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Effekte lexikalischer Enkodierungen auf den Umgang mit wissenschaftsbezogenen Informationen im Online-Diskurs | Wissenschaft und Öffentlichkeit

Effekte lexikalischer Enkodierungen auf den Umgang mit wissenschaftsbezogenen Informationen im Online-Diskurs

Projektbezogene Publikationen:

Jucks, R. & Mayweg-Paus, E. (Guest Eds.) (2016). Learning through communication. How arguing about scientific information contributes to learning (Special issue). Zeitschrift für Pädagogische Psychologie/German Journal of Educational Psychology, 30(2–3), 75-77, doi: 10.1024/1010-0652/a000170

Mayweg-Paus, E., & Macagno, F. (2016). How dialogic settings influence evidence use in adolescent students. Zeitschrift für Pädagogische Psychologie/German Journal of Educational Psychology, 30(2–3), 121-132, doi: 10.1024/1010-0652/a000171

Mayweg-Paus, E., Macagno, F., & Kuhn, D. (2016). Developing argumentation strategies in electronic dialogs: Is modeling effective? Discourse Processes, 53(4), 280-297. doi:10.1080/0163853X.2015.1040323

Mayweg-Paus, E., Thiebach, M., & Jucks, R. (2016). Let me critically question this! Insights from a training study on the role of questioning in argumentative discourse. International Journal of Educational Research, 79, 195-210. doi: 10.1016/j.ijer.2016.05.017

Thiebach, M., Mayweg-Paus, E., & Jucks, R. (2016). Better to agree or disagree? – The role of critical questioning and elaboration in argumentative discourse. Zeitschrift für Pädagogische Psychologie/German Journal of Educational Psychology, 30(2–3), 133–149. doi: 10.1024/1010-0652/a000174

Thiebach, M., Mayweg-Paus, E., & Jucks, R. (2015). „Probably true“ says the expert: How two types of lexical hedges influence students‘ evaluation of scientificness. European Journal of Psychology of Education, 30(3), 369-384. doi:10.1007/s10212-014-0243-4

Macagno, F., Mayweg-Paus, E., & Kuhn, D. (2014). Argumentation theory in education studies: coding and improving students’ argumentative strategies. Topoi. An International Review of Philosophy, 34(2), 523-537. doi:10.1007/s11245-014-9271-6

Mayweg-Paus, E., & Jucks, R. (2014). Evident or doubtful? How lexical hints in written information influence laypersons‘ understanding of influenza. Psychology, Health & Medicine, 20(8), 989-996. doi:10.1080/13548506.2014.986139

Deiglmayr, A., Paus, E., McCall, C., Mullins, D., Berthold, K., Wittwer, J., Krämer, N., & Rummel, N. (2013). Towards an integration of the learning perspective and the communication perspective in computer-supported instructional communication. Journal of Media Psychology, 25(4), 180-189. doi:10.1027/1864-1105/a000101

Jucks, R., & Paus, E. (2013). Different words for the same concept: Learning collaboratively from multiple documents. Cognition and Instruction, 31(2), 497-518. doi:10.1080/07370008.2013.769993

Jucks, R., & Paus, E. (2012). What makes a word difficult? – Insights into the mental representation of technical terms. Metacognition & Learning, 7, 91-111. doi:10.1007/s11409-011-9084-6

Paus, E., & Jucks, R. (2012). Common ground? How the encoding of specialist vocabulary impacts on peer-to-peer online discourse. Discourse Processes, 49(7), 565-598.

Paus, E., Werner, C.S., & Jucks, R. (2012). Learning through online peer discourse: Structural equation modeling points to the role of discourse activities in individual understanding. Computers & Education, 58, 1127-1137. doi:10.1016/j.compedu.2011.12.008

Paus, E., & Jucks, R. (2011). Depressive or just in a bad mood? Laypersons’ assumptions about their knowledge of medical vocabulary. Studies in Communication Sciences, 11(1), 51-70.

