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English Intern
    Kommunikationspsychologie und Neue Medien

    Publikationen

    Hier finden Sie alle Publikationen mit Beteiligung des Lehrstuhls der letzten Jahre (seit 2015).

    Zeitschriftenartikel (peer-reviewed, ab 2015)

    In press

    Oliver, M. B., Raney, A. A., Janicke-Bowles, S. H., Dale, K. R., Appel, M., & Bartsch, A. (in press). Model of media inspiration. Journal of Media Psychology.

    Hutmacher, F. & Mayrhofer, R. (in press). Die Psychologie der Jetzt-Zeit. Eine kritische Bestandsaufnahme methodischer Monokultur in der akademischen Psychologie. psychosozial.

    Hutmacher, F. & Lutz, P. (in press). Was macht Hochschullehre schwierig? Eine qualitative Interviewstudie mit erfahrenen Dozierenden. Der pädagogische Blick.

    Hutmacher, F. (in press). Erkundungen eines fremden Zustands: Demenzdarstellungen in Ulrike Draesners Erzählungen Ichs Heimweg macht alles alleine (2006) und Ichs Heimweg macht alles allein (2011). Zeitschrift für deutsche Philologie.

    Marker, C., Gnambs, T., & Appel, M. (in press). Exploring the myth of the chubby gamer: A meta-analysis on sedentary video gaming and body mass. Social Science and Medicine. https://doi.org/10.1016/j.socscimed.2019.05.030

    Weber, S., Appel, M., Steffens, M. C., & Hirschhäuser, V. (in press). Just a joke? Can sexist comedy harm women’s cognitive performance?. Psychology of Aesthetics, Creativity, and the Arts. https://doi.org/10.1037/aca0000369 

    Weber, S., Stiglbauer, B., Kronberger, N., & Appel, M. (in press). The individual development of cultural identity and psychological well-being among adolescents with a migrant background in Austria: A longitudinal study. Cultural Diversity & Ethnic Minority Psychology. https://doi.org/10.1037/cdp0000451

    2021

    Donnermann, M., Lein, M., Messingschlager, T., Riedmann, A., Schaper, P., Steinhaeusser, S., & Lugrin, B. (2021). Social Robots and Gamification for technology supported learning: An empirical study on engagement and motivation. Computers in Human Behavior, 121, Article 106792. https://doi.org/10.1016/j.chb.2021.106792

    Hutmacher, F. (2021). Putting stress in historical context: Why it is important that being stressed out was not a way to be a person 2.000 years ago. Frontiers in Psychology, 12, 539799. https://doi.org/10.3389/fpsyg.2021.539799

    Mara, M., Stein, J. P., Latoschik, M. E., Lugrin, B., Schreiner, C., Hostettler, R., & Appel, M. (2021). User responses to a humanoid robot observed in real life, virtual reality, 3D and 2D. Frontiers in Psychology, 12:633178.

    Stein, J.-P. (2021). Conjuring up the departed in virtual reality: The good, the bad, and the potentially ugly. Psychology of Popular Media. Advance online publication. https://doi.org/10.1037/ppm0000315

    Hutmacher, F. (2021). Understanding the self of people with dementia: Psychological and philosophical considerations. Zeitschrift für Gerontologie und Geriatrie, 54, 161-166. https://doi.org/10.1007/s00391-020-01718-1

    Appel, M., Lugrin, B., Kühle, M. & Heindl, C. (2021). The emotional robotic storyteller: On the influence of affect congruency on narrative transportation, robot perception, and persuasion. Computers in Human Behavior, 120, 106749. https://doi.org/10.1016/j.chb.2021.106749

    Hutmacher, F. (2021). Do you remember? Differences and similarities between the earliest childhood memories for the five senses. Memory, 29, 345-352. https://doi.org/10.1080/09658211.2021.1895222

    Appel, M., & Weber, S. (2021). Do mass mediated stereotypes harm members of negatively stereotyped groups? A meta-analytical review on media-generated stereotype threat and stereotype lift. Communication Research, 48 (2), 151-179. https://doi.org/10.1177/0093650217715543 

    2020

    Hutmacher, F. (2020). Von der Poesie des Fremden – oder: Die schwierige Schönheit der ungarischen Sprache. Eine qualitative Interviewstudie mit Ungarisch-Lernenden. Ungarn-Jahrbuch, 36, 249-269.

