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Psychological Science|October 12, 2022
Test Anxiety Does Not Predict Exam Performance When Knowledge Is Controlled For: Strong Evidence Against the Interference Hypothesis of Test AnxietyMaria Theobald, Jasmin Breitwieser, Garvin BrodChild Development|July 18, 2020
Cognitive Prerequisites for Generative Learning: Why Some Learning Strategies Are More Effective Than OthersJasmin Breitwieser, Garvin BrodNPJ Science of Learning|October 25, 2019
Lighting the wick in the candle of learning: generating a prediction stimulates curiosityGarvin Brod, Jasmin BreitwieserChild Development|May 10, 2021
Tackling Scientific Misconceptions: The Element of SurpriseMaria Theobald, Garvin BrodNPJ Science of Learning|June 21, 2024
Smartphone-based study reminders can be a double-edged swordLea Nobbe, Jasmin Breitwieser, Daniel Biedermann, et al.NPJ Science of Learning|December 12, 2024
Realizing the potential of mobile interventions for educationJasmin Breitwieser, Andreas B Neubauer, Florian Schmiedek, et al.Developmental Science|October 19, 2019
Being proven wrong elicits learning in children - but only in those with higher executive function skillsGarvin Brod, Jasmin Breitwieser, Marcus Hasselhorn, et al.Cognition & Emotion|January 25, 2022
Predicting vs. guessing: the role of confidence for pupillometric markers of curiosity and surpriseMaria Theobald, Elena Galeano-Keiner, Garvin BrodChild Development|February 17, 2024
Do reflection prompts promote children's conflict monitoring and revision of misconceptions?Maria Theobald, Joseph Colantonio, Igor Bascandziev, et al.Entropy (Basel, Switzerland)|February 25, 2023
Seeing the Error in My "Bayes": A Quantified Degree of Belief Change Correlates with Children's Pupillary Surprise Responses Following Explicit PredictionsJoseph Colantonio, Igor Bascandziev, Maria Theobald, et al.Pageof 4