Navigation

Service-Menü

Hauptmenü



Bereichsmenü

Autoren mit:

WGL Logo

PsychAuthors

Literaturliste von Prof. Dr. Ulrike Cress

letzte Aktualisierung: 19.02.2024

von Hoyer, J. F., Kimmerle, J., Cress, U. & Holtz, P. (2024). False certainty as an unwanted side effect of knowledge acquisition in computer-based online search and content learning. Computers & Education, 208, No. 104930.

Cress, U. & Kimmerle, J. (2023). Co-constructing knowledge with generative AI tools: Reflections from a CSCL perspective. International Journal of Computer-Supported Collaborative Learning, 18, 607-614.

Matschke, C., de Vreeze, J. & Cress, U. (2022). Social identities and the achievement gap: Incompatibility between social class background and student identity increases student disidentification, which decreases performance and leads to higher dropout rates. British Journal of Social Psychology, 1-20.

von Hoyer, J., Bientzle, M., Cress, U., Grosser, J., Kimmerle, J. & Holtz, P. (2022). False certainty in the acquisition of anatomical and physiotherapeutic knowledge. BMC Medical Education, 22(1), No. 765.

Korger, S., Eggeling, M., Cress, U., Kimmerle, J. & Bientzle, M. (2021). Decision aids to prepare patients for shared decision making: Two randomized controlled experiments on the impact of awareness of preference-sensitivity and personal motives. Health Expectations, 1-12.

Álvarez, G., Oeberst, A., Cress, U. & Ferrari, L. (2020). Linguistic evidence of in-group bias in English and Spanish Wikipedia articles about international conflicts. Discourse, Context & Media, 35, No. 100391.

Cress, U. (2020). The richness of CSCL environments. International Journal of Computer-Supported Collaborative Learning, 15, 383-388.

Eggeling, M., Bientzle, M., Cress, U., Shiozawa, T. & Kimmerle, J. (2020). The impact of physicians' recommendations on treatment preference and attitudes: A randomized controlled experiment on shared decision-making. Psychology, Health & Medicine, 25(3), 259-269.

Flemming, D., Kimmerle, J., Cress, U. & Sinatra, G. M. (2020). Research is tentative, but that's okay: Overcoming misconceptions about scientific tentativeness through refutation texts. Discourse Processes, 57(1), 17-35.

Holtz, P., Cress, U. & Kimmerle, J. (2020). Lernen in sozialen Medien. In H. Niegemann & A. Weinberger (Hrsg.), Handbuch Bildungstechnologie. Konzeption und Einsatz digitaler Lernumgebungen (S. 677-687). Berlin, Heidelberg: Springer.

Kimmig, S. E., Flemming, D., Kimmerle, J., Cress, U. & Brandt, M. (2020). Elucidating the socio-demographics of wildlife tolerance using the example of the red fox (Vulpes vulpes) in Germany. Conservation Science and Practice. A journal of the Society for Conservation Biology, 2(7), No. e212.

Kümmel, E., Moskaliuk, J., Cress, U. & Kimmerle, J. (2020). Digital learning environments in higher education: A literature review of the role of individual vs. social settings for measuring learning outcomes. Education Sciences, 10(3), No. 78.

Meinhardt, A. L., Eggeling, M., Cress, U., Kimmerle, J. & Bientzle, M. (2020). The impact of a physician's recommendation and gender on informed decision making: A randomized controlled study in a simulated decision situation. Health Expectations, 269-281.

Oeberst, A., von der Beck, I., Cress, U. & Nestler, S. (2020). Wikipedia outperforms individuals when it comes to hindsight bias. Psychological Research, 84, 1517-1527.

Oeberst, A., von der Beck, I., Matschke, C., Ihme, T. A. & Cress, U. (2020). Collectively biased representations of the past: Ingroup bias in Wikipedia articles about intergroup conflicts. British Journal of Social Psychology, 59(4), 791-818.

Renner, B., Wesiak, G., Pammer-Schindler, V., Prilla, M., Müller, L., Morosini, D., Mora, S., Faltin, N. & Cress, U. (2020). Computer-supported reflective learning: How apps can foster reflection at work. Behaviour and Information Technology, 39(2), 167 -187.

Bientzle, M., Cress, U. & Kimmerle, J. (2019). Development of domain-specific epistemological beliefs of physiotherapists: A longitudinal study. BMC Medical Education, 19(1), No. 401.

Bientzle, M., Lechner, C., Cress, U. & Kimmerle, J. (2019). Online peer consulting for health professionals. The Clinical Teacher, 16(5), 463-467.

Bientzle, M., Minje, J., Cress, U. & Kimmerle, J. (2019). Therapeutic touch in exercise videos: A randomized experiment of the impact on the evaluation of therapists' competence and viewers' self-reliance. Frontiers in Sports and Active Living, 1, No. 35.

Cress, U., Rosé, C. P., Law, N. & Ludvigsen, S. (2019). Investigating the complexity of computer-supported collaborative learning in action. International Journal of Computer-Supported Collaborative Learning, 14, 137-142.

Greving, H., Cress, U. & Kimmerle, J. (2019). Anger in Wikipedia: Perceived intentionality and threat appraisal as mediators of anger about man-made attacks. Journal of Applied Social Psychology, 49(2), 99-116.

Greving, H., Kimmerle, J., Oeberst, A. & Cress, U. (2019). Emotions in Wikipedia: The role of intended negative events in the expression of sadness and anger in online peer production. Behaviour and Information Technology, 38(8), 796-806.

Holtz, P., Cress, U. & Kimmerle, J. (2019). Lernen in sozialen Medien. In H. Niegemann & A. Weinberger (Hrsg.), Lernen mit Bildungstechnologien. Praxisorientiertes Handbuch zum intelligenten Umgang mit digitalen Medien (S. 11). Berlin, Heidelberg: Springer.

Lachmair, M., Cress, U., Fissler, T., Kurek, S., Leininger, J. & Nuerk, H.-C. (2019). Music-space associations are grounded, embodied and situated: Examination of cello experts and non-musicians in a standard tone discrimination task. Psychological Research, 83(5), 894-906.

