A – B – C – D – E – F – G – H – I – J – K – L – M – N – O – P – Q – R – S – T – U – V – W – X – Y – Z
A
Albert, D. (1966). Über Lernen und Vergessen von Wortreihen unterschiedlichen semantischen Kontextes. (Unpublished Master’s Thesis). Institute of Psychology, University of Göttingen. Göttingen, Germany.
Albert, D. (1968). Freies Reproduzieren von Wortreihen als stochastische Entleerung eines Speichers. Zeitschrift für experimentelle und angewandte Psychologie, 15, 564-581.
Albert, D. (1972). A new method for testing theories of retroaction, proaction and forgetting: Applied to retroactive inhibition in free recall. Japanese Psychological Research, Supplement to Vol. 14, 355.
Albert, D. (1972). Zur Theorie der retroaktiven Hemmung ([On the theory of retroactive inhibition]. Unpublished Doctoral Dissertation). University of Marburg. Marburg, Germany.
Albert, D. (1980). Anxiety and learning-performance. Archiv für Psychologie, 132, 139-163. [pdf]
Albert, D. (Ed.). (1985). Bericht über den 34. Kongreß der Deutschen Gesellschaft für Psychologie in Wien 1984 [Report on the 34th congress of the German Society of Psychology in Vienna 1984]. Göttingen, Germany: Hogrefe. [link]
Albert, D. (1985). Über Beziehungen zwischen Rasch-Modell und Prozeßmodellen: Ein Beitrag zur allgemeinen differentiellen Psychologie [Relationships between the Rasch model and process models: a contribution to general differential psychology]. Psychologische Beiträge, 27(3), 297-317.
Albert, D. (1985). Vorwort des Herausgebers. In D. Albert (Ed.), Bericht über den 34. Kongreß der Deutschen Gesellschaft für Psychologie in Wien 1984 [Report on the 34th congress of the German Society of Psychology in Vienna 1984] (pp. V-VIII). Göttingen, Germany: Hogrefe. [link]
Albert, D. (Ed.). (1994). Knowledge structures. Berlin, Heidelberg, Germany: Springer. doi:10.1007/978-3-642-52064-8 [Springer] [doi] [pdf]
Albert, D. (1994). Neuere Entwicklungen in der Wissensdiagnostik [Recent Developments in the Assessment of Knowledge]. In H. Janig (Ed.), Psychologische Forschung in Österreich. Bericht über die 1. Wissenschaftliche Tagung der Österreichischen Gesellschaft für Psychologie, (pp. 25-29). Klagenfurt, Austria: Universitätsverlag Carinthia.
Albert, D. (1995). Überlegungen zur computergerechten Abfassung experimentalpsychologischer Publikationen [Reflections on the computerized preparation of publications in experimental psychology]. In E. Jakobs, D. Knorr & S. Molitor-Lübbert (Eds.), Wissenschaftliche Textproduktion. Mit und ohne Computer (pp. 193-207). Textproduktion und Medien (vol. 0). Frankfurt/Main, Germany: Peter Lang. [link]
Albert, D. (1996). Die Repräsentation von individuellen Werten [The Representation of Individual Values]. In G. Trommsdorff, & H. Kornadt (Eds.), Gesellschaftliche und individuelle Entwicklung in Japan und Deutschland (pp. 299-315). Konstanz, Germany: UVK Universitätsverlag Konstanz. [pdf]
Albert, D. (1999). Das Bewußtsein als neuronales Netz [Consciousness as neural network]. In Urania (Ed.), Bewußtsein (pp. 89-104). Graz, Austria: Leykam. [pdf]
Albert, D. (2003). Contributions of the psychology of knowledge to learning science and education. Journal of Learning and Curriculum Development, 2, 111-116.
Albert, D. (2003). E-learning future – the contribution of psychology. In R. Roth, L. Lowenstein & D. Trent (Eds.), Catching the Future: Women and Men in Global Psychology: Proceedings of the 59th Annual Convention, International Council of Psychologists, July 8-12, 2001, Winchester, England, 8-12 July 2001, Winchester, England. (pp. 30-53). Lengerich, Germany: Pabst Science.
