Rolf Reber

• Haugen, Linda Josefine Aas; Prenevost, Mathilde Hallingstad; Nilsen, Ida Bekke Rønneberg & Reber, Rolf (2023). First insights into infants' and children's aha-experiences: A parent report study. Cognitive development. ISSN 0885-2014. 69. doi: 10.1016/j.cogdev.2023.101397. Show summary

  This study provides first insights into aha-experiences in infancy and childhood. In two studies, a content analysis of parental reports from two different populations, a Norwegian sample and an international sample of English-speaking parents, was conducted. Parents described 606 aha-stories of their children (age 3 weeks to 16 years). Three main findings were replicated across two studies: (1) Even infants may have aha-experiences; (2) Children have aha-experiences on various topics related to action and cognition; (3) The focus of aha-experiences shifts from action to cognition with age (3 weeks-8 years, Odds Ratios > 1.567). These findings may have implications for understanding what motivates children's learning and cognitive development and for future research.

• Skaar, Øystein Olav & Reber, Rolf (2022). Alone or together: The role of gender and social context prior to Aha-experiences. Scandinavian Journal of Psychology. ISSN 0036-5564. 64(3), p. 302–313. doi: 10.1111/sjop.12883. Full text in Research Archive Show summary

  Prior research indicates that boys show more interest in science, technology, engineering, and mathematics (STEM) than girls do. Given that Aha- experiences yield positive affect and increase interest, the question arises whether there are gender differences in Aha-experiences that could help explain the gender differences in interest. Derived from social role theory, we hypothesized that men report having Aha-experiences alone, whereas women report having Aha-experiences together with others. In a retrospective survey study comprising three independent samples (N = 899), we conducted chi-square analyses to explore the relationship of gender, social context (alone; not alone), domain, and situational interest. Across all participants, we found that men were more probably alone and women more probably together with others when they had an Aha-experience. More fine-grained analyses revealed that the effect was especially pronounced when the Aha-experience increased situational interest within STEM or the personal domain. The study suggests that social context played a different role in the occurrence of Aha-experiences in men and women. We discuss the implications of our findings for STEM instruction at school.

• Riege, Anine & Reber, Rolf (2022). Availability. In Pohl, Rüdiger F. (Eds.), Cognitive illusions, 3rd ed.. Routledge. ISSN 9780367724245. p. 175–190.
• Lindell, Trym; Zickfeld, Janis Heinrich & Reber, Rolf (2022). The Role of Affect in Late Perceptual Processes: Evidence From Bi-Stable Illusions, Object Identification, and Mental Rotation. Journal of Experimental Psychology: Human Perception and Performance. ISSN 0096-1523. 48(12), p. 1347–1361. doi: 10.1037/xhp0001059. Full text in Research Archive Show summary

  Computational views of perception do not consider affect to be required to solve a perceptual task. Previous research provided evidence for an affective component in early perceptual processes but it is unclear whether late perceptual processes yield concomitant affect. Three studies using three different tasks explored changes in affect related to late perceptual processes by exposing participants to a visual object and measuring activity in facial muscles (zygomaticus major and corrugator supercilii) using facial EMG as indicators for affect. In the first task, change of muscle activity was measured before and after participants indicated that the perspective of bi-stable illusions shifted. In the second task, change of muscle activity was measured before and after participants indicated that they identified an object that emerged from a pattern mask. The third task examined the affective consequences, as measured by facial EMG, of solving mental rotation tasks. The three studies found that shifts in bi-stable illusions, identification of objects, and solving mental rotation problems yielded increasing zygomaticus major activity, indicating increased positive affect after task completion. Simultaneously, corrugator supercilii activity decreased after successful perception. These studies suggest that success in perception is inherently affective, even when memory, comparison, and decision processes are involved.

• Nahon, Lea; Teige-Mocigemba, Sarah; Reber, Rolf & Greifeneder, Rainer (2021). Truth feels easy: Knowing information is true enhances experienced processing fluency. Cognition. ISSN 0010-0277. 215. doi: 10.1016/j.cognition.2021.104819.
• Nadarevic, Lena; Reber, Rolf; Helmecke, Anne Josephine & Köse, Dilara (2020). Perceived truth of statements and simulated social media postings: an experimental investigation of source credibility, repeated exposure, and presentation format. Cognitive Research: Principles and Implications. 5(1). doi: 10.1186/s41235-020-00251-4.
• Skaar, Øystein Olav & Reber, Rolf (2020). Motivation through insight: the phenomenological correlates of insight and spatial ability tasks. Journal of Cognitive Psychology. ISSN 2044-5911. 33(6-7), p. 631–643. doi: 10.1080/20445911.2020.1844721. Full text in Research Archive Show summary

