit Attitudes toward Racial Minority Students: Evidence from Three Implicit Measures. Studies in Educational Evaluation, 45, 55-61.

Karbach, J. (2015). Plasticity of executive functions in childhood and adolescence: Effects of cognitive training interventions. Revista Argentina de Ciencias del Comportamiento, 7, 64-70. (invited)

Karbach, J., Strobach, T., & Schubert, T. (2015). Adaptive working-memory training benefits reading, but not mathematics in middle childhood. Child Neuropsychology, 21, 285-301.

Karbach, J. & Titz, C. (2015). Mit Gedächtnistraining zum Schulerfolg? Wie Mathematik- und Leseleistung mit dem Arbeitsgedächtnis zusammen hängen und was ein kognitives Training bewirken kann. InMind Magazin, 4.

Könen, T., Dirk, J., & Schmiedek, F. (2015). Cognitive benefits of last night's sleep: Daily variations in children's sleep behavior are related to working memory fluctuations. Journal of Child Psychology and Psychiatry, 56, 171–182.

Könen T., & Karbach, J. (2015). The benefits of looking at intraindividual dynamics in cognitive training data. Frontiers in Psychology, 6:615.

Langguth, N., Könen, T., Matulis, S., Steil, R., Gawrilow, C., & Stadler, G. (2015). Barriers to physical activity in adolescents: A multi-faceted approach. Zeitschrift für Gesundheitspsychologie, 23,47–59.

Oppenländer, K., Keller, I., Karbach, J., Schindler, I., Kerkhoff, G., & Reinhart, S., (2015). Subliminal galvanic-vestibular stimulation influences ego- and object-centred components of visual neglect. Neuropsychologia, 74, 170-177.

Ruffing, S., Hahn, E., Spinath, F.M., Brünken, R. & Karbach, J. (2015). Predicting students' learning strategies: The contribution of chronotype over personality. Personality and Individual Differences, 85, 199-204.

Ruffing, S., Wach, F.-S., Spinath, F.M., Brünken, R., & Karbach, J. (2015). Learning strategies and general cognitive ability as predictors of gender-specific academic achievement. Frontiers in Psychology, 6:1238.

Theobald, M., Aschersleben, G., Karbach, J., Hasman, R., Karpinski, N., & Petermann, F. (2015). Kinder mit Behinderungen und deren Familien: Evaluation des Stepping Stones Triple P Elterntrainings. Zeitschrift für Psychiatrie, Psychologie und Psychotherapie, 63, 247-253.


Fischbach, A., Könen, T., Rietz, C. S., & Hasselhorn, M. (2014). What is not working in working memory of children with literacy disorders? Evidence from a three-year-longitudinal study. Reading and Writing: An Interdisciplinary Journal, 27, 267–286.

Karbach, J. (2014). Game-based cognitive training for the aging brain. Frontiers in Human Neuroscience, 5:1100.

Karbach, J. & Verhaeghen, P. (2014). Making working memory work: A meta-analysis of executive control and working memory training in older adults. Psychological Science, 25, 2027–2037.

Karbach, J. & Unger, K. (2014). Executive control training from middle childhood to adolescence. Frontiers in Psychology, 5:390.

Preßler, A.-L., Könen, T., Hasselhorn, M., & Krajewski, K. (2014). Cognitive preconditions of early reading and spelling: A latent-variable approach with longitudinal data. Reading and Writing: An Interdisciplinary Journal, 27, 383–406.

Reichl, C., Wach, F.-S., Spinath, F.M., Brünken, R., & Karbach, J. (2014). Burnout risk among first-year teacher students: The roles of personality and motivation. Journal of Vocational Behavior, 85, 85-92.

Roden, I., Könen, T., Bongard, S., Frankenberg, E., Friedrich, E. K., & Kreutz, G. (2014). Effects of music training on attention, processing speed, and cognitive music abilities – Findings from a longitudinal study. Applied Cognitive Psychology, 28, 545–557.

Schubert, T., Strobach, T. & Karbach, J. (2014). New directions in cognitive training: on methods, transfer, and application. Psychological Research, 78, 749-755.

Strobach, T., Salminen, T., Karbach, J., & Schubert, T. (2014). Executive functions and their optimization in the context of dual-task practice. Psychological Research, 78, 836-851.

Titz, C. & Karbach, J. (2014). Working memory and executive functions: Effects of training on academic achievement. Psychological Research, 78, 852-868.



Karbach, J., Gottschling, J., Spengler, M., Hegewald, K., & Spinath, F. (2013). Parental involvement and general cognitive ability as predictors for domain-specific academic achievement in early adolescence. Learning & Instruction, 23, 43-51.

Karbach, J., & Schubert, T. (2013). Training-induced cognitive and neural plasticity. Frontiers in Human Neuroscience, 7:48.

Kray, J., Gaspard, H., Karbach, J., & Blaye, A. (2013). Developmental changes in using verbal self-cueing in task-switching situations: The impact of task practice and task-sequencing demands. Frontiers in Psychology, 4:940.

Mertins, V., Egbert, H., & Könen, T. (2013). The effects of individual judgments about selection procedures: Results from a power-to-resist game. The Journal of Socio-Economics, 42, 112–120.

Michalczyk, K., Malstädt, N., Worgt, M., Könen, T., & Hasselhorn, M. (2013). Age differences and measurement invariance of working memory in 5- to 12-year-old children. European Journal of Psychological Assessment, 29, 220–229.

Preckel, F., Lipnevich, A. A., Boehme, K., Brandner, L., Georgi, K., Könen, T., Mursin, K., & Roberts, R. D. (2013). Morningness-eveningness and educational outcomes: The lark has an advantage over the owl at high school. British Journal of Educational Psychology, 83, 114–134.



