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Publications

Publications 2014

Articles in refereed Journals

  • 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.
     
  • 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
     
  • 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., & Pierroux, P. (2014). Expert and adolescent interpretive approaches in a National Art Museum. Museum Management and Curatorship, 29, 260-279.
     
  • 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
     
  • 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
     
  • 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., 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
     
  • 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
     
  • 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
     
  • 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
     
  • 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
     
  • Domahidi, E., Festl, R., & Quandt, T. (2014). To dwell among gamers - Investigating the relationship between social online game use and gaming-related friendships. Computers in Human Behavior, 35, 107-115. https://dx.doi.org/10.1016/j.chb.2014.02.023
     
  • Domahidi, E., & Quandt, T. (2014). “And all of a sudden my life was gone…”: A biographical analysis of highly engaged adult gamers. New Media & Society . https://dx.doi.org/10.1177/1461444814521791
     
  • Domahidi, E., & Strippel, C. (2014). Internationalisierung und Journalisierung der deutschen Kommunikationswissenschaft? Eine Analyse der Artikel und Zitationen aus 50 Jahren Publizistik und Medien & Kommunikationswissenschaft. SCM.
     
  • Eitel, A., Kühl, T, Scheiter, K., & Gerjets, P. (2014). Disfluency meets cognitive load in multimedia learning: Does harder-to-read mean better-to-understand? Applied Cognitive Psychology, 28(4), 488-501. https://dx.doi.org/10.1002/acp.3004 request document
     
  • Elson, M., Breuer, J., Ivory, J., & Quandt, T. (2014). More than stories with buttons: Narrative, mechanics, and context as determinants of player experience in digital games. Journal of Communication, 64, 521-542. https://dx.doi.org/10.1111/jcom.2014.64.issue-3
     
  • Elson, M., Mohseni, M. R., Breuer, J., Scharkow, M., & Quandt, T. (2014). Press CRTT to measure aggressive behavior: The unstandardized use of the competitive reaction time task in aggression research. Psychological Assessment, 26, 419-432. https://dx.doi.org/10.1037/a0035569
     
  • Engelmann, T. (2014). Potential and impact factors of the knowledge and information awareness approach for fostering net-based collaborative problem-solving: An overview. Journal of Educational Computing Research, 50, 403-430. https://dx.doi.org/10.2190/EC.50.3.f
     
  • Engelmann, T., Kolodziej, R., & Hesse, F. W. (2014). Preventing undesirable effects of mutual trust and the development of skepticism in virtual groups by applying the knowledge and information awareness approach. International Journal of Computer-Supported Collaborative Learning, 9, 211-235. https://dx.doi.org/10.1007/s11412-013-9187-y request document
     
  • Engelmann, T., Kozlov, M. D., Kolodziej, R., & Clariana, R. B. (2014). Fostering group norm development and orientation while creating awareness contents for improving net-based collaborative problem solving. Computers in Human Behavior, 37, 298-306. request document
     
  • Feinkohl, I., Aung, P.P., Keller, M., Robertson, C.M., Morling, J.R., McLachlan, S., Deary, I.J., Frier, B.M., Strachan, M.W.J., & Price, J.F. (2014). Severe hypoglycemia and cognitive decline in older people with type 2 diabetes: the Edinburgh Type 2 Diabetes Study. Diabetes Care, 37, 507-515.
     
  • Festl, R., & Quandt, T. (2014). Cyberbullying at schools: A longitudinal research project. Diskurs Kindheits- und Jugendforschung, 1, 109-114.
     
  • Fetterman, A., Robinson, M. D., & Gilbertson, E. P. (2014). Implicit self-importance in an interpersonal pronoun categorization task. Current Psychology, 33, 185-198. 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
     
  • Grosser, J., & Janczyk, M. (2014). The fate of previously focused working memory content: decay or/and inhibition? Cognitive Processing, 15, 41-42.
     
  • Halatchliyski, I., & Cress, U. (2014). How structure shapes dynamics: Knowledge development in Wikipedia - A network multilevel modeling approach. PLoS ONE, 9, e111958. https://dx.doi.org/10.1371/journal.pone.0111958 Open Access
     
  • Halatchliyski, I., Hecking, T., Göhnert, T., & Hoppe, H. U. (2014). Analyzing the main paths of knowledge evolution and contributor roles in an open learning community. Journal of Learning Analytics, 1, 72-93. https://dx.doi.org/10.18608/jla.2014.12.5 request document
     
  • Halatchliyski, I., Moskaliuk, J., Kimmerle, J., & Cress, U. (2014). Explaining authors’ contribution to pivotal artifacts during mass collaboration in the Wikipedia’s knowledge base. International Journal of Computer-Supported Collaborative Learning, 9, 97-115. https://dx.doi.org/10.1007/s11412-013-9182-3 request document
     
  • Hampp, C., & Schwan, S. (2014). Perception and evaluation of authentic objects: Findings from a visitor study. Museum Management and Curatorship, 29(4), 349-367. https://dx.doi.org/10.1080/09647775.2014.938416
     
  • Hamstra, M.R.W., Sassenberg, K., Van Yperen, N.W., & Wisse, B. (2014). Followers feel valued – When leaders’ regulatory focus makes leaders exhibit behavior that fits followers’ regulatory focus. Journal of Experimental Social Psychology, 51, 34-40. https://dx.doi.org/10.1016/j.jesp.2013.11.003 request document
     
  • Hamstra, M. R. W., Van Yperen, N. W., Wisse, B., & Sassenberg, K. (2014). Transformational and transactional leadership and followers' achievement goals. Journal of Business and Psychology, 29, 413-425. https://dx.doi.org/10.1007/s10869-013-9322-9 request document
     
  • Hamstra, M. R. W., Van Yperen, N. W., Wisse, B., & Sassenberg, K. (2014). On the perceived effectiveness of transformational-transactional leadership: The role of encouraged strategies and followers’ regulatory focus. European Journal of Social Psychology, 44, 643-656. https://dx.doi.org/10.1002/ejsp.v44.6 request document
     
  • Heisterueber, M., Klein, E., Willmes, K., Heim, S., & Domahs, F. (2014). Processing word prosody – behavioral and neuroimaging evidence for heterogeneous performance in a language with variable stress. Frontiers in Psychology, 5:365. https://dx.doi.org/10.3389/fpsyg.2014.00365 Open Access
     
  • Huber, S., Klein, E., Willmes, K., Nuerk, H.-C., & Moeller, K. (2014). Decimal fraction representations are not distinct from natural number representations – Evidence from a combined eye-tracking and computational modelling approach. Frontiers in Human Neuroscience, 8:172. https://dx.doi.org/10.3389/fnhum.2014.00172 Open Access
     
  • Huber, S., Moeller, K., & Nuerk, H.-C. (2014). Dissociating Number Line Estimations from Underlying Numerical Representations. Quarterly Journal of Experimental Psychology, 67, 991-1003.
     
  • Huber, S., Moeller, K., & Nuerk, H.-C. (2014). Adaptive processing of fractions - Evidence from eye-tracking. Acta Psychologica, 148, 37-48.
     
  • Kammerer, Y., & Gerjets, P. (2014). The role of search result position and source trustworthiness in the selection of Web search results when using a list or a grid interface. International Journal of Human-Computer-Interaction, 30, 177-191. https://dx.doi.org/10.1080/10447318.2013.846790
     
  • Kammerer, Y., & Gerjets, P. (2014). Quellenbewertungen und Quellenverweise beim Lesen und Zusammenfassen wissenschaftsbezogener Informationen aus multiplen Webseiten. Unterrichtswissenschaft, 42, 7-23.
     
  • Kimmerle, J., Bientzle, M., & Cress, U. (2014). Personal experiences and emotionality in health-related knowledge exchange in Internet forums: A randomized controlled field experiment comparing responses to facts vs personal experiences. Journal of Medical Internet Research, 16:e277. https://dx.doi.org/10.2196/jmir.3766
     
  • Klein, E., Huber, S., Nuerk, H.-C., & Moeller, K. (2014). Operational momentum affects eye fixation behaviour. Quarterly Journal of Experimental Psychology, 67(8), 1614-1625. https://dx.doi.org/10.1080/17470218.2014.902976
     
  • Klein, E., Moeller, K., Kiechl-Kohlendorfer, U., Kremser, C., Starke, M., Cohen Kadosh, R., Pupp-Peglow, U., Schocke, M., & Kaufmann, L. (2014). Processing of intentional and automatic number magnitudes in children born prematurely - Evidence from fMRI. Developmental Neuropsychology, 39(5), 342-364.
    Corrigendum: https://dx.doi.org/10.1080/87565641.2014.985998
     
  • Kowert, R., Domahidi, E., Festl, R., & Quandt, T. (2014). Social gaming, lonely life? The impact of digital game play on adolescents' social circles. Computers in Human Behavior, 36, 385-390. https://dx.doi.org/10.1016/j.chb.2014.04.003
     
  • Kowert, R., Domahidi, E., & Quandt, T. (2014). The relationship between online video game involvement and gaming-related friendships among emotionally sensitive individuals. Cyberpsychology, Behavior, & Social Networking, 17, 447-453. https://dx.doi.org/10.1089/cyber.2013.0656
     
  • Kowert, R., Festl, R., & Quandt, T. (2014). Unpopular, overweight, and socially inept: Reconsidering the stereotype of online gamers. Cyberpsychology, Behavior, and Social Networking, 17(3), 141-146. https://dx.doi.org/10.1089/cyber.2013.0118
     
  • Krauskopf, K., Zahn, C., Hesse, F. W., & Pea, R. (2014). Understanding video tools for teaching: mental models of technology affordances as inhibitors and facilitators of lesson planning in history and language arts. Studies in Educational Evaluation, 43, 230-243. https://dx.doi.org/10.1016/j.stueduc.2014.05.002 request document
     
  • Kühl, T., Eitel, A., Damnik, G., & Körndle, H. (2014). The impact of disfluency, pacing, and students' need for cognition on learning with multimedia. Computers in Human Behavior, 35, 189-198. request document
     
  • Kühl, T., Eitel, A., Scheiter, K., & Gerjets, P. (2014). A call for an unbiased search for moderators in disfluency research: Reply to Oppenheimer and Alter (2014). Applied Cognitive Psychology, 28, 805-806. https://dx.doi.org/10.1002/acp.3030 request document
     
  • Lachmair, M., Dudschig, C., Ruiz Fernández, S., & Kaup, B. (2014). Numbers affect the processing of verbs denoting movements in vertical space. Cognitive Processing, 15, 115-117. https://dx.doi.org/10.1007/s10339-014-0632-2
     
  • Lachmair, M., Dudschig, C., de la Vega, I., & Kaup, B. (2014). Relating numeric cognition and language processing: Do numbers and words share a common representational platform? Acta Psychologica, 148, 107-114. https://dx.doi.org/10.1016/j.actpsy.2013.12.004
     
  • Lanwermeyer, M. (2014). 127. Jahresversammlung des Vereins für niederdeutsche Sprachforschung - "Niederdeutsche Grammatik": 09.–12.06.2014. Zeitschrift für Dialektologie und Linguistik, 81(3), 308–311.
     
  • Larsen, H., Kong, G., Becker, D., Cousijn, J., Boendermaker, W., Cavallo, D., Krishnan-Sarin, S., & Wiers, R. (2014). Implicit motivational processes underlying smoking in American and Dutch adolescents. Frontiers in Psychiatry, 5. https://dx.doi.org/10.3389/fpsyt.2014.00051 Open Access
     
  • Lindner, M. A., Eitel, A., Thoma, G.-B., Dalehefte, I. M., Ihme, J. M., & Köller, O. (2014). Tracking the decision making process in multiple-choice assessment: Evidence from eye movements. Applied Cognitive Psychology, 28, 738-752. https://dx.doi.org/10.1002/acp.v28.5
     
  • Link, T., Huber, S., Nuerk, H.-C., & Moeller, K. (2014). Unbounding the mental number line - new evidence on children’s spatial representation of numbers. Frontiers in Psychology, 4:1021. https://dx.doi.org/10.3389/fpsyg.2013.01021 Open Access
     
  • Link, T., Nuerk, H.-C., & Moeller, K. (2014). On the relation between the mental number line and arithmetic competencies. Quarterly Journal of Experimental Psychology, 67(8), 1597-1613. https://dx.doi.org/10.1080/17470218.2014.892517
     
  • Link, T., Schwarz, E. J., Huber, S., Fischer, U., Nuerk, H. C., Cress, U., & Moeller, K. (2014). Mathe mit der Matte - Verkörperlichtes Training basisnumerischer Kompetenzen. Zeitschrift für Erziehungswissenschaft, 17, 257-277. https://dx.doi.org/10.1007/s11618-014-0533-2 request document
    Corrigendum: https://dx.doi.org/10.1007/s11618-015-0657-z
     
  • Matschke, C., Moskaliuk, J., Bokhorst, F., Schümmer, T., & Cress, U. (2014). Motivational factors of information exchange in social information spaces. Computers in Human Behavior, 36, 549-558. https://dx.doi.org/10.1016/j.chb.2014.04.044 request document
     
  • Merkt, M., & Schwan, S. (2014). Training the use of interactive videos: effects on mastering different tasks. Instructional Science, 42, 421-441. https://dx.doi.org/10.1007/s11251-013-9287-0
     
  • Merkt, M., & Schwan, S. (2014). How does interactivity in videos affect task performance? Computers in Human Behavior, 31, 172-181. https://dx.doi.org/10.1016/j.chb.2013.10.018
     
  • Meyerhoff, H.S., Schwan, S., & Huff, M. (2014). Perceptual animacy: Visual search for chasing objects among distractors. Journal of Experimental Psychology: Human Perception and Performance, 40, 702-717. https://dx.doi.org/10.1037/a0034846 request document
     
  • Meyerhoff, H.S., Schwan, S., & Huff, M. (2014). Interobject spacing explains the attentional bias toward interacting objects. Psychonomic Bulletin & Review, 21, 412-417. https://dx.doi.org/10.3758/s13423-013-0496-y request document
     
  • Michel, Ch. W., Ray, D. G., Kaup, B., & Hesse, F. W. (2014). Perspective image comprehension depends on both visual and proprioceptive information. Attention, Perception, & Psychophysics, 76, 2477-2484. https://dx.doi.org/10.3758/s13414-014-0731-2
     
  • Mihulowicz, U., Willmes, K., Karnath, H.-O., & Klein, E. (2014). Single-digit arithmetic processing – anatomical evidence from statistical voxel-based lesion analysis. Frontiers in Human Neuroscience, 8:286. https://dx.doi.org/10.3389/fnhum.2014.00286 Open Access
     
  • Moeller, K., Klein, E., Kucian, K., & Willmes, K. (2014). Numerical Development - From cognitive functions to neural underpinnings. Frontiers in Psychology, 5:1047. https://dx.doi.org/10.3389/fpsyg.2014.01047 Open Access
     
  • Muscanell, N. L., Guadagno, R. E., & Murphy, S. (2014). Weapons of influence misused: A social influence analysis of why people fall prey to Internet scams. Social and Personality Psychology Compass, 8(7), 388-396. https://dx.doi.org/10.1111/spc3.v8.7
     
  • Nazari, M.A., Soltanlou, M., Saeadi Dehaghani, S., Damya, S., Rastgar Hashemi, N., & Mirloo, M.M. (2014). The effect of gender, valence and arousal of Persian emotional words on time perception. Journal of Social Cognition, 2, 62-73.
     
