Alle Publikationen
2018
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(2018): Individual differences are more than a gene × environment interaction. The role of learning. In: Journal of experimental psychology. Animal learning and cognition 44 (1), S. 36-55. DOI: 10.1037/xan0000157
DOI: http://www.ncbi.nlm.nih.gov/pubmed/29323517 Abstract: Individual differences in behavior are understood generally as arising from an interaction between genes and environment, omitting a crucial component. The literature on animal and human learning suggests the need to posit principles of learning to explain our differences. One of the challenges for the advancement of the field has been to establish how general principles of learning can explain the almost infinite variation in behavior. We present a case that: (a) individual differences in behavior emerge, in part, from principles of learning; (b) associations provide a descriptive mechanism for understanding the contribution of experience to behavior; and (c) learning theories explain dissociable aspects of behavior. We use 4 examples from the field of learning to illustrate the importance of involving psychology, and associative theory in particular, in the analysis of individual differences, these are (a) fear learning; (b) behavior directed to cues for outcomes (i.e., sign- and goal- tracking); (c) stimulus learning related to attention; and (d) human causal learning. (PsycINFO Database Record
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(2018) : Emotionen in Lern- und Leistungskontexten In: Spinath, Birgit; Dickhäuser, Oliver; Schöne, Claudia (Hg.): Psychologie der Motivation und Emotion: Grundlagen und Anwendung in ausgewählten Lern- und Arbeitskontexten: 1. Auflage: Göttingen: Hogrefe, S. 80-107
Abstract: Die Entstehung und Auswirkungen der in Lern- und Leistungskontexten auftretenden Emotionen werden aus der Perspektive der Allgemeinen Emotionspsychologie in den Blick genommen. Dabei soll herausgearbeitet werden, welche Aussagen über diese Emotionen sich bereits aus einer allgemeinpsychologischen Theorie der Emotionen ableiten lassen. Allgemeinpsychologische Theorien beanspruchen, für alle normal funktionierenden Erwachsenen in allen Lebensbereichen gültig zu sein. Dementsprechend lautet die Grundannahme bei der Anwendung einer allgemeinpsychologischen Emotionstheorie auf den Lern- und Leistungskontext, dass die dort auftretenden Emotionen von grundsätzlich derselben Art sind, nach denselben Gesetzmäßigkeiten entstehen und dieselben Auswirkungen haben wie Emotionen in anderen Lebensbereichen. Die im Hauptteil der Ausführungen beschriebene allgemeinpsychologische Analyse der Lern- und Leistungsemotionen wird anschließend mit den Annahmen einer neueren Emotionstheorie verglichen, die speziell für Lern- und Leistungsemotionen entwickelt worden ist, der "Kontroll-Wert-Theorie". Abschließend wird kurz auf die Messung von Lern- und Leistungsemotionen eingegangen.
2017
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(2017): Emotional-social intelligence. Development during online and on-campus holistic healthcare programs. ProQuest Information & Learning, US.
