Alle Publikationen
2018
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(2018): Validating a Culturally-sensitive Social Competence Training Programme for Adolescents with ASD in a Chinese Context: An Initial Investigation. In: JOURNAL OF AUTISM AND DEVELOPMENTAL DISORDERS 48 (2), S. 450-460
Abstract: Previous studies on social skills training on ASD were done almost exclusively in the West with children as the main subjects. Demonstrations of the applicability of social interventions in different cultures and age groups are warranted. The current study outlined the development and preliminary evaluation of a CBT-context-based social competence training for ASD (CBT-CSCA) developed in Hong Kong for Chinese adolescents with ASD. Twenty-five adolescents (aged 12-17 years, with a FSIQ above 80) were recruited. Significant improvements in social competence, autistic symptoms and general psychopathology at post-training and 3-month follow-up were reported by the parents. The study provided initial evidence support to the applicability of social competence training for adolescents with ASD in a different culture.
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(2018): Evaluation of Social Skill Education of 4-6 Age Children Designed with Creative Drama Method. Okulöncesi Dönemi Çocukları İçin Yaratıcı Drama Yöntemi İle Kurgulanan Sosyal Beceri Eğitiminin Değerlendirilmesi. In: Journal of History Culture and Art Research 7 (1). DOI: 10.7596/taksad.v7i1.1296
Abstract: Compared to a child who plays basic games, it is seen that children who play exploratory games develop further. Social development is a process with wide spectrum which extends from babyhood to old age. Creative drama activities provide opportunities for thinking critically, learning, social interaction skills, social development and social change and allows for the development of skills within group. For this reason, creative drama is believed to be the most important tool to be used in the supporting of social skill development of children in early childhood with its game-like processes, child-centred construct, urging the child to imagine and providing freedom to the child within certain limits, as well as its employment of games as sub-dimension. In the study, single group pre-test / post-test model which is an experimental research pattern was used in order to identify the impact of creative drama education on social skills of students. Prior to the data collection process permission was granted from the parents and Hasan Avcioglu's Social Skills Evaluation Scale for 4-6 Age groups was used for data collection. The study involved in total 22 children from ages 4 and 5 with equal number of children within each group. Within the framework of social skills evaluation scale, 13 creative drama workshops were prepared each of which were 55 minutes long and the opinion of a field expert was sought. When the scores obtained from the research by the students are examined, it is seen that the mean score from the entire scale before training was 3,41 +/- 0,57 whereas the mean score after training increased to 3,68 +/- 0,72. It was found out that the difference between the scores obtained by children covered in the study before and after the training was statistically significant (p<0,05). These findings suggest that the study had significantly positive impact on the creative drama-based social skill education and social skill development of children, especially in terms of peer pressure, self-expression, listening and task-completion skills.
2016
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(2016): Use of the Social Cognitive Theory to Frame University Students’ Perceptions of Cheating. In: Journal of Academic Ethics 14 (1), S. 49-69. DOI: 10.1007/s10805-015-9252-4
Abstract: The purpose of this qualitative study was to examine the perceptions related to ethics and cheating among a representative sample of primarily female undergraduate students, compared to trends reported in the literature. Focus groups were organized to discuss nine scripted questions. Transcripts and audiotapes were analyzed and four main themes emerged: demographics of those who cheat, students' perceptions of cheating, the role of technology in cheating, and consequences of cheating, including students' attitudes and behaviors related to reporting cheating incidents. Bandura's Social Cognitive Theory (SCT) served as the theoretical framework to understand students' varying perceptions of and justification for cheating, as well as the dynamics of honor code violations, via group discussion. Viewpoints on cheating were regularly discussed and contradictory views were identified related to frequency and justification for cheating. Utilizing the constant comparative method, students mentioned time limitations, and pressure from peers, parents, and professors as reasons to cheat. They also discussed pressures to achieve high grades for acceptance into graduate programs. Students were also reluctant to report their classmates for cheating incidents. Repeated and comprehensive education on ethical behavior is warranted.
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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.
