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• Holtz, P. (2020). Does Postmodernism Really Entail a Disregard for the Truth? Similarities and Differences in Postmodern and Critical Rationalist Conceptualizations of Truth, Progress, and Empirical Research Methods. Frontiers in Psychology, 11, Article 2418. https://dx.doi.org/10.3389/fpsyg.2020.545959 Open Access
   
• Holtz, P. (2020). Two Questions to Foster Critical Thinking in the Field of Psychology: Are there any reasons to expect a different outcome, and what are the consequences if we don’t find what we were looking for? Meta-Psychology, 4, MP. 2018.894. https://dx.doi.org/10.15626/mp.2018.984 Open Access
   
• Holtz, P., & Appel, M. (2011). Internet use and video gaming predict problem behavior in early adolescence. Journal of Adolescence, 34, 49-58. https://dx.doi.org/10.1016/j.adolescence.2010.02.004
   
• Holtz, P., Dahinden, J., & Wagner, W. (2013). German Muslims and the integration debate: Negotiating identities in face of discrimination. Integrative Psychological and Behavioral Science, 47, 231-248. https://dx.doi.org/10.1007/s12124-012-9227-6
   
• Holtz, P., Deutschmann, E., & Dobewall, H. (2017). Cross-Cultural Psychology and the Trend towards Academic Capitalism: Linguistic Changes in CCR and JCCP Articles, 1970-2014. Journal of Cross-Cultural Psychology, 48, 1410-1431. https://dx.doi.org/10.1177/0022022117724902
   
• Holtz, P., Fetahu, B., & Kimmerle, J. (2018). Effects of contributor experience on the quality of health-related Wikipedia articles. Journal of Medical Internet Research, 20:e171. https://dx.doi.org/10.2196/jmir.9683 [Data] Open Access
   
• Holtz, P., & Gnambs, T. (2017). The improvement of student teachers’ instructional quality during a 15 week field experience: a latent multimethod change analysis. Higher Education, 74, 669-685. https://dx.doi.org/10.1007/s10734-016-0071-3
   
• Holtz, P., Kimmerle, J., & Cress, U. (2018). Using big data techniques for measuring productive friction in mass collaboration online environments. International Journal of Computer-Supported Collaborative Learning, 13, 439-456. https://dx.doi.org/10.1007/s11412-018-9285-y Open Access
   
• Holtz, P., Kronberger, N., & Wagner, W. (2012). Analyzing internet forums: A practical guide. Journal of Media Psychology, 24, 55-66.
   
• Holtz, P., & Monnerjahn, P. (2017). Falsificationism is not just ‘potential’ falsifiability, but requires ‘actual’ falsification: Social psychology, critical rationalism, and progress in science. Journal for the Theory of Social Behaviour, 47, 348-362. https://dx.doi.org/10.1111/jtsb.12134
   
• Holtz, P., & Odağ, Ö. (2020). Popper was not a Positivist: Why Critical Rationalism Could be an Epistemology for Qualitative as well as Quantitative Social Scientific Research. Qualitative Research in Psychology, 17(4), 541-564. https://dx.doi.org/10.1080/14780887.2018.1447622
   
• Holtz, P., & Wagner, W. (2009). Essentialism and attribution of monstrosity in racist discourse: Right-wing Internet postings about Africans and Jews. Journal of Community & Applied Social Psychology, 19, 411-425. https://dx.doi.org/10.1002/casp.v19:6
   
• 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.
   
• Holz, H., Brandelik, K., Beuttler, B., Brandelik, J., & Ninaus, M. (2018). How to train your syllable stress awareness – A digital game-based intervention for German dyslexic children. International Journal of Serious Games, 5(3), 37-59. https://dx.doi.org/10.17083/ijsg.v5i3.242 Open Access
   
• Hoogerheide, V., Visee, J., Lachner, A., & Van Gog, T. (2019). Generating an instructional video as homework activity is both effective and enjoyable. Learning and Instruction, 64, 101226. https://dx.doi.org/10.1016/j.learninstruc.2019.101226 Volltext anfordern
   
• Hornsey, M. J., Bierwiaczonek, K., Sassenberg, K., & Douglas, K. M. (2023). Individual, intergroup and nation-level influences on belief in conspiracy theories. Nature Reviews Psychology, 2, 85-97. https://dx.doi.org/10.1038/s44159-022-00133-0 Open Access
   
• Hornsey, M. J., Pearson, S., Kang, J., Sassenberg, K., Jetten, J., Van Lange, P. A. M., Medina, L. G., Amiot, C. E., Ausmees, L., Baguma, P., Barry, O., Becker, M., Bilewicz, M., Castelain, T., Costantini, G., Dimdins, G., Espinosa, A., Finchilescu, G., Friese, M., González, R., Goto, N., Gómez, Á., Halama, P., & Bastian, B. (2023). Multinational data show that conspiracy beliefs are associated with the perception (and reality) of poor national economic performance. European Journal of Social Psychology, 53(1), 78-89. https://dx.doi.org/10.1002/ejsp.2888 [Data] Open Access
   
• Hoyer, T., Moritz, J., & Moser, J. (2021). Visualization and perception of data gaps in the context of citizen science projects. KN - Journal of Cartography and Geographic Information, 71(3), 155-172. https://dx.doi.org/10.1007/s42489-021-00083-2 Open Access
   
• Hron, A., Cress, U., Hammer, K., & Friedrich, H. F. (2007). Fostering collaborative knowledge construction in a video-based learning setting: Effects of a shared workspace and content-specific graphical representation. British Journal of Educational Technology, 38 (2), 236-248. https://dx.doi.org/10.1111/bjet.2007.38.issue-2 Volltext anfordern
   
• Hron, A., & Friedrich, H. F. (2003). A review of web-based collaborative learning: Factors beyond technology. Journal of Computer Assisted Learning, 19, 70-79. https://dx.doi.org/10.1046/j.0266-4909.2002.00007.x Volltext anfordern
   
• Hron, A., Hesse, F. W., Cress, U., & Giovis, C. (2000). Implicit and explicit dialogue structuring in virtual learning groups. British Journal of Educational Psychology, 70, 53-64. https://dx.doi.org/10.1348/000709900157967 Volltext anfordern
   
• 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., Bloechle, J., Dackermann, T., Scholl, A., Sassenberg, K., & Moeller, K. (2017). Magnitude estimation is influenced by social power. Journal of Numerical Cognition, 3(2), 147-163. https://dx.doi.org/10.5964/jnc.v3i2.52 Open Access
   
• Huber, S., Cornelsen, S., Moeller, K., & Nürk, 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., Dietrich, J. F., Nagengast, B., & Moeller, K. (2017). Using propensity score matching to construct experimental stimuli. Behavior Research Methods, 49, 1107-1119. https://dx.doi.org/10.3758/s13428-016-0771-8 Open Access
   
• Huber, S., Fischer, U., Moeller, K., & Nürk, H.-C. (2013). On the interrelation of multiplication and division in secondary school children. Frontiers in Psychology, 4, Article 740. https://dx.doi.org/10.3389/fpsyg.2013.00740 Open Access
   
• 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., Klein, E., Moeller, K., & Willmes, K. (2016). Spatial-numerical and ordinal positional associations coexist in parallel. Frontiers in Psychology, 7, Article 438. https://dx.doi.org/10.3389/fpsyg.2016.00438 Open Access
   
• Huber, S., Klein, E., Willmes, K., Nürk, 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., Mann, A., Nuerk, H.-C., & Moeller, K. (2013). Cognitive control in number magnitude processing - Evidence from eye-tracking. Psychological Research, 78, 539-548. https://dx.doi.org/10.1007/s00426-013-0504-x
   
• Huber, S., Moeller, K., & Nuerk, H.-C. (2012). Differentielle Entwicklung arithmetischer Fähigkeiten nach der Grundschule: Manche Schere öffnet und schließt sich wieder. Lernen und Lernstörungen, 1, 119-134.
   
