Susanne M Jaeggi

Publication Activity (10 Years)

Years Active: 2019-2023
Publications (10 Years): 7

Top Topics

Cross Sectional

Prefrontal Cortex

Top Venues

Journal of cognition

Journal of cognitive enhancement : towards the integration of theory and practice

Proceedings of the National Academy of Sciences of the United States of America

Journal of neuroscience research

This page only lists publications with an associated author ORCID identifier.

Publications

Domenico Tullo, Yi Feng, Anja Pahor, John M Cote, Aaron R Seitz, Susanne M Jaeggi
Investigating the Role of Individual Differences in Adherence to Cognitive Training. Journal of cognition 6 (1) (2023)
Yi Feng, Anja Pahor, Aaron R Seitz, Dennis L Barbour, Susanne M Jaeggi
Unicorn, Hare, or Tortoise? Using Machine Learning to Predict Working Memory Training Performance. Journal of cognition 6 (1) (2023)
Cindy L Collins, Amahyrani Pina, Audrey Carrillo, Eunice Ghil, Rachel N Smith-Peirce, Morgan Gomez, Patrick Okolo, Yvette Chen, Anja Pahor, Susanne M Jaeggi, Aaron R Seitz
Video-Based Remote Administration of Cognitive Assessments and Interventions: a Comparison with In-Lab Administration. Journal of cognitive enhancement : towards the integration of theory and practice 6 (3) (2022)
Jocelyn Parong, Aaron R Seitz, Susanne M Jaeggi, C Shawn Green
Expectation effects in working memory training. Proceedings of the National Academy of Sciences of the United States of America 119 (37) (2022)
Jacky Au, Benjamin Katz, Austin Moon, Sheebani Talati, Tessa R Abagis, John Jonides, Susanne M Jaeggi
Post-training stimulation of the right dorsolateral prefrontal cortex impairs working memory training performance. Journal of neuroscience research 99 (10) (2021)
Per T Ørskov, Anne Norup, Erin L Beatty, Susanne M Jaeggi
Exploring Individual Differences as Predictors of Performance Change During Dual-N-Back Training. Journal of cognitive enhancement : towards the integration of theory and practice 5 (4) (2021)
Anna J Lou, Susanne M Jaeggi
Reducing the prior-knowledge achievement gap by using technology-assisted guided learning in an undergraduate chemistry course. Journal of research in science teaching 57 (3) (2019)