    Stein, J.-P., & Appel, M. (2020). How to deal with researcher harassment in the social sciences. Nature Human Behavior, 5, 178–180. https://doi.org/10.1038/s41562-020-01011-6

    Appel, M., Izydorczyk, D., Weber, S., Mara, M., & Lischetzke, T. (2020). The uncanny of mind in a machine: Humanoid robots as tools, agents, and experiencers. Computers in Human Behavior, 102, 274-286. https://doi.org/10.1016/j.chb.2019.07.031

    Appel, M.Marker, C., & Gnambs, T. (2020). Are social media ruining our lives? A review of meta-analytic evidence. Review of General Psychology, 24, 60-74. https://doi.org/10.1177/1089268019880891

    Hutmacher, F. (2020). Vom postmodernen Menschen und seiner schwierigen Suche nach dem guten Leben und dem guten Tod. Zeitschrift für Praktische Philosophie, 7, 15-34. https://doi.org/10.22613/zfpp/7.2.1

    Hutmacher, F., & Kuhbandner, C. (2020). Detailed long-term memory for unattended, irrelevant, and incidentally encoded auditory information. Journal of Experimental Psychology: General, 149, 222-229. https://doi.org/10.1037/xge0000650

    Hutmacher, F., & Kuhbandner, C. (2020). Does the attentional boost effect depend on the intentionality of encoding? Investigating the mechanisms underlying memory for visual objects presented at behaviorally relevant moments in time. Frontiers in Psychology, 11, 3042. https://doi.org/10.3389/fpsyg.2020.584187 

    Mayrhofer, R., & Hutmacher, F. (2020). The principle of inversion: Why the quantitative-empirical paradigm cannot serve as a unifying basis for psychology as an academic discipline. Frontiers in Psychology, 11, 3389. https://doi.org/10.3389/fpsyg.2020.596425 

    Gnambs, T., Stasielowicz, L., Wolter, I., & Appel, M. (2020). Do computer games jeopardize educational outcomes? A prospective study on gaming times and academic achievement. Psychology of Popular Media, 9, 69-82. https://doi.org/10.1037/ppm0000204

    Krause, S., & Appel, M. (2020). Stories and the self: Assimilation, contrast, and the role of being transported into the narrative world. Journal of Media Psychology, 32(2), 47–58. https://doi.org/10.1027/1864-1105/a000255

    Mayrhofer, R., & Hutmacher, F. (2020). The principle of inversion: Why the quantitative-empirical paradigm cannot serve as a unifying basis for psychology as an academic discipline. Frontiers in Psychology, 11, 3389. https://doi.org/10.3389/fpsyg.2020.596425 

    Mihalca, L., & Mengelkamp, C. (2020). Effects of induced levels of prior knowledge on monitoring accuracy and performance when learning from self-regulated problem solving. Journal of Educational Psychology, 112(4), 795-810. https://doi.org/10.1037/edu0000389

    Oschatz, C., & Marker, C. (2020). Long-term persuasive effects in narrative communication research: A meta-analysis. Journal of Communication, 70, 473-496. https://doi.org/10.1093/joc/jqaa017

    Stein, J.-P., Appel, M., Jost, A., & Ohler, P. (2020). Matter over mind? How the acceptance of digital entities depends on their appearance, mental prowess, and the interaction between both. International Journal of Human-Computer Studies, 142, 102463. https://doi.org/10.1016/j.ijhcs.2020.102463 

    Tiede, K. & Appel, M. (2020). Reviews, expectations, and the experience of stories. Media Psychology 23(3), 365-390. https://doi.org/10.1080/15213269.2019.1602055   

    2019

    Aichele, T., & Bannert, M. (2019). Comparing the effects of marginalia and topic sentences in educational hypermedia. Journal of Educational Multimedia and Hypermedia, 28(2), 117-138.

