Articles in refereed Journals
- Adriasola, A., Cervera Torres, S., Cañada, Y., Chicchi Giglioli, I. A., García-Blanco, A., Sierra, P., López-Cerveró, M., Blanes Rodríguez, C., Navalón, P., & Alcañiz Raya, M. (2024). Assessing executive functioning in schizophrenia: Concurrent and discriminative validity of a novel virtual cooking task. Cyberpsychology, Behavior, and Social Networking, 27, 571-581. https://dx.doi.org/10.1089/cyber.2023.0443
- Ainsworth, S., & Scheiter, K. (2021). Learning by drawing visual representations: Potential, purposes, and practical implications. Current Directions in Psychological Science, 30(1), 61-67. https://dx.doi.org/10.1177/0963721420979582
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- Al-Saggaf, Y., Utz, S., & Lin, R. (2016). Venting negative emotions on Twitter and the number of followers and followees. International Journal of Sociotechnology and Knowledge Development, 8, 45-56. https://dx.doi.org/10.4018/IJSKD.2016010103
- Aleven, V., Stahl, E., Schworm, S., Fischer, F., & Wallace, R. (2003). Help seeking in interactive learning environments. Review of Educational Research, 73 (3), 277-320. https://dx.doi.org/10.3102/00346543073003277
- Alvarez, G., & Cress, U. (2024). The uses of digital technologies in dissertation writing: Perspectives of Argentine graduate students in social sciences and humanities. Journal of Applied Learning & Teaching, 7. https://dx.doi.org/10.37074/jalt.2024.7.2.16
Open Access
- Anderl, C. (2023). Drivers and social effects of the decision to turn on one’s camera during videoconferencing in groups. Cyberpsychology: Journal of Psychosocial Research on Cyberspace, 17(2). https://dx.doi.org/10.5817/cp2023-2-8 [Data, Data1]
Open Access
- Anderl, C., Dorrough, A. R., Rohrbeck, M., & Glöckner, A. (2022). The effects of trait social anxiety on affective and behavioral reactions to others' resource allocations. Journal of Behavioral Decision Making, 35(2), Article e2259. https://dx.doi.org/10.1002/bdm.2259
Open Access
- Anderl, C., Hahn, T., Notebaert, K., Klotz, C., Rutter, B., & Windmann, S. (2015). Cooperative preferences fluctuate across the menstrual cycle. Judgment and Decision Making, 10(5), 400-406.
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- Anderl, C., Hahn, T., Schmidt, A.-K., Moldenhauer, H., Notebaert, K., Clément, C. C., & Windmann, S. (2016). Facial width-to-height ratio predicts psychopathic traits in males. Personality and Individual Differences, 88, 99-101. https://dx.doi.org/10.1016/j.paid.2015.08.057
- Anderl, C., Hofer, M. K., & Chen, F. S. (2024). Directly-measured smartphone screen time predicts well-being and feelings of social connectedness. Journal of Social and Personal Relationships, 41, 1073-1090. https://dx.doi.org/10.1177/02654075231158300 [Data]
Open Access
- Anderl, C., Klein, S. H., Sarigül, B., Schneider, F. M., Han, J., Fiedler, P., & Utz, S. (2024). Conversational presentation mode increases credibility judgements during information search with ChatGPT. Scientific Reports, 14, Article 17127. https://dx.doi.org/10.1038/s41598-024-67829-6
Open Access
- Anderl, C., Levordashka, A., & Utz, S. (2024). Ambient awareness of who knows what: Spontaneous inferences of domain expertise. Media Psychology, 27, 329-351. https://dx.doi.org/10.1080/15213269.2023.2239144
Open Access
- Anderl, C., Li, G., & Chen, F. S. (2020). Oral contraceptive use in adolescence predicts lasting vulnerability to depression in adulthood. Journal of Child Psychology and Psychiatry, 61(2), 148-156. https://dx.doi.org/10.1111/jcpp.13115
- Anderl, C., Steil, R., Hahn, T., Hitzeroth, P., Reif, A., & Windmann, S. (2018). Reduced reciprocal giving in social anxiety – Evidence from the Trust Game. Journal of Behavior Therapy and Experimental Psychiatry, 59, 12-18. https://dx.doi.org/10.1016/j.jbtep.2017.10.005
- Anderl, C., de Wit, A., Giltay, E. J., Oldehinkel, A. J., & Chen, F. S. (2022). Association between adolescent oral contraceptive use and future major depressive disorder: A prospective cohort study. Journal of Child Psychology and Psychiatry, 63(3), 333-341. https://dx.doi.org/10.1111/jcpp.13476
Open Access
- Anders, G., Buder, J., Merkt, M., Egger, E., & Huff, M. (2024). Associations between mind wandering, viewer interactions, and the meaningful structure of educational videos. Computers & Education, 212, Article 104996. https://dx.doi.org/10.1016/j.compedu.2024.104996
Open Access
- Anders, S., Steen, A., Müller, T., Krause, W., Sanwald, A., Raupach, T., Ondruschka, B., & Krebs, O. (2023). Adventure Legal Medicine: A free online serious game for supplementary use in undergraduate medical education. International Journal of Legal Medicine, 137(2), 545-549. https://dx.doi.org/10.1007/s00414-023-02946-x
Open Access
- Andreeßen, L. M., Gerjets, P., Meurers, D., & Zander, T. O. (2021). Toward neuroadaptive support technologies for improving digital reading: a passive BCI-based assessment of mental workload imposed by text difficulty and presentation speed during reading. User Modeling and User-Adapted Interaction, 31(1), 75-104. https://dx.doi.org/10.1007/s11257-020-09273-5
Open Access
- Ang, N., Brucker, B., Rosenbaum, D., Lachmair, M., Dresler, T., Ehlis, A.-C., & Gerjets, P. (2023). Exploring the neural basis and modulating factors of implicit altercentric spatial perspective-taking with fNIRS. Scientific Reports, 13(1), Article 20627. https://dx.doi.org/10.1038/s41598-023-46205-w
Open Access
- Appel, M., Stiglbauer, B., Holtz, P., & Batinic, B. (2012). Parents as a resource: Communication quality affects the relationship between adolescents’ internet use and loneliness. Journal of Adolescence, 35, 1641-1648.
