---
_id: '62165'
abstract:
- lang: eng
text: 'Academic publishing is both an indication of scientific contribution and
a currency for career advancement. This dual role gives rise to a normative scientific
conflict: Does the structural incentive to publish constitute a conflict of interest
(COI) that ought to be disclosed? In this paper, we address this conflict through
an action research approach, engaging collaboratively and reflexively to answer
four related questions: (1) What evidence suggests that researchers face a (financial)
COI when publishing? (2) What are the benefits and drawbacks of explicitly acknowledging
that publications function as academic currency? (3) How should such conflicts
be disclosed? (4) Do mechanisms such as pre-registration and registered reports
resolve these concerns? This paper contends that while researchers are clearly
incentivised to publish, this interest need not necessarily constitute a conflict
or be explicitly disclosed. Treating this issue as a normative scientific conflict
does reveal the need for a shift in how researchers understand and navigate the
subjective, self-interested dimensions of their work. We propose four key responses:
(1) integrating discussions of COIs and biases more extensively into undergraduate
science education, (2) promoting greater reflexivity in everyday research practice
(e.g., through reflexivity journals, peer-led audit groups, and the reintegration
of discussions on the historicity and cultural nature of research into scientific
publications), (3) critically investigating institutional incentives and journal
policies, and (4) proactively adopting methodological safeguards such as pre-registration.
By addressing this conflict through action research, we demonstrate how normative
tensions in science can be made productive — supporting both critical reflection
and structural improvement.'
author:
- first_name: Ensar
full_name: Acem, Ensar
last_name: Acem
- first_name: Balazs
full_name: Aczel, Balazs
last_name: Aczel
- first_name: Nihan
full_name: Albayrak, Nihan
last_name: Albayrak
- first_name: Nicholas J. L.
full_name: Brown, Nicholas J. L.
last_name: Brown
- first_name: Leonie A.
full_name: Dudda, Leonie A.
last_name: Dudda
- first_name: Mahmoud Medhat
full_name: Elsherif, Mahmoud Medhat
last_name: Elsherif
- first_name: Biljana
full_name: Gjoneska, Biljana
last_name: Gjoneska
- first_name: Marta
full_name: Kowal, Marta
last_name: Kowal
- first_name: Anand
full_name: Krishna, Anand
last_name: Krishna
- first_name: Szymon
full_name: Miłkoś, Szymon
last_name: Miłkoś
- first_name: Mariola
full_name: Paruzel-Czachura, Mariola
last_name: Paruzel-Czachura
- first_name: Jay
full_name: Patel, Jay
last_name: Patel
- first_name: Katarzyna
full_name: Pypno-Blajda, Katarzyna
last_name: Pypno-Blajda
- first_name: Ingrid
full_name: Scharlau, Ingrid
id: '451'
last_name: Scharlau
orcid: 0000-0003-2364-9489
- first_name: Steven
full_name: Verheyen, Steven
last_name: Verheyen
- first_name: Benjamin
full_name: Zubaly, Benjamin
last_name: Zubaly
citation:
ama: Acem E, Aczel B, Albayrak N, et al. Why I declare a conflict of interest and
you should not. Theory and Society. Published online 2025. doi:10.1007/s11186-025-09641-3
apa: Acem, E., Aczel, B., Albayrak, N., Brown, N. J. L., Dudda, L. A., Elsherif,
M. M., Gjoneska, B., Kowal, M., Krishna, A., Miłkoś, S., Paruzel-Czachura, M.,
Patel, J., Pypno-Blajda, K., Scharlau, I., Verheyen, S., & Zubaly, B. (2025).
Why I declare a conflict of interest and you should not. Theory and Society.
https://doi.org/10.1007/s11186-025-09641-3
bibtex: '@article{Acem_Aczel_Albayrak_Brown_Dudda_Elsherif_Gjoneska_Kowal_Krishna_Miłkoś_et
al._2025, title={Why I declare a conflict of interest and you should not}, DOI={10.1007/s11186-025-09641-3},
journal={Theory and Society}, publisher={Springer Science and Business Media LLC},
author={Acem, Ensar and Aczel, Balazs and Albayrak, Nihan and Brown, Nicholas
J. L. and Dudda, Leonie A. and Elsherif, Mahmoud Medhat and Gjoneska, Biljana
and Kowal, Marta and Krishna, Anand and Miłkoś, Szymon and et al.}, year={2025}
}'
chicago: Acem, Ensar, Balazs Aczel, Nihan Albayrak, Nicholas J. L. Brown, Leonie
A. Dudda, Mahmoud Medhat Elsherif, Biljana Gjoneska, et al. “Why I Declare a Conflict
of Interest and You Should Not.” Theory and Society, 2025. https://doi.org/10.1007/s11186-025-09641-3.
ieee: 'E. Acem et al., “Why I declare a conflict of interest and you should
not,” Theory and Society, 2025, doi: 10.1007/s11186-025-09641-3.'
mla: Acem, Ensar, et al. “Why I Declare a Conflict of Interest and You Should Not.”
Theory and Society, Springer Science and Business Media LLC, 2025, doi:10.1007/s11186-025-09641-3.
short: E. Acem, B. Aczel, N. Albayrak, N.J.L. Brown, L.A. Dudda, M.M. Elsherif,
B. Gjoneska, M. Kowal, A. Krishna, S. Miłkoś, M. Paruzel-Czachura, J. Patel, K.
Pypno-Blajda, I. Scharlau, S. Verheyen, B. Zubaly, Theory and Society (2025).
date_created: 2025-11-11T13:43:54Z
date_updated: 2025-11-11T13:45:04Z
department:
- _id: '424'
doi: 10.1007/s11186-025-09641-3
language:
- iso: eng
main_file_link:
- open_access: '1'
url: https://link.springer.com/article/10.1007/s11186-025-09641-3#article-info
oa: '1'
publication: Theory and Society
publication_identifier:
issn:
- 0304-2421
- 1573-7853
publication_status: published
publisher: Springer Science and Business Media LLC
status: public
title: Why I declare a conflict of interest and you should not
type: journal_article
user_id: '451'
year: '2025'
...
---
_id: '61944'
abstract:
- lang: eng
text: his article describes a new student-based approach to Decoding and Disrupting.
This approach consists of an educational programme that works with a multidisciplinary
group of undergraduate students, so-called Culture Fellows. In the programme,
the students learn about theories on disciplinary cultures and their practices,
Decoding the Disciplines, and communication. The programme focuses on the implicitness
of disciplinary practices and how to explore them, i.e., it seeks to address the
importance of making disciplinary practices, norms, and values more accessible
to students. Within the programme, the Culture Fellows use a student-based variant
of the Decoding the Disciplines Paradigm that we call ‘Culture Quest’. The Culture
Quest supplies students with the tools to question, explore, and decode their
respective disciplines and practices. Disciplinary practices often remain implicit
because lecturers, with their wealth of experience and expertise in their discipline,
may be operationally blind and thus no longer aware of the fact that certain practices
might need to be explained. This lack of explanation or explicitness can lead
to students feeling bewildered, confused or puzzled. The Culture Fellows and in
particular the Culture Quest can encourage dialogue about and exploration of disciplinary
cultures and their practices and can thus allow students to grasp the implicit
cultural norms and expectations within their respective disciplines more clearly.
The Culture Fellows and the Culture Quest provide students – and maybe even lecturers
– with opportunities to engage with and reflect on teaching and learning strategies
and practices.
author:
- first_name: Sabrina
full_name: Schmöckel, Sabrina
id: '37149'
last_name: Schmöckel
orcid: 'https://orcid.org/0009-0002-4146-0591 '
- first_name: Ingrid
full_name: Scharlau, Ingrid
id: '451'
last_name: Scharlau
orcid: 0000-0003-2364-9489
citation:
ama: 'Schmöckel S, Scharlau I. No Student Should Be an Island: A Peer-Approach to
Decoding and Disrupting. Transformative Dialogues: Teaching and Learning Journal.
2025;18(3):98-115. doi:10.59236/td2025vol18iss31913'
apa: 'Schmöckel, S., & Scharlau, I. (2025). No Student Should Be an Island:
A Peer-Approach to Decoding and Disrupting. Transformative Dialogues: Teaching
and Learning Journal, 18(3), 98–115. https://doi.org/10.59236/td2025vol18iss31913'
bibtex: '@article{Schmöckel_Scharlau_2025, title={No Student Should Be an Island:
A Peer-Approach to Decoding and Disrupting}, volume={18}, DOI={10.59236/td2025vol18iss31913},
number={3}, journal={Transformative Dialogues: Teaching and Learning Journal},
publisher={Penn State University Libraries}, author={Schmöckel, Sabrina and Scharlau,
Ingrid}, year={2025}, pages={98–115} }'
chicago: 'Schmöckel, Sabrina, and Ingrid Scharlau. “No Student Should Be an Island:
A Peer-Approach to Decoding and Disrupting.” Transformative Dialogues: Teaching
and Learning Journal 18, no. 3 (2025): 98–115. https://doi.org/10.59236/td2025vol18iss31913.'
ieee: 'S. Schmöckel and I. Scharlau, “No Student Should Be an Island: A Peer-Approach
to Decoding and Disrupting,” Transformative Dialogues: Teaching and Learning
Journal, vol. 18, no. 3, pp. 98–115, 2025, doi: 10.59236/td2025vol18iss31913.'
