Dr. Lisa Scharrer

Scharrer

Dr. phil. Lisa Scharrer
wissenschaftliche Mitarbeiterin

Sprechstunde

nach Vereinbarung

Westfälische Wilhelms-Universität

Institut für Psychologie

Fliednerstr. 21

48149 Münster

Raum 2.206

Tel.: (0251) 83-39379

Fax: (0251) 83-39105

Email: lisa.scharrer[at]uni-muenster.de

Biographie         Forschungs- und Arbeitsschwerpunkte        Publikationen  

Kongress- und Tagungsbeiträge


Biographie

  • 2003 Abitur an der Edith-Stein-Schule Darmstadt

  • 10/2003 – 01/2009 Studium der Psychologie an der Ruprecht-Karls-Universität Heidelberg; Abschluss: Diplom

  • Diplomarbeit zum Thema „In voce veritas – Sprachakustische Besonderheiten und ihre Funktionen bei Ironie“

  • 09/2005 – 06/2006 Studium der Psychologie an der University of Exeter, UK (Erasmusprogramm)

  • 2004 – 2009 Studentische Hilfskraft bei Prof. U. Christmann, Universität Heidelberg

  • seit 08/2009 wissenschaftliche Mitarbeiterin in der AE von Prof. Rainer Bromme im Rahmen des Schwerpunktprogramms 1409 "Wissenschaft und Öffentlichkeit"
    Wissenschaftsjahr 2014 Digitale Gesellschaft (Wissenschaft und Öffentlichkeit)

Dissertation (abgeschlossen):

  • Scharrer, L. (2013). Why Ask an Expert if it’s that Simple? The Easiness Effect of Science Popularization. Westfälische Wilhelms-Universität Münster.

Preise und Förderung

  • Juni 2017: Travel Grant für den Besuch eines Workshops "Eye-tracker use for reading data collection" im Rahmen der COST Action IS 1404 in Paris, Frankreich (750,00 EUR)

  • Franz-Emanuel-Weinert-Preis 2008 des Psychologischen Instituts der Universität Heidelberg für herausragende Diplomarbeiten



Forschungs- und Arbeitsschwerpunkte

  • (Natur-)Wissenschaftsverständnis der Öffentlichkeit

  • Kognitive Arbeitsteilung

  • Argumentation

  • Lernen mit multiplen Dokumenten


Publikationen

Akzeptiert / im Druck

  • Stadtler, M., Winter, S., Scharrer, L., Thomm, E., Krämer, N. & Bromme, R. (akzeptiert). Selektion, Integration und Evaluation: Wie wir das Internet nutzen, wenn wir uns über Wissenschaft informieren wollen. Psychologische Rundschau, Sonderheft: Bromme, R. & Kienhues, D. (Hrsg.).'Gewissheit und Skepsis: Wissenschaftskommunikation als Forschungsthema der Psychologie'. doi: 10.1026/0033-3042/a000361 Send a copy for my personal use

2016

  • 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
  • Scharrer, L. & Salmerón, L. (Guest Eds.) (2016). Sourcing in the reading process: introduction to the special issue. Reading and Writing, 29, 1539–1548.
  • 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, 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, 36-57.  doi: 10.1002/tea.21172 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, 465-471. doi: 10.1002/acp.3018 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, 93-116. doi:10.1080/0163853X.2013.855535 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., Scharrer, L., & Bromme, R. (2013). How do readers explain the occurrence of conflicts in science texts? Effects of presentation format and source expertise? In Proceedings of the 35th Annual Conference of the Cognitive Science Society (pp. 3448-3453). Austin, TX: Cognitive Science Society.
  • 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. 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

  • Bromme, R., Scharrer, L., Britt, A. M., & Stadtler, M. (2011).Effects of information comprehensibility and argument type on lay recipients’ readiness to defer to experts when deciding about scientific knowledge claims. In L. Carlson, C. Hoelscher, & T.F. Shipley (Eds.), Proceedings of the 33rd Annual Conference of the Cognitive Science Society (pp. 2788 -2793). Austin, TX: Cognitive Science Society.
  • Knoll, M. A., Scharrer, L., & Costall, A. (2011). “Look at the shark”: Evaluation of student- and actress-produced standardised sentences of infant- and foreigner-directed speech. Speech Communication, 53, 12-22.
  • Scharrer, L., Christmann, U., & Knoll, M. (2011). Voice Modulations in German Ironic Speech. Language and Speech, 54, 435-465.
  • 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

  • Knoll, M. A., Scharrer, L., & Costall, A. (2009). Are actresses better simulators than female students? The effects of simulation on prosodic modifications of infant- and foreigner-directed speech. Speech Communication, 51, 296-305.

2008

  • Knoll, M. A. & Scharrer, L. (2008). How similar are pitch contours derived from 'imaginary' student interactions to those derived from real interactions? Proceedings of the 4th Conference on Speech Prosody, Campinas, Brasil.
  • Knoll, M. A. & Scharrer, L. (2008). ‘Look at the shark’: Evaluation of student produced standardized sentences of infant- and foreigner directed speech. Proceedings of the 9th Interspeech Conference, Brisbane, Australia.

2007

  • Knoll, M., A. & Scharrer, L. (2007). Acoustic and affective comparisons of natural and imaginary infant-, foreigner- and adult-directed speech. Proceedings of the 8th Interspeech conference. Antwerp, Belgium.     

Ad-hoc Gutachterin für

  • Discourse Processes
  • International Journal of Human-Computer Studies
  • Learning and Instruction
  • Speech Communication
  • Zeitschrift für Pädagogische Psychologie