@inbook{41357, author = {{König, JOhannes and Seifert, Andreas}}, booktitle = {{Lehramtsstudierende erwerben pädagogisches Professionswissen. Ergebnisse der Längsschnittstudie LEK zur Wirksamkeit der erziehungswissenschaftlichen Lehrerausbildung.}}, editor = {{König, Johannes and Seifert, Andreas}}, publisher = {{Waxmann}}, title = {{{Der Erwerb von pädagogischem Professionswissen: Ziele, Design und zentrale Ergebnisse der LEK-Studie.}}}, year = {{2012}}, } @inproceedings{41421, author = {{Seifert, Andreas and König, Johannes}}, booktitle = {{AEPF-Tagung „Vielfalt empirischer Forschung in Bildung, Erziehung und Sozialisati-on”}}, location = {{Bielefeld}}, title = {{{Längsschnittliche Erhebung pädagogischer Kompetenzen von Lehramtsstudierenden (LEK): Detaillierte Analyse der Ergebnisse von den Universitäten Köln und Paderborn.}}}, year = {{2012}}, } @article{32393, author = {{Karsten, Andrea}}, journal = {{Tätigkeitstheorie – Journal für tätigkeitstheoretische Forschung in Deutschland (Activity Theory – Journal of Activity-Theoretical Research in Germany)}}, pages = {{87 -- 120}}, title = {{{Chronotopes in Writing. Excerpts from a Case Study.}}}, volume = {{5}}, year = {{2011}}, } @article{30901, abstract = {{Der Beitrag befasst sich mit der Frage, auf welche Weise Studierende die Anforderungen von Wissenschaft und Berufspraxis aufeinander beziehen und welche Subjektiven Theorien sie hierzu entwickeln. Basierend auf einer qualitativen Befragung von Studierenden des Lehramts und der Soziologie rekonstruiert der Beitrag verschiedene Konzepte von Praxisbezug und Professionalität und analysiert mögliche Zusammenhänge zwischen diesen Konzepten. Der Beitrag macht deutlich, dass es neben der (erwartbaren) Heterogenität zwischen den Studiengängen eine erhebliche Heterogenität der entsprechenden Subjektiven Theorien innerhalb der jeweiligen Studiengänge gibt und diskutiert mögliche Schlussfolgerungen für die universitäre Lehre. }}, author = {{Oechsle, Mechthild and Scharlau, Ingrid and Hessler, Gudrun and Günnewig, Kathrin}}, isbn = {{978-3-941927-18-6}}, journal = {{Der Bologna-Prozess aus Sicht der Hochschulforschung}}, pages = {{178 -- 190}}, publisher = {{CHE}}, title = {{{Wie sehen Studierende das Verhältnis von Studium und Beruf? Praxisbezug und Professionalität in den Subjektiven Theorien Studierender}}}, year = {{2011}}, } @inproceedings{31687, author = {{Scharlau, Ingrid}}, booktitle = {{Workshop: Zum Verhältnis von Studium und Berufspraxis. Perspektiven von Lehrenden und Studierenden}}, title = {{{Self-Assessment-Instrumente: Eine Möglichkeit der Reflexion und Differenzierung von Subjektiven Theorien}}}, year = {{2011}}, } @article{6091, abstract = {{In the present article, the role of endogenous feature-specific orienting for conscious and unconscious vision is reviewed. We start with an overview of orienting. We proceed with a review of masking research, and the definition of the criteria of experimental protocols that demonstrate endogenous and exogenous orienting, respectively. Against this background of criteria, we assess studies of unconscious orienting and come to the conclusion that so far studies of unconscious orienting demonstrated endogenous feature-specific orienting. The review closes with a discussion of the role of unconscious orienting in action control. (PsycINFO Database Record (c) 2016 APA, all rights reserved)}}, author = {{Ansorge, Ulrich and Horstmann, Gernot and Scharlau, Ingrid}}, issn = {{1895-1171}}, journal = {{Advances in Cognitive Psychology}}, keywords = {{visual input, awareness, conscious, orientation, visual perception, Awareness, Consciousness States, Perceptual Orientation, Visual Perception, Blindsight}}, number = {{2}}, pages = {{108 -- 119}}, title = {{{Top-down contingent feature-specific orienting with and without awareness of the visual input.}}}, volume = {{7}}, year = {{2011}}, } @article{6082, abstract = {{When two targets are presented in rapid succession, the first target (T1) is usually identified, but the second target (T2) is often missed. A remarkable exception to this 'attentional blink' occurs when T2 immediately follows the first T1, at lag 1. It is then often spared but reported in the wrong order—that is, before T1. These order reversals have led to the hypothesis that 'lag 1 sparing' occurs because the two targets merge into a single episodic representation. Here, we report evidence consistent with an alternative theory: T2 receives more attention than T1, leading to prior entry into working memory. Two experiments showed that the more T2 performance exceeded that for T1, the more order reversals were made. Furthermore, precuing