Publications

Our research group’s publications, listed by year of publication:

2025

  • Judith Schweppe, Philipp Radloff, & Alexander Fenzl. (2025). Do prequestions support learning from text more than learning objectives? Journal of Experimental Psychology: Applied. https://doi.org/10.1037/xap0000558
  • Steven C. Pan, Judith Schweppe, Andy Z. J. Teo, Alyssa Indrajaya, & Niklas Wenzel. (2025). Using ChatGPT-generated prequestions to improve memory and text comprehension. Journal of Applied Research in Memory and Cognition. https://doi.org/10.1037/mac0000254
  • Xiao, H., Judith Schweppe, Pauline Querella, Lucie Attout, Friederike Contier, & Steve Majerus. (2025). Syntactic knowledge does support working memory for serial order: A comparison across French and German. Memory & Cognition. https://doi.org/10.3758/s13421-025-01788-9
  • Schweppe, J., Lenk-Blochowitz, A., Pucher, M., & Ketzer-Nöltge, A. (2025). Interleaved practice in foreign language grammar learning: A field study. Journal of Educational Psychology.

2024

2023

  • Sailer, M., Abel, J. & Schweppe, J. (2023). An overview of educational technology issues in higher education teaching. ZeHf – Journal of Empirical Higher Education Research, 7(1), 4–12. https://doi.org/10.3224/zehf.v7i1.02.
  • Sailer, M., Abel, J. & Schweppe, J. (eds.). (2023). Special issue: Innovative educational technologies and technology-supported learning as a subject of modern higher education research. ZeHf – Journal of Empirical Higher Education Research, 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. Journal of Developmental Psychology and Educational Psychology, 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. Journal of Developmental Psychology and Educational Psychology, 54(4), 142–150. https://doi.org/10.1026/0049-8637/a000261
  • Rummer, R.* & Schweppe, J.* (2022). Complexity and the testing effect: The potential significance of assessing understanding for the benefits of retrieval practice with complex learning material. 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). Learning with digital media – a psychological perspective. In M. Seifert & S. Jöckel (Eds.), Education, knowledge and competence(s) in digital media. What can, do and ought we to know about digitally networked communication? ( pp. 57–68).https://doi.org/10.48541/dcr.v8.3

2020

  • Schweppe, J. & Knigge, J. (2020). Irrelevant music: How suprasegmental changes in 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). Keywords: Serial position curve, recency effect. In M. Wirtz (ed.), Dorsch – Encyclopaedia of Psychology. Göttingen: Hogrefe.
  • Schweppe, J. & Rummer, R. (2020). Keywords: Encoding processes, item-order hypothesis. In M. Wirtz (ed.), Dorsch – Encyclopaedia of Psychology. Göttingen: Hogrefe.

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 faces and objects to be named. 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). Working memory – a construct of cognitive psychology in theories of teaching and learning. Encyclopaedia of Educational Science 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

2016

  • Rummer, R., Schweppe, J. & Schwede, A. (2016). Fortune is fickle: No 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 Behaviour, 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). Modelling oral and written language production. Evidence from aphasia and agraphia research. Language, Voice and Hearing, 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. Journal of Educational Psychology, 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 the processing of 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). Learning with texts and images: The role of auditory-sensory information in the emergence of the modality effect. Journal of Educational Psychology, 22, 37–45. doi.org/10.1024/1010-0652.22.1.37
  • Rummer, R., Schweppe, J., Scheiter, K. & Gerjets, P. (2008). Learning with multimedia: The cognitive foundations of the modality effect. 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). Disorders of verbal short-term memory following acquired brain injury. Aphasia and Related Fields, 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