@article{32166, author = {{Karsten, Andrea}}, journal = {{JoSch – Journal der Schreibberatung}}, number = {{8}}, pages = {{46 -- 57}}, publisher = {{wbv}}, title = {{{Schreiben ist Dialog. Ergebnisse und Implikationen einer Studie zum ,schreibbegleitenden‘ Sprechen}}}, doi = {{10.3278/JOS1401W046}}, year = {{2014}}, } @inbook{31474, author = {{Scharlau, Ingrid and Schnieder, Jörn}}, booktitle = {{Beiträge zum Mathematikunterricht 2014}}, editor = {{Roth, Jürgen and Ames, Judith}}, isbn = {{978-3-942197-27-4}}, pages = {{1059 -- 1062}}, publisher = {{WTM-Verlag}}, title = {{{Erwerb mathematischer Schreibkompetenz während der Studieneingangsphase}}}, volume = {{1}}, year = {{2014}}, } @inbook{31473, author = {{Keding, Gesche and Scharlau, Ingrid}}, booktitle = {{Greifswalder Beiträge zur Hochschullehre: Forschendes Lehren und Lernen in der polyvalenten Lehre}}, isbn = {{978-3-86006-412-2}}, pages = {{62 -- 70}}, title = {{{Humboldt revisited - forschend lehren - lehrend forschen}}}, year = {{2014}}, } @inbook{31475, author = {{Scharlau, Ingrid}}, booktitle = {{Kleppart - Ausstellungen 2010-2013}}, editor = {{Kürz, Alexandra}}, pages = {{12--20}}, title = {{{Textilien - Eine Beobachtung}}}, year = {{2014}}, } @book{29077, author = {{Scharlau, Ingrid}}, isbn = {{978-3-88506-646-0}}, pages = {{173}}, publisher = {{Junius}}, title = {{{Jean Piaget zur Einführung}}}, year = {{2013}}, } @book{29082, editor = {{Hessler, Gudrun and Oechsle, Mechtild and Scharlau, Ingrid}}, publisher = {{Transkript}}, title = {{{Studium und Beruf: Studienstrategien - Praxiskonzepte - Professionsverständnis. Perspektiven von Studierenden und Lehrenden nach der Bologna-Reform}}}, year = {{2013}}, } @book{29083, author = {{Scharlau, Ingrid and Heß, Christiane and Vierck, Sigrid and Bluhm, Clara}}, title = {{{Schreiben: Tipps, Anregungen und Strategien für das Schreiben am Leuphana College}}}, year = {{2013}}, } @inbook{31471, abstract = {{Unter Bezugnahme auf Erkenntnisse, die im Rahmen des Projekts STEP (Studium und Beruf: Subjektive Theorien von Studierenden und Lehrenden zwischen Praxisbezug, Employability und Professionalisierung) gewonnen wurden, wird nach der Möglichkeit der Bildung, Reflexion und Ausdifferenzierung von Subjektiven Theorien durch Self-Assessments gefragt. Inhalte wie Strukturiertheit und Theorieförmigkeit der Vorstellungen (Vernetzungen, schlussfolgernd-argumentativer Charakter) erwiesen sich in der Untersuchung als deutlich veränderungsbedürftig. Es wird argumentiert, dass eine inhaltliche Anreicherung oder Restrukturierung vorhandener Überzeugungen die Ausbildung großer und komplexer Überzeugungssysteme vorausetzt. Maßnahmen, die an den individuellen Vorstellungen, deren Bewusstmachung und Reflexion ansetzen, werden vorgestellt.}}, author = {{Scharlau, Ingrid and Bunte, Nicola and Wiescholek, Sabrina}}, booktitle = {{Studium und Beruf: Studienstrategien - Praxiskonzepte – Professionsverständnis. Perspektiven von Studierenden und Lehrenden nach der Bologna-Reform}}, editor = {{Hessler, Gudrun and Oechsle, Mechtild and Scharlau, Ingrid}}, isbn = {{978-3-8376-2156-3}}, pages = {{235 -- 253}}, publisher = {{Transcript Verlag}}, title = {{{Self-Assessment-Instrumente: Eine Möglichkeit der Bildung, Reflexion und Ausdifferenzierung von Subjektiven Theorien}}}, year = {{2013}}, } @inproceedings{31472, author = {{Gunkel, Marjaana and Schütz, Julia and Seifert, Andreas and Scharlau, Ingrid and Beck, Karin and Heuer, Claudia}}, booktitle = {{INTED2013 Conference Proceedings}}, editor = {{Chova, Luis Gómez and Martínez, A. López and Torres, I. Candel}}, isbn = {{978-84-616-2661-8}}, location = {{Valencia, Spain}}, pages = {{2510 -- 2517}}, title = {{{A New Model of Higher Education in the European Context - The Leuphana Experience}}}, year = {{2013}}, } @inbook{31390, author = {{Scharlau, Ingrid and Wiescholek, Sabrina}}, booktitle = {{Studium und Beruf: Studienstrategien - Praxiskonzepte - Professionsverständnis. Perspektiven von Studierenden und Lehrenden nach der Bologna-Reform}}, editor = {{Hessler, Gudrun and Oechsle, Mechtild and Scharlau, Ingrid}}, isbn = {{978-3-8376-2156-3}}, pages = {{213 -- 230}}, publisher = {{Transcript Verlag}}, title = {{{Ringen um Sinn. Subjektive Theorien von Lehramtsstudierenden zum Praxisbezug des Studiums.