- Appel, M., Stiglbauer, B., Holtz, P., & Batinic, B. (2014). Internet use and verbal aggression: The moderating role of parents and peers. Computers in Human Behavior, 33, 235-241.
- Appel, T., Gerjets, P., Hoffmann, S., Moeller, K., Ninaus, M., Scharinger, C., Sevcenko, N., Wortha, F., & Kasneci, E. (2023). Cross-task and cross-participant classification of cognitive load in an emergency simulation game. IEEE Transactions on Affective Computing, 14(2), 1558-1571. https://dx.doi.org/10.1109/taffc.2021.3098237
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- 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
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- Arndt, J., Schüler, A., & Scheiter, K. (2019). Investigating the Influence of Simultaneous– Versus Sequential–Text-Picture Presentation on Text-Picture Integration. The Journal of Experimental Education, 87(1), 116-127. https://dx.doi.org/10.1080/00220973.2017.1363690
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- Artemenko, C., Moeller, K., Huber, S., & Klein, E. (2015). Differential influences of unilateral tDCS over the intraparietal cortex on numerical cognition. Frontiers in Human Neuroscience, 9:110. https://dx.doi.org/10.3389/fnhum.2015.00110
Open Access
- Artemenko, C., Pixner, S., Moeller, K., & Nürk, H.-C. (2018). Longitudinal development of subtraction performance in elementary school. British Journal of Developmental Psychology, 36, 188-205. https://dx.doi.org/10.1111/bjdp.12215
- Artemenko, C., Wortha, S. M., Dresler, T., Frey, M., Barrocas, R., Nürk, H.-C., & Moeller, K. (2022). Finger-based numerical training increases sensorimotor activation for arithmetic in children—An fNIRS study. Brain Sciences, 12(5), 637. https://dx.doi.org/10.3390/brainsci12050637
Open Access
- Ashton-James, C. E., & Levordashka, A. (2013). When the wolf wears sheep’s clothing individual differences in the desire to be liked influence nonconscious behavioral mimicry. Social Psychological and Personality Science, 4, 643-648. https://dx.doi.org/10.1177/1948550613476097
- Baalsrud Hauge, J., Stanescu, I., Arnab, S., Moreno, P., Lim, T., Serrano-laguna, A., Lameras, P., Hendrix, M., Kiili, K., Ninaus, M., de Freitas, S., Mazzetti, A., Dahlbom, A., & Degano, C. (2015). Learning Analytics Architecture to Scaffold Learning Experience through Technology-based Methods. International Journal of Serious Games, 2. https://dx.doi.org/10.17083/ijsg.v2i1.38
Open Access
- Baams, L., Jonas, K. J., Utz, S., Bos, H. M. W., & Van der Vuurst, L. (2011). Internet use and online social support among same sex attracted individuals of different ages. Computers in Human Behavior, 27, 1820-1827.
- Backfisch, I., Lachner, A., Hische, C., Loose, F., & Scheiter, K. (2020). Professional knowledge or motivation? Investigating the role of teachers’ expertise on the quality of technology-enhanced lesson plans. Learning and Instruction, 66, Article 101300. https://dx.doi.org/10.1016/j.learninstruc.2019.101300 [Data, Data1]
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- Backfisch, I., Lachner, A., Stürmer, K., & Scheiter, K. (2021). Variability of teachers’ technology integration in the classroom: A matter of utility! Computers & Education, 166, Article 104159. https://dx.doi.org/10.1016/j.compedu.2021.104159
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- Backfisch, I., Scherer, R., Siddiq, F., Lachner, A., & Scheiter, K. (2021). Teachers’ technology use for teaching: Comparing two explanatory mechanisms. Teaching and Teacher Education, 104, Article 103390. https://dx.doi.org/10.1016/j.tate.2021.103390
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- Backfisch, I., Sibley, L., Lachner, A., Kirchner, K. T., Hische, C., & Scheiter, K. (2024). Enhancing pre-service teachers’ technological pedagogical content knowledge (TPACK): Utility-value interventions support knowledge integration. Teaching and Teacher Education, 142, Article 104532. https://dx.doi.org/10.1016/j.tate.2024.104532
Open Access
- Bago, B., Kovacs, M., Protzko, J., Nagy, T., Kekecs, Z., Palfi, B., Adamkovic, M., Adamus, S., Albalooshi, S., Albayrak-Aydemir, N., Alfian, I. N., Alper, S., Alvarez-Solas, S., Alves, S. G., Amaya, S., Andresen, P. K., Anjum, G., Ansari, D., Arriaga, P., Aruta, J. J. B. R., Arvanitis, A., & Aczel, B. (2022). Situational factors shape moral judgements in the trolley dilemma in Eastern, Southern and Western countries in a culturally diverse sample. Nature Human Behaviour, 6(6), 880-895. https://dx.doi.org/10.1038/s41562-022-01319-5
Open Access
- Bahnmueller, J., Göbel, S. M., Pixner, S., Dresen, V., & Moeller, K. (2020). More than simple facts: cross-linguistic differences in place-value processing in arithmetic fact retrieval. Psychological Research, 84(3), 650-659. https://dx.doi.org/10.1007/s00426-018-1083-7 [Data]
