@article{63611,
  abstract     = {{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.}},
  author       = {{Peters, Tobias Martin and Biermeier, Kai and Scharlau, Ingrid}},
  issn         = {{1664-1078}},
  journal      = {{Frontiers in Psychology}},
  keywords     = {{appropriate trust, healthy distrust, visual attention, Theory of Visual Attention, human-AI interaction, Bayesian cognitive model, image classification}},
  publisher    = {{Frontiers Media SA}},
  title        = {{{Assessing healthy distrust in human-AI interaction: interpreting changes in visual attention}}},
  doi          = {{10.3389/fpsyg.2025.1694367}},
  volume       = {{16}},
  year         = {{2026}},
}

@article{64979,
  abstract     = {{We investigate homogeneous coupled cell systems with high-dimensional internal dynamics. In many studies on network dynamics, the analysis is restricted to networks with one-dimensional internal dynamics. Here, we show how symmetry explains the relation between dynamical behavior of systems with one-dimensional internal dynamics and with higher dimensional internal dynamics, when the underlying network topology is the same. Fundamental networks of homogeneous coupled cell systems (B. Rink, J. Sanders. Coupled Cell Networks and Their Hidden Symmetries. SIAM J. Math. Anal. 46.2 (2014)) can be expressed in terms of monoid representations, which uniquely decompose into indecomposable subrepresentations. In the high-dimensional internal dynamics case, these subrepresentations are isomorphic to multiple copies of those one computes in the one-dimensional internal dynamics case. This has interesting implications for possible center subspaces in bifurcation analysis. We describe the effect on steady state and Hopf bifurcations in l-parameter families of network vector fields. The main results in that regard are that (1) generic one-parameter steady state bifurcations are qualitatively independent of the dimension of the internal dynamics and that, (2) in order to observe all generic l-parameter bifurcations that may occur for internal dynamics of any dimension, the internal dynamics has to be at least l-dimensional for steady state bifurcations and 2l-dimensional for Hopf bifurcations. Furthermore, we illustrate how additional structure in the network can be exploited to obtain even greater understanding of bifurcation scenarios in the high-dimensional case beyond qualitative statements about the collective dynamics. One-parameter steady state bifurcations in feedforward networks exhibit an unusual amplification in the asymptotic growth rates of individual cells, when these are one-dimensional (S. von der Gracht, E. Nijholt, B. Rink. Amplified steady state bifurcations in feedforward networks. Nonlinearity 35.4 (2022)). As another main result, we prove that (3) the same cells exhibit this amplifying effect with the same growth rates when the internal dynamics is high-dimensional.}},
  author       = {{von der Gracht, Sören and Nijholt, Eddie and Rink, Bob}},
  issn         = {{0960-0779}},
  journal      = {{Chaos, Solitons & Fractals}},
  keywords     = {{Coupled cell systems, Network dynamics, Dimension reduction, Bifurcation theory, Symmetry, Monoid representation theory}},
  publisher    = {{Elsevier BV}},
  title        = {{{Homogeneous coupled cell systems with high-dimensional internal dynamics}}},
  doi          = {{10.1016/j.chaos.2026.118196}},
  volume       = {{208}},
  year         = {{2026}},
}

@article{65311,
  abstract     = {{Information Systems (IS) is rooted in systems theory. Systems theory offers powerful concepts to address challenges of growing system complexity and non-systemic design approaches in information systems. Despite its systemic origins, systems theory remains a peripheral topic in IS. The study addresses this gap by introducing a comprehensive framework of 52 systems-theoretical concepts to guide the design of complex IS artifacts. We synthesize scattered systems knowledge from diverse disciplines to provide a unified level of abstraction for complex information system design. We apply the framework to a use case of business reputation systems to show how the systems lens informs the design of a novel, complex information system. We make three key contributions to the literature. First, the framework provides a common ground for interdisciplinary research in information system design. Second, it offers a unified level of abstraction grounded in systems theory that serves as a coherent basis for artifact design. Third, it demonstrates the potential of systems theory as a foundational justificatory knowledge base. Furthermore, we provide guidance on applying the framework across multiple modes of reasoning, alongside further application guidelines. The study thus serves as a bridge between the body of systems knowledge and contextual design in IS.}},
  author       = {{Ibrahimli, Ulvi and Hemmrich, Simon and Winkelmann, Axel}},
  journal      = {{Communication of the Association for Information Systems}},
  keywords     = {{Information Systems Research, Systems Theory, System Complexity, System Design, Design Science}},
  publisher    = {{AIS}},
  title        = {{{Bridging Systems Theory and Information Systems: A Framework for Designing Complex Information Systems}}},
  doi          = {{https://aisel.aisnet.org/cais/vol58/iss1/37/}},
  year         = {{2026}},
}

