--- _id: '59917' abstract: - lang: eng text: nder the slogan of trustworthy AI, much of contemporary AI research is focused on designing AI systems and usage practices that inspire human trust and, thus, enhance adoption of AI systems. However, a person affected by an AI system may not be convinced by AI system design alone---neither should they, if the AI system is embedded in a social context that gives good reason to believe that it is used in tension with a person’s interest. In such cases, distrust in the system may be justified and necessary to build meaningful trust in the first place. We propose the term \emph{healthy distrust} to describe such a justified, careful stance towards certain AI usage practices. We investigate prior notions of trust and distrust in computer science, sociology, history, psychology, and philosophy, outline a remaining gap that healthy distrust might fill and conceptualize healthy distrust as a crucial part for AI usage that respects human autonomy. author: - first_name: Benjamin full_name: Paaßen, Benjamin last_name: Paaßen - first_name: Suzana full_name: Alpsancar, Suzana id: '93637' last_name: Alpsancar - first_name: Tobias full_name: Matzner, Tobias id: '65695' last_name: Matzner - first_name: Ingrid full_name: Scharlau, Ingrid id: '451' last_name: Scharlau orcid: 0000-0003-2364-9489 citation: ama: Paaßen B, Alpsancar S, Matzner T, Scharlau I. Healthy Distrust in AI systems. arXiv. Published online 2025. apa: Paaßen, B., Alpsancar, S., Matzner, T., & Scharlau, I. (2025). Healthy Distrust in AI systems. In arXiv. bibtex: '@article{Paaßen_Alpsancar_Matzner_Scharlau_2025, title={Healthy Distrust in AI systems}, journal={arXiv}, author={Paaßen, Benjamin and Alpsancar, Suzana and Matzner, Tobias and Scharlau, Ingrid}, year={2025} }' chicago: Paaßen, Benjamin, Suzana Alpsancar, Tobias Matzner, and Ingrid Scharlau. “Healthy Distrust in AI Systems.” ArXiv, 2025. ieee: B. Paaßen, S. Alpsancar, T. Matzner, and I. Scharlau, “Healthy Distrust in AI systems,” arXiv. 2025. mla: Paaßen, Benjamin, et al. “Healthy Distrust in AI Systems.” ArXiv, 2025. short: B. Paaßen, S. Alpsancar, T. Matzner, I. Scharlau, ArXiv (2025). date_created: 2025-05-16T09:39:13Z date_updated: 2025-11-18T09:38:01Z department: - _id: '424' - _id: '26' - _id: '756' language: - iso: eng main_file_link: - open_access: '1' url: https://arxiv.org/abs/2505.09747 oa: '1' project: - _id: '122' name: 'TRR 318 - B3: TRR 318 - Subproject B3' - _id: '124' name: 'TRR 318 - C1: TRR 318 - Subproject C1 - Gesundes Misstrauen in Erklärungen' - _id: '370' name: 'TRR 318 - B06: TRR 318 - Teilprojekt B6 - Ethik und Normativität der erklärbaren KI' publication: arXiv status: public title: Healthy Distrust in AI systems type: preprint user_id: '93637' year: '2025' ... --- _id: '57531' author: - first_name: Suzana full_name: Alpsancar, Suzana id: '93637' last_name: Alpsancar - first_name: Heike M. full_name: Buhl, Heike M. id: '27152' last_name: Buhl - first_name: Tobias full_name: Matzner, Tobias id: '65695' last_name: Matzner - first_name: Ingrid full_name: Scharlau, Ingrid id: '451' last_name: Scharlau orcid: 0000-0003-2364-9489 citation: ama: 'Alpsancar S, Buhl HM, Matzner T, Scharlau I. Explanation needs and ethical demands: unpacking the instrumental value of XAI. AI and Ethics. 2025;5:3015–3033. doi:https://doi.org/10.1007/s43681-024-00622-3' apa: 'Alpsancar, S., Buhl, H. M., Matzner, T., & Scharlau, I. (2025). Explanation needs and ethical demands: unpacking the instrumental value of XAI. AI and Ethics, 5, 3015–3033. https://doi.org/10.1007/s43681-024-00622-3' bibtex: '@article{Alpsancar_Buhl_Matzner_Scharlau_2025, title={Explanation needs and ethical demands: unpacking the instrumental value of XAI}, volume={5}, DOI={https://doi.org/10.1007/s43681-024-00622-3}, journal={AI and Ethics}, publisher={Springer}, author={Alpsancar, Suzana and Buhl, Heike M. and Matzner, Tobias and Scharlau, Ingrid}, year={2025}, pages={3015–3033} }' chicago: 'Alpsancar, Suzana, Heike M. Buhl, Tobias Matzner, and Ingrid Scharlau. “Explanation Needs and Ethical Demands: Unpacking the Instrumental Value of XAI.” AI and Ethics 5 (2025): 3015–3033. https://doi.org/10.1007/s43681-024-00622-3.' ieee: 'S. Alpsancar, H. M. Buhl, T. Matzner, and I. Scharlau, “Explanation needs and ethical demands: unpacking the instrumental value of XAI,” AI and Ethics, vol. 5, pp. 3015–3033, 2025, doi: https://doi.org/10.1007/s43681-024-00622-3.' mla: 'Alpsancar, Suzana, et al. “Explanation Needs and Ethical Demands: Unpacking the Instrumental Value of XAI.” AI and Ethics, vol. 5, Springer, 2025, pp. 3015–3033, doi:https://doi.org/10.1007/s43681-024-00622-3.' short: S. Alpsancar, H.M. Buhl, T. Matzner, I. Scharlau, AI and Ethics 5 (2025) 3015–3033. date_created: 2024-12-02T08:32:00Z date_updated: 2025-11-25T21:27:44Z department: - _id: '756' - _id: '26' doi: https://doi.org/10.1007/s43681-024-00622-3 intvolume: ' 5' language: - iso: eng main_file_link: - open_access: '1' oa: '1' page: 3015–3033 project: - _id: '370' name: 'TRR 318 - B06: TRR 318 - Teilprojekt B6 - Ethik und Normativität der erklärbaren KI' - _id: '111' name: 'TRR 318 - A01: TRR 318 - Adaptives Erklären (Teilprojekt A01)' - _id: '114' name: 'TRR 318 - A04: TRR 318 - Integration des technischen Modells in das Partnermodell bei der Erklärung von digitalen Artefakten (Teilprojekt A04)' publication: AI and Ethics publication_status: published publisher: Springer related_material: link: - relation: confirmation url: https://links.springernature.com/f/a/xjbXcT06ufIgbHT1duGaHQ~~/AABE5gA~/RgRpMhXcP0SiaHR0cHM6Ly9saW5rLnNwcmluZ2VyLmNvbS8xMC4xMDA3L3M0MzY4MS0wMjQtMDA2MjItMz91dG1fc291cmNlPXJjdF9jb25ncmF0ZW1haWx0JnV0bV9tZWRpdW09ZW1haWwmdXRtX2NhbXBhaWduPW9hXzIwMjQxMjAzJnV0bV9jb250ZW50PTEwLjEwMDcvczQzNjgxLTAyNC0wMDYyMi0zVwNzcGNCCmdG3JBPZxsDc2FSIXN1emFuYS5hbHBzYW5jYXJAdW5pLXBhZGVyYm9ybi5kZVgEAAAHLA~~ status: public title: 'Explanation needs and ethical demands: unpacking the instrumental value of XAI' type: journal_article user_id: '93637' volume: 5 year: '2025' ... --- _id: '61156' abstract: - lang: eng text: Explainability has become an important topic in computer science and artificial intelligence, leading to a subfield called Explainable Artificial Intelligence (XAI). The goal of providing or seeking explanations is to achieve (better) ‘understanding’ on the part of the explainee. However, what it means to ‘understand’ is still not clearly defined, and the concept itself is rarely the subject of scientific investigation. This conceptual article aims to present a model of forms of understanding for XAI-explanations and beyond. From an interdisciplinary perspective bringing together computer science, linguistics, sociology, philosophy and psychology, a definition of understanding and its forms, assessment, and dynamics during the process of giving everyday explanations are explored. Two types of understanding are considered as possible outcomes of explanations, namely enabledness, ‘knowing how’ to do or decide something, and comprehension, ‘knowing that’ – both in different degrees (from shallow to deep). Explanations regularly start with shallow understanding in a specific domain and can lead to deep comprehension and enabledness of the explanandum, which we see as a prerequisite for human users to gain agency. In this process, the increase of comprehension and enabledness are highly interdependent. Against the background of this systematization, special challenges of understanding in XAI are discussed. article_number: '101419' article_type: original author: - first_name: Hendrik full_name: Buschmeier, Hendrik id: '76456' last_name: Buschmeier orcid: 0000-0002-9613-5713 - first_name: Heike M. full_name: Buhl, Heike M. id: '27152' last_name: Buhl - first_name: Friederike full_name: Kern, Friederike last_name: Kern - first_name: Angela full_name: Grimminger, Angela id: '57578' last_name: Grimminger - first_name: Helen full_name: Beierling, Helen id: '50995' last_name: Beierling - first_name: Josephine Beryl full_name: Fisher, Josephine Beryl id: '56345' last_name: Fisher orcid: 0000-0002-9997-9241 - first_name: André full_name: Groß, André id: '93405' last_name: Groß orcid: 0000-0002-9593-7220 - first_name: Ilona full_name: Horwath, Ilona id: '68836' last_name: Horwath - first_name: Nils full_name: Klowait, Nils id: '98454' last_name: Klowait orcid: 0000-0002-7347-099X - first_name: Stefan Teodorov full_name: Lazarov, Stefan Teodorov id: '90345' last_name: Lazarov orcid: 0009-0009-0892-9483 - first_name: Michael full_name: Lenke, Michael last_name: Lenke - first_name: Vivien full_name: Lohmer, Vivien last_name: Lohmer - first_name: Katharina full_name: Rohlfing, Katharina id: '50352' last_name: Rohlfing orcid: 0000-0002-5676-8233 - first_name: Ingrid full_name: Scharlau, Ingrid id: '451' last_name: Scharlau orcid: 0000-0003-2364-9489 - first_name: Amit full_name: Singh, Amit id: '91018' last_name: Singh orcid: 0000-0002-7789-1521 - first_name: Lutz full_name: Terfloth, Lutz id: '37320' last_name: Terfloth - first_name: Anna-Lisa full_name: Vollmer, Anna-Lisa id: '86589' last_name: Vollmer - first_name: Yu full_name: Wang, Yu last_name: Wang - first_name: Annedore full_name: Wilmes, Annedore last_name: Wilmes - first_name: Britta full_name: Wrede, Britta last_name: Wrede citation: ama: Buschmeier H, Buhl HM, Kern F, et al. Forms of Understanding for XAI-Explanations. Cognitive Systems Research. 