Alle Publikationen
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2018
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(2018) : Implicit moral cognition. In: Gray, Kurt James; Graham, Jesse (Hg.): Atlas of moral psychology: What do we evaluate when we evaluate moral character? - Helzer, Erik G.; Critcher, Clayton R.: New York, NY: The Guilford Press, S. 516-524
Abstract: What is the best method for understanding moral judgment? We use implicit measurement and mathematical modeling to capture implicit moral evaluations, because this method can address debates over the role of intuition and reason in moral judgment and over domain-general versus domain-specific views of moral psychology. A man kicks a puppy as hard as he can. A son slaps his mother across the face. A soldier betrays his unit. A terrorist defiles a temple. These actions all seem like moral transgressions. And before you deliberate about why they are wrong—that is, what principles do they violate—you probably have an immediate gut reaction: 'That is wrong!' If you don’t have that reaction, that is important for us and everyone else to know, because it might mean you have fewer inhibitions about engaging in such behaviors. And you might know what the 'appropriate' reaction is supposed to look like, so it’s important to find a way to reliably assess your gut reactions b efore yo u can edit your responses. In this chapter, we discuss a new approach to measuring moral intuitions that draws upon advances in implicit social cognition and mathematical modeling. (PsycINFO Database Record (c) 2018 APA, all rights reserved)
2016
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(2016): Assessing early childhood social and emotional development. Key conceptual and measurement issues. In: Journal of Applied Developmental Psychology 45, S. 42-48. DOI: 10.1016/j.appdev.2016.02.008
DOI: https://doi.org/10.1016/j.appdev.2016.02.008 Abstract: This concluding paper takes stock of key issues that have emerged across the papers of this special issue on measuring early childhood social and emotional development, as well as in the broader literature anchoring these papers. While we include separate sections focusing on conceptual and measurement issues, it quickly becomes clear that the two are intertwined. The field lacks conceptual and definitional clarity, thus hindering our understanding of the focus and utility of specific measures. Indeed, our overarching conclusion is that the greatest progress will be made when measures of young children's social and emotional development are clearly mapped onto an agreed upon conceptual framework that both distinguishes social and emotional development from other broad domains (such as cognitive development), and includes carefully delineated and defined subdomains (broad areas within social and emotional development, such as emotional competence), constructs (specific aspects within subdomains, such as emotion knowledge), and corresponding behaviors. zitiert von 12
2013
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(2013): New findings about social intelligence. Development and application of the Magdeburg Test of Social Intelligence (MTSI). In: Journal of Individual Differences 34 (3), S. 119-137. DOI: 10.1027/1614-0001/a000106
DOI: https://doi.org/10.1027/1614-0001/a000106 Abstract: Social intelligence (SI) is an ability construct with a long history in scientific psychology which has yet to be clearly established. SI tests show low convergent validity and can hardly be distinguished from academic intelligence. This may be the result of conceptual ambiguity and a lack of reliable and valid performance tests that apply nonverbal stimuli. The Magdeburg Test of Social Intelligence (MTSI) is a new multimedia-based performance test battery relying on a potential-based concept of SI. It presently comprises subtests for social understanding, social memory, and social perception, each of which is measured with real auditory, video-based, pictorial, and verbal task material. It applies target scoring to the social understanding tasks. Two studies with 127 and 190 participants, respectively, examined the psychometric properties and construct validity of the MTSI. Discriminant construct validation was conducted with well-established academic intelligence and personality tests. The findings revealed satisfactory psychometric properties for nearly all of the 22 tasks. A general SI and a social perception factor were not substantiated. Social understanding was separate from academic intelligence, whereas social memory and social perception tasks showed systematic correlations with academic intelligence. The SI tasks were not systematically related to personality traits.
