Garvin Brod
Garvin Brod
Professor of Psychology, DIPF & Goethe University, Frankfurt
Verified email at dipf.de
Title
Cited by
Cited by
Year
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
1152013
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
592015
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
402017
Effects of prior knowledge on memory: Implications for education
YL Shing, G Brod
Mind, Brain, and Education 10 (3), 153-161, 2016
292016
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
242016
Does it really matter? Separating the effects of musical training on syntax acquisition
G Brod, B Opitz
Frontiers in Psychology 3, 543, 2012
202012
When generating a prediction boosts learning: The element of surprise
G Brod, M Hasselhorn, SA Bunge
Learning and Instruction 55, 22-31, 2018
172018
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
162014
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
162012
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
152017
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
82019
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
32019
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
22020
Specifying the role of the ventromedial prefrontal cortex in memory formation
G Brod, YL Shing
Neuropsychologia 111, 8-15, 2018
22018
Cognitive Prerequisites for Generative Learning: Why Some Learning Strategies Are More Effective Than Others
J Breitwieser, G Brod
Child Development, 2020
2020
The more you know: Investigating why adults get a bigger memory boost from semantic congruency than children
WC Wang, S Ghetti, G Brod, SA Bunge
bioRxiv, 456624, 2018
2018
Abbreviated title: SCHEMA CONGRUENCY INFLUENCES MEMORY RETRIEVAL 12.05. 2015
G Brod, U Lindenberger, M Werkle-Bergner, YL Shing
2015
Prior knowledge effects on memory: Neural correlates, developmental differences, and longitudinal dynamics
G Brod
Humboldt-Universität zu Berlin, 2015
2015
Preferred Dance Tempo
S Dahl, D Huron, G Brod, E Altenmüller
Journal of New Music Research, 2014
2014
Die Entwicklung des episodischen Gedächtnisses: Einsichten aus der Lebensspannenpsychologie A lifespan perspective on the development of episodic memory
G Brod, YL Shing, Y Fandakova, M Werkle-Bergner, U Lindenberger
2012
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Articles 1–20