[{"publication_status":"published","year":"2022","place":"Bielefeld","citation":{"ama":"Haacke-Werron S, Karsten A, Scharlau I, eds. <i>Reflexive Schreibwissenschaft. Disziplinäre und praktische Perspektiven</i>. wbv; 2022.","chicago":"Haacke-Werron, Stefanie, Andrea Karsten, and Ingrid Scharlau, eds. <i>Reflexive Schreibwissenschaft. Disziplinäre und praktische Perspektiven</i>. Bielefeld: wbv, 2022.","ieee":"S. Haacke-Werron, A. Karsten, and I. Scharlau, Eds., <i>Reflexive Schreibwissenschaft. Disziplinäre und praktische Perspektiven</i>. Bielefeld: wbv, 2022.","short":"S. Haacke-Werron, A. Karsten, I. Scharlau, eds., Reflexive Schreibwissenschaft. Disziplinäre und praktische Perspektiven, wbv, Bielefeld, 2022.","mla":"Haacke-Werron, Stefanie, et al., editors. <i>Reflexive Schreibwissenschaft. Disziplinäre und praktische Perspektiven</i>. wbv, 2022.","bibtex":"@book{Haacke-Werron_Karsten_Scharlau_2022, place={Bielefeld}, title={Reflexive Schreibwissenschaft. Disziplinäre und praktische Perspektiven}, publisher={wbv}, year={2022} }","apa":"Haacke-Werron, S., Karsten, A., &#38; Scharlau, I. (Eds.). (2022). <i>Reflexive Schreibwissenschaft. Disziplinäre und praktische Perspektiven</i>. wbv."},"publisher":"wbv","oa":"1","date_updated":"2025-09-10T10:56:15Z","date_created":"2022-06-06T23:43:08Z","title":"Reflexive Schreibwissenschaft. Disziplinäre und praktische Perspektiven","main_file_link":[{"open_access":"1"}],"type":"book_editor","editor":[{"first_name":"Stefanie","last_name":"Haacke-Werron","full_name":"Haacke-Werron, Stefanie"},{"orcid":"0000-0003-0194-2000","last_name":"Karsten","id":"53917","full_name":"Karsten, Andrea","first_name":"Andrea"},{"first_name":"Ingrid","id":"451","full_name":"Scharlau, Ingrid","last_name":"Scharlau","orcid":"0000-0003-2364-9489"}],"status":"public","_id":"31690","department":[{"_id":"424"}],"user_id":"53917","language":[{"iso":"ger"}]},{"publication":"Schreiblehrkonzepte an Hochschulen. Fallstudien und Reflexionen zum fachspezifischen Schreibenlehren und -lernen","language":[{"iso":"ger"}],"year":"2021","title":"Einblicke in explizite und implizite Erwartungen Lehrender an Studierendentexte. Textbasierte Interviews zu Zielen und Erträgen von fachsensiblem Peer-Textfeedback","publisher":"wbv","date_created":"2022-06-24T09:29:02Z","editor":[{"first_name":"Swantje","full_name":"Lahm, Swantje","last_name":"Lahm"},{"first_name":"Frank","last_name":"Meyhöfer","full_name":"Meyhöfer, Frank"},{"first_name":"Friederike","last_name":"Neumann","full_name":"Neumann, Friederike"}],"status":"public","type":"book_chapter","_id":"32150","user_id":"42165","series_title":"TeachingXchange","department":[{"_id":"424"}],"place":"Bielefeld","citation":{"ieee":"A. Karsten, “Einblicke in explizite und implizite Erwartungen Lehrender an Studierendentexte. Textbasierte Interviews zu Zielen und Erträgen von fachsensiblem Peer-Textfeedback,” in <i>Schreiblehrkonzepte an Hochschulen. Fallstudien und Reflexionen zum fachspezifischen Schreibenlehren und -lernen</i>, vol. 4, S. Lahm, F. Meyhöfer, and F. Neumann, Eds. Bielefeld: wbv, 2021, pp. 277–288.","chicago":"Karsten, Andrea. “Einblicke in explizite und implizite Erwartungen Lehrender an Studierendentexte. Textbasierte Interviews zu Zielen und Erträgen von fachsensiblem Peer-Textfeedback.” In <i>Schreiblehrkonzepte an Hochschulen. Fallstudien und Reflexionen zum fachspezifischen Schreibenlehren und -lernen</i>, edited by Swantje Lahm, Frank Meyhöfer, and Friederike Neumann, 4:277–88. TeachingXchange. Bielefeld: wbv, 2021. <a href=\"https://doi.org/10.3278/6004807w277\">https://doi.org/10.3278/6004807w277</a>.","ama":"Karsten A. Einblicke in explizite und implizite Erwartungen Lehrender an Studierendentexte. Textbasierte Interviews zu Zielen und Erträgen von fachsensiblem Peer-Textfeedback. In: Lahm S, Meyhöfer F, Neumann F, eds. <i>Schreiblehrkonzepte an Hochschulen. Fallstudien und Reflexionen zum fachspezifischen Schreibenlehren und -lernen</i>. Vol 4. TeachingXchange. wbv; 2021:277-288. doi:<a href=\"https://doi.org/10.3278/6004807w277\">10.3278/6004807w277</a>","short":"A. Karsten, in: S. Lahm, F. Meyhöfer, F. Neumann (Eds.), Schreiblehrkonzepte an Hochschulen. Fallstudien und Reflexionen zum fachspezifischen Schreibenlehren und -lernen, wbv, Bielefeld, 2021, pp. 277–288.","bibtex":"@inbook{Karsten_2021, place={Bielefeld}, series={TeachingXchange}, title={Einblicke in explizite und implizite Erwartungen Lehrender an Studierendentexte. Textbasierte Interviews zu Zielen und Erträgen von fachsensiblem Peer-Textfeedback}, volume={4}, DOI={<a href=\"https://doi.org/10.3278/6004807w277\">10.3278/6004807w277</a>}, booktitle={Schreiblehrkonzepte an Hochschulen. Fallstudien und Reflexionen zum fachspezifischen Schreibenlehren und -lernen}, publisher={wbv}, author={Karsten, Andrea}, editor={Lahm, Swantje and Meyhöfer, Frank and Neumann, Friederike}, year={2021}, pages={277–288}, collection={TeachingXchange} }","mla":"Karsten, Andrea. “Einblicke in explizite und implizite Erwartungen Lehrender an Studierendentexte. Textbasierte Interviews zu Zielen und Erträgen von fachsensiblem Peer-Textfeedback.” <i>Schreiblehrkonzepte an Hochschulen. Fallstudien und Reflexionen zum fachspezifischen Schreibenlehren und -lernen</i>, edited by Swantje Lahm et al., vol. 4, wbv, 2021, pp. 277–88, doi:<a href=\"https://doi.org/10.3278/6004807w277\">10.3278/6004807w277</a>.","apa":"Karsten, A. (2021). Einblicke in explizite und implizite Erwartungen Lehrender an Studierendentexte. Textbasierte Interviews zu Zielen und Erträgen von fachsensiblem Peer-Textfeedback. In S. Lahm, F. Meyhöfer, &#38; F. Neumann (Eds.), <i>Schreiblehrkonzepte an Hochschulen. Fallstudien und Reflexionen zum fachspezifischen Schreibenlehren und -lernen</i> (Vol. 4, pp. 277–288). wbv. <a href=\"https://doi.org/10.3278/6004807w277\">https://doi.org/10.3278/6004807w277</a>"},"page":"277 - 288","intvolume":"         4","publication_status":"published","main_file_link":[{"open_access":"1","url":"https://www.wbv.de/download/shop/download/0/_/0/0/listview/file/-direct%406004807w277/area/openaccess.html?cHash=ab41136af8a1b429df6a2c30b8530251"}],"doi":"10.3278/6004807w277","oa":"1","date_updated":"2022-07-18T09:15:37Z","author":[{"last_name":"Karsten","id":"53917","full_name":"Karsten, Andrea","first_name":"Andrea"}],"volume":4},{"type":"journal_article","publication":"JoSch - Journal der Schreibwissenschaft","status":"public","_id":"32151","user_id":"42165","department":[{"_id":"424"}],"language":[{"iso":"ger"}],"publication_status":"published","issue":"21","year":"2021","citation":{"apa":"Karsten, A. (2021). (Selbst-)Kritik und (Selbst-)Reflexion. Fragen stellen, Stimmen identifizieren, Referenzpunkte finden. <i>JoSch - Journal der Schreibwissenschaft</i>, <i>1</i>(21), 72–81. <a href=\"https://doi.org/10.3278/JOS2101W072\">https://doi.org/10.3278/JOS2101W072</a>","mla":"Karsten, Andrea. “(Selbst-)Kritik und (Selbst-)Reflexion. Fragen stellen, Stimmen identifizieren, Referenzpunkte finden.” <i>JoSch - Journal der Schreibwissenschaft</i>, vol. 1, no. 21, wbv, 2021, pp. 72–81, doi:<a href=\"https://doi.org/10.3278/JOS2101W072\">10.3278/JOS2101W072</a>.","short":"A. Karsten, JoSch - Journal der Schreibwissenschaft 1 (2021) 72–81.","bibtex":"@article{Karsten_2021, title={(Selbst-)Kritik und (Selbst-)Reflexion. Fragen stellen, Stimmen identifizieren, Referenzpunkte finden.