Alle Publikationen
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2018
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(2018): Children Consider Their Own Group to Be More Human Than Other Social Groups. In: Social Psychology 49 (3), S. 125-134. DOI: 10.1027/1864-9335/a000329
Abstract: Three studies were conducted to determine whether outgroups were dehumanized through animalization since childhood. Using the Implicit Association Test (IAT), in Study 1 we found faster reaction times in the compatible condition (ingroup names and human words, outgroup names and animal words), compared with the incompatible condition (ingroup names and animal words, outgroup names and human words). In Study 2, we used a paper-and-pencil design and found that the association between animal-related words and outgroups was more prevalent in comparison to ingroups. The participants of Study 3 selected a larger number of animal-related words to describe the outgroups than their own groups. Results revealed that the tendency to animalize is a process that begins during early childhood. (PsycINFO Database Record (c) 2018 APA, all rights reserved) zitiert von 1
2017
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(2017): Adolescent communication and its relationship to emotional-social intelligence. ProQuest Information & Learning, US.
Abstract: Over the past two decades the way in which we communicate has changed drastically with the evolution of mobile phones and the Internet. Professionals in the field of psychology have raised concerns regarding the impact these changes are having on the adolescent population. Research in this area has been vacillating between both positive and negative outcomes. The present study sought to identify a connection between time spent communicating though technology and emotional social intelligence (ESI), defined as the ability to identify emotions in one's self and others, utilize that knowledge effectively, and cope with the stress of normal life (Bar-On, 2006). In this study, 74 students from a high school in northern New Jersey completed two self report measures, the Emotional Quotient Inventory: Youth Version (Short) and a technology survey, which asked participants to estimate the amount of time they spend engaging with friends and family both face-to-face and through technology. Results suggest that time spent communicating through technology has no relationship to general ESI. However, a closer look at the components of ESI, resulted in the identification of statistically significant relationships. Contrary to the hypothesis, the more time participants reported communicating through technology, the higher their scores on the Interpersonal scale. Increased time communicating through technology was also related to decreases in the Stress Management scale. (PsycINFO Database Record (c) 2017 APA, all rights reserved)
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(2017): Why children follow rules: Legal socialization and the development of legitimacy.. Oxford, England: Oxford University Press
DOI: https://doi.org/10.1093/acprof:oso/9780190644147.001.0001 Abstract: Legal scholars and social scientists studying the law recognize that a central issue in law is understanding why adults obey the law. Evidence suggests that law-related attitudes and values are central to motivating adult law-related behavior, and hence that it is important to understand how they develop during the process of legal socialization. Although this is true, legal scholarship has widely ignored the process of childhood and adolescent socialization. The lack of research on legal socialization is ironic in that by the time people become adults, their law-related attitudes and values are already well formed and they have often had formative personal experiences with legal authorities. This important development begins during childhood and adolescence as part of the overall process of socialization. Our goal in this volume is to encourage scholars to pay greater attention to the issue of legal socialization. We do this by identifying the fundamental processes assoc iated wi th such socialization. These are (1) the internalization of values about how legal authorities are supposed to act toward citizens and how people are supposed to behave toward authorities in their role as citizens; (2) the formation of attitudes about the tangible representations of the law, including courts, laws, police, judges, and other legal authorities; and (3) the development of the cognitive and biological capacity to reason and think about the appropriate role for the law as a social institution in society. (PsycINFO Database Record (c) 2018 APA, all rights reserved) zitiert von 9
2016
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(2016): Gender Stereotypes and Discrimination. How Sexism Impacts Development. In: Advances in child development and behavior 50, S. 105-133. DOI: 10.1016/bs.acdb.2015.11.001
DOI: http://www.ncbi.nlm.nih.gov/pubmed/26956071 Abstract: In this chapter, we summarize and integrate some of the latest developmental science research on gender stereotypes and discrimination in childhood and adolescence. We focus on five forms of sexism: (a) stereotypes and discrimination against boys regarding their school behaviors and disciplinary actions; (b) stereotypes and discrimination against girls in science, technology, engineering, and mathematics (STEM) domains; (c) stereotypes and discrimination in sports; (d) peer gendered harassment, including sexual harassment and teasing because of gender atypicality or nonconformity; and (e) sexualized gender stereotypes that sexually objectify girls and assume boys are sexually voracious. First, we document each type of sexism and examine children's awareness and perceptions of that bias, including their own self-reports and attributions. We examine the implications of this sexism for children and adolescents' developmental health (i.e., social, academic, and psychological well-being). We then draw connections between these various areas of research, focusing on how these different forms of sexism interact to reduce equity and justice among children and negatively impact positive developmental outcomes. The chapter concludes with suggestions for future research.
