[{"page":"376 - 387","citation":{"ieee":"I. Scharlau, “Fachkulturen unter der Lupe: Metaphern in Reflexionen über die Lehre,” <i>die hochschullehre</i>, no. 25, pp. 376–387, 2020, doi: <a href=\"https://doi.org/10.3278/HSL2025W\">https://doi.org/10.3278/HSL2025W</a>.","chicago":"Scharlau, Ingrid. “Fachkulturen unter der Lupe: Metaphern in Reflexionen über die Lehre.” <i>die hochschullehre</i>, no. 25 (2020): 376–87. <a href=\"https://doi.org/10.3278/HSL2025W\">https://doi.org/10.3278/HSL2025W</a>.","bibtex":"@article{Scharlau_2020, title={Fachkulturen unter der Lupe: Metaphern in Reflexionen über die Lehre}, DOI={<a href=\"https://doi.org/10.3278/HSL2025W\">https://doi.org/10.3278/HSL2025W</a>}, number={25}, journal={die hochschullehre}, author={Scharlau, Ingrid}, year={2020}, pages={376–387} }","mla":"Scharlau, Ingrid. “Fachkulturen unter der Lupe: Metaphern in Reflexionen über die Lehre.” <i>die hochschullehre</i>, no. 25, 2020, pp. 376–87, doi:<a href=\"https://doi.org/10.3278/HSL2025W\">https://doi.org/10.3278/HSL2025W</a>.","short":"I. Scharlau, die hochschullehre (2020) 376–387.","ama":"Scharlau I. Fachkulturen unter der Lupe: Metaphern in Reflexionen über die Lehre. <i>die hochschullehre</i>. 2020;(25):376-387. doi:<a href=\"https://doi.org/10.3278/HSL2025W\">https://doi.org/10.3278/HSL2025W</a>","apa":"Scharlau, I. (2020). Fachkulturen unter der Lupe: Metaphern in Reflexionen über die Lehre. <i>die hochschullehre</i>, <i>25</i>, 376–387. <a href=\"https://doi.org/10.3278/HSL2025W\">https://doi.org/10.3278/HSL2025W</a>"},"year":"2020","issue":"25","publication_identifier":{"issn":["2199-8825"]},"publication_status":"published","doi":"https://doi.org/10.3278/HSL2025W","title":"Fachkulturen unter der Lupe: Metaphern in Reflexionen über die Lehre","date_created":"2021-12-13T10:24:41Z","author":[{"first_name":"Ingrid","orcid":"0000-0003-2364-9489","last_name":"Scharlau","full_name":"Scharlau, Ingrid","id":"451"}],"date_updated":"2022-06-06T13:27:41Z","status":"public","abstract":[{"lang":"ger","text":"Metaphern spielen Ansätzen der Kognitiven Linguistik zufolge eine wichtige Rolle dafür, sich abstrakte Sachverhalte zu erschließen. Die Autorin analysiert zwei Interviews über Fachkulturen aus einer früheren Untersuchung (Scharlau und Huber 2019) auf ihre wichtigsten lehrbezogenen Metaphern. Diese werden auf der Basis von kognitiv-linguistischen Ansätzen und Methoden interpretiert und Ansätze für eine hochschuldidaktische Nutzung eines solchen Blickwinkels skizziert."}],"publication":"die hochschullehre","type":"journal_article","language":[{"iso":"ger"}],"keyword":["Fachkultur","Fachkulturen","Metapher"],"department":[{"_id":"424"}],"user_id":"42165","_id":"28693"},{"status":"public","publication":"JoSch - Journal der Schreibwissenschaft","type":"journal_article","language":[{"iso":"ger"}],"department":[{"_id":"424"}],"user_id":"53917","_id":"32154","page":"34 - 42","intvolume":"      2020","citation":{"apa":"Karsten, A., &#38; Weisberg, J. (2020). Profession und Disziplin. Ein Schreibgespräch über den Weg durch die Fächer, Schreibdidaktik als Feldforschung (und - nebenbei - die Rettung der Schriftkultur). . <i>JoSch - Journal der Schreibwissenschaft</i>, <i>2020</i>(2), 34–42. <a href=\"https://doi.org/10.3278/JOS2002W\">https://doi.org/10.3278/JOS2002W</a>","short":"A. Karsten, J. Weisberg, JoSch - Journal der Schreibwissenschaft 2020 (2020) 34–42.","mla":"Karsten, Andrea, and Jan Weisberg. “Profession und Disziplin. Ein Schreibgespräch über den Weg durch die Fächer, Schreibdidaktik als Feldforschung (und - nebenbei - die Rettung der Schriftkultur). .” <i>JoSch - Journal der Schreibwissenschaft</i>, vol. 2020, no. 2, wbv, 2020, pp. 34–42, doi:<a href=\"https://doi.org/10.3278/JOS2002W\">10.3278/JOS2002W</a>.","bibtex":"@article{Karsten_Weisberg_2020, title={Profession und Disziplin. Ein Schreibgespräch über den Weg durch die Fächer, Schreibdidaktik als Feldforschung (und - nebenbei - die Rettung der Schriftkultur). }, volume={2020}, DOI={<a href=\"https://doi.org/10.3278/JOS2002W\">10.3278/JOS2002W</a>}, number={2}, journal={JoSch - Journal der Schreibwissenschaft}, publisher={wbv}, author={Karsten, Andrea and Weisberg, Jan}, year={2020}, pages={34–42} }","ieee":"A. Karsten and J. Weisberg, “Profession und Disziplin. Ein Schreibgespräch über den Weg durch die Fächer, Schreibdidaktik als Feldforschung (und - nebenbei - die Rettung der Schriftkultur). ,” <i>JoSch - Journal der Schreibwissenschaft</i>, vol. 2020, no. 2, pp. 34–42, 2020, doi: <a href=\"https://doi.org/10.3278/JOS2002W\">10.3278/JOS2002W</a>.","chicago":"Karsten, Andrea, and Jan Weisberg. “Profession und Disziplin. Ein Schreibgespräch über den Weg durch die Fächer, Schreibdidaktik als Feldforschung (und - nebenbei - die Rettung der Schriftkultur). .” <i>JoSch - Journal der Schreibwissenschaft</i> 2020, no. 2 (2020): 34–42. <a href=\"https://doi.org/10.3278/JOS2002W\">https://doi.org/10.3278/JOS2002W</a>.","ama":"Karsten A, Weisberg J. Profession und Disziplin. Ein Schreibgespräch über den Weg durch die Fächer, Schreibdidaktik als Feldforschung (und - nebenbei - die Rettung der Schriftkultur). . <i>JoSch - Journal der Schreibwissenschaft</i>. 2020;2020(2):34-42. doi:<a href=\"https://doi.org/10.3278/JOS2002W\">10.3278/JOS2002W</a>"},"year":"2020","issue":"2","publication_status":"published","doi":"10.3278/JOS2002W","main_file_link":[{"open_access":"1","url":"https://www.wbv.de/shop/openaccess-download/JOS2002W"}],"title":"Profession und Disziplin. Ein Schreibgespräch über den Weg durch die Fächer, Schreibdidaktik als Feldforschung (und - nebenbei - die Rettung der Schriftkultur). ","volume":2020,"date_created":"2022-06-24T10:04:43Z","author":[{"first_name":"Andrea","orcid":"0000-0003-0194-2000","last_name":"Karsten","id":"53917","full_name":"Karsten, Andrea"},{"last_name":"Weisberg","full_name":"Weisberg, Jan","first_name":"Jan"}],"publisher":"wbv","date_updated":"2024-08-22T07:19:31Z","oa":"1"},{"title":"In Zeiten von p-hacking und fake science: Wissenschaftsorientierung als Herausforderung an die Psychologiedidaktik","publisher":"Budrich UniPress","date_updated":"2023-02-28T08:10:57Z","author":[{"first_name":"Ingrid","last_name":"Scharlau","orcid":"0000-0003-2364-9489","id":"451","full_name":"Scharlau, Ingrid"},{"last_name":"Schreiber","full_name":"Schreiber, Christine","first_name":"Christine"}],"date_created":"2022-06-05T02:37:57Z","year":"2020","place":"Opladen","page":"67 - 85","citation":{"chicago":"Scharlau, Ingrid, and Christine Schreiber. “In Zeiten von p-hacking und fake science: Wissenschaftsorientierung als Herausforderung an die Psychologiedidaktik.” In <i>Psychologie unterrichten in Deutschland, Österreich und der Schweiz: Leitlinien und Grundlagen</i>, edited by Paul Georg Geiß and Maria Tulis-Oswald, 67–85. Opladen: Budrich UniPress, 2020.","ieee":"I. Scharlau and C. Schreiber, “In Zeiten von p-hacking und fake science: Wissenschaftsorientierung als Herausforderung an die Psychologiedidaktik,” in <i>Psychologie unterrichten in Deutschland, Österreich und der Schweiz: Leitlinien und Grundlagen</i>, P. G. Geiß and M. Tulis-Oswald, Eds. Opladen: Budrich UniPress, 2020, pp. 67–85.","ama":"Scharlau I, Schreiber C. In Zeiten von p-hacking und fake science: Wissenschaftsorientierung als Herausforderung an die Psychologiedidaktik. In: Geiß PG, Tulis-Oswald M, eds. <i>Psychologie unterrichten in Deutschland, Österreich und der Schweiz: Leitlinien und Grundlagen</i>. Budrich UniPress; 2020:67-85.","apa":"Scharlau, I., &#38; Schreiber, C. (2020). In Zeiten von p-hacking und fake science: Wissenschaftsorientierung als Herausforderung an die Psychologiedidaktik. In P. G. Geiß &#38; M. Tulis-Oswald (Eds.), <i>Psychologie unterrichten in Deutschland, Österreich und der Schweiz: Leitlinien und Grundlagen</i> (pp. 67–85). Budrich UniPress.","short":"I. Scharlau, C. Schreiber, in: P.G. Geiß, M. Tulis-Oswald (Eds.), Psychologie unterrichten in Deutschland, Österreich und der Schweiz: Leitlinien und Grundlagen, Budrich UniPress, Opladen, 2020, pp. 67–85.","bibtex":"@inbook{Scharlau_Schreiber_2020, place={Opladen}, title={In Zeiten von p-hacking und fake science: Wissenschaftsorientierung als Herausforderung an die Psychologiedidaktik}, booktitle={Psychologie unterrichten in Deutschland, Österreich und der Schweiz: Leitlinien und Grundlagen}, publisher={Budrich UniPress}, author={Scharlau, Ingrid and Schreiber, Christine}, editor={Geiß, Paul Georg and Tulis-Oswald, Maria}, year={2020}, pages={67–85} }","mla":"Scharlau, Ingrid, and Christine Schreiber. “In Zeiten von p-hacking und fake science: Wissenschaftsorientierung als Herausforderung an die Psychologiedidaktik.” <i>Psychologie unterrichten in Deutschland, Österreich und der Schweiz: Leitlinien und Grundlagen</i>, edited by Paul Georg Geiß and Maria Tulis-Oswald, Budrich UniPress, 2020, pp. 67–85."