@article{65476,
  abstract     = {{Service research has evolved into an interdisciplinary research field that bridges diverse disciplines, including information systems (IS) and marketing. Nearly two decades ago, the service system concept was introduced as a foundational abstraction in service research, drawing on ideas from the service-dominant logic (S-D logic) of marketing. Despite its widespread adoption in service research, particularly in the IS discipline, the service system concept lacks a solid theoretical foundation. This has resulted in conceptual ambiguity and overlap with related constructs, such as service ecosystems. Moreover, it has largely remained a static analytical lens, insufficiently capturing dynamic service phenomena, including value co-creation and co-destruction, as well as the emergence of institutional arrangements. To address these limitations, we propose Luhmann’s systems theory (LST) as a robust framework for conceptualizing service systems as autopoietic (self-creating) systems, in which communication serves as the fundamental mechanism that drives value co-creation. We derive five theoretical propositions from this re-conceptualization that clarify conceptual ambiguity and allow researchers to explore dynamic service phenomena in greater depth. Given LST’s general approach, our conceptualization provides a theoretically grounded, interdisciplinary foundation for advancing service research.}},
  author       = {{Beverungen, Daniel and Poeppelbuss, Jens and Hemmrich, Simon and Iqbal, Taskeen}},
  issn         = {{1019-6781}},
  journal      = {{Electronic Markets}},
  keywords     = {{Service system, Service ecosystem, Systems theory, Service research}},
  number       = {{1}},
  publisher    = {{Springer Science and Business Media LLC}},
  title        = {{{Service through communication—Conceptualizing service systems with Luhmann’s systems theory}}},
  doi          = {{10.1007/s12525-026-00889-w}},
  volume       = {{36}},
  year         = {{2026}},
}

@phdthesis{65522,
  abstract     = {{Wie verläuft der Leseprozess im Geschichtsunterricht für Schüler:innen, die neu in das deutsche Bildungssystem einsteigen – und welche Faktoren beeinflussen ihr Verstehen? Diese Studie untersucht an der Schnittstelle von Deutsch als Zweitsprache und Geschichtsdidaktik die Bedingungen des Lesens im Geschichtsunterricht. Im Fokus stehen die Erfahrungen von Seiteneinsteiger:innen sowie die Perspektiven der Lehrkräfte, die im Rahmen einer qualitativ‑explorativen Untersuchung mithilfe von Unterrichtshospitationen, Interviews und Materialanalysen erhoben wurden. Methodisch ist die Arbeit in der Grounded Theory Methodology nach Strauss und Corbin (1996) verankert, anhand derer die komplexen Einflussfaktoren historischer Leseprozesse systematisch herausgearbeitet werden.

Die Ergebnisse zeigen drei zentrale Einflussdimensionen: sprachliche, sozial‑affektive und geschichtsspezifische Faktoren. Zudem wird deutlich, dass Unterstützungsmaßnahmen stets zwischen kurzfristiger Hilfe und dem langfristigen Aufbau von Disciplinary Literacy ausbalanciert werden müssen. Ihre Wirksamkeit hängt wesentlich von der bewussten Auswahl und Zugänglichkeit durch die Lehrkraft sowie von den Möglichkeiten der Lernenden ab, Unterstützung gezielt einzufordern. Lernwirksam wird Geschichtsunterricht besonders dann, wenn hohe fachliche Anforderungen mit reflektierter sprachlicher Unterstützung verbunden werden. Die Studie leistet damit einen Beitrag zur Forschung zu sprachbewusstem Fachunterricht und bietet Impulse für eine kritisch‑reflexive Sprachsensibilität in schulischen Bildungsprozessen.}},
  author       = {{Müller, Jennifer}},
  keywords     = {{Scaffolding, Sprache und Fach, Grounded Theory Methodology, Lesen in der Sekundarstufe I, Sprachsensibler Geschichtsunterricht, Durchgängige Sprachbildung}},
  publisher    = {{Springer Spektrum}},
  title        = {{{Unterstützung von Verstehen im Fachunterricht. Eine Grounded Theory zum sprach- und fachverbindenden Geschichtsunterricht}}},
  year         = {{2026}},
}

