PsychAuthors

Literaturliste von Prof. Dr. Ulrike Cress

letzte Aktualisierung: 21.10.2024

Buder, J., Lindner, M., Oestermeier, U., Huff, M., Gerjets, P., Utz, S. & Cress, U. (2024). Generative Künstliche Intelligenz. Mögliche Auswirkungen auf die psychologische Forschung. Psychologische Rundschau, 1-13.

Luther, T., Kimmerle, J. & Cress, U. (2024). Teaming up with an AI: exploring human-AI collaboration in a writing scenario with chatGPT. AI, 5(3), 1357-1376.

Oehler, F., Kimmig, S., Hagen, R., Kimmerle, J., Cress, U., Hackländer, K., Arnold, J., Flemming, D. & Brandt, M. (2024). The role of information presentation for wildlife knowledge, attitude, and risk perception. Conservation Science and Practice, 6(3), No. e13089.

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.

Kimmerle, J., Fischer, F. & Cress, U. (2021). Argumentation and Knowledge Construction. In U. Cress, C. Rosé, A. Friend Wise & J. Oshima (Eds.), International Handbook of Computer-Supported Collaborative Learning (pp. 183-198). Cham: Springer International Publishing.

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.

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