DIPF | Leibniz-Institut für Bildungsforschung und Bildungsinformation
Abteilung für Bildung und Entwicklung
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Effects of educational interventions during childhood
Development of learning and memory
Technology-based individualization of interventions
Professor (W2) of Psychology at DIPF and Goethe University, Frankfurt am Main, Germany
Assistant Professor (W1) of Psychology at DIPF and Goethe University, Frankfurt am Main, Germany
Jacobs Foundation Early Career Research Fellowship
Head of the Learning Support Laboratory, IDeA Center, DIPF | Leibniz
Institute for Research and Information in Education, Frankfurt am Main, Germany
Otto Hahn Medal of the Max Planck Society
PhD in Psychology, Humboldt-Universität zu Berlin
PhD student, Max Planck Institute for Human Development (with Prof. Dr. Ulman Lindenberger, Dr. Yee Lee Shing), Berlin
Study of Psychology at Saarland University, Saarbrücken, Germany (Dipl.-Psych.)
Study of Music (Jazz) at the Hanover University of Music and Drama and at the University of Arts Rotterdam
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.
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.
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.