@article{6083,
  abstract     = {{How fast can information of a first target (T1) in a rapid serial visual presentation be used for top-down allocation of attention in time? A valid cue about the temporal position of a second target (T2) was integrated into T1. The data show that 100 ms after T1 onset, T2 was identified better than without cue, raising the conditional T2 performance. T1 apparently triggers a facilitative effect of attention, known from other paradigms such as peripheral cueing. (PsycINFO Database Record (c) 2016 APA, all rights reserved)}},
  author       = {{Hilkenmeier, Frederic and Scharlau, Ingrid}},
  issn         = {{0954-1446}},
  journal      = {{European Journal of Cognitive Psychology}},
  keywords     = {{temporal attention, attentional blink paradigm, first target information, top-down allocation, rapid serial visual presentation, Stimulus Presentation Methods, Visual Stimulation, Visual Attention}},
  number       = {{8}},
  pages        = {{1222 -- 1234}},
  title        = {{{Rapid allocation of temporal attention in the attentional blink paradigm.}}},
  volume       = {{22}},
  year         = {{2010}},
}

@article{41366,
  author       = {{Seifert, Andreas and Schaper, Niclas}},
  journal      = {{Lehrerbildung auf dem Prüfstand}},
  number       = {{2}},
  pages        = {{179--198}},
  title        = {{{Überprüfung eines Kompetenzmodells und Messinstruments zur Strukturierung allgemeiner pädagogischer Kompetenz in der universitären Lehrerbildung.}}},
  volume       = {{3}},
  year         = {{2010}},
}

@inproceedings{41463,
  author       = {{Israel, Georgq and Seifert, Andreas and König, Johannes and Schaper, Niclas and Blömeke, Sigrid}},
  booktitle    = {{AEPF-Tagung „Mixed Methods in der empirischen Bildungsforschung”}},
  location     = {{Jena}},
  title        = {{{Entwicklung und empirische Überprüfung eines phasenübergreifenden Berufsfähig-keitsprofils für angehende Lehrpersonen.}}},
  year         = {{2010}},
}

@book{32143,
  author       = {{Karsten, Andrea}},
  isbn         = {{978-3-86541-591-2}},
  pages        = {{158}},
  publisher    = {{Lehmanns Media}},
  title        = {{{Vielfalt des Schreibens. Zur Dialogizität schriftlicher Äußerungen im Spannungsfeld von Konventionalisierung und Positionierung}}},
  year         = {{2009}},
}

@inbook{31684,
  author       = {{Scharlau, Ingrid and Aebli, Hans}},
  booktitle    = {{Kindlers Literatur Lexikon}},
  editor       = {{Arnold, Heinz Ludwig}},
  publisher    = {{Metzler}},
  title        = {{{Jean Piaget, Die Entwicklung der physikalischen Mengenbegriffe beim Kinde: Erhaltung und Atomismus}}},
  volume       = {{3}},
  year         = {{2009}},
}

@inbook{31683,
  author       = {{Scharlau, Ingrid and Aebli, Hans}},
  booktitle    = {{Kindlers Literatur Lexikon}},
  editor       = {{Arnold, Heinz Ludwig}},
  publisher    = {{Metzler}},
  title        = {{{Jean Piaget, Das Erwachen der Intelligenz beim Kinde}}},
  volume       = {{3}},
  year         = {{2009}},
}

@article{28964,
  abstract     = {{The relevance of top-down information in the deployment of attention has more and more been emphasized in cognitive psychology. We present recent findings about the dynamic of these processes and also demonstrate that task relevance can be adjusted rapidly by incoming bottom-up information. This adjustment substantially increases performance in a subsequent task. Implications for artificial visual models are discussed.}},
  author       = {{Hilkenmeier, Frederic and Tünnermann, Jan and Scharlau, Ingrid}},
  journal      = {{KI 2009: Advances in Artificial Intelligence. Proceedings of the 32nd Annual Conference on Artificial Intelligence.}},
  keywords     = {{visuo-spatial attention, top-down control, task relevance, artificial visual attention, attentional blink}},
  title        = {{{Early Top-Down Influences in Control of Attention: Evidence from the Attentional Blink}}},
  year         = {{2009}},
}

@article{28955,
  abstract     = {{Attention speeds up information processing. Although this finding has a long history in experimental psychology, it has found less regard in computational models of visual attention. In psychological research, two frameworks explain the function of attention.Selection for perception emphasizes that perception- or consciousness-related processing presupposes selection of relevant information, whereas selection for action emphasizes that action constraints make selection necessary. In the present study, we ask whether or how far attention, as measured by the speed-up of information processing, is based on selection for perception or selection for action. The accelerating effect was primarily based on selection for perception, but there was also a substantial effect of selection for action.}},
  author       = {{Weiß, Katharina and Scharlau, Ingrid}},
  journal      = {{KI 2009: Advances in Artificial Intelligence. Proceedings of the 32nd Annual Conference on Artificial Intelligence.}},
  keywords     = {{visuo-spatial attention, prior entry, selection for action, selection for perception}},
  title        = {{{Attention Speeds Up Visual Information Processing: Selection for Perception or Selection for Action?}}},
  year         = {{2009}},
}