Mock, J., Huber, S., Cress, U., Nuerk, H.-C. & Moeller, K. (2019). Negative numbers are not yet automatically associated with space in 6(th) graders. Journal of Cognition and Development, 20(4), 611-633.

Rosé, C. P., Law, N., Cress, U. & Ludvigsen, S. (2019). Highlighting tools and technologies for collaborative learning. International Journal of Computer-Supported Collaborative Learning, 14, 1-6.

Schweiger, S. & Cress, U. (2019). Attitude confidence and source credibility in information foraging with social tags. PLoS ONE, 14(1), No. e0210423.

Schweiger, S. & Cress, U. (2019). How confidence in prior attitudes, social tag popularity, and source credibility shape confirmation bias toward antidepressants and psychotherapy in a representative German sample: Randomized controlled Web-based study. Journal of Medical Internet Research, 21(4), No. e11081.

von der Beck, I., Cress, U. & Oeberst, A. (2019). Is there hindsight bias without real hindsight? Conjectures are sufficient to elicit hindsight bias. Journal of Experimental Psychology - Applied, 25(1), 88-99.

Burmeister, C. P., Moskaliuk, J. & Cress, U. (2018). Have a look around: The effect of physical environments on risk behaviour in work-related versus non-work related decision-making tasks. Ergonomics, 61(11), 1464-1479.

Burmeister, C. P., Moskaliuk, J. & Cress, U. (2018). Office versus leisure environments: Effects of surroundings on concentration. Journal of Environmental Psychology, 58, 42-51.

Burmeister, C. P., Moskaliuk, J. & Cress, U. (2018). Ubiquitous working: Do work versus non-work environments affect decision-making and concentration? Frontiers in Psychology, 9, No. 310.

Cress, U., Diethelm, I., Eickelmann, B., Köller, O., Nickolaus, R., Pant, H. A. & Reiss, K. (2018). Schule in der digitalen Transformation. Perspektiven der Bildungswissenschaften. München: acatech - Deutsche Akademie der Technikwissenschaften.

Cress, U., Stahl, G., Rose, C., Law, N. & Ludvigsen, S. (2018). Forming social systems by coupling minds at different levels of cognition: Design, tools, and research methods. International Journal of Computer-Supported Collaborative Learning, 13, 235-240.

de Vreeze, J., Matschke, C. & Cress, U. (2018). Neither fish nor fowl: A perceived mismatch in norms and values between oneself, other students, and people back home undermines adaptation to university. British Journal of Social Psychology, 57(3), 684-702.

Eggeling, M., Bientzle, M., Shiozawa, T., Cress, U. & Kimmerle, J. (2018). The impact of visualization format and navigational options on laypeople's perception and preference of surgery information videos: Randomized controlled trial and online Survey. Journal of Participatory Medicine, 10(4), No. e12338.

Fischer, U., Huber, S., Nuerk, H.-C., Cress, U. & Moeller, K. (2018). Spatial presentations, but not response formats influence spatial-numerical associations in adults. Frontiers in Psychology, 9, No. 2608.

Flemming, D., Cress, U., Kimmig, S., Brandt, M. & Kimmerle, J. (2018). Emotionalization in science communication: The impact of narratives and visual representations on knowledge gain and risk perception. Frontiers in Communication, 3, No. 3.

Greving, H., Oeberst, A., Kimmerle, J. & Cress, U. (2018). Emotional content in Wikipedia articles on negative man-made and nature-made events. Journal of Language and Social Psychology, 37(3), 267-287.

Holtz, P., Kimmerle, J. & Cress, U. (2018). Using big data techniques for measuring productive friction in mass collaboration online environments. International Journal of Computer-Supported Collaborative Learning, 13(4), 439-456.

Law, N., Rose, C. P., Cress, U. & Ludvigsen, S. (2018). Different technologies, methodologies and epistemologies - Is CSCL a community or communities? International Journal of Computer-Supported Collaborative Learning, 13, 131-136.

Ludvigsen, S., Cress, U., Law, N., Stahl, G. & Rosé, C. P. (2018). Multiple forms of regulation and coordination across levels in educational settings. International Journal of Computer-Supported Collaborative Learning, 13, 1-6.

Ludvigsen, S., Cress, U., Rosé, C. P., Law, N. & Stahl, G. (2018). Developing understanding beyond the given knowledge and new methodologies for analyses in CSCL. International Journal of Computer-Supported Collaborative Learning, 13(4), 359-364.

Oeberst, A., von der Beck, I., Back, M. D., Cress, U. & Nestler, S. (2018). Biases in the production and reception of collective knowledge: The case of hindsight bias in Wikipedia. Psychological Research, 82(5), 1010-1026.

Bientzle, M., Fissler, T., Cress, U. & Kimmerle, J. (2017). The impact of physicians' communication styles on evaluation of physicians and information processing: A randomized study with simulated video consultations on contraception with an intrauterine device. Health Expectations, 20(5), 845-851.

Cress, U. & Kimmerle, J. (2017). The interrelations of individual learning and collective knowledge construction: A cognitive-systemic framework. In S. Schwan & U. Cress (Eds.), The psychology of digital learning . Constructing, exchanging, and acquiring knowledge with digital media (pp. 123-145). Cham: Springer International Publishing.

Flemming, D., Cress, U., Kimmerle, J. & Feinkohl, I. (2017). User comments about research findings: How conflictual information in online science journalistic articles influences laypeople's understanding of scientific tentativeness. Communications, 42(4), 465-480.

Flemming, D., Kimmerle, J. & Cress, U. (2017). Processing the Scientific Tentativeness of Medical Research: An Experimental Study on the Effects of Research News and User Comments in Online Media. Science Communication, 39(6), 745-770.

Jirschitzka, J., Kimmerle, J., Halatchliyski, I., Hancke, J., Cress, U. & Meurers, D. (2017). A productive clash of perspectives? The interplay between articles' and authors' perspectives and their impact on Wikipedia edits in a controversial domain. PLoS ONE, 12(5), No. e0178985.

