Alle Publikationen
2013
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(2013): A Simulation of Rule-Breaking Behavior in Public Places. In: Social Science Computer Review 32 (4), S. 439-452. DOI: 10.1177/0894439313511186
DOI: https://doi.org/10.1177/0894439313511186 Abstract: A computer simulation based on both game theory and the cellular automaton model was conducted to investigate the effects of individuals’ interactions and certain conditions on the spread of rule-breaking behavior in public places. Four decision matrices representing obedient, deviant, conforming, and contrary principles were prepared experimentally. The ratio of these principles ranged from 1:2:3:4 to 4:3:2:1 (obedient:deviant:conforming:contrary). There were a total of 24 data sets with each data set composed of 10 decision matrices. In addition to these 24 data sets, the ratio 1:1:1:1 was prepared. This data set was composed of four decision matrices. The results indicated that rule-breaking behavior spreads under the following conditions: (A) when people act according to both individual factors (e.g., their attitudes) and situational factors (e.g., their neighbors’ behavior); (B) when there are more deviant people than obedient people; (C) when the intensity of ru le-break ing behavior is higher than that of rule-obeying behavior. Condition A is an important factor. If conditions B or C are satisfied, the spread of rule-breaking behavior does not occur necessarily. At a certain probability threshold, rule-breaking behavior spreads sharply when people act based on individual factors (e.g., their attitudes); the spread of such behavior cannot be attributed solely to situational factors (e.g., neighbors' behavior). There is only a fine line between rule breaking and obeying near the probability threshold. (PsycINFO Database Record (c) 2016 APA, all rights reserved) zitiert von 6
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(2013): Warum verhalten wir uns manchmal merkwürdig und unlogisch?. Berlin: Springer Spektrum (Spektrum-Sachbuch)
Abstract: Anhand klassischer sozialpsychologischer Experimente werden Phänomene des Verhaltens von Individuen als Teil der Gruppe beleuchtet. Es wird aufgezeigt, wie sich die Gegenwart anderer in unterschiedlichen Situationen auf den Einzelnen und dessen Verhalten auswirkt. Irrationales, unlogisches und teils merkwürdiges Agieren wird entschlüsselt. Zentrale Themen der Sozialpsychologie wie sozialer Einfluss, Normbildung, Konformität, kognitive Dissonanz und Gruppenverhalten werden dadurch populärwissenschaftlich nahe gebracht. - Inhalt: (1) Und was machen die anderen? (2) Invasion vom Mars! Rette sich, wer kann. (3) Es scheint so, als ob. (4) Ich traue meinen Augen nicht. (5) Du bist doch eine totale Niete. (6) Das ist das Ende der Welt. (7) Machen Sie bitte weiter. (8) Allein traust du dich doch nicht. (9) Nein, ich habe nichts gehört, warum? (10) Lasst mich hier raus. (11) Und wer ist mein Nächster? (12) Verzieh dich, du Idiot. (13) Fortsetzung folgt. zitiert von 2
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(2013): Interactionally achieving face in criticism–criticism response exchanges. In: Language & Communication 33 (3), S. 221-231. DOI: 10.1016/j.langcom.2013.05.003
Abstract: Arundale's Face Constituting Theory is used to examine the way face is conjointly co-constituted in criticism-criticism response exchanges in PhD vivas in Iran. This approach carried out in CA tradition on institutional talk makes it possible to explain how face is achieved in the manner grounded in the interactants' perspective. The analysis concentrates on two excerpts of talk drawn from a corpus of 12 PhD vivas. The findings show how interactants conjointly constitute meanings and social actions and at the same time establish relational connection and separation.
Keywords: time -
(2013): Macht der Identität-Identität der Macht.. In: Persönlichkeitsstörungen Theorie und Therapie 17 (4), S. 223-231, zuletzt geprüft am 10.06.2018
Abstract: We are illustrating the interactions between power and identity. First we portray the specific way of handling power of two politicians (Ronald Schill and Helmut Schmidt). We then look at power and identity from a more general point of view, followed by a consideration of their clinical aspects. These refer equally to power in regard to both hospital staff and patients. Finally we describe the balance of power in the interaction between patient and therapist. (PsycINFO Database Record (c) 2016 APA, all rights reserved)
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(2013): Social cognitive dynamics of popularity and indirect aggression. The role of social goals and social intelligence. ProQuest Information & Learning, US.
