Dr Carolina Kuepper-Tetzel

  • Senior Lecturer (Psychology & Neuroscience Education Hub)

Research interests

Dr Carolina Kuepper-Tetzel (CPsychol, SFHEA) is a Senior Lecturer in the School of Psychology & Neuroscience at the University of Glasgow, an expert in applying Cognitive Psychology to education, and an enthusiastic science communicator. She leads the TILE Network (https://tile.psy.gla.ac.uk/) and is one of the Learning Scientists (https://www.learningscientists.org/).

Carolina obtained her Ph.D. in Cognitive Psychology from the University of Mannheim, Germany, and pursued postdoc positions at York University in Toronto, Canada, and the Center for Integrative Research in Cognition, Learning, and Education at Washington University in St. Louis, USA. Before joining the University of Glasgow, she was a Lecturer in Psychology at the University of Dundee, UK.

Carolina's expertise focuses on learning and memory phenomena that allow implementation to educational settings to offer teachers and students a wide range of strategies that promote long-term retention. She is convinced that psychological research should serve the public and engages in various scholarly outreach activities. She is passionate about research-informed teaching and aims to provide her students with the best learning experience possible. She has delivered workshops and talks on research-informed teaching to schools and at teacher conferences worldwide.

Carolina is on the advisory boards for Evidence-Based Education (https://evidencebased.education/) and for a project of the National Institute of Teaching (https://niot.org.uk/). She is also an Associate Editor for the Journal of Experimental Psychology: Applied. See her linktree with links to papers, open educational resources, and outreach projects: https://linktr.ee/drckt.

In her free time, Carolina enjoys books, vinyl records, running, and movies/series.

Publications

List by: Type | Date

Jump to: 2024 | 2023 | 2022 | 2021 | 2020 | 2019 | 2014 | 2012 | 2011
Number of items: 16.

2024

Sumeracki, M. A., Nebel, C. L., Kaminske, A. N. and Kuepper-Tetzel, C. E. (2024) Turning roadblocks into speed bumps: a call for implementation reform in science communication about retrieval practice. Educational Psychology Review, 36, 22. (doi: 10.1007/s10648-024-09854-5)

2023

Sumeracki, M., Nebel, C., Kuepper-Tetzel, C. and Kaminske, A. N. (2023) Ace That Test: A Student’s Guide to Learning Better. Routledge (Taylor & Francis). ISBN 9781032355863

Sumeracki, M.A., Kaminske, A.N., Kuepper-Tetzel, C.E. and Nebel, C.L. (2023) The Learning Scientists: promoting communication about the science of learning. In: Overson, C.E., Hakala, C.M., Kordonowy, L.L. and Benassi, V.A. (eds.) In Their Own Words: What Scholars and Teachers Want You to Know About Why and How to Apply the Science of Learning in Your Academic Setting. Society for the Teaching of Psychology. ISBN 9781941804728

2022

McAleer, P. , Stack, N., Woods, H., DeBruine, L. M. , Paterson, H. , Nordmann, E. , Kuepper-Tetzel, C. E. and Barr, D. J. (2022) Embedding data skills in research methods education: preparing students for reproducible research. PsyArXiv, (doi: 10.31234/osf.io/hq68s)

PsyTeachR Team, . et al. (2022) Open-source tutorials benefit the field. Nature Reviews Psychology, 1, pp. 312-313. (doi: 10.1038/s44159-022-00058-8)

Nordmann, E. , Kuepper-Tetzel, C. E., Robson, L., Phillipson, S., Lipan, G. I. and McGeorge, P. (2022) Lecture capture: practical recommendations for students and lecturers. Scholarship of Teaching and Learning in Psychology, 8(3), pp. 174-193. (doi: 10.1037/stl0000190)

2021

Kuepper-Tetzel, C. E. and Gardner, P. L. (2021) Effects of temporary mark withholding on academic performance. Psychology Learning and Teaching, 20(3), pp. 405-419. (doi: 10.1177/1475725721999958)

