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Fakultät für Human- und Sozialwissenschaften

Prof. Dr. Nicola Ferdinand

Forschungsschwerpunkte

  • Entwicklung kognitiver Funktionen über die Lebensspanne, insbesondere Fehler- und Feedbackverarbeitung, exekutive Kontrolle, implizites und explizites Lernen und Gedächtnis
  • Einfluss motivationaler und emotionaler Aspekte auf die kognitive Entwicklung
  • Förderung von Lernprozessen
  • Neurophysiologische Korrelate entwicklungsbedingter Veränderungen

 

Ausgewählte Publikationen

  • Braunwarth, J.I., & Ferdinand, N.K. (2025). The Impact of Emotional Feedback on Learning in Easy and Difficult Tasks – An ERP study. Cognitive, Affective and Behavioral Neuroscience. doi: 10.3758/s13415-025-01284-2

  • Lorenz, C., & Ferdinand, N.K. (2024). Combined Effects of Social Exclusion and Social Rank Feedback on Risky Decision-Making Across Adolescence. Journal of Youth and Adolescence. doi: 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. doi: 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. doi: 10.1080/15248372.2022.2110875

  • 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

  • Gajewski, P. D., Ferdinand, N. K., Kray, J., & Falkenstein, M. (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

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

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

  • Ferdinand, N. K., & Opitz, B. (2015). Different aspects of performance feedback engage different brain areas: Disentangling valence and expectancy in feedback processing. Scientific Reports, 4(1), 5986. https://doi.org/10.1038/srep05986

  • 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