Dr. Maj-Britt Haffmans (geb. Isberner, in parental leave)

Magazine articles

Isberner, M.-B., Richter, T., Schreiner, C., Eisenbach, Y., Sommer, C. & Appel, M. (2018). Empowering stories: Transportation into narratives with strong protagonists increases self-related control beliefs. Discourse Processes.https://doi.org/10.1080/0163853X.2018.1526032

Piest, B., Isberner, M.-B. & Richter, T. (in press). Don't believe everything you hear: Routine validation of audio-visual information in children and adults. Memory and Cognition.

Schindler, J., Richter, T., Isberner, M.-B., Neeb, Y. & Naumann, J. (in press). Construct validity of a process-oriented test assessing syntactic skills in German primary school children. Language Assessment Quarterly: An International Journal.

Schreiner, C., Appel, M., Isberner, M.-B. & Richter, T. (in press). Argument strength and the persuasiveness of stories. Discourse Processes.

Knoepke, J., Richter, T., Isberner, M.-B., Naumann, J., Neeb, Y., & Weinert, S. (in press). Processing of positive-causal and negative-causal coherence relations in primary school children and adults: A test of the cumulative cognitive complexity approach in German. Journal of Child Language.

Gnambs, T., Appel, M., Schreiner, T., Richter, T. & Isberner, M.-B. (2014). Experiencing narrative worlds: A latent state-trait analysis. Personality and Individual Differences, 69, 187-192.[preprint.]

Knoepke, J., Richter, T., Isberner, M-B., Naumann, J. & Neeb, Y. (in press). Phonological recoding, orthographic decoding, and comprehension skills during reading acquisition. Journal of Educational Science.[preprint]

Isberner, M.-B. & Richter, T. (2014). Does validation during language comprehension depend on an evaluative mindset? Discourse Processes, 51, 7-25.[Full text.]

Richter, T., Isberner, M.-B., Naumann, J. & Kutzner, Y. (2013). Lexical quality and reading comprehension in primary school children. Scientific Studies of Reading, 17, 415-434.[preprint.]

Isberner, M.-B., Richter, T., Maier, J., Knuth-Herzig, K., Horz, H. & Schnotz, W. (2013). Comprehending conflicting science-related texts: graphs as plausibility cues. Instructional Science, 41, 849-872.[preprint].

Isberner, M.-B. & Richter, T. (2013). Can readers ignore implausibility? Evidence for nonstrategic monitoring of event-based plausibility in language comprehension. Acta Psychologica, 142, 15-22.

Richter, T., Isberner, M.-B., Naumann, J. & Kutzner, Y. (2012). Process-based diagnostics of reading skills in elementary school children. Journal of educational psychology, 26, 313-331.

Richter, T., Naumann, J., Isberner, M.-B. & Kutzner, Y. (2011). Diagnosing reading skills in elementary school children: A process-oriented alternative to product-oriented tests. Discourse on childhood and adolescence research, 6, 479-486.

Conference Proceedings

Isberner, M.-B., & Kern-Isberner, G. (2016). A formal model of plausibility monitoring in language comprehension. In Z. Markov & I. Russell (Eds.), Proceedings of the Twenty-Ninth International Florida Artificial Intelligence Research Society Conference (pp. 662-667). Palo Alto, California: AAAI Press.[full text]

Book chapters and books

Neeb, Y., Naumann, J., Knoepke, J., Isberner, M.-B. & Richter, T. (in press). Phonological processing of spoken and written language: acquisition and differences over the primary school years. In A. Redder, J. Naumann & R. Tracy (Eds.), Research initiative on language diagnostics and support (FiSS): Results. Münster: Waxmann.

Isberner, M.-B. & Richter, T. (in press). Comprehension and validation: Separable stages of information processing? A case for epistemic monitoring in language comprehension. In D.N. Rapp & J. Braasch (Eds.), Processing inaccurate information: Theoretical and applied perspectives from cognitive science and the educational sciences. Boston, MA: MIT Press.

