@misc{37062, author = {{Peckhaus, Volker}}, booktitle = {{NDB-online, veröffentlicht am 01.07.2024}}, title = {{{Fraenkel, Adolf Abraham Halevi}}}, year = {{2024}}, } @inproceedings{58361, author = {{Depenbusch, Sarah and Schaper, Niclas}}, location = {{Wien}}, title = {{{Ist Job Crafting eine hilfreiche Bewältigungsstrategie im Umgang mit Technostress?}}}, year = {{2024}}, } @inbook{58513, author = {{Peckhaus, Volker}}, booktitle = {{Volker Peckhaus und Sebastian Luft: Philosophische Übergänge. Die Abschiedsvorlesung von Volker Peckhaus und die Antrittsvorlesung von Sebastian Luft im Oktober 2023}}, editor = {{Albus, Vanessa}}, issn = {{2748-6435}}, pages = {{15--27}}, publisher = {{Universität Paderborn}}, title = {{{Philosophische Einmischungen. Abschiedsvorlesung, Universität Paderborn, 27.10.2023}}}, year = {{2024}}, } @article{58322, author = {{Klingsieck, Katrin B. and Grunschel, Carola}}, issn = {{0049-8637}}, journal = {{Zeitschrift für Entwicklungspsychologie und Pädagogische Psychologie}}, number = {{4}}, pages = {{159--161}}, publisher = {{Hogrefe Publishing Group}}, title = {{{Procrastination of learners in school and at universities}}}, doi = {{10.1026/0049-8637/a000297}}, volume = {{56}}, year = {{2024}}, } @article{55271, abstract = {{Children’s information-related internet use positively affects their acquisition of computer- and information-related skills. Nevertheless, this use still occurs predominantly in the family context. Parents’ support of their children’s internet use can motivate them to use the internet for information-related purposes. However, while parents’ support seems to be important, the quantity and quality of parental support have been shown to have different associations with children’s motivation. Thus, the goal of the current study was to examine the relationship between parents’ support (quantity and quality), children’s motivation to engage in information-related internet use, and children’s actual information-related internet use (practical and school- or learning-related use) using structural equation modeling. In addition, we examined the mediating effects of children’s motivation. Specifically, 492 12-year-old German children answered a paper-and-pencil questionnaire. We found positive associations between the quantity and quality of parents’ support and children’s intrinsic and extrinsic motivation, while only structure-giving support was found to be related to children’s intrinsic motivation. The quantity of support was directly related to children’s school- or learning-related use, while intrinsic motivation was associated with both forms of information-related internet use. Furthermore, we confirmed that children’s motivation is an important mediator in this context. The implications of these findings for parents and children are considered.}}, author = {{Gruchel, Nicole and Kurock, Ricarda and Bonanati, Sabrina and Buhl, Heike M.}}, journal = {{Journal of Research in Childhood Education}}, keywords = {{children's motivation, information-related internet use, quality of parental support, quantity of parental support}}, title = {{{Children’s Information-Related Internet Use at Home: The Role of the Quantity and Quality of Parental Support and Children’s Motivation}}}, year = {{2024}}, } @article{55270, author = {{Gruchel, Nicole and Kurock, Ricarda and Bonanati, Sabrina and Buhl, Heike M.}}, issn = {{0256-8543}}, journal = {{Journal of Research in Childhood Education}}, pages = {{1--18}}, publisher = {{Informa UK Limited}}, title = {{{Children’s Information-Related Internet Use at Home: The Role of the Quantity and Quality of Parental Support and Children’s Motivation}}}, doi = {{10.1080/02568543.2024.2376099}}, year = {{2024}}, } @inproceedings{57356, author = {{Schaffer, Michael Erol and Terfloth, Lutz and Schulte, Carsten and Buhl, Heike M.}}, location = {{Valletta, Malta}}, title = {{{Perception and Consideration of the Explainees’ Needs for Satisfying Explanations}}}, year = {{2024}}, } @inproceedings{57357, author = {{Schaffer, Michael Erol and Terfloth, Lutz and Schulte, Carsten and Buhl, Heike M.}}, booktitle = {{Joint Proceedings of the xAI-2024 Late-breaking Work, Demos and Doctoral Consortium. 3793}}, title = {{{Explainers’ Mental Representations of Explainees’ Needs in Everyday Explanations}}}, year = {{2024}}, } @article{53072, abstract = {{Negated statements require more processing efforts than assertions. However, in certain contexts, repeating negations undergo adaptation, which over time mitigates the effort. Here, we ask negations hamper visual processing and whether consecutive repetitions mitigate its influence. We assessed the overall attentional capacity and its distribution, the relative weight, quantitatively using the formal Theory of Visual Attention (TVA). We 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.}}, author = {{Banh, Ngoc Chi and Tünnermann, Jan and Rohlfing, Katharina J. and Scharlau, Ingrid}}, journal = {{Frontiers in Psychology}}, title = {{{Benefiting from Binary Negations? Verbal Negations Decrease Visual Attention and Balance Its Distribution}}}, doi = {{10.3389/fpsyg.2024.1451309}}, volume = {{15}}, year = {{2024}}, } @article{42154, author = {{Philipper, Matthias}}, journal = {{Zeitpolitisches Magazin}}, number = {{45}}, pages = {{28--30}}, title = {{{Zeit für Spracherwerb }}}, volume = {{21}}, year = {{2024}}, } @inproceedings{57172, author = {{Reijers, Wessel and Matzner, Tobias and Alpsancar, Suzana and Philippi, Martina}}, booktitle = {{Smart Ethics in the Digital World: Proceedings of the ETHICOMP 2024. 