[{"project":[{"_id":"124","name":"TRR 318 ; TP C01: Gesundes Misstrauen in Erklärungen"}],"_id":"63611","user_id":"92810","department":[{"_id":"424"},{"_id":"660"}],"article_type":"original","article_number":"1694367","keyword":["appropriate trust","healthy distrust","visual attention","Theory of Visual Attention","human-AI interaction","Bayesian cognitive model","image classification"],"language":[{"iso":"eng"}],"type":"journal_article","publication":"Frontiers in Psychology","abstract":[{"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.","lang":"eng"}],"status":"public","date_updated":"2026-01-14T14:29:03Z","publisher":"Frontiers Media SA","author":[{"id":"92810","full_name":"Peters, Tobias Martin","last_name":"Peters","orcid":"0009-0008-5193-6243","first_name":"Tobias Martin"},{"last_name":"Biermeier","orcid":"0000-0002-2879-2359","full_name":"Biermeier, Kai","id":"55908","first_name":"Kai"},{"first_name":"Ingrid","last_name":"Scharlau","orcid":"0000-0003-2364-9489","id":"451","full_name":"Scharlau, Ingrid"}],"date_created":"2026-01-14T14:21:59Z","volume":16,"title":"Assessing healthy distrust in human-AI interaction: interpreting changes in visual attention","doi":"10.3389/fpsyg.2025.1694367","publication_status":"published","publication_identifier":{"issn":["1664-1078"]},"year":"2026","citation":{"ama":"Peters TM, Biermeier K, Scharlau I. Assessing healthy distrust in human-AI interaction: interpreting changes in visual attention. <i>Frontiers in Psychology</i>. 2026;16. doi:<a href=\"https://doi.org/10.3389/fpsyg.2025.1694367\">10.3389/fpsyg.2025.1694367</a>","chicago":"Peters, Tobias Martin, Kai Biermeier, and Ingrid Scharlau. “Assessing Healthy Distrust in Human-AI Interaction: Interpreting Changes in Visual Attention.” <i>Frontiers in Psychology</i> 16 (2026). <a href=\"https://doi.org/10.3389/fpsyg.2025.1694367\">https://doi.org/10.3389/fpsyg.2025.1694367</a>.","ieee":"T. M. Peters, K. Biermeier, and I. Scharlau, “Assessing healthy distrust in human-AI interaction: interpreting changes in visual attention,” <i>Frontiers in Psychology</i>, vol. 16, Art. no. 1694367, 2026, doi: <a href=\"https://doi.org/10.3389/fpsyg.2025.1694367\">10.3389/fpsyg.2025.1694367</a>.","mla":"Peters, Tobias Martin, et al. “Assessing Healthy Distrust in Human-AI Interaction: Interpreting Changes in Visual Attention.” <i>Frontiers in Psychology</i>, vol. 16, 1694367, Frontiers Media SA, 2026, doi:<a href=\"https://doi.org/10.3389/fpsyg.2025.1694367\">10.3389/fpsyg.2025.1694367</a>.","bibtex":"@article{Peters_Biermeier_Scharlau_2026, title={Assessing healthy distrust in human-AI interaction: interpreting changes in visual attention}, volume={16}, DOI={<a href=\"https://doi.org/10.3389/fpsyg.2025.1694367\">10.3389/fpsyg.2025.1694367</a>}, number={1694367}, journal={Frontiers in Psychology}, publisher={Frontiers Media SA}, author={Peters, Tobias Martin and Biermeier, Kai and Scharlau, Ingrid}, year={2026} }","short":"T.M. Peters, K. Biermeier, I. Scharlau, Frontiers in Psychology 16 (2026).","apa":"Peters, T. M., Biermeier, K., &#38; Scharlau, I. (2026). Assessing healthy distrust in human-AI interaction: interpreting changes in visual attention. <i>Frontiers in Psychology</i>, <i>16</i>, Article 1694367. <a href=\"https://doi.org/10.3389/fpsyg.2025.1694367\">https://doi.org/10.3389/fpsyg.2025.1694367</a>"},"intvolume":"        16"},{"citation":{"apa":"Porwol, P. F., Körber, M., Kern, F., Schulte, C., &#38; Scharlau, I. (2026). Framing what and how to think: Lay people’s metaphors for algorithms. In P. Cimiano, B. Paaßen, &#38; A.-L. Vollmer (Eds.), <i>Proceedings of the 3rd TRR 318 Conference: Contextualizing Explanations</i>. Bielefeld University Press. <a href=\"https://doi.org/10.64136/ubio9074\">https://doi.org/10.64136/ubio9074</a>","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.","bibtex":"@inproceedings{Porwol_Körber_Kern_Schulte_Scharlau_2026, title={Framing what and how to think: Lay people’s metaphors for algorithms}, DOI={<a href=\"https://doi.org/10.64136/ubio9074\">10.64136/ubio9074</a>}, 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} }","mla":"Porwol, Philip Fabian, et al. “Framing What and How to Think: Lay People’s Metaphors for Algorithms.” <i>Proceedings of the 3rd TRR 318 Conference: Contextualizing Explanations</i>, edited by Philip Cimiano et al., Bielefeld University Press, 2026, doi:<a href=\"https://doi.org/10.64136/ubio9074\">10.64136/ubio9074</a>.","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 <i>Proceedings of the 3rd TRR 318 Conference: Contextualizing Explanations</i>, edited by Philip Cimiano, Benjamin Paaßen, and Anna-Lisa Vollmer. Bielefeld University Press, 2026. <a href=\"https://doi.org/10.64136/ubio9074\">https://doi.org/10.64136/ubio9074</a>.","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 <i>Proceedings of the 3rd TRR 318 Conference: Contextualizing Explanations</i>, Bielefeld, 2026, doi: <a href=\"https://doi.org/10.64136/ubio9074\">10.64136/ubio9074</a>.","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. <i>Proceedings of the 3rd TRR 318 Conference: Contextualizing Explanations</i>. Bielefeld University Press; 2026. doi:<a href=\"https://doi.org/10.64136/ubio9074\">10.64136/ubio9074</a>"},"year":"2026","author":[{"first_name":"Philip Fabian","id":"56681","full_name":"Porwol, Philip Fabian","last_name":"Porwol"},{"full_name":"Körber, Miriam","last_name":"Körber","first_name":"Miriam"},{"full_name":"Kern, Friederike ","last_name":"Kern","first_name":"Friederike "},{"last_name":"Schulte","full_name":"Schulte, Carsten","first_name":"Carsten"},{"last_name":"Scharlau","orcid":"0000-0003-2364-9489","id":"451","full_name":"Scharlau, Ingrid","first_name":"Ingrid"}],"date_created":"2026-03-04T10:45:06Z","date_updated":"2026-03-04T10:45:19Z","publisher":"Bielefeld University Press","oa":"1","main_file_link":[{"url":"https://bielefelduniversitypress.de/publikationen/contextualizing-explanations","open_access":"1"}],"conference":{"location":"Bielefeld","name":"3rd TRR 318 Conference: Contextualizing Explanations"},"doi":"10.64136/ubio9074","title":"Framing what and how to think: Lay people’s metaphors for algorithms","type":"conference_abstract","publication":"Proceedings of the 3rd TRR 318 Conference: Contextualizing Explanations","status":"public","editor":[{"full_name":"Cimiano, Philip","last_name":"Cimiano","first_name":"Philip"},{"first_name":"Benjamin","full_name":"Paaßen, Benjamin","last_name":"Paaßen"},{"last_name":"Vollmer","full_name":"Vollmer, Anna-Lisa","first_name":"Anna-Lisa"}],"user_id":"451","department":[{"_id":"424"}],"project":[{"_id":"127","name":"TRR 318; TP C04: Metaphern als Werkzeug des Erklärens"}],"_id":"64827","language":[{"iso":"eng"}]},{"status":"public","type":"book_chapter","publication":"Praxishandbuch Mentoring in der Wissenschaft","language":[{"iso":"ger"}],"_id":"63529","user_id":"451","year":"2026","place":"Wiesbaden","citation":{"ama":"Steinhausen JA, Scharlau I. Gegen das weibliche Cooling-out in der Wissenschaft: Mentoring für Frauen in der Promotionsphase. In: <i>Praxishandbuch Mentoring in der Wissenschaft</i>. 