Staff profile

Jens Beckmann is Professor of Educational Psychology, and Fellow of the Wolfson Research Institute at Durham. 

Jens joined Durham University, School of Education in 2011 from the University of New South Wales in Sydney, Australia where he was Director of the Accelerated Learning Laboratory. Prior to that he worked at the University of Sydney (Australia), Yale University (USA), the University of Bonn and the University of Leipzig (Germany).

His areas of expertise and his main foci of research have mainly been on the study and the assessment of intellectual abilities. More specifically, he conducts research in three main areas:

Dynamic Testing: Dynamic tests concentrate specifically on intellectual potential instead of the mere registration of what examinees are capable of doing at the given time of testing. He has been working extensively on the development of dynamic assessment procedures (e.g. learning tests).

Complex Problem Solving: His interest here is primarily on knowledge acquisition processes whilst dealing with complex dynamic simulations and their effects on controlling such systems. Research in complex problem solving not only allows studying learning and the acquisition and application of knowledge it can also provide a framework to address issues around instructional design.

Cognitive Flexibility: Cognitive flexibility can broadly be defined as the ability to deal with novelty, adjust to changes, and to break out of routine ways of thinking when necessary. Jens' research in this area is concerned with both conceptualisation (i.e. how to define) and operationalization (i.e. how to measure) of these practically highly relevant facets of intellectual functioning.

Jens welcomes enquiries regarding potential supervision of postgraduate and doctoral research broadly related to the above-mentioned topics.

Affiliate of the Durham University Evidence Centre for Education

Completed Supervisions

Assessment, development and experimental evaluation of self-regulatory support in online learning.

Introducing Dynamic Testing to Teachers in Malaysia: An Experimental Investigation of Its Effects on Teachers’ Beliefs and Practices about Assessment.

 Teacher Absenteeism and the Perceived Reasons for its Effect on Student Achievement in Three Barbadian Secondary Schools.

 An investigation into the challenges faced by international school teachers when interpreting the results from standardised tests.

• Cognitive Flexibility
• Dynamic Testing
• Complex Problem Solving

• UKCAT Research Capacity Building

• 2021: 2021 – 2024: Australian Research Council (ARC): Creating a paradigm shift in understanding cognitive flexibility by overcoming psychometric rigidity (in collaboration with Damian Birney (University of Sydney), Sally Cripps (University of Sydney), R
• 2014: UKCAT - Outline Research Proposal (Capacity Building Tender)(£22846.00 from UKCAT)

• 0000: Appointed Assessor: Australian Research Council (ARC)
• 0000: Member of the ESRC/Innovate UK Innovation Caucus: The Innovation Caucus is an ;initiative jointly ;funded by Innovate UK and the Economic and Social Research Council, ;and ;aims to promote closer engagement between social science researchers and the strategists, analysts and technologists working at Innovate UK
• 0000: Member of the Executive Committee of the European Network for Psychoeducational Assessment, Intervention and Rehabilitation (ENPAIR):
• 0000: Memberships Editorial Boards:
  • Consulting Editor for Educational Psychologist
  • Member of the Editorial Board for Journal of Dynamic Decision Making
  • Associate Editor for New Directions for Child and Adolescent Development
  • Editorial Advisor for Psychoeducational Assessment, Intervention and Rehabilitation (PAIR)
  • Associate Editor for Frontiers in Psychology: Cognitive Science

Authored book

• Wood, R.D., Cogin, J. & Beckmann, J.F. (2009). Managerial Problem Solving: Frameworks, Tools & Techniques. Australia: McGraw Hill.
• Beckmann, J.F. (2001). Zur Validierung des Konstrukts des intellektuellen Veränderungspotentials [On the validation of the construct of intellectual change potential]. Berlin: Logos.
• Beckmann, J.F. & Guthke, J. (1999). Psychodiagnostik des schlußfolgernden Denkens [The assessment of reasoning ability]. Göttingen: Hogrefe.
• Guthke, J. Beckmann, J.F. Stein, H., Vahle, H. & Rittner, S. (1995). Adaptive Computergestützte Intelligenz-Lerntestbatterie (ACIL) [The Adaptive, Computer-Based Learning Test Battery]. Mödlingen: Schuhfried.
• Beckmann, J.F. (1994). Lernen und komplexes Problemlösen [Learning and Complex Problem Solving]. Bonn: Holos.