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): Mangelnde soziale Kompetenz im Jugendalter. In: KINDHEIT UND ENTWICKLUNG 24 (2), S. 123-130. DOI: 10.1026/0942-5403/a000167
Abstract: The JobFit Training, a universal prevention program for adolescents, aims to prevent developmental deviation at the time of transition from school to profession. The present study evaluates the effectiveness of this training, considering adolescents in an educational setting. 78 adolescents, aged between 13.5 and 19.4 years, were the selected from a total sample of 446 adolescents. Inclusion criteria were abnormal prosocial behavior scores assessed with the Strengths and Difficulties Questionnaire (SDQ). The social and learning behavior ratings of the adolescents were assessed with the Student Self-Assessment Scale for Social and Learning Behavior (SSL). The comparison of the pre- and posttraining measurements shows significant differences with small and medium effects in the SSL domain "social behavior" and the related scales "self-control", "self assertion", and "social contact" as well as in the SSL domain "learning behavior" and the related scale "independent learning". These findings confirm that JobFit Training as a tool that encourages social skills within adolescent populations with deficits in personal resources.
2013
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(2013): Designing and implementation a life skills training program for improving social competence and academic achievement of first grade high school girl students in tehran city. In: EUROPEAN PSYCHIATRY 28
Abstract: The aim of present research was to investigate the impact of life skills training program on the advancement of social competence and academic achievement of first grade high school girl students in Tehran city. The sample of this experimental research consists of two groups of thirty students from 14 and 2 education zones of Tehran. Students were randomly assigned to control and experimental groups. The research tools used in this study were social competence questionnaire (r = 0.89) and 1st and 2nd term grade point averages, which were taken twice as the pre and post tests. Experimental group took part in 12 sessions of life skills training program (90 minutes each which consisted of: self awareness, decision making & problem solving, time management, control of aggression, assertiveness, coping with stress & interpersonal relationships). Data was analyzed using covariance statistical test (ANCOVA). Results showed that experimental group benefited from life skills training program and their social competence and its components (cognitive, motivational, behavioral and emotional) improved significantly, but the impact on their academic achievement was not significant.
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(2013): Theorie bilden. Menschliches Lernen / eine kritisch-pragmatistische Lerntheorie. Bielefeld; Bielefeld: Transcript (Theorie bilden), zuletzt geprüft am 11.02.2018
Abstract: Menschliches Lernen unterscheidet sich, so der Ausgangspunkt der Studie, vom Lernen von Tieren, Organismen und Systemen durch seinen individuellen Sinn und den Einbezug in gesellschaftliche Praxis. Aufbauend auf einer kritischen Reflexion vorliegender verhaltenswissenschaftlicher, kognitivistischer, konstruktivistischer und neurophysiologischer Modelle entwickelt der Autor eine kritisch-pragmatistische Lerntheorie, welche die Verkürzungen und Einseitigkeiten anderer Konzepte überwindet. Die Theorie menschlichen Lernens verbindet die Diskussion um Lerntheorien mit der Tradition des Bildungsbegriffs und umfasst Ansätze der Bildungswissenschaften, der Psychologie und der Soziologie. - Inhalt: (1) Horizonte und Perspektiven des Nachdenkens über Lernen. (2) Lernthemen und Lernsystematiken. (3) Kritische Reflexion reduktionistischer Lerntheorien. (4) Relationale Lerntheorien. (5) Emergenz des Lernens - Dialektik der Lerntheorie. (6) Tätigkeit und Lernen. (7) Erfahrung; Wahrnehmen und Erinnern. (8) Intentionalität und Interesse. (9) Lernwiderstände. (10) Lebensführung als Lernvoraussetzung. (11) Selbst Lernen in Gesellschaft. (12) Lehren. (13) Lerntheorien, Identitätskonzepte und Bildung.
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(2013): Simple heuristics in a social world. Social learning: A route to good cue orders. New York, NY: Oxford Univ. Press (Evolution and cognition)
Abstract: Discusses how individuals learn good cue orders in social learning. The process of how people can learn this both individually and socially by exchanging information is outlined. It is hypothesized that information exchange can help boundedly rational individuals efficiently solve the problem of learning which cues are good by the use of various heuristics. Illustrative data from recent experimental research regarding both individuals and groups are discussed. Results showed that individual learning of cue orders was slower than when engaged socially with others, likely due to the participant's imitation of a group's most accurate member. In conclusion, it is argued that an integrative view of both individual and social learning is most relevant when studying the learning of good cue orders.