    Appel, M., & Gnambs, T. (2019). Shyness and social media use: A meta-analytic summary of moderating and mediating effects. Computers in Human Behavior, 98, 294-301. https://doi.org/10.1016/j.chb.2019.04.018

    Appel, M., Krisch, N., Stein, J. P., & Weber, S. (2019). Smartphone zombies! Pedestrians’ distracted walking as a function of their fear of missing out. Journal of Environmental Psychology, 63, 130-133. https://doi.org/10.1016/j.jenvp.2019.04.003 

    Appel, M., Marker, C., & Mara, M. (2019). Otakuism and the appeal of sex robots. Frontiers in Psychology, 10:569. https://doi.org/10.3389/fpsyg.2019.00569

    Appel, M., Schreiner, C., Isberner, M.-B., & Richter, T. (2019). The mediating role of event-congruent emotions in narrative persuasion. Poetics, 77, 101385. https://doi.org/10.1016/j.poetic.2019.101385

    Appel, M., Slater, M. D., & Oliver, M. B. (2019). Repelled by virtue? The dark triad and eudaimonic narratives. Media Psychology, 22, 769-794. https://doi.org/10.1080/15213269.2018.1523014

    Hutmacher, F. (2019). Was bedeutet es, ungarndeutsch zu sein? Identitätskonstruktion der deutschen Minderheit in Ungarn im Wandel der Zeit und in der zeitgenössischen Literatur. Ungarn-Jahrbuch35, 171-190.

    Hutmacher, F. (2019). Ungarns Rolle in der ersten Hälfte des 20. Jahrhunderts: Opfer des Vertrags von Trianon und Täter im Holocaust? Ungarn-Jahrbuch35, 271-283.

    Hutmacher, F. (2019). Why is there so much more research on vision than on any other sensory modality? Frontiers in Psychology10, 2246. https://doi.org/10.3389/fpsyg.2019.02246

    Hutmacher, F. (2019). Vom Unsagbaren sprechen: Trauma in Psychologie und Literatur am Beispiel Paul Celans. The German Quarterly92, 328-347. https://doi.org/10.1111/gequ.12112

    Hutmacher, F. (2019). Vom Umgang mit Dummheit und Halbbildung – oder: Die Aktualität Robert Musils und Theodor W. Adornos. Pädagogische Korrespondenz59, 56-74.

    Hutmacher, F. (2019). On the Janus-facedness of stress and modern life. Journal of Theoretical and Philosophical Psychology39, 181-192. https://doi.org/10.1037/teo0000113

    Gnambs, T., & Appel, M. (2019). Are robots becoming unpopular? Changes in attitudes towards autonomous robotic systems in Europe. Computers in Human Behavior, 93, 53-61. https://doi.org/10.1016/j.chb.2018.11.045

    Isberner, M.-B., Richter, T., Schreiner, C., Eisenbach, Y., Sommer, C., & Appel, M. (2019). Empowering stories: Transportation into narratives with strong protagonists increases self-related control beliefs. Discourse Processes, 56, 575-598. https://doi.org/10.1080/0163853X.2018.1526032

    Slater, M. D., Oliver, M. B., & Appel, M. (2019). Poignancy and mediated wisdom of experience: Narrative impacts on willingness to accept delayed rewards. Communication Research, 46, 333-354. https://doi.org/10.1177/0093650215623838

    Stein, J.-P., Krause, E., & Ohler, P. (2019). Every (Insta-)gram counts? Applying cultivation theory to explore the effects of Instagram on young users ' body image. Psychology of Popular Media Culture. Advance publication online. https://doi.org/10.1037/ppm0000268 

    Stein, J.-P., Liebold, B., & Ohler, P. (2019). Stay back, clever thing! Linking situational control and human uniqueness concerns to the aversion against autonomous technology. Computers in Human Behavior, 95, 73–82. https://doi.org/10.1016/j.chb.2019.01.021 

    Stiglbauer, B., Weber, S., & Batinic, B. (2019). Does your health really benefit from using a self-tracking device? Evidence from a longitudinal randomized control trial. Computers in Human Behavior, 94, 131-139. https://doi.org/10.1016/j.chb.2019.01.018    

    Weber, S., Lorenz, C., & Hemmings, N. (2019). Improving stress and positive mental health at work via an app-based intervention: A large-scale multi-centre randomised control trial. Frontiers in Psychology – Health Psychology, 10:2745. https://doi.org/10.3389/fpsyg.2019.02745 

    2018

    Appel, M., Schreiner, C., Weber, S., Mara, M., & Gnambs, T (2018). Intensity of Facebook use is associated with lower self-concept clarity: Cross-sectional and longitudinal evidence. Journal of Media Psychology, 30, 160-172. https://doi.org/10.1027/1864-1105/a000192

