---
_id: '28691'
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.
author:
- first_name: Alexander
full_name: Krüger, Alexander
last_name: Krüger
- first_name: Jan
full_name: Tünnermann, Jan
last_name: Tünnermann
- first_name: Lukas
full_name: Stratmann, Lukas
last_name: Stratmann
- first_name: Lucas
full_name: Briese, Lucas
last_name: Briese
- first_name: Falko
full_name: Dressler, Falko
id: '48097'
last_name: Dressler
orcid: 0000-0002-1989-1750
- first_name: Ingrid
full_name: Scharlau, Ingrid
id: '451'
last_name: Scharlau
orcid: 0000-0003-2364-9489
citation:
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. Open Psychology. 2021;3:1-46. doi:10.1515/psych-2021-0001'
apa: 'Krüger, A., Tünnermann, J., Stratmann, L., Briese, L., Dressler, F., &
Scharlau, I. (2021). TVA in the wild: Applying the theory of visual attention
to game-like and less controlled experiments. Open Psychology, 3,
1–46. https://doi.org/10.1515/psych-2021-0001'
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={10.1515/psych-2021-0001},
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} }'
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.” Open Psychology
3 (2021): 1–46. https://doi.org/10.1515/psych-2021-0001.'
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,” Open Psychology, vol. 3, pp. 1–46, 2021, doi:
10.1515/psych-2021-0001.'
mla: 'Krüger, Alexander, et al. “TVA in the Wild: Applying the Theory of Visual
Attention to Game-like and Less Controlled Experiments.” Open Psychology,
vol. 3, 2021, pp. 1–46, doi:10.1515/psych-2021-0001.'
short: A. Krüger, J. Tünnermann, L. Stratmann, L. Briese, F. Dressler, I. Scharlau,
Open Psychology 3 (2021) 1–46.
date_created: 2021-12-13T10:17:15Z
date_updated: 2023-01-02T09:13:16Z
department:
- _id: '424'
doi: 10.1515/psych-2021-0001
intvolume: ' 3'
language:
- iso: eng
page: 1 - 46
publication: Open Psychology
publication_identifier:
issn:
- 2543-8883
publication_status: published
status: public
title: 'TVA in the wild: Applying the theory of visual attention to game-like and
less controlled experiments'
type: journal_article
user_id: '42165'
volume: 3
year: '2021'
...
---
_id: '28686'
abstract:
- lang: eng
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.
author:
- first_name: Alexander
full_name: Krüger, Alexander
last_name: Krüger
- first_name: Ingrid
full_name: Scharlau, Ingrid
id: '451'
last_name: Scharlau
orcid: 0000-0003-2364-9489
citation:
ama: 'Krüger A, Scharlau I. The time course of salience: not entirely caused by
salience. Psychological Research. Published online 2021. doi:10.1007/s00426-020-01470-6'
apa: 'Krüger, A., & Scharlau, I. (2021). The time course of salience: not entirely
caused by salience. Psychological Research. https://doi.org/10.1007/s00426-020-01470-6'
bibtex: '@article{Krüger_Scharlau_2021, title={The time course of salience: not
entirely caused by salience}, DOI={10.1007/s00426-020-01470-6},
journal={Psychological Research}, author={Krüger, Alexander and Scharlau, Ingrid},
year={2021} }'
chicago: 'Krüger, Alexander, and Ingrid Scharlau. “The Time Course of Salience:
Not Entirely Caused by Salience.” Psychological Research, 2021. https://doi.org/10.1007/s00426-020-01470-6.'
ieee: 'A. Krüger and I. Scharlau, “The time course of salience: not entirely caused
by salience,” Psychological Research, 2021, doi: 10.1007/s00426-020-01470-6.'
mla: 'Krüger, Alexander, and Ingrid Scharlau. “The Time Course of Salience: Not
Entirely Caused by Salience.” Psychological Research, 2021, doi:10.1007/s00426-020-01470-6.'
short: A. Krüger, I. Scharlau, Psychological Research (2021).
date_created: 2021-12-13T09:45:04Z
date_updated: 2023-01-02T09:15:50Z
department:
- _id: '424'
doi: 10.1007/s00426-020-01470-6
funded_apc: '1'
language:
- iso: eng
publication: Psychological Research
publication_identifier:
issn:
- 0340-0727
- 1430-2772
publication_status: published
status: public
title: 'The time course of salience: not entirely caused by salience'
type: journal_article
user_id: '42165'
year: '2021'
...
---
_id: '31677'
abstract:
- lang: eng
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.
author:
- first_name: Jan
full_name: Tünnermann, Jan
last_name: Tünnermann
- first_name: Arni
full_name: Kristjansson, Arni
last_name: Kristjansson
- first_name: Anders
full_name: Petersen, Anders
last_name: Petersen
- first_name: Anna
full_name: Schubö, Anna
last_name: Schubö
- first_name: Ingrid
full_name: Scharlau, Ingrid
id: '451'
last_name: Scharlau
orcid: 0000-0003-2364-9489
citation:
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. Open Psychology. Published
online 2021.'
apa: 'Tünnermann, J., Kristjansson, A., Petersen, A., Schubö, A., & 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 Open
Psychology. Center for Open Science.'
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}
}'
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.”
Open Psychology. Center for Open Science, 2021.'
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,” Open Psychology.
Center for Open Science, 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.” Open Psychology, Center for Open Science, 2021.'
short: J. Tünnermann, A. Kristjansson, A. Petersen, A. Schubö, I. Scharlau, Open
Psychology (2021).
date_created: 2022-06-06T01:44:57Z
date_updated: 2022-06-06T13:12:17Z
department:
- _id: '424'
language:
- iso: eng
publication: Open Psychology
publication_status: published
publisher: Center for Open Science
status: public
title: 'Advances in the application of a computational Theory of Visual Attention
(TVA): Moving towards more naturalistic stimuli and game-like tasks'
type: preprint
user_id: '42165'
year: '2021'
...