2012
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(2012): Social Learning Theory and Human Reinforcement. In: Sociological Spectrum 32 (2), S. 157-177. DOI: 10.1080/02732173.2012.646160
Abstract: Scholars differ in their assumptions about the strength of accumulated evidence concerning social learning theory. One area of potential weakness is a possible dearth of evidence regarding differential reinforcement, the theory’s central causal mechanism. We report results from a systematic review of (1) a sample of experimental studies concerning human reinforcement learning as well as (2) criminological/sociological studies cited by proponents as supportive of social learning theory. This review is designed to assess the empirical basis for reinforcement and social learning. It suggests that results of experimental research, though supportive of the reinforcement process, may be limited in applicability to social learning theory’s hypotheses regarding differential reinforcement, and direct tests of differential reinforcement hypotheses are rare in the non-experimental literature. We conclude that the strength of social learning theory could be enhanced by more thorough and direct testing of reinforcement hypotheses and we offer suggestions about how to accomplish that. (PsycINFO Database Record (c) 2016 APA, all rights reserved) zitiert von 58
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(2012): Young children enforce social norms selectively depending on the violator's group affiliation. In: Cognition 124 (3), S. 325-333. DOI: 10.1016/j.cognition.2012.06.004
DOI: http://www.ncbi.nlm.nih.gov/pubmed/22766522 Abstract: To become cooperative members of their cultural groups, developing children must follow their group's social norms. But young children are not just blind norm followers, they are also active norm enforcers, for example, protesting and correcting when someone plays a conventional game the "wrong" way. In two studies, we asked whether young children enforce social norms on all people equally, or only on ingroup members who presumably know and respect the norm. We looked at both moral norms involving harm and conventional game norms involving rule violations. Three-year-old children actively protested violation of moral norms equally for ingroup and outgroup individuals, but they enforced conventional game norms for ingroup members only. Despite their ingroup favoritism, young children nevertheless hold ingroup members to standards whose violation they tolerate from outsiders.
Keywords: Child, Preschool, Children, Disziplin, Entwicklungspsychologie, Female, Good manners, Group Processes, Gruppennorm, Gruppenverhalten, Humans, Male, Morals, Normen, Observablen/Kriterien für sozial angemessenes Verhalten und dessen Bewertung, Postkasten, Psychologie, Reproducibility of Results, Social Behavior, Social Environment, Social Identification, social learning, Soziale Angemessenheit, Urban Population, Voraussetzungen für sozial angemessenes Verhalten 2011
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(2011): Does the measurement of peer deviance change the relationship between self-control and deviant behavior?. An analysis of friendship pairs. In: Journal of Criminal Justice 39 (6), S. 521-530. DOI: 10.1016/j.jcrimjus.2011.10.001
Abstract: Purpose: The measurement debate between social learning and self-control theories has predominantly focused on self-control, leaving an unexplored and equally important measurement controversy concerning the operationalization of the peer delinquency construct. This study addresses how self-control's relationship with deviant and criminal behavior changes when peer deviance is statistically controlled for using an indirect, perceptual measure or a self-report directly from a peer. Methods: Data from 796 friendship pairs are used to estimate a series of regression models that regress respondent deviance onto indirect and direct peer deviance and attitudinal and behavioral self-control measures while controlling for elements of the social bond and demographic characteristics. Results: When an indirect measure of peer delinquency is replaced with a direct measure from respondents’ friends, the relationships between self-control—attitudinal and behavioral measures—and deviance and criminal behavior are consistently larger. The use of a direct peer deviance measure does not prove the peer deviance-crime relationship spurious, but does substantially weaken the relationship between self-control and deviance and criminal behavior. Conclusions: The strength of the relationship between self-control and deviant/criminal behavior is contingent on how peer deviance is operationalized, regardless of how self-control is measured (attitudinally or behaviorally). (PsycINFO Database Record (c) 2017 APA, all rights reserved) zitiert von 28
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(2011): The Effect of a Music Therapy Social Skills Training Program on Improving Social Competence in Children and Adolescents with Social Skills Deficits. In: JOURNAL OF MUSIC THERAPY 48 (4), S. 440-462
Abstract: Three separate studies were conducted in school, residential and after-school care settings to test the effectiveness of a music therapy-based social skills intervention program on improving social competence in children and adolescents. A total of 45 children (n = 12; n = 13; n = 20) aged 6-17 years with social skills deficits participated in a group-based five session intervention program. The same curriculum, adapted to be age appropriate, was used at all 3 sites. Specific deficits within the social skills areas of peer relations and seff-management skills were targeted. Active interventions like music performance, movement to music and improvisation were used. Cognitive-behavioral techniques like modeling, feedback, transfer training and problem solving were also incorporated. Data on social functioning were collected before, during; and after the music therapy intervention from participants, appropriate adult personnel and via behavioral observations. Results indicated that significant improvements in social functioning were found in (a) school participant pre and post self-ratings, (b) researcher pre and post ratings of school participants, (c) case manager's pre and post treatment ratings for the residential participants, (d) after-school care participants' pre and post self-ratings, and (e) behavioral observations at all three settings. Additional changes, although not significant, were noted in teacher ratings, residential participant self- and peer ratings, and after-school case manager ratings. Results from these studies suggest that the music therapy intervention was effective in improving social competence in children and adolescents with social deficits. More research is warranted to provide additional guidance about the use of music therapy interventions to improve social functioning.
