Deutsch Intern
    Department of Psychology IV

    Publications

    2024

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

    Opitz, B., & Kubik, V. (2024). Far transfer of retrieval-practice benefits: Rule-based learning as the underlying mechanism. Cognitive Research: Principles and Implications, 9, Article 65. https://doi.org/10.1186/s41235-024-00598-y

    Lenhart, J., & Richter, T. (2024). Does watching fictional TV series increase social cognitive skills? Scientific Study of Literature, 13(1), 22-49. https://doi.org/10.61645/ssol.184 (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), Article e4230. http://dx.doi.org/10.1002/acp.4230 (open access)

    Sengewald, M.-A., Henninger, M., Bechtloff, P., & Kubik, V.  (2024). Familiengerechte Karrieremöglichkeiten in der psychologischen Forschung? Eine Bestandsaufnahme zur Vereinbarkeit beruflicher und familiärer Anforderungen. Psychologische Rundschau, 75(3), 236-248. https://doi.org/10.1026/0033-3042 (open access)

    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)

    Forthmann, B., Lenhard, W., Lenhard, A., & Förster, N. (2024). Flexible item response modeling for timed reading comprehension assessment. The Journal of Experimental Education, 1-17. https://doi.org/10.1080/00220973.2024.2367162

    Heß, J., Karageorgos, P., Müller, B., Riedmann, A., Schaper, P., Lugrin, B., & Richter, T. (2024). Improving word reading skills of low-skilled readers: An intervention combining a syllable-based approach with digital game-based features. Journal of Computer Assisted Learning 40(5), 2306-2324. http://doi.org/10.1111/jcal.13021 (open access)

    Lenhard, W., Lenhard, A., & Bender, L. (2024). Einstufungstest für Deutsch als Fremdsprache [Placement test of German as a foreign language] (E-DaF). Göttingen: Hogrefe. (further information: Psychometrica, Testzentrale)

    Troche, S., & Lenhard, W. (2024). Mechanisch-Technischer Verständnistest - Revision (MTVT-R): Testrezension für das Testbeurteilungssystem TBS-DTK. Report Psychologie, 49(4), 31-33.

    Tibken, C., Richter, T., & Wannagat, W. (2024). Metacognitive comprehension monitoring: Cognitive abilities explain performance differences between younger and older adults. Scientific Studies of Reading, 28(3), 284-302. https://doi.org/10.1080/10888438.2023.2261572 (open access)

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

    Richter, T., & Tiffin-Richards, S. (2024). Learning as an epistemic activity. Journal for the Study of Education and Development, 47(1), 3-48. https://doi.org/10.1177/02103702231224633 (free access)

    Glaser, J., & Richter, T. (in press). Nachhaltiges Lernen an der Hochschule: Untersuchungen zu Randbedingungen der positiven Effekte von digitalen Übungstests auf das Behalten von Lehrinhalten. [Lasting learning at the university: Studies on boundary conditions of positive effects of digital practice tests on the retention of teaching content]. In A. Füting-Lippert, M. Eisenmann, S. Grafe, H.-S. Siller, & T. Trefzger (Eds.), Digitale Medien in Lehr-Lern-Konzepten der Lehrpersonenbildung in interdisziplinärer Perspektive. Berlin: Springer VS. [preprint]

    Wannagat, W., Nieding, G., & Tibken, C. (2024). Age-related decline of metacognitive comprehension monitoring in adults aged 50 and older: Effects of cognitive abilities and educational attainment. Cognitive Development, 70, Article 101440. https://doi.org/10.1016/j.cogdev.2024.101440

    Müller, B., Richter, T., & Otterbein-Gutsche, G. (2024). Lesen mit Willy Wortbär zur Förderung der Worterkennung in der Grundschule. In T. Richter & W. Lenhard (Eds.), Diagnose und Förderung des Lesens im digitalen Kontext (Tests und Trends, Vol. 20, pp. 225-240). Göttingen: Hogrefe.

    Endlich, D., Lenhard, W., Marx, P., & Richter, T. (2024). Das Lese-Screening in LONDI - Konzeption, empirische Ergebnisse und praktischer Einsatz eines neuartigen Onlinescreeings für Leseschwierigkeiten. In T. Richter & W. Lenhard (Eds.), Diagnose und Förderung des Lesens im digitalen Kontext (Tests und Trends, Vol. 20, pp. 137-159). Göttingen: Hogrefe.

    Schindler, J., Naumann, J., & Richter, T. (2024). Pro-Di-L: Teilprozesse des Leseverstehens im Grundschulalter kognitionspsychologisch begründet und differenziert erfassen. In T. Richter & W. Lenhard (Eds.), Diagnose und Förderung des Lesens im digitalen Kontext (Tests und Trends, Vol. 20, pp. 85-100). Göttingen: Hogrefe.

    Pilotek, J., Karimi, M. N., & Richter, T. (2024). Document language moderates the text-belief consistency effect. Discourse Processes, 61(4-5), 222-232. https://doi.org/10.1080/0163853X.2024.2336408

    Grimm, J., & Richter, T. (2024). Rational thinking as a general cognitive ability: Factorial structure, underlying cognitive processes, and relevance for university academic success. Learning and Individual Differences, 111, Article 102428. https://doi.org/10.1016/j.lindif.2024.102428

    Richter, T., & Kubik, V. (in press). Wissenserwerb [Knowledge acquisition]. In D. Urhahne, M. Dresel, & F. Fischer (Eds.), Psychologie für den Lehrberuf (2nd ed.). Berlin: Springer.

    Schulz, D., Lenhard, W., Mangold, M., Schindler, J., & Richter, T. (in press). Balancing accuracy and speed in the development of inhibitory control. Journal of Experimental Child Psychology.

    Richter, T., & Lenhard, W. (Eds.). (2024). Diagnose und Förderung des Lesens im digitalen Kontext (Tests und Trends, Vol. 20). Göttingen: Hogrefe.

    Lenhard, W., & Richter, T. (2024). Leseverständnis: Kognitive Komponenten und Prozesse. In T. Richter & W. Lenhard (Eds.), Diagnose und Förderung des Lesens im digitalen Kontext (Tests und Trends, Vol. 20, pp. 1-18). Göttingen: Hogrefe.

    Lenhard, W., Lenhard, A., & Schneider W. (2024). Differenzielle Diagnose von Leseverständnisfacetten mit dem ELFE II-Leseverständnistest. In T. Richter & W. Lenhard (Eds.), Diagnose und Förderung des Lesens im digitalen Kontext (Tests und Trends, Vol. 20, pp. 67-83). Göttingen: Hogrefe.

    Lenhart, J., & Richter, T. (2024). Book and TV exposure as predictors of mental verb comprehension and theory-of-mind development in preschoolers. British Journal of Developmental Psychology, 42(2), 234-256. http://doi.org/10.1111/bjdp.12478 (open access)

    Aslan, A., & Kubik, V. (2024). Buildup and release from proactive interference: The forward testing effect in children's spatial memory. Journal of Experimental Child Psychology, 240, Article 105838. https://doi.org/10.1016/j.jecp.2023.105838

    Tiffin-Richards, S. P. (2024). Cognate facilitation in bilingual reading: The influence of orthographic and phonological similiarity on lexical decisions and eye-movements. Bilingualism: Language and Cognition, 1-18. https://doi.org/10.1017/S1366728923000949

    Michel,  E., Lang, J., & Boesche, F. (2024). Associations between inhibition and precursors of literacy and mathematics in kindergarten children. Applied Cognitive Psychology, 38, Article e4165. https://doi.org/10.1002/acp.4165 (open access)

    Heß, J., Riedmann, A., Karageorgos, P., Schaper, P., Lugrin, B., Richter, T., & Müller, B. (2024). MobiLe: Konzeption einer digitalen, silbenbasierten Leseförderung für die Grundschule. Psychologie in Erziehung und Unterricht, 71, 41-51. http://dx.doi.org/10.2378/peu2024.art05d

    Schmiedeler, S. (2024). Das Potenzial der Achtsamkeit - trotz Risiken und Nebenwirkungen. Die Psychotherapie, 69, 129-133. https://doi.org/10.1007/s00278-023-00706-1

    2022

    Schwerin, J., & Lenhart, J. (2022). The effects of literariness on social-cognitive skills: Examining narrative engagement, transportation, and identification as moderators. Psychology of Aesthetics, Creativity, and the Arts. Advance online publication. https://doi.org/10.1037/aca0000514

