15 Publikationen
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2024 | Konferenzbeitrag | PUB-ID: 2989039Kubik, V., Hefter, M. H., Nückles, M., & Berthold, K. (2024). Digital journal writing in higher education: A conceptual replication study of Nückles et al. (2009). Presented at the EARLI SIG 16 Conference, Heidelberg, Germany.PUB
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2024 | Konferenzbeitrag | PUB-ID: 2988259Kubik, V., Hefter, M. H., Nückles, M., & Berthold, K. (2024). Learning protocols in a digital lecture: Cognitive, but not metacognitive prompts enhance comprehension and transfer. Presented at the 11. Tagung der Gesellschaft für Empirische Bildungsforschung (GEBF), Potsdam, Germany.PUB
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2023 | Zeitschriftenaufsatz | Veröffentlicht | PUB-ID: 2968905Hefter, M. H., Kubik, V., & Berthold, K. (2023). Can prompts improve self-explaining an online video lecture? Yes, but do not disturb!. International Journal of Educational Technology in Higher Education, 20, 15. https://doi.org/10.1186/s41239-023-00383-9PUB | DOI | PubMed | Europe PMC
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2023 | Konferenzbeitrag | Veröffentlicht | PUB-ID: 2982669Hefter, M. H., Kubik, V., & Berthold, K. (2023). Effects of prompts during distance learning: Subjective and objective learning processes and outcomes. The Latest in Psychology from Europe and the World: Insights from the 17th European Congress of Psychology (Part 1), European Journal of Psychology Open, 82, 188. Bern: Hogrefe. https://doi.org/10.1024/2673-8627/a000043PUB | DOI
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2023 | Konferenzbeitrag | PUB-ID: 2982671Hefter, M. H., Kubik, V., & Berthold, K. (2023). Prompts and engagement during an online video lecture: An experimental field study. Presented at the 20th Biennial Conference of the European Association for Learning and Instruction (EARLI), Thessaloniki, Greece.PUB
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2023 | Konferenzbeitrag | PUB-ID: 2982670Kubik, V., Hefter, M. H., Nückles, M., & Berthold, K. (2023). Digital journal writing: Cognitive, but not metacognitive prompts enhance comprehension and transfer. Presented at the 20th Biennial Conference of the European Association for Learning and Instruction (EARLI), Thessaloniki, Greece.PUB
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2022 | Zeitschriftenaufsatz | Veröffentlicht | PUB-ID: 2964058Kubik, V., Koslowski, K., Schubert, T., & Aslan, A. (2022). Metacognitive judgments can potentiate new learning: The role of covert retrieval. Metacognition and Learning, 17, pages 1057–1077. https://doi.org/10.1007/s11409-022-09307-wPUB | PDF | DOI | WoS
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2022 | Zeitschriftenaufsatz | Veröffentlicht | PUB-ID: 2961088Kubik, V., Jemstedt, A., Eshratabadi, H. M., Schwartz, B. L., & Jonsson, F. U. (2022). The underconfidence-with-practice effect in action memory: The contribution of retrieval practice to metacognitive monitoring. Metacognition and Learning , 17, 24. https://doi.org/10.1007/s11409-021-09288-2PUB | PDF | DOI | WoS
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2022 | Zeitschriftenaufsatz | E-Veröff. vor dem Druck | PUB-ID: 2964657Broeker, L., Bruning, J., Fandakova, Y., Khosravani, N., Kiesel, A., Kubik, V., Kubler, S., et al. (2022). Individual Differences Fill the Uncharted Intersections Between Cognitive Structure, Flexibility, and Plasticity in Multitasking. Psychological Review. https://doi.org/10.1037/rev0000376PUB | DOI | WoS | PubMed | Europe PMC
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2022 | Zeitschriftenaufsatz | Veröffentlicht | PUB-ID: 2960205Frick, A., Chavaillaz, A., Mantyla, T., & Kubik, V. (2022). Development of multitasking abilities in middle childhood. Learning and Instruction , 77, 101540. https://doi.org/10.1016/j.learninstruc.2021.101540PUB | DOI | WoS
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2021 | Zeitschriftenaufsatz | E-Veröff. vor dem Druck | PUB-ID: 2960444Richter, T., Hertel, S., Kubik, V., Marksteiner, T., Souvignier, E., & Sparfeldt, J. R. (2021). In welchen Branchen und für welche beruflichen Tätigkeiten werden Psychologinnen und Psychologen gesucht und was sollten sie können? Psychologische Rundschau . https://doi.org/10.1026/0033-3042/a000557PUB | DOI | WoS
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2021 | Zeitschriftenaufsatz | E-Veröff. vor dem Druck | PUB-ID: 2950416Yoshimura, N., Morimoto, K., Murai, M., Kihara, Y., Marmolejo-Ramos, F., Kubik, V., & Yamada, Y. (2021). Age of smile: a cross-cultural replication report of Ganel and Goodale (2018). Journal of cultural cognitive science. doi:10.1007/s41809-020-00072-3PUB | DOI | WoS | PubMed | Europe PMC
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2020 | Zeitschriftenaufsatz | E-Veröff. vor dem Druck | PUB-ID: 2950238Enders, N., Gaschler, R., & Kubik, V. (2020). Online Quizzes with Closed Questions in Formal Assessment: How Elaborate Feedback can Promote Learning. Psychology Learning & Teaching, 1475725720971205. doi:10.1177/1475725720971205PUB | DOI | WoS
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2020 | Zeitschriftenaufsatz | Veröffentlicht | PUB-ID: 2945530Kubik, V., Del Missier, F., & Mantyla, T. (2020). Spatial ability contributes to memory for delayed intentions. Cognitive research: principles and implications, 5(1), 36. doi:10.1186/s41235-020-00229-2PUB | DOI | WoS | PubMed | Europe PMC
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2020 | Zeitschriftenaufsatz | E-Veröff. vor dem Druck | PUB-ID: 2944987Kubik, V., Jonsson, F., de Jonge, M., & Arshamian, A. (2020). Author accepted manuscript: Putting Action into Testing: Enacted Retrieval Benefits Long-Term Retention more than Covert Retrieval. Quarterly journal of experimental psychology (2006). doi:10.1177/1747021820945560PUB | DOI | WoS | PubMed | Europe PMC