Alle Publikationen
2017
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(2017) : Entwicklung als kulturspezifische Lösung universeller Entwicklungsaufgaben In: Rauh, Andreas: Fremdheit und Interkulturalität: Aspekte kultureller Pluralität: Bielefeld: Transcript (Edition Kulturwissenschaft), S. 79-100
Abstract: Ausgehend von einem Verständnis des menschlichen Lebenslaufs als einer Serie universeller Entwicklungsaufgaben wird der Frage nachgegangen, welche Rolle kulturelle Modelle dabei spielen. Eingegangen wird auf folgende Punkte: (1) Entwicklung als Zusammenspiel von Gehirn und Umwelt. (2) Kultur und Kontext. (3) Das Bild vom Kind in der westlichen Mittelschicht. (4) Andere kulturabhängige Bilder vom Kind. (5) Entwicklungsaufgaben und kulturspezifische Sozialisationspfade. (6) Kulturelle Organisation von Entwicklungspfaden.
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(2017) : Cultural and genetic influences on emotion: The role of motivational processes in gene-culture interactions. In: Church, A. T.: Culture and characteristic adaptations: Santa Barbara, California, USA: Praeger/ABC-CLIO, S. 35-59
Abstract: Imagine you have just arrived in a country you have never visited before. The language spoken is different from yours, and yet you find that you are able to communicate at least some of your sentiments with the local people. You can express your feelings of excitement, perhaps from being in an exotic environment, as well as your frustrations from getting a little lost. Through your facial expressions, gestures, and physiological responses—sweating palms, a racing heart, and rapid breathing—some of your basic emotions come across to the people you meet. Although the general meaning of certain emotions may be shared, are emotions experienced and expressed in the same way across cultures? How do biological factors, such as genetic and physiological processes, interact with social and cultural factors to influence emotions? In this chapter, we first review research on culture and emotional experience and expression. Next, we review the theoretical background for gene-cult ure inte raction research, and we put forward a novel hypothesis that considers the role of motivational processes in these interaction effects: the motivational setting hypothesis. We then discuss gene culture interaction research with cultural psychological findings in the area of emotion. (PsycINFO Database Record (c) 2017 APA, all rights reserved)
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(2017): Many kinds of kindness. The relationship between values and prosocial behaviour, S. 75-96. DOI: 10.1007/978-3-319-56352-7_4
DOI: https://doi.org/10.1007/978-3-319-56352-7_4 Abstract: Prosocial behaviour may be defined as behaviour that benefits other people or society. Some psychologists add that it is behaviour that is beneficial to others and does not benefit (or even disadvantages) the agent. These definitions concern the perceived consequences of behaviour, which are somewhat open to interpretation. As a result, there are many classes of behaviour that can be thought of as 'prosocial', with varying degrees of consensus across and within cultures. Displays of everyday kindness towards another human being, helping an elderly lady across the road, for instance, or cooking dinner for a friend, are perhaps almost universally considered prosocial. On the other hand, working in a clinic to provide access to contraceptives, and campaigning to prevent a new runway being built, are behaviours that might be perceived as prosocial by some people, and in some cultures, but as neutral or even antisocial by others. In this chapter, we look at different possible candidates for prosocial behaviour, from the interpersonal to the more political, and compared their relationship to values, across cultures where we can. In looking over the research to date on some of the main relationships between values and prosocial behaviour, Self-Transcendence appears to be a dominant positive motivating force, while Self-Enhancement is rarely associated with any behaviour that may be construed as prosocial. In fact, it is this values dimension, and within it particularly Power that is most solidly associated with antisocial behaviour. The Conservation/Openness-to-Change axis is more context-dependent in its patterns, often neutral and sometimes supporting and sometimes inhibiting both pro- and antisocial behaviour. This chapter has highlighted that prosocial behaviour, is a complex beast. If, by prosocial, we just mean an act of kindness, then we can easily limit ourselves to one class of behaviour and a set of studies that have an over-reliance on narrow experiments where a student is asked if they will come in next week to help their professor in the laboratory. If, by prosocial, we mean behaviour that benefits other people or society, then we have to open ourselves up to the full range of what these behaviours might be, and ask whether they would be considered prosocial in a culture different from our own. We could not consider every class of prosocial behaviour in this chapter, but we have approximated a range by looking at everyday kindness, political activism, pro-environmental behaviour and participation in organised groups that work in the interest of others. (PsycINFO Database Record (c) 2018 APA, all rights reserved) zitiert von 1
