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Articles in refereed Journals

  • Al-Saggaf, Y., Utz, S., & Lin, R. (2016). Venting negative emotions on Twitter and the number of followers and followees. International Journal of Sociotechnology and Knowledge Development, 8, 45-56.  https://dx.doi.org/10.4018/IJSKD.2016010103
     
  • Aleven, V., Stahl, E., Schworm, S., Fischer, F., & Wallace, R. (2003). Help seeking in interactive learning environments. Review of Educational Research, 73 (3), 277-320.  https://dx.doi.org/10.3102/00346543073003277
     
  • Appel, M., Stiglbauer, B., Holtz, P., & Batinic, B. (2012). Parents as a resource: Communication quality affects the relationship between adolescents’ internet use and loneliness. Journal of Adolescence, 35, 1641-1648.
     
  • Appel, M., Stiglbauer, B., Holtz, P., & Batinic, B. (2014). Internet use and verbal aggression: The moderating role of parents and peers. Computers in Human Behavior, 33, 235-241.
     
  • Arndt, J., Schüler, A., & Scheiter, K. (2015). Text- picture integration: How delayed testing moderates recognition of pictorial information in multimedia learning. Applied Cognitive Psychology, 29, 702-712.  https://dx.doi.org/10.1002/acp.3154 request document
     
  • Arndt, J., Schüler, A., & Scheiter, K. (in press). Investigating the influence of simultaneous versus sequential text-picture presentation on text-picture integration. Journal of Experimental Education.
     
  • Artemenko, C., Moeller, K., Huber, S., & Klein, E. (2015). Differential influences of unilateral tDCS over the intraparietal cortex on numerical cognition. Frontiers in Human Neuroscience, 9:110.  https://dx.doi.org/10.3389/fnhum.2015.00110 Open Access
     
  • Artemenko, C., Pixner, S., Moeller, K., & Nuerk, H.-C. (2018). Longitudinal development of subtraction performance in elementary school. British Journal of Developmental Psychology, 36, 188-205.  https://dx.doi.org/10.1111/bjdp.12215
     
  • Ashton-James, C. E., & Levordashka, A. (2013). When the wolf wears sheep’s clothing individual differences in the desire to be liked influence nonconscious behavioral mimicry. Social Psychological and Personality Science, 4, 643-648.  https://dx.doi.org/10.1177/1948550613476097
     
  • Baalsrud Hauge, J., Stanescu, I., Arnab, S., Moreno, P., Lim, T., Serrano-laguna, A., Lameras, P., Hendrix, M., Kiili, K., Ninaus, M., de Freitas, S., Mazzetti, A., Dahlbom, A., & Degano, C. (2015). Learning Analytics Architecture to Scaffold Learning Experience through Technology-based Methods. International Journal of Serious Games, 2.  https://dx.doi.org/10.17083/ijsg.v2i1.38 Open Access
     
  • Baams, L., Jonas, K.J., Utz, S., Bos H.M.W., & Van der Vuurst, L. (2011). Internet use and online social support among same sex attracted individuals of different ages. Computers in Human Behavior, 27, 1820-1827.
     
  • Bahnmueller, J., Dresler, T., Ehlis, A., Cress, U., & Nuerk, H.-C. (2014). NIRS in motion – Unraveling the neurocognitive underpinnings of embodied numerical cognition. Frontiers in Psychology, 5:743.  https://dx.doi.org/10.3389/fpsyg.2014.00743 Open Access
     
  • Bahnmueller, J., Göbel, S. M., Pixner, S., Dresen, V., & Moeller, K. (in press). More than simple facts: cross-linguistic differences in place-value processing in numerical fact retrieval. Psychological Research.
     
  • Bahnmueller, J., Huber, S., Nuerk, H.-C., Göbel, S. M., & Moeller, K. (2016). Processing multi-digit numbers - A translingual eye tracking study. Psychological Research, 80, 422-433.  https://dx.doi.org/10.1007/s00426-015-0729-y
     
  • Bahnmueller, J., Maier, C. A., Göbel, S. M., & Moeller, K. (in press). Direct evidence for linguistic influences in two-digit number processing. Journal of Experimental Psychology: Learning, Memory, and Cognition.
     
  • Bahnmueller, J., Moeller, K., Mann, A., & Nuerk, H.-C. (2015). On the limits of language influences on numerical cognition – no inversion effects in three-digit number magnitude processing in adults. Frontiers in Psychology, 6:1216.  https://dx.doi.org/10.3389/fpsyg.2015.01216 Open Access
     
  • Bahnmueller, J., Nuerk, H.-C., & Moeller, K. (2018). A Taxonomy Proposal for Types of Interactions of Language and Place-Value Processing in Multi-Digit Numbers. Frontiers in Developmental Psychology, 9:1024.  https://dx.doi.org/10.3389/fpsyg.2018.01024 Open Access
     
  • Balau, N., & Utz, S. (2016). Exposing information sharing as strategic behavior: Power as responsibility and 'trust' buttons. Journal of Applied Social Psychology, 46, 593-606.  https://dx.doi.org/10.1111/jasp.12388 request document
     
  • Balau, N., & Utz, S. (2017). Information sharing as strategic behaviour: The role of information display, social motivation and time pressure. Behaviour and Information Technology, 36, 589-605.  https://dx.doi.org/10.1080/0144929X.2016.1267263 request document
     
  • Ballew, J. L., Muscanell, N. L., & Guadagno, R. E. (2012). The dark side of online social networking: An initial look at jealousy and aggression on Facebook. The Journal of Science and Health at The University of Alabama, 8, 10-13.
     
  • Balslev, D., Odoj, B., Rennig, J., & Karnath, H.-O. (2014). Abnormal center-periphery gradient in spatial attention in simultanagnosia. Journal of Cognitive Neuroscience , 4, 1-11.
     
  • Bauer, D. (2010). Die ästhetische Wahrnehmung von Graffiti: Theorie, Darstellung einer Untersuchungsmethode und einer explorativen Studie zu Unterschieden zwischen Experten und Laien. Umweltpsychologie, 14(1), 26-44.
     
  • Bauer, D., & Pierroux, P. (2014). Expert and adolescent interpretive approaches in a National Art Museum. Museum Management and Curatorship, 29, 260-279.
     
  • Bauer, D., & Schwan, S. (in press). Expertise influences meaning-making with renaissance portraits: Evidence from gaze and thinking-aloud. Psychology of Aesthetics, Creativity, and the Arts.
     
  • Bauhoff, V., Huff, M., & Schwan, S. (2012). Distance matters: Spatial contiguity effects as trade-off between gaze-switches and memory load. Applied Cognitive Psychology, 26, 863–871.
     
