[{"citation":{"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>","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>.","short":"E. Wildt, K. Rohlfing, I. Scharlau, Frontiers in Psychology (2019).","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>.","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>.","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>","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} }"},"publication":"Frontiers in Psychology","oa":"1","department":[{"_id":"424"},{"_id":"749"}],"type":"journal_article","date_created":"2021-12-15T14:07:36Z","date_updated":"2023-02-01T12:13:38Z","publication_status":"published","publication_identifier":{"issn":["1664-1078"]},"author":[{"last_name":"Wildt","first_name":"Eugenia","full_name":"Wildt, Eugenia"},{"id":"50352","last_name":"Rohlfing","first_name":"Katharina","full_name":"Rohlfing, Katharina"},{"last_name":"Scharlau","first_name":"Ingrid","orcid":"0000-0003-2364-9489","full_name":"Scharlau, Ingrid","id":"451"}],"title":"The Role of Saliency in Learning First Words","year":"2019","status":"public","doi":"10.3389/fpsyg.2019.01150","user_id":"14931","language":[{"iso":"eng"}],"_id":"28982","main_file_link":[{"open_access":"1","url":"https://www.frontiersin.org/articles/10.3389/fpsyg.2019.01150/full"}]},{"date_created":"2018-12-10T07:10:54Z","department":[{"_id":"424"}],"type":"journal_article","issue":"3","publication":"Vision","language":[{"iso":"eng"}],"main_file_link":[{"url":"http://www.mdpi.com/2411-5150/2/3/29","open_access":"1"}],"article_number":"29","doi":"10.3390/vision2030029","author":[{"full_name":"Tünnermann, Jan","last_name":"Tünnermann","first_name":"Jan"},{"first_name":"Ingrid","last_name":"Scharlau","orcid":"0000-0003-2364-9489","full_name":"Scharlau, Ingrid","id":"451"}],"publication_identifier":{"issn":["2411-5150"]},"year":"2018","title":"Stuck on a plateau? A model-based approach to fundamental issues in visual temporal-order judgments","intvolume":"         2","date_updated":"2022-01-06T07:02:52Z","publication_status":"published","oa":"1","citation":{"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>","short":"J. Tünnermann, I. Scharlau, Vision 2 (2018).","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>.","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>.","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} }","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>"},"_id":"6095","publisher":"MDPI AG","volume":2,"user_id":"451","status":"public"},{"citation":{"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>.","short":"M.-C. Bertau, A. Karsten, New Ideas in Psychology 49 (2018) 7–17.","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>","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>.","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>","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>."},"publisher":"Elsevier BV","_id":"32158","page":"7-17","volume":49,"user_id":"42165","status":"public","date_created":"2022-06-24T14:41:20Z","department":[{"_id":"424"}],"keyword":["Interiorization","Dialogical self","Language activity","Voice","Vygotsky","Heterotopia","Video-confrontation"],"type":"journal_article","publication":"New Ideas in Psychology","abstract":[{"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).","lang":"eng"}],"language":[{"iso":"eng"}],"doi":"10.1016/j.newideapsych.2017.12.001","author":[{"first_name":"Marie-Cécile","last_name":"Bertau","full_name":"Bertau, Marie-Cécile"},{"id":"53917","full_name":"Karsten, Andrea","last_name":"Karsten","first_name":"Andrea"}],"publication_identifier":{"issn":["0732-118X"]},"title":"Reconsidering interiorization: Self moving across language spacetimes","year":"2018","intvolume":"        49","publication_status":"published","date_updated":"2022-07-18T09:21:16Z"},{"author":[{"first_name":"Vanessa","last_name":"Frahnert","full_name":"Frahnert, Vanessa"},{"first_name":"Andrea","last_name":"Karsten","full_name":"Karsten, Andrea","id":"53917"}],"title":"Fachsensibilität als Ressource für den Writing Fellow-Ansatz","year":"2018","publication_status":"published","date_updated":"2022-07-18T09:22:05Z","language":[{"iso":"ger"}],"main_file_link":[{"open_access":"1","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"}],"doi":"10.3278/6004628w","publication":"Lehren und Lernen mit Writing Fellows. Beiträge zur Forschung, Evaluation und Adaption","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"}],"date_created":"2022-06-24T14:51:33Z","department":[{"_id":"424"}],"type":"book_chapter","status":"public","_id":"32159","publisher":"wbv","page":"127 - 139","editor":[{"full_name":"Voigt, Anja","last_name":"Voigt","first_name":"Anja"}],"user_id":"42165","citation":{"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>.","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>","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>","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>."