Alle Publikationen
2018
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(2018): Individual differences are more than a gene × environment interaction. The role of learning. In: Journal of experimental psychology. Animal learning and cognition 44 (1), S. 36-55. DOI: 10.1037/xan0000157
DOI: http://www.ncbi.nlm.nih.gov/pubmed/29323517 Abstract: Individual differences in behavior are understood generally as arising from an interaction between genes and environment, omitting a crucial component. The literature on animal and human learning suggests the need to posit principles of learning to explain our differences. One of the challenges for the advancement of the field has been to establish how general principles of learning can explain the almost infinite variation in behavior. We present a case that: (a) individual differences in behavior emerge, in part, from principles of learning; (b) associations provide a descriptive mechanism for understanding the contribution of experience to behavior; and (c) learning theories explain dissociable aspects of behavior. We use 4 examples from the field of learning to illustrate the importance of involving psychology, and associative theory in particular, in the analysis of individual differences, these are (a) fear learning; (b) behavior directed to cues for outcomes (i.e., sign- and goal- tracking); (c) stimulus learning related to attention; and (d) human causal learning. (PsycINFO Database Record
2017
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(2017): Social Fear Learning. From Animal Models to Human Function. In: Trends in cognitive sciences 21 (7), S. 546-555. DOI: 10.1016/j.tics.2017.04.010
DOI: http://www.ncbi.nlm.nih.gov/pubmed/28545935 Abstract: Learning about potential threats is critical for survival. Learned fear responses are acquired either through direct experiences or indirectly through social transmission. Social fear learning (SFL), also known as vicarious fear learning, is a paradigm successfully used for studying the transmission of threat information between individuals. Animal and human studies have begun to elucidate the behavioral, neural and molecular mechanisms of SFL. Recent research suggests that social learning mechanisms underlie a wide range of adaptive and maladaptive phenomena, from supporting flexible avoidance in dynamic environments to intergenerational transmission of trauma and anxiety disorders. This review discusses recent advances in SFL studies and their implications for basic, social and clinical sciences.
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(2017): Interkulturelle Qualifizierung im Rahmen des Hochschulstudiums in Deutschland. Dissertation. Berlin: Humboldt-Universität zu Berlin, Kultur-, Sozial- und Bildungswissenschaftliche Fakultät. Online verfügbar unter http://edoc.hu-berlin.de/dissertationen/hoessler-ulrich-2017-01-31/PDF/hoessler.pdf, zuletzt geprüft am 30.04.2019
DOI: https://doi.org/10.18452/17721 Abstract: Die vorliegende Arbeit verfolgt das Ziel, ein Modell interkultureller Qualifizierung im Rahmen des Hochschulstudiums in Deutschland zu generieren. Im theoretischen Teil wird der Qualifizie-rungsbegriff in Bezug zum Qualifizierungsziel interkulturelle Kompetenz und zum Anwen-dungskontext Hochschulstudium in Deutschland erörtert sowie das Thema innerhalb der Erzie-hungswissenschaften verortet. Auf die Themen interkulturelle Kompetenz und interkulturelles Lernen wird gesondert eingegangen. Darauf aufbauend werden im empirischen Tiel die zwei durchgeführten Studien beschrieben und abschließend die Ergebnisse interpretiert. Aus einer qualitativ-explorativen Interviewbefragung von 18 ehemaligen Teilnehmenden am Zusatzstudi-um Internationale Handlungskompetenz der Regensburger Hochschulen und einer quantitativ-explanativen Fragebogenstudie mit 129 damals aktuellen Teilnehmenden am Ende des Zusatz-studiums konnten relevante Eingangsbedingungen, Lernprozesse und Wirkungen sowie Kon-trollvariablen interkultureller Qualifizierungsmaßnahmen identifiziert werden. Die identifizierten Variablen werden zu den fünf Nutzungsprofilen interkultureller Qualifizierung 1) Sensibilisie-rung, 2) kognitive Anwendung, 3) Aktivierung, 4) aktionale Anwendung und 5) Potenzierung zusammengefasst. In einem Transfermodell werden die Nutzungsprofile schießlich in Bezug auf Wissenstransfer und Handlungstransfer verortet und in einem Input-Prozess-Output-Modell auf-steigend angeordnet. Das Ergebnis der Arbeit besteht somit in einem theoretisch fundierten und empirisch geprüften lern- und handlungstheoretischen Modell interkultureller