  • Baumeister, A. E. E., Engelmann, T., & Hesse, F. W. (2017). One task, divergent solutions: high- versus low-status sources and social comparison guide adaptation in a computer-supported socio-cognitive conflict task. Educational Technology Research and Development, 65, 237-253.  https://dx.doi.org/10.1007/s11423-016-9466-1 request document
     
  • Bause, I. M., Brich, I. R., Wesslein, A. K., & Hesse, F. W. (2018). Using technological functions on a multi-touch table and their affordances to counteract biases and foster collaborative problem solving. International Journal of Computer-Supported Collaborative Learning, 13(1), 7-33.  https://dx.doi.org/10.1007/s11412-018-9271-4
     
  • Becker, D., Grapendorf, J., Greving, H., & Sassenberg, K. (2018). Perceived threat and Internet use predict intentions to get bowel cancer screening (colonoscopy): A longitudinal questionnaire study. Journal of Medical Internet Research, 20 (2):e46.  https://dx.doi.org/10.2196/jmir.9144 Open Access
     
  • Becker, D., Jostmann, N., & Holland, R. (in press). Adaptation in Conflict: Are Conflict-Triggered Control Adjustments Protected in the Presence o fMotivational Distractors? Cognition and Emotion.  https://dx.doi.org/10.1080/02699931.2018.1482825
     
  • Becker, D., Jostmann, N. B., Hofmann, W., & Holland, R. W. (in press). Spoiling the pleasure of success: Emotional reactions to the experience of self-control conflict in the eating domain. Emotion.  https://dx.doi.org/10.1037/emo0000526
     
  • Becker, D., Jostmann, N. B., & Holland, R. W. (2018). Does approach bias modification really work in the eating domain? A commentary on Kakoschke et al. Addictive Behaviors, 77, 293-294.  https://dx.doi.org/10.1016/j.addbeh.2017.02.025 request document
     
  • Becker, D., Jostmann, N. B., Wiers, R. W., & Holland, R. W. (2015). Approach avoidance training in the eating domain: testing the effectiveness across three single session studies. Appetite, 85, 58-65.  https://dx.doi.org/10.1016/j.appet.2014.11.017 request document
     
  • Becker, D., & van der Pligt, J. (2016). Forcing your luck: Goal-striving behavior in chance situations. Motivation and Emotion, 40, 203-211.  https://dx.doi.org/10.1007/s11031-015-9527-5 request document
     
  • Behringer, N., & Sassenberg, K. (2015). Introducing social media for knowledge management: Determinants of employees' intentions to adopt new tools. Computers in Human Behavior, 48, 290-296.  https://dx.doi.org/10.1016/j.chb.2015.01.069 request document
     
  • Behringer, N., Sassenberg, K., & Scholl, A. (2017). Knowledge contribution in organizations via social media: The interplay of identification and perceived usefulness. Journal of Personnel Psychology, 16, 12-24.  https://dx.doi.org/10.1027/1866-5888/a000169 request document
     
  • Bernecker, K.*, Ghassemi, M.*, & Brandstätter, V. (in press). Approach and avoidance relationship goals and couples’ nonverbal communication during conflict. European Journal of Social Psychology. *Both authors contributed equally to this publication.
     
  • Bernecker, K., Herrmann, M., Brandstätter, V., & Job, V. (2017). Implicit Theories About Willpower Predict Subjective Well-Being Willpower Theories and Well-Being. Journal of Personality, 85, 136-150.  https://dx.doi.org/10.1111/jopy.12225 request document
     
  • Bernecker, K., & Job, V. (2010). Assessing implicit motives with an online version of the picture story exercise. Motivation and Emotion, 35(3), 251-266.  https://dx.doi.org/10.1007/s11031-010-9175-8
     
  • Bernecker, K., & Job, V. (2015). Beliefs About Willpower Are Related to Therapy Adherence and Psychological Adjustment in Patients With Type 2 Diabetes. Basic and Applied Social Psychology, 37, 188-195.  https://dx.doi.org/10.1080/01973533.2015.1049348
     
  • Bernecker, K., & Job, V. (2015). Beliefs about willpower moderate the effect of previous day demands on next day’s expectations and effective goal striving. Frontiers in Psychology, 6:1496.  https://dx.doi.org/10.3389/fpsyg.2015.01496 Open Access
     
  • Bernecker, K., Job, V., & Hofmann, W. (2018). Experience, resistance, and enactment of desires: Differential relationships with trait measures predicting self-control. Journal of Research in Personality, 76, 92-101.  https://dx.doi.org/10.1016/j.jrp.2018.07.007
     
  • Bernecker, K., & Job V. (2017). Implicit theories about willpower in resisting temptations and emotion control. Journal of Psychology, 225, 157-166.  https://dx.doi.org/10.1027/2151-2604/a000292 request document
     
  • Bertram, J., Moskaliuk, J., & Cress, U. (2015). Virtual training: Making reality work? Computers in Human Behavior, 43, 284-292.  https://dx.doi.org/10.1016/j.chb.2014.10.032 request document
     
  • Bett, K. (2000). Virtuelle Hochschule Baden-Württemberg. FORUM21, 1, 36-37.
     
  • Bieck, S. M., Artemenko, C., Moeller, K., & Klein, E. (2018). Low to no effect: application of tRNS during two-digit addition. Frontiers in Human Neuroscience, 12:176.  https://dx.doi.org/10.3389/fnins.2018.00176 Open Access
     
  • Bientzle, M., Cress, U., & Kimmerle, J. (2013). How students deal with inconsistencies in health knowledge. Medical Education, 47, 683-690.  https://dx.doi.org/10.1111/medu.12198 request document
     
  • Bientzle, M., Cress, U., & Kimmerle, J. (2014). Epistemological beliefs and therapeutic health concepts of physiotherapy students and professionals. BMC Medical Education, 14, 208.  https://dx.doi.org/10.1186/1472-6920-14-208
     
  • Bientzle, M., Cress, U., & Kimmerle, J. (2015). The role of tentative decisions and health concepts in assessing information about mammography screening. Psychology, Health & Medicine, 20, 670-679.  https://dx.doi.org/10.1080/13548506.2015.1005017
     
  • Bientzle, M., Fissler, T., Cress, U., & Kimmerle, J. (2017). The impact of physicians’ communication styles on evaluation of physicians and information processing: A randomized study with simulated video consultations on contraception with an intrauterine device. Health Expectations, 20, 845-851.  https://dx.doi.org/10.1111/hex.12521 Open Access
     
  • Bientzle, M., Griewatz, J., Kimmerle, J., Küppers, J., Cress, U., & Lammerding-Koeppel, M. (2015). Impact of scientific versus emotional wording of patient questions on doctor-patient communication in an Internet forum: A randomized controlled experiment with medical students. Journal of Medical Internet Research, 17, e268.  https://dx.doi.org/10.2196/jmir.4597
     
  • Bientzle, M., Lechner, C., Cress, U., & Kimmerle, J. (in press). Online peer consulting for health professionals. The Clinical Teacher.
     
  • Bloechle, J., Huber, J., Klein, E., Bahnmueller, J., Rennig, J., Moeller, K., & Huber, S. (2018). Spatial arrangement and set size influence the coding of non-symbolic quantities in the intraparietal sulcus. Frontiers in Human Neuroscience, 12:54.  https://dx.doi.org/10.3389/fnhum.2018.00054 Open Access
     
  • Bloechle, J., Huber, S., Bahnmueller, J., Rennig, J., Willmes, K., Cavdaroglu, S., Moeller, K., & Klein, E. (2016). Fact learning in complex arithmetic – The role of the angular gyrus revisited. Human Brain Mapping, 37, 3061-3079.  https://dx.doi.org/10.1002/hbm.23226 request document
     
  • Bloechle, J., Huber, S., Klein, E., Bahnmueller, J., Moeller, K., & Rennig, J. (2018). Neuro-cognitive mechanisms of global Gestalt perception in visual quantification. Neuroimage, 181, 359-369.  https://dx.doi.org/10.1016/j.neuroimage.2018.07.026 request document
     
  • Bloechle, J., Huber, S., & Moeller, K. (2015). In touch with numbers: Embodied and situated effects in number magnitude comparison. Journal of Cognitive Psychology, 27, 478-489.  https://dx.doi.org/10.1080/20445911.2014.1001760 request document
     
  • Blume, F., Goellner, R., Moeller, K., Dresler, T., Ehlis, A.-C., & Gawrilow, C. (in press). Do students learn better when seated close to the teacher? A virtual classroom study considering individual levels of inattention and hyperactivity-impulsivity. Learning & Instruction.
     
