Schlittmeier, S. J., Weißgerber, T., Kerber, S., Fastl, H., & Hellbrück, J. (2012). Algorithmic modeling of the irrelevant sound effect (ISE) by the hearing sensation fluctuation strength. Attention, Perception, & Psychophysics, 74(1), 194-203.
All Publications
Recent
Eymann, V., Beck, A.-K., Jaarsvel, S., Lachmann, T., & Czernochowski, D. (2022). Alpha oscillatory evidence for shared underlying mechanisms of creativity and fluid intelligence above and beyond working memory-related activity. Intelligence, 91. Download here
Müller, J., Beese, N., Spilski, J., Jaksties, A., Sünderkamp, J.‑H., Plümer, J. H., & Müller, K. (2021). The Art of Orientation - How not to be Lost in 3D. In S. Schneegass, B. Pfleging, & D. Kern (Eds.), Mensch und Computer 2021 (pp. 426–431). ACM. Download here.
Tristão, R., Lauand, L., Falcão, K., Brant, L., Fernandes, G., Costa, K., Spilski, J., Lachmann, T. (2021) Olfactory sensory and perceptual evaluation in newborn infants: a systematic review. Developmental Psychobiology, 63:e22201, 1-20. Download here.
Hekele, F., Spilski, J., Bender, S., & Lachmann, T. (2021). Remote Vocational Learning Opportunities – A comparative Eye-Tracking investigation of educational 2D videos versus 360° videos for car mechanics. British Journal of Educational Technology, 2021-00, 1-21. Download here.
Beese, N. O., Rodriguez, F. S., Spilski, J., & Lachmann, T. (2021). Development of a Digital Video-based Occupational Risk Assessment Method. Frontiers in Public Health - Occupational Health and Safety, 9:683850. Download here.
Costa K. S. F., Ribeiro L. M., de Jesus J. A. L., Costa K. N., Fernandes G. M., Spilski J., Lachmann T., & Tristão R. M. (2021). Olfactory sensory evaluation in newborn children of women infected with COVID-19 during pregnancy. Journal of Human Growth and Development, 31, 192-198. DOI: DOI. Download here.
Rodriguez, F., Saleem, K., Spilski, J., & Lachmann, T. (2021). Performance differences between instructions on paper vs digital glasses for a simple assembly task. Applied Ergonomics, 94, 103423. Download here.
Beck, A.-K., Czernochowski, D., Lachmann, T., & Berti, S. (2021). Do categorical representations modulate early perceptual or later cognitive visual processing? An ERP study. Brain and Cognition, 150, 105724. Download here.
Ventura, P., Bulajić, A., Wong A. C .N, Leite. I., Hermens, F., Pereira, A., & Lachmann, T. (2021) Face and word composite effects are similarly affected by priming of local vs. global processing. Attention, Perception & Psychophysics, 83, 2189–2204. Download here.
Konerding, M., Bergström, K., Lachmann, T., & Klatte, M. (2021). Effects of the Computer-Based Grapho-Phonological Training Lautarium in Children with Developmental Dyslexia. Praxis der Kinderpsychologie und Kinderpsychiatrie, 70, 333-355. Download here.
Konerding, M., Bergström, K., Lachmann, T. & Klatte, M. (2020). Lesen und Schreiben lernen mit Lautarium. Praxis Schulpsuchologie, 24. (S. 13). Hogrefe.
Tristão, R., Lauand, L., Falcão, K., Brant, L., Fernandes, G., Costa, K., Spilski, J., Lachmann, T. (2020) Olfactory sensory and perceptual evaluation in newborn infants: a systematic review. International prospective register of systematic reviews. PROSPERO 2020 CRD42020221753. Download here
Vágvölgyi, R., Bergström, K., Bulajić, A., Klatte, M., Rüsseler, J., Grosche, M., Hüttig, F., Fernandes, T., & Lachmann, T. (2021). Functional illiteracy and developmental dyslexia: Looking for common roots. A systematic review. Journal of Cultural Cognitive Science, 5, 159-179. Download here
Lachmann, T., Vágvölgyi, R., Bergström, K., Bulajic, A., Klatte, M., Fernandes, T., Grosche, M., Hüttig, F., Rüsseler, J. (2020). The similarities and differences between functional illiteracy and developmental dyslexia: A systematic review. International prospective register of systematic reviews. PROSPERO 2020 CRD42020156766. Download here.
Konerding, M., Bergström, K., Lachmann, T. & Klatte, T. (2020). Effects of computerized grapho-phonological training on literacy acquisition and vocabulary knowledge in children with an immigrant background learning German as L2. Journal of Cultural Cognitive Science, 4, 367-383. Download here
Rodriguez, F., & Lachmann, T. (2020). Systematic review on the impact of intelligence on cognitive decline and dementia risk. Frontiers in Psychiatry, 11, 658. Download here.
Lachmann, T., Vágvölgyi, R., Bergström, K., Bulajić, A., & Klatte, M. (2020). A systematic review on functional illiteracy: Risk factors, cognitive profiles, prevention, and intervention. PROSPERO 2020, CRD42020179537. Download here
Schmitt, A., & Lachmann, T. (2020). Skilled readers show different serial-position effects for letter versus non-letter target detection in mixed-material strings. Acta Psychologica, 204, 103025. Download here
Nikolaev, A. R., Beck, A.K., Theobald, S., Lachmann, T., & van Leeuwen, C. (2020). Factoring in the spatial effects of symbolic number representation. Biological Psychology, 149, 107782. Download here
Faust-Christmann, C. A., Reinhard, R., Hoffmann, A., Lachmann, T., & Bleser, G. (2019). A face validation study for the investigation of Proteus Effects targeting driving behavior. In J. Chen, & G. Fragomeni (Eds.), Virtual, augmented and mixed reality. Multimodal Interaction. Lecture Notes in Computer Science, 11574, 335-348. Cham: Springer. Download here
Weis, T., Krick, C., Reith, W., & Lachmann, T. (2018). Is it still speech? Different processing strategies in learning to discriminate stimuli in the transition from speech to non-speech including feedback evaluation. Brain and Cognition, 125, 1-13. Download here
2017-2018
Klatte, M., Bergstroem, K., Steinbrink, C., Konderding, M., & Lachmann, T. (2018). Effects of the computer-based training program Lautarium on phonological awarness and reading and spelling abilities in German second-graders. In T. Lachmann, & T. Weis (eds.). Reading and dyslexia. Literacy Studies, 16, pp. 317-333. Cham: Springer. Download here
Weis, T., Nuerk, H.-C., & Lachmann, T. (2018). Attention allows the SNARC effect to operate on multiple number lines. Scientific Reports, 8: 13778. Download here
Lachmann, T. (2018). Reading and dyslexia. The Functional Coordination Framework. In T. Lachmann, & T. Weis (eds.). Reading and dyslexia. Literacy Studies, 16, pp. 265-295. Cham: Springer. Download here
Weis, T., Theobald, S., Schmitt, A., van Leeuwen, C., & Lachmann, T. (2018). There’s a SNARC in the size congruity task. Frontiers in Psychology, 9: 1978. Download here
Welter, M., Jaarsveld, S., & Lachmann, T. (2018). Problem space matters: Evaluation of a German Enrichment Program for Gifted Children. Frontiers in Psychology, 9: 569. Download here
Schreckenberg, D., Belke, C. & Spilski, J. (2018). The Development of a Multiple-Item Annoyance Scale (MIAS) for Transportation Noise Annoyance. International Journal of Environmental Research and Public Health, 15(5), 971. Download here
van Leeuwen, C., Weis, T., & Lachmann, T. (2018). Perceptual organization and visual target selection. In T. Lachmann, & T. Weis (eds.), Invariances in Human Information Processing. Scientific Psychology Series, 25, pp. 183-209. New York: Routledge. Download here
Huettig, F., Kolinsky, R., & Lachmann, T. (2018). The culturally co-opted brain: how literacy affects the human mind. Language, Cognition and Neuroscience, 33, 275-277. Download here
Steinbrink, C., Konerding, M. & Lachmann, T. (2018). Diagnostik im Bereich Schriftsprache. In: Spreer, M. (Hrsg.). Diagnostik von Sprach- und Kommunikationsstörungen- Methoden und Verfahren für das Kindesalter. Reinhardt-Verlag, München.
