[{"_id":"41357","publisher":"Waxmann","language":[{"iso":"ger"}],"user_id":"693","editor":[{"last_name":"König","first_name":"Johannes","full_name":"König, Johannes"},{"full_name":"Seifert, Andreas","first_name":"Andreas","last_name":"Seifert"}],"year":"2012","title":"Der Erwerb von pädagogischem Professionswissen: Ziele, Design und zentrale Ergebnisse der LEK-Studie.","status":"public","author":[{"last_name":"König","first_name":"JOhannes","full_name":"König, JOhannes"},{"full_name":"Seifert, Andreas","last_name":"Seifert","first_name":"Andreas","id":"693"}],"date_updated":"2023-02-01T12:22:17Z","publication_status":"published","place":"Münster","date_created":"2023-02-01T09:55:20Z","type":"book_chapter","department":[{"_id":"33"},{"_id":"427"}],"publication":"Lehramtsstudierende erwerben pädagogisches Professionswissen. Ergebnisse der Längsschnittstudie LEK zur Wirksamkeit der erziehungswissenschaftlichen Lehrerausbildung.","citation":{"chicago":"König, JOhannes, and Andreas Seifert. “Der Erwerb von pädagogischem Professionswissen: Ziele, Design und zentrale Ergebnisse der LEK-Studie.” In <i>Lehramtsstudierende erwerben pädagogisches Professionswissen. Ergebnisse der Längsschnittstudie LEK zur Wirksamkeit der erziehungswissenschaftlichen Lehrerausbildung.</i>, edited by Johannes König and Andreas Seifert. Münster: Waxmann, 2012.","short":"Jo. König, A. Seifert, in: J. König, A. Seifert (Eds.), Lehramtsstudierende erwerben pädagogisches Professionswissen. Ergebnisse der Längsschnittstudie LEK zur Wirksamkeit der erziehungswissenschaftlichen Lehrerausbildung., Waxmann, Münster, 2012.","apa":"König, Jo., &#38; Seifert, A. (2012). Der Erwerb von pädagogischem Professionswissen: Ziele, Design und zentrale Ergebnisse der LEK-Studie. In J. König &#38; A. Seifert (Eds.), <i>Lehramtsstudierende erwerben pädagogisches Professionswissen. Ergebnisse der Längsschnittstudie LEK zur Wirksamkeit der erziehungswissenschaftlichen Lehrerausbildung.</i> Waxmann.","ieee":"Jo. König and A. Seifert, “Der Erwerb von pädagogischem Professionswissen: Ziele, Design und zentrale Ergebnisse der LEK-Studie.,” in <i>Lehramtsstudierende erwerben pädagogisches Professionswissen. Ergebnisse der Längsschnittstudie LEK zur Wirksamkeit der erziehungswissenschaftlichen Lehrerausbildung.</i>, J. König and A. Seifert, Eds. Münster: Waxmann, 2012.","ama":"König Jo, Seifert A. Der Erwerb von pädagogischem Professionswissen: Ziele, Design und zentrale Ergebnisse der LEK-Studie. In: König J, Seifert A, eds. <i>Lehramtsstudierende erwerben pädagogisches Professionswissen. Ergebnisse der Längsschnittstudie LEK zur Wirksamkeit der erziehungswissenschaftlichen Lehrerausbildung.</i> Waxmann; 2012.","bibtex":"@inbook{König_Seifert_2012, place={Münster}, title={Der Erwerb von pädagogischem Professionswissen: Ziele, Design und zentrale Ergebnisse der LEK-Studie.}, booktitle={Lehramtsstudierende erwerben pädagogisches Professionswissen. Ergebnisse der Längsschnittstudie LEK zur Wirksamkeit der erziehungswissenschaftlichen Lehrerausbildung.}, publisher={Waxmann}, author={König, JOhannes and Seifert, Andreas}, editor={König, Johannes and Seifert, Andreas}, year={2012} }","mla":"König, JOhannes, and Andreas Seifert. “Der Erwerb von pädagogischem Professionswissen: Ziele, Design und zentrale Ergebnisse der LEK-Studie.” <i>Lehramtsstudierende erwerben pädagogisches Professionswissen. Ergebnisse der Längsschnittstudie LEK zur Wirksamkeit der erziehungswissenschaftlichen Lehrerausbildung.</i>, edited by Johannes König and Andreas Seifert, Waxmann, 2012."},"quality_controlled":"1"},{"quality_controlled":"1","publication":"AEPF-Tagung „Vielfalt empirischer Forschung in Bildung, Erziehung und Sozialisati-on”","citation":{"ama":"Seifert A, König J. Längsschnittliche Erhebung pädagogischer Kompetenzen von Lehramtsstudierenden (LEK): Detaillierte Analyse der Ergebnisse von den Universitäten Köln und Paderborn. In: <i>AEPF-Tagung „Vielfalt empirischer Forschung in Bildung, Erziehung und Sozialisati-on”</i>. ; 2012.","bibtex":"@inproceedings{Seifert_König_2012, title={Längsschnittliche Erhebung pädagogischer Kompetenzen von Lehramtsstudierenden (LEK): Detaillierte Analyse der Ergebnisse von den Universitäten Köln und Paderborn.}, booktitle={AEPF-Tagung „Vielfalt empirischer Forschung in Bildung, Erziehung und Sozialisati-on”}, author={Seifert, Andreas and König, Johannes}, year={2012} }","mla":"Seifert, Andreas, and Johannes König. “Längsschnittliche Erhebung pädagogischer Kompetenzen von Lehramtsstudierenden (LEK): Detaillierte Analyse der Ergebnisse von den Universitäten Köln und Paderborn.” <i>AEPF-Tagung „Vielfalt empirischer Forschung in Bildung, Erziehung und Sozialisati-on”</i>, 2012.","chicago":"Seifert, Andreas, and Johannes König. “Längsschnittliche Erhebung pädagogischer Kompetenzen von Lehramtsstudierenden (LEK): Detaillierte Analyse der Ergebnisse von den Universitäten Köln und Paderborn.” In <i>AEPF-Tagung „Vielfalt empirischer Forschung in Bildung, Erziehung und Sozialisati-on”</i>, 2012.","short":"A. Seifert, J. König, in: AEPF-Tagung „Vielfalt empirischer Forschung in Bildung, Erziehung und Sozialisati-on”, 2012.","apa":"Seifert, A., &#38; König, J. (2012). Längsschnittliche Erhebung pädagogischer Kompetenzen von Lehramtsstudierenden (LEK): Detaillierte Analyse der Ergebnisse von den Universitäten Köln und Paderborn. <i>AEPF-Tagung „Vielfalt empirischer Forschung in Bildung, Erziehung und Sozialisati-on”</i>. AEPF-Tagung „Vielfalt empirischer Forschung in Bildung, Erziehung und Sozialisati-on”, Bielefeld.","ieee":"A. Seifert and J. König, “Längsschnittliche Erhebung pädagogischer Kompetenzen von Lehramtsstudierenden (LEK): Detaillierte Analyse der Ergebnisse von den Universitäten Köln und Paderborn.,” presented at the AEPF-Tagung „Vielfalt empirischer Forschung in Bildung, Erziehung und Sozialisati-on”, Bielefeld, 2012."},"type":"conference_abstract","department":[{"_id":"33"},{"_id":"427"}],"date_created":"2023-02-01T16:23:15Z","publication_status":"published","date_updated":"2023-02-01T16:23:19Z","status":"public","title":"Längsschnittliche Erhebung pädagogischer Kompetenzen von Lehramtsstudierenden (LEK): Detaillierte Analyse der Ergebnisse von den Universitäten Köln und Paderborn.","year":"2012","author":[{"id":"693","last_name":"Seifert","first_name":"Andreas","full_name":"Seifert, Andreas"},{"first_name":"Johannes","last_name":"König","full_name":"König, Johannes"}],"conference":{"end_date":"12.09.2012","name":"AEPF-Tagung „Vielfalt empirischer Forschung in Bildung, Erziehung und Sozialisati-on”","start_date":"10.09.2012","location":"Bielefeld"},"user_id":"693","language":[{"iso":"ger"}],"_id":"41421"},{"department":[{"_id":"424"}],"type":"journal_article","date_created":"2022-07-18T09:48:56Z","citation":{"short":"A. Karsten, Tätigkeitstheorie – Journal Für Tätigkeitstheoretische Forschung in Deutschland (Activity Theory – Journal of Activity-Theoretical Research in Germany) 5 (2011) 87–120.","chicago":"Karsten, Andrea. “Chronotopes in Writing. Excerpts from a Case Study.” <i>Tätigkeitstheorie – Journal Für Tätigkeitstheoretische Forschung in Deutschland (Activity Theory – Journal of Activity-Theoretical Research in Germany)</i> 5 (2011): 87–120.","ieee":"A. Karsten, “Chronotopes in Writing. Excerpts from a Case Study.,” <i>Tätigkeitstheorie – Journal für tätigkeitstheoretische Forschung in Deutschland (Activity Theory – Journal of Activity-Theoretical Research in Germany)</i>, vol. 5, pp. 87–120, 2011.","apa":"Karsten, A. (2011). Chronotopes in Writing. Excerpts from a Case Study. <i>Tätigkeitstheorie – Journal Für Tätigkeitstheoretische Forschung in Deutschland (Activity Theory – Journal of Activity-Theoretical Research in Germany)</i>, <i>5</i>, 87–120.","bibtex":"@article{Karsten_2011, title={Chronotopes in Writing. Excerpts from a Case Study.