PD Dr. Oliver Kliegl

Qualifications

2009: Diploma in Psychology, University of Regensburg

2013: PhD in Psychology, University of Regensburg – Thesis title: “On the cognitive processes mediating intentional memory updating”

2020: Habilitation in Psychology, University of Regensburg – Topic: “How encoding and retrieval processes shape interference effects and retrieval-practice effects in episodic memory”

Professional experience

2009–2013: Research Fellow at the Institute of Psychology
(Head: K.-H. T. Bäuml, Regensburg University)

2013–2015: Postdoctoral position at the Institute of Psychology
(Chair: K.-H. T. Bäuml, University of Regensburg)

2016: Postdoctoral position at the Institute of Psychology
(Chair: R.L. Bjork, University of California, Los Angeles)

2017–2026: Postdoctoral position at the Institute of Psychology
(Chair: K.-H. T. Bäuml, University of Regensburg)

Since 2026: Postdoctoral position at the Institute of Psychology
(Chair: G. Dreisbach, University of Regensburg)

• Hirsch, M.L., Kliegl, O. & Bäuml, K.-H. T. (im Druck). Boosting hypermnesia with a cued-recall test format. Memory & Cognition. https://doi.org/10.3758/s13421-026-01910-5
• Kliegl, O. (im Druck). Der Vortesteffekt – Wenn Tests bereits vor dem Lernen das Gedächtnis fördern. Psychologische Rundschau. https://doi.org/10.1026/0033-3042/a000750
• Kliegl, O., Bartl, J., & Bäuml, K.-H. T. (2025). Making guesses during learning can be beneficial for older adults’ memory. Psychology and Aging, 40(8), 902-912. https://doi.org/10.1037/pag0000929
• Bartl, J., Kliegl, O., & Bäuml, K.-H. T. (2025). The pretesting effect under divided attention. Psychological Research, 89, 77. https://doi.org/10.1007/s00426-025-02106-3
• Bäuml, K.-H. T. & Kliegl, O. (2025). Retrieval-induced remembering and forgetting. In: Wixted, J. T. (ed.), Cognitive psychology of memory, Vol. 2 of Learning and Memory: A comprehensive reference, 3rd edition, Wixted, J. T. (ed.). pp. 311-327. Oxford: Academic Press. 
• Kliegl, O. & Bäuml, K.-H. T. (2025). Interpolated pretesting can boost memory of related and distinct prose materials. Psychological Research, 89, 5. https://doi.org/10.1007/s00426-024-02042-8
• Kliegl, O., Bartl, J., & Bäuml, K.-H. T. (2024). Repeated guessing attempts during acquisition can promote subsequent recall performance. Journal of Experimental Psychology: Applied, 30(2), 282-292. https://doi.org/10.1037/xap0000493
• Bartl, J., Kliegl, O., & Bäuml, K.-H. T. (2024). The role of mediators for the pretesting effect. Memory, 32(3), 358-368. https://doi.org/10.1080/09658211.2024.2323930
• Kliegl, O., Bartl, J., & Bäuml, K.-H. T. (2024). The pretesting effect comes to full fruition after prolonged retention interval.  Journal of Applied Research in Memory and Cognition, 13(1), 63-70. https://doi.org/10.1037/mac0000085
• Kliegl, O., Bartl, J., & Bäuml, K.-H. T. (2023). The pretesting effect thrives in the presence of competing information. Memory, 31(5), 705-714. https://doi.org/10.1080/09658211.2023.2190568
• Kliegl, O. & Bäuml, K.-H. T. (2023). How retrieval practice and semantic generation affect subsequently studied material: An analysis of item-level effects. Memory, 31(1), 127-36. https://doi.org/10.1080/ 09658211.2022.2127770  
• Kliegl, O., Kriechbaum, V. M., & Bäuml, K.-H.T. (2022). The effects of interspersed retrieval practice in multiple-list learning on initially studied material. Frontiers in Psychology, 13, 889622. https://doi.org/10.3389/fpsyg.2022.889622
• Kliegl, O. & Bäuml, K.-H. T. (2021). The mechanisms underlying interference and inhibition: A review of current behavioral and neuroimaging research. Brain Sciences, 11, 1246. https://doi.org/10.3389/fpsyg.2022.889622
