Publications
2025
Richter, T., & Kubik, V. (2025). Wissenserwerb. In D. Urhahne, M. Dresel & F. Fischer (Hrsg.), Psychologie für den Lehrberuf (2. Aufl.). Berlin: Springer.
Sibley, L., Fabian, A., Plicht, C., Pagano, L., Erhard, N., Wellert, L., Bohl, T., & Lachner, A. (2025). Adaptive teaching with technology enhances lasting learning. Learning and Instruction, 99, 102141. https://doi.org/10.1016/j.learninstruc.2025.102141
Obergassel, N., Renkl, A., Endres, T., Nückles, M., Carpenter, S. K., & Roelle, J. (2025). Combining generative tasks and retrieval tasks. Journal of Educational Psychology. Advance online publication. https://dx.doi.org/10.1037/edu0000949
Hänze, M., Jurkowski, S., Mundelsee, L., & Danzglock, M. (2025). Lernen in Gruppen. utb. https://doi.org/10.36198/9783838564173
Dahdah, P., Naumann, J., Haffmans, M.-B., Schindler, J. & Richter, T (in press). Development of the retrieval of word meanings and its impact on reading comprehension throughout elementary school: A longitudinal study. Journal of Educational Psychology.
Aufschnaiter, C. v., Vorholzer, A., Eitel, A., Endres, T., Lieck, D. S. N., Wahby, N. & Renkl, A. (in press). Weil die Bewegungskraft ja da hin zeigt - Wie die Darstellung von Pfeilen in der Mechanik irritieren und helfen kann. [Because the force points that way – How the illustration of arrows in mechanics can confuse and support]. MNU Journal.
Aufschnaiter, C. v., Endres, T., & Petermann, V. (in press). Entwurf eines Interessenmodells für die Naturwissenschaften. [Design of a model of interest for the natural sciences]. In O. Krey, S. Bernholt, D. Laumann, & T. Rabe (Eds.), Interesse revisited: Das Interessenskonstrukt in den Naturwissenschaften. Springer.
Russ, H., Sibley, L., Flegr, S., Kuhn, J., Hoogerheide, V., Scheiter, K., & Lachner, A. (2025). Does distributing non-interactive teaching contribute to learning? Students' academic self-concept and work ethic matter. Learning and Individual Differences, 120, 102687. https://doi.org/10.1016/j.lindif.2025.102687 (open access)
Kim, S., Abel, R., Leutner, D., Schmiemann, P., & Roelle, J. (2025). Can the effects of generative of generative drawing on lasting learning be optimized through integration of retrieval practice? Learning and Instruction, 98, Article 102143. https://doi.org/10.1016/j.learninstruc.2025.102143 (open access)
Schindler, J. & Richter, T. (2025). Does text generation improve learning from expository text? A conceptual replication attempt. Cognitive Research: Principles and Implications, 10, Article 34. https://doi.org/10.1186/s41235-025-00645-2 (open access)
Klimovich, M. & Richter, T. (2025). Using interleaved practice to foster spelling acquisition. Learning and Instruction, 98, Article 102146. https://doi.org/10.1016/j.learninstruc.2025.102146 (open access)
Krauspe, J.*, Ebersbach, M.*, Ludwig, A., & Scharf, F. (2025). Do worked examples boost the spacing effect on lasting learning? Learning and Instruction, 97, 102103. https://doi.org/10.1016/j.learninstruc.2025.102103 (open access)
Schweppe, J., Lenk-Blochowitz, A., Pucher, M., & Ketzer-Nöltge, A. (2025). Interleaved practice in foreign language grammar learning: A field study. Journal of Educational Psychology. Advance online publication. https://doi.org/10.1037/edu0000917 (open access)
Keller, S. D., Markwalder, U., Endres, T., & Praetorius, A.-K. (2025). Die Unterstützung des Konsolidierens –eine zentrale, aber vernachlässigte Dimension von Unterrichtsqualität. [Supporting consolidation is a central but neglected dimension of teaching quality]. Unterrichtswissenschaft. https://doi.org/10.1007/s42010-025-00229-5 (open access)
Roelle, J., & Richter, T. (2025). Üben aus lernpsychologischer Sicht: Wie kann Üben das nachhaltige Lernen fördern? [Practice from the perspective of the psychology of learning: How can practice promote lasting learning?]. Unterrichtswissenschaft. https://doi.org/10.1007/s42010-025-00227-7 (open access)
2024
Abel, R., de Bruin, A. B. H., Onan, E., & Roelle, J. (2024). Why do learners (under)utilize interleaving in learning confusable categories? The role of metastrategic knowledge and utility value of distinguishing. Educational Psychology Review, 36(2). https://doi.org/10.1007/s10648-024-09902-0 (open access)
