[{"date_updated":"2023-11-08T08:26:49Z","publication_status":"published","article_type":"original","title":"Conjunctive and additive group work reduce academic procrastination: insights from a vignette study","status":"public","year":"2023","publication_identifier":{"issn":["1046-1310","1936-4733"]},"author":[{"full_name":"Koppenborg, Markus","last_name":"Koppenborg","first_name":"Markus"},{"id":"36716","last_name":"Klingsieck","first_name":"Katrin B.","full_name":"Klingsieck, Katrin B."},{"full_name":"Hüffmeier, Joachim","first_name":"Joachim","last_name":"Hüffmeier"}],"doi":"10.1007/s12144-023-04294-w","user_id":"14931","_id":"46933","language":[{"iso":"eng"}],"publisher":"Springer Science and Business Media LLC","abstract":[{"lang":"eng","text":"<jats:title>Abstract</jats:title><jats:p>Group work can increase individual effort, performance, and positive affect, if group members perceive their own contribution as indispensable for the group product. A vignette methodology was applied to investigate whether group work may also reduce procrastination. The vignettes described a typical academic assignment, while varying the task structure (individual work vs. conjunctive group work vs. additive group work) and group member ability (high vs. low). For each vignette, student participants (<jats:italic>N</jats:italic> = 443) provided ratings on their perceived indispensability, procrastination of the assignment, and affect. When group member ability was high, procrastination was lower in additive group work as compared to individual work. When group member ability was low, procrastination was lower in conjunctive group work as compared to both individual work and additive group work. As predicted, perceived indispensability mediated the difference in procrastination between conjunctive and additive group work. Moderation analyses further revealed that the effects were more pronounced for high trait procrastinators. Further, both types of group work led to increases in task-related positive affect as compared to individual work. By demonstrating the relevance of group work as a social factor, the results should be useful for the extension of existing programs targeting procrastination, and may inspire measures for preventing procrastination by changes in the study environment.</jats:p>"}],"publication":"Current Psychology","citation":{"ama":"Koppenborg M, Klingsieck KB, Hüffmeier J. Conjunctive and additive group work reduce academic procrastination: insights from a vignette study. <i>Current Psychology</i>. Published online 2023. doi:<a href=\"https://doi.org/10.1007/s12144-023-04294-w\">10.1007/s12144-023-04294-w</a>","bibtex":"@article{Koppenborg_Klingsieck_Hüffmeier_2023, title={Conjunctive and additive group work reduce academic procrastination: insights from a vignette study}, DOI={<a href=\"https://doi.org/10.1007/s12144-023-04294-w\">10.1007/s12144-023-04294-w</a>}, journal={Current Psychology}, publisher={Springer Science and Business Media LLC}, author={Koppenborg, Markus and Klingsieck, Katrin B. and Hüffmeier, Joachim}, year={2023} }","mla":"Koppenborg, Markus, et al. “Conjunctive and Additive Group Work Reduce Academic Procrastination: Insights from a Vignette Study.” <i>Current Psychology</i>, Springer Science and Business Media LLC, 2023, doi:<a href=\"https://doi.org/10.1007/s12144-023-04294-w\">10.1007/s12144-023-04294-w</a>.","chicago":"Koppenborg, Markus, Katrin B. Klingsieck, and Joachim Hüffmeier. “Conjunctive and Additive Group Work Reduce Academic Procrastination: Insights from a Vignette Study.” <i>Current Psychology</i>, 2023. <a href=\"https://doi.org/10.1007/s12144-023-04294-w\">https://doi.org/10.1007/s12144-023-04294-w</a>.","short":"M. Koppenborg, K.B. Klingsieck, J. Hüffmeier, Current Psychology (2023).","apa":"Koppenborg, M., Klingsieck, K. B., &#38; Hüffmeier, J. (2023). Conjunctive and additive group work reduce academic procrastination: insights from a vignette study. <i>Current Psychology</i>. <a href=\"https://doi.org/10.1007/s12144-023-04294-w\">https://doi.org/10.1007/s12144-023-04294-w</a>","ieee":"M. Koppenborg, K. B. Klingsieck, and J. Hüffmeier, “Conjunctive and additive group work reduce academic procrastination: insights from a vignette study,” <i>Current Psychology</i>, 2023, doi: <a href=\"https://doi.org/10.1007/s12144-023-04294-w\">10.1007/s12144-023-04294-w</a>."},"type":"journal_article","keyword":["General Psychology"],"department":[{"_id":"426"}],"date_created":"2023-09-09T15:38:59Z"},{"doi":"10.17619/UNIPB/1-1753","alternative_title":["GEProS - Development and evaluation of a digital simulation to promote diagnostic competence in pre-service teachers"],"language":[{"iso":"ger"}],"date_updated":"2023-11-08T08:27:52Z","publication_status":"published","year":"2023","title":"GEProS - Entwicklung und Evaluation einer digitalen Simulation zur Förderung diagnostischer Kompetenz von Lehramtsstudierenden","author":[{"first_name":"Lea","last_name":"Grotegut","full_name":"Grotegut, Lea","id":"34280"}],"type":"dissertation","department":[{"_id":"426"}],"file":[{"file_id":"45660","success":1,"content_type":"application/pdf","file_name":"Grotegut_Dissertation_2023.pdf","file_size":872698,"access_level":"closed","relation":"main_file","date_updated":"2023-06-16T13:00:00Z","date_created":"2023-06-16T13:00:00Z","creator":"lea15g"}],"date_created":"2023-06-16T12:51:39Z","abstract":[{"text":"Um Schüler*innenmerkmale korrekt zu beurteilen benötigen Lehrkräfte diagnostische Kompetenz. Insbesondere die genaue Einschätzung nicht-kognitiver Merkmale von Schüler*innen fällt Lehrkräften eher schwer. Dazu