@inproceedings{64872, author = {{Buhl, Heike M. and Fisher, Josephine Beryl and Rohlfing, Katharina J.}}, booktitle = {{Proceedings of the 3rd TRR 318 Conference: Contextualizing Explanations}}, editor = {{Cimiano, Philipp and Paassen, Benjamin and Vollmer, Anna-Lisa}}, publisher = {{Bielefeld University Press}}, title = {{{Cognitive and Interactive Adaptivity to the Explainee in an Explanatory Dialogue: An Experimental Study}}}, doi = {{10.64136/gumb4700}}, year = {{2026}}, } @inbook{61325, author = {{Vollmer, Anna-Lisa and Buhl, Heike M. and Alami, Rachid and Främling, Kary and Grimminger, Angela and Booshehri, Meisam and Ngonga Ngomo, Axel-Cyrille}}, booktitle = {{Social Explainable AI}}, editor = {{Rohlfing, Katharina J. and Främling, Kary and Lim, Brian and Alpsancar, Suzana and Thommes, Kirsten}}, pages = {{39--53}}, publisher = {{Springer}}, title = {{{Components of an explanation for co-constructive sXAI}}}, doi = {{10.1007/978-981-96-5290-7_3}}, year = {{2026}}, } @inbook{65084, author = {{Buhl, Heike M. and Vollmer, Anna-Lisa and Alami, Rachid and Booshehri, Meisam and Främling, Kary}}, booktitle = {{Social explainable AI}}, editor = {{Rohlfing, Katharina J. and Främling, Kary and Lim, Brian and Alpsancar, Suzana and Thommes, Kisten}}, pages = {{269--295}}, publisher = {{Springer}}, title = {{{Models of the situation, the explanandum, and the interaction partner}}}, doi = {{https://doi.org/10.1007/978-981-96-5290-7_14}}, year = {{2026}}, } @inbook{65083, author = {{Buhl, Heike M. and Wrede, Britta and Fisher, Josephine Beryl and Matarese, Marco}}, booktitle = {{Social Explainable AI}}, editor = {{Rohlfing, Katharina J. and Främling, Kary and Lim, Brian and Alpsancar, Suzana and Thommes, Kirsten}}, pages = {{247--267}}, publisher = {{Springer}}, title = {{{Adaptation}}}, doi = {{https://doi.org/10.1007/978-981-96-5290-7_13}}, year = {{2026}}, } @techreport{65180, author = {{Terfloth, Lutz and Buhl, Heike M. and Lohmer, Vivien and Schaffer, Michael and Kern, Frederike and Schulte, Carsten}}, title = {{{Bridging the Dual Nature: How Integrated Explanations Enhance Understanding of Technical Artifacts}}}, year = {{2026}}, } @unpublished{61151, abstract = {{In this paper, we discuss the application of retrospective video recall for the assessment of cognitive processes in explanatory interactions, such as understanding and mental models. Our purpose is to reflect on the benefits and limitations of video recall compared to another self-report method, ‘thinking-aloud’. To do so, we reveal empirical results from the application of video recall in three interdisciplinary research projects that applied the method for the qualitative and quantitative assessment of cognitive and behavioral phenomena in everyday explanations. In all three projects, video recall was applied as a post-hoc procedure following the recording of dyadic face-to-face explanations of board games. The design of the video recall procedure differed between individual projects because they pursued different research objectives – that is the investigation of (1) an interlocutor's multimodal signals of understanding, (2) the change in assumptions about an interlocutor's dispositional and situational knowledge, and (3) the differentiated assessment of an interlocutor's developing understanding of domain knowledge aspects by distinguishing between mechanistic and functional explanatory stances. By discussing the benefits and the limitations of each procedure, this article provides critical reflections on video recall as a versatile research method applied for the analysis of human multimodal behavior in interaction and cognitive processing.