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Short Curriculum Vitae

Dr. Hans Spada, Professor of Psychology (emeritus), University of Freiburg
Born: December 25, 1944  

  • University of Vienna, Austria; PhD 1969 Psychology
  • University of Vienna, Austria and Kiel, Germany,Dr. Habil PD1976 Psychology

Employments/ Experience

  • 1969-1973    University of Vienna, Austria: Assistant Professor
  • 1973-1980    Institute for Science Education at the University of Kiel: Vice-Director of the Educational Science Department
  • 1980-2013    University of Freiburg: Full Professor of Psychology: Cognition, Emotion, Communication.
  • 1990-1991    Dean of the Faculty of Humanities
  • 2001-2006    Elected member of the Senate
  • 2004-2006    Dean of the Faculty of Economics and Behavioral Sciences
  • 2006-2012    Vice-Chairman of the University Council of the University of Freiburg


Honours, Awards and Scholarships

  • 1989-1993    Member of the Standing Committee for the Social Sciences of ESF (European Science Foundation)
  • 1994             Award for Excellence in Teaching (Landeslehrpreis Baden-Württemberg)
  • 1994-present  Member of Academia Europea
  • 1994-1996     President of the “Deutsche Gesellschaft für Psychologie (DGPs)“
  • 1997-present  Honorary Member of Humboldt University Berlin
  • 1998-2004    Chair of the Scientific Advisory Board of the Institute for Science Education
  • 2001-2009    Chair of the Scientific Advisory Board of the Knowledge Media Research Center
  • 2009-2017    Member of the Senate of the Leibniz Gemeinschaft
  • 2010-2017    Chairman of the Senate Committee for Evaluation of the Leibniz Gemeinschaft
  • 2011-present   Member of the International Board of Scientific Advisors, Max Planck Institute for Human Development                                      
  • 2011             APS Fellow for outstanding distinguished contributions to science
  • 2017            Order of Merit, Federal Republic of Germany

Other Scientific Activities

  • 1984-1993    Member of the Committee for Environmental Research of the Senate of the DFG
  • 1990-1993    Member of the German Advisory Board for the International Decade of Natural Disaster Reduction
  • 1994-1998    Chair of the ESF Program“ Learning in Humans and Machines”
  • 1996-1999    Member of the National Committee for Global Change Research
  • 1995-2001    Chairperson of the Priority Program of the DFG on Human Dimension of Global Environmental Change
  • 1999-2008    Vice-Chairperson of the PhD-Program of the DFG on Knowledge Acquisition and Knowledge Exchange with New Media
  • 2009-2012    Member of STELLAR (European Research Network of Excellence in Technology Enhanced Learning)


Areas of Research

  • Cognition and Emotion (in Cultural Contexts)
  • Computer-supported collaborative learning
  • Environmental Psychology and Risk Perception


Selected Projects

  • 2000-2006: "Instructional support for computer-mediated collaboration" Project in SPP (DFG) Net-based knowledge communication in groups
  • 2003-2007: "Culture-specific self concepts, ascription of responsibility and anger", DFG, together with Professor Seitz, Ethnology)
  • 2009-2012: STELLAR-"Sustaining technology enhanced learning large-scale multidisciplinary research" (EU -Network of Excellence, funded by the European Union)
  • 2011-2014: "Collaborative problem solving in mathematics: What do teachers know about the quality of collaboration and how can their knowledge be further improved?", Project in graduate school ProMatNat
  • 2011-2014: "Acceptance of small scale renewable energy systems", Project in graduate school KleE
  • 2014-2018: “Dezentrale nachhaltige Energiesysteme”, Project in graduate school DENE


Selected Publications

Books and Editions

  • Kiesel, A. & Spada, H. (Hrsg.) (2018). Lehrbuch der Allgemeinen Psychologie. Bern: Hogrefe Suisse.
  • Spada, H. (Hrsg.) (2006). Lehrbuch der Allgemeinen Psychologie. Bern: Huber.
  • Bromme, R., Hesse, F.W. & Spada, H. (Eds.) (2005). Barriers and biases in computer-mediated knowledge communication and how they may be overcome. Dordrecht, New York: Springer.
  • Böhm, G., Nerb, J., McDaniels, T., Spada, H. (Eds.) (2001). Environmental risks: Perception, evaluation and management. Oxford: Elsevier.