---
_id: '31671'
alternative_title:
- Beziehungserwartungen in der Distanzlehre
author:
- first_name: Oliver
full_name: Reis, Oliver
last_name: Reis
- 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: 'Reis O, Jenert T, Scharlau I. Kontaktlos lehren? In: Neiske I, Osthushenrich
J, Schaper N, Trier U, Vöing N, eds. Hochschule auf Abstand. transcript;
2021:141-154. doi:10.1515/9783839456903-010'
apa: Reis, O., Jenert, T., & Scharlau, I. (2021). Kontaktlos lehren? In I. Neiske,
J. Osthushenrich, N. Schaper, U. Trier, & N. Vöing (Eds.), Hochschule auf
Abstand (pp. 141–154). transcript. https://doi.org/10.1515/9783839456903-010
bibtex: '@inbook{Reis_Jenert_Scharlau_2021, place={Münster}, title={Kontaktlos lehren?},
DOI={10.1515/9783839456903-010},
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}
}'
chicago: 'Reis, Oliver, Tobias Jenert, and Ingrid Scharlau. “Kontaktlos lehren?”
In Hochschule auf Abstand, edited by Iris Neiske, Judith Osthushenrich,
Niclas Schaper, Ulrike Trier, and Nerea Vöing, 141–54. Münster: transcript, 2021.
https://doi.org/10.1515/9783839456903-010.'
ieee: 'O. Reis, T. Jenert, and I. Scharlau, “Kontaktlos lehren?,” in Hochschule
auf Abstand, I. Neiske, J. Osthushenrich, N. Schaper, U. Trier, and N. Vöing,
Eds. Münster: transcript, 2021, pp. 141–154.'
mla: Reis, Oliver, et al. “Kontaktlos lehren?” Hochschule auf Abstand, edited
by Iris Neiske et al., transcript, 2021, pp. 141–54, doi:10.1515/9783839456903-010.
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.'
date_created: 2022-06-05T23:44:28Z
date_updated: 2022-06-06T20:22:41Z
department:
- _id: '424'
doi: 10.1515/9783839456903-010
editor:
- first_name: Iris
full_name: Neiske, Iris
last_name: Neiske
- first_name: Judith
full_name: Osthushenrich, Judith
last_name: Osthushenrich
- first_name: Niclas
full_name: Schaper, Niclas
last_name: Schaper
- first_name: Ulrike
full_name: Trier, Ulrike
last_name: Trier
- first_name: Nerea
full_name: Vöing, Nerea
last_name: Vöing
language:
- iso: ger
page: 141 - 154
place: Münster
publication: Hochschule auf Abstand
publication_status: published
publisher: transcript
status: public
title: Kontaktlos lehren?
type: book_chapter
user_id: '42165'
year: '2021'
...
---
_id: '31669'
author:
- first_name: Gabi
full_name: Reinmann, Gabi
last_name: Reinmann
- first_name: Carolin
full_name: Kreber, Carolin
last_name: Kreber
- first_name: Helmut
full_name: Bremer, Helmut
last_name: Bremer
- first_name: Ines
full_name: Langemeyer, Ines
last_name: Langemeyer
- first_name: Ingrid
full_name: Scharlau, Ingrid
id: '451'
last_name: Scharlau
orcid: 0000-0003-2364-9489
citation:
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. Hochschullehre
im Spannungsfeld zwischen individueller und institutioneller Verantwortung: Tagungsband
der 15. Jahrestagung der Gesellschaft für Hochschulforschung. Springer; 2021:33-47.'
apa: 'Reinmann, G., Kreber, C., Bremer, H., Langemeyer, I., & Scharlau, I. (2021).
Wer bestimmt die Hochschullehre? 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 (pp. 33–47). Springer.'
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} }'
chicago: 'Reinmann, Gabi, Carolin Kreber, Helmut Bremer, Ines Langemeyer, and Ingrid
Scharlau. “Wer bestimmt die Hochschullehre?” In Hochschullehre im Spannungsfeld
zwischen individueller und institutioneller Verantwortung: Tagungsband der 15.
Jahrestagung der Gesellschaft für Hochschulforschung, edited by Carla Bohndick,
Margret Bülow-Schramm, Daria Paul, and Gabi Reinmann, 33–47. Wiesbaden: Springer,
2021.'
ieee: 'G. Reinmann, C. Kreber, H. Bremer, I. Langemeyer, and I. Scharlau, “Wer bestimmt
die Hochschullehre?,” in Hochschullehre im Spannungsfeld zwischen individueller
und institutioneller Verantwortung: Tagungsband der 15. Jahrestagung der Gesellschaft
für Hochschulforschung, C. Bohndick, M. Bülow-Schramm, D. Paul, and G. Reinmann,
Eds. Wiesbaden: Springer, 2021, pp. 33–47.'
mla: 'Reinmann, Gabi, et al. “Wer bestimmt die Hochschullehre?” Hochschullehre
im Spannungsfeld zwischen individueller und institutioneller Verantwortung: Tagungsband
der 15. Jahrestagung der Gesellschaft für Hochschulforschung, edited by Carla
Bohndick et al., Springer, 2021, pp. 33–47.'
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.'
date_created: 2022-06-05T23:43:27Z
date_updated: 2022-06-06T20:23:41Z
department:
- _id: '424'
editor:
- first_name: Carla
full_name: Bohndick, Carla
last_name: Bohndick
- first_name: Margret
full_name: Bülow-Schramm, Margret
last_name: Bülow-Schramm
- first_name: Daria
full_name: Paul, Daria
last_name: Paul
- first_name: Gabi
full_name: Reinmann, Gabi
last_name: Reinmann
language:
- iso: ger
page: 33 - 47
place: Wiesbaden
publication: 'Hochschullehre im Spannungsfeld zwischen individueller und institutioneller
Verantwortung: Tagungsband der 15. Jahrestagung der Gesellschaft für Hochschulforschung'
publication_status: published
publisher: Springer
status: public
title: Wer bestimmt die Hochschullehre?
type: book_chapter
user_id: '42165'
year: '2021'
...
---
_id: '31668'
author:
- first_name: Ingrid
full_name: Scharlau, Ingrid
id: '451'
last_name: Scharlau
orcid: 0000-0003-2364-9489
citation:
ama: 'Scharlau I. Jean Piaget als - was? In: Gather K, ed. Interdisziplinarität
als fachdidaktische Herausforderung: Psychologie im Schulfach Erziehungswissenschaft.
