Alle Publikationen
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2016
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(2016): Mirroring and beyond: coupled dynamics as a generalized framework for modelling social interactions. In: Philosophical transactions of the Royal Society of London. Series B, Biological sciences 371 (1693). DOI: 10.1098/rstb.2015.0366
DOI: https://www.ncbi.nlm.nih.gov/pmc/articles/PMC4843605 Abstract: When people observe one another, behavioural alignment can be detected at many levels, from the physical to the mental. Likewise, when people process the same highly complex stimulus sequences, such as films and stories, alignment is detected in the elicited brain activity. In early sensory areas, shared neural patterns are coupled to the low-level properties of the stimulus (shape, motion, volume, etc.), while in high-order brain areas, shared neural patterns are coupled to high-levels aspects of the stimulus, such as meaning. Successful social interactions require such alignments (both behavioural and neural), as communication cannot occur without shared understanding. However, we need to go beyond simple, symmetric (mirror) alignment once we start interacting. Interactions are dynamic processes, which involve continuous mutual adaptation, development of complementary behaviour and division of labour such as leader-follower roles. Here, we argue that interacting individuals are dynamically coupled rather than simply aligned. This broader framework for understanding interactions can encompass both processes by which behaviour and brain activity mirror each other (neural alignment), and situations in which behaviour and brain activity in one participant are coupled (but not mirrored) to the dynamics in the other participant. To apply these more sophisticated accounts of social interactions to the study of the underlying neural processes we need to develop new experimental paradigms and novel methods of data analysis.
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(2016): Assessing the Moral Coherence and Moral Robustness of Social Systems. Proof of Concept for a Graphical Models Approach. In: Science and engineering ethics 22 (6), S. 1761-1779. DOI: 10.1007/s11948-015-9743-0
DOI: http://www.ncbi.nlm.nih.gov/pubmed/26689413 Abstract: This paper presents a proof of concept for a graphical models approach to assessing the moral coherence and moral robustness of systems of social interactions. "Moral coherence" refers to the degree to which the rights and duties of agents within a system are effectively respected when agents in the system comply with the rights and duties that are recognized as in force for the relevant context of interaction. "Moral robustness" refers to the degree to which a system of social interaction is configured to ensure that the interests of agents are effectively respected even in the face of noncompliance. Using the case of conscientious objection of pharmacists to filling prescriptions for emergency contraception as an example, we illustrate how a graphical models approach can help stakeholders identify structural weaknesses in systems of social interaction and evaluate the relative merits of alternate organizational structures. By illustrating the merits of a graphical models approach we hope to spur further developments in this area.
Keywords: Disziplin, doppelter Treffer, Graphic model concerning "moral robustness" and "moral coherence", graphical models approach, Human Rights, Humans, Kommunikations-/Interaktionsprinzipien, machine learning, Mensch-Technik-Relationen (MTR), Models, Theoretical, Moral, moral agents, moralische Gesetze, moralische Kohärenz, moralische Robustheit, Moralphilosophie, Morals, non/compliance, Philosophie, Respektieren und Erfüllen von Interessen von Agenten, Respektieren von Rechten und Pflichten von Agenten, Social Environment, social interaction, Social Responsibility, Moraltheorie, soziale Interaktion, Soziale Angemessenheit, strukturelle Schwächen in sozialen Systemen, Technikphilosophie, Überblick -
(2016): Gene-culture interaction and the evolution of the human sense of fairness. In: Scientific reports 6. DOI: 10.1038/srep32483
DOI: http://www.ncbi.nlm.nih.gov/pubmed/27562008 Abstract: How Darwinian evolution would produce creatures with the proclivity of Darwinian generosity, most of them voluntarily giving up the immediate benefit for themselves or their genes, remains a puzzle. This study targets a problem, the origin of human sense of fairness, and uses fairness-related genes and the social manipulation of Darwinian generosity as the key variables underlying the human sense of fairness, inequity aversion, as well as their relationships within cooperation, and the anticipation foresight of the way relationships are affected by resource division, given the assumption of randomly matched partners. Here we suggest a model in which phenotype will gradually converge towards the perfect sense of fairness along with the prospect of cooperation. Later, the sense of fairness will decrease but it is never extinct. Where social manipulation of Darwinian generosity overshadows genetics, the sense of fairness could be acute to the degree of social manipulation. Above all, there still exists a threshold in the degree of social manipulation, beyond which altruism dominates selfishness in human cooperation. Finally, we propose three new directions toward more realistic scenarios stimulated by recent development of the synergy between statistical physics, network science and evolutionary game theory.
