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126 Publications

2018 | Journal Article | PUB-ID: 2912652
Training interventions to foster skill and will of argumentative thinking
Hefter MH, Renkl A, Riess W, Schmid S, Fries S, Berthold K (2018)
The Journal of Experimental Education 86(3): 325-343.
PUB | DOI | WoS
 
2018 | Conference Paper | PUB-ID: 2919605
Test-based learning: Should learners receive adapted test questions?
Kochanek S, Grund A, Berthold K, Fries S, Roelle J (2018)
Presented at the EARLI SIG 6-7 Conference, Bonn, Germany.
PUB
 
2018 | Journal Article | PUB-ID: 2919200
Test-Based Learning: Inconsistent Effects Between Higher- and Lower-Level Test Questions
Roelle J, Roelle D, Berthold K (2018)
The Journal of Experimental Education: 1-15.
PUB | DOI
 
2018 | Journal Article | PUB-ID: 2919168
Test-Based Learning: Inconsistent Effects Between Higher- and Lower-Level Test Questions
Roelle J, Roelle D, Berthold K (2018)
The Journal of Experimental Education: 1-15.
PUB | DOI
 
2018 | Conference Abstract | PUB-ID: 2915548
Förderung forschenden Lernens mithilfe eines virtuellen Lerntagebuchs
Pieper M, Roelle J, vom Hofe R, Salle A, Berthold K (2018)
Presented at the Gemeinsame Jahrestagung GDMV 2018, Paderborn.
PUB
 
2017 | Journal Article | PUB-ID: 2908367
Detrimental effects of immediate explanation feedback
Roelle J, Rahimkhani-Sagvand N, Berthold K (2017)
European Journal of Psychology of Education 32(3): 367-384.
PUB | DOI | WoS
 
2017 | Conference Paper | PUB-ID: 2914082
Wie können Lehrkräfte und ihre Schüler im Umgang mit Evidenz trainiert werden?
Bauer J, Berthold K, Hefter MH, Prenzel M, Renkl A (2017)
Presented at the Gemeinsame Tagung der Fachgruppen Entwicklungspsychologie und Pädagogische Psychologie (PAEPSY), Münster, Deutschland.
PUB
 
2017 | Conference Abstract | PUB-ID: 2913601
Effects of a Training Intervention on Knowledge Integration in Physics
Hefter MH, Berthold K (2017)
Presented at the 17th Biennial Conference of the European Association for Learning and Instruction (EARLI), Tampere, Finland.
PUB
 
2017 | Conference Abstract | PUB-ID: 2912990
Förderung forschenden Lernens mithilfe eines virtuellen Lerntagebuchs
Pieper M, Roelle J, vom Hofe R, Salle A, Berthold K (2017)
Presented at the Tagung Forschendes Lernen - The wider view, Münster, Deutschland.
PUB
 
2017 | Conference Abstract | PUB-ID: 2912722
Produktorientierte und prozessorientierte Adaptation testbasierten Lernens
Kochanek S, Grund A, Berthold K, Fries S, Roelle J (2017)
Presented at the Fachtagung Hochschulen im digitalen Zeitalter, Berlin, Deutschland.
PUB
 
2017 | Journal Article | PUB-ID: 2909149
Wie können Lehrkräfte und ihre Schülerinnen und Schüler lernen, fragile Evidenz zu verstehen und zu nutzen?
Bauer J, Berthold K, Hefter MH, Prenzel M, Renkl A (2017)
Psychologische Rundschau 68: 188-192.
PUB | DOI | WoS
 
2017 | Journal Article | PUB-ID: 2908368
Do cognitive and metacognitive processes set the stage for each other?
Roelle J, Nowitzki C, Berthold K (2017)
Learning and Instruction 50: 54-64.
PUB | DOI | WoS
 
2017 | Conference Paper | PUB-ID: 2911899
Sequencing worked examples: Effects of blocking, interleaving, comparison, and contrast
Schalk L, Roelle J, Saalbach H, Berthold K, Stern E, Renkl A (2017)
Presented at the 4th International Conference on Analogical Reasoning, Paris, France.
PUB
 
2017 | Conference Paper | PUB-ID: 2910697
Beispielbasiertes Lernen: Der Nutzen von Closed-Book Selbsterklärungsprompts. In J. Roelle & T. Endres (Chair), Alles auf Abruf? Der Nutzen von Gedächtnisabruf beim Lernen komplexer Inhalte
Hiller S, Rumann S, Berthold K, Roelle J (2017)
Presented at the Gemeinsame Tagung der Fachgruppen Entwicklungspsychologie und Pädagogische Psychologie (PAEPSY), Münster, Deutschland.
PUB
 
2017 | Conference Paper | PUB-ID: 2910698
Die Rolle von Wissenskonstruktion und Gedächtnisabruf beim Schreiben von Lernprotokollen. In J. Roelle & T. Endres (Chair), Alles auf Abruf? Der Nutzen von Gedächtnisabruf beim Lernen komplexer Inhalte
Roelle J, Nückles M (2017)
Presented at the Gemeinsame Tagung der Fachgruppen Entwicklungspsychologie und Pädagogische Psychologie (PAEPSY), Münster, Deutschland.
PUB
 
2017 | Conference Paper | PUB-ID: 2910696
Arbeitsgruppe "Alles auf Abruf? Der Nutzen von Gedächtnisabruf beim Lernen komplexer Inhalte"
Roelle J, Endres T (2017)
Presented at the Gemeinsame Tagung der Fachgruppen Entwicklungspsychologie und Pädagogische Psychologie (PAEPSY), Münster, Deutschland.
PUB
 
2017 | Journal Article | PUB-ID: 2908370
Effects of informing learners about the dangers of making overconfident judgments of learning.
Roelle J, Schmidt EM, Buchau A, Berthold K (2017)
Journal of Educational Psychology 109(1): 99-117.
PUB | DOI | WoS
 
2017 | Conference Paper | PUB-ID: 2909260
Symposium "How to optimize example-based learning?"
Roelle J (2017)
Presented at the 17th Biennal Conference of the European Association for Research on Learning and Instruction (EARLI), Tampere, Finland.
PUB
 
2017 | Conference Paper | PUB-ID: 2909257
Effects of informing fifth graders about the dangers of making overconfident judgments of learning. In M. L. Nederhand (Chair), How am I doing? Improving students’ self-assessments
Roelle J, Berthold K (2017)
Presented at the 17th Biennal Conference of the European Association for Research on Learning and Instruction (EARLI), Tampere, Finland.
PUB
 
2017 | Conference Paper | PUB-ID: 2909258
Sequencing worked examples: Effects of blocking, interleaving, comparison, and contrast. In J. Roelle (Chair), How to optimize example-based learning?
Schalk L, Roelle J, Saalbach H, Berthold K, Stern E, Renkl A (2017)
Presented at the 17th Biennal Conference of the European Association for Research on Learning and Instruction (EARLI), Tampere, Finland.
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