    Lenhart, J., Dangel, J., & Richter, T. (2022). The relationship between lifetime book reading and empathy in adolescents: Examining transportability as a moderator. Psychology of Aesthetics, Creativity, and the Arts, 16(4), 679–693. https://doi.org/10.1037/aca0000341  [preprint]

    Richter, T., Hertel, S., Kubik, V., Marksteiner, T., Souvignier, E., & Sparfeldt, J. R. (2022). In welchen Branchen und für welche beruflichen Tätigkeiten werden Psychologinnen und Psychologen gesucht und was sollten sie können? Eine systematische Inhaltsanalyse von Stellenanzeigen [In which areas and for which professional activities are psychologists sought and what should they be able to do? A systematic content analysis of job advertisements]. Psychologische Rundschau, 73(4), 229–242.  https://doi.org/10.1026/0033-3042/a000557 (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)

    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 acess)

    Wertgen, A., & Richter, T. (2022). Source credibility and plausibility are considered in the validation of textual information: Evidence from a social media context. Journal of Cognitive Psychology. https://doi.org/10.1080/20445911.2022.2149757 (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)

    Michel, E., & Bimmüller, A. (2022). The factorial structure of executive functions in kindergarten children: an explorative study. Child Neuropsychology. Advance online publication. https://doi.org/10.1080/09297049.2022.2138303

    Michel, E., & Bimmüller, A. (2022). Eine explorative Studie zur Arbeitsgedächtnisbeteiligung bei der Bearbeitung feinmotorischer Aufgaben im Vorschulalter. Frühe Bildung, 11(4), 201-209. https://doi.org/10.1026/2191-9186/a000587 (open access)

    Franz, D. J. (2022). Quantitative research without measurement. Reinterpreting the better-than-average-effect. New Ideas in Psychology, 68, Article 100976. https://doi.org/10.1016/j.newideapsych.2022.100976

    Endlich, D., Lenhard, W., Marx, P., & Richter, T. (2022). LONDI-Screening: Früherkennung von Problemen im Lesen, Rechtschreiben und Rechnen in der Grundschule (Beta-Version) [LONDI Screening: Early detection of problems with reading, spelling, and calculating in elementary school] [Mobile App]. Meister Cody GmbH. Google Play Store/Apple Store. https://apps.apple.com/de/app/londi-screening/id1517774441 and https://play.google.com/store/apps/details?id=com.meistercody.ferdi

    Lenhart, J., & Richter, T. (2022). Does reading a single short story of literary fiction improve social-cognitive skills? Testing the priming hypothesis. Psychology of Aesthetics, Creativity, and the Arts. Advance online publication. https://doi.org/10.1037/aca0000533 [preprint]

    Wisniewski, K., & Lenhard, W. (2022). Deutschkompetenzen als Prädiktoren des Studienerfolgs von Bildungsausländerinnen und Bildungsausländern. Beiträge zur Hochschulforschung, 2022(2-3), 60-81.

    Lenhart, J., Suggate, S., & Lenhard, W. (2022) Shared-reading onset and emergent literacy development. Early Education and Development, 33(4), 589-607. https://doi.org/10.1080/10409289.2021.1915651

    Wisniewski, K., Lenhard, W., Spiegel, L., & Möhring, J. (Eds.). (2022). Sprache und Studienerfolg bei Bildungsausländerinnen und Bildungsausländern. Waxmann.

    Michel, E., & Gado, G. (2022). Faktorielle Struktur motorischer Kompetenzen bei Grundschulkindern der ersten Klasse. Ergebnisse der Movement ABC-2. Kindheit und Entwicklung, 31(3), 174-184. https://doi.org/10.1026/0942-5403/a000385 (open access)

    Tiffin-Richards, S. P., Lenhart, J., & Marx, P. (2022). When do examinees change their initial answers? The influence of task instruction, response confidence, and subjective task difficulty. Learning and Instruction, 82, 101654. https://doi.org/10.1016/j.learninstruc.2022.101654

    Wannagat, W., Steinicke, V., Tibken, C., & Nieding, G. (2022). Same topic, different genre: Elementary school children’s mental representations of information embedded in narrative and expository texts. Learning and Instruction, 80, Article 101559. https://doi.org/10.1016/j.learninstruc.2021.101559

    Michel, E., & Molitor, S. (2022). Fine motor skill automatization and working memory in children with and without potential fine motor impairments: An explorative study. Human Movement Science, 84, Article 102968.  https:doi.org/10.1016/j.humov.2022.102968

    Schneider, W., Tibken, C., & Richter, T. (2022). The development of metacognitive knowledge from childhood to young adulthood: Major trends and educational implications. In J. Lockman (Ed.), Advances in Child Development and Behavior, Vol. 63. San Diego, CA. https://doi.org/10.1016/bs.acdb.2022.04.006

    Fleischmann, C., Schmiedeler, S., Richter, T., & Schneider, W. (2022). Hochschulabschlüsse ehemaliger Frühstudierender: Forschungsstand und Ergebnisse einer deskriptiven Studie. Beiträge zur Hochschulforschung, 44(4), 10-32. https://www.bzh.bayern.de/fileadmin/user_upload/Publikationen/Beitraege_zur_Hochschulforschung/2022/2022-4-Fleischmann-Schmiedeler-Richter-Schneider.pdf (open access)

    Greving, S. & Richter, T. (2022). Practicing retrieval in university teaching: Short-answer questions are beneficial, whereas multiple-choice questions are not. Journal of Cognitive Psychology, 34(5), 657-674.  https://doi.org/10.1080/20445911.2022.2085281 (open access)

    Suggate, S., & Lenhard, W. (2022). Mental imagery skill predicts adults’ reading performance. Learning and Instruction, 80, 101633. https://doi.org/10.1016/j.learninstruc.2022.101633 (open access)

    Tibken, C., Richter, T., Wannagat, W., Schmiedeler, S., von der Linden, N., & Schneider, W. (2022). Measuring comprehension monitoring with the inconsistency task in adolescents: Stability, associations with reading comprehension skills, and differences between grade levels. Discourse Processes, 59(5-6), 439-461. https://doi.org/10.1080/0163853X.2022.2073736 (open access)

    Stumpf, E., Böhnlein, J., Fleischmann, L., Schneider, W., & Richter, T. (2022). Eine Rahmenstruktur für die erfolgreiche Entwicklung fachspezifischer Online-Self-Assessments: Empfehlungen aus der Praxis. Beiträge zur Hochschulforschung, 44(1), 110-122. https://www.bzh.bayern.de/fileadmin/user_upload/Publikationen/Beitraege_zur_Hochschulforschung/2022/2022-1-Stumpf-Boehnlein-Fleischmann-Schneider-Richter.pdf (open access)

    Keith, N., Hartwig, K., & Richter, T. (2022). Ladies first or ladies last: Do masculine generics evoke reduced and later retrieval of female exemplars? Collabra: Psychology, 8(1), Article 32964. https://doi.org/10.1525/collabra.32964 (open acess)

    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

    Tibken, C., Richter, T., von der Linden, N., Schmiedeler, S., & Schneider, W. (2022). The role of metacognitive competences in the development of school achievement among gifted adolescents. Child Development, 93(1), 117-133. https://doi.org/10.1111/cdev.13640 (open access)

    Sparfeldt, J., Richter, T., Kubik, V. & Marksteiner, T. (2022). Gute Forschung – bereits im Psychologiestudium! Psychologische Rundschau, 73(1), 35-38. https://doi.org/10.1026/0033-3042/a000571 (open access)

    Franz, D.J. (2022). The role of metacognition and motivated reasoning in the response of psychologists to philosophical criticism. Journal of Theoretical and Philosophical Psychology, 42(1), 37-51. http://dx.doi.org/10.1037/teo0000167

    Franz, D.J. (2022). Psychological measurement is highly questionable but the details remain controversial: A response to Tafreshi, Michell, and Trendler. Theory & Psychology, 32(1), 164-170. https://doi.org/10.1177%2F09593543211062868

    Franz, D. J. (2022). "Are psychological attributes quantitative?" is not an empirical question: Conceptual confusions in the measurement dabate. Theory & Psychology, 32(1), 131-150. https://doi.org/10.1177/09593543211045340

    Franz, D. J. (2022). Moral responsibility for self-deluding beings. Philosophia. Advance online publication.  https://doi.org/10.1007/s11406-022-00469-0

    Abendroth, J., Nauroth, P., Richter, T., & Gollwitzer, M. (2022). Non-strategic detection of identity-threatening information: Epistemic validation and identity defense may share a common cognitive basis. PLOS One, 17(1): e0261535. https://doi.org/10.1371/journal.pone.0261535

    2021

    Kirschmann, N., Lenhard, W., & Suggate, S. (2021). Influences from working memory, word and sentence reading on passage comprehension and teacher ratings. Journal of Research in Reading, 44(4), 817-836. https://doi.org/10.1111/1467-9817.12373

    Lenhard, W. & Lenhard, A. (2021). Bedeutung und Diagnostik des Wortschatzes am Beispiel des Peabody Picture Vocabulary Test (PPVT-IV). Bulletin Suisse de Linguistique Appliquée, 113, 9-27.

