[{"user_id":"42165","doi":"10.1515/psych-2021-0001","volume":3,"page":"1 - 46","language":[{"iso":"eng"}],"_id":"28691","publication_status":"published","date_updated":"2023-01-02T09:13:16Z","intvolume":"         3","title":"TVA in the wild: Applying the theory of visual attention to game-like and less controlled experiments","status":"public","year":"2021","publication_identifier":{"issn":["2543-8883"]},"author":[{"first_name":"Alexander","last_name":"Krüger","full_name":"Krüger, Alexander"},{"full_name":"Tünnermann, Jan","first_name":"Jan","last_name":"Tünnermann"},{"full_name":"Stratmann, Lukas","first_name":"Lukas","last_name":"Stratmann"},{"first_name":"Lucas","last_name":"Briese","full_name":"Briese, Lucas"},{"id":"48097","first_name":"Falko","last_name":"Dressler","orcid":"0000-0002-1989-1750","full_name":"Dressler, Falko"},{"orcid":"0000-0003-2364-9489","first_name":"Ingrid","last_name":"Scharlau","full_name":"Scharlau, Ingrid","id":"451"}],"type":"journal_article","department":[{"_id":"424"}],"date_created":"2021-12-13T10:17:15Z","abstract":[{"lang":"eng","text":"As a formal theory, Bundesen’s theory of visual attention (TVA) enables the estimation of several theoretically meaningful parameters involved in attentional selection and visual encoding. As of yet, TVA has almost exclusively been used in restricted empirical scenarios such as whole and partial report and with strictly controlled stimulus material. We present a series of experiments in which we test whether the advantages of TVA can be exploited in more realistic scenarios with varying degree of stimulus control. This includes brief experimental sessions conducted on different mobile devices, computer games, and a driving simulator. Overall, six experiments demonstrate that the TVA parameters for processing capacity and attentional weight can be measured with sufficient precision in less controlled scenarios and that the results do not deviate strongly from typical laboratory results, although some systematic differences were found."}],"publication":"Open Psychology","citation":{"mla":"Krüger, Alexander, et al. “TVA in the Wild: Applying the Theory of Visual Attention to Game-like and Less Controlled Experiments.” <i>Open Psychology</i>, vol. 3, 2021, pp. 1–46, doi:<a href=\"https://doi.org/10.1515/psych-2021-0001\">10.1515/psych-2021-0001</a>.","bibtex":"@article{Krüger_Tünnermann_Stratmann_Briese_Dressler_Scharlau_2021, title={TVA in the wild: Applying the theory of visual attention to game-like and less controlled experiments}, volume={3}, DOI={<a href=\"https://doi.org/10.1515/psych-2021-0001\">10.1515/psych-2021-0001</a>}, journal={Open Psychology}, author={Krüger, Alexander and Tünnermann, Jan and Stratmann, Lukas and Briese, Lucas and Dressler, Falko and Scharlau, Ingrid}, year={2021}, pages={1–46} }","ama":"Krüger A, Tünnermann J, Stratmann L, Briese L, Dressler F, Scharlau I. TVA in the wild: Applying the theory of visual attention to game-like and less controlled experiments. <i>Open Psychology</i>. 2021;3:1-46. doi:<a href=\"https://doi.org/10.1515/psych-2021-0001\">10.1515/psych-2021-0001</a>","ieee":"A. Krüger, J. Tünnermann, L. Stratmann, L. Briese, F. Dressler, and I. Scharlau, “TVA in the wild: Applying the theory of visual attention to game-like and less controlled experiments,” <i>Open Psychology</i>, vol. 3, pp. 1–46, 2021, doi: <a href=\"https://doi.org/10.1515/psych-2021-0001\">10.1515/psych-2021-0001</a>.","apa":"Krüger, A., Tünnermann, J., Stratmann, L., Briese, L., Dressler, F., &#38; Scharlau, I. (2021). TVA in the wild: Applying the theory of visual attention to game-like and less controlled experiments. <i>Open Psychology</i>, <i>3</i>, 1–46. <a href=\"https://doi.org/10.1515/psych-2021-0001\">https://doi.org/10.1515/psych-2021-0001</a>","chicago":"Krüger, Alexander, Jan Tünnermann, Lukas Stratmann, Lucas Briese, Falko Dressler, and Ingrid Scharlau. “TVA in the Wild: Applying the Theory of Visual Attention to Game-like and Less Controlled Experiments.” <i>Open Psychology</i> 3 (2021): 1–46. <a href=\"https://doi.org/10.1515/psych-2021-0001\">https://doi.org/10.1515/psych-2021-0001</a>.","short":"A. Krüger, J. Tünnermann, L. Stratmann, L. Briese, F. Dressler, I. Scharlau, Open Psychology 3 (2021) 1–46."}},{"doi":"10.1007/s00426-020-01470-6","user_id":"42165","language":[{"iso":"eng"}],"_id":"28686","funded_apc":"1","date_updated":"2023-01-02T09:15:50Z","publication_status":"published","title":"The time course of salience: not entirely caused by salience","status":"public","year":"2021","author":[{"last_name":"Krüger","first_name":"Alexander","full_name":"Krüger, Alexander"},{"orcid":"0000-0003-2364-9489","last_name":"Scharlau","first_name":"Ingrid","full_name":"Scharlau, Ingrid","id":"451"}],"publication_identifier":{"issn":["0340-0727","1430-2772"]},"type":"journal_article","department":[{"_id":"424"}],"date_created":"2021-12-13T09:45:04Z","abstract":[{"text":"Visual salience is a key component of attentional selection, the process that guards the scarce resources needed for conscious recognition and perception. In previous works, we proposed a measure of visual salience based on a formal theory of visual selection. However, the strength of visual salience depends on the time course as well as local physical contrasts. Evidence from multiple experimental designs in the literature suggests that the strength of salience rises initially and declines after approximately 150 ms. The present article amends the theory-based salience measure beyond local physical contrasts to the time course of salience. It does so through a first experiment which reveals that—contrary to expectations—salience is not reduced during the first 150 ms after onset. Instead, the overall visual processing capacity is severely reduced, which corresponds to a reduced processing speed of all stimuli in the visual field. A second experiment confirms this conclusion by replicating the result. We argue that the slower stimulus processing may have been overlooked previously because the attentional selection mechanism had not yet been modeled in studies on the time course of salience.","lang":"eng"}],"publication":"Psychological Research","citation":{"chicago":"Krüger, Alexander, and Ingrid Scharlau. “The Time Course of Salience: Not Entirely Caused by Salience.” <i>Psychological Research</i>, 2021. <a href=\"https://doi.org/10.1007/s00426-020-01470-6\">https://doi.org/10.1007/s00426-020-01470-6</a>.","short":"A. Krüger, I. Scharlau, Psychological Research (2021).","apa":"Krüger, A., &#38; Scharlau, I. (2021). The time course of salience: not entirely caused by salience. <i>Psychological Research</i>. <a href=\"https://doi.org/10.1007/s00426-020-01470-6\">https://doi.org/10.1007/s00426-020-01470-6</a>","ieee":"A. Krüger and I. Scharlau, “The time course of salience: not entirely caused by salience,” <i>Psychological Research</i>, 2021, doi: <a href=\"https://doi.org/10.1007/s00426-020-01470-6\">10.1007/s00426-020-01470-6</a>.","ama":"Krüger A, Scharlau I. The time course of salience: not entirely caused by salience. <i>Psychological Research</i>. Published online 2021. doi:<a href=\"https://doi.org/10.1007/s00426-020-01470-6\">10.1007/s00426-020-01470-6</a>","bibtex":"@article{Krüger_Scharlau_2021, title={The time course of salience: not entirely caused by salience}, DOI={<a href=\"https://doi.org/10.1007/s00426-020-01470-6\">10.1007/s00426-020-01470-6</a>}, journal={Psychological Research}, author={Krüger, Alexander and Scharlau, Ingrid}, year={2021} }","mla":"Krüger, Alexander, and Ingrid Scharlau. “The Time Course of Salience: Not Entirely Caused by Salience.” <i>Psychological Research</i>, 2021, doi:<a href=\"https://doi.org/10.1007/s00426-020-01470-6\">10.1007/s00426-020-01470-6</a>."