Prof. Dr. Dr. Friedrich W. Hesse

Foto: Hardy Welsch

Prof. Dr. Dr. Friedrich W. Hesse ist seit Mai 2019 Gründungsdirektor des Forschungsschwerpunktes „Digitalisierung, Diversität und Lebenslanges Lernen. Konsequenzen für die Hochschulbildung“ (D²L²) der FernUniversität in Hagen. Er übernimmt damit die wissenschaftliche Leitung von der Rektorin Prof. Dr. Ada Pellert.

Zuvor unterstützte er den Forschungsschwerpunkt als Berater insbesondere bei der Weiterentwicklung des inhaltlichen Profils.

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Friedrich W. Hesse studierte Psychologie an den Universitäten Marburg und Düsseldorf (Diplom 1976), promovierte an der RWTH Aachen (1979) und habilitierte sich für Psychologie (1989) an der Universität Göttingen. Von 1976 bis 1979 war er Forschungsassistent an der Universität Düsseldorf und der RWTH Aachen, wo er von 1979 bis 1982 als Wissenschaftlicher Assistent arbeitete. Von 1982 bis 1983 war er Research Fellow am LRDC und der Carnegie Mellon University in Pittsburgh und von 1983 bis 1990 Akademischer Rat am Institut für Psychologie der Universität Göttingen. Seit 1990 ist er als Professor in Tübingen tätig und war von 1993 bis 2000 Leiter der Abteilung Angewandte Kognitionswissenschaft am Deutschen Institut für Fernstudienforschung (DIFF). Von 1995-1997 war er zusätzlich Direktor des CNRS-geförderten Laboratoire Européen de Recherche sur les Apprentissages et les Nouvelles Technologies (LERANT) in Frankreich. Seit 2018 ist Friedrich W. Hesse Präsidiumsbeauftragter der Leibniz-Gemeinschaft, in dieser Funktion ist er wissenschaftlicher Co-Chair des Global Learning Council (GLC) und Leiter der Arbeitsgruppe „Digitaler Wandel“.

Friedrich W. Hesse war Initiator und Sprecher von mehreren größeren Initiativen und Forschungsvorhaben, wie z.B. des ersten WissenschaftsCampus in Deutschland (2009-2018), der DFG-Forschergruppe "Orchestrierung computerunterstützter Lehr-Lern-Prozesse (2006-2017), des ersten Virtuellen Graduierten Kollegs der DFG in Deutschland (1999-2008) und des DFG-Schwerpunktprogramms "Netbased Knowledge Communication (2000-2006) sowie von weiteren zahlreichen Drittmittelprojekten.

Friedrich W. Hesses Forschungsschwerpunkte liegen im Bereich des Lernens mit digitalen Medien, insbesondere der netzbasierten Wissenskommunikation und des computer-unterstützten kollaborativen Lernens (computer-supported collaborative learning, CSCL). Er befasst sich damit, wie digitale Medien eingesetzt werden können, um die Interaktion von Gruppen zu fördern. Besonderes Augenmerk richtet er dabei auf die Frage, ob digitale Werkzeuge in der Lage sind, Verzerrungen der Informationsverarbeitung (z. B. Majoritäteneinfluss, Bestätigungsfehler) entgegenzuwirken. Ebenso widmet er sich der Frage, wie verschiedene Group Awareness Ansätze zu einer verbesserten computerunterstützten Zusammenarbeit beitragen können, und interessiert sich für die Einflüsse neuer digitaler Tools auf das kollaborative Lernen im Schulunterricht. Zudem forscht Friedrich W. Hesse verstärkt zu der Frage, wie Gruppen lernen können, deren Zusammenarbeit durch den Einsatz von Multi-Touch-Screens unterstützt wird. Damit wird auch die physische Gestaltung von Räumen bei der Konzeptionierung von digitalen Lehr-/Lernsettings mit berücksichtigt.

english

Prof. Dr. Dr. Friedrich W. Hesse startet as Founding Director of the Research Cluster „Digitalization, Diversity and Lifelong Learning – Consequences for Higher Education“ (D²L²) at FernUniversität in May 2019. He took over scientific direction from Rector Prof. Dr. Ada Pellert.

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Friedrich W. Hesse studied psychology at the University of Marburg and the University of Duesseldorf (diploma 1976), received his doctorate at the University of Aachen (1979) and qualified as professor for psychology (1989) at the University of Goettingen. From 1976 to 1979 he was assistant researcher at the University of Duesseldorf and Aachen, where he worked as post-doc research fellow from 1979 till 1982. From 1982 till 1983 he was research fellow at LRDC and Carnegie Mellon University in Pittsburgh; from 1983 until 1990 he was member of the academic council at the Faculty for Psychology at the University of Goettingen. Since 1990 up to the present he has been Professor in Tuebingen and from 1993 until 2000 he also worked as Head of the Department of Applied Cognitive Science at the German Institute of Research for Distance Education (DIFF). From 1995 to 1997 he was head of the CNRS sponsored Laboratoire Européen de Recherche sur les Apprentissages et les Nouvelles Technologies (LERANT) in France. Since 2018, Friedrich W. Hesse has been the Executive Committee Officer of the Leibniz Association. In this function, he is scientific co-chair of the Global Learning Council (GLC) and head of the working group "Digitaler Wandel".

Friedrich W. Hesse was initiator and speaker of several initiatives and research projects like the first German ScienceCampus (2009-2018), the DFG research group “Orchestrierung computerunterstützter Lehr-Lern-Prozesse” (2006-2017), the first virtual PhD Program funded by the DFG (1999-2008) and the DFG priority program “Net-based Knowledge Communication” (2000-2006) as well as numerous other third-party funded projects.

Friedrich W. Hesse‘s research focusses on learning with digital media, especially on net-based knowledge communication and computer-supported collaborative learning (CSCL). He investigates how digital media can be used to support group interaction. Special attention is given to the question whether digital tools are suitable to counteract distortion in information processing (for example influences of majorities, confirmation bias). He also addresses the question how different approaches on group awareness can contribute to an improved computer-supported collaboration and is interested in the effects of new digital tools on collaborative learning in school education. In addition, Friedrich W. Hesse is researching the question of how groups whose collaboration is supported by the use of multi-touch screens can learn. In this way, the physical design of rooms is also taken into account in the conception of digital teaching/learning settings.

mehr Infos zu Prof. Hesses wissenschaftlicher Arbeit

Brich, I. R., Bause, I. M., Hesse, F. W., & Wesslein, A. (in press). Working memory affine technological support functions improve decision performance. Computers in Human Behavior. https://dx.doi.org/10.1016/j.chb.2018.11.014

Thiemann, D., Hesse, F. W., & Kozlov, M. (2019). The benefits of collaboration in computer-mediated preference exchange in teams: A psychological perspective. Computers in Human Behavior, 97, 24-34. https://dx.doi.org/10.1016/j.chb.2019.02.032

