Literaturliste Alina

Roensch, A., Berthold, K., Kubik, V. (2026, 07.-10.09.). Enhancing prompted journal-writing: On the role of memory retrieval and metastrategic knowledge [Poster Präsentation]. Tagung der Deutschen Gesellschaft für Psychologie (DGPs-Kongress), Luxemburg, Luxemburg.

Berthold, K., Winter, C., Kubik, V., & Roensch, A. (2026, 26.-28.08.). Metastrategic-knowledge instructions effectively support journal writing in primary schools. In Udvardi-Lakos, N., Instructional design to foster the use of effective self-regulated learning strategies [Symposium]. Konferenz der European Association for Research on Learning and Instruction Special Interest Group 16 (EARLI SIG 16), Clermont-Ferrand, Frankreich.

Roensch, A., Berthold, K., Nückles, M., & Kubik, V. (2026, 10.-12.08.). Learning through retrieval practice: Elaboration mediates effects of prompts and informed instruction [Einzelbeitrag]. Konferenz der European Association for Research on Learning and Instruction Special Interest Groups 6 & 7 (EARLI SIG 6 & 7), Zürich, Schweiz.

Roensch, A., Nückles, M., Berthold, K., & Kubik, V. (2026, 16.-18.03.). Elaboration-mediated effects of constructive retrieval and informed instruction on long-term learning. In Russ, H. & Kubik, V., Toward lasting learning? Interdisciplinary perspectives on generative learning, retrieval practice, and interleaving [Symposium]. Tagung der Gesellschaft für Empirische Bildungsforschung (GEBF), München, Deutschland.

Roensch, A., Berthold, K., & Kubik, V. (2025, 29.09.-01.10.). From burden to treasure? The role of retrieval practice in journal writing. In Udvardi-Lakos, N. & Endres, T., Current developments for learning journals as approach to foster effective learning strategy use and complex learning [Symposium]. Tagung der Fachgruppe für Pädagogische Psychologie (PAEPS), Jena, Deutschland.

Roensch, A., Hahne, F., Koslowski, K., Gaschler, R., de Jonge, M., & Kubik, V. (2025, 25.-29.08.). The indirect effect of retrieval tasks: On the role of metacognitive learning strategies [Poster Präsentation]. Konferenz der European Association for Research on Learning and Instruction (EARLI), Graz, Österreich.

Roensch, A., Roelle, J., Berthold, K., Hoogerheide V., & Kubik, V. (2025, 23.-24.08.). Repeated retrieval practice enhances long-term retention more than repeated learning protocols [Poster Präsentation]. Konferenz der Junior Researcher der European Association for Research on Learning and Instruction (JURE), Graz, Österreich.

Timmermann, A., Berthold, K., & Kubik, V. (2025, 27.-29.01.). Benefits of closed- and open-book format in journal writing: Is retrieval practice a hidden gem? In Kubik, V., Benefits of generative learning and desirable difficulties for meaningful learning: Combining learning activities and addressing learner characteristics [Symposium]. Tagung der Gesellschaft für Empirische Bildungsforschung (GEBF), Mannheim, Deutschland.

Timmermann, A., van Duijn, A., Hahne, F., Koslowski, K., Gaschler, R., de Jonge, M., & Kubik, V. (2024, 16.-19.09.). Indirect testing effect in learning key-term definitions: On the role of metacognitive learning strategies and restudy timing [Poster Präsentation]. Tagung der Deutschen Gesellschaft für Psychologie (DGPs-Kongress), Wien, Österreich.

Timmermann, A., Holtkamp, S., Kiefer, C., Roelle, J., Berthold, K., Gaschler, R., Hoogerheide, V., & Kubik, V. (2024, 21.-23.08.). Is two better than one? Effects of sequencing a retrieval task and a learning protocol on learning [Poster Präsentation]. Konferenz der European Association for Research on Learning and Instruction Special Interest Groups 6 & 7 (EARLI SIG 6 & 7), Tübingen, Deutschland.

Timmermann, A., Hahne, F., Gaschler, R., de Jonge, M., & Kubik, V. (2023, 18.-20.09.). Test-potentiated learning of key-term definitions: On the role of self-regulated relearning and learning strategies [Poster Präsentation]. Tagung der Fachgruppe Pädagogische Psychologie (PAEPS), Kiel, Deutschland.