}},{"type":"preprint","department":[{"_id":"424"}],"date_created":"2022-06-06T01:44:57Z","abstract":[{"text":"The theory of visual attention, “TVA”, is an influential and formal theory of attentional selection. It is widely applied in clinical assessment of attention and fundamental attention research. However, most TVA-based research is based on accuracy data from letter report experiments performed in controlled laboratory environments. While such basic approaches to questions regarding attentional selection are undoubtedly useful, recent technological advances have enabled the use of increasingly sophisticated experimental paradigms involving more realistic scenarios. Notably, these studies have in many cases resulted in different estimates of capacity limits than those found in studies using traditional TVA-based assessment. Here we review recent developments in TVA-based assessment of attention that goes beyond the use of letter report experiments and experiments performed in controlled laboratory environments. We show that TVA can be used with other tasks and new stimuli, that TVA-based parameter estimation can be embedded into complex scenarios, such as games that can be used to investigate particular problems regarding visual attention, and how TVA-based simulations of “visual foraging” can elucidate attentional control in more naturalistic tasks. We also discuss how these developments may inform future advances of TVA.","lang":"eng"}],"publication":"Open Psychology","citation":{"short":"J. Tünnermann, A. Kristjansson, A. Petersen, A. Schubö, I. Scharlau, Open Psychology (2021).","chicago":"Tünnermann, Jan, Arni Kristjansson, Anders Petersen, Anna Schubö, and Ingrid Scharlau. “Advances in the Application of a Computational Theory of Visual Attention (TVA): Moving towards More Naturalistic Stimuli and Game-like Tasks.” <i>Open Psychology</i>. Center for Open Science, 2021.","apa":"Tünnermann, J., Kristjansson, A., Petersen, A., Schubö, A., &#38; Scharlau, I. (2021). Advances in the application of a computational Theory of Visual Attention (TVA): Moving towards more naturalistic stimuli and game-like tasks. In <i>Open Psychology</i>. Center for Open Science.","ieee":"J. Tünnermann, A. Kristjansson, A. Petersen, A. Schubö, and I. Scharlau, “Advances in the application of a computational Theory of Visual Attention (TVA): Moving towards more naturalistic stimuli and game-like tasks,” <i>Open Psychology</i>. Center for Open Science, 2021.","ama":"Tünnermann J, Kristjansson A, Petersen A, Schubö A, Scharlau I. Advances in the application of a computational Theory of Visual Attention (TVA): Moving towards more naturalistic stimuli and game-like tasks. <i>Open Psychology</i>. Published online 2021.","bibtex":"@article{Tünnermann_Kristjansson_Petersen_Schubö_Scharlau_2021, title={Advances in the application of a computational Theory of Visual Attention (TVA): Moving towards more naturalistic stimuli and game-like tasks}, journal={Open Psychology}, publisher={Center for Open Science}, author={Tünnermann, Jan and Kristjansson, Arni and Petersen, Anders and Schubö, Anna and Scharlau, Ingrid}, year={2021} }","mla":"Tünnermann, Jan, et al. “Advances in the Application of a Computational Theory of Visual Attention (TVA): Moving towards More Naturalistic Stimuli and Game-like Tasks.” <i>Open Psychology</i>, Center for Open Science, 2021."},"user_id":"42165","_id":"31677","language":[{"iso":"eng"}],"publisher":"Center for Open Science","date_updated":"2022-06-06T13:12:17Z","publication_status":"published","year":"2021","status":"public","title":"Advances in the application of a computational Theory of Visual Attention (TVA): Moving towards more naturalistic stimuli and game-like tasks","author":[{"full_name":"Tünnermann, Jan","first_name":"Jan","last_name":"Tünnermann"},{"last_name":"Kristjansson","first_name":"Arni","full_name":"Kristjansson, Arni"},{"first_name":"Anders","last_name":"Petersen","full_name":"Petersen, Anders"},{"full_name":"Schubö, Anna","last_name":"Schubö","first_name":"Anna"},{"id":"451","full_name":"Scharlau, Ingrid","last_name":"Scharlau","orcid":"0000-0003-2364-9489","first_name":"Ingrid"}]},{"date_created":"2022-06-05T23:44:28Z","place":"Münster","department":[{"_id":"424"}],"type":"book_chapter","citation":{"mla":"Reis, Oliver, et al. “Kontaktlos lehren?” <i>Hochschule auf Abstand</i>, edited by Iris Neiske et al., transcript, 2021, pp. 141–54, doi:<a href=\"https://doi.org/10.1515/9783839456903-010\">10.1515/9783839456903-010</a>.","ama":"Reis O, Jenert T, Scharlau I. Kontaktlos lehren? In: Neiske I, Osthushenrich J, Schaper N, Trier U, Vöing N, eds. <i>Hochschule auf Abstand</i>. transcript; 2021:141-154. doi:<a href=\"https://doi.org/10.1515/9783839456903-010\">10.1515/9783839456903-010</a>","bibtex":"@inbook{Reis_Jenert_Scharlau_2021, place={Münster}, title={Kontaktlos lehren?}, DOI={<a href=\"https://doi.org/10.1515/9783839456903-010\">10.1515/9783839456903-010</a>}, booktitle={Hochschule auf Abstand}, publisher={transcript}, author={Reis, Oliver and Jenert, Tobias and Scharlau, Ingrid}, editor={Neiske, Iris and Osthushenrich, Judith and Schaper, Niclas and Trier, Ulrike and Vöing, Nerea}, year={2021}, pages={141–154} }","apa":"Reis, O., Jenert, T., &#38; Scharlau, I. (2021). Kontaktlos lehren? In I. Neiske, J. Osthushenrich, N. Schaper, U. Trier, &#38; N. Vöing (Eds.), <i>Hochschule auf Abstand</i> (pp. 141–154). transcript. <a href=\"https://doi.org/10.1515/9783839456903-010\">https://doi.org/10.1515/9783839456903-010</a>","ieee":"O. Reis, T. Jenert, and I. Scharlau, “Kontaktlos lehren?,” in <i>Hochschule auf Abstand</i>, I. Neiske, J. Osthushenrich, N. Schaper, U. Trier, and N. Vöing, Eds. Münster: transcript, 2021, pp. 141–154.","short":"O. Reis, T. Jenert, I. Scharlau, in: I. Neiske, J. Osthushenrich, N. Schaper, U. Trier, N. Vöing (Eds.), Hochschule auf Abstand, transcript, Münster, 2021, pp. 141–154.","chicago":"Reis, Oliver, Tobias Jenert, and Ingrid Scharlau. “Kontaktlos lehren?” In <i>Hochschule auf Abstand</i>, edited by Iris Neiske, Judith Osthushenrich, Niclas Schaper, Ulrike Trier, and Nerea Vöing, 141–54. Münster: transcript, 2021. <a href=\"https://doi.org/10.1515/9783839456903-010\">https://doi.org/10.1515/9783839456903-010</a>."},"publication":"Hochschule auf Abstand","_id":"31671","language":[{"iso":"ger"}],"publisher":"transcript","page":"141 - 154","alternative_title":["Beziehungserwartungen in der Distanzlehre"],"editor":[{"full_name":"Neiske, Iris","first_name":"Iris","last_name":"Neiske"},{"full_name":"Osthushenrich, Judith","first_name":"Judith","last_name":"Osthushenrich"},{"last_name":"Schaper","first_name":"Niclas","full_name":"Schaper, Niclas"},{"full_name":"Trier, Ulrike","last_name":"Trier","first_name":"Ulrike"},{"full_name":"Vöing, Nerea","first_name":"Nerea","last_name":"Vöing"}],"user_id":"42165","doi":"10.1515/9783839456903-010","author":[{"full_name":"Reis, Oliver","last_name":"Reis","first_name":"Oliver"},{"orcid":" https://orcid.org/0000-0001-9262-5646","last_name":"Jenert","first_name":"Tobias","full_name":"Jenert, Tobias","id":"71994"},{"id":"451","first_name":"Ingrid","orcid":"0000-0003-2364-9489","last_name":"Scharlau","full_name":"Scharlau, Ingrid"}],"title":"Kontaktlos lehren?","year":"2021","status":"public","publication_status":"published","date_updated":"2022-06-06T20:22:41Z"},{"author":[{"full_name":"Reinmann, Gabi","last_name":"Reinmann","first_name":"Gabi"},{"first_name":"Carolin","last_name":"Kreber","full_name":"Kreber, Carolin"},{"first_name":"Helmut","last_name":"Bremer","full_name":"Bremer, Helmut"},{"full_name":"Langemeyer, Ines","last_name":"Langemeyer","first_name":"Ines"},{"id":"451","last_name":"Scharlau","first_name":"Ingrid","orcid":"0000-0003-2364-9489","full_name":"Scharlau, Ingrid"}],"title":"Wer bestimmt die Hochschullehre?","year":"2021","status":"public","publication_status":"published","date_updated":"2022-06-06T20:23:41Z","_id":"31669","publisher":"Springer","language":[{"iso":"ger"}],"page":"33 - 47","editor":[{"full_name":"Bohndick, Carla","last_name":"Bohndick","first_name":"Carla"},{"full_name":"Bülow-Schramm, Margret","first_name":"Margret","last_name":"Bülow-Schramm"},{"full_name":"Paul, Daria","first_name":"Daria","last_name":"Paul"},{"last_name":"Reinmann","first_name":"Gabi","full_name":"Reinmann, Gabi"}],"user_id":"42165","citation":{"bibtex":"@inbook{Reinmann_Kreber_Bremer_Langemeyer_Scharlau_2021, place={Wiesbaden}, title={Wer bestimmt die Hochschullehre?