Publikationen von Johanna Abendroth (geb. Maier)
Abendroth, J. & Richter, T. (2026). More than true or false: The effects of prior beliefs on the strategic and nonstrategic processing of belief-relevant socioscientific claims. Memory & Cognition. https://doi.org/10.3758/s13421-026-01911-4
Abendroth, J., Röttger, S., Giesche, M., Jacobsen, T., Matsangas, P., & Shattuck, N.L. (2026). Improving sailor’s amount and efficiency of sleep in two-section watchkeeping schedules: A cluster randomized trial study, Sleep, 49(4), zsaf332, https://doi.org/10.1093/sleep/zsaf332
Abendroth, J. & Richter, T. (2023). Reading perspectives moderate text-belief consistency effects in eye movements and comprehension. Discourse Processes. https://doi.org/10.1080/0163853X.2023.2172300 (open access)
Abendroth, J., & Richter, T. (2023). Informelles Lernen im Internet. In M. Appel, F. Hutmacher, C. Mengelkamp, J.-P. Stein & S. Weber (Hrsg.), Digital ist besser?! Die Psychologie der Online- und Mobilkommunikation (S. . Springer. [preprint]
Röttger, S., Giesche, M., Abendroth, J., Jacobsen, T., Matsangas, P., & Shattuck, N. L. (2023). How much can we improve two-section watch bills? Sleepiness, fatigue, and psychomotor vigilance performance during naval operations in the 6/6 and 7-5-5-7 watch bills. Proceedings of the Human Factors and Ergonomics Society Annual Meeting, 67(1), 1273-1278. https://doi.org/10.1177/21695067231192909
Abendroth, J., Nauroth, P., Richter, T. & Gollwitzer, M. (2022). Non-strategic detection of identity-threatening information: Epistemic validation and identity defense may share a common cognitive basis. PLoS ONE, 17(1), e0261535. https://doi.org/10.1371/journal.pone.0261535
Abendroth, J. & Richter, T. (2021). Mere plausibility enhances comprehension: The role of plausibility in comprehending an unfamiliar scientific debate. Journal of Educational Psychology. Advance online publication. https://doi.org/10.1037/edu0000651 [preprint]
Abendroth, J., & Richter, T. (2021). How to understand what you don't believe: Metacognitive training prevents belief biases in multiple text comprehension. Learning and Instruction, 71(2), 101394. https://doi.org/10.1016/j.learninstruc.2020.101394 [preprint]
Röttger, S., Theobald, D. A., Abendroth, J., & Jacobsen, T. (2021). The effectiveness of combat tactical breathing as compared with prolonged exhalation. Applied Psychophysiology and Biofeedback, 46(1), 19–28. https://doi.org/10.1007/s10484-020-09485-w
Richter, T., Münchow, H., & Abendroth, J. (2020). The role of validation in integrating multiple perspectives. In P. Van Meter, A. List, D. Lombardi, & P. Kendeou (Eds.). Handbook of learning from multiple representations and perspectives (pp. 259-276). New York, NY: Routledge. [preprint]
Abendroth, J., & Richter, T. (2020). Text-belief consistency effects in adolescents' comprehension of multiple documents from the Web. Journal for the Study of Education and Development, 43, 60-100. https://doi.org/10.1080/02103702.2019.1692289 [preprint]
Abendroth, J., Feulner, L., & Richter, T. (2020). Wie Menschen mit konfligierenden Informationen umgehen [How humans deal with conflicting information. In M. Appel (Ed.), Psychologie des Postfaktischen: Über Fake News, "Lügenpresse", Clickbaits & Co. (S. 141-155). Heidelberg: Springer. [preprint]
Abendroth, J., Heiss, A., Jacobsen, T., Röttger, S., & Kowalski, J. (2020). Job mobility and job performance: beliefs about social and occupational (dis)advantages as mediators. International Journal of Occupational Safety and Ergonomics, 28(1), 199-212. https://doi.org/10.1080/10803548.2020.1763660
Maier, J., Richter, T., & Britt, M.A. (2018). Cognitive processes underlying the text-belief consistency effect: An eye-movement study. Applied Cognitive Psychology, 32, 171-185. [preprint]
Maier, J., Richter, T., Nauroth, P. & Gollwitzer, M. (2018). For me or for them: How in-group identification and beliefs influence the comprehension of controversial texts. Journal of Research in Reading, 41, S48-S65. doi: 10.1111/1467-9817.12132 [preprint]
Richter, T., & Maier, J. (2018). The role of validation in multiple source use. In J. Braasch, I. Bråten & M. McCrudden (Eds.), Handbook of multiple source use (pp. 151-167). Routledge. [preprint]
Richter, T., & Maier, J. (2017). Comprehension of multiple documents with conflicting information: A Two-step Model of Validation. Educational Psychologist, 52, 148-166. http://dx.doi.org/10.1080/00461520.2017.1322968 [Volltext]
Richter, T., & Maier, J. (2018). Verstehen kontroverser wissenschaftlicher Themen: Probleme, zugrundeliegende kognitive Prozesse und psychologische Interventionen [Comprehension of controversial scientific issues: Problems, underlying cognitive processes and psychological interventions]. Psychologische Rundschau, 69, 151-159. [preprint]
Maier, J., & Richter, T. (2016). Effects of text-belief consistency and reading task on the strategic validation of multiple texts. European Journal of the Psychology of Education, 31, 479-497.
Maier, J., & Richter, T. (2014). Fostering multiple text comprehension: How metacognitive strategies and motivation moderate the text-belief consistency effect. Metacognition & Learning, 9, 45-71.
Maier, J., & Richter, T. (2014). Verstehen multipler Texte zu kontroversen wissenschaftlichen Themen: Die Rolle der epistemischen Validierung. Unterrichtswissenschaft, 42(1), 24-38.
Maier, J., & Richter, T. (2013). Text-belief consistency effects in the comprehension of multiple texts with conflicting information. Cognition and Instruction, 31, 151-175.
Maier, J., & Richter, T. (2013). How nonexperts understand conflicting information on social science issues: The role of perceived plausibility and reading goals. Journal of Media Psychology, 25, 14-26.
Isberner, M.-B., Richter, T., Maier, J., Knuth-Herzig, K., Horz, H., & Schnotz, W. (2013). Comprehending conflicting science-related texts: Graphs as plausibility cues. Instructional Science, 41, 849-872.
