--- _id: '63611' abstract: - lang: eng text: When humans interact with artificial intelligence (AI), one desideratum is appropriate trust. Typically, appropriate trust encompasses that humans trust AI except for instances in which they either explicitly notice AI errors or are suspicious that errors could be present. So far, appropriate trust or related notions have mainly been investigated by assessing trust and reliance. In this contribution, we argue that these assessments are insufficient to measure the complex aim of appropriate trust and the related notion of healthy distrust. We introduce and test the perspective of covert visual attention as an additional indicator for appropriate trust and draw conceptual connections to the notion of healthy distrust. To test the validity of our conceptualization, we formalize visual attention using the Theory of Visual Attention and measure its properties that are potentially relevant to appropriate trust and healthy distrust in an image classification task. Based on temporal-order judgment performance, we estimate participants' attentional capacity and attentional weight toward correct and incorrect mock-up AI classifications. We observe that misclassifications reduce attentional capacity compared to correct classifications. However, our results do not indicate that this reduction is beneficial for a subsequent judgment of the classifications. The attentional weighting is not affected by the classifications' correctness but by the difficulty of categorizing the stimuli themselves. We discuss these results, their implications, and the limited potential for using visual attention as an indicator of appropriate trust and healthy distrust. article_number: '1694367' article_type: original author: - first_name: Tobias Martin full_name: Peters, Tobias Martin id: '92810' last_name: Peters orcid: 0009-0008-5193-6243 - first_name: Kai full_name: Biermeier, Kai id: '55908' last_name: Biermeier orcid: 0000-0002-2879-2359 - first_name: Ingrid full_name: Scharlau, Ingrid id: '451' last_name: Scharlau orcid: 0000-0003-2364-9489 citation: ama: 'Peters TM, Biermeier K, Scharlau I. Assessing healthy distrust in human-AI interaction: interpreting changes in visual attention. Frontiers in Psychology. 2026;16. doi:10.3389/fpsyg.2025.1694367' apa: 'Peters, T. M., Biermeier, K., & Scharlau, I. (2026). Assessing healthy distrust in human-AI interaction: interpreting changes in visual attention. Frontiers in Psychology, 16, Article 1694367. https://doi.org/10.3389/fpsyg.2025.1694367' bibtex: '@article{Peters_Biermeier_Scharlau_2026, title={Assessing healthy distrust in human-AI interaction: interpreting changes in visual attention}, volume={16}, DOI={10.3389/fpsyg.2025.1694367}, number={1694367}, journal={Frontiers in Psychology}, publisher={Frontiers Media SA}, author={Peters, Tobias Martin and Biermeier, Kai and Scharlau, Ingrid}, year={2026} }' chicago: 'Peters, Tobias Martin, Kai Biermeier, and Ingrid Scharlau. “Assessing Healthy Distrust in Human-AI Interaction: Interpreting Changes in Visual Attention.” Frontiers in Psychology 16 (2026). https://doi.org/10.3389/fpsyg.2025.1694367.' ieee: 'T. M. Peters, K. Biermeier, and I. Scharlau, “Assessing healthy distrust in human-AI interaction: interpreting changes in visual attention,” Frontiers in Psychology, vol. 16, Art. no. 1694367, 2026, doi: 10.3389/fpsyg.2025.1694367.' mla: 'Peters, Tobias Martin, et al. “Assessing Healthy Distrust in Human-AI Interaction: Interpreting Changes in Visual Attention.” Frontiers in Psychology, vol. 16, 1694367, Frontiers Media SA, 2026, doi:10.3389/fpsyg.2025.1694367.' short: T.M. Peters, K. Biermeier, I. Scharlau, Frontiers in Psychology 16 (2026). date_created: 2026-01-14T14:21:59Z date_updated: 2026-01-14T14:29:03Z department: - _id: '424' - _id: '660' doi: 10.3389/fpsyg.2025.1694367 intvolume: ' 16' keyword: - appropriate trust - healthy distrust - visual attention - Theory of Visual Attention - human-AI interaction - Bayesian cognitive model - image classification language: - iso: eng project: - _id: '124' name: 'TRR 318 ; TP C01: Gesundes Misstrauen in Erklärungen' publication: Frontiers in Psychology publication_identifier: issn: - 1664-1078 publication_status: published publisher: Frontiers Media SA status: public title: 'Assessing healthy distrust in human-AI interaction: interpreting changes in visual attention' type: journal_article user_id: '92810' volume: 16 year: '2026' ... --- _id: '64827' author: - first_name: Philip Fabian full_name: Porwol, Philip Fabian id: '56681' last_name: Porwol - first_name: Miriam full_name: Körber, Miriam last_name: Körber - first_name: 'Friederike ' full_name: 'Kern, Friederike ' last_name: Kern - first_name: Carsten full_name: Schulte, Carsten last_name: Schulte - first_name: Ingrid full_name: Scharlau, Ingrid id: '451' last_name: Scharlau orcid: 0000-0003-2364-9489 citation: ama: 'Porwol PF, Körber M, Kern F, Schulte C, Scharlau I. Framing what and how to think: Lay people’s metaphors for algorithms. In: Cimiano P, Paaßen B, Vollmer A-L, eds. Proceedings of the 3rd TRR 318 Conference: Contextualizing Explanations. Bielefeld University Press; 2026. doi:10.64136/ubio9074' apa: 'Porwol, P. F., Körber, M., Kern, F., Schulte, C., & Scharlau, I. (2026). Framing what and how to think: Lay people’s metaphors for algorithms. In P. Cimiano, B. Paaßen, & A.-L. Vollmer (Eds.), Proceedings of the 3rd TRR 318 Conference: Contextualizing Explanations. Bielefeld University Press. https://doi.org/10.64136/ubio9074' bibtex: '@inproceedings{Porwol_Körber_Kern_Schulte_Scharlau_2026, title={Framing what and how to think: Lay people’s metaphors for algorithms}, DOI={10.64136/ubio9074}, booktitle={Proceedings of the 3rd TRR 318 Conference: Contextualizing Explanations}, publisher={Bielefeld University Press}, author={Porwol, Philip Fabian and Körber, Miriam and Kern, Friederike and Schulte, Carsten and Scharlau, Ingrid}, editor={Cimiano, Philip and Paaßen, Benjamin and Vollmer, Anna-Lisa}, year={2026} }' chicago: 'Porwol, Philip Fabian, Miriam Körber, Friederike Kern, Carsten Schulte, and Ingrid Scharlau. “Framing What and How to Think: Lay People’s Metaphors for Algorithms.” In Proceedings of the 3rd TRR 318 Conference: Contextualizing Explanations, edited by Philip Cimiano, Benjamin Paaßen, and Anna-Lisa Vollmer. Bielefeld University Press, 2026. https://doi.org/10.64136/ubio9074.' ieee: 'P. F. Porwol, M. Körber, F. Kern, C. Schulte, and I. Scharlau, “Framing what and how to think: Lay people’s metaphors for algorithms,” in Proceedings of the 3rd TRR 318 Conference: Contextualizing Explanations, Bielefeld, 2026, doi: 10.64136/ubio9074.' mla: 'Porwol, Philip Fabian, et al. “Framing What and How to Think: Lay People’s Metaphors for Algorithms.” Proceedings of the 3rd TRR 318 Conference: Contextualizing Explanations, edited by Philip Cimiano et al., Bielefeld University Press, 2026, doi:10.64136/ubio9074.' short: 'P.F. Porwol, M. Körber, F. Kern, C. Schulte, I. Scharlau, in: P. Cimiano, B. Paaßen, A.-L. Vollmer (Eds.), Proceedings of the 3rd TRR 318 Conference: Contextualizing Explanations, Bielefeld University Press, 2026.' conference: location: Bielefeld name: '3rd TRR 318 Conference: Contextualizing Explanations' date_created: 2026-03-04T10:45:06Z date_updated: 2026-03-04T10:45:19Z department: - _id: '424' doi: 10.64136/ubio9074 editor: - first_name: Philip full_name: Cimiano, Philip last_name: Cimiano - first_name: Benjamin full_name: Paaßen, Benjamin last_name: Paaßen - first_name: Anna-Lisa full_name: Vollmer, Anna-Lisa last_name: Vollmer language: - iso: eng main_file_link: - open_access: '1' url: https://bielefelduniversitypress.de/publikationen/contextualizing-explanations oa: '1' project: - _id: '127' name: 'TRR 318; TP C04: Metaphern als Werkzeug des Erklärens' publication: 'Proceedings of the 3rd TRR 318 Conference: Contextualizing Explanations' publisher: Bielefeld University Press status: public title: 'Framing what and how to think: Lay people’s metaphors for algorithms' type: conference_abstract user_id: '451' year: '2026' ... --- _id: '59754' author: - first_name: Ingrid full_name: Scharlau, Ingrid id: '451' last_name: Scharlau orcid: 0000-0003-2364-9489 - first_name: Andreas full_name: Seifert, Andreas id: '693' last_name: Seifert citation: ama: 'Scharlau I, Seifert A. Empirische Methoden der psychologiedidaktischen Forschung. In: Scharlau I, Bender E, Patrzek J, Schreiber C, eds. Psychologiedidaktik an allgemeinbildenden