}, booktitle={Hochschullehre im Spannungsfeld zwischen individueller und institutioneller Verantwortung: Tagungsband der 15. Jahrestagung der Gesellschaft für Hochschulforschung}, publisher={Springer}, author={Reinmann, Gabi and Kreber, Carolin and Bremer, Helmut and Langemeyer, Ines and Scharlau, Ingrid}, editor={Bohndick, Carla and Bülow-Schramm, Margret and Paul, Daria and Reinmann, Gabi}, year={2021}, pages={33–47} }","ama":"Reinmann G, Kreber C, Bremer H, Langemeyer I, Scharlau I. Wer bestimmt die Hochschullehre? In: Bohndick C, Bülow-Schramm M, Paul D, Reinmann G, eds. <i>Hochschullehre im Spannungsfeld zwischen individueller und institutioneller Verantwortung: Tagungsband der 15. Jahrestagung der Gesellschaft für Hochschulforschung</i>. Springer; 2021:33-47.","mla":"Reinmann, Gabi, et al. “Wer bestimmt die Hochschullehre?” <i>Hochschullehre im Spannungsfeld zwischen individueller und institutioneller Verantwortung: Tagungsband der 15. Jahrestagung der Gesellschaft für Hochschulforschung</i>, edited by Carla Bohndick et al., Springer, 2021, pp. 33–47.","chicago":"Reinmann, Gabi, Carolin Kreber, Helmut Bremer, Ines Langemeyer, and Ingrid Scharlau. “Wer bestimmt die Hochschullehre?” In <i>Hochschullehre im Spannungsfeld zwischen individueller und institutioneller Verantwortung: Tagungsband der 15. Jahrestagung der Gesellschaft für Hochschulforschung</i>, edited by Carla Bohndick, Margret Bülow-Schramm, Daria Paul, and Gabi Reinmann, 33–47. Wiesbaden: Springer, 2021.","short":"G. Reinmann, C. Kreber, H. Bremer, I. Langemeyer, I. Scharlau, in: C. Bohndick, M. Bülow-Schramm, D. Paul, G. Reinmann (Eds.), Hochschullehre im Spannungsfeld zwischen individueller und institutioneller Verantwortung: Tagungsband der 15. Jahrestagung der Gesellschaft für Hochschulforschung, Springer, Wiesbaden, 2021, pp. 33–47.","ieee":"G. Reinmann, C. Kreber, H. Bremer, I. Langemeyer, and I. Scharlau, “Wer bestimmt die Hochschullehre?,” in <i>Hochschullehre im Spannungsfeld zwischen individueller und institutioneller Verantwortung: Tagungsband der 15. Jahrestagung der Gesellschaft für Hochschulforschung</i>, C. Bohndick, M. Bülow-Schramm, D. Paul, and G. Reinmann, Eds. Wiesbaden: Springer, 2021, pp. 33–47.","apa":"Reinmann, G., Kreber, C., Bremer, H., Langemeyer, I., &#38; Scharlau, I. (2021). Wer bestimmt die Hochschullehre? In C. Bohndick, M. Bülow-Schramm, D. Paul, &#38; G. Reinmann (Eds.), <i>Hochschullehre im Spannungsfeld zwischen individueller und institutioneller Verantwortung: Tagungsband der 15. Jahrestagung der Gesellschaft für Hochschulforschung</i> (pp. 33–47). Springer."},"publication":"Hochschullehre im Spannungsfeld zwischen individueller und institutioneller Verantwortung: Tagungsband der 15. Jahrestagung der Gesellschaft für Hochschulforschung","date_created":"2022-06-05T23:43:27Z","place":"Wiesbaden","department":[{"_id":"424"}],"type":"book_chapter"},{"department":[{"_id":"424"}],"type":"book_chapter","place":"Baltmannsweiler","date_created":"2022-06-05T23:39:01Z","citation":{"ieee":"I. Scharlau, “Jean Piaget als - was?,” in <i>Interdisziplinarität als fachdidaktische Herausforderung: Psychologie im Schulfach Erziehungswissenschaft</i>, K. Gather, Ed. Baltmannsweiler: Schneider, 2021, pp. 162–181.","mla":"Scharlau, Ingrid. “Jean Piaget als - was?” <i>Interdisziplinarität als fachdidaktische Herausforderung: Psychologie im Schulfach Erziehungswissenschaft</i>, edited by Katharina Gather, Schneider, 2021, pp. 162–81.","apa":"Scharlau, I. (2021). Jean Piaget als - was? In K. Gather (Ed.), <i>Interdisziplinarität als fachdidaktische Herausforderung: Psychologie im Schulfach Erziehungswissenschaft</i> (pp. 162–181). Schneider.","bibtex":"@inbook{Scharlau_2021, place={Baltmannsweiler}, title={Jean Piaget als - was?}, booktitle={Interdisziplinarität als fachdidaktische Herausforderung: Psychologie im Schulfach Erziehungswissenschaft}, publisher={Schneider}, author={Scharlau, Ingrid}, editor={Gather, Katharina}, year={2021}, pages={162–181} }","chicago":"Scharlau, Ingrid. “Jean Piaget als - was?” In <i>Interdisziplinarität als fachdidaktische Herausforderung: Psychologie im Schulfach Erziehungswissenschaft</i>, edited by Katharina Gather, 162–81. Baltmannsweiler: Schneider, 2021.","ama":"Scharlau I. Jean Piaget als - was? In: Gather K, ed. <i>Interdisziplinarität als fachdidaktische Herausforderung: Psychologie im Schulfach Erziehungswissenschaft</i>. Schneider; 2021:162-181.","short":"I. Scharlau, in: K. Gather (Ed.), Interdisziplinarität als fachdidaktische Herausforderung: Psychologie im Schulfach Erziehungswissenschaft, Schneider, Baltmannsweiler, 2021, pp. 162–181."},"publication":"Interdisziplinarität als fachdidaktische Herausforderung: Psychologie im Schulfach Erziehungswissenschaft","editor":[{"first_name":"Katharina","last_name":"Gather","full_name":"Gather, Katharina"}],"user_id":"42165","publisher":"Schneider","_id":"31668","language":[{"iso":"ger"}],"page":"162 - 181","date_updated":"2022-06-06T20:24:36Z","publication_status":"published","author":[{"full_name":"Scharlau, Ingrid","orcid":"0000-0003-2364-9489","last_name":"Scharlau","first_name":"Ingrid","id":"451"}],"title":"Jean Piaget als - was?","year":"2021","status":"public"},{"type":"journal_article","department":[{"_id":"424"}],"date_created":"2022-06-06T01:41:28Z","publication":"The Quantitative Methods of Psychology","issue":"4","citation":{"chicago":"Tünnermann, Jan, and Ingrid Scharlau. “Big-M-Small-N Temporal-Oder Judgment Data.” <i>The Quantitative Methods of Psychology</i> 17, no. 4 (n.d.): 355–73.","short":"J. Tünnermann, I. Scharlau, The Quantitative Methods of Psychology 17 (n.d.) 355–373.","ieee":"J. Tünnermann and I. Scharlau, “Big-M-small-N temporal-oder judgment data,” <i>The Quantitative Methods of Psychology</i>, vol. 17, no. 4, pp. 355–373.","apa":"Tünnermann, J., &#38; Scharlau, I. (n.d.). Big-M-small-N temporal-oder judgment data. <i>The Quantitative Methods of Psychology</i>, <i>17</i>(4), 355–373.","bibtex":"@article{Tünnermann_Scharlau, title={Big-M-small-N temporal-oder judgment data}, volume={17}, number={4}, journal={The Quantitative Methods of Psychology}, author={Tünnermann, Jan and Scharlau, Ingrid}, pages={355–373} }","ama":"Tünnermann J, Scharlau I. Big-M-small-N temporal-oder judgment data. <i>The Quantitative Methods of Psychology</i>. 17(4):355-373.","mla":"Tünnermann, Jan, and Ingrid Scharlau. “Big-M-Small-N Temporal-Oder Judgment Data.” <i>The Quantitative Methods of Psychology</i>, vol. 17, no. 4, pp. 355–73."},"user_id":"451","volume":17,"page":"355-373","_id":"31675","language":[{"iso":"eng"}],"publication_status":"inpress","date_updated":"2023-10-05T14:52:59Z","intvolume":"        17","status":"public","title":"Big-M-small-N temporal-oder judgment data","year":"2021","author":[{"last_name":"Tünnermann","first_name":"Jan","full_name":"Tünnermann, Jan"},{"id":"451","full_name":"Scharlau, Ingrid","last_name":"Scharlau","first_name":"Ingrid","orcid":"0000-0003-2364-9489"}]},{"oa":"1","citation":{"apa":"Rohlfing, K. J., Cimiano, P., Scharlau, I., Matzner, T., Buhl, H. M., Buschmeier, H., Esposito, E., Grimminger, A., Hammer, B., Haeb-Umbach, R., Horwath, I., Hüllermeier, E., Kern, F., Kopp, S., Thommes, K., Ngonga Ngomo, A.-C., Schulte, C., Wachsmuth, H., Wagner, P., &#38; Wrede, B. (2021). Explanation as a Social Practice: Toward a Conceptual Framework for the Social Design of AI Systems. <i>IEEE Transactions on Cognitive and Developmental Systems</i>, <i>13</i>(3), 717–728. <a href=\"https://doi.org/10.1109/tcds.2020.3044366\">https://doi.org/10.1109/tcds.2020.3044366</a>","ieee":"K. J. Rohlfing <i>et al.</i>, “Explanation as a Social Practice: Toward a Conceptual Framework for the Social Design of AI Systems,” <i>IEEE Transactions on Cognitive and Developmental Systems</i>, vol. 13, no. 3, pp. 717–728, 2021, doi: <a href=\"https://doi.org/10.1109/tcds.2020.3044366\">10.1109/tcds.2020.3044366</a>.","chicago":"Rohlfing, Katharina J., Philipp Cimiano, Ingrid Scharlau, Tobias Matzner, Heike M. Buhl, Hendrik Buschmeier, Elena Esposito, et al. “Explanation as a Social Practice: Toward a Conceptual Framework for the Social Design of AI Systems.” <i>IEEE Transactions on Cognitive and Developmental Systems</i> 13, no. 3 (2021): 717–28. <a href=\"https://doi.org/10.1109/tcds.2020.3044366\">https://doi.org/10.1109/tcds.2020.3044366</a>.","short":"K.J. Rohlfing, P. Cimiano, I. Scharlau, T. Matzner, H.M. Buhl, H. Buschmeier, E. Esposito, A. Grimminger, B. Hammer, R. Haeb-Umbach, I. Horwath, E. Hüllermeier, F. Kern, S. Kopp, K. Thommes, A.