Alle Publikationen
2016
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(2016): Moral values and increasing stakes in a dictator game. In: Journal of Economic Psychology 56, S. 107-115. DOI: 10.1016/j.joep.2016.06.004
Abstract: Using data from a large representative US sample (N = 1519), we compare hypothetical moral fairness values from the Moral Foundations Sacredness Scale with actual fairness behavior in an incentivized dictator game with either low or high stakes. We find that people with high moral fairness values fail to live up to their high fairness standards, when stake size increases. This violates principles from consistency theories according to which moral values are supposedly aligned with moral behavior, but is in line with temptation theories that question the absoluteness of morality values.
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Schirra-Weirich, Liane; Wiegelmann, Henrik (Hg.) (2016): Alter und Altern als (Teilhabe-)Herausforderung für Individuum und Gesellschaft. 1. Auflage. Leverkusen: Budrich, Barbara (Schriften der KatHO NRW)
Keywords: Alter, Älterer Mensch, Gerontologie, Gesellschaft, Soziale Teilhabe, Teilhabe, Überalterung -
(2016): Book Review. What’s So Social about Social Knowledge?. In: Philosophy of the Social Sciences 35 (1), S. 98-125. DOI: 10.1177/0048393104271927
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(2016): Young Children See a Single Action and Infer a Social Norm. In: Psychological science 27 (10), S. 1360-1370. DOI: 10.1177/0956797616661182
DOI: http://www.ncbi.nlm.nih.gov/pubmed/27634004 Abstract: Human social life depends heavily on social norms that prescribe and proscribe specific actions. Typically, young children learn social norms from adult instruction. In the work reported here, we showed that this is not the whole story: Three-year-old children are promiscuous normativists. In other words, they spontaneously inferred the presence of social norms even when an adult had done nothing to indicate such a norm in either language or behavior. And children of this age even went so far as to enforce these self-inferred norms when third parties "broke" them. These results suggest that children do not just passively acquire social norms from adult behavior and instruction; rather, they have a natural and proactive tendency to go from "is" to "ought." That is, children go from observed actions to prescribed actions and do not perceive them simply as guidelines for their own behavior but rather as objective normative rules applying to everyone equally.
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(2016) : 17th and 18th Century Theories of Emotions In: Zalta, Edward: The Stanford Encyclopedia of Philosophy: Stanford, California: Metaphysics Research Lab
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(2016) : Ancient, Medieval and Renaissance Theories of the Emotions. Supplement to 17thand 18th Century Theories of Emotions In: Zalta, Edward: The Stanford Encyclopedia of Philosophy: Stanford, California: Metaphysics Research Lab. Online verfügbar unter https://plato.stanford.edu/entries/emotions-17th18th/LD1Background.html
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(2016): Sozial-Emotionale Kompetenz. In: KINDHEIT UND ENTWICKLUNG 25 (2), S. 114-121. DOI: 10.1026/0942-5403/a000194
Abstract: Recent research has pointed to the importance of the interaction of emotions, perception of emotional expressions in social contexts, and emotion regulation for nonaggressive behavior in children. Evaluations underline the positive impact of prevention programs rather than interventional therapy for children. Long-term curricular training aiming at nonviolent behavior was shown to be successful; however, comprehensive programs cannot always be administered in every-day school contexts. Thus, a short-term prevention program for elementary school fourth-graders was developed for training in the classroom. The program Peaceful Cooperation in Conflict Situations aims at improving the sensitivity and understanding of emotions in self and others, perspective taking in conflict situations, and knowledge of how to communicate nonviolently. In a longitudinal control group study including block randomization, 184 elementary school children in fourth grade participated in the study; 177 complete data records entered the final analysis. The pretest instruments were (a) a paper-and-pencil test measuring the children's social-emotional competencies (i.e., identifying emotional expressions in pictures; describing emotions of aggressors and victims in conflict situations involving children; writing down options of positive behavior to solve the situation peacefully) and (b) teachers' ratings of their pupils' altruistic behavior and emotional and social problems. Two weeks later, the training was administered during three 90-min lessons within a period of 4 weeks. The controls received no special treatment. At posttest 16 weeks after the training, the same tests were administered. Data analyses (MANOVA, ANOVA) revealed that the intervention group improved considerably and with great effects in their social-emotional proficiency as a result of the training. At posttest, they had far advanced in all tested abilities in comparison with their pretest results. They acquired a significantly better understanding of emotions and perspective taking in conflict situations than the controls did. The trained children were rated more favorably by their teachers with respect to their prosocial behavior than at pretest 5 months earlier. The study supports findings from two previous studies with third graders. It shows that a short-term program aiming at enhancing social-emotional knowledge in children can lead to positive results with effects lasting at least several months later. The program can help to prevent the escalation of conflicts and to further peaceful communication. For implementation in schools on a larger scale, measures will have to be taken to ensure the transfer of the reported results.
