@article{6075, abstract = {{For almost three decades, the theory of visual attention (TVA) has been successful in mathematically describing and explaining a wide variety of phenomena in visual selection and recognition with high quantitative precision. Interestingly, the influence of feature contrast on attention has been included in TVA only recently, although it has been extensively studied outside the TVA framework. The present approach further develops this extension of TVA’s scope by measuring and modeling salience. An empirical measure of salience is achieved by linking different (orientation and luminance) contrasts to a TVA parameter. In the modeling part, the function relating feature contrasts to salience is described mathematically and tested against alternatives by Bayesian model comparison. This model comparison reveals that the power function is an appropriate model of salience growth in the dimensions of orientation and luminance contrast. Furthermore, if contrasts from the two dimensions are comb}}, author = {{Krüger, Alexander and Tünnermann, Jan and Scharlau, Ingrid}}, issn = {{1943-3921}}, journal = {{Attention, Perception, & Psychophysics}}, keywords = {{Salience, Visual attention, Bayesian inference, Theory of visual attention, Computational modeling, Inference, Object Recognition, Theories, Visual Perception, Visual Attention, Luminance, Perceptual Orientation, Statistical Probability, Stimulus Salience, Computational Modeling}}, number = {{6}}, pages = {{1593 -- 1614}}, title = {{{Measuring and modeling salience with the theory of visual attention.}}}, doi = {{10.3758/s13414-017-1325-6}}, volume = {{79}}, year = {{2017}}, } @article{28979, abstract = {{This protocol describes how to conduct temporal-order experiments to measure visual processing speed and the attentional resource distribution. The proposed method is based on a new and synergistic combination of three components: the temporal-order judgments (TOJ) paradigm, Bundesen's Theory of Visual Attention (TVA), and a hierarchical Bayesian estimation framework. The method provides readily interpretable parameters, which are supported by the theoretical and neurophysiological underpinnings of TVA. Using TOJs, TVA-based estimates can be obtained for a broad range of stimuli, whereas traditional paradigms used with TVA are mainly limited to letters and digits. Finally, the meaningful parameters of the proposed model allow for the establishment of a hierarchical Bayesian model. Such a statistical model allows assessing results in one coherent analysis both on the subject and the group level. To demonstrate the feasibility and versatility of this new approach, three experiments are reported with attention manipulations in synthetic pop-out displays, natural images, and a cued letter-report paradigm.}}, author = {{Tünnermann, Jan and Krüger, Alexander and Scharlau, Ingrid}}, issn = {{1940-087X}}, journal = {{Journal of Visualized Experiments}}, title = {{{Measuring Attention and Visual Processing Speed by Model-based Analysis of Temporal-order Judgments}}}, doi = {{10.3791/54856}}, year = {{2017}}, } @inbook{31649, author = {{Steinhausen, Julia and Scharlau, Ingrid}}, booktitle = {{Praxishandbuch Mentoring in der Wissenschaft}}, editor = {{Petersen, Renate and Budde, Mechthild and Brocke, Pia Simone and Doebert, Gitta and Rudack, Helga and Wolf, Henrike}}, isbn = {{9783658142674}}, pages = {{315 -- 330}}, publisher = {{Springer VS}}, title = {{{Gegen das weibliche Cooling-out in der Wissenschaft. Mentoring für Frauen in der Promotionsphase}}}, doi = {{10.1007/978-3-658-14268-1_24}}, year = {{2017}}, } @inbook{31650, author = {{Scharlau, Ingrid}}, booktitle = {{Zwischen Wissenschaftsforschung, Wissenschaftspropädeutik und