@article{28959,
  abstract     = {{Human observers consequently misjudge the position of moving objects towards the direction of motion. This so called flash-lag effect is supposed to be related to very basic processes such as processing latencies in the human brain. In our study we show that this effect can be inversed by changing the task-set of the observer. A top-down change of the observers attentional set leads to a different perception of otherwise identical scenes. Cognitive theories regard the misperception of the moving object as an important feature of attention-mediated processing, because it reflects the prioritized processing of important objects.}},
  author       = {{Priess, Heinz-Werner and Scharlau, Ingrid}},
  journal      = {{KI 2009: Advances in Artificial Intelligence. Proceedings of the 32nd Annual Conference on Artificial Intelligence.}},
  title        = {{{What you see is what you set – the position of moving objects}}},
  year         = {{2009}},
}

@article{32520,
  abstract     = {{In order to investigate the significance of
adults’ relationship to their parents, this relationship is
compared to relationships with siblings, friends, partners,
and children. German adults (N = 902) between the ages
of 20 and 86 completed the Network of Relationships
Inventory (Furman and Buhrmester 1992). Participants felt
most supported by their partners, followed by their children, mothers, friends, fathers, and siblings. Conflicts were
more frequently found within the family (especially with
the partner, followed by children, mothers, fathers, and
siblings) than with friends. Except for partner relationships,
both conflict and support decreased with age. Concerning
relative power within their relationships, partners, mothers,
and siblings are seen as equals, friends and especially
fathers are perceived as more powerful, and children as
less, yet increasingly powerful. Regarding all relationship
types and relationship qualities, the differences between
women and men were small.}},
  author       = {{Buhl, Heike M.}},
  issn         = {{1068-0667}},
  journal      = {{Journal of Adult Development}},
  keywords     = {{Family, Friends, 
 Support, 
 Conflict, 
 Power}},
  number       = {{4}},
  pages        = {{239--249}},
  publisher    = {{Springer Science and Business Media LLC}},
  title        = {{{My Mother: My Best Friend? Adults’ Relationships with Significant Others Across the Lifespan}}},
  doi          = {{10.1007/s10804-009-9070-2}},
  volume       = {{16}},
  year         = {{2009}},
}

@article{32519,
  abstract     = {{Im vorliegenden Beitrag wird der Zusammenhang zwischen der Fähigkeit zur Perspektivenübernahme und sinnverstehendem Lesen dargestellt. Auf der Grundlage von Arbeiten zum Textverstehen sowie zu Perspektivenübernahme und Theory of Mind wurde ein positiver Zusammenhang zwischen Perspektivenübernahmefähigkeit und Textverstehensleistung erwartet. Diese Hypothese wurde an zwei Stichproben unterschiedlichen Alters geprüft: In der ersten Studie beantworteten 37 Vorschulkinder Fragen zu vorgelesenen Geschichten sowie Perspektivenübernahme-Aufgaben. Zwischen den Bereichen fand sich eine deutliche positive Korrelation, die bei
Kontrolle der Intelligenz erhalten blieb. An der zweiten Studie nahmen 69 Grundschulkinder der
dritten Jahrgangsstufe teil, die Texte lasen und Aufgaben dazu wie auch zur Perspektivenübernahme bearbeiteten. In dieser Stichprobe fand sich der erwartete Zusammenhang ausschließlich
in der Teilgruppe der guten Leser. Er blieb bei Kontrolle der Intelligenz erhalten. Die Ergebnisse
werden auch in Hinblick auf die Förderung der Lesekompetenz diskutiert.}},
  author       = {{Buhl, Heike M. and Möller, Franziska and Oebser, Manuela and Stein, Freia and Noack, Peter}},
  journal      = {{Diskurs Kindheits- und Jugendforschung}},
  keywords     = {{Textverstehen, Lesekompetenz, Perspektivenübernahme, Theory of Mind, Kindesalter}},
  pages        = {{75 -- 90}},
  title        = {{{Zusammenhänge zwischen der Fähigkeit zur Perspektivenübernahme und dem Textverstehen im Vor- und Grundschulalter}}},
  volume       = {{1}},
  year         = {{2009}},
}

@article{41367,
  author       = {{Seifert, Andreas and Hilligus, Annegret Helen and Schaper, Niclas}},
  journal      = {{Lehrerbildung auf dem Prüfstand}},
  number       = {{1}},
  pages        = {{82--103}},
  title        = {{{Entwicklung und psychometrische Überprüfung eines Messinstruments zur Erfassung pädagogischer Kompetenzen in der universitären Lehrerbildung.}}},
  volume       = {{2}},
  year         = {{2009}},
}

