Garvin Brod
Garvin Brod
Professor of Psychology, DIPF & Goethe University, Frankfurt
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Cited by
Cited by
The influence of prior knowledge on memory: a developmental cognitive neuroscience perspective
G Brod, M Werkle-Bergner, YL Shing
Frontiers in behavioral neuroscience 7, 139, 2013
Differences in the neural signature of remembering schema-congruent and schema-incongruent events
G Brod, U Lindenberger, M Werkle-Bergner, YL Shing
Neuroimage 117, 358-366, 2015
Does one year of schooling improve children’s cognitive control and alter associated brain activation?
G Brod, SA Bunge, YL Shing
Psychological science 28 (7), 967-978, 2017
Effects of prior knowledge on memory: Implications for education
YL Shing, G Brod
Mind, Brain, and Education 10 (3), 153-161, 2016
Knowledge acquisition during exam preparation improves memory and modulates memory formation
G Brod, U Lindenberger, AD Wagner, YL Shing
Journal of Neuroscience 36 (31), 8103-8111, 2016
When generating a prediction boosts learning: The element of surprise
G Brod, M Hasselhorn, SA Bunge
Learning and Instruction 55, 22-31, 2018
Does it really matter? Separating the effects of musical training on syntax acquisition
G Brod, B Opitz
Frontiers in psychology 3, 543, 2012
Neural activation patterns during retrieval of schema‐related memories: differences and commonalities between children and adults
G Brod, U Lindenberger, YL Shing
Developmental science 20 (6), e12475, 2017
Preferred dance tempo: does sex or body morphology influence how we groove?
S Dahl, D Huron, G Brod, E Altenmüller
Journal of New Music Research 43 (2), 214-223, 2014
Is 26+ 26 smaller than 24+ 28? Estimating the approximate magnitude of repeated versus different numbers
P Charras, G Brod, J Lupiáñez
Attention, Perception, & Psychophysics 74 (1), 163-173, 2012
Lighting the wick in the candle of learning: generating a prediction stimulates curiosity
G Brod, J Breitwieser
NPJ science of learning 4 (1), 1-7, 2019
A boon and a bane: Comparing the effects of prior knowledge on memory across the lifespan.
G Brod, YL Shing
Developmental psychology 55 (6), 1326, 2019
Being proven wrong elicits learning in children–but only in those with higher executive function skills
G Brod, J Breitwieser, M Hasselhorn, SA Bunge
Developmental science 23 (3), e12916, 2020
Specifying the role of the ventromedial prefrontal cortex in memory formation
G Brod, YL Shing
Neuropsychologia 111, 8-15, 2018
Cognitive prerequisites for generative learning: why some learning strategies are more effective than others
J Breitwieser, G Brod
Child Development, 2020
Self-Regulation prompts promote the achievement of learning goals–but only briefly: Uncovering hidden dynamics in the effects of a psychological intervention
J Breitwieser, A Neubauer, F Schmiedek, G Brod
PsyArXiv, 2020
Incremental validity of online over offline reports of volitional control in predicting learning success
J Breitwieser, A Neubauer, G Brod
PsyArXiv, 2020
Developing Personalized Education: A Dynamic Framework
L Tetzlaff, F Schmiedek, G Brod
Educational Psychology Review, 1-20, 2020
Generative Learning: Which Strategies for What Age?
G Brod
Educational Psychology Review, 1-24, 2020
Offene Wissenschaft in Der Zeit Von Covid-19–Eine Blaupause Für Die Psychologische Forschung?
J Beitner, G Brod, B Gagl, D Kraft, M Schultze
PsyArXiv, 2020
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