    Deublein, A., Pfeifer, A., Merbach, K., Bruckner, K., Mengelkamp, C., & Lugrin, B. (2018). Scaffolding of motivation in learning using a social robot. Computers & Education, 125, 182-190. https://doi.org/10.1016/j.compedu.2018.06.015

    Hutmacher, F. (2018). Im Dickicht der Erinnerung: Deutungsversuche einer Kindheitserinnerung aus Goethes ‚Dichtung und Wahrheit‘. literatur für leser41, 1-17. https://doi.org/10.3726/lfl.2018.01.01

    Hutmacher, F., & Kuhbandner, C. (2018). Long-term memory for haptically explored objects: Fidelity, durability, incidental encoding, and cross-modal transfer. Psychological Science29, 2031-2038. https://doi.org/10.1177/0956797618803644

    Gnambs, T., & Appel, M. (2018). Narcissism and social networking behavior: A meta-analysis. Journal of Personality, 86, 200-212. https://doi.org/10.1111/jopy.12305

    Koban, K., Stein, J.-P., Eckhardt, V., & Ohler, P. (2018). Quid pro quo in Web 2.0. Connecting personality traits and Facebook usage intensity to uncivil commenting intentions in public online discussions. Computers in Human Behavior, 79,  9–18. https://doi.org/10.1016/j.chb.2017.10.015  

    Krause, S., & Weber, S. (2018). Lift me up by looking down: Social comparison effects of narratives. Frontiers in Psychology – Personality and Social Psychology, 9:1889. https://doi.org/10.3389/fpsyg.2018.01889 

    Marker, C., Gnambs, T., & Appel, M. (2018). Active on Facebook and failing at school? Meta-analytic findings on the relationship between online social networking activities and academic achievement. Educational Psychology Review, 30, 651-677. https://doi.org/10.1007/s10648-017-9430-6

    Oliver, M. B., Raney, A. A., Slater, M. D., Appel, M., Hartmann, T., Bartsch, A., Schneider, F. M., Janicke, S. H., Krämer, N., Mares, M.-L., Vorderer, P., Rieger, D., Dale, K. R., & Das, E. (2018). Self-transcendent media experiences: Taking meaningful media to a higher level. Journal of Communication, 68, 380-389. https://doi.org/10.1027/1864-1105/a000255

    Pieger, E., Mengelkamp, C., & Bannert, M. (2018). Disfluency as a desirable difficulty – The effects of letter deletion on monitoring and performance. Frontiers in Education - Educational Psychology, 3:101. https://doi.org/10.3389/feduc.2018.00101

    Schreiner, C., Appel, M., Isberner M.-B., & Richter, T. (2018). Argument strength and the persuasiveness of stories. Discourse Processes, 55, 371-386. https://doi.org/10.1080/0163853X.2016.1257406

    Slater, M. D., Oliver, M. B., Appel, M., Tchernev, J. M., & Silver, N. A. (2018). Mediated wisdom of experience revisited: Delay discounting, acceptance of death, and closeness to future self. Human Communication Research, 44, 80-101. https://doi.org/10.1093/hcr/hqx004      

    Stein, J.-P., & Ohler, P. (2018). Saving face in front of the computer? Culture and attributions of human likenes influence users’ experience of automatic facial emotion recognition. Frontiers in Digital Humanities, 7, 18. https://doi.org/10.3389/fdigh.2018.00018 

    Stein, J.-P., & Ohler, P. (2018). Uncanny... but convincing? Inconsistency between a virtual agent's facial proportions and vocal realism reduces its credibility and attractiveness, but not its persuasive success. Interacting With Computers, 30(6), 480–491. https://doi.org/10.1093/iwc/iwy023 

    Stein, J.-P., Lu, X., & Ohler, P. (2018). Mutual perceptions of Chinese and German students at a German university: Stereotypes, media influence, and evidence for a negative contact hypothesis. Compare, 49(6), 943–963. https://doi.org/10.1080/03057925.2018.1477579

    Stiglbauer, B., & Weber, S. (2018). A picture paints a thousand words: The influence of taking selfies on place identification. Journal of Environmental Psychology, 58, 18-26.  https://doi.org/10.1016/j.jenvp.2018.07.007   

