2024 / in press

Schweppe, J., Lenk-Blochowitz, A., Pucher, M., & Ketzer-Nöltge, A. (in press). Interleaved practice in foreign language grammar learning: A field study. Journal of Educational Psychology.

Zeitlhofer, I., Zumbach, J., & Schweppe, J. (in press). Complexity affects performance, cognitive load, and awareness. Learning and Instruction.https://doi.org/10.1016/j.learninstruc.2024.102001

2023

Sailer, M., Abel, J. & Schweppe, J. (2023). Bildungstechnologische Fragen in der Hochschullehre im Überblick. ZeHf – Zeitschrift für empirische Hochschulforschung, 7(1), 4–12. https://doi.org/10.3224/zehf.v7i1.02.

Sailer, M., Abel, J. & Schweppe, J. (Eds.). (2023). Themenheft: Innovative Bildungstechnologien und technologiegestütztes Lernen als Gegenstand moderner Hochschulforschung. ZeHf – Zeitschrift für empirische Hochschulforschung, 7(1).

Schweppe, J. & Rummer, R. (2023). Wrapping up lessons with closed-book and open-book tests. In C. E. Overson, C. M.  Hakala, L. L. Kordonowy, & Benassi (Eds.), In their own words: What scholars and teachers want you to know about why and how to apply the science of learning in your academic setting (pp. 494-498). Society for the Teaching of Psychology.  https://teachpsych.org/ebooks/itow

Radloff, P.* & Schweppe, J.* (2023). Process-Sensitivity of the Changing-State Effect – Three Methodological Issues Regarding the Current Evidence Base, Auditory Perception & Cognition, 6:1-2, 2-19, https://doi.org/10.1080/25742442.2022.2123193

2022 

Richter, T., Berger, R., Ebersbach, M., Eitel, A., Endres, T., Ferri, R. B., Hänze, M., Lachner, A., Leutner, D., Lipowsky, F., Nemeth, L., Renkl, A., Roelle, J., Rummer, R., Scheiter, K., Schweppe, J., von Aufschnaiter, C. & Vorholzer, A. (2022). How to promote lasting learning in schools: theoretical approaches and an agenda for research. Zeitschrift für Entwicklungspsychologie und Pädagogische Psychologie, 54(4), 135-141. https://doi.org/10.1026/0049-8637/a000258

Roelle, J., Schweppe, J., Endres, T., Lachner, A., von Aufschnaiter, C., Renkl, A., Eitel, A., Leutner, D., Rummer, R., Scheiter, K., & Vorholzer, A. (2022).Combining retrieval practice and generative learning in educational contexts: promises and challenges. Zeitschrift für Entwicklungspsychologie und Pädagogische Psychologie, 54(4), 142–150. https://doi.org/10.1026/0049-8637/a000261

Rummer, R.* & Schweppe, J.* (2022). Komplexität und der Testungseffekt: Die mögliche Bedeutung der Verständnissicherung für den Nutzen von Abrufübung bei komplexem Lernmaterial. Unterrichtswissenschaft, 50, 37-52. https://doi.org/10.1007/s42010-021-00137-4

Schweppe, J.*, Schütte, F.*, Machleb, F. & Hellfritsch, M. (2022). Syntax, morphosyntax, and serial recall: How language supports short-term memory. Memory & Cognition, 50, 174-191. https://doi.org/10.3758/s13421-021-01203-z

Wenzel, K., Schweppe, J., & Rummer, R. (2022). Are open-book tests still as effective as closed-book tests even after a delay of 2 weeks? Applied Cognitive Psychology, 36(3), 699–707. https://doi.org/10.1002/acp.3943

2021

Schweppe, J. (2021). Lernen mit digitalen Medien – eine psychologische Perspektive. In M. Seifert & S. Jöckel (Hrsg.), Bildung, Wissen und Kompetenz(-en) in digitalen Medien. Was können, wollen und sollen wir über digital vernetzte Kommunikation wissen? (S. 57-68). https://doi.org/10.48541/dcr.v8.3

2020

Schweppe, J. & Knigge, J. (2020). Irrelevant music: How suprasegmental changes of a melody’s tempo and mode affect the disruptive potential of music on serial recall. Memory & Cognition, 48, 982-993. 

doi.org/10.3758/s13421-020-01037-1

Rummer, R. & Schweppe, J. (2020). Stichwörter Serielle Positionskurve, Recency-Effekt. In M. Wirtz (Hrsg.), Dorsch – Lexikon der Psychologie. Göttingen: Hogrefe.

