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Publikationen (Gesamtliste)


Originalarbeiten in wissenschaftlichen Fachzeitschriften

  • Aufschnaiter, S., Kiesel, A., & Thomaschke, R. (2020). Humans derive task expectancies from sub-second and supra-second interval durations. Psychol Res-psych Fo, 84, 1333-1345.
  • Berger, A., Mitschke, V., Dignath, D., Eder, A., & van Steenbergen, H. (2020). The face of control: Corrugator supercilii tracks aversive conflict signals in the service of adaptive cognitive control. Psychophysiology, 57(4).
  • Dignath, D., Eder, A. B., Steinhauser, M., & Kiesel, A. (2020). Conflict monitoring and the affective signaling hypothesis -an integrative review. Psychon B Rev, 27(9), 193-216.
  • Dignath, D., Kiesel, A., Frings, C., & Pastötter, B. (2020). Electrophysiological evidence for action-effect prediction. Journal of Experimental Psychology: General, 149(6), 1148-1155. https://doi.org/10.1037/xge0000707
  • Dignath, D., Wirth, R., Kühnhausen, J., Gawrilow, C., Kunde, W., & Kiesel A. (2020). Motivation drives conflict adaptation. Motivation Science, 6(1), 84-89.
  • Ehret, S., Roth, S., Zimmermann, S., Selter, A., & Thomaschke, R. (2020). Feeling Time in Nature: The Influence of Directed and Undirected Attention on Time Awareness. Journal of Applied Cognitive Psychology, 34(3), 737-746.
  • Hartmann, R., Johannsen, L., & Klauer, K. C. (2020). rtmpt: An R package for fitting response-time extended multinomial processing tree models. Behav Res Methods, 52, 1313-1338.
  • Hartmann, R., & Klauer, K. C. (2020). Extending RT-MPTs to enable equal process times. J Math Psychol, 96.
  • Hölle, D., Aufschnaiter, S., Bogon, J., Pfeuffer, C. U., Kiesel, A., & Thomaschke, R. (2020). Quality ratings of wine Bottles in E-commerce: The influence of time delays and spatial arrangement. Journal of Wine Research, .
  • Kunchulia, M., Tatishvili, T., Parkosadze, K., Lomidze, N., & Thomaschke, R. (2020). Children with autism spectrum disorder showincreased sensitivity to time-based predictability. Int J Dev Disabil, 66, 204-213. https://doi.org/10.1080/20473869.2018.1564447
  • Longman, C. S., Kiesel, A., & Verbruggen, F. (2020). Learning in the absence of overt practice: A novel (previously unseen) stimulus can trigger retrieval of an unpracticed response. Psychol Res-psych Fo, 84(4), 1065-1083. http://10.1007/s00426-018-1106-4
  • Rueß, M., Thomaschke, R., & Kiesel, A. (2020). Acting and reacting: Is intentional binding due to causation or to temporal expectancy? Journal of Experimental Psychology: Human Perception and Performance, 7, 1-9.
  • Whitehead, P. S., Pfeuffer, C. U., & Egner, T. (2020). Memories of Control: One-shot episodic learning of item-specific stimulus-control associations. Cognition, 199.
  • Dignath, D., Herbort, O., Pieczykolan, A., Huestegge, L., & Kiesel, A. (2019). Flexible coupling of covert spatial attention and motor planning based on learned spatial contingencies. Psychol Res-psych Fo, 83(3), 476-484. https://doi.org/10.1007/s00426-018-1134-0
  • Dignath, D., Johannsen, L., Hommel, B., & Kiesel, A. (2019). Contextual control of conflict: Reconciling cognitive-control and episodic retrieval accounts of sequential conflict modulation. J Exp Psychol Human, 45(9), 1265-1270.
  • Dignath, D., Johannsen, L., Hommel, B., & Kiesel, A. (2019). Reconciling cognitive-control and episodic-retrieval accounts of sequential conflict modulation: Binding of control-states into event-files. Journal of Experimental Psychology: Human Perception and Performance, 45(9), 1265-1270. https://doi.org/10.1037/xhp0000673
  • Dignath, D., Pfister, R., Eder, A. B., Kiesel, A., & Kunde, W. (2019). Representing the hyphen in action-effect associations: Automatic acquisition and bi-directional retrieval of action-effect intervals. Journal of Experimental Psychology: Learning, Memory, and Cognition, 40(6), 1265-1270.
  • Eder, A., & Dignath, D. (2019). Expected value of control and the motivational control of habitual action. Frontiers in Psychology. Front Psychol, 10(1812). https://doi.org/10.3389/fpsyg.2019.01812
  • Ehret, S., Schroeder, C., Johannes, B., Holzmüller, A., & Thomaschke, R. (2019). All or Nothing: The Interaction of Musical and Spatial Atmosphere. Psychol Music, . https://doi.org/10.1177/0305735619880288
  • Kunchulia, M., Parkosadze, K., & Thomaschke, R. (2019). Age-related differences in time-based event expectancies. Timing & Time Perception, 7(1), 71-85. https://dx.doi.org/10.1163/22134468-20181123
  • Mittelstädt, V., Miller, J., & Kiesel, A. (2019). Linking task selection to task performance: Internal and predictable external processing constraints jointly influence voluntary task switching behavior. Journal of Experimental Psychology: Human Perception and Performance, 45(12), 1529-1548. https://doi.org/10.1037/xhp0000690
  • Moutsopoulou, K., Pfeuffer, C. U., Kiesel, A., Yang, Q., & Waszak, F. (2019). How long is long-term priming? Classification and action priming in the scale of days. Q J Exp Psychol, 72, 1183-1199.
  • Pfeuffer, C. U., Pfister, R., Foerster, A., Stecher, F., & Kiesel, A. (2019). Binding Lies: Flexible retrieval of honest and dishonest behavior. Journal of Experimental Psychology: Human Perception and Performance, 45, 157-173.
  • Schröder, P.A., Dignath, D., & Janczyk, M. (2019). Individual differences in uncertainty tolerance are not associated with cognitive control functions in the flanker task. Exp Psychol, 65(4), 245-256.
  • Schuch, S., Dignath, D., Steinhauser, M., & Janczyk, M. (2019). Monitoring and control in multitasking. Psychon B Rev, 26(19), 222-240.
  • Zhang, J., Kiesel, A., & Dignath, D. (2019). Affective influence on context-specific proportion congruent (CSPC) effect: Neutral or affective facial expressions as context stimuli. Exp Psychol, 66, 86-97.
  • Zhao, F., Gaschler, R., Schneider, L., Thomaschke, R., Röttger, E., & Haider, H. (2019). Sequence knowledge on When and What supports dual-tasking. Journal of Cognition, 2(1), 1-14. https://doi.org/10.5334/joc.76
  • Aufschnaiter, S., Kiesel, A., Dreisbach, G., Wenke, D., & Thomaschke, R. (2018). Time-based Expectancy in Temporally Structured Task Switching. J Exp Psychol Human, 44, 856-870.
  • Aufschnaiter, S., Kiesel, A., & Thomaschke, R. (2018). Transfer of time-based task expectancy across different timing environments. Psychol Res-psych Fo, 82, 230-243. https://doi.org/10.1007/s00426-017-0895-1
  • Dignath, D., Lotze-Hermes, P., Farmer, H., & Pfister, R. (2018). Contingency and contiguity of imitative behaviour affect social affiliation. Psychol Res-psych Fo, 82(4), 819-831.
  • Ecker, F., Spada, H., & Hahnel, U.J.J. (2018). Independence without control: Autarky outperforms autonomy benefits in the adoption of private energy storage systems. Energ Policy, 122, 214-228. https://doi.org/10.1016/j.enpol.2018.07.028
  • Foerster, A., Pfister, R., Schmidts, C., Dignath, D., Wirth, R., & Kunde, W. (2018). Focused cognitive control in dishonesty: Evidence for predominantly transient conflict adaptation. Journal of Experimental Psychology: Human Perception and Performance, 44(4), 578-602. http://dx.doi.org/10.1037/xhp0000480
  • Koch, I., Poljac, E., Müller, H., & Kiesel, A. (2018). Cognitive structure, flexibility, and plasticity in human multitasking – An integrative review of dual-task and task-switching research. Psychol Bull, 144, 557-583.
  • Künzell, S., Broeker, L., Dignath, D., Ewolds, H., Raab, M., & Thomaschke, R. (2018). What is a task? An ideomotor perspective. Psychol Res-psych Fo, 82, 4-11. https://doi.org/10.1007/s00426-017-0942-y
  • Mittelstädt, V., Dignath, D., Schmidt-Ott, M., & Kiesel, A. (2018). Exploring the repetition bias in voluntary task switching. Psychol Res-psych Fo, 82(1), 78-91. https://doi.org/10.1007/s00426-017-0911-5
  • Mittelstädt, V., Miller, J., & Kiesel, A. (2018). Trading off switch costs and stimulus availability benefits: An investigation of voluntary task switching behavior in a predictable dynamic multitasking environment. Mem Cognition, 46, 699-715.
  • Pfeuffer, C. U., Moutsopoulou, K., Waszak, F., & Kiesel, A. (2018). Multiple priming instances increase the impact of practice-based but not verbal code-based stimulus-response associations. Acta Psychol, 184, 100-109. https://doi.org/10.1016/j.actpsy.2017.05.001
  • Pfeuffer, C.U., Hosp, T., Kimmig, E., Moutsopoulou, K., Waszak, F., & Kiesel, A. (2018). Defining stimulus representation in stimulus-response associations formed on the basis of task execution and verbal codes. Psychol Res-psych Fo, 82, 744-758.
  • Poljac, E., Haartsen, R., van der Cruijsen, R., Kiesel, A., & Poljac, E. (2018). Task intentions and their implementation into actions: Cognitive control from adolescence to middle adulthood. Psychol Res-psych Fo, 82, 215-229.
  • Poljac, E., Kiesel, A., Koch, I., & Müller, H. (2018). New perspectives on human multitasking. Psychol Res-psych Fo, 82, 1-3.
  • Ruess, M., Thomaschke, R., Haering, C., Wenke, D., & Kiesel, A. (2018). Intentional binding of two effects. Psychol Res-psych Fo, 82, 1102-1112.
  • Rueß, M., Thomaschke, R., & Kiesel, A. (2018). Intentional binding of visual effects. Atten Percept Psycho, 80(3), 713-722. https://doi.org/10.3758/s13414-017-1479-2
  • Rueß, M., Thomaschke, R., & Kiesel, A. (2018). The time course of intentional binding for late effects. Timing & Time Perception, 6(1), 54-70. https://doi.org/10.1163/22134468-00002099
  • Sayalı, C. Uslu, E., Menceloğlu, M., Canbeyli, R., & Balcı, F. (2018). Effect of Acute Physical Activity on Interval Timing. Timing & Time Perception, 6(1), 14-31. https://doi.org/10.1163/22134468-00002098
  • Schwarz, K. A., Burger, S., Dignath, D., Kunde, W., & Pfister, R. (2018). Action-effect binding and agency. Conscious Cogn, 65, 304-309.
  • Thomaschke, R., Miall, R. C., Rueß, M., Mehta, P.R., & Hopkins, B. (2018). Visuomotor and motorvisual priming with different typesof set-level congruency: evidence in support of ideomotortheory, and the planning and control model (PCM). Psychol Res-psych Fo, 82(6), 1073-1090. https://doi.org/10.1007/s00426-017-0885-3
  • Bogon, J., Thomaschke, R.,, & Dreisbach, G. (2017). Binding time: Evidence for integration of temporal stimulus features. Atten Percept Psycho, 79, 1290-1296. https://doi.org/10.3758/s13414-017-1330-9
  • Braukmann, R., Bekkering, H., Hidding, M., Poljac, E., Buitelaar, J., & Hunnius, S. (2017). Predictability of action sub-steps modulates motor system activation during the observation of goal-directed actions. Neuropsychologia, 103, 44-53. http://dx.doi.org/10.1016/j.neuropsychologia.2017.07.009
  • Bröker, L., Kiesel, A., Aufschnaiter, S., Ewolds, H.E., Gaschler, R., Haider, H., Künzell, S., Raab, M., Röttger, E., Thomaschke, R., & Zhao, F. (2017). Why prediction matters in multitasking and how predictability can improve it. Frontiers in Psychology, Section Movement Science and Sport Psychology, 8, 1-4. http://dx.doi.org/10.3389/fpsyg.2017.02021
  • Dignath, D., & Janczyk, M. (2017). Anticipation of delayed action-effect: Learning when an effect occurs, without knowing what this effect will be. Psychol Res-psych Fo, 81(5), 1072-1083. https://doi.org/10.1007/s00426-016-0797-7
  • Dignath, D., Janczyk, M., & Eder, A.B. (2017). Phasic valence and arousal do not influence post-conflict adjustments in the Simon task. Acta Psychol, 174, 31-39. https://doi.org/10.1016/j.actpsy.2017.01.004
  • Ecker, F., Hahnel, U.J.J., & Spada, H. (2017). Promoting decentralized sustainable energy systems in different supply scenarios: The role of autarky aspiration. Frontiers of Energy Research - Energy Systems and Policy, 5, 14-14. https://doi.org/10.3389/fenrg.2017.00014
  • Eder, A. B., Dignath, D., Erle, T., & Wiemer, J. (2017). Shocking action: Facilitative effects of punishing electric shocks on action control. Journal of Experimental Psychology: General, 146(8), 1204-1215. https://doi.org/10.1037/xge0000332
  • Eder, A. B., Pfister, R., Dignath, D., & Hommel, B. (2017). Anticipatory affect during action preparation: Evidence from backward compatibility in dual-task performance. Cognition Emotion, 31(6), 1211-1224. Retrieved from https://doi.org/10.1080/02699931.2016.1208151
  • Kiesel, A., & Dignath, D. (2017). Effort in Multitasking: Local and global assessment of effort. Front Psychol, 8, 111. https://doi.org/10.3389/fpsyg.2017.00111
  • Kunchulia, M., Tatishvili, T., Lomidze, N., Parkosadze, K., & Thomaschke, R. (2017). Time-based event expectancies in children with Autism Spectrum Disorder. Exp Brain Res, 235, 2877-2882. https://doi.org/10.1007/s00221-017-5024-2
  • Mittelstädt, V., & Miller, J. (2017). Separating limits on preparation versus online processing in multitasking paradigms: Evidence for resource models. Journal of Experimental Psychology: Human Perception and Performance, 43(1), 89-102. http://dx.doi.org/10.1037/xhp0000277
  • Pfeuffer, C. U., Moutsopoulou, K., Pfister, R., Waszak, F., & Kiesel, A. (2017). The Power of Words: On item-specific stimulus-response associations formed in the absence of action. J Exp Psychol Human, 43, 328-347. https://doi.org/10.1037/xhp0000317
  • Pfister, R., Weller, L., Dignath, D., & Kunde, W. (2017). What or when? The impact of anticipated social action effects is driven by action-effect compatibility, not delay. Atten Percept Psycho, 79(7), 2132-2142. https://doi.org/10.3758/s13414-017-1371-0
  • Poljac, E., Hoofs, V., Princen, M. M., & Poljac, E. (2017). Understanding behavioural rigidity in autism spectrum conditions: The role of intentional control. Journal of Autism and Developmental Disorders, 47(3), 714-717. http://dx.doi.org/10.1007/s10803-016-3010-3