• Huber, S., Moeller, K., & Nuerk, H.-C. (2014). Adaptive processing of fractions - Evidence from eye-tracking. Acta Psychologica, 148, 37-48.
   
• 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., & Willmes, K. (2013). A computational modelling approach on three-digit number processing. Topics in Cognitive Science, 5, 317-334.
   
• Huber, S., Nuerk, H.-C., Willmes, K., & Moeller, K. (2016). A general model framework for multi-symbol number comparison. Psychological Review, 123(6), 667-695. https://dx.doi.org/10.1037/rev0000040
   
• 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
   
• Huff, M., Bauhoff, V., & Schwan, S. (2012). Effects of split attention revisited: A new display technology for troubleshooting tasks. Computers in Human Behavior, 28, 1254-1261. https://dx.doi.org/10.1016/j.chb.2012.02.008 Volltext anfordern
   
• Huff, M., & Bongartz, E. C. (2023). Low research-data availability in educational-psychology journals: no indication of effective research-data policies. Advances in Methods and Practices in Psychological Science, 6(1), 1-17. https://dx.doi.org/10.1177/25152459231156419 [Data] Open Access
   
• Huff, M., Jacobsen, C., & Papenmeier, F. (in press). Edit blindness is not related to immersion and presence in Hollywood movies. Psychology of Aesthetics, Creativity, and the Arts. https://dx.doi.org/10.1037/aca0000542 [Data] Volltext anfordern
   
• Huff, M., Jahn, G., & Schwan, S. (2009). Tracking multiple objects across abrupt viewpoint changes. Visual Cognition, 17(3), 297-306. https://dx.doi.org/10.1080/13506280802061838 Volltext anfordern
   
• Huff, M., & Maurer, A. E. (2014). Post-Learning Verbal Information Changes Visual and Motor Memory for Hand-Manipulative Tasks Misinformation effect. Applied Cognitive Psychology, 28(5), 772-779. https://dx.doi.org/10.1002/acp.3047
   
• Huff, M., Maurer, A. E., Brich, I., Pagenkopf, A., Wickelmaier, F., & Papenmeier, F. (2018). Construction and updating of event models in auditory event processing. Journal of Experimental Psychology: Learning, Memory, and Cognition, 44, 307-320. https://dx.doi.org/10.1037/xlm0000482
   
• Huff, M., Maurer, A. E., & Merkt, M. (2018). Producing gestures establishes a motor context for procedural learning tasks. Learning and Instruction, 58, 245-254. https://dx.doi.org/10.1016/j.learninstruc.2018.07.008
   
• Huff, M., Meitz, T. G., & Papenmeier, F. (2014). Changes in situation models modulate processes of event perception in audiovisual narratives. Journal of Experimental Psychology: Learning, Memory, and Cognition, 40(5), 1377-1388. https://dx.doi.org/10.1037/a0036780
   
• Huff, M., Meyerhoff, H. S., Papenmeier, F., & Jahn, G. (2010). Spatial updating of dynamic scenes: Tracking multiple invisible objects across viewpoint changes. Attention, Perception, & Psychophysics, 72(3), 628-636. https://dx.doi.org/10.3758/APP.72.3.628 Volltext anfordern
   
• Huff, M., & Papenmeier, F. (2012). It is time to integrate: The temporal dynamics of object motion and texture motion integration in multiple object tracking. Vision Research, 76, 25-30. https://dx.doi.org/10.1016/j.visres.2012.10.001
   
• Huff, M., & Papenmeier, F. (2017). Event Perception: From Event Boundaries to Ongoing Events. Journal of Applied Research in Memory and Cognition, 6(2), 129-132. https://dx.doi.org/10.1016/j.jarmac.2017.01.003
   
• Huff, M., Papenmeier, F., Jahn, G., & Hesse, F. W. (2010). Eye movements across viewpoint changes in multiple object tracking. Visual Cognition, 18(9), 1368-1391. https://dx.doi.org/10.1080/13506285.2010.495878 Volltext anfordern
   
• Huff, M., Papenmeier, F., Maurer, A. E., Meitz, T. G. K., Garsoffky, B., & Schwan, S. (2017). Fandom biases retrospective judgments not perception. Scientific Reports, 7:43083. https://dx.doi.org/10.1038/srep43083 [Data] Open Access
   
• Huff, M., Papenmeier, F., & Zacks, J. M. (2012). Visual target detection is impaired at event boundaries. Visual Cognition, 20(7), 848-864. https://dx.doi.org/10.1080/13506285.2012.705359
   
• Huff, M., Rosenfelder, D., Oberbeck, M., Merkt, M., Papenmeier, F., & Meitz, T. G. K. (2020). Cross-codal integration of bridging-event information in narrative understanding. Memory & Cognition, 48(6), 942-956. https://dx.doi.org/10.3758/s13421-020-01039-z Open Access
   
• Huff, M., & Schwan, S. (2008). Verbalizing events: Overshadowing or facilitation? Memory & Cognition, 36 (2)(2), 392-402. https://dx.doi.org/10.3758/mc.36.2.392 Volltext anfordern
   
• Huff, M., & Schwan, S. (2011). Integrating information from two pictorial animations: Complexity and cognitive prerequisites influence performance. Applied Cognitive Psychology, 25, 878-886.
   
• Huff, M., & Schwan, S. (2012). The verbal facilitation effect in learning to tie nautical knots. Learning and Instruction, 22, 376-385. https://dx.doi.org/10.1016/j.learninstruc.2012.03.001
   
• Huff, M., & Schwan, S. (2012). Do not cross the line: Heuristic spatial updating in dynamic scenes. Psychonomic Bulletin & Review, 19(6), 1065–1072. https://dx.doi.org/10.3758/s13423-012-0293-z Volltext anfordern
   
• Huff, M., Schwan, S., & Garsoffky, B. (2011). Recognizing dynamic scenes: Influence of processing orientation. Perceptual and Motor Skills, 112, 429-439. https://dx.doi.org/10.2466/22.PMS.112.2.429-439
   
• Huff, M., Schwan, S., & Garsoffky, B. (2011). When movement patterns turn into events: Implications for the recognition of spatial configurations from different viewpoints. Journal of Cognitive Psychology, 23(4), 476-484. https://dx.doi.org/10.1080/20445911.2011.541152
   
• Hutmacher, F., Appel, M., & Schwan, S. (2024). Understanding autobiographical memory in the digital age: The AMEDIA-model. Psychological Inquiry, 35, 83-105. https://dx.doi.org/10.1080/1047840X.2024.2384125 Open Access
   
• Hutmacher, F., Appel, M., & Schwan, S. (2024). Remembering our lives in the 21st century. Psychological Inquiry, 35, 150-157. https://dx.doi.org/10.1080/1047840X.2024.2384128 Open Access
   