Abstract: As with traditional healthcare providers, emotional-social intelligence (ESI) plays a role in the holistic practitioner-client relationship. It is important to determine if students in holistic healthcare programs increase their ESI, and subsequently better serve their clients. The purpose of this quantitative, quasi-experimental study was to determine if online education can develop students' ESI at levels similar to that of traditional programs. This study is based on the theory of ESI and transformative learning theory. The sample consisted of 95 students in an online program and 61 in a traditional program. Multiple linear regression, ANCOVA, and Pearson Correlation's were used to explore the relationships between the independent variables professional standing, program delivery method, program progress, and number of classes with elements consistent with transformative learning theory, and the dependent variable emotional-social intelligence, as measured by the EQ-i 2.0 survey. The results of the study revealed no significant differences in the development of ESI between online and traditional methodologies, except within the self-expression category, for which online was higher. The number of transformative classes taken had no effect on the dependent variable. The positive social change implications of this study include a better understanding of the development of ESI for holistic healthcare, which could lead to a greater potential for success, as well as being better able to contribute to the stability of their communities through meeting the needs of those seeking their services. In addition, determining the relationship between transformative theories of learning and ESI development may assist in creating courses better suited to increasing students' ESI. (PsycINFO Database Record (c) 2017 APA, all rights reserved)
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(2017): Learning from moral inconsistency. In: Cognition 167, S. 46-57. DOI: 10.1016/j.cognition.2017.05.006
DOI: http://www.ncbi.nlm.nih.gov/pubmed/28522269 Abstract: Moral inconsistency is an understudied phenomenon in cognitive moral psychology and deserves in depth empirical study. Moral inconsistency, as understood here, is not formal inconsistency but inconsistency in moral emotion and belief in response to particular cases. It occurs when persons treat cases as morally different that are really morally the same, even from their moral perspective. Learning to recognize and avoid such moral inconsistency in non-trivial but is a form of moral learning that complements and enhances other psychological and social mechanisms through which persons learn how to apply shared moral norms when their applications are uncertain and threaten to lapse into moral inconsistency. The same psychological process also can function to revise current moral norms when their straightforward applications are morally inconsistent with more basic moral commitments. Through this moral learning and related kinds, people can learn how to identify issues of moral priority when moral norms conflict and, when necessary, how to revise their moral norms. The recent revolution in dominant moral norms around gay sex and gay marriage in Europe and North America provides a possible illustration. When coupled with other modes of moral learning in the context of ambiguous but deeply rooted moral norms, such as those of sanctity and authority, reflection on moral inconsistency can help to justify this large-scale moral change, even among those who find gay sex, by its nature, morally repugnant. zitiert von: 3
Keywords: Emotions, Humans, Kognitionswissenschaften, Learning, Lerntheorien, Moral, Morals, science direct, Social Norms -
(2017): Moral learning. Psychological and philosophical perspectives. In: Cognition 167, S. 1-10. DOI: 10.1016/j.cognition.2017.06.008
DOI: http://www.ncbi.nlm.nih.gov/pubmed/28629599 Abstract: The past 15years occasioned an extraordinary blossoming of research into the cognitive and affective mechanisms that support moral judgment and behavior. This growth in our understanding of moral mechanisms overshadowed a crucial and complementary question, however: How are they learned? As this special issue of the journal Cognition attests, a new crop of research into moral learning has now firmly taken root. This new literature draws on recent advances in formal methods developed in other domains, such as Bayesian inference, reinforcement learning and other machine learning techniques. Meanwhile, it also demonstrates how learning and deciding in a social domain-and especially in the moral domain-sometimes involves specialized cognitive systems. We review the contributions to this special issue and situate them within the broader contemporary literature. Our review focuses on how we learn moral values and moral rules, how we learn about personal moral character and relationships, and the philosophical implications of these emerging models.
Keywords: Cognition, Judgment, Kognitionswissenschaften, Lerntheorien, Moral, Morals, Philosophy, PSYCHOLOGY, science direct -
(2017): Social Fear Learning. From Animal Models to Human Function. In: Trends in cognitive sciences 21 (7), S. 546-555. DOI: 10.1016/j.tics.2017.04.010
DOI: http://www.ncbi.nlm.nih.gov/pubmed/28545935 Abstract: Learning about potential threats is critical for survival. Learned fear responses are acquired either through direct experiences or indirectly through social transmission. Social fear learning (SFL), also known as vicarious fear learning, is a paradigm successfully used for studying the transmission of threat information between individuals. Animal and human studies have begun to elucidate the behavioral, neural and molecular mechanisms of SFL. Recent research suggests that social learning mechanisms underlie a wide range of adaptive and maladaptive phenomena, from supporting flexible avoidance in dynamic environments to intergenerational transmission of trauma and anxiety disorders. This review discusses recent advances in SFL studies and their implications for basic, social and clinical sciences.