Bause, I. M., Brich, I. R., Wesslein, A. K., & Hesse, F. W. (2018). Using technological functions on a multi-touch table and their affordances to counteract biases and foster collaborative problem solving. International Journal of Computer-Supported Collaborative Learning, 13(1), 7-33. https://dx.doi.org/10.1007/s11412-018-9271-4

Graesser, A. C., Fiore, S. M., Greiff, S., Andrews-Todd, J., Foltz, P. W., & Hesse, F. W. (2018). Advancing the Science of Collaborative Problem Solving. Psychological Science in the Public Interest, 19(2), 59-92. https://dx.doi.org/10.1177/1529100618808244 Open Access

Baumeister, A. E. E., Engelmann, T., & Hesse, F. W. (2017). One task, divergent solutions: high- versus low-status sources and social comparison guide adaptation in a computer-supported socio-cognitive conflict task. Educational Technology Research and Development, 65, 237-253. https://dx.doi.org/10.1007/s11423-016-9466-1 Volltext anfordern

Scoular, C., Care, E., & Hesse, F.W. (2017). Designs for operationalizing collaborative problem solving for automated assessment. Journal of Educational Measurement, 54, 12-35. https://dx.doi.org/10.1111/jedm.12130

Hesse, F. W., Sassenberg, K., & Schwan, S. (2016). Editorial: Psychologie und Wissensmedien. Psychologische Rundschau, 67, 83-86. https://dx.doi.org/10.1026/0033-3042/a000299 Volltext anfordern

Kolodziej, R., Hesse, F. W., & Engelmann, T. (2016). Improving negotiations with bar charts: The advantages of priority awareness. Computers in Human Behavior, 60, 351-360. https://dx.doi.org/10.1016/j.chb.2016.02.079 Volltext anfordern

Kozlov, M. D., Engelmann, T., Buder, J., & Hesse, F. W. (2015). Is knowledge best shared or given to individuals? Expanding the Content-based Knowledge Awareness paradigm. Computers in Human Behavior, 51, 15-23.

Engelmann, T., Kolodziej, R., & Hesse, F. W. (2014). Preventing undesirable effects of mutual trust and the development of skepticism in virtual groups by applying the knowledge and information awareness approach. International Journal of Computer-Supported Collaborative Learning, 9, 211-235. https://dx.doi.org/10.1007/s11412-013-9187-y Volltext anfordern

Krauskopf, K., Zahn, C., Hesse, F. W., & Pea, R. (2014). Understanding video tools for teaching: mental models of technology affordances as inhibitors and facilitators of lesson planning in history and language arts. Studies in Educational Evaluation, 43, 230-243. https://dx.doi.org/10.1016/j.stueduc.2014.05.002 Volltext anfordern

Michel, Ch. W., Ray, D. G., Kaup, B., & Hesse, F. W. (2014). Perspective image comprehension depends on both visual and proprioceptive information. Attention, Perception, & Psychophysics, 76, 2477-2484. https://dx.doi.org/10.3758/s13414-014-0731-2

Rudat, A., Buder, J., & Hesse, F. W. (2014). Audience design in Twitter: Retweeting behavior between informational value and followers' interests. Computers in Human Behavior, 35, 132-139.

Scheiter, K., Schrader, J., Trautwein, U., & Hesse, F. W. (2014). Analyse und Förderung effektiver Lehr-Lernprozesse im Kontext evidenzbasierter Bildungsreform - Beiträge der Tübinger Forschergruppe für Empirische Bildungsforschung. Zeitschrift für Erziehungswissenschaft, 17, 189-192. Volltext anfordern

Scheiter, K., Schüler, A., Gerjets, P., Huk, T., & Hesse, F. W. (2014). Extending multimedia research: How do prerequisite knowledge and reading comprehension affect learning from text and pictures. Computers in Human Behavior, 31, 73-84. Volltext anfordern

Scheiter, K., Schüler, A., Gerjets, P., Stalbovs, K., Schubert, C., Huk, T., & Hesse, F. (2014). Welche Rolle spielt neben Merkmalen des Instruktionsdesigns die fachspezifische und aufgabenspezifische Motivation beim Lernen mit Multimedia im naturwissenschaftlichen Unterricht? Zeitschrift für Erziehungswissenschaft, 17, 279-296. Volltext anfordern

Zahn, C., Schaeffeler, N., Giel, K. E., Wessel, D., Thiel, A., Zipfel, S., & Hesse, F.W. (2014). Video clips for YouTube: Collaborative video creation as an educational concept for knowledge acquisition and attitude change. Education and Information Technologies, 19, 603-621.

Ray, D., Neugebauer, J., Sassenberg, K., Buder, J., & Hesse, F. W. (2013). Motivated shortcomings in explanation: The role of comparative self-evaluation and awareness of explanation recipient knowledge. Journal of Experimental Psychology: General, 142, 445-457. https://dx.doi.org/10.1037/a0029339 Volltext anfordern

Giel, K. E., Zipfel, S., Alizadeh, M., Schäffeler, N., Zahn, C., Wessel, D., Hesse, F. W., Thiel, S., & Thiel, A. (2012). Stigmatization of obese individuals by human resource professionals: an experimental study. BMC Public Health, 12:525. Volltext anfordern

Krauskopf, K., Zahn, C., & Hesse, F. W. (2012). Leveraging the affordances of YouTube: The role of pedagogical knowledge and mental models of technology functions for lesson planning with technology. Computers & Education, 58, 1194-1206. https://dx.doi.org/10.1016/j.compedu.2011.12.010 Volltext anfordern

Schwind, C., Buder, J., Cress, U., & Hesse, F. W. (2012). Preference-inconsistent recommendations: An effective approach for reducing confirmation bias and stimulating divergent thinking? Computers & Education, 58, 787-796. https://dx.doi.org/10.1016/j.compedu.2011.10.003 Volltext anfordern

Zahn, C., Krauskopf, K., Hesse, F. W., & Pea, R. (2012). How to improve collaborative learning with video tools in the classroom? Social vs. cognitive guidance for student teams. International Journal of Computer-Supported Collaborative Learning, 7(2), 259-284. https://dx.doi.org/10.1007/s11412-012-9145-0

Dehler, J., Bodemer, D., Buder, J., & Hesse, F. W. (2011). Guiding knowledge communication in CSCL via group knowledge awareness. Computers in Human Behavior, 27(3), 1068-1078.

Dehler-Zufferey, J., Bodemer, D., Buder, J., & Hesse, F. W. (2011). Partner knowledge awareness in knowledge communication: Learning by adapting to the partner. The Journal of Experimental Education, 79(1), 102-125.