2025;94. doi:10.1016/j.cogsys.2025.101419 apa: Buschmeier, H., Buhl, H. M., Kern, F., Grimminger, A., Beierling, H., Fisher, J. B., Groß, A., Horwath, I., Klowait, N., Lazarov, S. T., Lenke, M., Lohmer, V., Rohlfing, K., Scharlau, I., Singh, A., Terfloth, L., Vollmer, A.-L., Wang, Y., Wilmes, A., & Wrede, B. (2025). Forms of Understanding for XAI-Explanations. Cognitive Systems Research, 94, Article 101419. https://doi.org/10.1016/j.cogsys.2025.101419 bibtex: '@article{Buschmeier_Buhl_Kern_Grimminger_Beierling_Fisher_Groß_Horwath_Klowait_Lazarov_et al._2025, title={Forms of Understanding for XAI-Explanations}, volume={94}, DOI={10.1016/j.cogsys.2025.101419}, number={101419}, journal={Cognitive Systems Research}, author={Buschmeier, Hendrik and Buhl, Heike M. and Kern, Friederike and Grimminger, Angela and Beierling, Helen and Fisher, Josephine Beryl and Groß, André and Horwath, Ilona and Klowait, Nils and Lazarov, Stefan Teodorov and et al.}, year={2025} }' chicago: Buschmeier, Hendrik, Heike M. Buhl, Friederike Kern, Angela Grimminger, Helen Beierling, Josephine Beryl Fisher, André Groß, et al. “Forms of Understanding for XAI-Explanations.” Cognitive Systems Research 94 (2025). https://doi.org/10.1016/j.cogsys.2025.101419. ieee: 'H. Buschmeier et al., “Forms of Understanding for XAI-Explanations,” Cognitive Systems Research, vol. 94, Art. no. 101419, 2025, doi: 10.1016/j.cogsys.2025.101419.' mla: Buschmeier, Hendrik, et al. “Forms of Understanding for XAI-Explanations.” Cognitive Systems Research, vol. 94, 101419, 2025, doi:10.1016/j.cogsys.2025.101419. short: H. Buschmeier, H.M. Buhl, F. Kern, A. Grimminger, H. Beierling, J.B. Fisher, A. Groß, I. Horwath, N. Klowait, S.T. Lazarov, M. Lenke, V. Lohmer, K. Rohlfing, I. Scharlau, A. Singh, L. Terfloth, A.-L. Vollmer, Y. Wang, A. Wilmes, B. Wrede, Cognitive Systems Research 94 (2025). date_created: 2025-09-08T14:24:32Z date_updated: 2025-12-05T15:32:25Z ddc: - '006' department: - _id: '660' doi: 10.1016/j.cogsys.2025.101419 file: - access_level: closed content_type: application/pdf creator: hbuschme date_created: 2025-12-01T21:02:20Z date_updated: 2025-12-01T21:02:20Z file_id: '62730' file_name: Buschmeier-etal-2025-COGSYS.pdf file_size: 10114981 relation: main_file success: 1 file_date_updated: 2025-12-01T21:02:20Z has_accepted_license: '1' intvolume: ' 94' keyword: - understanding - explaining - explanations - explainable - AI - interdisciplinarity - comprehension - enabledness - agency language: - iso: eng main_file_link: - open_access: '1' url: https://www.sciencedirect.com/science/article/pii/S1389041725000993?via%3Dihub oa: '1' project: - _id: '111' name: 'TRR 318; TP A01: Adaptives Erklären' - _id: '112' name: 'TRR 318; TP A02: Verstehensprozess einer Erklärung beobachten und auswerten' - _id: '113' name: TRR 318 - Subproject A3 - _id: '114' name: 'TRR 318; TP A04: Integration des technischen Modells in das Partnermodell bei der Erklärung von digitalen Artefakten' - _id: '115' name: 'TRR 318; TP A05: Echtzeitmessung der Aufmerksamkeit im Mensch-Roboter-Erklärdialog' - _id: '122' name: TRR 318 - Subproject B3 - _id: '123' name: TRR 318 - Subproject B5 - _id: '119' name: TRR 318 - Project Area Ö publication: Cognitive Systems Research publication_status: published quality_controlled: '1' status: public title: Forms of Understanding for XAI-Explanations type: journal_article user_id: '57578' volume: 94 year: '2025' ... --- _id: '62932' abstract: - lang: eng text: 'Many previous studies on the conceptual function of metaphors have focused on their func-tion of highlighting aspects of target concepts. From the beginning of this research, it was knownthat conceptual metaphors also hide aspects of the target concept; however, this as-pect has been less studied. This study builds upon the idea that the hiding aspect of a specific metaphor should be identified in relation to other metaphors for the same concept. A method is presented to detail this relation based on the theory of semantic frames and the FrameNet resource to identify the hidden aspects and apply it to a corpus of 298 elicited metaphor texts on the target concept of understanding. The analysis revealed that certain conceptual aspects are consistently hidden by a majority of metaphors, pointing to patterns in conceptualization. Using this approach, six aspects frequently hidden by metaphors were identified: Sociality, Transfer, Ownership, Perception, Foundation and Duration.' author: - first_name: Philip Fabian full_name: Porwol, Philip Fabian id: '56681' last_name: Porwol - first_name: Ingrid full_name: Scharlau, Ingrid id: '451' last_name: Scharlau orcid: 0000-0003-2364-9489 citation: ama: 'Porwol PF, Scharlau I. What do metaphors of understanding hide? STUDIA NEOFILOLOGICZ: NEROZPRAWY JĘZYKOZNAWCZE (Modern Language Studies: Linguistic Essays). 2025;XXI:181-198.' apa: 'Porwol, P. F., & Scharlau, I. (2025). What do metaphors of understanding hide? STUDIA NEOFILOLOGICZ: NEROZPRAWY JĘZYKOZNAWCZE (Modern Language Studies: Linguistic Essays), XXI, 181–198.' bibtex: '@article{Porwol_Scharlau_2025, title={What do metaphors of understanding hide?}, volume={XXI}, journal={STUDIA NEOFILOLOGICZ: NEROZPRAWY JĘZYKOZNAWCZE (Modern Language Studies: Linguistic Essays)}, publisher={Uniwersytet Jana Długosza w Częstochowie}, author={Porwol, Philip Fabian and Scharlau, Ingrid}, year={2025}, pages={181–198} }' chicago: 'Porwol, Philip Fabian, and Ingrid Scharlau. “What Do Metaphors of Understanding Hide?” STUDIA NEOFILOLOGICZ: NEROZPRAWY JĘZYKOZNAWCZE (Modern Language Studies: Linguistic Essays) XXI (2025): 181–98.' ieee: 'P. F. Porwol and I. Scharlau, “What do metaphors of understanding hide?,” STUDIA NEOFILOLOGICZ: NEROZPRAWY JĘZYKOZNAWCZE (Modern Language Studies: Linguistic Essays), vol. XXI, pp. 181–198, 2025.' mla: 'Porwol, Philip Fabian, and Ingrid Scharlau. “What Do Metaphors of Understanding Hide?” STUDIA NEOFILOLOGICZ: NEROZPRAWY JĘZYKOZNAWCZE (Modern Language Studies: Linguistic Essays), vol. XXI, Uniwersytet Jana Długosza w Częstochowie, 2025, pp. 181–98.' short: 'P.F. Porwol, I. Scharlau, STUDIA NEOFILOLOGICZ: NEROZPRAWY JĘZYKOZNAWCZE (Modern Language Studies: Linguistic Essays) XXI (2025) 181–198.' date_created: 2025-12-05T16:41:58Z date_updated: 2025-12-05T16:42:03Z department: - _id: '424' language: - iso: eng page: 181-198 project: - _id: '127' name: 'TRR 318; TP C04: Metaphern als Werkzeug des Erklärens' publication: 'STUDIA NEOFILOLOGICZ: NEROZPRAWY JĘZYKOZNAWCZE (Modern Language Studies: Linguistic Essays)' publication_status: published publisher: Uniwersytet Jana Długosza w Częstochowie status: public title: What do metaphors of understanding hide? type: journal_article user_id: '451' volume: XXI year: '2025' ... --- _id: '59742' author: - first_name: Ingrid full_name: Scharlau, Ingrid id: '451' last_name: Scharlau orcid: 0000-0003-2364-9489 - first_name: Tobias full_name: Jenert, Tobias id: '71994' last_name: Jenert orcid: ' https://orcid.org/0000-0001-9262-5646' citation: ama: 'Scharlau I, Jenert T. Didaktische Überlegungen in der Psychologie. In: Scharlau I, Bender E, Patrzek J, Schreiber C, eds. Psychologiedidaktik an allgemeinbildenden und beruflichen Schulen: Ein Lehrbuch mit Unterrichtsmaterialien. Springer Nature; 2025:1-17.' apa: 'Scharlau, I., & Jenert, T. (2025). Didaktische Überlegungen in der Psychologie. In I. Scharlau, E. Bender, J. Patrzek, & C. Schreiber (Eds.), Psychologiedidaktik an allgemeinbildenden und beruflichen Schulen: Ein Lehrbuch mit Unterrichtsmaterialien (pp. 1–17). Springer Nature.' bibtex: '@inbook{Scharlau_Jenert_2025, place={Berlin}, title={Didaktische Überlegungen in der Psychologie}, booktitle={Psychologiedidaktik an allgemeinbildenden und beruflichen Schulen: Ein Lehrbuch mit Unterrichtsmaterialien}, publisher={Springer Nature}, author={Scharlau, Ingrid and Jenert, Tobias}, editor={Scharlau, Ingrid and Bender, Elena and Patrzek, Justine and Schreiber, Christine}, year={2025}, pages={1–17} }' chicago: 'Scharlau, Ingrid, and Tobias Jenert. “Didaktische Überlegungen in der Psychologie.” In Psychologiedidaktik an allgemeinbildenden und beruflichen Schulen: Ein Lehrbuch mit Unterrichtsmaterialien, edited by Ingrid Scharlau, Elena Bender, Justine Patrzek, and Christine Schreiber, 1–17. Berlin: Springer Nature, 2025.' ieee: 'I. Scharlau and T. Jenert, “Didaktische Überlegungen in der Psychologie,” in Psychologiedidaktik an allgemeinbildenden und beruflichen Schulen: Ein