Alle Publikationen
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2018
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(2018): Validating a Culturally-sensitive Social Competence Training Programme for Adolescents with ASD in a Chinese Context: An Initial Investigation. In: JOURNAL OF AUTISM AND DEVELOPMENTAL DISORDERS 48 (2), S. 450-460
Abstract: Previous studies on social skills training on ASD were done almost exclusively in the West with children as the main subjects. Demonstrations of the applicability of social interventions in different cultures and age groups are warranted. The current study outlined the development and preliminary evaluation of a CBT-context-based social competence training for ASD (CBT-CSCA) developed in Hong Kong for Chinese adolescents with ASD. Twenty-five adolescents (aged 12-17 years, with a FSIQ above 80) were recruited. Significant improvements in social competence, autistic symptoms and general psychopathology at post-training and 3-month follow-up were reported by the parents. The study provided initial evidence support to the applicability of social competence training for adolescents with ASD in a different culture.
2017
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(2017): Decoding images. Toward a theory of pictorial framing. In: Discourse & Society 28 (4), S. 327-352
Abstract: Using data from the Egyptian public discourse on the United States, this article lays out the foundation for building a general theory of pictorial framing. In this theory, at the most general level, the concept of pictorial framing refers to subtle alterations in the visual presentation of judgment and choice problems. Specifically, pictures are viewed as constructions, and pictorial meaning is seen as an intricate web of connected frames. The article thus adopts the view that a visual grammar is part of cognitive science and is fundamentally concerned with the relation between what goes on in the human mind and manifestations of this activity. The article draws on insights from blending model (Fauconnier and Turner, 2002), Relevance Theory (Sperber and Wilson, 1995) and frame semantics (Fillmore, 1985), discussing a large corpus of 90 multimodal cartoons on the United States.
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(2017): Online Recognition of Daily Activities by Color-Depth Sensing and Knowledge Models. In: SENSORS 17 (7)
Abstract: Visual activity recognition plays a fundamental role in several research fields as a way to extract semantic meaning of images and videos. Prior work has mostly focused on classification tasks, where a label is given for a video clip. However, real life scenarios require a method to browse a continuous video flow, automatically identify relevant temporal segments and classify them accordingly to target activities. This paper proposes a knowledge-driven event recognition framework to address this problem. The novelty of the method lies in the combination of a constraint-based ontology language for event modeling with robust algorithms to detect, track and re-identify people using color-depth sensing (Kinect® sensor). This combination enables to model and recognize longer and more complex events and to incorporate domain knowledge and 3D information into the same models. Moreover, the ontology-driven approach enables human understanding of system decisions and facilitates knowledge transfer across different scenes. The proposed framework is evaluated with real-world recordings of seniors carrying out unscripted, daily activities at hospital observation rooms and nursing homes. Results demonstrated that the proposed framework outperforms state-of-the-art methods in a variety of activities and datasets, and it is robust to variable and low-frame rate recordings. Further work will investigate how to extend the proposed framework with uncertainty management techniques to handle strong occlusion and ambiguous semantics, and how to exploit it to further support medicine on the timely diagnosis of cognitive disorders, such as Alzheimer’s disease.
Keywords: activities of daily living, activity recognition, assisted living, Bildsemantik, color-depth sensing, complex events, Ereigniserkennung, Ereignisverständnis, frame semantics, Informations- & Kommunikationstechnik, Knowledge representation, Kognitive Skills/Social Cognition, Mensch-Technik-Relationen (MTR), people detection and tracking, Realtechnik, senior monitoring, Sprachverstehen, Technik, Voraussetzungen für sozial angemessenes Verhalten, Weltwissen -
(2017): The future of social cognition. Paradigms, concepts and experiments. In: Synthese 194 (3), S. 655-672. DOI: 10.1007/s11229-016-1162-5
Abstract: Since the publication of Premack and Woodruff's classic paper introducing the notion of a 'theory of mind' (Premack and Woodruff in Behav Brain Sci 1(4):515-526, 1978), interdisciplinary research in social cognition has witnessed the development of theory-theory, simulation theory, hybrid approaches, and most recently interactionist and perceptual accounts of other minds. The challenges that these various approaches present for each other and for research in social cognition range from adequately defining central concepts to designing experimental paradigms for testing empirical hypotheses. But is there any approach that promises to dominate future interdisciplinary research in social cognition? Is social cognition witnessing a gradual paradigm shift where hitherto grounding notions such as theory of mind are no longer viewed as explanatorily necessary? Or have we simply lost our way in attempting to devise adequate experimental setups that could sway the debate in favour of one of the contending accounts? This special issue addresses these questions in an attempt to discover what the future holds for interdisciplinary research in social cognition.
