| 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 | 164 | 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 | 81 | 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 | 66 | 2017 |
| Effects of prior knowledge on memory: Implications for education YL Shing, G Brod Mind, Brain, and Education 10 (3), 153-161, 2016 | 66 | 2016 |
| When generating a prediction boosts learning: The element of surprise G Brod, M Hasselhorn, SA Bunge Learning and Instruction 55, 22-31, 2018 | 48 | 2018 |
| 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 | 35 | 2016 |
| Generative learning: Which strategies for what age? G Brod Educational Psychology Review, 1-24, 2020 | 31 | 2020 |
| 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 | 31 | 2017 |
| Does it really matter? Separating the effects of musical training on syntax acquisition G Brod, B Opitz Frontiers in Psychology 3, 543, 2012 | 27 | 2012 |
| 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 | 24 | 2014 |
| 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 | 20 | 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 | 20 | 2019 |
| 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 | 19 | 2012 |
| 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 | 15 | 2020 |
| Developing personalized education: A dynamic framework L Tetzlaff, F Schmiedek, G Brod Educational Psychology Review, 1-20, 2020 | 10 | 2020 |
| Specifying the role of the ventromedial prefrontal cortex in memory formation G Brod, YL Shing Neuropsychologia 111, 8-15, 2018 | 10 | 2018 |
| Cognitive prerequisites for generative learning: Why some learning strategies are more effective than others J Breitwieser, G Brod Child development 92 (1), 258-272, 2021 | 9 | 2021 |
| Achievement emotions mediate the link between goal failure and goal revision: Evidence from digital learning environments M Theobald, J Breitwieser, K Murayama, G Brod Computers in Human Behavior 119, 106726, 2021 | 6 | 2021 |
| Predicting as a learning strategy G Brod Psychonomic Bulletin & Review, 1-9, 2021 | 5 | 2021 |
| Self-Regulation prompts promote the achievement of learning goals–but only briefly: Uncovering hidden dynamics in the effects of a psychological intervention J Breitwieser, AB Neubauer, F Schmiedek, G Brod Learning and Instruction, 101560, 2021 | 3 | 2021 |