Abstract: This study investigated the social goals of adolescents and their use of indirect aggression. Additionally, it examined how gender, peer status (i.e. perceived popularity) and individual differences in social intelligence relate to adolescents' social goals and their use of indirect aggression. 109 seventh-graders completed a social goals measure and the Tromsø Social Intelligence Scale (TSIS; Silvera, Martinussen, & Dahl, 2001). Participants also completed a peer nomination assessment of popularity and indirect aggression. Results indicated reliable associations among social goals and peer-nominated indirect aggression. Gender, popularity, and social intelligence further moderated these associations. These findings suggest that the social goals of adolescents can be a motivating force to engage in hurtful behaviors and provide a framework from which peer relations researchers can improve peer relationships and be better equipped to intervene in indirect aggression. (PsycINFO Database Record (c) 2016 APA, all rights reserved)
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(2013) : Making a moral decision: A proposition for an integrated model of cognition, emotion, and social interaction.: The handbook of educational theories.: Charlotte, NC, US: IAP Information Age Publishing, S. 629-642
Abstract: This chapter will address the moral decision-making processes that lead to moral behaviors and actions in adolescents and children. An integrated model of cognition, emotions, and social interaction is proposed which may be applied to elucidate the developmental processes that contribute to moral judgment. The chapter will begin with a review of major theories of moral development, focusing on the cognitive-structural models of Piaget and Kohlberg, the affective model of Hoffman, and theories associated with socialization. The review will be followed by a proposed theoretical model that outlines the processes involved in making a moral decision. The model integrates cognitive, affective, and social interaction domains. Finally, the chapter will present empirical research to preliminarily validate and support the proposed model. (PsycINFO Database Record (c) 2017 APA, all rights reserved)
Keywords: age differences, Cognition, Decision Making, Emotions, entscheiden, MODELS, Moral, Moral Development, Morality, Review, social interaction, Theories -
(2013): Feeling included and valued: How perceived respect affects positive team identity and willingness to invest in the team. In: British Journal of Management 24, S. 21-37. DOI: 10.1111/j.1467-8551.2011.00784.x
DOI: https://doi.org/10.1111/j.1467-8551.2011.00784.x Abstract: Previous research has documented that intra‐group respect fosters individual engagement with work teams or organizations. The authors extend this work by empirically distinguishing between perceived inclusion of the self in the team and perceived value of the self for the team as separate psychological consequences of respect. Based on a social identity analysis, it is predicted that perceived inclusion facilitates the development of a positive team identity (how the individual feels about the team), while perceived value elicits the willingness to invest in the team (what the individual is willing to do for the team). Support for these predictions is obtained with structural equation modelling among two independent samples of professional soldiers working in military teams (ntotal = 495). Reports of individual team members about positive team identity and willingness to invest in the team correlated with supervisor ratings of the team's action readiness.
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(2013): Emotion perception across cultures. The role of cognitive mechanisms. In: Frontiers in Psychology (Online Journal) 4
Abstract: Despite consistently documented cultural differences in the perception of facial expressions of emotion, the role of culture in shaping cognitive mechanisms that are central to emotion perception has received relatively little attention in past research. Recent developments in cross-cultural psychology are reviewed that provide particular insights into the modulatory role of culture on cognitive mechanisms involved in interpretations of facial expressions of emotion through 2 distinct routes: display rules and cognitive styles. Investigations of emotion intensity perception have demonstrated that facial expressions with varying levels of intensity of positive affect are perceived and categorized differently across cultures. Specifically, recent findings indicating significant levels of differentiation between intensity levels of facial expressions among American participants, as well as deviations from clear categorization of high and low intensity expressions among Japanese and Russian participants, suggest that display rules shape mental representations of emotions, such as intensity levels of emotion prototypes. Furthermore, a series of recent studies using eye tracking as a proxy for overt attention during face perception have identified culture-specific cognitive styles, such as the propensity to attend to very specific features of the face. Together, these results suggest a cascade of cultural influences on cognitive mechanisms involved in interpretations of facial expressions of emotion, whereby cultures impart specific behavioral practices that shape the way individuals process information from the environment. These cultural influences lead to differences in cognitive styles due to culture-specific attentional biases and emotion prototypes, which partially account for the gradient of cultural agreements and disagreements obtained in past investigations of emotion perception. zitiert von 31
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(2013): Perceiving the other. Hostile and danger attributions among Jewish and Arab social work students in Israel. In: European Journal of Social Work 16 (3), S. 427-442. DOI: 10.1080/13691457.2012.725033
Abstract: The aim of the present paper is to examine the possible relations of hostile and danger attributions and cultural competence socialization. We conducted an empirical study based on a factorial survey, focusing on the significance of formal cultural competence classes and the ongoing interpersonal contact among members of majority and minority groups: Jewish and Arab social work students in an Israeli University. The experimental design manipulated variables of ethnicity, potential dangerousness, and potential intended harm, using vignettes. The results indicated that Arab students attribute more hostility to both Hebrew- and Arabic-speaking figures than their Jewish counterparts. Jews attributed more danger to Arabs, and Arabs attributed more dangerousness to Jews. The most striking finding is the significant and positive association between multicultural competence socialization and attribution of danger and hostility. The findings are discussed within the framework of ethnic and political conflicts in turbulent areas, anti-oppressive social work, and their implications to social work education.