}, volume={1}, DOI={<a href=\"https://doi.org/10.3278/JOS2101W072\">10.3278/JOS2101W072</a>}, number={21}, journal={JoSch - Journal der Schreibwissenschaft}, publisher={wbv}, author={Karsten, Andrea}, year={2021}, pages={72–81} }","chicago":"Karsten, Andrea. “(Selbst-)Kritik und (Selbst-)Reflexion. Fragen stellen, Stimmen identifizieren, Referenzpunkte finden.” <i>JoSch - Journal der Schreibwissenschaft</i> 1, no. 21 (2021): 72–81. <a href=\"https://doi.org/10.3278/JOS2101W072\">https://doi.org/10.3278/JOS2101W072</a>.","ieee":"A. Karsten, “(Selbst-)Kritik und (Selbst-)Reflexion. Fragen stellen, Stimmen identifizieren, Referenzpunkte finden.,” <i>JoSch - Journal der Schreibwissenschaft</i>, vol. 1, no. 21, pp. 72–81, 2021, doi: <a href=\"https://doi.org/10.3278/JOS2101W072\">10.3278/JOS2101W072</a>.","ama":"Karsten A. (Selbst-)Kritik und (Selbst-)Reflexion. Fragen stellen, Stimmen identifizieren, Referenzpunkte finden. <i>JoSch - Journal der Schreibwissenschaft</i>. 2021;1(21):72-81. doi:<a href=\"https://doi.org/10.3278/JOS2101W072\">10.3278/JOS2101W072</a>"},"intvolume":"         1","page":"72 - 81","publisher":"wbv","date_updated":"2022-07-18T09:16:17Z","date_created":"2022-06-24T09:37:47Z","author":[{"full_name":"Karsten, Andrea","id":"53917","last_name":"Karsten","first_name":"Andrea"}],"volume":1,"title":"(Selbst-)Kritik und (Selbst-)Reflexion. Fragen stellen, Stimmen identifizieren, Referenzpunkte finden.","doi":"10.3278/JOS2101W072"},{"citation":{"apa":"Krüger, A., Tünnermann, J., Stratmann, L., Briese, L., Dressler, F., &#38; Scharlau, I. (2021). TVA in the wild: Applying the theory of visual attention to game-like and less controlled experiments. <i>Open Psychology</i>, <i>3</i>, 1–46. <a href=\"https://doi.org/10.1515/psych-2021-0001\">https://doi.org/10.1515/psych-2021-0001</a>","short":"A. Krüger, J. Tünnermann, L. Stratmann, L. Briese, F. Dressler, I. Scharlau, Open Psychology 3 (2021) 1–46.","bibtex":"@article{Krüger_Tünnermann_Stratmann_Briese_Dressler_Scharlau_2021, title={TVA in the wild: Applying the theory of visual attention to game-like and less controlled experiments}, volume={3}, DOI={<a href=\"https://doi.org/10.1515/psych-2021-0001\">10.1515/psych-2021-0001</a>}, journal={Open Psychology}, author={Krüger, Alexander and Tünnermann, Jan and Stratmann, Lukas and Briese, Lucas and Dressler, Falko and Scharlau, Ingrid}, year={2021}, pages={1–46} }","mla":"Krüger, Alexander, et al. “TVA in the Wild: Applying the Theory of Visual Attention to Game-like and Less Controlled Experiments.” <i>Open Psychology</i>, vol. 3, 2021, pp. 1–46, doi:<a href=\"https://doi.org/10.1515/psych-2021-0001\">10.1515/psych-2021-0001</a>.","chicago":"Krüger, Alexander, Jan Tünnermann, Lukas Stratmann, Lucas Briese, Falko Dressler, and Ingrid Scharlau. “TVA in the Wild: Applying the Theory of Visual Attention to Game-like and Less Controlled Experiments.” <i>Open Psychology</i> 3 (2021): 1–46. <a href=\"https://doi.org/10.1515/psych-2021-0001\">https://doi.org/10.1515/psych-2021-0001</a>.","ieee":"A. Krüger, J. Tünnermann, L. Stratmann, L. Briese, F. Dressler, and I. Scharlau, “TVA in the wild: Applying the theory of visual attention to game-like and less controlled experiments,” <i>Open Psychology</i>, vol. 3, pp. 1–46, 2021, doi: <a href=\"https://doi.org/10.1515/psych-2021-0001\">10.1515/psych-2021-0001</a>.","ama":"Krüger A, Tünnermann J, Stratmann L, Briese L, Dressler F, Scharlau I. TVA in the wild: Applying the theory of visual attention to game-like and less controlled experiments. <i>Open Psychology</i>. 2021;3:1-46. doi:<a href=\"https://doi.org/10.1515/psych-2021-0001\">10.1515/psych-2021-0001</a>"},"intvolume":"         3","page":"1 - 46","year":"2021","publication_status":"published","publication_identifier":{"issn":["2543-8883"]},"doi":"10.1515/psych-2021-0001","title":"TVA in the wild: Applying the theory of visual attention to game-like and less controlled experiments","author":[{"first_name":"Alexander","full_name":"Krüger, Alexander","last_name":"Krüger"},{"last_name":"Tünnermann","full_name":"Tünnermann, Jan","first_name":"Jan"},{"last_name":"Stratmann","full_name":"Stratmann, Lukas","first_name":"Lukas"},{"last_name":"Briese","full_name":"Briese, Lucas","first_name":"Lucas"},{"first_name":"Falko","last_name":"Dressler","orcid":"0000-0002-1989-1750","id":"48097","full_name":"Dressler, Falko"},{"first_name":"Ingrid","full_name":"Scharlau, Ingrid","id":"451","last_name":"Scharlau","orcid":"0000-0003-2364-9489"}],"date_created":"2021-12-13T10:17:15Z","volume":3,"date_updated":"2023-01-02T09:13:16Z","status":"public","abstract":[{"lang":"eng","text":"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."}],"type":"journal_article","publication":"Open Psychology","language":[{"iso":"eng"}],"user_id":"42165","department":[{"_id":"424"}],"_id":"28691"},{"funded_apc":"1","language":[{"iso":"eng"}],"_id":"28686","department":[{"_id":"424"}],"user_id":"42165","abstract":[{"text":"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.","lang":"eng"}],"status":"public","publication":"Psychological Research","type":"journal_article","title":"The time course of salience: not entirely caused by salience","doi":"10.1007/s00426-020-01470-6","date_updated":"2023-01-02T09:15:50Z","author":[{"first_name":"Alexander","full_name":"Krüger, Alexander","last_name":"Krüger"},{"id":"451","full_name":"Scharlau, Ingrid","last_name":"Scharlau","orcid":"0000-0003-2364-9489","first_name":"Ingrid"}],"date_created":"2021-12-13T09:45:04Z","year":"2021","citation":{"apa":"Krüger, A., &#38; Scharlau, I. (2021). The time course of salience: not entirely caused by salience. <i>Psychological Research</i>. <a href=\"https://doi.org/10.1007/s00426-020-01470-6\">https://doi.org/10.1007/s00426-020-01470-6</a>","short":"A. Krüger, I. Scharlau, Psychological Research (2021).","mla":"Krüger, Alexander, and Ingrid Scharlau. “The Time Course of Salience: Not Entirely Caused by Salience.” <i>Psychological Research</i>, 2021, doi:<a href=\"https://doi.org/10.1007/s00426-020-01470-6\">10.1007/s00426-020-01470-6</a>.","bibtex":"@article{Krüger_Scharlau_2021, title={The time course of salience: not entirely caused by salience}, DOI={<a href=\"https://doi.org/10.1007/s00426-020-01470-6\">10.1007/s00426-020-01470-6</a>}, journal={Psychological Research}, author={Krüger, Alexander and Scharlau, Ingrid}, year={2021} }","ama":"Krüger A, Scharlau I. The time course of salience: not entirely caused by salience. <i>Psychological Research</i>. Published online 2021. doi:<a href=\"https://doi.org/10.1007/s00426-020-01470-6\">10.1007/s00426-020-01470-6</a>","chicago":"Krüger, Alexander, and Ingrid Scharlau. “The Time Course of Salience: Not Entirely Caused by Salience.” <i>Psychological Research</i>, 2021. <a href=\"https://doi.org/10.1007/s00426-020-01470-6\">https://doi.org/10.1007/s00426-020-01470-6</a>.","ieee":"A. Krüger and I. Scharlau, “The time course of salience: not entirely caused by salience,” <i>Psychological Research</i>, 2021, doi: <a href=\"https://doi.org/10.1007/s00426-020-01470-6\">10.1007/s00426-020-01470-6</a>."