}, volume={5}, journal={Tätigkeitstheorie – Journal für tätigkeitstheoretische Forschung in Deutschland (Activity Theory – Journal of Activity-Theoretical Research in Germany)}, author={Karsten, Andrea}, year={2011}, pages={87–120} }","ama":"Karsten A. Chronotopes in Writing. Excerpts from a Case Study. <i>Tätigkeitstheorie – Journal für tätigkeitstheoretische Forschung in Deutschland (Activity Theory – Journal of Activity-Theoretical Research in Germany)</i>. 2011;5:87-120.","mla":"Karsten, Andrea. “Chronotopes in Writing. Excerpts from a Case Study.” <i>Tätigkeitstheorie – Journal Für Tätigkeitstheoretische Forschung in Deutschland (Activity Theory – Journal of Activity-Theoretical Research in Germany)</i>, vol. 5, 2011, pp. 87–120."},"publication":"Tätigkeitstheorie – Journal für tätigkeitstheoretische Forschung in Deutschland (Activity Theory – Journal of Activity-Theoretical Research in Germany)","volume":5,"user_id":"42165","language":[{"iso":"eng"}],"_id":"32393","page":"87 - 120","intvolume":"         5","publication_status":"published","date_updated":"2022-07-18T09:49:50Z","author":[{"last_name":"Karsten","first_name":"Andrea","full_name":"Karsten, Andrea","id":"53917"}],"year":"2011","status":"public","title":"Chronotopes in Writing. Excerpts from a Case Study."},{"author":[{"full_name":"Oechsle, Mechthild","last_name":"Oechsle","first_name":"Mechthild"},{"id":"451","first_name":"Ingrid","orcid":"0000-0003-2364-9489","last_name":"Scharlau","full_name":"Scharlau, Ingrid"},{"last_name":"Hessler","first_name":"Gudrun","full_name":"Hessler, Gudrun"},{"last_name":"Günnewig","first_name":"Kathrin","full_name":"Günnewig, Kathrin"}],"publication_identifier":{"isbn":["978-3-941927-18-6"]},"title":"Wie sehen Studierende das Verhältnis von Studium und Beruf? Praxisbezug und Professionalität in den Subjektiven Theorien Studierender","status":"public","year":"2011","date_updated":"2022-06-06T21:49:20Z","publication_status":"published","language":[{"iso":"ger"}],"_id":"30901","publisher":"CHE","page":"178 - 190","user_id":"42165","citation":{"apa":"Oechsle, M., Scharlau, I., Hessler, G., &#38; Günnewig, K. (2011). Wie sehen Studierende das Verhältnis von Studium und Beruf? Praxisbezug und Professionalität in den Subjektiven Theorien Studierender. <i>Der Bologna-Prozess aus Sicht der Hochschulforschung</i>, 178–190.","ieee":"M. Oechsle, I. Scharlau, G. Hessler, and K. Günnewig, “Wie sehen Studierende das Verhältnis von Studium und Beruf? Praxisbezug und Professionalität in den Subjektiven Theorien Studierender,” <i>Der Bologna-Prozess aus Sicht der Hochschulforschung</i>, pp. 178–190, 2011.","short":"M. Oechsle, I. Scharlau, G. Hessler, K. Günnewig, Der Bologna-Prozess aus Sicht der Hochschulforschung (2011) 178–190.","chicago":"Oechsle, Mechthild, Ingrid Scharlau, Gudrun Hessler, and Kathrin Günnewig. “Wie sehen Studierende das Verhältnis von Studium und Beruf? Praxisbezug und Professionalität in den Subjektiven Theorien Studierender.” <i>Der Bologna-Prozess aus Sicht der Hochschulforschung</i>, 2011, 178–90.","mla":"Oechsle, Mechthild, et al. “Wie sehen Studierende das Verhältnis von Studium und Beruf? Praxisbezug und Professionalität in den Subjektiven Theorien Studierender.” <i>Der Bologna-Prozess aus Sicht der Hochschulforschung</i>, CHE, 2011, pp. 178–90.","ama":"Oechsle M, Scharlau I, Hessler G, Günnewig K. Wie sehen Studierende das Verhältnis von Studium und Beruf? Praxisbezug und Professionalität in den Subjektiven Theorien Studierender. <i>Der Bologna-Prozess aus Sicht der Hochschulforschung</i>. Published online 2011:178-190.","bibtex":"@article{Oechsle_Scharlau_Hessler_Günnewig_2011, title={Wie sehen Studierende das Verhältnis von Studium und Beruf? Praxisbezug und Professionalität in den Subjektiven Theorien Studierender}, journal={Der Bologna-Prozess aus Sicht der Hochschulforschung}, publisher={CHE}, author={Oechsle, Mechthild and Scharlau, Ingrid and Hessler, Gudrun and Günnewig, Kathrin}, year={2011}, pages={178–190} }"},"publication":"Der Bologna-Prozess aus Sicht der Hochschulforschung","abstract":[{"text":"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. ","lang":"ger"}],"date_created":"2022-04-13T22:33:28Z","department":[{"_id":"424"}],"type":"journal_article"},{"user_id":"42165","language":[{"iso":"ger"}],"_id":"31687","publication_status":"published","date_updated":"2022-06-06T23:19:12Z","title":"Self-Assessment-Instrumente: Eine Möglichkeit der Reflexion und Differenzierung von Subjektiven Theorien","year":"2011","status":"public","author":[{"full_name":"Scharlau, Ingrid","last_name":"Scharlau","orcid":"0000-0003-2364-9489","first_name":"Ingrid","id":"451"}],"type":"conference","department":[{"_id":"424"}],"date_created":"2022-06-06T23:18:04Z","place":"Universität Bielefeld","publication":"Workshop: Zum Verhältnis von Studium und Berufspraxis. Perspektiven von Lehrenden und Studierenden","citation":{"ama":"Scharlau I. Self-Assessment-Instrumente: Eine Möglichkeit der Reflexion und Differenzierung von Subjektiven Theorien. In: <i>Workshop: Zum Verhältnis von Studium und Berufspraxis. Perspektiven von Lehrenden und Studierenden</i>. ; 2011.","bibtex":"@inproceedings{Scharlau_2011, place={Universität Bielefeld}, title={Self-Assessment-Instrumente: Eine Möglichkeit der Reflexion und Differenzierung von Subjektiven Theorien}, booktitle={Workshop: Zum Verhältnis von Studium und Berufspraxis. Perspektiven von Lehrenden und Studierenden}, author={Scharlau, Ingrid}, year={2011} }","mla":"Scharlau, Ingrid. “Self-Assessment-Instrumente: Eine Möglichkeit der Reflexion und Differenzierung von Subjektiven Theorien.” <i>Workshop: Zum Verhältnis von Studium und Berufspraxis. Perspektiven von Lehrenden und Studierenden</i>, 2011.","chicago":"Scharlau, Ingrid. “Self-Assessment-Instrumente: Eine Möglichkeit der Reflexion und Differenzierung von Subjektiven Theorien.” In <i>Workshop: Zum Verhältnis von Studium und Berufspraxis. Perspektiven von Lehrenden und Studierenden</i>. Universität Bielefeld, 2011.","short":"I. Scharlau, in: Workshop: Zum Verhältnis von Studium und Berufspraxis. Perspektiven von Lehrenden und Studierenden, Universität Bielefeld, 2011.","apa":"Scharlau, I. (2011). Self-Assessment-Instrumente: Eine Möglichkeit der Reflexion und Differenzierung von Subjektiven Theorien. <i>Workshop: Zum Verhältnis von Studium und Berufspraxis. Perspektiven von Lehrenden und Studierenden</i>.","ieee":"I. Scharlau, “Self-Assessment-Instrumente: Eine Möglichkeit der Reflexion und Differenzierung von Subjektiven Theorien,” 2011."