    Lenhart, J., Richter, T., Appel, M., & Mar, R. (registered report, Stage 1 in principle acceptance). Does leisure reading predict prosocial behavior and social adjustment in adolescents? A longitudinal analysis. Scientific Reports. https://doi.org/10.17605/OSF.IO/KSWY7

    Lenhard, W. (2021). Erleben, Lernen und Verhalten von Kindern und Jugendlichen. Wie Schule mit Auffälligkeiten umgehenn kann [Development, learning, and behavior of children and adolescents: How school can deal with disorders]. Stuttgart: Kohlhammer.

    Black, J.E., Barnes, J.L., Oatley, K., Tamir, D.I., Dodell-Feder, D., Richter, T. & Mar, R.A. (2021). Stories and their role in social cognition. In D. Kuiken & A.M. Jacobs (Eds.), Handbook of empirical literary studies (pp. 241-260). Berlin: de Gruyter. https://doi.org/10.1515/9783110645958-010

    Appel, M., Hanauer, D., Hoeken, H. van Krieken, K., Richter, T. & Sanders, J. (2021). The psychological and social effects of literariness: Formal features and paratextual information. In D. Kuiken & A.M. Jacobs (Eds.), Handbook of empirical literary studies (pp. 177-202). Berlin: de Gruyter. https://doi.org/10.1515/9783110645958-008

    Greving, C., & Richter, T. (2021). Beyond the distributed practice effect: Is distributed learning also effective for learning with non-repeated text materials? Frontiers in Psychology, 12: 4566. https://doi.org/10.3389/fpsyg.2021.685245

    Burkhardt, J., & Lenhard, W. (2021) A meta-analysis on the longitudinal, age-dependent effects of violent video games on aggression. Media Psychology. https://doi.org/10.1080/15213269.2021.1980729

    Gary, S., Lenhard, W., & Lenhard, A. (2021). Modelling norm scores with the cNORM package in R. Psych, 3(3), 501-521. https://doi.org/10.3390/psych3030033

    Wisniewski, K., & Lenhard, W. (2021). Der Zusammenhang von Sprache und Studienerfolg bei Bildungsausländerinnen und Bildungsausländern: Ergebnisse aus dem SpraStu-Projekt. In M. Neugebauer, H.-D. Daniel & A. Wolter (Eds.), Studienerfolg und Studienabbruch (pp. 203-233). Springer.

    Franz, D., Lenhard, W., Marx, P., & Richter, T. (2021). Here I sit, making men in my own image: How learning-disorder labels affect teacher student's expectancies. Current Psychology. https://doi.org/10.1007/s12144-021-02250-0 (open acess)

    Abendroth, J., & Richter, T. (2021). How to understand what you don't believe: Metacognitive training prevents belief biases in multiple text comprehension. Learning and Instruction, 71(2), 101394. https://doi.org/10.1016/j.learninstruc.2020.101394 [preprint]

    Karimi, M.N. & Richter, T. (2021). Belief-biased representations of textual information in bilingual readers: Language as a source characteristic. Current Psychology. https://doi.org/10.1007/s12144-021-02239-9  (open access)

    Karimi, M.N., & Richter, T. (2021). Biased representations of controversial information: Certainty and justification beliefs as moderators. Contemporary Educational Psychology, 66, 101995. https://doi.org/10.1016/j.cedpsych.2021.101995 [preprint]

    Schmiedeler, S., Fleischmann, L., Greiner, R., Richter, T., & Schneider, W. (2021). Schulzeitverkürzung und Begabtenförderung: Wie unterscheiden sich Würzburger Frühstudierende im acht- (G8) und neunjährigen (G9) Gymnasium? Zeitschrift für empirische Hochschulforschung, 5(1), 4-19. https://doi.org/10.3224/zehf.v5i1.02  [preprint]

    Rouet, J., Britt, M. A., Gabrielsen, E., Kaakinen, J., Richter, T., & Lennon, M. (2021). PIAAC Cycle 2 assessment framework: Literacy. In OECD (2021), The assessment frameworks for Cycle 2 of the Programme for the International Assessment of Adult Competencies. Paris, France: OECD Publishing. https://doi.org/10.1787/7b3bf33b-en [Link to the chapter]

    Karimi, M.N., & Richter, T. (2021). Text-belief consistency effects in L2 readers. Discourse Processes, 58(8), 726-742.  https://doi.org/10.1080/0163853X.2021.1913935 [preprint]

    Abendroth, J., & Richter, T. (2021). Mere plausibility enhances comprehension: The role of plausibility in comprehending an unfamiliar scientific debate. Journal of Educational Psychology. Advance online publication. https://doi.org/10.1037/edu0000651 [preprint]

    Hasselhorn, M., Mähler, C., Richter, T., & Trautwein, U. (2021). Umgang mit Testnormen von Schultests in Corona-Zeiten [How to deal with test norms of school tests in Corona times] [online document]. https://www.testzentrale.de/thema/umgang-mit-testnormen-von-schultests-in-corona-zeiten

    Endlich, D., Richter, T., Marx, P., Lenhard, W., Moll, C., Witzel, B., & Schulte-Körne, G. (2021). Spelling error detection: A valid and economical task for assessing spelling skills in elementary school children. Zeitschrift für Entwicklungspsychologie und Pädagogische Psychologie, 52(1-2), 25-40. https://doi.org/10.1026/0049-8637/a000227 (open acess)

    Lenhard, W., & Lenhard, A. (2021). Improvement of norm score quality via regression-based continuous norming. Educational and Psychological Measurement, 81(2), 229-261. https://doi.org/10.1177/0013164420928457

    Wertgen, A., Richter, T., & Rouet, J.-F. (2021). The role of source credibility in the validation of information depends on the degree of (im-)plausibility. Discourse Processes, 58(5-6), 513-528. https://doi.org/10.1080/0163853X.2021.1881342 [preprint]

    Müller, B., Karageorgos, P., & Richter, T. (2021). Training der Worterkennung mit Willy Wortbär: Ein silbenbasiertes Leseförderprogramm für die Grundschule. Praxis der Kinderpsychologie und Kinderpsychiatrie, 70, 356-371. https://doi.org/10.13109/prkk.2021.70.4.356 (open access)

    Schindler, J., Richter, T., & Mar, J. (2021). Does generation benefit learning from narrative and expository texts? A direct replication attempt. Applied Cognitive Psychology, 35(2), 559-564. https://doi.org/10.1002/acp.3781 (open acess)

    Kubik, V., Marksteiner, T., & Richter, T. (2021). Qualitätssicherung schriftlicher Prüfungen in der Psychologie: Ein wichtiges Thema und einige offene Fragen [Quality assurance of written exams in psychology: An important issue and some open questions]. Psychologische Rundschau, 72(2), 106-107. https://doi.org/10.1026/0033-3042/a000525 (open acess)

    Suggate, S., Lenhart, J., Vaahtoranta, E., & Lenhard, W. (2021). Interactive elaborative story-telling fosters vocabulary in pre-schoolers compared to repeated-reading and phonemic awareness interventions. Cognitive Development, 57, Article 100996. https://doi.org/10.1016/j.cogdev.2020.100996

    Endlich, D., Lenhard, W., Marx, P., & Richter, T. (2021). Tablet-basierter Fehleridentifikationstest zur ökonomischen und validen Erfassung von Rechtschreibfähigkeiten in der Grundschule [Tablet-based error detection test: An economical and valid task for assessing spelling skills in elementary school]. Lernen und Lernstörungen, 10(1), 1-14. https://doi.org/10.1024/2235-0977/a000324

    Zayac, R.M., Millier, S., Lenhard, W., Paulk, A., & Chrysler, K. (2021). Short-term study abroad in psychology. Effects of a cultural scavenger hunt on the development of intercultural competence. Teaching of Psychology, 48, 32-40. https://doi.org/10.1177/0098628320959922