Lehrbuch mit Unterrichtsmaterialien, I. Scharlau, E. Bender, J. Patrzek, and C. Schreiber, Eds. Berlin: Springer Nature, 2025, pp. 1–17.' mla: 'Scharlau, Ingrid, and Tobias Jenert. “Didaktische Überlegungen in der Psychologie.” Psychologiedidaktik an allgemeinbildenden und beruflichen Schulen: Ein Lehrbuch mit Unterrichtsmaterialien, edited by Ingrid Scharlau et al., Springer Nature, 2025, pp. 1–17.' short: 'I. Scharlau, T. Jenert, in: I. Scharlau, E. Bender, J. Patrzek, C. Schreiber (Eds.), Psychologiedidaktik an allgemeinbildenden und beruflichen Schulen: Ein Lehrbuch mit Unterrichtsmaterialien, Springer Nature, Berlin, 2025, pp. 1–17.' date_created: 2025-04-30T10:39:09Z date_updated: 2025-12-08T10:47:59Z department: - _id: '424' - _id: '208' - _id: '640' editor: - first_name: Ingrid full_name: Scharlau, Ingrid last_name: Scharlau - first_name: Elena full_name: Bender, Elena last_name: Bender - first_name: Justine full_name: Patrzek, Justine last_name: Patrzek - first_name: Christine full_name: Schreiber, Christine last_name: Schreiber language: - iso: ger page: 1-17 place: Berlin publication: 'Psychologiedidaktik an allgemeinbildenden und beruflichen Schulen: Ein Lehrbuch mit Unterrichtsmaterialien' publication_identifier: eisbn: - 978-3-662-69481-7 isbn: - 978-3-662-69480-0 publisher: Springer Nature status: public title: Didaktische Überlegungen in der Psychologie type: book_chapter user_id: '71994' year: '2025' ... --- _id: '58135' author: - first_name: Ingrid full_name: Scharlau, Ingrid id: '451' last_name: Scharlau orcid: 0000-0003-2364-9489 - first_name: Justine full_name: Patrzek, Justine id: '82463' last_name: Patrzek - first_name: Christine full_name: Schreiber, Christine last_name: Schreiber citation: ama: 'Scharlau I, Patrzek J, Schreiber C. „Power-Posen“ –  Fakten, frisierte Daten, Forschungslyrik? Eine Unterrichtsreihe zu Praktiken und Darstellungsformen psychologischer Forschung. In: Scharlau I, Bender E, Patrzek J, Schreiber C, eds. Psychologiedidaktik an allgemeinbildenden und beruflichen Schulen: Ein Lehrbuch mit Unterrichtsmaterialien. Springer; :Begleitmaterial.' apa: 'Scharlau, I., Patrzek, J., & Schreiber, C. (n.d.). „Power-Posen“ –  Fakten, frisierte Daten, Forschungslyrik? Eine Unterrichtsreihe zu Praktiken und Darstellungsformen psychologischer Forschung. In I. Scharlau, E. Bender, J. Patrzek, & C. Schreiber (Eds.), Psychologiedidaktik an allgemeinbildenden und beruflichen Schulen: Ein Lehrbuch mit Unterrichtsmaterialien (p. Begleitmaterial). Springer.' bibtex: '@inbook{Scharlau_Patrzek_Schreiber, place={Berlin}, title={„Power-Posen“ –  Fakten, frisierte Daten, Forschungslyrik? Eine Unterrichtsreihe zu Praktiken und Darstellungsformen psychologischer Forschung}, booktitle={Psychologiedidaktik an allgemeinbildenden und beruflichen Schulen: Ein Lehrbuch mit Unterrichtsmaterialien}, publisher={Springer}, author={Scharlau, Ingrid and Patrzek, Justine and Schreiber, Christine}, editor={Scharlau, Ingrid and Bender, Elena and Patrzek, Justine and Schreiber, Christine}, pages={Begleitmaterial} }' chicago: 'Scharlau, Ingrid, Justine Patrzek, and Christine Schreiber. “„Power-Posen“ –  Fakten, frisierte Daten, Forschungslyrik? Eine Unterrichtsreihe zu Praktiken und Darstellungsformen psychologischer Forschung.” In Psychologiedidaktik an allgemeinbildenden und beruflichen Schulen: Ein Lehrbuch mit Unterrichtsmaterialien, edited by Ingrid Scharlau, Elena Bender, Justine Patrzek, and Christine Schreiber, Begleitmaterial. Berlin: Springer, n.d.' ieee: 'I. Scharlau, J. Patrzek, and C. Schreiber, “„Power-Posen“ –  Fakten, frisierte Daten, Forschungslyrik? Eine Unterrichtsreihe zu Praktiken und Darstellungsformen psychologischer Forschung,” in Psychologiedidaktik an allgemeinbildenden und beruflichen Schulen: Ein Lehrbuch mit Unterrichtsmaterialien, I. Scharlau, E. Bender, J. Patrzek, and C. Schreiber, Eds. Berlin: Springer, p. Begleitmaterial.' mla: 'Scharlau, Ingrid, et al. “„Power-Posen“ –  Fakten, frisierte Daten, Forschungslyrik? Eine Unterrichtsreihe zu Praktiken und Darstellungsformen psychologischer Forschung.” Psychologiedidaktik an allgemeinbildenden und beruflichen Schulen: Ein Lehrbuch mit Unterrichtsmaterialien, edited by Ingrid Scharlau et al., Springer, p. Begleitmaterial.' short: 'I. Scharlau, J. Patrzek, C. Schreiber, in: I. Scharlau, E. Bender, J. Patrzek, C. Schreiber (Eds.), Psychologiedidaktik an allgemeinbildenden und beruflichen Schulen: Ein Lehrbuch mit Unterrichtsmaterialien, Springer, Berlin, n.d., p. Begleitmaterial.' date_created: 2025-01-09T16:49:54Z date_updated: 2025-01-09T17:00:24Z editor: - first_name: Ingrid full_name: Scharlau, Ingrid last_name: Scharlau - first_name: Elena full_name: Bender, Elena last_name: Bender - first_name: Justine full_name: Patrzek, Justine last_name: Patrzek - first_name: Christine full_name: Schreiber, Christine last_name: Schreiber language: - iso: ger page: Begleitmaterial place: Berlin publication: 'Psychologiedidaktik an allgemeinbildenden und beruflichen Schulen: Ein Lehrbuch mit Unterrichtsmaterialien' publication_identifier: eisbn: - 978-3-662-69481-7 publication_status: inpress publisher: Springer status: public title: „Power-Posen“ – Fakten, frisierte Daten, Forschungslyrik? Eine Unterrichtsreihe zu Praktiken und Darstellungsformen psychologischer Forschung type: book_chapter user_id: '451' year: '2025' ... --- _id: '58136' author: - first_name: Ingrid full_name: Scharlau, Ingrid id: '451' last_name: Scharlau orcid: 0000-0003-2364-9489 - first_name: Christine full_name: Schreiber, Christine last_name: Schreiber citation: ama: 'Scharlau I, Schreiber C. Materialien zum Schreiben im Psychologieunterricht. In: Scharlau I, Bender E, Patrzek J, Schreiber C, eds. Psychologiedidaktik an allgemeinbildenden und beruflichen Schulen: Ein Lehrbuch mit Unterrichtsmaterialien. Springer; :Begleitmaterial.' apa: 'Scharlau, I., & Schreiber, C. (n.d.). Materialien zum Schreiben im Psychologieunterricht. In I. Scharlau, E. Bender, J. Patrzek, & C. Schreiber (Eds.), Psychologiedidaktik an allgemeinbildenden und beruflichen Schulen: Ein Lehrbuch mit Unterrichtsmaterialien (p. Begleitmaterial). Springer.' bibtex: '@inbook{Scharlau_Schreiber, place={Berlin}, title={Materialien zum Schreiben im Psychologieunterricht}, booktitle={Psychologiedidaktik an allgemeinbildenden und beruflichen Schulen: Ein Lehrbuch mit Unterrichtsmaterialien}, publisher={Springer}, author={Scharlau, Ingrid and Schreiber, Christine}, editor={Scharlau, Ingrid and Bender, Elena and Patrzek, Justine and Schreiber, Christine}, pages={Begleitmaterial} }' chicago: 'Scharlau, Ingrid, and Christine Schreiber. “Materialien zum Schreiben im Psychologieunterricht.” In Psychologiedidaktik an allgemeinbildenden und beruflichen Schulen: Ein Lehrbuch mit Unterrichtsmaterialien, edited by Ingrid Scharlau, Elena Bender, Justine Patrzek, and Christine Schreiber, Begleitmaterial. Berlin: Springer, n.d.' ieee: 'I. Scharlau and C. Schreiber, “Materialien zum Schreiben im Psychologieunterricht,” in Psychologiedidaktik an allgemeinbildenden und beruflichen Schulen: Ein Lehrbuch mit Unterrichtsmaterialien, I. Scharlau, E. Bender, J. Patrzek, and C. Schreiber, Eds. Berlin: Springer, p. Begleitmaterial.' mla: 'Scharlau, Ingrid, and Christine Schreiber. “Materialien zum Schreiben im Psychologieunterricht.” Psychologiedidaktik an allgemeinbildenden und beruflichen Schulen: Ein Lehrbuch mit Unterrichtsmaterialien, edited by Ingrid Scharlau et al., Springer, p. Begleitmaterial.' short: 'I. Scharlau, C. Schreiber, in: I. Scharlau, E. Bender, J. Patrzek, C. Schreiber (Eds.), Psychologiedidaktik an allgemeinbildenden und beruflichen Schulen: Ein Lehrbuch mit Unterrichtsmaterialien, Springer, Berlin, n.d., p. Begleitmaterial.' date_created: 2025-01-09T16:53:54Z date_updated: 2025-01-09T17:00:27Z editor: - first_name: Ingrid full_name: Scharlau, Ingrid last_name: Scharlau - first_name: Elena full_name: Bender, Elena last_name: Bender - first_name: Justine full_name: Patrzek, Justine last_name: Patrzek - first_name: Christine full_name: Schreiber, Christine last_name: Schreiber language: - iso: ger page: Begleitmaterial place: Berlin publication: 'Psychologiedidaktik an allgemeinbildenden und beruflichen Schulen: Ein Lehrbuch mit Unterrichtsmaterialien' publication_identifier: eisbn: - 978-3-662-69481-7 publication_status: inpress publisher: Springer status: public title: Materialien zum Schreiben im Psychologieunterricht type: book_chapter user_id: '451' year: '2025' ... --- _id: '60718' abstract: - lang: eng text: "The ability to generate explanations that are understood by explainees is the\r\nquintessence of explainable artificial intelligence. Since understanding\r\ndepends on the explainee's background and needs, recent research focused on\r\nco-constructive explanation dialogues, where an explainer continuously monitors\r\nthe explainee's understanding and adapts their explanations