Qualifizierung, das exemplarisch Bedingungen, Prozessverläufe und Wirkungen interkultureller Qualifizie-rungsmaßnahmen an deutschen Hochschulen beschreibt und dadurch Anwendungswissen für Konzeption, Implementation und Evaluation weiterer bestehender und geplanter interkultureller Qualifizierungsmaßnahmen bietet. This study aims at generating an input-process-output model of intercultural qualification in the context of academic education in Germany. The theoretical framework consists of defining in-tercultural qualification and localizing the topic within educational sciences. The topics intercul-tural competence and intercultural learning are discussed separately. There were two empirical studies: 1) 18 former participants of the Extracurricular Study Program for Intercultural Compe-tence at the Regensburg universities have been interviewed about the program’s learning pro-cesses and learning outcomes. Resulting data were analysed using qualitative methods, yielding a set of hypotheses on relations between preconditions, processes and outcomes of intercultural qualification. 2) At the end of the program, 129 participants completed a questionnaire con-structed on the results of the interview study producing quantitative data. Relevant input, pro-cess and output variables could be identified and were integrated into five user profiles: 1) sensi-tisation, 2) cognitive application, 3) activation, 4) behavioral application, and 5) potentialisation. These profiles were finally arranged in relation to knowledge transfer and behavioral transfer, thus yielding a transfer model of intercultural qualification, and were put in ascending order in an input-process-output model. This theoretically founded and empirically tested model de-scribes exemplarily preconditions, learning processes, learning outcomes, and control variables of intercultural qualification in the context of academic education in Germany. It can be used as a theoretical framework for further research or conceptualisation, implementation, and evalua-tion of intercultural qualification programs.
Keywords: AL 17900, Bildung, competence, Curriculum, didactic, Didaktik, educational sciences, Employability, erfahrungsorientiert, Erziehungswissenschaft, Evaluation, experiential, formal, formell, higher education, Hochschule, implicit, implizit, informal, informell, Intercultural, Intercultural communication, intercultural competence, interkulturell, Interkulturelle Kommunikation, Interkulturelle Kompetenz, internationalisation, Internationalisierung, key qualifikation, Kompetenz, Kompetenzerwerb, Learning, learning process, Lernen, Lernprozess, model, Modell, Pädagogik, pedagogic, qualification, Qualifizierung, Schlüsselqualifikation, Schul- und Bildungswesen, situated cognition, situiert, Unterricht, vergleichend -
(2017) : Lernpsychologische Grundlagen In: Köhle, Karl; Herzog, Wolfgang; Joraschky, Peter; Kruse, Johannes (Hg.): Psychosomatische Medizin: Theoretische Modelle und klinische Praxis: 8. Auflage: Amsterdam, Netherlands: Elsevier, S. 107-121
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(2017): Who Deserves My Trust? Cue-Elicited Feedback Negativity Tracks Reputation Learning in Repeated Social Interactions. In: Frontiers in human neuroscience 11. DOI: 10.3389/fnhum.2017.00307
DOI: https://doi.org/10.3389/fnhum.2017.00307 Abstract: Trust and trustworthiness contribute to reciprocal behavior and social relationship development. To make better decisions, people need to evaluate others' trustworthiness. They often assess this kind of reputation by learning through repeated social interactions. The present event-related potential (ERP) study explored the reputation learning process in a repeated trust game where subjects made multi-round decisions of investment to different partners. We found that subjects gradually learned to discriminate trustworthy partners from untrustworthy ones based on how often their partners reciprocated the investment, which was indicated by their own investment decisions. Besides, electrophysiological data showed that the faces of the untrustworthy partners induced larger feedback negativity (FN) amplitude than those of the trustworthy partners, but only in the late phase of the game. The ERP results corresponded with the behavioral pattern and revealed that the learned trustworthiness differentiation was coded by the cue-elicited FN component. Consistent with previous research, our findings suggest that the anterior cue-elicited FN reflects the reputation appraisal and tracks the reputation learning process in social interactions.
