Publikationen

in press

  • Stadtler, M., Scharrer, L., Bromme, R. (accepted). How Relevance Affects Understanding of Conflicts Between Multiple Documents: An Eye-Tracking Study. Reading Research Quarterly.
  • 2019

    • 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. doi: 10.1002/rrq.241
    • Scharrer, L., Stadtler, M., & Bromme, R. (2019). Judging Scientific Information: Does Source Evaluation Prevent the Seductive Effect of Text Easiness? Learning and Instruction. doi.org/10.1016/j.learninstruc.2019.101215
    • 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. doi: 10.1002/acp.3563

    2018

    • Bromme, R., Stadtler, M., & Scharrer, L. (2018). 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 (pp. 269-284). New York, NY: Routledge.
    • Paul, J. M., Cerdán, R., Rouet, J.-F., & Stadtler, M. (2018). Exploring fourth graders’ sourcing skills. Journal for the Study of Education and Development / Infancia y Aprendizaje, 41, 536-580. doi: 10.1080/02103702.2018.1480458
    • Pérez, A., Potocki, A., Stadtler, M., Macedo-Rouet, M., Paul, J., Salmerón, L., Rouet, J.-F. (2018). Fostering Teenagers’ Assessment of Information Reliability: Effects of a Classroom Intervention focused on Critical Source Dimensions. Learning and Instruction, 58, 53-64. https://doi.org/10.1016/j.learninstruc.2018.04.006
    • Salmerón, L., Strømsø, H. I., Kammerer, Y., Stadtler, M., & van den Broek, P. (2018). Comprehension processes in digital reading. In Paul van den Broek et al. (Eds.), Learning to read in a digital world (pp. 91-120). Amsterdam: John Benjamins.
    • Saux, G., Ros, C., Britt, M.A., Stadtler, M., Burin, D., & Rouet, J.-F. (2018). Readers' selective recall of source features as a function of claim discrepancy and task demands. Discourse Processes, 55, 525-544. https://doi.org/10.1080/0163853X.2018.1463722
    • Stadtler, M., Bromme, R., & Rouet, J.-F. (2018). Learning from multiple documents: How can we foster multiple document literacy skills in a sustainable way? In E. Manalo, Y. Uesaka, & C. Chinn (Eds.), Promoting spontaneous use of learning and reasoning strategies: Theory, research, and practice (pp. 46–61). Singapore: Routledge.

    2017

    • Bråten, I., Stadtler, M., & Salmerón, L. (2017). The role of sourcing in discourse comprehension. In M. Schober, D. N. Rapp & M. A. Britt (Eds.), Handbook of Discourse Processes (pp. 141-168). New York, NY: Taylor & Francis.
    • Paul, J. M., Macedo-Rouet, M., Stadtler, M., & Rouet, J.-F. (2017). Why Attend to Source Information When Reading Online? The Perspective of Ninth Grade Students From Two Different Countries. Computers and Education, 113, 339-354. https://doi.org/10.1016/j.compedu.2017.05.020
    • Paul, J., Stadtler, M., & Bromme, R. (2017). Effects of a Sourcing Prompt and Conflicts in Reading Materials on Elementary Students ’ Use of Source Information. Discourse Processes, 56, 155-169. doi: 10.1080/0163853X.2017.1402165
    • 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 
      Please also see coverage in Times Higher Education
    • Stadtler, M. (2017). The art of reading in a knowledge society. Commentary on the special issue on models of multiple text comprehension. Educational Psychologist, 52, 225-231. doi: 10.1080/00461520.2017.1322969
    • 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, 177-181. doi: 10.1026/0033-3042/a000361 

    2016

    • Bromme, R., Kienhues, D. & Stadtler, M. (2016). Die kognitive Arbeitsteilung als Herausforderung der Forschung zu epistemischen Überzeugungen. In A.-K. Mayer & T. Rosman (Hrsg.), Denken über Wissen und Wissenschaft. Epistemologische Überzeugungen als Gegenstand psychologischer Forschung (S. 25-38). Lengerich: Pabst Science Publishers.
    • Scharrer, L. & Salmerón, L. (Guest Eds.) (2016). Sourcing in the reading process: introduction to the special issue. Reading and Writing, 29, 1539–1548. doi: 10.1007/s11145-016-9676-2
    • 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

    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, 36-57.  doi: 10.1002/tea.21172
    • Stadtler, M., Paul, J., Globoschütz, S., & Bromme, R. (2015). Watch out! - An instruction raising students’ epistemic vigilance augments their sourcing activities. In: D. C. Noelle, R. Dale, A. S. Warlaumont, J. Yoshimi, T. Matlock, C. D. Jennings, & P. P. Maglio, (Eds.), Proceedings of the 37th Annual Conference of the Cognitive Science Society (pp. 2278-2283). Austin, TX: Cognitive Science Society.