  • Rittger, L., Reinmüller, K., & Kiesel, A. (2017). Measuring information demand of a dynamic in-vehicle display while driving – a study evaluating the MARS (Masking Action Relevant Stimuli) method. Transportation Research Part F: Psychology and Behaviour, 51, 14-23. https://doi.org/10.1016/j.trf.2017.08.009
  • Rueß, M., Thomaschke, R., & Kiesel, A. (2017). The time course of intentional binding. Atten Percept Psycho, 79(4), 1123-1131. https://doi.org/10.3758/s13414-017-1292-y
  • Rueß, M., Thomaschke, R., & Kiesel, A. (2017). Earlier effects are more often perceived as one's own action effects. Timing & Time Perception, 5(3-4), 228-243. https://doi.org/10.1163/22134468-00002091
  • Volberg, G., & Thomaschke. R. (2017). Time-based expectations entail preparatory motor activity. Cortex, 92, 261-270. https://doi.org/10.1016/j.cortex.2017.04.019
  • Bermeitinger, C., Kaup, B., Kiesel, A., Koch, I., Kunde, W., Müsseler, J., Oberfeld-Twistel, D., Strobach, T., & Ulrich, R. (2016). Positionspapier zur Lage der Allgemeinen Psychologie. Psychol Rundsch, 67, 175-205. https://doi.org/10.1026/0033-3042/a000317
  • Eder, A. B., & Dignath, D. (2016). Asymmetrical effects of posttraining outcome revaluation on outcome-selective Pavlovian-to-instrumental transfer in human adults. Learning & Motivation, 54, 12-21. https://doi.org/10.1016/j.lmot.2016.05.002
  • Eder, A. B., & Dignath, D. (2016). Influence of verbal instructions on effect-based action control. Psychological Research, 80, 1-11. https://doi.org/10.1007/s00426-016-0745-6
  • Eder, A. B., & Dignath, D. (2016). Cue-elicited food seeking is eliminated with aversive outcomes following outcome devaluation. Q J Exp Psychol, 69(3), 574-588. https://doi.org/10.1080/17470218.2015.1062527
  • Haering, C., & Kiesel, A. (2016). Time perception and the experience of agency. Psychol Res-psych Fo, 80, 286-297. https://doi.org/10.1007/s00426-015-0654-0
  • Hitchman, G. A., Pfeuffer, C. U., Roe, C. A., & Sherwood, S. J. (2016). The effects of experimenter-participant interaction qualities in a goal-oriented nonintentional precognition task. The Journal of Parapsychology, 80, 45-69.
  • Janssen, D., Poljac, E., & Bekkering, H. (2016). Binary sensitivity of theta activity for gain and loss when monitoring parametric prediction errors. Social Cognitive and Affective Neuroscience, 11(8), 1280-1289. http://dx.doi.org/10.1093/scan/nsw033
  • Kaendler, C., Wiedmann, M., Rummel, N., Leuders, T., & Spada, H. (2016). Monitoring student interaction during collaborative learning: design und evalutation of a training program for pre-service teachers. Psychology Learning & Teaching, 15(1), 44-64. http://dx.doi.org/10.1177/1475725716638010
  • Kunchulia, M., & Thomaschke, R. (2016). Effects of alcohol intake on time-based event expectations. Exp Brain Res, 234, 937-944. https://doi.org/10.1007/s00221-015-4522-3
  • Naujoks, F., Kiesel, A., & Neukum, A. (2016). Cooperative warning systems: The impact of false and unnecessary alarms on drivers' compliance. Accident Anal Prev, 97, 162-175. https://doi.org/10.1016/j.aap.2016.09.009
  • Pfeuffer, C. U., Kiesel, A., & Huestegge, L. (2016). A look into the future: Spontaneous anticipatory saccades reflect processes of anticipatory action control. Journal of Experimental Psychology: General, 145(11), 1530-1547. http://dx.doi.org/10.1037/xge0000224
  • Siebenhüner, B., Rodela, R., & Ecker, F. (2016). Social learning research in ecological economics: A survey. Environmental Sciences & Policy, 55(1), 116-126. http://dx.doi.org/10.1016/j.envsci.2015.09.010
  • Thomaschke, R., Hoffmann, J., Haering, C., & Kiesel, A. (2016). Time-based expectancy for task relevant stimulus features. Timing & Time Perception, 4, 248-270. https://doi.org/10.1163/22134468-00002069
  • Wirth, R., Dignath, D., Pfister, R., Kunde, W., & Eder, A. B. (2016). Attracted by rewards: Disentangling the motivational influence of rewarding and punishing targets and distractors. Motivation Science, 2(3), 143-156. http://dx.doi.org/10.1037/mot0000037
  • Beller, S., Bohlen, J., Huether, L., & Bender, A. (2015). Perspective taking in referring to objects in front of or behind an observer: Frames of reference, intra-individual consistency, and response latencies. Q J Exp Psychol, 69(7), 1383-1408. http://dx.doi.org/10.1080/17470218.2015.1083593
  • Beller, S., Singmann, H., Huether, L., & Bender, A. (2015). Turn around to have a look? Spatial referencing in dorsal versus frontal settings in cross-linguistic comparison. Frontiers in Psychology: Cognition, 6, 1283. http://dx.doi.org/10.3389/fpsyg.2015.01283
  • Dignath, D., & Eder, A. B. (2015). Stimulus Conflict Triggers Behavioral Avoidance. Cognitive, Affective, and Behavioral Neuroscience.(4), -. Cognitive, Affective, and Behavioral Neuroscience, 15(4), 822-836.
  • Dignath, D., Kiesel, A., & Eder, A. B. (2015). Flexible Conflict Management: Conflict Avoidance and Conflict Adjustment in Reactive Cognitive Control. Journal of Experimental Psychology: Learning, Memory, and Cognition, 41(4), 975-988.
  • Haering, C., & Kiesel, A. (2015). Was it me when it happened too early? Experience of delayed effects shapes sense of agency. Cognition, 136, 38-42.
  • Hahnel, U.J.J., Arnold, O., Waschto, M., Korcaj, L., Hillmann, K., Roser, D., & Spada, H. (2015). The power of putting a label on it: green labels weigh heavier than contradicting product information for consumers' purchase decisions and post-purchase behavior. Front Psychol, 6, 1392. http://dx.doi.org/10.3389/fpsyg.2015.01392
  • Korcaj, L., Hahnel, U., & Spada, H. (2015). Intentions to Adopt Photovoltaic Systems Depend on Homeowners' Expected Personal Gains and Behavior of Peers. Renew Energ, 75, 407-415.
  • Mittelstädt, V., Brauner, P., Blum, M., & Ziefle, M. (2015). On the visual design of ERP systems—The role of information complexity, presentation and human factors. Procedia Manufacturing, 3, 448-455.
  • Reuss, H., Kiesel, A., & Kunde, W. (2015). Adjustments of response speed and accuracy to unconscious cues. Cognition, 134, 57-62.
  • Reuss, H., Kiesel, A., Pohl, C., & Kunde, W. (2015). Instructed illiteracy reveals expertise-effects on unconscious processing. Frontiers in Psychology, section Cognition, 6(239), 1-5. http://dx.doi.org/10.3389/fpsyg.2015.00239
  • Rittger, L., Schmidt, G., Maag, C., & Kiesel, A. (2015). Driving behaviour at traffic light intersections. Cogn Technol Work, 17, 593-605.
  • Thomaschke, R., & Dreisbach, G. (2015). The time-event correlation effect is due to temporal expectancy, not to partial transition costs. J Exp Psychol Human, 41, 196-218.
  • Thomaschke, R., Kunchulia, M., & Dreisbach, G. (2015). Time-based event expectations employ relative, not absolute, representations of time. Psychon B Rev, 22, 890-895.
  • Fleissner, D., Hahnel, U., & Gölz, S. (2014). Auswirkungen eines zeitvariablen Tarifes auf Verhalten und Einstellungen von Energiekonsumenten. Umweltpsychologie, 18(1), 20-41.
  • Hahnel, U., Gölz, S., & Spada, H. (2014). How does green suit me? Consumers mentally match perceived product attributes with their domain-specific motives when making green purchase decisions. J Consum Behav, 13, 317-327. http://dx.doi.org/10.1002/cb.1471
  • Hahnel, U., Ortmann, C., Korcaj, L., & Spada, H. (2014). What is green worth to you? Activating environmental values lowers price sensitivity towards electric vehicles. J Environ Psychol, 40, 306-319. http://dx.doi.org/10.1016/j.jenvp.2014.08.002
  • Kaendler, C., Wiedmann, M., Rummel, N., & Spada, H. (2014). Teacher competencies for the implementation of collaborative learning in the classroom: a framework and research review. Educ Psychol Rev, . http://dx.doi.org/10.1007/s10648-014-9288-9
  • Korcaj, L., Engel, R., & Spada, H. (2014). Acceptance of residential solar photovoltaic systems among German homeowners. Umweltpsychologie, 34(1), 84-103.
  • Korcaj, L., & Gellrich, A. (2014). Bürger als Investoren - Private Investitionen in erneuerbare Energiesysteme. Ökologisches Wirtschaften, 29(1), 24-25.
  • Lukas, S., Mittelstaedt, V., Olaru, G., Sachser, C., Seibold, J., & Huckauf, A. (2014). Effects of marked routes in You-are-here maps on navigation performance and cognitive mapping. American Journal of Applied Psychology, 3, 131-137.
  • Otieno, C., Spada, H., Liebler, K., Ludemann, T., Deil, U., & Renkl A (2014). Environmental Education Research: Informing about climate change and invasive species: how the presentation of information affects perception of risk, emotions, and learning Environ Educ Res, 20(5), 612-638. http://dx.doi.org/10.1080/13504622.2013.833589
  • Plesch, C., & Spada, H. (2014). Future core research areas and associtated research chellenges for technology-enhanced learning: results of an international Delphi study. Int. J. Technology Enhanced Learning, 6(2), 164-185.
  • Bender, A. (2013). Two accounts of traditional Mangarevan counting … and how to evaluate them. J Polynesian Soc, 122(3), 275-287.
  • Bender, A., & Beller, S. (2013). Of adding oranges and apples: How non-abstract representations may foster numerical cognition. Front Hum Neurosci, 7(903), 1-4.
  • Bender, A., & Beller, S. (2013). Cognition is ... fundamentally cultural. Behavioral Sciences, 3, 42-54.
  • Hahnel, U., Gölz, S., & Spada, H. (2013). How accurate are drivers’ predictions of their own mobility? Accounting for psychological factors in the development of intelligent charging technology for electric vehicles. Transport Res A-pol, 48, 123-131. http://dx.doi.org/10.1016/j.tra.2012.10.011
  • Lindau, B., Kuebler, S., & Spada, H. (2013). Entwicklung und Überprüfung eines Modells der Bereitschaft zum Medien- und Technologieeinsatz bei weiblischen und männlichen Lehramtsstudierenden. Zeitschrift für Lernforschung, Unterrichtswissenschaft, 1, 20-37.
  • Plesch, C., Kaendler, C., Rummel, N., Wiedmann, M., & Spada, H. (2013). Identifying Areas of Tension in the field of technology-enhanced learning: Results of an International Delphi study. Comput Educ, 65, 92-105.
  • Rohbogner, G., Hahnel, U., Benoit, P., & Fey, S. (2013). Multi-Agent Systems’ Asset for Smart Grid Applications. Computer Science and Information Systems, 10(4), 1799-1822. http://dx.doi.org/10.2298/CSIS130224072R
  • Vollmer, S., Spada, H., Caspar, F., & Burri, S. (2013). Expertise in clinical psychology. The effects of university training and practical experience on expertise in clinical psychology. Frontiers in Psychology, 4, 141. http://dx.doi.org/10.3389/fpsyg.2013.00141
  • Beller, S. (2012). Concrete problems in the abstract deontic selection task--And how to solve them. The Quarterly Journal of Experimental Psychology, 65, 1414-1429.
  • Beller, S. (2012). Fingerzählen: Unterbinden, tolerieren oder fördern auf dem Weg zur symbolischen Mathematik? Lernen und Lernstörungen, , 54-55.
  • Beller, S., Bender, A., & Medin, D. L. (2012). Should anthropology be part of cognitive science? Top Cogn Sci, 4(3), 342-353.
  • Bender, A., & Beller, S. (2012). Nature and culture of finger counting: Diversity and representational effects of an embodied cognitive tool. Cognition, 124, 156-182.
  • Bender, A., Beller, S., & Medin, D.L. (2012). Turning tides: Prospects for more diversity in cognitive science. Top Cogn Sci, 4(3), 462-466.
  • Bender, A., Rothe-Wulf, A., Huether, L., & Beller, S. (2012). Moving forward in space and time: How strong is the conceptual link between spatial and temporal frames of reference? Frontiers in Psychology: Cultural Psychology, 3:486, 1-11.
  • Bender, A., Spada, H., Rothe-Wulf, A., Traber, S., & Rauss, K. (2012). Anger elicitation in Tonga and Germany: The impact of culture on cognitive determinants of emotions. Frontiers in Psychology: Cultural Psychology, 3:435, 1-20.
  • Hahnel, U. J. J., Gölz, S., & Spada, H. (2012). How accurate are drivers’ predictions of their own mobility? Accounting for Psychological Factors in the Development of Intelligent Charging Technology for Electric Vehicles Transport Research Part A, . http://dx.doi.org/10.1016/j.tra.2012.10.011
  • Hahnel, U. J. J., & Hecht, H. (2012). The impact of rear-view mirror distance and curvature on judgements relevant to road safety Ergonomics, 55(1), 23-36.
  • Plesch, C., Kaendler, C., Deiglmayr, A., Mullins, D., & Spada, H. (2012). Lo studio delphi di Stellar sul technology enhanced learning. Tecnologie Didattiche, 20(3), 144-154.
  • Rummel, N., Mullins, D., & Spada, H. (2012). Scripted collaborative learning with the cognitive tutor algebra Int J Comp-supp Coll, 7(2), 307-339.
  • Wiedmann, M., Leach, R. C., Rummel, N., & Wiley, J. (2012). Does group composition affect learning by invention? Instr Sci, 40(4), 711-730.
  • Beller, S., & Bender, A. (2011). Explicating numerical information: When and how fingers support (or hinder) number comprehension and handling Frontiers in Psychology: Cognition, 2(214), 1-3.
  • Bender, A., & Beller, S. (2011). Causal asymmetry across cultures: Assigning causal roles in symmetric physical settings. Frontiers in Psychology: Cultural Psychology, 2(231), 1-10.
  • Bender, A., & Beller, S. (2011). Cultural variation in numeration systems and their mapping onto the mental number line. J Cross Cult Psychol, 42(4), 579-597.
  • Bender, A., & Beller, S. (2011). Fingers as a tool for counting - naturally fixed or culturally flexible? Frontiers in Psychology: Cognition, , 1-3.
  • Bender, A., & Beller, S. (2011). The cultural constitution of cognition: Taking the anthropological perspective. Frontiers in Psychology: Cognitive Science, , 1-6.
  • Bender, A., Beller, S., & Klauer, K. C. (2011). Grammatical gender in German - a case for linguistic relativity? Q J Exp Psychol, , 1821-1835.
  • Deiglmayr, A., & Spada, H. (2011). Training for fostering knowledge co-construction from collaborative inference-drawing Learn Instr, 21, 441-451.
