NACH OBEN

Publikationen

  • Stadtler, M. & Schuster, C. (2023). Experimentelle Herangehensweisen an die Evaluation von Maßnahmen der Wissenschaftskommunikation. In: P. Niemann, V. van den Bogaert, R. Ziegler (Hrsg.) Evaluationsmethoden der Wissenschaftskommunikation (S. 293-304). Springer.
  • Schuster, C., Stebner, F., Geukes, S., Jansen, M., Leutner, D. & Wirth, J. (2023). The effects of direct and indirect training in metacognitive learning strategies on near and far transfer in self-regulated learning. Learning and Instruction, 83, 101708. https://doi.org/10.1016/j.learninstruc.2022.101708
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  • Stebner, F., Schuster, C., Weber, X.-L., Greiff, S., Leutner, D. & Wirth, J. (2022). Transfer of metacognitive skills in self-regulated learning: effects on strategy application and content knowledge acquisition. Metacognition and Learning. https://doi.org/10.1007/s11409-022-09322-x
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  • Scharrer, L., Pape, V., & Stadtler, M. (2022). Watch Out: Fake! How Warning Labels Affect Laypeople’s Evaluation of Simplified Scientific Misinformation. Discourse Processes, 59, 575-590. doi:10.1080/0163853X.2022.2096364
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  • Weber, X., Schuster, C., Göritz, S. & Stebner, F. (2022). Prüfungssituationen neu denken. Das Zusammenspiel zwischen Lernprozess, Lernprodukt und Prüfungssituation. Open Access
  • Scharrer, L., Stadtler, M., & Bromme, R. (2021). Information easiness affects non-experts' evaluation of scientific claims about which they hold prior beliefs. Frontiers in Psychology, 12, 678313. doi:10.3389/fpsyg.2021.678313
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  • Braasch, J. L. G. & Scharrer, L. (2020). The role of cognitive conflict in understanding and learning from multiple perspectives. In Van Meter, P. N., List, A., Lombardi, D., & Kendeou, P. (Eds.), Handbook of learning from multiple representations and perspectives. New York: Routledge.
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  • Rouet, J.-F., Saux, G., Ros, C., Stadtler, M., Vibert, N., & Britt, M. A. (2020). Inside document models: The role of source attributes in integrating multiple text contents. Discourse Processes, 58, 60–79. doi:10.1080/0163853X.2020.1750246
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  • Scharrer, L., Stadtler, M., & Bromme, R. (2021). Information Easiness Affects Non-experts’ Evaluation of Scientific Claims About Which They Hold Prior Beliefs. Frontiers in Psychology, 12, 3757. Open Access
  • Stadtler, M. (2020). Non scholae, sed vitae discimus: Zur Erfassung von Kompetenzen und Wissen im Schülerlabor. In: K. Sommer, J. Wirth & M. Vanderbeke (Hrsg.), Handbuch Forschen im Schülerlabor. Theoretische Grundlagen, empirische Forschungsmethoden und aktuelle Anwendungsgebiete (S. 119-126). Münster: Waxmann.
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  • Macedo-Rouet, M., Potocki, A., Scharrer, L., Ros, C., Stadtler, M., Salmerón, L., & Rouet, J.-F. (2019). How good is this page? Benefits and limits of prompting on adolescents’ evaluation of Web information quality. Reading Research Quarterly, 54, 299-321. doi: 10.1002/rrq.241
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  • Macedo-Rouet, M., Salmerón, L., Ros, C., Pérez, A., Stadtler, M., & Rouet, J.-F. (2019). Are frequent users of social network sites good information evaluators? An investigation of adolescents’ sourcing abilities. Infancia y Aprendizaje / Journal for the Study of Development and Education. 
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  • Potocki, A., de Pereyra, G., Ros, C., Macedo-Rouet, M., Stadtler, M., Salmerón, L., & Rouet, J.-F. (2019). The development of source evaluation skills during adolescence: exploring different levels of source processing and their relationships. Journal for the Study of Education and Development, 1-41. doi:10.1080/02103702.2019.1690848 
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  • Scharrer, L., Stadtler, M., & Bromme, R. (2019). Judging Scientific Information: Does Source Evaluation Prevent the Seductive Effect of Text Easiness? Learning and Instruction. doi.org/10.1016/j.learninstruc.2019.101215  
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  • Scharrer, L., Stadtler, M., & Bromme, R. (2019). Biased recipients encounter biased sources: Effect of ethical (dis-)agreement between reader and author on evaluating scientific claims. Applied Cognitive Psychology, 33, 1165-1177. doi: 10.1002/acp.3563  
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  • Stadtler, M., Scharrer, L., Bromme, R. (2019). How Relevance Affects Understanding of Conflicts Between Multiple Documents: An Eye-Tracking Study. Reading Research Quarterly. Available per open access at: https://ila.onlinelibrary.wiley.com/doi/full/10.1002/rrq.282  
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  • Bromme, R., Stadtler, M., & Scharrer, L. (2018). The provenance of certainty: Multiple source use and the public engagement with science. In: J. L. G. Braasch, I. Bråten, & M. T. McCrudden (Eds.), Handbook of multiple source use (pp. 269-284). New York, NY: Routledge.  