@inproceedings{41465,
  author       = {{König, Johannes and Seifert, Andreas and Blömeke, Sigrid and Schaper, Niclas}},
  booktitle    = {{AEPF-Tagung „Selbstregulation – Fremdregulation“}},
  location     = {{Bochum}},
  title        = {{{LEK – Längsschnittliche Erhebung pädagogischer Kompetenzen von Lehramtsstudierenden: Testinstrumente, Forschungsdesign und Fragestellungen.}}},
  year         = {{2009}},
}

@inproceedings{41472,
  author       = {{Seifert, Andreas and Schaper, Niclas}},
  booktitle    = {{AEPF-KBBB-Tagung}},
  location     = {{Landau}},
  title        = {{{Welche Dimensionen bzw. Modellstruktur liegt der Messung pädagogischer Kompetenz in der universitären Lehrerausbildung zugrunde?}}},
  year         = {{2009}},
}

@misc{32471,
  booktitle    = {{International Journal of Behavioral Development}},
  editor       = {{Reis, Olaf and Buhl, Heike M.}},
  number       = {{5}},
  title        = {{{Special Section on Individuation during late adolescence and emerging adulthood: German studies}}},
  volume       = {{32}},
  year         = {{2008}},
}

@article{32518,
  abstract     = {{This study investigates age-related changes and dyadic-specific differences in adult child–parent
relationships. Using an individuation framework, two German samples of 224 and 105 participants
aged between 21 and 47 years were administered the Network of Relationships Inventory, the
Emotional Autonomy Scale and the Authority Reciprocity Questionnaire. Factor analyses resulted
in a measurement model valid for adult children, their mothers and fathers. The model includes
connectedness (with emotional and cognitive aspects) as well as individuality (assessed as power
symmetry). Connectedness decreased with age. Symmetry in father–child relationships increased over
time, while mother–child relationships were perceived to be symmetrical by early adulthood.
Child–mother relationships were more connected than child–father relationships. Sons described
themselves as more powerful than did daughters.}},
  author       = {{Buhl, Heike M.}},
  journal      = {{International Journal of Behavioral Development}},
  keywords     = {{adult child–parent relationships, adulthood, connectedness, Germany, individuation, symmetry}},
  number       = {{5}},
  pages        = {{381 -- 389}},
  title        = {{{Development of a model describing individuated adult child-parent relationships}}},
  volume       = {{32}},
  year         = {{2008}},
}

@inbook{32516,
  author       = {{Buhl, Heike M.}},
  booktitle    = {{Intergenerationelle Transferleistungen in Familien}},
  editor       = {{Brunner, Ewald Johannes}},
  pages        = {{79 -- 99}},
  publisher    = {{Verlag IKS Garamond}},
  title        = {{{Ein erweitertes individuationstheoretisches Modell zur Vorhersage der aktuellen und geplanten Unterstützung Erwachsener für ihre Eltern}}},
  year         = {{2008}},
}

@article{32517,
  abstract     = {{Among theories describing human relationships and interactions, individuation theory has increasingly gained attention over the last three decades. After ideas of individuation were introduced to the USA by German emigrants, such as Erik Erikson and Peter Blos, a second generation of American researchers brought the issue to the fore during the 1980s. Since then, German research has taken up the topic. Current lines of German research resonate with contemporary American research (e.g., Allen, Smetana), but also explore possible extensions of the theory. Here we introduce five German studies that explore relations between individuation and attachment, interactions between transmissions and relationships, or try to extend individuation theory beyond adolescence and the family system.}},
  author       = {{Reis, Olaf and Buhl, Heike M.}},
  journal      = {{International Journal of Behavioral Development}},
  number       = {{5}},
  pages        = {{369 -- 371}},
  title        = {{{Individuation during adolescence and emerging adulthood – Five German studies}}},
  volume       = {{32}},
  year         = {{2008}},
}

@article{32515,
  abstract     = {{This study investigates the significance of adult children's individuation for the adult child—parent relationship. Following Youniss, individuation was assessed via its dimensions of both connectedness and individuality. A sample of 349 participants between 20 and 47 years of age were given questionnaires containing scales from the Network of Relationships Inventory among others. Individuation predicted satisfaction, intimacy, and conflict. The combination of connectedness and individuality did not have any impact on relationship quality. The significance of children's individuation did not differ between young and middle-aged adults.}},
  author       = {{Buhl, Heike M.}},
  journal      = {{Journal of Family Issues}},
  number       = {{2}},
  pages        = {{262 -- 281}},
  title        = {{{Significance of individuation in adult child-parent relationships}}},
  volume       = {{29}},
  year         = {{2008}},
}

@inproceedings{41474,
  author       = {{Seifert, Andreas and Schaper, Niclas}},
  booktitle    = {{Tagung „Kompetenzdiagnose und Kompetenzentwicklung in der Lehrerbildung“ des CEVET und PLAZ}},
  location     = {{Paderborn}},
  title        = {{{Erste Ergebnisse zur Messung pädagogischer Kompetenz in der universitären Lehrerausbildung.}}},
  year         = {{2008}},
}