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(2017): Centripetal and centrifugal forces in the moral circle. Competing constraints on moral learning. In: Cognition 167, S. 58-65. DOI: 10.1016/j.cognition.2016.12.001
DOI: http://www.ncbi.nlm.nih.gov/pubmed/28007293 Abstract: The idea of the moral circle pictures the self in the center, surrounded by concentric circles encompassing increasingly distant possible targets of moral concern, including family, local community, nation, all humans, all mammals, all living things including plants, and all things including inanimate objects. The authors develop the idea of two opposing forces in people's moral circles, with centripetal forces pulling inward, urging greater concern for close others than for distant others, and centrifugal forces pushing outward, resisting "drawing the line" anywhere as a form of prejudice and urging egalitarian concern for all regardless of social distance. Review of the developmental literature shows very early emergence of both moral forces, suggesting at least partly intuitive bases for each. Moral education approaches favoring one force over the other are compared, to show how these forces can provide constraints on moral learning. Finally, the centripetal/centrifugal forces view is applied to current moral debates about empathy and about politics. The authors argue that this view helps us see how intercultural and interpersonal disagreements about morality are based in intrapersonal conflicts shared by all people. zitiert von: 3
Keywords: Empathy, Gesellschaft, Gruppenverhalten, Humans, Learning, Lerntheorien, Models, Psychological, Moral, Morals, science direct -
(2017): Moral vindications. In: Cognition 167, S. 124-134. DOI: 10.1016/j.cognition.2017.05.005
DOI: http://www.ncbi.nlm.nih.gov/pubmed/28545629 Abstract: Psychologists and neuroscientists have recently been unearthing the unconscious processes that give rise to moral intuitions and emotions. According to skeptics like Joshua Greene, what has been found casts doubt on many of our moral beliefs. However, a new approach in moral psychology develops a learning-theoretic framework that has been successfully applied in a number of other domains. This framework suggests that model-based learning shapes intuitions and emotions. Model-based learning explains how moral thought and feeling are attuned to local material and social conditions. Philosophers can draw on these explanations, in some cases, in order to vindicate episodes of moral change. Explanations can support justifications by showing that they are not mere rationalizations. In addition, philosophical justifications are a fertile source for empirical hypotheses about the rational learning mechanisms that shape moral intuitions and emotions.
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(2017): Who Deserves My Trust? Cue-Elicited Feedback Negativity Tracks Reputation Learning in Repeated Social Interactions. In: Frontiers in human neuroscience 11. DOI: 10.3389/fnhum.2017.00307
DOI: https://doi.org/10.3389/fnhum.2017.00307 Abstract: Trust and trustworthiness contribute to reciprocal behavior and social relationship development. To make better decisions, people need to evaluate others' trustworthiness. They often assess this kind of reputation by learning through repeated social interactions. The present event-related potential (ERP) study explored the reputation learning process in a repeated trust game where subjects made multi-round decisions of investment to different partners. We found that subjects gradually learned to discriminate trustworthy partners from untrustworthy ones based on how often their partners reciprocated the investment, which was indicated by their own investment decisions. Besides, electrophysiological data showed that the faces of the untrustworthy partners induced larger feedback negativity (FN) amplitude than those of the trustworthy partners, but only in the late phase of the game. The ERP results corresponded with the behavioral pattern and revealed that the learned trustworthiness differentiation was coded by the cue-elicited FN component. Consistent with previous research, our findings suggest that the anterior cue-elicited FN reflects the reputation appraisal and tracks the reputation learning process in social interactions.
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(2017): Research and development agenda for Learning from Incidents. In: Safety Science 99, S. 5-13. DOI: 10.1016/j.ssci.2016.09.004
Abstract: This paper outlines a research and development agenda for the nascent field of Learning from Incidents (LFI). Effective, deep and lasting learning from incidents is critical for the safety of employees, the general public and environmental protection. The paper is an output of an international seminar series ‘Interdisciplinary Perspectives on Learning from Incidents’ funded by the UK Economic and Social Research Council (ESRC) in 2013–2016 http://lfiseminars.ning.com/. The seminar series brought together academics, practitioners and policymakers from a range of disciplines and sectors to advance the theory, methodology, organisational practice and policy in LFI. Drawing on a range of disciplinary and sectoral perspectives, as well as on input from practitioners and policymakers, this paper lays out four key research and development challenges: defining LFI; measuring LFI; levels and factors of LFI; and strengthening research-practice nexus in LFI.