}}}, year = {{2013}}, } @inbook{31468, author = {{Scharlau, Ingrid and Weiß, Katharina}}, booktitle = {{Simultaneität }}, editor = {{Hubmann, Philipp and Huss, Till Julian}}, isbn = {{978-3-8376-2261-4}}, pages = {{293 -- 314}}, publisher = {{Transcript Verlag}}, title = {{{Was also ist gleichzeitig? Allgemeinpsychologische Anmerkungen zur Wahrnehmung von Gleichzeitigkeit}}}, year = {{2013}}, } @article{28688, abstract = {{Why are nearly simultaneous stimuli frequently perceived in reversed order? The origin of errors in temporal judgments is a question older than experimental psychology itself. One of the earliest suspects is attention. According to the concept of prior entry, attention accelerates attended stimuli; thus they have “prior entry” to perceptive processing stages, including consciousness. Although latency advantages for attended stimuli have been revealed in psychophysical studies many times, these measures (e.g. temporal order judgments, simultaneity judgments) cannot test the prior-entry hypothesis completely. Since they assess latency differences between an attended and an unattended stimulus, they cannot distinguish between faster processing of attended stimuli and slower processing of unattended stimuli. Therefore, we present a novel paradigm providing separate estimates for processing advantages respectively disadvantages of attended and unattended stimuli. We found that deceleration of unattended stimuli contributes more strongly to the prior-entry illusion than acceleration of attended stimuli. Thus, in the temporal domain, attention fulfills its selective function primarily by deceleration of unattended stimuli. That means it is actually posterior entry, not prior entry which accounts for the largest part of the effect.}}, author = {{Weiß, Katharina and Hilkenmeier, Frederic and Scharlau, Ingrid}}, issn = {{1932-6203}}, journal = {{PLoS ONE}}, title = {{{Attention and the Speed of Information Processing: Posterior Entry for Unattended Stimuli Instead of Prior Entry for Attended Stimuli}}}, doi = {{10.1371/journal.pone.0054257}}, volume = {{8}}, year = {{2013}}, } @article{6081, abstract = {{The law of prior entry states that attended objects come to consciousness more quickly than unattended ones. This has been well established in spatial cueing paradigms, where two task-relevant stimuli are presented near-simultaneously at two different locations. Here, we suggest that prior entry also plays a pivotal role in temporal attention paradigms, where stimuli appear at the same location but at distinct moments in time, in rapid serial presentation (RSVP). Specifically, we hypothesize that prior entry can explain temporal order reversals in reporting two targets from RSVP. In support of this, three experiments show that cueing attention toward either of the targets has a strong influence on order errors. We conclude that prior entry provides a viable explanation of the way in which relevant information is prioritized in RSVP. (PsycINFO Database Record (c) 2016 APA, all rights reserved)}}, author = {{Hilkenmeier, Frederic and Olivers, Christian N. L. and Scharlau, Ingrid}}, issn = {{0096-1523}}, journal = {{Journal of Experimental Psychology: Human Perception and Performance}}, keywords = {{attentional blink, attentional enhancement, lag-1 sparing, prior entry, temporal cueing, visual attention, rapid serial presentation, Adolescent, Adult, Attention, Attentional Blink, Color Perception, Cues, Female, Humans, Male, Neuropsychological Tests, Pattern Recognition, Visual, Time Factors, Visual Perception, Young Adult, Cues, Serial Recall, Visual Attention, Eyeblink Reflex}}, number = {{1}}, pages = {{180 -- 190}}, title = {{{Prior entry and temporal attention: Cueing affects order errors in RSVP.