}},{"oa":"1","citation":{"short":"U. Ansorge, G. Horstmann, I. Scharlau, Advances in Cognitive Psychology 7 (2011) 108–119.","chicago":"Ansorge, Ulrich, Gernot Horstmann, and Ingrid Scharlau. “Top-down Contingent Feature-Specific Orienting with and without Awareness of the Visual Input.” <i>Advances in Cognitive Psychology</i> 7, no. 2 (2011): 108–19.","apa":"Ansorge, U., Horstmann, G., &#38; Scharlau, I. (2011). Top-down contingent feature-specific orienting with and without awareness of the visual input. <i>Advances in Cognitive Psychology</i>, <i>7</i>(2), 108–119.","ieee":"U. Ansorge, G. Horstmann, and I. Scharlau, “Top-down contingent feature-specific orienting with and without awareness of the visual input.,” <i>Advances in Cognitive Psychology</i>, vol. 7, no. 2, pp. 108–119, 2011.","ama":"Ansorge U, Horstmann G, Scharlau I. Top-down contingent feature-specific orienting with and without awareness of the visual input. <i>Advances in Cognitive Psychology</i>. 2011;7(2):108-119.","bibtex":"@article{Ansorge_Horstmann_Scharlau_2011, title={Top-down contingent feature-specific orienting with and without awareness of the visual input.}, volume={7}, number={2}, journal={Advances in Cognitive Psychology}, author={Ansorge, Ulrich and Horstmann, Gernot and Scharlau, Ingrid}, year={2011}, pages={108–119} }","mla":"Ansorge, Ulrich, et al. “Top-down Contingent Feature-Specific Orienting with and without Awareness of the Visual Input.” <i>Advances in Cognitive Psychology</i>, vol. 7, no. 2, 2011, pp. 108–19."},"page":"108 - 119","_id":"6091","user_id":"42165","volume":7,"status":"public","date_created":"2018-12-10T07:08:22Z","type":"journal_article","keyword":["visual input","awareness","conscious","orientation","visual perception","Awareness","Consciousness States","Perceptual Orientation","Visual Perception","Blindsight"],"department":[{"_id":"424"}],"issue":"2","publication":"Advances in Cognitive Psychology","abstract":[{"text":"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)","lang":"eng"}],"main_file_link":[{"url":"https://kw.uni-paderborn.de/fileadmin/fakultaet/Institute/psychologie/Kognitive_Psychologie/Publikationen/Ansorge_Horstmann_Scharlau_ACP_21072011.pdf","open_access":"1"}],"language":[{"iso":"eng"}],"title":"Top-down contingent feature-specific orienting with and without awareness of the visual input.","year":"2011","author":[{"full_name":"Ansorge, Ulrich","first_name":"Ulrich","last_name":"Ansorge"},{"full_name":"Horstmann, Gernot","first_name":"Gernot","last_name":"Horstmann"},{"id":"451","full_name":"Scharlau, Ingrid","first_name":"Ingrid","last_name":"Scharlau","orcid":"0000-0003-2364-9489"}],"publication_identifier":{"issn":["1895-1171"]},"date_updated":"2022-06-07T00:15:30Z","publication_status":"published","intvolume":"         7"},{"citation":{"mla":"Olivers, Christian N. L., et al. “Prior Entry Explains Order Reversals in the Attentional Blink.” <i>Attention, Perception, &#38; Psychophysics</i>, vol. 73, no. 1, 2011, pp. 53–67.","ama":"Olivers CNL, Hilkenmeier F, Scharlau I. Prior entry explains order reversals in the attentional blink. <i>Attention, Perception, &#38; Psychophysics</i>. 2011;73(1):53-67.","bibtex":"@article{Olivers_Hilkenmeier_Scharlau_2011, title={Prior entry explains order reversals in the attentional blink.}, volume={73}, number={1}, journal={Attention, Perception, &#38; Psychophysics}, author={Olivers, Christian N. L. and Hilkenmeier, Frederic and Scharlau, Ingrid}, year={2011}, pages={53–67} }","apa":"Olivers, C. N. L., Hilkenmeier, F., &#38; Scharlau, I. (2011). Prior entry explains order reversals in the attentional blink. <i>Attention, Perception, &#38; Psychophysics</i>, <i>73</i>(1), 53–67.","ieee":"C. N. L. Olivers, F. Hilkenmeier, and I. Scharlau, “Prior entry explains order reversals in the attentional blink.,” <i>Attention, Perception, &#38; Psychophysics</i>, vol. 73, no. 1, pp. 53–67, 2011.","short":"C.N.L. Olivers, F. Hilkenmeier, I. Scharlau, Attention, Perception, &#38; Psychophysics 73 (2011) 53–67.","chicago":"Olivers, Christian N. L., Frederic Hilkenmeier, and Ingrid Scharlau. “Prior Entry Explains Order Reversals in the Attentional Blink.” <i>Attention, Perception, &#38; Psychophysics</i> 73, no. 1 (2011): 53–67."},"oa":"1","status":"public","page":"53 - 67","funded_apc":"1","_id":"6082","user_id":"42165","volume":73,"issue":"1","publication":"Attention, Perception, & Psychophysics","abstract":[{"text":"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","lang":"eng"}],"date_created":"2018-12-10T07:06:31Z","keyword":["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"],"type":"journal_article","department":[{"_id":"424"}],"year":"2011","title":"Prior entry explains order reversals in the attentional blink.","publication_identifier":{"issn":["1943-3921"]},"author":[{"first_name":"Christian N. L.","last_name":"Olivers","full_name":"Olivers, Christian N. L."},{"full_name":"Hilkenmeier, Frederic","first_name":"Frederic","last_name":"Hilkenmeier"},{"full_name":"Scharlau, Ingrid","last_name":"Scharlau","first_name":"Ingrid","orcid":"0000-0003-2364-9489","id":"451"}],"publication_status":"published","date_updated":"2022-06-07T00:16:50Z","intvolume":"        73","main_file_link":[{"url":"https://kw.uni-paderborn.de/fileadmin/fakultaet/Institute/psychologie/Kognitive_Psychologie/Publikationen/Olivers_etal__2011__AP_PProofs.pdf","open_access":"1"}],"language":[{"iso":"eng"}]},{"main_file_link":[{"url":"https://kw.uni-paderborn.de/fileadmin/fakultaet/Institute/psychologie/Kognitive_Psychologie/Publikationen/WeissScharlau2010.pdf","open_access":"1"}],"language":[{"iso":"eng"}],"publication_status":"published","date_updated":"2022-06-07T00:17:26Z","intvolume":"        64","title":"Simultaneity and temporal order perception: Different sides of the same coin? Evidence from a visual prior-entry study.","year":"2011","author":[{"full_name":"Weiß, Katharina","first_name":"Katharina","last_name":"Weiß"},{"full_name":"Scharlau, Ingrid","last_name":"Scharlau","orcid":"0000-0003-2364-9489","first_name":"Ingrid","id":"451"}],"publication_identifier":{"issn":["1747-0218"]},"type":"journal_article","keyword":["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)"],"department":[{"_id":"424"}],"date_created":"2018-12-10T07:06:56Z","abstract":[{"text":"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","lang":"eng"}],"issue":"2","publication":"The Quarterly Journal of Experimental Psychology","user_id":"42165","volume":64,"page":"394 - 416","_id":"6084","funded_apc":"1","status":"public","oa":"1","citation":{"apa":"Weiß, K., &#38; Scharlau, I. (2011). Simultaneity and temporal