2nd ed. Springer Fachmedien Wiesbaden; 2026. doi:<a href=\"https://doi.org/10.1007/978-3-658-47840-7_23\">10.1007/978-3-658-47840-7_23</a>","ieee":"J. A. Steinhausen and I. Scharlau, “Gegen das weibliche Cooling-out in der Wissenschaft: Mentoring für Frauen in der Promotionsphase,” in <i>Praxishandbuch Mentoring in der Wissenschaft</i>, 2nd ed., Wiesbaden: Springer Fachmedien Wiesbaden, 2026.","chicago":"Steinhausen, Julia Anna, and Ingrid Scharlau. “Gegen das weibliche Cooling-out in der Wissenschaft: Mentoring für Frauen in der Promotionsphase.” In <i>Praxishandbuch Mentoring in der Wissenschaft</i>, 2nd ed. Wiesbaden: Springer Fachmedien Wiesbaden, 2026. <a href=\"https://doi.org/10.1007/978-3-658-47840-7_23\">https://doi.org/10.1007/978-3-658-47840-7_23</a>.","apa":"Steinhausen, J. A., &#38; Scharlau, I. (2026). Gegen das weibliche Cooling-out in der Wissenschaft: Mentoring für Frauen in der Promotionsphase. In <i>Praxishandbuch Mentoring in der Wissenschaft</i> (2nd ed.). Springer Fachmedien Wiesbaden. <a href=\"https://doi.org/10.1007/978-3-658-47840-7_23\">https://doi.org/10.1007/978-3-658-47840-7_23</a>","bibtex":"@inbook{Steinhausen_Scharlau_2026, place={Wiesbaden}, edition={2}, title={Gegen das weibliche Cooling-out in der Wissenschaft: Mentoring für Frauen in der Promotionsphase}, DOI={<a href=\"https://doi.org/10.1007/978-3-658-47840-7_23\">10.1007/978-3-658-47840-7_23</a>}, booktitle={Praxishandbuch Mentoring in der Wissenschaft}, publisher={Springer Fachmedien Wiesbaden}, author={Steinhausen, Julia Anna and Scharlau, Ingrid}, year={2026} }","short":"J.A. Steinhausen, I. Scharlau, in: Praxishandbuch Mentoring in der Wissenschaft, 2nd ed., Springer Fachmedien Wiesbaden, Wiesbaden, 2026.","mla":"Steinhausen, Julia Anna, and Ingrid Scharlau. “Gegen das weibliche Cooling-out in der Wissenschaft: Mentoring für Frauen in der Promotionsphase.” <i>Praxishandbuch Mentoring in der Wissenschaft</i>, 2nd ed., Springer Fachmedien Wiesbaden, 2026, doi:<a href=\"https://doi.org/10.1007/978-3-658-47840-7_23\">10.1007/978-3-658-47840-7_23</a>."},"publication_status":"published","publication_identifier":{"isbn":["9783658478391","9783658478407"]},"edition":"2","title":"Gegen das weibliche Cooling-out in der Wissenschaft: Mentoring für Frauen in der Promotionsphase","doi":"10.1007/978-3-658-47840-7_23","publisher":"Springer Fachmedien Wiesbaden","date_updated":"2026-01-07T21:30:09Z","author":[{"first_name":"Julia Anna","last_name":"Steinhausen","full_name":"Steinhausen, Julia Anna","id":"5833"},{"orcid":"0000-0003-2364-9489","last_name":"Scharlau","full_name":"Scharlau, Ingrid","id":"451","first_name":"Ingrid"}],"date_created":"2026-01-07T21:29:42Z"},{"date_created":"2025-04-30T08:28:15Z","date_updated":"2025-04-30T08:29:53Z","publisher":"Springer Berlin Heidelberg","main_file_link":[{"url":"https://link.springer.com/book/10.1007/978-3-662-69481-7"}],"doi":"10.1007/978-3-662-69481-7","title":"Psychologiedidaktik an allgemeinbildenden und beruflichen Schulen","publication_status":"published","publication_identifier":{"isbn":["9783662694800","9783662694817"]},"citation":{"mla":"Scharlau, Ingrid, et al., editors. <i>Psychologiedidaktik an allgemeinbildenden und beruflichen Schulen</i>. Springer Berlin Heidelberg, 2025, doi:<a href=\"https://doi.org/10.1007/978-3-662-69481-7\">10.1007/978-3-662-69481-7</a>.","bibtex":"@book{Scharlau_Bender_Patrzek_Schreiber_2025, place={Berlin, Heidelberg}, title={Psychologiedidaktik an allgemeinbildenden und beruflichen Schulen}, DOI={<a href=\"https://doi.org/10.1007/978-3-662-69481-7\">10.1007/978-3-662-69481-7</a>}, publisher={Springer Berlin Heidelberg}, year={2025} }","short":"I. Scharlau, E. Bender, J. Patrzek, C. Schreiber, eds., Psychologiedidaktik an allgemeinbildenden und beruflichen Schulen, Springer Berlin Heidelberg, Berlin, Heidelberg, 2025.","apa":"Scharlau, I., Bender, E., Patrzek, J., &#38; Schreiber, C. (Eds.). (2025). <i>Psychologiedidaktik an allgemeinbildenden und beruflichen Schulen</i>. 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Berlin, Heidelberg: Springer Berlin Heidelberg, 2025. <a href=\"https://doi.org/10.1007/978-3-662-69481-7\">https://doi.org/10.1007/978-3-662-69481-7</a>."},"year":"2025","place":"Berlin, Heidelberg","user_id":"451","_id":"59741","alternative_title":["Ein Lehrbuch mit Unterrichtsmaterialien"],"language":[{"iso":"ger"}],"type":"book_editor","status":"public","editor":[{"full_name":"Scharlau, Ingrid","id":"451","last_name":"Scharlau","orcid":"0000-0003-2364-9489","first_name":"Ingrid"},{"first_name":"Elena","full_name":"Bender, Elena","id":"3211","last_name":"Bender"},{"first_name":"Justine","id":"82463","full_name":"Patrzek, Justine","last_name":"Patrzek"},{"first_name":"Christine","full_name":"Schreiber, Christine","last_name":"Schreiber"}]},{"language":[{"iso":"ger"}],"_id":"59754","user_id":"451","department":[{"_id":"424"},{"_id":"427"}],"editor":[{"full_name":"Scharlau, Ingrid","last_name":"Scharlau","first_name":"Ingrid"},{"last_name":"Bender","full_name":"Bender, Elena","first_name":"Elena"},{"first_name":"Justine","full_name":"Patrzek, Justine","last_name":"Patrzek"},{"first_name":"Christine","last_name":"Schreiber","full_name":"Schreiber, Christine"}],"status":"public","type":"book_chapter","publication":"Psychologiedidaktik an allgemeinbildenden und beruflichen Schulen: Ein Lehrbuch mit Unterrichtsmaterialien","title":"Empirische Methoden der psychologiedidaktischen Forschung","publisher":"Springer Nature","date_updated":"2025-05-02T07:08:27Z","author":[{"first_name":"Ingrid","id":"451","full_name":"Scharlau, Ingrid","orcid":"0000-0003-2364-9489","last_name":"Scharlau"},{"full_name":"Seifert, Andreas","id":"693","last_name":"Seifert","first_name":"Andreas"}],"date_created":"2025-05-02T07:08:23Z","year":"2025","place":"Berlin","citation":{"chicago":"Scharlau, Ingrid, and Andreas Seifert. “Empirische Methoden der psychologiedidaktischen Forschung.” In <i>Psychologiedidaktik an allgemeinbildenden und beruflichen Schulen: Ein Lehrbuch mit Unterrichtsmaterialien</i>, 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 <i>Psychologiedidaktik an allgemeinbildenden und beruflichen Schulen: Ein Lehrbuch mit Unterrichtsmaterialien</i>, I. Scharlau, E. Bender, J. Patrzek, and C. Schreiber, Eds. Berlin: Springer Nature, 2025, pp. 339–365.","ama":"Scharlau I, Seifert A. Empirische Methoden der psychologiedidaktischen Forschung. In: Scharlau I, Bender E, Patrzek J, Schreiber C, eds. <i>Psychologiedidaktik an allgemeinbildenden und beruflichen Schulen: Ein Lehrbuch mit Unterrichtsmaterialien</i>. Springer Nature; 2025:339-365.","apa":"Scharlau, I., &#38; Seifert, A. (2025). Empirische Methoden der psychologiedidaktischen Forschung. In I. Scharlau, E. Bender, J. Patrzek, &#38; C. Schreiber (Eds.), <i>Psychologiedidaktik an allgemeinbildenden und beruflichen Schulen: Ein Lehrbuch mit Unterrichtsmaterialien</i> (pp. 339–365). Springer Nature.","mla":"Scharlau, Ingrid, and Andreas Seifert. “Empirische Methoden der psychologiedidaktischen Forschung.” <i>Psychologiedidaktik an allgemeinbildenden und beruflichen Schulen: Ein Lehrbuch mit Unterrichtsmaterialien</i>, 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.","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} }"},"page":"339-365","publication_identifier":{"isbn":["978-3-662-69480-1"],"eisbn":["978-3-662-69481-7"]}},{"language":[{"iso":"eng"}],"_id":"59752","department":[{"_id":"424"}],"user_id":"451","editor":[{"first_name":"Ingrid","last_name":"Scharlau","full_name":"Scharlau, Ingrid"},{"first_name":"Elena","last_name":"Bender","full_name":"Bender, Elena"},{"first_name":"Justine","last_name":"Patrzek","full_name":"Patrzek, Justine"},{"first_name":"Christine","last_name":"Schreiber","full_name":"Schreiber, Christine"}],"status":"public","publication":"Psychologiedidaktik an allgemeinbildenden und beruflichen Schulen: Ein Lehrbuch mit Unterrichtsmaterialien","type":"book_chapter","title":"Psychologiedidaktik durch Analyse von Kommunikation","publisher":"Springer