@article{6099, abstract = {{Ziel dieses Beitrags ist die Vorstellung und Diskussion unterschiedlicher Methoden zur Erfassung von hochschulischen Lernprozessen. Den konzeptuellen Rahmen dafür bietet das Scholarship of Teaching and Learning (SoTL). Am Beispiel von Schreibkompetenzen werden Analysen von Textproben, Selbsteinschätzungen per Fragebogen und Interview, Protokolle lauten Denkens und standardisierte Testverfahren vorgestellt. Die Vor- und Nachteile jeder Methode werden anhand exemplarischer Fragestellungen diskutiert. Abschließend reflektiert der Beitrag die Frage, wie SoTL von Überlegungen aus mixed-methods-Ansätzen profitieren kann.}}, author = {{Scharlau, Ingrid and Golombek, Christiane and Klingsieck, Katrin B.}}, journal = {{die hochschullehre}}, title = {{{Zugänge zur Erfassung der Schreibkompetenzen von Studierenden in lehrnahen Untersuchungen: Ein Methodenkompass}}}, volume = {{3}}, year = {{2017}}, } @article{32164, author = {{Lohmeier, Yvonne and Karsten, Andrea}}, journal = {{JoSch – Journal der Schreibberatung}}, keywords = {{Schreibberatung, Schreibdidaktik, Schreibprozess, Sprache}}, number = {{11}}, pages = {{13 -- 23}}, publisher = {{wbv}}, title = {{{Schreiben eine Stimme geben. Über die Beziehung von lautem Sprechen und Schreiben im Schreibprozess}}}, doi = {{10.3278/JOS1601W013}}, year = {{2016}}, } @article{6071, abstract = {{Particular differences between an object and its surrounding cause salience, guide attention, and improve performance in various tasks. While much research has been dedicated to identifying which feature dimensions contribute to salience, much less regard has been paid to the quantitative strength of the salience caused by feature differences. Only a few studies systematically related salience effects to a common salience measure, and they are partly outdated in the light of new findings on the time course of salience effects. We propose Bundesen’s Theory of Visual Attention (TV A) as a theoretical basis for measuring salience and introduce an empirical and modeling approach to link this theory to data retrieved from temporal-order judgments. With this procedure, TV A becomes applicable to a broad range of salience-related stimulus material. Three experiments with orientation pop-out displays demonstrate the feasibility of the method. A 4th experiment substantiates its applicability t}}, author = {{Krüger, Alexander and Tünnermann, Jan and Scharlau, Ingrid}}, issn = {{1895-1171}}, journal = {{Advances in Cognitive Psychology}}, keywords = {{salience, visual attention, Bayesian inference, theory of visual attention, computational modeling, Visual Attention, Computational Modeling, Inference, Judgment, Statistical Probability}}, number = {{1}}, pages = {{20 -- 38}}, title = {{{Fast and conspicuous? Quantifying salience with the theory of visual attention.}}}, doi = {{10.5709/acp-0184-1}}, volume = {{12}}, year = {{2016}}, } @article{6080, abstract = {{Peripheral visual cues lead to large shifts in psychometric distributions of temporal-order judgments. In one view, such shifts are attributed to attention speeding up processing of the cued stimulus, so-called prior entry. However, sometimes these shifts are so large that it is unlikely that they are caused by attention alone. Here we tested the prevalent alternative explanation that the cue is sometimes confused with the target on a perceptual level, bolstering the shift of the psychometric function. We applied a novel model of cued temporal-order judgments, derived from Bundesen’s Theory of Visual Attention.We found that cue–target confusions indeed contribute to shifting psychometric functions. However, cue-induced changes in the processing rates of the target stimuli play an important role, too. At smaller cueing intervals, the cue increased the processing speed of the target. At larger intervals, inhibition of return was predominant. Earlier studies of cued TOJs were insensitive}}, author = {{Tünnermann, Jan and Scharlau, Ingrid}}, issn = {{1664-1078}}, journal = {{Frontiers in Psychology}}, keywords = {{cueing, temporal-order judgements, theory of visual attention (TVA), peripheral cue, processing speed, stimulus encoding, prior entry, Attention, Cues, Face Perception, Judgment}}, title = {{{Peripheral visual cues: Their fate in processing and effects on attention and temporal-order perception.