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PUBLICATIONS 

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*Shared first authorship

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Preprints

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  1.  Kubik, V., Keller, L., Jaspers, L., Koch, A., Hoogerheide, V., & Roelle, J. (2024, January 2). Who Are the 50    

       Most Productive Researchers in Top-Tier Educational Psychology Journals From 2017 to 2022? A New        

       Perspective with a Focus on Publication Trends and Diversity. Retrieved from osf.io/preprints/psyarxiv/s7j4y

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2024

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34.  Sengewald, M.-A., Henninger M., Bechtloff, P., & Kubik, V. (2024). Familiengerechte Karrieremöglichkeiten in der        psychologischen Forschung? Eine Bestandsaufnahme zur Vereinbarkeit beruflicher und familiärer Anforderungen

       im Fach Psychologie mit Empfehlungen für zielgerichtete [Family-friendly career opportunities in psychological  

       research? A review of the comparability of professional and family requirements in the field of psychology with

       recommendations for targeted support measures.] Psychologische Rundschau, 75(3), 236–248. 

       https://doi.org/10.1026/0033-3042/a000682​ (open access)

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33.  Aslan, A., & Kubik, V. (2024). Build-up and release from proactive interference: The forward testing effect in

       children’s spatial memory. Journal of Experimental Child Psychology, 240,105838

       https://doi.org/10.1016/j.jecp.2023.105838

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2023

 

32.  Endres, T.,* Kubik, V.,* Koslowski, K., Hahne, F., & Renkl, A. (2023). Immediate benefits of

       retrieval tasks: On the role of self-regulated relearning, metacognition, and motivation. Zeitschrift für  

       Entwicklungspsychologie und Pädagogische Psychologie (German Journal of Developmental and Educational  

       Psychology). https://doi.org/10.1026/0049-8637/a000280 

 

31.  Hausman, H., & Kubik, V. (2023). Delayed metacomprehension judgments do not directly

       improve learning from texts. Journal of Intelligence, 11(7),150.

       https://doi.org/10.3390/jintelligence11070150 (open access)

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30.  Hefter, M. H., Kubik, V., & Berthold, K. (2023). Can prompts improve self-explaining an online video      

       lecture? — Yes, but do not disturb!. International Journal of Educational Technology in Higher Education,

       20(15). https://doi.org/10.1186/s41239-023-00383-9 (open access)

 

2022

 

29.  Kubik, V., Harris, R., & Hakelind, C. (2022). Teaching and learning psychology in times of COVID

       and beyond: Special Issue of the ESPLAT Conference 2021. Psychology Learning & Teaching, 21(3), 190–  

       192. https://doi.org/10.1177/14757257221119298 (open access)

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28.  Broeker, L., Brüning, J., Fandakova, Y., Khosravani, N., Kiesel, A., Kubik, V., Kübler, S., Manzey, D.,

       Monno, I., Raab, M., & Schubert, T. (2022). Individual differences fill the uncharted intersections between    

       cognitive structure, flexibility, and plasticity in multitasking. Psychological Review, 129(6), 1486–1494.

       publication. https://doi.org/10.1037/rev0000376 

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27.  Kubik, V., Koswloski, K. Schubert, T., & Aslan, A. (2022). Metacognitive judgments can potentiate new

       learning: The role of covert retrieval. Metacognition and Learning, 17, 1057–1077.

       https://doi.org/10.1007/s11409-022-09307-w (open access)

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26.  Kubik, V., Jemstedt, A., Eshratabadi, H. M., Schwartz, B., & Jönsson, F. (2022). The underconfidence-

       with-practice effect in action memory: The Contribution of retrieval practice to metacognitive

       monitoring. Metacognition and Learning, 17, 375–398. https://doi.org/10.1007/s11409-021-09288-2 (open access)

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25.  Frick, A., Chavaillaz, A., Mäntylä, T., & Kubik, V. (2022). Development of multitasking abilities in middle    

       childhood. Learning and Instruction, 77https://doi.org/10.1016/j.learninstruc.2021.101540 (open access)

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24.  Sparfeldt, J. R., Richter, T., Kubik, V., & Markstein, T. (2022). Gute Forschung - bereits im Psychologiestudium!.

