Coordination Team

Publications

Preprints/Submitted

de Jonge, M., Tabbers, H., & Kubik, V.  (2025). The effect of retrieval practice on motivation: Retrieval practice without feedback increases the likelihood of choosing in review over taking a break. EdArXiv Preprint. https://osf.io/preprints/edarxiv/8vbac_v2 

Krüger, M., de Jonge, M., Gaschler, R., Tabbers, H., & Kubik, V. (2025). The effects of closed and open book retrieval practice and teaching-to-learn on create-level question generation: A registered report. Manuscript submitted for publication.

Kubik, V., Koslowski, K., Tiffin-Richards, S. P., Hahne, F., Gaschler, R., & Hausman, H. (2025). Enhanced learning for complex lecture texts through retrieval practice: The forward testing effect in (digital) higher education. PsyArXiv Preprint. https://osf.io/preprints/psyarxiv/r9keb_v1

Kubik, V., Thielmann, I., Giesen, C. G., Koslowski, K., Feld, G., & Schubert, A. (2025). Attitudes toward open science practices among German psychologists. PsyArXiv Preprint. https://doi.org/10.31234/osf.io/mbcu6_v2

2025

Dahdah, P., Naumann, J., Haffmans, M.-B., Schindler, J. & Richter, T (2025). Development of the retrieval of word meanings and its impact on reading comprehension throughout elementary school: A longitudinal study. Journal of Educational Psychology. Journal of Educational Psychology, 117(8), 1285–1312. https://doi.org/10.1037/edu0000962

Kubik, V., Keller, L., Jaspers, L., Koch, A., Hoogerheide, V., & Roelle, J. (in press). Identifying the 50 most productive researchers in top-tier, broad-scope educational psychology journals From 2017 to 2022: A new perspective with a focus on publication trends and diversity. Frontiers in Educational Psychology. osf.io/preprints/psyarxiv/s7j4y

Richter, T., & Kubik, V. (2025). Wissenserwerb [Knowledge acquisition]. In D. Urhahne, M. Dresel, & F. Fischer (Eds.), Psychologie für den Lehrberuf [Psychology of the Teacher] (2nd ed. pp. 71–90). Berlin: Springer.

Ritter, C., Hausman, H., Tiffin-Richards, S. P., Gaschler, R., & Kubik, V. (2025). The forward effect of judgements of learning on memory and transfer in inductive learning. Educational Psychology Review, 37, 116. https://doi.org/10.1007/s10648-025-10094-4

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, 53, 179–204. https://doi.org/10.1007/s42010-025-00227-7 (open access)

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)

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, R. (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)

2023

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], 55(2–3), 49–66.  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, 52(1). https://doi.org/10.1177/00986283231218943 (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)

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)

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)