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(2017): Preferred Interpersonal Distances. A Global Comparison. In: Journal of Cross-Cultural Psychology 48 (4), S. 577-592. DOI: 10.1177/0022022117698039
Abstract: Compared preferred interpersonal distances across the world in an extensive analysis over a large data set of 8,943 participants aged 17-88 years from 42 countries. The present study aimed to relate the preferred social, personal, and intimate distances observed in each country to a set of individual characteristics of the participants (age, gender), and some environmental and sociopsychological attributes of their cultures - parasite stress, population growth rate, ingroup favoritism, average annual temperature, and human development index (HDI). Participants rated interpersonal distance on graphic scales by indicating how near a stranger, acquaintance, or close person could approach them so they would feel comfortable in a conversation with them. Results show that individual characteristics (age and gender) influenced interpersonal space preferences and that some variation in results could be explained by temperature in a given region. Women preferred a greater distance with strangers and acquaintances, older people preferred greater distance with acquaintances and close persons. The higher the temperature, the closer the preferred distance to strangers; however, this relationship was reversed for close persons: Here, the preferred personal distance became greater for higher temperatures. Objective values of preferred interpersonal distances in different regions are presented, which might be used as a reference data point in future studies. zitiert von 8
2016
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(2016) : The role of culture in online behaviour. In: Attrill, A.: Applied Cyberpsychology: Practical Applications of Cyberpsychological Theory and Research: London: Palgrave Macmillan UK, S. 39-57
Abstract: Why think about the role of culture in the applied aspects of online behavior? In order to answer this question, take a look around you. What do you see? You may be in your own living room, in an office, on a train or a bus. Take a moment to think about these surroundings and other locations in which you live your life. This is the society and culture within which you currently exist. These surroundings and the people in them influence and are imparted upon by the ways in which you carry out your life, both online and offline. The Internet has become such an integral part of our daily lives that many use it without even thinking of it as representing an applied aspect of modern life. By considering cultural differences in online behaviour, we can show that not everyone the world over is reliant on the Internet, nor does everyone the world over use it in the same applied manner. There are both intra- and inter-cultural differences in the applied aspects of online behaviour . Hopefu lly, on reading this chapter, the reader is inspired to consider and explore further areas of cross-cultural research in online behaviour. (PsycINFO Database Record (c) 2017 APA, all rights reserved)
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(2016) : Interpersonal accuracy in relation to culture and ethnicity In: Hall, Judith A.; Schmid Mast, Marianne; West, Tessa v. (Hg.): The Social Psychology of Perceiving Others Accurately: Cambridge: Cambridge University Press, S. 328-349
DOI: https://doi.org/10.1017/CBO9781316181959.016 Abstract: Classic studies by Ekman and Izard provided early evidence for the cross-cultural universality of emotion recognition, through a set of studies that were later examined from the perspective of the cultural differences they also reveal. The body of evidence as a whole supports a middle ground, suggesting that both emotional expression and its perception show basic similarities across cultures and yet meaningful differences as well. We discuss both spontaneous and motivated processes in both emotional expression and recognition. Further, this chapter attempts to review this material in terms of Brunswik's lens model, which emphasizes the creation of observable cues and their interpretation by others. We also discuss cultural differences that can arise at multiple stages of the emotion process beyond emotional expression and recognition. Namely, individuals across groups can respond differently to nonverbal cues of emotion, which involves differences in the subjective interp retation of events via cognitive appraisal, differences in internal experience, and differences in emotion regulation. These, in turn, can influence accuracy in judging emotion cues across cultures. (PsycINFO Database Record (c) 2017 APA, all rights reserved)
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(2016): Judging Facial Emotion Expressions in Context. The Influence of Culture and Self-Construal Orientation. In: Journal of Nonverbal Behavior 40 (1), S. 55-64. DOI: 10.1007/s10919-015-0223-7