}}}, volume = {{38}}, year = {{2012}}, } @article{6064, abstract = {{If one of two events is attended to, it will be perceived earlier than a simultaneously occurring unattended event. Since 150 years, this effect has been ascribed to the facilitating influence of attention, also known as prior entry. Yet, the attentional origin of prior-entry effects¹ has been repeatedly doubted. One criticism is that prior-entry effects might be due to biased decision processes that would mimic a temporal advantage for attended stimuli. Although most obvious biases have already been excluded experimentally (e.g. judgment criteria, response compatibility) and prior-entry effects have shown to persist (Shore, Spence, & Klein, 2001), many other biases are conceivable, which makes it difficult to put the debate to an end. Thus, we approach this problem the other way around by asking whether prior-entry effects can be biased voluntarily. Observers were informed about prior entry and instructed to reduce it as far as possible. For this aim they received continuous feedback}}, author = {{Weiß, Katharina and Scharlau, Ingrid}}, issn = {{0001-6918}}, journal = {{Acta Psychologica}}, keywords = {{intentions, events, attention, decision processes, Adult, Attention, Choice Behavior, Cues, Female, Humans, Intention, Judgment, Male, Middle Aged, Reaction Time, Time Perception, Visual Perception, Attention, Decision Making, Experiences (Events), Intention}}, number = {{1}}, pages = {{54 -- 64}}, title = {{{At the mercy of prior entry: Prior entry induced by invisible primes is not susceptible to current intentions.}}}, volume = {{139}}, year = {{2012}}, } @article{6085, abstract = {{In three experiments, we tested whether sequentially coding two visual stimuli can create a spatial misperception of a visual moving stimulus. In Experiment 1, we showed that a spatial misperception, the flash-lag effect, is accompanied by a similar temporal misperception of first perceiving the flash and only then a change of the moving stimulus, when in fact the two events were exactly simultaneous. In Experiment 2, we demonstrated that when the spatial misperception of a flash-lag effect is absent, the temporal misperception is also absent. In Experiment 3, we extended these findings and showed that if the stimulus conditions require coding first a flash and subsequently a nearby moving stimulus, a spatial flash-lag effect is found, with the position of the moving stimulus being misperceived as shifted in the direction of its motion, whereas this spatial misperception is reversed so that the moving stimulus is misperceived as shifted in a direction opposite to its motion when the c}}, author = {{Priess, Heinz-Werner and Scharlau, Ingrid and Becker, Stefanie I. and Ansorge, Ulrich}}, issn = {{1943-3921}}, journal = {{Attention, Perception, & Psychophysics}}, keywords = {{spatial mislocalization, sequential coding, stimulus parameters, Attention, Discrimination (Psychology), Humans, Judgment, Motion Perception, Optical Illusions, Orientation, Pattern Recognition, Visual, Psychophysics, Space Perception, Cognitive Processes, Motion Perception, Perceptual Localization, Spatial Perception, Stimulus Parameters, Consequence}}, number = {{2}}, pages = {{365 -- 378}}, title = {{{Spatial mislocalization as a consequence of sequential coding of stimuli.}}}, volume = {{74}}, year = {{2012}}, } @article{6088, abstract = {{An attended stimulus reduces the perceptual latency of a later stimulus at the same location, leading to the intriguing finding that the perceived order between the two is often reversed. This prior-entry effect has been well established in a number of different cueing paradigms, mostly involving spatial attentional shifts. Here we assess the time-course of prior entry when all stimuli appear in rapid serial presentation at one location. Our findings indicate that the size of the attentional enhancement is strongly affected by the stimulus onset asynchrony between cue and target, with a rapid early peak, followed by decay. When task-irrelevant cues are used, the cueing effect on prior entry is short-lived and peaks as early as 50 ms. The benefit extends to about 100 ms when task-relevant cues are employed. These results fit with a straightforward computational model of transient attentional enhancement, peaking about 80 100 ms after stimulus detection. (PsycINFO Database Record (c) 20}}, author = {{Hilkenmeier, Frederic and Scharlau, Ingrid and Weiß, Katharina and Olivers, Christian N. L.