Paus, E., Gerhards, G., & Jucks, R. (2010). Delinquent or criminal? How to foster conceptual understanding of technical terms in computer-mediated collaborative learning. In K. Gomez, L. Lyons, & J. Radinsky (Eds.). Learning in the Disciplines: Proceedings of the 9th International Conference of the Learning Sciences (ICLS 2010). Chicago IL: International Society of the Learning Sciences, (pp. 516-523).

Paus, E., & Jucks, R. (2009). Words and meaning. How the lexical encoding of technical concepts contributes to their mental representation. In N. Taatgen, H. van Rjn, L. Schomaker, & J. Nerbornne (Eds.), Proceedings of the 31st Annual Conference of the Cognitive Science Society (pp. 496-501).

Kongressbeiträge:

Mayweg-Paus, E. & Jucks, R. (2016). „Da scheint aber jemand (keine) Ahnung zu haben!“ – Laien und der Expertenstreit: Quellenevaluation in Streitgesprächen zur Mediennutzung im Grundschulalter. Vortrag auf dem 50. Kongress der Deutschen Gesellschaft für Psychologie, Leipzig, Germany.

Thiebach, M., Mayweg-Paus, E., & Jucks, R. (2016, Juli). Any questions? – Training critical questioning in argumentative discourse. Poster presented at the 26th Annual Meeting of the Society for Text & Discourse, Kassel, Germany.

Thiebach, M., Mayweg-Paus, E. & Jucks, R. (2016, September). „Da frag ich mich doch: Ist das wirklich so?“ – Förderung kritischen Hinterfragens im argumentativen Diskurs. Vortrag auf dem 50. Kongress der Deutschen Gesellschaft für Psychologie, Leipzig, Germany.

Mayweg-Paus, E., Thiebach, M. & Jucks, R. (2015, Juni). Better agree or disagree? The role of perspective taking in argumentation. Presentation held at the 1st European Conference on Argumentation, Lisbon, Portugal.

Mayweg-Paus, E., Zimmermann, M., Thiebach, M. & Jucks, R. (2015, August). Discourse = Interactive? How to support interactive learning activities in online discourse. Presentation held at the 16th Biennial Conference Earli, Cyprus, Greece.

Macagno, F., Mayweg-Paus, E. & Kuhn, D. (2015, Juni). Coding relevance and function in students‘ arguments. Presentation held at the 1st European Conference on Argumentation, Lisbon, Portugal.

Thiebach, M., Mayweg-Paus, E., & Jucks, R. (2015, März). There is always more than one perspective! How to foster critical and elaborated scientific argumentation. Poster presented at the REASON International Spring School “Measuring Scientific Reasoning and Argumentation”, München.

Thiebach, M., Mayweg-Paus, E. & Jucks, R. (2015, September). „Das mag sein, aber …!“ – Die Rolle von kritischem Hinterfragen und Elaborieren im argumentativen Diskurs. Vortrag bei der 15. Tagung der Fachgruppe Pädagogische Psychologie, Kassel.

Mayweg-Paus, E. & Macagno, F. & Kuhn, D. (2014, September). Fordere mich heraus! – Wie sich die Interaktion mit einem erfahrenen Argumentationspartner auf die Entwicklung der Argumentationsfähigkeit bei Schülern auswirkt. Vortrag auf dem 49. Kongress der Deutschen Gesellschaft für Psychologie, Bochum.

Paus, E., Macagno, F. & Kuhn, D. (2014, August). The influence of dyadic interaction on evidence use and evidence understanding in adolescent students. Presentation held at the Workshop „Arguing about scientific information“, Münster.

Thiebach, M., Paus, E., & Jucks, R. (2014, August). Markers of Tentativeness as a Hint to Fragile and Conflicting Evidence: A Study on Argumentation about Computer Use in Childhood. Poster presented at the 24rd Annual Meeting of the Society for Text & Discourse, Chicago, IL, USA.

Thiebach, M., Paus, E., & Jucks, R. (2014, August). Agree or disagree? How taking perspectives impacts on communication. Presentation held at the Workshop „Arguing about scientific information“, Münster.