Abstract: The impact of social context on the judgment of emotional facial expressions as a function of self-construal and decoding rules was assessed. Eighty-seven German and 90 Greek participants rated spontaneous emotional faces shown either alone or surrounded by other faces with congruent or incongruent facial expressions. Greek participants were higher in interdependence than German participants. In line with cultural decoding rules, Greek participants rated anger expressions less intensely and sad and disgust expressions more intensely. Social context affected the ratings by both groups in different ways. In the more interdependent culture (Greece) participants perceived anger least intensely when the group showed neutral expressions, whereas sadness expressions were rated as most intense in the absence of social context. In the independent culture (Germany) a group context (others expressing anger or happiness) additionally amplified the perception of angry and happy expressions. In line with the notion that these effects are mediated by more holistic processing linked to higher interdependence, this difference disappeared when interdependence on the individual level was controlled. The findings confirm the usefulness of considering both country level and individual level factors when studying cultural differences. zitiert von 19
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(2016) : Physical and moral disgust in socially believable behaving systems in different cultures In: Esposito, Anna; Jain, Lakhmi C. (Hg.): Toward robotic socially believable behaving systems: Modeling emotions., Vol. I, 105: Cham: Springer International Publishing (Intelligent systems reference library; Vol 105; ISSN: 1868-4394 (Print), 1868-4408 (Electronic)), S. 105-132
DOI: https://doi.org/10.1007/978-3-319-31056-5_7 Abstract: The aim of the present study is to use the GRID, online emotions sorting and corpus methodologies to illuminate different types of disgust that an emotion-sensitive socially interacting robot would need to encode and decode in order to competently produce and recognise these and other types of physical, moral and aesthetic types of complex emotions in social settings. We argue that emotions in general, and different types of disgust as an instance of these, differ with respect to the amount of cognitivegrounding they need in order to arise and social robots will successfully use such emotions provided they do not only recognise and produce physical, bodily manifestations of emotions, but also have access to large knowledge bases and are able to process situational context clues. The different types of disgust are identified and compared cross-culturally to provide an evaluation of their relative salience. The study also underscores the conceptual viewpoint of emotions as clusters of emotions rather than solitary, individual representations. We argue that such clustering should be at the heart of emotions modelling in social robots. In order to successfully use the emotion of disgust in their interactions with humans, robots need to be sensitive to possible within-culture and cross-culture differences pertaining to such emotions, exemplified by British English and Polish in the present study. Given the centrality of values to the emotion of disgust, robots need to have the capacity to update from a knowledge base and learn from the situational context the set of values for each significant human that they interact with. (PsycINFO Database Record (c) 2019 APA, all rights reserved)
Keywords: Aesthetics, BEHAVIOR, British English, Cross Cultural Differences, Disgust, Disgust cluster, Emotion event (scenario), Emotions, GRID, Language, Language corpora, Moral & Ethik, Moral emotions, Morality, Online emotions sorting study, Polish, Robotics, Social robotic, social robots, Translation data, Wstret cluster 2015
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(2015): Coordination, Collaboration and Cooperation. In: Interaction Studies 16 (3), S. 383-418. DOI: 10.1075/is.16.3.03ami
Abstract: Reviews the literature on the evolution and development of human cooperation, emphasizing important aspects of intercultural variation in collaborative and cooperative behavior. Humans have attained an unparalleled level of sophistication when engaging in collaborative and cooperative activities. Remarkably, the skills and motivation to engage in complex forms of collaboration and cooperation seem to emerge early on during infancy and childhood. The authors confront the different evolutionary scenarios in which cooperation may have emerged and provide the reader with a first orientation in the abundant literature on human cooperation. zitiert von 4
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(2015): The evolution and development of human cooperation. In: Interaction Studies 16 (3), S. 383-418
Abstract: Reviews the literature on the evolution and development of human cooperation, emphasizing important aspects of intercultural variation in collaborative and cooperative behavior. Humans have attained an unparalleled level of sophistication when engaging in collaborative and cooperative activities. Remarkably, the skills and motivation to engage in complex forms of collaboration and cooperation seem to emerge early on during infancy and childhood. The authors confront the different evolutionary scenarios in which cooperation may have emerged and provide the reader with a first orientation in the abundant literature on human cooperation.
