@book{48542,
  author       = {{Dehmel, Lukas}},
  publisher    = {{Springer VS}},
  title        = {{{Medienpädagogische Professionalisierung in der beruflichen Weiterbildung. Eine Studie aus Perspektive der biografischen Medienforschung}}},
  doi          = {{https://doi.org/10.1007/978-3-658-43069-6}},
  year         = {{2023}},
}

@inproceedings{48577,
  author       = {{Henkenjohann, Mark and Nolte, Udo and Henke, Christian and Trächtler, Ansgar}},
  booktitle    = {{2023 International Conference on Unmanned Aircraft Systems (ICUAS)}},
  publisher    = {{IEEE}},
  title        = {{{Novel Cascaded Incremental Nonlinear Dynamic Inversion Controller Approach for a Tiltrotor VTOL}}},
  doi          = {{10.1109/icuas57906.2023.10156317}},
  year         = {{2023}},
}

@inproceedings{46764,
  abstract     = {{Polymer composites represent the industry standard in injection molding for the production 
of plastic components with increased requirements in terms of heat resistance and stiffness. In the 
field of laser sintering (LS), these materials are less common so far. In order to extend the available 
material variety for the LS process, new ceramic-filled Polyamide 613 powders are investigated
within the scope of this work. Here, the resulting properties from two different powder production 
methods are compared. One filled powder is produced by dry blending and the other powder with 
the same filler and filling ratio is produced by encapsulating the filler particles inside the polymer 
particles within the dissolution-precipitation process. It was found that encapsulating the filler 
particles can provide certain benefits for the processability, for example an improved powder 
flowability or better filler dispersion. However, encapsulating the filler also alters the thermal 
properties of the precipitated powder.}},
  author       = {{Kletetzka, Ivo and Neitzel, Fabian and Schmid, Hans-Joachim}},
  booktitle    = {{Proceedings of the 34th Annual International Solid Freeform Fabrication Symposium}},
  editor       = {{Beaman, Joseph}},
  location     = {{Austin}},
  publisher    = {{Laboratory for Freeform Fabrication and University of Texas}},
  title        = {{{Assessing the Impact of the Powder Production Method on Ceramic-filled Polyamide Composites made by Laser Sintering}}},
  volume       = {{34}},
  year         = {{2023}},
}

@inproceedings{44316,
  author       = {{Rozo Vasquez, Julian and Arian, Bahman and Kersting, Lukas and Walther, Frank and Homberg, Werner and Trächtler, Ansgar}},
  location     = {{Krakau}},
  title        = {{{Softsensor model of phase transformation during flow forming of metastable austenitic steel AISI 304L}}},
  year         = {{2023}},
}

@inproceedings{48633,
  author       = {{Jordans, Melanie and Riese, Josef}},
  booktitle    = {{Lernen, Lehren und Forschen in einer digital geprägten Welt. Gesellschaft für Didaktik der Chemie und Physik. Jahrestagung in Aachen 2022}},
  editor       = {{van Vorst, Helena}},
  pages        = {{794--797}},
  title        = {{{Unterrichtsplanung mit sinnvoller Einbettung digitaler Medien im PU}}},
  year         = {{2023}},
}

@inbook{48643,
  author       = {{Akbulut Irmak, Emine Fulya and Hanses, Hendrik and Horwath, Ilona and Tröster, Thomas}},
  booktitle    = {{Climate Protection, Resource Efficiency, and Sustainable Engineering}},
  isbn         = {{9783837663778}},
  issn         = {{2703-1543}},
  publisher    = {{transcript Verlag}},
  title        = {{{Case Study III: Challenges of lightweight design, vehicles, and rescuers}}},
  doi          = {{10.14361/9783839463772-006}},
  year         = {{2023}},
}