mla: 'Schmöckel, Sabrina, and Ingrid Scharlau. “No Student Should Be an Island:
A Peer-Approach to Decoding and Disrupting.” Transformative Dialogues: Teaching
and Learning Journal, vol. 18, no. 3, Penn State University Libraries, 2025,
pp. 98–115, doi:10.59236/td2025vol18iss31913.'
short: 'S. Schmöckel, I. Scharlau, Transformative Dialogues: Teaching and Learning
Journal 18 (2025) 98–115.'
date_created: 2025-10-23T18:11:48Z
date_updated: 2025-11-14T14:18:33Z
department:
- _id: '424'
doi: 10.59236/td2025vol18iss31913
intvolume: ' 18'
issue: '3'
language:
- iso: eng
main_file_link:
- open_access: '1'
oa: '1'
page: 98-115
project:
- _id: '912'
name: Digitalisierung als Herausforderung und Innovation in der Hochschullehre (DigiSELF),
Teilprojekt 2 „Entwicklung eines Programms studentischer „Culture Fellows“ zur
Unterstützung in komplexen Lehr-, Lern-, und Prüfungssettings“
publication: 'Transformative Dialogues: Teaching and Learning Journal'
publication_identifier:
issn:
- 1918-0853
publication_status: published
publisher: Penn State University Libraries
quality_controlled: '1'
related_material:
link:
- relation: confirmation
url: https://journals.psu.edu/td/article/view/1913
status: public
title: 'No Student Should Be an Island: A Peer-Approach to Decoding and Disrupting'
type: journal_article
user_id: '37149'
volume: 18
year: '2025'
...
---
_id: '62204'
author:
- first_name: Sabrina
full_name: Schmöckel, Sabrina
id: '37149'
last_name: Schmöckel
orcid: 'https://orcid.org/0009-0002-4146-0591 '
citation:
ama: Schmöckel S. Hör mal, wer da spricht – Eine dialogische Perspektive auf studentische
Äußerungen zu Fachkulturen. die hochschullehre.
apa: Schmöckel, S. (n.d.). Hör mal, wer da spricht – Eine dialogische Perspektive
auf studentische Äußerungen zu Fachkulturen. die hochschullehre.
bibtex: '@article{Schmöckel, title={Hör mal, wer da spricht – Eine dialogische Perspektive
auf studentische Äußerungen zu Fachkulturen}, journal={die hochschullehre}, author={Schmöckel,
Sabrina} }'
chicago: Schmöckel, Sabrina. “Hör mal, wer da spricht – Eine dialogische Perspektive
auf studentische Äußerungen zu Fachkulturen.” die hochschullehre, n.d.
ieee: S. Schmöckel, “Hör mal, wer da spricht – Eine dialogische Perspektive auf
studentische Äußerungen zu Fachkulturen,” die hochschullehre.
mla: Schmöckel, Sabrina. “Hör mal, wer da spricht – Eine dialogische Perspektive
auf studentische Äußerungen zu Fachkulturen.” die hochschullehre.
short: S. Schmöckel, die hochschullehre (n.d.).
date_created: 2025-11-14T14:24:28Z
date_updated: 2025-11-14T14:25:35Z
department:
- _id: '424'
language:
- iso: ger
project:
- _id: '912'
name: Digitalisierung als Herausforderung und Innovation in der Hochschullehre (DigiSELF),
Teilprojekt 2 „Entwicklung eines Programms studentischer „Culture Fellows“ zur
Unterstützung in komplexen Lehr-, Lern-, und Prüfungssettings“
publication: die hochschullehre
publication_status: accepted
status: public
title: Hör mal, wer da spricht – Eine dialogische Perspektive auf studentische Äußerungen
zu Fachkulturen
type: journal_article
user_id: '37149'
year: '2025'
...
---
_id: '59917'
abstract:
- lang: eng
text: nder the slogan of trustworthy AI, much of contemporary AI research is focused
on designing AI systems and usage practices that inspire human trust and, thus,
enhance adoption of AI systems. However, a person affected by an AI system may
not be convinced by AI system design alone---neither should they, if the AI system
is embedded in a social context that gives good reason to believe that it is used
in tension with a person’s interest. In such cases, distrust in the system may
be justified and necessary to build meaningful trust in the first place. We propose
the term \emph{healthy distrust} to describe such a justified, careful stance
towards certain AI usage practices. We investigate prior notions of trust and
distrust in computer science, sociology, history, psychology, and philosophy,
outline a remaining gap that healthy distrust might fill and conceptualize healthy
distrust as a crucial part for AI usage that respects human autonomy.
author:
- first_name: Benjamin
full_name: Paaßen, Benjamin
last_name: Paaßen
- first_name: Suzana
full_name: Alpsancar, Suzana
id: '93637'
last_name: Alpsancar
- first_name: Tobias
full_name: Matzner, Tobias
id: '65695'
last_name: Matzner
- first_name: Ingrid
full_name: Scharlau, Ingrid
id: '451'
last_name: Scharlau
orcid: 0000-0003-2364-9489
citation:
ama: Paaßen B, Alpsancar S, Matzner T, Scharlau I. Healthy Distrust in AI systems.
arXiv. Published online 2025.
apa: Paaßen, B., Alpsancar, S., Matzner, T., & Scharlau, I. (2025). Healthy
Distrust in AI systems. In arXiv.
bibtex: '@article{Paaßen_Alpsancar_Matzner_Scharlau_2025, title={Healthy Distrust
in AI systems}, journal={arXiv}, author={Paaßen, Benjamin and Alpsancar, Suzana
and Matzner, Tobias and Scharlau, Ingrid}, year={2025} }'
chicago: Paaßen, Benjamin, Suzana Alpsancar, Tobias Matzner, and Ingrid Scharlau.
“Healthy Distrust in AI Systems.” ArXiv, 2025.
ieee: B. Paaßen, S. Alpsancar, T. Matzner, and I. Scharlau, “Healthy Distrust in
AI systems,” arXiv. 2025.
mla: Paaßen, Benjamin, et al. “Healthy Distrust in AI Systems.” ArXiv, 2025.
short: B. Paaßen, S. Alpsancar, T. Matzner, I. Scharlau, ArXiv (2025).
date_created: 2025-05-16T09:39:13Z
date_updated: 2025-11-18T09:38:01Z
department:
- _id: '424'
- _id: '26'
- _id: '756'
language:
- iso: eng
main_file_link:
- open_access: '1'
url: https://arxiv.org/abs/2505.09747
oa: '1'
project:
- _id: '122'
name: 'TRR 318 - B3: TRR 318 - Subproject B3'
- _id: '124'
name: 'TRR 318 - C1: TRR 318 - Subproject C1 - Gesundes Misstrauen in Erklärungen'
- _id: '370'
name: 'TRR 318 - B06: TRR 318 - Teilprojekt B6 - Ethik und Normativität der erklärbaren
KI'
publication: arXiv
status: public
title: Healthy Distrust in AI systems
type: preprint
user_id: '93637'
year: '2025'
...
---
_id: '62932'
abstract:
- lang: eng
text: 'Many previous studies on the conceptual function of metaphors have focused
on their func-tion of highlighting aspects of target concepts. From the beginning of this research, it was
knownthat conceptual metaphors also hide aspects of the target concept; however,
this as-pect has been less studied. This study builds upon the idea that the hiding
aspect of a specific metaphor should be identified in relation to other metaphors
for the same concept. A method is presented to detail this relation based on the
theory of semantic frames and the FrameNet resource to identify the hidden aspects
and apply it to a corpus of 298 elicited metaphor texts on the target concept
of understanding. The analysis revealed that certain conceptual aspects are consistently
hidden by a majority of metaphors, pointing to patterns in conceptualization.
Using this approach, six aspects frequently hidden by metaphors were identified: Sociality,
Transfer, Ownership, Perception, Foundation and Duration.'
author:
- first_name: Philip Fabian
full_name: Porwol, Philip Fabian
id: '56681'
last_name: Porwol
- first_name: Ingrid
full_name: Scharlau, Ingrid
id: '451'
last_name: Scharlau
orcid: 0000-0003-2364-9489
citation:
ama: 'Porwol PF, Scharlau I. What do metaphors of understanding hide? STUDIA
NEOFILOLOGICZ: NEROZPRAWY JĘZYKOZNAWCZE (Modern Language Studies: Linguistic Essays).
