@article{AslanBaeuml2014, author = {Aslan, Alp and B{\"a}uml, Karl-Heinz T.}, title = {Later Maturation of the Beneficial Than the Detrimental Effect of Selective Memory Retrieval}, series = {Psychological Science}, volume = {25}, journal = {Psychological Science}, number = {4}, pages = {1025 -- 1030}, year = {2014}, abstract = {In adults, selective memory retrieval can both impair and improve recall of other memories. The study reported here examined whether children also show these two faces of memory retrieval. Employing a variant of the directed-forgetting task, we asked second, fourth, and seventh graders to study a list of target and nontarget words. After study, the participants received a cue to either forget or continue remembering the list. We subsequently asked some participants to recall the nontarget words before we tested their memory for the target words; for the remaining participants, we tested memory only for the target words. Prior retrieval of nontarget words impaired retrieval of to-be-remembered target words, regardless of children's age. In contrast, prior retrieval of nontarget words improved recall of to-be-forgotten target words in seventh graders, though not in fourth and second graders. These results suggest a developmental dissociation between the two faces of memory retrieval and indicate later maturation of the beneficial effect than of the detrimental effect of selective memory retrieval.}, language = {en} } @article{AslanBaeuml2013, author = {Aslan, Alp and B{\"a}uml, Karl-Heinz T.}, title = {Listwise directed forgetting is present in young-old adults, but is absent in old-old adults}, series = {Psychology and Aging}, volume = {28}, journal = {Psychology and Aging}, number = {1}, pages = {213 -- 218}, year = {2013}, abstract = {People can exert control over the contents of their memory and can intentionally forget information when cued to do so. The present study examined such intentional forgetting in older adults using the listwise directed forgetting (DF) task. We replicated prior work by finding intact forgetting in young-old adults (up to 75 years). Extending the prior work, we additionally found forgetting to decline gradually with individuals' age and to be inefficient in old-old adults (above 75 years). The results indicate that listwise DF is a late-declining capability, suggesting a deficit in very old adults' episodic memory control.}, language = {en} } @article{AslanBaeuml2012, author = {Aslan, Alp and B{\"a}uml, Karl-Heinz T.}, title = {Retrieval-induced forgetting in old and very old age}, series = {Psychology and Aging}, volume = {27}, journal = {Psychology and Aging}, number = {4}, pages = {1027 -- 1032}, year = {2012}, abstract = {Selectively retrieving a subset of previously studied information can cause forgetting of related, nonretrieved information. Such retrieval-induced forgetting (RIF) has typically been attributed to inhibitory control processes. Examining participants with a mean age of about 70 years, previous work reported intact RIF in older adults, suggesting efficient inhibition in older adults' episodic memory. We replicated the prior work by finding reliable RIF in young-old participants (60-75 years), but additionally found RIF to decline with increasing age and to be inefficient in old-old participants (above 75 years). The results support the proposal of an inhibitory deficit in (very) old age.}, language = {en} } @article{AslanBaeuml2012, author = {Aslan, Alp and B{\"a}uml, Karl-Heinz T.}, title = {Adaptive memory: Young children show enhanced retention of fitness-related information}, series = {Cognition}, volume = {122}, journal = {Cognition}, number = {1}, pages = {118 -- 122}, year = {2012}, abstract = {Evolutionary psychologists propose that human cognition evolved through natural selection to solve adaptive problems related to survival and reproduction, with its ultimate function being the enhancement of reproductive fitness. Following this proposal and the evolutionary-developmental view that ancestral selection pressures operated not only on reproductive adults, but also on pre-reproductive children, the present study examined whether young children show superior memory for information that is processed in terms of its survival value. In two experiments, we found such survival processing to enhance retention in 4- to 10-year-old children, relative to various control conditions that also required deep, meaningful processing but were not related to survival. These results suggest that, already in very young children, survival processing is a special and extraordinarily effective form of memory encoding. The results support the functional-evolutionary proposal that young children's memory is "tuned" to process and retain fitness-related information.}, language = {en} } @article{AslanBaeuml2011, author = {Aslan, Alp and B{\"a}uml, Karl-Heinz T.