Publications 2022

Articles in refereed Journals

Anderl, C.*, de Wit, A. E.*, 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. *shared first-authorship. https://dx.doi.org/10.1111/jcpp.13476 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
Artemenko, C., Wortha, S. M., Dresler, T., Frey, M., Barrocas, R., Nuerk, 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
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., ... Ruiz-Fernandez, S., ... 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
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
Brand, A.-K., Scholl, A., & Meyerhoff, H. S. (2022). In case of doubt for the speculation? When people falsely remember facts in the news as being uncertain. Journal of Experimental Psychology: General, 151(4), 852-871. https://dx.doi.org/10.1037/xge0000860 [Data] request document
Brucker, B., de Koning, B., Rosenbaum, D., Ehlis, A.-C., & Gerjets, P. (2022). The influence of gestures and visuospatial ability during learning about movements with dynamic visualizations – An fNIRS study. Computers in Human Behavior, 129, Article 107151. https://dx.doi.org/10.1016/j.chb.2021.107151 request document
Bruckermann, T., Greving, H., Stillfried, M., Schumann, A., Brandt, M., & Harms, U. (2022). I’m fine with collecting data: Engagement profiles differ depending on scientific activities in an online community of a citizen science project. PLOS ONE, 17(10), Article e0275785. https://dx.doi.org/10.1371/journal.pone.0275785 [Data] Open Access
Béchard, B., Kimmerle, J., Lawarée, J., Bédard, P.-O., Straus, S. E., & Ouimet, M. (2022). The impact of information presentation and cognitive dissonance on processing systematic review summaries: A randomized controlled trial on bicycle helmet legislation. International Journal of Environmental Research and Public Health, 19(10), Article 6234. https://dx.doi.org/10.3390/ijerph19106234 Open Access
Carvalho, M. R., Barbosa de Carvalho, A. H., Paiva, G. M., Andrade Jorge, C. d., dos Santos, F. C., Koltermann, G., de Salles, J. F., Moeller, K., Maia de Oliveira Wood, G., & Haase, V. G. (2022). MAOA‐LPR polymorphism and math anxiety: A marker of genetic susceptibility to social influences in girls? Annals of the New York Academy of Sciences, 1516(1), 135-150. https://dx.doi.org/10.1111/nyas.14814
Cañal-Bruland, R., Meyerhoff, H. S., & Müller, F. (2022). Context modulates the impact of auditory information on visual anticipation. Cognitive Research: Principles and Implications, 7(1), Article 76. https://dx.doi.org/10.1186/s41235-022-00425-2 Open Access
Coles, N. A., March, D. S., Marmolejo-Ramos, F., Larsen, J. T., Arinze, N. C., Ndukaihe, I. L. G., Willis, M. L., Foroni, F., Reggev, N., Mokady, A., Forscher, P. S., Hunter, J. F., Kaminski G., Yüvrük, E., Kapucu, A., Nagy, T., Hajdu, N., Tejada, J., … Ruiz Fernández, S., … Liuzza, M. T. (2022). A multi-lab test of the facial feedback hypothesis by the Many Smiles Collaboration. Nature Human Behaviour, 6(12), 1731-1742. https://dx.doi.org/10.1038/s41562-022-01458-9 Open Access
Cruz, T. K., Souto, D. O., Moeller, K., Fontes, P. L., & Haase, V. G. (2022). Body experience influences lexical-semantic knowledge of body parts in children with hemiplegic cerebral palsy. Frontiers in Psychology, 13, Article 955939. https://dx.doi.org/10.3389/fpsyg.2022.955939 Open Access
Devlin, D., Moeller, K., Reynvoet, B., & Sella, F. (2022). A critical review of number order judgements and arithmetic: What do order verification tasks actually measure? Cognitive Development, 64, Article 101262. https://dx.doi.org/10.1016/j.cogdev.2022.101262 Open Access
Devlin, D., Moeller, K., & Sella, F. (2022). The structure of early numeracy: Evidence from multi-factorial models. Trends in Neuroscience and Education, 26, Article 100171. https://dx.doi.org/10.1016/j.tine.2022.100171 Open Access
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] Open Access
Domahidi, E., Merkt, M., Thiersch, C., Utz, S., & Schüler, A. (2022). You want this job? Influence and interplay of self-generated text and picture cues in professional networking service profiles on expertise evaluation. Media Psychology, 25(2), 290-317. https://dx.doi.org/10.1080/15213269.2021.1927104 [Data] request document
Dorison, C. A., Lerner, J. S., Heller, B. H., Rothman, A. J., Kawachi, I. I., Wang, K., Rees, V. W., Gill, B. P., ... Ruiz-Fernández, S., ... Gibbs, N. (2022). In COVID-19 health messaging, loss framing increases anxiety with little-to-no concomitant benefits: Experimental evidence from 84 countries. Affective Science, 3(3), 577-602. https://dx.doi.org/10.1007/s42761-022-00128-3 request document
Dresen, V., Moeller, K., & Pixner, S. (2022). Association between language and early numerical development – The case of quantifiers. European Journal of Developmental Psychology, 19(4), 477-493. https://dx.doi.org/10.1080/17405629.2021.1916463
Ebersbach, M., Lachner, A., Scheiter, K., & Richter, T. (2022). Using spacing to promote lasting learning in educational contexts promises and challenges. Zeitschrift für Entwicklungspsychologie und Pädagogische Psychologie, 54(4), 151-163. https://dx.doi.org/10.1026/0049-8637/a000259 Open Access
Eder, T. F., Scheiter, K., Richter, J., Keutel, C., & Hüttig, F. (2022). I see something you do not: Eye movement modelling examples do not improve anomaly detection in interpreting medical images. Journal of Computer Assisted Learning, 38(2), 379-391. https://dx.doi.org/10.1111/jcal.12619 Open Access
Etzrodt, K., Gentzel, P., Utz, S., & Engesser, S. (2022). Human-machine-communication: introduction to the special issue. Publizistik, 67(4), 439-448. https://dx.doi.org/10.1007/s11616-022-00754-8 Open Access
Fetterman, A. K., Muscanell, N. L., Wu, D., & Sassenberg, K. (2022). When you are wrong on Facebook, just admit it: Wrongness admission leads to better interpersonal impressions on social media. Social Psychology, 53(1), 34-45. https://dx.doi.org/10.1027/1864-9335/a000473 [Data] request document
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] request document
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 request document
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 Open Access
Fütterer, T., Scheiter, K., Cheng, X., & Stürmer, K. (2022). Quality beats frequency? Investigating students’ effort in learning when introducing technology in classrooms. Contemporary Educational Psychology, 69, Article 102042. https://dx.doi.org/10.1016/j.cedpsych.2022.102042 Open Access
Gaiser, F., & Utz, S. (2022). “My daily dose of sedation” - The secret to success of the science communication podcast ‘Coronavirus-Update’ with the virologist Christian Drosten and its effect on listeners. Studies in Communication and Media, 11(3), 427-452. https://dx.doi.org/10.5771/2192-4007-2022-3-427 Open Access
Glaser, M., Knoos, M., & Schwan, S. (2022). Localizing, describing, interpreting: Effects of different audio text structures on attributing meaning to digital pictures. Instructional Science, 50(5), 729-748. https://dx.doi.org/10.1007/s11251-022-09593-6 Open Access
Glaser, M., Lengyel, D., Toulouse, C., & Schwan, S. (2022). How do we deal with uncertain information? Effects of verbal and visual expressions of uncertainty on learning. Educational Psychology Review, 34(2), 1097-1131. https://dx.doi.org/10.1007/s10648-022-09659-4 Open Access
Greussing, E., Gaiser, F., Klein, S. H., Straßmann, C., Ischen, C., Eimler, S., Frehmann, K., Gieselmann, M., Knorr, C., Lermann Henestrosa, A., Räder, A., & Utz, S. (2022). Researching interactions between humans and machines: Methodological challenges. Publizistik, 67(4), 531-554. https://dx.doi.org/10.1007/s11616-022-00759-3 Open Access
Greving, H.*, Bruckermann, T.*, Schumann, A., Straka, T. M., Lewanzik, D., Voigt-Heucke, S. L., Marggraf, L., Lorenz, J., Brandt, M., Voigt, C. C., Harms, U., & Kimmerle, J. (2022). Improving attitudes and knowledge in a Citizen Science project about urban bat ecology. Ecology and Society, 27(2), Article 24. *shared first-authorship. https://dx.doi.org/10.5751/es-13272-270224 [Data] Open Access
Göbel, S. M., Terry, R., Klein, E., Hymers, M., & Kaufmann, L. (2022). Impaired arithmetic fact retrieval in an adult with developmental dyscalculia: Evidence from behavioral and functional brain imaging data. Brain Sciences, 12(6), 735. https://dx.doi.org/10.3390/brainsci12060735 Open Access
Hajdu, N., Schmidt, K., Acs, G., Röer, J. P., Mirisola, A., Giammusso, I., Arriaga, P., Ribeiro, R., ... Ruiz-Fernandez, S., ... Szaszi, B. (2022). Contextual factors predicting compliance behavior during the COVID-19 pandemic: A machine learning analysis on survey data from 16 countries. PLOS ONE, 17(11), Article e0276970. https://dx.doi.org/10.1371/journal.pone.0276970 Open Access
Hampel, N., Sassenberg, K., Scholl, A., & Reichenbach, M. (2022). Introducing digital technologies in the factory: Determinants of blue-collar workers’ attitudes towards new robotic tools. Behaviour & Information Technology, 41(14), 2973-2987. https://dx.doi.org/10.1080/0144929x.2021.1967448 request document
He, C., Gunalp, P., Meyerhoff, H. S., Rathbun, Z., Stieff, M., Franconeri, S. L., & Hegarty, M. (2022). Visual working memory for connected 3D objects: Effects of stimulus complexity, dimensionality and connectivity. Cognitive Research: Principles and Implications, 7(1), Article 19. https://dx.doi.org/10.1186/s41235-022-00367-9 Open Access
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 request document
Janicke-Bowles, S. H., Raney, A. A., Oliver, M. B., Dale, K. R., Zhao, D., Neumann, D., Clayton, R. B., & Hendry, A. A. (2022). Inspiration on social media: Applying an entertainment perspective to longitudinally explore mental health and well-being. Cyberpsychology: Journal of Psychosocial Research on Cyberspace, 16(2), Article 1. https://dx.doi.org/10.5817/cp2022-2-1 Open Access
Jung, S., Janssen, R. J., & Klein, E. (2022). Laterality in simple multiplication: Assessing hemispheric specialization of arithmetic fact retrieval in a visual hemifield paradigm. Journal of Experimental Psychology: Human Perception and Performance, 48(4), 351-369. https://dx.doi.org/10.1037/xhp0000990
Jungmann, S. M., Becker, F., & Witthöft, M. (2022). Erfassung der Lebendigkeit mentaler Vorstellungsbilder: Adaptation und Validierung deutschsprachiger Versionen des Vividness of Visual Imagery Questionnaire (VVIQ) und des Plymouth Sensory Imagery Questionnaire (PSI-Q). Diagnostica, 68(3), 125-136. https://dx.doi.org/10.1026/0012-1924/a000291 Open Access
Kaakinen, J. K., Werlen, E., Kammerer, Y., Acartürk, C., Aparicio, X., Baccino, T., Ballenghein, U., Bergamin, P., Castells, N., Costa, A., Falé, I., Mégalakaki, O., & Ruiz Fernández, S. (2022). IDEST: International Database of Emotional Short Texts. PLOS ONE, 17(10), Article e0274480. https://dx.doi.org/10.1371/journal.pone.0274480 Open Access
Kainz, V., Bœhm, C., Utz, S., & Enßlin, T. (2022). Information and agreement in the reputation game simulation. Entropy, 24(12), Article 1768. https://dx.doi.org/10.3390/e24121768 Open Access
Kasneci, E., Kasneci, G., Trautwein, U., Appel, T., Tibus, M., Jaeggi, S. M., & Gerjets, P. (2022). Do your eye movements reveal your performance on an IQ test? A study linking eye movements and socio-demographic information to fluid intelligence. PLOS ONE, 17(3), Article e0264316. https://dx.doi.org/10.1371/journal.pone.0264316 [Data] Open Access
Kreilinger, I. L., Moeller, K., & Pixner, S. (2022). A longitudinal study on basic numerical skills in early numerical development. Cognitive Development, 62, Article 101182. https://dx.doi.org/10.1016/j.cogdev.2022.101182
Kubsch, M., Czinczel, B., Lossjew, J., Wyrwich, T., Bednorz, D., Bernholt, S., Fiedler, D., Strauß, S., Cress, U., Drachsler, H., Neumann, K., & Rummel, N. (2022). Toward learning progression analytics — Developing learning environments for the automated analysis of learning using evidence centered design. Frontiers in Education, 7, Article 981910. https://dx.doi.org/10.3389/feduc.2022.981910 Open Access
Lachmair, M., Fischer, M. H., & Gerjets, P. (2022). Action-control mappings of interfaces in virtual reality: A study of embodied interaction. Frontiers in Virtual Reality, 3, Article 976849. https://dx.doi.org/10.3389/frvir.2022.976849 Open Access
Lange, J., Unkelbach, C., Glöckner, A., Gollwitzer, M., Kaiser, F. G., & Sassenberg, K. (2022). Fachgruppe Sozialpsychologie. Task Force „Qualitätssicherung sozialpsychologischer Forschung“ der Fachgruppe Sozialpsychologie. Das Zusammenspiel von Theorie und Methodik. Psychologische Rundschau, 73(1), 22-24. https://dx.doi.org/10.1026/0033-3042/a000565 Open Access
Legate, N., Nguyen, T. v., Weinstein, N., Moller, A., Legault, L., Vally, Z., Tajchman, Z., Zsido, A. N., Zrimsek, M., Chen, Z., Ziano, I., Gialitaki, Z., Ceary, C. D., Jang, Y. N., Lin, Y. J., Kunisato, Y., Yamada, Y., Xiao, Q. Y., … Ruiz Fernández, S., ... Primbs, M. A. (2022). A global experiment on motivating social distancing during the COVID-19 pandemic. Proceedings of the National Academy of Sciences of the United States of America, 119(22), Article e2111091119. https://dx.doi.org/10.1073/pnas.2111091119 Open Access
