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Selected Publications of Institute Scientists in Full Text

Allmendinger, J. (1989). Career mobility dynamics: A comparative analysis of the United States, Norway, and West Germany (Studien und Berichte / Max-Planck-Institut f�r Bildungsforschung No. 49). Berlin: Max-Planck-Institut f�r Bildungsforschung.
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Anders, K. (1982). Von Worten zur Syntax: Spracherwerb im Dialog (Materialien aus der Bildungsforschung No. 21). Berlin: Max-Planck-Institut f�r Bildungsforschung.
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Anokhin, A. P., Mueller, V., Lindenberger, U., Heath, A. C., & Myers, E. (2006). Genetic influences on dynamic complexity of brain oscillations. Neuroscience Letters, 397, 93-98. doi:10.1016/j.neulet.2005.12.025
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Anstey, K. J., Mack, H. A., Christensen, H., Li, S.-C., Reglade-Meslin, C., Maller, J., Kumar, R., Dear, K., Easteal, S., & Sachdev, P. (2007). Corpus callosum size, reaction time speed and variability in mild cognitive disorders and in a normative sample. Neuropsychologia, 45, 1911-1920.
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Armbruster, W. (1971). Arbeitskr�ftebedarfsprognosen als Grundlage der Bildungsplanung: Eine kritische Analyse (Studien und Berichte / Max-Planck-Institut f�r Bildungsforschung No. 23). Berlin: Max-Planck-Institut f�r Bildungsforschung.
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Artelt, C., & Baumert, J. (2004). Zur Vergleichbarkeit von Sch�lerleistungen bei Leseaufgaben unterschiedlichen sprachlichen Ursprungs [Comparability of student's reading literacy performance measured with items originating from different language backgrounds]. Zeitschrift f�r P�dagogische Psychologie, 18, 171-185.
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Assmann, A., & Brauer, J. (2011). Bilder, Gef�hle, Erwartungen: �ber die emotionale Dimension von Gedenkst�tten und den Umgang von Jugendlichen mit dem Holocaust. Geschichte und Gesellschaft, 37, 72-103.
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Ausw�rter, M. (1982). Sprachgebrauch in Abh�ngigkeit von Merkmalen der Sprecher und der Sprechsituation: Eine soziolinguistische Untersuchung (Studien und Berichte / Max-Planck-Institut f�r Bildungsforschung No. 42). Berlin: Max-Planck-Institut f�r Bildungsforschung.
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Bachmann, L. M., Gutzwiller, F. S., Puhan, M. A., Steurer, J., Steurer-Stey, C., & Gigerenzer, G. (2007). Do citizens have minimum medical knowledge? A survey. BMC Medicine, 5:14. doi:10.1186/1741-7015-5-14
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Back, M. D., Baumert, A., Denissen, J. J. A., Hartung, F.-M., Penke, L., Schmukle, S. C., Sch�nbrodt, F. D., Schr�der-Ab�, M., Vollmann, M., Wagner, J., & Wrzus, C. (2011). PERSOC: a unified framework for understanding the dynamic interplay of personality and social relationships. European Journal of Personality, 25, 90-107. doi:10.1002/per.811
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B�ckman, L., Lindenberger, U., Li, S.-C., & Nyberg, L. (2010). Linking cognitive aging to alterations in dopamine neurotransmitter functioning: Recent data and future avenues. Neuroscience & Biobehavioral Reviews, 34, 670-677. doi:10.1016/j.neubiorev.2009.12.008
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B�ckman, L., Nyberg, L., Lindenberger, U., Li, S.-C., & Farde, L. (2006). The correlative triad among aging, dopamine, and cognition: Current status and future prospects. Neuroscience & Biobehavioral Reviews, 30, 791-807. doi:10.1016/j.neubiorev.2006.06.005
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B�ckman, L., & Small, B. J. (2007). Cognitive deficits in preclinical Alzheimer's disease and vascular dementia: Patterns of findings from the Kungsholmen Project. Physiology & Behavior, 92, 80-86.
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Bahnemann, M., Dziobek, I., Prehn, K., Wolf, I., & Heekeren, H. R. (2010). Sociotopy in the temporoparietal cortex: Common versus distinct processes. Social Cognitive and Affective Neuroscience, 5, 48-58. doi:10.1093/scan/nsp045
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Bailey, C. (2010). The European discourse in Germany, 1939-1950: Three case studies. German History, 28, 453-478. doi:10.1093/gerhis/ghq110
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Baker, L. A., Asendorpf, J., Bishop, D., Boomsma, D. I., Bouchard, T. J. J., Brand, C. R., Fulker, D., Gardner, H., Kinsbourne, M., & Lindenberger, U. (1993). Group report: Intelligence and its inheritance - a diversity of views. In T. J. Bouchard & P. Propping (Eds.), Twins as a tool of behavioral genetics (pp. 85-108). Chichester: Wiley.
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Baltes, M. M., & Baltes, P. B. (1977). The ecopsychological relativity and plasticity of psychological aging: Convergent perspectives of cohort effects and operant psychology. Zeitschrift f�r Experimentelle und Angewandte Psychologie, 24, 179-197.
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Baltes, P. B. (1968). Longitudinal and cross-sectional sequences in the study of age and generation effects. Human Development, 11, 145-171.
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Baltes, P. B. (1973). Prototypical paradigms and questions in life-span research on development and aging. The Gerontologist, 13, 458-466.
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Baltes, P. B. (1984). Intelligenz im Alter. Spektrum der Wissenschaft, 4, 46-60.
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Baltes, P. B. (1987). Theoretical propositions of life-span developmental psychology: On the dynamics between growth and decline. Developmental Psychology, 23, 611-626.
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Baltes, P. B. (1997). Gegen Vorurteile und Klischees: "Die Berliner Altersstudie". In H.-U. Klose (Ed.), Alterung und kommunale Politik (Forum Demographie und Politik No. 10) (pp. 11-19). Bonn: SPD-Parteivorstand.
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Baltes, P. B. (1997). On the incomplete architecture of human ontogeny: Selection, optimization, and compensation as foundation of developmental theory. American Psychologist, 52, 366-380.
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Baltes, P. B. (1997). Die unvollendete Architektur der menschlichen Ontogenese: Implikationen f�r die Zukunft des vierten Lebensalters. Psychologische Rundschau, 48, 191-210.
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Baltes, P. B. (1998). The Social Science Research Council: 75 years young. Items, 52, 69-72.
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Baltes, P. B. (1999). Alter und Altern als unvollendete Architektur der Humanontogenese (Nachdruck des 1999 in Nova Acta Leopoldina erschienenen Artikels). Zeitschrift f�r Gerontologie und Geriatrie, 32, 433-448.
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Baltes, P. B. (2000). Autobiographical reflections: From developmental methodology and lifespan psychology to gerontology. In J. E. Birren & J. J. F. Schroots (Eds.), A history of geropsychology in autobiography (pp. 7-26). Washington, DC: American Psychological Association.
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Baltes, P. B. (2000). Der unfertige Mensch. Der Spiegel, 54(46), 176-179.
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Baltes, P. B. (2003). Extending longevity: Dignity gain - or dignity drain? MaxPlanckResearch, 3, 15-19.
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Baltes, P. B. (2003). Das hohe Alter - mehr B�rde als W�rde? MaxPlanckForschung, 2, 15-19.
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Baltes, P. B. (2003, May 13). Die Alten entdecken. S�ddeutsche Zeitung, p. V2/12.
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Baltes, P. B. (2004). Das hohe Alter - mehr B�rde als W�rde? FUndiert: Das Wissenschaftsmagazin der Freien Universit�t Berlin, 1, 10-17.
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Baltes, P. B. (2004). Wisdom as orchestration of mind and virtue (Book in preparation).
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Baltes, P. B. (2008). Positionspapier: Entwurf einer Lebensspannen-Psychologie der Sehnsucht. Utopie eines vollkommenen und perfekten Lebens [A lifespan psychological approach to the study of Sehnsucht (life longings): Utopia of a perfect and complete life]. Psychologische Rundschau, 59, 77-86.
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Baltes, P. B., & Baltes, M. M. (1989). Optimierung durch Selektion und Kompensation: Ein psychologisches Modell erfolgreichen Alterns. Zeitschrift f�r P�dagogik, 35, 85-105.
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Baltes, P. B., Baltes, M. M., Freund, A. M., & Lang, F. R. (1999). The measurement of selection, optimization, and compensation (SOC) by self report: Technical report 1999 (Materialien aus der Bildungsforschung No. 66). Berlin: Max-Planck-Institut f�r Bildungsforschung.
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Baltes, P. B., & Kunzmann, U. (2004). The two faces of wisdom: Wisdom as a general theory of knowledge and judgment about excellence in mind and virtue vs. wisdom as everyday realization in people and products. Human Development, 47, 290-299.
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Baltes, P. B., & Lindenberger, U. (1988). On the range of cognitive plasticity in old age as a function of experience: 15 years of intervention research. Behavior Therapy, 19, 283-300.
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Baltes, P. B., & Lindenberger, U. (1995). Sensorik und Intelligenz: Intersystemische Wechselwirkungen und Ver�nderungen im hohen Alter [Sensory functioning and intelligence: Intersystemic dependencies and changes in very old age]. Akademie-Journal, (1), 20-28.
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Baltes, P. B., & Lindenberger, U. (1997). Emergence of a powerful connection between sensory and cognitive functions across the adult life span: A new window to the study of cognitive aging? Psychology and Aging, 12, 12-21.
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Baltes, P. B., Lindenberger, U., & Staudinger, U. M. (1995). Die zwei Gesichter der Intelligenz im Alter [The two faces of intelligence in old age]. Spektrum der Wissenschaft, 10, 52-61.
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Baltes, P. B., Lindenberger, U., & Staudinger, U. M. (1998). Life-span theory in developmental psychology. In W. Damon (Ed.-in-Chief) & R. M. Lerner (Vol. Ed.), Handbook of child psychology: Vol. 1. Theoretical models of human development (5th ed., pp. 1029-1143). New York: Wiley.
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Baltes, P. B., Lindenberger, U., & Staudinger, U. M. (2006). Life span theory in developmental psychology. In W. Damon & R. M. Lerner (Eds.), Handbook of child psychology: Vol. 1. Theoretical models of human development (6th ed., pp. 569-664). New York: Wiley.
