Alle Publikationen
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2017
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(2017): Fear of autonomous robots and artificial intelligence: Evidence from national representative data with probability sampling. In: International Journal of Social Robotics 9 (3), S. 379-384. DOI: 10.1007/s12369-017-0401-3
DOI: https://doi.org/10.1007/s12369-017-0401-3 Abstract: People vary in the extent to which they report fear toward robots, especially when they perceive that the robot is autonomous or has artificial intelligence. This research examines a specific form of sociological fear, which we name as fear of autonomous robots and artificial intelligence (FARAI). This fear may serve to affect how people will respond to and interact with robots. Applying data from a nationally representative dataset with probability sampling (N = 1541), research questions examine (1) the extent and frequency of FARAI, (2) demographic and media exposure predictors, and (3) correlates with other types of fear (i.e., loneliness, drones, and unemployment). A latent class analysis reveals that approximately 26% of participants reported experiencing a heightened level of FARAI. Demographic analyses show that FARAI is connected to participant sex, age, education, and household income; albeit these effects were small. Media exposure to science fiction predicts FARAI above and beyond the demographic variables. Correlational results indicate that FARAI is associated with other types of fear, including loneliness, becoming unemployed, and drone use. In sum, these findings render a much needed glimpse and update regarding how much individuals fear robots and artificial intelligence. (PsycINFO Database Record (c) 2017 APA, all rights reserved)
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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
2014
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(2014): Child–robot interaction across cultures. How does playing a game with a social robot compare to playing a game alone or with a friend?. In: Computers in Human Behavior 40, S. 86-100. DOI: 10.1016/j.chb.2014.07.043
DOI: https://doi.org/10.1016/j.chb.2014.07.043 Abstract: The present study investigates how children from two different cultural backgrounds (Pakistani, Dutch) and two different age groups (8 and 12 year olds) experience interacting with a social robot (iCat) during collaborative game play. We propose a new method to evaluate children’s interaction with such a robot, by asking whether playing a game with a state-of-the-art social robot like the iCat is more similar to playing this game alone or with a friend. A combination of self-report scores, perception test results and behavioral analyses indicate that child–robot interaction in game playing situations is highly appreciated by children, although more by Pakistani and younger children than by Dutch and older children. Results also suggest that children enjoyed playing with the robot more than playing alone, but enjoyed playing with a friend even more. In a similar vein, we found that children were more expressive in their non-verbal behavior when playing with the robot t han when they were playing alone, but less expressive than when playing with a friend. Our results not only stress the importance of using new benchmarks for evaluating child–robot interaction but also highlight the significance of cultural differences for the design of social robots. (PsycINFO Database Record (c) 2016 APA, all rights reserved) zitiert von 25
2013
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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): Gender and moral judgments. The role of who is speaking to whom. In: Journal of Gender Studies 22 (4), S. 423-443. DOI: 10.1080/09589236.2012.719314
DOI: https://doi.org/10.1080/09589236.2012.719314 Abstract: This paper describes the significance of interpersonal context in the making of moral judgments. The study reveals the dynamics of moral development with regard to gender and age. The article draws on the social comparison orientation (Guimond et al. 2006) and questions Gilligan’s (1977) structuralist position. The study focuses on the developmental aspect of morality in children aged between 7 and 12, and it specifies how gender identities are context and social role-specific and their impact on information processing. The study engaged some 240 children who finished incomplete narratives. The basic question concerned the process of solving implicit moral dilemmas and its possible dependence on care orientation (associated with femininity) or justice orientation (associated with masculinity). The analysis showed significant developmental changes with age: girls become more care-oriented but only towards opposite-sex peers, whereas boys become more justice-oriented but also onl y towards opposite-sex peers. The results of this study suggest, in accordance with Gilligan to some extent, that ‘care’ and ‘justice’ become naturalized ‘masculine’ and ‘feminine’ identities. However, in contrast to Gilligan’s theory, we observe that these identities develop only in opposition to each other, are social context-specific, and coincide with gender role acceptance in the early teenage years. In other words, the study suggests that in the course of social comparisons, gender becomes an important catalyst for moral conduct. (PsycINFO Database Record (c) 2016 APA, all rights reserved) zitiert von 7
2012
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(2012): Social competence as a mediating factor in reduction of behavioral problems. In: Scandinavian Journal of Educational Research 56 (4), S. 381-399. DOI: 10.1080/00313831.2011.594614
DOI: https://doi.org/10.1080/00313831.2011.594614 Abstract: The main purpose of the present study was to explore how social competence reduces behavioral problems. Based on previous findings, we assume that increased social competence can be regarded as a mediating factor in reducing behavior problems. All participants (children and adolescents, n = 112) received an intervention intended to increase social competence: Aggression Replacement Training (ART). Social competence and problem behavior were assessed twice before the ART intervention and then twice afterwards. Both measures improved following the training period, but no changes occurred during the pre-training period. Further, behavioral problems continued to reduce notably in follow-up probes after the training period. More detailed analyses indicate that in youngsters, increased social competence (e.g., improved self-control and cooperation) mediates the effect of ART on behavioral problems, but important moderating factors (e.g., age, individual levels of social competence, and problem behavior) need to be taken into consideration. (PsycINFO Database Record (c) 2016 APA, all rights reserved)
2010
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Latzko, Brigitte (2010): Moralische Entwicklung und Erziehung in Kindheit und Adoleszenz. Zwischen Fairness und Eigeninteresse - Moralentwicklung aus ökonomischer Sicht. Unter Mitarbeit von Monika Keller und Michaela Gummerum. Göttingen [u.a.]: Hogrefe
Abstract: Ein integrativer Forschungsansatz von entwicklungspsychologischer Moralforschung und spieltheoretischen Forschungen wird vorgestellt. Im Anschluss an eine Skizzierung von Forschungsergebnissen der experimentellen Spieltheorie und Ergebnissen der psychologischen Moralforschung wird auf Untersuchungen eingegangen, in denen Eigeninteresse und Fairness in Gruppenverhandlungen über Aufteilungen analysiert wurden. Dabei werden auch Altersunterschiede bei Kindern und Jugendlichen thematisiert. Abschließend werden Implikationen für die Förderung von Empathie und moralischer Sensibilität skizziert.
1988
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(1988): Age and context effects in lexical decision. An age by context interaction. In: Experimental aging research 14 (4), S. 201-205. DOI: 10.1080/03610738808259748
DOI: https://doi.org/10.1080/03610738808259748 Abstract: The present experiment demonstrates greater priming effects in a lexical decision task for older adults than for younger adults. Thirty-six older adults and thirty-six younger adults participated in a lexical decision experiment in which primes were category names and related targets were category exemplars that varied in category dominance. This manipulation of category dominance was intended to limit the predictability of target words based on prime words. Results showed that older adults had significantly greater priming effects than did younger adults. This outcome represents a departure from most studies of age effects on priming in lexical decision. It is suggested that older adults make greater use of context than younger adults when the context is of limited predictive value. zitiert von 38
Keywords: age differences, Context, Contextual Associations, Gerontologie, Lexical Decision, Priming
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