dynamically. We\r\ninvestigate the ability of large language models (LLMs) to engage as explainers\r\nin co-constructive explanation dialogues. In particular, we present a user\r\nstudy in which explainees interact with an LLM in two settings, one of which\r\ninvolves the LLM being instructed to explain a topic co-constructively. We\r\nevaluate the explainees' understanding before and after the dialogue, as well\r\nas their perception of the LLMs' co-constructive behavior. Our results suggest\r\nthat LLMs show some co-constructive behaviors, such as asking verification\r\nquestions, that foster the explainees' engagement and can improve understanding\r\nof a topic. However, their ability to effectively monitor the current\r\nunderstanding and scaffold the explanations accordingly remains limited." author: - first_name: Leandra full_name: Fichtel, Leandra last_name: Fichtel - first_name: Maximilian full_name: Spliethöver, Maximilian last_name: Spliethöver - first_name: Eyke full_name: Hüllermeier, Eyke last_name: Hüllermeier - first_name: Patricia full_name: Jimenez, Patricia id: '103339' last_name: Jimenez - first_name: Nils full_name: Klowait, Nils id: '98454' last_name: Klowait orcid: 0000-0002-7347-099X - first_name: Stefan full_name: Kopp, Stefan last_name: Kopp - first_name: Axel-Cyrille full_name: Ngonga Ngomo, Axel-Cyrille id: '65716' last_name: Ngonga Ngomo - first_name: Amelie full_name: Robrecht, Amelie last_name: Robrecht - first_name: Ingrid full_name: Scharlau, Ingrid id: '451' last_name: Scharlau orcid: 0000-0003-2364-9489 - first_name: Lutz full_name: Terfloth, Lutz id: '37320' last_name: Terfloth - first_name: Anna-Lisa full_name: Vollmer, Anna-Lisa last_name: Vollmer - first_name: Henning full_name: Wachsmuth, Henning last_name: Wachsmuth citation: ama: Fichtel L, Spliethöver M, Hüllermeier E, et al. Investigating Co-Constructive Behavior of Large Language Models in  Explanation Dialogues. arXiv:250418483. Published online 2025. apa: Fichtel, L., Spliethöver, M., Hüllermeier, E., Jimenez, P., Klowait, N., Kopp, S., Ngonga Ngomo, A.-C., Robrecht, A., Scharlau, I., Terfloth, L., Vollmer, A.-L., & Wachsmuth, H. (2025). Investigating Co-Constructive Behavior of Large Language Models in  Explanation Dialogues. In arXiv:2504.18483. bibtex: '@article{Fichtel_Spliethöver_Hüllermeier_Jimenez_Klowait_Kopp_Ngonga Ngomo_Robrecht_Scharlau_Terfloth_et al._2025, title={Investigating Co-Constructive Behavior of Large Language Models in  Explanation Dialogues}, journal={arXiv:2504.18483}, author={Fichtel, Leandra and Spliethöver, Maximilian and Hüllermeier, Eyke and Jimenez, Patricia and Klowait, Nils and Kopp, Stefan and Ngonga Ngomo, Axel-Cyrille and Robrecht, Amelie and Scharlau, Ingrid and Terfloth, Lutz and et al.}, year={2025} }' chicago: Fichtel, Leandra, Maximilian Spliethöver, Eyke Hüllermeier, Patricia Jimenez, Nils Klowait, Stefan Kopp, Axel-Cyrille Ngonga Ngomo, et al. “Investigating Co-Constructive Behavior of Large Language Models in  Explanation Dialogues.” ArXiv:2504.18483, 2025. ieee: L. Fichtel et al., “Investigating Co-Constructive Behavior of Large Language Models in  Explanation Dialogues,” arXiv:2504.18483. 2025. mla: Fichtel, Leandra, et al. “Investigating Co-Constructive Behavior of Large Language Models in  Explanation Dialogues.” ArXiv:2504.18483, 2025. short: L. Fichtel, M. Spliethöver, E. Hüllermeier, P. Jimenez, N. Klowait, S. Kopp, A.-C. Ngonga Ngomo, A. Robrecht, I. Scharlau, L. Terfloth, A.-L. Vollmer, H. Wachsmuth, ArXiv:2504.18483 (2025). date_created: 2025-07-22T13:10:42Z date_updated: 2025-07-23T11:23:32Z external_id: arxiv: - '2504.18483' has_accepted_license: '1' language: - iso: eng main_file_link: - url: https://arxiv.org/pdf/2504.18483 page: '20' project: - _id: '121' grant_number: '438445824' name: 'TRR 318 - B01: TRR 318 - Ein dialogbasierter Ansatz zur Erklärung von Modellen des maschinellen Lernens (Teilprojekt B01)' - _id: '127' name: 'TRR 318 - C4: TRR 318 - Subproject C4 - Metaphern als Werkzeug des Erklärens' - _id: '122' name: 'TRR 318 - B3: TRR 318 - Subproject B3' - _id: '119' name: 'TRR 318 - Ö: TRR 318 - Project Area Ö' - _id: '114' grant_number: '438445824' name: 'TRR 318 - A04: TRR 318 - Integration des technischen Modells in das Partnermodell bei der Erklärung von digitalen Artefakten (Teilprojekt A04)' publication: arXiv:2504.18483 status: public title: Investigating Co-Constructive Behavior of Large Language Models in Explanation Dialogues type: preprint user_id: '98454' year: '2025' ... --- _id: '61119' abstract: - lang: eng text: '

The present article offers an assessment of intra-individual variability in visualattention using the Theory of Visual Attention, which provides a formal framework forquantifying attentional components. We specifically investigated overall attentionalcapacity – that is, the available processing speed – and its distribution, the relativeattentional weight.By reanalyzing a large existing dataset from Tünnermann and Scharlau (2021),we found that across multiple testing days, participants either remained stable within a20 Hz margin or showed consistent improvements in capacity – in some cases triplingtheir initial capacity. The weights in response to salient stimuli were remarkablyconsistent.To determine whether increases in capacity reflect pure test-retest effects or arefacilitated by consolidation between days, and to quantify within-day variability, weconducted a second study in which participants completed five self-administeredsessions within a single day. Capacities remained within the same magnitude and didnot show a consistent directional trend. The relative weights exhibited comparativelylittle variation in most participants, akin to the previously analyzed dataset. Further,estimation uncertainty increased with higher capacity values.These results suggest that capacity may be subject to training effects, but thatsuch improvements appear to depend on longer breaks between sessions. This hasimportant implications for individualized assessment: A personal prior could beestimated from a single session to accelerate future estimations, as long as subsequentsessions occur on the same day. Participants with higher capacities may require tailoredexperimentation methods when small to medium effects are of interest, due to increaseduncertainty.

' author: - first_name: Ngoc Chi full_name: Banh, Ngoc Chi last_name: Banh - first_name: Ingrid full_name: Scharlau, Ingrid id: '451' last_name: Scharlau orcid: 0000-0003-2364-9489 citation: ama: 'Banh NC, Scharlau I. Intra-individual variability in TVA attentional capacity and weight distribution: A reanalysis across days and an experiment within-day. Published online 2025.' apa: 'Banh, N. C., & Scharlau, I. (2025). Intra-individual variability in TVA attentional capacity and weight distribution: A reanalysis across days and an experiment within-day. Center for Open Science.' bibtex: '@article{Banh_Scharlau_2025, title={Intra-individual variability in TVA attentional capacity and weight distribution: A reanalysis across days and an experiment within-day}, publisher={Center for Open Science}, author={Banh, Ngoc Chi and Scharlau, Ingrid}, year={2025} }' chicago: 'Banh, Ngoc Chi, and Ingrid Scharlau. “Intra-Individual Variability in TVA Attentional Capacity and Weight Distribution: A Reanalysis across Days and an Experiment within-Day.” Center for Open Science, 2025.' ieee: 'N. C. Banh and I. Scharlau, “Intra-individual variability in TVA attentional capacity and weight distribution: A reanalysis across days and an experiment within-day.” Center for Open Science, 2025.' mla: 'Banh, Ngoc Chi, and Ingrid Scharlau. Intra-Individual Variability in TVA Attentional Capacity and Weight Distribution: A Reanalysis across Days and an Experiment within-Day. Center for Open Science, 2025.' short: N.C. Banh, I. Scharlau, (2025). date_created: 2025-09-03T11:30:48Z date_updated: 2025-09-09T12:04:43Z department: - _id: '424' language: - iso: eng main_file_link: - open_access: '1' url: https://osf.io/preprints/psyarxiv/fzvph oa: '1' project: - _id: '115' name: 'TRR 318; TP A05: Echtzeitmessung der Aufmerksamkeit im Mensch-Roboter-Erklärdialog' publication_status: published publisher: Center for Open Science status: public title: 'Intra-individual variability in TVA attentional capacity and weight distribution: A reanalysis across days and an experiment within-day' type: preprint user_id: '38219' year: '2025' ... --- _id: '53069' author: - first_name: Ngoc Chi full_name: Banh, Ngoc Chi id: '38219' last_name: Banh orcid: 0000-0002-5946-4542 - first_name: Ingrid full_name: Scharlau, Ingrid id: '451' last_name: Scharlau orcid: 0000-0003-2364-9489 citation: ama: 'Banh NC, Scharlau I. Effects of task difficulty on visual processing speed. In: ; 2024.' apa: Banh, N. C., & Scharlau, I. (2024). Effects of task difficulty on visual processing speed. Tagung experimentell arbeitender Psycholog:innen (TeaP), Regensburg. bibtex: '@inproceedings{Banh_Scharlau_2024, title={Effects of task difficulty on visual processing speed}, author={Banh, Ngoc Chi and Scharlau, Ingrid}, year={2024} }' chicago: Banh, Ngoc Chi, and Ingrid Scharlau. “Effects of Task Difficulty on Visual Processing Speed,” 2024. ieee: N. C. Banh and I. Scharlau, “Effects of task difficulty on visual processing speed,” presented at the Tagung experimentell arbeitender Psycholog:innen (TeaP), Regensburg, 2024. mla: Banh, Ngoc Chi, and Ingrid Scharlau. Effects of Task Difficulty on Visual Processing Speed. 