For­schung

In der Forschung liegt unser Schwerpunkt in der kognitiven und sozialen Entwicklung. Ausgewählte grundlagen- und anwendungsbezogene Forschungsthemen beziehen sich auf die Untersuchung der Wirksamkeit von Lernmechanismen, wie wünschenswerten Erschwernissen (Mirjam Ebersbach, Daria Mundt), dem Fragengenerieren (Mirjam Ebersbach) und dem Selbsterklären (Benjamin Harders). Zudem beschäftigen wir uns mit der Entwicklung umweltbezogenen Wissens und Handelns (Mirjam Ebersbach, Daria Mundt), der Risikowahrnehmung in Bezug auf die Corona-Pandemie (Anna Helfers), der Entwicklung mathematischer Fähigkeiten (Mirjam Ebersbach) und der Entwicklung von Aufteilungsgerechtigkeit (Martina Vogelsang). Darüber hinaus werden Aspekte der Sprachverarbeitung und Embodied Cognition beforscht (Maj-Britt Haffmanns).

Pu­bli­ka­tio­nen

Publikationen (peer-reviewed)  

Kopien auf Anfrage an: mirjam.ebersbach(at)uni-kassel.de

2022

  • Helfers, A., Reiserer, M., Schneider, N., Ebersbach, M., & Sommer, C. (in press). Should I stay or should I go?
    Risk perception and use of local public transport during the COVID-19 pandemic. Frontiers, 13, 926539. https://doi.org/10.3389/fpsyg.2022.926539
  • Ebersbach, M., Krupa, J., & Vogelsang, M. (2022). Symbolic distancing in sharing situations restrains children’s economic behavior and potentially also their inequity aversion. Acta Psychologica, 226, 103579. https://doi.org/10.1016/j.actpsy.2022.103579
  • Helfers, A. & Ebersbach, M. (2022). The differential effects of a governmental debunking campaign concerning COVID19 vaccination misinformation.
    Journal of Communication in Healthcare: Strategies, Media and Engagement in Global Health. Advance online publication.https://doi.org/10.1080/17538068.2022.2047497

2020:

  • Ebersbach, M. & Barzagar Nazari, K. (2020). Implementing distributed practice in statistics lectures: benefits for retention and transfer. Journal of Applied Research in Memory and Cognition, 9, 532-541. https://doi.org/10.1016/j.jarmac.2020.08.014
  • Ebersbach, M. & Barzagar Nazari, K. (2020). No robust effect of distributed practice on the short- and long-term retention of mathematical procedures. Frontiers in Psychology: Cognition, 11, 811. https://doi.org/10.3389/fpsyg.2020.00811

2019:

  • Barzagar Nazari, K., & Ebersbach, M. (2019). Distributed practice in mathematics: Recommendable especially for students on a medium performance level? Trends in Neuroscience and Education, 17, 100122. doi.org/10.1016/j.tine.2019.100122
  • Barzagar Nazari, K., & Ebersbach, M. (2019). Distributing mathematical practice of third and seventh graders: Applicability of the spacing effect in the classroom. Journal of Applied Cognitive Psychology, 33,288-298. doi: 10.1002/acp.3485
  • Ebersbach, M., Malkus, D., & Ernst, A. (2019). Factors that affect primary-school children’s sustainable behavior in a resource dilemma. Journal of Experimental Child Psychology, 184, 18-33. doi: 10.1016/j.jecp.2019.03.007

2018:

  • Barzagar Nazari, K., & Ebersbach, M. (2018). Distributed practice: Rarely realized in self-regulated mathematical learning. Frontiers in Psychology, 9, 2170. doi: 10.3389/fpsyg.2018.02170
  • Ebersbach, M., & Nawroth, C. (2018). Shape but not color facilitates two-year-olds’ search performance in a spatial rotation task. Infancy, 23, 820-832. doi: 10.1111/infa.12259
  • Krüger, M., & Ebersbach, M. (2018). Mental rotation and the human body: Children's inflexible use of embodiment mirrors that of adults. British Journal of Developmental Psychology, 36418-437. doi: 10.1111/bjdp.12228

