Florian Kattner

My research focuses on auditory perception and cognition with a special focus on learning effects. Specifically, I am most interested in the affective, perceptual, and cognitive mechanisms which enable transfer to different task domains using paradigms such as conditioning, perceptual learning, and working memory training. In three current research projects, we investigate (a) the transfer of affective-evaluative conditioning on sensory memory and visual attention, (b) the enhancement of auditory mechanisms required for spectral profile analysis, and (c) the effects of an attentional/cognitive training on auditory distraction in short-term memory tasks. In addition to these learning studies, I am also interested in psychophysical scaling and measurement, studying the relation between specific stimulus properties (e.g., loudness, pitch or fluctuation strength) and psychological parameters like subjective evaluations (e.g., liking, annoyance, or unpleasantness) or cognitive performance (e.g., speech intelligibility or working memory).

Research Topics and Selected Publications

Auditory Cognition: Verbal Short-Term Memory and Auditory Attention

  • Kattner, F. & Ellermeier, W. (2020). Distraction at the cocktail party: Attenuation of the irrelevant speech effect after a training of auditory selective attention. Journal of Experimental Psychology: Human Perception and Performance, 46(1), 10-20. doi: 10.1037/xhp0000695
  • Kattner, F., Samaan, L., & Schubert, T. (2019). Cross-modal transfer after auditory task-switching training. Memory & Cognition, 47(5), 1044-1061. doi: 10.3758/s13421-019-00911-x
  • Kattner, F. & Ellermeier, W. (2018). Emotional prosody of task-irrelevant speech interferes with the retention of serial order. Journal of Experimental Psychology: Human Perception and Performance, 44(8), 1303-1312. doi: 10.1037/xhp0000537
  • Ellermeier, W., Kattner, F., Ueda, K., Doumoto, K., & Nakajima, Y. (2015). Memory disruption by irrelevant noise-vocoded speech: Effects of native language and the number of frequency bands. Journal of the Acoustical Society of America, 138, 1561-1569. doi: 10.1121/1.4928954
  • Kattner, F. & Ellermeier, W. (2014). Irrelevant speech does not interfere with serial recall in early blind listeners. The Quarterly Journal of Experimental Psychology, 67(11), 2207-2217. doi: 10.1080/17470218.2014.910537

Transfer after Perceptual and Associative Learning

  • Kattner, F.*, Cochrane, A.*, Cox, C. R., Gorman, T., & Green, C. S. (2017). Perceptual learning generalization from sequential perceptual training as a change in learning rate. Current Biology, 27(6), 840-846. doi: 10.1016/j.cub.2017.01.046
  • Kattner, F., Cox, C. R., & Green, C. S. (2016). Transfer in rule-based category learning depends on the training task. PLoS ONE, 11 (10): e0165260. doi: 10.1371/journal.pone.0165260
  • Kattner, F. & Green, C. S. (2016). Transfer of dimensional associability in human contingency learning. Journal of Experimental Psychology: Animal Learning and Cognition, 42(1), 15-31. doi: 10.1037/xan0000082
  • Snell, N., Kattner, F., Rokers, B., & Green, C. S. (2015). Orientation transfer in vernier and stereoacuity training. PLoS ONE, 10(12): e0145770. doi: 10.1371/journal.pone.0145770
  • Green, C. S., Kattner, F., Siegel, M. H., Kersten, D., & Schrater, P. R. (2015). Differences in perceptual learning transfer as a function of training task. Journal of Vision, 15(10), 5. doi: 10.1167/15.10.5
  • Kattner, F. (2015). Transfer of absolute and relative predictiveness in human contingency learning. Learning & Behavior, 43, 32-43. doi: 10.3758/s13420-014-0159-5

Evaluative Conditioning

  • Kattner, F. & Green, C. S. (2019). Enhanced early visual processing after evaluative conditioning. Acta Psychologica, 197, 1-9. doi: 10.1016/j.actpsy.2019.04.009
  • Gast, A.* & Kattner, F.* (2016). Single-trial evaluative conditioning can be moderated by instructed forgetting. Learning & Behavior, 44(3), 260-269. doi: 10.3758/s13420-016-0210-9
  • Kattner, F. & Green, C. S. (2015). Cue competition in evaluative conditioning as a function of the learning process. Acta Psychologica, 162, 40-50. doi: 10.1016/j.actpsy.2015.09.013
  • Kattner, F. (2014). Reconsidering the (in)sensitivity of evaluative conditioning to reinforcement density and CS-US contingency. Learning and Motivation, 45, 15-29. doi: 10.1016/j.lmot.2013.09.002
  • Kattner, F., Ellermeier, W., & Tavakoli, P. (2012). Both trace and delay conditioning of evaluative responses depend on contingency awareness. Learning and Motivation, 43(1-2), 35-47. doi: 10.1016/j.lmot.2012.01.004
  • Kattner, F. (2012). Revisiting the relation between contingency awareness and attention: Evaluative conditioning relies on a contingency focus. Cognition and Emotion, 26(1), 166-175. doi: 10.1080/02699931.2011.565036
  • Kattner, F. & Ellermeier, W. (2011). Does evaluative learning rely on the perception of contingency? Manipulating contingency and US density during evaluative conditioning. Experimental Psychology, 58(5), 391-399. doi: 10.1027/1618-3169/a000108

Psychophysics: Methods and Applications

  • Kattner, F., Cochrane, A., & Green, C. S. (2017). Trial-dependent psychometric functions accounting for perceptual learning in 2-AFC discrimination tasks. Journal of Vision, 17(11), 3. doi: 10.1167/17.11.3
  • Ueda, K., Nakajima, Y., Ellermeier, W., & Kattner, F. (2017). Intelligibility of locally time-reversed speech: A multilingual comparison. Scientific Reports, 7: 1782. doi:10.1038/s41598-017-01831-z
  • Birkenbusch, J., Ellermeier, W., & Kattner, F. (2015). Octuplicate this interval! Axiomatic examination of the ratio properties of duration perception. Attention, Perception & Psychophysics, 77, 1767-1780. doi: 10.3758/s13414-015-0846-0
  • Ellermeier, W., Kattner, F., Kurtze, L., & Bös, J. (2014). Psychoacoustic characterization of the noise produced by photovoltaic inverters. Acta Acustica united with Acustica, 100(6), 1120-1128. doi: 10.3813/AAA.918791
  • Kattner, F. & Ellermeier, W. (2014). Fractionation of pitch intervals: An axiomatic study testing monotonicity, commutativity, and multiplicativity in musicians and non-musicians. Attention, Perception, & Psychophysics, 76 (8), 2508-2521. doi: 10.3758/s13414-014-0674-7

Video Games and Cognition

  • Dale, G., Kattner, F., Bavelier, D., & Green, C. S. (2019). Cognitive abilities of action-videogame and role-playing videogame players: Data from a Massive Open Online Course. Psychology of Popular Media Culture. doi: 10.1037/ppm0000237
  • Green, C. S., Kattner, F., Eichenbaum, A., Bediou, B., Adams, D., Mayer, R., & Bavelier, D. (2017). Playing some video games but not others is related to cognitive abilities – a critique of Unsworth et al. (2015). Psychological Science, 28(5), 679-682. doi: 10.1177/0956797616644837
  • Eichenbaum, A.*, Kattner, F.*, Bradford, D., Gentile, D. A., & Green, C. S. (2015). Role-playing and real-time strategy games associated with greater probability of internet gaming disorder. Cyberpsychology, Behavior, and Social Networking, 18, 480-485. doi: 10.1089/cyber.2015.0092

* authors contributed equally