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Baltes, P. B., & Singer, T. (2001). Plasticity and the ageing mind: An exemplar of the bio-cultural orchestration of brain and behaviour. European Review, 9, 59-76.
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Baltes, P. B., & Smith, J. (1990). Weisheit und Weisheitsentwicklung : Prolegomena zu einer psychologischen Weisheitstheorie [Wisdom and how it develops: Framework of a psychological theory of wisdom]. Zeitschrift f�r Entwicklungspsychologie und P�dagogische Psychologie, 22, 95-135.
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Baltes, P. B., & Smith, J. (2004). Lifespan psychology: From developmental contextualism to developmental biocultural co-constructivism. Research in Human Development, 1, 123-144.
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Baltes, P. B., & Staudinger, U. M. (2000). Wisdom: A metaheuristic (pragmatic) to orchestrate mind and virtue toward excellence. American Psychologist, 55, 122-136.
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Baltes, P. B., Staudinger, U. M., & Lindenberger, U. (1999). Lifespan psychology: Theory and application to intellectual functioning. Annual Review of Psychology, 50, 471-507.
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Baltes, P. B., Staudinger, U. M., & Lindenberger, U. (2002). Lifespan psychology: Theory and application to intellectual functioning. In D. L. Infeld (Ed.), Disciplinary approaches to aging: Vol. 2. Psychology of aging (pp. 31-67). New York: Routledge.
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Bamberg, M., & Lindenberger, U. (1984). Zur Metaphorik des Sprechens: Mit der Metapher zu einer Alltagstheorie der Sprache [Metaphorically speaking: Towards of folk theory of language]. Sprache und Literatur in Wissenschaft und Unterricht, 15(53), 18-33.
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Bamberg, U. W. (1977). Leistungsbezogene Pers�nlichkeitsmerkmale gelernter Maschinenschlosser (Materialien aus der Bildungsforschung No. 9). Berlin: Max-Planck-Institut f�r Bildungsforschung.
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Barrett, H. C. (2001). On the functional origins of essentialism. Mind and Society, 2, 1-30.
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Barrett, H. C., & Behne, T. (2005). Children's understanding of death as the cessation of agency: A test using sleep versus death. Cognition, 96, 93-108.
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Barrett, H. C., & Fiddick, L. (2000). Evolution and risky decisions. Trends in Cognitive Sciences, 4, 251-254.
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Barrett, H. C., Frankenhuis, W. E., & Wilke, A. (2008). Adaptation to moving targets: Culture/gene coevolution, not either/or. Behavioral and Brain Sciences, 31, 511-512.

Barrett, H. C., Todd, P. M., Miller, G. F., & Blythe, P. W. (2005). Accurate judgments of intention from motion cues alone: A cross-cultural study. Evolution and Human Behavior, 26, 313-331.
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Bartling, K., Kopp, F., & Lindenberger, U. (2010). Maternal affect attunement: Refinement and internal validation of a coding scheme. European Journal of Developmental Science, 4, 1-17.
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Barton, A., Cokely, E. T., Galesic, M., Koehler, A., & Haas, M. (2009). Comparing risk reductions: On the interplay of cognitive strategies, numeracy, complexity, and format. In N. A. Taatgen & H. van Rijn (Eds.), Proceedings of the 31st Annual Conference of the Cognitive Science Society (pp. 2347-2352). Austin, TX: Cognitive Science Society.
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Barton, A., Mousavi, S., & Stevens, J. R. (2007). A statistical taxonomy and another "chance" for natural frequencies. Behavioral and Brain Sciences, 30, 255-256.
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Basten, U., Biele, G., Heekeren, H. R., & Fiebach, C. R. (2010). How the brain integrates costs and benefits during decision making. Proceedings of the National Academy of Sciences of the United States of America, 107, 21767-21772. doi:10.1073/pnas.0908104107
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Baumert, J. (2008). Schule zwischen Bildungsauftrag und p�dagogischem Realismus. In R. Wernstedt & M. John-Ohnesorg (Eds.), Der Bildungsbegriff im Wandel: Verf�hrung zum Lernen statt Zwang zum B�ffeln. Dokumentation einer Konferenz des Netzwerk Bildung vom 05.-06. Juli 2007 (pp. 18-21). Berlin: Friedrich-Ebert-Stiftung.
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Baumert, J., Becker, M., Neumann, M., & Nikolova, R. (2009). Fr�h�bergang in ein grundst�ndiges Gymnasium: �bergang in ein privilegiertes Entwicklungsmilieu? Ein Vergleich von Regressionsanalyse und Propensity Score Matching [Early transition into the academic track of secondary schooling - Transfer into a privileged learning environment?]. Zeitschrift f�r Erziehungswissenschaft, 12, 189-215. doi:10.1007/s11618-009-0072-4
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Baumert, J., Becker, M., Neumann, M., & Nikolova, R. (2010). Besondere F�rderung von Kernkompetenzen an Spezialgymnasien? Der Fr�h�bergang in grundst�ndige Gymnasien in Berlin [Do academic tracks with specific curricular profiles accelerate the development of achievement in reading, mathematics, and english literacy? Early transition to the academic track of secondary schooling in Berlin]. Zeitschrift f�r P�dagogische Psychologie, 24, 5-22. doi:10.1024/1010-0652.a000001
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Baumert, J., Bos, W., Klieme, E., Lehmann, R., Lehrke, M., Hosenfeld, I., Neubrand, J., & Watermann, R. (1999). Testaufgaben zu TIMSS/III: Mathematisch-naturwissenschaftliche Grundbildung und voruniversit�re Mathematik und Physik der Abschlu�klassen der Sekundarstufe II (Population 3) (Materialien aus der Bildungsforschung No. 62). Berlin: Max-Planck-Institut f�r Bildungsforschung.
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Baumert, J., Bos, W., & Watermann, R. (1998). TIMSS/III: Sch�lerleistungen in Mathematik und den Naturwissenschaften am Ende der Sekundarstufe II im internationalen Vergleich. Zusammenfassung deskriptiver Ergebnisse (Studien und Berichte / Max-Planck-Institut f�r Bildungsforschung No. 64). Berlin: Max-Planck-Institut f�r Bildungsforschung.
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Baumert, J., Brunner, M., L�dtke, O., & Trautwein, U. (2007). Was messen internationale Schulleistungsstudien? Resultate kumulativer Wissenserwerbsprozesse. Eine Antwort auf Heiner Rindermann [What do international school achievement studies assess? Results of cumulative learning. An answer to Heiner Rindermann]. Psychologische Rundschau, 58, 118-128.
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Baumert, J., & Gogolin, I. (2011). Editorial: [Schwerpunkt: Bildungsungleichheit in Schule und Ausbildung]. Zeitschrift f�r Erziehungswissenschaft, 14, 363-369. doi:10.1007/s11618-011-0222-3
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Baumert, J., & Hopf, D. (1980). Curriculumentwicklung und Lehrerfortbildung f�r die Berliner Gesamtschulen: Ergebnisse von Lehrerbefragungen zur curriculumbezogenen Fortbildung und zur Rekrutierung von Gesamtschullehrern (Studien und Berichte / Max-Planck-Institut f�r Bildungsforschung No. 41). Berlin: Max-Planck-Institut f�r Bildungsforschung.
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Baumert, J., Klieme, E., Lehrke, M., & Savelsbergh, E. R. (2000). Konzeption und Aussagekraft der TIMSS-Leistungstests: Zur Diskussion um TIMSS-Aufgaben aus der Mittelstufenphysik [Part 1]. Die Deutsche Schule, 92, 102-115.
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Baumert, J., Klieme, E., Lehrke, M., & Savelsbergh, E. R. (2000). Konzeption und Aussagekraft der TIMSS-Leistungstests: Zur Diskussion um TIMSS-Aufgaben aus der Mittelstufenphysik [Part 2]. Die Deutsche Schule, 92, 196-217.
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Baumert, J., Klieme, E., Neubrand, M., Prenzel, M., Schiefele, U., Schneider, W., Tillmann, K.-J., & Wei�, M. (1999). Internationales und nationales Rahmenkonzept f�r die Erfassung von mathematischer Grundbildung in PISA. Berlin
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Baumert, J., & K�ller, O. (1998). Nationale und internationale Schulleistungsstudien: Was k�nnen sie leisten, wo sind ihre Grenzen? P�dagogik, 50, 12-18.
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Baumert, J., K�ller, O., & Schnabel, K. U. (2000). Schulformen als differentielle Entwicklungsmilieus - eine ungeh�rige Fragestellung? Erwiderung auf die Expertise "Zur Messung sozialer Motivation in der BIJU-Studie" von Georg Lind. In Gewerkschaft Erziehung und Wissenschaft (GEW) (Ed.), Messung sozialer Motivation: Eine Kontroverse (pp. 28-69). Frankfurt am Main: Bildungs- und F�rderungswerk der GEW im DGB.
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Baumert, J., Kunter, M., Blum, W., Brunner, M., Voss, T., Jordan, A., Klusmann, U., Krauss, S., Neubrand, M., & Tsai, Y.-M. (2010). Teachers' mathematical knowledge, cognitive activation in the classroom, and student progress. American Educational Research Journal, 47, 133-180. doi:10.3102/0002831209345157
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Baumert, J., Lehmann, R., Lehrke, M., Clausen, M., Hosenfeld, I., Neubrand, J., Patjens, S., Jungclaus, H., & G�nther, W. (1998). Testaufgaben Mathematik TIMSS 7./8.Klasse (Population 2) (Materialien aus der Bildungsforschung No. 60). Berlin: Max-Planck-Institut f�r Bildungsforschung.
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Baumert, J., Lehmann, R., Lehrke, M., Clausen, M., Hosenfeld, I., Neubrand, J., Patjens, S., Jungclaus, H., & G�nther, W. (1998). Testaufgaben Naturwissenschaften TIMSS 7./8. Klasse (Population 2) (Materialien aus der Bildungsforschung No. 61). Berlin: Max-Planck-Institut f�r Bildungsforschung.