Engelmann, T., & Hesse, F. W. (2011). Fostering sharing of unshared knowledge by having access to the collaborators’ meta-knowledge structures. Computers in Human Behavior, 27, 2078-2087. https://dx.doi.org/10.1016/j.chb.2011.06.002

Moskaliuk, J., Kimmerle, J., Cress, U., & Hesse, F. W. (2011). Knowledge building in user-generated online Virtual Realities. Journal of Emerging Technologies in Web Intelligence, 3, 38-46. https://dx.doi.org/10.4304/jetwi.3.1.38-46

Engelmann, T., & Hesse, F.W. (2010). How digital concept maps about the collaborators’ knowledge and information influence computer-supported collaborative problem solving. International Journal of Computer-Supported Collaborative Learning, 5(3), 299-320. https://dx.doi.org/10.1007/s11412-010-9089-1

Engelmann, T., Tergan, S.-O., & Hesse, F.W. (2010). Evoking knowledge and information awareness for enhancing computer-supported collaborative problem solving. The Journal of Experimental Education, 78, 1-20.

Huff, M., Papenmeier, F., Jahn, G., & Hesse, F.W. (2010). Eye-movements across viewpoint changes in multiple object tracking. Visual Cognition, 18(9), 1368-1391. Volltext anfordern

Stahl, G., & Hesse, F. W. (2010). Beyond folk theories of CSCL. International Journal Computer-Supported Collaborative Learning, 5(4), 355-358.

Zahn, C., Pea, R., Hesse, F. W., & Rosen, J. (2010). Comparing simple and advanced video tools as supports for collaborative design processes. The Journal of the Learning Sciences, 19(3), 403-440.

Cress, U., Kimmerle, J., & Hesse, F. W. (2009). Impact of temporal extension, synchronicity, and group size on computer-supported information exchange. Computers in Human Behavior, 25 (3), 731-737. https://dx.doi.org/10.1016/j.chb.2009.01.010 Volltext anfordern

Dehler, J., Bodemer, D., Buder, J., & Hesse, F. W. (2009). Providing group knowledge awareness in computer-supported collaborative learning: Insights into learning mechanisms. Research and Practice in Technology Enhanced Learning, 4 (2), 111-132.

Gerjets, P., Scheiter, K., Opfermann, M., Hesse, F. W., & Eysink, T. H. S. (2009). Learning with hypermedia: The influence of representational formats and different levels of learner control on performance and learning behavior. Computers in Human Behavior, 25 (2), 360-370. Volltext anfordern

Knipfer, K., Mayr, E., Zahn, C., Schwan, S., & Hesse, F. (2009). Computer Support for Knowledge Communication in Science Exhibitions: Novel Perspectives from Research on Collaborative Learning. Educational Research Review, 4, 196-209. Volltext anfordern

Stahl, G., & Hesse, F. W. (2009). Classical dialgos in CSCL. International Journal of Computer-Supported Collaborative Learning, 4 (3), 233-237.

Stahl, G., & Hesse, F.W. (2009). Paradigms of shared knowledge. International Journal of Computer-Supported Collaborative Learning, 4(4), 365-369.

Stahl, G., & Hesse, F.W. (2008). The many levels of CSCL. International Journal of Computer-Supported Collaborative Learning, 3(1), 1-4.

Stahl, G., & Hesse, F.W. (2008). Explorations of participation in discourse. International Journal of Computer-Supported Collaborative Learning, 3(3), 235-236.

Cress, U., Barquero, B., Schwan, S., & Hesse, F. W. (2007). Improving quality and quantity of contributions: Two models for promoting knowledge exchange with shared databases. Computers & Education, 49 (2), 423-440. https://dx.doi.org/10.1016/j.compedu.2005.10.003 Volltext anfordern

Kimmerle, J., Cress, U., & Hesse, F. W. (2007). An Interactional Perspective on Group Awareness: Alleviating the Information-Exchange Dilemma (for everybody?). International Journal of Human-Computer Studies, 65 (11), 899-910. https://dx.doi.org/10.1016/j.ijhcs.2007.06.002 Volltext anfordern

Stahl, G., & Hesse, F.W. (2007). Welcome to the future. International Journal of Computer-Supported Collaborative Learning, 2(1), 1-5.

Cress, U., Kimmerle, J., & Hesse, F.W. (2006). Information Exchange with Shared Databases as a Social Dilemma: The Effect of Metaknowledge, Bonus Systems, and Costs. Communication Research, 33, 370-390. https://dx.doi.org/10.1177/0093650206291481 Volltext anfordern

Kollar, I., Fischer, F., & Hesse, F. W. (2006). Collaboration scripts - a conceptual analysis. Educational Psychology Review, 18/2, 159-185. Volltext anfordern

Stahl, G., & Hesse, F.W. (2006). Focusing on participation in group meaning making. International Journal of Computer-Supported Collaborative Learning, 1(3), 311-315.

Stahl, G., & Hesse, F.W. (2006). Building knowledge in the classroom, building knowledge in the CSCL community. International Journal of Computer-Supported Collaborative Learning, 1(2), 163-165.

Stahl, G., & Hesse, F.W. (2006). Social practices of computer-supported collaborative learning. International Journal of Computer-Supported Collaborative Learning, 1(4), 409-412.

Gerjets, P., & Hesse, F. W. (2004). When are powerful learning environments effective? The role of learning activities and of students' conceptions of educational technology. International Journal of Educational Research, 41, 445-465. https://dx.doi.org/10.1016/j.ijer.2005.08.011

Buder, J. & Hesse, F. W. (2003). Embodied cognition and learning in artificial environments. Technology, Instruction, Cognition and Learning, 1 (3), 275-289.

Cress, U., Barquero, B., Buder, J., Schwan, S., & Hesse, F. W. (2003). Wissensaustausch mittels Datenbanken als Öffentliches-Gut-Dilemma. - Die Wirkung von Rückmeldungen und Belohnungen. Zeitschrift für Psychologie, 211, 75-85. https://dx.doi.org/10.1026//0044-3409.211.2.75 Volltext anfordern

Garsoffky, B., Schwan, S., & Hesse, F. W. (2002). Viewpoint dependency in the recognition of dynamic scenes. Journal of Experimental Psychology: Learning, Memory, and Cognition, 28 (6), 1035-1050. https://dx.doi.org/10.1037/0278-7393.28.6.1035 Volltext anfordern

Schwan, S., Straub, D., & Hesse, F. W. (2002). Information management and learning in computer conferences: Coping with irrelevant and unrelated messages. Instructional Science, 30, 269-289.