• Hutmacher, F., & Schwan, S. (2023). Remembering beloved objects from early childhood, middle childhood, and adolescence and the role of the five senses. Memory, 31(2), 270-281. https://dx.doi.org/10.1080/09658211.2022.2152462 Volltext anfordern
   
• Ildirar, S., Levin, D., Schwan, S., & Smith, T. (2018). Audio Facilitates the Perception of Cinematic Continuity by First-time Viewers. Perception, 47(3), 276-295. https://dx.doi.org/10.1177/0301006617745782
   
• 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
   
• Imhof, B., Scheiter, K., Edelmann, J., & Gerjets, P. (2012). How temporal and spatial aspects of presenting visualizations affect learning about locomotion patterns. Learning and Instruction, 22, 193-205. https://dx.doi.org/10.1016/j.learninstruc.2011.10.006 Volltext anfordern
   
• Imhof, B., Scheiter, K., Edelmann, J., & Gerjets, P. (2013). Learning about locomotion patterns: Effective use of multiple pictures and motion-indicating arrows. Computers & Education, 65, 45-55. https://dx.doi.org/10.1016/j.compedu.2011.05.004 Volltext anfordern
   
• Imhof, B., Scheiter, K., & Gerjets, P. (2011). Learning about locomotion patterns from visualizations: Effects of presentation format and realism. Computers & Education, 57, 1961-1970. https://dx.doi.org/10.1016/j.compedu.2013.01.017 Volltext anfordern
   
• Jacob, L., Lachner, A., & Scheiter, K. (2020). Learning by explaining orally or in written form? Text complexity matters. Learning and Instruction, 68, Article 101344. https://dx.doi.org/10.1016/j.learninstruc.2020.101344 Volltext anfordern
   
• Jacob, L., Lachner, A., & Scheiter, K. (2021). Does increasing social presence enhance the effectiveness of writing explanations? PLOS ONE, 16(4), Article e0250406. https://dx.doi.org/10.1371/journal.pone.0250406 Volltext anfordern
   
• Jacob, L., Lachner, A., & Scheiter, K. (2022). Do school students’ academic self-concept and prior knowledge constrain the effectiveness of generating technology-mediated explanations? Computers & Education, 182, Article 104469. https://dx.doi.org/10.1016/j.compedu.2022.104469 Volltext anfordern
   
• Jacoby, J., & Sassenberg, K. (2011). Interaction does not only tell us 'when', but can also tell us 'how': Testing process hypotheses by interaction. European Journal of Social Psychology, 41, 180-190. Volltext anfordern
   
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• Jahn, G., Wendt, J., Lotze, M., Papenmeier, F., & Huff, M. (2012). Brain activation during spatial updating and attentive tracking of moving targets. Brain and Cognition, 78, 105-113. https://dx.doi.org/10.1016/j.bandc.2011.12.001
   
• Jajdelska, E., Anderson, M., Butler, C., Fabb, N., Finnigan, E., Garwood, I., Kelly, S., Kirk, W., Kukkonen, K., Mullally, S., & Schwan, S. (2019). Picture This: A Review of Research Relating to Narrative Processing by Moving Image Versus Language. Frontiers in Psychology, 10(1161), Article 1161. https://dx.doi.org/10.3389/fpsyg.2019.01161 Open Access
   
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• Jarodzka, H. M., Baslev, T., Holmqvist, K., Nyström, M., Scheiter, K., Gerjets, P., & Eika, B. (2012). Conveying clinical reasoning based on visual observation via eye-movement modeling examples. Instructional Science, 40, 813-827. Volltext anfordern
   
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• Job, V., Bernecker, K., & Dweck, C. (2012). Are Implicit Motives the Need to Feel Certain Affect? Motive–Affect Congruence Predicts Relationship Satisfaction. Personality and Social Psychology Bulletin, 38(12), 1552-1565. https://dx.doi.org/10.1177/0146167212454920
   
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• Jonas, K. J., Boos, M., & Sassenberg, K. (2002). Unsubscribe pleeezz!!! Management and training of media competence in computer-mediated communication. Cyberpsychology and Behavior, 5, 315-329.
   
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• Meuer, M., Nestler, S., & Oeberst, A. (2021). Debiasing media articles–reducing hindsight bias in the production of written work. Journal of Applied Research in Memory and Cognition, 10(3), 435-443. https://dx.doi.org/10.1016/j.jarmac.2020.12.006 Volltext anfordern
   
• Meuer, M., Nestler, S., & Oeberst, A. (2022). What determines hindsight bias in written work? One field and three experimental studies in the context of Wikipedia. Journal of Experimental Psychology: Applied, 29(2), 239-258. https://dx.doi.org/10.1037/xap0000445 [Data]
   
• Meuer, M., Von der Beck, I., Nestler, S., & Oeberst, A. (2021). What drives increases in hindsight impressions after the reception of biased media content? Journal of Experimental Psychology: Applied, 27(3), 461-472. https://dx.doi.org/10.1037/xap0000353 Volltext anfordern
   
• Meyerhoff, H. S., & Gehrer, N. A. (2017). Visuo-perceptual capabilities predict sensitivity for coinciding auditory and visual transients in multi-element displays. PLOS ONE, 12(9):e0183723. https://dx.doi.org/10.1371/journal.pone.0183723 [Data] Open Access
   
• Meyerhoff, H. S., Gehrer, N. A., & Frings, C. (in press). The beep-speed illusion cannot be explained with a simple selection bias. Experimental Psychology. https://dx.doi.org/10.1027/1618-3169/a000594 Open Access
   
• Meyerhoff, H. S., Gehrer, N. A., Merz, S., & Frings, C. (2022). The beep-speed illusion: Non-spatial tones increase perceived speed of visual objects in a forced-choice paradigm. Cognition, 219, Article 104978. https://dx.doi.org/10.1016/j.cognition.2021.104978 [Data] Volltext anfordern
   
• Meyerhoff, H. S., Grinschgl, S., Papenmeier, F., & Gilbert, S. J. (2021). Individual differences in cognitive offloading: a comparison of intention offloading, pattern copy, and short-term memory capacity. Cognitive Research: Principles and Implications, 6(1), Article 34. https://dx.doi.org/10.1186/s41235-021-00298-x [Data] Open Access
   
• Meyerhoff, H. S., & Huff, M. (2016). Semantic congruency but not temporal synchrony enhances long-term memory performance for audio-visual scenes. Memory & Cognition, 44, 390-402. https://dx.doi.org/10.3758/s13421-015-0575-6 Volltext anfordern
   
• Meyerhoff, H. S., Huff, M., Papenmeier, F., Jahn, G., & Schwan, S. (2011). Continuous visual cues trigger automatic spatial target updating in dynamic scenes. Cognition, 121, 73-82. https://dx.doi.org/10.1016/j.cognition.2011.06.001 Volltext anfordern
   
• Meyerhoff, H. S., Huff, M., & Schwan, S. (2013). Linking perceptual animacy to attention: Evidence from the chasing detection paradigm. Journal of Experimental Psychology: Human Perception and Performance, 39, 1003-1015. https://dx.doi.org/10.1037/a0030839 Volltext anfordern
   
