Alle Publikationen
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2016
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(2016): Why (and how) should we study the interplay between emotional arousal, Theory of Mind, and inhibitory control to understand moral cognition?. In: Psychonomic bulletin & review 23 (6), S. 1660-1680. DOI: 10.3758/s13423-016-1042-5
DOI: https://doi.org/10.3758/s13423-016-1042-5 Abstract: Findings in the field of experimental psychology and cognitive neuroscience have shed new light on our understanding of the psychological and biological bases of morality. Although a lot of attention has been devoted to understanding the processes that underlie complex moral dilemmas, attempts to represent the way in which individuals generate moral judgments when processing basic harmful actions are rare. Here, we will outline a model of morality which proposes that the evaluation of basic harmful actions relies on complex interactions between emotional arousal, Theory of Mind (ToM) capacities, and inhibitory control resources. This model makes clear predictions regarding the cognitive processes underlying the development of and ability to generate moral judgments. We draw on data from developmental and cognitive psychology, cognitive neuroscience, and psychopathology research to evaluate the model and propose several conceptual and methodological improvements that are needed to further advance our understanding of moral cognition and its development. zitiert von 12
Keywords: Causality, Emotional Control, Emotions, Empathy, Executive Function, Humans, Inhibition (Psychology), Intention Medical Subject Headings (MeSH): Arousal, Kognitionswissenschaften, Moral, Morality, Morals, Neurowissenschaften, Response Inhibition, Social Perception, theory of mind, Thinking 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): An attentional approach to human–robot interactive manipulation. In: International Journal of Social Robotics 6 (4), S. 533-553. DOI: 10.1007/s12369-014-0236-0
DOI: https://doi.org/10.1007/s12369-014-0236-0 Abstract: Human robot collaborative work requires interactive manipulation and object handover. During the execution of such tasks, the robot should monitor manipulation cues to assess the human intentions and quickly determine the appropriate execution strategies. In this paper, we present a control architecture that combines a supervisory attentional system with a human aware manipulation planner to support effective and safe collaborative manipulation. After detailing the approach, we present experimental results describing the system at work with different manipulation tasks (give, receive, pick, and place). (PsycINFO Database Record (c) 2019 APA, all rights reserved)
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