  • Mullins, D., Rummel, N., & Spada, H. (2011). Are two heads always better than one? Differential effects of collaboration on students' computer-supported learning in mathematics International Journal of Computer Supported Collaborative Learning, 6(3), 421-443.
  • Beller, S. (2010). Deontic reasoning reviewed: psychological questions, empirical findings, and current theories Cognitive Processing, 11, 123-132.
  • Beller, S., & Bender, A. (2010). Kognitionsethnologie und Kognitionspsychologie: Synergien nutzen. Zeitschrift für Ethnologie, 135, 233-248.
  • Bender, A., & Beller, S. (2010). Die Ethnologie - Eine tragende Säule im Gebäude der Kognitionswissenschaften? Zeitschrift für Ethnologie, 135, 185-198.
  • Bender, A., Beller, S., & Bernardo, G. (2010). Temporal frames of reference: Conceptual analysis and empirical evidence from German, English, Mandarin Chinese, and Tongan Cognition and Culture, 10, 283-307.
  • Bender, A., Hutchins, E., & Medin, D. L. (2010). Anthropology in cognitive science Topics in cognitive science, 2(3), 374-385.
  • Bender, A., & Roettger-Roessler, B. (2010). Ethnologie und Kognitionswissenschaften im Dialog Z Ethnol, .
  • Deiglmayr, A., & Spada, H. (2010). Collaborative problem solving with distributed information: the role of inferences from interdependent information Group Process Interg, 13(3), 361-378.
  • Deiglmayr, A., & Spada, H. (2010). Developing adaptive collaboration support: the example of an effective training for collaborative inferences Educ Psychol Rev, 22(1), 103-113.
  • Diziol, D., Walker, E., Rummel, N., & Koedinger, K. (2010). Using intelligent tutor technology to implement adaptive support for student collaboration Educ Psychol Rev, 22(1), 89-102.
  • Hansen, M., & Spada, H. (2010). Supporting remote collaborative problem-solving Appl Cognitive Psych, 24, 1297-1323.
  • Hertin, J., Hey, C, & Ecker, F. (2010). The Future of European Electricity Supply: Moving from Energy-Mix Projections to Renewable-Based Scenarios. Renewable Energy Law and Policy Review, 2, 131-139.
  • Klauer, K. C., Beller, S., & Hütter, M. (2010). Conditional reasoning in context: A dual-source model of probalistic inference J Exp Psychol Learn, 36, 298-323.
  • Rummel, N., Diziol, D., & Westermann, K. (2010). Kooperative Lernformen im Mathematikunterricht Praxis der Mathematik in der Schule, 35, 25-28.
  • Spada, H. (2010). Of scripts, roles, positions, and models Comput Hum Behav, 26, 547-550.
  • Beller, S., Bender, A., & Song, J. (2009). Weighing up physical causes: Effects of culture, linguistic cues and content Journal of Cognition and Culture, 9, 347-365.
  • Beller, S., Bender, A., & Song, J. (2009). Conditional promises and threats in Germany, China, and Tonga: Cognition and Emotion Journal of Cognition and Culture, 9, 115-139.
  • Rummel, N., Spada, H., & Hauser, S. (2009). Learning to collaborate while being scripted or by observing a model International Journal of Computer-Supported Learning, 4(1), 69-92.
  • Beller, S. (2008). Deontic norms, deontic reasoning, and deontic conditionals. Think Reasoning, 14, 305-341.
  • Beller, S., & Bender, A. (2008). The limits of counting: Numerical cognition between evolution and culture Science, , 213-215.
  • Beller, S., & Kuhnmünch, G. (2007). What causal conditional reasoning tells us about people's understanding of causality. Thinking & Reasoning, , 426-460.
  • Bender, A. (2007). Changes in social orientation: Threats to a cultural institution in marine resource exploitation in Tonga. Human Organization, 66(1), 11-21.
  • Bender, A., & Beller, S. (2007). Counting in Tongan: The traditional number systems and their cognitive implications. Journal of Cognition and Culture, 7(3-4), 213-239.
  • Bender, A., Spada, H., Seitz, S., Swoboda, H., & Traber, S. (2007). Anger and rank in Tonga and Germany: Cognition, emotion, and context. Ethos, 35(2), 196-234.
  • Hansen, M., Spada, H., & Schneider, A. (2007). Supporting and hindering knowledge communication in a collaborative picture-sorting task Z Psychol, 215(4), 228-236.
  • Kronen, M., & Bender, A. (2007). Assessing marine resource exploitation in Lofanga, Tonga: One case study - two approaches. Human Ecology, 35(2), 195-207.
  • Meier, A., Spada, H., & Rummel, N. (2007). A rating scheme for assessing the quality of computer-supported collaboration processes. International Journal of Computer-Supported Collaborative Learning., 2007(2), 63-86.
  • Bender, A., & Beller, S. (2006). Numeral classifiers and counting systems in Polynesian and Micronesian languages: Common roots and cultural adaptations. Oceanic Linguistics, 45(2), 380-403.
  • Bender, A., & Beller, S. (2006). "Fanciful" or genuine? Bases and high numerals in Polynesian number systems. Journal of the Polynesian Society, 115(1), 7-46.
  • Rummel, N., & Spada, H. (2005). Learning to collaborate: An instructional approach to promoting collaborative problem-solving in computer-mediated settings. J Learn Sci, 14(2), 201-241.
  • Schwonke, R., Hauser, S., Nückles, M., & Renkl, A. (2005). Enhancing computer-supported writing of learning protocols by adaptive prompts. Comput Hum Behav, 22, 77-92.
  • Schwonke, R., Nückles, M., Berthold, K., Hauser, S., & Renkl, A. (2005). Computergestütztes Schreiben von Lernprotokollen: Umsetzung und Evaluation eines kognitiven Werkzeugs zur Förderung selbstgesteuerten Lernens. Zeitschrift für Medienpsychologie, 2, 42-53.
  • Bodemer, D., Plötzner, R., Feuerlein, I., & Spada, H. (2004). The active integration of information during learning with dynamic and interactive visualizations. Learning and Instruction, 14, 325-341.
  • Nerb, J. (2004). Exploring the dynamics of the appraisal-emotion relationship: A constraint satisfaction model of the appraisal process. Cognition Emotion, 27(7), 1382-1413.
  • Beller, S., & Spada, H. (2003). The logic of content effects in propositional reasoning: The case of conditional reasoning with a point of view. Thinking and Reasoning, 9(4), 335-378.
  • Rummel, N., Ertl, B., Härder, J., & Spada, H. (2003). Supporting collaborative learning and problem-solving in desktop videoconference settings. International Journal of Educational Policy, Research, and Practice, 4(1), 83-115.
  • Rummel, N., Levin, J. R., & Woodward, M. M. (2003). Do pictorial mnemonic text-learning aids give students something worth writing about? J Educ Psychol, 95(2), 327-334.
  • Spada, H., Baumann, U., Mummendey, A., Steyer, R., & Scheuermann, M. (2003). Intelligente Steuerung der Forschung durch Evaluation. Psychol Rundsch, 54(4), 243-248.
  • Spitulnik, M., Bouillion, L. M., Rummel, N., Clark, D., & Fischer, F. (2003). Collaborative online environments for lifelong learning: Design issues from a situated learning perspective. International Journal of Educational Policy, Research, and Practice, 4(1), 17-53.
  • Strube, G., & Spada, H. (2003). The training of doctoral students of psychology in Germany. Eur Psychol, 8(1), 18-22.
  • Bender, A. (2002). "Tragödie des Fischfangs" in Tonga? Die Bedeutung kultureller Institutionen bei der Gemeingutnutzung. Zeitschrift Umweltpsychologie, 6(1), 26-41.
  • Bender, A. (2002). Environmental models, cultural values, and emotions: Implications for marine resource use in Tonga. International Research in Geographical and Environmental Education, 11(1), 58-62.
  • Bender, A., Kägi, W., & Mohr, E. (2002). Informal insurance and sustainable management of common-pool marine resources in Ha'apai, Tonga. Economic Development and Cultural Change, 50(2), 427-440.
  • Ernst, A (2002). Modellierung der Trinkwassernutzung bei globalen Umweltveränderungen - erste Schritte. Umweltpsychologie, 6(1), 62-76.
  • Thagard, P., & Nerb, J. (2002). Emotional Gestalts: Appraisal, Change, and the Dynamics of Affect. Personality and Social Psychology Review, 6, 274-282.
  • Bender, A. (2001). "God will send us the fish" - Perception and evaluation of an environmental risk in Ha'apai, Tonga. Research in Social Problems and in Public Policy, 9, 165-190.
  • Nerb, J., & Spada, H. (2001). Evaluation of environmental problems: A coherence model of cognition and emotion. Cognition & Emotion, 15(4), 521-551.
  • Nerb, J., Spada, H., & Lay, K. (2001). Environmental Risk in the media: Modeling the reactions of the audience. Research in social problems and public policy, 9, 57-85.
  • Plötzner, R., & Härder, J. (2001). Unterstützung der Verarbeitung externer Repräsentationen am Beispiel des Lernens mit Hypertexten. Unterrichtswissenschaft, 29, 367-384.
  • Scheuermann, M. (2001). Konfliktmanagement. Lebendige Seelsorge, 52(2), 70-72.
  • Stumpf, M. (2001). Die IuK-Jahrestagung 2001 "Kooperative Systeme" in Trier. B.I.T. online, 2, 190-191.
  • Hoppe, H.U., & Plötzner, R. (Hrsg.) (2000). Themenheft: Analyse und Modellierung computergestützten kooperativen Lernens. Kognitionswissenschaft, 9, 1-58.
  • Kneser, C., Fehse, E., & Hermann, F. (2000). Kooperatives Lernen auf der Grundlage komplementären Vorwissens. Ein Experiment und eine Simulationsstudie. Kognitionswissenschaft, 9 (1), 17-31.
  • Wahl, S., Frings, S., Hermann, F., Nerb, J., & Spada, H. (2000). So ein Ärger! - Die Rezeption von Zeitungsmeldungen über Umweltprobleme. Medienpsychologie, 12, 233-241.
  • Wahl, S., & Spada, H. (2000). Children´s reasoning about intentions, beliefs and behavior. Cognitive Science Quaterly, 1, 5-34.
  • Eisentraut, R. (1999). Styles of problem solving and their influence on the design process. Design Studies, 20, 431-437.
  • Nerb, J., Ritter, F. E., & Krems, J. (1999). Knowledge learning level and the power law: A SOAR model of skill acquisition. Kognitionswissenschaft, 8 (1), 20-29.
  • Plötzner, R., Fehse, E., Kneser, C., & Spada, H. (1999). Learning to relate qualitative and quantitative problem representations in a model-based setting for collaborative problem solving The Journal of the Learning Sciences, 8, 177-214.
  • Stumpf, M., & Spada, H. (1999). Empfehlungen der IuK-Kommission der DGPs. Psychol Rundsch, 50, 234-236.
  • Böhm, G., Rost, J., & Spada, H. (1998). Psychologische Aspekte von Umweltrisiken Zeitschrift für Experimentelle Psychologie, 45, 243-250.
  • Ernst, & A. M. (1998). Umweltwandel und Allmende-Problematik - ein Konzept leitet interdisziplinäre Umweltforschung. , 7, 4: 251.
  • Ernst, & A. M. (1998). Psychologie des Umweltverhaltens , 70-75.
  • Ernst, & A. M. (1998). Kooperation und Konkurrenz - die subtile Balance (Editorial) , 6.
  • Ernst, A. M. (1998). (Hrsg.). Themenheft: Umweltwandel und Allmende-Problematik. GAIA, 7, 4, .
  • Ernst, A. M. (1998). (Hrsg.). Digest: Kooperation und Konkurrenz (3/98). Spektrum der Wissenschaft., .
  • Ernst, A. M., Eisentraut, R., Bender, A., Kägi, W., Mohr, E., & Seitz, S. (1998). Stabilisierung der Kooperation im Allmende-Dilemma durch institutionelle und kulturelle Rahmenbedingungen. GAIA, , 7. 4: 271-7. 4:278.
  • Nerb, J., Spada, H., & Wahl, S. (1998). Kognition und Emotion bei der Bewertung von Umweltschadensfällen: Modellierung und Empirie. Zeitschrift für Experimentelle Psychologie, , 45: 251-45:269.
  • Plötzner, R., & Fehse, E. (1998). Learning from explanations: Extending one's own knowledge by attempting to understand explanations received from others. International Journal of Artificial Intelligence in Education, , 9: 193-9:218.
  • Plötzner, R., & Spada, H. (1998). Constructing quantitative problem representations on the basis of qualitative reasoning. Interactive Learning Environments, , 5: 95-5:107.
  • Plötzner, R., & Spada, H. (1998). Inhalt, Struktur und Anwendung von Physikwissen: Eine psychologische Perspektive. Zeitschrift für Didaktik der Naturwissenschaften, , 4: 81-4:100.
  • Ernst, A. M., Opwis, K., Plötzner, R., & Spada. H. (1997). Kompetenz durch Problemlösen und Üben: Ein Beitrag zur Ausbildung im Fach Allgemeine Psychologie I. Psychologische Rundschau, 47, 30-33.
  • Plötzner, R., Kirchherr, N., & Stumpf, M. (1997). HYPERSTAT: Eine interaktive Lehr- und Lernumgebung für die Varianzanalyse im World Wide Web. Methods of Psychological Research Online (Online Zeitschrift), 2(1).
  • Plötzner, R., & VanLehn, K. (1997). The acquisition of qualitative physics knowledge during textbook-based physics training. Cognition and Instruction, 15, 169-205.
  • Spada, & H. (1997). Lage und Entwicklung der Psychologie in Deutschland, Österreich und der Schweiz. Psychologische Rundschau, 48, 1-15.
  • Stumpf, M., & Spada, H. (1997). Zu Rolle und Aufgaben der DGPs im Bereich Information und Kommunikation (IuK). Psychol Rundsch, 4, 224-231.
  • Ernst, A. M., Opwis, K., Plötzner, R., & Spada, H. (1996). Kompetenz durch Problemlösen und Üben: Ein Beitrag zur Ausbildung im Fach Allgemeine Psychologie I. Psychologische Rundschau, 47, 30-33.
  • Murbach, A. (1996). An integrative computational model for associative learning. Kognitionswissenschaft, 5, 175-183.
  • Plötzner, R., Fehse, E., Spada, H., Vodermaier, A., & Wolber, D. (1996). Physiklernen mit modellgestützt konstruierten Begriffsnetzen und durch Problemlösen zu zweit. Zeitschrift für Entwicklungspsychologie und Pädagogische Psychologie, 28, 270-293.
  • Spada, H., Reimann, P., & Scheuermann, M. (1996). Psychological research supported by the European Science Foundation. European Psychologist, 1 (1), 65-67.
  • Spada, H., Stumpf, M., & Funke, J. (1996). Psychologische Institute im World-Wide-Web. Psychol Rundsch, 47, 166-169.
  • Wichmann, S., Opwis, K., & Spada, H. (1996). Wie Kinder Handlungen vorhersagen und erklären: Kognitive Anforderungen praktischer Schlüsse. Zeitschrift für Entwicklungspsychologie und Pädagogische Psychologie, 28, 91-107.
  • Opwis, K., & Stumpf, M. (1994). Künstliche neuronale Netze. KI: Zeitschrift für Künstliche Intelligenz, 4, 38-39.
  • Plötzner, R., Spada, H., Stumpf, M., & Opwis, K. (1990). Learning qualitative and quantitative reasoning in a microworld for elastic impacts. European Journal of Psychology of Education, 4, 501-516.

