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Self-management as a Bridge Between Cognitive Load and Self-regulated Learning: the Illustrative Case of Seductive Details

Educational psychology review, 2020-12, Vol.32 (4), p.1073-1087

2020

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Students’ Use of Retrieval in Self-Regulated Learning: Implications for Monitoring and Regulating Effortful Learning Experiences

Educational psychology review, 2020-12, Vol.32 (4), p.1029-1054

2020

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It matters how to recall – task differences in retrieval practice

Instructional science, 2020-12, Vol.48 (6), p.699-728

2020

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Engaging in writing to learn – Increasing the motivation during a long-term self-regulated learning training

Frontiers in education (Lausanne), 2023-01, Vol.7

2023

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Indirekte Effekte von Abrufübungen – Intuitiv und doch häufig unterschätzt

Unterrichtswissenschaft, 2022-03, Vol.50 (1), p.75-98

2022

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Motivation brought to the test: Successful retrieval practice is modulated by mastery goal orientation and external rewards

Applied cognitive psychology, 2024-01, Vol.38 (1), p.n/a

2024

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Constructive retrieval: Benefits for learning, motivation, and metacognitive monitoring

Learning and instruction, 2024-12, Vol.94, p.101974, Article 101974

2024

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Wie können Abrufübungen (nicht) für das Lernen in Schule und Hochschule relevant gemacht werden?: Einleitung zur Thematik des Themenheftes

Unterrichtswissenschaft, 2022-03, Vol.50 (1), p.1-15

2022

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Specific questions during retrieval practice are better for texts containing seductive details

Applied cognitive psychology, 2022-09, Vol.36 (5), p.996-1008

2022

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When and why does emotional design foster learning? Evidence for situational interest as a mediator of increased persistence

Journal of computer assisted learning, 2020-08, Vol.36 (4), p.514-525

2020

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How to Optimize Self-Assessment Accuracy in Cognitive Skill Acquisition When Learning from Worked Examples

Educational psychology review, 2024-12, Vol.36 (4), p.103, Article 103

2024

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Enhancing learning by retrieval: Enriching free recall with elaborative prompting

Learning and instruction, 2017-06, Vol.49, p.13-20

2017

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Happy together? On the relationship between research on retrieval practice and generative learning using the case of follow-up learning tasks

Educational psychology review, 2023-12, Vol.35 (4, Art. 102), p.27-35:4, Art. 102<27, Article 102

2023

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Can prior knowledge increase task complexity? – Cases in which higher prior knowledge leads to higher intrinsic cognitive load

British journal of educational psychology, 2023-08, Vol.93 (S2), p.305-317

2023

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Mechanisms behind the testing effect: an empirical investigation of retrieval practice in meaningful learning

Frontiers in psychology, 2015-07, Vol.6, p.1054-1054

2015

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Why narrative frames matter for instructional videos: A value-evoking narrative frame is essential to foster sustained learning with emotional design videos

Learning and instruction, 2024-12, Vol.94, p.101962, Article 101962

2024

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Immediate Learning Benefits of Retrieval Tasks: On the Role of Self-Regulated Relearning, Metacognition, and Motivation

Zeitschrift für Entwicklungspsychologie und Pädagogische Psychologie, 2023-04, Vol.55 (2-3), p.49-66

2023

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Synthesizing cognitive load and self-regulation theory: A theoretical framework and research agenda

Educational psychology review, 2020-12, Vol.32 (4), p.903-915

2020

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Improving Lifelong Learning by Fostering Students’ Learning Strategies at University

Psychology learning and teaching, 2021-03, Vol.20 (1), p.144-160

2021

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Combining retrieval practice and generative learning in educational contexts: Promises and challenges

Zeitschrift für Entwicklungspsychologie und Pädagogische Psychologie, 2022-10, Vol.54 (4), p.142-150

2022

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How to promote lasting learning in schools: Theoretical approaches and an agenda for research

Zeitschrift für Entwicklungspsychologie und Pädagogische Psychologie, 2022-10, Vol.54 (4), p.135-141

2022

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An optogenetic toolbox of LOV-based photosensitizers for light-driven killing of bacteria

Scientific reports, 2018-10, Vol.8 (1), p.15021-14, Article 15021

2018

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Self-management as a Bridge Between Cognitive Load and Self-regulated Learning: the Illustrative Case of Seductive Details

Students’ Use of Retrieval in Self-Regulated Learning: Implications for Monitoring and Regulating Effortful Learning Experiences

It matters how to recall – task differences in retrieval practice

Engaging in writing to learn – Increasing the motivation during a long-term self-regulated learning training

Indirekte Effekte von Abrufübungen – Intuitiv und doch häufig unterschätzt

Motivation brought to the test: Successful retrieval practice is modulated by mastery goal orientation and external rewards

Constructive retrieval: Benefits for learning, motivation, and metacognitive monitoring

Wie können Abrufübungen (nicht) für das Lernen in Schule und Hochschule relevant gemacht werden?: Einleitung zur Thematik des Themenheftes

Specific questions during retrieval practice are better for texts containing seductive details

When and why does emotional design foster learning? Evidence for situational interest as a mediator of increased persistence

How to Optimize Self-Assessment Accuracy in Cognitive Skill Acquisition When Learning from Worked Examples

Enhancing learning by retrieval: Enriching free recall with elaborative prompting

Happy together? On the relationship between research on retrieval practice and generative learning using the case of follow-up learning tasks

Can prior knowledge increase task complexity? – Cases in which higher prior knowledge leads to higher intrinsic cognitive load

Mechanisms behind the testing effect: an empirical investigation of retrieval practice in meaningful learning

Why narrative frames matter for instructional videos: A value-evoking narrative frame is essential to foster sustained learning with emotional design videos

Immediate Learning Benefits of Retrieval Tasks: On the Role of Self-Regulated Relearning, Metacognition, and Motivation

Synthesizing cognitive load and self-regulation theory: A theoretical framework and research agenda

Improving Lifelong Learning by Fostering Students’ Learning Strategies at University

Combining retrieval practice and generative learning in educational contexts: Promises and challenges

How to promote lasting learning in schools: Theoretical approaches and an agenda for research

An optogenetic toolbox of LOV-based photosensitizers for light-driven killing of bacteria

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