- Bahnmueller, J., Huber, S., Nuerk, H.-C., Göbel, S. M., & Moeller, K. (2016). Processing multi-digit numbers - A translingual eye tracking study. Psychological Research, 80, 422-433. https://dx.doi.org/10.1007/s00426-015-0729-y
- Bahnmueller, J., Maier, C. A., Göbel, S. M., & Moeller, K. (2019). Direct evidence for linguistic influences in two-digit number processing. Journal of Experimental Psychology: Learning, Memory, and Cognition, 45(6), 1142-1150. https://dx.doi.org/10.1037/xlm0000642
- Bahnmüller, J., Dresler, T., Ehlis, A.-C., Cress, U., & Nürk, H.-C. (2014). NIRS in motion – Unraveling the neurocognitive underpinnings of embodied numerical cognition. Frontiers in Psychology, 5, Article 743. https://dx.doi.org/10.3389/fpsyg.2014.00743
Open Access
- Bahnmüller, J., Moeller, K., Mann, A., & Nürk, 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, Article 1216. https://dx.doi.org/10.3389/fpsyg.2015.01216
Open Access
- Bahnmüller, J., Nürk, H.-C., & Moeller, K. (2018). A Taxonomy Proposal for Types of Interactions of Language and Place-Value Processing in Multi-Digit Numbers. Frontiers in Psychology, 9, Article 1024. https://dx.doi.org/10.3389/fpsyg.2018.01024
Open Access
- Bakhti, R., Woltin, K.-A., Sassenberg, K., & Rae, J. (2022). Testing the impact of interpersonal regulatory fit on empathy, helping intentions, and prosocial behaviour. PLOS ONE, 17(7), Article e0270462. https://dx.doi.org/10.1371/journal.pone.0270462 [Data]
Open Access
- Balau, N., & Utz, S. (2016). Exposing information sharing as strategic behavior: Power as responsibility and 'trust' buttons. Journal of Applied Social Psychology, 46, 593-606. https://dx.doi.org/10.1111/jasp.12388
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- Balau, N., & Utz, S. (2017). Information sharing as strategic behaviour: The role of information display, social motivation and time pressure. Behaviour & Information Technology, 36, 589-605. https://dx.doi.org/10.1080/0144929X.2016.1267263
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- Ballew, J. L., Muscanell, N. L., & Guadagno, R. E. (2012). The dark side of online social networking: An initial look at jealousy and aggression on Facebook. The Journal of Science and Health at The University of Alabama, 8, 10-13.
- Balslev, D., Odoj, B., Rennig, J., & Karnath, H.-O. (2014). Abnormal center-periphery gradient in spatial attention in simultanagnosia. Journal of Cognitive Neuroscience, 4, 1-11.
- Bardach, L., Schumacher, A., Trautwein, U., Kasneci, E., Tibus, M., Wortha, F., Gerjets, P., & Appel, T. (2024). Taking another look at intelligence and personality using an eye-tracking approach. npj Science of Learning, 9, 41. https://dx.doi.org/10.1038/s41539-024-00252-8
Open Access
- Barrocas, R., Bahnmüller, J., Roesch, S., Lachmair, M., & Moeller, K. (2023). Design and empirical evaluation of a multitouch interaction game-like app for fostering early embodied math learning. International Journal of Human-Computer Studies, 175, Article 103030. https://dx.doi.org/10.1016/j.ijhcs.2023.103030
- Barrocas, R., Roesch, S., Dresen, V., Moeller, K., & Pixner, S. (2020). Embodied numerical representations and their association with multi-digit arithmetic performance. Cognitive Processing, 21(1), 95-103. https://dx.doi.org/10.1007/s10339-019-00940-z
- Barrocas, R., Roesch, S., Gawrilow, C., & Moeller, K. (2020). Putting a Finger on Numerical Development – Reviewing the Contributions of Kindergarten Finger Gnosis and Fine Motor Skills to Numerical Abilities. Frontiers in Psychology, 11, Article 1012. https://dx.doi.org/10.3389/fpsyg.2020.01012
Open Access
- Bartsch, A., Schneider, F. M., Leonhard, L., Sukalla, F.S., & Kloss, A. (2024). The influence of eudaimonic entertainment experiences on political information processing and engagement. Communication Research. https://dx.doi.org/10.1177/00936502241259921
Open Access
- Batista, L. T., Gomides, M., Koltermann, G., Bahnmüller, J., Moeller, K., de Salles, J. F., Haase, V. G., Moura, R., & Lopes Silva, J. B. (2023). The impact of phonological processing on number transcoding. Cognitive Development, 66, Article 101320. https://dx.doi.org/10.1016/j.cogdev.2023.101320
- Bauer, D. (2010). Die ästhetische Wahrnehmung von Graffiti: Theorie, Darstellung einer Untersuchungsmethode und einer explorativen Studie zu Unterschieden zwischen Experten und Laien. Umweltpsychologie, 14(1), 26-44.
- Bauer, D., & Pierroux, P. (2014). Expert and adolescent interpretive approaches in a National Art Museum. Museum Management and Curatorship, 29, 260-279.
- Bauer, D., & Schwan, S. (2018). Expertise influences meaning-making with renaissance portraits: Evidence from gaze and thinking-aloud. Psychology of Aesthetics, Creativity, and the Arts, 12, 193- 204. https://dx.doi.org/10.1037/aca0000085
- Bauhoff, V., Huff, M., & Schwan, S. (2012). Distance matters: Spatial contiguity effects as trade-off between gaze-switches and memory load. Applied Cognitive Psychology, 26, 863–871.