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Baumert, J., L�dtke, O., Trautwein, U., & Brunner, M. (2009). Large-scale student assessment studies measure the results of processes of knowledge acquisition: Evidence in support of the distinction between intelligence and student achievement. Educational Research Review, 4, 165-176. doi:10.1016/j.edurev.2009.04.002
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Becker, M., McElvany, N., & Kortenbruck, M. (2010). Intrinsic and extrinsic reading motivation as predictors of reading literacy: A longitudinal study. Journal of Educational Psychology, 102, 773-785. doi:10.1037/a0020084
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Bennis, W. M., & Pachur, T. (2006). Fast and frugal heuristics in sports. Psychology of Sport and Exercise, 7, 611-629.
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Benoit, R. G., Werkle-Bergner, M., Mecklinger, A., & Kray, J. (2009). Adapting to changing memory retrieval demands: Evidence from event-related potentials. Brain and Cognition, 70, 123-135. doi:10.1016/j.bandc.2009.01.004
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Berg, N. (2005). [Review of the book Conflict and Cooperation: Institutional and Behavioral Economics]. Journal of Socio-Economics, 34, 866-868.
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Berg, N., & Faria, J. (2008). Negatively correlated author seniority and the number of acknowledged people: Name-recognition as a signal of scientific merit? The Journal of Socio-Economics, 37, 1234-1247.
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Berg, N., & Gigerenzer, G. (2007). Psychology implies paternalism? Bounded rationality may reduce the rationale to regulate risk-taking. Social Choice and Welfare, 28, 337-359.
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Berg, N., & Hoffrage, U. (2008). Rational ignoring with unbounded cognitive capacity. Journal of Economic Psychology, 29, 792-809.
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Berg, N., & Lien, D. (2009). Sexual orientation and self-reported lying. Review of Economics of the Household, 7, 83-104. doi:10.1007/s11150-008-9038-1
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Berger, W. (1969). Zur Theorie der Bildungsnachfrage: Ein Beitrag zur Identifizierung der Determinanten privater Nachfrage nach formaler Bildung (Studien und Berichte / Max-Planck-Institut f�r Bildungsforschung No. 19). Berlin: Max-Planck-Institut f�r Bildungsforschung.
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Berretty, P. M., Todd, P. M., & Blythe, P. W. (1997). Categorization by elimination: A fast and frugal approach to categorization. In Proceedings of the 19th annual conference of the Cognitive Science Society (pp. 43-48). Hillsdale, NJ: Erlbaum.
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Beste, C., Dziobek, I., Hielscher, H., Willemssen, R., & Falkenstein, M. (2009). Effects of stimulus-response compatibility on inhibitory processes in Parkinson's disease. European Journal of Neuroscience, 29, 855-860. doi:10.1111/j.1460-9568.2009.06621.x
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Biele, G., Erev, I., & Ert, E. (2009). Learning, risk attitude and hot stoves in restless bandit problems. Journal of Mathematical Psychology, 53, 155-167. doi:10.1016/j.jmp.2008.05.006
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Biele, G., Rieskamp, J., & Czienskowski, U. (2008). Explaining cooperation in groups: Testing models of reciprocity and learning. Organizational Behavior and Human Decision Processes, 106, 89-105.
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Biele, G., Rieskamp, J., & Czienskowski, U. (2009). Erratum to "Explaining cooperation in groups: Testing models of reciprocity and learning" [Organizational Behavior and Human Decision Processes, 106 (2008), 89-105]. Organizational Behavior and Human Decision Processes, 108, 342-343. doi:10.1016/j.obhdp.2008.11.002
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Biele, G., Rieskamp, J., Krugel, L. K., & Heekeren, H. R. (2011). The neural basis of following advice. PLoS Biology, 9(6):e1001089. doi:10.1371/journal.pbio.1001089
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Bierbaum, C. (1975). Die schwedische Schuldemokratie: Ein Modell f�r die Schulreform in der Bundesrepublik Deutschland". Ein Bericht �ber Hintergr�nde, Verlauf und Ergebnisse der Demokratisierung der Schule in Schweden (Materialien aus der Bildungsforschung No. 2). Berlin: Max-Planck-Institut f�r Bildungsforschung.
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Bj�rnsson, S., & Edelstein, W. (1977). Explorations in social inequality, stratification dynamics in social and individual development in Iceland. Berlin: Max-Planck-Institut f�r Bildungsforschung.
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Bj�rnsson, S., & Edelstein, W. (1977). Explorations in social inequality, stratification dynamics in social and individual development in Iceland (Studien und Berichte / Max-Planck-Institut f�r Bildungsforschung No. 38). Berlin: Max-Planck-Institut f�r Bildungsforschung.
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Bodirsky, M., Chen, H., K�ra, J., & Oertzen, T. v. (2009). Maximal infinite-valued constraint languages. Theoretical Computer Science, 410, 1684-1693. doi:10.1016/j.tcs.2008.12.050
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Bodirsky, M., Nordh, G., & Oertzen, T. v. (2009). Integer programming with 2-variable equations and 1-variable inequalities. Information Processing Letters, 109, 572-575. doi:10.1016/j.ipl.2009.01.025
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B�hmig-Krumhaar, S. A. (1998). Leistungspotentiale wert-relativierenden Denkens: Die Rolle einer wissensaktivierenden Ged�chtnisstrategie (Studien und Berichte / Max-Planck-Institut f�r Bildungsforschung No. 65). Berlin: Max-Planck-Institut f�r Bildungsforschung.
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B�lte, S., Dziobek, I., & Poustka, F. (2009). The level and nature of autistic intelligence: Brief report. Journal of Autism and Developmental Disorders, 39, 678-682. doi:10.1007/s10803-008-0667-2
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Bondar, A. (2002). Balance and cognition: Resource allocation and its control in young and older adults. Doctoral dissertation, Freie Universit�t Berlin, Germany.
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Boom, J., Wouters, H., & Keller, M. (2007). A cross-cultural validation of stage development: A Rasch re-analysis of longitudinal socio-moral reasonig data. Cognitive Development, 22, 213-229.
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Borges, B., Goldstein, D. G., Ortmann, A., & Gigerenzer, G. (1999). Can ignorance beat the stock market? In G. Gigerenzer, P. M. Todd, & the ABC Research Group., Simple heuristics that make us smart (pp. 59-72). New York: Oxford University Press.
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Bosnjak, M., Galesic, M., & Tuten, T. (2007). Personality determinants of online shopping: Explaining online purchase intentions using a hierarchical approach. Journal of Business Research, 60, 597-605.
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Br�hler, E., Brunstein, J. C., Diehl, M., Erdfelder, E., Kirschbaum, C., Lindenberger, U., Schr�ger, E., Sonnentag, S., Ulrich, R., & Weber, H. (2010). Neuregelung zu Publikationsverzeichnissen bei DFG-Antr�gen: Stellungnahme des DFG-Fachkollegiums Psychologie. Psychologische Rundschau, 61, 147-149. 10.1026/0033-3042/a000034
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Brand, S., Reimer, T., & Opwis, K. (2007). How do we learn in a negative mood? Effects of a negative mood on transfer and learning. Learning and Instruction, 17, 1-16.
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Gigerenzer, G. (1998). Ecological intelligence: An adaptation for frequencies. In D. D. Cummins & C. Allen (Eds.), The evolution of mind (pp. 9-29). New York: Oxford University Press.
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Gigerenzer, G. (2001). Are we losing control? Behavioral and Brain Sciences, 24, 408-409.
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Gigerenzer, G. (2003). Why does framing influence judgement? Journal of General Internal Medicine, 18, 960-961.
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Gigerenzer, G. (2006). Out of the frying pan into the fire: Behavioral reactions to terrorist attacks. Risk Analysis, 26, 347-351.
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Gigerenzer, G. (2006). What's in a sample? A manual for building cognitive theories. In K. Fiedler & P. Juslin (Eds.), Information sampling and adaptive cognition (pp. 239-260). New York: Cambridge University Press.
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Gigerenzer, G. (2007). Helping physicians understand screening tests will improve health care. Observer, 20, 37-38.
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Gigerenzer, G. (2008). Moral intuition = fast and frugal heuristics? In W. Sinnott-Armstrong (Ed.), Moral psychology: Vol. 2. The cognitive science of morality: Intuition and diversity (pp. 1-26). Cambridge, Mass.: MIT Press.
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Gigerenzer, G., & Brighton, H. J. (2007). Can hunches be rational? Journal of Law, Economics & Policy, 4, 155-176.
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Gigerenzer, G., & Brighton, H. J. (2009). Homo heuristicus: Why biased minds make better inferences. Topics in Cognitive Science, 1, 107-143. doi:10.1111/j.1756-8765.2008.01006.x
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Gigerenzer, G., Gaissmaier, W., Kurz-Milcke, E., Schwartz, L. M., & Woloshin, S. (2007). Helping doctors and patients make sense of health statistics. Psychological Science in the Public Interest, 8, 53-96.
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Gigerenzer, G., Gaissmaier, W., Kurz-Milcke, E., Schwartz, L. M., & Woloshin, S. (2009). Knowing your chances. Scientific American Mind, 20(2), 44-51. doi:10.1038/scientificamericanmind0409-44
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Gigerenzer, G., & Galesic, M. (2012). Why do single event probabilities confuse patients? Statements of frequency are better for communicating risk. BMJ, 344:e245. doi:10.1136/bmj.e245
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Gigerenzer, G., Mata, J., & Frank, R. (2009). Public knowledge of benefits of breast and prostate cancer screening in Europe. Journal of the National Cancer Institute, 101, 1216-1220. doi:10.1093/jnci/djp237
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Gigerenzer, G., Mata, J., Frank, R., & Feufel, M. A. (2009). Wie informiert ist die Bev�lkerung �ber den Nutzen der Krebsfr�herkennung? Europaweite Studie erfasst Kenntnisstand. Onkologie heute, 5, 8-10.
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Li, K. Z. H., & Lindenberger, U. (2002). Relations between aging sensory/sensorimotor and cognitive functions. Neuroscience & Biobehavioral Reviews, 26, 777-783. doi:10.1016/S0149-7634(02)00073-8
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Li, K. Z. H., Lindenberger, U., Freund, A. M., & Baltes, P. B. (2001). Walking while memorizing: Age-related differences in compensatory behavior. Psychological Science, 12, 230-237.
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Li, K. Z. H., Lindenberger, U., R�nger, D., & Frensch, P. A. (2000). The role of inhibition in the regulation of sequential action. Psychological Science, 11, 343-347.
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Li, S.-C. (2002). Aging of the brain, sensorimotor, and cognitive processes: Editorial. Neuroscience & Biobehavioral Reviews, 26, 729-732.