Nature","date_updated":"2025-05-02T07:10:02Z","author":[{"first_name":"Ingrid","id":"451","full_name":"Scharlau, Ingrid","last_name":"Scharlau","orcid":"0000-0003-2364-9489"},{"full_name":"Patrzek, Justine","id":"82463","last_name":"Patrzek","first_name":"Justine"},{"first_name":"Christine","last_name":"Schreiber","full_name":"Schreiber, Christine"}],"date_created":"2025-05-02T07:01:32Z","year":"2025","place":"Berlin","page":"89-118","citation":{"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} }","mla":"Scharlau, Ingrid, et al. “Psychologiedidaktik Durch Analyse von Kommunikation.” <i>Psychologiedidaktik an Allgemeinbildenden Und Beruflichen Schulen: Ein Lehrbuch Mit Unterrichtsmaterialien</i>, 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.","apa":"Scharlau, I., Patrzek, J., &#38; Schreiber, C. (2025). Psychologiedidaktik durch Analyse von Kommunikation. In I. Scharlau, E. Bender, J. Patrzek, &#38; C. Schreiber (Eds.), <i>Psychologiedidaktik an allgemeinbildenden und beruflichen Schulen: Ein Lehrbuch mit Unterrichtsmaterialien</i> (pp. 89–118). Springer Nature.","chicago":"Scharlau, Ingrid, Justine Patrzek, and Christine Schreiber. “Psychologiedidaktik Durch Analyse von Kommunikation.” In <i>Psychologiedidaktik an Allgemeinbildenden Und Beruflichen Schulen: Ein Lehrbuch Mit Unterrichtsmaterialien</i>, 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 <i>Psychologiedidaktik an allgemeinbildenden und beruflichen Schulen: Ein Lehrbuch mit Unterrichtsmaterialien</i>, I. Scharlau, E. Bender, J. Patrzek, and C. Schreiber, Eds. Berlin: Springer Nature, 2025, pp. 89–118.","ama":"Scharlau I, Patrzek J, Schreiber C. Psychologiedidaktik durch Analyse von Kommunikation. In: Scharlau I, Bender E, Patrzek J, Schreiber C, eds. <i>Psychologiedidaktik an Allgemeinbildenden Und Beruflichen Schulen: Ein Lehrbuch Mit Unterrichtsmaterialien</i>. Springer Nature; 2025:89-118."},"publication_identifier":{"eisbn":["978-3-662-69481-7"],"isbn":["978-3-662-69480-0"]}},{"publication_identifier":{"isbn":["978-3-662-69480-1"],"eisbn":["978-3-662-69481-7"]},"page":"271-300","citation":{"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} }","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.","mla":"Scharlau, Ingrid, and Schreiber Christine. “Schreiben im Psychologieunterricht unterstützen.” <i>Psychologiedidaktik an allgemeinbildenden und beruflichen Schulen: Ein Lehrbuch mit Unterrichtsmaterialien</i>, edited by Ingrid Scharlau et al., Springer Nature, 2025, pp. 271–300.","apa":"Scharlau, I., &#38; Christine, S. (2025). Schreiben im Psychologieunterricht unterstützen. In I. Scharlau, E. Bender, J. Patrzek, &#38; C. Schreiber (Eds.), <i>Psychologiedidaktik an allgemeinbildenden und beruflichen Schulen: Ein Lehrbuch mit Unterrichtsmaterialien</i> (pp. 271–300). Springer Nature.","chicago":"Scharlau, Ingrid, and Schreiber Christine. “Schreiben im Psychologieunterricht unterstützen.” In <i>Psychologiedidaktik an allgemeinbildenden und beruflichen Schulen: Ein Lehrbuch mit Unterrichtsmaterialien</i>, 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 <i>Psychologiedidaktik an allgemeinbildenden und beruflichen Schulen: Ein Lehrbuch mit Unterrichtsmaterialien</i>, I. Scharlau, E. Bender, J. Patrzek, and C. Schreiber, Eds. Berlin: Springer Nature, 2025, pp. 271–300.","ama":"Scharlau I, Christine S. Schreiben im Psychologieunterricht unterstützen. In: Scharlau I, Bender E, Patrzek J, Schreiber C, eds. <i>Psychologiedidaktik an allgemeinbildenden und beruflichen Schulen: Ein Lehrbuch mit Unterrichtsmaterialien</i>. Springer Nature; 2025:271-300."},"place":"Berlin","year":"2025","date_created":"2025-05-02T07:04:44Z","author":[{"full_name":"Scharlau, Ingrid","id":"451","orcid":"0000-0003-2364-9489","last_name":"Scharlau","first_name":"Ingrid"},{"first_name":"Schreiber","last_name":"Christine","full_name":"Christine, Schreiber"}],"date_updated":"2025-05-02T07:09:07Z","publisher":"Springer Nature","title":"Schreiben im Psychologieunterricht unterstützen","publication":"Psychologiedidaktik an allgemeinbildenden und beruflichen Schulen: Ein Lehrbuch mit Unterrichtsmaterialien","type":"book_chapter","status":"public","editor":[{"full_name":"Scharlau, Ingrid","last_name":"Scharlau","first_name":"Ingrid"},{"first_name":"Elena","last_name":"Bender","full_name":"Bender, Elena"},{"full_name":"Patrzek, Justine","last_name":"Patrzek","first_name":"Justine"},{"first_name":"Christine","full_name":"Schreiber, Christine","last_name":"Schreiber"}],"department":[{"_id":"424"}],"user_id":"451","_id":"59753","language":[{"iso":"ger"}]},{"main_file_link":[{"url":"https://osf.io/preprints/osf/rwh9b_v1"}],"title":"Agency in metaphors of explaining: An analysis of scientific texts","author":[{"first_name":"Ingrid","orcid":"0000-0003-2364-9489","last_name":"Scharlau","id":"451","full_name":"Scharlau, Ingrid"},{"first_name":"Katharina J.","id":"50352","full_name":"Rohlfing, Katharina J.","last_name":"Rohlfing","orcid":"0000-0002-5676-8233"}],"date_created":"2025-05-07T11:00:09Z","publisher":"Center for Open Science","date_updated":"2025-05-07T11:09:37Z","citation":{"apa":"Scharlau, I., &#38; Rohlfing, K. J. (2025). <i>Agency in metaphors of explaining: An analysis of scientific texts</i>. Center for Open Science.","short":"I. Scharlau, K.J. Rohlfing, (2025).","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} }","mla":"Scharlau, Ingrid, and Katharina J. Rohlfing. <i>Agency in Metaphors of Explaining: An Analysis of Scientific Texts</i>. Center for Open Science, 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.","ama":"Scharlau I, Rohlfing KJ. Agency in metaphors of explaining: An analysis of scientific texts. Published online 2025."},"year":"2025","publication_status":"published","language":[{"iso":"eng"}],"department":[{"_id":"424"},{"_id":"749"}],"user_id":"451","_id":"59839","project":[{"name":"TRR 318 - C4: TRR 318 - Subproject C4 - Metaphern als Werkzeug des Erklärens","_id":"127"}],"status":"public","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."}],"type":"preprint"},{"date_created":"2025-05-02T09:26:15Z","author":[{"full_name":"Visser, Roel","last_name":"Visser","first_name":"Roel"},{"first_name":"Tobias Martin","id":"92810","full_name":"Peters, Tobias Martin","orcid":"0009-0008-5193-6243","last_name":"Peters"},{"first_name":"Ingrid","full_name":"Scharlau, Ingrid","id":"451","orcid":"0000-0003-2364-9489","last_name":"Scharlau"},{"full_name":"Hammer, Barbara","last_name":"Hammer","first_name":"Barbara"}],"date_updated":"2025-05-15T11:16:27Z","publisher":"Elsevier BV","doi":"10.1016/j.cogsys.2025.101357","title":"Trust, distrust, and appropriate reliance in (X)AI: A conceptual clarification of user trust and survey of its empirical evaluation","publication_identifier":{"issn":["1389-0417"]},"publication_status":"published","citation":{"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.” <i>Cognitive Systems Research</i>, 2025. <a href=\"https://doi.org/10.1016/j.cogsys.2025.101357\">https://doi.org/10.1016/j.cogsys.2025.101357</a>.","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,” <i>Cognitive Systems Research</i>, Art. no. 101357, 2025, doi: <a href=\"https://doi.org/10.1016/j.cogsys.2025.101357\">10.1016/j.cogsys.2025.101357</a>.","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. <i>Cognitive Systems Research</i>. Published online 2025. doi:<a href=\"https://doi.org/10.1016/j.cogsys.2025.101357\">10.1016/j.cogsys.2025.101357</a>","short":"R. Visser, T.M. Peters, I. Scharlau, B. Hammer, Cognitive Systems Research (2025).","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.” <i>Cognitive Systems Research</i>, 101357, Elsevier BV, 2025, doi:<a