zählen auch mögliche Anzeichen für Lern- und Verhaltensauffälligkeiten. Maßnahmen zur Förderung diagnostischer Kompetenz fokussieren bisher größtenteils die Diagnostik fachspezifischer, situativer Urteilsgegenstände, wie Fehlkonzepte im Mathematikunterricht. Systematisch evaluierte Fördermaßnahmen, die das Erkennen und Beurteilen von Lern- und Verhaltensauffälligkeiten bei Schüler*innen fokussieren, existieren bisher nicht.Aus diesem Anlass wurde die digitale, problemorientierte Simulation GEProS zur Förderung diagnostischer Kompetenz von Lehramtsstudierenden entwickelt und systematisch in drei längsschnittlichen, (quasi-)experimentellen Kontrollgruppenstudien evaluiert. Die Ergebnisse zeigen, dass die GEProS einen Mehrwert für die Förderung diagnostischer Kompetenz insbesondere im Bereich selbstbestimmter Motivation bieten kann. Ein integriertes Quiz mit Feedback kann mittels testing effect darüber hinaus der Erwerb deklarativ-konzeptionellen Wissens als zentrale Disposition diagnostischer Kompetenz in GEProS unterstützen. Die Ergebnisse tragen durch das entwickelte Integrative Modell diagnostischer Kompetenz zur Theoriebildung sowie zur Forschung und Entwicklung im Bereich der Förderung diagnostischer Kompetenz bei, indem eine Maßnahme zur Förderung diagnostischer Kompetenz für einen fächerübergreifenden, zeitlich stabilen Urteilsgegenstand systematisch evaluiert wurde. Durch die Ableitung und Berücksichtigung wesentlicher Merkmale digitaler Simulationen trägt diese Arbeit außerdem zur theoretischen Fundierung digitaler Simulationen bei.","lang":"ger"},{"text":"In order to accurately assess student characteristics, teachers need diagnostic competence. Especially the accurate assessment of non-cognitive student characteristics tends to be difficult for teachers. These can also include possible signs of learning and behavioral problems. Measures to promote diagnostic competence have so far largely focused on the diagnosis of subject-specific and temporary objects of judgment, such as misconceptions in mathematics education. So far, there are no systematically evaluated measures that focus on the recognition and assessment of learning and behavioral problems in students.For this reason, the digital, problem-based simulation GEProS was developed to promote diagnostic competence in pre-service teachers. GEProS was systematically evaluated in three longitudinal, (quasi-)experimental control group studies. The results show that GEProS can provide added value for promoting diagnostic competence in university teacher education, especially in the area of self-determined motivation. Furthermore, by means of an integrated quiz with feedback, the testing effect can be used in GEProS to support the acquisition of declarative-conceptual knowledge, a central disposition of diagnostic competence. By developing an Integrative Model of Diagnostic Competence, this thesis contributes to theory building as well as to research and development in the area of promoting diagnostic competence of (pre-service) teachers by systematically evaluating a measure for promoting diagnostic competence for a subject-general, temporally stable object of judgment. In addition, key features of digital simulations were defined and served as a basis for the development of GEProS. This work thus also contributes to the theoretical foundation of digital simulations.","lang":"eng"}],"ddc":["150"],"user_id":"14931","page":"56","_id":"45658","publisher":"Universität Paderborn","has_accepted_license":"1","status":"public","jel":["P"],"place":"Paderborn","file_date_updated":"2023-06-16T13:00:00Z","supervisor":[{"full_name":"Klingsieck, Katrin B.","first_name":"Katrin B.","last_name":"Klingsieck","id":"36716"},{"id":"27152","last_name":"Buhl","first_name":"Heike M.","full_name":"Buhl, Heike M."}],"citation":{"short":"L. Grotegut, GEProS - Entwicklung und Evaluation einer digitalen Simulation zur Förderung diagnostischer Kompetenz von Lehramtsstudierenden, Universität Paderborn, Paderborn, 2023.","chicago":"Grotegut, Lea. <i>GEProS - Entwicklung und Evaluation einer digitalen Simulation zur Förderung diagnostischer Kompetenz von Lehramtsstudierenden</i>. Paderborn: Universität Paderborn, 2023. <a href=\"https://doi.org/10.17619/UNIPB/1-1753\">https://doi.org/10.17619/UNIPB/1-1753</a>.","apa":"Grotegut, L. (2023). <i>GEProS - Entwicklung und Evaluation einer digitalen Simulation zur Förderung diagnostischer Kompetenz von Lehramtsstudierenden</i>. Universität Paderborn. <a href=\"https://doi.org/10.17619/UNIPB/1-1753\">https://doi.org/10.17619/UNIPB/1-1753</a>","ieee":"L. Grotegut, <i>GEProS - Entwicklung und Evaluation einer digitalen Simulation zur Förderung diagnostischer Kompetenz von Lehramtsstudierenden</i>. Paderborn: Universität Paderborn, 2023.","ama":"Grotegut L. <i>GEProS - Entwicklung und Evaluation einer digitalen Simulation zur Förderung diagnostischer Kompetenz von Lehramtsstudierenden</i>. Universität Paderborn; 2023. doi:<a href=\"https://doi.org/10.17619/UNIPB/1-1753\">10.17619/UNIPB/1-1753</a>","bibtex":"@book{Grotegut_2023, place={Paderborn}, title={GEProS - Entwicklung und Evaluation einer digitalen Simulation zur Förderung diagnostischer Kompetenz von Lehramtsstudierenden}, DOI={<a href=\"https://doi.org/10.17619/UNIPB/1-1753\">10.17619/UNIPB/1-1753</a>}, publisher={Universität Paderborn}, author={Grotegut, Lea}, year={2023} }","mla":"Grotegut, Lea. <i>GEProS - Entwicklung und Evaluation einer digitalen Simulation zur Förderung diagnostischer Kompetenz von Lehramtsstudierenden</i>. Universität Paderborn, 2023, doi:<a href=\"https://doi.org/10.17619/UNIPB/1-1753\">10.17619/UNIPB/1-1753</a>."