und beruflichen Schulen: Ein Lehrbuch mit Unterrichtsmaterialien. Springer Nature; 2025:339-365.' apa: 'Scharlau, I., & Seifert, A. (2025). Empirische Methoden der psychologiedidaktischen Forschung. In I. Scharlau, E. Bender, J. Patrzek, & C. Schreiber (Eds.), Psychologiedidaktik an allgemeinbildenden und beruflichen Schulen: Ein Lehrbuch mit Unterrichtsmaterialien (pp. 339–365). Springer Nature.' bibtex: '@inbook{Scharlau_Seifert_2025, place={Berlin}, title={Empirische Methoden der psychologiedidaktischen Forschung}, booktitle={Psychologiedidaktik an allgemeinbildenden und beruflichen Schulen: Ein Lehrbuch mit Unterrichtsmaterialien}, publisher={Springer Nature}, author={Scharlau, Ingrid and Seifert, Andreas}, editor={Scharlau, Ingrid and Bender, Elena and Patrzek, Justine and Schreiber, Christine}, year={2025}, pages={339–365} }' chicago: 'Scharlau, Ingrid, and Andreas Seifert. “Empirische Methoden der psychologiedidaktischen Forschung.” In Psychologiedidaktik an allgemeinbildenden und beruflichen Schulen: Ein Lehrbuch mit Unterrichtsmaterialien, edited by Ingrid Scharlau, Elena Bender, Justine Patrzek, and Christine Schreiber, 339–65. Berlin: Springer Nature, 2025.' ieee: 'I. Scharlau and A. Seifert, “Empirische Methoden der psychologiedidaktischen Forschung,” in Psychologiedidaktik an allgemeinbildenden und beruflichen Schulen: Ein Lehrbuch mit Unterrichtsmaterialien, I. Scharlau, E. Bender, J. Patrzek, and C. Schreiber, Eds. Berlin: Springer Nature, 2025, pp. 339–365.' mla: 'Scharlau, Ingrid, and Andreas Seifert. “Empirische Methoden der psychologiedidaktischen Forschung.” Psychologiedidaktik an allgemeinbildenden und beruflichen Schulen: Ein Lehrbuch mit Unterrichtsmaterialien, edited by Ingrid Scharlau et al., Springer Nature, 2025, pp. 339–65.' short: 'I. Scharlau, A. Seifert, in: I. Scharlau, E. Bender, J. Patrzek, C. Schreiber (Eds.), Psychologiedidaktik an allgemeinbildenden und beruflichen Schulen: Ein Lehrbuch mit Unterrichtsmaterialien, Springer Nature, Berlin, 2025, pp. 339–365.' date_created: 2025-05-02T07:08:23Z date_updated: 2025-05-02T07:08:27Z department: - _id: '424' - _id: '427' editor: - first_name: Ingrid full_name: Scharlau, Ingrid last_name: Scharlau - first_name: Elena full_name: Bender, Elena last_name: Bender - first_name: Justine full_name: Patrzek, Justine last_name: Patrzek - first_name: Christine full_name: Schreiber, Christine last_name: Schreiber language: - iso: ger page: 339-365 place: Berlin publication: 'Psychologiedidaktik an allgemeinbildenden und beruflichen Schulen: Ein Lehrbuch mit Unterrichtsmaterialien' publication_identifier: eisbn: - 978-3-662-69481-7 isbn: - 978-3-662-69480-1 publisher: Springer Nature status: public title: Empirische Methoden der psychologiedidaktischen Forschung type: book_chapter user_id: '451' year: '2025' ... --- _id: '59752' author: - first_name: Ingrid full_name: Scharlau, Ingrid id: '451' last_name: Scharlau orcid: 0000-0003-2364-9489 - first_name: Justine full_name: Patrzek, Justine id: '82463' last_name: Patrzek - first_name: Christine full_name: Schreiber, Christine last_name: Schreiber citation: ama: 'Scharlau I, Patrzek J, Schreiber C. Psychologiedidaktik durch Analyse von Kommunikation. In: Scharlau I, Bender E, Patrzek J, Schreiber C, eds. Psychologiedidaktik an Allgemeinbildenden Und Beruflichen Schulen: Ein Lehrbuch Mit Unterrichtsmaterialien. Springer Nature; 2025:89-118.' apa: 'Scharlau, I., Patrzek, J., & Schreiber, C. (2025). Psychologiedidaktik durch Analyse von Kommunikation. In I. Scharlau, E. Bender, J. Patrzek, & C. Schreiber (Eds.), Psychologiedidaktik an allgemeinbildenden und beruflichen Schulen: Ein Lehrbuch mit Unterrichtsmaterialien (pp. 89–118). Springer Nature.' bibtex: '@inbook{Scharlau_Patrzek_Schreiber_2025, place={Berlin}, title={Psychologiedidaktik durch Analyse von Kommunikation}, booktitle={Psychologiedidaktik an allgemeinbildenden und beruflichen Schulen: Ein Lehrbuch mit Unterrichtsmaterialien}, publisher={Springer Nature}, author={Scharlau, Ingrid and Patrzek, Justine and Schreiber, Christine}, editor={Scharlau, Ingrid and Bender, Elena and Patrzek, Justine and Schreiber, Christine}, year={2025}, pages={89–118} }' chicago: 'Scharlau, Ingrid, Justine Patrzek, and Christine Schreiber. “Psychologiedidaktik Durch Analyse von Kommunikation.” In Psychologiedidaktik an Allgemeinbildenden Und Beruflichen Schulen: Ein Lehrbuch Mit Unterrichtsmaterialien, edited by Ingrid Scharlau, Elena Bender, Justine Patrzek, and Christine Schreiber, 89–118. Berlin: Springer Nature, 2025.' ieee: 'I. Scharlau, J. Patrzek, and C. Schreiber, “Psychologiedidaktik durch Analyse von Kommunikation,” in Psychologiedidaktik an allgemeinbildenden und beruflichen Schulen: Ein Lehrbuch mit Unterrichtsmaterialien, I. Scharlau, E. Bender, J. Patrzek, and C. Schreiber, Eds. Berlin: Springer Nature, 2025, pp. 89–118.' mla: 'Scharlau, Ingrid, et al. “Psychologiedidaktik Durch Analyse von Kommunikation.” Psychologiedidaktik an Allgemeinbildenden Und Beruflichen Schulen: Ein Lehrbuch Mit Unterrichtsmaterialien, edited by Ingrid Scharlau et al., Springer Nature, 2025, pp. 89–118.' short: 'I. Scharlau, J. Patrzek, C. Schreiber, in: I. Scharlau, E. Bender, J. Patrzek, C. Schreiber (Eds.), Psychologiedidaktik an Allgemeinbildenden Und Beruflichen Schulen: Ein Lehrbuch Mit Unterrichtsmaterialien, Springer Nature, Berlin, 2025, pp. 89–118.' date_created: 2025-05-02T07:01:32Z date_updated: 2025-05-02T07:10:02Z department: - _id: '424' editor: - first_name: Ingrid full_name: Scharlau, Ingrid last_name: Scharlau - first_name: Elena full_name: Bender, Elena last_name: Bender - first_name: Justine full_name: Patrzek, Justine last_name: Patrzek - first_name: Christine full_name: Schreiber, Christine last_name: Schreiber language: - iso: eng page: 89-118 place: Berlin publication: 'Psychologiedidaktik an allgemeinbildenden und beruflichen Schulen: Ein Lehrbuch mit Unterrichtsmaterialien' publication_identifier: eisbn: - 978-3-662-69481-7 isbn: - 978-3-662-69480-0 publisher: Springer Nature status: public title: Psychologiedidaktik durch Analyse von Kommunikation type: book_chapter user_id: '451' year: '2025' ... --- _id: '59753' author: - first_name: Ingrid full_name: Scharlau, Ingrid id: '451' last_name: Scharlau orcid: 0000-0003-2364-9489 - first_name: Schreiber full_name: Christine, Schreiber last_name: Christine citation: ama: 'Scharlau I, Christine S. Schreiben im Psychologieunterricht unterstützen. In: Scharlau I, Bender E, Patrzek J, Schreiber C, eds. Psychologiedidaktik an allgemeinbildenden und beruflichen Schulen: Ein Lehrbuch mit Unterrichtsmaterialien. Springer Nature; 2025:271-300.' apa: 'Scharlau, I., & Christine, S. (2025). Schreiben im Psychologieunterricht unterstützen. In I. Scharlau, E. Bender, J. Patrzek, & C. Schreiber (Eds.), Psychologiedidaktik an allgemeinbildenden und beruflichen Schulen: Ein Lehrbuch mit Unterrichtsmaterialien (pp. 271–300). Springer Nature.' bibtex: '@inbook{Scharlau_Christine_2025, place={Berlin}, title={Schreiben im Psychologieunterricht unterstützen}, booktitle={Psychologiedidaktik an allgemeinbildenden und beruflichen Schulen: Ein Lehrbuch mit Unterrichtsmaterialien}, publisher={Springer Nature}, author={Scharlau, Ingrid and Christine, Schreiber}, editor={Scharlau, Ingrid and Bender, Elena and Patrzek, Justine and Schreiber, Christine}, year={2025}, pages={271–300} }' chicago: 'Scharlau, Ingrid, and Schreiber Christine. “Schreiben im Psychologieunterricht unterstützen.” In Psychologiedidaktik an allgemeinbildenden und beruflichen Schulen: Ein Lehrbuch mit Unterrichtsmaterialien, edited by Ingrid Scharlau, Elena Bender, Justine Patrzek, and Christine Schreiber, 271–300. Berlin: Springer Nature, 2025.' ieee: 'I. Scharlau and S. Christine, “Schreiben im Psychologieunterricht unterstützen,” in Psychologiedidaktik an allgemeinbildenden und beruflichen Schulen: Ein Lehrbuch mit Unterrichtsmaterialien, I. Scharlau, E. Bender, J. Patrzek, and C. Schreiber, Eds. Berlin: Springer Nature, 2025, pp. 271–300.' mla: 'Scharlau, Ingrid, and Schreiber Christine. “Schreiben im Psychologieunterricht unterstützen.” Psychologiedidaktik an allgemeinbildenden und beruflichen Schulen: Ein Lehrbuch mit Unterrichtsmaterialien, edited by Ingrid Scharlau et al., Springer Nature, 2025, pp. 271–300.' short: 'I. Scharlau, S. Christine, in: I. Scharlau, E. Bender, J. Patrzek, C. Schreiber (Eds.), Psychologiedidaktik an allgemeinbildenden und beruflichen Schulen: Ein Lehrbuch mit