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(2011): A pilot study of social competence group training for adolescents with borderline intellectual functioning and emotional and behavioural problems (SCT-ABI). In: Journal of intellectual disability research : JIDR 55 (2), S. 231-241. DOI: 10.1111/j.1365-2788.2010.01369.x
DOI: http://www.ncbi.nlm.nih.gov/pubmed/21199047 Abstract: BACKGROUND Emotional and behavioural problems as well as a lack of social competence are common in adolescents with borderline intellectual functioning and impair their social and vocational integration. Group interventions specifically developed for this target group are scarce and controlled evaluation studies are absent. METHODS A cognitive-behavioural group training (Social Competence Training for Adolescents with Borderline Intelligence) was developed and its effectiveness was examined in students attending special vocational schools. A total of 77 adolescents with borderline intelligence were randomised either to the intervention (n=40) or to the control group (n=37). Outcome measures at post-treatment and at a 6-month follow-up comprised self-reports, caregiver reports and behavioural observations. RESULTS The adolescents in the intervention group showed temporally stable improvement in their social competence, especially in social problem solving (F=17.6, P<0.001) and attainment of individual behavioural goals in everyday life (self-reports: F=15.9, P<0.001; caregiver reports: F=87.9, P<0.001). Effects of the intervention on other outcomes such as problem-solving competence and skills performed in standardised role plays were weak or absent. CONCLUSIONS Social Competence Training for Adolescents with Borderline Intelligence is a promising treatment for adolescents with borderline intellectual functioning and associated emotional/behavioural symptoms. Further studies examining long-term effects on the participants' social and vocational integration are needed.
Keywords: Adolescent, Adolescent Psychiatry/methods, Affective Symptoms/complications/therapy, Behavioral Symptoms/complications/therapy, Cognitive Therapy/methods, Disziplin, Gruppentraining, Humans, Intellectual Disability/complications/psychology/therapy, Interpersonal Relations, Kognitive Skills/Social Cognition, Mensch mit Behinderung, Mentally Disabled Persons/psychology/rehabilitation, Pilot Projects, Postkasten, Psychologie, Psychology, Adolescent, Psychotherapy, Group/methods, Social Adjustment, Social Behavior, social competence training, social competences, social learning, Soziale Angemessenheit, Sozialkompetenz, SV, Therapie, Treatment Outcome, Ziele sozial angemessenen Verhaltens -
(2011): The ghosts in the computer. The role of agency and animacy attributions in "ghost controls". In: PLoS one 6 (11). DOI: 10.1371/journal.pone.0026429
DOI: http://www.ncbi.nlm.nih.gov/pubmed/22073165 Abstract: Three studies evaluated the role of 4-year-old children's agency- and animacy-attributions when learning from a computerized ghost control (GC). In GCs, participants observe events occurring without an apparent agent, as if executed by a "ghost" or unobserved causal forces. Using a touch-screen, children in Experiment 1 responded to three pictures in a specific order under three learning conditions: (i) trial-and-error (Baseline), (ii) imitation and (iii) Ghost Control. Before testing in the GC, children were read one of three scripts that determined agency attributions. Post-test assessments confirmed that all children attributed agency to the computer and learned in all GCs. In Experiment 2, children were not trained on the computer prior to testing, and no scripts were used. Three different GCs, varying in number of agency cues, were used. Children failed to learn in these GCs, yet attributed agency and animacy to the computer. Experiment 3 evaluated whether children could learn from a human model in the absence of training under conditions where the information presented by the model and the computer was either consistent or inconsistent. Children evidenced learning in both of these conditions. Overall, learning in social conditions (Exp. 3) was significantly better than learning in GCs (Exp. 2). These results, together with other published research, suggest that children privilege social over non-social sources of information and are generally more adept at learning novel tasks from a human than from a computer or GC.