2024. short: 'N.C. Banh, I. Scharlau, in: 2024.' conference: end_date: 2024-03-20 location: Regensburg name: Tagung experimentell arbeitender Psycholog:innen (TeaP) start_date: 2024-03-17 date_created: 2024-03-27T11:43:51Z date_updated: 2024-06-26T08:02:07Z ddc: - '150' department: - _id: '424' - _id: '660' file: - access_level: closed content_type: application/pdf creator: ncbanh date_created: 2024-03-27T11:42:20Z date_updated: 2024-03-27T11:42:20Z file_id: '53070' file_name: Banh & Scharlau (2024) - Effects of task difficulty on visual processing speed.pdf file_size: 1237859 relation: main_file success: 1 file_date_updated: 2024-03-27T11:42:20Z has_accepted_license: '1' language: - iso: eng main_file_link: - open_access: '1' oa: '1' project: - _id: '115' grant_number: '438445824' name: 'TRR 318 - A05: TRR 318 - Echtzeitmessung der Aufmerksamkeit im Mensch-Roboter-Erklärdialog (Teilprojekt A05)' - _id: '52' name: 'PC2: Computing Resources Provided by the Paderborn Center for Parallel Computing' quality_controlled: '1' status: public title: Effects of task difficulty on visual processing speed type: conference_abstract user_id: '38219' year: '2024' ... --- _id: '54889' abstract: - lang: eng text: To reach the goal of zero traffic fatalities a year, one building block is the proposition to develop advanced assistance systems for vulnerable road users (VRUs) such as bicyclists. We focus on the dooring problem, i.e., car doors being opened inattentively in the way of an approaching cyclist. We extended our vehicle to everything (V2X) communication-enabled virtual cycling environment for dooring experiments. Our system extends toolkits that are widely used in the V2X research community. We showcase how such a system may be used to realize and evaluate distributed algorithms for VRU safety solutions such as dooring prevention. author: - first_name: Lukas full_name: Stratmann, Lukas last_name: Stratmann - first_name: Ngoc Chi full_name: Banh, Ngoc Chi id: '38219' last_name: Banh orcid: 0000-0002-5946-4542 - first_name: Ingrid full_name: Scharlau, Ingrid id: '451' last_name: Scharlau orcid: 0000-0003-2364-9489 - first_name: Falko full_name: Dressler, Falko last_name: Dressler citation: ama: 'Stratmann L, Banh NC, Scharlau I, Dressler F. Safety Assistance Systems for Bicyclists: Toward Empirical Studies of the Dooring Problem. In: ACM Symposium on Principles of Distributed Computing (PODC 2024), Advanced Tools, Programming Languages, and PLatforms for Implementing and Evaluating Algorithms for Distributed Systems (ApPLIED 2024). Association for Computing Machinery (ACM); 2024. doi:10.1145/3663338.3665831' apa: 'Stratmann, L., Banh, N. C., Scharlau, I., & Dressler, F. (2024). Safety Assistance Systems for Bicyclists: Toward Empirical Studies of the Dooring Problem. ACM Symposium on Principles of Distributed Computing (PODC 2024), Advanced Tools, Programming Languages, and PLatforms for Implementing and Evaluating Algorithms for Distributed Systems (ApPLIED 2024). https://doi.org/10.1145/3663338.3665831' bibtex: '@inproceedings{Stratmann_Banh_Scharlau_Dressler_2024, place={Nantes, France}, title={Safety Assistance Systems for Bicyclists: Toward Empirical Studies of the Dooring Problem}, DOI={10.1145/3663338.3665831}, booktitle={ACM Symposium on Principles of Distributed Computing (PODC 2024), Advanced tools, programming languages, and PLatforms for Implementing and Evaluating algorithms for Distributed systems (ApPLIED 2024)}, publisher={Association for Computing Machinery (ACM)}, author={Stratmann, Lukas and Banh, Ngoc Chi and Scharlau, Ingrid and Dressler, Falko}, year={2024} }' chicago: 'Stratmann, Lukas, Ngoc Chi Banh, Ingrid Scharlau, and Falko Dressler. “Safety Assistance Systems for Bicyclists: Toward Empirical Studies of the Dooring Problem.” In ACM Symposium on Principles of Distributed Computing (PODC 2024), Advanced Tools, Programming Languages, and PLatforms for Implementing and Evaluating Algorithms for Distributed Systems (ApPLIED 2024). Nantes, France: Association for Computing Machinery (ACM), 2024. https://doi.org/10.1145/3663338.3665831.' ieee: 'L. Stratmann, N. C. Banh, I. Scharlau, and F. Dressler, “Safety Assistance Systems for Bicyclists: Toward Empirical Studies of the Dooring Problem,” 2024, doi: 10.1145/3663338.3665831.' mla: 'Stratmann, Lukas, et al. “Safety Assistance Systems for Bicyclists: Toward Empirical Studies of the Dooring Problem.” ACM Symposium on Principles of Distributed Computing (PODC 2024), Advanced Tools, Programming Languages, and PLatforms for Implementing and Evaluating Algorithms for Distributed Systems (ApPLIED 2024), Association for Computing Machinery (ACM), 2024, doi:10.1145/3663338.3665831.' short: 'L. Stratmann, N.C. Banh, I. Scharlau, F. Dressler, in: ACM Symposium on Principles of Distributed Computing (PODC 2024), Advanced Tools, Programming Languages, and PLatforms for Implementing and Evaluating Algorithms for Distributed Systems (ApPLIED 2024), Association for Computing Machinery (ACM), Nantes, France, 2024.' date_created: 2024-06-26T07:49:18Z date_updated: 2024-06-26T08:16:20Z department: - _id: '424' - _id: '660' doi: 10.1145/3663338.3665831 language: - iso: eng main_file_link: - open_access: '1' url: https://www.tkn.tu-berlin.de/bib/stratmann2024safety/stratmann2024safety.pdf oa: '1' place: Nantes, France publication: ACM Symposium on Principles of Distributed Computing (PODC 2024), Advanced tools, programming languages, and PLatforms for Implementing and Evaluating algorithms for Distributed systems (ApPLIED 2024) publisher: Association for Computing Machinery (ACM) quality_controlled: '1' status: public title: 'Safety Assistance Systems for Bicyclists: Toward Empirical Studies of the Dooring Problem' type: conference user_id: '38219' year: '2024' ... --- _id: '53816' abstract: - lang: eng text: Augmented (AR) and Virtual Reality (VR) technologies have been applied very broadly in the recent past. While prior work emphasizes the potential of these technologies in various application domains, the process of visual attention in and across the contexts of AR/VR environments is not exhaustively explored yet. By now, visual attention in AR/VR environments has majorly been studied by means of overt attention (i.e. saccadic eye movements), self-report, and process-related visual attention proxies (like reaction time). In this work, we analyze covert visual attention based on the (psychological) Theory of Visual Attention (TVA), which allows us to quantify theory-based interpretable properties of the visual attention process. For example, the TVA allows us to measure the overall processing speed. We instantiate this TVA-based framework with a 30-participant explorative within-subjects study. The results show a decisive difference in visual attention between Reality (i.e. the neutral condition) and Virtual Reality and a weak difference between Reality and Augmented Reality. We discuss the consequences of our findings and provide ideas for future studies. author: - first_name: Kai full_name: Biermeier, Kai id: '55908' last_name: Biermeier orcid: 0000-0002-2879-2359 - first_name: Ingrid full_name: Scharlau, Ingrid id: '451' last_name: Scharlau orcid: 0000-0003-2364-9489 - first_name: Enes full_name: Yigitbas, Enes id: '8447' last_name: Yigitbas orcid: 0000-0002-5967-833X citation: ama: 'Biermeier K, Scharlau I, Yigitbas E. Measuring Visual Attention Capacity Across xReality. In: Proceedings of the 17th International Conference on PErvasive Technologies Related to Assistive Environments (PETRA 2024). ACM; 2024. doi:10.1145/3652037.3652050' apa: Biermeier, K., Scharlau, I., & Yigitbas, E. (2024). Measuring Visual Attention Capacity Across xReality. Proceedings of the 17th International Conference on PErvasive Technologies Related to Assistive Environments (PETRA 2024). https://doi.org/10.1145/3652037.3652050 bibtex: '@inproceedings{Biermeier_Scharlau_Yigitbas_2024, title={Measuring Visual Attention Capacity Across xReality}, DOI={10.1145/3652037.3652050}, booktitle={Proceedings of the 17th International Conference on PErvasive Technologies Related to Assistive Environments (PETRA 2024)}, publisher={ACM}, author={Biermeier, Kai and Scharlau, Ingrid and Yigitbas, Enes}, year={2024} }' chicago: Biermeier, Kai, Ingrid Scharlau, and Enes Yigitbas. “Measuring Visual Attention Capacity Across XReality.” In