order perception: Different sides of the same coin? Evidence from a visual prior-entry study. <i>The Quarterly Journal of Experimental Psychology</i>, <i>64</i>(2), 394–416.","mla":"Weiß, Katharina, and Ingrid Scharlau. “Simultaneity and Temporal Order Perception: Different Sides of the Same Coin? Evidence from a Visual Prior-Entry Study.” <i>The Quarterly Journal of Experimental Psychology</i>, vol. 64, no. 2, 2011, pp. 394–416.","ieee":"K. Weiß and I. Scharlau, “Simultaneity and temporal order perception: Different sides of the same coin? Evidence from a visual prior-entry study.,” <i>The Quarterly Journal of Experimental Psychology</i>, vol. 64, no. 2, pp. 394–416, 2011.","chicago":"Weiß, Katharina, and Ingrid Scharlau. “Simultaneity and Temporal Order Perception: Different Sides of the Same Coin? Evidence from a Visual Prior-Entry Study.” <i>The Quarterly Journal of Experimental Psychology</i> 64, no. 2 (2011): 394–416.","ama":"Weiß K, Scharlau I. Simultaneity and temporal order perception: Different sides of the same coin? Evidence from a visual prior-entry study. <i>The Quarterly Journal of Experimental Psychology</i>. 2011;64(2):394-416.","short":"K. Weiß, I. Scharlau, The Quarterly Journal of Experimental Psychology 64 (2011) 394–416.","bibtex":"@article{Weiß_Scharlau_2011, title={Simultaneity and temporal order perception: Different sides of the same coin? Evidence from a visual prior-entry study.}, volume={64}, number={2}, journal={The Quarterly Journal of Experimental Psychology}, author={Weiß, Katharina and Scharlau, Ingrid}, year={2011}, pages={394–416} }"}},{"quality_controlled":"1","publication":"Kompetenzorientierung in Schule und Lehrerbildung.","citation":{"chicago":"Eilerts, Katja, Georg Israel, and Andreas Seifert. “Entwicklung eines niveaustufenbezogenen, phasenübergreifenden Berufsfähigkeitsprofils für angehende Lehrkräfte im Bereich allgemeiner pädagogischer Kompetenz.” In <i>Kompetenzorientierung in Schule und Lehrerbildung.</i>, edited by Katja Eilerts, Annegret Helen Hilligus, Gabriele Kaiser, and Peter Bender. Münster: LIT, 2011.","ama":"Eilerts K, Israel G, Seifert A. Entwicklung eines niveaustufenbezogenen, phasenübergreifenden Berufsfähigkeitsprofils für angehende Lehrkräfte im Bereich allgemeiner pädagogischer Kompetenz. In: Eilerts K, Hilligus AH, Kaiser G, Bender P, eds. <i>Kompetenzorientierung in Schule und Lehrerbildung.</i> LIT; 2011.","short":"K. Eilerts, G. Israel, A. Seifert, in: K. Eilerts, A.H. Hilligus, G. Kaiser, P. Bender (Eds.), Kompetenzorientierung in Schule und Lehrerbildung., LIT, Münster, 2011.","bibtex":"@inbook{Eilerts_Israel_Seifert_2011, place={Münster}, title={Entwicklung eines niveaustufenbezogenen, phasenübergreifenden Berufsfähigkeitsprofils für angehende Lehrkräfte im Bereich allgemeiner pädagogischer Kompetenz.}, booktitle={Kompetenzorientierung in Schule und Lehrerbildung.}, publisher={LIT}, author={Eilerts, Katja and Israel, Georg and Seifert, Andreas}, editor={Eilerts, Katja and Hilligus, Annegret Helen and Kaiser, Gabriele and Bender, Peter}, year={2011} }","mla":"Eilerts, Katja, et al. “Entwicklung eines niveaustufenbezogenen, phasenübergreifenden Berufsfähigkeitsprofils für angehende Lehrkräfte im Bereich allgemeiner pädagogischer Kompetenz.” <i>Kompetenzorientierung in Schule und Lehrerbildung.</i>, edited by Katja Eilerts et al., LIT, 2011.","apa":"Eilerts, K., Israel, G., &#38; Seifert, A. (2011). Entwicklung eines niveaustufenbezogenen, phasenübergreifenden Berufsfähigkeitsprofils für angehende Lehrkräfte im Bereich allgemeiner pädagogischer Kompetenz. In K. Eilerts, A. H. Hilligus, G. Kaiser, &#38; P. Bender (Eds.), <i>Kompetenzorientierung in Schule und Lehrerbildung.</i> LIT.","ieee":"K. Eilerts, G. Israel, and A. Seifert, “Entwicklung eines niveaustufenbezogenen, phasenübergreifenden Berufsfähigkeitsprofils für angehende Lehrkräfte im Bereich allgemeiner pädagogischer Kompetenz.,” in <i>Kompetenzorientierung in Schule und Lehrerbildung.</i>, K. Eilerts, A. H. Hilligus, G. Kaiser, and P. Bender, Eds. Münster: LIT, 2011."},"type":"book_chapter","department":[{"_id":"33"},{"_id":"427"}],"date_created":"2023-02-01T10:21:16Z","place":"Münster","publication_status":"published","date_updated":"2023-02-01T10:21:20Z","status":"public","year":"2011","title":"Entwicklung eines niveaustufenbezogenen, phasenübergreifenden Berufsfähigkeitsprofils für angehende Lehrkräfte im Bereich allgemeiner pädagogischer Kompetenz.","author":[{"full_name":"Eilerts, Katja","last_name":"Eilerts","first_name":"Katja"},{"first_name":"Georg","last_name":"Israel","full_name":"Israel, Georg"},{"last_name":"Seifert","first_name":"Andreas","full_name":"Seifert, Andreas","id":"693"}],"user_id":"693","editor":[{"full_name":"Eilerts, Katja","last_name":"Eilerts","first_name":"Katja"},{"first_name":"Annegret Helen","last_name":"Hilligus","full_name":"Hilligus, Annegret Helen"},{"last_name":"Kaiser","first_name":"Gabriele","full_name":"Kaiser, Gabriele"},{"full_name":"Bender, Peter","last_name":"Bender","first_name":"Peter"}],"language":[{"iso":"ger"}],"_id":"41364","publisher":"LIT"},{"place":"Münster","date_created":"2023-02-01T10:23:32Z","type":"book_chapter","department":[{"_id":"33"},{"_id":"427"}],"publication":"Kompetenzorientierung in Schule und Lehrerbildung.","citation":{"apa":"Schaper, N., &#38; Seifert, A. (2011). Überprüfung eines Kompetenzmodells und Messinstruments zur Strukturierung allgemeiner pädagogischer Kompetenz in der universitären Lehrerbildung. In K. Eilerts, A. H. Hilligus, G. Kaiser, &#38; P. Bender (Eds.), <i>Kompetenzorientierung in Schule und Lehrerbildung.</i> LIT.","ieee":"N. Schaper and A. Seifert, “Überprüfung eines Kompetenzmodells und Messinstruments zur Strukturierung allgemeiner pädagogischer Kompetenz in der universitären Lehrerbildung.,” in <i>Kompetenzorientierung in Schule und Lehrerbildung.</i>, K. Eilerts, A. H. Hilligus, G. Kaiser, and P. Bender, Eds. Münster: LIT, 2011.","chicago":"Schaper, Niclas, and Andreas Seifert. “Überprüfung eines Kompetenzmodells und Messinstruments zur Strukturierung allgemeiner pädagogischer Kompetenz in der universitären Lehrerbildung.” In <i>Kompetenzorientierung in Schule und Lehrerbildung.</i>, edited by Katja Eilerts, Annegret Helen Hilligus, Gabriele Kaiser, and Peter Bender. Münster: LIT, 2011.","short":"N. Schaper, A. Seifert, in: K. Eilerts, A.H. Hilligus, G. Kaiser, P. Bender (Eds.), Kompetenzorientierung in Schule und Lehrerbildung., LIT, Münster, 2011.","mla":"Schaper, Niclas, and Andreas Seifert. “Überprüfung eines Kompetenzmodells und Messinstruments zur Strukturierung allgemeiner pädagogischer Kompetenz in der universitären Lehrerbildung.” <i>Kompetenzorientierung in Schule und Lehrerbildung.</i>, edited by Katja Eilerts et al., LIT, 2011.","ama":"Schaper N, Seifert A. Überprüfung eines Kompetenzmodells und Messinstruments zur Strukturierung allgemeiner pädagogischer Kompetenz in der universitären Lehrerbildung. In: Eilerts K, Hilligus AH, Kaiser G, Bender P, eds. <i>Kompetenzorientierung in Schule und Lehrerbildung.