Kimmerle, J., Bientzle, M., Cress, U., Flemming, D., Greving, H., Grapendorf, J., Sassenrath, C. & Sassenberg, K. (2017). Motivated processing of health-related information in online environments. In J. Buder & F. W. Hesse (Eds.), Informational environments. Effects of use, effective designs (pp. 75-96). Cham: Springer.

Kimmerle, J., Cress, U. & Bientzle, M. (2017). "Scientific evidence is very important for me": The impact of behavioral intention and the wording of user inquiries on replies and recommendations in a health-related online forum. Computers in Human Behavior, 320-327.

Moskaliuk, J., Burmeister, C. P., Landkammer, F., Renner, B. & Cress, U. (2017). Environmental effects on cognition and decision making of knowledge workers. Journal of Environmental Psychology, 43-54.

Nestler, S., Leckelt, M., Back, M. D., von der Beck, I., Cress, U. & Oeberst, A. (2017). Produktion von naturwissenschaftlichen Informationen im Internet am Beispiel von Wikipedia. Psychologische Rundschau, 68(3), 172-176.

Sassenberg, K., Kimmerle, J., Utz, S. & Cress, U. (2017). Soziale Beziehungen und Gruppen im Internet. In H.-W. Bierhoff & D. Frey (Hrsg.), Kommunikation, Interaktion und soziale Gruppenprozesse (S. 441-467). Göttingen: Hogrefe.

Schwan, S. & Cress, U. (Eds.). (2017). The psychology of digital learning . Constructing, exchanging, and acquiring knowledge with digital media. Cham: Springer International Publishing.

von der Beck, I., Oeberst, A., Cress, U. & Nestler, S. (2017). Cultural interpretations of global information? Hindsight bias after reading Wikipedia articles across cultures. Applied Cognitive Psychology, 31(3), 315-325.

Dackermann, T., Fischer, U., Cress, U., Nuerk, H.-C. & Moeller, K. (2016). Bewegtes Lernen numerischer Kompetenzen. Psychologische Rundschau, 67(2), 102-109.

Feinkohl, I., Cress, U. & Kimmerle, J. (2016). Reheating breakfast: Age and multitasking on a computer-based and a non-computer-based task. Computers in Human Behavior, 55, 432-438.

Feinkohl, I., Flemming, D., Cress, U. & Kimmerle, J. (2016). The impact of epistemological beliefs and cognitive ability on recall and critical evaluation of scientific information. Cognitive Processing, 17(2), 213-223.

Feinkohl, I., Flemming, D., Cress, U. & Kimmerle, J. (2016). The impact of personality factors and preceding user comments on the processing of research findings on deep brain stimulation: A randomized controlled experiment in a simulated online forum. Journal of Medical Internet Research, 18(3), No. 4382.

Fischer, U., Moeller, K., Class, F., Huber, S., Cress, U. & Nuerk, H.-C. (2016). Dancing with the SNARC: Measuring Spatial-numerical associations on a digital dance mat. Canadian Journal of Experimental Psychology, 70(4), 306-315.

Jirschitzka, J., Kimmerle, J. & Cress, U. (2016). A new method for re-analyzing evaluation bias: Piecewise growth curve modeling reveals an asymmetry in the evaluation of pro and con arguments. PLoS ONE, 11(2), No. e0148283.

Moskaliuk, J., Bokhorst, F. & Cress, U. (2016). Learning from others' experiences: How patterns foster interpersonal transfer of knowledge-in-use. Computers in Human Behavior, 55, 69-75.

Patro, K., Fischer, U., Nuerk, H.-C. & Cress, U. (2016). How to rapidly construct a spatial-numerical representation in preliterate children (at least temporarily). Developmental Science, 19(1), 126-144.

Patro, K., Nuerk, H.-C. & Cress, U. (2016). Mental number line in the preliterate brain: The role of early directional experiences. Child Development Perspectives, 10(3), 172-177.

Renner, B., Prilla, M., Cress, U. & Kimmerle, J. (2016). Effects of prompting in reflective learning tools: Findings from experimental field, lab, and online studies. Frontiers in Psychology (Online Journal), 7, No. 820.

Bertram, J., Moskaliuk, J. & Cress, U. (2015). Virtual training: Making reality work? Computers in Human Behavior, 43, 284-292.

Bientzle, M., Kimmerle, J., Cress, U., Griewatz, J., Kueppers, J. & Lammerding-Koeppel, M. (2015). Impact of Scientific Versus Emotional Wording of Patient Questions on Doctor-Patient Communication in an Internet Forum: A Randomized Controlled Experiment with Medical Students. Journal of Medical Internet Research, 17(11).

Flemming, D., Feinkohl, I., Cress, U. & Kimmerle, J. (2015). Individual uncertainty and the uncertainty of science: The impact of perceived conflict and general self-efficacy on the perception of tentativeness and credibility of scientific information. Frontiers in Psychology (Online Journal), 6, No. 1859.

Kimmerle, J., Moskaliuk, J., Oeberst, A. & Cress, U. (2015). Learning and collective knowledge construction with social media: A process-oriented perspective. Educational Psychologist, 50(2), 120-137.

Kump, B., Cress, U., Kimmerle, J. & Moskaliuk, J. (2015). Cognitive foundations of organizational learning: re-introducing the distinction between declarative and non-declarative knowledge. Frontiers in Psychology (Online Journal).

Moeller, K., Fischer, U., Nuerk, H.-C. & Cress, U. (2015). Computers in mathematics education - Training the mental number line. Computers in Human Behavior, 48, 597-607.

Nuerk, H.-C., Cress, U., Schild, U., Friedrich, C. K., Patro, K. & Goebel, S. M. (2015). How space-number associations may be created in preliterate children: six distinct mechanisms. Frontiers in Psychology (Online Journal), 6:215.

Patro, K., Cress, U. & Nuerk, H.-C. (2015). Does your body count? Embodied influences on the preferred counting direction of preschoolers. Journal of Cognitive Psychology, 27(4), 413-425.