}}, author = {{Lazarov, Stefan Teodorov and Schaffer, Michael and Gladow, Viviane and Buschmeier, Hendrik and Buhl, Heike M. and Grimminger, Angela}}, pages = {{29}}, title = {{{Retrospective video recall for analyzing cognitive processes in naturalistic explanations}}}, year = {{2026}}, } @article{65481, author = {{Schönert, Kathrin and Sommer, Sabrina and Buhl, Heike M.}}, journal = {{Zeitschrift für Entwicklungspsychologie und Pädagogische Psychologie}}, publisher = {{Hogrefe}}, title = {{{Prädiktoren der persönlichen Verpflichtung in Eltern-Kind-Beziehungen im Erwachsenenalter}}}, doi = {{10.1026/0049-8637/a000315}}, year = {{2026}}, } @article{65492, author = {{Lutz, Terfloth and Buhl, Heike M. and Lohmer, Vivien and Kern, Friederike and Schaffer, Michael E. and Schulte, Carsten}}, journal = {{International Journal of Technology and Design Education}}, publisher = {{Springer}}, title = {{{Navigating the dual nature: do explainers adapt to explainee interests when explaining technical artifacts}}}, year = {{2026}}, } @book{65650, abstract = {{Worum geht es eigentlich in einem Psychologiestudium? Wie ist das Studium aufgebaut? Und wie lässt es sich am besten meistern? Dieses Buch bietet eine Einführung in die Grundlagen, Felder und Themen der Psychologie und gibt Tipps für einen erfolgreichen Einstieg in das Studium und Freude am Fach. Das Buch ist perfekt geeignet für diejenigen, die vor der Entscheidung einen Einblick in das Psychologiestudium gewinnen oder sich in den ersten Semestern orientieren möchten.}}, author = {{Scharlau, Ingrid and Buhl, Heike M.}}, isbn = {{9783838564746}}, pages = {{173}}, publisher = {{utb GmbH}}, title = {{{Psychologie studieren}}}, doi = {{10.36198/9783838564746}}, year = {{2026}}, } @techreport{65789, author = {{Rohlfing, Katharina J. and Steinhardt, Isabel and Scharlau, Ingrid and Schaper, Niclas and Holtfreter, Susan and Biere, Lea and Grimminger, Angela and Schmidt, Rebecca and Festner, Dagmar Franziska and Schmidt, Rebekka and Buhl, Heike M. and Mindt, Ilka and Karsten, Andrea Ramona and Neiske, Iris and Luft, Sebastian}}, title = {{{(Nicht)Nutzung von KI-Werkzeugen in der Lehre: ein Reflexionspapier}}}, doi = {{10.17619/UNIPB/1-2576}}, year = {{2026}}, } @techreport{61332, author = {{Buhl, Heike M. and Fisher, Josephine Beryl and Rohlfing, Katharina J.}}, publisher = {{OSF}}, title = {{{Role Perception Questionnaire: Co-construction. Scales manual}}}, year = {{2025}}, } @techreport{61433, author = {{Buhl, Heike M. and Herrmann, Paula and Bolinger, Dean X.}}, publisher = {{OSF}}, title = {{{TRR 318, Project A01, WP 2.1. Scales manual}}}, year = {{2025}}, } @techreport{61434, author = {{Buhl, Heike M. and Herrmann, Paula and Bolinger, Dean X.}}, publisher = {{OSF}}, title = {{{TRR 318, Project A01, WP 2.2. Scales manual}}}, year = {{2025}}, } @article{57531, author = {{Alpsancar, Suzana and Buhl, Heike M. and Matzner, Tobias and Scharlau, Ingrid}}, journal = {{AI and Ethics}}, pages = {{3015–3033}}, publisher = {{Springer}}, title = {{{Explanation needs and ethical demands: unpacking the instrumental value of XAI}}}, doi = {{https://doi.org/10.1007/s43681-024-00622-3}}, volume = {{5}}, year = {{2025}}, } @article{61156, abstract = {{Explainability has become an important topic in computer science and artificial intelligence, leading to a subfield called Explainable Artificial Intelligence (XAI). The goal of providing or seeking explanations is to achieve (better) ‘understanding’ on the part of the