Weinhuber, M., Lachner, A., Leuders, T., & Nückles, M. (2019). Mathematics is practice or argumentation: Mindset priming impacts principle- and procedure-orientation of teachers’ explanations. Journal of Experimental Psychology: Applied, 25, 618–646. https://doi.org/10.1037/xap0000227 (APA D3 Early Career Award to Dr. Mona Weinhuber for most outstanding empirical paper by a new scholar in 2019).
Lachner, A., Weinhuber, M., & Nückles, M. (2019). To teach or not to teach the conceptual structure of mathematics? Teachers undervalue the potential of principle-oriented explanations. Contemporary Educational Psychology, 58, 175–185. https://doi.org/10.1016/j.cedpsych.2019.03.008
Lachner, A., Burkhart, C., & Nückles, M. (2017). Mind the gap! Automated concept-map feedback supports students in writing cohesive explanations. Journal of Experimental Psychology. Applied, 23, 29–46. https://doi.org/10.1037/xap0000111
Lachner, A. & Nückles, M. (2015). Bothered by abstractness or engaged by cohesion? Experts’ explanations enhance novices’ deep-learning. Journal of Experimental Psychology: Applied, 21, 101–115. https://doi.org/10.1037/xap0000038
Wäschle, K., Allgeier, A., Lachner, A., Fink, S., & Nückles, M. (2014). Procrastination and self-efficacy: Tracing vicious and virtuous circles in self-regulated learning. Learning and Instruction, 29, 103–114. https://doi.org/10.1016/j.learninstruc.2013.09.005 (among the top five most downloaded articles of Learning and Instruction in 2014)