Schweppe, J. & Rummer, R. (2020). Stichwörter Enkodierprozesse, Item-Order-Hypothese. In M. Wirtz (Hrsg.), Dorsch – Lexikon der Psychologie. Göttingen: Hogrefe.

Ziegler, P. (2020). Subjektives Wohlbefinden von Studierenden-Einflussfaktoren auf das subjektive Wohlbefinden und Zusammenhänge mit der Studienabbruchsintention. URN: urn:nbn:de:bvb:739-opus4-8001

2019

Ketzer-Nöltge, A., Schweppe, J. & Rummer, R. (2019). Is the seductive details effect moderated by mood? An Eye Tracking Study. Applied Cognitive Psychology, 33, 62-70. 

doi.org/10.1002/acp.3487

Rummer, R. & Schweppe, J. (2019). Talking emotions: vowel selection in fictional names depends on the emotional valence of the to‐be‐named faces and objects. Cognition and Emotion, 33, 404-416. https://doi.org/10.1080/02699931.2018.1456406 

Rummer, R., Schweppe, J. & Schwede, A. (2019). Open-book vs. closed-book tests in university classes: a field experiment. Frontiers in Psychology, 10:463. 

doi.org/10.3389/fpsyg.2019.00463

Schweppe, J. (2019). Das Arbeitsgedächtnis – ein kognitionspsychologisches Konstrukt in Theorien des Lehrens und Lernens. Enzyklopädie Erziehungswissenschaft online, 1-15.

2018

Oberauer, K., Lewandowsky, S., Awh, E., Brown, G. D. A., Conway, A., Cowan, N., Donkin, C., Farrell, S., Hitch, G. J., Hurlstone, M., Ma, W. J., Morey, C. C., Nee, D. E., Schweppe, J., Vergauwe, E. & Ward, G. (2018a). Benchmarks for models of short term and working memory. Psychological Bulletin, 144, 885-958. 

doi.org/10.1037/bul0000153

Oberauer, K., Lewandowsky, S., Awh, E., Brown, G. D. A., Conway, A., Cowan, N., Donkin, C., Farrell, S., Hitch, G. J., Hurlstone, M., Ma, W. J., Morey, C. C., Nee, D. E., Schweppe, J., Vergauwe, E. & Ward, G. (2018b). Benchmarks provide common ground for model development: Reply to Logie (2018) and Vandierendonck (2018). Psychological Bulletin, 144, 972-977. https://doi.org/10.1037/bul0000165

2017

Rummer, R., Schweppe, J., Gerst, K. & Wagner, S. (2017). Is testing a more effective learning strategy than note-taking? Journal of Experimental Psychology: Applied, 23, 293-300. 

doi.org/10.1037/xap0000134

Schweppe, J. (2017). Playing ‘telephone’ with working memory or the War of the Ghosts 2.0 – A comment on Cowan (2016). In Lewandowsky, S., Oberauer, K., Morey, C. C., Schweppe, J., & Cowan, N. (2017). #whatWM? A digital event celebrating the 9 lives of working memory. URL: 

featuredcontent.psychonomic.org/whatwm-playing-telephone-with-working-memory-or-the-war-of-the-ghosts-2-0/

2016

Rummer, R., Schweppe, J. & Schwede, A. (2016). Fortune is fickle: Null-effects of disfluency on learning outcomes. Metacognition and Learning, 11, 57-70. https://doi.org/10.1007/s11409-015-9151-5

Schweppe, J. & Rummer, R. (2016). Attention and long-term memory in system and process theories of working memory: A reply to Soemer’s (2015) comment on Schweppe and Rummer (2014). Educational Psychology Review, 28, 201-204. 

doi.org/10.1007/s10648-015-9336-0

Schweppe, J. & Rummer, R. (2016). Integrating written text and graphics as a desirable difficulty in long-term multimedia learning. Computers in Human Behavior, 60, 131-137. 

doi.org/10.1016/j.chb.2016.02.035

2015

Schweppe, J., Barth, S., Ketzer-Nöltge, A. & Rummer, R. (2015). Does verbatim sentence recall underestimate the language competence of near-native speakers? Frontiers in Psychology: Language Sciences, 6: 63. 

doi.org/10.3389/fpsyg.2015.00063

Schweppe, J., Eitel, A. & Rummer, R. (2015). The multimedia effect and its stability over time. Learning & Instruction, 38, 24-33. 

doi.org/10.1016/j.learninstruc.2015.03.001

2014

Rummer, R., Schweppe, J., Schlegelmilch, R. & Grice, M. (2014). Mood is linked to vowel type: The role of articulatory movements. Emotion, 14, 246-250. 

