@inbook{31783, author = {{Scharlau, Ingrid and Jenert, Tobias}}, booktitle = {{Doing Research: Wissenschaftspraktiken zwischen Positionierung und Suchanfrage}}, editor = {{Hofhues, Sandra and Schütze, Konstanze}}, isbn = {{978-3-8376-5632-9}}, pages = {{25--58}}, publisher = {{transcript}}, title = {{{*}}}, year = {{2022}}, } @book{31690, editor = {{Haacke-Werron, Stefanie and Karsten, Andrea and Scharlau, Ingrid}}, publisher = {{wbv}}, title = {{{Reflexive Schreibwissenschaft. Disziplinäre und praktische Perspektiven}}}, year = {{2022}}, } @inbook{32150, author = {{Karsten, Andrea}}, booktitle = {{Schreiblehrkonzepte an Hochschulen. Fallstudien und Reflexionen zum fachspezifischen Schreibenlehren und -lernen}}, editor = {{Lahm, Swantje and Meyhöfer, Frank and Neumann, Friederike}}, pages = {{277 -- 288}}, publisher = {{wbv}}, title = {{{Einblicke in explizite und implizite Erwartungen Lehrender an Studierendentexte. Textbasierte Interviews zu Zielen und Erträgen von fachsensiblem Peer-Textfeedback}}}, doi = {{10.3278/6004807w277}}, volume = {{4}}, year = {{2021}}, } @article{32151, author = {{Karsten, Andrea}}, journal = {{JoSch - Journal der Schreibwissenschaft}}, number = {{21}}, pages = {{72 -- 81}}, publisher = {{wbv}}, title = {{{(Selbst-)Kritik und (Selbst-)Reflexion. Fragen stellen, Stimmen identifizieren, Referenzpunkte finden.}}}, doi = {{10.3278/JOS2101W072}}, volume = {{1}}, year = {{2021}}, } @article{28691, abstract = {{As a formal theory, Bundesen’s theory of visual attention (TVA) enables the estimation of several theoretically meaningful parameters involved in attentional selection and visual encoding. As of yet, TVA has almost exclusively been used in restricted empirical scenarios such as whole and partial report and with strictly controlled stimulus material. We present a series of experiments in which we test whether the advantages of TVA can be exploited in more realistic scenarios with varying degree of stimulus control. This includes brief experimental sessions conducted on different mobile devices, computer games, and a driving simulator. Overall, six experiments demonstrate that the TVA parameters for processing capacity and attentional weight can be measured with sufficient precision in less controlled scenarios and that the results do not deviate strongly from typical laboratory results, although some systematic differences were found.}}, author = {{Krüger, Alexander and Tünnermann, Jan and Stratmann, Lukas and Briese, Lucas and Dressler, Falko and Scharlau, Ingrid}}, issn = {{2543-8883}}, journal = {{Open Psychology}}, pages = {{1 -- 46}}, title = {{{TVA in the wild: Applying the theory of visual attention to game-like and less controlled experiments}}}, doi = {{10.1515/psych-2021-0001}}, volume = {{3}}, year = {{2021}}, } @article{28686, abstract = {{Visual salience is a key component of attentional selection, the process that guards the scarce resources needed for conscious recognition and perception. In previous works, we proposed a measure of visual salience based on a formal theory of visual selection. However, the strength of visual salience depends on the time course as well as local physical contrasts. Evidence from multiple experimental designs in the literature suggests that the strength of salience rises initially and declines after approximately 150 ms. The present article amends the theory-based salience measure beyond local physical contrasts to the time course of salience. It does so through a first experiment which reveals that—contrary to expectations—salience is not reduced during the first 150 ms after onset. Instead, the overall visual processing capacity is severely reduced, which corresponds to a reduced processing speed of all stimuli in the visual field. A second experiment confirms this conclusion by replicating the result. We argue that the slower stimulus processing may have been overlooked previously because the attentional selection mechanism had not yet been modeled in studies on the time course of salience.