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Univ.-Prof. Dr. Roland Neumann

Psychologie , Universität Trier

54286 Trier, Raum: D-307

  • 0651/201-4917 (Sekr. 4927)
  • 0651/201-4926
Publikationen
Ergebnisse pro Seite:  10

Kozlik, Julia; Neumann, Roland

Training the Face: Strategic Practice as a Means to Regulate Affect-Induced Facial Muscle Contractions

JOURNAL OF EXPERIMENTAL PSYCHOLOGY-HUMAN PERCEPTION AND PERFORMANCE. Bd. 43. H. 5. 2017 S. 1013 - 1024


Deuter, Christian Eric; Schaechinger, Hartmut; Best, Daniel et al.

Effects of two dominance manipulations on the stress response: Cognitive and embodied influences

BIOLOGICAL PSYCHOLOGY. Bd. 119. 2016 S. 184 - 189


Tempel, Tobias; Neumann, Roland

Gender Role Orientation Moderates Effects of Stereotype Activation on Test Performances

SOCIAL PSYCHOLOGY. Bd. 47. H. 2. 2016 S. 63 - 73


Tempel, Tobias; Neumann, Roland

Taming Test Anxiety: The Activation of Failure-Related Concepts Enhances Cognitive Test Performance of Test-Anxious Students

JOURNAL OF EXPERIMENTAL EDUCATION. Bd. 84. H. 4. 2016 S. 702 - 722



Best, Daniel; Schilling, Thomas M.; Neumann, Roland et al.

MOTIVATIONAL CONSEQUENCES OF (NON-INVASIVE) BLOOD LOSS STRESS

PSYCHOPHYSIOLOGY. Bd. 52. 2015 S. S80


Neumann, Roland; Schulz, Stefan M.; Lozo, Ljubica et al.

Automatic facial responses to near-threshold presented facial displays of emotion: Imitation or evaluation

Biological Psychology. Bd. 96. Amsterdam [u.a.]: Elsevier Science 2014 S. 144 - 149


Deuter, Christian Eric; Best, Daniel; Kuehl, Linn Kristina et al.

Effects of approach-avoidance related motor behaviour on the startle response during emotional picture processing

BIOLOGICAL PSYCHOLOGY. Bd. 103. 2014 S. 292 - 296


Neumann, Roland; Lozo, Ljubica; Kunde, Wilfried

Not all behaviors are controlled in the same way: Different mechanisms underlie manual and facial approach and avoidance tendencies

JOURNAL OF EXPERIMENTAL PSYCHOLOGY-GENERAL. Bd. 143. H. 1. 2014 S. 1 - 8


Tempel, Tobias; Neumann, Roland

Stereotype threat, test anxiety, and mathematics performance

SOCIAL PSYCHOLOGY OF EDUCATION. Bd. 17. H. 3. 2014 S. 491 - 501