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Department of Psychology

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Dr. Veit Kubik

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Dr. Veit Kubik

E-mail: veit.kubik@uni-bielefeld.de
Telephone: +49 521 106-3100
Telephone secretary: +49 521 106-3076
Room: UHG U4-224

Associate Lecturer

Postal address

Universität Bielefeld
Fakultät für Psychologie und Sportwissenschaft
Abteilung für Psychologie
Postfach 10 01 31
D-33501 Bielefeld

Office hours

by arrangement

Teaching

offered courses in the eKVV

Research interests

Applied and basic research on self-regulated learning, memory, metacognition and multitasking
Experimental design, individual differences, e-learning and online testing, open reproducible science

Publikationen

Publications

2022

Broeker, L., Brüning, J., Fandakova, Y., Khosravani, N., Kiesel, A., Kubik, V., Kübler, S., Manzey, D., Monno, I., Raab, M., & Schubert, T. (2022). Individual differences fill the uncharted intersections between cognitive structure, flexibility, and plasticity in multitasking. Psychological Review. Advance online publication. https://doi.org/10.1037/rev0000376
Kubik, V., Koslowski, K., Schubert, T., & Aslan, A. (2022). Metacognitive judgments can potentiate new learning: The role of covert retrieval. Metacognition and Learning. https://doi.org/10.1007/s11409-022-09307-w (open access)
Sparfeldt, J. R., Richter, T., Kubik, V., & Marksteiner, T. (2022). Gute Forschung - bereits im Psychologiestudium! [Good research - already in psychology studies!] Psychologische Rundschau, 73, 35–38. https://doi.org/10.1026/0033-3042/a000571 (open access)
Kubik, V., Jemstedt, A., Eshratabadi, H. M., Schwartz, B., & Jönsson, F. (2022). The underconfidence-with-practice effect in action memory: The Contribution of retrieval practice to metacognitive monitoring. Metacognition and Learning. https://doi.org/10.1007/s11409-021-09288-2
Frick, A., Chavaillaz, A., Mäntylä, T., & Kubik, V. (2022). Development of multitasking abilities in middle childhood. Learning and Instruction, 77. https://doi.org/10.1016/j.learninstruc.2021.101540

2021

Kubik, V., Glogger-Frey, I., & Gaschler, R. (2021). Promoting self-regulated learning: Training, feedback, and addressing teachers' misconceptions. Psychology Learning & Teaching , 20(3), 306–323. https://doi.org/10.1177/14757257211036566
Richter, T., Hertel, S., Kubik, V., Marksteiner, T., Souvignier, E. & Sparfeldt, J. R. (2021). In welchen Branchen und für welche beruflichen Tätigkeiten werden Psychologinnen und Psychologen gesucht und was sollten sie können? Eine systematische Inhaltsanalyse von Stellenanzeigen. [In which areas and for which professional activities are psychologists sought and what should they be able to do? A systematic content analysis of job advertisements]. Psychologische Rundschau. Advance online publication. https://doi.org/10.1026/0033-3042/a000557 (open access)

Kubik, V., Marksteiner, T. & Richter, T. (2021). Qualitätssicherung schriftlicher Prüfungen in der Psychologie: Ein wichtiges Thema und einige offene Fragen [Quality assurance of written examinations in psychology: An important topic with some open questions]. Psychologische Rundschau, 72(2), 106–108. https://doi.org/10.1026/0033-3042/a000525

Kubik, V., Gaschler, R., & Hausman, H. (2021). PLAT 20(1) 2021: Enhancing student learning in research and educational practice: The power of retrieval practice and feedback. Psychology Learning & Teaching, 20(1), 1–20. https://doi.org/10.1177/1475725720976462

Enders, N., Gaschler, R., & Kubik, V. (2021). Online quizzes with closed questions in formal assessment: How elaborate feedback can promote learning Psychology Learning & Teaching, 20(1), 91–106. https://doi.org/10.1177/1475725720971205

Yoshimura, N., Morimoto, K., Murai, M., Kihara, Y., Marmolejo-Ramos, F., Kubik, V., & Yamada, Y. (2021). Age of smile: a cross-cultural replication report of Ganel and Goodale (2018). Journal of Cultural Cognitive Science. https://doi.org/10.1007/s41809-020-00072-3

2020

Kubik, V., Del Missier, F., & Mäntylä, T. (2020). Spatial ability contributes memory for delayed intentions. Cognitive Research: Principles & Implications, 5(36). https://doi.org/10.1186/s41235-020-00229-2

Kubik, V., Jönsson, F. U., de Jonge, M., & Arshamian, A. (2020). Putting testing into action. Enacted retrieval practice benefits long-term retention more than covert retrieval retention. Quarterly Journal of Experimental Psychology, 73(12), 2093–2105. https://doi.org/10.1177/1747021820945560