}}, author = {{Krüger, Alexander and Scharlau, Ingrid}}, issn = {{0340-0727}}, journal = {{Psychological Research}}, title = {{{The time course of salience: not entirely caused by salience}}}, doi = {{10.1007/s00426-020-01470-6}}, year = {{2021}}, } @unpublished{31677, abstract = {{The theory of visual attention, “TVA”, is an influential and formal theory of attentional selection. It is widely applied in clinical assessment of attention and fundamental attention research. However, most TVA-based research is based on accuracy data from letter report experiments performed in controlled laboratory environments. While such basic approaches to questions regarding attentional selection are undoubtedly useful, recent technological advances have enabled the use of increasingly sophisticated experimental paradigms involving more realistic scenarios. Notably, these studies have in many cases resulted in different estimates of capacity limits than those found in studies using traditional TVA-based assessment. Here we review recent developments in TVA-based assessment of attention that goes beyond the use of letter report experiments and experiments performed in controlled laboratory environments. We show that TVA can be used with other tasks and new stimuli, that TVA-based parameter estimation can be embedded into complex scenarios, such as games that can be used to investigate particular problems regarding visual attention, and how TVA-based simulations of “visual foraging” can elucidate attentional control in more naturalistic tasks. We also discuss how these developments may inform future advances of TVA.}}, author = {{Tünnermann, Jan and Kristjansson, Arni and Petersen, Anders and Schubö, Anna and Scharlau, Ingrid}}, booktitle = {{Open Psychology}}, publisher = {{Center for Open Science}}, title = {{{Advances in the application of a computational Theory of Visual Attention (TVA): Moving towards more naturalistic stimuli and game-like tasks}}}, year = {{2021}}, } @inbook{31671, author = {{Reis, Oliver and Jenert, Tobias and Scharlau, Ingrid}}, booktitle = {{Hochschule auf Abstand}}, editor = {{Neiske, Iris and Osthushenrich, Judith and Schaper, Niclas and Trier, Ulrike and Vöing, Nerea}}, pages = {{141 -- 154}}, publisher = {{transcript}}, title = {{{Kontaktlos lehren?}}}, doi = {{10.1515/9783839456903-010}}, year = {{2021}}, } @inbook{31669, author = {{Reinmann, Gabi and Kreber, Carolin and Bremer, Helmut and Langemeyer, Ines and Scharlau, Ingrid}}, booktitle = {{Hochschullehre im Spannungsfeld zwischen individueller und institutioneller Verantwortung: Tagungsband der 15. Jahrestagung der Gesellschaft für Hochschulforschung}}, editor = {{Bohndick, Carla and Bülow-Schramm, Margret and Paul, Daria and Reinmann, Gabi}}, pages = {{33 -- 47}}, publisher = {{Springer}}, title = {{{Wer bestimmt die Hochschullehre?}}}, year = {{2021}}, } @inbook{31668, author = {{Scharlau, Ingrid}}, booktitle = {{Interdisziplinarität als fachdidaktische Herausforderung: Psychologie im Schulfach Erziehungswissenschaft}}, editor = {{Gather, Katharina}}, pages = {{162 -- 181}}, publisher = {{Schneider}}, title = {{{Jean Piaget als - was?}}}, year = {{2021}}, } @article{31675, author = {{Tünnermann, Jan and Scharlau, Ingrid}}, journal = {{The Quantitative Methods of Psychology}}, number = {{4}}, pages = {{355--373}}, title = {{{Big-M-small-N temporal-oder judgment data}}}, volume = {{17}}, year = {{2021}}, } @article{24456, abstract = {{One objective of current research in explainable intelligent systems is to implement social aspects in order to increase the relevance of explanations. In this paper, we argue that a novel conceptual framework is needed to overcome shortcomings of existing AI systems with little attention to processes of interaction and learning. Drawing from research in interaction and development, we