Person

JProf. Dr.

Tanja Könen

Vertretungsprofessorin

Institut für Psychologie

Adresse

Raum 303

Gebäude 6011

Jägerstraße 17-19

52066 Aachen

Kontakt

WorkPhone
Telefon: +49 241 80 96130
Fax Fax: +49 241 80 92318

Sprechstunde

Nach Vereinbarung
 

Forschungsinteressen

Tanja Könen forscht zur Entwicklung und Plastizität von kognitiven Fähigkeiten. Sie untersucht kurzfristige Variabilität und langfristige Entwicklung von kognitiven Leistungen und wie die Stimmung, Selbstregulation und das Schlafverhalten damit zusammenhängen. Im Mittelpunkt steht dabei das Arbeitsgedächtnis, in dem Informationen verarbeitet, gespeichert und aktualisiert werden. Zudem untersucht sie kognitive Flexibilität, Inhibition, fluide Intelligenz und deren Zusammenspiel. Methodisch interessiert sie sich für Ambulatory Assessment, Interventionsstudien und längsschnittliche Modellierung.

 

Publikationen

Peer-Reviewed

Schemer, L., Milde, C., Lischetzke, L., In-Albon, T., Karbach, J., Könen, T., & Glombiewski, J. A. (2022). Feeling lonely during the pandemic: Towards personality-tailored risk profiles. Psychology, Health & Medicine. Advance online publication.

Lischetzke, T., Schemer, L.; In-Albon, T., Karbach, J., Könen, T., & Glombiewski, J. A. (2022). Coping under a COVID-19 lockdown: Patterns of daily coping and individual differences in coping repertoires. Anxiety, Stress, & Coping, 35, 25–43.

Neubeck, M., Karbach, J., & Könen, T. (2022). Network models of cognitive abilities in younger and older adults. Intelligence, 90: 101601.

Baykara, E., Könen, T., Unger, K., & Karbach, J. (2021). MRI predictors of cognitive training outcomes. Journal of Cognitive Enhancement, 5, 245–258.

In‑Albon, T., Shafiei, M., Christiansen, H., Könen, T., Gutzweiler, R., & Schmitz, J. (2021). Development and psychometric properties of a computer‑based standardized emotional competence inventory (MeKKi) for preschoolers and school‑aged children. Child Psychiatry & Human Development. Advance online publication.

Könen, T., & Karbach, J. (2021). Analyzing individual differences in intervention-related changes. Advances in Methods and Practices in Psychological Science, 4, 1–19.

Lischetzke, T., Schemer, L.; Glombiewski, J. A., In-Albon, T., Karbach, J., & Könen, T. (2021). Negative emotion differentiation attenuates the within-person indirect effect of daily stress on nightly sleep quality through calmness. Frontiers in Psychology, 12: 684117.

Neubauer, A. B., Kramer, A. C., Schmidt, A., Könen, T., Dirk, J., & Schmiedek, F. (2021). Reciprocal relations of subjective sleep quality and affective well-being in late childhood. Developmental Psychology, 57, 1372–1386.

Buttelmann, F., Könen, T., Hadley, L., Meaney, J.-A., Auyeung, B., Morey, C., Chevalier, N., & Karbach, J. (2020). Age-related differentiation in verbal and visuo-spatial working memory processing in childhood. Psychological Research, 84, 2354–2360.

Johann, V. E., Könen, T., & Karbach, J. (2020). The unique contribution of working memory, inhibition, cognitive flexibility, and intelligence to reading comprehension and reading speed. Child Neuro-psychology, 26, 324–344.

Könen, T., & Karbach, J. (2020). Self-reported cognitive failures in everyday life: A closer look at their relation to personality and cognitive performance. Assessment, 27, 982–995.

Kubota, M., Hadley, L., Schaeffner, S., Könen, T., Meaney, J.-A., Auyeung, B., Morey, C., Karbach, J., & Chevalier, N. (2020). Proactive control during childhood: consistent use and relation with academic achievement. Cognition, 203, 104329.

Schaeffner, S., Könen, T., & Karbach, J. (2020). New insights into the role of the phonological loop in task switching: Evidence from three different age groups. Journal of Cognitive Psychology, 32, 409–422.

Morey, C., Hadley, L., Buttelmann, F., Könen, T., Meaney, J.-A., Auyeung, B., Karbach, J., & Chevalier, N. (2018). The effects of verbal and spatial memory load on children's processing speed. Annals of the New York Academy of Sciences, 1424, 161–174.

