@inbook{65654, author = {{Aebli, Hans and Scharlau, Ingrid}}, booktitle = {{Kindlers Literatur Lexikon (KLL)}}, isbn = {{9783476057280}}, publisher = {{J.B. Metzler}}, title = {{{Piaget, Jean: Le développement des quantités physiques chez l'enfant}}}, doi = {{10.1007/978-3-476-05728-0_16045-1}}, year = {{2020}}, } @inbook{65652, author = {{Aebli, Hans and Scharlau, Ingrid}}, booktitle = {{Kindlers Literatur Lexikon (KLL)}}, isbn = {{9783476057280}}, publisher = {{J.B. Metzler}}, title = {{{Piaget, Jean: La naissance de l'intelligence chez l'enfant}}}, doi = {{10.1007/978-3-476-05728-0_16044-1}}, year = {{2020}}, } @inbook{65653, author = {{Scharlau, Ingrid}}, booktitle = {{Kindlers Literatur Lexikon (KLL)}}, isbn = {{9783476057280}}, publisher = {{J.B. Metzler}}, title = {{{Piaget, Jean}}}, doi = {{10.1007/978-3-476-05728-0_16043-1}}, year = {{2020}}, } @inbook{31658, author = {{Scharlau, Ingrid and Heuer, Claudia}}, booktitle = {{Wissenschaftliches Lesen und Schreiben vermitteln}}, editor = {{Wymann, Christian}}, publisher = {{Budrich Verlag}}, title = {{{Schnelles inhaltliches Feedback zu Entwürfen}}}, year = {{2019}}, } @inproceedings{31682, author = {{Stratmann, Lukas and Buse, Dominik S. and Heinovski, Julian and Klingler, Florian and Sommer, Christoph and Tünnermann, Jan and Scharlau, Ingrid and Dressler, Falko}}, booktitle = {{INFORMATIK 2019: 50 Jahre Gesellschaft für Informatik – Informatik für Gesellschaft (Workshop-Beiträge)}}, editor = {{Draude, Claude and Lange, Martin and Sick, Bernhard}}, pages = {{ 185 -- 194 }}, publisher = {{Gesellschaft für Informatik e.V.}}, title = {{{Psychological Feasibility of a Virtual Cycling Environment for Human-in-the-Loop Experiments}}}, doi = {{ 10.18420/inf2019_ws21 }}, year = {{2019}}, } @article{28687, abstract = {{Although there is considerable research on and knowledge about students’ conceptual-izations of learning or academic practices and skills, the variability of these conceptu-alizations has been consistently neglected.In the present study, we address this varia-bility in the field of academic readingwith the help of a novel approach. Drawing on qualitative metaphor analysis, we report a detailed system of students’ conceptual met-aphors of reading. Ourspecific methodologicalapproach to identify the structure of these conceptual metaphorsallowsto analyze subjective agency on a lexical as well as grammatical level.The conceptual metaphors we identified by this method are markedly variable, although they create an overall impression of medium to low agency, that is a reader who is only weakly active or potent. Interrater reliability of the coding system was very good. We also report and analyze the frequency of the conceptual metaphors ina sample of 143 texts written by bachelor students.}}, author = {{Scharlau, Ingrid and Körber, Miriam and Karsten, Andrea}}, issn = {{2295-3159}}, journal = {{Frontline Learning Research}}, keywords = {{metaphor, conceptual metaphor, metaphor analysis, academic reading, transitivity}}, number = {{4}}, pages = {{25 -- 57}}, title = {{{Plunging into a world? A novel approach to undergraduates’ metaphors of reading}}}, doi = {{10.14786/flr.v7i4.559}}, volume = {{9}}, year = {{2019}}, } @article{28986, abstract = {{With the present exploration, we aimed to answer the question whether distinct disciplinary cultures are present at today’s universities. To this purpose, we conducted 16 interviews with scholars from different disciplines. Qualitative analysis shows that disciplinary cultures in a narrow, epistemological sense (including forms of knowledge and work as well as organisation of teaching and learning) are perceived as distinct aspects of higher education and deemed important. Disciplinary cultures in a broader sense related to lifestyle and habitus, however, were hardly reported and not perceived as characteristic. Questions of social selectivity or inequality within universities were rarely touched in the interviews. Own cultures are typically described as rather heterogeneous, which is not the case for other cultures. Handling of possible cultures as well as differences by the interviewees turned out to be very cautious, at the same time restrained and respectful. Even where differences are observed or different values are revealed, there is little evidence of disputes. Consequences of these findings for research into disciplinary cultures and higher education are discussed.