  In an experiment (n = 430), grounded in an integrative fluency account of the phenomenology of the Aha-experience, we tested the assumption that problem solving through insight is distinct from other strategies of problem-solving in that the affective response invoked by Aha-experiences is more influential than other solution strategies on motivational processes. Results indicated that insight tasks, compared to non-insight tasks, had the strongest affective and motivational outcomes both during and after task solution. Moreover, for insight tasks, sudden insight was the strongest predictor of correct solutions. Interestingly, step-by-step and guessing strategies were positive and negative predictors, respectively, of correct solutions. Finally, only trial and error significantly predicted correct solutions for non-insight tasks. We argue that solution strategies are not mutually exclusive. However, some strategies are more frequently used and possibly more adapted to different types of tasks. The study supports the integrative fluency account and motivational outcomes of Aha-experiences.

• Christensen, Bo; Ball, Linden & Reber, Rolf (2020). Perceptual fluency effects in judgments of creativity and beauty: creative objects are perceived fluently yet they are visually complex. Journal of Cognitive Psychology. ISSN 2044-5911. 32(1), p. 45–66. doi: 10.1080/20445911.2019.1689986.
• Skaar, Øystein Olav & Reber, Rolf (2019). The phenomenology of aha-experiences. Motivation Science. ISSN 2333-8113. 6(1), p. 49–60. doi: 10.1037/mot0000138.
• Høgheim, Sigve & Reber, Rolf (2019). Interesting, but Less Interested: Gender Differences and Similarities in Mathematics Interest. Scandinavian Journal of Educational Research. ISSN 0031-3831. 63(2), p. 285–299. doi: 10.1080/00313831.2017.1336482.
• Reber, Rolf; Canning, Elizabeth & Harackiewicz, Judith (2018). Personalized Education to Increase Interest. Current Directions in Psychological Science. ISSN 0963-7214. 27, p. 449–454. doi: 10.1177/0963721418793140. Full text in Research Archive
• Reber, Rolf (2018). Making school meaningful: Linking psychology of education to meaning in life. Educational review (Birmingham). ISSN 0013-1911. p. 1–21. doi: 10.1080/00131911.2018.1428177. Full text in Research Archive
• Silva, Rita R.; Garcia-Marques, Teresa & Reber, Rolf (2017). The informative value of type of repetition: Perceptual and conceptual fluency influences on judgments of truth. Consciousness and Cognition. ISSN 1053-8100. 51, p. 53–67. doi: 10.1016/j.concog.2017.02.016.
• Høgheim, Sigve & Reber, Rolf (2017). Eliciting Mathematics Interest: New Directions for Context Personalization and Example Choice. Journal of Experimental Education. ISSN 0022-0973. 85(4), p. 597–613. doi: 10.1080/00220973.2016.1268085.
• Erle, Thorsten M.; Reber, Rolf & Topolinski, Sascha (2017). Affect from mere perception. Illusory contour perception feels good. Emotion. ISSN 1528-3542. 17(5), p. 856–866. doi: 10.1037/emo0000293.
• Landwehr, Jan R.; Golla, Benedikt & Reber, Rolf (2017). Processing fluency: An inevitable side effect of evaluative conditioning. Journal of Experimental Social Psychology. ISSN 0022-1031. 70, p. 124–128. doi: 10.1016/j.jesp.2017.01.004.
• Reber, Rolf & Greifender, Rainer (2017). Processing fluency in education: How metacognitive feelings shape learning, belief formation, and affect . Educational Psychologist. ISSN 0046-1520. 52(2), p. 84–103. doi: 10.1080/00461520.2016.1258173. Full text in Research Archive
• Folgerø, Per Olav; Hodne, Lasse; Johansson, Christer; Andresen, Alf Edgar; Sætren, Lill Charlotte & Specht, Karsten [Show all 8 contributors for this article] (2016). Effects of facial symmetry and gaze direction on perception of social attributes: A study in experimental art history. Frontiers in Human Neuroscience. ISSN 1662-5161. 10:452(2016). doi: 10.3389/fnhum.2016.00452. Full text in Research Archive
• Christensen, Bo T.; Kristensen, Tore & Reber, Rolf (2015). Contributions of consumer-perceived creativity and beauty to willingness-to-pay for design products. International Journal of Design Creativity and Innovation. ISSN 2165-0349. 3(3-4), p. 164–176. doi: 10.1080/21650349.2014.981216.
• Topolinski, Sascha; Erle, Thorsten M. & Reber, Rolf (2015). Necker's smile: Immediate affective consequences of early perceptual processes. Cognition. ISSN 0010-0277. 140, p. 1–13. doi: 10.1016/j.cognition.2015.03.004.
• Høgheim, Sigve & Reber, Rolf (2015). Supporting interest of middle school students in mathematics through context personalization and example choice. Contemporary Educational Psychology. ISSN 0361-476X. 42, p. 17–25. doi: 10.1016/j.cedpsych.2015.03.006.
• Garcia-Marques, Teresa; Silva, Rita R; Reber, Rolf & Unkelbach, Christian (2015). Hearing a statement now and believing the opposite later. Journal of Experimental Social Psychology. ISSN 0022-1031. 56, p. 126–129. doi: 10.1016/j.jesp.2014.09.015. Show summary

