---
_id: '63611'
abstract:
- lang: eng
text: When humans interact with artificial intelligence (AI), one desideratum is
appropriate trust. Typically, appropriate trust encompasses that humans trust
AI except for instances in which they either explicitly notice AI errors or are
suspicious that errors could be present. So far, appropriate trust or related
notions have mainly been investigated by assessing trust and reliance. In this
contribution, we argue that these assessments are insufficient to measure the
complex aim of appropriate trust and the related notion of healthy distrust. We
introduce and test the perspective of covert visual attention as an additional
indicator for appropriate trust and draw conceptual connections to the notion
of healthy distrust. To test the validity of our conceptualization, we formalize
visual attention using the Theory of Visual Attention and measure its properties
that are potentially relevant to appropriate trust and healthy distrust in an
image classification task. Based on temporal-order judgment performance, we estimate
participants' attentional capacity and attentional weight toward correct and incorrect
mock-up AI classifications. We observe that misclassifications reduce attentional
capacity compared to correct classifications. However, our results do not indicate
that this reduction is beneficial for a subsequent judgment of the classifications.
The attentional weighting is not affected by the classifications' correctness
but by the difficulty of categorizing the stimuli themselves. We discuss these
results, their implications, and the limited potential for using visual attention
as an indicator of appropriate trust and healthy distrust.
article_number: '1694367'
article_type: original
author:
- first_name: Tobias Martin
full_name: Peters, Tobias Martin
id: '92810'
last_name: Peters
orcid: 0009-0008-5193-6243
- first_name: Kai
full_name: Biermeier, Kai
id: '55908'
last_name: Biermeier
orcid: 0000-0002-2879-2359
- first_name: Ingrid
full_name: Scharlau, Ingrid
id: '451'
last_name: Scharlau
orcid: 0000-0003-2364-9489
citation:
ama: 'Peters TM, Biermeier K, Scharlau I. Assessing healthy distrust in human-AI
interaction: interpreting changes in visual attention. Frontiers in Psychology.
2026;16. doi:10.3389/fpsyg.2025.1694367'
apa: 'Peters, T. M., Biermeier, K., & Scharlau, I. (2026). Assessing healthy
distrust in human-AI interaction: interpreting changes in visual attention. Frontiers
in Psychology, 16, Article 1694367. https://doi.org/10.3389/fpsyg.2025.1694367'
bibtex: '@article{Peters_Biermeier_Scharlau_2026, title={Assessing healthy distrust
in human-AI interaction: interpreting changes in visual attention}, volume={16},
DOI={10.3389/fpsyg.2025.1694367},
number={1694367}, journal={Frontiers in Psychology}, publisher={Frontiers Media
SA}, author={Peters, Tobias Martin and Biermeier, Kai and Scharlau, Ingrid}, year={2026}
}'
chicago: 'Peters, Tobias Martin, Kai Biermeier, and Ingrid Scharlau. “Assessing
Healthy Distrust in Human-AI Interaction: Interpreting Changes in Visual Attention.”
Frontiers in Psychology 16 (2026). https://doi.org/10.3389/fpsyg.2025.1694367.'
ieee: 'T. M. Peters, K. Biermeier, and I. Scharlau, “Assessing healthy distrust
in human-AI interaction: interpreting changes in visual attention,” Frontiers
in Psychology, vol. 16, Art. no. 1694367, 2026, doi: 10.3389/fpsyg.2025.1694367.'
mla: 'Peters, Tobias Martin, et al. “Assessing Healthy Distrust in Human-AI Interaction:
Interpreting Changes in Visual Attention.” Frontiers in Psychology, vol.
16, 1694367, Frontiers Media SA, 2026, doi:10.3389/fpsyg.2025.1694367.'
short: T.M. Peters, K. Biermeier, I. Scharlau, Frontiers in Psychology 16 (2026).
date_created: 2026-01-14T14:21:59Z
date_updated: 2026-01-14T14:29:03Z
department:
- _id: '424'
- _id: '660'
doi: 10.3389/fpsyg.2025.1694367
intvolume: ' 16'
keyword:
- appropriate trust
- healthy distrust
- visual attention
- Theory of Visual Attention
- human-AI interaction
- Bayesian cognitive model
- image classification
language:
- iso: eng
project:
- _id: '124'
name: 'TRR 318 ; TP C01: Gesundes Misstrauen in Erklärungen'
publication: Frontiers in Psychology
publication_identifier:
issn:
- 1664-1078
publication_status: published
publisher: Frontiers Media SA
status: public
title: 'Assessing healthy distrust in human-AI interaction: interpreting changes in
visual attention'
type: journal_article
user_id: '92810'
volume: 16
year: '2026'
...
---
_id: '64827'
author:
- first_name: Philip Fabian
full_name: Porwol, Philip Fabian
id: '56681'
last_name: Porwol
- first_name: Miriam
full_name: Körber, Miriam
last_name: Körber
- first_name: 'Friederike '
full_name: 'Kern, Friederike '
last_name: Kern
- first_name: Carsten
full_name: Schulte, Carsten
last_name: Schulte
- first_name: Ingrid
full_name: Scharlau, Ingrid
id: '451'
last_name: Scharlau
orcid: 0000-0003-2364-9489
citation:
ama: 'Porwol PF, Körber M, Kern F, Schulte C, Scharlau I. Framing what and how to
think: Lay people’s metaphors for algorithms. In: Cimiano P, Paaßen B, Vollmer
A-L, eds. Proceedings of the 3rd TRR 318 Conference: Contextualizing Explanations.
Bielefeld University Press; 2026. doi:10.64136/ubio9074'
apa: 'Porwol, P. F., Körber, M., Kern, F., Schulte, C., & Scharlau, I. (2026).
Framing what and how to think: Lay people’s metaphors for algorithms. In P. Cimiano,
B. Paaßen, & A.-L. Vollmer (Eds.), Proceedings of the 3rd TRR 318 Conference:
Contextualizing Explanations. Bielefeld University Press. https://doi.org/10.64136/ubio9074'
bibtex: '@inproceedings{Porwol_Körber_Kern_Schulte_Scharlau_2026, title={Framing
what and how to think: Lay people’s metaphors for algorithms}, DOI={10.64136/ubio9074},
booktitle={Proceedings of the 3rd TRR 318 Conference: Contextualizing Explanations},
publisher={Bielefeld University Press}, author={Porwol, Philip Fabian and Körber,
Miriam and Kern, Friederike and Schulte, Carsten and Scharlau, Ingrid}, editor={Cimiano,
Philip and Paaßen, Benjamin and Vollmer, Anna-Lisa}, year={2026} }'
chicago: 'Porwol, Philip Fabian, Miriam Körber, Friederike Kern, Carsten Schulte,
and Ingrid Scharlau. “Framing What and How to Think: Lay People’s Metaphors for
Algorithms.” In Proceedings of the 3rd TRR 318 Conference: Contextualizing
Explanations, edited by Philip Cimiano, Benjamin Paaßen, and Anna-Lisa Vollmer.
Bielefeld University Press, 2026. https://doi.org/10.64136/ubio9074.'
ieee: 'P. F. Porwol, M. Körber, F. Kern, C. Schulte, and I. Scharlau, “Framing what
and how to think: Lay people’s metaphors for algorithms,” in Proceedings of
the 3rd TRR 318 Conference: Contextualizing Explanations, Bielefeld, 2026,
doi: 10.64136/ubio9074.'
mla: 'Porwol, Philip Fabian, et al. “Framing What and How to Think: Lay People’s
Metaphors for Algorithms.” Proceedings of the 3rd TRR 318 Conference: Contextualizing
Explanations, edited by Philip Cimiano et al., Bielefeld University Press,
2026, doi:10.64136/ubio9074.'
short: 'P.F. Porwol, M. Körber, F. Kern, C. Schulte, I. Scharlau, in: P. Cimiano,
B. Paaßen, A.-L. Vollmer (Eds.), Proceedings of the 3rd TRR 318 Conference: Contextualizing
Explanations, Bielefeld University Press, 2026.'
conference:
location: Bielefeld
name: '3rd TRR 318 Conference: Contextualizing Explanations'
date_created: 2026-03-04T10:45:06Z
date_updated: 2026-03-04T10:45:19Z
department:
- _id: '424'
doi: 10.64136/ubio9074
editor:
- first_name: Philip
full_name: Cimiano, Philip
last_name: Cimiano
- first_name: Benjamin
full_name: Paaßen, Benjamin
last_name: Paaßen
- first_name: Anna-Lisa
full_name: Vollmer, Anna-Lisa
last_name: Vollmer
language:
- iso: eng
main_file_link:
- open_access: '1'
url: https://bielefelduniversitypress.de/publikationen/contextualizing-explanations
oa: '1'
project:
- _id: '127'
name: 'TRR 318; TP C04: Metaphern als Werkzeug des Erklärens'
publication: 'Proceedings of the 3rd TRR 318 Conference: Contextualizing Explanations'
publisher: Bielefeld University Press
status: public
title: 'Framing what and how to think: Lay people’s metaphors for algorithms'
type: conference_abstract
user_id: '451'
year: '2026'
...