Chapter in book

• Birney, P.B., Beckmann, J.F. & Beckmann, N. (2019). Within-individual variability of ability and learning trajectories in complex problems. In General and Specific Mental Abilities. McFarland, D.J. Newcastle upon Tyne: Cambridge Scholars. 253-283.
• Beckmann, J.F. & Schumacher, J (2004). Urteilsbildung und Entscheidung [Judgement and Decision Making]. In Lehrbuch Medizinische Psychologie und Medizinische Soziologie. Strauß, B., Berger, U., von Troschke, J. & Brähler, E. Göttingen: Hogrefe. 403-425.
• Guthke, J. & Beckmann, J.F. (2003). Dynamic Assessment with Diagnostic Programs. In Models of Intelligence. International Perspectives. Sternberg, R.J., Lautrey, J. & Lubart, T.I. Washington, DC: APA. 227-242.
• Guthke, J. Beckmann, J.F. & Seiwald, B. B. (2003). Wie “identisch“ sind Arbeitsgedächtnis und Schlußfolgerndes Denken? [How “identical“ are working memory and reasoning?]. In Psychologie im Kontext der Naturwissenschaften. Krause, W. & Krause, B. Berlin: trafo. 149–159.
• Beckmann, J.F. (2003). Statusdiagnostik [Status diagnostics]. In Stichwörter der Psychologischen Diagnostik. Kubinger, K.D. & Jager, R.S. Weinheim: PVU. 393–394.
• Beckmann, J.F. (2003). Lerntests [Learning tests]. In Stichwörter der Psychologischen Diagnostik. Kubinger, K.D. & Jager, R.S. Weinheim: PVU. 267–271.
• Beckmann, J.F. (2003). Testing the limits. In Stichwörter der Psychologischen Diagnostik. Kubinger, K.D. & Jager, R.S. Weinheim: PVU. 402–403.
• Beckmann, J.F. & Freitag, H. (2001). Konstruktvalidierung der Diagnostik intellektueller Lernfähigkeit. [Construct validation of learning ability]. In Dynamik im Testen. Beckmann, J.F. & Herzberg, P.Y. Landau: VEP. 161–171.
• Guthke, J. & Beckmann, J.F. (2001). Intelligenz als "Lernfähigkeit"—Lerntests als Alternative zum herkömmlichen Intelligenztest. [Intelligence as the ability to learn – learning tests as alternative to traditional intelligence measures]. In Perspektiven der Intelligenzforschung. Ein Lehrbuch für Fortgeschrittene. Stern, E. & Guthke, J. Lengerich: Pabst. 137–161.
• Guthke, J. & Beckmann, J.F. (2000). The learning test concept: Application in practice. In Dynamic Assessment: Prevailing models and applications. Lidz, C.S. & Elliott, J. Oxford, UK: Elsevier. 17-69.
• Guthke, J. & Beckmann, J.F. (2000). Learning test concept and dynamic assessment. In Experience of mediated learning: An impact of Feuerstein's theory in education and psychology. Kozulin, A. & Rand, B.Y. Oxford, UK: Elsevier. 175-190.
• Guthke, J. & Beckmann, J.F. (1996). Wygotskis Postulat von der “Diagnostik der Zone der nächsten Entwicklung“ und dessen Realisierung in der zeitgenössischen Psychodiagnostik [Vygotsky’s postulate of the “zone of proximal development“ and its realisation in contemporary psychological assessment]. In Entwicklung und Lernen aus kulturhistorischer Sicht. Lompscher, J. Marburg: BdWi-Verlag. 270–285.
• Beckmann, J. F. & Guthke, J. (1995). Complex problem solving, intelligence, and learning ability. In Complex problem solving: The European Perspective. Frensch, P.A. & Funke, J. Hillsdale, NJ: Erlbaum. 177-200.
• Guthke, J., Beckmann, J.F. & Stein, H. (1995). Recent research evidence on the validity of learning tests. In Advances in cognition and educational practice. European contributions to dynamic assessment. Carlson, J.S. Greenwich, CT: JAI Press. 3: 117-143.

