Kognitive Arbeitsteilung und die Integration von Informationen bei der Rezeption multipler Dokumente im Internet

Pädagogische Psychologie, Kognitionspsychologie

In dem beantragten Projekt soll der Umgang von Laien mit konfligierenden wissenschaftlichen Fachinformationen im Internet untersucht werden. Es wird eine weit verbreitete Variante der Internetrecherche experimentell simuliert: Laien suchen innerhalb multipler, teilweise konfligierender Textdokumente nach Experteninformationen, um eine informierte Entscheidung treffen zu können. Dabei stellen sich im Falle konfligierender Informationen die zentralen Fragen, unter welchen Bedingungen Laien intertextuelle Konflikte erkennen und wie sie die paradoxe Anforderung bewältigen, über Geltungsbehauptungen zu entscheiden, die über ihr eigenes Verständnis hinausgehen. In den Studien werden konfligierende Aussagen vornehmlich aus den Bereichen Medizin und Klimawandel verwendet. In der dritten Projektphase intensivieren wir die Untersuchung der Ressourcen, die Laien nutzen um Konflikte zu verarbeiten und zu bewältigen. Dabei folgen wir der in unserem Content-Source-Integration (CSI) Model elaborierten Unterscheidung zwischen Konfliktentdeckung, -regulation und -bewältigung. In einer ersten Serie von vier Studien wird die Rolle von Quellenmerkmalen bei der Konfliktbewältigung betrachtet. Hierbei fokussieren wir auf die Dekomposition von Quellenmerkmalen, die maßgeblich die Zuschreibung von epistemic trust leiten. Dabei untersuchen wir das Zusammenwirken verschiedener Quellenmerkmale auf die Konfliktbewältigung sowie das Zusammenspiel von Quellenmerkmalen mit textinternen Merkmalen. Parallel wird in einer weiteren Serie von drei Studien der Einfluss sach- und wertbezogener Vorüberzeugungen auf die Konflikterkennung, -regulation und –bewältigung geprüft. Wir erforschen, inwiefern Laien Vorüberzeugungen zur Konfliktbewältigung nutzen und untersuchen, wie sach- und wertbezogene Vorüberzeugungen vermittelt über die Relevanz von Informationen die Konfliktentdeckung und -regulation beeinflussen. Zwei weitere Studien sollen die Rolle subjektiver Vorstellungen über Wissenschaft (Folk Philosophy/Sociology of Science) sowie das Zusammenspiel der unterschiedlichen Ressourcen bei der Bewältigung wissenschaftlicher Konflikte klären. Auf theoretischer Eben zielt das Projekt auf eine Erweiterung des Documents Model Frameworks durch das CSI-Modell sowie auf die Erweiterung der Theorie der Kognitiven Arbeitsteilung, insbesondere im Hinblick auf den Umgang von Erwachsenen mit konfligierender wissenschaftlicher Evidenz.

Projektbezogene Publikationen:

Bråten, I., Stadtler, M., & Salmerón, L. (in press). The Role of Sourcing in Discourse Comprehension. In M. Schober, D. N. Rapp & M. A. Britt (Eds.), Handbook of Discourse Processes. New York, NY: Taylor & Francis.

Salmerón, L. & Scharrer, L. (Guest Eds.) (accepted). Sourcing in the reading process. Reading & Writing.

Stadtler, M., Bromme, R., & Rouet, J.-F. (in press). 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. Singapore: Routledge.

Stadtler, M., Winter, S., Scharrer, L., Thomm, E., Krämer, N. & Bromme, R. (akzeptiert). Selektion, Integration und Evaluation: Wie wir das Internet nutzen, wenn wir uns über Wissenschaft informieren wollen. Psychologische Rundschau, Sonderheft: Bromme, R. & Kienhues, D. (Hrsg.).’Gewissheit und Skepsis: Wissenschaftskommunikation als Forschungsthema der Psychologie‘.

