Zeitschriftenartikel (mit peer-review)

Müller, M., Schmitt, M.C., Schemer, L., Basten, U., Glombiewski, J.A., Karbach, J., Könen, T., & Lischetzke, T. (in press). Careless Responding in Ambulatory Assessment: Comparing Individuals With and Without Chronic Pain. Psychological Assessment. 

Theobald, M., Kerner auch Koerner, J., Breitwieser, J., Buhr, L., Dignath, C., Karbach, J., Könen, T., Nobbe, L., Reinelt, T., Schaaf, M., Schmiedek, F., Wieland, L., Blume, F. (in press). Executive Functions, Metacognition, Self-Regulation, and Self-Regulated Learning – What are We Talking About? A Review and Introduction of the EMERGE Model. Educational Psychology Review.

Johann, V. E., Enke, S., Gunzenhauser, C., Könen, T., Saalbach, H., & Karbach, J. (2026). The interplay of language comprehension, executive functions, and reading comprehension: Are there differences between mono- and bilingual children? Journal of Educational Psychology. Advance online publication. https://dx.doi.org/10.1037/edu0001004

Mema, C., Glombiewski, J. A., Milde, C., Basten, U., Karbach, J., Könen, T., Lischetzke, T., & Schemer, L. (2026). Emotion regulation in chronic pain is impaired when pain is high. European Journal of Pain, 30, e70204.

Schmitt, M. C., Karbach, J., Könen, T., Basten, U., Glombiewski, J. A., In-Albon, T., & Lischetzke, T. (2026). In the grip of pain: Elevated momentary pain is associated with lower momentary emotion differentiation in individuals with chronic pain. Emotion, 26(2), 300–312.

Grobe, S., Könen, T., Rocker, C., Maffert-Grüneisen, L., Dörrenbächer-Ulrich, L., Perels, F. & Karbach, J. (2025). The role of executive functions and fluid intelligence in the prediction of conditional strategy knowledge of self-regulated learning. Cognitive Development, 76, 101644.

Schmitt, M. C., Karbach, J., Könen, T., Basten, U., Glombiewski, J. A., In-Albon, T., & Lischetzke, T. (2025). Executive functions and emotional granularity: No evidence for positive associations. Affective Science, 6, 464–476.

Yan, J., Könen, T., Zhang, H., Colzato, L., & Hommel, B. (2025). Aperiodic EEG activity as metacontrol marker predicts assimilative and accommodative coping strategies. BiologicalPsychology, 202, 109170.

De la Fuente, D., Könen, T., In-Albon, T., Schemer, L., & Karbach, J. (2024). The interplay of emotion regulation, depressive symptoms, and age under a COVID-19 lockdown: Capturing emotion regulation variability, effort, and success. Journal of Affective Disorders Reports, 17, 100812.

Grobe, S., Könen, T., David, C., Grüneisen, L., Dörrenbächer-Ulrich, L., Perels, F. & Karbach, J. (2024). The factorial structure of executive functions in preschool and elementary school children and relations with intelligence. Journal of Experimental Child Psychology, 246, 106014. 

Schemer, L., In-Albon, T., Basten, U., Karbach, J., Könen, T., Lischetzke, T., & Glombiewski, J. A. (2024). Affektregulation als transdiagnostischer Mechanismus: Implikationen für die psychologische Schmerz-behandlung [Affect regulation as a transdiagnostic mechanism]. Die Psychotherapie, 69(4), 248–256.

Kubota, M., Hadley, L. V., Schaeffner, S., Könen, T., Meaney, J.-A., Morey, C. C., Auyeung, B., Moriguchi, Y., Karbach, J., & Chevalier, N. (2023). The effect of metacognitive executive function training on children’s executive function, proactive control, and academic skills. Developmental Psychology, 59, 2002–2020. 

Schemer, L., Milde, C., Lischetzke, L., In-Albon, T., Karbach, J., Könen, T., & Glombiewski, J. A. (2023). Feeling lonely during the pandemic: Towards personality-tailored risk profiles. Psychology, Health & Medicine, 28, 2685–2698. 

In‑Albon, T., Shafiei, M., Christiansen, H., Könen, T., Gutzweiler, R., & Schmitz, J. (2022). Development and psychometric properties of a computer‑based standardized emotional competence inventory (MeKKi) for preschoolers and school‑aged children. Child Psychiatry & Human Development, 53, 1207–1220. 

Johann, V. E., Enke, S., Gunzenhauser, C., Könen, T., Saalbach, H., & Karbach, J. (2022). Executive functions in mono- and bilingual children: Factor structure and relations with fluid intelligence. Journal of Experimental Child Psychology, 224, 105515. 

