Deutsch Intern
    Department of Psychology IV

    Publikationen von Lena Wimmer

    Zeitschriftenbeiträge

    Wimmer, L., Körner, A., Ende, L., & Rummer, R. (2024). Higher instead of lower accessibility of fiction texts increases epistemic vigilance during reading. Psychology of Aesthetics, Creativity, and the Arts. Advance online publication. https://doi.org/10.1037/aca0000701

    Wimmer, L., Currie, G., Friend, S., Wittwer, J., & Ferguson, H. J. (2024). Cognitive effects and correlates of reading fiction: Two preregistered multilevel meta-analyses. Journal of Experimental Psychology: General, 153(6), 1464–1488. https://doi.org/10.1037/xge0001583

    Wimmer, L., Currie, G., Friend, S., & Ferguson, H. J. (2024). Opening the closed mind? Effects of reading literary fiction on need for closure and creativity. Creativity Research Journal, 63(1), 24-41. https://doi.org/10.1080/10400419.2022.2087309

    Wimmer, L., Steininger, T. M., Schmid, A., & Wittwer, J. (2024). Category learning in autistic individuals: A meta-analysis. Psychonomic Bulletin & Review, 31(2), 460–483. https://doi.org/10.3758/s13423-023-02365-4

    Wimmer, L., Isherwood, K. R., Parkinson, J., & Dorjee, D. (2023). Relating dispositional mindfulness and long-term mindfulness training with executive functioning, emotion regulation, and well-being in pre-adolescents. Psychological Studies, 68, 534-553. https://doi.org/10.1007/s12646-023-00746-2

    Wimmer, L., El-Salahi, L., Lee, H. W. J., & Ferguson, H. J. (2023). Narrativity and literariness affect the aesthetic attitude in text reading. Empirical Studies of the Arts, 41(1), 231-258. https://doi.org/10.1177/02762374221095482

    Wimmer, L., & Ferguson, H. J. (2023). Testing the validity of a self-report scale, author recognition test, and book counting as measures of lifetime exposure to print fiction. Behavior Research Methods, 55, 103-134. https://doi.org/10.3758/s13428-021-01784-2

    Ferguson, H. J., Wimmer, L., Black, J., Barzy, M., & Williams, D. (2022). Autistic adults are not impaired at maintaining or switching between counterfactual and factual words: An ERP study. Journal of Autism and Developmental Disorders, 52, 349–360. https://doi.org/10.1007/s10803-021-04939-4

    Wimmer, L., Currie, G., Friend, S., & Ferguson, H. J. (2021). The effects of reading narrative fiction on social and moral cognition: Two pre-registered experiments following a multi-method approach. Scientific Study of Literature, 11(2), 223-265. https://doi.org/10.1075/ssol.21010.wim

    Wimmer, L., Currie, G., Friend, S., & Ferguson, H. J. (2021). Testing correlates of lifetime exposure to print fiction following a multi-method approach: Evidence from young and older readers. Imagination, Cognition and Personality, 41(1), 54-86. https://doi.org/10.1177/0276236621996244

    Wimmer, L., Friend, S., Currie, G., & Ferguson, H. J. (2021). Reading fictional narratives to improve social and moral cognition: The influence of narrative perspective, transportation, and identification. Frontiers in Communication, 5(611935). https://doi.org/10.3389/fcomm.2020.611935

    Wimmer, L., Bellingrath, S., & von Stockhausen, L. (2020). Mindfulness training for improving attention regulation in university students: Is it effective? And do yoga and homework matter?. Frontiers in Psychology, 11(719). https://doi.org/10.3389/fpsyg.2020.00719

    Wimmer, L., & Dorjee, D. (2020). Toward determinants and effects of long-term mindfulness training in pre-adolescence: A cross-sectional study using event-related potentials. Journal of Cognitive Education and Psychology, 19(1), 65-83. https://doi.org/10.1891/JCEP-D-19-00029

    Wimmer, L., von Stockhausen, L., & Bellingrath, S. (2019). Improving emotion regulation and mood in teacher trainees: Effectiveness of two mindfulness trainings. Brain and Behavior, 9, e01390. https://doi.org/10.1002/brb3.1390

    Wimmer, L., von Stockhausen, L., & Bellingrath, S. (2019). Effects of mindfulness training on regulatory and academic abilities in preadolescents: Results form a pilot study. Open Psychology, 1, 69-93. https://doi.org/10.1515/psych-2018-0006

    Wimmer, L., Christmann, U., & Ihmels, E. (2016). Non-conventional figurative language as aesthetics of everyday communication. Metaphor and the Social World, 6(2), 243-275. https://doi.org/10.1075/msw.6.2.04wim

    Wimmer, L., Bellingrath, S., & von Stockhausen, L. (2016). Cognitive effects of mindfulness training: Results of a pilot study based on a theory driven approach. Frontiers in Psychology, 7(1037). https://doi.org/10.3389/fpsyg.2016.01037

