L. Schalk

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The Effects of Idealized and Grounded Materials on Learning, Transfer, and Interest: An Organizing Framework for Categorizing External Knowledge Representations

Daniel M. Belenky, L. Schalk, 2014, Educational Psychology Review.

Variable control and conceptual change: A large-scale quantitative study in elementary school

E. Stern, P. Edelsbrunner, Lennart Schalk, 2018, Learning and Individual Differences.

Relational categories as a bridge between cognitive and educational research.

Micah B. Goldwater, Lennart Schalk, L. Schalk, 2016, Psychological bulletin.

All Giraffes Have Female-Specific Properties: Influence of Grammatical Gender on Deductive Reasoning About Sex-Specific Properties in German Speakers

Mutsumi Imai, Hiroyuki Okada, Lennart Schalk, 2014, Cogn. Sci..

Preschoolers’ Induction of the Concept of Material Kind to Make Predictions: The Effects of Comparison and Linguistic Labels

Ilonca Hardy, Lennart Schalk, Henrik Saalbach, 2020, Frontiers in Psychology.

Preschoolers’ Novel Noun Extensions: Shape in Spite of Knowing Better

Lennart Schalk, Henrik Saalbach, Henrik Saalbach, 2011, Front. Psychology.

Domain-specific prior knowledge and learning: A meta-analysis

Bianca A. Simonsmeier, Michael Schneider, Anne Deiglmayr, 2021, Educational Psychologist.

Improved application of the control-of-variables strategy as a collateral benefit of inquiry-based physics education in elementary school

E. Stern, Anne Deiglmayr, P. Edelsbrunner, 2019, Learning and Instruction.

Weak versus strong knowledge interdependence: A comparison of two rationales for distributing information among learners in collaborative learning settings

Anne Deiglmayr, Lennart Schalk, Anne Deiglmayr, 2015 .

The Effects of Idealized and Grounded Materials on Learning, Transfer, and Interest: An Organizing Framework for Categorizing External Knowledge Representations

Daniel M. Belenky, Lennart Schalk, L. Schalk, 2014 .

Pathways of Conceptual Change: Investigating the Influence of Experimentation Skills on Conceptual Knowledge Development in Early Science Education

Elsbeth Stern, Ralph Schumacher, Lennart Schalk, 2015, CogSci.

Providing worked examples for learning multiple principles

A. Renkl, E. Stern, Kirsten Berthold, 2020 .

When Problem-Solving Followed by Instruction Is Superior to the Traditional Tell-and-Practice Sequence

Elsbeth Stern, Ralph Schumacher, Lennart Schalk, 2017 .

Sequencing worked examples: Effects of blocking, interleaving, comparison, and contrast. In J. Roelle (Chair), How to optimize example-based learning?

Alexander Renkl, Kirsten Berthold, Elsbeth Stern, 2017 .

One Instructional Sequence Fits all? A Conceptual Analysis of the Applicability of Concreteness Fading in Mathematics, Physics, Chemistry, and Biology Education

Lennart Schalk, Tommi Kokkonen, L. Schalk, 2020, Educational Psychology Review.

Concreteness fading in learning secondary school physics concepts

Tommi Kokkonen, Andreas Lichtenberger, Lennart Schalk, 2021, Learning and Instruction.

Approaches to Foster Transfer of Formal Principles: Which Route to Take?

Elsbeth Stern, Lennart Schalk, Henrik Saalbach, 2016, PloS one.

Designing learning materials to foster transfer of principles

Elsbeth Stern, Lennart Schalk, Henrik Saalbach, 2011, CogSci.

A hard-to-read font reduces the framing effect in a large sample

C. Korn, Y. Oganian, Henrik Saalbach, 2017, Psychonomic Bulletin & Review.

Elephants are Gray: Linguistic Sensitivity and the Use of Generic Utterances in Pedagogical and Nonpedagogical Contexts

Lennart Schalk, Henrik Saalbach, Ursina Markwalder, 2022, Cogn. Sci..

Questioning central assumptions of the ICAP framework

Anne Deiglmayr, P. Edelsbrunner, L. Schalk, 2023, NPJ science of learning.