},"publication_identifier":{"issn":["0340-0727","1430-2772"]},"publication_status":"published"},{"language":[{"iso":"eng"}],"department":[{"_id":"424"}],"user_id":"42165","_id":"31677","status":"public","abstract":[{"text":"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.","lang":"eng"}],"publication":"Open Psychology","type":"preprint","title":"Advances in the application of a computational Theory of Visual Attention (TVA): Moving towards more naturalistic stimuli and game-like tasks","author":[{"first_name":"Jan","last_name":"Tünnermann","full_name":"Tünnermann, Jan"},{"full_name":"Kristjansson, Arni","last_name":"Kristjansson","first_name":"Arni"},{"full_name":"Petersen, Anders","last_name":"Petersen","first_name":"Anders"},{"full_name":"Schubö, Anna","last_name":"Schubö","first_name":"Anna"},{"first_name":"Ingrid","orcid":"0000-0003-2364-9489","last_name":"Scharlau","full_name":"Scharlau, Ingrid","id":"451"}],"date_created":"2022-06-06T01:44:57Z","publisher":"Center for Open Science","date_updated":"2022-06-06T13:12:17Z","citation":{"chicago":"Tünnermann, Jan, Arni Kristjansson, Anders Petersen, Anna Schubö, and Ingrid Scharlau. “Advances in the Application of a Computational Theory of Visual Attention (TVA): Moving towards More Naturalistic Stimuli and Game-like Tasks.” <i>Open Psychology</i>. Center for Open Science, 2021.","ieee":"J. Tünnermann, A. Kristjansson, A. Petersen, A. Schubö, and I. Scharlau, “Advances in the application of a computational Theory of Visual Attention (TVA): Moving towards more naturalistic stimuli and game-like tasks,” <i>Open Psychology</i>. Center for Open Science, 2021.","ama":"Tünnermann J, Kristjansson A, Petersen A, Schubö A, Scharlau I. Advances in the application of a computational Theory of Visual Attention (TVA): Moving towards more naturalistic stimuli and game-like tasks. <i>Open Psychology</i>. Published online 2021.","apa":"Tünnermann, J., Kristjansson, A., Petersen, A., Schubö, A., &#38; Scharlau, I. (2021). Advances in the application of a computational Theory of Visual Attention (TVA): Moving towards more naturalistic stimuli and game-like tasks. In <i>Open Psychology</i>. Center for Open Science.","short":"J. Tünnermann, A. Kristjansson, A. Petersen, A. Schubö, I. Scharlau, Open Psychology (2021).","bibtex":"@article{Tünnermann_Kristjansson_Petersen_Schubö_Scharlau_2021, title={Advances in the application of a computational Theory of Visual Attention (TVA): Moving towards more naturalistic stimuli and game-like tasks}, journal={Open Psychology}, publisher={Center for Open Science}, author={Tünnermann, Jan and Kristjansson, Arni and Petersen, Anders and Schubö, Anna and Scharlau, Ingrid}, year={2021} }","mla":"Tünnermann, Jan, et al. “Advances in the Application of a Computational Theory of Visual Attention (TVA): Moving towards More Naturalistic Stimuli and Game-like Tasks.” <i>Open Psychology</i>, Center for Open Science, 2021."},"year":"2021","publication_status":"published"},{"alternative_title":["Beziehungserwartungen in der Distanzlehre"],"language":[{"iso":"ger"}],"user_id":"42165","department":[{"_id":"424"}],"_id":"31671","status":"public","editor":[{"first_name":"Iris","last_name":"Neiske","full_name":"Neiske, Iris"},{"first_name":"Judith","full_name":"Osthushenrich, Judith","last_name":"Osthushenrich"},{"last_name":"Schaper","full_name":"Schaper, Niclas","first_name":"Niclas"},{"last_name":"Trier","full_name":"Trier, Ulrike","first_name":"Ulrike"},{"full_name":"Vöing, Nerea","last_name":"Vöing","first_name":"Nerea"}],"type":"book_chapter","publication":"Hochschule auf Abstand","doi":"10.1515/9783839456903-010","title":"Kontaktlos lehren?","date_created":"2022-06-05T23:44:28Z","author":[{"last_name":"Reis","full_name":"Reis, Oliver","first_name":"Oliver"},{"orcid":" https://orcid.org/0000-0001-9262-5646","last_name":"Jenert","full_name":"Jenert, Tobias","id":"71994","first_name":"Tobias"},{"first_name":"Ingrid","full_name":"Scharlau, Ingrid","id":"451","orcid":"0000-0003-2364-9489","last_name":"Scharlau"}],"publisher":"transcript","date_updated":"2022-06-06T20:22:41Z","citation":{"ama":"Reis O, Jenert T, Scharlau I. Kontaktlos lehren? In: Neiske I, Osthushenrich J, Schaper N, Trier U, Vöing N, eds. <i>Hochschule auf Abstand</i>. transcript; 2021:141-154. doi:<a href=\"https://doi.org/10.1515/9783839456903-010\">10.1515/9783839456903-010</a>","ieee":"O. Reis, T. Jenert, and I. Scharlau, “Kontaktlos lehren?,” in <i>Hochschule auf Abstand</i>, I. Neiske, J. Osthushenrich, N. Schaper, U. Trier, and N. Vöing, Eds. Münster: transcript, 2021, pp. 141–154.","chicago":"Reis, Oliver, Tobias Jenert, and Ingrid Scharlau. “Kontaktlos lehren?” In <i>Hochschule auf Abstand</i>, edited by Iris Neiske, Judith Osthushenrich, Niclas Schaper, Ulrike Trier, and Nerea Vöing, 141–54. Münster: transcript, 2021. <a href=\"https://doi.org/10.1515/9783839456903-010\">https://doi.org/10.1515/9783839456903-010</a>.","mla":"Reis, Oliver, et al. “Kontaktlos lehren?” <i>Hochschule auf Abstand</i>, edited by Iris Neiske et al., transcript, 2021, pp. 141–54, doi:<a href=\"https://doi.org/10.1515/9783839456903-010\">10.1515/9783839456903-010</a>.","short":"O. Reis, T. Jenert, I. Scharlau, in: I. Neiske, J. Osthushenrich, N. Schaper, U. Trier, N. Vöing (Eds.), Hochschule auf Abstand, transcript, Münster, 2021, pp. 141–154.","bibtex":"@inbook{Reis_Jenert_Scharlau_2021, place={Münster}, title={Kontaktlos lehren?}, DOI={<a href=\"https://doi.org/10.1515/9783839456903-010\">10.1515/9783839456903-010</a>}, booktitle={Hochschule auf Abstand}, publisher={transcript}, author={Reis, Oliver and Jenert, Tobias and Scharlau, Ingrid}, editor={Neiske, Iris and Osthushenrich, Judith and Schaper, Niclas and Trier, Ulrike and Vöing, Nerea}, year={2021}, pages={141–154} }","apa":"Reis, O., Jenert, T., &#38; Scharlau, I. (2021). Kontaktlos lehren? In I. Neiske, J. Osthushenrich, N. Schaper, U. Trier, &#38; N. Vöing (Eds.), <i>Hochschule auf Abstand</i> (pp. 141–154). transcript. <a href=\"https://doi.org/10.1515/9783839456903-010\">https://doi.org/10.1515/9783839456903-010</a>"},"page":"141 - 154","place":"Münster","year":"2021","publication_status":"published"},{"editor":[{"last_name":"Bohndick","full_name":"Bohndick, Carla","first_name":"Carla"},{"first_name":"Margret","full_name":"Bülow-Schramm, Margret","last_name":"Bülow-Schramm"},{"full_name":"Paul, Daria","last_name":"Paul","first_name":"Daria"},{"first_name":"Gabi","last_name":"Reinmann","full_name":"Reinmann, Gabi"}],"status":"public","type":"book_chapter","publication":"Hochschullehre im Spannungsfeld zwischen individueller und institutioneller Verantwortung: Tagungsband der 15. Jahrestagung der Gesellschaft für Hochschulforschung","language":[{"iso":"ger"}],"_id":"31669","user_id":"42165","department":[{"_id":"424"}],"place":"Wiesbaden","year":"2021","citation":{"ama":"Reinmann G, Kreber C, Bremer H, Langemeyer I, Scharlau I. Wer bestimmt die Hochschullehre? In: Bohndick C, Bülow-Schramm M, Paul D, Reinmann G, eds. <i>Hochschullehre im Spannungsfeld zwischen individueller und institutioneller Verantwortung: Tagungsband der 15. Jahrestagung der Gesellschaft für Hochschulforschung</i>. Springer; 2021:33-47.","chicago":"Reinmann, Gabi, Carolin Kreber, Helmut Bremer, Ines Langemeyer, and Ingrid Scharlau. “Wer bestimmt die Hochschullehre?” In <i>Hochschullehre im Spannungsfeld zwischen individueller und institutioneller Verantwortung: Tagungsband der 15. Jahrestagung der Gesellschaft für Hochschulforschung</i>, edited by Carla Bohndick, Margret Bülow-Schramm, Daria Paul, and Gabi Reinmann, 33–47. Wiesbaden: Springer, 2021.","ieee":"G. Reinmann, C. Kreber, H. Bremer, I. Langemeyer, and I. Scharlau, “Wer bestimmt die Hochschullehre?,” in <i>Hochschullehre im Spannungsfeld zwischen individueller und institutioneller Verantwortung: Tagungsband der 15. Jahrestagung der Gesellschaft für Hochschulforschung</i>, C. Bohndick, M. Bülow-Schramm, D. Paul, and G. Reinmann, Eds. Wiesbaden: Springer, 2021, pp. 33–47.","apa":"Reinmann, G., Kreber, C., Bremer, H., Langemeyer, I., &#38; Scharlau, I. (2021). Wer bestimmt die Hochschullehre? In C. Bohndick, M. Bülow-Schramm, D. Paul, &#38; G. Reinmann (Eds.), <i>Hochschullehre im Spannungsfeld zwischen individueller und institutioneller Verantwortung: Tagungsband der 15. Jahrestagung der Gesellschaft für Hochschulforschung</i> (pp. 33–47). Springer.","mla":"Reinmann, Gabi, et al. “Wer bestimmt die Hochschullehre?” <i>Hochschullehre im Spannungsfeld zwischen individueller und institutioneller Verantwortung: Tagungsband der 15. Jahrestagung der Gesellschaft für Hochschulforschung</i>, edited by Carla Bohndick et al., Springer, 2021, pp. 33–47.","bibtex":"@inbook{Reinmann_Kreber_Bremer_Langemeyer_Scharlau_2021, place={Wiesbaden}, title={Wer bestimmt die Hochschullehre?