Alle Publikationen
1997
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(1997): The courage to become: The virtues of humanism. Westport, CT, US: Praeger Publishers/Greenwood Publishing Group
Abstract: This book attempts to explicate the basic moral virtues of humanism. These virtues are related to the 'common moral decencies.' By these I mean the basic principles that a morally developed person will recognize as worthy in human society. They cut across cultural differences and provide common grounds of shared human interests and needs. Although recognized as morally binding by civilized societies, they need to be constantly reinforced by both reason and emotion, to cultivated in the young by moral education, and to become part of the character traits of mature persons. They need not derive their authority from theological or metaphysical foundations; they are tested in human experience and reaffirmed by their consequences in behavior. The common moral decencies apply primarily to our relationships with other human beings living in communities. I list them here, but without any further elaboration: integrity, trustworthiness, benevolence, and fairness. I have elsewhere described humanism as a eupraxophy. By this I mean that humanism expresses a distinctive nonreligious life-stance. It denies the existence of a theistic universe, and it likewise rejects the hopelessness and despair of nihilism (PsycINFO Database Record (c) 2016 APA, all rights reserved)
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(1997): Resolving social conflicts. &, Field theory in social science. Washington, DC: American Psychological Association. Online verfügbar unter http://search.ebscohost.com/direct.asp?db=pzh&jid=%22199797489%22&scope=site
Abstract: Because of the pervasiveness of K. Lewin's intellectual contributions to contemporary social psychology, [2 volumes of his collected writings, "Resolving Social Conflicts," and "Field Theory in Social Science," are being reissued in this] one comprehensive volume. The reissuing as a single volume is being done in part because, as D. Cartwright wrote in his Preface, both volumes are integrally related parts of Lewin's work. In "Resolving Social Conflicts," Lewin's writings reflect the applied psychologist--his practical interests in the nature and causes of social conflicts and his search for techniques in preventing and resolving them. In "Field Theory in Social Science," his concerns are those of the social scientist and the conceptual and methodological tools for understanding the individual and society. (PsycINFO Database Record (c) 2004 APA, all rights reserved)
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(1997): Die Gesellschaft der Gesellschaft. Frankfurt/Main: Suhrkamp
Abstract: Mit souveräner Konsequenz und Umsicht hat Niklas Luhmann in den letzten drei Jahrzehnten an einer Theorie der Gesellschaft gearbeitet, die er nun mit Die Gesellschaft der Gesellschaft vorlegt.
Keywords: Youssef, Ramy -
(1997): Warum hörst du mir nie zu?. Zehn Regeln für eine bessere Kommunikation. Dt. Erstausg. München: Dt. Taschenbuch-Verl. (Dtv)
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(1997) : What is emotional intelligence? In: Salovey, Peter; Sluyter, Dirk Jurrian (Hg.): Emotional development and emotional intelligence: Educational implications: New York: Harper Collins, S. 3-34
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(1997): Feminists rethink the self. Emotion and heterodox moral perception: An essay in moral social psychology. pp. 197-218. Boulder, Colo. [u.a.]: Westview Press (Feminist theory and politics)
Abstract: argue that several emotional attitudes ordinarily considered to be epistemic vices can be feminist epistemic virtues, but that recognizing these virtues entails giving up a purely individualistic view of moral perception and moral identity / culturally entrenched gender prejudice is encoded in unconscious schemas that shape moral perception / counteracting these perceptual distortions requires strong medicine / [argues that] philosophers tend to overestimate the efficacy of an outgoing, receptive emotional attitude and dispassionate critical reason as antidotes to these distortions / [suggests] that a selection of generally disparaged emotional attitudes—namely, hypersensitivity, paranoia, anger, and bitterness—can be seen to facilitate moral insight into culturally and institutionally entrenched practices of domination and subordination to understand cases in which hypersensitivity, paranoia, anger, and bitterness contribute to insightful heterodox moral perception, we must inquire into the moral economies of dissident political communities / a tenable feminist account of the subject of moral perception must construe the individual as emotionally engaged and politically situated (PsycINFO Database Record (c) 2016 APA, all rights reserved)
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(1997): Maintaining professionalism in the face of emotional abuse from clients. In: Cognitive and Behavioral Practice 4 (1), S. 1-29