first outline the novel conceptual framework that pushes the design of AI systems toward true interactivity with an emphasis on the role of the partner and social relevance. We propose that AI systems will be able to provide a meaningful and relevant explanation only if the process of explaining is extended to active contribution of both partners that brings about dynamics that is modulated by different levels of analysis. Accordingly, our conceptual framework comprises monitoring and scaffolding as key concepts and claims that the process of explaining is not only modulated by the interaction between explainee and explainer but is embedded into a larger social context in which conventionalized and routinized behaviors are established. We discuss our conceptual framework in relation to the established objectives of transparency and autonomy that are raised for the design of explainable AI systems currently.}}, author = {{Rohlfing, Katharina J. and Cimiano, Philipp and Scharlau, Ingrid and Matzner, Tobias and Buhl, Heike M. and Buschmeier, Hendrik and Esposito, Elena and Grimminger, Angela and Hammer, Barbara and Haeb-Umbach, Reinhold and Horwath, Ilona and Hüllermeier, Eyke and Kern, Friederike and Kopp, Stefan and Thommes, Kirsten and Ngonga Ngomo, Axel-Cyrille and Schulte, Carsten and Wachsmuth, Henning and Wagner, Petra and Wrede, Britta}}, issn = {{2379-8920}}, journal = {{IEEE Transactions on Cognitive and Developmental Systems}}, keywords = {{Explainability, process ofexplaining andunderstanding, explainable artificial systems}}, number = {{3}}, pages = {{717--728}}, title = {{{Explanation as a Social Practice: Toward a Conceptual Framework for the Social Design of AI Systems}}}, doi = {{10.1109/tcds.2020.3044366}}, volume = {{13}}, year = {{2021}}, } @article{28696, abstract = {{The aim of the present study is to bring new momentum into research on students’ understanding of academic writing. Drawing on the idea that metaphors give insight into implicit conceptions of abstract entities and processes, we developed a detailed and differentiated set of conceptual metaphors that can be used to study student ideas about writing in research, teaching, and interventions. A large sample of undergraduates produced their everyday understanding of writing in short texts beginning with a self-generated metaphor. Based on theories from cognitive linguistics, the conceptual metaphors in their texts were analyzed in terms of their action quality (transitivity) and spatiality (spatial primitives). The undergraduates’ conceptualizations were very heterogeneous. Most metaphors depart strongly from scientific approaches to academic writing within cognitive psychology and sociocultural theory. Roughly half of the metaphors could be collated to one of four metaphor systems. Depending on the desired degree of abstraction or concreteness, conceptual metaphors or metaphor systems can be employed in further studies to illuminate thinking about writing.}}, author = {{Scharlau, Ingrid and Karsten, Andrea and Rohlfing, Katharina}}, issn = {{2030-1006}}, journal = {{Journal of Writing Research}}, keywords = {{metaphor analysis, academic writing, transitivity, spatial primitives}}, number = {{3}}, pages = {{493--529}}, title = {{{Building, emptying out, or dreaming? Action structures and space in undergraduates’ metaphors of academic writing}}}, doi = {{10.17239/jowr-2021.12.03.01}}, volume = {{12}}, year = {{2021}}, } @article{31680, author = {{Scharlau, Ingrid and Karsten, A. and Rohlfing, Katharina J.