Garvin Brod
Garvin Brod
Professor of Psychology, DIPF & Goethe University, Frankfurt
Verified email at - Homepage
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
Developing personalized education: A dynamic framework
L Tetzlaff, F Schmiedek, G Brod
Educational Psychology Review 33, 863-882, 2021
Effects of prior knowledge on memory: Implications for education
YL Shing, G Brod
Mind, Brain, and Education 10 (3), 153-161, 2016
Generative learning: Which strategies for what age?
G Brod
Educational Psychology Review 33 (4), 1295-1318, 2021
When generating a prediction boosts learning: The element of surprise
G Brod, M Hasselhorn, SA Bunge
Learning and Instruction 55, 22-31, 2018
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
Lighting the wick in the candle of learning: generating a prediction stimulates curiosity
G Brod, J Breitwieser
NPJ science of learning 4 (1), 17, 2019
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
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
Predicting as a learning strategy
G Brod
Psychonomic Bulletin & Review 28 (6), 1839-1847, 2021
Toward an understanding of when prior knowledge helps or hinders learning
G Brod
npj Science of Learning 6 (1), 24, 2021
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
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
Does it really matter? Separating the effects of musical training on syntax acquisition
G Brod, B Opitz
Frontiers in Psychology 3, 36488, 2012
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
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
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 80, 101560, 2022
Specifying the role of the ventromedial prefrontal cortex in memory formation
G Brod, YL Shing
Neuropsychologia 111, 8-15, 2018
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