@article{37786,
  abstract     = {{<jats:p> Abstract. In several kinds of sports, deceptive actions are used to hinder the anticipation performance of an opponent. During a head fake in basketball, a player turns the head to one side but passes the ball to the other side. A pass with a head fake generates a head-fake effect in the observer, which is characterized by slower and more error-prone responses to the pass direction as compared to passes without a head fake. Whereas the head-fake effect has been replicated several times, the question of its origin with dynamic stimuli has not been answered yet. The present study includes four experiments, which are conducted to examine the perceptual-cognitive mechanism underlying the effect by using the model of dimensional overlap ( Kornblum et al., 1990 ) and the additive factors logic ( Sternberg, 1969 ). Results point to multiple processes contributing to the head-fake effect for dynamic stimuli, which operate not only at a perceptual level but also at a level of response selection. </jats:p>}},
  author       = {{Polzien, Andrea and Güldenpenning, Iris and Weigelt, Matthias}},
  issn         = {{1618-3169}},
  journal      = {{Experimental Psychology}},
  keywords     = {{General Psychology, Arts and Humanities (miscellaneous), Experimental and Cognitive Psychology, General Medicine}},
  number       = {{6}},
  pages        = {{349--363}},
  publisher    = {{Hogrefe Publishing Group}},
  title        = {{{Examining the Perceptual-Cognitive Mechanism of Deceptive Actions in Sports}}},
  doi          = {{10.1027/1618-3169/a000503}},
  volume       = {{67}},
  year         = {{2021}},
}

@article{49270,
  abstract     = {{<jats:p>Several methods are available to answer questions regarding similarity and accuracy, each of which has specific properties and limitations. This study focuses on the Latent Congruence Model (LCM; Cheung, <jats:xref>2009</jats:xref>), because of its capacity to deal with cross-informant measurement invariance issues. Until now, no cross-national applications of LCM are present in the literature, perhaps because of the difficulty to deal with both cross-national and cross-informant measurement issues implied by those models. This study presents a step-by-step procedure to apply LCM to dyadic cross-national research designs controlling for both cross-national and cross-informant measurement invariance. An illustrative example on parent–child support exchanges in Italy and Germany is provided. Findings help to show the different possible scenarios of partial invariance, and a discussion related to how to deal with those scenarios is provided. Future perspectives in the study of parent–child similarity and accuracy in cross-national research will be discussed.</jats:p>}},
  author       = {{Tagliabue, Semira and Zambelli, Michela and Sorgente, Angela and Sommer, Sabrina and Hoellger, Christian and Buhl, Heike M. and Lanz, Margherita}},
  issn         = {{1664-1078}},
  journal      = {{Frontiers in Psychology}},
  keywords     = {{General Psychology}},
  publisher    = {{Frontiers Media SA}},
  title        = {{{Latent Congruence Model to Investigate Similarity and Accuracy in Family Members' Perception: The Challenge of Cross-National and Cross-Informant Measurement (Non)Invariance}}},
  doi          = {{10.3389/fpsyg.2021.672383}},
  volume       = {{12}},
  year         = {{2021}},
}

@article{32455,
  author       = {{Haines, Mackenzie and Murray, Amanda M. and Glaviano, Neal R. and Gokeler, Alli and Norte, Grant E.}},
  issn         = {{0167-9457}},
  journal      = {{Human Movement Science}},
  keywords     = {{Experimental and Cognitive Psychology, Orthopedics and Sports Medicine, General Medicine, Biophysics}},
  publisher    = {{Elsevier BV}},
  title        = {{{Restricting ankle dorsiflexion does not mitigate the benefits of external focus of attention on landing biomechanics in healthy females}}},
  doi          = {{10.1016/j.humov.2020.102719}},
  volume       = {{74}},
  year         = {{2020}},
}