---
_id: '63529'
author:
- first_name: Julia Anna
full_name: Steinhausen, Julia Anna
id: '5833'
last_name: Steinhausen
- first_name: Ingrid
full_name: Scharlau, Ingrid
id: '451'
last_name: Scharlau
orcid: 0000-0003-2364-9489
citation:
ama: 'Steinhausen JA, Scharlau I. Gegen das weibliche Cooling-out in der Wissenschaft:
Mentoring für Frauen in der Promotionsphase. In: Praxishandbuch Mentoring in
der Wissenschaft. 2nd ed. Springer Fachmedien Wiesbaden; 2026. doi:10.1007/978-3-658-47840-7_23'
apa: 'Steinhausen, J. A., & Scharlau, I. (2026). Gegen das weibliche Cooling-out
in der Wissenschaft: Mentoring für Frauen in der Promotionsphase. In Praxishandbuch
Mentoring in der Wissenschaft (2nd ed.). Springer Fachmedien Wiesbaden. https://doi.org/10.1007/978-3-658-47840-7_23'
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={10.1007/978-3-658-47840-7_23},
booktitle={Praxishandbuch Mentoring in der Wissenschaft}, publisher={Springer
Fachmedien Wiesbaden}, author={Steinhausen, Julia Anna and Scharlau, Ingrid},
year={2026} }'
chicago: 'Steinhausen, Julia Anna, and Ingrid Scharlau. “Gegen das weibliche Cooling-out
in der Wissenschaft: Mentoring für Frauen in der Promotionsphase.” In Praxishandbuch
Mentoring in der Wissenschaft, 2nd ed. Wiesbaden: Springer Fachmedien Wiesbaden,
2026. https://doi.org/10.1007/978-3-658-47840-7_23.'
ieee: 'J. A. Steinhausen and I. Scharlau, “Gegen das weibliche Cooling-out in der
Wissenschaft: Mentoring für Frauen in der Promotionsphase,” in Praxishandbuch
Mentoring in der Wissenschaft, 2nd ed., Wiesbaden: Springer Fachmedien Wiesbaden,
2026.'
mla: 'Steinhausen, Julia Anna, and Ingrid Scharlau. “Gegen das weibliche Cooling-out
in der Wissenschaft: Mentoring für Frauen in der Promotionsphase.” Praxishandbuch
Mentoring in der Wissenschaft, 2nd ed., Springer Fachmedien Wiesbaden, 2026,
doi:10.1007/978-3-658-47840-7_23.'
short: 'J.A. Steinhausen, I. Scharlau, in: Praxishandbuch Mentoring in der Wissenschaft,
2nd ed., Springer Fachmedien Wiesbaden, Wiesbaden, 2026.'
date_created: 2026-01-07T21:29:42Z
date_updated: 2026-01-07T21:30:09Z
doi: 10.1007/978-3-658-47840-7_23
edition: '2'
language:
- iso: ger
place: Wiesbaden
publication: Praxishandbuch Mentoring in der Wissenschaft
publication_identifier:
isbn:
- '9783658478391'
- '9783658478407'
publication_status: published
publisher: Springer Fachmedien Wiesbaden
status: public
title: 'Gegen das weibliche Cooling-out in der Wissenschaft: Mentoring für Frauen
in der Promotionsphase'
type: book_chapter
user_id: '451'
year: '2026'
...
---
_id: '59741'
alternative_title:
- Ein Lehrbuch mit Unterrichtsmaterialien
citation:
ama: Scharlau I, Bender E, Patrzek J, Schreiber C, eds. Psychologiedidaktik an
allgemeinbildenden und beruflichen Schulen. Springer Berlin Heidelberg; 2025.
doi:10.1007/978-3-662-69481-7
apa: Scharlau, I., Bender, E., Patrzek, J., & Schreiber, C. (Eds.). (2025).
Psychologiedidaktik an allgemeinbildenden und beruflichen Schulen. Springer
Berlin Heidelberg. https://doi.org/10.1007/978-3-662-69481-7
bibtex: '@book{Scharlau_Bender_Patrzek_Schreiber_2025, place={Berlin, Heidelberg},
title={Psychologiedidaktik an allgemeinbildenden und beruflichen Schulen}, DOI={10.1007/978-3-662-69481-7},
publisher={Springer Berlin Heidelberg}, year={2025} }'
chicago: 'Scharlau, Ingrid, Elena Bender, Justine Patrzek, and Christine Schreiber,
eds. Psychologiedidaktik an allgemeinbildenden und beruflichen Schulen.
Berlin, Heidelberg: Springer Berlin Heidelberg, 2025. https://doi.org/10.1007/978-3-662-69481-7.'
ieee: 'I. Scharlau, E. Bender, J. Patrzek, and C. Schreiber, Eds., Psychologiedidaktik
an allgemeinbildenden und beruflichen Schulen. Berlin, Heidelberg: Springer
Berlin Heidelberg, 2025.'
mla: Scharlau, Ingrid, et al., editors. Psychologiedidaktik an allgemeinbildenden
und beruflichen Schulen. Springer Berlin Heidelberg, 2025, doi:10.1007/978-3-662-69481-7.
short: I. Scharlau, E. Bender, J. Patrzek, C. Schreiber, eds., Psychologiedidaktik
an allgemeinbildenden und beruflichen Schulen, Springer Berlin Heidelberg, Berlin,
Heidelberg, 2025.
date_created: 2025-04-30T08:28:15Z
date_updated: 2025-04-30T08:29:53Z
doi: 10.1007/978-3-662-69481-7
editor:
- first_name: Ingrid
full_name: Scharlau, Ingrid
id: '451'
last_name: Scharlau
orcid: 0000-0003-2364-9489
- first_name: Elena
full_name: Bender, Elena
id: '3211'
last_name: Bender
- first_name: Justine
full_name: Patrzek, Justine
id: '82463'
last_name: Patrzek
- first_name: Christine
full_name: Schreiber, Christine
last_name: Schreiber
language:
- iso: ger
main_file_link:
- url: https://link.springer.com/book/10.1007/978-3-662-69481-7
place: Berlin, Heidelberg
publication_identifier:
isbn:
- '9783662694800'
- '9783662694817'
publication_status: published
publisher: Springer Berlin Heidelberg
status: public
title: Psychologiedidaktik an allgemeinbildenden und beruflichen Schulen
type: book_editor
user_id: '451'
year: '2025'
...
---
_id: '59754'
author:
- first_name: Ingrid
full_name: Scharlau, Ingrid
id: '451'
last_name: Scharlau
orcid: 0000-0003-2364-9489
- first_name: Andreas
full_name: Seifert, Andreas
id: '693'
last_name: Seifert
citation:
ama: 'Scharlau I, Seifert A. Empirische Methoden der psychologiedidaktischen Forschung.
In: Scharlau I, Bender E, Patrzek J, Schreiber C, eds. Psychologiedidaktik
an allgemeinbildenden und beruflichen Schulen: Ein Lehrbuch mit Unterrichtsmaterialien.
Springer Nature; 2025:339-365.'
apa: 'Scharlau, I., & Seifert, A. (2025). Empirische Methoden der psychologiedidaktischen
Forschung. In I. Scharlau, E. Bender, J. Patrzek, & C. Schreiber (Eds.), Psychologiedidaktik
an allgemeinbildenden und beruflichen Schulen: Ein Lehrbuch mit Unterrichtsmaterialien
(pp. 339–365). Springer Nature.'
bibtex: '@inbook{Scharlau_Seifert_2025, place={Berlin}, title={Empirische Methoden
der psychologiedidaktischen Forschung}, booktitle={Psychologiedidaktik an allgemeinbildenden
und beruflichen Schulen: Ein Lehrbuch mit Unterrichtsmaterialien}, publisher={Springer
Nature}, author={Scharlau, Ingrid and Seifert, Andreas}, editor={Scharlau, Ingrid
and Bender, Elena and Patrzek, Justine and Schreiber, Christine}, year={2025},
pages={339–365} }'
chicago: 'Scharlau, Ingrid, and Andreas Seifert. “Empirische Methoden der psychologiedidaktischen
Forschung.” In Psychologiedidaktik an allgemeinbildenden und beruflichen Schulen:
Ein Lehrbuch mit Unterrichtsmaterialien, edited by Ingrid Scharlau, Elena
Bender, Justine Patrzek, and Christine Schreiber, 339–65. Berlin: Springer Nature,
2025.'
ieee: 'I. Scharlau and A. Seifert, “Empirische Methoden der psychologiedidaktischen
Forschung,” in Psychologiedidaktik an allgemeinbildenden und beruflichen Schulen:
Ein Lehrbuch mit Unterrichtsmaterialien, I. Scharlau, E. Bender, J. Patrzek,
and C. Schreiber, Eds. Berlin: Springer Nature, 2025, pp. 339–365.'
mla: 'Scharlau, Ingrid, and Andreas Seifert. “Empirische Methoden der psychologiedidaktischen
Forschung.” Psychologiedidaktik an allgemeinbildenden und beruflichen Schulen:
Ein Lehrbuch mit Unterrichtsmaterialien, edited by Ingrid Scharlau et al.,
Springer Nature, 2025, pp. 339–65.'
short: 'I. Scharlau, A. Seifert, in: I. Scharlau, E. Bender, J. Patrzek, C. Schreiber
(Eds.), Psychologiedidaktik an allgemeinbildenden und beruflichen Schulen: Ein
Lehrbuch mit Unterrichtsmaterialien, Springer Nature, Berlin, 2025, pp. 339–365.'
date_created: 2025-05-02T07:08:23Z
date_updated: 2025-05-02T07:08:27Z
department:
- _id: '424'
- _id: '427'
editor:
- first_name: Ingrid
full_name: Scharlau, Ingrid
last_name: Scharlau
- first_name: Elena
full_name: Bender, Elena
last_name: Bender
- first_name: Justine
full_name: Patrzek, Justine
last_name: Patrzek
- first_name: Christine
full_name: Schreiber, Christine
last_name: Schreiber
language:
- iso: ger
page: 339-365
place: Berlin
publication: 'Psychologiedidaktik an allgemeinbildenden und beruflichen Schulen: Ein
Lehrbuch mit Unterrichtsmaterialien'
publication_identifier:
eisbn:
- 978-3-662-69481-7
isbn:
- 978-3-662-69480-1
publisher: Springer Nature
status: public
title: Empirische Methoden der psychologiedidaktischen Forschung
type: book_chapter
user_id: '451'
year: '2025'
...
