Prof. Dr. Ralf Rummer
Professor, Section: Cognitive Psychology
- Telephone
- +49 561 804-3592
- rummer[at]uni-kassel[dot]de
- Website
- Prof. Dr. Ralf Rummer
- Location
- Holländische Straße 36-38
34127 Kassel
- Room
- Holländische 36-38, Raum 2109
Academic career
2003 | Habilitation, Saarland University |
1995 | Dr. phil., University of Mannheim |
1992 | Diploma in Psychology, University of Mannheim |
Professional activities
since 2018 | Professor of Cognitive Psychology at the University of Kassel |
2008–2018 | Professor of Cognitive Psychology and Instructional Psychology at the University of Erfurt |
1996–2008 | Postdoc at Saarland University |
1992–1996 | Predoc and (since 1995) postdoc at the University of Mannheim |
Preprints
Schmidtke, D., Körner, A., Glim, S., & Rummer, R. (2024). Valence sound symbolism facilitates classification of vowels and emotional facial expressions. PsyArXiv. https://doi.org/10.31234/osf.io/pfvmz
Glim, S., Körner, A., & Rummer, R. (2023). Generic masculine role nouns interfere with the neural processing of female referents: Evidence from the P600. PsyArXiv. https://doi.org/10.31234/osf.io/6bkxd
Peer-reviewed articles
Wimmer, L., Körner, A., Ende, L., & Rummer, R. (2024). Higher instead of lower accessibility of fiction texts increases epistemic vigilance during reading. Psychology of Aesthetics, Creativity, and the Arts. https://doi.org/10.1037/aca0000701
Körner, A., Glim, S., & Rummer, R. (2024). Examining the glottal stop as a mark of gender-inclusive language in German. Applied Psycholinguistics, 45(1), 156-179. https://doi.org/10.1017/S0142716424000018
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
Ebersbach, M., Guschlbauer, J. A., & Rummer, R. (2023). Flickering presentations affect judgments of learning but not learning outcomes. Applied Cognitive Psychology, 37(4), 889-898. https://doi.org/10.1002/acp.4086
Glim, S., Körner, A., Härtl, H., & Rummer, R. (2023). Early ERP indices of gender-biased processing elicited by generic masculine role nouns and the feminine-masculine pair form. Brain & Language, 242, 105290. https://doi.org/10.1016/j.bandl.2023.105290
Körner, A., & Rummer, R. (2023). Valence sound symbolism across language families: A comparison between native speakers of Japanese and German. Language and Cognition, 15(2), 337-354. https://doi.org/10.1017/langcog.2022.39
Tolzin, A., Körner, A., Dickhaut, E., Janson, A., Rummer, R., Leimeister, J.M. (2023). Designing pedagogical conversational agents for achieving common ground. In: A. Gerber & R. Baskerville (Eds.), Design science research for a new society: Society 5.0. DESRIST (pp. 345–359). Springer. https://doi.org/10.1007/978-3-031-32808-4_22/
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)
Roelle, J., Schweppe, J., Endres, T., Lachner, A., von Aufschnaiter, C., Renkl, A., Eitel, A., Leutner, D., Rummer, R., Scheiter, K., & Vorholzer, A. (2022). Combining retrieval practice and generative learning in educational contexts: Promises and challenges. Zeitschrift für Entwicklungspsychologie und Pädagogische Psychologie, 54(4), 142-150. https://doi.org/10.1026/0049-8637/a000261
Richter, T., Berger, R, Ebersbach, M., Eitel, A., Endres, T., Borromeo Ferri, R., Hänze, M., Lachner, A., Leutner D., Lipowsky, F., Nemeth, L., Renkl, A., Roelle, J., Rummer, R., Scheiter, K., Schweppe, J., von Aufschnaiter, C., & Vorholzer, A. (2022). How to promote lasting learning in schools: Theoretical approaches and an agenda for research. Zeitschrift für Entwicklungspsychologie und Pädagogische Psychologie, 54(4), 135-145. https://doi.org/10.1026/0049-8637/a000258
Wenzel, K., Schweppe, J., & Rummer, R.* (2022). Are open-book tests still as effective as closed-book tests even after a delay of two weeks? Applied Cognitive Psychology, 36(3), 699-707. https://doi.org/10.1002/acp.3943 (* corresponding autor)