  • Hüther, L., Müller, T. & Spada, H. (2016). Professional experience and referencing context explain variance in use of spatial frames of reference. Applied Cognitive Psychology, 30, 580-590.
  • Kaendler, C., Wiedmann, M., Rummel, N. & Spada, H. (2014). Teacher competencies for the implementation of collaborative learning in the classroom: A framework and research review. Educational Psychology Review, 27 (3), 505-536.
  • Korcaj, L., Hahnel, U.J.J. & Spada, H. (2015). Intentions to adopt photovoltaic systems depend on homeowners' expected personal gains and behavior of peers. Renewable Energy, 75, 407-415.
  • Hahnel, U.J.J.,Gölz, S., & Spada, H. (2014). How does green suit me? Consumers mentally match perceived product attributes with their domain-specific motives when making green purchase decisions. Journal of Consumer Behaviour, 13, 317-327.
  • Hahnel, U.J.J.,Ortmann, C., Korcaj, L. & Spada, H. (2014). What is green worth to you? Activating environmental values lowers price sensitivity towards electric vehicles. Journal of Environmental Psychology, 40, 306-319.
  • Plesch, C. & Spada, H. (2014). Future core research areas and associated research challenges for technology-enhanced learning: Results of an international Delphi study. Int. J. Technology Enhanced Learning, 6 (2), 164-185.
  • Vollmer, S., Spada, H., Caspar, F., & Burri, S. (2013). Expertise in clinical psychology. The effects of university training and practical experience on expertise in clinical psychology. Front. Psychol. 4:141.
  • Plesch, C., Kaendler, C., Rummel, N., Wiedmann, M. & Spada, H. (2013). Identifying areas of tension in the field of technology-enhanced learning: Results of an international Delphi-study. Computers & Education, 65, 92-105.
  • Deiglmayr, A. & Spada, H. (2011). Training for fostering knowledge co-construction from collaborative inference-drawing. Learning and Instruction, 21, 441-451
  • Deiglmayr, A. & Spada, H. (2010). Collaborative problem-solving with distributed information: The role of inferences from interdependent information. Group Processes and Intergroup Relations, 13 (3), 361-378.
  • Deiglmayr, A. & Spada, H. (2010). Developing adaptive collaboration support: the example of an effective training for collaborative inferences. Educational Psychology Review, 22(1), 103-113.
  • Hansen, M. & Spada, H. (2010). Supporting remote collaborate problem-solving. Applied Cognitive Psychology, 24, 9, 1297-1323.
  • Spada, H. (2010). Of scripts, roles, position, and models. Computers in Human Behaviour, 26, 547-550.
  • Rummel, N., Spada, H., & Hauser, S. (2009). Learning to collaborate while being scripted or by observing a model. International Journal of Computer-Supported Learning, 4 (1), 69-92.
  • Bender, A., Spada, H., Seitz, S., Swoboda, H. & Traber, S. (2007). Anger and rank in Tonga and Germany: Cognition, emotion and context. Ethos, 35 (2), 196-234.
  • Meier, A., Spada, H. & Rummel, N. (2007). A rating scheme for assessing the quality of computer-supported collaboration processes. International Journal of Computer-Supported Collaborative Learning, 2 (1), 63-86.
  • Rummel, N. & Spada, H. (2005). Learning to collaborate: An instructional approach to promoting collaborative problem-solving in computer-mediated settings. Journal of the Learning Sciences, 14 (2), 201-241.
  • Bodemer, D., Plötzner, R., Feuerlein, I. & Spada, H. (2004). The active integration of information during learning with dynamic and interactive visualizations. Learning and Instruction,14, 325-341.
  • Beller, S. & Spada, H. (2003). The logic of content effects in propositional reasoning: The case of conditional reasoning with a point of view. Thinking and Reasoning, 9, (4), 335-378.
  • Nerb, J. & Spada, H. (2001). Evaluation of environmental problems. A coherence model of cognition and emotion. Cognition and Emotion, 15 (4), 521- 551.



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