Kemper, M., Gaschler, R., Schwager, S., & Schubert, T. (2016). The benefit of expecting no conflict - Stronger influence of self-generated than cue-induced conflict expectations on Stroop performance. Acta Psychologica, 163, 135?141. doi: 10.1016/j.actpsy.2015.11.008
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Godau, C. & Gaschler, R. (2015). Wahrnehmung von Datengrafiken. Ein verzerrter Eindruck? In: H. Bredekamp & W. Schäffner (Hrsg.), pp. 79 ? 85, Haare hören „ Strukturen wissen “ Räume agieren, Berichte aus dem Interdisziplinären Labor Bild Wissen Gestaltung. transcript Verlag, Bielefeld.

Buckmann, M.*, Gaschler, R.*, Höfer, S., Loeben, D., Frensch, P. A., & Brock, O. (2015). Learning to explore the structure of kinematic objects in a virtual environment. Frontiers in Psychology. 6:374. doi: 10.3389/fpsyg.2015.00374 [*shared first authorship]

Gaschler, R., & Ahmed, F. (2015). Modelle gebrauchen lernen. Erwägen Wissen Ethik, 26(3), 375-377.

Gaschler, R., Marewski, J. N., & Frensch, P. A. (2015). Once and for all ? How people change strategy to ignore irrelevant information in visual tasks. Quarterly Journal of Experimental Psychology, 68, 543-567. doi: 10.1080/17470218.2014.961933

Gaschler, R. & Schuck, N. W. (2015). Bitte drängeln, dann geht alles schön der Reihe nach ? wie wir Reihenfolgen abspeichern und wiedergeben. InMind 4

Hansen, S. M., Haider, H., Eichler, A., Godau, C., Frensch, P. A., & Gaschler, R. (2015). Fostering formal commutativity knowledge with approximate arithmetic. PLoS ONE 10(11): e014255. doi: 10.1371/journal.pone.0142551

Martini, M., Sachse, P., Furtner, M., & Gaschler, R. (2015). Why should working memory be related to incidentally learned sequence structures? Cortex, 64, 407-410. doi: 10.1016/j.cortex.2014.05.016

Paschke, L. M.*, Walter, H.*, Steimke, R., Ludwig, V. U., Gaschler, R., Schubert, T., Stelzel, C. (2015). Motivation by potential gains and losses affects control processes via different mechanisms in the attentional network. NeuroImage, 111, 549-561, doi:10.1016/j.neuroimage.2015.02.047; * shared first authorship

Schuck, N. W., Gaschler, R., Wenke, D., Heinzle, J., Frensch, P. A., Haynes, J.-D., & Reverberi, C. (2015). Medial prefrontal cortex predicts internally driven strategy shifts. Neuron, 86, 1?10. doi: 10.1016/j.neuron.2015.03.015

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Christophel, E., Gaschler, R., Schnotz, W. (2014). Teachers? expertise in feedback application adapted to the phases of the learning process. Frontiers in Psychology. 5:858. doi: 10.3389/fpsyg.2014.00858

Gaschler, R., Marewski, J. N., Wenke, D., & Frensch, P. A. (2014). Transferring control demands across incidental learning tasks ? Stronger sequence usage in serial reaction task after shortcut option in letter string checking. Frontiers in Psychology, 5:1388. doi: 10.3389/fpsyg.2014.01388

Gaschler, R., Progscha, J., Smallbone, K., Ram, N., & Bilalic, M. (2014). Playing off the curve ?Testing quantitative predictions of skill acquisition theories in development of chess performance. Frontiers in Psychology, 5:923. doi: 10.3389/fpsyg.2014.00923

Gaschler, R.*, Schwager, S.*, Umbach, V. J., Frensch, P. A. , & Schubert, T. (2014). Expectation mismatch: Differences between self-generated and cue-induced expectations. Neuroscience and Biobehavioral Reviews, 46, 139-157. doi:10.1016/j.neubiorev.2014.06.009 [*shared first authorship].

Godau,C., Haider, H., Hansen, S., Schubert, T., & Gaschler, R. (2014). Spontaneously spotting and applying shortcuts in arithmetic ? A primary school perspective on expertise. Frontiers in Psychology, 5:556. doi: 10.3389/fpsyg.2014.00556

Godau, C.*, Wirth, M.*, Hansen, S., Haider, H., & Gaschler, R. (2014). From marbles to numbers - Estimation influences looking patterns on arithmetic problems. Psychology, 5, 127-133. doi: 10.4236/psych.2014.52020 [*shared first authorship]

Haider, H., Eichler, A., Hansen, S., Vaterrodt, B., Gaschler, R., Frensch, P. A. (2014). How we use what we learn in Math: An integrative account of the development of commutativity. Frontline Learning Research, 2(1), 1-21. doi:10.14786/flr.v2i1.37

Zhao, F., Schnotz, W., Wagner, I., & Gaschler, R. (2014). Eye tracking indicators of reading approaches in text-picture comprehension. Frontline Learning Research, 2(4), 46-66. doi: 10.14786/flr.v2i4.98

Boldt, A., Stürmer, B., Gaschler, R., Schacht, A., & Sommer, W. (2013). Get out of here, quick! Problems with transparent labels on glass doors. Journal of Experimental Psychology: Applied, 19, 241?253. doi: 10.1037/a0034079.

Gaschler, R., Vaterrodt, B., Frensch, P. A., Eichler A., Haider, H. (2013). Spontaneous usage of different shortcuts based on the commutativity principle. PLoS ONE 8(9): e74972. doi: 10.1371/journal.pone.0074972

Gaschler, R., Frensch, P. A., Cohen, A., & Wenke, D. (2012). Implicit sequence learning based on instructed task set. Journal of Experimental Psychology: Learning, Memory, and Cognition, 38, 1389-1407. doi: 10.1037/a0028071

Gaschler, R., Katz, D., Grund, M., Frensch, P. A., Brock, O. (2012). Intelligent object exploration.In M. Inaki (Ed.), Human machine interaction. Intech. doi: 10.5772/25836

Gaschler, R., & Nattkemper, D. (2012). Instructed task demands and utilization of action effect anticipation. Frontiers in Psychology, Vol. 3, Art. 578. doi: 10.3389/fpsyg.2012.00578

Gaschler, R., & Wassermann, M. (2012). Was wir wissen, wie wir werten - zusätzliche Information über das neue EU Biolabel verändert Bewertung kaum. Umweltpsychologie, 16(2), 141-161.

Kemper, M., Umbach, V. J., Schwager, S., Gaschler, R., Frensch, P. A., & Stürmer, B. (2012). Stronger effects of self-generated vs. cue-induced expectations in event-related potentials. Frontiers in Psychology, Vol. 3, Art. 562. doi: 10.3389/fpsyg.2012.00562

Schuck, N. W., Gaschler, R., & Frensch P. A. (2012). Implicit learning of what comes when and where within a sequence: The time-course of acquiring serial position-item and item-item associations to represent serial order. Advances in CognitivePsychology, 8, 83-97. doi:10.2478/v10053-008-0106-0.

Schuck, N. W., Gaschler, R., Keisler, A., & Frensch P. A. (2012). Position?item associations play a role in the acquisition of order knowledge in an implicit serial reaction time task. Journal of Experimental Psychology: Learning, Memory, and Cognition. 38, 440-456, doi: 10.1037/a0025816