Conference Paper

• Pogorskiy, E. Beckmann, J.F. Joksimovic, S. Kovanovic, V. & West, R. (2018), Utilising a Virtual Learning Assistant as a Measurement and Intervention Tool for Self-Regulation in Learning, in Lee, Mark J. W., Nikolic, Sasha Ros, Montserrat, Shen, Jun, Lei, Leon C. U., Wong, Gary K. W. & Venkatarayalu, Neelakantam eds, 2018 IEEE International Conference on Teaching, Assessment, and Learning for Engineering (TALE). Wollongong, NSW Australia, IEEE, 846-849.
• Beckmann, J. (2015), The prediction of success in an ever-changing world: Assessing cognitive flexibility through dynamic testing, International Conference of the International Association for Cognitive Education in Southern Africa. Personalizing Thinking & Learning in the Conceptual Age. Cape Town, South Africa Cape Town.
• Beckmann, J.F. & Goode, N. (2013), On costs of good intentions: The effect of problem contextualisation on knowledge acquisition, 15th Biennial Conference of the European Association for Learning and Instruction. Munich, Germany, Munich.
• Tymms, P., Beckmann, N., Beckmann, J.F., Elliott, J. & Merell, C. (2013), Does schooling have an impact on short-term memory?, 15th Biennial Conference of the European Association for Learning and Instruction. Munich, Germany, European Association for Research on Learning and Instruction, Munich.
• Beckmann, J.F. (2011), The Benefit of Being Naive and Knowing it: The Unfavourable Impact of Context Familiarity on Learning in Complex Problem Solving Tasks, 14th Conference of the International Society for the Study of Individual Differences. London, England, London.
• Beckmann, J.F (2011), With a little help… On the role of guidance in knowledge acquisition in complex, dynamic systems, 14th Biennial Conference of the European Association for Learning and Instruction. Exeter, England, Exeter.
• Birney, D. P., Grigorenko, E. L., Stemler, S., Beckmann, J.F. & Sternberg, R. J. (2010), An investigation of the theoretical implications of differential item functioning in the evaluation of educational interventions, 15th International Objective Measurement Conference. Boulder, CO, USA, Boulder CO.
• Howe, A., & Beckmann, J.F. (2010), Does task type affect the efficacy of performance goals? A comparison of discovery and instruction-based skill acquisition, 27th International Congress of Applied Psychology. Melbourne, Vic, Australia, Melbourne.
• Beckmann, J.F. (2009), From process models to diagnostic practice: A unified approach to complex problem solving, 13th Biennial Conference of the European Association for Learning and Instruction. Amsterdam, The Netherlands, Amsterdam.
• Bowman, D.B., Beckmann, J.F. Minbashian, A., Beckmann, N., MacCann, C., Birney, D.B. & Wood, R.E. (2009), Invited Workshop: The Accelerated Learning Laboratory’s approach to accelerated learning, 8th Australasian Conference on Personality and Individual Differences. Sydney, NSW, Australia, Sydney.
• Goode, N. & Beckmann, J.F. (2009), The Benefit of Being Naive but Knowing it: The Impact of Semantic Embedment in Complex Problem Solving Tasks, 13th Biennial Conference of the European Association for Learning and Instruction. Amsterdam, The Netherlands, Amsterdam.
• Beckmann, N., Beckmann, J.F. & Elliott. J.G. (2009), Accuracy feedback in dynamic testing, 13th Biennial Conference of the European Association for Learning and Instruction. Amsterdam, The Netherlands, Amsterdam.