Hochschulpolitik. Hochschuldidaktik als lebendige Werkstatt. Festschrift für Ludwig Huber zum 80. Geburtstag}}, editor = {{Webler, Wolff-Dietrich and Jung-Paarmann, Helga}}, isbn = {{978-3-946017-06-6}}, pages = {{229 -- 242}}, publisher = {{UVW}}, title = {{{Diese Linie sollte man verlängern: Zum Verhältnis der Hochschuldidaktik zu den Fächern}}}, year = {{2017}}, } @article{6099, abstract = {{Ziel dieses Beitrags ist die Vorstellung und Diskussion unterschiedlicher Methoden zur Erfassung von hochschulischen Lernprozessen. Den konzeptuellen Rahmen dafür bietet das Scholarship of Teaching and Learning (SoTL). Am Beispiel von Schreibkompetenzen werden Analysen von Textproben, Selbsteinschätzungen per Fragebogen und Interview, Protokolle lauten Denkens und standardisierte Testverfahren vorgestellt. Die Vor- und Nachteile jeder Methode werden anhand exemplarischer Fragestellungen diskutiert. Abschließend reflektiert der Beitrag die Frage, wie SoTL von Überlegungen aus mixed-methods-Ansätzen profitieren kann.}}, author = {{Scharlau, Ingrid and Golombek, Christiane and Klingsieck, Katrin B.}}, journal = {{die hochschullehre}}, title = {{{Zugänge zur Erfassung der Schreibkompetenzen von Studierenden in lehrnahen Untersuchungen: Ein Methodenkompass}}}, volume = {{3}}, year = {{2017}}, } @article{6071, abstract = {{Particular differences between an object and its surrounding cause salience, guide attention, and improve performance in various tasks. While much research has been dedicated to identifying which feature dimensions contribute to salience, much less regard has been paid to the quantitative strength of the salience caused by feature differences. Only a few studies systematically related salience effects to a common salience measure, and they are partly outdated in the light of new findings on the time course of salience effects. We propose Bundesen’s Theory of Visual Attention (TV A) as a theoretical basis for measuring salience and introduce an empirical and modeling approach to link this theory to data retrieved from temporal-order judgments. With this procedure, TV A becomes applicable to a broad range of salience-related stimulus material. Three experiments with orientation pop-out displays demonstrate the feasibility of the method. A 4th experiment substantiates its applicability t}}, author = {{Krüger, Alexander and Tünnermann, Jan and Scharlau, Ingrid}}, issn = {{1895-1171}}, journal = {{Advances in Cognitive Psychology}}, keywords = {{salience, visual attention, Bayesian inference, theory of visual attention, computational modeling, Visual Attention, Computational Modeling, Inference, Judgment, Statistical Probability}}, number = {{1}}, pages = {{20 -- 38}}, title = {{{Fast and conspicuous? Quantifying salience with the theory of visual attention.}}}, doi = {{10.5709/acp-0184-1}}, volume = {{12}}, year = {{2016}}, } @article{6080, abstract = {{Peripheral visual cues lead to large shifts in psychometric distributions of temporal-order judgments. In one view, such shifts are attributed to attention speeding up processing of the cued stimulus, so-called prior entry. However, sometimes these shifts are so large that it is unlikely that they are caused by attention alone. Here we tested the prevalent alternative explanation that the cue is sometimes confused with the target on a perceptual level, bolstering the shift of the psychometric function. We applied a novel model of cued temporal-order judgments, derived from Bundesen’s Theory of Visual Attention.We found that cue–target confusions indeed contribute to shifting psychometric functions. However, cue-induced changes in the processing rates of the target stimuli play an important role, too. At smaller cueing intervals, the cue increased the processing speed of the target. At larger intervals, inhibition of return was predominant. Earlier studies of cued TOJs were insensitive}}, author = {{Tünnermann, Jan and Scharlau, Ingrid}}, issn = {{1664-1078}}, journal = {{Frontiers in Psychology}}, keywords = {{cueing, temporal-order judgements, theory of visual attention (TVA), peripheral cue, processing speed, stimulus encoding, prior entry, Attention, Cues, Face Perception, Judgment}}, title = {{{Peripheral visual cues: Their fate in processing and effects on attention and temporal-order perception.