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Aktuelle Publikationen (Auswahl) :

Bender, L., Renkl, A., & Eitel, A. (2021). When and how seductive details harm learning. A study using cued retrospective reporting. Applied Cognitive Psychology, 35, 948–959.

Eitel, A., Endres, T., & Renkl, A. (2022). Specific questions during retrieval practice are better for texts containing seductive details. Applied Cognitive Psychology, 36(5), 996-1008.

Endres, T., Lovell, O., Morkunas, D., Rieß, W., & Renkl, A. (2022). Can prior knowledge increase task complexity? Cases in which higher prior knowledge leads to higher intrinsic load. British Journal of Educational Psychology.

Martin, M., Farrell, M., Seidel, T., Rieß, W., Könings, K. D., van Merriënboer, J. J. G., & Renkl, A. (2023).  Knowing what matters: Short introductory texts support teacher students' professional vision of tutoring interactions. Teaching and Teacher Education, 124, 104014.

Nückles, M., Roelle, J., Glogger-Frey, I., Waldeyer, J., & Renkl, A. (2020). The self-regulation view in writing-to-learn: Using journal writing to optimize cognitive load in self-regulated learning. Educational Psychology Review, 32, 1089-1126.

Renkl, A. (2022). Meta-analyses as a privileged information source for informing teachers' practice? A plea for theories as primus inter pares. Zeitschrift für Pädagogische Psychologie/German Journal of Educational Psychology, 36(4), 217-231.

Udvardi-Lakos, N., Weirich, M., Lützenburger, K., Asbrand, J., Renkl, A. (2023). Combining a direct and indirect training approach for cross-domain competences: The case of the course “Pedagogy for Psychotherapists". Psychology Learning and Teaching.



 Publikationen der letzten 10 Jahre

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