Karbach, J., Könen, T., & Spengler, M. (2017). Who benefits the most? Individual differences in the transfer of executive control training across the lifespan. Journal of Cognitive Enhancement, 1, 394–405.

Könen, T., Dirk, J., Leonhardt, A., & Schmiedek, F. (2016). The interplay between sleep behavior and affect in elementary school children's daily life. Journal of Experimental Child Psychology, 150, 1–15.

Leonhardt, A., Könen, T., Dirk, J., & Schmiedek, F. (2016). How differentiated do children experience affect? An investigation of the within- and between-person structure of chil­dren's affect. Psychological Assessment, 28, 575–585.

Könen, T., Dirk, J., & Schmiedek, F. (2015). Cognitive benefits of last night's sleep: Daily variations in children's sleep behavior are related to working memory fluctuations. Journal of Child Psychology and Psychiatry, 56, 171–182.

Könen, T., & Karbach, J. (2015). The benefits of looking at intraindividual dynamics in cog­nitive training data. Frontiers in Psychology, 6: 615.

Langguth, N., Könen, T., Matulis, S., Steil, R., Gawrilow, C., & Stadler, G. (2015). Barriers to physical activity in adolescents: A multi-faceted approach. Zeitschrift für Gesundheitspsychologie, 23, 47–59.

Fischbach, A., Könen, T., Rietz, C. S., & Hasselhorn, M. (2014). What is not working in working memory of children with literacy disorders? Evidence from a three-year-longi­tudinal study. Reading and Writing, 27, 267–286.

Preßler, A.-L., Könen, T., Hasselhorn, M., & Krajewski, K. (2014). Cognitive preconditions of early reading and spelling: A latent-variable approach with longitudinal data. Reading and Writing, 27, 383–406.

Roden, I., Könen, T., Bongard, S., Frankenberg, E., Friedrich, E. K., & Kreutz, G. (2014). Effects of music training on attention, processing speed, and cognitive music abilities – Findings from a longitudinal study. Applied Cognitive Psychology, 28, 545–557.

Mertins, V., Egbert, H., & Könen, T. (2013). The effects of individual judgments about selec­tion procedures: Results from a power-to-resist game. The Journal of Socio-Economics, 42, 112–120.

Michalczyk, K., Malstädt, N., Worgt, M., Könen, T., & Hasselhorn, M. (2013). Age differ­ences and measurement invariance of working memory in 5- to 12-year-old children. European Journal of Psychological Assessment, 29, 220–229.

Preckel, F., Lipnevich, A. A., Boehme, K., Brandner, L., Georgi, K., Könen, T., Mursin, K., & Roberts, R. D. (2013). Morningness-eveningness and educational outcomes: The lark has an advantage over the owl at high school. British Journal of Educational Psychology, 83, 114–134.

Benedek, M., Könen, T., & Neubauer, A. C. (2012). Associative abilities underlying creativ­ity. Psychology of Aesthetics, Creativity, and the Arts, 6, 273–281.

Benedek, M., Bergner, S., Könen, T., Fink, A., & Neubauer, A. C. (2011). EEG alpha synchronization is related to top-down processing in convergent and divergent thinking. Neuropsychologia, 49, 3505–3511.

Betsch, C. & Könen, T. (2010). Der Einfluss von Furchtappellen im Kontext impfkritischer Internetseiten: Die Angst schlägt zurück [The influence of fear-appeals in the context of vaccine-critical web pages: The fear strikes back]. Kinder- und Jugendmedizin, 10, 159–166.

Buchkapitel

Lischetzke, T., & Könen, T. (2021). Daily diary methodology. In A. C. Michalos (Ed.), Encyclopedia of quality of life and well-being research. Dordrecht, Netherlands: Springer. Advance online publication.

Lischetzke, T., & Könen, T. (2021). Mood. In A. C. Michalos (Ed.), Encyclopedia of quality of life and well-being research. Dordrecht, Netherlands: Springer. Advance online publication.

Könen, T., & Auerswald, M. (2020). Statistical modeling of latent change. In T. Strobach & J. Karbach (Eds.), Cognitive training: An overview of features and applications (2nd ed., pp. 55–68). Berlin: Springer.

Könen, T., Strobach, T., & Karbach, J. (2020). Working memory training. In T. Strobach & J. Karbach (Eds.), Cognitive training: An overview of features and applications (2nd ed., pp. 155–167). Berlin: Springer.

Könen, T., Strobach, T., & Karbach, J. (2016). Working memory. In T. Strobach & J. Karbach (Eds.), Cognitive training: An overview of features and applications (pp. 59–68). Berlin: Springer.