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(2016): Culture-sensitive psychotraumatology. In: European journal of psychotraumatology 7
Abstract: BACKGROUND Although there is some evidence of the posttraumatic stress disorder (PTSD) construct's cross cultural validity, trauma-related disorders may vary across cultures, and the same may be true for treatments that address such conditions. Experienced therapists tailor psychotherapy to each patient's particular situation, to the nature of the patient's psychopathology, to the stage of therapy, and so on. In addition, culture-sensitive psychotherapists try to understand how culture enhances the meaning of their patient's life history, the cultural components of their illness and help-seeking behaviors, as well as their expectations with regard to treatment. We cannot take for granted that all treatment-seeking trauma survivors speak our language or share our cultural values. Therefore, we need to increase our cultural competencies. METHODS The authors of this article are clinicians and/or researchers from across the globe, working with trauma survivors in various settings. Each author focused on one or more specific cultural aspects of working with trauma survivors and highlighted the following aspects. RESULTS As a result of culture-specific individual and collective meanings linked to trauma and trauma-related disorders survivors may be exposed to (self-) stigma in the aftermath of trauma. Patients who are reluctant to talk about their traumatic experiences may instead be willing to write or use other ways of accessing the painful memories such as drawing. In other cultures, community and family cohesion are crucial elements of recovery. While awareness of culture-specific aspects is important, we also need to beware of premature cultural stereotyping. When disseminating empirically supported psychotherapies for PTSD across cultures, a number of additional challenges need to be taken into account: many low and middle income countries have very limited resources available and suffer from a poor health infrastructure. CONCLUSIONS In summary, culture-sensitive psychotraumatology means assuming an empathic and non-judgmental attitude, trying to understand each individual's cultural background.
Keywords: Beeinflussung der Bewertung moralischer Urteile, Bewertung von sozialem Verhalten (/sozialer Angemessenheit), Culture, culture sensitive, dissemination, Disziplin, evidence-based treatments, Kultur, Kulturtheorie, low and middle income countries, Observablen/Kriterien für sozial angemessenes Verhalten und dessen Bewertung, Pathologie, Psychologie, psychotraumatology, stigma, Trauma -
(2016): The Effects of (Un-)Fairness and (Im-)Politeness on the Evaluation of Argumentative Communication. In: Journal of Language and Social Psychology 14 (3), S. 260-288. DOI: 10.1177/0261927X95143002
Abstract: The studies reported here were carried out in order to test whether people in everyday argumentative interactions evaluate contributions according to the fairness criterion of argumentational integrity The hypotheses were (a) that violations of the fairness criterion are conspicuous, Ib) that such violations are negatively evaluated, and (c) that in the case of specific violations (Standards 1 to 5), people distinguish between impolite and unfair utterances. Ib test these hypotheses, an incompletely crossed two-factorial design with the factors (un;)fairness and (im-)politeness (unfair/impolite, unfair/polite, fair/impolite) was used, employing the scenario approach; its suitability was confirmed in the first (preliminary) study (N = 54). In the main study, all three hypotheses were largely confirmed (N = 119); the study also yielded information on additional factors influencing diagnosis and evaluation, such as type of unfairness or the participants' age and level of schooling.