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(2016) : The development of other-gender interactions: Behavioral, biological, cognitive, and contextual influences. In: Roberts, Tomi-Ann: Feminist perspectives on building a better psychological science of gender: Berlin, Germany: Springer, S. 121-139
Abstract: The goal of this chapter is to present a model that considers how biology, early peer experiences, cognitive, and contextual factors may relate to changes in other-gender interactions. The chapter is divided into three sections. The first section describes the normative developmental patterns of children's and adolescents' same- and other-gender peer interactions and does this by reviewing the existing literature from early childhood through adolescence. The second section is largely theoretical and considers the influence of behavioral characteristics (e.g., early peer experiences), biological development (e.g., pubertal development), social cognitions (e.g., expectancies and efficacy), and contextual factors (e.g., family characteristics and school composition) and the influence these factors might have on individual differences in the development of other-gender/mixed gender interactions. The final sections highlight the importance of other-gender interactions and prov ide futu re directions and suggestions for studying and understanding individual differences in children's and adolescents' other-gender interactions. (PsycINFO Database Record (c) 2017 APA, all rights reserved) zitiert von 2
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(2016): Ich, Du, wir und alle anderen. Soziale Entwicklung als moralische Entwicklung. In: P & E 42 (2), S. 10-16
Abstract: Ein kurzer Einblick in zentrale Aspekte der moralischen Entwicklung im Kindesalter und Jugendalter wird gegeben. Nach einer Definition von Moral und Moralitat in einem entwicklungspsychologischen Kontext werden vier Facetten der Entwicklung des Selbst in sozialen Beziehungen skizziert: moralisches Urteil, soziale Perspektivenubernahme, moralische Konzepte und moralische Emotionen. Anhand der kognitiven und emotionalen Moralentwicklung werden verschiedene Herausforderungen beim Erschliessen von Sinn aus sozialen und spezifisch aus moralischen Situationen verdeutlicht.
2013
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(2013) : Die Entwicklung und Förderung moralischen Denkens und moralischer Gefühle in der Kindheit In: Wagner, Petra: Handbuch Inklusion: Grundlagen vorurteilsbewusster Bildung und Erziehung: 1. Ausg. der überarb. Neuausg. (3. Gesamtaufl.): Freiburg [u.a.]: Herder, S. 66-87
Abstract: Die entwicklungspsychologische Forschung zur Entwicklung und Förderung moralischen Denkens und moralischer Gefühle in der Kindheit wird dargestellt. Zunächst wird J. Piagets Theorie der moralischen Entwicklung und deren Weiterführung in L. Kohlbergs Stufenmodell besprochen. Dann wird auf C. Gilligans Thesen einer "weiblichen" Moral sowie auf den Zusammenhang zwischen moralischen Gefühlen und Verantwortungszuschreibung eingegangen. Außerdem wird eine Typologie moralischer Gefühle vorgestellt. Anschließend wird über eine eigene Längsschnittstudie und kulturvergleichende Untersuchungen zur Entwicklung sozio-moralischer Sensibilität berichtet. Kinder und Jugendliche wurden zu einem moralisch relevanten Freundschaftsdilemma sowie auch zu einem Dilemma in der Familie befragt. Im Unterschied zu Kohlbergs Vorgehensweise ging es jedoch darum, mit den Kindern und Jugendlichen über die verschiedenen Perspektiven der Personen in dem Konflikt nachzudenken. Insgesamt bestätigten diese Untersuchungen die gleiche Entwicklungsabfolge bei allen Kindern in den verschiedenen Gesellschaften. Welche Aspekte der Situation jedoch als besonders wichtig angesehen wurden, war nicht nur vom Entwicklungsstand abhängig, sondern auch von gesellschaftlichen Bedingungen. Weitere Punkte, die besprochen werden, sind die Forschung zur moralischen Entwicklung von Kindern im frühesten Lebensalter und die Rolle der Umwelt beim sozialen Lernen.
