• Press Information
  • Contact
  • deutsch | english
mobile icon
Publications

Publications 2015

Articles in refereed Journals

  • Arndt, J., Schüler, A., & Scheiter, K. (2015). Text- picture integration: How delayed testing moderates recognition of pictorial information in multimedia learning. Applied Cognitive Psychology, 29, 702-712. https://dx.doi.org/10.1002/acp.3154 request document
     
  • Artemenko, C., Moeller, K., Huber, S., & Klein, E. (2015). Differential influences of unilateral tDCS over the intraparietal cortex on numerical cognition. Frontiers in Human Neuroscience, 9:110. https://dx.doi.org/10.3389/fnhum.2015.00110 Open Access
     
  • Baalsrud Hauge, J., Stanescu, I., Arnab, S., Moreno, P., Lim, T., Serrano-laguna, A., Lameras, P., Hendrix, M., Kiili, K., Ninaus, M., de Freitas, S., Mazzetti, A., Dahlbom, A., & Degano, C. (2015). Learning Analytics Architecture to Scaffold Learning Experience through Technology-based Methods. International Journal of Serious Games, 2. https://dx.doi.org/10.17083/ijsg.v2i1.38 Open Access
     
  • Bahnmueller, J., Moeller, K., Mann, A., & Nuerk, H.-C. (2015). On the limits of language influences on numerical cognition – no inversion effects in three-digit number magnitude processing in adults. Frontiers in Psychology, 6:1216. https://dx.doi.org/10.3389/fpsyg.2015.01216 Open Access
     
  • Becker, D., Jostmann, N. B., Wiers, R. W., & Holland, R. W. (2015). Approach avoidance training in the eating domain: testing the effectiveness across three single session studies. Appetite, 85, 58-65. https://dx.doi.org/10.1016/j.appet.2014.11.017 request document
     
  • Behringer, N., & Sassenberg, K. (2015). Introducing social media for knowledge management: Determinants of employees' intentions to adopt new tools. Computers in Human Behavior, 48, 290-296. https://dx.doi.org/10.1016/j.chb.2015.01.069 request document
     
  • Bernecker, K., & Job, V. (2015). Beliefs about willpower moderate the effect of previous day demands on next day’s expectations and effective goal striving. Frontiers in Psychology, 6:1496. https://dx.doi.org/10.3389/fpsyg.2015.01496 Open Access
     
  • Bernecker, K., & Job, V. (2015). Beliefs About Willpower Are Related to Therapy Adherence and Psychological Adjustment in Patients With Type 2 Diabetes. Basic and Applied Social Psychology, 37, 188-195. https://dx.doi.org/10.1080/01973533.2015.1049348
     
  • Bertram, J., Moskaliuk, J., & Cress, U. (2015). Virtual training: Making reality work? Computers in Human Behavior, 43, 284-292. https://dx.doi.org/10.1016/j.chb.2014.10.032 request document
     
  • Bientzle, M., Cress, U., & Kimmerle, J. (2015). The role of tentative decisions and health concepts in assessing information about mammography screening. Psychology, Health & Medicine, 20, 670-679. https://dx.doi.org/10.1080/13548506.2015.1005017
     
  • Bientzle, M., Griewatz, J., Kimmerle, J., Küppers, J., Cress, U., & Lammerding-Koeppel, M. (2015). Impact of scientific versus emotional wording of patient questions on doctor-patient communication in an Internet forum: A randomized controlled experiment with medical students. Journal of Medical Internet Research, 17, e268. https://dx.doi.org/10.2196/jmir.4597 Open Access
     
  • Bloechle, J., Huber, S., & Moeller, K. (2015). In touch with numbers: Embodied and situated effects in number magnitude comparison. Journal of Cognitive Psychology, 27, 478-489. https://dx.doi.org/10.1080/20445911.2014.1001760 request document
     
  • Breuer, J., Kowert, R., Festl, R., & Quandt, T. (2015). Sexist games = sexist gamers? A longitudinal study on the relationship between video game use and sexist attitudes. Cyberpsychology, Behavior, and Social Networking, 18(4), 197-202. https://dx.doi.org/10.1089/cyber.2014.0492
     
  • Breuer, J., Vogelgesang, J., Quandt, T., & Festl, R. (2015). Violent video games and physical aggression: Evidence for a selection effect among adolescents. Psychology of Popular Media Culture. https://dx.doi.org/10.1037/ppm0000035
     
  • Brucker, B., Ehlis, A.-C., Häußinger, F.B., Fallgatter, A.J., & Gerjets, P. (2015). Watching corresponding gestures facilitates learning with animations by activating human mirror-neurons: An fNIRS study. Learning and Instruction, 36, 27-37. https://dx.doi.org/10.1016/j.learninstruc.2014.11.003
     
  • Buder, J., Schwind, C., Rudat, A., & Bodemer, D. (2015). Selective reading of large online forum discussions: The impact of rating visualizations on navigation and learning. Computers in Human Behavior, 44, 191-201. https://dx.doi.org/10.1016/j.chb.2014.11.043
     
  • Cipora, K., Patro, K., & Nuerk, H.-C. (2015). Are spatial-numerical associations a cornerstone for arithmetic learning? The lack of genuine correlations suggests No. Mind, Brain and Education, 9, 190-206. request document
     
  • Cress, U., Stahl, G., Ludvigsen, S., & Law, N. (2015). The core features of CSCL: Social situation, collaborative knowledge processes and their design. International Journal of Computer-Supported Collaborative Learning, 10, 109-116. http://link.springer.com/content/pdf/10.1007%2Fs11412-015-9214-2.pdf request document
     
  • Dackermann, T., Huber, S., Bahnmueller, J., Nuerk, H.-C., & Moeller, K. (2015). An integration of competing accounts on children’s number line estimation. Frontiers in Psychology, 6. https://dx.doi.org/10.3389/fpsyg.2015.00884 Open Access
     
  • Dietrich, J. F., Huber, S., Moeller, K., & Klein, E. (2015). The influence of math anxiety on symbolic and non-symbolic magnitude processing. Frontiers in Psychology, 6:1621. https://dx.doi.org/10.3389/fpsyg.2015.01621 Open Access
     
  • Dietrich, J. F., Huber, S., & Nuerk, H.-C. (2015). Methodological aspects to be considered when measuring the approximate number system (ANS) – a research review. Frontiers in Psychology, 6:295. https://dx.doi.org/10.3389/fpsyg.2015.00295 Open Access
     
  • Eitel, A., & Scheiter, K. (2015). Picture or text first? Explaining sequence effects when learning with pictures and text. Educational Psychology Review, 27, 153-180. https://dx.doi.org/0.1007/s10648-014-9264-4 request document
     
  • Festl, R., Scharkow, M., & Quandt, T. (2015). The individual or the group: A multilevel analysis of cyberbullying in school classes. Human Communication Research, 41(4), 535-556. https://dx.doi.org/10.1111/hcre.12056
     
  • Fetterman, A., Blair, J., & Robinson, M. (2015). Submissive, inhibited, avoidant, and escape motivated: The correlates and consequences of arm-crossing. Motivation Science, 1, 37-46. https://dx.doi.org/10.1037/mot0000013
     
  • Fetterman, A., Boyd, R., & Robinson, M. (2015). Power versus affiliation in political ideology: Robust linguistic evidence for distinct motivation-related signatures. Personality and Social Psychology Bulletin, 41, 1195-1206. https://dx.doi.org/10.1177/0146167215591960
     
  • Fetterman, A., Kruger, N., & Robinson, M. (2015). Sex-linked mating strategies diverge with a manipulation of genital salience. Motivation and Emotion, 39, 99-103. https://dx.doi.org/10.1007/s11031-014-9420-7 request document
     
  • Fetterman, A., Liu, T., & Robinson, M. (2015). Extending color psychology to the personality realm: Interpersonal hostility varies by red preferences and perceptual biases. Journal of Personality, 83, 106-116. https://dx.doi.org/10.1111/jopy.2015.83.issue-1 request document
     
  • Fetterman, A., Robinson, M., & Ode, S. (2015). Interpersonal arrogance and the incentive salience of power versus affiliation. European Journal of Personality, 29, 28-41. https://dx.doi.org/10.1002/per.v29.1 request document
     
  • Fetterman, A., & Sassenberg, K. (2015). The reputational consequences of failed replications and wrongness admission among scientists. PLoS ONE, 10, e0143723. https://dx.doi.org/10.1371/journal.pone.0143723 Open Access
     
  • Fischer, U., Moeller, K., Huber, S., Cress, U., & Nuerk, H.-C. (2015). Full-body movement in numerical trainings: A pilot study with an interactive whiteboard. International Journal of Serious Games, 2, 23-35. request document
     
  • Fischer, U., Rösch, S., Nuerk, H.-C., & Moeller, K. (2015). Erkennen von Rechenschwäche durch LehrerInnen und Testungen im Klassenverband. Lernen und Lernstörungen, 4, 269-282. https://dx.doi.org/10.1024/2235-0977/a000116 request document
     
  • Fissler, T., Bientzle, M., Cress, U., & Kimmerle, J. (2015). The Impact of Advice Seekers’ Need Salience and Doctors’ Communication Style on Attitude and Decision Making: A Web-Based Mammography Consultation Role Play. JMIR Cancer, 1(2), e10. https://dx.doi.org/10.2196/cancer.4279 Open Access
     
  • Flemming, D., Feinkohl, I., Cress, U., & Kimmerle, J. (2015). Individual uncertainty and the uncertainty of science: The impact of perceived conflict and general self-efficacy on the perception of tentativeness and credibility of scientific information. Frontiers in Psychology, 6. https://dx.doi.org/10.3389/fpsyg.2015.01859 Open Access
     
  • Glaser, M., & Schwan, S. (2015). Explaining pictures: How verbal cues influence processing of pictorial learning material. Journal of Educational Psychology, 107, 1006-1018. https://dx.doi.org/10.1037/edu0000044
     
  • Gnambs, T., Appel, M., & Oeberst, A. (2015). Red color and risk taking behaviour in online environments. PLoS ONE, 10(7):e0134033. https://dx.doi.org/10.1371/journal.pone.0134033 Open Access
     
  • Goebel, S. M., Maier, C. A., & Shaki, S. (2015). Which numbers do you have in mind? Number generation is influenced by reading direction. Cognitive Processing, 16, 241-244.
     
  • Greving, H., & Sassenberg, K. (2015). Counter-regulation online: Threat biases retrieval of information during Internet search. Computers in Human Behavior, 50, 291-298. https://dx.doi.org/10.1016/j.chb.2015.03.077 request document
     
  • Greving, H., Sassenberg, K., & Fetterman, A. (2015). Counter-regulating on the Internet: Threat elicits preferential processing of positive information. Journal of Experimental Psychology: Applied, 21, 287-299. request document
     
  • Hampp, C., & Schwan, S. (2015). The role of authentic objects in museums of the history of science and technology: Findings from a visitor study. International Journal of Science Education Part B: Communication and Public Engagement, 5, 161-181. http://www.tandfonline.com/doi/full/10.1080/21548455.2013.875238
     
  • Hamstra, M. R. W., Sassenberg, K., Van Yperen, N. W., Wisse, B., & Rietzschel, E. F. (2015). Regulatory fit buffers against disidentification from groups. Motivation Science, 1, 184-201. https://dx.doi.org/10.1037/mot0000019 request document
     
  • Holtz, P., Wagner, W., & Sartawi, M. (2015). Discrimination and immigrant identity work: Fundamentalist and secular Muslims facing the Swiss Minaret Ban. Journal of the Social Sciences, 43, 9-29.
     