}, booktitle={Hochschullehre im Spannungsfeld zwischen individueller und institutioneller Verantwortung: Tagungsband der 15. Jahrestagung der Gesellschaft für Hochschulforschung}, publisher={Springer}, author={Reinmann, Gabi and Kreber, Carolin and Bremer, Helmut and Langemeyer, Ines and Scharlau, Ingrid}, editor={Bohndick, Carla and Bülow-Schramm, Margret and Paul, Daria and Reinmann, Gabi}, year={2021}, pages={33–47} }","short":"G. Reinmann, C. Kreber, H. Bremer, I. Langemeyer, I. Scharlau, in: C. Bohndick, M. Bülow-Schramm, D. Paul, G. Reinmann (Eds.), Hochschullehre im Spannungsfeld zwischen individueller und institutioneller Verantwortung: Tagungsband der 15. Jahrestagung der Gesellschaft für Hochschulforschung, Springer, Wiesbaden, 2021, pp. 33–47."},"page":"33 - 47","publication_status":"published","title":"Wer bestimmt die Hochschullehre?","publisher":"Springer","date_updated":"2022-06-06T20:23:41Z","author":[{"first_name":"Gabi","last_name":"Reinmann","full_name":"Reinmann, Gabi"},{"first_name":"Carolin","full_name":"Kreber, Carolin","last_name":"Kreber"},{"full_name":"Bremer, Helmut","last_name":"Bremer","first_name":"Helmut"},{"full_name":"Langemeyer, Ines","last_name":"Langemeyer","first_name":"Ines"},{"first_name":"Ingrid","orcid":"0000-0003-2364-9489","last_name":"Scharlau","id":"451","full_name":"Scharlau, Ingrid"}],"date_created":"2022-06-05T23:43:27Z"},{"publication":"Interdisziplinarität als fachdidaktische Herausforderung: Psychologie im Schulfach Erziehungswissenschaft","type":"book_chapter","status":"public","editor":[{"full_name":"Gather, Katharina","last_name":"Gather","first_name":"Katharina"}],"department":[{"_id":"424"}],"user_id":"42165","_id":"31668","language":[{"iso":"ger"}],"publication_status":"published","page":"162 - 181","citation":{"ieee":"I. Scharlau, “Jean Piaget als - was?,” in <i>Interdisziplinarität als fachdidaktische Herausforderung: Psychologie im Schulfach Erziehungswissenschaft</i>, K. Gather, Ed. Baltmannsweiler: Schneider, 2021, pp. 162–181.","chicago":"Scharlau, Ingrid. “Jean Piaget als - was?” In <i>Interdisziplinarität als fachdidaktische Herausforderung: Psychologie im Schulfach Erziehungswissenschaft</i>, edited by Katharina Gather, 162–81. Baltmannsweiler: Schneider, 2021.","bibtex":"@inbook{Scharlau_2021, place={Baltmannsweiler}, title={Jean Piaget als - was?}, booktitle={Interdisziplinarität als fachdidaktische Herausforderung: Psychologie im Schulfach Erziehungswissenschaft}, publisher={Schneider}, author={Scharlau, Ingrid}, editor={Gather, Katharina}, year={2021}, pages={162–181} }","mla":"Scharlau, Ingrid. “Jean Piaget als - was?” <i>Interdisziplinarität als fachdidaktische Herausforderung: Psychologie im Schulfach Erziehungswissenschaft</i>, edited by Katharina Gather, Schneider, 2021, pp. 162–81.","short":"I. Scharlau, in: K. Gather (Ed.), Interdisziplinarität als fachdidaktische Herausforderung: Psychologie im Schulfach Erziehungswissenschaft, Schneider, Baltmannsweiler, 2021, pp. 162–181.","ama":"Scharlau I. Jean Piaget als - was? In: Gather K, ed. <i>Interdisziplinarität als fachdidaktische Herausforderung: Psychologie im Schulfach Erziehungswissenschaft</i>. Schneider; 2021:162-181.","apa":"Scharlau, I. (2021). Jean Piaget als - was? In K. Gather (Ed.), <i>Interdisziplinarität als fachdidaktische Herausforderung: Psychologie im Schulfach Erziehungswissenschaft</i> (pp. 162–181). Schneider."},"year":"2021","place":"Baltmannsweiler","date_created":"2022-06-05T23:39:01Z","author":[{"orcid":"0000-0003-2364-9489","last_name":"Scharlau","id":"451","full_name":"Scharlau, Ingrid","first_name":"Ingrid"}],"publisher":"Schneider","date_updated":"2022-06-06T20:24:36Z","title":"Jean Piaget als - was?"},{"type":"journal_article","publication":"The Quantitative Methods of Psychology","status":"public","_id":"31675","user_id":"451","department":[{"_id":"424"}],"language":[{"iso":"eng"}],"publication_status":"inpress","issue":"4","year":"2021","citation":{"ieee":"J. Tünnermann and I. Scharlau, “Big-M-small-N temporal-oder judgment data,” <i>The Quantitative Methods of Psychology</i>, vol. 17, no. 4, pp. 355–373.","chicago":"Tünnermann, Jan, and Ingrid Scharlau. “Big-M-Small-N Temporal-Oder Judgment Data.” <i>The Quantitative Methods of Psychology</i> 17, no. 4 (n.d.): 355–73.","ama":"Tünnermann J, Scharlau I. Big-M-small-N temporal-oder judgment data. <i>The Quantitative Methods of Psychology</i>. 17(4):355-373.","apa":"Tünnermann, J., &#38; Scharlau, I. (n.d.). Big-M-small-N temporal-oder judgment data. <i>The Quantitative Methods of Psychology</i>, <i>17</i>(4), 355–373.","mla":"Tünnermann, Jan, and Ingrid Scharlau. “Big-M-Small-N Temporal-Oder Judgment Data.” <i>The Quantitative Methods of Psychology</i>, vol. 17, no. 4, pp. 355–73.","short":"J. Tünnermann, I. Scharlau, The Quantitative Methods of Psychology 17 (n.d.) 355–373.","bibtex":"@article{Tünnermann_Scharlau, title={Big-M-small-N temporal-oder judgment data}, volume={17}, number={4}, journal={The Quantitative Methods of Psychology}, author={Tünnermann, Jan and Scharlau, Ingrid}, pages={355–373} }"},"page":"355-373","intvolume":"        17","date_updated":"2023-10-05T14:52:59Z","date_created":"2022-06-06T01:41:28Z","author":[{"last_name":"Tünnermann","full_name":"Tünnermann, Jan","first_name":"Jan"},{"first_name":"Ingrid","full_name":"Scharlau, Ingrid","id":"451","last_name":"Scharlau","orcid":"0000-0003-2364-9489"}],"volume":17,"title":"Big-M-small-N temporal-oder judgment data"},{"year":"2021","issue":"3","quality_controlled":"1","title":"Explanation as a Social Practice: Toward a Conceptual Framework for the Social Design of AI Systems","date_created":"2021-09-14T20:52:57Z","file":[{"file_name":"2020-12-01_explainability_final_version.pdf","file_id":"49081","access_level":"open_access","file_size":626217,"creator":"haebumb","date_created":"2023-11-20T16:33:51Z","date_updated":"2023-11-20T16:33:51Z","relation":"main_file","content_type":"application/pdf"}],"abstract":[{"text":"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.","lang":"eng"}],"publication":"IEEE Transactions on Cognitive and Developmental Systems","language":[{"iso":"eng"}],"ddc":["300"],"keyword":["Explainability","process ofexplaining andunderstanding","explainable artificial systems"],"citation":{"short":"K.J. Rohlfing, P. Cimiano, I. Scharlau, T. Matzner, H.M. Buhl, H. Buschmeier, E. Esposito, A. Grimminger, B. Hammer, R. Haeb-Umbach, I. Horwath, E. Hüllermeier, F. Kern, S. Kopp, K. Thommes, A.