Unterrichtsmaterialien, Springer Nature, Berlin, 2025, pp. 271–300.' date_created: 2025-05-02T07:04:44Z date_updated: 2025-05-02T07:09:07Z department: - _id: '424' editor: - first_name: Ingrid full_name: Scharlau, Ingrid last_name: Scharlau - first_name: Elena full_name: Bender, Elena last_name: Bender - first_name: Justine full_name: Patrzek, Justine last_name: Patrzek - first_name: Christine full_name: Schreiber, Christine last_name: Schreiber language: - iso: ger page: 271-300 place: Berlin publication: 'Psychologiedidaktik an allgemeinbildenden und beruflichen Schulen: Ein Lehrbuch mit Unterrichtsmaterialien' publication_identifier: eisbn: - 978-3-662-69481-7 isbn: - 978-3-662-69480-1 publisher: Springer Nature status: public title: Schreiben im Psychologieunterricht unterstützen type: book_chapter user_id: '451' year: '2025' ... --- _id: '59839' abstract: - lang: eng text: 'In many scientific approaches, especially in those that try to foster explainability of Artificial Intelligences, a narrow conception of explaining prevails. This narrow conception implies that explaining is a one-directional action in which knowledge is transferred from the explainer to an addressee. By studying the amount of agency in metaphors for explaining in scientific texts, we want to find out – or at least to contribute a partial answer to the question – why this narrow conception is so dominant. For our analysis, we use a linguistic conception of agency, transitivity. This concept allows to specify the degree of agency or effectiveness of the action in a verbalised event. It is defined by several component parts. We detail and discuss both the parameters of and global transitivity. Overall, transitivity of explaining metaphors has a rather common pattern across metaphors. Agency is not high and reduced in characteristic aspects: The metaphors imply that the object of explaining is static, i.e., is not changed within the explanation, and that explaining is the activity of one person only. This pattern may account for the narrow conception of explaining. It contrasts strongly with current co-constructive or sociotechnical approaches to explainability.' author: - first_name: Ingrid full_name: Scharlau, Ingrid id: '451' last_name: Scharlau orcid: 0000-0003-2364-9489 - first_name: Katharina J. full_name: Rohlfing, Katharina J. id: '50352' last_name: Rohlfing orcid: 0000-0002-5676-8233 citation: ama: 'Scharlau I, Rohlfing KJ. Agency in metaphors of explaining: An analysis of scientific texts. Published online 2025.' apa: 'Scharlau, I., & Rohlfing, K. J. (2025). Agency in metaphors of explaining: An analysis of scientific texts. Center for Open Science.' bibtex: '@article{Scharlau_Rohlfing_2025, title={Agency in metaphors of explaining: An analysis of scientific texts}, publisher={Center for Open Science}, author={Scharlau, Ingrid and Rohlfing, Katharina J.}, year={2025} }' chicago: 'Scharlau, Ingrid, and Katharina J. Rohlfing. “Agency in Metaphors of Explaining: An Analysis of Scientific Texts.” Center for Open Science, 2025.' ieee: 'I. Scharlau and K. J. Rohlfing, “Agency in metaphors of explaining: An analysis of scientific texts.” Center for Open Science, 2025.' mla: 'Scharlau, Ingrid, and Katharina J. Rohlfing. Agency in Metaphors of Explaining: An Analysis of Scientific Texts. Center for Open Science, 2025.' short: I. Scharlau, K.J. Rohlfing, (2025). date_created: 2025-05-07T11:00:09Z date_updated: 2025-05-07T11:09:37Z department: - _id: '424' - _id: '749' language: - iso: eng main_file_link: - url: https://osf.io/preprints/osf/rwh9b_v1 project: - _id: '127' name: 'TRR 318 - C4: TRR 318 - Subproject C4 - Metaphern als Werkzeug des Erklärens' publication_status: published publisher: Center for Open Science status: public title: 'Agency in metaphors of explaining: An analysis of scientific texts' type: preprint user_id: '451' year: '2025' ... --- _id: '59756' abstract: - lang: eng text: "A current concern in the field of Artificial Intelligence (AI) is to ensure the trustworthiness of AI systems. The development of explainability methods is one prominent way to address this, which has often resulted in the assumption that the use of explainability will lead to an increase in the trust of users and wider society. However, the dynamics between explainability and trust are not well established and empirical investigations of their relation remain mixed or inconclusive.\r\nIn this paper we provide a detailed description of the concepts of user trust and distrust in AI and their relation to appropriate reliance. For that we draw from the fields of machine learning, human–computer interaction, and the social sciences. Based on these insights, we have created a focused study of empirical literature of existing empirical studies that investigate the effects of AI systems and XAI methods on user (dis)trust, in order to substantiate our conceptualization of trust, distrust, and reliance. With respect to our conceptual understanding we identify gaps in existing empirical work. With clarifying the concepts and summarizing the empirical studies, we aim to provide researchers, who examine user trust in AI, with an improved starting point for developing user studies to measure and evaluate the user’s attitude towards and reliance on AI systems." article_number: '101357' author: - first_name: Roel full_name: Visser, Roel last_name: Visser - first_name: Tobias Martin full_name: Peters, Tobias Martin id: '92810' last_name: Peters orcid: 0009-0008-5193-6243 - first_name: Ingrid full_name: Scharlau, Ingrid id: '451' last_name: Scharlau orcid: 0000-0003-2364-9489 - first_name: Barbara full_name: Hammer, Barbara last_name: Hammer citation: ama: 'Visser R, Peters TM, Scharlau I, Hammer B. Trust, distrust, and appropriate reliance in (X)AI: A conceptual clarification of user trust and survey of its empirical evaluation. Cognitive Systems Research. Published online 2025. doi:10.1016/j.cogsys.2025.101357' apa: 'Visser, R., Peters, T. M., Scharlau, I., & Hammer, B. (2025). Trust, distrust, and appropriate reliance in (X)AI: A conceptual clarification of user trust and survey of its empirical evaluation. Cognitive Systems Research, Article 101357. https://doi.org/10.1016/j.cogsys.2025.101357' bibtex: '@article{Visser_Peters_Scharlau_Hammer_2025, title={Trust, distrust, and appropriate reliance in (X)AI: A conceptual clarification of user trust and survey of its empirical evaluation}, DOI={10.1016/j.cogsys.2025.101357}, number={101357}, journal={Cognitive Systems Research}, publisher={Elsevier BV}, author={Visser, Roel and Peters, Tobias Martin and Scharlau, Ingrid and Hammer, Barbara}, year={2025} }' chicago: 'Visser, Roel, Tobias Martin Peters, Ingrid Scharlau, and Barbara Hammer. “Trust, Distrust, and Appropriate Reliance in (X)AI: A Conceptual Clarification of User Trust and Survey of Its Empirical Evaluation.” Cognitive Systems Research, 2025. https://doi.org/10.1016/j.cogsys.2025.101357.' ieee: 'R. Visser, T. M. Peters, I. Scharlau, and B. Hammer, “Trust, distrust, and appropriate reliance in (X)AI: A conceptual clarification of user trust and survey of its empirical evaluation,” Cognitive Systems Research, Art. no. 101357, 2025, doi: 10.1016/j.cogsys.2025.101357.' mla: 'Visser, Roel, et al. “Trust, Distrust, and Appropriate Reliance in (X)AI: A Conceptual Clarification of User Trust and Survey of Its Empirical Evaluation.” Cognitive Systems Research, 101357, Elsevier BV, 2025, doi:10.1016/j.cogsys.2025.101357.' short: R. Visser, T.M. Peters, I. Scharlau, B. Hammer, Cognitive Systems Research (2025). date_created: 2025-05-02T09:26:15Z date_updated: 2025-05-15T11:16:27Z department: - _id: '424' - _id: '660' doi: 10.1016/j.cogsys.2025.101357 keyword: - XAI - Appropriate trust - Distrust - Reliance - Human-centric evaluation - Trustworthy AI language: - iso: eng project: - _id: '124' name: 'TRR 318 - C1: TRR 318 - Subproject C1 - Gesundes Misstrauen in Erklärungen' publication: Cognitive Systems Research publication_identifier: issn: - 1389-0417 publication_status: published publisher: Elsevier BV status: public title: 'Trust, distrust, and appropriate reliance in (X)AI: A conceptual clarification of user trust and survey of its empirical evaluation' type: journal_article user_id: '92810' year: '2025' ... --- _id: '59922' author: - first_name: Philip full_name: Porwol, Philip last_name: Porwol - first_name: Ingrid full_name: Scharlau, Ingrid id: '451' last_name: Scharlau orcid: 0000-0003-2364-9489 citation: ama: Porwol P, Scharlau I. An Annotated Corpus of Elicited Metaphors of Explaining and Understanding Using MIPVU. OSF; 2025. doi:10.17605/OSF.IO/Y6SMX apa: Porwol, P., & Scharlau, I. (2025). An annotated corpus of elicited metaphors of explaining and understanding using MIPVU. OSF. https://doi.org/10.17605/OSF.IO/Y6SMX bibtex: '@book{Porwol_Scharlau_2025, title={An annotated corpus of elicited metaphors of explaining and understanding using MIPVU}, DOI={10.17605/OSF.IO/Y6SMX}, publisher={OSF}, author={Porwol, Philip and Scharlau, Ingrid}, year={2025} }' chicago: Porwol, Philip, and Ingrid Scharlau. An Annotated Corpus of Elicited Metaphors of Explaining and Understanding Using MIPVU. OSF, 2025. https://doi.org/10.17605/OSF.IO/Y6SMX. ieee: P. Porwol and I. Scharlau, An annotated corpus of elicited metaphors of explaining and understanding using MIPVU. OSF, 2025. mla: Porwol, Philip, and Ingrid Scharlau. An Annotated Corpus of Elicited Metaphors of Explaining and Understanding Using MIPVU. OSF, 2025, doi:10.17605/OSF.IO/Y6SMX. short: P. Porwol, I. Scharlau, An Annotated Corpus of Elicited Metaphors of Explaining and Understanding Using MIPVU, OSF, 2025. date_created: 2025-05-16T10:01:58Z date_updated: 2025-05-16T10:02:14Z department: - _id: '424' doi: 10.17605/OSF.IO/Y6SMX language: - iso: eng main_file_link: - open_access: '1' url: https://osf.io/y6smx/ oa: '1' project: - _id: '127' name: 'TRR 318 - C4: TRR 318 - Subproject C4 - Metaphern als Werkzeug des Erklärens' publisher: OSF status: public title: An annotated corpus of elicited metaphors of explaining and understanding using MIPVU type: misc user_id: '451' year: '2025' ... --- _id: '59755' abstract: - lang: eng text: "Due to the application of Artificial Intelligence (AI) in high-risk domains like law or medicine,\r\ntrustworthy AI and trust in AI are of increasing scientific and public relevance. A typical conception,\r\nfor example in the context of medical diagnosis, is that a knowledgeable user receives AIgenerated\r\nclassification as advice. Research to improve such interactions often aims to foster the\r\nuser’s trust, which in turn should improve the combined human-AI performance. Given that AI\r\nmodels can err, we argue that the possibility to critically review, thus to distrust, an AI decision is\r\nan equally interesting target of research.\r\nWe created two image classification scenarios in which the participants received mock-up\r\nAI advice. The quality of the advice decreases for a phase of the experiment. We studied the\r\ntask performance, trust and distrust of the participants, and tested whether an instruction to\r\nremain skeptical and review each piece of advice led to a better performance compared to a\r\nneutral condition. Our results indicate that this instruction does not improve but rather worsens\r\nthe participants’ performance. Repeated single-item self-report of trust and distrust shows an\r\nincrease in trust and a decrease in distrust after the drop in the AI’s classification quality, with no\r\ndifference between the two instructions. Furthermore, via a Bayesian Signal Detection Theory\r\nanalysis, we provide a procedure to assess appropriate reliance in detail, by quantifying whether\r\nthe problems of under- and over-reliance have been mitigated. We discuss implications of our\r\nresults for the usage of disclaimers before interacting with AI, as prominently used in current\r\nLLM-based chatbots, and for trust and distrust research." article_type: original author: - first_name: Tobias Martin full_name: Peters, Tobias Martin id: '92810' last_name: Peters orcid: 0009-0008-5193-6243 - first_name: Ingrid full_name: Scharlau, Ingrid id: '451' last_name: Scharlau orcid: 0000-0003-2364-9489 citation: ama: 'Peters TM, Scharlau I. Interacting with fallible AI: Is distrust helpful when receiving AI misclassifications? Frontiers in Psychology. 2025;16. doi:10.3389/fpsyg.2025.1574809' apa: 'Peters, T. M., & Scharlau, I. (2025). Interacting with fallible AI: Is distrust helpful when receiving AI misclassifications? Frontiers in Psychology, 16. https://doi.org/10.3389/fpsyg.2025.1574809' bibtex: '@article{Peters_Scharlau_2025, title={Interacting with fallible AI: Is distrust helpful when receiving AI misclassifications?}, volume={16}, DOI={10.3389/fpsyg.2025.1574809}, journal={Frontiers in Psychology}, author={Peters, Tobias Martin and Scharlau, Ingrid}, year={2025} }' chicago: 'Peters, Tobias Martin, and Ingrid Scharlau. “Interacting with Fallible AI: Is Distrust Helpful When Receiving AI Misclassifications?” Frontiers in Psychology 16 (2025). https://doi.org/10.3389/fpsyg.2025.1574809.' ieee: 'T. M. Peters and I. Scharlau, “Interacting with fallible AI: Is distrust helpful when receiving AI misclassifications?,” Frontiers in Psychology, vol. 16, 2025, doi: 10.3389/fpsyg.2025.1574809.' mla: 'Peters, Tobias Martin, and Ingrid Scharlau. “Interacting with Fallible AI: Is Distrust Helpful When Receiving AI Misclassifications?” Frontiers in Psychology, vol. 16, 2025, doi:10.3389/fpsyg.2025.1574809.' short: T.M. Peters, I. Scharlau, Frontiers in Psychology 16 (2025). date_created: 2025-05-02T09:22:39Z date_updated: 2025-05-27T09:10:09Z department: - _id: '424' - _id: '660' doi: 10.3389/fpsyg.2025.1574809 intvolume: ' 16' keyword: - trust in AI - trust - distrust - human-AI interaction - Signal Detection Theory - Bayesian parameter estimation - image classification language: - iso: eng project: - _id: '124' name: 'TRR 318 - C1: TRR 318 - Subproject C1 - Gesundes Misstrauen in Erklärungen' publication: Frontiers in Psychology publication_status: published status: public title: 'Interacting with fallible AI: Is distrust helpful when receiving AI misclassifications?' type: journal_article user_id: '92810' volume: 16 year: '2025' ... --- _id: '61119' abstract: - lang: eng text: '

The present article offers an assessment of intra-individual variability in visualattention using the Theory of Visual Attention, which provides a formal framework forquantifying attentional components. We specifically investigated overall attentionalcapacity – that is, the available processing speed – and its distribution, the relativeattentional weight.By reanalyzing a large existing dataset from Tünnermann and Scharlau (2021),we found that across multiple testing days, participants either remained stable within a20 Hz margin or showed consistent improvements in capacity – in some cases triplingtheir initial capacity. The weights in response to salient stimuli were remarkablyconsistent.To determine whether increases in capacity reflect pure test-retest effects or arefacilitated by consolidation between days, and to quantify within-day variability, weconducted a second study in which participants completed five self-administeredsessions within a single day. Capacities remained within the same magnitude and didnot show a consistent directional trend. The relative weights exhibited comparativelylittle variation in most participants, akin to the previously analyzed dataset. Further,estimation uncertainty increased with higher capacity values.These results suggest that capacity may be subject to training effects, but thatsuch improvements appear to depend on longer breaks between sessions. This hasimportant implications for individualized assessment: A personal prior could beestimated from a single session to accelerate future estimations, as long as subsequentsessions occur on the same day. Participants with higher capacities may require tailoredexperimentation methods when small to medium effects are of interest, due to increaseduncertainty.