href=\"https://doi.org/10.1016/j.cogsys.2025.101357\">10.1016/j.cogsys.2025.101357</a>.","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={<a href=\"https://doi.org/10.1016/j.cogsys.2025.101357\">10.1016/j.cogsys.2025.101357</a>}, number={101357}, journal={Cognitive Systems Research}, publisher={Elsevier BV}, author={Visser, Roel and Peters, Tobias Martin and Scharlau, Ingrid and Hammer, Barbara}, year={2025} }","apa":"Visser, R., Peters, T. M., Scharlau, I., &#38; Hammer, B. (2025). Trust, distrust, and appropriate reliance in (X)AI: A conceptual clarification of user trust and survey of its empirical evaluation. <i>Cognitive Systems Research</i>, Article 101357. <a href=\"https://doi.org/10.1016/j.cogsys.2025.101357\">https://doi.org/10.1016/j.cogsys.2025.101357</a>"},"year":"2025","department":[{"_id":"424"},{"_id":"660"}],"user_id":"92810","_id":"59756","project":[{"_id":"124","name":"TRR 318 - C1: TRR 318 - Subproject C1 - Gesundes Misstrauen in Erklärungen"}],"language":[{"iso":"eng"}],"keyword":["XAI","Appropriate trust","Distrust","Reliance","Human-centric evaluation","Trustworthy AI"],"article_number":"101357","publication":"Cognitive Systems Research","type":"journal_article","status":"public","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."}]},{"status":"public","type":"misc","language":[{"iso":"eng"}],"_id":"59922","project":[{"name":"TRR 318 - C4: TRR 318 - Subproject C4 - Metaphern als Werkzeug des Erklärens","_id":"127"}],"department":[{"_id":"424"}],"user_id":"451","year":"2025","citation":{"apa":"Porwol, P., &#38; Scharlau, I. (2025). <i>An annotated corpus of elicited metaphors of explaining and understanding using MIPVU</i>. OSF. <a href=\"https://doi.org/10.17605/OSF.IO/Y6SMX\">https://doi.org/10.17605/OSF.IO/Y6SMX</a>","short":"P. Porwol, I. Scharlau, An Annotated Corpus of Elicited Metaphors of Explaining and Understanding Using MIPVU, OSF, 2025.","bibtex":"@book{Porwol_Scharlau_2025, title={An annotated corpus of elicited metaphors of explaining and understanding using MIPVU}, DOI={<a href=\"https://doi.org/10.17605/OSF.IO/Y6SMX\">10.17605/OSF.IO/Y6SMX</a>}, publisher={OSF}, author={Porwol, Philip and Scharlau, Ingrid}, year={2025} }","mla":"Porwol, Philip, and Ingrid Scharlau. <i>An Annotated Corpus of Elicited Metaphors of Explaining and Understanding Using MIPVU</i>. OSF, 2025, doi:<a href=\"https://doi.org/10.17605/OSF.IO/Y6SMX\">10.17605/OSF.IO/Y6SMX</a>.","ieee":"P. Porwol and I. Scharlau, <i>An annotated corpus of elicited metaphors of explaining and understanding using MIPVU</i>. OSF, 2025.","chicago":"Porwol, Philip, and Ingrid Scharlau. <i>An Annotated Corpus of Elicited Metaphors of Explaining and Understanding Using MIPVU</i>. OSF, 2025. <a href=\"https://doi.org/10.17605/OSF.IO/Y6SMX\">https://doi.org/10.17605/OSF.IO/Y6SMX</a>.","ama":"Porwol P, Scharlau I. <i>An Annotated Corpus of Elicited Metaphors of Explaining and Understanding Using MIPVU</i>. OSF; 2025. doi:<a href=\"https://doi.org/10.17605/OSF.IO/Y6SMX\">10.17605/OSF.IO/Y6SMX</a>"},"title":"An annotated corpus of elicited metaphors of explaining and understanding using MIPVU","doi":"10.17605/OSF.IO/Y6SMX","main_file_link":[{"open_access":"1","url":"https://osf.io/y6smx/"}],"publisher":"OSF","oa":"1","date_updated":"2025-05-16T10:02:14Z","author":[{"full_name":"Porwol, Philip","last_name":"Porwol","first_name":"Philip"},{"first_name":"Ingrid","id":"451","full_name":"Scharlau, Ingrid","orcid":"0000-0003-2364-9489","last_name":"Scharlau"}],"date_created":"2025-05-16T10:01:58Z"},{"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."}],"status":"public","type":"journal_article","publication":"Frontiers in Psychology","article_type":"original","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"}],"_id":"59755","user_id":"92810","department":[{"_id":"424"},{"_id":"660"}],"year":"2025","citation":{"apa":"Peters, T. M., &#38; Scharlau, I. (2025). Interacting with fallible AI: Is distrust helpful when receiving AI misclassifications? <i>Frontiers in Psychology</i>, <i>16</i>. <a href=\"https://doi.org/10.3389/fpsyg.2025.1574809\">https://doi.org/10.3389/fpsyg.2025.1574809</a>","short":"T.M. Peters, I. Scharlau, Frontiers in Psychology 16 (2025).","mla":"Peters, Tobias Martin, and Ingrid Scharlau. “Interacting with Fallible AI: Is Distrust Helpful When Receiving AI Misclassifications?” <i>Frontiers in Psychology</i>, vol. 16, 2025, doi:<a href=\"https://doi.org/10.3389/fpsyg.2025.1574809\">10.3389/fpsyg.2025.1574809</a>.","bibtex":"@article{Peters_Scharlau_2025, title={Interacting with fallible AI: Is distrust helpful when receiving AI misclassifications?}, volume={16}, DOI={<a href=\"https://doi.org/10.3389/fpsyg.2025.1574809\">10.3389/fpsyg.2025.1574809</a>}, journal={Frontiers in Psychology}, author={Peters, Tobias Martin and Scharlau, Ingrid}, year={2025} }","ama":"Peters TM, Scharlau I. Interacting with fallible AI: Is distrust helpful when receiving AI misclassifications? <i>Frontiers in Psychology</i>. 2025;16. doi:<a href=\"https://doi.org/10.3389/fpsyg.2025.1574809\">10.3389/fpsyg.2025.1574809</a>","chicago":"Peters, Tobias Martin, and Ingrid Scharlau. “Interacting with Fallible AI: Is Distrust Helpful When Receiving AI Misclassifications?” <i>Frontiers in Psychology</i> 16 (2025). <a href=\"https://doi.org/10.3389/fpsyg.2025.1574809\">https://doi.org/10.3389/fpsyg.2025.1574809</a>.","ieee":"T. M. Peters and I. Scharlau, “Interacting with fallible AI: Is distrust helpful when receiving AI misclassifications?,” <i>Frontiers in Psychology</i>, vol. 16, 2025, doi: <a href=\"https://doi.org/10.3389/fpsyg.2025.1574809\">10.3389/fpsyg.2025.1574809</a>."},"intvolume":"        16","publication_status":"published","title":"Interacting with fallible AI: Is distrust helpful when receiving AI misclassifications?","doi":"10.3389/fpsyg.2025.1574809","date_updated":"2025-05-27T09:10:09Z","date_created":"2025-05-02T09:22:39Z","author":[{"full_name":"Peters, Tobias Martin","id":"92810","last_name":"Peters","orcid":"0009-0008-5193-6243","first_name":"Tobias Martin"},{"first_name":"Ingrid","full_name":"Scharlau, Ingrid","id":"451","last_name":"Scharlau","orcid":"0000-0003-2364-9489"}],"volume":16},{"_id":"58135","user_id":"451","language":[{"iso":"ger"}],"type":"book_chapter","publication":"Psychologiedidaktik an allgemeinbildenden und beruflichen Schulen: Ein Lehrbuch mit Unterrichtsmaterialien","editor":[{"last_name":"Scharlau","full_name":"Scharlau, Ingrid","first_name":"Ingrid"},{"full_name":"Bender, Elena","last_name":"Bender","first_name":"Elena"},{"last_name":"Patrzek","full_name":"Patrzek, Justine","first_name":"Justine"},{"last_name":"Schreiber","full_name":"Schreiber, Christine","first_name":"Christine"}],"status":"public","date_updated":"2025-01-09T17:00:24Z","publisher":"Springer","author":[{"orcid":"0000-0003-2364-9489","last_name":"Scharlau","id":"451","full_name":"Scharlau, Ingrid","first_name":"Ingrid"},{"first_name":"Justine","last_name":"Patrzek","id":"82463","full_name":"Patrzek, Justine"},{"full_name":"Schreiber, Christine","last_name":"Schreiber","first_name":"Christine"}],"date_created":"2025-01-09T16:49:54Z","title":"„Power-Posen“ –  Fakten, frisierte Daten, Forschungslyrik? Eine Unterrichtsreihe zu Praktiken und Darstellungsformen psychologischer Forschung","publication_status":"inpress","publication_identifier":{"eisbn":["978-3-662-69481-7"]},"year":"2025","place":"Berlin","citation":{"ama":"Scharlau I, Patrzek J, Schreiber C. „Power-Posen“ –  Fakten, frisierte Daten, Forschungslyrik? Eine Unterrichtsreihe zu Praktiken und Darstellungsformen psychologischer Forschung. In: Scharlau I, Bender E, Patrzek J, Schreiber