  • Niemann, J., Wisse, B., Rus, D., Van Yperen, N. W., & Sassenberg, K. (2014). C'est le ton qui fait la critique - for the powerful. The effects of feedback framing and power on affective reactions. Journal of Applied Social Psychology, 44, 795-805. https://dx.doi.org/10.1111/jasp.12269 request document
     
  • Niemann, J., Wisse, B., Rus, D., Van Yperen, N. W., & Sassenberg, K. (2014). Anger and attitudinal reactions to negative feedback – The effects of emotional instability and power. Motivation and Emotion, 38, 687-699. https://dx.doi.org/10.1007/s11031-014-9402-9 request document
     
  • Ninaus, M., Kober, S. E., Friedrich, E. V. C., Dunwell, I., de Freitas, S., Arnab, S., Ott, M., Kravcik, M., Lim, T., Louchart, S., Bellotti, F., Hannemann, A., Thin, A.G., Berta, R., Wood, G., & Neuper, C. (2014). Neurophysiological methods for monitoring brain activity in serious games and virtual environments : a review. International Journal of Technology Enhanced Learning, 6, 78-103. https://dx.doi.org/10.1504/IJTEL.2014.060022
     
  • Oeberst, A., & Haberstroh, S. (2014). Do we overestimate relatively or absolutely rare events? Paired distinctiveness in experience based decisions. Swiss Journal of Psychology, 73, 193-204. https://dx.doi.org/10.1024/1421-0185/a000138 request document
     
  • Oeberst, A., Halatchliyski, I., Kimmerle, J., & Cress, U. (2014). Knowledge construction in Wikipedia: A systemic-constructivist analysis. Journal of the Learning Sciences, 23, 149-176.
     
  • Oeberst, A., & Seidemann, J. (2014). Will your words become mine? Underlying processes and co-witness intimacy in the memory conformity paradigm. Canadian Journal of Experimental Psychology, 68, 84-96. https://dx.doi.org/10.1037/cep0000014 request document
     
  • Oeberst, A., von der Beck, I., & Nestler, S. (2014). Reading about explanations enhances perceptions of inevitability and foreseeability. A cross-cultural study with Wikipedia articles. Cognitive Processing, 15, 343-349. https://dx.doi.org/10.1007/s10339-014-0603-7 request document
     
  • Okdie, B. M., Ewoldsen, D. R., Muscanell, N. L., Guadagno, R. E., Eno, C. A., Velez, J., Dunn, A., O’Mally, J., & Reichart, L. (2014). Missed programs (There is no TiVo for this one): Why psychologists should study the media. Perspectives on Psychological Science, 9, 180-195.
     
  • Olderbak, S., Sassenrath, C., Keller, J., & Wilhem, O. (2014). An emotion-differentiated perspective on empathy wth the emotion specific empathy questionnaire. Frontiers in Psychology, 5, 653. https://dx.doi.org/10.3389/fpsyg.2014.00653 Open Access
     
  • Papenmeier, F., Meyerhoff, H. S., Jahn, G., & Huff, M. (2014). Tracking by location and features: Object correspondence across spatiotemporal discontinuities during multiple object tracking. Journal of Experimental Psychology: Human Perception and Performance, 40, 159-171. https://dx.doi.org/10.1037/a0033117 request document
     
  • Patro, K., Nuerk, H.C., Cress, U., & Haman, M. (2014). How number-space relationships are assessed before formal schooling: A taxonomy proposal. Frontiers in Psychology, 5:419. https://dx.doi.org/10.3389/fpsyg.2014.00419 Open Access
     
  • Pfattheicher, S., & Sassenrath, C. (2014). A regulatory focus perspective on eating behavior: How prevention and promotion focus relates to emotional, external, and restrained eating. Frontiers in Psychology, 5:1314. https://dx.doi.org/10.3389/fpsyg.2014.01314 Open Access
     
  • Pixner, S., Leyrer, M., & Moeller, K. (2014). Number processing and arithmetic skills in children with cochlear implants. Frontiers in Psychology, 5:1479. https://dx.doi.org/10.3389/fpsyg.2014.01479 Open Access
     
  • Rahona, J.J., Ruiz Fernández, S., Rolke, B., Vázquez, C., & Hervás, G. (2014). Overt head movements moderate the effect of depressive symptoms on mood regulation. Cognition and Emotion, 28, 1328-1337. https://dx.doi.org/10.1080/02699931.2014.881323
     
  • Rau, A., Moeller, K., & Landerl, K. (2014). The transition from sublexical to lexical processing in a consistent orthography: An eye-tracking study. Scientific Studies of Reading, 18, 224-233.
     
  • Renner, B., Kimmerle, J., Cavael, D., Ziegler, V., Reinmann, L., & Cress, U. (2014). Web-based apps for reflection: A longitudinal study with hospital staff. Journal of Medical Internet Research, 16(3): e85. http://www.jmir.org/2014/3/e85/
     
  • Rolke, B., Ruiz Fernández, S., Seibold, V., & Rahona, J. J. (2014). Crossed hands stay on the time-line. Cognitive Processing, 15, 134-135. https://dx.doi.org/10.1007/s10339-014-0632-2
     
  • 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., 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
     
  • 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., 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
     
  • 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., & 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
     
  • 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
     
  • 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., 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., 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
     
  • 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.
     
  • 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
     
  • 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(11), 692-696. https://dx.doi.org/10.1089/cyber.2014.0293 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
     
  • Schwan, S., Grajal, A., & Lewalter, D. (2014). Understanding and engagement in places of science experience: Science Museums, Science Centers, Zoos and Aquariums. Educational Psychologist, 49(2), 70-85. https://dx.doi.org/10.1080/00461520.2014.917588
     
  • Schweiger, S., Oeberst, A., & Cress, U. (2014). Confirmation bias in web-based search: A randomized online study on the effects of expert information and social tags on information search and evaluation. Journal of Medical Internet Research, 16, e94. https://dx.doi.org/10.2196/jmir.3044
     
  • Stahl, G., Cress, U., Law, N., & Ludvigsen, S. (2014). Analyzing the multidimensional construction of knowledge in diverse contexts. International Journal of Computer-Supported Collaborative Learning, 9, 1-6. https://dx.doi.org/10.1007/s11412-014-9189-4
     
  • Stahl, G., Cress, U., Ludvigsen, S., & Law, N. (2014). Dialogic foundations of CSCL. International Journal of Computer-Supported Collaborative Learning, 9, 117-125. https://dx.doi.org/10.1007/s11412-014-9194-7
     
  • Stahl, G., Law, N., Cress, U., & Ludvigsen, S. (2014). Analyzing roles of individuals in small-group collaboration processes. International Journal of Computer-Supported Collaborative Learning, 9(4), 365-370. https://dx.doi.org/10.1007/s11412-014-9204-9
     
  • Stahl, G., Ludvigsen, S., Law, N., & Cress, U. (2014). CSCL Artifacts. International Journal of Computer-Supported Collaborative Learning (ijcscl), 9(3), 237-245. https://dx.doi.org/10.1007/s11412-014-9200-0
     
  • Tran, U. S., Koller, I., Nader, I. W., Pietschnig, J., Schild, A. H. E., Stieger, S., Zeilinger, E. L., & Voracek, M. (2014). Lateral preferences for hand clasping and arm folding are associated with handedness in two large-sample latent variable analyses. Laterality, 19, 602-614. https://dx.doi.org/10.1080/1357650x.2014.891607
     
  • Töpper, J., Glaser, M., & Schwan, S. (2014). Extending social cue based principles of multimedia learning beyond their immediate effects. Learning and Instruction, 29, 10-20.
     
  • Utz, S., Muscanell, N., & Göritz, A. (2014). Give, match, or take: A new personality construct predicts resource and information sharing. Personality and Individual Differences, 70, 11-16. https://dx.doi.org/10.1016/j.paid.2014.06.011 request document
     
  • Van Genuchten, E., van Hooijdonk, C., Schüler, A., & Scheiter, K. (2014). The role of working memory when "learning how" with multimedia learning material. Applied Cognitive Psychology, 28, 327-335. request document
     
  • Wasner, M., Moeller, K., Fischer, M. H., & Nuerk, H.-C. (2014). Aspects of situated cognition in embodied numerosity - The case of finger counting. Cognitive Processing, 15, 317-328.
     
  • Willmes, K., Moeller, K., & Klein, E. (2014). Where numbers meet words – A common ventral network for semantic classification. Scandinavian Journal of Psychology, 55, 202-211. https://dx.doi.org/10.1111/sjop.2014.55.issue-3
     
  • Wolf, W., Levordashka, A., Ruff, J. R., Kraaijeveld, S., Lueckmann, J. M., Williams, K. D. (2014). Ostracism online: A social media ostracism paradigm. Behavior Research Methods. Behavior Research Methods. https://dx.doi.org/10.3758/s13428-014-0475-x
     
  • Wäschle, K., Allgaier, A., Lachner, A., Fink, S., & Nückles, M. (2014). Procrastination and self-efficacy: Tracing vicious and virtuous circles in self-regulated learning. Learning and Instruction, 29, 103-114. https://dx.doi.org/10.1016/j.learninstruc.2013.09.005
     
  • Wäschle, K., Lachner, A., Stucke, B., Rey, S., Frömmel, C., & Nückles, N. (2014). Effects of visual feedback on medical students’ procrastination within web-based planning and reflection protocols. Computers in Human Behavior, 41, 120-136. https://dx.doi.org/10.1016/j.chb.2014.09.022
     
  • Youssef- Shalala, A., Ayres, P., Schubert, C., & Sweller, J. (2014). Using a general problem-solving strategy to promote transfer. Journal of Experimental Psychology: Applied, 20(3), 215-231.
     
  • Zahn, C., Schaeffeler, N., Giel, K. E., Wessel, D., Thiel, A., Zipfel, S., & Hesse, F.W. (2014). Video clips for YouTube: Collaborative video creation as an educational concept for knowledge acquisition and attitude change. Education and Information Technologies, 19, 603-621.
     

Special Issues and Sections

  • Sassenberg, K., Muller, D., & Klauer, K.-C. (Ed.). (2014). Methods and statistics in social psychology - Refinements and new developments. European Journal of Social Psychology, 44(7).
     
  • Scheiter, K., Schrader, J., Trautwein, U., & Hesse, F. W. (2014). Schwerpunkt: Analyse und Förderung effektiver Lehr-Lernprozesse. Zeitschrift für Erziehungswissenschaft, 17.
     
  • Tang, T., & Engelmann, T. (2014). Special issue on group awareness in collaborative social learning environments. Journal of Educational Computing Research, 50(3).
     

Proceedings

  • Arnold, P. & Kumar, S., Thillosen, A., & Ebner, M. (2014). Offering cMOOCs collaboratively: The COER13 experience from the convenors’ perspective. In U. Cress & C. Delgado Klos (Eds.), Proceedings of the European MOOC Stakeholder Summit 2014 (pp. 184-188). Lausanne, Schweiz: P.A.U. Education. http://www.emoocs2014.eu/sites/default/files/Proceedings-Moocs-Summit-2014.pdf
     
  • Bientzle, M., Cress, U., & Kimmerle, J. (2014). The role of inconsistencies in collaborative knowledge construction. Proceedings of the 11th International Conference of the Learning Sciences (Vol. I, pp. 102-109). Boulder, CO: International Society of the Learning Sciences.
     
  • Bützler, J., Brömme, R., Bröhl, C., Djaloeis, R., & Schlick, C. (2014). Altersrobuste Gestaltung von Netzplänen in Projektmanagementsoftware. In Gesellschaft für Arbeitswissenschaft e.V. (Ed.), Gestaltung der Arbeitswelt der Zukunft - 60. Kongress der Gesellschaft für Arbeitswissenschaft (pp. 147-149). Dortmund: GfA-Press.
     
  • Bützler, J., Brömme, R., Bröhl, C., Jochems, N., & Schlick, C. M. (2014). Layout structures of network diagrams in project management software: An age-differentiated empirical investigation concerning space and symmetry. In T. Ahram, W. Karwowski, & T. Marek (Eds.), Proceedings of the 5th International Conference on Applied Human Factors and Ergonomics AHFE 2014 (pp. 368-379). Kraków:.
     