Albert, D. (2008). The Competence Performance Distinction and It’s Implications for Teacher Education and Training. In S. Higuchi (Ed.), Comparative study on teacher education system between Austria and Japan for constructing a new conception of teacher training, (pp. 187-206). [pdf]
Albert, D. (2021). Open Education by Higuchi Sensei outside the Classroom. Essay regarding retirement of Professor Satoshi Higuchi. Journal of Learning Science, 13, 20-21. [Journal] [pdf]
Albert, D. (2023). Obituary for Hans-Joachim (Jochen) Kornadt. German JSPS Alumni Association Newsletter “Neues vom JSPS-Club 02 / 2023“, Edition 90, 25 (online). [link] [pdf]
Albert, D., Aschenbrenner, K. M., Böckenholt, U., & Schmalhofer, F. (1986). Information search and its termination in a choice situation. In M. Amelang (Ed.), Proceedings of the 35th Congress of the German Society of Psychology, (pp. 346-347). Göttingen, Germany: Hogrefe.
Albert, D., Aschenbrenner, K. M., & Schmalhofer, F. (1989). Cognitive choice processes and the attitude-behavior relation. In A. Upmeyer (Ed.), Attitudes and behavioral decisions (pp. 61-99). Springer Series in Social Psychology. New York, USA: Springer New York. doi:10.1007/978-1-4612-3504-0_3 [Springer] [doi] [pdf (Univ. Regensburg)]
Albert, D., Bahrick, H. P., Falmagne, J., Witteveen, C., d’Ydewalle, G., Haers, M., & Toda, M. (1992). Representation and assessment of knowledge. In J. Misumi, B. Wilpert & H. Motoaki (Eds.), General Psychology and Environmental Psychology: Proceedings of the 22nd International Congress of Applied Psychology, 22-27 July 1990, Kyoto, Japan. (pp. 94-98). Hove, UK, Hillsdale, USA: Lawrence Erlbaum Associates. [Google Books]
Albert, D., Baumann, U., Heckhausen, H., Kornadt, H.-J., & Rollet, B. (1985). Ein konsekutiver Studienaufbau, aber kein dritter Studienabschnitt. [A consecutive curriculum, but no third stage of study] Psychologische Rundschau, 36(1), 32-34.
Albert, D., Bedek, M., Binda, G., Nussbaumer, A. & Weichselgartner, E. (2021). Supporting Sustainable Behaviour by Citizen’s Participation in Group Activities. In Schnitzer, H. & S. Braunegg (Eds.), Proceedings of the 20th European Roundtable on Sustainable Consumption and Production, 8.-10. September 2021, Graz, Austria. (pp. 1-20). Technische Universität Graz: Verlag der Technischen Universität Graz. doi:10.3217/978-3-85125-842-4-33 [doi] [pdf (TU Graz)]
Albert, D., Bedek, M. A., & Horn, W. A. (2021). Reducing Energy Consumption by Behavioural Change. In Md Atiqur Rahman Ahad, Sozo Inoue, Daniel Roggen & Kaori Fujinami (Eds.), Activity and Behavior Computing (pp. 257-268). Springer Nature Singapore Pte Ltd. [Springer] [doi]
Albert, D., Dowling, C., & Riesenhuber, E. (1995). Empirische Validierung von Expertenwissen zu Sprachfertigkeiten von Kindern [Empirical Validation of Experts’ Knowledge on Language Skills of Children]. In K. Pawlik (Ed.), Bericht über den 39. Kongreß der Deutschen Gesellschaft für Psychologie in Hamburg 1994. Schwerpunktthema: Persönlichkeit und Verhalten (p. 23). Göttingen, Germany: Hogrefe. [link]
Albert, D., Gertzen, H., Bürgy, R., Bannert, M., & Schneyer, T. (1989). Abruf semantisch strukturierter Informationen beim binären Wählen zwischen beschriebenen Alternativen [Retrieval of semantically structured information in binary choice between described alternatives]. (Bericht aus dem Psychologischen Institut der Universität Heidelberg No. 65). Heidelberg, Germany: Universität Heidelberg. [pdf (Univ. Heidelberg)]
