Scientific Director
Executive Board

Head of Department
Teaching and Learning

Head of Department (prov.)
Organisation and Programme Planning

T +49 228 3294-100
F +49 228 3294-398

ORCID Logo https://orcid.org/0009-0003-4302-6673
Curriculum Vitae
Projects
Educational Background
  • 2009 Habilitation (qualification to teach psychology), University of Tübingen
  • 2003 PhD (Dr. rer. nat.), University of Tübingen
  • 1994–1999 Studied psychology (Diploma), Technical University of Braunschweig
Professional Experience
  • since 2026 Scientific Director, Board of Directors
  • since 2026 Acting Head of department “Organisation and Programme Planning”
  • since 2021 Head of department “Teaching and Learning”, DIE
  • since 2021 Full professor for “Adult Cognition and Learning”, FernUniversität in Hagen (Cooperation professorship with the DIE)
  • 2019 – 2021 Deputy head of department “Teaching and Learning”, DIE
  • 2016 – 2019 Research associate, department “Teaching and Learning”
  • 2015 – 2016 Professor (substitute) for “Cognition and Perception”, University of Tübingen
  • 2009 – 2015 Lecturer, department “Cognition and Perception”, University of Tübingen
  • 2009 Professor (substitute) for “Biological Psychology”, University of Tübingen
  • 2009 Habilitation (post-doctoral qualification) in Psychology
  • 2003 – 2009 Assistant professor, department “General and Biological Psychology”, University of Tübingen
  • 2003 PhD in Psychology
Committees, Memberships and External Projects

Ad hoc reviews

Funding institutions: German Research Foundation; German Federal Ministry of Education and Research; Swiss State Secretariat for Education, Research and Innovation

Scientific journals, including: Attention, Perception, & Psychophysics; Behavior Research Methods; Beiträge zur Hochschulforschung; Biological Psychology; Drug and Alcohol Dependence; Experimental Psychology; Internationales Jahrbuch der Erwachsenenbildung /International Yearbook of Adult Education; Journal of Adult & Continuing Education; Journal of Cognitive Neuroscience; Journal of Cognitive Psychology; Journal of Experiential Education; Journal of Experimental Psychology: Learning, Memory, and Cognition; PLOS ONE; Psychological Research; Psychophysiology; The Quarterly Journal of Experimental Psychology; Zeitschrift für Erziehungswissenschaft; Zeitschrift für Sportpsychologie; Zeitschrift für Weiterbildungsforschung

Advisory activities

Member of the Federal Government’s Tenth Ageing Report Commission

Research and Work Focus
  • Empirical research on teaching / learning processes
  • Professionalisation and professional competences of
    adult educators and teachers
  • Learning requirements and learning needs of adult
    learners
  • Adult language education
  • Digital teaching / Learning tools
  • Video-based teaching research
  • Intervention and implementation research
  • Experimental research on cognitive processes
Publications

Monografien

Wehrhahn, F., Lenski, S., Gropengießer, K., Bader, E., Zinke, N., Bardenhewer, R., Basyrova, E., Bayzaei, S., Breuer, M., Gerards, M., Heuvemann, D., Ismayilov, A., Köppchen, B., Merkt, M., Persike, M., Quade, K., Schroeder, U., Schröter, H., Schwarz, A., . . . Thelen, K. (2025). E-Prüfungen: Assessment Analytics im Kontext: Ein Handbuch für die Praxis. peDOCS. https://doi.org/10.25656/01:34493

Schröter, H. (2009). Covert mental processes underlying motor programming, response preparation, and sensorimotor control [Unveröffentlichte kumulative Habilitationsschrift]. Fakultät für Informations- und Kognitionswissenschaften, Universität Tübingen.