Körner, A., Abraham, B., Rummer, R., & Strack, F. (2022). Gender representations elicited by the gender star. Journal of Language and Social Psychology, 41(5), 553-571. https://doi.org/10.1177/0261927X221080181
Körner, A., & Rummer, R. (2022). Articulation contributes to valence sound symbolism. Journal of Experimental Psychology: General, 151(5), 1107–1114. https://doi.org/10.1037/xge0001124
Körner, A., & Rummer, R. (2022). What is preferred in the in–out effect: Articulation locations or articulation movement direction? Cognition and Emotion, 36(2), 230–239. https://doi.org/10.1080/02699931.2021.1996336
Rummer, R.*, & Schweppe, J.* (2022). Komplexität und der Testungseffekt: Die mögliche Bedeutung der Verständnissicherung für den Nutzen von Abrufübung bei komplexem Lernmaterial. Unterrichtswissenschaft, 50, 37–52. (* geteilte Erstautorenschaft) https://doi.org/10.1007/s42010-021-00137-4
Rummer, R. (2021). Der Testungseffekt beim Lernen mit Texten: Ein Beispiel für das schwierige Verhältnis zwischen Grundlagenforschung und Anwendung. Psychologische Rundschau, 72, 259–272. https://doi.org/10.1026/0033-3042/a000518
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, 1221-1247. https://doi.org/10.1007/s10648-020-09579-1
Rummer, R., Schweppe, J., & Schwede, A. (2019). Open-book vs. closed-book tests in university classes: a field experiment. Special Issue on “How desirable are ‘desirable difficulties’ for learning in educational contexts?”. Frontiers in Educational Psychology, 10, 463. https://doi.org/10.3389/fpsyg.2019.00463
Ketzer-Nöltge, A., Schweppe, J., & Rummer, R. (2019). Is the seductive details effect moderated by mood and time restrictions? Special Issue on “Boundary conditions of seductive details effects”. Applied Cognitive Psychology, 33, 62–70. https://doi.org/10.1002/acp.3487
Rummer, R., & Schweppe, J. (2019). Talking emotions: Vowel selection in fictional names depends on the emotional valence of the to-be-named faces and objects. Cognition & Emotion, 33(3), 404-416. https://www.tandfonline.com/doi/full/10.1080/02699931.2018.1456406
Rummer, R., Schweppe, J., Gerst, K., & Wagner, S. (2017). Is testing a more effective learning strategy than note-taking? Journal of Experimental Psychology: Applied, 23(3), 293-300. https://doi.org/10.1037/xap0000134
Rummer, R., Schweppe, J., & Schwede, A. (2016). Fortune is fickle: Null-effects of disfluency on learning outcomes. Metacognition and Learning, 11, 57–70. https://link.springer.com/article/10.1007/s11409-015-9151-5
Schweppe, J., & Rummer, R. (2016). Attention and long-term memory in system and process theories of working memory: A reply to Soemer’s (2015) comment on Schweppe and Rummer (2014). Educational Psychology Review, 28, 201-204. https://link.springer.com/content/pdf/10.1007/s10648-015-9336-0.pdf
Schweppe, J., & Rummer, R. (2016). Integrating written text and graphics as a desirable difficulty in long-term multimedia learning. Computers in Human Behaviour, 60, 131-137. https://doi.org/10.1016/j.chb.2016.02.035
Rummer, R. (2015). Der Einfluss des schulischen Lateinunterrichts auf die Tempuswahl im Deutschen. Zeitschrift für angewandte Linguistik, 63, 249-266. https://doi.org/10.1016/j.chb.2016.02.035
Schweppe, J. Eitel. A., & Rummer, R. (2015). The multimedia effect and its stability over time. Learning & Instruction, 38, 24-33. https://doi.org/10.1016/j.learninstruc.2015.03.001
Schweppe, J., Barth, S., Ketzer-Nöltge, A., & Rummer, R. (2015). Are near-native speakers underestimated when using sentence recall as a method for measuring language competence? Frontiers in Psychology, 6, 63. https://doi.org/10.3389/fpsyg.2015.00063
Rummer, R., Schweppe, J., Schlegelmilch, R., & Grice, M. (2014). Mood is linked to vowel type: The role of articulatory movements. Emotion, 14, 246-250. https://doi.org/10.1037/a0035752
Rummer, R., & Herzmann, P. (2014). Beeinflusst die Dauer des Schulwegs die Schulnoten? Eine Pilotstudie. SchulVerwaltung (SchVw NRW), 25, 90-93.
