PUBLICATIONS
26. Sparfeldt, J. R., Richter, T., Kubik, V., & Marksteiner, T. (2022). Gute Forschung - bereits im
Psychologiestudium!. Psychologische Rundschau, 73, 35–38.
https://doi.org/10.1026/00333042/a000557 (open access)
25. 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. https://doi.org/10.1007/s11409-021-09288-2 (open access)
24. Frick, A., Chavaillaz, A., Mäntylä, T., & Kubik, V. (2022). Development of multitasking abilities in middle
childhood. Learning and Instruction, 77. https://doi.org/10.1016/j.learninstruc.2021.101540 (open access)
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)
22. 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)
21. 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), 106–108.
https://doi.org/10.1026/0033-3042/a000525. (open access)
20. 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.
19. 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
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. https://doi.org/10.1007/s41809-020-00072-3
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
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
15. Zimmermann, M., Kubik, V., Persson, J., & Mäntylä, T. (2019). Proactive temporal coordination of
temporally overlapping tasks relies on spatial processing in posterior parietal cortex. Journal of Cognitive
Neuroscience, 31 (10), 1468–1483. https://doi.org/10.1162/jocn_a_01435
14. Riemer, M., Kubik, V., & Wolbers, T. (2019). The effect of feedback on temporal error monitoring and
timing behavior. Behavioral Brain Research, 2 (369),111929. https://10.1016/j.bbr.2019.111929
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
12. Todorov, I., Kubik, V., Carelli, M. G., Del Missier, F., & Mäntylä, T. (2018). Spatial offloading in multiple task
monitoring. Journal of Cognitive Psychology, 0, 1–12. https://doi.org/10.1080/20445911.2018.1436551
11. Jemstedt, A., Kubik, V., & Jönsson, F. (2017). What moderates the accuracy of ease of learning
judgments? Metacognition and Learning, 3, 337–355. https://doi.org/10.1007/s11409-017-9172-3
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, 1–7.
https://doi.org/10.1007/s10339-017-0799-4
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/
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
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
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/
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
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
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
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
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
BOOKS/BOOK CHAPTERS
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://doi.org/10.1007/978-3-030-26248-8_6-1
3. Kubik, V., & Knopf, M. (2021). Plastizität. In J. Pantel, C. Bollheimer, C. Sieber, & A. Kruse
(Eds.), Praxishandbuch der Altersmedizin. Geriatrie Gerontopsychiatrie Gerontologie (pp. xxx–xxx). Stuttgart:
Kohlhammer.
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.
1. Kubik, V. (2014). Effects of testing and enactment on memory (Doctoral dissertation). Stockholm University,
Stockholm. ISBN 978-91-7447-993-5.