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.