Reviews / Übersichtsartikel in wissenschaftlichen Fachzeitschriften

  • Nerb. J., & Neth, H. (1999). Buchbesprechung: Statistische Anwendungen im Internet (Dietmar Janetzko). c´t, Magazin für Computertechnik, 21, 358.

Rezensionen

  • Eisenstraut, R. (2001). Buchbesprechung: Psychologie des Selbstwertgefühls (Astrid Schütz). Schweizerische Zeitschrift für Psychologie, 60(3), 204-206.

Monographien

  • Pfeuffer, C. U. (2017). Instruction-based Action Control. Univ. Freiburg.
  • Pape, S. (2016). Kognitive Verzerrungen bei Entscheidungen: Rahmungseffekte und die Rolle motivationaler und kognitiver Prozesse für die konfirmatorische Informationssuche. Freiburg: Bibliothek der Unversität. http://dx.doi.org/10.6094/UNIFR/10605
  • Reiße, K. (2016). Subjektive Wahrnehmung und Emotionen in Bezug auf den globalen und regionalen Klimawandel - ein interkultureller Vergleich zwischen Brasilien, China, Deutschland, Indien und den USA. Freiburg: Bibliothek der Universität. http://dx.doi.org/10.6094/UNIFR/11351
  • Wiedmann, M. (2015). Teacher’s professional vision of student interaction in collaborative learning settings: development and evaluation of an assessment tool Freiburg: Universitätsbibliothek. Retrieved from https://www.freidok.uni-freiburg.de/data/10089
  • Stumpf, M. (2014). Verhaltensänderungen und organisatorisch-technische Optimierungen - ein starkes Team bei der Energieeinsparung. Erfahrungen und Erkenntnisse aus psychologischen Studien zum Energienutzungsverhalten an Hochschulen. Freiburg: Bibliothek der Albert-Ludwigs-Universität. http://dx.doi.org/10.6094/UNIFR/9340
  • Bender, A., & Beller, S. (2013). Die Welt des Denkens: Kognitive Einheit, kulturelle Vielfalt. Bern: Huber.
  • Huether, L. (2013). Spatial Referencing in the United States of America and Germany. A cross-cultural empirical study. Saarbrücken: AV Akademikerverlag.
  • Beller, S., & Bender, A. (2010). Allgemeine Psychologie - Denken und Sprache Göttingen: Hogrefe.
  • Beller, S. (2008). Empirisch forschen lernen: Konzepte, Methoden, Fallbeispiele, Tipps Bern: Hans Huber.
  • Bender, A. (2001). Fischer im Netz: Strategien der Ressourcennutzung und Konfliktbewältigung in Ha'apai, Tonga. Herbolzheim: Centaurus.
  • Böhm, G., Nerb, J., McDaniels, T., & Spada. H. (Eds.) (2001). Environmental risks: Environmental Risks Perception, Evaluation and Management. Greenwich, CT: JAI Press.
  • Eisenstraut, R. (2001). Machtgefälle, Informationssuche und soziales Wissen in einem zweifachen sozialen Dilemma: Problemlösen unter der Bedingung struktureller Asymmetrie. Aachen: Shaker.
  • Ernst, A.M. (2001). Information in der Klemme ­ Informationsdilemmata und die Nutzung natürlicher Ressourcen. Weinheim: Psychologie Verlags Union.
  • Nerb, J. (2000). Die Bewertung von Umweltschäden. Kognitive und emotionale Folgen von Medienmeldungen. Bern: Huber.
  • Scheuermann, M. (1999). Kooperation durch Koordination. Wissenschaftsmanagement in der sozialwissenschaftlichen Umweltforschung. S. Roderer.
  • Plötzner, & R. (1998). Flexibilität im Problemlösen und Lernen - Konstruktion, Anwendung und Koordination von Repräsentationssystemen. .
  • Beller, S. (1997). Inhaltseffekte beim logischen Denken - Der Fall der Wason'schen Wahlaufgabe Pabst Science Publishers.
  • Bender, A. (1997). Beute unter Tabu: Psychologische und kulturelle Aspekte traditionellen Umweltverhaltens in Mikronesien und Polynesien. Wissenschaft & Öffentlichkeit.
  • Ernst, A. M. (1997). Ökologisch-soziale Dilemmata Psychologie Verlags Union.
  • Klix, F., & Spada, H. (Hrsg.) (1997). Wissen. Enzyklopädie der Psychologie Hogrefe.
  • Opwis, K., & Plötzner, R. (1996). Kognitive Psychologie mit dem Computer - ein Einführungskurs zur Simulation geistiger Leistungen mit Prolog. Spektrum Akademischer Verlag.
  • Reimann, P., & Spada, H. (Eds.) (1996). Learning in humans and machines. Towards an interdisciplinary learning science. Elsevier/Pergamon.
  • Wichmann, S. (1996). Wie Kinder über das Denken denken. Eine kognitions- und entwicklungspsychologische Analyse repräsentationaler und operationaler Anforderungen praktischer Schlüsse. Peter Lang.