  • Huber, S., Bahnmueller, J., Klein, E., & Moeller, K. (2015). Testing a model of componential processing of multi-symbol numbers - Evidence from measurement units. Psychonomic Bulletin & Review, 22, 1417-1423. https://dx.doi.org/10.3758/s13423-015-0805-8
     
  • Huber, S., Cornelsen, S., Moeller, K., & Nuerk, H.-C. (2015). Towards a model framework of generalized parallel componential processing of multi-symbol numbers. Journal of Experimental Psychology: Learning, Memory, and Cognition, 41, 732-745. https://dx.doi.org/10.1037/xlm0000043
     
  • Huber, S., Klein, E., Graf, M., Nuerk, H.-C., Moeller, K., & Willmes, K. (2015). Embodied markedness of parity? Examining handedness effects on parity judgments. Psychological Research, 79, 963-977. https://dx.doi.org/10.1007/s00426-014-0626-9
     
  • Huber, S., Klein, E., Moeller, K., & Willmes, K. (2015). Comparing a single case to a control group - Applying linear mixed effects models to repeated measures data. Cortex, 71, 148-159. https://dx.doi.org/10.1016/j.cortex.2015.06.020
     
  • Huber, S., Sury, D., Moeller, K., Rubinsten, O., & Nuerk, H.-C. (2015). A general number-to-space mapping deficit in developmental dyscalculia. Research in Developmental Disabilities, 43-44, 32-42. https://dx.doi.org/10.1016/j.ridd.2015.06.003
     
  • Ildirar, S., & Schwan, S. (2015). First-time viewers’ comprehension of films: Bridging shot transitions. British Journal of Psychology, 106, 133-151. https://dx.doi.org/10.1111/bjop.2015.106.issue-1
     
  • Jankowski, J., Michalski, R., Bródka, P., Kazienko, P., & Utz, S. (2015). Knowledge acquisition from social platforms based on network distributions fitting. Computers in Human Behavior, 51, 685-693. https://dx.doi.org/10.1016/j.chb.2014.12.015
     
  • Job, V., Bernecker, K., Miketta, S., & Friese, M. (2015). Implicit theories about willpower predict the activation of a rest goal following self-control exertion. Journal of Personality and Social Psychology, 109(4), 694-706. https://dx.doi.org/10.1037/pspp0000042
     
  • Job, V., Friese, M., & Bernecker, K. (2015). Effects of practicing self-control on academic performance. Motivation Science, 1, 219-232. https://dx.doi.org/10.1037/mot0000024
     
  • Job, V., Walton, G., Bernecker, K., & Dweck, C. (2015). Implicit theories about willpower predict self-regulation and grades in everyday life. Journal of Personality and Social Psychology, 108(4), 637-647. https://dx.doi.org/10.1037/pspp0000014
     
  • Jung, S., Halm, K., Huber, W., Willmes, K., & Klein, E. (2015). What letters can "learn" from Arabic digits - fMRI-controlled single case therapy study of peripheral agraphia. Brain and Language, 149, 13-26.
     
  • Kammerer, Y., Amann, D., & Gerjets, P. (2015). When adults without university education search the Internet for health information: The roles of Internet-specific epistemic beliefs and a source evaluation intervention. Computers in Human Behavior, 48, 297-309. https://dx.doi.org/10.1016/j.chb.2015.01.045
     
  • Keck, D., Kammerer, Y., & Starauschek, E. (2015). Reading science texts online: Does source information influence the identification of contradictions within texts? Computers & Education, 82, 442-449. https://dx.doi.org/10.1016/j.compedu.2014.12.005
     
  • Kimmerle, J., Flemming, D., Feinkohl, I., & Cress, U. (2015). How laypeople understand the tentativeness of medical research news in the media: An experimental study on the perception of information about deep brain stimulation. Science Communication, 37, 173-189. https://dx.doi.org/10.1177/1075547014556541 request document
     
  • Kimmerle, J., Moskaliuk, J., Oeberst, A., & Cress, U. (2015). Learning and collective knowledge construction with social media: A process-oriented perspective. Educational Psychologist, 50, 120-137. https://dx.doi.org/10.1080/00461520.2015.1036273
     
  • Kleinnijenhuis, J., Schultz, F., Utz, S., & Oegema, D. (2015). The mediating role of the news in the BP oil spill crisis: How US news depends on public relations and affects public awareness, foreign news and the share price. Communication Research, 42, 408-428. https://dx.doi.org/10.1177/0093650213510940 request document
     
  • Kong, G., Larsen, H., Cavallo, D. A., Becker, D., Cousijn, J., Salemink, E., Collot D’Escury-Koenigs, A.L., Morean, M. E., Wiers, R. W., & Krishnan-Sarin, S. (2015). Re-training automatic action tendencies to approach cigarettes among adolescent smokers. The American Journal of Drug and Alcohol Abuse, 41, 425-432. https://dx.doi.org/10.3109/00952990.2015.1049492 request document
     
  • Kornmann, J., Zettler, I., Kammerer, Y., Gerjets, P., & Trautwein, U. (2015). What characterizes children nominated as gifted by teachers? A closer consideration of working memory and intelligence. High Ability Studies, 26, 75-92. https://dx.doi.org/10.1080/13598139.2015.1033513
     
  • Kowert, R., Vogelgesang, J., Festl, R., & Quandt, T. (2015). Psychosocial causes and consequences of online video game play. Computers in Human Behavior, 45, 51-58. https://dx.doi.org/10.1016/j.chb.2014.11.074
     
  • Kozlov, M. D., Engelmann, T., Buder, J., & Hesse, F. W. (2015). Is knowledge best shared or given to individuals? Expanding the Content-based Knowledge Awareness paradigm. Computers in Human Behavior, 51, 15-23.
     
  • Kump, B., Moskaliuk, J., Cress, U., & Kimmerle, J. (2015). Cognitive foundations of organizational learning: Re-introducing the distinction between declarative and non-declarative knowledge. Frontiers in Psychology, 6, 1489. https://dx.doi.org/10.3389/fpsyg.2015.01489 Open Access
     
  • Kuster, M., Bernecker, K., Backes, S., Brandstätter, V., Bradbury, T. N., Martin, M., Sutter-Stickel, D., & Bodenmann, G. (2015). Avoidance orientation and the escalation of negative communication in intimate relationships. Journal of Personality and Social Psychology, 109, 262-275.
     
  • Lachmair, M., Dudschig C., de la Vega, I., & Kaup, B. (2015). Constructing meaning for up and down situated sentences: Is a sentence more than the sum of its words? Language and Cognition, 1-25. https://dx.doi.org/10.1017/langcog.2015.11
     
  • Lachner, A., & Nückles, M. (2015). Bothered by abstractness or engaged by cohesion? Experts' explanations enhance novices' deep-learning. Journal of Experimental Psychology: Applied, 21, 101-115. https://dx.doi.org/10.1037/xap0000038
     
  • Larsen, H., Kong, G., Becker, D., Cavallo, D. A., Cousijn, J., Salemink, E., Collot D'Escury-Koenigs, A., Krishnan-Sarin, S., & Wiers, R. W. (2015). Cognitive bias modification combined with cognitive behavioral therapy: A smoking cessation intervention for adolescents. Drug and Alcohol Dependence, 146, e168.
     
  • Lin, R., & Utz, S. (2015). The emotional responses of browsing facebook: Happiness, envy, and the role of tie strength. Computers in Human Behavior, 52, 29-38. https://dx.doi.org/10.1016/j.chb.2015.04.064 request document
     
  • Ludvigsen, S., Stahl, G., Law, N., & Cress, U. (2015). From the editors: Collaboration and the formation of new knowledge artifacts. Journal of Computer-Supported Collaborative Learning, 10, 1-6. https://dx.doi.org/10.1007/s11412-015-9211-5
     
  • Matschke, C., & Fehr, J. (2015). Internal motivation buffers the negative effect of identity conflict on newcomers’ social identification and well-being. Social Psychology, 46, 335-344. https://dx.doi.org/10.1027/1864-9335/a000250
     
  • Merkt, M., & Sochatzy, F. (2015). Becoming aware of cinematic techniques in propaganda: Instructional support by cueing and training. Learning and Instruction, 39, 55-71. https://dx.doi.org/10.1016/j.learninstruc.2015.05.006
     
  • Meyerhoff, H. S., Papenmeier, F., Jahn, G., & Huff, M. (2015). Distractor locations influence multiple object tracking beyond interobject spacing: Evidence from equidistant distractor displacements. Experimental Psychology, 62, 170-180. https://dx.doi.org/10.1027/1618-3169/a000283 request document
     
  • Meyerhoff, H. S., Vanes, L. D., & Huff, M. (2015). Spatiotemporal predictability alters perceived duration of visual events: Memento effect revisited. Journal of Experimental Psychology: Human Perception and Performance, 41, 613-622. https://dx.doi.org/10.1037/xhp0000048 request document
     
  • Mihulowicz, K., Klein, E., Nuerk, H.-C., Willmes, K., & Karnath, H.-O. (2015). Spatial displacement of numbers on a vertical number line in spatial neglect. Frontiers in Human Neuroscience, 9:240.
     
  • Moeller, K., Fischer, U., Nuerk, H.-C., & Cress, U. (2015). Computers in mathematics education - Training the mental number line. Computers in Human Behavior, 48, 597-607. https://dx.doi.org/10.1016/j.chb.2015.01.048 request document
     
  • Moeller, K., Shaki, S., Göbel, S. M., & Nuerk, H.-C. (2015). Language influences number processing – A quadrilingual study. Cognition, 136, 150-155. https://dx.doi.org/10.1016/j.cognition.2014.11.003
     
  • Moeller, K., Willmes, K., & Klein, E. (2015). A review on functional and structural brain connectivity in numerical cognition. Frontiers in Human Neuroscience, 9:227.
     