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(2016): Computational Analysis and Simulation of Empathic Behaviors. A Survey of Empathy Modeling with Behavioral Signal Processing Framework. In: Current psychiatry reports 18 (5). DOI: 10.1007/s11920-016-0682-5
DOI: https://doi.org/10.1007/s11920-016-0682-5 Abstract: Empathy is an important psychological process that facilitates human communication and interaction. Enhancement of empathy has profound significance in a range of applications. In this paper, we review emerging directions of research on computational analysis of empathy expression and perception as well as empathic interactions, including their simulation. We summarize the work on empathic expres- sion analysis by the targeted signal modalities (e.g., text, au- dio, and facial expressions). We categorize empathy simula- tion studies into theory-based emotion space modeling or application-driven user and context modeling. We summarize challenges in computational study of empathy including con- ceptual framing and understanding of empathy, data availability, appropriate use and validation of machine learn- ing techniques, and behavior signal processing. Finally, we propose a unified view of empathy computation and offer a series of open problems for future research.
2015
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(2015): Teaching professional and humanistic values. Suggestion for a practical and theoretical model. In: Patient education and counseling 98 (2), S. 162-167. DOI: 10.1016/j.pec.2014.10.022
DOI: http://www.ncbi.nlm.nih.gov/pubmed/25468396 Abstract: OBJECTIVES To suggest and describe a practical and theoretical underpinning for teaching professional and humanistic values. METHODS The author describes four learning methods that together comprise a model for teaching professional and humanistic values. The author defends this model by citing evidence and relevant literature as well as his extensive experience with numerous colleagues in successfully applying the model in large scale programs. RESULTS The combination of teaching methods that comprise the model evolved over 30 years from the experience of several large collaborations with educators in teaching learners at all levels of medical education. The four teaching methods are (1) experiential learning of skills, (2) critical reflection, (3) a supportive group process, and (4) a sufficiently longitudinal curriculum. Together, these methods create a theoretical model with mutually reinforcing elements for enhancing commitment to core values and optimizing professional identity formation. CONCLUSIONS This paper describes the combined model and the methods in detail and reviews evidence favoring incorporation into curricula. PRACTICE IMPLICATIONS The combined model educationally enhances core values that underlie the professional identity formation of physicians. The model is practical and generalizable, and should be used by curriulum planners.
2014
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(2014): Executive function is associated with social competence in preschool-aged children born preterm or full term. In: Early human development 90 (6), S. 299-306. DOI: 10.1016/j.earlhumdev.2014.02.011
DOI: https://doi.org/10.1016/j.earlhumdev.2014.02.011 Abstract: BACKGROUND Executive function (EF), defined as higher-order cognitive processes used in planning and organizing actions and emotions, is often impaired in children born preterm. Few studies have assessed social competence, the processes and resources required to meet social demands and achieve social goals, in children born preterm. The relations between EF and social competence in preterm and full term preschoolers have not been well characterized. AIMS To characterize social competence and assess the relationship between EF and social competence in preschool-aged children born preterm or full term. STUDY DESIGN Cross-sectional study. SUBJECTS Study subjects had a history of preterm birth (≤34weeks of gestation) and birth weight <2500g (n=70). Controls were born full term (≥37weeks) (n=79). OUTCOME MEASURES Children completed a battery of EF tasks; a mean age-adjusted z-score for the battery was generated for each child. Parents rated child EF on one scale and child social competence on two standardized scales. RESULTS Compared to full term children, preterm children showed a lower mean EF battery z-score, poorer parent-rated EF, and poorer scores on the two social competence scales. In hierarchical multiple regression models, EF battery z-score and parent-rated EF made independent contributions to both measures of social competence. Preterm birth explained additional variance for one measure of social competence. CONCLUSIONS Standard assessment of EF skills and social competence in young preschool children, including children born preterm, may identify at-risk children for long-term social difficulties and may also provide targets for intervention.
