Dr. Lisa Scharrer

Dr. Lisa Scharrer

Wiss. Mitarb.

Kompetenzentwicklung und Kompetenzmodellierung
Institut für Erziehungswissenschaft
Ruhr-Uni­ver­si­tät Bo­chum
Uni­ver­si­täts­stra­ße 150
D - 44780 Bo­chum

Telefon:
0234 / 32-27342
Mail: Raum:
GA 2 / 33

Zur Person


Forschungs- und Arbeitsschwerpunkte

  • Lernen mit multiplen Dokumenten
  • Bewertung von Informationen und Informationsquellen im Internet
  • Wissenschaftsverständnis der Öffentlichkeit
  • Experten-Laien-Kommunikation

Biographie

  • 10/2003 – 01/2009 Studium der Psychologie an der Ruprecht-Karls-Universität Heidelberg; Abschluss: Diplom
  • 09/2005 – 06/2006 Studium der Psychologie an der University of Exeter, UK
  • 08/2009 – 11/2017 wissenschaftliche Mitarbeiterin in der Arbeitsgruppe von Prof. Dr. Rainer Bromme an der Westfälischen Wilhelms-Universität Münster im Rahmen des Schwerpunktprogramms 1409 "Wissenschaft und Öffentlichkeit"
  • seit 12/2017 wissenschaftliche Mitarbeiterin in der Arbeitsgruppe von Prof. Dr. Marc Stadtler am Lehrstuhl für Kompetenzentwicklung und Kompetenzmodellierung, Ruhr-Universität Bochum


Dissertation

Scharrer, L. (2013). Why Ask an Expert if it's that Simple? The Easiness Effect of Science Popularization. Westfälische Wilhelms-Universität Münster.


Preise und Förderung

Juni 2017: Travel Grant für den Besuch eines Workshops "Eye-tracker use for reading data collection" im Rahmen der COST Action IS 1404 in Paris, Frankreich (750,00 EUR)

Franz-Emanuel-Weinert-Preis 2008 des Psychologischen Instituts der Universität Heidelberg für herausragende Diplomarbeiten


Publikationen

Akzeptiert/im Druck

  • 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. Send a copy for my personal use

2017

  • 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 Science26, 1003-1018. doi: 10.1177/0963662516680311 Send a copy for my personal use 
    Please also see coverage in Times Higher Education
  • 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  Send a copy for my personal use

2016

  • 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 Send a copy for my personal use

2015

  • 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 Send a copy for my personal use

2014

  • 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 Send a copy for my personal use
  • 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. Send a copy for my personal use

2013

  • 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. Send a copy for my personal use
  • 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. Send a copy for my personal use
  • 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 Send a copy for my personal use

2012

  • 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. Send a copy for my personal use
  • 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 Send a copy for my personal use
  • 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. 

2011

  • 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. Send a copy for my personal use
  • 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. Send a copy for my personal use

2009

  • 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.

2008

  • 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.

2007

  • 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 Gutachterin für

  • Discourse Processes
  • Cognitive Processing
  • Contemporary Educational Psychology
  • International Journal of Human-Computer Studies
  • 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

 

 

 

 

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