Keywords: adequate social interaction, deutsche Community, Disziplin, Erkenntnistheorie, Kognitive Skills/Social Cognition, Philosophie, philosophy of mind, Postkasten, Psychologie, Social Cognition, Soziale Angemessenheit, soziale Kognition, Überblick, Voraussetzungen für sozial angemessenes Verhalten -
(2017): Artificial cognition for social human–robot interaction. An implementation. In: Artificial Intelligence 247, S. 45-69. DOI: 10.1016/j.artint.2016.07.002
Abstract: Human–Robot Interaction challenges Artificial Intelligence in many regards: dynamic, partially unknown environments that were not originally designed for robots; a broad variety of situations with rich semantics to understand and interpret; physical interactions with humans that requires fine, low-latency yet socially acceptable control strategies; natural and multi-modal communication which mandates common-sense knowledge and the representation of possibly divergent mental models. This article is an attempt to characterise these challenges and to exhibit a set of key decisional issues that need to be addressed for a cognitive robot to successfully share space and tasks with a human. We identify first the needed individual and collaborative cognitive skills: geometric reasoning and situation assessment based on perspective-taking and affordance analysis; acquisition and representation of knowledge models for multiple agents (humans and robots, with their specificities); situated, natural and multi-modal dialogue; human-aware task planning; human–robot joint task achievement. The article discusses each of these abilities, presents working implementations, and shows how they combine in a coherent and original deliberative architecture for human–robot interaction. Supported by experimental results, we eventually show how explicit knowledge management, both symbolic and geometric, proves to be instrumental to richer and more natural human–robot interactions by pushing for pervasive, human-level semantics within the robot's deliberative system.
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(2017): Key-frame Extraction With Semantic Graphs in Assembly Processes. In: IEEE ROBOTICS AND AUTOMATION LETTERS 2 (3), S. 1264-1271
Abstract: In this letter, we present a novel method for key-frame extraction in assembly processes, with the support of visual sensors. The method is based on the construction of a sequence of weighted graphs containing the semantics of the underlying scene, encoded as primitive temporal and spatial relations between the involved objects. The objects are modeled as three-dimensional ellipsoids, with the formulation of the minimum volume covering ellipsoid problem as a convex optimization program, which is solved by an efficient algorithm. The new models are used in the sequence of actions-relations to increase the accuracy of the key-frame extraction, by extending the states encoded in the graphs. We present and analyze the method, followed by preliminary experimental results, and provide significant evidence on its potential.
2016
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(2016): Towards a Computational Comparative Neuroprimatology. Framing the language-ready brain. In: PHYSICS OF LIFE REVIEWS 16, S. 1-54. DOI: 10.1016/j.plrev.2015.09.003
DOI: http://www.ncbi.nlm.nih.gov/pubmed/26482863 Abstract: We make the case for developing a Computational Comparative Neuroprimatology to inform the analysis of the function and evolution of the human brain. First, we update the mirror system hypothesis on the evolution of the language-ready brain by (i) modeling action and action recognition and opportunistic scheduling of macaque brains to hypothesize the nature of the last common ancestor of macaque and human (LCA-m); and then we (ii) introduce dynamic brain modeling to show how apes could acquire gesture through ontogenetic ritualization, hypothesizing the nature of evolution from LCA-m to the last common ancestor of chimpanzee and human (LCA-c). We then (iii) hypothesize the role of imitation, pantomime, protosign and protospeech in biological and cultural evolution from LCA-c to Homo sapiens with a language-ready brain. Second, we suggest how cultural evolution in Homo sapiens led from protolanguages to full languages with grammar and compositional semantics. Third, we assess the similarities and differences between the dorsal and ventral streams in audition and vision as the basis for presenting and comparing two models of language processing in the human brain: A model of (i) the auditory dorsal and ventral streams in sentence comprehension; and (ii) the visual dorsal and ventral streams in defining "what language is about" in both production and perception of utterances related to visual scenes provide the basis for (iii) a first step towards a synthesis and a look at challenges for further research.