Schröter, H. (2003). Programmierung isometrischer Kraftimpulse [Dissertation, Fakultät für Informations- und Kognitionswissenschaften, Universität Tübingen]. Online-Publikationssystem der Universität Tübingen. https://nbn-resolving.de/urn:nbn:de:bsz:21-opus-7439

 

Einzelbeiträge in Sammelwerken

Bader, E., Kholin, M. & Schröter, H. (2025). Psychologische Erklärungsansätze für Unterschiede in Motivation und Volition bei formal niedrig gebildeten Erwachsenen mit und ohne Leseschwierigkeiten. In J. Leck, S. C. Ehmig, L. Heymann & M. Jester (Hrsg.), Motivation und Verbindlichkeit bei gering literalisierten Erwachsenen (S. 69–85). wbv. https://doi.org/10.3278/9783763976911

Schröter, H., Bredthauer, S., Sahlender, M., Roth, H.-J., Bar-Kochva, I. & Schrader, J. (2024). Multiperspektivische Erfassung professioneller Kompetenzen von DaZ-Lehrkräften: Das Verbundprojekt COLD. In J. König, C. Hanisch, P. Hanke, T. Hennemann, K. Kaspar, M. Martens & S. Strauß (Hrsg.), Auf die Lehrperson und ihren Unterricht kommt es an: Zehn Jahre empirische Professions- und Unterrichtsforschung im IZeF der Universität zu Köln (S. 103–126). Waxmann. https://doi.org/10.31244/9783830998761

Zinke, N., Lenski, S., Brocker, A., Merkt, M., Gropengießer, K., Stürmer, S. & Schröter, H. (2024). Towards fair and diversity-appropriate e-assessments. In M. Sahin & D. Ifenthaler (Hrsg.), Assessment analytics in education: designs, methods and solutions (S. 373–394). Springer. https://doi.org/10.1007/978-3-031-56365-2_19

Bar-Kochva, I., Schröter, H. & Schrader, J. (2023). Sprachliche Bildung im Erwachsenenalter. In M. Becker-Mrotzek, I. Gogolin, H.-J. Roth & P. Stanat (Hrsg.), Grundlagen der sprachlichen Bildung (S. 233–244). Waxmann. https://doi.org/10.31244/9783830997757

Eikmeier, V., Alex-Ruf, S., Maienborn, C., Schröter, H. & Ulrich, R. (2016). The mental timeline during the processing of linguistic information. In B. Lewandowska-Tomaszczyk (Hrsg.), Conceptualizations of time (S. 85-104). John Benjamin.

Ulrich, R. & Schröter, H. (2006). Mentale Chronometrie. In J. Funke & P. A. Frensch (Hrsg.), Handbuch der Allgemeinen Psychologie: Kognition (S. 685-690). Hogrefe.

 

Aufsätze in Zeitschriften und Sammelbänden mit Begutachtungssystem

Kholin, M., Buchwald Pähler, S., Komma, L.-J. & Schröter, H. (2026). Supporting health literacy among older adults in basic education: Educators’ perspectives on the use of the KANSAS search engine. Health Education Journal. Vorab-Onlinepublikation. https://doi.org/10.1177/00178969261420275

Kosubek, A., Gaspard, H., Schröter, H. & Lauermann, F. (2025). Enthusiastische Lehrkräfte, motivierte Lernende? Eine differenzielle Betrachtung der Verbindung von Unterrichtsenthusiasmus und intrinsischer Motivation in heterogenen Lerngruppen. In N. McElvany, S. König, R. Schaufelberger, M. Becker, H. Gaspard, B. Heppt & A. Naumann (Hrsg.), Jahrbuch der Schulentwicklung. Band 24: Bildungsprozesse und Kompetenzentwicklungen im Kontext sprachlicher und sozialer Heterogenität (S. 61–88). Beltz Juventa. https://doi.org/10.3262/978-3-7799-9323-0

Koob, V., Sauerbier, C., Schröter, H., Ulrich, R. & Janczyk, M. (2024). Separating facilitation and interference in backward crosstalk. Journal of Experimental Psychology. Human Perception and Performance, 50(3), 295–312. https://doi.org/10.1037/xhp0001184

Lenski, S., Zinke, N., Merkt, M., Reich-Stiebert, N., Stürmer, S. & Schröter, H. (2024). Early indicators of study delay and dropout: Test anxiety and its link to exam participation and performance. Journal of College Student Retention: Research, Theory & Practice. Vorab-Onlinepublikation. https://doi.org/10.1177/15210251241266547