  • Moeller, K., Zuber, J., Olsen, N., Nuerk, H.-C., & Willmes, K. (2015). Intransparent German number words complicate transcoding - A translingual comparison with Japanese. Frontiers in Psychology, 6:740. https://dx.doi.org/10.3389/fpsyg.2015.00740 Open Access
     
  • Niemann, J., Wisse, B., Rus, D., Van Yperen, N. W., & Sassenberg, K. (2015). When uncertainty counteracts feedback seeking - the effects of interpersonal uncertainty and power on direct feedback seeking. European Journal of Work and Organizational Psychology, 24, 211-224. https://dx.doi.org/10.1080/1359432X.2013.871260 request document
     
  • Ninaus, M., Kober, S. E., Witte, M., Koschutnig, K., Neuper, C., & Wood, G. (2015). Brain volumetry and self-regulation of brain activity relevant for neurofeedback. Biological Psychology, 110, 126-133. https://dx.doi.org/10.1016/j.biopsycho.2015.07.009
     
  • Ninaus, M., Pereira, G., Stefitz, R., Prada, R., Paiva, A., & Wood, G. (2015). Game elements improve performance in a working memory training task. International Journal of Serious Games International Journal of Serious Games, 2. https://dx.doi.org/10.17083/ijsg.v2i1.60
     
  • Nuerk, H.-C., Patro, K., Cress, U., Schild, U., Friedrich, C. K., & Göbel, S. M. (2015). How space-number associations may be created in preliterate children: six distinct mechanisms. Frontiers in Psychology, 6:215. https://dx.doi.org/10.3389/fpsyg.2015.00215 Open Access
     
  • Oeberst, A. (2015). How good are future lawyers in judging the accuracy of reminiscent details? The estimation-observation gap in real eyewitness accounts. The European Journal of Psychology Applied to Legal Context, 7, 73-79. https://dx.doi.org/10.1016/j.ejpal.2015.03.002 Open Access
     
  • Oeberst, A., Haberstroh, S., & Gnambs, T. (2015). Not really the same: Computerized and real lotteries in decision making research. Computers in Human Behavior, 44, 250-257. https://dx.doi.org/10.1016/j.chb.2014.10.060 request document
     
  • Oeberst, A., & Lindner, I. (2015). Unannounced memory tests are not necessarily unexpected by participants. Test expectation and its consequences in the repeated test paradigm. Cognitive Processing, 16, 269-278. https://dx.doi.org/10.1007/s10339-015-0663-3 request document
     
  • Oeberst, A., & Wu, S. (2015). Independent vs. interdependent self-construal and interrogative compliance: Intra- and cross-cultural evidence. Personality and Individual Differences, 85, 50-55. https://dx.doi.org/10.1016/j.paid.2015.04.038 request document
     
  • Patro, K., Nuerk, H.-C., & Cress, U. (2015). Does your body count? Embodied influences on the preferred counting direction of preschoolers. Journal of Cognitive Psychology, 27, 413-425. https://dx.doi.org/10.1080/20445911.2015.1008005 request document
     
  • Pfattheicher, S., Sassenrath, C., & Schindler, S. (2015). Feelings for the suffering of others and the environment: Compassion fosters proenvironmental tendencies. Environment and Behavior, 48, 1-17. https://dx.doi.org/10.1177/0013916515574549
     
  • Rath, D., Domahs, F., Dressel, K., Claros-Salinas, D., Klein, E., Willmes, K., & Krinzinger, H. (2015). Patterns of linguistic and numerical performance in aphasia. Behavioral and Brain Functions, 11:2. https://dx.doi.org/10.1186/s12993-014-0049-1
     
  • Reinert, R. M., Huber, S., Nuerk, H.-C., & Moeller, K. (2015). Multiplication facts and the mental number line - Evidence from unbounded number line estimations. Psychological Research, 79, 95-103. https://dx.doi.org/10.1007/s00426-013-0538-0
     
  • Reinert, R. M., Huber, S., Nuerk, H.-C., & Moeller, K. (2015). Strategies in unbounded number line estimation? - Evidence from eye-tracking. Cognitive Processing, 16, 359-363. https://dx.doi.org/10.1007/s10339-015-0675-z
     
  • Rennig, J., Himmelbach, M., Huberle, E., & Karnath, H.-O. (2015). Involvement of the temporo-parietal junction (TPJ) area in processing of novel global forms. Journal of Cognitive Neuroscience, 1-14.
     
  • Roesch, S., & Moeller, K. (2015). Considering digits in a current model of numerical development. Frontiers in Human Neuroscience, 8, 1-5. https://dx.doi.org/10.3389/fnhum.2014.01062 Open Access
     
  • Rudat, A., & Buder, J. (2015). Making retweeting social: The influence of content and context information on sharing news in Twitter. Computers in Human Behavior, 46, 75-84.
     
  • Sassenberg, K., Sassenrath, C., & Fetterman, A. (2015). Threat ≠ prevention, challenge ≠ promotion: The impact of threat, challenge, and regulatory focus on attention to negative stimuli. Cognition and Emotion, 29, 188-195. https://dx.doi.org/10.1080/02699931.2014.898612 request document
     
  • Scharinger, C., Kammerer, Y., & Gerjets, P. (2015). Pupil dilation and EEG alpha frequency band power reveal load on executive functions for link-selection processes during text reading. PLoS ONE, 10, e0130608. https://dx.doi.org/10.1371/journal.pone.0130608 Open Access
     
  • Scharinger, C., Soutschek, A., Schubert, T., & Gerjets, P. (2015). When flanker meets the n-back: What EEG and pupil dilation data reveal about the interplay between the two central-executive working memory functions inhibition and updating. Psychophysiology, 52(10), 1293-1304. https://dx.doi.org/10.1111/psyp.12500 Open Access
     
  • Scharkow, M., Festl, R., Vogelgesang, J., & Quandt, T. (2015). Beyond the "core-gamer": Genre preferences and gratifications in computer games. Computers in Human Behavior, 44, 293-298.
     
  • Scheiter, K., & Eitel, A. (2015). Signals foster multimedia learning by supporting integration of highlighted text and diagram elements. Learning and Instruction, 36, 11-26. https://dx.doi.org/10.1016/j.learninstruc.2014.11.002 request document
     
  • Scheiter, K., Schubert, C., Gerjets, P., & Stalbovs, K. (2015). Does a strategy training foster students’ ability to learn from multimedia? The Journal of Experimental Education, 83, 266-289. https://dx.doi.org/10.1080/00220973.2013.876603 request document
     
  • Schild, A. H. E., & Voracek, M. (2015). Finding your way out of the forest without a trail of bread crumbs: Development and evaluation of two novel displays of forest plots. Research Synthesis Methods, 6, 74-86.
     
  • Scholl, A., & Sassenberg, K. (2015). Better know when (not) to think twice: How social power impacts prefactual thought. Personality and Social Psychology Bulletin, 41, 159-170. https://dx.doi.org/10.1177/0146167214559720 request document
     
  • Scholl, A., Sassenrath, C., & Sassenberg, K. (2015). Attracted to power: Challenge / threat and promotion / prevention focus differentially predict the attractiveness of group power. Frontiers in Psychology, 6, 397. https://dx.doi.org/10.3389/fpsyg.2015.00397 Open Access
     
  • Schweppe, J., Eitel, A., & Rummer, R. (2015). The multimedia effect and its stability over time. Learning and Instruction, 38, 24-33. https://dx.doi.org/10.1016/j.learninstruc.2015.03.001 request document
     
  • Schüler, A., Arndt, J., & Scheiter, K. (2015). Processing multimedia material: Does integration of text and pictures result in a single or two interconnected mental representations? Learning and Instruction, 35, 62-72. https://dx.doi.org/10.1016/j.learninstruc.2014.09.005 request document
     
  • Schümmer, T., Schobert, W., Matschke, C., & Haake, J. M. (2015). Abstrahierendes Lernen durch aktive Modellbildung: Evaluation eines Prozesses und einer Lernumgebung. Eleed. E-learning and Education (eleed), 11.
     
  • Shikhare, S., Heim, S., Klein, E., Huber, S., & Willmes, K. (2015). Processing of numerical and proportional quantifiers. Cognitive Science, 39, 1504-1536. https://dx.doi.org/10.1111/cogs.12219
     
  • Sievers, K., Wodzicki, K., Aberle, I., Keckeisen, M., & Cress, U. (2015). Self-presentation in professional networks: More than just window dressing? Computers in Human Behavior, 50, 25-30. https://dx.doi.org/10.1016/j.chb.2015.03.046 request document
     
  • Stalbovs, K., Scheiter, K., & Gerjets, P. (2015). Implementation intentions during multimedia learning: Using if-then plans to facilitate cognitive processing. Learning and Instruction, 35, 1-15. https://dx.doi.org/10.1016/j.learninstruc.2014.09.002 request document
     
  • Utz, S. (2015). The function of self-disclosure on social network sites: not only intimate, but also positive and entertaining self-disclosures increase the feeling of connection. Computers in Human Behavior, 45, 1-10. https://dx.doi.org/10.1016/j.chb.2014.11.076 request document
     
  • Utz, S., & Muscanell, N. (2015). Social media and social capital: Introduction to the special issue. Societies, 5, 420-424. https://dx.doi.org/10.3390/soc5020420 Open Access
     
  • Utz, S., Muscanell, N., & Khalid, C. (2015). Snapchat elicits more jealousy than Facebook: A comparison of Snapchat and Facebook use. Cyberpsychology, Behavior, and Social Networking, 18, 141-146. https://dx.doi.org/10.1089/cyber.2014.0479. request document
     
  • Wasner, M., Moeller, K., Fischer, M., & Nuerk, H.-C. (2015). Related but not the same: Ordinality, cardinality and 1-to-1 correspondence in finger-based numerical representations. Journal of Cognitive Psychology, 27, 426-441.
     
  • Wessel, D. (2015). The potential of computer-assisted direct observation apps. International Journal of Interactive Mobile Technologies, 9, 23-30.
     
  • Witte, M., Ninaus, M., Kober, S. E., Neuper, C., & Wood, G. (2015). Neuronal Correlates of Cognitive Control during Gaming Revealed by Near-Infrared Spectroscopy PLOS ONE, 10, e0134816. https://dx.doi.org/10.1371/journal.pone.0134816 Open Access
     
  • Woltin, K.-A., & Sassenberg, K. (2015). Showing engagement or not: The influence of social identification and group deadlines on individual control strategies. Group Processes and Intergroup Relations, 18, 24-44. https://dx.doi.org/10.1177/1368430214542254 request document
     

Proceedings

  • Arnab, S., Ger, P. M., Lim, T., Lameras, P., Hendrix, M., Kiili, K., Baalsrud Hauge, J., Ninaus, M., deFreitas, S., Mazzetti, A., Dahlbom, A., Degano, C., Stanescu, I., & Riveiro, M. (2015). A Conceptual Model Towards the Scaffolding of Learning Experience. Proceedings of Games and Learning Alliance conference (GALA 2014) - Lecture Notes in Computer Science (Vol. 9221, pp. 83-96). New York: Springer.
     
  • Garsoffky, B., Meilinger, T., Horeis, C., & Schwan, S. (2015). The influence of a moving camera on the perception of distances between moving objects. In W. Bares, M. Christie, & R. Ronfard (Eds.), Proceedings of the Eurographics Workshop on Intelligent Cinematography and Editing WICED 2015. Goslar: The Eurographics Association.
     
  • Glaser, M., Lengyel, D., Toulouse, C., & Schwan, S. (2015). Designing computer based archaeological 3D-reconstructions: How camera zoom influences attention. In W. Bares, M. Christie, & R. Ronfard (Eds.), Proceedings of the Eurographics Workshop on Intelligent Cinematography and Editing WICED 2015. Goslar: The Eurographics Association.
     
  • Jung, S., Roesch, S., Huber, S., Heller, J., Grust, T., Nuerk, H.-C., & Moeller, K. (2015). An Interactive Web-Based Learning Platform for Arithmetic and Orthography. In N. E. Mastorakis, A. L. Brooks, & I. J. Rudas (Eds.), Advances in Computers and Technology for Education – Proceedings of the 11th International Conference on Educational Technologies (pp. 13-22). Dubai: WSEAS.
     