@inproceedings{48669,
  author       = {{Koldewey, Christian and Martin, Rabe and Dumitrescu, Roman and Winter, Johannes}},
  booktitle    = {{Proceedings of the 56th Hawaii International Conference on System Sciences}},
  location     = {{Maui, Hawaii}},
  title        = {{{Introduction to the Minitrack on Data-driven Services in Manufacturing: Innovation, Engineering, Transformation, and Management}}},
  year         = {{2023}},
}

@inproceedings{48672,
  author       = {{Schöppner, Volker and Gevers, Karina and Schraa, L. and Töws, P. and Uhlig, K. and Stommel, M. and Decker, J.}},
  location     = {{Singapur (Singapur)}},
  title        = {{{Evaluation of the effects of different heating strategies on the joining partners during infrared welding of black polyamides}}},
  year         = {{2023}},
}

@article{48671,
  author       = {{Schöppner, Volker and Gevers, Karina and Schraa, L. and Uhlig, K. and Töws, P. and Decker, J. and Stommel, M.}},
  journal      = {{Proceedings of the 2023 International Conference on Composite Materials}},
  title        = {{{Evaluation of Infrared Welded Joints of Short Fiber Reinforced Thermoplastics Using Digital Image Correlation}}},
  year         = {{2023}},
}

@article{48665,
  author       = {{Schöppner, Volker and Arndt, Theresa}},
  issn         = {{1864-3450}},
  journal      = {{Joining Plastics}},
  number       = {{17}},
  pages        = {{20--27}},
  title        = {{{Entwicklung von Scale-Up-Regeln für das quasisimultane Laserdurchstrahlschweißen (QSS) von Thermoplasten}}},
  year         = {{2023}},
}

@inproceedings{48662,
  author       = {{Schöppner, Volker and Petzke, J.}},
  location     = {{Denver, CO (USA)}},
  title        = {{{Dielectric Heating in the Vulcanization Process of Rubber Extrudates}}},
  year         = {{2023}},
}

@inproceedings{48663,
  author       = {{Moritzer, Elmar and Held, Christian}},
  location     = {{Essen (Deutschland)}},
  title        = {{{Direktverschraubung additiv gefertigter Kunststoffbauteile}}},
  year         = {{2023}},
}

@article{46933,
  abstract     = {{<jats:title>Abstract</jats:title><jats:p>Group work can increase individual effort, performance, and positive affect, if group members perceive their own contribution as indispensable for the group product. A vignette methodology was applied to investigate whether group work may also reduce procrastination. The vignettes described a typical academic assignment, while varying the task structure (individual work vs. conjunctive group work vs. additive group work) and group member ability (high vs. low). For each vignette, student participants (<jats:italic>N</jats:italic> = 443) provided ratings on their perceived indispensability, procrastination of the assignment, and affect. When group member ability was high, procrastination was lower in additive group work as compared to individual work. When group member ability was low, procrastination was lower in conjunctive group work as compared to both individual work and additive group work. As predicted, perceived indispensability mediated the difference in procrastination between conjunctive and additive group work. Moderation analyses further revealed that the effects were more pronounced for high trait procrastinators. Further, both types of group work led to increases in task-related positive affect as compared to individual work. By demonstrating the relevance of group work as a social factor, the results should be useful for the extension of existing programs targeting procrastination, and may inspire measures for preventing procrastination by changes in the study environment.</jats:p>}},
  author       = {{Koppenborg, Markus and Klingsieck, Katrin B. and Hüffmeier, Joachim}},
  issn         = {{1046-1310}},
  journal      = {{Current Psychology}},
  keywords     = {{General Psychology}},
  publisher    = {{Springer Science and Business Media LLC}},
  title        = {{{Conjunctive and additive group work reduce academic procrastination: insights from a vignette study}}},
  doi          = {{10.1007/s12144-023-04294-w}},
  year         = {{2023}},
}