2025;XXI:181-198.'
apa: 'Porwol, P. F., & Scharlau, I. (2025). What do metaphors of understanding
hide? STUDIA NEOFILOLOGICZ: NEROZPRAWY JĘZYKOZNAWCZE (Modern Language Studies:
Linguistic Essays), XXI, 181–198.'
bibtex: '@article{Porwol_Scharlau_2025, title={What do metaphors of understanding
hide?}, volume={XXI}, journal={STUDIA NEOFILOLOGICZ: NEROZPRAWY JĘZYKOZNAWCZE
(Modern Language Studies: Linguistic Essays)}, publisher={Uniwersytet Jana Długosza
w Częstochowie}, author={Porwol, Philip Fabian and Scharlau, Ingrid}, year={2025},
pages={181–198} }'
chicago: 'Porwol, Philip Fabian, and Ingrid Scharlau. “What Do Metaphors of Understanding
Hide?” STUDIA NEOFILOLOGICZ: NEROZPRAWY JĘZYKOZNAWCZE (Modern Language Studies:
Linguistic Essays) XXI (2025): 181–98.'
ieee: 'P. F. Porwol and I. Scharlau, “What do metaphors of understanding hide?,”
STUDIA NEOFILOLOGICZ: NEROZPRAWY JĘZYKOZNAWCZE (Modern Language Studies: Linguistic
Essays), vol. XXI, pp. 181–198, 2025.'
mla: 'Porwol, Philip Fabian, and Ingrid Scharlau. “What Do Metaphors of Understanding
Hide?” STUDIA NEOFILOLOGICZ: NEROZPRAWY JĘZYKOZNAWCZE (Modern Language Studies:
Linguistic Essays), vol. XXI, Uniwersytet Jana Długosza w Częstochowie, 2025,
pp. 181–98.'
short: 'P.F. Porwol, I. Scharlau, STUDIA NEOFILOLOGICZ: NEROZPRAWY JĘZYKOZNAWCZE
(Modern Language Studies: Linguistic Essays) XXI (2025) 181–198.'
date_created: 2025-12-05T16:41:58Z
date_updated: 2025-12-05T16:42:03Z
department:
- _id: '424'
language:
- iso: eng
page: 181-198
project:
- _id: '127'
name: 'TRR 318; TP C04: Metaphern als Werkzeug des Erklärens'
publication: 'STUDIA NEOFILOLOGICZ: NEROZPRAWY JĘZYKOZNAWCZE (Modern Language Studies:
Linguistic Essays)'
publication_status: published
publisher: Uniwersytet Jana Długosza w Częstochowie
status: public
title: What do metaphors of understanding hide?
type: journal_article
user_id: '451'
volume: XXI
year: '2025'
...
---
_id: '59742'
author:
- first_name: Ingrid
full_name: Scharlau, Ingrid
id: '451'
last_name: Scharlau
orcid: 0000-0003-2364-9489
- first_name: Tobias
full_name: Jenert, Tobias
id: '71994'
last_name: Jenert
orcid: ' https://orcid.org/0000-0001-9262-5646'
citation:
ama: 'Scharlau I, Jenert T. Didaktische Überlegungen in der Psychologie. In: Scharlau
I, Bender E, Patrzek J, Schreiber C, eds. Psychologiedidaktik an allgemeinbildenden
und beruflichen Schulen: Ein Lehrbuch mit Unterrichtsmaterialien. Springer
Nature; 2025:1-17.'
apa: 'Scharlau, I., & Jenert, T. (2025). Didaktische Überlegungen in der Psychologie.
In I. Scharlau, E. Bender, J. Patrzek, & C. Schreiber (Eds.), Psychologiedidaktik
an allgemeinbildenden und beruflichen Schulen: Ein Lehrbuch mit Unterrichtsmaterialien
(pp. 1–17). Springer Nature.'
bibtex: '@inbook{Scharlau_Jenert_2025, place={Berlin}, title={Didaktische Überlegungen
in der Psychologie}, booktitle={Psychologiedidaktik an allgemeinbildenden und
beruflichen Schulen: Ein Lehrbuch mit Unterrichtsmaterialien}, publisher={Springer
Nature}, author={Scharlau, Ingrid and Jenert, Tobias}, editor={Scharlau, Ingrid
and Bender, Elena and Patrzek, Justine and Schreiber, Christine}, year={2025},
pages={1–17} }'
chicago: 'Scharlau, Ingrid, and Tobias Jenert. “Didaktische Überlegungen in der
Psychologie.” In Psychologiedidaktik an allgemeinbildenden und beruflichen
Schulen: Ein Lehrbuch mit Unterrichtsmaterialien, edited by Ingrid Scharlau,
Elena Bender, Justine Patrzek, and Christine Schreiber, 1–17. Berlin: Springer
Nature, 2025.'
ieee: 'I. Scharlau and T. Jenert, “Didaktische Überlegungen in der Psychologie,”
in Psychologiedidaktik an allgemeinbildenden und beruflichen Schulen: Ein Lehrbuch
mit Unterrichtsmaterialien, I. Scharlau, E. Bender, J. Patrzek, and C. Schreiber,
Eds. Berlin: Springer Nature, 2025, pp. 1–17.'
mla: 'Scharlau, Ingrid, and Tobias Jenert. “Didaktische Überlegungen in der Psychologie.”
Psychologiedidaktik an allgemeinbildenden und beruflichen Schulen: Ein Lehrbuch
mit Unterrichtsmaterialien, edited by Ingrid Scharlau et al., Springer Nature,
2025, pp. 1–17.'
short: 'I. Scharlau, T. Jenert, in: I. Scharlau, E. Bender, J. Patrzek, C. Schreiber
(Eds.), Psychologiedidaktik an allgemeinbildenden und beruflichen Schulen: Ein
Lehrbuch mit Unterrichtsmaterialien, Springer Nature, Berlin, 2025, pp. 1–17.'
date_created: 2025-04-30T10:39:09Z
date_updated: 2025-12-08T10:47:59Z
department:
- _id: '424'
- _id: '208'
- _id: '640'
editor:
- first_name: Ingrid
full_name: Scharlau, Ingrid
last_name: Scharlau
- first_name: Elena
full_name: Bender, Elena
last_name: Bender
- first_name: Justine
full_name: Patrzek, Justine
last_name: Patrzek
- first_name: Christine
full_name: Schreiber, Christine
last_name: Schreiber
language:
- iso: ger
page: 1-17
place: Berlin
publication: 'Psychologiedidaktik an allgemeinbildenden und beruflichen Schulen: Ein
Lehrbuch mit Unterrichtsmaterialien'
publication_identifier:
eisbn:
- 978-3-662-69481-7
isbn:
- 978-3-662-69480-0
publisher: Springer Nature
status: public
title: Didaktische Überlegungen in der Psychologie
type: book_chapter
user_id: '71994'
year: '2025'
...
---
_id: '63390'
author:
- first_name: Heike M.
full_name: Buhl, Heike M.
id: '27152'
last_name: Buhl
- first_name: Johanna
full_name: Hilkenmeier, Johanna
last_name: Hilkenmeier
citation:
ama: 'Buhl HM, Hilkenmeier J. Bildung und Lesesozialisation im Elternhaus. In: Kracke
B, Noack P, eds. Handbuch Entwicklungs- Und Erziehungspsychologie. Springer;
2025. doi:10.1007/978-3-642-54061-5_10-2'
apa: Buhl, H. M., & Hilkenmeier, J. (2025). Bildung und Lesesozialisation im
Elternhaus. In B. Kracke & P. Noack (Eds.), Handbuch Entwicklungs- und
Erziehungspsychologie. Springer. https://doi.org/10.1007/978-3-642-54061-5_10-2
bibtex: '@inbook{Buhl_Hilkenmeier_2025, place={Berlin, Heidelberg}, title={Bildung
und Lesesozialisation im Elternhaus}, DOI={10.1007/978-3-642-54061-5_10-2},
booktitle={Handbuch Entwicklungs- und Erziehungspsychologie}, publisher={Springer},
author={Buhl, Heike M. and Hilkenmeier, Johanna}, editor={Kracke, Bärbel and Noack,
Peter}, year={2025} }'
chicago: 'Buhl, Heike M., and Johanna Hilkenmeier. “Bildung Und Lesesozialisation
Im Elternhaus.” In Handbuch Entwicklungs- Und Erziehungspsychologie, edited
by Bärbel Kracke and Peter Noack. Berlin, Heidelberg: Springer, 2025. https://doi.org/10.1007/978-3-642-54061-5_10-2.'
ieee: 'H. M. Buhl and J. Hilkenmeier, “Bildung und Lesesozialisation im Elternhaus,”
in Handbuch Entwicklungs- und Erziehungspsychologie, B. Kracke and P. Noack,
Eds. Berlin, Heidelberg: Springer, 2025.'
mla: Buhl, Heike M., and Johanna Hilkenmeier. “Bildung Und Lesesozialisation Im
Elternhaus.” Handbuch Entwicklungs- Und Erziehungspsychologie, edited by
Bärbel Kracke and Peter Noack, Springer, 2025, doi:10.1007/978-3-642-54061-5_10-2.
short: 'H.M. Buhl, J. Hilkenmeier, in: B. Kracke, P. Noack (Eds.), Handbuch Entwicklungs-
Und Erziehungspsychologie, Springer, Berlin, Heidelberg, 2025.'
date_created: 2025-12-19T18:14:01Z
date_updated: 2025-12-19T18:21:23Z
department:
- _id: '427'
doi: 10.1007/978-3-642-54061-5_10-2
editor:
- first_name: Bärbel
full_name: Kracke, Bärbel
last_name: Kracke
- first_name: Peter
full_name: Noack, Peter
last_name: Noack
language:
- iso: eng
main_file_link:
- url: https://meteor.springer.com/springerlink/publication.jsf?isbn=978-3-642-54061-5&chapter=10&version=2&auth_user=301222&auth_key=1184043b477adcf95afb9534ef42c301
place: Berlin, Heidelberg
publication: Handbuch Entwicklungs- und Erziehungspsychologie
publisher: Springer
status: public
title: Bildung und Lesesozialisation im Elternhaus
type: book_chapter
user_id: '90826'
year: '2025'
...
---
_id: '60306'
author:
- first_name: Kathrin
full_name: Schoenert, Kathrin
last_name: Schoenert
- first_name: Sabrina
full_name: Sommer, Sabrina
id: '36251'
last_name: Sommer
- first_name: Heike M.
full_name: Buhl, Heike M.
id: '27152'
last_name: Buhl
citation:
ama: Schoenert K, Sommer S, Buhl HM. Impact of felt obligation and perceived mutual
reciprocity on support between mothers and their adult children. Frontiers
in Developmental Psychology. 2025;3. doi:10.3389/fdpys.2025.1508469
apa: Schoenert, K., Sommer, S., & Buhl, H. M. (2025). Impact of felt obligation
and perceived mutual reciprocity on support between mothers and their adult children.
