Presentations
since 2001
Mengelkamp, C., Clauß, H. & Görsch, P. (2022, September 10-15). Effects of Fluency on Metacomprehension when Learning from Informative Narratives [Poster presentation]. Deutsche Gesellschaft für Psychologie Congress, Hildesheim, Germany.
Mengelkamp, C., Friedrich, T., & Weber, S. (2022, May 26-30). Body-Positivity on Instagram: Downward Comparison rather than Inspiration? [Paper presentation]. International Communication Association, 72nd Annual Conference, Paris, France.
Mengelkamp, C. & Appel, M. (2019, May). The Influence of Screen Size on Narrative Transportation: A Bayes Factor Analysis. Poster presented at the 69th annual conference of the International Communication Association (ICA), Washington DC.
Mengelkamp, C., Hemmer, A. S., Grundke, A., von Kiesling, R. S. L., Meyer, C. M., & Müller, L. H. (2018, September). Erst fluent dann disfluent: Fluency-Effekte auf metakognitive Judgmentsbeim Textverstehen. Vortrag auf dem 51. Kongress der Deutschen Gesellschaft für Psychologie (DGPs), Frankfurt.
Mengelkamp, C. (2018, May). Cueing Components of an Animation enhances Knowledge of Terms at the Cost of Transfer to New Problems. Paper presented at the 68th annual conference of the International Communication Association (ICA), Prague, Czech Republic.
Mengelkamp, C. & Pieger, E. (2017, August). Effects of perceptual disfluency on metacomprehension of texts. In M. Undorf (Organizer and Chair), Current research on metacognition. Symposium presented at the 597th conference of experimental psychologists (TeaP), Dresden.
Pieger, E., Mengelkamp, C., & Bannert (2017, März). Fluency als Ursache ungenauer metakognitiver Einschätzungen beim Lernen mit Texten. In S. Golke & A. Prinz (Organisation & Moderation), Ursachen ungenauer metakognitiver Einschätzungen beim Textverstehen und Fördermöglichkeiten. Vortrag auf der 5. Tagung der Gesellschaft für empirische Bildungsforschung (GEBF), Heidelberg.
Mengelkamp, C. & Kasper, E. J. (2016, September). Cueing in Animation führt zu Trade-Off zwischen der Kenntnis von Fachbegriffen und Transfer. Vortrag auf dem 50. Kongress der Deutschen Gesellschaft für Psychologie (DGPs), Leipzig.
Bannert, M., Sonnenberg, C. & Mengelkamp, C. (2016, September). Effekte selbstgenerierter Lernhilfen auf den Lernprozess und Lernerfolg. Vortrag auf dem 50. Kongress der Deutschen Gesellschaft für Psychologie (DGPs), Leipzig.
Pieger, E., Mengelkamp, C., & Bannert, M. (2016, August). Monitoring accuracy and disfluency – Does the experience of disfluency reduce overconfidence? In E. Pieger & M. Van Loon (Organizers and Chairs), Beneficial and harmful factors for judgment accuracy and regulation of learning. Symposium presented at the 7th Biennial Meeting of the EARLI Special Interest Group 16 Metacognition, Nijmegen, The Netherlands.
Mengelkamp, C. & Pieger, E. (2016, August). Deeper insights in the effect of perceptual disfluency on monitoring control by eye-movements. Paper presented at the 7th Biennial Meeting of the EARLI Special Interest Group 16 Metacognition, Nijmegen, The Netherlands.
Mihalca, L., & Mengelkamp, C. (2016, August). Learner control in learning from genetics problems: The effect of metacognitive judgments on performance and task selection. Paper presented at the 7th Biennial Meeting of the EARLI-SIG16: Metacognition, Nijmegen, Netherlands.
Pieger, E., Mengelkamp, C., & Bannert, M. (2016, March). Is ease of processing used as a cue for metacognitive judgments? In B.G. Kuhlmann & M. Undorf (Organizers & Chairs), Current research on metacognitive monitoring and control. Symposium presented at the 58th Conference of Experimental Psychologists (TEAP), Heidelberg, Germany.
