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Publications

Publications in press

Articles in refereed Journals

  • Bauer, D., & Schwan, S. (in press). Expertise influences meaning-making with renaissance portraits: Evidence from gaze and thinking-aloud. Psychology of Aesthetics, Creativity, and the Arts.
     
  • Baumeister, A. E. E., Engelmann, T., & Hesse, F. W. (in press). One task, divergent solutions: high- versus low-status sources and social comparison guide adaptation in a computer-supported socio-cognitive conflict task. Educational Technology Research and Development.  https://dx.doi.org/10.1007/s11423-016-9466-1
     
  • Becker, D., Jostmann, N. B., & Holland, R. W. (in press). Does approach bias modification really work in the eating domain? A commentary on Kakoschke et al. Addictive Behaviors.
     
  • Brand-Gruwel, S., Kammerer, Y., van Meeuwen, L., & van Gog, T. (in press). Source evaluation of domain experts and novices during Web search. Journal of Computer Assisted Learning.  https://dx.doi.org/10.1111/jcal.12162
     
  • Breuer, J., Velez, J., Bowman, N., Wulf, T., & Bente, G. (in press). "Drive the lane; together, hard!": An examination of the effects of supportive co-playing, and task difficulty on prosocial behavior. Journal of Media Psychology.
     
  • De Grove, F., Breuer, J., Chen, V., Quandt, T., Ratan, R., Van Looy, J. (in press). Validating the Digital Games Motivation Scale for comparative research between countries. Communication Research Reports.
     
  • De Wit, F., Scheepers, D., Ellemers, N., Sassenberg, K., & Scholl, A. (in press). Whether power holders construe their power as responsibility or opportunity influences their tendency to take advice from others. Journal of Organizational Behavior.  https://dx.doi.org/10.1002/job.2171
     
  • Domahidi, E., Breuer, J., Kowert, R., Festl, R., & Quandt, T. (in press). A longitudinal analysis of gaming- and non-gaming-related friendships and social support among social online game players. Media Psychology.  https://dx.doi.org/10.1080/15213269.2016.1257393
     
  • Flemming, D., Feinkohl, I., Cress, U., & Kimmerle, J. (in press). User comments about research findings: How conflictual information in online science journalistic articles influences laypeople’s understanding of scientific tentativeness. Communications.
     
  • Glaser, M., Lengyel, D., Toulouse, C., & Schwan, S. (in press). Designing computer-based learning contents: influence of digital zoom on attention. Educational Technology Research and Development.  https://dx.doi.org/10.1007/s11423-016-9495-9
     
  • Holtz, P., & Gnambs, T. (in press). The improvement of student teachers’ instructional quality during a 15 week field experience: a latent multimethod change analysis. Higher Education.  https://dx.doi.org/10.1007/s10734-016-0071-3
     
  • Holtz, P., & Monnerjahn, P. (in press). Falsificationism is not just ‘potential’ falsifiability, but requires ‘actual’ falsification: Social psychology, critical rationalism, and progress in science. Journal for the Theory of Social Behaviour.
     
  • Huber, S., Bloechle, J., Dackermann, T., Scholl, A., Sassenberg, K., & Moeller, K. (in press). Magnitude estimation is influenced by social power. Journal of Numerical Cognition.
     
  • Huber, S., Dietrich, J.F., Nagengast, B., & Moeller, K. (in press). Using propensity score matching to construct experimental stimuli. Behavior Research Methods.
     
  • Kölle, A., & Bientzle, M. (in press). Die Spiraldynamik® in der Behandlung von Patienten mit idiopathischer Skoliose – ein dreidimensionales, physiopädagogisches Konzept. Orthopädie Technik.
     
  • Lewalter, D., & Schwan, S. (in press). Wissenschaftskommunikation in naturwissenschaftlich-technischen Museen aus psychologischer Sicht. Psychologische Rundschau.
     
  • Macken, B., Taylor, J. C., Kozlov, M. D., Hughes, R. W., & Jones, D. M. (in press). Memory as embodiment: The case of modality and serial short-term memory. Cognition.
     