}, title = {Individual differences in working memory capacity predict retrieval-induced forgetting}, series = {Journal of Experimental Psychology: Learning, Memory, and Cognition}, volume = {37}, journal = {Journal of Experimental Psychology: Learning, Memory, and Cognition}, number = {1}, pages = {264 -- 269}, year = {2011}, abstract = {Selectively retrieving a subset of previously studied information enhances memory for the retrieved information but causes forgetting of related, nonretrieved information. Such retrieval-induced forgetting (RIF) has often been attributed to inhibitory executive-control processes that supposedly suppress the nonretrieved items' memory representation. Here, we examined the role of working memory capacity (WMC) in young adults' RIF. WMC was assessed by means of the operation span task. Results revealed a positive relationship between WMC and RIF, with high-WMC individuals showing more RIF than low-WMC individuals. In contrast, individuals showed enhanced memory for retrieved information regardless of WMC. The results are consistent with previous individual-differences work that suggests a close link between WMC and inhibitory efficiency. In particular, the finding supports the inhibitory executive-control account of RIF.}, language = {en} } @article{AslanStaudiglSameniehetal.2010, author = {Aslan, Alp and Staudigl, Tobias and Samenieh, Anuscheh and B{\"a}uml, Karl-Heinz T.}, title = {Directed forgetting in young children: Evidence for a production deficiency}, series = {Psychonomic Bulletin \& Review}, volume = {17}, journal = {Psychonomic Bulletin \& Review}, number = {6}, pages = {784 -- 789}, year = {2010}, abstract = {When people are cued to forget a previously studied list of items and to learn a new list instead, such cuing typically leads to forgetting of the first list and to memory enhancement of the second. In two experiments, we examined such listwise directed forgetting in children (and adults), using a forget cue that placed either high emphasis or low emphasis on the need to forget. In the low-emphasis condition, (adult-like) List 1 forgetting was present in fourth graders, but not in first graders (and kindergartners); in contrast, in the high-emphasis condition, (adult-like) List 1 forgetting was present from first grade on. Only fourth graders showed (adult-like) List 2 enhancement, regardless of task instruction. The finding that first graders showed List 1 forgetting only in the high-emphasis condition points to a production deficiency in first graders' directed forgetting, suggesting that the children are capable of intentional forgetting but fail to do so spontaneously. The finding that first graders showed List 1 forgetting without List 2 enhancement suggests that the two directed-forgetting effects are mediated by different processes with different developmental trajectories.}, language = {en} } @article{AslanSameniehStaudigletal.2010, author = {Aslan, Alp and Samenieh, Anuscheh and Staudigl, Tobias and B{\"a}uml, Karl-Heinz T.}, title = {Memorial Consequences of Environmental Context Change in Children and Adults}, series = {Experimental Psychology}, volume = {57}, journal = {Experimental Psychology}, number = {6}, pages = {455 -- 461}, year = {2010}, abstract = {Changing environmental context during encoding can influence episodic memory. This study examined the memorial consequences of environmental context change in children. Kindergartners, first and fourth graders, and young adults studied two lists of items, either in the same room (no context change) or in two different rooms (context change), and subsequently were tested on the two lists in the room in which the second list was encoded. As expected, in adults, the context change impaired recall of the first list and improved recall of the second. Whereas fourth graders showed the same pattern of results as adults, in both kindergartners and first graders no memorial effects of the context change arose. The results indicate that the two effects of environmental context change develop contemporaneously over middle childhood and reach maturity at the end of the elementary school days. The findings are discussed in light of both retrieval-based and encoding-based accounts of context-dependent memory.}, language = {en} } @article{AslanBaeuml2010, author = {Aslan, Alp and B{\"a}uml, Karl-Heinz T.