Marc Stadtler

 +++ NEWS: Marc Stadtler has changed to Ruhr-Universität Bochum where he holds a professorship desginated to the field of "Kompetenzentwicklung und Kompetenzmodellierung (Development and modelling of competencies). You can contact him via his new email address marc.stadtler@rub.de +++

PD Dr. phil.
Marc Stadtler
 

Westfälische Wilhelms-University
  Institute for Psychology
Fliednerstr. 21
48149 Münster
Room Fl 212/III
Tel.: 0251-8331372
marc.stadtler@uni-muenster.de

Short Bio          Research interests          Grants          Publications          Courses Taught          Congress and conference contributions           Peer-reviewing activities


Biography:

  • 07/2014: Management Committee Substitute Member der COST ACTION IS1404: Evolution of reading in the age of digitisation (E-READ)
  • Current position: Postdoctoral Research Fellow
  • January 2014: Habilitation at the University of Muenster
  • 2011-12: Visiting Professor at the University of Göttingen
  • 2005 Ph.D. (Dr. phil.), WWU Münster
    Doctoral Thesis: Searching for medical information. The role of metacognition in laypersons' Internet research. (German title: Auf der Suche nach medizinischen Fachinformationen. Metakognitionen bei der Internetrecherche von Laien)
  • 2003 - 2006: Guest lecturer at the University of Applied Sciences, Furtwangen, Department of Business Information Systems
  • 2002 - 2005: Scholarship holder within the Virtual Ph.D. Program (VGK) funded by the DFG: "Knowledge acquistion and knowledge exchange with new media"

Awards:

  • Winner of the faculty's best dissertation award of the year 2005 (University of Muenster)

Research interests

  • Learning with multiple documents on the WWW
  • Learner Variables: Metacognition, Epistemological beliefs
  • Teaching and learning with New Media
  • Expert-Layperson-Communication
  • Conflict Management

 


Grants


Publications (click here for a list of conference contributions):

Accepted/in press

  • Bråten, I., Stadtler, M., & Salmerón, L. (in press). The role of Sourcing in discourse comprehension. In M. Schober, D. N. Rapp & M. A. Britt (Eds.), Handbook of Discourse Processes. New York, NY: Taylor & Francis.
  • Bromme, R., Stadtler, M., & Scharrer, L. (in press). The provenance of certainty: Multiple source use and the public engagement with science. In: J. L. G. Braasch, I. Bråten, & M. T. McCrudden (Eds.), Handbook of multiple source use. New York, NY: Routledge. Send a copy for my personal use

  • Salmerón, L., Strømsø, H. I., Kammerer, Y., Stadtler, M., & van den Broek, P. (in press). Comprehension processes in digital reading. In Paul van den Broek et al. (Eds.), Learning to read in a digital world. John Benjamins.

  • Stadtler, M., Bromme, R., & Rouet, J.-F. (in press). Learning from multiple documents: How can we foster multiple document literacy skills in a sustainable way? In E. Manalo, Y. Uesaka, & C. Chinn (Eds.), Promoting spontaneous use of learning and reasoning strategies: Theory, research, and practice. Singapore: Routledge. Send a copy for my personal use

2017

  • Paul, J. M., Macedo-Rouet, M., Stadtler, M., & Rouet, J.-F. (2017). Why Attend to Source Information When Reading Online? The Perspective of Ninth Grade Students From Two Different Countries. Computers and Education, 113, 339-354. doi: 10.1016/j.compedu.2017.05.020 Send a copy for my personal use
  • Stadtler, M. (2017). The art of reading in a knowledge society. Commentary on the special issue on models of multiple text comprehension. Educational Psychologist, 52, 225-231. Send a copy for my personal use
  • Stadtler, M., Winter, S., Scharrer, L., Thomm, E., Krämer, N. & Bromme, R. (2017). Selektion, Integration und Evaluation: Wie wir das Internet nutzen, wenn wir uns über Wissenschaft informieren wollen. Psychologische Rundschau, 68(3), 177-181. doi: 10.1026/0033-3042/a000361  Send a copy for my personal use

2016

  • Bromme, R., Kienhues, D. & Stadtler, M. (2016). Die kognitive Arbeitsteilung als Herausforderung der Forschung zu epistemischen Überzeugungen. In A.-K. Mayer & T. Rosman (Hrsg.), Denken über Wissen und Wissenschaft. Epistemologische Überzeugungen als Gegenstand psychologischer Forschung (S. 25-38). Lengerich: Pabst Science Publishers. Send a copy for my personal use
  • Scharrer, L., Rupieper, Y., Stadtler, M., & Bromme, R. (2016). When science becomes too easy: Science popularization inclines laypeople to underrate their dependence on experts. Public Understanding of Science. (online first). doi: 10.1177/0963662516680311 Send a copy for my personal use Please also see coverage in Times Higher Education
  • Stadtler, M., Scharrer, L., Macedo-Rouet, M., Rouet, J. F., & Bromme, R. (2016). Improving vocational students’ consideration of source information when deciding about science controversies. Reading and Writing, 29(4), 705-729. doi: 10.1007/s11145-016-9623-2 Send a copy for my personal use