Albert, D., & Gundlach, H. (Eds.). (1997). Apparative Psychologie: Geschichtliche Entwicklung und gegenwärtige Bedeutung [Apparative Psychology: Historical Development and Contemporary Significance]. Lengerich, Germany: Pabst Science. [Pabst]
Albert, D., & Held, T. (1994). Establishing knowledge spaces by systematical problem construction. In D. Albert (Ed.), Knowledge structures (pp. 81-115). Berlin, Heidelberg, Germany: Springer. doi:10.1007/978-3-642-52064-8_3 [Springer] [doi] [pdf]
Albert, D., & Held, T. (1996). Wissensstrukturen für Leistungen in Sprachtests. In M. Jirasko, J. Glück & B. Rollet (Eds.), Perspektiven psychologischer Forschung in Österreich (pp. 65-68). Wien, Austria: WUV Universitätsverlag.
Albert, D., & Held, T. (1999). Component-based knowledge spaces in problem solving and inductive reasoning. In D. Albert, & J. Lukas (Eds.), Knowledge spaces: Theories, empirical research, and applications (pp. 15-40). Mahwah, NJ, USA: Lawrence Erlbaum Associates. [Routledge] [pdf (ResearchGate)]
Albert, D., & Hockemeyer, C. (1997). Adaptive and dynamic hypertext tutoring systems based on knowledge space theory. In B. D. Boulay, & R. Mizoguchi (Eds.), Artificial intelligence in education: Knowledge and media in learning systems (pp. 553-555). Frontiers in Artificial Intelligence and Applications (vol. 39). Amsterdam, The Netherlands: IOS Press. [IOS Press] [pdf (ResearchGate)]
Albert, D., & Hockemeyer, C. (1999). Developing curricula for tutoring systems based on prerequisite relationships. In G. Cumming, T. Okamoto & L. Gomez (Eds.), Advanced research in computers and communications in education: New human abilities for the networked society: Proceedings of ICCE ’99, 7th International Conference on Computers in Education, Chiba, Japan (pp. 325-328). Frontiers in Artificial Intelligence and Applications (vol. 55). Amsterdam, The Netherlands: IOS Press. [IOS Press] [pdf (ResearchGate)]
Albert, D., & Hockemeyer, C. (2002). Applying demand analysis of a set of test problems for developing adaptive courses. International Conference on Computers in Education, 2002. Proceedings. 3-6 December 2002, Auckland, New Zealand. (pp. 69-70). IEEE. doi:10.1109/CIE.2002.1185866 [IEEE Xplore] [doi] [pdf (ResearchGate)]
Albert, D., Hockemeyer, C., Conlan, O., & Wade, V. (2001). Reusing adaptive learning resources. In C. H. Lee et al. (Eds.), Proceedings of the Ninth International Conference on Computers in Education ICCE/SchoolNet2001, Seoul, Korea. (pp. 205-210). [pdf (ResearchGate)]
Albert, D., Hockemeyer, C., Kickmeier-Rust, M. D., Nussbaumer, A., & Steiner, C. M. (2012). E-learning based on metadata, ontologies and competence-based knowledge space theory. In D. Lukose, A. R. Ahmad & A. Suliman (Eds.), Knowledge technology: Third Knowledge Technology Week, KTW 2011, Kajang, Malaysia, July 18-22, 2011. Revised selected papers (pp. 24-36). Communications in Computer and Information Science (vol. 295). Berlin, Heidelberg, Germany: Springer. doi:10.1007/978-3-642-32826-8_3 [Springer] [doi]
Albert, D., Hockemeyer, C., Kickmeier-Rust, M. D., Peirce, N., & Conlan, O. (2007). Microadaptivity within complex learning situations – a personalized approach based on competence structures and problem spaces. In W. Chen & H. Ogata (Eds.), 15th International Conference on Computers in Education (ICCE 2007) Supplementary Proceedings, 5-9 November 2007, Hiroshima, Japan.