}, title = {Retrieval-induced forgetting in young children}, series = {Psychonomic Bulletin \& Review}, volume = {17}, journal = {Psychonomic Bulletin \& Review}, number = {5}, pages = {704 -- 709}, year = {2010}, abstract = {A prominent theory of cognitive development attributes the poor performance that children show in many cognitive tasks to a general lack of inhibitory control. We tested this theory by examining children's inhibitory capabilities in retrieval-induced forgetting (RIF), a memory task in which selective retrieval of previously studied material causes forgetting of related, nonretrieved material. Such forgetting is often attributed to inhibitory control processes, which supposedly suppress the nonretrieved items' memory representation. We examined RIF in kindergartners, second graders, and adults, using both recall and recognition testing. Although all three age groups showed significant RIF in recall, only adults and second graders, but not kindergartners, showed RIF in recognition. Because inhibition-based RIF should be present in recall and recognition, these findings indicate that in adults and second graders, but not in kindergartners, RIF is mediated by inhibition. The results support the view of inefficient inhibitory processes in young children's cognition.}, language = {en} } @article{HanslmayrStaudiglAslanetal.2010, author = {Hanslmayr, Simon and Staudigl, Tobias and Aslan, Alp and B{\"a}uml, Karl-Heinz}, title = {Theta oscillations predict the detrimental effects of memory retrieval}, series = {Cognitive, Affective, \& Behavioral Neuroscience}, volume = {10}, journal = {Cognitive, Affective, \& Behavioral Neuroscience}, number = {3}, pages = {329 -- 338}, year = {2010}, abstract = {Retrieving a target item from episodic memory typically enhances later memory for the retrieved item but causes forgetting of competing irrelevant memories. This finding is termed retrieval-induced forgetting (RIF) and is assumed to be the consequence of an inhibitory mechanism resolving retrieval competition. In the present study, we examined brain oscillatory processes related to RIF, as induced by competitive memory retrieval. Contrasting a competitive with a noncompetitive retrieval condition, we found a stronger increase in early evoked theta (4-7 Hz) activity, which specifically predicted RIF, but not retrieval-induced enhancement. Within the cognitive framework of RIF, these findings suggest that theta oscillations reflect arising interference and its resolution during competitive retrieval in episodic memory.}, language = {en} } @article{AslanZellnerBaeuml2010, author = {Aslan, Alp and Zellner, Martina and B{\"a}uml, Karl-Heinz T.}, title = {Working memory capacity predicts listwise directed forgetting in adults and children}, series = {Memory}, volume = {18}, journal = {Memory}, number = {4}, pages = {442 -- 450}, year = {2010}, abstract = {In listwise directed forgetting, participants are cued to forget previously studied material and to learn new material instead. Such cueing typically leads to forgetting of the first set of material and to memory enhancement of the second. The present study examined the role of working memory capacity in adults' and children's listwise directed forgetting. Working memory capacity was assessed with complex span tasks. In Experiment 1 working memory capacity predicted young adults' directed-forgetting performance, demonstrating a positive relationship between working memory capacity and each of the two directed-forgetting effects. In Experiment 2 we replicated the finding with a sample of first and a sample of fourth-grade children, and additionally showed that working memory capacity can account for age-related increases in directed-forgetting efficiency between the two age groups. Following the view that directed forgetting is mediated by inhibition of the first encoded list, the results support the proposal of a close link between working memory capacity and inhibitory function.}, language = {en} } @article{AslanBaeuml2009, author = {Aslan, Alp and B{\"a}uml, Karl-Heinz}, title = {The role of item similarity in part-list cueing impairment}, series = {The role of item similarity in part-list cueing impairment}, volume = {17}, journal = {The role of item similarity in part-list cueing impairment}, number = {7}, pages = {697 -- 707}, year = {2009}, abstract = {The presentation of a subset of studied items as retrieval cues can have detrimental effects on recall of the remaining (target) items. In three experiments we examined whether such part-list cueing impairment depends on the similarity between cue and target items. Item similarity was manipulated by making use of pre-experimental semantic similarities between cue and target items (Experiments 1 and 2), or was episodically induced through a similarity-encoding task, in which participants were asked to interrelate cue and target items in a meaningful way (Experiment 3). In all three experiments reliable part-list cueing impairment arose when the similarity between cues and targets was low, but no impairment was found when the similarity between cues and targets was high. Inhibitory as well as non-inhibitory explanations of the findings are discussed.