  Existing findings on the truth effect could be explained by recollection of the statements presented in the exposure phase. In order to examine a pure fluency account of this effect, we tested a unique prediction that could not be derived from recollection of a statement. In one experiment, participants judged the truth of a statement that had the same surface appearance as a statement presented earlier but contradicted it, for example “crocodiles sleep with their eyes open” one week after having heard “crocodiles sleep with their eyes closed”. We predicted and found that participants judged contradictory statements as being more false than new statements after a delay of only a few minutes, but judged them as more likely to be true after one week. In contrast to earlier findings, this result cannot be explained by accounts relying on recollection of the previously presented statements.

• Reber, Rolf; Christensen, Bo T. & Meier, Beat (2014). Effects of meaning and symmetry on judgments of size. Frontiers in Psychology. ISSN 1664-1078. 5. doi: 10.3389/fpsyg.2014.01270. Show summary

  Research has shown that people judge words as having bigger font size than non-words. This finding has been interpreted in terms of processing fluency, with higher fluency leading to judgments of bigger size. If so, symmetric numbers (e.g., 44) which can be processed more fluently are predicted to be judged as larger than asymmetric numbers (e.g., 43). However, recent research found that symmetric numbers were judged to be smaller than asymmetric numbers. This finding suggests that the mechanisms underlying size judgments may differ in meaningful and meaningless materials. Supporting this notion, we showed in Experiment 1 that meaning increased judged size, whereas symmetry decreased judged size. In the next two experiments, we excluded several alternative explanations for the differences in size judgments between meaningful and meaningless materials in earlier studies. This finding contradicts the notion that the mechanism underlying judgments of size is processing fluency.

• Reber, Rolf (2014). Mindfulness in education. In Ie, Amanda; Ngnoumen, Christelle T. & Langer, Ellen J. (Ed.), The Wiley Blackwell Handbook of Mindfulness. Wiley-Blackwell. ISSN 978-1-118-29487-1. p. 1054–1070.
• Bullot, Nicolas J. & Reber, Rolf (2013). The Artful Mind Meets Art History: Toward a Psycho-Historical Framework for the Science of Art Appreciation. Behavioral and Brain Sciences. ISSN 0140-525X. 36(2), p. 123–137. doi: 10.1017/S0140525X12000489. Show summary

  Research seeking a scientific foundation for the theory of art appreciation has raised controversies at the intersection of the social and cognitive sciences. Though equally relevant to a scientific inquiry into art appreciation, psychological and historical approaches to art developed independently and lack a common core of theoretical principles. Historicists argue that psychological and brain sciences ignore the fact that artworks are artifacts produced and appreciated in the context of unique historical situations and artistic intentions. After revealing flaws in the psychological approach, we introduce a psycho-historical framework for the science of art appreciation. This framework demonstrates that a science of art appreciation must investigate how appreciators process causal and historical information to classify and explain their psychological responses to art. Expanding on research about the cognition of artifacts, we identify three modes of appreciation: basic exposure to an artwork, the artistic design stance, and artistic understanding. The artistic design stance, a requisite for artistic understanding, is an attitude whereby appreciators develop their sensitivity to art-historical contexts by means of inquiries into the making, authorship, and functions of artworks. We defend and illustrate the psycho-historical framework with an analysis of existing studies on art appreciation in empirical aesthetics. Finally, we argue that the fluency theory of aesthetic pleasure can be amended to meet the requirements of the framework. We conclude that scientists can tackle fundamental questions about the nature and appreciation of art within the psycho-historical framework.

