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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. https://doi.org/20.1002/acp.3822

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. https://doi.org/10.1002/acp.3984

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.  https://doi.org/10.1111/bjep.12563

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. doi.org/10.1016/j.tate.2023.104014

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. doi.org/10.1007/s10648-020-09541-1

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. https://doi.org/10.1024/1010-0652/a000345

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. https://doi.org/10.1177/14757257231163482



 Publikationen der letzten 10 Jahre

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