- Baumann, L., & Utz, S. (2021). Professional networking: Exploring differences between offline and online networking. Cyberpsychology: Journal of Psychosocial Research on Cyberspace, 15(1), Article 2. https://dx.doi.org/10.5817/cp2021-1-2
Open Access
- Baumeister, A. E. E., Engelmann, T., & Hesse, F. W. (2017). One task, divergent solutions: high- versus low-status sources and social comparison guide adaptation in a computer-supported socio-cognitive conflict task. Educational Technology Research and Development, 65, 237-253. https://dx.doi.org/10.1007/s11423-016-9466-1
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- Bause, I. M., Brich, I. R., Hesse, F. W., & Wesslein, A.-K. (2020). Does touching information on a surface tablet affect how it is evaluated. Journal of Articles in Support of the Null-Hypothesis, 16(2), 127-146. https://www.jasnh.com/pdf/Vol16-No2-article5.pdf
- Bause, I. M., Brich, I. R., Wesslein, A.-K., & Hesse, F. W. (2018). Using technological functions on a multi-touch table and their affordances to counteract biases and foster collaborative problem solving. International Journal of Computer-Supported Collaborative Learning, 13(1), 7-33. https://dx.doi.org/10.1007/s11412-018-9271-4
- Bear, E., Chen, X., Verratti Suoto, D., Ribeiro-Flucht, L., Rudzewitz, B., & Meurers, D. (2024). Designing a task-based conversational agent for EFL in German schools: Student needs, actions, and perceptions. System, 126, 103460. https://dx.doi.org/10.1016/j.system.2024.103460
Open Access
- Becker, D. (2021). Feeling right about doing right, even if it was difficult? Emotional and behavioral consequences of conflict during ethical consumer decision‐making. Journal of Consumer Behaviour, 20, 817-826. https://dx.doi.org/10.1002/cb.1911
Open Access
- Becker, D., Grapendorf, J., Greving, H., & Sassenberg, K. (2018). Perceived threat and Internet use predict intentions to get bowel cancer screening (colonoscopy): A longitudinal questionnaire study. Journal of Medical Internet Research, 20 (2):e46. https://dx.doi.org/10.2196/jmir.9144
Open Access
- Becker, D., Jostmann, N. B., Hofmann, W., & Holland, R. W. (2019). Spoiling the pleasure of success: Emotional reactions to the experience of self-control conflict in the eating domain. Emotion, 19(8), 1377-1395. https://dx.doi.org/10.1037/emo0000526
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- Becker, D., Jostmann, N. B., & Holland, R. W. (2018). Does approach bias modification really work in the eating domain? A commentary on Kakoschke et al. Addictive Behaviors, 77, 293-294. https://dx.doi.org/10.1016/j.addbeh.2017.02.025
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- Becker, D., Jostmann, N. B., & Holland, R. W. (2019). Adaptation in conflict: are conflict-triggered control adjustments protected in the presence of motivational distractors? Cognition and Emotion, 33(4), 660-672. https://dx.doi.org/10.1080/02699931.2018.1482825
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- 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
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- Becker, D., Vliek, M. L. W., & Sassenberg, K. (2023). Flexible control: Conflict mindsets reduce the association between trait measures of self-control decision-making and delay discounting. Motivation Science, 9(1), 21-30. https://dx.doi.org/10.1037/mot0000283
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- Becker, D., & van der Pligt, J. (2016). Forcing your luck: Goal-striving behavior in chance situations. Motivation and Emotion, 40, 203-211. https://dx.doi.org/10.1007/s11031-015-9527-5
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- Beege, M., Ninaus, M., Schneider, S., Nebel, S., Schlemmel, J., Weidenmüller, J., Moeller, K., & Rey, G. D. (2020). Investigating the effects of beat and deictic gestures of a lecturer in educational videos. Computers & Education, 156, Article 103955. https://dx.doi.org/10.1016/j.compedu.2020.103955
- 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
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- Behringer, N., Sassenberg, K., & Scholl, A. (2017). Knowledge contribution in organizations via social media: The interplay of identification and perceived usefulness. Journal of Personnel Psychology, 16(1), 12-24. https://dx.doi.org/10.1027/1866-5888/a000169
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- Bernecker, K., & Becker, D. (2021). Beyond self-control: Mechanisms of hedonic goal pursuit and its relevance for well-being. Personality and Social Psychology Bulletin, 47, 627-642. https://dx.doi.org/10.1177/0146167220941998
- Bernecker, K., Ghassemi, M., & Brandstätter, V. (2019). Approach and avoidance relationship goals and couples’ nonverbal communication during conflict. European Journal of Social Psychology, 49(3), 622-636. https://dx.doi.org/10.1002/ejsp.2379
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- Bernecker, K., Herrmann, M., Brandstätter, V., & Job, V. (2017). Implicit Theories About Willpower Predict Subjective Well-Being Willpower Theories and Well-Being. Journal of Personality, 85, 136-150. https://dx.doi.org/10.1111/jopy.12225
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- Bernecker, K., & Job, V. (2010). Assessing implicit motives with an online version of the picture story exercise. Motivation and Emotion, 35(3), 251-266. https://dx.doi.org/10.1007/s11031-010-9175-8
- Bernecker, K., & Job, V. (2015). Beliefs About Willpower Are Related to Therapy Adherence and Psychological Adjustment in Patients With Type 2 Diabetes. Basic and Applied Social Psychology, 37, 188-195. https://dx.doi.org/10.1080/01973533.2015.1049348
- Bernecker, K., & Job, V. (2017). Implicit theories about willpower in resisting temptations and emotion control. Journal of Psychology, 225, 157-166. https://dx.doi.org/10.1027/2151-2604/a000292
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- Bernecker, K., & Job, V. (2020). Too exhausted to go to bed: Implicit theories about willpower and stress predict bedtime procrastination. British Journal of Psychology, 111(1), 126-147. https://dx.doi.org/10.1111/bjop.12382
