Fachgebiet Cognitive and Developmental Psychology

Publications of Thomas Lachmann

Peer-reviewed publications

Recent

Schmitt, A., Lachmann, T., & van Leeuwen, C. (2019). Lost in the forest? Global to local interference depends on children’s reading skills. Acta Psychologica, 193, 11-17. Download here

Nikolaev, A. R., Beck, A.-K., Theobald, S., Lachmann, T. (corr. author), & van Leeuwen, C. (2019). Factoring in the spatial effects of symbolic number representation. Biological Psychology, 149. Download here

Bulajić, A., Despotović, M., & Lachmann, T. (2019). Understanding functional illiteracy from a policy, adult education, and cognition point of view: Towards a joint referent framework. Zeitschrift für Neuropsychologie (Journal of Neuropsychology), 30, 109-122. Download here

Rodriguez, F., Spilski, J., Hekele, F., Beese, N., & Lachmann, T. (2019). Physical and cognitive demands of work in building construction. Engineering, Construction and Architectural Management. Download here

Reinhard, R., Shah, G. K., Faust-Christmann, C. A., & Lachmann, T. (2019). Acting your avatar’s age: Effects of virtual reality avatar embodiment on real life walking speed. Media Psychology. 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

Rodriguez, F., Spilski, J., Schneider, A., Hekele, F., Lachmann, T., Ebert, A., & Rupprecht, F. (2019). Relevance of the assessment mode in the digital assessment of processing speed. Journal of Clinical and Experimental Psychology, 41, 730-739. Download here

Ludowicy, P., Czernochowski, C., Weis, T., Haese, A., & Lachmann, T. (2019). Neural correlates of feedback processing during a sensory uncertain speech - nonspeech discrimination task. Biological Psychology, 144, 103-114. Download here

2017-2018

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

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

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

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

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

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

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

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

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

2015 - 2016

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

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

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

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

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

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

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

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

2013 - 2014

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

Lachmann, T., & van Leeuwen, C. (2014). Reading as functional coordination: Not recycling but a novel synthesis. Frontiers in Developmental Psychology, 5:1046. 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

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., 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

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

Klatte, M., Steinbrink, C., Bergström, K., & Lachmann, T. (2013). Phonologische Verarbeitung bei Grundschulkindern mit schwacher Lesefähigkeit. Lernen und Lernstörungen, 2, 199-215. 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

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

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

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

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

2009 - 2010

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

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

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

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

Lachmann, T., & van Leeuwen, C. (2010). Representational economy, not processing speed, determines preferred processing strategy. Acta Psychologica, 134, 290-298. 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

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. Downloads 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

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

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. Japanease Psychological Research, 50(4), 193-203. Download here

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

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

2005 - 2006

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

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

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

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

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


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.

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Klatte, M.; Steinbrink, C.; Bergström, K. & Lachmann, T. (2017). Lautarium – Ein computerbasiertes Trainingsprogramm für Grundschulkinder mit Lese-Rechtschreibschwierigkeiten. Manual und Programm. 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 te International Society for Psychophysics, 17. Lengerich: Pabst Science Publishers

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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

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

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.

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.

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

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.

Brito Castilho 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.

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.

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.

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.

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.

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

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.

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