explainee. However, what it means to ‘understand’ is still not clearly defined, and the concept itself is rarely the subject of scientific investigation. This conceptual article aims to present a model of forms of understanding for XAI-explanations and beyond. From an interdisciplinary perspective bringing together computer science, linguistics, sociology, philosophy and psychology, a definition of understanding and its forms, assessment, and dynamics during the process of giving everyday explanations are explored. Two types of understanding are considered as possible outcomes of explanations, namely enabledness, ‘knowing how’ to do or decide something, and comprehension, ‘knowing that’ – both in different degrees (from shallow to deep). Explanations regularly start with shallow understanding in a specific domain and can lead to deep comprehension and enabledness of the explanandum, which we see as a prerequisite for human users to gain agency. In this process, the increase of comprehension and enabledness are highly interdependent. Against the background of this systematization, special challenges of understanding in XAI are discussed.}}, author = {{Buschmeier, Hendrik and Buhl, Heike M. and Kern, Friederike and Grimminger, Angela and Beierling, Helen and Fisher, Josephine Beryl and Groß, André and Horwath, Ilona and Klowait, Nils and Lazarov, Stefan Teodorov and Lenke, Michael and Lohmer, Vivien and Rohlfing, Katharina and Scharlau, Ingrid and Singh, Amit and Terfloth, Lutz and Vollmer, Anna-Lisa and Wang, Yu and Wilmes, Annedore and Wrede, Britta}}, journal = {{Cognitive Systems Research}}, keywords = {{understanding, explaining, explanations, explainable, AI, interdisciplinarity, comprehension, enabledness, agency}}, title = {{{Forms of Understanding for XAI-Explanations}}}, doi = {{10.1016/j.cogsys.2025.101419}}, volume = {{94}}, year = {{2025}}, } @inbook{63390, author = {{Buhl, Heike M. and Hilkenmeier, Johanna}}, booktitle = {{Handbuch Entwicklungs- und Erziehungspsychologie}}, editor = {{Kracke, Bärbel and Noack, Peter}}, publisher = {{Springer}}, title = {{{Bildung und Lesesozialisation im Elternhaus}}}, doi = {{10.1007/978-3-642-54061-5_10-2}}, year = {{2025}}, } @article{60306, author = {{Schoenert, Kathrin and Sommer, Sabrina and Buhl, Heike M.}}, journal = {{Frontiers in Developmental Psychology}}, title = {{{Impact of felt obligation and perceived mutual reciprocity on support between mothers and their adult children}}}, doi = {{10.3389/fdpys.2025.1508469}}, volume = {{3}}, year = {{2025}}, } @article{59636, author = {{Bohndick, Carla and Breetzke, Jonas and Klingsieck, Katrin B. and Buhl, Heike M.}}, journal = {{Social Psychology of Education}}, title = {{{Students’ personality impacts sense of belonging of students in different ways}}}, doi = {{10.1007/s11218-025-10058-0}}, volume = {{28}}, year = {{2025}}, } @inbook{65262, author = {{Brucks , Tabea and Buhl, Heike M.}}, booktitle = {{Psychologiedidaktik an allgemeinbildenden und beruflichen Schulen. Ein Lehrbuch mit Unterrichtsmaterialien}}, editor = {{Scharlau, Ingrid and Bender, Elena and Patrzek, Justine and Schreiber, Christine}}, pages = {{201--228}}, publisher = {{Springer}}, title = {{{Digitale Ressourcen im Psychologieunterricht}}}, year = {{2025}}, } @article{56264, author = {{Buhl, Heike M. and Fisher, Josephine Beryl and Rohlfing, Katharina}}, journal = {{Proceedings of the Annual Meeting of the Cognitive Science Society}}, title = {{{Changes in partner models – Effects of adaptivity in the course of explanations}}}, volume = {{46}}, year = {{2024}}, }