Lindner, N., Moeller, K., Dresen, V., Pixner, S., & Lonnemann, J. (2022). Children’s spatial language skills predict their verbal number skills: A longitudinal study. PLOS ONE, 17(10), Article e0277026. https://dx.doi.org/10.1371/journal.pone.0277026 Open Access
Matschke, C. (2022). The impact of social support on social identity development and well-being in international exchange students. Journal of Cross-Cultural Psychology, 53(10), 1307-1334. https://dx.doi.org/10.1177/00220221221118387 request document
Merkt, M., Hoppe, A., Bruns, G., Ewerth, R., & Huff, M. (2022). Pushing the button: Why do learners pause online videos? Computers & Education, 176, Article 104355. https://dx.doi.org/10.1016/j.compedu.2021.104355 [Data] Open Access
Merkt, M., Weingärtner, A.-L., & Schwan, S. (2022). Digital images are hard to resist: Teaching viewers about the effects of camera angle does not reduce the camera angle's impact on power judgments. Acta Psychologica, 229, Article 103687. https://dx.doi.org/10.1016/j.actpsy.2022.103687 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] request document
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 request document
Nabi, R. L., & Wolfers, L. N. (2022). Does digital media use harm children’s emotional intelligence? A parental perspective. Media and Communication, 10(1), 350-360. https://dx.doi.org/10.17645/mac.v10i1.4731 Open Access
Nabi, R. L., Wolfers, L. N., Walter, N., & Qi, L. (2022). Coping with COVID-19 stress: The role of media consumption in emotion- and problem-focused coping. Psychology of Popular Media, 11(3), 292-298. https://dx.doi.org/10.1037/ppm0000374 Open Access
Nebel, S., & Ninaus, M. (2022). Does playing apart really bring us together? Investigating the link between perceived loneliness and the use of video games during a period of social distancing. Frontiers in Psychology, 13, Article 683842. https://dx.doi.org/10.3389/fpsyg.2022.683842 Open Access
Omarchevska, Y., Lachner, A., Richter, J., & Scheiter, K. (2022). It takes two to tango: How scientific reasoning and self-regulation processes impact argumentation quality. Journal of the Learning Sciences, 31(2), 237-277. https://dx.doi.org/10.1080/10508406.2021.1966633 Open Access
Omarchevska, Y., Lachner, A., Richter, J., & Scheiter, K. (2022). Do video modeling and metacognitive prompts improve self-regulated scientific inquiry? Educational Psychology Review, 34(2), 1025-1061. https://dx.doi.org/10.1007/s10648-021-09652-3 Open Access
Pammer-Schindler, V., Ley, T., Kimmerle, J., & Littlejohn, A. (2022). Guest Editorial: Designing technologies to support professional and workplace learning for situated practice. IEEE Transactions on Learning Technologies, 15(5), 523-525. https://ieeexplore.ieee.org/stamp/stamp.jsp?tp=&arnumber=9928068 request document
Pardi, G., Hienert, D., & Kammerer, Y. (2022). Examining the use of text and video resources during web-search based learning—a new methodological approach. New Review of Hypermedia and Multimedia, 28(1-2), 39-67. https://dx.doi.org/10.1080/13614568.2022.2099583 Open Access
Pummerer, L. (2022). Belief in conspiracy theories and non-normative behavior. Current Opinion in Psychology, 47, Article 101394. https://dx.doi.org/10.1016/j.copsyc.2022.101394 request document
Pummerer, L., Böhm, R., Lilleholt, L., Winter, K., Zettler, I., & Sassenberg, K. (2022). Conspiracy theories and their societal effects during the COVID-19 pandemic. Social Psychological and Personality Science, 13(1), 49-59. https://dx.doi.org/10.1177/19485506211000217 [Data] Open Access
Pummerer, L., Winter, K., & Sassenberg, K. (2022). Addressing covid-19 vaccination conspiracy theories and vaccination intentions. European Journal of Health Communication, 3(2), 1-12. https://dx.doi.org/10.47368/ejhc.2022.201 [Data] Open Access
Rebholz, F., Golle, J., & Moeller, K. (2022). The association of basic numerical abilities and math achievement: The mediating role of visuospatial and arithmetical abilities. Quarterly Journal of Experimental Psychology, 75(5), 841-853. https://dx.doi.org/10.1177/17470218211040060 Open Access
Richter, J., Lachner, A., Jacob, L., Bilgenroth, F., & Scheiter, K. (2022). Self‐concept but not prior knowledge moderates effects of different implementations of computer‐assisted inquiry learning activities on students' learning. Journal of Computer Assisted Learning, 38(4), 1141-1159. https://dx.doi.org/10.1111/jcal.12673 Open Access
Richter, T., Berger, R., Ebersbach, M., Eitel, A., Endres, T., Ferri, R. B., Hänze, M., Lachner, A., Leutner, D., Lipowsky, F., Nemeth, L., Renkl, A., Roelle, J., Rummer, R., Scheiter, K., Schweppe, J., Aufschnaiter, C. v., & Vorholzer, A. (2022). How to promote lasting learning in schools. Theoretical approaches and an agenda for research. Zeitschrift für Entwicklungspsychologie und Pädagogische Psychologie, 54(4), 135-141. https://dx.doi.org/10.1026/0049-8637/a000258 Open Access
Ries, M., & Schwan, S. (2022). Know where you stand: affective effects of becoming aware of a place's national socialist history. Frontiers in Psychology, 13, Article 936621. https://dx.doi.org/10.3389/fpsyg.2022.936621 Open Access
Ring, M., Brahm, T., Richter, J., Scheiter, K., & Randler, C. (2022). Does active or passive signaling support integration of text and graphs? Applied Cognitive Psychology, 36(1), 43-58. https://dx.doi.org/10.1002/acp.3896 Open Access
Roelle, J., Schweppe, J., Endres, T., Lachner, A., Aufschnaiter, C. v., Renkl, A., Eitel, A., Leutner, D., Rummer, R., Scheiter, K., & Vorholzer, A. (2022). Combining retrieval practice and generative learning in educational contexts promises and challenges. Zeitschrift für Entwicklungspsychologie und Pädagogische Psychologie, 54(4), 142-150. https://dx.doi.org/10.1026/0049-8637/a000261 Open Access
Roesch, S., Bahnmueller, J., Barrocas, R., & Moeller, K. (2022). Feinmotorik, Fingergnosie und frühe mathematische Fähigkeiten. Ein Überblick. Lernen und Lernstörungen, 11(3), 139-157. https://dx.doi.org/10.1024/2235-0977/a000376 Open Access
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: Communication and Public Engagement, 12(2), 94-110. https://dx.doi.org/10.1080/21548455.2022.2043567 request document
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. * equal contribution. https://dx.doi.org/10.1016/j.jenvp.2022.101910
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. *shared first-authorship. https://dx.doi.org/10.1080/10463283.2021.1959124 Open Access
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
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
Scheiter, K., & Eder, T. F. (2022). Digitale Medien als Anstoß für Schulentwicklung. Pädagogik, 6, 18-21. https://dx.doi.org/10.3262/PAED2206018
Schliephake, A., Bahnmueller, J., Willmes, K., Koch, I., & Moeller, K. (2022). Cognitive control in number processing: New evidence from number compatibility effects in task-switching. Cognitive Processing, 23(2), 191-202. https://dx.doi.org/10.1007/s10339-022-01074-5 Open Access
Scholl, A., Ellemers, N., Scheepers, D., & Sassenberg, K. (2022). Construal of power as opportunity or responsibility. Advances in Experimental Social Psychology, 65, 57-107. https://dx.doi.org/10.1016/bs.aesp.2021.11.001 request document
Scholl, A., & Sassenberg, K. (2022). Opening up new avenues for research on social power. Journal of Applied Social Psychology, 52(3), 133-136. https://dx.doi.org/10.1111/jasp.12858 Open Access
Schwerter, J., Wortha, F., & Gerjets, P. (2022). E-learning with multiple-try-feedback: Can hints foster students’ achievement during the semester? Educational Technology Research and Development, 70(3), 713-736. https://dx.doi.org/10.1007/s11423-022-10105-z Open Access
Schüler, A., & Wesslein, A.-K. (2022). Investigating the effect of deictic tracing on multimedia learning. Learning and Instruction, 77, Article 101525. https://dx.doi.org/10.1016/j.learninstruc.2021.101525 request document
Sevcenko, N., Schopp, B., Dresler, T., Ehlis, A.-C., Ninaus, M., Moeller, K., & Gerjets, P. (2022). Neural correlates of cognitive load while playing an emergency simulation game: A functional near-infrared spectroscopy (fNIRS) study. IEEE Transactions on Games, 14(4), 696-705. https://dx.doi.org/10.1109/tg.2022.3142954 Open Access
Souto, D. O., Cruz, T. K., Fontes, P. L., Moeller, K., & Haase, V. G. (2022). Neuromotor examination in unilateral cerebral palsy: Bilateral impairments in different levels of motor integration. Applied Neuropsychology: Child, 11(4), 658-668. https://dx.doi.org/10.1080/21622965.2021.1932498
Spitzer, M. W., & Moeller, K. (2022). Predicting fraction and algebra achievements online: A large‐scale longitudinal study using data from an online learning environment. Journal of Computer Assisted Learning, 38(6), 1797-1806. https://dx.doi.org/10.1111/jcal.12721 Open Access
Utz, S., Gaiser, F., & Wolfers, L. N. (2022). Guidance in the chaos: Effects of science communication by virologists during the COVID-19 crisis in Germany and the role of parasocial phenomena. Public Understanding of Science, 31(6), 799-817. https://dx.doi.org/10.1177/09636625221093194 [Data] Open Access
Utz, S., & Wolfers, L. N. (2022). How-to videos on YouTube: the role of the instructor. Information, Communication & Society, 25(7), 959-974. https://dx.doi.org/10.1080/1369118x.2020.1804984 [Data] request document
Venker, C. E., Neumann, D., & Aladé, F. (2022). Visual perceptual salience and novel referent selection in children with and without autism spectrum disorder. Autism & Developmental Language Impairments, 7, 1-14. https://dx.doi.org/10.1177/23969415221085476 Open Access
Winter, K., Hornsey, M. J., Pummerer, L., & Sassenberg, K. (2022). Anticipating and defusing the role of conspiracy beliefs in shaping opposition to wind farms. Nature Energy, 7(12), 1200-1207. https://dx.doi.org/10.1038/s41560-022-01164-w [Data] Open Access
Winter, K., Pummerer, L., Hornsey, M. J., & Sassenberg, K. (2022). Pro‐vaccination subjective norms moderate the relationship between conspiracy mentality and vaccination intentions. British Journal of Health Psychology, 27(2), 390-405. https://dx.doi.org/10.1111/bjhp.12550 [Data] Open Access
Wolfers, L. N., & Utz, S. (2022). Social media use, stress, and coping. Current Opinion in Psychology, 45, Article 101305. https://dx.doi.org/10.1016/j.copsyc.2022.101305 Open Access
Wroblewski, D., Scholl, A., Ditrich, L., Pummerer, L., & Sassenberg, K. (2022). Let’s stay in touch: Frequency (but not mode) of interaction between leaders and followers predicts better leadership outcomes. PLOS ONE, 17(12), Article e0279176. https://dx.doi.org/10.1371/journal.pone.0279176 [Data] Open Access
Wörner, S., Becker, S., Küchemann, S., Scheiter, K., & Kuhn, J. (2022). Development and validation of the ray optics in converging lenses concept inventory. Physical Review Physics Education Research, 18(2), Article 020131. https://dx.doi.org/10.1103/physrevphyseducres.18.020131 Open Access
Wörner, S., Kuhn, J., & Scheiter, K. (2022). The best of two worlds: A systematic review on combining real and virtual experiments in science education. Review of Educational Research, 92(6), 911-952. https://dx.doi.org/10.3102/00346543221079417 Open Access
Zareian, B., Anderl, C., LeMoult, J., Galea, L. A., Prior, J. C., Rights, J. D., Ross, C. J., Ge, S., Hayward, A. C., & Chen, F. S. (2022). Assessing the role of adolescent hormonal contraceptive use on risk for depression: A 3-year longitudinal study protocol. BMC Women's Health, 22(1), Article 48. https://dx.doi.org/10.1186/s12905-022-01623-2 Open Access
van Mulukom, V., Pummerer, L. J., Alper, S., Bai, H., Čavojová, V., Farias, J., Kay, C. S., Lazarevic, L. B., Lobato, E. J., Marinthe, G., Pavela Banai, I., Šrol, J., & Žeželj, I. (2022). Antecedents and consequences of COVID-19 conspiracy beliefs: A systematic review. Social Science & Medicine, 301, Article 114912. https://dx.doi.org/10.1016/j.socscimed.2022.114912 Open Access
van de Weijer‐Bergsma, E., Van Luit, J. E., & Moeller, K. (2022). Sex differences in the association of math achievement with visual‐spatial and verbal working memory: Does the type of math test matter? British Journal of Psychology, 113(3), 798-819. https://dx.doi.org/10.1111/bjop.12562 Open Access
von Hoyer, J., Bientzle, M., Cress, U., Grosser, J., Kimmerle, J., & Holtz, P. (2022). False certainty in the acquisition of anatomical and physiotherapeutic knowledge. BMC Medical Education, 22(1), Article 765. https://dx.doi.org/10.1186/s12909-022-03820-x Open Access
von Hoyer, J., Hoppe, A., Kammerer, Y., Otto, C., Pardi, G., Rokicki, M., Yu, R., Dietze, S., Ewerth, R., & Holtz, P. (2022). The search as learning spaceship: Toward a comprehensive model of psychological and technological facets of search as learning. Frontiers in Psychology, 13, Article 827748. https://dx.doi.org/10.3389/fpsyg.2022.827748 Open Access
von Hoyer, J. F., Kimmerle, J., & Holtz, P. (2022). Acquisition of false certainty: Learners increase their confidence in the correctness of incorrect answers after online information search. Journal of Computer Assisted Learning, 38(3), 833-844. https://dx.doi.org/10.1111/jcal.12657 [Data] Open Access