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(2016): Wie du mir, so ich dir? Die Entwicklung von prosozialem Verhalten und der Zusammenhang mit externalisierenden und internalisierenden Auffälligkeiten. In: Zeitschrift fur Kinder- und Jugendpsychiatrie und Psychotherapie 44 (1), S. 31-38. DOI: 10.1024/1422-4917/a000396
DOI: http://www.ncbi.nlm.nih.gov/pubmed/26864225 Abstract: Supporting other human beings is a fundamental aspect of human societies. Such so-called prosocial behavior is expressed in helping others, cooperating and sharing with them. This article gives an overview both of the development of prosocial behavior across childhood and of the relationship between prosociality and externalizing and internalizing problems. Especially externalizing problems are negatively associated with prosocial behavior, whereas the relationships with prosocial behavior are more heterogeneous for internalizing problems. Studies investigating developmental trajectories demonstrate that prosocial behavior and externalizing problems are not opposite ends of a continuum. Rather, they are two independent dimensions that may also co-occur in development. The same applies to internalizing problems, which can co-occur with pronounced prosociality as well as with low prosociality.
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(2016): Die Deutschen - wir Deutsche. Fremdwahrnehmung und Selbstsicht im Berufsleben. 5. Göttingen: Vandenhoeck & Ruprecht
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(2016): Der sinnhafte Aufbau der sozialen Welt. Eine Einleitung in die verstehende Soziologie. 7. Auflage. Frankfurt am Main: Suhrkamp (Suhrkamp-Taschenbuch Wissenschaft)
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(2016): Erfassung von sozialer Partizipation – Übereinstimmung zwischen Selbst- und Fremdsicht von Schülern mitundohne sonderpädagogischen Förderbedarf. In: Zeitschrift für Pädagogische Psychologie 30 (4), S. 227-236. DOI: 10.1024/1010-0652/a000187
Abstract: Untersucht wurde, ob Schüler mit sonderpädagogischem Förderbedarf (SPF) im Vergleich zu Schülern ohne SPF weniger Interaktionen und Freundschaften mit ihren Peers haben. Zudem stand die Übereinstimmung zwischen der Selbst- und Fremdeinschätzung der sozialen Partizipation im Fokus. Als Untersuchungsgrundlage wurden die Daten von 616 Schülern der 4. und 7. Schulstufe analysiert, darunter auch jene von 129 Schülern mit SPF. Die Interaktionen wurden, im Hinblick auf die Häufigkeit von Pausenkontakten mit allen Peers, anhand eines soziometrischen Ratings operationalisiert. Für die Operationalisierung der Freundschaft wurden soziometrische Nennungen ausgewertet. Die Ergebnisse zeigten erwartungsgemäß, dass Schüler mit SPF in beiden Bereichen der sozialen Partizipation geringere Werte erzielten. Dies gilt sowohl für die Selbst- als auch für die Peerratings der Interaktionen und die Anzahl der Freundschaften. Darüber hinaus war die Übereinstimmung zwischen Selbst- und Fremdeinschätzung zur sozialen Partizipation bei Schülern mit SPF geringer als bei den Peers ohne SPF. Die Ergebnisse werden als Argument gegen eine Sonderbeschulung von Schülern mit SPF angesehen.
Keywords: Pädagogische Psychologie, Soziale Teilhabe -
(2016): Stufen der sozialen Partizipation nach Einschätzung von Regel- und Integrationslehrkräften. In: Empirische Pädagogik 30 (1), S. 43-66
Abstract: Untersucht wurde die soziale Partizipation von 886 Grund- und Sekundarstufenschülern auf Basis der Einschätzung von Klassen- und Integrationslehrern mit dem Ziel, den Fragebogen zur Erfassung der sozialen Partizipation (SPQ) mittels des Rasch-Modells zu prüfen und zu kürzen. Der SPQ wurde bislang lediglich nach klassischer Testtheorie analysiert. Auf Basis des Gesamtscores des SPQs wird ein Stufenmodell der sozialen Partizipation entwickelt. Die Ergebnisse zeigen, dass nach dem Ausschluss einzelner Items das Rasch Modell als gültig angenommen werden konnte. Die soziale Partizipation konnte anhand der folgenden drei Stufen interpretiert werden: Außenseiter (Stufe 1), Akzeptanz (Stufe 2) und Freundschaft (Stufe 3). Die Übereinstimmung der beiden Lehrerurteile korrelierte insgesamt zu r=.43. In 71 % der Fälle konnten die Schüler anhand der Einschätzungen der Klassen- und Integrationslehrkräfte der identischen Stufe zugewiesen werden. Bei 13 % der Fälle waren die Lehrkräfte genau gegenteiliger Meinung. Daraus kann geschlossen werden, dass die Klassen- und die Integrationslehrkraft je einen eigenen Blick auf bestimmte Schüler hatte. Abschließend werden die Ergebnisse und Möglichkeiten zur Weiterentwicklung des Instrumentes diskutiert.