doi.org/10.1037/a0035752

Schweppe, J. & Rummer, R. (2014). Attention, working memory, and long-term memory in multimedia learning: An integrated perspective based on process models of working memory. Educational Psychology Review, 26, 285-306. 

doi.org/10.1007/s10648-013-9242-2

2013

Fürstenberg, A., Rummer, R. & Schweppe, J. (2013). Does visuo-spatial working memory generally contribute to immediate serial letter recall? Memory, 21, 722-731. 

doi.org/10.1080/09658211.2012.753462

Rummer, R., Schweppe, J. & Martin, R. C. (2013). Two modality effects in verbal short-term memory: Evidence from sentence recall. Journal of Cognitive Psychology, 25, 231-247. 

doi.org/10.1080/20445911.2013.769953

Schweppe, J. (2013). Distance effects in number agreement. Discourse Processes, 50, 531-556. 

doi.org/10.1080/0163853X.2013.841074

2011

Blanken, G., Bormann, T. & Schweppe, J. (2011). Die Modellierung der mündlichen und schriftlichen Sprachproduktion. Evidenzen aus der Aphasie- und Agraphieforschung. Sprache, Stimme und Gehör, 35, 8-12. https://doi.org/10.1055/s-0031-1273695

Lindow, S., Fuchs, H. M., Fürstenberg, A., Kleber, J., Schweppe, J. & Rummer, R. (2011). On the robustness of the modality effect: Attempting to replicate a basic finding. Zeitschrift für Pädagogische Psychologie, 25, 231-243. https://doi.org/10.1024/1010-0652/a000049

Rummer, R., Schweppe, J., Fürstenberg, A., Scheiter, K. & Zindler, A. (2011). The perceptual basis of the modality effect in multimedia learning. Journal of Experimental Psychology: Applied, 17, 159-173. 

doi.org/10.1037/a0023588

Schweppe, J., Grice, M., & Rummer, R. (2011). What models of verbal working memory can learn from phonological theory: Decomposing the phonological similarity effect. Journal of Memory and Language, 64, 256-269. 

doi.org/10.1016/j.jml.2010.11.006

Schweppe, J., Rummer, R., Bormann, T. & Martin, R. C. (2011). Semantic and phonological information in sentence recall: Converging psycholinguistic and neuropsychological evidence. Cognitive Neuropsychology, 28, 521-545. https://doi.org/10.1080/02643294.2012.689759

2005-2010

Rummer, R., Schweppe, J., Fürstenberg, A., Seufert, T. & Brünken, R. (2010). Working memory interference during processing texts and pictures: Implications for the explanation of the modality effect. Applied Cognitive Psychology, 24, 164-176. https://doi.org/10.1002/acp.1546

Rummer, R., Schweppe, J. & Martin, R. C. (2009). A modality congruency effect in verbal false memory. European Journal of Cognitive Psychology, 21, 473-483. https://doi.org/10.1080/09541440802188255

Schweppe, J., Rummer, R. & Fürstenberg, A. (2009). Beyond sentence boundaries: Grammatical gender information in short-term recall of texts. Memory & Cognition, 37, 73-80. https://doi.org/10.3758/MC.37.1.73 

Rummer, R., Fürstenberg, A. & Schweppe, J. (2008). Lernen mit Texten und Bildern: Der Anteil akustisch-sensorischer Information am Zustandekommen des Modalitätseffekts. Zeitschrift für Pädagogische Psychologie, 22,

37-45. doi.org/10.1024/1010-0652.22.1.37

Rummer, R., Schweppe, J., Scheiter, K. & Gerjets, P. (2008). Lernen mit Multimedia: Die kognitiven Grundlagen des Modalitätseffekts. Psychologische Rundschau, 59, 98-108. https://doi.org/10.1026/0033-3042.59.2.98

Schweppe, J. & Rummer, R. (2007). Shared representations in language processing and verbal short-term memory: The case of grammatical gender. Journal of Memory and Language, 56, 336-356. https://doi.org/10.1016/j.jml.2006.03.005

Schweppe, J., Bormann, T. & Rummer, R. (2006). Störungen des verbalen Kurzzeitgedächtnisses nach erworbener Hirnschädigung. Aphasie und verwandte Gebiete, 20, 73-88.

Rummer, R. & Schweppe, J. (2005). Evidence for a modality effect in sentence retention. Psychonomic Bulletin & Review, 12, 1094-1099. https://doi.org/10.3758/BF03206449

*geteilte Erstautorenschaft