},"place":"Bielefeld","oa":"1"},{"publication":"Peer Learning an Hochschulen. Elemente einer diversitysensiblen, inklusiven Bildung","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.","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.","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.","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.","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.","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.","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} }"},"place":"Bad Heilbrunn","date_created":"2022-06-24T14:57:15Z","type":"book_chapter","department":[{"_id":"424"}],"title":"Am Schreiben teilhaben. Das Textograph*innen-Programm an der Universität Paderborn","status":"public","year":"2018","author":[{"first_name":"Andrea","last_name":"Karsten","full_name":"Karsten, Andrea","id":"53917"},{"full_name":"Frahnert, Vanessa","last_name":"Frahnert","first_name":"Vanessa"},{"full_name":"Schäfer, Stefanie","first_name":"Stefanie","last_name":"Schäfer"}],"date_updated":"2022-07-18T09:22:42Z","publication_status":"published","page":"242 - 261","_id":"32160","language":[{"iso":"ger"}],"publisher":"Julius Klinkhardt","user_id":"42165","editor":[{"last_name":"Stroot","first_name":"Thea","full_name":"Stroot, Thea"},{"full_name":"Westphal, Petra","first_name":"Petra","last_name":"Westphal"}]},{"status":"public","_id":"6097","publisher":"University of Finance and Management in Warsaw","page":"39 - 50","volume":14,"user_id":"42165","citation":{"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>.","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} }","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>","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>.","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>","short":"J. Tünnermann, I. Scharlau, Advances in Cognitive Psychology 14 (2018) 39–50.","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>."},"author":[{"last_name":"Tünnermann","first_name":"Jan","full_name":"Tünnermann, Jan"},{"full_name":"Scharlau, Ingrid","orcid":"0000-0003-2364-9489","last_name":"Scharlau","first_name":"Ingrid","id":"451"}],"publication_identifier":{"issn":["1895-1171"]},"year":"2018","title":"Poking Left To Be Right? A Model-Based Analysis of Temporal Order Judged by Mice","intvolume":"        14","date_updated":"2022-06-06T14:02:43Z","publication_status":"published","language":[{"iso":"eng"}],"doi":"10.5709/acp-0237-0","issue":"2","publication":"Advances in Cognitive Psychology","date_created":"2018-12-10T07:14:43Z","department":[{"_id":"424"}],"type":"journal_article"},{"citation":{"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>.","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>","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>.","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>","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} }"},"place":"Wiesbaden","status":"public","editor":[{"full_name":"Jenert, Tobias","first_name":"Tobias","last_name":"Jenert"},{"full_name":"Reinmann, Gabi","last_name":"Reinmann","first_name":"Gabi"},{"first_name":"Tobias","last_name":"Schmohl","full_name":"Schmohl, Tobias"}],"user_id":"42165","_id":"31654","publisher":"Springer VS","page":"103 - 121","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."}],"publication":"Theorie und Praxis der Hochschulbildungsforschung: Für eine offene Zukunft der Hochschuldidaktik","department":[{"_id":"424"}],"type":"book_chapter","keyword":["Evidenzbasierung","Methodenkrise","Fachkulturen"],"date_created":"2022-06-05T01:16:09Z","publication_status":"published","date_updated":"2022-06-06T20:38:35Z","publication_identifier":{"isbn":["9783658203085"],"eisbn":["9783658203092"]},"author":[{"full_name":"Scharlau, Ingrid","last_name":"Scharlau","orcid":"0000-0003-2364-9489","first_name":"Ingrid","id":"451"}],"title":"Sich verständigen: Überlegungen zur Frage der Evidenzbasierung","year":"2018","doi":"10.1007/978-3-658-20309-2_7","language":[{"iso":"ger"}]},{"title":"Hades - The Invisible Side of Mathematical Thinking","year":"2018","publication_identifier":{"isbn":["9783319777597"],"eisbn":["9783319777603"]},"author":[{"first_name":"Walther","last_name":"Paravicini","full_name":"Paravicini, Walther"},{"full_name":"Schnieder, Jörn","last_name":"Schnieder","first_name":"Jörn"},{"full_name":"Scharlau, Ingrid","orcid":"0000-0003-2364-9489","last_name":"Scharlau","first_name":"Ingrid","id":"451"}],"publication_status":"published","date_updated":"2022-06-06T20:36:17Z","language":[{"iso":"eng"}],"doi":"10.1007/978-3-319-77760-3_23","publication":"Philosophy of mathematics education today","abstract":[{"lang":"eng","text":"The chapter presents a philosophical approach to teaching and learning mathematics in which five philosophical methods are translated into methods of reading and writing mathematical texts. The philosophical approaches are Hermeneutics, Analytical philosophy, Dialectics, Experience based (phenomenological) and Speculative philosophy. We use the acronym HADES for the combination of these approaches. For each of them we present reading and writing material which can be used for teaching peer tutors and by them in their interaction with students."}],"date_created":"2022-06-05T01:28:49Z","type":"book_chapter","department":[{"_id":"424"}],"status":"public","page":"353 - 365","_id":"31656","publisher":"Springer","user_id":"42165","editor":[{"first_name":"Paul","last_name":"Ernest","full_name":"Ernest, Paul"}],"citation":{"short":"W. Paravicini, J. Schnieder, I. Scharlau, in: P. Ernest (Ed.), Philosophy of Mathematics Education Today, Springer, Berlin, 2018, pp. 353–365.","chicago":"Paravicini, Walther, Jörn Schnieder, and Ingrid Scharlau. “Hades - The Invisible Side of Mathematical Thinking.” In <i>Philosophy of Mathematics Education Today</i>, edited by Paul Ernest, 353–65. Berlin: Springer, 2018. <a href=\"https://doi.org/10.1007/978-3-319-77760-3_23\">https://doi.org/10.1007/978-3-319-77760-3_23</a>.","apa":"Paravicini, W., Schnieder, J., &#38; Scharlau, I. (2018). Hades - The Invisible Side of Mathematical Thinking. In P. Ernest (Ed.), <i>Philosophy of mathematics education today</i> (pp. 353–365). Springer. <a href=\"https://doi.org/10.1007/978-3-319-77760-3_23\">https://doi.org/10.1007/978-3-319-77760-3_23</a>","ieee":"W. Paravicini, J. Schnieder, and