Pieger, E., Mengelkamp, C., & Bannert, M. (2015, September). Metakognitive Einschätzungen und Disfluency beim Lernen mit Texten. Vortrag auf der 15. Fachgruppentagung Pädagogische Psychologie (PAEPS), Kassel, Deutschland. Gefördert durch die DFG.
Bannert, M., Sonnenberg, C., Mengelkamp, C., & Pieger, E. (2015, September). Welche Effekte haben Lernhilfen, die von den Lernenden selbst gestaltet wurden? Vortrag auf der 15. Fachgruppentagung Pädagogische Psychologie (PAEPS), Kassel, Deutschland.
Sonnenberg, C., Mengelkamp, C., Loudwin, J., & Bannert, M.(2015, August). Scaffolding Hypermedia Learning through Student’s Self-Created Metacognitive Prompts. In S. Moser, J. Zumbach, & H. Mandl (Organizers & Chairs). Tutoring and E-Tutoring in Educational Settings. Symposium presented at the 16th Biennial EARLI Conference for Research on Learning and Instruction, Limassol, Cyprus.
Münchow, H., Bannert, M., & Mengelkamp, C. (2015, August). Enhancing learning outcome by inducing positive affect through the learning material. In H. Münchow, & M. Bannert (Organizers & Chairs). Activity Related Achievement Emotions and Learning Outcome. ymposium presented at the 16th Biennial EARLI Conference for Research on Learning and Instruction, Limassol, Cyprus.
Mengelkamp, C., & Pieger, E. (2015, August). Using eye-tracking to investigate the effects of disfluency on metacomprehension. Poster presented at the 16th Biannual EARLI Conference for Research on Learning and Instruction, Limassol, Cyprus.
Organizers: E. Pieger, & C. Mengelkamp. Metacognitive judgments in self-regulated learning contexts. Symposium presented at the 16th Biennial EARLI Conference for Research on Learning and Instruction, Limassol, Cyprus.
Pieger, E., Mengelkamp, C., & Bannert, M. (2015, August). Judgments in metacomprehension – does letter deletion reduce overconfidence and enhance performance? In E. Pieger & C. Mengelkamp (Organizers & Chairs), Metacognitive judgments in self-regulated learning contexts. Symposium presented at the 16th Biennial EARLI Conference for Research on Learning and Instruction, Limassol, Cyprus.
Bannert, M., Sonnenberg, C., Mengelkamp, C., & Pieger, E. (2015, April). Scaffolding Metacognition through Student's Self-Created Prompts. In J. Zumbach & M. Bannert (Organizers & Chairs). Scaffolding Metacognition. Symposium presented at the AERA Conference, Chicago, USA.
Pieger, E., Mengelkamp, C., & Bannert, M. (2015, März). The impact of disfluency on metacognitive monitoring and control. In B. G. Kuhlmann & M. Undorf (Organizers & Chairs), How and What Am I Doing? New Findings on Metacognitive Monitoring and Control. Symposium presented at the 57th Conference of Experimental Psychologists (TEAP), Hildesheim, Germany.
Bannert, M., Sonnenberg, C., Mengelkamp, C., & Loudwin, J. (2014, September). Lernförderung durch selbst gestaltete metakognitive Prompts. Vortrag auf dem 49. Kongress der Deutschen Gesellschaft für Psychologie (DGPs), Bochum.
Mengelkamp, C., Pieger, E., & Bannert, M. (2014, September). Einfluss von Selbsteinschätzungen des Wissens auf den Lernerfolg beim Lernen mit Animationen. Vortrag auf dem 49. Kongress der Deutschen Gesellschaft für Psychologie (DGPs), Bochum.
Münchow, H., Mengelkamp, C., & Bannert, M. (2014, September). Verbesserung des hypermedialen Lernens durch die Induktion von positivem Affekt und Erhöhung der Selbstaufmerksamkeit. Vortrag auf dem 49. Kongress der Deutschen Gesellschaft für Psychologie (DGPs), Bochum.