C, eds. <i>Psychologiedidaktik an allgemeinbildenden und beruflichen Schulen: Ein Lehrbuch mit Unterrichtsmaterialien</i>. Springer; :Begleitmaterial.","ieee":"I. Scharlau, J. Patrzek, and C. Schreiber, “„Power-Posen“ –  Fakten, frisierte Daten, Forschungslyrik? Eine Unterrichtsreihe zu Praktiken und Darstellungsformen psychologischer Forschung,” in <i>Psychologiedidaktik an allgemeinbildenden und beruflichen Schulen: Ein Lehrbuch mit Unterrichtsmaterialien</i>, I. Scharlau, E. Bender, J. Patrzek, and C. Schreiber, Eds. Berlin: Springer, p. Begleitmaterial.","chicago":"Scharlau, Ingrid, Justine Patrzek, and Christine Schreiber. “„Power-Posen“ –  Fakten, frisierte Daten, Forschungslyrik? Eine Unterrichtsreihe zu Praktiken und Darstellungsformen psychologischer Forschung.” In <i>Psychologiedidaktik an allgemeinbildenden und beruflichen Schulen: Ein Lehrbuch mit Unterrichtsmaterialien</i>, edited by Ingrid Scharlau, Elena Bender, Justine Patrzek, and Christine Schreiber, Begleitmaterial. Berlin: Springer, n.d.","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, Berlin, n.d., p. Begleitmaterial.","mla":"Scharlau, Ingrid, et al. “„Power-Posen“ –  Fakten, frisierte Daten, Forschungslyrik? Eine Unterrichtsreihe zu Praktiken und Darstellungsformen psychologischer Forschung.” <i>Psychologiedidaktik an allgemeinbildenden und beruflichen Schulen: Ein Lehrbuch mit Unterrichtsmaterialien</i>, edited by Ingrid Scharlau et al., Springer, p. Begleitmaterial.","bibtex":"@inbook{Scharlau_Patrzek_Schreiber, place={Berlin}, title={„Power-Posen“ –  Fakten, frisierte Daten, Forschungslyrik? Eine Unterrichtsreihe zu Praktiken und Darstellungsformen psychologischer Forschung}, booktitle={Psychologiedidaktik an allgemeinbildenden und beruflichen Schulen: Ein Lehrbuch mit Unterrichtsmaterialien}, publisher={Springer}, author={Scharlau, Ingrid and Patrzek, Justine and Schreiber, Christine}, editor={Scharlau, Ingrid and Bender, Elena and Patrzek, Justine and Schreiber, Christine}, pages={Begleitmaterial} }","apa":"Scharlau, I., Patrzek, J., &#38; Schreiber, C. (n.d.). „Power-Posen“ –  Fakten, frisierte Daten, Forschungslyrik? Eine Unterrichtsreihe zu Praktiken und Darstellungsformen psychologischer Forschung. In I. Scharlau, E. Bender, J. Patrzek, &#38; C. Schreiber (Eds.), <i>Psychologiedidaktik an allgemeinbildenden und beruflichen Schulen: Ein Lehrbuch mit Unterrichtsmaterialien</i> (p. Begleitmaterial). Springer."},"page":"Begleitmaterial"},{"year":"2025","place":"Berlin","page":"Begleitmaterial","citation":{"chicago":"Scharlau, Ingrid, and Christine Schreiber. “Materialien zum Schreiben im Psychologieunterricht.” In <i>Psychologiedidaktik an allgemeinbildenden und beruflichen Schulen: Ein Lehrbuch mit Unterrichtsmaterialien</i>, edited by Ingrid Scharlau, Elena Bender, Justine Patrzek, and Christine Schreiber, Begleitmaterial. Berlin: Springer, n.d.","ieee":"I. Scharlau and C. Schreiber, “Materialien zum Schreiben im Psychologieunterricht,” in <i>Psychologiedidaktik an allgemeinbildenden und beruflichen Schulen: Ein Lehrbuch mit Unterrichtsmaterialien</i>, I. Scharlau, E. Bender, J. Patrzek, and C. Schreiber, Eds. Berlin: Springer, p. Begleitmaterial.","ama":"Scharlau I, Schreiber C. Materialien zum Schreiben im Psychologieunterricht. In: Scharlau I, Bender E, Patrzek J, Schreiber C, eds. <i>Psychologiedidaktik an allgemeinbildenden und beruflichen Schulen: Ein Lehrbuch mit Unterrichtsmaterialien</i>. Springer; :Begleitmaterial.","apa":"Scharlau, I., &#38; Schreiber, C. (n.d.). Materialien zum Schreiben im Psychologieunterricht. In I. Scharlau, E. Bender, J. Patrzek, &#38; C. Schreiber (Eds.), <i>Psychologiedidaktik an allgemeinbildenden und beruflichen Schulen: Ein Lehrbuch mit Unterrichtsmaterialien</i> (p. Begleitmaterial). Springer.","bibtex":"@inbook{Scharlau_Schreiber, place={Berlin}, title={Materialien zum Schreiben im Psychologieunterricht}, booktitle={Psychologiedidaktik an allgemeinbildenden und beruflichen Schulen: Ein Lehrbuch mit Unterrichtsmaterialien}, publisher={Springer}, author={Scharlau, Ingrid and Schreiber, Christine}, editor={Scharlau, Ingrid and Bender, Elena and Patrzek, Justine and Schreiber, Christine}, pages={Begleitmaterial} }","mla":"Scharlau, Ingrid, and Christine Schreiber. “Materialien zum Schreiben im Psychologieunterricht.” <i>Psychologiedidaktik an allgemeinbildenden und beruflichen Schulen: Ein Lehrbuch mit Unterrichtsmaterialien</i>, edited by Ingrid Scharlau et al., Springer, p. Begleitmaterial.","short":"I. Scharlau, C. Schreiber, in: I. Scharlau, E. Bender, J. Patrzek, C. Schreiber (Eds.), Psychologiedidaktik an allgemeinbildenden und beruflichen Schulen: Ein Lehrbuch mit Unterrichtsmaterialien, Springer, Berlin, n.d., p. Begleitmaterial."},"publication_identifier":{"eisbn":["978-3-662-69481-7"]},"publication_status":"inpress","title":"Materialien zum Schreiben im Psychologieunterricht","publisher":"Springer","date_updated":"2025-01-09T17:00:27Z","date_created":"2025-01-09T16:53:54Z","author":[{"first_name":"Ingrid","id":"451","full_name":"Scharlau, Ingrid","orcid":"0000-0003-2364-9489","last_name":"Scharlau"},{"full_name":"Schreiber, Christine","last_name":"Schreiber","first_name":"Christine"}],"editor":[{"first_name":"Ingrid","last_name":"Scharlau","full_name":"Scharlau, Ingrid"},{"first_name":"Elena","full_name":"Bender, Elena","last_name":"Bender"},{"last_name":"Patrzek","full_name":"Patrzek, Justine","first_name":"Justine"},{"first_name":"Christine","full_name":"Schreiber, Christine","last_name":"Schreiber"}],"status":"public","publication":"Psychologiedidaktik an allgemeinbildenden und beruflichen Schulen: Ein Lehrbuch mit Unterrichtsmaterialien","type":"book_chapter","language":[{"iso":"ger"}],"_id":"58136","user_id":"451"},{"status":"public","abstract":[{"lang":"eng","text":"The ability to generate explanations that are understood by explainees is the\r\nquintessence of explainable artificial intelligence. Since understanding\r\ndepends on the explainee's background and needs, recent research focused on\r\nco-constructive explanation dialogues, where an explainer continuously monitors\r\nthe explainee's understanding and adapts their explanations dynamically. We\r\ninvestigate the ability of large language models (LLMs) to engage as explainers\r\nin co-constructive explanation dialogues. In particular, we present a user\r\nstudy in which explainees interact with an LLM in two settings, one of which\r\ninvolves the LLM being instructed to explain a topic co-constructively. We\r\nevaluate the explainees' understanding before and after the dialogue, as well\r\nas their perception of the LLMs' co-constructive behavior. Our results suggest\r\nthat LLMs show some co-constructive behaviors, such as asking verification\r\nquestions, that foster the explainees' engagement and can improve understanding\r\nof a topic. However, their ability to effectively monitor the current\r\nunderstanding and scaffold the explanations accordingly remains limited."}],"type":"preprint","publication":"arXiv:2504.18483","language":[{"iso":"eng"}],"user_id":"98454","project":[{"name":"TRR 318 - B01: TRR 318 - Ein dialogbasierter Ansatz zur Erklärung von Modellen des maschinellen Lernens (Teilprojekt B01)","_id":"121","grant_number":"438445824"},{"_id":"127","name":"TRR 318 - C4: TRR 318 - Subproject C4 - Metaphern als Werkzeug des Erklärens"},{"_id":"122","name":"TRR 318 - B3: TRR 318 - Subproject B3"},{"_id":"119","name":"TRR 318 - Ö: TRR 318 - Project Area Ö"},{"name":"TRR 318 - A04: TRR 318 - Integration des technischen Modells in das Partnermodell bei der Erklärung von digitalen Artefakten (Teilprojekt A04)","_id":"114","grant_number":"438445824"}],"external_id":{"arxiv":["2504.18483"]},"_id":"60718","citation":{"ieee":"L. Fichtel <i>et al.