@phdthesis{45658,
  abstract     = {{Um Schüler*innenmerkmale korrekt zu beurteilen benötigen Lehrkräfte diagnostische Kompetenz. Insbesondere die genaue Einschätzung nicht-kognitiver Merkmale von Schüler*innen fällt Lehrkräften eher schwer. Dazu zählen auch mögliche Anzeichen für Lern- und Verhaltensauffälligkeiten. Maßnahmen zur Förderung diagnostischer Kompetenz fokussieren bisher größtenteils die Diagnostik fachspezifischer, situativer Urteilsgegenstände, wie Fehlkonzepte im Mathematikunterricht. Systematisch evaluierte Fördermaßnahmen, die das Erkennen und Beurteilen von Lern- und Verhaltensauffälligkeiten bei Schüler*innen fokussieren, existieren bisher nicht.Aus diesem Anlass wurde die digitale, problemorientierte Simulation GEProS zur Förderung diagnostischer Kompetenz von Lehramtsstudierenden entwickelt und systematisch in drei längsschnittlichen, (quasi-)experimentellen Kontrollgruppenstudien evaluiert. Die Ergebnisse zeigen, dass die GEProS einen Mehrwert für die Förderung diagnostischer Kompetenz insbesondere im Bereich selbstbestimmter Motivation bieten kann. Ein integriertes Quiz mit Feedback kann mittels testing effect darüber hinaus der Erwerb deklarativ-konzeptionellen Wissens als zentrale Disposition diagnostischer Kompetenz in GEProS unterstützen. Die Ergebnisse tragen durch das entwickelte Integrative Modell diagnostischer Kompetenz zur Theoriebildung sowie zur Forschung und Entwicklung im Bereich der Förderung diagnostischer Kompetenz bei, indem eine Maßnahme zur Förderung diagnostischer Kompetenz für einen fächerübergreifenden, zeitlich stabilen Urteilsgegenstand systematisch evaluiert wurde. Durch die Ableitung und Berücksichtigung wesentlicher Merkmale digitaler Simulationen trägt diese Arbeit außerdem zur theoretischen Fundierung digitaler Simulationen bei.}},
  author       = {{Grotegut, Lea}},
  pages        = {{56}},
  publisher    = {{Universität Paderborn}},
  title        = {{{GEProS - Entwicklung und Evaluation einer digitalen Simulation zur Förderung diagnostischer Kompetenz von Lehramtsstudierenden}}},
  doi          = {{10.17619/UNIPB/1-1753}},
  year         = {{2023}},
}

@article{48087,
  abstract     = {{Die Förderung diagnostischer Kompetenz in der Lehrer*innenbildung birgt zwei Herausforderungen: Erstens bleibt in großen Lehrveranstaltungen wenig Raum für die notwendige Anwendung theoretischen Wissens, zweitens können Fehlentscheidungen in realen diagnostischen Situationen gravierende negative Folgen für Schüler*innen haben. Eine digitale Simulation kann beiden Herausforderungen begegnen. In diesem Beitrag wurde eine digitale, problemorientierte Simulation zur Förderung diagnostischer Kompetenz von Lehramtsstudierenden evaluiert und mit einer textbasierten, problemorientierten und einer lehrendenzentrierten Kontrollgruppe verglichen. Die Ergebnisse zeigen positive Effekte für die digitale Simulation hinsichtlich der selbstbestimmten Motivation, aber einen geringeren Wissenszuwachs im Vergleich zum lehrendenzentrierten Setting. Die Selbstwirksamkeit nahm in allen drei Gruppen zu. Eine digitale Simulation bietet in der untersuchten Form somit einen, wenn auch geringen, Mehrwert für die Lehrkräftebildung im Bereich der Kompetenzentwicklung.}},
  author       = {{Grotegut, Lea and Klingsieck, Katrin B.}},
  issn         = {{2367-3044}},
  journal      = {{ZeHf – Zeitschrift für empirische Hochschulforschung}},
  keywords     = {{General Earth and Planetary Sciences, General Engineering, General Environmental Science}},
  number       = {{1}},
  pages        = {{56--73}},
  publisher    = {{Verlag Barbara Budrich GmbH}},
  title        = {{{Kompetenzentwicklung in der Lehrkräftebildung: der Mehrwert einer digitalen Simulation}}},
  doi          = {{10.3224/zehf.v7i1.05}},
  volume       = {{7}},
  year         = {{2023}},
}