    Gary, S., & Lenhard, W. (in press). In norming we trust: Verfahren zur statistischen Modellierung kontinuierlicher Testnormen auf dem Prüfstand. Diagnostica. [Preprint]

    Michel, E., Söll, L., & Molitor, S. (2021). Die Rolle elternbeurteilter exekutiver Funktionen zur Schulleistungsprognose. Lernen und  Lernstörungen,  11, 43-54. https://doi.org/10.1024/2235-0977/a000334

    Schmiedeler, S., Segerer, R., & Schneider, W. (2021). Die Entwicklung von ADHS-Symptomen und Schulnoten im Verlauf der späten Grundschulzeit. Zeitschrift für Pädagogische Psychologie. https://doi.org/10.1024/1010-0662/a000315

    Seeger, J., Lenhard, W., & Wisniewski, K. (in press). Metakognitives Stategiewissen in sprachbezogenen Situationen: Interne Struktur und Validität des ScenEx. Diagnostica  https://doi.org/10.1026/0012-1924/a000275

    Franz, D. (2021). Is applied ethics morally problematic? Journal of Academic Ethics. Advance online publication. https://doi.org/10.1007/s10805-021-09417-1

    Franz, D. (2021). Die Kontingenz der praktischen Vernunft: Auf dem Weg zu einer psychologisch informierten Ethik. Mentis  https://doi.org/10.30965/97839697523395

    2020

    Müller, B., Richter, T., & Otterbein-Gutsche, G. (2020). Silbenbasierte Leseförderung: Das Training "Lesen mit Willy Wortbär" zur Verbesserung der Worterkennung [Syllable-based reading training: The training program "Reading with Willy Wordbear" for improving word recognition]. Sprachförderung und Sprachtherapie in Schule und Praxis, 9, 263-269. [preprint]

    Karageorgos, P., Richter, T., Haffmans, M.-B., Schindler, J., & Naumann, J. (2020). The role of word-recognition accuracy in the development of word-recognition speed and reading comprehension in primary school: A longitudinal examination. Cognitive Development, 56. https://doi.org/10.1016/j.cogdev.2020.100949 [preprint]

    Vaahtoranta, E., Suggate, S., Lenhart, J., & Lenhard, W. (2020). Language exposure and phonological short-term memory as predictors of majority language vocabulary and phonological awareness in dual language learning. Bilingualism: Language and Cognition, 1-14. https://doi.org/10.1017/S1366728920000541 

    Wertgen, A., & Richter, T. (2020). Source credibility modulates the validation of implausible information. Memory and Cognition, 48, 1359-1375. https://doi.org/10.3758/s13421-020-01067-9 (open access)

    Lenhard, W., & Lenhard, A. (2020). cNORMj - Continuous Norming with cNORM in Jamovi. https://doi.org/10.13140/RG.2.2.14253.72165 [Tutorial]

    Greving, S., Lenhard, W., & Richter, T. (2020). Adaptive retrieval practice with multiple-choice questions in the university classroom. Journal of Computer Assisted Learning , 36, 799-809. https://doi.org/10.1111/jcal.12445 (open access)

    Lenhart, J., Suggate, S., Lenhard, W., & Vaahtoranta, E. (2020). Shared-reading in small groups: Examining the effects of question demand level and placement. Cognitive Development, 55, Article 100914. https://doi.org/10.1016/j.cogdev.2020.100914 .

    Grolig, L., Cohrdes, C., Tiffin-Richards, S. P., & Schroeder, S. (2020). Narrative dialogic reading with wordless picture books: A cluster-randomized intervention study. Early Childhood Research Quarterly, 51, 191-203.

    Seitz, M., Lenhart, J., & Rübsam, N. (2020). The effects of gendered information in stories on preschool children’s development of gender stereotypes. British Journal of Developmental Psychology, 38, 363-390. https://doi.org/10.1111/bjdp.12323

    Müller, B., Richter, T., & Karageorgos, P. (2020). Syllable-based reading improvement: Effects on word reading and reading comprehension in Grade 2. Learning and Instruction, 66. https://doi.org/10.1016/j.learninstruc.2020.101304

    Abendroth, J. & Richter, T. (2020). Text-belief consistency effects in adolescents' comprehension of multiple documents from the Web (El efecto de consistencia en la comprehension lectora de los adolescentes de documentas multiples provenientes de Internet). Journal for the Study of Education and Development, Infancia y Aprendizaje. https://doi.org/10.1080/02103702.2019.1692289

    Müller, B., Richter, T., & Otterbein-Gutsche, G. (2020). Lesen mit Willy Wortbär: Ein silbenbasiertes Training  [Reading with Willy Wordbear: A syllable-based training]. Göttingen: Hogrefe. [more information]

    Münchow, H., Richter, T., von der Mühlen, S., Schmid, S., Bruns, K., & Berthold, K. (2020). Verstehen von Argumenten in wissenschaftlichen Texten: Reliabilität und Validität des Argumentstrukturtests (AST) [Comprehension of arguments in scientific texts: Reliability and validity of the Argument Structure Test (AST)]. Diagnostica, 66, 136-145.  https://doi.org/10.1026/0012-1924/a000225 [preprint]

    Richter, T., Münchow, H., & Abendroth, J. (2020). The role of validation in integrating multiple perspectives. In P. Van Meter, A. List, D. Lombardi, & P. Kendeou (Eds.). Handbook of learning from multiple representations and perspectives (pp. 259-276). New York, NY: Routledge. [preprint]

    Münchow, H., Richter, T., & Schmid, S. (in press). What does it take to deal with academic literature? Epistemic components of scientific literacy. In O. Zlatkin-Troitschanskaia, H. A. Pant, M. Toepper & C. Lautenbach (Eds.). Student learning in German higher education: Innovative modelling and measurement approaches and research results. Wiesbaden, Germany: Springer. [preprint]

    Richter, T. (2020). Ein Erfolgsmodell, auch für die Zukunft: Der allgemeine MSc-Studiengang MSc-Studiengang Psychologie mit individueller Schwerpunktsetzung. Psychologische Rundschau, 71(2), 147-150. https://doi.org/10.1026/0033-3042/a000477

    Schmiedeler, S., Khambatta, K., Hartmann, J., & Niklas, F. (2020). Wenn den Zappelphilipp die Aufschieberitis packt: Zusammenhänge zwischen ADHS-Symptomen und Prokrastination und mögliche Mediatoren. Zeitschrift für Pädagogische Psychologie, 34, 23-34. https://doi.org/10.1024/1010-0652/a000248

    Gesell, N., Niklas, F., Schmiedeler, S., & Segerer, R. (i2020). Mindfulness and romantic relationship outcomes: the mediating role of conflict resolution styles and closeness. Mindfulness,11, 2314-2324. https://doi.org/10.1007/s12671-02001449-9

    Richter, T., Souvignier, E., Heyder, A., Kunina-Habenicht, O., Hertel, S., & Sparfeldt, J. (2020). Die besondere Beziehung von Entwicklungspsychologie und Pädagogischer Psychologie [The special relationship of developmental psychology and educational psychology]. Psychologische Rundschau,  71(1), 34-36. [preprint]

    Abendroth, J., Feulner, L., & Richter, T. (2020). Wie Menschen mit konfligierenden Informationen umgehen [How people deal with conflicting information]. In M. Appel (Ed.), Die Psychologie des Postfaktischen: Über Fake News, "Lügenpresse", Clickbait & Co (pp. 141-155). Heidelberg: Springer.