Albert, D., Hockemeyer, C., Kulcsar, Z., & Shorten, G. (2007). Competence assessment for spinal anaesthesia. In A. Holzinger (Ed.), HCI and usability for medicine and health care: Third symposium of the workgroup human-computer interaction and usability engineering of the Austrian Computer Society, USAB 2007 Graz, Austria, November, 22, 2007. Proceedings (pp. 165-170). Lecture Notes in Computer Science (vol. 4799). Berlin, Heidelberg, Germany: Springer. doi:10.1007/978-3-540-76805-0_14 [Springer] [doi] [pdf (ResearchGate)]
Albert, D., Hockemeyer, C., Mayer, B., & Steiner, C. M. (2007). Cognitive structural modelling of skills for technology-enhanced learning. In J. M. Spector, D. G. Sampson, T. Okamoto, Kinshuk, S. A. Cerri, M. Ueno & A. Kashihara (Eds.), Proceedings of the Seventh IEEE International Conference on Advanced Learning Technologies (ICALT 2007), 18-20 July 2007, Niigata, Japan. (pp. 322-324). doi:10.1109/ICALT.2007.94 [IEEE Xplore] [doi]
Albert, D., Hockemeyer, C., & Mori, T. (2006). Memory, knowledge, and E-learning. In L.-G. Nilsson, & N. Ohta (Eds.), Memory and society: Psycholocigal perspectives (pp. 87-109). Hove, UK: Psychology Press. [Routledge] [pdf (ResearchGate)]
Albert, D., Hockemeyer, C., & Wesiak, G. (2002). Current trends in eLearning based on knowledge space theory and cognitive psychology. Psychologische Beiträge, 44(4), 478-494.
Albert, D., & Kaluscha, R. (1997). Adapting knowledge structures in dynamic domains. In C. Herzog (Ed.), Beiträge zum 8. Arbeitstreffen der GI-Fachgruppe 1.1.5/7.0.1 “Intelligente Lehr-/Lernsysteme” 18.-19. September 1997 Duisburg, 18-19 September 1997, Duisburg, Germany. (pp. 89-100). [pdf (ResearchGate)]
Albert, D., Kickmeier-Rust, M. D., & Matsuda, F. (2008). A formal framework for modelling the developmental course of competence and performance in the distance, speed, and time domain. Developmental Review, 28(3), 401-420. doi:10.1016/j.dr.2008.05.001 [Elsevier] [doi]
Albert, D., & Körner, C. (1996). Entscheidungs- und Willensfreiheit in konnektionistischen Modellen [Freedom of choice and will in connectionist models]. In M. von Cranach, & K. Foppa (Eds.), Freiheit des Entscheidens und Handelns. Ein Problem der nomologischen Psychologie (pp. 219-233). Heidelberg, Germany: Asanger. [pdf]
Albert, D., Lages, M., Gertzen, H., & Aschenbrenner, K. M. (1989). Beeinflussen Struktureigenschaften von Wissen das Wahlverhalten? [Do structural characteristics of knowledge affect choice behaviour?]. (Bericht aus dem Psychologischen Institut der Universität Heidelberg No. 66). Heidelberg, Germany: Universität Heidelberg. [pdf (Univ. Heidelberg)]
Albert, D., & Lukas, J. (Eds.). (1999). Knowledge spaces: Theories, empirical research, and applications. Mahwah, NJ, USA: Lawrence Erlbaum Associates. [Routledge] [Google Books (preview)]
Albert, D., & Merz, F. (1973). Der Ablauf willkürlicher Bewegung und seine Beeinflussung durch den Handlungserfolg. Bericht aus dem Institut für Psychologie der Philipps-Universität in Marburg. (Abschlußbericht eines von der Kommision der europäischen Gemeinschaft geförderten Forschungsprojekts No. 39).