}},{"page":"56-73","publisher":"Verlag Barbara Budrich GmbH","_id":"48087","user_id":"14931","volume":7,"status":"public","citation":{"mla":"Grotegut, Lea, and Katrin B. Klingsieck. “Kompetenzentwicklung in Der Lehrkräftebildung: Der Mehrwert Einer Digitalen Simulation.” <i>ZeHf – Zeitschrift Für Empirische Hochschulforschung</i>, vol. 7, no. 1, Verlag Barbara Budrich GmbH, 2023, pp. 56–73, doi:<a href=\"https://doi.org/10.3224/zehf.v7i1.05\">10.3224/zehf.v7i1.05</a>.","bibtex":"@article{Grotegut_Klingsieck_2023, title={Kompetenzentwicklung in der Lehrkräftebildung: der Mehrwert einer digitalen Simulation}, volume={7}, DOI={<a href=\"https://doi.org/10.3224/zehf.v7i1.05\">10.3224/zehf.v7i1.05</a>}, number={1}, journal={ZeHf – Zeitschrift für empirische Hochschulforschung}, publisher={Verlag Barbara Budrich GmbH}, author={Grotegut, Lea and Klingsieck, Katrin B.}, year={2023}, pages={56–73} }","ama":"Grotegut L, Klingsieck KB. Kompetenzentwicklung in der Lehrkräftebildung: der Mehrwert einer digitalen Simulation. <i>ZeHf – Zeitschrift für empirische Hochschulforschung</i>. 2023;7(1):56-73. doi:<a href=\"https://doi.org/10.3224/zehf.v7i1.05\">10.3224/zehf.v7i1.05</a>","ieee":"L. Grotegut and K. B. Klingsieck, “Kompetenzentwicklung in der Lehrkräftebildung: der Mehrwert einer digitalen Simulation,” <i>ZeHf – Zeitschrift für empirische Hochschulforschung</i>, vol. 7, no. 1, pp. 56–73, 2023, doi: <a href=\"https://doi.org/10.3224/zehf.v7i1.05\">10.3224/zehf.v7i1.05</a>.","apa":"Grotegut, L., &#38; Klingsieck, K. B. (2023). Kompetenzentwicklung in der Lehrkräftebildung: der Mehrwert einer digitalen Simulation. <i>ZeHf – Zeitschrift Für Empirische Hochschulforschung</i>, <i>7</i>(1), 56–73. <a href=\"https://doi.org/10.3224/zehf.v7i1.05\">https://doi.org/10.3224/zehf.v7i1.05</a>","chicago":"Grotegut, Lea, and Katrin B. Klingsieck. “Kompetenzentwicklung in Der Lehrkräftebildung: Der Mehrwert Einer Digitalen Simulation.” <i>ZeHf – Zeitschrift Für Empirische Hochschulforschung</i> 7, no. 1 (2023): 56–73. <a href=\"https://doi.org/10.3224/zehf.v7i1.05\">https://doi.org/10.3224/zehf.v7i1.05</a>.","short":"L. Grotegut, K.B. Klingsieck, ZeHf – Zeitschrift Für Empirische Hochschulforschung 7 (2023) 56–73."},"language":[{"iso":"eng"}],"doi":"10.3224/zehf.v7i1.05","year":"2023","title":"Kompetenzentwicklung in der Lehrkräftebildung: der Mehrwert einer digitalen Simulation","publication_identifier":{"issn":["2367-3044","2367-3052"]},"author":[{"id":"34280","full_name":"Grotegut, Lea","last_name":"Grotegut","first_name":"Lea"},{"last_name":"Klingsieck","first_name":"Katrin B.","full_name":"Klingsieck, Katrin B.","id":"36716"}],"publication_status":"published","date_updated":"2023-11-08T08:28:15Z","article_type":"original","intvolume":"         7","date_created":"2023-10-16T10:39:34Z","keyword":["General Earth and Planetary Sciences","General Engineering","General Environmental Science"],"type":"journal_article","department":[{"_id":"426"}],"publication":"ZeHf – Zeitschrift für empirische Hochschulforschung","issue":"1","abstract":[{"text":"Die Förderung diagnostischer Kompetenz in der Lehrer*innenbildung birgt zwei Herausforderungen: Erstens bleibt in großen Lehrveranstaltungen wenig Raum für die notwendige Anwendung theoretischen Wissens, zweitens können Fehlentscheidungen in realen diagnostischen Situationen gravierende negative Folgen für Schüler*innen haben. Eine digitale Simulation kann beiden Herausforderungen begegnen. In diesem Beitrag wurde eine digitale, problemorientierte Simulation zur Förderung diagnostischer Kompetenz von Lehramtsstudierenden evaluiert und mit einer textbasierten, problemorientierten und einer lehrendenzentrierten Kontrollgruppe verglichen. Die Ergebnisse zeigen positive Effekte für die digitale Simulation hinsichtlich der selbstbestimmten Motivation, aber einen geringeren Wissenszuwachs im Vergleich zum lehrendenzentrierten Setting. Die Selbstwirksamkeit nahm in allen drei Gruppen zu. Eine digitale Simulation bietet in der untersuchten Form somit einen, wenn auch geringen, Mehrwert für die Lehrkräftebildung im Bereich der Kompetenzentwicklung.","lang":"eng"}]},{"citation":{"bibtex":"@inproceedings{Bobe_Klingsieck_2023, title={Aufschieben, weil man sich schlecht fühlt, oder sich schlecht fühlen, weil man aufschiebt? – Gruppenspezifische Unterschiede im Verhalten und Erleben von Prokrastination}, author={Bobe, Julia and Klingsieck, Katrin B.}, year={2023} }","ama":"Bobe J, Klingsieck KB. Aufschieben, weil man sich schlecht fühlt, oder sich schlecht fühlen, weil man aufschiebt? – Gruppenspezifische Unterschiede im Verhalten und Erleben von Prokrastination. In: ; 2023.","mla":"Bobe, Julia, and Katrin B. Klingsieck. <i>Aufschieben, Weil Man Sich Schlecht Fühlt, Oder Sich Schlecht Fühlen, Weil Man Aufschiebt? – Gruppenspezifische Unterschiede Im Verhalten Und Erleben von Prokrastination</i>. 2023.","short":"J. Bobe, K.B. Klingsieck, in: 2023.","chicago":"Bobe, Julia, and Katrin B. Klingsieck. “Aufschieben, Weil Man Sich Schlecht Fühlt, Oder Sich Schlecht Fühlen, Weil Man Aufschiebt? – Gruppenspezifische Unterschiede Im Verhalten Und Erleben von Prokrastination,” 2023.","ieee":"J. Bobe and K. B. Klingsieck, “Aufschieben, weil man sich schlecht fühlt, oder sich schlecht fühlen, weil man aufschiebt? – Gruppenspezifische Unterschiede im Verhalten und Erleben von Prokrastination,” presented at the 19. Fachgruppentagung Pädagogische Psychologie, Leipzig, 2023.","apa":"Bobe, J., &#38; Klingsieck, K. B. (2023). <i>Aufschieben, weil man sich schlecht fühlt, oder sich schlecht fühlen, weil man aufschiebt? – Gruppenspezifische Unterschiede im Verhalten und Erleben von Prokrastination</i>. 