@inproceedings{66711,
  author       = {{Mensendiek, Carolin and Zeipel, Henrik and Preuß, Oliver Ludger and Seiler, Moritz and Sextro, Walter and Trautmann, Heike}},
  booktitle    = {{Proceedings of the Genetic and Evolutionary Computation Conference Companion}},
  isbn         = {{9798400724886}},
  pages        = {{641–644}},
  publisher    = {{Association for Computing Machinery}},
  title        = {{{Multi-Objective Pipeline Optimisation and Configuration of Automatic Train Operation Trajectories}}},
  doi          = {{10.1145/3795101.3805368}},
  year         = {{2026}},
}

@article{65263,
  author       = {{Fuchs, Christian}},
  journal      = {{tripleC: Communication, Capitalism & Critique}},
  number       = {{1}},
  pages        = {{141--199}},
  title        = {{{Digitaler Faschismus und digitaler Kapitalismus}}},
  volume       = {{24}},
  year         = {{2026}},
}

@misc{66142,
  author       = {{Fuchs, Christian and Museba, Joel and Friesch, Kevin}},
  publisher    = {{LibreCat University}},
  title        = {{{The Futures of Digital Democracy Survey (FDDS): Report and Analysis}}},
  doi          = {{10.5281/ZENODO.20753801}},
  year         = {{2026}},
}

@inproceedings{66710,
  author       = {{Löhnert, Bianca and Augsten, Nikolaus and Okulmus, Cem and Ortiz, Magdalena}},
  booktitle    = {{Proceedings of the 35th International ACM Conference on Knowledge and Information Management (CIKM 2026)}},
  title        = {{{Rewriting Ontology-Mediated Property Graph Queries into GQL}}},
  year         = {{2026}},
}

@article{64834,
  abstract     = {{Empirical studies of the past three decades examining children’s written
language acquisition suggest that students are sensitive to the acquisition of structural
patterns even before the explicit teaching of orthographic phenomena. It can
be assumed that structural complexity of the orthographic phenomena could be
important for school acquisition processes. In the longitudinal study „Development of
(Spelling) Writing from Primary to Secondary School“, the acquisition of orthographic
regularities (e. g., <h> spellings, double consonance) was documented for the first
time throughout the entire primary school period. In this article, we focus on word
spellings, which were assessed using picture-word writing at a total of 10 time points
(three assessment points in the 1st and 2nd grades and two assessment points in the
3rd and 4th grades). The subject of the analysis are the language data of children
who participated in all 10 time points (n=77). The data analysis aims to answer the
question of the order in which orthographic regularities are acquired. In accordance
with the above-mentioned assumption, the role of the structural complexity in the
acquisition order will also be examined. To this end, the results will first be examined
descriptively by calculating means and standard deviations. Subsequently, inferential
statistical methods for comparing means (ANOVA and t-test) will be used to test the
significance of the acquisition processes. The results show that children acquire the
orthographic regularities in the following order: <e> spellings in reduction syllables,
syllable-initial <h> in syllabic spellings, morphological spellings in consonantal derivation,
<ie> spellings in main syllables, morphological spellings in vocalic derivation,
and double consonance in syllabic spellings. Furthermore, double consonance and the syllable-initial <h> are correctly realized first in syllabic and then in morphological
spellings. Based on the results, the importance of structural complexity for spelling
acquisition, for example with regard to syllabic and morphological spellings, as well
as the implications of the results for teaching practice are discussed.}},
  author       = {{Drepper, Laura and Topalovic, Elvira}},
  journal      = {{Zeitschrift für germanistische Linguistik (ZGL)}},
  number       = {{2}},
  pages        = {{349--376}},
  title        = {{{Orthographie im Längsschnitt. Zur Rolle schriftstruktureller Komplexität bei Wortschreibungen. }}},
  doi          = {{10.1515/zgl-2026-3002}},
  volume       = {{54}},
  year         = {{2026}},
}

@inproceedings{65257,
  author       = {{Böer, Nils Tobias and Steinborn, Michael B. and Weigelt, Matthias and Güldenpenning, Iris}},
  booktitle    = {{Abstracts of the 68th Conference of Experimental Psychologists}},
  editor       = {{Kaup, Barbara and Roth, Lilly and Rück, Franziska}},
  keywords     = {{effort, try-harder instruction, deception, sport psychology, action and perception}},
  location     = {{Tübingen}},
  title        = {{{When Trying Harder Helps: Effort Instructions Affect Performance in Complex Motor Tasks}}},
  year         = {{2026}},
}