Keywords: Intelligence Measures, Intelligenztests, Magdeburg Test of Social Intelligence (MTSI), Measurement, Messung, MTSI & BIS-TEST & NEO-FFI, Personality Scales & Inventories, Persönlichkeitstests, psychometric properties, psychometrics, Psychometrie, Social Behavior, Sonstiges, Soziale Intelligenz, soziales Verhalten, subtests for social understanding & social memory & social perception, Test Construction, test construction & evaluation, Test Validity, Testen, Testing, Testkonstruktion, Testvalidität 2012
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(2012) : Captain may I? Proxemics study examining factors that influence distance between humanoid robots, children, and adults, during human-robot interaction: 2012 7th ACM/IEEE International Conference on Human-Robot Interaction (HRI): Boston, MA: IEEE, S. 203-204
Abstract: This proxemics study examines whether the physical distance between robots and humans differ based on the following factors: 1) age: children vs. adults, 2) who initiates the approach: humans approaching the robot vs. robot approaching humans, 3) prompting: verbal invitation vs. non-verbal gesture (e.g., beckoning), and 4) informing: announcement vs. permission vs. nothing. Results showed that both verbal and non-verbal prompting had significant influence on physical distance. Physiological data is also used to detect the appropriate timing of approach for a more natural and comfortable interaction.
Keywords: Angemessen(heit) (von Technik), Human robot interaction, Humanoid Robots, human-robot interaction, Humans, ieee xplore, image sensors, Measurement, nonverbal gesture, Pediatrics, physiological data, physiology, proxemics study, Robot sensing systems, robot vision, USA Councils, verbal invitation, Young Children 2008
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(2008) : Measuring human-robot team effectiveness to determine an appropriate autonomy level: 2008 IEEE International Conference on Robotics and Automation: 2008 IEEE International Conference on Robotics and Automation: Pasadena, CA, USA: IEEE, S. 2146-2151
DOI: https://doi.org/10.1109/ROBOT.2008.4543524 Abstract: This paper proposes a methodology to measure the effectiveness of a human-robot team as part of an adjustable autonomy system. The effectiveness measure is aimed at determining an appropriate autonomy level prior to the system’s deployment. Two competing goals need to be traded off: maximising robot performance while minimising the amount of human input. The relative importance of the two goals depend on the mission priorities and constraints which are taken into account. The proposed methodology is applied to a human-robot communication system developed for task- oriented information exchange. The robot uses a decision- theoretic framework to act autonomously and to decide when to request input from human operators. The latter is achieved by computing the value-of-information an operator is able to provide which is compared to the cost of obtaining the information. For our system, the cost parameter represents the autonomy level to be determined. We demonstrate how an appropriate autonomy level can be found experimentally using a navigation task. In our experiment, the robot navigates through a set of simulated worlds with human input being generated by a software component. The results are used to find appropriate autonomy levels for three example missions and a subsequent user study.
Keywords: Angemessen(heit) (von Technik), Anthropometry, Automation, Cognitive robotics, Communication systems, Costs, decision-theoretic framework, Human robot interaction, human-robot communication system, ieee xplore, man-machine systems, Measurement, Navigation, Robot sensing systems, Robotics, Robots, safety, software component, task-oriented information exchange -
(2008): Theory and measurement of social intelligence as a cognitive performance construct.