-C. Ngonga Ngomo, C. Schulte, H. Wachsmuth, P. Wagner, B. Wrede, IEEE Transactions on Cognitive and Developmental Systems 13 (2021) 717–728.","mla":"Rohlfing, Katharina J., et al. “Explanation as a Social Practice: Toward a Conceptual Framework for the Social Design of AI Systems.” <i>IEEE Transactions on Cognitive and Developmental Systems</i>, vol. 13, no. 3, 2021, pp. 717–28, doi:<a href=\"https://doi.org/10.1109/tcds.2020.3044366\">10.1109/tcds.2020.3044366</a>.","bibtex":"@article{Rohlfing_Cimiano_Scharlau_Matzner_Buhl_Buschmeier_Esposito_Grimminger_Hammer_Haeb-Umbach_et al._2021, title={Explanation as a Social Practice: Toward a Conceptual Framework for the Social Design of AI Systems}, volume={13}, DOI={<a href=\"https://doi.org/10.1109/tcds.2020.3044366\">10.1109/tcds.2020.3044366</a>}, number={3}, journal={IEEE Transactions on Cognitive and Developmental Systems}, 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 et al.}, year={2021}, pages={717–728} }","apa":"Rohlfing, K. J., Cimiano, P., Scharlau, I., Matzner, T., Buhl, H. M., Buschmeier, H., Esposito, E., Grimminger, A., Hammer, B., Haeb-Umbach, R., Horwath, I., Hüllermeier, E., Kern, F., Kopp, S., Thommes, K., Ngonga Ngomo, A.-C., Schulte, C., Wachsmuth, H., Wagner, P., &#38; Wrede, B. (2021). Explanation as a Social Practice: Toward a Conceptual Framework for the Social Design of AI Systems. <i>IEEE Transactions on Cognitive and Developmental Systems</i>, <i>13</i>(3), 717–728. <a href=\"https://doi.org/10.1109/tcds.2020.3044366\">https://doi.org/10.1109/tcds.2020.3044366</a>","ama":"Rohlfing KJ, Cimiano P, Scharlau I, et al. Explanation as a Social Practice: Toward a Conceptual Framework for the Social Design of AI Systems. <i>IEEE Transactions on Cognitive and Developmental Systems</i>. 2021;13(3):717-728. doi:<a href=\"https://doi.org/10.1109/tcds.2020.3044366\">10.1109/tcds.2020.3044366</a>","ieee":"K. J. Rohlfing <i>et al.</i>, “Explanation as a Social Practice: Toward a Conceptual Framework for the Social Design of AI Systems,” <i>IEEE Transactions on Cognitive and Developmental Systems</i>, vol. 13, no. 3, pp. 717–728, 2021, doi: <a href=\"https://doi.org/10.1109/tcds.2020.3044366\">10.1109/tcds.2020.3044366</a>.","chicago":"Rohlfing, Katharina J., Philipp Cimiano, Ingrid Scharlau, Tobias Matzner, Heike M. Buhl, Hendrik Buschmeier, Elena Esposito, et al. “Explanation as a Social Practice: Toward a Conceptual Framework for the Social Design of AI Systems.” <i>IEEE Transactions on Cognitive and Developmental Systems</i> 13, no. 3 (2021): 717–28. <a href=\"https://doi.org/10.1109/tcds.2020.3044366\">https://doi.org/10.1109/tcds.2020.3044366</a>."},"page":"717-728","intvolume":"        13","publication_status":"published","has_accepted_license":"1","publication_identifier":{"issn":["2379-8920","2379-8939"]},"doi":"10.1109/tcds.2020.3044366","author":[{"first_name":"Katharina J.","full_name":"Rohlfing, Katharina J.","id":"50352","last_name":"Rohlfing"},{"first_name":"Philipp","full_name":"Cimiano, Philipp","last_name":"Cimiano"},{"last_name":"Scharlau","orcid":"0000-0003-2364-9489","id":"451","full_name":"Scharlau, Ingrid","first_name":"Ingrid"},{"first_name":"Tobias","last_name":"Matzner","id":"65695","full_name":"Matzner, Tobias"},{"id":"27152","full_name":"Buhl, Heike M.","last_name":"Buhl","first_name":"Heike M."},{"first_name":"Hendrik","last_name":"Buschmeier","full_name":"Buschmeier, Hendrik"},{"last_name":"Esposito","full_name":"Esposito, Elena","first_name":"Elena"},{"full_name":"Grimminger, Angela","id":"57578","last_name":"Grimminger","first_name":"Angela"},{"first_name":"Barbara","last_name":"Hammer","full_name":"Hammer, Barbara"},{"first_name":"Reinhold","full_name":"Haeb-Umbach, Reinhold","id":"242","last_name":"Haeb-Umbach"},{"first_name":"Ilona","last_name":"Horwath","id":"68836","full_name":"Horwath, Ilona"},{"first_name":"Eyke","id":"48129","full_name":"Hüllermeier, Eyke","last_name":"Hüllermeier"},{"first_name":"Friederike","last_name":"Kern","full_name":"Kern, Friederike"},{"first_name":"Stefan","full_name":"Kopp, Stefan","last_name":"Kopp"},{"last_name":"Thommes","full_name":"Thommes, Kirsten","id":"72497","first_name":"Kirsten"},{"first_name":"Axel-Cyrille","last_name":"Ngonga Ngomo","full_name":"Ngonga Ngomo, Axel-Cyrille","id":"65716"},{"first_name":"Carsten","last_name":"Schulte","id":"60311","full_name":"Schulte, Carsten"},{"first_name":"Henning","last_name":"Wachsmuth","full_name":"Wachsmuth, Henning","id":"3900"},{"first_name":"Petra","full_name":"Wagner, Petra","last_name":"Wagner"},{"full_name":"Wrede, Britta","last_name":"Wrede","first_name":"Britta"}],"volume":13,"date_updated":"2023-12-05T10:15:02Z","oa":"1","status":"public","type":"journal_article","file_date_updated":"2023-11-20T16:33:51Z","article_type":"original","user_id":"42933","department":[{"_id":"603"},{"_id":"749"},{"_id":"424"},{"_id":"67"},{"_id":"574"},{"_id":"184"},{"_id":"757"},{"_id":"54"},{"_id":"178"}],"project":[{"grant_number":"438445824","_id":"109","name":"TRR 318: TRR 318 - Erklärbarkeit konstruieren"}],"_id":"24456"},{"year":"2021","issue":"3","title":"Building, emptying out, or dreaming? Action structures and space in undergraduates’ metaphors of academic writing","date_created":"2021-12-13T10:30:14Z","abstract":[{"text":"The aim of the present study is to bring new momentum into research on students’\r\nunderstanding of academic writing. Drawing on the idea that metaphors give insight into\r\nimplicit conceptions of abstract entities and processes, we developed a detailed and\r\ndifferentiated set of conceptual metaphors that can be used to study student ideas about\r\nwriting in research, teaching, and interventions. A large sample of undergraduates produced\r\ntheir everyday understanding of writing in short texts beginning with a self-generated\r\nmetaphor. Based on theories from cognitive linguistics, the conceptual metaphors in their\r\ntexts were analyzed in terms of their action quality (transitivity) and spatiality (spatial\r\nprimitives). The undergraduates’ conceptualizations were very heterogeneous. Most\r\nmetaphors depart strongly from scientific approaches to academic writing within cognitive\r\npsychology and sociocultural theory. Roughly half of the metaphors could be collated to one\r\nof four metaphor systems. Depending on the desired degree of abstraction or concreteness,\r\nconceptual metaphors or metaphor systems can be employed in further studies to illuminate\r\nthinking about writing.","lang":"eng"}],"publication":"Journal of Writing Research","language":[{"iso":"eng"}],"keyword":["metaphor analysis","academic writing","transitivity","spatial primitives"],"page":"493-529","intvolume":"        12","citation":{"chicago":"Scharlau, Ingrid, Andrea Karsten, and Katharina Rohlfing. “Building, Emptying out, or Dreaming? Action Structures and Space in Undergraduates’ Metaphors of Academic Writing.” <i>Journal of Writing Research</i> 12, no. 3 (2021): 493–529. <a href=\"https://doi.org/10.17239/jowr-2021.12.03.01\">https://doi.org/10.17239/jowr-2021.12.03.01</a>.","ieee":"I. Scharlau, A. Karsten, and K. Rohlfing, “Building, emptying out, or dreaming? Action structures and space in undergraduates’ metaphors of academic writing,” <i>Journal of Writing Research</i>, vol. 12, no. 3, pp. 493–529, 2021, doi: <a href=\"https://doi.org/10.17239/jowr-2021.12.03.01\">10.17239/jowr-2021.12.03.01</a>.","short":"I. Scharlau, A. Karsten, K. Rohlfing, Journal of Writing Research 12 (2021) 493–529.","mla":"Scharlau, Ingrid, et al. “Building, Emptying out, or Dreaming? Action Structures and Space in Undergraduates’ Metaphors of Academic Writing.” <i>Journal of Writing Research</i>, vol. 12, no. 3, 2021, pp. 493–529, doi:<a href=\"https://doi.org/10.17239/jowr-2021.12.03.01\">10.17239/jowr-2021.12.03.01</a>.","bibtex":"@article{Scharlau_Karsten_Rohlfing_2021, title={Building, emptying out, or dreaming? Action structures and space in undergraduates’ metaphors of academic writing}, volume={12}, DOI={<a href=\"https://doi.org/10.17239/jowr-2021.12.03.01\">10.17239/jowr-2021.12.03.01</a>}, number={3}, journal={Journal of Writing Research}, author={Scharlau, Ingrid and Karsten, Andrea and Rohlfing, Katharina}, year={2021}, pages={493–529} }","ama":"Scharlau I, Karsten A, Rohlfing K. Building, emptying out, or dreaming? Action structures and space in undergraduates’ metaphors of academic writing. <i>Journal of Writing Research</i>. 