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(2017): Research and development agenda for Learning from Incidents. In: Safety Science 99, S. 5-13. DOI: 10.1016/j.ssci.2016.09.004
Abstract: This paper outlines a research and development agenda for the nascent field of Learning from Incidents (LFI). Effective, deep and lasting learning from incidents is critical for the safety of employees, the general public and environmental protection. The paper is an output of an international seminar series ‘Interdisciplinary Perspectives on Learning from Incidents’ funded by the UK Economic and Social Research Council (ESRC) in 2013–2016 http://lfiseminars.ning.com/. The seminar series brought together academics, practitioners and policymakers from a range of disciplines and sectors to advance the theory, methodology, organisational practice and policy in LFI. Drawing on a range of disciplinary and sectoral perspectives, as well as on input from practitioners and policymakers, this paper lays out four key research and development challenges: defining LFI; measuring LFI; levels and factors of LFI; and strengthening research-practice nexus in LFI.
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(2017): Parent-child learning interactions. A review of the literature on scaffolding. In: The British journal of educational psychology 87 (2), S. 241-254. DOI: 10.1111/bjep.12147
DOI: http://www.ncbi.nlm.nih.gov/pubmed/28220477 Abstract: BACKGROUND Scaffolding can be observed during learning-based interactions, when interventions by parents are adjusted according to children's observed abilities, with the main goal of enabling the child to work independently (Wood et al., 1976, Journal of child psychology and psychiatry, 17, 89). Such contingent instruction behaviours occur from infancy, and are said to be relevant for children's development of executive function, language acquisition, and cognitive and academic abilities. Scaffolding behaviours are considered a product of the family and the wider context, a process affected by parent and child characteristics, and the environment they inhabit. Over 40 years of scaffolding research has produced an abundance of findings. Early investigations were concerned with the conceptualization of scaffolding, whereas more recent studies build upon the theory, testing its correlates and relevance for child development. AIMS This article offers an overview of the literature, focusing on the relevance of scaffolding for child developmental outcomes, and the factors associated with individual differences in the process. STRUCTURE The article is structured such that the origins of the theory and its definitions are discussed first, followed by an overview of the correlates of scaffolding. The review concludes with a critical evaluation of the literature, proposing novel avenues for future research.
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(2017): Moral Learning. Conceptual foundations and normative relevance. In: Cognition 167, S. 172-190. DOI: 10.1016/j.cognition.2016.08.015
DOI: http://www.ncbi.nlm.nih.gov/pubmed/27601269 Abstract: What is distinctive about a bringing a learning perspective to moral psychology? Part of the answer lies in the remarkable transformations that have taken place in learning theory over the past two decades, which have revealed how powerful experience-based learning can be in the acquisition of abstract causal and evaluative representations, including generative models capable of attuning perception, cognition, affect, and action to the physical and social environment. When conjoined with developments in neuroscience, these advances in learning theory permit a rethinking of fundamental questions about the acquisition of moral understanding and its role in the guidance of behavior. For example, recent research indicates that spatial learning and navigation involve the formation of non-perspectival as well as ego-centric models of the physical environment, and that spatial representations are combined with learned information about risk and reward to guide choice and potentiate further learning. Research on infants provides evidence that they form non-perspectival expected-value representations of agents and actions as well, which help them to navigate the human environment. Such representations can be formed by highly-general mental processes such as causal and empathic simulation, and thus afford a foundation for spontaneous moral learning and action that requires no innate moral faculty and can exhibit substantial autonomy with respect to community norms. If moral learning is indeed integral with the acquisition and updating of casual and evaluative models, this affords a new way of understanding well-known but seemingly puzzling patterns in intuitive moral judgment-including the notorious "trolley problems."