Albert, D., Merz, F., & Sattel, L. (1975). Pendeln der Last beherrschen: Ergebnisse einer Untersuchung zur Kranführerausbildung [Mastering swinging loads: results of a study of the training of crane operators]. Maschinenmarkt, 81, 729-732.
Albert, D., Mittenecker, E., & Nährer, W. (Eds.). (1994). 100 Jahre Psychologie an der Karl-Franzens-Universität Graz. Katalog zur Ausstellung [100 Years Psychology at the Karl-Franzens-University of Graz]. Graz, Austria: Universitätsverlag Graz. [pdf (Univ. Graz)]
Albert, D., & Mori, T. (2001). Contributions of cognitive psychology to the future of E-learning. Bulletin of the Graduate School of Education, Hiroshima University. Part 1, Learning and Curriculum Development, 50, 25-34. doi:10.15027/18093 [Journal] [doi] [pdf (Journal)]
Albert, D., & Murch, G. M. (1968). Eichung von sinnlosen Silben. Zeitschrift für experimentelle und angewandte Psychologie, 15, 381-403.
Albert, D., & Musch, J. (1996). Knowledge space modeling of ravens advanced progressive matrices (APM) test. In V. Kolesaric & D. Ivanec (Eds.), Abstracts of the 4th Alps Adria Psychology Symposium, 3-5 October 1996, Zagreb, Croatia. (p. 39).
Albert, D., & Musch, J. (1996). Ravens advanced progressive matrices. In A. Schorr (Ed.), Experimentelle Psychologie: Beiträge zur 38. Tagung Experimentell Arbeitender Psychologen, Beiträge zur DGMF-Tagung Medienpsychologie – Medienwirkungsforschung, 1-4 April 1996, Eichstätt, Germany. (p. 3). Lengerich, Germany: Pabst Science. [PsychArchives] [pdf (PsychArchives)]
Albert, D., Nussbaumer, A., Kuo, B., Foltz, P. W., & Hu, X. (2017). Competence-based knowledge structures and current challenges for E-assessment. In R. Sottilare, A. Graesser, X. Hu & G. Goodwin (Eds.), Design recommendations for intelligent tutoring systems: Volume 5 – Assessment methods (pp. 21-28). Orlando, FL, USA: U.S. Army Research Laboratory (ARL). [ARL] [pdf (ARL)]
Albert, D., Nussbaumer, A., & Steiner, C. (2008). Using visual guidance and feedback based on competence structures for personalising E-learning experience. Proceedings of the 16th International Conference on Computers in Education (ICCE 2008), 27-31 October 2008, Taipei, Taiwan. (pp. 3-10). [pdf (ResearchGate)]
Albert, D., Nussbaumer, A., & Steiner, C. M. (2010). Towards generic visualisation tools and techniques for adaptive E-learning. In S. L. Wong et al. (Eds.), Proceedings of the 18th International Conference on Computers in Education, 29 November – 3 December 2010, Putrajaya, Malaysia. (pp. 61-65). Asia-Pacific Society for Computers in Education. [pdf (ResearchGate)]
Albert, D., Nussbaumer, A., Steiner, C. M., Hendrix, M., & Cristea, A. (2009). Design and development of an authoring tool for pedagogical relationship types between concepts. In S. C. Kong et al. (Eds.), Proceedings of the 17th International Conference on Computer in Education (ICCE 2009), 30 November – 4 December 2009, Hong Kong. (pp. 194-196). Hong Kong: Asia-Pacific Society for Computers in Education. [pdf (ResearchGate)]
Albert, D., Pawlik, K., Stapf, K.-H., & Stroebe, W. (Eds.). (1981-1994). Lehr- und Forschungstexte Psychologie. Berlin, Heidelberg, Germany: Springer. [link]
Albert, D., & Pilgerstorfer, M. (2007). Preliminary considerations on personalized assessment of logical and moral thinking skills. In D. G. Camhy (Ed.), Philosophical foundations of innovative learning – Philosophische Grundlagen innovativen Lernens. Proceedings of the International Conference on Philosophy for Children – Kongressband des internationalen Kongresses für Kinderphilosophie (pp. 55-61). Conceptus-Studien (vol. 18). Sankt Augustin, Germany: Academia.