Bromme, R. & Thomm, E. (2016). Knowing who knows: Laypersons‘ capabilities to judge experts‘ pertinence for science topics. Cognitive Science, 40, 241–252, doi: 10.1111/cogs.12252

Bromme, R., Thomm, E., & Ratermann, K. (2016). Who knows? Explaining impacts on the assessment of our own knowledge and of the knowledge of experts. Zeitschrift für Pädagogische Psychologie, 30, 97-108. doi: 10.1024/1010-0652/a000175

Thomm, E., & Bromme, R. (2016). How source information shapes lay interpretations of science conflicts: Interplay between sourcing, conflict explanation, source evaluation, and claim evaluation. Reading and Writing, 29(8), 1629–1652. doi 10.1007/s11145-016-9638-8

Scharrer, L., Rupieper, Y., Stadtler, M., & Bromme, R. (2016). When science becomes too easy: Science popularization inclines laypeople to underrate their dependence on experts. Public Understanding of Science. (online first). doi: 10.1177/0963662516680311

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. doi: 10.1007/s11145-016-9623-2

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

Bromme, R., Thomm, E., & Wolf, V. (2015). From understanding to deference: Laypersons’ and medical students’ views on conflicts within medicine. International Journal of Science Education, Part B: Communication and Public Engagement, 5(1), 68-91. doi: 10.1080/21548455.2013.849017

Thomm, E., Hentschke, J., & Bromme, R. (2015). The Explaining Conflicting Scientific Claims (ECSC) Questionnaire: Measuring Laypersons‘ Explanations for Conflicts in Science. Learning and Individual Differences, 37, 139-152. doi:10.1016/j.lindif.2014.12.001

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

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., 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.

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., Scharrer, L., & Bromme, R. (2013). How Do Readers Explain the Occurrence of Conflicts in Science Texts? Effects of Presentation Format and Source Expertise? In Proceedings of the 35th Annual Conference of the Cognitive Science Society. Austin, TX: Cognitive Science Society.

Stadtler, M., & Bromme, R. (2013). Multiple Document Comprehension: An Approach to Public Understanding of Science. Cognition and Instruction, 31, 122-129.

Stadtler, M., & Bromme, R. (Guest Eds.) (2013). Special Issue on Multiple Document Comprehension. Cognition and Instruction, 31, 121-269. doi:10.1080/07370008.2013.771106

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

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.

Thomm, E., & Bromme, R. (2012). “It should at least seem scientific!” Textual features of “scientificness” and their impact on lay assessments of online information. Science Education. DOI: 10.1002/sce.20480.

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.

Porsch, T. & Bromme, R. (2011). Effects of epistemological sensitization on source choices. Instructional Science, 39, 805-819. DOI: 10.1007/s11251-010-9155-0

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.

Bromme, R., Kienhues, D. & Porsch, T. (2010). Who knows what and who can we believe? Epistemological beliefs are beliefs about knowledge (mostly) to be attained from others. In L. D. Bendixen & F. C. Haerle (Eds.), Personal Epistemology in the Classroom: Theory, Research, and Implications for Practice. Cambridge: Cambridge University Press.

Thomm, E., Bromme, R., & Porsch, T. (2010). Laienannahmen zur Verteilung von Expertise: Der Zusammenhang mit Wissenseinschätzungen, epistemologischen Überzeugungen und Sachwissen. In B. Schwarz, P. Nenniger, & R. S. Jäger (Hrsg.), Erziehungswissenschaftliche Forschung – nachhaltige Bildung. Beiträge zur 5. DGfE-Sektionstagung „Empirische Bildungsforschung“/ AEPF-KBBB im Frühjahr 2009. Erziehungswissenschaft, Bd. 28. (S. 469-472). Landau: Verlag Empirische Pädagogik.

Kongressbeiträge:

Schoor, C. & Stadtler, M. (2016, September). Integration und Bewertung konfligierender Informationen aus multiplen Quellen. Symposium auf dem 50. Kongress der Deutschen Gesellschaft für Psychologie, Leipzig.

Stadtler, M. (2016, Juni). Naturerlebnis mit digitalem Mehrwert!? Die Digitalisierung der Umwelt- und Nachhaltigkeitsbildung – Herausforderungen im Zeitalter moderner Medien. Eingeladener Vortrag auf dem 10. Baden-Württembergischen Umweltbildungskongress, 2. Naturschutzgipfel Baden-Württembergs und 4. »European Days of Environmental Education and Sustainable Development«, Kornwestheim, Deutschland.

Stadtler, M., Scharrer, L. & Bromme, R. (2016, September). Der Einfluss von persönlicher Relevanz auf die Verarbeitung intertextueller Konflikte beim Lesen Multipler Dokumente. Vortrag auf dem 50. Kongress der Deutschen Gesellschaft für Psychologie, Leipzig.