I. Scharlau, “Hades - The Invisible Side of Mathematical Thinking,” in <i>Philosophy of mathematics education today</i>, P. Ernest, Ed. Berlin: Springer, 2018, pp. 353–365.","ama":"Paravicini W, Schnieder J, Scharlau I. Hades - The Invisible Side of Mathematical Thinking. In: Ernest P, ed. <i>Philosophy of Mathematics Education Today</i>. Springer; 2018:353-365. doi:<a href=\"https://doi.org/10.1007/978-3-319-77760-3_23\">10.1007/978-3-319-77760-3_23</a>","bibtex":"@inbook{Paravicini_Schnieder_Scharlau_2018, place={Berlin}, title={Hades - The Invisible Side of Mathematical Thinking}, DOI={<a href=\"https://doi.org/10.1007/978-3-319-77760-3_23\">10.1007/978-3-319-77760-3_23</a>}, booktitle={Philosophy of mathematics education today}, publisher={Springer}, author={Paravicini, Walther and Schnieder, Jörn and Scharlau, Ingrid}, editor={Ernest, Paul}, year={2018}, pages={353–365} }","mla":"Paravicini, Walther, et al. “Hades - The Invisible Side of Mathematical Thinking.” <i>Philosophy of Mathematics Education Today</i>, edited by Paul Ernest, Springer, 2018, pp. 353–65, doi:<a href=\"https://doi.org/10.1007/978-3-319-77760-3_23\">10.1007/978-3-319-77760-3_23</a>."},"place":"Berlin"},{"language":[{"iso":"ger"}],"_id":"31653","user_id":"42165","year":"2018","title":"Wirksame Lese- und Schreibaufgaben für Studierende. 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Vortrag in der Didaktik-Lounge der FH Bielefeld.</i>","ieee":"I. Scharlau, <i>Wirksame Lese- und Schreibaufgaben für Studierende. Vortrag in der Didaktik-Lounge der FH Bielefeld.</i> Bielefeld, 2018.","short":"I. Scharlau, Wirksame Lese- und Schreibaufgaben für Studierende. Vortrag in der Didaktik-Lounge der FH Bielefeld., Bielefeld, 2018.","chicago":"Scharlau, Ingrid. <i>Wirksame Lese- und Schreibaufgaben für Studierende. Vortrag in der Didaktik-Lounge der FH Bielefeld.</i> Bielefeld, 2018."},"related_material":{"link":[{"url":"https://www.fh-bielefeld.de/medienportal/video/Didaktik-Lounge-2018-Prof-Dr-Ingrid-Scharlau/3033592243b6556c0240499f95edb402","relation":"contains"}]}},{"publication":"Neues Handbuch Hochschullehre. 86. Ergänzungslieferung","citation":{"bibtex":"@inbook{Scharlau_Karsten_2018, title={Schreiben lehren: Eine fach- und diskurssensible Fortbildung für Lehrende (2)}, booktitle={Neues Handbuch Hochschullehre. 86. Ergänzungslieferung}, author={Scharlau, Ingrid and Karsten, Andrea}, editor={Berendt, Brigitte and Fleischmann, Andreas and Schaper, Niclas and Szczyrba, Birgit and Wildt, Johannes}, year={2018}, pages={L 1.38} }","ama":"Scharlau I, Karsten A. Schreiben lehren: Eine fach- und diskurssensible Fortbildung für Lehrende (2). In: Berendt B, Fleischmann A, Schaper N, Szczyrba B, Wildt J, eds. <i>Neues Handbuch Hochschullehre. 86. Ergänzungslieferung</i>. ; 2018:L 1.38.","mla":"Scharlau, Ingrid, and Andrea Karsten. “Schreiben lehren: Eine fach- und diskurssensible Fortbildung für Lehrende (2).” <i>Neues Handbuch Hochschullehre. 86. Ergänzungslieferung</i>, edited by Brigitte Berendt et al., 2018, p. L 1.38.","chicago":"Scharlau, Ingrid, and Andrea Karsten. “Schreiben lehren: Eine fach- und diskurssensible Fortbildung für Lehrende (2).” In <i>Neues Handbuch Hochschullehre. 86. Ergänzungslieferung</i>, edited by Brigitte Berendt, Andreas Fleischmann, Niclas Schaper, Birgit Szczyrba, and Johannes Wildt, L 1.38, 2018.","short":"I. Scharlau, A. Karsten, in: B. Berendt, A. Fleischmann, N. Schaper, B. Szczyrba, J. Wildt (Eds.), Neues Handbuch Hochschullehre. 86. Ergänzungslieferung, 2018, p. L 1.38.","ieee":"I. Scharlau and A. Karsten, “Schreiben lehren: Eine fach- und diskurssensible Fortbildung für Lehrende (2),” in <i>Neues Handbuch Hochschullehre. 86. Ergänzungslieferung</i>, B. Berendt, A. Fleischmann, N. Schaper, B. Szczyrba, and J. Wildt, Eds. 2018, p. L 1.38.","apa":"Scharlau, I., &#38; Karsten, A. (2018). Schreiben lehren: Eine fach- und diskurssensible Fortbildung für Lehrende (2). In B. Berendt, A. Fleischmann, N. Schaper, B. Szczyrba, &#38; J. Wildt (Eds.), <i>Neues Handbuch Hochschullehre. 86. Ergänzungslieferung</i> (p. 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Szczyrba, J. Wildt (Eds.), Neues Handbuch Hochschullehre. 85. Ergänzungslieferung, 2018, p. L 1.37.","chicago":"Scharlau, Ingrid, and Andrea Karsten. “Schreiben lehren: Eine fach- und diskurssensible Fortbildung für Lehrende (1).” In <i>Neues Handbuch Hochschullehre. 85. Ergänzungslieferung</i>, edited by Brigitte Berendt, Andreas Fleischmann, Niclas Schaper, Birgit Szczyrba, and Johannes Wildt, L 1.37, 2018.","apa":"Scharlau, I., &#38; Karsten, A. (2018). Schreiben lehren: Eine fach- und diskurssensible Fortbildung für Lehrende (1). In B. Berendt, A. Fleischmann, N. Schaper, B. Szczyrba, &#38; J. Wildt (Eds.), <i>Neues Handbuch Hochschullehre. 85. Ergänzungslieferung</i> (p. L 1.37).","ieee":"I. Scharlau and A. Karsten, “Schreiben lehren: Eine fach- und diskurssensible Fortbildung für Lehrende (1),” in <i>Neues Handbuch Hochschullehre. 85. Ergänzungslieferung</i>, B. Berendt, A. Fleischmann, N. Schaper, B. Szczyrba, and J. Wildt, Eds. 2018, p. L 1.37."}},{"citation":{"chicago":"Scharlau, Ingrid, and Katrin Klingsieck. <i>Schreiben im Psychologiestudium</i>. Leverkusen: Verlag Barbara Budrich, 2018.","short":"I. Scharlau, K. Klingsieck, Schreiben im Psychologiestudium, Verlag Barbara Budrich, Leverkusen, 2018.","ieee":"I. Scharlau and K. Klingsieck, <i>Schreiben im Psychologiestudium</i>. Leverkusen: Verlag Barbara Budrich, 2018.","apa":"Scharlau, I., &#38; Klingsieck, K. (2018). <i>Schreiben im Psychologiestudium</i>. Verlag Barbara Budrich.","bibtex":"@book{Scharlau_Klingsieck_2018, place={Leverkusen}, title={Schreiben im Psychologiestudium}, publisher={Verlag Barbara Budrich}, author={Scharlau, Ingrid and Klingsieck, Katrin}, year={2018} }","ama":"Scharlau I, Klingsieck K. <i>Schreiben im Psychologiestudium</i>. Verlag Barbara Budrich; 2018.","mla":"Scharlau, Ingrid, and Katrin Klingsieck. <i>Schreiben im Psychologiestudium</i>. Verlag Barbara Budrich, 2018."