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- Bernecker, K., Job, V., & Hofmann, W. (2018). Experience, resistance, and enactment of desires: Differential relationships with trait measures predicting self-control. Journal of Research in Personality, 76, 92-101. https://dx.doi.org/10.1016/j.jrp.2018.07.007 [Data]
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- Bernecker, K., & Kramer, J. (2020). Implicit theories about willpower are associated with exercise levels during the academic examination period. Sport, Exercise, and Performance Psychology, 9(2), 216-231. https://dx.doi.org/10.1037/spy0000182
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- Bernecker, K., & Ninaus, M. (2021). No Pain, no Gain? Investigating motivational mechanisms of game elements in cognitive tasks. Computers in Human Behavior, 114, Article 106542. https://dx.doi.org/10.1016/j.chb.2020.106542
Open Access
- Bernecker, K., Wenzler, M. P., & Sassenberg, K. (2019). Tweeted Anger Predicts County-Level Results of the 2016 United States Presidential Election. International Review of Social Psychology, 32(1), 6. https://dx.doi.org/10.5334/irsp.256 [Data]
Open Access
- 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
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- Bett, K. (2000). Virtuelle Hochschule Baden-Württemberg. FORUM21, 1, 36-37.
- Beylat, M., Woltin, K.-A., Sassenberg, K., & Yzerbyt, V. (2020). Preference for directive versus participative leadership: the role of regulatory mode and context quality definition. Comprehensive Results in Social Psychology, 4(3), 290-314. https://dx.doi.org/10.1080/23743603.2021.2001325 [Data]
- Beylat, M., Woltin, K.-A., Yzerbyt, V., & Sassenberg, K. (2024). With whom do people compare at work? The role of regulatory mode and social comparison motives. Journal of Applied Social Psychology, 54, 319-331. https://dx.doi.org/10.1111/jasp.13032
Open Access
- Bieck, S. M., Artemenko, C., Moeller, K., & Klein, E. (2018). Low to no effect: application of tRNS during two-digit addition. Frontiers in Human Neuroscience, 12:176. https://dx.doi.org/10.3389/fnins.2018.00176
Open Access
- Bientzle, M., Cress, U., & Kimmerle, J. (2013). How students deal with inconsistencies in health knowledge. Medical Education, 47, 683-690. https://dx.doi.org/10.1111/medu.12198
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- Bientzle, M., Cress, U., & Kimmerle, J. (2014). Epistemological beliefs and therapeutic health concepts of physiotherapy students and professionals. BMC Medical Education, 14, 208. https://dx.doi.org/10.1186/1472-6920-14-208
- Bientzle, M., Cress, U., & Kimmerle, J. (2015). The role of tentative decisions and health concepts in assessing information about mammography screening. Psychology, Health & Medicine, 20, 670-679. https://dx.doi.org/10.1080/13548506.2015.1005017
- Bientzle, M., Cress, U., & Kimmerle, J. (2019). Development of domain-specific epistemological beliefs of physiotherapists: a longitudinal study. BMC Medical Education, 19(1), Article 401. https://dx.doi.org/10.1186/s12909-019-1844-z
Open Access
- Bientzle, M., Eggeling, M., Kanzleiter, M., Thieme, K., & Kimmerle, J. (2021). The impact of narrative writing on empathy, perspective-taking, and attitude: Two randomized controlled experiments on violations of Covid-19 protection regulations. PLOS ONE, 16(7), Article e0254501. https://dx.doi.org/10.1371/journal.pone.0254501 [Data]
Open Access
- Bientzle, M., Eggeling, M., & Kimmerle, J. (2024). Good reasons for bad behavior: A randomized controlled experiment on the impact of narrative reading and writing on empathic concern, perspective-taking, and attitude. Frontiers in Public Health, 12. https://dx.doi.org/10.3389/fpubh.2024.1343225
Open Access
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- 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, Article 1621. https://dx.doi.org/10.3389/fpsyg.2015.01621
Open Access
- Dietrich, J. F., Huber, S., & Nürk, H.-C. (2015). Methodological aspects to be considered when measuring the approximate number system (ANS) – a research review. Frontiers in Psychology, 6, Article 295. https://dx.doi.org/10.3389/fpsyg.2015.00295
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- Dietrich, J. F., Nuerk, H.-C., Klein, E., Moeller, K., & Huber, S. (2019). Set size influences the relationship between ANS acuity and math performance: a result of different strategies? Psychological Research, 83(3), 590-612. https://dx.doi.org/10.1007/s00426-017-0907-1
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- Ditrich, L., Gedeon, E. Z., & Sassenberg, K. (2021). Favouring a disunited Kingdom? How negative perceptions of the EU-referendum relate to individual mobility and collective action considerations. Journal of Social and Political Psychology, 9(1), 37-51. https://dx.doi.org/10.5964/jspp.5547 [Data]
Open Access
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- Ditrich, L., Lüders, A., Jonas, E., & Sassenberg, K. (2019). Leader's group-norm violations elicit intentions to leave the group – If the group-norm is not affirmed. Journal of Experimental Social Psychology, 84, 103798. https://dx.doi.org/10.1016/j.jesp.2019.03.009 [Data]
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- Ditrich, L., Lüders, A., Jonas, E., & Sassenberg, K. (2022). You gotta fight! – Why norm-violations and outgroup criticism lead to confrontational reactions. Cognition and Emotion, 36(2), 254-272. https://dx.doi.org/10.1080/02699931.2021.2002823 [Data]
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Open Access
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- Ditrich, L., & Sassenberg, K. (2016). Einer ohne alle oder alle ohne Einen? Eine sozialpsychologische Perspektive auf Ausschluss und Austritt aus Gruppen. Zeitschrift für Kulturwissenschaften, 10, 23-36. https://dx.doi.org/10.14361/zfk-2016-0203
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- Ditrich, L., & Sassenberg, K. (2017). Kicking out the trolls – Antecedents of social exclusion intentions in Facebook groups. Computers in Human Behavior, 75, 32-41. https://dx.doi.org/10.1016/j.chb.2017.04.049