Frontiers in Developmental Psychology, 3. https://doi.org/10.3389/fdpys.2025.1508469
bibtex: '@article{Schoenert_Sommer_Buhl_2025, title={Impact of felt obligation and
perceived mutual reciprocity on support between mothers and their adult children},
volume={3}, DOI={10.3389/fdpys.2025.1508469},
journal={Frontiers in Developmental Psychology}, author={Schoenert, Kathrin and
Sommer, Sabrina and Buhl, Heike M.}, year={2025} }'
chicago: Schoenert, Kathrin, Sabrina Sommer, and Heike M. Buhl. “Impact of Felt
Obligation and Perceived Mutual Reciprocity on Support between Mothers and Their
Adult Children.” Frontiers in Developmental Psychology 3 (2025). https://doi.org/10.3389/fdpys.2025.1508469.
ieee: 'K. Schoenert, S. Sommer, and H. M. Buhl, “Impact of felt obligation and perceived
mutual reciprocity on support between mothers and their adult children,” Frontiers
in Developmental Psychology, vol. 3, 2025, doi: 10.3389/fdpys.2025.1508469.'
mla: Schoenert, Kathrin, et al. “Impact of Felt Obligation and Perceived Mutual
Reciprocity on Support between Mothers and Their Adult Children.” Frontiers
in Developmental Psychology, vol. 3, 2025, doi:10.3389/fdpys.2025.1508469.
short: K. Schoenert, S. Sommer, H.M. Buhl, Frontiers in Developmental Psychology
3 (2025).
date_created: 2025-06-23T08:25:09Z
date_updated: 2025-06-23T08:33:12Z
department:
- _id: '427'
doi: 10.3389/fdpys.2025.1508469
intvolume: ' 3'
language:
- iso: eng
main_file_link:
- open_access: '1'
url: https://www.frontiersin.org/articles/10.3389/fdpys.2025.1508469
oa: '1'
project:
- _id: '376'
grant_number: '281828538'
name: Interdependenz in der Beziehung zwischen Erwachsenen und ihren Eltern II
publication: Frontiers in Developmental Psychology
status: public
title: Impact of felt obligation and perceived mutual reciprocity on support between
mothers and their adult children
type: journal_article
user_id: '90826'
volume: 3
year: '2025'
...
---
_id: '59636'
author:
- first_name: Carla
full_name: Bohndick, Carla
last_name: Bohndick
- first_name: Jonas
full_name: Breetzke, Jonas
last_name: Breetzke
- first_name: Katrin B.
full_name: Klingsieck, Katrin B.
id: '36716'
last_name: Klingsieck
- first_name: Heike M.
full_name: Buhl, Heike M.
id: '27152'
last_name: Buhl
citation:
ama: Bohndick C, Breetzke J, Klingsieck KB, Buhl HM. Students’ personality impacts
sense of belonging of students in different ways. Social Psychology of Education.
2025;28. doi:10.1007/s11218-025-10058-0
apa: Bohndick, C., Breetzke, J., Klingsieck, K. B., & Buhl, H. M. (2025). Students’
personality impacts sense of belonging of students in different ways. Social
Psychology of Education, 28. https://doi.org/10.1007/s11218-025-10058-0
bibtex: '@article{Bohndick_Breetzke_Klingsieck_Buhl_2025, title={Students’ personality
impacts sense of belonging of students in different ways}, volume={28}, DOI={10.1007/s11218-025-10058-0},
journal={Social Psychology of Education}, author={Bohndick, Carla and Breetzke,
Jonas and Klingsieck, Katrin B. and Buhl, Heike M.}, year={2025} }'
chicago: Bohndick, Carla, Jonas Breetzke, Katrin B. Klingsieck, and Heike M. Buhl.
“Students’ Personality Impacts Sense of Belonging of Students in Different Ways.”
Social Psychology of Education 28 (2025). https://doi.org/10.1007/s11218-025-10058-0.
ieee: 'C. Bohndick, J. Breetzke, K. B. Klingsieck, and H. M. Buhl, “Students’ personality
impacts sense of belonging of students in different ways,” Social Psychology
of Education, vol. 28, 2025, doi: 10.1007/s11218-025-10058-0.'
mla: Bohndick, Carla, et al. “Students’ Personality Impacts Sense of Belonging of
Students in Different Ways.” Social Psychology of Education, vol. 28, 2025,
doi:10.1007/s11218-025-10058-0.
short: C. Bohndick, J. Breetzke, K.B. Klingsieck, H.M. Buhl, Social Psychology of
Education 28 (2025).
date_created: 2025-04-22T17:32:46Z
date_updated: 2025-07-16T08:06:08Z
department:
- _id: '427'
doi: 10.1007/s11218-025-10058-0
intvolume: ' 28'
language:
- iso: eng
project:
- _id: '375'
name: 'LehramtsNavi: Beratungsorientiertes Self-Assessment am Übergang zum Lehramtsstudium'
publication: Social Psychology of Education
status: public
title: Students’ personality impacts sense of belonging of students in different ways
type: journal_article
user_id: '27152'
volume: 28
year: '2025'
...
---
_id: '61119'
abstract:
- lang: eng
text: 'The present article offers an assessment of intra-individual variability
in visualattention using the Theory of Visual Attention, which provides a formal
framework forquantifying attentional components. We specifically investigated
overall attentionalcapacity – that is, the available processing speed – and its
distribution, the relativeattentional weight.By reanalyzing a large existing dataset
from Tünnermann and Scharlau (2021),we found that across multiple testing days,
participants either remained stable within a20 Hz margin or showed consistent
improvements in capacity – in some cases triplingtheir initial capacity. The weights
in response to salient stimuli were remarkablyconsistent.To determine whether
increases in capacity reflect pure test-retest effects or arefacilitated by consolidation
between days, and to quantify within-day variability, weconducted a second study
in which participants completed five self-administeredsessions within a single
day. Capacities remained within the same magnitude and didnot show a consistent
directional trend. The relative weights exhibited comparativelylittle variation
in most participants, akin to the previously analyzed dataset. Further,estimation
uncertainty increased with higher capacity values.These results suggest that capacity
may be subject to training effects, but thatsuch improvements appear to depend
on longer breaks between sessions. This hasimportant implications for individualized
assessment: A personal prior could beestimated from a single session to accelerate
future estimations, as long as subsequentsessions occur on the same day. Participants
with higher capacities may require tailoredexperimentation methods when small
to medium effects are of interest, due to increaseduncertainty.
'
author:
- first_name: Ngoc Chi
full_name: Banh, Ngoc Chi
last_name: Banh
- first_name: Ingrid
full_name: Scharlau, Ingrid
id: '451'
last_name: Scharlau
orcid: 0000-0003-2364-9489
citation:
ama: 'Banh NC, Scharlau I. Intra-individual variability in TVA attentional capacity
and weight distribution: A reanalysis across days and an experiment within-day.
Published online 2025.'
apa: 'Banh, N. C., & Scharlau, I. (2025). Intra-individual variability in
TVA attentional capacity and weight distribution: A reanalysis across days and
an experiment within-day. Center for Open Science.'
bibtex: '@article{Banh_Scharlau_2025, title={Intra-individual variability in TVA
attentional capacity and weight distribution: A reanalysis across days and an
experiment within-day}, publisher={Center for Open Science}, author={Banh, Ngoc
Chi and Scharlau, Ingrid}, year={2025} }'
chicago: 'Banh, Ngoc Chi, and Ingrid Scharlau. “Intra-Individual Variability in
TVA Attentional Capacity and Weight Distribution: A Reanalysis across Days and
an Experiment within-Day.” Center for Open Science, 2025.'
ieee: 'N. C. Banh and I. Scharlau, “Intra-individual variability in TVA attentional
capacity and weight distribution: A reanalysis across days and an experiment within-day.”
Center for Open Science, 2025.'
mla: 'Banh, Ngoc Chi, and Ingrid Scharlau. Intra-Individual Variability in TVA
Attentional Capacity and Weight Distribution: A Reanalysis across Days and an
Experiment within-Day. Center for Open Science, 2025.'
short: N.C. Banh, I. Scharlau, (2025).
date_created: 2025-09-03T11:30:48Z
date_updated: 2025-09-09T12:04:43Z
department:
- _id: '424'
language:
- iso: eng
main_file_link:
- open_access: '1'
url: https://osf.io/preprints/psyarxiv/fzvph
oa: '1'
project:
- _id: '115'
name: 'TRR 318; TP A05: Echtzeitmessung der Aufmerksamkeit im Mensch-Roboter-Erklärdialog'
publication_status: published
publisher: Center for Open Science
status: public
title: 'Intra-individual variability in TVA attentional capacity and weight distribution:
A reanalysis across days and an experiment within-day'
type: preprint
user_id: '38219'
year: '2025'
...
---
_id: '65262'
author:
- first_name: Tabea
full_name: Brucks , Tabea
last_name: 'Brucks '
- first_name: Heike M.
full_name: Buhl, Heike M.
id: '27152'
last_name: Buhl
citation:
ama: 'Brucks T, Buhl HM. Digitale Ressourcen im Psychologieunterricht. In: Scharlau
I, Bender E, Patrzek J, Schreiber C, eds. Psychologiedidaktik an Allgemeinbildenden
Und Beruflichen Schulen. Ein Lehrbuch Mit Unterrichtsmaterialien. Springer;
2025:201-228.'
apa: Brucks , T., & Buhl, H. M. (2025). Digitale Ressourcen im Psychologieunterricht.
