Psychologisches Institut
FB 02 - Sozialwissenschaften, Medien und Sport / Johannes Gutenberg-Universität Mainz
- 06131/39-39185
- 06131/39-39186
Hilbert, Tatjana
Concept mapping for learning from text: Evidence for a worked-out map effect. Proceedings of ICLS2008.Utrecht. 2008
Hilbert, Tatjana; Nückles, M.; Matzel, S.
Concept mapping for learning from texts: The effect of cognitive and metacognitive prompts. Paper presented at the 29th International Congress of PsychologyBerlin. 2008
Oberfeld-Twistel, Daniel
Does a rhythmic context have an effect on perceptual weights in auditory Intensity processing?Canadian journal of experimental psychology. Bd. 62. H. 1. Ottawa, Ont.: Canadian Psychological Assoc. 2008 S. 24 - 32
Oberfeld-Twistel, Daniel; Hecht, Heiko
Effects of a moving distractor object on time-to-contact judgmentsJournal of experimental psychology-human perception and performance. Bd. 34. H. 3. Washington, DC u.a.: Assoc. 2008 S. 605 - 623
Oberfeld-Twistel, Daniel; Hecht, Heiko
Effects of surface lightness on the perceived height of roomsInternational journal of psychology. Bd. 43. H. 3/4. Oxford: Wiley 2008 S. 70
Hilbert, Tatjana; Nückles, M.
Learning by note-taking vs. learning by drawing as a follow-up strategy for learning from texts. Poster presented at the 29th International Congress of PsychologyBerlin. 2008
Berti, Stefan
Object switching within working memory is reflected in the human event-related brain potentialNeuroscience letters. Bd. 434. H. 2. 2008 S. 200 - 205
Horvath, Janos; Maess, Burkhard; Berti, Stefan et al.
Primary motor area contribution to attentional reorienting after distractionNeuroreport. Bd. 19. H. 4. 2008 S. 443 - 446
Oberfeld-Twistel, Daniel
The mid-difference hump in forward-masked intensity discriminationJournal of the acoustical society of America. Bd. 123. H. 3. Woodberry, NY: American Inst. of Physics 2008 S. 1571 - 1581
Jankowiak, Sylvia; Berti, Stefan
Behavioral and event-related potential distraction effects with regularly occurring auditory deviants.Psychophysiology. Bd. 44. H. 1. 2007 S. 79 - 85
Renkl, A.; Hilbert, Tatjana; Schworm, S. et al.
Cognitive skill acquisition from complex examples : a taxonomy of examples and tentative instructional guidelinesPrenzel, Manfred (Hrsg). Studies on the educational quality of schools : the final report on the DFG priority programme. Münster: Waxmann 2007 S. 239 - 249
Hilbert, Tatjana; Renkel, A.
Give them time to think it over: An effective computer-based learning environment for teachers. Poster presented at the 12th Biennial Conference EARLI 2007Budapest. 2007
Hilbert, Tatjana; Renkl, A.; Wittwer, J. et al.
Instruktionale Erklärungen beim Erwerb kognitiver Fertigkeiten: Sechs Thesen zu einer oft vergeblichen BemühungUnterricht und schulische Leistung. Grundlagen, Konsequenzen, Perspektiven. Münster. 2007 S. 205 - 223
Hilbert, Tatjana; Renkl, A.
Learning how to learn by concept mapping: A worked-example effect. Paper presented at the 12th Biennial Conference EARLI 2007Budapest. 2007
Hilbert, Tatjana; Renkel, A.
Learning how to learn by concept mapping: Effects of instruction on cognitive load and learning outcomes. Paper presented at the UNSW Cognitive Load Theory ConferenceSydney. 2007
Hilbert, Tatjana; Renkl, A.
Lernen mit LösungsbeispielenZumbach, J. & Mandl, H. (Hrsg). ädagogische Psychologie in Theorie und Praxis. Ein fallbasiertes Lehrbuch. Göttingen. 2007 S. 15 - 24
Oberfeld-Twistel, Daniel
Loudness changes induced by a proximal sound : loudness enhancement, loudness recalibration, or both?Journal of the acoustical society of America. Bd. 121. H. 4. Woodberry, NY: American Inst. of Physics 2007 S. 2137 - 2148
Oberfeld, D
Loudness changes induced by a proximal sound: Loudness enhancement, loudness recalibration, or both?JOURNAL OF THE ACOUSTICAL SOCIETY OF AMERICA. Bd. 121. H. 4. MELVILLE: ACOUSTICAL SOC AMER AMER INST PHYSICS 2007 S. 2137 - 2148
Berti, Stefan; Münster, Stefan; Schröger, Erich et al.
Different interference effects in musicians and a control groupExperimental Psychology. Bd. 53. H. 2. 2006 S. 111 - 116
Munka, Lutz; Berti, Stefan
Examining task-dependencies of different attentional processes as reflected in the P3a and reorienting negativity components of the human event-related brain potential.Neuroscience Letters. Bd. 396. H. 3. 2006 S. 177 - 181
Hilbert, Tatjana; Wittwer, J.; Renkl, A. et al.
Kognitiv aktiv – aber wie? Lernen mit Selbsterklärungen und Lösungsbeispielen.Mathematik lehren. Bd. 135. 2006 S. 62 - 64
Hilbert, Tatjana; Renkl, A.; Kessler, S. et al.
