@article{41482,
  author       = {{Hilkenmeier, Johanna and Greiner, Christian and Bonanati, Sabrina and Buhl, Heike M.}},
  journal      = {{Journal für LehrerInnenbildung}},
  number       = {{2}},
  pages        = {{40 -- 51}},
  title        = {{{Förderung von motivierenden Gesprächsstrategien im Elterngespräch. Workshop für Lehrkräfte und Studierende}}},
  volume       = {{22}},
  year         = {{2022}},
}

@book{31690,
  editor       = {{Haacke-Werron, Stefanie and Karsten, Andrea and Scharlau, Ingrid}},
  publisher    = {{wbv}},
  title        = {{{Reflexive Schreibwissenschaft. Disziplinäre und praktische Perspektiven}}},
  year         = {{2022}},
}

@inbook{32150,
  author       = {{Karsten, Andrea}},
  booktitle    = {{Schreiblehrkonzepte an Hochschulen. Fallstudien und Reflexionen zum fachspezifischen Schreibenlehren und -lernen}},
  editor       = {{Lahm, Swantje and Meyhöfer, Frank and Neumann, Friederike}},
  pages        = {{277 -- 288}},
  publisher    = {{wbv}},
  title        = {{{Einblicke in explizite und implizite Erwartungen Lehrender an Studierendentexte. Textbasierte Interviews zu Zielen und Erträgen von fachsensiblem Peer-Textfeedback}}},
  doi          = {{10.3278/6004807w277}},
  volume       = {{4}},
  year         = {{2021}},
}

@article{32151,
  author       = {{Karsten, Andrea}},
  journal      = {{JoSch - Journal der Schreibwissenschaft}},
  number       = {{21}},
  pages        = {{72 -- 81}},
  publisher    = {{wbv}},
  title        = {{{(Selbst-)Kritik und (Selbst-)Reflexion. Fragen stellen, Stimmen identifizieren, Referenzpunkte finden.}}},
  doi          = {{10.3278/JOS2101W072}},
  volume       = {{1}},
  year         = {{2021}},
}

@article{28691,
  abstract     = {{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       = {{Krüger, Alexander and Tünnermann, Jan and Stratmann, Lukas and Briese, Lucas and Dressler, Falko and Scharlau, Ingrid}},
  issn         = {{2543-8883}},
  journal      = {{Open Psychology}},
  pages        = {{1 -- 46}},
  title        = {{{TVA in the wild: Applying the theory of visual attention to game-like and less controlled experiments}}},
  doi          = {{10.1515/psych-2021-0001}},
  volume       = {{3}},
  year         = {{2021}},
}

@article{28686,
  abstract     = {{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       = {{Krüger, Alexander and Scharlau, Ingrid}},
  issn         = {{0340-0727}},
  journal      = {{Psychological Research}},
  title        = {{{The time course of salience: not entirely caused by salience}}},
  doi          = {{10.1007/s00426-020-01470-6}},
  year         = {{2021}},
}

@unpublished{31677,
  abstract     = {{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       = {{Tünnermann, Jan and Kristjansson, Arni and Petersen, Anders and Schubö, Anna and Scharlau, Ingrid}},
  booktitle    = {{Open Psychology}},
  publisher    = {{Center for Open Science}},
  title        = {{{Advances in the application of a computational Theory of Visual Attention (TVA): Moving towards more naturalistic stimuli and game-like tasks}}},
  year         = {{2021}},
}

@inbook{31671,
  author       = {{Reis, Oliver and Jenert, Tobias and Scharlau, Ingrid}},
  booktitle    = {{Hochschule auf Abstand}},
  editor       = {{Neiske, Iris and Osthushenrich, Judith and Schaper, Niclas and Trier, Ulrike and Vöing, Nerea}},
  pages        = {{141 -- 154}},
  publisher    = {{transcript}},
  title        = {{{Kontaktlos lehren?}}},
  doi          = {{10.1515/9783839456903-010}},
  year         = {{2021}},
}

@inbook{31669,
  author       = {{Reinmann, Gabi and Kreber, Carolin and Bremer, Helmut and Langemeyer, Ines and Scharlau, Ingrid}},
  booktitle    = {{Hochschullehre im Spannungsfeld zwischen individueller und institutioneller Verantwortung: Tagungsband der 15. Jahrestagung der Gesellschaft für Hochschulforschung}},
  editor       = {{Bohndick, Carla and Bülow-Schramm, Margret and Paul, Daria and Reinmann, Gabi}},
  pages        = {{33 -- 47}},
  publisher    = {{Springer}},
  title        = {{{Wer bestimmt die Hochschullehre?}}},
  year         = {{2021}},
}