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Li, S.-C., Brehmer, Y., Shing, Y. L., Werkle-Bergner, M., & Lindenberger, U. (2006). Neuromodulation of associative and organizational plasticity across the life span: Empirical evidence and neurocomputational modeling. Neuroscience & Biobehavioral Reviews, 30, 775-790. doi:10.1016/j.neubiorev.2006.06.004
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Li, S.-C., Chicherio, C., Nyberg, L., Oertzen, T. v., Nagel, I. E., Papenberg, G., Sander, T., Heekeren, H. R., Lindenberger, U., & B�ckman, L. (2010). Ebbinghaus revisited: Influences of the BDNF Val66Met polymorphism on backward serial recall are modulated by human aging. Journal of Cognitive Neuroscience, 22, 2164-2173. doi:10.1162/jocn.2009.21374
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Li, S.-C., H�mmerer, D., Mueller, V., Hommel, B., & Lindenberger, U. (2009). Lifespan development of stimulus-response conflict cost: Similarities and differences between maturation and senescence. Psychological Research, 73, 777-785. doi:10.1007/s00426-008-0190-2
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Li, S.-C., Huxhold, O., & Schmiedek, F. (2004). Aging and attenuated processing robustness: Evidence from cognitive and sensorimotor functioning. Gerontology, 50, 28-34.
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Li, S.-C., & Lindenberger, U. (1999). Cross-level unification: A computational exploration of the link between deterioration of neurotransmitter systems and dedifferentiation of cognitive abilities in old age. In L.-G. Nilsson & H. Markowitsch (Eds.), Cognitive neuroscience of memory (pp. 103-146). Seattle: Hogrefe & Huber.
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Li, S.-C., & Lindenberger, U. (2002). Coconstructed functionality instead of functional normality. Behavioral and Brain Sciences, 25, 761-762.
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Li, S.-C., & Lindenberger, U. (2006). Ageing deficit in neuromodulation of representational distinctiveness and conjunctive binding: Computational explorations of possible links. In H. D. Zimmer, A. Mecklinger, & U. Lindenberger (Eds.), Handbook of binding and memory: Perspectives from cognitive neuroscience (pp. 291-312). Oxford: Oxford University Press.
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Li, S.-C., Lindenberger, U., & B�ckman, L. (2010). Dopaminergic modulation of cognition across the life span [Editorial]. Neuroscience & Biobehavioral Reviews, 34, 625-630. doi:10.1016/j.neubiorev.2010.02.003
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Li, S.-C., Lindenberger, U., & Frensch, P. A. (2000). Unifying cognitive aging: From neuromodulation to representation to cognition. Neurocomputing, 32-33, 879-890.
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Li, S.-C., Lindenberger, U., Hommel, B., Aschersleben, G., Prinz, W., & Baltes, P. B. (2004). Transformations in the couplings among intellectual abilities and constituent cognitive processes across the life span. Psychological Science, 15, 155-163.
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Li, S.-C., Lindenberger, U., Nyberg, L., Heekeren, H. R., & B�ckman, L. (2009). Dopaminergic modulation of cognition in human aging. In W. Jagust & M. D'Esposito (Eds.), Imaging the aging brain (pp. 71-91). Oxford: Oxford University Press.
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Li, S.-C., Lindenberger, U., & Sikstr�m, S. (2001). Aging cognition: From neuromodulation to representation. Trends in Cognitive Sciences, 5, 479-486.
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Li, S.-C., L�vd�n, M., Schaefer, S., Schmiedek, F., Shing, Y. L., Werkle-Bergner, M., & Lindenberger, U. (2009). The Center of Lifespan Psychology at the Max Planck Institute for Human Development: Conceptual agenda and illustration of research activities. Acta Psychologica Sinica, 41, 1102-1122. doi:10.3724/SP.J.1041.2009.01102
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Li, S.-C., Naveh-Benjamin, M., & Lindenberger, U. (2005). Aging neuromodulation impairs associative binding: A neurocomputational account. Psychological Science, 16, 445-450.
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Li, S.-C., Oertzen, T. v., & Lindenberger, U. (2006). A neurocomputational model of stochastic resonance and aging. Neurocomputing, 69, 1553-1560. doi:10.1016/j.neucom.2005.06.015
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Li, S.-C., Schellenbach, M., & Lindenberger, U. (2008). Assistive technology for successful aging: Perspectives from developmental behavioral and neuroscience. In A. I. Karshmer, J. Nehmer, H. Raffler, & G. Tr�ster (Eds.), Assisted living systems: Models, architectures and engineering approaches (Dagstuhl Seminar Proceedings No. 07462) (13 p.). Dagstuhl: Internationales Begegnungs- und Forschungszentrum f�r Informatik (IBFI).
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Li, S.-C., Schmiedek, F., Huxhold, O., R�cke, C., Smith, J., & Lindenberger, U. (2008). Working memory plasticity in old age: Practice gain, transfer, and maintenance. Psychology and Aging, 23, 731-742.
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Li, S.-C., & Sikstr�m, S. (2002). Integrative neurocomputational perspectives on cognitive aging, neuromodulation, and representation. Neuroscience & Biobehavioral Reviews, 26, 795-808.
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Lindenberger, U. (1980). Notiz zum sozialpolitischen Diskurs bei Strau�. In Sozialliberalismus oder rechter Populismus? Hegemonie und Politik in der Bundesrepublik Deutschland (Argument-Sonderband No. 51) (pp. 54-56). Berlin: Argument-Verlag.
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Lindenberger, U. (1988). Berufliche Expertise und Transfer: Grenzen der Vorhersagbarkeit. In Bericht �ber den 36. Kongre� der Deutschen Gesellschaft f�r Psychologie in Berlin 1988, Vol. 1, pp. 238-239). G�ttingen: Hogrefe.
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Lindenberger, U. (1991). Aging, professional expertise, and cognitive plasticity: The sample case of imagery-based memory functioning in expert graphic designers (Studien und Berichte / Max-Planck-Institut f�r Bildungsforschung No. 52). Berlin: Max-Planck-Institut f�r Bildungsforschung.
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Lindenberger, U. (2000). Anwendungsorientierte Interpretation zentraler Befunde kognitiver Forschung. In H.-W. Wahl & C. Tesch-R�mer (Eds.), Angewandte Gerontologie in Schl�sselbegriffen (pp. 83-89). Stuttgart: Kohlhammer.
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Lindenberger, U. (2000). Avec l'age, il existe un lien entre fonctionnement sensoriel ou sensori-moteur et fonctionnement cognitif [On the age-based link between sensori-sensorimotor functioning and cognition]. In D. Broillet & A. Syssau (Eds.), Le vieillissement normal: Approche cognitive (pp. 250-271). Belgium: DeBoek.
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Lindenberger, U. (2000). Intellektuelle Entwicklung �ber die Lebensspanne: �berblick und ausgew�hlte Forschungsbrennpunkte [Intellectual development across the lifespan: Overview and research perspectives]. Psychologische Rundschau, 51, 135-145.
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Lindenberger, U. (2001). Lifespan theories of cognitive development. In N. J. Smelser & P. B. Baltes (Eds.), International encyclopedia of the social and behavioral sciences, Vol. 13, pp. 8848-8854). Amsterdam: Elsevier.
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Lindenberger, U. (2002). Erwachsenenalter und Alter [Adult age and old age]. In R. Oerter & L. Montada (Eds.), Entwicklungspsychologie (5th, rev. ed., pp. 350-391). Weinheim: Beltz.
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Lindenberger, U. (2005). Technology and aging: A behavioral-science perspective. In G. Stock, M. Lessl, & P. B. Baltes (Eds.), The future of aging: Individual and societal implications (pp. 30-37). Berlin: Ernst Schering Research Foundation.
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Lindenberger, U. (2007). Historische Grundlagen: Johann Nicolaus Tetens als Wegbereiter des Lebensspannen-Ansatzes in der Entwicklungspsychologie. In J. Brandtst�dter & U. Lindenberger (Eds.), Entwicklungspsychologie der Lebensspanne: Ein Lehrbuch (pp. 9-33). Stuttgart: Kohlhammer.
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Lindenberger, U. (2007). Technologie im Alter: Chancen aus Sicht der Verhaltenswissenschaften. In P. Gruss (Ed.), Die Zukunft des Alterns: Die Antwort der Wissenschaft (pp. 221-239). M�nchen: Beck.
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Lindenberger, U. (2008). Was ist kognitives Altern? Begriffsbestimmung und Forschungstrends. In U. M. Staudinger & H. H�fner (Eds.), Was ist Alter(n)? Neue Antworten auf eine scheinbar einfache Frage (Schriften der Mathematisch-naturwissenschaftlichen Klasse der Heidelberger Akademie der Wissenschaften No. 18) (pp. 69-82). Heidelberg: Springer.
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Lindenberger, U., & Baltes, P. B. (1994). Aging and intelligence. In R. J. Sternberg (Ed.), Encyclopedia of human intelligence, Vol. 1, pp. 52-66). New York: Macmillan.
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Lindenberger, U., & Baltes, P. B. (1994). Sensory functioning and intelligence in old age: A strong connection. Psychology and Aging, 9, 339-355.
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Lindenberger, U., & Baltes, P. B. (1995). Kognitive Leistungsf�higkeit im hohen Alter: Erste Ergebnisse aus der Berliner Altersstudie [Cognitive ability in old age: First results from the Berlin Aging Study]. Zeitschrift f�r Psychologie, 203, 283-317.
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Lindenberger, U., & Baltes, P. B. (1995). Testing-the-limits and experimental simulation: Two methods to explicate the role of learning in development. Human Development, 38, 349-360.
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Lindenberger, U., & Baltes, P. B. (1997). Intellectual functioning in old and very old age: Cross-sectional results from the Berlin Aging Study. Psychology and Aging, 12, 410-432.
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Lindenberger, U., & Baltes, P. B. (1999). Die Entwicklungspsychologie der Lebensspanne (Lifespan-Psychologie): Johann Nicolaus Tetens (1736-1807) zu Ehren [Lifespan psychology: In honor of Johann Nicolaus Tetens (1736-1807)]. Zeitschrift f�r Psychologie, 207, 299-323.