  • Miller, J., Meyer, P., & Ruda, N. (2015). Patterns on Civic Engagement, Service Learning and Campus Community Partnerships from the Program for the Advancement of Service Learning and Social Responsibility of Universities. Proceedings of the 18th European Conference on Pattern Languages of Programs. New York: ACM.
     
  • Mock, P., Edelmann, J., & Rosenstiel, W. (2015). Learning instead of markers: Flexible recognition of mobile devices on interactive surfaces. In N. Streitz & P. Markopoulos (Eds.), Lecture Notes in Computer Science (Vol. 9189, p. 325–336). Cham: Springer. https://dx.doi.org/10.1007/978-3-319-20804-6_30
     
  • Mock, P., Jaszkowic, J., Edelmann, J., Kammerer, Y., Schilling, A., & Rosenstiel, W. (2015). keyValuate: A Framework for Rapid Evaluation of Adaptive Keyboards on Touchscreens. In B. Ploderer, M. Carter, M. R. Gibbs, W. Smith, & F. Vetere (Eds.), Proceedings of the Annual Meeting of the Australian Special Interest Group for Computer Human Interaction (pp. 361-369). New York, NY: ACM.
     
  • Oestermeier, U., Mock, P., Edelmann, J., & Gerjets, P. (2015). LEGO Music: Learning Composition With Bricks. Proceedings of the 14th International Conference on Interaction Design and Children (IDC '15) (pp. 283-286). New York, NY, USA: ACM.
     
  • Pereira, G., Ninaus, M., Prada, R., Wood, G., Neuper, C., & Paiva, A. (2015). Free Your Brain: A Working Memory Training Game. In A. De Gloria (Ed.), Games and Learning Alliance conference 2014. (Vol. 9221). Cham: Springer International Publishing.
     
  • Prilla, M., Nolte, A., Blunk, B., Liedtke, D., & Renner, B. (2015). Analyzing Collaborative Reflection Support: A Content Analysis Approach. In N. Boulus-Rødje, G. Ellingsen, T. Bratteteig, M. Aanestad, & P. Bjorn (Eds.), ECSCW 2015: Proceedings of the 14th European Conference on Computer Supported Cooperative Work (pp. 123-143). Cham: Springer International Publishing AG.
     
  • Schubert, M., Buder, J., Rädle, R., & Hesse, F. W. (2015). Common Ground and Individual Accountability in Literature Selection of Groups: Three Different Group Learning Techniques. In O. Lindwall, P. Häkkinen, T. Koschman, P. Tchounikine, & S. Ludvigsen (Eds.), Exploring the Material Conditions of Learning: The Computer Supported Collaborative Learning (CSCL) Conference 2015 (Vol. 2, pp. 499-503). Gothenburg, Sweden: The International Society of the Learning Sciences.
     
  • Schüler, A. (2015). Aus zwei wird eins? Befunde zur Text-Bild-Integration. In D. Dickenberger (Ed.), Positionen. Verband Baden-Württembergischer Wissenschaftlerinnen (pp. 71-78). Mannheim: VBWW.
     
  • Sochatzy, F., & Merkt, M. (2015). Kompetenzförderung durch ein multimediales Filmmethodentraining. In M. Waldis & B. Ziegler (Eds.), Forschungswerkstatt Geschichtsdidaktik 13: Beiträge zur Tagung "geschichtsdidaktik empirisch 13" (pp. 193-204). Bern: hep-Verlag.
     
  • Thiemann, D., & Engelmann, T. (2015). Computer-Supported Preference Awareness in Negotiation Teams for Fostering Accurate Joint Priorities. In D. Cosley, A. Forte, C. Luigina, & D. McDonald (Eds.), Proceedings of the 18th ACM Conference Companion on Computer Supported Cooperative Work & Social Computing (CSCW'15 Companion) (pp. 227-230). New York, NY: ACM.
     
  • Thiemann, D., Engelmann, T., & Hesse, F. W. (2015). Learning about team members’ preferences: Computer-supported Preference Awareness in the negotiation preparation of teams. In O. Lindwall, P. Häkkinen, T. Koschman, P. Tchounikine, & S. Ludvigsen (Eds.), Exploring the Material Conditions of Learning: The Computer Supported Collaborative Learning (CSCL) Conference 2015 (Vol. 2, pp. 557-561). Gothenburg, Sweden: The International Society of the Learning Sciences.
     

Books

  • Arnold, P., Kilian, L., Thillosen, A., & Zimmer, G. (2015). Handbuch E-Learning. Lehren und Lernen mit digitalen Medien. Bielefeld: WBV.
     
  • Duerr, F., Landkammer, F., & Bahnmüller, J. (2015). Kognition – Kooperation – Persuasion. Überzeugungen in Gehirn und Gesellschaft. Berlin: Weidler Verlag.
     
  • Festl, R. (2015). Täter im Internet: Eine Analyse individueller und struktureller Erklärungsfaktoren von Cybermobbing im Schulkontext. Wiesbaden: VS Verlag für Sozialwissenschaften. https://dx.doi.org/10.1007/978-3-658-09239-9
     

Chapters in Edited Books

  • Arnold, P., Kumar, S. Schön, S. Ebner, M., & Thillosen, A. (2015). A MOOC on Open Educational Resources as an Open Educational Resource: COER13.In J. R. Corbeil, M. E. Corbeil, & B. H. Khan (Eds.), The MOOC case book: case studies in MOOC design, development and implementation (pp. 247-258). Ronkonkoma, NY: Linus Publications.
     
  • Bahnmüller, J. (2015). Verkörperlichte Kognitionen oder warum 42 rechts ist. In F. Duerr, F. Landkammer, & J. Bahnmueller (Eds.), Kognition - Kooperation - Persuasion. Überzeugungen in Gehirn und Gesellschaft (pp. 41-48). Berlin: Weidler Verlag.
     
  • Fischer, U., Link, T., Cress, U., Nuerk, H.-C., & Moeller, K. (2015). Math with the dance mat: On the benefits of embodied numerical training approaches. In V. Lee (Ed.), Learning Technologies and the Body: Integration and Implementation in Formal and Informal Learning Environments (pp. 149-163). New York, NY: Routledge.
     
  • Germ, M., Schuppach, J., Henninger, M., & Kehrer, M. (2015). Teamentwicklung und -bildung in der Medizin (action teams). In P. Gausmann, M. Henninger, & J. Koppenberg (Eds.), Patientensicherheitsmanagement (pp. 111-117). Berlin: De Gruyter.
     
  • Glaser, M. (2015). Popular knowledge communication in history magazines from a receptional psychology point of view. In S. Popp, J. Schumann, & M. Hannig (Eds.), Commercialised history: popular history magazines in Europe (pp. 165-193). Frankfurt am Main: Peter Lang GmbH Internationaler Verlag der Wissenschaften.
     
  • Hesse, F. W., Care, E., Buder, J., Sassenberg, K., & Griffin, P. (2015). A framework for teachable collaborative problem solving skills. In P. Griffin & E. Care (Eds.), Assessment and teaching of 21st century skills: Methods and approach (pp. 37-56). New York: Springer.
     
  • Kammerer, Y., Oloff, C., & Gerjets, P. (2015). Erfassung von Fertigkeiten im Umgang mit dem Social Web. In A.-K. Mayer (Ed.), Informationskompetenz im Hochschulkontext – Interdisziplinäre Forschungsperspektiven (pp. 121-150). Lengerich: Pabst.
     
  • Kehrer, M., Klingenhäger, S., Henninger, M., & Germ, M. (2015). Training kommunikativer Fähigkeiten. In P. Gausmann, M. Henninger, & J. Koppenberg (Eds.), Patientensicherheitsmanagement (pp. 106-110). Berlin: De Gruyter.
     
  • Krauskopf, K., Zahn, C., & Hesse, F. W. (2015). Cognitive processes underlying TPCK: Mental models, cognitive transformation, and meta-conceptual awareness. In C. Angeli & N. Valanides (Eds.), Technological Pedagogical Content Knowledge. Exploring, Developing, and Assessing TPCK (pp. 41-61). New York: Springer.
     
  • Landkammer, F. (2015). Wettbewerb und Kooperation: Unvereinbare Gegensätze? In F. Duerr, F. Landkammer, & J. Bahnmueller (Eds.), Kognition – Kooperation – Persuasion. Überzeugungen in Gehirn und Gesellschaft (pp. 65-81). Berlin: Weidler Verlag.
     
  • Nuerk, H.-C., Moeller, K., & Willmes, K. (2015). Multi-digit number processing - Overview, conceptual clarifications, and language influences.In R. Cohen Kadosh & A. Dowker (Eds.), Oxford Handbook of Numerical Cognition (pp. 106-139). Oxford, UK: Oxford University Press.
     
  • Scheiter, K. (2015). Besser lernen mit dem Tablet? Praktische und didaktische Potenziale sowie Anwendungsbedingungen von Tablets im Unterricht. In H. Buchen, L. Horster, & H.-G. Rolff (Eds.), Schulleitung und Schulentwicklung (3. Aufl., pp. 1-14). Stuttgart: Raabe-Verlag.
     
  • Scholl, A., Ellemers, N., Sassenberg, K., & Scheepers, D. (2015). Understanding power in social context: How power relates to language and communication in line with responsibilities or opportunities. In R. Schulze & H. Pishwa (Eds.), The exercise of power in communication. Devices, reception and reaction (pp. 312-334). Hampshire: Palgrave Macmillan.
     
  • Schwan, S. (2015). Lernen. In H. Gfrereis, T. Thiemeyer, & B. Tschofen (Eds.), Museen Verstehen. Marbacher Schriften NF 11 (pp. 63-75). Marbach: Deutsches Literaturarchiv.
     
  • Wiers, R. W., Becker, D., Holland, R., Moggi, F., & Lejuez, C. W. (2015). Cognitive motivational processes underlying addiction treatment. In C.A. Köpetz & C.W. Lejuez (Eds.), Addiction. A Social Psychological Perspective (pp. 201-236). Abingdon: Routledge.
     
