In the field of experimental psychology, I am working on visuo-spatial attention  and time perception. I am especially interested in the question whether (and how) attention influences perceived time and speed of information processing, and in the control of visuo-spatial information. I have been studying prior entry, the apparently earlier perception of an attended stimulus, for quite a while and also have a history in studying and processing of nonconscious information (priming). My current research projects take a methodological and formal-modeling turn, trying to use the Theory of Visual Attention (TVA) of Claus Bundesen as a tool for answering different fundamental questions about human information processing (successful PhD project of Alexander Krüger, cooperation with Jan Tünnermann, Universität Marburg). Currently, we apply the TVA in more realistic, game-like settings. I have a strong interest in formal modeling and also in doing good psychology which makes a critical approach to current psychological practices necessary.

Most recent publications on TVA: Here and here. This publication shows how TVA can be useful in realistic scenarios. Here is a paper taking a more general stance on explaining in psychology.

In the realm of pedagogical psychology and education research, I am currently working on self-regulated learning (PsyBASE project), on academic writing, and on general education topics, such as college education/liberal arts education, and disciplinary cultures (this is a first answer to the question whether disciplinary cultures still exist in German universities).

Within the research conducted in Paderborn's Academic Writing Center, I do qualitative research to understand students' and teachers' conceptualisations of such practices, studying metaphors of academic practices, mostly writing and reading, together with Andrea Karsten and Katharina Rohlfing (both Paderborn University). One recent paper on students' metaphors of academic reading can be found here. I also publish on writing didactics.

Within these two realms lies the field of didactics of psychology. I am currently developing approaches to teach didactis at German high schools (Gymnasium/Gesamtschule, Berufskolleg), drawing on different (sociological, historical, philosophical and pedagogical) theories. I see didactics not as a conveying tool, but as a reflective thinking that changes the content.

For more information, see my publication list.

Within TRR318 Constructing Explainability, Prof. Scharlau is responsible for the projects

  • A05: Contextualized and online parametrization of attention in human-robot dialog (more information here)
  • C01: Healthy distrust (more information here)
  • C04: Metaphors as an explanation tool (more information here)
  • Integrated research training group (more information here)

Within the "Stiftung Innovation" Project "DigiSELF", Prof. Scharlau is responsible for the concept and training of Culture Fellows.

  • The dynamics of attention within the first second and their consequences for temporal perception (DFG, ESF project The long and short range dynamics of attention)
  • Erhöht visuell-räumliche Aufmerksamkeit die Verarbeitungsgeschwindigkeit? Eine Prüfung der Prior-Entry-Hypothese und alternativer Erklärungen (DFG)
  • Eine methodische Analyse von Perceptual Latency Priming (DFG)
  • Subjektive Theorien von Studierenden und Lehrenden und ihr Einfluss auf die Gestaltung und Nutzung von universitären Lehr- und Lernprozessen (BMBF, Professionalisierung der Hochschullehre durch Hochschulforschung).
  • Assessing, understanding, and modeling visual salience and its dynamical impact on perception and selection (DFG; gemeinsam mit Mieke Donk, Amsterdam, und Zhaoping Li, London)