• Meyerhoff, H. S., Jaggy, O., Papenmeier, F., & Huff, M. (2023). Long-term memory representations for audio-visual scenes. Memory & Cognition, 51(2), 349-370. https://dx.doi.org/10.3758/s13421-022-01355-6 Open Access
   
• Meyerhoff, H. S., Jardine, N., Stieff, M., Hegarty, M., & Franconeri, S. (2021). Visual ZIP files: Viewers beat capacity limits by compressing redundant features across objects. Journal of Experimental Psychology: Human Perception and Performance, 47(1), 103-115. https://dx.doi.org/10.1037/xhp0000879
   
• Meyerhoff, H. S., Merkt, M., Schröpel, C., & Meder, A. (2022). Medical education videos as a tool for rehearsal: Efficiency and the cases of background music and difficulty. Instructional Science, 50(6), 879-901. https://dx.doi.org/10.1007/s11251-022-09595-4 Volltext anfordern
   
• Meyerhoff, H. S., Merz, S., & Frings, C. (2018). Tactile stimulation disambiguates the perception of visual motion paths. Psychonomic Bulletin & Review, 25, 2231-2237. https://dx.doi.org/10.3758/s13423-018-1467-0 [Data]
   
• Meyerhoff, H. S., Moeller, K., Debus, K., & Nürk, H.-C. (2012). Multi-digit number processing beyond the two-digit number range: A combination of sequential and parallel processes. Acta Psychologica, 140, 81-90. Volltext anfordern
   
• Meyerhoff, H. S., & Papenmeier, F. (2020). Individual differences in visual attention: A short, reliable, open-source, and multilingual test of multiple object tracking in PsychoPy. Behavior Research Methods, 52(6), 2556-2566. https://dx.doi.org/10.3758/s13428-020-01413-4 Volltext anfordern
   
• Meyerhoff, H. S., Papenmeier, F., & Huff, M. (2013). Object-based integration of motion information during attentive tracking. Perception, 42, 119-121. https://dx.doi.org/10.1068/p7273
   
• Meyerhoff, H. S., Papenmeier, F., & Huff, M. (2017). Studying visual attention using the multiple object tracking paradigm: A tutorial review. Attention, Perception, & Psychophysics, 79(5), 1255-1274. https://dx.doi.org/10.3758/s13414-017-1338-1 Volltext anfordern
   
• Meyerhoff, H. S., Papenmeier, F., Jahn, G., & Huff, M. (2013). A single unexpected change in target- but not distractor motion impairs multiple object tracking. i-Perception, 4, 81-83. http://i-perception.perceptionweb.com/fulltext/i04/i0567sas.pdf
   
• 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 Volltext anfordern
   
• Meyerhoff, H. S., Papenmeier, F., Jahn, G., & Huff, M. (2016). Not FLEXible enough: Exploring the temporal dynamics of attentional reallocations with the multiple object tracking paradigm. Journal of Experimental Psychology: Human Perception and Performance, 42, 776-787. https://dx.doi.org/10.1037/xhp0000187 Volltext anfordern
   
• Meyerhoff, H. S., & Scholl, B. J. (2018). Auditory-induced bouncing is a perceptual (rather than a cognitive) phenomenon: Evidence from illusory crescents. Cognition, 170, 88-94. https://dx.doi.org/10.1016/j.cognition/2017.08.007
   
• 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 Volltext anfordern
   
• 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 Volltext anfordern
   
• Meyerhoff, H. S., Schwan, S., & Huff, M. (2018). Oculomotion Mediates Attentional Guidance Toward Temporarily Close Objects. Visual Cognition, 26, 166-178. https://dx.doi.org/10.1080/13506285.2017.1399950 Volltext anfordern
   
• Meyerhoff, H. S., Stegemann, M. J., & Frings, C. (2023). Linking auditory-induced bouncing and auditory-induced illusory crescents: an individual-differences approach. Multisensory Research, 36(5), 429-447. https://dx.doi.org/10.1163/22134808-bja10100 Open Access
   
• Meyerhoff, H. S., & Suzuki, S. (2018). Beep, be-, or –ep: The impact of auditory transients on perceived bouncing/streaming. Journal of Experimental Psychology: Human Perception and Performance, 44(12), 1995-2004. https://dx.doi.org/10.1037/xhp0000585 [Data] Volltext anfordern
   
• 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 Volltext anfordern
   
• Michel, C. W., Ray, D. G., Kaup, B., & Hesse, F. W. (2014). Perspective image comprehension depends on both visual and proprioceptive information. Attention, Perception, & Psychophysics, 76(8), 2477-2484. https://dx.doi.org/10.3758/s13414-014-0731-2
   
• 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.
   
• Mihułowicz, 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
   
• Minissi, M. E., Gómez Zaragozá, L., Marín Morales, J., Mantovani, F., Sirera, M., Abad, L., Cervera Torres, S., Gómez-García, S., Chicchi Giglioli, I. A., & Alcañiz Raya, M. (2023). The whole-body motor skills of children with autism spectrum disorder taking goal-directed actions in virtual reality. Frontiers in Psychology, 14, Article 1140731. https://dx.doi.org/10.3389/fpsyg.2023.1140731 Open Access
   
• Mock, J., Huber, S., Bloechle, J., Bahnmüller, J., Moeller, K., & Klein, E. (2019). Processing symbolic and non-symbolic proportions: Domain-specific numerical and domain-general processes in intraparietal cortex. Brain Research, 1714, 133-146. https://dx.doi.org/10.1016/j.brainres.2019.02.029 Volltext anfordern
   
• Mock, J., Huber, S., Bloechle, J., Dietrich, J. F., Bahnmüller, J., Rennig, J., Klein, E., & Moeller, K. (2018). Magnitude processing of symbolic and non-symbolic proportions: an fMRI study. Behavioral and Brain Functions, 14:9. https://dx.doi.org/10.1186/s12993-018-0141-z Open Access
   
• Mock, J., Huber, S., Cress, U., Nuerk, H.-C., & Moeller, K. (2019). Negative Numbers are not yet Automatically Associated with Space in 6th Graders. Journal of Cognition and Development, 20(4), 611-633. https://dx.doi.org/10.1080/15248372.2019.1639714
   
• Mock, J., Huber, S., Klein, E., & Moeller, K. (2016). Insights into numerical cognition - Considering eye-fixations in number processing and arithmetic. Psychological Research, 80, 334-359. https://dx.doi.org/10.1007/s00426-015-0739-9
   
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• Moeller, K., Fischer, U., Nürk, 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 Volltext anfordern
   
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• Moeller, K., Klein, E., Kucian, K., & Willmes, K. (2014). Numerical Development - From cognitive functions to neural underpinnings. Frontiers in Psychology, 5, Article 1047. https://dx.doi.org/10.3389/fpsyg.2014.01047 Open Access
   
• Moeller, K., Klein, E., & Nuerk, H.-C. (2011). (No) small adults – Children’s processing of carry addition problems. Developmental Neuropsychology, 36, 702-720.
   
• Moeller, K., Klein, E., & Nuerk, H.-C. (2011). Three processes underlying the carry effect in addition - Evidence from eye-tracking. British Journal of Psychology, 102, 623-645.
   
• Moeller, K., Klein, E., & Nuerk, H.-C. (2013). Influences of cognitive control in numerical cognition - Adaptation by binding for implicit learning. Topics in Cognitive Science, 5(2), 335-353.
   