Abstract: Examines the characteristics of emotional abuse as experienced by therapists and presents methods by which clinicians can best maintain their professional decorum, responsibilities, objectivity, conceptual skills, and overall effectiveness. Therapists can facilitate their own staying on task, and reduce subjective levels of stress, by utilizing such self-help techniques as cognitive rehearsal, rational responding, assertiveness, and the use of social supports. These strategies help therapists to deal with patterns of hostile outbursts and boundary infringements from clients without feeling helpless and burned out and without terminating their clients prematurely out of desperation. Therapists can remain professional in managing emotionally abusive clients by making judicious use of documentation and supervisory consultations. Issues regarding appropriate termination of emotionally abusive clients are discussed in light of the ethical obligation not to abandon clients. The principle of 'therapist self-preservation,' which takes into account the therapist's need to consider his or her own well-being, along with the client's, is addressed. (PsycINFO Database Record (c) 2016 APA, all rights reserved)
Keywords: Client Characteristics, decorum, Emotional Abuse, Emotionsforschung, Kognitionswissenschaften, Missbrauch, Professional Standards, Professionalism, science direct, self-help strategies & techniques for maintaining professionalism & issues regarding appropriate termination of emotionally abusive clients, Self-Help Techniques, Therapeutic Processes, therapists, Treatment Termination, Verhaltenstherapie -
(1997) : Sozial-moralisches Lernen In: Birbaumer, Niels-Peter; Weinert, Franz E. (Hg.): Enzyklopädie der Psychologie: Psychologie des Unterrichts und der Schule: Göttingen [u.a.]; Göttingen [u.a.]: Verl. für Psychologie Hogrefe, Hogrefe, Verl. für Psychologie (Enzyklopädie der Psychologie : Themenbereich D, Praxisgebiete : Serie 1, Pädagogische Psychologie), S. 461-501
Abstract: Grundlegende Fragen der sozial-moralischen Erziehung und darauf bezogener Lernprozesse in der Schule werden unter normativer, entwicklungspsychologischer und diaktischer Schwerpunktsetzung diskutiert. Im Vordergrund stehen dabei (1) Fragen der Begrifflichkeit im Bereich der sozialen Moral, (2) Fragen der Relevanz und Echtheit der institutionellen sozial-moralischen Erziehung, (3) die philosophischen Bedingungen für Diversifikationen in Erziehungsprozessen, (4) Ideenmodelle, Handlungsmodelle und lernpsychologische Modelle der sozial-moralischen Erziehung, (5) eine Mikroanalyse sozial-moralischer Entwicklungsprozesse, (6) Wissenspartikel und die Konzepte sozial-moralischen Urteilens, (7) die fehlende Schulung emotionaler Qualitäten im Erziehungsprozess, (8) ganzheitliche Ansätze der sozial-moralischen Erziehung, (9) das Konzept der Prozessmoral aus dem Diskursansatz sowie (10) ungeklärte Fragen der sozial-moralischen Erziehung, die sich auf die Behandlung kognitiv geteilter moralischer Normen und das Lernen aus moralischen Fehlern beziehen. Abschließend wird eine neue, andere Art der Forschung im Feld der sozial-moralischen Erziehung gefordert, da die alten Interventionsprogramme der Komplexität der Realität in Klassenraum und Schulkultur nicht mehr gerecht werden. zitiert von: 15
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(1997): Preverbal communication in humans and the genesis of culture
Abstract: Discusses the degree to which biological predispositions determine language and speech acquisition in human infants. Topics include: (1) the adaptive significance of genetically determined communicative processes during the preverbal developmental stage; (2) the application of dynamic models in human interaction; (3) the adaptive relevance of human communication; and (4) the coevolution of predispositions for speech acquisition in infants and speech-related didactics in parents. An analogy is made between the early development of communicative capacities in infants and the genesis of culture in human evolution. zitiert von 13
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(1997): Generalized intergroup contact effects on prejudice. In: Personality and Social Psychology Bulletin 23 (2), S. 173-185
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(1997): Implicit Theories of Persuasion. In: Human Communication Research 24 (1), S. 31-63. DOI: 10.1111/j.1468-2958.1997.tb00586.x
Abstract: This research explores whether individuals have implicit theories of persuasion. The first study sought to understand how persuasive strategies are cognitively represented. Using multidimensional scaling, two dimensions were identified. The first dimension distinguishes the types of tactics used to bring about attitude change. The second dimension differentiated the social acceptability of the persuasive strategies. The second stage of this research explored the nature of people's implicit theories of persuasion. Experiment 1 demonstrated that implicit theories of persuasion are sensitive to the operation of multiple goals in a situation. Experiment 2 found that implicit theories of persuasion reflect the audience's familiarity with the topic In Experiment 3, implicit theories were demonstrated to be sensitive to the topic-relevant knowledge of the communicator.