Schweppe, J., & Rummer, R. (2014). Attention, working memory, and long-term memory in multimedia learning: An integrated perspective based on process models of working memory. Educational Psychology Review, 26, 285-306. https://link.springer.com/content/pdf/10.1007/s10648-013-9242-2.pdf
Fürstenberg, A., Rummer, R., & Schweppe, J. (2013). Does visuo-spatial working memory generally contribute to immediate serial letter recall? Memory, 21, 722-31. https://doi.org/10.1080/09658211.2012.753462
Rummer, R., Schweppe, J., & Martin, R. C. (2013). Two modality effects in verbal short-term memory: Evidence from sentence recall. Journal of Cognitive Psychology, 25, 231-247. https://doi.org/10.1080/20445911.2013.769953
Schüler, A., Scheiter, K., Rummer, R., & Gerjets, P. (2012). Explaining the modality effect in multimedia learning: Is it due to a lack of temporal contiguity with written text and pictures? Learning & Instruction, 22, 92-102. https://doi.org/10.1016/j.learninstruc.2011.08.001
Rummer, R., Schweppe, J., Fürstenberg, A., Scheiter, K., & Zindler, A. (2011). The perceptual basis of the modality effect in multimedia learning. Journal of Experimental Psychology: Applied, 17, 159-173. https://doi.org/10.1037/a0023588
Schweppe, J., Rummer, R., Bormann, T., & Martin, R. C. (2011). Semantic and phonological information in sentence recall: Experimental evidence and a neuropsychological single-case study. Cognitive Neuropsychology,28, 521-545. https://doi.org/10.1080/02643294.2012.689759
Lindow, S., Fuchs, H., Fürstenberg, A., Kleber, J., Schweppe, J., & Rummer, R.* (2011). On the robustness of the modality effect: Attempting to replicate a basic finding. Zeitschrift für Pädagogische Psychologie (Special Issue “Boundary conditions and constraints for the modality effect”),25, 231–243. (* corresonding author) https://doi.org/10.1024/1010-0652/a000049
Schweppe, J., Grice, M., & Rummer, R. (2011). What models of verbal working memory can learn from phonological theory: Decomposing the phonological similarity effect. Journal of Memory and Language, 60, 256-269. https://doi.org/10.1016/j.jml.2010.11.006
Rummer, R., Schweppe, J., Fürstenberg, A., Seufert, T., & Brünken, R. (2010). Working memory interference during processing texts and pictures: Implications for the explanation of the modality effect. Applied Cognitive Psychology, 24, 164-176. https://doi.org/10.1002/acp.1546
Rummer, R., & Fiebach, C. (2010). Prozessbasierte Ansätze in der aktuellen Arbeitsgedächtnisforschung. Editorial zum Sonderheft „Prozessbasierte Ansätze in der aktuellen Arbeitsgedächtnisforschung“. Psychologische Rundschau, 61, 1-2. https://doi.org/10.1026/0033-3042/a000003
Schweppe, J., Rummer, R., & Fürstenberg, A. (2009). Beyond sentence boundaries: The contribution of grammatical gender information to prose recall. Memory & Cognition, 37, 73-80. https://doi.org/10.3758/MC.37.1.73
Rummer, R., Schweppe, J., & Martin, R. C. (2009). A modality congruency effect in verbal false memory. European Journal of Cognitive Psychology, 21, 473-483. https://doi.org/10.1080/09541440802188255
Rummer, R., Fürstenberg, A., & Schweppe, J. (2008). Lernen mit Texten und Bildern: Der Anteil akustisch-sensorischer Information am Zustandekommen des Modalitätseffekts. Zeitschrift für Pädagogische Psychologie, 22, 37-45. https://doi.org/10.1024/1010-0652.22.1.37
Rummer, R., Schweppe, J., Scheiter, K., & Gerjets, P. (2008). Lernen mit Multimedia: Die kognitiven Grundlagen des Modalitätseffekts. Psychologische Rundschau, 59, 98-108. https://doi.org/10.1026/0033-3042.59.2.98
Schweppe, J., & Rummer, R. (2007). Shared representations in language processing and verbal short-term memory: The case of grammatical gender. Journal of Memory and Language, 56, 336-356. https://doi.org/10.1016/j.jml.2006.03.005
Schweppe, J., Bormann, T., & Rummer, R. (2006). Störungen des verbalen Kurzzeitgedächtnisses nach erworbener Hirnschädigung. Aphasie und verwandte Gebiete, 20, 73-88.