  • Bodemer, D. (2011). Tacit guidance for collaborative multimedia learning. Computers in Human Behavior, 27(3), 1079-1086.  https://dx.doi.org/10.1016/j.chb.2010.05.016
     
  • Bodemer, D., & Dehler, J. (2011). Group awareness in CSCL environments. Computers in Human Behavior, 27(3), 1043-1045.  https://dx.doi.org/10.1016/j.chb.2010.07.014
     
  • Bodemer, D., & Faust, U. (2006). External and mental referencing of multiple representations. Computers in Human Behavior, 22, 27-42.  https://dx.doi.org/10.1016/j.chb.2005.01.005 request document
     
  • Bodemer, D., Plötzner, R., Bruchmüller, K., & Häcker, S. (2005). Supporting learning with interactive multimedia through active integration of representations. Instructional Science, 33 (1), 73-95.  https://dx.doi.org/10.1007/s11251-004-7685-z request document
     
  • Bodemer, D., Plötzner, R., Feuerlein, I., & Spada, H. (2004). The active integration of information during learning with dynamic and interactive visualisations. Learning and Instruction, 14 (3), 325-341.  https://dx.doi.org/10.1016/j.learninstruc.2004.06.006 request document
     
  • Bokhorst, F., Moskaliuk, J., & Cress, U. (2014). How patterns support computer-mediated exchange of knowledge-in-use. Computers & Education, 71, 153-164.  https://dx.doi.org/10.1016/j.compedu.2013.09.021 request document
     
  • Boyd, R. L., Robinson, M. D., & Fetterman, A. K. (2011). Miller (1944) revisited: Movement times in relation to approach and avoidance conflicts. Journal of Experimental Social Psychology, 47, 1192-1197.
     
  • Boyle, E. A., Hainey, T., Connolly, T. M., Gray, G., Earp, J., Ott, M., Lim, T., Ninaus, M., Ribeiro, C., & Pereira, J. (2016). An update to the systematic literature review of empirical evidence of the impacts and outcomes of computer games and serious games. Computers & Education, 94, 178-192.  https://dx.doi.org/10.1016/j.compedu.2015.11.003
     
  • Braga, L.W., Amemiya, E., Tauil, A., Suguieda, D., Lacerda, C., Klein, E., Dehaene-Lambertz, G., & Dehaene, S. (2017). Tracking adult literacy acquisition with functional MRI: a single-case study. Mind, Brain and Education, 11, 121-132.  https://dx.doi.org/10.1111/mbe.12143 Open Access
     
  • Brand-Gruwel, S., Kammerer, Y., van Meeuwen, L., & van Gog, T. (2017). Source evaluation of domain experts and novices during Web search. Journal of Computer Assisted Learning, 33(3), 234-251.  https://dx.doi.org/10.1111/jcal.12162
     
  • Brand-Gruwel, S. & Gerjets, P. (2008). Instructional support for enhancing students’ information problem solving ability. Computers in Human Behavior, 24, 615-622.  https://dx.doi.org/10.1016/j.chb.2007.01.020
     
  • Bresin, K., Fetterman, A. K., & Robinson, M. D. (2012). Motor control accuracy: A consequential probe of individual differences in emotion regulation. Emotion, 12, 479-486.
     
  • Breuer, J., & Bente, G. (2010). Why so serious? On the relation of serious games and learning. Eludamos. Journal for Computer Game Culture, 4, 7-24.
     
  • Breuer, J., Festl, R., & Quandt, T. (2012). Digital War: An empirical analysis of narrative elements in military first-person shooters. Journal of Gaming and Virtual Worlds, 4, 215-237.  https://dx.doi.org/10.1386/jgvw.4.3.215_1
     
  • Breuer, J., Festl, R., & Quandt, T. (2014). Aggression and preference for first-person shooter and action games: Data from a large-scale survey of German gamers aged 14 and above Communication Research Reports, 31, 183-196.  https://dx.doi.org/10.1080/08824096.2014.907146
     
  • Breuer, J., Kowert, R., Festl, R., & Quandt, T. (2015). Sexist games = sexist gamers? A longitudinal study on the relationship between video game use and sexist attitudes. Cyberpsychology, Behavior, and Social Networking, 18(4), 197-202.  https://dx.doi.org/10.1089/cyber.2014.0492
     
  • Breuer, J., Scharkow, M., & Quandt, T. (2013). Sore losers? A reexamination of the frustration–aggression hypothesis for colocated video game play. Psychology of Popular Media Culture, 4, 126-137.  https://dx.doi.org/10.1037/ppm0000020
     
  • Breuer, J., Scharkow, M., & Quandt, T. (2014). Tunnel vision or desensitization? The effect of interactivity and frequency of use on the perception and evaluation of violence in digital games. Journal of Media Psychology, 26, 176-188.  https://dx.doi.org/10.1027/1864-1105/a000122
     
  • Breuer, J., Velez, J., Bowman, N., Wulf, T., & Bente, G. (2017). "Drive the lane; together, hard!": An examination of the effects of supportive co-playing, and task difficulty on prosocial behavior. Journal of Media Psychology, 29, 31-41.  https://dx.doi.org/10.1027/1864-1105/a000209 request document
     
  • Breuer, J., Vogelgesang, J., Quandt, T., & Festl, R. (2015). Violent video games and physical aggression: Evidence for a selection effect among adolescents. Psychology of Popular Media Culture.  https://dx.doi.org/10.1037/ppm0000035
     
  • Brich, I. R., Bause, I. M., Hesse, F. W., & Wesslein, A. (in press). Working memory affine technological support functions improve decision performance. Computers in Human Behavior.  https://dx.doi.org/10.1016/j.chb.2018.11.014
     
  • Brucker, B., Ehlis, A.-C., Häußinger, F.B., Fallgatter, A.J., & Gerjets, P. (2015). Watching corresponding gestures facilitates learning with animations by activating human mirror-neurons: An fNIRS study. Learning and Instruction, 36, 27-37.  https://dx.doi.org/10.1016/j.learninstruc.2014.11.003
     
  • Brucker, B., Scheiter, K., & Gerjets, P. (2014). Learning with dynamic and static visualizations: Realistic details only benefit learners with high visuospatial abilities. Computers in Human Behavior, 36, 330-339.  https://dx.doi.org/10.1016/j.chb.2014.03.077 request document
     
  • Bråten, I., Brandmo, C., & Kammerer, Y. (in press). A validation study of the Internet-Specific Epistemic Justification Inventory with Norwegian pre-service teachers. Journal of Educational Computing Research.  https://dx.doi.org/10.1177/0735633118769438
     
  • Buder, J. (2003). Das Schwerpunktprogramm Netzbasierte Wissenskommunikation in Gruppen. Künstliche Intelligenz, 1, 25-27.
     
  • Buder, J. (2007). Net-based knowledge-communication in groups. Zeitschrift für Psychologie, 215 (4), 209-217.  https://dx.doi.org/10.1027/0044-3409.215.4.209 request document
     
  • Buder, J. (2011). Group awareness tools for learning: Current and future directions. Computers in Human Behavior, 27(3), 1114-1117.  https://dx.doi.org/10.1016/j.chb.2010.07.012
     
  • Buder, J., & Bodemer, D. (2008). Supporting controversial CSCL discussions with augmented group awareness tools. International Journal of Computer-Supported Collaborative Learning, 3(2), 123-139. request document
     
  • Buder, J., & Hesse, F. W. (2001). Bericht über das DFG-Schwerpunktprogramm "Netzbasierte Wissenskommunikation in Gruppen". Zeitschrift für Medienpsychologie, 13, 150-152. request document
     
  • Buder, J., & Schwind, C. (2012). Learning with personalized recommender systems: A psychological view. Computers in Human Behavior, 28, 207-216.  https://dx.doi.org/10.1016/j.chb.2011.09.002
     
  • Buder, J., Schwind, C., Rudat, A., & Bodemer, D. (2015). Selective reading of large online forum discussions: The impact of rating visualizations on navigation and learning. Computers in Human Behavior, 44, 191-201.  https://dx.doi.org/10.1016/j.chb.2014.11.043
     
  • Buder, J. & Hesse, F. W. (2003). Embodied cognition and learning in artificial environments. Technology, Instruction, Cognition and Learning, 1 (3), 275-289.
     