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Erbes, Annegret; Giese, Charlotte; Rollik, Heribert (Hg.) (2013): Werte und Wertebildung in Familien, Bildungsinstitutionen, Kooperationen. Beiträge aus Theorie und Praxis. Deutsches Rotes Kreuz. Berlin: Deutsches Rotes Kreuz e.V. Online verfügbar unter http://www.wertebildunginfamilien.de
Abstract: Mit dem Fachbuch "Werte und Wertebildung in Familien, Bildungsinstitutionen, Kooperationen" legt das Deutsche Rote Kreuz (DRK) zum Abschluss des Praxisprojekts "Wertebildung in Familien" einen Sammelband für pädagogisch Interessierte vor. Das Projekt "Wertebildung in Familien" wurde vom Bundesfamilienministerium über fünf Jahre an bundesweit 15 Standorten gefördert. - Werte im Familienalltag bewusst machen - - Das Projekt "Wertebildung in Familien" zielte darauf ab, Eltern und ihren Kindern die Vermittlung von Werten in Erziehung und Alltag bewusst zu machen. Dafür wurden in 15 ausgewählten Einrichtungen, die mit Kindern und ihren Eltern arbeiten, pädagogische Angebote der Familienbildung entwickelt, erprobt und angewandt. Daneben wurden vielfältige Ideen entwickelt, wie pädagogische Fachkräfte auf das Thema Werte aufmerksam gemacht werden und wie sie leicht in eine wertesensibilisierende Praxis einsteigen können. Das DRK-Praxisprojekt fand im Juni 2013 seinen Abschluss. - Wissen um Wertebildung verbreitern - - Aus dem Projekt entstand der Sammelband "Werte und Wertebildung in Familien, Bildungsinstitutionen, Kooperationen", der den theoretisch-wissenschaftlichen Hintergrund zu den aus dem Projekt heraus entwickelten Praxismaterialien liefert. Er leistet einen Beitrag, die Wertethematik und die Projektergebnisse in die Ausbildung von Pädagoginnen und Pädagogen an Universitäten, Hochschulen und Fachschulen einfließen zu lassen. Thematisch breit angelegt werden die Bedeutung von Werten in der Erziehung und in der Kooperation der Bildungspartner Kindertagesstätte, Schule, Eltern und Familienbildung diskutiert. - - Der Sammelband kann auf der Internetseite des Projektes "Wertebildung in Familien" kostenlos heruntergeladen werden. Dort findet sich auch eine Arbeitshilfe mit erprobten Praxisanregungen für Kitas, Familienbildung und Eltern sowie eine Materialiensammlung mit den im Projekt umgesetzten Ideen zur Wertebildung.
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(2013) : Loneliness makes the heart grow fonder (of robots) — On the effects of loneliness on psychological anthropomorphism In: Kuzuoka, Hideaki: 2013 8th ACM/IEEE International Conference on Human-Robot Interaction (HRI): 3 - 6 March 2013, Tokyo, Japan ; [including workshop papers: 2013 8th ACM/IEEE International Conference on Human-Robot Interaction (HRI): Tokyo, Japan: 3/3/2013 - 3/6/2013. Association for Computing Machinery; Institute of Electrical and Electronics Engineers; ACM/IEEE International Conference on Human-Robot Interaction; Hri; Workshop on Eye-Gaze in Intelligent Human-Machine Interaction; Workshop on Design of Human Likeness in HRI from Uncanny Valley to Minimal Design; Workshop on Collaborative Manipulation: New Challenges for Robotics and HRI; Workshop on Probabilistic Approaches for Robot Control in Human-Robot Interaction (PARC-HRI); HRI Pioneers Workshop; Workshop on Applications for Emotional Robots: Piscataway, NJ: IEEE, S. 121-122
Abstract: Sociality motivation represents an essential driving force for human behavior and well-being. If the need for affiliation is not satisfied and social interaction partners are unavailable, people might use an alternative strategy: Nonhuman entities, such as pets or religious deities are humanized and turned into social agents. We tested this notion in the context of social robotics and investigated whether activating feelings of loneliness would affect perceptions of anthropomorphism. Results showed that lonely people anthropomorphized the robot FloBi more than participants in the control group. Thus, importantly, users' motivational states need to be considered in the context of human-robot interaction (HRI) as they clearly affect judgments of the robotic interaction partner.
