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Fakultät für Human- und Sozialwissenschaften

Artikel in Zeitschriften

  • Lorenz, C., Ferdinand, N.K. (2024). Combined Effects of Social Exclusion and Social Rank Feedback on Risky Decision-Making Across Adolescence. J. Youth Adolescence. https://doi.org/10.1007/s10964-024-02072-w

  • Kamp, S.-M., Endemann, R., Knopf, L., & Ferdinand, N.K. (2024). Subjective cognitive decline in healthy older adults is associated with altered processing of positive versus negative feedback in a probabilistic learning task. Frontiers in Psychology: Psychology of Aging, 15, 1404345. https://doi.org/10.3389/fpsyg.2024.1404345

  • Sader, A., Walg, M., & Ferdinand, N.K. (2022). Rewards Can Foster Response Execution and Response Inhibition in Young Children Diagnosed with ADHD. Journal of Cognition and Development, 24, 37-54. https://doi.org/10.1080/15248372.2022.2110875

  • Lorenz, C., Kray, J. (2022). Explore with Me: Peer Observation Decreases Risk-Taking but Increases Exploration Tendencies across Adolescence. Journal of Youth and Adolescence, 51, 1693-1707. https://doi.org/10.1007/s10964-022-01608-2

  • Ferdinand§, N.K., Kapsali§, E., Woirgardt, M., & Kray, J. (2022). Developmental Differences in Processing the Valence and Magnitude of Incentive Cues: Mid-Adolescents Are More Sensitive to Potential Gains than Early- or Late-Adolescents. Cognitive, Affective, and Behavioral Neuroscience, 22(3), 557-573. https://doi.org10.3758/s13415-021-00978-7
    § joint first authors

  • Kray, J., Kreis, B., & Lorenz, C. (2021). Age Differences in Decision-making under Known Risk: The Role of Working Memory and Impulsivity. Developmental Psychology, 57(2), 241–252. https://doi.org/10.1037/dev0001132

  • Kray, J., Ferdinand, N.K., & Stenger, K. (2020). Training and Transfer of Cue Updating in Older Adults is Limited: Evidence from Behavioral and Neuronal Data. Frontiers in Human Neuroscience: Cognitive Neuroscience, 14, 565927. https://doi.org/10.3389/fnhum.2020.565927

  • Ferdinand, N.K., & Hilz, M. (2020). Emotional feedback ameliorates older adults’ feedback-induced learning. PLOSOne, 15(4): e0231964. https://doi.org/10.1371/journal.pone.0231964

  • Ferdinand, N.K. (2019). The influence of task complexity and information value on feedback processing in younger and older adults: no evidence for a positivity bias during feedback-induced learning in older adults. Brain Research, 1717, 74-85. https://doi.org/10.1016/j.brainres.2019.04.011

  • Ferdinand, N.K., Paulus, M., Schuwerk, T., & Kühn-Popp, N. (2018). Editorial: Social and Emotional Influences on Human Development: Perspectives from Developmental Neuroscience. Frontiers in Psychology: Developmental Psychology, 9, 2490. https://doi.org/10.3389/fpsyg.2018.02490

  • Ferdinand§, N.K., & Czernochowski§, D. (2018). Motivational Influences on Performance Monitoring and Cognitive Control across the Adult Lifespan. Frontiers in Psychology: Developmental Psychology, 9, 1018. https://doi.org/10.3389/fpsyg.2018.01018
    § joint first authors

  • Gajewski§, P.D., Ferdinand§, N.K., Falkenstein, M., & Kray, J. (2018). Understanding sources of adult age differences in task switching: evidence from behavioral and ERP studies. Neuroscience & Biobehavioral Reviews, 92, 255-275. https://doi.org/10.1016/j.neubiorev.2018.05.029
    § joint first authors

  • Kray, J., Schmitt, H., Lorenz, C., & Ferdinand, N.K. (2018). The influence of different kinds of incentives on decision-making and cognitive control in adolescent development: A review of behavioral and neuroscientific studies. Frontiers in Psychology: Developmental Psychology, 9, 768. https://doi.org/10.3389/fpsyg.2018.00768

  • Schmitt, H., Kray, J., & Ferdinand, N.K. (2017). Does the effort of processing potential incentives influence the adaption of context updating in older adults? Frontiers in Psychology: Developmental Psychology, 8, 1969. https://doi.org/10.3389/fpsyg.2017.01969

  • Ferdinand, N.K., & Kray, J. (2017). Does language help regularity learning? The influence of verbalizations on implicit sequential regularity learning and the emergence of explicit knowledge in children, younger and older adults. Developmental Psychology, 53(3), 597-610. https://doi.org/10.1037/dev0000262

  • Ferdinand, N.K., Becker, A.M.W., Kray, J., & Gehring, W.J. (2016). Feedback processing in children and adolescents: Is there a sensitivity for processing rewarding feedback? Neuropsychologia, 82, 31-38. https://doi.org/10.1016/j.neuropsychologia.2016.01.007

  • Ferdinand, N.K., Mecklinger, A., & Opitz, B. (2015). Learning context modulates the processing of expectancy violations. Brain Research, 1629, 72-84. https://doi.org/10.1016/j.brainres.2015.10.017

  • Schmitt, H., Ferdinand, N.K., & Kray, J. (2015). The influence of monetary incentives on context processing in younger and older adults: An ERP-study. Cognitive, Affective, and Behavioral Neuroscience, 15, 416-434. https://doi.org/10.3758/s13415-015-0335-x

  • Schmitt, H., Wolff, M.C., Ferdinand, N.K., & Kray, J. (2014). Age differences in the processing of context information: Is it age or is it performance? Journal of Psychophysiology, 28, 202-214. https://doi.org/10.1027/0269-8803/a000126