2021;12(3):493-529. doi:<a href=\"https://doi.org/10.17239/jowr-2021.12.03.01\">10.17239/jowr-2021.12.03.01</a>","apa":"Scharlau, I., Karsten, A., &#38; Rohlfing, K. (2021). Building, emptying out, or dreaming? Action structures and space in undergraduates’ metaphors of academic writing. <i>Journal of Writing Research</i>, <i>12</i>(3), 493–529. <a href=\"https://doi.org/10.17239/jowr-2021.12.03.01\">https://doi.org/10.17239/jowr-2021.12.03.01</a>"},"publication_identifier":{"issn":["2030-1006","2294-3307"]},"publication_status":"published","doi":"10.17239/jowr-2021.12.03.01","main_file_link":[{"open_access":"1"}],"volume":12,"author":[{"first_name":"Ingrid","last_name":"Scharlau","orcid":"0000-0003-2364-9489","full_name":"Scharlau, Ingrid","id":"451"},{"orcid":"0000-0003-0194-2000","last_name":"Karsten","id":"53917","full_name":"Karsten, Andrea","first_name":"Andrea"},{"first_name":"Katharina","last_name":"Rohlfing","full_name":"Rohlfing, Katharina","id":"50352"}],"date_updated":"2023-12-21T08:38:01Z","oa":"1","status":"public","type":"journal_article","department":[{"_id":"424"},{"_id":"749"}],"user_id":"53917","_id":"28696"},{"keyword":["Literature and Literary Theory","Linguistics and Language","Language and Linguistics","Education"],"language":[{"iso":"eng"}],"_id":"31680","user_id":"14931","department":[{"_id":"749"},{"_id":"424"}],"status":"public","type":"journal_article","publication":"Journal of Writing Research","title":"Building, emptying out, or dreaming? Action structures and space in students’ metaphors of academic writing","doi":"10.17239/jowr-2021.12.03.01","publisher":"ARLE (International Association for Research in L1 Education)","date_updated":"2023-02-01T12:14:52Z","author":[{"full_name":"Scharlau, Ingrid","id":"451","orcid":"0000-0003-2364-9489","last_name":"Scharlau","first_name":"Ingrid"},{"first_name":"A.","last_name":"Karsten","full_name":"Karsten, A."},{"last_name":"Rohlfing","full_name":"Rohlfing, Katharina J.","id":"50352","first_name":"Katharina J."}],"date_created":"2022-06-06T13:49:01Z","volume":12,"year":"2021","citation":{"apa":"Scharlau, I., Karsten, A., &#38; Rohlfing, K. J. (2021). Building, emptying out, or dreaming? Action structures and space in students’ metaphors of academic writing. <i>Journal of Writing Research</i>, <i>12</i>(vol. 12 issue 3), 493–529. <a href=\"https://doi.org/10.17239/jowr-2021.12.03.01\">https://doi.org/10.17239/jowr-2021.12.03.01</a>","short":"I. Scharlau, A. Karsten, K.J. Rohlfing, Journal of Writing Research 12 (2021) 493–529.","bibtex":"@article{Scharlau_Karsten_Rohlfing_2021, title={Building, emptying out, or dreaming? Action structures and space in students’ metaphors of academic writing}, volume={12}, DOI={<a href=\"https://doi.org/10.17239/jowr-2021.12.03.01\">10.17239/jowr-2021.12.03.01</a>}, number={vol. 12 issue 3}, journal={Journal of Writing Research}, publisher={ARLE (International Association for Research in L1 Education)}, author={Scharlau, Ingrid and Karsten, A. and Rohlfing, Katharina J.}, year={2021}, pages={493–529} }","mla":"Scharlau, Ingrid, et al. “Building, Emptying out, or Dreaming? Action Structures and Space in Students’ Metaphors of Academic Writing.” <i>Journal of Writing Research</i>, vol. 12, no. vol. 12 issue 3, ARLE (International Association for Research in L1 Education), 2021, pp. 493–529, doi:<a href=\"https://doi.org/10.17239/jowr-2021.12.03.01\">10.17239/jowr-2021.12.03.01</a>.","ieee":"I. Scharlau, A. Karsten, and K. J. Rohlfing, “Building, emptying out, or dreaming? Action structures and space in students’ metaphors of academic writing,” <i>Journal of Writing Research</i>, vol. 12, no. vol. 12 issue 3, pp. 493–529, 2021, doi: <a href=\"https://doi.org/10.17239/jowr-2021.12.03.01\">10.17239/jowr-2021.12.03.01</a>.","chicago":"Scharlau, Ingrid, A. Karsten, and Katharina J. Rohlfing. “Building, Emptying out, or Dreaming? Action Structures and Space in Students’ Metaphors of Academic Writing.” <i>Journal of Writing Research</i> 12, no. vol. 12 issue 3 (2021): 493–529. <a href=\"https://doi.org/10.17239/jowr-2021.12.03.01\">https://doi.org/10.17239/jowr-2021.12.03.01</a>.","ama":"Scharlau I, Karsten A, Rohlfing KJ. Building, emptying out, or dreaming? Action structures and space in students’ metaphors of academic writing. <i>Journal of Writing Research</i>. 2021;12(vol. 12 issue 3):493-529. doi:<a href=\"https://doi.org/10.17239/jowr-2021.12.03.01\">10.17239/jowr-2021.12.03.01</a>"},"page":"493-529","intvolume":"        12","publication_status":"published","publication_identifier":{"issn":["2030-1006","2294-3307"]},"issue":"vol. 12 issue 3"},{"_id":"31666","department":[{"_id":"424"}],"user_id":"42165","keyword":["Unterrichtsfach Psychologie"],"language":[{"iso":"ger"}],"publication":"Psychologieunterricht","type":"journal_article","status":"public","date_updated":"2023-02-28T08:10:18Z","date_created":"2022-06-05T23:32:45Z","author":[{"last_name":"Schreiber","full_name":"Schreiber, Christine","first_name":"Christine"},{"first_name":"Ingrid","id":"451","full_name":"Scharlau, Ingrid","last_name":"Scharlau","orcid":"0000-0003-2364-9489"},{"first_name":"Justine","last_name":"Patrzek","id":"82463","full_name":"Patrzek, Justine"}],"title":"„Power Poses“ – Fakten, frisierte Daten, Forschungslyrik? 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(2021). „Power Poses“ – Fakten, frisierte Daten, Forschungslyrik? Ein Unterrichtsvorhaben zu Praktiken und Darstellungsformen psychologischer Forschung am Beispiel von nonverbaler Kommunikation. <i>Psychologieunterricht</i>, 19–21.","ama":"Schreiber C, Scharlau I, Patrzek J. „Power Poses“ – Fakten, frisierte Daten, Forschungslyrik? Ein Unterrichtsvorhaben zu Praktiken und Darstellungsformen psychologischer Forschung am Beispiel von nonverbaler Kommunikation. <i>Psychologieunterricht</i>. Published online 2021:19-21.","chicago":"Schreiber, Christine, Ingrid Scharlau, and Justine Patrzek. “„Power Poses“ – Fakten, frisierte Daten, Forschungslyrik? Ein Unterrichtsvorhaben zu Praktiken und Darstellungsformen psychologischer Forschung am Beispiel von nonverbaler Kommunikation.” <i>Psychologieunterricht</i>, 2021, 19–21.","ieee":"C. Schreiber, I. Scharlau, and J. Patrzek, “„Power Poses“ – Fakten, frisierte Daten, Forschungslyrik? 