  • Marmolejo-Ramos, F., Correa, J. C., Sakarkar, G., Ngo, G., Ruiz-Fernández, S., Butcher, N., & Yamada, Y. (in press). Placing joy, surprise and sadness in space. A cross-linguistic study. Psychological Research.  https://dx.doi.org/10.1007/s00426-016-0787-9
     
  • Nestler, S., Leckelt, M., Back, M.D., Von der Beck, I., Cress U., & Oeberst A. (in press). Produktion von naturwissenschaftlichen Informationen im Internet am Beispiel von Wikipedia. Psychologische Rundschau.
     
  • Obrig, H., Mock, J., Stephan, F., Richter, M., Vignotto, M., & Rossi, S. (in press). Impact of associative word learning on phonotactic processing in 6-month-old infants: A combined EEG and fNIRS study. Developmental Cognitive Neuroscience.
     
  • Oeberst, A., & Matschke, C. (in press). Word order and world order. Titles of intergroup conflicts may increase ethnocentrism by mentioning the in-group first. Journal of Experimental Psychology: General.
     
  • Papenmeier, F., Meyerhoff, H.S., Brockhoff, A., Jahn, G., & Huff, M. (in press). Upside-down: Perceived space affects object-based attention. Journal of Experimental Psychology: Human Perception and Performance.
     
  • Reinert, R. M., Huber, S., Nuerk, H.-C., & Moeller, K. (in press). Sex differences in number line estimation: The role of numerical estimation. British Journal of Psychology.
     
  • Renkl, A., & Scheiter, K. (in press). Studying visual displays: How to instructionally support learning. Educational Psychology Review.  https://dx.doi.org/10.1007/s10648-015-9340-4
     
  • Salmerón, L., Abu Mallouh, R., & Kammerer, Y. (in press). Location of navigation menus in websites: an experimental study with Arabic users. Universal Access in the Information Society. .  https://dx.doi.org/10.1007/s10209-015-0444-x
     
  • Sassenberg, K. (in press). Digitale Medien als Informationsquelle über Umwelt und Gesundheit für Laien. Bundesgesundheitsblatt.
     
  • Scheiter, K., Schleinschok, K., & Ainsworth, S. (in press). Why sketching may aid learning from science texts: Contrasting sketching with written explanations. Topics in Cognitive Science.  https://dx.doi.org/10.1111/tops.12261
     
  • Schleinschok, K., Eitel, A., & Scheiter, K. (in press). Do drawing tasks improve monitoring and control during learning from text? Learning and Instruction.  https://dx.doi.org/10.1016/j.learninstruc.2017.02.002
     
  • Scholl, A., Sassenberg, K., Scheepers, D., Ellemers, N., & de Wit, F. (in press). A matter of focus: Power-holders feel more responsible after adopting a cognitive other-focus, rather than a self-focus. British Journal of Social Psychology.  https://dx.doi.org/10.1111/bjso.12177 request document
     
  • Schwan, S., Bauer, D., Kampschulte, L., & Hampp, C. (in press). Representation equals presentation? Photographs of objects receive less attention and are less well remembered than real objects. Journal of Media Psychology , 1-12.  https://dx.doi.org/10.1027/1864-1105/a000166
     
  • Scoular, C., Care, E., & Hesse, F.W. (in press). Designs for operationalizing collaborative problem solving for automated assessment. Journal of Educational Measurement.
     

Proceedings

  • Bientzle, M., Steffen, W., Jeong, H., Cress, U., & Kimmerle, J. (in press). Text chatting in collaborative writing: Its role in coordinating activities. Proceedings of the 12th International Conference on Computer Supported Collaborative Learning. Philadelphia, PA: International Society of the Learning Sciences.
     
  • Mock, P., Gerjets, P., Tibus, M., Trautwein, U., Moeller, K., & Rosenstiel, W. (in press). Using touchscreen interaction data to predict cognitive workload. Proceedings of the 2016 ACM on International Conference on Multimodal Interaction (pp. 349-356).
     

Chapters in Edited Books

  • Breuer, J. (in press). R (software).In J. Matthes (Ed.), International Encyclopedia of Communication Research Methods. Hoboken: John Wiley & Sons.
     
