PD Dr. Judith Schweppe

Wissenschaftliche Mitarbeiterin an der Professur für Allgemeine Psychologie und Instruktionspsychologie
(Erziehungswissenschaftliche Fakultät)
Mitarbeitergebäude 1 / Raum 316
donnerstags 16 bis 17 Uhr
virtuell via Webex:
Betreten Sie meinen Raum und warten Sie in der Lobby, bis Sie "eingelassen" werden
zur Profilseite


  • 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.