@article{59755,
  abstract     = {{Due to the application of Artificial Intelligence (AI) in high-risk domains like law or medicine,
trustworthy AI and trust in AI are of increasing scientific and public relevance. A typical conception,
for example in the context of medical diagnosis, is that a knowledgeable user receives AIgenerated
classification as advice. Research to improve such interactions often aims to foster the
user’s trust, which in turn should improve the combined human-AI performance. Given that AI
models can err, we argue that the possibility to critically review, thus to distrust, an AI decision is
an equally interesting target of research.
We created two image classification scenarios in which the participants received mock-up
AI advice. The quality of the advice decreases for a phase of the experiment. We studied the
task performance, trust and distrust of the participants, and tested whether an instruction to
remain skeptical and review each piece of advice led to a better performance compared to a
neutral condition. Our results indicate that this instruction does not improve but rather worsens
the participants’ performance. Repeated single-item self-report of trust and distrust shows an
increase in trust and a decrease in distrust after the drop in the AI’s classification quality, with no
difference between the two instructions. Furthermore, via a Bayesian Signal Detection Theory
analysis, we provide a procedure to assess appropriate reliance in detail, by quantifying whether
the problems of under- and over-reliance have been mitigated. We discuss implications of our
results for the usage of disclaimers before interacting with AI, as prominently used in current
LLM-based chatbots, and for trust and distrust research.}},
  author       = {{Peters, Tobias Martin and Scharlau, Ingrid}},
  journal      = {{Frontiers in Psychology}},
  keywords     = {{trust in AI, trust, distrust, human-AI interaction, Signal Detection Theory, Bayesian parameter estimation, image classification}},
  title        = {{{Interacting with fallible AI: Is distrust helpful when receiving AI misclassifications?}}},
  doi          = {{10.3389/fpsyg.2025.1574809}},
  volume       = {{16}},
  year         = {{2025}},
}

@book{55644,
  abstract     = {{Wie klingt ein nonbinäres Subjekt? Band 17 des Jahrbuchs Musik und Gender entwickelt neue Perspektiven für die musikwissenschaftliche Genderforschung, indem er sie um posthumanistische Ansätze erweitert. Die Denkfigur der Nonbinarität bricht dabei nicht nur Geschlechtergrenzen auf, sondern auch die Grenzen zwischen Mensch und Nichtmensch, Natur und Technik.
Die Autor:innen aus Wissenschaft und Kunst schaffen mit ihren Beiträgen ein komplexes Beziehungsnetzwerk, das neue Hörweisen ermöglicht, alte und neue Verbindungen schafft: Sonic Fiction trifft auf Trauerarbeit um verlorene Stimmen; frühe Gendertheorie auf Öko- und Queerfeminismus. Ein vielstimmiger Band, der – wichtiger denn je – neue Formen des Zuhörens erschließt.}},
  editor       = {{Bartsch, Cornelia and Schürmer, Anna and Spieker, Jonas}},
  issn         = {{978-3-487-17174-6}},
  keywords     = {{posthumanism, feminist theory, nonbinary, sound studies, musicology}},
  pages        = {{200}},
  publisher    = {{Georg Olms Verlag}},
  title        = {{{Non*binär! Sound und Gender im Posthumanismus}}},
  doi          = {{https://doi.org/10.5771/9783487171746}},
  volume       = {{17}},
  year         = {{2025}},
}