Krolak-Schwerdt, S., & Rummer, R. (2005). Der Einfluss von Expertise auf den Prozess der schulischen Leistungsbeurteilung. Zeitschrift für Entwicklungspsychologie und Pädagogische Psychologie,37, 205-213. https://doi.org/10.1026/0049-8637.37.4.205
Rummer, R., & Schweppe, J. (2005). Evidence for a modality effect in sentence retention. Psychonomic Bulletin & Review, 12, 1094-1099.
Rummer, R. (2004). Immediate and delayed recall of visually presented sentences: Evidence for the involvement of phonological information. Experimental Psychology, 51, 15-23. https://doi.org/10.1027/1618-3169.51.1.15
Rummer, R. (2003). Das kurzfristige Behalten von Sätzen. Psychologische Rundschau, 54, 93-102. https://doi.org/10.1026/0033-3042.54.2.93
Rummer, R., & Engelkamp, J. (2003). Phonological information in immediate and delayed sentence recall. The Quarterly Journal of Experimental Psychology, 56A, 83-95. https://doi.org/10.1080/02724980244000279
Rummer, R., & Engelkamp, J. (2003). Short-term sentence recall: Evidence for the contribution of acoustic-sensory information. Acta Psychologica, 114, 67-82. https://doi.org/10.1016/S0001-6918(03)00050-7
Rummer, R., Engelkamp, J., & Konieczny, L. (2003). The subordination effect: Evidence from self-paced reading and recall. European Journal of Cognitive Psychology, 15, 539-566. https://doi.org/10.1080/09541440340000015
Engelkamp, J., & Rummer, R. (2002). Subordinating conjunctions as device for unifying sentences in memory. European Journal of Cognitive Psychology, 14, 353-369. https://doi.org/10.1080/09541440143000104
Jameson, A., Großmann-Hutter, B., March, L., Rummer, R., Bohnenberger, T., & Wittig, F. (2001). When actions have consequences: Empirically based decision making for intelligent user interfaces? Knowledge-Based Systems, 14, 75-92. https://doi.org/10.1016/S0950-7051(00)00097-6
Rummer, R., & Engelkamp, J. (2001). Phonological information contributes to short-term recall of auditorily presented sentences. Journal of Memory and Language, 45, 451-467. https://doi.org/10.1006/jmla.2000.2788
Rummer, R., & Schrobildgen, M. (2000). Phonologische Information beim kurzfristigen Behalten von Sätzen. Zeitschrift für Experimentelle Psychologie, 47, 144-154. https://doi.org/10.1026/0949-3964.47.2.144
Engelkamp, J., & Rummer, R. (1999). Syntaktische Struktur und Wortlänge im Satzrecall. Zeitschrift für Experimentelle Psychologie, 46, 1-15.
Rummer, R., Mohr, G., & Zimmer, H. D. (1998). Leistungsbegrenzungen im verbalen Arbeitsgedächtnis: Argumente gegen energetische Ressourcenkonzepte. Kognitionswissenschaft, 7, 134-140.
Rummer, R., Grabowski, J., & Vorwerg, C. (1995). Kontrollprozesse beim Sprechen: Flexibilität und Determination der ereignisbezogenen Äußerungsplanung. Zeitschrift für Psychologie, 203, S. 25-51.