Schneider; 2021:162-181.'
apa: 'Scharlau, I. (2021). Jean Piaget als - was? In K. Gather (Ed.), Interdisziplinarität
als fachdidaktische Herausforderung: Psychologie im Schulfach Erziehungswissenschaft
(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 Interdisziplinarität
als fachdidaktische Herausforderung: Psychologie im Schulfach Erziehungswissenschaft,
edited by Katharina Gather, 162–81. Baltmannsweiler: Schneider, 2021.'
ieee: 'I. Scharlau, “Jean Piaget als - was?,” in Interdisziplinarität als fachdidaktische
Herausforderung: Psychologie im Schulfach Erziehungswissenschaft, K. Gather,
Ed. Baltmannsweiler: Schneider, 2021, pp. 162–181.'
mla: 'Scharlau, Ingrid. “Jean Piaget als - was?” Interdisziplinarität als fachdidaktische
Herausforderung: Psychologie im Schulfach Erziehungswissenschaft, edited by
Katharina Gather, Schneider, 2021, pp. 162–81.'
short: 'I. Scharlau, in: K. Gather (Ed.), Interdisziplinarität als fachdidaktische
Herausforderung: Psychologie im Schulfach Erziehungswissenschaft, Schneider, Baltmannsweiler,
2021, pp. 162–181.'
date_created: 2022-06-05T23:39:01Z
date_updated: 2022-06-06T20:24:36Z
department:
- _id: '424'
editor:
- first_name: Katharina
full_name: Gather, Katharina
last_name: Gather
language:
- iso: ger
page: 162 - 181
place: Baltmannsweiler
publication: 'Interdisziplinarität als fachdidaktische Herausforderung: Psychologie
im Schulfach Erziehungswissenschaft'
publication_status: published
publisher: Schneider
status: public
title: Jean Piaget als - was?
type: book_chapter
user_id: '42165'
year: '2021'
...
---
_id: '31675'
author:
- first_name: Jan
full_name: Tünnermann, Jan
last_name: Tünnermann
- first_name: Ingrid
full_name: Scharlau, Ingrid
id: '451'
last_name: Scharlau
orcid: 0000-0003-2364-9489
citation:
ama: Tünnermann J, Scharlau I. Big-M-small-N temporal-oder judgment data. The
Quantitative Methods of Psychology. 17(4):355-373.
apa: Tünnermann, J., & Scharlau, I. (n.d.). Big-M-small-N temporal-oder judgment
data. The Quantitative Methods of Psychology, 17(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} }'
chicago: 'Tünnermann, Jan, and Ingrid Scharlau. “Big-M-Small-N Temporal-Oder Judgment
Data.” The Quantitative Methods of Psychology 17, no. 4 (n.d.): 355–73.'
ieee: J. Tünnermann and I. Scharlau, “Big-M-small-N temporal-oder judgment data,”
The Quantitative Methods of Psychology, vol. 17, no. 4, pp. 355–373.
mla: Tünnermann, Jan, and Ingrid Scharlau. “Big-M-Small-N Temporal-Oder Judgment
Data.” The Quantitative Methods of Psychology, vol. 17, no. 4, pp. 355–73.
short: J. Tünnermann, I. Scharlau, The Quantitative Methods of Psychology 17 (n.d.)
355–373.
date_created: 2022-06-06T01:41:28Z
date_updated: 2023-10-05T14:52:59Z
department:
- _id: '424'
intvolume: ' 17'
issue: '4'
language:
- iso: eng
page: 355-373
publication: The Quantitative Methods of Psychology
publication_status: inpress
status: public
title: Big-M-small-N temporal-oder judgment data
type: journal_article
user_id: '451'
volume: 17
year: '2021'
...
---
_id: '24456'
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.
article_type: original
author:
- first_name: Katharina J.
full_name: Rohlfing, Katharina J.
id: '50352'
last_name: Rohlfing
- first_name: Philipp
full_name: Cimiano, Philipp
last_name: Cimiano
- first_name: Ingrid
full_name: Scharlau, Ingrid
id: '451'
last_name: Scharlau
orcid: 0000-0003-2364-9489
- first_name: Tobias
full_name: Matzner, Tobias
id: '65695'
last_name: Matzner
- first_name: Heike M.
full_name: Buhl, Heike M.
id: '27152'
last_name: Buhl
- first_name: Hendrik
full_name: Buschmeier, Hendrik
last_name: Buschmeier
- first_name: Elena
full_name: Esposito, Elena
last_name: Esposito
- first_name: Angela
full_name: Grimminger, Angela
id: '57578'
last_name: Grimminger
- first_name: Barbara
full_name: Hammer, Barbara
last_name: Hammer
- first_name: Reinhold
full_name: Haeb-Umbach, Reinhold
id: '242'
last_name: Haeb-Umbach
- first_name: Ilona
full_name: Horwath, Ilona
id: '68836'
last_name: Horwath
- first_name: Eyke
full_name: Hüllermeier, Eyke
id: '48129'
last_name: Hüllermeier
- first_name: Friederike
full_name: Kern, Friederike
last_name: Kern
- first_name: Stefan
full_name: Kopp, Stefan
last_name: Kopp
- first_name: Kirsten
full_name: Thommes, Kirsten
id: '72497'
last_name: Thommes
- first_name: Axel-Cyrille
full_name: Ngonga Ngomo, Axel-Cyrille
id: '65716'
last_name: Ngonga Ngomo
- first_name: Carsten
full_name: Schulte, Carsten
id: '60311'
last_name: Schulte
- first_name: Henning
full_name: Wachsmuth, Henning
id: '3900'
last_name: Wachsmuth
- first_name: Petra
full_name: Wagner, Petra
last_name: Wagner
- first_name: Britta
full_name: Wrede, Britta
last_name: Wrede
citation:
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. IEEE Transactions
on Cognitive and Developmental Systems. 2021;13(3):717-728. doi:10.1109/tcds.2020.3044366'
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., & Wrede, B. (2021). Explanation as a Social Practice: Toward
a Conceptual Framework for the Social Design of AI Systems. IEEE Transactions
on Cognitive and Developmental Systems, 13(3), 717–728. https://doi.org/10.1109/tcds.2020.3044366'
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={10.1109/tcds.2020.3044366},
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} }'
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.”
IEEE Transactions on Cognitive and Developmental Systems 13, no. 3 (2021):
717–28. https://doi.org/10.1109/tcds.2020.3044366.'
ieee: 'K. J. Rohlfing et al., “Explanation as a Social Practice: Toward a
Conceptual Framework for the Social Design of AI Systems,” IEEE Transactions
on Cognitive and Developmental Systems, vol. 13, no. 3, pp. 717–728, 2021,
doi: 10.1109/tcds.2020.3044366.'
mla: 'Rohlfing, Katharina J., et al. “Explanation as a Social Practice: Toward a
Conceptual Framework for the Social Design of AI Systems.” IEEE Transactions
on Cognitive and Developmental Systems, vol. 13, no. 3, 2021, pp. 717–28,
doi:10.1109/tcds.2020.3044366.'