Abstract: Examined social intelligence as a construct within the nomological network of existing human-ability constructs. Social intelligence is first discussed within a structural performance model that distinguishes between social understanding, social memory, social perception, and social creativity as the cognitive ability domains. This model also includes a hierarchal assumption in terms of a higher-order social-intelligence factor, and taxonomic considerations are applied that identify additional classificatory principles in definitions of social intelligence. Then, the development of a test battery to assess social intelligence in the operational ability domains (social understanding, social memory, and social perception) is presented. The multitrait-multimethod design included written and spoken language, pictures, and videos, and all tasks were systematically varied in terms of setting as well as number of people involved in situations. Thereafter, 2 empirical studies are presented that were conducted with 126 university students (mean age 21 years) and 182 adults (mean age 28 years), respectively. In both studies, participants completed the test battery of social intelligence, as well as German versions of the Berlin Intelligence Structure Test (BIS-Test), NEO-FFI, a simple reaction time task, a mouse speed task, Readspeed, the Social Behavior Questionnaire (FBS), and a biographical questionnaire. In addition, the participants in Study 2 completed a long-term memory task, an exhaustion questionnaire, the German version of the Social Emotional Intelligence Scale, an empathy questionnaire, the altruism scale of the German version of the FPI-R, and a depression questionnaire. The purpose of the studies was to examine the psychometric properties of social intelligence tasks and to examine construct validity of social intelligence. Results showed sufficient reliability, and a two-factor structural model of social intelligence was confirmed with correlated factors of social understanding and memory. No higher-order general social-intelligence factor was supported in Study 2. Social-intelligence factors were discernible from academic intelligence, whereas the social-memory factor correlated with BIS memory scores. Few gender effects were observed in both studies in favor of women. The results are discussed in regards to their consequences for the social-intelligence construct and the test approach as well as the underlying taxonomic considerations. Finally, considerations about test modifications and extensions are addressed.
Keywords: Academic Aptitude, BIS-TEST & NEO-FFI, cognitive ability, construct validity, Emotional Intelligence, Emotionale Intelligenz, Fähigkeit (Schule und Hochschule), Fragebögen, Intelligence, Intelligenz, Kognitive Fähigkeiten, Measurement, Messung, Modelle, MODELS, multitrait-multimethod, Personality Scales & Inventories, Personality Traits & Processes, Persönlichkeitseigenschaften und Persönlichkeitsprozesse, Persönlichkeitstests, psychometrics, Psychometrie, Questionnaires, social creativity, Social intelligence, social memory, Social Perception, Social Skills, social understanding, Soziale Fertigkeiten, Soziale Intelligenz, Soziale Wahrnehmung, Test Construction, Test Reliability, Test Validity, Testreliabilität, Testvalidität 2006
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(2006) : Soziale und emotionale Intelligenz. Gemeinsamkeiten und Unterschiede In: Schulze, Ralf; Freund, Alexander; Roberts, Richard D. (Hg.): Emotionale Intelligenz. Ein internationales Handbuch: Göttingen: Hogrefe, S. 101-115
Abstract: Um ein einheitliches Verständnis von emotionaler und sozialer Intelligenz zu erleichtern und kollaborative Forschung in diesen Bereichen voranzutreiben, werden historische Entwicklungen und empirische Befunde zum Thema soziale und emotionale Intelligenz vorgelegt. Der Überblick konzentriert sich in erster Linie auf eine klare Konzeptualisierung der Konstrukte sowie auf Fragen nach testtheoretischen Gütekriterien wie interne Konsistenz und Kriteriumsvalidität. In den Vergleich von emotionaler und sozialer Intelligenz werden auch Komponenten akademischer Intelligenz mit einbezogen. Des Weiteren liegt der Fokus auf Problemen bei der Interpretation von Forschungsergebnissen, welche durch das Fehlen theoretischer Kohärenz in den zugrundeliegenden empirischen Untersuchungen verursacht wurden. Es wird geschlussfolgert, dass soziale und emotionale Intelligenz sich überschneiden, multidimensional und voneinander abhängig sind. Zukünftige Forschung sollte sich auf folgende Themen konzentrieren: Übernahme von sinnvollen Begriffsunterscheidungen, wie sie aus der Literatur zu akademischer Intelligenz bekannt sind (zum Beispiel fluide vs. kristalline Intelligenz), Differenzierung von Komponenten beider Konstrukte (zum Beispiel Relation und Relevanz von Wissen über sich selbst und Wissen über andere) und weitere Entwicklung von - auch neuartigen - Verfahren.