2017:

  • Ebersbach, M., & Krüger, M. (2017). Let's twist again: Embodiment effects in spatial judgments on human figures rotated along a vertical axis. Journal of Cognitive Psychology, 29, 963-976. doi: 10.1080/20445911.2017.1342647
  • Stein, M., Auerswald, M., & Ebersbach, M. (2017). Relationships between motor and executive functions and the effect of an acute coordinative intervention on executive functions in kindergartners. Frontiers in Psychology, 8, 859. doi: 10.3389/fpsyg.2017.00859

2016:

  • Wille, C., Völker, F., Kühnel, J., & Ebersbach, M. (2016). Verbal facilitation effects instead of verbal overshadowing in face memory of 4- to 6-year-olds. European Journal of Developmental Psychology, 13, 231-240. doi: 10.1080/17405629.2015.1088826  
  • Ebersbach, M. & Nawroth, C. (2016). The effects of visual discriminability and rotation angle on 30-month-olds’ search performance in spatial rotation tasks. Frontiers in Developmental Psychology. doi: 10.3389/fpsyg.2016.01648
  • Ebersbach, M. (2016). Development of children’s estimation skills: The ambiguous role of their familiarity with numerals. Child Development Perspectives, 10, 116–121. doi: 10.1111/cdep.12172  
  • Ebersbach, M., & Krüger, M. (2016). View makes a difference: Presenting human figures from the back or front affects mental spatial transformations of children and adults. Spatial Cognition & Computation, 16, 173-191. doi: 10.1080/13875868.2015.1124109
  • Wille, C., & Ebersbach, M. (2016). Semantic congruency and the (reversed) Colavita effect in children and adults. Journal of Experimental Child Psychology, 141, 23-33. doi:10.1016/j.jecp.2015.07.015  
  • Peeters, D., Degrande, T., Ebersbach, M., Verschaffel, L., & Luwel, K. (2016). Children’s use of number line estimation strategies. European Journal of Psychology of Education, 31, 117-134. doi: 10.1007/s10212-015-0251-z  
  • Nawroth, C., Ebersbach, M., & von Borell, E. (2016). Are domestic pigs (Sus scrofa domestica) able to use complex human-given cues to find a hidden reward? Animal Welfare, 25, 185-190. doi: dx.doi.org/10.7120/09627286.25.2.185  

2015

  • Ebersbach, M., Luwel, K., & Verschaffel, L. (2015). The relationship between children’s familiarity with numbers and their performance in bounded and unbounded number line estimations. Mathematical Thinking and Learning, 17, 136-154. doi: 10.1080/10986065.2015.1016813  
  • Ebersbach, M. (2015). Evidence for a spatial-numerical association in kindergartners using a number line task. Journal of Cognition and Development, 16, 118-128. doi: 10.1080/15248372.2013.805134 
  • Lipowsky, F., Richter, T., Borromeo-Ferri, R., Ebersbach, M., & Hänze, M. (2015). Wünschenswerte Erschwernisse beim Lernen. Schulpädagogik heute, 11.  

2014

  • Ebersbach, M., & Erz, P. (2014). Symbolic versus non-symbolic magnitude estimations among children and adults. Journal of Experimental Child Development, 128, 52-68. doi:10.1016/j.jecp.2014.06.005

  • Ebersbach, M., Luwel, K., & Verschaffel, L. (2014).Further evidence for a spatial-numerical association in children before formal schooling. Experimental Psychology, 18, 1-7. doi: 10.1027/1618-3169/a000250 
  • Krueger, M., Amorim, M.-A., & Ebersbach, M. (2014). Mental rotation and the motor system: Embodiment head over heels. Acta Psychologica, 145, 104-114. doi: 10.1016/j.actpsy.2013.11.004 