19. Fachgruppentagung Pädagogische Psychologie, Leipzig."},"date_created":"2023-11-09T12:08:33Z","type":"conference_abstract","department":[{"_id":"426"}],"year":"2023","status":"public","title":"Aufschieben, weil man sich schlecht fühlt, oder sich schlecht fühlen, weil man aufschiebt? – Gruppenspezifische Unterschiede im Verhalten und Erleben von Prokrastination","conference":{"location":"Leipzig","name":"19. Fachgruppentagung Pädagogische Psychologie"},"author":[{"id":"81770","last_name":"Bobe","first_name":"Julia","full_name":"Bobe, Julia"},{"id":"36716","first_name":"Katrin B.","last_name":"Klingsieck","full_name":"Klingsieck, Katrin B."}],"date_updated":"2023-11-09T12:11:34Z","language":[{"iso":"eng"}],"_id":"48730","user_id":"81770"},{"language":[{"iso":"eng"}],"_id":"48731","user_id":"81770","conference":{"location":"Essen","name":"10. Jahrestagung der Gesellschaft für empirische Bildungsforschung (GEBF)"},"author":[{"full_name":"Bobe, Julia","last_name":"Bobe","first_name":"Julia","id":"81770"},{"full_name":"Klingsieck, Katrin B.","last_name":"Klingsieck","first_name":"Katrin B.","id":"36716"}],"title":"Prokrastination und das schlechte Gewissen - Gruppenunterschiede im Erleben und Auftreten von Prokrastination.","status":"public","year":"2023","date_updated":"2023-11-09T12:11:41Z","date_created":"2023-11-09T12:11:21Z","department":[{"_id":"426"}],"type":"conference_abstract","citation":{"ieee":"J. Bobe and K. B. Klingsieck, “Prokrastination und das schlechte Gewissen - Gruppenunterschiede im Erleben und Auftreten von Prokrastination.,” presented at the 10. Jahrestagung der Gesellschaft für empirische Bildungsforschung (GEBF), Essen, 2023.","mla":"Bobe, Julia, and Katrin B. Klingsieck. <i>Prokrastination Und Das Schlechte Gewissen - Gruppenunterschiede Im Erleben Und Auftreten von Prokrastination.</i> 2023.","apa":"Bobe, J., &#38; Klingsieck, K. B. (2023). <i>Prokrastination und das schlechte Gewissen - Gruppenunterschiede im Erleben und Auftreten von Prokrastination.</i> 10. Jahrestagung der Gesellschaft für empirische Bildungsforschung (GEBF), Essen.","bibtex":"@inproceedings{Bobe_Klingsieck_2023, title={Prokrastination und das schlechte Gewissen - Gruppenunterschiede im Erleben und Auftreten von Prokrastination.}, author={Bobe, Julia and Klingsieck, Katrin B.}, year={2023} }","chicago":"Bobe, Julia, and Katrin B. Klingsieck. “Prokrastination Und Das Schlechte Gewissen - Gruppenunterschiede Im Erleben Und Auftreten von Prokrastination.,” 2023.","short":"J. Bobe, K.B. Klingsieck, in: 2023.","ama":"Bobe J, Klingsieck KB. Prokrastination und das schlechte Gewissen - Gruppenunterschiede im Erleben und Auftreten von Prokrastination. In: ; 2023."}},{"_id":"48595","publisher":"Springer Nature Switzerland","language":[{"iso":"eng"}],"user_id":"92810","doi":"10.1007/978-3-031-44070-0_15","status":"public","title":"The Importance of Distrust in AI","year":"2023","publication_identifier":{"isbn":["9783031440694","9783031440700"],"issn":["1865-0929","1865-0937"]},"author":[{"full_name":"Peters, Tobias Martin","orcid":"0009-0008-5193-6243","last_name":"Peters","first_name":"Tobias Martin","id":"92810"},{"full_name":"Visser, Roel W.","first_name":"Roel W.","last_name":"Visser"}],"publication_status":"published","date_updated":"2023-11-24T11:59:49Z","date_created":"2023-11-02T10:04:19Z","place":"Cham","type":"conference","department":[{"_id":"424"},{"_id":"660"}],"publication":"Communications in Computer and Information Science","citation":{"short":"T.M. Peters, R.W. Visser, in: Communications in Computer and Information Science, Springer Nature Switzerland, Cham, 2023.","chicago":"Peters, Tobias Martin, and Roel W. Visser. “The Importance of Distrust in AI.” In <i>Communications in Computer and Information Science</i>. Cham: Springer Nature Switzerland, 2023. <a href=\"https://doi.org/10.1007/978-3-031-44070-0_15\">https://doi.org/10.1007/978-3-031-44070-0_15</a>.","apa":"Peters, T. M., &#38; Visser, R. W. (2023). The Importance of Distrust in AI. <i>Communications in Computer and Information Science</i>. <a href=\"https://doi.org/10.1007/978-3-031-44070-0_15\">https://doi.org/10.1007/978-3-031-44070-0_15</a>","ieee":"T. M. Peters and R. W. Visser, “The Importance of Distrust in AI,” 2023, doi: <a href=\"https://doi.org/10.1007/978-3-031-44070-0_15\">10.1007/978-3-031-44070-0_15</a>.","ama":"Peters TM, Visser RW. The Importance of Distrust in AI. In: <i>Communications in Computer and Information Science</i>. Springer Nature Switzerland; 2023. doi:<a href=\"https://doi.org/10.1007/978-3-031-44070-0_15\">10.1007/978-3-031-44070-0_15</a>","bibtex":"@inproceedings{Peters_Visser_2023, place={Cham}, title={The Importance of Distrust in AI}, DOI={<a href=\"https://doi.org/10.1007/978-3-031-44070-0_15\">10.1007/978-3-031-44070-0_15</a>}, booktitle={Communications in Computer and Information Science}, publisher={Springer Nature Switzerland}, author={Peters, Tobias Martin and Visser, Roel W.}, year={2023} }","mla":"Peters, Tobias Martin, and Roel W. Visser. “The Importance of Distrust in AI.” <i>Communications in Computer and Information Science</i>, Springer Nature Switzerland, 2023, doi:<a href=\"https://doi.org/10.1007/978-3-031-44070-0_15\">10.1007/978-3-031-44070-0_15</a>."