Münchow, H., Mengelkamp, C., & Bannert, M. (2014, September). Emote-aloud beim hypermedialen Lernen zur online-Messung von Leistungsemotionen. Poster präsentiert auf dem 49. Kongress der Deutschen Gesellschaft für Psychologie (DGPs), Bochum.
Bannert, M., Sonnenberg, C., Mengelkamp C., & Pieger, E. (2014, September). Effects of Student’s Self-Created Metacognitive Prompts. In T. Michalsky, Z. Meravech, & M. Bannert (Organizers & Chairs), Metacognition in science education: Who benefits and under what conditions? Symposium presented at the 6th Biennial Meeting of the EARLI Special Interest Group 16 Metacognition, Istanbul, Turkey.
Pieger, E., Mengelkamp, C., & Bannert, M. (2014, September). Metacognitive Judgments and Disfluency – Does disfluency lead to more accurate judgments and better performance? In E. Pieger & A. de Bruin (Organizers & Chairs), Accuracy of metacognitive judgments and their relation to learning and memory. Symposium presented at the 6th Biennial Meeting of the EARLI Special Interest Group 16, Istanbul Metacognition, Turkey.
Münchow, H., Mengelkamp, C., & Bannert, M. (2013, September). The better you feel the better you learn - Positive emotions as a facilitator of performance in hypermedia learning. Paper presented at the 8th Conference of the Media Psychology Division, Würzburg, Germany.
Bannert, M., Sonnenberg, C., Mengelkamp, C., & Pieger, E. (2013, August). Promoting Learning through Student’s Self-Created Metacognitive Prompts. In J. Zumbach & M. Bannert (Organizers & Chairs). Scaffolding Interactive Learning. Symposium presented at the 15th Biannual EARLI Conference for Research on Learning and Instruction, Munich, Germany.
Mihalca, L., Mengelkamp, C., & Schnotz, W. (2013, August). The effect of prior knowledge and support on students’ self-regulation in computer-based instruction. Paper presented at the 15th Biannual EARLI Conference for Research on Learning and Instruction, Munich, Germany.
Mengelkamp, C., Wagner, I., Schnotz, W., & Bannert, M. (2013, August). Self-paced learning from animations: An effect of reduced cognitive load or of self-regulation? In M. Rau & N. Rummel (Organizers & Chairs), Supporting Deep Learning from Multiple External Representations. Symposium presented at the 15th Biannual EARLI Conference for Research on Learning and Instruction, Munich, Germany.
Pieger, E., Mengelkamp, C., & Bannert, M. (2013, August). If it´s hard to read – regulate yourself! When disfluency leads to better monitoring and performance. Poster presented at the JURE Preconference of the 15th Biannual EARLI Conference for Research on Learning and Instruction, Munich, Germany. Awarded as 2nd best poster at JURE 2013.
Mihalca, L., Mengelkamp, C., & Schnotz, W. (2013, August). How students with different prior knowledge regulate their learning process in a computer-based environment: An eye tracking study. Poster presented at the European Conference on Eye Movements (ECEM), Lund, Sweden.
Mihalca, L., Mengelkamp, C., Schnotz, W., & Paas, F. (2013, June). The effect of instructional support and prior knowledge on students' performance and cognitive biases. Paper presented at hte 6th International Cognitive Load Theory Conference, Toulouse, France.
Mihalca, L., Mengelkamp, C., Schnotz, W. (2013, June). Comparing different types of instructional support in computer-based instruction: effects on students' performance and cognitive biases. Paper presented at the 18th Annual International Conference of the Education, Learning Styles, Individual differences Network (ELSIN), Billund, Denmark.
Mengelkamp, C., Wagner, I., & Schnotz, W. (2012, September). Das Interaktivitätsprinzip bei Animationen: Ein Effekt der Selbstregulation oder nur die Optimierung der Präsentation? Vortrag auf dem 48. Kongress der Deutschen Gesellschaft für Psychologie (DGPs), Bielefeld.
Mengelkamp, C., & Bannert, M. (2010, September). Einflüsse der Quantität und der Genauigkeit metakognitiver Überwachung auf den Lernerfolg beim selbstregulierten Lernen. Vortrag auf dem 47. Kongress der Deutschen Gesellschaft für Psychologie (DGPs), Bremen.