Lachmann, T. (2018). Introduction to reading and dyslexia. In T. Lachmann, & T. Weis (eds.). In T. Lachmann, & T. Weis (eds.), Reading and dyslexia. Literacy Studies, 16, pp. V-IX. Cham: Springer. Download here
Huettig, F., Lachmann, T., Reis, A., & Petersson, K. M. (2017). Distinguishing cause from effect - Many deficits associated with developmental dyslexia may be a consequence of reduced and suboptimal reading experience. Language, Cognition and Neuroscience, 33, 333-350. Download here
Schmitt, A., van Leeuwen, C., & Lachmann, T. (2017). Connections are not enough for membership: letter/non-letter distinction persists through phonological association learning. Acta Psychologica, 176, 85-91. Download here
Welter, M., Jaarsveld, S., & Lachmann, T. (2017). Problem space matters: The development of creativity and intelligence in primary school children. Creativity Research Journal, 29, 125-132. Download: here
Carmo, J. C., Souza, C., Gonçalves, F., Pinho, S., Filipe, C. N., & Lachmann, T. (2017). Effects of categorical representation on visuo-spatial working memory in autism spectrum disorder. Journal of Experimental and Clinical Neuropsychology, 39, 131-141. Download here
Jaarsveld, S., & Lachmann, T. (2017). Intelligence and Creativity in Problem Solving: The Importance of Test Features in Cognition Research. Frontiers in Psychology, 8: 134. Download here
Wesseling, P. B. C., Christmann, C. A., Lachmann, T. (2017). Shared book reading promotes not only language development, but also grapheme awareness in German kindergarten children. Frontiers in Developmental Psychology (Section Developmental Psychology) 8: 364. Download here
2015-2016
Klatte, M., Steinbrink, C., Bergström, K. & Lachmann, T. (2016). Lautarium: Ein computerbasiertes Trainingsprogramm für Grundschulkinder mit Lese-Rechtschreibschwierigkeiten. In: Hasselhorn, M. & Schneider, W. (Hrsg.). Förderprogramme für Vor- und Grundschule: Tests und Trends. Jahrbuch der pädagogisch-psychologischen Diagnostik. Band 14 (S. 115-141). Göttingen: Hogrefe.
Welter, M. M., Jaarsveld, S., van Leeuwen, C., & Lachmann, T. (2016). Intelligence and creativity; over the threshold together? Creativity Research Journal, 28, 212-218. Download here
Klatte, M., Spilski, J., Mayerl, J., Möhler, U., Lachmann, T., & Bergström, K. (2016). Effects of aircraft noise on reading and quality of life in primary school children in Germany: Results from the NORAH study. Environment and Behavior, 49, 390–424. Download here
Bergström, K., Klatte, M., Steinbrink, C., & Lachmann, T. (2016). First and second language acquisition in German children attending a kindergarten immersion program: A combined longitudinal and cross-sectional study. Language Learning, 66, 386-418. Download here
Liebl, A., Assfalg, A. & Schlittmeier, S.J. (2016). The effects of speech intelligibility and temporal–spectral variability on performance and annoyance ratings. Applied Acoustics, 110, 1687-1700. Download here
Weis, T., Estner, B., and Lachmann, T. (2015). When speech enhances SMARC: Joint spatial associations of pitch and timbre in nonmusicians. Quarterly Journal of Experimental Psychology, 69, 1687-1700. Download here
Weis, T., Estner, B., van Leeuwen, C. and Lachmann, T. (2015). SNARC meets SPARC: Automaticity and interdependency in compatibility effects. Quarterly Journal of Experimental Psychology, 69, 1-37. Download here
Tenbrink, T., Bergmann, E., Hetzberg, C., & Gondorf, C. (2016). Time will not help unskilled observers to understand a cluttered spatial scene. Spatial Cognition and Computation.
Christmann, C. A., Lachmann, T., & Steinbrink, C. (2015). Evidence for a general auditory processing deficit in Developmental Dyslexia from a discrimination paradigm using speech versus nonspeech sounds matched in complexity. Journal of Speech Language and Hearing Research, 58, 107-121. Download here
Meinhardt-Injac, B., Schlittmeier, S., Klatte, M., Otto, A., Persike, M., & Imhof, M. (2015). Auditory Distraction by Meaningless Irrelevant Speech: A Developmental Study. Applied Cognitive Psychology, 29(2), 217–225. Download here
Weis, T., Estner, B., Krick, C.M., Reith, W., and Lachmann, T. (2015). Interdependence of compatibility effects depends on semantic content. Neuropsychologia, 77, 331-338. Download here
Keus van de Poll, M., Carlsson, J., Marsh, J.E., Ljung, R., Odelius, J., Schlittmeier, S.J., Sundin, G. & Sörqvist, P. (2015). Unmasking the effects of masking on performance: The potential of multiple-voice masking in the office environment. The Journal of the Acoustic Society of America, 138, 807-816. Download here
Bodendörfer, X., Kortekaas, R., Weingarten, M., & Schlittmeier, S. (2015). The effects of spectral and temporal parameters on perceived confirmation of an auditory non-speech signal. The Journal of the Acoustical Society of America,138,EL127-EL132. Download here
Schwarz, H., Schlittmeier, S., Otto, A., Persike, M., Klatte, M., Imhof, M., & Meinhardt-Injac, B. (2015). Age differences in the irrelevant sound effect: A serial recognition paradigm. Psihologija, 48, 35-43. Download here
Schlittmeier, S. J., Feil, A., Liebl, A., & Hellbrück, J. (2015). The impact of road traffic noise on cognitive performance in attention-based tasks depends on noise level even within moderate-level ranges. Noise and health,17, 148. Download here
Schlittmeier, S. J., & Liebl, A. (2015). The effects of intelligible irrelevant background speech in offices–cognitive disturbance, annoyance, and solutions. Facilities, 33,61-75. Download here
Bergström, K., Spilski, J., Mayerl, J., Möhler, U., Lachmann, T. & Klatte, M. (2015). Effects of aircraft noise on annoyance and quality of life in German children near Frankfurt/Main airport: Results of the NORAH (noise-related annoyance, cognition, and health)-study. Proceedings of Euronoise 2015, Maastricht. Download here
Klatte, M., Spilski, J., Mayerl, J., Möhler, U., Lachmann, T. & Bergström, K. (2015). Effects of aircraft noise on reading and oral language abilities in German children near Frankfurt/Main airport: Results of the NORAH (noise-related annoyance, cognition, and health)-study. Proceedings of Euronoise 2015, Maastricht. Download here
Jaarsveld, S., Fink, A., Rinner, M., Schwab, D., Benedek, M., & Lachmann, T. (2015). Intelligence in creative processes: An EEG study. Intelligence 49, 171-178. Download here
Hermens, F., Lachmann, T., & van Leeuwen, C. (2015). Is it really search or just matching? The influence of Goodness, number of stimuli and presentation sequence in same-different tasks. Psychological Research, 79, 42-63. Download here
2013 - 2014
Klatte, M., Steinbrink, C., Prölß, A., Estner, B., Christmann, C., & Lachmann, T. (2014). Effekte des computerbasierten Trainingsprogramms "Lautarium" auf die phonologische Verarbeitung und die Lese-Rechtschreibleistungen bei Grundschulkindern. In: Schulte-Körne, G. (Hrsg.). Legasthenie und Dyskalkulie - Neue Methoden zur Diagnostik und Förderung (S. 127-144). Bochum: Winkler. Download here
Klatte, M., Steinbrink, C., Bergström, K., & Lachmann, T. (2013). Phonologische Verarbeitung bei Grundschulkindern mit schwacher Lesefähigkeit. Lernen und Lernstörungen,2, 199-215. Download here
Steinbrink, C., Zimmer, K., Lachmann, T., Dirichs, M., & Kammer, T. (2014). Development of rapid temporal processing and its impact on literacy skills in primary school children. Child Development, 85, 1711-1726. Download here
Steinbrink, C., Klatte, M. & Lachmann, T. (2014). Phonological, temporal and spectral processing in vowel length discrimination is impaired in German primary school children with developmental dyslexia. Research in Developmental Disabilities, 35, 3034-3045. Download here
Steinbrink, C. & Lachmann, T. (2014). Lese-Rechtschreibstörung: Grundlagen – Diagnostik – Intervention. Heidelberg: Springer VS. Download here
Christmann, C.A., Lachmann, T., & Berti, S. (2014). Earlier timbre processing of instrumental tones compared to equally complex spectrally rotated sounds as revealed by the mismatch negativity. Neuroscience Letters, 581, 115-119. Download here
Christmann, C.A., Berti, S., Steinbrink, C., & Lachmann, T. (2014). Differences in sensory processing of German vowels and physically matched non-speech sounds as revealed by the mismatch negativity (MMN) of the human event-related brain potential (ERP). Brain and Language,136, 8-18. Download here
Lachmann, T., & van Leeuwen, C. (2014). Reading as functional coordination: Not recycling but a novel synthesis. Frontiers in Developmental Psychology, 5: 1046. Download here
Lachmann, T., Schmitt, A., Braet, W., & van Leeuwen, C. (2014). Letters in the Forest: Global precedence effect disappears for letters but not for non-letters under reading-like conditions. Frontiers in Psychology, 5: 705. Download here
Prölß, A., Lachmann, T., & Klatte, M. (2013). Wirkungen von Hintergrundgeräuschen auf ArbeitsgedächtnisLeistungen bei Kindern und Erwachsenen. Hörakustik, 1, 32-34. Download here
Klatte, M., Bergström, K., & Lachmann, T. (2013). Does noise affect learning? A short review of noise effects on cognitive performance in children. Frontiers in Developmental Psychology. 4: 578. Download here
2011-2012
Jaarsveld, S., Lachmann, T., & van Leeuwen, C. (2012). Creative reasoning across developmental levels: Convergence and divergence in problem creation. Intelligence, 40, 172–188. Download here
Schreckenberg, D., Eikmann, T., Guski, R., Klatte, M., Müller, U. Peschel, C., Schmidt, J., Seidler, A., Möhler, U. (2012). NORAH (Noise-Related Annoyance, Cognition, and Health) – Konzept einer Studie zur Wirkung von Verkehrslärm bei Anwohnern von Flughäfen. Lärmbekämpfung, 6 (3), 107-114.