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Lindenberger, U., & Baltes, P. B. (2000). Life span psychology theory. In A. E. Kazdin, E. B. Blanchard, R. R. Bootzin, G. H. Bower, J. C. Conoley, K. Deaux, et al. (Eds.), Encyclopedia of psychology, Vol. 5, pp. 52-57). Oxford: Oxford University Press.
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Lindenberger, U., Brehmer, Y., Kliegl, R., & Baltes, P. B. (2008). Benefits of graphic design expertise in old age: Compensatory effects of a graphical lexicon? In C. Lange-K�ttner & A. Vinter (Eds.), Drawing and the non-verbal mind: A life-span perspective (pp. 261-280). Cambridge: Cambridge University Press.
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Lindenberger, U., & Chapman, M. (1985). Functional reasoning and decalage in the development of transitivity. Cahiers de Psychologie Cognitive, 5, 311-312.
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Lindenberger, U., & Chicherio, C. (2008). D�veloppement intellectuel au cours du cycle de vie: Sources de variabilit� et niveaux d'analyse. L'Ann�e Psychologique, 108, 757-793.
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Lindenberger, U., & Ghisletta, P. (2004). Modeling longitudinal changes in old age: From covariance structures to dynamic systems. In R. A. Dixon, L. B�ckman, & L.-G. Nilsson (Eds.), New frontiers in cognitive aging (pp. 198-216). Oxford: Oxford University Press.
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Lindenberger, U., & Ghisletta, P. (2009). Cognitive and sensory declines in old age: Gauging the evidence for a common cause. Psychology and Aging, 24, 1-16. doi:10.1037/a0014986
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Lindenberger, U., Gilberg, R., Little, T. D., Nuthmann, R., P�tter, U., & Baltes, P. B. (2001). Sample selectivity and generalizability of the results of the Berlin Aging Study. In P. B. Baltes & K. U. Mayer (Eds.), The Berlin Aging Study: Aging from 70 to 100 (pp. 56-82). Cambridge: Cambridge University Press.
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Lindenberger, U., Gilberg, R., P�tter, U., Little, T. D., & Baltes, P. B. (2010). Stichprobenselektivit�t und Generalisierbarkeit der Ergebnisse in der Berliner Altersstudie. In U. Lindenberger, J. Smith, K. U. Mayer, & P. B. Baltes (Eds.), Die Berliner Altersstudie (3rd ext. ed., pp. 89-112). Berlin: Akademie Verlag.
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Lindenberger, U., Kliegl, R., & Baltes, P. B. (1992). Professional expertise does not eliminate age differences in imagery-based memory performance during adulthood. Psychology and Aging, 7, 585-593.
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Lindenberger, U., & Kray, J. (2005). Kognitive Entwicklung [Cognitive development]. In N. Birbaumer, et al. (Series Eds.), S.-H. Filipp & U. M. Staudinger (Vol. Eds.), Enzyklop�die der Psychologie: Vol. C, V, 6. Entwicklungspsychologie des mittleren und h�heren Erwachsenenalters (pp. 299-341). G�ttingen: Hogrefe.
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Lindenberger, U., Li, S.-C., & B�ckman, L. (2006). Delineating brain-behavior mappings across the lifespan: Substantive and methodological advances in developmental neuroscience. Neuroscience & Biobehavioral Reviews, 30, 713-717. doi:10.1016/j.neubiorev.2006.06.006
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Lindenberger, U., Li, S.-C., & Brehmer, Y. (2002). La variabilit� dans le vieillissement comportemental: Cons�quence et agent du changement ontog�n�tique. In J. Lautrey, B. Mazoyer, & P. van Geert (Eds.), Invariants et variabilit�s dans les sciences cognitives (pp. 315-334). Paris: �dtions de la Maison des Sciences de l'Homme.
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Lindenberger, U., Li, S.-C., Gruber, W., & Mueller, V. (2009). Brains swinging in concert: Cortical phase synchronization while playing guitar. BMC Neuroscience, 10:22. Retrieved October 27, 2009, from http://dx.doi.org/10.1186/1471-2202-10-22 doi:10.1186/1471-2202-10-22
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Lindenberger, U., Li, S.-C., L�vd�n, M., & Schmiedek, F. (2007). The Center for Lifespan Psychology at the Max Planck Institute for Human Development: Overview of conceptual agenda and illustration of research activities. International Journal of Psychology, 42, 229-242.
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Lindenberger, U., & L�vd�n, M. (2006). Co-constructing human engineering technologies in old age: Lifespan psychology as a conceptual foundation. In P. B. Baltes, P. A. Reuter-Lorenz, & F. R�sler (Eds.), Lifespan development and the brain: The perspective of biocultural co-constructivism (pp. 350-375). Cambridge: Cambridge University Press.
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Lindenberger, U., L�vd�n, M., Schellenbach, M., Li, S.-C., & Kr�ger, A. (2008). Psychological principles of successful aging technologies: A mini-review. Gerontology, 54, 59-68. doi:10.1159/000116114
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Lindenberger, U., Marsiske, M., & Baltes, P. B. (2000). Memorizing while walking: Increase in dual-task costs from young adulthood to old age. Psychology and Aging, 15, 417-436.
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Lindenberger, U., Mayr, U., & Kliegl, R. (1993). Speed and intelligence in old age. Psychology and Aging, 8, 207-220.
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Lindenberger, U., Nagel, I. E., Chicherio, C., Li, S.-C., Heekeren, H. R., & B�ckman, L. (2008). Age-related decline in brain resources modulates genetic effects on cognitive functioning. Frontiers in Neuroscience, 2, 234-244. doi:10.3389/neuro.01.039.2008
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Lindenberger, U., Nehmer, J., & Steinhagen-Thiessen, E. (2009). Altern und Technik: Zusammenfassung und Empfehlungen. In Akademiengruppe Altern in Deutschland (Ed.), Gewonnene Jahre: Empfehlungen der Akademiengruppe Altern in Deutschland (Altern in Deutschland No. 9, Nova Acta Leopoldina: Neue Folge No. 107 (371) (pp. 73-78). Halle (Saale): Deutsche Akademie der Naturforscher Leopoldina.
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Lindenberger, U., Nehmer, J., & Steinhagen-Thiessen, E. (2010). Aging and technology. In Joint Academy Initiative on Aging (Ed.), More years, more life: Recommendations of the Joint Academy Initiative on Aging (Altern in Deutschland No. 9, Nova Acta Leopoldina: Neue Folge No. 108 (372) (pp. 62-66). Halle (Saale): Deutsche Akademie der Naturforscher Leopoldina.
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Lindenberger, U., & Oertzen, T. v. (2006). Variability in cognitive aging: From taxonomy to theory. In E. Bialystok & F. I. M. Craik (Eds.), Lifespan cognition: Mechanisms of change (pp. 297-314). Oxford: Oxford University Press.
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Lindenberger, U., & P�tter, U. (1998). The complex nature of unique and shared effects in hierarchical linear regression: Implications for developmental psychology. Psychological Methods, 3, 218-230.
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Lindenberger, U., & Reischies, F. M. (2001). Limits and potentials of intellectual functioning in old age. In P. B. Baltes & K. U. Mayer (Eds.), The Berlin Aging Study: Aging from 70 to 100 (pp. 329-359). Cambridge: Cambridge University Press.
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Lindenberger, U., & Schaefer, S. (2008). Erwachsenenalter und Alter [Adult age and old age]. In R. Oerter & L. Montada (Eds.), Entwicklungspsychologie (6th, rev. ed., pp. 366-409). Weinheim: Beltz.
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Lindenberger, U., Scherer, H., & Baltes, P. B. (2001). The strong connection between sensory and cognitive performance in old age: Not due to sensory acuity reductions operating during cognitive assessment. Psychology and Aging, 16, 196-205.
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Lindenberger, U., Shing, Y. L., Werkle-Bergner, M., Li, S.-C., & Dauvier, B. (2010). Composantes strat�gique et associative de la m�moire �pisodique: Une �volution diff�renci�e au cours de la vie. In A. de Ribaupierre, P. Ghisletta, T. Lecerf, & J.-L. Roulin (Eds.), Identit� et sp�cificit�s de la psychologie diff�rentielle (pp. 49-71). Rennes: Presses Universitaires de Rennes.
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Lindenberger, U., Singer, T., & Baltes, P. B. (2002). Longitudinal selectivity in aging populations: Separating mortality-associated versus experimental components in the Berlin Aging Study (BASE). Journal of Gerontology: Psychological Sciences, 57B, P474-P482.
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Lindenberger, U., Smith, J., & Baltes, P. B. (1989). Das Altern der Intelligenz: M�glichkeiten und Grenzen [Intellectual aging: Potential and limits]. M�nchener Medizinische Wochenschrift, 131(6), 93-96.
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Lindenberger, U., & Werkle-Bergner, M. (2005). Artikel des Quartals [Review of the article Reward-related fMRI activation of dopaminergic midbrain is associated with enhanced hippocampus-dependent long-term memory formation]. Neuroforum, 11(2), 67-69.
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Lindsey, S., Hertwig, R., & Gigerenzer, G. (2003). Communicating statistical DNA evidence. Jurimetrics, 43, 147-163.
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Little, T. D., Lindenberger, U., & Maier, H. (2000). Selectivity and generalizability in longitudinal research: On the effects of continuers and dropouts. In T. D. Little, K. U. Schnabel, & J. Baumert (Eds.), Modeling longitudinal and multilevel data: Practical issues, applied approaches, and specific examples (pp. 187-200). Mahwah, NJ: Erlbaum.
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Little, T. D., Lindenberger, U., & Nesselroade, J. R. (1999). On selecting indicators for multivariate measurement and modeling with latent variables: When "good" indicators are bad and "bad" indicators are good. Psychological Methods, 4, 192-211.
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Little, T. D., Oettingen, G., & Baltes, P. B. (1995). The revised Control, Agency, and Means-ends Interview (CAMI): A multi-cultural validity assessment using mean and covariance structures (MACS) analyses (Materialien aus der Bildungsforschung No. 49). Berlin: Max-Planck-Institut f�r Bildungsforschung.
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Little, T. D., & Wanner, B. (1997). The multi-CAM: A multidimensional instrument to assess children's action-control motives, beliefs, and behaviors (Materialien aus der Bildungsforschung No. 59). Berlin: Max-Planck-Institut f�r Bildungsforschung.