    Weber, S., & Hagmayer, Y. (2018). Thinking about the Joneses? Decreasing rumination about social comparison increases wellbeing. European Journal of Health Psychology, 25, 83-95. https://doi.org/10.1027/2512-8442/a000013 

    Weber, S., Kronberger, N., & Appel, M. (2018). Immigrant students’ educational trajectories: The influence of cultural identity and stereotype threat. Self & Identity, 17, 211-235. https://doi.org/10.1080/15298868.2017.1380696

    Weichhart, G., Stary, C., & Appel, M. (2018). The Digital Dalton Plan: Progressive education as integral part of web-based learning environments. Knowledge Management & E-Learning, 10, 25–52. https://doi.org/10.34105/j.kmel.2018.10.002

    2017

    Gebbers, T., De Wit, J., & Appel, M. (2017). Transportation into narrative worlds and the motivation to change health-related behavior. International Journal of Communication, 11, 4886-4906.

    Gnambs, T., & Appel, M. (2017). Is computer gaming associated with cognitive abilities? A population study among German adolescents. Intelligence, 61, 19-28. https://doi.org/10.1016/j.intell.2016.12.004

    Lischetzke, T., Izydorczyk, D., Hüller, C., & Appel, M. (2017). The topography of the uncanny valley and individuals’ need for structure: A nonlinear mixed effects analysis. Journal of Research in Personality, 68, 96-113. https://doi.org/10.1016/j.jrp.2017.02.001

    Mihalca, L., Mengelkamp, C., & Schnotz, W. (2017). Accuracy of metacognitive judgments as a moderator of learner control effectiveness in problem-solving tasks. Metacognition and Learning,12, 357-379. https://doi.org/10.1007/s11409-017-9173-2 

    Münchow, H., Mengelkamp, C., & Bannert, M. (2017). The better you feel the better you learn -  Do warm colours and rounded shapes enhance learning outcome in multimedia learning? Educational Research International, 2017, 1-15. https://doi.org/10.1155/2017/2148139

    Pieger, E., Mengelkamp, C., & Bannert, M. (2017). Fostering analytic metacognitive processes and reducing overconfidence by disfluency: The role of contrast-effects. Applied Cognitive Psychology, 31, 291–301. https://doi.org/10.1002/acp.3326 

    Stein, J.-P., & Ohler, P. (2017). Venturing into the uncanny valley of mind—The influence of mind attribution on the acceptance of human-like characters in a virtual reality setting. Cognition, 160, 43–50. https://doi.org/10.1016/j.cognition.2016.12.010 

    2016

    Appel, M., Krause, S., Gleich, U., & Mara, M. (2016). Meaning through fiction: Science Fiction and innovative technologies. Psychology of Aesthetics, Creativity, and the Arts, 10, 472-480. https://doi.org/10.1037/aca0000052

    Batinic, B., Appel, M., & Gnambs, T. (2016). Examining individual differences in interpersonal influence: On the psychometric properties of the Generalized Opinion Leadership Scale (GOLS). Journal of Psychology: Interdisciplinary and Applied, 150, 88-101. https://doi.org/10.1080/00223980.2015.1009415

    Pieger, E., Mengelkamp, C., & Bannert, M. (2016). Metacognitive judgments and disfluency - Does disfluency lead to more accurate judgments, better control, and better performance? Learning and Instruction., 44, 31-40. https://doi.org/10.1016/j.learninstruc.2016.01.012

    2015

    Appel, M., & Schreiner, C. (2015). Leben in einer digitalen Welt: Wissenschaftliche Befundlage und problematische Fehlschlüsse. Stellungnahme zur Erwiderung von Spitzer (2015). Psychologische Rundschau, 66, 119-123. https://doi.org/10.1026/0033-3042/a000252

    Appel, M., Gnambs, T., Richter, T., & Green, M. (2015). The Transportation Scale-Short Form (TS-SF). Media Psychology, 18, 243–266. https://doi.org/10.1080/15213269.2014.987400

    Appel, M., Weber, S., & Kronberger, N. (2015). The influence of stereotype threat on immigrants: Review and meta-analysis. Frontiers in Psychology, 6:900. https://doi.org/10.3389/fpsyg.2015.00900  

    Bannert, M., Sonnenberg, C., Mengelkamp, C., & Pieger, E. (2015). Short- and long-term effects of students’ self-directed metacognitive prompts on navigation behavior and learning performance. Computers in Human Behavior, 52, 293-306. https://doi.org/10.1016/j.chb.2015.05.038