Sievers, K., Wodzicki, K., Cress, U., Aberle, I. & Keckeisen, M. (2015). Self-presentation in professional networks: More than just window dressing. Computers in Human Behavior, 25-30.

Bientzle, M., Cress, U. & Kimmerle, J. (2014). Epistemological beliefs and therapeutic health concepts of physiotherapy students and professionals. BMC Medical Education (Online Journal), 14, No. 208.

Bokhorst, F., Moskaliuk, J. & Cress, U. (2014). How patterns support computer-mediated exchange of knowledge-in-use. Computers & Education, 71, 153-164.

Cress, U., Kniper, K. & Moskaliuk, J. (2014). Lernen und Wissensaustausch in Organisationen: Individuelle und kollektive Ansätze - Einführung. In F. W. H. U. Cress & K. Sassenberg (Hrsg.), Wissenskollektion. 100 Impulse für Lernen und Wissensmanagement in Organisationen. Berlin: Springer Gabler.

Cress, U., Hesse, F. W. & Sassenberg, K. (Hrsg.). (2014). Wissenskollektion. 100 Impulse für Lernen und Wissensmanagement in Organisationen. Wiesbaden: Springer Gabler.

Cress, U., Schwämmlein, E., Wodzicki, K. & Kimmerle, J. (2014). Searching for the perfect fit: The interaction of community type and profile design in online communities. Computers in Human Behavior, 38, 313-321.

Halatchliyski, I. & Cress, U. (2014). How Structure Shapes Dynamics: Knowledge Development in Wikipedia - A Network Multilevel Modeling Approach. PLoS ONE, 9(11), e111958.

Halatchliyski, I., Moskaliuk, J., Kimmerle, J. & Cress, U. (2014). Explaining authors' contribution to pivotal artifacts during mass collaboration in the Wikipedia's knowledge base. International Journal of Computer-Supported Collaborative Learning, 9(1), 97-115.

Link, T., Schwarz, E. J., Huber, S., Fischer, U., Nuerk, H.-C., Cress, U. & Moeller, K. (2014). Mathe mit der Matte - Verkörperlichtes Training basisnumerischer Kompetenzen. Zeitschrift für Erziehungswissenschaft, 17(2), 257-277.

Matschke, C., Kimmerle, J., Moskaliuk, J., Schümmer, T. & Cress, U. (2014). Motivation bei der Nutzung von Web 2.0 in der Bildung. In U. Hoppe & N. C. Krämer (Hrsg.), Lernen im Web 2.0 - Erfahrungen aus Berufsbildung und Studium (S. 227-246). Bonn: Bundesinstitut für Berufsbildung.

Matschke, C., Moskaliuk, J., Bokhorst, F., Schümmer, T. & Cress, U. (2014). Motivational factors of information exchange in social information spaces. Computers in Human Behavior, 36, 549-558.

Moskaliuk, J. & Cress, U. (2014). Bildung zwischen nutzergeneriertem Web und dozentenzentrierter Hochschule: Das Konzept Blended Open Course. In U. Hoppe & N. C. Krämer (Hrsg.), Lernen im Web 2.0 - Erfahrungen aus Berufsbildung und Studium (S. 39-56). Bonn: Bundesinstitut für Berufsbildung.

Oeberst, A., Halatchliyski, I., Kimmerle, J. & Cress, U. (2014). Knowledge construction in wikipedia: A systemic-constructivist analysis. Journal of the Learning Sciences, 23(2), 149-176.

Patro, K., Nuerk, H.-C., Cress, U. & Haman, M. (2014). How number-space relationships are assessed before formal schooling: A taxonomy proposal. Frontiers in Psychology (Online Journal), 5, No. 419.

Schweiger, S., Oeberst, A. & Cress, U. (2014). Confirmation bias in Web-based search: A randomized online study on the effects of expert information and social tags on information search and evaluation. Journal of Medical Internet Research, 16(3), No. e94.

Wodzicki, K. & Cress, U. (2014). Kommunikation in sozialen Netzwerken. In M. Blanz, A. Florack & U. Piontkowski (Hrsg.), Kommunikation. Eine interdisziplinäre Einführung (S. 127-135). Stuttgart: Kohlhammer.

Bientzle, M., Cress, U. & Kimmerle, J. (2013). How students deal with inconsistencies in health knowledge. Medical Education, 47(7), 683-690.

Cress, U. (2013). Mass collaboration and learning. In R. Luckin, S. Puntambekar, P. Goodyear, B. L. Grabowski, J. Underwood & N. Winters (Eds.), Handbook of design in educational technology (pp. 416-424). New York: Routledge.

Cress, U., Held, C. & Kimmerle, J. (2013). The collective knowledge of social tags: Direct and indirect influences on navigation, learning, and information processing. Computers & Education, 60(1), 59-73.

Cress, U. & Hesse, W. (2013). Quantitative methods for studying small groups. In C. E. Hmelo-Silver, C. A. Chinn, C. Chan & A. M. O'Donnell (Eds.), The international handbook of collaborative learning (pp. 93-111). New York: Routledge.

Cress, U. & Kimmerle, J. (2013). Computervermittelter Wissensaustausch als Soziales Dilemma: Ein Überblick. Zeitschrift für Pädagogische Psychologie, 27(1-2), 9-26.

Fischer, U., Moeller, K., Cress, U. & Nuerk, H.-C. (2013). Interventions supporting children's mathematics school success. European Psychologist, 18(2), 89-113.

Janssen, J., Cress, U., Erkens, G. & Kirschner, P. A. (2013). Multilevel analysis for the analyses of collaborative learning. In C. E. Hmelo-Silver, C. A. Chinn, C. Chan & A. M. O'Donnell (Eds.), The international handbook of collaborative learning (pp. 112-125). New York: Routledge.

Kimmerle, J. & Cress, U. (2013). The effects of TV and film exposure on knowledge about and attitudes toward mental disorders. Journal of Community Psychology, 41(8), 931-943.

Kimmerle, J. & Cress, U. (2013). The Impact of Cognitive Anchors on Information-Sharing Behavior. Cyberpsychology, Behavior, and Social Networking, 16(1), 45-49.