2016
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Absher, John R.; Cloutier, Jasmin (Hg.) (2016): Neuroimaging personality, social cognition, and character. Amsterdam, Netherlands: Elsevier
DOI: https://doi.org/10.1016/B978-0-12-800935-2.00012-9 Abstract: Learning new, and regulating existing, emotional responses are two intimately connected survival functions that enable us to flexibly adapt in a constantly changing world. Basic and clinical research has long documented the behavioral effects of these functions in humans and other animals. Here, we survey recent developments in the research on the transmission of emotionally relevant information. In particular, we discuss experiments using behavioral and neurobiological methods to examine how fear and safety information is transmitted between individuals through observation. We discuss how these findings can be understood in light of studies of empathy and mental state attributions and present a simple neurobiological model of emotional learning and regulation that is compatible with empirical evidence in psychology and neuroscience. We close by outlining a few outstanding challenges for future research on social learning and regulation.
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(2016) : Social Learning and Behavior Transmission☆ In: Stein, John: Reference module in neuroscience and biobehavioral psychology: Place of publication not identified: Elsevier
Abstract: One way of acquiring behavior is by genetic transmission, but this method is not always the most advantageous one. Social learning allows individuals to acquire new information and adapt to environmental changes. The most common behaviors that are learned socially involve food acquisition, subsistence activities, mate-choice, and predator avoidance, all of which have direct survival benefits; whereas other behaviors such as body care, communication signals, and tool-use techniques have less direct benefits and, in some cases, no apparent benefit at all. Cultural variants between populations reflect these socially transmitted behaviors, and differences between how each species learns socially reflect the many ways in which individuals learn from one another. These differences are found in the types of mechanisms involved in social learning, and have been the focus of much of the research on social learning and behavior transmission in animals.
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(2016): The when and who of social learning and conformist transmission. In: Evolution and Human Behavior 37 (1), S. 10-20. DOI: 10.1016/j.evolhumbehav.2015.05.004
Abstract: Formal evolutionary models predict when individuals rely on social learning over individual learning and the relative strength of their conformist social learning biases. Here we use both treatment effects and individual variation to test predictions about the impact of (1) the number of traits in an environment, (2) the adaptive or payoff relevance of those traits, (3) the fidelity of transmission, and (4) the size of groups. We find that both social learning and the strength of conformist transmission increase with the number of traits, the adaptive value of those traits, and the fidelity of transmission. The strength of conformist transmission increases with group size, but only when there were 2 traits in the environment. Using individual-level variation and recognizing that treatment effects predictably impact individuals differently, we show that IQ negatively predicts social learning, but has a U-shaped relationship to conformist transmission, suggesting strategic use of conformist-biased social learning among those with the highest IQ. Other plausible predictors, such as status, cultural background, and personality, were not predictive. Broadly, our results reveal that not only is the conformist transmission bias ubiquitous, but that past experiments, both human and non-human, have likely underestimated its prevalence and the prevalence of social learning by restricting designs to only 2 traits.