2019

Zimmermann, M., Kubik, V., Persson, J., & Mäntylä, T. (2019). Proactive temporal coordination of temporally overlapping tasks relies on spatial processing in posterior parietal cortex. Journal of Cognitive Neuroscience, 31(10), 1468–1483. https://doi.org/10.1162/jocn_a_01435

Riemer, M., Kubik, V., & Wolbers, T. (2019). The effect of feedback on temporal error monitoring and timing behavior. Behavioral Brain Research, 2(369), 111929. https://doi.org/10.1016/j.bbr.2019.111929

2018

Kubik, V., Jönsson, F. U., Knopf, M., & Mack, W. (2018). The direct testing effect is pervasive in action memory: Analyses of recall accuracy and recall speed. Frontiers in Psychology. 9:1632. https://www.frontiersin.org/articles/10.3389/fpsyg.2018.01632/full

Todorov, I., Kubik, V., Carelli, M. G., Del Missier, F., & Mäntylä, T. (2018). Spatial offloading in multiple task monitoring. Journal of Cognitive Psychology, 0, 1–12. https://doi.org/10.1080/20445911.2018.1436551

2017

Jemstedt, A., Kubik, V., & Jönsson, F. (2017). What moderates the accuracy of ease of learning judgments? Metacognition and Learning, 3, 337–355. https://doi.org/10.1007/s11409-017-9172-3

Mäntylä, T., Coni, V., Kubik, V., Todorov, I., & Del Missier, F. (2017). Times takes space: Selective effects of multitasking on concurrent spatial processing. Cognitive Processing, 1–7. https://doi.org/10.1007/s10339-017-0799-4

Obermeyer, S., Kubik, V., Schaich, A., Kolling, T., & Knopf, M. (2017). Learning to recognize younger faces at an older age. Aging Clinical and Experimental Research, 29(2), 191–196. https://doi.org/10.1007/s40520-016-0537-2

Tempel, T., & Kubik, V. (2017). Test-potentiated learning of motor sequences. Memory, 25(3), 326–334. https://doi.org/10.1080/09658211.2016.1171880

2016

Kubik, V., Olofsson, J. K., Nilsson, L.-G., & Jönsson, F. U. (2016). Putting action memory to the test: Testing affects subsequent restudy but not long-term forgetting of action events. Journal of Cognitive Psychology, 28(2), 209–219. https://doi.org/10.1080/20445911.2015.1111378

2015

Kubik, V., Nilsson, L.-G., Olofsson, J. K., & Jönsson, F. U. (2015). Effects of testing on subsequent re-encoding and long-term forgetting of action-relevant materials: On the influence of recall type. Scandinavian Journal of Psychology, 56(5), 475–481. https://doi.org/10.1111/sjop.12238

2014

Kubik, V., Söderlund, H., Nilsson, L.-G., & Jönsson, F. U. (2014). Individual and combined effects of enactment and testing on memory for action phrases. Experimental Psychology, 61(5), 347–355. https://doi.org/10.1027/1618-3169/a000254

Kubik, V., Obermeyer, S., Meier, J., & Knopf, M. (2014). The enactment effect in a multi-trial free-recall paradigm. Journal of Cognitive Psychology, 26 (7), 781–787. https://doi.org/10.1080/20445911.2014.959018

Jönsson, F. U., Kubik, V., Larsson Sundqvist, M., Todorov, I., & Jonsson, B. (2014). How crucial is the response format for the testing effect? Psychological Research, 78, 623–633. https://doi.org/10.1007/s00426-013-0522-8

2012

Larsson Sundqvist, M., Todorov, I., Kubik, V., & Jönsson, F. U. (2012). Study for now, but judge for later: Delayed judgments of learning promote long-term retention. Scandinavian Journal of Psychology, 53(6), 450–454. https://doi.org/10.1111/j.1467-9450.2012.00968.x

2011

Schatz, T. R., Spranger, T., Kubik, V., & Knopf, M. (2011). Exploring the enactment effect from an information processing view: What can we learn from serial position analyses? Scandinavian Journal of Psychology, 52(6), 509–515. https://doi.org/10.1111/j.1467-9450.2011.00893.x

Books / Book Chapters

2021

Gaschler, R., Katsarava, M., & Kubik, V. (2021). General psychology sensation and perception. In: International Handbook of Psychology Learning and Teaching. Springer International Handbooks of Education. Springer, Cham. https://doi.org/10.1007/978-3-030-26248-8_6-2

Kubik, V., & Knopf, M. (2021). Plastizität. In J. Pantel, C. Bollheimer, C. Sieber, & A. Kruse (Eds.), Praxishandbuch der Altersmedizin. Geriatrie Gerontopsychiatrie Gerontologie. Stuttgart: Kohlhammer.