Buchbeiträge

  • Stumpf, M. (2019). Reichweitenangst. In Wirtz, M. A. (Ed.), Dorsch – Lexikon der Psychologie (pp.). Bern: Hans Huber. https://dorsch.hogrefe.com/stichwort/reichweitenangst/
  • Stumpf, M., & Kiesel, A. (2019). Kognitiv-affektive Karten. In Wirtz, M. A. (Ed.), Dorsch – Lexikon der Psychologie (pp.). Bern: Hans Huber. https://dorsch.hogrefe.com/stichwort/kognitiv-affektive-karten/
  • Ecker, M., & Ecker, F. (2014). Genügsam leben: Überlegungen zur Suffizienz im rechtlichen Kontext. – 647.. In Ewer, W.; Ramsauer, U.; Reese, M.; Rubel, R. (Ed.), Methodik – Ordnung – Umwelt. Festschrift für Hans-Joachim Koch aus Anlass seines siebzigsten Geburtstages. (pp. 637-647). Berlin: Duncker & Humblot.
  • Stumpf, M. (2014). Rebound-Effekte. In M. A. Wirtz (Ed.), Dorsch – Lexikon der Psychologie (pp. 1392-1392). Bern: Hans Huber. http://portal.hogrefe.com/dorsch/rebound-effekte/
  • Bender, A. (2013). Kognitionsethnologie. In B. Beer & H. Fischer (Ed.), Ethnologie: Einführung und Überblick (pp. 287-307). Berlin: Reimer.
  • Mullins, D., Deiglmayr, A., & Spada, H. (2013). Motivation and emotion shaping knowledge co-construction. In M. Baker, J. Andriessen & S. Järvelää (Ed.), Affective learning together: Social and emotional dimensions of collaborative learning. (pp. 139-161). London: Routledge.
  • Röttger-Rössler, B., & Bender, A. (2013). Sozial- und Kulturanthropologie / Kognitionsethnologie. In A. Stephan & S. Walter (Ed.), Handbuch Kognitionswissenschaft. (pp. 35-41). Stuttgart: J. B. Metzler.
  • Träuble, B., Bender, A., & Konieczny, C. (2013). Human social cognition - the theory of mind research. In J. Wassmann, B. Träuble, & J. Funke (Ed.), Theory of mind in the Pacific: Reasoning across cultures (pp. 13-37). Heidelberg: Universitätsverlag Winter.
  • Beller, S. (2012). Human deontic reasoning in the deontic square. In J. Y. Beziau & G. Payette (Ed.), The square of opposition: A general framework for cognition (pp. 471-484). Bern: Bern: Peter Lang.
  • Beller, S., Bender, A., Duda, S., Hagmayr, Y., Schroven, A., Stenning, K., & Wiese, H. (2012). The cultural constitution of causal cognition: Cross-disciplinary perspectives from the ZiF research group. In U. Schmid, M. Siebers, C. C. Carbon, M. Raab, J. Rüsseler, T. Gross, C. Schlieder, & D. Dörner (Ed.), Proceedings of KogWis 2012 (pp. 22-25). Bamberg: Bamberg: University of Bamberg Press.
  • Bender, A. (2012). Kognitionsethnologie. In B. Beer, H. Fischer (Ed.), Ethnologie: Einführung und Überblick (pp. 287-307). Berlin: Reimer, Berlin.
  • Spada, H., & Reisse, K. (2012). Cognition and emotion in risk perception and behavior - Security awareness/ Need for security. In H. H. Gander, W. Perron, R. Poscher, G. Riescher, & T. Würtenberger (Ed.), Resilienz in der offenen Gesellschaft (pp. 195-209). Baden-Baden: Nomos.
  • Bender, A., & Beller, S. (2011). Numerical cognition and ethnomathematics. In A companion to cognitive anthropology (pp. 270-289). Chichester: Wiley-Blackwell.
  • Rummel, N., Deiglmayr, A., Spada, H., Karimanis, G., & Avouris, N. (2011). Analyzing collaborative interactions across domains and settings: An adaptable rating scheme. In S. Puntambekar, C. Hmelo-Silver, & G. Erkens (Ed.), Analyzing interactions in CSCL: Methods, approaches and issues (pp. 367-390). Berlin: Springer.
  • Beller, S., & Bender, A. (2009). Universitäre Lehre nach dem Prinzip »Erarbeiten, Vertiefen, Anwenden«: Ein Vergleich von EVA-Seminaren mit Referate-Seminaren. In M. Krämer, S. Preiser, & K. Brusdeylins (Ed.), Psychologiedidaktik und Evaluation VII (pp. 225-233). Aachen: Shaker.
  • Bender, A. (2009). Heiliger Zorn im "Paradies"? Emotionen im Kulturvergleich . In A. Wagner (Ed.), Anthropologische Aufbrüche: Alttestamentliche und interdisziplinäre Zugänge zur historischen Anthropologie (pp. 297-318). Göttingen: Vandenhoeck & Ruprecht.
  • Bender, A., & Beller, S. (2009). Mathematical cognition and its cultural dimension. In N. A. Taatgen & H. van Rijn (Ed.), Proceedings of the 31st Annual Conference of the Cognitive Science Society (pp. 2079-2080). Austin, TX: Cognitive Science Society.
  • Rothe, A., Bender, A., & Beller, S. (2009). What lies ahead in time? Temporal frames of reference in Germany and Sweden. In N. A. Taatgen & H. van Rijn (Ed.), Proceedings of the 31st Annual Conference of the Cognitive Science Society (pp. 2036). Austin, TX: Cognitive Science Society.
  • Bender, A. (2008). Vom Eigenen zum Fremden: Zuschreibungen an andere Personen und in anderen Kulturen. In R. I. Schubotz (Ed.), Other Minds: Die Gedanken und Gefühle Anderer (pp. 175-1990). Paderborn: Mentis-Verlag.
  • Bender, A. (2008). Meshing a tight net: A cultural response to the threat of open access fishing grounds. In M. J. Casimir (Ed.), Culture and the changing environment: Uncertainty, cognition, and risk management in cross-cultural perspective (pp. 197-218). Oxford: Berghahn.
  • Nerb, J., Bender, A., & Spada, H. (2008). Attributed causes of environmental problems: A cross-cultural study of coping strategies. In M. J. Casimir (Ed.), Culture and the changing environment: Uncertainty, cognition, and risk management in cross-cultural perspective (pp. 107-123). Oxford: Berghahn.
  • Rummel, N. (2008). Medienpsychologische Aspekte der sozial-kognitiven Lerntheorie. In N. Krämer, S. Schwan, D. Unz, & M. Suckfüll (Ed.), Medienpsychologie: Schlüsselbegriffe und Konzepte. Reihe: Lehr- und Studienbücher der Medienpsychologie (pp. 264-268). Stuttgart: Kohlhammer.
  • Rummel, N., & Meier, A. (2008). Common Ground und Grounding. In N. Krämer, S. Schwan, D. Unz, & M. Suckfüll (Ed.), Medienpsychologie: Schlüsselbegriffe und Konzepte (pp. 329-335). Stuttgart: Kohlhammer.
  • Beller, S. (2007). Aktiv Lernen durch angeleitetes Erarbeiten, Vertiefen und Anwenden: EVA-Seminarkonzepte für die Hochschuldidaktik. In M. Krämer, S. Preiser, & K. Brusdeylins (Ed.), Psychologiedidaktik und Evaluation VI. (pp. 185-194). Göttingen: V&R unipress.
  • Beller, S., & Bender, A. (2007). Spezifische Zahlsysteme in Tonga: Kognitive Grundlagen, historische Wurzeln und kulturelle Adaptation. In Kleine Schriftenreihe des F.I.P.S., Heft 8 (pp.). Freiburg: Freiburger Institut für Paläowissenschaftliche Studien.
  • Bender, A. (2007). Heiliger Zorn im "Paradies"? Emotionen im Kulturvergleich. In A. Wagner (Ed.), Anthropologische Aufbrüche: Alttestamentliche Menschenkonzepte und anthropologische Positionen und Methoden. (in press). (pp.). Tübingen: FAT.
  • Hauser, S., Spada, H., Rummel, N., & Meier, A. (2007). Kooperation über räumliche und fachliche Grenzen hinweg - Probleme und Lösungsmöglichkeiten. In Schneider, G., Couné, B., Gayer, C., Vögele, E. & Weber, Ch. (Ed.), Neue Medien als strategische Schrittmacher an der Universität Freiburg (pp.). Freiburg: Universitätsbibliothek.
  • Rummel, N., & Spada, H. (2007). Can people learn computer-mediated collaboration by following a script?. In F. Fischer, H. Mandl, J. Haake, & I. Kollar (Ed.), Scripting computer-supported communication of knowledge. Cognitive, computional and educational perspectives (pp. 39-55). New York: Springer.
  • Opwis, K., Beller, S., Spada, H., & Lüer, G. (2006). Problemlösen, Denken, Entscheiden. In H. Spada (Ed.), Lehrbuch Allgemeine Psychologie. (pp. 197-275). Bern: Huber.
  • Renkl, A., Wittwer, J., Große, C., Hauser, S., Hilbert, T., Nückles, M., & Schworm, S. (2006). Instruktionale Erklärungen beim Erwerb kognitiver Fertigkeiten: Sechs Thesen zu einer oft vergeblichen Bemühung. In I. Hosenfeld & F. W. Schrader (Ed.), Schulische Leistung. Grundlagen, Bedingungen, Perspektiven. (pp.). Münster: Waxmann.
  • Rummel, N., & Spada, H. (2005). Instructional support for collaboration in desktop videoconference settings: How it can be achieved and assessed. In R. Bromme, F. W. Hesse, & H. Spada (Ed.), Barriers and biases in computer-mediated knowledge communication and how they may be overcome (pp. 59-88). New York: Springer.
  • Spada, H., Rummel, N., & Ernst, A. (2005). Lernen. In H. Spada (Ed.), Allgemeine Psychologie (pp. 343-434). Bern: Huber.
  • Bertholet, M., & Spada, H. (2004). Wissen als Voraussetzung und Hindernis für Denken, Problemlösen und Entscheiden. In G. Reinmann-Rothmeier & H. Mandl (Ed.), Psychologie des Wissensmanagements. Perspektiven – Theorien – Methoden. (pp. 66-78). Göttingen: Hogrefe.
  • Renkl, A., Nückles, M., Schwonke, R., Berthold, K., & Hauser, S. (2004). Lerntagebücher als Medium selbstgesteuerten Lernens: Theoretischer Hintergrund, empirische Befunde, praktische Entwicklungen. In M. Wosnitza, A. Frey, & R. Jäger (Ed.), Lernprozess, Lernumgebung und Lerndiagnostik. Wissenschaftliche Beiträge zum Lernen im 21. Jahrhundert. (pp. 101-116). Landau: Verlag Empirische Pädagogik.
  • Funke, J., Stumpf, M., Weichselgartner, E., & Wilkening, F. (2003). Qualitätssicherung im Bereich neuer Medien durch Einführung von Qualitätskriterien. In R. Ott & C. Eichenberg (Ed.), Klinische Psychologie und Internet. Potenziale für klinische Praxis, Intervention, Psychotherapie und Forschung. (pp. 99-113). Göttingen: Hogrefe.
  • Nerb, J. (2002). Der Einfluß von Stereotypen bei der Urteilsbildung. In D. Janetzko, H. A. Meyer & M. Hildebrandt (Ed.), Das experimentalpsychologische Praktikum im Labor und im WWW (pp. 271-280). Göttingen: Hogrefe.
  • Spada, H. (2002). Risikowahrnehmung. In U. Müller (Ed.), Kommunikation über Umweltrisiken zwischen Verharmlosung und Dramatisierung (pp. 21-32). Stuttgart: Hirzel.
  • Beller, S., Kuhnmünch, G., & Spada, H. (2001). Logisches Schließen ohne `Biases'. In A. Zimmer, K. Lange, R. Scheuchenpflug, R. Loose, O. Tucha, R. Findl, & C. Schneider (Ed.), Experimentelle Psychologie im Spannungsfeld von Grundlagenforschung und Anwendung. (pp. 32-37). : Regensburg: Universitätsbibliothek (ISBN: 3-88246-225-6).
  • Bender, A. (2001). Die `Tabu-Falle': Über die Ambivalenz religiös motivierter Verhaltensregeln zum Artenschutz. In D. Büchner & Freiburger Institut für Paläowissenschaftliche Studien (Ed.), Studien in memoriam Wilhelm Schüle. (pp. 27-39). : Rahden: Verlag Marie Leihdorf.
  • Ernst, A.M., Mauser, W., & Kempe, S. (2001). Interdisciplinary perspectives on freshwater: Availability, quality, and allocation. In E. Ehlers & T. Krafft (Ed.), Understanding the earth system: Compartments, processes, and interactions. (pp.). : Berlin: Springer.
  • Nerb, J. (2001). Der Einfluß von Stereotypen bei der Urteilsbildung. In D. Janetzko, H. A. Meyer & Hildebrandt, M. (Ed.), Das experimentalpsychologische Praktikum im Labor und im WWW. (pp.). Göttingen: Hogrefe.
  • Plötzner, R., Beller, S., & Härder, J. (2000). Wissensvermittlung, tutoriell unterstützte Wissensanwendung und Wissensdiagnose mit Begriffsnetzen. In H. Mandl & F. Fischer (Ed.), Wissen sichtbar machen: Wissensmanagement mit Mapping-Techniken. (pp. 180-198). : Göttingen: Hogrefe.
  • Plötzner, R., Bodemer, D., Hoppe, H. U., & Tewissen, F. (2000). Kooperatives Problemlösen auf der Grundlage gemeinsamer Visualisierungen. In R. Reichwald & J. Schlichter (Ed.), Verteiltes Arbeiten - Arbeiten der Zukunft. Tagungsband der Deutschen Computer Supported Cooperative Work 2000. (pp. 91-102). : Stuttgart: Teubner.
  • Spada, H. (2000). Mensch und Umwelt. Bewußtsein und Verhalten. In U. Müller (Ed.), Umwelt und Verkehr (pp. 148-162). : Ministerium für Umwelt und Verkehr, Baden Württemberg.
  • Spada, H., & Lay, K. (2000). Erwerb und Anwendung domänenspezifischen Wissens. In R. Duit & C. von Rhöneck (Ed.), Ergebnisse fachdidaktischer und psychologischer Lehr-Lern-Forschung. (pp. 17-34). : Kiel: IPN.
  • Beller, S. (1999). Inhaltseffekte beim logischen Denken - Der Fall der Wasonschen Wahlaufgabe. In W. Hacker & M. Rinck (Ed.), Zukunft gestalten: Bericht über den 41. Kongreß der Deutschen Gesellschaft für Psychologie in Dresden 1998 (pp. 157-164). : Lengerich: Pabst Science Publishers.
  • Beller, S. (1999). Wenn Wissen logisches Denken erleichtert bzw. zu verhindern scheint: Inhaltseffekte in Wasons Wahlaufgabe. In H. Gruber, W. Mack & A. Ziegler (Ed.), Wissen und Denken (pp. 35-52). : Wiesbaden: Deutscher Universitäts-Verlag.
  • Ernst, A. M. (1999). Resource dilemmas, computer simulated actors and climate change.A methodology to investigate human behavior in a complex domain. In E. A. Stuhler & D. de Tombe (Ed.), Complex problem solving. Cognitive psychological issues and environmental policy applications. (pp. 95-105). : Hampp Press.
  • Ernst, A. M. (1999). The psychology of environmental action. In A. Barrage & X. Edelmann (Ed.), Recovery, recycling, re-integration. Collected papers of the R´99 World Congress, Geneva, Switzerland (pp. 3-7). : EMPA.
  • Hoppe, H. U., & Plötzner, R. (1999). Can analytic models support learning in groups?. In P. Dillenbourg (Ed.), Collaborative learning: cognitive and computational approaches. (pp. 147-168). : Elsevier Science Publishers.
  • Plötzner, R., Dillenbourg, P., Preier, M., & Traum, D. (1999). Learning by explaining to oneself and to others. In P. Dillenbourg (Ed.), Collaborative learning: cognitive and computational approaches. (pp. 103-121). : Elsevier Science Publishers.
  • Spada, H. & Scheuermann, & M. (1998). The human dimensions of global environmental change - Social science research in Germany.. In E. Ehlers & T. Krafft (Ed.), German Global Change Research 1998. (pp. 71-91). : .
  • de Jong, T., Ainsworth, S., Dobson, M., v.d. Hulst, A., Levonen, J., Reimann, P., Sime, J.-A., van Someren, M., Spada, H. & Swaak, & J. (1998). Acquiring knowledge in science and mathematics: The use of multiple representations in technology-based learning environments.. In M. van Someren, P. Reimann, H. Bozhuizen & T. de Jong (Ed.), Learning with multiple representations. (pp. 9-40). : .
  • Nerb, J., Spada, H., & Wichmann, S. (1997). Information und Wissen über Umweltprobleme. In H. Gruber & A. Renkl (Ed.), Wege zum Können (pp.). : Huber.
  • Spada, H., & Wichmann, S. (1996). Kognitive Determinanten der Lernleistung. In F. Weinert (Ed.), Psychologie des Lernens und der Instruktion/Pädagogische Psychologie. Enzyklopädie der Psychologie. (pp. 119-152). : Hogrefe.
  • Opwis, K., Stumpf, M., & Spada, H. (1991). Domain representation and student modeling in a microworld for elastic impacts.. In D. Ackermann & M. Tauber (Ed.), Mental models and human-computer interaction (pp.). Amsterdam: North-Holland.