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(2017): Moral Learning. Conceptual foundations and normative relevance. In: Cognition 167, S. 172-190. DOI: 10.1016/j.cognition.2016.08.015
DOI: http://www.ncbi.nlm.nih.gov/pubmed/27601269 Abstract: What is distinctive about a bringing a learning perspective to moral psychology? Part of the answer lies in the remarkable transformations that have taken place in learning theory over the past two decades, which have revealed how powerful experience-based learning can be in the acquisition of abstract causal and evaluative representations, including generative models capable of attuning perception, cognition, affect, and action to the physical and social environment. When conjoined with developments in neuroscience, these advances in learning theory permit a rethinking of fundamental questions about the acquisition of moral understanding and its role in the guidance of behavior. For example, recent research indicates that spatial learning and navigation involve the formation of non-perspectival as well as ego-centric models of the physical environment, and that spatial representations are combined with learned information about risk and reward to guide choice and potentiate further learning. Research on infants provides evidence that they form non-perspectival expected-value representations of agents and actions as well, which help them to navigate the human environment. Such representations can be formed by highly-general mental processes such as causal and empathic simulation, and thus afford a foundation for spontaneous moral learning and action that requires no innate moral faculty and can exhibit substantial autonomy with respect to community norms. If moral learning is indeed integral with the acquisition and updating of casual and evaluative models, this affords a new way of understanding well-known but seemingly puzzling patterns in intuitive moral judgment-including the notorious "trolley problems."
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(2017): The relationship between gender and mobile technology use in collaborative learning settings. An empirical investigation. In: Computers & Education 113, S. 61-74. DOI: 10.1016/j.compedu.2017.05.005
Abstract: Mobile technology offers educators new potential for course and learning material construction. Empirical best practices research is scarce, particularly in secondary and higher education settings. This article provides a field experiment using a 2 (individual vs. group) x 2 (text vs. video) design in a secondary school context with students engaged in learning activities related to either text or video content on mobile devices. We structured material to benefit either individual or collaborative learning practices and examined gender as a critical factor to understand ways to improve teaching approaches. The study used an ANOVA with repeated measures to understand impacts of various attributes on outcomes such as material experience duration, perceived peer influenced learning, satisfaction, perceived understanding, and performance. This study provides empirical evidence in a mobile learning environment that suggests female students engaged in group learning modes, supported with video material, had different engagement patterns than male students. Females spent more time in the application consistent with earlier research suggesting females are more likely to use strategies such as active listening, asking questions, and soliciting input. In addition, female students engaged in group learning mode, supported with video material, had higher peer-influenced learning scores than male students. Holistically, this evidence supports the view that females use learning strategies that benefit from group learning and features provided by mobile technologies. The results help direct future research regarding design and implementation of learning in secondary school settings and may help remove gender disparities. zitiert von 2
Keywords: Cooperative/collaborative learning, Gender, Gender Studies, Geschlechterforschung, Gruppenverhalten, Human-computer interface, Improving classroom teaching, Lerntheorien, Mensch-Technik-Relation, Mobile learning, Multimedia/hypermedia systems, science direct, Secondary education, Teaching/learning strategies 2016
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(2016) : Social Learning and Behavior Transmission☆ In: Stein, John: Reference module in neuroscience and biobehavioral psychology: Place of publication not identified: Elsevier
Abstract: One way of acquiring behavior is by genetic transmission, but this method is not always the most advantageous one. Social learning allows individuals to acquire new information and adapt to environmental changes. The most common behaviors that are learned socially involve food acquisition, subsistence activities, mate-choice, and predator avoidance, all of which have direct survival benefits; whereas other behaviors such as body care, communication signals, and tool-use techniques have less direct benefits and, in some cases, no apparent benefit at all. Cultural variants between populations reflect these socially transmitted behaviors, and differences between how each species learns socially reflect the many ways in which individuals learn from one another. These differences are found in the types of mechanisms involved in social learning, and have been the focus of much of the research on social learning and behavior transmission in animals.
