• Since 2024 Research Coordinator, Leibniz Institute for Psychology (ZPID)
• 2018 – 2024 Acting Head, Research Literacy Department, Leibniz Institute for Psychology (ZPID)
• 2016 – 2018 Postdoctoral Researcher, Leibniz Institute for Psychology (ZPID)
• 03.2018 – 02.2020 Principal Investigator, DFG Project “MEPIC”
• 2015 PhD (Dr. rer. nat.), Trier University
• 2013 – 2016 Junior Researcher and Doctoral Student, Leibniz Institute for Psychology (ZPID)

Interventions on Epistemic Beliefs

• Kerwer, M., & Rosman, T. (2020). Epistemic change and diverging information: How do prior epistemic beliefs affect the efficacy of short-term interventions? Learning and Individual Differences, 80, 101886. https://doi.org/10.1016/j.lindif.2020.101886
• Rosman, T., Mayer, A.‑K., Merk, S., & Kerwer, M. (2019). On the benefits of ‘doing science’: Does integrative writing about scientific controversies foster epistemic beliefs? Contemporary Educational Psychology, 58, 85-101. https://doi.org/10.1016/j.cedpsych.2019.02.007

Acceptance and Rejection of Scientific Evidence

• Rosman, T., Bosnjak, M., Silber, H., Koßmann, J., & Heycke, T. (2022). Open science and public trust in science: Results from two studies. Public Understanding of Science, 31 (8), 1046-1062. https://doi.org/10.1177/09636625221100686
• Rosman, T., & Merk, S. (2021). Teacher’s reasons for trust and distrust in scientific evidence: Reflecting a “smart but evil” stereotype? AERA Open, 7, 233285842110285. https://doi.org/10.1177/23328584211028599 

Belief Updating and Science Communication

• Jonas, M., Kerwer, M., Chasiotis, A., & Rosman, T. (2024). Indicators of trustworthiness in lay-friendly research summaries: Scientificness surpasses easiness. Public Understanding of Science, 33 (1), 37-57. https://doi.org/10.1177/09636625231176377
• Rosman, T., & Grösser, S. (2024). Belief updating when confronted with scientific evidence: Examining the role of trust in science. Public Understanding of Science, 33 (3), 308-324. https://doi.org/10.1177/09636625231203538 

For a complete list of publication see Google Scholar

Selected publications

• Jonas, M., Kerwer, M., Chasiotis, A., & Rosman, T. (2024). Indicators of trustworthiness in lay-friendly research summaries: Scientificness surpasses easiness. Public Understanding of Science, 33 (1), 37-57. https://doi.org/10.1177/09636625231176377
• Jonas, M., & Rosman, T. (2024). All research summaries are scientific, but some are more scientific than others? — Indications for a mediation of the relationship between author and text scientificness through perceived scientificness. Collabra: Psychology, 10 (1), 123196. https://doi.org/10.1525/collabra.123196
• Rosman, T., & Grösser, S. (2024). Belief updating when confronted with scientific evidence: Examining the role of trust in science. Public Understanding of Science, 33 (3), 308-324. https://doi.org/10.1177/09636625231203538
• Schmidt, K., Edelsbrunner, P. A., Rosman, T., Cramer, C., & Merk, S. (2023). When perceived informativity is not enough. How teachers perceive and interpret statistical results of educational research. Teaching and Teacher Education, 130, 104134.  https://doi.org/10.1016/j.tate.2023.104134
• Rosman, T., Bosnjak, M., Silber, H., Koßmann, J., & Heycke, T. (2022). Open science and public trust in science: Results from two studies. Public Understanding of Science, 31 (8), 1046-1062. https://doi.org/10.1177/09636625221100686
• Schneider, J., Rosman, T., Kelava, A., & Merk, S. (2022). Do open-science badges increase trust in scientists among undergraduates, scientists, and the public? Psychological Science, 33 (9), 1588-1604. https://doi.org/10.1177/09567976221097499
• Rosman, T., & Merk, S. (2021). Teacher’s reasons for trust and distrust in scientific evidence: Reflecting a "smart but evil" stereotype? AERA Open, 7, 233285842110285. https://doi.org/10.1177/23328584211028599
• Kerwer, M., & Rosman, T. (2020). Epistemic change and diverging information: How do prior epistemic beliefs affect the efficacy of short-term interventions? Learning and Individual Differences, 80, 101886. https://doi.org/10.1016/j.lindif.2020.101886
• Rosman, T., Seifried, E., & Merk, S. (2020). Combining intra- and interindividual approaches in epistemic beliefs research. Frontiers in Psychology, 11 (570). https://doi.org/10.3389/fpsyg.2020.00570
• Rosman, T., Mayer, A.‑K., Merk, S., & Kerwer, M. (2019). On the benefits of ‘doing science’: Does integrative writing about scientific controversies foster epistemic beliefs? Contemporary Educational Psychology, 58, 85-101. https://doi.org/10.1016/j.cedpsych.2019.02.007
• Rosman, T., Mayer, A.‑K., Kerwer, M., & Krampen, G. (2017). The differential development of epistemic beliefs in psychology and computer science students: A four-wave longitudinal study. Learning and Instruction, 49, 166-177. https://doi.org/10.1016/j.learninstruc.2017.01.006
• Rosman, T., Mayer, A.‑K., & Krampen, G. (2016). A longitudinal study on information-seeking knowledge in psychology undergraduates: Exploring the role of information literacy instruction and working memory capacity. Computers & Education, 96, 94-108. https://doi.org/10.1016/j.compedu.2016.02.011