Aslan, A., & Kubik, V. (2024). Build-up and release from proactive interference: The forward testing effect in children’s spatial memory. Journal of Experimental Child Psychology, 240, 105838. https://doi.org/10.1016/j.jecp.2023.105838 (open access)
Danzglock, M. & Hänze, M. (2024). Benefits of problem-solving first for the success of cooperative learning with videos. The Journal of Experimental. Advance online publication. Education. https://doi.org/10.1080/00220973.2024.2379542
Endres, T., Carpenter, S., & Renkl, A. (2024). Constructive retrieval: Benefits for learning, motivation, and metacognitive monitoring. Learning and Instruction, 94, 101974. https://doi.org/10.1016/j.learninstruc.2024.101974 (open access)
Jurkowski, S., Mundelsee, L., & Hänze, M. (2024). Strengthening collaborative learning in secondary school: Development and evaluation of a lesson-integrated training approach for transactive communication. Learning and Instruction, 92, 101934. https://doi.org/10.1016/j.learninstruc.2024.101934
Klimovich, M., & Richter, T. (2024). Metacognitive training can reduce mindless reading. Journal of Educational Psychology, 116(5), 836–852. https://doi.org/10.1037/edu0000884 (open access)
Mundt, D., Albrecht, N., Körner, A., & Ebersbach, M. (2024). Retrieval practice in education for sustainable development: Effects on retention, attitudes and self-reported streaming behavior. European Journal of Education, 59(4), e12735. https://doi.org/10.1111/ejed.12735
Opitz, B., & Kubik, V. (2024). Far transfer of retrieval-practice benefits: Rule-based learning as the underlying mechanism. Cognitive Research: Principles and Implications, 9, 65. https://doi.org/10.1186/s41235-024-00598-y (open access)
Schindler, J., Richter, T., & Mar, J. (2024). Does generation benefit learning from narrative and expository texts? A direct replication attempt. Applied Cognitive Psychology, 38(4): e4230. http://dx.doi.org/10.1002/acp.4230 (open access)
Sibley, L., Russ, H., Ahmad, G., Baumgärtner, B., Bräutigam, D., Brümmer, S., Bussmann, H., Erb, N., Evans, L., Fischer, S., Gradl, L., Guddemi, R., Hauptmann, K.-B., Hieke, J., Hilsdorf, S., Högerle, F., Hoppe-Brixner, B., Jeong, W., Karl, S., … Lachner, A. (2024). Does technology-based non-interactive teaching enhance students’ learning in the classroom? Computers and Education Open, 7, 100233. https://doi.org/10.1016/j.caeo.2024.100233 (open access)
Wagner, S., Sibley, L., Weiler, D., Burde, J. P., Scheiter, K., & Lachner, A. (2024). The more, the better? Learning with feedback and instruction. Learning and Instruction, 89, 101844. https://doi.org/10.1016/j.learninstruc.2023.101844 (open access)
2023
Glaser, J., & Richter, T. (2023). The testing effect in the lecture hall: Does it transfer to content studied but not practiced? Teaching of Psychology, 0(0). https://doi.org/10.1177/00986283231218943 (open access)
Nemeth, L., & Lipowsky, F. (2023). The role of prior knowledge and need for cognition for the effectiveness of interleaved and blocked practice. European Journal of Psychology of Education, 39, 907–929. https://doi.org/10.1007/s10212-023-00723-3 (open access)
Nemeth, L., Blumenfeld, T., Denn, A.-K., Hirstein, A. & Lipowsky, F. (2023). An exploratory analysis of transactive interaction patterns in cooperative learning using sequential analysis. Education Sciences, 13(8), 790, https://doi.org/10.3390/educsci13080790
Nemeth, L.; Scheitz, N.; Hollmann, N.; Borromeo Ferri, R.; Lipowsky, F. (2023): Mix it up! Verschachteltes Lernen ist oft nachhaltiger. Mathematik lehren 2023 (238), pp. 25–28. https://doi.org/10.5555/ml-238-2023_06
Roelle, J., Endres, T., Abel, R., Obergassel, N., Nückles, M., & Renkl, A. (2023). Happy together? On the relationship between research on retrieval practice and generative learning using the case of follow-up learning tasks. Educational Psychology Review, 35, Article 102. https://doi.org/10.1007/s10648-023-09810-9 (open access)
Schindler, J., & Richter, T. (2023). Text generation benefits learning: A meta-analytic review. Educational Psychology Review, 35, 44. https://doi.org/10.1007/s10648-023-09758-w (open access)
Weissgerber, S. C., Terhorst, D. I. P., & Rummer, R. (2023). Is the perceptual disfluency effect moderated by working memory capacity? Direct replication of Lehmann et al. (2016). Metacognition Learning, 19, 293–318. https://doi.org/10.1007/s11409-023-09366-7 (open access)