2015

  • Bromme, R., Scharrer, L., Stadtler, M., Hömberg, J., & Torspecken, R. (2015). Is it believable when it’s scientific? How scientific discourse style influences laypeople’s resolution of conflicts. Journal of Research in Science Teaching, 52(1), 36-57.  doi: 10.1002/tea.21172 Send a copy for my personal use
  • Stadtler, M., Paul, J., Globoschütz, S., & Bromme, R. (2015). Watch out! - An instruction raising students’ epistemic vigilance augments their sourcing activities. In: D. C. Noelle, R. Dale, A. S. Warlaumont, J. Yoshimi, T. Matlock, C. D. Jennings, & P. P. Maglio, (Eds.), Proceedings of the 37th Annual Conference of the Cognitive Science Society (pp. 2278-2283). Austin, TX: Cognitive Science Society. Send a copy for my personal use

2014

  • Scharrer, L., Stadtler, M., & Bromme, R. (2014). You'd better ask an expert: Mitigating the comprehensibility effect on laypeople's decisions about science-based knowledge claims. Applied Cognitive Psychology, 28(4), 465-471. doi: 10.1002/acp.3018 Send a copy for my personal use

  • Stadtler, M. & Bromme, R. (2014). The content–source integration model: A taxonomic description of how readers comprehend conflicting scientific information. In D. N. Rapp & J. Braasch (Eds.), Processing Inaccurate Information: Theoretical and Applied Perspectives from Cognitive Science and the Educational Sciences (pp. 379-402). Cambridge, MA: MIT Press. Send a copy for my personal use
  • Stadtler, M., Bromme, R. & Rouet, J.-F. (2014). „Science meets Reading“: Worin bestehen die Kompetenzen zum Lesen multipler Dokumente zu Wissenschaftsthemen und wie fördert man sie? Unterrichtswissenschaft, 42, 55-68. Send a copy for my personal use
  • Stadtler, M., Scharrer, L., Skodzik, T., & Bromme, R. (2014). Comprehending multiple documents on scientific controversies: Effects of reading goals and signaling rhetorical relationships. Discourse Processes, 51(1-2), 93-116. Send a copy for my personal use

2013

  • Scharrer, L., Britt, M. A., Stadtler, M., & Bromme, R. (2013). Easy to understand but difficult to decide: Information comprehensibility and controversiality affect laypeople's science-based decisions. Discourse Processes, 50, 361-387. Send a copy for my personal use
  • Stadtler, M. & Bromme, R. (Guest Eds.) (2013). Special Issue on Multiple Document Comprehension. Cognition and Instruction, 31, 121-269
  • Stadtler, M. & Bromme, R. (2013). Multiple Document Comprehension: An approach to public understanding of science. Cognition and Instruction, 31, 122-129. Send a copy for my personal use
  • Stadtler, M.,Scharrer, L., & Bromme, R. (2013). How do readers explain the occurrence of conflicts in science texts? Effects of presentation format and source expertise? In M. Knauff, N. Pauen, N. Sebanz & I. Wachsmuth (Eds.), Proceedings of the 35th Annual Conference of the Cognitive Science Society (pp. 3448-3453). Austin, TX: Cognitive Science Society. Send a copy for my personal use
  • Stadtler, M., Scharrer, L., Brummernhenrich, B., & Bromme, R. (2013). Dealing with uncertainty: Readers’ memory for and use of conflicting information from science texts as function of presentation format and source expertise. Cognition and Instruction, 31, 130-150. doi:10.1080/07370008.2013.769996 Send a copy for my personal use

2012

  • Scharrer, L., Britt, M.A., Stadtler, M., & Bromme, R. (2012). Beyond one’s own understanding: How text comprehensibility affects laypeople’s decision about scientific claims. In N. Miyake, D. Peebles, & R. P. Cooper (Eds.), Proceedings of the 34th Annual Conference of the Cognitive Science Society (pp.965-970). Austin, TX: Cognitive Science Society. Send a copy for my personal use
  • Scharrer, L., Bromme, R., Britt, M. A., & Stadtler, M. (2012). The seduction of easiness: How science depictions influence laypeople’s reliance on their own evaluation of scientific information. Learning and Instruction, 22(3), 231-243. doi:10.1016/j.learninstruc.2011.11.004 Send a copy for my personal use
  • Stadtler, M., Scharrer, L., & Bromme, R. (2012). Does relevance matter in comprehending scientific conflicts from multiple documents? Evidence from online and offline-data. In E. de Vries, & K. Scheiter (Eds.), Staging Knowledge and Experience: How to  Take Advantage of Representational  Technologies in Education and Training? Proceedings of the EARLI SIG 2 Meeting (pp. 202-204), Grenoble, France: EARLI SIG 2.