    Wimmer, L. (2016). Problem solving as a sufficient condition of the creative process: A case for closer cooperation of creativity research and problem solving research. Frontiers in Psychology, 7(488). https://doi.org/10.3389/fpsyg.2016.00488

    Christmann, U., Wimmer, L., & Groeben, N. (2011). The aesthetic paradox in processing conventional and non-conventional metaphors: A reaction time study. Scientific Study of Literature 1(2), 199-240. https://doi.org/10.1075/ssol.1.2.03chr

    Buchkapitel

    Currie, G., Ferguson, H., Frascaroli, J., Friend, S., Green, K., & Wimmer, L. (2023). Learning from fiction1. In A. James, A. Kubo, & F. Lavocat, The Routledge Handbook of Fiction and Belief (1st ed., pp. 126–138). Routledge. https://doi.org/10.4324/9781003119456-12

    Ferguson, H. J., & Wimmer, L. (2023). A psychological exploration of empathy. In F. Mezzenzana & D. Peluso, Conversations on empathy (1st ed., pp. 60–77). Routledge. https://doi.org/10.4324/9781003189978-5

    Monographien/Abschlussarbeiten

    Wimmer, L. (2015). Das ästhetische Paradox bei der Verarbeitung von fiktionalen vs. nicht-fiktionalen Texten. Dissertation, Heidelberg University [available at http://www.ub.uni-heidelberg.de/archiv/18232].

    Wimmer, L. (2011). Programme im Kopf? Werden beim Denken Verfahren aus einer „Heurismenbibliothek“ abgerufen oder die Denkprozesse „aktualgenetisch“ erschaffen? Saarbrücken: VDM.

    Kongress- und Tagungsbeiträge

    Wimmer, L., & Lenhart, J. (2024, September 16-19). Does a fiction diet influence social cognition? [Paper presentation]. 53rd Congress of the Germany Psychological Society. Conference conducted in Vienna, Austria.

    Wimmer, L., Körner, A., Ende, L., & Rummer, R. (2024, July 18-20). Higher instead of lower accessibility of fiction texts increases epistemic vigilance during reading [Paper presentation]. IGEL 2024, the conference of the International Society for the Empirical Study of Literature. Conference conducted in Aachen, Germany.

    Wimmer, L. (2024, July 17-19). Introducing a measure of fictionality knowledge [Standard presentation]. 2025 Annual Meeting of the Society for Text and Discourse.

    Wimmer, L., Currie, G., Friend, S., Wittwer, J., & Ferguson, H. (2023, November 16-19). Cognitive effects and correlates of reading fiction: Two preregistered multi-level meta-analyses [Poster presentation]. 64th Annual Meeting of the Psychonomic Society. Conference conducted in San Francisco, USA.

    Wimmer, L. (2023, September 28-30). Cognitive effects of reading fiction: A meta-analysis. [Paper presentation]. IGEL 2023, the conference of the International Society for the Empirical Study of Literature. Conference conducted in Monopoli, Italy.

    Wimmer, L., Steininger, T. M., & Wittwer, J. (2023, September 18-20). Lernen autistische Menschen Kategorien anders? Eine Metaanalyse [Do autistic individuals learn new categories differently? A meta-analysis] [Paper presentation]. 19. Fachgruppentagung Pädagogische Psychologie [19th Meeting of the Special Interest Group Educational Psychology]. Conference conducted at the University of Kiel, Germany.

    Wimmer, L. (2023, June 28-30). Effects of processing- and conviction-based measures on myside bias [Standard presentation]. 2023 Annual Meeting of the Society for Text and Discourse.

    Wimmer, L., Steininger, T. M., & Wittwer, J. (2022, September 10-15). Lernen autistische Menschen Kategorien anders? Eine Metaanalyse [Do autistic individuals learn new categories differently? A meta-analysis] [Paper presentation]. 52. Kongress der Deutschen Gesellschaft für Psychologie [52nd Congress of the German Psychological Society]. Conference conducted at the University of Hildesheim, Germany.

    Wimmer, L., El-Salahi, L., Lee, H. W. J., & Ferguson, H. J. (2022, July 19-21). Determinants of the aesthetic attitude during reading [Standard presentation]. 2022 Annual Meeting of the Society for Text and Discourse.

    Wimmer, L., Steininger, T. M., & Wittwer, J. (2022, March 10-11). Wie lernen autistische Menschen Kategorien? Eine Metaanalyse [How do autistic individuals learn categories? A meta-analysis] [Poster presentation]. 2. Digitale Wissenschaftliche Tagung Autismus-Spektrum.

    Wimmer, L., Currie, G., Friend, S., & Ferguson, H. J. (2022, January). Opening the closed mind? Effects of reading literary fiction on the need for closure and creativity [Paper presentation]. Experimental Psychology Society Online Meeting.

    Wimmer, L., Friend, S., Currie, G., & Ferguson, H. J. (2021, June). Reading fictional narratives to improve social and moral cognition: The influence of narrative perspective, transportation, and identification. Perspective Taking in Language (PeTaL) online workshop.

