Univ.-Prof. Dr. Annette Kinder

Arbeitsbereich Lernpsychologie

Professorin

Adresse

Fabeckstr. 35
Raum 130
14195 Berlin

Sekretariat

Telefon

+49 30 838 557 33

E-Mail

kinder@zedat.fu-berlin.de

Sprechstunde

nach Vereinbarung

Wissenschaftlicher Werdegang

Seit 2010 Professur (W2) für Lernpsychologie an der Freien Universität Berlin

2008 - 2009 Vertretungsprofessur an der Universität Potsdam

2008 Gastprofessur an der Freien Universität Berlin

2004 - 2010 Heisenbergstipendium an der Universität Potsdam (Arbeitsgruppe Prof. Dr. Reinhold Kliegl)

2003 Habilitation im Fach Psychologie, insbesondere Allgemeine Psychologie

1999 - 2004 Hochschulassistentin (C1) in der Arbeitsgruppe Allgemeine und Physiologische Psychologie an der Philipps-Universität Marburg

1995 - 1999 Wissenschaftliche Mitarbeiterin im DFG-Projekt im SPP "Mechanismen des assoziativen Lernens" (Arbeitsgruppe Prof. Dr. Harald Lachnit)

1992 - 1996 Promotion an der Philipps-Universität Marburg gefördert durch ein Stipendium der Philipps-Universität (Hessische Förderung für Nachwuchswissenschaftler)

1986 - 1992 Studium der Psychologie an der Justus-Liebig-Universität Gießen

Kinder, A., Briese, F. J., Jacobs, M., Dern, N., Glodny, N., Jacobs, S., & Leßmann, S. (2025). Effects of adaptive feedback generated by a large language model: A case study in teacher education. Computers and Education: Artificial Intelligence, 8, 100349. https://doi.org/10.1016/j.caeai.2024.100349

Hofmann, W., Kinder, A., & Pekár, J. (2024). How learning influences non-symbolic numerical processing: Effects of feedback in the dot comparison task. Frontiers in Psychology, 14, 1287429. https://doi.org/10.3389/fpsyg.2023.1287429

Pöhler, M., Briese, F., & Kinder, A. (2024). “If I were the mother…”: fostering perspective taking in German teacher education. Frontiers in Education, 9 (2024). https://doi.org/10.3389/feduc.2024.1352796

Pöhler, M., Briese, F., Wißmann, J., and Kinder, A. (2023). Wenn ich die Mutter wäre… - Perspektivenübernahme bei angehenden Lehrkräften durch fallbasiertes Lernen fördern. Refubium Freie Universität Berlin. https://doi.org/10.17169/refubium-43434

Pekár, J., Hofmann, W., Knakker, B., Tamm, S., & Kinder, A. (2023). Electrophysiological Correlates of the Interaction of Physical and Numerical Size in Symbolic Number Processing: Insights from a Novel Go/Nogo Numerical Stroop Task. Brain Sciences, 13(5), 5. https://doi.org/10.3390/brainsci13050702

Jacobs, A. M., & Kinder, A. (2022). Computational Models of Readers' Apperceptive Mass. Frontiers in Artificial Intelligence, 5.

Briese, F., Lackenbauer, C., Pöhler, M., Sontag, C., Wißmann, J., & Kinder, A. (2022). Eltern adressatengerecht informieren und beraten: Eine fallbasierte Lerngelegenheit für Lehramtsstudierende zur Vorbereitung diagnostisch-beratender Gespräche. PraxisForschungLehrer* innenBildung. Zeitschrift für Schul- und Professionsentwicklung., 4(3), 169-184.

Pekár, J., & Kinder, A. (2020). The interplay between non-symbolic number and its continuous visual properties revisited: Effects of mixing trials of different types. Quarterly Journal of Experimental Psychology, 73(5), 698-710. [pdf]

Thoren, K., Wißmann, J., Harks, M., Wenger, M., Kinder, A., & Hannover, B. (2020). Förderung von Datennutzungskompetenzen in der Lehramtsausbildung: Konzeption und Evaluation dreier Seminare. In Evidenzbasierung in der Lehrkräftebildung (pp. 39-71). Springer VS, Wiesbaden.

Jacobs, A. M., & Kinder, A. (2019). Computing the affective-aesthetic potential of literary texts. Artificial Intelligence, 1(1), 11-27.

Jacobs, A. M., & Kinder, A. (2018). What makes a metaphor literary? Answers from two computational studies. Metaphor and Symbol, 33(2), 85-100.

Jacobs, A. M., & Kinder, A. (2017). “The brain is the prisoner of thought”: A machine-learning assisted quantitativenarrative analysis of literary metaphors for use in neurocognitive poetics. Metaphor and Symbol, 32(3), 139-160.

Jacobs A. M., Hofmann, M. J. & Kinder, A. (2016) On Elementary Affective Decisions: To Like Or Not to Like, That Is the Question. Front. Psychol. 7:1836.

Jacobs, A. M., and Kinder, A. (2015). Worte als Worte erfahren: Wie erarbeitet das Gehirn Gedichte, in Kind und Gedicht, Hrsg. A. Pompe, 57–76. Berlin: Rombach.

Laubrock, J., & Kinder, A. (2014). Incidental sequence learning in a motion coherence discrimination task: How response learning affects perception. Journal of Experimental Psychology: Human Perception and Performance, 40(5), 1963.