Scharrer, L. (2015, October). The Easiness Effect of Science Popularization. Invited presentation at the Leibniz-Institut für Wissensmedien, Tübingen, Germany.

Thomm, E. & Bromme, R. (2015, October). How does source information shape laypeople’s interpretation of science conflicts? Examining the interplay of sourcing, conflict explanation and evaluation. Paper presented at the workshop of the Multiple Documents Literacy Group, University of Oslo, Norwegen.

Barzilai, S., Thomm, E., & Bromme, R. (2015, August). How can researchers arrive at such different conclusions? Paper presented at the 16th Biennial Conference of the European Association of Research on Learning and Instruction, Limassol, Cyprus.

Bromme, R., Stadtler, M., Scharrer, L., & Thomm, E. (2015, August). Whom to Trust and Why? Disentangling the Impact of Personal Trustworthiness on Source Evaluation. Paper presented at the 16th Biennal Conference of the European Association for Research on Learning and Instruction, Limassol, Cyprus.

Scharrer, L., Stadtler, M., & Bromme, R. (2015, August). Why Do They Disagree?” Causal Explanations Improve the Understanding of Conflicts in Multiple Texts. Paper presented at the 16th Biennal Conference of the European Association for Research on Learning and Instruction, Limassol, Cyprus.

Bromme, R., Stadtler, M., Scharrer, L., & Thomm, E. (2015, July). A Scientist Through and Through? How the Source’s Commitment to Science Affects Readers’ Evaluation of Source and Content in the Domain of Medicine. Paper presented at the Annual Meeting of the Society for Text and Discourse, Minneapolis, USA.

Bromme, R. & Stadtler, M. (2015, June). Von epistemischen Überzeugungen zum Bürger‐ Verständnis von Wissenschaft. Eingeladener Vortrag beim ZPID-Symposium “Epistemologische Überzeugungen”, Trier.

Stadtler, M. & Bromme, R. (2015, April). The content-source integration model: An account of how readers understand conflicting information from multiple documents. Paper presented at the Annual Meeting of the American Education Research Association, Chicago, USA.

Stadtler, M., Scharrer, L., & Bromme, R. (2015, April). “How Does this Fit Together?” Effects of Explanations in Understanding Scientific Conflicts from Multiple Documents. Paper presented at the Annual Meeting of the American Education Research Association, Chicago, USA.

Thomm, E., Barzilai, S., & Bromme, R. (2015, April). Why do experts disagree? The role of disciplinary contexts and epistemic perspectives in students’ conflict explanations. Paper presented at the 2015 Annual Meeting of the American Educational Research Association, Chicago, IL, USA.

Thomm, E., Barzilai, S., & Bromme, R. (2015; März). Warum widersprechen sich Experten? Eine Untersuchung des Verständnisses von Wissenschaftskontroversen in Biologie und Geschichte. Vortrag präsentiert auf der 3. Konferenz der Gesellschaft für Empirische Bildungsforschung, Bochum.

Bromme, R., Stadtler, M., Scharrer, L., & Thomm, E. (2014, October). Disentangling the influence of trust-relevant source characteristics on the resolution of intertextual conflicts. Paper presented at the Workshop on Multiple Document Literacy, Valencia, Spain.

Stadtler, M., Scharrer, L., & Bromme, R. (2014, October). Making Sense of Inconsistencies: How Explanations Influence the Understanding of Scientific Conflicts from Multiple Documents. Poster presented at the Workshop on Multiple Document Literacy, Valencia, Spain.

Scharrer, L., Stadtler, M., & Bromme, R. (2014, September). Der Einfluss von Komplexitätsannahmen und Quellenglaubwürdigkeit auf die Bewertung wissenschaftlicher Informationen. Vortrag auf dem beim 49. Kongress der Deutschen Gesellschaft für Psychologie, Bochum.

Thomm, E. (2014, September). Comments on the Symposium: Answerability judgments on different types of questions. 6th Biennial Meeting of the EARLI SIG 16 Metacognition, Istanbul, Turkey.

Thomm, E., Barzilai, S., & Bromme, R. (2014, September). Understanding of conflicts in science and history – Investigating epistemic perspectives and conflict explanation across disciplines. Paper presented at the 6th Biennial Meeting of the EARLI Special Interest Group 16 Metacognition, Istanbul, Turkey.