  • von der Beck, I., Oeberst, A., Cress, U., Back, M., & Nestler, S. (2015). Hätte die Geschichte auch anders verlaufen können? Der Rückschaufehler zu Ereignissen in Wikipedia. In T. Wozniak, U. Rohwedder, & J. Nemit (Eds.), Wikipedia und die Geschichtswissenschaften (pp. 155-174). Berlin: De Gruyter Open. http://www.degruyter.com/view/books/9783110376357/9783110376357-012/9783110376357-012.xml
     

Articles in Magazines

Conference Contributions

  • Bahnmueller, J., Bloechle, J., Huber, S., Dackermann, T., Roesch, S., Moeller, K., & Klein, E. (2015, June). Time matters – Temporal dynamics of number magnitude processing and arithmetic fact retrieval. 21st Annual Meeting of the Organization for Human Brain Mapping. Honolulu, HI, USA. [Poster]
     
  • Bahnmueller, J., Dackermann, T., Dietrich, J. F., Mock, J., Huber, S., & Moeller, K. (2015, January). The bounded number line task - A reliable measure? 33th European Workshop on Cognitive Neuropsychology. Bressanone, Italy. [Talk]
     
  • Bloechle, J., Huber, S., Bahnmueller, J., Rennig, J., Willmes, K., Moeller, K., & Klein, E. (2015, January). Fact learning in complex arithmetic – The role of the angular gyrus revisited. 33th European Workshop on Cognitive Neuropsychology. Bressanone, Italy. [Talk]
     
  • Bremer, C., Lißner, A., Köhler, T., Ebner, M., Lorenz, A., Schmidt, M., & Hofhues, S. (2015, September). Open Educational Ressources und ihre Rolle an Hochschulen. GMW-Tagung & DeLFI 2015. München. [Workshop Organisation]
     
  • Brömme, R., Brucker, B., & Gerjets, P. (2015, March). In touch or out of control: The influence of hand proximity on inhibitory control processes in younger and older adults. 57. Tagung experimentell arbeitender Psychologen (TeaP). Hildesheim. [Poster]
     
  • Brömme, R., Tibus, M., & Gerjets, P. (2015, September). Speed up your reading: Higher efficiency of reading with an RSVP-based speed reading app. 9th Conference of the Media Psychology Division. Tübingen. [Talk]
     
  • Brömme, R., Tibus, M., & Gerjets, P. (2015, September). Effizienter lernen mit der Schnelllese-App. 15. Fachgruppentagung Pädagogische Psychologie (PAEPS). Kassel. [Vortrag]
     
  • Butcher, N., Correa, J. C., Sakarkar, G., Ngo, G., Ruiz Fernández, S., Yamada, Y., & Marmolejo-Ramos, F. (2015, September). A cross-linguistic study of the embodiment of joy, surprise and sadness in vertical space. 32nd BPS Cognitive Psychology Section Annual Conference. Kent, UK. [Poster]
     
  • Cervera Torres, S., Ruiz Fernández, S., Lachmair, M., & Gerjets, P. (2015, March). The effect of picture valence and movement direction on arm movement performance. 57. Tagung experimentell arbeitender Psychologen (TeaP). Hildesheim. [Poster]
     
  • Cervera Torres, S., Ruiz Fernández, S., Lachmair, M., & Gerjets, P. (2015, October). Emotional gestures: Supporting emotional evaluation of affective pictures in a multi-touch environment. LEAD-Retreat (Learning, Educational Achievement, and Life Course Development) Graduate School. Blaubeuren. [Talk]
     
  • Cervera Torres, S., Ruiz Fernández, S., Lachmair, M., & Gerjets, P. (2015, April). The effect of arm movement direction on valence and arousal judgment of emotional pictures. LEAD Retreat of the LEAD (Learning, Educational Achievement, and Life Course Development) Graduate School. Bad Urach. [Poster]
     
  • Cervera Torres, S. Ruiz Fernández, S., Lachmair, M., & Gerjets, P. (2015, March). The effect of arm movement direction on valence and arousal judgment of emotional pictures. 18. Herbstakademie: The Circularity of Mind and Body. Heidelberg. [Poster]
     
  • Cress, U. (2015, April). Early Career Workshop. 11th International Conference on Computer Supported Collaborative Learning (CSCL 2015). Göteborg, Sweden. [Workshop Organisation]
     
  • Cress, U. (2015, April). Wissenskonstruktion mit Wikis: Eine systemisch-kognitive Perspektive. Arbeitstagung am Museum für Naturkunde (MfN). Berlin. [Workshop Organisation]
     
  • Cress, U. (2015, October). Application of Networks: Analyzing knowledge construction. 7th International Workshop on Network Theory. Northwestern University, Evanston, IL, USA. [Talk]
     
  • Cress, U. (2015, December). How Social Media enable individual learning and collaborative knowledge creation. Invited Talk at User-Centred Social Media | Graduiertenkolleg / DFG. International Symposium on User-Centered Social Media. Duisburg. [Talk]
     
  • Dackermann, T., Fischer, U., Müller, J. M., Nuerk, H.-C., & Schneider, M. (2015, October). Optimizing embodied number line trainings: Preparing preschoolers for number relations. Second meeting of the Scientific Research Community WO.008.14N – Providing Support for Student Learning: Cornerstone findings, implications and recommendations from Cognitive Psychology for the Teaching of STEM. Leuven, Belgium. [Talk]
     
  • Dackermann, T., Huber, S., Moeller, K., & Nuerk, H.-C. (2015, August). Influences of presentation format and task instruction on children’s number line estimation. 16th Biennial Conference of the European Association for Research on Learning and Instruction (EARLI). Limassol, Cyprus. [Talk]
     
  • De Vreeze, J., & Matschke, C. (2015, December). "I’m not telling you": Information exchange in groups depends on peoples’ relation with the group. Associatie van Sociaal-Psychologische Onderzoekers (ASPO). Amsterdam, The Netherlands. [Poster]
     
  • De Vreeze, J., & Matschke, C. (2015, September). ”I don’t belong here!“ The effects of incompatibility between social background and university identity on disidentification, academic performance, and information seeking behaviour. 15. Tagung der Fachgruppe Sozialpsychologie (FGSP 2015). Potsdam. [Talk]
     
  • De Vreeze, J., & Matschke, C. (2015, February). Identity incompatibility as a risk factor for low social background students’ success at university. 16th Annual Meeting of the Society for Personality and Social Psychology (SPSP). Long Beach, California, USA. [Poster]
     
  • Diefenbacher, S., Sassenrath, C., & Keller, J. (2015, Oktober). Empathie und Händehygiene. Freiburger Infektiologie- und Hygienekongress. Freiburg. [Vortrag]
     
  • Ditrich, L., & Sassenberg, K. (2015, February). Should I stay or should they go?: Schismatic intentions in social groups. 16th Annual Meeting of the Society for Personality and Social Psychology. Long Beach, CA, USA. [Poster]
     
  • Ditrich, L., & Sassenberg, K. (2015, September). Ohne mich oder ohne dich? Austritt und Ausschluss als Reaktionen auf nicht-normatives Verhalten anderer Gruppenmitglieder. 15. Tagung der Fachgruppe Sozialpsychologie. Potsdam. [Vortrag]
     
  • Domahidi, E. (2015, May). The associations between online media use and perceived social capital/social support: A meta-analysis. Jahrestagung der International Communication Association (ICA). San Juan, Puerto Rico. [Talk]
     
  • Domahidi, E., & Quandt, T. (2015, May). The relationship between regional online social network use, friendships and social capital outcomes. Jahrestagung der International Communication Association (ICA). San Juan, Puerto Rico. [Talk]
     
  • Dutz, S. (2015, November). Authentizitätsvorstellungen in verschiedenen Museumstypen: Sichtweisen der Kuratoren und Besucher. Leibniz-Forschungsverbund Historische Authentizität: Arbeitstreffen der Themenlinie 2 im Rahmen der Jahrestagung der Leibniz-Gemeinschaft. Berlin. [Vortrag]
     
  • Eitel, A., & Scheiter, K. (2015, August). Multimedia effects at repeated studying and testing: Evidence for adaptation to task demands. 16th Biennial Conference of the European Association for Research on Learning and Instruction (EARLI). Limassol, Cyprus. [Talk]
     
  • Feinkohl, I., Flemming, D., Cress, U., & Kimmerle, J. (2015, September). Internet users’ critical evaluation of an online medical news article: Influencing factors of user discussions of scientific uncertainty. Symposium "How Web 2.0 influences public understanding of science". 9th Conference of the Media Psychology Division. Tübingen. [Talk]
     
  • Fischer, U., Dackermann, T., Moeller, K., Cress, U., & Nuerk, H.-C. (2015, January). Turning around children’s number line – associations between number line direction and number magnitude. 33th European Workshop on Cognitive Neuropsychology. Bressanone, Italy. [Talk]
     
  • Flemming, D. (2015, March). Laypeoples Understanding of Tentativeness. REASON Spring School. München. [Poster]
     
  • Flemming, D., Feinkohl, I., Cress, U., & Kimmerle, J. (2015, January). Perception of scientific uncertainty in science communication. Workshop Motivated Science Reception. Universität Koblenz-Landau. [Talk]
     
  • Gehrer, N. A., & Meyerhoff, H. S. (2015, March). Audio-visual synchrony increases the saliency of visual direction changes: Pip-and-pop effect revisited. 57. Tagung experimentell arbeitender Psychologen (TeaP). Hildesheim. [Poster]
     
  • Gerjets, P. (2015, September). Potentiale von Tablets im Unterricht. Tag der Wissenschaft im Rahmen des Kooperationsprogramms „Schule & Wissenschaft“. Universität Tübingen. [Vortrag]
     
  • Gerjets, P., Müller, J., & Oestermeier, U., (2015, November). Digitale Medien in der Begabtenförderung – „Mathematik zum Anhören: Kinder komponieren mit LEGO“. Austausch zwischen empirischer Bildungsforschung und Bildungsadministration in Baden-Württemberg. Stuttgart. [Poster]
     
  • Glaser, M., Lengyel, D., Toulouse, C., & Schwan, S. (2015, May). Designing computer based archaeological 3D-reconstructions: How camera zoom influences attention. Eurographics Workshop on Intelligent Cinematography and Editing (WICED) 2015. Zurich, Switzerland. [Talk]
     
  • Grapendorf, J., & Sassenberg, K. (2015, September). Mindfulness hilft!? Nicht um Gruppenleistung zu steigern. 15. Fachgruppentagung der Sozialpsychologie. Potsdam. [Vortrag]
     
  • Greving, H., & Sassenberg, K. (2015, February). When threat prompts self-serving bias: How threat influences Internet search. 16th Annual Meeting of the Society for Personality and Social Psychology. Long Beach, CA, USA. [Poster]
     
  • Greving, H., Sassenberg, K., & Sassenrath, C. (2015, September). "Bei vollem Bewusstsein wurde mir der Kopf aufgebohrt": Der Einfluss von persönlichen Berichten in journalistischen Texten auf Emotionen der Leser. 15. Tagung der Fachgruppe Sozialpsychologie. Potsdam. [Vortrag]
     
  • Griewatz, J., Küppers, J., Gall, C., Bientzle, M., Kimmerle, J., & Lammerding-Köppel, M. (2015, Oktober). Herausforderung Patient 2.0 - Wie können Medizinstudierende effektiv auf web-basierte Kommunikation und experten-gestützte Online-Beratung von Patienten vorbereitet werden? GMA-Jahrestagung (Gesellschaft für Medizinische Ausbildung). Leipzig. [Vortrag]
     
  • Griewatz, J., Küppers, J., Gall, C., Bientzle, M., Kimmerle, J., & Lammerding-Köppel, M. (2015, September). Between Dr. Google and the web-patient: How can medical students be prepared effectively for the task of online counselling? Annual AMEE Conference (Association for Medical Education in Europe). Glasgow, GB. [Poster]
     
  • Hirsch, S., & Jungbluth, P. (2015, June). Parental education and schooling outcomes in primary education: Evidence from panel data on overall development and within year patterns. Fourth SOLE | EALE World Meeting. Montréal, Canada. [Talk]
     
