Yvonne Kammerer
Biographic Data
| ID | 6212658 |
|---|---|
| NAME | Yvonne Kammerer |
| GIVEN NAMES | Yvonne |
| FAMILY NAME | Kammerer |
| SIGNATURE | KAMMERER Y |
| AFFILIATIONS | Leibniz-Institut für Wissensmedien, Tübingen, Germany |
| ORCID | 0000-0003-4341-517X |
| VERIFIED | Yes |
| TOTAL WORKS | 10 |
| TOTAL CITATIONS | 11 |
| WORKS AS AUTHOR | 10 |
| WORKS AS EDITOR | 0 |
| FIRST PUBLICATION YEAR | 2016 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 2 |
“Eye” do not understand! Analyzing the roles of negation and reading comprehension ability in comprehension difficulties with questionnaire items using eye tracking
To mitigate response biases, some questionnaires contain negated items. While previous findings suggest that negated items may increase processing difficulty compared to affirmative items, this has not yet been analyzed among participants with varying reading comprehension abilities. Additionally, it is unclear whether questionnaire respondents are aware of these difficulties. This study investigated the roles of item polarity and reading compreh…
What research is important today in human development, learning and education? JSED Editors’ reflections and research calls ( ¿Qué investigación es importante hoy día en desarrollo humano, aprendizaje…
‘In your opinion, what are some important research questions, problems or challenges that scholars in your field of specialization should address in the coming years? What types of studies should be conducted to move your field further? Please justify’. This prompt was posed by the incoming Editor of JSED to the new team of Deputy and Associate Editors in the journal’s three thematic areas (human development, learning and education), who were inv…
Reading multiple documents on a health-related issue
This study aimed to investigate the roles of a text-highlighting tool and readers’ re-reading behaviour in their integrated understanding of multiple documents. University students (N = 95) read five partly conflicting documents on a health-related issue on a touch display with or without a text-highlighting tool. Integrated understanding of documents was assessed by the number of intertextual connections in essays written after reading and by a …
Investigating professed and enacted epistemic beliefs about the uncertainty of scientific knowledge when students evaluate scientific controversies
Prior research on epistemic beliefs, that is, individuals’ views about knowledge and knowing, has mainly focused either on individuals’ professed beliefs (as reported in questionnaires) or on their enacted beliefs (as indicated during task processing). However, little is known about the relation between professed and enacted epistemic beliefs. The present study focused on beliefs about the uncertainty of scientific knowledge and investigated both…
Readers’ Regulation and Resolution of a Scientific Conflict Based on Differences in Source Information
This eye-tracking study examines how differences in sources’ trustworthiness are used by readers to regulate and resolve conflicting scientific claims. One hundred forty-four university students were sequentially presented with two conflicting scientific claims (regarding nanotechnology) across two texts. The claims were indicated to stem from two high-trustworthiness sources, two low-trustworthiness sources, or one high-trustworthiness source an…
The role of beliefs regarding the uncertainty of knowledge and mental effort as indicated by pupil dilation in evaluating scientific controversies
Laypeople are increasingly confronted with scientific controversies, as science concerns many aspects of everyday life. In the present study, we investigated how epistemic beliefs regarding the uncertainty of knowledge (i.e. uncertainty beliefs) and invested mental effort during task processing contribute to how individuals evaluate scientific controversies. Forty-four undergraduate university students completed a questionnaire targeting their un…
Introduction to the special issue ‘How adolescents read and learn on the Web
The World Wide Web has become a major information resource for adolescents (i.e., 10–19 years of age), offering an unprecedented amount of information on virtually any topic. While the Web can potentially offer new learning opportunities, it also presents several challenges. Reading and learning on the Web requires a set of advanced literacy skills that adolescents do not necessarily possess and need to develop in order to effectively deal with t…
Readers’ Processing and Use of Source Information as a Function of Its Usefulness to Explain Conflicting Scientific Claims
The present research examines how the usefulness of source information to explain conflicting scientific claims affects laypersons’ processing of this information as they seek possible explanations for the conflicting scientific claims in the sources and during resolution of the conflict. In an eye-tracking experiment, we presented 76 participants with two conflicting scientific claims (on a controversial nanotechnology issue) put forward by two …
Medienpsychologie
In diesem Lehrbuch und Nachschlagewerk werden 61 zentrale Konzepte der Medienpsychologie in kurzen Texten vorgestellt, die das aktuelle Wissen zu spezifischen Annahmen und Theorien bündeln. In der Neuauflage werden vor allem aktuelle Konzepte aus dem Bereich der Social Media integriert. Die einzelnen Kapitel sind nach einem einheitlichen Schema gestaltet und enthalten eine kurze Darstellung des jeweiligen Konzepts, eine detaillierte Erläuterung d…
Is This Information Source Commercially Biased? How Contradictions Between Web Pages Stimulate the Consideration of Source Information
In two experiments we systematically examined whether contradictions between two web pages—of which one was commercially biased as stated in an “about us” section—stimulated university students' consideration of source information both during and after reading. In Experiment 1 “about us” information of the web pages was presented below their content; in Experiment 2 it needed to be accessed by clicking on an “about us” link. Results of both exper…
Is This Information Source Commercially Biased? How Contradictions Between Web Pages Stimulate the Consideration of Source Information
In two experiments we systematically examined whether contradictions between two web pages—of which one was commercially biased as stated in an “about us” section—stimulated university students' consideration of source information both during and after reading. In Experiment 1 “about us” information of the web pages was presented below their content; in Experiment 2 it needed to be accessed by clicking on an “about us” link. Results of both exper…