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• Moeller, K., Klein, E., Nürk, H.-C., & Cohen Kadosh, R. (2012). A unitary or multiple representations of numerical magnitude? – The case of structure in symbolic and non-symbolic quantities. Frontiers in Cognition, 3, Article 191. Volltext anfordern
   
• Moeller, K., Martignon, L., Wessolowski, S., Engel, J., & Nuerk, H.-C. (2011). Effects of finger counting on numerical development: A review of neuro-cognitive arguments and those from mathematics education. Frontiers in Cognition, 2, Article 328.
   
• Moeller, K., Neuburger, S., Kaufmann, L., Landerl, K., & Nuerk, H.-C. (2009). Basic number processing deficits in developmental dyscalculia. Evidence from eye-tracking. Cognitive Development, 24, 371-386.
   
• Moeller, K., & Nuerk, H. (2011). Psychophysics of Numerical Representation Why Seemingly Logarithmic Representations May Rather Be Multi-Linear. Zeitschrift für Psychologie, 219(1), 64-70. https://dx.doi.org/10.1027/2151-2604/a000048
   
• Moeller, K., & Nuerk, H.-C. (2012). Fingerbasierte Repräsentationen als verkörperlichte Vorläuferfähigkeit mathematischer Kompetenzen: Ein Plädoyer für mehr Dialog zwischen Fachdidaktik und Neuropsychologie. Lernen und Lernstörungen, 1, 63-71.
   
• Moeller, K., & Nuerk, H.-C. (2012). Zählen und Rechnen mit den Fingern: Hilfe, Sackgasse oder bloßer Übergang auf dem Weg zu komplexen arithmetischen Kompetenzen? Lernen und Lernstörungen, 1, 33-53.
   
• Moeller, K., Nuerk, H.-C., & Willmes, K. (2009). Internal number magnitude representation is not holistic, either. The European Journal of Cognitive Psychology, 21, 672-685.
   
• Moeller, K., Pixner, S., Kaufmann, L., & Nuerk, H.-C. (2009). Children’s early mental number line: Logarithmic or rather decomposed linear? Journal of Experimental Child Psychology, 103, 503-515.
   
• Moeller, K., Pixner, S., Klein, E., Cress, U., & Nuerk, H.-C. (2009). Zahlenverarbeitung ist nicht gleich Rechnen – Eine Beschreibung basisnumerischer Repräsentationen und spezifischer Interventionsansätze. Prävention und Rehabilitation, 21(3), 121-136. Volltext anfordern
   
• Moeller, K., Pixner, S., Zuber, J., Kaufmann, L., & Nuerk, H.-C. (2011). Early place-value understanding as a precursor for later arithmetic performance – a longitudinal study on numerical development. Research in Developmental Disabilities, 32, 1837-1851.
   
• 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., Wood, G., Doppelmayr, M., & Nuerk, H.-C. (2010). Oscillatory EEG correlates of an implicit activation of multiplication facts in the number bisection task. Brain Research, 1320, 85-94.
   
• Moeller, K., Zuber, J., Olsen, N., Nürk, H.-C., & Willmes, K. (2015). Intransparent German number words complicate transcoding - A translingual comparison with Japanese. Frontiers in Psychology, 6, Article 740. https://dx.doi.org/10.3389/fpsyg.2015.00740 Open Access
   
• Moerland, J., Leseman, P. P. M., & Van Genuchten, E. (2010). Verschillen tussen kinderen met dyslexie en kinderen zonder dyslexie bij het schrijven van zinnen [Differences between children with dyslexia and children without dyslexia in writing sentences]. Tijdschrift voor Orthopedagogiek, 49(6), 245-258. Volltext anfordern
   
• Moloney, G., Holtz, P., & Wagner, W. (2013). Editorial political cartoons in Australia: Social representations and the visual depiction of essentialism. Integrative Psychological and Behavioral Science, 47, 284-298.
   
• Moritz, J., Meyerhoff, H. S., Meyer-Dernbecher, C., & Schwan, S. (2018). Representation control increases task efficiency in complex graphical representations. PLOS ONE, 13(4):e0196420. https://dx.doi.org/10.1371/journal.pone.0196420 [Data] Open Access
   
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• Rydell, R. J., Hugenberg, K., Ray, D. G., & Mackie, D. M. (2007). Implicit theories about groups and stereotyping: The role of group entitativity. Personality and Social Psychology Bulletin, 33, 549-558. Volltext anfordern
   
• Rögele, A., Scheiter, K., & Randler, C. (2022). Can involvement induced by guidance foster scientific reasoning and knowledge of participants of a Citizen Science project? International Journal of Science Education, Part B, 12(2), 94-110. https://dx.doi.org/10.1080/21548455.2022.2043567 Volltext anfordern
   
• Sachs-Hombach, K., & Schwan, S. (2005). Was ist schräge Kamera? Anmerkungen zur Bestandsaufnahme ihrer Formen Funktionen und Bedeutungen. IMAGE. Zeitschrift für interdisziplinäre Bildwissenschaft, 1, 130-139.
   
• Said, N., Frauhammer, L. T., & Huff, M. (2022). Pre-registered replication of the gateway belief model – Results from a representative German sample. Journal of Environmental Psychology, 84, Article 101910. https://dx.doi.org/10.1016/j.jenvp.2022.101910
   
• Said, N., Frauhammer, L. T., & Huff, M. (2023). Consensus messaging in climate change communication: Metacognition as moderator variable in the gateway belief model. Journal of Environmental Psychology, 91, Article 102128. https://dx.doi.org/10.1016/j.jenvp.2023.102128 Volltext anfordern
   
• Said, N., Potinteu, A.-E., Brich, I. R., Buder, J., Schumm, H., & Huff, M. (2023). An artificial intelligence perspective: How knowledge and confidence shape risk and benefit perception. Computers in Human Behavior, 149, Article 107855. https://dx.doi.org/10.1016/j.chb.2023.107855 Volltext anfordern
   
• Salemi Khamene, A., Ghahari, S., Soltanlou, M., & Darabi, J. (2013). Effectiveness of pivotal response treatment on communicative and behavioral disorder of 8-12 years-old autistic boys. Journal of Gorgan University of Medical Sciences, 15(1), 6-11.
   
• Salmerón, L., Abu Mallouh, R., & Kammerer, Y. (2017). Location of navigation menus in websites: an experimental study with Arabic users. Universal Access in the Information Society, 16, 191-196. https://dx.doi.org/10.1007/s10209-015-0444-x Open Access
   
• Salmerón, L., Kammerer, Y., & García-Carrión, P. (2013). Searching the Web for conflicting topics: page and user factors. Computers in Human Behavior, 29, 2161–2171. https://dx.doi.org/10.1016/j.chb.2013.04.034
   
• Sander, M. C., Werkle-Bergner, M., Gerjets, P., Shing, Y. L., & Lindenberger, U. (2012). The two-component model of memory development, and its potential implications for educational settings. Developmental Cognitive Neuroscience, 2, 67-77.
   