2011

  • Brand-Gruwel, S. & Stadtler, M. (2011). Solving information-based problems: Evaluating sources and information. Learning and Instruction, 21, 175-179. doi:10.1016/j.learninstruc.2010.02.00 Send a copy for my personal use

  • Bromme, R., Scharrer, L., Britt., M.A., & Stadtler, M. (in press). Effects of information comprehensibility and argument type on lay recipients’ readiness to defer to experts when deciding about scientific knowledge claims. In Proceedings of the 33rd Annual Conference of the Cognitive Science Society. Boston, MA. Send a copy for my personal use

  • Kienhues, D., Stadtler, M., & Bromme, R. (2011). Dealing with conflicting or consistent medical information on the Web: When expert information breeds laypersons’ doubts about experts. Learning and Instruction, 21, 193-204. doi:10.1016/j.learninstruc.2010.02.004 Send a copy for my personal use

  • Stadtler, M. & Brand-Gruwel, S. (Eds.) (2011). Special Section: Solving information based problems: searching, selecting and evaluating information. Learning and Instruction, 21, 175-242.

  • Stadtler, M., Scharrer, L., & Bromme, R. (2011). How reading goals and rhetorical signals influence recipients’ recognition of intertextual conflicts. In L. Carlson, C. Hoelscher, & T.F. Shipley (Eds.), Proceedings of the 33rd Annual Conference of the Cognitive Science Society (pp. 1346 -1351). Austin, TX: Cognitive Science Society. Send a copy for my personal use

2009

  • Stadtler, M., Bromme, R. & Kettler, S. (2009). Dr. Google - geschätzter Kollege? Die Rolle des Internet in der Arzt-Patient-Kommunikation. Zeitschrift für Allgemeinmedizin, 85, 254-259. Send a copy for my personal use

2008

  • Stadtler, M., & Bromme, R. (2008). Effects of the metacognitive computer-tool met.a.ware on the web search laypersons. Computers in Human Behavior, 24, 716-737. doi:10.1016/j.chb.2007.01.023 Send a copy for my personal use

  • Stadtler, M., & Bromme, R. (2008). Using representational guidance to enhance metacognitive activity when learning on the WWW. In: J. Canas (Ed.), Proceedings of the Workshop on Cognition and the Web (pp. 173-180). Granada, Spain. Send a copy for my personal use

2007

  • Stadtler, M. & Bromme, R. (2007). Dealing with multiple documents on the WWW: The role of metacognition in the formation of documents models. International Journal of Computer Supported Collaborative Learning, 2, 191-210. doi:10.1007/s11412-007-9015-3 Send a copy for my personal use

2006

  • Stadtler, M. (2006). Auf der Suche nach medizinischen Fachinformationen. Metakognitionen bei der Internetrecherche von Laien. Münster: Waxmann. (A review by Joerg Wittwer, IPN Kiel, has been published in Zeitschrift für Medienpsychologie) 

  • Stahl, E., Bromme, R, Stadtler, M., & Jaron R. (2006). Learning by hypertext writing: effects of considering a single audience versus multiple audiences on knowledge acquisition. In D. Galbraith, L. van Waes, & M. Torrance (Eds.), Recent developments in writing process research. Volume 2: Methods and applications. Series: Studies in writing (pp. 307-321). Dordrecht: Kluwer. Send a copy for my personal use

2005

  • Bromme, R. & Stadtler, M. (2005). So much information. But which is important? Which is true? Supporting laypersons' informal learning from science based evidence on the internet. In T. Okamoto, D. Albert, T. Honda, & F. Hesse (Eds.), The 2 nd Joint Workshop on Cognition and Learning through Media-Communication for Advanced e-Learning (pp.28-33). Sophia University: Tokyo, Japan. Send a copy for my personal use

  • Stadtler, M. & Bromme (2005). Dealing with multiple documents on the WWW: The role of metacognition in the formation of documents models. In B. G. Bara, L. Barsalou, & M. Bucciarelli (Eds.), Proceedings of the 27th Annual Conference of the Cognitive Science Society (pp. 2068-2073). Mahwah, NJ: Erlbaum. doi:10.1007/s11412-007-9015-3 Send a copy for my personal use

2004

  • Stadtler, M. & Bromme, R. (2004). Laypersons searching the WWW for medical information: The role of metacognition. In K. Forbus, D. Gentner, & T. Reiger (Eds.), Proceedings of the 26th Annual Conference of the Cognitive Science Society (p. 1638). Mahwah, NJ: Erlbaum. Send a copy for my personal use


Editorial work and peer-reviewing activities

Reviewing for scientific organizations:

  • Netherlands Organisation for Scientific Research (NWO)
  • German Science Foundation (DFG)
  • Agence Nationale de la Recherche (ANR), France
  • U.S.-Israel Binational Science Foundation (BSF)
  • Division Educational Psychology within the German Psychological Society (DGPs)

Reviewing for scientific journals:

Applied Cognitive Psychology | Cognition and Instruction | Computers and Education | Contemporary Educational Psychology | Discourse Processes | Educational Psychologist | Educational Psychology Review | Educational Research Review | Evaluation Review | Instructional Science | Journal of Communication | International Journal of Computer Supported Collaborative Learning (ijCSCL) | Journal of Media Psychology | Journal of the American Society for Information Science and Technology (JASIST) | Journal of Writing Research | Learning and Instruction | Metacognition and Learning | Psychology of Learning and Teaching | Transactions on Learning Technologies | Umweltpsychologie | Unterrichtswissenschaft