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Steinbrink, C., Klatte, M., & Lachmann, T. (2012). Auch ein förderdiagnostisches Verfahren sollte valide sein! - Replik zu den Stellungnahmen von Dummer-Smoch (2012), Lehmann-Breuer (2012) und Ruoho und Hotulainen (2012) zu Steinbrink et al. (2010). Zeitschrift für Entwicklungspsychologie und Pädagogische Psychologie, 44(2), 99-105. Download here
Steinbrink, C., Groth, K., Lachmann, T., & Riecker, A. (2012). Neural correlates of temporal auditory processing in dyslexia during German vowel length discrimination: An fMRI study. Brain and Language, 121, 1-11. Download here
Liebl, A., Haller, J., Jödicke, B., Baumgartner, H., Schlittmeier, S., & Hellbrück, J. (2012). Combined effects of acoustic and visual distraction on cognitive performance and well-being. Applied ergonomics, 43(2), 424-434.
Schlittmeier, S. J., & Liebl, A. (2012). Raumakustik-Akustik im Büro: Zur Störwirkung von Hintergrundsprache. Larmbekampfung-Zeitschrift fur Akustik Schallschutz und Schwingungstechnik, (4), 183.
Hellbrück, J.; Schlittmeier, S. & Klatte, M. (2011). Die Last des Lauten. Gehirn und Geist 7-8_2011, 42-47.
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Schreckenberg, D. ; Guski, R.; Seidler, A. & Klatte, M. (2011). Lärmwirkungsstudie Rhein/Main in Auftrag gegeben. Umweltmedizin in Forschung und Praxis, 16 (3), 133-139.
Prölß, A. C. (2011). Ruhe bitte – Auswirkungen von Lärm im Klassenzimmer. Schulpsychologie in Bayern – Landesverband Bayerischer Schulpsychologen, (8), 6-9.
Steinbrink, C. (2011). Sprachlich oder nicht-sprachlich, das ist hier die Frage! – Auf der Suche nach der kognitiven Basis der Legasthenie.Mitgliederzeitschrift des Bundesverbandes Legasthenie und Dyskalkulie,3_2011, 4-8.
Groth, K., Lachmann, T., Riecker, A., Muthmann, I., & Steinbrink, C. (2011). Developmental dyslexics show deficits in the processing of temporal auditory information in German vowel length discrimination. Reading and Writing, 24, 285-303. Download here
Brendel B., Erb M., Riecker A., Grodd W., Ackermann A. & Ziegler W. (2011). Do we have a mental syllabary in the brain? An fMRI study. Motor Control, 15(1), 34-51.
Gondorf, C., Cui, J. (2011). Supporting Inferences in Space – A wayfinding task in a multilevel building. In J. Hois, J., Ross, R., and Kelleher, J. (eds), Proceedings of the 2nd Workshop on Computational Models of Spatial Language Interpretation and Generation (CoSLI-2), Boston, MA.
Schlittmeier, S. J., Weisz, N., & Bertrand, O. (2011). What characterizes changing‐state speech in affecting short‐term memory? An EEG study on the irrelevant sound effect. Psychophysiology, 48(12), 1669-1680.
Imhof, M. & Klatte, M. (2011). Hören und Zuhören als Voraussetzung und Ergebnis von Unterricht und Erziehung. In: Huber, G.L. (Hrsg.). Enzyklopädie Erziehungswissenschaft Online. Fachgebiet: Pädagogische Psychologie, Konstruktion und Evaluation von Lernumwelten. Weinheim/München: Juventa. DOI 10.3262/EEO21110157.
Lachmann, T., Khera, G., Srinivasan, N., & van Leeuwen, C. (2012). Learning to read aligns visual analytical skills with grapheme-phoneme mapping: Evidence from illiterates. Frontiers in Evolutionary Neuroscience, 4: 8. Download here
2009-2010
Jaarsveld, S., Lachmann, T., Hamel, R., & van Leeuwen, C. (2010). Solving and Creating Raven Progressive Matrices: Reasoning in Well and Ill Defined Problem Spaces. Creativity Research Journal, 22, 304-319. Download here
Steinbrink, C., Schwanda, S., Klatte, M., & Lachmann, T. (2010). Sagen WahrnehmungsLeistungen zu Beginn der Schulzeit den Lese-Rechtschreiberfolg in Klasse 1 und 2 voraus? – Zur prognostischen Validität der Differenzierungsproben 1 und 2 nach Breuer und Weuffen. Zeitschrift für Entwicklungspsychologie und Pädagogische Psychologie, 42(4), 188-200. Download here
Klatte, M., Lachmann, T., Schlittmeier, S., & Hellbrück, J. (2010). The irrelevant sound effect in short-term memory: Is there developmental change? European Journal of Cognitive Psychology, 22(8), 1168-1191. Download here
Klatte, M., Lachmann, T., & Meis, M. (2010). Effects of noise and reverberation on speech perception and listening comprehension of children and adults in a classroom-like setting. Noise and Health: Special issue on Noise, Memory and Learning, 12(49), 270-282. Download here
Zavareze, T. E., Guisso, L., Welter, M., & Martendal, A. C. (2010). Psicologia Jurídica: Pesquisas e Intervenções. Revista de Psicologia do Cesusc, v.1, p.1.
Cruz, R.M., Lemos, J. C., Welter, M. M., Guisso, L. (2010) Teacher health conditions and workload. Revista Electrónica de Investigación y Docencia (REID), v.4, p. 147-160.
Klatte, M.; Hellbrück, J.; Seidel, J. & Leistner, P. (2010). Effects of classroom acoustics on performance and well-being in elementary school children: A field study. Environment and Behavior 42 (5), 659-692. Download here
Prölß, A. C. & Prölß, A. (2010). Diagnose und Intervention aus einer Hand: ELFE 1 - 6 und ELFE - T. Schulpsychologie in Bayern – Landesverband Bayerischer Schulpsychologen, (7), 11–13.
Steinbrink, C., Ackermann, H., Lachmann, T., & Riecker, A. (2009). Contribution of the anterior insula to temporal auditory processing deficits in developmental dyslexia. Human Brain Mapping, 30, 2401-2411. Download here
Wolf, R.C., Sambataro, F., Lohr, C., Steinbrink, C., Martin, C. & Vasic, N. (2010). Functional brain network abnormalities during verbal working memory performance in adolescents and young adults with dyslexia. Neuropsychologia, 48, 309-318.
