Publikationen von Azzurra Ruggeri

Ruggeri, A., Markant, D. B., Gureckis, T. M., & Xu, F. (2016). Active control of study leads to improved recognition memory in children. In A. Papafragou, D. Grodner, D. Mirman, & J. C. Trueswell (Eds.), Proceedings of the 38th Annual Conference of the Cognitive Science Society. Cognitive Science Society.

Ruggeri, A., & Lombrozo, T. (2014). Learning by asking: How children ask questions to achieve efficient search. In P. Bello, M. Guarini, M. McShane, & B. Scassellati (Eds.), Proceedings of the 36th Annual Conference of the Cognitive Science Society (pp. 1335–1340). Cognitive Science Society.

Bodemer, N., Ruggeri, A., & Galesic, M. (2013). Why 100 once is worse than 10 times 10: Dread risks versus “continuous” risks. In M. Knauff, M. Pauen, N. Sebanz, & I. Wachsmuth (Eds.), Cooperative minds: Social interaction and group dynamics. Proceedings of the 35th Annual Conference of the Cognitive Science Society (pp. 1923–1927). Cognitive Science Society.

De Simone, C. (2021). Active and ecological learning to navigate the social world [Doktorarbeit, TUM School of Social Sciences and Technology].

Jones, A. (2021). Active learning strategies in child- and adulthood: An interdisciplinary perspective [Doktorarbeit, Technische Universität München].

Ruggeri, A. (2012). Opening up the cuebox: A developmental perspective [Doktorarbeit, Humboldt-Universität zu Berlin].

Guner, S. H. (2019). Effects of online information search on learning outcomes [Masterarbeit, Technische Universität München].

Sommer, A. (2018). Contributing factors to active learning [Masterarbeit, Humboldt-Universität zu Berlin].

Bretzke, M. (2017). Active control of study leads to improved word learning in children [Masterarbeit, Otto-von-Guericke Universität Magdeburg].

Ruggeri, A., Pelz, M., Gopnik, A., & Schulz, E. (2021). Toddlers search longer when there is more information to be gained. PsyArXiv, August 3, 2021. https://doi.org/10.31234/osf.io/uzdvp