Herausgeberschrift

  • Kiesel, A., & Spada, H. (2018). Lehrbuch Allgemeine Psychologie. Hogrefe, .
  • Spada, H. (2006). Lehrbuch Allgemeine Psychologie. Huber, .
  • Bromme, R., Hesse, F. W., & Spada, H. (2005). Barriers and biases in computer-mediated knowledge communication and how they may be overcome. Springer, .

Vorträge

  • Nerb, J., & Janetzko, D. (2002). Psychologische Experimente unter Verwendung von Internet­technologien. (44. Tagung der Experimentell arbeitenden Psychologen, Chemnitz.).
  • Ernst, A.M (2001). Drei Themen zwischen Wasserforschung und „Sozio-Ökonomie“: Kostenallokation, Risiko und Akzeptanz. (Senatskommission für Wasserforschung der Deutschen Forschungsgemeinschaft, Bonn).
  • Ernst, A.M. (2001). Modellierung typischer Wassernutzer im Einzugsgebiet der Donau – erste Schritte. (4. Tagung der Fachgruppe Umweltpsychologie der DGPs, Kassel).
  • Ernst, A.M. (2001). Drei Themen sozialwissenschaftlicher Wasserforschung als Integration und Schnittstelle zur Naturwissenschaft: Kostenallokation, Risiko und Akzeptanz. (6. Nationale Tagung zur Alpenforschung ICAS/IHDP, Luzern).
  • Ernst, A.M. (2001). Sozialwissenschaftliche Integration in GLOWA-Danube. (Workshop Integrationsmethoden in GLOWA, München).

