Garvin Brod

Psychology / Educational research
Year 2020

DIPF | Leibniz-Institut für Bildungsforschung und Bildungsinformation

Abteilung für Bildung und Entwicklung

Rostocker Straße 6
60442 Frankfurt am Main

Portrait of Garvin Brod
Photo: Katarzyna Mazur

Research areas

  • Effects of educational interventions during childhood

  • Development of learning and memory

  • Technology-based individualization of interventions


  • Since 2020
    Professor (W2) of Psychology at DIPF and Goethe University, Frankfurt am Main, Germany

  • 2018-2020
    Assistant Professor (W1) of Psychology at DIPF and Goethe University, Frankfurt am Main, Germany

  • 2019-2021
    Jacobs Foundation Early Career Research Fellowship

  • 2016-2017
    Head of the Learning Support Laboratory, IDeA Center, DIPF | Leibniz
    Institute for Research and Information in Education, Frankfurt am Main, Germany

  • 2016
    Otto Hahn Medal of the Max Planck Society

  • 09/2015
    PhD in Psychology, Humboldt-Universität zu Berlin

  • 2012-2016
    PhD student, Max Planck Institute for Human Development (with Prof. Dr. Ulman Lindenberger, Dr. Yee Lee Shing), Berlin

  • 2007-2012
    Study of Psychology at Saarland University, Saarbrücken, Germany (Dipl.-Psych.)

  • 2004-2007
    Study of Music (Jazz) at the Hanover University of Music and Drama and at the University of Arts Rotterdam

Selection of

  • Brod, G., Breitwieser, J., Hasselhorn, M., & Bunge, S.A. (2020). In: Developmental Science, 23(3), e12916.

    Being proven wrong elicits learning in children – but only in those with higher executive function skills.

  • Brod, G., & Shing, Y. L. (2019). In: Developmental psychology, 55(6), 1326–1337.

    A boon and a bane: Comparing the effects of prior knowledge on memory across the lifespan.

  • Brod, G., Hasselhorn, M., & Bunge, S. A. (2018). In: Learning and Instruction, 55, 22–31.

    When generating a prediction boosts learning: The element of surprise.

  • Brod, G., Bunge, S. A., & Shing, Y. L. (2017). In: Psychological Science, 28,?967–978.

    Does one year of schooling improve children's cognitive control and alter associated brain activation?

  • Brod, G., Lindenberger, U., Wagner, A. D., & Shing, Y. L. (2016). In: Journal of Neuroscience, 36(31), 8103-8111.

    Knowledge acquisition during exam preparation improves memory and modulates memory formation.


    • Unspoken

      Under the title "Ungesagtes" ("Unspoken"), the five articles and one discussion deal with aspects that one would tend to contrast with and deduct from the ideal of objectivity of science as "subjective" parts. On the one hand, it is about what the researching subject brings into the scientific work in often subtle ways: own views, emotions, values, personal beliefs. On the other hand, the influence of everything subjective on human behavior is itself also a topic of research.


      Garvin Brod, Simon Wolfgang Fuchs, Julia Gurol, Sebastian Hellmeier, Viola Priesemann, Mira Sievers

      Berlin 2023

    • Change of roles

      We all change roles in different life situations. This is not different in science, as the Covid-19 situation shows particularly clearly with regard to the role of scientists, for example as communicators and advisors of politicians. But role changes are also omnipresent as an object of science. Issue 27 of JAM approaches the topic from different perspectives.


      Astrid Eichhorn, Michael Saliba, Erik Schilling

      Berlin 2020

      Grafik mit farbigen Streifen und dem Schriftzug "Rollenwechsel"