| Do learning protocols support learning strategies and outcomes? The role of cognitive and metacognitive prompts K Berthold, M Nückles, A Renkl Learning and Instruction 17 (5), 564-577, 2007 | 462 | 2007 |
| Instructional aids to support a conceptual understanding of multiple representations. K Berthold, A Renkl Journal of educational psychology 101 (1), 70, 2009 | 319 | 2009 |
| Assisting self-explanation prompts are more effective than open prompts when learning with multiple representations K Berthold, THS Eysink, A Renkl Instructional Science 37, 345-363, 2009 | 308 | 2009 |
| Learner performance in multimedia learning arrangements: An analysis across instructional approaches THS Eysink, T de Jong, K Berthold, B Kolloffel, M Opfermann, P Wouters Sage Publications 46 (4), 1107-1149, 2009 | 226 | 2009 |
| How multiple external representations are used and how they can be made more useful R Schwonke, K Berthold, A Renkl Applied Cognitive Psychology: The Official Journal of the Society for …, 2009 | 188 | 2009 |
| The use of public learning diaries in blended learning M Nückles*, R Schwonke, K Berthold, A Renkl Journal of Educational Media 29 (1), 49-66, 2004 | 127 | 2004 |
| The double-edged effects of explanation prompts K Berthold, H Röder, D Knörzer, W Kessler, A Renkl Computers in Human Behavior 27 (1), 69-75, 2011 | 86 | 2011 |
| How to foster active processing of explanations in instructional communication K Berthold, A Renkl Educational Psychology Review 22, 25-40, 2010 | 83 | 2010 |
| Effects of incorporating retrieval into learning tasks: The complexity of the tasks matters J Roelle, K Berthold Learning and Instruction 49, 142-156, 2017 | 82 | 2017 |
| Effects of a training intervention to foster argumentation skills while processing conflicting scientific positions MH Hefter, K Berthold, A Renkl, W Riess, S Schmid, S Fries Instructional Science 42, 929-947, 2014 | 76 | 2014 |
| Do cognitive and metacognitive processes set the stage for each other? J Roelle, C Nowitzki, K Berthold Learning and Instruction 50, 54-64, 2017 | 71 | 2017 |
| The expertise reversal effect in prompting focused processing of instructional explanations J Roelle, K Berthold Instructional Science 41, 635-656, 2013 | 52 | 2013 |
| Effects of a training intervention to foster precursors of evaluativist epistemological understanding and intellectual values MH Hefter, A Renkl, W Riess, S Schmid, S Fries, K Berthold Learning and Instruction 39, 11-22, 2015 | 49 | 2015 |
| 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, 2015 | 49 | 2015 |
| How to improve argumentation comprehension in university students: experimental test of a training approach S von der Mühlen, T Richter, S Schmid, K Berthold Instructional Science 47, 215-237, 2019 | 47 | 2019 |
| Judging the plausibility of arguments in scientific texts: a student–scientist comparison S Von der Mühlen, T Richter, S Schmid, EM Schmidt, K Berthold Thinking & Reasoning 22 (2), 221-249, 2016 | 47 | 2016 |
| 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, 2017 | 46 | 2017 |
| Two instructional aids to optimise processing and learning from instructional explanations J Roelle, K Berthold, A Renkl Instructional Science 42, 207-228, 2014 | 46 | 2014 |
| The use of source-related strategies in evaluating multiple psychology texts: A student–scientist comparison S von der Mühlen, T Richter, S Schmid, EM Schmidt, K Berthold Reading and Writing 29, 1677-1698, 2016 | 39 | 2016 |
| Effects of comparing contrasting cases on learning from subsequent explanations J Roelle, K Berthold Cognition and Instruction 33 (3), 199-225, 2015 | 39 | 2015 |