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(2015): The effects of culture and context on perceptions of robotic facial expressions. In: Interaction Studies: Social Behaviour and Communication in Biological and Artificial Systems 16 (2), S. 272-302. DOI: 10.1075/is.16.2.11ben
DOI: https://doi.org/10.1075/is.16.2.11ben Abstract: We report two experimental studies of human perceptions of robotic facial expressions while systematically varying context effects and the cultural background of subjects (n = 93). Except for Fear, East Asian and Western subjects were not significantly different in recognition rates, and, while Westerners were better at judging affect from mouth movement alone, East Asians were not any better at judging affect based on eye/brow movement alone. Moreover, context effects appeared capable of over-riding such cultural differences, most notably for Fear. The results seem to run counter to previous theories of cultural differences in facial expression based on emoticons and eye fixation patterns. We connect this to broader research in cognitive science – suggesting the findings support a dynamical systems view of social cognition as an emergent phenomenon. The results here suggest that, if we can induce appropriate context effects, it may be possible to create culture-neutral models of robots and affective interaction. (PsycINFO Database Record (c) 2019 APA, all rights reserved)
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(2015): Partizipation und ihre kulturelle Bedingtheit. In: Wirtschaftspsychologie 17 (2), S. 63-72
Abstract: Participation is seen as an effective leadership instrument. The question is: Is participation successful in every culture? This article investigates in which cultures participative leadership is accepted. A literature review suggests that participation is mainly influenced by the cultural dimension of power distance. In extension, new studies show that participation is influenced by complex cultural factors. The article gives a detailed comparison of the European countries Germany and Spain. Practical implications as well as hints for a value change of cultural preferences will be presented. Partizipation wird in der Regel als effektives Fuhrungsinstrument verstanden. Doch ist Partizipation in allen Kulturen erfolgreich einsetzbar? Es wird untersucht, in welchen Kulturen partizipatives Fuhrungsverhalten akzeptiert wird. Anhand eines Literaturreviews wird dargestellt, dass Partizipation vor allem durch die Kulturdimension Machtdistanz beeinflusst wird. Neuere Untersuchungen belegen zudem, dass Partizipation einer komplexen kulturellen Bedingtheit unterliegt. Die Ausfuhrungen werden vertieft anhand eines Vergleichs der beiden europaischen Lander Deutschland und Spanien. Es wird sowohl auf praktische Implikationen der Ergebnisse als auch auf einen moglichen Wertewandel der kulturellen Praferenzen eingegangen.
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(2015): Learning to overcome cultural conflict through engaging with intelligent agents in synthetic cultures (PSYNDEXshort). In: International Journal of Artificial Intelligence in Education 25, S. 291-317
Abstract: Providing opportunities for children to engage with intercultural learning has frequently focused on exposure to the ritual, celebrations and festivals of cultures, with the view that such experiences will result in greater acceptance of cultural differences. Intercultural conflict is often avoided, bringing as it does particular pedagogical, ethical and political dilemmas of which cultures we place in conflict in the multicultural classroom. In this paper we discuss an alternative approach, providing children with an interactive learning experience with synthetic cultures and characters. The agent architecture developed to enable intelligent agents to exhibit culturally appropriate affect and behaviours is outlined. MIXER, an experiential learning application developed for 9-11 year old children on intercultural conflict is described, highlighting the learning goals and approaches. A school-based evaluation of MIXER with 144 UK children is presented. Children demonstrated high levels of comprehension, engagement and enjoyment of MIXER, with MIXER contributing to near and far transfer, supporting children's cognitive, emotional and behavioural learning and stimulating discussion and debate about how to resolve conflict.