</i> LIT; 2011.","bibtex":"@inbook{Schaper_Seifert_2011, place={Münster}, title={Überprüfung eines Kompetenzmodells und Messinstruments zur Strukturierung allgemeiner pädagogischer Kompetenz in der universitären Lehrerbildung.}, booktitle={Kompetenzorientierung in Schule und Lehrerbildung.}, publisher={LIT}, author={Schaper, Niclas and Seifert, Andreas}, editor={Eilerts, Katja and Hilligus, Annegret Helen and Kaiser, Gabriele and Bender, Peter}, year={2011} }"},"quality_controlled":"1","publisher":"LIT","_id":"41365","language":[{"iso":"ger"}],"user_id":"693","editor":[{"full_name":"Eilerts, Katja","first_name":"Katja","last_name":"Eilerts"},{"first_name":"Annegret Helen","last_name":"Hilligus","full_name":"Hilligus, Annegret Helen"},{"first_name":"Gabriele","last_name":"Kaiser","full_name":"Kaiser, Gabriele"},{"last_name":"Bender","first_name":"Peter","full_name":"Bender, Peter"}],"year":"2011","title":"Überprüfung eines Kompetenzmodells und Messinstruments zur Strukturierung allgemeiner pädagogischer Kompetenz in der universitären Lehrerbildung.","status":"public","author":[{"first_name":"Niclas","last_name":"Schaper","full_name":"Schaper, Niclas"},{"id":"693","full_name":"Seifert, Andreas","first_name":"Andreas","last_name":"Seifert"}],"date_updated":"2023-02-01T10:23:36Z","publication_status":"published"},{"publication_status":"published","date_updated":"2023-02-02T10:07:54Z","author":[{"full_name":"Schreiber, Melanie","first_name":"Melanie","last_name":"Schreiber"},{"first_name":"Kerstin","last_name":"Darge","full_name":"Darge, Kerstin"},{"full_name":"König, Johannes","last_name":"König","first_name":"Johannes"},{"id":"693","full_name":"Seifert, Andreas","last_name":"Seifert","first_name":"Andreas"}],"conference":{"location":"Klagenfurt","name":"AEPF-Tagung „Baustelle Lehrerbildung”","start_date":"05.09.2011","end_date":"07.09.2011"},"year":"2011","title":"Lernvoraussetzungen von Lehramtsstudierenden und Merkmale der Lehrerausbildung aus der Sicht von Studierenden.","status":"public","user_id":"693","language":[{"iso":"ger"}],"_id":"41457","quality_controlled":"1","citation":{"chicago":"Schreiber, Melanie, Kerstin Darge, Johannes König, and Andreas Seifert. “Lernvoraussetzungen von Lehramtsstudierenden und Merkmale der Lehrerausbildung aus der Sicht von Studierenden.” In <i>AEPF-Tagung „Baustelle Lehrerbildung”</i>, 2011.","ama":"Schreiber M, Darge K, König J, Seifert A. Lernvoraussetzungen von Lehramtsstudierenden und Merkmale der Lehrerausbildung aus der Sicht von Studierenden. In: <i>AEPF-Tagung „Baustelle Lehrerbildung”</i>. ; 2011.","short":"M. Schreiber, K. Darge, J. König, A. Seifert, in: AEPF-Tagung „Baustelle Lehrerbildung”, 2011.","bibtex":"@inproceedings{Schreiber_Darge_König_Seifert_2011, title={Lernvoraussetzungen von Lehramtsstudierenden und Merkmale der Lehrerausbildung aus der Sicht von Studierenden.}, booktitle={AEPF-Tagung „Baustelle Lehrerbildung”}, author={Schreiber, Melanie and Darge, Kerstin and König, Johannes and Seifert, Andreas}, year={2011} }","apa":"Schreiber, M., Darge, K., König, J., &#38; Seifert, A. (2011). Lernvoraussetzungen von Lehramtsstudierenden und Merkmale der Lehrerausbildung aus der Sicht von Studierenden. <i>AEPF-Tagung „Baustelle Lehrerbildung”</i>. AEPF-Tagung „Baustelle Lehrerbildung”, Klagenfurt.","mla":"Schreiber, Melanie, et al. “Lernvoraussetzungen von Lehramtsstudierenden und Merkmale der Lehrerausbildung aus der Sicht von Studierenden.” <i>AEPF-Tagung „Baustelle Lehrerbildung”</i>, 2011.","ieee":"M. Schreiber, K. Darge, J. König, and A. Seifert, “Lernvoraussetzungen von Lehramtsstudierenden und Merkmale der Lehrerausbildung aus der Sicht von Studierenden.,” presented at the AEPF-Tagung „Baustelle Lehrerbildung”, Klagenfurt, 2011."},"publication":"AEPF-Tagung „Baustelle Lehrerbildung”","department":[{"_id":"33"},{"_id":"427"}],"type":"conference_abstract","date_created":"2023-02-02T10:07:47Z"},{"type":"conference_abstract","department":[{"_id":"33"},{"_id":"427"}],"date_created":"2023-02-02T10:18:02Z","quality_controlled":"1","publication":"AEPF-Tagung „Baustelle Lehrerbildung”","citation":{"bibtex":"@inproceedings{Watson_Seifert_Schaper_Siemen_2011, title={Erfassung der Qualität des Unterrichtshandelns angehender Lehrkräfte – Entwicklung eines videogestützten Beobachtungsinstruments.}, booktitle={AEPF-Tagung „Baustelle Lehrerbildung”}, author={Watson, Christina and Seifert, Andreas and Schaper, Niclas and Siemen, Tobias}, year={2011} }","ama":"Watson C, Seifert A, Schaper N, Siemen T. Erfassung der Qualität des Unterrichtshandelns angehender Lehrkräfte – Entwicklung eines videogestützten Beobachtungsinstruments. In: <i>AEPF-Tagung „Baustelle Lehrerbildung”</i>. ; 2011.","mla":"Watson, Christina, et al. “Erfassung der Qualität des Unterrichtshandelns angehender Lehrkräfte – Entwicklung eines videogestützten Beobachtungsinstruments.” <i>AEPF-Tagung „Baustelle Lehrerbildung”</i>, 2011.","chicago":"Watson, Christina, Andreas Seifert, Niclas Schaper, and Tobias Siemen. “Erfassung der Qualität des Unterrichtshandelns angehender Lehrkräfte – Entwicklung eines videogestützten Beobachtungsinstruments.” In <i>AEPF-Tagung „Baustelle Lehrerbildung”</i>, 2011.","short":"C. Watson, A. Seifert, N. Schaper, T. Siemen, in: AEPF-Tagung „Baustelle Lehrerbildung”, 2011.","ieee":"C. Watson, A. Seifert, N. Schaper, and T. Siemen, “Erfassung der Qualität des Unterrichtshandelns angehender Lehrkräfte – Entwicklung eines videogestützten Beobachtungsinstruments.,” presented at the AEPF-Tagung „Baustelle Lehrerbildung”, Klagenfurt, 2011.","apa":"Watson, C., Seifert, A., Schaper, N., &#38; Siemen, T. (2011). Erfassung der Qualität des Unterrichtshandelns angehender Lehrkräfte – Entwicklung eines videogestützten Beobachtungsinstruments. <i>AEPF-Tagung „Baustelle Lehrerbildung”</i>. AEPF-Tagung „Baustelle Lehrerbildung”, Klagenfurt."},"user_id":"693","language":[{"iso":"ger"}],"_id":"41462","publication_status":"published","date_updated":"2023-02-02T10:28:55Z","status":"public","title":"Erfassung der Qualität des Unterrichtshandelns angehender Lehrkräfte – Entwicklung eines videogestützten Beobachtungsinstruments.","year":"2011","author":[{"full_name":"Watson, Christina","first_name":"Christina","last_name":"Watson"},{"id":"693","last_name":"Seifert","first_name":"Andreas","full_name":"Seifert, Andreas"},{"last_name":"Schaper","first_name":"Niclas","full_name":"Schaper, Niclas"},{"last_name":"Siemen","first_name":"Tobias","full_name":"Siemen, Tobias"}],"conference":{"start_date":"05.09.2011","name":"AEPF-Tagung „Baustelle Lehrerbildung”","location":"Klagenfurt","end_date":"07.09.2011"}},{"language":[{"iso":"ger"}],"_id":"41460","user_id":"693","year":"2011","title":"LEK – Längsschnittliche Erhebung pädagogischer Kompetenz von Lehramtsstudie-renden: Anlage der Studie und institutioneller Kontext.","status":"public","author":[{"id":"693","first_name":"Andreas","last_name":"Seifert","full_name":"Seifert, Andreas"},{"full_name":"Watson, Christina","first_name":"Christina","last_name":"Watson"},{"last_name":"König","first_name":"Johannes","full_name":"König, Johannes"}],"conference":{"start_date":"05.09.2011","name":"AEPF-Tagung „Baustelle Lehrerbildung”","location":"Klagenfurt","end_date":"07.09.2011"},"publication_status":"published","date_updated":"2023-02-02T10:14:28Z","date_created":"2023-02-02T10:14:23Z","type":"conference_abstract","department":[{"_id":"33"},{"_id":"427"}],"publication":"AEPF-Tagung „Baustelle Lehrerbildung”","citation":{"mla":"Seifert, Andreas, et al. “LEK – Längsschnittliche Erhebung pädagogischer Kompetenz von Lehramtsstudie-renden: Anlage der Studie und institutioneller Kontext.” <i>AEPF-Tagung „Baustelle Lehrerbildung”</i>, 2011.","bibtex":"@inproceedings{Seifert_Watson_König_2011, title={LEK – Längsschnittliche Erhebung pädagogischer Kompetenz von Lehramtsstudie-renden: Anlage der Studie und institutioneller Kontext.