},"project":[{"_id":"124","name":"TRR 318 - C1: TRR 318 - Subproject C1"}]},{"status":"public","editor":[{"full_name":"Reinmann, Gabi","first_name":"Gabi","last_name":"Reinmann"},{"full_name":"Rhein, Rüdiger","first_name":"Rüdiger","last_name":"Rhein"}],"user_id":"451","_id":"42641","publisher":"transcript","page":"49-74","citation":{"short":"I. Scharlau, in: G. Reinmann, R. Rhein (Eds.), Wissenschaftsdidaktik II: Einzelne Disziplinen, transcript, Bielefeld, 2023, pp. 49–74.","chicago":"Scharlau, Ingrid. “Wissenschaft und Alltagserfahrung: Überlegungen zur Wissenschaftsdidaktik der Psychologie.” In <i>Wissenschaftsdidaktik II: Einzelne Disziplinen</i>, edited by Gabi Reinmann and Rüdiger Rhein, 49–74. Bielefeld: transcript, 2023.","apa":"Scharlau, I. (2023). Wissenschaft und Alltagserfahrung: Überlegungen zur Wissenschaftsdidaktik der Psychologie. In G. Reinmann &#38; R. Rhein (Eds.), <i>Wissenschaftsdidaktik II: Einzelne Disziplinen</i> (pp. 49–74). transcript.","ieee":"I. Scharlau, “Wissenschaft und Alltagserfahrung: Überlegungen zur Wissenschaftsdidaktik der Psychologie,” in <i>Wissenschaftsdidaktik II: Einzelne Disziplinen</i>, G. Reinmann and R. Rhein, Eds. Bielefeld: transcript, 2023, pp. 49–74.","ama":"Scharlau I. Wissenschaft und Alltagserfahrung: Überlegungen zur Wissenschaftsdidaktik der Psychologie. In: Reinmann G, Rhein R, eds. <i>Wissenschaftsdidaktik II: Einzelne Disziplinen</i>. transcript; 2023:49-74.","bibtex":"@inbook{Scharlau_2023, place={Bielefeld}, title={Wissenschaft und Alltagserfahrung: Überlegungen zur Wissenschaftsdidaktik der Psychologie}, booktitle={Wissenschaftsdidaktik II: Einzelne Disziplinen}, publisher={transcript}, author={Scharlau, Ingrid}, editor={Reinmann, Gabi and Rhein, Rüdiger}, year={2023}, pages={49–74} }","mla":"Scharlau, Ingrid. “Wissenschaft und Alltagserfahrung: Überlegungen zur Wissenschaftsdidaktik der Psychologie.” <i>Wissenschaftsdidaktik II: Einzelne Disziplinen</i>, edited by Gabi Reinmann and Rüdiger Rhein, transcript, 2023, pp. 49–74."},"oa":"1","place":"Bielefeld","date_updated":"2023-10-05T12:32:12Z","publication_status":"published","author":[{"id":"451","full_name":"Scharlau, Ingrid","orcid":"0000-0003-2364-9489","first_name":"Ingrid","last_name":"Scharlau"}],"publication_identifier":{"isbn":[" 978-3-8376-6295-5"]},"title":"Wissenschaft und Alltagserfahrung: Überlegungen zur Wissenschaftsdidaktik der Psychologie","year":"2023","language":[{"iso":"ger"}],"main_file_link":[{"url":"https://www.transcript-verlag.de/978-3-8376-6295-5/wissenschaftsdidaktik-ii/?number=978-3-8394-6295-9","open_access":"1"}],"publication":"Wissenschaftsdidaktik II: Einzelne Disziplinen","department":[{"_id":"424"}],"type":"book_chapter","keyword":["Unterrichtsfach Psychologie"],"date_created":"2023-03-01T12:24:29Z"},{"language":[{"iso":"eng"}],"_id":"48777","publisher":"Springer Science and Business Media LLC","doi":"10.1007/s10994-023-06385-y","user_id":"55908","year":"2023","status":"public","title":"Incremental permutation feature importance (iPFI): towards online explanations on data streams","publication_identifier":{"issn":["0885-6125","1573-0565"]},"author":[{"last_name":"Fumagalli","first_name":"Fabian","full_name":"Fumagalli, Fabian"},{"full_name":"Muschalik, Maximilian","first_name":"Maximilian","last_name":"Muschalik"},{"full_name":"Hüllermeier, Eyke","last_name":"Hüllermeier","first_name":"Eyke"},{"last_name":"Hammer","first_name":"Barbara","full_name":"Hammer, Barbara"}],"date_updated":"2023-11-10T14:24:27Z","publication_status":"published","date_created":"2023-11-10T14:15:36Z","keyword":["Artificial Intelligence","Software"],"type":"journal_article","department":[{"_id":"424"},{"_id":"660"}],"publication":"Machine Learning","citation":{"ama":"Fumagalli F, Muschalik M, Hüllermeier E, Hammer B. Incremental permutation feature importance (iPFI): towards online explanations on data streams. <i>Machine Learning</i>. Published online 2023. doi:<a href=\"https://doi.org/10.1007/s10994-023-06385-y\">10.1007/s10994-023-06385-y</a>","short":"F. Fumagalli, M. Muschalik, E. Hüllermeier, B. Hammer, Machine Learning (2023).","chicago":"Fumagalli, Fabian, Maximilian Muschalik, Eyke Hüllermeier, and Barbara Hammer. “Incremental Permutation Feature Importance (IPFI): Towards Online Explanations on Data Streams.” <i>Machine Learning</i>, 2023. <a href=\"https://doi.org/10.1007/s10994-023-06385-y\">https://doi.org/10.1007/s10994-023-06385-y</a>.","bibtex":"@article{Fumagalli_Muschalik_Hüllermeier_Hammer_2023, title={Incremental permutation feature importance (iPFI): towards online explanations on data streams}, DOI={<a href=\"https://doi.org/10.1007/s10994-023-06385-y\">10.1007/s10994-023-06385-y</a>}, journal={Machine Learning}, publisher={Springer Science and Business Media LLC}, author={Fumagalli, Fabian and Muschalik, Maximilian and Hüllermeier, Eyke and Hammer, Barbara}, year={2023} }","apa":"Fumagalli, F., Muschalik, M., Hüllermeier, E., &#38; Hammer, B. (2023). Incremental permutation feature importance (iPFI): towards online explanations on data streams. <i>Machine Learning</i>. <a href=\"https://doi.org/10.1007/s10994-023-06385-y\">https://doi.org/10.1007/s10994-023-06385-y</a>","mla":"Fumagalli, Fabian, et al. “Incremental Permutation Feature Importance (IPFI): Towards Online Explanations on Data Streams.” <i>Machine Learning</i>, Springer Science and Business Media LLC, 2023, doi:<a href=\"https://doi.org/10.1007/s10994-023-06385-y\">10.1007/s10994-023-06385-y</a>.","ieee":"F. Fumagalli, M. Muschalik, E. Hüllermeier, and B. Hammer, “Incremental permutation feature importance (iPFI): towards online explanations on data streams,” <i>Machine Learning</i>, 2023, doi: <a href=\"https://doi.org/10.1007/s10994-023-06385-y\">10.1007/s10994-023-06385-y</a>."