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Publikationen 2004

Originalarbeiten in wissenschaftlichen Fachzeitschriften

  • 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.


  • 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.


  • 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.), .

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