-C. Ngonga Ngomo, C. Schulte, H. Wachsmuth, P. Wagner, B. Wrede, IEEE Transactions on Cognitive and Developmental Systems 13 (2021) 717–728.","mla":"Rohlfing, Katharina J., et al. “Explanation as a Social Practice: Toward a Conceptual Framework for the Social Design of AI Systems.” <i>IEEE Transactions on Cognitive and Developmental Systems</i>, vol. 13, no. 3, 2021, pp. 717–28, doi:<a href=\"https://doi.org/10.1109/tcds.2020.3044366\">10.1109/tcds.2020.3044366</a>.","ama":"Rohlfing KJ, Cimiano P, Scharlau I, et al. Explanation as a Social Practice: Toward a Conceptual Framework for the Social Design of AI Systems. <i>IEEE Transactions on Cognitive and Developmental Systems</i>. 2021;13(3):717-728. doi:<a href=\"https://doi.org/10.1109/tcds.2020.3044366\">10.1109/tcds.2020.3044366</a>","bibtex":"@article{Rohlfing_Cimiano_Scharlau_Matzner_Buhl_Buschmeier_Esposito_Grimminger_Hammer_Haeb-Umbach_et al._2021, title={Explanation as a Social Practice: Toward a Conceptual Framework for the Social Design of AI Systems}, volume={13}, DOI={<a href=\"https://doi.org/10.1109/tcds.2020.3044366\">10.1109/tcds.2020.3044366</a>}, number={3}, journal={IEEE Transactions on Cognitive and Developmental Systems}, author={Rohlfing, Katharina J. and Cimiano, Philipp and Scharlau, Ingrid and Matzner, Tobias and Buhl, Heike M. and Buschmeier, Hendrik and Esposito, Elena and Grimminger, Angela and Hammer, Barbara and Haeb-Umbach, Reinhold and et al.}, year={2021}, pages={717–728} }"},"file_date_updated":"2023-11-20T16:33:51Z","project":[{"_id":"109","grant_number":"438445824","name":"TRR 318: TRR 318 - Erklärbarkeit konstruieren"}],"quality_controlled":"1","_id":"24456","page":"717-728","volume":13,"user_id":"42933","ddc":["300"],"status":"public","has_accepted_license":"1","date_created":"2021-09-14T20:52:57Z","file":[{"file_id":"49081","content_type":"application/pdf","relation":"main_file","date_updated":"2023-11-20T16:33:51Z","file_name":"2020-12-01_explainability_final_version.pdf","access_level":"open_access","file_size":626217,"date_created":"2023-11-20T16:33:51Z","creator":"haebumb"}],"department":[{"_id":"603"},{"_id":"749"},{"_id":"424"},{"_id":"67"},{"_id":"574"},{"_id":"184"},{"_id":"757"},{"_id":"54"},{"_id":"178"}],"type":"journal_article","keyword":["Explainability","process ofexplaining andunderstanding","explainable artificial systems"],"publication":"IEEE Transactions on Cognitive and Developmental Systems","issue":"3","abstract":[{"lang":"eng","text":"One objective of current research in explainable intelligent systems is to implement social aspects in order to increase the relevance of explanations. In this paper, we argue that a novel conceptual framework is needed to overcome shortcomings of existing AI systems with little attention to processes of interaction and learning. Drawing from research in interaction and development, we first outline the novel conceptual framework that pushes the design of AI systems toward true interactivity with an emphasis on the role of the partner and social relevance. We propose that AI systems will be able to provide a meaningful and relevant explanation only if the process of explaining is extended to active contribution of both partners that brings about dynamics that is modulated by different levels of analysis. Accordingly, our conceptual framework comprises monitoring and scaffolding as key concepts and claims that the process of explaining is not only modulated by the interaction between explainee and explainer but is embedded into a larger social context in which conventionalized and routinized behaviors are established. We discuss our conceptual framework in relation to the established objectives of transparency and autonomy that are raised for the design of explainable AI systems currently."}],"language":[{"iso":"eng"}],"doi":"10.1109/tcds.2020.3044366","publication_identifier":{"issn":["2379-8920","2379-8939"]},"author":[{"id":"50352","full_name":"Rohlfing, Katharina J.","first_name":"Katharina J.","last_name":"Rohlfing"},{"full_name":"Cimiano, Philipp","last_name":"Cimiano","first_name":"Philipp"},{"id":"451","full_name":"Scharlau, Ingrid","last_name":"Scharlau","orcid":"0000-0003-2364-9489","first_name":"Ingrid"},{"first_name":"Tobias","last_name":"Matzner","full_name":"Matzner, Tobias","id":"65695"},{"first_name":"Heike M.","last_name":"Buhl","full_name":"Buhl, Heike M.","id":"27152"},{"full_name":"Buschmeier, Hendrik","last_name":"Buschmeier","first_name":"Hendrik"},{"last_name":"Esposito","first_name":"Elena","full_name":"Esposito, Elena"},{"id":"57578","full_name":"Grimminger, Angela","first_name":"Angela","last_name":"Grimminger"},{"full_name":"Hammer, Barbara","first_name":"Barbara","last_name":"Hammer"},{"id":"242","full_name":"Haeb-Umbach, Reinhold","last_name":"Haeb-Umbach","first_name":"Reinhold"},{"first_name":"Ilona","last_name":"Horwath","full_name":"Horwath, Ilona","id":"68836"},{"id":"48129","first_name":"Eyke","last_name":"Hüllermeier","full_name":"Hüllermeier, Eyke"},{"full_name":"Kern, Friederike","first_name":"Friederike","last_name":"Kern"},{"full_name":"Kopp, Stefan","first_name":"Stefan","last_name":"Kopp"},{"id":"72497","last_name":"Thommes","first_name":"Kirsten","full_name":"Thommes, Kirsten"},{"full_name":"Ngonga Ngomo, Axel-Cyrille","last_name":"Ngonga Ngomo","first_name":"Axel-Cyrille","id":"65716"},{"last_name":"Schulte","first_name":"Carsten","full_name":"Schulte, Carsten","id":"60311"},{"id":"3900","full_name":"Wachsmuth, Henning","first_name":"Henning","last_name":"Wachsmuth"},{"first_name":"Petra","last_name":"Wagner","full_name":"Wagner, Petra"},{"full_name":"Wrede, Britta","first_name":"Britta","last_name":"Wrede"}],"title":"Explanation as a Social Practice: Toward a Conceptual Framework for the Social Design of AI Systems","year":"2021","article_type":"original","intvolume":"        13","publication_status":"published","date_updated":"2023-12-05T10:15:02Z"},{"abstract":[{"text":"The aim of the present study is to bring new momentum into research on students’\r\nunderstanding of academic writing. Drawing on the idea that metaphors give insight into\r\nimplicit conceptions of abstract entities and processes, we developed a detailed and\r\ndifferentiated set of conceptual metaphors that can be used to study student ideas about\r\nwriting in research, teaching, and interventions. A large sample of undergraduates produced\r\ntheir everyday understanding of writing in short texts beginning with a self-generated\r\nmetaphor. Based on theories from cognitive linguistics, the conceptual metaphors in their\r\ntexts were analyzed in terms of their action quality (transitivity) and spatiality (spatial\r\nprimitives). The undergraduates’ conceptualizations were very heterogeneous. Most\r\nmetaphors depart strongly from scientific approaches to academic writing within cognitive\r\npsychology and sociocultural theory. Roughly half of the metaphors could be collated to one\r\nof four metaphor systems. Depending on the desired degree of abstraction or concreteness,\r\nconceptual metaphors or metaphor systems can be employed in further studies to illuminate\r\nthinking about writing.","lang":"eng"}],"publication":"Journal of Writing Research","issue":"3","keyword":["metaphor analysis","academic writing","transitivity","spatial primitives"],"type":"journal_article","department":[{"_id":"424"},{"_id":"749"}],"date_created":"2021-12-13T10:30:14Z","publication_status":"published","date_updated":"2023-12-21T08:38:01Z","intvolume":"        12","year":"2021","title":"Building, emptying out, or dreaming? Action structures and space in undergraduates’ metaphors of academic