@inbook{55645,
  abstract     = {{
Die Einleitung zu Non*binär! Sound und Gender im Posthumanismus situiert den Band am Schnittpunkt von musikwissenschaftlicher Genderforschung und posthumanistischer Theoriebildung. Ausgehend von der Kritik binärer Oppositionen – Mann/Frau, Natur/Kultur, Mensch/Maschine – wird Non*binarität als verbindendes Konzept zwischen feministischen und posthumanistischen Diskursen entwickelt. Die Autor*innen skizzieren, wie klangkünstlerische und musikalische Praktiken neue Subjektivitäten jenseits anthropozentrischer Logiken erproben und dabei genuine Erkenntnisse über mehr-als-menschliche Beziehungsgeflechte hervorbringen. Sie stellen die Beiträge des Bandes in thematischen Clustern vor – von transtemporalen Perspektiven über mehr-als-menschliche Subalterne bis zu stimmlichen Grenzgängen – und verstehen den Band selbst als rhizomatischen „Garten" feministisch-posthumanistischer Wissensproduktion.}},
  author       = {{Spieker, Jonas and Bartsch, Cornelia and Schürmer, Anna}},
  booktitle    = {{Non*binär! Sound und Gender im Posthumanismus}},
  editor       = {{Bartsch, Cornelia and Schürmer, Anna and Spieker, Jonas}},
  keywords     = {{posthumanism, feminist theory, nonbinary, sound studies, musicology}},
  pages        = {{11–17}},
  publisher    = {{Georg Olms Verlag}},
  title        = {{{Non*binäre Verflechtungen: Feministische Klangspaziergänge im Garten posthumanistischer Theoriebildung}}},
  doi          = {{https://doi.org/10.5771/9783487171746-11}},
  volume       = {{17}},
  year         = {{2025}},
}

@article{58885,
  abstract     = {{There have been several attempts to conceptualize and operationalize pedagogical content knowledge (PCK) in the context of teachers' professional competencies. A recent and popular model is the Refined Consensus Model (RCM), which proposes a framework of dispositional competencies (personal PCK—pPCK) that influence more action-related competencies (enacted PCK—ePCK) and vice versa. However, descriptions of the internal structure of pPCK and possible knowledge domains that might develop independently are still limited, being either primarily theoretically motivated or strictly hierarchical and therefore of limited use, for example, for formative feedback and further development of the RCM. Meanwhile, a non-hierarchical differentiation for the ePCK regarding the plan-teach-reflect cycle has emerged. In this study, we present an exploratory computational approach to investigate pre-service teachers' pPCK for a similar non-hierarchical structure using a large dataset of responses to a pPCK questionnaire (N=846). We drew on theoretical foundations and previous empirical findings to achieve interpretability by integrating this external knowledge into our analyses using the Computational Grounded Theory (CGT) framework. The results of a cluster analysis of the pPCK scores indicate the emergence of prototypical groups, which we refer to as competency profiles: (1) a group with low performance, (2) a group with relatively advanced competency in using pPCK to create instructional elements, (3) a group with relatively advanced competency in using pPCK to assess and analyze described instructional elements, and (4) a group with high performance. These groups show tendencies for certain language usage, which we analyze using a structural topic model in a CGT-inspired pattern refinement step. We verify these patterns by demonstrating the ability of a machine learning model to predict the competency profile assignments. Finally, we discuss some implications of the results for the further development of the RCM and their potential usability for an automated formative assessment.}},
  author       = {{Zeller, Jannis and Riese, Josef}},
  issn         = {{1098-2736}},
  journal      = {{Journal of Research in Science Teaching}},
  keywords     = {{computational grounded theory, language analysis, machine learning, pedagogical content knowledge, unsupervised learning}},
  title        = {{{Competency Profiles of PCK Using Unsupervised Learning: What Implications for the Structures of pPCK Emerge From Non-Hierarchical Analyses?}}},
  doi          = {{10.1002/tea.70001}},
  year         = {{2025}},
}

@inproceedings{62641,
  author       = {{Kruse, Stephan and Diri, Jabil and Mager, Thomas and Kress, Christian and Scheytt, J. Christoph}},
  booktitle    = {{2025 55th European Microwave Conference (EuMC)}},
  keywords     = {{Optical fibers, Integrated optics, Semiconductor device measurement, Laser radar, Optical device fabrication, Photonic integrated circuits, Microwave theory and techniques, Optical fiber devices, Plastics, Substrates, Microwave photonics, photonic radar, optical LO distribution, mechatronic integrated device (MID)}},
  pages        = {{127--130}},
  title        = {{{Electrooptical Integration of an Electronic Photonic Integrated Circuit Into Plastic Substrates Using Mid-Technology}}},
  doi          = {{10.23919/EuMC65286.2025.11235121}},
  year         = {{2025}},
}