}}, issn = {{2030-1006}}, journal = {{Journal of Writing Research}}, keywords = {{Literature and Literary Theory, Linguistics and Language, Language and Linguistics, Education}}, number = {{vol. 12 issue 3}}, pages = {{493--529}}, publisher = {{ARLE (International Association for Research in L1 Education)}}, title = {{{Building, emptying out, or dreaming? Action structures and space in students’ metaphors of academic writing}}}, doi = {{10.17239/jowr-2021.12.03.01}}, volume = {{12}}, year = {{2021}}, } @article{31666, author = {{Schreiber, Christine and Scharlau, Ingrid and Patrzek, Justine}}, journal = {{Psychologieunterricht}}, keywords = {{Unterrichtsfach Psychologie}}, pages = {{19 -- 21}}, title = {{{„Power Poses“ – Fakten, frisierte Daten, Forschungslyrik? Ein Unterrichtsvorhaben zu Praktiken und Darstellungsformen psychologischer Forschung am Beispiel von nonverbaler Kommunikation}}}, year = {{2021}}, } @inbook{31663, author = {{Scharlau, Ingrid and Haacke, Stefanie and Karsten, Andrea and Lahm, Swantje}}, booktitle = {{Handbuch Hochschuldidaktik}}, editor = {{Kordts-Freudinger, Robert and Schaper, Niclas and Scholkmann, Antonia and Szczyrba, Birgit}}, isbn = {{978-3-8252-5408-7}}, pages = {{129 -- 138}}, publisher = {{utb}}, title = {{{Schreiben als Schlüsselkompetenz?}}}, year = {{2021}}, } @article{31667, author = {{Scharlau, Ingrid and Patrzek, Justine and Schreiber, Christine}}, journal = {{Unterrichtsmaterial des Verbandes der Psychologielehrerinnen und –lehrer}}, keywords = {{Unterrichtsfach Psychologie}}, title = {{{ „Power-Posen“ – Fakten, frisierte Daten, Forschungslyrik? Eine Unterrichtsreihe zu Praktiken und Darstellungsformen psychologischer Forschung}}}, volume = {{42}}, year = {{2021}}, } @article{31672, author = {{Patrzek, Justine and Buhl, Heike M. and Scharlau, Ingrid}}, journal = {{Psychologieunterricht}}, keywords = {{Unterrichtsfach Psychologie}}, pages = {{21 -- 26}}, title = {{{Unterrichtsfach Psychologie an der Universität Paderborn}}}, year = {{2021}}, } @article{19684, abstract = {{Peer-Berater*innen nehmen während eines Beratungsgespräches teilweise intuitiv, teilweise bewusst verschiedene Rollen ein. Dieser Artikel soll einen Beitrag zur Reflexion über das Spannungsverhältnis zwischen der Experten- und Prozessberatungsrolle leisten, um die Selbstprofessionalisierung in der Rolleneinnahme zu fördern. Dafür werden auf theoretischer Ebene die konträren Arbeitsweisen beleuchtet, auf denen beide Rollen basieren. Zur Betrachtung von möglichen Einflussfaktoren auf die Rolleneinnahme wird ein selbst entwickeltes Modell präsentiert, welches zum Austausch über diese Faktoren motivieren soll. Zuletzt wird eine praktische Möglichkeit zur gezielten Reflexion über die eigene Rolleneinnahme anhand eines Fragebogens vorgeschlagen.}}, author = {{Lebock, Sarah}}, journal = {{Journal der Schreibberatung}}, keywords = {{Expertenberatung, Prozessberatung, Rolleneinnahme, Selbstprofessionalisierung}}, location = {{Köln }}, number = {{1}}, pages = {{59--70}}, publisher = {{wbv}}, title = {{{Wann bin ich wer? Peer-Berater*innen im Spannungsverhältnis}}}, doi = {{10.3278/JOS2001W008}}, volume = {{19}}, year = {{2020}}, } @inbook{32152, abstract = {{Formiert sich eine Disziplin „Schreibwissenschaft“? Wir versuchen, die Form, den Gegenstand und mögliche Ziele des Feldes zu beschreiben, aus dem sich aktuell so etwas wie eine Disziplin zu bilden scheint. Nach einer Vergewisserung, was in der Wissenschaftssoziologie überhaupt unter Disziplin verstanden wird, arbeiten wir Spezifika einer Schreibwissenschaft als einer Practical Art heraus und diskutieren dann, welche Türen sich mit der Institutionalisierung einer Disziplin möglicherweise öffnen werden und welche sich vielleicht schließen.}}, author = {{Girgensohn, Katrin and Haacke, Stefanie and Karsten, Andrea}}, booktitle = {{Schreibwissenschaft - eine neue Disziplin: Diskursübergreifende Perspektiven}}, editor = {{Huemer, Birgit and Doleschal, Ursula and Wiederkehr, Ruth and Girgensohn, Katrin and Dengscherz, Sabine and Brinkschulte, Melanie and Mertlitsch, Carmen}}, isbn = {{978-3-205-20974-4}}, pages = {{25 -- 47}}, publisher = {{Böhlau}}, title = {{{Disziplin Schreibwissenschaft? Kritische Überlegungen zur Entwicklung einer „Practical Art“}}}, doi = {{10.7767/9783205209768.25}}, volume = {{2}}, year = {{2020}}, }