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(2013): Being and feeling in sync with an adaptive virtual partner. Brain mechanisms underlying dynamic cooperativity. In: Cerebral cortex (New York, N.Y. : 1991) 23 (11), S. 2592-2600. DOI: 10.1093/cercor/bhs243
DOI: http://www.ncbi.nlm.nih.gov/pubmed/22892422 Abstract: Cooperation is intrinsic to the human ability to work together toward common goals, and depends on sensing and reacting to dynamically changing relationships between coacting partners. Using functional magnetic resonance imaging (fMRI) and a paradigm in which an adaptive pacing signal simulates a virtual partner, we examined the neural substrates underlying dynamic joint action. A single parameter controlled the degree to which the virtual partner adapted its behavior in relation to participant taps, thus simulating varying degrees of cooperativity. Analyses of fMRI data using objective and subjective measures of synchronization quality found the relative balance of activity in two distinct neural networks to depend on the degree of the virtual partner's adaptivity. At lower degrees of adaptivity, when the virtual partner was easier to synchronize with, cortical midline structures were activated in conjunction with premotor areas, suggesting a link between the action and socio-affective components of cooperation. By contrast, right lateral prefrontal areas associated with central executive control processes were recruited during more cognitively challenging interactions while synchronizing with an overly adaptive virtual partner. Together, the reduced adaptive sensorimotor synchronization paradigm and pattern of results illuminate neural mechanisms that may underlie the socio-emotional consequences of different degrees of entrainment success.
Keywords: Acoustic Stimulation, adaptation, Adult, Anpassung, BRAIN, Brain Mapping, Cooperative Behavior, Emotions, Female, Gehirnfunktion, Humans, Kognitionswissenschaft/Social Sciences/Humanities, Kognitive Skills/Social Cognition, Kooperation, Magnetic Resonance Imaging, Male, Photic Stimulation, physiology, Psychological, Sensory Feedback, User-Computer Interface, Young Adult -
(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): Neuronal plasticity and free will. In: Revue Philosophique de Louvain 11 (1), S. 27-52
Abstract: Scientific research on neural plasticity opens up new understandings of free will. In the work of Eric Kandel and Gerald Edelman, for instance, scientific models are followed by philosophical considerations on free will. However, such views collide with the standpoints of Daniel Wegner who proposes a very deterministic interpretation of Benjamin Libet’s experiments. A synthetic presentation of these positions leads to a twofold problematic: the question of determinism and the relations between neural plasticity and language. An historical approach to determinism shows that Wegner’s interpretation is by no means required. Local non-determinism is quite compatible with contemporary scientific theories. We proceed to an analysis of language bringing together the works of Jürgen Habermas and Donald Davidson and the neurosciences. This leads to a concept of free will whereby human behaviour can be understood in relation to a logic of meanings which escapes biological explanation. It thus becomes clear that free will is compatible with contemporary neurosciences.