---
_id: '59752'
author:
- first_name: Ingrid
full_name: Scharlau, Ingrid
id: '451'
last_name: Scharlau
orcid: 0000-0003-2364-9489
- first_name: Justine
full_name: Patrzek, Justine
id: '82463'
last_name: Patrzek
- first_name: Christine
full_name: Schreiber, Christine
last_name: Schreiber
citation:
ama: 'Scharlau I, Patrzek J, Schreiber C. Psychologiedidaktik durch Analyse von
Kommunikation. In: Scharlau I, Bender E, Patrzek J, Schreiber C, eds. Psychologiedidaktik
an Allgemeinbildenden Und Beruflichen Schulen: Ein Lehrbuch Mit Unterrichtsmaterialien.
Springer Nature; 2025:89-118.'
apa: 'Scharlau, I., Patrzek, J., & Schreiber, C. (2025). Psychologiedidaktik
durch Analyse von Kommunikation. In I. Scharlau, E. Bender, J. Patrzek, &
C. Schreiber (Eds.), Psychologiedidaktik an allgemeinbildenden und beruflichen
Schulen: Ein Lehrbuch mit Unterrichtsmaterialien (pp. 89–118). Springer Nature.'
bibtex: '@inbook{Scharlau_Patrzek_Schreiber_2025, place={Berlin}, title={Psychologiedidaktik
durch Analyse von Kommunikation}, booktitle={Psychologiedidaktik an allgemeinbildenden
und beruflichen Schulen: Ein Lehrbuch mit Unterrichtsmaterialien}, publisher={Springer
Nature}, author={Scharlau, Ingrid and Patrzek, Justine and Schreiber, Christine},
editor={Scharlau, Ingrid and Bender, Elena and Patrzek, Justine and Schreiber,
Christine}, year={2025}, pages={89–118} }'
chicago: 'Scharlau, Ingrid, Justine Patrzek, and Christine Schreiber. “Psychologiedidaktik
Durch Analyse von Kommunikation.” In Psychologiedidaktik an Allgemeinbildenden
Und Beruflichen Schulen: Ein Lehrbuch Mit Unterrichtsmaterialien, edited by
Ingrid Scharlau, Elena Bender, Justine Patrzek, and Christine Schreiber, 89–118.
Berlin: Springer Nature, 2025.'
ieee: 'I. Scharlau, J. Patrzek, and C. Schreiber, “Psychologiedidaktik durch Analyse
von Kommunikation,” in Psychologiedidaktik an allgemeinbildenden und beruflichen
Schulen: Ein Lehrbuch mit Unterrichtsmaterialien, I. Scharlau, E. Bender,
J. Patrzek, and C. Schreiber, Eds. Berlin: Springer Nature, 2025, pp. 89–118.'
mla: 'Scharlau, Ingrid, et al. “Psychologiedidaktik Durch Analyse von Kommunikation.”
Psychologiedidaktik an Allgemeinbildenden Und Beruflichen Schulen: Ein Lehrbuch
Mit Unterrichtsmaterialien, edited by Ingrid Scharlau et al., Springer Nature,
2025, pp. 89–118.'
short: 'I. Scharlau, J. Patrzek, C. Schreiber, in: I. Scharlau, E. Bender, J. Patrzek,
C. Schreiber (Eds.), Psychologiedidaktik an Allgemeinbildenden Und Beruflichen
Schulen: Ein Lehrbuch Mit Unterrichtsmaterialien, Springer Nature, Berlin, 2025,
pp. 89–118.'
date_created: 2025-05-02T07:01:32Z
date_updated: 2025-05-02T07:10:02Z
department:
- _id: '424'
editor:
- first_name: Ingrid
full_name: Scharlau, Ingrid
last_name: Scharlau
- first_name: Elena
full_name: Bender, Elena
last_name: Bender
- first_name: Justine
full_name: Patrzek, Justine
last_name: Patrzek
- first_name: Christine
full_name: Schreiber, Christine
last_name: Schreiber
language:
- iso: eng
page: 89-118
place: Berlin
publication: 'Psychologiedidaktik an allgemeinbildenden und beruflichen Schulen: Ein
Lehrbuch mit Unterrichtsmaterialien'
publication_identifier:
eisbn:
- 978-3-662-69481-7
isbn:
- 978-3-662-69480-0
publisher: Springer Nature
status: public
title: Psychologiedidaktik durch Analyse von Kommunikation
type: book_chapter
user_id: '451'
year: '2025'
...
---
_id: '59753'
author:
- first_name: Ingrid
full_name: Scharlau, Ingrid
id: '451'
last_name: Scharlau
orcid: 0000-0003-2364-9489
- first_name: Schreiber
full_name: Christine, Schreiber
last_name: Christine
citation:
ama: 'Scharlau I, Christine S. Schreiben im Psychologieunterricht unterstützen.
In: Scharlau I, Bender E, Patrzek J, Schreiber C, eds. Psychologiedidaktik
an allgemeinbildenden und beruflichen Schulen: Ein Lehrbuch mit Unterrichtsmaterialien.
Springer Nature; 2025:271-300.'
apa: 'Scharlau, I., & Christine, S. (2025). Schreiben im Psychologieunterricht
unterstützen. In I. Scharlau, E. Bender, J. Patrzek, & C. Schreiber (Eds.),
Psychologiedidaktik an allgemeinbildenden und beruflichen Schulen: Ein Lehrbuch
mit Unterrichtsmaterialien (pp. 271–300). Springer Nature.'
bibtex: '@inbook{Scharlau_Christine_2025, place={Berlin}, title={Schreiben im Psychologieunterricht
unterstützen}, booktitle={Psychologiedidaktik an allgemeinbildenden und beruflichen
Schulen: Ein Lehrbuch mit Unterrichtsmaterialien}, publisher={Springer Nature},
author={Scharlau, Ingrid and Christine, Schreiber}, editor={Scharlau, Ingrid and
Bender, Elena and Patrzek, Justine and Schreiber, Christine}, year={2025}, pages={271–300}
}'
chicago: 'Scharlau, Ingrid, and Schreiber Christine. “Schreiben im Psychologieunterricht
unterstützen.” In Psychologiedidaktik an allgemeinbildenden und beruflichen
Schulen: Ein Lehrbuch mit Unterrichtsmaterialien, edited by Ingrid Scharlau,
Elena Bender, Justine Patrzek, and Christine Schreiber, 271–300. Berlin: Springer
Nature, 2025.'
ieee: 'I. Scharlau and S. Christine, “Schreiben im Psychologieunterricht unterstützen,”
in Psychologiedidaktik an allgemeinbildenden und beruflichen Schulen: Ein Lehrbuch
mit Unterrichtsmaterialien, I. Scharlau, E. Bender, J. Patrzek, and C. Schreiber,
Eds. Berlin: Springer Nature, 2025, pp. 271–300.'
mla: 'Scharlau, Ingrid, and Schreiber Christine. “Schreiben im Psychologieunterricht
unterstützen.” Psychologiedidaktik an allgemeinbildenden und beruflichen Schulen:
Ein Lehrbuch mit Unterrichtsmaterialien, edited by Ingrid Scharlau et al.,
Springer Nature, 2025, pp. 271–300.'
short: 'I. Scharlau, S. Christine, in: I. Scharlau, E. Bender, J. Patrzek, C. Schreiber
(Eds.), Psychologiedidaktik an allgemeinbildenden und beruflichen Schulen: Ein
Lehrbuch mit Unterrichtsmaterialien, Springer Nature, Berlin, 2025, pp. 271–300.'
date_created: 2025-05-02T07:04:44Z
date_updated: 2025-05-02T07:09:07Z
department:
- _id: '424'
editor:
- first_name: Ingrid
full_name: Scharlau, Ingrid
last_name: Scharlau
- first_name: Elena
full_name: Bender, Elena
last_name: Bender
- first_name: Justine
full_name: Patrzek, Justine
last_name: Patrzek
- first_name: Christine
full_name: Schreiber, Christine
last_name: Schreiber
language:
- iso: ger
page: 271-300
place: Berlin
publication: 'Psychologiedidaktik an allgemeinbildenden und beruflichen Schulen: Ein
Lehrbuch mit Unterrichtsmaterialien'
publication_identifier:
eisbn:
- 978-3-662-69481-7
isbn:
- 978-3-662-69480-1
publisher: Springer Nature
status: public
title: Schreiben im Psychologieunterricht unterstützen
type: book_chapter
user_id: '451'
year: '2025'
...
---
_id: '59839'
abstract:
- lang: eng
text: 'In many scientific approaches, especially in those that try to foster explainability
of Artificial Intelligences, a narrow conception of explaining prevails. This
narrow conception implies that explaining is a one-directional action in which
knowledge is transferred from the explainer to an addressee. By studying the amount
of agency in metaphors for explaining in scientific texts, we want to find out
– or at least to contribute a partial answer to the question – why this narrow
conception is so dominant. For our analysis, we use a linguistic conception of
agency, transitivity. This concept allows to specify the degree of agency or effectiveness
of the action in a verbalised event. It is defined by several component parts.