},"publication_status":"published","keyword":["Unterrichtsfach Psychologie"],"language":[{"iso":"ger"}],"_id":"31662","department":[{"_id":"424"}],"user_id":"42165","editor":[{"first_name":"Paul Georg","last_name":"Geiß","full_name":"Geiß, Paul Georg"},{"full_name":"Tulis-Oswald, Maria","last_name":"Tulis-Oswald","first_name":"Maria"}],"status":"public","publication":"Psychologie unterrichten in Deutschland, Österreich und der Schweiz: Leitlinien und Grundlagen","type":"book_chapter"},{"citation":{"apa":"Scharlau, I., Schreiber, C., &#38; Patrzek, J. (2020). Psychologiedidaktik durch Kommunikationsanalyse. In M. Krämer (Ed.), <i>Psychologiedidaktik und Evaluation XIII</i> (pp. 23–31). Shaker. <a href=\"https://doi.org/10.23668/PSYCHARCHIVES.4238\">https://doi.org/10.23668/PSYCHARCHIVES.4238</a>","mla":"Scharlau, Ingrid, et al. “Psychologiedidaktik durch Kommunikationsanalyse.” <i>Psychologiedidaktik und Evaluation XIII</i>, edited by Michael Krämer, Shaker, 2020, pp. 23–31, doi:<a href=\"https://doi.org/10.23668/PSYCHARCHIVES.4238\">10.23668/PSYCHARCHIVES.4238</a>.","short":"I. Scharlau, C. Schreiber, J. Patrzek, in: M. Krämer (Ed.), Psychologiedidaktik und Evaluation XIII, Shaker, Aachen, 2020, pp. 23–31.","bibtex":"@inbook{Scharlau_Schreiber_Patrzek_2020, place={Aachen}, title={Psychologiedidaktik durch Kommunikationsanalyse}, DOI={<a href=\"https://doi.org/10.23668/PSYCHARCHIVES.4238\">10.23668/PSYCHARCHIVES.4238</a>}, booktitle={Psychologiedidaktik und Evaluation XIII}, publisher={Shaker}, author={Scharlau, Ingrid and Schreiber, Christine and Patrzek, Justine}, editor={Krämer, Michael}, year={2020}, pages={23–31} }","chicago":"Scharlau, Ingrid, Christine Schreiber, and Justine Patrzek. “Psychologiedidaktik durch Kommunikationsanalyse.” In <i>Psychologiedidaktik und Evaluation XIII</i>, edited by Michael Krämer, 23–31. Aachen: Shaker, 2020. <a href=\"https://doi.org/10.23668/PSYCHARCHIVES.4238\">https://doi.org/10.23668/PSYCHARCHIVES.4238</a>.","ieee":"I. Scharlau, C. Schreiber, and J. Patrzek, “Psychologiedidaktik durch Kommunikationsanalyse,” in <i>Psychologiedidaktik und Evaluation XIII</i>, M. Krämer, Ed. Aachen: Shaker, 2020, pp. 23–31.","ama":"Scharlau I, Schreiber C, Patrzek J. Psychologiedidaktik durch Kommunikationsanalyse. In: Krämer M, ed. <i>Psychologiedidaktik und Evaluation XIII</i>. Shaker; 2020:23-31. doi:<a href=\"https://doi.org/10.23668/PSYCHARCHIVES.4238\">10.23668/PSYCHARCHIVES.4238</a>"},"page":"23 - 31","year":"2020","place":"Aachen","publication_status":"published","doi":"10.23668/PSYCHARCHIVES.4238","title":"Psychologiedidaktik durch Kommunikationsanalyse","date_created":"2022-06-05T02:31:19Z","author":[{"full_name":"Scharlau, Ingrid","id":"451","last_name":"Scharlau","orcid":"0000-0003-2364-9489","first_name":"Ingrid"},{"first_name":"Christine","full_name":"Schreiber, Christine","last_name":"Schreiber"},{"id":"82463","full_name":"Patrzek, Justine","last_name":"Patrzek","first_name":"Justine"}],"date_updated":"2023-02-28T08:11:42Z","publisher":"Shaker","status":"public","editor":[{"last_name":"Krämer","full_name":"Krämer, Michael","first_name":"Michael"}],"type":"book_chapter","publication":"Psychologiedidaktik und Evaluation XIII","language":[{"iso":"ger"}],"keyword":["Unterrichtsfach Psychologie"],"user_id":"42165","department":[{"_id":"424"}],"_id":"31661"},{"publication_status":"published","place":"Aachen","year":"2020","page":"83 - 91","citation":{"chicago":"Buhl, Heike M., Ingrid Scharlau, Justine Patrzek, Sara Hiller, and Katrin B. Klingsieck. “Psychologie als Unterrichtsfach: Konzeption des Curriculums an der Universität Paderborn.” In <i>Psychologiedidaktik und Evaluation XIII</i>, edited by Michael Krämer, 83–91. Aachen: Shaker, 2020. <a href=\"https://doi.org/10.23668/PSYCHARCHIVES.4244\">https://doi.org/10.23668/PSYCHARCHIVES.4244</a>.","ieee":"H. M. Buhl, I. Scharlau, J. Patrzek, S. Hiller, and K. B. Klingsieck, “Psychologie als Unterrichtsfach: Konzeption des Curriculums an der Universität Paderborn,” in <i>Psychologiedidaktik und Evaluation XIII</i>, M. Krämer, Ed. Aachen: Shaker, 2020, pp. 83–91.","ama":"Buhl HM, Scharlau I, Patrzek J, Hiller S, Klingsieck KB. Psychologie als Unterrichtsfach: Konzeption des Curriculums an der Universität Paderborn. In: Krämer M, ed. <i>Psychologiedidaktik und Evaluation XIII</i>. Shaker; 2020:83-91. doi:<a href=\"https://doi.org/10.23668/PSYCHARCHIVES.4244\">10.23668/PSYCHARCHIVES.4244</a>","apa":"Buhl, H. M., Scharlau, I., Patrzek, J., Hiller, S., &#38; Klingsieck, K. B. (2020). Psychologie als Unterrichtsfach: Konzeption des Curriculums an der Universität Paderborn. In M. Krämer (Ed.), <i>Psychologiedidaktik und Evaluation XIII</i> (pp. 83–91). Shaker. <a href=\"https://doi.org/10.23668/PSYCHARCHIVES.4244\">https://doi.org/10.23668/PSYCHARCHIVES.4244</a>","short":"H.M. Buhl, I. Scharlau, J. Patrzek, S. Hiller, K.B. Klingsieck, in: M. Krämer (Ed.), Psychologiedidaktik und Evaluation XIII, Shaker, Aachen, 2020, pp. 83–91.","bibtex":"@inbook{Buhl_Scharlau_Patrzek_Hiller_Klingsieck_2020, place={Aachen}, title={Psychologie als Unterrichtsfach: Konzeption des Curriculums an der Universität Paderborn}, DOI={<a href=\"https://doi.org/10.23668/PSYCHARCHIVES.4244\">10.23668/PSYCHARCHIVES.4244</a>}, booktitle={Psychologiedidaktik und Evaluation XIII}, publisher={Shaker}, author={Buhl, Heike M. and Scharlau, Ingrid and Patrzek, Justine and Hiller, Sara and Klingsieck, Katrin B.}, editor={Krämer, Michael}, year={2020}, pages={83–91} }","mla":"Buhl, Heike M., et al. “Psychologie als Unterrichtsfach: Konzeption des Curriculums an der Universität Paderborn.” <i>Psychologiedidaktik und Evaluation XIII</i>, edited by Michael Krämer, Shaker, 2020, pp. 83–91, doi:<a href=\"https://doi.org/10.23668/PSYCHARCHIVES.4244\">10.23668/PSYCHARCHIVES.4244</a>."},"publisher":"Shaker","date_updated":"2025-07-16T08:32:03Z","author":[{"full_name":"Buhl, Heike M.","id":"27152","last_name":"Buhl","first_name":"Heike M."},{"full_name":"Scharlau, Ingrid","id":"451","orcid":"0000-0003-2364-9489","last_name":"Scharlau","first_name":"Ingrid"},{"full_name":"Patrzek, Justine","id":"82463","last_name":"Patrzek","first_name":"Justine"},{"first_name":"Sara","last_name":"Hiller","full_name":"Hiller, Sara"},{"id":"36716","full_name":"Klingsieck, Katrin B.","last_name":"Klingsieck","first_name":"Katrin B."}],"date_created":"2022-06-05T02:23:51Z","title":"Psychologie als Unterrichtsfach: Konzeption des Curriculums an der Universität Paderborn","doi":"10.23668/PSYCHARCHIVES.4244","publication":"Psychologiedidaktik und Evaluation XIII","type":"book_chapter","editor":[{"first_name":"Michael","last_name":"Krämer","full_name":"Krämer, Michael"}],"status":"public","_id":"31660","department":[{"_id":"424"},{"_id":"426"},{"_id":"427"}],"user_id":"27152","keyword":["Unterrichtsfach Psychologie"],"language":[{"iso":"ger"}]},{"_id":"32157","department":[{"_id":"424"}],"user_id":"42165","language":[{"iso":"ger"}],"publication":"Praxishandbuch Schreibdidaktik. Übungen zur Vermittlung wissenschaftlicher Schreibkompetenzen","type":"book_chapter","editor":[{"full_name":"Wymann, Christian","last_name":"Wymann","first_name":"Christian"}],"status":"public","publisher":"Barbara Budrich","date_updated":"2022-07-18T09:20:30Z","author":[{"first_name":"Andrea","id":"53917","full_name":"Karsten, Andrea","last_name":"Karsten"}],"date_created":"2022-06-24T14:39:21Z","title":"Blätterwald zur Positionierung in akademischen Texten","publication_status":"published","place":"Leverkusen","year":"2019","page":"158 - 163","citation":{"apa":"Karsten, A. (2019). Blätterwald zur Positionierung in akademischen Texten. In C. Wymann (Ed.), <i>Praxishandbuch Schreibdidaktik. Übungen zur Vermittlung wissenschaftlicher Schreibkompetenzen</i> (pp. 158–163). Barbara Budrich.","mla":"Karsten, Andrea. “Blätterwald zur Positionierung in akademischen Texten.” <i>Praxishandbuch Schreibdidaktik. Übungen zur Vermittlung wissenschaftlicher Schreibkompetenzen</i>, edited by Christian Wymann, Barbara Budrich, 2019, pp. 158–63.","bibtex":"@inbook{Karsten_2019, place={Leverkusen}, title={Blätterwald zur Positionierung in akademischen Texten}, booktitle={Praxishandbuch Schreibdidaktik. Übungen zur Vermittlung wissenschaftlicher Schreibkompetenzen}, publisher={Barbara Budrich}, author={Karsten, Andrea}, editor={Wymann, Christian}, year={2019}, pages={158–163} }","short":"A. Karsten, in: C. Wymann (Ed.), Praxishandbuch Schreibdidaktik. Übungen zur Vermittlung wissenschaftlicher Schreibkompetenzen, Barbara Budrich, Leverkusen, 2019, pp. 158–163.","ieee":"A. Karsten, “Blätterwald zur Positionierung in akademischen Texten,” in <i>Praxishandbuch Schreibdidaktik. Übungen zur Vermittlung wissenschaftlicher Schreibkompetenzen</i>, C. Wymann, Ed. Leverkusen: Barbara Budrich, 2019, pp. 158–163.","chicago":"Karsten, Andrea. “Blätterwald zur Positionierung in akademischen Texten.” In <i>Praxishandbuch Schreibdidaktik. Übungen zur Vermittlung wissenschaftlicher Schreibkompetenzen</i>, edited by Christian Wymann, 158–63. Leverkusen: Barbara Budrich, 2019.","ama":"Karsten A. Blätterwald zur Positionierung in akademischen Texten. In: Wymann C, ed. <i>Praxishandbuch Schreibdidaktik. Übungen zur Vermittlung wissenschaftlicher Schreibkompetenzen</i>. Barbara Budrich; 2019:158-163."