Buder, J., & Hesse, F. W. (2001). Bericht über das DFG-Schwerpunktprogramm "Netzbasierte Wissenskommunikation in Gruppen". Zeitschrift für Medienpsychologie, 13, 150-152. Volltext anfordern

Friedrich, H. F., Hron, A., & Hesse, F. W. (2001). A framework for designing and evaluating virtual seminars. European Journal of Education, 36, 157-174. https://dx.doi.org/10.1111/ejed.2001.36.issue-2 Volltext anfordern

Hesse, F. W., & Friedrich, H. F. (2001). Zum Potenzial virtueller Lernumgebungen. Neue Möglichkeiten und Grenzen. DIE - Zeitschrift für Erwachsenenbildung, 8, 25-27. Volltext anfordern

Hesse, F. W., Oestermeier, U., & Buder, J. (2000). Neue Medien - neue Forschungsinitiativen. Kognitionswissenschaft, 9 (1), 54-58. Volltext anfordern

Hron, A., Hesse, F. W., Cress, U., & Giovis, C. (2000). Implicit and explicit dialogue structuring in virtual learning groups. British Journal of Educational Psychology, 70, 53-64. https://dx.doi.org/10.1348/000709900157967 Volltext anfordern

Oestermeier, U., & Hesse, F. W. (2000). Verbal and visual causal arguments. Cognition, 75, 65-104. https://dx.doi.org/10.1016/S0010-0277(00)00060-3 Volltext anfordern

Schwan, S., Garsoffky, B., & Hesse, F. W. (2000). Do film cuts facilitate the perceptual and cognitive organization of activity sequences? Memory & Cognition, 28, 214-223. Volltext anfordern

Unz, D., & Hesse, F. W. (1999). The Use of Hypertext for Learning. Journal of Educational Computing Research, 20, 279-295. https://dx.doi.org/10.2190/FB08-5H94-3R3Y-KQLY

Garsoffky, B., Schwan, S., & Hesse, F.W. (1998). Zum Einfluß von Filmschnitt und Bildausschnittgröße auf die Aktivation sowie auf die Gedächtnisrepräsentation formaler Bildcharakteristika. Medienpsychologie, 10, 111-130.

Schwan, S., Hesse, F.W., & Garsoffky, B. (1998). The relationship between formal filmic means and the segmentation behavior of film viewers. Journal of Broadcasting and Electronic Media, 42, 237-249.

Hesse, F.W., & Giovis, C. (1997). Struktur und Verlauf aktiver und passiver Partizipation beim netzbasierten Lernen. Unterrichtswissenschaft, 25, 34-55.

Hesse, F. W., Kauer, G., & Spies, K. (1997). Effects of emotion-related surface similarity in analogical problem solving. American Journal of Psychology, 110, 357-385.

Hesse, F.W., & Tiberghien, A. (1997). Learning through collaboration. Journal of Computer-Assisted Learning, 13, 145-147.

Hron, A., Hesse, F.W., Picard, E., & Reinhard, P. (1997). Strukturierte Kooperation beim computerunterstützten kollaborativen Lernen. Unterrichtswissenschaft, 25, 56-69.

Reinhard, P., Hesse, F.W., Hron, A., & Picard, E. (1997). Manipulable graphics for computer-supported problem solving. Journal of Computer-Assisted Learning, 13, 148-162. https://dx.doi.org/10.1046/j.1365-2729.1997.00017.x

Spies, K., Hesse, F.W., & Brandes, F. (1997). Influence of positive mood on risk-taking behavior. Psychologische Beiträge, 39, 216-228.

Spies, K., Hesse, F.W., & Loesch, K. (1997). Store atmosphere, mood and purchasing behavior. International Journal of Research in Marketing, 14, 1-17.

Westermann, R., Hesse, F.W., Kauer, G., & Hiemisch, A. (1997). Zur Repräsentation systematischer Ähnlichkeiten zwischen analogen Problemen nach zielgerichteten Elaborationen. Kognitionswissenschaft, 6, 101-114. https://dx.doi.org/10.1007/s001970050034

Hesse, F.W., & Spies, K. (1996). Effects of negative mood on performance: Reduced capacity or changed processing strategy? European Journal of Social Psychology, 26, 163-168.

Hesse, F.W., & Westermann, R. (1996). Measuring subjective similarity during analogical problem solving. International Journal of Psychology, 31 (3/4).

Heydenbluth, C., & Hesse, F.W. (1996). The impact of superficial similarity in the application phase of analogical problem solving. American Journal of Psychology, 109, 37-57. https://dx.doi.org/10.2307/1422926

Schwan, S., & Hesse, F.W. (1996). Communicating and Learning in "Virtual Seminars": The Uses of Spatial Metaphors in Interface Design. Journal of Universal Computer Science, 2, 503-513.

Spies, K., Hesse, F.W., & Hummitzsch, C. (1996). Mood and capacity within Baddeley's model of human memory. Zeitschrift für Psychologie, 204, 367-381.

Westermann, R., Hesse, F.W., Hiemisch, A., & Kauer, G. (1996). Die Anwendung von Merkmalsmodellen zur Quantifizierung der Ähnlichkeit zwischen analogen Problemen. Zeitschrift für Psychologie, 204, 317-338.

Westermann, R., Spies, K., Stahl, G., & Hesse, F.W. (1996). Relative effectiveness and validity of mood induction procedures. A meta-analysis. European Journal of Social Psychology, 26, 557-580. https://dx.doi.org/10.1002/(ISSN)1099-0992

Gerrards-Hesse, A., Spies, K., & Hesse, F.W. (1994). Experimental inductions of emotional states and their effectiveness - A review. British Journal of Psychology, 85, 55-78. https://dx.doi.org/10.1111/bjop.1994.85.issue-1

Hesse, F.W., & Hahn, C. (1994). Die Rolle der Kontextähnlichkeit beim analogen Problemlösen. Sprache & Kognition, 13, 90-102.

Hesse, F.W., & Hahn, C. (1994). The impact of interface-induced handling requirements on action generation in technical system control. Behaviour & Information Technology, 13, 228-238.

Hahn, C., & Hesse, F.W. (1993). Die Steuerung komplexer Systeme in der Intensivmedizin. Zeitschrift für Arbeits- und Organisationspsychologie, 37, 183-190.

Hesse, F.W., & Spies, K. (1993). Möglichkeiten der Integration von Emotionen in theoretische Ansätze der Kognitionspsychologie. Zeitschrift für Psychologie, 201, 351-373.

Hesse, F.W., Spies, K., Hänze, M., & Gerrards-Hesse, A. (1993). Effectiveness of experimental mood induction procedures in comparison to the Velten-technique. The German Journal of Psychology, 17, 295-296.

Hänze, M., & Hesse, F.W. (1993). Emotional influences on semantic priming. Cognition and Emotion, 7, 195-205.

Thiel, A., Gottfried, H., & Hesse, F.W. (1993). Subclinical eating disorders in male athletes. Acta Psychiatrica Scandinavica, 88, 259-265.