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  • Paul, J. M., Cerdán, R., Rouet, J.-F., & Stadtler, M. (2018). Exploring fourth graders’ sourcing skills. Journal for the Study of Education and Development / Infancia y Aprendizaje, 41, 536-580. doi: 10.1080/02103702.2018.1480458 
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  • Pérez, A., Potocki, A., Stadtler, M., Macedo-Rouet, M., Paul, J., Salmerón, L., Rouet, J.-F. (2018). Fostering Teenagers’ Assessment of Information Reliability: Effects of a Classroom Intervention focused on Critical Source Dimensions. Learning and Instruction, 58, 53-64. https://doi.org/10.1016/j.learninstruc.2018.04.006 ​ 
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  • Salmerón, L., Strømsø, H. I., Kammerer, Y., Stadtler, M., & van den Broek, P. (2018). Comprehension processes in digital reading. In Paul van den Broek et al. (Eds.), Learning to read in a digital world (pp. 91-120). Amsterdam: John Benjamins. 
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  • Saux, G., Ros, C., Britt, M.A., Stadtler, M., Burin, D., & Rouet, J.-F. (2018). Readers' selective recall of source features as a function of claim discrepancy and task demands. Discourse Processes, 55, 525-544. https://doi.org/10.1080/0163853X.2018.1463722  
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  • Stadtler, M., Bromme, R., & Rouet, J.-F. (2018). Learning from multiple documents: How can we foster multiple document literacy skills in a sustainable way? In E. Manalo, Y. Uesaka, & C. Chinn (Eds.), Promoting spontaneous use of learning and reasoning strategies: Theory, research, and practice (pp. 46–61). Singapore: Routledge.  
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  • Bråten, I., Stadtler, M., & Salmerón, L. (2017). The role of sourcing in discourse comprehension. In M. Schober, D. N. Rapp & M. A. Britt (Eds.), Handbook of Discourse Processes (pp. 141-168). New York, NY: Taylor & Francis.  
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  • Paul, J. M., Macedo-Rouet, M., Stadtler, M., & Rouet, J.-F. (2017). Why Attend to Source Information When Reading Online? The Perspective of Ninth Grade Students From Two Different Countries. Computers and Education, 113, 339-354.
    https://doi.org/10.1016/j.compedu.2017.05.020  
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  • Scharrer, L., Rupieper, Y., Stadtler, M., & Bromme, R. (2017). When science becomes too easy: Science popularization inclines laypeople to underrate their dependence on experts. Public Understanding of Science, 26, 1003-1018. doi: 10.1177/0963662516680311 
    Please also see coverage in Times Higher Education  
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  • Stadtler, M. (2017). The art of reading in a knowledge society. Commentary on the special issue on models of multiple text comprehension. Educational Psychologist, 52, 225-231. doi: 10.1080/00461520.2017.1322969  
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  • Stadtler, M., Winter, S., Scharrer, L., Thomm, E., Krämer, N. & Bromme, R. (2017). Selektion, Integration und Evaluation: Wie wir das Internet nutzen, wenn wir uns über Wissenschaft informieren wollen. Psychologische Rundschau, 68, 177-181. doi: 10.1026/0033-3042/a000361 
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  • Bromme, R., Kienhues, D. & Stadtler, M. (2016). Die kognitive Arbeitsteilung als Herausforderung der Forschung zu epistemischen Überzeugungen. In A.-K. Mayer & T. Rosman (Hrsg.), Denken über Wissen und Wissenschaft. Epistemologische Überzeugungen als Gegenstand psychologischer Forschung (S. 25-38). Lengerich: Pabst Science Publishers.  