Mengelkamp, C., & Bannert, M. (2009, September). Metakognitive Überwachung beim Lernen: Stabilität und Validität verschiedener Maße der Genauigkeit. Vortrag auf der 12. Fachtagung Pädagogische Psychologie der Deutschen Gesellschaft für Psycholgie (DGPs), Saarbrücken.
Mengelkamp, C., Brock, K., Teuscher, B., Schmid, S., Streib, A., & Jäger, R. S. (2009, March). Stabilität und Validität von Maßen der metakognitiven Überwachung während einer Vorlesung. Vortrag auf der AEPF-Konferenz, Landau.
Mengelkamp, C., & Bannert, M. (2008, May). Accuracy of monitoring: stability in the learning process and predictive validity on learning outcome. Paper presented at the SIG Metacognition conference, Ioannina, Greece.
Mengelkamp, C., & Bannert, M. (2007, August). Effects of metacognitive strategy training and accuracy of monitoring on learning outcome. Paper presented at the EARLI-Conference, August 31, 2007, Budapest, Hungary.
Mengelkamp, C., Riebel, J., & Arbinger, R. (2007, May). Testing one’s knowledge about learning and memory. Poster presented at the European Conference on Psychological Assessment, Thessaloniki, Greece.
Bannert, M., & Mengelkamp, C. (2006, July). Self-assessments of knowledge: searching for factors influencing their validity. Paper presented at the SIG Metacogntion of the EARLI, Cambridge, UK.
Lang, D., Mengelkamp, C., & Jäger, R.S. (2004, October). Pedagogical evaluation of remote laboratories in eMerge project. Vortrag auf der International Conference on Engineering Education, Gainesville, FL.
Mengelkamp, C., & Bannert, M. (2001, September). Erfassung von Lernstrategien beim Lernen mit Hypermedia mit der Methode des Lauten Denkens. Poster, präsentiert auf der 8. Fachtagung Pädagogische Psychologie der Deutschen Gesellschaft für Psychologie (DGPs), Landau.
Mengelkamp, C., Clauß, H. & Görsch, P. (2022, September 10-15). Effects of Fluency on Metacomprehension when Learning from Informative Narratives [Poster presentation]. Deutsche Gesellschaft für Psychologie Congress, Hildesheim, Germany.
Mengelkamp, C., Friedrich, T., & Weber, S. (2022, May 26-30). Body-Positivity on Instagram: Downward Comparison rather than Inspiration? [Paper presentation]. International Communication Association, 72nd Annual Conference, Paris, France.
Mengelkamp, C. & Appel, M. (2019, May). The Influence of Screen Size on Narrative Transportation: A Bayes Factor Analysis. Poster presented at the 69th annual conference of the International Communication Association (ICA), Washington DC.
Mengelkamp, C., Hemmer, A. S., Grundke, A., von Kiesling, R. S. L., Meyer, C. M., & Müller, L. H. (2018, September). Erst fluent dann disfluent: Fluency-Effekte auf metakognitive Judgmentsbeim Textverstehen. Vortrag auf dem 51. Kongress der Deutschen Gesellschaft für Psychologie (DGPs), Frankfurt.
Mengelkamp, C. (2018, May). Cueing Components of an Animation enhances Knowledge of Terms at the Cost of Transfer to New Problems. Paper presented at the 68th annual conference of the International Communication Association (ICA), Prague, Czech Republic.
Mengelkamp, C. & Pieger, E. (2017, August). Effects of perceptual disfluency on metacomprehension of texts. In M. Undorf (Organizer and Chair), Current research on metacognition. Symposium presented at the 597th conference of experimental psychologists (TeaP), Dresden.
Pieger, E., Mengelkamp, C., & Bannert (2017, März). Fluency als Ursache ungenauer metakognitiver Einschätzungen beim Lernen mit Texten. In S. Golke & A. Prinz (Organisation & Moderation), Ursachen ungenauer metakognitiver Einschätzungen beim Textverstehen und Fördermöglichkeiten. Vortrag auf der 5. Tagung der Gesellschaft für empirische Bildungsforschung (GEBF), Heidelberg.