@article{33435,
  abstract     = {{<jats:p> Zusammenfassung. Die Relevanz von Peers für die Entwicklung von Jugendlichen konnte in verschiedenen Studien bereits bestätigt werden. Im Unterricht zeigt sich dies u.a. durch höhere situative Motivation und Freude sowie geringerem Stressempfinden während sozialer Interaktionen mit Mitschülerinnen und -schülern verglichen mit Einzelarbeitssituationen. Allerdings stellte sich auch heraus, dass Jugendliche mit Verhaltensauffälligkeiten Schwierigkeiten im Knüpfen und Aufrechterhalten von sozialen Kontakten und Freundschaften haben. Während in bisherigen Studien Verhalten als dichotome Variable untersucht wurde, wird hier ein dimensionaler, personzentrierter Ansatz zur Identifizierung von Gruppen mit heterogenen Verhaltensweisen verfolgt. Ziel dieses Beitrags ist daher die Untersuchung von Effekten sozialer Interaktionen im Unterricht auf das emotionale Erleben von Jugendlichen mit heterogenen Verhaltensweisen. Zudem wird ein möglicher Moderationseffekt der Klassenkomposition in Bezug auf das Verhalten überprüft. Hierzu wurden N = 719 Schülerinnen und Schülern der fünften und sechsten Jahrgangsstufe unter Verwendung der experience sampling method zu zwei bis drei Messzeitpunkten pro Tag an fünf aufeinanderfolgenden Schultagen zu ihrem aktuellen emotionalen Erleben und ihrem sozialen Kontext befragt. Insgesamt lagen 8870 „Momentaufnahmen“ des emotionalen Erlebens und von Unterrichtssituationen vor. Auf der Grundlage von Verhaltenseinschätzungen durch Lehrpersonen wurden mittels latenter Profilanalysen drei Profiltypen innerhalb der Schülerschaft identifiziert: Jugendliche mit adaptivem, internalisierendem und externalisierendem Verhalten. Ergebnisse von Multilevel-Strukturgleichungsmodellen zeigen, dass Jugendliche in Unterrichtssituationen, in denen sie mit ihren Peers interagieren (z.B. in Partner- oder Gruppenarbeiten), motivierter und weniger gestresst sind als in Einzelsituationen. Für Jugendliche mit externalisierendem oder internalisierendem Verhalten ist dieser Effekt stärker ausgeprägt. Die geringfügigen, jedoch nicht signifikanten differenziellen moderierenden Effekte verweisen zudem darauf, dass der Zusammenhang des emotionalen Erlebens und der Peerinteraktionen für Jugendliche nicht durch ihr Klassenumfeld in Bezug auf prosoziales oder problematisches Verhalten moderiert wird. Die Ergebnisse werden sowohl methodisch als auch inhaltlich diskutiert, unter anderem in Bezug auf die Frage, ob und inwiefern Peers Quellen aktueller Motivation im Unterricht darstellen. </jats:p>}},
  author       = {{Knickenberg, Margarita and Zurbriggen, Carmen and Schmidt, Philipp}},
  issn         = {{1010-0652}},
  journal      = {{Zeitschrift für Pädagogische Psychologie}},
  keywords     = {{Developmental and Educational Psychology}},
  pages        = {{1--15}},
  publisher    = {{Hogrefe Publishing Group}},
  title        = {{{Peers als Quelle aktueller Motivation?}}},
  doi          = {{10.1024/1010-0652/a000292}},
  year         = {{2020}},
}

@article{48523,
  author       = {{Gales, Alina and Hubner-Benz, Sylvia}},
  issn         = {{1664-1078}},
  journal      = {{Frontiers in Psychology}},
  keywords     = {{General Psychology}},
  publisher    = {{Frontiers Media SA}},
  title        = {{{Perceptions of the Self Versus One’s Own Social Group: (Mis)conceptions of Older Women’s Interest in and Competence With Technology}}},
  doi          = {{10.3389/fpsyg.2020.00848}},
  volume       = {{11}},
  year         = {{2020}},
}

@article{48382,
  abstract     = {{<jats:title>Abstract</jats:title><jats:p>The intraindividual process of study dropout, from forming dropout intention to deregistration, is of motivational nature. Yet typical studies investigate interindividual differences, which do not inform about intraindividual processes. Our study focused on the intraindividual process of forming dropout intention, and applied expectancy-value theory to analyze its motivational underpinnings. To expand research, we considered associations of intraindividual deviations in expectancy, intrinsic value, attainment value, utility value, and cost to intraindividual deviations in dropout intention. A total of 326 undergraduate students of law and mathematics rated motivational variables and dropout intention three times from semester start to the final exam period. Multilevel regression analyses revealed that intraindividual changes in intrinsic value, attainment, and cost, but not in expectancy and utility, related to intraindividual changes in dropout intention. Further, we considered students’ demographics as moderators. Only age moderated the association between intrinsic value and dropout intention. Our results stress the crucial role of certain value components, including cost, for emerging dropout intention.</jats:p>}},
  author       = {{Schnettler, Theresa and Bobe, Julia and Scheunemann, Anne and Fries, Stefan and Grunschel, Carola}},
  issn         = {{0146-7239}},
  journal      = {{Motivation and Emotion}},
  keywords     = {{Experimental and Cognitive Psychology, Social Psychology}},
  number       = {{4}},
  pages        = {{491--507}},
  publisher    = {{Springer Science and Business Media LLC}},
  title        = {{{Is it still worth it? Applying expectancy-value theory to investigate the intraindividual motivational process of forming intentions to drop out from university}}},
  doi          = {{10.1007/s11031-020-09822-w}},
  volume       = {{44}},
  year         = {{2020}},
}