       Psychologische Rundschau, 73(1), 3538. https://doi.org/10.1026/0033-3042/a000571 (open access)

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2021

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23.  Kubik, V., Glogger-Frey, I., & Gaschler, R. (2021). Promoting self-regulated learning: Training, feedback, and                addressing teachers' misconceptions. Psychology Learning & Teaching, 20(3), 306–323. 

       https://doi.org/10.1177/14757257211036566 (open access)

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22.  Kubik, V., Marksteiner, T., & Richter, T. (2021). Qualitätssicherung schriftlicher Prüfungen in der        

       Psychologie: Ein wichtiges Thema und einige offene Fragen [Quality assurance of written examinations in

       psychology: An important topic with some open questions]. Psychologische Rundschau, 72(2), 106108.

       https://doi.org/10.1026/0033-3042/a000525 (open access)

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21.  Kubik, V., Gaschler, R., & Hausman, H. (2021). Enhancing student learning in research and educational

       practice: The power of retrieval practice and feedback. Psychology Learning & Teaching, 20(1), 1–20.

       https://doi.org/10.1177/1475725720976462

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20.  Enders, N., Gaschler, R., & Kubik, V. (2021). Online quizzes with closed questions in formal assessment:

       How elaborate feedback can promote  learning. Psychology Learning & Teaching, 20(1), 91–106.

       https://doi.org/10.1177/1475725720971205

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19.  Richter, T., Hertel, S., Kubik, V., Marksteiner, T., Souvignier, E. & Sparfeldt, J. R. (2021). In welchen    

       Branchen und für welche beruflichen Tätigkeiten werden Psychologinnen und Psychologen gesucht und was

       sollten sie können? Eine systematische Inhaltsanalyse von Stellenanzeigen. [In which areas and for which

       professional activities are psychologists sought and what should they be able to do? A systematic content

       analysis of job advertisements]. Psychologische Rundschau. Advance online publication.         

       https://doi.org/10.1026/0033-3042/a000557 (open access)

 

18.  Yoshimura, N., Morimoto, K., Murai, M., Kihara, Y.,  Marmolejo-Ramos, F., Kubik, V., & Yamada, Y. (2021). 

       Age of smile: a cross-cultural replication report of Ganel and Goodale (2018). Journal of Cultural Cognitive

       Science, 5, 1–15. https://doi.org/10.1007/s41809-020-00072-3 (open access)

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2020 and earlier 

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17.  Kubik, V., Del Missier, F., & Mäntylä, T. (2020). Spatial ability contributes memory for delayed intentions. 

      Cognitive Research: Principles & Implications, 5(36). https://doi.org/10.1186/s41235-020-00229-2 (open access)

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16.  Kubik, V., Jönsson, F. U., de Jonge, M., & Arshamian, A. (2020). Putting testing into action. Enacted  

       retrieval practice benefits long-term retention more than covert retrieval retention. Quarterly Journal of

       Experimental Psychology, 73(12), 2093–2105. https://doi.org/10.1177/1747021820945560

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15.  Zimmermann, M., Kubik, V., Persson, J., & Mäntylä, T. (2019). Monitoring multiple deadlines relies on spatial      

       processing in posterior parietal cortex. Journal of Cognitive Neuroscience, 31(10), 1468–

       1483. https://doi.org/10.1162/jocn_a_01435

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14.  Riemer, M., Kubik, V., & Wolbers, T. (2019). The effect of feedback on temporal error monitoring and

       timing behavior. Behavioral Brain Research, 369. https://10.1016/j.bbr.2019.1119292019 and earlier

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13.  Kubik, V., Jönsson, F. U., Knopf, M., & Mack, W. (2018). The direct testing effect is pervasive in action

       memory: Analyses of recall accuracy and recall speed. Frontiers in Psychology. 9:1632. https://doi.org

       /10.3389/fpsyg.2018.01632 (open access)

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12.  Todorov, I., Kubik, V., Carelli, M. G., Del Missier, F., & Mäntylä, T. (2018). Spatial offloading in multiple task

       monitoring. Journal of Cognitive Psychology, 30(2), 230–241. https://doi.org/10.1080/20445911.2018.1436551

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11.  Jemstedt, A.,  Kubik, V., & Jönsson, F. (2017). What moderates the accuracy of ease of learning

       judgments? Metacognition and Learning, 12, 337–355. https://doi.org/10.1007/s11409-017-9172-3 (open access)