  • Haug, S., Wodzicki, K., Cress, U., & Moskaliuk, J. (2014). Self-regulated learning in MOOCs: Do open badges and certificates of attendance motivate learners to invest more? In U. Cress & C. Delgado Klos (Eds.), Proceedings of the European MOOC Stakeholder Summit 2014 (pp. 66-72). Lausanne, Schweiz: P.A.U. Education.
     
  • Kolodziej, R., & Engelmann, T. (2014). Fostering priority awareness to improve joint outcomes in computer-supported bilateral multi-issue negotiations. In P. Zaraté, G. Camilleri, D. Kamissoko, & F. Amblard (Eds.), Proceedings of the Joint International Conference of the INFORMS GDN Section and the EURO Working Group on DSS - GDN 2014 (pp. 87-94). France: University of Toulouse.
     
  • Meyer, P. (2014). Blending Service Learning and E-Learning Elements in Higher Education: Experiences with a Variation on the Inverted Classroom Model. In E.-M. Großkurth & J. Handke (Eds.), The Inverted Classroom Model: Proceedings of the 3rd conference on the Inverted Classroom Model (ICM) (pp. 83-92). Berlin: De Gruyter.
     
  • Mock, P., Edelmann, J., Schilling, A., & Rosenstiel, W. (2014). User identification using raw sensor data from typing on interactive displays. Proceedings of the 19th international conference on Intelligent User Interfaces (IUI '14) (pp. 67-72.). New York: ACM.
     
  • Ninaus, M., Kober, S. E., Friedrich, E. V. C., Neuper, C., & Wood, G. (2014). The Potential Use of Neurophysiological Signals for Learning Analytics. 6th International Conference on Games and Virtual Worlds for Serious Applications (VS-GAMES) (pp. 1-5). Malta: IEEE.
     
  • Prilla, M., & Renner, B. (2014). Supporting Collaborative Reflection at Work: A Comparative Case Analysis. Proceedings of the 18th International Conference on Supporting Group Work (pp. 182-193). New York: ACM.
     
  • Schmidt, M., Di Valentin, C., Emrich, A., Schwertel, U., Oloff, C., & Kammerer, Y. (2014). A social and personalized learning platform for vocational social media education. In D. Kundisch, L. Suhl, & L. Beckmann (Eds.), Tagungsband der Multikonferenz Wirtschaftsinformatik. Multikonferenz Wirtschaftsinformatik MKWI '14 (pp. 820-832). Paderborn: dblp.
     
  • Ulrich, N., Richter, J., Scheiter, K., & Schanze, S. (2014). eChemBook: ein interaktives, digitales Schulbuch für den Chemieunterricht. In M. Schuhen & M. Froitzheim (Eds.), Das Elektronische Schulbuch. Fachdidaktische Anforderungen und Ideen treffen auf Lösungsvorschläge der Informatik (pp. 31-42). Münster: LIT Verlag.
     
  • Zahn, C., Krauskopf, K., Kiener, J. & Hesse, F.W. (2014). Designing Video for Massive Open Online-Education: Conceptual Challenges from a Learner-Centered Per-spective. In U. Cress & C.D. Kloos (Eds.), EMOOCs 2014 - European MOOCs Stakeholders Summit. Proceedings Research Track (pp. 160-168). P.A.U. education.
     

Books

  • Cress, U., & Delgado Klos, C. (Eds.). (2014). Proceedings of the European MOOC Stakeholder Summit 2014. Lausanne, CH: P.A.U. Education. http://www.emoocs2014.eu/sites/default/files/Proceedings-Moocs-Summit-2014.pdf
     
  • Cress, U., Hesse, F.W., & Sassenberg, K. (Eds.). (2014). Wissenskollektion. 100 Impulse für Lernen und Wissensmanagement in Organisationen. Wiesbaden: Springer Gabler.
     
  • Riehle, D., Cress, U., Dobusch, L., Dückert, S., Gonzalez-Barahona, J. M., Hecht, B., Jullien, N., Möslein, K., Müller-Birn, C., Robles, G., Schieferdecker, I., & Wichmann, A. (Eds.). (2014). Proceedings of the 10th International Symposium on Open Collaboration (OpenSym 2014). New York: ACM Press.
     

Chapters in Edited Books

  • Behringer, N. (2014). Online Learning Communities: Erfolgsfaktoren der Implementierung. In U. Cress, F. W. Hesse, & K. Sassenberg (Eds.), Wissenskollektion. 100 Impulse für Lernen und Wissensmanagement in Organisationen (pp. 136-138). Berlin: Springer Gabler.
     
  • Behringer, N. (2014). Online Learning Communities. In U. Cress, F. W. Hesse, & K. Sassenberg (Eds.), Wissenskollektion. 100 Impulse für Lernen und Wissensmanagement in Organisationen (pp. 135-136). Berlin: Springer Gabler.
     
  • Behringer, N. (2014). Blended Learning. In U. Cress, F. W. Hesse, & K. Sassenberg (Eds.), Wissenskollektion. 100 Impulse für Lernen und Wissensmanagement in Organisationen (pp. 127-128). Berlin: Springer Gabler.
     
  • Behringer, N. (2014). Social Media Strategie – ein Muss?! In U. Cress, F. W. Hesse, & K. Sassenberg (Eds.), Wissenskollektion. 100 Impulse für Lernen und Wissensmanagement in Organisationen (pp. 152-154). Berlin: Springer Gabler.
     
  • Behringer, N. (2014). Neue Anforderungen an Bildungsexperten. In U. Cress, F. W. Hesse, & K. Sassenberg (Eds.), Wissenskollektion. 100 Impulse für Lernen und Wissensmanagement in Organisationen (pp. 149-150). Berlin: Springer Gabler.
     
  • Behringer, N. (2014). Wie Web 2.0 das Lernen verändert. In U. Cress, F. W. Hesse, & K. Sassenberg (Eds.), Wissenskollektion. 100 Impulse für Lernen und Wissensmanagement in Organisationen (pp. 147-149). Berlin: Springer Gabler.
     
  • Behringer, N. (2014). Woran erkennt man erfolgreiche Schulungsmaßnahmen? In U. Cress, F. W. Hesse, & K. Sassenberg (Eds.), Wissenskollektion. 100 Impulse für Lernen und Wissensmanagement in Organisationen (pp. 140-141). Berlin: Springer Gabler.
     
  • Behringer, N. (2014). Blended Learning: Erfolgsfaktoren der Implementierung. In U. Cress, F. W. Hesse, & K. Sassenberg (Eds.), Wissenskollektion. 100 Impulse für Lernen und Wissensmanagement in Organisationen (pp. 128-130). Berlin: Springer Gabler.
     
  • Breuer, J., & Elson, M. (2014). Lernwerkzeug, Suchtmittel oder doch nur ein Spiel? Über die Wirkung von Computer- und Videospielen auf ihre Nutzer/-innen. In S. Bischoff, A. Büsch, G. Geiger, L. Harles, & P. Holnick (Eds.), Was wird hier gespielt? Computerspiele in Familie 2020 (pp. 45-68). Leverkusen: Verlag Barbara Budrich.
     
  • Breuer, J., & Quandt, T. (2014). Methodische Herausforderungen bei der Inhaltsanalyse von Computer- und Videospielen. In K. Sommer, M. Wettstein, W. Wirth, & J. Matthes (Eds.), Automatisierung in der Inhaltsanalyse. Methoden und Forschungslogik in der Kommunikationswissenschaft (11, pp. 145-161). Köln: Herbert von Halem Verlag.
     
  • Buder, J. (2014). Räumlich verteilt, und dennoch informiert. In U. Cress, F. W. Hesse, & K. Sassenberg (Eds.), Wissenskollektion. 100 Impulse für Lernen und Wissensmanagement in Organisationen (pp. 181-182). Berlin: Springer Gabler.
     
  • Cress, U., Knipfer, K., & Moskaliuk, J. (2014). Lernen und Wissensaustausch in Organisationen: Individuelle und kollektive Ansätze – Einführung. In U. Cress, F. W. Hesse, & K. Sassenberg (Eds.), Wissenskollektion. 100 Impulse für Lernen und Wissensmanagement in Organisationen (pp. 1-4). Berlin: Springer Gabler.
     
  • Elson, M., Breuer, J., & Quandt, T. (2014). Know Thy Player: An Integrated Model of Player Experience for Digital Games Research. In M. C. Angelides & H. Agius (Eds.), Handbook of Digital Games (pp. 362-387). Hoboken, NJ, USA: Wiley.
     
  • Fischer, U., & Moeller, K. (2014). Aktuelle Befunde zu Zahlenstrahltrainings – Verschiedene Ansätze und deren Wirksamkeit. In G. Schulte-Körne (Ed.), Legasthenie und Dyskalkulie: Neue Methoden zur Diagnostik und Förderung (pp. 33-50). Bochum: Verlag Dr. Winkler.
     
  • Gerjets, P. (2014). Vom Nutzen psychologischer Forschung für das Kunstmuseum. In L. von Stieglitz & T. Brune (Eds.), Hin und Her - Dialoge in Museen zur Alltagskultur (Edition Museum, Band 9, pp. 113-124). Bielefeld: Transcript Verlag.
     
  • Haußecker, N., Jirschitzka, J., & Frindte, W. (2014). Framing in der Terrorismusberichterstattung in Fernsehnachrichten. In F. Marcinkowski (Ed.), Framing als politischer Prozess. Beiträge zum Deutungskampf in der politischen Kommunikation (Bd. 6, pp. 163-176). Baden-Baden: Nomos.
     
  • Lachner, A., & Nückles, M. (2014). Using digital knowledge maps for supporting tutors giving effective explanations. In D. Ifenthaler, & R. Hanewald (Eds.), Digital knowledge maps in higher education - Technology enhanced support for teachers and learners (pp. 68-81). Berlin, Heidelberg: Springer.
     
  • Matschke, C. (2014). Web 2.0 im Wissensmanagement von Non-Profit-Organisationen nutzen. In U. Cress, F. W. Hesse, & K. Sassenberg (Eds.), Wissenskollektion. 100 Impulse für Lernen und Wissensmanagement in Organisationen (pp. 150-152). Berlin: Springer Gabler.
     
  • Matschke, C. (2014). Diversity gezielt einsetzen und gestalten. In U. Cress, F. W. Hesse, & K. Sassenberg (Eds.), Wissenskollektion. 100 Impulse für Lernen und Wissensmanagement in Organisationen (pp. 103-105). Berlin: Springer Gabler.
     
  • Matschke, C. (2014). Neue Besen kehren gut? Potentiale von Neulingen im Team ausschöpfen. In U. Cress, F. W. Hesse, & K. Sassenberg (Eds.), Wissenskollektion. 100 Impulse für Lernen und Wissensmanagement in Organisationen (pp. 100-102). Berlin: Springer Gabler.
     
  • Matschke, C. (2014). „Jetzt erst recht!“ Wenn Rückschläge motivierend wirken. In U. Cress, F. W. Hesse, & K. Sassenberg (Eds.), Wissenskollektion. 100 Impulse für Lernen und Wissensmanagement in Organisationen (pp. 87-89). Berlin: Springer Gabler.
     
  • Matschke, C. (2014). Der „Feind“ in den eigenen Reihen: Disidentifikation mit der Organisation. In U. Cress, F. W. Hesse, & K. Sassenberg (Eds.), Wissenskollektion. 100 Impulse für Lernen und Wissensmanagement in Organisationen (pp. 117-119). Berlin: Springer Gabler.
     
  • Matschke, C. (2014). Anerkennung – die Bremse für Engagement? In U. Cress, F. W. Hesse, & K. Sassenberg (Eds.), Wissenskollektion. 100 Impulse für Lernen und Wissensmanagement in Organisationen (pp. 89-91). Berlin: Springer Gabler.
     
  • Matschke, C. (2014). Strategien für ein gutes Teamklima. In U. Cress, F. W. Hesse, & K. Sassenberg (Eds.), Wissenskollektion. 100 Impulse für Lernen und Wissensmanagement in Organisationen (pp. 67-69). Berlin: Springer Gabler.
     
  • Matschke, C., Kimmerle, J., Moskaliuk, J., Schümmer, T., & Cress, U. (2014). Motivation bei der Nutzung von Web 2.0 in der Bildung. In N. C. Krämer, N. Sträfling, N. Malzahn, T. Ganster, & U. Hoppe (Eds.), Lernen im Web 2.0 – Erfahrungen aus Berufsbildung und Studium (pp. 227-243). Bonn: Bundesinstitut für Berufsbildung.
     
  • Moskaliuk, J., & Cress, U. (2014). Bildung zwischen nutzergeneriertem Web und dozentenzentrierter Hochschule: Das Konzept Blended Open Course. In N. C. Krämer, N. Sträfling, N. Malzahn, T. Ganster, & U. Hoppe (Eds.), Lernen im Web 2.0 – Erfahrungen aus Berufsbildung und Studium (pp. 39-56). Bonn: Bundesinstitut für Berufsbildung.
     
  • Ninaus, M., Kober, S. E., Friedrich, E. V. C., Neuper, C., & Wood, G. (2014). The Potential Use of Neurophysiological Signals for Learning Analytics. 6th International Conference on Games and Virtual Worlds for Serious Applications (VS-GAMES) (pp. 1-5). Malta: IEEE.
     
  • Nugteren, M. L., Tabbers, H. K., Scheiter, K., & Paas, F. (2014). Simultaneous and sequential presentation of realistic and schematic instructional dynamic visualizations. In W. Huang (Ed.), Handbook of Human Centric Visualization (pp. 605-622). New York: Springer.
     