In I. Scharlau, E. Bender, J. Patrzek, & C. Schreiber (Eds.), Psychologiedidaktik
an allgemeinbildenden und beruflichen Schulen. Ein Lehrbuch mit Unterrichtsmaterialien
(pp. 201–228). Springer.
bibtex: '@inbook{Brucks _Buhl_2025, place={Berlin}, title={Digitale Ressourcen im
Psychologieunterricht}, booktitle={Psychologiedidaktik an allgemeinbildenden und
beruflichen Schulen. Ein Lehrbuch mit Unterrichtsmaterialien}, publisher={Springer},
author={Brucks , Tabea and Buhl, Heike M.}, editor={Scharlau, Ingrid and Bender,
Elena and Patrzek, Justine and Schreiber, Christine}, year={2025}, pages={201–228}
}'
chicago: 'Brucks , Tabea, and Heike M. Buhl. “Digitale Ressourcen Im Psychologieunterricht.”
In Psychologiedidaktik an Allgemeinbildenden Und Beruflichen Schulen. Ein Lehrbuch
Mit Unterrichtsmaterialien, edited by Ingrid Scharlau, Elena Bender, Justine
Patrzek, and Christine Schreiber, 201–28. Berlin: Springer, 2025.'
ieee: 'T. Brucks and H. M. Buhl, “Digitale Ressourcen im Psychologieunterricht,”
in Psychologiedidaktik an allgemeinbildenden und beruflichen Schulen. Ein Lehrbuch
mit Unterrichtsmaterialien, I. Scharlau, E. Bender, J. Patrzek, and C. Schreiber,
Eds. Berlin: Springer, 2025, pp. 201–228.'
mla: Brucks , Tabea, and Heike M. Buhl. “Digitale Ressourcen Im Psychologieunterricht.”
Psychologiedidaktik an Allgemeinbildenden Und Beruflichen Schulen. Ein Lehrbuch
Mit Unterrichtsmaterialien, edited by Ingrid Scharlau et al., Springer, 2025,
pp. 201–28.
short: 'T. Brucks , H.M. Buhl, in: I. Scharlau, E. Bender, J. Patrzek, C. Schreiber
(Eds.), Psychologiedidaktik an Allgemeinbildenden Und Beruflichen Schulen. Ein
Lehrbuch Mit Unterrichtsmaterialien, Springer, Berlin, 2025, pp. 201–228.'
date_created: 2026-03-31T16:33:22Z
date_updated: 2026-03-31T16:34:51Z
department:
- _id: '427'
editor:
- first_name: Ingrid
full_name: Scharlau, Ingrid
last_name: Scharlau
- first_name: Elena
full_name: Bender, Elena
last_name: Bender
- first_name: Justine
full_name: Patrzek, Justine
last_name: Patrzek
- first_name: Christine
full_name: Schreiber, Christine
last_name: Schreiber
language:
- iso: eng
page: 201-228
place: Berlin
publication: Psychologiedidaktik an allgemeinbildenden und beruflichen Schulen. Ein
Lehrbuch mit Unterrichtsmaterialien
publisher: Springer
status: public
title: Digitale Ressourcen im Psychologieunterricht
type: book_chapter
user_id: '90826'
year: '2025'
...
---
_id: '53603'
abstract:
- lang: eng
text: ' Zusammenfassung: Für die Evaluation und Qualitätsentwicklung von
Studium und Lehre werden häufig quantitative Befragungen von Studenten eingesetzt.
Jedoch ist häufig unklar, aus welcher Motivation Studenten an den Befragungen
teilnehmen und inwieweit unterschiedliche motivationale Regulationsstile mit dem
Antwortverhalten im Fragebogen zusammenhängen. Ausgehend von der Selbstbestimmungstheorie
der Motivation nach Deci und Ryan stellt der Beitrag die Entwicklung der Skalen
zur motivationalen Regulation bei Befragungen zur Evaluation (SMR-Eval) vor. Studie
1 zeigt die fünffaktorielle Struktur des Instruments. Studie 2 weist auf eine
starke Messinvarianz bezüglich Geschlecht, Abschlussziel und Fakultät hin. Korrelationen
mit Drittvariablen belegen die konvergente Validität der fünf Subskalen. In Studie
3 werden latente Profilanalysen über die fünf Regulationsstile berechnet. Die
Ergebnisse zeigen vier Profile, welche sich inhaltlich plausibel im Antwortverhalten
der Befragten unterscheiden und damit Hinweise auf die Kriteriumsvalidität der
Skalen geben. Diskutiert werden theoretische und praktische Implikationen für
Evaluationsvorhaben an Hochschulen sowie Übertragungsmöglichkeiten auf andere
Evaluationsgegenstände. '
author:
- first_name: Markus
full_name: Koppenborg, Markus
last_name: Koppenborg
- first_name: Katrin B.
full_name: Klingsieck, Katrin B.
id: '36716'
last_name: Klingsieck
citation:
ama: Koppenborg M, Klingsieck KB. „Wir wollen mitreden!“ – Entwicklung und Validierung
von Skalen zur Erfassung motivationaler Regulation bei der Teilnahme an Befragungen
zur Evaluation des Studiums (SMR-Eval). Zeitschrift für Pädagogische Psychologie.
Published online 2024. doi:10.1024/1010-0652/a000381
apa: Koppenborg, M., & Klingsieck, K. B. (2024). „Wir wollen mitreden!“ – Entwicklung
und Validierung von Skalen zur Erfassung motivationaler Regulation bei der Teilnahme
an Befragungen zur Evaluation des Studiums (SMR-Eval). Zeitschrift für Pädagogische
Psychologie. https://doi.org/10.1024/1010-0652/a000381
bibtex: '@article{Koppenborg_Klingsieck_2024, title={„Wir wollen mitreden!“ – Entwicklung
und Validierung von Skalen zur Erfassung motivationaler Regulation bei der Teilnahme
an Befragungen zur Evaluation des Studiums (SMR-Eval)}, DOI={10.1024/1010-0652/a000381},
journal={Zeitschrift für Pädagogische Psychologie}, publisher={Hogrefe Publishing
Group}, author={Koppenborg, Markus and Klingsieck, Katrin B.}, year={2024} }'
chicago: Koppenborg, Markus, and Katrin B. Klingsieck. “„Wir wollen mitreden!“ –
Entwicklung und Validierung von Skalen zur Erfassung motivationaler Regulation
bei der Teilnahme an Befragungen zur Evaluation des Studiums (SMR-Eval).” Zeitschrift
für Pädagogische Psychologie, 2024. https://doi.org/10.1024/1010-0652/a000381.
ieee: 'M. Koppenborg and K. B. Klingsieck, “„Wir wollen mitreden!“ – Entwicklung
und Validierung von Skalen zur Erfassung motivationaler Regulation bei der Teilnahme
an Befragungen zur Evaluation des Studiums (SMR-Eval),” Zeitschrift für Pädagogische
Psychologie, 2024, doi: 10.1024/1010-0652/a000381.'
mla: Koppenborg, Markus, and Katrin B. Klingsieck. “„Wir wollen mitreden!“ – Entwicklung
und Validierung von Skalen zur Erfassung motivationaler Regulation bei der Teilnahme
an Befragungen zur Evaluation des Studiums (SMR-Eval).” Zeitschrift für Pädagogische
Psychologie, Hogrefe Publishing Group, 2024, doi:10.1024/1010-0652/a000381.
short: M. Koppenborg, K.B. Klingsieck, Zeitschrift für Pädagogische Psychologie
(2024).
date_created: 2024-04-19T18:20:08Z
date_updated: 2024-04-19T18:22:00Z
department:
- _id: '426'
doi: 10.1024/1010-0652/a000381
keyword:
- Developmental and Educational Psychology
language:
- iso: ger
publication: Zeitschrift für Pädagogische Psychologie
publication_identifier:
issn:
- 1010-0652
- 1664-2910
publication_status: published
publisher: Hogrefe Publishing Group
status: public
title: „Wir wollen mitreden!“ – Entwicklung und Validierung von Skalen zur Erfassung
motivationaler Regulation bei der Teilnahme an Befragungen zur Evaluation des Studiums
(SMR-Eval)
type: journal_article
user_id: '36716'
year: '2024'
...
---
_id: '53069'
author:
- first_name: Ngoc Chi
full_name: Banh, Ngoc Chi
id: '38219'
last_name: Banh
orcid: 0000-0002-5946-4542
- first_name: Ingrid
full_name: Scharlau, Ingrid
id: '451'
last_name: Scharlau
orcid: 0000-0003-2364-9489
citation:
ama: 'Banh NC, Scharlau I. Effects of task difficulty on visual processing speed.
