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Angewandte Gerontopsychologie
Dr. Elisabeth Kaminski


Dr. Elisabeth Kaminski

Portrait: Dr. Elisabeth Kaminski
Dr. Elisabeth Kaminski
  • Telefon:
    +49 371 531-32300
  • Fax:
    +49 371 531-832300
  • E-Mail:
  • Adresse:
    Wilhelm-Raabe-Straße 43, 09120 Chemnitz
  • Raum:
    4/114 (neu: B02.114)

Forschungsinteressen

  • Motorisches Lernen und Plastizität
  • Nicht-invasive Hirnstimulation (tDCS, TMS)
  • Posturale Stabilität im Altersgang
  • Bewegungskinematik

Vita

  • Seit 2017: wissenschaftliche Mitarbeiterin am Lehrstuhl für angewandte Gerontopsychologie an der Technischen Universität Chemnitz
  • 2017: Promotion (Dr. rer. med.) an der medizinischen Fakultät der Universität Leipzig
  • 2013-2017: Doktorandin in der Arbeitsgruppe motorische Plastizität, Abteilung Neurologie, Max-Planck-Institut für Kognitions- und Neurowissenschaften Leipzig
  • 2013: Diplom Psychologie, Universität Würzburg
  • 2012-2013: Diplomandin in der Arbeitsgruppe motorische Plastizität, Abteilung Neurologie, , Max-Planck-Institut für Kognitions- und Neurowissenschaften Leipzig
  • 2007-2013: Diplomstudium Psychologie, Universität Würzburg

Publikationen

Ordnung, M., Hoff, M., Kaminski, E., Villringer, A. and Ragert, P. (2017). No Overt Effects of a 6-Week Exergame Training on Sensorimotor and Cognitive Function in Older Adults. A Preliminary Investigation, Front. Hum. Neurosci. 11:160. doi: 10.3389/fnhum.2017.00160.

Rjosk, V., Lepsien, J., Kaminski, E., Hoff, M., Sehm, B., Steele, C.J., Villringer, A. and Ragert, P. (2017). Neural Correlates of Mirror Visual Feedback-Induced Performance Improvements: A Resting-State fMRI Study. Front. Hum. Neurosci. 11:54. doi: 10.3389/fnhum.2017.00054.

Kaminski, E., Hoff, M., Rjosk, V., Steele, C.J., Gundlach, C., Sehm, B., Villringer, A. and Ragert, P. (2017) Anodal Transcranial Direct Current Stimulation Does Not Facilitate Dynamic Balance Task Learning in Healthy Old Adults. Front. Hum. Neurosci. 11:16. doi: 10.3389/fnhum.2017.00016.

Kaminski, E. & Ragert, P. (2017). Reply to “Using transcranial direct current stimulation to enhance performance in balance tasks”. J of Clin Neurophysiol 128(3), doi: 10.1016/j.clinph.2016.12.022.

Kaminski, E.*, Steele, C.J.*, Hoff, M., Gundlach, C., Rjosk, V., Sehm, B., Villringer, A., Ragert, P. (2016). Transcranial direct current stimulation over the leg area of the primary motor cortex promotes whole-body learning in a dynamic balancing task. J of Clin Neurophysiol 127: 2455–2462, doi: 10.1016/j.clinph.2016.03.018.

Rjosk, V., Kaminski, E., Hoff, M., Gundlach, C., Villringer, A., Sehm, B. and Ragert, P. (2016) Transcranial Alternating Current Stimulation at Beta Frequency: Lack of Immediate Effects on Excitation and Interhemispheric Inhibition of the Human Motor Cortex. Front. Hum. Neurosci. 10:560. doi: 10.3389/fnhum.2016.00560.

Rjosk, V., Kaminski, E., Hoff, M., Sehm, B., Steele, C.J., Villringer, A. & Ragert, P. (2016). Mirror Visual Feedback-Induced Performance Improvement and the Influence of Hand Dominance, Front Human Neurosci, 9:702, doi: 10.3389/fnhum.2015.00702.

Hoff, M., Trapp, S., Kaminski, E., Sehm, B., Steele, C.J., Villringer, A. & Ragert, P. (2015). Switching between hands in a serial reaction time task: a comparison between young and old adults, Front Aging Neurosci, 7:176, doi:10.3389/fnagi.2015.00176.

Hoff, M., Kaminski, E., Rjosk, V., Sehm, B., Steele, C., Villringer, A. & Ragert, P. (2015). Augmenting mirror visual feedback-induced performance improvements in older adults. Europ J of Neurosci, 41, 1475:1483, doi:10.1111/ejn.12899.

von Rein, E., Hoff, M., Kaminski, E., Sehm, B., Steele, C.J., Villringer, A., Ragert, P. (2015). Improving motor performance without training: the effect of combining mirror visual feedback with transcranial direct current stimulation. Journal of Neurophysiology, Apr;113(7):2383-9, doi: 10.1152/jn.00832.2014.

Kaminski, E., Hoff, M., Sehm, B., Taubert, M., Conde,V., Steele, C., Villringer, A. & Ragert, P. (2013). Effect of transcranial direct current stimulation (tDCS) during complex whole body motor skill learning. Neuroscience Letters, 552, 76-80, doi: 10.1016/j.neulet.2013.07.034.

 

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