  • Burmeister, C. P., Moskaliuk, J., & Cress, U. (2018). Ubiquitous Working: Do Work Versus Non-Work Environments Affect Decision Making and Concentration? Frontiers in Psychology, 9:310.  https://dx.doi.org/10.3389/fpsyg.2018.00310 Open Access
     
  • Burmeister C., Moskaliuk, J., & Cress, U. (in press). Have a look around: The effect of physical environments on risk behaviour in work-related vs. non-work related decision-making tasks. Ergonomics.  https://dx.doi.org/10.1080/00140139.2018.1494308
     
  • Burmeister C.P., Moskaliuk, J., & Cress, U. (2018). Office versus leisure environments: effects of surroundings on concentration. Journal of Environmental Psychology, 58, 42-51.  https://dx.doi.org/10.1016/j.jenvp.2018.07.011
     
  • Buttliere, B. (2014). Using Science and Psychology to improve the dissemination and evaluation of scientific work. Frontiers in Computational Neuroscience, 8.  https://dx.doi.org/10.3389/fncom.2014.00082 Open Access
     
  • Buttliere, B., & Buder, J. (2017). Reading more vs. writing back: Situation affordances drive reactions to conflicting information on the Internet. Computers in Human Behavior, 74, 330-336.  https://dx.doi.org/10.1016/j.chb.2017.04.041 request document
     
  • Buttliere, B., & Buder, J. (2017). Personalizing papers using Altmetrics: Comparing paper Quality or Impact to Intelligence or Personality. Scientometrics, 111, 219-239.  https://dx.doi.org/10.1007/s11192-017-2246-9 request document
     
  • Cervera-Torres, S., Ruiz Fernández, S., Lachmair, M., & Gerjets, P. (2018). Valence-space associations in touchscreen interactions: Valence match between emotional pictures and their vertical touch location leads to pictures positive evaluation. PLoS ONE, 13(7): e0199972.  https://dx.doi.org/10.1371/journal.pone.0199972 Open Access
     
  • Cervera Torres, S., Ruiz Fernández, S., Lachmair, M., & Gerjets, P. (in press). Coding valence in touchscreen interactions: Hand dominance and lateral movement influence valence appraisals of emotional pictures. Psychological Research.  https://dx.doi.org/10.1007/s00426-018-0971-1 request document
     
  • Cierniak, G., Scheiter, K., & Gerjets, P. (2009). Explaining the split-attention effect: Is the reduction of extraneous cognitive load accompanied by an increase in germane cognitive load? Computers in Human Behavior, 25 (2), 315-324.  https://dx.doi.org/10.1016/j.chb.2008.12.020 request document
     
  • Cipora, K., Patro, K., & Nuerk, H.-C. (2015). Are spatial-numerical associations a cornerstone for arithmetic learning? The lack of genuine correlations suggests No. Mind, Brain and Education, 9, 190-206. request document
     
  • Clariana, R. B., Engelmann, T., & Yu, W. (2013). Using centrality of concept maps as a measure of problem space states in computer-supported collaborative problem solving. Educational Technology Research and Development, 61(3), 423-442.  https://dx.doi.org/10.1007/s11423-013-9293-6 request document
     
  • Clark, D., Weinberger, A., Jucks, I., Spitulnik, M., & Wallace, R. (2003). Designing effective science inquiry in text-based computer supported collaborative learning environments. International Journal of Educational Policy, Research & Practice, 4 (1), 55-82.
     
  • Clark, D. B., Sampson, V., Weinberger, A., & Erkens, G. (2007). Analytic frameworks for assessing dialogic argumentation in online learning environments. Educational Psychology Review, 19 (1), 65-83.  https://dx.doi.org/10.1007/s10648-007-9050-7 request document
     
  • Clark, D. & Fischer, F. (2003). Learning through Online Collaborative Discourse. International Journal of Educational Policy, Research and Practice, 4 (1), 11-15.
     
  • Clemens, B., Jung, S., Mingoia, G., Weyer, D., Domahs, F., & Willmes, K. (2014). Influence of Anodal Transcranial Direct Current Stimulation (tDCS) over the Right Angular Gyrus on Brain Activity during Rest. PLoS ONE, 9(4), e95984.  https://dx.doi.org/10.1371/journal.pone.0095984 Open Access
     
  • Clemens, B., Jung, S., Zvyagintsev, M., Domahs, F., Willmes, K. (2013). Modulating arithmetic fact retrieval: A single-blind, sham-controlled tDCS approach with repeated fMRI measurements. Neuropsychologia(51), 1279-1286. request document
     
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  • Cress, U. (2012). Education technology in Europe - Current issues from the learning sciences perspectives. Educational Technology, 52(2), 14-17. request document
     
  • Cress, U., Barquero, B., Buder, J., Schwan, S., & Hesse, F. W. (2003). Wissensaustausch mittels Datenbanken als Öffentliches-Gut-Dilemma. - Die Wirkung von Rückmeldungen und Belohnungen. Zeitschrift für Psychologie, 211, 75-85.  https://dx.doi.org/10.1026//0044-3409.211.2.75 request document
     
  • Cress, U., Barquero, B., Schwan, S., & Hesse, F. W. (2007). Improving quality and quantity of contributions: Two models for promoting knowledge exchange with shared databases. Computers & Education, 49 (2), 423-440.  https://dx.doi.org/10.1016/j.compedu.2005.10.003 request document
     
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  • Cress, U., Held, C., & Kimmerle, J. (2013). The collective knowledge of social tags: Direct and indirect influences on navigation, learning, and information processing. Computers & Education, 60, 59-73.  https://dx.doi.org/10.1016/j.compedu.2012.06.015 request document
     
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  • Cress, U., & Kimmerle, J. (2008). A Systemic and Cognitive view on Collaborative Knowledge Building with Wikis. International Journal of Computer-Supported Collaborative Learning, 3(2), 105-122.  https://dx.doi.org/10.1007/s11412-007-9035-z
     
  • Cress, U., & Kimmerle, J. (2013). Computervermittelter Wissensaustausch als Soziales Dilemma: Ein Überblick. Zeitschrift für Pädagogische Psychologie, 27(1-2), 9-26.  https://dx.doi.org/10.1024/1010-0652/a000085 request document
     
  • Cress, U., Kimmerle, J., & Hesse, F.W. (2006). Information Exchange with Shared Databases as a Social Dilemma: The Effect of Metaknowledge, Bonus Systems, and Costs. Communication Research, 33, 370-390.  https://dx.doi.org/10.1177/0093650206291481 request document
     
  • Cress, U., Kimmerle, J., & Hesse, F. W. (2009). Impact of temporal extension, synchronicity, and group size on computer-supported information exchange. Computers in Human Behavior, 25 (3), 731-737.  https://dx.doi.org/10.1016/j.chb.2009.01.010 request document
     
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  • Cress, U., & Martin, S. (2006). Knowledge Sharing and Rewards: A Game-theoretical Perspective. Knowledge Management Research & Practice, 4, 283-292.  https://dx.doi.org/10.1057/palgrave.kmrp.8500112 request document
     
  • Cress, U., Schwämmlein, E., Wodzicki, K., & Kimmerle, J. (2014). Searching for the perfect fit: The interaction of community type and profile design in online communities. Computers in Human Behavior, 38, 313-321.  https://dx.doi.org/10.1016/j.chb.2014.06.007 request document
     
  • Cress, U., Stahl, G., Ludvigsen, S., & Law, N. (2015). The core features of CSCL: Social situation, collaborative knowledge processes and their design. International Journal of Computer-Supported Collaborative Learning, 10, 109-116.  http://link.springer.com/content/pdf/10.1007%2Fs11412-015-9214-2.pdf request document
     