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(2011): Promoting social-emotional competence in preschool: Evaluation of a preventive behavioral training program. In: KINDHEIT UND ENTWICKLUNG 20 (4), S. 219-228
Abstract: This paper reports results of an evaluation study on effectiveness of a social-emotional competence training. Preschool children (n = 127) took part in a training program and are compared to an untreated control group (n = 129) by means of teachers evaluation questionnaires before and after the training. Afterwards, the training effects of a risk group with problematic social behavior are evaluated. General analyses show positive effects on social-emotional competence, but only marginal effects on problem behavior. However, differential analyses of the risk group show positive effects on both aspects. Due to the practicability and the results for the promotion of social-emotional skills, the evaluated training can also be recommended as a universal prevention program.
2009
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(2009): Social competence and social skills training and intervention for children with Autism Spectrum Disorders. In: JOURNAL OF AUTISM AND DEVELOPMENTAL DISORDERS 39 (9), S. 1268-1277. DOI: 10.1007/s10803-009-0741-4
DOI: http://www.ncbi.nlm.nih.gov/pubmed/19365716 Abstract: This study examined the effectiveness of a 30 week social competence and social skills group intervention program with children, ages 7-11, diagnosed with Autism Spectrum Disorders (ASD). Eighteen children with ASD were assessed with pretreatment and posttreatment measures on the Walker-McConnell Scale (WMS) and the MGH YouthCare Social Competence Development Scale. Each received the 30-week intervention program. For comparison, a matched sample of ten non-ASD children was also assessed, but received no treatment. The findings indicated that each ASD intervention group demonstrated significant gains on the WMS and significant improvement in the areas of anxiety management, joint attention, and flexibility/transitions. Results suggest that this approach can be effective in improving core social deficits in individuals with ASD.
Keywords: Anxiety, Attention, Autistic Disorder, Awareness, Behavior Therapy, Character development, Child, Communication, Diagnosis, Disziplin, Erziehung, Erziehungswissenschaften, Female, Follow-Up Studies, (Freiheit von) Ängsten, Group, Group Processes, Humans, Interpersonal Relations, Kinder, Kognitive Skills, Male, Mensch mit Behinderung, Methods, Negotiating, Personal Construct Theory, Personality Assessment, Postkasten, Problem Solving, PSYCHOLOGY, Psychotherapie, Social Adjustment, Social Behavior, Social Cognition, social competence training, social competences, social learning, Soziale Angemessenheit, Sozialkompetenz, SV, Therapy -
(2009): From autonomy to heteronomy (and back). The enaction of social life. In: Phenomenology and the Cognitive Sciences 8 (4), S. 527-550. DOI: 10.1007/s11097-009-9139-1
Abstract: The term "social cognition" can be construed in different ways. On the one hand, it can refer to the cognitive faculties involved in social activities, defined simply as situations where two or more individuals interact. On this view, social systems would consist of interactions between autonomous individuals; these interactions form higher-level autonomous domains not reducible to individual actions. A contrasting, alternative view is based on a much stronger theoretical definition of a truly social domain, which is always defined by a set of structural norms; moreover, these social structures are not only a set of constraints, but actually constitute the possibility of enacting worlds that would just not exist without them. This view emphasises the heteronomy of individuals who abide by norms that are impersonal, culturally inherited and to a large extent independent of the individuals. Human beings are socialised through and through; consequently, all human cognition is social cognition. The article argues for this second position. Finally, it appears that fully blown autonomy actually requires heteronomy. It is the acceptance of the constraints of social structures that enables individuals to enter new realms of common meaningfulness. The emergence of social life marks a crucial step in the evolution of cognition; so that at some evolutionary point human cognition cannot but be social cognition.