@phdthesis{65309,
  author       = {{Hemmrich, Simon}},
  keywords     = {{Reputation Systems, Rating systems, monetary ratings, incentive mechanism, systems theory, Market coordination, advanced review system}},
  pages        = {{347}},
  publisher    = {{Universität Paderborn}},
  title        = {{{A Design Theory for Blockchain-Based Reputation Systems : Trust and Coordination in B2B Markets}}},
  doi          = {{https://doi.org/10.17619/UNIPB/1-2414}},
  year         = {{2025}},
}

@article{52233,
  abstract     = {{ELDIRK methods are defined to have an <jats:italic>Explicit Last</jats:italic> stage in the general Butcher array of <jats:italic>Diagonal Implicit Runge-Kutta</jats:italic> methods, with the consequence, that no additional system of equations must be solved, compared to the embedded RK method. Two general formulations for second- and third-order ELDIRK methods have been obtained recently in Mahnken [21] with specific schemes,  e.g. for the embedded implicit Euler method, the embedded trapezoidal-rule and the embedded Ellsiepen method. In the first part of this paper, we investigate some general stability characteristics of ELDIRK methods, and it will be shown that the above specific RK schemes are not A-stable. Therefore, in the second part, the above-mentioned general formulations are used for further stability investigations, with the aim to construct new second- and third-order ELDIRK methods which simultaneously are A-stable. Two numerical examples are concerned with the curing for a thermosetting material and phase-field RVE modeling for crystallinity and orientation. The numerical results confirm the theoretical results on convergence order and stability.}},
  author       = {{Mahnken, Rolf and Westermann, Hendrik}},
  issn         = {{0178-7675}},
  journal      = {{Computational Mechanics}},
  keywords     = {{Applied Mathematics, Computational Mathematics, Computational Theory and Mathematics, Mechanical Engineering, Ocean Engineering, Computational Mechanics}},
  publisher    = {{Springer Science and Business Media LLC}},
  title        = {{{Construction of A-stable explicit last-stage diagonal implicit Runge–Kutta (ELDIRK) methods}}},
  doi          = {{10.1007/s00466-024-02442-y}},
  year         = {{2024}},
}

@article{58109,
  abstract     = {{The present study aims to understand how metaphors are used in explanations. According to many current theories, metaphors have a conceptual function for the understanding of abstract objects. From this theoretical assumption, we derived the hypothesis that the lower the expertise of the addressee of an explanation, the more metaphors should be used. We tested this hypothesis on a relatively natural data set of 24 published videos with close to 100,000 words overall in which experts explain abstract, mostly scientific concepts to persons of different expertise, varying from minimal (children) to profound (expert). Contrary to our expectations, the frequency of metaphors did not decrease with expertise, but actually increased. This increase could be statistically substantiated with higher differences in expertise. The study contributes to a better understanding of the use of metaphors in actual explanatory processes and how metaphor use depends on contextual factors. It thus supports the expansion of the conceptual and linguistic perspective on metaphors to include the aspect of how metaphors are used by speakers.}},
  author       = {{Scharlau, Ingrid and Körber, Miriam and Sengupta, Meghdut and Wachsmuth, Henning}},
  journal      = {{Frontiers in Language Sciences}},
  keywords     = {{metaphor, conceptual metaphor, conceptual metaphor theory, metaphor usage, explaining, explanation}},
  pages        = {{1474924}},
  title        = {{{When to use a metaphor: Metaphors in dialogical explanations with addressees of different expertise}}},
  volume       = {{3}},
  year         = {{2024}},
}

@article{51270,
  abstract     = {{This study investigates the teaching methods that future teachers of German as a foreign language use in cultural mediation. Utilizing a qualitative and hermeneutic approach, it analyzes data from a teacher-training module of the International Master's in German as a Foreign/Second Language that Friedrich Schiller University Jena in Germany offers. Participants taught an online course to students from a Japanese university, which focused on cultural learning. Within the teacher training module, the participants discussed their lesson plans, conducted classes, and subsequently reflected on their teaching practices by exploring and critiquing the practical application of their teaching skills. The analysis, which was conducted using qualitative evaluative content analysis following Kuckartz's (2018) approach, revealed a preference for distributive/instructive methods, with some recognition of interactive and collaborative methods. A tendency towards both repetitive and reflective practices was evident, with a predominant focus on content that was specific to a supposed target culture rather than intercultural or transcultural content. The study highlights the need to balance knowledge transmission with the development of critical and reflective skills in cultural mediation. It emphasizes the importance of incorporating collaborative and interactive methods, which promote a critical attitude that is necessary in language teachers and learners. In conclusion, this study advocates adaptive and reflective teaching as an essential component in the training of future language teachers in globalized contexts.}},
  author       = {{Treder, Alexandra}},
  journal      = {{Revista Lengua y Cultura}},
  keywords     = {{cultural mediation, teacher training, foreign language teaching, teaching methods, teaching practice}},
  number       = {{10}},
  pages        = {{56–68}},
  publisher    = {{Universidad Autónoma del Estado de Hidalgo, Mexico}},
  title        = {{{Métodos de la mediación de cultura en el entrenamiento práctico de futuros/as profesores/as de Alemán como Lengua Extranjera}}},
  doi          = {{https://doi.org/10.29057/lc.v5i10.12379}},
  volume       = {{5}},
  year         = {{2024}},
}