• Goode, N. & Beckmann, J.F. (2009), More than just rule application: determinants of control performance under conditions of partial and complete information in complex problem solving tasks, 13th Biennial Conference of the European Association for Learning and Instruction. Amsterdam, The Netherlands, Amsterdam.
• Beckmann, J.F. (2009), Flexibility in Dynamic Testing: The assessment of cognitive flexibility in high performing adults, 13th Biennial Conference of the European Association for Learning and Instruction. Amsterdam, The Netherlands, Amsterdam.
• Beckmann, J.F. & Bowman, D.B. (2008), Item development for new measures of cognitive flexibility, 43: International Journal of Psychology, 396.
• Beckmann, J.F. (2008), Exploring the potential of dynamic testing in the measurement of cognitive flexibility, Asia-Pacific Educational Research Association. Singapore.
• Bowman, D. B. & Beckmann, J.F. (2007), Who, what, and where: Person and situation determinants of individual differences in complex reasoning task performance, in Hennig, J., Reuter, M., Montag, C. & Netter, P. eds, 13th Biennial Meeting of the International Society for the Study of Individual Differences (ISSID). Giessen, Germany Göttingen: Hogrefe, Giessen, 74.
• Beckmann, J.F. Dörfler, T. & Kramer, M. (2004), Antwortlatenzen in Reasoningtests – abhängig vom Testmedium? [Response latencies in reasoning tests – dependent on test presentation medium?], in Rammsayer, T., Grabianowski, T. & Troche, S. eds, 44. Kongress der Deutschen Gesellschaft fuer Psychologie – 100 Jahre Deutsche Gesellschaft fuer Psychologie. Gottingen, Lengerich: Pabst, Gottingen, 334.
• Beckmann, N., Beckmann, J.F., Elliott, J.G., & Guthke, J. (2004), Feeback gut für jedermann? – Zu differentiellen Effekten von Feedback in Leistungssituationen. [Feedback good for everyone? – On differential effects of feedback in performance situations], in Rammsayer, T., Grabianowski, S. & Troche, S. eds, 44. Kongress der Deutschen Gesellschaft fuer Psychologie – 100 Jahre Deutsche Gesellschaft fuer Psychologie. Göttingen Lengerich: Pabst, Göttingen, 253.
• Dörfler, T. & Beckmann, J.F. (2003), Kognitiver Aufwand oder mentale Effizienz - Zur Bedeutung von Antwortlatenzen in computerisierten Leistungstests [Cognitive Effort or mental efficiency – On the relevance of response latencies in computerised assessments], 24: Zeitschrift für Differentielle und Diagnostische Psychologie. 205.
• Beckmann, J.F. (2001), Computer-aided diagnostic programs: New learning test variants and new strategies for validation of intelligence and learning tests, 9th European Conference for Research on Learning and Instruction. Aachen: Mainz, Aachen: Mainz, 272.
• Seiwald, B.B. Hegel, T. Beckmann, J.F. & Guthke, J. (2001), Differentialpsychologische Analysen zum Verhältnis von (figuralem) Arbeitsgedächtnis und Reasoning. [Differential analyses of the relationship between figural working mamory and reasoning], in Seiwald, B.B., Guthke, J., Petermann, H. Beckmann, J.F. & Roth, M. eds, 6. Arbeitstagung der Fachgruppe für Differentielle Psychologie, Persönlichkeitspsychologie und Psychologische Diagnostik der Deutschen Gesellschaft für Psychologie. Leipzig: Universitätsverlag, Leipzig: Universitätsverlag, 139.
• Beckmann, J. F., Funke, J. & Guthke, J. (1992), Lernprozesse in statischen und dynamischen Aufgabenstellungen. [Learning processes in static and dynamic tasks], in Montada, L. eds, 1: 38. Kongreß der Deutschen Gesellschaft für Psychologie. Trier, Germany, Hogrefe, Trier, 104-105.