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.
date_created: 2021-09-14T20:52:57Z
date_updated: 2023-12-05T10:15:02Z
ddc:
- '300'
department:
- _id: '603'
- _id: '749'
- _id: '424'
- _id: '67'
- _id: '574'
- _id: '184'
- _id: '757'
- _id: '54'
- _id: '178'
doi: 10.1109/tcds.2020.3044366
file:
- access_level: open_access
content_type: application/pdf
creator: haebumb
date_created: 2023-11-20T16:33:51Z
date_updated: 2023-11-20T16:33:51Z
file_id: '49081'
file_name: 2020-12-01_explainability_final_version.pdf
file_size: 626217
relation: main_file
file_date_updated: 2023-11-20T16:33:51Z
has_accepted_license: '1'
intvolume: ' 13'
issue: '3'
keyword:
- Explainability
- process ofexplaining andunderstanding
- explainable artificial systems
language:
- iso: eng
oa: '1'
page: 717-728
project:
- _id: '109'
grant_number: '438445824'
name: 'TRR 318: TRR 318 - Erklärbarkeit konstruieren'
publication: IEEE Transactions on Cognitive and Developmental Systems
publication_identifier:
issn:
- 2379-8920
- 2379-8939
publication_status: published
quality_controlled: '1'
status: public
title: 'Explanation as a Social Practice: Toward a Conceptual Framework for the Social
Design of AI Systems'
type: journal_article
user_id: '42933'
volume: 13
year: '2021'
...
---
_id: '28696'
abstract:
- lang: eng
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."
author:
- first_name: Ingrid
full_name: Scharlau, Ingrid
id: '451'
last_name: Scharlau
orcid: 0000-0003-2364-9489
- first_name: Andrea
full_name: Karsten, Andrea
id: '53917'
last_name: Karsten
orcid: 0000-0003-0194-2000
- first_name: Katharina
full_name: Rohlfing, Katharina
id: '50352'
last_name: Rohlfing
citation:
ama: Scharlau I, Karsten A, Rohlfing K. Building, emptying out, or dreaming? Action
structures and space in undergraduates’ metaphors of academic writing. Journal
of Writing Research. 2021;12(3):493-529. doi:10.17239/jowr-2021.12.03.01
apa: Scharlau, I., Karsten, A., & Rohlfing, K. (2021). Building, emptying out,
or dreaming? Action structures and space in undergraduates’ metaphors of academic
writing. Journal of Writing Research, 12(3), 493–529. https://doi.org/10.17239/jowr-2021.12.03.01
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={10.17239/jowr-2021.12.03.01},
number={3}, journal={Journal of Writing Research}, author={Scharlau, Ingrid and
Karsten, Andrea and Rohlfing, Katharina}, year={2021}, pages={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.” Journal of Writing Research 12, no. 3 (2021): 493–529.
https://doi.org/10.17239/jowr-2021.12.03.01.'
ieee: 'I. Scharlau, A. Karsten, and K. Rohlfing, “Building, emptying out, or dreaming?
Action structures and space in undergraduates’ metaphors of academic writing,”
Journal of Writing Research, vol. 12, no. 3, pp. 493–529, 2021, doi: 10.17239/jowr-2021.12.03.01.'
mla: Scharlau, Ingrid, et al. “Building, Emptying out, or Dreaming? Action Structures
and Space in Undergraduates’ Metaphors of Academic Writing.” Journal of Writing
Research, vol. 12, no. 3, 2021, pp. 493–529, doi:10.17239/jowr-2021.12.03.01.
short: I. Scharlau, A. Karsten, K. Rohlfing, Journal of Writing Research 12 (2021)
493–529.
date_created: 2021-12-13T10:30:14Z
date_updated: 2023-12-21T08:38:01Z
department:
- _id: '424'
- _id: '749'
doi: 10.17239/jowr-2021.12.03.01
intvolume: ' 12'
issue: '3'
keyword:
- metaphor analysis
- academic writing
- transitivity
- spatial primitives
language:
- iso: eng
main_file_link:
- open_access: '1'
oa: '1'
page: 493-529
publication: Journal of Writing Research
publication_identifier:
issn:
- 2030-1006
- 2294-3307
publication_status: published
status: public
title: Building, emptying out, or dreaming? Action structures and space in undergraduates’
metaphors of academic writing
type: journal_article
user_id: '53917'
volume: 12
year: '2021'
...
---
_id: '31680'
author:
- first_name: Ingrid
full_name: Scharlau, Ingrid
id: '451'
last_name: Scharlau
orcid: 0000-0003-2364-9489
- first_name: A.
full_name: Karsten, A.
last_name: Karsten
- first_name: Katharina J.
full_name: Rohlfing, Katharina J.
id: '50352'
last_name: Rohlfing
citation:
ama: Scharlau I, Karsten A, Rohlfing KJ. Building, emptying out, or dreaming? Action
structures and space in students’ metaphors of academic writing. Journal of
Writing Research. 2021;12(vol. 12 issue 3):493-529. doi:10.17239/jowr-2021.12.03.01
apa: Scharlau, I., Karsten, A., & Rohlfing, K. J. (2021). Building, emptying
out, or dreaming? Action structures and space in students’ metaphors of academic
writing. Journal of Writing Research, 12(vol. 12 issue 3), 493–529.
https://doi.org/10.17239/jowr-2021.12.03.01
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={10.17239/jowr-2021.12.03.01},
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} }'
chicago: 'Scharlau, Ingrid, A. Karsten, and Katharina J. Rohlfing. “Building, Emptying
out, or Dreaming? Action Structures and Space in Students’ Metaphors of Academic
Writing.” Journal of Writing Research 12, no. vol. 12 issue 3 (2021): 493–529.
https://doi.org/10.17239/jowr-2021.12.03.01.'
ieee: 'I. Scharlau, A. Karsten, and K. J. Rohlfing, “Building, emptying out, or
dreaming? Action structures and space in students’ metaphors of academic writing,”
Journal of Writing Research, vol. 12, no. vol. 12 issue 3, pp. 493–529,
2021, doi: 10.17239/jowr-2021.12.03.01.'
mla: Scharlau, Ingrid, et al. “Building, Emptying out, or Dreaming? Action Structures
and Space in Students’ Metaphors of Academic Writing.” Journal of Writing Research,
vol. 12, no. vol. 12 issue 3, ARLE (International Association for Research in
L1 Education), 2021, pp. 493–529, doi:10.17239/jowr-2021.12.03.01.