Konferenzbeiträge

  • Beller, S., & Bender, A. (2012). Competent deontic reasoning: The abstract deontic selection task revisited. In N. Miyake, D. Peebles, R. P. Cooper (Ed.), Proceedings of the 34th Annual Conference of the Cognitive Science Society, , 114-119 (Cognitive Science Society, Austin, TX).
  • Hahnel, U. J. J., Benoit, P., Gölz, S., Kohrs, R., & Spada, H. (2012). Methoden zur Bestimmung des Nutzereinflusses auf eine intelligente Integration von Elektrofahrzeugen in das zukünftige Energienetz. Proceedings of the VDE Conference - Smart Grid – Intelligente Energieversorgung der Zukunft 2012, (VDE Conference Smart Grid, Stuttgart, Germany).
  • Kaendler, C., Feiten, L., Weber, K., Wiedmann, M., Buehrer, M., Sester, S., & Becker, B. (2012). SMILE – smartphones in a university learning environment: a classroom response system In J. van Aalst, K. Thompson, M. J. Jacobson, P. Reimann (Ed.), The Future of Learning: Proceedings of the 10th International Conference of the Learning Sciences, 2 (10th International Conference of the Learning Sciences (ICLS 2012), Sydney, Australia, International Society of the Learning Sciences).
  • Rohbogner, G., Fey, S., Hahnel, U. J. J., Benoit, P., & Wille-Haussmann, B. (2012). What the term agent stands for in the smart grid. Proceedings of the IEEE Federated Conference on Computer Science and Information Systems (FedCSIS), (FedCSIS, Wroclaw, Poland).
  • Bender, A., & Beller, S. (2011). Space (and time) for culture In L. Carlson, C. Hölscher, T. Shipley (Ed.), Proceedings of the 33rd Annual Conference of the Cognitive Science Society, , 1338-1339 (33rd Annual Conference of the Cognitive Science Society, Austin, Texas).
  • Hahnel, U., Goelz, S., & Spada, H. (2011). Introducing human factors psychology to Vehicle-to-Grid Technologies (Proceedings of the 3rd European Conference Smart Grids and E-Mobility/ Munich).
  • Kaendler, C., Plesch, C., Deiglmayr, A., Diziol, D., & Spada, H. (2011). Emerging tensions in the future of technology-enhanced learning: First results of an international Delphi study. In Spada, H., Stahl, G., Miyake, N., Law, N. (Ed.), International Society of the Learning Sciences, , 676-680 (International Society of the Learning Sciences).
  • Diziol, D., Rummel, N., & Spada, H. (2009). Procedural and Conceptual Knowledge Acquisition in Mathematics: Where is Collaboration Helpful? In C. O’Malley, D. Suthers, P. Reimann, & A. Dimitracopoulou (Ed.), Computer Supported Collaborative Learning Practices: CSCL2009 Conference Proceedings, , 178-187 (CSCL2009, International Society of the Learning Sciences, Inc.).
  • Kahrimanis, G., Meier, A., Chounta, I., Voyiatzaki, E., Spada, H., Rummel, N., & Avouris, N. (2009). Assessing collaboration quality in synchronous CSCL problem-solving activities: Adaptation and empirical evaluation of a rating scheme Proceedings of the EC-TEL 2009 conference, .
  • Meier, A., & Spada, H. (2009). Fostering collaborators’ ability to draw inferences from distributed information: a training experiment In C. O'Malley, D. Suthers, P. Reimann, & A. Dimitracopoulou (Ed.), Computer Supported Collaborative Learning Practices: CSCL2009 Conference Proceedings, , 156-158 (International Society of the Learning Sciences, Inc).
  • Beller, S. (2008). Deontic reasoning squared Austin, TX: Cognitive Science Society. In B. C. Love, K. McRae, & V. M. Sloutsky (Ed.), Proceedings of the 30th Annual Conference of the Cognitive Science Society, , 2103-2108 (CogSci, Austin, TX).
  • Bender, A., & Beller, S. (2008). Extending the limits of counting in Oceania: Adapting tools for numerical cognition to cultural needs In B. C. Love, K. McRae, & V. M. Sloutsky (Ed.), Proceedings of the 30th Annual Conference of the Cognitive Science Society, , 821-826 (CogSci, Austin, TX).
  • Diziol, D., Rummel, N., Kahrimanis, G., Guevara, T., Holz, J., Spada, H., & Fiotakis, G. (2008). Using contrasting cases to better understand the relationship between students’ interactions and their learning outcome In G. Kanselaar, V. Jonker, P.A. Kirschner, & F. Prins (Ed.), International perspectives of the learning sciences: Cre8ing a learning world. Proceedings of the Eighth International Conference of the Learning Sciences, 3, 348-349 (ICLS 2008, Utrecht, The Netherlands).
  • Meier, A., & Spada, H. (2008). Promoting the drawing of inferences in collaboration: insights from two experimental studies In G. Kanselaar, V. Jonker, P.A. Kirschner, & F. Prins (Ed.), International perspectives of the learning sciences: Cre8ing a learning world. Proceedings of the Eighth International Conference of the Learning Sciences, 2, 67-74 (ICLS 2008, Utrecht, The Netherlands).
  • Meier, A., Voyiatzaki, E., Kahrimanis, G., Rummel, N., Spada, H., & Avouris, N. (2008). Teaching students how to improve their collaboration: Assessing collaboration quality and providing adaptive feedback in a CSCL setting In G. Kanselaar, V. Jonker, P.A. Kirschner, & F. Prins (Ed.), International perspectives of the learning sciences: Cre8ing a learning world. Proceedings of the Eighth International Conference of the Learning Sciences, 3, 340-341 (ICLS 2008, Utrecht, The Netherlands).
  • Rummel, N., & Hmelo-Silver, C. (2008). Using contrasting cases to relate collaborative processes and outcomes in CSCL In G. Kanselaar, V. Jonker, P.A. Kirschner, & F. Prins (Ed.), International perspectives of the learning sciences: Cre8ing a learning world. Proceedings of the Eighth International Conference of the Learning Sciences, 3, 346-353 (ICLS 2008, Utrecht, The Netherlands).
  • Rummel, N., & Weinberger, A. (2008). New challenges in CSCL: Towards adaptive script support In G. Kanselaar, V. Jonker, P.A. Kirschner, & F. Prins (Ed.), International perspectives of the learning sciences: Cre8ing a learning world. Proceedings of the Eighth International Conference of the Learning Sciences, 3, 338-345 (ICLS 2008, Utrecht, The Netherlands).
  • Stumpf, M., Spada, H., Scheuermann, M., Rummel, N., & Steck, J. (2008). Sustainable development in office building environments: Contributions of environmental psychology. Int J Psychol, 43(3-4), 299-299. http://dx.doi.org/10.1080/00207594.2008.10108484
  • Tsovaltzi, D., McLaren, B., Rummel, N., Scheuer, O., Harrer, A., Pinkwart, N., & Braun, I. (2008). Using an adaptive collaboration script to promote conceptual chemistry learning In B. Woolf, E. Aimeur, R. Nkambou, S. Lajoie (Ed.), Proceedings of the 9th International Conference on Intelligent Tutoring Systems, Lecture Notes in Computer Science, 5091, 709-711 (Berlin: Springer).
  • Tsovaltzi, D., Rummel, N., Pinkwart, N., Scheuer, O., Harrer, A., Braun, I., & McLaren, B. (2008). CoChemEx: Supporting conceptual chemistry learning via computer-mediated collaboration scripts In P. Dillenbourg, M. Specht (Ed.), Times of Convergence. Technologies Across Learning Contexts, Third European Conference on Technology Enhanced Learning, , 437-448 (EC-TEL 2008, Maastricht, The Netherlands).
  • Voyiatzaki, E., Meier, A., Kahrimanis, G., Rummel, N., Spada, H., & Avouris, N. (2008). Rating the quality of collaboration during networked problem solving activities Proceedings of the 6th International Conference on Networked Learning, , 409-416 (Halkidiki, Greece).
  • Walker, E., Rummel, N., & Koedinger, K. (2008). Adaptive domain support for computer-mediated peer tutoring In G. Kanselaar, V. Jonker, P.A. Kirschner, & F. Prins (Ed.), International perspectives of the learning sciences: Cre8ing a learning world. Proceedings of the Eighth International Conference of the Learning Sciences, 3, 341-343 (ICLS 2008, Utrecht, The Netherlands).
  • Walker, E., Rummel, N., & Koedinger, K. (2008). To tutor the tutor: Adaptive domain support for peer tutoring In B. Woolf, E. Aimeur, R. Nkambou, S. Lajoie (Ed.), Proceedings of the 9th International Conference on Intelligent Tutoring Systems, Lecture Notes in Computer Science, 5091, 626-635 (Berlin: Springer).
  • Bender, A., & Beller, S. (2007). Numeral classifiers in specific counting systems: Cultural context, linguistic principles, and cognitive implications. In D. S. McNamara & J. G. Trafton (Ed.), Proceedings of the 29th Annual Conference of the Cognitive Science Society, , 821-826 (CogSci, Nashville, Tennessee).
  • Bender, A., Spada, H., Swoboda, H., Traber, S., & Rauss, K. (2007). Anger in a just world? The impact of cultural concepts on cognition and emotion. In D. S. McNamara & J. G. Trafton (Ed.), Proceedings of the 29th Annual Conference of the Cognitive Science Society, , 101-106 (CogSci, Nashville, Tennessee).
  • Diziol, D., Rummel, N., Spada, H., & McLaren, B. (2007). Promoting learning in mathematics: Script support for collaborative problem solving with the Cognitive Tutor Algebra In C. A. Chinn, G. Erkens & S. Puntambekar (Ed.), Proceedings of the Computer Supported Collaborative Learning (CSCL) Conference, 8(1), 39-41 (CSCL/New Brunswick, NJ).
  • Hansen, M., & Spada, H. (2007). Instructional support for individual and collaborative demands in two net-based communication settings. In C. Chinn, G. Erkens, & S. Putambekar (Ed.), Mice, minds and society. Proceedings of the Computer Supported Collaborative Learning Conference, 6(I), 254-263 (CSCL).
  • Harrer, A., Zeini, S., Kahrimanis, G., Avouris, N., Marcos, J. A., Martinez-Mones, A., Meier, A., Rummel, N., & Spada, H. (2007). Towards a Flexible Model for Computer-based Analysis and Visualization of Collaborative Learning Activities Mice, minds and sociecty. Proceedings of the Computer Supported Collaborative Learning (CSCL) Conference, 8(I), 280-282 (CSCL, New Brunswick, NJ).
  • Hauser, S., Spada, H., & Rummel, N. (2007). The Effects of Practical Experience on Expertise in Clinical Psychology and Collaboration. In D. S. McNamara & J. G. Trafton (Ed.), Proceedings of the 29th Annual Cognitive Science Society, , 1061-1066 (CogSci, Austin, TX, Cognitive Science Society).
  • Meier, A., & Spada, H. (2007). Information Pooling and Processing in Group Problem Solving: Analysis and Promotion of Collaborative Inferences from Distributed Information. In D. S. McNamara & J. G. Trafton (Ed.), Proceedings of the 29th Annual Cognitive Science Society, , 473-479 (CogSci, Austin, TX, Cognitive Science Society).
  • Meier, A., & Spada, H. (2007). Instructional support for the generation of new shared knowledge in collaborative problem solving. (12th European Conference for Research on Learning and Instruction (EARLI). Budapest, Hungary.).
  • Rummel, N., Diziol, D., Spada, H., & McLaren, B. (2007). Scripting collaborative problem solving with the Cognitive Tutor Algebra: A way to promote learning in mathematics. (12th European Conference for Research on Learning and Instruction (EARLI). Budapest, Hungary.).
  • Rummel, N., Hauser, S., & Spada, H. (2007). How Does Net-Based Interdisciplinary Collaboration Change with Growing Domain Expertise? In C. A. Chinn, G. Erkens & S. Puntambekar (Ed.), Mice, minds and society. Proceedings of the Computer Supported Collaborative Learning (CSCL) Conference, 8(I), 611-620 (CSCL, New Brunswick, NJ).
  • Rummel, N., Spada, H., & Diziol, D. (2007). Evaluating collaborative extensions to the Cognitive Tutor Algebra in an in vivo experiment. Lessons learned. (12th European Conference for Research on Learning and Instruction (EARLI). Budapest, Hungary.).
  • Spada, H., & Meier, A. (2007). Constructing new knowledge in collaboration: instructional support for improving information pooling and processing in groups In C. A. Chinn, G. Erkens & S. Puntambekar (Ed.), Mice, minds and society. Proceedings of the Computer Supported Collaborative Learning (CSCL) Conference, 8(I), 648-650 (CSCL, New Brunswick, NJ).
  • Walker, E., Mc Laren, B., Rummel, N., & Koedinger, K. (2007). Who says three’s a crowd? Using a cognitive tutor to support peer tutoring In R. Luckin, K. R. Koedinger & J. Greer (Ed.), Artificial intelligence in education: Building technology rich learning contexts that work. Frontiers in Artificial Intelligence and Applications, 158, 399-406 (AIED, Los Angeles).
  • Walker, E., Rummel, N., Mc Laren, B., & Koedinger, K. (2007). The student becomes the master: Integrating peer tutoring with cognitive tutoring In C. A. Chinn, G. Erkens & S. Puntambekar (Ed.), Mice, minds and society. Proceedings of the Computer Supported Collaborative Learning (CSCL) Conference, 8(II), 750-752 (CSCL, New Brunswick, NJ).
  • Beller, S. (2006). What we can learn from causal conditional reasoning about the naive understanding of causality. In R. Sun, N. Miyake & C. D. Schunn (Ed.), Proceedings of the Twenty-Eighth Annual Conference of the Cognitive Science Society, , 59-64 (CogSci).
  • Bender, A., & Beller, S. (2006). Cultural impacts on cognition. In R. Sun, N. Miyake & C. D. Schunn (Ed.), Proceedings of the Twenty-Eighth Annual Conference of the Cognitive Science Society, , 2657 (CogSci).
  • Bender, A., Spada, H., Swoboda, H., & Traber, S. (2006). Responsibility for bad deeds-and for good? The impact of cultural attribution tendencies on cognition and emotion. In R. Sun, N. Miyake & C. D. Schunn (Ed.), Proceedings of the Twenty-Eighth Annual Conference of the Cognitive Science Society, , 65-70 (CogSci).
  • Gurlitt, J., Renkl, A., Motes, M., & Hauser, S. (2006). How can we use concept maps for prior knowledge activation – different mapping-tasks lead to different cognitive processes? In S. A. Barab, K. E. Hay, & D. T. Hickey (Ed.), , 217-221.
  • Hansen, M., & Spada, H. (2006). Designing instructional support for individual and collaborative demands on net-based problem-solving in dyads. In S.A. Barab, K.E. Hay, & D.T. Hickey (Ed.), Proceedings of the 7th International Conference of the Learning Sciences, , 229-235 (ICLS).
  • Hauser, S., Nückles, M., & Renkl, A. (2006). Supporting concept mapping for learning from text. In S. A. Barab, K. E. Hay, & D. T. Hickey (Ed.), , 243-249.
  • Hauser, S., Spada, H., Rummel, N., & Meier, A. (2006). Expertise development in clinical psychology. In R. Sun, N. Miyake & C. D. Schunn (Ed.), Proceedings of the Twenty-Eighth Annual Conference of the Cognitive Science Society, , 1458-1463 (CogSci).
  • Rummel, N., Spada, H., & Hauser, S. (2006). Learning to Collaborate in a Computer-Mediated Setting: Observing a Model beats Learning from being Scripted In S. Barab, K. Hay & D. Hickey (Ed.), Proceedings of the 7th International Conference of the Learning Sciences, , 634-640 (ICLS).
  • Bertholet, M., & Spada, H. (2005). Cognitive analysis of a remote collaborative problem-solving task and experimental validation of the resulting demand model. In K. Opwis & I.-K. Penner (Ed.), , 15-20.
  • Spada, H., Meier, A., Rummel, N., & Hauser, S. (2005). A new method to assess the quality of collaborative process in CSCL. In T. Koschmann, D. Suthers, & T. W. Chan (Ed.), , 622-631.
  • Beller, S., & Bender, A. (2004). Cultural differences in the cognition and emotion of conditional promises and threats – Comparing Germany and Tonga In K.D. Forbus, D. Gentner, and T. Regier (Ed.), Proceedings of the Twenty-Sixth Annual Conference of the Cognitive Science Society, , 85-90 (CogSci).
  • Bertholet, M. (2004). Cooperative problem-solving and learning in computer-mediated settings: The role of shared pictorial and textual applications in free and restricted communication. In Y. Kafai, W. Sandoval, N. Enyedy, A. Scott Nixon & F. Herrera (Ed.), , 649 (ICLS).