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Schreiben als Schlüsselkompetenz? In: Kordts-Freudinger R, Schaper N, Scholkmann A, Szczyrba B, eds. <i>Handbuch Hochschuldidaktik</i>. utb; 2021:129-138.","chicago":"Scharlau, Ingrid, Stefanie Haacke, Andrea Karsten, and Swantje Lahm. “Schreiben als Schlüsselkompetenz?” In <i>Handbuch Hochschuldidaktik</i>, edited by Robert Kordts-Freudinger, Niclas Schaper, Antonia Scholkmann, and Birgit Szczyrba, 129–38. Stuttgart: utb, 2021.","ieee":"I. Scharlau, S. Haacke, A. Karsten, and S. Lahm, “Schreiben als Schlüsselkompetenz?,” in <i>Handbuch Hochschuldidaktik</i>, R. Kordts-Freudinger, N. Schaper, A. Scholkmann, and B. Szczyrba, Eds. 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Schreiber, “ „Power-Posen“ – Fakten, frisierte Daten, Forschungslyrik? Eine Unterrichtsreihe zu Praktiken und Darstellungsformen psychologischer Forschung,” <i>Unterrichtsmaterial des Verbandes der Psychologielehrerinnen und –lehrer</i>, vol. 42, 2021.","chicago":"Scharlau, Ingrid, Justine Patrzek, and Christine Schreiber. “ „Power-Posen“ – Fakten, frisierte Daten, Forschungslyrik? Eine Unterrichtsreihe zu Praktiken und Darstellungsformen psychologischer Forschung.” <i>Unterrichtsmaterial des Verbandes der Psychologielehrerinnen und –lehrer</i> 42 (2021)."},"intvolume":"        42","date_updated":"2025-05-02T07:17:53Z","author":[{"first_name":"Ingrid","orcid":"0000-0003-2364-9489","last_name":"Scharlau","full_name":"Scharlau, Ingrid","id":"451"},{"first_name":"Justine","id":"82463","full_name":"Patrzek, Justine","last_name":"Patrzek"},{"first_name":"Christine","full_name":"Schreiber, Christine","last_name":"Schreiber"}],"date_created":"2022-06-05T23:34:56Z","volume":42,"title":" „Power-Posen“ – Fakten, frisierte Daten, Forschungslyrik? Eine Unterrichtsreihe zu Praktiken und Darstellungsformen psychologischer Forschung"},{"_id":"31672","user_id":"27152","department":[{"_id":"424"},{"_id":"427"}],"keyword":["Unterrichtsfach Psychologie"],"language":[{"iso":"ger"}],"type":"journal_article","publication":"Psychologieunterricht","status":"public","date_updated":"2025-07-16T08:35:48Z","date_created":"2022-06-05T23:49:05Z","author":[{"last_name":"Patrzek","id":"82463","full_name":"Patrzek, Justine","first_name":"Justine"},{"first_name":"Heike M.","last_name":"Buhl","id":"27152","full_name":"Buhl, Heike M."},{"id":"451","full_name":"Scharlau, Ingrid","last_name":"Scharlau","orcid":"0000-0003-2364-9489","first_name":"Ingrid"}],"title":"Unterrichtsfach Psychologie an der Universität Paderborn","publication_status":"published","year":"2021","citation":{"short":"J. Patrzek, H.M. Buhl, I. Scharlau, Psychologieunterricht (2021) 21–26.","bibtex":"@article{Patrzek_Buhl_Scharlau_2021, title={Unterrichtsfach Psychologie an der Universität Paderborn}, journal={Psychologieunterricht}, author={Patrzek, Justine and Buhl, Heike M. and Scharlau, Ingrid}, year={2021}, pages={21–26} }","mla":"Patrzek, Justine, et al. “Unterrichtsfach Psychologie an der Universität Paderborn.” <i>Psychologieunterricht</i>, 2021, pp. 21–26.","apa":"Patrzek, J., Buhl, H. M., &#38; Scharlau, I. (2021). Unterrichtsfach Psychologie an der Universität Paderborn. <i>Psychologieunterricht</i>, 21–26.","ama":"Patrzek J, Buhl HM, Scharlau I. Unterrichtsfach Psychologie an der Universität Paderborn. <i>Psychologieunterricht</i>. Published online 2021:21-26.","chicago":"Patrzek, Justine, Heike M. Buhl, and Ingrid Scharlau. “Unterrichtsfach Psychologie an der Universität Paderborn.” <i>Psychologieunterricht</i>, 2021, 21–26.","ieee":"J. Patrzek, H. M. Buhl, and I. Scharlau, “Unterrichtsfach Psychologie an der Universität Paderborn,” <i>Psychologieunterricht</i>, pp. 21–26, 2021."},"page":"21 - 26"},{"_id":"19684","user_id":"53425","department":[{"_id":"424"}],"status":"public","type":"journal_article","doi":"10.3278/JOS2001W008","conference":{"start_date":"2017-09-30","name":"Schreib-Peer-Tutor*innen-Konferenz 2017","location":"Köln ","end_date":"2017-10-02"},"date_updated":"2022-01-06T06:54:10Z","author":[{"id":"53425","full_name":"Lebock, Sarah","last_name":"Lebock","first_name":"Sarah"}],"volume":19,"citation":{"mla":"Lebock, Sarah. “Wann bin ich wer? Peer-Berater*innen im Spannungsverhältnis.” <i>Journal der Schreibberatung</i>, vol. 19, no. 1, wbv, 2020, pp. 59–70, doi:<a href=\"https://doi.org/10.3278/JOS2001W008\">10.3278/JOS2001W008</a>.","short":"S. Lebock, Journal der Schreibberatung 19 (2020) 59–70.","bibtex":"@article{Lebock_2020, title={Wann bin ich wer? Peer-Berater*innen im Spannungsverhältnis}, volume={19}, DOI={<a href=\"https://doi.org/10.3278/JOS2001W008\">10.3278/JOS2001W008</a>}, number={1}, journal={Journal der Schreibberatung}, publisher={wbv}, author={Lebock, Sarah}, year={2020}, pages={59–70} }","apa":"Lebock, S. (2020). Wann bin ich wer? Peer-Berater*innen im Spannungsverhältnis. <i>Journal der Schreibberatung</i>, <i>19</i>(1), 59–70. <a href=\"https://doi.org/10.3278/JOS2001W008\">https://doi.org/10.3278/JOS2001W008</a>","ama":"Lebock S. Wann bin ich wer? Peer-Berater*innen im Spannungsverhältnis. <i>Journal der Schreibberatung</i>. 2020;19(1):59-70. doi:<a href=\"https://doi.org/10.3278/JOS2001W008\">10.3278/JOS2001W008</a>","ieee":"S. Lebock, “Wann bin ich wer? Peer-Berater*innen im Spannungsverhältnis,” <i>Journal der Schreibberatung</i>, vol. 19, no. 1, pp. 59–70, 2020.","chicago":"Lebock, Sarah. “Wann bin ich wer? Peer-Berater*innen im Spannungsverhältnis.” <i>Journal der Schreibberatung</i> 19, no. 1 (2020): 59–70. <a href=\"https://doi.org/10.3278/JOS2001W008\">https://doi.org/10.3278/JOS2001W008</a>."},"page":"59-70","intvolume":"        19","publication_status":"published","keyword":["Expertenberatung","Prozessberatung","Rolleneinnahme","Selbstprofessionalisierung"],"language":[{"iso":"ger"}],"abstract":[{"text":"Peer-Berater*innen nehmen während eines Beratungsgespräches teilweise intuitiv, teilweise bewusst verschiedene\r\nRollen ein. Dieser Artikel soll einen Beitrag zur Reflexion über das Spannungsverhältnis zwischen der Experten- und\r\nProzessberatungsrolle leisten, um die Selbstprofessionalisierung in der Rolleneinnahme zu fördern. Dafür werden\r\nauf theoretischer Ebene die konträren Arbeitsweisen beleuchtet, auf denen beide Rollen basieren. Zur Betrachtung\r\nvon möglichen Einflussfaktoren auf die Rolleneinnahme wird ein selbst entwickeltes Modell präsentiert, welches zum\r\nAustausch über diese Faktoren motivieren soll. Zuletzt wird eine praktische Möglichkeit zur gezielten Reflexion über\r\ndie eigene Rolleneinnahme anhand eines Fragebogens vorgeschlagen.","lang":"ger"}],"publication":"Journal der Schreibberatung","title":"Wann bin ich wer? Peer-Berater*innen im Spannungsverhältnis","publisher":"wbv","date_created":"2020-09-25T09:17:43Z","year":"2020","quality_controlled":"1","issue":"1"},{"abstract":[{"lang":"ger","text":"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."