  • Penstein Rosé, C., Dyke, G., Law, N., Lund, K., Suthers, D., Teplovs, C., & Cress, U. (2014). GCP22: Open Research Methodology Infrastructure for CSCL. In F. Fischer, F. Wild, R. Sutherland, & L. Zirn (Eds.), Grand Challenges in Technology Enhanced Learning (pp. 69-71). Heidelberg: Springer.
     
  • Quandt, T., Festl, R., & Scharkow, M. (2014). Exzessive und pathologische Formen der Nutzung von Social Media und Onlinegames. In K. Hurrelmann & E. Baumann (Eds.), Handbuch Gesundheitskommunikation (pp. 306-320). Bern: Verlag Hans Huber.
     
  • Ray, D., Mackie, D. M., & Smith, E. R. (2014). Intergroup emotion: Self-categorization, emotion, and the regulation of intergroup conflict. In M. Salmela & Ch. von Scheve (Eds.), Collective Emotions. Oxford: Oxford University Press. https://dx.doi.org/10.1093/acprof:oso/9780199659180.003.0016
     
  • Sassenberg, K., Ellemers, N., Scheepers, D., & Scholl, A. (2014). "Power corrupts" revisited: the role of construal of power as opportunity or responsibility. In J.-W. van Prooijen & P. A.M. van Lange (Eds.), Power, politics, and paranoia: Why people are suspicious of their leaders (pp. 73-87). Cambridge, UK: Cambridge University Press.
     
  • Sassenberg, K., & Scholl, A. (2014). Arbeitsbedingungen für Organisationales Lernen und Wissensmanagement optimieren - Einführung. In U. Cress, F. W. Hesse, & K. Sassenberg (Eds.), Wissenskollektion. 100 Impulse für Lernen und Wissensmanagement in Organisationen (pp. 55-58). Berlin: Springer Gabler.
     
  • Scheiter, K. (2014). The learner control principle in multimedia learning. In R. E. Mayer (Ed.), The Cambridge Handbook of Multimedia Learning (2nd ed., pp. 487-512). New York: Cambridge University Press.
     
  • Scholl, A. (2014). Kreative Lösungen fördern – aber wie? In U. Cress, F. W. Hesse, & K. Sassenberg (Eds.), Wissenskollektion. 100 Impulse für Lernen und Wissensmanagement in Organisationen (pp. 95-97). Berlin: Springer Gabler.
     
  • Scholl, A. (2014). Durch Reflexion vom Problem zur Lösung. In U. Cress, F. W. Hesse, & K. Sassenberg (Eds.), Wissenskollektion. 100 Impulse für Lernen und Wissensmanagement in Organisationen (pp. 7-8). Berlin: Springer Gabler.
     
  • Scholl, A. (2014). Hohe Anforderungen, aber viele Möglichkeiten?! In U. Cress, F. W. Hesse, & K. Sassenberg (Eds.), Wissenskollektion. 100 Impulse für Lernen und Wissensmanagement in Organisationen (pp. 115-117). Berlin: Springer Gabler.
     
  • Scholl, A. (2014). Gut geplant ist (manchmal) halb gewonnen. In U. Cress, F. W. Hesse, & K. Sassenberg (Eds.), Wissenskollektion. 100 Impulse für Lernen und Wissensmanagement in Organisationen (pp. 91-93). Berlin: Springer Gabler.
     
  • Scholl, A. (2014). Motiviert durch Erfolg und Misserfolg. In U. Cress, F. W. Hesse, & K. Sassenberg (Eds.), Wissenskollektion. 100 Impulse für Lernen und Wissensmanagement in Organisationen (pp. 85-87). Berlin: Springer Gabler.
     
  • Scholl, A. (2014). Einsatzbereit bei der Arbeit, erholt in der Freizeit. In U. Cress, F. W. Hesse, & K. Sassenberg (Eds.), Wissenskollektion. 100 Impulse für Lernen und Wissensmanagement in Organisationen (pp. 72-74). Berlin: Springer Gabler.
     
  • Scholl, A. (2014). Gemeinsam sind wir stark. In U. Cress, F. W. Hesse, & K. Sassenberg (Eds.), Wissenskollektion. 100 Impulse für Lernen und Wissensmanagement in Organisationen (pp. 58-60). Berlin: Springer Gabler.
     
  • Scholl, A. (2014). Effektiver Austausch über alle Hierarchie-Ebenen hinweg. In U. Cress, F. W. Hesse, & K. Sassenberg (Eds.), Wissenskollektion. 100 Impulse für Lernen und Wissensmanagement in Organisationen (pp. 30-31). Berlin: Springer Gabler.
     
  • Scholl, A. (2014). Durch Reflexion gemeinsam zum Erfolg?! In U. Cress, F. W. Hesse, & K. Sassenberg (Eds.), Wissenskollektion. 100 Impulse für Lernen und Wissensmanagement in Organisationen (pp. 18-19). Berlin: Springer Gabler.
     
  • Scholl, A. (2014). Die Kombination macht’s: Feedback und Reflexion. In U. Cress, F. W. Hesse, & K. Sassenberg (Eds.), Wissenskollektion. 100 Impulse für Lernen und Wissensmanagement in Organisationen (pp. 8-10). Berlin: Springer Gabler.
     
  • Schwan, S. (2014). Verstehen. In C. Wünsch, H. Schramm, V. Gehrau, H. Bilandzic (Ed.), Handbuch Rezeptions-und Wirkungsforschung. Band I: Medienrezeption (pp. 191-206). Baden-Baden: Nomos. https://dx.doi.org/10.1016/j.clinph.2014.04.001
     
  • Schwind, C., & Buder, J. (2014). The case for preference-inconsistent recommendations. In N. Manouselis, H. Drachsler, K. Verbert, & O.C. Santos (Eds.), Recommender Systems for Technology Enhanced Learning: Research Trends and Applications. (pp. 145-157). Berlin: Springer.
     
  • Schwind, C., & Hesse, F. W. (2014). Weiterbildung gestalten: Unterstützung durch Trainings, Technologie und Werkzeuge – Einführung. In U. Cress, F. W. Hesse, & K. Sassenberg (Eds.), Wissenskollektion. 100 Impulse für Lernen und Wissensmanagement in Organisationen (pp. 123-126). Berlin: Springer Gabler.
     
  • Schümmer, T., & Matschke, C. (2014). Lernen in Web 2.0-basierten Praxisgemeinschaften am Beispiel der Evangelischen Kirche in Deutschland: Von der Vision zur Realität. In U. Hoppe & N. C. Krämer (Eds.), Lernen im Web 2.0 – Erfahrungen aus Berufsbildung und Studium. (pp. 141-160). Bonn: Bundesinstitut für Berufsbildung.
     
  • Ulrich, N., Richter, J., Scheiter, K. & Schanze, S. (2014). Das digitale Schulbuch als Lernbegleiter. In J. Maxton-Küchenmeister & Jenny Meßinger-Koppelt (Eds.), Digitale Medien im Naturwissenschaftlichen Unterricht (pp. 75-82). Hamburg: Joachim Herz Stiftung Verlag.
     
  • Utz, S. (2014). Media and friendships. In M.B. Oliver & A.A. Raney (Eds.), Media and social life (pp. 164-185). London: Routledge.
     
  • Wessel, D. (2014). Mobiles Lernen. In U. Cress, F. W. Hesse, & K. Sassenberg (Eds.), Wissenskollektion. 100 Impulse für Lernen und Wissensmanagement in Organisationen (pp. 173-175). Berlin: Springer Gabler.
     
  • Wessel, D. (2014). Was denke ich eigentlich über Wissen? In U. Cress, F. W. Hesse, & K. Sassenberg (Eds.), Wissenskollektion. 100 Impulse für Lernen und Wissensmanagement in Organisationen (pp. 23-24). Berlin: Springer Gabler.
     
  • Wessel, D. (2014). Texte schreiben als Handwerk statt als Kunst. In U. Cress, F. W. Hesse, & K. Sassenberg (Eds.), Wissenskollektion. 100 Impulse für Lernen und Wissensmanagement in Organisationen (pp. 177-179). Berlin: Springer Gabler.
     
  • Wessel, D. (2014). Persuasive Technology – Verhaltensänderung durch Technologieunterstützung. In U. Cress, F. W. Hesse, & K. Sassenberg (Eds.), Wissenskollektion. 100 Impulse für Lernen und Wissensmanagement in Organisationen (pp. 162-164). Berlin: Springer Gabler.
     
  • Wessel, D. (2014). Warum wir KollegInnen oft falsch einschätzen. In U. Cress, F. W. Hesse, & K. Sassenberg (Eds.), Wissenskollektion. 100 Impulse für Lernen und Wissensmanagement in Organisationen (pp. 65-67). Berlin: Springer Gabler.
     
  • Wessel, D. (2014). Vorgesetzte/r aber keine Führungskraft? In U. Cress, F. W. Hesse, & K. Sassenberg (Eds.), Wissenskollektion. 100 Impulse für Lernen und Wissensmanagement in Organisationen (pp. 35-36). Berlin: Springer Gabler.
     
  • Wessel, D. (2014). Psychologische Theorien in der Praxis. In U. Cress, F. W. Hesse, & K. Sassenberg (Eds.), Wissenskollektion. 100 Impulse für Lernen und Wissensmanagement in Organisationen (pp. 175-177). Berlin: Springer Gabler.
     
  • Wessel, D. (2014). Erfolgsmessung im Wissensmanagement - methodische Ansätze. In U. Cress, F. W. Hesse, & K. Sassenberg (Eds.), Wissenskollektion. 100 Impulse für Lernen und Wissensmanagement in Organisationen (pp. 48-50). Berlin: Springer Gabler.
     
  • Wessel, D. (2014). Gamification. In U. Cress, F. W. Hesse, & K. Sassenberg (Eds.), Wissenskollektion. 100 Impulse für Lernen und Wissensmanagement in Organisationen (pp. 93-95). Berlin: Springer Gabler.
     
  • Wessel, D. (2014). Was ist eigentlich kritisches Denken? In U. Cress, F. W. Hesse, & K. Sassenberg (Eds.), Wissenskollektion. 100 Impulse für Lernen und Wissensmanagement in Organisationen (pp. 78-80). Berlin: Springer Gabler.
     
  • Wessel, D. (2014). Was ist eigentlich eine App? In U. Cress, F. W. Hesse, & K. Sassenberg (Eds.), Wissenskollektion. 100 Impulse für Lernen und Wissensmanagement in Organisationen (pp. 172-173). Berlin: Springer Gabler.
     
  • Wessel, D. (2014). Mobile „Electronic Performance Support Systems“. In U. Cress, F. W. Hesse, & K. Sassenberg (Eds.), Wissenskollektion. 100 Impulse für Lernen und Wissensmanagement in Organisationen (pp. 170-172). Berlin: Springer Gabler.
     
  • Willmes, K. & Klein, E. (2014). Akalkulie [Acalculia]. In H.-O. Karnath, W. Ziegler, & G. Goldenberg (Eds.), Klinische Neuropsychologie - Kognitive Neurologie (pp. 133-146). Stuttgart: Thieme-Verlag.
     
  • Wodzicki, K., & Cress, U. (2014). Kommunikation in sozialen Netzwerken. In M. Blanz, A. Florack, & U. Piontkowski (Eds.), Kommunikation. Eine interdisziplinäre Einführung (pp. 127-135). Stuttgart: Kohlhammer.
     
  • Wodzicki, K., Hussenöder, F., Opusko, M., & Cress, U. (2014). Die Nutzung von Social-Networking-Seiten durch Studierende: Psychosoziale und akademische Auswirkungen. In N. C. Krämer, N. Sträfling, N. Malzahn, T. Ganster, & U. Hoppe (Eds.), Lernen im Web 2.0 – Erfahrungen aus Berufsbildung und Studium (pp. 19-37). Bonn: Bundesinstitut für Berufsbildung.
     