Mengelkamp, C. & Kasper, E. J. (2016, September). Cueing in Animation führt zu Trade-Off zwischen der Kenntnis von Fachbegriffen und Transfer. Vortrag auf dem 50. Kongress der Deutschen Gesellschaft für Psychologie (DGPs), Leipzig.
Bannert, M., Sonnenberg, C. & Mengelkamp, C. (2016, September). Effekte selbstgenerierter Lernhilfen auf den Lernprozess und Lernerfolg. Vortrag auf dem 50. Kongress der Deutschen Gesellschaft für Psychologie (DGPs), Leipzig.
Pieger, E., Mengelkamp, C., & Bannert, M. (2016, August). Monitoring accuracy and disfluency – Does the experience of disfluency reduce overconfidence? In E. Pieger & M. Van Loon (Organizers and Chairs), Beneficial and harmful factors for judgment accuracy and regulation of learning. Symposium presented at the 7th Biennial Meeting of the EARLI Special Interest Group 16 Metacognition, Nijmegen, The Netherlands.
Mengelkamp, C. & Pieger, E. (2016, August). Deeper insights in the effect of perceptual disfluency on monitoring control by eye-movements. Paper presented at the 7th Biennial Meeting of the EARLI Special Interest Group 16 Metacognition, Nijmegen, The Netherlands.
Mihalca, L., & Mengelkamp, C. (2016, August). Learner control in learning from genetics problems: The effect of metacognitive judgments on performance and task selection. Paper presented at the 7th Biennial Meeting of the EARLI-SIG16: Metacognition, Nijmegen, Netherlands.
Pieger, E., Mengelkamp, C., & Bannert, M. (2016, March). Is ease of processing used as a cue for metacognitive judgments? In B.G. Kuhlmann & M. Undorf (Organizers & Chairs), Current research on metacognitive monitoring and control. Symposium presented at the 58th Conference of Experimental Psychologists (TEAP), Heidelberg, Germany.
Pieger, E., Mengelkamp, C., & Bannert, M. (2015, September). Metakognitive Einschätzungen und Disfluency beim Lernen mit Texten. Vortrag auf der 15. Fachgruppentagung Pädagogische Psychologie (PAEPS), Kassel, Deutschland. Gefördert durch die DFG.
Bannert, M., Sonnenberg, C., Mengelkamp, C., & Pieger, E. (2015, September). Welche Effekte haben Lernhilfen, die von den Lernenden selbst gestaltet wurden? Vortrag auf der 15. Fachgruppentagung Pädagogische Psychologie (PAEPS), Kassel, Deutschland.
Sonnenberg, C., Mengelkamp, C., Loudwin, J., & Bannert, M.(2015, August). Scaffolding Hypermedia Learning through Student’s Self-Created Metacognitive Prompts. In S. Moser, J. Zumbach, & H. Mandl (Organizers & Chairs). Tutoring and E-Tutoring in Educational Settings. Symposium presented at the 16th Biennial EARLI Conference for Research on Learning and Instruction, Limassol, Cyprus.
Münchow, H., Bannert, M., & Mengelkamp, C. (2015, August). Enhancing learning outcome by inducing positive affect through the learning material. In H. Münchow, & M. Bannert (Organizers & Chairs). Activity Related Achievement Emotions and Learning Outcome. ymposium presented at the 16th Biennial EARLI Conference for Research on Learning and Instruction, Limassol, Cyprus.
Mengelkamp, C., & Pieger, E. (2015, August). Using eye-tracking to investigate the effects of disfluency on metacomprehension. Poster presented at the 16th Biannual EARLI Conference for Research on Learning and Instruction, Limassol, Cyprus.
Organizers: E. Pieger, & C. Mengelkamp. Metacognitive judgments in self-regulated learning contexts. Symposium presented at the 16th Biennial EARLI Conference for Research on Learning and Instruction, Limassol, Cyprus.