@article{37831,
  abstract     = {{<jats:p> Zusammenfassung. Die vorliegende Studie befasst sich mit der Übersetzung und Validierung des englischsprachigen Sport Emotion Questionnaire (SEQ; Jones et al., 2005 ), der vorwettbewerblichen Emotionen von Sporttreibenden misst. In einer ersten Teilstudie wurde mittels einer Hin-Rück-Übersetzung und des Bilingual-Retest-Verfahrens ( n = 32) eine deutsche Version des SEQ (SEQ-d) erzeugt. In Studie 2 (Tennisspieler/innen, n = 116) zeigte sich jedoch eine vom Original abweichende Faktorstruktur, woraufhin der SEQ-d als dreidimensionale Kurzskala entwickelt wurde. Diese wurde in Studie 3 (Läufern/innen, n = 271) validiert. Die Kurzskala besitzt einen akzeptablen Fit (CFI = .950, RMSEA = .069, SRMR = .063) und eine interne Konsistenz von α = .84 (negative Emotionen), α = .86 (positive Emotionen), α = .87 (Anspannung). Durch Korrelationen mit anderen Emotionsmerkmalen konnte die konvergente Validität bestätigt werden. Die Kriteriumsvalidität wurde anhand wettkampf- und personenbezogener Zusatzparameter untersucht (bspw. Alter, Wettkampferfahrung…). Mit der deutschsprachigen Version des SEQ liegt ein ökonomisches und validiertes Messinstrument zur Erfassung vorwettbewerblicher Emotionen vor. </jats:p>}},
  author       = {{Wetzel, Änne and Weigelt, Matthias and Klingsieck, Katrin Birte}},
  issn         = {{0012-1924}},
  journal      = {{Diagnostica}},
  keywords     = {{Clinical Psychology}},
  number       = {{4}},
  pages        = {{246--257}},
  publisher    = {{Hogrefe Publishing Group}},
  title        = {{{Übersetzung und Validierung einer deutschsprachigen Version des Sport Emotion Questionnaire (SEQ)}}},
  doi          = {{10.1026/0012-1924/a000255}},
  volume       = {{66}},
  year         = {{2020}},
}

@article{35709,
  author       = {{Kempen, Leander and Biehler, Rolf}},
  issn         = {{1664-1078}},
  journal      = {{Frontiers in Psychology}},
  keywords     = {{General Psychology}},
  pages        = {{1180}},
  publisher    = {{Frontiers Media SA}},
  title        = {{{Using Figurate Numbers in Elementary Number Theory – Discussing a ‘Useful’ Heuristic From the Perspectives of Semiotics and Cognitive Psychology}}},
  doi          = {{10.3389/fpsyg.2020.01180}},
  volume       = {{11}},
  year         = {{2020}},
}