Kuepper-Tetzel, C. and Nordmann, E. (2021) Watch party lectures: synchronous delivery of asynchronous material. Journal of Learning Development in Higher Education(22), (doi: 10.47408/jldhe.vi22.696)

Kroneisen, M. and Kuepper-Tetzel, C. E. (2021) Using day and night – scheduling retrieval practice and sleep. Psychology Learning and Teaching, 20(1), pp. 40-57. (doi: 10.1177/1475725720965363)

2020

Kaminske, A. N., Kuepper-Tetzel, C. E. , Nebel, C. L., Sumeracki, M. A. and Ryan, S. P. (2020) Transfer: a review for biology and the life sciences. CBE—Life Sciences Education, 19(3), es9. (doi: 10.1187/cbe.19-11-0227) (PMID:32870091)

2019

Wiseheart, M., Küpper-Tetzel, C. E. , Weston, T., Kim, A. S.N., Kapler, I. V. and Foot-Seymour, V. (2019) Enhancing the quality of student learning using distributed practice. In: Dunlosky, J. and Rawson, K. A. (eds.) The Cambridge Handbook of Cognition and Education. Series: Cambridge handbooks in psychology. Cambridge University Press: Cambridge, United Kingdom ; New York, NY, pp. 550-584. ISBN 9781108416016 (doi: 10.1017/9781108235631.023)

2014

Küpper-Tetzel, C. E. , Kapler, I. V. and Wiseheart, M. (2014) Contracting, equal, and expanding learning schedules: the optimal distribution of learning sessions depends on retention interval. Memory and Cognition, 42(5), pp. 729-741. (doi: 10.3758/s13421-014-0394-1) (PMID:24500777)

Küpper-Tetzel, C. E. , Erdfelder, E. and Dickhäuser, O. (2014) The lag effect in secondary school classrooms: enhancing students' memory for vocabulary. Instructional Science, 42(3), pp. 373-388. (doi: 10.1007/s11251-013-9285-2)

Küpper-Tetzel, C. E. (2014) Understanding the distributed practice effect: strong effects on weak theoretical grounds. Zeitschrift für Psychologie, 222(2), pp. 71-81. (doi: 10.1027/2151-2604/a000168)

2012

Küpper-Tetzel, C. E. and Erdfelder, E. (2012) Encoding, maintenance, and retrieval processes in the lag effect: a multinomial processing tree analysis. Memory, 20(1), pp. 37-47. (doi: 10.1080/09658211.2011.631550) (PMID:22171809)

2011

Erdfelder, E., Küpper-Tetzel, C. E. and Mattern, S. D. (2011) Threshold models of recognition and the recognition heuristic. Judgment and Decision Making, 6(1), pp. 7-22.

This list was generated on Sat Dec 28 10:26:43 2024 GMT.
Jump to: Articles | Books | Book Sections
Number of items: 16.

Articles

Sumeracki, M. A., Nebel, C. L., Kaminske, A. N. and Kuepper-Tetzel, C. E. (2024) Turning roadblocks into speed bumps: a call for implementation reform in science communication about retrieval practice. Educational Psychology Review, 36, 22. (doi: 10.1007/s10648-024-09854-5)

McAleer, P. , Stack, N., Woods, H., DeBruine, L. M. , Paterson, H. , Nordmann, E. , Kuepper-Tetzel, C. E. and Barr, D. J. (2022) Embedding data skills in research methods education: preparing students for reproducible research. PsyArXiv, (doi: 10.31234/osf.io/hq68s)

PsyTeachR Team, . et al. (2022) Open-source tutorials benefit the field. Nature Reviews Psychology, 1, pp. 312-313. (doi: 10.1038/s44159-022-00058-8)

Nordmann, E. , Kuepper-Tetzel, C. E., Robson, L., Phillipson, S., Lipan, G. I. and McGeorge, P. (2022) Lecture capture: practical recommendations for students and lecturers. Scholarship of Teaching and Learning in Psychology, 8(3), pp. 174-193. (doi: 10.1037/stl0000190)