  • Nawroth, C., Ebersbach, M., & von Borell, E. (2014). Juvenile domestic pigs (Sus scrofa domestica) use human-given cues in an object choice task. Animal Cognition, 17(3), 701-713. doi: 10.1007/s10071-013-0702-3

2013

  • Ebersbach, M., Luwel, K., & Verschaffel, L. (2013). Comparing apples and pears in studies on magnitude estimations. Frontiers in Cognitive Science, 4, 332. doi: 10.3389/fpsyg.2013.00332 
  • Nawroth, C., Ebersbach, M., & von Borell, E. (2013). Are juvenile domestic pigs (Sus scrofa domestica) sensitive to the attentive states of humans? - The impact of impulsive choice on performance. Behavioural Processes, 96, 53-58. doi: 10.1016/j.beproc.2013.03.002

  • Nawroth, C., Ebersbach, M., & von Borell, E. (2013). A note on pigs´ knowledge of hidden objects. Archives Animal Breeding, 56. doi: 10.7482/0003-9438-56-086
  • Lange-Küttner, C., & Ebersbach, M. (2013).Girls in details, boys in shape: Gender differences when drawing cubes in depth. British Journal of Psychology, 104, 413-437. doi: 10.1111/bjop.12010

2011

  • Ebersbach, M., & Hagedorn, H. (2011). The role of cognitive flexibility in the spatial representation of children’s drawings.Journal of Cognition and Development, 12, 32-55. doi: 10.1080/15248372.2011.539526
  • Ebersbach, M., Stiehler, S., & Asmus, P. (2011). On the relationship between children's perspective taking in complex scenes and their spatial drawing. British Journal of Developmental Psychology, 29, 455-474. Doi: 10.1348/026151010X504942
  • Ebersbach, M., Van Dooren, W., & Verschaffel, L. (2011). Knowledge on accelerated movements as measured by implicit and explicit tasks in 5- to 16-year-olds. International Journal of Science and Mathematics Education, 9, 25-46. doi: 10.1007/s10763-010-9208-5 

2010

  • Ebersbach, M., Van Dooren, W., Goudriaan, M., & Verschaffel, L. (2010). Discriminating non-linearity from linearity: Its cognitive foundations in 5-year-olds.Mathematical Thinking and Learning, 12, 4-19. doi: 10.1080/10986060903465780

2009

  • Ebersbach, M. (2009). Achieving a new dimension: Children integrate three stimulus dimensions in volume estimations. Developmental Psychology, 45, 877-883. doi: 10.1037/a0014616

2008

  • Ebersbach, M., Lehner, M., Resing, W. C. M., & Wilkening, F. (2008). Forecasting exponential growth and exponential decline: Similarities and differences. Acta Psychologica, 127, 247-257. doi: 10.1016/j.actpsy.2007.05.005
  • Ebersbach, M., Luwel, K., Frick, A., Onghena, P., & Verschaffel, L. (2008). The relationship between the shape of the mental number line and familiarity with numbers in 5- to 9-year old children: Evidence for a segmented linear model. Journal of Experimental Child Psychology, 99, 1-17. doi: 10.1016/j.jecp.2007.08.006
  • Ebersbach, M., & Resing, W. C. M. (2008). Implicit and explicit knowledge of linear and exponential growth in 5- and 9-year-olds. Journal of Cognition and Development, 9, 286 - 309. doi: 10.1080/15248370802247962
  • Ebersbach, M., Van Dooren, W., Van den Noortgate, W., & Resing, W. C. M. (2008). Understanding linear and exponential growth: Searching for the roots in 6- to 9-year-olds. Cognitive Development, 23, 237-257. doi: 10.1016/j.cogdev.2008.01.001

2007

  • Ebersbach, M., & Resing, W. C. M. (2007). Shedding new light on an old problem: The estimation of shadow sizes in children and adults.Journal of Experimental Child Psychology, 97, 265-285. doi: 10.1016/j.jecp.2007.02.002
  • Ebersbach, M., & Wilkening, F. (2007). Children’s intuitive mathematics: The development of knowledge about non-linear growth. Child Development, 78, 296-308. doi: 10.1111/j.1467-8624.2007.00998.x