In: ; 2024.'
apa: Banh, N. C., & Scharlau, I. (2024). Effects of task difficulty on visual
processing speed. Tagung experimentell arbeitender Psycholog:innen (TeaP),
Regensburg.
bibtex: '@inproceedings{Banh_Scharlau_2024, title={Effects of task difficulty on
visual processing speed}, author={Banh, Ngoc Chi and Scharlau, Ingrid}, year={2024}
}'
chicago: Banh, Ngoc Chi, and Ingrid Scharlau. “Effects of Task Difficulty on Visual
Processing Speed,” 2024.
ieee: N. C. Banh and I. Scharlau, “Effects of task difficulty on visual processing
speed,” presented at the Tagung experimentell arbeitender Psycholog:innen (TeaP),
Regensburg, 2024.
mla: Banh, Ngoc Chi, and Ingrid Scharlau. Effects of Task Difficulty on Visual
Processing Speed. 2024.
short: 'N.C. Banh, I. Scharlau, in: 2024.'
conference:
end_date: 2024-03-20
location: Regensburg
name: Tagung experimentell arbeitender Psycholog:innen (TeaP)
start_date: 2024-03-17
date_created: 2024-03-27T11:43:51Z
date_updated: 2024-06-26T08:02:07Z
ddc:
- '150'
department:
- _id: '424'
- _id: '660'
file:
- access_level: closed
content_type: application/pdf
creator: ncbanh
date_created: 2024-03-27T11:42:20Z
date_updated: 2024-03-27T11:42:20Z
file_id: '53070'
file_name: Banh & Scharlau (2024) - Effects of task difficulty on visual processing
speed.pdf
file_size: 1237859
relation: main_file
success: 1
file_date_updated: 2024-03-27T11:42:20Z
has_accepted_license: '1'
language:
- iso: eng
main_file_link:
- open_access: '1'
oa: '1'
project:
- _id: '115'
grant_number: '438445824'
name: 'TRR 318 - A05: TRR 318 - Echtzeitmessung der Aufmerksamkeit im Mensch-Roboter-Erklärdialog
(Teilprojekt A05)'
- _id: '52'
name: 'PC2: Computing Resources Provided by the Paderborn Center for Parallel Computing'
quality_controlled: '1'
status: public
title: Effects of task difficulty on visual processing speed
type: conference_abstract
user_id: '38219'
year: '2024'
...
---
_id: '54889'
abstract:
- lang: eng
text: To reach the goal of zero traffic fatalities a year, one building block is
the proposition to develop advanced assistance systems for vulnerable road users
(VRUs) such as bicyclists. We focus on the dooring problem, i.e., car doors being
opened inattentively in the way of an approaching cyclist. We extended our vehicle
to everything (V2X) communication-enabled virtual cycling environment for dooring
experiments. Our system extends toolkits that are widely used in the V2X research
community. We showcase how such a system may be used to realize and evaluate distributed
algorithms for VRU safety solutions such as dooring prevention.
author:
- first_name: Lukas
full_name: Stratmann, Lukas
last_name: Stratmann
- first_name: Ngoc Chi
full_name: Banh, Ngoc Chi
id: '38219'
last_name: Banh
orcid: 0000-0002-5946-4542
- first_name: Ingrid
full_name: Scharlau, Ingrid
id: '451'
last_name: Scharlau
orcid: 0000-0003-2364-9489
- first_name: Falko
full_name: Dressler, Falko
last_name: Dressler
citation:
ama: 'Stratmann L, Banh NC, Scharlau I, Dressler F. Safety Assistance Systems for
Bicyclists: Toward Empirical Studies of the Dooring Problem. In: ACM Symposium
on Principles of Distributed Computing (PODC 2024), Advanced Tools, Programming
Languages, and PLatforms for Implementing and Evaluating Algorithms for Distributed
Systems (ApPLIED 2024). Association for Computing Machinery (ACM); 2024. doi:10.1145/3663338.3665831'
apa: 'Stratmann, L., Banh, N. C., Scharlau, I., & Dressler, F. (2024). Safety
Assistance Systems for Bicyclists: Toward Empirical Studies of the Dooring Problem.
ACM Symposium on Principles of Distributed Computing (PODC 2024), Advanced
Tools, Programming Languages, and PLatforms for Implementing and Evaluating Algorithms
for Distributed Systems (ApPLIED 2024). https://doi.org/10.1145/3663338.3665831'
bibtex: '@inproceedings{Stratmann_Banh_Scharlau_Dressler_2024, place={Nantes, France},
title={Safety Assistance Systems for Bicyclists: Toward Empirical Studies of the
Dooring Problem}, DOI={10.1145/3663338.3665831},
booktitle={ACM Symposium on Principles of Distributed Computing (PODC 2024), Advanced
tools, programming languages, and PLatforms for Implementing and Evaluating algorithms
for Distributed systems (ApPLIED 2024)}, publisher={Association for Computing
Machinery (ACM)}, author={Stratmann, Lukas and Banh, Ngoc Chi and Scharlau, Ingrid
and Dressler, Falko}, year={2024} }'
chicago: 'Stratmann, Lukas, Ngoc Chi Banh, Ingrid Scharlau, and Falko Dressler.
“Safety Assistance Systems for Bicyclists: Toward Empirical Studies of the Dooring
Problem.” In ACM Symposium on Principles of Distributed Computing (PODC 2024),
Advanced Tools, Programming Languages, and PLatforms for Implementing and Evaluating
Algorithms for Distributed Systems (ApPLIED 2024). Nantes, France: Association
for Computing Machinery (ACM), 2024. https://doi.org/10.1145/3663338.3665831.'
ieee: 'L. Stratmann, N. C. Banh, I. Scharlau, and F. Dressler, “Safety Assistance
Systems for Bicyclists: Toward Empirical Studies of the Dooring Problem,” 2024,
doi: 10.1145/3663338.3665831.'
mla: 'Stratmann, Lukas, et al. “Safety Assistance Systems for Bicyclists: Toward
Empirical Studies of the Dooring Problem.” ACM Symposium on Principles of Distributed
Computing (PODC 2024), Advanced Tools, Programming Languages, and PLatforms for
Implementing and Evaluating Algorithms for Distributed Systems (ApPLIED 2024),
Association for Computing Machinery (ACM), 2024, doi:10.1145/3663338.3665831.'
short: 'L. Stratmann, N.C. Banh, I. Scharlau, F. Dressler, in: ACM Symposium on
Principles of Distributed Computing (PODC 2024), Advanced Tools, Programming Languages,
and PLatforms for Implementing and Evaluating Algorithms for Distributed Systems
(ApPLIED 2024), Association for Computing Machinery (ACM), Nantes, France, 2024.'
date_created: 2024-06-26T07:49:18Z
date_updated: 2024-06-26T08:16:20Z
department:
- _id: '424'
- _id: '660'
doi: 10.1145/3663338.3665831
language:
- iso: eng
main_file_link:
- open_access: '1'
url: https://www.tkn.tu-berlin.de/bib/stratmann2024safety/stratmann2024safety.pdf
oa: '1'
place: Nantes, France
publication: ACM Symposium on Principles of Distributed Computing (PODC 2024), Advanced
tools, programming languages, and PLatforms for Implementing and Evaluating algorithms
for Distributed systems (ApPLIED 2024)
publisher: Association for Computing Machinery (ACM)
quality_controlled: '1'
status: public
title: 'Safety Assistance Systems for Bicyclists: Toward Empirical Studies of the
Dooring Problem'
type: conference
user_id: '38219'
year: '2024'
...
---
_id: '54776'
article_number: '1397027'
article_type: original
author:
- first_name: Chantal
full_name: Soyka, Chantal
id: '83964'
last_name: Soyka
orcid: https://orcid.org/0000-0002-4881-5378
- first_name: Niclas
full_name: Schaper, Niclas
last_name: Schaper
citation:
ama: Soyka C, Schaper N. Analyzing student response processes to refine and validate
a competency model and competency-based assessment task types. Frontiers in
Education. 2024;9. doi:https://doi.org/10.3389/feduc.2024.1397027
apa: Soyka, C., & Schaper, N. (2024). Analyzing student response processes to
refine and validate a competency model and competency-based assessment task types.
Frontiers in Education, 9, Article 1397027. https://doi.org/10.3389/feduc.2024.1397027
bibtex: '@article{Soyka_Schaper_2024, title={Analyzing student response processes
to refine and validate a competency model and competency-based assessment task
types}, volume={9}, DOI={https://doi.org/10.3389/feduc.2024.1397027},
number={1397027}, journal={Frontiers in Education}, author={Soyka, Chantal and
Schaper, Niclas}, year={2024} }'
chicago: Soyka, Chantal, and Niclas Schaper. “Analyzing Student Response Processes
to Refine and Validate a Competency Model and Competency-Based Assessment Task
Types.” Frontiers in Education 9 (2024). https://doi.org/10.3389/feduc.2024.1397027.
ieee: 'C. Soyka and N. Schaper, “Analyzing student response processes to refine
and validate a competency model and competency-based assessment task types,” Frontiers
in Education, vol. 9, Art. no. 1397027, 2024, doi: https://doi.org/10.3389/feduc.2024.1397027.'
mla: Soyka, Chantal, and Niclas Schaper. “Analyzing Student Response Processes to
Refine and Validate a Competency Model and Competency-Based Assessment Task Types.”
Frontiers in Education, vol. 9, 1397027, 2024, doi:https://doi.org/10.3389/feduc.2024.1397027.
short: C. Soyka, N. Schaper, Frontiers in Education 9 (2024).
date_created: 2024-06-14T20:58:59Z
date_updated: 2024-07-04T07:11:36Z
ddc:
- '370'
department:
- _id: '423'
doi: https://doi.org/10.3389/feduc.2024.1397027
file:
- access_level: open_access
content_type: application/pdf
creator: csoyka
date_created: 2024-06-14T20:58:40Z
date_updated: 2024-06-14T20:58:40Z
file_id: '54777'
file_name: feduc-09-1397027.pdf
file_size: 4944651
relation: main_file
file_date_updated: 2024-06-14T20:58:40Z
has_accepted_license: '1'
intvolume: ' 9'
language:
- iso: eng
oa: '1'
publication: Frontiers in Education
publication_status: published
status: public
title: Analyzing student response processes to refine and validate a competency model
and competency-based assessment task types
type: journal_article
user_id: '83964'
volume: 9
year: '2024'
...