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  • Scharrer, L. & Salmerón, L. (Guest Eds.) (2016). Sourcing in the reading process: introduction to the special issue. Reading and Writing, 29, 1539–1548. doi: 10.1007/s11145-016-9676-2  
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  • Stadtler, M., Scharrer, L., Macedo-Rouet, M., Rouet, J. F., & Bromme, R. (2016). Improving vocational students’ consideration of source information when deciding about science controversies. Reading and Writing, 29, 705-729. doi: 10.1007/s11145-016-9623-2  
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  • Bromme, R., Scharrer, L., Stadtler, M., Hömberg, J., & Torspecken, R. (2015). Is it believable when it’s scientific? How scientific discourse style influences laypeople’s resolution of conflicts. Journal of Research in Science Teaching, 52, 36-57.  doi: 10.1002/tea.21172  
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  • Stadtler, M., Paul, J., Globoschütz, S., & Bromme, R. (2015). Watch out! - An instruction raising students’ epistemic vigilance augments their sourcing activities. In: D. C. Noelle, R. Dale, A. S. Warlaumont, J. Yoshimi, T. Matlock, C. D. Jennings, & P. P. Maglio, (Eds.), Proceedings of the 37th Annual Conference of the Cognitive Science Society (pp. 2278-2283). Austin, TX: Cognitive Science Society.  
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  • Scharrer, L., Stadtler, M., & Bromme, R. (2014). You'd better ask an expert: Mitigating the comprehensibility effect on laypeople's decisions about science-based knowledge claims. Applied Cognitive Psychology, 28, 465-471. doi: 10.1002/acp.3018  
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  • Stadtler, M. & Bromme, R. (2014). The content–source integration model: A taxonomic description of how readers comprehend conflicting scientific information. In D. N. Rapp & J. Braasch (Eds.), Processing Inaccurate Information: Theoretical and Applied Perspectives from Cognitive Science and the Educational Sciences (pp. 379-402). Cambridge, MA: MIT Press.  
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  • Stadtler, M., Bromme, R. & Rouet, J.-F. (2014). „Science meets Reading“: Worin bestehen die Kompetenzen zum Lesen multipler Dokumente zu Wissenschaftsthemen und wie fördert man sie? Unterrichtswissenschaft, 55-68.  
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  • Stadtler, M., Scharrer, L., Skodzik, T., & Bromme, R. (2014). Comprehending multiple documents on scientific controversies: Effects of reading goals and signaling rhetorical relationships. Discourse Processes, 51, 93-116. doi: 10.1080/0163853X.2013.855535  
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  • Scharrer, L., Britt, M. A., Stadtler, M., & Bromme, R. (2013). Easy to understand but difficult to decide: Information comprehensibility and controversiality affect laypeople's science-based decisions. Discourse Processes, 50, 361-387. doi: 10.1080/0163853X.2013.813835  
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  • Stadtler, M. & Bromme, R. (2013). Multiple Document Comprehension: An approach to public understanding of science. Cognition and Instruction, 31, 122-129. doi: 10.1080/07370008.2013.771106
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  • Stadtler, M.,Scharrer, L., & Bromme, R. (2013). How do readers explain the occurrence of conflicts in science texts? Effects of presentation format and source expertise? In M. Knauff, N. Pauen, N. Sebanz & I. Wachsmuth (Eds.), Proceedings of the 35th Annual Conference of the Cognitive Science Society (pp. 3448-3453). Austin, TX: Cognitive Science Society.  
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  • Stadtler, M., Scharrer, L., Brummernhenrich, B., & Bromme, R. (2013). Dealing with uncertainty: Readers’ memory for and use of conflicting information from science texts as function of presentation format and source expertise. Cognition and Instruction, 31, 130-150. doi:10.1080/07370008.2013.769996  
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  • Scharrer, L., Britt, M.A., Stadtler, M., & Bromme, R. (2012). Beyond one’s own understanding: How text comprehensibility affects laypeople’s decision about scientific claims. In N. Miyake, D. Peebles, & R. P. Cooper (Eds.), Proceedings of the 34th Annual Conference of the Cognitive Science Society (pp.965-970). Austin, TX: Cognitive Science Society.  
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  • Scharrer, L., Bromme, R., Britt, M. A., & Stadtler, M. (2012). The seduction of easiness: How science depictions influence laypeople’s reliance on their own evaluation of scientific information. Learning and Instruction, 22, 231-243. doi:10.1016/j.learninstruc.2011.11.004  
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  • Stadtler, M., Scharrer, L., & Bromme, R. (2012). Does relevance matter in comprehending scientific conflicts from multiple documents? Evidence from online and offline-data. In E. de Vries, & K. Scheiter (Eds.), Staging Knowledge and Experience: How to  Take Advantage of Representational  Technologies in Education and Training? Proceedings of the EARLI SIG 2 Meeting (pp. 202-204), Grenoble, France: EARLI SIG 2.  
