Horz

Publikationen

Publikationen in Zeitschriften, Tagungsbänden und Büchern

Scharrer, L., Pape, V., & Stadtler, M. (2022). Watch out: Fake! How warning labels affect laypeople’s evaluation of simplified scientific misinformation. Discourse Processes, DOI: 10.1080/0163853X.2022.2 096364

Scharrer, L., Bromme, R., & Stadtler, M. (2021). Information easiness affects non-experts’ evaluation of scientific claims about which they hold prior beliefs. Frontiers in Psychology, 12, 678313.

Braasch, J. L. G. & Scharrer, L. (2020). The role of cognitive conflict in understanding and learning from multiple perspectives. In Van Meter, P. N., List, A., Lombardi, D., & Kendeou, P. (Eds.), Handbook of learning from multiple representations and perspectives. New York: Routledge. 

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, 33, 1165-1177.

Scharrer, L., Stadtler, M., & Bromme, R. (2019). Judging scientific information: Does source evaluation prevent the seductive effect of text easiness? Learning and Instruction, 63, 101215.

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.

Stadtler, M., Scharrer, L., Bromme, R. (2019). How relevance affects understanding of conflicts between multiple documents: An eye-tracking study. Reading Research Quarterly, 55, 625-641.

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. New York, NY: Routledge.

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.

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.

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.

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.

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

Stadtler, M., Scharrer, L., Skodzik, T., & Bromme, R. (2014). Comprehending multiple documents on scientific controversies: Effects of reading goals and signalling rhetorical relationships. Discourse Processes, 51(1-2), 93-116.

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.

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.

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.

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.

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.

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.

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.

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.

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.

Vorträge und Posterpräsentationen

Scharrer, L., Pape, V., & Stadtler, M. (2021, September). Wie Warnungen vor Falschmeldung die Akzeptanz vereinfachter Wissenschaftsinformationen beeinflussen. Vortrag auf der Tagung der Fachgruppe Pädagogische Psychologie, Onlinekonferenz.

Scharrer, L., Bromme, R., & Stadtler, M. (2021, August). Information easiness and prior beliefs influence laypeople’s evaluation of scientific online information. Paper presented at the Biannual conference of European Association for Research on Learning and Instruction (EARLI), Online Confrerence.

Scharrer, L., Pape, V., & Stadtler, M. (2021, August). Watch out: fake! How warning of misinformation affects non-experts’ acceptance of simplified science information. Paper presented at the Annual Meeting of the Society for Text & Discourse, Online Conference.

Scharrer, L., Thomm, E., Stadtler, M., & Bromme, R. (2021, August). What is a good source? How a scientific source’s characteristics shape laypersons’ evaluation of source and claim credibility. Paper presented at the Annual Meeting of the Society for Text & Discourse, Online Conference.

Scharrer, L., Bauer, K., Lücke, A., & Stadtler, M. (2020, August). Judging scientific knowledge claims: How the easiness of informational online videos affects laypeople’s evaluation. Paper presented at the EARLI SIG2 meeting on Comprehension of Text and Graphics, Online Meeting.

Scharrer, L., Bromme, R., Urbisch, F., Heppe, S., Föllinger, T., & Stadtler, M. (2020, January). Does belief-consistency moderate the easiness effect? Evidence from two studies on the issues of GM food and vaccination. Paper presented at the Workshop on Multiple Documents Literacy, Valencia, Spain.

Scharrer, L., Stadtler, M., & Bromme, R. (2019, April). Distinguishing Science and Ethics: Ethical Bias Affects the Evaluation of Evidence Related to Socioscientific Issues. Paper presented at the Annual Meeting of the American Educational Research Association (AERA), Toronto: Canada.

Scharrer, L., Stadtler, M., & Bromme, R. (2019, August). Knowing your limits? Source evaluation does not override the persuasiveness of information easiness. Paper presented at the Biannual conference of European Association for Research on Learning and Instruction (EARLI), Aachen: Germany.

Scharrer, L., Stadtler, M., & Bromme, R. (2018, November). Easy enough to evaluate? Testing the boundary conditions of the compelling effect of information simplification. Paper presented at the Multiple Document Literacy Workshop, Bochum, Germany.

Scharrer, L., Stadtler, M., & Bromme, R. (2018, September). How readers’ ethical stance biases their evaluation of scientific online-information. Paper presented at the Kongress der Deutschen Gesellschaft für Psychologie, Frankfurt, Germany.

Scharrer, L., Stadtler, M., & Bromme, R. (2018, July). Source credibility fails to prevent the seductive effect of text comprehensibility on readers’ evaluation of scientific information. Paper presented at the Annual Meeting of the Society for Text & Discourse, Brighton, UK.

Scharrer, L. (2018, April). The biasing role of non-experts’ ethical stance in their engagement with socio-scientific issues. Invited presentation at the Leibniz-Institut für Wissensmedien, Tübingen, Germany.

Stadtler, M., Paul, J., Scharrer, L., Pérez, A. & Bromme, R. (2018, September). Clever Klicken: Evaluation eines Trainings zur Förderung der Quellenbewertungskompetenzen bei GrundschülerInnen. Vortrag auf dem Kongress der Deutschen Gesellschaft für Psychologie, Frankfurt, Deutschland.

Stadtler, M., Paul, J., Scharrer, L., Rouet, J.-F., Bromme, R. (2018, July). Is it Possible to Promote Source Evaluation Competencies in Fourth Graders? Yes (to some extent)! Poster presented at the Annual Meeting of the Society for Text and Discourse, Brighton, UK.

Paul, J., Stadtler, M., Scharrer, L., Pérez, A., & Bromme, R. (2017, October). Clever Clicking - A Training Program That Fosters 4th Graders’ Use of Source Information While Reading Multiple Documents. Paper presented at the Workshop on Multiple Document Literacy, Tübingen, Germany.

Scharrer, L. Stadtler, M., & Bromme, R. (2017, August). How the ethical stances of source and recipient affect laypeople’s evaluation of scientific claims. Paper presented at the 17th Biennial EARLI Conference, Tampere, Finland.

Scharrer, L., Stadtler, M., & Bromme, R. (2017, September). Der Einfluss der ethischen Haltung von Rezipient und Autor auf die Bewertung wissenschaftlicher Aussagen. Vortrag auf der Gemeinsamen Tagung der Fachgruppen Entwicklungspsychologie und Pädagogische Psychologie, Münster, Deutschland.

Scharrer, L. (2017, February). Don’t make yourself the measure of all things: Potential biases when laypeople evaluate scientific information. Invited presentation at the University of Kyoto, Japan.