Articles in Magazines

Conference Contributions

  • Arndt, J., Schüler, A., & Scheiter, K. (2014, August). How do we integrate text and pictures? Meeting of the EARLI SIG2 Text and Graphics Comprehension. Rotterdam, The Netherlands. [Talk]
     
  • Arndt, J., Schüler, A., & Scheiter, K. (2014, March). Text-picture integration when learning with multimedia. 56. Tagung experimentell arbeitender Psychologen (TEAP). Gießen. [Poster]
     
  • Bahnmueller, J., Göbel, S., Huber, S., & Nuerk, H.-C. (2014, January). Language effects in three-digit number processing - A cross-cultural eye tracking study. 32th European Workshop on Cognitive Neuropsychology. Bressanone, Italy. [Talk]
     
  • Balau, N., & Utz, S. (2014, July). Strategic information sharing: the role of power construal and buttons. 17th General Meeting of the European Association of Social Psychology (EASP). Amsterdam, The Netherlands. [Talk]
     
  • Balau, N., & Utz, S. (2014, July). Strategic information sharing: the role of power construal and buttons. 17th General Meeting of the European Association of Social Psychology (EASP). Amsterdam, The Netherlands. [Talk]
     
  • Becker, J., & Matschke, C. (2014, July). Ingroup disidentification: Concept, measurement, antecedents, and consequences. 17th General Meeting der European Association of Social Psychology. Amsterdam, The Netherlands. [Symposium Organisation]
     
  • Bientzle, M., Cress, U., & Kimmerle, J. (2014, June). The role of inconsistencies in collaborative knowledge construction. 11th International Conference of the Learning Sciences. Boulder, CO, USA. [Talk]
     
  • Bremer, C., Ehlers, U., Schmidt, M., & Lorenz, A. (2014, September). Open Educational Ressources und ihre Rolle an Hochschulen. Unter welchen Bedingungen Hochschulen OER nutzen, erzeugen und bereitstellen. Berlin. [Vortrag]
     
  • Brockhoff, A., Meyerhoff, H.S., Papenmeier, F., Jahn, G., & Huff, M. (2014, September). Der Einfluss von Objektgeschwindigkeit beim Multiple-Object Tracking. 49. Kongress der deutschen Gesellschaft für Psychologie. Bochum. [Vortrag]
     
  • Brucker, B., Edelmann, J., Brömme, R., & Gerjets, P. (2014, August). The proximity of the hands to the objects influences learning on multi-touch devices: Touch pictures, but don’t touch words! Meeting of the EARLI SIG6 Instructional Design & SIG7 Learning and Instruction with Computers. Rotterdam, The Netherlands. [Poster]
     
  • Brucker, B., Ehlis, A.-C., Häußinger, F. B., & Gerjets, P. (2014, August). Watching corresponding gestures facilitates learning about movements from spoken texts: An fNIRS Study. Meeting of the EARLI SIG 2 Comprehension of Text and Graphics. Rotterdam, The Netherlands. [Talk]
     
  • Buder, J. (2014, März). Rahmenkonzepte der Bildung in Informationsumelten 2. Tagung der Gesellschaft für Empirische Bildungsforschung. Frankfurt am Main. [Vortrag]
     
  • Buttliere, B. (2014, November). Psychologists on peer review: A forward focused survey. Leibniz-Institut für Wissensmedien, Tübingen. [Talk]
     
  • Buttliere, B. (2014, December). How should we improve science? By using science! University of Groningen, The Netherlands. [Talk]
     
  • Cervera Torres, S., Ruiz Fernández, S., Lachmair, M., & Gerjets, P. (2014, October). Multi-touch gestures and affective evaluation of pictures. LEAD Graduate School-Retreat. Blaubeuren. [Poster]
     
  • Cress, U. (2014, April). Experimentelle Methoden in der E-Learning-Forschung. Online-Veranstaltung: Pro und Contra von experimentellen und Design-Based-Ansätzen. http://connect8.iwm-kmrc.de/p3z7f1t0xwb?launcher=false&fcsContent=true&pbMode=normal [Vortrag]
     
  • Cress, U. (2014, May). Mass collaboration as co-evolution of cognitive and social systems. International Workshop on Mass Collaboration and Education. Tübingen. [Talk]
     
  • De Vreeze, J., & Matschke, C. (2014, July). The effects of illegitimate group assignment on negative emotions, disidentification, and information preference. 17th General Meeting of the European Association of Social Psychology. Amsterdam, The Netherlands. [Talk]
     
  • Diefenbacher, S., Sassenrath, C., & Keller, J. (2014, August). Empathy as a predictor and trigger of hand hygiene behavior. 28th Conference of the European Health Psychology Society (EHPS). Innsbruck, Austria. [Talk]
     
  • Diefenbacher, S., Sassenrath, C., & Keller, J. (2014, September). Der positive Einfluss von Empathie auf das Händehygieneverhalten in kritischen Kontexten. Joint Conference of the German Association of Medical Psychology (DGMP) and German Association of Medical Sociology (DGMS). Greifswald. [Vortrag]
     
  • Diefenbacher, S., Sassenrath, C., & Keller, J. (2014, July). Evidence for the impact of empathy on hand hygiene in critical settings. 17th General Meeting of the European Association of Social Psychology (EASP). Amsterdam, The Netherlands. [Talk]
     
  • Ditrich, L., Landkammer, F., Sassenberg, K., & Jacoby, J. (2014, July). The impact of regualtory focus and initial opinions about decision making. 17th General Meeting of the European Association of Social Psychology (EASP). Amsterdam, The Neterlands. [Poster]
     
  • Ditrich, L., Landkammer, F., Sassenberg, K., & Jacoby, J. (2014, September). Einfluss des regulatorischen Fokus und inititaler Meinungen auf den Entscheidungsprozess. 49. Kongress der Deutschen Gesellschaft für Psychologie. Bochum. [Poster]
     
  • Dutz, S. (2014, July). New media use in art exhibitions: enriching or annoying? 27th Annual Visitor Studies Association Conference. Albuquerque, USA. [Talk]
     
  • Dutz, S. (2014, November). "Mediennutzung in Kunstausstellungen - Einfluss auf Besucherverhalten, kognitive Verarbeitung und Ästhetikurteil". Sehen, Denken, Lernen in Museen - Empirische Bildungsforschung an informellen Lernorten. Tagung im Deutschen Museum. München. [Vortrag]
     
  • Ehlis, A.-C., Brucker, B., Häußinger, F. B., Schneider, S., & Gerjets, P. (2014, Juni). Der Einfluss von Gesten auf das Lernen nicht-menschlicher Bewegungen anhand von dynamischen Visualisierungen: Die Rolle des menschlichen Spiegelneuronensystems (eine fNIRS-Studie). 40. Tagung Psychologie und Gehirn (PuG). Lübeck. [Poster]
     
  • Eitel, A., Kühl, T., Scheiter, K., & Gerjets, P. (2014, August). Disfluency meets cognitive load in multimedia learning: Does harder to read mean better to understand? Meeting of the EARLI SIG 6&7 Instructional Design & Learning with Computers. Rotterdam, The Netherlands. [Talk]
     
  • Eitel, A., Richter, J., & Scheiter, K. (2014, June). How to design digital textbooks for natural sciences education. Collaborative Workshop "Digital Media in Education". University of Alberta, Canada. [Talk]
     
  • Eitel, A., & Scheiter, K. (2014, August). Amplifying multimedia effects by repeating the study-test cycle: Evidence for underconfidence with practice? Meeting of the EARLI SIG2 Text and Graphics Comprehension. Rotterdam, The Netherlands. [Talk]
     
  • Eitel, A., & Scheiter, K. (2014, März). Müssen hervorgehobene Elemente in Texten und Bildern korrespondieren, um lernförderlich zu sein? 2. Tagung der Gesellschaft für Empirische Bildungsforschung (GEBF). Frankfurt am Main. [Vortrag]
     
  • Eitel, A., & Scheiter, K. (2014, September). Ist wiederholtes Lernen und Testen besonders hilfreich für das Lernen mit Multimedia? 49. Kongress der Deutschen Gesellschaft für Psychologie. Bochum. [Vortrag]
     
  • Eitel, A., & Schmidt, M. A. (2014, März). Multimedia-Effekte beim Lernen und Testen: Eine Verbindung der Perspektiven. 2. Tagung der Gesellschaft für Empirische Bildungsforschung (GEBF). Frankfurt am Main. [Symposium Organisation]
     
  • Engelmann, T., Koenig, K., & Kozlov, M. D. (2014, June). Fostering awareness content creation by self-determined regulation. 11th International Conference of the Learning Sciences. Boulder, USA. [Poster]
     
  • Engelmann, T., König, K., & Hesse, F. W. (2014, September). Steigerung der Problemlöseeffizienz durch selbstbestimmte Organisation von Kontextawareness. 49. Kongress der Deutschen Gesellschaft für Psychologie. Bochum. [Poster]
     
  • Fetterman, A., & Robinson, M. (2014, July). Are metaphors helpful in understanding our experiences? Measuring metaphor usage and testing important theoretical assumptions. 17th General Meeting of the European Association of Social Psychology (EASP). Amsterdam, The Netherlands. [Poster]
     
  • Fetterman, A. K. (2014, January). Do metaphors aid in understanding? A metaphor usage measure and its usefulness in testing important theoretical assumptions. Friedrich-Alexander-Universität, Department of Psychology, Erlangen. [Talk]
     
  • Fetterman, A. K., & Robinson, M. D. (2014, February). Do metaphors help us understand our experiences? A metaphor usage measure and its utility in theory testing. Society for Personality and Social Psychology. [Poster]
     
  • Fischer, U. (2014, Mai). Aktuelle Befunde zu Zahlenstrahltrainings – Verschiedene Ansätze und deren Wirksamkeit. 18. Bundeskongress des Bundesverbandes Legasthenie und Dyskalkulie e.V.: Übergänge gestalten – von der frühen Kindheit bis ins Erwachsenenalter. Erfurt. [Vortrag]
     
  • Garsoffky, B., & Schwan, S. (2014, March). Filmic ellipses influence perceived duration of movie slots. 56. Tagung experimentell arbeitender Psychologen (TeaP). Gießen. [Poster]
     
  • Gerjets, P. (2014, Dezember). Designing adaptive digital instruction: Can neuro-cognitive methodologies help? Kolloquiumsvortrag. ETH Zürich, Schweiz. [Talk]
     
  • Gerjets, P. (2014, May). Innovative technology at KMRC. International Workshop on Mass Collaboration and Education. Tübingen. [Talk]
     
  • Gerjets, P., & Scheiter, K. (2014, März). Die Nutzung von Tablet Computern im Unterricht: Segen oder Grund zur Sorge? didacta. Stuttgart. [Vortrag]
     
  • Glaser, M. (2014, Juli). Geschichte als Erlebnis: Darstellungsformen und ihre psychologische Verarbeitung. Tagung Geschichte als Erlebnis: Performative Praktiken in der Geschichtskultur. Potsdam. [Vortrag]
     
  • Glaser, M., & Schwan, S. (2014, August). Multimedie effect within a single presentation. European Association for Research on Learning and Instruction (EARLI). Special Interest Group 2 (SIG 2: Text and Graphics Comprehension). Rotterdam, The Netherlands. [Talk]
     
  • Grapendorf, J., Sassenberg, K., Trötschel, R., & Majer, J. (2014, September). Weniger ist mehr: Verhandlungen via Videokonferenz. 49. Kongress der Deutschen Gesellschaft für Psychologie. Bochum. [Poster]
     
  • Greving, H., & Sassenberg, K. (2014, July). Motivated information processing online: How threat is regulated during Internet search. European Association of Social Psychology (EASP) Small Group Meeting: Self-regulation of threat. Amsterdam, The Netherlands. [Talk]
     
  • Greving, H., & Sassenberg, K. (2014, July). When health threat prompts self-serving bias: How health threat influences information search on the Internet. 17th General Meeting of the European Association of Social Psychology (EASP). Amsterdam, The Netherlands. [Talk]
     
  • Greving, H., & Sassenberg, K. (2014, September). Wenn die Informierung den Selbstwert steigert: Der Einfluss von Bedrohung auf die Informationssuche im Internet. 49. Kongress der Deutschen Gesellschaft für Psychologie. Bochum. [Vortrag]
     
  • Halatchliyski, I. (2014, May). Network analysis of Mass Collaboration in Wikipedia and Wikiversity. International Workshop on Mass Collaboration and Education. Tübingen. [Talk]
     
  • Hesse, F. W. (2014, August). Nutzung der digitalen Medien für Wissenserwerb und -kommunikation. Tagung, BMBF, Berlin. [Vortrag]
     
  • Hesse, F.W. (2014, März). Bildung in Informationsumwelten (WissenschaftsCampus, Tübingen). Tagung der Gesellschaft für Empirische Bildungsforschung (GEBF). Kiel. [Symposium Organisation]
     
  • Hesse, F. W. (2014, January). Augmented Knowledge Communication Spaces Interdisciplinary Workshop Coordination, Collaboration and Cooperation. Max Planck Institut, Berlin. [Talk]
     
  • Holtz, P (2014, Juni). Kompetenzgewinne im Jenaer Praxissemester aus Sicht von Studierenden, MentorInnen und SchülerInnen. Eingeladener Vortrag an der Universität Oldenburg. [Vortrag]
     
  • Holtz, P. (2014, Juni). Digitale Spuren des Hasses: Gewalt legitimierende Diskurse in einem deutschen Neo-Nazi-Internetforum in den Jahren 2006-2008. 27. Jahrestagung des "Forums Friedenspsychologie". Jena. [Vortrag]
     
  • Huber, S., & Nuerk, H.-C., Willmes, K., & Moeller, K. (2014, January). A general model of multi-symbol number comparison. 32th European Workshop on Cognitive Neuropsychology. Bressanone, Italy. [Talk]
     
  • Huber, S., & Nuerk, H.-C., Willmes, K., & Moeller, K. (2014, January). A general model of multi-symbol number comparison. 32th European Workshop on Cognitive Neuropsychology. Bressanone, Italy. [Poster]
     
  • Huff, M., Meitz, T., & Meyerhoff, H. S. (2014, November). Using Hollywood movie to explore human long-term memory for audio-visual scenes. 55th Annual Meeting of the Psychonomic Society. Long Beach, CA, USA. [Talk]
     
  • Kammerer, Y. (2014, December). How contradictions between web pages stimulate source evaluation. Welten Institute Heerlen, Open University of the Netherlands. [Talk]
     
  • Kammerer, Y. (2014, April). The impact of hyperlinks on text comprehension in encyclopedic texts. Le Laboratoire des Usages en Technologies d'Information Numériques (LUTIN Userlab). Paris, France. [Talk]
     
  • Kammerer, Y. (2014, Mai). Erfassung von Fertigkeiten im Umgang mit dem Social Web. Symposium "Informationskompetenz im Hochschulkontext – Interdisziplinäre Forschungsperspektiven". Leibniz-Zentrum für Psychologische Information und Dokumentation (ZPID), Trier. [Vortrag]
     
  • Kammerer, Y., Kalbfell, E., & Gerjets, P. (2014, October). How contradictions between web pages stimulate source evaluation. Workshop on Multiple Documents Comprehension. University of Valencia, Spain. [Talk]
     
  • Kammerer, Y., Oloff, C., & Gerjets, P. (2014, März). Fertigkeiten für eine reflektierte Nutzung des Social Web. Zweite Tagung der Gesellschaft für Empirische Bildungsforschung (GEBF). Frankfurt am Main. [Poster]
     