@inproceedings{66733,
  author       = {{Güldenpenning, Iris and Schulze Frielinghaus, Lars and Böer, Nils Tobias and Weigelt, Matthias}},
  booktitle    = {{Abstracts of the 68th Conference of Experimental Psychologists}},
  editor       = {{Barbara, Kaup and Lilly, Roth and Franziska, Rück}},
  location     = {{Tübingen}},
  title        = {{{From interference to priming? Reinterpreting the head-fake effect in basketball through continuous measurements}}},
  year         = {{2026}},
}

@inproceedings{66738,
  author       = {{Wickemeyer, Carolin and Weigelt, Matthias and Güldenpenning, Iris}},
  booktitle    = {{Journal of Sport and Exercise Psychology}},
  location     = {{Montreal}},
  number       = {{1}},
  pages        = {{3--4}},
  publisher    = {{Human Kinetics Journal}},
  title        = {{{Strategic adaptations to deceptive actions in sports: The anticipation-response-inhibition-accuracy trade-off}}},
  volume       = {{84}},
  year         = {{2026}},
}

@inproceedings{66735,
  author       = {{Wickemeyer, Carolin and Güldenpenning, Iris and Meyer, Johannes and Klatt, Stefanie and Weigelt, Matthias}},
  booktitle    = {{Abstracts of the 68th Conference of Experimental Psychologists}},
  editor       = {{Kaup, Barbara and Roth, Lilly and Rück, Franziska}},
  location     = {{Tübingen}},
  title        = {{{The role of domain-specific expertise on response inhibition in the basketball-specific ARI-task}}},
  year         = {{2026}},
}

@inproceedings{66736,
  author       = {{Güldenpenning, Iris and Schulze Frielinghaus, Lars and Böer, Nils Tobias and Weigelt, Matthias}},
  booktitle    = {{Abstracts of the 58th Annual Conference of the German Association of Sport Psychology}},
  location     = {{Heidelberg}},
  title        = {{{Rapid chase or continuous flow of information? Visual-motor processing of head fakes in basketball}}},
  year         = {{2026}},
}

@inproceedings{66737,
  author       = {{Wickemeyer, Carolin and Güldenpenning, Iris and Meyer, Johannes and Klatt, Stefanie and Weigelt, Matthias}},
  booktitle    = {{Abstracts of the 58th Annual Conference of the German Association of Sport Psychology}},
  location     = {{Heidelberg}},
  title        = {{{The role of domain-specific expertise on response inhibition in the basketball-specific ARI-task}}},
  year         = {{2026}},
}

@article{66744,
  author       = {{Farheen, Henna and Chen, Yuheng and Chen, Peigang and Maan, Pranshu and Peana, Samuel and Senichev, Alexander and Shalaev, Vladimir M. and Boltasseva, Alexandra and Förstner, Jens and Kildishev, Alexander V.}},
  issn         = {{1077-260X}},
  journal      = {{IEEE Journal of Selected Topics in Quantum Electronics}},
  keywords     = {{tet_topic_opticalantenna}},
  pages        = {{1--12}},
  publisher    = {{Institute of Electrical and Electronics Engineers (IEEE)}},
  title        = {{{Efficient Silicon Nitride Quantum Interconnect for Intrinsic Silicon Nitride Single-Photon Emitters}}},
  doi          = {{10.1109/jstqe.2026.3722063}},
  year         = {{2026}},
}

@inproceedings{65234,
  author       = {{Löper, Marwin Felix and Knickenberg, Margarita and Hellmich, Frank}},
  publisher    = {{University of Helsinki}},
  title        = {{{Predictors of primary school students’ prosocial behaviour toward peers with social-emotional difficulties in inclusive education: Insights from the Theory of Planned Behaviour. Individual Paper Presentation. EARLI SIG 15 Biennial Conference 2026 ‘Special Educational Needs’. “Research methodological approaches bridging special educational needs”.}}},
  year         = {{2026}},
}

@inproceedings{65235,
  author       = {{Knickenberg, Margarita and Funk, Michael and Casamassima, Gianna and Löper, Marwin Felix and Hellmich, Frank}},
  publisher    = {{University of Helsinki}},
  title        = {{{Teachers’ conceptualizations of social-emotional competencies in cooperative learning: Insights from inclusive primary school classrooms. Individual Paper Presentation. EARLI SIG 15 Biennial Conference 2026 ‘Special Educational Needs’. “Research methodological approaches bridging special educational needs”. }}},
  year         = {{2026}},
}