},"department":[{"_id":"424"},{"_id":"426"}],"type":"book","place":"Leverkusen","date_created":"2021-12-21T08:34:50Z","date_updated":"2023-11-08T08:43:59Z","publication_status":"published","author":[{"last_name":"Scharlau","orcid":"0000-0003-2364-9489","first_name":"Ingrid","full_name":"Scharlau, Ingrid","id":"451"},{"id":"36716","full_name":"Klingsieck, Katrin","last_name":"Klingsieck","first_name":"Katrin"}],"publication_identifier":{"isbn":["978-3-8252-4958-8"]},"title":"Schreiben im Psychologiestudium","status":"public","year":"2018","user_id":"14931","_id":"29073","language":[{"iso":"ger"}],"publisher":"Verlag Barbara Budrich"},{"oa":"1","citation":{"ama":"Krüger A, Tünnermann J, Rohlfing K, Scharlau I. Quantitative Explanation as a Tight Coupling of Data, Model, and Theory. <i>Archives of Data Science, Series A</i>. 2018;5:1-27. doi:<a href=\"https://doi.org/10.5445/KSP/1000087327/10\">10.5445/KSP/1000087327/10</a>","bibtex":"@article{Krüger_Tünnermann_Rohlfing_Scharlau_2018, title={Quantitative Explanation as a Tight Coupling of Data, Model, and Theory}, volume={5}, DOI={<a href=\"https://doi.org/10.5445/KSP/1000087327/10\">10.5445/KSP/1000087327/10</a>}, journal={Archives of Data Science, Series A}, author={Krüger, Alexander and Tünnermann, Jan and Rohlfing, Katharina and Scharlau, Ingrid}, year={2018}, pages={1–27} }","mla":"Krüger, Alexander, et al. “Quantitative Explanation as a Tight Coupling of Data, Model, and Theory.” <i>Archives of Data Science, Series A</i>, vol. 5, 2018, pp. 1–27, doi:<a href=\"https://doi.org/10.5445/KSP/1000087327/10\">10.5445/KSP/1000087327/10</a>.","chicago":"Krüger, Alexander, Jan Tünnermann, Katharina Rohlfing, and Ingrid Scharlau. “Quantitative Explanation as a Tight Coupling of Data, Model, and Theory.” <i>Archives of Data Science, Series A</i> 5 (2018): 1–27. <a href=\"https://doi.org/10.5445/KSP/1000087327/10\">https://doi.org/10.5445/KSP/1000087327/10</a>.","short":"A. Krüger, J. Tünnermann, K. Rohlfing, I. Scharlau, Archives of Data Science, Series A 5 (2018) 1–27.","apa":"Krüger, A., Tünnermann, J., Rohlfing, K., &#38; Scharlau, I. (2018). Quantitative Explanation as a Tight Coupling of Data, Model, and Theory. <i>Archives of Data Science, Series A</i>, <i>5</i>, 1–27. <a href=\"https://doi.org/10.5445/KSP/1000087327/10\">https://doi.org/10.5445/KSP/1000087327/10</a>","ieee":"A. Krüger, J. Tünnermann, K. Rohlfing, and I. Scharlau, “Quantitative Explanation as a Tight Coupling of Data, Model, and Theory,” <i>Archives of Data Science, Series A</i>, vol. 5, pp. 1–27, 2018, doi: <a href=\"https://doi.org/10.5445/KSP/1000087327/10\">10.5445/KSP/1000087327/10</a>."},"user_id":"14931","volume":5,"page":"1 - 27","_id":"28981","status":"public","type":"journal_article","department":[{"_id":"424"},{"_id":"749"}],"date_created":"2021-12-15T13:55:55Z","abstract":[{"lang":"eng","text":"What does it mean to explain data patterns? Cognitive psychologists and other scientists face this question when observable phenomena have to be explained in theoretical terms. Frequentist null-hypothesis testing – one prominent approach in psychology – controls error rates. Machine learning – an alternative prominent outside of, but not yet inside psychology – focuses on precise predictions. However, both alternatives often provide little insight into the data. We propose a combination of formal modeling and Bayesian statistical inference to ground explanations in data analysis. We support this approach by reference to philosophy of science and discussions of the current methods crisis in several empirical sciences and illustrate it with an example from visual attention research."}],"publication":"Archives of Data Science, Series A","doi":"10.5445/KSP/1000087327/10","main_file_link":[{"open_access":"1","url":"https://www.archivesofdatascience.org/journals/series_a/article/105914"}],"language":[{"iso":"eng"}],"date_updated":"2023-02-01T12:13:04Z","publication_status":"published","intvolume":"         5","year":"2018","title":"Quantitative Explanation as a Tight Coupling of Data, Model, and Theory","author":[{"last_name":"Krüger","first_name":"Alexander","full_name":"Krüger, Alexander"},{"last_name":"Tünnermann","first_name":"Jan","full_name":"Tünnermann, Jan"},{"last_name":"Rohlfing","first_name":"Katharina","full_name":"Rohlfing, Katharina","id":"50352"},{"id":"451","full_name":"Scharlau, Ingrid","first_name":"Ingrid","last_name":"Scharlau","orcid":"0000-0003-2364-9489"}]},{"_id":"31655","language":[{"iso":"ger"}],"page":"35 - 38","volume":51,"user_id":"42165","author":[{"id":"451","full_name":"Scharlau, Ingrid","last_name":"Scharlau","orcid":"0000-0003-2364-9489","first_name":"Ingrid"}],"year":"2018","title":"Einheitlich, doch nicht ganz: Zur Fachdidaktik des Hochschul- und Schulfachs Psychologie.","status":"public","intvolume":"        51","publication_status":"published","date_updated":"2023-02-28T08:12:05Z","date_created":"2022-06-05T01:21:46Z","department":[{"_id":"424"}],"keyword":["Unterrichtsfach Psychologie"],"type":"journal_article","citation":{"short":"I. Scharlau, Psychologieunterricht 51 (2018) 35–38.","chicago":"Scharlau, Ingrid. “Einheitlich, doch nicht ganz: Zur Fachdidaktik des Hochschul- und Schulfachs Psychologie.” <i>Psychologieunterricht</i> 51 (2018): 35–38.","apa":"Scharlau, I. (2018). Einheitlich, doch nicht ganz: Zur Fachdidaktik des Hochschul- und Schulfachs Psychologie. <i>Psychologieunterricht</i>, <i>51</i>, 35–38.","ieee":"I. Scharlau, “Einheitlich, doch nicht ganz: Zur Fachdidaktik des Hochschul- und Schulfachs Psychologie.,” <i>Psychologieunterricht</i>, vol. 51, pp. 35–38, 2018.","ama":"Scharlau I. Einheitlich, doch nicht ganz: Zur Fachdidaktik des Hochschul- und Schulfachs Psychologie. <i>Psychologieunterricht</i>. 