Jonathan Barenberg

446 total citations
15 papers, 323 citations indexed

About

Jonathan Barenberg is a scholar working on Cognitive Neuroscience, Developmental and Educational Psychology and Artificial Intelligence. According to data from OpenAlex, Jonathan Barenberg has authored 15 papers receiving a total of 323 indexed citations (citations by other indexed papers that have themselves been cited), including 13 papers in Cognitive Neuroscience, 10 papers in Developmental and Educational Psychology and 3 papers in Artificial Intelligence. Recurrent topics in Jonathan Barenberg's work include Educational Strategies and Epistemologies (9 papers), Memory Processes and Influences (8 papers) and Neural and Behavioral Psychology Studies (4 papers). Jonathan Barenberg is often cited by papers focused on Educational Strategies and Epistemologies (9 papers), Memory Processes and Influences (8 papers) and Neural and Behavioral Psychology Studies (4 papers). Jonathan Barenberg collaborates with scholars based in Germany and United States. Jonathan Barenberg's co-authors include Stephan Dutke, Claudia Leopold, Gregor Kuhlenbäumer, Stefan Knecht, Bernward Winter, Klaus Völker, Michael Wittig and Thomas Jaitner and has published in prestigious journals such as Journal of Research in Personality, Journal of Sport and Exercise Psychology and Applied Cognitive Psychology.

In The Last Decade

Jonathan Barenberg

13 papers receiving 310 citations

Peers

Jonathan Barenberg
Γεωργία Παπαντωνίου Greece
Peter Baggetta United States
Réka Kassai Hungary
Enrica Donolato Norway
Gloria Carballo Spain
Sandra Loosli Germany
Rachele Fanari Italy
M. Teresa Lechuga Spain
Xuefei Gao United States
Flavia Marino Italy
Γεωργία Παπαντωνίου Greece
Jonathan Barenberg
Citations per year, relative to Jonathan Barenberg Jonathan Barenberg (= 1×) peers Γεωργία Παπαντωνίου

Countries citing papers authored by Jonathan Barenberg

Since Specialization
Citations

This map shows the geographic impact of Jonathan Barenberg's research. It shows the number of citations coming from papers published by authors working in each country. You can also color the map by specialization and compare the number of citations received by Jonathan Barenberg with the expected number of citations based on a country's size and research output (numbers larger than one mean the country cites Jonathan Barenberg more than expected).

Fields of papers citing papers by Jonathan Barenberg

Since Specialization
Physical SciencesHealth SciencesLife SciencesSocial Sciences

This network shows the impact of papers produced by Jonathan Barenberg. Nodes represent research fields, and links connect fields that are likely to share authors. Colored nodes show fields that tend to cite the papers produced by Jonathan Barenberg. The network helps show where Jonathan Barenberg may publish in the future.

Co-authorship network of co-authors of Jonathan Barenberg

This figure shows the co-authorship network connecting the top 25 collaborators of Jonathan Barenberg. A scholar is included among the top collaborators of Jonathan Barenberg based on the total number of citations received by their joint publications. Widths of edges represent the number of papers authors have co-authored together. Node borders signify the number of papers an author published with Jonathan Barenberg. Jonathan Barenberg is excluded from the visualization to improve readability, since they are connected to all nodes in the network.

All Works

15 of 15 papers shown
1.
Barenberg, Jonathan, et al.. (2024). Components of the flipped classroom in higher education: disentangling flipping and enrichment. Frontiers in Education. 9.
2.
Barenberg, Jonathan, et al.. (2021). Testing and transfer: Retrieval practice effects across test formats in English vocabulary learning in school. Applied Cognitive Psychology. 35(3). 700–710. 3 indexed citations
3.
Barenberg, Jonathan & Stephan Dutke. (2021). Retrieval Practice Effects in a Psychology Lecture: Illustrating the Relevance of Study Design, Item Difficulty, and Selection of Dependent Measures. Psychology Learning & Teaching. 21(2). 99–112. 3 indexed citations
4.
Barenberg, Jonathan & Stephan Dutke. (2021). Testen als evidenzbasierte Lernmethode: Empirische und theoretische Gründe für eine Anwendung im Unterricht. Unterrichtswissenschaft. 50(1). 17–36.
5.
Barenberg, Jonathan & Stephan Dutke. (2018). Testing and metacognition: retrieval practise effects on metacognitive monitoring in learning from text. Memory. 27(3). 269–279. 36 indexed citations
6.
Barenberg, Jonathan, et al.. (2018). Students’ Temporal Distributing of Learning Activities in Psychology Courses: Factors of Influence and Effects on the Metacognitive Learning Outcome. Psychology Learning & Teaching. 17(3). 257–271. 8 indexed citations
7.
Barenberg, Jonathan, et al.. (2017). The Testing Effect in the Psychology Classroom: A Meta-Analytic Perspective. Psychology Learning & Teaching. 16(2). 179–196. 73 indexed citations
8.
Barenberg, Jonathan, Stephan Dutke, Gregor Kuhlenbäumer, et al.. (2015). Acute physical exercise improves shifting in adolescents at school: evidence for a dopaminergic contribution. Frontiers in Behavioral Neuroscience. 9. 196–196. 38 indexed citations
9.
Dutke, Stephan & Jonathan Barenberg. (2015). Easy and Informative: Using Confidence-Weighted True–False Items for Knowledge Tests in Psychology Courses. Psychology Learning & Teaching. 14(3). 250–259. 16 indexed citations
10.
Barenberg, Jonathan, et al.. (2015). Ergometer cycling enhances executive control in task switching. Journal of Cognitive Psychology. 27(6). 692–703. 14 indexed citations
11.
Dutke, Stephan, et al.. (2014). Acute Physical Exercise Affected Processing Efficiency in an Auditory Attention Task More Than Processing Effectiveness. Journal of Sport and Exercise Psychology. 36(1). 69–79. 7 indexed citations
12.
Barenberg, Jonathan, et al.. (2014). Agentic extraversion moderates the effect of physical exercise on executive shifting performance. Journal of Research in Personality. 52. 37–41. 5 indexed citations
13.
Barenberg, Jonathan & Stephan Dutke. (2013). Metacognitive monitoring in university classes: anticipating a graded vs. a pass-fail test affects monitoring accuracy. Metacognition and Learning. 8(2). 121–143. 16 indexed citations
14.
Barenberg, Jonathan, et al.. (2011). Executive functions in learning processes: Do they benefit from physical activity?. Educational Research Review. 6(3). 208–222. 88 indexed citations
15.
Dutke, Stephan, Jonathan Barenberg, & Claudia Leopold. (2010). Learning from text: knowing the test format enhanced metacognitive monitoring. Metacognition and Learning. 5(2). 195–206. 16 indexed citations

Rankless uses publication and citation data sourced from OpenAlex, an open and comprehensive bibliographic database. While OpenAlex provides broad and valuable coverage of the global research landscape, it—like all bibliographic datasets—has inherent limitations. These include incomplete records, variations in author disambiguation, differences in journal indexing, and delays in data updates. As a result, some metrics and network relationships displayed in Rankless may not fully capture the entirety of a scholar's output or impact.

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2026