• Sarigül, B., Schneider, F. M., & Utz, S. (2024). Believe it or not? Investigating the credibility of voice assistants in the context of social roles and relationship types. International Journal of Human-Computer Interaction. https://dx.doi.org/10.1080/10447318.2024.2375797 Open Access
   
• Sarigül, B., & Urgen, B. A. (2023). Audio–visual predictive processing in the perception of humans and robots. International Journal of Social Robotics, 15(5), 855-865. https://dx.doi.org/10.1007/s12369-023-00990-6 Open Access
   
• Sassenberg, K. (2002). Common bond and common identity groups on the Internet: Attachment and normative behavior in on-topic and off-topic chats. Group Dynamics: Theory, Research, and Practice, 6, 27-37. https://dx.doi.org/10.1037/1089-2699.6.1.27 Volltext anfordern
   
• Sassenberg, K. (2013). It is about the web and the user: The effects of web use depend on person characteristics. Psychological Inquiry, 24, 333-340. https://dx.doi.org/10.1080/1047840X.2013.839074 Volltext anfordern
   
• Sassenberg, K. (2017). Digitale Medien als Informationsquelle über Umwelt und Gesundheit für Laien. Bundesgesundheitsblatt, 60, 649-655. https://dx.doi.org/10.1007/s00103-017-2549-2 Volltext anfordern
   
• Sassenberg, K., Bertin, P., Douglas, K. M., & Hornsey, M. J. (2023). Editorial: Engaging with conspiracy theories: Causes and consequences. Journal of Experimental Social Psychology, 105, Article 104425. https://dx.doi.org/10.1016/j.jesp.2022.104425 Volltext anfordern
   
• Sassenberg, K., & Boos, M. (2003). Attitude change in computer-mediated communication: Effects of anonymity and category norms. Group Processes & Intergroup Relations, 6, 405-422. https://dx.doi.org/10.1177/13684302030064006 Volltext anfordern
   
• Sassenberg, K., Boos, M., & Klapproth, F. (2001). Wissen und Glaubwürdigkeit als zentrale Merkmale von Experten: Der Einfluss von Expertise auf den Informationsaustausch in computervermittelter Kommunikation. Zeitschrift für Sozialpsychologie, 32, 45-56.
   
• Sassenberg, K., Boos, M., Postmes, T., & Reips, U.-D. (2003). Studying the Internet: A challenge for modern psychology (Editorial). Swiss Journal of Psychology, 62, 75-77.
   
• Sassenberg, K., Boos, M., & Rabung, S. (2005). Attitude change in face-to-face and computer-mediated communication: private self-awareness as mediator and moderator. European Journal of Social Psychology, 35, 361-374. https://dx.doi.org/10.1002/ejsp.254 Volltext anfordern
   
• Sassenberg, K., Brazy, P. C., Jonas, K. J., & Shah, J. Y. (2013). When gender fits self-regulatory preferences: The impact of regulatory fit on gender-based ingroup favoritism. Social Psychology, 44, 4-15. https://dx.doi.org/10.1027/1864-9335/a000095 Volltext anfordern
   
• Sassenberg, K., & Ditrich, L. (2019). Research in Social Psychology Changed Between 2011 and 2016: Larger Sample Sizes, More Self-Report Measures, and More Online Studies. Advances in Methods and Practices in Psychological Science, 2, 107-114. https://dx.doi.org/10.1177/2515245919838781 [Data] Volltext anfordern
   
• Sassenberg, K., Ellemers, N., & Scheepers, D. (2012). The attraction of social power: The influence of construing power as opportunity versus responsibility. Journal of Experimental Social Psychology, 48, 550-555. https://dx.doi.org/10.1016/j.jesp.2011.11.008 Volltext anfordern
   
• Sassenberg, K., & Fehr, J. (2012). Contextualizing self-control and self-regulation. Zeitschrift für Psychologie, 220, 145-146. https://dx.doi.org/10.1027/2151-2604/a000106 Volltext anfordern
   
• Sassenberg, K., Fehr, J., Hansen, N., Matschke, C., & Woltin, K.-A. (2007). Eine sozialpsychologische Analyse zur Reduzierung von sozialer Diskriminierung von Menschen mit Migrationshintergrund. Zeitschrift für Sozialpsychologie, 38, 239-249. Volltext anfordern
   
• Sassenberg, K., & Greving, H. (2016). Internet searching about disease elicits a positive perception of own health when severity of illness is high: A longitudinal questionnaire study. Journal of Medical Internet Research, 18, e56. https://dx.doi.org/10.2196/jmir.5140 Volltext anfordern
   
• Sassenberg, K., & Hamstra, M. R. W. (2017). The intrapersonal and interpersonal dynamics of self-regulation in the leadership process. Advances in Experimental Social Psychology, 55, 193-257. https://dx.doi.org/10.1016/bs.aesp.2016.08.001 Volltext anfordern
   
• Sassenberg, K., & Hansen, N. (2007). The impact of regulatory focus on affective responses to social discrimination. European Journal of Social Psychology, 37, 421-444. https://dx.doi.org/10.1002/ejsp.358 Volltext anfordern
   
• Sassenberg, K., Jonas, K. J., Shah, J., & Brazy, P. (2007). Why some groups just feel better: The regulatory fit of group power. Journal of Personality and Social Psychology, 92, 249-267. https://dx.doi.org/10.1037/0022-3514.92.2.249 Volltext anfordern
   
• Sassenberg, K., Kessler, T., & Mummendey, A. (2003). Less negative = more positive? Social discrimination as avoidance and approach. Journal of Experimental Social Psychology, 39, 48-58. https://dx.doi.org/10.1016/S0022-1031(02)00519-X Volltext anfordern
   
• 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 Volltext anfordern
   
• Sassenberg, K., & Matschke, C. (2010). The impact of exchange programs on the integration of the host-group into the self-concept. European Journal of Social Psychology, 40, 148-159. Volltext anfordern
   
• Sassenberg, K., Matschke, C., & Scholl, A. (2011). The impact of discrepancies from ingroup norms on group members’ well-being and motivation. European Journal of Social Psychology, 41, 886-897. https://dx.doi.org/10.1002/ejsp.833 Volltext anfordern
   
• Sassenberg, K., & Moskowitz, G. B. (2005). Don't stereotype, think different! Overcoming automatic stereotype activation by mindset priming. Journal of Experimental Social Psychology, 41, 506-514. https://dx.doi.org/10.1016/j.jesp.2004.10.002 Volltext anfordern
   
• Sassenberg, K., Moskowitz, G. B., Fetterman, A. K., & Kessler, T. (2017). Priming creativity as a strategy to increase creative performance by facilitating the activation and use of remote associations. Journal of Experimental Social Psychology, 68, 128-138. https://dx.doi.org/10.1016/j.jesp.2016.06.010 Volltext anfordern
   
• Sassenberg, K., Moskowitz, G. B., Jacoby, J., & Hansen, N. (2007). The carry-over effect of competition: The impact of competition on prejudice towards uninvolved outgroups. Journal of Experimental Social Psychology, 43, 529-538. Volltext anfordern
   
• Sassenberg, K., Muller, D., & Klauer, K.-C. (2014). Editorial: Special Section: Methods and statistics in social psychology - Refinements and new developments. European Journal of Social Psychology, 44, 671-672. https://dx.doi.org/10.1002/ejsp.2086
   
• Sassenberg, K., & Postmes, T. (2002). Cognitive and strategic processes in small groups: Effects of anonymity of the self and anonymity of the group on social influence. British Journal of Social Psychology, 41, 463-480. https://dx.doi.org/10.1348/014466602760344313 Volltext anfordern
   