@article{36568,
  abstract     = {{<jats:p> Zusammenfassung. Im vorliegenden Beitrag wird die theoriegeleitete Entwicklung und Erprobung eines Instrumentes zur standardisierten Erfassung von Planungskompetenzen angehender Lehrkräfte im Fach Sachunterricht dokumentiert, auf dessen Grundlage das in Nordrhein-Westfalen 2015 als Teil des Masterstudiums implementierte Praxissemester hinsichtlich der damit intendierten Ausbildung von Planungsfähigkeiten evaluiert werden soll. Ausgehend von einem Rahmenmodell, das die Instrumententwicklung in vier zentrale Bereiche untergliedert, wird zunächst das theoretische Konstrukt sachunterrichtlicher Planungskompetenz in Form eines Kompetenzmodells konzeptualisiert. Auf Grundlage eines performanznahen Kompetenzverständnisses erfolgt die Operationalisierung in Form von Qualitätsstandards, durch die das Können der Probanden aus der schriftlichen Bearbeitung von Vignetten inhaltsanalytisch rekonstruiert werden kann. Ein Kodiermanual sichert die Objektivität und formuliert Regeln für die Vergabe von Punkten, durch die mithilfe des dichotomen Raschmodells die individuellen Kompetenzausprägungen geschätzt werden können. Zur Analyse der psychometrischen Qualität des entwickelten Instrumentes wurde eine Pilotierungsstudie mit 106 Studenten durchgeführt. Ein Vergleich konkurrierender Messmodelle mit Methoden der Item-Response-Theorie weist auf Vorteile einer eindimensionalen Modellierung der fokussierten Kompetenz hin. Die Ergebnisse einer durchgeführten Rasch-Analyse sowie die Betrachtung klassischer Kennwerte belegen zudem die Modellkonformität der entwickelten Qualitätsstandards als Items des Testinstrumentes und zeigen, dass die Messung sachunterrichtlicher Planungskompetenz durch das entwickelte Instrument grundsätzlich objektiv, reliabel und valide realisiert werden kann. Der praktische Nutzen des entwickelten Instrumentes für die angestrebte Wirksamkeitsanalyse des Praxissemesters, Möglichkeiten zur Weiterentwicklung sowie Limitationen werden abschließend zusammenfassend diskutiert. </jats:p>}},
  author       = {{Kirsch, Alexander}},
  issn         = {{1010-0652}},
  journal      = {{Zeitschrift für Pädagogische Psychologie}},
  keywords     = {{Developmental and Educational Psychology}},
  number       = {{3}},
  pages        = {{167--179}},
  publisher    = {{Hogrefe Publishing Group}},
  title        = {{{Entwicklung und psychometrische Qualität eines Instrumentes zur                Messung von Planungskompetenzen angehender Lehrkräfte im Fach                Sachunterricht}}},
  doi          = {{10.1024/1010-0652/a000277}},
  volume       = {{36}},
  year         = {{2020}},
}

@article{37824,
  author       = {{Memmert, Daniel and Noël, Benjamin and Machlitt, Daniel and van der Kamp, John and Weigelt, Matthias}},
  issn         = {{0167-9457}},
  journal      = {{Human Movement Science}},
  keywords     = {{Experimental and Cognitive Psychology, Orthopedics and Sports Medicine, General Medicine, Biophysics}},
  publisher    = {{Elsevier BV}},
  title        = {{{The role of different directions of attention on the extent of implicit perception in soccer penalty kicking}}},
  doi          = {{10.1016/j.humov.2020.102586}},
  volume       = {{70}},
  year         = {{2020}},
}

@article{45125,
  author       = {{Haines, Mackenzie and Murray, Amanda M. and Glaviano, Neal R. and Gokeler, Alli and Norte, Grant E.}},
  issn         = {{0167-9457}},
  journal      = {{Human Movement Science}},
  keywords     = {{Experimental and Cognitive Psychology, Orthopedics and Sports Medicine, General Medicine, Biophysics}},
  publisher    = {{Elsevier BV}},
  title        = {{{Restricting ankle dorsiflexion does not mitigate the benefits of external focus of attention on landing biomechanics in healthy females}}},
  doi          = {{10.1016/j.humov.2020.102719}},
  volume       = {{74}},
  year         = {{2020}},
}

