Alle Publikationen
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2015
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(2015) : Moral Reasoning in Psychology In: Wright, James D.: International Encyclopedia of the Social & Behavioral Sciences (Second Edition): Oxford: Elsevier, S. 803-805
Abstract: Developmental research has focused on reasoning about right and wrong in social relationships. Piaget and Kohlberg each proposed sequences in which children first develop moral judgments that are confused with nonmoral features, such as adherence to social conventions, and then judgments differentiating them from each other. However, subsequent research shows that young children form concepts in the moral domain with understandings of welfare and fairness, differing from judgments about social conventions. Moral decisions entail coordination of different concerns – moral and nonmoral – in situational contexts. Individuals critically apply moral judgments to cultural practices entailing social inequalities.
2014
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(2014): Minds as social institutions. In: Phenomenology and the Cognitive Sciences 13 (1), S. 121-143. DOI: 10.1007/s11097-013-9324-0
Abstract: I will first discuss how social interactions organize, coordinate, and specialize as "artifacts," tools; how these tools are not only for coordination but for achieving something, for some outcome (goal/function), for a collective work. In particular, I will argue that these artifacts specify (predict and prescribe) the mental contents of the participants, both in terms of beliefs and acceptances and in terms of motives and plans. We have to revise the behavioristic view of "scripts" and "roles"; when we play a role we wear a "mind." No collective action would be possible without shared and/or ascribed mental contents. This is also very crucial for a central form of automatic mind-reading (mind ascription). Second, I will argue that often what really matters is the ascribed/prescribed, worn, mind not the real, private one. We have to play (like in the symbolic play) "as if" we had those mental contents. This social convention and mutual assumption makes the interaction work. The ascribed beliefs and goals are not necessarily explicitly there; they might be just implicit as inactive (we act just by routine and automatically) or implicit as potential. The coordination and social action works thanks to these "as if" (ascribed and pretended) minds, thanks to those conventional constructs. Our social minds for social interactions are coordination artifacts and social institutions.
Keywords: als ob, belief in beliefs, Coordination, coordination artifacts, Extended mind, Interaktion, Kooperation, Kognitionswissenschaft/Social Sciences/Humanities, Konventionen, philosophy of mind, script, Social frames, Social institutions, social interaction, soziale Kognition, theory of mind, Überzeugungen, Voraussetzungen für sozial angemessenes Verhalten 2011
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(2011): Coordination in Human and Primate Groups. Berlin, Heidelberg: Springer Berlin Heidelberg
Abstract: Examines and describes small group coordination. The authors formulate an overview of the basic group challenge (group task) of coordination and describe how the context of the group task regulates the group's functions (effectiveness criteria) for achieving the task. Varying facets of the coordination challenge (coordination entities, mechanisms, dynamics, and levels) are explored. Finally, an inclusive functions-entities-mechanisms-patterns (FEMP) model of group coordination is presented. zitiert von 22
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(2011): Verhaltenskoordination, Mimikry und sprachbegleitende Gestik in der Interaktion. In: Psychotherapie Wissenschaft 1 (1), S. 56-64
Abstract: This article provides a summary of some of the key findings in behavior coordination, including both verbal and nonverbal coordination. Subsequently, the author gives a short introduction to the phenomenon of co-speech gesture. She then describes behavior coordination in the gestural modality. The focus is on a recent experimental study on gestural mimicry by the author and her collaborator and the functions it may serve in conversational interaction. The final part of the article maps out how these findings may be relevant to currently on-going and future research on gesture in health-related and clinical contexts. Ergebnisse im Bereich der Verhaltenskoordinationsforschung (fur verbales und nonverbales Verhalten) werden zusammengefasst und eine kurze Einfuhrung zum Phanomen der sprachbegleitenden Gestik wird gegeben. Dann wird die Verhaltenskoordination in der gestlichen Modalitat besprochen. Dabei wird Bezug genommen auf eine Studie der Autorin und ihrer Mitarbeiterin zur gestlichen Mimikry und assoziierten Funktionen in der Interaktion. Der letzte Teil des Artikels bezieht sich auf die potentielle Relevanz dieser Ergebnisse fur momentan laufende und zukunftige Studien zur Gestik in gesundheitsbezogenen und klinischen Kontexten.
2004
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(2004): Fördert Gruppendiskussion die Perspektiven-Koordination?. In: Zeitschrift für Entwicklungspsychologie und Pädagogische Psychologie 36 (1), S. 30-37. DOI: 10.1026/0049-8637.36.1.30
DOI: https://doi.org/10.1026/0049-8637.36.1.30 Abstract: Social cognition is considered an important condition of social competence. According to the interpersonal negotiation strategies model of Selman, social cognitions are described with respect to steps of social information processing and to level of perspective coordination. Perspective coordination may be promoted by peer interaction, especially by dilemma discussions as known from the field of moral education. With a pre-post control group design it is investigated whether small group dilemma discussions on conflict examples promote levels of perspective coordination in the post-test conflict examples. The result of the study show that members of the small discussion groups had higher post-test scores in perspective coordination regarding two of the four information processing steps compared to participants of the individualistic condition. Effects were independent from cognitive abilities. Further more, the level of three of the four steps correlated with teachers' rat ing of p articipants' social behavior measured before the intervention. Further research questions and practical applications are discussed. (PsycINFO Database Record (c) 2016 APA, all rights reserved) zitiert von 15
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