Pieger, E., Mengelkamp, C., & Bannert, M. (2015, August). Judgments in metacomprehension – does letter deletion reduce overconfidence and enhance performance? In E. Pieger & C. Mengelkamp (Organizers & Chairs), Metacognitive judgments in self-regulated learning contexts. Symposium presented at the 16th Biennial EARLI Conference for Research on Learning and Instruction, Limassol, Cyprus.
Bannert, M., Sonnenberg, C., Mengelkamp, C., & Pieger, E. (2015, April). Scaffolding Metacognition through Student's Self-Created Prompts. In J. Zumbach & M. Bannert (Organizers & Chairs). Scaffolding Metacognition. Symposium presented at the AERA Conference, Chicago, USA.
Pieger, E., Mengelkamp, C., & Bannert, M. (2015, März). The impact of disfluency on metacognitive monitoring and control. In B. G. Kuhlmann & M. Undorf (Organizers & Chairs), How and What Am I Doing? New Findings on Metacognitive Monitoring and Control. Symposium presented at the 57th Conference of Experimental Psychologists (TEAP), Hildesheim, Germany.
Bannert, M., Sonnenberg, C., Mengelkamp, C., & Loudwin, J. (2014, September). Lernförderung durch selbst gestaltete metakognitive Prompts. Vortrag auf dem 49. Kongress der Deutschen Gesellschaft für Psychologie (DGPs), Bochum.
Mengelkamp, C., Pieger, E., & Bannert, M. (2014, September). Einfluss von Selbsteinschätzungen des Wissens auf den Lernerfolg beim Lernen mit Animationen. Vortrag auf dem 49. Kongress der Deutschen Gesellschaft für Psychologie (DGPs), Bochum.
Münchow, H., Mengelkamp, C., & Bannert, M. (2014, September). Verbesserung des hypermedialen Lernens durch die Induktion von positivem Affekt und Erhöhung der Selbstaufmerksamkeit. Vortrag auf dem 49. Kongress der Deutschen Gesellschaft für Psychologie (DGPs), Bochum.
Münchow, H., Mengelkamp, C., & Bannert, M. (2014, September). Emote-aloud beim hypermedialen Lernen zur online-Messung von Leistungsemotionen. Poster präsentiert auf dem 49. Kongress der Deutschen Gesellschaft für Psychologie (DGPs), Bochum.
Bannert, M., Sonnenberg, C., Mengelkamp C., & Pieger, E. (2014, September). Effects of Student’s Self-Created Metacognitive Prompts. In T. Michalsky, Z. Meravech, & M. Bannert (Organizers & Chairs), Metacognition in science education: Who benefits and under what conditions? Symposium presented at the 6th Biennial Meeting of the EARLI Special Interest Group 16 Metacognition, Istanbul, Turkey.
Pieger, E., Mengelkamp, C., & Bannert, M. (2014, September). Metacognitive Judgments and Disfluency – Does disfluency lead to more accurate judgments and better performance? In E. Pieger & A. de Bruin (Organizers & Chairs), Accuracy of metacognitive judgments and their relation to learning and memory. Symposium presented at the 6th Biennial Meeting of the EARLI Special Interest Group 16, Istanbul Metacognition, Turkey.
Münchow, H., Mengelkamp, C., & Bannert, M. (2013, September). The better you feel the better you learn - Positive emotions as a facilitator of performance in hypermedia learning. Paper presented at the 8th Conference of the Media Psychology Division, Würzburg, Germany.
Bannert, M., Sonnenberg, C., Mengelkamp, C., & Pieger, E. (2013, August). Promoting Learning through Student’s Self-Created Metacognitive Prompts. In J. Zumbach & M. Bannert (Organizers & Chairs). Scaffolding Interactive Learning. Symposium presented at the 15th Biannual EARLI Conference for Research on Learning and Instruction, Munich, Germany.
Mihalca, L., Mengelkamp, C., & Schnotz, W. (2013, August). The effect of prior knowledge and support on students’ self-regulation in computer-based instruction. Paper presented at the 15th Biannual EARLI Conference for Research on Learning and Instruction, Munich, Germany.