Naumann, J., Richter, T., Kutzner, Y., Knoepke, J. & Isberner, M.-B. (2014). ProDi-L: Process-oriented assessment of reading comprehension at primary school age. In Federal Ministry of Education and Research (Ed.), Educational research 2020: challenges and perspectives (Educational research vol. 40, pp. 267-270). Berlin: Federal Ministry of Education and Research.

Knoepke, J., Richter, T., Isberner, M.-B., Neeb, Y. & Naumann, J. (2013). Reading comprehension = listening comprehension X decoding? A stringent test of the Simple View of Reading in German-speaking elementary school children. In A. Redder & S. Weinert (Eds.), Language development and language diagnostics: Interdisciplinary perspectives (pp. 256-276). Münster: Waxmann.

Invited presentations

Isberner, M.-B. & Richter, T. (2012, October). Is comprehension feasible without validation? Evidence from a Stroop-like paradigm. Paper presented at the Symposium "Linguistic vs. Non-Linguistic Knowledge", 11th Biannual Conference of the German Cognitive Science Society (KogWis 2012), Bamberg, Germany.

Isberner, M.-B. (2011, April). Validation processes in language comprehension. Paper presented at the Research Unit "Cognition and Language", University of Tübingen, Tübingen.

Lectures and presentations

Isberner, M.-B., & Kern-Isberner, G. (2016, May). A formal model of plausibility monitoring in language comprehension. Paper presented at the Twenty-Ninth International Flairs Conference, Key Largo, USA.

Isberner, M.-B., Richter, T., Schreiner, C., & Appel, M. (2016, May). Epistemic validation of inaccurate information embedded in a story: Evidence from online and offline measures. Poster presented at the International Meeting of the Psychonomic Society, Granada, Spain.

Isberner, M.-B., Richter, T., Schreiner, C., & Appel, M. (2015, September). Processing and effects of false information in narrative texts. Poster presented at the 15th Division Meeting of Educational Psychology of the German Psychological Association, Kassel.

Isberner, M.-B., Richter, T., Schreiner, C., & Appel, M. (2015, July). Narrative persuasion: Online and offline measures of processing inaccurate information embedded in a story. Paper presented at the Twenty-fifth Annual Meeting of the Society for Text and Discourse, Minneapolis, USA.

Isberner, M.-B., Richter, T. & Kaakinen, J. K. (2014, August). The interplay of plausibility and information certainty in text comprehension. Paper presented at the Twenty-fourth Annual Meeting of the Society for Text and Discourse, Chicago, USA.

Knoepke, J., Richter, T., Isberner, M.-B., Naumann, J. & Neeb, Y. (2014, August). Applying the Simple View of Reading to German Primary School Children: R = D X C? Poster presented at the Twenty-fourth Annual Meeting of the Society for Text and Discourse, Chicago, USA.

Schreiner, S., Appel, M., Isberner, M.-B., & Richter, T. (2014, June). The role of narrativity, argument quality, and working memory in narrative persuasion. Paper presented at the StoryNet workshop, Budapest, Hungary.

Isberner, M.-B. & Richter, T. (2013, July). Truth will out: Evidence for Nonstrategic Evaluation of Validity in Language Comprehension. Paper presented at the Twenty-third Annual Meeting of the Society for Text and Discourse, Valencia, Spain.

Knoepke, J., Richter, T., Isberner, M.-B., Naumann, J., & Neeb, Y. (2013, July). Do primary school children ignore concessive connectives in text comprehension? Poster presented at the Twenty-third Annual Meeting of the Society for Text and Discourse, Valencia, Spain.

Neeb, Y., Naumann, J., Richter, T., Knoepke, J., & Isberner, M.-B. (2013, July). Effects of auditory language skills at school entry on text comprehension in grade 2 are mediated through lexical quality. Poster presented at the Twenty-third Annual Meeting of the Society for Text and Discourse, Valencia, Spain.

Knoepke, J., Richter, T., Isberner, M.-B., Naumann, J. & Neeb, Y. (2013, June). Primary school children's use of case marking and word order information in auditory and written sentence processing in German. Poster presented at the Child Language Seminar 2013, Manchester, UK.

