| Relational categories as a bridge between cognitive and educational research. MB Goldwater, L Schalk Psychological Bulletin 142 (7), 729, 2016 | 172 | 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 | 146 | 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 | 125 | 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 | 69 | 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 | 65 | 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 | 62 | 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 | 60 | 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 | 54 | 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 | 46 | 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 | 41 | 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 | 19 | 2020 |
| Approaches to foster transfer of formal principles: which route to take? L Schalk, H Saalbach, E Stern PloS one 11 (2), e0148787, 2016 | 19 | 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 | 19 | 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 | 17 | 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 | 16 | 2018 |
| Kapitel 1 Begabung, Intelligenz, Talent, Wissen, Kompetenz und Expertise: eine Begriffsklärung A Deiglmayr, L Schalk, E Stern Begabungen und Talente 15, 1, 2017 | 15 | 2017 |
| Preschoolers’ novel noun extensions: shape in spite of knowing better H Saalbach, L Schalk Frontiers in psychology 2, 14229, 2011 | 14 | 2011 |
| Concreteness fading in learning secondary school physics concepts T Kokkonen, A Lichtenberger, L Schalk Learning and Instruction 77, 101524, 2022 | 12 | 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 | 12 | 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 | 10 | 2016 |
Elsbeth SternProfessorin für Psychologie ETH ZürichVerified email at ifv.gess.ethz.ch