    Gnambs, T., Appel, M., & Oeberst, A. (2015). Color red and risk-taking in online environments. PLOS ONE, 10(7): e0134033. https://doi.org/10.1371/journal.pone.0134033

    Grundgeiger, T., Kolb, L., Korb, M. O., Mengelkamp, C., & Held, V. (2015). Training students to use syringe pumps: An experimental comparison of e-learning and classroom training. Biomedical Engineering / Biomedizinische Technik, 61(2), 211-220. https://doi.org/10.1515/bmt-2014-0116

    Mara, M., & Appel, M. (2015). Effects of lateral head tilt on user perceptions of android robots. Computers in Human Behavior, 44, 326-334. https://doi.org/10.1016/j.chb.2014.09.025

    Mara, M., & Appel, M. (2015). Science fiction reduces the eeriness of android robots: A field experiment. Computers in Human Behavior, 48, 156-162. https://doi.org/10.1016/j.chb.2015.01.007

    Marker, C., & Schneider, F. M. (2015). Further evidence for the validity of the Need Inventory of Sensation Seeking. Personality and Individual Differences77, 41-44. https://doi.org/10.1016/j.paid.2014.12.029

    Mihalca, L., Mengelkamp, C., Schnotz, W., & Paas, F. (2015). Completion problems can reduce the illusions of understanding in a computer-based learning environment on genetics. Contemporary Educational Psychology, 41, 157–171. https://doi.org/10.1016/j.cedpsych.2015.01.001 

    Weber, S., Appel, M., & Kronberger, N. (2015). Stereotype threat and the cognitive performance of adolescent immigrants: The role of cultural identity strength. Contemporary Educational Psychology, 42, 71-81. https://doi.org/10.1016/j.cedpsych.2015.05.001

     

    Bücher, Buchkapitel & Andere Veröffentlichungen

    2020

    Appel, M. (Ed.). (2020). Die Psychologie des Postfaktischen [The psychology of the post-factual]. Springer. https://doi.org/10.1007/978-3-662-58695-2

    Appel, M. (2020). Die Psychologie des Postfaktischen – Einleitung und Überblick. In M. Appel (Ed.), Die Psychologie des Postfaktischen: Über Fake News. „Lügenpresse“, Clickbait & Co. (pp. 1-7). Springer. https://doi.org/10.1007/978-3-662-58695-2_1

    Appel, M. (2020). Wie lässt sich das Postfaktische eindämmen? In M. Appel (Ed.), Die Psychologie des Postfaktischen: Über Fake News. „Lügenpresse“, Clickbait & Co. (pp. 205-215). Springer. https://doi.org/10.1007/978-3-662-58695-2_17 

    Appel, M., & Doser, N. (2020). Fake News. In M. Appel (Ed.), Die Psychologie des Postfaktischen: Über Fake News. „Lügenpresse“, Clickbait & Co. (pp. 9-20). Springer. https://doi.org/10.1007/978-3-662-58695-2_2

    Appel, M., & Mehretab, S. (2020). Verschwörungstheorien. In M. Appel (Ed.), Die Psychologie des Postfaktischen: Über Fake News. „Lügenpresse“, Clickbait & Co. (pp. 117-126). Springer. https://doi.org/10.1007/978-3-662-58695-2_11 

    Appel, M., & Roder, M. (2020). Nachrichtenfaktoren: Worüber ist es wert zu berichten? In M. Appel (Ed.), Die Psychologie des Postfaktischen: Über Fake News. „Lügenpresse“, Clickbait & Co. (pp. 33-43). Springer. https://doi.org/10.1007/978-3-662-58695-2_4

    Hutmacher, F., & Mayrhofer, R. (2020). Steven Pinker. In: G. Jüttemann (Hrsg.), Psychologie der Geschichte (S. 206-212). Pabst Science Publishers.