Thiel, A., Gottfried, H., & Hesse, F.W. (1993). Das Körpererleben männlicher Sportler. Eine Untersuchung zur psychischen Gesundheit von Ringern und Ruderern der unteren Gewichtsklassen. Psychotherapie, Psychosomatik, Medizinische Psychologie, 43, 432-438.

Hesse, F.W., Spies, K., Hänze, M., & Gerrards-Hesse, A. (1992). Experimentelle Induktion emotionaler Zustände - Alternativen zur Velten-Technik. Zeitschrift für Experimentelle und Angewandte Psychologie, 39, 559-580.

Spies, K., & Hesse, F.W. (1992). Impact of negative mood on retrieval strategies. International Journal of Psychology, 27, 108.

Spies, K., Hesse, F.W., Gerrards-Hesse, A., & Ueffing, E. (1992). Experimental induction of emotional states - Can music improve the effectiveness of self-referent statements? The German Journal of Psychology, 16, 145-146.

Hesse, F.W. (1991). Search and acceptance in analogical problem solving. Zeitschrift für Psychologie, 199, 235-242.

Hesse, F.W., & Hänze, M. (1991). Ist der Einfluß positiver Stimmung auf die kognitive Verarbeitung auf stimmungsbezogene Inhalte beschränkt? Zeitschrift für Psychologie, Suppl. 11, 155-164.

Spies, K., Hesse, F.W., Gerrards-Hesse, A., & Ueffing, E. (1991). Experimentelle Induktion emotionaler Zustände - Verbessert die zusätzliche Darbietung von Musik die Wirksamkeit selbstbezogener Aussagen? Zeitschrift für Experimentelle und Angewandte Psychologie, 38, 321-342.

Hesse, F.W., & Klecha, D. (1990). Use of analogies in problem solving. Computers in Human Behavior, 6, 115-129.

Hesse, F.W. (1986). Analyzing problem solving under different semantic conditions. The German Journal of Psychology, 10, 196.

Spies, K., & Hesse, F.W. (1986). Interaction between emotion and cognition. The German Journal of Psychology, 10, 181.

Spies, K., & Hesse, F.W. (1986). Interaktion von Emotion und Kognition. Psychologische Rundschau, 37, 75-90.

Hesse, F.W. (1985). Vergleichende Analyse kognitiver Prozesse bei semantisch unterschiedlichen Problemeinbettungen. Sprache und Kognition, 3, 139-153.

Hesse, F.W. (1985). Review (John R. Anderson (1983), The architecture of cognition). Sprache und Kognition, 4, 231-237.

Hesse, F.W., Spies, K., & Lüer, G. (1984). Motivational influences on complex problem solving. The German Journal of Psychology, 8, 196.

Hesse, F.W., Spies, K., & Lüer, G. (1983). Einfluß motivationaler Faktoren auf das Problemlösen im Umgang mit komplexen Problemen. Zeitschrift für Experimentelle und Angewandte Psychologie, 30, 400-424.

Hesse, F.W. (1982). Effekte des semantischen Kontextes auf die Bearbeitung komplexer Probleme. Zeitschrift für Experimentelle und Angewandte Psychologie, 29, 62-91.

Hesse, F.W. (1982). Effects of semantic context on solving complex problems. The German Journal of Psychology, 6, 172.

Hesse, F.W. (1982). Training-induced changes in problem solving. Zeitschrift für Psychologie, 190, 405-423.

more about Prof. Hesse´s scientific work

Brich, I. R., Bause, I. M., Hesse, F. W., & Wesslein, A. (in press). Working memory affine technological support functions improve decision performance. Computers in Human Behavior. https://dx.doi.org/10.1016/j.chb.2018.11.014

Thiemann, D., Hesse, F. W., & Kozlov, M. (2019). The benefits of collaboration in computer-mediated preference exchange in teams: A psychological perspective. Computers in Human Behavior, 97, 24-34. https://dx.doi.org/10.1016/j.chb.2019.02.032

Bause, I. M., Brich, I. R., Wesslein, A. K., & Hesse, F. W. (2018). Using technological functions on a multi-touch table and their affordances to counteract biases and foster collaborative problem solving. International Journal of Computer-Supported Collaborative Learning, 13(1), 7-33. https://dx.doi.org/10.1007/s11412-018-9271-4

Graesser, A. C., Fiore, S. M., Greiff, S., Andrews-Todd, J., Foltz, P. W., & Hesse, F. W. (2018). Advancing the Science of Collaborative Problem Solving. Psychological Science in the Public Interest, 19(2), 59-92. https://dx.doi.org/10.1177/1529100618808244 Open Access

Baumeister, A. E. E., Engelmann, T., & Hesse, F. W. (2017). One task, divergent solutions: high- versus low-status sources and social comparison guide adaptation in a computer-supported socio-cognitive conflict task. Educational Technology Research and Development, 65, 237-253. https://dx.doi.org/10.1007/s11423-016-9466-1 request document

Scoular, C., Care, E., & Hesse, F.W. (2017). Designs for operationalizing collaborative problem solving for automated assessment. Journal of Educational Measurement, 54, 12-35. https://dx.doi.org/10.1111/jedm.12130

Hesse, F. W., Sassenberg, K., & Schwan, S. (2016). Editorial: Psychologie und Wissensmedien. Psychologische Rundschau, 67, 83-86. https://dx.doi.org/10.1026/0033-3042/a000299 request document

Kolodziej, R., Hesse, F. W., & Engelmann, T. (2016). Improving negotiations with bar charts: The advantages of priority awareness. Computers in Human Behavior, 60, 351-360. https://dx.doi.org/10.1016/j.chb.2016.02.079 request document

Kozlov, M. D., Engelmann, T., Buder, J., & Hesse, F. W. (2015). Is knowledge best shared or given to individuals? Expanding the Content-based Knowledge Awareness paradigm. Computers in Human Behavior, 51, 15-23.

Engelmann, T., Kolodziej, R., & Hesse, F. W. (2014). Preventing undesirable effects of mutual trust and the development of skepticism in virtual groups by applying the knowledge and information awareness approach. International Journal of Computer-Supported Collaborative Learning, 9, 211-235. https://dx.doi.org/10.1007/s11412-013-9187-y request document

Krauskopf, K., Zahn, C., Hesse, F. W., & Pea, R. (2014). Understanding video tools for teaching: mental models of technology affordances as inhibitors and facilitators of lesson planning in history and language arts. Studies in Educational Evaluation, 43, 230-243. https://dx.doi.org/10.1016/j.stueduc.2014.05.002 request document

Michel, Ch. W., Ray, D. G., Kaup, B., & Hesse, F. W. (2014). Perspective image comprehension depends on both visual and proprioceptive information. Attention, Perception, & Psychophysics, 76, 2477-2484. https://dx.doi.org/10.3758/s13414-014-0731-2

Rudat, A., Buder, J., & Hesse, F. W. (2014). Audience design in Twitter: Retweeting behavior between informational value and followers' interests. Computers in Human Behavior, 35, 132-139.