}, booktitle={AEPF-Tagung „Baustelle Lehrerbildung”}, author={Seifert, Andreas and Watson, Christina and König, Johannes}, year={2011} }","ama":"Seifert A, Watson C, König J. LEK – Längsschnittliche Erhebung pädagogischer Kompetenz von Lehramtsstudie-renden: Anlage der Studie und institutioneller Kontext. In: <i>AEPF-Tagung „Baustelle Lehrerbildung”</i>. ; 2011.","ieee":"A. Seifert, C. Watson, and J. König, “LEK – Längsschnittliche Erhebung pädagogischer Kompetenz von Lehramtsstudie-renden: Anlage der Studie und institutioneller Kontext.,” presented at the AEPF-Tagung „Baustelle Lehrerbildung”, Klagenfurt, 2011.","apa":"Seifert, A., Watson, C., &#38; König, J. (2011). LEK – Längsschnittliche Erhebung pädagogischer Kompetenz von Lehramtsstudie-renden: Anlage der Studie und institutioneller Kontext. <i>AEPF-Tagung „Baustelle Lehrerbildung”</i>. AEPF-Tagung „Baustelle Lehrerbildung”, Klagenfurt.","short":"A. Seifert, C. Watson, J. König, in: AEPF-Tagung „Baustelle Lehrerbildung”, 2011.","chicago":"Seifert, Andreas, Christina Watson, and Johannes König. “LEK – Längsschnittliche Erhebung pädagogischer Kompetenz von Lehramtsstudie-renden: Anlage der Studie und institutioneller Kontext.” In <i>AEPF-Tagung „Baustelle Lehrerbildung”</i>, 2011."},"quality_controlled":"1"},{"user_id":"693","_id":"41459","language":[{"iso":"ger"}],"publication_status":"published","date_updated":"2023-02-02T10:12:16Z","author":[{"first_name":"Andreas","last_name":"Seifert","full_name":"Seifert, Andreas","id":"693"},{"last_name":"Schaper","first_name":"Niclas","full_name":"Schaper, Niclas"},{"first_name":"Annegret Helen","last_name":"Hilligus","full_name":"Hilligus, Annegret Helen"},{"full_name":"Riese, Josef","last_name":"Riese","first_name":"Josef"}],"conference":{"end_date":"02.03.2011","start_date":"28.02.2011","name":"AEPF/KBBB-Tagung „Nationale und regionale empirische Bildungsforschung”","location":"Bamberg"},"year":"2011","title":"SPEE: Eine (Zwischen-)Bilanz aus Sicht der Forschung.","status":"public","department":[{"_id":"33"},{"_id":"427"}],"type":"conference_abstract","date_created":"2023-02-02T10:12:13Z","quality_controlled":"1","citation":{"bibtex":"@inproceedings{Seifert_Schaper_Hilligus_Riese_2011, title={SPEE: Eine (Zwischen-)Bilanz aus Sicht der Forschung.}, booktitle={AEPF/KBBB-Tagung „Nationale und regionale empirische Bildungsforschung”}, author={Seifert, Andreas and Schaper, Niclas and Hilligus, Annegret Helen and Riese, Josef}, year={2011} }","ama":"Seifert A, Schaper N, Hilligus AH, Riese J. SPEE: Eine (Zwischen-)Bilanz aus Sicht der Forschung. In: <i>AEPF/KBBB-Tagung „Nationale und regionale empirische Bildungsforschung”</i>. ; 2011.","mla":"Seifert, Andreas, et al. “SPEE: Eine (Zwischen-)Bilanz aus Sicht der Forschung.” <i>AEPF/KBBB-Tagung „Nationale und regionale empirische Bildungsforschung”</i>, 2011.","short":"A. Seifert, N. Schaper, A.H. Hilligus, J. Riese, in: AEPF/KBBB-Tagung „Nationale und regionale empirische Bildungsforschung”, 2011.","chicago":"Seifert, Andreas, Niclas Schaper, Annegret Helen Hilligus, and Josef Riese. “SPEE: Eine (Zwischen-)Bilanz aus Sicht der Forschung.” In <i>AEPF/KBBB-Tagung „Nationale und regionale empirische Bildungsforschung”</i>, 2011.","ieee":"A. Seifert, N. Schaper, A. H. Hilligus, and J. Riese, “SPEE: Eine (Zwischen-)Bilanz aus Sicht der Forschung.,” presented at the AEPF/KBBB-Tagung „Nationale und regionale empirische Bildungsforschung”, Bamberg, 2011.","apa":"Seifert, A., Schaper, N., Hilligus, A. H., &#38; Riese, J. (2011). SPEE: Eine (Zwischen-)Bilanz aus Sicht der Forschung. <i>AEPF/KBBB-Tagung „Nationale und regionale empirische Bildungsforschung”</i>. AEPF/KBBB-Tagung „Nationale und regionale empirische Bildungsforschung”, Bamberg."},"publication":"AEPF/KBBB-Tagung „Nationale und regionale empirische Bildungsforschung”"},{"user_id":"693","language":[{"iso":"ger"}],"_id":"41458","date_updated":"2023-02-02T10:09:49Z","publication_status":"published","conference":{"start_date":"05.09.2011","name":"AEPF-Tagung “Baustelle Lehrerbildung”","location":"Klagenfurt","end_date":"07.09.2011"},"author":[{"id":"693","full_name":"Seifert, Andreas","last_name":"Seifert","first_name":"Andreas"},{"full_name":"Schaper, Niclas","first_name":"Niclas","last_name":"Schaper"}],"status":"public","title":"LEK – Längsschnittliche Erhebung pädagogischer Kompetenzen von Lehramtsstudierenden: Zur Entwicklung von bildungswissenschaftlichem Wissen.","year":"2011","department":[{"_id":"33"},{"_id":"427"}],"type":"conference_abstract","date_created":"2023-02-02T10:09:44Z","quality_controlled":"1","citation":{"apa":"Seifert, A., &#38; Schaper, N. (2011). LEK – Längsschnittliche Erhebung pädagogischer Kompetenzen von Lehramtsstudierenden: Zur Entwicklung von bildungswissenschaftlichem Wissen. <i>AEPF-Tagung “Baustelle Lehrerbildung.”</i> AEPF-Tagung “Baustelle Lehrerbildung,” Klagenfurt.","ieee":"A. Seifert and N. Schaper, “LEK – Längsschnittliche Erhebung pädagogischer Kompetenzen von Lehramtsstudierenden: Zur Entwicklung von bildungswissenschaftlichem Wissen.,” presented at the AEPF-Tagung “Baustelle Lehrerbildung,” Klagenfurt, 2011.","short":"A. Seifert, N. Schaper, in: AEPF-Tagung “Baustelle Lehrerbildung,” 2011.","chicago":"Seifert, Andreas, and Niclas Schaper. “LEK – Längsschnittliche Erhebung pädagogischer Kompetenzen von Lehramtsstudierenden: Zur Entwicklung von bildungswissenschaftlichem Wissen.” In <i>AEPF-Tagung “Baustelle Lehrerbildung,”</i> 2011.","mla":"Seifert, Andreas, and Niclas Schaper. “LEK – Längsschnittliche Erhebung pädagogischer Kompetenzen von Lehramtsstudierenden: Zur Entwicklung von bildungswissenschaftlichem Wissen.” <i>AEPF-Tagung “Baustelle Lehrerbildung,”</i> 2011.","ama":"Seifert A, Schaper N. LEK – Längsschnittliche Erhebung pädagogischer Kompetenzen von Lehramtsstudierenden: Zur Entwicklung von bildungswissenschaftlichem Wissen. In: <i>AEPF-Tagung “Baustelle Lehrerbildung.”</i> ; 2011.","bibtex":"@inproceedings{Seifert_Schaper_2011, title={LEK – Längsschnittliche Erhebung pädagogischer Kompetenzen von Lehramtsstudierenden: Zur Entwicklung von bildungswissenschaftlichem Wissen.