• Bullot, Nicolas J. & Reber, Rolf (2013). A psycho-historical research program for the integrative science of art. Behavioral and Brain Sciences. ISSN 0140-525X. 36(2), p. 163–180. doi: 10.1017/S0140525X12002464.
• Høgheim, Sigve & Reber, Rolf (2012). Økt interesse for læring. Tangenten - Tidsskrift for matematikkundervisning. ISSN 0802-8192. 23(4), p. 48–51.
• Reber, Rolf (2012). Processing fluency, aesthetic pleasure, and culturally shared taste. In Shimamura, Arthur P. & Palmer, Stephen E. (Ed.), Aesthetic Science. Connecting Minds, Brains, and Experience. Oxford University Press. ISSN 9780199732142. p. 223–249. doi: 10.1093/acprof:oso/9780199732142.003.0055.
• Reber, Rolf (2012). Critical Feeling: The Strategic Use of Processing Fluency. In Unkelbach, Christian & Greifeneder, Rainer (Ed.), The Experience of Thinking. How feelings from mental processes influence cognition and behaviour. Psychology Press. ISSN 978-1-84872-065-7. p. 169–184. doi: 10.1017/cbo9781107446755.010.
• Chen, Weiqin & Reber, Rolf (2011). Writing Wikipedia articles as course assignment. In Hirashima, Tsukasa; Biswas, Gautum; Supnithi, Thepchai & Yu, Fu-Yun (Ed.), Proceedings of the 19th International Conference on Computers in Education: ICCE2011. Asia-Pacific Society for Computers in Education. ISSN 978-616-12-0188-3. p. 692–696.
• Reber, Rolf & Slingerland, Edward G. (2011). Confucius meets cognition: new answers to old questions. Religion, Brain and Behavior. ISSN 2153-599X. 1(2), p. 135–145. doi: 10.1080/2153599X.2011.598329. Show summary

  Early Chinese Confucian virtue ethics saw effortless harmony with the ‘‘Way’’ as essential for ethical life, but raised the problem of how one can, through effort, reach a state of effortless perfection. We decompose this paradox into three subparadoxes and review evidence from cognitive psychology relevant to each of them. First, how can one attain spontaneity by expending effort? Second, how can one come to love what one does not already love? Third, why is a deed considered not virtuous if consciously done for the sake of attaining virtue? We discuss how the cognitive sciences can contribute to potential solutions to an ancient ethical tension, and what the humanities can contribute to problems psychologists have only recently begun to explore.

• Meier, Beat; von Wartburg, Philipp; Matter, Sibylle; Rothen, Nicolas & Reber, Rolf (2011). Performance predictions improve prospective memory and influence retrieval experience. Canadian journal of experimental psychology. ISSN 1196-1961. 65(1), p. 12–18. doi: 10.1037/a0022784. Show summary

  In retrospective memory, performance predictions have been found to enhance performance on subsequent memory tests. In prospective memory, the influence of metacognitive judgments on performance has not been investigated systematically. In the present study, 140 undergraduate students performed a complex short-term memory task that included a prospective memory task. Half of them gave performance predictions after the prospective memory task instructions. In addition, the specificity of the prospective memory task was manipulated by instructing participants either to perform an action when a word that belongs to the category of musical instruments was presented or to respond when the word "trumpet" was presented. The results showed that performance predictions enhanced performance, but only for the categorical task. Additional analyses of retrieval experience showed that performance predictions lead to an increase in search experiences while cue specificity was accompanied by an increase in pop up experiences. The results indicate that performance predictions can improve prospective performance and thus may be a valuable strategy for assisting prospective memory.

• Chen, Weiqin & Reber, Rolf (2010). Example Choice and ExampleWiki. In Chang, Ben; Hirashima, Tsukasa; Ogata, Hiroaki; Wong, Su Luan; Kong, Siu Cheung & Yu, Fu-Yun (Ed.), Joint Proceedings of the WWIP and IYR Symposium at the 18th International Conference on Computers in Education. Asia-Pacific Society for Computers in Education. ISSN 978-983-42512-6-0. p. 60–62.
• Reber, Rolf; Wurtz, Pascal; Knapstad, Marit & Lervik, Linn Vathne (2010). Polarity correspondence in comparative number magnitude judgments. Psychonomic Bulletin & Review. ISSN 1069-9384. 17(2), p. 219–223. doi: 10.3758/PBR.17.2.219. Show summary

  When asked which of two digits is greater, participants respond more quickly if physical size corresponds to number magnitude, such as in 3 7, than when the two attributes contradict each other, such as in 3 7. This size congruence effect in comparative number judgments is a well-documented phenomenon. We extended existing findings by showing that this effect does not depend on physical size of the number alone but can be observed with number symmetry. In addition, we observed that symmetric numbers are judged as being smaller than asymmetric numbers, which renders an interpretation of the number symmetry congruence effect in terms of physical size implausible. We refer to the polarity correspondence principle (Proctor & Cho, 2006) to explain the present findings

• Topolinski, Sascha & Reber, Rolf (2010). Gaining Insight Into the "Aha" Experience. Current Directions in Psychological Science. ISSN 0963-7214. 19(6), p. 402–405. doi: 10.1177/0963721410388803. Show summary