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(2016) : Emotional Learning and Regulation in Social Situations In: Absher, John R.; Cloutier, Jasmin (Hg.): Neuroimaging personality, social cognition, and character: Amsterdam, Netherlands: Elsevier, S. 245-258
Abstract: Learning new, and regulating existing, emotional responses are two intimately connected survival functions that enable us to flexibly adapt in a constantly changing world. Basic and clinical research has long documented the behavioral effects of these functions in humans and other animals. Here, we survey recent developments in the research on the transmission of emotionally relevant information. In particular, we discuss experiments using behavioral and neurobiological methods to examine how fear and safety information is …
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(2016): Digital technologies in the research process: Lessons from the digital research community in the UK. In: Computers in Human Behavior 61, S. 597-608. DOI: 10.1016/j.chb.2016.03.053
DOI: https://doi.org/10.1016/j.chb.2016.03.053 Abstract: This paper reports on a qualitative study of the employment of digital tools, resources and services by social researchers in the UK and has a twofold aim. First, it presents the employment of digital means of research work from the stage of designing the research through to data collection and dissemination of the research results. Second, it assesses the complexity and multiplicity of digital tools, resources and services used in research as well as the complexity and range of such usage, also providing explanations as to why researchers in different disciplines use in different ways and for different purposes digital technologies of various ranges and degrees of complexity. The paper concludes that there are certain commonalities and differences in researchers' practices with digital technologies and that such practices are largely driven by researchers' expertise combined with associated disciplinary traditions and etiquette. (PsycINFO Database Record (c) 2016 APA, all rights reserved)
2015
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(2015): Freie Beiträge. Gemeinschaftsgefühl – (k)ein Geheimnis mit neun Siegeln. In: Zeitschrift für Individualpsychologie 40 (4), S. pp. 368-385.. Online verfügbar unter http://www.v-r.de/de/zeitschrift, zuletzt geprüft am 16.03.2018
Abstract: In his theory of Individual Psychology Adler attached central importance to the concept of social interest. In the community of Individual Psychologists, however, the concept led to a good deal of controversy. In order to bridge this discrepancy, we present in this paper a model of social adaptation using the concept of System Theory. In this model, human thought, action and feeling are related to perception, adaption and experience and then applied to the perspectives, »Me«, »You« and »Us«. Thus, in all, nine aspects of community-oriented social behaviour are derived, which are then combined to make a »Social Matrix«. In the course of children's unconscious learning processes, when they are living in the family where they grow up, only a part of the inherent social potential of an individual can be developed. This shows up as differences in the patterns on the Social Matrix. In this article the author illustrates ways in which the Social Matrix can be correlated to the A dlerian concepts of life-tasks, lifestyle and social interest. By taking specific steps to vary the significance of the fiactors that influence social learning, a new learning process can be initiated with a more balanced and personalised Social Matrix. In this process, social interest can be developed and strengthened. (PsycINFO Database Record (c) 2017 APA, all rights reserved)
Keywords: Entwicklungspsychologie, Individual Psychology, Individualpsychologie, Lernen, Lerntheorien, Lifestyle, life-tasks, Psychologists, Social Behavior, social behaviour, social interest, social interest,lifestyle,life-tasks,social behaviour,Social Matrix, social learning, Social Matrix, Theories 2014
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(2014): Soziales Lernen – Angewandte Sozialpsychologie für Lernende und Lehrende in Schule und Universität. In: Gruppendynamik und Organisationsberatung 45 (1), S. 5-23. DOI: 10.1007/s11612-014-0234-6
DOI: https://doi.org/10.1007/s11612-014-0234-6 Abstract: In this paper, two interdigitated current training projects will be presented. The presentation is to show that social psychological theories can be applied profitably for school development. The content is about social learning in school. Social learning is aimed at the acquisition of social and emotional skills. These skills are positively correlated with the cognitive development of students. Social skills need to be explicitly taught and practiced, especially if they were developed insufficiently in childhood. In the project Social learning we examine what contents may include social learning. In the project Classroom Management we explore how these contents are best taught and this teaching can be taught. Insights of Social Psychology are introduced for each resulting different extracts of reality and their uses are discussed. (PsycINFO Database Record (c) 2016 APA, all rights reserved)
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.