Keywords: Adolescent Development, Attribution, Childhood Development, Cross Cultural Differences, Developmental Stages, Early Childhood Development, Emotions, Entwicklungspsychologie, Kohlberg (Lawrence), Kulturforschung/ kulturelle Unterschiede, Moral, Moral Development, Piaget (Jean), responsibility, Social Cognition, Social Influences 2009
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(2009): Development during adolescence of the neural processing of social emotion. In: Journal of cognitive neuroscience 21 (9), S. 1736-1750. DOI: 10.1162/jocn.2009.21121
DOI: https://doi.org/10.1162/jocn.2009.21121 Abstract: In this fMRI study, we investigated the development between adolescence and adulthood of the neural processing of social emotions. Unlike basic emotions (such as disgust and fear), social emotions (such as guilt and embarrassment) require the representation of another's mental states. Nineteen adolescents (10-18 years) and 10 adults (22-32 years) were scanned while thinking about scenarios featuring either social or basic emotions. In both age groups, the anterior rostral medial prefrontal cortex (MPFC) was activated during social versus basic emotion. However, adolescents activated a lateral part of the MPFC for social versus basic emotions, whereas adults did not. Relative to adolescents, adults showed higher activity in the left temporal pole for social versus basic emotions. These results show that, although the MPFC is activated during social emotion in both adults and adolescents, adolescents recruit anterior (MPFC) regions more than do adults, and adults recruit posterior (temporal) regions more than do adolescents.
Keywords: Adolescent, Adolescent Development, Adult, Age Factors, Brain Mapping, Brain/anatomy & histology/blood supply/physiology, Emotions/physiology, Female, Humans, Image Processing, Computer-Assisted/methods, Magnetic Resonance Imaging/methods, Mother-Child Relations, Neuropsychological Tests, Oxygen/blood, Self Concept, Social Perception, Young Adult 2007
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(2007) : Frühe Bindungen und moralische Entwicklung : Aktuelle Befunde zu psychischen und sozialen Bedingungen moralischer Eigenständigkeit In: Hopf, Christel: Frühe Bindungen und moralische Entwicklung: Aktuelle Befunde zu psychischen und sozialen Bedingungen moralischer Eigenständigkeit: Weinheim [u.a.]: Juventa-Verl. (Materialien)
Abstract: Die Bundungsforschung und die an L. Kohlberg orientierte Moralentwicklungsforschung verbindend wird der Frage nach den sozialen und psychischen Bedingungen moralischer Entwicklung und moralischen Handelns nachgegangen. Dabei stehen unterschiedliche Aspekte moralisch relevanten Handelns im Mittelpunkt: Gewaltausübung und Gesetzesübertretung, Empathie und Sensibilität für die Bedürfnisse Nahestehender, die Befolgung moralischer Kernnormen in Interessenkonflikten, der persönliche Einsatz im Kampf um gerechtere gesellschaftliche Verhältnisse. - Inhalt: (1) C. Hopf und G. Nummer-Winkler: Frühe emotionale Beziehungen, Bindung und moralische Entwicklung. Einleitende Überlegungen zum Forschungsstand und zu aktuellen Kontroversen. (2) S. Hauser: Gewissensentwicklung in neueren psychoanalytischen Beiträgen. (3) G. Gloger-Tippelt: Bindung und Sozialverhalten in der mittleren Kindheit. (4) U. Ziegenhain und Mitarbeiter: "Moralferne Kinder und Jugendliche" - Fallanalyse eines jugendlichen Straftäters. (5) M. Keller, T. Malti und D. Dravenau: Bindung, Sozialisation und die Entwicklung sozio-moralischen Denkens von der Kindheit bis zum Jugendalter: Befunde einer Längsschnittuntersuchung. (6) K. E. Grossmann und K. Grossmann: Die Entwicklung zwischenmenschlicher Moral in Bindungsbeziehungen. (7) G. Nunner-Winkler: Frühe emotionale Bindungen und Selbstbindung an Moral. (8) A. Blasi: "Amicus Plato sed magis amica veritas": Bindung bei "moralischen Revolutionären". (9) W. Greve: Die Entwicklung von Moral - Ursachen und Gründe. zitiert von: 9