' author: - first_name: Ngoc Chi full_name: Banh, Ngoc Chi last_name: Banh - first_name: Ingrid full_name: Scharlau, Ingrid id: '451' last_name: Scharlau orcid: 0000-0003-2364-9489 citation: ama: 'Banh NC, Scharlau I. Intra-individual variability in TVA attentional capacity and weight distribution: A reanalysis across days and an experiment within-day. Published online 2025.' apa: 'Banh, N. C., & Scharlau, I. (2025). Intra-individual variability in TVA attentional capacity and weight distribution: A reanalysis across days and an experiment within-day. Center for Open Science.' bibtex: '@article{Banh_Scharlau_2025, title={Intra-individual variability in TVA attentional capacity and weight distribution: A reanalysis across days and an experiment within-day}, publisher={Center for Open Science}, author={Banh, Ngoc Chi and Scharlau, Ingrid}, year={2025} }' chicago: 'Banh, Ngoc Chi, and Ingrid Scharlau. “Intra-Individual Variability in TVA Attentional Capacity and Weight Distribution: A Reanalysis across Days and an Experiment within-Day.” Center for Open Science, 2025.' ieee: 'N. C. Banh and I. Scharlau, “Intra-individual variability in TVA attentional capacity and weight distribution: A reanalysis across days and an experiment within-day.” Center for Open Science, 2025.' mla: 'Banh, Ngoc Chi, and Ingrid Scharlau. Intra-Individual Variability in TVA Attentional Capacity and Weight Distribution: A Reanalysis across Days and an Experiment within-Day. Center for Open Science, 2025.' short: N.C. Banh, I. Scharlau, (2025). date_created: 2025-09-03T11:30:48Z date_updated: 2025-09-09T12:04:43Z department: - _id: '424' language: - iso: eng main_file_link: - open_access: '1' url: https://osf.io/preprints/psyarxiv/fzvph oa: '1' project: - _id: '115' name: 'TRR 318; TP A05: Echtzeitmessung der Aufmerksamkeit im Mensch-Roboter-Erklärdialog' publication_status: published publisher: Center for Open Science status: public title: 'Intra-individual variability in TVA attentional capacity and weight distribution: A reanalysis across days and an experiment within-day' type: preprint user_id: '38219' year: '2025' ... --- _id: '59921' author: - first_name: Ingrid full_name: Scharlau, Ingrid id: '451' last_name: Scharlau orcid: 0000-0003-2364-9489 - first_name: Körber full_name: Miriam, Körber last_name: Miriam citation: ama: Scharlau I, Miriam K. Metaphors in 24 WIRED Level 5 Videos (Data Corpus). OSF; 2025. doi:10.17605/OSF.IO/94A2J apa: Scharlau, I., & Miriam, K. (2025). Metaphors in 24 WIRED Level 5 Videos (Data corpus). OSF. https://doi.org/10.17605/OSF.IO/94A2J bibtex: '@book{Scharlau_Miriam_2025, title={Metaphors in 24 WIRED Level 5 Videos (Data corpus)}, DOI={10.17605/OSF.IO/94A2J}, publisher={OSF}, author={Scharlau, Ingrid and Miriam, Körber}, year={2025} }' chicago: Scharlau, Ingrid, and Körber Miriam. Metaphors in 24 WIRED Level 5 Videos (Data Corpus). OSF, 2025. https://doi.org/10.17605/OSF.IO/94A2J. ieee: I. Scharlau and K. Miriam, Metaphors in 24 WIRED Level 5 Videos (Data corpus). OSF, 2025. mla: Scharlau, Ingrid, and Körber Miriam. Metaphors in 24 WIRED Level 5 Videos (Data Corpus). OSF, 2025, doi:10.17605/OSF.IO/94A2J. short: I. Scharlau, K. Miriam, Metaphors in 24 WIRED Level 5 Videos (Data Corpus), OSF, 2025. date_created: 2025-05-16T09:57:56Z date_updated: 2025-09-16T08:57:15Z department: - _id: '424' doi: 10.17605/OSF.IO/94A2J language: - iso: eng main_file_link: - open_access: '1' url: https://osf.io/94a2j/ oa: '1' project: - _id: '127' name: 'TRR 318 - C4: TRR 318 - Subproject C4 - Metaphern als Werkzeug des Erklärens' publisher: OSF status: public title: Metaphors in 24 WIRED Level 5 Videos (Data corpus) type: misc user_id: '451' year: '2025' ... --- _id: '61244' abstract: - lang: eng text: Explanations play a crucial role in knowledge transfer and meaning-making and are often described as a co-constructive process in which multiple agents collaboratively shape understanding. However, the metaphors used to conceptualize explaining may influence how this process is framed. This study investigates the extent to which the co-constructive nature of explaining is represented in explaining metaphors. Using a systematic analysis of agency, we examined how these metaphors depict the explanation process and the roles of the agents involved. We found that explaining metaphors lack collaboration between explainer and addressee, constructiveness of the process, as well as bidirectionality and iterativeness. In light of current research on metaphorical framing, the study thus highlights the risk that such explaining metaphors may reinforce a non-co-constructive perspective on explaining and a top-down approach in the development of AI systems as well as other areas. article_type: original author: - first_name: Philip Fabian full_name: Porwol, Philip Fabian id: '56681' last_name: Porwol - first_name: Ingrid full_name: Scharlau, Ingrid id: '451' last_name: Scharlau orcid: 0000-0003-2364-9489 citation: ama: Porwol PF, Scharlau I. Is explaining more like showing or more like building? Agency in metaphors of explaining. Frontiers in Psychology. Published online 2025. doi:https://doi.org/10.3389/fpsyg.2025.1628706 apa: Porwol, P. F., & Scharlau, I. (2025). Is explaining more like showing or more like building? Agency in metaphors of explaining. Frontiers in Psychology. https://doi.org/10.3389/fpsyg.2025.1628706 bibtex: '@article{Porwol_Scharlau_2025, title={Is explaining more like showing or more like building? Agency in metaphors of explaining}, DOI={https://doi.org/10.3389/fpsyg.2025.1628706}, journal={Frontiers in Psychology}, author={Porwol, Philip Fabian and Scharlau, Ingrid}, year={2025} }' chicago: Porwol, Philip Fabian, and Ingrid Scharlau. “Is Explaining More like Showing or More like Building? Agency in Metaphors of Explaining.” Frontiers in Psychology, 2025. https://doi.org/10.3389/fpsyg.2025.1628706. ieee: 'P. F. Porwol and I. Scharlau, “Is explaining more like showing or more like building? Agency in metaphors of explaining,” Frontiers in Psychology, 2025, doi: https://doi.org/10.3389/fpsyg.2025.1628706.' mla: Porwol, Philip Fabian, and Ingrid Scharlau. “Is Explaining More like Showing or More like Building? Agency in Metaphors of Explaining.” Frontiers in Psychology, 2025, doi:https://doi.org/10.3389/fpsyg.2025.1628706. short: P.F. Porwol, I. Scharlau, Frontiers in Psychology (2025). date_created: 2025-09-12T09:43:58Z date_updated: 2025-10-27T08:46:28Z department: - _id: '424' doi: https://doi.org/10.3389/fpsyg.2025.1628706 language: - iso: eng project: - _id: '127' name: 'TRR 318; TP C04: Metaphern als Werkzeug des Erklärens' publication: Frontiers in Psychology publication_status: published quality_controlled: '1' status: public title: Is explaining more like showing or more like building? Agency in metaphors of explaining type: journal_article user_id: '56681' year: '2025' ... --- _id: '62165' abstract: - lang: eng text: 'Academic publishing is both an indication of scientific contribution and a currency for career advancement. This dual role gives rise to a normative scientific conflict: Does the structural incentive to publish constitute a conflict of interest (COI) that ought to be disclosed? In this paper, we address this conflict through an action research approach, engaging collaboratively and reflexively to answer four related questions: (1) What evidence suggests that researchers face a (financial) COI when publishing? (2) What are the benefits and drawbacks of explicitly acknowledging that publications function as academic currency? (3) How should such conflicts be disclosed? (4) Do mechanisms such as pre-registration and registered reports resolve these concerns? This paper contends that while researchers are clearly incentivised to publish, this interest need not necessarily constitute a conflict or be explicitly disclosed. Treating this issue as a normative scientific conflict does reveal the need for a shift in how researchers understand and navigate the subjective, self-interested dimensions of their work. We propose four key responses: (1) integrating discussions of COIs and biases more extensively into undergraduate science education, (2) promoting greater reflexivity in everyday research practice (e.g., through reflexivity journals, peer-led audit groups, and the reintegration of discussions on the historicity and cultural nature of research into scientific publications), (3) critically investigating institutional incentives and journal policies, and (4) proactively adopting methodological safeguards such as pre-registration. By addressing this conflict through action research, we demonstrate how normative tensions in science can be made productive — supporting both critical reflection and structural improvement.' author: - first_name: Ensar full_name: Acem, Ensar last_name: Acem - first_name: Balazs full_name: Aczel, Balazs last_name: Aczel - first_name: Nihan full_name: Albayrak, Nihan last_name: Albayrak - first_name: Nicholas J. L. full_name: Brown, Nicholas J. L. last_name: Brown - first_name: Leonie A. full_name: Dudda, Leonie A. last_name: Dudda - first_name: Mahmoud Medhat full_name: Elsherif, Mahmoud Medhat last_name: Elsherif - first_name: Biljana full_name: Gjoneska, Biljana last_name: Gjoneska - first_name: Marta full_name: Kowal, Marta last_name: Kowal - first_name: Anand full_name: Krishna, Anand last_name: Krishna - first_name: Szymon full_name: Miłkoś, Szymon last_name: Miłkoś - first_name: Mariola full_name: Paruzel-Czachura, Mariola last_name: Paruzel-Czachura - first_name: Jay full_name: Patel, Jay last_name: Patel - first_name: Katarzyna full_name: Pypno-Blajda, Katarzyna last_name: Pypno-Blajda - first_name: Ingrid full_name: Scharlau, Ingrid id: '451' last_name: Scharlau orcid: 0000-0003-2364-9489 - first_name: Steven full_name: Verheyen, Steven last_name: Verheyen - first_name: Benjamin full_name: Zubaly, Benjamin last_name: Zubaly citation: ama: Acem E, Aczel B, Albayrak N, et al. Why I declare a conflict of interest and you should not. Theory and Society. Published online 2025. doi:10.1007/s11186-025-09641-3 apa: Acem, E., Aczel, B., Albayrak, N., Brown, N. J. L., Dudda, L. A., Elsherif, M. M., Gjoneska, B., Kowal, M., Krishna, A., Miłkoś, S., Paruzel-Czachura, M., Patel, J., Pypno-Blajda, K., Scharlau, I., Verheyen, S., & Zubaly, B. (2025). Why I declare a conflict of interest and you should not. Theory and Society. https://doi.org/10.1007/s11186-025-09641-3 bibtex: '@article{Acem_Aczel_Albayrak_Brown_Dudda_Elsherif_Gjoneska_Kowal_Krishna_Miłkoś_et al._2025, title={Why I declare a conflict of interest and you should not}, DOI={10.1007/s11186-025-09641-3}, journal={Theory and Society}, publisher={Springer Science and Business Media LLC}, author={Acem, Ensar and Aczel, Balazs and Albayrak, Nihan and Brown, Nicholas J. L. and Dudda, Leonie A. and Elsherif, Mahmoud Medhat and Gjoneska, Biljana and Kowal, Marta and Krishna, Anand and Miłkoś, Szymon and et al.}, year={2025} }' chicago: Acem, Ensar, Balazs Aczel, Nihan Albayrak, Nicholas J. L. Brown, Leonie A. Dudda, Mahmoud Medhat Elsherif, Biljana Gjoneska, et al. “Why I Declare a Conflict of Interest and You Should Not.” Theory and Society, 2025. https://doi.org/10.1007/s11186-025-09641-3. ieee: 'E. Acem et al., “Why I declare a conflict of interest and you should not,” Theory and Society, 2025, doi: 10.1007/s11186-025-09641-3.' mla: Acem, Ensar, et al. “Why I Declare a Conflict of Interest and You Should Not.” Theory and Society, Springer Science and Business Media LLC, 2025, doi:10.1007/s11186-025-09641-3. short: E. Acem, B. Aczel, N. Albayrak, N.J.L. Brown, L.A. Dudda, M.M. Elsherif, B. Gjoneska, M. Kowal, A. Krishna, S. Miłkoś, M. Paruzel-Czachura, J. Patel, K. Pypno-Blajda, I. Scharlau, S. Verheyen, B. Zubaly, Theory and Society (2025). date_created: 2025-11-11T13:43:54Z date_updated: 2025-11-11T13:45:04Z department: - _id: '424' doi: 10.1007/s11186-025-09641-3 language: - iso: eng main_file_link: - open_access: '1' url: https://link.springer.com/article/10.1007/s11186-025-09641-3#article-info oa: '1' publication: Theory and Society publication_identifier: issn: - 0304-2421 - 1573-7853 publication_status: published publisher: Springer Science and Business Media LLC status: public title: Why I declare a conflict of interest and you should not type: journal_article user_id: '451' year: '2025' ... --- _id: '61944' abstract: - lang: eng text: his article describes a new student-based approach to Decoding and Disrupting. This approach consists of an educational programme that works with a multidisciplinary group of undergraduate students, so-called Culture Fellows. In the programme, the students learn about theories on disciplinary cultures and their practices, Decoding the Disciplines, and communication. The programme focuses on the implicitness of disciplinary practices and how to explore them, i.e., it seeks to address the importance of making disciplinary practices, norms, and values more accessible to students. Within the programme, the Culture Fellows use a student-based variant of the Decoding the Disciplines Paradigm that we call ‘Culture Quest’. The Culture Quest supplies students with the tools to question, explore, and decode their respective disciplines and practices. Disciplinary practices often remain implicit because lecturers, with their wealth of experience and expertise in their discipline, may be operationally blind and thus no longer aware of the fact that certain practices might need to be explained. This lack of explanation or explicitness can lead to students feeling bewildered, confused or puzzled. The Culture Fellows and in particular the Culture Quest can encourage dialogue about and exploration of disciplinary cultures and their practices and can thus allow students to grasp the implicit cultural norms and expectations within their respective disciplines more clearly. The Culture Fellows and the Culture Quest provide students – and maybe even lecturers – with opportunities to engage with and reflect on teaching and learning strategies and practices. author: - first_name: Sabrina full_name: Schmöckel, Sabrina id: '37149' last_name: Schmöckel orcid: 'https://orcid.org/0009-0002-4146-0591 ' - first_name: Ingrid full_name: Scharlau, Ingrid id: '451' last_name: Scharlau orcid: 0000-0003-2364-9489 citation: ama: 'Schmöckel S, Scharlau I. No Student Should Be an Island: A Peer-Approach to Decoding and Disrupting. Transformative Dialogues: Teaching and Learning Journal. 2025;18(3):98-115. doi:10.59236/td2025vol18iss31913' apa: 'Schmöckel, S., & Scharlau, I. (2025). No Student Should Be an Island: A Peer-Approach to Decoding and Disrupting. Transformative Dialogues: Teaching and Learning Journal, 18(3), 98–115. https://doi.org/10.59236/td2025vol18iss31913' bibtex: '@article{Schmöckel_Scharlau_2025, title={No Student Should Be an Island: A Peer-Approach to Decoding and Disrupting}, volume={18}, DOI={10.59236/td2025vol18iss31913}, number={3}, journal={Transformative Dialogues: Teaching and Learning Journal}, publisher={Penn State University Libraries}, author={Schmöckel, Sabrina and Scharlau, Ingrid}, year={2025}, pages={98–115} }' chicago: 'Schmöckel, Sabrina, and Ingrid Scharlau. “No Student Should Be an Island: A Peer-Approach to Decoding and Disrupting.” Transformative Dialogues: Teaching and Learning Journal 18, no. 3 (2025): 98–115. https://doi.org/10.59236/td2025vol18iss31913.' ieee: 'S. Schmöckel and I. Scharlau, “No Student Should Be an Island: A Peer-Approach to Decoding and Disrupting,” Transformative Dialogues: Teaching and Learning Journal, vol. 18, no. 3, pp. 98–115, 2025, doi: 10.59236/td2025vol18iss31913.' mla: 'Schmöckel, Sabrina, and Ingrid Scharlau. “No Student Should Be an Island: A Peer-Approach to Decoding and Disrupting.” Transformative Dialogues: Teaching and Learning Journal, vol. 18, no. 3, Penn State University Libraries, 2025, pp. 98–115, doi:10.59236/td2025vol18iss31913.' short: 'S. Schmöckel, I. Scharlau, Transformative Dialogues: Teaching and Learning Journal 18 (2025) 98–115.' date_created: 2025-10-23T18:11:48Z date_updated: 2025-11-14T14:18:33Z department: - _id: '424' doi: 10.59236/td2025vol18iss31913 intvolume: ' 18' issue: '3' language: - iso: eng main_file_link: - open_access: '1' oa: '1' page: 98-115 project: - _id: '912' name: Digitalisierung als Herausforderung und Innovation in der Hochschullehre (DigiSELF), Teilprojekt 2 „Entwicklung eines Programms studentischer „Culture Fellows“ zur Unterstützung in komplexen Lehr-, Lern-, und Prüfungssettings“ publication: 'Transformative Dialogues: Teaching and Learning Journal' publication_identifier: issn: - 1918-0853 publication_status: published publisher: Penn State University Libraries quality_controlled: '1' related_material: link: - relation: confirmation url: https://journals.psu.edu/td/article/view/1913 status: public title: 'No Student Should Be an Island: A Peer-Approach to Decoding and Disrupting' type: journal_article user_id: '37149' volume: 18 year: '2025' ... --- _id: '62204' author: - first_name: Sabrina full_name: Schmöckel, Sabrina id: '37149' last_name: Schmöckel orcid: 'https://orcid.org/0009-0002-4146-0591 ' citation: ama: Schmöckel S. Hör mal, wer da spricht – Eine dialogische Perspektive auf studentische Äußerungen zu Fachkulturen. die hochschullehre. apa: Schmöckel, S. (n.d.). Hör mal, wer da spricht – Eine dialogische Perspektive auf studentische Äußerungen zu Fachkulturen. die hochschullehre. bibtex: '@article{Schmöckel, title={Hör mal, wer da spricht – Eine dialogische Perspektive auf studentische Äußerungen zu Fachkulturen}, journal={die hochschullehre}, author={Schmöckel, Sabrina} }' chicago: Schmöckel, Sabrina. “Hör mal, wer da spricht – Eine dialogische Perspektive auf studentische Äußerungen zu Fachkulturen.” die hochschullehre, n.d. ieee: S. Schmöckel, “Hör mal, wer da spricht – Eine