@article{Koerner2023,
  author    = {K{\"o}rner, Dorothea},
  title     = {Kooperation zwischen Hochschule und Schulpraxis f{\"o}rdern - das Projekt Campusschulen},
  series = {PSI-Potsdam: Ergebnisbericht zu den Aktivit{\"a}ten im Rahmen der Qualit{\"a}tsoffensive Lehrerbildung (2019-2023) (Potsdamer Beitr{\"a}ge zur Lehrerbildung und Bildungsforschung ; 3)},
  journal   = {PSI-Potsdam: Ergebnisbericht zu den Aktivit{\"a}ten im Rahmen der Qualit{\"a}tsoffensive Lehrerbildung (2019-2023) (Potsdamer Beitr{\"a}ge zur Lehrerbildung und Bildungsforschung ; 3)},
  number    = {3},
  publisher = {Universit{\"a}tsverlag Potsdam},
  address   = {Potsdam},
  isbn      = {978-3-86956-568-2},
  issn      = {2626-3556},
  doi       = {10.25932/publishup-61859},
  url       = {http://nbn-resolving.de/urn:nbn:de:kobv:517-opus4-618594},
  pages     = {347 -- 358},
  year      = {2023},
  abstract  = {An der Schnittstelle zwischen Hochschule und Schule bietet das Vernetzungsprojekt Campusschulen die M{\"o}glichkeit befristete individuelle Netzwerke zu gr{\"u}nden, an denen die Akteursgruppen Studierende, Lehrkr{\"a}fte und Wissenschaftler:innen partizipieren. Ziel der Zusammenarbeit ist eine gemeinsame Arbeit an Aufgaben der Schul- und Unterrichtsentwicklung, bei der f{\"u}r alle beteiligten Akteure ein realer Mehrwert entsteht. Die Konzeption des Projekts sowie das Erleben der Netzwerkarbeit wurde regelm{\"a}ßig evaluiert. Die Evaluationen best{\"a}tigen die konzeptionell angedachten Ergebnisse. Ausgehend von den Projekterfahrungen {\"u}ber acht Jahre (einschließlich der Corona-Pandemie) hinweg werden M{\"o}glichkeiten zur Verstetigung des Projekts diskutiert.},
  language  = {de}
}
@article{ChengMilsch2020,
  author    = {Cheng, Chaojie and Milsch, Harald},
  title     = {Evolution of fracture aperture in quartz sandstone under hydrothermal conditions},
  series = {Minerals},
  volume    = {10},
  journal   = {Minerals},
  number    = {8},
  publisher = {MDPI},
  address   = {Basel},
  issn      = {2075-163X},
  doi       = {10.3390/min10080657},
  pages     = {18},
  year      = {2020},
  abstract  = {Fractures efficiently affect fluid flow in geological formations, and thereby determine mass and energy transport in reservoirs, which are not least exploited for economic resources. In this context, their response to mechanical and thermal changes, as well as fluid-rock interactions, is of paramount importance. In this study, a two-stage flow-through experiment was conducted on a pure quartz sandstone core of low matrix permeability, containing one single macroscopic tensile fracture. In the first short-term stage, the effects of mechanical and hydraulic aperture on pressure and temperature cycles were investigated. The purpose of the subsequent intermittent-flow long-term (140 days) stage was to constrain the evolution of the geometrical and hydraulic fracture properties resulting from pressure solution. Deionized water was used as the pore fluid, and permeability, as well as the effluent Si concentrations, were systematically measured. Overall, hydraulic aperture was shown to be significantly less affected by pressure, temperature and time, in comparison to mechanical aperture. During the long-term part of the experiment at 140 degrees C, the effluent Si concentrations likely reached a chemical equilibrium state within less than 8 days of stagnant flow, and exceeded the corresponding hydrostatic quartz solubility at this temperature. This implies that the pressure solution was active at the contacting fracture asperities, both at 140 degrees C and after cooling to 33 degrees C. The higher temperature yielded a higher dissolution rate and, consequently, a faster attainment of chemical equilibrium within the contact fluid. X-ray mu CT observations evidenced a noticeable increase in fracture contact area ratio, which, in combination with theoretical considerations, implies a significant decrease in mechanical aperture. In contrast, the sample permeability, and thus the hydraulic fracture aperture, virtually did not vary. In conclusion, pressure solution-induced fracture aperture changes are affected by the degree of time-dependent variations in pore fluid composition. In contrast to the present case of a quasi-closed system with mostly stagnant flow, in an open system with continuous once-through fluid flow, the activity of the pressure solution may be amplified due to the persistent fluid-chemical nonequilibrium state, thus possibly enhancing aperture and fracture permeability changes.},
  language  = {en}
}
@article{BuerkiFoschiniViebahnGafos2020,
  author    = {B{\"u}rki-Foschini, Audrey Damaris and Viebahn, Malte Clemens and Gafos, Adamantios I.},
  title     = {Plasticity and transfer in the sound system},
  series = {Language, cognition and neuroscience},
  volume    = {35},
  journal   = {Language, cognition and neuroscience},
  number    = {10},
  publisher = {Routledge, Taylor \& Francis Group},
  address   = {Abingdon},
  issn      = {2327-3798},
  doi       = {10.1080/23273798.2020.1782445},