}, language = {en} } @article{AslanBaeuml2008, author = {Aslan, Alp and B{\"a}uml, Karl-Heinz}, title = {Memorial consequences of imagination in children and adults}, series = {Psychonomic Bulletin \& Review}, volume = {15}, journal = {Psychonomic Bulletin \& Review}, number = {4}, pages = {833 -- 837}, year = {2008}, abstract = {Recent work with adults suggests that imagination can impair later recall of previously encoded events but can improve recall of subsequently encoded events. The present study examined the memorial consequences of imagination in children. Kindergartners, first and fourth graders, and young adults studied two successively presented lists of items. Between the two lists, participants were given an imagination task supposed to create a change in mental context. As expected, in adults, the imagination task impaired recall of the previously encoded material (List 1) and improved recall of the subsequently encoded material (List 2). In children, significant List 1 impairment was present from first grade on, but even fourth graders failed to show improvement for List 2. The results challenge a purely context-based explanation of the memorial costs and benefits of imagination. Instead, they suggest that the two effects are mediated by different mechanisms with different developmental trajectories.}, language = {en} } @article{HanslmayrAslanStaudigletal.2007, author = {Hanslmayr, Simon and Aslan, Alp and Staudigl, Tobias and Klimesch, Wolfgang and Herrmann, Christoph S. and B{\"a}uml, Karl-Heinz}, title = {Prestimulus oscillations predict visual perception performance between and within subjects}, series = {NeuroImage}, volume = {37}, journal = {NeuroImage}, number = {4}, pages = {1465 -- 1473}, year = {2007}, abstract = {In the present study, the electrophysiological correlates of perceiving shortly presented visual stimuli are examined. In particular, we investigated the differences in the prestimulus EEG between subjects who were able to discriminate between four shortly presented stimuli (Perceivers) and subjects who were not (Non-Perceivers). Additionally, we investigated the differences between the subjects perceived and unperceived trials. The results show that Perceivers exhibited lower prestimulus alpha power than Non-Perceivers. Analysis of the prestimulus EEG between perceived and unperceived trials revealed that the perception of a stimulus is related to low phase coupling in the alpha frequency range (8-12 Hz) and high phase coupling in the beta and gamma frequency range (20-45 Hz). Single trial analyses showed that perception performance can be predicted by phase coupling in the alpha, beta and gamma frequency range. The findings indicate that synchronous oscillations in the alpha frequency band inhibit the perception of shortly presented stimuli whereas synchrony in higher frequency ranges (> 20 Hz) enhances visual perception. We conclude that alpha, beta and gamma oscillations indicate the attentional state of a subject and thus are able to predict perception performance on a single trial basis.}, language = {en} } @article{AslanBaeuml2007, author = {Aslan, Alp and B{\"a}uml, Karl-Heinz}, title = {Part-list cuing with and without item-specific probes: The role of encoding}, series = {Psychonomic Bulletin \& Review}, volume = {14}, journal = {Psychonomic Bulletin \& Review}, number = {3}, pages = {489 -- 494}, year = {2007}, abstract = {Part-list cuing—the detrimental effect of the presentation of a subset of studied items on recall of the remaining noncue items—was examined in three different study conditions and in the presence and absence of the noncues' initial letters serving as item-specific probes. With a single study trial, part-list cuing was observed both with and without item-specific probes. By contrast, when participants received two study-test cycles or interrelated list items to a common story, part-list cues were found to be detrimental only in the absence of item-specific probes, but not in their presence. These results indicate that the role of item-specific probes in part-list cuing depends on encoding. The findings are consistent with a recent two-mechanism account of part-list cuing (B{\"a}uml \& Aslan, 2006), according to which two different mechanisms mediate the effect in different encoding situations.}, language = {en} } @article{JohanssonAslanBaeumletal.2007, author = {Johansson, Mikael and Aslan, Alp and B{\"a}uml, Karl-Heinz and G{\"a}bel, Andrea and Mecklinger, Axel}, title = {When Remembering Causes Forgetting: Electrophysiological Correlates of Retrieval-Induced Forgetting}, series = {Cerebral Cortex}, volume = {17}, journal = {Cerebral Cortex}, number = {6}, pages = {1335 -- 1341}, year = {2007}, abstract = {People tend to forget information that is related to memories they are actively trying to retrieve. On the basis of results from behavioral studies, such retrieval-induced forgetting is held to result from inhibitory control processes that are recruited to attenuate interference caused by competing memory traces. Employing electrophysiological measures of brain activity, the present study examined the neural correlates of these inhibitory processes as they operate. The results demonstrate that sustained prefrontal event-related potentials were 1) related to whether or not selective memory retrieval was required during reprocessing of previously studied words and 2) predictive of individual differences in the amount of forgetting observed in an ensuing recall test. The present findings give support to an inhibitory control account of retrieval-induced forgetting and are in accord with the view that prefrontal regions play an important role in the selection and maintenance of relevant memory representations at the expense of those currently irrelevant.