• Kliegl, O. & Bäuml, K.-H. T. (2021). When retrieval practice promotes new learning – the critical role of study material. Journal of Memory and Language, 120, 104253. https://doi.org/10.1016/j.jml.2021.104253
• Kliegl, O. & Bäuml, K.-H. T. (2021). Buildup and release from proactive interference - cognitive and neural mechanisms. Neuroscience and Biobehavioral Reviews, 120, 264-278. https://doi.org/10.1016/j.neubiorev.2020.10.028
• Kliegl, O., Pastötter, B., & Bäuml, K.-H. T. (2020). Does amount of precue encoding modulate selective list-method directed forgetting? Frontiers in Psychology, 11, 1403. doi.org/10.3389/ fpsyg.2020.01403
• Bäuml, K.-H.T., Abel, M., & Kliegl, O. (2020). Inhibitory processes in episodic memory. In M. Eysenck & D. Groome (Eds.), Forgetting: Explaining Memory Failure (S. 125-146). Sage Publishing.
• Kliegl, O., Carls, T., & Bäuml, K.-H. T. (2019). How delay influences search processes at test. Journal of Experimental Psychology: Learning, Memory, and Cognition, 45(2), 2174-2187. https://doi.org/10.1037/xlm0000701
• Kliegl, O., Bjork, R.A., & Bäuml, K.-H. T. (2019). Feedback at test can reverse the retrieval-effort effect. Frontiers in Psychology, 10, 1863. https://doi.org/10.3389/fpsyg.2019.01863
• Kliegl, O., Abel, M. & Bäuml, K.-H. T. (2018). A (preliminary) recipe for obtaining a testing effect in preschool children: two critical ingredients. Frontiers in Psychology, 9, 1446. https://doi.org/10.3389/fpsyg.2018.01446
• Kliegl, O., Wallner, L. & Bäuml, K.-H. T. (2018). Selective directed forgetting in children. Journal of Experimental Child Psychology, 167, 452-464. https://doi.org/10.1016/j.jecp.2017.11.002
• Bäuml, K.-H. T. & Kliegl, O. (2017). Retrieval-induced remembering and forgetting. In: Wixted, J. T. (ed.), Cognitive psychology of memory, Vol. 2 of Learning and Memory: A comprehensive reference, 2nd edition, Byrne, J. H. (Ed.). pp. 27–51. Oxford: Academic Press
• Kliegl, O. & Bäuml, K.-H. T. (2017). Retrieval-induced forgetting. In R. Pohl (Ed.), Cognitive illusions. A handbook on fallacies and biases in thinking, judgement, and memory (pp. 446 - 462). New York: Psychology Press.
• Kliegl, O. & Bäuml, K.-H. T. (2016). Retrieval practice can insulate items against intralist interference: Evidence from the list-length effect, output interference, and retrieval-induced forgetting.  Journal of Experimental Psychology: Learning, Memory, and Cognition, 42(2), 202-214. https://doi.org/10.1037/xlm0000172
• Pastötter, B., Kliegl, O., & Bäuml, K.-H. T. (2016). List-method directed forgetting: Evidence for the reset-of-encoding hypothesis employing item-recognition testing. Memory, 24, 63-74. https://doi.org/10.1080/09658211.2014.985589
• Kliegl, O., Pastötter, B., & Bäuml, K.-H. T. (2015). The contribution of encoding and retrieval processes to proactive interference. Journal of Experimental Psychology: Learning, Memory, & Cognition, 41(6), 1778-1789. https://doi.org/10.1037/xlm0000096
• Kliegl, O., Pastötter, B., & Bäuml, K.-H. T. (2013). List-method directed forgetting can be selective: Evidence from the 3-list and the 2-list tasks. Memory & Cognition, 41, 452-464. https://doi.org/10.3758/s13421-012-0264-7
• Bäuml, K.-H. T. & Kliegl, O. (2013). The critical role of retrieval processes in release from proactive interference. Journal of Memory and Language, 68(1), 39-53. https://doi.org/10.1016/j.jml.2012.07.006
• Pastötter, B., Kliegl, O., & Bäuml, K.-H. T. (2012). List-method directed forgetting: the forget cue improves both encoding and retrieval of postcue information. Memory & Cognition, 40(6), 861-873. doi.org/10.3758/s13421-012-0206-4