Usanova, I., Schnoor, B., Bar-Kochva, I. & Schröter, H. (2024). Multiliteracy as human capital in first-generation adult immigrants in Germany. International Journal of Bilingual Education and Bilingualism, 27(10), 1422–1436. https://doi.org/10.1080/13670050.2024.2375445

Vágvölgyi, R., Sahlender, M., Schröter, H., Nagengast, B., Dresler, T., Schrader, J. & Nuerk, H.-C. (2024). Low literacy skills in adults can be largely explained by basic linguistic and domain-general predictors. Frontiers in Psychology, 15, Artikel 1422896. https://doi.org/10.3389/fpsyg.2024.1422896 

Bar-Kochva, I., Vágvölgyi, R., Dresler, T., Nagengast, B., Schröter, H., Schrader, J. & Nuerk, H.-C. (2021). Basic reading and reading-related language skills in adults with deficient reading comprehension who read a transparent orthography. Reading and Writing, 34(9), 2357–2379. https://doi.org/10.1007/s11145-021-10147-4

Dittrich, S., Weiss, Z., Schröter, H. & Meurers, D. (2019). Integrating large-scale web data and curated corpus data in a search engine supporting German literacy education. In D. Alfter, E. Volodina, L. Borin, I. Pilán & H. Lange (Hrsg.), Proceedings of the 8th Workshop on NLP for Computer-Assisted Language Learning (NLP4CALL 2019) (S. 41-56). https://ep.liu.se/ecp/164/005/ecp19164005.pdf

Schröter, H. & Bar-Kochva, I. (2019). Keyword: Reading literacy. Reading competencies in Germany and underlying cognitive skills. Zeitschrift für Erziehungswissenschaft, 22(1), 17–49. https://doi.org/10.1007/s11618-018-00864-y

Birngruber, T., Schröter, H., Schütt, E. & Ulrich, R. (2018). Stimulus expectation prolongs rather than shortens perceived duration: Evidence from self-generated expectations. Journal of Experimental Psychology. Human Perception and Performance, 44(1), 117–127. https://doi.org/10.1037/xhp0000433

Dietz, P., Quermann, A., Poppel, M. N. M. van, Striegel, H., Schröter, H., Ulrich, R. & Simon, P. (2018). Physical and cognitive doping in university students using the unrelated question model (UQM): Assessing the influence of the probability of receiving the sensitive question on prevalence estimation. PLOS ONE, 13(5), Artikel e0197270. https://doi.org/10.1371/journal.pone.0197270

Bratzke, D., Birngruber, T., Durst, M. & Schröter, H. (2017). Filled and empty motor reproductions of filled and empty intervals. Is there also a filled-reproduction illusion? Attention, Perception, & Psychophysics, 79(7), 2143–2152. https://doi.org/10.3758/s13414-017-1370-1

Schröter, H., Studzinski, B., Dietz, P., Ulrich, R., Striegel, H. & Simon, P. (2016). A comparison of the cheater detection and the unrelated question models. A randomized response survey on physical and cognitive doping in recreational triathletes. PLOS ONE, 11(5), Artikel 0155765. https://doi.org/10.1371/journal.pone.0155765

Birngruber, T., Schröter, H. & Ulrich, R. (2015). Introducing a control condition in the classic oddball paradigm: Oddballs are overestimated in duration not only because of their oddness. Attention, Perception, & Psychophysics, 77(5), 1737-1749. https://doi.org/10.3758/s13414-015-0868-7

Birngruber, T., Schröter, H. & Ulrich, R. (2015). The influence of stimulus repetition on duration judgements with simple stimuli. Frontiers in Psychology, 6, Artikel 1213. https://doi.org/10.3389/fpsyg.2015.01213 

Schröter, H., Birngruber, T., Bratzke, D., Miller, J. & Ulrich, R. (2015). Task predictability influences the variable foreperiod effect: Evidence of task-specific temporal preparation. Psychological Research, 79(2), 230-237. https://doi.org/10.1007/s00426-014-0550-z