@inbook{48694,
  author       = {{Spener, Anna Maria}},
  booktitle    = {{DINGS 2021. Beiträge zur Digitalen INternationalen Germanistischen Studierendentagung. Literatur des 20. und 21. Jahrhunderts}},
  editor       = {{Nadolny, Leonard and von Rosen, Paul and Schräder-Grau, Jana and Wildpanner, Elias}},
  pages        = {{125--144}},
  publisher    = {{Christian A. Bachmann Verlag}},
  title        = {{{Nächstes Jahr in Jerusalem – oder auch nicht. Perspektiven auf Deutschland und Israel in Olga Grjasnowas "Der Russe ist einer, der Birken liebt" und Mirna Funks "Winternähe"}}},
  year         = {{2023}},
}

@article{48716,
  abstract     = {{<jats:title>Abstract</jats:title><jats:p>Supplementing an earlier analysis of event‐related potentials in extensive motor learning (Margraf et al., 2022a, 2022b), frontal theta‐band activity (4–8 Hz) was scrutinized. Thirty‐seven participants learned a sequential arm movement with 192 trials in each of five practice sessions. Feedback, based on a performance adaptive bandwidth, was given after every trial. Electroencephalogram (EEG) was recorded in the first and last practice sessions. The degree of motor automatization was tested under dual‐task conditions in a pre‐test–post‐test design. Quantitative error information was transported in both feedback conditions (positive and negative). Frontal theta activity was discussed as a general signal that cognitive control is needed and, therefore, was expected to be higher after negative feedback. Extensive motor practice promotes automatization, and therefore, decreased frontal theta activity was expected in the later practice. Further, it was expected that frontal theta was predictive for subsequent behavioural adaptations and the amount of motor automatization. As the results show, induced frontal theta power was higher after negative feedback and decreased after five sessions of practice. Moreover, induced theta activity was predictive for error correction and, therefore, an indicator of whether the recruited cognitive resources successfully induced behavioural adaptations. It remains to be solved why these effects, which fit well with the theoretical assumptions, were only revealed by the induced part of frontal theta activity. Further, the amount of theta activity during practice was not predictive for the degree of motor automatization. It seems that there might be a dissociation between attentional resources associated with feedback processing and attentional resources associated with motor control.</jats:p>}},
  author       = {{Margraf, Linda and Krause, Daniel and Weigelt, Matthias}},
  issn         = {{0953-816X}},
  journal      = {{European Journal of Neuroscience}},
  keywords     = {{General Neuroscience}},
  number       = {{8}},
  pages        = {{1297--1316}},
  publisher    = {{Wiley}},
  title        = {{{Frontal theta reveals further information about neural valence‐dependent processing of augmented feedback in extensive motor practice—A secondary analysis}}},
  doi          = {{10.1111/ejn.15951}},
  volume       = {{57}},
  year         = {{2023}},
}