Lachmann, T., Steinbrink, C., Schumacher, B., & van Leeuwen, C. (2010). Different letter-processing strategies in diagnostic subgroups of developmental dyslexia occur also in a transparent orthography: Reply to a commentary by Spinelli et al. Cognitive Neuropsychology, 26, 759-768. Download here
Brendel B., Hertrich I., Erb M., Lindner A., Riecker A., Grodd W. & Ackermann A. (2010). The contribution of mesiofrontal cortex to the preparation and execution of repetitive syllable productions: An fMRI study. NeuroImage, 50, 1219-1230.
Brendel B. & Ackermann H. (2010). Sprechplanungsprozesse in der Bildgebung. Sprache Stimme Gehör, 34, 133 – 138.
Lachmann, T., & van Leeuwen, C. (2010). Representational economy, not processing speed, determines preferred processing strategy. Acta Psychologica, 134, 290-298. Download here
Ecker, U. K. H., Arend, A. M., Bergström, K. & Zimmer, H. D. (2009). Verbal predicates foster conscious recollection but not familiarity of a task-irrelevant perceptual feature – An ERP study. Consciousness & Cognition, 18, 679-689.
Steinbrink, C., Vogt, K., Krammer, S., & Bernauer, J. (2009). Evaluation und vorläufige Normierung des Computerbasierten Ulmer Lautunterscheidungstests (CULT). Diagnostica, 55 (2), 94-105.
Gondorf, C. (2009). Swedish as a foreign language. A psycholinguistic approach. MA thesis (unp), Scand. Linguistics/Cognitive Sciences, University of Freiburg.(Supervised by: PD Dr L Konieczny and Dr J Duke)
Schlittmeier, S. J., & Hellbrück, J. (2009). Background music as noise abatement in open‐plan offices: A laboratory study on performance effects and subjective preferences. Applied Cognitive Psychology, 23(5), 684-697.
Klatte, M., & Lachmann, T. (2009). Viel Lärm ums Lernen: Akustische Bedingungen in Klassenräumen und ihre Bedeutung für den Unterricht. In: Arnold, R., Schüßler, I., & Müller, H.J. (Hg.). Grenzgänge(r) der Pädagogik. Festschrift für Joachim Münch. S. 141-156. Battmannsweiler: Schneider Verlag Hohengehren. Download here
Lachmann, T., Schumacher, B., & van Leeuwen, C. (2009). Controlled but independent: Effects of Mental Rotation and Developmental Dyslexia in Dual Task Settings. Perception, 38, 1019-1034. Download here
Boenke, L., Ohl, F., Nikolaev, A., Lachmann, T., & van Leeuwen, C. (2009). Different time courses of Stroop and Garner effects in perception - an Event-Related Potentials Study. NeuroImage, 45, 1272-1288. Download here
2007-2008
Lachmann, T., & van Leeuwen, C. (2008). Different letter-processing strategies in diagnostic subgroups of developmental dyslexia. Cognitive Neuropsychology, 25, 730-744. Download here
Cruz, R.M., Baumer, C. M. W. C., Silva, F.B., Zavareze, T. E., Welter, M. M. (2008) Work Risk Factors Associated with the Historical of Dependence or Abuse of Psychoactive Substances. Boletim da Saúde.v. 22, p. 39-49
Lachmann, T., & van Leeuwen, C. (2008). Differentiation of holistic processing in the time course of letter recognition. Acta Psychologica, 129, 121-129. Download here
Lachmann, T., & van Leeuwen, C. (2008). Goodness is central: Task-invariance of perceptual organization in a dual-task setting. Japanese Psychological Research, 50(4), 193-203. Download here
Klatte, M. (2008). Lärm in Bildungsstätten und seine Wirkungen auf Lernende und Lehrende. Kjl & m, 60(3), 61-66.
Jincho, N., Lachmann, T., & van Leeuwen, C. (2008). Dissociating congruence effects in letters versus shapes: Kanji and kana. Acta Psychologica, 129, 138-146. Download here
Lachmann, T. (2008). Experimental approaches to specific disabilities in learning to read: The case of Symmetry Generalization in developmental dyslexia. In N. Srinivasan, A. K. Gupta, & J. Pandey, Advances in Cognitive Science, 321-342. Thousand Oaks, CA: Sage. Download here
Lachmann, T., Schumacher, B., Jöbges, M., Hummelsheim, H., & van Leeuwen, C. (2008). Procedural learning eliminates specific slowing down of response selection in patients with idiopathic Parkinson syndrome. Journal of Clinical and Experimental Neuropsychology, 30, 319-326. Download here
Lachmann, T., & van Leeuwen, C. (2007). Paradoxical enhancement of letter recognition in developmental dyslexia. Developmental Neuropsychology, 31, 61-77. Download here
Schlittmeier, S.J., Hellbrück, J. & Klatte, M. (2008). Can the irrelevant speech effect turn into a stimulus suffix effect? Quarterly Journal of Experimental Psychology, 61(5), 665-673. Download here
Schlittmeier, S., Hellbrück, J., & Klatte, M. (2008). Does irrelevant music cause an irrelevant sound effect for auditory items? European Journal of Cognitive Psychology, 20(2), 252-271. Download here
Vasic, N., Lohr, C., Steinbrink, C., Martin, C. & Wolf, R.C. (2008). Neural correlates of working memory performance in adolescents and young adults with dyslexia. Neuropsychologia, 46(2), 640-648.
Steinbrink, C., Schwanda, S. & Vogt, K. (2008). Zusammenhänge zwischen kognitiven Variablen und Lese-Rechtschreibleistungen bei Erstklässlern mit Schwierigkeiten im Rechtschreiben. Nervenheilkunde, 27 (7), 644-651.
Steinbrink, C. & Klatte, M. (2008). Phonological working memory in German children with poor reading and spelling abilities. Dyslexia, 14 (4), 271-290.
Steinbrink, C., Vogt, K., Kastrup, A., Müller, H.-P., Juengling, F.D., Kassubek, J. & Riecker, A. (2008). The contribution of white and gray matter differences to developmental dyslexia – Insights from DTI and VBM at 3.0 Tesla. Neuropsychologia 46 (13): 3170-3178.
Brendel B. & Ziegler W. (2008). Effectiveness of metrical pacing in the treatment of apraxia of speech. Aphasiology, 22, 77-102.
Riecker A., Brendel B., Ziegler W., Erb M. & Ackermann A. (2008). The influence of syllable onset complexity and syllable frequency on speech motor control. Brain and Language, 107 (2), 102 – 113.
Schlittmeier, S. J., Hellbrück, J., & Klatte, M. (2008). Can the irrelevant speech effect turn into a stimulus suffix effect?. The Quarterly Journal of Experimental Psychology, 61(5), 665-673.
Schlittmeier, S. J., Hellbrück, J., Thaden, R., & Vorländer, M. (2008). The impact of background speech varying in intelligibility: Effects on cognitive performance and perceived disturbance. Ergonomics, 51(5), 719-736.
Lachmann, T., & van Leeuwen, C. (2007). Goodness takes effort: perceptual organization in dual-task settings. Psychological Research, 71(2), 152-169. Download here
Rusiak, P., Lachmann, T., Jaskowski, P., & van Leeuwen, C. (2007). Mental rotation of letters and shapes in developmental dyslexia. Perception, 36, 617-631. Download here
Klatte, M. (2007). Akustik in Schulen. Faktor Arbeitsschutz, 1/2007, 12-13.
Klatte, M., Meis, M., Sukowski, H., & Schick, A. (2007). Effects of irrelevant speech and traffic noise on speech perception and cognitive performance in elementary school children. Noise and Health, 9, 64-74. Download here
Riecker, A. Ackermann, H., Schmitz, B., Kassubek, J., Herrnberger, B. & Steinbrink, C. (2007). Bilateral language function in callosal agenesis: An fMRI and DTI study. Journal of Neurology, 254(4), 528-530.
Herrmann, J.M. and Kohl, R. (2007). Catch me if you can! Oxidative protein trapping in the intermembrane space of mitochondria. J Cell Biol 176(5): 559-63.
von Knethen, A., Soller, M., Tzieply, N., Weigert, A., Johann, A.M., Jennewein, C., Kohl, R. and Brune, B. (2007). PPARgamma1 attenuates cytosol to membrane translocation of PKCalpha to desensitize monocytes/macrophages. J Cell Biol 176(5): 681-94.
Heinrich, S., Ossig, A., Schlittmeier, S., & Hellbrück, J. (2007). Elektromagnetische Felder einer UMTS-Mobilfunkbasisstation und gesundheitliche Effekte-Eine Machbarkeitsstudie. Umweltmedizin in Forschung und Praxis, 12(3), 171-180.