We detail and discuss both the parameters of and global transitivity. Overall,
transitivity of explaining metaphors has a rather common pattern across metaphors.
Agency is not high and reduced in characteristic aspects: The metaphors imply
that the object of explaining is static, i.e., is not changed within the explanation,
and that explaining is the activity of one person only. This pattern may account
for the narrow conception of explaining. It contrasts strongly with current co-constructive
or sociotechnical approaches to explainability.'
author:
- first_name: Ingrid
full_name: Scharlau, Ingrid
id: '451'
last_name: Scharlau
orcid: 0000-0003-2364-9489
- first_name: Katharina J.
full_name: Rohlfing, Katharina J.
id: '50352'
last_name: Rohlfing
orcid: 0000-0002-5676-8233
citation:
ama: 'Scharlau I, Rohlfing KJ. Agency in metaphors of explaining: An analysis of
scientific texts. Published online 2025.'
apa: 'Scharlau, I., & Rohlfing, K. J. (2025). Agency in metaphors of explaining:
An analysis of scientific texts. Center for Open Science.'
bibtex: '@article{Scharlau_Rohlfing_2025, title={Agency in metaphors of explaining:
An analysis of scientific texts}, publisher={Center for Open Science}, author={Scharlau,
Ingrid and Rohlfing, Katharina J.}, year={2025} }'
chicago: 'Scharlau, Ingrid, and Katharina J. Rohlfing. “Agency in Metaphors of Explaining:
An Analysis of Scientific Texts.” Center for Open Science, 2025.'
ieee: 'I. Scharlau and K. J. Rohlfing, “Agency in metaphors of explaining: An analysis
of scientific texts.” Center for Open Science, 2025.'
mla: 'Scharlau, Ingrid, and Katharina J. Rohlfing. Agency in Metaphors of Explaining:
An Analysis of Scientific Texts. Center for Open Science, 2025.'
short: I. Scharlau, K.J. Rohlfing, (2025).
date_created: 2025-05-07T11:00:09Z
date_updated: 2025-05-07T11:09:37Z
department:
- _id: '424'
- _id: '749'
language:
- iso: eng
main_file_link:
- url: https://osf.io/preprints/osf/rwh9b_v1
project:
- _id: '127'
name: 'TRR 318 - C4: TRR 318 - Subproject C4 - Metaphern als Werkzeug des Erklärens'
publication_status: published
publisher: Center for Open Science
status: public
title: 'Agency in metaphors of explaining: An analysis of scientific texts'
type: preprint
user_id: '451'
year: '2025'
...
---
_id: '59756'
abstract:
- lang: eng
text: "A current concern in the field of Artificial Intelligence (AI) is to ensure
the trustworthiness of AI systems. The development of explainability methods is
one prominent way to address this, which has often resulted in the assumption
that the use of explainability will lead to an increase in the trust of users
and wider society. However, the dynamics between explainability and trust are
not well established and empirical investigations of their relation remain mixed
or inconclusive.\r\nIn this paper we provide a detailed description of the concepts
of user trust and distrust in AI and their relation to appropriate reliance. For
that we draw from the fields of machine learning, human–computer interaction,
and the social sciences. Based on these insights, we have created a focused study
of empirical literature of existing empirical studies that investigate the effects
of AI systems and XAI methods on user (dis)trust, in order to substantiate our
conceptualization of trust, distrust, and reliance. With respect to our conceptual
understanding we identify gaps in existing empirical work. With clarifying the
concepts and summarizing the empirical studies, we aim to provide researchers,
who examine user trust in AI, with an improved starting point for developing user
studies to measure and evaluate the user’s attitude towards and reliance on AI
systems."
article_number: '101357'
author:
- first_name: Roel
full_name: Visser, Roel
last_name: Visser
- first_name: Tobias Martin
full_name: Peters, Tobias Martin
id: '92810'
last_name: Peters
orcid: 0009-0008-5193-6243
- first_name: Ingrid
full_name: Scharlau, Ingrid
id: '451'
last_name: Scharlau
orcid: 0000-0003-2364-9489
- first_name: Barbara
full_name: Hammer, Barbara
last_name: Hammer
citation:
ama: 'Visser R, Peters TM, Scharlau I, Hammer B. Trust, distrust, and appropriate
reliance in (X)AI: A conceptual clarification of user trust and survey of its
empirical evaluation. Cognitive Systems Research. Published online 2025.
doi:10.1016/j.cogsys.2025.101357'
apa: 'Visser, R., Peters, T. M., Scharlau, I., & Hammer, B. (2025). Trust, distrust,
and appropriate reliance in (X)AI: A conceptual clarification of user trust and
survey of its empirical evaluation. Cognitive Systems Research, Article
101357. https://doi.org/10.1016/j.cogsys.2025.101357'
bibtex: '@article{Visser_Peters_Scharlau_Hammer_2025, title={Trust, distrust, and
appropriate reliance in (X)AI: A conceptual clarification of user trust and survey
of its empirical evaluation}, DOI={10.1016/j.cogsys.2025.101357},
number={101357}, journal={Cognitive Systems Research}, publisher={Elsevier BV},
author={Visser, Roel and Peters, Tobias Martin and Scharlau, Ingrid and Hammer,
Barbara}, year={2025} }'
chicago: 'Visser, Roel, Tobias Martin Peters, Ingrid Scharlau, and Barbara Hammer.
“Trust, Distrust, and Appropriate Reliance in (X)AI: A Conceptual Clarification
of User Trust and Survey of Its Empirical Evaluation.” Cognitive Systems Research,
2025. https://doi.org/10.1016/j.cogsys.2025.101357.'
ieee: 'R. Visser, T. M. Peters, I. Scharlau, and B. Hammer, “Trust, distrust, and
appropriate reliance in (X)AI: A conceptual clarification of user trust and survey
of its empirical evaluation,” Cognitive Systems Research, Art. no. 101357,
2025, doi: 10.1016/j.cogsys.2025.101357.'
mla: 'Visser, Roel, et al. “Trust, Distrust, and Appropriate Reliance in (X)AI:
A Conceptual Clarification of User Trust and Survey of Its Empirical Evaluation.”
Cognitive Systems Research, 101357, Elsevier BV, 2025, doi:10.1016/j.cogsys.2025.101357.'
short: R. Visser, T.M. Peters, I. Scharlau, B. Hammer, Cognitive Systems Research
(2025).
date_created: 2025-05-02T09:26:15Z
date_updated: 2025-05-15T11:16:27Z
department:
- _id: '424'
- _id: '660'
doi: 10.1016/j.cogsys.2025.101357
keyword:
- XAI
- Appropriate trust
- Distrust
- Reliance
- Human-centric evaluation
- Trustworthy AI
language:
- iso: eng
project:
- _id: '124'
name: 'TRR 318 - C1: TRR 318 - Subproject C1 - Gesundes Misstrauen in Erklärungen'
publication: Cognitive Systems Research
publication_identifier:
issn:
- 1389-0417
publication_status: published
publisher: Elsevier BV
status: public
title: 'Trust, distrust, and appropriate reliance in (X)AI: A conceptual clarification
of user trust and survey of its empirical evaluation'
type: journal_article
user_id: '92810'
year: '2025'
...
---
_id: '59922'
author:
- first_name: Philip
full_name: Porwol, Philip
last_name: Porwol
- first_name: Ingrid
full_name: Scharlau, Ingrid
id: '451'
last_name: Scharlau
orcid: 0000-0003-2364-9489
citation:
ama: Porwol P, Scharlau I. An Annotated Corpus of Elicited Metaphors of Explaining
and Understanding Using MIPVU. OSF; 2025. doi:10.17605/OSF.IO/Y6SMX
apa: Porwol, P., & Scharlau, I. (2025). An annotated corpus of elicited metaphors
of explaining and understanding using MIPVU. OSF. https://doi.org/10.17605/OSF.IO/Y6SMX
bibtex: '@book{Porwol_Scharlau_2025, title={An annotated corpus of elicited metaphors
of explaining and understanding using MIPVU}, DOI={10.17605/OSF.IO/Y6SMX},
publisher={OSF}, author={Porwol, Philip and Scharlau, Ingrid}, year={2025} }'
chicago: Porwol, Philip, and Ingrid Scharlau. An Annotated Corpus of Elicited
Metaphors of Explaining and Understanding Using MIPVU. OSF, 2025. https://doi.org/10.17605/OSF.IO/Y6SMX.
ieee: P. Porwol and I. Scharlau, An annotated corpus of elicited metaphors of
explaining and understanding using MIPVU. OSF, 2025.
mla: Porwol, Philip, and Ingrid Scharlau. An Annotated Corpus of Elicited Metaphors
of Explaining and Understanding Using MIPVU. OSF, 2025, doi:10.17605/OSF.IO/Y6SMX.
short: P. Porwol, I. Scharlau, An Annotated Corpus of Elicited Metaphors of Explaining
and Understanding Using MIPVU, OSF, 2025.
date_created: 2025-05-16T10:01:58Z
date_updated: 2025-05-16T10:02:14Z
department:
- _id: '424'
doi: 10.17605/OSF.IO/Y6SMX
language:
- iso: eng
main_file_link:
- open_access: '1'
url: https://osf.io/y6smx/
oa: '1'
project:
- _id: '127'
name: 'TRR 318 - C4: TRR 318 - Subproject C4 - Metaphern als Werkzeug des Erklärens'
publisher: OSF
status: public
title: An annotated corpus of elicited metaphors of explaining and understanding using
MIPVU
type: misc
user_id: '451'
year: '2025'
...