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(2016): Social learning across psychological distance. In: Journal of personality and social psychology 110 (1), S. 1-19. DOI: 10.1037/pspa0000042
DOI: http://www.ncbi.nlm.nih.gov/pubmed/26727663 Abstract: While those we learn from are often close to us, more and more our learning environments are shifting to include more distant and dissimilar others. The question we examine in 5 studies is how whom we learn from influences what we learn and how what we learn influences from whom we choose to learn it. In Study 1, we show that social learning, in and of itself, promotes higher level (more abstract) learning than does learning based on one's own direct experience. In Studies 2 and 3, we show that when people learn from and emulate others, they tend to do so at a higher level when learning from a distant model than from a near model. Studies 4 and 5 show that thinking about learning at a higher (compared to a lower) level leads individuals to expand the range of others that they will consider learning from. Study 6 shows that when given an actual choice, people prefer to learn low-level information from near sources and high-level information from distant sources. These results demonstrate a basic link between level of learning and psychological distance in social learning processes. zitiert von 18
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(2016): The when and who of social learning and conformist transmission. In: Evolution and Human Behavior 37 (1), S. 10-20. DOI: 10.1016/j.evolhumbehav.2015.05.004
Abstract: Formal evolutionary models predict when individuals rely on social learning over individual learning and the relative strength of their conformist social learning biases. Here we use both treatment effects and individual variation to test predictions about the impact of (1) the number of traits in an environment, (2) the adaptive or payoff relevance of those traits, (3) the fidelity of transmission, and (4) the size of groups. We find that both social learning and the strength of conformist transmission increase with the number of traits, the adaptive value of those traits, and the fidelity of transmission. The strength of conformist transmission increases with group size, but only when there were 2 traits in the environment. Using individual-level variation and recognizing that treatment effects predictably impact individuals differently, we show that IQ negatively predicts social learning, but has a U-shaped relationship to conformist transmission, suggesting strategic use of conformist-biased social learning among those with the highest IQ. Other plausible predictors, such as status, cultural background, and personality, were not predictive. Broadly, our results reveal that not only is the conformist transmission bias ubiquitous, but that past experiments, both human and non-human, have likely underestimated its prevalence and the prevalence of social learning by restricting designs to only 2 traits.
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(2016): Lernkultur und Kompetenzentwicklung. In: Personal quarterly 68 (2), S. 6-8
Abstract: Im Gesprach mit Karlheinz Sonntag wird die Bedeutung der Organisationskultur fur die Kompetenzentwicklung von Beschaftigten auf betrieblicher und individueller Ebene beleuchtet. Neben Voraussetzungen einer Erfassung der Lernkultur, die eine Ableitung fundierter Human-Resource-Aktivitaten ermoglicht, werden Wechselwirkungen zwischen Lernkultur und Kompetenzentwicklung betrachtet. Daruber hinaus wird auf die Rolle von Fuhrungskraften bei der Pflege von Lernkultur und der Ausgestaltung forderlicher Lernumgebungen, den Nutzen von Kompetenzmanagementsystemen und notwendige Kompetenzen im Zusammenhang mit einer zunehmenden Flexibilisierung der Arbeitsverhaltnisse eingegangen.