Keywords: autonomy, cognition,, Disziplin, Interaction, Kognitionswissenschaft/Social Sciences/Humanities, Kognitive Skills/Social Cognition, Kultur, kultureller Zusammenhang, Kulturspezifizität, Kulturtheorie, Normativität, Normen, Philosophie, Social Cognition, social learning, social systems, Sozialisierung, Sozialverhalten, Voraussetzungen für sozial angemessenes Verhalten 2008
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(2008) : Learning polite behavior with situation models: 3rd ACM/IEEE International Conference on Human-Robot Interaction (HRI): New York, NY, US: Association for Computing Machinery, S. 209-216
DOI: https://doi.org/10.1145/1349822.1349850 Abstract: In this paper, we describe experiments with methods for learning the appropriateness of behaviors based on a model of the current social situation. We first review different approaches for social robotics, and present a new approach based on situation modeling. We then review algorithms for social learning and propose three modifications to the classical Q-Learning algorithm. We describe five experiments with progressively complex algorithms for learning the appropriateness of behaviors. The first three experiments illustrate how social factors can be used to improve learning by controlling learning rate. In the fourth experiment we demonstrate that proper credit assignment improves the effectiveness of reinforcement learning for social interaction. In our fifth experiment we show that analogy can be used to accelerate learning rates in contexts composed of many situations.
Keywords: Angemessen(heit) (von Technik), Convergence, credit assignment, Humans, ieee xplore, Learning, learning (artificial intelligence), Learning by Analogy, machine learning, polite behavior, Q-Learning, Q-learning algorithm, Reinforcement learning, Robot sensing systems, Robots, situation modeling, social aspects of automation, Social factors, social interaction, social learning, Social robotic, social situation, standards -
(2008): The Effects of Theory-of-Mind and Social Skill Training on the Social Competence of a Sixth-Grade Student With Autism. In: Journal of Positive Behavior Interventions 10 (4), S. 228-242. DOI: 10.1177/1098300708319906
Abstract: The authors investigated the effects of a theory-of-mind (ToM) and social skill training program on the ToM assessments and social interactions of a sixth-grade high-functioning student with autism. A multiple probe design across behaviors and settings was conducted to evaluate the training program on the participant's learning outcomes. The results showed a functional relationship between the intervention and the participant's skill mastery. Specifically, the participant's appropriate social interactions increased substantially across time and settings with similar improvements in the ToM test scores. The participant's teachers, mother, and peers responded positively to the intervention, indicating their acceptance of the training procedures and outcomes.
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(2008): On the design of neuro-controllers for individual and social learning behaviour in autonomous robots. An evolutionary approach. In: Connection Science 20 (2-3), S. 211-230. DOI: 10.1080/09540090802092014
Abstract: In biology/psychology, the capability of natural organisms to learn from the observation/interaction with conspecifics is referred to as social learning. Roboticists have recently developed an interest in social learning, since it might represent an effective strategy to enhance the adaptivity of a team of autonomous robots. In this study, we show that a methodological approach based on artifcial neural networks shaped by evolutionary computation techniques can be successfully employed to synthesise the individual and social learning mechanisms for robots required to learn a desired action (i.e. phototaxis or antiphototaxis).
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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 2007
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(2007): Effectiveness of the Vienna Social Competence Training on Explicit and Implicit Aggression. In: European Journal of Psychological Assessment 23 (3), S. 150-156. DOI: 10.1027/1015-5759.23.3.150
Abstract: A three-wave longitudinal study investigated the effects of the Vienna Social Competence Training (ViSC), a 13-week school class-based social competence training for adolescents, on explicit and implicit aggressiveness. Explicit aggressiveness was assessed via self-reported behavior in conflict situations; implicit aggressiveness was assessed via an Implicit Association Test (IAT). Furthermore, observer ratings regarding aggressive behavior were obtained from teachers and classmates. The ViSC was implemented in seven school classes; four classes served as controls. Data were taken prior to the training, directly after the training, and 4 months after the training was finished. Between pre- and posttest, no differences between training and control classes were found, whereas between posttest and follow-up an increase in aggressiveness was observed among control, but not among training classes. The psychometric properties of the Aggressiveness-IAT for evaluating training effects are discussed.