short: I. Scharlau, A. Karsten, K.J. Rohlfing, Journal of Writing Research 12 (2021)
493–529.
date_created: 2022-06-06T13:49:01Z
date_updated: 2023-02-01T12:14:52Z
department:
- _id: '749'
- _id: '424'
doi: 10.17239/jowr-2021.12.03.01
intvolume: ' 12'
issue: vol. 12 issue 3
keyword:
- Literature and Literary Theory
- Linguistics and Language
- Language and Linguistics
- Education
language:
- iso: eng
page: 493-529
publication: Journal of Writing Research
publication_identifier:
issn:
- 2030-1006
- 2294-3307
publication_status: published
publisher: ARLE (International Association for Research in L1 Education)
status: public
title: Building, emptying out, or dreaming? Action structures and space in students’
metaphors of academic writing
type: journal_article
user_id: '14931'
volume: 12
year: '2021'
...
---
_id: '31666'
author:
- first_name: Christine
full_name: Schreiber, Christine
last_name: Schreiber
- 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
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. Psychologieunterricht.
Published online 2021:19-21.
apa: Schreiber, C., Scharlau, I., & Patrzek, J. (2021). „Power Poses“ – Fakten,
frisierte Daten, Forschungslyrik? Ein Unterrichtsvorhaben zu Praktiken und Darstellungsformen
psychologischer Forschung am Beispiel von nonverbaler Kommunikation. Psychologieunterricht,
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} }'
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.”
Psychologieunterricht, 2021, 19–21.
ieee: C. Schreiber, I. Scharlau, and J. Patrzek, “„Power Poses“ – Fakten, frisierte
Daten, Forschungslyrik? Ein Unterrichtsvorhaben zu Praktiken und Darstellungsformen
psychologischer Forschung am Beispiel von nonverbaler Kommunikation,” Psychologieunterricht,
pp. 19–21, 2021.
mla: Schreiber, Christine, et al. “„Power Poses“ – Fakten, frisierte Daten, Forschungslyrik?
Ein Unterrichtsvorhaben zu Praktiken und Darstellungsformen psychologischer Forschung
am Beispiel von nonverbaler Kommunikation.” Psychologieunterricht, 2021,
pp. 19–21.
short: C. Schreiber, I. Scharlau, J. Patrzek, Psychologieunterricht (2021) 19–21.
date_created: 2022-06-05T23:32:45Z
date_updated: 2023-02-28T08:10:18Z
department:
- _id: '424'
keyword:
- Unterrichtsfach Psychologie
language:
- iso: ger
page: 19 - 21
publication: Psychologieunterricht
publication_status: published
status: public
title: „Power Poses“ – Fakten, frisierte Daten, Forschungslyrik? Ein Unterrichtsvorhaben
zu Praktiken und Darstellungsformen psychologischer Forschung am Beispiel von nonverbaler
Kommunikation
type: journal_article
user_id: '42165'
year: '2021'
...
---
_id: '31663'
author:
- first_name: Ingrid
full_name: Scharlau, Ingrid
id: '451'
last_name: Scharlau
orcid: 0000-0003-2364-9489
- first_name: Stefanie
full_name: Haacke, Stefanie
last_name: Haacke
- first_name: Andrea
full_name: Karsten, Andrea
id: '53917'
last_name: Karsten
- first_name: Swantje
full_name: Lahm, Swantje
last_name: Lahm
citation:
ama: 'Scharlau I, Haacke S, Karsten A, Lahm S. Schreiben als Schlüsselkompetenz?
In: Kordts-Freudinger R, Schaper N, Scholkmann A, Szczyrba B, eds. Handbuch
Hochschuldidaktik. utb; 2021:129-138.'
apa: Scharlau, I., Haacke, S., Karsten, A., & Lahm, S. (2021). Schreiben als
Schlüsselkompetenz? In R. Kordts-Freudinger, N. Schaper, A. Scholkmann, &
B. Szczyrba (Eds.), Handbuch Hochschuldidaktik (pp. 129–138). utb.
bibtex: '@inbook{Scharlau_Haacke_Karsten_Lahm_2021, place={Stuttgart}, title={Schreiben
als Schlüsselkompetenz?}, booktitle={Handbuch Hochschuldidaktik}, publisher={utb},
author={Scharlau, Ingrid and Haacke, Stefanie and Karsten, Andrea and Lahm, Swantje},
editor={Kordts-Freudinger, Robert and Schaper, Niclas and Scholkmann, Antonia
and Szczyrba, Birgit}, year={2021}, pages={129–138} }'
chicago: 'Scharlau, Ingrid, Stefanie Haacke, Andrea Karsten, and Swantje Lahm. “Schreiben
als Schlüsselkompetenz?” In Handbuch Hochschuldidaktik, edited by Robert
Kordts-Freudinger, Niclas Schaper, Antonia Scholkmann, and Birgit Szczyrba, 129–38.
Stuttgart: utb, 2021.'
ieee: 'I. Scharlau, S. Haacke, A. Karsten, and S. Lahm, “Schreiben als Schlüsselkompetenz?,”
in Handbuch Hochschuldidaktik, R. Kordts-Freudinger, N. Schaper, A. Scholkmann,
and B. Szczyrba, Eds. Stuttgart: utb, 2021, pp. 129–138.'
mla: Scharlau, Ingrid, et al. “Schreiben als Schlüsselkompetenz?” Handbuch Hochschuldidaktik,
edited by Robert Kordts-Freudinger et al., utb, 2021, pp. 129–38.
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.'
date_created: 2022-06-05T02:44:13Z
date_updated: 2023-09-05T13:04:27Z
department:
- _id: '424'
editor:
- first_name: Robert
full_name: Kordts-Freudinger, Robert
last_name: Kordts-Freudinger
- first_name: Niclas
full_name: Schaper, Niclas
last_name: Schaper
- first_name: Antonia
full_name: Scholkmann, Antonia
last_name: Scholkmann
- first_name: Birgit
full_name: Szczyrba, Birgit
last_name: Szczyrba
language:
- iso: ger
page: 129 - 138
place: Stuttgart
publication: Handbuch Hochschuldidaktik
publication_identifier:
eisbn:
- 978-3-8385-5408-2
isbn:
- 978-3-8252-5408-7
publication_status: published
publisher: utb
status: public
title: Schreiben als Schlüsselkompetenz?
type: book_chapter
user_id: '451'
year: '2021'
...