Klatte, M. (2007). Gehirnentwicklung und frühkindliches Lernen. In: Brokmann-Nooren, Ch.; Gereke, I.; Kiper, H. & Renneberg, W. Bildung und Lernen für die Drei- bis Achtjährigen. S. 117-139. Bad Heilbrunn: Klinkhardt.
Klatte, M., & Schick, A. (2007). Lärmminderung in Schulen. Teil 1: Hören, Lärm und Lernen. In: Umwelt und Geologie. Lärmschutz in Hessen. Bd. 4, S. 9-30. Wiesbaden: Hessisches Landesamt für Umwelt und Geologie.
2005-2006
Klatte, M. (2006). Auswirkungen der akustischen Bedingungen in Schulräumen auf Kinder – Ergebnisse aus Labor- und Felduntersuchungen. Zeitschrift für Lärmbekämpfung, 2/2006, 41-46.
Steinbrink, C. & Spitzer, M. (2006). Sprache lernen – Lernprozesse in der kindlichen Sprachentwicklung. Frühes Deutsch, 7, 34-37.
Steinbrink, C. (2006). Was reimt sich auf Maus? – Phonologische Bewusstheit: Eine Grundlage für richtiges Lesen und Schreiben. Grundschule, 5, 51-53.
Backhus, J. & Steinbrink, C. (2006). Sinne schärfen fürs Lesen und Schreiben. Stuttgart: Klett.
Szagun, G, Steinbrink, C., Franik, M. & Stumper, B. (2006). Development of vocabulary and grammar in young German-speaking children assessed with a German language development inventory. First Language, 78(3), 259-280.
Krammer, S., Vogt, K., Steinbrink, C., Mayer, J., Halici, O., Kruse, S. & Bernauer, J. (2006). Web-basierte Diagnose und Förderung auditiver Fähigkeiten für den Schriftspracherwerb. GMS Medizinische Informatik, Biometrie und Epidemiologie, 2(3): Doc 17. Heruntergeladen am 04. Januar 2007. Download here
Riecker, A., Gröschel, K., Ackermann, H., Steinbrink, C., Witte, O. & Kastrup, A. (2006). Functional significance of age-related differences in motor activation patterns. NeuroImage, 32, 1345-1354.
Kohl, R., Zhou, J. and Brune, B. (2006). Reactive oxygen species attenuate nitric-oxide-mediated hypoxia-inducible factor-1alpha stabilization. Free Radic Biol Med 40(8): 925-36.
Kohl, R., Preiss, S., von Knethen, A. and Brune, B. (2006). Oxidized low-density lipoprotein depletes PKCalpha and attenuates reactive oxygen species formation in monocytes/macrophages. Cardiovasc Res 71(3): 574-585.
Zhou, J., Kohl, R., Herr, B., Frank, R. and Brune, B. (2006). Calpain mediates a von Hippel-Lindau protein-independent destruction of hypoxia-inducible factor-1alpha. Mol Biol Cell 17(4): 681-94.
Lowit A., Brendel B., Dobinson C. & Howell P. (2006). An investigation into the influences of age, pathology and cognition on speech production. Journal of Medical Speech and Language Pathology, 14, 253 – 262.
Weisz, N., & Schlittmeier, S. J. (2006). Detrimental effects of irrelevant speech on serial recall of visual items are reflected in reduced visual N1 and reduced theta activity. Cerebral Cortex, 16(8), 1097-1105.
Klatte, M. & Schick, A. (2006). Auditive Wahrnehmung. In: Pawlik, K. (Hrsg.). Handbuch Psychologie. Kap. 7, S. 109-122. Heidelberg: Springer Medizin Verlag
Klatte, M. (2005). Wirkungen von Lärm auf kognitive Leistungen von Kindern. KiTa Spezial, 2, 12-14.
Bitz, U., Gust, K., Vogt, K., Steinbrink, C. & Hille, K. (2005). Auswirkungen des AUDILEX-Trainingsprogramms auf die Lese-Rechtschreibleistung von Grundschülern der 2. Klasse. Nervenheilkunde, 24(3), 184-189.
Callapina, M., Zhou, J., Schmid, T., Kohl, R. and Brune, B. (2005). NO restores HIF-1alpha hydroxylation during hypoxia: role of reactive oxygen species. Free Radic Biol Med 39(7): 925-36.
Lowit A., Howell P. & Brendel B. (2005). Cognitive impairment in Parkinson’s Disease – is it a unified phenomenon? Journal of Brain Impairment, 6, 3, 191-204.
Brendel B., Lowit A. & Howell P. (2005). The effects of delayed and frequency shifted feedback on speakers with Parkinson’s disease. Journal of Medical Speech and Language Pathology, 12, 4, 131-138.
Lachmann, T., Berti, S., Kujala, T., & Schröger, E. (2005). Diagnostic subgroups of developmental dyslexia have different deficits in neural processing of tones and phonemes. International Journal of Psychophysiology, 56, 105-120. Download here
Lachmann, T., & van Leeuwen, C. (2005). Individual pattern representations are context-independent, but their collective representation is context-dependent. Quarterly Journal of Experimental Psychology: Human Experimental Psychology, 58, 1265-1294. Download here
Becker, C., Elliott, M., & Lachmann, T. (2005). Evidence for impaired visuoperceptual organization in developmental dyslexics and its relation to temporal processes. Cognitive Neuropsychology, 22, 499-522. Download here
Lachmann, T., & van Leeuwen, C. (2005). Task-invariant aspects of goodness in perceptual representation. Quarterly Journal of Experimental Psychology: Human Experimental Psychology, 58, 1295-1310. Download here
Pre 2005
Lachmann, T., & van Leeuwen, C. (2004). Negative congruence effects in letter and pseudo-letter recognition: the role of similarity and response conflict. Cognitive Processing, 5, 239-248. Download here
Lachmann, T., & van Leeuwen, C. (2004). Memory-guided inference in same-different comparison tasks. In C. Kaernbach, E. Schröger, & H. J. Müller (Eds.), Psychophysics beyond sensation: Laws and invariants of human cognition (pp. 199-221). Scientific Psychology Series. Hillsdale, NJ: Lawrence Erlbaum. Download here
van Leeuwen, C., & Lachmann, T. (2004). Negative and positive congruence effects in letters and shapes. Technical Report on Attention and Cognition, 24, http://L.u-tokyo.ac.jp/AandC Download here
van Leeuwen, C., & Lachmann, T. (2004). Negative and positive congruence effects in letters and shapes. Perception and Psychophysics, 6, 908-925. Download here
Szagun, G. & Steinbrink, C. (2004). Typikalität und Variabilität in der frühkindlichen Sprachentwicklung: eine Studie mit einem Elternfragebogen. Sprache - Stimme - Gehör, 28, 137-145.
Schmid, T., Zhou, J., Kohl, R. and Brune, B. (2004). p300 relieves p53-evoked transcriptional repression of hypoxia-inducible factor-1 (HIF-1). Biochem J 380 (Pt 1): 289-95.
Lowit A. & Brendel B. (2004). The Response of Patients with Parkinson’s Disease to DAF and FSF. Stammering Research, 1, 58-61.
Lachmann, T., & Geyer, T. (2003). Letter reversals in developmental dyslexia: Is the case really closed? A critical review and conclusions. Psychology Science, 45, 53-75. Download here
Szagun, G., Fogel-Rosen, A., Ziehm, A., Ricken, A., Steinbrink, C. & Greenbaum, C. (2003). Häusliche Umwelt und Kindergarten in der Entwicklung hörgeschädigter Kinder mit Cochlea-Implantat und Hörgeräten und normal hörender Kinder. Hörgeschädigte Kinder - Erwachsene Hörgeschädigte, 3/2003, 115-127.
Zech, B., Kohl, R., von Knethen, A. and Brune, B. (2003). Nitric oxide donors inhibit formation of the Apaf-1/caspase-9 apoptosome and activation of caspases. Biochem J 371(Pt 3): 1055-64.
Schick, A.; Klatte, M.; Meis, M. & Nocke, C. (Hrsg.) (2003). Hören in Schulen. Ergebnisse des 9.
Oldenburger Symposiums zur psychologischen Akustik. Oldenburg: BIS.
