Marlit Annalena Lindner

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Olaf KöllerProfessor of Educational Research, Leibniz Institute for Science and Mathematics EducationVerificeret mail på ipn.uni-kiel.de
Johannes SchultInstitute for Educational Analysis (IBBW)Verificeret mail på ibbw.kv.bwl.de
Alexander EitelUniversity of Giessen, Department of Educational PsychologyVerificeret mail på psychol.uni-giessen.de
Benjamin FauthUniversität TübingenVerificeret mail på uni-tuebingen.de
Jan Marten IhmeIPN KielVerificeret mail på ipn.uni-kiel.de
Simon GrundUniversität HamburgVerificeret mail på uni-hamburg.de
Livia KuklickPostdoctoral Research Fellow, IPN - Leibniz Institute for Science and Mathematics EducationVerificeret mail på leibniz-ipn.de
Oliver LüdtkeIPN - Leibniz Institute for Science and Mathematics EducationVerificeret mail på ipn.uni-kiel.de
Samuel GreiffFull Professor, Technical University Munich, GermanyVerificeret mail på tum.de
Gabriel NagyLeibniz Institute for Science and Mathematics EducationVerificeret mail på ipn.uni-kiel.de
Detlev LeutnerProfessor for Instructional Psychology, Universität Duisburg-EssenVerificeret mail på uni-due.de
Jörn R. SparfeldtUniversität des Saarlandes, Saarland UniversityVerificeret mail på mx.uni-saarland.de
Inger Marie DalehefteAssociate Professor at the University of AgderVerificeret mail på uia.no
Christoph LindnerMax Planck Institute of PsychiatryVerificeret mail på psych.mpg.de
Jan RetelsdorfUniversity of HamburgVerificeret mail på uni-hamburg.de
Mirjam SteffenskyUniversity of HamburgVerificeret mail på uni-hamburg.de
Bridgid FinnSenior Research Scientist, ETSVerificeret mail på ets.org
Ute MertensPhD IPN Leibniz Institute for Science and Mathematics EducationVerificeret mail på leibniz-ipn.de
Esther UlitzschUniversity of OsloVerificeret mail på cemo.uio.no
Burcu ArslanEducational Testing ServiceVerificeret mail på ets.org

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Marlit Annalena Lindner

Leibniz-Institute for Science & Mathematics Education Kiel (IPN), Europa-Universität Flensburg (EUF)

Verificeret mail på leibniz-ipn.de

Educational Psychology Multimedia Assessment Eyetracking Process Data


Titel Sortér efter henvisninger Sortér efter årstal Sortér efter titel	Citeret af Citeret af	År
Did Students Learn Less During the COVID-19 Pandemic? Reading and Mathematics Competencies Before and After the First Pandemic Wave J Schult, N Mahler, B Fauth, MA Lindner School Effectiveness and School Improvement, 2021	333	2021
EEG-guided transcranial magnetic stimulation reveals rapid shifts in motor cortical excitability during the human sleep slow oscillation TO Bergmann, M Mölle, MA Schmidt, C Lindner, L Marshall, J Born, ... Journal of Neuroscience 32 (1), 243-253, 2012	227	2012
Identifying processes underlying the multimedia effect in testing: An eye-movement analysis MA Lindner, A Eitel, B Strobel, O Köller Learning and instruction 47, 91-102, 2017	92	2017
An integrative study on learning and testing with multimedia: Effects on students’ performance and metacognition MA Lindner, A Eitel, J Barenthien, O Köller Learning and Instruction 71, 101100, 2021	80	2021
Tracking the decision‐making process in multiple‐choice assessment: Evidence from eye movements MA Lindner, A Eitel, GB Thoma, IM Dalehefte, JM Ihme, O Köller Applied Cognitive Psychology 28 (5), 738-752, 2014	66	2014
The Onset of Rapid-Guessing Behavior Over the Course of Testing Time: A Matter of Motivation and Cognitive Resources MA Lindner, O Lüdtke, G Nagy Frontiers in Psychology 10, 2019	60	2019
Exploring preschool teachers’ science-specific knowledge J Barenthien, MA Lindner, T Ziegler, M Steffensky Early Years 40 (3), 335-350, 2020	57	2020
Representational and decorative pictures in science and mathematics tests: Do they make a difference? MA Lindner Learning and Instruction 68, 101345, 2020	55	2020
Effects of computer-based feedback on lower-and higher-order learning outcomes: A network meta-analysis. U Mertens, B Finn, MA Lindner Journal of Educational Psychology, 2022	52	2022
Multiple-Choice-Prüfungen an Hochschulen? Ein Literaturüberblick und Plädoyer für mehr praxisorientierte Forschung MA Lindner, B Strobel, O Köller Zeitschrift für Pädagogische Psychologie 29 (3-4), 133-149, 2015	52	2015
Long-Term Consequences of Repeated School Closures During the COVID-19 Pandemic for Reading and Mathematics Competencies J Schult, N Mahler, B Fauth, MA Lindner Frontiers in Education, 2022	51	2022
Task-irrelevant data impair processing of graph reading tasks: An eye tracking study B Strobel, MA Lindner, S Saß, O Köller Learning and Instruction 55, 139-147, 2018	49	2018
The merits of representational pictures in educational assessment: Evidence for cognitive and motivational effects in a time-on-task analysis MA Lindner, O Lüdtke, S Grund, O Köller Contemporary Educational Psychology 51, 482-492, 2017	49	2017
How representational pictures enhance students’ performance and test-taking pleasure in low-stakes assessment. MA Lindner, JM Ihme, S Saß, O Köller European Journal of Psychological Assessment 34 (6), 376, 2018	43	2018
Test-takers’ eye movements: Effects of integration aids and types of graphical representations S Saß, K Schütte, MA Lindner Computers & Education 109, 85-97, 2017	35	2017
Do graph readers prefer the graph type most suited to a given task? Insights from eye tracking B Strobel, S Saß, MA Lindner, O Köller Journal of Eye Movement Research 9 (4), 1-15, 2016	33	2016
Do seductive details do their damage in the context of graph comprehension? Insights from eye movements B Strobel, S Grund, MA Lindner Applied Cognitive Psychology 33 (1), 95-108, 2019	30	2019
Computer-based knowledge of results feedback in different delivery modes: Effects on performance, motivation, and achievement emotions L Kuklick, MA Lindner Contemporary Educational Psychology 67, 102001, 2021	27	2021
Die 5-Item-Skala zur Messung der momentan verfügbaren Selbstkontrollkapazität (SMS-5) im Lern-und Leistungskontext: Eine Validierungsstudie C Lindner, MA Lindner, J Retelsdorf Diagnostica 65 (4), 228-242, 2019	27*	2019
The role of rapid guessing and test‐taking persistence in modelling test‐taking engagement G Nagy, E Ulitzsch, MA Lindner Journal of Computer Assisted Learning 39 (3), 751-766, 2023	24	2023

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