Schröter, H., Bratzke, D., Fiedler, A. & Birngruber, T. (2015). Does semantic redundancy gain result from multiple semantic priming? Acta Psychologica, 161, 79-85. https://doi.org/10.1016/j.actpsy.2015.08.001

Ulrich, R., Schröter, H., Leuthold, H. & Birngruber, T. (2015). Automatic and controlled stimulus processing in conflict tasks: Superimposed diffusion processes and delta functions. Cognitive Psychology, 78, 148-174. https://doi.org/10.1016/j.cogpsych.2015.02.005

Birngruber, T., Schröter, H. & Ulrich, R. (2014). Duration perception of visual and auditory oddball stimuli: Does judgment task modulate the temporal oddball effect? Attention, Perception, & Psychophysics, 76(3), 814-828. https://doi.org/10.3758/s13414-013-0602-2

Bratzke, D., Schröter, H. & Ulrich, R. (2014). The role of consolidation for perceptual learning in temporal discrimination within and across modalities. Acta Psychologica, 147, 75-79. https://doi.org/10.1016/j.actpsy.2013.06.018

Eikmeier, V., Schröter, H., Maienborn, C., Alex-Ruf, S. & Ulrich, R. (2013). Dimensional overlap between time and space. Psychonomic Bulletin & Review, 20(6), 1120-1125. https://doi.org/10.3758/s13423-013-0431-2

Fiedler, A., Schröter, H. & Ulrich, R. (2013). Redundancy gain for semantic features. Psychonomic Bulletin & Review, 20(3), 474-480. https://dx.doi.org/10.3758/s13423-012-0362-3

Leonhard, T., Bratzke, D., Schröter, H. & Ulrich, R. (2012). Time-course analysis of temporal preparation on central processes. Psychological Research, 76(2), 236-251. https://doi.org/10.1007/s00426-011-0364-1

Steinborn, M. B., Flehmig, H. C., Bratzke, D. & Schröter, H. (2012). Error reactivity in self-paced performance: Highly-accurate individuals exhibit largest post-error slowing. The Quarterly Journal of Experimental Psychology, 65(4), 624-631. https://doi.org/10.1080/17470218.2012.660962

Ulrich, R., Schröter, H., Striegel, H. & Simon, P. (2012). Asking sensitive questions: A statistical power analysis of randomized response models. Psychological Methods, 17(4), 623-641. https://doi.org/10.1037/a0029314

Fiedler, A., O’Sullivan, J. L., Schröter, H., Miller, J. & Ulrich, R. (2011). Illusory double flashes can speed up responses like physical ones: evidence from the sound-induced flash illusion. Experimental Brain Research, 214(1), 113-119. https://doi.org/10.1007/s00221-011-2811-z

Fiedler, A., Schröter, H., Seibold, V. C. & Ulrich, R. (2011). The influence of dichotical fusion on the redundant signals effect, localization performance, and the mismatch negativity. Cognitive, Affective, & Behavioral Neuroscience, 11(1), 68-84. https://doi.org/10.3758/s13415-010-0013-y

Fiedler, A., Schröter, H. & Ulrich, R. (2011). Coactive processing of dimensionally redundant targets within the auditory modality? Experimental Psychology, 58(1), 50-54. https://doi.org/10.1027/1618-3169/a000065

Leuthold, H. & Schröter, H. (2011). Motor programming of finger sequences of different complexity. Biological Psychology, 86(1), 57-64. https://doi.org/%2010.1016/j.biopsycho.2010.10.007

Schröter, H., Fiedler, A., Miller, J. & Ulrich, R. (2011). Fusion prevents the redundant signals effect: Evidence from stereoscopically presented stimuli. Journal of Experimental Psychology: Human Perception and Performance, 37(5), 1361-1368. https://doi.org/10.1037/a0024280

Claros-Salinas, D., Bratzke, D., Greitemann, G., Nickisch, N., Ochs, L. & Schröter, H. (2010). Fatigue-related diurnal variations of cognitive performance in multiple sclerosis and stroke patients. Journal of the Neurological Sciences, 295(1), 75-81. https://doi.org/10.1016/j.jns.2010.04.018