Keywords: Begriffe, Concepts, conceptualizations & measurement & fluid intelligence vs crystallized intelligence & knowledge about oneself vs others, Emotional Intelligence, Emotionale Intelligenz, Emotionsforschung, Intelligence, Intelligenz, Measurement, Messung, Personality Traits & Processes, Persönlichkeitseigenschaften und Persönlichkeitsprozesse, Psychological Theories, Psychologische Theorien, Review, similarities & differences of social intelligence & emotional intelligence, Soziale Intelligenz -
(2006): Soziale Kompetenz und Emotionale Intelligenz. In: Qualitätssicherung und Evaluation in Personalauswahl und Eignungsbeurteilung. Riezlern-Reader XV, S. 176-191
Abstract: Die gesellschaftlichen Veränderungen stellen hohe Anforderungen an die Anpassung eines Menschen an seine soziale Umwelt. In diesem Zusammenhang, auch im Berufsleben, sind die Konstrukte Soziale Kompetenz und Emotionale Intelligenz von Bedeutung. Soziale Kompetenz wird dabei definiert als das Bestreben einer möglichst gleichmäßigen Verwirklichung der Interessen aller beteiligten Personen. Die Ausführungen zu diesem Konstrukt beziehen sich u. a. auf: Definition und Abgrenzung, Strukturen, Modelle über die Entstehung von gezielt sozial kompetentem Verhalten, verwandte Begriffe (Soziale Intelligenz, Interpersonale Kompetenz). Emotionale Intelligenz ist letztlich ein Unterbereich der Sozialen Kompetenz und bezieht sich auf den Gesichtspunkt des Gefühls im sozialen Kontext. Die Ausführungen zu diesem Konstrukt beziehen sich auf: Definition, gebräuchliche Erhebungsverfahren (Fragebogenverfahren, Rollenspiele, "In vivo" Test, Videotechniken und computergestützte Verfahren). Vorteile und mögliche Einschränkungen der Verfahrensarten werden ausführlich diskutiert.
Keywords: definition & models & assessment methods, Emotional Control, Emotional Intelligence, Emotionale Intelligenz, Emotionale Kontrolle, Empirical Methods, Empirische Methoden, Intelligence, Intelligenz, Measurement, Messung, Methodik, Personalmanagement, Psychometrics & Statistics & Methodology, Psychometrie, social competence & emotional intelligence as socially important constructs, Social intelligence, social psychology, Social Skills, Soziale Fertigkeiten, Soziale Intelligenz, Sozialpsychologie, Statistik, Wirtschaftspsychologie -
(2006) : Messkonzepte sozialer Intelligenz - Literaturübersicht und Ausblick In: Schulze, Ralf; Freund, Alexander; Roberts, Richard D. (Hg.): Emotionale Intelligenz. Ein internationales Handbuch: Göttingen: Hogrefe, S. 213-234
Abstract: Beschrieben werden theoretische und empirische Ansätze zur sozialen Intelligenz. Strukturbefunde und Ergebnisse zur Validität des Konstrukts werden zusammenfassend dargestellt und entlang der angewandten Messkonzepte geordnet. Es wird gezeigt, dass die Ergebnisunterschiede zu einem beachtlichen Teil durch die Varianz der Messmethoden erklärt werden können, weshalb multimodal-multimethodale Designs zur Kontrolle dieser ungewollten Varianzquelle notwendig erscheinen. In einem weiteren Abschnitt werden die vorliegenden kognitiven Fähigkeitskonzepte in ein facettentheoretisches Rahmenmodell der sozialen Intelligenz integriert, das die vier Komponenten soziales Verständnis, soziales Gedächtnis, soziale Wahrnehmung und soziale Kreativität unterscheidet. Erste empirische Ergebnisse werden berichtet, die das Modell unterstützen. Abschließend werden einige konzeptuelle und methodische Gesichtspunkte diskutiert, die für künftige Studien bedeutsam erscheinen: Die Notwendigkeit, die intendierten Konstrukte und die korrespondierenden Aufgabenanforderungen genau zu spezifizieren und präzise zu fassen, die Konstruktion von Testinstrumenten, die die Breite der intendierten Konstrukte adäquat repräsentieren sowie eine angemessene Validierungsstrategie, die neben der Prüfung von Konstrukt-Validität und prädiktiver Validität auch augenscheinlich verwandte Konstrukte wie die emotionale Intelligenz (EI) berücksichtigt.