}, booktitle={AEPF-Tagung “Baustelle Lehrerbildung”}, author={Seifert, Andreas and Schaper, Niclas}, year={2011} }"},"publication":"AEPF-Tagung “Baustelle Lehrerbildung”"},{"abstract":[{"lang":"eng","text":"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."}],"publication":"Cultural-Historical Psychology","department":[{"_id":"424"}],"type":"journal_article","keyword":["writing","writing research","dialogue","dialogical perspective","auto-confrontation"],"date_created":"2022-06-26T08:39:34Z","intvolume":"         4","date_updated":"2022-07-18T09:26:58Z","publication_status":"published","author":[{"last_name":"Karsten","first_name":"Andrea","full_name":"Karsten, Andrea","id":"53917"}],"year":"2010","title":"Towards Cultural-Historical and Dialogical Writing Research – Some Methodological Considerations","language":[{"iso":"eng"}],"main_file_link":[{"url":"https://psyjournals.ru/files/32918/kip_2010_4_Karsten.pdf","open_access":"1"}],"citation":{"ama":"Karsten A. Towards Cultural-Historical and Dialogical Writing Research – Some Methodological Considerations. <i>Cultural-Historical Psychology</i>. 2010;4:91-98.","bibtex":"@article{Karsten_2010, title={Towards Cultural-Historical and Dialogical Writing Research – Some Methodological Considerations}, volume={4}, journal={Cultural-Historical Psychology}, author={Karsten, Andrea}, year={2010}, pages={91–98} }","mla":"Karsten, Andrea. “Towards Cultural-Historical and Dialogical Writing Research – Some Methodological Considerations.” <i>Cultural-Historical Psychology</i>, vol. 4, 2010, pp. 91–98.","short":"A. Karsten, Cultural-Historical Psychology 4 (2010) 91–98.","chicago":"Karsten, Andrea. “Towards Cultural-Historical and Dialogical Writing Research – Some Methodological Considerations.” <i>Cultural-Historical Psychology</i> 4 (2010): 91–98.","apa":"Karsten, A. (2010). Towards Cultural-Historical and Dialogical Writing Research – Some Methodological Considerations. <i>Cultural-Historical Psychology</i>, <i>4</i>, 91–98.","ieee":"A. Karsten, “Towards Cultural-Historical and Dialogical Writing Research – Some Methodological Considerations,” <i>Cultural-Historical Psychology</i>, vol. 4, pp. 91–98, 2010."},"oa":"1","status":"public","volume":4,"user_id":"42165","_id":"32168","page":"91 - 98"},{"language":[{"iso":"ger"}],"_id":"32169","page":"21 - 50","main_file_link":[{"url":"https://psyjournals.ru/files/34050/Tatigkeitstheorie_2010_n1_Surd-Buchele_Karsten.pdf","open_access":"1"}],"volume":1,"user_id":"42165","author":[{"first_name":"Andrea","last_name":"Karsten","full_name":"Karsten, Andrea","id":"53917"}],"year":"2010","status":"public","title":"Konzeption von Schreiben","intvolume":"         1","date_updated":"2022-07-18T09:26:11Z","publication_status":"published","date_created":"2022-06-26T08:52:44Z","oa":"1","department":[{"_id":"424"}],"type":"journal_article","citation":{"chicago":"Karsten, Andrea. “Konzeption von Schreiben.” <i>Tätigkeitstheorie – Journal für tätigkeitstheoretische Forschung in Deutschland (Activity Theory – Journal of Activity-Theoretical Research in Germany) </i> 1 (2010): 21–50.","ama":"Karsten A. Konzeption von Schreiben. <i>Tätigkeitstheorie – Journal für tätigkeitstheoretische Forschung in Deutschland (Activity Theory – Journal of Activity-Theoretical Research in Germany) </i>. 2010;1:21-50.","short":"A. Karsten, Tätigkeitstheorie – Journal für tätigkeitstheoretische Forschung in Deutschland (Activity Theory – Journal of Activity-Theoretical Research in Germany)  1 (2010) 21–50.","bibtex":"@article{Karsten_2010, title={Konzeption von Schreiben}, volume={1}, journal={Tätigkeitstheorie – Journal für tätigkeitstheoretische Forschung in Deutschland (Activity Theory – Journal of Activity-Theoretical Research in Germany) }, author={Karsten, Andrea}, year={2010}, pages={21–50} }","apa":"Karsten, A. (2010). Konzeption von Schreiben. <i>Tätigkeitstheorie – Journal für tätigkeitstheoretische Forschung in Deutschland (Activity Theory – Journal of Activity-Theoretical Research in Germany) </i>, <i>1</i>, 21–50.","mla":"Karsten, Andrea. “Konzeption von Schreiben.” <i>Tätigkeitstheorie – Journal für tätigkeitstheoretische Forschung in Deutschland (Activity Theory – Journal of Activity-Theoretical Research in Germany) </i>, vol. 1, 2010, pp. 21–50.","ieee":"A. Karsten, “Konzeption von Schreiben,” <i>Tätigkeitstheorie – Journal für tätigkeitstheoretische Forschung in Deutschland (Activity Theory – Journal of Activity-Theoretical Research in Germany) </i>, vol. 1, pp. 21–50, 2010."},"publication":"Tätigkeitstheorie – Journal für tätigkeitstheoretische Forschung in Deutschland (Activity Theory – Journal of Activity-Theoretical Research in Germany) ","abstract":[{"lang":"ger","text":"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\r\ndes schriftlichen Sprechens im Kontext von innerem und äußerem Sprechen\r\nzum anderen zwei wesentliche Interessens- und Arbeitsgebiete Vygotskijs\r\nim Hinblick auf Schreiben. Dem folgend arbeitet dieser Beitrag zunächst die\r\nÜberlegungen Vygotskijs zu ontogenetischen Aspekten des Schreibens heraus. Darüber hinaus wird dargestellt, in welcher Beziehung bei Vygotskij\r\n„schriftliches Sprechen“ zu den Konzepten des inneren und des äußeren\r\nSprechens steht. Es ergibt sich ein Bild von Schreiben als gleichermaßen\r\nkognitivem wie kommunikativem Vorgang. Auf diesen Gedanken Vygotskijs\r\nbauen abschließend Überlegungen auf, die Wege für mögliche Weiterentwicklungen von Vygotskijs Konzeption von Schreiben weisen."}]},{"user_id":"42165","volume":39,"page":"1311 - 1321","_id":"6067","status":"public","citation":{"chicago":"Tseng, Philip, Jan Tuennermann, Nancy Roker-Knight, Dorina Winter, Ingrid Scharlau, and Bruce Bridgeman. “Enhancing Implicit Change Detection through Action.” <i>Perception</i> 39, no. 10 (2010): 1311–21.","ama":"Tseng P, Tuennermann J, Roker-Knight N, Winter D, Scharlau I, Bridgeman B. Enhancing implicit change detection through action. <i>Perception</i>. 2010;39(10):1311-1321.","short":"P. Tseng, J. Tuennermann, N. Roker-Knight, D. Winter, I. Scharlau, B. Bridgeman, Perception 39 (2010) 1311–1321.","bibtex":"@article{Tseng_Tuennermann_Roker-Knight_Winter_Scharlau_Bridgeman_2010, title={Enhancing implicit change detection through action.}, volume={39}, number={10}, journal={Perception}, author={Tseng, Philip and Tuennermann, Jan and Roker-Knight, Nancy and Winter, Dorina and Scharlau, Ingrid and Bridgeman, Bruce}, year={2010}, pages={1311–1321} }","mla":"Tseng, Philip, et al. “Enhancing Implicit Change Detection through Action.” <i>Perception</i>, vol. 39, no. 10, 2010, pp. 1311–21.","apa":"Tseng, P., Tuennermann, J., Roker-Knight, N., Winter, D., Scharlau, I., &#38; Bridgeman, B. (2010). Enhancing implicit change detection through action. <i>Perception</i>, <i>39</i>(10), 1311–1321.","ieee":"P. Tseng, J. Tuennermann, N. Roker-Knight, D. Winter, I. Scharlau, and B. Bridgeman, “Enhancing implicit change detection through action.,” <i>Perception</i>, vol. 39, no. 10, pp. 1311–1321, 2010."