Lehrstuhl für Empirische Pädagogik und Pädagogische Psychologie (DE)
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Csanadi, Andras

Andras Csanadi, Dipl.-Psych.

PhD Learning Sciences Doktorand/Internationaler Doktorandenkolleg “Wissenschaftliches Denken und Argumentieren” (REASON ENB)

Aufgabengebiet

Moodle und Methodenberatung für Lehramtsstudierende

Kontakt

Raum 601
Leopoldstr. 44
D-80802 München

Telefon: +49-(0)89-2180-72543

Sprechstunde:
Dienstag
10.30-12.30 (Voranmeldung per Email)
14.00-16.00 (Voranmeldung per Email)

und nach Vereinbarung

Weitere Informationen

Curriculum Vitae

Degrees:

  • Diploma in Psychology (2011), University of Szeged, Hungary
  • B.A. Cultural management (2006), University of Pécs, Hungary

Scholarships

  • 11th Annual LearnLab Summer School, Carnegie Mellon University, Pittsburgh, USA
  • Erasmus Scholarship Program, University of Portsmouth

Research interest

  • Collaborative Reasoning & Problem Solving
  • Scientific Reasoning of Practitioners

Publications

Csanadi, A., Kollar, I., & Fischer, F. (2016). How does dyadic heterogeneity / homogeneity affect scientific reasoning processes during collaborative problem solving?. Poster presented at the 50th bi-annual meeting of the German Psychological Society (DGPs) in Leipzig, Germany.

Csanadi, A., Daxenberger, J., Ghanem, C., Kollar, I., Fischer, F., & Gurevych, I. (2016). Automated Text Classification to Capture Scientific Reasoning and Argumentation Processes in Different Professional Problem Solving Contexts. Paper presented at the 26th Annual Meeting of the Society for Text & Discourse, Kassel, Germany.

Csanadi, A., Kollar, I., & Fischer, F. (2016). Scientific Reasoning and Problem Solving in a Practical Domain: Are Two Heads Better than one? Paper presented at the 12th International Conference of the Learning Sciences, Singapore.

Lerner, P., Csanadi, A., Daxenberger, J., Flekova, L., Ghanem, C., Kollar, I., Fischer, F., & Gurevych, I. (2016). A User Interface for the Exploration of Manually and Automatically Coded Scientific Reasoning and Argumentation. Paper presented at the 12th International Conference of the Learning Sciences, Singapore.

Csanadi, A., Kollar, I., & Fischer, F. (2015). Internal scripts and social context as antecedents of teacher students‘ scientific reasoning. Paper presented at the 16th Biennial EARLI Conference for Research on Learning and Instruction, Limassol, Cyprus.

Csanadi, A., Kollar, I., & Fischer, F. (2015). Teacher students' scientific reasoning: how can social context and internal scripts as predictors inform instructional design?. Paper presented at the 19th Annual Conference for Junior Researchers of the European Association for Research on Learning and Instruction (JURE), Limassol, Cyprus.

Csanadi, A., Hajnal, A., Bunch, D., & Farkas, A. (2012). Multimodal coding and time pressure effects on retrieval accuracy. Paper presented at the 58th annual meeting of the Southeastern Psychological Association, New Orleans, LA, USA.

Bunch, D., Hajnal, A., Stephen, D., Farkas, A., & Csanadi, A. (2012). The Perception of Distance on a Slope. Journal of Vision, 12(9), 908. doi: 10.1167/12.9.908

Harsanyi, Sz. G., Csanadi, A., & Szabo, B. (2011). Need for Cognitive Closure and Value Priorities in Hungary. Paper presented at the 34th Annual Meeting of International Society of Political Psychology, Istanbul, Turkey.

Csanádi, A., Harsányi, S., & Németh, D. (2009). Social cognition and worknig memory. Pszichológia, 29(2), 145-163. doi:10.1556/Pszicho.29.2009.2.4 (In Hungarian)

Csanadi, A., Harsanyi, Sz. G., & Szabo, E. (2009). Introduction of the Hungarian version of the Need For Closure Scale. Alkalmazott Pszichológia 11(1-2). 55-81 (In Hungarian)