Keith, N., Horvath, D., Klamar, A., & Frese, M. (in press). Failure to learn from failure is mitigated by loss-framing and by corrective feedback: A replication and test of boundary conditions of the tune-out effect. Journal of Experimental Psychology: General (wird in neuem Tab geöffnet)Zum Manuskript
Keith, N., Hartwig, K., & Richter, T. (2022). Ladies first or ladies last: Do masculine generics evoke a reduced and later retrieval of female exemplars? Collabra: Psychology, 8(1). https://doi.org/10.1525/collabra.32964
Klamar, A., Horvath, D., Keith, N., & Frese, M. (2022). Inducing error management culture – Evidence from experimental team studies. Frontiers in Psychology, 12, 716915.https://doi.org/10.3389/fpsyg.2021.716915
Höpfner, J., & Keith, N. (2021). Goal missed, self hit: Goal-setting, goal-failure, and their affective, motivational, and behavioral consequences. Frontiers in Psychology, 12, 704790. https://doi.org/10.3389/fpsyg.2021.704790
Horvath, D., Klamar, A., Keith, N., & Frese, M. (2021). Are all errors created equal? Testing the effect of error characteristics on learning from errors in three countries. European Journal of Work and Organizational Psychology, 30(1), 110-124. https://doi.org/10.1080/1359432X.2020.1839420
Keith, N., Horvath, D., & Klamar, A. (2020). The more severe the merrier: Severity of error consequences stimulates learning from error. Journal of Occupational and Organizational Psychology,93(3), 712-737. https://doi/10.1111/joop.12312
Wolff, C., & Keith, N. (2019). Motives relate to cooperation in social dilemmas but have an inconsistent association with leadership evaluation. Scientific Reports, 9, 10118. https://www.nature.com/articles/s41598-019-45931-4
Keith, N. (2018). Undesirable effects of goal setting on perceived fairness, commitment, and unethical behavior: A replication and extension of a study by Welsh and Ordóñez (2014) in a German sample. Zeitschrift für Arbeits- und Organisationspsychologie, 62(2), 97-107. https://doi.org/10.1026/0932-4089/a000267
Keith, N. (2017). Error management training. In S. G. Rogelberg (Ed.), The SAGE Encyclopedia of Industrial and Organizational Psychology (2nd ed., pp. 422-424). Thousand Oaks, CA: Sage.
Wening, S., Keith, N., & Abele, A. E. (2016). High construal level can help negotiators to reach integrative agreements: The role of information exchange and judgment accuracy. British Journal of Social Psychology, 55(2), 206-226. https://doi.org/ 10.1111/bjso.12130
Keith, N., Unger, J., Rauch, A., & Frese, M. (2016). Informal learning and entrepreneurial success: A longitudinal study of deliberate practice among small business owners. Applied Psychology: An International Review, 65(3), 515-540.https://doi.org/ 10.1111/apps.12054
Frese, M., & Keith, N. (2015). Action errors, error management, and learning in organizations. Annual Review of Psychology, 66, 661-687. https://doi.org/10.1146/annurev-psych-010814-015205
Keith, N., & Wolff, C. (2015). Encouraging active learning. In K. Kraiger, J. Passmore, N. R. Santos, & S. Malvezzi (Eds.), The Wiley-Blackwell handbook of the psychology of training, development, and performance improvement (pp. 92–116). Chichester: Wiley-Blackwell.
Fruhen, L. S., & Keith, N. (2014). Team cohesion and error culture in risky work environments. Safety Science, 65, 20-27.https://doi.org/10.1016/j.ssci.2013.12.011
Keith, N. (2012). Managing errors during training. In J. Bauer & C. Harteis (Eds.), Human fallibility: The ambiguity of errors for work and learning (pp. 173-196). New York: Springer.
Keith, N. (2011). Learning through errors in training. In D. Hofmann & M. Frese (Eds.), Errors in organizations (pp. 45-65). New York: Taylor & Francis.
Keith, N., & Frese, M. (2011). Enhancing firm performance and innovativeness through error management culture. In N. M. Ashkanasy, C. P. M. Wilderom, & M. F. Peterson (Eds.), Handbook of organizational culture and climate (2nd ed., pp. 137-157). Thousand Oaks, CA: Sage.
Keith, N., Richter, T., & Naumann, J. (2010). Active/exploratory training promotes transfer even in learners with low motivation and cognitive ability. Applied Psychology: An International Review, 59(1), 97-123. https://doi.org/10.1111/j.1464-0597.2009.00417.x
Unger, J. M., Keith, N., Hilling, C., Gielnik, M. M., & Frese, M. (2009). Deliberate practice among South African small business owners: Relationships with education, cognitive ability, knowledge, and success. Journal of Occupational and Organizational Psychology, 82(1), 21-44. https://doi.org/10.1348/096317908X304361
Keith, N., & Frese, M. (2008). Effectiveness of error management training: A meta-analysis. Journal of Applied Psychology, 93(1), 59-69. https://doi.org/10.1037/0021-9010.93.1.59
Keith, N., & Ericsson, K. A. (2007). A deliberate practice account of typing proficiency in everyday typists. Journal of Experimental Psychology: Applied, 13(3), 135-145. https://doi.org/10.1037/1076-898X.13.3.135
Frese, M., Krauss, S. I., Keith, N., Escher, S., Grabarkiewicz, R., Luneng, S. T., Heers, C., Unger, J. M., & Friedrich, C. (2007). Business owners’ action planning and its relationship to business success in three African countries. Journal of Applied Psychology, 92(6), 1481-1498. https://doi.org/10.1037/0021-9010.92.6.1481
Keith, N., & Frese, M. (2005). Self-regulation in error management training: Emotion control and metacognitive activity as mediators of performance effects. Journal of Applied Psychology, 90(4), 677-691. https://doi.org 10.1037/0021-9010.90.4.677
Schermelleh-Engel, K., Keith, N., Moosbrugger, H., & Hodapp, V. (2004). Decomposing person and occasion-specific effects: An extension of latent state-trait theory to hierarchical LST models. Psychological Methods, 9(2), 198-219. https://doi.org/10.1037/1082-989X.9.2.198
Keith, N., Hodapp, V., Schermelleh-Engel, K., & Moosbrugger, H. (2003). Cross-sectional and longitudinal confirmatory factor models for the German Test Anxiety Inventory: A construct validation. Anxiety, Stress, and Coping, 16(3), 251-270. https:// doi.org/10.1080/1061580031000095416
Heimbeck, D., Frese, M., Sonnentag, S., & Keith, N. (2003). Integrating errors into the training process: The function of error management instructions and the role of goal orientation. Personnel Psychology, 56(2), 333-361. https://doi.org/ 10.1111/j.1744-6570.2003.tb00153.x