Lischetzke, T., Schemer, L.; In-Albon, T., Karbach, J., Könen, T., & Glombiewski, J. A. (2022). Coping under a COVID-19 lockdown: Patterns of daily coping and individual differences in coping repertoires. Anxiety, Stress, & Coping, 35, 25–43. 

Neubeck, M., Johann, V. E., Karbach, J. & Könen, T. (2022). Age-differences in network models of self-regulation and executive control functions. Developmental Science, 25: e13276. 

Neubeck, M., Karbach, J., & Könen, T. (2022). Network models of cognitive abilities in younger and older adults. Intelligence, 90: 101601.  

Baykara, E., Könen, T., Unger, K., & Karbach, J. (2021). MRI predictors of cognitive training outcomes. Journal of Cognitive Enhancement, 5, 245–258. 

Könen, T., & Karbach, J. (2021). Analyzing individual differences in intervention-related changes. Advances in Methods and Practices in Psychological Science, 4, 1–19.  

Lischetzke, T., Schemer, L., Glombiewski, J. A., In-Albon, T., Karbach, J., & Könen, T. (2021). Negative emotion differentiation attenuates the within-person indirect effect of daily stress on nightly sleep quality through calmness. Frontiers in Psychology, 12: 684117.

Neubauer, A. B., Kramer, A. C., Schmidt, A., Könen, T., Dirk, J., & Schmiedek, F. (2021). Reciprocal relations of subjective sleep quality and affective well-being in late childhood. Developmental Psychology, 57, 1372–1386. 

Buttelmann, F., Könen, T., Hadley, L., Meaney, J.-A., Auyeung, B., Morey, C., Chevalier, N., & Karbach, J. (2020). Age-related differentiation in verbal and visuo-spatial working memory processing in childhood. Psychological Research, 84, 2354–2360.

Johann, V. E., Könen, T., & Karbach, J. (2020). The unique contribution of working memory, inhibition, cognitive flexibility, and intelligence to reading comprehension and reading speed. Child Neuro-psychology, 26, 324–344.

Könen, T., & Karbach, J. (2020). Self-reported cognitive failures in everyday life: A closer look at their relation to personality and cognitive performance. Assessment, 27, 982–995.

Kubota, M., Hadley, L.V., Schaeffner, S., Könen, T., Meaney, J.-A., Auyeung, B., Morey, C.C., Karbach, J., & Chevalier, N. (2020). Proactive control during childhood: consistent use and relation with academic achievement. Cognition, 203, 104329. 

Schaeffner, S., Könen, T., & Karbach, J. (2020). New insights into the role of the phonological loop in task switching: Evidence from three different age groups. Journal of Cognitive Psychology, 32, 409–422.

Morey, C., Hadley, L., Buttelmann, F., Könen, T., Meaney, J.-A., Auyeung, B., Karbach, J., & Chevalier, N. (2018). The effects of verbal and spatial memory load on children's processing speed. Annals of the New York Academy of Sciences, 1424, 161–174.

Karbach, J., Könen, T., & Spengler, M. (2017). Who benefits the most? Individual differences in the transfer of executive control training across the lifespan. Journal of Cognitive Enhancement, 1, 394–405.

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.  

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. 

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.

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, 27, 267–286. 

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, 27, 383–406.

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. 

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. 

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.

Buchkapitel

Lischetzke, T., & Könen, T. (2021). Daily diary methodology. In A. C. Michalos (Ed.), Encyclopedia of quality of life and well-being research. Dordrecht, Netherlands: Springer. Advance online publication.

Lischetzke, T., & Könen, T. (2021). Mood. In A. C. Michalos (Ed.), Encyclopedia of quality of life and well-being research. Dordrecht, Netherlands: Springer. Advance online publication.

Könen, T., & Auerswald, M. (2020). Statistical modeling of latent change. In T. Strobach & J. Karbach (Eds.), Cognitive training: An overview of features and applications (2^nd ed., pp. 55–68). Berlin: Springer.

Könen, T., Strobach, T., & Karbach, J. (2020). Working memory training. In T. Strobach & J. Karbach (Eds.), Cognitive training: An overview of features and applications (2^nd ed., pp. 155–167). Berlin: Springer.

Könen, T., Strobach, T., & Karbach, J. (2016). Working memory. In T. Strobach & J. Karbach (Eds.), Cognitive training: An overview of features and applications (pp. 59–68). Berlin: Springer.