Knoepke, J., Richter, T., Isberner, M.-B., Naumann, J. & Kutzner, Y. (2012, December) Local coherence formation and connector comprehension in primary school children. Paper presented at the FiSS workshop "Educational language components - educational vocabulary and connector comprehension", Kassel, Germany.

Isberner, M.-B. & Richter, T. (2012, November). When the Truth Cannot be Ignored: Evidence for Nonstrategic Validation in Language Comprehension. Poster presented at the 53rd Annual Meeting of the Psychonomic Society, Minneapolis, USA.

Knuth-Herzig, K., Isberner, M., Horz, H., Richter, T. & Schnotz, W. (2012, November). The role of graphs and decorative pictures in comprehending science-related texts on the Internet. Paper presented at the Workshop "The Internet as a Source of Science Information" of the DFG Special Priority Program (SPP) 1409, Mülheim an der Ruhr, Germany.

Horz, H., Richter, T., Schnotz, W., Knuth-Herzig, K., Isberner, M.-B. & Maier, J. (2012, October). Knowledge construction using texts and images with conflicting information from the internet. Paper presented at the roundtable of the DFG SPP 1409, Frankfurt am Main.

Richter, T., Isberner, M.-B., Knoepke, J., Naumann, J. & Kutzner, Y. (2012, September). Process-based diagnostics of reading skills in elementary school children with ProDi-L. Paper presented at the 48th Congress of the German Psychological Society, Bielefeld.

Isberner, M.-B. & Richter, T. (2012, May). Comprehension and Validation: Separable stages of information processing? Paper presented at the Workshop "Comprehension and validation of information - two separate stages of information processing?", Kassel, Germany.

Isberner, M.-B. & Richter, T. (2012, May). Is event-based plausibility monitored nonstrategically during language comprehension? Poster presented at the Doctoral School of the DFG SPP 1409 "Science and the Public", Kassel, Germany.

Horz, H., Richter, T., Schnotz, W., Knuth-Herzig, K., Isberner, M.-B. & Maier, J. (2012, March). How pictures and graphs affect scientific texts' understanding. Paper presented at the Joint workshop of the DFG Priority Program "Science and the General Public" and CERN: "Is a public understanding of abstract physics concepts feasible? Aspects of the nature of matter investigated at the Large Hadron Collider at CERN", Geneva, Switzerland.

Knuth-Herzig, K., Maier, J., Isberner, M.-B., Richter, T., Horz, H. & Schnotz, W. (2011, September). Understanding multiple documents with conflicting information: Illustrations as credibility indicators. Paper presented at the 13th Division Meeting of Educational Psychology of the German Psychological Society, Erfurt.

Richter, T., Naumann, J., Isberner, M.-B. & Kutzner, Y. (2011, September). Process-based diagnostics of reading skills from elementary school to university. Overview paper presented at the 13th meeting of the Division of Educational Psychology of the DGPs, Erfurt.

Kutzner, Y., Naumann,J., Richter,T., & Isberner, M.-B. (2011, August). The impact of item characteristics on response latencies in phonological comparison and lexical decision task items. Poster presented at the biennial JURE pre-conference, Exeter, UK.

Isberner, M.-B. & Richter, T. (2011, July). Is plausibility automatically assessed during language comprehension? Evidence from a Stroop-like paradigm. Poster presented at the 21st Annual Meeting of the Society for Text and Discourse, Poitiers, France.

Knuth-Herzig, K., Maier, J, Isberner, M.-B., Richter, T., Schnotz, W. & Horz, H. (2011, July). Comprehension of Multiple Documents with Conflicting Information: Pictures as Credibility Cues. Paper presented at the 21st Annual Meeting of the Society for Text and Discourse, Poitiers, France.

Kutzner, Y., Naumann, J., Richter, T. & Isberner, M.-B. (2011, July). Item characteristics' impact on response latencies in phonological comparison and lexical decision task items. Poster presented at the 21st Annual Meeting of the Society for Text and Discourse, Poitiers, France.

Richter, T., Naumann, J., Isberner, M.-B. & Kutzner, Y. (2011, July). Lexical quality and reading comprehension in primary school children. Poster presented at the 21st Annual Meeting of the Society for Text and Discourse, Poitiers, France.