Proceedings of the 17th International Conference on PErvasive Technologies Related to Assistive Environments (PETRA 2024). ACM, 2024. https://doi.org/10.1145/3652037.3652050. ieee: 'K. Biermeier, I. Scharlau, and E. Yigitbas, “Measuring Visual Attention Capacity Across xReality,” 2024, doi: 10.1145/3652037.3652050.' mla: Biermeier, Kai, et al. “Measuring Visual Attention Capacity Across XReality.” Proceedings of the 17th International Conference on PErvasive Technologies Related to Assistive Environments (PETRA 2024), ACM, 2024, doi:10.1145/3652037.3652050. short: 'K. Biermeier, I. Scharlau, E. Yigitbas, in: Proceedings of the 17th International Conference on PErvasive Technologies Related to Assistive Environments (PETRA 2024), ACM, 2024.' date_created: 2024-05-02T10:28:03Z date_updated: 2024-07-08T08:32:21Z department: - _id: '66' - _id: '534' - _id: '424' doi: 10.1145/3652037.3652050 keyword: - Visual Attention - TVA - Cognitive Modelling - Bayesian Modelling - AR - VR language: - iso: eng main_file_link: - open_access: '1' url: https://dl.acm.org/doi/pdf/10.1145/3652037.3652050 oa: '1' publication: Proceedings of the 17th International Conference on PErvasive Technologies Related to Assistive Environments (PETRA 2024) publisher: ACM status: public title: Measuring Visual Attention Capacity Across xReality type: conference user_id: '55908' year: '2024' ... --- _id: '55086' abstract: - lang: eng text: "Wir beschreiben den Versuch, »Verständigungskompetenzen« im\r\nSinne von Ludwig Huber in der Graduiertenförderung zu entwickeln. Verständigung\r\nist für Huber integraler Bestandteil wissenschaftlicher Erkenntnis. Wissenschaftler:in-\r\nnen werden aber in die Praktiken ihrer Disziplin hineinsozialisiert; die dabei entstehen-\r\nde disziplinäre Identität und ihre Selbstverständlichkeiten sind zentral für Teilhabe am\r\nWissenschaftssystem. Das erschwert Verständigung prinzipiell, insbesondere das Nach-\r\nvollziehen der Wahrnehmungen und Sinnkonstruktionen der Adressat:innen des eige-\r\nnen Wissenschaftshandelns. Ausgehend von der Beobachtung, dass Doktorand:innen\r\nihre Disziplin als selbstverständlichen Zugang zum Gegenstand betrachten, stellen wir\r\ndas Konzept einer Sommerschule vor, das darauf zielt, die Abstraktion von der eigenen\r\ndisziplinären Perspektive zu ermöglichen, Systemwissen fördert und Verständigungs-\r\nprozesse anstößt." author: - first_name: Tobias full_name: Jenert, Tobias id: '71994' last_name: Jenert orcid: ' https://orcid.org/0000-0001-9262-5646' - first_name: Ingrid full_name: Scharlau, Ingrid id: '451' last_name: Scharlau orcid: 0000-0003-2364-9489 citation: ama: 'Jenert T, Scharlau I. Interdisziplinäre Verständigung als Baustein wissenschaftsdidaktischer Kompetenz. In: Reinmann G, Rhein R, eds. Wissenschaftsdidaktik IV: Wissenschaftskommunikation. transcript; 2024:161-184.' apa: 'Jenert, T., & Scharlau, I. (2024). Interdisziplinäre Verständigung als Baustein wissenschaftsdidaktischer Kompetenz. In G. Reinmann & R. Rhein (Eds.), Wissenschaftsdidaktik IV: Wissenschaftskommunikation (pp. 161–184). transcript.' bibtex: '@inbook{Jenert_Scharlau_2024, place={Bielefeld}, title={Interdisziplinäre Verständigung als Baustein wissenschaftsdidaktischer Kompetenz}, booktitle={Wissenschaftsdidaktik IV: Wissenschaftskommunikation}, publisher={transcript}, author={Jenert, Tobias and Scharlau, Ingrid}, editor={Reinmann, Gabi and Rhein, Rüdiger}, year={2024}, pages={161–184} }' chicago: 'Jenert, Tobias, and Ingrid Scharlau. “Interdisziplinäre Verständigung als Baustein wissenschaftsdidaktischer Kompetenz.” In Wissenschaftsdidaktik IV: Wissenschaftskommunikation, edited by Gabi Reinmann and Rüdiger Rhein, 161–84. Bielefeld: transcript, 2024.' ieee: 'T. Jenert and I. Scharlau, “Interdisziplinäre Verständigung als Baustein wissenschaftsdidaktischer Kompetenz,” in Wissenschaftsdidaktik IV: Wissenschaftskommunikation, G. Reinmann and R. Rhein, Eds. Bielefeld: transcript, 2024, pp. 161–184.' mla: 'Jenert, Tobias, and Ingrid Scharlau. “Interdisziplinäre Verständigung als Baustein wissenschaftsdidaktischer Kompetenz.” Wissenschaftsdidaktik IV: Wissenschaftskommunikation, edited by Gabi Reinmann and Rüdiger Rhein, transcript, 2024, pp. 161–84.' short: 'T. Jenert, I. Scharlau, in: G. Reinmann, R. Rhein (Eds.), Wissenschaftsdidaktik IV: Wissenschaftskommunikation, transcript, Bielefeld, 2024, pp. 161–184.' date_created: 2024-07-05T07:50:20Z date_updated: 2024-07-18T09:05:10Z department: - _id: '208' editor: - first_name: Gabi full_name: Reinmann, Gabi last_name: Reinmann - first_name: Rüdiger full_name: Rhein, Rüdiger last_name: Rhein keyword: - science communication - Wissenschaftskommunikation - Wissenschaftsdidaktik - young researchers - Nachwuchsförderung language: - iso: ger main_file_link: - open_access: '1' url: https://www.transcript-verlag.de/media/pdf/7b/f7/4a/oa9783839462973.pdf oa: '1' page: 161-184 place: Bielefeld publication: 'Wissenschaftsdidaktik IV: Wissenschaftskommunikation' publication_identifier: isbn: - ' 978-3-8376-6297-9 ' publication_status: published publisher: transcript quality_controlled: '1' status: public title: Interdisziplinäre Verständigung als Baustein wissenschaftsdidaktischer Kompetenz type: book_chapter user_id: '71994' year: '2024' ... --- _id: '55744' author: - first_name: Ingrid full_name: Scharlau, Ingrid id: '451' last_name: Scharlau orcid: 0000-0003-2364-9489 - first_name: Tobias full_name: Jenert, Tobias id: '71994' last_name: Jenert orcid: ' https://orcid.org/0000-0001-9262-5646' citation: ama: 'Scharlau I, Jenert T. Evidenzbasierung. Eine wissenschaftskritische und fachsensible Perspektive. In: Karsten A, Haacke-Werron S, eds. 40 Begriffe für eine Schreibwissenschaft: Konzeptuelle Perspektiven auf Praxis und Praktiken des Schreibens. wbv Publikation; 2024:55-61. doi:10.3278/9783763976584' apa: 'Scharlau, I., & Jenert, T. (2024). Evidenzbasierung. Eine wissenschaftskritische und fachsensible Perspektive. In A. Karsten & S. Haacke-Werron (Eds.), 40 Begriffe für eine Schreibwissenschaft: Konzeptuelle Perspektiven auf Praxis und Praktiken des Schreibens (pp. 55–61). wbv Publikation. https://doi.org/10.3278/9783763976584' bibtex: '@inbook{Scharlau_Jenert_2024, place={Bielefeld}, title={Evidenzbasierung. Eine wissenschaftskritische und fachsensible Perspektive}, DOI={10.3278/9783763976584}, booktitle={40 Begriffe für eine Schreibwissenschaft: Konzeptuelle Perspektiven auf Praxis und Praktiken des Schreibens}, publisher={wbv Publikation}, author={Scharlau, Ingrid and Jenert, Tobias}, editor={Karsten, Andrea and Haacke-Werron, Stefanie}, year={2024}, pages={55–61} }' chicago: 'Scharlau, Ingrid, and Tobias Jenert. “Evidenzbasierung. Eine wissenschaftskritische und fachsensible Perspektive.” In 40 Begriffe für eine Schreibwissenschaft: Konzeptuelle Perspektiven auf Praxis und Praktiken des Schreibens, edited by Andrea Karsten and Stefanie Haacke-Werron, 55–61. Bielefeld: wbv Publikation, 2024. https://doi.org/10.3278/9783763976584.' ieee: 'I. Scharlau and T. Jenert, “Evidenzbasierung. Eine wissenschaftskritische und fachsensible Perspektive,” in 40 Begriffe für eine Schreibwissenschaft: Konzeptuelle Perspektiven auf Praxis und Praktiken des Schreibens, A. Karsten and S. Haacke-Werron, Eds. Bielefeld: wbv Publikation, 2024, pp. 55–61.' mla: 'Scharlau, Ingrid, and Tobias Jenert. “Evidenzbasierung. Eine wissenschaftskritische und fachsensible Perspektive.” 40 Begriffe für eine Schreibwissenschaft: Konzeptuelle Perspektiven auf Praxis und Praktiken des Schreibens, edited by Andrea Karsten and Stefanie Haacke-Werron, wbv Publikation, 2024, pp. 55–61, doi:10.3278/9783763976584.' short: 'I. Scharlau, T. Jenert, in: A. Karsten, S. Haacke-Werron (Eds.), 40 Begriffe für eine Schreibwissenschaft: Konzeptuelle Perspektiven auf Praxis und Praktiken des Schreibens, wbv Publikation, Bielefeld, 2024, pp. 55–61.' date_created: 2024-08-23T06:48:23Z date_updated: 2024-08-23T06:51:47Z department: - _id: '208' doi: 10.3278/9783763976584 editor: - first_name: Andrea full_name: Karsten, Andrea last_name: Karsten - first_name: Stefanie full_name: Haacke-Werron, Stefanie last_name: Haacke-Werron language: - iso: ger main_file_link: - open_access: '1' url: https://www.wbv.de/shop/openaccess-download/I76584 oa: '1' page: 55-61 place: Bielefeld publication: '40 Begriffe für eine Schreibwissenschaft: Konzeptuelle Perspektiven auf Praxis und Praktiken des Schreibens' publication_identifier: isbn: - '9783763976584' publication_status: published publisher: wbv Publikation quality_controlled: '1' status: public title: Evidenzbasierung. Eine wissenschaftskritische und fachsensible Perspektive type: book_chapter user_id: '71994' year: '2024' ... --- _id: '55746' author: - first_name: Ingrid full_name: Scharlau, Ingrid id: '451' last_name: Scharlau orcid: 0000-0003-2364-9489 - first_name: Tobias full_name: Jenert, Tobias id: '71994' last_name: Jenert orcid: ' https://orcid.org/0000-0001-9262-5646' citation: ama: 'Scharlau I, Jenert T. Wo wir herkommen und wo es hingeht. In: Scharlau I, Jenert T, eds. Wissenschaftsdidaktik als kritische Kommunikationsanalyse. Ein Sammelband zur Weiterführung eines Gedankens von Ludwig Huber. Barbara Budrich; 2024:207-213. doi:10.3224/84743070' apa: Scharlau, I., & Jenert, T. (2024). Wo wir herkommen und wo es hingeht. In I. Scharlau & T. Jenert (Eds.), Wissenschaftsdidaktik als kritische Kommunikationsanalyse. Ein Sammelband zur Weiterführung eines Gedankens von Ludwig Huber (pp. 207–213). Barbara Budrich. https://doi.org/10.3224/84743070 bibtex: '@inbook{Scharlau_Jenert_2024, place={Opladen, Berlin, Toronto}, title={Wo wir herkommen und wo es hingeht}, DOI={10.3224/84743070}, booktitle={Wissenschaftsdidaktik als kritische Kommunikationsanalyse. Ein Sammelband zur Weiterführung eines Gedankens von Ludwig Huber}, publisher={Barbara Budrich}, author={Scharlau, Ingrid and Jenert, Tobias}, editor={Scharlau, Ingrid and Jenert, Tobias}, year={2024}, pages={207–213} }' chicago: 'Scharlau, Ingrid, and Tobias Jenert. “Wo wir herkommen und wo es hingeht.” In Wissenschaftsdidaktik als kritische Kommunikationsanalyse. Ein Sammelband zur Weiterführung eines Gedankens von Ludwig Huber, edited by Ingrid Scharlau and Tobias Jenert, 207–13. Opladen, Berlin, Toronto: Barbara Budrich, 2024. https://doi.org/10.3224/84743070.' ieee: 'I. Scharlau and T. Jenert, “Wo wir herkommen und wo es hingeht,” in Wissenschaftsdidaktik als kritische Kommunikationsanalyse. Ein Sammelband zur Weiterführung eines Gedankens von Ludwig Huber, I. Scharlau and T. Jenert, Eds. Opladen, Berlin, Toronto: Barbara Budrich, 2024, pp. 207–213.' mla: Scharlau, Ingrid, and Tobias Jenert. “Wo wir herkommen und wo es hingeht.” Wissenschaftsdidaktik als kritische Kommunikationsanalyse. Ein Sammelband zur Weiterführung eines Gedankens von Ludwig Huber, edited by Ingrid Scharlau and Tobias Jenert, Barbara Budrich, 2024, pp. 207–13, doi:10.3224/84743070. short: 'I. Scharlau, T. Jenert, in: I. Scharlau, T. Jenert (Eds.), Wissenschaftsdidaktik als kritische Kommunikationsanalyse. Ein Sammelband zur Weiterführung eines Gedankens von Ludwig Huber, Barbara Budrich, Opladen, Berlin, Toronto, 2024, pp. 207–213.' date_created: 2024-08-23T06:57:59Z date_updated: 2024-08-23T06:58:25Z department: - _id: '208' doi: 10.3224/84743070 editor: - first_name: Ingrid full_name: Scharlau, Ingrid last_name: Scharlau - first_name: Tobias full_name: Jenert, Tobias last_name: Jenert language: - iso: ger main_file_link: - open_access: '1' url: https://www.pedocs.de/volltexte/2024/30731/pdf/Scharlau_Jenert_2024_Wissenschaftsdidaktik.pdf oa: '1' page: 207-213 place: Opladen, Berlin, Toronto publication: Wissenschaftsdidaktik als kritische Kommunikationsanalyse. Ein Sammelband zur Weiterführung eines Gedankens von Ludwig Huber publication_status: published publisher: Barbara Budrich status: public title: Wo wir herkommen und wo es hingeht type: book_chapter user_id: '71994' year: '2024' ... --- _id: '55740' author: - first_name: Ingrid full_name: Scharlau, Ingrid id: '451' last_name: Scharlau orcid: 0000-0003-2364-9489 - first_name: Tobias full_name: Jenert, Tobias id: '71994' last_name: Jenert orcid: ' https://orcid.org/0000-0001-9262-5646' citation: ama: 'Scharlau I, Jenert T. Einleitung: Zur Wissenschaftsdidaktik. In: Scharlau I, Jenert T, eds. Wissenschaftsdidaktik als kritische Kommunikationsanalyse. Ein Sammelband zur Weiterführung eines Gedankens von Ludwig Huber. Barbara Budrich; 2024:7-11. doi:10.3224/84743070' apa: 'Scharlau, I., & Jenert, T. (2024). Einleitung: Zur Wissenschaftsdidaktik. In I. Scharlau & T. Jenert (Eds.), Wissenschaftsdidaktik als kritische Kommunikationsanalyse. Ein Sammelband zur Weiterführung eines Gedankens von Ludwig Huber (pp. 7–11). Barbara Budrich. https://doi.org/10.3224/84743070' bibtex: '@inbook{Scharlau_Jenert_2024, place={Opladen, Berlin, Toronto}, title={Einleitung: Zur Wissenschaftsdidaktik}, DOI={10.3224/84743070}, booktitle={Wissenschaftsdidaktik als kritische Kommunikationsanalyse. Ein Sammelband zur Weiterführung eines Gedankens von Ludwig Huber}, publisher={Barbara Budrich}, author={Scharlau, Ingrid and Jenert, Tobias}, editor={Scharlau, Ingrid and Jenert, Tobias}, year={2024}, pages={7–11} }' chicago: 'Scharlau, Ingrid, and Tobias Jenert. “Einleitung: Zur Wissenschaftsdidaktik.” In Wissenschaftsdidaktik als kritische Kommunikationsanalyse. Ein Sammelband zur Weiterführung eines Gedankens von Ludwig Huber, edited by Ingrid Scharlau and Tobias Jenert, 7–11. Opladen, Berlin, Toronto: Barbara Budrich, 2024. https://doi.org/10.3224/84743070.' ieee: 'I. Scharlau and T. Jenert, “Einleitung: Zur Wissenschaftsdidaktik,” in Wissenschaftsdidaktik als kritische Kommunikationsanalyse. Ein Sammelband zur Weiterführung eines Gedankens von Ludwig Huber, I. Scharlau and T. Jenert, Eds. Opladen, Berlin, Toronto: Barbara Budrich, 2024, pp. 7–11.' mla: 'Scharlau, Ingrid, and Tobias Jenert. “Einleitung: Zur Wissenschaftsdidaktik.” Wissenschaftsdidaktik als kritische Kommunikationsanalyse. Ein Sammelband zur Weiterführung eines Gedankens von Ludwig Huber, edited by Ingrid Scharlau and Tobias Jenert, Barbara Budrich, 2024, pp. 7–11, doi:10.3224/84743070.' short: 'I. Scharlau, T. Jenert, in: I. Scharlau, T. Jenert (Eds.), Wissenschaftsdidaktik als kritische Kommunikationsanalyse. Ein Sammelband zur Weiterführung eines Gedankens von Ludwig Huber, Barbara Budrich, Opladen, Berlin, Toronto, 2024, pp. 7–11.' date_created: 2024-08-23T06:38:03Z date_updated: 2024-08-23T06:38:18Z doi: 10.3224/84743070 editor: - first_name: Ingrid full_name: Scharlau, Ingrid last_name: Scharlau - first_name: Tobias full_name: Jenert, Tobias last_name: Jenert language: - iso: ger main_file_link: - open_access: '1' url: https://www.pedocs.de/volltexte/2024/30731/pdf/Scharlau_Jenert_2024_Wissenschaftsdidaktik.pdf oa: '1' page: 7-11 place: Opladen, Berlin, Toronto publication: Wissenschaftsdidaktik als kritische Kommunikationsanalyse. Ein Sammelband zur Weiterführung eines Gedankens von Ludwig Huber publication_identifier: unknown: - '978-3-8474-3229-6 ' publisher: Barbara Budrich status: public title: 'Einleitung: Zur Wissenschaftsdidaktik' type: book_chapter user_id: '71994' year: '2024' ... --- _id: '56661' author: - first_name: Ingrid full_name: Scharlau, Ingrid id: '451' last_name: Scharlau orcid: 0000-0003-2364-9489 citation: ama: 'Scharlau I. Wissenschaftsdidaktik: Kommunikation, Praktiken, Artefakte – und Sinn. Psychologieunterricht. 2024;(57).' apa: 'Scharlau, I. (2024). Wissenschaftsdidaktik: Kommunikation, Praktiken, Artefakte – und Sinn. Psychologieunterricht, 57.' bibtex: '@article{Scharlau_2024, title={Wissenschaftsdidaktik: Kommunikation, Praktiken, Artefakte – und Sinn}, number={57}, journal={Psychologieunterricht}, author={Scharlau, Ingrid}, year={2024} }' chicago: 'Scharlau, Ingrid. “Wissenschaftsdidaktik: Kommunikation, Praktiken, Artefakte – und Sinn.” Psychologieunterricht, no. 57 (2024).' ieee: 'I. Scharlau, “Wissenschaftsdidaktik: Kommunikation, Praktiken, Artefakte – und Sinn,” Psychologieunterricht, no. 57, 2024.' mla: 'Scharlau, Ingrid. “Wissenschaftsdidaktik: Kommunikation, Praktiken, Artefakte – und Sinn.” Psychologieunterricht, no. 57, 2024.' short: I. Scharlau, Psychologieunterricht (2024). date_created: 2024-10-17T09:22:45Z date_updated: 2024-10-17T09:23:00Z issue: '57' language: - iso: ger publication: Psychologieunterricht publication_identifier: issn: - 0340-3718 publication_status: published status: public title: 'Wissenschaftsdidaktik: Kommunikation, Praktiken, Artefakte – und Sinn' type: journal_article user_id: '451' year: '2024' ... --- _id: '58095' citation: ama: Scharlau I, Jenert T, eds. Wissenschaftsdidaktik Als Kritische Kommunikationsanalyse. Ein Sammelband Zur Weiterführung Eines Gedankens von Ludwig Huber,. 1st ed. Barbara Budrich; 2024. apa: Scharlau, I., & Jenert, T. (Eds.). (2024). Wissenschaftsdidaktik als kritische Kommunikationsanalyse. Ein Sammelband zur Weiterführung eines Gedankens von Ludwig Huber, (1st ed.). Barbara Budrich. bibtex: '@book{Scharlau_Jenert_2024, place={Opladen, Berlin, Toronto}, edition={1}, title={Wissenschaftsdidaktik als kritische Kommunikationsanalyse. Ein Sammelband zur Weiterführung eines Gedankens von Ludwig Huber,}, publisher={Barbara Budrich}, year={2024} }' chicago: 'Scharlau, Ingrid, and Tobias Jenert, eds. Wissenschaftsdidaktik Als Kritische Kommunikationsanalyse. Ein Sammelband Zur Weiterführung Eines Gedankens von Ludwig Huber,. 1st ed. Opladen, Berlin, Toronto: Barbara Budrich, 2024.' ieee: 'I. Scharlau and T. Jenert, Eds., Wissenschaftsdidaktik als kritische Kommunikationsanalyse. Ein Sammelband zur Weiterführung eines Gedankens von Ludwig Huber, 1st ed. Opladen, Berlin, Toronto: Barbara Budrich, 2024.' mla: Scharlau, Ingrid, and Tobias Jenert, editors. Wissenschaftsdidaktik Als Kritische Kommunikationsanalyse. Ein Sammelband Zur Weiterführung Eines Gedankens von Ludwig Huber,. 