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Soemer, A. (2019). Task-unrelated thoughts and forgetting in working memory. Journal of Memory and Language, 106, 118-134.
Soemer, A. & Schiefele, U. (2019). Text difficulty, topic interest, and mind wandering during reading. Learning and Instruction, 61, 12-22.
Soemer, A. & Schiefele, U. (2018). Reading amount as a mediator between intrinsic reading motivation and reading competence in the in the early elementary grades. Learning and Individual Differences, 67, 1-11.
Chu, W.-H., Kao, C.-W., & Soemer, A. (2018). A longitudinal study of the development of Mandarin Chinese learners’ oral fluency. Journal of Chinese Language Teaching, 15, 21-47.
Soemer, A. & Schwan, S. (2016). Task-appropriate visualizations: Can the very same visualization format either promote or hinder learning depending on the task requirements? Journal of Educational Psychology, 108, 960-968.
Soemer, A. & Saito, S. (2016). Domain-specific processing in short-term serial order memory. Journal of Memory and Language, 88, 1-17.
Soemer, A. (2016). The multi-component model, attention and long-term memory in multimedia learning: A comment on Schweppe and Rummer (2014). Educational Psychology Review, 28, 197-200.
Soemer, A. & Saito, S. (2015). Maintenance of auditory-nonverbal information in working memory. Psychonomic Bulletin and Review, 22, 1777-1783.
Tseng, S. C., Soemer, A. & Lee, T.-L. (2013). Tones of reduced T1-T4 Mandarin disyllables. International Journal for Computational Linguistics and Chinese Language Processing, 18, 81-106.
Soemer, A. & Schwan, S. (2012). Visual mnemonics for language learning: Static pictures versus animated morphs. Journal of Educational Psychology, 104, 565-579.