Vorträge

Mengelkamp, C., Groh, M., Schwarz, M., Wieland, E., & Hutmacher, F. (2025, September ). Misinformation about Brands: Effects of Three Interventions [Poster presentation]. Media Psychology Congress, Duisburg, Germany.

Mengelkamp, C., Sadler, M., & Weber, S. (2024, September 16-19). TicToxic? Effects of that girl video clips on mood, body satisfaction, dieting intentions, and self discipline [Paper presentation]. Deutsche Gesellschaft für Psychologie Congress, Wien, Austria.

Mengelkamp, C., Clauß, H., & Görsch, P. (2022, September 10-15). Effects of Fluency on Metacomprehension when Learning from Informative Narratives [Poster presentation]. Deutsche Gesellschaft für Psychologie Congress, Hildesheim, Germany.

Mengelkamp, C., Friedrich, T., & Weber, S. (2022, May 26-30). Body-Positivity on Instagram: Downward Comparison rather than Inspiration? [Poster presentation]. International Communication Association, 72nd Annual Conference, Paris, France.

Mengelkamp, C., & Appel, M. (2019, May). The Influence of Screen Size on Narrative Transportation: A Bayes Factor Analysis [Poster presentation]. International Communication Association (ICA), 69th Annual Conference, Washington, D.C., USA.

Mengelkamp, C., Hemmer, A. S., Grundke, A., von Kiesling, R. S. L., Meyer, C. M., & Müller, L. H. (2018, September). Erst fluent dann disfluent: Fluency-Effekte auf metakognitive Judgmentsbeim Textverstehen [Conference presentation]. 51. Kongress der Deutschen Gesellschaft für Psychologie (DGPs), Frankfurt.

Mengelkamp, C. (2018, May). Cueing Components of an Animation enhances Knowledge of Terms at the Cost of Transfer to New Problems [Paper presentation]. International Communication Association (ICA), 68th Annual Conference, Prague, Czech Republic.

Mengelkamp, C., & Pieger, E. (2017, August). Effects of perceptual disfluency on metacomprehension of texts [Symposium presentation]. In M. Undorf (Organizer and Chair), Current research on metacognition. 597th conference of experimental psychologists (TeaP), Dresden.

Pieger, E., Mengelkamp, C., & Bannert (2017, März). Fluency als Ursache ungenauer metakognitiver Einschätzungen beim Lernen mit Texten [Conference presentation]. In S. Golke & A. Prinz (Organisation & Moderation), Ursachen ungenauer metakognitiver Einschätzungen beim Textverstehen und Fördermöglichkeiten. 5. Tagung der Gesellschaft für empirische Bildungsforschung (GEBF), Heidelberg.

Mengelkamp, C., & Kasper, E. J. (2016, September). Cueing in Animation führt zu Trade-Off zwischen der Kenntnis von Fachbegriffen und Transfer [Conference presentation]. 50. Kongress der Deutschen Gesellschaft für Psychologie (DGPs), Leipzig.

Bannert, M., Sonnenberg, C., & Mengelkamp, C. (2016, September). Effekte selbstgenerierter Lernhilfen auf den Lernprozess und Lernerfolg [Conference presentation]. 50. Kongress der Deutschen Gesellschaft für Psychologie (DGPs), Leipzig.

Pieger, E., Mengelkamp, C., & Bannert, M. (2016, August). Monitoring accuracy and disfluency – Does the experience of disfluency reduce overconfidence? [Symposium presentation]. In E. Pieger & M. Van Loon (Organizers and Chairs), Beneficial and harmful factors for judgment accuracy and regulation of learning. 7th Biennial Meeting of the EARLI Special Interest Group 16 Metacognition, Nijmegen, The Netherlands.

Mengelkamp, C., & Pieger, E. (2016, August). Deeper insights in the effect of perceptual disfluency on monitoring control by eye-movements [Paper presentation]. 7th Biennial Meeting of the EARLI Special Interest Group 16 Metacognition, Nijmegen, The Netherlands.

Mihalca, L., & Mengelkamp, C. (2016, August). Learner control in learning from genetics problems: The effect of metacognitive judgments on performance and task selection [Paper presentation]. 7th Biennial Meeting of the EARLI-SIG16: Metacognition, Nijmegen, Netherlands.

Pieger, E., Mengelkamp, C., & Bannert, M. (2016, March). Is ease of processing used as a cue for metacognitive judgments? [Symposium presentation]. In B.G. Kuhlmann & M. Undorf (Organizers & Chairs), Current research on metacognitive monitoring and control. 58th Conference of Experimental Psychologists (TEAP), Heidelberg, Germany.

Pieger, E., Mengelkamp, C., & Bannert, M. (2015, September). Metakognitive Einschätzungen und Disfluency beim Lernen mit Texten [Conference presentation]. 15. Fachgruppentagung Pädagogische Psychologie (PAEPS), Kassel, Deutschland. Gefördert durch die DFG.