Publikationen (andere)

  • Kienbaum, J., Schuhrke, B., & Ebersbach, M. (2019). Entwicklungspsychologie der Kindheit (2. Aufl.). Stuttgart: Kohlhammer.
  • Ebersbach, M., Krieg, J., & Schulze, J. (2010). Relations of TV viewing and spatial representational abilities: Evidence from children’s drawings, sculptures, and preferences. In A. M. Columbus (Ed.), Advances in Psychology Research (Vol. 70; p. 137-156). New York: Nova Science Publishers.
  • Ebersbach, M., & Dalbert, C. (2003). Angstfragebogen für Schüler (AFS). In J. Hoyer & J. Margraf (Hrsg.), Angstdiagnostik – Grundlagen und Testverfahren (S. 518 - 521). Heidelberg: Springer.

Zeitschriftenbeiträge

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 Processeshttps://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. Zeitschrift für Erziehungswissenschaft. [preprint]

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

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). Prozessbezogene Diagnostik von Lesefähigkeiten bei Grundschulkindern. Zeitschrift für Pädagogische Psychologie, 26, 313-331.

Richter, T., Naumann, J., Isberner, M.-B. & Kutzner, Y. (2011). Diagnostik von Lesefähigkeiten bei Grundschulkindern: Eine prozessorientierte Alternative zu produktorientierten Tests. Diskurs Kindheits- und Jugendforschung, 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]

 

Buchbeiträge und Bücher

Neeb, Y., Naumann, J., Knoepke, J., Isberner, M.-B. & Richter, T. (in Druck). Phonologische Verarbeitung von gesprochener und geschriebener Sprache: Erfassung und Unterschiede im Verlauf der Grundschulzeit. In A. Redder, J. Naumann & R. Tracy (Hrsg.), Forschungsinitiative Sprachdiagnostik und Sprachförderung (FiSS): Ergebnisse. 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: Prozessorientierte Erfassung des Leseverstehens im Grundschulalter. In Bundesministerium für Bildung und Forschung (Hrsg.), Bildungsforschung 2020: Herausforderungen und Perspektiven (Bildungsforschung Band 40, S. 267-270). Berlin: Bundesministerium für Bildung und Forschung.

Knoepke, J., Richter, T., Isberner, M.-B., Neeb, Y. & Naumann, J.  (2013). Leseverstehen = Hörverstehen X Dekodieren? Ein stringenter Test der Simple View of Reading bei deutschsprachigen Grundschulkindern. In A. Redder & S. Weinert (Hrsg.), Sprachförderung und Sprachdiagnostik: Interdisziplinäre Perspektiven (S. 256-276). Münster: Waxmann.

 

Eingeladene Vorträge

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). Validierungsprozesse beim Sprachverstehen. Vortrag gehalten im Arbeitsbereich „Kognition und Sprache“ der Universität Tübingen, Tübingen.

 

Vorträge und Präsentationen

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). Verarbeitung und Auswirkungen von falschen Informationen in narrativen Texten. Poster präsentiert bei der 15. Fachgruppentagung der Pädagogischen Psychologie der Deutschen Gesellschaft für Psychologie, 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, Dezember) Lokale Kohärenzbildung und Konnektorenverständnis bei Grundschulkindern. Vortrag gehalten beim FiSS-Workshop “Bildungssprachliche Sprachkomponenten – bildungssprachlicher Wortschatz und Konnektorenverständnis“, 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, Oktober). Wissenskonstruktion anhand von Texten und Bildern mit konfligierenden Informationen aus dem Internet. Vortrag gehalten beim Rundgespräch des SPP 1409 der DFG, Frankfurt am Main.