T1 led to a shift in performance benefits from T2 to T1 and to an equivalent reduction in order reversals. We conclude that it is not necessary to assume episodic integration to explain lag 1 sparing or the accompanying order reversals. (PsycINFO Dat}}, author = {{Olivers, Christian N. L. and Hilkenmeier, Frederic and Scharlau, Ingrid}}, issn = {{1943-3921}}, journal = {{Attention, Perception, & Psychophysics}}, keywords = {{attentional blink, order reversals, prior entry, working memory, visual attention, attentional performance, Adolescent, Adult, Attention, Attentional Blink, Color Perception, Cues, Discrimination (Psychology), Female, Humans, Male, Memory, Short-Term, Pattern Recognition, Visual, Psychophysics, Reaction Time, Reversal Learning, Sensory Gating, Serial Learning, Young Adult, Eyeblink Reflex, Stimulus Change, Stimulus Parameters, Visual Attention, Attentional Blink, Short Term Memory}}, number = {{1}}, pages = {{53 -- 67}}, title = {{{Prior entry explains order reversals in the attentional blink.}}}, volume = {{73}}, year = {{2011}}, } @article{6084, abstract = {{Attended stimuli are perceived as occurring earlier than unattended stimuli. This phenomenon of prior entry is usually identified by a shift in the point of subjective simultaneity (PSS) in temporal order judgements (TOJs). According to its traditional psychophysical interpretation, the PSS coincides with the perception of simultaneity. This assumption is, however, questionable. Technically, the PSS represents the temporal interval between two stimuli at which the two alternative TOJs are equally likely. Thus it also seems possible that observers perceive not simultaneity, but uncertainty of temporal order. This possibility is supported by prior-entry studies, which find that perception of simultaneity is not very likely at the PSS. The present study tested the percept at the PSS in prior entry, using peripheral cues to orient attention. We found that manipulating attention caused varying temporal perceptions around the PSS. On some occasions observers perceived the two stimuli as sim}}, author = {{Weiß, Katharina and Scharlau, Ingrid}}, issn = {{1747-0218}}, journal = {{The Quarterly Journal of Experimental Psychology}}, keywords = {{temporal order perception, simultaneity, temporal order judgment, attention, visual perception, Adolescent, Adult, Attention, Cues, Discrimination (Psychology), Female, Humans, Judgment, Male, Models, Psychological, Photic Stimulation, Reaction Time, Time Factors, Uncertainty, Visual Perception, Young Adult, Attention, Judgment, Stimulus Similarity, Time Perception, Visual Discrimination, Temporal Order (Judgment)}}, number = {{2}}, pages = {{394 -- 416}}, title = {{{Simultaneity and temporal order perception: Different sides of the same coin? Evidence from a visual prior-entry study.}}}, volume = {{64}}, year = {{2011}}, } @inbook{41364, author = {{Eilerts, Katja and Israel, Georg and Seifert, Andreas}}, booktitle = {{Kompetenzorientierung in Schule und Lehrerbildung.}}, editor = {{Eilerts, Katja and Hilligus, Annegret Helen and Kaiser, Gabriele and Bender, Peter}}, publisher = {{LIT}}, title = {{{Entwicklung eines niveaustufenbezogenen, phasenübergreifenden Berufsfähigkeitsprofils für angehende Lehrkräfte im Bereich allgemeiner pädagogischer Kompetenz.}}}, year = {{2011}}, } @inbook{41365, author = {{Schaper, Niclas and Seifert, Andreas}}, booktitle = {{Kompetenzorientierung in Schule und Lehrerbildung.}}, editor = {{Eilerts, Katja and Hilligus, Annegret Helen and Kaiser, Gabriele and Bender, Peter}}, publisher = {{LIT}}, title = {{{Überprüfung eines Kompetenzmodells und Messinstruments zur Strukturierung allgemeiner pädagogischer Kompetenz in der universitären Lehrerbildung.}}}, year = {{2011}}, } @inproceedings{41457, author = {{Schreiber, Melanie and Darge, Kerstin and König, Johannes and Seifert, Andreas}}, booktitle = {{AEPF-Tagung „Baustelle Lehrerbildung”}}, location = {{Klagenfurt}}, title = {{{Lernvoraussetzungen von Lehramtsstudierenden und Merkmale der Lehrerausbildung aus der Sicht von Studierenden.}}}, year = {{2011}}, } @inproceedings{41462, author = {{Watson, Christina and Seifert, Andreas and Schaper, Niclas and Siemen, Tobias}}, booktitle = {{AEPF-Tagung „Baustelle Lehrerbildung”}}, location = {{Klagenfurt}}, title = {{{Erfassung der Qualität des Unterrichtshandelns angehender Lehrkräfte – Entwicklung eines videogestützten Beobachtungsinstruments.}}}, year = {{2011}}, } @inproceedings{41460, author = {{Seifert, Andreas and Watson, Christina and König, Johannes}}, booktitle = {{AEPF-Tagung „Baustelle Lehrerbildung”}}, location = {{Klagenfurt}}, title = {{{LEK – Längsschnittliche Erhebung pädagogischer Kompetenz von Lehramtsstudie-renden: Anlage der Studie und institutioneller Kontext.