Dr. Sophia Christin Weißgerber

Academic career

Professional activities

Andreychik, M., Larkin, K., Weissgerber, S.C., Kiunke, F., Godberson, H., Kolle, C., Kulpe, A., Ruiz-Fernandez, S., Werner, K., Wu, R., & Buchanan, E. (in press). Knowledge, luck, and expertise: Are experts seen as knowledgeable even when they arrive at accurate beliefs for the wrong reasons? Psi Chi Journal of Psychological Research.

Terry, J., Ross, R. M., Counsell, A., Alter, U., Ellis, J. L., Beribisky, N., …Weissgerber, S.C…. Collins, E. (2026). The Fault in Our STARS: International Evidence that the Statistics Anxiety Rating Scale and the Revised Mathematics Anxiety Rating Scale Overlap. PsyArXiv. https://doi.org/10.31234/osf.io/gzucd_v2

Weissgerber, S. C. &, Rummer, R. (2026). A multi-verse lack of replication for working memory capacity as moderator of the perceptual disfluency effect. Learning and Individual Differences, 126, 102806. https://doi.org/10.1016/j.lindif.2025.102806

Endres, T., Bender, L., Sepp, S., Zhang, S., David, L., Trypke, M., Lieck, D., Désiron, J. C., Bohm, J., Weissgerber, S. C., Castro-Alonso, J. C., & Paas, F. (2025). Developing the Mental Effort and Load–Translingual Scale (MEL-TS) as a foundation for translingual research in self-regulated learning. Educational Psychology Review, 37(1), Article 5. https://doi.org/10.1007/s10648-024-09978-8 

Lazarevic, L. B., Wagge, J. R., Balci, B. B., Buchanan, E. M., Greene, N. R., Folwarczny, M., Lazić, A., Want, S. C., Lee, S., Raddatz, M. C., Hehman, E., Gentile, A., Petrović, M. B., De Luca, P., Kelly, A. J., Talbot, K., Tobia, J., Chalik, L., Tsoi, L., Florence, J. H., Weissgerber, S. C., Schouler, N., Buron, L., Christopherson, C. D., Richter, J., Senftner, K., Pazda, A. D., Allen, P. J., Kingston, F., Sigurdsson, V., & Grahe, J. (2025). Collaborative registered replication of Griskevicius et al. (2010): Can pro-environmental behavior be promoted by priming status motivation? Collabra: Psychology, 11(1), Article 143773. https://doi.org/10.1525/collabra.143773

Hall, B., Schmidt, K., Wagge, J., Lewis, S. C., Weissgerber, S. C., Kiunke, F., Pfuhl, G., Stieger, S., Tran, U. S., Barzykowski, K., Bogatyreva, N., Kowal, M., Massar, K., Pernerstofer, F., Sorokowski, P., Voracek, M., Chartier, C. R., Brandt, M. J., Grahe, J. E., ... Buchanan, E. M. (2024). Registered replication report: A large multilab cross-cultural conceptual replication of Turri et al. (2015). Advances in Methods and Practices in Psychological Science, 7(4). https://doi.org/10.1177/25152459241267902

Weissgerber, S. C., Terhorst, D. I. P., & Rummer, R. (2024). Is the perceptual disfluency effect moderated by learners’ working memory capacity? Direct replication of Lehmann et al. (2016). Metacognition & Learning, 19, 293-318. https://doi.org/10.1007/s11409-023-09366-7

Weissgerber, S.C.*, & Rummer, R.* (2023). More accurate than assumed: Learners’ metacognitive beliefs about the effectiveness of retrieval practice. Learning & Instruction, 83, 101678. https://doi.org/10.1016/j.learninstruc.2022.101679 (* geteilte Erstautorenschaft)

Weissgerber, S. C., Grünberg, C., Neufeld, L., Steppat, T., & Reinhard, M. (2022). The interplay of math anxiety and math competence for later performance. Social Psychology of Education, 25, 977–1002. https://doi.org/10.1007/s11218-022-09700-y

Weissgerber, S. C., Brunmair, M., & Rummer, R. (2021). Null and void? Errors in meta-analysis on perceptual disfluency and recommendations to improve meta-analytical reproducibility. Educational Psychology Review, 33(3), 1221–1247. https://doi.org/10.1007/s10648-020-09579-1

Abel, R., Brunmair, M., & Weissgerber, S. C. (2021). Change one category at a time: Sequence effects beyond interleaving and blocking. Journal of Experimental Psychology: Learning, Memory, and Cognition, 47(7), 1083–1105. https://doi.org/10.1037/xlm0001003