Edited book

• Seiwald, B. B., Guthke, J., Petermann, H., Beckmann, J. F. & Roth, M. (2001). 6. Arbeitstagung der Fachgruppe für Differentielle Psychologie, Persönlichkeitspsychologie und Psychologische Diagnostik der Deutschen Gesellschaft für Psychologie. Universitätsverlag.
• Beckmann, J.F. & Herzberg, Y. (2001). Dynamik im Testen. Neuere Befunde und Anwendungen [Dynamic in testing. Recent results and applications]. Landau: VEP.

Journal Article

• Zhang, J., Beckmann, N. & Beckmann, J.F. (2023). More than meets the ear: Individual differences in trait and state willingness to communicate as predictors of language learning performance in a Chinese EFL context. Language Teaching Research 27(3): 593-620.
• Pogorskiy, Eduard & Beckmann, Jens F. (2022). From procrastination to engagement? An experimental exploration of the effects of an adaptive virtual assistant on self-regulation in online learning. Computers and Education: Artificial Intelligence 4: 100111.
• Pogorskiy, Eduard & Beckmann, Jens F. (2022). Learners’ web navigation behaviour beyond learning management systems: A way into addressing procrastination in online learning? Computers and Education: Artificial Intelligence 3:
• Birney, Damian P. & Beckmann, Jens F. (2022). Intelligence IS Cognitive Flexibility: Why Multilevel Models of Within-Individual Processes Are Needed to Realise This. Journal of Intelligence 10(3): 49.
• Birney, D. P., Beckmann, J. F., Beckmann, N. & Stemler, S. E. (2022). Sophisticated statistics cannot compensate for method effects if quantifiable structure is compromised. Frontiers in Psychology 13: 812963.
• Zhang, J., Beckmann, N. & Beckmann, J.F. (2022). One situation doesn’t fit all: Variability and stability of state willingness to communicate in a Chinese College English classroom. Language Teaching Research 26(3): 504-529.
• Beckmann, N., Birney, D.P., Minbashian, M., & Beckmann, J.F. (2021). Personality dynamics at work: The effects of form, time, and context of variability. European Journal of Personality 35(4): 421-449.
• Barbot, Baptiste, Hein, Sascha, Trentacosta, Christopher, Beckmann, Jens F., Bick, Johanna Crocetti, Elisabetta Liu, Yangyang Rao, Sylvia Fernandez, Liew, Jeffrey, Overbeek, Geertjan Ponguta, Liliana A., Scheithauer, Herbert Super, Charles Arnett, Jeffrey, Bukowski, William Cook, Thomas D., Côté, James Eccles, Jacquelynne S. Eid, Michael Hiraki, Kazuo Mark Johnson, Mark, Juang, Linda, Landi, Nicole, Leckman, James, McCardle, Peggy, Mulvey, Kelly Lynn, Piquero, Alex R. Preiss, David D., Siegler, Robert, Soenens, Bart, Yousafzai, Aisha Khizar, Bornstein, Marc H., Cooper, Catherine R. Goossens, Luc, Harkness, Sara & Van IJzendoorn, Marinus H. (2020). Manifesto for new directions in developmental science. New Directions for Child and Adolescent Development 2020(172): 135-149.
• Birney, D.P., Beckmann, Jens F. & Beckmann, N. (2020). What does within-individual variability in performance trajectories tell us about intelligence? Personality and Individual Differences 157: 109684.
• Gibbs, Simon, Beckmann, Jens F., Elliott, Julian, Metsäpelto, Riitta-Leena, Vehkakoski, Tanja & Aro, Mikko (2020). What’s in a name: the effect of category labels on teachers’ beliefs. European Journal of Special Needs Education 35(1): 115-127.
• Beckmann, N., Birney, D.P., Beckmann, J.F., Wood, R.E., Sojo, V. & Bowman, D. (2020). Inter-individual differences in intra-individual variability in personality within and across contexts. Journal of Research in Personality 85: 103909.
• Beckmann, J.F. (2019). Heigh-Ho: CPS and the seven questions – Some thoughts on contemporary complex problem solving research. Journal of Dynamic Decision Making 5: 12.
• Yu, Calvin, Beckmann, Jens F. & Birney, Damian P. (2019). Cognitive flexibility as a meta-competency / Flexibilidad cognitiva como meta-competencia. Estudios de Psicología 40(3): 563-584.
• Wood, R.E., Beckmann, N., Birney, D.P., Beckmann, J.F., Minbashian, A. & Chau, R. (2019). Situation contingent units of personality at work. Personality and Individual Differences 136: 113-121.
