Lennart Schalk
Cited by
Cited by
Relational categories as a bridge between cognitive and educational research.
MB Goldwater, L Schalk
Psychological Bulletin 142 (7), 729, 2016
Domain-specific prior knowledge and learning: A meta-analysis
BA Simonsmeier, M Flaig, A Deiglmayr, L Schalk, M Schneider
Educational psychologist 57 (1), 31-54, 2022
The effects of idealized and grounded materials on learning, transfer, and interest: An organizing framework for categorizing external knowledge representations
DM Belenky, L Schalk
Educational Psychology Review 26, 27-50, 2014
Variable control and conceptual change: A large-scale quantitative study in elementary school
PA Edelsbrunner, L Schalk, R Schumacher, E Stern
Learning and Individual Differences 66, 38-53, 2018
Übersichtsartikel: Sprache als Werkzeug des Lernens: Ein Überblick zu den kommunikativen und kognitiven Funktionen der Sprache und deren Bedeutung für den fachlichen Wissenserwerb
S Kempert, L Schalk, H Saalbach
Psychologie in Erziehung und Unterricht 66 (3), 2018
Grammatical gender and inferences about biological properties in German‐speaking children
H Saalbach, M Imai, L Schalk
Cognitive science 36 (7), 1251-1267, 2012
Improved application of the control-of-variables strategy as a collateral benefit of inquiry-based physics education in elementary school
L Schalk, PA Edelsbrunner, A Deiglmayr, R Schumacher, E Stern
Learning and Instruction 59, 34-45, 2019
All giraffes have female‐specific properties: Influence of grammatical gender on deductive reasoning about sex‐specific properties in German speakers
M Imai, L Schalk, H Saalbach, H Okada
Cognitive science 38 (3), 514-536, 2014
When problem-solving followed by instruction is superior to the traditional tell-and-practice sequence.
L Schalk, R Schumacher, A Barth, E Stern
Journal of educational psychology 110 (4), 596, 2018
Weak versus strong knowledge interdependence: A comparison of two rationales for distributing information among learners in collaborative learning settings
A Deiglmayr, L Schalk
Learning and Instruction 40, 69-78, 2015
Providing worked examples for learning multiple principles
L Schalk, J Roelle, H Saalbach, K Berthold, E Stern, A Renkl
Applied Cognitive Psychology 34 (4), 813-824, 2020
Approaches to foster transfer of formal principles: which route to take?
L Schalk, H Saalbach, E Stern
PloS one 11 (2), e0148787, 2016
Pathways of Conceptual Change: Investigating the Influence of Experimentation Skills on Conceptual Knowledge Development in Early Science Education.
P Edelsbrunner, L Schalk, R Schumacher, E Stern
CogSci, 2015
One instructional sequence fits all? A conceptual analysis of the applicability of concreteness fading in mathematics, physics, chemistry, and biology education
T Kokkonen, L Schalk
Educational Psychology Review 33 (3), 797-821, 2021
A hard-to-read font reduces the framing effect in a large sample
CW Korn, J Ries, L Schalk, Y Oganian, H Saalbach
Psychonomic bulletin & review 25, 696-703, 2018
Kapitel 1 Begabung, Intelligenz, Talent, Wissen, Kompetenz und Expertise: eine Begriffsklärung
A Deiglmayr, L Schalk, E Stern
Begabungen und Talente 15, 1, 2017
Preschoolers’ novel noun extensions: shape in spite of knowing better
H Saalbach, L Schalk
Frontiers in psychology 2, 14229, 2011
Concreteness fading in learning secondary school physics concepts
T Kokkonen, A Lichtenberger, L Schalk
Learning and Instruction 77, 101524, 2022
Influence of grammatical gender on deductive reasoning about sex-specific properties of animals
M Imai, L Schalk, H Saalbach, H Okada
Proceedings of the Annual Meeting of the Cognitive Science Society 32 (32), 2010
Relational quantitative reasoning in kindergarten predicts mathematical achievement in third grade
L Schalk, H Saalbach, RH Grabner, E Stern
Journal of Numerical Cognition 2 (2), 77-90, 2016
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