@inproceedings{65233,
  author       = {{Casamassima, Gianna and Funk, Michael and Knickenberg, Margarita and Löper, Marwin Felix and Grosche, M. and Zimmer, L. and Grüßing, M. and Wess, N. and Hellmich, Frank}},
  publisher    = {{University of Helsinki}},
  title        = {{{Social and emotional competencies for cooperative learning in inclusive primary education: A project overview. Poster Presentation. EARLI SIG 15 Biennial Conference 2026 ‘Special Educational Needs’. “Research methodological approaches bridging special educational needs”. }}},
  year         = {{2026}},
}

@book{66749,
  editor       = {{Klingsieck, Katrin B. and Koppenborg, Markus}},
  isbn         = {{9783662728994}},
  publisher    = {{Springer Berlin Heidelberg}},
  title        = {{{Prokrastination: Erkennen, Verstehen, Reduzieren}}},
  doi          = {{10.1007/978-3-662-72900-7}},
  year         = {{2026}},
}

@book{66748,
  author       = {{Krauter, Stefan and Froitzheim, Armin}},
  isbn         = {{978-3-527-72180-1}},
  publisher    = {{Wiley-VCH, Weinheim}},
  title        = {{{Photovoltaik Alles-in-einem-Band für Dummies}}},
  year         = {{2026}},
}

@inproceedings{66759,
  author       = {{Biehler, Rolf and Binder, Karin and Haverkamp, Michael and Kempen, Leander}},
  booktitle    = {{Mathematikabitur „Status Quo–Quo Vadis “: Tagungsband zur Fachtagung zum Mathematikabitur am 11./12. Februar 2025 in Dresden}},
  editor       = {{Barzel, Bärbel and Schnasse, Saskia and Ebers, Patrick}},
  location     = {{Dresden}},
  pages        = {{56–70}},
  publisher    = {{Universität Duisburg-Essen}},
  title        = {{{Impulse zur Stochastik in der Oberstufe}}},
  year         = {{2026}},
}

@inbook{66760,
  author       = {{Knoll, Lisa}},
  booktitle    = {{Handbuch Organisationssoziologie}},
  editor       = {{Appelt, Maja and Bode, Ingo and Hasse, Raimund and Meyer, Uli and Groddeck , Victoria v. and Wilkesmann, Maximiliane and Windeler , Arnold}},
  isbn         = {{9783658159191}},
  publisher    = {{Springer Fachmedien Wiesbaden}},
  title        = {{{Organisationen, Konventionen und Kritik. Der französische Neopragmatismus in der Organisationsforschung}}},
  doi          = {{10.1007/978-3-658-15920-7_20}},
  year         = {{2026}},
}

@inbook{66842,
  abstract     = {{AnnoPy ist ein digitales Werkzeug, um kollaborativ Texte zu lesen, zu erschließen und zu analysieren. Es ist für die Präsenzlehre konzipiert und unterstützt Lehrende dabei, den Übergang von der individuellen Auseinandersetzung mit wissenschaftlichen Texten hin zu einer kollaborativ-sozialen Aushandlung des Gelesenen in Lehrveranstaltungen zu organisieren und zu strukturieren. Im Beitrag wird das digitale kollaborative Tool AnnoPy vorgestellt und gezeigt, welche Potenziale sich für die Analyse von Daten über Lernende durch die Integration von KI-basierter Learning Analytics in das Tool ergeben. Anhand von exemplarischen Daten aus einer Vorlesung der Mathematikdidaktik wird zunächst vorgestellt, wie in AnnoPy eine algorithmisch-händische Analyse und Datenauswertung erfolgte, um dann diese Art der Auswertung mit einer KI-gestützten Auswertung, bei der ein MCP-Server eingebunden wurde, zu vergleichen.}},
  author       = {{Scholle, Oliver and Rezat, Sara and Rezat, Sebastian and Niehus, Dominik}},
  booktitle    = {{Learning Analytics, Artificial Intelligence und Data Mining in der Hochschulbildung: Beiträge zur Learning AID 2025}},
  editor       = {{Leschke, Jonas and Queckenberg, Robert and Persike, Malte}},
  isbn         = {{978-3-8376-8045-4}},
  pages        = {{171–182}},
  publisher    = {{transcript}},
  title        = {{{AnnoPy – Potenziale von KI-basierter Learning Analytics für die Förderung wissenschaftlicher Textkompetenz}}},
  doi          = {{10.14361/9783839458761}},
  year         = {{2026}},
}