Bannert, M., Sonnenberg, C., Mengelkamp, C., & Pieger, E. (2015, September). Welche Effekte haben Lernhilfen, die von den Lernenden selbst gestaltet wurden? [Conference presentation]. 15. Fachgruppentagung Pädagogische Psychologie (PAEPS), Kassel, Deutschland.

Sonnenberg, C., Mengelkamp, C., Loudwin, J., & Bannert, M.(2015, August). Scaffolding Hypermedia Learning through Student’s Self-Created Metacognitive Prompts [Symposium presentation]. In S. Moser, J. Zumbach, & H. Mandl (Organizers & Chairs). Tutoring and E-Tutoring in Educational Settings. 16th Biennial EARLI Conference for Research on Learning and Instruction, Limassol, Cyprus.

Münchow, H., Bannert, M., & Mengelkamp, C. (2015, August). Enhancing learning outcome by inducing positive affect through the learning material [Symposium presentation]. In H. Münchow, & M. Bannert (Organizers & Chairs). Activity Related Achievement Emotions and Learning Outcome. 16th Biennial EARLI Conference for Research on Learning and Instruction, Limassol, Cyprus.

Mengelkamp, C., & Pieger, E. (2015, August). Using eye-tracking to investigate the effects of disfluency on metacomprehension [Poster presentation]. 16th Biannual EARLI Conference for Research on Learning and Instruction, Limassol, Cyprus.

Organizers: E. Pieger, & C. Mengelkamp. Metacognitive judgments in self-regulated learning contexts [Symposium presentation]. 16th Biennial EARLI Conference for Research on Learning and Instruction, Limassol, Cyprus.

Pieger, E., Mengelkamp, C., & Bannert, M. (2015, August). Judgments in metacomprehension – does letter deletion reduce overconfidence and enhance performance? [Symposium presentation]. In E. Pieger & C. Mengelkamp (Organizers & Chairs), Metacognitive judgments in self-regulated learning contexts. 16th Biennial EARLI Conference for Research on Learning and Instruction, Limassol, Cyprus.

Bannert, M., Sonnenberg, C., Mengelkamp, C., & Pieger, E. (2015, April). Scaffolding Metacognition through Student's Self-Created Prompts [Symposium presentation]. In J. Zumbach & M. Bannert (Organizers & Chairs). Scaffolding Metacognition. AERA Conference, Chicago, USA.

Pieger, E., Mengelkamp, C., & Bannert, M. (2015, März). The impact of disfluency on metacognitive monitoring and control [Symposium presentation]. In B. G. Kuhlmann & M. Undorf (Organizers & Chairs), How and What Am I Doing? New Findings on Metacognitive Monitoring and Control. 57th Conference of Experimental Psychologists (TEAP), Hildesheim, Germany.

Bannert, M., Sonnenberg, C., Mengelkamp, C., & Loudwin, J. (2014, September). Lernförderung durch selbst gestaltete metakognitive Prompts [Conference presentation]. 49. Kongress der Deutschen Gesellschaft für Psychologie (DGPs), Bochum.

Mengelkamp, C., Pieger, E., & Bannert, M. (2014, September). Einfluss von Selbsteinschätzungen des Wissens auf den Lernerfolg beim Lernen mit Animationen [Conference presentation]. 49. Kongress der Deutschen Gesellschaft für Psychologie (DGPs), Bochum.

Münchow, H., Mengelkamp, C., & Bannert, M. (2014, September). Verbesserung des hypermedialen Lernens durch die Induktion von positivem Affekt und Erhöhung der Selbstaufmerksamkeit [Conference presentation]. 49. Kongress der Deutschen Gesellschaft für Psychologie (DGPs), Bochum.

Münchow, H., Mengelkamp, C., & Bannert, M. (2014, September). Emote-aloud beim hypermedialen Lernen zur online-Messung von Leistungsemotionen [Poster presentation]. 49. Kongress der Deutschen Gesellschaft für Psychologie (DGPs), Bochum.

Bannert, M., Sonnenberg, C., Mengelkamp C., & Pieger, E. (2014, September). Effects of Student’s Self-Created Metacognitive Prompts [Symposium presentation]. In T. Michalsky, Z. Meravech, & M. Bannert (Organizers & Chairs), Metacognition in science education: Who benefits and under what conditions?. 6th Biennial Meeting of the EARLI Special Interest Group 16 Metacognition, Istanbul, Turkey.

Pieger, E., Mengelkamp, C., & Bannert, M. (2014, September). Metacognitive Judgments and Disfluency – Does disfluency lead to more accurate judgments and better performance? [Symposium presentation]. In E. Pieger & A. de Bruin (Organizers & Chairs), Accuracy of metacognitive judgments and their relation to learning and memory. 6th Biennial Meeting of the EARLI Special Interest Group 16, Istanbul Metacognition, Turkey.

Münchow, H., Mengelkamp, C., & Bannert, M. (2013, September). The better you feel the better you learn - Positive emotions as a facilitator of performance in hypermedia learning [Paper presentation]. 8th Conference of the Media Psychology Division, Würzburg, Germany.