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(2014): A review of norms and normative multiagent systems. In: TheScientificWorldJournal. DOI: 10.1155/2014/684587
DOI: http://www.ncbi.nlm.nih.gov/pubmed/25110739 Abstract: Norms and normative multiagent systems have become the subjects of interest for many researchers. Such interest is caused by the need for agents to exploit the norms in enhancing their performance in a community. The term norm is used to characterize the behaviours of community members. The concept of normative multiagent systems is used to facilitate collaboration and coordination among social groups of agents. Many researches have been conducted on norms that investigate the fundamental concepts, definitions, classification, and types of norms and normative multiagent systems including normative architectures and normative processes. However, very few researches have been found to comprehensively study and analyze the literature in advancing the current state of norms and normative multiagent systems. Consequently, this paper attempts to present the current state of research on norms and normative multiagent systems and propose a norm's life cycle model based on the review of the literature. Subsequently, this paper highlights the significant areas for future work.
Keywords: Design, Disziplin, Favoriten, Humans, Ingenieurswissenschaft, Künstliche Intelligenz, Mensch-Technik-Relationen (MTR), Modelle/Theorien, Models, Theoretical, Multi-Agenten-Systeme, norm-based meachanism design, Normen, Normenwandel, Realtechnik, Social Norms, Soziale Angemessenheit, Technik 2013
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(2013): Two success-biased social learning strategies. In: Theoretical population biology 86, S. 43-49. DOI: 10.1016/j.tpb.2013.03.005
DOI: http://www.ncbi.nlm.nih.gov/pubmed/23587700 Abstract: I compare the evolutionary dynamics of two success-biased social learning strategies, which, by definition, use the success of others to inform one's social learning decisions. The first, "Compare Means", causes a learner to adopt cultural variants with highest mean payoff in her sample. The second, "Imitate the Best", causes a learner to imitate the single most successful individual in her sample. I summarize conditions under which each strategy performs well or poorly, and investigate their evolution via a gene-culture coevolutionary model. Despite the adaptive appeal of these strategies, both encounter conditions under which they systematically perform worse than simply imitating at random. Compare Means performs worst when the optimal cultural variant is usually at high frequency, while Imitate the Best performs worst when suboptimal variants sometimes produce high payoffs. The extent to which it is optimal to use success-biased social learning depends strongly on the payoff distributions and environmental conditions that human social learners face.
2012
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(2012): A practitioner's guide to interpersonal communication theory. An overview and exploration of selected theories. In: Patient education and counseling 87 (3), S. 261-267. DOI: 10.1016/j.pec.2011.10.006
DOI: http://www.ncbi.nlm.nih.gov/pubmed/22112396 Abstract: OBJECTIVE To provide a brief overview of selected interpersonal theories and models, and to present examples of their use in healthcare communication research. RESULTS Nine interpersonal communication theories and their application to healthcare communication are discussed. CONCLUSION As healthcare communication interactions often occur at an interpersonal level, familiarity with theories of interpersonal communication may reinforce existing best practices and lead to the development of novel communication approaches with patients. PRACTICE IMPLICATIONS This article serves as an introductory primer to theories of interpersonal communication that have been or could be applied to healthcare communication research. Understanding key constructs and general formulations of these theories may provide practitioners with additional theoretical frameworks to use when interacting with patients.
1997
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(1997): How the brain processes emotional information. In: Annals of the New York Academy of Sciences 821, S. 259-270. DOI: 10.1111/j.1749-6632.1997.tb48285.x
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