}},{"user_id":"42165","department":[{"_id":"424"}],"_id":"31658","language":[{"iso":"ger"}],"type":"book_chapter","publication":"Wissenschaftliches Lesen und Schreiben vermitteln","status":"public","editor":[{"first_name":"Christian","last_name":"Wymann","full_name":"Wymann, Christian"}],"date_created":"2022-06-05T02:14:27Z","author":[{"first_name":"Ingrid","orcid":"0000-0003-2364-9489","last_name":"Scharlau","id":"451","full_name":"Scharlau, Ingrid"},{"last_name":"Heuer","full_name":"Heuer, Claudia","first_name":"Claudia"}],"publisher":"Budrich Verlag","date_updated":"2022-06-06T20:32:34Z","title":"Schnelles inhaltliches Feedback zu Entwürfen","publication_status":"published","citation":{"apa":"Scharlau, I., &#38; Heuer, C. (2019). Schnelles inhaltliches Feedback zu Entwürfen. In C. Wymann (Ed.), <i>Wissenschaftliches Lesen und Schreiben vermitteln</i>. Budrich Verlag.","short":"I. Scharlau, C. Heuer, in: C. Wymann (Ed.), Wissenschaftliches Lesen und Schreiben vermitteln, Budrich Verlag, Leverkusen, 2019.","bibtex":"@inbook{Scharlau_Heuer_2019, place={Leverkusen}, title={Schnelles inhaltliches Feedback zu Entwürfen}, booktitle={Wissenschaftliches Lesen und Schreiben vermitteln}, publisher={Budrich Verlag}, author={Scharlau, Ingrid and Heuer, Claudia}, editor={Wymann, Christian}, year={2019} }","mla":"Scharlau, Ingrid, and Claudia Heuer. “Schnelles inhaltliches Feedback zu Entwürfen.” <i>Wissenschaftliches Lesen und Schreiben vermitteln</i>, edited by Christian Wymann, Budrich Verlag, 2019.","ama":"Scharlau I, Heuer C. Schnelles inhaltliches Feedback zu Entwürfen. In: Wymann C, ed. <i>Wissenschaftliches Lesen und Schreiben vermitteln</i>. Budrich Verlag; 2019.","chicago":"Scharlau, Ingrid, and Claudia Heuer. “Schnelles inhaltliches Feedback zu Entwürfen.” In <i>Wissenschaftliches Lesen und Schreiben vermitteln</i>, edited by Christian Wymann. Leverkusen: Budrich Verlag, 2019.","ieee":"I. Scharlau and C. Heuer, “Schnelles inhaltliches Feedback zu Entwürfen,” in <i>Wissenschaftliches Lesen und Schreiben vermitteln</i>, C. Wymann, Ed. Leverkusen: Budrich Verlag, 2019."},"year":"2019","place":"Leverkusen"},{"page":" 185 - 194 ","citation":{"ama":"Stratmann L, Buse DS, Heinovski J, et al. Psychological Feasibility of a Virtual Cycling Environment for Human-in-the-Loop Experiments. In: Draude C, Lange M, Sick B, eds. <i>INFORMATIK 2019: 50 Jahre Gesellschaft Für Informatik – Informatik Für Gesellschaft (Workshop-Beiträge)</i>. Gesellschaft für Informatik e.V.; 2019:185-194. doi:<a href=\"https://doi.org/ 10.18420/inf2019_ws21 \"> 10.18420/inf2019_ws21 </a>","apa":"Stratmann, L., Buse, D. S., Heinovski, J., Klingler, F., Sommer, C., Tünnermann, J., Scharlau, I., &#38; Dressler, F. (2019). Psychological Feasibility of a Virtual Cycling Environment for Human-in-the-Loop Experiments. In C. Draude, M. Lange, &#38; B. Sick (Eds.), <i>INFORMATIK 2019: 50 Jahre Gesellschaft für Informatik – Informatik für Gesellschaft (Workshop-Beiträge)</i> (pp. 185–194). Gesellschaft für Informatik e.V. <a href=\"https://doi.org/ 10.18420/inf2019_ws21 \">https://doi.org/ 10.18420/inf2019_ws21 </a>","bibtex":"@inproceedings{Stratmann_Buse_Heinovski_Klingler_Sommer_Tünnermann_Scharlau_Dressler_2019, place={Bonn}, title={Psychological Feasibility of a Virtual Cycling Environment for Human-in-the-Loop Experiments}, DOI={<a href=\"https://doi.org/ 10.18420/inf2019_ws21 \"> 10.18420/inf2019_ws21 </a>}, booktitle={INFORMATIK 2019: 50 Jahre Gesellschaft für Informatik – Informatik für Gesellschaft (Workshop-Beiträge)}, publisher={Gesellschaft für Informatik e.V.}, author={Stratmann, Lukas and Buse, Dominik S. and Heinovski, Julian and Klingler, Florian and Sommer, Christoph and Tünnermann, Jan and Scharlau, Ingrid and Dressler, Falko}, editor={Draude, Claude and Lange, Martin and Sick, Bernhard}, year={2019}, pages={185–194} }","short":"L. Stratmann, D.S. Buse, J. Heinovski, F. Klingler, C. Sommer, J. Tünnermann, I. Scharlau, F. Dressler, in: C. Draude, M. Lange, B. Sick (Eds.), INFORMATIK 2019: 50 Jahre Gesellschaft Für Informatik – Informatik Für Gesellschaft (Workshop-Beiträge), Gesellschaft für Informatik e.V., Bonn, 2019, pp. 185–194.","mla":"Stratmann, Lukas, et al. “Psychological Feasibility of a Virtual Cycling Environment for Human-in-the-Loop Experiments.” <i>INFORMATIK 2019: 50 Jahre Gesellschaft Für Informatik – Informatik Für Gesellschaft (Workshop-Beiträge)</i>, edited by Claude Draude et al., Gesellschaft für Informatik e.V., 2019, pp. 185–94, doi:<a href=\"https://doi.org/ 10.18420/inf2019_ws21 \"> 10.18420/inf2019_ws21 </a>.","chicago":"Stratmann, Lukas, Dominik S. Buse, Julian Heinovski, Florian Klingler, Christoph Sommer, Jan Tünnermann, Ingrid Scharlau, and Falko Dressler. “Psychological Feasibility of a Virtual Cycling Environment for Human-in-the-Loop Experiments.” In <i>INFORMATIK 2019: 50 Jahre Gesellschaft Für Informatik – Informatik Für Gesellschaft (Workshop-Beiträge)</i>, edited by Claude Draude, Martin Lange, and Bernhard Sick, 185–94. Bonn: Gesellschaft für Informatik e.V., 2019. <a href=\"https://doi.org/ 10.18420/inf2019_ws21 \">https://doi.org/ 10.18420/inf2019_ws21 </a>.","ieee":"L. Stratmann <i>et al.</i>, “Psychological Feasibility of a Virtual Cycling Environment for Human-in-the-Loop Experiments,” in <i>INFORMATIK 2019: 50 Jahre Gesellschaft für Informatik – Informatik für Gesellschaft (Workshop-Beiträge)</i>, 2019, pp. 185–194, doi: <a href=\"https://doi.org/ 10.18420/inf2019_ws21 \"> 10.18420/inf2019_ws21 </a>."},"place":"Bonn","year":"2019","quality_controlled":"1","publication_status":"published","doi":" 10.18420/inf2019_ws21 ","title":"Psychological Feasibility of a Virtual Cycling Environment for Human-in-the-Loop Experiments","date_created":"2022-06-06T13:50:29Z","author":[{"first_name":"Lukas","last_name":"Stratmann","full_name":"Stratmann, Lukas"},{"full_name":"Buse, Dominik S.","last_name":"Buse","first_name":"Dominik S."},{"full_name":"Heinovski, Julian","id":"38102","orcid":"0000-0003-3169-8109","last_name":"Heinovski","first_name":"Julian"},{"full_name":"Klingler, Florian","id":"49153","last_name":"Klingler","first_name":"Florian"},{"first_name":"Christoph","full_name":"Sommer, Christoph","id":"49154","orcid":"0000-0002-4336-7350","last_name":"Sommer"},{"first_name":"Jan","last_name":"Tünnermann","full_name":"Tünnermann, Jan"},{"first_name":"Ingrid","orcid":"0000-0003-2364-9489","last_name":"Scharlau","id":"451","full_name":"Scharlau, Ingrid"},{"last_name":"Dressler","orcid":"0000-0002-1989-1750","id":"48097","full_name":"Dressler, Falko","first_name":"Falko"}],"date_updated":"2022-06-06T23:47:17Z","publisher":"Gesellschaft für Informatik e.V.","status":"public","editor":[{"first_name":"Claude","last_name":"Draude","full_name":"Draude, Claude"},{"first_name":"Martin","full_name":"Lange, Martin","last_name":"Lange"},{"first_name":"Bernhard","full_name":"Sick, Bernhard","last_name":"Sick"}],"publication":"INFORMATIK 2019: 50 Jahre Gesellschaft für Informatik – Informatik für Gesellschaft (Workshop-Beiträge)","type":"conference","language":[{"iso":"eng"}],"department":[{"_id":"424"}],"user_id":"42165","_id":"31682"},{"status":"public","type":"journal_article","_id":"28687","user_id":"42165","department":[{"_id":"424"}],"citation":{"ama":"Scharlau I, Körber M, Karsten A. Plunging into a world? A novel approach to undergraduates’ metaphors of reading. <i>Frontline Learning Research</i>. 