---
_id: '53816'
abstract:
- lang: eng
text: Augmented (AR) and Virtual Reality (VR) technologies have been applied very
broadly in the recent past. While prior work emphasizes the potential of these
technologies in various application domains, the process of visual attention in
and across the contexts of AR/VR environments is not exhaustively explored yet.
By now, visual attention in AR/VR environments has majorly been studied by means
of overt attention (i.e. saccadic eye movements), self-report, and process-related
visual attention proxies (like reaction time). In this work, we analyze covert
visual attention based on the (psychological) Theory of Visual Attention (TVA),
which allows us to quantify theory-based interpretable properties of the visual
attention process. For example, the TVA allows us to measure the overall processing
speed. We instantiate this TVA-based framework with a 30-participant explorative
within-subjects study. The results show a decisive difference in visual attention
between Reality (i.e. the neutral condition) and Virtual Reality and a weak difference
between Reality and Augmented Reality. We discuss the consequences of our findings
and provide ideas for future studies.
author:
- first_name: Kai
full_name: Biermeier, Kai
id: '55908'
last_name: Biermeier
orcid: 0000-0002-2879-2359
- first_name: Ingrid
full_name: Scharlau, Ingrid
id: '451'
last_name: Scharlau
orcid: 0000-0003-2364-9489
- first_name: Enes
full_name: Yigitbas, Enes
id: '8447'
last_name: Yigitbas
orcid: 0000-0002-5967-833X
citation:
ama: 'Biermeier K, Scharlau I, Yigitbas E. Measuring Visual Attention Capacity Across
xReality. In: Proceedings of the 17th International Conference on PErvasive
Technologies Related to Assistive Environments (PETRA 2024). ACM; 2024. doi:10.1145/3652037.3652050'
apa: Biermeier, K., Scharlau, I., & Yigitbas, E. (2024). Measuring Visual Attention
Capacity Across xReality. Proceedings of the 17th International Conference
on PErvasive Technologies Related to Assistive Environments (PETRA 2024).
https://doi.org/10.1145/3652037.3652050
bibtex: '@inproceedings{Biermeier_Scharlau_Yigitbas_2024, title={Measuring Visual
Attention Capacity Across xReality}, DOI={10.1145/3652037.3652050},
booktitle={Proceedings of the 17th International Conference on PErvasive Technologies
Related to Assistive Environments (PETRA 2024)}, publisher={ACM}, author={Biermeier,
Kai and Scharlau, Ingrid and Yigitbas, Enes}, year={2024} }'
chicago: Biermeier, Kai, Ingrid Scharlau, and Enes Yigitbas. “Measuring Visual Attention
Capacity Across XReality.” In Proceedings of the 17th International Conference
on PErvasive Technologies Related to Assistive Environments (PETRA 2024).
ACM, 2024. https://doi.org/10.1145/3652037.3652050.
ieee: 'K. Biermeier, I. Scharlau, and E. Yigitbas, “Measuring Visual Attention Capacity
Across xReality,” 2024, doi: 10.1145/3652037.3652050.'
mla: Biermeier, Kai, et al. “Measuring Visual Attention Capacity Across XReality.”
Proceedings of the 17th International Conference on PErvasive Technologies
Related to Assistive Environments (PETRA 2024), ACM, 2024, doi:10.1145/3652037.3652050.
short: 'K. Biermeier, I. Scharlau, E. Yigitbas, in: Proceedings of the 17th International
Conference on PErvasive Technologies Related to Assistive Environments (PETRA
2024), ACM, 2024.'
date_created: 2024-05-02T10:28:03Z
date_updated: 2024-07-08T08:32:21Z
department:
- _id: '66'
- _id: '534'
- _id: '424'
doi: 10.1145/3652037.3652050
keyword:
- Visual Attention
- TVA
- Cognitive Modelling
- Bayesian Modelling
- AR
- VR
language:
- iso: eng
main_file_link:
- open_access: '1'
url: https://dl.acm.org/doi/pdf/10.1145/3652037.3652050
oa: '1'
publication: Proceedings of the 17th International Conference on PErvasive Technologies
Related to Assistive Environments (PETRA 2024)
publisher: ACM
status: public
title: Measuring Visual Attention Capacity Across xReality
type: conference
user_id: '55908'
year: '2024'
...
---
_id: '55577'
abstract:
- lang: eng
text: ' Abstract: Research differentiates between procrastination as a trait
and as a state. While trait procrastination implies cross-temporal stability,
state procrastination denotes an episode in which a particular task is procrastinated,
therefore implying cross-temporal variability. However, it is unclear whether
trait procrastination scales (i) capture temporal-variable variance components
(i.e., state procrastination), and (ii) how trait and state are differentially
related to other variables commonly associated with procrastination. Latent state-trait
modeling was used to separate stable from temporal-variable variance components
of a common trait procrastination measure and to relate both facets of procrastination
to satisfaction with the studies as an example for related variables. Student
participants ( N = 194) filled out the five-item short version of the General
Procrastination Scale (GPS; Klein et al., 2019 ) three times with 12-month intervals
between each measurement. Results confirm that GPS scores reflect stable components
of procrastination to a larger extent than temporal-variable variance components.
And they demonstrate that variable procrastination correlates more strongly with
study satisfaction, as compared to stable procrastination. These results may inspire
research to specify how far correlates of procrastination pertain to trait procrastination,
state procrastination, or both. '
alternative_title:
- Insights From a LST-Analysis of a Trait Procrastination Scale
author:
- first_name: Markus
full_name: Koppenborg, Markus
last_name: Koppenborg
- first_name: Anna
full_name: Ebert, Anna
last_name: Ebert
- first_name: Katrin B.
full_name: Klingsieck, Katrin B.
id: '36716'
last_name: Klingsieck
citation:
ama: Koppenborg M, Ebert A, Klingsieck KB. Trait- and State-Aspects of Procrastination
and Their Relation to Study Satisfaction. European Journal of Psychological
Assessment. Published online 2024. doi:10.1027/1015-5759/a000853
apa: Koppenborg, M., Ebert, A., & Klingsieck, K. B. (2024). Trait- and State-Aspects
of Procrastination and Their Relation to Study Satisfaction. European Journal
of Psychological Assessment. https://doi.org/10.1027/1015-5759/a000853
bibtex: '@article{Koppenborg_Ebert_Klingsieck_2024, title={Trait- and State-Aspects
of Procrastination and Their Relation to Study Satisfaction}, DOI={10.1027/1015-5759/a000853},
journal={European Journal of Psychological Assessment}, publisher={Hogrefe Publishing
Group}, author={Koppenborg, Markus and Ebert, Anna and Klingsieck, Katrin B.},
year={2024} }'
chicago: Koppenborg, Markus, Anna Ebert, and Katrin B. Klingsieck. “Trait- and State-Aspects
of Procrastination and Their Relation to Study Satisfaction.” European Journal
of Psychological Assessment, 2024. https://doi.org/10.1027/1015-5759/a000853.
ieee: 'M. Koppenborg, A. Ebert, and K. B. Klingsieck, “Trait- and State-Aspects
of Procrastination and Their Relation to Study Satisfaction,” European Journal
of Psychological Assessment, 2024, doi: 10.1027/1015-5759/a000853.'
mla: Koppenborg, Markus, et al. “Trait- and State-Aspects of Procrastination and
Their Relation to Study Satisfaction.” European Journal of Psychological Assessment,
Hogrefe Publishing Group, 2024, doi:10.1027/1015-5759/a000853.
short: M. Koppenborg, A. Ebert, K.B. Klingsieck, European Journal of Psychological
Assessment (2024).
date_created: 2024-08-10T09:59:42Z
date_updated: 2024-08-10T10:01:59Z
department:
- _id: '426'
doi: 10.1027/1015-5759/a000853
language:
- iso: eng
publication: European Journal of Psychological Assessment
publication_identifier:
issn:
- 1015-5759
- 2151-2426
publication_status: published
publisher: Hogrefe Publishing Group
status: public
title: Trait- and State-Aspects of Procrastination and Their Relation to Study Satisfaction
type: journal_article
user_id: '36716'
year: '2024'
...