Thomm, E. & Bromme, R. (2014, September). Messung subjektiver Annahmen über die Ursachen konfligierender wissenschaftlicher Aussagen verschiedener Experten. Vortrag auf dem 49. Kongress der Deutschen Gesellschaft für Psychologie, Bochum.

Thomm, E. & Bromme, R. (2014, September). Monitoring the conditions of conflicts in science – Investigating the adaptivity of laypersons’ explanations for conflicting scientific claims. Paper presented at the 6th Biennial Meeting of the EARLI Special Interest Group 16 Metacognition, Istanbul, Turkey.

Scharrer, L., Stadtler, M., & Bromme, R. (2014, August). How Source Credibility and Text Comprehensibility Influence Readers’ Evaluation of Scientific Claims. Paper presented at the Annual Meeting of the Society for Text and Discourse, Chicago, USA.

Stadtler, M., Scharrer, L., & Bromme, R. (2014, August). Knowing When to Defer: How Text Comprehensibility and Beliefs about Epistemic Complexity Affect Laypeople’s Evaluation of Science-Based Claims. Paper presented at the EARLI SIG 2 Meeting, Rotterdam, Netherlands.

Oschatz, K., Kramer, J., Thomm, E., & Bromme, R. (2014, März). Entwicklung eines Testinstrumentes zur Erfassung von Wissenschaftspropädeutik in der gymnasialen Oberstufe (TEWI). Vortrag präsentiert auf der 2. Konferenz der Gesellschaft für Empirische Bildungsforschung, Bochum.

Thomm, E., Bromme, R., & Hentschke, J. (2014, März). Messung subjektiver Annahmen über die Ursachen konfligierender wissenschaftlicher Aussagen verschiedener Experten. Vortrag auf der 2. Tagung der Gesellschaft für Empirische Bildungsforschung (GEBF), Frankfurt.

Stadtler, M., Thomm, E., Babiel, S., Hentschke, J., & Bromme, R. (2013, October). Ignorant albeit competent – Examining students’ sourcing competencies and spontaneous use of source information while reading conflicting scientific texts. Paper presented at the Workshop on Multiple Document Literacy, Münster, Germany.

Scharrer, L., Rupieper, Y., Stadtler, M., & Bromme, R. (2013, August). Science popularization increases lay readers’ reliance on their own decision abilities. Paper presented at the 15th Biennial Conference for Research on Learning and Instruction (EARLI), Munich, Germany.

Scharrer, L., Stadtler, M., Rouet, J.-F., & Bromme, R. (2013, August). Vocational students learn to consider source information when deciding about science controversies. Paper presented at the 15th Biennial Conference for Research on Learning and Instruction (EARLI), Munich, Germany.

Stadtler, M., (2013, August). Discussion of the symposium „Source evaluation and trust: Real matters in a virtual world“. Paper presented at the 15th Biennial Conference for Research on Learning and Instruction (EARLI), Munich, Germany.

Stadtler, M., Scharrer, L., & Bromme, R. (2013, August). How Do Readers Explain the Occurrence of Conflicts in Science Texts? Effects of Presentation Format and Source Expertise. Paper presented at the 35th Annual Conference of the Cognitive Science Society, Berlin, Germany.

Stadtler, M., Scharrer, L., Hartwig, S., & Bromme, R. (2013, August). Prompting adult readers to monitor for consistency enhances their awareness of scientific conflicts. Paper to be presented at the 15th Biennal Conference for Research on Learning and Instruction (EARLI), Munich, Germany.

Thomm, E. & Bromme, R. (2013, August). ”Two experts, five opinions!” Measuring Laypersons’ Beliefs about Reasons for Scientific Conflict. Paper accepted for presentation at the 15th Biennal Conference for Research on Learning and Instruction (EARLI), Munich, Germany.

Thomm, E. & Bromme, R. (2013, August). “Who might know, if I don’t know?” Judging a Source’s Trustworthiness by its Pertinence. Paper accepted for presentation at the 15th Biennal Conference for Research on Learning and Instruction (EARLI), Munich, Germany.

Stadtler, M., Scharrer, L., Rouet, J.-F., & Bromme, R. (2013, July). Source information can fuel validity judgments. Empirical investigation of a short training for vocational students. Paper presented at the 23rd Annual Meeting of the Society of Text and Discourse, Valencia, Spain.