},"abstract":[{"lang":"eng","text":"<jats:title>Abstract</jats:title><jats:p>Explainable artificial intelligence has mainly focused on static learning scenarios so far. We are interested in dynamic scenarios where data is sampled progressively, and learning is done in an incremental rather than a batch mode. We seek efficient incremental algorithms for computing feature importance (FI). Permutation feature importance (PFI) is a well-established model-agnostic measure to obtain global FI based on feature marginalization of absent features. We propose an efficient, model-agnostic algorithm called iPFI to estimate this measure incrementally and under dynamic modeling conditions including concept drift. We prove theoretical guarantees on the approximation quality in terms of expectation and variance. To validate our theoretical findings and the efficacy of our approaches in incremental scenarios dealing with streaming data rather than traditional batch settings, we conduct multiple experimental studies on benchmark data with and without concept drift.</jats:p>"}]},{"user_id":"59882","volume":"4(3)","editor":[{"id":"55271","first_name":"Sebastian","last_name":"Luft","full_name":"Luft, Sebastian"},{"full_name":"Pollok, Konstantin ","last_name":"Pollok","first_name":"Konstantin "},{"last_name":"Staiti","first_name":"Andrea ","full_name":"Staiti, Andrea "}],"publisher":"DeGruyter","_id":"48910","language":[{"iso":"eng"}],"publication_status":"published","date_updated":"2023-11-23T09:10:16Z","year":"2023","title":"Kant and the Role(s) of Doctrines of Methods","status":"public","publication_identifier":{"issn":["2626-8329"]},"type":"journal_editor","department":[{"_id":"813"}],"date_created":"2023-11-15T08:55:13Z","extern":"1","related_material":{"link":[{"url":"https://www.degruyter.com/journal/key/jtph/html#overview","relation":"confirmation"}]},"publication":"Journal of Transcendental Philosophy","citation":{"bibtex":"@book{Luft_Pollok_Staiti_2023, title={Kant and the Role(s) of Doctrines of Methods}, volume={4(3)}, journal={Journal of Transcendental Philosophy}, publisher={DeGruyter}, year={2023} }","chicago":"Luft, Sebastian, Konstantin  Pollok, and Andrea  Staiti, eds. <i>Kant and the Role(s) of Doctrines of Methods</i>. <i>Journal of Transcendental Philosophy</i>. Vol. 4(3). DeGruyter, 2023.","short":"S. Luft, K. Pollok, A. Staiti, eds., Kant and the Role(s) of Doctrines of Methods, DeGruyter, 2023.","ama":"Luft S, Pollok K, Staiti A, eds. <i>Kant and the Role(s) of Doctrines of Methods</i>. Vol 4(3). DeGruyter; 2023.","ieee":"S. Luft, K. Pollok, and A. Staiti, Eds., <i>Kant and the Role(s) of Doctrines of Methods</i>, vol. 4(3). DeGruyter, 2023.","mla":"Luft, Sebastian, et al., editors. “Kant and the Role(s) of Doctrines of Methods.” <i>Journal of Transcendental Philosophy</i>, vol. 4(3), DeGruyter, 2023.","apa":"Kant and the Role(s) of Doctrines of Methods. (2023). In S. Luft, K. Pollok, &#38; A. Staiti (Eds.), <i>Journal of Transcendental Philosophy: Vol. 4(3)</i>. DeGruyter."}},{"related_material":{"link":[{"relation":"confirmation","url":"https://www.academia.edu/109116946/Your_Smartphone_Is_Watching_You_Eine_technikkritische_Untersuchung_der_menschlichen_Freiheit_und_Antiquiertheit_im_Zeitalter_der_Digitaltechnologie"}]},"extern":"1","supervisor":[{"full_name":"Alpsancar, Suzana","first_name":"Suzana","last_name":"Alpsancar","id":"93637"}],"citation":{"mla":"Mac Award, Daria-Leona. <i>Your Smartphone Is Watching You - Eine technikkritische Untersuchung der menschlichen Freiheit und Antiquiertheit im Zeitalter der Digitaltechnologie</i>.","ama":"Mac Award D-L. <i>Your Smartphone Is Watching You - Eine technikkritische Untersuchung der menschlichen Freiheit und Antiquiertheit im Zeitalter der Digitaltechnologie</i>.","bibtex":"@book{Mac Award, place={Paderborn University}, title={Your Smartphone Is Watching You - Eine technikkritische Untersuchung der menschlichen Freiheit und Antiquiertheit im Zeitalter der Digitaltechnologie}, author={Mac Award, Daria-Leona} }","apa":"Mac Award, D.-L. (n.d.). <i>Your Smartphone Is Watching You - Eine technikkritische Untersuchung der menschlichen Freiheit und Antiquiertheit im Zeitalter der Digitaltechnologie</i>.","ieee":"D.-L. Mac Award, <i>Your Smartphone Is Watching You - Eine technikkritische Untersuchung der menschlichen Freiheit und Antiquiertheit im Zeitalter der Digitaltechnologie</i>. Paderborn University.","chicago":"Mac Award, Daria-Leona. <i>Your Smartphone Is Watching You - Eine technikkritische Untersuchung der menschlichen Freiheit und Antiquiertheit im Zeitalter der Digitaltechnologie</i>. Paderborn University, n.d.","short":"D.-L. Mac Award, Your Smartphone Is Watching You - Eine technikkritische Untersuchung der menschlichen Freiheit und Antiquiertheit im Zeitalter der Digitaltechnologie, Paderborn University, n.d."},"type":"mastersthesis","department":[{"_id":"813"}],"place":"Paderborn University","date_created":"2023-11-23T09:39:51Z","date_updated":"2023-11-23T09:41:39Z","publication_status":"submitted","title":"Your Smartphone Is Watching You - Eine technikkritische Untersuchung der menschlichen Freiheit und Antiquiertheit im Zeitalter der Digitaltechnologie","status":"public","year":"2023","author":[{"id":"59882","full_name":"Mac Award, Daria-Leona","last_name":"Mac Award","first_name":"Daria-Leona"}],"user_id":"59882","page":"82","language":[{"iso":"ger"}],"_id":"49150"},{"publication_status":"published","date_updated":"2023-12-04T12:59:36Z","publication_identifier":{"isbn":["978-3-96784-020-9"]},"author":[{"full_name":"Steinhardt, Isabel","last_name":"Steinhardt","first_name":"Isabel","orcid":"https://orcid.org/0000-0002-2590-6189","id":"90339"},{"first_name":"Angelika","last_name":"Thielsch","full_name":"Thielsch, Angelika"}],"status":"public","title":"Soziale