Special Issues and Sections

Etzrodt, K., Gentzel, P., Utz, S., & Engesser, S. (Eds.). (2022). Human-machine-communication. Publizistik, 67(4).
Pammer-Schindler, V., Ley, T., Kimmerle, J., & Littlejohn, A. (Eds.). (2022). Designing technologies to support professional and workplace learning for situated practice. IEEE Transactions on Learning Technologies, 15(5).
Scholl, A. & Sassenberg, K. (Eds.). (2022). Towards a second generation of power theories. Journal of Applied Social Psychology, 52(3). https://dx.doi.org/10.1111/jasp.12788

Proceedings

Bozkir, E., Kasneci, G., Utz, S., & Kasneci, E. (2022). Regressive saccadic eye movements on fake news. 2022 Symposium on Eye Tracking Research and Applications (ETRA '22) (Article 7). Association for Computing Machinery. https://dx.doi.org/10.1145/3517031.3529619
Gunser, V. E., Gottschling, S., Brucker, B., Richter, S., Çakir, D., & Gerjets, P. (2022). The pure poet: How good is the subjective credibility and stylistic quality of literary short texts written with an artificial intelligence tool as compared to texts written by human authors? In J. Culbertson, A. Perfors, H. Rabagliati, & V. Ramenzoni (Eds.), Proceedings of the 44th Annual Meeting of the Cognitive Science Society (44, pp. 1744-1750). Cognitive Science Society. https://escholarship.org/uc/item/1wx3983m
Gunser, V. E., Gottschling, S., Brucker, B., Richter, S., Çakir, D. C., & Gerjets, P. (2022). The pure poet: How good is the subjective credibility and stylistic quality of literary short texts written with an artificial intelligence tool as compared to texts written by human authors? Proceedings of the First Workshop on Intelligent and Interactive Writing Assistants (In2Writing 2022). (pp. 60-61). Dublin: Association for Computational Linguistics. https://aclanthology.org/2022.in2writing-1.8
Kainz, V., Bœhm, C., Utz, S., & Enßlin, T. (2022). Upscaling reputation communication simulations. Physical Sciences Forum (Vol. 5, Article 39). https://dx.doi.org/10.3390/psf2022005039
Kehrer, M., Nieder-Steinheuer, K., Dubbert, D., & Kohls, C. (2022). Nachhaltigkeit durch Transfer − ein Entwurfsmuster-Repositorium zur Gestaltung hybrider Lernräume. In B. Standl (Ed.), Digitale Lehre nachhaltig gestalten, Proceedings zur 30. Jahrestagung der Gesellschaft für Medien in der Wissenschaft e.V. (Medien in der Wissenschaft; 80, pp. 227-228). Waxmann.
Kreuter, A., Sassenberg, K., & Klinger, R. (2022). Items from psychometric tests as training data for personality profiling models of Twitter users. Proceedings of the 12th Workshop on Computational Approaches to Subjectivity, Sentiment & Social Media Analysis (p. 315–323). Association for Computational Linguistics. https://aclanthology.org/2022.wassa-1.35/
Maisey, J., Thoma, G., Moeller, K., Kiili, K., & Ninaus, M. (2022). Effects of a game-based fraction estimation task on math anxiety. In K. Kiili, K. Antti, F. de Rosa, M. Dindar, M. Kickmeier-Rust, & F. Bellotti (Eds.), Games and learning alliance (pp. 137-146). Springer International Publishing. https://dx.doi.org/10.1007/978-3-031-22124-8_14
Otto, C., Rokicki, M., Pardi, G., Gritz, W., Hienert, D., Yu, R., von Hoyer, J., Hoppe, A., Dietze, S., Holtz, P., Kammerer, Y., & Ewerth, R. (2022). SaL-lightning dataset: search and eye gaze behavior, resource interactions and knowledge gain during web search. In D. Elsweiler, U. Kruschwitz, & B. Ludwig (Eds.), ACM SIGIR Conference on Human Information Interaction and Retrieval (CHIIR '22) (p. 347–352). Association for Computing Machinery. https://dx.doi.org/10.1145/3498366.3505835
Parnell, S. I., Klein, S. H., & Gaiser, F. (2022). Do we know and do we care? Algorithms and attitude towards conversational user interfaces: Comparing chatbots and voice assistants. In M. Halvey, M. E. Foster, J. Dalton, C. Munteanu, & J. Trippas (Eds.), CUI '22: Proceedings of the 4th Conference on Conversational User Interfaces (Article 29). Association for Computing Machinery. https://dx.doi.org/10.1145/3543829.3544517
Schwan, S., Novak, M., Gramser, S., & Lewalter, D. (2022). Naturwissenschaftliche Kontroversen vermitteln: ein DFG-Projekt. Natur im Museum (12, pp. 12-13).

Books

Thoma, G.-B., Kampschulte, L., Specht, I., Lewalter, D., Schwan, S., & Köller, O. (2022). Wer geht in welches Museum? Vergleichende Besucherstrukturanalyse in den acht Forschungsmuseen der Leibniz-Gemeinschaft. Deutsches Museum Studies, Band 10. Deutsches Museum Verlag.

Chapters in Edited Books

Arnold, P., Kilian, L., Thillosen, A., & Zimmer, G. (2022). Lehren und Lernen mit digitalen Medien – neue Anforderungen an Lehrende und Lernende. In U. Herrmann (Ed.), Lernlabor Schule. Der Perspektivwechsel vom Unterrichten zum Lernen (pp. 371-380). Beltz.
Capparozza, M., & Kathmann, J. (2022). Gelingensbedingungen für die Nutzung digitaler Medien von Lehramtsstudierenden in der Schulpraxis: Ein Critical Review. In A. Wilmers, C. Keller, & M. Achenbach (Eds.), Bildung im digitalen Wandel. Lehren und Lernen mit digitalen Medien (pp. 103-128). Waxmann. https://dx.doi.org/10.31244/9783830996224.04
Kimmel, D., & Schwan, S. (2022). Vermittlung. In M. Sabrow & A. Saupe (Eds.), Handbuch Historische Authentizität (pp. 521-530). Wallstein.
Oestermeier, U. (2022). ¿Personalización o manipulatión? In E. Huesca, J. Juárez, & P. Cicero (Eds.), Mi vecino es un robot. (pp. 165-179). Penguin Random House Grupo Editorial.
Sassenberg, K., Becker, D., & Vliek, M. L. W. (2022). Zielverfolgung: Selbstregulation und -kontrolle. In P. Ozimek, H.-W. Bierhoff, E. Rohrmann, & S. Hanke (Eds.), Angewandte Sozialpsychologie (pp. 42-55). Kohlhammer.
Scheiter, K. (2022). The learner control principle in multimedia learning. In R. E. Mayer & L. Fiorella (Eds.), The Cambridge Handbook of Multimedia Learning. (3rd ed., pp. 418-429). Cambridge University Press.
Scheiter, K., Ninaus, M., & Moeller, K. (2022). Psychologische Perspektiven auf die Gestaltung digitaler Medien für das Lehren und Lernen von Mathematik. In G. Pinkernell, F. Reinhold, F. Schacht, & D. Walter (Eds.), Digitales Lehren und Lernen von Mathematik in der Schule (pp. 37-58). Springer. https://dx.doi.org/10.1007/978-3-662-65281-7_3
Schwan, S. (2022). Virtuelle Realitäten. In M. Sabrow & A. Saupe (Eds.), Handbuch Historische Authentizität (pp. 536-544). Wallstein.
Schwan, S. (2022). Digitale Ausstellungen aus Besuchersicht. In H. Carius & G. Fackler (Eds.), Exponat – Raum – Interaktion. Perspektiven für das Kuratieren digitaler Ausstellungen (pp. 193-202). Vandenhoeck & Ruprecht. https://dx.doi.org/10.14220/9783737012584.193
Winter, K., & Sassenberg, K. (2022). Soziale Kategorisierung, Stereotype, Vorurteile. In C. Cohrs, N. Knab, & G. Sommer (Eds.), Handbuch Friedenspsychologie (35). Philipps-Universität Marburg. https://dx.doi.org/10.17192/es2022.0052

Articles in Magazines

Bruckermann, T., & Greving, H. (2022). Fledermausschutz — Bürgerinnen und Bürger forschen mit. ti Technologie-Informationen, 2022(2+3), 8. https://doi.org/10.60479/jjxa-5609
Matschke, C. (2022). Fühlen Sie sich gut in der neuen Haut? Vielfältige Gruppenmitgliedschaften und eine gute Vereinbarkeit alter und neuer Gruppen helfen dabei, sich bei Veränderung in neuen Verhältnissen wohlzufühlen. Personal in Hochschule und Wissenschaft entwickeln, 4, 69-79.