}}, author = {{Scharlau, Ingrid and Huber, Ludwig}}, journal = {{die hochschullehre}}, keywords = {{disciplinary culture, habitus, distinctions}}, title = {{{Welche Rolle spielen Fachkulturen heute? Bericht von einer Erkundungsstudie.}}}, volume = {{5}}, year = {{2019}}, } @article{28992, abstract = {{ Abstract. Academic writing is a complex and demanding activity that plays an important role in self-regulated learning settings within higher education. Self-efficacy and self-regulation are crucial factors for success and failure in academic writing. Because of the lack of adequate instruments, assessment of these factors is still limited. This paper introduces a scale for the assessment of self-efficacy for self-regulation of academic writing (SSAW). We deductively developed the SSAW scale and then conducted three studies in order to test and validate the scale. The first study ( N = 121) resulted in a brief scale with good psychometric properties. The second study ( N = 660) showed the scale’s factorial validity. The third study ( N = 188) provided evidence for the convergent validity of the SSAW scale. In sum, these studies yield a reliable, valid, and economic scale. The results are discussed with regard to the usefulness of the SSAW scale for research and practice in higher education. }}, author = {{Golombek, Christiane and Klingsieck, Katrin B. and Scharlau, Ingrid}}, issn = {{1015-5759}}, journal = {{European Journal of Psychological Assessment}}, number = {{5}}, pages = {{751 -- 761}}, title = {{{Assessing Self-Efficacy for Self-Regulation of Academic Writing: Development and validation of a scale}}}, doi = {{10.1027/1015-5759/a000452}}, volume = {{35}}, year = {{2019}}, } @inbook{31657, abstract = {{Die Forderung nach evidenzbasierter Arbeit verbreitet sich zunehmend auch in der Hochschuldidaktik. In diesem Beitrag wird das Konzept der Evidenzbasierung kritisch analysiert und geprüft, ob bzw. unter welchen Bedingungen, es für die Bewertung schreibdidaktischer Arbeit taugt. Zudem werden alternative Überlegungen dazu, wie der Nutzen schreibdidaktischer Maßnahmen erkundet und geprüft werden kann, entwickelt.}}, author = {{Scharlau, Ingrid and Klingsieck, Katrin B.}}, booktitle = {{Forschung für die Schreibdidaktik: Voraussetzung oder institutioneller Irrweg?}}, editor = {{Hirsch-Weber, Andreas and Loesch, Cristina and Scherer, Stefan}}, pages = {{207 -- 226}}, publisher = {{Beltz (Juventa)}}, title = {{{Zur Positionierung der Forschung an Schreibzentren}}}, year = {{2019}}, } @article{28982, author = {{Wildt, Eugenia and Rohlfing, Katharina and Scharlau, Ingrid}}, issn = {{1664-1078}}, journal = {{Frontiers in Psychology}}, title = {{{The Role of Saliency in Learning First Words}}}, doi = {{10.3389/fpsyg.2019.01150}}, year = {{2019}}, } @article{6095, author = {{Tünnermann, Jan and Scharlau, Ingrid}}, issn = {{2411-5150}}, journal = {{Vision}}, number = {{3}}, publisher = {{MDPI AG}}, title = {{{Stuck on a plateau? A model-based approach to fundamental issues in visual temporal-order judgments}}}, doi = {{10.3390/vision2030029}}, volume = {{2}}, year = {{2018}}, } @article{6097, author = {{Tünnermann, Jan and Scharlau, Ingrid}}, issn = {{1895-1171}}, journal = {{Advances in Cognitive Psychology}}, number = {{2}}, pages = {{39 -- 50}}, publisher = {{University of Finance and Management in Warsaw}}, title = {{{Poking Left To Be Right? A Model-Based Analysis of Temporal Order Judged by Mice}}}, doi = {{10.5709/acp-0237-0}}, volume = {{14}}, year = {{2018}}, } @inbook{31654, abstract = {{Evidenzbasierung ist in den vergangenen Jahren zu einem wichtigen Leitbild von Forschung in vielen praktisch relevanten Bereichen geworden und entwickelt sich zu einem solchen auch in der Hochschuldidaktik. Aufbauend auf einer kritischen Analyse der Leistungen von Metaanalysen und der Methodenkrise in der Psychologie sowie den besonderen Anforderungen an Erkenntnis in der Hochschuldidaktik fragt der vorliegende Beitrag, wie weit Evidenzbasierung die in sie gesetzten Erwartungen erfüllen kann und welche unbeabsichtigten Folgen sie hat.