dialogische Perspektive auf studentische Äußerungen zu Fachkulturen,” die hochschullehre. mla: Schmöckel, Sabrina. “Hör mal, wer da spricht – Eine dialogische Perspektive auf studentische Äußerungen zu Fachkulturen.” die hochschullehre. short: S. Schmöckel, die hochschullehre (n.d.). date_created: 2025-11-14T14:24:28Z date_updated: 2025-11-14T14:25:35Z department: - _id: '424' language: - iso: ger project: - _id: '912' name: Digitalisierung als Herausforderung und Innovation in der Hochschullehre (DigiSELF), Teilprojekt 2 „Entwicklung eines Programms studentischer „Culture Fellows“ zur Unterstützung in komplexen Lehr-, Lern-, und Prüfungssettings“ publication: die hochschullehre publication_status: accepted status: public title: Hör mal, wer da spricht – Eine dialogische Perspektive auf studentische Äußerungen zu Fachkulturen type: journal_article user_id: '37149' year: '2025' ... --- _id: '59917' abstract: - lang: eng text: nder the slogan of trustworthy AI, much of contemporary AI research is focused on designing AI systems and usage practices that inspire human trust and, thus, enhance adoption of AI systems. However, a person affected by an AI system may not be convinced by AI system design alone---neither should they, if the AI system is embedded in a social context that gives good reason to believe that it is used in tension with a person’s interest. In such cases, distrust in the system may be justified and necessary to build meaningful trust in the first place. We propose the term \emph{healthy distrust} to describe such a justified, careful stance towards certain AI usage practices. We investigate prior notions of trust and distrust in computer science, sociology, history, psychology, and philosophy, outline a remaining gap that healthy distrust might fill and conceptualize healthy distrust as a crucial part for AI usage that respects human autonomy. author: - first_name: Benjamin full_name: Paaßen, Benjamin last_name: Paaßen - first_name: Suzana full_name: Alpsancar, Suzana id: '93637' last_name: Alpsancar - first_name: Tobias full_name: Matzner, Tobias id: '65695' last_name: Matzner - first_name: Ingrid full_name: Scharlau, Ingrid id: '451' last_name: Scharlau orcid: 0000-0003-2364-9489 citation: ama: Paaßen B, Alpsancar S, Matzner T, Scharlau I. Healthy Distrust in AI systems. arXiv. Published online 2025. apa: Paaßen, B., Alpsancar, S., Matzner, T., & Scharlau, I. (2025). Healthy Distrust in AI systems. In arXiv. bibtex: '@article{Paaßen_Alpsancar_Matzner_Scharlau_2025, title={Healthy Distrust in AI systems}, journal={arXiv}, author={Paaßen, Benjamin and Alpsancar, Suzana and Matzner, Tobias and Scharlau, Ingrid}, year={2025} }' chicago: Paaßen, Benjamin, Suzana Alpsancar, Tobias Matzner, and Ingrid Scharlau. “Healthy Distrust in AI Systems.” ArXiv, 2025. ieee: B. Paaßen, S. Alpsancar, T. Matzner, and I. Scharlau, “Healthy Distrust in AI systems,” arXiv. 2025. mla: Paaßen, Benjamin, et al. “Healthy Distrust in AI Systems.” ArXiv, 2025. short: B. Paaßen, S. Alpsancar, T. Matzner, I. Scharlau, ArXiv (2025). date_created: 2025-05-16T09:39:13Z date_updated: 2025-11-18T09:38:01Z department: - _id: '424' - _id: '26' - _id: '756' language: - iso: eng main_file_link: - open_access: '1' url: https://arxiv.org/abs/2505.09747 oa: '1' project: - _id: '122' name: 'TRR 318 - B3: TRR 318 - Subproject B3' - _id: '124' name: 'TRR 318 - C1: TRR 318 - Subproject C1 - Gesundes Misstrauen in Erklärungen' - _id: '370' name: 'TRR 318 - B06: TRR 318 - Teilprojekt B6 - Ethik und Normativität der erklärbaren KI' publication: arXiv status: public title: Healthy Distrust in AI systems type: preprint user_id: '93637' year: '2025' ... --- _id: '62932' abstract: - lang: eng text: 'Many previous studies on the conceptual function of metaphors have focused on their func-tion of highlighting aspects of target concepts. From the beginning of this research, it was knownthat conceptual metaphors also hide aspects of the target concept; however, this as-pect has been less studied. This study builds upon the idea that the hiding aspect of a specific metaphor should be identified in relation to other metaphors for the same concept. A method is presented to detail this relation based on the theory of semantic frames and the FrameNet resource to identify the hidden aspects and apply it to a corpus of 298 elicited metaphor texts on the target concept of understanding. The analysis revealed that certain conceptual aspects are consistently hidden by a majority of metaphors, pointing to patterns in conceptualization. Using this approach, six aspects frequently hidden by metaphors were identified: Sociality, Transfer, Ownership, Perception, Foundation and Duration.' author: - first_name: Philip Fabian full_name: Porwol, Philip Fabian id: '56681' last_name: Porwol - first_name: Ingrid full_name: Scharlau, Ingrid id: '451' last_name: Scharlau orcid: 0000-0003-2364-9489 citation: ama: 'Porwol PF, Scharlau I. What do metaphors of understanding hide? STUDIA NEOFILOLOGICZ: NEROZPRAWY JĘZYKOZNAWCZE (Modern Language Studies: Linguistic Essays). 2025;XXI:181-198.' apa: 'Porwol, P. F., & Scharlau, I. (2025). What do metaphors of understanding hide? STUDIA NEOFILOLOGICZ: NEROZPRAWY JĘZYKOZNAWCZE (Modern Language Studies: Linguistic Essays), XXI, 181–198.' bibtex: '@article{Porwol_Scharlau_2025, title={What do metaphors of understanding hide?}, volume={XXI}, journal={STUDIA NEOFILOLOGICZ: NEROZPRAWY JĘZYKOZNAWCZE (Modern Language Studies: Linguistic Essays)}, publisher={Uniwersytet Jana Długosza w Częstochowie}, author={Porwol, Philip Fabian and Scharlau, Ingrid}, year={2025}, pages={181–198} }' chicago: 'Porwol, Philip Fabian, and Ingrid Scharlau. “What Do Metaphors of Understanding Hide?” STUDIA NEOFILOLOGICZ: NEROZPRAWY JĘZYKOZNAWCZE (Modern Language Studies: Linguistic Essays) XXI (2025): 181–98.' ieee: 'P. F. Porwol and I. Scharlau, “What do metaphors of understanding hide?,” STUDIA NEOFILOLOGICZ: NEROZPRAWY JĘZYKOZNAWCZE (Modern Language Studies: Linguistic Essays), vol. XXI, pp. 181–198, 2025.' mla: 'Porwol, Philip Fabian, and Ingrid Scharlau. “What Do Metaphors of Understanding Hide?” STUDIA NEOFILOLOGICZ: NEROZPRAWY JĘZYKOZNAWCZE (Modern Language Studies: Linguistic Essays), vol. XXI, Uniwersytet Jana Długosza w Częstochowie, 2025, pp. 181–98.' short: 'P.F. Porwol, I. Scharlau, STUDIA NEOFILOLOGICZ: NEROZPRAWY JĘZYKOZNAWCZE (Modern Language Studies: Linguistic Essays) XXI (2025) 181–198.' date_created: 2025-12-05T16:41:58Z date_updated: 2025-12-05T16:42:03Z department: - _id: '424' language: - iso: eng page: 181-198 project: - _id: '127' name: 'TRR 318; TP C04: Metaphern als Werkzeug des Erklärens' publication: 'STUDIA NEOFILOLOGICZ: NEROZPRAWY JĘZYKOZNAWCZE (Modern Language Studies: Linguistic Essays)' publication_status: published publisher: Uniwersytet Jana Długosza w Częstochowie status: public title: What do metaphors of understanding hide? type: journal_article user_id: '451' volume: XXI year: '2025' ... --- _id: '59742' author: - first_name: Ingrid full_name: Scharlau, Ingrid id: '451' last_name: Scharlau orcid: 0000-0003-2364-9489 - first_name: Tobias full_name: Jenert, Tobias id: '71994' last_name: Jenert orcid: ' https://orcid.org/0000-0001-9262-5646' citation: ama: 'Scharlau I, Jenert T. Didaktische Überlegungen in der Psychologie. In: Scharlau I, Bender E, Patrzek J, Schreiber C, eds. Psychologiedidaktik an allgemeinbildenden und beruflichen Schulen: Ein Lehrbuch mit Unterrichtsmaterialien. Springer Nature; 2025:1-17.' apa: 'Scharlau, I., & Jenert, T. (2025). Didaktische Überlegungen in der Psychologie. In I. Scharlau, E. Bender, J. Patrzek, & C. Schreiber (Eds.), Psychologiedidaktik an allgemeinbildenden und beruflichen Schulen: Ein Lehrbuch mit Unterrichtsmaterialien (pp. 1–17). Springer Nature.' bibtex: '@inbook{Scharlau_Jenert_2025, place={Berlin}, title={Didaktische Überlegungen in der Psychologie}, booktitle={Psychologiedidaktik an allgemeinbildenden und beruflichen Schulen: Ein Lehrbuch mit Unterrichtsmaterialien}, publisher={Springer Nature}, author={Scharlau, Ingrid and Jenert, Tobias}, editor={Scharlau, Ingrid and Bender, Elena and Patrzek, Justine and Schreiber, Christine}, year={2025}, pages={1–17} }' chicago: 'Scharlau, Ingrid, and Tobias Jenert. “Didaktische Überlegungen in der Psychologie.” In Psychologiedidaktik an allgemeinbildenden und beruflichen Schulen: Ein Lehrbuch mit Unterrichtsmaterialien, edited by Ingrid Scharlau, Elena Bender, Justine Patrzek, and Christine