writing","publication_identifier":{"issn":["2030-1006","2294-3307"]},"author":[{"last_name":"Scharlau","orcid":"0000-0003-2364-9489","first_name":"Ingrid","full_name":"Scharlau, Ingrid","id":"451"},{"orcid":"0000-0003-0194-2000","first_name":"Andrea","last_name":"Karsten","full_name":"Karsten, Andrea","id":"53917"},{"id":"50352","last_name":"Rohlfing","first_name":"Katharina","full_name":"Rohlfing, Katharina"}],"doi":"10.17239/jowr-2021.12.03.01","main_file_link":[{"open_access":"1"}],"language":[{"iso":"eng"}],"citation":{"apa":"Scharlau, I., Karsten, A., &#38; Rohlfing, K. (2021). Building, emptying out, or dreaming? Action structures and space in undergraduates’ metaphors of academic writing. <i>Journal of Writing Research</i>, <i>12</i>(3), 493–529. <a href=\"https://doi.org/10.17239/jowr-2021.12.03.01\">https://doi.org/10.17239/jowr-2021.12.03.01</a>","mla":"Scharlau, Ingrid, et al. “Building, Emptying out, or Dreaming? Action Structures and Space in Undergraduates’ Metaphors of Academic Writing.” <i>Journal of Writing Research</i>, vol. 12, no. 3, 2021, pp. 493–529, doi:<a href=\"https://doi.org/10.17239/jowr-2021.12.03.01\">10.17239/jowr-2021.12.03.01</a>.","ieee":"I. Scharlau, A. Karsten, and K. Rohlfing, “Building, emptying out, or dreaming? Action structures and space in undergraduates’ metaphors of academic writing,” <i>Journal of Writing Research</i>, vol. 12, no. 3, pp. 493–529, 2021, doi: <a href=\"https://doi.org/10.17239/jowr-2021.12.03.01\">10.17239/jowr-2021.12.03.01</a>.","ama":"Scharlau I, Karsten A, Rohlfing K. Building, emptying out, or dreaming? Action structures and space in undergraduates’ metaphors of academic writing. <i>Journal of Writing Research</i>. 2021;12(3):493-529. doi:<a href=\"https://doi.org/10.17239/jowr-2021.12.03.01\">10.17239/jowr-2021.12.03.01</a>","short":"I. Scharlau, A. Karsten, K. Rohlfing, Journal of Writing Research 12 (2021) 493–529.","chicago":"Scharlau, Ingrid, Andrea Karsten, and Katharina Rohlfing. “Building, Emptying out, or Dreaming? Action Structures and Space in Undergraduates’ Metaphors of Academic Writing.” <i>Journal of Writing Research</i> 12, no. 3 (2021): 493–529. <a href=\"https://doi.org/10.17239/jowr-2021.12.03.01\">https://doi.org/10.17239/jowr-2021.12.03.01</a>.","bibtex":"@article{Scharlau_Karsten_Rohlfing_2021, title={Building, emptying out, or dreaming? Action structures and space in undergraduates’ metaphors of academic writing}, volume={12}, DOI={<a href=\"https://doi.org/10.17239/jowr-2021.12.03.01\">10.17239/jowr-2021.12.03.01</a>}, number={3}, journal={Journal of Writing Research}, author={Scharlau, Ingrid and Karsten, Andrea and Rohlfing, Katharina}, year={2021}, pages={493–529} }"},"oa":"1","status":"public","user_id":"53917","volume":12,"page":"493-529","_id":"28696"},{"language":[{"iso":"eng"}],"doi":"10.17239/jowr-2021.12.03.01","year":"2021","title":"Building, emptying out, or dreaming? Action structures and space in students’ metaphors of academic writing","author":[{"id":"451","orcid":"0000-0003-2364-9489","last_name":"Scharlau","first_name":"Ingrid","full_name":"Scharlau, Ingrid"},{"full_name":"Karsten, A.","first_name":"A.","last_name":"Karsten"},{"full_name":"Rohlfing, Katharina J.","last_name":"Rohlfing","first_name":"Katharina J.","id":"50352"}],"publication_identifier":{"issn":["2030-1006","2294-3307"]},"date_updated":"2023-02-01T12:14:52Z","publication_status":"published","intvolume":"        12","date_created":"2022-06-06T13:49:01Z","type":"journal_article","keyword":["Literature and Literary Theory","Linguistics and Language","Language and Linguistics","Education"],"department":[{"_id":"749"},{"_id":"424"}],"issue":"vol. 12 issue 3","publication":"Journal of Writing Research","page":"493-529","_id":"31680","publisher":"ARLE (International Association for Research in L1 Education)","user_id":"14931","volume":12,"status":"public","citation":{"bibtex":"@article{Scharlau_Karsten_Rohlfing_2021, title={Building, emptying out, or dreaming? Action structures and space in students’ metaphors of academic writing}, volume={12}, DOI={<a href=\"https://doi.org/10.17239/jowr-2021.12.03.01\">10.17239/jowr-2021.12.03.01</a>}, number={vol. 12 issue 3}, journal={Journal of Writing Research}, publisher={ARLE (International Association for Research in L1 Education)}, author={Scharlau, Ingrid and Karsten, A. and Rohlfing, Katharina J.}, year={2021}, pages={493–529} }","ama":"Scharlau I, Karsten A, Rohlfing KJ. Building, emptying out, or dreaming? Action structures and space in students’ metaphors of academic writing. <i>Journal of Writing Research</i>. 2021;12(vol. 12 issue 3):493-529. doi:<a href=\"https://doi.org/10.17239/jowr-2021.12.03.01\">10.17239/jowr-2021.12.03.01</a>","mla":"Scharlau, Ingrid, et al. “Building, Emptying out, or Dreaming? Action Structures and Space in Students’ Metaphors of Academic Writing.” <i>Journal of Writing Research</i>, vol. 12, no. vol. 12 issue 3, ARLE (International Association for Research in L1 Education), 2021, pp. 493–529, doi:<a href=\"https://doi.org/10.17239/jowr-2021.12.03.01\">10.17239/jowr-2021.12.03.01</a>.","chicago":"Scharlau, Ingrid, A. Karsten, and Katharina J. Rohlfing. “Building, Emptying out, or Dreaming? Action Structures and Space in Students’ Metaphors of Academic Writing.” <i>Journal of Writing Research</i> 12, no. vol. 12 issue 3 (2021): 493–529. <a href=\"https://doi.org/10.17239/jowr-2021.12.03.01\">https://doi.org/10.17239/jowr-2021.12.03.01</a>.","short":"I. Scharlau, A. Karsten, K.J. Rohlfing, Journal of Writing Research 12 (2021) 493–529.","ieee":"I. Scharlau, A. Karsten, and K. J. Rohlfing, “Building, emptying out, or dreaming? Action structures and space in students’ metaphors of academic writing,” <i>Journal of Writing Research</i>, vol. 12, no. vol. 12 issue 3, pp. 493–529, 2021, doi: <a href=\"https://doi.org/10.17239/jowr-2021.12.03.01\">10.17239/jowr-2021.12.03.01</a>.","apa":"Scharlau, I., Karsten, A., &#38; Rohlfing, K. J. (2021). Building, emptying out, or dreaming? Action structures and space in students’ metaphors of academic writing. <i>Journal of Writing Research</i>, <i>12</i>(vol. 12 issue 3), 493–529. <a href=\"https://doi.org/10.17239/jowr-2021.12.03.01\">https://doi.org/10.17239/jowr-2021.12.03.01</a>"}},{"publication_status":"published","date_updated":"2023-02-28T08:10:18Z","author":[{"first_name":"Christine","last_name":"Schreiber","full_name":"Schreiber, Christine"},{"last_name":"Scharlau","first_name":"Ingrid","orcid":"0000-0003-2364-9489","full_name":"Scharlau, Ingrid","id":"451"},{"first_name":"Justine","last_name":"Patrzek","full_name":"Patrzek, Justine","id":"82463"}],"year":"2021","status":"public","title":"„Power Poses“ – Fakten, frisierte Daten, Forschungslyrik? Ein Unterrichtsvorhaben zu Praktiken und Darstellungsformen psychologischer Forschung am Beispiel von nonverbaler Kommunikation","user_id":"42165","language":[{"iso":"ger"}],"_id":"31666","page":"19 - 21","citation":{"ama":"Schreiber C, Scharlau I, Patrzek J. „Power Poses“ – Fakten, frisierte Daten, Forschungslyrik? Ein Unterrichtsvorhaben zu Praktiken und Darstellungsformen psychologischer Forschung am Beispiel von nonverbaler Kommunikation. <i>Psychologieunterricht</i>. Published online 2021:19-21.","bibtex":"@article{Schreiber_Scharlau_Patrzek_2021, title={„Power Poses“ – Fakten, frisierte Daten, Forschungslyrik? Ein Unterrichtsvorhaben zu Praktiken und Darstellungsformen psychologischer Forschung am Beispiel von nonverbaler Kommunikation}, journal={Psychologieunterricht}, author={Schreiber, Christine and Scharlau, Ingrid and Patrzek, Justine}, year={2021}, pages={19–21} }","mla":"Schreiber, Christine, et al. “„Power Poses“ – Fakten, frisierte Daten, Forschungslyrik? Ein Unterrichtsvorhaben zu Praktiken und Darstellungsformen psychologischer Forschung am Beispiel von nonverbaler Kommunikation.” <i>Psychologieunterricht</i>, 2021, pp. 19–21.","chicago":"Schreiber, Christine, Ingrid Scharlau, and Justine Patrzek. “„Power Poses“ – Fakten, frisierte Daten, Forschungslyrik? Ein Unterrichtsvorhaben zu Praktiken und Darstellungsformen psychologischer Forschung am Beispiel von nonverbaler Kommunikation.” <i>Psychologieunterricht</i>, 2021, 19–21.","short":"C. Schreiber, I. Scharlau, J. Patrzek, Psychologieunterricht (2021) 19–21.","apa":"Schreiber, C., Scharlau, I., &#38; Patrzek, J. (2021). „Power Poses“ – Fakten, frisierte Daten, Forschungslyrik? Ein Unterrichtsvorhaben zu Praktiken und Darstellungsformen psychologischer Forschung am Beispiel von nonverbaler Kommunikation. <i>Psychologieunterricht</i>, 19–21.","ieee":"C. Schreiber, I. Scharlau, and J. Patrzek, “„Power Poses“ – Fakten, frisierte Daten, Forschungslyrik? 