2019;9(4):25-57. doi:<a href=\"https://doi.org/10.14786/flr.v7i4.559\">10.14786/flr.v7i4.559</a>","chicago":"Scharlau, Ingrid, Miriam Körber, and Andrea Karsten. “Plunging into a World? A Novel Approach to Undergraduates’ Metaphors of Reading.” <i>Frontline Learning Research</i> 9, no. 4 (2019): 25–57. <a href=\"https://doi.org/10.14786/flr.v7i4.559\">https://doi.org/10.14786/flr.v7i4.559</a>.","ieee":"I. Scharlau, M. Körber, and A. Karsten, “Plunging into a world? A novel approach to undergraduates’ metaphors of reading,” <i>Frontline Learning Research</i>, vol. 9, no. 4, pp. 25–57, 2019, doi: <a href=\"https://doi.org/10.14786/flr.v7i4.559\">10.14786/flr.v7i4.559</a>.","apa":"Scharlau, I., Körber, M., &#38; Karsten, A. (2019). Plunging into a world? A novel approach to undergraduates’ metaphors of reading. <i>Frontline Learning Research</i>, <i>9</i>(4), 25–57. <a href=\"https://doi.org/10.14786/flr.v7i4.559\">https://doi.org/10.14786/flr.v7i4.559</a>","short":"I. Scharlau, M. Körber, A. Karsten, Frontline Learning Research 9 (2019) 25–57.","mla":"Scharlau, Ingrid, et al. “Plunging into a World? A Novel Approach to Undergraduates’ Metaphors of Reading.” <i>Frontline Learning Research</i>, vol. 9, no. 4, 2019, pp. 25–57, doi:<a href=\"https://doi.org/10.14786/flr.v7i4.559\">10.14786/flr.v7i4.559</a>.","bibtex":"@article{Scharlau_Körber_Karsten_2019, title={Plunging into a world? A novel approach to undergraduates’ metaphors of reading}, volume={9}, DOI={<a href=\"https://doi.org/10.14786/flr.v7i4.559\">10.14786/flr.v7i4.559</a>}, number={4}, journal={Frontline Learning Research}, author={Scharlau, Ingrid and Körber, Miriam and Karsten, Andrea}, year={2019}, pages={25–57} }"},"intvolume":"         9","page":"25 - 57","publication_status":"published","publication_identifier":{"issn":["2295-3159"]},"main_file_link":[{"url":"https://journals.sfu.ca/flr/index.php/journal/article/view/559/597","open_access":"1"}],"doi":"10.14786/flr.v7i4.559","date_updated":"2022-06-07T00:06:15Z","oa":"1","author":[{"last_name":"Scharlau","orcid":"0000-0003-2364-9489","id":"451","full_name":"Scharlau, Ingrid","first_name":"Ingrid"},{"full_name":"Körber, Miriam","last_name":"Körber","first_name":"Miriam"},{"first_name":"Andrea","full_name":"Karsten, Andrea","id":"53917","last_name":"Karsten"}],"volume":9,"abstract":[{"text":"Although there is considerable research on and knowledge about students’ conceptual-izations of learning or academic practices and skills, the variability of these conceptu-alizations has been consistently neglected.In the present study, we address this varia-bility in the field of academic readingwith the help of a novel approach. Drawing on qualitative metaphor analysis, we report a detailed system of students’ conceptual met-aphors of reading. Ourspecific methodologicalapproach to identify the structure of these conceptual metaphorsallowsto analyze subjective agency on a lexical as well as grammatical level.The conceptual metaphors we identified by this method are markedly variable, although they create an overall impression of medium to low agency, that is a reader who is only weakly active or potent. Interrater reliability of the coding system was very good. We also report and analyze the frequency of the conceptual metaphors ina sample of 143 texts written by bachelor students.","lang":"eng"}],"publication":"Frontline Learning Research","keyword":["metaphor","conceptual metaphor","metaphor analysis","academic reading","transitivity"],"language":[{"iso":"eng"}],"year":"2019","issue":"4","title":"Plunging into a world? A novel approach to undergraduates’ metaphors of reading","date_created":"2021-12-13T09:50:25Z"},{"publication_status":"published","year":"2019","citation":{"apa":"Scharlau, I., &#38; Huber, L. (2019). Welche Rolle spielen Fachkulturen heute? Bericht von einer Erkundungsstudie. <i>die hochschullehre</i>, <i>5</i>.","ama":"Scharlau I, Huber L. Welche Rolle spielen Fachkulturen heute? Bericht von einer Erkundungsstudie. <i>die hochschullehre</i>. 2019;5.","bibtex":"@article{Scharlau_Huber_2019, title={Welche Rolle spielen Fachkulturen heute? Bericht von einer Erkundungsstudie.}, volume={5}, journal={die hochschullehre}, author={Scharlau, Ingrid and Huber, Ludwig}, year={2019} }","short":"I. Scharlau, L. Huber, die hochschullehre 5 (2019).","mla":"Scharlau, Ingrid, and Ludwig Huber. “Welche Rolle spielen Fachkulturen heute? Bericht von einer Erkundungsstudie.” <i>die hochschullehre</i>, vol. 5, 2019.","ieee":"I. Scharlau and L. Huber, “Welche Rolle spielen Fachkulturen heute? Bericht von einer Erkundungsstudie.,” <i>die hochschullehre</i>, vol. 5, 2019.","chicago":"Scharlau, Ingrid, and Ludwig Huber. “Welche Rolle spielen Fachkulturen heute? Bericht von einer Erkundungsstudie.” <i>die hochschullehre</i> 5 (2019)."},"intvolume":"         5","date_updated":"2022-06-07T00:04:25Z","oa":"1","author":[{"id":"451","full_name":"Scharlau, Ingrid","orcid":"0000-0003-2364-9489","last_name":"Scharlau","first_name":"Ingrid"},{"first_name":"Ludwig","last_name":"Huber","full_name":"Huber, Ludwig"}],"date_created":"2021-12-15T14:27:45Z","volume":5,"title":"Welche Rolle spielen Fachkulturen heute? Bericht von einer Erkundungsstudie.","main_file_link":[{"url":"http://www.hochschullehre.org/wp-content/files/die_hochschullehre_2019_Scharlau_Huber_Fachkulturen.pdf","open_access":"1"}],"type":"journal_article","publication":"die hochschullehre","abstract":[{"lang":"eng","text":"With the present exploration, we aimed to answer the question whether distinct disciplinary cultures are present at today’s universities. To this purpose, we conducted 16 interviews with scholars from different disciplines. Qualitative analysis shows that disciplinary cultures in a narrow, epistemological sense (including forms of knowledge and work as well as organisation of teaching and learning) are perceived as distinct aspects of higher education and deemed important. Disciplinary cultures in a broader sense related to lifestyle and habitus, however, were hardly reported and not perceived as characteristic. Questions of social selectivity or inequality within universities were rarely touched in the interviews. Own cultures are typically described as rather heterogeneous, which is not the case for other cultures. Handling of possible cultures as well as differences by the interviewees turned out to be very cautious, at the same time restrained and respectful. Even where differences are observed or different values are revealed, there is little evidence of disputes. Consequences of these findings for research into disciplinary cultures and higher education are discussed."}],"status":"public","_id":"28986","user_id":"42165","department":[{"_id":"424"}],"keyword":["disciplinary culture","habitus","distinctions"],"language":[{"iso":"ger"}]},{"language":[{"iso":"eng"}],"user_id":"14931","department":[{"_id":"424"},{"_id":"426"}],"_id":"28992","status":"public","abstract":[{"lang":"eng","text":"<jats:p> Abstract. Academic writing is a complex and demanding activity that plays an important role in self-regulated learning settings within higher education. Self-efficacy and self-regulation are crucial factors for success and failure in academic writing. Because of the lack of adequate instruments, assessment of these factors is still limited. This paper introduces a scale for the assessment of self-efficacy for self-regulation of academic writing (SSAW). We deductively developed the SSAW scale and then conducted three studies in order to test and validate the scale. The first study ( N = 121) resulted in a brief scale with good psychometric properties. The second study ( N = 660) showed the scale’s factorial validity. The third study ( N = 188) provided evidence for the convergent validity of the SSAW scale. In sum, these studies yield a reliable, valid, and economic scale. The results are discussed with regard to the usefulness of the SSAW scale for research and practice in higher education. </jats:p>"}],"type":"journal_article","publication":"European Journal of Psychological Assessment","doi":"10.1027/1015-5759/a000452","title":"Assessing Self-Efficacy for Self-Regulation of Academic Writing: Development and validation of a scale","author":[{"first_name":"Christiane","last_name":"Golombek","full_name":"Golombek, Christiane"},{"last_name":"Klingsieck","id":"36716","full_name":"Klingsieck, Katrin B.","first_name":"Katrin B."