Bromme, R., Thomm, E., & Stadtler, M. (2013, May). „I don’t know, but they (should) know!” Judgments about Experts’ Pertinence regarding Online Science Texts. Paper presented at the Annual Conference of the American Educational Research Association (AERA), San Francisco, USA.

Bromme, R., Thomm, E., & Stadtler, M. (2013, May). „Why can’t they be of one mind?” Laypersons’ Beliefs about Reasons of Scientific Conflict Measured with the Explaining Conflicting Scientific Claims (ECSC) Questionnaire. Paper presented at the Annual Conference of the American Educational Research Association (AERA), San Francisco, USA.

Bromme, R. (2013, February). The knowledge base of participation: How do laypersons cope with science based expert knowledge which is (partly) beyond their understanding. Invited lecture at the School of Education, Rutgers University, New Jersey, USA.

Thomm, E. & Bromme, R. (2012, November). Knowing who’s pertinent: Judgments about experts’ pertinence regarding online science texts. Paper presented at the SPP Workshop “The Internet as Source of Information”, Mülheim a.d.Ruhr, Germany.

Stadtler, M., Scharrer, L., & Bromme, R. (2012, October). Relevance-Based Processing of Scientific Conflicts: Converging Evidence from Online and Offline Measures. Paper presented at the Multiple Document Literacy Workshop, Poitiers, France.

Scharrer, L., Britt, M. A., Stadtler, M., & Bromme, R. (2012, October). How laypeople’s decision about scientific claims is influenced by information comprehensibility and controversiality in a multiple documents reading situation. Paper presented at the Multiple Document Literacy Workshop, Poitiers, France.

Stadtler, M., Scharrer, L., Rouet, J.-F., & Bromme, R. (2012, October). Teaching Vocational Students to Resolve Scientific Conflicts Using Source Information. Poster presented at the Multiple Document Literacy Workshop, Poitiers, France.

Bromme, R., Thomm, E., & Pieschl, S. (2012, September). Which expert has written the text?
Laypersons‘ ideas about the structure of expert knowledge when reading science texts. Paper presented at the 5th Biennial Meeting of the EARLI Special Interest Group 16 Metacognition, Milan, Italy.

Scharrer, L., Britt, M. A., Stadtler, M., & Bromme, R. (2012, September). Die Wirkung von Informationskontroversaliät auf das Vertrauen von Laien in ihre Entscheidungskompetenz zu wissenschaftlichen Fragestellungen. Vortrag auf dem 48. Kongress der DGPs, Bielefeld, Deutschland.

Stadtler, M. & Bromme, R. (2012, September). Wer aus multiplen Dokumenten lernen will, muss metakognitiv wachsam sein: Eine Studie zur Stimulierung metakognitiver Aktivität durch das Prinzip der Representational Guidance. Vortrag auf dem 48. Kongress der DGPs, Bielefeld, Deutschland.

Stadtler, M., Scharrer, L., & Bromme, R. (2012, September). Relevanzeffekte bei der Verarbeitung konfligierender Information aus multiplen Dokumenten. Vortrag auf dem 48. Kongress der DGPs, Bielefeld, Deutschland.

Stadtler, M., Scharrer, L., & Bromme, R. (2012, August). Does Relevance Matter in Comprehending Scientific Conflicts from Multiple Documents? Evidence from Online and Offline-Data. Paper presented at the Biannual Conference of the SIG2 „Comprehension of Text and Graphics“, Grenoble, France.

Scharrer, L., Britt, M. A., Stadtler, M., & Bromme, R. (2012, August). Beyond one’s own understanding: How text comprehensibility affects laypeople’s decision about scientific claims. Paper presented at the 34th annual meeting of the Cognitive Science Society, Sapporo, Japan.

Scharrer, L., Britt, M. A., Stadtler, M., & Bromme, R. (2012, July). The influence of text comprehensibility and controversiality on laypeople’s trust in their own capabilities to decide about scientific claims. Paper presented at the 22nd Annual Meeting of the Society of Text and Discourse, Montreal, Canada.

Stadtler, M., Scharrer, L., & Bromme, R. (2012, May). Relevance rules – as well in understanding conflicting information?” How readers adjust their processing of conflicting scientific information to the perceived relevance of information. Paper presented at the Meeting on „Comprehension and validation of information – two separate stages of information processing?“, Kassel, Germany.