---
_id: '59755'
abstract:
- lang: eng
text: "Due to the application of Artificial Intelligence (AI) in high-risk domains
like law or medicine,\r\ntrustworthy AI and trust in AI are of increasing scientific
and public relevance. A typical conception,\r\nfor example in the context of medical
diagnosis, is that a knowledgeable user receives AIgenerated\r\nclassification
as advice. Research to improve such interactions often aims to foster the\r\nuser’s
trust, which in turn should improve the combined human-AI performance. Given that
AI\r\nmodels can err, we argue that the possibility to critically review, thus
to distrust, an AI decision is\r\nan equally interesting target of research.\r\nWe
created two image classification scenarios in which the participants received
mock-up\r\nAI advice. The quality of the advice decreases for a phase of the experiment.
We studied the\r\ntask performance, trust and distrust of the participants, and
tested whether an instruction to\r\nremain skeptical and review each piece of
advice led to a better performance compared to a\r\nneutral condition. Our results
indicate that this instruction does not improve but rather worsens\r\nthe participants’
performance. Repeated single-item self-report of trust and distrust shows an\r\nincrease
in trust and a decrease in distrust after the drop in the AI’s classification
quality, with no\r\ndifference between the two instructions. Furthermore, via
a Bayesian Signal Detection Theory\r\nanalysis, we provide a procedure to assess
appropriate reliance in detail, by quantifying whether\r\nthe problems of under-
and over-reliance have been mitigated. We discuss implications of our\r\nresults
for the usage of disclaimers before interacting with AI, as prominently used in
current\r\nLLM-based chatbots, and for trust and distrust research."
article_type: original
author:
- first_name: Tobias Martin
full_name: Peters, Tobias Martin
id: '92810'
last_name: Peters
orcid: 0009-0008-5193-6243
- first_name: Ingrid
full_name: Scharlau, Ingrid
id: '451'
last_name: Scharlau
orcid: 0000-0003-2364-9489
citation:
ama: 'Peters TM, Scharlau I. Interacting with fallible AI: Is distrust helpful when
receiving AI misclassifications? Frontiers in Psychology. 2025;16. doi:10.3389/fpsyg.2025.1574809'
apa: 'Peters, T. M., & Scharlau, I. (2025). Interacting with fallible AI: Is
distrust helpful when receiving AI misclassifications? Frontiers in Psychology,
16. https://doi.org/10.3389/fpsyg.2025.1574809'
bibtex: '@article{Peters_Scharlau_2025, title={Interacting with fallible AI: Is
distrust helpful when receiving AI misclassifications?}, volume={16}, DOI={10.3389/fpsyg.2025.1574809},
journal={Frontiers in Psychology}, author={Peters, Tobias Martin and Scharlau,
Ingrid}, year={2025} }'
chicago: 'Peters, Tobias Martin, and Ingrid Scharlau. “Interacting with Fallible
AI: Is Distrust Helpful When Receiving AI Misclassifications?” Frontiers in
Psychology 16 (2025). https://doi.org/10.3389/fpsyg.2025.1574809.'
ieee: 'T. M. Peters and I. Scharlau, “Interacting with fallible AI: Is distrust
helpful when receiving AI misclassifications?,” Frontiers in Psychology,
vol. 16, 2025, doi: 10.3389/fpsyg.2025.1574809.'
mla: 'Peters, Tobias Martin, and Ingrid Scharlau. “Interacting with Fallible AI:
Is Distrust Helpful When Receiving AI Misclassifications?” Frontiers in Psychology,
vol. 16, 2025, doi:10.3389/fpsyg.2025.1574809.'
short: T.M. Peters, I. Scharlau, Frontiers in Psychology 16 (2025).
date_created: 2025-05-02T09:22:39Z
date_updated: 2025-05-27T09:10:09Z
department:
- _id: '424'
- _id: '660'
doi: 10.3389/fpsyg.2025.1574809
intvolume: ' 16'
keyword:
- trust in AI
- trust
- distrust
- human-AI interaction
- Signal Detection Theory
- Bayesian parameter estimation
- image classification
language:
- iso: eng
project:
- _id: '124'
name: 'TRR 318 - C1: TRR 318 - Subproject C1 - Gesundes Misstrauen in Erklärungen'
publication: Frontiers in Psychology
publication_status: published
status: public
title: 'Interacting with fallible AI: Is distrust helpful when receiving AI misclassifications?'
type: journal_article
user_id: '92810'
volume: 16
year: '2025'
...
---
_id: '58135'
author:
- first_name: Ingrid
full_name: Scharlau, Ingrid
id: '451'
last_name: Scharlau
orcid: 0000-0003-2364-9489
- first_name: Justine
full_name: Patrzek, Justine
id: '82463'
last_name: Patrzek
- first_name: Christine
full_name: Schreiber, Christine
last_name: Schreiber
citation:
ama: 'Scharlau I, Patrzek J, Schreiber C. „Power-Posen“ – Fakten, frisierte Daten,
Forschungslyrik? Eine Unterrichtsreihe zu Praktiken und Darstellungsformen psychologischer
Forschung. In: Scharlau I, Bender E, Patrzek J, Schreiber C, eds. Psychologiedidaktik
an allgemeinbildenden und beruflichen Schulen: Ein Lehrbuch mit Unterrichtsmaterialien.
Springer; :Begleitmaterial.'
apa: 'Scharlau, I., Patrzek, J., & 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, & C. Schreiber
(Eds.), Psychologiedidaktik an allgemeinbildenden und beruflichen Schulen:
Ein Lehrbuch mit Unterrichtsmaterialien (p. Begleitmaterial). Springer.'
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} }'
chicago: 'Scharlau, Ingrid, Justine Patrzek, and Christine Schreiber. “„Power-Posen“
– Fakten, frisierte Daten, Forschungslyrik? Eine Unterrichtsreihe zu Praktiken
und Darstellungsformen psychologischer Forschung.” In Psychologiedidaktik an
allgemeinbildenden und beruflichen Schulen: Ein Lehrbuch mit Unterrichtsmaterialien,
edited by Ingrid Scharlau, Elena Bender, Justine Patrzek, and Christine Schreiber,
Begleitmaterial. Berlin: Springer, n.d.'
ieee: 'I. Scharlau, J. Patrzek, and C. Schreiber, “„Power-Posen“ – Fakten, frisierte
Daten, Forschungslyrik? Eine Unterrichtsreihe zu Praktiken und Darstellungsformen
psychologischer Forschung,” in Psychologiedidaktik an allgemeinbildenden und
beruflichen Schulen: Ein Lehrbuch mit Unterrichtsmaterialien, I. Scharlau,
E. Bender, J. Patrzek, and C. Schreiber, Eds. Berlin: Springer, p. Begleitmaterial.'
mla: 'Scharlau, Ingrid, et al. “„Power-Posen“ – Fakten, frisierte Daten, Forschungslyrik?
Eine Unterrichtsreihe zu Praktiken und Darstellungsformen psychologischer Forschung.”
Psychologiedidaktik an allgemeinbildenden und beruflichen Schulen: Ein Lehrbuch
mit Unterrichtsmaterialien, edited by Ingrid Scharlau et al., Springer, p.
Begleitmaterial.'
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.'
date_created: 2025-01-09T16:49:54Z
date_updated: 2025-01-09T17:00:24Z
editor:
- first_name: Ingrid
full_name: Scharlau, Ingrid
last_name: Scharlau
- first_name: Elena
full_name: Bender, Elena
last_name: Bender
- first_name: Justine
full_name: Patrzek, Justine
last_name: Patrzek
- first_name: Christine
full_name: Schreiber, Christine
last_name: Schreiber
language:
- iso: ger
page: Begleitmaterial
place: Berlin
publication: 'Psychologiedidaktik an allgemeinbildenden und beruflichen Schulen: Ein
Lehrbuch mit Unterrichtsmaterialien'
publication_identifier:
eisbn:
- 978-3-662-69481-7
publication_status: inpress
publisher: Springer
status: public
title: „Power-Posen“ – Fakten, frisierte Daten, Forschungslyrik? Eine Unterrichtsreihe
zu Praktiken und Darstellungsformen psychologischer Forschung
type: book_chapter
user_id: '451'
year: '2025'
...
---
_id: '58136'
author:
- first_name: Ingrid
full_name: Scharlau, Ingrid
id: '451'
last_name: Scharlau
orcid: 0000-0003-2364-9489
- first_name: Christine
full_name: Schreiber, Christine
last_name: Schreiber
citation:
ama: 'Scharlau I, Schreiber C. Materialien zum Schreiben im Psychologieunterricht.
In: Scharlau I, Bender E, Patrzek J, Schreiber C, eds. Psychologiedidaktik
an allgemeinbildenden und beruflichen Schulen: Ein Lehrbuch mit Unterrichtsmaterialien.
Springer; :Begleitmaterial.'
apa: 'Scharlau, I., & Schreiber, C. (n.d.). Materialien zum Schreiben im Psychologieunterricht.