}],"publication":"Schreibwissenschaft - eine neue Disziplin: Diskursübergreifende Perspektiven","language":[{"iso":"ger"}],"year":"2020","edition":"1","title":"Disziplin Schreibwissenschaft? Kritische Überlegungen zur Entwicklung einer „Practical Art“","date_created":"2022-06-24T09:40:35Z","publisher":"Böhlau","status":"public","editor":[{"full_name":"Huemer, Birgit","last_name":"Huemer","first_name":"Birgit"},{"first_name":"Ursula","last_name":"Doleschal","full_name":"Doleschal, Ursula"},{"last_name":"Wiederkehr","full_name":"Wiederkehr, Ruth","first_name":"Ruth"},{"first_name":"Katrin","full_name":"Girgensohn, Katrin","last_name":"Girgensohn"},{"last_name":"Dengscherz","full_name":"Dengscherz, Sabine","first_name":"Sabine"},{"first_name":"Melanie","full_name":"Brinkschulte, Melanie","last_name":"Brinkschulte"},{"first_name":"Carmen","last_name":"Mertlitsch","full_name":"Mertlitsch, Carmen"}],"type":"book_chapter","department":[{"_id":"424"}],"user_id":"42165","series_title":"Schreibwissenschaft","_id":"32152","page":"25 - 47","intvolume":"         2","citation":{"chicago":"Girgensohn, Katrin, Stefanie Haacke, and Andrea Karsten. “Disziplin Schreibwissenschaft? Kritische Überlegungen zur Entwicklung einer „Practical Art“.” In <i>Schreibwissenschaft - eine neue Disziplin: Diskursübergreifende Perspektiven</i>, edited by Birgit Huemer, Ursula Doleschal, Ruth Wiederkehr, Katrin Girgensohn, Sabine Dengscherz, Melanie Brinkschulte, and Carmen Mertlitsch, 1st ed., 2:25–47. Schreibwissenschaft. Wien: Böhlau, 2020. <a href=\"https://doi.org/10.7767/9783205209768.25\">https://doi.org/10.7767/9783205209768.25</a>.","ieee":"K. Girgensohn, S. Haacke, and A. Karsten, “Disziplin Schreibwissenschaft? Kritische Überlegungen zur Entwicklung einer „Practical Art“,” in <i>Schreibwissenschaft - eine neue Disziplin: Diskursübergreifende Perspektiven</i>, 1st ed., vol. 2, B. Huemer, U. Doleschal, R. Wiederkehr, K. Girgensohn, S. Dengscherz, M. Brinkschulte, and C. Mertlitsch, Eds. Wien: Böhlau, 2020, pp. 25–47.","ama":"Girgensohn K, Haacke S, Karsten A. Disziplin Schreibwissenschaft? Kritische Überlegungen zur Entwicklung einer „Practical Art“. In: Huemer B, Doleschal U, Wiederkehr R, et al., eds. <i>Schreibwissenschaft - eine neue Disziplin: Diskursübergreifende Perspektiven</i>. Vol 2. 1st ed. Schreibwissenschaft. Böhlau; 2020:25-47. doi:<a href=\"https://doi.org/10.7767/9783205209768.25\">10.7767/9783205209768.25</a>","apa":"Girgensohn, K., Haacke, S., &#38; Karsten, A. (2020). Disziplin Schreibwissenschaft? Kritische Überlegungen zur Entwicklung einer „Practical Art“. In B. Huemer, U. Doleschal, R. Wiederkehr, K. Girgensohn, S. Dengscherz, M. Brinkschulte, &#38; C. Mertlitsch (Eds.), <i>Schreibwissenschaft - eine neue Disziplin: Diskursübergreifende Perspektiven</i> (1st ed., Vol. 2, pp. 25–47). Böhlau. <a href=\"https://doi.org/10.7767/9783205209768.25\">https://doi.org/10.7767/9783205209768.25</a>","bibtex":"@inbook{Girgensohn_Haacke_Karsten_2020, place={Wien}, edition={1}, series={Schreibwissenschaft}, title={Disziplin Schreibwissenschaft? Kritische Überlegungen zur Entwicklung einer „Practical Art“}, volume={2}, DOI={<a href=\"https://doi.org/10.7767/9783205209768.25\">10.7767/9783205209768.25</a>}, booktitle={Schreibwissenschaft - eine neue Disziplin: Diskursübergreifende Perspektiven}, publisher={Böhlau}, author={Girgensohn, Katrin and Haacke, Stefanie and Karsten, Andrea}, editor={Huemer, Birgit and Doleschal, Ursula and Wiederkehr, Ruth and Girgensohn, Katrin and Dengscherz, Sabine and Brinkschulte, Melanie and Mertlitsch, Carmen}, year={2020}, pages={25–47}, collection={Schreibwissenschaft} }","short":"K. Girgensohn, S. Haacke, A. Karsten, in: B. Huemer, U. Doleschal, R. Wiederkehr, K. Girgensohn, S. Dengscherz, M. Brinkschulte, C. Mertlitsch (Eds.), Schreibwissenschaft - eine neue Disziplin: Diskursübergreifende Perspektiven, 1st ed., Böhlau, Wien, 2020, pp. 25–47.","mla":"Girgensohn, Katrin, et al. “Disziplin Schreibwissenschaft? Kritische Überlegungen zur Entwicklung einer „Practical Art“.” <i>Schreibwissenschaft - eine neue Disziplin: Diskursübergreifende Perspektiven</i>, edited by Birgit Huemer et al., 1st ed., vol. 2, Böhlau, 2020, pp. 25–47, doi:<a href=\"https://doi.org/10.7767/9783205209768.25\">10.7767/9783205209768.25</a>."},"place":"Wien","publication_identifier":{"isbn":["978-3-205-20974-4"],"eisbn":["978-3-205-20976-8"]},"publication_status":"published","doi":"10.7767/9783205209768.25","volume":2,"author":[{"first_name":"Katrin","last_name":"Girgensohn","full_name":"Girgensohn, Katrin"},{"full_name":"Haacke, Stefanie","last_name":"Haacke","first_name":"Stefanie"},{"first_name":"Andrea","last_name":"Karsten","id":"53917","full_name":"Karsten, Andrea"}],"date_updated":"2022-07-18T09:17:48Z"},{"doi":"10.14361/9783839449615-003","title":"Der Schreibprozess als Dialog. Eine Perspektive am Schnittpunkt von dialogischer Sprachwissenschaft und soziokultureller Psychologie","date_created":"2022-06-24T09:53:19Z","author":[{"last_name":"Karsten","full_name":"Karsten, Andrea","id":"53917","first_name":"Andrea"}],"publisher":"transcript Verlag","date_updated":"2022-07-18T09:18:26Z","page":"31 - 47","citation":{"apa":"Karsten, A. (2020). Der Schreibprozess als Dialog. Eine Perspektive am Schnittpunkt von dialogischer Sprachwissenschaft und soziokultureller Psychologie. In S. Knaller, D. Pany-Habsa, &#38; M. Scholger (Eds.), <i>Schreibforschung interdisziplinär</i> (pp. 31–47). transcript Verlag. <a href=\"https://doi.org/10.14361/9783839449615-003\">https://doi.org/10.14361/9783839449615-003</a>","bibtex":"@inbook{Karsten_2020, place={Bielefeld}, title={Der Schreibprozess als Dialog. Eine Perspektive am Schnittpunkt von dialogischer Sprachwissenschaft und soziokultureller Psychologie}, DOI={<a href=\"https://doi.org/10.14361/9783839449615-003\">10.14361/9783839449615-003</a>}, booktitle={Schreibforschung interdisziplinär}, publisher={transcript Verlag}, author={Karsten, Andrea}, editor={Knaller, Susanne and Pany-Habsa, Doris and Scholger, Martina}, year={2020}, pages={31–47} }","short":"A. Karsten, in: S. Knaller, D. Pany-Habsa, M. Scholger (Eds.), Schreibforschung interdisziplinär, transcript Verlag, Bielefeld, 2020, pp. 31–47.","mla":"Karsten, Andrea. “Der Schreibprozess als Dialog. Eine Perspektive am Schnittpunkt von dialogischer Sprachwissenschaft und soziokultureller Psychologie.” <i>Schreibforschung interdisziplinär</i>, edited by Susanne Knaller et al., transcript Verlag, 2020, pp. 31–47, doi:<a href=\"https://doi.org/10.14361/9783839449615-003\">10.14361/9783839449615-003</a>.","chicago":"Karsten, Andrea. “Der Schreibprozess als Dialog. Eine Perspektive am Schnittpunkt von dialogischer Sprachwissenschaft und soziokultureller Psychologie.” In <i>Schreibforschung interdisziplinär</i>, edited by Susanne Knaller, Doris Pany-Habsa, and Martina Scholger, 31–47. Bielefeld: transcript Verlag, 2020. <a href=\"https://doi.org/10.14361/9783839449615-003\">https://doi.org/10.14361/9783839449615-003</a>.","ieee":"A. Karsten, “Der Schreibprozess als Dialog. Eine Perspektive am Schnittpunkt von dialogischer Sprachwissenschaft und soziokultureller Psychologie,” in <i>Schreibforschung interdisziplinär</i>, S. Knaller, D. Pany-Habsa, and M. Scholger, Eds. Bielefeld: transcript Verlag, 2020, pp. 31–47.","ama":"Karsten A. Der Schreibprozess als Dialog. Eine Perspektive am Schnittpunkt von dialogischer Sprachwissenschaft und soziokultureller Psychologie. In: Knaller S, Pany-Habsa D, Scholger M, eds. <i>Schreibforschung interdisziplinär</i>. transcript Verlag; 2020:31-47. doi:<a href=\"https://doi.org/10.14361/9783839449615-003\">10.14361/9783839449615-003</a>"},"place":"Bielefeld","year":"2020","publication_identifier":{"eisbn":["978-3-8394-4961-5"]},"publication_status":"published","language":[{"iso":"ger"}],"department":[{"_id":"424"}],"user_id":"42165","_id":"32153","status":"public","editor":[{"first_name":"Susanne","full_name":"Knaller, Susanne","last_name":"Knaller"},{"first_name":"Doris","last_name":"Pany-Habsa","full_name":"Pany-Habsa, Doris"},{"first_name":"Martina","full_name":"Scholger, Martina","last_name":"Scholger"}],"publication":"Schreibforschung interdisziplinär","type":"book_chapter"}]