2018;51:35-38.","bibtex":"@article{Scharlau_2018, title={Einheitlich, doch nicht ganz: Zur Fachdidaktik des Hochschul- und Schulfachs Psychologie.}, volume={51}, journal={Psychologieunterricht}, author={Scharlau, Ingrid}, year={2018}, pages={35–38} }","mla":"Scharlau, Ingrid. “Einheitlich, doch nicht ganz: Zur Fachdidaktik des Hochschul- und Schulfachs Psychologie.” <i>Psychologieunterricht</i>, vol. 51, 2018, pp. 35–38."},"publication":"Psychologieunterricht"},{"publication":"Qualitative Methoden in der Schreibforschung","department":[{"_id":"424"}],"type":"book_chapter","date_created":"2022-06-25T07:29:30Z","intvolume":"         1","date_updated":"2022-07-18T09:23:54Z","publication_status":"published","author":[{"id":"53917","last_name":"Karsten","first_name":"Andrea","full_name":"Karsten, Andrea"}],"publication_identifier":{"isbn":["9783763957569"]},"title":"Videokonfrontation als Methode für die angewandte Schreibforschung. Zwischen Investigation und Intervention","year":"2017","doi":"10.3278/6004549w","language":[{"iso":"ger"}],"series_title":"Theorie und Praxis der Schreibwissenschaft","citation":{"apa":"Karsten, A. (2017). Videokonfrontation als Methode für die angewandte Schreibforschung. Zwischen Investigation und Intervention. In M. Brinkschulte &#38; D. Kreitz (Eds.), <i>Qualitative Methoden in der Schreibforschung</i> (Vol. 1, pp. 63–84). wbv. <a href=\"https://doi.org/10.3278/6004549w\">https://doi.org/10.3278/6004549w</a>","ieee":"A. Karsten, “Videokonfrontation als Methode für die angewandte Schreibforschung. Zwischen Investigation und Intervention,” in <i>Qualitative Methoden in der Schreibforschung</i>, vol. 1, M. Brinkschulte and D. Kreitz, Eds. Bielefeld: wbv, 2017, pp. 63–84.","short":"A. Karsten, in: M. Brinkschulte, D. Kreitz (Eds.), Qualitative Methoden in der Schreibforschung, wbv, Bielefeld, 2017, pp. 63–84.","chicago":"Karsten, Andrea. “Videokonfrontation als Methode für die angewandte Schreibforschung. Zwischen Investigation und Intervention.” In <i>Qualitative Methoden in der Schreibforschung</i>, edited by Melanie Brinkschulte and David Kreitz, 1:63–84. Theorie und Praxis der Schreibwissenschaft. Bielefeld: wbv, 2017. <a href=\"https://doi.org/10.3278/6004549w\">https://doi.org/10.3278/6004549w</a>.","mla":"Karsten, Andrea. “Videokonfrontation als Methode für die angewandte Schreibforschung. Zwischen Investigation und Intervention.” <i>Qualitative Methoden in der Schreibforschung</i>, edited by Melanie Brinkschulte and David Kreitz, vol. 1, wbv, 2017, pp. 63–84, doi:<a href=\"https://doi.org/10.3278/6004549w\">10.3278/6004549w</a>.","ama":"Karsten A. Videokonfrontation als Methode für die angewandte Schreibforschung. Zwischen Investigation und Intervention. In: Brinkschulte M, Kreitz D, eds. <i>Qualitative Methoden in der Schreibforschung</i>. Vol 1. Theorie und Praxis der Schreibwissenschaft. wbv; 2017:63-84. doi:<a href=\"https://doi.org/10.3278/6004549w\">10.3278/6004549w</a>","bibtex":"@inbook{Karsten_2017, place={Bielefeld}, series={Theorie und Praxis der Schreibwissenschaft}, title={Videokonfrontation als Methode für die angewandte Schreibforschung. Zwischen Investigation und Intervention}, volume={1}, DOI={<a href=\"https://doi.org/10.3278/6004549w\">10.3278/6004549w</a>}, booktitle={Qualitative Methoden in der Schreibforschung}, publisher={wbv}, author={Karsten, Andrea}, editor={Brinkschulte, Melanie and Kreitz, David}, year={2017}, pages={63–84}, collection={Theorie und Praxis der Schreibwissenschaft} }"},"place":"Bielefeld","status":"public","editor":[{"first_name":"Melanie","last_name":"Brinkschulte","full_name":"Brinkschulte, Melanie"},{"full_name":"Kreitz, David","last_name":"Kreitz","first_name":"David"}],"volume":1,"user_id":"42165","_id":"32162","publisher":"wbv","page":"63 - 84"},{"user_id":"42165","volume":1,"editor":[{"full_name":"Brinkschulte, Melanie","last_name":"Brinkschulte","first_name":"Melanie"},{"full_name":"Kreitz, David","last_name":"Kreitz","first_name":"David"}],"page":"189 - 207","_id":"32163","publisher":"wbv","status":"public","place":"Bielefeld","citation":{"ieee":"A. Karsten and I. Stock, “Zwei Varianten qualitativer Textanalyse zur Identifikation von Stimme(n) in Texten,” in <i>Qualitative Methoden in der Schreibforschung </i>, vol. 1, M. Brinkschulte and D. Kreitz, Eds. Bielefeld: wbv, 2017, pp. 189–207.","apa":"Karsten, A., &#38; Stock, I. (2017). Zwei Varianten qualitativer Textanalyse zur Identifikation von Stimme(n) in Texten. In M. Brinkschulte &#38; D. Kreitz (Eds.), <i>Qualitative Methoden in der Schreibforschung </i> (Vol. 1, pp. 189–207). wbv.","short":"A. Karsten, I. Stock, in: M. Brinkschulte, D. Kreitz (Eds.), Qualitative Methoden in der Schreibforschung , wbv, Bielefeld, 2017, pp. 189–207.","chicago":"Karsten, Andrea, and Ingrid Stock. “Zwei Varianten qualitativer Textanalyse zur Identifikation von Stimme(n) in Texten.” In <i>Qualitative Methoden in der Schreibforschung </i>, edited by Melanie Brinkschulte and David Kreitz, 1:189–207. Theorie und Praxis der Schreibwissenschaft. Bielefeld: wbv, 2017.","mla":"Karsten, Andrea, and Ingrid Stock. “Zwei Varianten qualitativer Textanalyse zur Identifikation von Stimme(n) in Texten.” <i>Qualitative Methoden in der Schreibforschung </i>, edited by Melanie Brinkschulte and David Kreitz, vol. 1, wbv, 2017, pp. 189–207.","bibtex":"@inbook{Karsten_Stock_2017, place={Bielefeld}, series={Theorie und Praxis der Schreibwissenschaft}, title={Zwei Varianten qualitativer Textanalyse zur Identifikation von Stimme(n) in Texten}, volume={1}, booktitle={Qualitative Methoden in der Schreibforschung }, publisher={wbv}, author={Karsten, Andrea and Stock, Ingrid}, editor={Brinkschulte, Melanie and Kreitz, David}, year={2017}, pages={189–207}, collection={Theorie und Praxis der Schreibwissenschaft} }","ama":"Karsten A, Stock I. Zwei Varianten qualitativer Textanalyse zur Identifikation von Stimme(n) in Texten. In: Brinkschulte M, Kreitz D, eds. <i>Qualitative Methoden in der Schreibforschung </i>. Vol 1. Theorie und Praxis der Schreibwissenschaft. wbv; 2017:189-207."