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10.  Mäntylä, T.,  Coni, V., Kubik, V., Todorov, I., & Del Missier, F. (2017). Times takes space: Selective effects of   

       multitasking on concurrent spatial processing. Cognitive Processing, 18, 229–235.

       https://doi.org/10.1007/s10339-017-0799-4 (open access)

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  9.  Obermeyer, S., Kubik, V., Schaich, A., Kolling, T., & Knopf, M. (2017). Learning to recognize younger faces                  at an older age. Aging Clinical and Experimental Research, 29(2), 191–196. https://doi.org/10.1007/

       s40520-016-0537-2-2

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  8.  Tempel, T., & Kubik, V. (2017). Test-potentiated learning of motor sequences. Memory, 25(3),

       326–334. https://doi.org/10.1080/09658211.2016.1171880

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  7.  Kubik, V., Olofsson, J. K., Nilsson, L.-G., & Jönsson, F. U. (2016). Putting action memory to the test: Testing

       affects subsequent restudy but not long-term forgetting of action events. Journal of Cognitive Psychology,

       28(2), 209–219. https://doi.org/10.1080/20445911.2015.1111378

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  6.  Kubik, V., Nilsson, L.-G., Olofsson, J. K., & Jönsson, F. U. (2015). Testing effects on subsequent restudy and

       forgetting of action phrases. Scandinavian Journal of Psychology, 56(5), 475–481. https://doi.org/10.1111/

       sjop.12238

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  5.  Kubik, V., Söderlund, H., Nilsson, L.-G., & Jönsson, F. U. (2014). Individual and combined effects of

       enactment and testing on memory for action phrases. Experimental Psychology, 61(5),

       347–355. https://doi.org/10.1027/1618-3169/a000254

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  4.  Kubik, V., Obermeyer, S., Meier, J., & Knopf, M. (2014). The enactment effect in a multi-trial free-recall

       paradigm. Journal of Cognitive Psychology, 26(7), 781–787. https://doi.org/10.1080/20445911.2014.959018

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  3.  Jönsson, F. U., Kubik, V., Larsson Sundqvist, M., Todorov, I., & Jonsson, B. (2014). How crucial is the

       response  format for the testing effect? Psychological Research, 78, 623–633. 

       https://doi.org/10.1007/s00426-013-0522-8

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  2.  Larsson Sundqvist, M., Todorov, I., Kubik, V., & Jönsson, F. U. (2012). Study for now, but judge for later: 

       Delayed judgments of learning promote long-term retention. Scandinavian Journal of Psychology, 53(6),

       450–454. https://doi.org/10.1111/j.1467-9450.2012.00968.x

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  1.  Schatz, T. R., Spranger, T., Kubik, V., & Knopf, M. (2011). Exploring the enactment effect from an information

       processing view: What can we learn from serial position analyses? Scandinavian Journal of Psychology,                       52(6), 509–515. https://doi.org/10.1111/j.1467-9450.2011.00893.x

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BOOKS/BOOK CHAPTERS

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  5.  Richter, T., & Kubik, V. (in press). Wissenserwerb. In D. Urhahne, M. Dresel, & F. Fischer (Hrsg.), Psychologie für

      den Lehrberuf (2. Aufl.). Berlin: Springer.

 

  4.  Gaschler, R., Katsarava, M., & Kubik, V. (2021). General psychology sensation and perception. In:         

       International Handbook of Psychology Learning and Teaching. Springer International Handbooks of    

       Education. Springer, Cham. https://link.springer.com/referenceworkentry/10.1007/978-3-030-26248-8_6-2

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  3.  Kubik, V., & Knopf, M. (2021). Plastizität. In J. Pantel, C. Bollheimer, C. Sieber, & A. Kruse

       (Eds.), Praxishandbuch der Altersmedizin. Geriatrie Gerontopsychiatrie Gerontologie (pp. 120–130). Stuttgart:

       Kohlhammer.

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  2.  Kubik, V., & Knopf, M. (2014). Plastizität. In J. Pantel, C. Bollheimer, C. Sieber, & A. Kruse

       (Eds.), Praxishandbuch der Altersmedizin. Geriatrie Gerontopsychiatrie Gerontologie (pp. 111–120). Stuttgart:

       Kohlhammer.

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  1.  Kubik, V. (2014). Effects of testing and enactment on memory (Doctoral dissertation). Stockholm University,

        Stockholm. ISBN 978-91-7447-993-5.

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PUBLICATIONS

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