Implicit learning, Cognition, Developmental psychology, Cognitive psychology and Video game are his primary areas of study. His studies deal with areas such as Sequence learning, Phenomenon, Connectionism, Experiential learning and Field as well as Implicit learning. His work on Cognitive complexity as part of general Cognition study is frequently connected to Debugging, therefore bridging the gap between diverse disciplines of science and establishing a new relationship between them.
His work deals with themes such as Memoria and Conformity, which intersect with Developmental psychology. Peter A. Frensch regularly ties together related areas like Secondary task in his Cognitive psychology studies. His Video game study incorporates themes from Action, Social psychology, Game design and Task switching.
His main research concerns Cognitive psychology, Cognition, Social psychology, Developmental psychology and Artificial intelligence. Peter A. Frensch usually deals with Cognitive psychology and limits it to topics linked to Implicit learning and Priming. His Cognition research incorporates elements of Cognitive science and Information processing.
His research investigates the connection with Social psychology and areas like Stimulus which intersect with concerns in Action control. His research integrates issues of DUAL, Secondary task and Mechanism in his study of Developmental psychology. Peter A. Frensch focuses mostly in the field of Artificial intelligence, narrowing it down to matters related to Natural language processing and, in some cases, Transfer of learning.
Peter A. Frensch mainly investigates Cognitive psychology, Artificial intelligence, Social psychology, Cognition and Developmental psychology. The study incorporates disciplines such as Psychological science, Hippocampus and Perception in addition to Cognitive psychology. His Eye tracking study in the realm of Artificial intelligence interacts with subjects such as Complex problem solving and Perspective.
The various areas that he examines in his Social psychology study include Stimulus, Visual search and Focus. His research combines Recall and Cognition. His Developmental psychology research includes elements of Visual perception, Mechanism, Cognitive aging and n-back.
His primary scientific interests are in Cognitive psychology, Developmental psychology, Visual perception, Neuroscience and Cognition. In his study, Peter A. Frensch carries out multidisciplinary Cognitive psychology and Practice effect research. His studies in Developmental psychology integrate themes in fields like Working memory and n-back.
His Visual perception study integrates concerns from other disciplines, such as Biological neural network, Prefrontal cortex, Neuroimaging and Association. The concepts of his Neuroscience study are interwoven with issues in Landmark and Mnemonic. His Cognition study combines topics from a wide range of disciplines, such as Recall and Sequence learning.
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Handbook of implicit learning
Michael A. Stadler;Peter A. Frensch.
A prospective study of disordered eating among college students
Ruth H. Striegel-Moore;Lisa R. Silberstein;Peter Frensch;Judith Rodin.
International Journal of Eating Disorders (1989)
Complex Problem Solving : The European Perspective
Peter A. Frensch;Joachim Funke.
Effects of video game playing on measures of spatial performance: Gender effects in late adolescence.
Lynn Okagaki;Peter A. Frensch.
Journal of Applied Developmental Psychology (1994)
Long-Term Effects of Aerobic Exercise on Psychological Outcomes☆☆☆
Thomas M. DiLorenzo;Eric P. Bargman;Renée Stucky-Ropp;Glenn S. Brassington.
Preventive Medicine (1999)
Parenting and Children’s School Achievement: A Multiethnic Perspective
Lynn Okagaki;Peter A. Frensch.
American Educational Research Journal (1998)
Effects of presentation rate and individual differences in short-term memory capacity on an indirect measure of serial learning
Peter A. Frensch;Caroline S. Miner.
Memory & Cognition (1994)
Complex Problem Solving : Principles and Mechanisms
Robert J. Sternberg;Peter A. Frensch.
American Journal of Psychology (1992)
Video game practice optimizes executive control skills in dual-task and task switching situations.
Tilo Strobach;Peter A. Frensch;Torsten Schubert.
Acta Psychologica (2012)
Eye movement during skill acquisition: More evidence for the information-reduction hypothesis
Hilde Haider;Peter A. Frensch.
Journal of Experimental Psychology: Learning, Memory and Cognition (1999)
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