    Michel, E., Molitor, S., & Schneider, W. (2020). Executive funtions and fine motor skills in kindergarten as predictors of arithmetic skills in elementary school. Developmental Neuropsychology, 45 (6), 367-379.  https://doi.org/10.1080/87565641.2020.1821033 

    Michel, E. & Kargruber, I. (2020). Wirksamkeit eines handkoordinativen Trainings im Vorschulalter. Praxis der Kinderpsychologie und Kinderpsychiatrie, 69, 614-624. https://doi.org/10.13109/prkk.2020.69.7.614

    Molitor, S., Michel, E., & Schneider, W. (2020). Differenzielle Entwicklungspfade motorisch auffälliger Kinder: Längsschnittliche Befunde zur Motorik, exekutiven Funktionen und Schulleistungen. Psychologie in Erziehung und Unterricht, 67, 13-31. https:// doi.org/10.2378/peu2020.art03d

    Lenhart, J., Lenhard, W., Vaahtoranta, E., & Suggate, S. (2020). More than words: Narrator engagement during storytelling increases children’s word learning, story comprehension, and on-task behavior. Early Childhood Research Quarterly, 51, 338–351. https://doi.org/10.1016/j.ecresq.2019.12.009

    Schindler, J., Schindler, S., & Pfattheicher, S. (2020). The role of intuition in vaccination attitudes. Journal of Health Psychology. https://doi.org/10.1177/1359105320925160

    Tiffin-Richards, S. P., & Schroeder, S. (2020). Context facilitation in text reading: A study of children's eye movements. Journal of Experimental Psychology: Learning, Memory, and Cognition. Advance online publication   https://doi.org/10.1037/xlm0000834

    Wisniewski, K., Möhring, J., Lenhard, W., & Seeger, J. (2020). Zum Zusammenhang sprachlicher Kompetenzen mit dem Studienerfolg von Bildungsausländer/-innen im ersten Studiensemester. In A. Drackert, M. Mainzer-Murrenhoff, A. Soltyska & A. Timukova (Ed.), Testen bildungssprachlicher Kompetenzen und akademischer Sprachkompetenzen – Synergien zwischen Schule und Hochschule erkennen und nutzen (pp. 279-319). Frankfurt a.M.: Lang.

    Ege, A., Lenhard, W., Joßberger, R., & Ebert, H. (2020). Technologieunterstützte Förderung der Leseflüssighttps://doi.org/10.1024/2235-0977/a000333keit im Erwachsenenalter mittels Reading While Listening. Lernen und Lernstörungen, 11(1), 19-30. https://doi.org/10.1024/2235-0977/a000333 [Preprint]

    Ege, A., Ebert, H., Joßberger, R., & Lenhard, W. (2020). "Reading-While-Listening": eine technologieunterstützte Förder der Leseflüssigkeit an einer Berufsschule. Schulverwaltung Bayern, 10/2020, 281-283.

    Aspalter, Ch., Lenhard, W., Jörgl, S. & von Spinn, A. (2020). ELFE II: Praktikable Lesediagnostik "Made in Germany" für österreichische Schüler*innen? Erziehung und Unterricht, 170, 832-841.

    2019

    Appel, M., Schreiner, C., Haffmans, M.-B. & Richter, T. (2019). The mediating role of event-congruent emotions in narrative persuasion. Poetics, 77, 101385. https://doi.org/10.1016/j.poetic.2019.101385 [preprint]

    Eilers, S., Tiffin-Richards, S.P., & Schroeder, S. (2019). Gender cue effects in children’s pronoun processing: A longitudinal eye tracking study, Scientific Studies of Reading, 23(6), 509-522. https://doi.org/10.1080/10888438.2019.1617293

    Hautala, J., Loberg, O., Azaiez, N., Taskinen, S., Tiffin-Richards,  S.P., & Leppänen, P.H.T. (2019). What information should I look for again? Attentional difficulties distracts reading of task assignments. Learning and Individual Differences. https://doi.org/10.1016/j.lindif.2019.101775

    Karageorgos, P., Müller, B., & Richter, T. (2019). Modelling the relationship of accurate and fluent word recognition in primary school. Learning and Individual Differences, 76. https://doi.org/10.1016/j.lindif.2019.101779 [preprint]

    Lenhard, A., Lenhard, W., & Gary, S. (2019). Continuous norming of psychometric tests: A simulation study of parametric and semi-parametric approaches. PLoS ONE, 14(9),  e0222279. https://doi.org/10.1371/journal.pone.0222279

    Isberner, M.-B., Richter, T., Schreiner, C., Eisenbach, Y., Sommer, C., & Appel, M. (2019). Empowering stories: Transportation into narratives with strong protagonists increases self-related control beliefs. Discourse Processes, 56, 575-598. https://doi.org/10.1080/0163853X.2018.1526032

    Brunmair, M., & Richter, T. (2019). Similarity matters: A meta-analysis of interleaved learning and its moderators. Psychological Bulletin, 145, 1029-1051. https://doi.org/10.1037/bul0000209  [preprint]

    Vaahtoranta, E., Lenhart, J., Suggate, S., & Lenhard, W. (2019). Interactive elaborative storytelling: Engaging children as storytellers to foster vocabulary. Frontiers in Psychology, 10:1534. https://doi.org/10.3389/fpsyg.2019.015431534

    Münchow, H., Richter, T., von der Mühlen, S., & Schmid, S. (2019). The ability to evaluate arguments in scientific texts: Measurement, cognitive processes, nomological network and relevance for academic success at the university. British Journal of Educational Psychology, 89, 502-523.  https://doi.org/10.1111/bjep.12298 [preprint]

    Wisniewski, K., Parker, M., Lenhard, W., & Seeger, J. (2019). Sprachbezogenes metakognitives Strategiewissen im Studienalltag internationaler Studierender: Der szenariobasierte Fragebogen ScenEx. Zeitschrift für Fremdsprachenforschung, 30, 55-76.

    Greving, C., & Richter, T. (2019). Distributed learning in the classroom: Effects of rereading schedules depend on time of test. Frontiers in Psychology, 9:2517. https://doi.org/10.3389/fpsyg.2018.02517

    Schindler, J., Schindler, S., &  Reinhard, M.-A. (2019). Effectiveness of self-generation during learning ist dependent on individual differences in need for cognition. Frontline Learning Research, 7, 23-39. https://doi.org/10.14786/flr.v7i2.407

    Richter, T. (2019). Imparting psychological knowledge, promoting scientific literacy, and adjusting the public image of psychological science: The manifold functions of teaching psychology to non-psychologists (comment on Dutke et al., 2019). Psychology Learning and Teaching, 18, 127-130.

    Richter, T., Souvignier, E., Hertel, S., Heyder, A., & Kunina-Habenicht, O. (2019). Die Pädagogische Psychologie als Teil der Psychologie: Abschließende Stellungnahme der Fachgruppe Pädagogische Psychologie zu den Beiträgen im Diskussionsforum [Educational psychology is a part of psychology: Final comment on the contributions to the discussion forum]. Psychologische Rundschau, 70, 136-137. https://doi.org/10.1026/0033-3042/a000439

    Richter, T., Souvignier, E., Hertel, S., Heyder, A., & Kunina-Habenicht, O. (2019). Zur Lage der Pädagogischen Psychologie in Forschung und Lehre [On the situation of educational psychology in research and teaching]. Psychologische Rundschau, 70, 109-118. https://doi.org/10.1026/0033-3042/a000437

    Lingel, K., Lenhart, J., & Schneider, W. (2019). Metacognition in mathematics: Do different metacognitive monitoring measures make a difference? ZDM Mathematics Education, 51(4), 587-600. https://doi.org/10.1007/s11858-019-01062-8

    Schmiedeler, S., Khambatta, K., Hartmann, J., & Niklas, F. (2019). Wenn den Zappelphilipp die Aufschieberitis packt: Zusammenhänge zwischen ADHS-Symptomen und Prokrastination und mögliche Mediatoren. Zeitschrift für Pädagogische Psychologie. https://doi.org/10.1024/1010-6052/a000248

    Lenhart, J., Lenhard, W., Vaahtoranta, E., & Suggate, S. (2019). The effects of questions during shared-reading: Do demand-level and placement really matter? Early Childhood Research Quarterly, 47, 49-61. https://doi.org/10.1016/j.ecresq.2018.10.006.

    Lenhart, J., Marx, P., Segerer, R., & Schneider, W. (2019). Rechtschreibung ohne Schreiben. Messen Fehleridentifikation und Diktat dasselbe? [Spelling Without Writing: Do Error Detection Tests and Dictation Tests Measure the Same Competence?]. Diagnostica, 65(4), 216-227. https://doi.org/1026/0012-1924/a000229

    Michel, E., Molitor, S., Fahmer, N., & Schneider, W. (2019). Prognose motorischer Auffälligkeiten im Grundschulalter durch Einschätzungen von Eltern und pädagogischen Fachkräften im Kindergartenalter. Frühe Bildung, 8, 1-8. https://doi.org/10.1026/2191-9186/a000421

    Michel, E., Molitor, S., & Schneider, W. (2019). Motor coordination and executive functions as early predictors of reading and spelling acquisition. Developmental Neurpsychology, 44, 282-295. https://doi.org/10.1080/8765641.2019.1584802

    Schneider, W., Lenhard, W., & Marx, P. (2019). Lern- und Verhaltensstörungen. In D. Urhahne, M. Dresel, & F. Fischer (Eds.), Psychologie für den Lehrberuf (pp. 565-585). Berlin, Germany: Springer.