Contributions to edited books
Schweppe, J., & Rummer, R. (2023). Wrapping up lessons with closed-book and open-book tests. In C. E. Overson, C. M. Hakala, L. L. Kordonowy & V. A. Benassi (Eds.), In their own words: What scholars want you to know about why and how to apply the science of learning in your academic setting (pp 494-498). Society for the Teaching of Psychology e-book Series (APA, Division 2). https://teachpsych.org/ebooks/itow
Rummer, R. (2020). Stichwörter Testungseffekt, Wünschenswerte Erschwernisse. In M. Wirtz & J. Funke (Hrsg.), Dorsch – Lexikon der Psychologie. Göttingen: Hogrefe.
Rummer, R., & Schweppe, J. (2020). Stichwörter Serielle Positionskurve, Recency-Effekt. In M. Wirtz (Hrsg.), Dorsch – Lexikon der Psychologie. Göttingen: Hogrefe.
Schweppe, J., & Rummer, R. (2020). Stichwörter Enkodierprozesse, Item-Order-Hypothese. In M. Wirtz (Hrsg.), Dorsch – Lexikon der Psychologie. Göttingen: Hogrefe.
Cangemi. F., Grice, M., Rummer, R., Schweppe, J. (2014). Orofacial gestures and emotion: Articulatory feedback or sound symbolism? Proceedings of the 10th International Seminar on Speech Production (Cologne, May 2014).
Rummer, R., & Schweppe, J. (2013). Stichwörter: Serielle Positionskurve, Recency-Effekt. In M. Wirtz (Hrsg.), Dorsch – Lexikon der Psychologie. Göttingen: Hogrefe.
Schweppe, J., & Rummer, R. (2013). Stichwörter Enkodierprozesse, Item-Order-Hypothese. In M. Wirtz (Hrsg.), Dorsch – Lexikon der Psychologie. Göttingen: Hogrefe.
Rummer, R., & Engelkamp, J. (2011). Towards a language-based account on verbal working memory. In Cornelia Zelinsky-Wibbelt (Ed.), Relations between language and memory (pp 243-265). Frankfurt/M.: Peter Lang.
Jameson, A., Kiefer, J., Müller, C., Wittig, F., & Rummer, R. (2010). Assessment of a user's time pressure and cognitive load on the basis of features of speech. In M. Crocker & J. Siekmann (Eds.), Resource-adaptive cognitive processes (pp. 171-204). Berlin: Springer.
Schüler, A., Scheiter, K., Gerjets, P., & Rummer, R. (2008). Does a lack of contiguity with visual text cause the modality effect in multimedia learning? In B. C. Love, K. McRae, & V. M. Sloutsky (Eds.), Proceedings of the 30th Annual Conference of the Cognitive Science Society (pp. 2353-2358). Austin, TX: Cognitive Science Society.
Schüler, A., Scheiter, K., Gerjets, P., & Rummer, R. (2008). The modality effect in multimedia learning: Theoretical and empirical limitations. In P. A. Kirschner, F. Prins, V. Jonker, & G. Kanselaar (Eds.), International Perspectives in the Learning Sciences: Cre8ing a learning world. Proceedings of the Eighth International Conference for the Learning Sciences – ICLS 2008 (Vol. 2, pp. 311-318). Utrecht: The Netherlands: International Society of the Learning Sciences, Inc. (ISLS).
Engelkamp, J., & Rummer, R. (2006). Gedächtnissysteme. In J. Funke & P. Frensch, Handbuch Psychologie, Bd. Allgemeine Psychologie: Kognition und Handlung (S. 307-316). Göttingen: Hogrefe.
Engelkamp, J., & Rummer, R. (2006). Verarbeitungsprozesse. In J. Funke & P. Frensch, Handbuch Psychologie, Bd. Allgemeine Psychologie: Kognition und Handlung (S. 317-324). Göttingen: Hogrefe.
Rummer, R., & Engelkamp, J. (2006). Wortwissen und mentales Lexikon. In J. Funke & P. Frensch, Handbuch Psychologie, Bd. Allgemeine Psychologie: Kognition und Handlung (S. 592-600). Göttingen: Hogrefe.