Conference Contributions

Antes, N., Huff, M., & Schwan, S. (2022, July 24-29). The effects of metainformation about the truthfulness of information on scene memory. Royster Global Conference. Tübingen. [Talk]
Bahnmueller, J., Barrocas, R., Moeller, K., & Roesch, S. (2022, June 1-3). Inter-individual variability in the emergence of canonical finger pattern recognition. Mathematical Cognition and Learning Society Conference (MCLS). Antwerp, Belgium. [Talk]
Becker, F., Buder, J., & Huff, M. (2022, September 10-15). Can humans learn to anticipate what an agent will do? 52. Kongress der Deutschen Gesellschaft für Psychologie (DGPs). Hildesheim. [Talk]
Becker, F., Buder, J., & Huff, M. (2022, July 27-30). Theory of mind as a learning task. 44th Annual Meeting of the Cognitive Science Society (CogSci). Toronto, ON, Canada. [Talk]
Becker, F., Buder, J., & Huff, M. (2022, March 20-23). Cognitive functions for cooperation with Artificial Intelligence in a game setting. 64. Tagung experimentell arbeitender Psycholog:innen (TeaP) - Conference of Experimental Psychologists. University of Cologne (online conference). [Talk]
Beylat, M., Woltin, K. A., & Sassenberg, K. (2022, August 29-31). Whom to seek orientation from in the work context? The role of regulatory mode and social orientation motives. European Social Cognition Network (ESCON) Transfer of Knowledge Conference. Milan, Italy. [Talk]
Beylat, M., Woltin, K. A., & Sassenberg, K. (2022, June 2-3). Whom to seek orientation from in the work context? The role of regulatory mode and social orientation motives. 75th Annual Meeting of the Belgian Association of Psychological Sciences. Leuven, Belgium. [Poster]
Beylat, M., Woltin, K. A., Sassenberg, K., & Yzerbyt, V. (2022, July 11-13). Leadership directif versus leadership participatif: Le rôle des caractéristiques contextuelles et du mode régulateur des suiveurs. Congrès International De Psychologie Sociale En Langue Française (CIPSLF). Bordeaux, France. [Talk]
Brich, I., Varkentin, E., Gagarina, N., & Huff, M. (2022, März 30). Digitale Comics als Weg zur Teilhabe – Narrationsverstehen in verschiedenen Alters- und Bildungsgruppen. Jahrestagung Leibniz-Forschungsverbund Bildungspotenziale (LERN). Frankfurt am Main (virtuelle Konferenz). [Vortrag]
Brucker, B., Dischinger, E., Ehlis, A.-C., & Gerjets, P. (2022, August 29-31). The influence of hand proximity and visuospatial ability on visuospatial learning: An fNIRS study. European Association for Research on Learning and Instruction (EARLI). Special Interest Group (SIG 2). Kiel. [Talk]
Bruckermann, T., Greving, H., Schumann, A., Harms, U., & Brandt, M. (2022, Mai 4). Wie und warum beteiligen sich Bürger*innen an CS-Projekten? Und was lernen sie dabei? Citizen Science: Gemeinsam Wissen schaffen? Leibniz Universität Hannover. [Poster]
Bruckermann, T., Greving, H., Schumann, A., Harms, U., & Brandt, M. (2022, April 29). Wie und warum beteiligen sich Bürger*innen an CS-Projekten? Und was lernen sie dabei? Citizen-Science-Strategie 2030 für Deutschland: Launch und Citizen-Science-Festival. Freie Universität Berlin. [Poster]
Buchanan, E. M., Cuccolo, K. M., Coles, N. A., Heyman, T., Iyer, A., Lewis, N., Peters, K., van Berkel, N., van ’t Veer, A. E., Taylor, J. E., Montefinese, A., Valentine, K. D., Maxwell, N. P., Türkan, B. N., Williams, G. P., Oliveros-Chacana, J. C., Röer, J. P., Fini, C., … Ruiz Fernandez, S., … Lewis, S. C. (2022, November 17-20). Is priming consistent across languages? Preliminary findings from the SPAML: Semantic priming across many languages. 63rd Annual Meeting of the Psychonomic Society. Boston, MA, USA. [Talk]
Buder, J. (2022, September 10-15). Human-agent interaction. Symposium auf dem 52. Kongress der Deutschen Gesellschaft für Psychologie (DGPs). Hildesheim. [Symposium Organisation]
Buder, J. (2022, April 13). Polarisierung als Phänomen unserer Zeit. Eingeladener Vortrag und Podiumsgast in der Talk-Reihe sITZung des Zimmertheaters. Tübingen. https://www.youtube.com/watch?v=8t7dWHxJ4-0 [Vortrag]
Buder, J. (2022, Juni 27). Ist das deine Meinung oder kann das weg? Eingeladener Vortrag im Rahmen des Web-TV-Formats Science Slam Challenge. Tübingen. https://www.youtube.com/watch?v=1-9vQhZ0nJk [Vortrag]
Buder, J., & Honer, A. (2022, September 10-15). Building blocks of anthropomorphism. 52. Kongress der Deutschen Gesellschaft für Psychologie (DGPs). Symposium “Human-Agent Interaction ”. Hildesheim. [Talk]
Bühler, B., Bozkir, E., Goldberg, P., Sümer, Ö., D’Mello, S., Gerjets, P., Trautwein, U., & Kasneci, E. (2022, August 30-September 1). Video-based mind-wandering detection employing gaze features in temporal models during reading. European Association for Research on Learning and Instruction (EARLI). Special Interest Group (SIG 27). Southampton, UK. [Talk]
Cervera-Torres, S., Ruiz-Fernández, S., Godbersen, H., Massó, L., Martínez-Rubio, D., Pintado-Cucarella, S., & Baños, R. M. (2022, May 12-14). Influence of resilience and optimism on distress and intention to self-isolate: Contrasting lower and higher COVID-19 illness risk samples from an extended health belief model. 5th Conference of Positive Psychology. Bilbao, Spain. [Talk]
Clayton, R. B., Compton, J., Reynolds-Tylus, T., Neumamn, D., Sarra, E., Deshmukh, E., Park, J., Biangel, R., Hechlik, E., & Sarmiento, H. (2022, November 17-20). Inoculating against psychological reactance: a psychophysiological investigation. National Communication Association 108th Annual Convention. New Orleans, LA, USA. [Talk]
Cress, U. (2022, Oktober 6). Impulsvortrag zum Thema „Ohne kompetente Lehrkräfte keine Digitalisierung“. 10. Gespräch des Präsidiums der KMK mit im Bildungsbereich aktiven Stiftungen. Deutsche Telekom Stiftung, Berlin. [Vortrag]
Cress, U. (2022, September 27). Eingeladene Leitung eines Workshops zum Thema „Digitale Kompetenzen uploaded – Ziel- und Zukunftsperspektiven im multiperspektivischen Diskurs“. Bildungspolitisches Forum „Mindeststandards – ein Beitrag zu besserer Bildung für alle?“ Leibniz Forschungsnetzwerk Bildungspotenziale (LERN). Hessische Landesvertretung, Berlin. [Workshop Organisation]
Cress, U. (2022, April 26). Lernökologie: Bedeutung informeller Lerngelegenheiten in unserer Wissensgesellschaft. Austausch zwischen der Leibniz-Gemeinschaft und der Deutsche Telekom Stiftung. Berlin. [Workshop Organisation]
Cress, U. (2022, März 9-11). „Wissen“ im digitalen Zeitalter. Keynote auf der 9. Jahrestagung der Gesellschaft für Empirische Bildungsforschung (GEBF) „Alles auf Anfang? – Bildung im digitalen Wandel“. Bamberg (virtuelle Konferenz). [Vortrag]
Cress, U. (2022, September 12-14). Wissen im digitalen Zeitalter – Herausforderung für die akademische Bildung. Keynote auf der 20. Fachtagung Bildungstechnologien der GI Fachgruppe Bildungstechnologien (DELFI 2022) „Digitale Lehre nachhaltig gestalten“. Karlsruhe. [Vortrag]
Cress, U., Wagner, D., Müller-Härlin, M., Werner, R., Dieminger, A., & Sieh, I. (2022, November 21). SWK Talks „Digitalisierung im Bildungssystem“, Folge 6: Hochschule. Ständige wissenschaftliche Kommission (SWK) der Kultusministerkonferenz (KMK). [Vortrag]
D. Lewalter, S. Moser, S. Schwan, & B. Garsoffky (2022, December 13). BILAD Online Winter Workshop. [Workshop Organisation]
D. Lewalter, S. Moser, S. Schwan, & B. Garsoffky (2022, December 15). BILAD Online Winter Workshop. [Workshop Organisation]
Delle, F., Sanders-Jackson, A., Rhodes, N., & Neumann, D. (2022, May 26-30). Examining the influence of the LGBT community and their social norms on anti-smoking message processing. 72nd Annual Conference of the International Communication Association (ICA). Paris, France. [Talk]
Ditrich, L. (2022, September 21). Reactions to violated expectations in groups - Of chucking out bad apples and packing your bags. Invited talk at Grandes Ideas en Psicología y Neurociencias. Webinars en directo por expertos y para todos. University Pública de Navarra (UPNA), Spain. [Talk]
Ditrich, L. (2022, June 10-11). Long-term or situational? How integrative emotion regulation relates to sympathy and supportiveness towards outgroups? Consortium of European Research on Emotion (CERE) 2022 conference. Granada, Spain. [Talk]
Ditrich, L., & Sassenberg, K. (2022, September 10-15). Threat and reactions to violated expectations in groups: Adding control to the equation. 52. Kongress der Deutschen Gesellschaft für Psychologie (DGPs). Hildesheim. [Talk]
Du, W., Neumann, D., Sanders-Jackson, A., & Tan, A. (2022, May 26-30). The effects of applying visual cues in culturally tailored anti-smoking messages for sexual minority women. 72nd Annual Conference of the International Communication Association (ICA). Paris, France. [Talk]
Dubbert, D., Friede, L.-M., Kehrer, M., Seidel, M., Kohls, C., & Nieder-Steinheuer, K. (2022, September 1). Projekt HybridLR. 3. EdTech Research Forum. Universität Duisburg-Essen. [Vortrag]
Düsing, K., Bruckermann, T., Greving, H., Van den Bogaert, V., Lewanzik, D., Schumann, A., Brandt, M., & Harms, U. (2022, November 25-26). Welche Effekte haben authentische Fallbeispiele auf wissenschaftliches Denken, wenn der Forschungsprozess explizit gemacht wird? – Ein VideT-Teilprojekt. Early Career Researcher Konferenz „WiSuaL 2022 – Wissenschaftsvermittlung in Schülerlaboren und außerschulischen Lernkontexten“. Ruhr-Universität Bochum. [Poster]
Düttmann, T., Irle, G., Kathmann, J., Capparozza, M., & Thillosen, A. (2022, September 1). Dialogforum „Kompetenzen von Lehrkräften in der digital geprägten Welt“. 3. EdTech Research Forum. Universität Duisburg-Essen. [Workshop Organisation]
Fischer, H. (2022, December 13). Knowing what you know in noisy information environments. Invited talk at the Kolloquium Department Wissenschaftskommunikation. KIT, Karlsruhe. [Talk]
Fischer, H. (2022, May 3). How good are IPCC graphs at communicating climate change to policy-makers? Invited talk at The Laboratory for Interdisciplinary Evaluation of Public Policies (LIEPP), Sciences Po. Paris, France. [Talk]
Fischer, H. (2022, June 23-25). Communicating politicized science – A cognitive perspective. Invited talk at the Jubilee Symposium. The Heidelberg Institute of Global Health, Heidelberg University Hospital. [Talk]
Fischer, H. (2022, May 18). A metacognitive perspective on politicized science. Invited talk at the Psychonomic Society's One World Cognitive Psychology Seminar Series. University of Mannheim. [Talk]
Fischer, H., Huff, M., & Said, N. (2022, September 10-15). Political polarization and climate science: No evidence for science literacy driving motivated reasoning in a US national study. Eingeladener Vortrag auf dem 52. Kongress der Deutschen Gesellschaft für Psychologie (DGPs). Symposium "Science Communication--Quo vadis?". Hildesheim. [Talk]
Fleig, K., Hoch, E., Lachner, A., Padó, U., & Scheiter, K. (2022, März 30). Implementierung einer automatischen Auswertung offener Antwortformate. Jahrestagung Leibniz-Forschungsverbund Bildungspotenziale (LERN) (virtuelle Konferenz). Frankfurt am Main. [Poster]
Fleig, K., Hoch, E., Lachner, A., Padó, U., & Scheiter, K. (2022, April 27-29). NLP-based learner assessment for feedback generation. Retreat of the LEAD (Learning, Educational Achievement, and Life Course Development) Graduate School & Research Network. Untermarchtal. [Poster]
Fleig, K., Hoch, E., Lachner, A., Padó, U., & Scheiter, K. (2022, October 19-21). NLP-based learner assessment for feedback generation. Retreat of the LEAD (Learning, Educational Achievement, and Life Course Development) Graduate School & Research Network. Tübingen. [Poster]
Fleig, K., Padó, U., Hoch, E., Lachner, A., & Scheiter, K. (2022, März 9-11). Evidenzbasierte Entwicklung eines KI-Systems. 9. Jahrestagung der Gesellschaft für Empirische Bildungsforschung (GEBF). Bamberg (virtuelle Konferenz). [Vortrag]
Fleig, K., Padó, U., Hoch, E., Lachner, A., & Scheiter, K. (2022, August 29-31). Evidence-based implementation of automatic response assessment. European Association for Research on Learning and Instruction (EARLI). Special Interest Group (SIG) 2. Kiel. [Roundtable]
Franke, U., Backfisch, I., Fabian, A., Scheiter, K., & Lachner, A. (2022, März 9-11). „Ich weiß, dass ich (noch) nichts weiß?“ – Metakognitive Akkuratesse moderiert die Validität von Selbsteinschätzungen technologisch-pädagogischen Wissens (TPK). 9. Jahrestagung der Gesellschaft für Empirische Bildungsforschung (GEBF). Bamberg (virtuelle Konferenz). [Vortrag]
Frick, P., & Schüler, A. (2022, August 29-31). Not just texts – reactivation, integration, and validation processes also apply to illustrated texts. European Association for Research on Learning and Instruction (EARLI). Special Interest Group (SIG) 2. Kiel. [Talk]
Frick, P., & Schüler, A. (2022, July 19-21). Does the RI-Val model also apply to illustrated texts? 32nd Annual Meeting of the Society for Text & Discourse (ST&D). Georgia State University. Atlanta, GA, USA. [Talk]
Frick, P., & Schüler, A. (2022, March 20-23). Text-picture combinations are integrated and validated automatically. 64. Tagung experimentell arbeitender Psycholog:innen (TeaP) - Conference of Experimental Psychologists. University of Cologne (online conference). [Talk]
Fütterer, T., Hoch, E., Lachner, A. Scheiter, K., & Stürmer, K. (2022, August 22-24). How cognitively activating was digitized instruction during school closures and how can teachers be supported? European Association for Research on Learning and Instruction (EARLI). Special Interest Group (SIG) 6 & 7. Zollikofen, Switzerland. [Talk]
Gaiser, F., Klein, S., Utz, S., & Greussing, E. (2022, Februar 22-24). „Human-Machine Communication“ in der deutschen Kommunikationswissenschaft – Theoretische, methodische und fachbezogene Herausforderungen. 67. Jahrestagung der Deutschen Gesellschaft für Publizistik- und Kommunikationswissenschaft (DGPuK). Hannover (virtuelle Konferenz). [Workshop Organisation]
Gaiser, F., & Utz, S. (2022, May 26-30). Is hearing really believing? The importance of modality for perceived message credibility during information search with smart speakers. 72nd Annual Conference of the International Communication Association (ICA). Paris, France. [Talk]
Gaiser, F., & Utz, S. (2022, March 20-23). "Alexa, can I believe you?": How specific characteristics of voice assistants can affect message credibility perceptions during information search. 64. Tagung experimentell arbeitender Psycholog:innen (TeaP) - Conference of Experimental Psychologists. University of Cologne (online conference). [Talk]
