Julian Roelle
Julian Roelle
Bestätigte E-Mail-Adresse bei ruhr-uni-bochum.de - Startseite
Zitiert von
Zitiert von
Effects of incorporating retrieval into learning tasks: The complexity of the tasks matters
J Roelle, K Berthold
Learning and Instruction 49, 142–156, 2017
The expertise reversal effect in prompting focused processing of instructional explanations
J Roelle, K Berthold
Instructional Science 41, 635-656, 2013
Do cognitive and metacognitive processes set the stage for each other?
J Roelle, C Nowitzki, K Berthold
Learning and Instruction 50, 54-64, 2017
The self-regulation-view in writing-to-learn: Using journal writing to optimize cognitive load in self-regulated learning
M Nückles, J Roelle, I Glogger-Frey, J Waldeyer, A Renkl
Educational Psychology Review 32, 1089-1126, 2020
The role of specificity, targeted learning activities, and prior knowledge for the effects of relevance instructions
J Roelle, N Lehmkuhl, MU Beyer, K Berthold
Journal of Educational Psychology 107 (3), 705-723, 2015
Two instructional aids to optimise processing and learning from instructional explanations
J Roelle, K Berthold, A Renkl
Instructional Science 42 (2), 207-228, 2014
Effects of informing learners about the dangers of making overconfident judgments of learning
J Roelle, EM Schmidt, A Buchau, K Berthold
Journal of Educational Psychology 109 (1), 99-117, 2017
Generative learning versus retrieval practice in learning from text: The cohesion and elaboration of the text matters
J Roelle, M Nückles
Journal of Educational Psychology 111, 1341-1361, 2019
Example-Based Learning: The Benefits of Prompting Organization Before Providing Examples
J Roelle, S Hiller, K Berthold, S Rumann
Learning and Instruction 49, 1-12, 2017
Effects of feedback on learning strategies in learning journals: learner-expertise matters
J Roelle, K Berthold, S Fries
International Journal of Cyber Behavior, Psychology and Learning 1 (2), 16-30, 2011
Effects of comparing contrasting cases on learning from subsequent explanations
J Roelle, K Berthold
Cognition and Instruction 33 (3), 199-225, 2015
Learning from instructional explanations: Effects of prompts based on the active-constructive-interactive framework
J Roelle, C Müller, D Roelle, K Berthold
PLoS One 10 (4), e0124115, 2015
The use of solved example problems for fostering strategies of self-regulated learning in journal writing
J Roelle, S Krüger, C Jansen, K Berthold
Education Research International 2012, 2012
Synthesizing cognitive load and self-regulation theory: a theoretical framework and research agenda
ABH de Bruin, J Roelle, SK Carpenter, M Baars, EFG-MRE
Educational Psychology Review 32, 903-915, 2020
Effects of comparing contrasting cases and inventing on learning from subsequent instructional explanations
J Roelle, K Berthold
Instructional Science 44 (2), 147-176, 2016
Testing is more desirable when it is adaptive and still desirable when compared to note-taking
S Heitmann, A Grund, K Berthold, S Fries, J Roelle
Frontiers in Psychology, 2018
Detrimental effects of immediate explanation feedback
J Roelle, N Rahimkhani-Sagvand, K Berthold
European Journal of Psychology of Education 32, 367-384, 2017
Providing worked examples for learning multiple principles
L Schalk, J Roelle, H Saalbach, K Berthold, E Stern, A Renkl
Applied Cognitive Psychology 34, 813-824, 2020
Does an option to review instructional explanations enhance example-based learning? It depends on learners’ academic self-concept
J Roelle, A Renkl
Journal of Educational Psychology 112, 131-147, 2020
Can generative learning tasks be optimized by incorporation of retrieval practice?
J Waldeyer, S Heitmann, J Moning, J Roelle
Journal of Applied Research in Memory and Cognition 9, 355-369, 2020
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