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  • Brand-Gruwel, S. & Stadtler, M. (2011). Solving information-based problems: Evaluating sources and information. Learning and Instruction, 21, 175-179. doi:10.1016/j.learninstruc.2010.02.008  
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  • Bromme, R., Scharrer, L., Britt, A. M., & Stadtler, M. (2011). Effects of information comprehensibility and argument type on lay recipients’readiness to defer to experts when deciding about scientific knowledge claims. In L. Carlson, C. Hoelscher, & T.F. Shipley (Eds.), Proceedings of the 33rd Annual Conference of the Cognitive Science Society (pp. 2788 -2793). Austin, TX: Cognitive Science Society.  
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  • Kienhues, D., Stadtler, M., & Bromme, R. (2011). Dealing with conflicting or consistent medical information on the Web: When expert information breeds laypersons’ doubts about experts. Learning and Instruction, 21, 193-204. doi:10.1016/j.learninstruc.2010.02.004  
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  • Stadtler, M. & Brand-Gruwel, S. (Eds.) (2011). Special Section: Solving information based problems: searching, selecting and evaluating information. Learning and Instruction, 21, 175-242.  
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  • Stadtler, M., Scharrer, L., & Bromme, R. (2011). How reading goals and rhetorical signals influence recipients’ recognition of intertextual conflicts. In L. Carlson, C. Hoelscher, & T.F. Shipley (Eds.), Proceedings of the 33rd Annual Conference of the Cognitive Science Society (pp. 1346 -1351). Austin, TX: Cognitive Science Society.  
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  • Stadtler, M., Bromme, R. & Kettler, S. (2009). Dr. Google - geschätzter Kollege? Die Rolle des Internet in der Arzt-Patient-Kommunikation. Zeitschrift für Allgemeinmedizin, 85, 254-259. doi:10.3238/zfa.2009.0254  
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  • Stadtler, M. & Bromme, R. (2008). Effects of the metacognitive computer-tool met.a.ware on the web search laypersons. Computers in Human Behavior, 24, 716-737. doi:10.1016/j.chb.2007.01.023 
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  • Stadtler, M. & Bromme, R. (2008). Using representational guidance to enhance metacognitive activity when learning on the WWW. In J. Canas (Ed.), Proceedings of the Workshop on Cognition and the Web (pp. 173-180). Granada, Spain.  
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  • Stadtler, M. & Bromme, R. (2007). Dealing with multiple documents on the WWW: The role of metacognition in the formation of documents models. International Journal of Computer Supported Collaborative Learning, 2, 191-210. doi:10.1007/s11412-007-9015-3  
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  • Stadtler, M. (2006). Auf der Suche nach medizinischen Fachinformationen. Metakognitionen bei der Internetrecherche von Laien. Münster: Waxmann. (A review by Joerg Wittwer, IPN Kiel, has been published in Zeitschrift für Medienpsychologie) doi: 10.1026/1617-6383.19.3.130  
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  • Stahl, E., Bromme, R, Stadtler, M., & Jaron R. (2006). Learning by hypertext writing: effects of considering a single audience versus multiple audiences on knowledge acquisition. In D. Galbraith, L. van Waes, & M. Torrance (Eds.), Recent developments in writing process research. Volume 2: Methods and applications. Series: Studies in writing (pp. 307-321). Dordrecht: Kluwer. doi: 10.1163/9781849508223_021 
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  • Bromme, R. & Stadtler, M. (2005). So much information. But which is important? Which is true? Supporting laypersons' informal learning from science based evidence on the internet. In T. Okamoto, D. Albert, T. Honda, & F. Hesse (Eds.), The 2 nd Joint Workshop on Cognition and Learning through Media-Communication for Advanced e-Learning (pp.28-33). Sophia University: Tokyo, Japan.
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  • Stadtler, M. & Bromme (2005). Dealing with multiple documents on the WWW: The role of metacognition in the formation of documents models. In B. G. Bara, L. Barsalou, & M. Bucciarelli (Eds.), Proceedings of the 27th Annual Conference of the Cognitive Science Society (pp. 2068-2073). Mahwah, NJ: Erlbaum. doi:10.1007/s11412-007-9015-3 ​ 
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  • Stadtler, M. & Bromme, R. (2004). Laypersons searching the WWW for medical information: The role of metacognition. In K. Forbus, D. Gentner, & T. Reiger (Eds.), Proceedings of the 26th Annual Conference of the Cognitive Science Society (p. 1638). Mahwah, NJ: Erlbaum.  
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