Keywords: Anpassung und Einstellungen, Behavioural cultural tools, Bildungsprogramme und Lehrmethoden, Classroom Dynamics & Student Adjustment & Attitudes, Classrooms, Computer software, conflict, Conflict Resolution, Cross Cultural Differences, Culture & Ethnology, Curricula, Curriculum & Programs & Teaching Methods, Elementary School Students, Erfahrungslernen, Experiential Learning, Grundschüler, High School Students, intelligent agents, Intelligent Systems, Intelligente Agenten, Intelligente Systeme, Interaktion, Interkulturelle Unterschiede, Klassenräume, Konflikt, Konfliktlösung, Kultur und Ethnologie, Kulturforschung/ kulturelle Unterschiede, Lerntheorien, Mensch-Technik-Relation, Multicultural Education, Multikulturelle Erziehung, Pädagogische Psychologie, Schüler der Sekundarstufe, Sociocultural Factors, Software, Soziokulturelle Faktoren, verhaltensbezogene Kulturtechniken -
(2015): Tipping customs. The effects of national differences in attitudes toward tipping and sensitivities to duty and social pressure. In: Journal of Behavioral and Experimental Economics 57, S. 158-166. DOI: 10.1016/j.socec.2014.07.005
Abstract: Consumers around the world often give voluntary sums of money (called 'tips') to the service workers who have served them, but the set of tipped professions and the amounts tipped to any one profession differ from country to country. One explanation for these national differences in tipping customs is that they reflect national differences in attitude toward tipping, sensitivity to duty/obligation to tip, and sensitivity to social pressure to tip. Furthermore, these variables have been hypothesized to mediate the previously observed effects on tipping customs of national extraversion, psychoticism and neuroticism respectively. Analyses of secondary data found support for these explanations of national differences in tipping customs, but only partial support for their roles as mediators of national personality effects on tipping customs. The theoretical and practical implications of the findings are discussed along with study limitations and directions for future research. (PsycINFO Database Record (c) 2016 APA, all rights reserved) zitiert von 6
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(2015): Learning (by) Feeling. A Cross-Cultural Comparison of the Socialization and Development of Emotions. In: Ethos 43 (2), S. 187-220. DOI: 10.1111/etho.12080
Abstract: Examined cross-cultural differences in socialization and development of feelings. Drawing on approaches from developmental psychology and cultural anthropology, it was analyzed how cultural models of emotion and their corresponding emotionally arousing child-rearing practices lead to culture-specific pathways of emotion development among the Bara (Madagascar) and the Tao (Taiwan). After introducing cultural models of ontogenesis and child rearing, phases of development, interaction patterns, and sanctioning practices are reflected and culture-specific pathways of emotional development are discussed. The focus is set especially on socializing emotions, which are defined in terms of their function to orient individuals toward cultural norms and values and to inculcate social conformity. Based on empirical data gathered in two long-term ethnographic field studies, evidence is provided that the Bara emphasize fear and the Tao anxiety as focal socializing emotions. zitiert von 15
2013
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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): Parental Ethnotheories, Social Practice and the Culture-Specific Development of Social Smiling in Infants. In: Mind, Culture, and Activity 20 (1), S. 79-95. DOI: 10.1080/10749039.2012.742112
Abstract: Argues that current theories on socioemotional development during infancy need to be reconceptualized in order to account for cross-cultural variation in caregiver-infant interaction. In line with the cultural-historical internalization theory of emotional development (Holodynski & Friedlmeier, 2006) and the ecocultural model of development (Keller & Kartner, 2013), the authors argue that socioemotional development can be understood only in the context of social practice and underlying ethnotheories that give significance to infants' emotional expressions. Thus, culture-specific interpretations of and expectations concerning infants' expressive cues lead to culture-specific interactional routines. These, in turn, lead to culture-specific usage of these expressions by the developing child. To develop the argument, the authors focus on a specific aspect of early