Scheiter, K., Schrader, J., Trautwein, U., & Hesse, F. W. (2014). Analyse und Förderung effektiver Lehr-Lernprozesse im Kontext evidenzbasierter Bildungsreform - Beiträge der Tübinger Forschergruppe für Empirische Bildungsforschung. Zeitschrift für Erziehungswissenschaft, 17, 189-192. request document

Scheiter, K., Schüler, A., Gerjets, P., Huk, T., & Hesse, F. W. (2014). Extending multimedia research: How do prerequisite knowledge and reading comprehension affect learning from text and pictures. Computers in Human Behavior, 31, 73-84. request document

Scheiter, K., Schüler, A., Gerjets, P., Stalbovs, K., Schubert, C., Huk, T., & Hesse, F. (2014). Welche Rolle spielt neben Merkmalen des Instruktionsdesigns die fachspezifische und aufgabenspezifische Motivation beim Lernen mit Multimedia im naturwissenschaftlichen Unterricht? Zeitschrift für Erziehungswissenschaft, 17, 279-296. request document

Zahn, C., Schaeffeler, N., Giel, K. E., Wessel, D., Thiel, A., Zipfel, S., & Hesse, F.W. (2014). Video clips for YouTube: Collaborative video creation as an educational concept for knowledge acquisition and attitude change. Education and Information Technologies, 19, 603-621.

Ray, D., Neugebauer, J., Sassenberg, K., Buder, J., & Hesse, F. W. (2013). Motivated shortcomings in explanation: The role of comparative self-evaluation and awareness of explanation recipient knowledge. Journal of Experimental Psychology: General, 142, 445-457. https://dx.doi.org/10.1037/a0029339 request document

Giel, K. E., Zipfel, S., Alizadeh, M., Schäffeler, N., Zahn, C., Wessel, D., Hesse, F. W., Thiel, S., & Thiel, A. (2012). Stigmatization of obese individuals by human resource professionals: an experimental study. BMC Public Health, 12:525. request document

Krauskopf, K., Zahn, C., & Hesse, F. W. (2012). Leveraging the affordances of YouTube: The role of pedagogical knowledge and mental models of technology functions for lesson planning with technology. Computers & Education, 58, 1194-1206. https://dx.doi.org/10.1016/j.compedu.2011.12.010 request document

Schwind, C., Buder, J., Cress, U., & Hesse, F. W. (2012). Preference-inconsistent recommendations: An effective approach for reducing confirmation bias and stimulating divergent thinking? Computers & Education, 58, 787-796. https://dx.doi.org/10.1016/j.compedu.2011.10.003 request document

Zahn, C., Krauskopf, K., Hesse, F. W., & Pea, R. (2012). How to improve collaborative learning with video tools in the classroom? Social vs. cognitive guidance for student teams. International Journal of Computer-Supported Collaborative Learning, 7(2), 259-284. https://dx.doi.org/10.1007/s11412-012-9145-0

Dehler, J., Bodemer, D., Buder, J., & Hesse, F. W. (2011). Guiding knowledge communication in CSCL via group knowledge awareness. Computers in Human Behavior, 27(3), 1068-1078.

Dehler-Zufferey, J., Bodemer, D., Buder, J., & Hesse, F. W. (2011). Partner knowledge awareness in knowledge communication: Learning by adapting to the partner. The Journal of Experimental Education, 79(1), 102-125.

Engelmann, T., & Hesse, F. W. (2011). Fostering sharing of unshared knowledge by having access to the collaborators’ meta-knowledge structures. Computers in Human Behavior, 27, 2078-2087. https://dx.doi.org/10.1016/j.chb.2011.06.002

Moskaliuk, J., Kimmerle, J., Cress, U., & Hesse, F. W. (2011). Knowledge building in user-generated online Virtual Realities. Journal of Emerging Technologies in Web Intelligence, 3, 38-46. https://dx.doi.org/10.4304/jetwi.3.1.38-46

Engelmann, T., & Hesse, F.W. (2010). How digital concept maps about the collaborators’ knowledge and information influence computer-supported collaborative problem solving. International Journal of Computer-Supported Collaborative Learning, 5(3), 299-320. https://dx.doi.org/10.1007/s11412-010-9089-1

Engelmann, T., Tergan, S.-O., & Hesse, F.W. (2010). Evoking knowledge and information awareness for enhancing computer-supported collaborative problem solving. The Journal of Experimental Education, 78, 1-20.

Huff, M., Papenmeier, F., Jahn, G., & Hesse, F.W. (2010). Eye-movements across viewpoint changes in multiple object tracking. Visual Cognition, 18(9), 1368-1391. request document

Stahl, G., & Hesse, F. W. (2010). Beyond folk theories of CSCL. International Journal Computer-Supported Collaborative Learning, 5(4), 355-358.

Zahn, C., Pea, R., Hesse, F. W., & Rosen, J. (2010). Comparing simple and advanced video tools as supports for collaborative design processes. The Journal of the Learning Sciences, 19(3), 403-440.

Cress, U., Kimmerle, J., & Hesse, F. W. (2009). Impact of temporal extension, synchronicity, and group size on computer-supported information exchange. Computers in Human Behavior, 25 (3), 731-737. https://dx.doi.org/10.1016/j.chb.2009.01.010 request document

Dehler, J., Bodemer, D., Buder, J., & Hesse, F. W. (2009). Providing group knowledge awareness in computer-supported collaborative learning: Insights into learning mechanisms. Research and Practice in Technology Enhanced Learning, 4 (2), 111-132.

Gerjets, P., Scheiter, K., Opfermann, M., Hesse, F. W., & Eysink, T. H. S. (2009). Learning with hypermedia: The influence of representational formats and different levels of learner control on performance and learning behavior. Computers in Human Behavior, 25 (2), 360-370. request document

Knipfer, K., Mayr, E., Zahn, C., Schwan, S., & Hesse, F. (2009). Computer Support for Knowledge Communication in Science Exhibitions: Novel Perspectives from Research on Collaborative Learning. Educational Research Review, 4, 196-209. request document

Stahl, G., & Hesse, F. W. (2009). Classical dialgos in CSCL. International Journal of Computer-Supported Collaborative Learning, 4 (3), 233-237.

Stahl, G., & Hesse, F.W. (2009). Paradigms of shared knowledge. International Journal of Computer-Supported Collaborative Learning, 4(4), 365-369.

Stahl, G., & Hesse, F.W. (2008). The many levels of CSCL. International Journal of Computer-Supported Collaborative Learning, 3(1), 1-4.