</i>, “Investigating Co-Constructive Behavior of Large Language Models in  Explanation Dialogues,” <i>arXiv:2504.18483</i>. 2025.","chicago":"Fichtel, Leandra, Maximilian Spliethöver, Eyke Hüllermeier, Patricia Jimenez, Nils Klowait, Stefan Kopp, Axel-Cyrille Ngonga Ngomo, et al. “Investigating Co-Constructive Behavior of Large Language Models in  Explanation Dialogues.” <i>ArXiv:2504.18483</i>, 2025.","ama":"Fichtel L, Spliethöver M, Hüllermeier E, et al. Investigating Co-Constructive Behavior of Large Language Models in  Explanation Dialogues. <i>arXiv:250418483</i>. Published online 2025.","short":"L. Fichtel, M. Spliethöver, E. Hüllermeier, P. Jimenez, N. Klowait, S. Kopp, A.-C. Ngonga Ngomo, A. Robrecht, I. Scharlau, L. Terfloth, A.-L. Vollmer, H. Wachsmuth, ArXiv:2504.18483 (2025).","bibtex":"@article{Fichtel_Spliethöver_Hüllermeier_Jimenez_Klowait_Kopp_Ngonga Ngomo_Robrecht_Scharlau_Terfloth_et al._2025, title={Investigating Co-Constructive Behavior of Large Language Models in  Explanation Dialogues}, journal={arXiv:2504.18483}, author={Fichtel, Leandra and Spliethöver, Maximilian and Hüllermeier, Eyke and Jimenez, Patricia and Klowait, Nils and Kopp, Stefan and Ngonga Ngomo, Axel-Cyrille and Robrecht, Amelie and Scharlau, Ingrid and Terfloth, Lutz and et al.}, year={2025} }","mla":"Fichtel, Leandra, et al. “Investigating Co-Constructive Behavior of Large Language Models in  Explanation Dialogues.” <i>ArXiv:2504.18483</i>, 2025.","apa":"Fichtel, L., Spliethöver, M., Hüllermeier, E., Jimenez, P., Klowait, N., Kopp, S., Ngonga Ngomo, A.-C., Robrecht, A., Scharlau, I., Terfloth, L., Vollmer, A.-L., &#38; Wachsmuth, H. (2025). Investigating Co-Constructive Behavior of Large Language Models in  Explanation Dialogues. In <i>arXiv:2504.18483</i>."},"page":"20","year":"2025","has_accepted_license":"1","main_file_link":[{"url":"https://arxiv.org/pdf/2504.18483"}],"title":"Investigating Co-Constructive Behavior of Large Language Models in  Explanation Dialogues","date_created":"2025-07-22T13:10:42Z","author":[{"first_name":"Leandra","last_name":"Fichtel","full_name":"Fichtel, Leandra"},{"full_name":"Spliethöver, Maximilian","last_name":"Spliethöver","first_name":"Maximilian"},{"full_name":"Hüllermeier, Eyke","last_name":"Hüllermeier","first_name":"Eyke"},{"last_name":"Jimenez","id":"103339","full_name":"Jimenez, Patricia","first_name":"Patricia"},{"first_name":"Nils","orcid":"0000-0002-7347-099X","last_name":"Klowait","id":"98454","full_name":"Klowait, Nils"},{"first_name":"Stefan","last_name":"Kopp","full_name":"Kopp, Stefan"},{"first_name":"Axel-Cyrille","id":"65716","full_name":"Ngonga Ngomo, Axel-Cyrille","last_name":"Ngonga Ngomo"},{"last_name":"Robrecht","full_name":"Robrecht, Amelie","first_name":"Amelie"},{"first_name":"Ingrid","id":"451","full_name":"Scharlau, Ingrid","last_name":"Scharlau","orcid":"0000-0003-2364-9489"},{"id":"37320","full_name":"Terfloth, Lutz","last_name":"Terfloth","first_name":"Lutz"},{"first_name":"Anna-Lisa","full_name":"Vollmer, Anna-Lisa","last_name":"Vollmer"},{"first_name":"Henning","last_name":"Wachsmuth","full_name":"Wachsmuth, Henning"}],"date_updated":"2025-07-23T11:23:32Z"},{"type":"preprint","abstract":[{"lang":"eng","text":"<p>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.</p>"}],"status":"public","project":[{"_id":"115","name":"TRR 318; TP A05: Echtzeitmessung der Aufmerksamkeit im Mensch-Roboter-Erklärdialog"}],"_id":"61119","user_id":"38219","department":[{"_id":"424"}],"language":[{"iso":"eng"}],"publication_status":"published","year":"2025","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.","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.","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.","apa":"Banh, N. C., &#38; Scharlau, I. (2025). <i>Intra-individual variability in TVA attentional capacity and weight distribution: A reanalysis across days and an experiment within-day</i>. 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} }","short":"N.C. Banh, I. Scharlau, (2025).","mla":"Banh, Ngoc Chi, and Ingrid Scharlau. <i>Intra-Individual Variability in TVA Attentional Capacity and Weight Distribution: A Reanalysis across Days and an Experiment within-Day</i>. Center for Open Science, 2025."},"date_updated":"2025-09-09T12:04:43Z","publisher":"Center for Open Science","oa":"1","date_created":"2025-09-03T11:30:48Z","author":[{"full_name":"Banh, Ngoc Chi","last_name":"Banh","first_name":"Ngoc Chi"},{"full_name":"Scharlau, Ingrid","id":"451","orcid":"0000-0003-2364-9489","last_name":"Scharlau","first_name":"Ingrid"}],"title":"Intra-individual variability in TVA attentional capacity and weight distribution: A reanalysis across days and an experiment within-day","main_file_link":[{"url":"https://osf.io/preprints/psyarxiv/fzvph","open_access":"1"}]},{"external_id":{"arxiv":["2504.18483"]},"language":[{"iso":"eng"}],"publication":"Proceedings of the 26th Annual Meeting of the Special Interest Group on Discourse and Dialogue","abstract":[{"lang":"eng","text":"The ability to generate explanations that are understood by explainees is the\r\nquintessence of explainable artificial intelligence. Since understanding\r\ndepends on the explainee's background and needs, recent research focused on\r\nco-constructive explanation dialogues, where an explainer continuously monitors\r\nthe explainee's understanding and adapts their explanations dynamically. We\r\ninvestigate the ability of large language models (LLMs) to engage as explainers\r\nin co-constructive explanation dialogues. In particular, we present a user\r\nstudy in which explainees interact with an LLM in two settings, one of which\r\ninvolves the LLM being instructed to explain a topic co-constructively. We\r\nevaluate the explainees' understanding before and after the dialogue, as well\r\nas their perception of the LLMs' co-constructive behavior. Our results suggest\r\nthat LLMs show some co-constructive behaviors, such as asking verification\r\nquestions, that foster the explainees' engagement and can improve understanding\r\nof a topic. However, their ability to effectively monitor the current\r\nunderstanding and scaffold the explanations accordingly remains limited."}],"publisher":"Association for Computational Linguistics","date_created":"2025-09-11T16:11:17Z","title":"Investigating Co-Constructive Behavior of Large Language Models in  Explanation Dialogues","year":"2025","project":[{"_id":"118","name":"TRR 318: Project Area INF"},{"_id":"121","name":"TRR 318; TP B01: Ein dialogbasierter Ansatz zur Erklärung von Modellen des maschinellen Lernens"},{"_id":"127","name":"TRR 318; TP C04: Metaphern als Werkzeug des Erklärens"},{"_id":"122","name":"TRR 318 - Subproject B3"},{"name":"TRR 318 - Project Area Ö","_id":"119"},{"name":"TRR 318; TP A04: Integration des technischen Modells in das Partnermodell bei der Erklärung von digitalen Artefakten","_id":"114"}],"_id":"61234","user_id":"84035","department":[{"_id":"660"}],"type":"conference","status":"public","date_updated":"2025-09-12T09:50:48Z","oa":"1","author":[{"full_name":"Fichtel, Leandra","last_name":"Fichtel","first_name":"Leandra"},{"first_name":"Maximilian","orcid":"0000-0003-4364-1409","last_name":"Spliethöver","id":"84035","full_name":"Spliethöver, Maximilian"},{"first_name":"Eyke","id":"48129","full_name":"Hüllermeier, Eyke","last_name":"Hüllermeier"},{"first_name":"Patricia","last_name":"Jimenez","full_name":"Jimenez, Patricia","id":"103339"},{"first_name":"Nils","full_name":"Klowait, Nils","id":"98454","orcid":"0000-0002-7347-099X","last_name":"Klowait"},{"full_name":"Kopp, Stefan","last_name":"Kopp","first_name":"Stefan"},{"first_name":"Axel-Cyrille","last_name":"Ngonga