Eingebundenheit als Schlüssel?! - Perspektiven zur Förderung von student engagament in der Hochschullehre","year":"2023","editor":[{"first_name":"Nerea","last_name":"Vöing","full_name":"Vöing, Nerea"},{"last_name":"Schmidt","first_name":"Rebecca","full_name":"Schmidt, Rebecca"},{"first_name":"Iris ","last_name":"Neiske","full_name":"Neiske, Iris "}],"user_id":"90339","_id":"49448","publisher":"Visual Ink Publishing UG","language":[{"iso":"ger"}],"page":"15-25","citation":{"bibtex":"@inbook{Steinhardt_Thielsch_2023, place={Dornstadt}, title={Soziale Eingebundenheit als Schlüssel?! - Perspektiven zur Förderung von student engagament in der Hochschullehre}, booktitle={Aktive Teilhabe fördern. ICM und Student Engagement in der Hochschullehre}, publisher={Visual Ink Publishing UG}, author={Steinhardt, Isabel and Thielsch, Angelika}, editor={Vöing, Nerea and Schmidt, Rebecca and Neiske, Iris }, year={2023}, pages={15–25} }","ama":"Steinhardt I, Thielsch A. Soziale Eingebundenheit als Schlüssel?! - Perspektiven zur Förderung von student engagament in der Hochschullehre. In: Vöing N, Schmidt R, Neiske I, eds. <i>Aktive Teilhabe fördern. ICM und Student Engagement in der Hochschullehre</i>. Visual Ink Publishing UG; 2023:15-25.","mla":"Steinhardt, Isabel, and Angelika Thielsch. “Soziale Eingebundenheit als Schlüssel?! - Perspektiven zur Förderung von student engagament in der Hochschullehre.” <i>Aktive Teilhabe fördern. ICM und Student Engagement in der Hochschullehre</i>, edited by Nerea Vöing et al., Visual Ink Publishing UG, 2023, pp. 15–25.","short":"I. Steinhardt, A. Thielsch, in: N. Vöing, R. Schmidt, I. Neiske (Eds.), Aktive Teilhabe fördern. ICM und Student Engagement in der Hochschullehre, Visual Ink Publishing UG, Dornstadt, 2023, pp. 15–25.","chicago":"Steinhardt, Isabel, and Angelika Thielsch. “Soziale Eingebundenheit als Schlüssel?! - Perspektiven zur Förderung von student engagament in der Hochschullehre.” In <i>Aktive Teilhabe fördern. ICM und Student Engagement in der Hochschullehre</i>, edited by Nerea Vöing, Rebecca Schmidt, and Iris  Neiske, 15–25. Dornstadt: Visual Ink Publishing UG, 2023.","ieee":"I. Steinhardt and A. Thielsch, “Soziale Eingebundenheit als Schlüssel?! - Perspektiven zur Förderung von student engagament in der Hochschullehre,” in <i>Aktive Teilhabe fördern. ICM und Student Engagement in der Hochschullehre</i>, N. Vöing, R. Schmidt, and I. Neiske, Eds. Dornstadt: Visual Ink Publishing UG, 2023, pp. 15–25.","apa":"Steinhardt, I., &#38; Thielsch, A. (2023). Soziale Eingebundenheit als Schlüssel?! - Perspektiven zur Förderung von student engagament in der Hochschullehre. In N. Vöing, R. Schmidt, &#38; I. Neiske (Eds.), <i>Aktive Teilhabe fördern. ICM und Student Engagement in der Hochschullehre</i> (pp. 15–25). Visual Ink Publishing UG."},"publication":"Aktive Teilhabe fördern. ICM und Student Engagement in der Hochschullehre","department":[{"_id":"121"}],"type":"book_chapter","date_created":"2023-12-04T12:59:29Z","place":"Dornstadt"},{"publication":"Neues Handbuch Hochschullehre","date_created":"2023-07-04T13:10:22Z","department":[{"_id":"424"}],"type":"book_chapter","author":[{"id":"451","orcid":"0000-0003-2364-9489","last_name":"Scharlau","first_name":"Ingrid","full_name":"Scharlau, Ingrid"},{"id":"53917","last_name":"Karsten","first_name":"Andrea","full_name":"Karsten, Andrea"}],"publication_identifier":{"unknown":["2198-5693"]},"title":"Schreibfokussierte Graduiertenförderung: Reflexive Spezialisierung für interdisziplinäre Forschungskontexte","year":"2023","intvolume":"       111","date_updated":"2023-12-20T13:33:02Z","language":[{"iso":"ger"}],"series_title":"G 4.18","citation":{"chicago":"Scharlau, Ingrid, and Andrea Karsten. “Schreibfokussierte Graduiertenförderung: Reflexive Spezialisierung für interdisziplinäre Forschungskontexte.” In <i>Neues Handbuch Hochschullehre</i>, edited by Brigitte Berendt, Andreas Fleischmann, Gudrun Salmhofer, Niclas Schaper, Birgit Szczyrba, Matthias Wiemer, and Johannes Wildt, 111:17–35. G 4.18. DUZ medienhaus, 2023.","short":"I. Scharlau, A. Karsten, in: B. Berendt, A. Fleischmann, G. Salmhofer, N. Schaper, B. Szczyrba, M. Wiemer, J. Wildt (Eds.), Neues Handbuch Hochschullehre, DUZ medienhaus, 2023, pp. 17–35.","apa":"Scharlau, I., &#38; Karsten, A. (2023). Schreibfokussierte Graduiertenförderung: Reflexive Spezialisierung für interdisziplinäre Forschungskontexte. In B. Berendt, A. Fleischmann, G. Salmhofer, N. Schaper, B. Szczyrba, M. Wiemer, &#38; J. Wildt (Eds.), <i>Neues Handbuch Hochschullehre</i> (Vol. 111, pp. 17–35). DUZ medienhaus.","ieee":"I. Scharlau and A. Karsten, “Schreibfokussierte Graduiertenförderung: Reflexive Spezialisierung für interdisziplinäre Forschungskontexte,” in <i>Neues Handbuch Hochschullehre</i>, vol. 111, B. Berendt, A. Fleischmann, G. Salmhofer, N. Schaper, B. Szczyrba, M. Wiemer, and J. Wildt, Eds. DUZ medienhaus, 2023, pp. 17–35.","ama":"Scharlau I, Karsten A. Schreibfokussierte Graduiertenförderung: Reflexive Spezialisierung für interdisziplinäre Forschungskontexte. In: Berendt B, Fleischmann A, Salmhofer G, et al., eds. <i>Neues Handbuch Hochschullehre</i>. Vol 111. G 4.18. DUZ medienhaus; 2023:17-35.","bibtex":"@inbook{Scharlau_Karsten_2023, series={G 4.18}, title={Schreibfokussierte Graduiertenförderung: Reflexive Spezialisierung für interdisziplinäre Forschungskontexte}, volume={111}, booktitle={Neues Handbuch Hochschullehre}, publisher={DUZ medienhaus}, author={Scharlau, Ingrid and Karsten, Andrea}, editor={Berendt, Brigitte and Fleischmann, Andreas and Salmhofer, Gudrun and Schaper, Niclas and Szczyrba, Birgit and Wiemer, Matthias and Wildt, Johannes}, year={2023}, pages={17–35}, collection={G 4.18} }","mla":"Scharlau, Ingrid, and Andrea Karsten. “Schreibfokussierte Graduiertenförderung: Reflexive Spezialisierung für interdisziplinäre Forschungskontexte.” <i>Neues Handbuch Hochschullehre</i>, edited by Brigitte Berendt et al., vol. 111, DUZ medienhaus, 2023, pp. 17–35."