• Kliegl, O., Bartl, J., & Bäuml, K.-H. T. (2026). Learning through mistakes: the memory benefits of repeated erroneous guesses. 68th TeaP, Tübingen, Germany. [Talk]
• Kliegl, O. (2025). Der Vortesteffekt: Wann und weshalb Tests bereits vor dem Lernen unser Erinnern fördern können. Presentation at the colloqium of Prof. Dreisbach at Regensburg University, Regensburg, Germany [Talk]
• Kliegl, O., Bartl, J., & Bäuml, K.-H. T. (2025). Repeated guesses during learning can improve memory – even if they are wrong. 67th TeaP, Frankfurt (Main), Germany. [Talk]
• Kliegl, O., Bartl, J., & Bäuml, K.-H. T. (2024). The pretesting effect under divided attention. 65th Annual Meeting of the Psychonomic Society, New York City, New York, USA. [Poster]
• Kliegl, O., Bartl, J., & Bäuml, K.-H. T. (2024). The pretesting effect can thrive after prolonged retention interval and repeated guessing attempts. 53th DGPs conference, Vienna, Austria. [Talk]
• Kliegl, O., Bartl, J., & Bäuml, K.-H. T. (2024). The pretesting effect under divided attention. 66th TeaP, Regensburg, Germany. [Talk]
• Kliegl, O. (2023). Test-enhanced learning. Würzburg International Autumn School on Lasting Learning. Würzburg, Germany. [Talk]
• Kliegl, O., Bartl, J., & Bäuml, K.-H. T. (2023). The pretesting effect comes to full fruition after longer delays and in the presence of interference. 65th TeaP, Trier, Germany. [Talk]
• Kliegl, O. & Bäuml, K.-H. T. (2022). The role of study material for the forward testing effect. 64th TeaP, Cologne, Germany. [Talk]
• Kliegl, O. & Bäuml, K.-H. T. (2021). Testing potentiates new learning across a retention interval and a lag, but only for categorized study material. 63th TeaP, Ulm, Germany. [Talk]
• Kliegl, O. (2020). How tests can boost learning and memory. Presentation at the institute colloqium (Psychology) at Humboldt University, Berlin, Germany [Talk]
• Kliegl, O. (2020). Wie Tests unser Gedächtnis verbessern können. Presentation at the institute colloquium (Psychology) at the University of Kassel, Kassel, Germany. [Talk]
• Kliegl, O. & Bäuml, K.-H. T. (2019). Reset of encoding contributes to the forward effect of testing. 61th TeaP, London, United Kingdom. [Talk]
• Kliegl, O. & Bäuml, K.-H. T. (2018). Interference-induced versus delay-induced forgetting in younger and older adults. 59th Annual Meeting of the Psychonomic Society, New Orleans, Louisiana, USA. [Poster]
• Kliegl, O. & Bäuml, K.-H. T. (2018). Do encoding processes contribute to the forward effect of testing? 3rd International Meeting of the Psychonomic Society, Amsterdam, Netherlands. [Talk]
• Kliegl, O. & Bäuml, K.-H. T. (2017). Time-dependent forgetting: The role of failed item reactivation. 58th Annual Meeting of the Psychonomic Society, Vancouver, Canada. [Poster]
• Kliegl, O. & Bäuml, K.-H. T. (2016). Testing can insulate items against intralist interference: Evidence from output interference and retrieval-induced forgetting. 57th Annual Meeting of the Psychonomic Society, Boston, Massachusetts, USA. [Talk, select-speaker award]
• Kliegl, O., Abel, L., & Bäuml, K.-H. T. (2016). Feedback at test enhances memories of older but not of younger elementary school children. 28th Annual Convention of the Association for Psychological Science, Chicago, Illinois, USA. [Poster]
• Kliegl, O., Pastötter, B., & Bäuml, K.-H. T. (2014). The contribution of encoding and retrieval processes to proactive interference. 55th Annual Meeting of the Psychonomic Society, Long Beach, California, USA. [Poster]
• Kliegl, O., Pastötter, B., & Bäuml, K.-H. T. (2014). The critical role of encoding processes for proactive interference. 20th Annual Meeting of the Organization for Human Brain Mapping, Hamburg, Germany. [Poster]
• Kliegl, O. & Bäuml, K.-H. T. (2013). The critical role of retrieval processes in release from proactive interference. 54th Annual Meeting of the Psychonomic Society, Toronto, Canada. [Poster]
• Kliegl, O., Pastötter, B., & Bäuml, K.-H. T. (2013). List-method directed forgetting is selective in the 3-list and 2-list tasks. 55th TeaP, Wien, Austria. [Talk]
• Kliegl, O. & Bäuml, K.-H. T. (2012). Directed forgetting, testing, and context change reduce proactive interference through a reduction in search set size. 54th TeaP, Mannheim, Germany. [Talk]
• Kliegl, O. & Bäuml, K.-H. T. (2011). Testing previously studied material accelerates recall of subsequently studied material. ICOM 5, York, United Kingdom. [Poster]