Bromme, R., Scharrer, L., & Stadtler, M. (2012, April). Effects of the Text Feature “Scientificness” on Laypeople’s Evaluation and Resolution of Intertextual Conflicts. Paper presented at the Annual Conference of the American Educational Research Association (AERA), Vancouver, Canada.

Thomm, E. & Bromme, R. (2012, April). Laypeople’s grasp of scientific discourse: Distinguishing between understanding and personal belief about science information. Paper presented at the 12th International Public Communication of Science and Technology Conference, Florence, Italy.

Bromme, R., Scharrer, L., Thomm, E., & Stadtler, M. (2012, March). Reading Comprehensible Texts about Incomprehensible Concepts (at least from a Lay Perspective): Some Thoughts Based on Our Studies. Paper presented at the Workshop of the DFG Priority Program “Science and the General Public” and CERN, Geneva, Switzerland.

Bromme, R. & Stadtler, M. (2012, February). Wissenschaftsverständnis und Internet: Forschungsansätze des DFG-Schwerpunktprogramm: Wissenschaft & Öffentlichkeit. Vortrag auf dem 4. Workshop „Kompetenzerwerb und Informationsverarbeitung“ im Rahmen der Leibniz-Workshop-Reihe „Standortbestimmung und Schwerpunktsetzung auf dem Gebiet der Empirischen Bildungsforschung“, Berlin, Germany.

Bromme, R. (2011, November). Wen kann man fragen, wem kann man vertrauen? Studien zum Laienverständnis von wissenschaftlicher Expertise. Vortrag bei den Gießener Abendgesprächen Kognition und Gehirn des Fachgebiets Psychologie der Universität Gießen.

Bromme, R., Scharrer, L., & Stadtler, M. (2011, October). The impact of the text feature ‘scientificness’ on laypeople’s conflict resolution when dealing with controversial multiple documents. Paper presented at the Workshop on Multiple Documents Literacy, Oslo, Norway.

Stadtler, M. & Bromme, R. (2011, October). How we conceive of the Processes of Multiple Document Comprehension as of Today. Paper presented at the Workshop on Multiple Documents Literacy, Oslo, Norway.

Scharrer, L., Bromme, R., Britt, M. A., & Stadtler, M. (2011, September). Communicating scientific knowledge to the lay public: Disentangling the influence of argument type and comprehensibility on information persuasiveness. Paper presented at the 14th Biennal Conference for Research on Learning and Instruction (EARLI), Exeter, United Kingdom.

Stadtler, M. & Scharrer, L. (2011, August). Comprehending Multiple Documents: Do Readers Benefit from Linguistic Markers of Conflict? Paper presented at the 14th Biennal Conference for Research on Learning and Instruction (EARLI), Exeter, United Kingdom.

Thomm, E. & Bromme, R. (2011, August). Investigating text features of online information affecting laypeople’s perception of scientificness. Paper presented at the 14th Biennal Conference for Research on Learning and Instruction (EARLI), Exeter, United Kingdom.

Bromme, R., Scharrer, L. & Britt, A. M., & Stadtler, M. (2011, July). Effects of information comprehensibility and argument type on lay recipients’ readiness to defer to experts when deciding about scientific knowledge claims. Paper presented at the 33rd Annual Conference of the Cognitive Science Society, Boston, USA.

Scharrer, L., Bromme, R., Britt, M. A., & Stadtler, M. (2011, July). Text easiness affects laypeople’s reliance on their own epistemic capabilities when having to decide about scientific claims. Paper presented at the 21st Annual Meeting of the Society of Text and Discourse, Poitiers, France.

Stadtler, M., Scharrer, L., & Bromme, R. (2011, July). Comprehending Conflicts Between Sources: The Beneficial Effect of Coherence-Oriented Reading Goals and Text Signals. Paper presented at the 21st Annual Meeting of the Society of Text and Discourse, Poitiers, France.

Stadtler, M., Scharrer, L., & Bromme, R. (2011, July). How Reading Goals and Rhetorical Signals Influence Recipients’ Recognition of Intertextual Conflicts. Paper presented at the 33rd Annual Conference of the Cognitive Science Society, Boston, USA.

Stadtler, M. (2011, June). Multiple Documents Literacy – A Key to the Public Engagement with Science. Paper presented at the DFG-NSF Conference Public Understanding and Public Engagement with Science, New York City, NY, USA.

