Fachgebiet Cognitive and Developmental Psychology

Publications of Thomas Lachmann

Peer-reviewed publications

Publications 2019

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.

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, 0301-0511.

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 (in press)

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

Weis, T., Krick, C., Reith, W., & Lachmann, T. (in press). 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.

Publications 2018

Weis, T., Theobald, S., Schmitt, A., van Leeuwen, C., & Lachmann, T. (2018). There’s a SNARC in the size congruity task.  Frontiers in Psychology (Cognitive Science), in press.

Weis, T., Nuerk, H.-C., & Lachmann T. (2018). Attention allows the SNARC effect to operate on multiple number lines. Scientific Reports (in press).

Weis, T., Krick, C., Reith, W., & Lachmann, T. (in press). 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.

Lachmann, T. (2018). Reading and dyslexia. The Functional Coordination Framework. In T. Lachmann, & T. Weis (eds.) Reading and dyslexia (pp. 265-290). Literacy Studies, 16. Cham: Springer.

Klatte, M., Bergstroem, K., Steinbrink, C., Konerding, 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. Cham: Springer.

Welter, M., Jaarsveld, S., & Lachmann, T. (2018). Problem space matters: Evaluation of a German Enrichment Program for Gifted Children. Frontiers in Psychology (Cognition).

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). New York: Routledge.

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.
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Publications 2017

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. 
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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
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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.
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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.
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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.
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Jaarsveld, S., & Lachmann, T., (2017). Intelligence and Creativity in Problem Solving: The Importance of Test Features in Cognition Research. Frontiers in Psychology, 8.

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.
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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. 
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Welter, M. M., Jaarsveld, S., van Leeuwen, C. & Lachmann, T. (2016). Intelligence and Creativity; over the threshold together? Creativity Research Journal, 28, 212-218.
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Weis, T., Estner, B., van Leeuwen, C. and Lachmann, T. (2016). SNARC meets SPARC: Automaticity and interdependency in compatibility effects. Quarterly Journal of Experimental Psychology, 69, 1366-1383.
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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.

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.
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Weis, T., Estner, B., and Lachmann, T. (2016). When speech enhances SMARC: Joint spatial associations of pitch and timbre in nonmusicians. Quarterly Journal of Experimental Psychology, 69, 1687-1700.
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Jaarsveld, S., Fink, A., Rinner, M., Schwab, D., Benedek, M., & Lachmann, T. (2015). Intelligence in creative processes: An EEG study. Intelligence, 49, 171-178.

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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.

2013 - 2014

Lachmann, T., & van Leeuwen, C. (2014). Reading as functional coordination: Not recycling but a novel synthesis. Frontiers in Psychology (Developmental Psychology). 5doi: 10.3389/fpsyg.2014.01046

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.
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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.
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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.
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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. Front. Psychol. 5:705. doi: 10.3389/fpsyg.2014.00705
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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.

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

Prölß, A., Lachmann, T., & Klatte, M. (2013). Wirkungen von Hintergrundgeräuschen auf Arbeitsgedächtnisleistungen bei Kindern und Erwachsenen. Hörakustik, 1, 32-34.

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

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. doi: 10.3389/fpsyg.2013.00578
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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. doi:10.1016/j.intell.2012.01.002

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. Doi: 103389/fnevo.2012.00008
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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.

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.

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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.

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2009 - 2010

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.

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, 1168-1191.

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

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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 [Do perceptual abilities at school entry predict reading and spelling abilities at the end of Grade 1 and 2? – Investigating the predictive validity of the Differenzierungsproben 1 and 2 by Breuer and Weuffen]. Zeitschrift für Entwicklungspsychologie und Pädagogische Psychologie, 42 188-200.

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.

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.

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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.

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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.

2007 - 2008

Lachmann, T., & van Leeuwen, C. (2008). Different letter-processing strategies in diagnostic subgroups of developmental dyslexia. Cognitive Neuropsychology, 25, 730-744.

Lachmann, T., & van Leeuwen, C. (2008). Differentiation of holistic processing in the time course of letter recognition. Acta Psychologica, 129, 121-129.

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Lachmann, T., & van Leeuwen, C. (2008). Goodness is central: Task-invariance of perceptual organization in a dual-task setting. Japanease Psychological Research, 50, 193-203.

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Jincho, N., Lachmann, T., & van Leeuwen, C. (2008). Dissociating congruence effects in letters versus shapes: Kanji and kana. Acta Psychologica, 129, 138-146.

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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.

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.

Lachmann, T., & van Leeuwen, C. (2007). Paradoxical enhancement of letter recognition in developmental dyslexia. Developmental Neuropsychology, 31, 61-77.

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Lachmann, T., & van Leeuwen, C. (2007). Goodness takes effort: perceptual organization in dual-task settings. Psychological Research, 71, 152-169.

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Rusiak, P., Lachmann, T., Jaskowski, P., & van Leeuwen, C. (2007). Mental rotation of letters and shapes in developmental dyslexia. Perception, 36, 617-631.

2005 - 2006

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.

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.

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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.

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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.

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2003 - 2004

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.

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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). Hilldale, NJ: Lawrence Erlbaum Associates.

van Leeuwen, C., & Lachmann, T. (2004). Negative and positive congruence effects in letters and shapes. Perception and Psychophysics, 6, 908-925.

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van Leeuwen, C., & Lachmann, T. (2004). Negative and positive congruence effects in letters and shapes. Technical Report on Attention and Cognition, 24.

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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.

2001 - 2002

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.

Lachmann, T., & Geissler, H.-G. (2002). Memory search instead of template matching? Representation-guided inference in same-different performance. Acta Psychologica, 111, 19-43.

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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.

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.

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Pre 2001

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, 147-155.