• Elliott, J.G., Stankov, L., Lee, J. & Beckmann, J.F. (2019). What did PISA and TIMSS ever do for us?: the potential of large scale datasets for understanding and improving educational practice. Comparative Education 55(1): 133-155.
• Beckmann, J.F. (2018). Deferential trespassing: Looking through and at an intersectional lens. New Directions for Child and Adolescent Development 2018(161): 119-123.
• Birney, D.P., Beckmann, J.F., Beckmann, N., Double, K.S. & Whittingham, K. (2018). Moderators of learning and performance trajectories in microworld simulations: Too soon to give up on intellect!? Intelligence 68: 128-140.
• Zhang, J., Beckmann, N. & Beckmann, J.F. (2018). To talk or not to talk: A review of situational antecedents of willingness to communicate in the second language classroom. System. An International Journal of Educational Technology and Applied Linguistics 72: 226-239.
• Elliott, J.G., Resing, W.C.M. & Beckmann, J.F. (2018). Dynamic assessment: a case of unfulfilled potential? Educational Review 70(1): 7-17.
• Beckmann, J.F., Birney, D. P. & Goode, N. (2017). Beyond psychometrics: the difference between difficult problem solving and complex problem solving. Frontiers in Psychology 8: 1739.
• Beckmann, J.F. & Goode, N. (2017). Missing the wood for the wrong trees: On the difficulty of defining the complexity of Complex Problem Solving scenarios. Journal of Intelligence 5(2): 15.
• Birney, D.P., Beckmann, J.F., Beckmann, N. & Double, K. (2017). Beyond the Intellect: Complexity and learning trajectories in Raven’s Progressive Matrices depend on self-regulatory processes and conative dispositions. Intelligence 61: 63-77.
• Cripps, E., Wood, R.E., Beckmann, N., Lau, J., Beckmann, J.F. & Cripps, S.A. (2016). Bayesian Analysis of Individual Level Personality Dynamics. Frontiers in Psychology 7: 1065.
• Goode, N. & Beckmann, J.F. (2016). With a little help … On the role of guidance in the acquisition and utilisation of knowledge in the control of complex, dynamic systems. Journal of Dynamic Decision Making 2: 5.
• Birney, D.P., Beckmann, J.F. & Seah, Y.Z. (2016). More than the eye of the beholder: The interplay of person, task, and situation factors in evaluative judgements of creativity. Learning and Individual Differences 51: 400-408.
• Beckmann, N., Beckmann, J.F., Birney, D. P. & Wood, R. E. (2015). A problem shared is learning doubled: Deliberative processing in dyads improves learning in complex dynamic decision-making tasks. Computers in Human Behaviour 48: 654-662.
• Beckmann, J.F. (2015). Commentary - Of quadrants and fish scales: Reflections on new directions in research in child and adolescent development. New Directions for Child and Adolescent Development 2015(147): 127-133.
• Scherer, R. & Beckmann, J.F. (2014). The acquisition of problem solving competence: evidence from 41 countries that math and science education matters. Large-scale Assessments in Education 2(1): 10.
• Beckmann, J.F. (2014). The umbrella that is too wide and yet too small: Why dynamic testing has still not delivered on the promise that was never made. Journal of Cognitive Education and Psychology 13(3): 308-323.
• Beckmann, J. F. & Goode, N. (2014). The benefit of being naïve and knowing it: the unfavourable impact of perceived context familiarity on learning in complex problem solving tasks. Instructional Science 42(2): 271-290.
• Beckmann, N., Beckmann, J.F., Minbashian, A. & Birney, D. P. (2013). In the heat of the moment: On the effect of state neuroticism on task performance. Personality and Individual Differences 54(3): 447-452.
• Beckmann, J.F. & Birney, D.P. (2012). What happens before and after it happens: Antecedences and consequences of adult learning. Learning and Individual Differences 22(5): 561-562.
• Birney, D.P., Bowman, D.B., Beckmann, J.F. & Seah, Y.Z. (2012). Assessment of processing capacity: Reasoning in Latin Square tasks in a population of managers. European Journal of Psychological Assessment 28(3): 216-226.
• Birney, D.P., Beckmann, J.F. & Wood, R.E. (2012). Precursors to the development of flexible expertise: Metacognitive self-evaluations as antecedences and consequences in adult learning. Learning and Individual Differences 22(5): 563-574.