Keywords: Animals, Ape gesture, Auditive Faktoren, Biological Evolution, Computational Biology, Cultural evolution, Dorsal and ventral stream, dorsale und ventrale Ströme, Dyadic brain modeling, dynamic brain modelling, Evolution, Gehirnfunktion, Grammatik, Humans, Im (wissenschaftlichen) Diskurs, Imitation, Intellektualtechnik, Kogn. Architektur, kognitive Architekturen, Kognitive Skills/Social Cognition, Kompositionale Semantik, Künstliche Intelligenz, Language, Language evolution, language-ready brain, Mensch-Technik-Relationen (MTR), Models, Neurological, Ontologische Differenzierungen: Tier, Mensch, Maschine, Pantomime, Primates, Protosprachen, Psychomotor Performance, Realtechnik, Reflexionen über MTR, sprachbereites Gehirn, Sprache, Sprachevolution, Sprachfähigkeit, Sprachverstehen, Technik, Tier, Mensch, Maschine, Tier-Mensch-Vergleich, Vollsprachigkeit (vs. Protosprachigkeit) -
(2016): Interaction and extended cognition. In: Synthese 193 (8), S. 2469-2496. DOI: 10.1007/s11229-015-0861-7
Abstract: In contemporary philosophy of the cognitive sciences, proponents of the 'Hypothesis of Extended Cognition' (HEC) have focused on demonstrating how cognitive processes at times extend beyond the boundaries of the human body to include external physical devices. In recent years the HEC framework has been put to use in cases of "socially" extended cognition. The guiding intuition in this paper is that exploring the cognitive incorporations of genuinely social elements may advance HEC debates. The paper provides an analysis of emotion regulation in 'dyadic synchronic interaction' between infant and caretaker and argues that some 'socially extended' cases of cognition cannot be captured with the HEC. Instead, the 'Hypothesis of Emergent Extended Cognition' (HEEC) is introduced that complements the HEC and helps in understanding how cognitive properties are sometimes irreducibly emergent, non-programmed properties of coupled social systems. It will be concluded that operating with the HEEC leads to both a more precise grip on the explanandum and to a more robust explanans.
2015
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(2015): Disrupting morphosyntactic and lexical semantic processing has opposite effects on the sample entropy of neural signals. In: BRAIN RESEARCH 1604, S. 1-14
Abstract: Converging evidence in neuroscience suggests that syntax and semantics are dissociable in brain space and time. However, it is possible that partly disjoint cortical networks, operating in successive time frames, still perform similar types of neural computations. To test the alternative hypothesis, we collected EEG data while participants read sentences containing lexical semantic or morphosyntactic anomalies, resulting in N400 and P600 effects, respectively. Next, we reconstructed phase space trajectories from EEG time series, and we measured the complexity of the resulting dynamical orbits using sample entropy an index of the rate at which the system generates or loses information over time. Disrupting morphosyntactic or lexical semantic processing had opposite effects on sample entropy: it increased in the N400 window for semantic anomalies, and it decreased in the P600 window for morphosyntactic anomalies. These findings point to a fundamental divergence in the neural computations supporting meaning and grammar in language. (C) 2015 Elsevier B.V. All rights reserved.