  • Kammerer, Y., Oloff, C., & Gerjets, P. (2014, August). The role of Social-Web specific epistemic beliefs in sourcing strategies on the Social Web. Meeting of the EARLI SIG2 Text and Graphics Comprehension. Rotterdam, Netherlands. [Poster]
     
  • Kammerer, Y., Oloff, C., & Gerjets, P. (2014, August). Vocational IT students' Social Media skills. Meeting of the EARLI SIG6 Instructional Design & SIG7 Learning and Instruction with Computers. Rotterdam, Netherlands. [Poster]
     
  • Kammerer, Y., Salmerón, L., & Gil, L. (2014, August). The role of topic-specific epistemic beliefs in students' sourcing on the internet: a multi-method study. Meeting of the EARLI SIG6 Instructional Design & SIG7 Learning and Instruction with Computers. Rotterdam, The Netherlands. [Talk]
     
  • Kammerer, Y., Salmerón, L., & Gil, L. (2014, August). The role of topic-specific epistemic beliefs in students' sourcing on the internet. 24th Annual Meeting of the Society for Text and Discourse. Chicago, USA. [Talk]
     
  • Kimmerle, J. (2014, May). Collective knowledge in social tagging environments. International Workshop on Mass Collaboration and Education. Tübingen. [Talk]
     
  • Klein, E. (2014, April). It’s all about connections – Fiber tracking am Beispiel der numerischen Kognition. 3. Styrian Spring School of Neuroscience. Graz, Austria. [Talk]
     
  • Klein, E. (2014, September). Measuring neuronal correlates of attention by fMRI. International Center for Neuroscience, SARAH network of Rehabilitation Hospitals. Brasilia, Brazil. [Talk]
     
  • Klein, E. (2014, September). Fiber tractography in children and patients. International Center for Neuroscience, SARAH network of Rehabilitation Hospitals. Brasilia, Brazil. [Talk]
     
  • Klein, E. (2014, September). Voxel-based lesion symptom mapping in neuropsychologic patients. International Center for Neuroscience, SARAH network of Rehabilitation Hospitals. Brasilia, Brazil. [Talk]
     
  • Klein, E. (2014, September). Diffusion tensor imaging in numerical cognition. International Center for Neuroscience, SARAH network of Rehabilitation Hospitals. Brasilia, Brazil. [Talk]
     
  • Klein, E., Kiechl-Kohlendorfer, U., Kremser, C., Schocke, M., Moeller K., & Kaufmann, L. (2014, March). Neuronale Korrelate der Verarbeitung physikalischer und numerischer Größe bei frühgeborenen Kindern. 2. Tagung der Gesellschaft für Empirische Bildungsforschung (GEBF). Frankfurt. [Vortrag]
     
  • Klein, E., Moeller, K., & Willmes, K. (2014, January). Numbers may go purely ventrally as well – A common ventral network for semantic classification in numbers and words. 32th European Workshop on Cognitive Neuropsychology. Bressanone, Italy. [Talk]
     
  • Klein, E., Möller, K., & Kaufmann, L. (2014, March). Neuronale Korrelate der Verarbeitung physikalischer und numerischer Größe bei frühgeborenen Kindern. 2. Tagung der Gesellschaft für Empirische Bildungsforschung in Frankfurt am Main. Frankfurt. [Vortrag]
     
  • Kolodziej, A., Scheich, H., Rösch, S., Wetzel, W., Deliano, M., & Ohl, F. (2014, Juni). Neurobiologische Lernforschung mit Kindern. 1. Fachtagung des Forschungsnetzes Frühe Bildung. Stendal. [Poster]
     
  • Kolodziej, R., & Engelmann, T. (2014, September). Förderung der Priority Awareness zur Verbesserung des gemeinsamen Verhandlungsergebnisses in computerunterstützten Verhandlungen. 49. Kongress der Deutschen Gesellschaft für Psychologie. Bochum. [Vortrag]
     
  • Kolodziej, R., & Engelmann, T. (2014, June). Fostering priority awareness to improve joint outcomes in computer-supported bilateral multi-issue negotiations. Joint International Conference of the INFORMS GDN Section and the EURO Working Group on DSS - GDN 2014. Toulouse, France. [Talk]
     
  • Kozlov, M. D., Engelmann, T., & Hesse, F. W. (2014, April). Can content-based knowledge awareness help overcome collaborative inhibition and improve relations by fostering transactive memory? Tagung experimentell arbeitender Psychologen. Gießen. [Poster]
     
  • Kozlov, M. D., Engelmann, T., Kolodziej, R., & Clariana, R. B. (2014, June). Improving online collaboration by fostering norm-oriented content based knowledge awareness. 11th International Conference of the Learning Sciences. Boulder, USA. [Poster]
     
  • Lachmair, M., Dudschig, C., Ruiz Fernández, S., & Kaup, B. (2014, September). Numbers affect the processing of verbs denoting movements in vertical space. KogWis 2014 – The 12th Biannual Meeting of the German Society for Cognitive Science. Tübingen. [Talk]
     
  • Lachmair, M., Ruiz Fernández, S., Bury, N., Fischer, M., & Bock, O. (2014, September). Turned upside down: body position affects availability of words related to vertical space. 6th International Congress of Medicine in Space and Extreme Environments (ICMS). Berlin. [Talk]
     
  • Lachmair, M., Ruiz Fernández, S., Nuerk, H. C., & Kaup, B. (2014, July). The influence of grammatical number on a congurency-effect between numbers (high, low) and nouns with implicit directional cue (roof, root). 36th Annual Conference of the Cognitive Science Society. Quebec, Canada. [Poster]
     
  • Lachmair, M., Ruiz Fernández, S., Nürk, H. C., & Kaup, B. (2014, August). Does grammatical number influences a number-word-congruency effect? Embodied and Situated Language Processing (ESLP). Rotterdam, The Netherlands. [Poster]
     
  • Landkammer, F. (2014, Oktober). Kooperation und Wettbewerb als Gegensätze: "Alles nur in meinem Kopf"? Duale Hochschule Baden-Württemberg. [Vortrag]
     
  • Landkammer, F., & Sassenberg, K. (2014, July). Competing while cooperating: About the cognitive and social consequences of co-opetition. 17th General Meeting of the European Association of Social Psychology (EASP). Amsterdam, The Netherlands. [Talk]
     
  • Landkammer, F., & Sassenberg, K. (2014, September). Auswirkungen von Mannschaftssport auf dem Umgang mit Wettbewerb abseits des Spielfelds. 49. Kongress der Deutschen Gesellschaft für Psychologie. Bochum. [Vortrag]
     
  • Levin, D., Ildirar, S., Schwan, S., & Smith, T. (2014, June). The role of audio on perception of continuity by first-time viewers. Society for Cognitive Studies of the Moving Image (SCSMI) Annual Conference. Lancaster, USA. [Talk]
     
  • Levordashka, A. (2014, July). Ostracism online: A social media ostracism paradigm. 17th General Meeting of the European Association of Social Psychology. Amsterdam, The Netherlands. [Poster]
     
  • Levordashka, A. (2014, October). Ambient awareness: Interpersonal knowledge in online social networks. Social Media Workshop: Scientific Research from Brain to Behavior. Berlin. [Poster]
     
  • Lin, R. (2014, November). Browsing Facebook: Happiness, envy, and tie strength. Universität Duisburg-Essen. [Talk]
     
  • Lin, R. (2014, March). How to rebuild your public image on Facebook. 16th General Online Research Conference. Köln. [Talk]
     
  • Link, T., Moeller, K., & Nuerk, H.-C. (2014, March). Embodied Trainings – räumlich-körperliche Bewegung zur Verbesserung basisnumerischer Repräsentationen. 2. Tagung der Gesellschaft für Empirische Bildungsforschung (GEBF). Frankfurt am Main. [Vortrag]
     
  • Matschke, C., & Roth, J. (2014, Februar). Disidentifikation, Soziale Identifikation, und Nicht-Identifikation: Zwei indirekte Messverfahren auf dem Prüfstand. Forschungskolloquium der Sozialpsychologie. TU Dresden. [Vortrag]
     
  • Matschke, C., Roth, J., & Deutsch, R. (2014, July). Can disidentification be differentiated from social identification and non-identification? Two indirect measures at the test. 17. General Meeting of the European Association of Social Psychology. Amsterdam, The Netherlands. [Talk]
     
  • Matzat, U., & Lin, R. (2014, December). Self-disclosure on Facebook: Generation of social capital and the match between appropriate media channel and type of disclosed information. Workshop on Internet Research 2014. Utrecht, The Netherlands. [Talk]
     
  • Meitz, T. G. K., Wilhelm, C., Papenmeier, F., Maurer, A., Oeberst, A., Schwan, S., & Huff, M. (2014, May). Experiencing sports entertainment in the light of fan group involvement. 64th Annual Conference of the International Communication Association (ICA). Seattle, WA, USA. [Talk]
     
  • Merkt, M. (2014, Februar). Ergebnisse der Befragungen zum Tablet-Projekt. Lehrgang zum Thema "Tablets im Unterricht" an der Landesakademie für Fortbildung und Personalentwicklung an Schulen. Esslingen. [Vortrag]
     
  • Merkt, M., & Schwan, S. (2014, June). Potentials and risks of using dynamic presentations in digital textbooks. Collaborative Workshop "Digital Media in Education". University of Alberta, Canada. [Talk]
     
  • Merkt, M., & Schwan, S. (2014, October). Does historical literacy predict performance in a multiple documents task? Workshop on Multiple Documents Comprehension. University of Valencia, Spain. [Poster]
     
  • Merkt, M., & Sochatzy, F. (2014, März). Instruktionale Maßnahmen zur Unterstützung der Analyse von Propagandafilmen. 2. Tagung der Gesellschaft für empirische Bildungsforschung (GEBF 2014). Frankfurt am Main. [Vortrag]
     
  • Merkt, M., & Sochatzy, F. (2014, August). Effects of training and cueing on analyzing propaganda. EARLI SIG 6&7 Conference. Rotterdam, The Netherlands. [Poster]
     
  • Merkt, M., & Sochatzy, F. (2014, September). Die Wirkung von Training und Cues auf die Analyse von Propagandafilmen. 49. Kongress der Deutschen Gesellschaft für Psychologie (DGPs). Bochum. [Vortrag]
     
  • Meyer, P. (2014, Oktober). e-teaching.org im Kontext sozialer Netzwerke. E-Learning NRW Netzwerktreffen am Learning Lab. Universität Duisburg-Essen. [Vortrag]
     
  • Meyer, P. (2014, April). Das Informationsportal e-teaching.org. Frühjahrstagung der Arbeitsgemeinschaft der Medienzentren an Hochschulen (AMH). Hamburg. [Vortrag]
     
  • Meyer, P. (2014, September). Einsatz digitaler Medien im Service Learning. 2. Vernetzungstreffen der Universitäten und Hochschulen in Bayern. Hochschulzentrum Illertissen. [Vortrag]
     
  • Meyerhoff, H. S., & Huff, M. (2014, November). Integrated audio-visual information transfers to long-term memory. Object Perception, Attention, and Memory (OPAM). 55th Annual Meeting of the Psychonomic Society. Long Beach, CA, USA. [Talk]
     
  • Meyerhoff, H. S., & Scholl, B. (2014, May). Auditory-induced bouncing is a visual (rather than a cognitive) phenomenon: Evidence from illusory crescents. Annual Meeting of the Vision Sciences Society. St. Pete Beach, FL, USA. [Poster]
     
  • Meyerhoff, H. S., & Scholl, B. J. (2014, March). Auditory-induced bouncing is a visual (rather than a cognitive) phenomenon: Evidence from illusory crescents. 56. Tagung experimentell arbeitender Psychologen (TeaP). Gießen. [Talk]
     
  • Meyerhoff, H. S., Schwan, S., & Huff, M. (2014, September). Räumliche Nähe lenkt visuelle Aufmerksamkeit auf interagierende Objekte. 49. Kongress der deutschen Gesellschaft für Psychologie. Bochum. [Talk]
     
  • Meyerhoff, H.S., Schwan, S., & Huff, M. (2014, November). Interobject spacing explains the attentional bias toward interacting objects. 55th Annual Meeting of the Psychonomic Society. Long Beach, CA, USA. [Poster]
     
  • Moeller, K. (2014, März). Numerisch-mathematische Fähigkeiten im Perspektivenrad empirischer Bildungsforschung. 2. Tagung der Gesellschaft für Empirische Bildungsforschung. Frankfurt am Main. [Symposium Organisation]
     
  • Moeller, K. (2014, Juni). Neuronale Netzwerke der numerischen Kognition - von lokalistischen zu konnektionistischen Modellen. Kolloquium Institut für Psychologie, Universität Koblenz. Koblenz. [Vortrag]
     
  • Moeller, K., Huber, S., Jung, S., Heller, J., Grust, T., & Nuerk, H.-C. (2014, October). An interactive web-based learning platform for arithmetic and orthography. 1st Meeting on Research on domain-specific serious games of the International Scientific Research Community: WO.008.14N on Developing competencies in learners: From ascertaining to intervening. Leuven, Belgium. [Talk]
     
  • Moeller, K., Klein, E., Kiechl-Kohlendorfer, U., Kremser, C., Schocke, M., & Kaufmann, L. (2014, September). Processing of physical and numerical magnitude in children born prematurely. 49. Kongress der Deutschen Gesellschaft für Psychologie. Bochum. [Talk]
     
  • Moeller, K., Willmes, K., & Klein, E. (2014, June). A common ventral network for semantic classification. 20th Annual Meeting of the Organization for Human Brain Mapping. Hamburg. [Poster]
     
  • Moritz, J., & Engeln, A. (2014, Dezember). Ästhetik in der Produktwahrnehmung. GUI & Design. Berlin. [Vortrag]
     
