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Child Development|March 3, 2007
Knowledge about the mind: links between theory of mind and later metamemoryKathrin Lockl, Wolfgang SchneiderFrontiers in Psychology|December 27, 2021
Cognitive and Affective-Motivational Factors as Predictors of Students' Home Learning During the School LockdownKathrin Lockl, Manja Attig, Lena Nusser, et al.Journal of Experimental Child Psychology|December 17, 2008
The memorizing effort heuristic in judgments of learning: a developmental perspectiveAsher Koriat, Rakefet Ackerman, Kathrin Lockl, et al.Plos One|October 1, 2021
Determinants of profiles of competence development in mathematics and reading in upper secondary education in GermanyMicha-Josia Freund, Ilka Wolter, Kathrin Lockl, et al.Plos One|January 29, 2021
Profiles of competence development in upper secondary education and their predictorsMicha-Josia Freund, Ilka Wolter, Kathrin Lockl, et al.Journal of Open Psychology Data|July 21, 2025
Data from the National Educational Panel Study (NEPS) in Germany: Educational Pathways of Students in Grade 5 and HigherKathrin Thums, Karin Gehrer, Timo Gnambs, et al.Journal of Experimental Psychology. General|February 21, 2013
The effects of goal-driven and data-driven regulation on metacognitive monitoring during learning: a developmental perspectiveAsher Koriat, Rakefet Ackerman, Shiri Adiv, et al.The British Journal of Developmental Psychology|December 3, 2010
Self-paced study time as a cue for recall predictions across school ageAnja Hoffmann-Biencourt, Kathrin Lockl, Wolfgang Schneider, et al.Pageof 1