@article{37829,
  abstract     = {{Reactions to the pass of a basketball player performing a head fake are typically slower than reactions to a basketball player who passes without a head fake (i.e., head-fake effect). The present study shows that extensive practice reduces the head-fake effect in basketball. Additional analyses were conducted to explore the mechanism behind the reduced head-fake effect. First, we analyzed whether or not participants developed some control over the processing of irrelevant gaze direction, as indicated by specific trial-to-trial adaptations (i.e., congruency sequence effect). Second, we fitted the individual frequency distributions of RTs to ex-Gaussian distributions, to evaluate if practice specifically affects the Gaussian part of the distribution or the exponential part of the distribution. Third, we modeled individual RT distributions as the so-called mixture effects to examine whether the way irrelevant gaze direction impacts performance (either occasionally but massively or continuously but moderately) changes with practice. The analyses revealed that the effect of practice could not be explained with an increasing congruency-sequence effect. Also, it could not be found in the ex-Gaussian distributional analyses. The assumption that residual failure to inhibit the processing of the gaze direction in contrast to continuous failures to do so might favor mixed effects over uniform effects at later courses of practice could not be validated. The reduced head-fake effect thus is argued to source in participants’ general increasing ability to inhibit the processing of the task-irrelevant gaze direction information and/or in a priority shift of gaze processing to a processing of the pass direction.}},
  author       = {{Güldenpenning, Iris and Schütz, Christoph and Weigelt, Matthias and Kunde, Wilfried}},
  issn         = {{0340-0727}},
  journal      = {{Psychological Research}},
  keywords     = {{Arts and Humanities (miscellaneous), Developmental and Educational Psychology, Experimental and Cognitive Psychology, General Medicine}},
  pages        = {{823--833}},
  publisher    = {{Springer Science and Business Media LLC}},
  title        = {{{Is the head-fake effect in basketball robust against practice? Analyses of trial-by-trial adaptations, frequency distributions, and mixture effects to evaluate effects of practice}}},
  doi          = {{10.1007/s00426-018-1078-4}},
  volume       = {{84}},
  year         = {{2020}},
}

@article{37760,
  author       = {{Güldenpenning, Iris and Kunde, Wilfried and Weigelt, Matthias}},
  issn         = {{1612-197X}},
  journal      = {{International Journal of Sport and Exercise Psychology}},
  keywords     = {{Applied Psychology, Social Psychology}},
  number       = {{1}},
  pages        = {{202--222}},
  publisher    = {{Informa UK Limited}},
  title        = {{{Head-fake perception in basketball: the relative contributions of expertise, visual or motor training, and test repetition}}},
  doi          = {{10.1080/1612197x.2020.1854819}},
  volume       = {{20}},
  year         = {{2020}},
}

@article{37785,
  author       = {{Güldenpenning, Iris and Weigelt, Matthias and Memmert, Daniel and Klatt, Stefanie}},
  issn         = {{1469-0292}},
  journal      = {{Psychology of Sport and Exercise}},
  keywords     = {{Applied Psychology}},
  pages        = {{101764}},
  publisher    = {{Elsevier BV}},
  title        = {{{Processing deceptive information in sports: Individual differences for responding to head fakes depends on the attentional capability of the observer}}},
  doi          = {{10.1016/j.psychsport.2020.101764}},
  volume       = {{51}},
  year         = {{2020}},
}

@article{37823,
  author       = {{Güldenpenning, Iris and Kunde, Wilfried and Weigelt, Matthias}},
  issn         = {{0001-6918}},
  journal      = {{Acta Psychologica}},
  keywords     = {{Arts and Humanities (miscellaneous), Developmental and Educational Psychology, Experimental and Cognitive Psychology, General Medicine}},
  pages        = {{103013}},
  publisher    = {{Elsevier BV}},
  title        = {{{Cognitive load reduces interference by head fakes in basketball}}},
  doi          = {{10.1016/j.actpsy.2020.103013}},
  volume       = {{203}},
  year         = {{2020}},
}

@inproceedings{47045,
  author       = {{Güldenpenning, Iris}},
  booktitle    = {{Zeitschrift für Sportpsychologie}},
  keywords     = {{Applied Psychology, Physical Therapy, Sports Therapy and Rehabilitation, Social Psychology}},
  number       = {{2}},
  pages        = {{80--81}},
  publisher    = {{Hogrefe Publishing Group}},
  title        = {{{Bericht zur 52. Tagung der Arbeitsgemeinschaft für  Sportpsychologie: Neues Format, unbekannte Talente und Belohnungsaufschub}}},
  doi          = {{10.1026/1612-5010/a000300}},
  volume       = {{27}},
  year         = {{2020}},
}

@article{33438,
  author       = {{Knickenberg, Margarita and Zurbriggen, Carmen and Venetz, Martin and Schwab, Susanne and Gebhardt, Markus}},
  issn         = {{0885-6257}},
  journal      = {{European Journal of Special Needs Education}},
  keywords     = {{Developmental and Educational Psychology, Health Professions (miscellaneous), Education}},
  number       = {{3}},
  pages        = {{287--302}},
  publisher    = {{Informa UK Limited}},
  title        = {{{Assessing dimensions of inclusion from students’ perspective – measurement invariance across students with learning disabilities in different educational settings}}},
  doi          = {{10.1080/08856257.2019.1646958}},
  volume       = {{35}},
  year         = {{2019}},
}