  • Hoch, E., Scheiter, K., & Mack, M. (2015, September). Vorsätze beim Lernen mit statischen und dynamischen Visualisierungen. 15. Fachtagung Pädagogische Psychologie der Deutschen Gesellschaft für Psychologie (DGPs). Kassel. [Vortrag]
     
  • Holtz, P. (2015, June). Falsificationism is not the same as Falsifiability! Social Psychology and Critical Rationalism. 15th Biennial Conference of the International Society for Theoretical Psychology. Coventry, UK. [Talk]
     
  • Huber, S., Klein, E., Moeller, K., & Willmes, K. (2015, January). Comparing a single case to a control group using linear mixed models. 33th European Workshop on Cognitive Neuropsychology. Bressanone, Italy. [Poster]
     
  • Huber, S., Klein, E., Moeller, K., & Willmes, K. (2015, January). Comparing a single case to a control group using linear mixed models. 33th European Workshop on Cognitive Neuropsychology. Bressanone, Italy. [Talk]
     
  • Huff, M., Vanes, L. D., & Meyerhoff, H. S. (2015, November). Spatiotemporal predictability alters perceived duration of visual events: Memento effect revisited. 56th Annual Meeting of the Psychonomic Society. Chicago, IL, USA. [Talk]
     
  • Jung, S., Brandelik, K., & Heller, J. (2015, December). Predictors for upper case writing in German: What makes it difficult? Workshop Studying Language Learning: From the Laboratory to the Classroom. Tuebingen, Germany. [Poster]
     
  • Kammerer, Y. (2015, Juni). Die Rolle epistemischer Überzeugungen bei der Informationssuche und Informationsbewertung im Internet. Eingeladener Vortrag auf dem Symposium "Epistemologische Überzeugungen". Leibniz-Zentrum für Psychologische Information und Dokumentation (ZPID), Trier. [Vortrag]
     
  • Kammerer, Y., Kalbfell, E., & Gerjets, P. (2015, July). Encountering contradictions between web pages stimulate the consideration of source information: Evidence from online and offline measures. 25th Annual Meeting of the Society for Text and Discourse. Minneapolis, USA. [Talk]
     
  • Kammerer, Y., Kalbfell, E., & Gerjets, P. (2015, August). How contradictions between web pages stimulate source evaluations. 16th Biennial Conference of the European Association for Research on Learning and Instruction (EARLI). Limassol, Cyprus. [Talk]
     
  • Kammerer, Y., Oloff, C., Bracklow, J., Schwertel, U., & Gerjets, P. (2015, September). Trainingsmodule zur Förderung spezifischer Fertigkeiten im Umgang mit dem Social Web – eine Studie mit IT-Auszubildenden . Fachgruppentagung Pädagogische Psychologie der Deutschen Gesellschaft für Psychologie (DGPs). Kassel. [Poster]
     
  • Kant, J., Scheiter, K., & Oschatz, K. (2015, August). Fostering scientific reasoning with worked examples in a simulation-based learning environment. 16th Biennial Conference of the European Association for Research on Learning and Instruction (EARLI). Limassol, Cyprus. [Talk]
     
  • Klein, E. (2015, November). "Fiber pathways in arithmetics – implications for large scale patient studies". Invited talk at the Symposium "Brain. Lesion. Anatomy". Freiburg. [Talk]
     
  • Klein, E., Dietrich, J. F., Huber, S., Mock, J., Moeller, K., & Willmes, K. (2015, June). Considering structural connectivity in the triple code model of numerical cognition. 21st Annual Meeting of the Organization for Human Brain Mapping. Honolulu, HI, USA. [Poster]
     
  • Klein E. (2015, March). Voxel-based lesion symptom mapping in neuropsychologic patients. International Center for Neurosciences, SARAH network of Rehabilitation Hospitals. Brasilia, Brasilien. [Talk]
     
  • Kolodziej, R., Hesse, F. W., & Engelmann, T. (2015, June). Exploring the Limits of Priority Awareness for Improving Performance in Integrative Negotiations. 11th International Conference on Computer Supported Collaborative Learning. Göteborg, Sweden. [Poster]
     
  • Kowert, R., Breuer, J., Festl, R., & Quandt, T. (2015, May). Women are from FarmVille, Men are from ViceCity: The cycle of exclusion and sexism in video game content and culture. 65th Annual Conference of the International Communication Association. San Juan, Puerto Rico. [Talk]
     
  • Lachmair, M., Ruiz Fernández, S., & Gerjets, P. (2015, September). When words meet numbers: Spatially Grounded Associated Response Codes? Invited talk at 6th International Conference on Spatial Cognition (ICSC). Rome, Italy. [Talk]
     
  • Landkammer, F. (2015, November). Competing while cooperating: Situational and chronic consequences of co-opetition. University of Queensland. Brisbane, Australien. [Talk]
     
  • Landkammer, F., & Sassenberg, K. (2015, August). Social-cognitive consequences of competing while cooperating. 17th ESCON Transfer of Knowledge Conference. Bensheim. [Talk]
     
  • Landkammer, F., & Sassenberg, K. (2015, February). Social-cognitive consequences of competing with cooperators. 16th Annual Meeting of the Society for Personality and Social Psychology. Long Beach, CA, USA. [Poster]
     
  • Landkammer, F., Sassenberg, K., & Thiel, A. (2015, Mai). Mannschaftssportler können auch mit Konkurrenten kooperieren. 47. Jahrestagung der Arbeitsgemeinschaft für Sportpsychologie (asp). Freiburg. [Vortrag]
     
  • Landkammer, F., & Scholl, A. (2015, September). Macht und Dominanz: Konsequenzen für sich und andere. Symposium auf der 15. Tagung der Fachgruppe Sozialpsychologie der DGPs. Potsdam. [Symposium Organisation]
     
  • Landkammer, F., & Scholl, A. (2015, September). Gruppenziele verhindern den korrumpierenden Effekt von Macht auf die Weitergabe wichtiger Informationen. 15. Tagung der Fachgruppe Sozialpsychologie der DGPs. Potsdam. [Vortrag]
     
  • Lang, F., Kammerer, Y., Kramer, J., Gerjets, P., & Oschatz, K. (2015, October). Scientific reflection skills in process: Analyzing a standardized test on scientific controversies with eye-tracking and cued retrospective reporting. Workshop on Multiple Documents Comprehension. University of Oslo, Norway. [Poster]
     
  • Levordashka, A., Lin, R., & Utz, S. (2015, May). Ambient awareness: Interpersonal knowledge in online social networks. 65th Annual International Communication Association (ICA) Conference. San Juan, Puerto Rico. [Talk]
     
  • Levordashka, A., & Utz, S. (2015, September). Spontaneous trait inferences in social media. 9th Conference of the DGPs Media Psychology Division. Tübingen. [Talk]
     
  • Lin, R., & Utz, S. (2015, September). The emotional responses of browsing Facebook: Happiness, envy, and the role of tie strength. 9th Conference of the DGPs Media Psychology Division. Tübingen. [Talk]
     
  • Lin, R., Utz, S., & Levordashka, A. (2015, May). The psychological effects of browsing Facebook: Happiness, envy, and the role of tie strength. 65th Annual International Communication Association (ICA) Conference. San Juan, Puerto Rico. [Talk]
     
  • Loviscach, J., Thillosen, A., & Wannemacher, K. (2015, September). Kleine Hindernisse nicht zu Hürden werden lassen: Lektionen für E-Learning an Hochschulen. GMW-Tagung & DeLFI 2015. München. [Workshop Organisation]
     
  • Marmolejo-Ramos, F., Correa, J. C., Sakarkar, G., Ngo, G., Ruiz Fernández, S., Butcher, N., & Yamada, Y. (2015, September). The place of joy, surprise and sadness in vertical space. The 6th International Conference on Spatial Cognition (ICSC). Rome, Italy. [Talk]
     
  • Mason, L., & Scheiter, K. (2015, August). Using eye movements to model the sequence of text-picture processing in multimedia learning. 16th Biennial Conference of the European Association for Research on Learning and Instruction (EARLI). Limassol, Cyprus. [Talk]
     
  • Matschke, C., & Fehr, J. (2015, September). Does incompatibility inflict disidentification with the receiving society? The role of internal and external motivation. 15. Tagung der Fachgruppe Sozialpsychologie. Potsdam. [Talk]
     
  • Matschke, C., & de Vreeze, J. (2015, März). „Ich gehöre nicht hierher!“ Der Einfluss von Inkompatibilität zwischen sozialem Hintergrund und der Universität auf Disidentifikation, Diskriminierung und den akademischen Werdegang. 3. Tagung der Gesellschaft für Empirische Bildungsforschung. Bochum. [Vortrag]
     
  • Maurer, A. E., Brich, I., & Huff, M. (2015, September). Perceiving and remembering audio dramas. 9th Conference of the DGPs Media Psychology Division. Tübingen. [Talk]
     
  • Merkt, M. (2015, March). Using the HiTCH questionnaire as a predictor for performance in a multiple documents task. International Workshop HiTCH. Hamburg. [Talk]
     
  • Merkt, M., & Sochatzy, F. (2015, September). Instructional Support for Analyzing Propaganda. 9th Conference of the DGPs Media Psychology Division. Tübingen. [Talk]
     
  • Merkt, M., & Sochatzy, F. (2015, August). Differential Effects of Cueing on Analyzing Propaganda. 16th Biennial Conference of the European Association for Research on Learning and Instruction (EARLI). Limassol, Cyprus. [Talk]
     
  • Merkt, M., & Wagner, W. (2015, September). Prädiktoren für den erfolgreichen Umgang mit multiplen Dokumenten im Fach Geschichte. 15. Fachtagung Pädagogische Psychologie der Deutschen Gesellschaft für Psychologie (DGPs). Kassel. [Vortrag]
     
  • Meyer, P. (2015, April). Forschungs- und Entwicklungsprojekt „e-teaching.org im Kontext sozialer Netzwerke”. Länderinitiativentreffen E-Learning. Oldenburg. [Vortrag]
     
  • Meyer, P. (2015, November). Service Learning aus Lehrendenperspektive: motivationale Faktoren und institutionelle Rahmenbedingungen. Herbsttagung des Hochschulnetzwerks Bildung durch Verantwortung. Frankfurt. [Vortrag]
     
  • Meyer, P. (2015, Juni). E-Teaching im Kontext sozialer Netzwerke – Nutzung von Netzwerkplattformen durch E-Learning-Akteure an Hochschulen. Junges Forum Medien und Hochschulentwicklung (JFMH). Düsseldorf. [Poster]
     
  • Meyer, P.,Thillosen, A., Haug, S., & Schönstein, A. (2015, September). Hochschulbildung digital – Beispiele aus Baden-Württemberg. Hochschulforum Digitalisierung (HFD)-Halbzeittreffen, Markt der Möglichkeiten. Berlin. [Poster]
     
  • Meyerhoff, H. S., & Gehrer, N. A. (2015, May). Audio-visual synchrony increases the saliency of visual direction changes: Evidence from individual differences and probe detection performance. Annual Meeting of the Vision Sciences Society. St. Pete Beach, FL, USA. [Poster]
     
