Alle Publikationen
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2015
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(2015): Developmental social robotics. An applied perspective. In: International Journal of Social Robotics 7 (4), S. 417-420. DOI: 10.1007/s12369-015-0312-0
DOI: https://doi.org/10.1007/s12369-015-0312-0 Abstract: This article provides an overview of the special issue on developmental social robotics. The aim of this special issue is not to contribute in the understanding of fundamental process of social development. The focus is to identify and address some of the important milestones, steps, and building blocks of development of social intelligence, and how to adapt, extend and apply them into robotics by identifying as well as addressing the underlying research and development (R&D) challenges when combination of such blocks should be functioning together. The special issue consists of high quality research papers along three broader categories: (i) Methodologies for embodiment of some basic social developmental blocks (ii) User perception, evaluation and design guidelines for social embodiment of robots with some basic social developmental blocks (iii) Potential societal applications of social robots embodied with some of the social developmental blocks. This special issue has touched an important aspect of developmental robotics: the applied side in the domain of social robotics. The special issue incorporates a balance of high quality research papers on embodiment mechanisms, evaluations, design guidelines and applications of some of the fundamental building blocks and capabilities constituting the development of social intelligence. (PsycINFO Database Record (c) 2016 APA, all rights reserved)
2010
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(2010): Gender differences of children's social skills and parenting using Interaction Rating Scale (IRS). In: Procedia - Social and Behavioral Sciences 2 (2), S. 260-268. DOI: 10.1016/j.sbspro.2010.03.008
Abstract: Background: The purpose of this paper is to describe the gender differences of the Interaction Rating Scale (IRS) as an evidence-based practical index of children's social skills and parenting. Methods: The participants in our study, which was conducted as part of a Japan Science and Technology Agency (JST) cohort study project, were 370 dyads of children with their caregivers were followed up and surveyed at aged 18, 30, and 42 month. The participants completed the five minute interaction session and were observed using the IRS. Results: The results indicated the gender differences of IRS scores. Girls got rather high score at all ages. IRS can measure children's social skill development and parenting with high validity. Along with the qualitative differences of interaction between boys and girls, the IRS is effective in describing features of social skill development and parenting. Conclusion: The IRS provides further evidence of the fact that in order to study children's social skill development, it is important to evaluate various features of the caregiver-child interaction as a predictor of social skills. zitiert von 21
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(2010) : Reasoning, Moral and Social In: Peterson, Penelope: International encyclopedia of education: 3. ed.: Amsterdam: Elsevier, S. 279-284
Abstract: Significant changes occur from early childhood through adolescence in the ways that individuals engage in social and moral reasoning. Moral reasoning refers to considerations of justice, others' welfare, and rights. Social reasoning includes social-conventional reasoning about customs, conventions, etiquette, as well as psychological reasoning about autonomy, individuality, and personal choice. The historical background of moral and social reasoning is described, including short descriptions of the stage-oriented research by Jean Piaget and Lawrence Kohlberg, followed by current domain-specific approach to reasoning, the work of Elliot Turiel, Judith Smetana, Melanie Killen, and Larry Nucci. Current research reveals how children and adolescents evaluate social issues using moral and social reasoning. Furthermore, the cross-cultural findings of research based on current social and moral reasoning have established patterns that are common and different across a wide range of cultures.
2008
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(2008): Emotional intelligence and social skills in adolescents with high social acceptance. In: Electronic Journal of Research in Educational Psychology 6 (2), S. 319-338
Abstract: Introduction: Adolescence is a critical period for individual and social development in which youngsters face different situations that involve their Emotional Intelligence and social skills. One of the most significant challenges for the adolescent is social acceptance, expressed through popularity, indifference or rejection from peers. In social acceptance it is important to know the role of Emotional Intelligence and social skills, thus helping to clarify lines of action in intervention programs with socially weak adolescents. Method: Using BArOn EQ-i:YV, emotional intelligence was evaluated for a group of 62 adolescents with high social acceptance (average age 13). These were selected by partner nominations. Similarly, 331 students from natural groups, not identified by their degree of social acceptance, were also evaluated. Gismero's scale (2002) was used to evaluate their social skills. Results: Statistical analyses of the variables showed significant differences in emotional intelligence (self-report measure) in favor of the higher social acceptance group as compared to the natural group. In the former group, lower scores were found for several social skills, with the request-making skill being lowest. In the same way, statistically significant correlations were found among several factors from BarOn's test and from the social skills scale. Discussion: The high emotional intelligence scores of students in the higher social acceptance group are congruent with theoretical models and with results from other studies. Significant statistical correlations were found among the EI factors and social skills that showed a partial relationship between these constructs; however, the low scores in the area of social skills observed in adolescents with higher social acceptance uncover an opportunity for developing such skills with them, since these skills represent learned, situational and contextualized behaviors. (PsycINFO Database Record (c) 2016 APA, all rights reserved)
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