},{"full_name":"Scharlau, Ingrid","id":"451","orcid":"0000-0003-2364-9489","last_name":"Scharlau","first_name":"Ingrid"}],"date_created":"2021-12-15T16:38:25Z","volume":35,"date_updated":"2023-11-08T08:36:31Z","citation":{"ieee":"C. Golombek, K. B. Klingsieck, and I. Scharlau, “Assessing Self-Efficacy for Self-Regulation of Academic Writing: Development and validation of a scale,” <i>European Journal of Psychological Assessment</i>, vol. 35, no. 5, pp. 751–761, 2019, doi: <a href=\"https://doi.org/10.1027/1015-5759/a000452\">10.1027/1015-5759/a000452</a>.","chicago":"Golombek, Christiane, Katrin B. Klingsieck, and Ingrid Scharlau. “Assessing Self-Efficacy for Self-Regulation of Academic Writing: Development and Validation of a Scale.” <i>European Journal of Psychological Assessment</i> 35, no. 5 (2019): 751–61. <a href=\"https://doi.org/10.1027/1015-5759/a000452\">https://doi.org/10.1027/1015-5759/a000452</a>.","ama":"Golombek C, Klingsieck KB, Scharlau I. Assessing Self-Efficacy for Self-Regulation of Academic Writing: Development and validation of a scale. <i>European Journal of Psychological Assessment</i>. 2019;35(5):751-761. doi:<a href=\"https://doi.org/10.1027/1015-5759/a000452\">10.1027/1015-5759/a000452</a>","apa":"Golombek, C., Klingsieck, K. B., &#38; Scharlau, I. (2019). Assessing Self-Efficacy for Self-Regulation of Academic Writing: Development and validation of a scale. <i>European Journal of Psychological Assessment</i>, <i>35</i>(5), 751–761. <a href=\"https://doi.org/10.1027/1015-5759/a000452\">https://doi.org/10.1027/1015-5759/a000452</a>","bibtex":"@article{Golombek_Klingsieck_Scharlau_2019, title={Assessing Self-Efficacy for Self-Regulation of Academic Writing: Development and validation of a scale}, volume={35}, DOI={<a href=\"https://doi.org/10.1027/1015-5759/a000452\">10.1027/1015-5759/a000452</a>}, number={5}, journal={European Journal of Psychological Assessment}, author={Golombek, Christiane and Klingsieck, Katrin B. and Scharlau, Ingrid}, year={2019}, pages={751–761} }","mla":"Golombek, Christiane, et al. “Assessing Self-Efficacy for Self-Regulation of Academic Writing: Development and Validation of a Scale.” <i>European Journal of Psychological Assessment</i>, vol. 35, no. 5, 2019, pp. 751–61, doi:<a href=\"https://doi.org/10.1027/1015-5759/a000452\">10.1027/1015-5759/a000452</a>.","short":"C. Golombek, K.B. Klingsieck, I. Scharlau, European Journal of Psychological Assessment 35 (2019) 751–761."},"page":"751 - 761","intvolume":"        35","year":"2019","issue":"5","publication_status":"published","publication_identifier":{"issn":["1015-5759","2151-2426"]}},{"publication_status":"published","citation":{"ama":"Scharlau I, Klingsieck KB. Zur Positionierung der Forschung an Schreibzentren. In: Hirsch-Weber A, Loesch C, Scherer S, eds. <i>Forschung für die Schreibdidaktik: Voraussetzung oder institutioneller Irrweg?</i>. Beltz (Juventa); 2019:207-226.","ieee":"I. Scharlau and K. B. Klingsieck, “Zur Positionierung der Forschung an Schreibzentren,” in <i>Forschung für die Schreibdidaktik: Voraussetzung oder institutioneller Irrweg?</i>, A. Hirsch-Weber, C. Loesch, and S. Scherer, Eds. Weinheim: Beltz (Juventa), 2019, pp. 207–226.","chicago":"Scharlau, Ingrid, and Katrin B. Klingsieck. “Zur Positionierung der Forschung an Schreibzentren.” In <i>Forschung für die Schreibdidaktik: Voraussetzung oder institutioneller Irrweg?</i>, edited by Andreas Hirsch-Weber, Cristina Loesch, and Stefan Scherer, 207–26. Weinheim: Beltz (Juventa), 2019.","apa":"Scharlau, I., &#38; Klingsieck, K. B. (2019). Zur Positionierung der Forschung an Schreibzentren. In A. Hirsch-Weber, C. Loesch, &#38; S. Scherer (Eds.), <i>Forschung für die Schreibdidaktik: Voraussetzung oder institutioneller Irrweg?</i> (pp. 207–226). Beltz (Juventa).","mla":"Scharlau, Ingrid, and Katrin B. Klingsieck. “Zur Positionierung der Forschung an Schreibzentren.” <i>Forschung für die Schreibdidaktik: Voraussetzung oder institutioneller Irrweg?</i>, edited by Andreas Hirsch-Weber et al., Beltz (Juventa), 2019, pp. 207–26.","bibtex":"@inbook{Scharlau_Klingsieck_2019, place={Weinheim}, title={Zur Positionierung der Forschung an Schreibzentren}, booktitle={Forschung für die Schreibdidaktik: Voraussetzung oder institutioneller Irrweg?}, publisher={Beltz (Juventa)}, author={Scharlau, Ingrid and Klingsieck, Katrin B.}, editor={Hirsch-Weber, Andreas and Loesch, Cristina and Scherer, Stefan}, year={2019}, pages={207–226} }","short":"I. Scharlau, K.B. Klingsieck, in: A. Hirsch-Weber, C. Loesch, S. Scherer (Eds.), Forschung für die Schreibdidaktik: Voraussetzung oder institutioneller Irrweg?, Beltz (Juventa), Weinheim, 2019, pp. 207–226."},"page":"207 - 226","year":"2019","place":"Weinheim","author":[{"id":"451","full_name":"Scharlau, Ingrid","orcid":"0000-0003-2364-9489","last_name":"Scharlau","first_name":"Ingrid"},{"first_name":"Katrin B.","last_name":"Klingsieck","full_name":"Klingsieck, Katrin B.","id":"36716"}],"date_created":"2022-06-05T02:10:06Z","publisher":"Beltz (Juventa)","date_updated":"2023-11-08T08:35:38Z","title":"Zur Positionierung der Forschung an Schreibzentren","type":"book_chapter","publication":"Forschung für die Schreibdidaktik: Voraussetzung oder institutioneller Irrweg?","status":"public","abstract":[{"lang":"ger","text":"Die Forderung nach evidenzbasierter Arbeit verbreitet sich zunehmend auch in der Hochschuldidaktik. In diesem Beitrag wird das Konzept der Evidenzbasierung kritisch analysiert und geprüft, ob bzw. unter welchen Bedingungen, es für die Bewertung schreibdidaktischer Arbeit taugt. Zudem werden alternative Überlegungen dazu, wie der Nutzen schreibdidaktischer Maßnahmen erkundet und geprüft werden kann, entwickelt."}],"editor":[{"last_name":"Hirsch-Weber","full_name":"Hirsch-Weber, Andreas","first_name":"Andreas"},{"first_name":"Cristina","full_name":"Loesch, Cristina","last_name":"Loesch"},{"full_name":"Scherer, Stefan","last_name":"Scherer","first_name":"Stefan"}],"user_id":"14931","department":[{"_id":"424"},{"_id":"426"}],"_id":"31657","language":[{"iso":"ger"}]},{"language":[{"iso":"eng"}],"keyword":["idea formation","language activity","objectification","intrapersonal intertextuality","articulation","Jakubinskij","Vygotsky","Humboldt"],"department":[{"_id":"424"}],"user_id":"53917","_id":"32156","status":"public","abstract":[{"lang":"eng","text":"How do ideas come into being? Our contribution takes its starting point in an observation\r\nwe made in empirical data from a prior study. The data center around an instant of an\r\nacademic writer’s thinking during the revision of a scientific paper. Through a detailed\r\ndiscourse-oriented micro-analysis, we zoom in on the writer’s thinking activity and uncover\r\nthe genesis of a complex idea through a sequence of interrelated moments. These\r\nmoments feature different degrees of “crystallization” of the idea; from gestures, a sketch,\r\na short written note, oral explanations to a final spelled-out written argument. For this\r\ncontribution, we re-analyze the material, asking how the idea gets formed during the\r\nthinking process and how it reaches a tangible form, which is understandable both for\r\nthe thinker and for other persons. We root our analysis in a notion of language as social,\r\nembodied, and dialogical activity, drawing on concepts from Humboldt, Jakubinskij, and\r\nVygotsky. We focus our analysis on three conceptual nodes. The first node is the ebbing\r\nand advancing of language in idea formation – observable as a trajectory through linguistically more condensed or more expanded utterance forms. The second node is the degree of objectification that the idea reaches when it is performed differently in a variety of addressivity constellations, i.e., whether and how it becomes understandable to the thinker and to others in the social sphere. Finally, the third node is the saturation of the idea through what we call intrapersonal intertextuality, i.e., its complex and dialogically related re-articulations in a sequence of formative moments. With these considerations, we articulate a clear consequence for theorizing thinking. We hold that thinking is social, embodied, and dialogically organized because it is entangled with language. Ideas come into being and become understandable and communicable to other persons only by and within their different, yet, intertextually related formations."