The lab combines basic and applied research from a cognitive psychology perspective.
Dr. Christine Blech has a research focus on complex problem solving. In her diploma thesis and her PhD at the University of Heidelberg she investigated both cognitive aspects (e.g., knowledge acquisition) and motivational processes (e.g., balancing multiple goals) in this field. More recently, she has become involved in evidence-based teaching of psychology.
M.Sc. Anna Conci has a research focus on visual search. She uses eyetracking experiments to investigate the processes that determine whether people detect vs. miss targets. This is relevant for many applications as well as for a better understanding of attention and memory.
Prof. Robert Gaschler works on (1) the formation and impact of expectations, (2) sequence learning, and (3) how people represent tasks and how they change task representations with practice. Interests in applied research include (1) the potential of psychology to contribute to the protection of environment, (2) evidence-based teaching in psychology, as well as (3) the perception of data graphs.
Dr. Marc Jekel has a research focus on probabilistic inferences and risky choice. He uses cognitive modelling to test formal process-models in both areas. Besides research on judgment and decision making, he is also interested in methods, statistics, and item response theory.
Dr. Nadine Nett is interested in the way that irrelevant information (distractors) influences behavior and decisions. She investigates the mechanism of the distractor response binding effect and the influence of gender stereotypes on information processing.
In her doctoral thesis, Dr. Fang Zhao used eyetracking to investigate how students process text and pictures to understand teaching materials in order to answer questions. In her current work, she investigates how sequence knowledge can help to perform two tasks at the same time. Sequence knowledge can lead to different forms of representation of serial order (i.e., knowing that now it is C because it just was B vs. knowing that now it is C because the third letter is due). These might differentially influence multitasking. This research is funded by DFG SPP 1772.