  • Nerb, J. (2004). How desire coherence and belief coherence lead to emotions: A constraint satisfaction model of the appraisal process. In L. Cañamero & E. Hudlicka (Ed.), , 96-103.
  • Schwonke, R., Hauser, S., Nückles, M., & Renkl, A. (2004). Fostering self-guided learning through adaptive prompts in a cognitive tool for the composition of learning protocols. In J. Elen, P. Gerjets, R. Joiner & P. Kirschner (Ed.), .
  • Allmendinger, K., Troitzsch, H., Hesse, F. W., & Spada, H. (2003). Nonverbal signs in virtual environments. The effects of nonverbal signs on communication and collaboration in a 3D virtual environment. In B. Wasson, S. Ludvigsen & U. Hoppe (Ed.), , 431-441 (CSCL).
  • Bender, A., & Beller, S. (2003). Polynesian tapu in the 'deontic square': A cognitive concept, its linguistic expression and cultural context In R. Alterman, & D. Kirsh (Ed.), Proceedings of the Twenty-Fifth Annual Conference of the Cognitive Science Society, , 127-132 (CogSci).
  • Nerb, J. (2003). The elicitation of discrete emotions: A parallel constraint satisfaction model. In F. Schmalhofer & R. Young (Ed.), .
  • Rummel, N., Spada, H., Caspar, F., Groß Ophoff, J., & Schornstein, K. (2003). Instructional support for computer-mediated collaboration: Results from process analysis. In B. Wasson, S. Ludvigsen & U. Hoppe (Ed.), , 199-208 (CSCL).
  • Beller, S. (2002). Conditional promises and threats ­ Cognition and emotion. (Proceedings of the Twenty-Fourth Annual Conference of the Cognitive Science Society (pp. 113-118). Mahwah, NJ: Lawrence Erlbaum.).
  • Beller, S. (2002). Deontisches Schließen ohne pragmatische Schemata. (Abstracts zum 43. Kongreß der Deutschen Gesellschaft für Psychologie (S. 336). Lengerich: Pabst.).
  • Beller, S., Bender A., & Kuhnmünch, G. (2002). Konditionale Versprechen und Drohungen - Zwei verwobene Sprechakte. (Abstracts der 44. Tagung experimentell arbeitender Psychologen (S. 322). Regensburg: Roderer.).
  • Bender, A. (2002). Changes in social orientation - Threats for a cultural institution in marine resource exploitation in Tonga. (Paper presented at the ASAO Annual Meeting, Auckland.).
  • Bender, A., Beller, S., & Kuhnmünch, G. (2002). Konditionale Versprechen und Drohungen als Auslöser für Emotionen. (Abstracts zum 43. Kongreß der Deutschen Gesellschaft für Psychologie (S. 336). Lengerich: Pabst.).
  • Nerb, J. (2002). DEBECO: Eine Computersimulation des Appraisal-Prozesses. (Abstracts zum 43. Kongreß der Deutschen Gesellschaft für Psychologie (S. 322). Lengerich: Pabst.).
  • Nerb, J. (2002). How desire and belief congruence leads to emotions: A constraint satisfaction model of the appraisal process. (Paper presented at the 12th ISRE, Cuenca.).
  • Nerb, J., & Frings, S. (2002). Die Zumessung von Schadensersatz und Schmerzensgeld: Laien und Experten im Vergleich. (Abstracts zur 44. Tagung der Experimentell arbeitenden Psychologen (S. 63). Lengerich.: Pabst.).
  • Rummel, N., & Spada, H. (2002). Gemeinsames netzbasiertes Problemlösen von Personen mit unterschiedlicher Expertise: Schwierigkeiten und ihre Überwindung. (Abstracts zum 43. Kongress der Deutschen Gesellschaft für Psychologie (p. 206). Lengerich: Pabst.).
  • Rummel, N., Spada, H., Hermann, F., Caspar, F., & Schornstein, K. (2002). Promoting the coordination of computer-mediated interdisciplinary collaboration. (Proceedings of the Computer Support for Collaborative Learning (CSCL) Conference (pp. 558-560). Mahwah, NJ: Lawrence Erlbaum Associates.).
  • Spada, H., & Rummel, N. (2002). Modelllernen als Methode zur Strukturierung netzbasierter Zusammenarbeit. (Abstracts zum 43. Kongress der Deutschen Gesellschaft für Psychologie (p. 252). Lengerich: Pabst.).
  • Beller, S. (2001). A model theory of deontic reasoning about social norms. In J. D. Moore, & K. Stenning (Eds.), Proceedings of the Twenty-Third Annual Conference of the Cognitive Science Society (pp. 63-68). Mahwah, NJ: Lawrence Erlbaum. .
  • Beller, S., Kuhnmünch, G., & Spada, H. (2001). Logisches Schließen ohne `Biases'. Experimentelle Psychologie - Abstracts der 43. Tagung experimentell arbeitender Psychologen (S. 12). Lengerich: Pabst. In A. Zimmer, K. Lange, K.-H. Bäuml, R. Loose, R. Scheuchenpflug, O. Tucha, H. Schnell, & R. Findl (Ed.), .
  • Bender, A. (2001). Environmental Concepts, Cultural Values and Emotions-- Implications for Marine Resource Use in Tonga. Paper presented at the X Pacific Science Inter-Congress, Guam. .
  • Bender, A. (2001). Die tonganische Institution gegenseitiger Hilfe (fetokoni'aki) im Spannungsfeld zwischen traditionellen Werten und sich wandelnden Anforderungen. Paper presented at the Conference of the German Society for Anthropology [DGV], Göttingen. .
  • Bender, A. (2001). From social to individual orientation - Threats for a cultural institution in marine resource exploitation in Tonga. Paper presented at the Inaugural Conference of the Center for Maritime Research (MARE), Amsterdam. .
  • Hermann, F., Rummel, N., & Spada, H. (2001). Solving the case together: The challenge of net-based interdisciplinary collaboration. In P. Dillenbourg, A. Eurelings, & K. Hakkarainen (Eds.), Proceedings of the First European Conference on Computer-Supported Collaborative Learning. Maastricht, NL. .
  • Rummel, N., Hermann, F., & Spada, H. (2001). Förderung effektiver Kooperation beim netzbasierten Problemlösen und Lernen bei komplementärem Wissen. Vortrag auf der 8. Tagung der Fachgruppe "Pädagogische Psychologie" der Deutschen Gesellschaft für Psychologie, Landau. .
  • Rummel, N., Levin, J. R., & Beitzel, B. D. (2001). Can a mnemonic study-strategy enhance students' processing and recall of integrated text? Proceedings of the 9th European Conference for Research on Learning and Instruction (EARLI). Fribourg, Switzerland. .
  • Beller, S., & Bender, A. (2000). "Wenn Du mir Dein Rad leihst, dann helfe ich Dir mit den Hausaufgaben!" Die Beurteilung konditionaler Austauschregeln. (Abstract-CD-ROM zum 42. Kongress der Deutschen Gesellschaft für Psychologie. Lengerich: Pabst Science Publishers.).
  • Beller, S., & Plötzner, R. (2000). Diagnose konzeptuellen Wissens mit normalisierten Begriffsnetzen. Experimentelle Psychologie. Beiträge zur 42. Tagung experimentell arbeitender Psychologen. Lengerich: Pabst Science Publishers., , 75.
  • Bender, A. (2000). Warum nachhaltig nutzen? Kulturelle Schemata und Emotionen bei der Anpassung von Nutzungsstrategien in Tonga. (Abstract-CD-ROM zum 42. Kongress der Deutschen Gesellschaft für Psychologie. Lengerich: Pabst Science Publishers.).
  • Bender, A. (2000). Sharing fishing grounds and sharing food - How a cultural institution helps to protect an open access resource. (Abstract-CD-ROM, The Eigth Biennial Conference of the International Association for the Study of Common Property. Bloomington, IN: Indiana University.).
  • Eisentraut, R. (2000). The use of peer-santioning mechanisms in an asymmetric commons dilemma: An experimental study. (Abstract-CD-ROM, The Eith Biennial Conference of the International Association for the Study of Common Property. Bloomington, IN: Indiana University.).
  • Eisentraut, R. (2000). Soziales Wissen und individuelles Handeln in einem asymmetrischen Ressourcendilemma: Welche Rolle spielen die eigene Macht und die Macht der anderen? (Abstract-CD-ROM zum 42. Kongress der Deutschen Gesellschaft für Psychologie. Lengerich: Pabst Science Publishers.).
  • Ernst, A. (2000). Simulation in der umweltpsychologischen Forschung. (Abstract-CD-ROM zum 42. Kongress der Deutschen Gesellschaft für Psychologie. Lengerich: Pabst Science Publishers.).
  • Konz, P., Albert, D., Funke, J., Hirsig, R., Stumpf, M., & Wandke, H. (2000). IuK-Aktivitäten der DGPs und die IuK-Initiative der wissenschaftlichen Fachgesellschaften. (Abstract-CD-ROM zum 42. Kongress der Deutschen Gesellschaft für Psychologie. Lengerich: Pabst Science Publishers.).
  • Lay, K. (2000). Die Rolle von Metakognitionen beim Auftreten des Hindsight Bias. Experimentelle Psychologie. Beiträge zur 42. Tagung experimentell arbeitender Psychologen. Lengerich: Pabst Science Publishers., , 123.
  • Lay, K., Nerb, J., & Spada, H. (2000). Die Bewertung von Umweltrisiken in der Rückschau: Modellierung und Empirie. (Abstract-CD-ROM zum 42. Kongress der Deutschen Gesellschaft für Psychologie. Lengerich: Pabst Science Publishers.).
  • Nerb, J., & Spada, H. (2000). Umweltrisiken in den Medien: Empirische Analyse und Modellierung der Reaktionen der Rezipienten. Abstract-CD-ROM zum 42. Kongress der Deutschen Gesellschaft für Psychologie. Lengerich: Pabst Science Publishers, .
  • Pfeiffer, T., Manz, S., & Nerb, J. (2000). Kohärenzeffekte kognitiver und emotionaler Bewertung von Umweltschadensfällen im Rekognitionsurteil. Experimentelle Psychologie. Beiträge zur 42. Tagung experimentell arbeitender Psycholgogen. Lengerich: Pabst Science Publishers., , 179.
  • Plötzner, R., & Beller, S. (2000). Teaching and supporting the use of qualitative and quantitative concepts in classical mechanics. Proceedings of the Twenty-Second Annual Conference of the Cognitive Science Society. Mahwah, NJ: Lawrence Erlbaum., , 853-858.
  • Spada, H. (2000). Communication of environmental risk and accidents. (27th International Conference of Psychology. Stockholm, Sweden, Volume of Abstract).
  • Stumpf, M., & Scheuermann, M. (2000). Konzeption, Nutzung und Weiterentwicklung der Expertendatenbank der DGPs. (Abstract-CD-ROM zum 42. Kongress der Deutschen Gesellschaft für Psychologie. Lengerich: Pabst Science Publishers.).
  • Wahl, S. (2000). Wann und warum können Kinder welche theory-of-mind-Aufgabe lösen? (Abstract-CD-ROM zum 42. Kongress der Deutschen Gesellschaft für Psychologie. Lengerich: Pabst Science Publishers.).
  • Beller, S., Plötzner, R., & Härder, J. (1999). Konzepte vor Formeln: Effekte unterschiedlicher tutorieller Unterstützung auf die Problemlöseleistung in der Physik In E. Schöger, A. Mecklinger & A. Widmann (Ed.), Lengerich: Pabst Science Publishers, , 195.
  • Bender, A. (1999). The cultural potential for sustainable resource management among the fisherman of Ha´apai, Tonga. , S. 129.
  • Eisentraut, R. (1999). Machtgefälle, soziales Wissen und Informationssuche in einem Ressourcendilemma , 4.
  • Eisentraut, R. (1999). The effects of power asymmetry on social knowledge and individual behavior in a commons dilemma: The case of the own power. In G. Bornstein, D. Budescu, E. Erev, I. Fisher & R. Suleiman (Ed.), , 9.
  • Eisentraut, R. (1999). Power asymmetry in a commons dilemma: Do users with high power behave differently? .
  • Ernst, A. M. (1999). Interdisziplinäre sozialwissenschaftliche Umweltforschung. Ein Erfahrungsbericht und Schlussfolgerungen aus dem Schwerpunktprogramm "Mensch und globale Umweltveränderungen". , 5.
  • Lay, K. (1999). Der Einfluß von Vorannahmen über Umweltschadensfälle auf dei Bewertung konkreter Ereignisse in der Rückschau , 17.
  • Nerb, J. (1999). Who is to blame? The public reactions towards media reports about environmental accidents. , 91.
  • Neth, H., & Beller, S. (1999). How knowledge interferes with reasoning - Suppression effects by content and context In M. Hahn & S.C. Stoness (Ed.), Mahwah, NJ: Lawrence Erlbaum, , 468-473.
  • Plötzner, R., & Beller, S. (1999). Individuelles und tutoriell unterstütztes Lernen qualitativer und quantitativer Physik: Unterschiede zwischen Jungen und Mädchen In F. Baeriswyl (Ed.), Fribourg: Departement Erziehungswissenschaften der Universität Fribourg, , 93.
  • Wahl, S. (1999). Kognitive Anforderungen von "Theory of Mind"-Aufgaben: eine kognitionswissenschaftliche Analyse. In W. Althoff & V. Hofmann (Ed.), , 161.
  • Wahl, S. (1999). Analysing cognitive demands of theory of mind-tasks. , 399.
  • Beller, S. (1998). Inhaltseffekte beim logischen Denken: Der Fall der Wason´schen Wahlaufgabe. In Hacker, W. (Ed.), Abstractdiskette des 41. Kongresses der Deutschen Gesellschaft für Psychologie, .
  • Beller, S. (1998). Deontisches Schließen mit konditionalen Verboten: Befunde mit Wasons Wahlaufgabe. In Lachnit, H., Jacobs, A. & Rösler, F. (Ed.), , 23.
  • Beller, S., Neth, H., & Spada, H. (1998). "Suppression"-Effekte beim konditionalen Schließen: Der Einfluß von Wissen auf Denken. In Hacker, W. (Ed.), .
  • Beller, S., & Spada, H. (1998). Conditional reasoning with a point of view: the logic of perspective change. In Gersbacher, M. A. & Derry, S. J. (Ed.), , 138-143.
  • Bender, A. (1998). Factors of sustainability in Palau and New Zealand. In Seeto, J. & Bulai, N. (Ed.), , 126-140.
  • Bender, A., & Seitz, S. (1998). Kooperation und kulturelle Institutionen bei der Ressourcennutzung: eine Feldstudie Abstractdiskette des 41. Kongresses der Deutschen Gesellschaft für Psychologie., .
  • Eisentraut, R., & Ernst, A. M. (1998). Kooperation und Information bei der Ressourcennutzung: eine experimentelle Studie. .
  • Eisentraut, R., & Ernst, A. M. (1998). Kooperation, Betrug und Sanktionierung in einem ökologisch-sozialen Dilemma. In Lachnit, H., Jacobs, A. & Rösler, F. (Ed.), , 67-68.
  • Ernst, A. M. (1998). Arbeitsgruppe "Institutionelle und kulturelle Aspekte der Umweltnutzung" .
  • Nerb, J., & Spada, H. (1998). What are the psychological effects of ecological information in the daily newspaper? , 209.
  • Nerb, J., & Spada, H. (1998). A coherence model of cognition an emotion: Theoretical thoughts and empirical validation. , 44.
  • Nerb, J., & Spada, H. (1998). Ein Parallel-constraint-satisfaction-Modell der Bewertung von Umweltschadensfällen. , 242.
  • Nerb, J., & Spada, H. (1998). Die Bewertung von Umweltschadensfällen: Ein Simulationsmodell und Validierungsstudien. .
  • Neth, H., & Beller, S. (1998). "Suppression"-Effekte beim konditionalen Schließen: Interaktion zwischen logischer Form und Inhalt. In Lachnit, H., Jacobs, A. & Rösler, F. (Ed.), , 243.
  • Plötzner, R., & Kneser, C. (1998). Steps toward the acquisition of expertise: Shifting the focus from quantitative to qualitative problem representations during collaborative problem solving. In Gernsbacher, M. A. & Derry, S. J. (Ed.), , 842-847.
  • Bosnjak, M., Reimann, P., & Wichmann, S. (1997). Ein integriertes Umweltinformations- und kognitionspsychologisches Diagnosesystem für das World-Wide-Web. In D. Janetzko, B. Batinic, D. Schoder, M. Mattingley-Scott & G. Strube (Ed.), Albert-Ludwigs-Universität, , 1-15.
  • Nerb, J., & Spada, H. (1997). The role of controllability of the cause in cognitive and emotional evaluation of an environmental risk. In K. Alef, J. Brandt, H. Fiedler, W. Hauthal, O. Hutzinger, D. Mackay, M. Matthies, K. Morgan, L.Newland, H.Robitaille, M. Schlummer, G. Schürmann & K. Voigt. (Ed.), Eco-Informa Press, , 161-166.
  • Nerb, J., Spada, H., & Ernst, A. M. (1997). A cognitive model of agents in a commons dilemma. In M. Shafto & P. Langley (Ed.), Lawrence Erlbaum Associates, , 560-565.
  • Plötzner, R., Fehse, E., Hermann, F., & Kneser, C. (1997). Modeling in the knowledge-based exchange of information during collaborative problem solving on the basis of deductive self-diagnosis. In B. du Boulay & R. Mizogouchi (Ed.), IOS Press, , 223-230.
  • Plötzner, R., Hoppe, H. U., Nolte, C., & Tewissen, F. (1996). Model-based design of activity spaces for collaborative problem solving and learning. In P. Brna, A. Paiva & J. Self (Ed.), Colibri, , 372-378.

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