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Lopez, D. F., Little, T. D., Oettingen, G., & Baltes, P. B. (1998). Self-regulation and school performance: Is there optimal level of action-control? Journal of Experimental Child Psychology, 70, 54-74.
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L�pez-Zafra, E., De Amicis, C., & Garc�a-Retamero, R. (2005). El liderazgo transformacional como un proceso grupal: Un an�lisis desde la perspectiva de g�nero. Iberpsicolog�a, 10,1, . Retrieved March 15, 2007, from http://www.fedap.es/IberPsicologia/iberpsi10/congreso_lisboa/lopez/lopez.htm
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L�vd�n, M., B�ckman, L., Lindenberger, U., Schaefer, S., & Schmiedek, F. (2010). A theoretical framework for the study of adult cognitive plasticity. Psychological Bulletin, 136, 659-676. doi:10.1037/a0020080
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L�vd�n, M., Bergmann, L., Adolfsson, R., Lindenberger, U., & Nilsson, L.-G. (2005). Studying individual aging in an interindividual context: Typical paths of age-related, dementia-related, and mortality-related cognitive development in old age. Psychology and Aging, 20, 303-316.
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L�vd�n, M., Bodammer, N. C., K�hn, S., Kaufmann, J., Sch�tze, H., Tempelmann, C., Heinze, H.-J., D�zel, E., Schmiedek, F., & Lindenberger, U. (2010). Experience-dependent plasticity of white-matter microstructure extends into old age. Neuropsychologia, 48, 3878-3883. doi:10.1016/j.neuropsychologia.2010.08.026
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L�vd�n, M., Ghisletta, P., & Lindenberger, U. (2004). Cognition in the Berlin Aging Study (BASE): The first ten years. Aging, Neuropsychology, and Cognition, 11, 104-133.
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L�vd�n, M., Ghisletta, P., & Lindenberger, U. (2005). Social participation attenuates decline in perceptual speed in old and very old age. Psychology and Aging, 20, 423-434.
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L�vd�n, M., Herlitz, A., Schellenbach, M., Grossmann-Hutter, B., Kr�ger, A., & Lindenberger, U. (2007). Quantitative and qualitative sex differences in spatial navigation. Scandinavian Journal of Psychology, 48, 353-358. doi:10.1111/j.1467-9450.2007.00582.x
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L�vd�n, M., Li, S.-C., Shing, Y. L., & Lindenberger, U. (2007). Within-person trial-to-trial variability precedes and predicts cognitive decline in old and very old age: Longitudinal data from the Berlin Aging Study. Neuropsychologia, 45, 2827-2838. doi:10.1016/j.neuropsychologia.2007.05.005
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L�vd�n, M., & Lindenberger, U. (2005). Development of intellectual abilities in old age: From age gradients to individuals. In O. Wilhelm & R. W. Engle (Eds.), Handbook of understanding and measuring intelligence (pp. 203-221). Thousand Oaks, CA: Sage.
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L�vd�n, M., & Lindenberger, U. (2007). Intelligence. In J. E. Birren (Ed.), Encyclopedia of gerontology: Age, aging, and the aged, Vol. 1, 2nd ed., pp. 763-770). Amsterdam u.a: Elsevier.
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L�vd�n, M., Schaefer, S., Noack, H., Bodammer, N. C., K�hn, S., Heinze, H.-J., D�zel, E., B�ckman, L., & Lindenberger, U. (2012). Spatial navigation training protects the hippocampus against age-related changes during early and late adulthood. Neurobiology of Aging, 33, 620.e9-620.e22. doi:10.1016/j.neurobiolaging.2011.02.013
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L�vd�n, M., Schaefer, S., Noack, H., Kanowski, M., Kaufmann, J., Tempelmann, C., Bodammer, N. C., K�hn, S., Heinze, H.-J., Lindenberger, U., D�zel, E., & B�ckman, L. (2011). Performance-related increases in hippocampal N-acetylaspartate (NAA) induced by spatial navigation training are restricted to BDNF Val homozygotes. Cerebral Cortex, 21, 1435-1442. doi:10.1093/cercor/bhq230
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L�vd�n, M., Schaefer, S., Pohlmeyer, A. E., & Lindenberger, U. (2008). Walking variability and working-memory load in aging: A dual-process account relating cognitive control to motor control performance. Journal of Gerontology: Psychological Sciences, 63B, P121-P128.
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L�vd�n, M., Schellenbach, M., Grossman-Hutter, B., Kr�ger, A., & Lindenberger, U. (2005). Environmental topography and postural control demands shape aging-associated decrements in spatial navigation performance. Psychology and Aging, 20, 683-694.
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L�dtke, O., K�ller, O., Marsh, H. W., & Trautwein, U. (2005). Teacher frame of reference and the big-fish-little-pond effect. Contemporary Educational Psychology, 30, 263-285.
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L�dtke, O., & Robitzsch, A. (2009). Assessing within-group agreement: A critical examination of a random-group resampling approach. Organizational Research Methods, 12, 461-487. doi:10.1177/1094428108317406
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L�dtke, O., Robitzsch, A., Trautwein, U., & K�ller, O. (2007). Umgang mit fehlenden Werten in der psychologischen Forschung: Probleme und L�sungen [Handling of missing data in psychological research: Problems and solutions]. Psychologische Rundschau, 58, 103-117.
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L�dtke, O., Robitzsch, A., Trautwein, U., & K�ller, O. (2008). Steht Transparenz einer ad�quaten Datenauswertung im Wege? Eine Antwort auf Wuttke (2008). Psychologische Rundschau, 59, 180-181.
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L�dtke, O., Robitzsch, A., Trautwein, U., Kreuter, F., & Ihme, J. M. (2007). Are there test administrator effects in large-scale educational assessments? Using cross-classified multilevel analysis to probe for effects on mathematics achievement and sample attrition. Methodology, 3, 149-159.
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L�dtke, O., Robitzsch, A., Trautwein, U., & Kunter, M. (2009). Assessing the impact of learning environments: How to use student ratings of classroom or school characteristics in multilevel modelling. Contemporary Educational Psychology, 34, 120-131. doi:10.1016/j.cedpsych.2008.12.001
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L�dtke, O., & Trautwein, U. (2007). Aggregating to the between-person level in idiographic research designs: Personal goal research as an example of the need to distinguish between reliability and homogeneity. Journal of Research in Personality, 41, 230-238.
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L�dtke, O., Trautwein, U., & Husemann, N. (2009). Goal and personality trait development in a transitional period: Assessing change and stability in personality development. Personality and Social Psychology Bulletin, 35, 428-441. doi:10.1177/0146167208329215
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L�dtke, O., Trautwein, U., Kunter, M., & Baumert, J. (2006). Analyse von Lernumwelten: Ans�tze zur Bestimmung der Reliabilit�t und �bereinstimmung von Sch�lerwahrnehmungen [The analysis of learning environments: Approaches to determine the reliability and agreement of student ratings]. Zeitschrift f�r P�dagogische Psychologie, 20, 85-96.
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L�dtke, O., Trautwein, U., Kunter, M., & Baumert, J. (2006). Reliability and agreement of student ratings of the classroom environment - A reanalysis of TIMSS data. Learning Environments Research, 9, 215-230.
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L�dtke, O., Trautwein, U., Nagy, G., & K�ller, O. (2004). Eine Validierungsstudie zum NEO-FFI in einer Stichprobe junger Erwachsener: Effekte des Itemformats, faktorielle Validit�t und Zusammenh�nge mit Schulleistungsindikatoren [A validation of the NEO-FFI in a sample of young adults: Effects of the response format, factorial validity, and relations with indicators of academic achievement]. Diagnostica, 50, 134-144.
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L�dtke, O., Trautwein, U., Schnyder, I., & Niggli, A. (2007). Simultane Analysen auf Sch�ler- und Klassenebene: Eine Demonstration der konfirmatorischen Mehrebenen-Faktorenanalyse zur Analyse von Sch�lerwahrnehmungen am Beispiel der Hausaufgabenvergabe [Simultaneous analyses at student and class level: A demonstration of multilevel confirmatory factor analysis for student perceptions of homework assignment]. Zeitschrift f�r Entwicklungspsychologie und P�dagogische Psychologie, 39, 1-11.
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Ludwig, C., Chicherio, C., Terraneo, L., Magistretti, P., de Ribaupierre, A., & Slosman, D. (2008). Functional imaging studies of cognition using 99mTc-HMPAO SPECT: Empirical validation using the n-back working memory paradigm. European Journal of Nuclear Medicine and Molecular Imaging, 35, 695-703.
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Luszczynska, A., Gerstorf, D., Boehmer, S., Knoll, N., & Schwarzer, R. (2007). Patients' coping profiles and partners' support provision. Psychology & Health, 22, 749-764.
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Maaz, K. (2002). Ohne Ausbildungsabschlu� in der BRD und DDR: Berufszugang und die erste Phase der Erwerbsbiographie von Ungelernten in den 1980er Jahren (Working Paper / Selbstst�ndige Nachwuchsgruppe "Ausbildungslosigkeit: Bedingungen und Folgen mangelnder Berufsausbildung" No. 2002-3). Berlin: Max-Planck-Institut f�r Bildungsforschung.
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Maaz, K. (2008). [Review of the book �berg�nge im Bildungswesen]. Erziehungswissenschaftliche Revue, 7(5).
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Maaz, K., Trautwein, U., Gresch, C., L�dtke, O., & Watermann, R. (2009). Intercoder-Reliabilit�t bei der Berufscodierung nach der ISCO-88 und Validit�t des sozio�konomischen Status [Intercoder-reliability for coding occupations according to ISCO-88 and the validity of socio-economic status]. Zeitschrift f�r Erziehungswissenschaft, 12, 281-301. doi:10.1007/s11618-009-0068-0
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Machery, E. (2005). You don't know how you think: Introspection and language of thought. The British Journal for the Philosophy of Science, 56, 469-485.
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Machery, �., Mallon, R., Nichols, S., & Stich, S. P. (2004). Semantics, cross-cultural style: Brief article. Cognition, 92, B1-B12.
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Maercker, A. (1995). Existentielle Konfrontation: Eine Untersuchung im Rahmen eines psychologischen Weisheitsparadigmas (Studien und Berichte / Max-Planck-Institut f�r Bildungsforschung No. 62). Berlin: Max-Planck-Institut f�r Bildungsforschung.
