Alle Publikationen
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2017
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(2017): Of Tooth and Claw. Predator Self-Identifications Mediate Gender Differences in Interpersonal Arrogance. In: Sex Roles 77 (3-4), S. 272-286. DOI: 10.1007/s11199-016-0706-y
DOI: https://doi.org/10.1007/s11199-016-0706-y Abstract: Men often score higher than women do on traits or tendencies marked by hostile dominance. The purpose of the present research was to contribute to an understanding of these gender differences. Four studies (total N = 494 U.S. undergraduates) administered a modified animal preference test in which participants could choose to be predator or prey animals, but not labeled as such. Men were consistently more interested in being predator animals than women were, displaying a sort of hostile dominance in their projective preferences. Predator self-identifications, in turn, mediated gender differences in outcomes related to hostile dominance. Studies 1 and 2 provided initial evidence for this model in the context of variations in interpersonal arrogance, and Studies 3 and 4 extended the model to nonverbal displays and daily life prosociality, respectively. The findings indicate that gender differences in hostile dominance are paralleled by gender differences in preferring to thi nk about the self in predator-like terms. Accordingly, the findings provide new insights into aggressive forms of masculine behavior. (PsycINFO Database Record (c) 2018 APA, all rights reserved) zitiert von 2
2012
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(2012): Presence, reciprocity and robotic mediations: The case of autonomous social roots. In: International Journal of Technoethics 3 (2), S. 9-16. DOI: 10.4018/jte.2012040102
DOI: https://doi.org/10.4018/jte.2012040102 Abstract: In this paper, the author proposes a theoretical framework for drawing a line between acceptable and non-acceptable technologies, with a focus on autonomous social robots. The author considers robots as mediations and their ethical acceptance as depending on their impact on the notion of presence. Presence is characterised by networks of reciprocity which make human beings subject and object of actions and perceptions at the same time. Technological mediation can either promote or inhibit the reciprocity of presence. A medium that inhibits presence deserves ethical evaluation since it prevents the possibility of a mutual exchange, thus creating a form of power. Autonomous social robots are a special kind of technological mediation because they replace human presence with a simulation of presence. Therefore, in interactions between human beings and autonomous robots, attention should be paid to the consequences on legal, moral, and social responsibility, and, at the same time, the impact of simulated forms of presence on human beings. (PsycINFO Database Record (c) 2019 APA, all rights reserved)
2008
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(2008): Evaluating computer-supported social learning. An integrative study of the development of soft skills in a university-based mediation training programme.
Abstract: Evaluated the effect of computer-supported social learning (CSSL) on sociocommunicative competence. Computer technology provides learners with video-based scenes and interactive tasks designed to provide additional exposure to complex and critical interpersonal situations. This study focused on the impact of the introduction and use of CSSL on a training program known as PROCON, which is offered to graduate psychology students with basic knowledge and experience in group facilitation techniques, basic 1-to-1 counseling, and communication skills. 272 students participated in 1 or more PROCON modules between 2002 and 2006. The analysis focused on 195 participants who completed the curriculum within one year and cohort. While computer software cannot replace the direct, situated interaction offered in the classroom setting, it was hypothesized that a blend of traditional teaching methods and CSSL has a positive effect on a learner's sociocommunicative competence in addition to increasing situational judgment skills, increasing conceptual and taxonomic knowledge levels, increasing interest in mediation and conflict resolution, and increasing self-rated confidence levels. Participants were subjected to a pretest prior to being accepted into the PROCON program. Once accepted into the program, standard classroom presentation was supplemented by CSSL and assessed by online surveys, posttests, and log files. Sociocommunicative competence was assessed using situational judgment tests (SJT). Findings indicated positive results on SJT when CSSL was used in conjunction with traditional teaching methods rather than as a substitution for them. No consistent association was found between computer-facilitated learning and posttest levels of conceptual knowledge or an increase in interest in mediation or conflict resolution. Self-efficacy levels were found to be either equal to or greater than outcome results without the addition of CSSL. Overall, positive results were found to exist with the complementary use of computer technology in the development of sociocommunicative skills.
Keywords: Bildungsprogramme und Lehrmethoden, Computer Assisted Instruction, Computerunterstützte Unterweisung, Conflict Resolution, Curricula, Curriculum & Programs & Teaching Methods, effect of computer-supported social learning (CSSL) on sociocommunicative competence, Konfliktlösung, Lehrmethoden, Lerntheorien, Mediation, Mensch-Technik-Relation, social learning, Social Skills Training, Soziales Kompetenztraining, Soziales Lernen, Teaching Methods, traditional group-facilitation training vs training with added CSSL elements, training in social competences, Training sozialer Fertigkeiten
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