2014

Kubik, V., & Knopf, M. (2014). Plastizität. In J. Pantel, C. Bollheimer, C. Sieber, & A. Kruse (Eds.), Praxishandbuch der Altersmedizin. Geriatrie Gerontopsychiatrie Gerontologie (pp. 111–120). Stuttgart: Kohlhammer.

Kubik, V. (2014). Effects of testing and enactment on memory (Doctoral dissertation). Stockholm University, Stockholm. ISBN 978-91-7447-993-5.

Vita

	Research experience
since 2020	Associate Lecturer Bielefeld University; Faculty of Psychology and Sports Science, Department of Psychology (Prof. Kirsten Berthold); summer term
2019 – 2020	Visiting Professor Hagen University; Faculty of Psychology, General Psychology (Prof. Robert Gaschler); winter term
2018 – 2019	Lecturer and academic co-worker Martin-Luther-University Halle-Wittenberg; Department of Psychology, General Psychology (Prof. Torsten Schubert); since November
2016 – 2018	Postdoctoral Researcher (PI) Stockholm University, Sweden; Collaborator: Prof. Timo Mäntylä, Stockholm Cognition Lab Humboldt-Universität zu Berlin, Germany; Institute of Psychology Collaborator: Prof. Torsten Schubert, Department of General Psychology
2015	Lecturer and Postdoctoral Fellow Stockholm University, Sweden; since September Prof. Timo Mäntylä, Stockholm Cognition Lab
2013 – 2016	Lecturer Hagen University, Germany; Institute of Psychology
2013	Visiting scholar University of California, Los Angeles, USA; Institute of Psychology Prof. Robert Bjork, Bjork Learning and Forgetting Lab (June–August) Washington University, St. Louis, USA Prof. Henry L. Roediger, Memory Lab (May)
2005 – 2009	(Student) Research assistant Betula Project, Stockholm University, Sweden Department of Developmental Psychology, Goethe University, Frankfurt a. M., Germany Department of Research Methods and Evaluation, Goethe University, Frankfurt a. M., Germany Department of Experimental Psychology, University of Sussex, Brighton, UK

	Education
2015	PhD in Psychology Stockholm University, Sweden; Institute of Psychology Topic of Dissertation: “Effects of Testing and Enactment on Memory” Dissertation Advisors: Prof. Lars-Göran Nilsson, Prof. Fredrik U. Jönsson, Prof. Jonas Olofsson, Prof. Monika Knopf Ph.D.-Program (2009–2013; 240 ECTS)
2011	Magister intermediate examination in Philosophy Goethe University, Frankfurt a. M. (with distinction, 1.0)
2008	Diploma in Psychology Goethe University, Frankfurt a. M. (with distinction, 1.1) Topic of Diploma’s Thesis: “Declarative Memory in 11-Month Old Babies: The Role of Item-relational Information and Social Context in Deferred Imitation” (with distinction, 1.0) Thesis Advisor: Prof. Monika Knopf
2001	Abitur [high school diploma] Lessing-Gymnasium, Frankfurt a. M., Germany (with distinction, 1.2)

	Science Management
2019 – 2021	Deputy of Junior Scientists in the Special Group “Educational Psychology” (DGPs)

	Honors and awards
2019	Best Poster Prize: Hahne, F., Mailach, A., Heinrich, N., & Kubik, V. (September). The forward effect of testing in middle and old age: Retrieval practice versus semantic elaboration. Tagung der Fachgruppen Entwicklungspsychologie Pädagogische Psychologie (paEpsy) [Developmental psychology Educational psychology]. Leipzig, Germany.
2018	Nomination to the Annual Award of Outstanding Young Researchers in Psychology Swedish National Committee for Psychological Sciences at the Royal Academy of Science
2016 – 2019	Postdoctoral fellow Berlin School of Mind and Brain
2010 – 2013	Scholarship recipient for doctoral studies Studienstiftung des deutschen Volkes [Study Foundation of the German People]
2003 – 2009	Scholarship recipient of undergraduate studies in psychology Studienstiftung des deutschen Volkes [Study Foundation of the German People]

	Funding
2016 – 2019	“Offloading multiple deadlines: Individual differences in multitasking at the behavioral and neural level,” Swedish Research Council, international grant for postdoctoral studies, 345,000€ (principal investigator)
2015	Grant for the ICPSR Summer Program in Quantitative Methods of Social Research, Ann Arbor, USA, Swedish National Data Service, 2200€
2009 – 2013	3 individual grants for experimental research ∑ = 1385€
2009 – 2012	10 individual travel grants ∑ = 6463€