Publications
2024
7. 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)
6. Richter, T., & Kubik, V. (in press). Wissenserwerb. In D. Urhahne, M. Dresel & F. Fischer (Hrsg.), Psychologie für den Lehrberuf (2. Aufl.). Berlin: Springer.
5. 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)
4. 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)
3. 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)
2. 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)
1. 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)
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)
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)
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)
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)