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- Ditrich, L., & Sassenberg, K. (2023). Threat and reactions to violated expectations in groups: Adding control to the equation. European Review of Social Psychology, 35, 1-44. https://dx.doi.org/10.1080/10463283.2023.2211463
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- Ditrich, L., & Sassenberg, K. (2024). #Stand with Ukraine: Analyzing the links between Germans' emotions and their readiness to protest in response to the Russian invasion of Ukraine. Journal of Applied Social Psychology, 54, 731-743. https://dx.doi.org/10.1111/jasp.13066
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- Engelmann, T., Kozlov, M. D., Kolodziej, R., & Clariana, R. B. (2014). Fostering group norm development and orientation while creating awareness contents for improving net-based collaborative problem solving. Computers in Human Behavior, 37, 298-306.
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- Feinkohl, I., Aung, P. P., Keller, M., Robertson, C. M., Morling, J. R., McLachlan, S., Deary, I. J., Frier, B. M., Strachan, M. W. J., & Price, J. F. (2014). Severe hypoglycemia and cognitive decline in older people with type 2 diabetes: the Edinburgh Type 2 Diabetes Study. Diabetes Care, 37, 507-515.
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- Fischer, F. (2002). Gemeinsame Wissenskonstruktion - theoretische und methodologische Aspekte. Psychologische Rundschau, 53 (3), 119-134. https://dx.doi.org/10.1026//0033-3042.53.3.119
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- Fischer, F., Bouillion, L., Mandl, H., & Gomez, L. (2003). Bridging theory and practice in learning environments research: Scientific Principles in Pasteur's Quadrant. International Journal of Educational Policy, Research, & Practice, 4, 147-170.
- Fischer, F., Bruhn, J., Gräsel, C., & Mandl, H. (2000). Kooperatives Lernen mit Videokonferenzen: Gemeinsame Wissenskonstruktion und individueller Lernerfolg. Kognitionswissenschaft, 9 (1), 5-16.
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- Fischer, F., Bruhn, J., Gräsel, C., & Mandl, H. (2002). Fostering collaborative knowledge construction with visualization tools. Learning and Instruction, 12, 213-232. https://dx.doi.org/10.1016/S0959-4752(01)00005-6
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- Fischer, F., & Mandl, H. (2005). Knowledge convergence in computer-supported collaborative learning - the role of external representation tools. Journal of the Learning Sciences, 14 (3), 405-441. https://dx.doi.org/10.1207/s15327809jls1403_3
- Fischer, F., Troendle, P., & Mandl, H. (2003). Using the Internet to improve university education - problem-oriented web-based learning and the MUNICS environment. Interactive Learning Environments, 11 (3), 193-214.
- Fischer, F., Waibel, M., & Wecker, C. (2005). Nutzenorientierte Forschung im Bildungsbereich: Argumente einer internationalen Diskussion. Zeitschrift für Erziehungswissenschaft, 8 (3), 427-442.
- Fischer, H., Bojarskich, V., Ziemer, C.-T., Louis, W., Huff, M., & Rothmund, T. (in press). Zone-flooding, public confusion, and signal detection theory: A theoretical framework and registered report. Political Psychology.
- Fischer, H., & Fleming, S. (2024). Why metacognition matters in politically contested domains. Trends in Cognitive Sciences, 28, 783-785. https://dx.doi.org/https://doi.org/10.1016/j.tics.2024.06.005
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- Fischer, H., Huff, M., Anders, G., & Said, N. (2023). Metacognition, public health compliance, and vaccination willingness. Proceedings of the National Academy of Sciences, 120(43), Article e2105425120. https://dx.doi.org/10.1073/pnas.2105425120
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- Fischer, H., Huff, M., & Said, N. (2022). Polarized climate change beliefs: No evidence for science literacy driving motivated reasoning in a U.S. national study. American Psychologist, 77(7), 822-835. https://dx.doi.org/10.1037/amp0000982 [Data]
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- Fischer, H., Wijermans, N., & Schlüter, M. (2023). Testing the social function of metacognition for common‐pool resource use. Cognitive Science, 47(3), Article e13212. https://dx.doi.org/10.1111/cogs.13212
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- Fischer, M. H., Glenberg, A. M., Moeller, K., & Shaki, S. (2022). Grounding (fairly) complex numerical knowledge: An educational example. Psychological Research, 86(8), 2389-2397. https://dx.doi.org/10.1007/s00426-021-01577-4
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- Fischer, S., Lowe, R. K., & Schwan, S. (2008). Effects of Presentation Speed of a Dynamic Visualization on the Understanding of a Mechanical System. Applied Cognitive Psychology, 22(8), 1126-1141. https://dx.doi.org/10.1002/acp.1426
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- Fischer, S., & Schwan, S. (2008). Adaptively shortened pull down menus: Location knowledge and selection efficiency. Behaviour & Information Technology, 27 (5), 439-444. https://dx.doi.org/10.1080/01449290701497095
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- Fischer, U., Huber, S., Nürk, H.-C., Cress, U., & Moeller, K. (2018). Spatial Presentations, but not Response Formats Influence Spatial-Numerical Associations in Adults. Frontiers in Psychology, 9, Article 2608. https://dx.doi.org/10.3389/fpsyg.2018.02608
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- Fischer, U., Moeller, K., Bientzle, M., Cress, U., & Nürk, H.-C. (2011). Sensori-motor spatial training of number magnitude representation. Psychonomic Bulletin & Review, 18, 177-183. https://dx.doi.org/10.3758/s13423-010-0031-3
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- Fischer, U., Moeller, K., Huber, S., Cress, U., & Nürk, H.-C. (2015). Full-body movement in numerical trainings: A pilot study with an interactive whiteboard. International Journal of Serious Games, 2, 23-35.