2015
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(2015): Freie Beiträge. Gemeinschaftsgefühl – (k)ein Geheimnis mit neun Siegeln. In: Zeitschrift für Individualpsychologie 40 (4), S. pp. 368-385.. Online verfügbar unter http://www.v-r.de/de/zeitschrift, zuletzt geprüft am 16.03.2018
Abstract: In his theory of Individual Psychology Adler attached central importance to the concept of social interest. In the community of Individual Psychologists, however, the concept led to a good deal of controversy. In order to bridge this discrepancy, we present in this paper a model of social adaptation using the concept of System Theory. In this model, human thought, action and feeling are related to perception, adaption and experience and then applied to the perspectives, »Me«, »You« and »Us«. Thus, in all, nine aspects of community-oriented social behaviour are derived, which are then combined to make a »Social Matrix«. In the course of children's unconscious learning processes, when they are living in the family where they grow up, only a part of the inherent social potential of an individual can be developed. This shows up as differences in the patterns on the Social Matrix. In this article the author illustrates ways in which the Social Matrix can be correlated to the A dlerian concepts of life-tasks, lifestyle and social interest. By taking specific steps to vary the significance of the fiactors that influence social learning, a new learning process can be initiated with a more balanced and personalised Social Matrix. In this process, social interest can be developed and strengthened. (PsycINFO Database Record (c) 2017 APA, all rights reserved)
Keywords: Entwicklungspsychologie, Individual Psychology, Individualpsychologie, Lernen, Lerntheorien, Lifestyle, life-tasks, Psychologists, Social Behavior, social behaviour, social interest, social interest,lifestyle,life-tasks,social behaviour,Social Matrix, social learning, Social Matrix, Theories -
(2015): Learning to overcome cultural conflict through engaging with intelligent agents in synthetic cultures (PSYNDEXshort). In: International Journal of Artificial Intelligence in Education 25, S. 291-317
Abstract: Providing opportunities for children to engage with intercultural learning has frequently focused on exposure to the ritual, celebrations and festivals of cultures, with the view that such experiences will result in greater acceptance of cultural differences. Intercultural conflict is often avoided, bringing as it does particular pedagogical, ethical and political dilemmas of which cultures we place in conflict in the multicultural classroom. In this paper we discuss an alternative approach, providing children with an interactive learning experience with synthetic cultures and characters. The agent architecture developed to enable intelligent agents to exhibit culturally appropriate affect and behaviours is outlined. MIXER, an experiential learning application developed for 9-11 year old children on intercultural conflict is described, highlighting the learning goals and approaches. A school-based evaluation of MIXER with 144 UK children is presented. Children demonstrated high levels of comprehension, engagement and enjoyment of MIXER, with MIXER contributing to near and far transfer, supporting children's cognitive, emotional and behavioural learning and stimulating discussion and debate about how to resolve conflict.
Keywords: Anpassung und Einstellungen, Behavioural cultural tools, Bildungsprogramme und Lehrmethoden, Classroom Dynamics & Student Adjustment & Attitudes, Classrooms, Computer software, conflict, Conflict Resolution, Cross Cultural Differences, Culture & Ethnology, Curricula, Curriculum & Programs & Teaching Methods, Elementary School Students, Erfahrungslernen, Experiential Learning, Grundschüler, High School Students, intelligent agents, Intelligent Systems, Intelligente Agenten, Intelligente Systeme, Interaktion, Interkulturelle Unterschiede, Klassenräume, Konflikt, Konfliktlösung, Kultur und Ethnologie, Kulturforschung/ kulturelle Unterschiede, Lerntheorien, Mensch-Technik-Relation, Multicultural Education, Multikulturelle Erziehung, Pädagogische Psychologie, Schüler der Sekundarstufe, Sociocultural Factors, Software, Soziokulturelle Faktoren, verhaltensbezogene Kulturtechniken -
(2015) : The Robot Who Tried Too Hard: Social Behaviour of a Robot Tutor Can Negatively Affect Child Learning In: Adams, Julie A.; Smart, William; Mutlu, Bilge; Takayama, Leila (Hg.): HRI'15: Proceedings of the 2015 ACM/IEEE International Conference on Human-Robot Interaction: March 2-5, 2015, Portland, OR, USA: [New York]: ACM, Associaton for Computing Machinery, S. 67-74
Abstract: Social robots are finding increasing application in the domain of education, particularly for children, to support and augment learning opportunities. With an implicit assumption that social and adaptive behaviour is desirable, it is therefore of interest to determine precisely how these aspects of behaviour may be exploited in robots to support children in their learning. In this paper, we explore this issue by evaluating the effect of a social robot tutoring strategy with children learning about prime numbers. It is shown that the tutoring strategy itself leads to improvement, but that the presence of a robot employing this strategy amplifies this effect, resulting in significant learning. However, it was also found that children interacting with a robot using social and adaptive behaviours in addition to the teaching strategy did not learn a significant amount. These results indicate that while the presence of a physical robot leads to improved learning, caution is required when applying social behaviour to a robot in a tutoring context.