In I. Scharlau, E. Bender, J. Patrzek, & C. Schreiber (Eds.), Psychologiedidaktik
an allgemeinbildenden und beruflichen Schulen: Ein Lehrbuch mit Unterrichtsmaterialien
(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}
}'
chicago: 'Scharlau, Ingrid, and Christine Schreiber. “Materialien zum Schreiben
im Psychologieunterricht.” In Psychologiedidaktik an allgemeinbildenden und
beruflichen Schulen: Ein Lehrbuch mit Unterrichtsmaterialien, 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 Psychologiedidaktik an allgemeinbildenden und beruflichen Schulen: Ein Lehrbuch
mit Unterrichtsmaterialien, I. Scharlau, E. Bender, J. Patrzek, and C. Schreiber,
Eds. Berlin: Springer, p. Begleitmaterial.'
mla: 'Scharlau, Ingrid, and Christine Schreiber. “Materialien zum Schreiben im Psychologieunterricht.”
Psychologiedidaktik an allgemeinbildenden und beruflichen Schulen: Ein Lehrbuch
mit Unterrichtsmaterialien, 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.'
date_created: 2025-01-09T16:53:54Z
date_updated: 2025-01-09T17:00:27Z
editor:
- first_name: Ingrid
full_name: Scharlau, Ingrid
last_name: Scharlau
- first_name: Elena
full_name: Bender, Elena
last_name: Bender
- first_name: Justine
full_name: Patrzek, Justine
last_name: Patrzek
- first_name: Christine
full_name: Schreiber, Christine
last_name: Schreiber
language:
- iso: ger
page: Begleitmaterial
place: Berlin
publication: 'Psychologiedidaktik an allgemeinbildenden und beruflichen Schulen: Ein
Lehrbuch mit Unterrichtsmaterialien'
publication_identifier:
eisbn:
- 978-3-662-69481-7
publication_status: inpress
publisher: Springer
status: public
title: Materialien zum Schreiben im Psychologieunterricht
type: book_chapter
user_id: '451'
year: '2025'
...
---
_id: '60718'
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."
author:
- first_name: Leandra
full_name: Fichtel, Leandra
last_name: Fichtel
- first_name: Maximilian
full_name: Spliethöver, Maximilian
last_name: Spliethöver
- first_name: Eyke
full_name: Hüllermeier, Eyke
last_name: Hüllermeier
- first_name: Patricia
full_name: Jimenez, Patricia
id: '103339'
last_name: Jimenez
- first_name: Nils
full_name: Klowait, Nils
id: '98454'
last_name: Klowait
orcid: 0000-0002-7347-099X
- first_name: Stefan
full_name: Kopp, Stefan
last_name: Kopp
- first_name: Axel-Cyrille
full_name: Ngonga Ngomo, Axel-Cyrille
id: '65716'
last_name: Ngonga Ngomo
- first_name: Amelie
full_name: Robrecht, Amelie
last_name: Robrecht
- first_name: Ingrid
full_name: Scharlau, Ingrid
id: '451'
last_name: Scharlau
orcid: 0000-0003-2364-9489
- first_name: Lutz
full_name: Terfloth, Lutz
id: '37320'
last_name: Terfloth
- first_name: Anna-Lisa
full_name: Vollmer, Anna-Lisa
last_name: Vollmer
- first_name: Henning
full_name: Wachsmuth, Henning
last_name: Wachsmuth
citation:
ama: Fichtel L, Spliethöver M, Hüllermeier E, et al. Investigating Co-Constructive
Behavior of Large Language Models in Explanation Dialogues. arXiv:250418483.
Published online 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.,
& Wachsmuth, H. (2025). Investigating Co-Constructive Behavior of Large Language
Models in Explanation Dialogues. In arXiv:2504.18483.
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} }'
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.” ArXiv:2504.18483,
2025.
ieee: L. Fichtel et al., “Investigating Co-Constructive Behavior of Large
Language Models in Explanation Dialogues,” arXiv:2504.18483. 2025.
mla: Fichtel, Leandra, et al. “Investigating Co-Constructive Behavior of Large Language
Models in Explanation Dialogues.” ArXiv:2504.18483, 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).
date_created: 2025-07-22T13:10:42Z
date_updated: 2025-07-23T11:23:32Z
external_id:
arxiv:
- '2504.18483'
has_accepted_license: '1'
language:
- iso: eng
main_file_link:
- url: https://arxiv.org/pdf/2504.18483
page: '20'
project:
- _id: '121'
grant_number: '438445824'
name: 'TRR 318 - B01: TRR 318 - Ein dialogbasierter Ansatz zur Erklärung von Modellen
des maschinellen Lernens (Teilprojekt B01)'
- _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'
- _id: '114'
grant_number: '438445824'
name: 'TRR 318 - A04: TRR 318 - Integration des technischen Modells in das Partnermodell
bei der Erklärung von digitalen Artefakten (Teilprojekt A04)'
publication: arXiv:2504.18483
status: public
title: Investigating Co-Constructive Behavior of Large Language Models in Explanation
Dialogues
type: preprint
user_id: '98454'
year: '2025'
...
---
_id: '61119'
abstract:
- lang: eng
text: 'The present article offers an assessment of intra-individual variability
in visualattention using the Theory of Visual Attention, which provides a formal
framework forquantifying attentional components. We specifically investigated
overall attentionalcapacity – that is, the available processing speed – and its
distribution, the relativeattentional weight.By reanalyzing a large existing dataset
from Tünnermann and Scharlau (2021),we found that across multiple testing days,
participants either remained stable within a20 Hz margin or showed consistent
improvements in capacity – in some cases triplingtheir initial capacity. The weights
in response to salient stimuli were remarkablyconsistent.To determine whether
increases in capacity reflect pure test-retest effects or arefacilitated by consolidation
between days, and to quantify within-day variability, weconducted a second study
in which participants completed five self-administeredsessions within a single
day. Capacities remained within the same magnitude and didnot show a consistent
directional trend. The relative weights exhibited comparativelylittle variation
in most participants, akin to the previously analyzed dataset. Further,estimation
uncertainty increased with higher capacity values.These results suggest that capacity
may be subject to training effects, but thatsuch improvements appear to depend
on longer breaks between sessions. This hasimportant implications for individualized
assessment: A personal prior could beestimated from a single session to accelerate
future estimations, as long as subsequentsessions occur on the same day. Participants
with higher capacities may require tailoredexperimentation methods when small
to medium effects are of interest, due to increaseduncertainty.
'
author:
- first_name: Ngoc Chi
full_name: Banh, Ngoc Chi
last_name: Banh
- first_name: Ingrid
full_name: Scharlau, Ingrid
id: '451'
last_name: Scharlau
orcid: 0000-0003-2364-9489
citation:
ama: 'Banh NC, Scharlau I. Intra-individual variability in TVA attentional capacity
and weight distribution: A reanalysis across days and an experiment within-day.
Published online 2025.'
apa: 'Banh, N. C., & Scharlau, I. (2025). Intra-individual variability in
TVA attentional capacity and weight distribution: A reanalysis across days and
an experiment within-day. Center for Open Science.'
bibtex: '@article{Banh_Scharlau_2025, title={Intra-individual variability in TVA
attentional capacity and weight distribution: A reanalysis across days and an
experiment within-day}, publisher={Center for Open Science}, author={Banh, Ngoc
Chi and Scharlau, Ingrid}, year={2025} }'
chicago: 'Banh, Ngoc Chi, and Ingrid Scharlau. “Intra-Individual Variability in
TVA Attentional Capacity and Weight Distribution: A Reanalysis across Days and
an Experiment within-Day.” Center for Open Science, 2025.'
ieee: 'N. C. Banh and I. Scharlau, “Intra-individual variability in TVA attentional
capacity and weight distribution: A reanalysis across days and an experiment within-day.”
Center for Open Science, 2025.'
mla: 'Banh, Ngoc Chi, and Ingrid Scharlau. Intra-Individual Variability in TVA
Attentional Capacity and Weight Distribution: A Reanalysis across Days and an
Experiment within-Day. Center for Open Science, 2025.'
short: N.C. Banh, I. Scharlau, (2025).
date_created: 2025-09-03T11:30:48Z
date_updated: 2025-09-09T12:04:43Z
department:
- _id: '424'
language:
- iso: eng
main_file_link:
- open_access: '1'
url: https://osf.io/preprints/psyarxiv/fzvph
oa: '1'
project:
- _id: '115'
name: 'TRR 318; TP A05: Echtzeitmessung der Aufmerksamkeit im Mensch-Roboter-Erklärdialog'
publication_status: published
publisher: Center for Open Science
status: public
title: 'Intra-individual variability in TVA attentional capacity and weight distribution:
A reanalysis across days and an experiment within-day'
type: preprint
user_id: '38219'
year: '2025'
...
---
_id: '61234'
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."
author:
- first_name: Leandra
full_name: Fichtel, Leandra
last_name: Fichtel
- first_name: Maximilian
full_name: Spliethöver, Maximilian
id: '84035'
last_name: Spliethöver
orcid: 0000-0003-4364-1409
- first_name: Eyke
full_name: Hüllermeier, Eyke
id: '48129'
last_name: Hüllermeier
- first_name: Patricia
full_name: Jimenez, Patricia
id: '103339'
last_name: Jimenez
- first_name: Nils
full_name: Klowait, Nils
id: '98454'
last_name: Klowait
orcid: 0000-0002-7347-099X
- first_name: Stefan
full_name: Kopp, Stefan
last_name: Kopp
- first_name: Axel-Cyrille
full_name: Ngonga Ngomo, Axel-Cyrille
id: '65716'
last_name: Ngonga Ngomo
- first_name: Amelie
full_name: Robrecht, Amelie
id: '91982'
last_name: Robrecht
orcid: 0000-0001-5622-8248
- first_name: Ingrid
full_name: Scharlau, Ingrid
id: '451'
last_name: Scharlau
orcid: 0000-0003-2364-9489
- first_name: Lutz
full_name: Terfloth, Lutz
id: '37320'
last_name: Terfloth
- first_name: Anna-Lisa
full_name: Vollmer, Anna-Lisa
id: '86589'
last_name: Vollmer
- first_name: Henning
full_name: Wachsmuth, Henning
id: '3900'
last_name: Wachsmuth
citation:
ama: 'Fichtel L, Spliethöver M, Hüllermeier E, et al. Investigating Co-Constructive
Behavior of Large Language Models in Explanation Dialogues. In: Proceedings
of the 26th Annual Meeting of the Special Interest Group on Discourse and Dialogue.