Rummer, R., & Engelkamp, J. (2005). Das mentale Lexikon. Ein Überblick. In D. A. Cruse, F. Hundsnurscher, M. Job & P. R. Lutzeier (Hrsg.), Lexikologie - Lexicology: Ein internationales Handbuch zur Natur und Struktur von Wörtern und Wortschätzen - An international handbook on the nature and structure of words and vocabularies (S. 1713-1722). Berlin: De Gruyter.
Rummer, R. (2003). Aufmerksamkeitssteuerung. In W. Deutsch, Th. Herrmann & G. Rickheit (Hrsg.), Internationales Handbuch der Psycholinguistik/International handbook of psycholinguistics (S. 244-251). Berlin: De Gruyter.
Müller, C., Grossmann-Hutter, B., Jameson, A., Rummer, R., & Wittig F. (2001). Recognizing time pressure and cognitive load on the basis of speech: An experimental study. User Modeling 2001, Proceedings, Lecture Notes in Artificial Intelligence, 2109, 24-33.
Jameson, A., Grossman-Hutter, B., March, L., & Rummer, R. (2000). Creating an empirical basis for adaption decisions. In H. Lieberman (Ed.), IUI2000: International Conference on Intelligent User Interfaces (pp 149-156). New York: ACM.
Rummer, R., & Engelkamp, J. (2000). Sprache und Emotion. In J. Otto, H. A. Euler & H. Mandl (Hrsg.), Handbuch Emotionspsychologie (S. 325-333). Weinheim: Psychologie Verlags Union.
Gerjets, P., & Rummer, R. (1999). Ressourcenadaptive Sequenzierungsstrategien und Wechselkosten. In I. Wachsmuth & B. Jung (Hrsg.), KogWis99: Proceedings der 4. Tagung der Deutschen Gesellschaft für Kognitionswissenschaft (S. 225-231). St. Augustin: Infix.
Rummer, R. (1999). Cognitive load and the conceptual planning of utterances: Partner-adaptivity as epiphenomenon of process characteristics (?). In R. Klabunde-Meyer & Ch. von Stutterheim (Eds.), Representations and processes in language production (pp 43-55). Wiesbaden: Deutscher Universitätsverlag.
Wallach, D., Plach, M., & Rummer, R. (1999). Cognitive reverse-engineering the user: On the role of cognitive architectures in Hci. In I. Wachsmuth & B. Jung (Hrsg.), KogWis99: Proceedings der 4. Tagung der Deutschen Gesellschaft für Kognitionswissenschaft (S. 67-72). St. Augustin: Infix.
Engelkamp, J., & Rummer, R. (1998). The architecture of the mental lexicon. In A. Friederici (Ed.), Language comprehension: A biological perspective (pp 177-212). Heidelberg u. a.: Springer. (Eine 2. überarbeitete Auflage erschien 1999.)
Rummer, R., & Engelkamp, J. (1998). Phonologische, prosodische und syntaktische Information beim Behalten von Sätzen. In W. Krause & U. Kotkamp (Hrsg.). Intelligente Informationsverarbeitung (S. 147-155). Wiesbaden: Deutscher Universitätsverlag.
Rummer, R. (1997). Verarbeitungsbeschränkungen bei der Sprachproduktion: Ein experimenteller Ansatz zur Erforschung sprachlicher Makroplanungsprozesse. In R. Kluwe (Hrsg.), Kognitionswissenschaft: Strukturen und Prozesse intelligenter Systeme (S. 41-63). Wiesbaden: Deutscher Universitätsverlag.
Grabowski, J., Vorwerg, C., & Rummer, R. (1993). Writing as a tool for control of episodic representation? In G. Eigler & Th. Jechle (Eds.), Text production: current trends in European research (pp 55-68). Freiburg: Universitätsverlag.
DFG: Subproject "The testing effect and the complexity of the learning material" of the research group "Lasting Learning" (duration 2023–2027; PIs: Ralf Rummer, Judith Schweppe). |
BMBF: Subproject on Common Ground in "Promoting subject-specific and generic competencies flexibly and individually through sociotechnical design of systems of hybrid intelligence" (duration 2022–2025; PI: Ralf Rummer). Project staff is Anita Körner. |
ZFF-PROJEKT: "Identification of practically relevant moderators of the 'seductive details' effect via eye-tracking" (duration 2023–2024; PIs: Sophia Weißgerber, Ralf Rummer). |