2002
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(2002): Delinquenz, soziale Herkunft, Bildung und Moral. Eine Studie zur moralischen Entwicklung straffalliger Jugendlicher. In: Neue Praxis 32 (6), S. 532-556
Abstract: Der Beitrag beschaftigt sich mit den Zusammenhangen zwischen Delinquenz, sozialer Herkunft, Bildung und Moral. Nach einer Darstellung der Kohlbergschen Theorie der Entwicklung des moralischen Urteils werden die Beziehungen zwischen dem moralischen Urteil und der Delinquenz diskutiert. Daruber hinaus werden die sozialen Bedingungen der Moralentwicklung dargestellt und entsprechende Untersuchungshypothesen abgeleitet. Nach der Vorstellung von Untersuchungsergebnissen entwickelt der Autor abschliessend theoretische Folgerungen zur Beziehung von Moral und Delinquenz. (Autorenreferat) zitiert von: 14
1992
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(1992): Fairness und Gerechtigkeit in entwicklungspsychologischer Perspektive
Abstract: Fairness und Gerechtigkeit werden in ihrer Bedeutung fur menschliches Handeln im Sport sowie fur die Gruppenerziehung diskutiert. Ausgehend von einer Skizze von Kohlbergs Theorie der Moralentwicklung werden zunachst Prinzipien und Probleme der Gruppenerziehung dargestellt. Daran anschliessend werden Uberlegungen zur Entwicklung intersubjektiver Perspektiven in der Adoleszenz vorgestellt, die in eine Theorie der Freundschaft munden. Vor diesem Hintergrund wird das Verhaltnis von gelungenen Sozialbeziehungen und demokratischen Einstellungen erortert. Schliesslich wird versucht, einen der Philosophie entnommenen Begriff der Fairness mit gruppenpsychologischen Uberlegungen zu verbinden.
1990
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(1990): Activities handbook for the teaching of psychology. Three tasks of adolescence: Cognitive, moral, social.. Washington, DC, US: American Psychological Association
Abstract: In this activity students should read the appropriate background materials before you engage them in this three-part discussion that is designed to bring the abstract theories they have read about to life. No materials are needed and any size class can participate. The cognitive theory of Piaget (1972), the moral theories of Kohlberg (1986) and Gilligan (1982), and the idea of social age-graded norms are key constructs for the study of adolescence. According to Erikson (1954), the formation of identity is aided by development in these areas. Piaget postulated that formal operational thought requires an ability for hypothetical thinking and the generation of logical rules for abstract problems. Both Kohlberg and Gilligan proposed that adolescents become capable of moral reasoning and look beyond simple rewards and punishments. Kohlberg's theory is based on considerations of justice and equity, and seems applicable to most men. Gilligan's theory describes moral decisions as being b ased on relationships and responsibilities, and seems to be more relevant to women. Adolescents are frequently caught between the norms for children and the norms for adults. These developments make the adolescent's search for his or her own identity a difficult, although not impossible, struggle. (PsycINFO Database Record (c) 2016 APA, all rights reserved)
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