Association for Computational Linguistics.'
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.,
& Wachsmuth, H. (n.d.). Investigating Co-Constructive Behavior of Large Language
Models in Explanation Dialogues. Proceedings of the 26th Annual Meeting of
the Special Interest Group on Discourse and Dialogue. Annual Meeting of the
Special Interest Group on Discourse and Dialogue.
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.} }'
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 Proceedings
of the 26th Annual Meeting of the Special Interest Group on Discourse and Dialogue.
Avignon, France: Association for Computational Linguistics, n.d.'
ieee: L. Fichtel et al., “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.
mla: Fichtel, Leandra, et al. “Investigating Co-Constructive Behavior of Large Language
Models in Explanation Dialogues.” Proceedings of the 26th Annual Meeting of
the Special Interest Group on Discourse and Dialogue, Association for Computational
Linguistics.
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.'
conference:
name: Annual Meeting of the Special Interest Group on Discourse and Dialogue
date_created: 2025-09-11T16:11:17Z
date_updated: 2025-09-12T09:50:48Z
department:
- _id: '660'
external_id:
arxiv:
- '2504.18483'
language:
- iso: eng
main_file_link:
- open_access: '1'
url: https://arxiv.org/abs/2504.18483
oa: '1'
place: Avignon, France
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
- _id: '119'
name: TRR 318 - Project Area Ö
- _id: '114'
name: 'TRR 318; TP A04: Integration des technischen Modells in das Partnermodell
bei der Erklärung von digitalen Artefakten'
publication: Proceedings of the 26th Annual Meeting of the Special Interest Group
on Discourse and Dialogue
publication_status: accepted
publisher: Association for Computational Linguistics
related_material:
link:
- relation: software
url: https://github.com/webis-de/sigdial25-co-constructive-llms
- relation: research_data
url: https://github.com/webis-de/sigdial25-co-constructive-llms-data
status: public
title: Investigating Co-Constructive Behavior of Large Language Models in Explanation
Dialogues
type: conference
user_id: '84035'
year: '2025'
...
---
_id: '59921'
author:
- first_name: Ingrid
full_name: Scharlau, Ingrid
id: '451'
last_name: Scharlau
orcid: 0000-0003-2364-9489
- first_name: Körber
full_name: Miriam, Körber
last_name: Miriam
citation:
ama: Scharlau I, Miriam K. Metaphors in 24 WIRED Level 5 Videos (Data Corpus).
OSF; 2025. doi:10.17605/OSF.IO/94A2J
apa: Scharlau, I., & Miriam, K. (2025). Metaphors in 24 WIRED Level 5 Videos
(Data corpus). OSF. https://doi.org/10.17605/OSF.IO/94A2J
bibtex: '@book{Scharlau_Miriam_2025, title={Metaphors in 24 WIRED Level 5 Videos
(Data corpus)}, DOI={10.17605/OSF.IO/94A2J},
publisher={OSF}, author={Scharlau, Ingrid and Miriam, Körber}, year={2025} }'
chicago: Scharlau, Ingrid, and Körber Miriam. Metaphors in 24 WIRED Level 5 Videos
(Data Corpus). OSF, 2025. https://doi.org/10.17605/OSF.IO/94A2J.
ieee: I. Scharlau and K. Miriam, Metaphors in 24 WIRED Level 5 Videos (Data corpus).
OSF, 2025.
mla: Scharlau, Ingrid, and Körber Miriam. Metaphors in 24 WIRED Level 5 Videos
(Data Corpus). OSF, 2025, doi:10.17605/OSF.IO/94A2J.
short: I. Scharlau, K. Miriam, Metaphors in 24 WIRED Level 5 Videos (Data Corpus),
OSF, 2025.
date_created: 2025-05-16T09:57:56Z
date_updated: 2025-09-16T08:57:15Z
department:
- _id: '424'
doi: 10.17605/OSF.IO/94A2J
language:
- iso: eng
main_file_link:
- open_access: '1'
url: https://osf.io/94a2j/
oa: '1'
project:
- _id: '127'
name: 'TRR 318 - C4: TRR 318 - Subproject C4 - Metaphern als Werkzeug des Erklärens'
publisher: OSF
status: public
title: Metaphors in 24 WIRED Level 5 Videos (Data corpus)
type: misc
user_id: '451'
year: '2025'
...
---
_id: '61244'
abstract:
- lang: eng
text: Explanations play a crucial role in knowledge transfer and meaning-making
and are often described as a co-constructive process in which multiple agents
collaboratively shape understanding. However, the metaphors used to conceptualize
explaining may influence how this process is framed. This study investigates the
extent to which the co-constructive nature of explaining is represented in explaining
metaphors. Using a systematic analysis of agency, we examined how these metaphors
depict the explanation process and the roles of the agents involved. We found
that explaining metaphors lack collaboration between explainer and addressee,
constructiveness of the process, as well as bidirectionality and iterativeness.
In light of current research on metaphorical framing, the study thus highlights
the risk that such explaining metaphors may reinforce a non-co-constructive perspective
on explaining and a top-down approach in the development of AI systems as well
as other areas.
article_type: original
author:
- first_name: Philip Fabian
full_name: Porwol, Philip Fabian
id: '56681'
last_name: Porwol
- first_name: Ingrid
full_name: Scharlau, Ingrid
id: '451'
last_name: Scharlau
orcid: 0000-0003-2364-9489
citation:
ama: Porwol PF, Scharlau I. Is explaining more like showing or more like building?
Agency in metaphors of explaining. Frontiers in Psychology. Published online
2025. doi:https://doi.org/10.3389/fpsyg.2025.1628706
apa: Porwol, P. F., & Scharlau, I. (2025). Is explaining more like showing or
more like building? Agency in metaphors of explaining. Frontiers in Psychology.
https://doi.org/10.3389/fpsyg.2025.1628706
bibtex: '@article{Porwol_Scharlau_2025, title={Is explaining more like showing or
more like building? Agency in metaphors of explaining}, DOI={https://doi.org/10.3389/fpsyg.2025.1628706},
journal={Frontiers in Psychology}, author={Porwol, Philip Fabian and Scharlau,
Ingrid}, year={2025} }'
chicago: Porwol, Philip Fabian, and Ingrid Scharlau. “Is Explaining More like Showing
or More like Building? Agency in Metaphors of Explaining.” Frontiers in Psychology,
2025. https://doi.org/10.3389/fpsyg.2025.1628706.
ieee: 'P. F. Porwol and I. Scharlau, “Is explaining more like showing or more like
building? Agency in metaphors of explaining,” Frontiers in Psychology,
2025, doi: https://doi.org/10.3389/fpsyg.2025.1628706.'
mla: Porwol, Philip Fabian, and Ingrid Scharlau. “Is Explaining More like Showing
or More like Building? Agency in Metaphors of Explaining.” Frontiers in Psychology,
2025, doi:https://doi.org/10.3389/fpsyg.2025.1628706.
short: P.F. Porwol, I. Scharlau, Frontiers in Psychology (2025).
date_created: 2025-09-12T09:43:58Z
date_updated: 2025-10-27T08:46:28Z
department:
- _id: '424'
doi: https://doi.org/10.3389/fpsyg.2025.1628706
language:
- iso: eng
project:
- _id: '127'
name: 'TRR 318; TP C04: Metaphern als Werkzeug des Erklärens'
publication: Frontiers in Psychology
publication_status: published
quality_controlled: '1'
status: public
title: Is explaining more like showing or more like building? Agency in metaphors
of explaining
type: journal_article
user_id: '56681'
year: '2025'
...
---
_id: '62165'
abstract:
- lang: eng
text: 'Academic publishing is both an indication of scientific contribution and
a currency for career advancement. This dual role gives rise to a normative scientific
conflict: Does the structural incentive to publish constitute a conflict of interest
(COI) that ought to be disclosed? In this paper, we address this conflict through
an action research approach, engaging collaboratively and reflexively to answer
four related questions: (1) What evidence suggests that researchers face a (financial)
COI when publishing? (2) What are the benefits and drawbacks of explicitly acknowledging
that publications function as academic currency? (3) How should such conflicts
be disclosed? (4) Do mechanisms such as pre-registration and registered reports
resolve these concerns? This paper contends that while researchers are clearly
incentivised to publish, this interest need not necessarily constitute a conflict
or be explicitly disclosed. Treating this issue as a normative scientific conflict
does reveal the need for a shift in how researchers understand and navigate the
subjective, self-interested dimensions of their work. We propose four key responses:
(1) integrating discussions of COIs and biases more extensively into undergraduate
science education, (2) promoting greater reflexivity in everyday research practice
(e.g., through reflexivity journals, peer-led audit groups, and the reintegration
of discussions on the historicity and cultural nature of research into scientific
publications), (3) critically investigating institutional incentives and journal
policies, and (4) proactively adopting methodological safeguards such as pre-registration.