}}}, doi = {{10.3389/fpsyg.2016.01442}}, volume = {{7}}, year = {{2016}}, } @inbook{31494, author = {{Heß, Christiane and Scharlau, Ingrid}}, booktitle = {{Bildung und Hochschule: Impulse für Studium und Lehre am Beispiel des Leuphana College}}, editor = {{Beck, Karin and Bothe, Thorsten and Glaser, Thomas and Heuer, Claudia and Schütz, Julia and Seifert, Andreas}}, isbn = {{978-3-8309-3492-9}}, pages = {{141 -- 152}}, publisher = {{Waxmann}}, title = {{{(Un)diszipliniertes Schreiben? Schreiben lehren und lernen im Studium und in den Fächern an der Leuphana Universität}}}, year = {{2016}}, } @inbook{31493, author = {{Huber, Ludwig and Scharlau, Ingrid}}, booktitle = {{Bildung und Hochschule: Impulse für Studium und Lehre am Beispiel des Leuphana College}}, editor = {{Beck, Karin and Bothe, Thorsten and Glaser, Thomas and Heuer, Claudia and Schütz, Julia and Seifert, Andreas}}, isbn = {{978-3-8309-3492-9}}, pages = {{269 -- 279}}, publisher = {{Waxmann}}, title = {{{"Das zu riskieren, ist schon eine große Tat": Ludwig Huber im Gespräch mit Ingrid Scharlau}}}, year = {{2016}}, } @inbook{31495, author = {{Beck, Karin and Scharlau, Ingrid}}, booktitle = {{Bildung und Hochschule: Impulse für Studium und Lehre am Beispiel des Leuphana College}}, editor = {{Beck, Karin and Bothe, Thorsten and Glaser, Thomas and Heuer, Claudia and Schütz, Julia and Seifert, Andreas}}, isbn = {{978-3-8309-3492-9}}, pages = {{19 -- 32}}, publisher = {{Waxmann}}, title = {{{Attention, awareness, discipline, and effort: Die Liberal Arts und ein College in Deutschland}}}, year = {{2016}}, } @inbook{31487, author = {{Scharlau, Ingrid and Keding, Gesche}}, booktitle = {{Pädagogische Hochschulentwicklung: von der Programmatik zur Implementierung}}, editor = {{Brahm, Taiga and Jenert, Tobias and Euler, Dieter}}, isbn = {{9783658120665}}, pages = {{39 -- 55}}, publisher = {{Springer VS Verlag}}, title = {{{Die Vergnügungen der anderen: Fachsensible Hochschuldidaktik als neuer Weg zwischen allgemeiner und fachspezifischer Hochschuldidaktik}}}, doi = {{10.1007/978-3-658-12067-2_3}}, year = {{2016}}, } @inbook{31489, author = {{Scharlau, Ingrid and Heß, Christiane}}, booktitle = {{Bildung und Hochschule: Impulse für Studium und Lehre am Beispiel des Leuphana College}}, editor = {{Beck, Karin and Bothe, Thorsten and Glaser, Thomas and Heuer, Claudia and Schütz, Julia and Seifert, Andreas}}, isbn = {{978-3-8309-3492-9}}, pages = {{153 -- 170}}, publisher = {{Waxmann}}, title = {{{Sich gar nicht erst im behaglichen Zuhause der eignen Disziplin einrichten: Eine fachfremde Hausarbeit im ersten Semester}}}, year = {{2016}}, } @inbook{31490, author = {{Scharlau, Ingrid}}, booktitle = {{Bildung und Hochschule: Impulse für Studium und Lehre am Beispiel des Leuphana College}}, editor = {{Beck, Karin and Bothe, Thorsten and Glaser, Thomas and Heuer, Claudia and Schütz, Julia and Seifert, Andreas}}, isbn = {{978-3-8309-3492-9}}, pages = {{33 -- 52}}, publisher = {{Waxmann}}, title = {{{And now for something completely different - Lehren und Lernen angesichts digitaler Herausforderungen}}}, year = {{2016}}, } @inproceedings{31491, author = {{Scharlau, Ingrid}}, booktitle = {{Hanse-Kolloquium zur Hochschuldidaktik der Mathematik 