}],"publication":"Frontiers in Psychology","type":"journal_article","doi":"10.3389/fpsyg.2019.02355","main_file_link":[{"open_access":"1"}],"title":"How ideas come into being: Tracing intertextual moments in grades of objectification and publicness","volume":10,"author":[{"full_name":"Karsten, Andrea","id":"53917","orcid":"0000-0003-0194-2000","last_name":"Karsten","first_name":"Andrea"},{"full_name":"Bertau, Marie-Cécile","last_name":"Bertau","first_name":"Marie-Cécile"}],"date_created":"2022-06-24T14:27:04Z","oa":"1","date_updated":"2023-12-21T08:42:58Z","intvolume":"        10","citation":{"chicago":"Karsten, Andrea, and Marie-Cécile Bertau. “How Ideas Come into Being: Tracing Intertextual Moments in Grades of Objectification and Publicness.” <i>Frontiers in Psychology</i> 10 (2019). <a href=\"https://doi.org/10.3389/fpsyg.2019.02355\">https://doi.org/10.3389/fpsyg.2019.02355</a>.","ieee":"A. Karsten and M.-C. Bertau, “How ideas come into being: Tracing intertextual moments in grades of objectification and publicness,” <i>Frontiers in Psychology</i>, vol. 10, 2019, doi: <a href=\"https://doi.org/10.3389/fpsyg.2019.02355\">10.3389/fpsyg.2019.02355</a>.","ama":"Karsten A, Bertau M-C. How ideas come into being: Tracing intertextual moments in grades of objectification and publicness. <i>Frontiers in Psychology</i>. 2019;10. doi:<a href=\"https://doi.org/10.3389/fpsyg.2019.02355\">10.3389/fpsyg.2019.02355</a>","apa":"Karsten, A., &#38; Bertau, M.-C. (2019). How ideas come into being: Tracing intertextual moments in grades of objectification and publicness. <i>Frontiers in Psychology</i>, <i>10</i>. <a href=\"https://doi.org/10.3389/fpsyg.2019.02355\">https://doi.org/10.3389/fpsyg.2019.02355</a>","short":"A. Karsten, M.-C. Bertau, Frontiers in Psychology 10 (2019).","bibtex":"@article{Karsten_Bertau_2019, title={How ideas come into being: Tracing intertextual moments in grades of objectification and publicness}, volume={10}, DOI={<a href=\"https://doi.org/10.3389/fpsyg.2019.02355\">10.3389/fpsyg.2019.02355</a>}, journal={Frontiers in Psychology}, author={Karsten, Andrea and Bertau, Marie-Cécile}, year={2019} }","mla":"Karsten, Andrea, and Marie-Cécile Bertau. “How Ideas Come into Being: Tracing Intertextual Moments in Grades of Objectification and Publicness.” <i>Frontiers in Psychology</i>, vol. 10, 2019, doi:<a href=\"https://doi.org/10.3389/fpsyg.2019.02355\">10.3389/fpsyg.2019.02355</a>."},"year":"2019","publication_status":"published"},{"doi":"10.3389/fpsyg.2019.01150","main_file_link":[{"open_access":"1","url":"https://www.frontiersin.org/articles/10.3389/fpsyg.2019.01150/full"}],"title":"The Role of Saliency in Learning First Words","author":[{"full_name":"Wildt, Eugenia","last_name":"Wildt","first_name":"Eugenia"},{"id":"50352","full_name":"Rohlfing, Katharina","last_name":"Rohlfing","first_name":"Katharina"},{"orcid":"0000-0003-2364-9489","last_name":"Scharlau","full_name":"Scharlau, Ingrid","id":"451","first_name":"Ingrid"}],"date_created":"2021-12-15T14:07:36Z","oa":"1","date_updated":"2023-02-01T12:13:38Z","citation":{"ama":"Wildt E, Rohlfing K, Scharlau I. The Role of Saliency in Learning First Words. <i>Frontiers in Psychology</i>. Published online 2019. doi:<a href=\"https://doi.org/10.3389/fpsyg.2019.01150\">10.3389/fpsyg.2019.01150</a>","chicago":"Wildt, Eugenia, Katharina Rohlfing, and Ingrid Scharlau. “The Role of Saliency in Learning First Words.” <i>Frontiers in Psychology</i>, 2019. <a href=\"https://doi.org/10.3389/fpsyg.2019.01150\">https://doi.org/10.3389/fpsyg.2019.01150</a>.","ieee":"E. Wildt, K. Rohlfing, and I. Scharlau, “The Role of Saliency in Learning First Words,” <i>Frontiers in Psychology</i>, 2019, doi: <a href=\"https://doi.org/10.3389/fpsyg.2019.01150\">10.3389/fpsyg.2019.01150</a>.","apa":"Wildt, E., Rohlfing, K., &#38; Scharlau, I. (2019). The Role of Saliency in Learning First Words. <i>Frontiers in Psychology</i>. <a href=\"https://doi.org/10.3389/fpsyg.2019.01150\">https://doi.org/10.3389/fpsyg.2019.01150</a>","short":"E. Wildt, K. Rohlfing, I. Scharlau, Frontiers in Psychology (2019).","bibtex":"@article{Wildt_Rohlfing_Scharlau_2019, title={The Role of Saliency in Learning First Words}, DOI={<a href=\"https://doi.org/10.3389/fpsyg.2019.01150\">10.3389/fpsyg.2019.01150</a>}, journal={Frontiers in Psychology}, author={Wildt, Eugenia and Rohlfing, Katharina and Scharlau, Ingrid}, year={2019} }","mla":"Wildt, Eugenia, et al. “The Role of Saliency in Learning First Words.” <i>Frontiers in Psychology</i>, 2019, doi:<a href=\"https://doi.org/10.3389/fpsyg.2019.01150\">10.3389/fpsyg.2019.01150</a>."},"year":"2019","publication_identifier":{"issn":["1664-1078"]},"publication_status":"published","language":[{"iso":"eng"}],"department":[{"_id":"424"},{"_id":"749"}],"user_id":"14931","_id":"28982","status":"public","publication":"Frontiers in Psychology","type":"journal_article"},{"title":"Stuck on a plateau? A model-based approach to fundamental issues in visual temporal-order judgments","date_created":"2018-12-10T07:10:54Z","publisher":"MDPI AG","year":"2018","issue":"3","language":[{"iso":"eng"}],"publication":"Vision","doi":"10.3390/vision2030029","main_file_link":[{"url":"http://www.mdpi.com/2411-5150/2/3/29","open_access":"1"}],"volume":2,"author":[{"full_name":"Tünnermann, Jan","last_name":"Tünnermann","first_name":"Jan"},{"last_name":"Scharlau","orcid":"0000-0003-2364-9489","id":"451","full_name":"Scharlau, Ingrid","first_name":"Ingrid"}],"oa":"1","date_updated":"2022-01-06T07:02:52Z","intvolume":"         2","citation":{"ama":"Tünnermann J, Scharlau I. Stuck on a plateau? A model-based approach to fundamental issues in visual temporal-order judgments. <i>Vision</i>. 2018;2(3). doi:<a href=\"https://doi.org/10.3390/vision2030029\">10.3390/vision2030029</a>","chicago":"Tünnermann, Jan, and Ingrid Scharlau. “Stuck on a Plateau? A Model-Based Approach to Fundamental Issues in Visual Temporal-Order Judgments.” <i>Vision</i> 2, no. 3 (2018). <a href=\"https://doi.org/10.3390/vision2030029\">https://doi.org/10.3390/vision2030029</a>.","ieee":"J. Tünnermann and I. Scharlau, “Stuck on a plateau? A model-based approach to fundamental issues in visual temporal-order judgments,” <i>Vision</i>, vol. 2, no. 3, Art. no. 29, 2018, doi: <a href=\"https://doi.org/10.3390/vision2030029\">10.3390/vision2030029</a>.","apa":"Tünnermann, J., &#38; Scharlau, I. (2018). Stuck on a plateau? A model-based approach to fundamental issues in visual temporal-order judgments. <i>Vision</i>, <i>2</i>(3), Article 29. <a href=\"https://doi.org/10.3390/vision2030029\">https://doi.org/10.3390/vision2030029</a>","mla":"Tünnermann, Jan, and Ingrid Scharlau. “Stuck on a Plateau? A Model-Based Approach to Fundamental Issues in Visual Temporal-Order Judgments.” <i>Vision</i>, vol. 2, no. 3, 29, MDPI AG, 2018, doi:<a href=\"https://doi.org/10.3390/vision2030029\">10.3390/vision2030029</a>.","short":"J. Tünnermann, I. Scharlau, Vision 2 (2018).","bibtex":"@article{Tünnermann_Scharlau_2018, title={Stuck on a plateau? A model-based approach to fundamental issues in visual temporal-order judgments}, volume={2}, DOI={<a href=\"https://doi.org/10.3390/vision2030029\">10.3390/vision2030029</a>}, number={329}, journal={Vision}, publisher={MDPI AG}, author={Tünnermann, Jan and Scharlau, Ingrid}, year={2018} }"},"publication_identifier":{"issn":["2411-5150"]},"publication_status":"published","article_number":"29","department":[{"_id":"424"}],"user_id":"451","_id":"6095","status":"public","type":"journal_article"},{"volume":49,"author":[{"last_name":"Bertau","full_name":"Bertau, Marie-Cécile","first_name":"Marie-Cécile"},{"full_name":"Karsten, Andrea","id":"53917","last_name":"Karsten","first_name":"Andrea"}],"date_updated":"2022-07-18T09:21:16Z","doi":"10.1016/j.newideapsych.2017.12.001","publication_identifier":{"issn":["0732-118X"]},"publication_status":"published","page":"7-17","intvolume":"        49","citation":{"apa":"Bertau, M.-C., &#38; Karsten, A. (2018). Reconsidering interiorization: Self moving across language spacetimes. <i>New Ideas in Psychology</i>, <i>49</i>, 7–17. <a href=\"https://doi.org/10.1016/j.newideapsych.2017.12.001\">https://doi.org/10.1016/j.newideapsych.2017.12.001</a>","short":"M.