Albert, D., Pivec, M., Spörk-Fasching, T., & Maurer, H. (2003). Adaptive intercultural competence testing: A computerized approach based on knowledge space theory. In J. Lasonen & L. Lestinen (Eds.), Proceedings of the UNESCO Conference on Intercultural Education, 15-18 June 2003, Jyväskylä, Finland.
Albert, D., & Schrepp, M. (1999). Structure and design of an intelligent tutorial system based on skill assignments. In D. Albert, & J. Lukas (Eds.), Knowledge spaces: Theories, empirical research, and applications (pp. 179-196). Mahwah, NJ, USA: Lawrence Erlbaum Associates. [Routledge] [pdf (ResearchGate)]
Albert, D., Schrepp, M., & Held, T. (1994). Construction of knowledge spaces for problem solving in chess. In G. H. Fischer, & D. Laming (Eds.), Contributions to mathematical psychology, psychometrics, and methodology (pp. 123-135). Recent Research in Psychology. New York, USA: Springer New York. doi:10.1007/978-1-4612-4308-3_9 [Springer] [doi] [pdf (ResearchGate)]
Albert, D., & Schulz, U. (1975). A model for free recall of two lists: Individual recall sequences and the effect of list-2-dominance. Acta Psychologica, 39(3), 161-174. doi:10.1016/0001-6918(75)90031-1 [doi]
Albert, D., & Schulz, U. (1981). Kritischer Test eines Modells zum Reproduzieren von Einheiten mehrerer Klassen durch Einbeziehung der Reproduktionszeiten, oder: Über die Konkurrenz von Reproduktionstendenzen [Critical test of a model for recalling units of several classes by consideration of recall latencies]. In L. Tent (Ed.), Erkennen – Wollen – Handeln: Beiträge zur Allgemeinen und Angewandten Psychologie. Festschrift für Heinrich Düker zum 80. Geburtstag (pp. 67-86). Göttingen, Germany: Hogrefe. [link]
Albert, D., & Schulz, U. (1976). Das Reproduzieren und seine Beendigung: Ein Ausschöpfungsmodell. [Reproduction and its termination. An exhaustive model] Psychologische Beiträge, 18, 1-11.
Albert, D., & Stapf, K. H. (Eds.). (1996). Gedächtnis. Enzyklopädie der Psychologie, Themenbereich C, Serie II, Band 4 [Memory. Encyclopedia of Psychology]. Göttingen, Germany: Hogrefe. [Hogrefe]
Albert, D., & Stefanutti, L. (2003). Knowledge structures and didactic model selection in learning object navigation. The Joint Workshop of Cognition and Learning through Media-Communication for Advanced E-Learning (JWCL), Berlin, Germany. (pp. 1-10). [pdf (ResearchGate)]
Albert, D., & Stefanutti, L. (2003). Ordering and combining distributed learning objects through skill maps and asset structures. Proceedings of the International Conference on Computers in Education (ICCE 2003), 2–5 December 2003, Hong Kong. [pdf (ResearchGate)]
Albert, D., & Steiner, C. (2005). Representing domain knowledge by concept maps: How to validate them? In T. Okamoto, D. Albert, T. Honda & F. W. Hesse (Eds.), 2nd Joint Workshop of Cognition and Learning through Media-Communication for Advanced e-Learning (JWCL), 28-30 September 2005, Tokyo, Japan, (pp. 169-174). [pdf (ResearchGate)]
Albert, D., & Steiner, C. M. (2005). Empirical validation of concept maps: Preliminary methodological considerations. In P. Goodyear, D. G. Sampson, D. J. Yang, Kinshuk, T. Okamota, R. Hartley & N. Chen (Eds.), Proceedings of the Fifth IEEE International Conference on Advanced Learning Technologies (ICALT’05), 5-8 July 2005, Kaohsiung, Taiwan. (pp. 952-953). IEEE. doi:10.1109/ICALT.2005.135 [IEEE Xplore] [doi] [pdf (ResearchGate)]