Weissgerber, S.C.*, & Rummer, R.* (2023). More accurate than assumed: Learners’ metacognitive beliefs about the effectiveness of retrieval practice. Learning & Instruction, 83,101678. https://doi.org/10.1016/j.learninstruc.2022.101679
2022
Greving, S., Lenhard, W. & Richter, T. (2022). The testing effect in university teaching: Using multiple-choice testing to promote retention of highly retrievable information. Teaching of Psychology. Advance online publication. https://doi.org/10.1177/00986283211061204
Ebersbach, M., Lachner, A., Scheiter, K., & Richter, T. (2022). Using spacing to promote lasting learning in educational contexts: Promises and challenges. Zeitschrift für Entwicklungspsychologie und Pädagogische Psychologie/German Journal of Developmental and Educational Psychology, 54(4),151–163. https://doi.org/10.1026/0049-8637/a000259 (open access)
Hänze, M. & Leiss, D. (2022). Using heuristic worked examples to promote solving of reality-based tasks in mathematics in lower secondary school. Instructional Science, 50, 529–549. https://doi.org/10.1007/s11251-022-09583-8
Jacob, L., Lachner, A., & Scheiter, K. (2022). Do school students’ academic self-concept and prior knowledge constrain the effectiveness of generating technology-mediated explanations? Computers & Education, 182,104469. https://doi.org/10.1016/j.compedu.2022.104469
Omarchevska, Y., Lachner, A., Richter, J., & Scheiter, K. (2022). Do video modeling and metacognitive prompts improve self-regulated scientific inquiry? Educational Psychology Review, 34, 1025–1061. https://doi.org/10.1007/s10648-021-09652-3
Richter, T., Berger, R., Ebersbach, M., Eitel, A., Endres, T., Borromeo Ferri, R., Hänze, M., Lachner, A., Leutner, D., Lipowsky, F., Nemeth, L., Renkl, A., Roelle, J., Rummer R., Scheiter, K., Schweppe J., von Aufschnaiter, C., & Vorholzer, A. (2022). How to promote lasting learning in schools: Theoretical approaches and an agenda for research. Zeitschrift für Entwicklungspsychologie und Pädagogische Psychologie/German Journal of Developmental Psychology and Educational Psychology, 54(4), 135–141. https://doi.org/10.1026/0049-8637/a000258 (open access)
Richter, T., Nemeth, L., Berger, R., Borromeo Ferri, R., Hänze, M., & Lipowsky, F. (2022). Using interleaving to promote inductive learning in educational contexts: Promises and challenges. Zeitschrift für Entwicklungspsychologie und Pädagogische Psychologie/German Journal of Developmental and Educational Psychology, 54(4), 164–175. https://doi.org/10.1026/0049-8637/a000260 (open access)
Roelle, J., & Nückles, M. (2022). Zwei auf einen Streich? Der Nutzen der Integration von Abrufübung in Aufgaben zur Verständnisförderung [Two in one go? The benefits of integrating retrieval practice into generative learning tasks]. Unterrichtswissenschaft, 50, 53–73. https://doi.org/10.1007/s42010-021-00134-7
Roelle, J., Endres, T., & Renkl, A. (2022). Wie können Abrufübungen (nicht) für das Lernen in Schule und Hochschule relevant gemacht werden? Einleitung zur Thematik des Thementeils [How can retrieval practice (not) be made relevant for learning in school and higher education? Introduction]. Unterrichtswissenschaft, 50, 1–15. https://doi.org/10.1007/s42010-021-00139-2
Roelle, J., Froese*, L., Krebs*, R., Obergassel*, O., & Waldeyer*, J. (2022). Sequence matters! Retrieval practice before generative learning is more effective than the reverse order. Learning and Instruction, 80,Article 101634. https://doi.org/10.1016/j.learninstruc.2022.101634
Roelle, J., Schweppe J., Endres, T., Lachner, A., von Aufschnaiter, C., Renkl, A., Eitel. A., Leutner D., Rummer R., Scheiter, K., & Vorholzer, A., (2022) Combining retrieval practice and generative learning in educational contexts: Promises and challenges. Zeitschrift für Entwicklungspsychologie und Pädagogische Psychologie/German Journal of Developmental and Educational Psychology, 54(4), 142–150. https://doi.org/10.1026/0049-8637/a000261 (open access)
Rummer, R.*, & Schweppe, J.* (2022). Komplexität und der Testungseffekt: Die mögliche Bedeutung der Verständnissicherung für den Nutzen von Abrufübung bei komplexem Lernmaterial. Unterrichtswissenschaft, 50, 37–52. https://doi.org/10.1007/s42010-021-00137-4
Wenzel, K., Schweppe, J., & Rummer, R. (2022). Are open‐book tests still as effective as closed‐book tests even after a delay of 2 weeks?. Applied Cognitive Psychology, 36(3), 699–707. https://doi.org/10.1002/acp.3943