Mengelkamp, C., Wagner, I., Schnotz, W., & Bannert, M. (2013, August). Self-paced learning from animations: An effect of reduced cognitive load or of self-regulation? In M. Rau & N. Rummel (Organizers & Chairs), Supporting Deep Learning from Multiple External Representations. Symposium presented at the 15th Biannual EARLI Conference for Research on Learning and Instruction, Munich, Germany.
Pieger, E., Mengelkamp, C., & Bannert, M. (2013, August). If it´s hard to read – regulate yourself! When disfluency leads to better monitoring and performance. Poster presented at the JURE Preconference of the 15th Biannual EARLI Conference for Research on Learning and Instruction, Munich, Germany. Awarded as 2nd best poster at JURE 2013.
Mihalca, L., Mengelkamp, C., & Schnotz, W. (2013, August). How students with different prior knowledge regulate their learning process in a computer-based environment: An eye tracking study. Poster presented at the European Conference on Eye Movements (ECEM), Lund, Sweden.
Mihalca, L., Mengelkamp, C., Schnotz, W., & Paas, F. (2013, June). The effect of instructional support and prior knowledge on students' performance and cognitive biases. Paper presented at hte 6th International Cognitive Load Theory Conference, Toulouse, France.
Mihalca, L., Mengelkamp, C., Schnotz, W. (2013, June). Comparing different types of instructional support in computer-based instruction: effects on students' performance and cognitive biases. Paper presented at the 18th Annual International Conference of the Education, Learning Styles, Individual differences Network (ELSIN), Billund, Denmark.
Mengelkamp, C., Wagner, I., & Schnotz, W. (2012, September). Das Interaktivitätsprinzip bei Animationen: Ein Effekt der Selbstregulation oder nur die Optimierung der Präsentation? Vortrag auf dem 48. Kongress der Deutschen Gesellschaft für Psychologie (DGPs), Bielefeld.
Mengelkamp, C., & Bannert, M. (2010, September). Einflüsse der Quantität und der Genauigkeit metakognitiver Überwachung auf den Lernerfolg beim selbstregulierten Lernen. Vortrag auf dem 47. Kongress der Deutschen Gesellschaft für Psychologie (DGPs), Bremen.
Mengelkamp, C., & Bannert, M. (2009, September). Metakognitive Überwachung beim Lernen: Stabilität und Validität verschiedener Maße der Genauigkeit. Vortrag auf der 12. Fachtagung Pädagogische Psychologie der Deutschen Gesellschaft für Psycholgie (DGPs), Saarbrücken.
Mengelkamp, C., Brock, K., Teuscher, B., Schmid, S., Streib, A., & Jäger, R. S. (2009, March). Stabilität und Validität von Maßen der metakognitiven Überwachung während einer Vorlesung. Vortrag auf der AEPF-Konferenz, Landau.
Mengelkamp, C., & Bannert, M. (2008, May). Accuracy of monitoring: stability in the learning process and predictive validity on learning outcome. Paper presented at the SIG Metacognition conference, Ioannina, Greece.
Mengelkamp, C., & Bannert, M. (2007, August). Effects of metacognitive strategy training and accuracy of monitoring on learning outcome. Paper presented at the EARLI-Conference, August 31, 2007, Budapest, Hungary.
Mengelkamp, C., Riebel, J., & Arbinger, R. (2007, May). Testing one’s knowledge about learning and memory. Poster presented at the European Conference on Psychological Assessment, Thessaloniki, Greece.
Bannert, M., & Mengelkamp, C. (2006, July). Self-assessments of knowledge: searching for factors influencing their validity. Paper presented at the SIG Metacogntion of the EARLI, Cambridge, UK.
Lang, D., Mengelkamp, C., & Jäger, R.S. (2004, October). Pedagogical evaluation of remote laboratories in eMerge project. Vortrag auf der International Conference on Engineering Education, Gainesville, FL.
Mengelkamp, C., & Bannert, M. (2001, September). Erfassung von Lernstrategien beim Lernen mit Hypermedia mit der Methode des Lauten Denkens. Poster, präsentiert auf der 8. Fachtagung Pädagogische Psychologie der Deutschen Gesellschaft für Psychologie (DGPs), Landau.