}}}, doi = {{10.3389/fpsyg.2016.01442}}, volume = {{7}}, year = {{2016}}, } @inbook{31494, author = {{Heß, Christiane and Scharlau, Ingrid}}, booktitle = {{Bildung und Hochschule: Impulse für Studium und Lehre am Beispiel des Leuphana College}}, editor = {{Beck, Karin and Bothe, Thorsten and Glaser, Thomas and Heuer, Claudia and Schütz, Julia and Seifert, Andreas}}, isbn = {{978-3-8309-3492-9}}, pages = {{141 -- 152}}, publisher = {{Waxmann}}, title = {{{(Un)diszipliniertes Schreiben? Schreiben lehren und lernen im Studium und in den Fächern an der Leuphana Universität}}}, year = {{2016}}, } @inbook{31493, author = {{Huber, Ludwig and Scharlau, Ingrid}}, booktitle = {{Bildung und Hochschule: Impulse für Studium und Lehre am Beispiel des Leuphana College}}, editor = {{Beck, Karin and Bothe, Thorsten and Glaser, Thomas and Heuer, Claudia and Schütz, Julia and Seifert, Andreas}}, isbn = {{978-3-8309-3492-9}}, pages = {{269 -- 279}}, publisher = {{Waxmann}}, title = {{{"Das zu riskieren, ist schon eine große Tat": Ludwig Huber im Gespräch mit Ingrid Scharlau}}}, year = {{2016}}, } @inbook{31495, author = {{Beck, Karin and Scharlau, Ingrid}}, booktitle = {{Bildung und Hochschule: Impulse für Studium und Lehre am Beispiel des Leuphana College}}, editor = {{Beck, Karin and Bothe, Thorsten and Glaser, Thomas and Heuer, Claudia and Schütz, Julia and Seifert, Andreas}}, isbn = {{978-3-8309-3492-9}}, pages = {{19 -- 32}}, publisher = {{Waxmann}}, title = {{{Attention, awareness, discipline, and effort: Die Liberal Arts und ein College in Deutschland}}}, year = {{2016}}, } @inbook{31487, author = {{Scharlau, Ingrid and Keding, Gesche}}, booktitle = {{Pädagogische Hochschulentwicklung: von der Programmatik zur Implementierung}}, editor = {{Brahm, Taiga and Jenert, Tobias and Euler, Dieter}}, isbn = {{9783658120665}}, pages = {{39 -- 55}}, publisher = {{Springer VS Verlag}}, title = {{{Die Vergnügungen der anderen: Fachsensible Hochschuldidaktik als neuer Weg zwischen allgemeiner und fachspezifischer Hochschuldidaktik}}}, doi = {{10.1007/978-3-658-12067-2_3}}, year = {{2016}}, } @inbook{31489, author = {{Scharlau, Ingrid and Heß, Christiane}}, booktitle = {{Bildung und Hochschule: Impulse für Studium und Lehre am Beispiel des Leuphana College}}, editor = {{Beck, Karin and Bothe, Thorsten and Glaser, Thomas and Heuer, Claudia and Schütz, Julia and Seifert, Andreas}}, isbn = {{978-3-8309-3492-9}}, pages = {{153 -- 170}}, publisher = {{Waxmann}}, title = {{{Sich gar nicht erst im behaglichen Zuhause der eignen Disziplin einrichten: Eine fachfremde Hausarbeit im ersten Semester}}}, year = {{2016}}, } @inbook{31490, author = {{Scharlau, Ingrid}}, booktitle = {{Bildung und Hochschule: Impulse für Studium und Lehre am Beispiel des Leuphana College}}, editor = {{Beck, Karin and Bothe, Thorsten and Glaser, Thomas and Heuer, Claudia and Schütz, Julia and Seifert, Andreas}}, isbn = {{978-3-8309-3492-9}}, pages = {{33 -- 52}}, publisher = {{Waxmann}}, title = {{{And now for something completely different - Lehren und Lernen angesichts digitaler Herausforderungen}}}, year = {{2016}}, } @inproceedings{31491, author = {{Scharlau, Ingrid}}, booktitle = {{Hanse-Kolloquium zur Hochschuldidaktik der Mathematik 2014}}, editor = {{Schnieder, Jörn and Paravicini, Walther}}, isbn = {{978-3-942197-97-7}}, pages = {{183 -- 197}}, publisher = {{wtm-Verlag}}, title = {{{Mathematik schreiben}}}, year = {{2016}}, } @inbook{31492, author = {{Keding, Gesche and Scharlau, Ingrid}}, booktitle = {{Schreibberatung und Schreibförderung. Impulse aus Theorie, Empirie und Praxis}}, editor = {{Ballweg, Sandra}}, pages = {{115 --134}}, publisher = {{Lang}}, title = {{{Drei Einflüsse auf Schreibberatung und ein integriertes Modell der Selbststeuerung für Schreibberaterinnen und Schreibberater}}}, year = {{2016}}, } @article{28977, abstract = {{The paper presents a hermeneutic approach to teaching and learning mathematics in which the hermeneutic circle is translated into methods of reading mathematical texts with the help of the three decisive steps 1) making prior knowledge explicit, 2) interpreting texts, and 3) fusing horizons of prior understanding and text content.