    Michel, E., & Leidel, S. (in press). Zusammenhänge zwischen Händigkeitsentwicklung und Handgeschicklichkeit im Vorschulalter. Motorik, 42, 202-203.

    Schulz, D., & Bahnik, S. (2019). Gender associations in the twentieth-century English-language literature. Journal of Research in Personality, 81, 88-97. https://doi.org/10.1016/j.jrp.2019.05.010

    Endlich, D., Küspert, P., Lenhard, W., Marx, P., & Schneider, W. (2019). LRS-Screening. Laute, Reime, Sprache - Würzburger Screening zur Früherkennung von Lese-Rechtschreibschwierigkeiten. Göttingen: Hogrefe.

    2018

    Maier, J., Richter, T., Nauroth, P., & Gollwitzer, M. (2018). For me or for them: How in-group identification and beliefs influence the comprehension of controversial texts. Journal of Research in Reading, 41, S48-S65. doi: 10.1111/1467-9817.12132 [preprint]

    Greving, S., & Richter, T. (2018). Examining the testing effect in university teaching: Retrievability and question format matter. Frontiers in Psychology, 9:2412. https://doi.org/10.3389/fpsyg.2018.02412

    Münchow, H., & Bannert, M. (2018). Feeling good, learning better? Effectivity of an emotional design procedure in multimedia learning. Educational Psychology. https://doi.org/10.1080/01443410.2018.1524852

    Richter, T., Kunina-Habenicht, O., Souvignier, E., Heyder, A., & Hertel, S. (2018). Synergien mit den inhaltlichen Fächern nutzen statt Abgrenzung betreiben: Die Psychologische Methodenlehre als Teil der Psychologie. Psychologische Rundschau, 69, 343-344.

    von der Mühlen, S., Richter, T., Schmid, S., & Berthold, K. (2018). How to improve argumentation comprehension in university students: Experimental test of a training approach. Instructional Science, 47, 215-237. https://doi.org/10.1007/s11251-018-9471-3

    Feistauer, D., & Richter, T. (2018). Validity of students' evaluations of teaching: Biasing effects of likability and prior subject interest. Studies in Educational Evaluation, 59, 168-178. https://doi.org/10.1016/j.stueduc.2018.07.009

    Richter, T., Lenhard, W., Marx, P., & Endlich, D. (2018). Konzeption eines Online-Screenings für Lernstörungen [Conception of an online-screening for learning disorders]. Lernen und Lernstörungen, 7, 203-207. https://doi.org/10.1024/2235-0977/a000237

    Feistauer, D., & Richter, T. (2018). The role of clarity about course contents and interest in student evaluations of teaching. Psychology Learning and Teaching, 17, 272-292. https://doi.org/10.1177/1475725718779727

    Niklas, F., Cohrssen, C., Vidmar, M., Segerer, R., Schmiedeler, S., Galpin, R., Klemm, V.V., Kandler, S., & Tayler, C. (2018). Early childhood professionals' perceptions of children's school readiness characteristics in six countries. International Journal of Educational Research, 90, 144-159.https://dx.doi.org/10.1016/j.ijer.2018.06.001

    Richter, T., Souvignier, E., Hertel, S., Heyder, A., & Kunina-Habenicht, O. (2018). Kommentar der Fachgruppe Pädagogische Psychologie der DGPs zum Bericht des Wissenschaftsrats "Perspektiven der Psychologie in Deutschland" [online document]. Available at https://go.uniwue.de/kommentar-paepsy

    Schindler, J., Richter, T., Isberner, M.-B., Neeb, Y., & Naumann, J. (2018). Construct validity of a process-oriented test assessing syntactic skills in German primary school children. Language Assessment Quarterly: An International Journal, 15, 183-203. https://doi.org/10.1080/15434303.2018.1446142

    Schindler, J., & Richter, T. (2018). Reading comprehension: Individual differences, disorders, and underlying cognitive processes. In D. Ravid & A. Bar-On (Eds.), Handbook of communications disorders: Theoretical, empirical, and applied linguistic perspectives (pp. 503-524) Berlin, Germany: De Gruyter. [preprint]

    Niklas, F., Tayler, C., & Cohrssen, C. (2018). Bilingual children's language learning in Australian early childhood education and care settings. Research Papers in Education, 33, 544-560. http://dx.doi.org/10.1080/02671522.2017.1353672

    Richter, T., & Maier, J. (2018). Verstehen kontroverser wissenschaftlicher Themen: Probleme, zugrundeliegende kognitive Prozesse und psychologische Interventionen [Comprehension of controversial scientific issues: Problems, underlying cognitive processes and psychological interventions]. Psychologische Rundschau, 69, 151-159. [preprint]

    Richter, T., & Maier, J. (2018). The role of validation in multiple source use. In J. Braasch, I. Bråten & M. McCrudden (Eds.), Handbook of multiple source use (pp. 151-167). Routledge. [preprint]

    Schneider, W., Lenhard, W., & Marx, P. (in press). Lern- und Verhaltensstörungen. In D. Urhahne, M. Dresel & F. Fischer (Eds.), Psychologie für den Lehrberuf. Berlin, Germany: Springer.

    Zayac, R., & Lenhard, W. (2018). Characteristics of master teachers: German university students’ perceptions of high quality instruction. New Directions in Teaching and Learning, 156,  67-74.  https://doi.org/10.1002/tl.20318

    Niklas, F., Cohrssen, C., & Tayler, C. (2018). Making a difference to children's reasoning skills before school-entry: The contribution of the home learning environment. Contemporary Educational Psychology, 54, 79-88. https://dx.doi.org/10.1016/j.cedpsych.2018.06.001

    Lenhart, J., Lenhard, W., Vaathoranta, E., & Suggate, S. (2018). Incidental vocabulary acquisition from listening to stories: A comparison between read-aloud and free storytelling approaches. Educational Psychology, 38, 596-616. doi: 10.1080/01443410.2017.1363377

    Lenhard, A., Lenhard, W., Suggate, S., & Segerer, R. (2018). A continuous solution to the norming problem. Assessment, 25, 112-125. http://doi.org/10.1177/1073191116656437

    Vaahtoranta, E., Suggate, S., Jachmann, C., Lenhart, J., & Lenhard, W. (2018). Can explaining less be more? Enriching vocabulary through explicit versus elaborative storytelling. First Language, 38, 198-217. doi: 10.1177/0142723717737452

    Piest, B., Isberner, M.-B., & Richter, T. (2018). Don’t believe everything you hear: Routine validation of audio-visual information in children and adults. Memory & Cognition, 46, 849-863.doi:10.3758/s13421-018-0807-7

    Schreiner, C., Appel, M., Isberner, M.-B., & Richter, T. (2018). Argument strength and the persuasiveness of stories. Discourse Processes, 55, 371-386. doi:10.1080/0163853X.2016.1257406

    Maier, J., Richter, T., & Britt, M.A. (2018). Cognitive processes underlying the text-belief consistency effect: An eye-movement study. Applied Cognitive Psychology, 32, 171-185. doi:10.1002/acp.3391 

    Niklas, F., & Tayler, C. (2018). Room quality and composition matters: Children's verbal and numeracy abilities in Australien early childhood settings. Learning and Instruction, 54, 114-124. http://dx.doi.org/10.1016/j.learninstruc.2017.08.006

    Niklas, F., & Schmiedeler, S. (2018). Vorläuferfähigkeiten erkennen und begleiten. In J. Strohmer (Ed.), Psychologie-Wissen für Fachkräfte in Kita, Krippe und Hort (pp. 325-331). Göttingen, Germany: Hogrefe.

    Richter, T., & Schnotz, W. (2018). Textverstehen [Text comprehension]. In D. Rost, J.R. Sparfeldt &  S. Buch (Eds.), Handwörterbuch Pädagogische Psychologie (5th ed., pp. 826-837). Weinheim: Beltz. [preprint]

    Michel, E., Molitor, S., & Schneider, W. (2018). Aufmerksamkeitsprozesse bei Kindern mit motorischen Auffälligkeiten: Zur Rolle der Leistungsvariabilität. Motorik, 41, 77-86.

    Endlich, D., & Schneider, W. (2018). Würzburger Screening zur Früherkennung von Lese-/Rechtschreibschwierigkeiten. In W. Schneider & M. Hasselhorn (Eds.), Schuleingangsdiagnostik. Tests und Trends, N..F., Bd. 16 (pp. 187-206). Göttingen: Hogrefe.