Kimmerle, J., Thiel, A., Gerbing, K.-K., Bientzle, M., Halatchliyski, I. & Cress, U. (2013). Knowledge construction in an outsider community: Extending the communities of practice concept. Computers in Human Behavior, 29(3), 1078-1090.

Moskaliuk, J., Bertram, J. & Cress, U. (2013). Training in virtual environments: Putting theory into practice. Ergonomics, 56(2), 195-204.

Moskaliuk, J., Bertram, J. & Cress, U. (2013). Impact of Virtual Training Environments on the Acquisition and Transfer of Knowledge. Cyberpsychology, Behavior, and Social Networking, 16(3), 210-214.

Kimmerle, J., Moskaliuk, J., Bientzle, M., Thiel, A. & Cress, U. (2012). Using controversies for knowledge construction: Thinking and writing about alternative medicine. In Proceedings of the 10th International Conference of the Learning Sciences, Volume I (pp. 1-8). Sydney: International Society of the Learning Sciences.

Matschke, C., Moskaliuk, J. & Cress, U. (2012). Knowledge exchange using Web 2.0 technologies in NGOs. Journal of Knowledge Management, 16(1), 159-176.

Moeller, K., Fischer, U., Link, T., Wasner, M., Huber, S., Cress, U. & Nuerk, H.-C. (2012). Learning and development of embodied numerosity. Cognitive Processing, 13(1), 271-274.

Moskaliuk, J., Kimmerle, J. & Cress, U. (2012). Collaborative knowledge building with wilds: The impact of redundancy and polarity. Computers & Education, 58(4), 1049-1057.

Schwind, C., Buder, J., Cress, U. & Hesse, F. W. (2012). Preference-inconsistent recommendations: An effective approach for reducing confirmation bias and stimulating divergent thinking? Computers & Education, 58(2), 787-796.

Fischer, U., Moeller, K., Bientzle, M., Cress, U. & Nuerk, H.-C. (2011). Sensori-motor spatial training of number magnitude representation. Psychonomic Bulletin & Review, 18(1), 177-183.

Kimmerle, J., Cress, U. & Moskaliuk, J. (2011). Wiki-supported knowledge building - Theory, research and application. In S. Bocconi & G. Trentin (Hrsg.), Wiki supporting formal and informal learning (S. 41-56). Hauppauge: Nova Publishers.

Kimmerle, J., Moskaliuk, J. & Cress, U. (2011). Using wikis for learning and knowledge building: Results of an experimental study. Educational Technology & Society, 14(4), 138-148.

Kimmerle, J., Moskaliuk, J., Cress, U. & Thiel, A. (2011). A systems theoretical approach to online knowledge building. AI and Society: Knowledge, Culture and Communication, 26(1), 49-60.

Kimmerle, J., Wodzicki, K., Jarodzka, H. & Cress, U. (2011). Value of information, behavioral guidelines, and social value orientation in an information-exchange dilemma. Group Dynamics: Theory, Research, and Practice, 15(2), 173-186.

Matschke, C., Moskaliuk, J. & Cress, U. (2011). Wissensaustausch mit Web 2.0 in NGOs. In A. Trost & T. Jenewein (Hrsg.), Personalentwicklung 2.0. Lernen, Wissensaustausch und Talentförderung der nächsten Generation (S. 213-226). Köln: Luchterhand.

Moskaliuk, J., Bertram, J. & Cress, U. (2011). Training in virtual training environments: Connecting theory to practice. In H. Spada, G. Stahl, N. Miyake & N. Law (Eds.), CSCL'11. Connecting Computer-Supported Collaborative Learning to Policy and Practice. Conference Proceedings, Volume 3 (pp. 192-199). Hongkong: International Society of the Learning Sciences.

Moskaliuk, J., Kimmerle, J., Cress, U. & Hesse, F. (2011). Knowledge building in user generated online virtual realities. Journal of Emerging Technologies in Web Intelligence, 3(1), 38-46.

Moskaliuk, J., Rath, A., Devaurs, D., Weber, N., Lindstaedt, S., Kimmerle, J. & Cress, U. (2011). Automatic detection of accommodation steps as an indicator of knowledge maturing. Interacting with Computers, 23(3), 247-255.

Moskaliuk, J., Weber, N., Stern, H., Kimmerle, J., Cress, U. & Lindstaedt, S. N. (2011). Evaluation of social media collaboration using task-detection methods. In C. Delgado Kloos, D. Gillet, R. M. Crespo García, F. Wild & M. Wolpers (Eds.), Towards ubiquitous learning: Proceedings of the 6th European Conference on Technology Enhanced Learning, EC-TEL 2011, Palermo, Italy, September 20-23, 2011 (pp. 248-259). Heidelberg: Springer.

Wodzicki, K., Schwämmlein, E., Cress, U. & Kimmerle, J. (2011). Does the type of anonymity matter? The impact of visualization on information sharing in online groups. Cyberpsychology, Behavior, and Social Networking, 14(3), 157-160.

Arnold, F., Moskaliuk, J., Schümmer, T. & Cress, U. (2010). Pattern-mediated knowledge exchange in non-governmental organizations. In M. Wolpers, P. A. Kirschner, M. Scheffel, S. Lindstädt & V. Dimitrova (Eds.), Sustaining TEL: From innovation to learning and practice (pp. 390-395). Heidelberg: Springer.

Cress, U. & Kimmerle, J. (2010). Wissensaustausch als motivationales Problem - Resultate eines empirischen Forschungsprogramms. In H. Risku & M. F. Peschl (Hrsg.), Kognition und Technologie im kooperativen Lernen. Vom Wissenstransfer zur Knowledge Creation (S. 57-75). Göttingen: V & R Unipress.

Halatchliyski, I., Moskaliuk, J., Kimmerle, J. & Cress, U. (2010). Who integrates the networks of knowledge in Wikipedia? In P. Ayers & F. Ortega (Eds.), Proceedings of WikiSym 2010 - the 6th International Symposium on Wikis and Open Collaboration, Gdansk, Poland, July 7-9, 2010 (pp. 1-11).

