Publications of Gabriele Wulf

Wulf, G., Weigelt, M., Poulter, D., & McNevin, N. H. (2003). Attentional focus on supra-postural tasks affects balance learning. The Quarterly Journal of Experimental Psychology, Section A: Human Experimental Psychology, 56A, 1191–1211.

Wulf, G., & Prinz, W. (2001). Directing attention to movement effects enhances learning: A review. Psychonomic Bulletin and Review, 8, 648–660.

Lai, Q., Shea, C. H., Wulf, G., & Wright, D. L. (2000). Optimizing generalized motor program and parameter learning. Research Quarterly for Exercise and Sport, 71, 10–24.

McNevin, N. H., Wulf, G., & Carlson, C. (2000). Effects of attentional focus, self-control, and dyad training on motor learning: Implications for physical rehabilitation. Physical Therapy, 80, 373–385.

Shea, C. H., Wright, D. L., Wulf, G., & Whitacre, C. A. (2000). Physical and observational practice afford unique learning opportunities. Journal of Motor Behavior, 32, 27–36.

Wulf, G., McNevin, N. H., Fuchs, T., Ritter, F., & Toole, T. (2000). Attentional focus in complex skill learning. Research Quarterly for Exercise and Sport, 71, 229–239.

Wulf, G., & Prinz, W. (2000). Bewegungslernen und Instruktionen. Zur Effektivität ausführungs- vs. effektbezogener Aufmerksamkeitsfokussierungen. Sportwissenschaft, 30, 289–297.

Shea, C. H., & Wulf, G. (1999). Enhancing motor learning through external-focus instructions and feedback. Human Movement Science, 18, 553–571.

Shea, C. H., Wulf, G., & Whitacre, C. A. (1999). Enhancing training efficiency and effectiveness through the use of dyad training. Journal of Motor Behavior, 31, 119–125.

Wulf, G., Hörger, M., & Shea, C. H. (1999). Benefits of blocked over serial feedback on complex motor skill learning. Journal of Motor Behavior, 31, 95–103.

Wulf, G., Lauterbach, B., & Toole, T. (1999). The learning advantages of an external focus of attention in golf. Research Quarterly for Exercise and Sport, 70, 120–126.

Wulf, G., McNevin, N. H., Shea, C. H., & Wright, D. L. (1999). Learning phenomena: Future challenges for the dynamical systems approach to understanding the learning of complex motor skills. International Journal of Sport Psychology, 30, 531–557.

Wulf, G., & Toole, T. (1999). Physical assistance devices in complex motor skill learning: Benefits of a self-controlled practice schedule. Research Quarterly for Exercise and Sport, 70, 265–272.

Lai, Q., Shea, C. H., Wulf, G., & Wright, D. L. (1998). Optimizing generalized motor program and parameter learning. Journal of Sport and Exercise Psychology, 20, S28–S28.

Wulf, G., Höß, M., & Prinz, W. (1998). Instructions for motor learning: Differential effects of internal vs external focus of attention. Journal of Motor Behavior, 30, 169–179.

Wulf, G., Lauterbach, B., & Toole, T. (1998). Learning benefits of an external focus of attention in golf. Journal of Sport and Exercise Psychology, 20, 51.

Wulf, G., Shea, C. H., & Matschiner, S. (1998). Frequent feedback enhances complex motor skill learning. Journal of Motor Behavior, 30, 180–192.

Wulf, G., Shea, C. H., & Whitacre, C. A. (1998). Physical-guidance benefits in learning a complex motor skill. Journal of Motor Behavior, 30, 367–380.

Wulf, G., Shea, C. H., & Wright, D. L. (1998). Möglichkeiten der Effektivierung des Übens in der Musik aus der Sicht der motorischen Lernforschung. Musikpädagogische Forschungsberichte, 208–221.

Wulf, G., & Toole, T. (1998). Learning advantages of a self-controlled physical guidance schedule. Journal of Sport and Exercise Psychology, 20, S26–S26.