    Hümpfner D., & Appel, M. (2020). Native Advertising: Werbung, die nicht als solche erkannt werden will. In M. Appel (Ed.), Die Psychologie des Postfaktischen: Über Fake News. „Lügenpresse“, Clickbait & Co. (pp. 59-66). Springer. https://doi.org/10.1007/978-3-662-58695-2_6

    Hutchinson, L., & Appel, M. (2020). Die Psychologie des Gerüchts. In M. Appel (Ed.), Die Psychologie des Postfaktischen: Über Fake News. „Lügenpresse“, Clickbait & Co. (pp. 157-166). Springer. https://doi.org/10.1007/978-3-662-58695-2_14 

    Mayr, J., & Appel, M. (2020). Wie Fiktionen und Einzelfälle die Welt verändern. In M. Appel (Ed.), Die Psychologie des Postfaktischen: Über Fake News. „Lügenpresse“, Clickbait & Co. (pp. 127-139). Springer. https://doi.org/10.1007/978-3-662-58695-2_12 

    Messingschlager, T., & Holtz, P. (2020). Filter Bubbles und Echo Chambers. Besser unter sich bleiben? In M. Appel (Ed.), Die Psychologie des Postfaktischen: Über Fake News. „Lügenpresse“, Clickbait & Co. (pp. 91-102). Springer. https://doi.org/10.1007/978-3-662-58695-2_9 

    Rieger D., Dippold J., & Appel, M. (2020). Trolle gibt es nicht nur im Märchen – Das Phänomen Trolling im Internet. In M. Appel (Ed.), Die Psychologie des Postfaktischen: Über Fake News. „Lügenpresse“, Clickbait & Co. (pp. 45-58). Springer. https://doi.org/10.1007/978-3-662-58695-2_5

    Rieger, D., Winkler, J. R., Rutkowski, O., Caspari, C., Schmitt, J. B., Ernst, J., & Roth, H.-J. (2020). Förderung von Awareness zu Inhalten und Verbreitungswegen extremistischer Online-Inhalte bei Schüler*innen. In J.B. Schmitt, J. Ernst, D. Rieger & H.-J. Roth (Eds.). Propaganda und Prävention. Forschungsergebnisse, didaktische Ansätze sowie interdisziplinäre Perspektiven zur pädagogischen Arbeit zu extremistischer Internetpropaganda (pp. 217-248). VS Verlag für Sozialwissenschaften. https://doi.org/10.1007/978-3-658-28538-8_12 

    Ripperger, K., & Appel, M. (2020). Word-of-Mouth: Von Mund-zu-Mund-Propaganda zu viralem Marketing. In M. Appel (Ed.), Die Psychologie des Postfaktischen: Über Fake News. „Lügenpresse“, Clickbait & Co. (pp. 167-176). Springer. https://doi.org/10.1007/978-3-662-58695-2_15 

    Schmitt, J.B., Caspari, C., Winkler, J. R., Wulf, T., Rutkowski, O., Braun, L., Rieger, D., Ernst, J., & Roth, H.-J. (2020). Förderung von Empowerment gegenüber extremistischen Online-Inhalten bei Schüler*innen. In J.B. Schmitt, J. Ernst, D. Rieger & H.-J. Roth (Eds.). Propaganda und Prävention. Forschungsergebnisse, didaktische Ansätze sowie interdisziplinäre Perspektiven zur pädagogischen Arbeit zu extremistischer Internetpropaganda (pp. 283-316). VS Verlag für Sozialwissenschaften. https://doi.org/10.1007/978-3-658-28538-8_14 

    Stein, J.-P., Sehic, S., & Appel, M. (2020). Machtvolle Bilder und Bildmanipulationen. In M. Appel (Ed.), Die Psychologie des Postfaktischen: Über Fake News. „Lügenpresse“, Clickbait & Co. (pp. 177-187). Springer. https://doi.org/10.1007/978-3-662-58695-2_16 

    Weber, S., & Knorr, E. (2020). Kognitive Verzerrungen und die Irrationalität des Denkens. In M. Appel (Ed.), Die Psychologie des Postfaktischen: Über Fake News. „Lügenpresse“, Clickbait & Co. (pp. 103-105). Springer. https://doi.org/10.1007/978-3-662-58695-2_10 

    Winkler, J. R., Schmitt, J. B., van Balen, A.-K., Caspari, C., Rutkowski, O., Ernst, J., Rieger, D., & Roth, H.-J. (2020). Beurteilung der Lernarrangements durch Schüler*innen und Lehrer*innen. In J.B. Schmitt, J. Ernst, D. Rieger & H.-J. Roth (Eds.). Propaganda und Prävention. Forschungsergebnisse, didaktische Ansätze sowie interdisziplinäre Perspektiven zur pädagogischen Arbeit zu extremistischer Internetpropaganda (pp. 169-196). VS Verlag für Sozialwissenschaften. https://doi.org/10.1007/978-3-658-28538-8_10 

    2019

    Cohen, J., Appel, M., & Slater, M. (2019). Media, identity, and the self. In M. B. Oliver, A. Raney, & J. Bryant (Eds.), Media Effects (4th edition, pp. 179-194). Routledge.