21th International Conference on the Ethical and Social Impacts of ICT. Universidad de La Rioja, 2024.}}, title = {{{AI explainability, temporality, and civic virtue}}}, year = {{2024}}, } @inproceedings{56217, author = {{Alpsancar, Suzana and Matzner, Tobias and Philippi, Martina}}, booktitle = {{Smart Ethics in the Digital World: Proceedings of the ETHICOMP 2024. 21th International Conference on the Ethical and Social Impacts of ICT}}, pages = {{31--35}}, publisher = {{Universidad de La Rioja}}, title = {{{Unpacking the purposes of explainable AI}}}, year = {{2024}}, } @book{57762, editor = {{Alpsancar, Suzana and Friedrich, Alexander and Gehring, Petra and Kaminski, Andreas and Nordmann, Alfred}}, publisher = {{Nomos}}, title = {{{Der Sog des Neuen (und der Schock des Alten). Jahrbuch Technikphilosophie 2024}}}, year = {{2024}}, } @article{57846, abstract = {{ Abstract: Teachers require various generic competencies that are not addressed explicitly in the teacher education program, such as learning strategies. Although universities offer student teachers extracurricular opportunities to develop these competencies, few students seize them. Our training program fosters students’ self-regulated competency development: Self-reflection as an important first step to self-regulated competency development is addressed through an online self-assessment tool providing individual feedback and suggestions for further development. Forming and implementing intentions to develop competencies is addressed by a workshop based on an evidence-based self-management training program and group coaching sessions to bridge potential intention–behavior gaps. After the training program, the experimental group ( n = 32) showed a more favorable development in self-reflection, procrastination, and participation in competency-enhancing offers than the control group ( n = 34). The results show that supporting students in their self-regulated competency development can be an important key in their professional development. }}, author = {{Kaemper, Mara and Buhl, Heike M. and Klingsieck, Katrin B.}}, issn = {{0049-8637}}, journal = {{Zeitschrift für Entwicklungspsychologie und Pädagogische Psychologie}}, number = {{4}}, pages = {{197--208}}, publisher = {{Hogrefe Publishing Group}}, title = {{{How to Improve Student Teachers’ Self-Regulated Competency Development}}}, doi = {{10.1026/0049-8637/a000301}}, volume = {{56}}, year = {{2024}}, } @article{57892, abstract = {{The present paper discusses the extent to which Large Language Models (LLMs) may affect the scientific enterprise, reinforcing or mitigating existing structural inequalities expressed by the Matthew Effect and introducing a “bot delusion” in academia. In a theory-led thought experiment, we first focus on the academic publication and citation system and develop three scenarios of the anticipated consequences of using LLMs: reproducing content and status quo (Scenario 1), enabling content coherence evaluation (Scenario 2) and content evaluation (Scenario 3). Second, we discuss the interaction between the use of LLMs and academic (counter)norms for citation selection and their impact on the publication and citation system. Finally, we introduce communal counter-norms to capture academics’ loyal citation behavior and develop three future scenarios that academia may face when LLMs are widely used in the research process, namely status quo future of science, mixed-access future, and open science future.}}, author = {{Wieczorek, Oliver and Steinhardt, Isabel and Schmidt, Rebecca and Mauermeister, Sylvi and Schneijderberg, Christian}}, issn = {{0016-3287}}, journal = {{Futures}}, keywords = {{Large Language Models, Matthew Effect, Academic Publishing and Citation Systems, Scientific Norms, Thought Experiment}}, publisher = {{Elsevier BV}}, title = {{{The Bot Delusion. Large language models and anticipated consequences for academics’ publication and citation behavior}}}, doi = {{10.1016/j.futures.2024.103537}}, volume = {{166}}, year = {{2024}}, } @inproceedings{57903, author = {{Bobe, Julia and Klingsieck, Katrin B.}}, location = {{Wien}}, title = {{{Der Einfluss des antizipierten subjektiven Unwohlseins auf akademische Prokrastination }}}, year = {{2024}}, } @inbook{58110, author = {{Gruchel, Nicole and Kamin, Anna-Maria}}, booktitle = {{Handbuch Digitalisierung in der Kita. Grundlagen, Kompetenzen und Praxis}}, editor = {{Schindler, Lara }}, isbn = {{9783556098424}}, pages = {{305 -- 326}}, publisher = {{Carl Link}}, title = {{{Mediennutzung von Eltern}}}, year = {{2024}}, } @article{58808, author = {{Milkov, Nikolay}}, isbn = {{0036-0163}}, journal = {{Russell: th Journal for Bertrand Russell Studies}}, number = {{1}}, pages = {{114--119}}, publisher = {{The Johns Hopkins University Press}}, title = {{{Whitehead and Russell: Odd Couple? Review of Whitehead und Russell: Perspektiven, Konvergenzen, Dissonanzen, hg. von Ch. Kann und D. Sölch}}}, doi = {{10.1353/rss.2024.a929934}}, volume = {{44}}, year = {{2024}}, } @inbook{56177, author = {{Knoll, Lisa}}, booktitle = {{The Routledge International Handbook of Valuation and Society}}, editor = {{Krüger, Anne and Peetz, Thorsten and Schaefer, Hilmar}}, pages = {{316--325}}, publisher = {{Routledge}}, title = {{{Valuation and Sustainability}}}, year = {{2024}}, } @article{49564, author = {{Knoll, Lisa and Fraser, Alec}}, journal = {{Economy and Society}}, number = {{1}}, pages = {{92–111}}, title = {{{Social Impact Bond Assetization Struggles. A Comparative Case Study of the UK and Germany}}}, doi = {{https://doi.org/10.1080/03085147.2024.2309802}}, volume = {{53}}, year = {{2024}}, }