Jones, B. C., DeBruine, L. M., Flake, J. K., …Weissgerber, S. C., … Coles, N. A. (2021). To which world regions does the valence-dominance model of social perception apply? Nature Human Behaviour, 5(1), 159–169. https://doi.org/10.1038/s41562-020-01007-2

Ebersole, C. R., Mathur, M. B., Baranski, E., …Weissgerber, S.C., ... Nosek, B. A. (2020). Many Labs 5: Testing pre-data collection peer review as an intervention to increase replicability. Advances in Methods and Practices in Psychological Science, 3(3), 309–331. https://doi.org/10.1177/2515245920958687

IJzerman, H., Ropovik, I., Ebersole, C. R., …Weissgerber, S. C., …Day, C. R. (2020). Many Labs 5: Registered replication of Förster, Liberman, and Kuschel’s (2008) study 1. Advances in Methods and Practices in Psychological Science, 366–376. https://doi.org/10.1177/2515245920916513

Landy, J. F., Jia, M. L., Ding, I. L., ...Weissgerber, S.C., … Uhlmann, E. L. (2020). Crowdsourcing hypothesis tests: Making transparent how design choices shape research results. Psychological Bulletin, 146(5), 451–479. https://doi.org/10.1037/bul0000220

Hu, C.-P., Yin, J., Lindenberg, S., Dalğar, I., Weissgerber, S. C., ... IJzerman, H. (2019). Data from the Human Penguin Project: A cross-national dataset testing principles from social thermoregulation theory. Nature – Scientific Data, 6, Article 32. https://doi.org/10.1038/s41597-019-0029-2

Reinhard, M.-A., Weissgerber, S. C., & Wenzel, K. (2019). Performance expectancies moderate the effectiveness of more or less generative activities over time. Frontiers in Psychology, 10, Article 1623. https://doi.org/10.3389/fpsyg.2019.01623

Weissgerber, S. C., Reinhard, M.-A., & Schindler, S. (2018). Learning the hard way: Need for cognition influences attitudes towards and self-reported use of desirable learning difficulties. Educational Psychology, 38, 176–202. https://doi.org/10.1080/01443410.2017.1387644

Weissgerber, S. C., & Reinhard, M.-A. (2018). Pilot study on the relationship of test anxiety to utilizing self-testing in self-regulated learning. International Journal of Psychological Studies, 10(4), 95–109. https://doi.org/10.5539/ijps.v10n4p95

IJzerman, H., Lindenberg, S., Dalğar, İ., Weissgerber, S. C., … Zickfeld, J. H. (2018). The Human Penguin Project: Climate, social integration, and core body temperature. Collabra: Psychology, 4(1), Article 37. https://doi.org/10.1525/collabra.165

Weissgerber, S. C., & Reinhard, M.-A. (2017). Is disfluency desirable for learning? Learning and Instruction, 49, 199–217. https://doi.org/10.1016/j.learninstruc.2017.02.004

IJzerman, H., Čolić, M., Hennecke, M., …Weissgerber, S. C., … Lindenberg, S. (2017). Does distance from the equator predict self-control? Lessons from the Human Penguin Project. Behavioral and Brain Sciences, 40, 22–23. https://doi.org/10.1017/S0140525X16001035

Thomas, J., O’Hara, L., Quadflieg, S., & Weissgerber, S. C. (2017). Acculturation, out-group positivity and eating disorders symptoms among Emirati women. Eating and Weight Disorders Studies on Anorexia, Bulimia and Obesity, 23(2), 241–246. https://doi.org/10.1007/s40519-016-0358-5

Weissgerber, S. C., Reinhard, M.-A., & Schindler, S. (2016). Study harder? The relationship of achievement goals to attitudes and self-reported use of desirable difficulties in self-regulated learning. Journal of Psychological and Educational Research, 1, 42–60.

Wang, Y., Thomas, J., Weissgerber, S. C., Kazemini, S., Ul-Haq, I., & Quadflieg, S. (2015). The headscarf effect revisited: Further evidence for a culture-based internal face processing advantage. Perception, 44, 328–336. https://doi.org/10.1068/p7940

IJzerman, H., Gallucci, M., Pouw, W., Weißgerber, S. C., van Doesum, N., Metrova, M., & Williams, K. (2012). Cold-blooded loneliness: Social exclusion leads to lower skin temperatures. Acta Psychologica, 140(3), 283–288. https://doi.org/10.1016/j.actpsy.2012.05.002