socioemotional development, namely, the emergence of social smiling during infancy. Interactional dynamics in autonomous cultural milieus are based on specific ethnotheories, most prominently that positive emotional exchange during face-to-face interaction is one of the most desirable ways of interacting with infants. However, the dominant ethnotheories concerning emotional development and their associated behavioral routines vary systematically across cultural milieus and are markedly different in prototypically relational cultural milieus, in which they center on infants' contentment. This has implications for infants' emotional expressivity and, possibly, experience. zitiert von 25
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(2013) : Die Entwicklung und Förderung moralischen Denkens und moralischer Gefühle in der Kindheit In: Wagner, Petra: Handbuch Inklusion: Grundlagen vorurteilsbewusster Bildung und Erziehung: 1. Ausg. der überarb. Neuausg. (3. Gesamtaufl.): Freiburg [u.a.]: Herder, S. 66-87
Abstract: Die entwicklungspsychologische Forschung zur Entwicklung und Förderung moralischen Denkens und moralischer Gefühle in der Kindheit wird dargestellt. Zunächst wird J. Piagets Theorie der moralischen Entwicklung und deren Weiterführung in L. Kohlbergs Stufenmodell besprochen. Dann wird auf C. Gilligans Thesen einer "weiblichen" Moral sowie auf den Zusammenhang zwischen moralischen Gefühlen und Verantwortungszuschreibung eingegangen. Außerdem wird eine Typologie moralischer Gefühle vorgestellt. Anschließend wird über eine eigene Längsschnittstudie und kulturvergleichende Untersuchungen zur Entwicklung sozio-moralischer Sensibilität berichtet. Kinder und Jugendliche wurden zu einem moralisch relevanten Freundschaftsdilemma sowie auch zu einem Dilemma in der Familie befragt. Im Unterschied zu Kohlbergs Vorgehensweise ging es jedoch darum, mit den Kindern und Jugendlichen über die verschiedenen Perspektiven der Personen in dem Konflikt nachzudenken. Insgesamt bestätigten diese Untersuchungen die gleiche Entwicklungsabfolge bei allen Kindern in den verschiedenen Gesellschaften. Welche Aspekte der Situation jedoch als besonders wichtig angesehen wurden, war nicht nur vom Entwicklungsstand abhängig, sondern auch von gesellschaftlichen Bedingungen. Weitere Punkte, die besprochen werden, sind die Forschung zur moralischen Entwicklung von Kindern im frühesten Lebensalter und die Rolle der Umwelt beim sozialen Lernen.
Keywords: Adolescent Development, Attribution, Childhood Development, Cross Cultural Differences, Developmental Stages, Early Childhood Development, Emotions, Entwicklungspsychologie, Kohlberg (Lawrence), Kulturforschung/ kulturelle Unterschiede, Moral, Moral Development, Piaget (Jean), responsibility, Social Cognition, Social Influences -
(2013): Kultur und Kognition. Wie das Selbst das Denken formt
Abstract: Es wird der Frage nachgegangen, wie die Kultur das Selbstkonzept einer Person beeinflusst und welche Konsequenzen das Selbstkonzept fur personliches Erleben und Handeln hat. Das Verhaltnis zwischen dem Einzelnen und sozialen Gruppen, denen der Mensch angehort, bzw. die relative Betonung von Autonomie versus sozialer Eingebundenheit, stellen eine der wichtigsten Kulturdimensionen dar. Entlang dieser Dimension finden sich auch Unterschiede in den Selbstkonzepten der jeweiligen Kulturmitglieder. So konnen Personen sich selbst einerseits vorwiegend durch solche Aspekte definieren, die die eigene Unabhangigkeit betonen (etwa eigene Ansichten, Fahigkeiten oder Eigenschaften). Andererseits kann das Selbst durch solche Merkmale definiert werden, die den sozialen Bezug zu anderen Personen herstellen (zum Beispiel eigene Gruppenmitgliedschaften oder soziale Rollen). Wann immer ein psychologischer Prozess die eigene Person betrifft, wirkt sich der Unterschied in den Selbstkonzepten auf das Ergebnis aus. Dies gilt etwa auch fur subjektive Erklarungen von eigenen und fremden Handlungen. Personen neigen generell dazu, den Einfluss von internen Merkmalen des Handelnden (etwa seine Motive oder Einstellungen) zu uberschatzen, situative Einflusse jedoch nicht ausreichend zu berucksichtigen. Eigene Entscheidungen werden uberdies als Ausdruck der personlichen Identitat angesehen und als solche oftmals auch im Nachhinein gerechtfertigt. Diese Urteilstendenzen sind in solchen Kulturen, die die Autonomie des Einzelnen betonen, besonders stark ausgepragt. Der Vortrag wurde anlasslich des Symposiums turmdersinne "Bewusstsein - Selbst - Ich: Die Hirnforschung und das Subjektive" vom 04. bis 06. Oktober 2013 in Furth aufgezeichnet.