Richter, T., Isberner, M.-B., Knoepke, J., Naumann, J. & Kutzner, Y. (2012, September). Prozessbezogene Diagnostik von Lesefähigkeiten bei Grundschulkindern mit ProDi-L. Vortrag gehalten beim 48. Kongress der Deutschen Gesellschaft für Psychologie, 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). Das Verständnis multipler Dokumente mit konfligierenden Informationen: Abbildungen als Glaubwürdigkeitsindikatoren. Vortrag gehalten bei der 13. Fachgruppentagung der Pädagogischen Psychologie der Deutschen Gesellschaft für Psychologie, Erfurt.

Richter, T., Naumann, J., Isberner, M.-B. & Kutzner, Y. (2011, September). Prozessbezogene Diagnostik von Lesefähigkeiten von der Grundschule bis zur Universität. Überblicksreferat gehalten bei der 13. Tagung der Fachgruppe Pädagogische Psychologie der 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, März). Projekt „ProDi“ – Prozessbezogene Diagnostik des Lese- und Hörverstehens im Grundschulalter. Vortrag gehalten auf dem Frühjahrsworkshop der Forschungsinitiative Sprachdiagnostik und Sprachförderung des BMBF, Hamburg.

Isberner, M.-B. & Richter, T. (2011, März). Automatische Plausibilitätsurteile
beim Sprachverstehen
. Vortrag gehalten auf der 53. Tagung experimentell arbeitender Psychologen (TeaP), Halle (Saale).

Isberner, M.-B. (2010, November). Automatische Validierungsprozesse beim Sprachverstehen. Vortrag gehalten auf der Herbstschule des SPP 1409, Landau in der Pfalz.

Isberner, M.-B. (2010, November). Automatische Validierungsprozesse beim Sprachverstehen. Vortrag gehalten auf der Herbstschule der Forschungsinitiative Sprachdiagnostik und Sprachförderung des BMBF, 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). Wissenskonstruktion anhand von Texten und Bildern mit konfligierenden Informationen aus dem Internet. Vortrag gehalten beim 2. Rundgespräch des 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). Der Einfluss von Diagrammen auf die wahrgenommene Glaubwürdigkeit und das Verstehen wissenschaftlicher Texte mit konfligierenden Informationen. Vortrag gehalten auf der 74. Tagung der Arbeitsgruppe für Empirisch- Pädagogische Forschung (AEPF), Jena.

Horz, H., Schnotz, W., Richter, T., Herzig, K., Maier, J. & Isberner, M.-B. (2010, September). Der Einfluss von Diagrammen auf die wahrgenommene Glaubwürdigkeit und das Verstehen wissenschaftlicher Texte mit konfligierenden Informationen. Vortrag gehalten auf dem 47. Kongress der Deutschen Gesellschaft für Psychologie (DGPs), Bremen.

Isberner, M.-B. & Richter, T. (2010, September). Textverstehen beinhaltet die automatische Validierung von Informationen. Vortrag gehalten auf dem 47. Kongress der Deutschen Gesellschaft für Psychologie (DGPs), Bremen.

Richter, T., Naumann, J., Isberner, M.-B. und Kutzner, Y. (2010, März). Prozessbezogene Diagnostik des Lese- und Hörverstehens im Grundschulalter. Poster präsentiert auf dem Frühjahrsworkshop der Forschungsinitiative Sprachdiagnostik und Sprachförderung, 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, München, Germany.

Isberner, M.-B. (2009, Dezember). Wissensgestützte Bewertungen beim Sprachverstehen:Der epistemische Stroop-Effekt unter Kontrolle des Einflusses der Vorhersagbarkeit. Vortrag gehalten auf dem Präsentationstag „Nachwuchsforscher/innen gesucht" der Humanwissenschaftlichen Fakultät der Universität zu Köln, Köln.

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.