@article{50009,
  abstract     = {{<jats:p> In the past decades, the notion of voice in the theorizing and teaching of academic writing has been the subject of much debate and conceptual change, especially concerning its relation to writer identity. Many newer accounts of voice and identity in academic writing draw on the dialogical concept of voice by Bakhtin. However, some theoretical and methodological inconsistencies have surfaced in the adaptions of the concept. Working from a refinement of the dialogical notion of voice based on the concepts of polyphony and interiorization, this article presents a methodological approach for analyzing voice(s) in writing. The article presents material around the evolution of an early-career researcher’s dissertation synopsis. The material is multilayered, including the writer’s text, transcripts from an interdisciplinary peer-feedback conversation with two colleagues, and a video-stimulated interview with the writer. Excerpts of the material were analyzed to trace the polyphony of interiorized voices that influenced the writing. This focus revealed the multivoicedness of academic texts as an effect of their history of coming into being. This article contributes to the question of voice and identity in academic writing from a dialogical psycholinguistic perspective by presenting a de-reifying notion of voice grounded in an understanding of writing as a polyphonic activity, which also feeds into the formation of a writer’s self. </jats:p>}},
  author       = {{Karsten, Andrea}},
  issn         = {{0741-0883}},
  journal      = {{Written Communication}},
  keywords     = {{Literature and Literary Theory, Communication}},
  number       = {{1}},
  pages        = {{6--36}},
  publisher    = {{SAGE Publications}},
  title        = {{{Voices in Dialogue: Taking Polyphony in Academic Writing Seriously}}},
  doi          = {{10.1177/07410883231207104}},
  volume       = {{41}},
  year         = {{2024}},
}

@article{48047,
  abstract     = {{<jats:title>Zusammenfassung</jats:title><jats:p>Dieser Beitrag widmet sich dem Zusammenhang von geistesgeschichtlicher Literaturgeschichtsschreibung und dem Konzept der ›deutschen Bewegung‹. Er rekonstruiert vor allem dessen germanistische Adaption und Weiterentwicklung durch Paul Kluckhohn sowie seinen polyvalenten Einsatz zum heft- und jahrgangsübergreifenden Erzählen einer fortgesetzten nationalen Geistesgeschichte in der <jats:italic>Deutschen Vierteljahrsschrift</jats:italic>.</jats:p>}},
  author       = {{Gretz, Daniela}},
  issn         = {{0012-0936}},
  journal      = {{Deutsche Vierteljahrsschrift für Literaturwissenschaft und Geistesgeschichte}},
  keywords     = {{Literature and Literary Theory, Philosophy, Cultural Studies}},
  number       = {{3}},
  pages        = {{655--678}},
  publisher    = {{Springer Science and Business Media LLC}},
  title        = {{{»Viele alte Aufgaben wurden damit in einem neuen Lichte gesehen«}}},
  doi          = {{10.1007/s41245-023-00201-0}},
  volume       = {{97}},
  year         = {{2023}},
}

@article{49559,
  author       = {{Schlieper, Hendrik}},
  issn         = {{2628-9849}},
  journal      = {{Literaturwissenschaftliches Jahrbuch}},
  keywords     = {{Literature and Literary Theory}},
  number       = {{1}},
  pages        = {{167--190}},
  publisher    = {{Duncker & Humblot GmbH}},
  title        = {{{Pazifizierende Toleranz. Wolmar und die Domestizierung der Affekte in Rousseaus Nouvelle Héloïse}}},
  doi          = {{10.3790/ljb.64.1.167}},
  volume       = {{64}},
  year         = {{2023}},
}