@inbook{31668,
  author       = {{Scharlau, Ingrid}},
  booktitle    = {{Interdisziplinarität als fachdidaktische Herausforderung: Psychologie im Schulfach Erziehungswissenschaft}},
  editor       = {{Gather, Katharina}},
  pages        = {{162 -- 181}},
  publisher    = {{Schneider}},
  title        = {{{Jean Piaget als - was?}}},
  year         = {{2021}},
}

@article{32560,
  abstract     = {{Several methods are available to answer questions regarding similarity and accuracy,
each of which has specific properties and limitations. This study focuses on the
Latent Congruence Model (LCM; Cheung, 2009), because of its capacity to deal
with cross-informant measurement invariance issues. Until now, no cross-national
applications of LCM are present in the literature, perhaps because of the difficulty
to deal with both cross-national and cross-informant measurement issues implied by
those models. This study presents a step-by-step procedure to apply LCM to dyadic
cross-national research designs controlling for both cross-national and cross-informant
measurement invariance. An illustrative example on parent–child support exchanges in
Italy and Germany is provided. Findings help to show the different possible scenarios
of partial invariance, and a discussion related to how to deal with those scenarios is
provided. Future perspectives in the study of parent–child similarity and accuracy in
cross-national research will be discussed.}},
  author       = {{Tagliabue, Semira and Zambelli, Michela and Sorgente, Angela and Sommer, Sabrina and Hoellger, Christian and Buhl, Heike M. and Lanz, Margherita}},
  issn         = {{1664-1078}},
  journal      = {{Frontiers in Psychology}},
  keywords     = {{latent congruence model, measurement invariance, similarity, accuracy, cross-national, cross-informant, parent-child relationship, support exchanges}},
  publisher    = {{Frontiers Media SA}},
  title        = {{{Latent Congruence Model to Investigate Similarity and Accuracy in Family Members' Perception: The Challenge of Cross-National and Cross-Informant Measurement (Non)Invariance}}},
  doi          = {{10.3389/fpsyg.2021.672383}},
  volume       = {{12}},
  year         = {{2021}},
}

@article{31675,
  author       = {{Tünnermann, Jan and Scharlau, Ingrid}},
  journal      = {{The Quantitative Methods of Psychology}},
  number       = {{4}},
  pages        = {{355--373}},
  title        = {{{Big-M-small-N temporal-oder judgment data}}},
  volume       = {{17}},
  year         = {{2021}},
}

@article{29135,
  author       = {{Korsmeier, Teresa and Bobe, Julia and Klingsieck, Katrin B.}},
  journal      = {{Zeitschrift für Beratung und Studium}},
  pages        = {{22--27}},
  title        = {{{Prokrastination bei Studierenden verringern durch Anwendung eines Ratgebers im Gruppensetting}}},
  volume       = {{16}},
  year         = {{2021}},
}

@article{24456,
  abstract     = {{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.}},
  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 Horwath, Ilona and Hüllermeier, Eyke and Kern, Friederike and Kopp, Stefan and Thommes, Kirsten and Ngonga Ngomo, Axel-Cyrille and Schulte, Carsten and Wachsmuth, Henning and Wagner, Petra and Wrede, Britta}},
  issn         = {{2379-8920}},
  journal      = {{IEEE Transactions on Cognitive and Developmental Systems}},
  keywords     = {{Explainability, process ofexplaining andunderstanding, explainable artificial systems}},
  number       = {{3}},
  pages        = {{717--728}},
  title        = {{{Explanation as a Social Practice: Toward a Conceptual Framework for the Social Design of AI Systems}}},
  doi          = {{10.1109/tcds.2020.3044366}},
  volume       = {{13}},
  year         = {{2021}},
}

@article{28696,
  abstract     = {{The aim of the present study is to bring new momentum into research on students’
understanding of academic writing. Drawing on the idea that metaphors give insight into
implicit conceptions of abstract entities and processes, we developed a detailed and
differentiated set of conceptual metaphors that can be used to study student ideas about
writing in research, teaching, and interventions. A large sample of undergraduates produced
their everyday understanding of writing in short texts beginning with a self-generated
metaphor. Based on theories from cognitive linguistics, the conceptual metaphors in their
texts were analyzed in terms of their action quality (transitivity) and spatiality (spatial
primitives). The undergraduates’ conceptualizations were very heterogeneous. Most
metaphors depart strongly from scientific approaches to academic writing within cognitive
psychology and sociocultural theory. Roughly half of the metaphors could be collated to one
of four metaphor systems. Depending on the desired degree of abstraction or concreteness,
conceptual metaphors or metaphor systems can be employed in further studies to illuminate
thinking about writing.}},
  author       = {{Scharlau, Ingrid and Karsten, Andrea and Rohlfing, Katharina}},
  issn         = {{2030-1006}},
  journal      = {{Journal of Writing Research}},
  keywords     = {{metaphor analysis, academic writing, transitivity, spatial primitives}},
  number       = {{3}},
  pages        = {{493--529}},
  title        = {{{Building, emptying out, or dreaming? Action structures and space in undergraduates’ metaphors of academic writing}}},
  doi          = {{10.17239/jowr-2021.12.03.01}},
  volume       = {{12}},
  year         = {{2021}},
}

