Alle Publikationen
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2017
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(2017) : Work-family conflict and positive spillover: Examining the interaction of gender, gender-role ideology, and national gender equity culture. In: Korabik, Karen: The Work-Family Interface in Global Context: Milton: Taylor and Francis, S. 392-417
Abstract: The aim of this chapter was to uncover the main and interaction effects of gender, gender-role attitudes, and macro aspects of a country's gender culture on W-F interface dependent variables. Thus, two broader sets of gender-related variables— gender-role ideology (GRI) and national gender equity (NGE)—were included in analyses, besides physical gender, in order to extend our understanding of the role of gender in the W-F interface. (PsycINFO Database Record (c) 2017 APA, all rights reserved)
2016
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(2016): Schule personzentriert gestalten. Zwischenmenschliche Beziehungen und Persönlichkeitsentwicklung in der Schule. 1. Auflage. Stuttgart: Verlag W. Kohlhammer
Abstract: Der Personzentrierte Ansatz und sein Einsatz im schulischen Kontext werden vorgestellt. Gezeigt wird, wie mit diesem Ansatz Schülerinnen und Schüler besser angesprochen und emotional erreicht werden. So können sie sich leichter am Prozess des Unterrichts beteiligen; sie werden aufgeschlossener und kreativer. Bezüglich der kooperativen Beziehungen unter Lehrkräften wirken personzentrierte Umgangsformen gesundheitsfördernd und helfen, den spannungsvollen Schulalltag zu bewältigen. An Stelle jener Steuerungsinstrumente, die den Führungsmethoden von Wirtschaftsunternehmen entlehnt sind, werden die vielfältigen Wirkungen humaner Beziehungs- und Kommunikationsgestaltung betont, die durch empirische Studien gut belegt sind. - Inhalt: (1) Einleitung [Bedingungen und Anforderungen der Gegenwartsgesellschaft; der Mensch ist Mittelpunkt]. (2) Der Personzentrierte Ansatz (PzA) [Grundbegriffe; Grundbedürfnisse und weitere Motivationsfaktoren; Umgang mit Schule aus Schülerperspektive; das personzentrierte Beziehungsangebot; personzentrierte Kompetenzen fördern Schulkultur und Klassenklima; Schwierigkeiten und Fehleinschätzungen]. (3) Konflikte in der Schule [Ein Konfliktmodell für die Schule; Entwicklung von Konfliktkompetenzen; Arbeit an und mit zwischenmenschlichen Beziehungen]. (4) Befunde aus wissenschaftlichen Untersuchungen zur Wirksamkeit des Personzentrierten Ansatzes. (5) Anwendungsbereiche des Personzentrierten Ansatzes in der Schule: Auf dem Weg zur wertschätzend und zielorientiert arbeitenden Organisation [Wertschätzung als Grundlage für die Arbeit in der Schule; psychohygienische Effekte einer "Gesunden Schule"; Qualifizierung und Professionalität; die Rolle der Schulleitung: Personalentwicklung]. (6) Schlusswort und Ausblick. (7) Kommentierte Literatur für Fortbildung und Training.