@article{48715,
  abstract     = {{<jats:title>Abstract</jats:title><jats:p>For motor learning, the processing of behavioral outcomes is of high significance. The feedback‐related negativity (FRN) is an event‐related potential, which is often described as a correlate of the reward prediction error in reinforcement learning. The number of studies examining the FRN in motor tasks is increasing. This meta‐analysis summarizes the component in the motor domain and compares it to the cognitive domain. Therefore, a data set of a previous meta‐analysis in the cognitive domain that comprised 47 studies  was reanalyzed and compared to additional 25 studies of the motor domain. Further, a moderator analysis for the studies in the motor domain was conducted. The FRN amplitude was higher in the motor domain than in the cognitive domain. This might be related to a higher task complexity and a higher feedback ambiguity of motor tasks. The FRN latency was shorter in the motor domain than in the cognitive domain. Given that sensory information can be used as an external feedback predictor prior to the presentation of the final feedback, reward processing in the motor domain may have been faster and reduced the FRN latency. The moderator variable analysis revealed that the feedback modality influenced the FRN latency, with shorter FRN latencies after bimodal than after visual feedback. Processing of outcome feedback seems to share basic principles in both domains; however, differences exist and should be considered in FRN studies. Future research is motivated to scrutinize the effects of bimodal feedback and other moderators within the motor domain.</jats:p>}},
  author       = {{Faßbender, Laura and Krause, Daniel and Weigelt, Matthias}},
  issn         = {{0048-5772}},
  journal      = {{Psychophysiology}},
  keywords     = {{Experimental and Cognitive Psychology, Neuropsychology and Physiological Psychology, Biological Psychiatry, Cognitive Neuroscience, Developmental Neuroscience, Endocrine and Autonomic Systems, Neurology, Experimental and Cognitive Psychology, Neuropsychology and Physiological Psychology, General Neuroscience}},
  number       = {{12}},
  publisher    = {{Wiley}},
  title        = {{{Feedback processing in cognitive and motor tasks: A meta‐analysis on the feedback‐related negativity}}},
  doi          = {{10.1111/psyp.14439}},
  volume       = {{60}},
  year         = {{2023}},
}

@article{48714,
  abstract     = {{<jats:title>Abstract</jats:title><jats:p>Action imagery practice (AIP) describes the repetitive imagination of an action to improve subsequent action execution. Because AIP and action execution practice (AEP) draw on partly similar motor mechanisms, it was assumed that AIP may lead to motor automatization, which is observable in a reduction of dual-task costs after AEP. To investigate automatization in AIP, we compared dual-task and single-task performance in practice and random sequences in pretests and posttests. All participants practiced serial reactions to visual stimuli in ten single-task practice sessions. An AIP group imagined the reactions. An AEP group and a control practice group executed the reactions. Practice followed a sequential sequence in AIP and AEP but was random in control practice. In dual-task test conditions, tones were counted that appeared in addition to the visual stimuli. RTs decreased from pretest to posttest in both practice and random sequences in all groups indicating general sequence-unspecific learning. Further, RTs decreased to a greater extent in the practice sequence than in the random sequence after AIP and AEP, indicating sequence-specific learning. Dual-task costs—the difference between RTs after tone and no tone events—were reduced independent from the performed sequence in all groups indicating sequence-unspecific automatization. It is concluded that the stimulus–response coupling can be automatized by both, AEP and AIP.</jats:p>}},
  author       = {{Dahm, Stephan F. and Hyna, Henri and Krause, Daniel}},
  issn         = {{0340-0727}},
  journal      = {{Psychological Research}},
  keywords     = {{Arts and Humanities (miscellaneous), Developmental and Educational Psychology, Experimental and Cognitive Psychology, General Medicine}},
  number       = {{7}},
  pages        = {{2259--2274}},
  publisher    = {{Springer Science and Business Media LLC}},
  title        = {{{Imagine to automatize: automatization of stimulus–response coupling after action imagery practice in implicit sequence learning}}},
  doi          = {{10.1007/s00426-023-01797-w}},
  volume       = {{87}},
  year         = {{2023}},
}

@inproceedings{48730,
  author       = {{Bobe, Julia and Klingsieck, Katrin B.}},
  location     = {{Leipzig}},
  title        = {{{Aufschieben, weil man sich schlecht fühlt, oder sich schlecht fühlen, weil man aufschiebt? – Gruppenspezifische Unterschiede im Verhalten und Erleben von Prokrastination}}},
  year         = {{2023}},
}