Zeitschriftenartikel (mit peer-review):
 

im Druck

Kubota, M., Hadley, L.V., Schäffner, S., Könen, T., Meaney, J.-A., Morey, C.C., Auyeung, B., Moriguchi, Y., Karbach, J., & Chevalier, N. (in press). The effect of metacognitive executive function training on children's executive function, proactive control, and academic skills. Developmental Psychology.

2023

Schemer, L., Milde, C., Lischetzke, L., In-Albon, T., Karbach, J., Könen, J., & Glombiewski, J.A. (in press). Feeling lonely during the pandemic: Towards personality-tailored risk profiles. Psychology, Health & Medicine. doi.org/10.1080/13548506.2022.2058030

Ulitzka, B., Schmidt, H., Daseking, M., Karbach, J., Gawrilow, C., & Kerner auch Koerner, J. (2023). EF Touch - Testbatterie zur Erfassung der exekutiven Funktionen bei 3- bis 5-Jährigen. Diagnostica. doi.org/10.1026/0012-1924/a000314

2022

Baykara, E. Kuhn, C., Linz, N., Tröger, J. & Karbach, J. (2022). Validation of a digital, tablet-based version of the Trail-Making-Test in the ∆elta platform. European Journal of Neuroscience, 55, 461–467.

Enke, S., Gunzenhauser, C., Karbach. J. & Saalbach, H. (2022). Differences in cognitive processing? The role of verbal processes and mental effort in bilingual and monolingual children’s planning performance. Journal of Experimental Child Psychology, 213, 105255.

Enke, S., Gunzenhauser, C., Johann, V.E., Karbach, J., & Saalbach, H. (2022). “Hot“ executive functions are comparable across monolingual and bilingual elementary school children: Results from a study with the Iowa Gambling Task. Frontiers in Psychology, 13: 988609.

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. 

Johann, V.E. & Karbach, J. (2022). The relations between personality, components of executive functions, and intelligence in children and young adults. Psychological Research, 86, 1904–1917.

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(5), e13276.

Neubeck, M., Karbach, J., & Könen, T. (2022). Network Models of Cognitive Abilities in Younger and Older Adults. Intelligence, 90, 101601.

Schmidt, H., Daseking, M., Gawrilow, C., Karbach, J., & Kerner auch Koerner, J. (2022). Self‐regulation in preschool: Are executive function and effortful control overlapping constructs?. Developmental Science, 25(6), e13272.

Schaeffner, S., & Karbach, J. (2022). Arbeitsgedächtnistraining–Ein neuer Weg in der Sprachtherapie?. Sprache· Stimme· Gehör, 46(02), 82-86.

König, A., Tröger, J., Mallick, E., Mina, M., Linz, N., Wagnon, C., Karbach, J., Kuhn, C., & Peter, J. (2022). Detecting subtle signs of depression with automated speech analysis in a non-clinical sample. BMC Psychiatry, 22, 83.

2021

Baykara E., Könen, T., Unger. K., & Karbach, J. (2021). MRI Predictors of Cognitive Training Outcomes. Journal of Cognitive Enhancement, 5, 245-258.

Biermann, A., Karbach, J., Spinath, F.M., & Brünken, R. (2021). Eingangsmerkmale und Studienerfolg von Lehramtsstudierenden. Psychologie in Erziehung und Unterricht, 68, 155-169.

Gunzenhauser, C. Enke, S., Johann, V., Karbach, J., & Saalbach. H. (2021). Parent and teacher support of elementary students’ remote learning during the COVID-19 Pandemic in Germany. AERA Open, 7, 1–16.

Kindermann, I., Wedegärtner, S.M., Bernhard, B., Ukena, J., Lenski, D., Karbach, J., Schwantke, I., Ukena, C., & Böhm, M. (2021). Changes in quality of life, depression, general anxiety, and heart-focused anxiety after defibrillator implantation. ESC Heart Failure, 8, 2502-2512.

Könen, T., & Karbach, J. (2021). Analyzing individual differences in intervention-related changes. Advances in Methods and Practices in Psychological Science, 4(1), 2515245920979172.

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.

Müller, C., Dubiel, D., Kremeti, E., Lieb, M., Streicher, E., Oglou, N. S., Mickel, C., & Karbach, J. (2021). Effects of a Single Physical or Mindfulness Intervention on Mood, Attention, and Executive Functions: Results from two Randomized Controlled Studies in University Classes. Mindfulness, 12, 1282–1293.