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(2015): Can we learn to treat one another better? A test of a social intelligence curriculum. In: PLoS one 10 (6)
Abstract: This paper reports on the first test of the value of an online curriculum in social intelligence (SI). Built from current social and cognitive neuroscience research findings, the 50 session SI program was administered, with facilitation in Spanish by classroom instructors, to 207 students from Universidad Rey Juan Carlos in Madrid as part of their undergraduate classes. All materials were translated into Castilian Spanish, including outcome measures of SI that have been used in prior studies to provide valid estimates of two key components of social intelligence: 1) Sensitivity to others and 2) confidence in one’s capacity to manage social situations. Pre- and Posttest were administered to participants in the SI training, and also to 87 students in similar classes who did not receive the program who served as the control group. Gender and emotional intelligence levels at pretest also were examined as potential individual differences that might affect the impact of the program on study outcomes. Repeated measures ANOVAs on study outcomes revealed significant increases, from pre to post, in most measures of social intelligence for program participants in comparison to controls, with no effects of gender or age on program effectiveness. Prior scores on emotional intelligence were not a prerequisite for learning from the program. Some findings suggest ways the program may be improved to have stronger effects. Nonetheless, the findings indicate that the SI program tested here shows considerable promise as a means to increase the willingness of young adults to take the perspective of others and enhance their efficacy for initiating and sustaining positive social connections. (PsycINFO Database Record (c) 2016 APA, all rights reserved)
Keywords: Adult, Analysis of Variance, College Students, Curriculum, Emotional Intelligence, Female, Humans, Intelligence, Interaktionsforschung, Lerntheorien, Male, online curriculum, positive social connections, Self Concept, Social intelligence, Social Skills, Soziale Intelligenz, Surveys and Questionnaires, Young Adult 2014
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(2014): Adolescent-specific patterns of behavior and neural activity during social reinforcement learning. In: Cognitive, affective & behavioral neuroscience 14 (2), S. 683-697. DOI: 10.3758/s13415-014-0257-z
DOI: http://www.ncbi.nlm.nih.gov/pubmed/24550063 Abstract: Humans are sophisticated social beings. Social cues from others are exceptionally salient, particularly during adolescence. Understanding how adolescents interpret and learn from variable social signals can provide insight into the observed shift in social sensitivity during this period. The present study tested 120 participants between the ages of 8 and 25 years on a social reinforcement learning task where the probability of receiving positive social feedback was parametrically manipulated. Seventy-eight of these participants completed the task during fMRI scanning. Modeling trial-by-trial learning, children and adults showed higher positive learning rates than did adolescents, suggesting that adolescents demonstrated less differentiation in their reaction times for peers who provided more positive feedback. Forming expectations about receiving positive social reinforcement correlated with neural activity within the medial prefrontal cortex and ventral striatum across age. Adolescents, unlike children and adults, showed greater insular activity during positive prediction error learning and increased activity in the supplementary motor cortex and the putamen when receiving positive social feedback regardless of the expected outcome, suggesting that peer approval may motivate adolescents toward action. While different amounts of positive social reinforcement enhanced learning in children and adults, all positive social reinforcement equally motivated adolescents. Together, these findings indicate that sensitivity to peer approval during adolescence goes beyond simple reinforcement theory accounts and suggest possible explanations for how peers may motivate adolescent behavior. zitiert von 59
Keywords: Adolescent, Adolescent Behavior, Adult, Age Factors, Brain Mapping, Brain/blood supply/physiology, Child, Cues, Female, Gruppenverhalten, Humans, Image Processing, Computer-Assisted, Lerntheorien, Male, Motivation, Neuropsychological Tests, Oxygen/blood, Photic Stimulation, Reinforcement, Reinforcement, Social, Sex Factors, Verhaltensforschung, Young Adult -
(2014): An adaptation algorithm for an intelligent natural language tutoring system. In: Computers & Education 71, S. 97-110. DOI: 10.1016/j.compedu.2013.09.014
DOI: https://doi.org/10.1016/j.compedu.2013.09.014 Abstract: The focus of computerised learning has shifted from content delivery towards personalised online learning with Intelligent Tutoring Systems (ITS). Oscar Conversational ITS (CITS) is a sophisticated ITS that uses a natural language interface to enable learners to construct their own knowledge through discussion. Oscar CITS aims to mimic a human tutor by dynamically detecting and adapting to an individual's learning styles whilst directing the conversational tutorial. Oscar CITS is currently live and being successfully used to support learning by university students. The major contribution of this paper is the development of the novel Oscar CITS adaptation algorithm and its application to the Felder–Silverman learning styles model. The generic Oscar CITS adaptation algorithm uniquely combines the strength of an individual's learning style preference with the available adaptive tutoring material for each tutorial question to decide the best fitting adaptation. A case study is described, where Oscar CITS is implemented to deliver an adaptive SQL tutorial. Two experiments are reported which empirically test the Oscar CITS adaptation algorithm with students in a real teaching/learning environment. The results show that learners experiencing a conversational tutorial personalised to their learning styles performed significantly better during the tutorial than those with an unmatched tutorial.