Thiebach, M., Paus, E., & Jucks, R. (2014, September). This information looks credible! On the role of hedges for assessing the strength of an argument. Presentation held at the 6th Biennial Meeting of the EARLI SiG Metacognition, Istanbul, Turkey.

Thiebach, M., Mayweg-Paus, E. & Jucks, R. (2014, September). Vorläufigkeitsmarkierungen als Zugang zu fragiler und konfligierender Evidenz: Eine Untersuchung zur Argumentation über Computernutzung im Grundschulalter. Vortrag gehalten auf dem 49. Kongress der Deutschen Gesellschaft für Psychologie, Bochum.

Paus, E. & Jucks, R. (2013, August). “This could be a new approach against the flu…” – References to tentativeness and sources of scientific knowledge and their impact on decision processes. Poster presentation held at the Annual Meeting of the Cognitive Science Society, Berlin, Germany.

Thiebach, M., Paus, E., & Jucks, R. (2013, September). The wording matters: On the Impact of References to Tentativeness in Written Information. Presentation held at the 8th Conference of the Media Psychology Division, Würzburg, Germany.

Paus, E. & Jucks, R. (2011). Do lexical overlaps hamper conceptual understanding? A study of online discourses for learning. Presentation held at the 21th International Conference of the Society for Text and Discourse, Poitiers, France.

Paus, E., Kulessa, A., & Jucks, R. (2011). This is almost clear: How single words point to the fragility of scientific evidence. Presentation held at the Conference „Public Understanding and Public Engagement with Science“,  New York, USA.

Paus, E., Kulessa, A., & Jucks, R. (2011). „Verhaltenstherapie könnte helfen“ – Die Verarbeitung fragiler Informationen aus multiplen Dokumenten. Vortrag auf der 13. Tagung der Fachgruppe Pädagogische Psychologie der Deutschen Gesellschaft für Psychologie, Erfurt, Deutschland.

Jucks, R. & Paus, E. (2010). Multiple perspectives on multiple documents. Insights from studies on online-discourse for learning. Presentation at the Workshop Comprehending multiple documents on the Internet: The road to the public engagement with science in the 21 century, Muenster.

Jucks, R. & Paus, E. (2010). Sind das Symptome einer Depression? Der Einfluss von Fachsprache auf den Umgang mit wissenschaftsbezogenen Informationen im Online-Diskurs. Vortrag auf dem 47. Kongress der Deutschen Gesellschaft für Psychologie, Bremen.

Paus, E. & Jucks, R. (2010). Comprehending specialist language: What does the lexical encoding of a specialist concept convey to the recipient? Presentation at the 4th biennal meeting of the EARLI SiG Metacognition, Münster.

Paus, E. & Jucks, R. (2010). Delinquent or criminal?  How to foster conceptual understanding of technical terms in computer-mediated collaborative learning. Presentation held at the 9th International Conference for the Learning Sciences, Chicago, USA.

Paus, E., Werner, C. & Jucks, R. (2010). Indikatoren und Determinanten für 
gemeinsames Verständnis beim kollaborativen Lernen im Netz. Vortrag auf dem 47. Kongress der Deutschen Gesellschaft für Psychologie, Bremen.

Jucks, R. (2009). On the role of specialist terms in expert-layperson-interactions and collaborative learning dyads. Invited presentation at the preconference workshop “Readability: cognitive and computational approaches” at the Annual Meeting of the Society of Text and Discourse, Rotterdam.

Paus, E. & Jucks, R. (2009). Words and meaning. How the lexical encoding of technical concepts contributes to their mental representation. Poster presentation at the Annual Meeting of the Cognitive Science Society, Amsterdam, NL.

Paus, E. & Jucks, R. (2009). Understanding words: How the lexical encoding of technical concepts impacts on their perceived comprehension. Poster presentation at the International Conference of the Society for Text and Discourse 2009, Rotterdam, NL.

Paus, E. & Jucks, R. (2009). Understanding and using specialist language: subjective and objective measures and the impact on learning activities. Presentation at the 13th European Conference for Research in Learning and Instruction, Amsterdam.

 

 


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