Fiedler, A., Schröter, H. & Ulrich, R. (2009). No evidence for a late locus of switch costs. Brain Research, 1253, 74-80. https://doi.org/10.1016/j.brainres.2008.11.091

Schröter, H., Frei, L. S., Ulrich, R. & Miller, J. (2009). The redundant signals effect with auditory stimuli: An influence of number of stimuli or number of percepts? Attention, Perception, & Psychophysics, 71(6), 1375-1384. https://doi.org/10.1016/j.jns.2010.04.018

Schröter, H. & Leuthold, H. (2009). Motor programming of rapid finger sequences: Inferences from movement-related brain potentials. Psychophysiology, 46(2), 388-401. https://doi.org/10.1111/j.1469-8986.2008.00772.x

Bratzke, D., Ulrich, R., Rolke, B., Schröter, H., Jentzsch, I. & Leuthold, H. (2008). Motor limitation in dual-task processing with different effectors. The Quarterly Journal of Experimental Psychology, 61(9), 1385-1399. https://doi.org/10.1080/17470210701536856

Schröter, H. & Leuthold, H. (2008). Effects of response sequence length on motor programming: A chronometric analysis. Acta Psychologica, 128(1), 186-196. https://doi.org/10.1016/j.actpsy.2007.12.006

Schröter, H., Ulrich, R. & Miller, J. (2007). Effects of redundant auditory stimuli on reaction time. Psychonomic Bulletin & Review, 14(1), 39-44. https://doi.org/10.3758/BF03194025

Ulrich, R., Miller, J. & Schröter, H. (2007). Testing the race model inequality: An algorithm and computer programs. Behavior Research Methods, 39(2), 291-302. https://doi.org/10.3758/BF03193160

Leuthold, H. & Schröter, H. (2006). Electrophysiological evidence for response priming and conflict regulation in the auditory Simon task. Brain Research, 1097(1), 167-180. https://doi.org/10.1016/j.brainres.2006.04.055

Schröter, H. (2006). Programming of time-to-peak force for brief isometric force pulses: Effects on reaction time. The Quarterly Journal of Experimental Psychology, 59(7), 1277-1305. https://doi.org/10.1080/17470210500198643

Ulrich, R., Ruiz-Fernández, S., Jentzsch, I., Rolke, B., Schröter, H. & Leuthold, H. (2006). Motor limitation in dual-task processing under ballistic movement conditions. Psychological Science, 17(9), 788-793. https://doi.org/10.1111/j.1467-9280.2006.01783.x

Miller, J. & Schröter, H. (2002). Online response preparation in a rapid serial visual search task. Journal of Experimental Psychology: Human Perception and Performance, 28(6), 1364-1390. http://doi.org/10.1037/0096-1523.28.6.1364

Stürmer, B., Leuthold, H., Soetens, E., Schröter, H. & Sommer, W. (2002). Control over location-based response activation in the Simon task: Behavioral and electrophysiological evidence. Journal of Experimental Psychology: Human Perception and Performance, 28(6), 1345-1363. https://doi.org/10.1037/0096-1523.28.6.1345

 

Aufsätze in Zeitschriften ohne Begutachtungssystem

Mania, E., Wagner, F., Schmitz, M. & Schröter, H. (2023). Das Projekt EIBE: ein Beratungs- und Qualifizierungskonzept für die Alphabetisierungsarbeit. Erwachsenenbildung, 69(4), 160–163. https://doi.org/10.13109/erbi.2023.69.4.160

Kholin, M., Gladkova, V., Weber, J., Jambor-Fahlen, S., Schröter, H. & Schrader, J. (2020). Digitale Tools in Alphabetisierungskursen als Brücke zwischen Standardisierung und Binnendifferenzierung am Beispiel von KANSAS. ALFA-Forum, 97, 28–33.

Fiedler, A. & Schröter, H. (2011). Auditive Fusions- und audiovisuelle Fissionsprozesse. Lärmbekämpfung – Zeitschrift für Akustik, Schallschutz und Schwingungstechnik, 6(3), 112-114.

