Liao, Chenwei, Junfeng Wu, Sandy J. Wayne, Robert C. Liden & Lynda Jiwen Song
2025. It’s Unexpected but Good: Leader Traditionality Fuels Greater Follower Reciprocation to Servant Leadership. Journal of Management 51:5 ► pp. 1897 ff.
Dyck, Susanne & Christian Klaes
2024. Training-related changes in neural beta oscillations associated with implicit and explicit motor sequence learning. Scientific Reports 14:1
Löwe, Anika T., Léo Touzo, Paul S. Muhle-Karbe, Andrew M. Saxe, Christopher Summerfield, Nicolas W. Schuck & Tobias U Hauser
2024. Abrupt and spontaneous strategy switches emerge in simple regularised neural networks. PLOS Computational Biology 20:10 ► pp. e1012505 ff.
Brauner, Elisabeth
2022. From the Cognitive to the Collective. In The Cognitive Unconscious, ► pp. 269 ff.
Esser, Sarah, Clarissa Lustig & Hilde Haider
2022. What triggers explicit awareness in implicit sequence learning? Implications from theories of consciousness. Psychological Research 86:5 ► pp. 1442 ff.
Lustig, Clarissa, Sarah Esser & Hilde Haider
2022. The interplay between unexpected events and behavior in the development of explicit knowledge in implicit sequence learning. Psychological Research 86:7 ► pp. 2225 ff.
Esser, Sarah & Hilde Haider
2017. The Emergence of Explicit Knowledge in a Serial Reaction Time Task: The Role of Experienced Fluency and Strength of Representation. Frontiers in Psychology 8
Esser, Sarah & Hilde Haider
2018. Action–effects enhance explicit sequential learning. Psychological Research 82:6 ► pp. 1113 ff.
2017. fMRI Investigation on Gradual Change of Awareness States in Implicit Sequence Learning. Scientific Reports 7:1
Švec, Vlastimil, Jan Nehyba, Petr Svojanovský, James Lawley, Radim Šíp, Eva Minaříková, Blanka Pravdová, Barbora Šimůnková & Jan Slavík
2016. Studenti učitelství mezi tacitními a explicitními znalostmi,
Švec, Vlastimil, Jan Nehyba, Petr Svojanovský, James Lawley, Radim Šíp, Eva Minaříková, Blanka Pravdová, Barbora Šimůnková & Jan Slavík
2017. Becoming a teacher: The dance between tacit and explicit knowledge,
Röhr-Sendlmeier, Una M. & Udo Käser
2015. Informelles Lernen aus psychologischer Perspektive. In Handbuch Informelles Lernen, ► pp. 1 ff.
Röhr-Sendlmeier, Una M. & Udo Käser
2016. Informelles Lernen aus psychologischer Perspektive. In Handbuch Informelles Lernen, ► pp. 207 ff.
Wessel, Jan R., Alexandra L. Tonnesen & Adam R. Aron
2015. Stimulus devaluation induced by action stopping is greater for explicit value representations. Frontiers in Psychology 6
Gockel, Christine & Elisabeth Brauner
2013. The Benefits of Stepping Into Others' Shoes: Perspective Taking Strengthens Transactive Memory. Basic and Applied Social Psychology 35:2 ► pp. 222 ff.
Koeppen, Karoline, Johannes Hartig, Eckhard Klieme & Detlev Leutne
2013. Competence Models for Assessing Individual Learning Outcomes and Evaluating Educational Processes – A Priority Program of the German Research Foundation (DFG). In Modeling and Measuring Competencies in Higher Education, ► pp. 171 ff.
Haider, Hilde
2012. Mécanismes sous-tendant l’émergence de l’intuition dans une situation d’apprentissage implicite. In Créativité, motivation et vieillissement, ► pp. 43 ff.
Rünger, Dennis
2012. How sequence learning creates explicit knowledge: the role of response–stimulus interval. Psychological Research 76:5 ► pp. 579 ff.
Abrahamse, Elger L., Luis Jiménez, Willem B. Verwey & Benjamin A. Clegg
2010. Representing serial action and perception. Psychonomic Bulletin & Review 17:5 ► pp. 603 ff.
Rünger, Dennis & Peter A. Frensch
2010. Defining consciousness in the context of incidental sequence learning: theoretical considerations and empirical implications. Psychological Research Psychologische Forschung 74:2 ► pp. 121 ff.
Hoyndorf, Andreas & Hilde Haider
2009. The “Not Letting Go” phenomenon: accuracy instructions can impair behavioral and metacognitive effects of implicit learning processes. Psychological Research Psychologische Forschung 73:5 ► pp. 695 ff.
Heuer, Herbert & Mathias Hegele
2008. Adaptation to a Nonlinear Visuomotor Amplitude Transformation With Continuous and Terminal Visual Feedback. Journal of Motor Behavior 40:5 ► pp. 368 ff.
Koeppen, Karoline, Johannes Hartig, Eckhard Klieme & Detlev Leutner
2008. Current Issues in Competence Modeling and Assessment. Zeitschrift für Psychologie / Journal of Psychology 216:2 ► pp. 61 ff.
Lane, Sean M., Robert C. Mathews, Bill Sallas, Robert Prattini & Ron Sun
2008. Facilitative interactions of model- and experiencebased processes: Implications for type and flexibility of representation. Memory & Cognition 36:1 ► pp. 157 ff.
Yordanova, Juliana, Vasil Kolev, Rolf Verleger,, Zhamak Bataghva, Jan Born & Ullrich Wagner
2008. Shifting from implicit to explicit knowledge: Different roles of early- and late-night sleep. Learning & Memory 15:7 ► pp. 508 ff.
Ziori, Eleni & Zoltán Dienes
2008. How does Prior Knowledge Affect Implicit and Explicit Concept Learning?. Quarterly Journal of Experimental Psychology 61:4 ► pp. 601 ff.
Sallas, Bill, Robert C. Mathews, Sean M. Lane & Ron Sun
2007. Developing rich and quickly accessed knowledge of an artificial grammar. Memory & Cognition 35:8 ► pp. 2118 ff.
Jiménez, Luis & Gustavo A. Vázquez
2005. Sequence learning under dual-task conditions: alternatives to a resource-based account. Psychological Research Psychologische Forschung 69:5-6 ► pp. 352 ff.
This list is based on CrossRef data as of 9 march 2026. Please note that it may not be complete. Sources presented here have been supplied by the respective publishers.
Any errors therein should be reported to them.