Gerjets, P. (2022, September 5-6). AI, VR, Learning Analytics und Co.: Einblicke in ein Future Education Lab. Eingeladener Vortrag auf der Zweiten Fachtagung Künstliche Intelligenz von ZSL und IBBW. Zentrum für Schulqualität und Lehrerbildung (ZSL) und Institut für Bildungsanalysen Baden-Württemberg (IBBW). Esslingen. [Vortrag]
Gerjets, P. (2022, Dezember 15). DigiSelbst: Digitale Selbstporträts zeichnen im Kunstmuseum: Welche rezeptiven und produktiven Prozesse vermitteln soziale Transfereffekte auf Empathie und Selbstwahrnehmung von Jugendlichen? Eingeladener Impulsvortrag auf dem virtuellen Workshop „Vernetzung & Kooperation zwischen Einrichtungen des Forschungs-, Kultur- und Bildungsbereichs verbessern“ des BMBF-Projektträgers DLR. [Vortrag]
Gerjets, P. (2022, October 19-21). The day after tomorrow: Creating a future education lab as integrative research facility for innovation. 10 Years Anniversary Conference of LEAD (Learning, Educational Achievement, and Life Course Development) Graduate School & Research Network. Tübingen. [Talk]
Gerjets, P., Wortha, F., Nagengast, B., Wigfield, A., Azevedo, R., Roberts, B., & Trautwein, U. (2022, August 24-26). An integrative framework for self-regulation in educational contexts. European Association for Research on Learning and Instruction (EARLI). Special Interest Group (SIG) 8 & 16. Dresden. [Talk]
Gieselmann, M., & Sassenberg, K. (2022, March 20-23). How do perceived competencies affect privacy concerns towards conversational AIs? 64. Tagung experimentell arbeitender Psycholog:innen (TeaP) - Conference of Experimental Psychologists. University of Cologne (online conference). [Talk]
Gieselmann, M., & Sassenberg, K. (2022, September 10-15). How do perceived competencies affect privacy concerns towards conversational AIs? 52. Kongress der Deutschen Gesellschaft für Psychologie (DGPs). Hildesheim. [Talk]
Glaser, M., Garsoffky, B., & Schwan, S. (2022, März 30). Einfluss von Digitalisaten auf Objekt-, Installations- und Ausstellungsrezeption. Jahrestagung Leibniz-Forschungsverbund Bildungspotenziale (LERN). Frankfurt am Main (virtuelle Konferenz). [Vortrag]
Glaser, M., Werner, S., & Schwan, S. (2022, August 29-31). Audio-visual spatial contiguity in three-dimensional space. European Association for Research on Learning and Instruction (EARLI). Special Interest Group (SIG) 2. Kiel. [Poster]
Greving, H., Bruckermann, T., Düsing, K., Van den Bogaert, V., Lewanzik, D., Schumann, A., Brandt, M., & Kimmerle, J. (2022, November 25-26). Vorläufigkeit und Glaubwürdigkeit: Wie nehmen Schüler*innen wissenschaftliche Erkenntnisse wahr? – Ein VideT-Teilprojekt. Early Career Researcher Konferenz „WiSuaL 2022 – Wissenschaftsvermittlung in Schülerlaboren und außerschulischen Lernkontexten”. Ruhr-Universität Bochum. [Poster]
Gunser, V. E., Brucker, B., & Gerjets, P. (2022, October 19-21). Reading differences of AI-texts and human-written texts – an eye-tracking study of AI-poems. 10 Years Anniversary Conference of LEAD (Learning, Educational Achievement, and Life Course Development) Graduate School & Research Network. Tübingen. [Poster]
Gunser, V. E., & Gerjets, P. (2022, Juli 1). Ko-Kreation kurzer narrativer Texte mit Künstlicher Intelligenz. Eingeladener Vortrag am Tübinger Science and Innovation Day 2022. Leibniz-Institut für Wissensmedien, Tübingen. [Vortrag]
Gunser, V. E., Gottschling, S., Brucker, B., & Gerjets, P. (2022, March 20-23). Same same but different? Readers differentiation between human and AI poetry. 64. Tagung experimentell arbeitender Psycholog:innen (TeaP) - Conference of Experimental Psychologists. University of Cologne (online conference). [Talk]
Gunser, V. E., Gottschling, S., Brucker, B., Richter, S., Çakir, D. C., & Gerjets, P. (2022, April 27-29). Readers differentiation between human and AI poetry. Retreat of the LEAD (Learning, Educational Achievement, and Life Course Development) Graduate School & Research Network. Untermarchtal. [Poster]
Gunser, V. E., Gottschling, S., Brucker, B., Richter, S., Çakir, D. C., & Gerjets, P. (2022, May 22-27). The pure poet: How good is the subjective credibility and stylistic quality of literary short texts written with an artificial intelligence tool as compared to texts written by human authors? First Workshop on Intelligent and Interactive Writing Assistants (In2Writing) at the 60th Annual Meeting of the Association for Computational Linguistic. Dublin, Ireland. [Poster]
Gunser, V. E., Gottschling, S., Brucker, B., Richter, S., Çakir, D. C., & Gerjets, P. (2022, August 27-30). The pure poet: How good is the subjective credibility and stylistic quality of literary short texts written with an artificial intelligence tool as compared to texts written by human authors? 44th Annual Meeting of the Cognitive Science Society (CogSci). Toronto, ON, Canada. [Poster]
Gunser, V. E., Gottschling, S., Brucker, B., Said, N., & Gerjets, P. (2022, September 10-15). Metacognitive awareness of readers in differentiation between human and AI poetry. 52. Kongress der Deutschen Gesellschaft für Psychologie (DGPs). Symposium “Human-Agent Interaction”. Hildesheim. [Talk]
Gunser, V. E., Richter, S., & Gerjets, P. (2022, June 20-22). Creativity in the digital age: How do readers perceive and evaluate AI-written poetry? Invited talk at the Conference of the American Friends of Marbach in Cooperation with the Stuttgart Research Centre for Text Studies. Deutsches Literaturarchiv Marbach, Marbach am Neckar. [Talk]
Hagedorn, J., & Sassenberg, K. (2022, September 10-15). Examining AI-based changes to message emotionality in online interactions. 52. Kongress der Deutschen Gesellschaft für Psychologie (DGPs). Hildesheim. [Talk]
Hampp, C., & Novak, M. (2022, März 17-18). Anfassen erwünscht? Eine experimentelle Studie zur Wirkung von haptischen Erfahrungen im Naturkundemuseum. Neue Wege der Konzeption und Reflexion von Museumsausstellungen. DASA-Online-Forschungskolloquium „Neue Wege der Konzeption und Reflexion von Museumsausstellungen". Dortmund. [Vortrag]
Hoch, E. (2022, April 8). tabletBW trifft Wissenschaft – Übersicht über das Projekt und ausgewählte Ergebnisse. 7. Tag der Wissenschaft „Bildung und Digitalisierung: Quo vadis?“ des LEAD Graduate School & Research Networks-Programm „Schule & Wissenschaft“. Eberhard Karls Universität Tübingen. Stuttgart. [Poster]
Hoch, E., Fleig, K., & Scheiter, K. (2022, August 29-31). Explicit monitoring increases learning time but not performance. European Association for Research on Learning and Instruction (EARLI). Special Interest Group (SIG) 2. Kiel. [Talk]
Hoch, E., Sassenberg, K., & Scheiter, K. (2022, März 9-11). Wie hängen Selbstregulationsstrategien von SchülerInnen mit ihrer Wahrnehmung digitaler Medien zusammen? 9. Jahrestagung der Gesellschaft für Empirische Bildungsforschung (GEBF). Bamberg (virtuelle Konferenz). [Vortrag]
Hoch, E., Stürmer, K., Fütterer, T., Lachner, A., & Scheiter, K. (2022, September 10-15). Kann digitaler Unterricht auf Distanz lernwirksam sein? Eine Studie zur kognitiven Aktivierung während der Schulschließungen. 52. Kongress der Deutschen Gesellschaft für Psychologie (DGPs). Hildesheim. [Vortrag]
Huff, M. (2022, September 20). Low research data availability in educational psychology journals and how to overcome it. A meta-scientific approach. Cognitive Development Special Interest Group. Eberhard Karls Universität Tübingen. [Talk]
Huff, M. (2022, September 19-22). Low research data availability in educational psychology journals and how to overcome it. A meta-scientific approach. Workshop Promoting Transparency & Replicability in Research. Eberhard Karls Universität Tübingen. [Talk]
Jaggy, O., Schwan, S., & Meyerhoff, H. S. (2022, March 20-23). Do not trust your ears: AI-determined similarity increases likability and trustworthiness of human voices. 64. Tagung experimentell arbeitender Psycholog:innen (TeaP) - Conference of Experimental Psychologists. University of Cologne (online conference). [Poster]
Kainz, V., Boehn, C., Utz, S., & Enßlin, T. (2022, July 18-22). Upscaling reputation communication simulations. International Workshop on Bayesian Inference and Maximum Entropy Methods in Science and Engineering (MaxEnt2022). Institut Henri Poincare (IHP), Paris, France. [Talk]
Kehrer, M., & Kohls, C. (2022, Mai 31-Juni 2). Die Zukunft des Campus mit hybriden Lernräumen gestalten. LEARNTEC. Karlsruhe. [Vortrag]
Kehrer, M., Kohls, C., Nieder-Steinheuer, K., Dubbert, D., & Friede, L.-M. (2022, November 3-4). Hybride Lernräume in der Hochschullehre gestalten. TURN Conference. Kiel. [Poster]
Kehrer, M., Nieder-Steinheuer, K., Dubbert, D., & Kohls, C. (2022, September 12-14). Nachhaltigkeit durch Transfer - Ein Entwurfsmuster-Repositorium zur Gestaltung hybrider Lernräume. 30. Jahrestagung der Gesellschaft für Medien in der Wissenschaft e. V. (GMW). Karlsruhe. [Poster]
Kehrer, M., Nieder-Steinheuer, K., & Thillosen, A. (2022, September 6-9). Hybride Lernräume in der Hochschullehre – Ein Repositorium für den Wissenstransfer. 50. Jahrestagung der Deutschen Gesellschaft für Hochschuldidaktik (dghd). Universität Paderborn. [Poster]
Kilbreath, S., Neumann, D., Sanders-Jackson, A., & Tan, A. (2022, May 26-30). Comparing trust in institutions between bisexual and lesbian women: an online survey experiment. 72nd Annual Conference of the International Communication Association (ICA). Paris, France. [Poster]
Kimmerle, J. (2022, Oktober 19-21). Fragilität und Glaubwürdigkeit wissenschaftlicher Erkenntnisse. 10 Years Anniversary Conference of LEAD (Learning, Educational Achievement, and Life Course Development) Graduate School & Research Network. Eberhard Karls Universität Tübingen. [Vortrag]
Klein, S. (2022, Februar 22-24). Automatisierte Interaktion mit Konsumenten: Die Responsivität von textbasierten Agenten und ihr Einfluss auf die Akzeptanz und wahrgenommene Performanz. 67. Jahrestagung der Deutschen Gesellschaft für Publizistik- und Kommunikationswissenschaft (DGPuK). Hannover (virtuelle Konferenz). [Vortrag]
Klein, S., & Neumann, D. (2022, September 10-15). Perceived moral agency of humans and chatbots: Does responsiveness matter? 52. Kongress der Deutschen Gesellschaft für Psychologie (DGPs). Symposium “Human-Agent Interaction”. Hildesheim. [Talk]
Klein, S., & Utz, S. (2022, May 26-30). How do agent type, responsiveness, and response time affect the acceptance and perceived performance of chat agents? 72nd Annual Conference of the International Communication Association (ICA). Paris, France. [Talk]
Klein, S., & Utz, S. (2022, March 20-23). How do agent type, responsiveness, and response time affect the acceptance and perceived performance of chat agents? 64. Tagung experimentell arbeitender Psycholog:innen (TeaP) - Conference of Experimental Psychologists. University of Cologne (online conference). [Talk]
Kohls, C., Kehrer, M., Dubbert, D., & Nieder-Steinheuer, K. (2022, September 12-14). Hybride Lernräume für Hochschulen planen und gestalten - Ein Workshop zur Transformation bestehender Räume. 30. Jahrestagung der Gesellschaft für Medien in der Wissenschaft e. V. (GMW). Karlsruhe. [Workshop Organisation]
Lermann Henestrosa, A. (2022, April 2-4). Credibility perceptions of AI-based science communication. PhD Workshop on Artificial Intelligence and Machine Learning research and Democracy: An interdisciplinary perspective. Eberhard Karls Universität Tübingen. [Talk]
Lermann Henestrosa, A., Cress, U., & Kimmerle, J. (2022, March 20-23). AI for science communication: How authorship and evaluative information presentation affect the acceptance of science journalism. 64. Tagung experimentell arbeitender Psycholog:innen (TeaP) - Conference of Experimental Psychologists. University of Cologne (online conference). https://teap2022.uni-koeln.de/sites/teap2022/user_upload/TeaP2022_AbstractBooklet.pdf [Talk]
Lermann Henestrosa, A., Herter, E., & Kimmerle, J. (2022, September 10-15). Perception of AI science journalism: The impact of information presentation and AI characteristics on credibility perceptions. 52. Kongress der Deutschen Gesellschaft für Psychologie (DGPs). Symposium “Human-Agent Interaction ”. Hildesheim. [Talk]
Lermann Henestrosa, A., & Kimmerle, J. (2022, May 25). The effects of assumed authorship on the perception of automated science journalism. Preconference “The Science of Science Communication: Mapping the Field” at the 72nd Annual Conference of the International Communication Association (ICA). Sorbonne University. Paris, France. [Talk]
Mayer, M., & Heck, D. W. (2022, September 10-15). The role of opting out of giving a judgment for the accuracy of wisdom of crowds and sequential collaboration. 52. Kongress der Deutschen Gesellschaft für Psychologie (DGPs). Hildesheim. [Talk]
Neumann, D. (2022, May 26-30). Fear of Missing Out and motivational conflict: An initial exploratory study. 72nd Annual Conference of the International Communication Association (ICA). Paris, France. [Poster]
Neumann, D., & Rhodes, N. (2022, May 26-30). Purpose drives affiliative and altruistic intentions: The role of perceived institutional morality. 72nd Annual Conference of the International Communication Association (ICA). Paris, France. [Talk]
Neumann, D., Wolfers, L., Anderl, C., Klein, S., Gaiser, F., Utz, S. (2022, July 18-19). The social media toolbox: a decision matrix to guide transparent reporting in social media research. 12th International Conference on Social Media & Society (SMSociety). Ryerson University. Toronto, ON, Canada (online conference). [Talk]
Noller, J., & Kehrer, M. (2022, July 6-10). Challenges and requirements in hybrid written exams settings. 25th European Conference on Pattern Languages of Programs 2022 (EuroPLoP). Kloster Irsee. [Talk]
Noller, J., Kehrer, M., Thillosen, A., & Cress, U. (2022, März 30). Gestaltung hybrider Lernräume in der Hochschullehre – Das Projekt HybridLR. Jahrestagung Leibniz-Forschungsverbund Bildungspotenziale (LERN). Frankfurt am Main (virtuelle Konferenz). [Poster]
Omarchevska, Y., Lachner, A., Richter, J., & Scheiter, K. (2022, March 30). The effectiveness of video modeling examples and metacognitive prompts for guiding self-regulated inquiry learning. Jahrestagung Leibniz-Forschungsverbund Bildungspotenziale (LERN). Frankfurt am Main (virtuelle Konferenz). [Talk]
Omarchevska, Y., Lachner, A., Richter, J., & Scheiter, K. (2022, September 14-16). Supporting scientific reasoning and self-regulation during inquiry with video modeling examples. European Association for Research on Learning and Instruction (EARLI). Special Interest Group (SIG) 20 & 26. Utrecht, The Netherlands. [Talk]