},"project":[{"_id":"120","name":"TRR 318 - RTG: TRR 318 - Project Area RTG"}],"status":"public","_id":"45862","publisher":"DUZ medienhaus","page":"17-35","editor":[{"last_name":"Berendt","first_name":"Brigitte","full_name":"Berendt, Brigitte"},{"last_name":"Fleischmann","first_name":"Andreas","full_name":"Fleischmann, Andreas"},{"last_name":"Salmhofer","first_name":"Gudrun","full_name":"Salmhofer, Gudrun"},{"first_name":"Niclas","last_name":"Schaper","full_name":"Schaper, Niclas"},{"first_name":"Birgit","last_name":"Szczyrba","full_name":"Szczyrba, Birgit"},{"full_name":"Wiemer, Matthias","last_name":"Wiemer","first_name":"Matthias"},{"full_name":"Wildt, Johannes","first_name":"Johannes","last_name":"Wildt"}],"volume":111,"user_id":"451"},{"issue":"1","publication":"International Conference on Computer Ethics 2023","date_created":"2023-05-16T00:21:24Z","type":"conference","department":[{"_id":"14"},{"_id":"660"}],"year":"2023","title":"What is AI Ethics? Ethics as means of self-regulation and the need for critical reflection ","author":[{"id":"93637","last_name":"Alpsancar","first_name":"Suzana","full_name":"Alpsancar, Suzana"}],"date_updated":"2023-12-20T13:35:13Z","publication_status":"published","intvolume":"         1","main_file_link":[{"url":"https://journals.library.iit.edu/index.php/CEPE2023/article/view/227","open_access":"1"}],"language":[{"iso":"eng"}],"citation":{"mla":"Alpsancar, Suzana. “What Is AI Ethics? Ethics as Means of Self-Regulation and the Need for Critical Reflection .” <i>International Conference on Computer Ethics 2023</i>, vol. 1, no. 1, 2023, pp. 1--17.","apa":"Alpsancar, S. (2023). What is AI Ethics? Ethics as means of self-regulation and the need for critical reflection . <i>International Conference on Computer Ethics 2023</i>, <i>1</i>(1), 1--17.","ieee":"S. Alpsancar, “What is AI Ethics? Ethics as means of self-regulation and the need for critical reflection ,” in <i>International Conference on Computer Ethics 2023</i>, Chicago, Illinois, 2023, vol. 1, no. 1, pp. 1--17.","chicago":"Alpsancar, Suzana. “What Is AI Ethics? Ethics as Means of Self-Regulation and the Need for Critical Reflection .” In <i>International Conference on Computer Ethics 2023</i>, 1:1--17, 2023.","short":"S. Alpsancar, in: International Conference on Computer Ethics 2023, 2023, pp. 1--17.","ama":"Alpsancar S. What is AI Ethics? Ethics as means of self-regulation and the need for critical reflection . In: <i>International Conference on Computer Ethics 2023</i>. Vol 1. ; 2023:1--17.","bibtex":"@inproceedings{Alpsancar_2023, title={What is AI Ethics? Ethics as means of self-regulation and the need for critical reflection }, volume={1}, number={1}, booktitle={International Conference on Computer Ethics 2023}, author={Alpsancar, Suzana}, year={2023}, pages={1--17} }"},"quality_controlled":"1","project":[{"name":"TRR 318 - B06: TRR 318 - Ethik und Normativität der erklärbaren KI (Teilprojekt B06)","_id":"370","grant_number":"438445824"}],"oa":"1","status":"public","conference":{"location":"Chicago, Illinois","start_date":"2023-05-16","name":"International Conference on Computer Ethics ","end_date":"2023-05-18"},"page":"1--17","_id":"44853","user_id":"93637","volume":1},{"language":[{"iso":"eng"}],"_id":"44858","publisher":"Bloomsbury Academic ","page":"113-127","editor":[{"full_name":"Verburgt, Lukas M.","first_name":"Lukas M.","last_name":"Verburgt"},{"full_name":"Cosci, Matteo","first_name":"Matteo","last_name":"Cosci"}],"user_id":"391","author":[{"first_name":"Volker","last_name":"Peckhaus","full_name":"Peckhaus, Volker","id":"391"}],"title":"Ernst Schröder’s Algebra of Logic and the ‘Logic of the Ancient","status":"public","year":"2023","date_updated":"2023-12-30T22:07:52Z","place":"London","date_created":"2023-05-16T10:08:53Z","department":[{"_id":"520"}],"type":"book_chapter","citation":{"chicago":"Peckhaus, Volker. “Ernst Schröder’s Algebra of Logic and the ‘Logic of the Ancient.” In <i>Aristotle’s Syllogism and the Creation of Modern Logic: Between Tradition and Innovation, 1820s–1930s (Bloomsbury Studies in the Aristotelian Tradition)</i>, edited by Lukas M. Verburgt and Matteo Cosci, 113–27. London: Bloomsbury Academic , 2023.","short":"V. Peckhaus, in: L.M. Verburgt, M. Cosci (Eds.), Aristotle’s Syllogism and the Creation of Modern Logic: Between Tradition and Innovation, 1820s–1930s (Bloomsbury Studies in the Aristotelian Tradition), Bloomsbury Academic , London, 2023, pp. 113–127.","apa":"Peckhaus, V. (2023). Ernst Schröder’s Algebra of Logic and the ‘Logic of the Ancient. In L. M. Verburgt &#38; M. Cosci (Eds.), <i>Aristotle’s Syllogism and the Creation of Modern Logic: Between Tradition and Innovation, 1820s–1930s (Bloomsbury Studies in the Aristotelian Tradition)</i> (pp. 113–127). Bloomsbury Academic .","ieee":"V. Peckhaus, “Ernst Schröder’s Algebra of Logic and the ‘Logic of the Ancient,” in <i>Aristotle’s Syllogism and the Creation of Modern Logic: Between Tradition and Innovation, 1820s–1930s (Bloomsbury Studies in the Aristotelian Tradition)</i>, L. M. Verburgt and M. Cosci, Eds. 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