  • Cress, U., Stahl, G., Rose, C., Law, N., & Ludvigsen, S. (2018). Forming social systems by coupling minds at different levels of cognition: Design, tools, and research methods. International Journal of Computer-Supported Collaborative Learning, 13, 235-240.  https://dx.doi.org/10.1007/s11412-018-9284-z Open Access
     
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  • Gerjets, P., & Hesse, F. W. (2004). When are powerful learning environments effective? The role of learning activities and of students' conceptions of educational technology. International Journal of Educational Research, 41, 445-465.  https://dx.doi.org/10.1016/j.ijer.2005.08.011
     
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  • Gerjets, P., & Scheiter, K. (2003). Goal configurations and processing strategies as moderators between instructional design and cognitive load: Evidence from hypertext-based instruction. Educational Psychologist, 38, 33 - 41.  https://dx.doi.org/10.1207/S15326985EP3801_5 request document
     
  • Gerjets, P., Scheiter, K., & Catrambone, R. (2004). Designing instructional examples to reduce intrinsic cognitive load: Molar versus modular presentation of solution procedures. Instructional Science, 32, 33-58.  https://dx.doi.org/10.1023/B:TRUC.0000021809.10236.71 request document
     
  • Gerjets, P., Scheiter, K., & Catrambone, R. (2006). Can learning from molar and modular worked-out examples be enhanced by providing instructional explanations and prompting self-explanations? Learning and Instruction, 16, 104-121. request document
     
  • Gerjets, P., Scheiter, K., & Cierniak, G. (2009). The scientific value of Cognitive Load Theory: A research agenda based on the Structuralist View of Theories. Educational Psychology Review, 21, 43-54.  https://dx.doi.org/10.1007/s10648-008-9096-1 request document
     
  • Gerjets, P., Scheiter, K., Opfermann, M., Hesse, F. W., & Eysink, T. H. S. (2009). Learning with hypermedia: The influence of representational formats and different levels of learner control on performance and learning behavior. Computers in Human Behavior, 25 (2), 360-370. request document
     
  • Gerjets, P., Scheiter, K., & Schorr, T. (2003). Modeling processes of volitional action control in multiple-task performance: How to explain effects of goal competition and task difficulty on processing strategies and performance within ACT-R. Cognitive Science Quarterly, 3, 355-400. request document
     
  • Gerjets, P., Scheiter, K., & Schuh, J. (2005). Instruktionale Unterstützung beim Fertigkeitserwerb aus Beispielen in hypertextbasierten Lernumgebungen. Zeitschrift für Pädagogische Psychologie, 19, 23-38.  https://dx.doi.org/10.1024/1010-0652.19.12.23 request document
     
  • Gerjets, P., Scheiter, K., & Schuh, J. (2008). Information comparisons in example-based hypermedia environments: Supporting learners with processing prompts and an interactive comparison tool. Educational Technology, Research & Development, 56, 73-92.  https://dx.doi.org/10.1007/s11423-007-9068-z request document
     
  • Gerjets, P., Walter, C., Rosenstiel, W., Bogdan, M., & Zander, T. O. (2014). Cognitive state monitoring and the design of adaptive instruction in digital environments: Lessons learned from cognitive workload assessment using a passive brain-computer interface approach. Frontiers in Neuroscience., 8:385.  https://dx.doi.org/10.3389/fnins.2014.00385 Open Access
     
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  • Rop, G., Schüler, A., Verkoeijen, P. P. J. L., Scheiter, K., & van Gog, T. (2018). Effects of task experience and layout on learning from text and pictures with or without unnecessary picture descriptions. Journal of Computer Assisted Learning, 34, 458-470.  https://dx.doi.org/10.1111/jcal.12287 Open Access
     
  • Rosé, C. P., Ludvigsen, S., Law, N., Cress, U., & Stahl, G. (2017). Divisive or facilitative: The two faces of technology in CSCL. International Journal of Computer-Supported Collaborative Learning, 12, 215-220.  https://dx.doi.org/10.1007/s11412-017-9265-7
     
  • Rudat, A., & Buder, J. (2015). Making retweeting social: The influence of content and context information on sharing news in Twitter. Computers in Human Behavior, 46, 75-84.
     
  • Rudat, A., Buder, J., & Hesse, F. W. (2014). Audience design in Twitter: Retweeting behavior between informational value and followers' interests. Computers in Human Behavior, 35, 132-139.
     
  • Ruiz Fernández, S., Leonhard, T., Lachmair, M., Rolke, B., & Ulrich, R. (2013). Processing order in dual-tasks when the duration of motor responses varies Universitas Psychologica , 12, 1439-1452.  https://dx.doi.org/10.11144/Javeriana.UPSY12-5.podt
     
  • Ruiz Fernández, S., Leonhard, T., Rolke, B., & Ulrich, R. (2011). Processing two tasks with varying task order: Central stage duration influences central processing order. Acta Psychologica, 137, 10-17.  https://dx.doi.org/10.1016/j.actpsy.2011.01.016
     
  • Ruiz Fernández, S., & Rahona, J.J. (2011). Trabajando en modo multitarea: Cuellos de botella en la decisión y en la acción. (Performing multitasking: Bottleneck in response selection and motor response). Ciencia Cognitiva, 5, 60-63.
     
  • Ruiz Fernández, S., Rahona, J.J., Hervás, G., Vázquez, C., & Ulrich, R. (2011). Number magnitude determines gaze direction: Spatial-numerical association in a free-choice task. Cortex, 47, 617-620.  https://dx.doi.org/10.1016/j.cortex.2010.10.006
     
  • Ruiz Fernández, S., Rahona, J. J., & Lachmair, M. (2014). Left to right or back to front? The spatial flexibility of time. Cognitive Processing, 15, 61-62.  https://dx.doi.org/10.1007/s10339-014-0632-2
     
  • Ruiz Fernández, S., Rahona López, J. J., & Lachmair, M. (2017). Tengo varias cosas que hacer, ¿por dónde empiezo? La optimización temporal en tareas simultáneas. Ciencia Cognitiva, 11, 36-39. request document
     
  • Ruiz Fernández, S., & Ulrich, R. (2010). Late backward effects in the refractory period paradigm: Effects of Task 2 execution on Task 1 performance. Psychological Research, 74, 378-387.  https://dx.doi.org/10.1007/s00426-009-0260-0
     
  • Rummer, R., Schweppe, J., Fürstenberg, A., Scheiter, K., & Zindler, A. (2011). The perceptual basis of the modality effect in multimedia learning. Journal of Experimental Psychology: Applied, 17, 159-173.
     
  • Rummer, R., Schweppe, J., Scheiter, K., & Gerjets, P. (2008). Lernen mit Multimedia: Die kognitiven Grundlagen des Modalitätseffekts. Psychologische Rundschau, 59, 98-107.  https://dx.doi.org/10.1026/0012-1924.59.2.98 request document
     
  • Rydell, R. J., Hugenberg, K., Ray, D. G., & Mackie, D. M. (2007). Implicit theories about groups and stereotyping: The role of group entitativity. Personality and Social Psychology Bulletin, 33, 549-558. request document
     
  • Sachs-Hombach, K., & Schwan, S. (2005). Was ist schräge Kamera? Anmerkungen zur Bestandsaufnahme ihrer Formen Funktionen und Bedeutungen. IMAGE 1 - Zeitschrift für interdisziplinäre Bildwissenschaft. Themenheft: Die schräge Kamera. Formen und Funktionen ungewöhnlicher Kameraperspektiven in Film und Fernsehen, 1 , 130-139.
     
