Foto: Katarzyna Mazur
Garvin Brod
Member since 2020
born 1987
subject: Psychology / Educational research
Contact
DIPF | Leibniz-Institut für Bildungsforschung und Bildungsinformation
Abteilung für Bildung und Entwicklung
Rostocker Straße 6
60442 Frankfurt am Main
Tel.: +49 69-24708-139
Garvin.Brod@dipf.de
Research Areas
Effects of educational interventions during childhood
Development of learning and memory
Technology-based individualization of interventions
Curriculum Vitae
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Since 2020
Professor (W2) of Psychology at DIPF and Goethe University, Frankfurt am Main, Germany
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2018-2020
Assistant Professor (W1) of Psychology at DIPF and Goethe University, Frankfurt am Main, Germany
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2019-2021
Jacobs Foundation Early Career Research Fellowship
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2016-2017
Head of the Learning Support Laboratory, IDeA Center, DIPF | Leibniz Institute for Research and Information in Education, Frankfurt am Main, Germany
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2016
Otto Hahn Medal of the Max Planck Society
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09/2015
PhD in Psychology, Humboldt-Universität zu Berlin
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2012-2016
PhD student, Max Planck Institute for Human Development (with Prof. Dr. Ulman Lindenberger, Dr. Yee Lee Shing), Berlin
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2007-2012
Study of Psychology at Saarland University, Saarbrücken, Germany (Dipl.-Psych.)
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2004-2007
Study of Music (Jazz) at the Hanover University of Music and Drama and at the University of Arts Rotterdam
Activities
Publications
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Being proven wrong elicits learning in children – but only in those with higher executive function skills.
Brod, G., Breitwieser, J., Hasselhorn, M., & Bunge, S.A. (2020). In: Developmental Science, 23(3), e12916.
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A boon and a bane: Comparing the effects of prior knowledge on memory across the lifespan.
Brod, G., & Shing, Y. L. (2019). In: Developmental psychology, 55(6), 1326–1337.
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When generating a prediction boosts learning: The element of surprise.
Brod, G., Hasselhorn, M., & Bunge, S. A. (2018). In: Learning and Instruction, 55, 22–31.
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Does one year of schooling improve children's cognitive control and alter associated brain activation?
Brod, G., Bunge, S. A., & Shing, Y. L. (2017). In: Psychological Science, 28,?967–978.
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Knowledge acquisition during exam preparation improves memory and modulates memory formation.
Brod, G., Lindenberger, U., Wagner, A. D., & Shing, Y. L. (2016). In: Journal of Neuroscience, 36(31), 8103-8111.