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Maier, H., & Klumb, P. L. (2005). Social participation and survival at older ages: Is the effect driven by activity content or context? European Journal of Ageing, 2, 31-39.
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Malti, T., Gummerum, M., Keller, M., & Buchmann, M. (2009). Children's moral motivation, sympathy, and prosocial behavior. Child Development, 80, 442-460. doi:10.1111/j.1467-8624.2009.01271.x
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Malti, T., & Keller, M. (2009). The relation of elementary-school children's externalizing behaviour to emotion attributions, evaluation of consequences, and moral reasoning. European Journal of Developmental Psychology, 6, 592-614. doi:10.1080/17405620701497497
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Marcus, B., H�ft, S., & Riediger, M. (2006). Integrity tests and the five-factor model of personality: A review and empirical test of two alternative positions. International Journal of Selection and Assessment, 14, 113-130. doi:10.1111/j.1468-2389.2006.00338.x
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Marewski, J. N. (2010). On the theoretical precision, and strategy selection problem of a single-strategy approach: A comment on Gl�ckner, Betsch, and Schindler. Journal of Behavioral Decision Making, 23, 463-467. doi:10.1002/bdm.680
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Marewski, J. N., Gaissmaier, W., & Gigerenzer, G. (2010). Good judgments do not require complex cognition. Cognitive Processing, 11, 103-121. doi:10.1007/s10339-009-0337-0
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Marewski, J. N., Gaissmaier, W., & Gigerenzer, G. (2010). We favor formal models of heuristics rather than lists of loose dichotomies: A reply to Evans and Over. Cognitive Processing, 11, 177-179. doi:10.1007/s10339-009-0340-5
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Marewski, J. N., Gaissmaier, W., Schooler, L. J., Goldstein, D. G., & Gigerenzer, G. (2009). Do voters use episodic knowledge to rely on recognition? In N. A. Taatgen & H. van Rijn (Eds.), Proceedings of the 31st Annual Conference of the Cognitive Science Society (pp. 2232-2237). Austin, TX: Cognitive Science Society.
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Marewski, J. N., Gaissmaier, W., Schooler, L. J., Goldstein, D. G., & Gigerenzer, G. (2010). From recognition to decisions: Extending and testing recognition-based models for multialternative inference. Psychonomic Bulletin & Review, 17, 287-309. doi:10.3758/PBR.17.3.287
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Marewski, J. N., Galesic, M., & Gigerenzer, G. (2009). Fast and frugal media choices. In T. Hartmann (Ed.), Media choice: A theoretical and empirical overview (pp. 102-127). New York: Routledge.
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Marewski, J. N., & Mehlhorn, K. (2011). Using the ACT-R architecture to specify 39 quantitative process. Judgment and Decision Making, 6, 438-519.
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Marewski, J. N., & Olsson, H. (2009). Beyond the null ritual: Formal modeling of psychological processes. Zeitschrift f�r Psychologie, 217, 49-60. doi:10.1027/0044-3409.217.1.49
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Marewski, J. N., Pohl, R. F., & Vitouch, O. (2010). Recognition-based judgments and decisions: Introduction to the special issue (Vol. 1). Judgment and Decision Making, 5, 207-215.
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Marewski, J. N., Pohl, R. F., & Vitouch, O. (2011). Recognition-based judgments and decisions: Introduction to the special issue (II). Judgment and Decision Making, 6, 1-6.
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Marewski, J. N., Pohl, R. F., & Vitouch, O. (2011). Recognition-based judgments and decisions: What we have learned (so far). Judgment and Decision Making, 6, 359-380.
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Marewski, J. N., Schooler, L. J., & Gigerenzer, G. (2010). Five principles for studying people's use of heuristics. Acta Psychologica Sinica, 42, 72-87. doi:10.3724/SP.J.1041.2010.00072
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Marewski, J., Gaissmaier, W., Dieckmann, A., Schooler, L. J., & Gigerenzer, G. (2005). Don't vote against the recognition heuristic. In B. G. Bara, L. Barsalou, & M. Bucciarelli (Eds.), Proceedings of the 27th Annual Conference of the Cognitive Science Society (p. 2524). Mahwah, NJ: Erlbaum.
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Marsh, B. (2002). Heuristics as social tools. New Ideas in Psychology, 20, 49-57.
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Marsh, B., Todd, P. M., & Gigerenzer, G. (2004). Cognitive heuristics: Reasoning the fast and frugal way. In J. P. Leighton & R. J. Sternberg (Eds.), The nature of reasoning (pp. 273-287). Cambridge, UK: Cambridge University Press.
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Marsh, H. W., Gerlach, E., Trautwein, U., L�dtke, O., & Brettschneider, W.-D. (2007). Longitudinal study of preadolescent sport self-concept and performance: Reciprocal effects and causal ordering. Child Development, 78, 1640-1656.
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Marsh, H. W., & K�ller, O. (2004). Unification of theoretical models of academic self-concept/achievement relations: Reunification of east and west German school systems after the fall of the Berlin Wall. Contemporary Educational Psychology, 29, 264-282.
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Marsh, H. W., L�dtke, O., Muth�n, B., Asparouhov, T., Morin, A. J. S., Trautwein, U., & Nagengast, B. (2010). A new look at the Big Five factor structure through exploratory structural equation modeling. Psychological Assessment, 22, 471-491. doi:10.1037/a0019227
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Marsh, H. W., L�dtke, O., Trautwein, U., & Morin, A. J. S. (2009). Classical latent profile analysis of academic self-concept dimensions: Synergy of person- and variable-centered approaches to theoretical models of self-concept. Structural Equation Modeling, 16, 191-225. doi:10.1080/10705510902751010
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Marsh, H. W., Muth�n, B., Asparouhov, T., L�dtke, O., Robitzsch, A., Morin, A. J. S., & Trautwein, U. (2009). Exploratory structural equation modeling, integrating CFA and EFA: Application to students' evaluations of university teaching. Structural Equation Modeling, 16, 439-476. doi:10.1080/10705510903008220
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Marsh, H. W., Seaton, M., Trautwein, U., L�dtke, O., Hau, K.-T., O'Mara, A. J., & Craven, R. G. (2008). The Big-Fish-Little-Pond-Effect stands up to critical scrutiny: Implications for theory, methodology, and future research. Educational Psychology Review, 20, 319-350.
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Marsh, H. W., Trautwein, U., L�dtke, O., K�ller, O., & Baumert, J. (2006). Integration of multidimensional self-concept and core personality constructs: Construct validation and relations to well-being and achievement. Journal of Personality, 74, 403-456.
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Marsiske, M., Delius, J. A. M., Maas, I., Lindenberger, U., Scherer, H., & Tesch-R�mer, C. (2001). Sensory systems in old age. In P. B. Baltes & K. U. Mayer (Eds.), The Berlin Aging Study: Aging from 70 to 100 (pp. 360-383). Cambridge: Cambridge University Press.
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Marsiske, M., Delius, J. A. M., Maas, I., Lindenberger, U., Scherer, H., & Tesch-R�mer, C. (2010). Sensorische Systeme im Alter. In U. Lindenberger, J. Smith, K. U. Mayer, & P. B. Baltes (Eds.), Die Berliner Altersstudie (3rd ext. ed., pp. 403-427). Berlin: Akademie Verlag.
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M�rtensson, J., & L�vd�n, M. (2011). Do intensive studies of a foreign language improve associative memory performance? Frontiers in Psychology, 2:12. doi:10.3389/fpsyg.2011.00012
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Martignon, L., Deco, G., Laskey, K., Diamond, M., Freiwald, W., & Vaadia, E. (2000). Neural coding: Higher-order temporal patterns in the neurostatistics of cell assemblies. Neural Computation, 12, 2621-2653.
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Martignon, L., Katsikopoulos, K. V., & Woike, J. K. (2008). Categorization with limited resources: A family of simple heuristics. Journal of Mathematical Psychology, 52, 352-361.
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Martignon, L., Monti, M., & Pelligra, V. (2008, October 17). Banche, mercati, ma soprattutto fiducia [Banks, markets, but above all, trust]. www.lavoce.info. Retrieved October 25, 2011, from http://www.lavoce.info/articoli/-informazione/pagina1000689.html
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Mata, J. (2007). Healthy food choice: How environment and cognition determine what we eat. Doctoral dissertation, Humboldt-Universit�t zu Berlin, Germany.
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Mata, J., Lippke, S., Dieckmann, A., & Todd, P. M. (2011). Meat label information: Effects of separate versus conjoint presentation on product evaluation. Journal of Applied Social Psychology, 41, 1947-1957. doi:10.1111/j.1559-1816.2011.00788.x
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Mata, J., Scheibehenne, B., & Todd, P. M. (2008). Predicting children's meal preferences: How much do parents know? Appetite, 50, 367-375.
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Mata, J., Todd, P. M., & Lippke, S. (2010). When weight management lasts: Lower perceived rule complexity increases adherence. Appetite, 54, 37-43. doi:10.1016/j.appet.2009.09.004
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Mata, R., Helversen, B. v., & Rieskamp, J. (2011). When easy comes hard: The development of adaptive strategy selection. Child Development, 82, 687-700. doi:10.1111/j.1467-8624.2010.01535.x
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Mata, R., Wilke, A., & Czienskowski, U. (2009). Cognitive aging and adaptive foraging behavior. Journal of Gerontology: Psychological Sciences, 64B, 474-481. doi:10.1093/geronb/gbp035
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Matthes, B., & Wehner, S. (2002). Ein Vergleich ausgew�hlter Randverteilungen der Lebensverlaufsstudie Ost (Geburtskohorte 1971) mit den Erhebungen des Mikrozensus (Arbeitsberichte aus dem Projekt Ostdeutsche Lebensverl�ufe im Tranformationsprozess No. 1). Berlin: Max-Planck-Institut f�r Bildungsforschung.
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Matthias, P. (1973). Determinanten des beruflichen Einsatzes hochqualifizierter Arbeitskr�fte: Zur Berufssituation von Diplom-Kaufleuten (Studien und Berichte / Max-Planck-Institut f�r Bildungsforschung No. 29). Berlin: Max-Planck-Institut f�r Bildungsforschung.
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Mayer, K. U. (1995). [Review of the book The rush to German unity] / K. Jarausch (Ed.). Contemporary Sociology, 24, 221-222.
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Mayer, K. U. (1997). [Review of the book Can education be equalized? The Swedish case in comparative perspective]. European Sociological Review, 13, 326-329.