Albert, D., & Steiner, C. M. (2011). Reflections on the evaluation of adaptive learning technologies. 2011 IEEE International Conference on Technology for Education (T4E), 14-16 July 2011, Chennai, Tamil Nadu, India. (pp. 295-296). IEEE. doi:10.1109/T4E.2011.62 [IEEE Xplore] [doi] [pdf (ResearchGate)]
Albert, D., & Urabe, M. (2010). The competence-performance distinction and its implications for peace education and human development. In R. Roth, C. Barreda-Hanson & C. Hiew (Eds.), Families and Societies in Transition – Proceedings of the 66th Annual Convention, International Council of Psychologists, July 15-18, 2008, St. Petersburg, Russia, 15-18 July 2008, St. Petersburg, Russia. (pp. 151-162). Berichte aus der Psychologie. Aachen, Germany: Shaker. [Shaker]
Albert, D., Wesiak, G., & Ünlü, A. (2013). Heuristics for generating and validating surmise relations across, between and within Sets/Tests. In J. Falmagne, D. Albert, C. Doble, D. Eppstein & X. Hu (Eds.), Knowledge spaces: Applications in education (pp. 193-227). Berlin, Heidelberg, Germany: Springer. doi:10.1007/978-3-642-35329-1_10 [Springer] [doi] [pdf]
Albert, D., Wong, S. L., & Wesiak, G. (2009). Structure for assessing teachers IT states. Proceedings of the 1st International Conference on Educational Research and Practice (ICERP): Enhancing Human Capital through Teacher Education, 10-11 June 2009, Putrajaya, Malaysia. (pp. 1017-1032).
Albert-Joppich, E., Albert, D., & Murch, G. M. (1972). All-or-none vs. incremental learning in the free recall of meaningful material. Archiv für Psychologie, 124, 123-132.
AL-Smadi, M., Hoefler, M., Wesiak, G., & Guetl, C. (2012). Complex learning resources integrated with emerging forms of E-assessment: An empirical study. 2012 IEEE 12th International Conference on Advanced Learning Technologies, 4-6 July 2012, Rome, Italy. (pp. 146-150). doi:10.1109/ICALT.2012.185 [IEEE Xplore] [doi] [pdf (ResearchGate)]
AL-Smadi, M., Wesiak, G., & Guetl, C. (2012). Assessment in serious games: An enhanced approach for integrated assessment forms and feedback to support guided learning. 2012 15th International Conference on Interactive Collaborative Learning (ICL), 26-28 September 2012, Villach, Austria. (pp. 1-6). doi:10.1109/ICL.2012.6402089 [IEEE Xplore] [doi] [pdf (ResearchGate)]
AL-Smadi, M., Wesiak, G., Guetl, C., & Holzinger, A. (2012). Assessment for/as learning: Integrated automatic assessment in complex learning resources for self-directed learning. 2012 Sixth International Conference on Complex, Intelligent and Software Intensive Systems (CISIS), 4-6 July 2012, Palermo, Italy. (pp. 929-934). doi:10.1109/CISIS.2012.210 [IEEE Xplore] [doi] [pdf (ResearchGate)]
Andrews, K., Putz, W., & Nussbaumer, A. (2007). The hierarchical visualisation system (HVS). In E. Banissi et al. (Eds.), 11th International Conference Information Visualization (IV 2007), 4-6 July 2007, Zurich, Switzerland. (pp. 257-262). IEEE. doi:10.1109/IV.2007.112 [IEEE Xplore] [doi] [pdf (ISDS)]
Aschenbrenner, K. M., Albert, D., & Amelang, M. (1979). Bericht über die 21. Tagung Experimentell Arbeitender Psychologen in Heidelberg. Psychologische Rundschau, 30, 322-329.