@article{35702,
  abstract     = {{<jats:title>Abstract</jats:title><jats:p>Mathematics Learning Support Centres are becoming more and more common in higher education both internationally and in Germany. Whereas it is clear that their quality largely depends on a functioning interaction in consultations, little is known about how such consultations proceed in detail. On the basis of models from the literature and recorded support sessions (N = 36), we constructed a process model that divides consultations into four ideal–typical phases. In the individual consultations, forward or backward leaps occur, but overall the model seems to describe the data well. A high intercoder reliability shows that it can be applied consistently on real data by different researchers. An analysis of the consultations between students and tutors shows that both mainly work on past attempts or thoughts of the students to solve the exercise or problems and on concrete strategies to solve a problem within the session. In contrast, very little time is dedicated to summarizing and reflecting the solution. The data allows for a more in-depth discussion of what constitutes quality in advising processes and how it might be further explored. Practically, the model may structure support sessions and help in focussing on different goals in different phases.</jats:p>}},
  author       = {{Schürmann, Mirko and Panse, Anja and Shaikh, Zain and Biehler, Rolf and Schaper, Niclas and Liebendörfer, Michael and Hilgert, Joachim}},
  issn         = {{2198-9745}},
  journal      = {{International Journal of Research in Undergraduate Mathematics Education}},
  keywords     = {{Education, Mathematics (miscellaneous)}},
  number       = {{1}},
  pages        = {{94--120}},
  publisher    = {{Springer Science and Business Media LLC}},
  title        = {{{Consultation Phases in Mathematics Learning and Support Centres}}},
  doi          = {{10.1007/s40753-021-00154-9}},
  volume       = {{8}},
  year         = {{2021}},
}

@article{24786,
  author       = {{Schürmann, Mirko and Liebendörfer, Michael and Gildehaus, Lara and Schaper, Niclas and Hochmuth, Reinhard and Biehler, Rolf and Lankeit, Elisa and Kuklinski, Christiane and Ruge, Johanna}},
  journal      = {{Sigma newsletter}},
  pages        = {{5--6}},
  title        = {{{Opportunities and Possibilities of a Network of Mathematical Learning and Support Centres in Germany}}},
  volume       = {{22}},
  year         = {{2021}},
}

@article{37231,
  abstract     = {{<jats:title>Zusammenfassung</jats:title><jats:p>In diesem Beitrag der Zeitschrift Gruppe. Interaktion. Organisation. (GIO) wird das Instrument zur Diagnose pädagogischer Kompetenzen von Pflegelehrpersonen (PädKomPflege) vorgestellt.</jats:p><jats:p>Die Berufsbildung in der Pflege ist durch sich verändernde inhaltliche und gesetzliche Anforderungen geprägt. Verschiedene landesspezifische rechtliche Vorgaben führen zu einem sehr heterogenen Bild von Qualifikationen und Kompetenzen der Pflegelehrpersonen. Die Anrechnung bereits erworbener Kompetenzen auf pflegepädagogische Studiengänge sowie die Kompetenzerfassung und -bilanzierung in Berufsbildungseinrichtungen spielt daher eine wichtige Rolle. Vor diesem Hintergrund wurde das Instrument PädKomPflege entwickelt und erprobt. Grundlage des Kompetenzmodells sind die Empfehlungen der Kultusministerkonferenz (2004) zu den Standards für die (allgemeine) Lehrerbildung sowie Expertenworkshops und -interviews mit PflegedidaktikerInnen. Die empirische Erprobung erfolgte an einer Stichprobe von 1096 Pflegelehrpersonen. Psychometrische Analysen auf Grundlage der klassischen Testtheorie sowie IRT-basierte Analysen führten zu einer Überarbeitung des Instruments, welches nun als zweisprachiges Online-Self-Assessmenttool (eng./deut.) vorliegt. Die Validierung der deutschsprachigen Version fand anhand von 545 TeilnehmerInnen im Jahr 2016 statt, sodass ein geprüftes Instrument mit 54 Items in den fünf Hauptskalen (Unterricht, Beurteilung, Beratung, Lernortkooperation sowie Organisations- und Schulentwicklung) und 18 Subskalen zur Verfügung steht.</jats:p><jats:p>Sowohl klassische als auch probabilistische Testgütekriterien werden erfüllt. Die Skalen weisen hohe interne Konsistenzen auf (<jats:italic>α</jats:italic> &gt; 0,80) und sind überwiegend konstruktvalide. So lassen sich für 17 der 18 Subskalen ordinale Raschmodelle anpassen. Auf der Ebene der Hauptskalen können Partial Credit Modelle für alle Items von modellkonformen Subskalen einer Hauptskala angepasst werden. Das Instrument kann zur individuellen Kompetenzdiagnostik, zur Identifikation von Bildungsbedarfen in Schulen des Gesundheitswesens und im Kontext beruflicher Bildungsprozesse genutzt werden. In der Onlineversion erhalten Teilnehmende abschließend ein individuelles Kompetenzprofil mit möglichen Vergleichswerten. Das Tool kann begleitend zu Qualifizierungsprozessen als Monitoring-Instrument oder zur individuellen Kompetenzbilanzierung eingesetzt werden.</jats:p>}},
  author       = {{Schürmann, Mirko and Bender, Elena and Grebe, Christian}},
  issn         = {{2366-6145}},
  journal      = {{Gruppe. Interaktion. Organisation. Zeitschrift für Angewandte Organisationspsychologie (GIO)}},
  keywords     = {{Organizational Behavior and Human Resource Management, Applied Psychology, Developmental and Educational Psychology, Education, Social Psychology}},
  publisher    = {{Springer Science and Business Media LLC}},
  title        = {{{Kompetenzdiagnose in der Berufsbildung von Pflegelehrpersonen}}},
  doi          = {{10.1007/s11612-021-00574-w}},
  year         = {{2021}},
}