  The literature on insight lists four main characteristics of this peculiar experience: (1) Suddenness: The experience is surprising and immediate; (2) ease: Compared to the obstacles experienced before, the task solution proceeds smoothly and easily; (3) positive affect: Insights yield positive affective experience; (4) the feeling of being right: After an insight, problem solvers judge the solution as being true and have confidence in this judgment, even before assessing its rightness. Although the phenomenology of insight is well-known, no theory has combined the four characteristics. Hence, we propose a fluency account of insight. The sudden appearance of the solution for a problem and the concomitant surprising fluency gain in information processing trigger positive affect and increase judged truth, and confidence. In the following, we will review evidence and relate it to insight concerning the impact of fluency on (1) positive affect, (2) perceived truth and confidence in one’s own judgment, and (3) the importance of suddenness. The discrepant fluency-hypothesis of insight promises the transition from a first-person account of insight based on self-reports to a third-person account based on more objective data.

• Topolinski, Sascha & Reber, Rolf (2010). Immediate truth - temporal contiguity between a cognitive problem and its solution determines experienced veracity of the solution. Cognition. ISSN 0010-0277. 114(1), p. 117–122. doi: 10.1016/j.cognition.2009.09.009. Show summary

  A temporal contiguity hypothesis for the experience of veracity is tested which states that a solution candidate to a cognitive problem is more likely to be experienced as correct the faster it succeeds the problem. Experiment 1 varied the onset time of the appearance of proposed solutions to anagrams (50 ms vs. 150 ms) and found for both correct and incorrect candidates that faster appearing solutions were more frequently judged as being correct, although participants were not aware of the difference in onset delay. Experiment 2 replicated this effect with mathematical equations, shorter onset latencies (0 ms vs. 50 ms), and a reversed sequence (presenting first the solution and then the problem). Experiment 3 showed that the probability of judging a word as the solution of a remote associate insight problem decreases linearly with increasing onset delay (50 ms, 150 ms, 300 ms). Possible neurobiological-cognitive explanations for this effect are proposed.

• Reber, Rolf & Unkelbach, Christian (2010). The epistemic status of processing fluency as source for judgments of truth. Review of Philosophy and Psychology. ISSN 1878-5158. 1(4), p. 563–581. doi: 10.1007/s13164-010-0039-7. Show summary

  This article combines findings from cognitive psychology on the role of processing fluency in truth judgments with epistemological theory on justification of belief. We first review evidence that repeated exposure to a statement increases the subjective ease with which that statement is processed. This increased processing fluency, in turn, increases the probability that the statement is judged to be true. The basic question discussed here is whether the use of processing fluency as a cue to truth is epistemically justified. In the present analysis, based on Bayes’ Theorem, we adopt the reliable-process account of justification presented by Goldman (1986) and show that fluency is a reliable cue to truth, under the assumption that the majority of statements one has been exposed to are true. In the final section, we broaden the scope of this analysis and discuss how processing fluency as a potentially universal cue to judged truth may contribute to cultural differences in commonsense beliefs.

• Rice, Diana R.; Abrams, Dominic; Badea, Constantina; Bohner, Gerd; Carnaghi, Andrea & Dementi, Lyudmila I. [Show all 18 contributors for this article] (2010). What did you just call me? European and American ratings of the valence of ethnophaulisms (ethnic labels). Journal of Language and Social Psychology. ISSN 0261-927X. 29(1), p. 117–131. doi: 10.1177/0261927X09351696.
• Reber, Rolf; Chen, Weiqin; Hetland, Hilde; Norman, Elisabeth & Kobbeltvedt, Therese (2009). Effects of Example Choice on Interest, Control, and Learning. The Journal of the Learning Sciences. ISSN 1050-8406. 18(4), p. 509–548.
• Oyserman, Daphna; Sorensen, Nicholas; Reber, Rolf & Chen, Sylvia Xiaohua (2009). Connecting and separating mindsets: Culture as situated cognition. Journal of Personality and Social Psychology. ISSN 0022-3514. 97(2), p. 217–235. doi: 10.1037/a0015850. Show summary

  People perceive meaningful wholes and later separate out constituent parts (Navon, 1977). Yet there are cross-national differences in whether a focal target or integrated whole is first perceived. Rather than construe these differences as fixed, the proposed culture-as-situated cognition model explains these differences as due to whether a collective or individual mindset is cued at the moment of observation. Eight studies demonstrate that when cultural mindset and task demands are congruent, easier tasks are accomplished more quickly and more difficult or time-constrained tasks are accomplished more accurately (Study 1 Koreans, Korean Americans; Study 2 Hong Kong Chinese, Study 3 European- and Asian heritage Americans, Study 4 Americans, Study 5 Hong Kong Chinese, Study 6 Americans, Study 7, Norwegians, Study 8, African-, European- and Asian-heritage Americans). Meta-analyses (d = .34) demonstrate homogenous effects across geographic place (East-West), racial-ethnic group, task and sensory mode -- differences are cued in the moment. Contrast and separation are salient individual mindset procedures, resulting in focus on a single target or main point. Assimilation and connection are salient collective mindset procedures, resulting in focus on multiplicity and integration.