Otto, C., Rokicki, M., Pardi, G., Gritz, W., Hienert, D., Yu, R., von Hoyer, J., Hoppe, A., Dietze, S., Holtz, P., Kammerer, Y., & Ewerth, R. (2022, March 14-18). SaL-lightning dataset: Search and eye gaze behavior, resource interactions and knowledge gain during Web search. ACM SIGIR Conference on Human Information Interaction and Retrieval (CHIIR '22). Regensburg. [Talk]
Pardi, G., Richter, S., Schwan, S., & Gerjets, P. (2022, September 26). Nicht-eindeutiges Erleben und Bewerten von kanonischer Literatur im Digitalen Raum. Panel: Weder Fail noch Lobgesang: Nicht-eindeutige Wertung von Literatur im Digitalen Raum. 27. Deutscher Germanistentag 2022. Paderborn. [Panel]
Parnell, S. I., Klein, S., Gaiser, F. (2022, July 26-28). Do we know and do we care? Algorithms and attitude towards conversational user interfaces: comparing chatbots and voice assistants. 4th Conference on Conversational User Interfaces (CUI). Glasgow, UK. [Poster]
Potinteu, A.-E., Said, N., & Huff, M. (2022, March 20-23). People's reported willingness to help robots. 64. Tagung experimentell arbeitender Psycholog:innen (TeaP) - Conference of Experimental Psychologists. University of Cologne (online conference). [Talk]
Pummerer, L. (2022, Dezember 1). Eingeladener Vortrag zum Thema Verschwörungstheorien – Ein Phänomen mit Zukunft? Leibniz-Kolleg der Eberhard Karls Universität Tübingen. [Vortrag]
Pummerer, L., & Douglas, K. (2022, February 16-19). Origins and consequences of belief in conspiracy theories. Annual Convention of the Society for Personality and Social Psychology (SPSP). San Francisco, CA, USA. [Symposium Organisation]
Pummerer, L., & Sassenberg, K. (2022, February 17). Addressing negative consequences of conspiracy theories through reasoning. Political Psychology Pre-Conference of the Annual Convention of the Society for Personality and Social Psychology (SPSP). San Francisco, CA, USA. [Talk]
Pummerer, L., & Sassenberg, K. (2022, February 16-19). Cognitive correlates of conspiracy beliefs. Annual Convention of the Society for Personality and Social Psychology (SPSP). San Francisco, CA, USA. [Talk]
Pummerer, L., & Sassenberg, K. (2022, March 10-11). Conspiracy beliefs and anti-normative behavior. Interdisciplinary Conference of the German Political Psychology Network: 3rd meeting of the Political Psychology Network Germany. Chemnitz. [Talk]
Pummerer, L., Winter, K., & Sassenberg, K. (2022, July 14-17). Always going against the grain? On conspiracy belief and norm adherence. 44th Scientific Meeting of the International Society of Political Psychology (ISPP). Athens, Greece. [Talk]
Pummerer, L., Winter, K., & Sassenberg, K. (2022, September 10-15). Addressing conspiracy theories before they spread. 52. Kongress der Deutschen Gesellschaft für Psychologie (DGPs). Hildesheim. [Talk]
Reimann, L.-E., Utz, S., & Anderl, C. (2022, May 26-30). Individual and situational factors influencing behavior in professional video conferences with strangers. 72nd Annual Conference of the International Communication Association (ICA). Paris, France. [Talk]
Rosing, K. (2022, November 23-25). Beidhändige Führung – Was weiß die Wissenschaft und was weiß sie nicht? Trendforum Führung der Bundesanstalt für Arbeit. Pregnitz a. d. Lauf. [Vortrag]
Ruiz-Fernández, S., Cervera-Torres, S., Decker, B., & Godbersen, H. (2022, May 12-14). The effect of dispositional optimism on temporal satisfaction with life before, during and after the Covid-19 pandemic. 5th Conference of Positive Psychology. Bilbao, Spain. [Talk]
Said, N., Brich, I., & Antes, N. (2022, October 7-8). Understanding sharing behavior on social media platforms: The influence of knowledge and confidence. Autumn Meeting of Experimental Cognitive Psychologists (HexKoP). Greifswald. [Talk]
Said, N., Schumacher, L., & Huff, M. (2022, November 17-20). Artificial Intelligence in medicine: The influence of medical expertise, AI knowledge, and confidence in AI knowledge on AI. 63rd Annual Meeting of the Psychonomic Society. Boston, MA, USA. [Poster]
Said, N., Schwesig, R., Brich, I., Buder, J., & Huff, M. (2022, March 20-23). Knowledge about Artificial Intelligence (AI) moderates the relationship between risk and opportunity perception of AI and people's willingness to use AI-based applications. Tagung experimentell arbeitender Psychologen (TeaP) 2022 - 64th Conference of Experimental Psychologists. University of Cologne (online conference). [Talk]
Sassenberg, K. (2022, September 8). Organisationale Veränderung in der Schule: Eine Change-Management-Perspektive. Digitalkongress 2. Der Fachtag für digitale Bildung. ZSL, Stuttgart. [Vortrag]
Sassenberg, K. (2022, March 20-23). Acceptance of artificial intelligence producing natural language. 64. Tagung experimentell arbeitender Psycholog:innen (TeaP) - Conference of Experimental Psychologists. University of Cologne (online conference). [Symposium Organisation]
Sassenberg, K., & Winter, K. (2022, September 10-15). Flexibility mindsets: Reducing biases that result from spontaneous processing. 52. Kongress der Deutschen Gesellschaft für Psychologie (DGPs). Hildesheim. [Talk]
Scharinger, C. (2022, September 10-15). Augmented data to study augmented learning materials: Using EEG and pupil dilation data to study the effects of decorative elements on text reading and working memory performance. 52. Kongress der Deutschen Gesellschaft für Psychologie (DGPs). Hildesheim. [Talk]
Scharinger, C. (2022, May 9). The effects of time-pressure and pictorial seductive details on learning, pupil dilation, and heart rate. 4th Meeting of EARLI Emerging Field Group "The potential of biophysiology for understanding learning and teaching experiences". University of Padua, Italy. [Poster]
Scharinger, C., Fischer, N., Halfmann, M., & Gerjets, P. (2022, September 10-15). Lernen in VR: (K)ein Seductive-Details-Effekt der virtuellen Umgebung? 52. Kongress der Deutschen Gesellschaft für Psychologie (DGPs). Hildesheim. [Vortrag]
Scheiter, K. (2022, März 9-11). Selbstregulation beim Lernen in digitalen Umgebungen: Von Problemen zu Lösungen. 9. Jahrestagung der Gesellschaft für Empirische Bildungsforschung (GEBF). Bamberg (virtuelle Konferenz). [Symposium Diskussion]
Scheiter, K. (2022, April 8). Eingeladener Vortrag zum Thema „Guter“ Unterricht und digitale Medien – wie geht das zusammen? 7. LEAD-Tag der Wissenschaft „Bildung und Digitalisierung: Quo vadis?“ des LEAD Graduate School & Research Networks- Programm „Schule & Wissenschaft“. Eberhard Karls Universität Tübingen. Stuttgart. [Vortrag]
Scheiter, K. (2022, Januar 11). Eingeladener Vortrag zum Thema „Bildung in der Digitalen Welt“. Tagung der Landesfachkoordinatorinnen und Landesfachkoordinatoren des Referats 33 (Aus- und Fortbildung Allgemein bildender Gymnasien). Zentrum für Schulqualität und Lehrerbildung (ZSL) des Landes Baden-Württemberg, Stuttgart. [Vortrag]
Scheiter, K. (2022, März 9-11). Virtuelle Realitäten in der empirischen Lehr-Lernforschung: Ein Werkstattbericht aus dem Tübinger Virtual Reality Research on Education (VRE) Lab. 9. Jahrestagung der Gesellschaft für Empirische Bildungsforschung (GEBF). Bamberg (virtuelle Konferenz). [Symposium Diskussion]
Schneider, J., Backfisch, I., Lachner, A., Breil, P., Bohl, T., & Scheiter, K. (2022, März 9-11). Tübinger digitale Bibliothek aufbereiteter Forschungssynthesen – TüDi-BASE. 9. Jahrestagung der Gesellschaft für Empirische Bildungsforschung (GEBF). Bamberg (virtuelle Konferenz). [Vortrag]
Schwan, S. (2022, Juli 5-8). Authenticity in informal settings. BILAD-Network Meeting #1. Technical University Munich. [Talk]
Schüler, A., Kammerer, Y., & Becker, D. (2022, September 10-15). The first will be first: Enhanced processing and memory for texts read first. 52. Kongress der Deutschen Gesellschaft für Psychologie (DGPs). Hildesheim. [Talk]
Smaczny, S., Sperber, C., Jung, S., & Klein, E. (2022, August 22-25). Left parietal disconnection most strongly impairs multiplication fact retrieval. 5th Neuropsychology Summer School of the Federation of the European Societies of Neuropsychology (FESN). Berlin. [Poster]
Smaczny, S., Sperber, C., Jung, S., Moeller, K., Karnath, H.-O., & Klein, E. (2022, January 23-28). Left angular gyrus disconnection impairs multiplication fact retrieval. 40th European Workshop on Cognitive Neuropsychology. Bressanone, Italy. [Talk]
Smaczny, S., Sperber, C., Jung, S., Moeller, K., Karnath, H.-O., & Klein, E. (2022, June 1-3). Left angular gyrus disconnection impairs multiplication fact retrieval. Mathematical Cognition and Learning Society Conference (MCLS) 2022. Antwerp, Belgium. [Talk]
Stegemann, M. J., & Meyerhoff, H. S. (2022, March 20-23). The influence of object speed on illusory crescents and perceived bouncing/streaming. 64. Tagung experimentell arbeitender Psycholog:innen (TeaP) - Conference of Experimental Psychologists. University of Cologne (online conference). [Poster]
Stürmer, K., Fütterer, T., Hoch, E., Lachner, A., & Scheiter, K. (2022, März 30). Kann digitaler Unterricht auf Distanz lernwirksam sein? Eine Studie zur kognitiven Aktivierung während der Schulschließungen. Jahrestagung Leibniz-Forschungsverbund Bildungspotenziale (LERN). Frankfurt am Main (virtuelle Konferenz). [Vortrag]
Stürmer, K., Fütterer, T., Hoch, E., Lachner, A., & Scheiter, K. (2022, März 9-11). Kann digitaler Unterricht auf Distanz lernwirksam sein? Eine Studie zur kognitiven Aktivierung während der Schulschließungen. 9. Jahrestagung der Gesellschaft für Empirische Bildungsforschung (GEBF). Bamberg (virtuelle Konferenz). [Vortrag]
Tan, A. SL, Scout, Machado, A., Gordon, B., Applegate, J., Sanders-Jackson, A., Du, W., Neumann, D., Schiavone, L., Zakharia, M., Ramanadhan, S., Chen, J., Robert, J., Salvia, M., Hanby, E., Cordero, D. S., Andrews, M., Louaddi, O., Montes de Oca, G., Lunn, M., Obedin-Maliver, J., Potter, J., Viswanath, K. (2022, March 15-18). Project resist: A case study on lessons learnt from using a community-engaged research process to develop tailored anti-smoking messages for young adult sexual minority women. 28th Annual Meeting of the Society for Research on Nicotine and Tobacco (SRNT). Baltimore, MD, USA. [Talk]
Thillosen, A., John, N., & Kehrer, M. (2022, Mai 31-Juni 2). Eingeladene Moderation und Mitausrichter des Messeforums „university@LEARNTEC”. LEARNTEC. Karlsruhe. [Workshop Organisation]
Tschopp, M., & Sassenberg, K. (2022, August 1-3). Towards understanding human AI relationship 5th AAAI/ACM conference on Artificial Intelligence, Ethics, and Society. Oxford, England, UK. [Talk]
Tschopp, M., & Sassenberg, K. (2022, September 10-15). Alexa, I love you! Applying the Relational Models Theory to human-AI interaction. 52. Kongress der Deutschen Gesellschaft für Psychologie (DGPs). Symposium “Human-Agent Interaction ”. Hildesheim. [Talk]
Utz, S. (2022, November 25-26). Social media use for professional purposes: Effects and underlying processes. Invited talk at the Cyberspace conference. Brno, Czech Republic. [Talk]
Utz, S. (2022, November 22). Social media use, stress, and coping. Invited talk at the Symposium Social Media & Mental Well-Being. Seoul National University, South Korea. [Talk]
Utz, S. (2022, May 26-30). Studying human perception of algorithmic decision-making: Methodological challenges. 72nd Annual Conference of the International Communication Association (ICA). Paris, France. [Talk]
Van den Bogaert, V., Düsing, K., Greving, H., Bruckermann, T., Lewanzik, D., Schumann, A., Brandt, M., & Wirth, J. (2022, November 25-26). Wie wirken angeleitete Reflexionsphasen auf die Authentizitätswahrnehmung der Wissenschaftsvermittlung? – Ein VideT-Teilprojekt. Early Career Researcher Konferenz „WiSuaL 2022 – Wissenschaftsvermittlung in Schülerlaboren und außerschulischen Lernkontexten“. Ruhr-Universität Bochum. [Poster]
Wendt, R., Gaiser, F., & Utz, S. (2022, May 26-30). Is this recommended by Alexa or an algorithm? Testing the algorithmic media content awareness scale for voice assistants and search engines. 72nd Annual Conference of the International Communication Association (ICA). Paris, France. [Talk]
Werlen, E., Kaakinen, J. K., Kammerer, Y., Acarturk, C., Aparicio, X., Baccino, T., Ballenghein, U., Bergamin, P., Castells, N., Costa, A., Falé, I., Megalakaki, O., & Ruiz Fernández, S. (2022, November 17-20). IDEST: International Database of Emotional Short Texts. Annual Meeting of the Psychonomic Society. Boston, MA, USA. [Poster]
Winter, K. (2022, March 10). Open mind for a different view: Flexibility mindsets as a strategy to reduce prejudice and polarization. Invited talk at the colloquium of the Social Psychology Lab. University of Groningen, The Netherlands. [Talk]
Wolfers, L.N., Utz, S., Wendt, R., & Honecker, J. (2022, May 26-30). Situation-, person-, and device-specific factors when mothers use their smartphones for coping with stress. 72nd Annual Conference of the International Communication Association (ICA). Paris, France. [Talk]
Wolfers, L.N., Wendt, R., Becker, D., & Utz, S. (2022, May 26-30). Does guilt influence the effects of parental smartphone use for stress coping? Results from a mobile experience sampling study of mothers in Germany. 72nd Annual Conference of the International Communication Association (ICA). Paris, France. [Talk]
Wroblewski, D., Scholl, A., Ditrich, L., Pummerer, L., & Sassenberg, K. (2022, September 10-15). Let’s stay in touch: Frequency (but not mode) of interaction between leaders and followers predicts better leadership outcomes. 52. Kongress der Deutschen Gesellschaft für Psychologie (DGPs). Hildesheim. [Talk]
Wörner, S. (2022, April 8). Kombination realer und virtueller Experimente im naturwissenschaftlichen Unterricht. 7. Tag der Wissenschaft „Bildung und Digitalisierung: Quo vadis?“ des LEAD Graduate School & Research Networks- Programm „Schule & Wissenschaft“. Eberhard Karls Universität Tübingen. Stuttgart. [Poster]
Wörner, S., & Scheiter, K. (2022, März 30). Forschendes Lernen im naturwissenschaftlichen Distanzunterricht mit virtuellen und Videoexperimenten. Jahrestagung Leibniz-Forschungsverbund Bildungspotenziale (LERN). Frankfurt am Main (virtuelle Konferenz). [Vortrag]
Ye, Q., Neumann, D., Tan, A. SL, & Sanders-Jackson, A. (2022, May 26-30). The role of perceived targetedness and community connectedness in anti-smoking messages. 72nd Annual Conference of the International Communication Association (ICA). Paris, France. [Talk]
von Roth, D., Garsoffky, B., & Schwan, S. (2022, November 14-15). Kognitive Wahrnehmung und Verarbeitung im digitalen Raum: Kulturgeschichtliches Museum als digitaler Raum. Jahrestagung des Netzwerks Besucher*innenforschung. Bonn. [Vortrag]