}}}, year = {{2011}}, } @inproceedings{41459, author = {{Seifert, Andreas and Schaper, Niclas and Hilligus, Annegret Helen and Riese, Josef}}, booktitle = {{AEPF/KBBB-Tagung „Nationale und regionale empirische Bildungsforschung”}}, location = {{Bamberg}}, title = {{{SPEE: Eine (Zwischen-)Bilanz aus Sicht der Forschung.}}}, year = {{2011}}, } @inproceedings{41458, author = {{Seifert, Andreas and Schaper, Niclas}}, booktitle = {{AEPF-Tagung “Baustelle Lehrerbildung”}}, location = {{Klagenfurt}}, title = {{{LEK – Längsschnittliche Erhebung pädagogischer Kompetenzen von Lehramtsstudierenden: Zur Entwicklung von bildungswissenschaftlichem Wissen.}}}, year = {{2011}}, } @article{32168, abstract = {{Based on a cultural-historical and dialogical conceptualization of thinking and speech as formulated in Soviet psychology and linguistics of the 1920s and 1930s, this article seeks to reflect upon a congruent way of investigating writing as a cognitive and communicative activity. What has to be taken into account when developing a methodology for writing research from a cultural-historical and dialogical perspective? Firstly, writing is not separated from other forms of speech activity like interpersonal and intrapersonal speech. Thus, inner dialogue and the addressed character of writing become crucial notions to be methodologically considered. Secondly, contrary to current writing research traditions such as literacy studies and studies of the writing process in cognitive psychology, both individual writing processes and socio-cultural writing practices as well as their relationship must be considered. These reflections lead towards the conclusion that writing is not fully accessible to external observation or to introspection. In consequence, a suggestion of a methodological approach is given, inspired by the activity theoretically informed method of auto-confrontation. The proposed method consists of two phases: a) videotaping of a writing episode and b) co-analysis of the videotaped writing episode in dialogue between writer and researcher. The second phase transfers the writing activity into a new context where understanding it becomes possible. The co-analysis makes involved positions audible: positions of the writer and of the researcher, of real and imagined readers as well as intersubjective and community-related positions. Finally, implications of the proposed research setting are discussed and evaluated with regard to the theoretical grounding. An instance of the methodology to be sketched in this article was developed in the context of the author’s dissertation project in preparation at Ludwig-Maximilians-Universität in Munich, Germany with the working title «Writing processes and writing practices. A conceptualization from a dialogical perspective». The project is funded by scholarships of Universität Bayern e.V. and Ludwig-Maximilians-Universität.}}, author = {{Karsten, Andrea}}, journal = {{Cultural-Historical Psychology}}, keywords = {{writing, writing research, dialogue, dialogical perspective, auto-confrontation}}, pages = {{91 -- 98}}, title = {{{Towards Cultural-Historical and Dialogical Writing Research – Some Methodological Considerations}}}, volume = {{4}}, year = {{2010}}, } @article{32169, abstract = {{Ziel dieses Beitrags ist, Vygotskijs Konzeption von Schreiben durch eine genaue Lektüre seiner Texte herauszuarbeiten. Es zeigen sich mit einer entwicklungspsychologischen Herangehensweise zum einen und dem Begriff des schriftlichen Sprechens im Kontext von innerem und äußerem Sprechen zum anderen zwei wesentliche Interessens- und Arbeitsgebiete Vygotskijs im Hinblick auf Schreiben. Dem folgend arbeitet dieser Beitrag zunächst die Überlegungen Vygotskijs zu ontogenetischen Aspekten des Schreibens heraus. Darüber hinaus wird dargestellt, in welcher Beziehung bei Vygotskij „schriftliches Sprechen“ zu den Konzepten des inneren und des äußeren Sprechens steht. Es ergibt sich ein Bild von Schreiben als gleichermaßen kognitivem wie kommunikativem Vorgang. Auf diesen Gedanken Vygotskijs bauen abschließend Überlegungen auf, die Wege für mögliche Weiterentwicklungen von Vygotskijs Konzeption von Schreiben weisen.