  • Muscanell, N. L., Guadagno, R. E., Barth, J. M., Goodwin, M. K., & Yang, Y. (2014, February). I stress because I obsess: Facebook use as a predictor of post-disaster psychological outcomes. Annual Meeting for the Society of Personality and Social Psychology. Austin, TX, USA. [Poster]
     
  • Muscanell, N. L., Guadagno, R. E., & Hamilton, J. C. (2014, July). Losing face on Facebook: A self-regulation perspective on inappropriate self-presentation in social media environments. 17th General Meeting of the European Association of Social Psychology (EASP). Amsterdam, The Netherlands. [Talk]
     
  • Müller-Blome, A., Kerer, M., Oestermeier, U., & Gerjets, P. (2014, September). Zu Tisch bitte. Ein Kompositionsworkshop für Kinder. Mozarteum, Salzburg, Österreich. [Workshop Organisation]
     
  • Neugebauer, J., Ray, D., & Sassenberg, K. (2014, September). Motivation durch schlechtere Leistung? Die Wirkung sozialer Aufwärtsvergleiche bei Knowledge Awareness. 49. Kongress der Deutschen Gesellschaft für Psychologie. Bochum. [Vortrag]
     
  • Neugebauer, J., Ray, D., & Sassenberg, K. (2014, July). How upward comparisons and knowledge awareness influence knowledge exchange. 17th General Meeting of the European Association of Social Psychology (EASP). Amsterdam, The Neterlands. [Poster]
     
  • Neugebauer, J., & Sassenberg, K. (2014, April). How motivation and emotions might contribute to the success of serious games. Lessons learned from computer-based interventions. Workshop"Development of learning games / serious games in health education contexts: Challenges and opportunities". Tübingen: Leibniz-Institut für Wissensmedien. [Talk]
     
  • Oeberst, A. (2014, May). Individual vs. collaborative information processing: The case of biases in Wikipedia. International Workshop on Mass Collaboration and Education. Tübingen. [Talk]
     
  • Oeberst, A. (2014, October). Automatic Text Analysis. Leibniz-Institut für Wissensmedien. Tübingen. [Workshop Organisation]
     
  • Oeberst, A. (2014, July). Ingroup Bias in international conflicts – also in Wikipedia? Self and Identity Preconference of the European Association of Social Psychology. Amsterdam, The Netherlands. [Talk]
     
  • Oeberst, A. (2014, Juni). „Im Nachhinein ist man immer schlauer.“ Der Rückschaufehler in und durch Wikipedia. Kolloquium „Wikipedia, Wikisource, Wikicommons – Arbeitsmittel der Geschichtswissenschaft?“. Universität Marburg. [Vortrag]
     
  • Oeberst, A. (2014, November). Collective Biases? Hindsight Bias and Ingroup Bias in Wikipedia. Kolloquium der Sozial- und Wirtschaftspsychologie. Universität Koblenz-Landau. [Talk]
     
  • Oeberst, A., von der Beck, I., & Nestler, S. (2014, July). Hindsight bias 2.0. Are representations of events in Wikipedia distorted? 17th General Meeting of the European Association of Social Psychology (EASP). Amsterdam,The Netherlands. [Poster]
     
  • Radler, P. A., Moeller, K., Huber, S., & Pixner, S. (2014, September). Similar and differing processes underlying carry and borrowing effects in addition and subtraction – Evidence from Eye-tracking. 12th Biannual Conference of the German Cognitive Science Society. Tuebingen. [Poster]
     
  • Reinert, R. M., Huber, S., Nuerk, H.-C., & Moeller, K. (2014, October). Sex differences in number line estimation depend on solution strategies applied. Workshop on Educational Neuroscience of Mathematics. Tuebingen. [Poster]
     
  • Reinert, R. M., Kring, W., & Moeller, K. (2014, September). Neues Testverfahren bestätigt Geschlechtsunterschiede in technisch-physikalischem Verständnis. 49. Kongress der Deutschen Gesellschaft für Psychologie. Bochum. [Poster]
     
  • Richter, J. (2014, May). Learning with digital textbooks: Investigating the effectiveness of signaling measures. METU Informatics Institute Cognitive Science Seminars V: CogSci in Germany, CogSci in Turkey. Ankara, Turkey. [Poster]
     
  • Richter, J., Scheiter, K., Ulrich, N., & Schanze, S. (2014, August). eChemBook: A Digital Textbook for Introductory Chemistry Education. Meeting of the EARLI SIG 6&7 Instructional Design & Learning with Computers. Rotterdam, The Netherlands. [Talk]
     
  • Richter, M., Mock, J., Vignotto, M., Obrig, H., & Rossi, S. (2014, July). Different language learning settings alter the processing of phonotactic properties in 6-month-old-infants – a combined EEG and fNIRS study. 13th International Congress for the Study of Child Language (IASCL). Amsterdam, The Netherlands. [Poster]
     
  • Richter, M., Vignotto, M., Mock, J., Stephan, F., Obrig, H., & Rossi, S. (2014, October). Different language learning settings alter the processing of phonotactics in infancy: a combined EEG and fNIRS study. fNIRS. Montreal, Canada. [Talk]
     
  • Rolke, B., Ruiz Fernández, S., Rahona, J. J., & Seibold, V. (2014, September). Crossed hands stay on the time-line. KogWis 2014 – The 12th Biannual Meeting of the German Society for Cognitive Science. Tübingen. [Talk]
     
  • Ruiz Fernández, S., Lachmair, M., & Rahona, J. J. (2014, September). Human mental representation of time in the vertical space. 6th International Congress of Medicine in Space and Extreme Environments (ICMS). Berlin. [Poster]
     
  • Ruiz Fernández, S., Rahona, J. J., & Lachmair, M. (2014, September). Left to right or back to front? The spatial flexibility of time. KogWis 2014 – The 12th Biannual Meeting of the German Society for Cognitive Science. Tübingen. [Poster]
     
  • Ruiz Fernández, S., Rahona, J. J., Lachmair, M., & Gerjets, P. (2014, July). Love your neighbour as yourself: The influence of arm movements in prosocial behavior. 36th Annual Conference of the Cognitive Science Society. Quebec, Canada. [Poster]
     
  • Ruiz Fernández, S., Rahona, J. J., Lachmair, M., Hervas, G., Vazquez, C., & Rolke, B. (2014, August). The vertical space of time. Embodied and Situated Language Processing (ESLP). Rotterdam, The Netherlands. [Poster]
     
  • Rösch, S. (2014, Juni). Förderung numerischer Kompetenz in der frühen Bildung: Mit Hilfe der Finger? 1. Fachtagung des Forschungsnetzes Frühe Bildung. Stendal. [Vortrag]
     
  • Sassenberg, K. (2014, May). The burden and the benefits of power: Determinants and consequences of construing power as opportunity and responsibility. University of Amsterdam. [Talk]
     
  • Sassenberg, K., Fetterman, A., Krebs, M., Neugebauer, J., & Ray, D. (2014, September). Stolz macht schlank: Wie Emotionen gegenüber dem eigenen Körper die Gewichtsregulation beeinflussen. 49. Kongress der Deutschen Gesellschaft für Psychologie. Bochum. [Vortrag]
     
  • Sassenberg, K., & Greving, H. (2014, März). Gesundheitsbildung im Zeitalter des Internet. Effekte der gesundheitsbezogenen Informationssuche im Internet. 2. Tagung der Gesellschaft für Empirische Bildungsforschung. Frankfurt am Main. [Vortrag]
     
  • Sassenberg, K., Landkammer, F., & Jacoby, J. (2014, July). The impact of goals and regulatory focus on the confirmation bias in grouop decision making. 17th General Meeting of the European Association of Social Psychology (EASP). Amsterdam, The Neterlands. [Poster]
     
  • Sassenrath, C., Diefenbacher, S., & Keller, J. (2014, September). Empathie als Konstrukt in der Anwendungsforschung: Ergebnisse zu Empathie als Prädiktor des Händehygieneverhaltens in Gesundheitsberufen und im Alltag. 49. Kongress der Deutschen Gesellschaft für Psychologie. Bochum. [Vortrag]
     
  • Sassenrath, C., & Keller, J. (2014, March). More than compassion: The moderating role of empathized emotion on different outcomes of empathy. Consortium of European Research on Emotion (CERE) Conference. Berlin. [Talk]
     
  • Sassenrath, C., & Keller, J. (2014, July). More than compassion: The moderating role of empathized emotion on different outcomes of affective empathy. 17th General Meeting of the European Association of Social Psychology (EASP). Amsterdam, The Netherlands. [Poster]
     
  • Scharinger, C. (2014, April). Measuring cognitive load by means of electroencephalography (EEG) and pupil dilation. Le Laboratoire des Usages en Technologies d'Information Numériques (LUTIN Userlab). Cité des sciences et de l'industrie. Paris, France. [Talk]
     
  • Scharinger, C. (2014, September). Measuring cognitive load by means of Electroencephalography (EEG) and pupil dilation. Humboldt-Universität zu Berlin. [Talk]
     
  • Scharinger, C., & Gerjets, P. (2014, April). When Flanker meets the n-back task: Pupil dilation and EEG correlates for load on executive working memory functions. 56. Tagung experimentell arbeitender Psychologen (TeaP). Gießen. [Talk]
     
  • Scharinger, C., Soutschek, A., Schubert, T., Walter, C., & Gerjets, P. (2014, October). When flanker meets the n-back: The interplay between the executive working memory functions inhibition and updating as revealed by EEG oscillatory, P300, and pupil dilation data. International Conference of Executive Functions (ICEF). Stuttgart. [Poster]
     
  • Scheiter, K. (2014, März). Potential von Tablets im Unterricht: Empirische Eindrücke und konzeptionelle Überlegungen am Beispiel. Lehrerbegegnung des Universitätstages Tübingen. Ellwangen. [Vortrag]
     
  • Scheiter, K., & Eitel, A. (2014, May). Mental model construction from text and pictures: Evidence for construction of a spatial scaffold. METU Informatics Institute Cognitive Science Seminars V: CogSci in Germany, CogSci in Turkey. Ankara, Turkey. [Talk]
     
  • Scheiter, K., & Gerjets, P. (2014, März). Tablet-Computer im Unterricht: Segen oder Grund zur Sorge? didacta. Stuttgart. [Vortrag]
     
  • Scheiter, K., Plötzer, R., Renkl., A., Schüler, A., & Zimmermann, G. (2014, März). Adaptierbarkeit und Adaptivität beim Lernen mit Multimedia. 2. Fachtagung der Gesellschaft für Empirische Bildungsforschung (GEBF). Frankfurt am Main. [Vortrag]
     
  • Scheiter, K., Richter, J., Ulrich, N., & Schanze, S. (2014, März). Forschungsbasierte Entwicklung eines digitalen Schulbuchs für den Chemieunterricht. Fachtagung Rhetorik der Evidenz. Epistemologische Modelle und rhetorische Praxis in Wissenschaft, Unterricht und Kultur. Heidelberg. [Vortrag]
     
  • Scheiter, K., & Schleinschok, K. (2014, August). The quest for improving drawing quality to enhance learning outcomes is not over yet. Meeting of the EARLI SIG2 Text and Graphics Comprehension. Rotterdam, The Netherlands. [Talk]
     
  • Scheiter, K., Schleinschok, K., & Bodemer, D. (2014, November). How to learn about art in a museum setting using multitouch technology: Providing affordances for collaboration and comparison. 22nd International Conference on Computers in Education 
(ICCE 2014). Nara, Japan. [Poster]
     
  • Schleinschok, K., & Scheiter, K. (2014, September). Besser Zeichnen, besser Lernen? Randbedingungen für die Lerneffektivität von Zeichnen als konstruktive Lernstrategie. 49. Kongress der Deutschen Gesellschaft für Psychologie. Bochum. [Vortrag]
     
  • Schmidt, M. (2014, April). MOOCs - Chancen und Herausforderungen für die Hochschullehre. Universität Heidelberg. [Vortrag]
     
  • Schmidt, M. (2014, März). Wer lernt wie mit OER und MOOCs ? Fachforum E-Learning: Bildung für Alle? Offene Lernressourcen an Hochschulen. Darmstadt. [Workshop Organisation]
     
  • Scholl, A., & Ellemers, N. (2014, July). Does power help or hinder? When and how social power changes reactions to others. 17th General Meeting of the European Association of Social Psychology (EASP). Amsterdam, Niederlande. [Symposium Organisation]
     
  • Scholl, A., & Sassenberg, K. (2014, September). Der Job, der zu mir passt: Wie der Fit zwischen regulatorischem Fokus und Arbeitsplatz die Motivation und das Befinden beeinflusst. 49. Kongress der Deutschen Gesellschaft für Psychologie. Bochum. [Vortrag]
     
  • Scholl, A., & Sassenberg, K. (2014, September). Giving Social Psychology Away – Sozialpsychologische Theorien in der Anwendung. 49. Kongress der Deutschen Gesellschaft für Psychologie. Bochum. [Symposium Organisation]
     
  • Scholl, A., Sassenberg, K., Ellemers, N., & Scheepers, D. (2014, July). With power comes responsibility: How awareness of others predicts the construal of power as responsibility. 17th General Meeting of the European Association of Social Psychology (EASP). Amsterdam, The Netherlands. [Talk]
     
  • Schubert, C., Scheiter, K., & Schüler, A. (2014, August). Modeling eye movements to support multimedia learning. Meeting of the EARLI SIG2 Text and Graphics Comprehension. Rotterdam, The Netherlands. [Poster]
     
  • Schubert, M., Buder, J., & Hesse, F. W. (2014, September). What should I say now? A metacognitive model on the regulation of information exchange in group learning. Meeting of the EARLI SIG 16 Metacognition. Istanbul, Turkey. [Talk]
     