• Reber, Rolf; Hetland, Hilde; Chen, Weiqin; Norman, Elisabeth & Kobbeltvedt, Therese (2009). Effects of example choice on interest, control, and learning. The Journal of the Learning Sciences. ISSN 1050-8406. 18(4), p. 509–548. doi: 10.1080/10508400903191896. Show summary

  We investigated example choice as a new method for the teaching of formal theoretical principles. Formal principles are presented with several examples from different topics, and students choose the one that interests them most. Example choice might be related to prior knowledge, interest, and perceived control. In an experimental study, we examined the effects of degree of example choice and degree of prior knowledge on interest, perceived control, and learning outcomes in a presentation on confirmation bias. The main finding was that participants who could choose an example showed more interest for the presentation of the formal principle than participants who either were given an example by the experimenter or only saw the presentation. Control was lowest for the group without example and without prior knowledge. Finally, prior knowledge, but not example choice increased performance in a transfer of knowledge task. Example choice thus offers a new approach to close the gap between formal principles as presented at school and a student’s interests.

• Chen, Weiqin; Reber, Rolf; Stokke-Olsen, Anne Margrethe & Gudem, Birgitte (2008). ICT in psychology teaching: A formative evaluation. International Journal on E-learning. ISSN 1537-2456. 7(2), p. 201–218. Show summary

  This article presents design, development, and evaluation of POSbase in Psychology teaching. POSbase is a highly flexible system that encourages constructive and self-regulated learning. It also allows researchers and instructors to share their teaching materials and experience. POSbase was introduced to undergraduate and to masters students in psychology. We conducted two formative evaluations and implemented improvements between and after the evaluations. Findings from the evaluations show users’ positive response toward POSbase as well as requirements for further improvement of the functionalities.

• Wurtz, Pascal; Reber, Rolf & Zimmermann, Thomas D. (2008). The feeling of fluent perception: A single experience from multiple asynchronous sources. Consciousness and Cognition. ISSN 1053-8100. 17(1), p. 171–174. doi: 10.1016/j.concog.2007.07.001.

View all works in Cristin

• Reber, Rolf (2021). Psychologie: Grundlagen, Methoden, Therapien. C.H. Beck. ISBN 978-3406765827. 128 p.
• Reber, Rolf (2019). Psychology -- the basics. Routledge. ISBN 9781138552265. 184 p.
• Reber, Rolf (2016). Critical Feeling. How to Use Feelings Strategically. Cambridge University Press. ISBN 9781107629769. 308 p. Show summary

  How can we develop the sensitivity necessary for playing music or making crafts? How can teachers make their lessons interesting? In what ways can consumers avoid undue influence? How do we acquire refined tastes, or come to believe what we want to believe? Addressing these issues and providing an account for tackling personal and societal problems, Rolf Reber combines insights from psychology, philosophy, and education to introduce the concept of 'critical feeling'. While many people are familiar with the concept of critical thinking, critical feeling denotes the strategic use of feelings in order to optimize an outcome. Reber discusses the theoretical and empirical foundations of critical feeling and provides an overview of applications, including well-being, skill learning, personal relationships, business, politics, school, art, morality, and religion. This original and thought-provoking study will interest a broad range of researchers, students, and practitioners.

• Reber, Rolf (2015). Hverdagslivets psykologi.Forstå livet bedre (Orig. tysk; oversetter: Lars Holm-Hansen). Pax Forlag. ISBN 9788253038094. 160 p. Show summary

  Hvorfor er det så vanskelig å si nei i rette øyeblikk? Hvorfor blir vi aldri helt kvitt et rykte? Finnes det en forelskelsens logikk? Hvorfor er førsteinntrykket så viktig? Og hvorfor er det nesten umulig å forutse hvor mye tid vi vil bruke på en oppgave? Disse og en lang rekke andre hverdagspsykologiske spørsmål forsøker denne boken å svare på gjennom illustrerende funn fra ulike vitenskapelige undersøkelser. Forfatteren, som er professor i psykologi, er særlig opptatt av hvordan våre egne tenkemåter, følelser og handlinger kan hindre oss i å oppnå det vi vil. Du får ikke bare aha-opplevelser og ny innsikt, men også enkle tips for en bedre hverdag. Visste du for eksempel at muligheten til faktisk å få gjort det du har planlagt å gjøre, stiger dramatisk om du setter deg presise og konkrete mål for nøyaktig hva du skal gjøre og akkurat når det skal skje? Eller at du lærer veldig mye bedre gjennom mange korte økter enn om du holder på timevis om gangen? Boka forsøker å formidle noe av fascinasjonskraften ved moderne psykologi og passer særlig for lesere som har et åpent sinn for kunnskap som går på tvers av deres egne forestillinger.