Friederici, A. D., & Lachmann, T. (2002). From language to reading and reading disability: Cognitive functions and their neural basis. In E. Witruk, A. D. Friederici, & T. Lachmann (Eds.), Basic functions of language, reading and reading disability (pp. 9-21). Boston: Kluwer / Springer. Download here
Lachmann, T., & Geissler, H.-G. (2002). Memory search instead of template matching? Representation-guided inference in same-different performance. Acta Psychologica, 111, 19-43. Download here
Lachmann, T. (2002). Reading disability as a deficit in functional coordination and information integration. In E. Witruk, A. D. Friederici, & T. Lachmann (Eds.), Basic functions of language, reading and reading disability, (pp. 165-198). Boston: Kluwer / Springer. Download here
Lachmann, T., Friederici, A. D., & Witruk, E. (2002). Introduction to basic functions of language, reading and reading disability. In E. Witruk, A. D. Friederici, & T. Lachmann (Eds.), Basic functions of language, reading, and reading disability (pp. 3-8). Boston: Kluwer / Springer. Download here
Klatte, M.; Lee, N. & Hellbrück, J. (2002). Effects of articulatory suppression and irrelevant speech on serial recall of heard and read materials. Psychologische Beiträge, 44, 166-186. Download here
Kohl, R., Antoine, M., Reimers, K. and Kiefer,P. (2002) FGF3 attached to a phosholipid membrane anchor gains a high transforming capacity. Implications of microdomains for FGF3 cell transformation. J Biol Chem 277(36): 32760-7.
Schlittmeier, S. J. & Schweer, I. R. (2002). UmweltpsychologInnen in Deutschland. Ergebnisse einer Befragung zu Ausbildung, beruflicher Praxis und Zukunftsperspektiven. Umweltpsychologie, 6(2), 120–136.
Huber, L.; Kahlert, J. & Klatte, M. (Hrsg.). (2002). Die akustisch gestaltete Schule. Auf der Suche nach
dem guten Ton. Göttingen: Vandenhoeck & Ruprecht.
Berti, S., Geissler, H.-G., Lachmann, T., & Mecklinger, A. (2000). Event-related brain-potentials dissociate visual working memory processes under categorical and identical comparison conditions. Cognitive Brain Research, 9, 147-15. Download here
Antoine, M., Daum, M., Kohl, R., Blecken, V., Close, M.J., Peters, G. and Kiefer, P. (2000) NH2-terminal cleavage of xenopus fibroblast growth factor 3 is necessary for optimal biological activity and receptor binding. Cell Growth Differ 11(11): 593-605.
Kohl, R., Antoine, M., Olwin, B.B., Dickson, C. and Kiefer, P. (2000) Cysteine-rich fibroblast growth factor receptor alters secretion and intracellular routing of fibroblast growth factor 3. J Biol Chem 275(21): 15741-8.
Brendel B., Ziegler W. & Deger K. (2000). The Synchronization Paradigm in the Treatment of Apraxia of Speech. Journal of Neurolinguistics, 13, 254 – 257.
Steinbrink, C. & Szagun, G. (1999). Der Einfluß überdeutlichen Sprechens auf den Sprach-erwerb von Kindern mit Cochlea-Implantat. Sprache - Stimme - Gehör, 23, 213-217.
Schick, A. &; Klatte, M. (Eds.). (1997). Contributions to Psychological Acoustics. Results of the 7th
Oldenburg Symposium on Psychological Acoustics. Oldenburg: BIS.
Ruthruff, E., Miller, J. O., & Lachmann, T. (1995). Does mental rotation require central mechanisms? Journal of Experimental Psychology: Human Perception & Performance, 21, 552-570. Download here
Klatte, M.; Kilcher, H. & Hellbrück, J. (1995). Wirkungen der zeitlichen Struktur von Hintergrundschall auf das Arbeitsgedächtnis und ihre theoretischen und praktischen Implikationen. Zeitschrift für Experimentelle Psychologie XLII (4), 517-544.
Books
Steinbrink, C., & Lachmann, T. (2014). Lese- Rechtschreibstörung. Grundlagen, Diagnostik, Intervention. Heidelberg: Springer.
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Lachmann, T., & Weis, T. (eds.) (2019). Reading and Dyslexia: From Basic Functions to Higher Order Cognition.Literacy Studies, 16. Cham, USA: Springer
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Lachmann, T., & T. Weis (eds.) (2018). Invariances in human information processing. Scientific Psychology Series. New York: Routledge.
Free sample chapter by George Sperling, University of California, Irvine: “A brief overview of computational models of spatial, temporal, and feature visual attention”. Download here
Klatte, M., Steinbrink, C., Bergström, K., & Lachmann, T. (2016). Lautarium: Ein computerbasiertes Trainingsprogramm für Grundschulkinder mit Lese-Rechtschreibschwierigkeiten. M. Hasselhorn & W. Schneider (Hrsg.). Förderprogramme für Vor- und Grundschule: Tests und Trends. Jahrbuch der pädagogisch-psychologischen Diagnostik, 14 (S. 115-141). Göttingen: Hogrefe.
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Witruk, E., Friederici, A. D., & Lachmann, T.(eds.) (2002). Basic Functions of Language, Reading and Reading Disability. Neuropsychology and Cognition Series. Boston: Kluwer/Springer
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Sommerfeld, E., Kompass, R., & Lachmann, T. (eds.) (2001). Fechner Day. Proceedings of the Annual Meeting of the International Society for Psychophysics, 17. Lengerich: Pabst Science Publishers
Lachmann, T. (ed.) (2005). Bildungspolitische Grundlagen für die Diagnose und Förderung von Kindern mit Lese- und Rechtschreibstörung. Leipzig: Leipziger Universitätsverlag.
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Lachmann, T. (2000). Vergleichen und Erkennen: Vorgänge im Gedächtnis bei der visuellen Relationserkennung. V. Sarris, M. Amelang, N. Birbaumer, F. Strack, & F. Wilkening (Eds.). Psychologia Universalis, 22. Lengerich: Pabst Science Publishers.
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Lachmann, T. (2007). Basic determinants of specific disabilities in reading: Experimental exploration of component functions in reading and of deficits in their coordination. Volume 1 of Lachmann, T. (Ed.) Experimental exploration of learning and learning disabilities. University of Kaiserslautern Press.
Lachmann, T., & Witruk, E. (eds.) (2003). Language and dyslexia. Lengerich: Pabst Science Publishers.
Lachmann, T. (1996). Informationsverarbeitung beim visuellen Vergleich.Beiträge zur wissenschaftlichen Diskussion, 15. Munich: HSS.
Witruk, E., & Lachmann, T. (Eds.) (1999). Abstracts of the international conference on Basic Mechanisms of Language and Language Disorders. Leipzig: Leipziger Universitätsverlag.
Geissler, H.-G., & Lachmann, T. (Eds.) (1996). Abstracts of the international conference on short-term storage and processing in human cognition: Dynamic characteristics and neural mechanisms. Leipzig: Institut für Allgemeine Psychologie und Zentrum für Höhere Studien der Universität Leipzig.
Chapters in edited books and full text proceedings
Tristão, R., Lauand, L., Costa, K. S. F., Brant, L., Fernandes, G., Costa, K. N., Spilski, J., & Lachmann, T. (2021). Smell Infant Psychophysics: Methodological adaptation for COVID-19 Pandemic. Download here.
Spilski, J., Bergström, K., Möhler U., Lachmann, T., & Klatte, M. (2020). Do we need different metrics to predict the effects of aircraft noise on children’s well-being and health? Proceedings of the Inter-Noise 2020. Seoul.