Kimmerle, J., Cress, U. & Held, C. (2010). The interplay between individual and collective knowledge: technologies for organisational learning and knowledge building. , 8(1), 33-44.

Kimmerle, J., Cress, U., Held, C. & Moskaliuk, J. (2010). Social software and knowledge building: Supporting co-evolution of individual and collective knowledge. In S. Goldman, J. Pellegrino, K. Gomez, L. Lyons & J. Radinsky (Eds.), Learning in the disciplines: Proceedings of the 9th International Conference for the Learning Sciences ICLS'10, Chicago, IL, June 29-July 02, 2010, Volume I (pp. 9-16). Chicago: International Society of the Learning Sciences.

Kimmerle, J., Moskaliuk, J. & Cress, U. (2010). Learning and knowledge building with social software. In A. Dimitracopoulou, C. O'Malley, D. Suthers & P. Reimann (Eds.), Computer Supported Collaborative Learning Practices: CSCL 2009 community events proceedings (pp. 459-468). Rhodes: International Society of the Learning Sciences (ISLS).

Kimmerle, J., Moskaliuk, J., Harrer, A. & Cress, U. (2010). Visualizing co-evolution of individual and collective knowledge. Information, Communication & Society, 13(8), 1099-1121.

Moskaliuk, J., Kimmerle, J. & Cress, U. (2010). Virtual Reality 2.0 and its application in knowledge building. In S. Murugesan (Hrsg.), Handbook of research on Web 2.0, 3.0 and X.0: Technologies, business, and social applications (S. 573-595). Hershey, PA: IGI Global.

Cress, U., Kimmerle, J. & Hesse, F. W. (2009). Impact of temporal extension, synchronicity, and group size on computer-supported information exchange. Computers in Human Behavior, 25(3), 731-737.

Held, C. & Cress, U. (2009). Learning by foraging: The impact of social tags on knowledge acquisition. In U. Cress, V. Dimitrova & M. Specht (Eds.), Learning in the synergy of multiple disciplines. 4th European Conference on Technology Enhanced Learning, EC-TEL 2009 Nice, France, September 29 - October 2, 2009 Proceedings (pp. 254-266). Berlin: Springer.

Kimmerle, J., Moskaliuk, J. & Cress, U. (2009). Individual learning and collaborative knowledge building with shared digital artifacts. International Journal of Behavioral, Cognitive, Educational and Psychological Sciences, 1(1), 25-32.

Kimmerle, J., Moskaliuk, J. & Cress, U. (2009). Understanding learning - the Wiki way. In D. Riehle & A. Bruckman (Eds.), Proceedings of the 5th International symposium on Wikis and open collaboration, Orlando, FL, USA, October 25-27, 2009 (pp. Art. 3). New York: ACM Press.

Moskaliuk, J., Kimmerle, J. & Cress, U. (2009). Wiki-supported learning and knowledge building: Effects of incongruity between knowledge and information. Journal of Computer Assisted Learning, 25(6), 549-561.

Wodzicki, K., Schwämmlein, E. & Cress, U. (2009). How to get proper profiles? A psychological perspective on social networking sites. In U. Cress, V. Dimitrova & M. Specht (Eds.), Learning in the synergy of multiple disciplines. 4th European Conference on Technology Enhanced Learning, EC-TEL 2009 Nice, France, September 29 - October 2, 2009 Proceedings (pp. 338-343). Berlin: Springer.

Cress, U. (2008). The interaction between groups and individuals: The challenge of statistically analysing cooperative learning. In G. Kanselaar, V. Jonker, P. A. Kirschner & F. J. Prins (Eds.), International Perspectives in the Learning Sciences: Cre8ing a learning world. Proceedings of the Eighth International Conference of the Learning Sciences ICLS 2008 (pp. 183-190). Utrecht, The Netherlands: International Society of the Learning Sciences, Inc.

Cress, U. (2008). The need for considering multi-level analysis in CSCL research: An appeal for the use of more advanced statistical methods. International Journal of Computer-Supported Collaborative Learning, 3(1), 69-84.

Cress, U. & Kimmerle, J. (2008). A systemic and cognitive view on collaborative knowledge building with wikis. International Journal of Computer-Supported Collaborative Learning, 3(2), 105-122.

Cress, U. & Kimmerle, J. (2008). Endowment heterogeneity and identifiability in the information-exchange dilemma. Computers in Human Behavior, 24(3), 862-874.

Harrer, A., Moskaliuk, J., Kimmerle, J. & Cress, U. (2008). Visualizing wiki-supported knowledge building: Co-evolution of individual and collective knowledge. In A. Aguiar & M. Bernstein (Eds.), WikiSym '08. Proceedings of the 4th International Symposium on Wikis, Porto, Portugal 8-10 September, 2008. New York: ACM Press.

Held, C. & Cress, U. (2008). Social Tagging aus kognitionspsychologischer Sicht. In B. Gaiser, T. Hampel & S. Panke (Hrsg.), Good Tags Bad Tags. Social Tagging in der Wissensorganisation (S. 37-49). Münster: Waxmann.

Kimmerle, J. & Cress, U. (2008). Group awareness and self-presentation in computer-supported information exchange. International Journal of Computer-Supported Collaborative Learning, 3(1), 85-97.

Kimmerle, J. & Cress, U. (2008). Knowledge communication with shared databases. In S. Kelsey & K. St. Amant (Eds.), Handbook of research on computer mediated communication. Volume I (pp. 424-435). Hershey: Information Science Reference.

Moskaliuk, J., Kimmerle, J. & Cress, U. (2008). Learning and Knowledge Building with Wikis: The Impact of Incongruity between Peoples Knowledge and a Wikis Information. In G. Kanselaar, V. Jonker, P. A. Kirschner & F. J. Prins (Eds.), International Perspectives in the Learning Sciences: Cre8ing a learning world. Proceedings of the 8th International Conference for the Learning Sciences ICLS 2008 (pp. 99-106). Utrecht, The Netherlands: International Society of the Learning Sciences, Inc..