  • Meyerhoff, H. S., & Huff, M. (2015, November). Semantic congruency not temporal synchrony enhances long-term memory performance for audio-visual dynamic scenes. 56th Annual Meeting of the Psychonomic Society. Chicago, IL, USA. [Talk]
     
  • Meyerhoff, H. S., & Huff, M. (2015, March). Integrated audio-visual information transfers to long-term memory. 57. Tagung experimentell arbeitender Psychologen (TeaP). Hildesheim. [Talk]
     
  • Meyerhoff, H. S., & Huff, M. (2015, June). Using Hollywood movies to explore audio-visual integration in human long-term memory. Society for the Cognitive Studies of the Moving Image (SCSMI) Annual Meeting. London, UK. [Talk]
     
  • Moeller, K. (2015, November). Basisnumerische Repräsentationen und ihre Bedeutung für Rechenschwierigkeiten. Jährliches Meeting und Symposium des BMBF-Forschungsschwerpunktes Entwicklungsstörungen schulischer Fähigkeiten. Frankurt am Main, Germany. [Vortrag]
     
  • Moritz, J., Meyer-Dernbecher, C., & Schwan, S. (2015, September). Adapting map organization to task requirements: How epistemic action facilitates map use. International Conference on Spatial Cognition (ICSC). Rome, Italy. [Talk]
     
  • Müller, J., Kornmann, J., Oestermeier, U., Jacob, L., & Gerjets, P. (2015, November). „Mathematik zum Anhören: Kinder komponieren mit LEGO“. Tag der Wissenschaft der Hector Kinderakademien. Stuttgart. [Poster]
     
  • Neugebauer, J., Fetterman, A., Krebs, M.-K., Ray, D., & Sassenberg, K. (2015, February). Slimming pride: How emotions toward your body influence future weight regulations. 16th Annual Meeting of the Society for Personality and Social Psychology. Long Beach, CA, USA. [Poster]
     
  • Oeberst, A. (2015, Oktober). National Points of View: Internationale Konflikte und ihre Darstellung in Wikipedia. GEI (Georg-Eckert-Institut - Leibniz-Institut für internationale Schulbuchforschung). Braunschweig. [Vortrag]
     
  • Oeberst, A. (2015, September). Können wir Wikipedia trauen? Psychologische Fehler beim Verfassen und Lesen von Wikipedia Artikeln. SPP1409 Abschlusstagung. Münster. [Vortrag]
     
  • Oeberst, A., & Matschke, C. (2015, September). “Wir” kommen zuerst und “sie” danach. Ethnozentrismus in und durch Kriegsnamen. 15. Tagung der Fachgruppe Sozialpsychologie. Potsdam. [Talk]
     
  • Oeberst, A., & von der Beck, I. (2015, Juli). Können wir Wikipedia vertrauen? IB Berufliche Schulen. Tübingen. [Vortrag]
     
  • Renkl, A., & Scheiter, K. (2015, September). Selbstregulation und Fremdregulation in multimedialen Lernumgebungen. . Fachtagung Pädagogische Psychologie der Deutschen Gesellschaft für Psychologie (DGPs). Kassel. [Symposium Organisation]
     
  • Renner, B., Wesiak, G., & Cress, U. (2015, May). Quantified self app usage tested at the workplace. 17th Congress of the European Association of Work and Organizational Psychology. Oslo, Norway. [Poster]
     
  • Rennig, J., Planert, H., & Karnath, H.-O. (2015, March). Acute versus chronic lesion mapping: methodological considerations from a study of arm motor functions. 59. Wissenschaftliche Jahrestagung der Deutschen Gesellschaft für Klinische Neurophysiologie und Funktionelle Bildgebung. Tübingen. [Talk]
     
  • Richter, J. (2015, September). Digitale Schulbücher. LEAD Tag der Wissenschaft. Tübingen. [Vortrag]
     
  • Richter, J. (2015, September). Digitale Schulbücher. LEAD Tag der Wissenschaft. Tübingen. [Workshop Organisation]
     
  • Richter, J., Eitel, A., & Scheiter, K. (2015, August). Learning with digital textbooks: Investigating the Effectiveness of signaling textpicture relations. 16th Biennial Conference of the European Association for Research on Learning and Instruction (EARLI). Limassol, Cyprus. [Poster]
     
  • Richter, J., & Scheiter, K. (2015, August). Signaling text-picture relations: A comprehensive meta-analytic review. 16th Biennial Conference of the European Association for Research on Learning and Instruction (EARLI). Limassol, Cyprus. [Talk]
     
  • Richter, J., Scheiter, K., & Eitel, A. (2015, September). Signaling von Text-Bild- Korrespondenzen: Eine metaanalytische Betrachtung. 15. Fachgruppentagung Pädagogische Psychologie (PAEPS). Kassel. [Vortrag]
     
  • Richter, J., Scheiter, K., & Eitel, A. (2015, September). Signaling multiple external representations: A comprehensive meta-analytic review. 11th Conference of the European Science Education Research Association (ESERA). Helsinki, Finland. [Talk]
     
  • Richter, J., Ulrich, N., Scheiter, K., & Schanze, S. (2015, October). Bridging Research and Practice - the eChemBook Project. Mobilising and Transforming Teacher Education Pedagogies (MTTEP) Mini Conference. Karlsruhe. [Poster]
     
  • Roesch, S., Jung, S., Huber, S., Heller, J., Grust, T., Nuerk, H.-C., & Moeller, K. (2015, February). An Interactive Web-Based Learning Platform for Arithmetic and Orthography. 11th International Conference on Educational Technologies. Dubai, Vereinigte Arabische Emirate. [Talk]
     
  • Rossi, S., Gugler, M., Stephan, F., Mock, J., Richter, M., Vignotto, M., & Obrig, H. (2015, June). Are bilingual infants more flexible language learners than monolinguals? An EEG-fNIRS study. Organization for Human Brain Mapping (OHBM). Honolulu, HI, USA. [Poster]
     
  • Sassenberg, K. (2015, September). Panelist at the Open Science Session. 9th Conference of the Media Psychology Division. Tübingen. [Panel]
     
  • Sassenberg, K., & Greving, H. (2015, September). Threat elicits a positive bias during health-related Internet search. 29th Conference of the European Health Psychology Society. Limassol, Cyprus. [Talk]
     
  • Sassenberg, K., Sassenrath, C., Scholl, A., & Fetterman, A. (2015, February). The relation between regulatory focus and threat vs. challenge: Outcomes of and transitions between states. 16th Annual Meeting of the Society for Personality and Social Psychology. Long Beach, CA, USA. [Poster]
     
  • Scharinger, C., & Gerjets, P. (2015, August). Working memory matters, near-hand postures do not. Why are the effects of working-memory load and interference-control demands on pupil dilation not influenced by the near-hand effect? 18th European Conference on Eye Movement Research. Wien, Austria. [Poster]
     
  • Scheiter, K., Schanze, S., & Richter, J. (2015, August). Bridging research and practice: An evidence-based approach to designing digital textbooks. 16th Biennial Conference of the European Association for Research on Learning and Instruction (EARLI). Limassol, Cyprus. [Talk]
     
  • Scheiter, K., Schubert, C., & Schüler, A. (2015, September). Lernen mit Multimedia: Wie die Beobachtung des Blickverhaltens eines erfolgreichen Lerners Strategieanwendung und Lernerfolg unterstützt. 15. Fachtagung Pädagogische Psychologie der Deutschen Gesellschaft für Psychologie (DGPs). Kassel. [Vortrag]
     
  • Schleinschok, K., & Scheiter, K. (2015, September). Kann die Lernstrategie des Zeichnens durch vorgefertigte Bilder unterstützt werden? 15. Fachtagung Pädagogische Psychologie der Deutschen Gesellschaft für Psychologie (DGPs). Kassel. [Vortrag]
     
  • Schmidgall, S., Eitel, A., & Scheiter, K. (2015, September). Learning with tablets: Can drawing help understanding? Invited talk at 9th Conference of the DGPs Media Psychology Division. Tübingen. [Talk]
     
  • Schmidgall, S., Eitel, A., & Scheiter, K. (2015, September). Hilft Zeichnen während des Lernens? Ein Vergleich verschiedener Lernstrategien. 15. Fachtagung Pädagogische Psychologie der Deutschen Gesellschaft für Psychologie (DGPs). Kassel. [Vortrag]
     
  • Schmidgall, S., Scheiter, K., & Eitel, A. (2015, August). Do learners who draw perform better? A comparison of different learning strategies. 16th Biennial Conference of the European Association for Research on Learning and Instruction (EARLI). Limassol, Cyprus. [Roundtable]
     
  • Scholl, A., De Wit, F., Scheepers, D., Ellemers, N., & Sassenberg, K. (2015, February). The downside of power for the self: How power as responsibility affects cardiovascular stress responses. 16th Annual Meeting of the Society for Personality and Social Psychology. Long Beach, CA, USA. [Talk]
     
  • Scholl, A., & Sassenberg, K. (2015, February). "Where could we stand if I had…?" How social power impacts counterfactual thought. Mental Simulation Preconference, 16th Annual Meeting of the Society for Personality and Social Psychology. Long Beach, CA, USA. [Talk]
     
  • Scholl, A., & Sassenberg, K. (2015, May). Social power and the flexibility of self-referential thought. 27th Annual Convention of the Association for Psychological Science (APS). New York, NY, USA. [Talk]
     
  • Scholl, A., & Scheepers, D. (2015, February). The psychophysiology of high social standing: (Dys-)functional responses to power and status. 16th Annual Meeting of the Society for Personality and Social Psychology. Long Beach, CA, USA. [Symposium Organisation]
     
  • Scholl, A., de Wit, F., Scheepers, D., Ellemers, N., Sassenberg, K., & Fetterman, A. (2015, August). With great power may come great stress: How power as responsibility affects threat-challenge responses. 17th European Social Cognition Network Transfer of Knowledge Conference (ESCON). Bensheim. [Talk]
     
  • Scholl, A., de Wit, F., Scheepers, D., Ellemers, N., Sassenberg, K., & Fetterman, A. (2015, September). Verantwortung als Last: Wie das Verständnis von Macht physiologische Reaktionen beeinflusst. 15. Tagung der Fachgruppe Sozialpsychologie der DGPs. Potsdam. [Vortrag]
     
  • Schubert, C., Scheiter, K., & Schüler, A. (2015, August). Can adaptivity based on students’ eye movements improve self-regulation in multimedia learning? 16th Biennial Conference of the European Association for Research on Learning and Instruction (EARLI). Limassol, Cyprus. [Talk]
     
  • Schwan, S. (2015, June). The influence of a moving camera on the perception of distances between moving objects. Society for the Cognitive Studies of the Moving Image (SCSMI) Annual Meeting. London, UK. [Talk]
     
  • Schwan, S. (2015, Januar). Schauen und Verstehen: Exponatwahrnehmung aus psychologischer Sicht. Eingeladener Vortrag auf dem XV. Szenographie-Kolloquium "Formen der Wahrnehmung". DASA, Dortmund. [Vortrag]
     