-C. Bertau, A. Karsten, New Ideas in Psychology 49 (2018) 7–17.","bibtex":"@article{Bertau_Karsten_2018, title={Reconsidering interiorization: Self moving across language spacetimes}, volume={49}, DOI={<a href=\"https://doi.org/10.1016/j.newideapsych.2017.12.001\">10.1016/j.newideapsych.2017.12.001</a>}, journal={New Ideas in Psychology}, publisher={Elsevier BV}, author={Bertau, Marie-Cécile and Karsten, Andrea}, year={2018}, pages={7–17} }","mla":"Bertau, Marie-Cécile, and Andrea Karsten. “Reconsidering Interiorization: Self Moving across Language Spacetimes.” <i>New Ideas in Psychology</i>, vol. 49, Elsevier BV, 2018, pp. 7–17, doi:<a href=\"https://doi.org/10.1016/j.newideapsych.2017.12.001\">10.1016/j.newideapsych.2017.12.001</a>.","ama":"Bertau M-C, Karsten A. Reconsidering interiorization: Self moving across language spacetimes. <i>New Ideas in Psychology</i>. 2018;49:7-17. doi:<a href=\"https://doi.org/10.1016/j.newideapsych.2017.12.001\">10.1016/j.newideapsych.2017.12.001</a>","ieee":"M.-C. Bertau and A. Karsten, “Reconsidering interiorization: Self moving across language spacetimes,” <i>New Ideas in Psychology</i>, vol. 49, pp. 7–17, 2018, doi: <a href=\"https://doi.org/10.1016/j.newideapsych.2017.12.001\">10.1016/j.newideapsych.2017.12.001</a>.","chicago":"Bertau, Marie-Cécile, and Andrea Karsten. “Reconsidering Interiorization: Self Moving across Language Spacetimes.” <i>New Ideas in Psychology</i> 49 (2018): 7–17. <a href=\"https://doi.org/10.1016/j.newideapsych.2017.12.001\">https://doi.org/10.1016/j.newideapsych.2017.12.001</a>."},"department":[{"_id":"424"}],"user_id":"42165","_id":"32158","type":"journal_article","status":"public","date_created":"2022-06-24T14:41:20Z","publisher":"Elsevier BV","title":"Reconsidering interiorization: Self moving across language spacetimes","year":"2018","language":[{"iso":"eng"}],"keyword":["Interiorization","Dialogical self","Language activity","Voice","Vygotsky","Heterotopia","Video-confrontation"],"publication":"New Ideas in Psychology","abstract":[{"lang":"eng","text":"Sociogenesis addresses a pervasive problem in psychology given by Cartesian dualism that assigns the mental an inner locus apart from material activity. Aligning ourselves to the ongoing critical discussions of interiorization in psychology, we explore the crucial notion of space by highlighting language as sociocultural and dialogical activity performed by other-oriented individuals. We discuss space in terms of the “language spacetime”, a symbolic, embodied formation of mutually positioned speaking and listening selves. This leads beyond the “inside-outside” container metaphor and allows for a reformulation of interiorization. Interiorization is conceptualized as a continuous series of different, though mutually related movements between self and other and self and self that lead to and are supported by specific formations in language activity: reversion, transposition, and decoupling. Along a short passage of a video-based interview, we trace the reversion of dialogical positions within the addressivity constellation of the two interlocutors, their interactive creation of a heterotopic spacetime, and the decoupling of one speaker's psychological activity from the concrete here-and-now and the present other by moving and acting into this new sphere. Interiorization appears as a movement at the border of past, present, and possible future(s)."}]},{"editor":[{"full_name":"Voigt, Anja","last_name":"Voigt","first_name":"Anja"}],"abstract":[{"text":"Vanessa Frahnert und Andrea Karsten stellen ihr Textograph*innen-Programm zur\r\nUnterstützung des Schreibens in der Lehre vor, das seit dem Sommersemester 2016\r\nzum regelmäßigen Angebot des Kompetenzzentrums Schreiben der Universität Paderborn gehört. Das Programm baut auf den grundlegenden Prinzipien und Überlegungen des Writing Fellow-Konzepts auf, ist aber an die theoretische Ausrichtung des Schreibzentrums sowie die Gegebenheiten der Universität angepasst. Der Beitrag stellt das Programm und seine theoretischen Hintergründe vor und arbeitet die\r\nUnterschiede im Vergleich zum Writing Fellow-Ansatz heraus.","lang":"ger"}],"status":"public","type":"book_chapter","publication":"Lehren und Lernen mit Writing Fellows. Beiträge zur Forschung, Evaluation und Adaption","language":[{"iso":"ger"}],"_id":"32159","user_id":"42165","department":[{"_id":"424"}],"year":"2018","place":"Bielefeld","citation":{"bibtex":"@inbook{Frahnert_Karsten_2018, place={Bielefeld}, title={Fachsensibilität als Ressource für den Writing Fellow-Ansatz}, DOI={<a href=\"https://doi.org/10.3278/6004628w\">10.3278/6004628w</a>}, booktitle={Lehren und Lernen mit Writing Fellows. Beiträge zur Forschung, Evaluation und Adaption}, publisher={wbv}, author={Frahnert, Vanessa and Karsten, Andrea}, editor={Voigt, Anja}, year={2018}, pages={127–139} }","mla":"Frahnert, Vanessa, and Andrea Karsten. “Fachsensibilität als Ressource für den Writing Fellow-Ansatz.” <i>Lehren und Lernen mit Writing Fellows. Beiträge zur Forschung, Evaluation und Adaption</i>, edited by Anja Voigt, wbv, 2018, pp. 127–39, doi:<a href=\"https://doi.org/10.3278/6004628w\">10.3278/6004628w</a>.","short":"V. Frahnert, A. Karsten, in: A. Voigt (Ed.), Lehren und Lernen mit Writing Fellows. Beiträge zur Forschung, Evaluation und Adaption, wbv, Bielefeld, 2018, pp. 127–139.","apa":"Frahnert, V., &#38; Karsten, A. (2018). Fachsensibilität als Ressource für den Writing Fellow-Ansatz. In A. Voigt (Ed.), <i>Lehren und Lernen mit Writing Fellows. Beiträge zur Forschung, Evaluation und Adaption</i> (pp. 127–139). wbv. <a href=\"https://doi.org/10.3278/6004628w\">https://doi.org/10.3278/6004628w</a>","chicago":"Frahnert, Vanessa, and Andrea Karsten. “Fachsensibilität als Ressource für den Writing Fellow-Ansatz.” In <i>Lehren und Lernen mit Writing Fellows. Beiträge zur Forschung, Evaluation und Adaption</i>, edited by Anja Voigt, 127–39. Bielefeld: wbv, 2018. <a href=\"https://doi.org/10.3278/6004628w\">https://doi.org/10.3278/6004628w</a>.","ieee":"V. Frahnert and A. Karsten, “Fachsensibilität als Ressource für den Writing Fellow-Ansatz,” in <i>Lehren und Lernen mit Writing Fellows. Beiträge zur Forschung, Evaluation und Adaption</i>, A. Voigt, Ed. Bielefeld: wbv, 2018, pp. 127–139.","ama":"Frahnert V, Karsten A. Fachsensibilität als Ressource für den Writing Fellow-Ansatz. In: Voigt A, ed. <i>Lehren und Lernen mit Writing Fellows. Beiträge zur Forschung, Evaluation und Adaption</i>. wbv; 2018:127-139. doi:<a href=\"https://doi.org/10.3278/6004628w\">10.3278/6004628w</a>"},"page":"127 - 139","publication_status":"published","title":"Fachsensibilität als Ressource für den Writing Fellow-Ansatz","main_file_link":[{"url":"https://www.ssoar.info/ssoar/bitstream/handle/document/66741/ssoar-2018-voigt-Lehren_und_Lernen_mit_Writing.pdf?sequence=1&isAllowed=y&lnkname=ssoar-2018-voigt-Lehren_und_Lernen_mit_Writing.pdf","open_access":"1"}],"doi":"10.3278/6004628w","date_updated":"2022-07-18T09:22:05Z","publisher":"wbv","oa":"1","author":[{"full_name":"Frahnert, Vanessa","last_name":"Frahnert","first_name":"Vanessa"},{"first_name":"Andrea","full_name":"Karsten, Andrea","id":"53917","last_name":"Karsten"}],"date_created":"2022-06-24T14:51:33Z"},{"language":[{"iso":"ger"}],"_id":"32160","user_id":"42165","department":[{"_id":"424"}],"editor":[{"last_name":"Stroot","full_name":"Stroot, Thea","first_name":"Thea"},{"first_name":"Petra","full_name":"Westphal, Petra","last_name":"Westphal"}],"status":"public","type":"book_chapter","publication":"Peer Learning an Hochschulen. Elemente einer diversitysensiblen, inklusiven Bildung","title":"Am Schreiben teilhaben. Das Textograph*innen-Programm an der Universität Paderborn","publisher":"Julius Klinkhardt","date_updated":"2022-07-18T09:22:42Z","author":[{"last_name":"Karsten","id":"53917","full_name":"Karsten, Andrea","first_name":"Andrea"},{"first_name":"Vanessa","full_name":"Frahnert, Vanessa","last_name":"Frahnert"},{"first_name":"Stefanie","last_name":"Schäfer","full_name":"Schäfer, Stefanie"}],"date_created":"2022-06-24T14:57:15Z","year":"2018","place":"Bad Heilbrunn","citation":{"apa":"Karsten, A., Frahnert, V., &#38; Schäfer, S. (2018). Am Schreiben teilhaben. Das Textograph*innen-Programm an der Universität Paderborn. In T. Stroot &#38; P. Westphal (Eds.), <i>Peer Learning an Hochschulen. Elemente einer diversitysensiblen, inklusiven Bildung</i> (pp. 242–261). Julius Klinkhardt.","bibtex":"@inbook{Karsten_Frahnert_Schäfer_2018, place={Bad Heilbrunn}, title={Am Schreiben teilhaben. Das Textograph*innen-Programm an der Universität Paderborn}, booktitle={Peer Learning an Hochschulen. Elemente einer diversitysensiblen, inklusiven Bildung}, publisher={Julius