---
_id: '31667'
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. Unterrichtsmaterial des Verbandes der Psychologielehrerinnen und
–lehrer. 2021;42.
apa: Scharlau, I., Patrzek, J., & Schreiber, C. (2021). „Power-Posen“ – Fakten,
frisierte Daten, Forschungslyrik? Eine Unterrichtsreihe zu Praktiken und Darstellungsformen
psychologischer Forschung. Unterrichtsmaterial des Verbandes der Psychologielehrerinnen
und –lehrer, 42.
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} }'
chicago: Scharlau, Ingrid, Justine Patrzek, and Christine Schreiber. “ „Power-Posen“
– Fakten, frisierte Daten, Forschungslyrik? Eine Unterrichtsreihe zu Praktiken
und Darstellungsformen psychologischer Forschung.” Unterrichtsmaterial des
Verbandes der Psychologielehrerinnen und –lehrer 42 (2021).
ieee: I. Scharlau, J. Patrzek, and C. Schreiber, “ „Power-Posen“ – Fakten, frisierte
Daten, Forschungslyrik? Eine Unterrichtsreihe zu Praktiken und Darstellungsformen
psychologischer Forschung,” Unterrichtsmaterial des Verbandes der Psychologielehrerinnen
und –lehrer, vol. 42, 2021.
mla: Scharlau, Ingrid, et al. “ „Power-Posen“ – Fakten, frisierte Daten, Forschungslyrik?
Eine Unterrichtsreihe zu Praktiken und Darstellungsformen psychologischer Forschung.”
Unterrichtsmaterial des Verbandes der Psychologielehrerinnen und –lehrer,
vol. 42, 2021.
short: I. Scharlau, J. Patrzek, C. Schreiber, Unterrichtsmaterial des Verbandes
der Psychologielehrerinnen und –lehrer 42 (2021).
date_created: 2022-06-05T23:34:56Z
date_updated: 2025-05-02T07:17:53Z
department:
- _id: '424'
intvolume: ' 42'
keyword:
- Unterrichtsfach Psychologie
language:
- iso: ger
publication: Unterrichtsmaterial des Verbandes der Psychologielehrerinnen und –lehrer
publication_status: published
status: public
title: ' „Power-Posen“ – Fakten, frisierte Daten, Forschungslyrik? Eine Unterrichtsreihe
zu Praktiken und Darstellungsformen psychologischer Forschung'
type: journal_article
user_id: '82463'
volume: 42
year: '2021'
...
---
_id: '23996'
author:
- first_name: Pascal
full_name: Kneuper, Pascal
id: '47367'
last_name: Kneuper
- first_name: Stephan
full_name: Kruse, Stephan
id: '38254'
last_name: Kruse
- first_name: Bjoern
full_name: Luchterhandt, Bjoern
last_name: Luchterhandt
- first_name: Jan
full_name: Tünnermann, Jan
last_name: Tünnermann
- first_name: Ingrid
full_name: Scharlau, Ingrid
id: '451'
last_name: Scharlau
orcid: 0000-0003-2364-9489
- first_name: Christoph
full_name: Scheytt, Christoph
id: '37144'
last_name: Scheytt
orcid: '0000-0002-5950-6618 '
citation:
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: The 17th European Radar Conference. ; 2021. doi:10.1109/EuRAD48048.2021.00034'
apa: Kneuper, P., Kruse, S., Luchterhandt, B., Tünnermann, J., Scharlau, I., &
Scheytt, C. (2021). Sensory Substitution Device for the Visually Impaired Using
122 GHz Radar and Tactile Feedback . The 17th European Radar Conference.
https://doi.org/10.1109/EuRAD48048.2021.00034
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={10.1109/EuRAD48048.2021.00034},
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} }'
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 The 17th European Radar
Conference. Jaarbeurs Utrecht, Netherlands, 2021. https://doi.org/10.1109/EuRAD48048.2021.00034.
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: 10.1109/EuRAD48048.2021.00034.'
mla: Kneuper, Pascal, et al. “Sensory Substitution Device for the Visually Impaired
Using 122 GHz Radar and Tactile Feedback .” The 17th European Radar Conference,
2021, doi:10.1109/EuRAD48048.2021.00034.
short: 'P. Kneuper, S. Kruse, B. Luchterhandt, J. Tünnermann, I. Scharlau, C. Scheytt,
in: The 17th European Radar Conference, Jaarbeurs Utrecht, Netherlands, 2021.'
date_created: 2021-09-09T08:34:17Z
date_updated: 2025-02-25T05:56:55Z
department:
- _id: '58'
doi: 10.1109/EuRAD48048.2021.00034
language:
- iso: eng
place: Jaarbeurs Utrecht, Netherlands
publication: The 17th European Radar Conference
status: public
title: 'Sensory Substitution Device for the Visually Impaired Using 122 GHz Radar
and Tactile Feedback '
type: conference
user_id: '38254'
year: '2021'
...
---
_id: '31672'
author:
- first_name: Justine
full_name: Patrzek, Justine
id: '82463'
last_name: Patrzek
- first_name: Heike M.
full_name: Buhl, Heike M.
id: '27152'
last_name: Buhl
- first_name: Ingrid
full_name: Scharlau, Ingrid
id: '451'
last_name: Scharlau
orcid: 0000-0003-2364-9489
citation:
ama: Patrzek J, Buhl HM, Scharlau I. Unterrichtsfach Psychologie an der Universität
Paderborn. Psychologieunterricht. Published online 2021:21-26.
apa: Patrzek, J., Buhl, H. M., & Scharlau, I. (2021). Unterrichtsfach Psychologie
an der Universität Paderborn. Psychologieunterricht, 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} }'
chicago: Patrzek, Justine, Heike M. Buhl, and Ingrid Scharlau. “Unterrichtsfach
Psychologie an der Universität Paderborn.” Psychologieunterricht, 2021,
21–26.
ieee: J. Patrzek, H. M. Buhl, and I. Scharlau, “Unterrichtsfach Psychologie an der
Universität Paderborn,” Psychologieunterricht, pp. 21–26, 2021.
mla: Patrzek, Justine, et al. “Unterrichtsfach Psychologie an der Universität Paderborn.”