  • Salemi Khamene, A., Ghahari, Sh., Soltanlou, M., & Darabi, J. (2013). Effectiveness of pivotal response treatment on communicative and behavioral disorder of 8-12 years-old autistic boys. Journal of Gorgan University of Medical Sciences, 15(1), 6-11.
     
  • Salmerón, L., Abu Mallouh, R., & Kammerer, Y. (2017). Location of navigation menus in websites: an experimental study with Arabic users. Universal Access in the Information Society, 16, 191-196.  https://dx.doi.org/10.1007/s10209-015-0444-x Open Access
     
  • Salmerón, L., Kammerer, Y., & García-Carrión, P. (2013). Searching the Web for conflicting topics: page and user factors. Computers in Human Behavior, 29, 2161–2171.  https://dx.doi.org/10.1016/j.chb.2013.04.034
     
  • Sander, M. C., Werkle-Bergner, M., Gerjets, P., Shing, Y. L., & Lindenberger, U. (2012). The two-component model of memory development, and its potential implications for educational settings. Developmental Cognitive Neuroscience, 2, 67-77.
     
  • Sassenberg, K. (2002). Common bond and common identity groups on the Internet: Attachment and normative behavior in on-topic and off-topic chats. Group Dynamics: Theory, Research, and Practice, 6, 27-37.  https://dx.doi.org/10.1037/1089-2699.6.1.27 request document
     
  • Sassenberg, K. (2013). It is about the web and the user: The effects of web use depend on person characteristics. Psychological Inquiry, 24, 333-340.  https://dx.doi.org/10.1080/1047840X.2013.839074 request document
     
  • Sassenberg, K. (2017). Digitale Medien als Informationsquelle über Umwelt und Gesundheit für Laien. Bundesgesundheitsblatt, 60, 649-655.  https://dx.doi.org/10.1007/s00103-017-2549-2 request document
     
  • Sassenberg, K., & Boos, M. (2003). Attitude change in computer-mediated communication: Effects of anonymity and category norms. Group Processes and Intergroup Relations, 6, 405-422.  https://dx.doi.org/10.1177/13684302030064006 request document
     
  • Sassenberg, K., Boos, M., & Klapproth, F. (2001). Wissen und Glaubwürdigkeit als zentrale Merkmale von Experten: Der Einfluss von Expertise auf den Informationsaustausch in computervermittelter Kommunikation. Zeitschrift für Sozialpsychologie, 32, 45-56.
     
  • Sassenberg, K., Boos, M., Postmes, T., & Reips, U.-D. (2003). Studying the Internet: A challenge for modern psychology (Editorial). Swiss Journal of Psychology, 62, 75-77.
     
  • Sassenberg, K., Boos, M., & Rabung, S. (2005). Attitude change in face-to-face and computer-mediated communication: private self-awareness as mediator and moderator. European Journal of Social Psychology, 35, 361-374.  https://dx.doi.org/10.1002/ejsp.254 request document
     
  • Sassenberg, K., Brazy, P.C., Jonas, K.J., & Shah, J.Y. (2013). When gender fits self-regulatory preferences: The impact of regulatory fit on gender-based ingroup favoritism. Social Psychology, 44, 4-15.  https://dx.doi.org/10.1027/1864-9335/a000095 request document
     
  • Sassenberg, K., Ellemers, N., & Scheepers, D. (2012). The attraction of social power: The influence of construing power as opportunity versus responsibility. Journal of Experimental Social Psychology, 48, 550-555.  https://dx.doi.org/10.1016/j.jesp.2011.11.008 request document
     
  • Sassenberg, K., & Fehr, J. (2012). Contextualizing self-control and self-regulation. Zeitschrift für Psychologie, 220, 145-146.  https://dx.doi.org/10.1027/2151-2604/a000106 request document
     
  • Sassenberg, K., Fehr, J., Hansen, N., Matschke, C., & Woltin, K.-A. (2007). Eine sozialpsychologische Analyse zur Reduzierung von sozialer Diskriminierung von Menschen mit Migrationshintergrund. Zeitschrift für Sozialpsychologie, 38, 239-249. request document
     
  • Sassenberg, K., & Greving, H. (2016). Internet searching about disease elicits a positive perception of own health when severity of illness is high: A longitudinal questionnaire study. Journal of Medical Internet Research, 18, e56.  https://dx.doi.org/10.2196/jmir.5140 request document
     
  • Sassenberg, K., & Hamstra, M. R.W. (2017). The intrapersonal and interpersonal dynamics of self-regulation in the leadership process. Advances in Experimental Social Psychology, 55, 193-257.  https://dx.doi.org/10.1016/bs.aesp.2016.08.001 request document
     
  • Sassenberg, K., & Hansen, N. (2007). The impact of regulatory focus on affective responses to social discrimination. European Journal of Social Psychology, 37, 421-444.  https://dx.doi.org/10.1002/ejsp.358 request document
     
  • Sassenberg, K., Jonas, K.J., Shah, J., & Brazy, P. (2007). Why some groups just feel better: The regulatory fit of group power. Journal of Personality and Social Psychology, 92, 249-267.  https://dx.doi.org/10.1037/0022-3514.92.2.249 request document
     
  • Sassenberg, K., Kessler, T., & Mummendey, A. (2003). Less negative = more positive? Social discrimination as avoidance and approach. Journal of Experimental Social Psychology, 39, 48-58.  https://dx.doi.org/10.1016/S0022-1031(02)00519-X request document
     
  • Sassenberg, K., Landkammer, F., & Jacoby, J. (2014). The influence of regulatory focus and group vs. individual goals on the evaluation bias in the context of group decision making. Journal of Experimental Social Psychology, 54, 153-164.  https://dx.doi.org/10.1016/j.jesp.2014.05.009 request document
     
  • Sassenberg, K., & Matschke, C. (2010). The impact of exchange programs on the integration of the host-group into the self-concept. European Journal of Social Psychology, 40, 148-159. request document
     
  • Sassenberg, K., Matschke, C., & Scholl, A. (2011). The impact of discrepancies from ingroup norms on group members’ well-being and motivation. European Journal of Social Psychology, 41, 886-897.  https://dx.doi.org/10.1002/ejsp.833 request document
     
  • Sassenberg, K., & Moskowitz, G.B. (2005). Don't stereotype, think different! Overcoming automatic stereotype activation by mindset priming. Journal of Experimental Social Psychology, 41, 506-514.  https://dx.doi.org/10.1016/j.jesp.2004.10.002 request document
     
  • Sassenberg, K., Moskowitz, G. B., Fetterman, A., & Kessler, T. (2017). Priming creativity as a strategy to increase creative performance by facilitating the activation and use of remote associations. Journal of Experimental Social Psychology, 68, 128-138.  https://dx.doi.org/10.1016/j.jesp.2016.06.010 request document
     
  • Sassenberg, K., Moskowitz, G.B., Jacoby, J., & Hansen, N. (2007). The carry-over effect of competition: The impact of competition on prejudice towards uninvolved outgroups. Journal of Experimental Social Psychology, 43, 529-538. request document
     
  • Sassenberg, K., Muller, D., & Klauer, K.-C. (2014). Editorial: Special Section: Methods and statistics in social psychology - Refinements and new developments. European Journal of Social Psychology, 44, 671-672.  https://dx.doi.org/10.1002/ejsp.2086
     
  • Sassenberg, K., & Postmes, T. (2002). Cognitive and strategic processes in small groups: Effects of anonymity of the self and anonymity of the group on social influence. British Journal of Social Psychology, 41, 463-480.  https://dx.doi.org/10.1348/014466602760344313 request document
     
  • Sassenberg, K., Sassenrath, C., & Fetterman, A. (2015). Threat ≠ prevention, challenge ≠ promotion: The impact of threat, challenge, and regulatory focus on attention to negative stimuli. Cognition and Emotion, 29, 188-195.  https://dx.doi.org/10.1080/02699931.2014.898612 request document
     