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(1997): Enttäuschung — ein affektives Muster und seine klinische Bedeutung. In: Zeitschrift für Psychosomatische Medizin und Psychoanalyse 43 (2), S. 101-118
Abstract: The affective pattern of disappointment, which is hardly ever mentioned in psychology of emotions, plays an important role in psychotherapy. Based on a survey of 220 out-patients from a psychosomatic clinic this article first describes the emotional and interactional aspects of the process of being disappointed and its frequency, before breaking down the patient's subjective experience in a qualitative evaluation. disappointments regarding expectations of important others and of oneself, especially in the case when achievement efforts or love relationships fail, or specific burdening family experiences are of special significance. Disappointment and coping with it are interpreted psychodynamically as a process. The clinical significance of this is shown with the psychodynamics of somatisation disorders. Remarks on coping psychotherapeutically with the topic of disappointment conclude the article. Das in der Emotionspsychologie kaum erwähnte affektive Muster der Enttäuschung spielt in der Psychotherapie eine wichtige Rolle. Auf der Grundlage einer Befragung von 220 ambulanten Patienten einer Psychosomatischen Klinik beschreibt der vorliegende Beitrag zunächst die emotionalen und interaktionellen Aspekte des Enttäuschungsgeschehens und ihre Häufigkeit, ehe er in einer qualitativen Auswertung das subjektive Erleben der Patienten aufschlüsselt. Von besonderer Bedeutung sind Enttäuschungen bezüglich der an wichtige Andere und an die eigene Person gerichteten Erwartungen, speziell des Scheiterns in Leistungsbemühungen und in Liebesbeziehungen sowie spezifisch belastender familiärer Erfahrungen. Enttäuschung und ihre Verarbeitung werden als ein prozeßhaftes Geschehen psychodynamisch interpretiert. Die klinische Bedeutung dieses Vorgangs wird an der Psychodynamik der Somatisierungsstörung aufgezeigt. Hinweise auf die psychotherapeutische Bearbeitung der Enttäuschungsthematik schließen den Beitrag ab. zitiert von 5
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Salovey, Peter; Sluyter, Dirk Jurrian (Hg.) (1997): Emotional development and emotional intelligence: Educational implications. New York: Harper Collins
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(1997): Using Greetings to Teach Cultural Understanding. In: The Modern Language Journal 81 (3). DOI: 10.2307/329309
Abstract: Sociolinguistic journals and books are inundated with issues regarding greetings and forms of address. In these works, the major concern has been to analyze the word or wards used to refer to someone greeted. Others have also looked at issues of familiarity, reciprocity, politeness, gestures, and respect in regard to greetings. However, despite this sizable literature, little or nothing has been done with respect to cultural information provided in the language of greetings. This paper looks at the role Yoruba greetings play in understanding the culture of the speakers. It also illustrates that Yoruba greetings do more than establish an atmosphere of sociability; they also communicate cultural information and serve as value reinforcement for participants and observers. Therefore, teaching greetings in Yoruba goes beyond teaching the meanings of the greetings. It also involves teaching Yoruba learners the link between words and cultural content. Various examples of greetings and accounts of personal experience could be useful in methods courses to illustrate the interaction of words and actions in a cultural frame.
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(1997) : Social intelligence and success. Don't be too clever in order to be smart In: Whiten, Andrew; Byrne, Richard W. (Hg.): Machiavellian intelligence II. Extensions and evaluations: Cambridge: Cambridge University Press, S. 86-111
Abstract: Reviews research into the success and failure of behaviors in achieving social goals and argues that social and ultimately reproductive success is mainly determined by the consequences of a behavior rather than the cognitive complexity underlying it. The importance and difficulty of learning social metarules once the procedural rules of social interaction behavior (e.g., how to lie) have been mastered is discussed and is considered to be a major force driving social intelligence. A review of empirical research into children's social success illustrates the points made and shows the diversity of children's behavioral repertoire. The need for more data, for a measure of the cognitive complexity of behavior and solutions, and for an integrative functional theory is stressed.
Keywords: Achievement, Childhood Development, Cognitive Complexity, consequences vs complexity of behavior as determinant of social success or failure, Deception, Entwicklung in der Kindheit, Failure, Intelligence, Intelligenz, Kognitionswissenschaften, Kognitive Komplexität, Leistung (Fähigkeit), overview & theoretical study, Machiavellianism, Pädagogische Psychologie, Machiavellismus, Psychosocial & Personality Development, Misserfolg, Psychosocial Development, Psychosoziale Entwicklung, Psychosoziale Entwicklung und Persönlichkeitsentwicklung, Review, Social Behavior, social intelligence & procedural rules vs metarules & hidden motives & trust & social success in children & children's behavioral repertoire, Social Perception & Cognition, Soziale Intelligenz, Soziale Wahrnehmung und soziale Kognition, soziales Verhalten, Täuschen, Verhaltensforschung -
(1997): The diplomat as a stranger. In: Diplomacy & Statecraft 8 (3), S. 179-186. DOI: 10.1080/09592299708406061
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Sutter, Tilmann (1997): Beobachtung verstehen, Verstehen beobachten. Perspektiven einer konstruktivistischen Hermeneutik. Tagung "Die Beobachtung verstehen, das Verstehen beobachten. Perspektiven einer konstruktivistischen Hermeneutik". Opladen: Westdt. Verl.