1st ed., Barbara Budrich, 2024. short: I. Scharlau, T. Jenert, eds., Wissenschaftsdidaktik Als Kritische Kommunikationsanalyse. Ein Sammelband Zur Weiterführung Eines Gedankens von Ludwig Huber, 1st ed., Barbara Budrich, Opladen, Berlin, Toronto, 2024. date_created: 2025-01-07T16:36:42Z date_updated: 2025-12-08T11:05:18Z department: - _id: '208' - _id: '640' edition: '1' editor: - first_name: Ingrid full_name: Scharlau, Ingrid id: '451' last_name: Scharlau orcid: 0000-0003-2364-9489 - first_name: Tobias full_name: Jenert, Tobias id: '71994' last_name: Jenert orcid: ' https://orcid.org/0000-0001-9262-5646' language: - iso: eng place: Opladen, Berlin, Toronto publication_identifier: unknown: - '978-3-8474-3070-4 ' publisher: Barbara Budrich status: public title: Wissenschaftsdidaktik als kritische Kommunikationsanalyse. Ein Sammelband zur Weiterführung eines Gedankens von Ludwig Huber, type: book_editor user_id: '71994' year: '2024' ... --- _id: '53072' abstract: - lang: eng text: "Negated statements require more processing efforts than assertions. However, in certain contexts, repeating negations undergo adaptation, which over time mitigates the effort.\r\nHere, we ask negations hamper visual processing and whether consecutive repetitions mitigate its influence. \r\nWe assessed the overall attentional capacity and its distribution, the relative weight, quantitatively using \r\nthe formal Theory of Visual Attention (TVA).\r\nWe employed a very simple form for negations, binary negations. Negated instructions, expressing the only alternative to the core supposition, were cognitively demanding, resulting in a loss of attentional capacity in three experiments. The overall attentional capacity recovered gradually but stagnated at a lower level than with assertions, even after many repetitions. Additionally, negations distributed the attention equally between target and reference stimulus. Repetitions slightly increased the reference' share of attention. Assertions, on the other hand, shifted the attentional weight towards the target. Few repetitions slightly decreased the bias towards the target, many repetitions increased the bias." article_type: original author: - first_name: Ngoc Chi full_name: Banh, Ngoc Chi id: '38219' last_name: Banh orcid: 0000-0002-5946-4542 - first_name: Jan full_name: Tünnermann, Jan last_name: Tünnermann - first_name: Katharina J. full_name: Rohlfing, Katharina J. id: '50352' last_name: Rohlfing - first_name: Ingrid full_name: Scharlau, Ingrid id: '451' last_name: Scharlau orcid: 0000-0003-2364-9489 citation: ama: Banh NC, Tünnermann J, Rohlfing KJ, Scharlau I. Benefiting from Binary Negations? Verbal Negations Decrease Visual Attention and Balance Its Distribution. Frontiers in Psychology. 2024;15. doi:10.3389/fpsyg.2024.1451309 apa: Banh, N. C., Tünnermann, J., Rohlfing, K. J., & Scharlau, I. (2024). Benefiting from Binary Negations? Verbal Negations Decrease Visual Attention and Balance Its Distribution. Frontiers in Psychology, 15. https://doi.org/10.3389/fpsyg.2024.1451309 bibtex: '@article{Banh_Tünnermann_Rohlfing_Scharlau_2024, title={Benefiting from Binary Negations? Verbal Negations Decrease Visual Attention and Balance Its Distribution}, volume={15}, DOI={10.3389/fpsyg.2024.1451309}, journal={Frontiers in Psychology}, author={Banh, Ngoc Chi and Tünnermann, Jan and Rohlfing, Katharina J. and Scharlau, Ingrid}, year={2024} }' chicago: Banh, Ngoc Chi, Jan Tünnermann, Katharina J. Rohlfing, and Ingrid Scharlau. “Benefiting from Binary Negations? Verbal Negations Decrease Visual Attention and Balance Its Distribution.” Frontiers in Psychology 15 (2024). https://doi.org/10.3389/fpsyg.2024.1451309. ieee: 'N. C. Banh, J. Tünnermann, K. J. Rohlfing, and I. Scharlau, “Benefiting from Binary Negations? Verbal Negations Decrease Visual Attention and Balance Its Distribution,” Frontiers in Psychology, vol. 15, 2024, doi: 10.3389/fpsyg.2024.1451309.' mla: Banh, Ngoc Chi, et al. “Benefiting from Binary Negations? Verbal Negations Decrease Visual Attention and Balance Its Distribution.” Frontiers in Psychology, vol. 15, 2024, doi:10.3389/fpsyg.2024.1451309. short: N.C. Banh, J. Tünnermann, K.J. Rohlfing, I. Scharlau, Frontiers in Psychology 15 (2024). date_created: 2024-03-27T12:16:33Z date_updated: 2024-12-02T09:41:36Z department: - _id: '424' - _id: '660' doi: 10.3389/fpsyg.2024.1451309 intvolume: ' 15' language: - iso: eng main_file_link: - open_access: '1' url: https://www.frontiersin.org/journals/psychology/articles/10.3389/fpsyg.2024.1451309/abstract oa: '1' project: - _id: '115' grant_number: '438445824' name: 'TRR 318 - A05: TRR 318 - Echtzeitmessung der Aufmerksamkeit im Mensch-Roboter-Erklärdialog (Teilprojekt A05)' - _id: '52' name: 'PC2: Computing Resources Provided by the Paderborn Center for Parallel Computing' publication: Frontiers in Psychology publication_status: published status: public title: Benefiting from Binary Negations? Verbal Negations Decrease Visual Attention and Balance Its Distribution type: journal_article user_id: '38219' volume: 15 year: '2024' ... --- _id: '58109' abstract: - lang: eng text: The present study aims to understand how metaphors are used in explanations. According to many current theories, metaphors have a conceptual function for the understanding of abstract objects. From this theoretical assumption, we derived the hypothesis that the lower the expertise of the addressee of an explanation, the more metaphors should be used. We tested this hypothesis on a relatively natural data set of 24 published videos with close to 100,000 words overall in which experts explain abstract, mostly scientific concepts to persons of different expertise, varying from minimal (children) to profound (expert). Contrary to our expectations, the frequency of metaphors did not decrease with expertise, but actually increased. This increase could be statistically substantiated with higher differences in expertise. The study contributes to a better understanding of the use of metaphors in actual explanatory processes and how metaphor use depends on contextual factors. It thus supports the expansion of the conceptual and linguistic perspective on metaphors to include the aspect of how metaphors are used by speakers. article_type: original author: - first_name: Ingrid full_name: Scharlau, Ingrid id: '451' last_name: Scharlau orcid: 0000-0003-2364-9489 - first_name: Miriam full_name: Körber, Miriam last_name: Körber - first_name: Meghdut full_name: Sengupta, Meghdut last_name: Sengupta - first_name: Henning full_name: Wachsmuth, Henning last_name: Wachsmuth citation: ama: 'Scharlau I, Körber M, Sengupta M, Wachsmuth H. When to use a metaphor: Metaphors in dialogical explanations with addressees of different expertise. Frontiers in Language Sciences. 2024;3:1474924.' apa: 'Scharlau, I., Körber, M., Sengupta, M., & Wachsmuth, H. (2024). When to use a metaphor: Metaphors in dialogical explanations with addressees of different expertise. Frontiers in Language Sciences, 3, 1474924.' bibtex: '@article{Scharlau_Körber_Sengupta_Wachsmuth_2024, title={When to use a metaphor: Metaphors in dialogical explanations with addressees of different expertise}, volume={3}, journal={Frontiers in Language Sciences}, author={Scharlau, Ingrid and Körber, Miriam and Sengupta, Meghdut and Wachsmuth, Henning}, year={2024}, pages={1474924} }' chicago: 'Scharlau, Ingrid, Miriam Körber, Meghdut Sengupta, and Henning Wachsmuth. “When to Use a Metaphor: Metaphors in Dialogical Explanations with Addressees of Different Expertise.” Frontiers in Language Sciences 3 (2024): 1474924.' ieee: 'I. Scharlau, M. Körber, M. Sengupta, and H. Wachsmuth, “When to use a metaphor: Metaphors in dialogical explanations with addressees of different expertise,” Frontiers in Language Sciences, vol. 3, p. 1474924, 2024.' mla: 'Scharlau, Ingrid, et al. “When to Use a Metaphor: Metaphors in Dialogical Explanations with Addressees of Different Expertise.” Frontiers in Language Sciences, vol. 3, 2024, p. 1474924.' short: I. Scharlau, M. Körber, M. Sengupta, H. Wachsmuth, Frontiers in Language Sciences 3 (2024) 1474924. date_created: 2025-01-08T11:59:24Z date_updated: 2025-01-08T11:59:34Z department: - _id: '660' funded_apc: '1' intvolume: ' 3' keyword: - metaphor - conceptual metaphor - conceptual metaphor theory - metaphor usage - explaining - explanation language: - iso: eng main_file_link: - open_access: '1' url: https://www.frontiersin.org/journals/language-sciences/articles/10.3389/flang.2024.1474924/full oa: '1' page: '1474924' project: - _id: '127' name: 'TRR 318 - C4: TRR 318 - Subproject C4 - Metaphern als Werkzeug des Erklärens' publication: Frontiers in Language Sciences quality_controlled: '1' status: public title: 'When to use a metaphor: Metaphors in dialogical explanations with addressees of different expertise' type: journal_article user_id: '451' volume: 3 year: '2024' ...