Publications

Publications in peer-reviewed journals

Wertgen, A. G., & Richter, T. (2023). General knowledge norms: Updated and expanded for German. PLoS ONE, 18(2): e0281305. doi.org/10.1371/journal.pone.0281305 (open access)

Wertgen, A. G., & Richter, T. (2023). Source credibility and plausibility are considered in the validation of textual information: Evidence from a social media context. Journal of Cognitive Psychology, 35(2), 183–204. doi.org/10.1080/20445911.2022.2149757 (open access)

Wertgen, A. G., Richter, T., & Rouet, J.-F. (2021). The role of source credibility in the validation of information depends on the degree of (im-)plausibility. Discourse Processes, 58(5–6), 513–528. doi.org/10.1080/0163853X.2021.1881342

Wertgen, A. G., & Richter, T. (2020). Source credibility modulates the validation of implausible information. Memory and Cognition, 48, 1359–1375. doi.org/10.3758/s13421-020-01067-9

Presentations and posters

Wertgen, A. G., & Richter, T. (2024, July). Source credibility is considered primarily in the validation of somewhat implausible sentences. Poster presentation at the Annual Meeting of the Society for Text & Discourse (ST&D), Chicago, USA.

Münchow, H., Wertgen, A., Tiffin-Richards, S. P. & Richter, T. (2023, September). Studien lesen leicht gemacht: Förderung des Verstehens und Beurteilens der funktionalen Struktur informeller wissenschaftlicher Argumente. Poster presentation at the 19th Fachgrupptentagung Pädagogische Psychologie (PAEPS), Kiel.

Wertgen, A., Richter, T. & Rouet, J.-F. (2020, July). Delayed effects of source credibility in the validation of implausible information. Poster presentation at the 30th Annual Meeting of the Society for Text & Discourse (ST&D) (online conference).

Wertgen, A., & Richter, T. (2019, July). Source  credibility and plausibility interact in the validation of textual information. Paper presented at the 29th Annual Meeting of the Society for Text & Discourse (ST&D), New York City, USA.

Wertgen, A., & Richter, T. (2019, April). Effects of text-belief and source-message consistency on the validation of textual information. Poster presentation at the Tagung experimentell arbeitender Psychologen (TeaP) 2019, London, UK.

Wertgen, A., & Richter, T. (2018, September). Quellenglaubwürdigkeit moduliert die Validierung unplausibler Informationen beim Textverstehen. Poster presentation at the 51th Kongress der Deutschen Gesellschaft für Psychologie (DGPs), Frankfurt am Main.

Wertgen, A., & Richter, T. (2018, July). Source Credibility Modulates the Validation of Implausible Information. Poster presentation at the 28th Annual Meeting of the Society for Text & Discourse (ST&D), Brighton, UK.

Curriculum Vitae

Hier finden Sie einen aktuellen Curcciculum Vitae:

Dokument(e)

Possible topics for final thesis

In principle, I am prepared to supervise a wide range of psychological and social work topics by arrangement. Ideally, the topics should intersect with developmental psychology, educational psychology, cognitive psychology or clinical psychology.

I am currently interested in the following broad topics:

Digital information literacy and social work

Finding one's way in digital contexts and integrating, understanding and evaluating the (text) information and information sources there is a challenge for practically all parts of society. Among other things, it is a challenge because, on the one hand, there is a huge amount of digital information and, on the other, because this information can be inaccurate, incorrect or conflicting.

In the EU Commission's framework model, digital information literacy is therefore one of five key digital skills. What contribution can social work make to this (e.g. identifying vulnerable subgroups, implementing successful prevention and intervention measures, dealing with misinformation and information sources in social work, etc.)? Several theses would be conceivable here.

Understanding and evaluating social science, informal arguments

Scientific literacy is an important skill for every degree course and for the digital knowledge society. This is the ability to understand and critically evaluate scientific information. Even after studying social work or social sciences, new scientific findings must be continuously integrated into practical work. Without being able to understand and evaluate the associated scientific arguments, this is not possible in any meaningful way. The assessment and promotion of this competence is therefore an important endeavor. There are already evaluated test and training procedures for psychological, scientific arguments. How could these procedures be transferred to the field of applied social sciences? Several theses would be conceivable here.

Stories and narrativity as a social work intervention

Psychology and literary studies are intensively concerned with the effect of stories on the individual. Impactful psychosocial consequences are attributed to the effect of stories. For example, reading the book “Uncle Tom's Cabin” is said to have persuaded American politicians to abolish slavery. Many forms of storytelling also take place in therapeutic, educational and social work practice: as part of a psychodrama or as psychoeducational, narrated analogy, for example. As part of several final theses, I would like to...

(1) create a systematic overview of existing measures and interventions in social work that are based on stories and narrativity.

(2) investigate possible social-cognitive processes and products