Laubrock, J., & Kinder, A. (2014). Incidental sequence learning in a motion coherence discrimination task: How response learning affects perception. Journal of Experimental Psychology: Human Perception and Performance, 40(5), 1963.

Kinder, A. (2010). Is grammaticality inferred from global similarity? Comment on Jamieson and Mewhort (2009). The Quarterly Journal of Experimental Psychology, 63(6), 1049-1056.

Kinder, A., & Lotz, A. (2009). Connectionist models of artificial grammar learning: what type of knowledge is acquired? Psychological Research PRPF, 73(5), 659-673.

Lotz, A., Kinder, A., & Lachnit, H. (2009). Multiple Regression Analyses in Artificial Grammar Learning: The importance of control groups. Quarterly Journal of Experimental Psychology, 62, 576-84.

Kinder, A., Rolfs, M. & Kliegl, R. (2007). Sequence learning at optimal stimulus-response mapping: Evidence from a serial reaction time task, The Quarterly Journal of Experimental Psychology, 61, 203 -209.

Lotz, A. & Kinder, A. (2006a). Transfer in Artificial Grammar Learning: The role of repetition information. Journal of Experimental Psychology: Learning, Memory, and Cognition, 32, 707–715.

Lotz, A. & Kinder, A. (2006b). Classification and Recognition in Artificial Grammar Learning: Analysis of receiver operating characteristics. Quarterly Journal of Experimental Psychology, 59, 667-682.

Kinder, A. (2006). Lerntheorien. In K. Pawlik: Handbuch Psychologie. Heidelberg: Springer.

Kinder, A. & Shanks, D. R. (2003). Neuropsychological dissociations between priming and recognition: A single-system connectionist account. Psychological Review, 110, 728-744

Kinder, A., Shanks, D. R., Cock, J. & Tunney, R. J. (2003). Recollection, fluency, and the explicit/implicit distinction in artificial grammar learning. Journal of Experimental Psychology: General, 132, 551-565.

Kinder, A. & Lachnit, H. (2003). Similarity and discrimination in human Pavlovian conditioning. Psychophysiology, 40, 226-234.

Jacobs, A. M., Graf, R. & Kinder, A. (2003). Receiver-operating characteristics in the lexical decision task: Evidence for a simple signal detection process simulated by the multiple-readout model. Journal of Experimental Psychology: Learning, Memory, and Cognition, 29, 481–488.

Kinder, A., & Lachnit, H. (2002). Responding under time pressure: Testing an animal learning model and a model of visual categorization. Quarterly Journal of Experimental Psychology, 55A, 173-193.

Lachnit, H., Kinder, A. & Reinhard, G. (2002). Are rules applied in Pavlovian electrodermal conditioning with humans general or outcome specific? Psychophysiology, 39, 380-387.

Shanks, D. R., Johnstone, T., & Kinder, A. (2002). Modularity and artificial grammar learning. In R. M. French & A. Cleeremans (Eds.), Implicit learning: An empirical, philosophical and computational consensus in the making (pp. 93-120). Hove, England: Psychology Press.

Kinder, A. & Shanks, D. R. (2001). Amnesia and the declarative/procedural distinction: A recurrent network model of classification, recognition, and repetition priming. Journal of Cognitive Neuroscience, 13, 648-669.

Lachnit, H., Lober, K., Reinhard, G., & Kinder, A . (2001). Evidence for the application of rules in Pavlovian electrodermal conditioning with humans. Biological Psychology, 56, 151-166.

Kinder, A. (2000a). The knowledge acquired during artificial grammar learning: Testing the predictions of two connectionist models. Psychological Research, 63, 95-105.

Kinder, A. (2000b). Can we do without distributed models? Not in artificial grammar learning. Behavioral and Brain Sciences, 23, 484.

Kinder A. & Assmann, A. (2000). Learning artificial grammars: No evidence for the acquisition of rules. Memory & Cognition, 28, 1321-1332.

Lachnit, H. & Kinder, A. (2000). Stimulus representations in human Pavlovian conditioning. Implications of missing negative transfer across response systems. The Quarterly Journal of Experimental Psychology, 53B, 209-224 .

Lachnit, H., & Kinder, A. (1996). Unterscheiden sich die Verarbeitungszeiten unterschiedlich komplexer Regeln bei der differentiellen Konditionierung des Lidschlags? Zeitschrift für experimentelle Psychologie, 43, 571-584.

Kinder, A. (1996). Assoziative und kognitive Prozesse bei der klassischen Konditionierung des Lidschlags. Lengerich: Pabst Science Publishers.

Kinder, A. & Lachnit, H. (1994). Erwerb und Anwendung logischer Relationen bei mehrdimensionalen Reizen. Zeitschrift für experimentelle und angewandte Psychologie, 41, 173-183.

Arbeitsbereich Lernpsychologie

Univ.-Prof. Dr. Annette Kinder

Arbeitsbereich Lernpsychologie

Professorin

Wissenschaftlicher Werdegang

WiSe 2024/25

SoSe 2022

WiSe 2021/22

SoSe 2021

WiSe 2020/21

SoSe 2020

WiSe 2019/20

SoSe 2019

WiSe 2018/19