  • Sassenberg, K., & Scholl, A. (2013). If I can do it my way …The influence of regulatory focus on job-related values and job selection. Journal of Economic Psychology, 38, 58-70.  https://dx.doi.org/10.1016/j.joep.2012.09.003 request document
     
  • Sassenberg, K., & Wieber, F. (2005). Don't ignore the other half: the impact of ingroup identification on implicit measures of prejudice. European Journal of Social Psychology, 35, 621-632.  https://dx.doi.org/10.1002/ejsp.267 request document
     
  • Sassenberg, K., & Wiesing, U. (2016). Internet-informierte Patienten – Empirische Evidenz für einseitige Informationsverarbeitung und ihre medizinethischen Implikationen. Zeitschrift für Medizinische Ethik, 62, 299-311.  https://dx.doi.org/10.14623/zfme.2016.4.299-311 request document
     
  • Sassenberg, K., & Woltin, K.-A. (2008). Group-based self-regulation: The effects of regulatory focus. European Review of Social Psychology, 19, 126-164. request document
     
  • Sassenberg, K., & Woltin, K.-A. (2009). Self-regulation of group members: The case of regulatory focus. Social and Personality Psychology Compass, 3, 118-132.  https://dx.doi.org/10.1111/spco.2009.3.issue-5 request document
     
  • Sassenberg, K., & Woltin, K.-A. (2009). Teaching and Learning Guide for Self-regulation of group members: The case of regulatory focus. Social and Personality Psychology Compass, 3, 864-870.  https://dx.doi.org/10.1111/spco.2009.3.issue-5
     
  • Sassenrath, C., Diefenbacher, S., Siegel, A., & Keller, J. (2016). A person-oriented approach to hand hygiene behaviour: Emotional empathy fosters hand hygiene practice. Psychology & Health, 31(2), 205-227.  https://dx.doi.org/10.1080/08870446.2015.1088945 request document
     
  • Sassenrath, C., Greving, H., & Sassenberg, K. (2017). It has to be first-hand: The effect of first-person testimonials in medical communication on recipients' emotions and memory. Cogent Medicine, 4: 1354492.  https://dx.doi.org/10.1080/2331205X.2017.1354492 Open Access
     
  • Sassenrath, C., Greving, H., & Sassenberg, K. (2018). Are you concerned? Patient testimonials in medical communication affect healthy recipients' emotions and memory. Frontiers in Communication, 3:18.  https://dx.doi.org/10.3389/fcomm.2018.00018 Open Access
     
  • Sassenrath, C., Hodges, S. D., & Pfattheicher, S. (2016). It's all about the self: When perspective taking backfires. Current Directions in Psychological Science, 25, 405-410.  https://dx.doi.org/10.1177/0963721416659253 request document
     
  • Sassenrath, C., Sassenberg, K., Ray, D., Scheiter, K., & Jarodzka, H. (2014). A motivational determinant of facial emotion recognition: Regulatory focus affects recognition of emotions in faces. PLOS ONE, 9(11): e112383.  https://dx.doi.org/10.1371/journal.pone.0112383 Open Access
     
  • Sassenrath, C., Sassenberg, K., & Scheepers, D. (2016). The impact of regulatory focus on challenge and threat. Swiss Journal of Psychology, 75, 91-95.  https://dx.doi.org/10.1024/1421-0185/a000175 request document
     
  • Sassenrath, C., Sassenberg, K., & Scholl, A. (2014). From a distance …: The impact of approach and avoidance motivational orientation on perspective taking. Social Psychological and Personality Science, 5, 18-26.  https://dx.doi.org/10.1177/1948550613486672 request document
     
  • Sassenrath, C., Sassenberg, K., & Semin, G. (2013). Cool, but understanding...Experiencing cooler temperatures promotes perspective-taking performance. Acta Psychologica, 143, 245-251.  https://dx.doi.org/10.1016/j.actpsy.2013.03.011 request document
     
  • Sassenrath, C., Wagner, M., Keller, J., & Sassenberg, K. (in press). It’s a challenge! Empathizing with sad but not with angry individuals results in cardiovascular reactivity consistent with a challenge motivational state. Emotion.
     
  • Schaefer, T., Rahn, J., Kopp, T., Fabian, C. M., & Brown, A. (in press). Fostering online learning at the workplace: A scheme to identify and analyse collaboration processes in asynchronous discussions. British Journal of Educational Technology.  https://dx.doi.org/10.1111/bjet.12617 Open Access
     
  • Scharinger, C. (2018). Fixation-related EEG frequency band power analysis: A promising methodology for studying instructional design effects of multimedia learning material. Frontline Learning Research, 6(3), 57-71.
     
  • Scharinger, C., Kammerer, Y., & Gerjets, P. (2015). Pupil dilation and EEG alpha frequency band power reveal load on executive functions for link-selection processes during text reading. PLoS ONE, 10, e0130608.  https://dx.doi.org/10.1371/journal.pone.0130608 Open Access
     
  • Scharinger, C., Soutschek, A., Schubert, T., & Gerjets, P. (2015). When flanker meets the n-back: What EEG and pupil dilation data reveal about the interplay between the two central-executive working memory functions inhibition and updating. Psychophysiology, 52, 1293-1304.  https://dx.doi.org/10.1111/psyp.12500
     
  • Scharinger, C., Soutschek, A., Schubert, T., & Gerjets, P. (2017). Comparison of the working memory load in n-back and working memory span tasks by means of EEG frequency band power and P300 amplitude. Frontiers in Human Neuroscience, 11:6.  https://dx.doi.org/10.3389/fnhum.2017.00006 Open Access
     
  • Scharinger, M., Domahs, U., Klein, E., & Domahs, F. (2016). Mental representations of vowel features asymmetrically modulate activity in superior temporal sulcus. Brain and Language, 163, 42-49.  https://dx.doi.org/10.1016/j.bandl.2016.09.002
     
  • Scharkow, M., Festl, R., & Quandt, T. (2014). Longitudinal patterns of problematic computer game use among adolescents and adults – a 2-year panel study. Addiction, 109(11), 1910-1917.  https://dx.doi.org/10.1111/add.12662
     
  • Scharkow, M., Festl, R., Vogelgesang, J., & Quandt, T. (2015). Beyond the "core-gamer": Genre preferences and gratifications in computer games. Computers in Human Behavior, 44, 293-298.
     
  • Scheepers, D., Ellemers, N., & Sassenberg, K. (2013). Power in group contexts: The influence of group status on promotion and prevention decision making. British Journal of Social Psychology, 52, 238-254.  https://dx.doi.org/10.1111/bjso.2013.52.issue-2 request document
     
  • Scheepers, D., de Wit, F., Ellemers, N., & Sassenberg, K. (2012). Social power makes the heart work more efficiently: Evidence from cardiovascular markers of challenge and threat. Journal of Experimental Social Psychology, 48, 371-374. request document
     
  • Scheiter, K., & Eitel, A. (2015). Signals foster multimedia learning by supporting integration of highlighted text and diagram elements. Learning and Instruction, 36, 11-26.  https://dx.doi.org/10.1016/j.learninstruc.2014.11.002 request document
     
  • Scheiter, K., Eitel, A., & Schüler, A. (2016). Lernen mit Texten und Bildern: Die frühzeitige wechselseitige Beeinflussung kognitiver Prozesse bei der Konstruktion eines integrierten mentalen Modells. Themenheft: Psychologie und Wissensmedien. Psychologische Rundschau, 67, 87-93.  https://dx.doi.org/10.1026/0033-3042/a000300
     
  • Scheiter, K., & Gerjets, P. (2007). Learner control in hypermedia environments. Educational Psychology Review, 19 (3), 285-307.  https://dx.doi.org/10.1007/s10648-007-9046-3 request document
     