  pages     = {1371 -- 1393},
  year      = {2020},
  abstract  = {This study focuses on the ability of the adult sound system to reorganise as a result of experience. Participants were exposed to existing and novel syllables in either a listening task or a production task over the course of two days. On the third day, they named disyllabic pseudowords while their electroencephalogram was recorded. The first syllable of these pseudowords had either been trained in the auditory modality, trained in production or had not been trained. The EEG response differed between existing and novel syllables for untrained but not for trained syllables, indicating that training novel sound sequences modifies the processes involved in the production of these sequences to make them more similar to those underlying the production of existing sound sequences. Effects of training on the EEG response were observed both after production training and mere auditory exposure.},
  language  = {en}
}
@article{HeinzelRimpelStelzeletal.2017,
  author    = {Heinzel, Stephan and Rimpel, J{\´e}r{\^o}me and Stelzel, Christine and Rapp, Michael A.},
  title     = {Transfer Effects to a Multimodal Dual-Task after Working Memory Training and Associated Neural Correlates in Older Adults},
  series = {Frontiers in human neuroscience},
  volume    = {11},
  journal   = {Frontiers in human neuroscience},
  publisher = {Frontiers Research Foundation},
  address   = {Lausanne},
  doi       = {10.3389/fnhum.2017.00085},
  year      = {2017},
  abstract  = {Working memory (WM) performance declines with age. However, several studies have shown that WM training may lead to performance increases not only in the trained task, but also in untrained cognitive transfer tasks. It has been suggested that transfer effects occur if training task and transfer task share specific processing components that are supposedly processed in the same brain areas. In the current study, we investigated whether single-task WM training and training-related alterations in neural activity might support performance in a dual-task setting, thus assessing transfer effects to higher-order control processes in the context of dual-task coordination. A sample of older adults (age 60-72) was assigned to either a training or control group. The training group participated in 12 sessions of an adaptive n-back training. At pre and post-measurement, a multimodal dual-task was performed in all participants to assess transfer effects. This task consisted of two simultaneous delayed match to sample WM tasks using two different stimulus modalities (visual and auditory) that were performed either in isolation (single-task) or in conjunction (dual-task). A subgroup also participated in functional magnetic resonance imaging (fMRI) during the performance of the n-back task before and after training. While no transfer to single-task performance was found, dual-task costs in both the visual modality (p < 0.05) and the auditory modality (p < 0.05) decreased at post-measurement in the training but not in the control group. In the fMRI subgroup of the training participants, neural activity changes in left dorsolateral prefrontal cortex (DLPFC) during one-back predicted post-training auditory dual-task costs, while neural activity changes in right DLPFC during three-back predicted visual dual-task costs. Results might indicate an improvement in central executive processing that could facilitate both WM and dual-task coordination.},
  language  = {en}
}
@article{ElsnerSchellhas2012,
  author    = {Elsner, Birgit and Schellhas, Bernd},
  title     = {The acquisition of flexible tool use in preschoolers the impact of prior experience},
  series = {Zeitschrift f{\"u}r Psychologie = Journal of psychology},
  volume    = {220},
  journal   = {Zeitschrift f{\"u}r Psychologie = Journal of psychology},
  number    = {1},
  publisher = {Hogrefe},
  address   = {G{\"o}ttingen},
  issn      = {2190-8370},
  doi       = {10.1027/2151-2604/a000090},
  pages     = {44 -- 49},
  year      = {2012},
  abstract  = {To investigate how preschoolers acquire a tool use strategy and how they adapt their tool use to a changed situation, 2- to 4-year-olds were asked to retrieve chips from a transparent box with a rod, either by stabbing and lifting through a top opening or by pushing through a front and a back opening. In both conditions, about 40\% of the children acquired effective tool use by individual learning, and 90\% of the other children learned this by observing only one demonstration. When confronted with a changed situation (i.e., previous opening covered, alternative opening uncovered), children perseverated with the recently learned, but now ineffective tool use strategy. Neither age nor acquisition type of the first strategy affected preschoolers' perseverations. Results indicate that prior tool use experiences have differential effects in situations that require either transferring known functions to novel objects or using a familiar tool for an alternative purpose.},
  language  = {en}
}