Keywords: Pädagogische Psychologie, Soziale Teilhabe -
(2016): Design and Evaluation of a Touch-Centered Calming Interaction with a Social Robot. In: IEEE Transactions on Affective Computing 7 (2), S. 108-121. DOI: 10.1109/TAFFC.2015.2457893
Abstract: With advances in sensor and actuator design, intelligent computing techniques and personal care robotics, today's robots hold promise as fully interactive, therapeutic human companions. To achieve this ambitious goal, key interaction components must be identified and then systematically designed and evaluated. Based on successes of human-animal therapy, we propose affective touch as one such component. Delivering this adjunct in a controllable robot form allows us to examine its efficacy for therapeutic applications such as anxiety management. With an approach grounded in social cognitive theories for human-animal relations, we deployed a social robot, the Haptic Creature, in an interaction designed to be calming: participants held the robot on their laps and stroked it as it was breathing. As a result, their heart and respiration rates significantly decreased relative to stroking a non-breathing robot. They also reported themselves as calmer and happier.
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Seibt, Johanna; Nørskov, Marco; Andersen, Søren Schack (Hg.) (2016): What social robots can and should do. Proceedings of Robophilosophy 2016/TRANSOR 2016. TRANSOR (Conference). Amsterdam, Netherlands: IOS Press (Frontiers in artificial intelligence and applications)
Abstract: Social robotics drives a technological revolution of possibly unprecedented disruptive potential, both at the socio-economic and the socio-cultural level. The rapid development of the robotics market calls for a concerted effort across a wide spectrum of academic disciplines to understand the transformative potential of human-robot interaction. This effort cannot succeed without the special expertise in the study of socio-cultural interactions, norms, and values that humanities research provides. This book contains the proceedings of the conference “What Social Robots Can and Should Do,” Robophilosophy 2016 / TRANSOR 2016, held in Aarhus, Denmark, in October 2016. The conference is the second event in the biennial Robophilosophy conference series, this time combined with an event of the Research Network for Transdisciplinary Studies in Social Robotics (TRANSOR). Featuring 13 plenaries and 74 session and workshop talks, the event turned out to be the world’s largest conference in Humanities research in and on social robotics. The book is divided into 3 sections: Part I and Part III contain the abstracts of plenary lectures and contributions to 6 workshops: Artificial Empathy; Co-Designing Children Robot Interaction; Human-Robot Joint Action; Phronesis for Machine Ethics?; Robots in the Wild; and Responsible Robotics. Part II contains short papers for presentations in 7 thematically organized sessions: methodological issues; ethical tasks and implications; emotions in human robot interactions; education, art and innovation; artificial meaning and rationality; social norms and robot sociality; and perceptions of social robots. The book will be of interest to researchers in philosophy, anthropology, sociology, psychology, linguistics, cognitive science, robotics, computer science, and art. Since all contributions are prepared for an interdisciplinary readership, they are highly accessible and will be of interest to policy makers and educators who wish to gauge the challenges and potentials of putting robots in society.