Psychologieunterricht, 2021, pp. 21–26.
short: J. Patrzek, H.M. Buhl, I. Scharlau, Psychologieunterricht (2021) 21–26.
date_created: 2022-06-05T23:49:05Z
date_updated: 2025-07-16T08:35:48Z
department:
- _id: '424'
- _id: '427'
keyword:
- Unterrichtsfach Psychologie
language:
- iso: ger
page: 21 - 26
publication: Psychologieunterricht
publication_status: published
status: public
title: Unterrichtsfach Psychologie an der Universität Paderborn
type: journal_article
user_id: '27152'
year: '2021'
...
---
_id: '30958'
author:
- first_name: Christina
full_name: Lammer, Christina
id: '84580'
last_name: Lammer
- first_name: Ingrid
full_name: Scharlau, Ingrid
id: '451'
last_name: Scharlau
orcid: 0000-0003-2364-9489
citation:
ama: Lammer C, Scharlau I. Herausforderungen für die Chancengleichheit. Online-Mentoring
für Studentinnen der Universität Paderborn. Paderborner Universitätszeitschrift.
Published online 2020:42-43.
apa: Lammer, C., & Scharlau, I. (2020). Herausforderungen für die Chancengleichheit.
Online-Mentoring für Studentinnen der Universität Paderborn. Paderborner Universitätszeitschrift,
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} }'
chicago: Lammer, Christina, and Ingrid Scharlau. “Herausforderungen Für Die Chancengleichheit.
Online-Mentoring Für Studentinnen Der Universität Paderborn.” Paderborner Universitätszeitschrift,
2020, 42–43.
ieee: C. Lammer and I. Scharlau, “Herausforderungen für die Chancengleichheit. Online-Mentoring
für Studentinnen der Universität Paderborn,” Paderborner Universitätszeitschrift,
pp. 42–43, 2020.
mla: Lammer, Christina, and Ingrid Scharlau. “Herausforderungen Für Die Chancengleichheit.
Online-Mentoring Für Studentinnen Der Universität Paderborn.” Paderborner Universitätszeitschrift,
2020, pp. 42–43.
short: C. Lammer, I. Scharlau, Paderborner Universitätszeitschrift (2020) 42–43.
date_created: 2022-04-27T08:17:35Z
date_updated: 2022-05-04T13:22:00Z
language:
- iso: eng
page: 42 - 43
publication: Paderborner Universitätszeitschrift
status: public
title: Herausforderungen für die Chancengleichheit. Online-Mentoring für Studentinnen
der Universität Paderborn
type: journal_article
user_id: '84580'
year: '2020'
...
---
_id: '28693'
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.
author:
- first_name: Ingrid
full_name: Scharlau, Ingrid
id: '451'
last_name: Scharlau
orcid: 0000-0003-2364-9489
citation:
ama: 'Scharlau I. Fachkulturen unter der Lupe: Metaphern in Reflexionen über die
Lehre. die hochschullehre. 2020;(25):376-387. doi:https://doi.org/10.3278/HSL2025W'
apa: 'Scharlau, I. (2020). Fachkulturen unter der Lupe: Metaphern in Reflexionen
über die Lehre. die hochschullehre, 25, 376–387. https://doi.org/10.3278/HSL2025W'
bibtex: '@article{Scharlau_2020, title={Fachkulturen unter der Lupe: Metaphern in
Reflexionen über die Lehre}, DOI={https://doi.org/10.3278/HSL2025W},
number={25}, journal={die hochschullehre}, author={Scharlau, Ingrid}, year={2020},
pages={376–387} }'
chicago: 'Scharlau, Ingrid. “Fachkulturen unter der Lupe: Metaphern in Reflexionen
über die Lehre.” die hochschullehre, no. 25 (2020): 376–87. https://doi.org/10.3278/HSL2025W.'
ieee: 'I. Scharlau, “Fachkulturen unter der Lupe: Metaphern in Reflexionen über
die Lehre,” die hochschullehre, no. 25, pp. 376–387, 2020, doi: https://doi.org/10.3278/HSL2025W.'
mla: 'Scharlau, Ingrid. “Fachkulturen unter der Lupe: Metaphern in Reflexionen über
die Lehre.” die hochschullehre, no. 25, 2020, pp. 376–87, doi:https://doi.org/10.3278/HSL2025W.'
short: I. Scharlau, die hochschullehre (2020) 376–387.
date_created: 2021-12-13T10:24:41Z
date_updated: 2022-06-06T13:27:41Z
department:
- _id: '424'
doi: https://doi.org/10.3278/HSL2025W
issue: '25'
keyword:
- Fachkultur
- Fachkulturen
- Metapher
language:
- iso: ger
page: 376 - 387
publication: die hochschullehre
publication_identifier:
issn:
- 2199-8825
publication_status: published
status: public
title: 'Fachkulturen unter der Lupe: Metaphern in Reflexionen über die Lehre'
type: journal_article
user_id: '42165'
year: '2020'
...
---
_id: '31662'
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. In Zeiten von p-hacking und fake science: Wissenschaftsorientierung
als Herausforderung an die Psychologiedidaktik. In: Geiß PG, Tulis-Oswald M, eds.
Psychologie unterrichten in Deutschland, Österreich und der Schweiz: Leitlinien
und Grundlagen. Budrich UniPress; 2020:67-85.'
apa: 'Scharlau, I., & Schreiber, C. (2020). In Zeiten von p-hacking und fake
science: Wissenschaftsorientierung als Herausforderung an die Psychologiedidaktik.
In P. G. Geiß & M. Tulis-Oswald (Eds.), Psychologie unterrichten in Deutschland,
Österreich und der Schweiz: Leitlinien und Grundlagen (pp. 67–85). Budrich
UniPress.'
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} }'
chicago: 'Scharlau, Ingrid, and Christine Schreiber. “In Zeiten von p-hacking und
fake science: Wissenschaftsorientierung als Herausforderung an die Psychologiedidaktik.”
In Psychologie unterrichten in Deutschland, Österreich und der Schweiz: Leitlinien
und Grundlagen, 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
Psychologie unterrichten in Deutschland, Österreich und der Schweiz: Leitlinien
und Grundlagen, P. G. Geiß and M. Tulis-Oswald, Eds. Opladen: Budrich UniPress,
2020, pp. 67–85.'
mla: 'Scharlau, Ingrid, and Christine Schreiber. “In Zeiten von p-hacking und fake
science: Wissenschaftsorientierung als Herausforderung an die Psychologiedidaktik.”