  • Schwan, S. (2014, February). Different media types - similar effects? First European Conference on Audience Research and Evaluation. Berlin. [Talk]
     
  • Schwan, S. (2014, Dezember). Lehren und Lernen mit Tablets - Chancen und Herausforderungen. Lehrerseminar des Ministeriums für Kultus, Jugend und Sport Baden-Württemberg. Esslingen-Zell. [Vortrag]
     
  • Schwan, S. (2014, Mai). Edutainment durch authentische Dinge? Tagung der Museumspädagoginnen an Freilicht- und Industriemuseen im Schwarzwälder Freilichtmuseum Vogtsbauernhof. Gutach. [Vortrag]
     
  • Schwan, S. (2014, Dezember). Einführung in den Schwerpunkt Museumsforschung. Ausstellungsseminar „Wohin damit? Strandgut der Wissenschaft“ des Museums der Universiät Tübingen. Tübingen. [Vortrag]
     
  • Schwan, S. (2014, November). Digitale Demenz oder Nürnberger Trichter? Zur Rolle digitaler Medien für das Lernen. Studium Generale. Universität Tübingen. [Vortrag]
     
  • Schwan, S. (2014, Juni). Digitale Schnittstellen des Denkens und Lernens. Human Dynamics Centre (HDC)-Tagung "Interaktion mit Maschinen". Würzburg. [Vortrag]
     
  • Schwan, S. (2014, Dezember). Einführung in den Schwerpunkt Museumsforschung. Ausstellungsseminar der Universität Tübingen. Tübingen. [Vortrag]
     
  • Schwan, S. (2014, Dezember). Lehren und Lernen im 21. Jahrhundert. Lehrerseminar des Ministeriums für Kultus, Jugend und Sport Baden-Württemberg. Esslingen-Zell. [Vortrag]
     
  • Schweppe, J., Eitel, A., & Rummer, R. (2014, August). The multimedia effect and its stability over time. EARLI SIG2 Conference. Rotterdam, The Netherlands. [Talk]
     
  • Schwertel, U., Kammerer, Y., Oloff, C., Gerjets, P., & Schmidt, M. (2014, September). Assessing and training Social Media skills in vocational education supported by TEL instruments. 9th European Conference on Technology Enhanced Learning (EC-TEL 2014). Graz, Austria. [Poster]
     
  • Thiemann, D., & Engelmann, T. (2014, September). Preference Awareness in der Verhandlungsvorbereitung von Teams zur Förderung des Teamprioritäten-Wissens als Voraussetzung für integratives Verhandeln. 49. Kongress der Deutschen Gesellschaft für Psychologie. Bochum. [Poster]
     
  • Thiemann, D., & Engelmann, T. (2014, June). Preference awareness in the negotiation preparation of teams for fostering joint team priorities as a precondition for integrative bargaining. Joint International Conference of the INFORMS GDN Section and the EURO Working Group on DSS - GDN 2014. Toulouse, France. [Poster]
     
  • Thillosen, A. (2014, März). Das Informationsportal e-teaching.org – ein Unterstützungsangebot für E-Learning an Hochschulen. Nexus-Jahrestagung. Berlin. [Vortrag]
     
  • Thillosen, A. (2014, Dezember). Mobiles Lernen - Chancen und Herausforderungen durch neue Lehrszenarien und Lernorte. Kick-off-Meeting der Baden-Württemberg Initiative zur Entwicklung einer vernetzten eLearning-Plattform für Mikroskopische Anatomie. Ulm. [Vortrag]
     
  • Thillosen, A. (2014, Juli). Lehre 2.0. Digitales Lernen und die soziale Dimension. Workshop im Rahmen des Bildungspolitischen Kongresses für eine neue Hochschullehre der JUSOS. Berlin. [Workshop Organisation]
     
  • Thillosen, A. (2014, Mai). Mehr als Tools und Tempo – das Projekt L3T 2.0 als Beispiel für die Potenziale von Online-Kollaboration. E-Learning-Tag Rheinland-Pfalz. Mainz. [Vortrag]
     
  • Tillosen, A. (2014, September). 5 Jahre Patterns auf e-teaching.org: ein erstes Fazit. eCamp. Hamburg. [Vortrag]
     
  • Ulrich, N., Richter, J., Scheiter, K., & Schanze, S. (2014, Februar). eChemBook: ein interaktives, digitales Schulbuch für den Chemieunterricht. Das elektronische Schulbuch. Siegen. [Vortrag]
     
  • Utz, S. (2014, May). The function of self-disclosure on social network sites: not only intimate, but also entertaining self-disclosure increases feeling of connection. 64th Annual Conference of the International Communication Association (ICA). Seattle, USA. [Talk]
     
  • Utz, S. (2014, May). The function of self-disclosure on social network sites: not only intimate, but also entertaining self-disclosure increases feeling of connection. 64th Annual Conference of the International Communication Association (ICA). Seattle, USA. [Talk]
     
  • Utz, S. (2014, September). Auch unterhaltsame Statusmeldungen stärken die Freundschaft: Zur Funktion von Selbstoffenbarung auf sozialen Netzwerken. 49. Kongress der deutschen Gesellschaft für Psychologie. Bochum. [Poster]
     
  • Utz, S. (2014, November). Social media use and social capital. Universität Duisburg-Essen. [Talk]
     
  • Utz, S. (2014, October). Informational benefits of social media use. Social Media Workshop: Scientific Research from Brain to Behavior. Berlin. [Talk]
     
  • Utz, S. (2014, July). How self-disclosure on social networking sites fosters relationships – the role of intimacy and entertainment. 17th General Meeting of the European Association of Social Psychology (EASP). Amsterdam, The Netherlands. [Talk]
     
  • Utz, S., & Muscanell, N. (2014, November). Beruflicher Wissensaustausch auf sozialen Medien. 10. Stuttgarter Wissensmanagement Tage. Stuttgart. [Vortrag]
     
  • Woitscheck, C., Dresler, T., Bahnmueller, J., Cohen Kadosh, R., Ehlis, A.-C., & Nuerk, H.-C. (2014, April). Stimulation Intervention for Dyscalculics. Symposium of the LEAD Graduate School – Learning, Educational Achievement, and Life Course Development. Freudenstadt. [Poster]
     
  • Woitscheck, C., Moeller, K., & Klein, E. (2014, January). Differential influences of unilateral unipolar tDCS over the intraparietal cortex on numerical cognition. 32th European Workshop on Cognitive Neuropsychology. Bressanone, Italy. [Talk]
     
  • de Wit, F., Scheepers, D., Ellemers, N., & Sassenberg, K. (2014, July). When those in power take advice: The role of conceptualizing power as responsibility vs. opportunity. 17th General Meeting of the European Association of Social Psychology (EASP). Amsterdam, The Neterlands. [Talk]
     
  • von der Beck, I., Oeberst, A., & Nestler, S. (2014, July). Cognitive aftermath of the Fukushima nuclear disaster. Can reading Wikipedia articles increase individual hindsight bias? 17th General Meeting of the European Association of Psychology. Amsterdam, The Netherlands. [Poster]
     

Research Reports

  • Biel, C., Hesse, F. W., Hansen, C., Wasson, B., Wake, J., Meissl-Egghardt, G.,.ossowski, M. (2014). Deliverable 6.6: Report on TDS II. Tübingen: Leibniz-Institut für Wissensmedien.
     
  • Biel, C., Wake, J.D., Hesse, F.W., Hansen, C., Wasson, B., Hunter, J.,.iorgini, F. (2014). Combined Deliverable D6.7 and D2.9: Final Report on Pilot Studies, Final Report on Classroom Research with STEM and TESL Assessment. Tübingen: Leibniz-Institut für Wissensmedien. http://next-tell.eu/wp-content/uploads/NEXT-TELL-D6.7-2.9-KMRC-UniRes-Deliverable_v06.pdf
     
  • Hunter, J., Avramides, K., Luckin, R., Oliver, M., Biel, C., Hansen, C., & Wasson, B. (2014). Deliverable 5.9: Evaluation of Needs Assessment Method and Strategic Planning Method. Tübingen: Leibniz-Institut für Wissensmedien.
     

Organisation of Conferences

  • Buder, J., & Pfeiffer, S. (2014). Self-Regulation in a Digital World. Internationale Summerschool, 4.-8.8.2014.
     
  • Cress, U., Oeberst, A., & Kimmerle, J. (2014). International Workshop on Mass Collaboration and Education. Leibniz-Institut für Wissensmedien. Tübingen, 21.-23.05.2014.
     
  • Jonas, K., Sassenberg, K., & Scheepers, D. (2014). 17. General Meeting of the European Association of Social Psychology (EASP), Preconference. Amsterdam, The Netherlands, 08.07.2014.
     
  • Noschka-Roos, A., Lewalter, D., & Schwan, S. (2014). Sehen, Denken, Lernen in Museen. Empirische Bildungsforschung an informellen Lernorten. München, 28.-29.11.2014.
     
  • Nuerk, H.-C., Artemenko, C., Fischer M., Dresler, T., Bahnmueller, J., Daroczy, G., & Soltanlou, M. (2014). Educational Neuroscience of Mathematics. Tübingen, 3.-4.10.2014.
     

Web Documents

Software Development

  • Edelmann, J. (2014). Multi-touch Studie: EyeVisit Popups. Tübingen: IWM.
     
  • Edelmann, J., & Mock, P. (2014). PhoneTracker: Detection of Mobile Devices on Tabletop Displays with IR Touch Frames. Tübingen: IWM.
     
  • Edelmann, J., & Mock, P. (2014). Oz: Adaptive Keyboard Models for Microsoft PixelSense. Tübingen: IWM.
     
  • Edelmann, J., & Mock, P. (2014). Surface Tracker: Touch Detection Module for Microsoft PixelSense. Tübingen: IWM.
     
  • Eisenhut, F., & Edelmann, J. (2014). Face2Face Studie: Verhandlungen. Tübingen: IWM.
     
  • Eisenhut, F., Jaszkowic, J., & Edelmann, J. (2014). Multi-touch Studie: CuratorStudy. Tübingen: IWM.
     
  • Jaszkowic, J., & Edelmann, J. (2014). Multi-User Multi-touch Studie: Bio. Tübingen: IWM.
     
  • Jaszkowic, J., & Edelmann, J. (2014). Face2Face Studie: Regenerative Energie. Tübingen: IWM.
     
  • Jaszkowic, J., & Mock, P. (2014). Multi-touch Studie: Cognitive Load. Tübingen: IWM.
     
  • Jaszkowic, J., & Mock, P. (2014). Face2Face Studie: Diagnose. Tübingen: IWM.
     
  • Jaszkowic, J., Mock, P., & Edelmann, J. (2014). Multi-touch Studie: Adaptive Tastatur. Tübingen: IWM.
     
  • Klemke, A. (2014). Versuchsumgebung: KMRC-Study Wasserwerk 1. Tübingen: IWM.
     
  • Klemke, A. (2014). Versuchsumgebung: KMRC-Study RetroZeit 1. Tübingen: IWM.
     
  • Klemke, A. (2014). Versuchsumgebung: KMRC-Study ArtGuide 2. Tübingen: IWM.
     
  • Klemke, A. (2014). Versuchsumgebung: KMRC-Study Learning 1. Tübingen: IWM.
     
  • Klemke, A. (2014). Versuchsumgebung: KMRC-Study Wahlkarte 2. Tübingen: IWM.
     
  • Klemke, A. (2014). Versuchsumgebung: KMRC-Study SNSquare 4. Tübingen: IWM.
     
  • Klemke, A. (2014). Versuchsumgebung: KMRC-Study VHS 2. Tübingen: IWM.
     
  • Klemke, A. (2014). Versuchsumgebung: KMRC-Study HitchMD 2. Tübingen: IWM.
     
  • Klemke, A. (2014). Versuchsumgebung: KMRC-Study KOMMIT Selbsttest 1. Tübingen: IWM.
     
  • Klemke, A., & Knobloch, M. (2014). Versuchsumgebung: KMRC-Study Tagging 3. Tübingen: IWM.
     
  • Klemke, A., & Knobloch, M. (2014). Versuchsumgebung: KMRC-Study Tagging 2. Tübingen: IWM.
     
  • Klemke, A., Oestermeier, U., & Überall, M. (2014). Versuchsumgebung: KMRC-Study eChemBook 2. Tübingen: IWM.
     
  • Lachmair, M. (2014). Oculus-Rift Studie: Perspektivenübernahme. Tübingen: IWM.
     
  • Lachmair, M. (2014). Multi-touch Studie: Mood-Regulation. Tübingen: IWM.
     
  • Lachmair, M. (2014). Multi-touch Studie: SNARC-Effekt. Tübingen: IWM.
     
  • Mock, P. (2014). Multi-touch Studie: Eye Video. Tübingen: IWM.
     
  • Mock, P. (2014). Multi-touch Software SurfaceMemory. Tübingen: IWM.
     
  • Oestermeier, U. (2014). Memory of the World: Eine Touch-Table-Applikation zur Darstellung des Weltdokumentenerbes. Tübingen: IWM.
     
  • Oestermeier, U. (2014). LEGO Cam: Ein Prototyp zur Erkennung farbiger Tangibles. Tübingen: IWM.
     
  • Oestermeier, U. (2014). Kinectschatten: Eine interaktive Installation zur Geschichte der synthetischen Farben. Tübingen: IWM.
     
  • Oestermeier, U., & Klemke, A. (2014). Versuchsumgebung VanovaTouch 2. Tübingen: IWM.
     
  • Überall, M. (2014). Versuchsumgebung: NIRS 3. Tübingen: IWM.
     
  • Überall, M., & Klemke, A. (2014). Versuchsumgebung: KMRC-Study Trainingsmodule 1. Tübingen: IWM.