Dr. Fang Zhao

Fang Zhao Foto: Fernuniversität

E-Mail: fang.zhao

Telefon: +49 2331 987-4303

Google scholar

Research Gate


  • 2016–present: PostDoc, University of Hagen, Germany
  • 2012-2015: Ph.D., University of Koblenz-Landau, Germany
  • 2010-2011: M.A., Durham University, UK
  • 2006-2010: B.A., Henan University, China

Research topics

Text-picture integration, multimedia learning, multitasking


Bachelor theses (Course 36650)

Cognitive Psychology of Multimedia Learning (Open Moodle Course Link: https://offene.fernuni-hagen.de/course/view.php?id=98)


Mehr Informationen

Zhao, F., Gaschler, R., Nöhring, D. O., Röttger, E. & Haider, H. (2020). Sequential modulation of across-task congruency in the serial reaction time task. Acta Psychologica. 205(103043). doi: 10.1016/j.actpsy.2020.103043 https://authors.elsevier.com/a/1ag5sOdeITyY

Zhao, F., Schnotz,W.,Wagner, I. & Gaschler, R. (2020). Eyes on text and pictures – construction and adaptation of mental models. Memory & Cognition, 48(1), 69-82. doi:10.3758/s13421-019-00962-0

Gaschler, R., Zhao, F., Röttger, E., Panzer, S., & Haider, H. (2019). More than hitting the correct key quickly - Spatial variability in touch screen response location under multitasking in the Serial Reaction Time Task. Experimental Psychology. 2019 (66), 207-220. doi: 10.1027/1618-3169/a000446

Zhao, F., Schnotz, W., Wagner, I., & Gaschler, R. (2019). Texts and pictures serve different functions in conjoint mental model construction and adaptation. Memory & Cognition. doi: 10.3758/s13421-019-00962-0

Zhao, F., Gaschler, R., Schneider, L., Thomaschke, R., Röttger, E., & Haider, H. (2019). Sequence Knowledge on When and What Supports Dual-Tasking.Journal of Cognition, 2(1), 18. DOI: http://doi.org/10.5334/joc.76

Gaschler, R., Kemper, M., Zhao, F., Pumpe, I., Ruderisch, C., Röttger, E., & Haider, H. (Sep 2018). Differential effects of cue-based and sequence knowledge-based predictability on multitasking performance. Acta Psychologica. 191 (2018), 76-86. doi: 10.1016/j.actpsy.2018.09.004 PDF

Zhao, F., Gaschler, R., Travi, T., Imgrund, B., Kossack, V., Röttger, E. & Haider, H. (June 2018). Effects of overlap between consecutive words on speeded typing Inform about representation of serial order within words. Advances in Cognitive Psychology. 14 (6), 124-136. doi: 10.5709/acp-0244-6 PDF

Zhao, F., & Mahrt, N. (2018). Influences of comics expertise and comics types in comics reading.International Journal of Innovation and Research in Educational Sciences. 5(2), pp.218-224. ISSN: 2349-5219 PDF

Bröker, L., Kiesel, A., Aufschnaiter, S., Ewolds, H., Gaschler, R., Haider, H., Künzell, S., Raab, M., Röttger, E., Thomaschke, R., Zhao, F. (Nov 2017). Why prediction matters in multitasking and how predictability can improve it. Frontiers Psychology. doi: 10.3389/fpsyg.2017.02021 PDF

Röttger, E., Haider, H., Zhao, F., & Gaschler. R. (2017). Implicit sequence learning despite multitasking - the role of across-task predictability. Psychological Research. Doi: 10.1007/s00426-017-0920-4 PDF

Schnotz, W., Wagner, W., Zhao, F., Ullrich, M., Horz, H., McElvany, N., Ohle, A. & Baumert, J. (2017). Development of dynamic usage of strategies for integrating text and picture information in secondary school. In D. Leutner, J. Fleischer, J. Grünkorn & E. Klieme (Ed.), Competence Assessment in Education - Research, Models and Instruments (pp. 303-313). Dordrecht: Springer. doi: 10.1007/978-3-319-50030-0_18

Zhao, F. (2015) Reading strategies in multimedia learning (Doctoral dissertation). OPUS. PDF

Zhao, F., Schnotz, W., Wagner, I. & Gaschler, R. (2014). Eye tracking indicators of reading approaches in text-picture comprehension. Frontline Learning Research, 2(4), 46–66. doi:10.14786/flr.v2i4.98 PDF

Selected symosiums, presentations and posters

Mehr Informationen

Zhao, F., Gaschler, R., Veit, K. (Aug, 2019).Workshop: Teaching and testing with data graphs using R-Shiny. EARLI 2019. Aachen, Aug 12-16, 2019.

Zhao, F., Gaschler, R., Röttger, E., Haider, H. (April, 2019). Task integration shown in sequence knowledge-based prediction of across task congruency. 61st Conference of Experimental Psychologists, April 15-17th, 2019 in London, UK.

Zhao, F., Gaschler, R., Schnotz,W.,Wagner, I. (Feb 2019). Learner’s competence on text-picture integration. Tagung Evidenzbasierte Unterrichtsentwicklung und Lehrerbildung, Feb 18-19, 2019 in Landau in der Pfalz.

Zhao, F., Gaschler, R., Röttger, E., Haider, H. (May, 2018). Sequence knowledge influences across-task congruency. International Meeting of the Psychnomic Society. May 10-12, 2018 in Amsterdam, Holland.

Zhao, F., Gaschler, R., Risser, L., Bozic, M., zur Kammer, K., Röttger, E. & Haider, H. (March, 2018). Influence of segmentation of subsequence helps sequence learning in multitasking (pp. 303)? 60th Conference of Experimental Psychologists, March 11-14th, 2018 in Marburg, Germany.

Zhao, F., Gaschler, R., Röttger, E., Haider, H., Thomaschke, R. (Sep, 2017) Influences of timing in after-action effect. Escop Symposium: Timing in Cognitive Multitasking: Different Perspectives and Approaches: Organized by Fang Zhao & Stefanie Aufschnaiter (pp. 70). Postdam, Sep 3-6, 2017.

Zhao, F., Gaschler, R., Röttger, E., Haider, H. (19-21 June, 2017). Different forms of sequence representations supporting multitasking. 2017 Aachen SPP Meeting Poster Session, Aachen, Germany.

Zhao, F., Gaschler, R., Röttger, E., Haider, H., Thomaschke, R. (26 – 29 April, 2017). Can a predictable timing sequence help multitasking? Teap 2017 Symposium, The Beneficial impact of predictability on human performance: Organized by Laura Bröke (pp. 72), Dresden, Deutschland.

Zhao, F. (17 Feb, 2017). Sequence Learning, Comics Reading, Multimedia Learning. Eye Tracking Seminar at Lund University, Lund, Sweden.

Zhao, F. & Gaschler, R. (April, 2016). Does sequence knowledge help multitasking? University of Freiburg Symposium, Freiburg, Germany.

Zhao, F. & Schnotz, W. (2015). Reading strategy in multimedia learning. Poster präsentiert auf: Promovierendenforum des IPZ mit Postersession. Landau in der Pfalz, Germany.

Allgemeine Psychologie: LME | 24.06.2020