Readers’ Processing and Use of Source Information as a Function of Its Usefulness to Explain Conflicting Scientific Claims
The present research examines how the usefulness of source information to explain conflicting scientific claims affects laypersons’ processing of this information as they seek possible explanations for the conflicting scientific claims in the sources and during resolution of the conflict. In an eye-tracking experiment, we presented 76 participants with two conflicting scientific claims (on a controversial nanotechnology issue) put forward by two …
Medienpsychologie
In diesem Lehrbuch und Nachschlagewerk werden 61 zentrale Konzepte der Medienpsychologie in kurzen Texten vorgestellt, die das aktuelle Wissen zu spezifischen Annahmen und Theorien bündeln. In der Neuauflage werden vor allem aktuelle Konzepte aus dem Bereich der Social Media integriert. Die einzelnen Kapitel sind nach einem einheitlichen Schema gestaltet und enthalten eine kurze Darstellung des jeweiligen Konzepts, eine detaillierte Erläuterung d…
Is This Information Source Commercially Biased? How Contradictions Between Web Pages Stimulate the Consideration of Source Information
In two experiments we systematically examined whether contradictions between two web pages—of which one was commercially biased as stated in an “about us” section—stimulated university students' consideration of source information both during and after reading. In Experiment 1 “about us” information of the web pages was presented below their content; in Experiment 2 it needed to be accessed by clicking on an “about us” link. Results of both exper…
Readers’ Processing and Use of Source Information as a Function of Its Usefulness to Explain Conflicting Scientific Claims
The present research examines how the usefulness of source information to explain conflicting scientific claims affects laypersons’ processing of this information as they seek possible explanations for the conflicting scientific claims in the sources and during resolution of the conflict. In an eye-tracking experiment, we presented 76 participants with two conflicting scientific claims (on a controversial nanotechnology issue) put forward by two …
The role of beliefs regarding the uncertainty of knowledge and mental effort as indicated by pupil dilation in evaluating scientific controversies
Laypeople are increasingly confronted with scientific controversies, as science concerns many aspects of everyday life. In the present study, we investigated how epistemic beliefs regarding the uncertainty of knowledge (i.e. uncertainty beliefs) and invested mental effort during task processing contribute to how individuals evaluate scientific controversies. Forty-four undergraduate university students completed a questionnaire targeting their un…
Introduction to the special issue ‘How adolescents read and learn on the Web
The World Wide Web has become a major information resource for adolescents (i.e., 10–19 years of age), offering an unprecedented amount of information on virtually any topic. While the Web can potentially offer new learning opportunities, it also presents several challenges. Reading and learning on the Web requires a set of advanced literacy skills that adolescents do not necessarily possess and need to develop in order to effectively deal with t…
Investigating professed and enacted epistemic beliefs about the uncertainty of scientific knowledge when students evaluate scientific controversies
Prior research on epistemic beliefs, that is, individuals’ views about knowledge and knowing, has mainly focused either on individuals’ professed beliefs (as reported in questionnaires) or on their enacted beliefs (as indicated during task processing). However, little is known about the relation between professed and enacted epistemic beliefs. The present study focused on beliefs about the uncertainty of scientific knowledge and investigated both…
Readers’ Regulation and Resolution of a Scientific Conflict Based on Differences in Source Information
This eye-tracking study examines how differences in sources’ trustworthiness are used by readers to regulate and resolve conflicting scientific claims. One hundred forty-four university students were sequentially presented with two conflicting scientific claims (regarding nanotechnology) across two texts. The claims were indicated to stem from two high-trustworthiness sources, two low-trustworthiness sources, or one high-trustworthiness source an…
What research is important today in human development, learning and education? JSED Editors’ reflections and research calls ( ¿Qué investigación es importante hoy día en desarrollo humano, aprendizaje…
‘In your opinion, what are some important research questions, problems or challenges that scholars in your field of specialization should address in the coming years? What types of studies should be conducted to move your field further? Please justify’. This prompt was posed by the incoming Editor of JSED to the new team of Deputy and Associate Editors in the journal’s three thematic areas (human development, learning and education), who were inv…
Reading multiple documents on a health-related issue
This study aimed to investigate the roles of a text-highlighting tool and readers’ re-reading behaviour in their integrated understanding of multiple documents. University students (N = 95) read five partly conflicting documents on a health-related issue on a touch display with or without a text-highlighting tool. Integrated understanding of documents was assessed by the number of intertextual connections in essays written after reading and by a …
“Eye” do not understand! Analyzing the roles of negation and reading comprehension ability in comprehension difficulties with questionnaire items using eye tracking
To mitigate response biases, some questionnaires contain negated items. While previous findings suggest that negated items may increase processing difficulty compared to affirmative items, this has not yet been analyzed among participants with varying reading comprehension abilities. Additionally, it is unclear whether questionnaire respondents are aware of these difficulties. This study investigated the roles of item polarity and reading compreh…
Computer Science (7 works) · Educational Strategies and Epistemologies (7 works) · Psychology (7 works) · Political science (4 works) · Social Psychology (4 works) · Information source (mathematics (3 works) · Misinformation and Its Impacts (3 works) · Trustworthiness (3 works) · Comprehension (2 works) · Context (archaeology (2 works)