Knuth-Herzig, K., Maier, J., Isberner, M.-B., Schnotz, W., Richter, T. & Horz, H. (2011, June). Knowledge construction with conflicting information from Internet-based texts and pictures. Paper presented at the conference "Public Understanding and Public Engagement with Science". New York, USA.

Isberner, M.-B., Kutzner, Y., Richter, T. & Naumann, J. (2011, March). Project "ProDi" - Process-related diagnostics of reading and listening comprehension in primary school age. Paper presented at the spring workshop of the BMBF research initiative on language diagnostics and language support, Hamburg.

Isberner, M.-B. & Richter, T. (2011, March). Automatic plausibility judgments in language comprehension. Paper presented at the 53rd Conference of Experimentally Working Psychologists (TeaP), Halle (Saale).

Isberner, M.-B. (2010, November). Automatic validation processes in language comprehension. Paper presented at the fall school of SPP 1409, Landau in der Pfalz.

Isberner, M.-B. (2010, November). Automatic validation processes in language comprehension. Paper presented at the Fall School of the BMBF's Research Initiative on Language Diagnostics and Language Support, Ulrichshusen.

Isberner, M.-B. & Richter, T. (2010, October). An embodied approach to epistemic validation in language comprehension. Poster presented at the workshop "The Embodied Mind", Nijmegen, The Netherlands.

Knuth-Herzig, K., Maier, J., Isberner, M.-B., Schnotz, W., Horz, H. & Richter, T. (2010, November). Knowledge construction using texts and images with conflicting information from the internet. Paper presented at the 2nd roundtable of SPP 1409, Landau in der Pfalz.

Knuth-Herzig, K., Maier, J., Isberner, M.-B., Richter, T., Schnotz, W. & Horz, H. (2010, October). Comprehension of Multiple Documents with Conflicting Information: Pictures as Peripheral Credibility Cues. Paper presented at the Workshop "Multiple Documents comprehension" of the DFG Special Priority Program (SPP) 1409, Münster.

Herzig, K., Maier, J., Isberner, M.-B., Schnotz, W., Richter, T. & Horz, H. (2010, September). The influence of diagrams on perceived credibility and comprehension of scientific texts with conflicting information. Paper presented at the 74th meeting of the Working Group for Empirical Pedagogical Research (AEPF), Jena, Germany.

Horz, H., Schnotz, W., Richter, T., Herzig, K., Maier, J. & Isberner, M.-B. (2010, September). The influence of diagrams on perceived credibility and comprehension of scientific texts with conflicting information. Paper presented at the 47th Congress of the German Psychological Society (DGPs), Bremen.

Isberner, M.-B. & Richter, T. (2010, September). Text comprehension involves automatic validation of information. Paper presented at the 47th Congress of the German Psychological Society (DGPs), Bremen.

Richter, T., Naumann, J., Isberner, M.-B., and Kutzner, Y. (2010, March). Process-related diagnostics of reading and listening comprehension in elementary school age. Poster presented at the Spring Workshop of the Research Initiative on Language Diagnostics and Language Support, Bamberg.

Herzig, K., Maier, J., Isberner, M.-B., Richter, T., Schnotz, W. & Horz, H. (2010, February). Learning with conflicting information from texts and pictures. Poster presented at the 1st Meeting of the DFG-SPP 1409, Munich, Germany.

Isberner, M.-B. (2009, December). Knowledge-based evaluations in language comprehension:The epistemic Stroop effect under control of the influence of predictability. Paper presented at the presentation day "Young Researchers Wanted" of the Faculty of Human Sciences, University of Cologne, Cologne.

Isberner, M.-B. & Richter, T. (2009, July). The epistemic Stroop effect: Evidence for routine epistemic validation processes in language comprehension. Paper presented at the 19th Annual Meeting of the Society for Text and Discourse, Rotterdam, The Netherlands.

Richter, T., Naumann, J., Isberner, M.-B. & Kutzner, Y. (in press). ProDi-L: Process-related diagnostics of reading skills in elementary school children [Computer-based test procedure]. Göttingen: Hogrefe.