Keywords: Design -
(2013) : The Effects of Culturally Congruent Educational Technologies on Student Achievement In: Lane, H. Chad; Yacef, Kalina; Mostow, Jack; Graesser, Arthur (Hg.): Artificial intelligence in education: 16th international conference proceedings, 7926: Berlin; Heidelberg: Springer, S. 493-502
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(2013): Toward understanding social cues and signals in human-robot interaction: Effects of robot gaze and proxemic behavior. In: Frontiers in Psychology 4. DOI: 10.3389/fpsyg.2013.00859
DOI: https://doi.org/10.3389/fpsyg.2013.00859 Abstract: As robots are increasingly deployed in settings requiring social interaction, research is needed to examine the social signals perceived by humans when robots display certain social cues. In this paper, we report a study designed to examine how humans interpret social cues exhibited by robots. We first provide a brief overview of perspectives from social cognition in humans and how these processes are applicable to human–robot interaction (HRI). We then discuss the need to examine the relationship between social cues and signals as a function of the degree to which a robot is perceived as a socially present agent. We describe an experiment in which social cues were manipulated on an iRobot AvaTM mobile robotics platform in a hallway navigation scenario. Cues associated with the robot’s proxemic behavior were found to significantly affect participant perceptions of the robot’s social presence and emotional state while cues associated with the robot’s gaze behavior were not found to be significant. Further, regardless of the proxemic behavior, participants attributed more social presence and emotional states to the robot over repeated interactions than when they first interacted with it. Generally, these results indicate the importance for HRI research to consider how social cues expressed by a robot can differentially affect perceptions of the robot’s mental states and intentions. The discussion focuses on implications for the design of robotic systems and future directions for research on the relationship between social cues and signals. (PsycINFO Database Record (c) 2019 APA, all rights reserved)
Keywords: emotional & Robotik, Social robotic -
(2013) : Stress: Appraisal and Coping In: Gellman, Marc D.: Encyclopedia of behavioral medicine: New York: Springer (Springer reference), S. 1913-1915
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(2013): Understanding the role of social capital for mental wellbeing among older adults. In: Ageing and Society 33 (05), S. 804-825. DOI: 10.1017/S0144686X12000256
Abstract: Previous research applying quantifiable measurements has established significant positive associations between social capital and mental health in older adults. This study aimed to obtain a deeper understanding of the causal mechanisms of social capital affecting mental wellbeing among older people. The study is based on two independent qualitative data materials collected through two focus group interviews and an open-ended question included in a Finnish population-based postal survey. The findings indicate that informal social contacts such as family members and lifelong relationships between friends impact the experienced mental wellbeing among older adults due to shared life events, social support, mutual appreciation and trust, as well as a sense of belonging through common social activities. Hence, this study challenges Putnam’s idea of social capital as a collective concept focusing on formal contacts and the benefits on a collective level. In addition, the findings highlight the obstacles specific to older adults in maintaining social networks and participation, which should be considered in order to promote mental health in later life. (PsycINFO Database Record (c) 2016 APA, all rights reserved)
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(2013): The power of we. Evidence for group-based control. In: Journal of Experimental Social Psychology 49 (1), S. 19-32. DOI: 10.1016/j.jesp.2012.07.014
Abstract: Examined the role that group membership plays in restoring or maintaining perceived control when an individual's sense of global control is threatened. Study 1 examined whether lack of control increased ingroup bias (27 adults mean age 24 years). In Study 2, 93 Germans (mean age 21 years) to test whether the effect of control salience is independent of a possible effect of uncertainty and whether salient intergroup cooperation might reduce the effect of threat on ingroup bias (tested with categorizations of East vs West Germans). In Study 3, a context-free manipulation of control salience and a different intergroup context was used with 105 Austrians, 49 Croatians, and 104 Germans (mean age 28 years) recruited at European soccer matches. Study 4 (213 participants mean age 23 years) focused on threats to ingroup homogeneity. Study 5 (121 human rights volunteers mean age 28 years) extended the focus to both ingroup agency and homogeneity as group features. Assessment methods included the German version of the Positive and Negative Affect Schedule (PANAS). Results of the 5 studies provide evidence for specific effects of control threat on ingroup support and defense, thus supporting this novel model of group-based control. Low control increased ingroup bias and pro-organizational behavior, supporting the assumption that people increasingly act in terms of group membership when their sense of global personal control is threatened. The symbolic control restored via group membership, however, can result in increased levels of ethnocentrism and outgroup derogation. zitiert von 124
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(2013): Introduction. Face, identity and im/politeness. Looking backward, moving forward: From Goffman to practice theory. In: Journal of Politeness Research 9 (1), S. 1-33. DOI: 10.1515/pr-2013-0001
Abstract: The field of linguistic politeness has of late experienced a renewed interest in conceptualizations of one of its core concepts, face. Since the publication of Brown and Levinson’s formative paper in 1978 and the subsequent application of its tenets, politeness scholars, mainly Asian and non-Anglo, have raised concerns regarding the suitability of Brown and Levinson’s conceptualization of face to their respective cultures (Wierzbicka 1985; Matsumoto 1988; Ide 1989; Gu 1990; Nwoye 1992; Mao 1994). Different options were put forth to solve what was seen by many as a fundamental flaw of the model, from culture-specific reconceptualizations (Sifianou 1992; Strecker 1993; Bravo 1999) to elaborations (O’Driscoll 1996; Terkourafi 2008) or simplifications (Bousfield 2008). Some (Bargiela-Chiappini 2003; Locher and Watts 2005), have argued for a return to the Goffmanian essence of face. Yet, others, Arundale (2006, 2009, 2010), have posited new approaches to face inspired by more current models of communication based on the dyad and on social constructionist premises or have come up with discursive accounts of face (O’Driscoll 2011, Sifianou 2011). Furthermore, there seems to be a consensus that to come to grips with an understanding of face, it has to be studied on its own right, aside from politeness (Bargiela Chiappini and Haugh 2009; Haugh and Bargiela-Chiappini 2010). This renewed interest in face has coincided with the advent, albeit with some delay, of the discursive turn within politeness scholarship. The discursive turn refers to the strong trend that emerged toward the end of the 20th century to reconfigure the subject as something socio-cultural and socio-historical: an unfinished product of discourse (Benwell and Stokoe 2006). Its impact on im/politeness scholarship has been manifold. Among the many effects, it has had important repercussions for the relationship between face and identity, the focus of this special issue.