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Schreiben als Schlüsselkompetenz? In: Kordts-Freudinger R, Schaper N, Scholkmann A, Szczyrba B, eds. <i>Handbuch Hochschuldidaktik</i>. utb; 2021:129-138.","ieee":"I. Scharlau, S. Haacke, A. Karsten, and S. Lahm, “Schreiben als Schlüsselkompetenz?,” in <i>Handbuch Hochschuldidaktik</i>, R. Kordts-Freudinger, N. Schaper, A. Scholkmann, and B. Szczyrba, Eds. Stuttgart: utb, 2021, pp. 129–138.","apa":"Scharlau, I., Haacke, S., Karsten, A., &#38; Lahm, S. (2021). Schreiben als Schlüsselkompetenz? In R. Kordts-Freudinger, N. Schaper, A. Scholkmann, &#38; B. Szczyrba (Eds.), <i>Handbuch Hochschuldidaktik</i> (pp. 129–138). utb.","chicago":"Scharlau, Ingrid, Stefanie Haacke, Andrea Karsten, and Swantje Lahm. “Schreiben als Schlüsselkompetenz?” In <i>Handbuch Hochschuldidaktik</i>, edited by Robert Kordts-Freudinger, Niclas Schaper, Antonia Scholkmann, and Birgit Szczyrba, 129–38. Stuttgart: utb, 2021.","short":"I. Scharlau, S. Haacke, A. Karsten, S. Lahm, in: R. Kordts-Freudinger, N. Schaper, A. Scholkmann, B. Szczyrba (Eds.), Handbuch Hochschuldidaktik, utb, Stuttgart, 2021, pp. 129–138."},"type":"book_chapter","department":[{"_id":"424"}],"place":"Stuttgart","date_created":"2022-06-05T02:44:13Z"},{"volume":42,"user_id":"82463","language":[{"iso":"ger"}],"_id":"31667","intvolume":"        42","date_updated":"2025-05-02T07:17:53Z","publication_status":"published","author":[{"first_name":"Ingrid","orcid":"0000-0003-2364-9489","last_name":"Scharlau","full_name":"Scharlau, Ingrid","id":"451"},{"full_name":"Patrzek, Justine","first_name":"Justine","last_name":"Patrzek","id":"82463"},{"first_name":"Christine","last_name":"Schreiber","full_name":"Schreiber, Christine"}],"title":" „Power-Posen“ – Fakten, frisierte Daten, Forschungslyrik? Eine Unterrichtsreihe zu Praktiken und Darstellungsformen psychologischer Forschung","year":"2021","status":"public","department":[{"_id":"424"}],"type":"journal_article","keyword":["Unterrichtsfach Psychologie"],"date_created":"2022-06-05T23:34:56Z","citation":{"short":"I. Scharlau, J. Patrzek, C. Schreiber, Unterrichtsmaterial des Verbandes der Psychologielehrerinnen und –lehrer 42 (2021).","chicago":"Scharlau, Ingrid, Justine Patrzek, and Christine Schreiber. “ „Power-Posen“ – Fakten, frisierte Daten, Forschungslyrik? Eine Unterrichtsreihe zu Praktiken und Darstellungsformen psychologischer Forschung.” <i>Unterrichtsmaterial des Verbandes der Psychologielehrerinnen und –lehrer</i> 42 (2021).","ieee":"I. Scharlau, J. Patrzek, and C. Schreiber, “ „Power-Posen“ – Fakten, frisierte Daten, Forschungslyrik? Eine Unterrichtsreihe zu Praktiken und Darstellungsformen psychologischer Forschung,” <i>Unterrichtsmaterial des Verbandes der Psychologielehrerinnen und –lehrer</i>, vol. 42, 2021.","apa":"Scharlau, I., Patrzek, J., &#38; Schreiber, C. (2021).  „Power-Posen“ – Fakten, frisierte Daten, Forschungslyrik? Eine Unterrichtsreihe zu Praktiken und Darstellungsformen psychologischer Forschung. <i>Unterrichtsmaterial des Verbandes der Psychologielehrerinnen und –lehrer</i>, <i>42</i>.","bibtex":"@article{Scharlau_Patrzek_Schreiber_2021, title={ „Power-Posen“ – Fakten, frisierte Daten, Forschungslyrik? Eine Unterrichtsreihe zu Praktiken und Darstellungsformen psychologischer Forschung}, volume={42}, journal={Unterrichtsmaterial des Verbandes der Psychologielehrerinnen und –lehrer}, author={Scharlau, Ingrid and Patrzek, Justine and Schreiber, Christine}, year={2021} }","ama":"Scharlau I, Patrzek J, Schreiber C.  „Power-Posen“ – Fakten, frisierte Daten, Forschungslyrik? Eine Unterrichtsreihe zu Praktiken und Darstellungsformen psychologischer Forschung. <i>Unterrichtsmaterial des Verbandes der Psychologielehrerinnen und –lehrer</i>. 2021;42.","mla":"Scharlau, Ingrid, et al. “ „Power-Posen“ – Fakten, frisierte Daten, Forschungslyrik? Eine Unterrichtsreihe zu Praktiken und Darstellungsformen psychologischer Forschung.” <i>Unterrichtsmaterial des Verbandes der Psychologielehrerinnen und –lehrer</i>, vol. 42, 2021."},"publication":"Unterrichtsmaterial des Verbandes der Psychologielehrerinnen und –lehrer"},{"citation":{"ieee":"P. Kneuper, S. Kruse, B. Luchterhandt, J. Tünnermann, I. Scharlau, and C. Scheytt, “Sensory Substitution Device for the Visually Impaired Using 122 GHz Radar and Tactile Feedback ,” 2021, doi: <a href=\"https://doi.org/10.1109/EuRAD48048.2021.00034\">10.1109/EuRAD48048.2021.00034</a>.","apa":"Kneuper, P., Kruse, S., Luchterhandt, B., Tünnermann, J., Scharlau, I., &#38; Scheytt, C. (2021). Sensory Substitution Device for the Visually Impaired Using 122 GHz Radar and Tactile Feedback . <i>The 17th European Radar Conference</i>. <a href=\"https://doi.org/10.1109/EuRAD48048.2021.00034\">https://doi.org/10.1109/EuRAD48048.2021.00034</a>","short":"P. Kneuper, S. Kruse, B. Luchterhandt, J. Tünnermann, I. Scharlau, C. Scheytt, in: The 17th European Radar Conference, Jaarbeurs Utrecht, Netherlands, 2021.","chicago":"Kneuper, Pascal, Stephan Kruse, Bjoern Luchterhandt, Jan Tünnermann, Ingrid Scharlau, and Christoph Scheytt. “Sensory Substitution Device for the Visually Impaired Using 122 GHz Radar and Tactile Feedback .” In <i>The 17th European Radar Conference</i>. Jaarbeurs Utrecht, Netherlands, 2021. <a href=\"https://doi.org/10.1109/EuRAD48048.2021.00034\">https://doi.org/10.1109/EuRAD48048.2021.00034</a>.","mla":"Kneuper, Pascal, et al. “Sensory Substitution Device for the Visually Impaired Using 122 GHz Radar and Tactile Feedback .” <i>The 17th European Radar Conference</i>, 2021, doi:<a href=\"https://doi.org/10.1109/EuRAD48048.2021.00034\">10.1109/EuRAD48048.2021.00034</a>.","bibtex":"@inproceedings{Kneuper_Kruse_Luchterhandt_Tünnermann_Scharlau_Scheytt_2021, place={Jaarbeurs Utrecht, Netherlands}, title={Sensory Substitution Device for the Visually Impaired Using 122 GHz Radar and Tactile Feedback }, DOI={<a href=\"https://doi.org/10.1109/EuRAD48048.2021.00034\">10.1109/EuRAD48048.2021.00034</a>}, booktitle={The 17th European Radar Conference}, author={Kneuper, Pascal and Kruse, Stephan and Luchterhandt, Bjoern and Tünnermann, Jan and Scharlau, Ingrid and Scheytt, Christoph}, year={2021} }","ama":"Kneuper P, Kruse S, Luchterhandt B, Tünnermann J, Scharlau I, Scheytt C. Sensory Substitution Device for the Visually Impaired Using 122 GHz Radar and Tactile Feedback . In: <i>The 17th European Radar Conference</i>. ; 2021. doi:<a href=\"https://doi.org/10.1109/EuRAD48048.2021.00034\">10.1109/EuRAD48048.2021.00034</a>"},"publication":"The 17th European Radar Conference","date_created":"2021-09-09T08:34:17Z","place":"Jaarbeurs Utrecht, Netherlands","department":[{"_id":"58"}],"type":"conference","author":[{"id":"47367","full_name":"Kneuper, Pascal","last_name":"Kneuper","first_name":"Pascal"},{"last_name":"Kruse","first_name":"Stephan","full_name":"Kruse, Stephan","id":"38254"},{"last_name":"Luchterhandt","first_name":"Bjoern","full_name":"Luchterhandt, Bjoern"},{"first_name":"Jan","last_name":"Tünnermann","full_name":"Tünnermann, Jan"},{"orcid":"0000-0003-2364-9489","last_name":"Scharlau","first_name":"Ingrid","full_name":"Scharlau, Ingrid","id":"451"},{"id":"37144","full_name":"Scheytt, Christoph","last_name":"Scheytt","first_name":"Christoph","orcid":"0000-0002-5950-6618 "}],"status":"public","year":"2021","title":"Sensory Substitution Device for the Visually Impaired Using 122 GHz Radar and Tactile Feedback ","date_updated":"2025-02-25T05:56:55Z","language":[{"iso":"eng"}],"_id":"23996","user_id":"38254","doi":"10.1109/EuRAD48048.2021.00034"},{"date_created":"2022-06-05T23:49:05Z","department":[{"_id":"424"},{"_id":"427"}],"keyword":["Unterrichtsfach Psychologie"],"type":"journal_article","citation":{"short":"J. Patrzek, H.M. Buhl, I. Scharlau, Psychologieunterricht (2021) 21–26.","ama":"Patrzek J, Buhl HM, Scharlau I. Unterrichtsfach Psychologie an der Universität Paderborn. <i>Psychologieunterricht</i>. Published online 2021:21-26.","chicago":"Patrzek, Justine, Heike M. Buhl, and Ingrid Scharlau. “Unterrichtsfach Psychologie an der Universität Paderborn.” <i>Psychologieunterricht</i>, 2021, 21–26.","bibtex":"@article{Patrzek_Buhl_Scharlau_2021, title={Unterrichtsfach Psychologie an der Universität Paderborn}, journal={Psychologieunterricht}, author={Patrzek, Justine and Buhl, Heike M. and Scharlau, Ingrid}, year={2021}, pages={21–26} }","apa":"Patrzek, J., Buhl, H. M., &#38; Scharlau, I. (2021). Unterrichtsfach Psychologie an der Universität Paderborn. <i>Psychologieunterricht</i>, 21–26.","mla":"Patrzek, Justine, et al. “Unterrichtsfach Psychologie an der Universität Paderborn.” <i>Psychologieunterricht</i>, 2021, pp. 21–26.","ieee":"J. Patrzek, H. M. Buhl, and I. Scharlau, “Unterrichtsfach Psychologie an der Universität Paderborn,” <i>Psychologieunterricht</i>, pp. 21–26, 2021."