Helfers, A., Reiserer, M., Schneider, N., Ebersbach, M., & Sommer, C. (in press). Should I stay or should I go?
Risk perception and use of local public transport during the COVID-19 pandemic. Frontiers, 13, 926539. https://doi.org/10.3389/fpsyg.2022.926539

Helfers, A. & Ebersbach, M. (2022). The differential effects of a governmental debunking campaign concerning COVID-19 vaccination misinformation. Journal of Communication in Healthcare: Strategies, Media and Engagement in Global Health. https://doi.org/10.1080/17538068.2022.2047497  

Helfers, A.; Mehr, A.; Eder, D.; Haust, E.-M.; Theimer, L. (2021, October 5–8). Focussing on the proximal effects of climate change? [Conference poster]. ICEP 2021, Syracuse, Italy.

Helfers, A., Friedrich, M. & Ernst, A. (2019, September 3–7). Decision-making in interacting social networks: Understanding straw burning behaviour in Northern India [Conference presentation]. ICEP 2019, Plymouth, United Kingdom. https://www.plymouth.ac.uk/uploads/production/document/path/15/15210/Conference_handbook_FINAL.pdf

  • List, M.K., Schmidt, F.T.C., Mundt, D., & Föste-Eggers, D. (2020). Still Green at Fifteen? Investigating Environmental Awareness of the PISA 2015 Population: Cross-National Differences and Correlates. Sustainability, 12(7), 2985. https://doi.org/10.3390/su12072985
  • Mundt, D., Abel, R., & Hänze, M. (2020). Exploring the effect of testing on forgetting in vocabulary learning: an examination of the bifurcation model. Journal of Cognitive Psychology, 32(2), 214-228. https://doi.org/10.1080/20445911.2020.1733584
  • Mundt, D., Carl, S., & Harhoff, N. (2020). A field experiment on reducing drinking straw consumption by default. Frontiers in Psychology, 11, 2266. https://doi.org/10.3389/fpsyg.2020.565537

Konferenzbeiträge

  • Mundt, D., Abel, R., & Hänze, M. (2018, September). Der Effekt von Testen auf Vergessen: Testen mit und ohne Feedback im Licht des Bifurcation Models. Kongress der Deutschen Gesellschaft für Psychologie (DGPS). Frankfurt, Deutschland (Vortrag).
  • Mundt, D. (2019, September). Hürden in der umweltpsychologischen Forschung. Pre-Conference zum Fachgruppensymposium der DGPS-Fachgruppe Umweltpsychologie. Bonn, Deutschland (Workshop)
  • Mundt, D. (2019, November). Perspektiven und offene Fragen in der Umweltpsychologie. Umweltpsychologische Doktorand*innen Tagung (DoTa). Leipzig, Deutschland. (Workshop)
  • Mundt, D., Ochoa Saavedra, R., & List, M. K. (2019, November). Klimaschutzverhalten - Eine Bestandsaufnahme zu bestehenden Misskonzepten in einer bolivianischen Stichprobe. 2. Umweltpsychologische Doktorand*innen Tagung (DoTa). Leipzig, Deutschland. (Vortrag)
  • Mundt, D., Mösta, J., Sora Cabarique, L. M., & Ebersbach, M. (2020, März). Retrieval Practice meets elements of Game-Based Learning: An experimental study on different practice test modalities. Graduate Symposium “Learning and Memory" in Cognitive Science. Kaiserslautern, Germany. (Talk)

Ebersbach, M., Krupa, J., & Vogelsang, M. (2022). Symbolic distancing in sharing situations restrains children’s economic behavior and potentially also their inequity aversion. Acta Psychologica, 226, 103579. https://doi.org/10.1016/j.actpsy.2022.103579

Vogelsang, M. & Tomasello, M. (2016). Giving is nicer than taking - Preschoolers reciprocate based on the social intentions of the distributor. PlosOne11(1): e0147539

Vogelsang, M., Jensen, K., Kirschner, S., Tennie, C., & Tomasello, M. (2014). Preschoolers are sensitive to free riding in a public goods game. Frontiers in Psychology, 5: 729.

Wittig, M., Jensen, K., & Tomasello, M. (2013). Five-year-olds understand fair as equal in a mini-ultimatum game. Journal of Experimental Child Psychology, 116, 324-337.