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(2013): Theorie bilden. Menschliches Lernen / eine kritisch-pragmatistische Lerntheorie. Bielefeld; Bielefeld: Transcript (Theorie bilden), zuletzt geprüft am 11.02.2018
Abstract: Menschliches Lernen unterscheidet sich, so der Ausgangspunkt der Studie, vom Lernen von Tieren, Organismen und Systemen durch seinen individuellen Sinn und den Einbezug in gesellschaftliche Praxis. Aufbauend auf einer kritischen Reflexion vorliegender verhaltenswissenschaftlicher, kognitivistischer, konstruktivistischer und neurophysiologischer Modelle entwickelt der Autor eine kritisch-pragmatistische Lerntheorie, welche die Verkürzungen und Einseitigkeiten anderer Konzepte überwindet. Die Theorie menschlichen Lernens verbindet die Diskussion um Lerntheorien mit der Tradition des Bildungsbegriffs und umfasst Ansätze der Bildungswissenschaften, der Psychologie und der Soziologie. - Inhalt: (1) Horizonte und Perspektiven des Nachdenkens über Lernen. (2) Lernthemen und Lernsystematiken. (3) Kritische Reflexion reduktionistischer Lerntheorien. (4) Relationale Lerntheorien. (5) Emergenz des Lernens - Dialektik der Lerntheorie. (6) Tätigkeit und Lernen. (7) Erfahrung; Wahrnehmen und Erinnern. (8) Intentionalität und Interesse. (9) Lernwiderstände. (10) Lebensführung als Lernvoraussetzung. (11) Selbst Lernen in Gesellschaft. (12) Lehren. (13) Lerntheorien, Identitätskonzepte und Bildung.
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(2013): Simple heuristics in a social world. Social learning: A route to good cue orders. New York, NY: Oxford Univ. Press (Evolution and cognition)
Abstract: Discusses how individuals learn good cue orders in social learning. The process of how people can learn this both individually and socially by exchanging information is outlined. It is hypothesized that information exchange can help boundedly rational individuals efficiently solve the problem of learning which cues are good by the use of various heuristics. Illustrative data from recent experimental research regarding both individuals and groups are discussed. Results showed that individual learning of cue orders was slower than when engaged socially with others, likely due to the participant's imitation of a group's most accurate member. In conclusion, it is argued that an integrative view of both individual and social learning is most relevant when studying the learning of good cue orders.
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(2013): Whom do children copy?. Model-based biases in social learning. In: Developmental Review 33 (4), S. 341-356. DOI: 10.1016/j.dr.2013.08.002
Abstract: This review investigates the presence of young children’s model-based cultural transmission biases in social learning, arguing that such biases are adaptive and flexible. Section 1 offers five propositions regarding the presence and direction of model-based transmission biases in young children’s copying of a model. Section 2 discusses the cognitive abilities required for differing model-based biases and tracks their development in early childhood. Section 3 suggests future areas of research including considering the social aspect of model-based biases and understanding their use within a comparative perspective.
2012
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(2012): An Innovative Seminar Course in Business Etiquette for Pharmacy Graduate Students, zuletzt geprüft am 16.05.2018
Abstract: Objectives. To develop and implement a seminar course for graduate students in the social and administrative pharmaceutical sciences to enhance knowledge and confidence with respect their abil- ities to demonstrate appropriate business etiquette. Design. A 1-credit graduate seminar course was designed based on learner-centered constructivist theory and application of Fink’s Taxonomy for Significant Learning. Assessment. Eleven students participated in the spring 2011 seminar course presentations and activities. Students completed pre- and post-assessment instruments, which included knowledge and attitudinal questions. Formative and summative assessments showed gains in student knowledge, perceived skills, and confidence based on observation and student-reported outcomes. Conclusion. Graduate student reaction to the course was overwhelmingly positive. The etiquette course has potential application in doctor of pharmacy education, other graduate disciplines, undergraduate education, and continuing professional development. Keywords: seminar; graduate education; educational theory; professionalism, business etiquette
2011
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(2011): Effects of Prosocial Media on Social Behavior. In: Current Directions in Psychological Science 20 (4), S. 251-255. DOI: 10.1177/0963721411415229
DOI: http://cdp.sagepub.com/ Abstract: Summarized current theoretical and empirical research about the effect of media containing prosocial content and its effects on cognition, affect and behavior. While most studies have focused on violence in the media and addressed concerns about the promotion of aggressiveness, this author seeks to provide information from a different perspective. Study results which show that a prosocial content promotes empathy and helping behavior and/or reduces aggressive thoughts and affect are cited. Research indicates that exposure to prosocial video games increases prosocial outcomes. Studies showed that even neutral content video games were shown to decrease aggressive thoughts and behavior. Music with prosocial lyrics was shown to promote empathic reactions and actually reduce state hostility and aggressive behavior. The general learning model (GLM), which attempts to explain the underlying mechanisms for these reactions, is discussed and recommended as a useful framework. The author calls for further research to clarify the circumstances and the variables (cognitive or affective) which elicit these behavioral reactions.