Stahl, G., & Hesse, F.W. (2008). Explorations of participation in discourse. International Journal of Computer-Supported Collaborative Learning, 3(3), 235-236.

Cress, U., Barquero, B., Schwan, S., & Hesse, F. W. (2007). Improving quality and quantity of contributions: Two models for promoting knowledge exchange with shared databases. Computers & Education, 49 (2), 423-440. https://dx.doi.org/10.1016/j.compedu.2005.10.003 request document

Kimmerle, J., Cress, U., & Hesse, F. W. (2007). An Interactional Perspective on Group Awareness: Alleviating the Information-Exchange Dilemma (for everybody?). International Journal of Human-Computer Studies, 65 (11), 899-910. https://dx.doi.org/10.1016/j.ijhcs.2007.06.002 request document

Stahl, G., & Hesse, F.W. (2007). Welcome to the future. International Journal of Computer-Supported Collaborative Learning, 2(1), 1-5.

Cress, U., Kimmerle, J., & Hesse, F.W. (2006). Information Exchange with Shared Databases as a Social Dilemma: The Effect of Metaknowledge, Bonus Systems, and Costs. Communication Research, 33, 370-390. https://dx.doi.org/10.1177/0093650206291481 request document

Kollar, I., Fischer, F., & Hesse, F. W. (2006). Collaboration scripts - a conceptual analysis. Educational Psychology Review, 18/2, 159-185. request document

Stahl, G., & Hesse, F.W. (2006). Focusing on participation in group meaning making. International Journal of Computer-Supported Collaborative Learning, 1(3), 311-315.

Stahl, G., & Hesse, F.W. (2006). Building knowledge in the classroom, building knowledge in the CSCL community. International Journal of Computer-Supported Collaborative Learning, 1(2), 163-165.

Stahl, G., & Hesse, F.W. (2006). Social practices of computer-supported collaborative learning. International Journal of Computer-Supported Collaborative Learning, 1(4), 409-412.

Gerjets, P., & Hesse, F. W. (2004). When are powerful learning environments effective? The role of learning activities and of students' conceptions of educational technology. International Journal of Educational Research, 41, 445-465. https://dx.doi.org/10.1016/j.ijer.2005.08.011

Buder, J. & Hesse, F. W. (2003). Embodied cognition and learning in artificial environments. Technology, Instruction, Cognition and Learning, 1 (3), 275-289.

Cress, U., Barquero, B., Buder, J., Schwan, S., & Hesse, F. W. (2003). Wissensaustausch mittels Datenbanken als Öffentliches-Gut-Dilemma. - Die Wirkung von Rückmeldungen und Belohnungen. Zeitschrift für Psychologie, 211, 75-85. https://dx.doi.org/10.1026//0044-3409.211.2.75 request document

Garsoffky, B., Schwan, S., & Hesse, F. W. (2002). Viewpoint dependency in the recognition of dynamic scenes. Journal of Experimental Psychology: Learning, Memory, and Cognition, 28 (6), 1035-1050. https://dx.doi.org/10.1037/0278-7393.28.6.1035 request document

Schwan, S., Straub, D., & Hesse, F. W. (2002). Information management and learning in computer conferences: Coping with irrelevant and unrelated messages. Instructional Science, 30, 269-289.

Buder, J., & Hesse, F. W. (2001). Bericht über das DFG-Schwerpunktprogramm "Netzbasierte Wissenskommunikation in Gruppen". Zeitschrift für Medienpsychologie, 13, 150-152. request document

Friedrich, H. F., Hron, A., & Hesse, F. W. (2001). A framework for designing and evaluating virtual seminars. European Journal of Education, 36, 157-174. https://dx.doi.org/10.1111/ejed.2001.36.issue-2 request document

Hesse, F. W., & Friedrich, H. F. (2001). Zum Potenzial virtueller Lernumgebungen. Neue Möglichkeiten und Grenzen. DIE - Zeitschrift für Erwachsenenbildung, 8, 25-27. request document

Hesse, F. W., Oestermeier, U., & Buder, J. (2000). Neue Medien - neue Forschungsinitiativen. Kognitionswissenschaft, 9 (1), 54-58. request document

Hron, A., Hesse, F. W., Cress, U., & Giovis, C. (2000). Implicit and explicit dialogue structuring in virtual learning groups. British Journal of Educational Psychology, 70, 53-64. https://dx.doi.org/10.1348/000709900157967 request document

Oestermeier, U., & Hesse, F. W. (2000). Verbal and visual causal arguments. Cognition, 75, 65-104. https://dx.doi.org/10.1016/S0010-0277(00)00060-3 request document

Schwan, S., Garsoffky, B., & Hesse, F. W. (2000). Do film cuts facilitate the perceptual and cognitive organization of activity sequences? Memory & Cognition, 28, 214-223. request document

Unz, D., & Hesse, F. W. (1999). The Use of Hypertext for Learning. Journal of Educational Computing Research, 20, 279-295. https://dx.doi.org/10.2190/FB08-5H94-3R3Y-KQLY

Garsoffky, B., Schwan, S., & Hesse, F.W. (1998). Zum Einfluß von Filmschnitt und Bildausschnittgröße auf die Aktivation sowie auf die Gedächtnisrepräsentation formaler Bildcharakteristika. Medienpsychologie, 10, 111-130.

Schwan, S., Hesse, F.W., & Garsoffky, B. (1998). The relationship between formal filmic means and the segmentation behavior of film viewers. Journal of Broadcasting and Electronic Media, 42, 237-249.

Hesse, F.W., & Giovis, C. (1997). Struktur und Verlauf aktiver und passiver Partizipation beim netzbasierten Lernen. Unterrichtswissenschaft, 25, 34-55.

Hesse, F. W., Kauer, G., & Spies, K. (1997). Effects of emotion-related surface similarity in analogical problem solving. American Journal of Psychology, 110, 357-385.

Hesse, F.W., & Tiberghien, A. (1997). Learning through collaboration. Journal of Computer-Assisted Learning, 13, 145-147.

Hron, A., Hesse, F.W., Picard, E., & Reinhard, P. (1997). Strukturierte Kooperation beim computerunterstützten kollaborativen Lernen. Unterrichtswissenschaft, 25, 56-69.

Reinhard, P., Hesse, F.W., Hron, A., & Picard, E. (1997). Manipulable graphics for computer-supported problem solving. Journal of Computer-Assisted Learning, 13, 148-162. https://dx.doi.org/10.1046/j.1365-2729.1997.00017.x

Spies, K., Hesse, F.W., & Brandes, F. (1997). Influence of positive mood on risk-taking behavior. Psychologische Beiträge, 39, 216-228.

Spies, K., Hesse, F.W., & Loesch, K. (1997). Store atmosphere, mood and purchasing behavior. International Journal of Research in Marketing, 14, 1-17.