    Michel, E., & Molitor, S. (2018). Erfassung des motorischen Entwicklungsstands im Vorschul- und Schulalter. In W. Schneider & M. Hasselhorn (Eds.), Schuleingangsdiagnostik - Schulbereitschaftsdiagnostik. Tests und Trends, N.F., Bd. 16 (pp. 87-109). Göttingen Hogrefe.

    Michel, E., Molitor, S., & Schneider, W. (2018). Differential changes in the development of motor coordination and executive functions in children with motor coordination impairments. Child Neuropsychology, 24 (1), 20-46. http://dx.doi.org/10.1080/09297049.2016.1223282

    Schneider, W., & Marx, P. (2018). Lesenlernen. In S. Buch, D. Rost & J. Sparfeldt (Eds.), Handwörterbuch Pädagogische Psychologie (5th ed., pp. 485-493). Weinheim, Germany: Beltz.

    Müller, B., Otterbein-Gutsche, G., & Richter, T. (2018). Leseförderung mit Silben und Sprachsystematik: Konzeption eines Trainingsprogramms [Promoting reading with syllables and language systematics: Conception of a training program]. Psychologie in Erziehung und Unterricht, 65, 52-57. [preprint]

    Lenhard, W., & Lenhard, A. (2018). Diagnostik von Lesestörungen bei Mehrsprachigkeit. Lernen und Lernstörungen, 7, 159-169. https://doi.org/10.1024/2235-0977/a000212

    2017

    Schindler, J., Richter, T., & Eyßer, C. (2017). Mood moderates the effect of self-generation during learning. Frontline Learning Research, 5, 76-88. https://doi.org/10.14786/flr.v5i4.296

    Richter, T., & Singer, M. (2017). Discourse updating: Acquiring and revising knowledge through discourse. In M. F. Schober, D. N. Rapp & M. A. Britt (Eds.), The Routledge handbook of discourse processes (2nd ed., pp. 167-190). New York: Routledge. doi: 10.4324/9781315687384-11 [preprint]

    Endlich, D., Berger, N., Küspert, P., Lenhard, W., Marx, P., Weber, J., & Schneider, W. (2017). Würzburger Vorschultest (WVT): Erfassung schriftsprachlicher und mathematischer (Vorläufer-) Fertigkeiten und sprachlicher Kompetenzen im letzten Kindergartenjahr. Göttingen, Germany: Hogrefe.

    Feistauer, D., & Richter, T. (2017). How reliable are students' evaluations of teaching quality? A variance components approach. Assessment & Evaluation in Higher Education, 42, 1263-1279 [full text]

    Knoepke, J., Richter, T., Isberner, M.-B., Naumann, J., Neeb, Y., & Weinert, S. (2017). Processing of positive-causal and negative-causal coherence relations in primary school children and adults: A test of the cumulative cognitive complexity approach in German. Journal of Child Language, 44, 297-328. http://doi.org/10.1017/s0305000915000872

    Lenhard, A., & Lenhard, W. (2017). ELFE II - Normen für Kinder mit Migrationshintergrund. Dettelbach, Germany: Psychometrica. [front cover]

    Lenhard, W., Lenhard, A., & Schneider, W. (2017). ELFE II - Ein Leseverständnistest für Erst- bis Siebtklässler. Göttingen, Germany: Hogrefe. [front cover]

    Lenhard, W., Schroeders, U., & Lenhard, A. (2017). Equivalence of screen versus print reading comprehension depends on task complexity and proficiency. Discourse Processes, 1-19. http://doi.org/10.1080/0163853X.2017.1319653

    Müller, B., & Richter, T. (2017). Förderung hierarchieniedriger Leseprozesse. In M. Philipp (Ed.), Handbuch Schriftspracherwerb und weiterführendes Lesen und Schreiben (pp. 236-251). Weinheim, Germany: Beltz. [preprint]

    Müller, B.,  Richter, T., Karageorgos, P., Krawietz, S., & Ennemoser, M.  (2017). Effects of a syllable-based reading intervention in poor-reading fourth-graders. Frontiers in Psychology, 8. http://dx.doi.org/ 10.3389/fpsyg.2017.01635

    Münchow, H., Mengelkamp, C., & Bannert, M. (2017). The better you feel the better you learn: Do warm colours and rounded shapes enhance learning outcome in multimedia learning? Educational Research International, 2017, 1-15. http://dx.doi.org/10.1155/2017/2148139

    Niklas, F. (2017). Frühe Förderung innerhalb der Familie. Das kindliche Lernen in der familiären Lernumwelt: ein Überblick. Wiesbaden, Germany: Springer Fachmedien. http://doi.org/10.1007/978-3-658-15208-6

    Niklas, F., & Schneider, W. (2017). Home learning environment and development of child competencies from kindergarten until the end of elementary school. Contemporary Educational Psychology, 49, 263-274. http://doi.org/10.1016/j.cedpsych.2017.03.006

    Niklas, F., & Schneider, W. (2017). Intervention in the home literacy environment and kindergarten children’s vocabulary and phonological awareness. First Language. http://doi.org/10.1177/0142723717698838

    Niklas, F., & Tayler, C. (2017). Room quality and composition matters: Children's verbal and numeracy abilities in Australien early childhood settings. Learning and Instruction, 1-11. http://dx.doi.org/10.1016/j.learninstruc.2017.08.006

    Niklas, F., Tayler, C., & Cohrssen, C. (2017). What is ‘school readiness’, and how are smooth transitions to school supported? In T. Bentley & G. C. Savage (Eds.), Educating Australia: Challenges for the decade ahead (pp. 117-132). Melbourne, Australia: Melbourne University Press.

    Niklas, F., Tayler, C., & Gilley, T. (2017). Vulnerable children in Australia: Multiple risk factor analyses to predict cognitive abilities and problem behaviour. Australian Journal of Education. http://dx.doi.org/10.1177/0004944117710954

    Richter, T., & Maier, J. (2017). Comprehension of multiple documents with conflicting information: A Two-step Model of Validation. Educational Psychologist, 52, 148-166. http://dx.doi.org/10.1080/00461520.2017.1322968

    Richter, T., Naumann, J., Isberner, M.-B., Neeb, Y., & Knoepke, J. (2017). ProDi-L: Prozessbasierte Diagnostik von Lesefähigkeiten bei Grundschulkindern. Göttingen: Hogrefe.

    Lenhard, A., & Lenhard, W. (2017). Diagnoseverfahren zur Erfassung schriftsprachlicher Leistungen. In M. Philipp (Ed.), Handbuch Schriftspracherwerb und weiterführendes Lesen und Schreiben (pp. 174-198). Weinheim, Germany: Beltz.

    Richter, T., & Müller, B. (2017). Entwicklung hierarchieniedriger Leseprozesse. In M. Philipp (Ed.), Handbuch Schriftspracherwerb und weiterführendes Lesen und Schreiben (pp. 51-66). Weinheim, Germany: Beltz. [preprint]

    Schneider, W., & Lenhard, W. (2017). Förderung kognitiver Kompetenzen und Lernförderung. In F. Petermann & S. Wiedebusch (Eds.), Praxishandbuch Kindergarten: Entwicklung von Kindern verstehen und fördern (pp. 298-319). Göttingen, Germany: Hogrefe. http://doi.org/10.1026/02714-000

    Schneider, W., & Niklas, F. (2017). Intelligence and verbal short-term-/working memory: Their interrelationships from childhood to young adulthood and their impact on academic achievement. Journal of Intelligence, 5(2), 26. http://dx.doi.org/10.3390/jintelligence5020026

    Schneider, W., & Niklas, F. (2017). Kognitive Entwicklung. In F. Petermann & S. Wiedebusch (Eds.), Praxishandbuch Kindergarten. Entwicklung von Kindern verstehen und fördern (pp. 15-39). Göttingen, Germany: Hogrefe. http://doi.org/10.1026/02714-000

    Schneider, W., & Tibken, C. (2017). Schriftspracherwerb. In C. Titz, S. Geyer, A. Ropeter, H. Wagner, S. Weber & M. Hasselhorn (Eds.), Entwicklung von Konzepten zur Sprach- und Schriftsprachförderung. BiSS-Basics Band I. Stuttgart, Germany: Kohlhammer.

    Stock, C., Marx, P., & Schneider, W. (2017). Basiskompetenzen für Lese-Rechtschreibleistungen (BAKO 1-4) (2nd ed.). Göttingen, Germany: Hogrefe.

