Rachel Brown

Scientific employee

Rachel Brown Copyright: Rachel Brown
Institute of Psychology


Room 205

Building 6011

Jaegerstrasse 17-19

52066 Aachen



Phone: +49 241 80 93993
Fax: +49 241 80 92318

Office hours

by appointment

Research interests

  • Cross-modal learning
  • Sequential, temporal, and statistical learning
  • Audio-motor integration
  • Cognitive aging
  • Neuroimaging


Psychology B.Sc.

  • Biopsychology (Winter 2019/2020)

Psychology M.Sc.

  • Cognitive Neuroscience (Winter 2019/2020)


  • Brown, R. M.*, Schultz, B.*, & Kotz, S. A. (submitted). Dynamic acoustic salience evokes motor responses. *co-first authors
  • Brown, R. M., & Kotz, S. A. (in preparation). Subcortical-cortical networks and prediction in healthy aging.
  • Schwartze, M., Brown, R. M., Biau, E., Kotz, S. A. (2019). Timing the "magical number seven": presentation rate and regularity affect verbal working memory. International Journal of Psychology. doi: 10.1002/ijop.12588
  • Brown, R. M., & Penhune, V. B. (2018). Efficacy of auditory and motor learning for skilled and novice performers. Journal of Cognitive Neuroscience, 30, 1657-1682.
  • Stephan, M.A., Brown, R. M., Lega, C., & Penhune, V. B. (2016) Melodic priming of motor sequence performance: The role of the dorsal premotor cortex. Frontiers in Human Neuroscience, doi: 10.3389/fnins.2016.00210​
  • Kotz, S. A., Brown, R. M., Schwartze, M. (2016). Cortico-striatal circuits and the timing of action and perception. Current Opinion in Behavioral Sciences, 8, 42-45. doi: 10.1016/j.cobeha.2016.01.010
  • Brown, R. M., Zatorre, R. J, & Penhune, V. B. (2015). Expert music performance: Cognitive, neural, and developmental bases. Progress in Brain Research, 217, 57-86.
  • Brown, R. M., & Palmer, C. (2013). Auditory and motor imagery modulate learning in music performance. Frontiers in Human Neuroscience, 7, 1-13. doi:10.3389/fnhum.2013.00320
  • Brown, R. M., Chen, J. L., Hollinger, A., Penhune, V. B., Palmer, C., & Zatorre, R. J. (2013). Repetition suppression in auditory-motor regions to pitch and temporal structure in music. Journal of Cognitive Neuroscience, 25(2), 313–328.
  • Brown, R. M., & Palmer, C. (2012). Auditory-motor learning influences auditory memory for music. Memory and Cognition, 40(4), 567–578. doi: 10.3758/s13421-011-0177-x
  • Hemond, C., Brown, R. M., & Robertson, E. M. (2010). A distraction can impair or enhance motor performance. The Journal of Neuroscience, 30(2), 650–654.
  • Brown, R. M., Robertson, E. M., & Press, D.Z. (2009). Sequence skill acquisition and off-line learning in normal aging. PLoS ONE 4(8):e6683.
  • Brown, R. M. & Robertson, E. M. (2007b). Off-line processing: reciprocal interactions between declarative and procedural memories. The Journal of Neuroscience, 27(39), 10468–10475.
  • Brown, R. M. & Robertson, E. M. (2007a). Inducing motor skill improvements with a declarative task. Nature Neuroscience, 10(2), 148–149. doi:10.1038/nn1836