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Gelhard, Andreas; Alkemeyer, Thomas; Ricken, Norbert (Hg.) (2013): Techniken der Subjektivierung. Technische Universität Darmstadt; Internationaler Workshop "Wie Menschen zu Subjekten gemacht werden und sich selbst dazu machen; Workshop "Techniken der Subjektivierung". München; Paderborn: Wilhelm Fink
Abstract: Das Subjekt gilt schon lange nicht mehr als Inbegriff der Innerlichkeit. Bereits Hegel griff gegen Kant auf die antike Überlieferung zurück, um zu zeigen, dass Subjektivität nicht einfach »da«, sondern Produkt eines komplexen Bildungsprozesses ist. Autoren wie Althusser, Foucault, Butler und Bourdieu haben diese Einsicht dann unter den Bedingungen des 20. Jahrhunderts wieder aufgenommen und weiter gedacht. Erst die empirischen Erkenntnisse der Ethnologie, Kulturwissenschaft, Erziehungswissenschaft, Ökonomie, Psychologie und Soziologie öffnen den Blick für die gesamte Bandbreite von Techniken der Subjektivierung: für Verfahren der Disziplinierung und Kontrolle, der Intelligenz- und Kompetenzprüfung, des Trainings und der Selbststeuerung.
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Gellman, Marc D. (2013): Encyclopedia of behavioral medicine. New York: Springer (Springer reference)
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Genkova, Petia; Ringeisen, Tobias; Leong, Frederick T. L. (Hg.) (2013): Handbuch Stress und Kultur: Interkulturelle und kulturvergleichende Perspektiven. Wiesbaden: Springer VS
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(2013): Small stories and identities analysis as a framework for the study of im/politeness-in-interaction. In: Journal of Politeness Research 9 (1), S. 55-74. DOI: 10.1515/pr-2013-0003
Abstract: Although (socio)linguistic studies of im/politeness and identities present many parallels in their disciplinary trajectories, not least the shift toward interactional approaches, there is still scope and need for bringing the two traditions together and fruitfully exploring their intersections in method and analysis. In this paper, I put forth a proposal for studying im/politeness-in-interaction on the basis of small stories as a framework for narrative and identity analysis. My analysis shows how focusing on the stories' ways of telling, sites, and tellers and drawing on the concept of positioning sheds light on the tellers' management of particular im/politeness norms in the uses of and behavior in new media sites. I show how im/politeness and identities construction are interwoven in such cases.
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(2013): Cross-cultural business behavior. A guide for global management. 5th. ed., 2. impression. Copenhagen: Copenhagen Business School Press
Abstract: The theme of this new edition of Cross-Cultural Business Behavior is CHANGE. First of all, cultures change. In markets around the world, business behavior is constantly evolving, impelled by generational shifts, improvements in education, and (especially) increasing exposure to the world marketplace. That is why all of the book's 43 'Negotiator Profiles' have been thoroughly updated, with new cases and fresh examples added. In addition to the change in culture, international managers' challenges have changed too. For example, just a few years ago, participants at global management seminars around the world were mainly interested in how to communicate and negotiate with overseas partners. But, they now find that their toughest challenges are how to manage overseas subsidiaries, strategic alliances, and international partnerships. To reflect these new realities, the book's time-tested framework for understanding cross-cultural negotiating behavior has been expanded to include a wide variety of practical pointers on managing in today's global marketplace. This fifth edition is important for everyone involved with global management, whether student or manager, because cultures and business challenges do change. The book is an essential survival guide for doing business in cultures other than one's own.