• Reber, Rolf (2010). [A brief psychology of everyday life] Chinese translation of "Kleine Psychologie des Alltäglichen", München: Beck. Global Group Holdings, Ltd.. ISBN 978-986-185-421-2. 224 p.
• Reber, Rolf (2008). Gut so! Kleine Psychologie der Tugend [That's good! A brief psychology of virtue]. C.H. Beck. ISBN 978-3-406-57362-0. 142 p.
• Reber, Rolf (2008). [A brief psychology of everyday life. 72 lessons on how to understand life better] Korean translation. 21st Century Publishers. ISBN 9788950916268. 149 p.

View all works in Cristin

• Nilsen, Ida Bekke Rønneberg; Bølstad, Evalill; Pons Piulats, Francisco Maria; Harris, Paul L. & Reber, Rolf (2024). Children’s experience and understanding of aha-experiences.
• Haugen, Linda Josefine Aas; Prenevost, Mathilde Hallingstad; Nilsen, Ida Bekke Rønneberg & Reber, Rolf (2023). First insights into children’s aha-experiences: A parent report study.
• Prenevost, Mathilde Hallingstad; Haugen, Linda Josefine Aas; Nilsen, Ida Bekke Rønneberg; Bølstad, Evalill; Pons Piulats, Francisco Maria & Reber, Rolf (2023). Young Children’s Understanding of the Affective Implications of Insight – A First Study.
• Haugen, Linda Josefine Aas; Prenevost, Mathilde Hallingstad; Nilsen, Ida Bekke Rønneberg & Reber, Rolf (2022). Aha-experiences in childhood.
• Reber, Rolf; Riege, Anine & Martinussen, Liva Jenny (2021). Question asking, storytelling, and problem posing as interventions to trigger situational interest and learning in STEM-topics: A user-based approach to intervention-development .
• Reber, Rolf (2020). Appreciation Modes in Empirical Aesthetics. In Nadal, Marcos & Vartanian, Oshin (Ed.), The Oxford Handbook of Empirical Aesthetics. Oxford University Press. ISSN 9780198824350. doi: 10.1093/oxfordhb/9780198824350.013.38.
• Reber, Rolf & Bullot, Nicolas J. (2019). Conditional objectivism: A strategy for connecting the social sciences and practical decision-making,. In Valsiner, Jaan (Eds.), Social Philosophy of Science for the Social Sciences. Springer Nature. ISSN 978-3-030-33098-9. p. 73–92.
• Reber, Rolf & Norenzayan, Ara (2018). Shared fluency theory of social cohesiveness: How the metacognitive feeling of processing fluency contributes to group processes,. In Proust, Joëlle & Fortier, Martin (Ed.), Metacognitive Diversity. Oxford University Press. ISSN 9780198789710. p. 47–67.
• Reber, Rolf (2018). Beauty and truth in mathematics: Evidence from cognitive psychology. In Bangu, Sorin (Eds.), Naturalizing Logico-Mathematical Knowledge: Approaches from Philosophy, Psychology and Cognitive Science. Routledge. ISSN 9781138244108. p. 252–267.
• Skaar, Øystein Olav & Reber, Rolf (2017). Gender differences in Aha-Experiences.
• Reber, Rolf (2017). Gender differences in Aha-experiences.
• Reber, Rolf (2017). Availability. In Pohl, Rüdiger F. (Eds.), Cognitive illusions: Intriguing phenomena in thinking, judgment and memory. Routledge. ISSN 978-1-138-90342-5. p. 147–163.
• Bullot, Nicolas J. & Reber, Rolf (2017). Artistic misunderstandings: The emotional significance of historical learning in the arts. Behavioral and Brain Sciences. ISSN 0140-525X. 40. doi: 10.1017/S0140525X17001625.
• Skaar, Øystein Olav & Reber, Rolf (2016). Insight and Attitudes: Understanding the Aha-experience.
• Høgheim, Sigve & Reber, Rolf (2015). Triggering and maintaining situational interest with context personalization and example choice.
• Høgheim, Sigve & Reber, Rolf (2014). The effect of personalization and example choice on students' interest in mathematics.
• Reber, Rolf & Bullot, Nicolas J. (2013). Artistic understanding matters to musical judgment Comment on "From everyday emotions to aesthetic emotions: Towards a unified theory of musical emotions" by Patrik N. Juslin. Physics of Life Reviews. ISSN 1571-0645. 10(3), p. 273–274. doi: 10.1016/j.plrev.2013.06.006.
• Reber, Rolf; Bullot, Nicolas J.; Blikstad, Camilla & Scocciolini, Giulia (2013). How artists use disfluency.
• Stibric, Marina & Reber, Rolf (2013). The effects of example choice on students' interest and performance in mathematics.
