cv
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)
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: Learning, Memory, and Cognition / Journal of Experimental Psychopathology / Language and Cognition / Memory / Memory & Cognition / Psychologische Rundschau / Psychological Research / Psychology & Aging / Psychonomic Bulletin & Review / Quarterly Journal of Experimental Psychology / Spanish Journal of Psychology
Teaching
Summer Term 2024
- Seminar (Bachelor):Human Decision Making
- Practical Course (Master): Practical Research Course
- Practical Course (Master): Data Acquisition Techniques
Winter Term 2023/24
- Seminar (Bachelor): Rational Decision Making
- Practical Course (Master): Practical Research Course
- Seminar (Master): Toolkit Research Skills
Publications
Publications
- Bartl, J., Kliegl, O., & Bäuml, K.-H. T. (in press). The role of mediators for the pretesting effect. Memory.
- Bäuml, K.-H. T. & Kliegl, O. (in press). 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.). Oxford: Academic Press.
- Kliegl, O., Bartl, J., & Bäuml, K.-H. T. (in press). Repeated guessing attempts during acquisition can promote subsequent recall performance. Journal of Experimental Psychology: Applied.
- Kliegl, O., Bartl, J., & Bäuml, K.-H.T. (in press). The pretesting effect comes to full fruition after prolonged retention interval. Journal of Applied Research in Memory and Cognition.
- Kliegl, O., Bartl, J., & Bäuml, K.-H. T. (2023). The pretesting effect thrives in the presence of competing information. Memory, 31, 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, 44, 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. (2024). The pretesting effect under divided attention. 66th TeaP, Germany, 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]
grants
2024-2027
The pretest effect - When and why tests can be beneficial for our memory even before we learn
The pretesting effect refers to the finding that tests administered prior to studying material can promote later retention of that material. This follow-up project intends to provide a comprehensive picture of whether pretesting can induce transfer of learning to previously untested and previously unstudied information and to explore the cognitive mechanisms underlying such potential transfer effects. Since test situations in educational contexts often require students to respond to questions that they have not yet encountered, the results of this project will also have critical implications for the significance of pretesting as a teaching tool.
2022-2024
The pretest effect - When and why tests can be beneficial for our memory even before we learn
with Karl-Heinz T. Bäuml
The testing effect refers to the finding that taking a test on studied material can promote long-term retention of that material. In fact, even tests administered prior to studying material can promote later retention of that material. The goal of the present research project is to provide a comprehensive picture of key characteristics of this pretest effect and its underlying cognitive mechanisms. Precisely because research in recent years has highlighted the importance of testing for effective learning, the results obtained will have implications for the possible use of pretests in the pedagogical context.
2016
The role of feedback for the testing effect
with Robert A. Bjork
The testing effect refers to the finding that retrieval practice in comparison to restudy
of previously encoded material typically improves memory on a later test. However, a recent single study has shown that the testing effect can be reversed when the study material is re-exposed via feedback during the later test, which suggests that the benefit of retrieval practice may not easily generalize to situations in which feedback is provided. The goal of the present research project is to specify the conditions under which providing feedback promotes recall of previously practiced material, and under which conditions it does not.