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(2016): Recollection reduces unitised familiarity effect. In: Memory (Hove, England) 24 (4), S. 535-547. DOI: 10.1080/09658211.2015.1021258
DOI: http://www.ncbi.nlm.nih.gov/pubmed/25793354 Abstract: Two types of encoding tasks have been employed in previous research to investigate the beneficial effect of unitisation on familiarity-based associative recognition (unitised familiarity effect), namely the compound task and the interactive imagery task. Here we show how these two tasks could differentially engage subsequent recollection-based associative recognition and consequently lead to the turn-on or turn-off of the unitised familiarity effect. In the compound task, participants studied unrelated word pairs as newly learned compounds. In the interactive imagery task, participants studied the same word pairs as interactive images. An associative recognition task was used in combination with the Remember/Know procedure to measure recollection-based and familiarity-based associative recognition. The results showed that the unitised familiarity effect was present in the compound task but was absent in the interactive imagery task. A comparison of the compound and the interactive imagery task revealed a dramatic increase in recollection-based associative recognition for the interactive imagery task. These results suggest that unitisation could benefit familiarity-based associative recognition; however, this effect will be eliminated when the memory trace formed is easily accessed by strong recollection without the need for a familiarity assessment. zitiert von 5
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(2016): Human–Robot Interaction: Status and Challenges. In: Hum Factors 58 (4), S. 525-532. DOI: 10.1177/0018720816644364
DOI: https://doi.org/10.1177/0018720816644364 Abstract: Objective:The current status of human?robot interaction (HRI) is reviewed, and key current research challenges for the human factors community are described.Background:Robots have evolved from continuous human-controlled master?slave servomechanisms for handling nuclear waste to a broad range of robots incorporating artificial intelligence for many applications and under human supervisory control.Methods:This mini-review describes HRI developments in four application areas and what are the challenges for human factors research.Results:In addition to a plethora of research papers, evidence of success is manifest in live demonstrations of robot capability under various forms of human control.Conclusions:HRI is a rapidly evolving field. Specialized robots under human teleoperation have proven successful in hazardous environments and medical application, as have specialized telerobots under human supervisory control for space and repetitive industrial tasks. Research in areas of self-driving cars, intimate collaboration with humans in manipulation tasks, human control of humanoid robots for hazardous environments, and social interaction with robots is at initial stages. The efficacy of humanoid general-purpose robots has yet to be proven.Applications:HRI is now applied in almost all robot tasks, including manufacturing, space, aviation, undersea, surgery, rehabilitation, agriculture, education, package fetch and delivery, policing, and military operations.
Keywords: Künstliche Intelligenz -
(2016): Help to perpetuate traditional gender roles. Benevolent sexism increases engagement in dependency-oriented cross-gender helping. In: Journal of personality and social psychology 110 (1), S. 55-75. DOI: 10.1037/pspi0000037
DOI: https://doi.org/10.1037/pspi0000037 Abstract: Based on theorizing that helping relations may serve as a subtle mechanism to reinforce intergroup inequality, the present research (N = 1,315) examined the relation between benevolent sexism (i.e., a chivalrous yet subtly oppressive view of women) and helping. In cross-gender interactions, the endorsement of (Studies 1, 3, and 4) or exposure to (Study 2) benevolent sexism predicted (a) men's preference to provide women with dependency-oriented help (i.e., direct assistance) rather than tools for autonomous coping, and (b) women's preference to seek dependency-oriented help rather than tools for autonomous coping. Benevolent sexism did not predict men's and women's engagement in dependency-oriented helping relations in same-gender interactions. Studies 1 and 2 examined behavioral intentions in response to a series of hypothetical scenarios; Studies 3 and 4 examined actual behavior in tests of mathematical and logical ability, and pointed to assumed partner's expectations as a potential mediator. The converging evidence supports the hypothesis that benevolent sexism encourages engagement in cross-gender helping relations that perpetuate traditional gender roles.
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(2016): Interaction of robot with humans by communicating simulated emotional states through expressive movements. In: Intelligent Service Robotics 9 (3), S. 231-255. DOI: 10.1007/s11370-016-0199-0
DOI: http://search.ebscohost.com/login.aspx?direct=true&db=psyh&AN=2016-30661-005&site=ehost-live Abstract: This paper presents a non-verbal and non-facial method for effective communication of a 'mechanoid robot' by conveying the emotions through gestures. This research focuses on human–robot interaction using a mechanoid robot that does not possess any anthropomorphic facial features for conveying gestures. Another feature of this research is the use of human-like smooth motion of this mechanoid robot in contrast to the traditional trapezoidal velocity profile for its communication. For conveying gestures, the connection between motion of robot and perceived emotions is established by varying the velocity and acceleration of the mechanoid structure. The selected motion parameters are changed systematically to observe the variation in perceived emotions. The perceived emotions have been further investigated using three different emotional behavior models: Russell’s circumplex model of affect, Tellegen–Watson–Clark model and PAD model. Results obtained show that the designated motion parameters are linked with the change of emotions. Moreover, the emotions perceived by the user are same through all three models, validating the reliability of all the three emotional scale models and also of the emotions perceived by the user. (PsycINFO Database Record (c) 2019 APA, all rights reserved)
