PD Dr. Judith Schweppe

Wissenschaftliche Mitarbeiterin an der Professur für Allgemeine Psychologie und Instruktionspsychologie
(Erziehungswissenschaftliche Fakultät)
Mitarbeitergebäude 1 / Raum 316
Sprechzeiten
donnerstags 16 bis 17 Uhr
virtuell via Webex:
https://uni-erfurt.webex.com/join/judith.schweppe
Betreten Sie meinen Raum und warten Sie in der Lobby, bis Sie "eingelassen" werden
zur Profilseite

Frau Prof. Dr. Judith Schweppe hat zum 1.10.2020 die Professur für Psychologie mit Schwerpunkt Lehren und Lernen mit digitalen Medien an der Universität Passau angetreten.

Publikationen

  • Schweppe, J. & Knigge, J. (in press). Irrelevant music: How suprasegmental changes of a melody’s tempo and mode affect the disruptive potential of music on serial recall. Memory & Cognition.
  • 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.
  • 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.
  • Rummer, R., Schweppe, J. & Schwede, A. (2019). Open-book vs. closed-book tests in university classes: a field experiment. Frontiers in Psychology, 10:463.
  • Schweppe, J. (2019). Das Arbeitsgedächtnis – ein kognitionspsychologisches Konstrukt in Theorien des Lehrens und Lernens. Enzyklopädie Erziehungswissenschaft online, 1-15.
  • 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.
  • 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.
  • 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.
  • 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.
  • 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.
  • Rummer, R., Schweppe, J. & Schwede, A. (2016). Fortune is fickle: Null-effects of disfluency on learning outcomes. Metacognition and Learning, 11, 57-70.
  • Schweppe, J., Eitel, A., & Rummer, R. (2015). The multimedia effect and its stability over time. Learning and Instruction, 38, 24-33.
  • 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, 6.
  • 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.
  • Rummer, R., Schweppe, J., Schlegelmilch, R. & Grice, M. (2014). Mood is linked to vowel type: The role of articulatory movements. Emotion, 14, 246-250.
  • Schweppe, J. (2013). Distance effects in number agreement. Discourse Processes, 50, 531-556.
  • Fürstenberg, A., Rummer, R. & Schweppe, J. (2013). Does visuo-spatial working memory generally contribute to immediate serial letter recall? Memory, 21, 722-731.
  • 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.
  • 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.
  • Lindow, S., Fuchs, H, 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, 213-243.
  • 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.
  • 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.
  • 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.
  • Rummer, R., Schweppe, J. & Martin, R. C. (2009). A modality congruency effect in verbal false memory. European Journal of Cognitive Psychology, 21, 473-483.
  • Schweppe, J., Rummer, R. & Fürstenberg, A. (2009). Beyond sentence boundaries: Grammatical gender information in short-term recall of texts. Memory & Cognition, 37, 73-80.
  • Rummer, R., Schweppe, J., Scheiter, K. & Gerjets, P. (2008). Lernen mit Multimedia: Die kognitiven Grundlagen des Modalitätseffekts. Psychologische Rundschau, 59, 98-108.
  • 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.
  • Rummer, R. & Schweppe, J. (2005). Evidence for a modality effect in sentence retention. Psychonomic Bulletin & Review, 12, 1094-1099.