2014}}, editor = {{Schnieder, Jörn and Paravicini, Walther}}, isbn = {{978-3-942197-97-7}}, pages = {{183 -- 197}}, publisher = {{wtm-Verlag}}, title = {{{Mathematik schreiben}}}, year = {{2016}}, } @inbook{31492, author = {{Keding, Gesche and Scharlau, Ingrid}}, booktitle = {{Schreibberatung und Schreibförderung. Impulse aus Theorie, Empirie und Praxis}}, editor = {{Ballweg, Sandra}}, pages = {{115 --134}}, publisher = {{Lang}}, title = {{{Drei Einflüsse auf Schreibberatung und ein integriertes Modell der Selbststeuerung für Schreibberaterinnen und Schreibberater}}}, year = {{2016}}, } @article{28977, abstract = {{The paper presents a hermeneutic approach to teaching and learning mathematics in which the hermeneutic circle is translated into methods of reading mathematical texts with the help of the three decisive steps 1) making prior knowledge explicit, 2) interpreting texts, and 3) fusing horizons of prior understanding and text content.}}, author = {{Schnieder, Jörn and Scharlau, Ingrid}}, journal = {{Special Issue: The Philosophy of Mathematics Education at ICME 13}}, title = {{{Reading mathematical texts with philosophical methods}}}, volume = {{31}}, year = {{2016}}, } @inbook{31488, author = {{Scharlau, Ingrid and Karsten, Andrea and Nettingsmeier, Pia and Golombek, Christiane and Schäfer, Stefanie}}, booktitle = {{Akademisches Schreiben. Halbband 1: Vom Qualitätspakt Lehre geförderte Schreibzentren und Schreibwerkstätten}}, editor = {{Knorr, Dagmar}}, pages = {{163 -- 166}}, title = {{{Zwei Fenster mit verschiedener Sicht}}}, volume = {{13}}, year = {{2016}}, } @article{29134, author = {{Karsten, Andrea and Scharlau, Ingrid and Klingsieck, Katrin B.}}, journal = {{die hochschullehre}}, title = {{{Writer’s overload: A multifaceted concept and its clarification}}}, year = {{2016}}, } @article{6066, abstract = {{Selective visual attention improves performance in many tasks. Among others, it leads to 'prior entry'—earlier perception of an attended compared to an unattended stimulus. Whether this phenomenon is purely based on an increase of the processing rate of the attended stimulus or if a decrease in the processing rate of the unattended stimulus also contributes to the effect is, up to now, unanswered. Here we describe a novel approach to this question based on Bundesen’s Theory of Visual Attention, which we use to overcome the limitations of earlier prior-entry assessment with temporal order judgments (TOJs) that only allow relative statements regarding the processing speed of attended and unattended stimuli. Prevalent models of prior entry in TOJs either indirectly predict a pure acceleration or cannot model the difference between acceleration and deceleration. In a paradigm that combines a letter-identification task with TOJs, we show that indeed acceleration of the attended and deceler}}, author = {{Tünnermann, Jan and Petersen, Anders and Scharlau, Ingrid}}, issn = {{1534-7362}}, journal = {{Journal of Vision}}, keywords = {{unattended stimuli, attention speed, cognitive processing, Attention, Humans, Judgment, Mental Recall, Visual Perception, Stimulus Parameters, Visual Perception, Visual Attention, Cognitive Processes, Velocity}}, number = {{3}}, title = {{{Does attention speed up processing? Decreases and increases of processing rates in visual prior entry.}}}, doi = {{10.1167/15.3.1}}, volume = {{15}}, year = {{2015}}, } @inbook{31478, author = {{Scharlau, Ingrid}}, booktitle = {{Teaching is touching the future: Academic teaching within and across disciplines}}, editor = {{Schelhowe, Heidi and Schaumburg, Melanie and Jasper, Judith}}, isbn = {{978-3937026978}}, pages = {{264 -- 271}}, publisher = {{UniversitätsVerlagWebler}}, title = {{{Fachsensible Hochschuldidaktik}}}, year = {{2015}}, }