Text difficulty, topic interest, and mind wandering during reading von Soemer, Alexander, Schiefele, Ulrich

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Working memory capacity and (in)voluntary mind wandering von Soemer, Alexander, Schiefele, Ulrich

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Maintenance of auditory-nonverbal information in working memory von Soemer, Alexander, Saito, Satoru

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Task-unrelated thoughts and forgetting in working memory von Soemer, Alexander

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Benefits of Mind Wandering for Learning in School Through Its Positive Effects on Creativity von Gericke, Christian, Soemer, Alexander, Schiefele, Ulrich

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Reciprocal relations between interest and mind wandering von Soemer, Alexander, Gericke, Christian, Schiefele, Ulrich

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Attentional mediators of the effect of interest on comprehension von Gericke, Christian, Soemer, Alexander, Schiefele, Ulrich

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Reading amount as a mediator between intrinsic reading motivation and reading comprehension in the early elementary grades von Soemer, Alexander, Schiefele, Ulrich

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The Multicomponent Working Memory Model, Attention, and Long-term Memory in Multimedia Learning: A Comment on Schweppe and Rummer (2014) von Soemer, Alexander

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Mind wandering may both promote and impair learning von Soemer, Alexander, Gericke, Christian, Schiefele, Ulrich

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Mind wandering may both promote and impair learning von Soemer, Alexander, Gericke, Christian, Schiefele, Ulrich

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Does mind wandering mediate the effects of habitual reading motivation on comprehension? von Soemer, Alexander, Gericke, Christian, Schiefele, Ulrich

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Task-Appropriate Visualizations: Can the Very Same Visualization Format Either Promote or Hinder Learning Depending on the Task Requirements? von Soemer, Alexander, Schwan, Stephan

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Mind wandering and reading comprehension in secondary school children von Soemer, Alexander, Idsardi, Hilda Marije, Minnaert, Alexander, Schiefele, Ulrich

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Visual mnemonics for language learning: Static pictures versus animated morphs von Soemer, Alexander, Schwan, Stephan

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Domain-specific processing in short-term serial order memory von Soemer, Alexander, Saito, Satoru

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Teacher–Child Interaction Quality Fosters Working Memory and Social-Emotional Behavior in Two- and-Three-Year-Old Children von Grosse, Gerlind, Simon, Antonia, Soemer, Alexander, Schönfeld, Romy, Barth, Stefanie, Linde, Nadine

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Lernen sinojapanischer Schriftzeichen mit Bildern und Animationen von Soemer, Alexander

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