    Hutmacher, F., & Haager, J.S. (2019). Kreativität und Persönlichkeit, oder: Wie sind die Kreativen? In: J.S. Haager & Tanja G. Baudson (Hrsg.), Kreativität in der Schule: Finden, fördern, leben (S. 103-117). Springer. https://doi.org/10.1007/978-3-658-22970-2_6

    Hiltmann, S., Hutmacher, F., & Hawelka, B. (2019). Selbstlernphasen Studierender unterstützen. In: D. Jahn, A. Kenner, D. Kergel & B. Heidkamp-Kergel (Hrsg.), Kritische Hochschullehre. Impulse für eine innovative Lehr-Lernkultur (S. 305-322). Springer. https://doi.org/10.1007/978-3-658-25740-8_16

    2018

    Knop-Hülß, K., Winkler, J. R., & Penzel, J. (2018). Being POPC together: Permanent connectedness and group dynamics. In P. Vorderer, D. Hefner, L. Reinecke, & C. Klimmt (Eds.), Permanently online, permanently connected. Living and communicating in a POPC world (pp. 129-139). Routledge.

    Mengelkamp, C., & Baadte, C. (2018). Einsatz von Medien im Schulunterricht (2. Aufl.). In I. C. Vogel (Ed.), Kommunikation in der Schule (pp. 152-176). Klinkhardt UTB.

    Weber, S., & Steffens, M.C. (2018). Die Bedeutung sozialer Identitäten und Gruppenstereotype in Bezug auf Migrationshintergrund und Geschlecht. In P. Genkova & A. Riecken (Eds.), Handbuch Migration und Erfolg (pp. 1-14). Springer Reference Psychologie. https://doi.org/10.1007/978-3-658-18403-2_17-1 

    2017

    Diethei, D., Ertle, F., Grundgeiger, T., Mengelkamp, C., & Held, V. (2017). E-Learning vs. E-Learning with Hands-on: An Experimental Study to Improve Clinical Skills. Proceedings of the Human Factors and Ergonomics Society Annual Meeting, 61, 660-660. https://doi.org/10.1177/1541931213601651

    Rieger, D., Schmitt, J. B., Ernst, J., Winkler, J., & Roth, H.-J. (2017). Propaganda im Schulunterricht. Förderung von Medienkritikfähigkeit als Präventionsarbeit gegen Extremismus [Propaganda in school teaching. Fostering critical media literacy as prevention of radicalization]. Praxis Schulpsychologie, 12, 4-5.

    Stein, J.-P. (2017). Cloud Strife. In J. Banks, R. Meija, & A. Adams (Eds.), 100 Greatest Video Game Characters (pp. 39–40). Rowman & Littlefield.

    2016

    Appel, M. (2016). „Immer online, immer allein?“ – Zu den Auswirkungen des digitalen Wandels. In W. Lenhard (Ed.), Verhaltensstörungen im Jugendalter: Ausgewählte Determinanten und Phänomene (pp. 58-65). Springer. https://doi.org/10.1007/978-3-662-47350-4

    Appel, M., Weber, S., Krause, S., and Mara, M. (2016). “On the eeriness of service robots with emotional capabilities,” in Proceedings of the 11th ACM/IEEE International Conference on Human-Robot Interaction (HRI) (Christchurch), 411-412. https://doi.org/10.1109/HRI.2016.7451781 

    2015

    Mihalca, L., Schnotz, W., & Mengelkamp, C. (2015). Self-regulation in computer-based learning environments: effects of learner characteristics and instructional support. In W. Schnotz, A. Kauertz, H. Ludwig, A. Müller & J. Pretsch (Eds.), Multidisciplinary Research on Teaching and Learning (pp. 44-67). Palgrave Macmillan. https://doi.org/10.1057/9781137467744_3