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(2016) : Gender and linguistic sexism. In: Giles, Howard; Maass, Anne (Hg.): Advances in intergroup communication: Bern, Schweiz: Peter Lang Verlagsgruppe (Language as social action)
Abstract: In this chapter, we approach the issue of 'grammaticalization of gender' from an intergroup relations perspective. Using social identity theory, and more specifically self-categorization theory, we argue that grammaticalization of gender strongly contributes to the salience, or accessibility, of the social category 'gender.' Relatedly, we contend that the dual use of grammatically masculine forms to refer to people in general (i.e., as generic forms) as well as to men in particular (i.e., as gender-specific forms) is a reflection of intergroup hierarchies and helps to delimit intergroup boundaries in a way that disadvantages women. As a starting point for our argument, we present the concepts of self-categorization and grammaticalization of gender. We demonstrate how these can be linked together and discuss recent empirical evidence in light of this framework. We then focus on the asymmetric use of grammatical gender forms, which is prevalent in many gendered languages, a nd its c onsequences for the overall invisibility of women in discourse as well as for individuals' sense of belonging. Against this background we discuss neutralization and feminization as linguistic approaches to addressing the negative consequences of the grammaticalization of gender, which have been promoted by political and language-regulating institutions, and conclude with outlining future research directions. (PsycINFO Database Record (c) 2017 APA, all rights reserved)
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(2016) : Sexism and the gendering of professional aspirations In: Faniko, Klea: Gender and social hierarchies: Perspectives from social psychology: London: Routledge
Abstract: The study described in the present chapter explores the role played by sexist ideologies in the gendering of young people's aspirations. To this end, we used the old-fashioned and modern sexism scales developed by Janet Swim and colleagues. This scale distinguishes a form of explicit sexism called 'old-fashioned sexism' from a more subtle form, called 'modern sexism.' Old-fashioned sexism refers to gendered stereotypes according to which women are less competent and women and men should expect to be treated differently. Modern sexism is characterized by non-recognition of the sexist discrimination that persists in our society, hostility towards demands for equality of opportunity, and a lack of support for policies designed to promote gender equality (for example, in education or work). Our hypothesis is that, for girls, atypical professional aspirations require not only a degree of self-confidence on their part but also a distancing from the norms of the gender system. W e, there fore, hypothesize that modern and old-fashioned sexism, and legitimate gendered roles and gender system, have to be rejected by girls in order for them to be able to aspire to occupations mainly occupied by men (further named as 'masculine' occupations). For the boys, we put forward a comparable hypothesis: atypical aspirations on their part also imply a distancing from the socially valued masculine norms, and thus we expect the rejection of sexism again to be a necessary condition for their gender-atypical professional aspirations. (PsycINFO Database Record (c) 2016 APA, all rights reserved)
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(2016) : Entwicklungspsychologie. Alter In: Köhle, Karl; Herzog, Wolfgang; Joraschky, Peter; Kruse, Johannes; Langewitz, Wolf; Söllner, Wolfgang (Hg.): Uexküll, Psychosomatische Medizin: Theoretische Modelle und klinische Praxis: 8. Auflage: München: Urban & Fischer in Elsevier, S. 170-177
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Köhle, Karl; Herzog, Wolfgang; Joraschky, Peter; Kruse, Johannes; Langewitz, Wolf; Söllner, Wolfgang (Hg.) (2016): Uexküll, Psychosomatische Medizin. Theoretische Modelle und klinische Praxis. 8. Auflage. München: Urban & Fischer in Elsevier
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(2016): Handbook of prejudice, stereotyping, and discrimination. Sexism. Unter Mitarbeit von Julia C. Becker und Chris G.. Sibley. Second edition. Hove, UK: Psychology Press
Abstract: In this chapter, we first introduce the foundation of sexist beliefs: gender stereotypes. We then go on with presenting an overview of contemporary forms of sexism—with a strong focus on what are referred to in the research literature as 'benevolent sexist beliefs' (or the oft-employed acronym BS) and its negative consequences for women. Furthermore, we elaborate on sexism in romantic relationships in detail with a focus on the trade-off that it seems women may make in endorsing benevolent sexism in their romantic relationships and in broader social contexts (such as in the workplace). Finally, we outline direct and indirect consequences of sexism and introduce research on confronting and reducing sexism. (PsycINFO Database Record (c) 2016 APA, all rights reserved)