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Mayer, K. U. (1999). Empirische Sozialforschung in den neunziger Jahren: Vortrag anl��lich des 25j�hrigen Bestehens von ZUMA. ZUMA-Nachrichten, 23(45), 32-43.
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Mayer, K. U. (2000). Life courses in the transformation of East Germany (Estudios / Centro de Estudios Avanzados en Ciencias Sociales Madrid No. 159). Madrid: Centro de Estudios Avanzados en Ciencias Sociales.
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Mayer, K. U. (2000). Promises fulfilled? A review of 20 years of life course research. Archives Europ�ennes de Sociologie, 41, 259-282.
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Mayer, K. U. (2001). Discontinuities in working lives - How to (mis-)understand the consequences of global and non-global changes. Also a comment on Ulrich Beck, Wolfgang Bon� and Christoph Lau: The theory of reflexive modernization: Problematic, hypotheses and research (2001). Workshop "Discontinuities of Modernity? International Conference on Reflexive Modernization", M�nchen April 3/4, 2001. Unpublished manuscript. Berlin: Max-Planck-Institut f�r Bildungsforschung.
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Mayer, K. U. (2001). The paradox of global social change and national path dependencies: Life course patterns in advanced societies (Routledge / ESA Studies in European Societies No. 5). In A. Woodward & M. Kohli (Eds.), Inclusions and exclusions in European societies (pp. 89-110). London: Routledge.
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Mayer, K. U. (2002). Mi�trauen im Reformproze�: Ist das Vertrauen zwischen Hochschule und Gesellschaft zerr�ttet? Forschung & Lehre, 9, 299-301.
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Mayer, K. U. (2002). Schwindendes Vertrauen? �berlegungen zum Verh�ltnis von Hochschule und Gesellschaft. Beitr�ge zur Hochschulforschung, 24, 6-17.
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Mayer, K. U. (2003). The sociology of the life course and lifespan psychology: Diverging or converging pathways? In U. M. Staudinger & U. Lindenberger (Eds.), Understanding human development: Dialogues with lifespan psychology (pp. 463-481). Boston: Kluwer.
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Mayer, K. U. (2004). Whose lives? How history, societies, and institutions define and shape life courses. Research in Human Development, 1, 161-187.
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Mayer, K. U., Br�ckner, E., Blossfeld, H.-P., Fr�h, W., Geis, A., Kirschner, H.-P., Papastefanou, G., T�lke, A., Wagner, M., & Wiedenbeck, M. (1989). Lebensverl�ufe und Wohlfahrtsentwicklung: Konzeption, Design und Methodik der Erhebung von Lebensverl�ufen der Geburtsjahrg�nge 1929-1931, 1939-1941, 1949-1951 (Materialien aus der Bildungsforschung No. 35). Vol. 1. Berlin: Max-Planck-Institut f�r Bildungsforschung.
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Mayer, K. U., Br�ckner, E., Blossfeld, H.-P., Fr�h, W., Geis, A., Kirschner, H.-P., Papastefanou, G., T�lke, A., Wagner, M., & Wiedenbeck, M. (1989). Lebensverl�ufe und Wohlfahrtsentwicklung: Konzeption, Design und Methodik der Erhebung von Lebensverl�ufen der Geburtsjahrg�nge 1929-1931, 1939-1941, 1949-1951 (Materialien aus der Bildungsforschung No. 35). Vol. 2. Berlin: Max-Planck-Institut f�r Bildungsforschung.
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Mayer, K. U., Br�ckner, E., Blossfeld, H.-P., Fr�h, W., Geis, A., Kirschner, H.-P., Papastefanou, G., T�lke, A., Wagner, M., & Wiedenbeck, M. (1989). Lebensverl�ufe und Wohlfahrtsentwicklung: Konzeption, Design und Methodik der Erhebung von Lebensverl�ufen der Geburtsjahrg�nge 1929-1931, 1939-1941, 1949-1951 (Materialien aus der Bildungsforschung No. 35). Vol. 3. Berlin: Max-Planck-Institut f�r Bildungsforschung.
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Mayer, K. U., & Carroll, G. R. (1987). Jobs and classes: Structural constraints on career mobility. European Sociological Review, 3, 14-38.
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Mayer, K. U., Diewald, M., & Solga, H. (1999). Transitions to post-communism in East Germany: Worklife mobility of women and men between 1989 and 1993. Acta Sociologica, 42, 35-53.
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Mayer, K. U., & Hillmert, S. (2003). Neue Flexibilit�ten oder blockierte Gesellschaft? Sozialstruktur und Lebensverl�ufe in Deutschland 1960-2000. In Max-Planck-Gesellschaft zur F�rderung der Wissenschaften (Ed.), Jahrbuch / Max-Planck-Gesellschaft zur F�rderung der Wissenschaften, Vol. 2003, pp. 74-100). M�nchen: Saur.
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Mayer, K. U., & Hillmert, S. (2003). New ways of life or old rigidities? Changes in social structures and life courses and their political impacts (Arbeitsberichte / Max-Planck-Institut f�r Bildungsforschung, Forschungsbereich Bildung, Arbeit und gesellschaftliche Entwicklung No. 2003-1). Berlin: Max-Planck-Institut f�r Bildungsforschung.
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Mayer, K. U., M�ller, W., & Pollak, R. (2003). Institutional change and inequalities of access in German higher education: Revised paper presented at the First Workshop of the International Comparative Project on Higher Education: Expansion, institutional forms, and equality of opportunity , Prague, June 7-9, 2002. o.O.
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Mayer, K. U., & Schoepflin, U. (1989). The state and the life course. In W. R. Scott & J. Blake (Eds.), Annual Review of Sociology, Vol. 15, pp. 187-209). Palo Alto, CA: Annual Reviews.
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Mayer, K. U., & Tuma, N. B. (Eds.). (1987). Applications of event history analysis in life course research (Materialien aus der Bildungsforschung No. 30). Berlin: Max-Planck-Institut f�r Bildungsforschung.
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Mayr, U. (1993). Age-based performance limitations in figural transformations: The effect of task complexity and practice (Studien und Berichte / Max-Planck-Institut f�r Bildungsforschung No. 57). Berlin: Max-Planck-Institut f�r Bildungsforschung.
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Mayser, S., Scheibe, S., & Riediger, M. (2008). (Un)reachable? An empirical differentiation of goals and life longings. European Psychologist, 13, 126-140. doi:10.1027/1016-9040.13.2.126
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McElreath, R. (2003). Reputation and the evolution of conflict. Journal of Theoretical Biology, 220, 345-357.
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McElreath, R., Boyd, R., Gigerenzer, G., Gl�ckner, A., Hammerstein, P., Kurzban, R., Magen, S., Richerson, P. J., Robson, A., Stevens, J. R. (2008). Individual decision making and the evolutionary roots of institutions. In C. Engel & W. Singer (Eds.), Better than conscious? Decision making, the human mind, and implications for institutions (pp. 325-342). Cambridge, Mass.: MIT Press.
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McElvany, N., & Artelt, C. (2009). Systematic reading training in the family: Development, implementation, and initial evaluation of the Berlin parent-child reading program. Learning and Instruction, 19, 79-95. doi:10.1016/j.learninstruc.2008.02.002
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McElvany, N., Becker, M. & L�dtke, O. (2009). Die Bedeutung famili�rer Merkmale f�r Lesekompetenz, Wortschatz, Lesemotivation und Leseverhalten [The role of family variables in reading literacy, vocabulary, reading motivation, and reading behavior]. Zeitschrift f�r Entwicklungspsychologie und P�dagogische Psychologie, 41, 121-131. doi:10.1026/0049-8637.41.3.121
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McElvany, N., Kortenbruck, M., & Becker, M. (2008). Lesekompetenz und Lesemotivation: Entwicklung und Mediation des Zusammenhangs durch Leseverhalten. Zeitschrift f�r P�dagogische Psychologie, 22, 207-219.
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McElvany, N., Schroeder, S., Hachfeld, A., Baumert, J., Richter, T., Schnotz, W., Horz, H., & Ullrich, M. (2009). Diagnostische F�higkeiten von Lehrkr�ften bei der Einsch�tzung von Sch�lerleistungen und Aufgabenschwierigkeiten bei Lernmedien mit instruktionalen Bildern [Teachers diagnostic skills to judge student performance and task difficulty when learning materials include intructional pictures]. Zeitschrift f�r P�dagogische Psychologie, 23, 223-235. doi:10.1024/1010-0652.23.34.223
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McGinnity, F. (2002). The labour-force participation of the wives of unemployed men: Comparing Britain and West Germany using longitudinal data. European Sociological Review, 18, 473-488.
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McGinnity, F., & Hillmert, S. (2004). Persisting class inequality? Comparing class-specific unemployment in early working life in Britain and West Germany. European Societies, 6, 383-408.
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Meder, B., Gerstenberg, T., Hagmayer, Y., & Waldmann, M. R. (2010). Observing and intervening: Rational and heuristic models of causal decision making. The Open Psychology Journal, 3, 119-135. doi:10.2174/1874350101003010119
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Meder, B., & Hagmayer, Y. (2009). Causal induction enables adaptive decision making. In N. A. Taatgen & H. van Rijn (Eds.), Proceedings of the 31st Annual Conference of the Cognitive Science Society (pp. 1651-1656). Austin, TX: Cognitive Science Society.
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Meder, B., Mayrhofer, R., & Waldmann, M. R. (2009). A rational model of elemental diagnostic inference. In N. A. Taatgen & H. van Rijn (Eds.), Proceedings of the 31st Annual Conference of the Cognitive Science Society (pp. 2176-2181). Austin, TX: Cognitive Science Society.
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Mell, T., Wartenburger, I., Marschner, A., Villringer, A., Reischies, F. M., & Heekeren, H. R. (2009). Altered function of ventral striatum during reward-based decision making in old age. Frontiers in Human Neuroscience, 3:34, 1-10. doi:10.3389/neuro.09.034.2009
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M�riau, K., Wartenburger, I., Kazzer, P., Prehn, K., Lammers, C.-H., van der Meer, E., et al. (2006). A neural network reflecting individual differences in cognitive processing of emotions during perceptual decision making. NeuroImage, 33, 1016-1027.
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Zur Stichprobenziehung innerhalb der PISA-Erweiterung.
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