Learning from heuristic examples: An approach to foster the acquisition of heuristic skill in mathematics.Avoiding simplicity, confronting complexity. Proceedings of the joint meeting of the SIGs Instructional Design and Learning and Instruction with Computers. Rotterdam. 2006 S. 135 - 144
Hilbert, Tatjana; Renkl, A.; Kessler, A. et al.
Learning from heuristic examples: An approach to foster the acquisition of heuristic skill in mathematics. Paper presented at the Special Interest Meeting of EARLI SIG 6 and SIG 7Leuven. 2006
Renkl, A.; Hilbert, Tatjana; Schworm, S.
Sich Beispiele selbst zu erklären ist ein probates Mittel, Verständnis zu fördern : bei Schülern wie bei LehrernPrenzel, Manfred (Hrsg). Untersuchungen zur Bildungsqualität von Schule : Abschlussbericht des DFG-Schwerpunktprogramms. Münster: Waxmann 2006 S. 291 - 309
Wetzel, Nicole; Widmann, Andreas; Berti, Stefan et al.
The development of involuntary and voluntary attention from childhood to adulthood : a combined behavioral and event-related potential studyClinical Neurophysiology. Bd. 117. H. 10. 2006 S. 2191 - 2203
Berti, Stefan; Schröger, Erich
Visual distraction: a behavioral and event-related brain potential study in humansNeuroReport. Bd. 17. H. 2. London: Lippincott Williams & Wilkins 2006 S. 151 - 155
Hilbert, Tatjana; Renkl, A.; Kessler, S. et al.
Wie können Lernende mit Lösungsbeispielen das Beweisen lernen? Paper presented at the 68. Tagung der AEPFMünchen. 2006
Hilbert, Tatjana; Renkl, A
Concept Mapping als Lernstrategie zum Lernen aus Texten: Welche Prozesse führen zu gutem Lernerfolg? Paper presented at the 10. Fachtagung Pädagogische PsychologieHalle-Wittenberg. 2005
Hilbert, Tatjana; Renkl, A.
Concept Mapping for effective learning from texts: A study on individual differences. Paper presented at the 11th Biennial Conference EARLI 2005Nicosia. 2005
Lachmann, Thomas; Berti, Stefan; Kujala, Teija et al.
Diagnostic subgroups of developmental dyslexia have different deficits in neural processing of tones and phonemesInternational journal of psychophysiology. Bd. 56. H. 2. 2005 S. 105 - 120
Hilbert, Tatjana; Renkl, A.
Erst denken – dann tun! Eine computerbasierte Lernumgebung für Lehrkräfte. Paper presented at the 10. Fachtagung Pädagogische PsychologieHalle-Wittenberg. 2005
Hilbert, Tatjana; Renkl, A.; Reiss, K. et al.
Give them time to think it over! A computer-based learning environment for teachers.Méndez-Vilas, A., Gonzalez Pereira, B., Mesa González, J. & Mesa González, J. A. (Hrsg). Proceedings of the Third International Conference on Multimedia and Information & Communication Technologies in Education. Cáceres. 2005 S. 757 - 762
Hilbert, Tatjana; Renkl, A.; Reiss, K. et al.
Give them time to think it over! A computer-based learning environment for teachers. Paper presented at the Third International Conference on Multimedia and Information & Communication TechnologiesCacéres. 2005
Hilbert, Tatjana; Renkl, A.
Individual differences in concept mapping when learning from text. Poster presented at the 27th Annual Meeting of the Cognitive Science SocietyStresa. 2005
Hilbert, Tatjana; Renkl, A.
Individual differences in concept mapping when learning from texts.Bara, Bruno (Hrsg). Proceedings of the 27th Annual Conference of the Cognitive Science Society. Mahwah. 2005 S. 947 - 952
Hilbert, Tatjana; Renkl, A.
What makes learning by concept mapping effective? Paper presented at the 8th Annual Conference of EARLI's JURENicosia. 2005
Hilbert, Tatjana; Renkl, A.; Schworm, S.
Der Einsatz von (Lösungs-)beispielen im deutschen Unterricht – eine Video- und Lehrbuchanalyse. Poster presented at the 44. Kongress der Deutschen Gesellschaft für PsychologieGöttingen. 2004
Hilbert, Tatjana; Renkl, A.; Schworm, S.
Learning from worked-out examples: The transition from instructional explanations to self-explanation prompts.Gerjets, P., Elen, J., Joiner, R. & Kirschner, P. (Hrsg). Instructional design for effective and enjoyable computer-supported learning. Tübingen. 2004 S. 184 - 192
Hilbert, Tatjana; Schworm, S.; Renkl, A.
Learning from worked-out examples: The transition from instructional explanations to self-explanation prompts. Paper presented at the Special Interest Meeting of EARLI SIG 6 and SIG 7Tübingen. 2004
Hilbert, Tatjana; Renkl, A.; Schworm, S.
Lernen aus Lösungsbeispielen: Eine effektive, aber kaum genutzte Möglichkeit, Unterricht zu gestalten.Studien zur Verbesserung der Bildungsqualität von Schule: Lehrerprofessionalisierung, Unterrichtsentwicklung und Schülerförderung. Münster. 2004 S. 77 - 92
Hilbert, Tatjana; Schworm, S.; Renkl, A.
Teaching with worked-out examples: Reducing the gap between theory and practice. Poster presented at the 10th European Conference for Research on Learning and Instruction (EARLI)Padua. 2003