    Vidmar, M., Niklas, F., Schneider, W., & Hasselhorn, M. (2017). On-entry assessment of school competencies and academic achievement: A comparison between Slovenia and Germany. European Journal of Psychology of Education, 32, 311-331. http://doi.org/10.1007/s10212-016-0294-9

    Von der Linden, N., Löffler, E., & Schneider, W. (2017). Relation of metacognitive monitoring and control processes across the life-span. Journal of Educational and Developmental Psychology, 7, 86-101. http://doi.org/10.5539/jedp.v7n1p86

    Waubert de Puiseau, B., Greving, S., Aßfalg, A., & Musch, J. (2017). On the importance of considering heterogeneity in witnesses’ competence levels when reconstructing crimes from multiple witness testimonies. Psychological Research, 81, 947-960. http://dx.doi.org/10.1007/s00426-016-0802-1

    2016

    Both, F., Schmiedeler, S., Abelein, P., & Schneider, W. (2016). Wirksamkeit eines Workshops für Lehrkräfte über die Aufmerksamkeitsdefizit-/Hyperaktivitätsstörung (ADHS). Praxis der Kinderpsychologie und Kinderpsychiatrie, 65, 315-327. http://doi.org/10.13109/prkk.2016.65.5.315

    Cohrssen, C., & Niklas, F. (2016). Partnering with families to promote learning. In J. Page & C. Tayler (Eds.), Learning and teaching in the early years (pp. 90-111). Melbourne, Australia: Cambridge University Press.

    Cohrssen, C., Niklas, F., & Tayler, C. (2016). 'Is that what we do?' Using a conversation-analytic approach to highlight the contribution of dialogic reading strategies to educator-child interactions during storybook reading in two early childhood settings. Journal of Early Childhood Literacy, 16, 361-382. http://doi.org/10.1177/1468798415592008

    Cohrssen, C., Niklas, F., Logan, D., & Tayler, C. (2016). The self-reported academic self-concept of four-year-old children: Global and fixed, or nuanced and changing in the year before school? Australasian Journal of Early Childhood, 41(3), 4-10.

    Feistauer, D. & Richter, T. (2016). Wie zuverlässig sind studentische Einschätzungen der Lehrqualität? Eine Analyse mit kreuzklassifizierten Mehrebenenmodellen. In M. Krämer, S. Preiser & K. Brusdeylins (Hrsg.), Psychologiedidaktik und Evaluation XI (S. 299-306) Aachen: Shaker. Online verfügbar unter: https://doi.org/10.23668/psycharchives.1009 (open access)

    Kempert, S., Götz, R., Blatter, K., Tibken, C., Artelt, C., Schneider, W., & Stanat, P. (2016). Training early literacy related skills. To which degree does a musical training contribute to phonological awareness development? Frontiers in Psychology, 7, 1803. http://doi.org/10.3389/fpsyg.2016.01803

    Lenhard, A., Lenhard, W., Suggate, S., & Segerer, R. (2016). A continuous solution to the norming problem. Assessment, 1-14. http://doi.org/10.1177/1073191116656437

    Lenhard, W., & Lenhard, A. (2016). „conText“ – Training des Leseverständnisses mithilfe semantischer Technologien. In W. Schneider & M. Hasselhorn (Eds.), Förderprogramme für Vor- und Grundschule, Tests und Trends – Jahrbuch der pädagogisch-psychologischen Diagnostik (Band 14, S. 209-224). Göttingen, Germany: Hogrefe. http://doi.org/10.1026/02772-000

    Lenhard, W., & Lenhard, A. (2016). Evidenzbasierte Förderung schulischer Fertigkeiten am Computer: Lernspiele mit Elfe und Mathis. In W. Schneider & M. Hasselhorn (Eds.), Förderprogramme für Vor- und Grundschule, Tests und Trends – Jahrbuch der pädagogisch-psychologischen Diagnostik (Band 14, S. 209-224). Göttingen, Germany: Hogrefe. http://doi.org/10.1026/02772-000

    Lenhard, W. (2016). Psychische Störungen bei Jugendlichen: Ausgewählte Phänomene und Determinanten. Berlin, Germany: Springer. http://doi.org/10.1007/978-3-662-47350-4

    Löffler, E., von der Linden, N., & Schneider, W. (2016). Influence of domain knowledge on monitoring performance across the life span. Journal of Cognition and Development, 17(5), 765-785. http://doi.org/10.1080/15248372.2016.1208204

    Maier, J., & Richter, T. (2016). Effects of text-belief consistency and reading task on the strategic validation of multiple texts. European Journal of Psychology of Education, 31(4), 479-497. http://doi.org/10.1007/s10212-015-0270-9 [preprint]

    Michel, E., Molitor, S., & Schneider, W. (2016). Differential changes in the development of motor coordination and executive functions in children with motor coordination impairments. Child Neuropsychology, 1-26. http://doi.org/10.1080/09297049.2016.1223282

    Müller, B., Richter, T., Križan, A., Hecht, T., & Ennemoser, M. (2016). How to analyze interpersonal and individual effects in peer-tutored reading intervention. The Journal of Experimental Education, 84(4), 744-763. http://doi.org/10.1080/00220973.2015.1065219

    Münchow, H. (2016). Wie man sich fühlt, so lernt man: Der Einfluss von Emotionen auf Lernprozess und Lernerfolg. Das In-Mind Magazin, 1. Retrieved from http://de.in-mind.org/article/wie-man-sich-fuehlt-so-lernt-man-der-einfluss-von-emotionen-auf-lernprozess-und-lernerfolg

    Niklas, F., Cohrssen, C. & Tayler, C. (2016). Parents supporting learning: A non-intensive intervention supporting literacy and numeracy in the home learning environment. International Journal of Early Years Education, 24(2), 121-142. http://doi.org/10.1080/09669760.2016.1155147

    Niklas, F., Cohrssen, C., & Tayler, C. (2016). The sooner, the better: Early reading to children. SAGE Open, 6(4), 1-11. http://doi.org/10.1177/2158244016672715

    Niklas, F., Cohrssen, C., & Tayler, C. (2016). Home learning environment and concept formation: A family intervention study with kindergarten children. Early Childhood Education Journal, 44(5), 419-427. http://doi.org/10.1007/s10643-015-0726-1

    Niklas, F., Cohrssen, C., & Tayler, C. (2016). Improving preschoolers’ numerical abilities by enhancing the home numeracy environment. Early Education and Development, 27(3), 372-383. http://doi.org/10.1080/10409289.2015.1076676   

    Niklas, F., Cohrssen, C., Tayler, C., & Schneider, W. (2016). Erstes Vorlesen: Der frühe Vogel fängt den Wurm. Zeitschrift für Pädagogische Psychologie, 30(1), 35-44. http://doi.org/10.1024/1010-0652/a000166

    Niklas, F., Nguyen, C., Cloney, D. S., Tayler, C., & Adams, R. (2016). Self-report measures of the home learning environment in large scale research: Measurement properties and associations with key developmental outcomes. Learning Environments Research, 19(2), 181-202. http://doi.org/10.1007/s10984-016-9206-9

    Seifried, E., Lenhard, W., & Spinath, B. (2016). Automatic essay assessment: Effects on students’ acceptance and on learning-related characteristics. Psihologija, 49(4), 469-482. http://doi.org/10.2298/psi1604469s

    Seifried, E., Lenhard, W., & Spinath, B. (2016). Filtering essays by means of a software tool: Identifying poor essays. Journal of Educational Computing Research, 55(1), 26-45. http://doi.org/10.1177/0735633116652407

    Von der Linden, N., Löffler, E., & Schneider, W. (2016). Effects of a short strategy training on metacognitive monitoring across the life-span. Frontline Learning Research, 3(4), 37-55. Retrieved from http://journals.sfu.ca/flr/index.php/journal/article/view/196/273

    Von der Mühlen, S., Richter, T., Schmid, S., Schmidt, E. M., & Berthold, K. (2016). The use of source-related strategies in evaluating multiple psychology texts: A student-scientist comparison. Reading and Writing, 29(8), 1677-1698. http://doi.org/10.1007/s11145-015-9601-0

    Von der Mühlen, S., Richter, T., Schmid, S., Schmidt, L.M., & Berthold, K. (2016). Judging the plausibility of arguments in scientific texts: A student-scientist comparison. Thinking & Reasoning, 22(2), 221-249. http://doi.org/10.1080/13546783.2015.1127289