Kuepper-Tetzel, C. E. and Gardner, P. L. (2021) Effects of temporary mark withholding on academic performance. Psychology Learning and Teaching, 20(3), pp. 405-419. (doi: 10.1177/1475725721999958)

Kuepper-Tetzel, C. and Nordmann, E. (2021) Watch party lectures: synchronous delivery of asynchronous material. Journal of Learning Development in Higher Education(22), (doi: 10.47408/jldhe.vi22.696)

Kroneisen, M. and Kuepper-Tetzel, C. E. (2021) Using day and night – scheduling retrieval practice and sleep. Psychology Learning and Teaching, 20(1), pp. 40-57. (doi: 10.1177/1475725720965363)

Kaminske, A. N., Kuepper-Tetzel, C. E. , Nebel, C. L., Sumeracki, M. A. and Ryan, S. P. (2020) Transfer: a review for biology and the life sciences. CBE—Life Sciences Education, 19(3), es9. (doi: 10.1187/cbe.19-11-0227) (PMID:32870091)

Küpper-Tetzel, C. E. , Kapler, I. V. and Wiseheart, M. (2014) Contracting, equal, and expanding learning schedules: the optimal distribution of learning sessions depends on retention interval. Memory and Cognition, 42(5), pp. 729-741. (doi: 10.3758/s13421-014-0394-1) (PMID:24500777)

Küpper-Tetzel, C. E. , Erdfelder, E. and Dickhäuser, O. (2014) The lag effect in secondary school classrooms: enhancing students' memory for vocabulary. Instructional Science, 42(3), pp. 373-388. (doi: 10.1007/s11251-013-9285-2)

Küpper-Tetzel, C. E. (2014) Understanding the distributed practice effect: strong effects on weak theoretical grounds. Zeitschrift für Psychologie, 222(2), pp. 71-81. (doi: 10.1027/2151-2604/a000168)

Küpper-Tetzel, C. E. and Erdfelder, E. (2012) Encoding, maintenance, and retrieval processes in the lag effect: a multinomial processing tree analysis. Memory, 20(1), pp. 37-47. (doi: 10.1080/09658211.2011.631550) (PMID:22171809)

Erdfelder, E., Küpper-Tetzel, C. E. and Mattern, S. D. (2011) Threshold models of recognition and the recognition heuristic. Judgment and Decision Making, 6(1), pp. 7-22.

Books

Sumeracki, M., Nebel, C., Kuepper-Tetzel, C. and Kaminske, A. N. (2023) Ace That Test: A Student’s Guide to Learning Better. Routledge (Taylor & Francis). ISBN 9781032355863

Book Sections

Sumeracki, M.A., Kaminske, A.N., Kuepper-Tetzel, C.E. and Nebel, C.L. (2023) The Learning Scientists: promoting communication about the science of learning. In: Overson, C.E., Hakala, C.M., Kordonowy, L.L. and Benassi, V.A. (eds.) In Their Own Words: What Scholars and Teachers Want You to Know About Why and How to Apply the Science of Learning in Your Academic Setting. Society for the Teaching of Psychology. ISBN 9781941804728

Wiseheart, M., Küpper-Tetzel, C. E. , Weston, T., Kim, A. S.N., Kapler, I. V. and Foot-Seymour, V. (2019) Enhancing the quality of student learning using distributed practice. In: Dunlosky, J. and Rawson, K. A. (eds.) The Cambridge Handbook of Cognition and Education. Series: Cambridge handbooks in psychology. Cambridge University Press: Cambridge, United Kingdom ; New York, NY, pp. 550-584. ISBN 9781108416016 (doi: 10.1017/9781108235631.023)

This list was generated on Sat Dec 28 10:26:43 2024 GMT.

Supervision

Supervisor


Dr Carolina Kuepper-Tetzel