@misc{37234,
  author       = {{Grebe, Christian and Schürmann, Mirko and Latteck, Änne-Dörte}},
  publisher    = {{LibreCat University}},
  title        = {{{Die Health Professionals Competence Scales (HePCoS) zur Kompetenzerfassung in den Gesundheitsfachberufen. Technical Report}}},
  doi          = {{10.13140/RG.2.2.13480.08967/1}},
  year         = {{2021}},
}

@article{33748,
  abstract     = {{<jats:p> Zusammenfassung. In der Arbeit 4.0 ist durch neue Beschäftigungsmöglichkeiten für Mitarbeitende eine Langzeitbindung an ein Unternehmen seltener. Unternehmen reagieren mit flexibilisierten Arbeitsplätzen, um diesem Wunsch der Mitarbeitenden nachzukommen. Flexibilisierung reduziert die Absicht das Unternehmen zu verlassen. Dabei ist wichtig, räumliche und zeitliche Flexibilisierung zu differenzieren. Außerdem gewinnen individuelle Werte bezüglich Stabilität und Kontinuität an Bedeutung und können den Bindungswunsch stärken. Hauptziel dieser Untersuchung ist, anhand eines kontroll- und ressourcentheoretisch fundierten Rahmens in zwei aufeinander aufbauenden Studien ( N = 448, N = 202) die (potenziell unterschiedlich starken) Zusammenhänge von zeitlicher und räumlicher Flexibilisierung mit Mitarbeitendenbindung zu analysieren und zu prüfen, ob sich diese Zusammenhänge bestätigen lassen, wenn zusätzlich individuelle Werte in die Analyse einbezogen werden. Die Ergebnisse zeigen, dass zeitliche und räumliche Flexibilisierung unterschiedlich mit der Bleibeabsicht zusammenhängen. Während zeitliche Flexibilisierung positive Zusammenhänge zeigt, finden sich in Bezug auf räumliche Flexibilisierung keine Zusammenhänge. Werte bezüglich Stabilität und Kontinuität scheinen dabei nicht mit einer stärkeren Mitarbeitendenbindung zusammenzuhängen. </jats:p>}},
  author       = {{Bender, Elena and Schürmann, Mirko and Poethke, Ute and Soyka, Chantal and Schaper, Niclas and Rowold, und Jens}},
  issn         = {{0932-4089}},
  journal      = {{Zeitschrift für Arbeits- und Organisationspsychologie A&amp;O}},
  keywords     = {{Organizational Behavior and Human Resource Management, Applied Psychology}},
  number       = {{1}},
  pages        = {{14--30}},
  publisher    = {{Hogrefe Publishing Group}},
  title        = {{{Die Rolle von arbeitsplatzbezogener Flexibilisierung und die Betrachtung von individuellen Werten           für Mitarbeitendenbindung in der Arbeitswelt 4.0}}},
  doi          = {{10.1026/0932-4089/a000364}},
  volume       = {{66}},
  year         = {{2021}},
}