Publications

Wimmer, L., Körner, A., Ende, L., & Rummer, R. (2024). Higher instead of lower accessibility of fiction texts increases epistemic vigilance during reading. Psychology of Aesthetics, Creativity, and the Arts. Advance online publication. https://doi.org/10.1037/aca0000701

Wimmer, L., Currie, G., Friend, S., Wittwer, J., & Ferguson, H. J. (2024). Cognitive effects and correlates of reading fiction: Two preregistered multilevel meta-analyses. Journal of Experimental Psychology: General, 153(6), 1464–1488. https://doi.org/10.1037/xge0001583

Wimmer, L., Currie, G., Friend, S., & Ferguson, H. J. (2024). Opening the closed mind? Effects of reading literary fiction on need for closure and creativity. Creativity Research Journal, 63(1), 24–41. https://doi.org/10.1080/10400419.2022.2087309

Wimmer, L., Steininger, T. M., Schmid, A., & Wittwer, J. (2024). Category learning in autistic individuals: A meta-analysis. Psychonomic Bulletin & Review, 31(2), 460–483. 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, 68, 534–553. https://doi.org/10.1007/s12646-023-00746-2

Wimmer, L., El-Salahi, L., Lee, H. W. J., & Ferguson, H. J. (2023). Narrativity and literariness affect the aesthetic attitude in text reading. Empirical Studies of the Arts, 41(1), 231–258. https://doi.org/10.1177/02762374221095482

Wimmer, L., & Ferguson, H. J. (2023). 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, 55, 103–134. https://doi.org/10.3758/s13428-021-01784-2

Ferguson, H. J., Wimmer, L., Black, J., Barzy, M., & Williams, D. (2022). Autistic adults are not impaired at maintaining or switching between counterfactual and factual words: An ERP study. Journal of Autism and Developmental Disorders, 52, 349–360. https://doi.org/10.1007/s10803-021-04939-4

Wimmer, L., Currie, G., Friend, S., & Ferguson, H. J. (2021). The effects of reading narrative fiction on social and moral cognition: Two pre-registered experiments following a multi-method approach. Scientific Study of Literature, 11(2), 223–265. https://doi.org/10.1075/ssol.21010.wim

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, 41(1), 54–86. 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.org/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.org/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.org/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.org/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.org/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.org/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.org/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.org/10.3389/fpsyg.2016.00488

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.org/10.1075/ssol.1.2.03chr

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

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. (2015). Das ästhetische Paradox bei der Verarbeitung von fiktionalen vs. nicht-fiktionalen Texten. Dissertation, Heidelberg University [available at http://www.ub.uni-heidelberg.de/archiv/18232].

Wimmer, L. (2011). Programme im Kopf? Werden beim Denken Verfahren aus einer „Heurismenbibliothek“ abgerufen oder die Denkprozesse „aktualgenetisch“ erschaffen? Saarbrücken: VDM.