Publications
2025
Aufschnaiter, C. v., Vorholzer, A., Eitel, A., Endres, T., Lieck, D. S. N., Wahby, N. & Renkl, A. (in press). Weil die Bewegungskraft ja da hin zeigt - Wie die Darstellung von Pfeilen in der Mechanik irritieren und helfen kann. [Because the force points that way – How the illustration of arrows in mechanics can confuse and support]. MNU Journal.
Aufschnaiter, C. v., Endres, T., & Petermann, V. (in press). Entwurf eines Interessenmodells für die Naturwissenschaften. [Design of a model of interest for the natural sciences]. In O. Krey, S. Bernholt, D. Laumann, & T. Rabe (Eds.), Interesse revisited: Das Interessenskonstrukt in den Naturwissenschaften. Springer.
Klimovich, M. & Richter, T. (2025). Using interleaved practice to foster spelling acquisition. Learning and Instruction, 98, Article 102146. https://doi.org/10.1016/j.learninstruc.2025.102146 (open access)
Krauspe, J.*, Ebersbach, M.*, Ludwig, A., & Scharf, F. (2025). Do worked examples boost the spacing effect on lasting learning? Learning and Instruction, 97, 102103. https://doi.org/10.1016/j.learninstruc.2025.102103
Schweppe, J., Lenk-Blochowitz, A., Pucher, M., & Ketzer-Nöltge, A. (2025). Interleaved practice in foreign language grammar learning: A field study. Journal of Educational Psychology. Advance online publication. https://doi.org/10.1037/edu0000917
Keller, S. D., Markwalder, U., Endres, T., & Praetorius, A.-K. (2025). Die Unterstützung des Konsolidierens –eine zentrale, aber vernachlässigte Dimension von Unterrichtsqualität. [Supporting consolidation is a central but neglected dimension of teaching quality]. Unterrichtswissenschaft. https://doi.org/10.1007/s42010-025-00229-5 (open access)
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. https://doi.org/10.1007/s42010-025-00227-7 (open access)
Richter, T., & Kubik, V. (2025). Wissenserwerb. In D. Urhahne, M. Dresel & F. Fischer (Hrsg.), Psychologie für den Lehrberuf (2. Aufl.). Berlin: Springer.
2024
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)
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)
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)
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)
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, 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)
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)