},"publication":"Psychologieunterricht","_id":"31672","language":[{"iso":"ger"}],"page":"21 - 26","user_id":"27152","author":[{"last_name":"Patrzek","first_name":"Justine","full_name":"Patrzek, Justine","id":"82463"},{"full_name":"Buhl, Heike M.","last_name":"Buhl","first_name":"Heike M.","id":"27152"},{"id":"451","full_name":"Scharlau, Ingrid","last_name":"Scharlau","orcid":"0000-0003-2364-9489","first_name":"Ingrid"}],"status":"public","title":"Unterrichtsfach Psychologie an der Universität Paderborn","year":"2021","date_updated":"2025-07-16T08:35:48Z","publication_status":"published"},{"author":[{"last_name":"Lammer","first_name":"Christina","full_name":"Lammer, Christina","id":"84580"},{"id":"451","full_name":"Scharlau, Ingrid","orcid":"0000-0003-2364-9489","first_name":"Ingrid","last_name":"Scharlau"}],"status":"public","year":"2020","title":"Herausforderungen für die Chancengleichheit. Online-Mentoring für Studentinnen der Universität Paderborn","date_updated":"2022-05-04T13:22:00Z","language":[{"iso":"eng"}],"_id":"30958","page":"42 - 43","user_id":"84580","citation":{"mla":"Lammer, Christina, and Ingrid Scharlau. “Herausforderungen Für Die Chancengleichheit. Online-Mentoring Für Studentinnen Der Universität Paderborn.” <i>Paderborner Universitätszeitschrift</i>, 2020, pp. 42–43.","bibtex":"@article{Lammer_Scharlau_2020, title={Herausforderungen für die Chancengleichheit. Online-Mentoring für Studentinnen der Universität Paderborn}, journal={Paderborner Universitätszeitschrift}, author={Lammer, Christina and Scharlau, Ingrid}, year={2020}, pages={42–43} }","ama":"Lammer C, Scharlau I. Herausforderungen für die Chancengleichheit. Online-Mentoring für Studentinnen der Universität Paderborn. <i>Paderborner Universitätszeitschrift</i>. Published online 2020:42-43.","ieee":"C. Lammer and I. Scharlau, “Herausforderungen für die Chancengleichheit. Online-Mentoring für Studentinnen der Universität Paderborn,” <i>Paderborner Universitätszeitschrift</i>, pp. 42–43, 2020.","apa":"Lammer, C., &#38; Scharlau, I. (2020). Herausforderungen für die Chancengleichheit. Online-Mentoring für Studentinnen der Universität Paderborn. <i>Paderborner Universitätszeitschrift</i>, 42–43.","chicago":"Lammer, Christina, and Ingrid Scharlau. “Herausforderungen Für Die Chancengleichheit. Online-Mentoring Für Studentinnen Der Universität Paderborn.” <i>Paderborner Universitätszeitschrift</i>, 2020, 42–43.","short":"C. Lammer, I. Scharlau, Paderborner Universitätszeitschrift (2020) 42–43."},"publication":"Paderborner Universitätszeitschrift","date_created":"2022-04-27T08:17:35Z","type":"journal_article"},{"status":"public","title":"Fachkulturen unter der Lupe: Metaphern in Reflexionen über die Lehre","year":"2020","author":[{"id":"451","first_name":"Ingrid","orcid":"0000-0003-2364-9489","last_name":"Scharlau","full_name":"Scharlau, Ingrid"}],"publication_identifier":{"issn":["2199-8825"]},"date_updated":"2022-06-06T13:27:41Z","publication_status":"published","page":"376 - 387","language":[{"iso":"ger"}],"_id":"28693","doi":"https://doi.org/10.3278/HSL2025W","user_id":"42165","publication":"die hochschullehre","issue":"25","citation":{"chicago":"Scharlau, Ingrid. “Fachkulturen unter der Lupe: Metaphern in Reflexionen über die Lehre.” <i>die hochschullehre</i>, no. 25 (2020): 376–87. <a href=\"https://doi.org/10.3278/HSL2025W\">https://doi.org/10.3278/HSL2025W</a>.","short":"I. Scharlau, die hochschullehre (2020) 376–387.","ama":"Scharlau I. Fachkulturen unter der Lupe: Metaphern in Reflexionen über die Lehre. <i>die hochschullehre</i>. 2020;(25):376-387. doi:<a href=\"https://doi.org/10.3278/HSL2025W\">https://doi.org/10.3278/HSL2025W</a>","bibtex":"@article{Scharlau_2020, title={Fachkulturen unter der Lupe: Metaphern in Reflexionen über die Lehre}, DOI={<a href=\"https://doi.org/10.3278/HSL2025W\">https://doi.org/10.3278/HSL2025W</a>}, number={25}, journal={die hochschullehre}, author={Scharlau, Ingrid}, year={2020}, pages={376–387} }","apa":"Scharlau, I. (2020). Fachkulturen unter der Lupe: Metaphern in Reflexionen über die Lehre. <i>die hochschullehre</i>, <i>25</i>, 376–387. <a href=\"https://doi.org/10.3278/HSL2025W\">https://doi.org/10.3278/HSL2025W</a>","mla":"Scharlau, Ingrid. “Fachkulturen unter der Lupe: Metaphern in Reflexionen über die Lehre.” <i>die hochschullehre</i>, no. 25, 2020, pp. 376–87, doi:<a href=\"https://doi.org/10.3278/HSL2025W\">https://doi.org/10.3278/HSL2025W</a>.","ieee":"I. Scharlau, “Fachkulturen unter der Lupe: Metaphern in Reflexionen über die Lehre,” <i>die hochschullehre</i>, no. 25, pp. 376–387, 2020, doi: <a href=\"https://doi.org/10.3278/HSL2025W\">https://doi.org/10.3278/HSL2025W</a>."},"abstract":[{"lang":"ger","text":"Metaphern spielen Ansätzen der Kognitiven Linguistik zufolge eine wichtige Rolle dafür, sich abstrakte Sachverhalte zu erschließen. Die Autorin analysiert zwei Interviews über Fachkulturen aus einer früheren Untersuchung (Scharlau und Huber 2019) auf ihre wichtigsten lehrbezogenen Metaphern. Diese werden auf der Basis von kognitiv-linguistischen Ansätzen und Methoden interpretiert und Ansätze für eine hochschuldidaktische Nutzung eines solchen Blickwinkels skizziert."}],"date_created":"2021-12-13T10:24:41Z","keyword":["Fachkultur","Fachkulturen","Metapher"],"type":"journal_article","department":[{"_id":"424"}]},{"_id":"31662","publisher":"Budrich UniPress","language":[{"iso":"ger"}],"page":"67 - 85","editor":[{"last_name":"Geiß","first_name":"Paul Georg","full_name":"Geiß, Paul Georg"},{"last_name":"Tulis-Oswald","first_name":"Maria","full_name":"Tulis-Oswald, Maria"}],"user_id":"42165","author":[{"id":"451","full_name":"Scharlau, Ingrid","last_name":"Scharlau","orcid":"0000-0003-2364-9489","first_name":"Ingrid"},{"full_name":"Schreiber, Christine","first_name":"Christine","last_name":"Schreiber"}],"title":"In Zeiten von p-hacking und fake science: Wissenschaftsorientierung als Herausforderung an die Psychologiedidaktik","year":"2020","status":"public","date_updated":"2023-02-28T08:10:57Z","publication_status":"published","place":"Opladen","date_created":"2022-06-05T02:37:57Z","department":[{"_id":"424"}],"keyword":["Unterrichtsfach Psychologie"],"type":"book_chapter","citation":{"bibtex":"@inbook{Scharlau_Schreiber_2020, place={Opladen}, title={In Zeiten von p-hacking und fake science: Wissenschaftsorientierung als Herausforderung an die Psychologiedidaktik}, booktitle={Psychologie unterrichten in Deutschland, Österreich und der Schweiz: Leitlinien und Grundlagen}, publisher={Budrich UniPress}, author={Scharlau, Ingrid and Schreiber, Christine}, editor={Geiß, Paul Georg and Tulis-Oswald, Maria}, year={2020}, pages={67–85} }","ama":"Scharlau I, Schreiber C. In Zeiten von p-hacking und fake science: Wissenschaftsorientierung als Herausforderung an die Psychologiedidaktik. In: Geiß PG, Tulis-Oswald M, eds. <i>Psychologie unterrichten in Deutschland, Österreich und der Schweiz: Leitlinien und Grundlagen</i>. Budrich