Ngomo","id":"65716","full_name":"Ngonga Ngomo, Axel-Cyrille"},{"id":"91982","full_name":"Robrecht, Amelie","orcid":"0000-0001-5622-8248","last_name":"Robrecht","first_name":"Amelie"},{"first_name":"Ingrid","last_name":"Scharlau","orcid":"0000-0003-2364-9489","id":"451","full_name":"Scharlau, Ingrid"},{"first_name":"Lutz","full_name":"Terfloth, Lutz","id":"37320","last_name":"Terfloth"},{"last_name":"Vollmer","id":"86589","full_name":"Vollmer, Anna-Lisa","first_name":"Anna-Lisa"},{"last_name":"Wachsmuth","full_name":"Wachsmuth, Henning","id":"3900","first_name":"Henning"}],"main_file_link":[{"url":"https://arxiv.org/abs/2504.18483","open_access":"1"}],"conference":{"name":"Annual Meeting of the Special Interest Group on Discourse and Dialogue"},"publication_status":"accepted","related_material":{"link":[{"url":"https://github.com/webis-de/sigdial25-co-constructive-llms","relation":"software"},{"relation":"research_data","url":"https://github.com/webis-de/sigdial25-co-constructive-llms-data"}]},"place":"Avignon, France","citation":{"apa":"Fichtel, L., Spliethöver, M., Hüllermeier, E., Jimenez, P., Klowait, N., Kopp, S., Ngonga Ngomo, A.-C., Robrecht, A., Scharlau, I., Terfloth, L., Vollmer, A.-L., &#38; Wachsmuth, H. (n.d.). Investigating Co-Constructive Behavior of Large Language Models in  Explanation Dialogues. <i>Proceedings of the 26th Annual Meeting of the Special Interest Group on Discourse and Dialogue</i>. Annual Meeting of the Special Interest Group on Discourse and Dialogue.","short":"L. Fichtel, M. Spliethöver, E. Hüllermeier, P. Jimenez, N. Klowait, S. Kopp, A.-C. Ngonga Ngomo, A. Robrecht, I. Scharlau, L. Terfloth, A.-L. Vollmer, H. Wachsmuth, in: Proceedings of the 26th Annual Meeting of the Special Interest Group on Discourse and Dialogue, Association for Computational Linguistics, Avignon, France, n.d.","bibtex":"@inproceedings{Fichtel_Spliethöver_Hüllermeier_Jimenez_Klowait_Kopp_Ngonga Ngomo_Robrecht_Scharlau_Terfloth_et al., place={Avignon, France}, title={Investigating Co-Constructive Behavior of Large Language Models in  Explanation Dialogues}, booktitle={Proceedings of the 26th Annual Meeting of the Special Interest Group on Discourse and Dialogue}, publisher={Association for Computational Linguistics}, author={Fichtel, Leandra and Spliethöver, Maximilian and Hüllermeier, Eyke and Jimenez, Patricia and Klowait, Nils and Kopp, Stefan and Ngonga Ngomo, Axel-Cyrille and Robrecht, Amelie and Scharlau, Ingrid and Terfloth, Lutz and et al.} }","mla":"Fichtel, Leandra, et al. “Investigating Co-Constructive Behavior of Large Language Models in  Explanation Dialogues.” <i>Proceedings of the 26th Annual Meeting of the Special Interest Group on Discourse and Dialogue</i>, Association for Computational Linguistics.","ama":"Fichtel L, Spliethöver M, Hüllermeier E, et al. Investigating Co-Constructive Behavior of Large Language Models in  Explanation Dialogues. In: <i>Proceedings of the 26th Annual Meeting of the Special Interest Group on Discourse and Dialogue</i>. Association for Computational Linguistics.","ieee":"L. Fichtel <i>et al.</i>, “Investigating Co-Constructive Behavior of Large Language Models in  Explanation Dialogues,” presented at the Annual Meeting of the Special Interest Group on Discourse and Dialogue.","chicago":"Fichtel, Leandra, Maximilian Spliethöver, Eyke Hüllermeier, Patricia Jimenez, Nils Klowait, Stefan Kopp, Axel-Cyrille Ngonga Ngomo, et al. “Investigating Co-Constructive Behavior of Large Language Models in  Explanation Dialogues.” In <i>Proceedings of the 26th Annual Meeting of the Special Interest Group on Discourse and Dialogue</i>. Avignon, France: Association for Computational Linguistics, n.d."}},{"language":[{"iso":"eng"}],"project":[{"_id":"127","name":"TRR 318 - C4: TRR 318 - Subproject C4 - Metaphern als Werkzeug des Erklärens"}],"_id":"59921","user_id":"451","department":[{"_id":"424"}],"status":"public","type":"misc","title":"Metaphors in 24 WIRED Level 5 Videos (Data corpus)","main_file_link":[{"url":"https://osf.io/94a2j/","open_access":"1"}],"doi":"10.17605/OSF.IO/94A2J","date_updated":"2025-09-16T08:57:15Z","publisher":"OSF","oa":"1","date_created":"2025-05-16T09:57:56Z","author":[{"last_name":"Scharlau","orcid":"0000-0003-2364-9489","id":"451","full_name":"Scharlau, Ingrid","first_name":"Ingrid"},{"last_name":"Miriam","full_name":"Miriam, Körber","first_name":"Körber"}],"year":"2025","citation":{"ieee":"I. Scharlau and K. Miriam, <i>Metaphors in 24 WIRED Level 5 Videos (Data corpus)</i>. OSF, 2025.","chicago":"Scharlau, Ingrid, and Körber Miriam. <i>Metaphors in 24 WIRED Level 5 Videos (Data Corpus)</i>. OSF, 2025. <a href=\"https://doi.org/10.17605/OSF.IO/94A2J\">https://doi.org/10.17605/OSF.IO/94A2J</a>.","ama":"Scharlau I, Miriam K. <i>Metaphors in 24 WIRED Level 5 Videos (Data Corpus)</i>. OSF; 2025. doi:<a href=\"https://doi.org/10.17605/OSF.IO/94A2J\">10.17605/OSF.IO/94A2J</a>","mla":"Scharlau, Ingrid, and Körber Miriam. <i>Metaphors in 24 WIRED Level 5 Videos (Data Corpus)</i>. OSF, 2025, doi:<a href=\"https://doi.org/10.17605/OSF.IO/94A2J\">10.17605/OSF.IO/94A2J</a>.","bibtex":"@book{Scharlau_Miriam_2025, title={Metaphors in 24 WIRED Level 5 Videos (Data corpus)}, DOI={<a href=\"https://doi.org/10.17605/OSF.IO/94A2J\">10.17605/OSF.IO/94A2J</a>}, publisher={OSF}, author={Scharlau, Ingrid and Miriam, Körber}, year={2025} }","short":"I. Scharlau, K. Miriam, Metaphors in 24 WIRED Level 5 Videos (Data Corpus), OSF, 2025.","apa":"Scharlau, I., &#38; Miriam, K. (2025). <i>Metaphors in 24 WIRED Level 5 Videos (Data corpus)</i>. OSF. <a href=\"https://doi.org/10.17605/OSF.IO/94A2J\">https://doi.org/10.17605/OSF.IO/94A2J</a>"}},{"year":"2025","citation":{"chicago":"Porwol, Philip Fabian, and Ingrid Scharlau. “Is Explaining More like Showing or More like Building? Agency in Metaphors of Explaining.” <i>Frontiers in Psychology</i>, 2025. <a href=\"https://doi.org/10.3389/fpsyg.2025.1628706\">https://doi.org/10.3389/fpsyg.2025.1628706</a>.","ieee":"P. F. Porwol and I. Scharlau, “Is explaining more like showing or more like building? Agency in metaphors of explaining,” <i>Frontiers in Psychology</i>, 2025, doi: <a href=\"https://doi.org/10.3389/fpsyg.2025.1628706\">https://doi.org/10.3389/fpsyg.2025.1628706</a>.","ama":"Porwol PF, Scharlau I. Is explaining more like showing or more like building? Agency in metaphors of explaining. <i>Frontiers in Psychology</i>. Published online 2025. doi:<a href=\"https://doi.org/10.3389/fpsyg.2025.1628706\">https://doi.org/10.3389/fpsyg.2025.1628706</a>","mla":"Porwol, Philip Fabian, and Ingrid Scharlau. “Is Explaining More like Showing or More like Building? Agency in Metaphors of Explaining.” <i>Frontiers in Psychology</i>, 2025, doi:<a href=\"https://doi.org/10.3389/fpsyg.2025.1628706\">https://doi.org/10.3389/fpsyg.2025.1628706</a>.","short":"P.F. Porwol, I. Scharlau, Frontiers in Psychology (2025).","bibtex":"@article{Porwol_Scharlau_2025, title={Is explaining more like showing or more like building? Agency in metaphors of explaining}, DOI={<a href=\"https://doi.org/10.3389/fpsyg.2025.1628706\">https://doi.org/10.3389/fpsyg.2025.1628706</a>}, journal={Frontiers in Psychology}, author={Porwol, Philip Fabian and Scharlau, Ingrid}, year={2025} }","apa":"Porwol, P. F., &#38; Scharlau, I. (2025). Is explaining more like showing or more like building? Agency in metaphors of explaining. <i>Frontiers in Psychology</i>. <a