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(2013) : A moral conflict development theory based on child and teacher interactions: A cross cultural perspective.: The handbook of educational theories.: Charlotte, NC, US: IAP Information Age Publishing, S. 553-564
Abstract: The purpose of this chapter is to explain the development of a moral conflict development theory that uses child/child and teacher/child interactions and that is based on a cross-cultural perspective. The goal of the moral conflict development theory is to make specific contributions to teachers' practice by: (a) providing a theoretical and practical framework concerning children's moral development based on the unfolding of certain moral emotions such as guilt and shame and (b) assisting teachers to become aware of the fact that they do make a difference in children's moral development that is dependent on how they intervene in moral mishaps and antisocial behavior that arise among children during school time. (PsycINFO Database Record (c) 2017 APA, all rights reserved)
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(2013): Kultur, Kulturdimensionen und Kulturstandards
Abstract: Ausgehend von einem Kulturbegriff, nach dem Kultur als ein universelles, fur eine Gesellschaft, Organisation und Gruppe typisches Orientierungssystem aufgefasst wird, wird die Entwicklung von Kulturdimensionen und Kulturstandards, die in den letzten Jahrzehnten als zentrale Modelle zur Bestimmung kultureller Unterschiede bekannt wurden, erortert. Das Konzept der Kulturdimensionen basiert auf der grundlegenden Idee, dass es universelle Kategorien oder Themen gibt, mit denen sich alle Kulturen dieser Welt auseinandersetzen und fur die sie Antworten entwickeln mussen. Diese Annahme der grundlegenden Themen oder Wertvorstellungen impliziert, dass alle Kulturen miteinander vergleichbar sein mussen, sobald deren Antworten und Positionen zu den jeweiligen Wertfragen bekannt sind. Damit kann diese Herangehensweise auch als universalistisch bezeichnet werden, da sie kulturubergreifende allgemeine Gultigkeit fur sich beansprucht. Ausgehend von diesen Uberlegungen wurden im Laufe der vergangenen Jahrzehnte verschiedenste Kulturdimensionskonzepte entwickelt. Diese werden skizziert und kritisch diskutiert. Dann wird das Kulturstandardkonzept besprochen und an Beispielen erlautert. Es ist im Kern als ein kulturrelativistischer Ansatz zum Verstandnis von Verhaltensunterschieden zu verstehen. Ausgangspunkt ist eine Kulturdefinition, die Kultur als spezifisches Orientierungssystem versteht, das fur eine Nation, Gesellschaft, Gruppe verbindliche Deutungen und sinnstiftende Funktionen erfullt. Es wird betont, dass sich sowohl das universalistische Konzept der Kulturdimensionen als auch der kulturrelativistische Ansatz, der den Kulturstandards zugrunde liegt, als Basis fur die Untersuchung des Zusammenhangs zwischen Kultur und Stress eignen. Wahrend die universalistische Herangehensweise sich insbesondere fur den Vergleich mehrerer Kulturen und deren Umgang mit Stress anbietet, liefert die kulturrelativistische Annaherung an das Thema vor allem qualitativ wertvolle Erkenntnisse, nicht zuletzt auch uber die Entstehung von Stress in interkulturellen Begegnungssituationen. zitiert von 23
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(2013): Cross-cultural perspectives on emotion expressive humanoid robotic head: Recognition of facial expressions and symbols. In: Int J of Soc Robotics 5 (4), S. 515-527. DOI: 10.1007/s12369-013-0213-z
DOI: https://doi.org/10.1007/s12369-013-0213-z Abstract: Emotion display through facial expressions is an important channel of communication. However, between humans there are differences in the way a meaning to facial cues is assigned, depending on the background culture. This leads to a gap in recognition rates of expressions: this problem is present when displaying a robotic face too, as a robot’s facial expression recognition is often hampered by a cultural divide, and poor scores of recognition rate may lead to poor acceptance and interaction. It would be desirable if robots could switch their output facial configuration flexibly, adapting to different cultural backgrounds. To achieve this, we made a generation system that produces facial expressions and applied it to the 24 degrees of freedom head of the humanoid social robot KOBIAN-R, and thanks to the work of illustrators and cartoonists, the system can generate two versions of the same expression, in order to be easily recognisable by both Japanese and Western subjects. As a tool for making recognition easier, the display of Japanese comic symbols on the robotic face has also been introduced and evaluated. In this work, we conducted a cross-cultural study aimed at assessing this gap in recognition and finding solutions for it. The investigation was extended to Egyptian subjects too, as a sample of another different culture. Results confirmed the differences in recognition rates, the effectiveness of customising expressions, and the usefulness of symbols display, thereby suggesting that this approach might be valuable for robots that in the future will interact in a multicultural environment. (PsycINFO Database Record (c) 2016 APA, all rights reserved)