Keywords: emotional & Robotik, Social robotic -
(2016): Beyond dependence. An identity approach to social power and domination. In: Human Relations 59 (1), S. 105-139. DOI: 10.1177/0018726706062760
Abstract: Outlines a new approach to the social psychology of power. Specifically, it challenges the currently influential conflict-oriented dependence analysis in which power operates as an almost exclusively repressive force. Drawing on relevant work from other social science disciplines, the article presents an identity model of power in which both consensus and conflict play important roles. The model theorizes power as a productive as well as repressive force, and differentiates between social power to achieve desired outcomes and social power over others (domination). The implications of the model for two classic issues in the power literature are considered: the relationship between power and status, and challenges to power (resistance and social change). The model's empirical potential is also discussed. zitiert von 142
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(2016): Just War and Robots’ Killings. In: The Philosophical Quarterly 66 (263), S. 302-322. DOI: 10.1093/pq/pqv075
Abstract: May lethal autonomous weapons systems-'killer robots'-be used in war? The majority of writers argue against their use, and those who have argued in favour have done so on a consequentialist basis. We defend the moral permissibility of killer robots, but on the basis of the non-aggregative structure of right assumed by Just War theory. This is necessary because the most important argument against killer robots, the responsibility trilemma proposed by Rob Sparrow, makes the same assumptions. We show that the crucial moral question is not one of responsibility. Rather, it is whether the technology can satisfy the requirements of fairness in the redistribution of risk. Not only is this possible in principle, but some killer robots will actually satisfy these requirements. An implication of our argument is that there is a public responsibility to regulate killer robots' design and manufacture.
Keywords: Fairness -
(2016): Systematizing Person-Group Relations (SPGR). In: Small Group Research 38 (5), S. 615-635. DOI: 10.1177/1046496407304334
Abstract: In this article a model for exploring group-processes called Systematizing Person-Group Relations (SPGR) is presented. First its theoretical foundation is laid out, then the model and its elements are explained in detail, and finally the model's potential for predicting group effectiveness is explored through the concept of group maturity.
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(2016): An integrated system for interactive continuous learning of categorical knowledge. In: Journal of Experimental & Theoretical Artificial Intelligence 28 (5), S. 823-848. DOI: 10.1080/0952813X.2015.1132268
DOI: https://doi.org/10.1080/0952813X.2015.1132268 Abstract: This article presents an integrated robot system capable of interactive learning in dialogue with a human. Such a system needs to have several competencies and must be able to process different types of representations. In this article, we describe a collection of mechanisms that enable integration of heterogeneous competencies in a principled way. Central to our design is the creation of beliefs from visual and linguistic information, and the use of these beliefs for planning system behaviour to satisfy internal drives. The system is able to detect gaps in its knowledge and to plan and execute actions that provide information needed to fill these gaps. We propose a hierarchy of mechanisms which are capable of engaging in different kinds of learning interactions, e.g. those initiated by a tutor or by the system itself. We present the theory these mechanisms are build upon and an instantiation of this theory in the form of an integrated robot system. We demonstrate the operation of the system in the case of learning conceptual models of objects and their visual properties. (PsycINFO Database Record (c) 2017 APA, all rights reserved)
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(2016): Power in everyday life. In: Proceedings of the National Academy of Sciences of the United States of America 113 (36), S. 10043-10048. DOI: 10.1073/pnas.1604820113
DOI: http://www.ncbi.nlm.nih.gov/pubmed/27551069 Abstract: How does power manifest itself in everyday life? Using experience-sampling methodology, we investigated the prevalence, sources, and correlates of power in people's natural environments. Participants experienced power-relevant situations regularly, though not frequently. High power was not restricted to a limited few: almost half of the sample reported experiencing high-power positions. Positional power and subjective feelings of power were strongly related but had unique relations with several individual difference measures and independent effects on participants' affect, cognition, and interpersonal relations. Subjective feelings of power resulted more from within-participant situational fluctuation, such as the social roles participants held at different times, than from stable differences between people. Our data supported some theoretical predictions about power's effects on affect, cognition, and interpersonal relations, but qualified others, particularly highlighting the role of responsibility in power's effects. Although the power literature has focused on high power, we found stronger effects of low power than high power.