Abstract: Seit einiger Zeit hat sich an verstreuten Orten ein Diskussionsfeld gebildet, auf dem methodologische und methodische Fragen der Verbindung von Systemtheorie und Hermeneutik verhandelt werden. Dieses Diskussionsfeld wird hier erstmals in gebündelter und systematisierter Form vorgestellt. Im Zentrum dabei steht die Frage, welche Herausforderungen die Hermeneutik und die neueren Entwicklungen des Konstruktivismus aneinander stellen und mit welchen Mitteln diese Herausforderungen bewältigt werden können. Der Begriff "konstruktivistische Hermeneutik" bezeichnet diese Problemstellung, die in den Beiträgen dieses Bandes aus unterschiedlichen Perspektiven (Dekonstruktion, Diskursanalyse, hermeneutische Wissenssoziologie) abgegrenzt und durch Brückenschläge zwischen Systemtheorie und Hermeneutik (vor allem objektiver Hermeneutik und Konversationsanalyse) bearbeitet wird.
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Weingart, Peter; Mitchell, Sandra D.; Richerson, Peter J.; Maasen, Sabine (Hg.) (1997): Human by nature. Between biology and the social sciences. Mahwah: Lawrence Erlbaum
Abstract: Representing a wide range of disciplines--biology, sociology, anthropology, economics, human ethology, psychology, primatology, history, and philosophy of science--the contributors to this book recently spent a complete academic year at the Center for …
Keywords: Sonstiges -
Whiten, Andrew; Byrne, Richard W. (Hg.) (1997): Machiavellian intelligence II. Extensions and evaluations. Cambridge: Cambridge University Press
Abstract: This book aims to explain the intelligence of monkeys and apes, and the huge brain expansion that marked human evolution. In 1988, Machiavellian Intelligence was the first book to assemble the early evidence suggesting a new answer: that the evolution of intellect …
Keywords: Evolution -
Whiten, Andrew; Byrne, Richard W.; Whiten, Andrew (Ed); Byrne, Richard W. (Ed) (Hg.) (1997): Machiavellian intelligence II: Extensions and evaluations. New York, NY, US: Cambridge University Press
Keywords: Evolution -
(1997): Do managers see themselves as other see them? Implications of self-other rating agreement for human resources management. In: Organizational Dynamics 25 (4), S. 35-44
1996
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IEEE Colloquium on Intelligent Agents and Their Applications (Digest No: 1996/101) (1996). IEEE Colloquium on Intelligent Agents and Their Applications (Digest No: 1996/101). London, United Kingdom: IET
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(1996): Abelson, RP (1981)‘Psychological status of the script concept’, American Psychologist 36 (7), 715–30. Anderson, DA, Milner, JW and Galician, ML (1988)‘How editors view legal issues and the Rehnquist Court’, Journalism Quarterly, 65, 294–8. Argyle, M.(1978) The Psychology of Interpersonal Behaviour, 3rd edn. In: Texts and Practices 36 (7)
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(1996): Environmental psychology. 4. Fort Worth, Tex: Harcourt Brace College Publ.
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(1996): Developmental aspects of expertise. Rationality and generalization. In: Journal of Experimental & Theoretical Artificial Intelligence 8 (3-4), S. 399-417. DOI: 10.1080/095281396147393
Abstract: Successful attempts to explain expertise in human beings, or to capture its properties in expert systems, will have to contend with issues of rationality and generalization. Rationality and generalization pose enough difficulties on a purely synchronic basis. But an account of expertise must be diachronic-it must account for the development of rationality and generalization, even in those who are already experts. We describe the obstacles in the path of standard approaches to rationality and generalization, and present an alternative, interactivist treatment of rationality and its development (space forbids us to do likewise for generalization). In the interactivist account, rationality cannot be defined in general as adherence to the rules of a system of formal logic; we propose instead that rationality be understood in terms of the development of negative knowledge-knowing what kinds of errors to avoid. We examine the development of negative knowledge using examples from the history of science, and consider the consequences of an orientation towards negative knowledge for classroom instruction as well as the development of expert systems.
Keywords: Design