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- Fischer, U., Roesch, S., & Moeller, K. (2017). Diagnostik und Förderung bei Rechenschwäche: Messen wir, was wir fördern wollen? Lernen und Lernstörungen, 6, 25-38. https://dx.doi.org/10.1024/2235-0977/a000160
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- Fischer, U., Rösch, S., Nürk, 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
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- 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
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- Friehs, M. A., Stegemann, M. J., Merz, S., Geißler, C., Meyerhoff, H. S., & Frings, C. (2023). The influence of tDCS on perceived bouncing/streaming. Experimental Brain Research, 241(1), 59-66. https://dx.doi.org/10.1007/s00221-022-06505-5
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- Föcker, J., Atkins, P., Vantzos, F.-C., Wilhelm, M., Schenk, T., & Meyerhoff, H. S. (2022). Exploring the effectiveness of auditory, visual, and audio-visual sensory cues in a multiple object tracking environment. Attention, Perception, & Psychophysics, 84(5), 1611-1624. https://dx.doi.org/10.3758/s13414-022-02492-5
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- Garsoffky, B., Huff, M., & Schwan, S. (2017). Mind the gap: Temporal discontinuities in observed activity streams influence perceived duration of actions. Psychonomic Bulletin & Review, 24, 1627-1635. https://dx.doi.org/10.3758/s13423-017-1239-2 [Data]
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- Garsoffky, B., & Schwan, S. (2024). Room corners and how they influence the memory of visual information arranged on walls. Scientific Reports, 14, Article 12022. https://dx.doi.org/10.1038/s41598-024-62648-1
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- Gasteiger, H., & Moeller, K. (2021). Fostering early numerical competencies by playing conventional board games. Journal of Experimental Child Psychology, 204, Article 105060. https://dx.doi.org/10.1016/j.jecp.2020.105060
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- Gerjets, P., & Scheiter, K. (2003). Goal configurations and processing strategies as moderators between instructional design and cognitive load: Evidence from hypertext-based instruction. Educational Psychologist, 38, 33 - 41. https://dx.doi.org/10.1207/S15326985EP3801_5
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- Gerjets, P., Scheiter, K., & Catrambone, R. (2004). Designing instructional examples to reduce intrinsic cognitive load: Molar versus modular presentation of solution procedures. Instructional Science, 32, 33-58. https://dx.doi.org/10.1023/B:TRUC.0000021809.10236.71
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- Gerjets, P., Scheiter, K., & Catrambone, R. (2006). Can learning from molar and modular worked-out examples be enhanced by providing instructional explanations and prompting self-explanations? Learning and Instruction, 16, 104-121.
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- Gerjets, P., Scheiter, K., Opfermann, M., Hesse, F. W., & Eysink, T. H. S. (2009). Learning with hypermedia: The influence of representational formats and different levels of learner control on performance and learning behavior. Computers in Human Behavior, 25 (2), 360-370. https://dx.doi.org/10.1016/j.chb.2008.12.015
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- Gerjets, P., Scheiter, K., & Schorr, T. (2003). Modeling processes of volitional action control in multiple-task performance: How to explain effects of goal competition and task difficulty on processing strategies and performance within ACT-R. Cognitive Science Quarterly, 3, 355-400.