}}, author = {{Schnieder, Jörn and Scharlau, Ingrid}}, journal = {{Special Issue: The Philosophy of Mathematics Education at ICME 13}}, title = {{{Reading mathematical texts with philosophical methods}}}, volume = {{31}}, year = {{2016}}, } @inbook{31488, author = {{Scharlau, Ingrid and Karsten, Andrea and Nettingsmeier, Pia and Golombek, Christiane and Schäfer, Stefanie}}, booktitle = {{Akademisches Schreiben. Halbband 1: Vom Qualitätspakt Lehre geförderte Schreibzentren und Schreibwerkstätten}}, editor = {{Knorr, Dagmar}}, pages = {{163 -- 166}}, title = {{{Zwei Fenster mit verschiedener Sicht}}}, volume = {{13}}, year = {{2016}}, } @article{6066, abstract = {{Selective visual attention improves performance in many tasks. Among others, it leads to 'prior entry'—earlier perception of an attended compared to an unattended stimulus. Whether this phenomenon is purely based on an increase of the processing rate of the attended stimulus or if a decrease in the processing rate of the unattended stimulus also contributes to the effect is, up to now, unanswered. Here we describe a novel approach to this question based on Bundesen’s Theory of Visual Attention, which we use to overcome the limitations of earlier prior-entry assessment with temporal order judgments (TOJs) that only allow relative statements regarding the processing speed of attended and unattended stimuli. Prevalent models of prior entry in TOJs either indirectly predict a pure acceleration or cannot model the difference between acceleration and deceleration. In a paradigm that combines a letter-identification task with TOJs, we show that indeed acceleration of the attended and deceler}}, author = {{Tünnermann, Jan and Petersen, Anders and Scharlau, Ingrid}}, issn = {{1534-7362}}, journal = {{Journal of Vision}}, keywords = {{unattended stimuli, attention speed, cognitive processing, Attention, Humans, Judgment, Mental Recall, Visual Perception, Stimulus Parameters, Visual Perception, Visual Attention, Cognitive Processes, Velocity}}, number = {{3}}, title = {{{Does attention speed up processing? Decreases and increases of processing rates in visual prior entry.}}}, doi = {{10.1167/15.3.1}}, volume = {{15}}, year = {{2015}}, } @inbook{31478, author = {{Scharlau, Ingrid}}, booktitle = {{Teaching is touching the future: Academic teaching within and across disciplines}}, editor = {{Schelhowe, Heidi and Schaumburg, Melanie and Jasper, Judith}}, isbn = {{978-3937026978}}, pages = {{264 -- 271}}, publisher = {{UniversitätsVerlagWebler}}, title = {{{Fachsensible Hochschuldidaktik}}}, year = {{2015}}, } @inbook{31476, author = {{Scharlau, Ingrid and Heß, Christiane and Schnieder, Jörn}}, booktitle = {{Neues Handbuch Hochschullehre. 70. Ergänzungslieferung}}, editor = {{Berendt, Brigitte and Fleischmann, Andreas and Schaper, Niclas and Szczyrba, Birgit and Wildt, Johannes}}, pages = {{93 -- 113}}, title = {{{Nur Zahlen und Zeichen? Zum Nutzen des Schreibens in der Hochschuldidaktik der Mathematik}}}, year = {{2015}}, } @inproceedings{31477, author = {{Scharlau, Ingrid}}, location = {{Frankfurt/Main}}, title = {{{Reflection on the Leitmotif "Wrapped in Code"}}}, year = {{2015}}, } @book{32142, author = {{Karsten, Andrea}}, isbn = {{978-3-86541-641-4}}, pages = {{512}}, publisher = {{Lehmanns Media}}, title = {{{Schreiben im Blick. Schriftliche Formen der sprachlichen Tätigkeit aus dialogischer Perspektive}}}, year = {{2014}}, } @article{32165, abstract = {{This article presents analyses of excerpts from a study on writing conducted in a dialogical perspective. The study’s material was collected by the auto-confrontation method: writers were videotaped during their work and afterwards confronted with their writing activities. Microanalysis of the material attends to how inner dialogues during writing are “refracted” (Voloshinov) in auto-confrontation. Bakhtin’s notion of the chronotope (time-and-space) as the main tool of analysis helps to discern the changing contexts and position constellations utterances are valid for. It thus sheds light on the positioning movements performed by the writing selves through language. The analyses show various utterance movements traversing the chronotopes involved, ranging from refractions of movements between the writers’ inner dialogues and their texts to retrospective imperatives with a developmental potential. This “dialogical volume” of speech activity presenting itself in writing can contribute to our understanding of the interplay of language and the self.}}, author = {{Karsten, Andrea}}, issn = {{0959-3543}}, journal = {{Theory & Psychology}}, keywords = {{auto-confrontation, chronotope, inner dialogue, microanalysis, positioning, writing}}, number = {{4}}, pages = {{479--503}}, publisher = {{SAGE Publications}}, title = {{{Writing: Movements of the self}}}, doi = {{10.1177/0959354314541020}}, volume = {{24}}, year = {{2014}}, }