Keywords: ABILITY, Emotional Intelligence, Emotionale Intelligenz, Fähigkeit, Emotionsforschung, Intelligence, Intelligenz, Measurement, Messung, Personality Traits & Processes, Persönlichkeitseigenschaften und Persönlichkeitsprozesse, Psychological Theories, Psychologische Theorien, psychometrics, Psychometrie, Soziale Intelligenz 2005
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(2005) : Social intelligence - A review and critical disucssion of measurement concepts In: Schulze, Ralf; Roberts, Richard D. (Hg.): Emotional intelligence. An international handbook: Toronto: Hogrefe, S. 203-230
Abstract: Provides a description of theoretical and empirical approaches to sketch the nature and scope of the social intelligence construct. Detailed attention is given to the empirical investigations of the structure and validity of this construct. Research designs and outcomes of these studies are described along with a classification of the measurement procedures affecting the validity of the studies. The considerations support the assumption that method-related variance can explain a substantial part of the results. Therefore, the application of multitrait-multimethod designs to control for this bias is suggested. In addition, past theoretical and empirical accounts are integrated into a performance model of social intelligence with the main focus on the cognitive facets of the construct: social understanding, social memory, social perception, and social creativity. Some empirical data are provided that supports this model. The chapter concludes by discussing important conceptual and measurement issues for future research: the importance of thoroughly specifying the intended measurement construct and the corresponding task requirements, the construction of tests that reflect the real-life significance of the construct, and a well-considered validation strategy (construct and predictive validity) that also takes related constructs like emotional intelligence into account.
Keywords: ABILITY, Emotionsforschung, Fähigkeit, Individuelle Unterschiede, Individual Differences, Intelligence, Intelligenz, Measurement, Messung, Personality Traits & Processes, Persönlichkeitseigenschaften und Persönlichkeitsprozesse, Psychological Theories, Psychologische Theorien, psychometrics, Psychometrie, Review, Soziale Intelligenz 1983
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(1983): Moral, Erziehung, gerechte Gesellschaft. Soziologische Anmerkungen zu Piaget, Kohlberg und der "Moral-Education"-Bewegung. In: KZfSS Kölner Zeitschrift für Soziologie und Sozialpsychologie 35 (1), S. 121-132
Abstract: "Moralische Erziehung" ist ein Thema, das in Theorie und empirischer Forschung wachsendes Interesse findet. Zunachst werden die Grundlagen dieser Bewegung skizziert, die sich auf Jean Piaget stutzt und von Lawrence Kohlberg weiterentwickelt wurde. Ausserdem wird kurz umrissen, mit welchen Spezialfragen moralischer Erziehung sich Wissenschaftler verschiedener Nationalitaten und Disziplinen derzeit befassen; dieser Uberblick basiert auf Informationen vom "International Symposium on Moral Education" 1982 in Fribourg/Schweiz. Zum Schluss werden aus soziologischer Sicht Annahmen, Ziele und Methoden des "moral education"-Ansatzes kritisch diskutiert, wobei vor allem auf die folgenden Punkte eingegangen wird: (1) Universalitat moralischer Entwicklung, (2) Schritt von der moralischen Entwicklung zur moralischen Erziehung, (3) Idee der gerechten Gesellschaft und (4) die Methode, mit Hilfe von "Dilemmata" moralische Reife zu prufen. zitiert von: 10
Keywords: education, Measurement, Methodology, Moral, Moral Development, Morality, Sozialpsychologie, Soziologie, Theories
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