• Goode, N. & Beckmann, J.F. (2010). You need to know: There is a causal relationship between structural knowledge and control performance in complex problem solving tasks. Intelligence 38(3): 345-352.
• Beckmann, J.F. (2010). Taming a beast of burden - On some issues with the conceptualisation and operationalisation of cognitive load. Learning and Instruction 20(3): 250-264.
• Beckmann, N., Beckmann, J.F. & Elliott, J.G. (2009). Self-confidence and performance goal orientation interactively predict performance in a reasoning test with accuracy feedback. Learning and Individual Differences 19(2): 277-282.
• Wood, R.E., Beckmann, J.F. & Birney, D.P. (2009). Simulations, learning and real world capabilities. Education + Training 51(5/6): 491-510.
• Beckmann, J.F. (2006). Superiority: always and everywhere? - On some misconceptions in the validation of dynamic testing. Educational and Child Psychology 23(3): 35-49.
• Beckmann, J.F. & Beckmann, N. (2005). Effects of feedback on performance and response latencies in untimed reasoning tests. Psychology Science 47(2): 262-278.
• Beckmann, J.F. (2005). As time goes by: In search of the meaning of response latencies in performance tests. Psychology Science 47(2): 199.
• Beckmann, J.F. (2005). Oh, there is one more thing Psychology Science 47(2): 294-295.
• Neubauer, A.C., Grabner, R.H., Freudenthaler, H.H., Beckmann, J.F. & Guthke, J. (2004). Intelligence and individual differences in becoming neurally efficient. Acta Psychologica 116: 55-74.
• Guthke, J., Beckmann, J.F. & Wiedl, K. H. (2003). Dynamik im Dynamischen Testen [Dynamics in dynamic testing]. Psychologische Rundschau 54: 225–232.
• Guthke, J. Beckmann, J.F. & Schmid, G. (2002). Ist an der Graphologie doch etwas dran? Untersuchungen zur Übereinstimmung von Graphologenurteil und psychometrischen Persönlichkeitstests [Is graphology of value after all? On the relationship between graphological judgment and psychometric personality tests]. Zeitschrift für Personalpsychologie 1: 203–208.
• Schreiber, M. Schneider, R. Schweizer, A. Beckmann, J.F. & Baltissen, R. (2000). Diagnostische Programme in der Demenzfrüherkennung – Der Adaptive Figurenfolgen-Lerntest (ADAFI) [Diagnostic programs in the early detection of dementia – the Adaptive Figure Series Learning Test. Zeitschrift für Gerontopsychologie & -psychiatrie 2/3 : 16–29.
• Beckmann, J.F. (2000). Differentielle Latenzzeiteffekte bei der Bearbeitung von Reasoning-Items [Differential effects on latencies in solving reasoning items]. Diagnostica 3 : 124–129.
• Beckmann, J.F. & Dobat, H. (2000). Zur Validierung der Diagnostik intellektueller Lernfähigkeit [On validating the diagnostics of intellectual learning ability]. Zeitschrift für Pädagogische Psychologie 14 : 97–105.
• Beckmann, J. F. & Guthke, J. (1999). Berliner Intelligenzstruktur-Test (BIS), Form 4 von A.O. Jäger, H.-M. Süß und A. Beauducel. Diagnostica 45: 56-61.
• Beckmann, J. F., Guthke, J. & Vahle, H. (1997). Analysen zum Zeitverhalten bei computergestützten adaptiven Intelligenz-Lerntests [Analysis of item response latencies in computer-aided adaptive intelligence learning ability tests]. Diagnostica 43: 40-62.
• Guthke, J., Beckmann, J. F. & Dobat, H. (1997). Dynamic testing—problems, uses, trends and evidence of validity. Educational and Child Psychology 14: 17-32.
• Beckmann, J. F. & Funke, J. (1991). Solide Diskussionsbasis? Ein Kommentar zu dem Aufsatz “Komplexes Problemlösen und Verarbeitungskapazität“ von Walter Hussy [Solid basis for discussion? A comment on Walter Hussy]. Sprache & Kognition 10: 221-222.

Presentation

• Beckmann, J.F. (2016), Flexibility in Dynamic Testing - Potentials for Complex Problem Solving?, Cognitive Science and Assessment. University of Luxembourg.

Report

• Wood, R.E., Beckmann, J.F. & Birney, D.P. (2012). Flexible Expertise in Senior Executives (Final Report for Linkage Project LP0669552). Sydney: Accelerated Learning Laboratory. Accelerated Learning Laboratory.