Organisation of Conferences

Backfisch, I., Irle, G., Wagner, S., Capparozza, M., John, N., Franke, U., Kathmann, J., Lachner, A., & Thillosen, A. (2022). Gemeinsam in die digitale Transformation! – Dialogforum für Schulpraxis und Wissenschaft., 10.11.
Kathmann, J., Irle, G., John, N., & Thillosen, A. (2022). Organisation des e-teaching.org-Themenspecials „Qualität in der Hochschullehre mit digitalen Medien: definieren – messen – weiterentwickeln”. https://www.e-teaching.org/themenspecial-qualitaet
Kehrer, M., & Nieder-Steinheuer, K. (2022). Organisation des e-teaching.org-Themenspecials „Hybride Lernräume“. https://www.e-teaching.org/themenspecial-hybride-lernraeume
Lewalter, D., Moser, S., Schwan, S., & Novak, M. (2022). BILAD Network Meeting #1. Munich, July 6-8.
Thillosen, A. (2022). LEARNTEC 2022: Mitausrichter der Tagung „Digitale Hochschule”. Karlsruhe, 31.05.-02.06.
Thillosen, A., John, N., & Mbak, E. S. (2022). e-Prüfungs-Symposium (ePS 2022): Digitales Lehren, Lernen und Prüfen bei der Rückkehr zur Präsenzlehre. Mitausrichter des Symposiums. Hamburg, 24.-25.11.2022.

Web Documents

Buder, J. (2022). Geeint beim Thema Polarisierung? Blogbeitrag für das Kurzfilmfestival „Tübinale“. https://www.tuebinale.de/geeint-beim-thema-polarisierung/
Eder, T. F., & Scheiter, K. (2022). Lesen und Schreiben am Bildschirm. In Digitalisierung in der Lehrerbildung Tübingen (TüDiLB) (Hrsg.), Evidenzbasierte Hinweise zum Einsatz digitaler Medien im Lehr-Lernkontext. https://vitruv.uni-tuebingen.de/ilias3/goto.php?target=wiki_wpage_802
Gramser, S., Lewalter, D., Schwan, S., & Novak, M. (2022). Erstellung eines Webauftrittes zum Thema Vermittlung kontroverser Themen in Museen und Ausstellungen. https://www.ausstellungen-kontrovers.de/
Gunser, V. E., & Dischinger, E. (2022). Das NarrAItions Projekt vom Leibniz-Institut für Wissensmedien & Deutschen Literaturarchiv Marbach. https://www.link-niedersachsen.de/blog/blog_technik_wissenschaft/narraitions_projekt-
Holford, D., Fasce, A., Tapper, K., Demko, M., Lewandowsky, S., Hahn, U., Al-Rawi, A., Alladin, S., Boender, T. S., Bruns, H., Fischer, H., Gilde, C., Hanel, P. H. P., Herzog, S. M., Kause, A., Lehmann, S., Nurse, M. S., Orr, C., Pescetelli, N., ... Wulf, M. (2022). A manifesto for science communication as collective intelligence. https://dx.doi.org/10.17605/OSF.IO/TZUFW
Köller, O., Thiel, F., van Ackeren, I., Anders, Y., Becker-Mrotzek, M., Cress, U., Diehl, C., Kleickmann, T., Lütje-Klose, B., Prediger, S., Seeber, S., Ziegler, B., Kuper, H., Stanat, P., Maaz, K., & Lewalter, D. (2022). Entwicklung von Leitlinien für das Monitoring und die Evaluation von Förderprogrammen im Bildungsbereich. Impulspapier der Ständigen Wissenschaftlichen Kommission der Kultusministerkonferenz (SWK). Bonn. https://www.kmk.org/fileadmin/Dateien/pdf/KMK/SWK/2022/SWK-2022-Impulspapier_Monitoring.pdf
Köller, O., Thiel, F., van Ackeren, I., Anders, Y., Becker-Mrotzek, M., Cress, U., Diehl, C., Kleickmann, T., Lütje-Klose, B., Prediger, S., Seeber, S., Ziegler, B., Kuper, H., Stanat, P., Maaz, K., & Lewalter, D. (2022). Digitalisierung im Bildungssystem: Handlungsempfehlungen von der Kita bis zur Hochschule. https://dx.doi.org/10.25656/01:25273
Köller, O., Thiel, F., van Ackeren, I., Anders, Y., Becker-Mrotzek, M., Cress, U., Diehl, C., Kleickmann, T., Lütje-Klose, B., Prediger, S., Seeber, S., Ziegler, B., Kuper, H., Stanat, P., Maaz, K., Lewalter, D., & Selter, C. (2022). Basale Kompetenzen vermitteln – Bildungschancen sichern. Perspektiven für die Grundschule. https://www.kmk.org/fileadmin/Dateien/pdf/KMK/SWK/2022/SWK-2022-Gutachten_Grundschule.pdf
Köller, O., Thiel, F., van Ackeren, I., Anders, Y., Becker-Mrotzek, M., Cress, U., Diehl, C., Kleickmann, T., Lütje-Klose, B., Prediger, S., Seeber, S., Ziegler, B., Kuper, H., Stanat, P., Maaz, K., & Lewalter, D., Vock, M., Walper, S., & Zander, L. (2022). Unterstützung geflüchteter Kinder und Jugendlicher aus der Ukraine durch rasche Integration in Kitas und Schulen. Stellungnahme der Ständigen Wissenschaftlichen Kommission der Kultusministerkonferenz (SWK). Bonn. https://www.kmk.org/fileadmin/Dateien/pdf/KMK/SWK/2022/SWK-Stellungnahme_Ukraine.pdf
Matschke, C. (2022). Altes Brot oder die Kunst, produktiv zu prokrastinieren. wissensdialoge.de. https://wissensdialoge.de/produktiv-prokrastinieren/
Matschke, C. (2022). Übergänge erleichtern: Vielfältige und vereinbare Rollen bieten Kontinuität. wissens.blitz (220). http://www.wissensdialoge.de/uebergaenge
Matschke, C. (2022). Besitztumseffekt: „Ich liebe es, weil es mir gehört!“ Wie Besitz die Einschätzung von Wert verzerrt. wissens.blitz (222). http://www.wissensdialoge.de/besitztumseffekt
Matschke, C. (2022). Dornröschens Held und das Geheimnis seines Erfolgs. wissensdialoge.de. https://wissensdialoge.de/dornroeschens-held-und-das-geheimnis-seines-erfolgs/