By addressing this conflict through action research, we demonstrate how normative
tensions in science can be made productive — supporting both critical reflection
and structural improvement.'
author:
- first_name: Ensar
full_name: Acem, Ensar
last_name: Acem
- first_name: Balazs
full_name: Aczel, Balazs
last_name: Aczel
- first_name: Nihan
full_name: Albayrak, Nihan
last_name: Albayrak
- first_name: Nicholas J. L.
full_name: Brown, Nicholas J. L.
last_name: Brown
- first_name: Leonie A.
full_name: Dudda, Leonie A.
last_name: Dudda
- first_name: Mahmoud Medhat
full_name: Elsherif, Mahmoud Medhat
last_name: Elsherif
- first_name: Biljana
full_name: Gjoneska, Biljana
last_name: Gjoneska
- first_name: Marta
full_name: Kowal, Marta
last_name: Kowal
- first_name: Anand
full_name: Krishna, Anand
last_name: Krishna
- first_name: Szymon
full_name: Miłkoś, Szymon
last_name: Miłkoś
- first_name: Mariola
full_name: Paruzel-Czachura, Mariola
last_name: Paruzel-Czachura
- first_name: Jay
full_name: Patel, Jay
last_name: Patel
- first_name: Katarzyna
full_name: Pypno-Blajda, Katarzyna
last_name: Pypno-Blajda
- first_name: Ingrid
full_name: Scharlau, Ingrid
id: '451'
last_name: Scharlau
orcid: 0000-0003-2364-9489
- first_name: Steven
full_name: Verheyen, Steven
last_name: Verheyen
- first_name: Benjamin
full_name: Zubaly, Benjamin
last_name: Zubaly
citation:
ama: Acem E, Aczel B, Albayrak N, et al. Why I declare a conflict of interest and
you should not. Theory and Society. Published online 2025. doi:10.1007/s11186-025-09641-3
apa: Acem, E., Aczel, B., Albayrak, N., Brown, N. J. L., Dudda, L. A., Elsherif,
M. M., Gjoneska, B., Kowal, M., Krishna, A., Miłkoś, S., Paruzel-Czachura, M.,
Patel, J., Pypno-Blajda, K., Scharlau, I., Verheyen, S., & Zubaly, B. (2025).
Why I declare a conflict of interest and you should not. Theory and Society.
https://doi.org/10.1007/s11186-025-09641-3
bibtex: '@article{Acem_Aczel_Albayrak_Brown_Dudda_Elsherif_Gjoneska_Kowal_Krishna_Miłkoś_et
al._2025, title={Why I declare a conflict of interest and you should not}, DOI={10.1007/s11186-025-09641-3},
journal={Theory and Society}, publisher={Springer Science and Business Media LLC},
author={Acem, Ensar and Aczel, Balazs and Albayrak, Nihan and Brown, Nicholas
J. L. and Dudda, Leonie A. and Elsherif, Mahmoud Medhat and Gjoneska, Biljana
and Kowal, Marta and Krishna, Anand and Miłkoś, Szymon and et al.}, year={2025}
}'
chicago: Acem, Ensar, Balazs Aczel, Nihan Albayrak, Nicholas J. L. Brown, Leonie
A. Dudda, Mahmoud Medhat Elsherif, Biljana Gjoneska, et al. “Why I Declare a Conflict
of Interest and You Should Not.” Theory and Society, 2025. https://doi.org/10.1007/s11186-025-09641-3.
ieee: 'E. Acem et al., “Why I declare a conflict of interest and you should
not,” Theory and Society, 2025, doi: 10.1007/s11186-025-09641-3.'
mla: Acem, Ensar, et al. “Why I Declare a Conflict of Interest and You Should Not.”
Theory and Society, Springer Science and Business Media LLC, 2025, doi:10.1007/s11186-025-09641-3.
short: E. Acem, B. Aczel, N. Albayrak, N.J.L. Brown, L.A. Dudda, M.M. Elsherif,
B. Gjoneska, M. Kowal, A. Krishna, S. Miłkoś, M. Paruzel-Czachura, J. Patel, K.
Pypno-Blajda, I. Scharlau, S. Verheyen, B. Zubaly, Theory and Society (2025).
date_created: 2025-11-11T13:43:54Z
date_updated: 2025-11-11T13:45:04Z
department:
- _id: '424'
doi: 10.1007/s11186-025-09641-3
language:
- iso: eng
main_file_link:
- open_access: '1'
url: https://link.springer.com/article/10.1007/s11186-025-09641-3#article-info
oa: '1'
publication: Theory and Society
publication_identifier:
issn:
- 0304-2421
- 1573-7853
publication_status: published
publisher: Springer Science and Business Media LLC
status: public
title: Why I declare a conflict of interest and you should not
type: journal_article
user_id: '451'
year: '2025'
...
---
_id: '61944'
abstract:
- lang: eng
text: his article describes a new student-based approach to Decoding and Disrupting.
This approach consists of an educational programme that works with a multidisciplinary
group of undergraduate students, so-called Culture Fellows. In the programme,
the students learn about theories on disciplinary cultures and their practices,
Decoding the Disciplines, and communication. The programme focuses on the implicitness
of disciplinary practices and how to explore them, i.e., it seeks to address the
importance of making disciplinary practices, norms, and values more accessible
to students. Within the programme, the Culture Fellows use a student-based variant
of the Decoding the Disciplines Paradigm that we call ‘Culture Quest’. The Culture
Quest supplies students with the tools to question, explore, and decode their
respective disciplines and practices. Disciplinary practices often remain implicit
because lecturers, with their wealth of experience and expertise in their discipline,
may be operationally blind and thus no longer aware of the fact that certain practices
might need to be explained. This lack of explanation or explicitness can lead
to students feeling bewildered, confused or puzzled. The Culture Fellows and in
particular the Culture Quest can encourage dialogue about and exploration of disciplinary
cultures and their practices and can thus allow students to grasp the implicit
cultural norms and expectations within their respective disciplines more clearly.
The Culture Fellows and the Culture Quest provide students – and maybe even lecturers
– with opportunities to engage with and reflect on teaching and learning strategies
and practices.
author:
- first_name: Sabrina
full_name: Schmöckel, Sabrina
id: '37149'
last_name: Schmöckel
orcid: 'https://orcid.org/0009-0002-4146-0591 '
- first_name: Ingrid
full_name: Scharlau, Ingrid
id: '451'
last_name: Scharlau
orcid: 0000-0003-2364-9489
citation:
ama: 'Schmöckel S, Scharlau I. No Student Should Be an Island: A Peer-Approach to
Decoding and Disrupting. Transformative Dialogues: Teaching and Learning Journal.
2025;18(3):98-115. doi:10.59236/td2025vol18iss31913'
apa: 'Schmöckel, S., & Scharlau, I. (2025). No Student Should Be an Island:
A Peer-Approach to Decoding and Disrupting. Transformative Dialogues: Teaching
and Learning Journal, 18(3), 98–115. https://doi.org/10.59236/td2025vol18iss31913'
bibtex: '@article{Schmöckel_Scharlau_2025, title={No Student Should Be an Island:
A Peer-Approach to Decoding and Disrupting}, volume={18}, DOI={10.59236/td2025vol18iss31913},
number={3}, journal={Transformative Dialogues: Teaching and Learning Journal},
publisher={Penn State University Libraries}, author={Schmöckel, Sabrina and Scharlau,
Ingrid}, year={2025}, pages={98–115} }'
chicago: 'Schmöckel, Sabrina, and Ingrid Scharlau. “No Student Should Be an Island:
A Peer-Approach to Decoding and Disrupting.” Transformative Dialogues: Teaching
and Learning Journal 18, no. 3 (2025): 98–115. https://doi.org/10.59236/td2025vol18iss31913.'
ieee: 'S. Schmöckel and I. Scharlau, “No Student Should Be an Island: A Peer-Approach
to Decoding and Disrupting,” Transformative Dialogues: Teaching and Learning
Journal, vol. 18, no. 3, pp. 98–115, 2025, doi: 10.59236/td2025vol18iss31913.'
mla: 'Schmöckel, Sabrina, and Ingrid Scharlau. “No Student Should Be an Island:
A Peer-Approach to Decoding and Disrupting.” Transformative Dialogues: Teaching
and Learning Journal, vol. 18, no. 3, Penn State University Libraries, 2025,
pp. 98–115, doi:10.59236/td2025vol18iss31913.'
short: 'S. Schmöckel, I. Scharlau, Transformative Dialogues: Teaching and Learning
Journal 18 (2025) 98–115.'
date_created: 2025-10-23T18:11:48Z
date_updated: 2025-11-14T14:18:33Z
department:
- _id: '424'
doi: 10.59236/td2025vol18iss31913
intvolume: ' 18'
issue: '3'
language:
- iso: eng
main_file_link:
- open_access: '1'
oa: '1'
page: 98-115
project:
- _id: '912'
name: Digitalisierung als Herausforderung und Innovation in der Hochschullehre (DigiSELF),
Teilprojekt 2 „Entwicklung eines Programms studentischer „Culture Fellows“ zur
Unterstützung in komplexen Lehr-, Lern-, und Prüfungssettings“
publication: 'Transformative Dialogues: Teaching and Learning Journal'
publication_identifier:
issn:
- 1918-0853
publication_status: published
publisher: Penn State University Libraries
quality_controlled: '1'
related_material:
link:
- relation: confirmation
url: https://journals.psu.edu/td/article/view/1913
status: public
title: 'No Student Should Be an Island: A Peer-Approach to Decoding and Disrupting'
type: journal_article
user_id: '37149'
volume: 18
year: '2025'
...