Oliver Kliegl

Education

• 2009: Diploma in Psychology, Regensburg University
• 2013: Ph.D. in Psychology, Regensburg University – Thesis: "On the cognitive processes mediating intentional memory updating"
• 2020: Habilitation in Psychology, Regensburg University – Thesis: "How encoding and retrieval processes shape interference effects and retrieval-practice effects in episodic memory"

Professional Experience

• 2009-2013 Research Assistant at Psychology Department
  (Head: K.-H. T. Bäuml, Regensburg University)
• 2013-2015 Post-Doctoral Position at Psychology Department
  (Head: K.-H. T. Bäuml, Regensburg University)
• 2016 Post-Doctoral Position at Psychology Department
  (Head: R.L. Bjork, University of California, Los Angeles)
• Since 2017 Post-Doctoral Position at Psychology Department
  (Head: K.-H. T. Bäuml, Regensburg University)

Grants

• 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 cooperation partner)
• 2016: DFG funded project “The role of feedback for the testing effect” with Robert L. Bjork

Ad hoc Reviewer for

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

Publications

• Kliegl, O. (in press). Der Vortesteffekt – Wenn Tests bereits vor dem Lernen das Gedächtnis fördern. Psychologische Rundschau.
• Kliegl, O., Bartl, J., & Bäuml, K.-H. T. (2025). Making guesses during learning can be beneficial for older adults’ memory. Psychology & Aging, 40, 902-912.
• 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.
• Bartl, J., Kliegl, O., & Bäuml, K.-H. T. (2025). The pretesting effect under divided attention. Psychological Research, 89, 77.
• Kliegl, O. & Bäuml, K.-H. T. (2025). Interpolated pretesting can boost memory of related and distinct prose materials. Psychological Research, 89, 5.
• 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, 282-292.
• Bartl, J., Kliegl, O., & Bäuml, K.-H. T. (2024). The role of mediators for the pretesting effect. Memory, 32, 358-368.
• 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, 63-70.
• Kliegl, O., Bartl, J., & Bäuml, K.-H. T. (2023). The pretesting effect thrives in the presence of competing information. Memory, 13, 705-714.
• 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, 127-136.
• 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.
• 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.
• 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.
• Kliegl, O. & Bäuml, K.-H. T. (2021). Buildup and release from proactive interference - cognitive and neural mechanisms. Neuroscience and Biobehavioral Reviews, 120, 264-278.
• Bäuml, K.-H.T., Abel, M., & Kliegl, O. (2020). Inhibitory processes in episodic memory. In M. Eysenck & D. Groome (Eds.), Forgetting: explaining memory failure. Sage Publishing.
• 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.
• 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, 2174-2187.
• Kliegl, O., Bjork, R.A., & Bäuml, K.-H. T. (2019). Feedback at test can reverse the retrieval-effort effect. Frontiers in Psychology, 10, 1863.
• 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.
• Kliegl, O., Wallner, L. & Bäuml, K.-H. T. (2018). Selective directed forgetting in children. Journal of Experimental Child Psychology, 167, 452-464.
• 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, 202-214.
• 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.
• 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, and Cognition, 41, 1778-1789.
• 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.
• Bäuml, K.-H. T. & Kliegl, O. (2013). The critical role of retrieval processes in release from proactive interference. Journal of Memory and Language, 68, 39-53.
• 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, 861-873.

Talks and Posters (as presenting author)

• 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]