}}, issn = {{1350-6285}}, journal = {{Visual Cognition}}, keywords = {{serial visual processing, prior entry dynamics, cueing paradigms, Cues, Visual Perception, Visual Search}}, number = {{1}}, pages = {{48 -- 76}}, title = {{{The dynamics of prior entry in serial visual processing.}}}, volume = {{20}}, year = {{2012}}, } @article{28975, abstract = {{This article reports on the findings of a qualitative interview study that investigated the individual ideas about practicing of nine musicians of different musical backgrounds, music genres, instruments, and learning biography. The findings reveal a variety of different aspects that are embedded in argumentative reasoning, and thus are analysed as subjective theories. According to differences in complexity with regards to content and argumentative structure we propose the following typification: 1) physical-technical constriction, 2) technique and interpretation centered type, and 3) creative-congnitive focus. A strict affiliation between these types and musical genre was not found.}}, author = {{Bunte, Nicola and Scharlau, Ingrid}}, journal = {{Popmusikforschung und Musikpädagogik}}, publisher = {{Samples}}, title = {{{Subjektive Theorien von Musikerinnen und Musikern zum Üben: Ein Beitrag an der Schnittstelle von Kognitionspsychologie}}}, volume = {{11}}, year = {{2012}}, } @article{28968, author = {{Schüssler, Renate and Keuffer, Josef and Günnewig, Kathrin and Scharlau, Ingrid}}, isbn = {{978-3-934575-61-5}}, journal = {{Schulpädagogik heute: Reform der Lehrerbildung in Deutschland, Österreich und der Schweiz}}, title = {{{Praxis nach Rezept? – Praxisbezug und Professionalität in den subjektiven Theorien von Lehramtsstudierenden}}}, volume = {{5}}, year = {{2012}}, } @inbook{31388, abstract = {{Es wird eine psychologiedidaktische Konzeption skizziert, die vorwiegend auf der Basis empirischer Evidenz für das bildungswissenschaftliche Lehramtsstudium an der Universität Paderborn entwickelt wurde. Drei Bausteine greifen ineinander: Im Zentrum steht das problemorientierte Lernen, das durch beispielbasiertes Lernen und forschendes Lernen flankiert wird. Über die Einführung in psychologisches Wissen und Denken hinaus wird mit der Konzeption das Ziel verfolgt, die Studierenden in Conceptual Change-Prozessen, im selbstgesteuerten Lernen und in ihrer Reflexionsfähigkeit zu unterstützen und zu fördern. Insgesamt bewegt sich die Konzeption zwischen den lernpsychologischen Polen von Konstruktion und Instruktion und will sowohl einer Berufsfeldorientierung als auch einer Wissenschaftsorientierung Rechnung tragen.}}, author = {{Müsche, Hanna S. and Scharlau, Ingrid}}, booktitle = {{Psychologiedidaktik und Evaluation IX}}, editor = {{Krämer, Michael and Dutke, Stephan and Barenberg, Jonathan}}, isbn = {{ 978-3-8440-1423-5}}, pages = {{249 -- 257}}, publisher = {{Shaker}}, title = {{{Psychologie in der Lehrerbildung: Didaktische Konzeption zur Förderung von Conceptual Change, Selbstlern- und Reflexionskompetenz}}}, year = {{2012}}, } @article{31389, abstract = {{Wie gut ist ein Rendering Algorithmus, der Bilder aus Daten generiert, die wiederum als Grundlage für eine medizinische Diagnose verwendet werden? In diesem Beitrag werden einerseits beispielhaft empirische Studien und ihre Ergebnisse vorgestellt, die solche Fragestellungen beantworten. Andererseits widmen wir uns auch der generellen Frage, welche Herausforderungen gemeistert werden müssen, um empirische Studien aufzustellen, die in Bezug auf korrekte medizinische Diagnosen und ihre zugrunde liegenden Rendering-Algorithmen sinnvoll sind.}}, author = {{Domik, Gitta and Arens, Stephan and Tünnermann, Jan and Scharlau, Ingrid}}, issn = {{0938-3476}}, journal = {{FIfF-Kommunikation}}, keywords = {{Informatik, Visualisierung, Psychologie, Experimentaldesign}}, number = {{3}}, pages = {{45–50}}, publisher = {{Forum InformatikerInnen für Frieden und gesellschaftliche Verantwortung}}, title = {{{Evaluierung medizinischer Volumenrendering-Algorithmen durch empirische Studien}}}, volume = {{29}}, year = {{2012}}, }