Schmidt, M., Makhkamova, A., Spilski, J., Berg, M., Exner, J.-P., Pietschmann, M., Rugel, D., & Lachmann, T. (2020). Competence Development with Digital Learning Stations in VET in the crafts sector. In E. Wuttke & J. Seifried (Hrsg.), VET and Professional Development in the Age of Digitalization (Volume 4, pp. 39-62). Barbara Budrich. https://doi.org/10.2307/j.ctv18dvv1c.6
Spilski, J., Exner, J.P., Schmidt, M., Schlittmeier, S., Giehl, C., Lachmann, T., Pietschmann, M., Werth, D. (2019). Potential of VR in the vocational education and training of craftsmen. In: Proceedings of the 19th International Conference on Construction Applications of Virtual Reality. 13-15 November 2019, Bangkok, Thailand. Download here
Spilski, J., Rumberg, M., Berchterhold, M., Bergström, K., Möhler, U., Kurth, D., Lachmann, T., & Klatte, M. (2019). Effects of aircraft noise and living environment on children's wellbeing and health. Proceedings of the 23rd International Congress on Accoustics. Aaachen, Germany. Download here
Spilski, J., Bergström, K., Möhler, U., Lachmann, T., & Klatte, M. (2019). Do we need different aircraft noise metrics to predict for different groups of people? Proceedings of the 23rd International Congress on Accoustics. Aaachen, Germany. Download here
Ruediger, P., Spilski, J. Kartal, N., Gsuck, S., Beese, N., Schlittmeier, S., Lachmann, T., & Ebert, A. (2019). Cognitive indicators for acoustic source localization and presence in a vivid 3D scene. Proceedings of the 23rd International Congress on Accoustics. Aaachen, Germany. Download here
Klatte, M., Bergström, K., & Lachmann, T. (2019). Effects of task-irrelevant background speech on verbal working memory tasks. Proceedings of the 23rd International Congress on Accoustics. Aaachen, Germany. Download here
Defren, S., de Brito Castilho Wesseling, P., Allen, S., Shakuf, V., Ben-David, B., Lachmann, T. (2018). Emotional Speech Perception: A set of semantically validated German neutral and emotionally affective sentences. Proc. 9th International Conference on Speech Prosody 2018, 714-718. Download here
Steinbrink, C., Konerding, M., & Lachmann, T. (2018). Diagnostik im Bereich Schriftsprache. In: Spreer, M. (Hrsg.). Diagnostik von Sprach- und Kommunikationsstörungen- Methoden und Verfahren für das Kindesalter. Reinhardt-Verlag, München.
Shakuf, V., Zack, C., Tidhar, L., Golani, S., Ben-David, B.M., Ben-David, S., Lachmann, T., de Brito Castilho Wesseling, P., Defren, S., Wegner, T., Allen, S. (2018). Do prosodic cues need a visa to travel? The perception of emotions in speech across languages: Evidence from Hebrew, English and German. Proceedings of the 34th Annual Meeting of the International Society for Psychophysics. International Society for Psychophysics, Lüneburg, Germany, 2018. Download here
Spilski, J., Bergström, K., Möhler, U., Mayerl, J., Lachmann, T. & Klatte, M. (2017). Aircraft noise exposure and children’s cognition: evidence for a daytime NAT criterion. In: Proceedings of the 46th International Congress and Exposition on Noise Control Engineering (Internoise, 2017), Hong Kong, China. Download here
Spilski, J., Bergström, K., Möhler, U., Mayerl, J., Lachmann, T. & Klatte, M. (2017). The relationship between aircraft noise and reading: Mediator and moderator effects. In: Proceedings of the 12th ICBEN Congress on Noise as a Public Health Problem (ICBEN, 2017), Zurich, Switzerland. Download here
Bergström, K., Konerding, K., Lachmann, T. & Klatte, M. (2017). Überprüfung der Testgüte eines neu entwickelten Gruppentests zur phonologischen Bewusstheit bei Grundschulkindern. In: Gemeinsame Tagung der Fachgruppen Entwicklungspsychologie und Pädagogische Psychologie (PAEPSY), Münster, Germany.
Klatte, M., Steinbrink, C., Bergström, K. & Lachmann, T. (2016). Lautarium: Ein computerbasiertes Trainingsprogramm für Grundschulkinder mit Lese-Rechtschreibschwierigkeiten. In: Hasselhorn, M. & Schneider, W. (Hrsg.). Förderprogramme für Vor- und Grundschule: Tests und Trends. Jahrbuch der pädagogisch-psychologischen Diagnostik. Band 14 (S. 115-141). Göttingen: Hogrefe. Download here
Schmidt, M., Spilski, J., Schwertel, U., Heil, M., & Lachmann, T. (2016). Assistenz von Arbeitsprozessen auf der Baustelle. In R. Zender (Ed.): Proceedings of DeLFI Workshops 2016 co-located with 14th e-Learning Conference of the German Computer Society (DeLFI 2016, pp. 216–222), Potsdam, Germany. Download here
Spilski, J., Bergström, K., Möhler, U., Mayerl, J., Lachmann, T. & Klatte, M. (2016). Effects of aircraft noise on children´s reading and quality of instruction in German primary schools: Results from the NORAH study. In: Proceedings of the 22nd International Congress on Acoustics (ICA, 2016), Buenos Aires, Argentina. Download here
Klatte, M., Spilski, J., Möhler, U., Mayerl, J., Lachmann, T. & Bergström, K. (2016). Effects of aircraft noise exposure on reading and quality of life on primary school children in Germany: Results from the NORAH-study. In: Proceedings of the 45th International Congress and Exposition on Noise Control Engineering (Internoise, 2016, pp. 7778-7781), Hamburg. Download here
Klatte, M., Spilski, J., Mayerl, J., Möhler, U., Lachmann, T. & Bergström, K. (2015). Effects of aircraft noise on reading and oral language abilities in German children near Frankfurt/Main airport: Results of the NORAH (noise-related annoyance, cognition, and health)-study. Proceedings of Euronoise 2015, Maastricht. Download here
Bergström, K., Spilski, J., Mayerl, J., Möhler, U., Lachmann, T. & Klatte, M. (2015). Effects of aircraft noise on annoyance and quality of life in German children near Frankfurt/Main airport: Results of the NORAH (noise-related annoyance, cognition, and health)-study. Proceedings of Euronoise 2015, Maastricht. Download here
Bergström, K., Spilski, J., Mayerl, J., Möhler, U., Lachmann, T. & Klatte, M. (2015). Auswirkungen von Fluglärm an Grundschulen auf den Unterricht: Ergebnisse aus der Lehrerbefragung der NORAH-Kinderstudie, DAGA 2015, Nürnberg, Germany. Download here
Klatte, M., Spilski, J., Mayerl, J., Möhler, U., Lachmann, T., & Bergström, K. (2015). Wirkungen von Fluglärm auf kognitive Leistungen und Lebensqualität bei Kindern im Umfeld des Flughafens Frankfurt/Main: Ergebnisse aus der NORAH-Studie, DAGA 2015, Nürnberg, Germany. Download here
Klatte, M., Steinbrink, C., Prölß, A., Estner, B., Christmann, C., & Lachmann, T. (2014). Effekte des computerbasierten Trainingsprogramms "Lautarium" auf die phonologische Verarbeitung und die Lese-RechtschreibLeistungen bei Grundschulkindern. In: Schulte-Körne, G. (Hrsg.). Legasthenie und Dyskalkulie - Neue Methoden zur Diagnostik und Förderung (S. 127-144). Bochum: Winkler.
Jaarsveld, S., Lachmann, T., & van Leeuwen, C. (2013). The Impact of Problem Space on Reasoning: Solving versus Creating Matrices. In M. Knauff, M. Pauen, N. Sebanz, & I. Wachsmuth (Eds.). Proceedings of the 35th Annual Conference of Cognitive Science Society, (pp. 2632-2638). Austin, TX: Cognitive Science Society. Download here
Klatte, M.; Lachmann, T. & Meis, M. (2012). Wirkungen von Lärm und Nachhall auf das Behalten sprachlicher Information bei Studierenden. In: Fortschritte der Akustik. Beiträge zur 38. Jahrestagung für Akustik, DAGA, Darmstadt. Berlin: DEGA.
Bergström, K., Lachmann, T., & Klatte, M. (2012). Wann stört Lärm das geistige Arbeiten? Einfluss von Aufgaben- und Geräuschcharakteristiken bei der Wirkung moderaten Lärms auf ArbeitsgedächtnisLeistungen. In: Fortschritte der Akustik. Beiträge zur 38. Jahrestagung für Akustik, DAGA, Darmstadt. Berlin: DEGA. Download here
Prölß, A., Lachmann, T., & Klatte, M. (2013). Wirkungen von Hintergrundgeräuschen auf ArbeitsgedächtnisLeistungen bei Kindern und Erwachsenen. Hörakustik, 1, 32-34. Download here
Bergström, K., Meis, M., Seidler, A., Guski, R., Schreckenberg, D., Lachmann, T., & Klatte, M. (2012). Analyzing effects of aircraft noise on cognition and quality of life in German children near Frankfurt Airport in the NORAH-study: An overview of design and methods. The 41st International Congress on Noise Control Engineering, Internoise 2012, New York, USA. Download here
Klatte, M., Lachmann, T., & Meis, M. (2011). Effects of noise and reverberation on verbal short-term memory in young adults in a classroom-like setting. Paper presented at the 9th Biennial Conference on Environmental Psychology, Eindhoven.