Westermann, R., Hesse, F.W., Kauer, G., & Hiemisch, A. (1997). Zur Repräsentation systematischer Ähnlichkeiten zwischen analogen Problemen nach zielgerichteten Elaborationen. Kognitionswissenschaft, 6, 101-114. https://dx.doi.org/10.1007/s001970050034

Hesse, F.W., & Spies, K. (1996). Effects of negative mood on performance: Reduced capacity or changed processing strategy? European Journal of Social Psychology, 26, 163-168.

Hesse, F.W., & Westermann, R. (1996). Measuring subjective similarity during analogical problem solving. International Journal of Psychology, 31 (3/4).

Heydenbluth, C., & Hesse, F.W. (1996). The impact of superficial similarity in the application phase of analogical problem solving. American Journal of Psychology, 109, 37-57. https://dx.doi.org/10.2307/1422926

Schwan, S., & Hesse, F.W. (1996). Communicating and Learning in "Virtual Seminars": The Uses of Spatial Metaphors in Interface Design. Journal of Universal Computer Science, 2, 503-513.

Spies, K., Hesse, F.W., & Hummitzsch, C. (1996). Mood and capacity within Baddeley's model of human memory. Zeitschrift für Psychologie, 204, 367-381.

Westermann, R., Hesse, F.W., Hiemisch, A., & Kauer, G. (1996). Die Anwendung von Merkmalsmodellen zur Quantifizierung der Ähnlichkeit zwischen analogen Problemen. Zeitschrift für Psychologie, 204, 317-338.

Westermann, R., Spies, K., Stahl, G., & Hesse, F.W. (1996). Relative effectiveness and validity of mood induction procedures. A meta-analysis. European Journal of Social Psychology, 26, 557-580. https://dx.doi.org/10.1002/(ISSN)1099-0992

Gerrards-Hesse, A., Spies, K., & Hesse, F.W. (1994). Experimental inductions of emotional states and their effectiveness - A review. British Journal of Psychology, 85, 55-78. https://dx.doi.org/10.1111/bjop.1994.85.issue-1

Hesse, F.W., & Hahn, C. (1994). Die Rolle der Kontextähnlichkeit beim analogen Problemlösen. Sprache & Kognition, 13, 90-102.

Hesse, F.W., & Hahn, C. (1994). The impact of interface-induced handling requirements on action generation in technical system control. Behaviour & Information Technology, 13, 228-238.

Hahn, C., & Hesse, F.W. (1993). Die Steuerung komplexer Systeme in der Intensivmedizin. Zeitschrift für Arbeits- und Organisationspsychologie, 37, 183-190.

Hesse, F.W., & Spies, K. (1993). Möglichkeiten der Integration von Emotionen in theoretische Ansätze der Kognitionspsychologie. Zeitschrift für Psychologie, 201, 351-373.

Hesse, F.W., Spies, K., Hänze, M., & Gerrards-Hesse, A. (1993). Effectiveness of experimental mood induction procedures in comparison to the Velten-technique. The German Journal of Psychology, 17, 295-296.

Hänze, M., & Hesse, F.W. (1993). Emotional influences on semantic priming. Cognition and Emotion, 7, 195-205.

Thiel, A., Gottfried, H., & Hesse, F.W. (1993). Subclinical eating disorders in male athletes. Acta Psychiatrica Scandinavica, 88, 259-265.

Thiel, A., Gottfried, H., & Hesse, F.W. (1993). Das Körpererleben männlicher Sportler. Eine Untersuchung zur psychischen Gesundheit von Ringern und Ruderern der unteren Gewichtsklassen. Psychotherapie, Psychosomatik, Medizinische Psychologie, 43, 432-438.

Hesse, F.W., Spies, K., Hänze, M., & Gerrards-Hesse, A. (1992). Experimentelle Induktion emotionaler Zustände - Alternativen zur Velten-Technik. Zeitschrift für Experimentelle und Angewandte Psychologie, 39, 559-580.

Spies, K., & Hesse, F.W. (1992). Impact of negative mood on retrieval strategies. International Journal of Psychology, 27, 108.

Spies, K., Hesse, F.W., Gerrards-Hesse, A., & Ueffing, E. (1992). Experimental induction of emotional states - Can music improve the effectiveness of self-referent statements? The German Journal of Psychology, 16, 145-146.

Hesse, F.W. (1991). Search and acceptance in analogical problem solving. Zeitschrift für Psychologie, 199, 235-242.

Hesse, F.W., & Hänze, M. (1991). Ist der Einfluß positiver Stimmung auf die kognitive Verarbeitung auf stimmungsbezogene Inhalte beschränkt? Zeitschrift für Psychologie, Suppl. 11, 155-164.

Spies, K., Hesse, F.W., Gerrards-Hesse, A., & Ueffing, E. (1991). Experimentelle Induktion emotionaler Zustände - Verbessert die zusätzliche Darbietung von Musik die Wirksamkeit selbstbezogener Aussagen? Zeitschrift für Experimentelle und Angewandte Psychologie, 38, 321-342.

Hesse, F.W., & Klecha, D. (1990). Use of analogies in problem solving. Computers in Human Behavior, 6, 115-129.

Hesse, F.W. (1986). Analyzing problem solving under different semantic conditions. The German Journal of Psychology, 10, 196.

Spies, K., & Hesse, F.W. (1986). Interaction between emotion and cognition. The German Journal of Psychology, 10, 181.

Spies, K., & Hesse, F.W. (1986). Interaktion von Emotion und Kognition. Psychologische Rundschau, 37, 75-90.

Hesse, F.W. (1985). Vergleichende Analyse kognitiver Prozesse bei semantisch unterschiedlichen Problemeinbettungen. Sprache und Kognition, 3, 139-153.

Hesse, F.W. (1985). Review (John R. Anderson (1983), The architecture of cognition). Sprache und Kognition, 4, 231-237.

Hesse, F.W., Spies, K., & Lüer, G. (1984). Motivational influences on complex problem solving. The German Journal of Psychology, 8, 196.

Hesse, F.W., Spies, K., & Lüer, G. (1983). Einfluß motivationaler Faktoren auf das Problemlösen im Umgang mit komplexen Problemen. Zeitschrift für Experimentelle und Angewandte Psychologie, 30, 400-424.

Hesse, F.W. (1982). Effekte des semantischen Kontextes auf die Bearbeitung komplexer Probleme. Zeitschrift für Experimentelle und Angewandte Psychologie, 29, 62-91.

Hesse, F.W. (1982). Effects of semantic context on solving complex problems. The German Journal of Psychology, 6, 172.

Hesse, F.W. (1982). Training-induced changes in problem solving. Zeitschrift für Psychologie, 190, 405-423.


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