Schreiber, 1–17. Berlin: Springer Nature, 2025.' ieee: 'I. Scharlau and T. Jenert, “Didaktische Überlegungen in der Psychologie,” in Psychologiedidaktik an allgemeinbildenden und beruflichen Schulen: Ein Lehrbuch mit Unterrichtsmaterialien, I. Scharlau, E. Bender, J. Patrzek, and C. Schreiber, Eds. Berlin: Springer Nature, 2025, pp. 1–17.' mla: 'Scharlau, Ingrid, and Tobias Jenert. “Didaktische Überlegungen in der Psychologie.” Psychologiedidaktik an allgemeinbildenden und beruflichen Schulen: Ein Lehrbuch mit Unterrichtsmaterialien, edited by Ingrid Scharlau et al., Springer Nature, 2025, pp. 1–17.' short: 'I. Scharlau, T. Jenert, in: I. Scharlau, E. Bender, J. Patrzek, C. Schreiber (Eds.), Psychologiedidaktik an allgemeinbildenden und beruflichen Schulen: Ein Lehrbuch mit Unterrichtsmaterialien, Springer Nature, Berlin, 2025, pp. 1–17.' date_created: 2025-04-30T10:39:09Z date_updated: 2025-12-08T10:47:59Z department: - _id: '424' - _id: '208' - _id: '640' editor: - first_name: Ingrid full_name: Scharlau, Ingrid last_name: Scharlau - first_name: Elena full_name: Bender, Elena last_name: Bender - first_name: Justine full_name: Patrzek, Justine last_name: Patrzek - first_name: Christine full_name: Schreiber, Christine last_name: Schreiber language: - iso: ger page: 1-17 place: Berlin publication: 'Psychologiedidaktik an allgemeinbildenden und beruflichen Schulen: Ein Lehrbuch mit Unterrichtsmaterialien' publication_identifier: eisbn: - 978-3-662-69481-7 isbn: - 978-3-662-69480-0 publisher: Springer Nature status: public title: Didaktische Überlegungen in der Psychologie type: book_chapter user_id: '71994' year: '2025' ... --- _id: '53069' author: - first_name: Ngoc Chi full_name: Banh, Ngoc Chi id: '38219' last_name: Banh orcid: 0000-0002-5946-4542 - first_name: Ingrid full_name: Scharlau, Ingrid id: '451' last_name: Scharlau orcid: 0000-0003-2364-9489 citation: ama: 'Banh NC, Scharlau I. Effects of task difficulty on visual processing speed. In: ; 2024.' apa: Banh, N. C., & Scharlau, I. (2024). Effects of task difficulty on visual processing speed. Tagung experimentell arbeitender Psycholog:innen (TeaP), Regensburg. bibtex: '@inproceedings{Banh_Scharlau_2024, title={Effects of task difficulty on visual processing speed}, author={Banh, Ngoc Chi and Scharlau, Ingrid}, year={2024} }' chicago: Banh, Ngoc Chi, and Ingrid Scharlau. “Effects of Task Difficulty on Visual Processing Speed,” 2024. ieee: N. C. Banh and I. Scharlau, “Effects of task difficulty on visual processing speed,” presented at the Tagung experimentell arbeitender Psycholog:innen (TeaP), Regensburg, 2024. mla: Banh, Ngoc Chi, and Ingrid Scharlau. Effects of Task Difficulty on Visual Processing Speed. 2024. short: 'N.C. Banh, I. Scharlau, in: 2024.' conference: end_date: 2024-03-20 location: Regensburg name: Tagung experimentell arbeitender Psycholog:innen (TeaP) start_date: 2024-03-17 date_created: 2024-03-27T11:43:51Z date_updated: 2024-06-26T08:02:07Z ddc: - '150' department: - _id: '424' - _id: '660' file: - access_level: closed content_type: application/pdf creator: ncbanh date_created: 2024-03-27T11:42:20Z date_updated: 2024-03-27T11:42:20Z file_id: '53070' file_name: Banh & Scharlau (2024) - Effects of task difficulty on visual processing speed.pdf file_size: 1237859 relation: main_file success: 1 file_date_updated: 2024-03-27T11:42:20Z has_accepted_license: '1' language: - iso: eng main_file_link: - open_access: '1' oa: '1' project: - _id: '115' grant_number: '438445824' name: 'TRR 318 - A05: TRR 318 - Echtzeitmessung der Aufmerksamkeit im Mensch-Roboter-Erklärdialog (Teilprojekt A05)' - _id: '52' name: 'PC2: Computing Resources Provided by the Paderborn Center for Parallel Computing' quality_controlled: '1' status: public title: Effects of task difficulty on visual processing speed type: conference_abstract user_id: '38219' year: '2024' ... --- _id: '54889' abstract: - lang: eng text: To reach the goal of zero traffic fatalities a year, one building block is the proposition to develop advanced assistance systems for vulnerable road users (VRUs) such as bicyclists. We focus on the dooring problem, i.e., car doors being opened inattentively in the way of an approaching cyclist. We extended our vehicle to everything (V2X) communication-enabled virtual cycling environment for dooring experiments. Our system extends toolkits that are widely used in the V2X research community. We showcase how such a system may be used to realize and evaluate distributed algorithms for VRU safety solutions such as dooring prevention. author: - first_name: Lukas full_name: Stratmann, Lukas last_name: Stratmann - first_name: Ngoc Chi full_name: Banh, Ngoc Chi id: '38219' last_name: Banh orcid: 0000-0002-5946-4542 - first_name: Ingrid full_name: Scharlau, Ingrid id: '451' last_name: Scharlau orcid: 0000-0003-2364-9489 - first_name: Falko full_name: Dressler, Falko last_name: Dressler citation: ama: 'Stratmann L, Banh NC, Scharlau I, Dressler F. Safety Assistance Systems for Bicyclists: Toward Empirical Studies of the Dooring Problem. In: ACM Symposium on Principles of Distributed Computing (PODC 2024), Advanced Tools, Programming Languages, and PLatforms for Implementing and Evaluating Algorithms for Distributed Systems (ApPLIED 2024). Association for Computing Machinery (ACM); 2024. doi:10.1145/3663338.3665831' apa: 'Stratmann, L., Banh, N. C., Scharlau, I., & Dressler, F. (2024). Safety Assistance Systems for Bicyclists: Toward Empirical Studies of the Dooring Problem. ACM Symposium on Principles of Distributed Computing (PODC 2024), Advanced Tools, Programming Languages, and PLatforms for Implementing and Evaluating Algorithms for Distributed Systems (ApPLIED 2024). https://doi.org/10.1145/3663338.3665831' bibtex: '@inproceedings{Stratmann_Banh_Scharlau_Dressler_2024, place={Nantes, France}, title={Safety Assistance Systems for Bicyclists: Toward Empirical Studies of the Dooring Problem}, DOI={10.1145/3663338.3665831}, booktitle={ACM Symposium on Principles of Distributed Computing (PODC 2024), Advanced tools, programming languages, and PLatforms for Implementing and Evaluating algorithms for Distributed systems (ApPLIED 2024)}, publisher={Association for Computing Machinery (ACM)}, author={Stratmann, Lukas and Banh, Ngoc Chi and Scharlau, Ingrid and Dressler, Falko}, year={2024} }' chicago: 'Stratmann, Lukas, Ngoc Chi Banh, Ingrid Scharlau, and Falko Dressler. “Safety Assistance Systems for Bicyclists: Toward Empirical Studies of the Dooring Problem.” In ACM Symposium on Principles of Distributed Computing (PODC 2024), Advanced Tools, Programming Languages, and PLatforms for Implementing and Evaluating Algorithms for Distributed Systems (ApPLIED 2024). Nantes, France: Association for Computing Machinery (ACM), 2024. https://doi.org/10.1145/3663338.3665831.' ieee: 'L. Stratmann, N. C. Banh, I. Scharlau, and F. Dressler, “Safety Assistance Systems for Bicyclists: Toward Empirical Studies of the Dooring Problem,” 2024, doi: 10.1145/3663338.3665831.' mla: 'Stratmann, Lukas, et al. “Safety Assistance Systems for Bicyclists: Toward Empirical Studies of the Dooring Problem.” ACM Symposium on Principles of Distributed Computing (PODC 2024), Advanced Tools, Programming Languages, and PLatforms for Implementing and Evaluating Algorithms for Distributed Systems (ApPLIED 2024), Association for Computing Machinery (ACM), 2024, doi:10.1145/3663338.3665831.' short: 'L. Stratmann, N.C. Banh, I. Scharlau, F. Dressler, in: ACM Symposium on Principles of Distributed Computing (PODC 2024), Advanced Tools, Programming Languages, and PLatforms for Implementing and Evaluating Algorithms for Distributed Systems (ApPLIED 2024), Association for Computing Machinery (ACM), Nantes, France, 2024.' date_created: 2024-06-26T07:49:18Z date_updated: 2024-06-26T08:16:20Z department: - _id: '424' - _id: '660' doi: 10.1145/3663338.3665831 language: - iso: eng main_file_link: - open_access: '1' url: https://www.tkn.tu-berlin.de/bib/stratmann2024safety/stratmann2024safety.pdf oa: '1' place: Nantes, France publication: ACM Symposium on Principles of Distributed Computing (PODC 2024), Advanced tools, programming languages, and PLatforms for Implementing and Evaluating algorithms for Distributed systems (ApPLIED 2024) publisher: Association for Computing Machinery (ACM) quality_controlled: '1' status: public title: 'Safety Assistance Systems for Bicyclists: Toward Empirical Studies of the Dooring Problem' type: conference user_id: '38219' year: '2024' ...