}}, author = {{Karsten, Andrea}}, journal = {{Tätigkeitstheorie – Journal für tätigkeitstheoretische Forschung in Deutschland (Activity Theory – Journal of Activity-Theoretical Research in Germany) }}, pages = {{21 -- 50}}, title = {{{Konzeption von Schreiben}}}, volume = {{1}}, year = {{2010}}, } @article{6067, abstract = {{Implicit change detection demonstrates how the visual system can benefit from stored information that is not immediately available to conscious awareness. We investigated the role of motor action in this context. In the first two experiments, using a one-shot implicit change detection paradigm, participants responded to unperceived changes either with an action (jabbing the screen at the guessed location of a change) or with words (verbal report), and sat either 60 cm or 300 cm (with a laser pointer) away from the display. Our observers guessed the locations of changes at a reachable distance better with an action than with a verbal judgment. At 300 cm, beyond reach, the motor advantage disappeared. In experiment 3, this advantage was also unavailable when participants sat at a reachable distance but responded with hand-held laser pointers near their bodies. We conclude that a motor system specialized for real-time visually guided behavior has access to additional visual information. }}, author = {{Tseng, Philip and Tuennermann, Jan and Roker-Knight, Nancy and Winter, Dorina and Scharlau, Ingrid and Bridgeman, Bruce}}, issn = {{0301-0066}}, journal = {{Perception}}, keywords = {{implicit change detection, action perception, visual system, perceptual judgment, verbal fluency, Analysis of Variance, Awareness, Female, Humans, Male, Psychomotor Performance, Random Allocation, Reaction Time, Visual Perception, Visual Memory, Visual Stimulation, Implicit Memory, Judgment, Perceptual Discrimination}}, number = {{10}}, pages = {{1311 -- 1321}}, title = {{{Enhancing implicit change detection through action.}}}, volume = {{39}}, year = {{2010}}, } @inproceedings{30899, abstract = {{Temporal order judgments (TOJs) have been used for demonstrating the facilitating effect of attention on information processing - prior entry. Prior entry is a robust, often large effect. Besides attention, other factors shorten perceptual latency, for instance stimulus saliency, action affordances of an object, or threatening objects. The expectable size for these effects is far smaller than that usually obtained for prior entry. Some effects might consist of only a few milliseconds. But are TOJs sensitive enough for detecting such small effects? For answering this question, we tested whether objects highly associated with a certain color are perceived earlier. In a four-alternative TOJ, including a "simultaneous" and "uncertain" category, we found a small advantage for high color diagnostic objects. This indicates high sensitivity of the TOJ task. We also found that "simultaneous" judgements were most sensitive. This is important for the debate on the usefulness of order vs. simultaneous judgments.}}, author = {{Weiß, Katharina and Scharlau, Ingrid}}, booktitle = {{Proceedings of the 26th Annual Meeting of the International Society for Psychophysics}}, editor = {{Bastianelli, Alessia and Vidotto, Giulio}}, issn = {{1010-6065}}, location = {{Padua}}, pages = {{461 -- 466}}, title = {{{Temporal order judgments: A sensitive measure for measuring perceptual latency?}}}, volume = {{26}}, year = {{2010}}, } @article{6090, abstract = {{Comments on an article by Jan Theeuwes (see record [rid]2010-20897-002[/rid]). Theeuwes summarizes an impressive number of studies demonstrating interference by irrelevant visual singletons in computer experiments with humans. Theeuwes assumes that this salience-driven capture of attention is fast and occurs within 150 ms since singleton onset, during the feed-forward phase of visual processing. In contrast to Theeuwes, we think that top–down contingent capture is the rule and explains initial and fast attention capture effects in the first feed-forward phase of visual processing. During a later phase and under some conditions exogenous capture of attention possibly follows. At the same time, we propose that the evidence presented by Theeuwes fails to support exogenous orienting because it fails to exclude a top–down contingent capture explanation. We present our arguments in two sections. One major source of evidence for top–down controlled attentional capture during the feed-forward}}, author = {{Ansorge, Ulrich and Horstmann, Gernot and Scharlau, Ingrid}}, issn = {{0001-6918}}, journal = {{Acta Psychologica}}, keywords = {{visual selection, attention, information, visual field, brain, Attention, Humans, Models, Psychological, Visual Perception, Volition, Brain, Visual Field, Visual Perception, Visual Attention, Information}}, number = {{2}}, pages = {{123 -- 126}}, title = {{{Top–down contingent attentional capture during feed-forward visual processing.}}}, volume = {{135}}, year = {{2010}}, }