Wesseling, P., & Lachmann, T. (2011). Leitura Dialogica e suas influencias. In Revista Galego-Portuguesa de Psicholoxia e Educacion, Actas do XI Congreso International Galego-Portugues de Psicopedagoxia, 3225-3230.
Lachmann, T., Khera, G., & van Leeuwen, C. (2011). Congruence effects in letters versus shapes: The rule of literacy. In D. Algom et al. (eds.), Proceedings for the International Society for Psychophysics (pp. 463-468). Tel Aviv: ISP. Download here
Lachmann, T., & van Leeuwen, C. (2010). Representational economy, not processing speed, determines preferred processing strategy of visual patterns. In A. Bastianelli et al. (eds.), Proceedings of the International Society for Psychophysics (pp. 477-482). Padova: ISP. Download here
Klatte, M., & Lachmann, T. (2009). Viel Lärm ums Lernen: Akustische Bedingungen in Klassenräumen und ihre Bedeutung für den Unterricht. In: Arnold, R., Schüßler, I., & Müller, H.J. (Hg.). Grenzgänge(r) der Pädagogik. Festschrift für Joachim Münch. S. 141-156. Battmannsweiler: Schneider Verlag Hohengehren. Download here
Schinauer, T., & Lachmann, T. (2009). Order preferences as a function of size and orientation of the display. In Proceedings of the ISP. Galway: Ireland. Download here
Becker, C., Lachmann, T., & Elliott, M. (2001). Evidence for impaired integration-segmentation processes and effects of oscillatory synchrony on stimulus coding in developmental dyslexics. In E. Sommerfeld, R. Kompass, & T. Lachmann (Eds.), Proceedings of the International Society for Psychophysics (pp. 273-278). Lengerich: Pabst Science Publishers.
Brendler, K., & Lachmann, T. (2001). Letter reversals in the context of the Functional Coordination Deficit Model of developmental dyslexia. In E. Sommerfeld, R. Kompass, & T. Lachmann (Eds.), Proceedings of the International Society for Psychophysics (pp. 308-313). Lengerich: Pabst Science Publishers. Download here
Fuchs, S., & Lachmann, T. (2003). Functional coordination deficit in children with developmental dyslexia. In B. Berglund & E. Borg (Eds.), Fechner Day 2003 (pp. 87-90). Stockholm: The International Society for Psychophysics.
Geissler, H.-G., Kompass, R., & Lachmann, T. (1998). Ultra-precise pacemaker mechanisms: On converging evidence from movement perception and reaction time paradigms. In S. Grondin, Y. Lacouture, & R. Rousseau (Eds.), Proceedings of the International Society for Psychophysics (pp. 178-183). Quebec: The International Society for Psychophysics.
Geissler, H.-G., & Lachmann, T. (1996). Memory-guided inference in matching tasks: Symmetries and the case of inferred sets. In S. C. Masin (Ed.), Proceedings of the International Society for Psychophysics (pp. 119-124). Padua: The International Society for Psychophysics.
Geissler, H.-G., & Lachmann, T. (1997). Processing spatial symmetry: Evidence of two distinct components in visual comparison. In A. Preis (Ed.), Proceedings of the International Society for Psychophysics (pp. 165-170). Poznan: The International Society for Psychophysics.
Geyer, T., Müller, H., von Mühlenen, A., & Lachmann, T. (2001). Parallel inhibitory marking in visual search. In E. Sommerfeld, R. Kompass, & T. Lachmann (Eds.), Proceedings of the International Society for Psychophysics (pp. 373-378). Lengerich: Pabst Science Publishers.
Lachmann, T. (2001). Strategies of coding and processing in a physical same-different task. In E. Sommerfeld, R. Kompass, & T. Lachmann (Eds.), Proceedings of the International Society for Psychophysics (pp. 98-104). Lengerich: Pabst Science Publishers. Download here
Lachmann, T. (2002). Relative frequency of single item affects on category level: New evidence for representation-guided inference in the perception of visual structure. In J. A. Da Silva (Ed.), Proceedings of the International Society for Psychophysics (pp. 446-451). Rio de Janeiro: Editora legis summa.
Lachmann, T., Berti, S., Kujala, T., Rusiak, P., Sobieralska, K., & Schröger, E. (2004). Psychophysical and neurophysiological approaches to learning disabilities and education. In A. Oliveira (Ed.), Proceedings of the International Society for Psychophysics (pp. 436-439). Lisbon: ISP. Download here
Lachmann, T., & Geissler, H.-G. (1999). Frequency effects in a categorical same-different task point to collective pattern codes. In P. R. Kileen & W. R. Uttal (Eds.), Proceedings of the International Society for Psychophysics (pp. 138-143). Phoenix: The International Society for Psychophysics.
Lachmann, T., & Pataki, K. (2001). Does stimulus complexity affect central mechanisms? In E. Sommerfeld, R. Kompass, & T. Lachmann (Eds.), Proceedings of the International Society for Psychophysics (pp. 487-492). Lengerich: Pabst Science Publishers. Download here
Lachmann, T. (2005). Diagnostik und Förderung bei Lese- und Rechtschreibschwäche. In T. Lachmann (Ed.), Bildungspolitische Grundlagen für die Diagnose und Förderung von Kindern mit Lese- und Rechtschreibstörung (pp. 7-11). Leipzig: Leipziger Universitätsverlag.
Lachmann, T., & Pataki, K. (2002). Contrast and complexity independently affect central capacity-limited mechanisms. In J. A. Da Silva (Ed.), Proceedings of the International Society for Psychophysics (pp. 452-457). Rio de Janeiro: Editora legis summa. Download here
Lachmann, T., & van Leeuwen, C. (2004). Basic functions of reading: Feature integration in letter recognition. In N. Srinivasan et al. (Eds.), Proceedings of the International Conference of Cognitive Science (on CD). Allahabad, India: Center for Behavioural and Cognitive Science.
Rusiak, P., Lachmann, T., & Jaskowski, P. (2003). Mental rotation of letters in dyslexics and implications for diagnosis and educational treatment. In B. Berglund & E. Borg (Eds.), Proceedings of the International Society for Psychophysics (pp. 263-268). Stockholm: The International Society for Psychophysics. Download here
Pophal-Töfke, D., Gottlebe, K., Böning, C., Köhler, A., & Lachmann, T. (2005). Die Sächsische Verwaltungsvorschrift zur Förderung von Kindern mit Lese-Rechtschreib-Schwäche: Einordnung in die aktuelle Lage der LRS-Erlasse der Bundesländer und deren praktische Umsetzung. In T. Lachmann (Ed.), Bildungspolitische Grundlagen für die Diagnose und Förderung von Kindern mit Lese- und Rechtschreibstörung (pp. 63-94). Leipzig: Leipziger Universitätsverlag.
Lachmann, T., & van Leeuwen, C. (2009). Differentiation of holistic processing in the time course of letter recognition. In M. Elliott et al. (eds.) Proceedings of the International Society for Psychophysics (pp. 305-310). Galway: ISP. Download here
Lachmann, T. (2006). We learn more than we see: Group-code effects in the processing of structural information. In E. Witruk, & J. Lander (Eds.), Experimental exploration of memory structures (pp. 91-105). Aachen: Shaker. Download here
Schröger, E., Widmann, A., Kujala, T., Tervaniemi, M., Lachmann, T., Berti, S., & Schröger, H. (2004). Untersuchungen zur Bedeutung audiovisueller Verarbeitung bei Dyslexie. In Verband Dyslexie Schweiz (Hsg.), Lesen kann doch jeder - oder doch nicht? Zürich: Verband Dyslexie Schweiz.
Lachmann, T. (2007). Basic determinants of specific disabilities in reading: Experimental exploration of component functions in reading and of deficits in their coordination. Volume 1 of Lachmann, T. (Ed.) Experimental exploration of learning and learning disabilities. University of Kaiserslautern Press.
Koether, R., Schumacher, B., Scheller, K., van Leeuwen, C., & Lachmann, T. (2008). The relation between speed of visual-auditory integration and General Intelligence in dyslexics and normal reading children. In S. Mori, T. Miyaoka, & W. Wong (eds.). Proceedings of the 23rd annual meeting of the ISP (pp. 357-362). Tokyo: ISP. Download here