Software Development

Hagenlocher, U. (2022). Webpart Link Checker. Tübingen: Leibniz-Institut für Wissensmedien.
Hagenlocher, U. (2022). Webpart Personenübersicht. Tübingen: Leibniz-Institut für Wissensmedien.
Hagenlocher, U. (2022). WebpartWorkflow Dashboard. Tübingen: Leibniz-Institut für Wissensmedien.
Hagenlocher, U. (2022). Webpart Raumplan. Tübingen: Leibniz-Institut für Wissensmedien.
Hagenlocher, U., & Klemke, A. (2022). Versuchsumgebung: IWM-Study Meteff01p. Tübingen: Leibniz-Institut für Wissensmedien.
Hagenlocher, U., & Klemke, A. (2022). Versuchsumgebung: IWM-Study Feedback01. Tübingen: Leibniz-Institut für Wissensmedien.
Hagenlocher, U., & Klemke, A. (2022). Versuchsumgebung: IWM-Study Raum01. Tübingen: Leibniz-Institut für Wissensmedien.
Hagenlocher, U., & Klemke, A. (2022). Versuchsumgebung: IWM-Study Chirping01 - 02. Tübingen: Leibniz-Institut für Wissensmedien.
Hagenlocher, U., & Klemke, A. (2022). Versuchsumgebung: IWM-Study EmotionalTouch01 - 04. Tübingen: Leibniz-Institut für Wissensmedien.
Hagenlocher, U., & Klemke, A. (2022). Versuchsumgebung: IWM-Study Face05 - 06. Tübingen: Leibniz-Institut für Wissensmedien.
Halfmann, M. (2022). 3D-Pottwalzahn: Tablet-Anwendung für eine Versuchsausstellung. Tübingen: Leibniz-Institut für Wissensmedien.
Halfmann, M. (2022). VR-Versuchsumgebung: Pompeji VR mit Eyetracking-Unterstützung. Tübingen: Leibniz-Institut für Wissensmedien.
Klemke, A. (2022). Versuchsumgebung: IWM-Study Mind01 - 02. Tübingen: Leibniz-Institut für Wissensmedien.
Klemke, A. (2022). Versuchsumgebung: IWM-Study Film01. Tübingen: Leibniz-Institut für Wissensmedien.
Klemke, A. (2022). Versuchsumgebung: IWM-Study ChatBot04p, 04. Tübingen: Leibniz-Institut für Wissensmedien.
Klemke, A. (2022). Versuchsumgebung: IWM-Study Digities01. Tübingen: Leibniz-Institut für Wissensmedien.
Klemke, A. (2022). Versuchsumgebung: IWM-Study DigiMat02 - 03. Tübingen: Leibniz-Institut für Wissensmedien.
Klemke, A. (2022). Versuchsumgebung: IWM-Study Sachsenhausen01p. Tübingen: Leibniz-Institut für Wissensmedien.
Klemke, A. (2022). IWM-Study 2.0 – Fragebögen Upgrade. Tübingen: Leibniz-Institut für Wissensmedien.
Klemke, A., & Becker, F. (2022). Versuchsumgebung: IWM-Study Tetris02. Tübingen: Leibniz-Institut für Wissensmedien.
Klemke, A., & Halfmann, M. (2022). Versuchsumgebung: IWM-Study PompejiBA. Tübingen: Leibniz-Institut für Wissensmedien.
Klemke, A., & Halfmann, M. (2022). Versuchsumgebung: IWM-Study InfoAnordnung06. Tübingen: Leibniz-Institut für Wissensmedien.
Klemke, A., & Halfmann, M. (2022). Versuchsumgebung: IWM-Study Museum03. Tübingen: Leibniz-Institut für Wissensmedien.
Klemke, A., & Mock, P. (2022). Versuchsumgebung: IWM-Study ClickItUp01. Tübingen: Leibniz-Institut für Wissensmedien.
Klemke, A., & Müller, T. (2022). Versuchsumgebung: IWM-Study Sachsenhausen01 - 02. Tübingen: Leibniz-Institut für Wissensmedien.
Kupke, S. (2022). WebPart List - Performante Tabellen für große SharePoint-Listen. Tübingen: Leibniz-Institut für Wissensmedien.
Kupke, S. (2022). Ein WYSIWYG-Editor für die IWMStudy-Studienumgebungen. Tübingen: Leibniz-Institut für Wissensmedien.
Kupke, S. (2022). ProxyCache - Eine Node.js-basierte Serveranwendung für Unterstützungsfunktionen und Graph-API Zugriffe. Tübingen: Leibniz-Institut für Wissensmedien.
Kupke, S., & Becker, L. (2022). WebPart Alumni-Newsletter - Newsletter für ehemalige Angestellte des Leibniz-Instituts für Wissensmedien. Tübingen: Leibniz-Institut für Wissensmedien.
Müller, T., Kupke, S., & Oestermeier, U. (2022). Karte NS-Verbrechen: Eine interaktive, räumliche und zeitliche Darstellung der Tatorte im Nationalsozialismus. Tübingen: Leibniz-Institut für Wissensmedien.
Müller, T., Peiffer-Siebert, L., Kupke, S., Gerjets, P., & Oestermeier, U. (2022). Verfolgung und Verwaltung: Eine Multi-Touch-Tisch-Applikation zur Präsentation von Informationstafeln zu Verwaltungsverbrechen in der NS-Zeit. Tübingen: Leibniz-Institut für Wissensmedien.
Oestermeier, U. (2022). IWMSite: Ein Python-Generator für statische Webseiten. Tübingen: Leibniz-Institut für Wissensmedien.
Oestermeier, U., & Mock, P. (2022). SwiftUI LegoMusicApp. Tübingen: Leibniz-Institut für Wissensmedien.
Wijermans, N., & Fischer, H. (2022). “AgentEx-Meta” (Version 1.0.0). CoMSES Computational Model Library. https://doi.org/10.25937/cs13-mr12

Open Data

Bakhti, R., Woltin K.-A., Sassenberg, K., & Rae, J. (2022). Dataset for: Testing the impact of interpersonal regulatory fit on empathy, helping intentions, and prosocial behaviour. https://osf.io/3q5g2/?view_only=0c0b7a22c739425cac18f8772c9785ee [Publication]
Bruckermann, T., Greving, H., Stillfried, M., Schumann, A., Brandt, M., & Harms, U. (2022). Dataset for: I’m fine with collecting data: Engagement profiles differ depending on scientific activities in an online community of a citizen science project. https://dx.doi.org/10.1371/journal.pone.0275785 [Publication]
Fetterman, A. K., Muscanell, N. L., Wu, D., & Sassenberg, K. (2022). Dataset for: When you are wrong on Facebook, just admit it: Wrongness admission leads to better interpersonal impressions on social media. https://osf.io/a4tpg/ [Publication]
Gieselmann, M., & Sassenberg, K. (2022). Dataset for: The more competent, the better? – The effects of perceived competencies on disclosure towards conversational Artificial Intelligence. https://dx.doi.org/10.23668/psycharchives.12175 [Publication]
Greving, H.*, Bruckermann, T.*, Schumann, A., Straka, T. M., Lewanzik, D., Voigt-Heucke, S. L., Marggraf, L., Lorenz, J., Brandt, M., Voigt, C. C., Harms, U., & Kimmerle, J. (2022). Dataset for: Improving attitudes and knowledge in a Citizen Science project on urban bat ecology. *shared first-authorship. https://dx.doi.org/10.23668/psycharchives.5363 [Publication]
Greving, H., Bruckermann, T., Schumann, A., Stillfried, M., Börner, K., Hagen, R., Kimmig, S. E., Brandt, M., & Kimmerle, J. (2022). Dataset for: Attitudes toward engagement in Citizen Science increase self-related, ecology-related, and motivation-related outcomes in an urban wildlife project. https://dx.doi.org/10.23668/psycharchives.7971 [Publication]
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., ... Bastian, B. (2022). Dataset for: Multinational data show that conspiracy beliefs are associated with the perception (and reality) of poor national economic performance. https://osf.io/btmnv/?view_only=63dad0f8deb14c60b2f3ff664d4c6577 [Publication]
Huff, M., & Papenmeier, F. (2022). Dataset for: Edit blindness is not related to immersion and presence in Hollywood movies. https://osf.io/swjqr/ [Publication]
Meuer, M., Nestler, S., & Oeberst, A. (2022). Dataset for: What determines hindsight bias in written work? One field and three experimental studies in the context of Wikipedia. https://osf.io/8dfuh/ [Publication]
Papenmeier, F., Meyerhoff, H. S., Hecht, H., & Huff, M. (2022). Dataset for: Stereo viewing upsets cinematic continuity: Filmic cuts are more salient in 3D than in 2D movies. https://osf.io/ph92m/ [Publication]
Pummerer, L., Ditrich, L., Winter, K., & Sassenberg, K. (2022). Dataset for: Think about it! Deliberation reduces the negative relation between conspiracy belief and adherence to prosocial norms. https://dx.doi.org/10.23668/psycharchives.12210 [Publication]
Pummerer, L., Winter, K., & Sassenberg, K. (2022). Dataset for: Addressing covid-19 vaccination conspiracy theories and vaccination intentions. http://dx.doi.org/10.23668/psycharchives.5377 [Publication]
Utz, S., Gaiser, F., & Wolfers, L. N. (2022). Dataset for: Guidance in the chaos: Effects of science communication by virologists during the COVID-19 crisis in Germany and the role of parasocial phenomena. https://osf.io/fkdgx/?view_only=8f37898476464e548c68867622279df2 [Publication]
Winter, K., & Epstude, K. (2022). Datasets for: Motivational consequences of counterfactual mindsets: Does counterfactual structure influence the use of conservative or risky tactics? http://dx.doi.org/10.23668/psycharchives.8133 [Publication]
Winter, K., Hornsey, M. J., Pummerer, L., & Sassenberg, K. (2022). Dataset for: Anticipating and defusing the role of conspiracy beliefs in shaping opposition to wind farms. https://dx.doi.org/10.23668/psycharchives.8253 [Publication]
Winter, K., Scholl, A., & Sassenberg, K. (2022). Dataset for: Flexible minds make more moderate views: Subtractive counterfactuals mitigate strong views about immigrants’ trustworthiness. https://dx.doi.org/10.23668/psycharchives.6889 [Publication]
Wroblewski, D., Scholl, A., Ditrich, L., Pummerer, L., & Sassenberg, K. (2022). Dataset for: Let’s stay in touch: Frequency (but not mode) of interaction between leaders and followers predicts better leadership outcomes. https://dx.doi.org/10.23668/psycharchives.12201 [Publication]
von Hoyer, J. F., Kimmerle, J., & Holtz, P. (2022). Dataset for: Acquisition of false certainty: Learners increase their confidence in the correctness of incorrect answers after online information search. https://osf.io/v75ba/?view_only=0a35d7fdf4cf440393d0d39d8d1585ed [Publication]

Publications 2022

Articles in refereed Journals

Special Issues and Sections

Proceedings

Books

Chapters in Edited Books

Articles in Magazines

Conference Contributions

Organisation of Conferences

Web Documents

Software Development

Open Data

Publications

Publication types