Aschenbrenner, K. M., Albert, D., & Klose, W. (1984). Messung der visuellen Persistenz mittels Paarvergleich. [Measuring visual persistence by the method of paired comparisons] Psychologische Rundschau, 26, 147-152.
Aschenbrenner, K. M., Albert, D., & Schmalhofer, F. (1984). Stochastic choice heuristics. Acta Psychologica, 56(1–3), 153-166. doi:10.1016/0001-6918(84)90015-5 [Journal] [doi] [pdf (Univ. Regensburg)]
Aschenbrenner, K. M., Böckenholt, U., Albert, D., & Schmalhofer, F. (1986). The Selection of Dimensions when Choosing Between Multiattribute Alternatives. In R. W. Scholz (Ed.), Current issues in West German decision research (pp. 63-78). Psychologie des Entscheidungsverhaltens und des Konfliktes (vol. 4). Frankfurt am Main, Germany; New York, USA: Peter Lang. [pdf (Univ. Regensburg)]
Aschenbrenner, K. M., Laier, R., & Albert, D. (1989). Wichtigkeit als Wissen über die Variation der Merkmalsattraktivität bei der Verhaltenswahl [Importance as knowledge about the variation of feature attractiveness for behavioral choice]. (Bericht aus dem Psychologischen Institut der Universität Heidelberg No. 64). Heidelberg, Germany: Universität Heidelberg. [pdf (Univ. Heidelberg)]
Augustin, T. (2004). Bradley — Terry — Luce models to incorporate within-pair order effects: Representation and uniqueness theorems. British Journal of Mathematical and Statistical Psychology, 57(2), 281-294. doi:10.1348/0007110042307195 [Journal] [doi]
Augustin, T. (2005). An approach to combine the logistic threshold model of psychophysics with the Bradley–Terry–Luce models of choice theory. Journal of Mathematical Psychology, 49(1), 70-79. doi:10.1016/j.jmp.2004.11.002 [Elsevier] [doi]
Augustin, T. (2008). The parameters in the near-miss-to-Weber’s law. Journal of Mathematical Psychology, 52(1), 37-47. doi:10.1016/j.jmp.2007.11.001 [Elsevier] [doi]
Augustin, T. (2008). Stevens’ power law and the problem of meaningfulness. Acta Psychologica, 128(1), 176-185. doi:10.1016/j.actpsy.2007.12.005 [Elsevier] [doi]
Augustin, T., Hockemeyer, C., Kickmeier-Rust, M. D., & Albert, D. (2011). Individualized skill assessment in digital learning games: Basic definitions and mathematical formalism. IEEE Transactions on Learning Technologies, 4(2), 138-148. doi:10.1109/TLT.2010.21 [IEEE Xplore] [doi] [pdf (IEEE Xplore)]
Augustin, T., Hockemeyer, C., Kickmeier-Rust, M. D., Podbregar, P., Suck, R., & Albert, D. (2013). The simplified updating rule in the formalization of digital educational games. Journal of Computational Science, 4(4), 293-303. doi:10.1016/j.jocs.2012.08.020 [Elsevier] [doi]
Augustin, T., Hockemeyer, C., Suck, R., Podbregar, P., Kickmeier-Rust, M. D., & Albert, D. (2015). Individualized skill assessment in educational games: The mathematical foundations of partitioning. Journal of Mathematical Psychology, 67, 1-7. doi:10.1016/j.jmp.2015.05.003 [Elsevier]
[doi]
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Ley, T., & Albert, D. (2003). Kompetenzmanagement als formalisierbare Abbildung von Wissen und Handeln für das Personalwesen [Competency management – Formalising knowledge and action for human resource management]. Wirtschaftspsychologie, 5(3), 86-93. [Journal] [pdf (ResearchGate)]
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