    Wimmer, L., Currie, G., Friend, S., & Ferguson, H. J. (2020, April). The effect of reading narrative fiction on social cognition: A multi-experiment investigation. Poster presented at the Experimental Psychology Society Canterbury Meeting, Canterbury, UK. https://osf.io/3u9cb/

    Currie, G., Ferguson, H. J., Friend, S., & Wimmer, L. (2019, November). Learning from Fiction. In Founding Conference of the International Society for Fiction and Fictionality Studies, conducted in Paris, France.

    Wimmer, L., Currie, G., Friend, S., & Ferguson, H. J. (2019, July). Testing the impact of reading narrative fiction on social cognition. Poster presented at the Experimental Psychology Society Bournemouth Meeting, Bournemouth, UK.

    Wimmer, L., Bellingrath, S., & von Stockhausen, L (2018, September). Achtsamkeitstraining im Lehramtsstudium: Effekte auf exekutive Funktionen, Emotionsregulation und Affekt [Mindfulness training for teacher students: Effects on executive functions, emotion regulation and affect]. In H. Horz & J. Hartig (Chairs). 51. Kongress der Deutschen Gesellschaft für Psychologie [51st Congress of the German Psychological Society]. Conference conducted at Goethe University Frankfurt, Germany.

    Wimmer, L., Bellingrath, S., & von Stockhausen, L. (2017, September). Assessing the processes underlying mindfulness training. Poster presented at the 20th Conference of the European Society for Cognitive Psychology (ESCoP), Potsdam, Germany.

    Wimmer, L., Bellingrath, S., & von Stockhausen, L. (2017, July). Effects of mindfulness training on preadolescents' self-regulation and school-related outcomes. Poster presented at the Centre for Mindfulness Research & Practice Conference 2017, Chester, UK.

    Bellingrath, S., Wimmer, L., & von Stockhausen, L. (2017, June). Achtsamkeitsbasierte Burnoutprävention im Lehramtsstudium [Mindfulness-based burnout prevention for teacher students]. Poster presented at the 43rd Conference Psychology and Brain, Trier, Germany.

     Bellingrath, S., Wimmer, L., & von Stockhausen, L. (2017, March). Effects of a mindfulness intervention for student teachers on depressive symptoms, affect and emotion regulation. Poster presented at the 75th Annual Scientific Meeting of the American Psychosomatic Society (APS), Sevilla, Spain.

     Wimmer, L., Bellingrath, S., & von Stockhausen, L. (2015, September). Cognitive effects of a mindfulness training with fifth graders. Poster presented at the 19th Conference of the European Society for Cognitive Psychology (ESCoP), Paphos, Cyprus.

     Wimmer, L., von Stockhausen, L., & Bellingrath, S. (2014, September). Das Projekt Achtsame Schule: Untersuchung kognitiver Effekte eines Achtsamkeitstrainings bei Schülerinnen und Schülern [The project Mindful School: Investigating cognitive effects of mindfulness training in school children]. In O. Güntürkün (Chair). 49. Kongress der Deutschen Gesellschaft für Psychologie [49th Congress of the German Psychological Society]. Conference conducted at the Ruhr Universität Bochum.

     Bellingrath, S., Wimmer, L., & von Stockhausen, L. (2014, September). Das Projekt Achtsame Schule: Untersuchung des Einflusses eines Achtsamkeitstrainings bei Schülerinnen und Schülern auf die Selbstregulation [The project Mindful School: Investigating effects of mindfulness training on school children’s self-regulation]. In O. Güntürkün (Chair). 49. Kongress der Deutschen Gesellschaft für Psychologie [49th Congress of the German Psychological Society]. Conference conducted at the Ruhr Universität Bochum.

    Wimmer, L. (2013, March). The aesthetic paradox in processing literary vs. expository texts. In U. Ansorge, E. Kirchler, C. Lamm, & H. Leder (Chair). 55th Conference of Experimental Psychologists. Conference conducted at the University of Vienna, Vienna.

    Wimmer, L. (2011, July). The aesthetic paradox in processing fictional vs. non-fictional texts. In E. S. H. Tan (Chair), Reading Mediated Minds: Empathy with Persons and Characters in Media and Art Works. Summer School Conducted at the CCCT, Amsterdam.

    Christmann, U., Wimmer, L., & Irmen, L. (2011, May). The aesthetic paradox in processing figurative language. In L. Irmen, & U. Christmann (Chair), Processing and appreciating creative figurative language. Workshop conducted at the Psychological Department of Heidelberg University, Heidelberg.    

    Vorträge

    Wimmer, L. (2023, December). Lernen aus Fiktionen? Kolloquium des Lehrstuhls Psychologie IV – Pädagogische Psychologie, Universität Würzburg.

    Wimmer, L., & Ferguson, H. J. (2019, June). Effects of fiction reading on social cognition: A psychological perspective. Keynote address. In P. Engisch, T. Kindt, & J. Langkau (Chairs). The Aesthetic Mind: Second Conference – Fiction and Cognition. Conference conducted at the University of Fribourg, Switzerland.