• Bullot, Nicolas J. & Reber, Rolf (2012). The artful mind meets art history: A psycho-historical foundation for empirical aesthetics.
• Reber, Rolf (2012). Normative Issues in Psychological Research about Processing Fluency.
• Reber, Rolf & Bullot, Nicolas (2012). Cognitive Science Meets Art History. A Psycho-Historical Framework for Psychological and Neuroaesthetics.
• Reber, Rolf (2012). People’s judgements of the truth of propositions, and its application to intuitive decisions about the correctness of mathematical solutions.
• Chen, Weiqin & Reber, Rolf (2011). Interests, Relevance, Motivation and Learning.
• Reber, Rolf; Chen, Weiqin & Hetland, Hilde (2011). Hvordan vil ExampleWIki-metoden øke interessen for matematikk og maturfag?
• Reber, Rolf (2011). How Norms and Values Influence Human Judgment (Keynote Lecture).
• Reber, Rolf (2011). How to Increase Interest.
• Reber, Rolf (2011). A Fluency Account of the Insight Experience.
• Reber, Rolf (2011). How to assess processing fluency (within symposium "Issues in the Measurement of Facets of Metacognition").
• Reber, Rolf & Topolinski, Sascha (2011). The phenomenology of insights (within symposium "Current directions in fluency research: Integration and expansion beyond classic effects").
• Chen, Weiqin & Reber, Rolf (2010). ExampleWiki.
• Reber, Rolf (2010). A Fluency Theory of Culturally Shared Taste.
• Reber, Rolf (2010). Perception as Affective Experience.
• Reber, Rolf; Hetland, Hilde; Chen, Weiqin; Norman, Elisabeth & Kobbeltvedt, Therese (2010). Effects of example choice on topic interest and perceived control.
• Reber, Rolf & Topolinski, Sascha (2009). Einfach + schön = wahr [simple + beautiful = true]. Gehirn & Geist. ISSN 1618-8519. p. 20–23.
• Reber, Rolf & Topolinski, Sascha (2009). Semplice + bello = vero. Mente & Cervello.
• Reber, Rolf; Wurtz, Pascal; Knapstad, Marit & Lervik, Linn Vathne (2009). A Polarity Correspondence Account of Comparative Number Magnitude Judgments.
• Reber, Rolf (2009). The Shared Fluency Theory of Social Cohesiveness.
• Reber, Rolf (2009). Perception and Affect.
• Reber, Rolf (2009). Processing fluency: An interface between cognition and affect.
• Reber, Rolf (2009). What Are Aesthetic Tools in Science?
• Reber, Rolf (2009). Die Fluency-Heuristik bei intuitiven Urteilen.
• Reber, Rolf (2009). Fluency, Schönheit und Wahrheit.
• Reber, Rolf (2009). Die Rolle von Fluency und plötzlicher Einsicht bei intuitiven Urteilen.
• Reber, Rolf (2009). Creating insights.
• Reber, Rolf (2009). Processing fluency and Aesthetics.
• Reber, Rolf (2009). Udfordringer ved forskning i transformationer.
• Hvidsten, Helene Mathisen; Reber, Rolf; Stänicke, Line Indrevoll; Tidemann, Ida Therese & Kathrine Hume, Simpson (2021). Hvordan oppleves det å være forelder til et barn i barnehagealder som stammer? En tematisk analyse. . Universitetet i Oslo.
• Skaar, Øystein Olav & Reber, Rolf (2019). Moments of Brilliance: Understanding the Aha-experience through Bayesian Statistics. Universitetet i Oslo. Show summary

  Regarded as the product of prolonged and sustained efforts, creativity is still often associated with the rare moments when a solution to a problem suddenly bursts into consciousness: the hallmark of sudden insight. The present thesis aims to provide evidence for a better understanding of the phenomenology connected with these moments, colloquially termed as the Aha-experience. Founded on an integrative fluency account, linking sudden insight to the ease with which information is processed, positive affect and subjective certainty in the newfound solution, the thesis delves into different aspects of educational, cognitive, personality and social psychology, providing diverse and new understanding of motivation and creativity associated with the Aha-experience.

• Høgheim, Sigve; Reber, Rolf; Federici, Roger Andre; Krumsvik, Rune Johan & Stadler, Matthias Gregor (2017). Making math interesting. An experimental study of interventions to encourage interest in mathematics. Universitetet i Bergen. ISSN 978-82-308-3877-8.

View all works in Cristin