},"series_title":"Theorie und Praxis der Schreibwissenschaft","language":[{"iso":"ger"}],"publication_status":"published","date_updated":"2022-07-18T09:23:29Z","intvolume":"         1","year":"2017","title":"Zwei Varianten qualitativer Textanalyse zur Identifikation von Stimme(n) in Texten","author":[{"last_name":"Karsten","first_name":"Andrea","full_name":"Karsten, Andrea","id":"53917"},{"last_name":"Stock","first_name":"Ingrid","full_name":"Stock, Ingrid"}],"publication_identifier":{"isbn":["9783763957569"]},"type":"book_chapter","department":[{"_id":"424"}],"date_created":"2022-06-25T07:34:22Z","publication":"Qualitative Methoden in der Schreibforschung "},{"abstract":[{"text":"For almost three decades, the theory of visual attention (TVA) has been successful in mathematically describing and explaining a wide variety of phenomena in visual selection and recognition with high quantitative precision. Interestingly, the influence of feature contrast on attention has been included in TVA only recently, although it has been extensively studied outside the TVA framework. The present approach further develops this extension of TVA’s scope by measuring and modeling salience. An empirical measure of salience is achieved by linking different (orientation and luminance) contrasts to a TVA parameter. In the modeling part, the function relating feature contrasts to salience is described mathematically and tested against alternatives by Bayesian model comparison. This model comparison reveals that the power function is an appropriate model of salience growth in the dimensions of orientation and luminance contrast. Furthermore, if contrasts from the two dimensions are comb","lang":"eng"}],"issue":"6","publication":"Attention, Perception, & Psychophysics","keyword":["Salience","Visual attention","Bayesian inference","Theory of visual attention","Computational modeling","Inference","Object Recognition","Theories","Visual Perception","Visual Attention","Luminance","Perceptual Orientation","Statistical Probability","Stimulus Salience","Computational Modeling"],"type":"journal_article","department":[{"_id":"424"}],"date_created":"2018-12-10T07:05:04Z","publication_status":"published","date_updated":"2022-06-06T14:08:05Z","article_type":"original","intvolume":"        79","year":"2017","title":"Measuring and modeling salience with the theory of visual attention.","author":[{"last_name":"Krüger","first_name":"Alexander","full_name":"Krüger, Alexander"},{"full_name":"Tünnermann, Jan","last_name":"Tünnermann","first_name":"Jan"},{"id":"451","first_name":"Ingrid","last_name":"Scharlau","orcid":"0000-0003-2364-9489","full_name":"Scharlau, Ingrid"}],"publication_identifier":{"issn":["1943-3921"]},"doi":"10.3758/s13414-017-1325-6","language":[{"iso":"eng"}],"citation":{"short":"A. Krüger, J. Tünnermann, I. Scharlau, Attention, Perception, &#38; Psychophysics 79 (2017) 1593–1614.","chicago":"Krüger, Alexander, Jan Tünnermann, and Ingrid Scharlau. “Measuring and Modeling Salience with the Theory of Visual Attention.” <i>Attention, Perception, &#38; Psychophysics</i> 79, no. 6 (2017): 1593–1614. <a href=\"https://doi.org/10.3758/s13414-017-1325-6\">https://doi.org/10.3758/s13414-017-1325-6</a>.","apa":"Krüger, A., Tünnermann, J., &#38; Scharlau, I. (2017). Measuring and modeling salience with the theory of visual attention. <i>Attention, Perception, &#38; Psychophysics</i>, <i>79</i>(6), 1593–1614. <a href=\"https://doi.org/10.3758/s13414-017-1325-6\">https://doi.org/10.3758/s13414-017-1325-6</a>","ieee":"A. Krüger, J. Tünnermann, and I. Scharlau, “Measuring and modeling salience with the theory of visual attention.,” <i>Attention, Perception, &#38; Psychophysics</i>, vol. 79, no. 6, pp. 1593–1614, 2017, doi: <a href=\"https://doi.org/10.3758/s13414-017-1325-6\">10.3758/s13414-017-1325-6</a>.","ama":"Krüger A, Tünnermann J, Scharlau I. Measuring and modeling salience with the theory of visual attention. <i>Attention, Perception, &#38; Psychophysics</i>. 2017;79(6):1593-1614. doi:<a href=\"https://doi.org/10.3758/s13414-017-1325-6\">10.3758/s13414-017-1325-6</a>","bibtex":"@article{Krüger_Tünnermann_Scharlau_2017, title={Measuring and modeling salience with the theory of visual attention.}, volume={79}, DOI={<a href=\"https://doi.org/10.3758/s13414-017-1325-6\">10.3758/s13414-017-1325-6</a>}, number={6}, journal={Attention, Perception, &#38; Psychophysics}, author={Krüger, Alexander and Tünnermann, Jan and Scharlau, Ingrid}, year={2017}, pages={1593–1614} }","mla":"Krüger, Alexander, et al. “Measuring and Modeling Salience with the Theory of Visual Attention.” <i>Attention, Perception, &#38; Psychophysics</i>, vol. 79, no. 6, 2017, pp. 1593–614, doi:<a href=\"https://doi.org/10.3758/s13414-017-1325-6\">10.3758/s13414-017-1325-6</a>."