• Sassenberg, K., Roesel, I., Sudeck, G., Bernecker, K., Durst, J., & Krauss, I. (2022). The relation of attitude toward technology and mastery experience after an app-guided physical exercise intervention: Randomized crossover trial. JMIR Formative Research, 6(2), Article e28913. https://dx.doi.org/10.2196/28913 Open Access
   
• Sassenberg, K., Sassenrath, C., & Fetterman, A. K. (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 Volltext anfordern
   
• Sassenberg, K., & Scholl, A. (2013). If I can do it my way …The influence of regulatory focus on job-related values and job selection. Journal of Economic Psychology, 38, 58-70. https://dx.doi.org/10.1016/j.joep.2012.09.003 Volltext anfordern
   
• Sassenberg, K., & Scholl, A. (2019). Linking regulatory focus and threat–challenge: transitions between and outcomes of four motivational states. European Review of Social Psychology, 30(1), 174-215. https://dx.doi.org/10.1080/10463283.2019.1647507 Open Access
   
• Sassenberg, K., & Wieber, F. (2005). Don't ignore the other half: the impact of ingroup identification on implicit measures of prejudice. European Journal of Social Psychology, 35, 621-632. https://dx.doi.org/10.1002/ejsp.267 Volltext anfordern
   
• Sassenberg, K., & Wiesing, U. (2016). Internet-informierte Patienten – Empirische Evidenz für einseitige Informationsverarbeitung und ihre medizinethischen Implikationen. Zeitschrift für Medizinische Ethik, 62, 299-311. https://dx.doi.org/10.14623/zfme.2016.4.299-311 Volltext anfordern
   
• Sassenberg, K., Winter, K., Becker, D., Ditrich, L., Scholl, A., & Moskowitz, G. B. (2022). Flexibility mindsets: Reducing biases that result from spontaneous processing. European Review of Social Psychology, 33(1), 171-213. https://dx.doi.org/10.1080/10463283.2021.1959124 Open Access
   
• Sassenberg, K., & Woltin, K.-A. (2008). Group-based self-regulation: The effects of regulatory focus. European Review of Social Psychology, 19, 126-164. Volltext anfordern
   
• Sassenberg, K., & Woltin, K.-A. (2009). Self-regulation of group members: The case of regulatory focus. Social and Personality Psychology Compass, 3, 118-132. https://dx.doi.org/10.1111/spco.2009.3.issue-5 Volltext anfordern
   
• Sassenberg, K., & Woltin, K.-A. (2009). Teaching and Learning Guide for Self-regulation of group members: The case of regulatory focus. Social and Personality Psychology Compass, 3, 864-870. https://dx.doi.org/10.1111/spco.2009.3.issue-5
   
• Sassenrath, C., Diefenbacher, S., Siegel, A., & Keller, J. (2016). A person-oriented approach to hand hygiene behaviour: Emotional empathy fosters hand hygiene practice. Psychology & Health, 31(2), 205-227. https://dx.doi.org/10.1080/08870446.2015.1088945 Volltext anfordern
   
• Sassenrath, C., Greving, H., & Sassenberg, K. (2017). It has to be first-hand: The effect of first-person testimonials in medical communication on recipients' emotions and memory. Cogent Medicine, 4: 1354492. https://dx.doi.org/10.1080/2331205X.2017.1354492 Open Access
   
• Sassenrath, C., Greving, H., & Sassenberg, K. (2018). Are you concerned? Patient testimonials in medical communication affect healthy recipients' emotions and memory. Frontiers in Communication, 3:18. https://dx.doi.org/10.3389/fcomm.2018.00018 Open Access
   
• Sassenrath, C., Hodges, S. D., & Pfattheicher, S. (2016). It's all about the self: When perspective taking backfires. Current Directions in Psychological Science, 25, 405-410. https://dx.doi.org/10.1177/0963721416659253 Volltext anfordern
   
• Sassenrath, C., Sassenberg, K., Ray, D. G., Scheiter, K., & Jarodzka, H. M. (2014). A motivational determinant of facial emotion recognition: Regulatory focus affects recognition of emotions in faces. PLOS ONE, 9(11): e112383. https://dx.doi.org/10.1371/journal.pone.0112383 Open Access
   
• Sassenrath, C., Sassenberg, K., & Scheepers, D. (2016). The impact of regulatory focus on challenge and threat. Swiss Journal of Psychology, 75, 91-95. https://dx.doi.org/10.1024/1421-0185/a000175 Volltext anfordern
   
• 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 Volltext anfordern
   
• Sassenrath, C., Sassenberg, K., & Semin, G. (2013). Cool, but understanding.... Experiencing cooler temperatures promotes perspective-taking performance. Acta Psychologica, 143, 245-251. https://dx.doi.org/10.1016/j.actpsy.2013.03.011 Volltext anfordern
   
• Sassenrath, C., Wagner, M., Keller, J., & Sassenberg, K. (2019). It’s a challenge! Empathizing with sad but not with angry individuals results in cardiovascular reactivity consistent with a challenge motivational state. Emotion, 19(6), 982-991. https://dx.doi.org/10.1037/emo0000515 Volltext anfordern
   
• Schachner, M., Ardag, M., Holtz, P., Großer, J., Hartz, C., van Herk, H., Bender, M., Boehnke, K., & Dobewall, H. (2024). Extracting organizational culture from text: the development and validation of a theory-driven tool for digital data. European Journal of Work and Organizational Psychology. https://dx.doi.org/10.1080/1359432X.2024.2360225 Open Access
   
• Schaefer, T., Rahn, J., Kopp, T., Fabian, C. M., & Brown, A. (2019). Fostering online learning at the workplace: A scheme to identify and analyse collaboration processes in asynchronous discussions. British Journal of Educational Technology, 50(3), 1354-1367. https://dx.doi.org/10.1111/bjet.12617 Open Access
   
• Scharinger, C. (2018). Fixation-related EEG frequency band power analysis: A promising methodology for studying instructional design effects of multimedia learning material. Frontline Learning Research, 6(3), 57-71.
   
• Scharinger, C. (2022). Effects of decorative pictures on mental processing demands and learning: An EEG and eye-tracking study. Acta Psychologica, 231, Article 103798. https://dx.doi.org/10.1016/j.actpsy.2022.103798 Open Access
   
• Scharinger, C. (2023). Effects of emotional decorative pictures on cognitive load as assessed by pupil dilation and EEG frequency band power. Applied Cognitive Psychology, 37(4), 861-875. https://dx.doi.org/10.1002/acp.4087 Open Access
   
• Scharinger, C. (2024). Task-irrelevant decorative pictures increase cognitive load during text processing but have no effects on learning or working memory performance: an EEG and eye-tracking study. Psychological Research. https://dx.doi.org/10.1007/s00426-024-01939-8 Open Access
   
• 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., Prislan, L., Bernecker, K., & Ninaus, M. (2023). Gamification of an n-back working memory task – Is it worth the effort? An EEG and eye-tracking study. Biological Psychology, 179, Article 108545. https://dx.doi.org/10.1016/j.biopsycho.2023.108545 Open Access
   
• Scharinger, C., Schüler, A., & Gerjets, P. (2020). Using eye-tracking and EEG to study the mental processing demands during learning of text-picture combinations. International Journal of Psychophysiology, 158, 201-214. https://dx.doi.org/10.1016/j.ijpsycho.2020.09.014 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
   