Cress, U., Barquero, B., Schwan, S. & Hesse, F. W. (2007). Improving quality and quantity of contributions: Two models for promoting knowledge exchange with shared databases. Computers & Education, 49, 423-440.

Cress, U. & Hesse, F. W. (2007). Digitale Medien und Knowledge Communities. Knowledge Communities als Zentralisationspunkte von Wissen - eine bildungspolitische Herausforderung. In B. Herzig & S. Grafe (Hrsg.), Digitale Medien in der Schule . Standortbestimmung und Handlungsempfehlungen für die Zukunft. Studie zur Nutzung digitaler Medien in allgemein bildenden Schulen in Deutschland (S. 169-174). Bonn: Deutsche Telekom AG.

Cress, U. & Kimmerle, J. (2007). A theoretical framework of collaborative knowledge building with wikis: A systemic and cognitive perspective. In C. A. Chinn, G. Erkens & S. Puntambekar (Eds.), Mice, minds, and society. The Computer Supported Collaborative Learning (CSCL) Conference 2007, Volume 8, Part 2, July 16 -July 21, Rutgers, New Brunswick (pp. 153-161). New Brunswick, NJ: International Society of the Learning Sciences.

Cress, U. & Kimmerle, J. (2007). Guidelines and feedback in information exchange: The impact of behavioral anchors and descriptive norms in a social dilemma. Group Dynamics: Theory, Research, and Practice, 11(1), 42-53.

Hron, A., Cress, U., Hammer, K. & Friedrich, H.-F. (2007). Fostering collaborative knowledge construction in a video-based learning setting: effects of a shared workspace and a content-specific graphical representation. British Journal of Educational Technology, 38(2), 236-248.

Kimmerle, J. & Cress, U. (2007). Group awareness and self-presentation in the information-exchange Dilemma: An interactional approach. In C. A. Chinn, G. Erkens & S. Puntambekar (Eds.), Proceedings of the Computer Supported Collaborative Learning Conference 2007: International Society of the Learning Sciences (pp. 367-374). New Brunswick, NJ: International Society of the Learning Sciences.

Kimmerle, J. & Cress, U. (2007). Group awareness and self-presentation in the information-exchange dilemma: An interactional approach. In C. A. Chinn, G. Erkens & S. Puntambekar (Eds.), Proceedings of the 7th International Conference on Computer Supported Collaborative Learning, CSCL'07, New Brunswick, NJ, USA, July 16-21, 2007 (pp. 370-378). New Brunswick: International Society of the Learning Sciences.

Kimmerle, J., Cress, U. & Hesse, F. W. (2007). An interactional perspective on group awareness: Alleviating the information-exchange dilemma (for everybody?). International Journal of Human-Computer Studies, 65(11), 899-910.

Lingnau, A., Zentel, P. & Cress, U. (2007). Fostering collaborative problem solving for pupils with cognitive disabilities. In C. A. Chinn, G. Erkens & S. Puntambekar (Eds.), Proceedings of the Computer Supported Collaborative Learning Conference 2007: International Society of the Learning Sciences (pp. 447-449). New Brunswick, NJ: International Society of the Learning Sciences.

Riss, U. V., Cress, U., Kimmerle, J. & Martin, S. (2007). Knowledge transfer by sharing task templates: Two approaches and their psychological requirements. Knowledge Management Research & Practice, 5, 287-296.

Creß, U. (2006). Lernorientierungen, Lernstile, Lerntypen und kognitive Stile. In H. Mandl & H. F. Friedrich (Hrsg.), Handbuch Lernstrategien (S. 365-377). Göttingen: Hogrefe.

Cress, U. (2006). Lernstile, Lerntypen, Lernorientierungen und kognitive Stile. In H. Mandl & H. F. Friedrich (Hrsg.), Handbuch Lernstrategien (S. 365-377). Göttingen: Hogrefe.

Cress, U. & Hesse, F.W. (2006). Knowledge Communities als Zentralisationspunkte von Wissen eine bildungspolitische Herausforderung. In B. Herzig & S. Grafe (Eds.), Digitale Medien in der Schule Standortbestimmung und Handlungsempfehlungen für die Zukunft (pp. 169-174). Bonn: Deutsche Telekom AG.

Cress, U. (2006). Datenbanken zum Aufbau eines Informationspools. In U. Cress (Hrsg.), Effektiver Einsatz von Datenbanken im betrieblichen Wissensmanagement (S. 31-48). Bern: Huber.

Cress, U. (Hrsg.). (2006). Effektiver Einsatz von Datenbanken im betrieblichen Wissensmanagement. Bern: Huber.

Cress, U. & Hesse, F. W. (2006). The social complexity in establishing and sharing information resources. In J. Elen & R. E. Clark (Eds.), Handling complexity in learning environments. Theory and research (pp. 67-87). Amsterdam: Elsevier.

Cress, U., Hron, A., Friedrich, F. & Hammer, K. (2006). What makes groups learning effectively in a videoconference setting? In S. A. Barab, K. E. Hay & D. T. Hickey (Eds.), ICLS '06. Proceedings of the 7th International Conference of the Learning Sciences, Bloomington, 27-July 01, 2006 (pp. 106-113). Mahwah: Erlbaum.

Cress, U. & Kimmerle, J. (2006). Teilen von Wissen - eine psychologische Perspektive. In U. Cress (Hrsg.), Effektiver Einsatz von Datenbanken im betrieblichen Wissensmanagement (S. 15-29). Bern: Huber.

Cress, U., Kimmerle, J. & Hesse, F. W. (2006). Information exchange with shared databases as a social dilemma. The effect of metaknowledge, bonus systems, and costs. Communication Research, 33(5), 370-390.

Cress, U. & Martin, S. (2006). Knowledge sharing and rewards: A game-theoretical perspective. Knowledge Management Research & Practice, 4, 283-292.