  • Scheiter, K., & Gerjets, P. (2010). Cognitive and socio-motivational aspects in learning with animations: There is more to it than ‘do they aid learning or not’. Instructional Science, 38, 435-440. request document
     
  • Scheiter, K., Gerjets, P., & Catrambone, R. (2006). Making the abstract concrete: Visualizing mathematical solution procedures. Computers in Human Behavior, 22, 9-26.  https://dx.doi.org/10.1016/j.chb.2005.01.009 request document
     
  • Scheiter, K., Gerjets, P., & Heise, E. (2014). Distraction during learning with hypermedia: difficult tasks help to keep task goals on track. Frontiers in Psychology, 5:268.  https://dx.doi.org/10.3389/fpsyg.2014.00268 request document
     
  • Scheiter, K., Gerjets, P., Huk, T., Imhof, B., & Kammerer, Y. (2009). The effects of realism in learning with dynamic visualizations. Learning and Instruction, 19, 481-494.  https://dx.doi.org/10.1016/j.learninstruc.2008.08.001 request document
     
  • Scheiter, K., Gerjets, P., & Schuh, J. (2010). The acquisition of problem-solving skills in mathematics: How animations can aid understanding of structural problem features and solution procedures. Instructional Science, 38, 487-502. request document
     
  • Scheiter, K., Gerjets, P., Vollmann, B., & Catrambone, R. (2009). The impact of learner characteristics on information utilization strategies, cognitive load experienced, and performance in hypermedia learning. Learning and Instruction, 19, 387-401. request document
     
  • Scheiter, K., Schleinschok, K., & Ainsworth, S. (2017). Why sketching may aid learning from science texts: Contrasting sketching with written explanations. Topics in Cognitive Science, 9, 866-882.  https://dx.doi.org/10.1111/tops.12261 request document
     
  • Scheiter, K., Schrader, J., Trautwein, U., & Hesse, F. W. (2014). Analyse und Förderung effektiver Lehr-Lernprozesse im Kontext evidenzbasierter Bildungsreform - Beiträge der Tübinger Forschergruppe für Empirische Bildungsforschung. Zeitschrift für Erziehungswissenschaft, 17, 189-192. request document
     
  • Scheiter, K., Schubert, C., Gerjets, P., & Stalbovs, K. (2015). Does a strategy training foster students’ ability to learn from multimedia? The Journal of Experimental Education, 83, 266-289.  https://dx.doi.org/10.1080/00220973.2013.876603 request document
     
  • Scheiter, K., Schubert, C., & Schüler, A. (2018). Self-regulated learning from illustrated text: Eye Movement Modeling to support use and regulation of cognitive processes during learning from multimedia. British Journal of Educational Psychology, 88, 80-94.  https://dx.doi.org/10.1111/bjep.12175
     
  • Scheiter, K., Schüler, A., Gerjets, P., Huk, T., & Hesse, F. W. (2014). Extending multimedia research: How do prerequisite knowledge and reading comprehension affect learning from text and pictures. Computers in Human Behavior, 31, 73-84. request document
     
  • Scheiter, K., Schüler, A., Gerjets, P., Stalbovs, K., Schubert, C., Huk, T., & Hesse, F. (2014). Welche Rolle spielt neben Merkmalen des Instruktionsdesigns die fachspezifische und aufgabenspezifische Motivation beim Lernen mit Multimedia im naturwissenschaftlichen Unterricht? Zeitschrift für Erziehungswissenschaft, 17, 279-296. request document
     
  • Scheiter, K., & Van Gog, T. (2009). Using eye tracking in applied research to study and stimulate the processing of information from multi-representational sources. Applied Cognitive Psychology, 23, 1209-1214. request document
     
  • Schild, A. H. E., Pietschnig, J., Nader, I. W., & Voracek, M. (2014). Ethnicity moderates the association between 5-HTTLPR and national suicide rates. Archives of Suicide Research, 18, 1-13.
     
  • Schild, A. H. E., Pietschnig, J., Tran, U. S., & Voracek, M. (2013). Genetic association studies between SNPs and suicidal behavior: A meta-analytical field synopsis. Progress in Neuro-Psychopharmacology & Biological Psychiatry, 46, 36-42.
     
  • Schild, A. H. E., & Voracek, M. (2013). Less is less: A systematic review of graph use in meta-analyses. Research Synthesis Methods, 4, 209-219.
     
  • Schild, A. H. E., & Voracek, M. (2015). Finding your way out of the forest without a trail of bread crumbs: Development and evaluation of two novel displays of forest plots. Research Synthesis Methods, 6, 74-86.
     
  • Schleinschok, K., Eitel, A., & Scheiter, K. (2017). Do drawing tasks improve monitoring and control during learning from text? Learning and Instruction, 51, 10-25.  https://dx.doi.org/10.1016/j.learninstruc.2017.02.002 request document
     
  • Schmidgall, S. P., Eitel, A., & Scheiter, K. (in press). Why do learners who draw perform well? Investigating the role of visualization, generation and externalization in learner-generated drawing. Learning and Instruction.  https://dx.doi.org/10.1016/j.learninstruc.2018.01.006
     
  • Schmidt, K., Allgaier, A., Lachner, A., Stucke, B., Rey, S., Frömmel, C., Fink, S., & Nückles, M. (2011). Diagnostik und Förderung selbstregulierten Lernens durch Self-Monitoring-Tagebücher. Zeitschrift für Hochschulentwicklung, 6, 246-269.
     
  • Schmidt-Kassow, M., Zink, N., Mock, J., Thiel, C., Vogt, L., Abel, C., & Kaiser, J. (2014). Treadmill walking during vocabulary encoding improves verbal long-term memory. Behavioral and Brain Functions, 10(1), 24.  https://dx.doi.org/10.1186/1744-9081-10-24
     
  • Schmidt-Weigand, F., & Scheiter, K. (2011). The role of spatial descriptions in learning from multimedia. Computers in Human Behavior, 27, 22-28.  https://dx.doi.org/10.1016/j.chb.2010.05.007 request document
     
  • Scholl, A., De Wit, F., Ellemers, N., Fetterman, A. K., Sassenberg, K., & Scheepers, D. (2018). The burden of power: Construing power as responsibility (rather than as opportunity) alters threat-challenge responses. Personality and Social Psychology Bulletin, 44, 1024-1038.
     
  • Scholl, A., Moeller, K., Scheepers, D., Nuerk, H.-C., & Sassenberg, K. (2017). Physiological threat responses predict number processing. Psychological Research, 81, 278-288.  https://dx.doi.org/10.1007/s00426-015-0719-0 request document
     
  • Scholl, A., & Sassenberg, K. (2014). Where could we stand if I had…? How social power impacts counterfactual thinking after failure. Journal of Experimental Social Psychology, 53, 51-61.  https://dx.doi.org/10.1016/j.jesp.2014.02.005 request document
     
  • Scholl, A., & Sassenberg, K. (2014). "While you still think, I already type": Experienced social power reduces deliberation during e-mail communication. Cyberpsychology, Behavior, and Social Networking, 17, 692-696.  https://dx.doi.org/10.1089/cyber.2014.0293 request document
     
  • Scholl, A., & Sassenberg, K. (2015). Better know when (not) to think twice: How social power impacts prefactual thought. Personality and Social Psychology Bulletin, 41, 159-170.  https://dx.doi.org/10.1177/0146167214559720 request document
     
  • Scholl, A., Sassenberg, K., Ellemers, N., Scheepers, D., & de Wit, F. (2018). Highly identified power-holders feel responsible: The interplay between social identification and social power within groups. British Journal of Social Psychology, 57, 112-129.  https://dx.doi.org/10.1111/bjso.12225 request document
     
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