• Kliegl, O. & Bäuml, K.-H. T. (2011). Das Abtesten gelernten Materials beschleunigt das Erinnern darauffolgend gelernten Materials. 53th TeaP, Halle (Saale), Germany. [Poster]

PD Dr. Oliver Kliegl offers the following course in the 2026/2027 winter semester:

Seminar (Memory)

• 2024–2027: DFG-funded follow-up project “The pretest effect – When and why tests can be beneficial for our memory even before we learn”
• 2022–2024: DFG-funded project “The pretest effect – When and why tests can be beneficial for our memory even before we learn” with Karl-Heinz T. Bäuml
• 2019–2024: DFG-funded project “When retrieval practice improves new learning” (as a collaboration partner)
• 2016: DFG-funded project “The role of feedback for the testing effect” with Robert L. Bjork

• Deutsche Gesellschaft für Psychologie (DGPs)
• Psychonomic Society

• Acta Psychologica
• Advances in Cognitive Psychology
• Applied Cognitive Psychology
• Cognition
• Cognitive Research: Principles and Implications
• Educational Psychology Review
• German Research Foundation (Deutsche Forschungsgemeinschaft)
• European Journal of Developmental Psychology
• Experimental Psychology
• Frontiers in Psychology
• International Journal of Psychology
• Journal of Applied Research in Memory and Cognition 
• Journal of Cognitive Psychology
• Journal of Experimental Child Psychology
• Journal of Experimental Psychology: Applied
• Journal of Experimental Psychology: Learning, Memory, and Cognition
• Journal of Experimental Psychopathology
• Language and Cognition
• Learning and Individual Differences
• Learning and Instruction
• Memory
• Memory & Cognition
• Psychologische Rundschau
• Psychological Research
• Psychology & Aging
• Psychonomic Bulletin & Review
• Quarterly Journal of Experimental Psychology
• Spanish Journal of Psychology