  • Breuer, J., & Elson, M. (in press). Frustration-aggression theory. In P. Sturmey (Ed.), The Wiley Handbook of Violence and Aggression. Hoboken: John Wiley & Sons.
     
  • Breuer, J., Elson, M., Pietschmann, D., & Liebold, B. (in press). Spectator Mode: Forschungsethische Fragen bei der Beobachtung von Computerspielern. In J. Vogelgesang, J. Matthes, C. Schieb, & T. Quandt (Eds.), Beobachtungsverfahren in der Kommunikationswissenschaft. Methoden und Forschungslogik in der Kommunikationswissenschaft, 10. Köln: Herbert von Halem Verlag.
     
  • Bull, S., Johnson, M., Masci, D., & Biel, C. (in press). Integrating and visualising diagnostic information for the benefit of learning. In P. Reimann, S. Bull, M. Kickmeier-Rust, R. K. Vatrapu, & B. Wasson (Eds.), Measuring and Visualizing Learning in the Information-Rich Classroom. London: Routledge.
     
  • Cress, U., & Fischer, G. (in press). Mass collaboration with social software in TEL. In E. Duval, M. Sharples, & R. Sutherland (Eds.), Technology enhanced learning: Research themes. Berlin: Springer.
     
  • Cress, U., Kimmerle, J., & F. W. Hesse (in press). Bedeutung des Internets und sozialer Medien für Wissen und Bildung. In O. Köller, M. Hasselhorn, F. W. Hesse, K. Maaz, J. Schrader, H. Solga, C. K. Spieß, & K. Zimmer (Eds.), Das Bildungswesen in Deutschland. Bestand und Potentiale. Bad Heilbrunn: Klinkhardt.
     
  • Kickmeier-Rust, M., Hammermüller, H., Debus, K., Meissl-Egghart, G., & Biel, C. (in press). Competence diagnostics, activity tracking, and evidence-based, visual feedback: Visions vs. school realities. In P. Reimann, S. Bull, M. Kickmeier-Rust, R. K. Vatrapu, & B. Wasson (Eds.), Measuring and Visualizing Learning in the Information-Rich Classroom. London: Routledge.
     
  • Merkt, M., & Huff, M. (in press). Digitale Medien in der frühen Bildung. In J. Stromer (Ed.), Psychologie-Wissen für Fachkräfte in Kita, Krippe und Hort. Bern: Hogrefe.
     
  • Moeller, K. Klein, E., & Kaufmann, L. (in press). Bedeutung der neurokognitiven und bildgebenden Befunde für ein besseres Verständnis von Rechenschwierigkeiten. In A. Fritz, S. Schmidt, & G. Ricken (Eds.), Handbuch Rechenschwäche (3. völlig überarbeitete Auflage). Weinheim: Beltz.
     
  • Muscanell, N. L., & Guadagno, R. E. (in press). Social networking and romantic relationships: A review of jealousy and related emotions. In G. Rica, B. K. Wiederhold, & P. Cipresso (Eds.), The Psychology of Social Networking: Communication, Presence, Identity and Relationships in online communities. London: Versita.
     
  • Schwan, S., & Hampp, C. (in press). „Authentizität“ und „Aura“: Forschungsüberblick zur qualitativen und quantitativen Besucherforschung. In T. Eser, M. Farrenkopf, D. Kimmel, A. Saupe, & U. Warnke (Eds.), Authentisierung von Objekten. Mainz: RGZM-Verlag.
     
  • Schwan, S., & Papenmeier, F. (in press). Learning from Animations: From 2D to 3D? In R. Plötzner & R. Lowe (Eds.), Learning from dynamic visualizations: Innovations in research and application. Berlin: Springer.
     
  • Schwan, S. & Noschka-Roos, A. (in press). Non-formale und informelle Bildungsangebote. In O. Köller et al. (Ed.), Das Bildungswesen in Deutschland. Bestand und Potentiale.
     

Web Documents

  • Breuer, J. (in press). Spielst Du noch oder lernst Du schon? Lehren und lernen mit Computer- und Videospielen. Online-Beitrag für die Bundestentrale für politische Bildung (bpb). .