Benedek, M., Könen, T., & Neubauer, A. C. (2012). Associative abilities underlying creativity. Psychology of Aesthetics, Creativity, and the Arts, 6, 273–281.

Fischer, D., Kindermann, I., Karbach, J., Einsle, F., Bley, S., Herzberg, P.Y., Köllner, V., & Böhm, M. (2012). Heart-focused anxiety in the German general population. Clinical Research in Cardiology, 101, 109-116.

Kaub, K., Karbach, J., Biermann, A., Friedrich, A., Bedersdorfer, H.-W., Spinath, F.M., & Brünken, R. (2012). Berufliche Interessensorientierungen und kognitive Leistungsprofile von Lehramtsstudierenden mit unterschiedlichen Fachkombinationen. Zeitschrift für Pädagogische Psychologie, 26, 233-249.

Kindermann, I., Fischer, D., Karbach, J., Link, A., Walenta, K., Barth, C., Ukena, C., Mahfoud, F., Köllner, V, Kindermann, M., Böhm, M. (2012). Cognitive function in patients with decompensated heart failure: the Cognitive Impairment in Heart Failure (CogImpair-HF) study. European Journal of Heart Failure, 14, 404–413.

Kray, J., Karbach, J., & Blaye, A. (2012). The influence of stimulus-set size on developmental changes in cognitive control and confict adaptation. Acta Psychologica, 140, 119-128.

Kray, J., Karbach, J., Hänig, S., & Freitag, C.M. (2012). Can task-switching training enhance executive control functioning in children with ADHD? Frontiers in Human Neuroscience, 5:180.



Benedek, M., Bergner, S., Könen, T., Fink, A., & Neubauer, A. C. (2011). EEG alpha synchronization is related to top-down processing in convergent and divergent thinking. Neuropsychologia, 49, 3505–3511.

Betsch, C. & Könen, T. (2010). Der Einfluss von Furchtappellen im Kontext impfkritischer Internetseiten: die Angst schlägt zurück [The influence of fear-appeals in the context of vaccine-critical web pages: The fear strikes back]. Kinder- und Jugendmedizin, 10, 159–166.

Karbach, J.,  Kray, J., & Hommel, B. (2011). Action-effect learning in childhood: Does language matter? Psychological Research, 75, 334-340.

Karbach, J., Mang, S., & Kray, J. (2010). Transfer of task switching training in older age: The role of verbal processes. Psychology & Aging, 25, 677-683.

Karbach J. & Kray, J. (2009). How useful is executive control training? Age differences in near and far transfer of task-switching training. Developmental Science, 12, 978-990.

Kray, J., Kipp, K., & Karbach, J. (2009). The development of selective inhibitory control: The influence of verbal labeling. Acta Psychologia, 130, 48-57.

Kray, J., Eber, J., & Karbach, J. (2008). Verbal self-instructions in task switching: A compensatory tool for action-control deficits in childhood and old age? Developmental Science, 11, 223-236.

Karbach, J. & Kray, J. (2007). Developmental changes in switching between mental task sets: The influence of verbal labeling in childhood. Journal of Cognition and Development, 8, 205-236.


Journal articles (without peer-review):

Karbach, J. (2013). Wie effektiv sind „Gehirnjogging” und „Gedächtnistraining“? Aktuelle Befunde der kognitiven Trainingsforschung. Magazin Forschung, Universität des Saarlandes, 2/2013, 10-13.

Friedrich, A., Biermann, A., Kaub, K., Wach, F.-S., Reichl, C., Ruffing, S., Hochscheid-Mauel, D., Bedersdorfer, H.-W., Spinath, F.M., Karbach, J. & Brünken, R. (2013). Lehramtstudium an der UdS auf dem Prüfstand. Magazin Forschung, Universität des Saarlandes, 2/2013, 22-28.



Strobach, T. & Karbach, J. (Eds.) (in prep.). Cognitive training – An overview of features and applications. New York: Spinger.

Schubert, T., Strobach, T., & Karbach, J. (in prep.). New directions in cognitive training. Special Issue, Psychological Research.

Karbach, J., & Schubert, T. (2013). Training-induced cognitive and neural plasticity. Research Topic, Frontiers in Human Neuroscience.


Books and Chapters:

Biermann, A., Kaub, K., Friedrich, A., Wach, F.-S., Ruffing, S., Reichl, C., Hochscheid-Mauel, D., Bedersdorfer, H. W., Spinath, F. M., Karbach, J. & Brünken, R. (in press). SioS-L – Studie zu individuellen und organisationalen Einflüssen auf den Studien- und Ausbildungserfolg in der Lehrerbildung. In C. Gräsel & K. Trempler (Hrsg.), Entwicklung von Professionalität des pädagogischen Personals. Interdisziplinäre Betrachtungen, Befunde und Perspektiven. Heidelberg: Springer.

Karbach, J. & Kray, J. (sub.). Executive functions. In T. Strobach & J. Karbach, Cognitive training – An overview of features and applications. New York: Spinger.

Karbach, J. & Küper, K. (in press). Cognitive Reserve. In K.S. Whitbourne (Ed.), The Encyclopedia of Adulthood and Aging. Wiley-Blackwell.

Karbach J. & Unger, K., (in press). Executive Functions. In K.S. Whitbourne (Ed.), The Encyclopedia of Adulthood and Aging. Wiley-Blackwell.

Karbach, J. (2008). Potential and Limits of Executive Control Training: Age Differences in the Near and Far Transfer of Task-Switching Training. URL:

Unger, K., & Karbach, J. (sub.). Executive functions. In N. Pachana, Encyclopedia of Geropsychology. New York: Springer.