UniPress; 2020:67-85.","mla":"Scharlau, Ingrid, and Christine Schreiber. “In Zeiten von p-hacking und fake science: Wissenschaftsorientierung als Herausforderung an die Psychologiedidaktik.” <i>Psychologie unterrichten in Deutschland, Österreich und der Schweiz: Leitlinien und Grundlagen</i>, edited by Paul Georg Geiß and Maria Tulis-Oswald, Budrich UniPress, 2020, pp. 67–85.","short":"I. Scharlau, C. Schreiber, in: P.G. Geiß, M. Tulis-Oswald (Eds.), Psychologie unterrichten in Deutschland, Österreich und der Schweiz: Leitlinien und Grundlagen, Budrich UniPress, Opladen, 2020, pp. 67–85.","chicago":"Scharlau, Ingrid, and Christine Schreiber. “In Zeiten von p-hacking und fake science: Wissenschaftsorientierung als Herausforderung an die Psychologiedidaktik.” In <i>Psychologie unterrichten in Deutschland, Österreich und der Schweiz: Leitlinien und Grundlagen</i>, edited by Paul Georg Geiß and Maria Tulis-Oswald, 67–85. Opladen: Budrich UniPress, 2020.","ieee":"I. Scharlau and C. Schreiber, “In Zeiten von p-hacking und fake science: Wissenschaftsorientierung als Herausforderung an die Psychologiedidaktik,” in <i>Psychologie unterrichten in Deutschland, Österreich und der Schweiz: Leitlinien und Grundlagen</i>, P. G. Geiß and M. Tulis-Oswald, Eds. Opladen: Budrich UniPress, 2020, pp. 67–85.","apa":"Scharlau, I., &#38; Schreiber, C. (2020). In Zeiten von p-hacking und fake science: Wissenschaftsorientierung als Herausforderung an die Psychologiedidaktik. In P. G. Geiß &#38; M. Tulis-Oswald (Eds.), <i>Psychologie unterrichten in Deutschland, Österreich und der Schweiz: Leitlinien und Grundlagen</i> (pp. 67–85). Budrich UniPress."},"publication":"Psychologie unterrichten in Deutschland, Österreich und der Schweiz: Leitlinien und Grundlagen"},{"department":[{"_id":"424"}],"keyword":["Unterrichtsfach Psychologie"],"type":"book_chapter","date_created":"2022-06-05T02:31:19Z","place":"Aachen","citation":{"apa":"Scharlau, I., Schreiber, C., &#38; Patrzek, J. (2020). Psychologiedidaktik durch Kommunikationsanalyse. In M. Krämer (Ed.), <i>Psychologiedidaktik und Evaluation XIII</i> (pp. 23–31). Shaker. <a href=\"https://doi.org/10.23668/PSYCHARCHIVES.4238\">https://doi.org/10.23668/PSYCHARCHIVES.4238</a>","ieee":"I. Scharlau, C. Schreiber, and J. Patrzek, “Psychologiedidaktik durch Kommunikationsanalyse,” in <i>Psychologiedidaktik und Evaluation XIII</i>, M. Krämer, Ed. Aachen: Shaker, 2020, pp. 23–31.","short":"I. Scharlau, C. Schreiber, J. Patrzek, in: M. Krämer (Ed.), Psychologiedidaktik und Evaluation XIII, Shaker, Aachen, 2020, pp. 23–31.","chicago":"Scharlau, Ingrid, Christine Schreiber, and Justine Patrzek. “Psychologiedidaktik durch Kommunikationsanalyse.” In <i>Psychologiedidaktik und Evaluation XIII</i>, edited by Michael Krämer, 23–31. Aachen: Shaker, 2020. <a href=\"https://doi.org/10.23668/PSYCHARCHIVES.4238\">https://doi.org/10.23668/PSYCHARCHIVES.4238</a>.","mla":"Scharlau, Ingrid, et al. “Psychologiedidaktik durch Kommunikationsanalyse.” <i>Psychologiedidaktik und Evaluation XIII</i>, edited by Michael Krämer, Shaker, 2020, pp. 23–31, doi:<a href=\"https://doi.org/10.23668/PSYCHARCHIVES.4238\">10.23668/PSYCHARCHIVES.4238</a>.","ama":"Scharlau I, Schreiber C, Patrzek J. Psychologiedidaktik durch Kommunikationsanalyse. In: Krämer M, ed. <i>Psychologiedidaktik und Evaluation XIII</i>. Shaker; 2020:23-31. doi:<a href=\"https://doi.org/10.23668/PSYCHARCHIVES.4238\">10.23668/PSYCHARCHIVES.4238</a>","bibtex":"@inbook{Scharlau_Schreiber_Patrzek_2020, place={Aachen}, title={Psychologiedidaktik durch Kommunikationsanalyse}, DOI={<a href=\"https://doi.org/10.23668/PSYCHARCHIVES.4238\">10.23668/PSYCHARCHIVES.4238</a>}, booktitle={Psychologiedidaktik und Evaluation XIII}, publisher={Shaker}, author={Scharlau, Ingrid and Schreiber, Christine and Patrzek, Justine}, editor={Krämer, Michael}, year={2020}, pages={23–31} }"},"publication":"Psychologiedidaktik und Evaluation XIII","editor":[{"full_name":"Krämer, Michael","last_name":"Krämer","first_name":"Michael"}],"user_id":"42165","doi":"10.23668/PSYCHARCHIVES.4238","publisher":"Shaker","_id":"31661","language":[{"iso":"ger"}],"page":"23 - 31","publication_status":"published","date_updated":"2023-02-28T08:11:42Z","author":[{"id":"451","full_name":"Scharlau, Ingrid","last_name":"Scharlau","orcid":"0000-0003-2364-9489","first_name":"Ingrid"},{"full_name":"Schreiber, Christine","first_name":"Christine","last_name":"Schreiber"},{"id":"82463","first_name":"Justine","last_name":"Patrzek","full_name":"Patrzek, Justine"}],"status":"public","title":"Psychologiedidaktik durch Kommunikationsanalyse","year":"2020"},{"publication_status":"published","date_updated":"2025-07-16T08:32:03Z","year":"2020","status":"public","title":"Psychologie als Unterrichtsfach: Konzeption des Curriculums an der Universität Paderborn","author":[{"full_name":"Buhl, Heike M.","first_name":"Heike M.","last_name":"Buhl","id":"27152"},{"id":"451","full_name":"Scharlau, Ingrid","orcid":"0000-0003-2364-9489","first_name":"Ingrid","last_name":"Scharlau"},{"last_name":"Patrzek","first_name":"Justine","full_name":"Patrzek, Justine","id":"82463"},{"full_name":"Hiller, Sara","last_name":"Hiller","first_name":"Sara"},{"id":"36716","full_name":"Klingsieck, Katrin B.","last_name":"Klingsieck","first_name":"Katrin B."}],"user_id":"27152","doi":"10.23668/PSYCHARCHIVES.4244","editor":[{"full_name":"Krämer, Michael","first_name":"Michael","last_name":"Krämer"}],"page":"83 - 91","publisher":"Shaker","_id":"31660","language":[{"iso":"ger"}],"publication":"Psychologiedidaktik und Evaluation XIII","citation":{"mla":"Buhl, Heike M., et al. “Psychologie als Unterrichtsfach: Konzeption des Curriculums an der Universität Paderborn.” <i>Psychologiedidaktik und Evaluation XIII</i>, edited by Michael Krämer, Shaker, 2020, pp. 83–91, doi:<a href=\"https://doi.org/10.23668/PSYCHARCHIVES.4244\">10.23668/PSYCHARCHIVES.4244</a>.","apa":"Buhl, H. M., Scharlau, I., Patrzek, J., Hiller, S., &#38; Klingsieck, K. B. (2020). Psychologie als Unterrichtsfach: Konzeption des Curriculums an der Universität Paderborn. In M. Krämer (Ed.), <i>Psychologiedidaktik und Evaluation XIII</i> (pp. 83–91). Shaker. <a href=\"https://doi.org/10.23668/PSYCHARCHIVES.4244\">https://doi.org/10.23668/PSYCHARCHIVES.4244</a>","ieee":"H. M. Buhl, I. Scharlau, J. Patrzek, S. Hiller, and K. B. Klingsieck, “Psychologie als Unterrichtsfach: Konzeption des Curriculums an der Universität Paderborn,” in <i>Psychologiedidaktik und Evaluation XIII</i>, M. Krämer, Ed. Aachen: Shaker, 2020, pp. 83–91.","chicago":"Buhl, Heike M., Ingrid Scharlau, Justine Patrzek, Sara Hiller, and Katrin B. Klingsieck. “Psychologie als Unterrichtsfach: Konzeption des Curriculums an der Universität Paderborn.” In <i>Psychologiedidaktik und Evaluation XIII</i>, edited by Michael Krämer, 83–91. Aachen: Shaker, 2020. <a href=\"https://doi.org/10.23668/PSYCHARCHIVES.4244\">https://doi.org/10.23668/PSYCHARCHIVES.4244</a>.","short":"H.M. Buhl, I. Scharlau, J. Patrzek, S. Hiller, K.B. Klingsieck, in: M. Krämer (Ed.), Psychologiedidaktik und Evaluation XIII, Shaker, Aachen, 2020, pp. 83–91.","ama":"Buhl HM, Scharlau I, Patrzek J, Hiller S, Klingsieck KB. Psychologie als Unterrichtsfach: Konzeption des Curriculums an der Universität Paderborn. In: Krämer M, ed. <i>Psychologiedidaktik und Evaluation XIII</i>. Shaker; 2020:83-91. doi:<a href=\"https://doi.org/10.23668/PSYCHARCHIVES.4244\">10.23668/PSYCHARCHIVES.4244</a>","bibtex":"@inbook{Buhl_Scharlau_Patrzek_Hiller_Klingsieck_2020, place={Aachen}, title={Psychologie als Unterrichtsfach: Konzeption des Curriculums an der Universität Paderborn}, DOI={<a href=\"https://doi.org/10.23668/PSYCHARCHIVES.4244\">10.23668/PSYCHARCHIVES.4244</a>}, booktitle={Psychologiedidaktik und Evaluation XIII}, publisher={Shaker}, author={Buhl, Heike M. and Scharlau, Ingrid and Patrzek, Justine and Hiller, Sara and Klingsieck, Katrin B.}, editor={Krämer, Michael}, year={2020}, pages={83–91} }"},"type":"book_chapter","keyword":["Unterrichtsfach Psychologie"],"department":[{"_id":"424"},{"_id":"426"},{"_id":"427"}],"date_created":"2022-06-05T02:23:51Z","place":"Aachen"}]