2020

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

Gottschling, J., Dörendahl, J., Prell, T., Karbach, J., Bunz, M., Kindermann, I., Moussaoui, J., Spinath, F.M., Wedegärtner, S., Witte, O.W., Greiff, S., & Segal, D.S., (2020).Measuring Anxiety in Older Adults: Development, Diagnostic Accuracy, and Preliminary Validation of a Short-Form of the German Geriatric Anxiety Scale (GAS-G-SF). Journal of Personality Assessment, 102, 196-204.

Johann V.E., & Karbach, J. (2020). Effects of game-based and standard executive control training on cognitive and academic abilities in elementary school children. Developmental Science, 23, e12866.

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 Neuropsychology, 26, 324-344.

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

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.

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.

Smid, C. R., Karbach, J., & Steinbeis, N. (2020). Toward a science of effective cognitive training. Current Directions in Psychological Science, 29(6), 531-537.

Strobach, T. & Karbach, J. (2020). Investigating dual-task interference in children versus young adults with the overlapping task paradigm. Journal of Experimental Child Psychology, 197, 104866.

Wedegärtner, S.M., Schwantke, I., Kindermann, I., & Karbach, J. (2020). Predictors of Heart-Focused Anxiety in Patients with stable Heart Failure. Journal of Affective Disorders, 276, 380-387.

2019

Green, C. S., Bavelier, D., Kramer, A. F., Vinogradov, S., Ansorge, U., Ball, K. K., Bingel, U., Chein, J.M., Colzato, L.S., Edwards, J.D., Facoetti, A., Gazzaley, A., Gathercole, S.E., Ghisletta, P., Gori, S., Granic, I., Hillman, C.H., Hommel, B., Jaeggi, S.M., Kanske, P., Karbach, J., Kingstone, A., Kliegel, M., Klingberg, T., Kühn, S., Levi, D.M., Mayer, R.E., Collins McLaughlin, A., McNamara, D.S., Morris, M.C., Nahum, M., Newcombe, N., Panizzutti, R., Prakash, R.S., Rizzo, A., Schubert, T., Seitz, A.R., Short, S.J., Singh, I., Slotta, J.D., Strobach, T., Thomas, M.S.C., Tipton, E., Tong, X., Vlach, H.A., Loebach Wetherell, J., Wexler, A., & Witt, C.M. (2019). Improving Methodological Standards in Behavioral Interventions for Cognitive Enhancement. Journal of Cognitive Enhancement, 3, 2-19.

Gunzenhauser, C., Saalbach. H., & Karbach, J. (2019). Function of Verbal Strategies in Monolingual vs. Bilingual Students’ Planning Performance: An Experimental Approach. Cognitive Development, 50, 1-12.

Hirsch, P., Koch, I., & Karbach, J. (2019). Putting a stereotype to the test: The case of gender differences in multitasking costs in task-switching and dual-task situations. PLoS ONE 14(8): e0220150. https://doi.org/10.1371/journal.pone.0220150

Otto, B. & Karbach, J. (2019). The Effects of Private Tutoring on Students’ Perception of their Parents' Academic Involvement and the Quality of their Parent-Child Relationship. Educational Psychology, 7, 923-940.

2018

Johann, V. & Karbach, J. (2018). Validation of new online game-based executive functions tasks for children. Journal of Experimental Child Psychology, 176, 150-161.

Morey, C.M., Hadley, L.V., 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 Academic of Sciences, 1424, 161-174.

Biermann, A., Karbach, J., Spinath F.M., Brünken, R. (2018). Gut im Studium - gut in der Schule? Zur Vorhersage der Unterrichtsqualität im Schulpraktikum durch Noten im bildungswissenschaftlichen Studium. Unterrichtswissenschaft, 46, 123-139.

 
2017

Buttelmann, F. & Karbach, J. (2017). Development and plasticity of cognitive flexibility in early and middle childhood. Frontiers in Psychology, 8: 1040.

Hendrix, P., Griessenauer, C. J., Hans, E., Simgen, A., Oertel, J., & Karbach, J. (2017). Neurocognitive status in patients with newly-diagnosed brain tumors in good neurological condition: The impact of tumor type, volume, and location. Clinical Neurology and Neurosurgery, 156, 55-62.

Hendrix, P., Griessenauer, C. J., Hans, E., Simgen, A., Oertel, J., & Karbach, J. (2017). Cognitive function surrounding resection of nonfunctioning pituitary adenomas with suprasellar extension: A prospective matched-control study. Journal of Clinical Neuroscience, 40, 109-114.

Hendrix, P., Hans, E., Griessenauer, C. J., Simgen, A., Oertel, J. & Karbach, J. (2017). Neurocognitive Function Surrounding the Resection of Frontal WHO Grade I Meningiomas: A Prospective Matched-Control Study. World Neurosurgery, 98, 203-210.

