Prof.in. Dr. Judith Schweppe

Journal article

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 languages. Memory &Amp; Cognition. https://doi.org/10.3758/s13421-025-01788-9

Judith Schweppe, Annika Lenk-Blochowitz, Magdalena Pucher, & Almut Ketzer-Nöltge. (2025). Interleaved practice in foreign language grammar learning: A field study. Journal of Educational Psychology. https://doi.org/10.1037/edu0000917

Ines Zeitlhofer, Joerg Zumbach, & Judith Schweppe. (2024). Complexity affects performance, cognitive load, and awareness. Learning and Instruction. https://doi.org/10.1016/j.learninstruc.2024.102001

Maximilian Sailer, Johannes Abel, & Judith Schweppe. (2023). Bildungstechnologische Fragen in der Hochschullehre im Überblick. ZeHf – Zeitschrift für empirische Hochschulforschung. https://doi.org/10.3224/zehf.v7i1.02

Philipp Radloff, & Judith Schweppe. (2023). Process-Sensitivity of the Changing-State Effect – Three Methodological Issues Regarding the Current Evidence Base. Auditory Perception & Cognition. https://doi.org/10.1080/25742442.2022.2123193

Julian Roelle, Judith Schweppe, Tino Endres, Andreas Lachner, Claudia von Aufschnaiter, Alexander Renkl, … Andreas Vorholzer. (2022). Combining Retrieval Practice and Generative Learning in Educational Contexts. Zeitschrift für Entwicklungspsychologie und Pädagogische Psychologie. https://doi.org/10.1026/0049-8637/a000261

Richter, T., Berger, R., Ebersbach, M., Eitel, A., Endres, T., Borromeo Ferri, R., … Vorholzer, A. (2022). How to Promote Lasting Learning in Schools. Zeitschrift Für Entwicklungspsychologie Und Pädagogische Psychologie. https://doi.org/10.1026/0049-8637/a000258

Schweppe, J. (2022). Are open‐book tests still as effective as closed‐book tests even after a delay of 2 weeks? Applied Cognitive Psychology. https://doi.org/10.1002/acp.3943

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

Schweppe, J. (2022). Syntax, morphosyntax, and serial recall: How language supports short-term memory. Memory &Amp; Cognition. https://doi.org/10.3758/s13421-021-01203-z

Schweppe, J. (2020). Irrelevant music: How suprasegmental changes of a melody’s tempo and mode affect the disruptive potential of music on serial recall. Memory &Amp; Cognition. https://doi.org/10.3758/s13421-020-01037-1

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. https://doi.org/10.1080/02699931.2018.1456406

Schweppe, J. (2019). Open-Book Versus Closed-Book Tests in University Classes: A Field Experiment. Frontiers in Psychology. https://doi.org/10.3389/fpsyg.2019.00463

Schweppe, J. (2019). Is the seductive details effect moderated by mood? An eye-tracking study. Applied Cognitive Psychology. https://doi.org/10.1002/acp.3487

Schweppe, J. (2018). Benchmarks for models of short-term and working memory. Psychological Bulletin. https://doi.org/10.1037/bul0000153

Schweppe, J. (2018). Benchmarks provide common ground for model development: Reply to Logie (2018) and Vandierendonck (2018). Psychological Bulletin. https://doi.org/10.1037/bul0000165

Schweppe, J. (2017). Is testing a more effective learning strategy than note-taking? Journal of Experimental Psychology: Applied. https://doi.org/10.1037/xap0000134

Schweppe, J. (2016). Integrating written text and graphics as a desirable difficulty in long-term multimedia learning. Computers in Human Behavior. https://doi.org/10.1016/j.chb.2016.02.035

Schweppe, J. (2016). Fortune is fickle: null-effects of disfluency on learning outcomes. Metacognition and Learning. https://doi.org/10.1007/s11409-015-9151-5

Schweppe, J. (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. https://doi.org/10.1007/s10648-015-9336-0

Schweppe, J. (2015). Does verbatim sentence recall underestimate the language competence of near-native speakers? Frontiers in Psychology. https://doi.org/10.3389/fpsyg.2015.00063

Schweppe, J. (2014). Attention, Working Memory, and Long-Term Memory in Multimedia Learning: An Integrated Perspective Based on Process Models of Working Memory. Educational Psychology Review. https://doi.org/10.1007/s10648-013-9242-2

Schweppe, J. (2014). Mood is linked to vowel type: The role of articulatory movements. Emotion. https://doi.org/10.1037/a0035752

Schweppe, J. (2013). Distance Effects in Number Agreement. Discourse Processes. https://doi.org/10.1080/0163853x.2013.841074

Schweppe, J. (2013). Does visuo-spatial working memory generally contribute to immediate serial letter recall? Memory. https://doi.org/10.1080/09658211.2012.753462

Schweppe, J. (2013). Two modality effects in verbal short-term memory: Evidence from sentence recall. Journal of Cognitive Psychology. https://doi.org/10.1080/20445911.2013.769953

Schweppe, J. (2011). Semantic and phonological information in sentence recall: Converging psycholinguistic and neuropsychological evidence. Cognitive Neuropsychology. https://doi.org/10.1080/02643294.2012.689759

Schweppe, J. (2011). On the Robustness of the Modality ­Effect: Attempting to Replicate a Basic Finding. Zeitschrift für Pädagogische Psychologie. https://doi.org/10.1024/1010-0652/a000049

Schweppe, J. (2011). What models of verbal working memory can learn from phonological theory: Decomposing the phonological similarity effect. Journal of Memory and Language. https://doi.org/10.1016/j.jml.2010.11.006

Schweppe, J. (2011). Modellierung der mündlichen und schriftlichen Sprachproduktion - Evidenzen aus der Aphasie- und Agrafieforschung. Sprache · Stimme · Gehör. https://doi.org/10.1055/s-0031-1273695

Schweppe, J. (2011). The perceptual basis of the modality effect in multimedia learning. Journal of Experimental Psychology: Applied. https://doi.org/10.1037/a0023588

Schweppe, J. (2010). Working memory interference during processing texts and pictures: Implications for the explanation of the modality effect. Applied Cognitive Psychology. https://doi.org/10.1002/acp.1546

Schweppe, J. (2009). A modality congruency effect in verbal false memory. European Journal of Cognitive Psychology. https://doi.org/10.1080/09541440802188255

Schweppe, J. (2009). Beyond sentence boundaries: Grammatical gender information in short-term recall of texts. Memory &Amp; Cognition. https://doi.org/10.3758/mc.37.1.73

Schweppe, J. (2008). Lernen mit Multimedia. Psychologische Rundschau. https://doi.org/10.1026/0033-3042.59.2.98

Schweppe, J. (2008). Lernen mit Texten und Bildern. Zeitschrift für Pädagogische Psychologie. https://doi.org/10.1024/1010-0652.22.1.37

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

Schweppe, J. (2005). Evidence for a modality effect in sentence retention. Psychonomic Bulletin &Amp; Review. https://doi.org/10.3758/bf03206449

Show more