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- Gerjets, P., Scheiter, K., & Schuh, J. (2005). Instruktionale Unterstützung beim Fertigkeitserwerb aus Beispielen in hypertextbasierten Lernumgebungen. Zeitschrift für Pädagogische Psychologie, 19, 23-38. https://dx.doi.org/10.1024/1010-0652.19.12.23
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- Gerjets, P., Scheiter, K., & Schuh, J. (2008). Information comparisons in example-based hypermedia environments: Supporting learners with processing prompts and an interactive comparison tool. Educational Technology Research and Development, 56, 73-92. https://dx.doi.org/10.1007/s11423-007-9068-z
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- Rolke, B., Ruiz Fernández, S., Seibold, V., & Rahona López, J. J. (2014). Crossed hands stay on the time-line. Cognitive Processing, 15, 134-135. https://dx.doi.org/10.1007/s10339-014-0632-2
- Roos, C., Utz, S., Koudenburg, N., & Postmes, T. (2024). Diplomacy online: A case of mistaking broadcasting for dialogue. European Journal of Social Psychology, 54, 314-331. https://dx.doi.org/10.1002/ejsp.3015
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- Rop, G., Schüler, A., Verkoeijen, P. P. J. L., Scheiter, K., & Van Gog, T. (2018). The effect of layout and pacing on learning from diagrams with unnecessary text. Applied Cognitive Psychology, 32, 610-621. https://dx.doi.org/10.1002/acp.3445
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- Rop, G., Schüler, A., Verkoeijen, P. P. J. L., Scheiter, K., & Van Gog, T. (2018). Effects of task experience and layout on learning from text and pictures with or without unnecessary picture descriptions. Journal of Computer Assisted Learning, 34, 458-470. https://dx.doi.org/10.1111/jcal.12287
Open Access
- Rosenzopf, H., Sperber, C., Wortha, F., Wiesen, D., Muth, A., Klein, E., Moeller, K., & Karnath, H.-O. (2023). Spatial neglect in the digital age: Influence of presentation format on patients’ test behavior. Journal of the International Neuropsychological Society, 29(7), 686-695. https://dx.doi.org/10.1017/s1355617722000790
Open Access
- Rosé, C. P., Law, N., Cress, U., & Ludvigsen, S. (2019). Highlighting tools and technologies for collaborative learning. International Journal of Computer-Supported Collaborative Learning, 14(1), 1-6. https://dx.doi.org/10.1007/s11412-019-09297-z
- Rosé, C. P., Ludvigsen, S., Law, N., Cress, U., & Stahl, G. (2017). Divisive or facilitative: The two faces of technology in CSCL. International Journal of Computer-Supported Collaborative Learning, 12, 215-220. https://dx.doi.org/10.1007/s11412-017-9265-7
- Rudat, A., & Buder, J. (2015). Making retweeting social: The influence of content and context information on sharing news in Twitter. Computers in Human Behavior, 46, 75-84.
- Rudat, A., Buder, J., & Hesse, F. W. (2014). Audience design in Twitter: Retweeting behavior between informational value and followers' interests. Computers in Human Behavior, 35, 132-139.
- Ruiz Fernández, S., Kastner, L., Cervera Torres, S., Müller, J., & Gerjets, P. (2019). Moved by emotions: Affective concepts representing personal life events induce freely performed steps in line with combined sagittal and lateral space-valence associations. Frontiers in Psychology, 10, Article 2787. https://dx.doi.org/10.3389/fpsyg.2019.02787 [Data]
Open Access
- Ruiz Fernández, S., Leonhard, T., Lachmair, M., Rolke, B., & Ulrich, R. (2013). Processing order in dual-tasks when the duration of motor responses varies. Universitas Psychologica, 12, 1439-1452. https://dx.doi.org/10.11144/Javeriana.UPSY12-5.podt
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- Ruiz Fernández, S., & Rahona, J. J. (2011). Trabajando en modo multitarea: Cuellos de botella en la decisión y en la acción. (Performing multitasking: Bottleneck in response selection and motor response). Ciencia Cognitiva, 5, 60-63.
- Ruiz Fernández, S., Rahona López, J. J., Hervás, G., Vázquez, C., & Ulrich, R. (2011). Number magnitude determines gaze direction: Spatial-numerical association in a free-choice task. Cortex, 47, 617-620. https://dx.doi.org/10.1016/j.cortex.2010.10.006
- Ruiz Fernández, S., Rahona López, J. J., & Lachmair, M. (2014). Left to right or back to front? The spatial flexibility of time. Cognitive Processing, 15, 61-62. https://dx.doi.org/10.1007/s10339-014-0632-2
- Ruiz Fernández, S., Rahona López, J. J., & Lachmair, M. (2017). Tengo varias cosas que hacer, ¿por dónde empiezo? La optimización temporal en tareas simultáneas. Ciencia Cognitiva, 11, 36-39.
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- Ruiz Fernández, S., & Ulrich, R. (2010). Late backward effects in the refractory period paradigm: Effects of Task 2 execution on Task 1 performance. Psychological Research, 74, 378-387. https://dx.doi.org/10.1007/s00426-009-0260-0
- Rummer, R., Schweppe, J., Fürstenberg, A., Scheiter, K., & Zindler, A. (2011). The perceptual basis of the modality effect in multimedia learning. Journal of Experimental Psychology: Applied, 17, 159-173.
- Rummer, R., Schweppe, J., Scheiter, K., & Gerjets, P. (2008). Lernen mit Multimedia: Die kognitiven Grundlagen des Modalitätseffekts. Psychologische Rundschau, 59, 98-107. https://dx.doi.org/10.1026/0012-1924.59.2.98
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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.
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- 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
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- 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
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- 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
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- 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
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- 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
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- 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
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- 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
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- 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
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- 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
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- 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
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- 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
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- 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]
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- 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
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- 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
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- 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.
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- 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
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- 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
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- 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
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- Sassenberg, K., Jonas, K. J., Shah, J. Y., & Brazy, P. C. (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
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- 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
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- 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
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- 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.
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- 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
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- 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
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- 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
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- 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.
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- 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
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- 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
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- 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
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- 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
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- 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
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- 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
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- 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
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- 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
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- Sassenberg, K., & Woltin, K.-A. (2008). Group-based self-regulation: The effects of regulatory focus. European Review of Social Psychology, 19, 126-164.
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- 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
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- 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
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- 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
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- 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
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- 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
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- 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
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- 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
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- 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
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- 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
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- 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
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- 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, 33(5), 571-582. https://dx.doi.org/10.1080/1359432X.2024.2360225
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- 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
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- 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
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- 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
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- 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
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- 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
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- 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
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- 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
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- 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
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- 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
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- 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
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- 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.
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- 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
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- 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
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- 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
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- 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
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- 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
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- 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
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- 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
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- 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.
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- 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
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