  • Schwan, S. (2015, September). Die "Aura" der Naturwissenschaften: Welche Bedeutung haben museale Objekte für die Wissensvermittlung? Abschlussveranstaltung des von der DFG geförderten Schwerpunktprogramms "Wissenschaft und Öffentlichkeit - Das Verständnis fragiler und konfligierender Evidenz" (SPP1409). Münster. [Vortrag]
     
  • Schwan, S. (2015, Februar). Forschungsüberblick zur qualitativen und quantitativen Besucherforschung unter Berücksichtigung von Fragen der Wahrnehmung von „Authentizität“ und „Aura“. Workshop "Authentisierung von Objekten" am Deutschen Schiffahrtsmuseum. Bremerhaven. [Vortrag]
     
  • Schüler, A. (2015, November). Aus zwei wird eins? Befunde zur Text-Bild-Integration. Eingeladener Vortrag auf dem Symposium "Was Frauen forschen. Ein wissenschaftliches Kaleidoskop". Mannheim. [Vortrag]
     
  • Schüler, A., & Scheiter, K. (2015, August). Investigating text-picture integration during processing of multimedia materials. 16th Biennial Conference of the European Association for Research on Learning and Instruction (EARLI). Limassol, Cyprus. [Talk]
     
  • Schüler, A., Schubert, C., & Scheiter, K. (2015, September). Can adaptive learning systems improve the effectiveness of multimedia instructions? 9th Conference of the DGPs Media Psychology Division. Tübingen. [Talk]
     
  • Soltanlou, M., Artemenko, C., Huber, S., Dresler, T., Ehlis, A.-C., Fallgatter, A. J., Nuerk, H.-C. (2015, January). Neurocognitive foundations of interactive arithmetic learning in children: Evidence from fNIRS. 33rd European Workshop on Cognitive Neuropsychology. Bressanone, Italy. [Poster]
     
  • Thiemann, D., & Engelmann, T. (2015, March). Computer-supported preference awareness in negotiation teams for fostering accurate joint priorities. 18th ACM Conference Companion on Computer Supported Cooperative Work & Social Computing. Vancouver, BC, Canada. [Poster]
     
  • Thiemann, D., & Engelmann, T. (2015, March). Computer-supported preference awareness in negotiation teams for fostering accurate joint priorities. 18th ACM Conference Companion on Computer Supported Cooperative Work & Social Computing. Vancouver, BC, Canada. [Talk]
     
  • Thillosen, A. (2015, Juni). Pattern & Portale – was motiviert zu innovativer Lehre? Institut für Wirtschaftspädagogik / swiss centre for innovations in learning (scil) der Universität St. Gallen, Schweiz. [Vortrag]
     
  • Thillosen, A. (2015, Oktober). Schriftlichkeit und Digitalisierung – Indikatoren für Veränderungen an Hochschulen. Tagung „Verflechtungen II : Medien, Bildung und Wissen an der Hochschule“. TU Braunschweig. [Vortrag]
     
  • Thillosen, A. (2015, Oktober). Videoeinsatz an Hochschulen zwischen ‚Lehrkonserve‘ und didaktischer Innovation. Eingeladener Vortrag auf der 4. Jahrestagung „Moderne Lehre gestalten 2015“. Universität Halle-Wittenberg. [Vortrag]
     
  • Tibus, M., Brömme, R., & Gerjets, P. (2015, September). Schnelllese-Apps und Kausalinferenzen beim Lernen mit expositorischen Texten. Fachgruppentagung Pädagogische Psychologie (PAEPS). Kassel. [Vortrag]
     
  • Utz, S. (2015, Juni). Wissenschaftliches Arbeiten in sozialen Netzwerken. online-Vortrag beim e-teaching.org-Themenspecial "Social Media - Social Learning". Leibniz-Institut für Wissensmedien, Tübingen. [Vortrag]
     
  • Utz, S. (2015, April). Geteilte Freude oder Neid und Eifersucht? Wie die Persönlichkeit die Effekte der social media Nutzung beeinflusst. Eingeladener Vortrag auf der Tagung „Und wenn die ganze Welt zusammenfällt“. Freundschaft bei Kindern und Jugendlichen. Dresden. [Talk]
     
  • Utz, S. (2015, May). Is LinkedIn making you more successful? The informational benefits derived from public social media. 65th Annual International Communication Association (ICA) Conference. San Juan, Puerto Rico. [Talk]
     
  • Utz, S., & Muscanell, N. (2015, September). Der Einfluss von Profilinformationen und Status Updates auf die Identifizierung von Expertise. 9. Fachgruppentagung Arbeits-, Organisations- und Wirtschaftspsychologie (AOW). Mainz. [Vortrag]
     
  • Utz, S., & Muscanell, N. (2015, March). Academics’ use of ResearchGate. 2nd International Science 2.0 Conference. Hamburg. [Poster]
     
  • Van Strien, J., Kammerer, Y., Brand-Gruwel, S., & Boshuizen, E. (2015, August). How prior attitudes bias evaluation on the Web. 16th Biennial Conference of the European Association for Research on Learning and Instruction (EARLI). Limassol, Cyprus. [Talk]
     
  • Wicherts, J., & Buttliere, B., (2015, May). Two large surveys on psychologists’ views on peer review and replication. World conference on research integrity. [Talk]
     
  • Yamada, Y., Correa, J. C., Sakarkar, G., Ngo, G., Ruiz Fernández, S., Butcher, N., & Marmolejo-Ramos, F. (2015, September). Tristi cuori gioiosi: Cross-cultural consistency of embodied surprise. The 79th Annual Convention of the Japanese Psychological Association. Nagoya, Japan. [Talk]
     
  • von der Beck, I., & Oeberst, A. (2015, February). Can reading Wikipedia articles increase hindsight bias? Evidence from a cross-cultural approach. 16th Annual Meeting of the Society for Personality and Social Psychology. Long Beach, USA. [Poster]
     
  • von der Beck, I., Oeberst, A., Cress, U., Nestler, S., & Back, M. (2015, September). Hindsight Bias 2.0 - Der Rückschaufehler durch Wikipedia. 15. Tagung der Fachgruppe Sozialpsychologie (FGSP 2015). Potsdam. [Poster]
     

Organisation of Conferences

  • Gerjets, P., Oestermeier, U., Kornmann, J., Müller, J., & Jacob, L. (2015). Der LEGO-Musik-Kurs der Hector-Kinderakademie , 30. Juli 2015.
     
  • Meyer, P., Thillosen, A., Schmidt, M., & Haug, S. (2015). Treffen der E-Learning-Länderinitiativen , 19.-20. Oktober 2015.
     
  • Nuerk, H.-C., Dresler, T., Artemenko, C., Bahnmueller, J., Daroczy, G., Mihulowicz, U., Milicevic, V., Schroeder, P., Soltanlou, M., & Vagvögli, R. (2015). Neuroeducation of Number Processing. Hannover, 21.10.-23.10.2015.
     
  • Thiemey, T. & Schwan, S. (2015). Museen verstehen: Methoden , 29.-30. Oktober 2015.
     
  • Utz, S., & Huff, M. (2015). 9. Konferenz der Fachgruppe Medienpsychologie , 10.-11. September 2015.
     

Web Documents

Software Development

  • Edelmann, J. (2015). Versuchsumgebung: Hidden Profile. Tübingen: Leibniz-Institut für Wissensmedien.
     
  • Edelmann, J. (2015). Tabletop-Applikation: Tüsch. Tübingen: Leibniz-Institut für Wissensmedien.
     
  • Edelmann, J., & Oestermeier, U. (2015). Tabletop-Applikation: Visitisch. Tübingen: Leibniz-Institut für Wissensmedien.
     
  • Edelmann, J., & Oestermeier, U. (2015). Tabletop-Applikation: Unesco. Tübingen: Leibniz-Institut für Wissensmedien.
     
  • Klemke, A. (2015). Versuchsumgebung: IWM-Study Learning 3. Tübingen: Leibniz-Institut für Wissensmedien.
     
  • Klemke, A. (2015). Versuchsumgebung: IWM-Study Textmarking 1. Tübingen: Leibniz-Institut für Wissensmedien.
     
  • Klemke, A. (2015). Versuchsumgebung: IWM-Study Bicarnesin 1. Tübingen: Leibniz-Institut für Wissensmedien.
     
  • Klemke, A. (2015). Versuchsumgebung: IWM-Study MultiDoc 1. Tübingen: Leibniz-Institut für Wissensmedien.
     
  • Klemke, A. (2015). IWM-Discovery GIS integration. Tübingen: Leibniz-Institut für Wissensmedien.
     
  • Klemke, A. (2015). Versuchsumgebung: KMRC-Study Learning 2. Tübingen: Leibniz-Institut für Wissensmedien.
     
  • Klemke, A. (2015). Versuchsumgebung: KMRC-Study SR 1. Tübingen: Leibniz-Institut für Wissensmedien.
     
  • Klemke, A. (2015). Versuchsumgebung: IWM-Study SR 2. Tübingen: Leibniz-Institut für Wissensmedien.
     
  • Klemke, A. (2015). Versuchsumgebung: IWM-Study Omega 1. Tübingen: Leibniz-Institut für Wissensmedien.
     
  • Klemke, A. (2015). Versuchsumgebung: IWM-Study Wahlkarte 3. Tübingen: Leibniz-Institut für Wissensmedien.
     
  • Klemke, A., Dittrich, A., & Oestermeier, U. (2015). LEGODetector - a low cost LEGO brick detector. Tübingen: Leibniz-Institut für Wissensmedien.
     
  • Klemke, A., & Oestermeier, U. (2015). LEGORecognition - an Intel RealSense based LEGO brick detector. Tübingen: Leibniz-Institut für Wissensmedien.
     
  • Kurbad, T. (2015). Anbindung von Bebop / Zope3 an Microsoft Active Directory. Tübingen: Leibniz-Institut für Wissensmedien.
     
  • Lachmair, M. (2015). Prototyp: Dammbauprojekte in Afrika. Tübingen: Leibniz-Institut für Wissensmedien.
     
  • Lachmair, M. (2015). Versuchsumgebung Oculus Rift mit Unity. Tübingen: Leibniz-Institut für Wissensmedien.
     
  • Mock, P. (2015). Versuchsumgebung: Face2Face-Studie - Wirkung von Video. Tübingen: Leibniz-Institut für Wissensmedien.
     
  • Mock, P., & Eisenhut, F. (2015). Erkennung von Mobilgeräten ohne optische Marker. Tübingen: Leibniz-Institut für Wissensmedien.
     
  • Mock, P., & Müller, J. (2015). Versuchsumgebung: Zusammenhänge zwischen Bearbeitungsverhalten von Mathe- und Deutschaufgaben mit lernrelevanten Persönlichkeitskeitsvariablen. Tübingen: Leibniz-Institut für Wissensmedien.
     
  • Oestermeier, U. (2015). HTML5 Animationen für das eChemBook. Tübingen: Leibniz-Institut für Wissensmedien.
     
  • Oestermeier, U. (2015). Littlebits: Ein Zoomable-Interface für haptische elektronische Module. Tübingen: Leibniz-Institut für Wissensmedien.
     
  • Paul, S. (2015). Versuchsumgebung: Leap-Motion Interaktion mit virtuellen Objekten. Tübingen: Leibniz-Institut für Wissensmedien.