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Ruthruff, E., Miller, J. O., & Lachmann, T. (1995). Does mental rotation require central mechanisms? Journal of Experimental Psychology: Human Perception & Performance, 21, 552-570.

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Chapters in edited books and full text proceedings

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.

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.

Jaarsveld, S., & Hamel, R. (1995). Problem solving versus -invention: Differences between cognitive activities. Creative Concepts Conference, Texas A & M University, College Station, TX, USA. Poster.

Jaarsveld, S., & Hamel, R. (1996). Problem solving and creation Psychometrical and theoretical research on differences and similarities between the cognitive activities in both processes. Invited by John Raven to his Symposium, APA Congress, Montreal, Canada.

Jaarsveld, S. (1996). Cultural Differences in Business Communication. Center for Promotion of Import from the Third World, Ministry of Development Cooperation, the Netherlands. Series of Lectures.

Jaarsveld, S. (1998). Inventing a Raven-like item: The role of reasoning in invention. APA Congress, San Francisco, California, USA.

Jaarsveld, S., & van Leeuwen, C. (1999). Measurements and concepts for a design process. APA Congress, San Francisco, California, USA.

Jaarsveld, S., & Lachmann, T. (2010). Solving and creating: An identical development? TeaP, Saarbrücken, Germany.

Jaarsveld, S., van Leeuwen, C., & Lachmann, T. (2011). Development of intelligence and creativity: Solving and creating Raven Progressive Matrices. TeaP, Halle, Germany.

Jaarsveld, S., van Leeuwen, C., & Lachmann, T. (2011). Development of intelligence and creativity in primary school children. PEAPS, Erfurt, Germany.

Jaarsveld, S., Welter, M, & Lachmann, T. (2011). Gifted children: Convergent thinking skills operating in open problem spaces. PEAPS, Erfurt, Germany. Poster.

Jaarsveld, S., Welter, M, & Lachmann, T. (2012). Convergent thinking skills operating in open problem spaces. TeaP, Mannheim, Germany. Poster.

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

Jaarsveld, S., & Lachmann, T. (2017). Creating and solving APM like matrices: Differences from think-aloud protocols. Creativity Conference, Radbout University, Nijmegen, Netherlands. Poster.

Jaarsveld, S., & Lachmann, T. (2018). Creating your own intelligence test: Implications for cognition research and education. Creativity Conference, Southern Oregon University, Oregon, USA.

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.

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.

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.

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.

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. (1996). Informationsverarbeitung beim visuellen Vergleich. Beiträge zur wissenschaftlichen Diskussion, 15, 5-113.

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.

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.

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.

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.

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.


Books

 

Steinbrink, C. & Lachmann, T. (2014). Lese-Rechtschreibstörung: Grundlagen – Diagnostik – Intervention. Heidelberg: Springer VS.

Nähere Informationen auf den Seiten des Springer-Verlags.

Witruk, Evelin, Friederici, Angela D., Lachmann, Thomas (Eds.) (2002). Basic Functions of Language, Reading and Reading Disability. Boston: Kluwer/Springer.

Authors amongst many others:
A. Galaburda, J, Stein, A. J. Fawcett, A. Friederici, K. Rayner, J. Talcott, C. Witton, T. Kujala, D. Swinney, S. Powers, R. Radach

Nähere Informationen auf den Seiten des Springer-Verlags.

Erdmute Sommerfeld, Raul Kompass, and Thomas Lachmann (Eds.) (2001). FECHNER DAY 2001. Lengerich: Pabst Science Publishers.

Authors amongst many others:
J. Townsend, S. Link, J. Baird, H. Ross, D. Algom, W. Pertusic, H. Colonius, L. Ward, M. Elliott, W. Anderson, G. Lockhead, T. Bachmann, W. Ehrenstein, B. Scharf, L. Marks, D. Luce

Nähere Informationen auf den Seiten von Pabst Science Publishers.

Wiese, L. (2008). Early social learning: Neuronal correlates of social referencing in infants. Volume 3 of Lachmann, T. (Ed.) Experimental exploration of learning and learning disabilities. University of Kaiserslautern Press.

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. 

Jaarsveld, S. (2007). Creative cognition: New perspectives on creative thinking. Volume 2 of Lachmann, T. (Ed.) Experimental exploration of learning and learning disabilities. University of Kaiserslautern Press. Please ask for a free copy of this volume.

Lachmann, T. (Ed.) (2005). Bildungspolitische Grundlagen für die Diagnose und Förderung von Kindern mit Lese- und Rechtschreibstörung. Leipzig: Leipziger Universitätsverlag.

Lachmann, T. (2003). Basic Determinants of Specific Learning Disabilities in Reading: Experimental Exploration of Component Functions in Reading and Deficits in their Coordination. Habilitationsschrift an der Universität Leipzig.

Lachmann, T., & Witruk, E. (Eds.) (2003). Language and dyslexia. Lengerich: Pabst Science Publishers.

Witruk, E., Friederici, A. D., & Lachmann, T. (Eds.) (2002). Basic functions of reading and reading disability., Neuropsychology and Cognition Series. Boston: Kluwer / Springer.Downloads: info page at Springer

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, Band 22. Lengerich: Pabst Science Publishers.Downloads: abstract at Pabst Science Publishers

Witruk, E., & Lachmann, T. (Eds.) (1999). Abstracts of the international conference on Basic Mechanisms of Language and Language Disorders. Leipzig: Leipziger Universitätsverlag.

Lachmann, T. (1998). Repräsentationsgeleitete Suchprozesse der visuellen Relationserkennung. Dissertationsschrift an der Universität Leipzig.

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.

Lachmann, T. (1995). Determinanten der Informationsverarbeitung beim visuellen Vergleich transformativ verbundener Stimuli. Diplomarbeit an der Universität Leipzig.

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