2012
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(2012): Wie lässt sich der Einfluss von Kultur auf Erleben und Verhalten messen?. In: Diagnostica 58 (2), S. 53-63. DOI: 10.1026/0012-1924/a000045
Abstract: Die Frage nach dem Einfluss von Kultur auf Erleben und Verhalten hat innerhalb der quantitativen Psychologie erheblich an Bedeutung gewonnen. Zunächst wird geklärt, was unter "Kultur" theoretisch und forschungspraktisch zu verstehen ist, wie sich psychologisch relevante Einflüsse von Kultur nachweisen lassen und welche Variablen diesen Einfluss vermitteln. Der empirische Schwerpunkt liegt auf den deutschsprachigen Adaptionen der "Self-Construal Scale" (SCS), der "Sex-Role Ideology Scale" (SRIS) und der "Tightness-Looseness Scale" (TLS), die ein breites Spektrum an kulturvermittelnden Variablen erfassen. Die adaptierten Skalen wurden bei einer heterogenen deutschen Stichprobe (515 Personen) hinsichtlich ihrer faktoriellen Struktur, Reliabilitäten und Validitätsindikatoren untersucht. Die psychometrischen Eigenschaften erwiesen sich als zufriedenstellend bis gut und als mit den Originalskalen gut vergleichbar. Zusammengenommen bilden die Skalen, erstmals im deutschsprachigen Bereich, eine reliable, multidimensionale Fragebogenbatterie, die den Einfluss von Kultur in testökonomisch vertretbarer Weise messbar macht. zitiert von 15
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(2012): Global business etiquette. A guide to international communication and customs. 2. ed.. Santa Barbara, Calif.: Praeger. Online verfügbar unter http://search.ebscohost.com/login.aspx?direct=true&scope=site&db=nlebk&db=nlabk&AN=439896
Abstract: Tales of the 'Ugly American' abroad are all too familiar. In business, making a cultural faux pas when in a foreign setting isn't just embarrassing; it can have a very high cost in terms of a botched deal and lost profit. Something as simple and subtle as a head movement or casual gesture can have enormous consequence. Businesspeople who work internationally or work with people who are international need to know how to act before they can get the business—and keep it. Proper business communication includes everything from emails to eye contact, and the rules of what is 'right' in other countries can be daunting to navigate. Global Business Etiquette: A Guide to International Communication and Customs, Second Edition provides critical information that businesspeople—both men and women—need to understand the dynamics of cross-cultural communication, avoid embarrassing and costly gaffes, and succeed in business outside of the United States. Topics covered in this indispensable resource include conversation topics that are considered appropriate for different situations; how to make a positive good impression; dress and travel; attitudes toward religion, education, status, and social class; and cultural variations in public behavior. International readers will appreciate information about the United States provided at the end of the ten chapters regarding the countries that do the most business with Americans. (PsycINFO Database Record (c) 2016 APA, all rights reserved) zitiert von 66
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(2012): Affective meanings of stereotyped social groups in cross-cultural comparison. In: Group Processes & Intergroup Relations 16 (6), S. 717-733. DOI: 10.1177/1368430213491788
Abstract: Compares affective meanings of various stereotyped social groups in U.S., German, and Japanese cultures along the 3 basic dimensions of emotional experience (evaluation, potency, and activity). Analyses exploring similarities in affective meanings between respondents revealed considerable consensus within cultures, but less across cultures. These analyses indicated greater consensus for the U.S. and German sample than for the Japanese sample, supporting past research which indicates that Japanese social perception is more contextualized than in Western cultures. Analyses of cross-cultural differences also identified meaningful patterns of culture-specific deviation, interpretable in terms of the placement of each national sample on cultural dimensions such as power distance, masculinity, and individualism/collectivism. It is argued that affective meanings reflect the social order of specific cultures, making variations in consensus significant as affective meanings guide intergroup behavior and emotion. zitiert von 20