href=\"https://doi.org/10.3389/fpsyg.2025.1628706\">https://doi.org/10.3389/fpsyg.2025.1628706</a>"},"publication_status":"published","quality_controlled":"1","title":"Is explaining more like showing or more like building? Agency in metaphors of explaining","doi":"https://doi.org/10.3389/fpsyg.2025.1628706","date_updated":"2025-10-27T08:46:28Z","author":[{"first_name":"Philip Fabian","id":"56681","full_name":"Porwol, Philip Fabian","last_name":"Porwol"},{"orcid":"0000-0003-2364-9489","last_name":"Scharlau","full_name":"Scharlau, Ingrid","id":"451","first_name":"Ingrid"}],"date_created":"2025-09-12T09:43:58Z","abstract":[{"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.","lang":"eng"}],"status":"public","type":"journal_article","publication":"Frontiers in Psychology","article_type":"original","language":[{"iso":"eng"}],"project":[{"_id":"127","name":"TRR 318; TP C04: Metaphern als Werkzeug des Erklärens"}],"_id":"61244","user_id":"56681","department":[{"_id":"424"}]},{"publication_status":"published","publication_identifier":{"issn":["0304-2421","1573-7853"]},"citation":{"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={<a href=\"https://doi.org/10.1007/s11186-025-09641-3\">10.1007/s11186-025-09641-3</a>}, 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} }","mla":"Acem, Ensar, et al. “Why I Declare a Conflict of Interest and You Should Not.” <i>Theory and Society</i>, Springer Science and Business Media LLC, 2025, doi:<a href=\"https://doi.org/10.1007/s11186-025-09641-3\">10.1007/s11186-025-09641-3</a>.","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).","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., &#38; Zubaly, B. (2025). Why I declare a conflict of interest and you should not. <i>Theory and Society</i>. <a href=\"https://doi.org/10.1007/s11186-025-09641-3\">https://doi.org/10.1007/s11186-025-09641-3</a>","ieee":"E. Acem <i>et al.</i>, “Why I declare a conflict of interest and you should not,” <i>Theory and Society</i>, 2025, doi: <a href=\"https://doi.org/10.1007/s11186-025-09641-3\">10.1007/s11186-025-09641-3</a>.","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.” <i>Theory and Society</i>, 2025. <a href=\"https://doi.org/10.1007/s11186-025-09641-3\">https://doi.org/10.1007/s11186-025-09641-3</a>.","ama":"Acem E, Aczel B, Albayrak N, et al. Why I declare a conflict of interest and you should not. <i>Theory and Society</i>. Published online 2025. doi:<a href=\"https://doi.org/10.1007/s11186-025-09641-3\">10.1007/s11186-025-09641-3</a>"},"year":"2025","date_created":"2025-11-11T13:43:54Z","author":[{"last_name":"Acem","full_name":"Acem, Ensar","first_name":"Ensar"},{"first_name":"Balazs","last_name":"Aczel","full_name":"Aczel, Balazs"},{"last_name":"Albayrak","full_name":"Albayrak, Nihan","first_name":"Nihan"},{"first_name":"Nicholas J. L.","last_name":"Brown","full_name":"Brown, Nicholas J. L."},{"first_name":"Leonie A.","full_name":"Dudda, Leonie A.","last_name":"Dudda"},{"first_name":"Mahmoud Medhat","last_name":"Elsherif","full_name":"Elsherif, Mahmoud Medhat"},{"first_name":"Biljana","full_name":"Gjoneska, Biljana","last_name":"Gjoneska"},{"last_name":"Kowal","full_name":"Kowal, Marta","first_name":"Marta"},{"first_name":"Anand","last_name":"Krishna","full_name":"Krishna, Anand"},{"first_name":"Szymon","full_name":"Miłkoś, Szymon","last_name":"Miłkoś"},{"full_name":"Paruzel-Czachura, Mariola","last_name":"Paruzel-Czachura","first_name":"Mariola"},{"last_name":"Patel","full_name":"Patel, Jay","first_name":"Jay"},{"first_name":"Katarzyna","full_name":"Pypno-Blajda, Katarzyna","last_name":"Pypno-Blajda"},{"first_name":"Ingrid","full_name":"Scharlau, Ingrid","id":"451","orcid":"0000-0003-2364-9489","last_name":"Scharlau"},{"first_name":"Steven","full_name":"Verheyen, Steven","last_name":"Verheyen"},{"full_name":"Zubaly, Benjamin","last_name":"Zubaly","first_name":"Benjamin"}],"date_updated":"2025-11-11T13:45:04Z","oa":"1","publisher":"Springer Science and Business Media LLC","main_file_link":[{"url":"https://link.springer.com/article/10.1007/s11186-025-09641-3#article-info","open_access":"1"}],"doi":"10.1007/s11186-025-09641-3","title":"Why I declare a conflict of interest and you should not","type":"journal_article","publication":"Theory and Society","status":"public","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."}],"user_id":"451","department":[{"_id":"424"}],"_id":"62165","language":[{"iso":"eng"}]},{"language":[{"iso":"eng"}],"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."}],"publication":"Transformative Dialogues: Teaching and Learning Journal","title":"No Student Should Be an Island: A Peer-Approach to Decoding and Disrupting","date_created":"2025-10-23T18:11:48Z","publisher":"Penn State University Libraries","year":"2025","issue":"3","quality_controlled":"1","department":[{"_id":"424"}],"user_id":"37149","_id":"61944","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“"}],"status":"public","type":"journal_article","doi":"10.59236/td2025vol18iss31913","main_file_link":[{"open_access":"1"}],"volume":18,"author":[{"last_name":"Schmöckel","orcid":"https://orcid.org/0009-0002-4146-0591 ","full_name":"Schmöckel, Sabrina","id":"37149","first_name":"Sabrina"},{"orcid":"0000-0003-2364-9489","last_name":"Scharlau","id":"451","full_name":"Scharlau, Ingrid","first_name":"Ingrid"}],"oa":"1","date_updated":"2025-11-14T14:18:33Z","page":"98-115","intvolume":"        18","citation":{"mla":"Schmöckel, Sabrina, and Ingrid Scharlau. “No Student Should Be an Island: A Peer-Approach to Decoding and Disrupting.” <i>Transformative Dialogues: Teaching and Learning Journal</i>, vol. 18, no. 3, Penn State University Libraries, 2025, pp. 98–115, doi:<a href=\"https://doi.org/10.59236/td2025vol18iss31913\">10.59236/td2025vol18iss31913</a>.","short":"S. Schmöckel, I. Scharlau, Transformative Dialogues: Teaching and Learning Journal 18 (2025) 98–115.","bibtex":"@article{Schmöckel_Scharlau_2025, title={No Student Should Be an Island: A Peer-Approach to Decoding and Disrupting}, volume={18}, DOI={<a href=\"https://doi.org/10.59236/td2025vol18iss31913\">10.59236/td2025vol18iss31913</a>}, 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} }","apa":"Schmöckel, S., &#38; Scharlau, I. (2025). No Student Should Be an Island: A Peer-Approach to Decoding and Disrupting. <i>Transformative Dialogues: Teaching and Learning Journal</i>, <i>18</i>(3), 98–115. <a href=\"https://doi.org/10.59236/td2025vol18iss31913\">https://doi.org/10.59236/td2025vol18iss31913</a>","ama":"Schmöckel S, Scharlau I. No Student Should Be an Island: A Peer-Approach to Decoding and Disrupting. <i>Transformative Dialogues: Teaching and Learning Journal</i>. 2025;18(3):98-115. doi:<a href=\"https://doi.org/10.59236/td2025vol18iss31913\">10.59236/td2025vol18iss31913</a>","ieee":"S. Schmöckel and I. Scharlau, “No Student Should Be an Island: A Peer-Approach to Decoding and Disrupting,” <i>Transformative Dialogues: Teaching and Learning Journal</i>, vol. 18, no. 3, pp. 98–115, 2025, doi: <a href=\"https://doi.org/10.59236/td2025vol18iss31913\">10.59236/td2025vol18iss31913</a>.","chicago":"Schmöckel, Sabrina, and Ingrid Scharlau. “No Student Should Be an Island: A Peer-Approach to Decoding and Disrupting.” <i>Transformative Dialogues: Teaching and Learning Journal</i> 18, no. 3 (2025): 98–115. <a href=\"https://doi.org/10.59236/td2025vol18iss31913\">https://doi.org/10.59236/td2025vol18iss31913</a>."},"related_material":{"link":[{"url":"https://journals.psu.edu/td/article/view/1913","relation":"confirmation"}]},"publication_identifier":{"issn":["1918-0853"]},"publication_status":"published"}]