Deutsch Intern
DFG RESEARCH GROUP—LASTING LEARNING: COGNITIVE MECHANISMS AND EFFECTIVE INSTRUCTIONAL IMPLEMENTATION (FOR 5254)

Publications

*Shared first authorship

2024

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)

2023

Endres, T., & Eitel, A. (2023). Motivation brought to the test: Successful retrieval practice is modulated by mastery goal orientation and external rewards. Applied Cognitive Psychology. https://doi.org/10.1002/acp.4160 (open access)

Endres, T., Kubik, V., Koslowski, K., Hahne, F., & Renkl, A. (2023). Immediate benefits of retrieval tasks: On the role of self-regulated relearning, metacognition, and motivation. Zeitschrift für Entwicklungspsychologie und Pädagogische Psychologie (German Journal of Developmental and Educational Psychology). https://doi.org/10.1026/0049-8637/a000280 (open access)

Glaser, J., & Richter, T. (2023). The testing effect in the lecture hall: Does it transfer to content studied but not practiced? Teaching of Psychology. https://doi.org/10.1177/0098628323121894 (open access)

Hausman, H., & Kubik, V. (2023). Delayed metacomprehension judgments do not directly improve learning from texts. Journal of Intelligence, 11(7), 150. https://doi.org/10.3390/jintelligence11070150 (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. https://doi.org/10.1007/s10212-023-00723-3 (open access)

Nemeth, L., Scheitz, N., Hollmann, N., Borromeo Ferri, R., & Lipowsky, F. (2023). Mix it up! Verschachteltes Lernen ist oft nachhaltiger. mathematik lehren, 238, 25–28. 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, Article 44. https://doi.org/10.1007/s10648-023-09758-w (open access)

Schweppe, J., & Rummer, R. (2023). Wrapping up lessons with closed-book and open-book tests. In C. E. Overson, C. M. Hakala, L. L. Kordonowy, & V. A. Benassi (Eds.), In their own words: What scholars and teachers want you to know about why and how to apply the science of learning in your academic setting (pp. 494–498). Society for the Teaching of Psychology. https://teachpsych.org/ebooks/itow

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 and Learning, 1–26. https://doi.org/10.1007/s11409-023-09366-7 (open access)

2022

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)

Lachner, A.*, Hoogerheide, V.*, van Gog, T., & Renkl, A. (2022). Learning-by-teaching without audience presence or interaction: When and why does it work? Educational Psychology Review, 34, 575–607. https://dx.doi.org/10.1007/s10648-021-09643-4 (open access)

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., 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. [Complexity and the testing effect: The potential importance of securing understanding for the benefits of retrieval practice with complex learning materials.] Unterrichtswissenschaft, 50, 37-52. https://doi.org/10.1007/s42010-021-00137-4 (open access)

2021

Ainsworth, S. E., & Scheiter, K. (2021). Learning by drawing visual representations: Potential, purposes, and practical implications. Current Directions in Psychological Science, 30(1), 61-67. https://doi.org/10.1177/0963721420979582 (open access)

Enders, N., Gaschler, R., & Kubik, V. (2021). Online quizzes with closed questions in formal assessment: How elaborate feedback can promote learning. Psychology Learning & Teaching, 20(1), 91–106. https://doi.org/10.1177/147572572097120

Kubik, V., Gaschler, R., & Hausman, H. (2021). Enhancing student learning in research and educational practice: The power of retrieval practice and feedback. Psychology Learning & Teaching, 20(1), 1–20. https://doi.org/10.1177/1475725720976462

Kubik, V., Glogger-Frey, I., & Gaschler, R. (2021). Promoting self-regulated learning: Training, feedback, and addressing teachers’ misconceptions. Psychology Learning & Teaching, 20(3), 306–323. https://doi.org/10.1177/14757257211036566 (open access)

Nemeth, L., Werker, K., Arend, J., & Lipowsky, F. (2021). Fostering the acquisition of subtraction strategies with interleaved practice: An intervention study with German third graders. Learning and Instruction, 71, 101354. https://doi.org/10.1016/j.learninstruc.2020.101354

2019

Berger, R., Kulgemeyer, C., & Lensing, P. (2019). Ein Multiple-Choice-Test zum konzeptuellen Verständnis der Kraftwirkung auf Ladungsträger in statischen elektrischen und magnetischen Feldern [A multiple-choice-test on the conceptual understanding of static electric and magnetic fields]. Zeitschrift für Didaktik der Naturwissenschaften, 25(1), 197–210. 10.1007/s40573-019-00099-2

Nemeth, L., Werker, K., Arend, J., Vogel, S., & Lipowsky, F. (2019). Interleaved learning in elementary school mathematics: Effects on the flexible and adaptive use of subtraction strategies. Frontiers in Psychology, 10, 86. https://doi.org/10.3389/fpsyg.2019.00086 (open access)

Rummer, R., Schweppe, J., & Schwede, A. (2019). Open-book vs. closed-book tests in university classes: a field experiment. Frontiers in Psychology, 10:463. doi.org/10.3389/fpsyg.2019.00463 (open access)