In the field of experimental psychology, I am working on visuo-spatial attention – especially misperceptions caused by attention time perception – 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 alos 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 (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 nacessary.
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, interdisciplinary teaching and learning and, again, writing didactics. I also study metaphors of academic practices, mostly writing and reading, together with Andrea Karsten and Katharina Rohlfing (both Universität Paderborn).
Within these two realms lies the field of didactics of psychology. I am currently developing approaches to teach didactis at Germen high schools (Gymnsaium/Gesamtschule, Beurfskolleg), drawing on different (sociological, historical, philosophical and pedagogical) theories. I see didactics not as a conveying tool, but as a way of thinking that changes the content.
For more information, see the publication list.