Kimmerle, J., Cress, U. & Hesse, F. W. (2006). A challenge for knowledge management: Situational and personal factors of influence in web-based information-exchange. In M. Boumedine & C. Touzet (Eds.), Proceedings of the Forth IASTED International Conference on Knowledge Sharing and Collaborative Engineering (pp. 57-62). Anaheim, Calgary, Zürich: ACTA Press.

Riss, U., Cress, U., Kimmerle, J. & Martin, S. (2006). Knowledge sharing: From experiment to application. In J. S. Edwards (Hrsg.), Proceedings of KMAC2006, The Third Knowledge Management Aston Conference (S. 121-133). Birmingham: Operational Research Society.

Cress, U. (2005). Ambivalent effect of member portraits in virtual groups. Journal of Computer Assisted Learning, 21(4), 281-291.

Cress, U. (2005). Effekt des Metawissens beim kollaborativen Aufbau eines Informationspools. Zeitschrift für Medienpsychologie, 17(4), 147-156.

Cress, U. (2005). Why member portraits can undermine participation. In T. Koschmann, D. D. Suthers & T.-W. Chan (Eds.), CSCL 2005. The next 10 years! Proceedings of the International Conference on Computer-Supported Collaborative Learning 2005. May 30 - June 4, 2005. Taipei, Taiwan (pp. 86-90). Mahwah: Erlbaum.

Cress, U., Barquero, B., Buder, J. & Hesse, F. W. (2005). Social dilemma in knowledge communication via shared databases. In R. Bromme, F. W. Hesse & H. Spada (Eds.), Barriers and biases in computer-mediated knowledge communication. And how they may be overcome (pp. 143-167). New York: Springer.

Hesse, F. W., Bauer, K. & Cress, U. (2005). Reflecting on knowledge exchange via web-based forums: What promotes contribution? In T. Okamoto, D. Albert, T. Honda & F. W. Hesse (Eds.), The 2nd joint workshop of cognition and learning through media-communication for advanced e-learning, Tokyo, Japan 28-30 September, 2005 (pp. 67-72). Tokyo: Japanese Society for Information and Systems in Education.

Cress, U. & Hesse, F.-W. (2004). Knowledge sharing in groups: Experimental findings of how to overcome a social dilemma. In Y. D. Kafai, W. A. Sandoval, N. Enydey, A. S. Nixon & F. Herrera (Eds.), Embracing diversity in the learning sciences. Proceedings of the Sixth International Conference of the Learning Sciences (pp. 150-157). Mahwah: Erlbaum.

Creß, U., Barquero, B., Buder, J., Schwan, S. & Hesse, F. W. (2003). Wissensaustausch mittels Datenbanken als Öffentliches-Gut-Dilemma. Die Wirkung von Rückmeldungen und Belohnungen. Zeitschrift für Psychologie, 211(2), 75-85.

Creß, U. & Hesse, F. W. (2003). Wissen teilen im Netz - ein Dilemma? In R. Keil-Slawik & M. Kerres (Hrsg.), Wirkungen und Wirksamkeit Neuer Medien in der Bildung. Educaton quality forum 2002 (S. 115-130). Münster: Waxmann.

Cress, U. & Knabel, O. (2003). Previews in hypertexts: Effects on navigation and knowledge acquisition. Journal of Computer-Assisted Learning, 19(4), 517-527.

Cress, U. (2003). Strategic, metacognitive, and social aspects in resource-oriented knowledge exchange. In R. Alterman & D. Kirsh (Eds.), Proceedings of the 25th annual meeting of the Cognitive Science Society, 2003 (pp. 282-287). Boston, MA: Cognitive Science Society.

Vogt, K. & Cress, U. (2003). Planung und Beschreibung virtueller Seminare. Sprache und Datenverarbeitung, 27, 57-75.

Buder, J. & Creß, U. (2001). Randbedingungen der Partizipation in virtuellen Seminaren: Eine Analyse aus der Sicht der Forschung zum "information pooling". In F. W. Hesse & H. F. Friedrich (Hrsg.), Partizipation und Interaktion im virtuellen Seminar (S. 29-54). Münster: Waxmann.

Cress, U. (2001). Buchrezension zu: Schiefele, U. & Wild, K.-P. Interesse und Lernmotivation. Zeitschrift für Pädagogische Psychologie, 15, 234-237.

Zentel, P., Creß, U. & Hesse, F. W. (2001). Kommunikation im Spannungsfeld traditioneller und virtueller Universität. In E. Wagner (Hrsg.), Virtueller Campus. Szenarien, Strategien, Studium (S. 199-209). Münster: Waxmann.

Buder, J., Cress, U. & Skupin-Alpha, M. (2000). Kooperatives Lernen Kommunikationsmedien. In Planung, Entwicklung und Durchführung von Fernstudienangeboten. Tübingen: Deutsches Institut für Fernstudienforschung.

Creß, U. & Friedrich, H. F. (2000). Selbst gesteuertes Lernen Erwachsener. Eine Lernertypologie auf der Basis von Lernstrategien, Lernmotivation und Selbstkonzept. Zeitschrift für Pädagogische Psychologie, 14(4), 194-205.

Hron, A., Hesse, F. W., Cress, U. & Giovis, C. (2000). Implicit and explicit dialogue structuring in virtual learning groups. British Journal of Educational Psychology, 70, 53-64.

Creß, U. (1999). Personale und situative Einflussfaktoren auf das selbstgesteuerte Lernen Erwachsener. Dissertation, Universität, Fakultät für Sozial- und Verhaltenswissenschaften, Tübingen.



weiterführende Informationen

Weitere Informationen

Möchten Sie auch in die Datenbank aufgenommen werden, haben Sie Änderungswünsche an Ihrem vorhandenen Profil oder möchten Sie Literatur zur Aufnahme in PSYNDEX nachmelden, nehmen Sie bitte Kontakt zu uns auf.

Katja Trillitzsch
Leibniz-Institut für Psychologie (ZPID)
Universitätsring 15,
54296 Trier
Folgen Sie uns auf Twitter

Kontakt und Funktionen

URL der Seite: https://www.psychauthors.de/psychauthors/index.php?wahl=forschung&uwahl=psychauthors&uuwahl=p00770UC_pub