}}, author = {{Scharlau, Ingrid}}, booktitle = {{Theorie und Praxis der Hochschulbildungsforschung: Für eine offene Zukunft der Hochschuldidaktik}}, editor = {{Jenert, Tobias and Reinmann, Gabi and Schmohl, Tobias}}, isbn = {{9783658203085}}, keywords = {{Evidenzbasierung, Methodenkrise, Fachkulturen}}, pages = {{103 -- 121}}, publisher = {{Springer VS}}, title = {{{Sich verständigen: Überlegungen zur Frage der Evidenzbasierung}}}, doi = {{10.1007/978-3-658-20309-2_7}}, year = {{2018}}, } @inbook{31656, abstract = {{The chapter presents a philosophical approach to teaching and learning mathematics in which five philosophical methods are translated into methods of reading and writing mathematical texts. The philosophical approaches are Hermeneutics, Analytical philosophy, Dialectics, Experience based (phenomenological) and Speculative philosophy. We use the acronym HADES for the combination of these approaches. For each of them we present reading and writing material which can be used for teaching peer tutors and by them in their interaction with students.}}, author = {{Paravicini, Walther and Schnieder, Jörn and Scharlau, Ingrid}}, booktitle = {{Philosophy of mathematics education today}}, editor = {{Ernest, Paul}}, isbn = {{9783319777597}}, pages = {{353 -- 365}}, publisher = {{Springer}}, title = {{{Hades - The Invisible Side of Mathematical Thinking}}}, doi = {{10.1007/978-3-319-77760-3_23}}, year = {{2018}}, } @misc{31653, author = {{Scharlau, Ingrid}}, title = {{{Wirksame Lese- und Schreibaufgaben für Studierende. Vortrag in der Didaktik-Lounge der FH Bielefeld.}}}, year = {{2018}}, } @inbook{31651, author = {{Scharlau, Ingrid and Karsten, Andrea}}, booktitle = {{Neues Handbuch Hochschullehre. 86. Ergänzungslieferung}}, editor = {{Berendt, Brigitte and Fleischmann, Andreas and Schaper, Niclas and Szczyrba, Birgit and Wildt, Johannes}}, pages = {{L 1.38}}, title = {{{Schreiben lehren: Eine fach- und diskurssensible Fortbildung für Lehrende (2)}}}, year = {{2018}}, } @inbook{31652, author = {{Scharlau, Ingrid and Karsten, Andrea}}, booktitle = {{Neues Handbuch Hochschullehre. 85. Ergänzungslieferung}}, editor = {{Berendt, Brigitte and Fleischmann, Andreas and Schaper, Niclas and Szczyrba, Birgit and Wildt, Johannes}}, pages = {{L 1.37}}, title = {{{Schreiben lehren: Eine fach- und diskurssensible Fortbildung für Lehrende (1)}}}, year = {{2018}}, } @book{29073, author = {{Scharlau, Ingrid and Klingsieck, Katrin}}, isbn = {{978-3-8252-4958-8}}, publisher = {{Verlag Barbara Budrich}}, title = {{{Schreiben im Psychologiestudium}}}, year = {{2018}}, } @article{28981, abstract = {{What does it mean to explain data patterns? Cognitive psychologists and other scientists face this question when observable phenomena have to be explained in theoretical terms. Frequentist null-hypothesis testing – one prominent approach in psychology – controls error rates. Machine learning – an alternative prominent outside of, but not yet inside psychology – focuses on precise predictions. However, both alternatives often provide little insight into the data. We propose a combination of formal modeling and Bayesian statistical inference to ground explanations in data analysis. We support this approach by reference to philosophy of science and discussions of the current methods crisis in several empirical sciences and illustrate it with an example from visual attention research.}}, author = {{Krüger, Alexander and Tünnermann, Jan and Rohlfing, Katharina and Scharlau, Ingrid}}, journal = {{Archives of Data Science, Series A}}, pages = {{1 -- 27}}, title = {{{Quantitative Explanation as a Tight Coupling of Data, Model, and Theory}}}, doi = {{10.5445/KSP/1000087327/10}}, volume = {{5}}, year = {{2018}}, } @article{31655, author = {{Scharlau, Ingrid}}, journal = {{Psychologieunterricht}}, keywords = {{Unterrichtsfach Psychologie}}, pages = {{35 -- 38}}, title = {{{Einheitlich, doch nicht ganz: Zur Fachdidaktik des Hochschul- und Schulfachs Psychologie.}}}, volume = {{51}}, year = {{2018}}, }