2006-2010: Bachelor of Science (Psychology)(Honours) (Australian National University, Canberra, Australien)

2011-2014: PhD in Human Cognition and Brain Science (Macquarie University, Sydney, Australien)

2015-2016: Postdoktorandin (Università degli Studi di Padova, Padua, Italien)

2018-2021: Leiterin des Projekts „Lernen von Buchstabe-Laut-Beziehungen“ (DFG)

2019-2021: Leiterin des Projekts „Verarbeitung von Silben und Morphemen“ (FöFoLe)

Schmalz, X., Biurrun Manresa, J., & Zhang, L. (2021). What is a Bayes factor? Psychological Methods.

Schmalz, X., Treccani, B., & Mulatti, C. (2021). Developmental Dyslexia, Reading Acquisition, and Statistical Learning: A Sceptic’s Guide. Brain Sciences, 11(9), 1143.

De Simone, E., Beyersmann, E., Mulatti, C., Mirault, J., & Schmalz, X. (2021). Order among chaos: Cross-linguistic differences and developmental trajectories in pseudoword reading aloud using pronunciation Entropy. Plos ONE, 16(5), e0251629.

Schmalz, X., Schulte-Körne, G., de Simone, E., & Moll, K. (2021). What Do Artificial Orthography Learning Tasks Actually Measure? Correlations Within and Across Tasks. Journal of Cognition, 4(1).

Schmalz, X., Robidoux, S., Castles, A., & Marinus, E. (2020). Variations in the use of simple and context-sensitive grapheme-phoneme correspondences in English and German developing readers. Annals of dyslexia, 1-20.

Galuschka, K., Görgen, R., Kalmar, J., Haberstroh, S., Schmalz, X., & Schulte-Körne, G. (2020). Effectiveness of spelling interventions for learners with dyslexia: A meta-analysis and systematic review. Educational Psychologist, 55(1), 1-20.

Schmalz, X., Moll, K., Mulatti, C., & Schulte-Körne, G. (in press). Is statistical learning related to reading ability, and if so, why? Scientific Studies of Reading, 3 (1), 64-76

Schmalz, X., & Mulatti, C. (2018). Busting a myth with the Bayes Factor: Effects of letter bigram frequency in visual lexical decision do not reflect reading processes. The Mental Lexicon, 12(2). 263–282. 

Schmalz, X., Altoè, G., & Mulatti, C. (2017). Statistical learning and dyslexia: a systematic review. Annals of Dyslexia, 67(2). 147-162. doi:10.1007/s11881-016-0136-0 

Schmalz, X., Porshnev, A., & Marinus, E. (2017). Two distinct parsing stages in nonword reading aloud: Evidence from Russian. Quarterly Journal of Experimental Psychology, 70(12). 2548-2559doi:10.1080/17470218.2016.1247895 

Schmalz, X., Robidoux, S., Castles, A., Coltheart, M., & Marinus, E. (2017). German and English bodies: No evidence for cross-linguistic differences in preferred grain size. Collabra, 3(1). 5. doi: 10.1525/collabra.72 

Schmalz, X., Beyersmann, E., Cavalli, E., & Marinus, E. (2016). Unpredictability and complexity of print-to-speech correspondences increase reliance on lexical processes: More evidence for the Orthographic Depth Hypothesis. Journal of Cognitive Psychology, 28(6). 658-672 doi: 10.1080/20445911.2016.1182172 

Schmalz, X., Marinus, E., Coltheart, M., & Castles, A. (2015). Getting to the bottom of orthographic depth. Psychonomic Bulletin and Review, 22(6), 1614-1629. doi: 10.3758/s13423-015-0835-2 

Schmalz, X., Treccani, B., & Mulatti, C. (2015). Distinguishing Target From Distractor in Stroop, Picture–Word, and Word–Word Interference Tasks. Frontiers in Psychology, 6. doi: 10.3389/fpsyg.2015.01858 

Schmalz, X., Marinus, E., Robidoux, S., Palethorpe, S., Castles, A., & Coltheart, M. (2014). Quantifying the reliance on different sublexical correspondences in German and English. Journal of Cognitive Psychology, 26(8), 831-852. doi: 10.1080/20445911.2014.968161 

Schmalz, X., Marinus, E., & Castles, A. (2013). Phonological decoding or direct access? Regularity effects in lexical decisions of Grade 3 and 4 children. Quarterly Journal of Quarterly Journal of Experimental Psychology, 66(2), 338-346. doi: 10.1080/17470218.2012.711843 

Schmalz, X. (2016). The power is in collaboration: Developing international networks to increase the reproducibility of science. The Winnower, 3:e146178.82672. doi: 10.15200/winn.146178.82672 

Schmalz, X. (2016, September). Some thoughts on methodological terrorism. Blog post featured by PLOS ERC Community. Retrieved from: http://blogs.plos.org/thestudentblog/2016/09/30/some-thoughts-on-methodological-terrorism/ 

Schmalz, X. (2016, March). Good scientist or successful academic? You can’t be both. Blog post featured by Times Higher Education. Retrieved from: www.timeshighereducation.com/blog/ good-scientist-or-successful-academic-you-cant-be-both