Thomm, E., Scharrer, L., Bromme, R., & Stadtler, M. (2011, June). Effects of the Text Feature Scientificness on Laypeople’s Resolution of Intertextual Conflicts. Paper presented at the DFG-NSF Conference Public Understanding and Public Engagement with Science, New York City, NY, USA.

Bromme, R. (2011, May). Knowledge ABOUT Science: Judgments about the Pertinence of Experts to Complex Problems. Paper presented at the Annual Meeting of the International Advisory Board of the German National Educational Panel (NEPS), Bamberg.

Thomm, E. & Bromme, R. (2011, May). ‘It Should at Least Appear Scientific!‘ Textual Features of ‚Scientificness‘ and Their Impact on Lay Assessments of Online Information. Paper presented at the Department of Education in Technology and Science, Technion, Haifa, Israel.

Thomm, E. & Bromme, R. (2011, May). Knowing who knows – Judgments about the Pertinence of Experts to Complex Problems. Paper presented at the Faculty of Industrial Engineering & Management, Technion, Haifa, Israel.

Bromme, R., Porsch, T., & Thomm, E. (2011, April). Who knows what? Epistemic judgments about the pertinence of experts to complex problems. Paper presented at the Annual Meeting of the American Educational Research Association (AERA), New Orleans, LA, USA.

Stadtler, M. & Bromme, R. (2010, October). Multiple Documents Literacy: a key to the Public Engagement with Science in a Digitalized World. Vortrag auf dem Workshop “Comprehending Multiple Documents on the Internet. The Road to the Public Engagement with Science in the 21st Century”, Universität Münster.

Brummernhenrich, B., Stadtler, M., Scharrer, L., & Bromme, R. (2010, September). Erkennen Laien Konflikte in wissenschaftlichen Internettexten? Eine Untersuchung zum Einfluss von Konsistenzerwartungen auf das Verständnis multipler Dokumente. Vortrag gehalten auf der 74. Tagung der Arbeitsgemeinschaft Empirische Pädagogische Forschung (AEPF), Jena.

Porsch, T. & Bromme, R. (2010, September). Kann ich das entscheiden? Epistemologische Überzeugungen und Autoreneigenschaften als Prädiktoren der Entscheidungsbereitschaft. Vortrag auf der 74. Tagung der Arbeitsgruppe für empirische pädagogische Forschung (AEPF), Jena.

Porsch, T. & Bromme, R. (2010, September). Kann ich das entscheiden? Epistemologische Überzeugungen und die Qualität von Informationsquellen als Prädiktoren der Entscheidungsbereitschaft. Poster bei dem 47. Kongress der Deutschen Gesellschaft für Psychologie, Bremen, Deutschland.

Stadtler, M., Bromme, R., Scharrer, L., & Brummernhenrich, B. (2010, September).

Entdecken Leser Konflikte in wissenschaftlichen Informationen? Der Einfluss von Konsistenzerwartungen auf die kognitive Integration multipler Dokumente. Vortrag auf dem 47. Kongress der Deutschen Gesellschaft für Psychologie, Bremen.

Stadtler, M., Scharrer, L., Ratermann, K., & Bromme, R. (2010, September). Das Verständnis wissenschaftlicher Lerninhalte: Wie erklären sich Leser Widersprüche in Informationstexten aus dem Internet. Vortrag gehalten auf der 74. Tagung der Arbeitsgruppe für Empirische Pädagogische Forschung, Jena.

Thomm, E. & Bromme, R. (2010, September). „Zwei Ärzte, fünf Meinungen!” – Laienannahmen über Ursachen von Widersprüchen zwischen Experten der Medizin als Wissenschaft und Praxisfeld. Vortrag gehalten auf der 74. Tagung der Arbeitsgruppe für Empirische Pädagogische Forschung, Jena.

Stadtler, M., Scharrer, L., Brummernhenrich, B., & Bromme, R. (2010, August). Dealing with the uncertain: how readers detect and attribute conflicts in science texts as a function of discourse expectations. Paper presented at the 20th annual meeting of the Society for Text and Discourse, Chicago, USA.

Thomm, E., Bromme, R., & Porsch, T. (2010, July). Knowing who knows – Laypersons’ Assumptions about the Division of Cognitive Labor. Paper presented at the 5th Annual Science and the Public Conference, London, United Kingdom.

