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Number of items: 18.
Article
| Wimmer, Lena Franziska and von Stockhausen, Lisa and Bellingrath, Silja (2019) Effects of mindfulness training on regulatory and academic abilities in preadolescents: Results from a pilot study. Open Psychology, 1 (1). pp. 69-93. ISSN 2543-8883. (doi:https://doi.org/10.1515/psych-2018-0006) (Full text available) |
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| Wimmer, Lena Franziska and Christmann, Ursula and Ihmels, Elisabeth (2016) Non-conventional figurative language as aesthetics of everyday communication. Metaphor and the Social World, 6 (2). pp. 243-275. (doi:https://doi.org/10.1075/msw.6.2.04wim) (Full text available) |
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| Wimmer, Lena Franziska and Bellingrath, Silja and von Stockhausen, Lisa (2016) Cognitive Effects of Mindfulness Training: Results of a Pilot Study Based on a Theory Driven Approach. Frontiers in Psychology, 7 . ISSN 1664-1078. (doi:https://doi.org/10.3389/fpsyg.2016.01037) (Full text available) |
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| Wimmer, Lena Franziska (2016) Problem Solving As a Sufficient Condition of the Creative Process: A Case for Closer Cooperation of Creativity Research and Problem Solving Research. Frontiers in Psychology, 7 . ISSN 1664-1078. (doi:https://doi.org/10.3389/fpsyg.2016.00488) (Full text available) |
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| Christmann, Ursula and Wimmer, Lena Franziska and Groeben, Norbert (2011) The aesthetic paradox in processing conventional and non-conventional metaphors: A reaction time study. Scientific Study of Literature, 1 (2). pp. 199-240. ISSN 2210-4372. (doi:https://doi.org/10.1075/ssol.1.2.03chr) (Full text available) |
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Conference or workshop item
| Wimmer, Lena Franziska and Bellingrath, Silja and von Stockhausen, Lisa (2018) Achtsamkeitstraining im Lehramtsstudium: Effekte auf exekutive Funktionen, Emotionsregulation und Affekt [Mindfulness training for teacher students: Effects on executive functions, emotion regulation and affect]. In: 51. Kongress der Deutschen Gesellschaft für Psychologie [51st Congress of the German Psychological Society], 15-20 Sep 2018, Frankfurt am Main, Germany. (Unpublished) (Full text available) |
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| Wimmer, Lena Franziska and Bellingrath, Silja and von Stockhausen, Lisa (2017) Assessing the processes underlying mindfulness training. In: 20th Conference of the European Society for Cognitive Psychology (ESCoP), Sep 2017, Potsdam, Germany. (Unpublished) (Full text available) |
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| Wimmer, Lena Franziska and Bellingrath, Silja and von Stockhausen, Lisa (2017) Effects of mindfulness training on preadolescents' self-regulation and school-related outcomes. In: Centre for Mindfulness Research & Practice Conference 2017, July 2017, Chester, UK. (Unpublished) (Full text available) |
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| Bellingrath, Silja and Wimmer, Lena Franziska and von Stockhausen, Lisa (2017) Achtsamkeitsbasierte Burnoutprävention im Lehramtsstudium [Mindfulness-based burnout prevention for teacher students]. In: 43rd Conference Psychology and Brain, June 2017, Trier, Germany. (Unpublished) (Full text available) |
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| Bellingrath, Silja and Wimmer, Lena Franziska and von Stockhausen, Lisa (2017) Effects of a mindfulness intervention for student teachers on depressive symptoms, affect and emotion regulation. In: 75th Annual Scientific Meeting of the American Psychosomatic Society (APS), March 2017, Sevilla, Spain. (Unpublished) (Full text available) |
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| Wimmer, Lena Franziska and Bellingrath, Silja and von Stockhausen, Lisa (2015) Cognitive effects of a mindfulness training with fifth graders. In: 19th Conference of the European Society for Cognitive Psychology (ESCoP), Sep 2015, Paphos, Cyprus. (Unpublished) (Full text available) |
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| Bellingrath, Silja and Wimmer, Lena Franziska and von Stockhausen, Lisa (2014) Das Projekt Achtsame Schule: Untersuchung des Einflusses eines Achtsamkeitstrainings bei Schülerinnen und Schülern auf die Selbstregulation [The project Mindful School: Investigating effects of mindfulness training on school children’s self-regulation]. In: 49. Kongress der Deutschen Gesellschaft für Psychologie [49th Congress of the German Psychological Society], Bochum, Germany. (Unpublished) (Full text available) |
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| Wimmer, Lena Franziska and von Stockhausen, Lisa and Bellingrath, Silja (2014) Das Projekt Achtsame Schule: Untersuchung kognitiver Effekte eines Achtsamkeitstrainings bei Schülerinnen und Schülern [The project Mindful School: Investigating cognitive effects of mindfulness training in school children]. In: 49. Kongress der Deutschen Gesellschaft für Psychologie [49th Congress of the German Psychological Society], Sep 2014, Bochum, Germany. (Unpublished) (Full text available) |
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| Wimmer, Lena Franziska (2013) The aesthetic paradox in processing literary vs. expository texts. In: 55th Conference of Experimental Psychologists, March 2013, Vienna, Austria. (Unpublished) (Full text available) |
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| Wimmer, Lena Franziska (2011) The aesthetic paradox in processing fictional vs. non-fictional texts. In: Reading Mediated Minds: Empathy with Persons and Characters in Media and Art Works. Summer School Conducted at the CCCT, Amsterdam, July 2011, Amsterdam, Netherlands. (Unpublished) (Full text available) |
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| Christmann, Ursula and Wimmer, Lena Franziska and Irmen, Lisa (2011) The aesthetic paradox in processing figurative language. In: Processing and appreciating creative figurative language. Workshop conducted at the Psychological Department of Heidelberg University, May 2011, Heidelberg, Germany. (Unpublished) (Full text available) |
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Book
| Wimmer, Lena Franziska (2011) Programme im Kopf? Werden beim Denken Verfahren aus einer „Heurismenbibliothek“ abgerufen oder die Denkprozesse „aktualgenetisch“ erschaffen? [Programmes in the mind? Are thought processes retrieved from a ‚library of heuristics‘ or created on the fly?]. VDM, Saarbruecken, Germany ISBN 978-3-639-35313-6. (The full text of this publication is not currently available from this repository. You may be able to access a copy if URLs are provided) |
Thesis
| Wimmer, Lena Franziska (2015) Das ästhetische Paradox bei der Verarbeitung von fiktionalen vs. nicht-fiktionalen Texten [The aesthetic paradox when processing fictional vs. non-fictional texts]. Doctor of Philosophy (PhD) thesis, Heidelberg University. (doi:https://doi.org/10.11588/heidok.00018232) (Full text available) |
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