Alle Publikationen
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2015
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(2015): Learning to overcome cultural conflict through engaging with intelligent agents in synthetic cultures (PSYNDEXshort). In: International Journal of Artificial Intelligence in Education 25, S. 291-317
Abstract: Providing opportunities for children to engage with intercultural learning has frequently focused on exposure to the ritual, celebrations and festivals of cultures, with the view that such experiences will result in greater acceptance of cultural differences. Intercultural conflict is often avoided, bringing as it does particular pedagogical, ethical and political dilemmas of which cultures we place in conflict in the multicultural classroom. In this paper we discuss an alternative approach, providing children with an interactive learning experience with synthetic cultures and characters. The agent architecture developed to enable intelligent agents to exhibit culturally appropriate affect and behaviours is outlined. MIXER, an experiential learning application developed for 9-11 year old children on intercultural conflict is described, highlighting the learning goals and approaches. A school-based evaluation of MIXER with 144 UK children is presented. Children demonstrated high levels of comprehension, engagement and enjoyment of MIXER, with MIXER contributing to near and far transfer, supporting children's cognitive, emotional and behavioural learning and stimulating discussion and debate about how to resolve conflict.
Keywords: Anpassung und Einstellungen, Behavioural cultural tools, Bildungsprogramme und Lehrmethoden, Classroom Dynamics & Student Adjustment & Attitudes, Classrooms, Computer software, conflict, Conflict Resolution, Cross Cultural Differences, Culture & Ethnology, Curricula, Curriculum & Programs & Teaching Methods, Elementary School Students, Erfahrungslernen, Experiential Learning, Grundschüler, High School Students, intelligent agents, Intelligent Systems, Intelligente Agenten, Intelligente Systeme, Interaktion, Interkulturelle Unterschiede, Klassenräume, Konflikt, Konfliktlösung, Kultur und Ethnologie, Kulturforschung/ kulturelle Unterschiede, Lerntheorien, Mensch-Technik-Relation, Multicultural Education, Multikulturelle Erziehung, Pädagogische Psychologie, Schüler der Sekundarstufe, Sociocultural Factors, Software, Soziokulturelle Faktoren, verhaltensbezogene Kulturtechniken 2014
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(2014): Describing Cross-cultural Speech Behavior: A Communicative-pragmatic Field Approach. In: Procedia - Social and Behavioral Sciences 154, S. 184-192. DOI: 10.1016/j.sbspro.2014.10.133
DOI: https://doi.org/10.1016/j.sbspro.2014.10.133 Abstract: The article aims to introduce a new methodology for contrastive description of speech acts patterns, such as wish, order, apology, promise, etc. The proposed analysis is based on a new type of field, the communicative-pragmatic field, which can be used to describe linguistic realization of communicative behavior of interactants. The first part of the paper defines the place of the field in question among other types of fields, and describes the principles of the organization of the field as well as its structure and composition. The second part discusses main principles and peculiarities of the linguistic analysis based on the communicative-pragmatic field approach through the example of several speech acts.
2012
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(2012): Young Children Enforce Social Norms. In: Current Directions in Psychological Science 21 (4), S. 232-236. DOI: 10.1177/0963721412448659
Abstract: Social norms have played a key role in the evolution of human cooperation, serving to stabilize prosocial and egalitarian behavior despite the self-serving motives of individuals. Young children's behavior mostly conforms to social norms, as they follow adult behavioral directives and instructions. But it turns out that even preschool children also actively enforce social norms on others, often using generic normative language to do so. This behavior is not easily explained by individualistic motives; it is more likely a result of children's growing identification with their cultural group, which leads to prosocial motives for preserving its ways of doing things.
1996
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(1996): The Culturally Informed Functional Assessment (CIFA) Interview. A strategy for cross-cultural behavioral practice. In: Cognitive and Behavioral Practice 3 (2), S. 215-233. DOI: 10.1016/S1077-7229(96)80015-0
DOI: https://doi.org/10.1016/S1077-7229(96)80015-0 Abstract: Presents a conceptual framework for culturally informed cognitive behavioral assessment and therapy, and offers practical step by step guidelines for conducting functional assessment in a cross-cultural therapy situation. The proposed Culturally Informed Functional Assessment Interview is then applied to the case of an intercultural marital couple with a presenting problem of communication difficulties. (PsycINFO Database Record (c) 2016 APA, all rights reserved)
Keywords: Behavior Therapy, Behavioral Assessment, Behavioural cultural tools, Cross Cultural Treatment, Cultural Sensitivity, Culturally Informed Functional Assessment Interview as tool for cross-cultural behavioral assessment & therapy, Interviews, Kulturforschung/ kulturelle Unterschiede, verhaltensbezogene Kulturtechniken
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