Dr. Lena Wimmer

Ich bin wissenschaftliche Mitarbeiterin in der Abteilung Empirische Lehr- und Lernforschung am Institut für Erziehungswissenschaft.

In dem Forschungsprojekt MYCAP befasse ich mich mit einer Meta-Analyse. Dies soll einen Überblick über den aktuellen Forschungsstand bezüglich der Frage geben, wie autistische Menschen Objekte oder Lebewesen kategorisieren.

In einem weiteren Projekt beschäftige ich mich mit dem Fehlinformationseffekt bei der Verarbeitung von fiktionalen vs. nicht-fiktionalen Texten. Insbesondere gehe ich hier der Frage nach, welche Merkmale auf Seiten von Lesenden protektiv gegen den Fehlinformationseffekt wirken, um diese gegebenenfalls gezielt fördern zu können.

In der Lehre biete ich Veranstaltungen zur Diagnostik von Lehr- und Lernprozessen an.

Zu den Veröffentlichungen

wimmer-lena

Kontakt

Abteilung Empirische Lehr- und Lernforschung

Albert-Ludwigs-Universität Freiburg
Rempartstraße 11
79098 Freiburg

Tel: 0761 – 2032437
E-Mail: lena.wimmer|at|ezw.uni-freiburg.de

Sprechstunde: nach Vereinbarung per E-Mail

Veröffentlichungen

Currie, G., Ferguson, H., Frascaroli, J., Friend, S., Green, K., & Wimmer, L. (2023). Learning from fiction1. In A. James, A. Kubo, & F. Lavocat, The Routledge Handbook of Fiction and Belief (1st ed., pp. 126–138). Routledge. https://doi.org/10.4324/9781003119456-12

Wimmer, L., Steininger, T. M., Schmid, A., & Wittwer, J. (2023). Category learning in autistic individuals: A meta-analysis. Psychonomic Bulletin & Review. https://doi.org/10.3758/s13423-023-02365-4

Wimmer, L., Isherwood, K. R., Parkinson, J., & Dorjee, D. (2023). Relating dispositional mindfulness and long-term mindfulness training with executive functioning, emotion regulation, and well-being in pre-adolescents. Psychological Studies. https://doi.org/10.1007/s12646-023-00746-2

Ferguson, H. J., & Wimmer, L. (2023). A psychological exploration of empathy. In F. Mezzenzana & D. Peluso, Conversations on Empathy (1st ed., pp. 60–77). Routledge. https://doi.org/10.4324/9781003189978-5

Wimmer, L., Currie, G., Friend, S., & Ferguson, H. J. (2022). Opening the closed mind? Effects of reading literary fiction on need for closure and creativity. Creativity Research Journal. https://doi.org/10.1080/10400419.2022.2087309

Wimmer, L., El-Salahi, L., Lee, H. W. J., & Ferguson, H. J. (2022). Narrativity and literariness affect the aesthetic attitude in text reading. Empirical Studies of the Arts. https://doi.org/10.1177/02762374221095482

Wimmer, L., Currie, G., Friend, S., & Ferguson, H. J. (2022). The effects of reading narrative fiction on social and moral cognition: Two pre-registered experiments following a multi-method approach. Scientific Study of Literature. https://doi.org/10.1075/ssol.21010.wim

Wimmer, L., & Ferguson, H. J. (2022). Testing the validity of a self-report scale, author recognition test, and book counting as measures of lifetime exposure to print fiction. Behavior Research Methods. https://doi.org/10.3758/s13428-021-01784-2

Ferguson, H. J., Wimmer, L., Black, J., Barzy, M., & Williams, D. (2021). Autistic adults are not impaired at maintaining or switching between counterfactual and factual worlds: An ERP study. Journal of Autism and Developmental Disorders. https://doi.org/10.1007/s10803-021-04939-4

Wimmer, L., Currie, G., Friend, S., & Ferguson, H. J. (2021). Testing correlates of lifetime exposure to print fiction following a multi-method approach: Evidence from young and older readers. Imagination, Cognition and Personality. https://doi.org/10.1177/0276236621996244

Wimmer, L., Friend, S., Currie, G., & Ferguson, H. J. (2021). Reading fictional narratives to improve social and moral cognition: The influence of narrative perspective, transportation, and identification. Frontiers in Communication, 5(611935). https://doi:10.3389/fcomm.2020.611935

Wimmer, L., Bellingrath, S., & von Stockhausen, L. (2020). Mindfulness training for improving attention regulation in university students: Is it effective? And do yoga and homework matter?. Frontiers in Psychology, 11(719). https://doi:10.3389/fpsyg.2020.00719

Wimmer, L., & Dorjee, D. (2020). Toward determinants and effects of long-term mindfulness training in pre-adolescence: A cross-sectional study using event-related potentials. Journal of Cognitive Education and Psychology, 19(1), 65-83. https://doi:10.1891/JCEP-D-19-00029

Wimmer, L., von Stockhausen, L., & Bellingrath, S. (2019). Improving emotion regulation and mood in teacher trainees: Effectiveness of two mindfulness trainings. Brain and Behavior, 9, e01390. https://doi:10.1002/brb3.1390

Wimmer, L., von Stockhausen, L., & Bellingrath, S (2019). Effects of mindfulness training on regulatory and academic abilities in preadolescents: Results form a pilot study. Open Psychology, 1, 69-93. https://doi:10.1515/psych-2018-0006

Wimmer, L., Christmann, U., & Ihmels, E. (2016). Non-conventional figurative language as aesthetics of everyday communication. Metaphor and the Social World, 6(2), 243-275. https://doi:10.1075/msw.6.2.04wim

Wimmer, L., Bellingrath, S., & von Stockhausen, L. (2016). Cognitive effects of mindfulness training: Results of a pilot study based on a theory driven approach. Frontiers in Psychology, 7(1037). https://doi:10.3389/fpsyg.2016.01037

Wimmer, L. (2016). Problem solving as a sufficient condition of the creative process: A case for closer cooperation of creativity research and problem solving research. Frontiers in Psychology, 7(488). https://doi:10.3389/fpsyg.2016.00488

Wimmer, L. (2015). Das ästhetische Paradox bei der Verarbeitung von fiktionalen vs. nicht-fiktionalen Texten [The aesthetic paradox when processing fictional vs. non-fictional texts]. Dissertation, Heidelberg University. http://www.ub.uni-heidelberg.de/archiv/18232

Christmann, U., Wimmer, L., & Groeben, N. (2011). The aesthetic paradox in processing conventional and non-conventional metaphors: A reaction time study. Scientific Study of Literature 1(2), 199-240. https://doi:10.1075/ssol.1.2.03chr

Wimmer, L. (2011). Programme im Kopf? Werden beim Denken Verfahren aus einer „Heurismenbibliothek“ abgerufen oder die Denkprozesse „aktualgenetisch“ erschaffen? [Programmes in the mind? Are thought processes retrieved from a ‚library of heuristics‘ or created on the fly?]. VDM.