Psychologie unterrichten in Deutschland, Österreich und der Schweiz: Leitlinien
und Grundlagen, 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.'
date_created: 2022-06-05T02:37:57Z
date_updated: 2023-02-28T08:10:57Z
department:
- _id: '424'
editor:
- first_name: Paul Georg
full_name: Geiß, Paul Georg
last_name: Geiß
- first_name: Maria
full_name: Tulis-Oswald, Maria
last_name: Tulis-Oswald
keyword:
- Unterrichtsfach Psychologie
language:
- iso: ger
page: 67 - 85
place: Opladen
publication: 'Psychologie unterrichten in Deutschland, Österreich und der Schweiz:
Leitlinien und Grundlagen'
publication_status: published
publisher: Budrich UniPress
status: public
title: 'In Zeiten von p-hacking und fake science: Wissenschaftsorientierung als Herausforderung
an die Psychologiedidaktik'
type: book_chapter
user_id: '42165'
year: '2020'
...
---
_id: '31661'
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
- first_name: Justine
full_name: Patrzek, Justine
id: '82463'
last_name: Patrzek
citation:
ama: 'Scharlau I, Schreiber C, Patrzek J. Psychologiedidaktik durch Kommunikationsanalyse.
In: Krämer M, ed. Psychologiedidaktik und Evaluation XIII. Shaker; 2020:23-31.
doi:10.23668/PSYCHARCHIVES.4238'
apa: Scharlau, I., Schreiber, C., & Patrzek, J. (2020). Psychologiedidaktik
durch Kommunikationsanalyse. In M. Krämer (Ed.), Psychologiedidaktik und Evaluation
XIII (pp. 23–31). Shaker. https://doi.org/10.23668/PSYCHARCHIVES.4238
bibtex: '@inbook{Scharlau_Schreiber_Patrzek_2020, place={Aachen}, title={Psychologiedidaktik
durch Kommunikationsanalyse}, DOI={10.23668/PSYCHARCHIVES.4238},
booktitle={Psychologiedidaktik und Evaluation XIII}, publisher={Shaker}, author={Scharlau,
Ingrid and Schreiber, Christine and Patrzek, Justine}, editor={Krämer, Michael},
year={2020}, pages={23–31} }'
chicago: 'Scharlau, Ingrid, Christine Schreiber, and Justine Patrzek. “Psychologiedidaktik
durch Kommunikationsanalyse.” In Psychologiedidaktik und Evaluation XIII,
edited by Michael Krämer, 23–31. Aachen: Shaker, 2020. https://doi.org/10.23668/PSYCHARCHIVES.4238.'
ieee: 'I. Scharlau, C. Schreiber, and J. Patrzek, “Psychologiedidaktik durch Kommunikationsanalyse,”
in Psychologiedidaktik und Evaluation XIII, M. Krämer, Ed. Aachen: Shaker,
2020, pp. 23–31.'
mla: Scharlau, Ingrid, et al. “Psychologiedidaktik durch Kommunikationsanalyse.”
Psychologiedidaktik und Evaluation XIII, edited by Michael Krämer, Shaker,
2020, pp. 23–31, doi:10.23668/PSYCHARCHIVES.4238.
short: 'I. Scharlau, C. Schreiber, J. Patrzek, in: M. Krämer (Ed.), Psychologiedidaktik
und Evaluation XIII, Shaker, Aachen, 2020, pp. 23–31.'
date_created: 2022-06-05T02:31:19Z
date_updated: 2023-02-28T08:11:42Z
department:
- _id: '424'
doi: 10.23668/PSYCHARCHIVES.4238
editor:
- first_name: Michael
full_name: Krämer, Michael
last_name: Krämer
keyword:
- Unterrichtsfach Psychologie
language:
- iso: ger
page: 23 - 31
place: Aachen
publication: Psychologiedidaktik und Evaluation XIII
publication_status: published
publisher: Shaker
status: public
title: Psychologiedidaktik durch Kommunikationsanalyse
type: book_chapter
user_id: '42165'
year: '2020'
...
---
_id: '31660'
author:
- first_name: Heike M.
full_name: Buhl, Heike M.
id: '27152'
last_name: Buhl
- 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: Sara
full_name: Hiller, Sara
last_name: Hiller
- first_name: Katrin B.
full_name: Klingsieck, Katrin B.
id: '36716'
last_name: Klingsieck
citation:
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. Psychologiedidaktik
und Evaluation XIII. Shaker; 2020:83-91. doi:10.23668/PSYCHARCHIVES.4244'
apa: 'Buhl, H. M., Scharlau, I., Patrzek, J., Hiller, S., & Klingsieck, K. B.
(2020). Psychologie als Unterrichtsfach: Konzeption des Curriculums an der Universität
Paderborn. In M. Krämer (Ed.), Psychologiedidaktik und Evaluation XIII
(pp. 83–91). Shaker. https://doi.org/10.23668/PSYCHARCHIVES.4244'
bibtex: '@inbook{Buhl_Scharlau_Patrzek_Hiller_Klingsieck_2020, place={Aachen}, title={Psychologie
als Unterrichtsfach: Konzeption des Curriculums an der Universität Paderborn},
DOI={10.23668/PSYCHARCHIVES.4244},
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} }'
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 Psychologiedidaktik und Evaluation XIII,
edited by Michael Krämer, 83–91. Aachen: Shaker, 2020. https://doi.org/10.23668/PSYCHARCHIVES.4244.'
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 Psychologiedidaktik und Evaluation XIII, M. Krämer, Ed. Aachen: Shaker,
2020, pp. 83–91.'
mla: 'Buhl, Heike M., et al. “Psychologie als Unterrichtsfach: Konzeption des Curriculums
an der Universität Paderborn.” Psychologiedidaktik und Evaluation XIII,
edited by Michael Krämer, Shaker, 2020, pp. 83–91, doi:10.23668/PSYCHARCHIVES.4244.'
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.'
date_created: 2022-06-05T02:23:51Z
date_updated: 2025-07-16T08:32:03Z
department:
- _id: '424'
- _id: '426'
- _id: '427'
doi: 10.23668/PSYCHARCHIVES.4244
editor:
- first_name: Michael
full_name: Krämer, Michael
last_name: Krämer
keyword:
- Unterrichtsfach Psychologie
language:
- iso: ger
page: 83 - 91
place: Aachen
publication: Psychologiedidaktik und Evaluation XIII
publication_status: published
publisher: Shaker
status: public
title: 'Psychologie als Unterrichtsfach: Konzeption des Curriculums an der Universität
Paderborn'
type: book_chapter
user_id: '27152'
year: '2020'
...