    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, 465-471. doi: 10.1002/acp.3018
    • Stadtler, M. & Bromme, R. (2014). The content–source integration model: A taxonomic description of how readers comprehend conflicting scientific information. In D. N. Rapp & J. Braasch (Eds.), Processing Inaccurate Information: Theoretical and Applied Perspectives from Cognitive Science and the Educational Sciences (pp. 379-402). Cambridge, MA: MIT Press.
    • Stadtler, M., Bromme, R. & Rouet, J.-F. (2014). „Science meets Reading“: Worin bestehen die Kompetenzen zum Lesen multipler Dokumente zu Wissenschaftsthemen und wie fördert man sie? Unterrichtswissenschaft, 55-68.
    • 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, 93-116. doi: 10.1080/0163853X.2013.855535

    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. doi: 10.1080/0163853X.2013.813835
    • Stadtler, M. & Bromme, R. (Guest Eds.) (2013). Special Issue on Multiple Document Comprehension. Cognition and Instruction, 31, 121-269.
    • Stadtler, M. & Bromme, R. (2013). Multiple Document Comprehension: An approach to public understanding of science. Cognition and Instruction, 31, 122-129. doi: 10.1080/07370008.2013.771106
    • 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

    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.
    • 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, 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.

    2011

    • Brand-Gruwel, S. & Stadtler, M. (2011). Solving information-based problems: Evaluating sources and information. Learning and Instruction, 21, 175-179. doi:10.1016/j.learninstruc.2010.02.008
    • 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 the Cognitive Science Society (pp. 2788 -2793). Austin, TX: Cognitive Science Society.
    • Kienhues, D., Stadtler, M., & Bromme, R. (2011). Dealing with conflicting or consistent medical information on the Web: When expert information breeds laypersons’ doubts about experts. Learning and Instruction, 21, 193-204. doi:10.1016/j.learninstruc.2010.02.004
    • Stadtler, M. & Brand-Gruwel, S. (Eds.) (2011). Special Section: Solving information based problems: searching, selecting and evaluating information. Learning and Instruction, 21, 175-242.
    • 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.

    2009

    • Stadtler, M., Bromme, R. & Kettler, S. (2009). Dr. Google - geschätzter Kollege? Die Rolle des Internet in der Arzt-Patient-Kommunikation. Zeitschrift für Allgemeinmedizin, 85, 254-259. doi:10.3238/zfa.2009.0254

    2008

    • Stadtler, M. & Bromme, R. (2008). Effects of the metacognitive computer-tool met.a.ware on the web search laypersons. Computers in Human Behavior, 24, 716-737. doi:10.1016/j.chb.2007.01.023
    • Stadtler, M. & Bromme, R. (2008). Using representational guidance to enhance metacognitive activity when learning on the WWW. In J. Canas (Ed.), Proceedings of the Workshop on Cognition and the Web (pp. 173-180). Granada, Spain.

    2007

    • Stadtler, M. & Bromme, R. (2007). Dealing with multiple documents on the WWW: The role of metacognition in the formation of documents models. International Journal of Computer Supported Collaborative Learning, 2, 191-210. doi:10.1007/s11412-007-9015-3

    2006

    • Stadtler, M. (2006). Auf der Suche nach medizinischen Fachinformationen. Metakognitionen bei der Internetrecherche von Laien. Münster: Waxmann. (A review by Joerg Wittwer, IPN Kiel, has been published in Zeitschrift für Medienpsychologie) doi: 10.1026/1617-6383.19.3.130
    • Stahl, E., Bromme, R, Stadtler, M., & Jaron R. (2006). Learning by hypertext writing: effects of considering a single audience versus multiple audiences on knowledge acquisition. In D. Galbraith, L. van Waes, & M. Torrance (Eds.), Recent developments in writing process research. Volume 2: Methods and applications. Series: Studies in writing (pp. 307-321). Dordrecht: Kluwer. doi: 10.1163/9781849508223_021

    2005

    • Bromme, R. & Stadtler, M. (2005). So much information. But which is important? Which is true? Supporting laypersons' informal learning from science based evidence on the internet. In T. Okamoto, D. Albert, T. Honda, & F. Hesse (Eds.), The 2 nd Joint Workshop on Cognition and Learning through Media-Communication for Advanced e-Learning (pp.28-33). Sophia University: Tokyo, Japan.
    • Stadtler, M. & Bromme (2005). Dealing with multiple documents on the WWW: The role of metacognition in the formation of documents models. In B. G. Bara, L. Barsalou, & M. Bucciarelli (Eds.), Proceedings of the 27th Annual Conference of the Cognitive Science Society (pp. 2068-2073). Mahwah, NJ: Erlbaum. doi:10.1007/s11412-007-9015-3 

    2004

    • Stadtler, M. & Bromme, R. (2004). Laypersons searching the WWW for medical information: The role of metacognition. In K. Forbus, D. Gentner, & T. Reiger (Eds.), Proceedings of the 26th Annual Conference of the Cognitive Science Society (p. 1638). Mahwah, NJ: Erlbaum. Send a copy for my personal use

Ansprechpartner / Sekretariat

Stefanie Nüsken

Tel: 0234 / 32- 27324

Mail: kompetenzforschung@rub.de
Web: http://ife.rub.de/kom-kom

Raum: GA 2 / 32