2012
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(2012): Norms of Fairness., Michigan, US. Online verfügbar unter http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqdiss&rft_dat=xri:pqdiss:3458823, zuletzt geprüft am 24.02.2018
Abstract: Chapter 1 introduces the topic of fairness. Chapter 2 measures the beliefs and behavior of third parties who were given the opportunity to sanction or reward individuals who engaged in an economic bargaining game under different social contexts. Third parties preferred to compensate the victim of an unfair bargaining outcome rather than sanction the perpetrator, but were willing to punish the perpetrator when this was the only option available. Third party beliefs about whether unequal bargaining outcomes were fair differed based on the bargaining context, but actual sanctioning and compensation behavior did not. Chapter 3 uses an economic bargaining game to demonstrate that both fair behavior and perceptions of fairness depend upon beliefs about what one ought to do in a situation – that is, upon normative expectations. We manipulated such expectations by creating informational asymmetries about the offer choices available to the Proposer, and found that behavior varies accordingly. Proposers and Responders showed a remarkable degree of agreement in their beliefs about which choices are considered fair. We discuss how these results fit into a theory of social norms. Chapter 4 uses an economic bargaining game to test for the existence of two phenomena related to social norms, namely norm manipulation – the selection of an interpretation of the norm that best suits an individual – and norm evasion – the deliberate, private violation of a social norm. We found that the manipulation of a norm of fairness was characterized by a self-serving bias in beliefs about what constituted normatively acceptable behavior, so that an individual who made an uneven bargaining offer genuinely believed it was fair, even though recipients of the offer considered it to be unfair. In contrast, norm evasion operated as a highly explicit process. When they could do so without the recipient's knowledge, individuals made uneven offers despite knowing that their behavior was unfair. (PsycINFO Database Record (c) 2016 APA, all rights reserved)
2008
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(2008) : Expectancy violations theory and interaction adaptation theory In: Baxter, Leslie A.; Braithwaite, Dawn O. (Hg.): Engaging theories in interpersonal communication: Multiple perspectives: Los Angeles: Sage, S. 423-437
Abstract: An understanding of the Expectancy Violations Theory (EVT)can be gained by considering the following question: When unexpected things happen, what determines if we see the event as a surprise or a disappointment? A key difference is how the event relates to what we expect, which influences how we interpret the event. For instance, imagine a new coworker who at first seems rather distant and standoffish whom you appear to have little in common. As a result, you do not talk much with him and know little about him. One day after a departmental dinner he brings you a pound of a special type of rice that had been served at the meal that you had particularly enjoyed. His actions definitely violate your expectations. After that, his distant behavior appears differently, and you begin to interact with him differently. One theoretical perspective that helps to explain how we interpret and react to these types of situations is EVT. The most recent extensions of many ideas from EVT are found in Interaction Adaptation Theory (IAT), a conceptual framework that helps to explain and predict how communicators manage to coordinate interaction behavior and how adaptation forms the foundation for effective relationships. EVT is a post-positivistic theory that seeks to explain and predict how communicators assess behavior that deviates from expectation and how they respond communicatively to such violations. The theory focuses heavily on nonverbal aspects of interaction but has been used to analyze a range of communication behaviors and contexts. Interaction Adaptation Theory is similar in its orientation but more directly addresses behavioral responses to unexpected behavior. Both theories follow a hypothetico-deductive approach, which means they utilize a set of concepts (such as expectancies, communicator characteristics, violations) to posit specific predictions about the outcomes of interaction. The goal of the theories is to provide a framework that allows researchers to posit hypotheses and to test specific predictions across different interaction contexts. In the following section, the concepts central to EVT are described and how these ideas have been incorporated into IAT are discussed. The chapter includes meta-theoretical assumptions of the theories, main features of the theories, the conceptualization of communication in the theories, uses of the theories, their strengths and limitations, and finally, suggestions for future research. (PsycINFO Database Record (c) 2016 APA, all rights reserved)
2007