2008
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(2008): On the design of neuro-controllers for individual and social learning behaviour in autonomous robots. An evolutionary approach. In: Connection Science 20 (2-3), S. 211-230. DOI: 10.1080/09540090802092014
Abstract: In biology/psychology, the capability of natural organisms to learn from the observation/interaction with conspecifics is referred to as social learning. Roboticists have recently developed an interest in social learning, since it might represent an effective strategy to enhance the adaptivity of a team of autonomous robots. In this study, we show that a methodological approach based on artifcial neural networks shaped by evolutionary computation techniques can be successfully employed to synthesise the individual and social learning mechanisms for robots required to learn a desired action (i.e. phototaxis or antiphototaxis).
2007
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(2007): Psychoanalyse und qualitative sozialforschung in Konvergenz: Gibt es möglichkeiten, voneinander zu lernen?. In: Psyche: Zeitschrift für Psychoanalyse und ihre Anwendungen 61 (8), S. 781-803
Abstract: Psychoanalysis and the social sciences have had an influence on one another since their respective beginnings. Although their relationship is generally recognized on a theoretical level, questions of concrete research methods have not been widely discussed. This essay supports the thesis that hermeneutics-related methods of qualitative social research are similar in many ways to the psychoanalytic method. Acceptance of these methods within psychoanalytic clinics and research could contribute to clearer conceptualization of unconscious processes. In turn, the psychoanalytic method could provide answers to unsolved problems of qualitative social research by basing category forming on an understanding of biographical work, the basic forms and procedural structures of which are distinguished by biological and social factors. (PsycINFO Database Record (c) 2017 APA, all rights reserved)
2005
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(2005): Socialization theories. HAFOS Hamburger Forschungsberichte zur Sozialpsychologie 56 (56). Online verfügbar unter http://nbn-resolving.de/urn:nbn:de:bsz:291-psydok-23211, zuletzt geprüft am 11.02.2018
Abstract: Der Begriff der Sozialisation wird, je nach Perspektive, sehr unterschiedlich expliziert. Dadurch ist eine Vielzahl von Einzelkenntnissen generiert worden, die manche Prozesse transparent und verständlich machen. Diese verschiedenen Ansätze und Erkenntnisse werden miteinander zu einem Rahmenkonzept zusammengeführt, um sich dem komplexen Begriff der Sozialisation anzunähern. Zuerst werden Theorien und ihr Bezug zu einer systemischen Konzeption sowie einige Forschungsergebnisse vorgestellt. Hierbei wird der Bogen vom Individualsystem-Niveau (soziales Lernen) über Mikrosystem-Niveau (primäre Sozialisation) und Mesosystem-Niveau (sekundäre Sozialisation) zum Makrosystem-Niveau (tertiäre Sozialisation) gespannt. Das Rahmenkonzept bietet eine erste Formalisierung des Sozialisationseffekts, deren Funktion anhand ausgewählter Ergebnisse dargestellt wird. Weitergehend wird das Zusammenspiel von Evolution und Kultur und den resultierenden Folgen für die Grenzen und Möglichkeiten der Sozialisation diskutiert. Ziel ist es, eine erweiterte systemtheoretische Sichtweise von sozialisationsbedingten Prozessen zu eröffnen und einen Beitrag zu einer umfassenden Theoriebildung in diesem Bereich zu leisten.
2002
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Dautenhahn, Kerstin; Nehaniv, Chrystopher L. (Hg.) (2002): Imitation in animals and artifacts. Symposium "Imitation in animals and artifacts". Cambridge, Mass: MIT Press ("A Bradford book.")