Dr. Lisa Scharrer

Wiss. Mitarb.

Kompetenzentwicklung und Kompetenzmodellierung
Institut für Erziehungswissenschaft
Ruhr-Uni­ver­si­tät Bo­chum
Uni­ver­si­täts­stra­ße 150
D - 44801 Bo­chum

0234 / 32-19118


N Süd EG/18

Dr. Lisa Scharrer




Die Sprechstunde erfolgt nach Vereinbarung und wird bis auf Weiteres per Telefon, Skype oder Zoom durchgeführt. Bitte senden Sie mir zur Terminvereinbarung eine Email an

Research interests

  • Public understanding of science and health information
  • Evaluation of online information and sources
  • Expert-layperson communication


  • 10/2003 – 01/2009 Undergraduate studies in Psychology at the University of Heidelberg; degree: Diplom
  • 09/2005 – 06/2006 Undergraduate studies in Psychology at the University of Exeter, UK
  • 08/2009 – 11/2017 Doctoral/Postdoctoral researcher at the Institute of Psychology of the University of Münster (Educational Psychology)
  • since 12/2017 Postdoctoral researcher at the Institute of Educational Science of the Ruhr University Bochum, Germany

Scharrer, L. (2013). Why ask an expert if it's that simple? The easiness effect of science popularization. Westfälische Wilhelms-University Münster, Germany.

Awards and grants
June 2017: Travel Grant for attending the Training School "Eye-tracker use for reading data collection" of the COST Action IS 1404 in Paris, France (750.00 EUR)

Franz-Emanuel-Weinert-Award 2008 of the Department of Psychology, University of Heidelberg for outstanding Diplom thesis


  • 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.
  • Bromme, R., Scharrer, L., & Stadtler, M. (2020). Was tun, wenn sich Informationen und Meinungen, die man im Internet findet, widersprechen? DGPs Psychologische Coronahilfe.


  • 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.
  • 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
  • Scharrer, L., Stadtler, M., & Bromme, R. (2019). Judging scientific information: Does source evaluation prevent the seductive effect of text easiness? Learning and Instruction, 63, 101215. doi: 10.1016/j.learninstruc.2019.101215
  • 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:


  • Bromme, R., Stadtler, M., & Scharrer, L. (in press). 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. New York, NY: Routledge.


  • 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
  • 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(3), 177-181. doi: 10.1026/0033-3042/a000361


  • Scharrer, L. & Salmerón, L. (Guest Eds.) (2016). Sourcing in the reading process: introduction to the special issue. Reading and Writing, 29, 1539–1548.
  • 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


  • 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(1), 36-57.  doi: 10.1002/tea.21172


  • 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(4), 465-471. doi: 10.1002/acp.3018
  • 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(1-2), 93-116.


  • 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.
  • 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.
  • 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


  • 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.
  • 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(3), 231-243. doi:10.1016/j.learninstruc.2011.11.004
  • 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. 


  • 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 theCognitive Science Society (pp. 2788 -2793). Austin, TX: Cognitive Science Society.
  • Knoll, M. A., Scharrer, L., & Costall, A. (2011). “Look at the shark”: Evaluation of student- and actress-produced standardised sentences of infant- and foreigner-directed speech. Speech Communication, 53, 12-22.
  • Scharrer, L., Christmann, U., & Knoll, M. (2011). Voice Modulations in German Ironic Speech. Language and Speech, 54, 435-465.
  • 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.


  • Knoll, M. A., Scharrer, L., & Costall, A. (2009). Are actresses better simulators than female students? The effects of simulation on prosodic modifications of infant- and foreigner-directed speech. Speech Communication, 51, 296-305.


  • Knoll, M. A. & Scharrer, L. (2008). How similar are pitch contours derived from 'imaginary' student interactions to those derived from real interactions? Proceedings of the 4th Conference on Speech Prosody, Campinas, Brasil.
  • Knoll, M. A. & Scharrer, L. (2008). ‘Look at the shark’: Evaluation of student produced standardized sentences of infant- and foreigner directed speech. Proceedings of the 9th Interspeech Conference, Brisbane, Australia.


  • Knoll, M., A. & Scharrer, L. (2007). Acoustic and affective comparisons of natural and imaginary infant-, foreigner- and adult-directed speech. Proceedings of the 8th Interspeech conference. Antwerp, Belgium.

Ad-hoc Reviewer

  • Leibniz-Institut für Wissensmedien
  • The Israel Science Foundation


  • Discourse Processes
  • Cognitive Processing
  • Contemporary Educational Psychology
  • International Journal of Human-Computer Studies
  • Infanzia
  • Journal of Computer Assisted Learning
  • Journal of Educational Psychology
  • Journal of Research in Reading
  • Learning and Instruction
  • Metacognition and Learning
  • Speech Communication
  • Zeitschrift für Pädagogiosche Psychologie

Ansprechpartner / Sekretariat
Stefanie Nüsken

Tel: 0234 / 32- 27324


Raum: GA 2 / 32

Mo:   9:00-14:00
Mi: 9:00-14:00
Do: 9:00-14:00