Porsch, T. & Bromme, R. (2010, May). What do I know and who else knows? Impact of epistemological beliefs on students choices. Paper presented at the 4th Biennial Meeting of the EARLI Special Interest Group 16 Metacognition, Münster, Germany.

Porsch, T. & Bromme, R. (2010, June). Which science disciplines are pertinent? Impact of epistemological beliefs on students’ choices. Paper presented at the 9th International Conference of the Learning Sciences (ICLS), Chicago, USA.

Stadtler, M., Scharrer, L., & Ratermann, K. (2010, May). Comprehending scientific documents: How do readers explain conflicting accounts to themselves? Paper presented at the 4th. Biennal Meeting of the SIG Metacognition, Münster, Germany.

Thomm, E., Bromme, R., & Porsch, T. (2010, May). Laypersons’ assumptions about the distribution of expertise: studying the feeling of knowledge held by others. Paper presented at the 4th Biennial Meeting of the EARLI Special Interest Group 16 Metacognition, Münster, Germany.

Thomm, E., Bromme, R., & Porsch, T. (2010, März). Laienannahmen zur Verteilung von Expertise: Der Zusammenhang mit Wissenseinschätzungen, epistemologischen Überzeugungen und Sachwissen. Vortrag gehalten auf der 5. DGfE-Sektionstagung „Empirische Bildungsforschung“/ AEPF-KBBB, Landau, Deutschland.

Stadtler, M. (2009, October). Dealing with conflicting information in Multiple Documents: the role of coherence expectations. Invited talk at the Centre de Recherches sur la Cognition et l’Apprentissage (CeRCA), Poitiers, France.

Bromme, R. (2009, August). Blurring the Lines: The Influence of the Internet on the Nature of Competence. Invited presentation at the symposium ‘What is competence really? (Organized by P. Alexander) at the 13th Biennal Conference for Research on Learning and Instruction (EARLI), Amsterdam, the Netherlands.

Bromme, R. (2009, August). If you do not know, ask someone else! Metacognition, epistemological beliefs and the division of cognitive labor. Invited keynote presentation at the 13th Biennal Conference for Research on Learning and Instruction (EARLI), Amsterdam, the Netherlands

Stadtler, M. & Bromme, R. (2009, August). The effect of representation format and epistemological beliefs on the identification of inconsistent scientific information. Paper presented at the 13th BiennalConference for Research on Learning and Instruction (EARLI), Amsterdam, the Netherlands.

Antragsteller 1
Prof. Dr. Rainer Bromme
Institut für Psychologie
WWU Münster
Fliednerstraße 21
48149 Münster
Tel.: +49 251 8339135
bromme@uni-muenster.de
Website
Forschungsschwerpunkte/-interessen:
Kognition und Lehr- Lernprozesse, u.a. bei
– der Kommunikation zwischen Wissenschaft und Öffentlichkeit
– der Entwicklung professioneller Expertise
– dem Lehren und Lernen mit Neuen Medien
– der Entwicklung mathematisch-naturwissenschaftlichen Verständnisses

Antragsteller 2
PD Dr. Marc Stadtler
Institut für Psychologie
WWU Münster
Fliednerstraße 21
48149 Münster
Tel.: +49 251 8331372
marc.stadtler@uni-muenster.de
Website
Forschungsschwerpunkte/-interessen:
Lernen mit multiplen Dokumenten im Internet
Lernervariablen: Metakognition, Epistemologische Überzeugungen
Lehren und Lernen mit neuen Medien
Experten-Laien-Kommunikation
Konfliktmanagement

Projektmitarbeiterin 1
Dr. Eva Charlotte Thomm
Psychologisches Institut III
WWU Münster
Fliednerstraße 21
48149 Münster
Tel.: +49 251 8339197
e.thomm@gmx.de
Website
Forschungsschwerpunkte/-interessen
Kognitive Arbeitsteilung und Wissenschaftsverständnis
(Natur-)Wissenschaftsverständnis der Öffentlichkeit
Vertrauen und Kommunikation
Informationssuche und Informationsbewertung im Internet

Projektmitarbeiterin 2
Dr. Lisa Scharrer
Institut für Psychologie
WWU Münster
Fliednerstraße 21
48149 Münster
Tel.: +49 251 8339379
lisa.scharrer@uni-muenster.de
Website
Forschungsschwerpunkte/-interessen
(Natur-)Wissenschaftsverständnis der Öffentlichkeit
Kognitive Arbeitsteilung
Argumentation

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