  • Ferdinand, N.K., & Opitz, B. (2014). Different aspects of performance feedback engage different brain areas: Disentangling valence and expectancy in feedback processing. Scientific Reports, 4, 5986. https://doi.org/10.1038/srep05986

  • Wang, K., Umla-Runge, K., Hofmann, J., Ferdinand, N.K., & Chan, R.C.K. (2014). Cultural differences in sensitivity to the relationship between objects and context: Evidence from P300. NeuroReport, 25(9), 662-666. https://doi.org/10.10.97/WNR.0000000000000152

  • Schmitt, H., Ferdinand, N.K., & Kray, J. (2014). Age-differential effects on updating cue information: evidence from event-related potentials. Cognitive, Affective, and Behavioral Neuroscience, 14, 1115-1131. https://doi.org/10.3758/s13415-014-0268-9

  • Ferdinand, N.K., & Kray, J. (2014). Developmental changes in performance monitoring: How electrophysiological data can enhance our understanding of error and feedback processing in childhood and adolescence. Behavioral Brain Research, 263, 122-132. https://doi.org/10.1016/j.bbr.2014.01.029

  • Ferdinand, N.K., & Kray, J. (2013). Age-related changes in processing positive and negative feedback: Is there a positivity effect for older adults? Biological Psychology, 94, 235-241. https://doi.org/10.1016/j.biopsycho.2013.07.006

  • Kray, J., & Ferdinand, N.K. (2013). How to improve cognitive control in childhood development: potentials and limits of cognitive interventions. Child Development Perspectives, 7(2), 121-125. https://doi.org/10.1111/cdep.12027

  • Ferdinand, N.K., Mecklinger, A., Kray, J., & Gehring, W.J. (2012). The processing of unexpected positive response outcomes in the mediofrontal cortex. The Journal of Neuroscience, 32(35), 12087-12092. https://doi.org/10.1523/JNEUROSCI.1410-12.2012

  • Halsband, T.M., Ferdinand, N.K., Bridger, E.K., & Mecklinger, A. (2012). Monetary rewards influence retrieval orientations. Cognitive, Affective, and Behavioral Neuroscience, 12(3), 430-445. https://doi.org/10.3758/S13415-012-0093-Y

  • Opitz, B., Ferdinand, N.K., & Mecklinger, A. (2011). Timing matters: the impact of immediate and delayed feedback on artificial language learning. Frontiers in Human Neuroscience: Cognitive Neuroscience, 5, 8. https://doi.org/10.3389/fnhum.2011.00008

  • Ferdinand, N.K., Rünger, D., Frensch, P.A., & Mecklinger, A. (2010). Event-related potential correlates of declarative and non-declarative sequence knowledge. Neuropsychologia, 48, 2665-2674. https://doi.org/10.1016/j.neuropsychologia.2010.05.013

  • Ferdinand, N.K., Mecklinger, A., & Kray, J. (2008). Error and deviance processing in implicit and explicit sequence learning. Journal of Cognitive Neuroscience, 20, 629-642. https://doi.org/10.1162/jocn.2008.20046

Bücher und Buchkapitel

  • Kray, J., Ferdinand, N.K., & Karbach, J. (2024). Entwicklungspsychologie über die Lebensspanne: Ein Lehrbuch. Stuttgart: Kohlhammer. https://doi.org/10.17433/978-3-17-038425-5

  • Ferdinand, N. K., Paulus, M., Schuwerk, T., Kühn-Popp, N., eds. (2019). Social and Emotional Influences on Human Development: Perspectives From Developmental Neuroscience. Lausanne: Frontiers. Media doi: 10.3389/978-2-88945-733-5

  • Ferdinand, N.K. (2017). Flexible Verhaltensanpassung: Das Zusammenspiel von Handlungsüberwachung und kognitiver Kontrolle bei der Optimierung von Verhalten und seine Entwicklung über die Lebensspanne. Habilitationsschrift für das Fach Psychologie an der Fakultät der empirischen Humanwissenschaften der Universität des Saarlandes. http://scidok.sulb.uni-saarland.de/volltexte/2017/6750/

  • Kray, J., & Ferdinand, N.K. (2014). Task switching and Aging. In Grange, J. & Houghton, G. (Eds.), Task Switching and Cognitive Control (pp. 350-371). New York: Oxford University Press.

  • Ferdinand, N.K., Weiten, A., Mecklinger, A., & Kray, J. (2010). Error-induced learning as a resource-adaptive process in young and elderly individuals. In M. Crocker & J. Siekmann (Eds.), Resource Adaptive Cognitive Processes (pp. 55-76). Berlin: Springer.

  • Ferdinand, N.K. (2008). Error Monitoring in Sequence Learning: An ERP Investigation on the Role of Expectancy Violations. Hamburg: Verlag Dr. Kovac.

Veröffentlichte Datensätze und Präregistrierungen

  • Lorenz, C., & Ferdinand, N.K. (2022, October). Combined Effects of Social Exclusion and Social Rank Feedback on Risky Decision-Making Across Adolescence. Registration doi: 10.17605/OSF.IO/AYWVB

  • Lorenz, C., & Ferdinand, N.K. (2022, January). The influence of ostracism and social rank feedback on risky decision-making in adolescence - A pilot study. Registration doi: 10.17605/OSF.IO/2M7WA

  • Ferdinand, N. (2020, April 22). Learning from Emotional Feedback. https://doi.org/10.17605/OSF.IO/H5E2B
    Enthält Rohdaten zu: Ferdinand, N.K., & Hilz, M. (2020). Emotional feedback ameliorates older adults’ feedback-induced learning. PLOSOne, 15(4): e0231964. https://doi.org/10.1371/journal.pone.0231964

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