}, language = {en} } @article{AslanBaeumlGrundgeiger2007, author = {Aslan, Alp and B{\"a}uml, Karl-Heinz and Grundgeiger, Tobias}, title = {The role of inhibitory processes in part-list cuing}, series = {Journal of Experimental Psychology: Learning, Memory, and Cognition}, volume = {33}, journal = {Journal of Experimental Psychology: Learning, Memory, and Cognition}, number = {2}, pages = {335 -- 341}, year = {2007}, abstract = {Providing a subset of studied items as retrieval cues can have detrimental effects on recall of the remaining items. In 2 experiments, the authors examined such part-list cuing impairment in a repeated testing situation. Participants studied exemplars from several semantic categories and were given 2 successive cued-recall tests separated by a distractor task of several minutes. Part-list cues were provided in the 1st test but not the 2nd. Noncue item recall was tested with the studied category cues (same probes) in the 1st test, but novel, unstudied retrieval cues (independent probes) in the 2nd test. The authors found detrimental effects of part-list cues in both the 1st (same-probe) test and the 2nd (independent-probe) test. These results show that part-list cuing impairment can be lasting and is not eliminated with independent probes. The findings support the view that the impairment was caused by retrieval inhibition.}, language = {en} } @article{AslanBaeumlPastoetter2007, author = {Aslan, Alp and B{\"a}uml, Karl-Heinz and Past{\"o}tter, Bernhard}, title = {No Inhibitory Deficit in Older Adults' Episodic Memory}, series = {Psychological Science}, volume = {18}, journal = {Psychological Science}, number = {1}, pages = {72 -- 78}, year = {2007}, abstract = {Selectively retrieving a subset of previously studied material can cause forgetting of the unpracticed material. Such retrieval-induced forgetting is attributed to an inhibitory mechanism recruited to resolve interference among competing items. According to the inhibition-deficit hypothesis, older people experience a specific decline in inhibitory function and thus should show reduced retrieval-induced forgetting. However, the results of the two experiments reported here show the same amount of retrieval-induced forgetting in younger and older adults. These results indicate that retrieval inhibition is intact in older adults' episodic recall. The findings suggest that the common view of a general inhibitory deficit in older adults needs to be updated and that older adults show intact inhibition in some cognitive tasks and deficient inhibition in others.}, language = {en} } @article{BaeumlAslan2006, author = {B{\"a}uml, Karl-Heinz and Aslan, Alp}, title = {Part-list cuing can be transient and lasting: The role of encoding}, series = {Journal of Experimental Psychology: Learning, Memory, and Cognition}, volume = {32}, journal = {Journal of Experimental Psychology: Learning, Memory, and Cognition}, number = {1}, pages = {33 -- 43}, year = {2006}, abstract = {The presentation of a subset of learned items as retrieval cues can have detrimental effects on recall of the remaining items. For 2 types of encoding conditions, the authors examined in 3 experiments whether such part-list cuing is a transient or a lasting phenomenon. Across the experiments, the detrimental effect of part-list cues was consistently found to be transient with a high degree of interitem associations and lasting with a low degree. These results indicate that the persistence of part-list cuing depends on encoding, thus challenging both strategy disruption and retrieval inhibition as general accounts of part-list cuing. A 2-mechanism account is provided according to which the 2 mechanisms mediate the effect in different encoding conditions.}, language = {en} } @article{BaeumlAslan2004, author = {B{\"a}uml, Karl-Heinz and Aslan, Alp}, title = {Part-list cuing as instructed retrieval inhibition}, series = {Memory \& Cognition}, volume = {32}, journal = {Memory \& Cognition}, number = {4}, pages = {610 -- 617}, year = {2004}, abstract = {The reexposure of a subset of learned material as a retrieval cue can impair recall of the remaining material. Like part-list relearning—the reexposure of learned material for additional learning—this part-list cuing is often assumed to be the result of output order biases at test, caused by the increased strength of the reexposed material. We directly compared the effects of cuing and relearning when controlling for output order biases. In addition, we compared the two forms of reexposure with the effect of part-list retrieval. Both part-list cuing and part-list retrieval reduced recall performance for the remaining material. By contrast, part-list relearning had no such detrimental effect. These results indicate that the effect of reexposure depends on whether material is reexposed as a cue or for relearning, suggesting that part-list cuing reflects an instructional effect. Evidence is provided that part-list cuing leads to instructed covert retrieval of cue items and causes retrieval inhibition of noncue items, similar to how overt retrieval inhibits nonretrieved items.