---
_id: '55578'
abstract:
- lang: eng
text: ' Abstract: There is ample theoretical and empirical support for the
idea that both conscious and unconscious volitional processes, predecisional and
postdecisional aspects, and the aspect of having or not having self-access play
a role in procrastination episodes. The unconscious volitional processes, predecisional
aspects, and the aspect of self-access are yet rather under-researched. If they
are considered, however, procrastination can be understood on an even deeper level
and treated more sustainably. Moreover, considering these aspects opens up a humanistic
perspective on procrastination episodes, thereby, putting procrastination and
procrastination interventions in the bigger picture of self-actualization, self-alienation,
and self-growth. '
author:
- first_name: Katrin B.
full_name: Klingsieck, Katrin B.
id: '36716'
last_name: Klingsieck
citation:
ama: Klingsieck KB. Procrastination – Having, or Not Having Self-Access, That Is
the Question. European Psychologist. 2024;29(2):123-135. doi:10.1027/1016-9040/a000528
apa: Klingsieck, K. B. (2024). Procrastination – Having, or Not Having Self-Access,
That Is the Question. European Psychologist, 29(2), 123–135. https://doi.org/10.1027/1016-9040/a000528
bibtex: '@article{Klingsieck_2024, title={Procrastination – Having, or Not Having
Self-Access, That Is the Question}, volume={29}, DOI={10.1027/1016-9040/a000528},
number={2}, journal={European Psychologist}, publisher={Hogrefe Publishing Group},
author={Klingsieck, Katrin B.}, year={2024}, pages={123–135} }'
chicago: 'Klingsieck, Katrin B. “Procrastination – Having, or Not Having Self-Access,
That Is the Question.” European Psychologist 29, no. 2 (2024): 123–35.
https://doi.org/10.1027/1016-9040/a000528.'
ieee: 'K. B. Klingsieck, “Procrastination – Having, or Not Having Self-Access, That
Is the Question,” European Psychologist, vol. 29, no. 2, pp. 123–135, 2024,
doi: 10.1027/1016-9040/a000528.'
mla: Klingsieck, Katrin B. “Procrastination – Having, or Not Having Self-Access,
That Is the Question.” European Psychologist, vol. 29, no. 2, Hogrefe Publishing
Group, 2024, pp. 123–35, doi:10.1027/1016-9040/a000528.
short: K.B. Klingsieck, European Psychologist 29 (2024) 123–135.
date_created: 2024-08-10T10:01:06Z
date_updated: 2024-08-10T10:01:52Z
department:
- _id: '426'
doi: 10.1027/1016-9040/a000528
intvolume: ' 29'
issue: '2'
language:
- iso: eng
page: 123-135
publication: European Psychologist
publication_identifier:
issn:
- 1016-9040
- 1878-531X
publication_status: published
publisher: Hogrefe Publishing Group
status: public
title: Procrastination – Having, or Not Having Self-Access, That Is the Question
type: journal_article
user_id: '36716'
volume: 29
year: '2024'
...
---
_id: '55721'
author:
- first_name: Ingrid
full_name: Stock, Ingrid
last_name: Stock
- first_name: Andrea
full_name: Karsten, Andrea
id: '53917'
last_name: Karsten
orcid: 0000-0003-0194-2000
- first_name: Nancy Lea
full_name: Eik-Nes, Nancy Lea
last_name: Eik-Nes
citation:
ama: 'Stock I, Karsten A, Eik-Nes NL. Knowledge telling und knowledge transforming.
Eine dialogische Perspektive. In: Karsten A, Haacke-Werron S, eds. 40 Begriffe
für eine Schreibwissenschaft. Konzeptuelle Perspektiven auf Praxis und Praktiken
des Schreibens. wbv; 2024:75-82.'
apa: Stock, I., Karsten, A., & Eik-Nes, N. L. (2024). Knowledge telling und
knowledge transforming. Eine dialogische Perspektive. In A. Karsten & S. Haacke-Werron
(Eds.), 40 Begriffe für eine Schreibwissenschaft. Konzeptuelle Perspektiven
auf Praxis und Praktiken des Schreibens (pp. 75–82). wbv.
bibtex: '@inbook{Stock_Karsten_Eik-Nes_2024, place={Bielefeld}, title={Knowledge
telling und knowledge transforming. Eine dialogische Perspektive}, booktitle={40
Begriffe für eine Schreibwissenschaft. Konzeptuelle Perspektiven auf Praxis und
Praktiken des Schreibens}, publisher={wbv}, author={Stock, Ingrid and Karsten,
Andrea and Eik-Nes, Nancy Lea}, editor={Karsten, Andrea and Haacke-Werron, Stefanie},
year={2024}, pages={75–82} }'
chicago: 'Stock, Ingrid, Andrea Karsten, and Nancy Lea Eik-Nes. “Knowledge telling
und knowledge transforming. Eine dialogische Perspektive.” In 40 Begriffe für
eine Schreibwissenschaft. Konzeptuelle Perspektiven auf Praxis und Praktiken des
Schreibens, edited by Andrea Karsten and Stefanie Haacke-Werron, 75–82. Bielefeld:
wbv, 2024.'
ieee: 'I. Stock, A. Karsten, and N. L. Eik-Nes, “Knowledge telling und knowledge
transforming. Eine dialogische Perspektive,” in 40 Begriffe für eine Schreibwissenschaft.
Konzeptuelle Perspektiven auf Praxis und Praktiken des Schreibens, A. Karsten
and S. Haacke-Werron, Eds. Bielefeld: wbv, 2024, pp. 75–82.'
mla: Stock, Ingrid, et al. “Knowledge telling und knowledge transforming. Eine dialogische
Perspektive.” 40 Begriffe für eine Schreibwissenschaft. Konzeptuelle Perspektiven
auf Praxis und Praktiken des Schreibens, edited by Andrea Karsten and Stefanie
Haacke-Werron, wbv, 2024, pp. 75–82.
short: 'I. Stock, A. Karsten, N.L. Eik-Nes, in: A. Karsten, S. Haacke-Werron (Eds.),
40 Begriffe für eine Schreibwissenschaft. Konzeptuelle Perspektiven auf Praxis
und Praktiken des Schreibens, wbv, Bielefeld, 2024, pp. 75–82.'
date_created: 2024-08-22T06:31:35Z
date_updated: 2024-08-22T06:37:24Z
department:
- _id: '424'
editor:
- first_name: Andrea
full_name: Karsten, Andrea
last_name: Karsten
- first_name: Stefanie
full_name: Haacke-Werron, Stefanie
last_name: Haacke-Werron
language:
- iso: ger
main_file_link:
- open_access: '1'
url: https://www.wbv.de/shop/openaccess-download/I76584
oa: '1'
page: 75-82
place: Bielefeld
publication: 40 Begriffe für eine Schreibwissenschaft. Konzeptuelle Perspektiven auf
Praxis und Praktiken des Schreibens
publication_status: published
publisher: wbv
status: public
title: Knowledge telling und knowledge transforming. Eine dialogische Perspektive
type: book_chapter
user_id: '53917'
year: '2024'
...
---
_id: '55723'
author:
- first_name: Andrea
full_name: Karsten, Andrea
id: '53917'
last_name: Karsten
orcid: 0000-0003-0194-2000
- first_name: Marie-Cécile
full_name: Bertau, Marie-Cécile
last_name: Bertau
citation:
ama: 'Karsten A, Bertau M-C. Stimme. Eine dialogische Perspektive. In: Karsten A,
Haacke-Werron S, eds. 40 Begriffe für eine Schreibwissenschaft. Konzeptuelle
Perspektiven auf Praxis und Praktiken des Schreibens. wbv; 2024:261-267.'
apa: Karsten, A., & Bertau, M.-C. (2024). Stimme. Eine dialogische Perspektive.
In A. Karsten & S. Haacke-Werron (Eds.), 40 Begriffe für eine Schreibwissenschaft.
Konzeptuelle Perspektiven auf Praxis und Praktiken des Schreibens (pp. 261–267).
wbv.
bibtex: '@inbook{Karsten_Bertau_2024, place={Bielefeld}, title={Stimme. Eine dialogische
Perspektive}, booktitle={40 Begriffe für eine Schreibwissenschaft. Konzeptuelle
Perspektiven auf Praxis und Praktiken des Schreibens}, publisher={wbv}, author={Karsten,
Andrea and Bertau, Marie-Cécile}, editor={Karsten, Andrea and Haacke-Werron, Stefanie},
year={2024}, pages={261–267} }'
chicago: 'Karsten, Andrea, and Marie-Cécile Bertau. “Stimme. Eine dialogische Perspektive.”
In 40 Begriffe für eine Schreibwissenschaft. Konzeptuelle Perspektiven auf
Praxis und Praktiken des Schreibens, edited by Andrea Karsten and Stefanie
Haacke-Werron, 261–67. Bielefeld: wbv, 2024.'
ieee: 'A. Karsten and M.-C. Bertau, “Stimme. Eine dialogische Perspektive,” in 40
Begriffe für eine Schreibwissenschaft. Konzeptuelle Perspektiven auf Praxis und
Praktiken des Schreibens, A. Karsten and S. Haacke-Werron, Eds. Bielefeld:
wbv, 2024, pp. 261–267.'
mla: Karsten, Andrea, and Marie-Cécile Bertau. “Stimme. Eine dialogische Perspektive.”
40 Begriffe für eine Schreibwissenschaft. Konzeptuelle Perspektiven auf Praxis
und Praktiken des Schreibens, edited by Andrea Karsten and Stefanie Haacke-Werron,
wbv, 2024, pp. 261–67.
short: 'A. Karsten, M.-C. Bertau, in: A. Karsten, S. Haacke-Werron (Eds.), 40 Begriffe
für eine Schreibwissenschaft. Konzeptuelle Perspektiven auf Praxis und Praktiken
des Schreibens, wbv, Bielefeld, 2024, pp. 261–267.'
date_created: 2024-08-22T06:37:01Z
date_updated: 2024-08-22T06:37:09Z
department:
- _id: '424'
editor:
- first_name: Andrea
full_name: Karsten, Andrea
last_name: Karsten
- first_name: Stefanie
full_name: Haacke-Werron, Stefanie
last_name: Haacke-Werron
language:
- iso: ger
main_file_link:
- open_access: '1'
url: https://www.wbv.de/shop/openaccess-download/I76584
oa: '1'
page: 261-267
place: Bielefeld
publication: 40 Begriffe für eine Schreibwissenschaft. Konzeptuelle Perspektiven auf
Praxis und Praktiken des Schreibens
publication_status: published
publisher: wbv
status: public
title: Stimme. Eine dialogische Perspektive
type: book_chapter
user_id: '53917'
year: '2024'
...