Garvin Brod

Foto: Katarzyna Mazur

Garvin Brod

Member since 2020
born 1987
subject: Psychology / Educational research

DIPF | Leibniz-Institut für Bildungsforschung und Bildungsinformation
Abteilung für Bildung und Entwicklung
Rostocker Straße 6
60442 Frankfurt am Main

Tel.: +49 69-24708-139

Personal web page

Research Areas

  • Effects of educational interventions during childhood

  • Development of learning and memory

  • Technology-based individualization of interventions


Curriculum Vitae

  • Since 2020

    Professor (W2) of Psychology at DIPF and Goethe University, Frankfurt am Main, Germany

  • 2018-2020

    Assistant Professor (W1) of Psychology at DIPF and Goethe University, Frankfurt am Main, Germany

  • 2019-2021

    Jacobs Foundation Early Career Research Fellowship

  • 2016-2017

    Head of the Learning Support Laboratory, IDeA Center, DIPF | Leibniz Institute for Research and Information in Education, Frankfurt am Main, Germany

  • 2016

    Otto Hahn Medal of the Max Planck Society

  • 09/2015

    PhD in Psychology, Humboldt-Universität zu Berlin

  • 2012-2016

    PhD student, Max Planck Institute for Human Development (with Prof. Dr. Ulman Lindenberger, Dr. Yee Lee Shing), Berlin

  • 2007-2012

    Study of Psychology at Saarland University, Saarbrücken, Germany (Dipl.-Psych.)

  • 2004-2007

    Study of Music (Jazz) at the Hanover University of Music and Drama and at the University of Arts Rotterdam


  • 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.

  • 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.

  • 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.

  • 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.

  • 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.