},"status":"public","user_id":"42165","volume":79,"page":"1593 - 1614","_id":"6075"},{"title":"Measuring Attention and Visual Processing Speed by Model-based Analysis of Temporal-order Judgments","year":"2017","status":"public","author":[{"full_name":"Tünnermann, Jan","first_name":"Jan","last_name":"Tünnermann"},{"first_name":"Alexander","last_name":"Krüger","full_name":"Krüger, Alexander"},{"full_name":"Scharlau, Ingrid","first_name":"Ingrid","orcid":"0000-0003-2364-9489","last_name":"Scharlau","id":"451"}],"publication_identifier":{"issn":["1940-087X"]},"date_updated":"2022-06-06T16:18:39Z","publication_status":"published","language":[{"iso":"eng"}],"_id":"28979","doi":"10.3791/54856","user_id":"42165","publication":"Journal of Visualized Experiments","citation":{"apa":"Tünnermann, J., Krüger, A., &#38; Scharlau, I. (2017). Measuring Attention and Visual Processing Speed by Model-based Analysis of Temporal-order Judgments. <i>Journal of Visualized Experiments</i>. <a href=\"https://doi.org/10.3791/54856\">https://doi.org/10.3791/54856</a>","ieee":"J. Tünnermann, A. Krüger, and I. Scharlau, “Measuring Attention and Visual Processing Speed by Model-based Analysis of Temporal-order Judgments,” <i>Journal of Visualized Experiments</i>, 2017, doi: <a href=\"https://doi.org/10.3791/54856\">10.3791/54856</a>.","short":"J. Tünnermann, A. Krüger, I. Scharlau, Journal of Visualized Experiments (2017).","chicago":"Tünnermann, Jan, Alexander Krüger, and Ingrid Scharlau. “Measuring Attention and Visual Processing Speed by Model-Based Analysis of Temporal-Order Judgments.” <i>Journal of Visualized Experiments</i>, 2017. <a href=\"https://doi.org/10.3791/54856\">https://doi.org/10.3791/54856</a>.","mla":"Tünnermann, Jan, et al. “Measuring Attention and Visual Processing Speed by Model-Based Analysis of Temporal-Order Judgments.” <i>Journal of Visualized Experiments</i>, 2017, doi:<a href=\"https://doi.org/10.3791/54856\">10.3791/54856</a>.","ama":"Tünnermann J, Krüger A, Scharlau I. Measuring Attention and Visual Processing Speed by Model-based Analysis of Temporal-order Judgments. <i>Journal of Visualized Experiments</i>. Published online 2017. doi:<a href=\"https://doi.org/10.3791/54856\">10.3791/54856</a>","bibtex":"@article{Tünnermann_Krüger_Scharlau_2017, title={Measuring Attention and Visual Processing Speed by Model-based Analysis of Temporal-order Judgments}, DOI={<a href=\"https://doi.org/10.3791/54856\">10.3791/54856</a>}, journal={Journal of Visualized Experiments}, author={Tünnermann, Jan and Krüger, Alexander and Scharlau, Ingrid}, year={2017} }"},"abstract":[{"text":"This protocol describes how to conduct temporal-order experiments to measure visual processing speed and the attentional resource distribution. The proposed method is based on a new and synergistic combination of three components: the temporal-order judgments (TOJ) paradigm, Bundesen's Theory of Visual Attention (TVA), and a hierarchical Bayesian estimation framework. The method provides readily interpretable parameters, which are supported by the theoretical and neurophysiological underpinnings of TVA. Using TOJs, TVA-based estimates can be obtained for a broad range of stimuli, whereas traditional paradigms used with TVA are mainly limited to letters and digits. Finally, the meaningful parameters of the proposed model allow for the establishment of a hierarchical Bayesian model. Such a statistical model allows assessing results in one coherent analysis both on the subject and the group level.\r\nTo demonstrate the feasibility and versatility of this new approach, three experiments are reported with attention manipulations in synthetic pop-out displays, natural images, and a cued letter-report paradigm.","lang":"eng"}],"date_created":"2021-12-15T13:48:33Z","type":"journal_article","department":[{"_id":"424"}]},{"publication_identifier":{"isbn":["9783658142674"],"eisbn":["9783658142681"]},"author":[{"full_name":"Steinhausen, Julia","first_name":"Julia","last_name":"Steinhausen"},{"first_name":"Ingrid","orcid":"0000-0003-2364-9489","last_name":"Scharlau","full_name":"Scharlau, Ingrid","id":"451"}],"title":"Gegen das weibliche Cooling-out in der Wissenschaft. Mentoring für Frauen in der Promotionsphase","status":"public","year":"2017","publication_status":"published","date_updated":"2022-06-06T21:02:16Z","publisher":"Springer VS","_id":"31649","language":[{"iso":"ger"}],"page":"315 - 330","editor":[{"last_name":"Petersen","first_name":"Renate","full_name":"Petersen, Renate"},{"last_name":"Budde","first_name":"Mechthild","full_name":"Budde, Mechthild"},{"full_name":"Brocke, Pia Simone","last_name":"Brocke","first_name":"Pia Simone"},{"first_name":"Gitta","last_name":"Doebert","full_name":"Doebert, Gitta"},{"full_name":"Rudack, Helga","first_name":"Helga","last_name":"Rudack"},{"full_name":"Wolf, Henrike","last_name":"Wolf","first_name":"Henrike"}],"user_id":"42165","doi":"10.1007/978-3-658-14268-1_24","citation":{"apa":"Steinhausen, J., &#38; Scharlau, I. (2017). Gegen das weibliche Cooling-out in der Wissenschaft. Mentoring für Frauen in der Promotionsphase. In R. Petersen, M. Budde, P. S. Brocke, G. Doebert, H. Rudack, &#38; H. Wolf (Eds.), <i>Praxishandbuch Mentoring in der Wissenschaft</i> (pp. 315–330). Springer VS. <a href=\"https://doi.org/10.1007/978-3-658-14268-1_24\">https://doi.org/10.1007/978-3-658-14268-1_24</a>","ieee":"J. Steinhausen and I. Scharlau, “Gegen das weibliche Cooling-out in der Wissenschaft. Mentoring für Frauen in der Promotionsphase,” in <i>Praxishandbuch Mentoring in der Wissenschaft</i>, R. Petersen, M. Budde, P. S. Brocke, G. Doebert, H. Rudack, and H. Wolf, Eds. Wiesbaden: Springer VS, 2017, pp. 315–330.","short":"J. Steinhausen, I. Scharlau, in: R. Petersen, M. Budde, P.S. Brocke, G. Doebert, H. Rudack, H. Wolf (Eds.), Praxishandbuch Mentoring in der Wissenschaft, Springer VS, Wiesbaden, 2017, pp. 315–330.","chicago":"Steinhausen, Julia, and Ingrid Scharlau. “Gegen das weibliche Cooling-out in der Wissenschaft. Mentoring für Frauen in der Promotionsphase.” In <i>Praxishandbuch Mentoring in der Wissenschaft</i>, edited by Renate Petersen, Mechthild Budde, Pia Simone Brocke, Gitta Doebert, Helga Rudack, and Henrike Wolf, 315–30. Wiesbaden: Springer VS, 2017. <a href=\"https://doi.org/10.1007/978-3-658-14268-1_24\">https://doi.org/10.1007/978-3-658-14268-1_24</a>.","mla":"Steinhausen, Julia, and Ingrid Scharlau. “Gegen das weibliche Cooling-out in der Wissenschaft. Mentoring für Frauen in der Promotionsphase.” <i>Praxishandbuch Mentoring in der Wissenschaft</i>, edited by Renate Petersen et al., Springer VS, 2017, pp. 315–30, doi:<a href=\"https://doi.org/10.1007/978-3-658-14268-1_24\">10.1007/978-3-658-14268-1_24</a>.","ama":"Steinhausen J, Scharlau I. Gegen das weibliche Cooling-out in der Wissenschaft. Mentoring für Frauen in der Promotionsphase. In: Petersen R, Budde M, Brocke PS, Doebert G, Rudack H, Wolf H, eds. <i>Praxishandbuch Mentoring in der Wissenschaft</i>. Springer VS; 2017:315-330. doi:<a href=\"https://doi.org/10.1007/978-3-658-14268-1_24\">10.1007/978-3-658-14268-1_24</a>","bibtex":"@inbook{Steinhausen_Scharlau_2017, place={Wiesbaden}, title={Gegen das weibliche Cooling-out in der Wissenschaft. Mentoring für Frauen in der Promotionsphase}, DOI={<a href=\"https://doi.org/10.1007/978-3-658-14268-1_24\">10.1007/978-3-658-14268-1_24</a>}, booktitle={Praxishandbuch Mentoring in der Wissenschaft}, publisher={Springer VS}, author={Steinhausen, Julia and Scharlau, Ingrid}, editor={Petersen, Renate and Budde, Mechthild and Brocke, Pia Simone and Doebert, Gitta and Rudack, Helga and Wolf, Henrike}, year={2017}, pages={315–330} }"},"publication":"Praxishandbuch Mentoring in der Wissenschaft","date_created":"2022-06-05T00:31:30Z","place":"Wiesbaden","department":[{"_id":"424"}],"type":"book_chapter"},{"user_id":"42165","editor":[{"last_name":"Webler","first_name":"Wolff-Dietrich","full_name":"Webler, Wolff-Dietrich"},{"last_name":"Jung-Paarmann","first_name":"Helga","full_name":"Jung-Paarmann, Helga"}],"page":"229 - 242","_id":"31650","language":[{"iso":"ger"}],"publisher":"UVW","date_updated":"2022-06-06T21:01:18Z","publication_status":"published","year":"2017","title":"Diese Linie sollte man verlängern: Zum Verhältnis der Hochschuldidaktik zu den Fächern","status":"public","publication_identifier":{"isbn":["978-3-946017-06-6"]},"author":[{"orcid":"0000-0003-2364-9489","last_name":"Scharlau","first_name":"Ingrid","full_name":"Scharlau, Ingrid","id":"451"}],"type":"book_chapter","department":[{"_id":"424"}],"place":"Bielefeld","date_created":"2022-06-05T00:43:45Z","publication":"Zwischen Wissenschaftsforschung, Wissenschaftspropädeutik und Hochschulpolitik. Hochschuldidaktik als lebendige Werkstatt. Festschrift für Ludwig Huber zum 80. Geburtstag","citation":{"mla":"Scharlau, Ingrid. “Diese Linie sollte man verlängern: Zum Verhältnis der Hochschuldidaktik zu den Fächern.” <i>Zwischen Wissenschaftsforschung, Wissenschaftspropädeutik und Hochschulpolitik. Hochschuldidaktik als lebendige Werkstatt. Festschrift für Ludwig Huber zum 80. Geburtstag</i>, edited by Wolff-Dietrich Webler and Helga Jung-Paarmann, UVW, 2017, pp. 229–42.","bibtex":"@inbook{Scharlau_2017, place={Bielefeld}, title={Diese Linie sollte man verlängern: Zum Verhältnis der Hochschuldidaktik zu den Fächern}, booktitle={Zwischen Wissenschaftsforschung, Wissenschaftspropädeutik und Hochschulpolitik. Hochschuldidaktik als lebendige Werkstatt. Festschrift für Ludwig Huber zum 80. Geburtstag}, publisher={UVW}, author={Scharlau, Ingrid}, editor={Webler, Wolff-Dietrich and Jung-Paarmann, Helga}, year={2017}, pages={229–242} }","ama":"Scharlau I. Diese Linie sollte man verlängern: Zum Verhältnis der Hochschuldidaktik zu den Fächern. In: Webler W-D, Jung-Paarmann H, eds. <i>Zwischen Wissenschaftsforschung, Wissenschaftspropädeutik und Hochschulpolitik. Hochschuldidaktik als lebendige Werkstatt. Festschrift für Ludwig Huber zum 80. Geburtstag</i>. UVW; 2017:229-242.","ieee":"I. Scharlau, “Diese Linie sollte man verlängern: Zum Verhältnis der Hochschuldidaktik zu den Fächern,” in <i>Zwischen Wissenschaftsforschung, Wissenschaftspropädeutik und Hochschulpolitik. Hochschuldidaktik als lebendige Werkstatt. Festschrift für Ludwig Huber zum 80. Geburtstag</i>, W.-D. Webler and H. Jung-Paarmann, Eds. Bielefeld: UVW, 2017, pp. 229–242.","apa":"Scharlau, I. (2017). Diese Linie sollte man verlängern: Zum Verhältnis der Hochschuldidaktik zu den Fächern. In W.-D. Webler &#38; H. Jung-Paarmann (Eds.), <i>Zwischen Wissenschaftsforschung, Wissenschaftspropädeutik und Hochschulpolitik. Hochschuldidaktik als lebendige Werkstatt. Festschrift für Ludwig Huber zum 80. Geburtstag</i> (pp. 229–242). UVW.","short":"I. Scharlau, in: W.-D. Webler, H. Jung-Paarmann (Eds.), Zwischen Wissenschaftsforschung, Wissenschaftspropädeutik und Hochschulpolitik. Hochschuldidaktik als lebendige Werkstatt. Festschrift für Ludwig Huber zum 80. Geburtstag, UVW, Bielefeld, 2017, pp. 229–242.","chicago":"Scharlau, Ingrid. “Diese Linie sollte man verlängern: Zum Verhältnis der Hochschuldidaktik zu den Fächern.” In <i>Zwischen Wissenschaftsforschung, Wissenschaftspropädeutik und Hochschulpolitik. Hochschuldidaktik als lebendige Werkstatt. Festschrift für Ludwig Huber zum 80. Geburtstag</i>, edited by Wolff-Dietrich Webler and Helga Jung-Paarmann, 229–42. Bielefeld: UVW, 2017."}}]