Dr Carolina Kuepper-Tetzel

  • Senior Lecturer (Psychology & Neuroscience Education Hub)

Research interests

Dr Carolina Kuepper-Tetzel is an expert in applying findings from Cognitive Science to education and an enthusiastic science communicator. She obtained her Ph.D. in Cognitive Psychology from the University of Mannheim and pursued postdoc positions at York University in Toronto and the Center for Integrative Research in Cognition, Learning, and Education (CIRCLE) at Washington University in St. Louis. She was a faculty member in Psychology at the University of Dundee for four years before joining the Psychology team at the University of Glasgow in January 2020. You can follow her on Twitter: @pimpmymemory and on LinkedIN: www.linkedin.com/in/carolina-kuepper-tetzel

Her 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. Carolina is convinced that psychological research should serve the public and, to that end, engages heavily in scholarly outreach and science communication. She is a member of the Learning Scientists and founded the Teaching Innovation & Learning Enhancement (TILE) network. TILE brings different disciplines and sectors together to discuss how to overcome prevailing issues in education with research-based approaches. Carolina is frequently invited to give CPD workshops and keynotes on learning and teaching worldwide. Carolina was awarded Senior Fellow of HEA. She is passionate about teaching and aims at providing her students with the best learning experience possible.

In her free time, Carolina enjoys listening to her vinyl records, reading books, or watching movies and 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 Thu Nov 21 02:24:37 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 Thu Nov 21 02:24:37 2024 GMT.

Supervision

Supervisor


Dr Carolina Kuepper-Tetzel