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(2007): Trainingsprogramm zur Förderung der Sozialen Kompetenz bei altersdepressiven Patienten. In: PSYCHIATRISCHE PRAXIS 34 (3), S. 145-149. DOI: 10.1055/s-2007-974644
DOI: http://www.ncbi.nlm.nih.gov/pubmed/17487808 Abstract: Anliegen Im Rahmen der gerontopsychiatrischen stationären oder teilstationären Behandlung altersdepressiver Patienten wurde ein Programm zur Förderung der sozialen Kompetenz entwickelt. Methode Innerhalb von 6 Sitzungen (üblicherweise 2-mal wöchentlich à 50 Minuten) wird in einer festen Gruppe von ca. 5 Patienten sozial kompetentes Verhalten in Form von Gruppengesprächen besprochen und mittels Rollenspielen eingeübt. Die Themen der Sitzungen umfassen übliche grundlegende kommunikative Fähigkeiten wie Loben, Bedanken, Beschweren etc. und werden in altersangepasste Situationen übertragen. Das Programm ist geeignet für altersdepressive Patienten, sofern keine Demenz, keine Psychose oder ein schlechter körperlicher Allgemeinzustand vorliegt. Die Durchführung obliegt üblicherweise einem Psychologen oder Arzt. Zur Diagnostik und Evaluation wurde ein eigenes Verfahren entwickelt, dass innerhalb einer Verhaltensprobe versucht, das Ausmaß sozial kompetenten Verhaltens vor und nach dem Training zu erfassen. Hierzu wurde eine standardisierte Situation erzeugt, die bestimmtes assertives Verhalten erfordert. Ergebnisse Das gezeigte Verhalten galt als Indikator für soziale Kompetenz. Die am Trainingsprogramm teilnehmenden Patienten wiesen in der Verhaltensprobe im Vergleich zur Kontrollgruppe deutlich höhere Werte im Hinblick auf die Soziale Kompetenz auf. Schlussfolgerungen Es kann davon ausgegangen werden, dass das vorliegende verhaltenstherapeutische Gruppenpsychotherapieprogramm für altersdepressive Patienten mit Defiziten im Bereich der Sozialen Kompetenz eine Verbesserung im Hinblick auf sozial kompetentes Verhalten erzielen und somit einen Beitrag zur Behandlung der Depression liefern kann. 01 Die dem Artikel zugrundeliegende Diplomarbeit des Autors unter dem Titel "Training sozialer Kompetenzen für Patienten mit Altersdepressionen" wurde im Jahr 2005 mit dem Georg-Gottlob-Studienpreis für Angewandte Psychologie des BDP ausgezeichnet. (www.bdp-verband.org/bdp/presse/2005/51111_psychologentag3.html).
Keywords: Aged, Alter, Assertiveness, Bedanken, Behavior Therapy, Beschweren, Bitten, Communication, Day Care, Medical, Depressive Disorder/rehabilitation, Disziplin, Empathie, Erkrankung, Humans, Loben, Patient Admission, Postkasten, Psychologie, Psychotherapy, Group, Role Playing, Social Adjustment, Social Behavior, social competence training, social competences, social learning, Soziale Angemessenheit, Sozialkompetenz, Sprachverhalten / sprachliches, zu Emotionen korreliertes Feedback, SV, training in social competences, Wertendes Sprachverhalten 2006
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(2006) : Learning polite behavior with situation models: 3rd International Forum on Applied Wearable Computing 2006: Bremen, Germany: IEEE, S. 209-216
DOI: https://doi.org/10.1145/1349822.1349850 Abstract: In this paper, we describe experiments with methods for learning the appropriateness of behaviors based on a model of the current social situation. We first review different approaches for social robotics, and present a new approach based on situation modeling. We then review algorithms for social learning and propose three modifications to the classical Q-Learning algorithm. We describe five experiments with progressively complex algorithms for learning the appropriateness of behaviors. The first three experiments illustrate how social factors can be used to improve learning by controlling learning rate. In the fourth experiment we demonstrate that proper credit assignment improves the effectiveness of reinforcement learning for social interaction. In our fifth experiment we show that analogy can be used to accelerate learning rates in contexts composed of many situations.
Keywords: Convergence, credit assignment, Humans, ieee xplore, Künstliche Intelligenz, Learning, learning (artificial intelligence), Learning by Analogy, machine learning, polite behavior, Q-Learning, Q-learning algorithm, Reinforcement learning, Robot sensing systems, Robots, situation modeling, social aspects of automation, Social factors, social interaction, social learning, Social robotic, social situation, standards