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(2014): Experiential effects on mirror systems and social learning. Implications for social intelligence. In: Behavioral and Brain Sciences 37 (2), S. 217-218. DOI: 10.1017/S0140525X1300246X
DOI: https://doi.org/10.1017/S0140525X1300246X Abstract: Comments on an article by Richard Cook et al. (see record [rid]2014-16775-029[/rid]). Investigations of biases and experiential effects on social learning, social information use, and mirror systems can usefully inform one another. Unconstrained learning is predicted to shape mirror systems when the optimal response to an observed act varies, but constraints may emerge when immediate error-free responses are required and evolutionary or developmental history reliably predicts the optimal response. Given the power of associative learning, such constraints may be rare. (PsycINFO Database Record (c) 2016 APA, all rights reserved)
Keywords: Animal Learning, Animals, Associative Processes, Biological Evolution, BRAIN, genetic adaptation, Genetics, human brain, Humans, Learning, Lerntheorien, mirror neurons, monkey brain, Monkeys, sensorimotor associative learning, Social intelligence, Social Perception, Soziale Intelligenz, Verhaltensforschung -
(2014): Soziales Lernen – Angewandte Sozialpsychologie für Lernende und Lehrende in Schule und Universität. In: Gruppendynamik und Organisationsberatung 45 (1), S. 5-23. DOI: 10.1007/s11612-014-0234-6
DOI: https://doi.org/10.1007/s11612-014-0234-6 Abstract: In this paper, two interdigitated current training projects will be presented. The presentation is to show that social psychological theories can be applied profitably for school development. The content is about social learning in school. Social learning is aimed at the acquisition of social and emotional skills. These skills are positively correlated with the cognitive development of students. Social skills need to be explicitly taught and practiced, especially if they were developed insufficiently in childhood. In the project Social learning we examine what contents may include social learning. In the project Classroom Management we explore how these contents are best taught and this teaching can be taught. Insights of Social Psychology are introduced for each resulting different extracts of reality and their uses are discussed. (PsycINFO Database Record (c) 2016 APA, all rights reserved)
2013
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(2013): Two success-biased social learning strategies. In: Theoretical population biology 86, S. 43-49. DOI: 10.1016/j.tpb.2013.03.005
DOI: http://www.ncbi.nlm.nih.gov/pubmed/23587700 Abstract: I compare the evolutionary dynamics of two success-biased social learning strategies, which, by definition, use the success of others to inform one's social learning decisions. The first, "Compare Means", causes a learner to adopt cultural variants with highest mean payoff in her sample. The second, "Imitate the Best", causes a learner to imitate the single most successful individual in her sample. I summarize conditions under which each strategy performs well or poorly, and investigate their evolution via a gene-culture coevolutionary model. Despite the adaptive appeal of these strategies, both encounter conditions under which they systematically perform worse than simply imitating at random. Compare Means performs worst when the optimal cultural variant is usually at high frequency, while Imitate the Best performs worst when suboptimal variants sometimes produce high payoffs. The extent to which it is optimal to use success-biased social learning depends strongly on the payoff distributions and environmental conditions that human social learners face.