• Scharinger, C., Soutschek, A., Schubert, T., & Gerjets, P. (2017). Comparison of the working memory load in n-back and working memory span tasks by means of EEG frequency band power and P300 amplitude. Frontiers in Human Neuroscience, 11:6. https://dx.doi.org/10.3389/fnhum.2017.00006 Open Access
   
• Scharinger, M., Domahs, U., Klein, E., & Domahs, F. (2016). Mental representations of vowel features asymmetrically modulate activity in superior temporal sulcus. Brain and Language, 163, 42-49. https://dx.doi.org/10.1016/j.bandl.2016.09.002
   
• Scheepers, D., Ellemers, N., & Sassenberg, K. (2013). Power in group contexts: The influence of group status on promotion and prevention decision making. British Journal of Social Psychology, 52, 238-254. https://dx.doi.org/10.1111/bjso.2013.52.issue-2 Volltext anfordern
   
• Scheepers, D., de Wit, F., Ellemers, N., & Sassenberg, K. (2012). Social power makes the heart work more efficiently: Evidence from cardiovascular markers of challenge and threat. Journal of Experimental Social Psychology, 48, 371-374. Volltext anfordern
   
• Scheiter, K. (2020). Embracing complexity in research on learning from examples and from problem solving. Applied Cognitive Psychology, 34(4), 906-911. https://dx.doi.org/10.1002/acp.3702 Volltext anfordern
   
• Scheiter, K. (2021). Lernen und Lehren mit digitalen Medien: Eine Standortbestimmung. Zeitschrift für Erziehungswissenschaft, 24(5), 1039-1060. https://dx.doi.org/10.1007/s11618-021-01047-y Open Access
   
• Scheiter, K. (2021). The Cambridge handbook of cognition and education (book review). British Journal of Psychology, 112(1), 368-370. https://dx.doi.org/10.1111/bjop.12489 Volltext anfordern
   
• Scheiter, K., Ackerman, R., & Hoogerheide, V. (2020). Looking at Mental Effort Appraisals through a Metacognitive Lens: Are they Biased? Educational Psychology Review, 32(4), 1003-1027. https://dx.doi.org/10.1007/s10648-020-09555-9 Open Access
   
• Scheiter, K., Brucker, B., & Ainsworth, S. (2020). “Now move like that fish”: Can enactment help learners come to understand dynamic motion presented in photographs and videos? Computers & Education, 155, Article 103934. https://dx.doi.org/10.1016/j.compedu.2020.103934 Volltext anfordern
   
• Scheiter, K., & Eder, T. F. (2022). Digitale Medien als Anstoß für Schulentwicklung. Pädagogik, 6, 18-21. https://dx.doi.org/10.3262/PAED2206018
   
• 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 Volltext anfordern
   
• Scheiter, K., Eitel, A., & Schüler, A. (2016). Lernen mit Texten und Bildern: Die frühzeitige wechselseitige Beeinflussung kognitiver Prozesse bei der Konstruktion eines integrierten mentalen Modells. Themenheft: Psychologie und Wissensmedien. Psychologische Rundschau, 67, 87-93. https://dx.doi.org/10.1026/0033-3042/a000300
   
• Scheiter, K., & Gerjets, P. (2007). Learner control in hypermedia environments. Educational Psychology Review, 19 (3), 285-307. https://dx.doi.org/10.1007/s10648-007-9046-3 Volltext anfordern
   
• Scheiter, K., & Gerjets, P. (2010). Cognitive and socio-motivational aspects in learning with animations: There is more to it than ‘do they aid learning or not’. Instructional Science, 38, 435-440. Volltext anfordern
   
• Scheiter, K., Gerjets, P., & Catrambone, R. (2006). Making the abstract concrete: Visualizing mathematical solution procedures. Computers in Human Behavior, 22, 9-26. https://dx.doi.org/10.1016/j.chb.2005.01.009 Volltext anfordern
   
• 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, Article 268. https://dx.doi.org/10.3389/fpsyg.2014.00268 Volltext anfordern
   
• Scheiter, K., Gerjets, P., Huk, T., Imhof, B., & Kammerer, Y. (2009). The effects of realism in learning with dynamic visualizations. Learning and Instruction, 19, 481-494. https://dx.doi.org/10.1016/j.learninstruc.2008.08.001 Volltext anfordern
   
• Scheiter, K., Gerjets, P., & Schuh, J. (2010). The acquisition of problem-solving skills in mathematics: How animations can aid understanding of structural problem features and solution procedures. Instructional Science, 38, 487-502. Volltext anfordern
   
• Scheiter, K., Gerjets, P., Vollmann, B., & Catrambone, R. (2009). The impact of learner characteristics on information utilization strategies, cognitive load experienced, and performance in hypermedia learning. Learning and Instruction, 19, 387-401. Volltext anfordern
   
• Scheiter, K., & Gogolin, I. (2021). Editorial: Bildung für eine digitale Zukunft. Zeitschrift für Erziehungswissenschaft, 24(5), 1033-1037. https://dx.doi.org/10.1007/s11618-021-01049-w Open Access
   
• Scheiter, K., & Lachner, A. (2019). DigitalPakt – was nun? Eine Positionierung aus Sicht der Lehr-Lernforschung. Unterrichtswissenschaft, 47(4), 547-564. https://dx.doi.org/10.1007/s42010-019-00059-2 Volltext anfordern
   
• Scheiter, K., Schleinschok, K., & Ainsworth, S. (2017). Why sketching may aid learning from science texts: Contrasting sketching with written explanations. Topics in Cognitive Science, 9, 866-882. https://dx.doi.org/10.1111/tops.12261 Volltext anfordern
   
• 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. Volltext anfordern
   
• 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 Volltext anfordern
   
• Scheiter, K., Schubert, C., & Schüler, A. (2018). Self-regulated learning from illustrated text: Eye Movement Modeling to support use and regulation of cognitive processes during learning from multimedia. British Journal of Educational Psychology, 88, 80-94. https://dx.doi.org/10.1111/bjep.12175 Volltext anfordern
   
• Scheiter, K., Schubert, C., Schüler, A., Schmidt, H., Zimmermann, G., Wassermann, B., Krebs, M.-C., & Eder, T. F. (2019). Adaptive multimedia: Using gaze-contingent instructional guidance to provide personalized processing support. Computers & Education, 139, 31-47. https://dx.doi.org/10.1016/j.compedu.2019.05.005 Volltext anfordern
   
• 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. Volltext anfordern
   
• Scheiter, K., Schüler, A., Gerjets, P., Stalbovs, K., Schubert, C., Huk, T., & Hesse, F. W. (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. Volltext anfordern
   
• Scheiter, K., & Van Gog, T. (2009). Using eye tracking in applied research to study and stimulate the processing of information from multi-representational sources. Applied Cognitive Psychology, 23, 1209-1214. Volltext anfordern
   
• Schewior, L., & Lindner, M. A. (2024). Revisiting picture functions in multimedia testing: A systematic narrative review and taxonomy extension. Educational Psychology Review, 36, Article 49. https://dx.doi.org/10.1007/s10648-024-09883-0 Open Access
   
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• Utz, S., Van Lange, P. A. M., Green Staerklé, E., Waldzus, S., & Bovina, I. (2005). Mary honest always friendly and is: Can scrambled sentences enhance prosocial motivation? Representative Research in Social Psychology, 28, 59-70.
   
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