Bannert, M., Sonnenberg, C., Mengelkamp, C., & Pieger, E. (2013, August). Promoting Learning through Student’s Self-Created Metacognitive Prompts [Symposium presentation]. In J. Zumbach & M. Bannert (Organizers & Chairs), Scaffolding Interactive Learning. 15th Biannual EARLI Conference for Research on Learning and Instruction, Munich, Germany.

Mihalca, L., Mengelkamp, C., & Schnotz, W. (2013, August). The effect of prior knowledge and support on students’ self-regulation in computer-based instruction [Paper presentation]. 15th Biannual EARLI Conference for Research on Learning and Instruction, Munich, Germany.

Mengelkamp, C., Wagner, I., Schnotz, W., & Bannert, M. (2013, August). Self-paced learning from animations: An effect of reduced cognitive load or of self-regulation? [Symposium presentation]. In M. Rau & N. Rummel (Organizers & Chairs), Supporting Deep Learning from Multiple External Representations. 15th Biannual EARLI Conference for Research on Learning and Instruction, Munich, Germany.

Pieger, E., Mengelkamp, C., & Bannert, M. (2013, August). If it´s hard to read – regulate yourself! When disfluency leads to better monitoring and performance [Poster presentation]. JURE Preconference of the 15th Biannual EARLI Conference for Research on Learning and Instruction, Munich, Germany. Awarded as 2nd best poster at JURE 2013.

Mihalca, L., Mengelkamp, C., & Schnotz, W. (2013, August). How students with different prior knowledge regulate their learning process in a computer-based environment: An eye tracking study [Poster presentation]. European Conference on Eye Movements (ECEM), Lund, Sweden.

Mihalca, L., Mengelkamp, C., Schnotz, W., & Paas, F. (2013, June). The effect of instructional support and prior knowledge on students' performance and cognitive biases [Paper presentation]. 6th International Cognitive Load Theory Conference, Toulouse, France.

Mihalca, L., Mengelkamp, C., & Schnotz, W. (2013, June). Comparing different types of instructional support in computer-based instruction: effects on students' performance and cognitive biases [Paper presentation]. 18th Annual International Conference of the Education, Learning Styles, Individual differences Network (ELSIN), Billund, Denmark.

Mengelkamp, C., Wagner, I., & Schnotz, W. (2012, September). Das Interaktivitätsprinzip bei Animationen: Ein Effekt der Selbstregulation oder nur die Optimierung der Präsentation? [Conference presentation]. 48. Kongress der Deutschen Gesellschaft für Psychologie (DGPs), Bielefeld.

Mengelkamp, C., & Bannert, M. (2010, September). Einflüsse der Quantität und der Genauigkeit metakognitiver Überwachung auf den Lernerfolg beim selbstregulierten Lernen [Conference presentation]. 47. Kongress der Deutschen Gesellschaft für Psychologie (DGPs), Bremen.

Mengelkamp, C., & Bannert, M. (2009, September). Metakognitive Überwachung beim Lernen: Stabilität und Validität verschiedener Maße der Genauigkeit [Conference presentation]. 12. Fachtagung Pädagogische Psychologie der Deutschen Gesellschaft für Psycholgie (DGPs), Saarbrücken.

Mengelkamp, C., Brock, K., Teuscher, B., Schmid, S., Streib, A., & Jäger, R. S. (2009, March). Stabilität und Validität von Maßen der metakognitiven Überwachung während einer Vorlesung [Conference presentation]. AEPF-Konferenz, Landau.

Mengelkamp, C., & Bannert, M. (2008, May). Accuracy of monitoring: stability in the learning process and predictive validity on learning outcome [Paper presentation]. SIG Metacognition conference, Ioannina, Greece.

Mengelkamp, C., & Bannert, M. (2007, August). Effects of metacognitive strategy training and accuracy of monitoring on learning outcome [Paper presentation]. EARLI-Conference, Budapest, Hungary.

Mengelkamp, C., Riebel, J., & Arbinger, R. (2007, May). Testing one’s knowledge about learning and memory [Poster presentation]. European Conference on Psychological Assessment, Thessaloniki, Greece.

Bannert, M., & Mengelkamp, C. (2006, July). Self-assessments of knowledge: searching for factors influencing their validity [Paper presentation]. SIG Metacogntion of the EARLI, Cambridge, UK.

Lang, D., Mengelkamp, C., & Jäger, R.S. (2004, October). Pedagogical evaluation of remote laboratories in eMerge project [Conference presentation]. International Conference on Engineering Education, Gainesville, FL.

Mengelkamp, C., & Bannert, M. (2001, September). Erfassung von Lernstrategien beim Lernen mit Hypermedia mit der Methode des Lauten Denkens [Poster presentation]. 8. Fachtagung Pädagogische Psychologie der Deutschen Gesellschaft für Psychologie (DGPs), Landau.