Brod, G., Greve, A., Jolles, D., Theobald, M., Galeano-Keiner, E. (2022). Explicitly predicting outcomes enhances learning of expectancy-violating information. Psychonomic Bulletin & Review.
Brod, G. (2021). Toward an understanding of when prior knowledge helps or hinders learning. npj Science of Learning.
Theobald, M., Brod, G. (2021). Tackling scientific misconceptions: the element of surprise. Child Development.
Brod, G. (2021). How can we make active learning work in K-12 education? Considering prerequisites for a successful construction of understanding. Psychological Science in the Public Interest.
Brod, G. (2021). Predicting as a learning strategy. Psychonomic Bulletin & Review.
Brod, G., Breitwieser, J., Hasselhorn, M., Bunge, S. (2020). Being proven wrong elicits learning in children – but only in those with higher executive function skills. Developmental Science.
Brod, G., Shing, Y. L. (2019). A boon and a bane: Comparing the effects of prior knowledge on memory across the lifespan. Developmental Psychology.
Brod, G., Hasselhorn, M., Bunge, S. (2018). When generating a prediction boosts learning: The element of surprise. Learning and Instruction.
Brod, G., Bunge, S., Shing, Y. L. (2017). Does one year of schooling improve children’s cognitive control and alter associated brain activation? Psychological Science.
Brod, G., Lindenberger, U., Wagner, A. D., Shing, Y. L. (2016). Knowledge acquisition during exam preparation improves memory and modulates memory formation. Journal of Neuroscience.