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Deutsch (Deutschland) en-US

  Nina  Mahlow

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Leibniz-Institut für Bildungsverläufe
Wilhelmsplatz  3
96047  Bamberg
Telefon: +49 951 863-3912

Ausgewählte Publikationen

<ul><li>Mahlow, N., Hahnel, C., Kroehne, U., Artelt, C., Goldhammer, F., & Schoor, C. (2022). The role of domain-related epistemic beliefs for mastering cognitive requirements in multiple document comprehension. Learning and Individual Differences, 94. </li><li>Hahnel, C., Goldhammer, F., Kroehne, U., Mahlow, N., Artelt, C., & Schoor, C. (2021). Automated and controlled processes in comprehending multiple documents. <em>Studies in Higher Education</em>, 46(10), 2074-2086. <br></li><li>Schoor, C., Rouet, J.-F., Artelt, C., Mahlow, N., Hahnel, C., Kroehne, U., & Goldhammer, F. (2021). Readers’ perceived task demands and their relation to multiple document comprehension strategies and outcome. <em>Learning and Individual Differences</em>, 88.</li><li>Mahlow, N., Hahnel, C., Kroehne, U., Artelt, C., Goldhammer, F., & Schoor, C. (2020). More Than (Single) Text Comprehension? – On University Students’ Understanding of Multiple Documents. <em>Frontiers in Psychology</em>, 11. <br></li><li>Schoor, C., Hahnel, C., Mahlow, N., Klagges, J., Kroehne, U., Goldhammer, F., & Artelt, C. (2020). Multiple document comprehension of university students: Test development and relations to person and process characteristics. In O. Zlatkin-Troitschanskaia, H. A. Pant, M. Toepper, & C. Lautenbach (Eds.), <em>Student learning in german higher education - Innovative measurement approaches and research results</em> (pp. 221-240). Springer VS.</li><li>Hahnel, C., Kröhne, U., Goldhammer, F., Schoor, C., Mahlow, N., & Artelt, C. (2019). Validating process variables of sourcing in an assessment of multiple document comprehension. <em>British Journal of Educational Psychology</em>, 89(1), 524-537. <br></li></ul><ul><li>Hahnel, C., Schoor, C., Kröhne, U., Goldhammer, F., Mahlow, N., & Artelt, C. (2019). The role of cognitive load for university students’ comprehension of multiple documents. <em>Zeitschrift für Pädagogische Psychologie</em>, 33(2), 105-118.</li></ul>