Dr. Tanja Könen
Lecturer
Visiting hours: by appointment
Contact
Room: Campus H 7
Personal
Education:
| 2020 | Interim Evaluation (as Assistant Professor), University of Koblenz-Landau |
| 2016 | Certificate of Didactics in Higher Education, Goethe University Frankfurt |
| 2015 | Ph.D. in Psychology, Goethe University Frankfurt |
| 2011 | Diploma in Psychology (equivalent to M.Sc.), University of Trier |
| 2009-2011 | Scholarship of the German National Academic Foundation |
Academic positions:
| 2023-present | Lecturer (permanent position), RPTU Kaiserslautern-Landau University |
| 2022-2023 | Visiting Associate Professor, Developmental Psychology and Research Methods, RWTH Aachen University |
| 2017-2022 | Assistant Professor, Cognitive Development, University of Koblenz-Landau |
| 2014-2017 | Research Scientist, Educational Psychology, Goethe-University Frankfurt |
| 2013 | Visiting Scholar, Quantitative Psychology, University of Virginia |
2011-2014 | Research Assistant, Cognitive Development, Leibniz Institute for Research and Information in Education (DIPF), Frankfurt am Main |
2008-2011 | Student Research Assistant, Giftedness Research and Education, University of Trier |
Peer-Reviewed Articles
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. Advance online publication.
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.
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. Advance online publication.
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.
In‑Albon, T., Shafiei, M., Christiansen, H., Könen, T., Gutzweiler, R., & Schmitz, J. (2021). Development and psychometric properties of a computer‑based standardized emotional competence inventory (MeKKi) for preschoolers and school‑aged children. Child Psychiatry & Human Development. Advance online publication.
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.
Book Chapters
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 (2nd 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 (2nd 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.