Klinkhardt}, author={Karsten, Andrea and Frahnert, Vanessa and Schäfer, Stefanie}, editor={Stroot, Thea and Westphal, Petra}, year={2018}, pages={242–261} }","short":"A. Karsten, V. Frahnert, S. Schäfer, in: T. Stroot, P. Westphal (Eds.), Peer Learning an Hochschulen. Elemente einer diversitysensiblen, inklusiven Bildung, Julius Klinkhardt, Bad Heilbrunn, 2018, pp. 242–261.","mla":"Karsten, Andrea, et al. “Am Schreiben teilhaben. Das Textograph*innen-Programm an der Universität Paderborn.” <i>Peer Learning an Hochschulen. Elemente einer diversitysensiblen, inklusiven Bildung</i>, edited by Thea Stroot and Petra Westphal, Julius Klinkhardt, 2018, pp. 242–61.","chicago":"Karsten, Andrea, Vanessa Frahnert, and Stefanie Schäfer. “Am Schreiben teilhaben. Das Textograph*innen-Programm an der Universität Paderborn.” In <i>Peer Learning an Hochschulen. Elemente einer diversitysensiblen, inklusiven Bildung</i>, edited by Thea Stroot and Petra Westphal, 242–61. Bad Heilbrunn: Julius Klinkhardt, 2018.","ieee":"A. Karsten, V. Frahnert, and S. Schäfer, “Am Schreiben teilhaben. Das Textograph*innen-Programm an der Universität Paderborn,” in <i>Peer Learning an Hochschulen. Elemente einer diversitysensiblen, inklusiven Bildung</i>, T. Stroot and P. Westphal, Eds. Bad Heilbrunn: Julius Klinkhardt, 2018, pp. 242–261.","ama":"Karsten A, Frahnert V, Schäfer S. Am Schreiben teilhaben. Das Textograph*innen-Programm an der Universität Paderborn. In: Stroot T, Westphal P, eds. <i>Peer Learning an Hochschulen. Elemente einer diversitysensiblen, inklusiven Bildung</i>. Julius Klinkhardt; 2018:242-261."},"page":"242 - 261","publication_status":"published"},{"language":[{"iso":"eng"}],"_id":"6097","department":[{"_id":"424"}],"user_id":"42165","status":"public","publication":"Advances in Cognitive Psychology","type":"journal_article","title":"Poking Left To Be Right? A Model-Based Analysis of Temporal Order Judged by Mice","doi":"10.5709/acp-0237-0","publisher":"University of Finance and Management in Warsaw","date_updated":"2022-06-06T14:02:43Z","volume":14,"author":[{"first_name":"Jan","last_name":"Tünnermann","full_name":"Tünnermann, Jan"},{"first_name":"Ingrid","orcid":"0000-0003-2364-9489","last_name":"Scharlau","full_name":"Scharlau, Ingrid","id":"451"}],"date_created":"2018-12-10T07:14:43Z","year":"2018","intvolume":"        14","page":"39 - 50","citation":{"apa":"Tünnermann, J., &#38; Scharlau, I. (2018). Poking Left To Be Right? A Model-Based Analysis of Temporal Order Judged by Mice. <i>Advances in Cognitive Psychology</i>, <i>14</i>(2), 39–50. <a href=\"https://doi.org/10.5709/acp-0237-0\">https://doi.org/10.5709/acp-0237-0</a>","bibtex":"@article{Tünnermann_Scharlau_2018, title={Poking Left To Be Right? A Model-Based Analysis of Temporal Order Judged by Mice}, volume={14}, DOI={<a href=\"https://doi.org/10.5709/acp-0237-0\">10.5709/acp-0237-0</a>}, number={2}, journal={Advances in Cognitive Psychology}, publisher={University of Finance and Management in Warsaw}, author={Tünnermann, Jan and Scharlau, Ingrid}, year={2018}, pages={39–50} }","mla":"Tünnermann, Jan, and Ingrid Scharlau. “Poking Left To Be Right? A Model-Based Analysis of Temporal Order Judged by Mice.” <i>Advances in Cognitive Psychology</i>, vol. 14, no. 2, University of Finance and Management in Warsaw, 2018, pp. 39–50, doi:<a href=\"https://doi.org/10.5709/acp-0237-0\">10.5709/acp-0237-0</a>.","short":"J. Tünnermann, I. Scharlau, Advances in Cognitive Psychology 14 (2018) 39–50.","ama":"Tünnermann J, Scharlau I. Poking Left To Be Right? A Model-Based Analysis of Temporal Order Judged by Mice. <i>Advances in Cognitive Psychology</i>. 2018;14(2):39-50. doi:<a href=\"https://doi.org/10.5709/acp-0237-0\">10.5709/acp-0237-0</a>","chicago":"Tünnermann, Jan, and Ingrid Scharlau. “Poking Left To Be Right? A Model-Based Analysis of Temporal Order Judged by Mice.” <i>Advances in Cognitive Psychology</i> 14, no. 2 (2018): 39–50. <a href=\"https://doi.org/10.5709/acp-0237-0\">https://doi.org/10.5709/acp-0237-0</a>.","ieee":"J. Tünnermann and I. Scharlau, “Poking Left To Be Right? A Model-Based Analysis of Temporal Order Judged by Mice,” <i>Advances in Cognitive Psychology</i>, vol. 14, no. 2, pp. 39–50, 2018, doi: <a href=\"https://doi.org/10.5709/acp-0237-0\">10.5709/acp-0237-0</a>."},"publication_identifier":{"issn":["1895-1171"]},"publication_status":"published","issue":"2"},{"publication_status":"published","publication_identifier":{"isbn":["9783658203085"],"eisbn":["9783658203092"]},"citation":{"ama":"Scharlau I. Sich verständigen: Überlegungen zur Frage der Evidenzbasierung. In: Jenert T, Reinmann G, Schmohl T, eds. <i>Theorie und Praxis der Hochschulbildungsforschung: Für eine offene Zukunft der Hochschuldidaktik</i>. Springer VS; 2018:103-121. doi:<a href=\"https://doi.org/10.1007/978-3-658-20309-2_7\">10.1007/978-3-658-20309-2_7</a>","apa":"Scharlau, I. (2018). Sich verständigen: Überlegungen zur Frage der Evidenzbasierung. In T. Jenert, G. Reinmann, &#38; T. Schmohl (Eds.), <i>Theorie und Praxis der Hochschulbildungsforschung: Für eine offene Zukunft der Hochschuldidaktik</i> (pp. 103–121). Springer VS. <a href=\"https://doi.org/10.1007/978-3-658-20309-2_7\">https://doi.org/10.1007/978-3-658-20309-2_7</a>","short":"I. Scharlau, in: T. Jenert, G. Reinmann, T. Schmohl (Eds.), Theorie und Praxis der Hochschulbildungsforschung: Für eine offene Zukunft der Hochschuldidaktik, Springer VS, Wiesbaden, 2018, pp. 103–121.","bibtex":"@inbook{Scharlau_2018, place={Wiesbaden}, title={Sich verständigen: Überlegungen zur Frage der Evidenzbasierung}, DOI={<a href=\"https://doi.org/10.1007/978-3-658-20309-2_7\">10.1007/978-3-658-20309-2_7</a>}, booktitle={Theorie und Praxis der Hochschulbildungsforschung: Für eine offene Zukunft der Hochschuldidaktik}, publisher={Springer VS}, author={Scharlau, Ingrid}, editor={Jenert, Tobias and Reinmann, Gabi and Schmohl, Tobias}, year={2018}, pages={103–121} }","mla":"Scharlau, Ingrid. “Sich verständigen: Überlegungen zur Frage der Evidenzbasierung.” <i>Theorie und Praxis der Hochschulbildungsforschung: Für eine offene Zukunft der Hochschuldidaktik</i>, edited by Tobias Jenert et al., Springer VS, 2018, pp. 103–21, doi:<a href=\"https://doi.org/10.1007/978-3-658-20309-2_7\">10.1007/978-3-658-20309-2_7</a>.","ieee":"I. Scharlau, “Sich verständigen: Überlegungen zur Frage der Evidenzbasierung,” in <i>Theorie und Praxis der Hochschulbildungsforschung: Für eine offene Zukunft der Hochschuldidaktik</i>, T. Jenert, G. Reinmann, and T. Schmohl, Eds. Wiesbaden: Springer VS, 2018, pp. 103–121.","chicago":"Scharlau, Ingrid. “Sich verständigen: Überlegungen zur Frage der Evidenzbasierung.” In <i>Theorie und Praxis der Hochschulbildungsforschung: Für eine offene Zukunft der Hochschuldidaktik</i>, edited by Tobias Jenert, Gabi Reinmann, and Tobias Schmohl, 103–21. Wiesbaden: Springer VS, 2018. <a href=\"https://doi.org/10.1007/978-3-658-20309-2_7\">https://doi.org/10.1007/978-3-658-20309-2_7</a>."},"page":"103 - 121","place":"Wiesbaden","year":"2018","author":[{"first_name":"Ingrid","orcid":"0000-0003-2364-9489","last_name":"Scharlau","full_name":"Scharlau, Ingrid","id":"451"}],"date_created":"2022-06-05T01:16:09Z","date_updated":"2022-06-06T20:38:35Z","publisher":"Springer VS","doi":"10.1007/978-3-658-20309-2_7","title":"Sich verständigen: Überlegungen zur Frage der Evidenzbasierung","type":"book_chapter","publication":"Theorie und Praxis der Hochschulbildungsforschung: Für eine offene Zukunft der Hochschuldidaktik","status":"public","abstract":[{"lang":"ger","text":"Evidenzbasierung ist in den vergangenen Jahren zu einem wichtigen Leitbild von Forschung in vielen praktisch relevanten Bereichen geworden und entwickelt sich zu einem solchen auch in der Hochschuldidaktik. Aufbauend auf einer kritischen Analyse der Leistungen von Metaanalysen und der Methodenkrise in der Psychologie sowie den besonderen Anforderungen an Erkenntnis in der Hochschuldidaktik fragt der vorliegende Beitrag, wie weit Evidenzbasierung die in sie gesetzten Erwartungen erfüllen kann und welche unbeabsichtigten Folgen sie hat."}],"editor":[{"full_name":"Jenert, Tobias","last_name":"Jenert","first_name":"Tobias"},{"first_name":"Gabi","last_name":"Reinmann","full_name":"Reinmann, Gabi"},{"full_name":"Schmohl, Tobias","last_name":"Schmohl","first_name":"Tobias"}],"user_id":"42165","department":[{"_id":"424"}],"_id":"31654","language":[{"iso":"ger"}],"keyword":["Evidenzbasierung","Methodenkrise","Fachkulturen"]}]