 

Herausgeberschaft Sammelwerke

Dettweiler, U., Hanfstingl, B. & Schröter, H. (Hrsg.). (2020). Epistemological and ethical aspects of research in the social sciences. Frontiers Media. https://doi.org/10.3389/978-2-88963-688-4

 

Webdokumente, Arbeits- und Diskussionspapiere, Conference Paper

Autor:innengruppe Projekt EIBE. (2025). Good Practice für die Alphabetisierungs- und Grundbildungsarbeit: Ein Praxisleitfaden. DIE. https://doi.org/10.58000/24ks-3w37

Sobbe, L. von, Damm, A., Sondermann, C., Schröter, H. & Bonnes, C. (2025). Entwicklung und Gestaltung von Lehrkräftefortbildungen: Eine Handreichung. Kompetenzverbund lernen:digital. https://doi.org/10.25656/01:32232

 

Wissenschaftliche Kurzbeiträge in Portalen und Periodika (Auswahl)

Spoden, C., Rahafar, A., von Sobbe, L. & Schröter, H. (2026, 05. März). adFort: Digitale Kompetenzen im Alter. wb-web. https://wb-web.de/aktuelles/adfort-digitale-kompetenzen-im-alter.html

[Lenski, S., Zinke, N., Merkt, M., Reich-Stiebert, N., Stürmer, S. & Schröter, H.] [2024]. Angst, Aufschub und Abbruch. Zusammenhänge zwischen Prüfungsangst und frühen Indikatoren für Studienverzögerung und -abbruch: Einblicke aus dem ersten Studienjahr (DIE Brief Nr. 19). DIE. https://www.die-bonn.de/id/42173  

Mania, E., Wagner, F. & Schröter, H. (2021, 26. Mai). EIBE – Alphabetisierung und Grundbildung rundum wirksam. EPALE. https://epale.ec.europa.eu/de/blog/eibe-alphabetisierung-und-grundbildung-rundum-wirksam

Dietz, P., Quermann, A., van Poppel, M. N. M., Striegel, H., Schröter, H., Ulrich, R. & Simon, P. (2021). Correction: Physical and cognitive doping in university students using the unrelated question model (UQM): Assessing the influence of the probability of receiving the sensitive question on prevalence estimation. PLOS ONE, 16(10), Artikel e0258705. https://doi.org/10.1371/journal.pone.0258705

Dettweiler, U., Hanfstingl, B. & Schröter, H. (2020). Editorial: epistemological and ethical aspects of research in the social sciences. Frontiers in Psychology, 11, Artikel 428. https://doi.org/10.3389/fpsyg.2020.00428

Schröter, H. (2016, 27. September). Digitale Medien und die Entwicklung neuer Lehr-/Lernwerkzeuge für den Spracherwerb. EPALE. https://epale.ec.europa.eu/de/blog/digitale-medien-und-die-entwicklung-neuer-lehr-lernwerkzeuge-fuer-den-spracherwerb

Ulrich, R., Schröter, H., Leuthold, H. & Birngruber, T. (2016). Corrigendum to Automatic and controlled stimulus processing in conflict tasks: Superimposed diffusion processes and delta functions [Cogn. Psychol. 78 (2015) 148-174]. Cognitive Psychology, 91, 150. https://doi.org/10.1016/j.cogpsych.2016.11.003

Schröter, H. (2017). Anja Pietzuch (2015): Hochqualifizierte in Integrationskursen – eine fallstudienbasierte Analyse zu Zweitspracherwerb, Identität und Partizipation [Rezension]. Zeitschrift für Weiterbildungsforschung, 40(2), 119-120.  https://doi.org/10.1007/s40955-017-0084-2

Claros-Salinas, D., Bratzke, D. & Schröter, H. (2010). Subjective and objective assessment of fatigue [Response to letter to the editor]. Journal of the Neurological Sciences, 298(1), 165-166. https://dx.doi.org/10.1016/j.jns.2010.08.005