}, language = {en} } @article{KubikKoslowskiSchubertetal.2022, author = {Kubik, Veit and Koslowski, Kenneth and Schubert, Torsten and Aslan, Alp}, title = {Metacognitive judgments can potentiate new learning: The role of covert retrieval}, series = {Metacognition and Learning}, journal = {Metacognition and Learning}, year = {2022}, abstract = {Interim tests of previously studied information can potentiate subsequent learning of new information, in part, because retrieval-based processes help to reduce proactive interference from previously learned information. We hypothesized that an effect similar to this forward testing effect would also occur when making judgments of (prior) learning (JOLs). Previous research showed that making JOLs likely prompts covert retrieval attempts and thereby enhances memory, specifically when providing only parts of previously studied information. This study examined the forward effect of different types of JOLs (i.e., with complete or partial prior study information available) on subsequent learning of new materials, compared to restudy and retrieval practice. In a between-subjects design, participants (N = 161) consecutively studied five lists of 20 words with the aim to recall as many of them on a final cumulative recall test. After the presentation of each of the first four lists, participants either restudied the list, made JOLs with complete words, made JOLs with word stems, or they were tested on word stems. Compared to restudy, practicing retrieval and making JOLs with word stems, but not JOLs with complete words, facilitated the List-5 interim recall performance and attenuated the number of intrusions from prior lists. The findings suggest that, similar to overt retrieval, making JOLs with incomplete information can enhance new learning to the extent that it elicits covert retrieval attempts.}, language = {en} } @incollection{AslanNeumann2021, author = {Aslan, Alp and Neumann, Joachim}, title = {Testbasiertes Lernen in der medizinisch-pharmakologischen Lehre}, series = {Multimediales Lehren und Lernen an der Martin-Luther-Universit{\"a}t Halle-Wittenberg. Befunde und Ans{\"a}tze aus dem Forschungsf{\"o}rderprogramm des Zentrums f{\"u}r multimediales Lehren und Lernen (LLZ)}, booktitle = {Multimediales Lehren und Lernen an der Martin-Luther-Universit{\"a}t Halle-Wittenberg. Befunde und Ans{\"a}tze aus dem Forschungsf{\"o}rderprogramm des Zentrums f{\"u}r multimediales Lehren und Lernen (LLZ)}, publisher = {Zentrum f{\"u}r multimediales Lehren und Lernen (LLZ), Martin-Luther-Universit{\"a}t Halle-Wittenberg}, address = {Halle (Saale)}, publisher = {Technische Hochschule Rosenheim}, pages = {118 -- 128}, year = {2021}, abstract = {Ziel des hier vorgestellten Projekts war es, den sogenannten forward testing effect (FTE) - den positiven Effekt des Testens zuvor gelernter Informationen auf das Lernen und Behalten nachfolgender Informationen - in einem anwendungsorientierten Setting zu untersuchen. Dazu lernten Medizinstudierende im Rahmen eines Seminars zur Pharmakologie zun{\"a}chst zwei Listen mit pharmakologischen Aussagen (z. B. „Clozapin kann eine Agranulozytose bedingen"). Nach dem Lernen einer jeden Liste wurde die Liste entweder noch einmal zum Lernen pr{\"a}sentiert (Lernbedingung) oder die Liste wurde getestet (Testbedingung; z. B. „Clozapin kann eine ________ bedingen"). Anschließend wurde in beiden Bedingungen eine dritte (kritische) Liste gelernt und nach 1 min bzw. 7 Tagen getestet. Konsistent mit fr{\"u}heren Befunden zum FTE war die Behaltensleistung f{\"u}r die (kritische) Liste 3 in der Testbedingung signifikant h{\"o}her als in der Lernbedingung. Dies galt unabh{\"a}ngig von der L{\"a}nge des Behaltensintervalls. Die Ergebnisse deuten an, dass Tests den (sonst {\"u}blichen) Aufbau von proaktiver Interferenz reduzieren und dadurch das nachfolgende Lernen und Behalten von neuen Informationen beg{\"u}nstigen k{\"o}nnen. Der Befund, dass der FTE nicht auf artifizielle Laborsituationen beschr{\"a}nkt ist, sondern sich auch mit p{\"a}dagogisch relevanten Lerninhalten und nach p{\"a}dagogisch relevanten (l{\"a}ngeren) Behaltensintervallen finden l{\"a}sst, hat potentiell bedeutsame Implikationen f{\"u}r die (multimediale) Hochschullehre.}, language = {de} }