},"language":[{"iso":"eng"}],"publication_status":"published","date_updated":"2022-06-06T16:47:26Z","intvolume":"        39","year":"2010","title":"Enhancing implicit change detection through action.","publication_identifier":{"issn":["0301-0066"]},"author":[{"full_name":"Tseng, Philip","last_name":"Tseng","first_name":"Philip"},{"full_name":"Tuennermann, Jan","last_name":"Tuennermann","first_name":"Jan"},{"full_name":"Roker-Knight, Nancy","first_name":"Nancy","last_name":"Roker-Knight"},{"first_name":"Dorina","last_name":"Winter","full_name":"Winter, Dorina"},{"id":"451","full_name":"Scharlau, Ingrid","last_name":"Scharlau","orcid":"0000-0003-2364-9489","first_name":"Ingrid"},{"last_name":"Bridgeman","first_name":"Bruce","full_name":"Bridgeman, Bruce"}],"keyword":["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"],"type":"journal_article","department":[{"_id":"424"}],"date_created":"2018-12-10T07:02:19Z","abstract":[{"text":"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. ","lang":"eng"}],"issue":"10","publication":"Perception"},{"citation":{"ama":"Weiß K, Scharlau I. Temporal order judgments: A sensitive measure for measuring perceptual latency? In: Bastianelli A, Vidotto G, eds. <i>Proceedings of the 26th Annual Meeting of the International Society for Psychophysics</i>. Vol 26. Proceedings of Fechner Day. ; 2010:461-466.","short":"K. Weiß, I. Scharlau, in: A. Bastianelli, G. Vidotto (Eds.), Proceedings of the 26th Annual Meeting of the International Society for Psychophysics, Padua, 2010, pp. 461–466.","chicago":"Weiß, Katharina, and Ingrid Scharlau. “Temporal Order Judgments: A Sensitive Measure for Measuring Perceptual Latency?” In <i>Proceedings of the 26th Annual Meeting of the International Society for Psychophysics</i>, edited by Alessia Bastianelli and Giulio Vidotto, 26:461–66. Proceedings of Fechner Day. Padua, 2010.","bibtex":"@inproceedings{Weiß_Scharlau_2010, place={Padua}, series={Proceedings of Fechner Day}, title={Temporal order judgments: A sensitive measure for measuring perceptual latency?}, volume={26}, booktitle={Proceedings of the 26th Annual Meeting of the International Society for Psychophysics}, author={Weiß, Katharina and Scharlau, Ingrid}, editor={Bastianelli, Alessia and Vidotto, Giulio}, year={2010}, pages={461–466}, collection={Proceedings of Fechner Day} }","apa":"Weiß, K., &#38; Scharlau, I. (2010). Temporal order judgments: A sensitive measure for measuring perceptual latency? In A. Bastianelli &#38; G. Vidotto (Eds.), <i>Proceedings of the 26th Annual Meeting of the International Society for Psychophysics</i> (Vol. 26, pp. 461–466).","mla":"Weiß, Katharina, and Ingrid Scharlau. “Temporal Order Judgments: A Sensitive Measure for Measuring Perceptual Latency?” <i>Proceedings of the 26th Annual Meeting of the International Society for Psychophysics</i>, edited by Alessia Bastianelli and Giulio Vidotto, vol. 26, 2010, pp. 461–66.","ieee":"K. Weiß and I. Scharlau, “Temporal order judgments: A sensitive measure for measuring perceptual latency?,” in <i>Proceedings of the 26th Annual Meeting of the International Society for Psychophysics</i>, Padua, 2010, vol. 26, pp. 461–466."},"place":"Padua","status":"public","conference":{"end_date":"22.10.2010","start_date":"19.10.2010","location":"Padua"},"page":"461 - 466","_id":"30899","user_id":"42165","volume":26,"editor":[{"last_name":"Bastianelli","first_name":"Alessia","full_name":"Bastianelli, Alessia"},{"full_name":"Vidotto, Giulio","first_name":"Giulio","last_name":"Vidotto"}],"publication":"Proceedings of the 26th Annual Meeting of the International Society for Psychophysics","abstract":[{"lang":"eng","text":"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."}],"date_created":"2022-04-13T22:20:53Z","type":"conference","department":[{"_id":"424"}],"year":"2010","title":"Temporal order judgments: A sensitive measure for measuring perceptual latency?","author":[{"last_name":"Weiß","first_name":"Katharina","full_name":"Weiß, Katharina"},{"id":"451","first_name":"Ingrid","orcid":"0000-0003-2364-9489","last_name":"Scharlau","full_name":"Scharlau, Ingrid"}],"publication_identifier":{"issn":["1010-6065"]},"publication_status":"published","date_updated":"2022-06-06T21:51:32Z","intvolume":"        26","language":[{"iso":"eng"}],"series_title":"Proceedings of Fechner Day"},{"type":"journal_article","keyword":["visual selection","attention","information","visual field","brain","Attention","Humans","Models","Psychological","Visual Perception","Volition","Brain","Visual Field","Visual Perception","Visual Attention","Information"],"department":[{"_id":"424"}],"date_created":"2018-12-10T07:08:08Z","abstract":[{"lang":"eng","text":"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"}],"publication":"Acta Psychologica","issue":"2","main_file_link":[{"url":"https://kw.uni-paderborn.de/fileadmin/fakultaet/Institute/psychologie/Kognitive_Psychologie/Publikationen/AHSActa2011.pdf","open_access":"1"}],"language":[{"iso":"eng"}],"date_updated":"2022-06-07T00:17:51Z","publication_status":"published","intvolume":"       135","title":"Top–down contingent attentional capture during feed-forward visual processing.","year":"2010","author":[{"first_name":"Ulrich","last_name":"Ansorge","full_name":"Ansorge, Ulrich"},{"full_name":"Horstmann, Gernot","first_name":"Gernot","last_name":"Horstmann"},{"id":"451","first_name":"Ingrid","last_name":"Scharlau","orcid":"0000-0003-2364-9489","full_name":"Scharlau, Ingrid"}],"publication_identifier":{"issn":["0001-6918"]},"oa":"1","citation":{"ieee":"U. Ansorge, G. Horstmann, and I. Scharlau, “Top–down contingent attentional capture during feed-forward visual processing.,” <i>Acta Psychologica</i>, vol. 135, no. 2, pp. 123–126, 2010.","apa":"Ansorge, U., Horstmann, G., &#38; Scharlau, I. (2010). Top–down contingent attentional capture during feed-forward visual processing. <i>Acta Psychologica</i>, <i>135</i>(2), 123–126.","mla":"Ansorge, Ulrich, et al. “Top–down Contingent Attentional Capture during Feed-Forward Visual Processing.” <i>Acta Psychologica</i>, vol. 135, no. 2, 2010, pp. 123–26.","bibtex":"@article{Ansorge_Horstmann_Scharlau_2010, title={Top–down contingent attentional capture during feed-forward visual processing.}, volume={135}, number={2}, journal={Acta Psychologica}, author={Ansorge, Ulrich and Horstmann, Gernot and Scharlau, Ingrid}, year={2010}, pages={123–126} }","chicago":"Ansorge, Ulrich, Gernot Horstmann, and Ingrid Scharlau. “Top–down Contingent Attentional Capture during Feed-Forward Visual Processing.” <i>Acta Psychologica</i> 135, no. 2 (2010): 123–26.","ama":"Ansorge U, Horstmann G, Scharlau I. Top–down contingent attentional capture during feed-forward visual processing. <i>Acta Psychologica</i>. 2010;135(2):123-126.","short":"U. Ansorge, G. Horstmann, I. Scharlau, Acta Psychologica 135 (2010) 123–126."},"user_id":"42165","volume":135,"page":"123 - 126","_id":"6090","status":"public"}]