@article{48702,
  abstract     = {{<jats:title>Abstract</jats:title><jats:p>ERPs in the EEG were scrutinized in learning a complex arm movement sequence with the aim to examine valence effects on processing augmented feedback during practice. Twenty‐four healthy subjects practiced one session with 192 feedback trials according to an adaptive bandwidth feedback approach with a high informational level of feedback information (i.e., amplitude and direction of errors). The bandwidth for successful performance (increase of a score for a monetary competition) was manipulated to yield a success rate (positive feedback frequency) of approximately 50% adaptive to the current performance level. This allowed a variation of feedback valence unconfounded by success rate. In line with our hypotheses, the EEG data showed a valence‐dependent feedback‐related negativity (FRN) and a later fronto‐central component at the FCz electrode as well as a P300 component at the Pz electrode. Moreover, the P300 and amplitudes in the FRN time window reduced in the second half of practice but were still dependent on feedback valence. Behavioral adjustments were larger after feedback with negative valence and were predicted by the late fronto‐central component. The data support the assumption of feedback valence‐dependent modulation of attentional cognitive involvement in motor control and learning.</jats:p>}},
  author       = {{Krause, Daniel and Koers, Timo and Maurer, Lisa Katharina}},
  issn         = {{0048-5772}},
  journal      = {{Psychophysiology}},
  keywords     = {{Experimental and Cognitive Psychology, Neuropsychology and Physiological Psychology, Biological Psychiatry, Cognitive Neuroscience, Developmental Neuroscience, Endocrine and Autonomic Systems, Neurology, Experimental and Cognitive Psychology, Neuropsychology and Physiological Psychology, General Neuroscience}},
  number       = {{3}},
  publisher    = {{Wiley}},
  title        = {{{Valence‐dependent brain potentials of processing augmented feedback in learning a complex arm movement sequence}}},
  doi          = {{10.1111/psyp.13508}},
  volume       = {{57}},
  year         = {{2019}},
}

@article{37225,
  abstract     = {{<jats:p>Abstract. This study investigates factors influencing employeesʼ intention to stay. Therefore, we developed and analyzed a retention model relating to the voluntary turnover model ( Allen et al., 2010 ). We assume that the decision processes for retention and turnover might be similar. Differences can be found in the initiating factors (the drivers for leaving and staying). We combine empirically evident retention drivers, which are weighted regarding their implementation in the organization, with process variables from the turnover model. The model is tested with a sample of 881 German employees using structural equation modeling. Results show a significant indirect effect of the retention drivers on the intention to stay. The influence is mediated by the key attitudes job satisfaction and affective commitment. A psychological contract breach influences the relationship between job satisfaction and intention to stay, but not between affective commitment and intention to stay. We integrated research from Human Resource Management (HRM) into the framework of voluntary turnover.</jats:p>}},
  author       = {{Bender, Elena and Schaper, Niclas and Schürmann, Mirko}},
  issn         = {{0932-4089}},
  journal      = {{Zeitschrift für Arbeits- und Organisationspsychologie}},
  keywords     = {{Organizational Behavior and Human Resource Management, Applied Psychology}},
  number       = {{4}},
  pages        = {{238--250}},
  publisher    = {{Hogrefe Publishing Group}},
  title        = {{{Factors Driving Employeesʼ Intention to Stay}}},
  doi          = {{10.1026/0932-4089/a000313}},
  volume       = {{63}},
  year         = {{2019}},
}

@article{48703,
  author       = {{Zobe, Christina and Krause, Daniel and Blischke, Klaus}},
  issn         = {{0167-9457}},
  journal      = {{Human Movement Science}},
  keywords     = {{Experimental and Cognitive Psychology, Orthopedics and Sports Medicine, General Medicine, Biophysics}},
  pages        = {{529--540}},
  publisher    = {{Elsevier BV}},
  title        = {{{Dissociative effects of normative feedback on motor automaticity and motor accuracy in learning an arm movement sequence}}},
  doi          = {{10.1016/j.humov.2019.06.004}},
  volume       = {{66}},
  year         = {{2019}},
}