@phdthesis{50731,
  abstract     = {{Eine Forderung nach evidenzbasierter Praxis (EBP) im Bildungswesen kann sowohl vor dem Hintergrund der Bedeutung wissenschaftlicher Evidenzen innerhalb gesellschaftlicher Diskurse als auch der Evidenzbasierung in anderen Bereichen formuliert werden. Der Umgang mit und die Bewertung von Evidenzen stellen somit vor dem Hintergrund epistemologischer Überzeugungen relevante Aufgaben für den Chemieunterricht dar. Dabei ist unklar, inwiefern (angehende) Lehrkräfte über Kompetenzen in EBP verfügen. Bestehende Studien weisen auf einen Bedarf der fachdidaktischen Analyse und Förderung von Kompetenzen in EBP bei angehenden Lehrkräften hin.Im Rahmen dieser Dissertation wurde die Domänenspezifität der Kompetenzen in EBP sowie deren Förderung in einem fachdidaktischen Kontext untersucht. Dabei wurde ein weiterer Schwerpunkt auf den Umgang mit anomalen Beobachtungen im Sinne widersprüchlicher Evidenzen gelegt. Innerhalb von drei Teilstudien wurden unterschiedliche methodische Zugänge zur Kompetenz in EBP auf Grundlage epistemologischer Überzeugungen gewählt.Die Ergebnisse weisen auf einen Förderbedarf der Kompetenz in EBP für angehende Lehrkräfte aller Unterrichtsfächer hin. Eine entwickelte Intervention für angehende Chemielehrkräfte weist eine Wirksamkeit zur Förderung von Kompetenzen in EBP auf. Im Rahmen einer Modellierungsstudie kann der Einfluss von Fachwissen sowie Indizien für einen Einfluss epistemologischer Überzeugungen auf den Umgang mit anomalen Beobachtungen gezeigt werden.}},
  author       = {{Pollmeier, Pascal}},
  keywords     = {{Epistemologie, Evidenzen, evidence-based practice}},
  pages        = {{357}},
  publisher    = {{Universität Paderborn}},
  title        = {{{Umgang mit Evidenzen angehender Lehrkräfte in den Naturwissenschaften - Epistemologie in der Lehrkräfteausbildung}}},
  doi          = {{10.17619/UNIPB/1-1869}},
  year         = {{2023}},
}

@article{51368,
  abstract     = {{Dealing with opaque algorithms, the frequent overlap between transparency and explainability produces seemingly unsolvable dilemmas, as the much-discussed trade-off between model performance and model transparency. Referring to Niklas Luhmann's notion of communication, the paper argues that explainability does not necessarily require transparency and proposes an alternative approach. Explanations as communicative processes do not imply any disclosure of thoughts or neural processes, but only reformulations that provide the partners with additional elements and enable them to understand (from their perspective) what has been done and why. Recent computational approaches aiming at post-hoc explainability reproduce what happens in communication, producing explanations of the working of algorithms that can be different from the processes of the algorithms.}},
  author       = {{Esposito, Elena }},
  journal      = {{Sociologica}},
  keywords     = {{Explainable AI, Transparency, Explanation, Communication, Sociological systems theory}},
  number       = {{3}},
  pages        = {{17--27}},
  title        = {{{Does Explainability Require Transparency?}}},
  doi          = {{10.6092/ISSN.1971-8853/15804}},
  volume       = {{16}},
  year         = {{2023}},
}

@article{53229,
  author       = {{Santos-Arteaga, Francisco J. and Di Caprio, Debora and Tavana, Madjid and Tena, Emilio Cerda}},
  issn         = {{1063-6706}},
  journal      = {{IEEE Transactions on Fuzzy Systems}},
  keywords     = {{Applied Mathematics, Artificial Intelligence, Computational Theory and Mathematics, Control and Systems Engineering}},
  number       = {{2}},
  pages        = {{460--474}},
  publisher    = {{Institute of Electrical and Electronics Engineers (IEEE)}},
  title        = {{{A Credibility and Strategic Behavior Approach in Hesitant Multiple Criteria Decision-Making With Application to Sustainable Transportation}}},
  doi          = {{10.1109/tfuzz.2022.3188875}},
  volume       = {{31}},
  year         = {{2023}},
}