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Brandtstädter, Jochen; Lindenberger, Ulman (Hg.) (2007): Entwicklungspsychologie der Lebensspanne. Ein Lehrbuch. 1. Auflage. Stuttgart: Kohlhammer
2002
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(2002): Theorien der Sozialpsychologie. Soziales Lernen, Interaktion und Gruppenprozesse: Gruppen-, Interaktions- und Lerntheorien. 2., vollst. überarb. und erw. Aufl.. Bern, Schweiz: Hans Huber (Aus dem Programm Huber: Psychologie-Lehrtexte)
Abstract: Ausgewählte Theorien der Sozialpsychologie und deren Anwendungsbereiche werden vorgestellt. Im zweiten Band, der gegenüber der Erstauflage von 1985 vollständig überarbeitet und erweitert wurde, werden Theorien zu Gruppen, Theorien zu intergruppalem und interpersonalem Verhalten, Lern- und Handlungstheorien sowie Theorien zu angewandten Aspekten behandelt. - Inhalt: (A) Grundlegende Theorien zu Gruppen. (1) S. Schulz-Hardt und Mitarbeiter: Sozialpsychologische Theorien zu Urteilen, Entscheidungen, Leistung und Lernen in Gruppen. (2) H.-P. Erb und G. Bohner: Sozialer Einfluss durch Mehrheiten und Minderheiten. (3) U. Athenstaedt, H. H. Freudenthaler und G. Mikula: Die Theorie sozialer Interdependenz. - (B) Theorien zu intergruppalem und interpersonalem Verhalten. (4) A. Mummendey und S. Otten: Theorien intergruppalen Verhaltens. (5) E. Frank und D. Frey: Theoretische Modelle zu Kooperation, Kompetition und Verhandeln bei interpersonalen Konflikten. (6) M. Hassebrauck un d B. Kü pper: Theorien interpersonaler Attraktion. (7) H.-W. Bierhoff: Theorien hilfreichen Verhaltens. (8) S. Otten und A. Mummendey: Sozialpsychologische Theorien aggressiven Verhaltens. (9) E. H. Witte: Theorien zur sozialen Macht. (10) F. Becker-Stoll und K. E. Grossmann: Bindungstheorie und Bindungsforschung. - (C) Lern- und Handlungstheorien. (11) K. Jonas und P. Brömer: Die sozial-kognitive Theorie von Bandura. (12) W. Greve: Handlungstheorien. - (D) Theorien zu angewandten Aspekten. (13) F. C. Brodbeck, G. W. Maier und D. Frey: Führungstheorien. (14) M. Diehl und J. Munkes: Kreativität und Innovation. (15) G. Trommsdorff: Kulturvergleichende Sozialpsychologie.
1997
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(1997) : Social intelligence and language. Another Rubicon? In: Whiten, Andrew; Byrne, Richard W.; Whiten, Andrew (Ed); Byrne, Richard W. (Ed) (Hg.): Machiavellian intelligence II: Extensions and evaluations: New York, NY, US: Cambridge University Press, S. 364-396
Abstract: This chapter begins by looking briefly at the evolutionary trajectory from apes to Homo sapiens sapiens. It suggests that a gradually emerging proto-language among early hominids would have progressively augmented ape social intelligence in several ways: language itself would have to be incorporated in cognitive representations of own and others' intentions; language permits more effective classification and storage of information, and thus more effective use of memory; language-in-use is a powerful tool for the co-operative construction of meaning; language-in-use is a new sort of tool for co-operation between individuals; and language is a tool for construction socio-cultural devices for co-operation among members of a community. It is suggested that early proto-language, and subsequent increasingly complex forms of spoken language, should be thought of as a new sort of tool for thinking with and for acting with. The emergence of spoken language would have provided a new tool for co-operation at the same time that it can only be used through co-operation. Where ape Machiavellian intelligence seeks to outwit others, social intelligence built on language must achieve a framework for co-operation if conversational meanings are to be understood. (PsycINFO Database Record (c) 2016 APA, all rights reserved)
Keywords: Animal Communication, COOPERATION, Evolution, Kommunikation, Language, Lehrbuchkapitel, Primates (Nonhuman), Social Cognition, Social intelligence, Social Skills, Soziale Intelligenz, ways in which proto-language among early hominids could have augmented social intelligence & co-operation in apes 1990
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(1990) : Benutzerfreundlichkeit von Dialogsystemen und Benutzerbeteiligung bei der Software-Entwicklung In: Frei, Felix: Das Bild der Arbeit: 1. Aufl.: Bern: Huber, S. 158-171
Abstract: Die Bedeutung der Benutzerfreundlichkeit von Dialogsystemen und der Benutzerbeteiligung bei der Software-Entwicklung wird erörtert. Zunächst werden Konzepte und Kriterien der Benutzerfreundlichkeit beschrieben. Dann werden anhand illustrativer empirischer Daten die möglichen Effekte partizipativen versus expertokratischen Vorgehens bei der Entwicklung und Einführung von elektronischen Datenverarbeitungssystemen in Betrieben aufgezeigt, und Konsequenzen für die praktische Umsetzung solcher Vorhaben werden gezogen. Es wird dafür plädiert, im Rahmen der Software-Entwicklung zunehmend adaptierbare Systeme mit Individualisierungsmöglichkeiten anzustreben, die von den Benutzern selbst auf einfache Weise an ihre persönlichen Bedürfnisse angepasst werden können.
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