Jaeggi, S., Karbach, J., & Strobach, T. (2017). Enhancing Brain and Cognition Through Cognitive Training. Journal of Cognitive Enhancement, 4, 353-357.

Karbach, J., Koenen, J., & Spengler, M. (2017). Who benefits the most? Individual differences in the transfer of executive control training across the lifespan. Journal of Cognitive Enhancement, 4, 394-405.

2016

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.

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.

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.

2015

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

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.

2014

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.

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.

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.

2013

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.

2012

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.

2007-2011

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. *
  *Top 5 of the most cited articles in Developmental Science (2013)

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.

Zeitschriftenartikel (ohne 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. 

 
Bücher:

Strobach, T. & Karbach, J. (Eds.) (2021). Cognitive training – An overview of features and applications. 2^nd edition. Cham: Springer.

Wiebe, S., & Karbach, J. (Eds.) (2017). Executive Functions: Development Across the Life Span. New York: Taylor & Francis.

Strobach, T. & Karbach, J. (Eds.) (2016). Cognitive training – An overview of features and applications. Cham: Springer.

Karbach, J., & Schubert, T. (Eds.) (2012). Training-induced cognitive and neural plasticity. Research Topic in Frontiers in Human Neuroscience. ISBN978-2-88919-145-1

Karbach, J. (2008). Potential and Limits of Executive Control Training: Age Differences in the Near and Far Transfer of Task-Switching Training. URL: http://scidok.sulb.uni-saarland.de/volltexte/2008/1772/.

 
Buchkapitel:

Johann, V.E. & Karbach, J. (2021). Educational Application of Cognitive Training. In T. Strobach & J. Karbach, Cognitive training – An overview of features and applications, 2^nd edition (pp. 333-350). Cham: Springer International.

Karbach, J. & Kray, J. (2021). Executive functions. In T. Strobach & J. Karbach, Cognitive training – An overview of features and applications, 2^nd edition (pp. 199-212). Cham: Springer International.

Könen, T., Strobach, T., & Karbach, J. (2021). Working memory. In T. Strobach & J. Karbach, Cognitive training – An overview of features and applications, 2^nd edition (pp. 155-167). Cham: Springer International.

Schäffner, S., Chevalier, N., Kubota, M. & Karbach, J. (2021). Metacognitive training. In T. Strobach & J. Karbach, Cognitive training – An overview of features and applications, 2^nd edition (pp. 255-270). Cham: Springer International.

Otto, B. & Karbach, J. (2021). Parental Involvement. In L. Zhang (Ed.), The Oxford Encyclopedia of Educational Psychology, Volume 2, 829-847. New York: Oxford University Press.

Karbach, J. (2020) Kognitives Altern. In T. Strobach, Kognitive Psychologie, S. 163-177. Stuttgart: Kohlhammer.

Karbach, J., Schmiedek, F. & Hasselhorn, M. (2018). Kognitives Training. In D. Rost, J. Sparfeldt & S. Buch, Handbuch Pädagogische Psychologie, S. 345-353. Weinheim: Beltz.

Unger, K., & Karbach, J. (2017). Executive functions. In N. Pachana, Encyclopedia of Geropsychology (p. 1-10). Singapore: Springer. DOI: 10.1007/978-981-287-080-3_223-1

Karbach, J. & Küper, K. (2016). Cognitive Reserve. In K.S. Whitbourne (Ed.), The Encyclopedia of Adulthood and Aging (p. 213-217). Chichester: Wiley-Blackwell.

Karbach J. & Unger, K., (2016). Executive Functions. In K.S. Whitbourne (Ed.), The Encyclopedia of Adulthood and Aging (p. 461-465). Chichester: Wiley-Blackwell.

Karbach, J. & Kray, J. (2016). Executive functions. In T. Strobach & J. Karbach, Cognitive training – An overview of features and applications (p. 93-103). Cham: Springer International.

Könen, T., Strobach, T., & Karbach, J. (2016). Working memory. In T. Strobach & J. Karbach, Cognitive training – An overview of features and applications (p. 59-68). Cham: Springer International.

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. (2016). 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 (S.75-92). Heidelberg: Springer.

Special Issues (Herausgeberschaft):

Strobach, T., Jaeggi, S., & Karbach, J. (2016). Enhancing brain and cognition through cognitive training. Special Issue, Journal of Cognitive Enhancement.

Schubert, T., Strobach, T., & Karbach, J. (2014). New directions in cognitive training. Special Issue, Psychological Research.

Karbach, J., & Schubert, T. (Eds.) (2012). Training-induced cognitive and neural plasticity. Research Topic in Frontiers in Human Neuroscience.