Keywords: Bedeutung, Bedeutung und Grammatik, Bedeutungszusammenhang, frame semantics, Grammar, Grammatiktheorie, Intellektualtechnik, Kogn. Architektur, Kognitionswissenschaft/Social Sciences/Humanities, Kognitive Skills/Social Cognition, lexikalische Semantik, Meaning, Mensch-Technik-Relationen (MTR), Neurowissenschaften, Sprache, Sprachverarbeitung, Sprachverstehen, Technik, Voraussetzungen für sozial angemessenes Verhalten -
(2015): A framework for constructing cognition ontologies using WordNet, FrameNet, and SUMO. In: COGNITIVE SYSTEMS RESEARCH 33, S. 122-144
Abstract: Psychoinformatics is an emerging discipline that uses tools from the information sciences to organize psychological data. This article supports that objective by proposing a framework for constructing cognition ontologies by using WordNet, FrameNet, and the Suggested Upper Merged Ontology (SUMO). The first section describes the major characteristics of each of these tools. WordNet is a large lexical data base that was begun in the 1980s by George Miller. FrameNet is a database of event schemas based on a theory of frame semantics developed by the linguist Charles Fillmore. SUMO is a formal ontology of concepts expressed in mathematical logic that supports deductive reasoning. The next section discusses the objectives of science ontologies and includes examples for psychoses and for emotion. The article then describes potential applications of cognition ontologies for (1) studying how people organize knowledge, (2) analyzing major theoretical concepts such as abstraction, and (3) formulating premises that can serve as a link between informal taxonomies and formal ontologies. The final section discusses extending cognition ontologies to related domains such as artificial intelligence and cognitive neuroscience.
Keywords: Computerwissenschaft, Disziplin, frame semantics, Intellektualtechnik, Kogn. Architektur, Kognitionswissenschaft/Social Sciences/Humanities, kognitive Architekturen, Kognitive Skills/Social Cognition, Korpus, Künstliche Intelligenz, Mensch-Technik-Relationen (MTR), Postkasten, psychoinformatics, Psychoinformatik, Psychologie, Realtechnik, Technik, Wissensstrukturierung -
(2015): Attachment Competences in Children With ADHD During the Social-Skills Training and Attachment (SOSTRA) Randomized Clinical Trial. In: JOURNAL OF ATTENTION DISORDERS 19 (10), S. 865-871
Abstract: Objective: To investigate the effects of social-skills training and a parental training program on children with ADHD as measured by the children's attachment competences. Method: The SOSTRA trial is a randomized, parallel-group, outcome-assessor-blinded, superiority trial evaluating 8 weeks social-skills training and parental training plus standard treatment versus standard treatment alone for 8- to 12-year old children with ADHD. Results: There were no significant differences in attachment competences at 6 months between the experimental (n = 25) and the control (n = 22) groups (odds ratio = 1.06, 95% confidence interval = [0.31, 3.58], p = .91). In total, 17 children (36%) changed their entry status, 1 (2%) from secure to insecure attachment, while 16 (34%) changed from insecure to secure attachment. Conclusion: The experimental treatment does not seem to affect attachment competences compared with standard treatment alone. Children in the SOSTRA trial improved their attachment competences significantly at 6-month follow-up.
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(2015): Parafoveal-on-Foveal Effects of Emotional Word Semantics in Reading Chinese Sentences. Evidence From Eye Movements. In: JOURNAL OF EXPERIMENTAL PSYCHOLOGY-LEARNING MEMORY AND COGNITION 41 (4), S. 1237-1243
Abstract: Despite the well-known influence of emotional meaning on cognition, relatively less is known about its effects on reading behavior. We investigated whether fixation behavior during the reading of Chinese sentences is influenced by emotional word meaning in the parafovea. Two-character target words embedded into the same sentence frames provided emotionally positive, negative, or neutral contents. Fixation durations on neutral pretarget words were prolonged for positive parafoveal words and for highly frequent negative parafoveal words. In addition, fixation durations on foveal emotional words were shorter than those on neutral words. We also found that the role of emotional words varied as a function of their valence during foveal and parafoveal processing. These findings suggest a processing advantage for emotional words relative to emotionally neutral stimuli in foveal and parafoveal vision. We discuss implications for the notion of attention attraction due to emotional content. (PsycINFO Database Record (c) 2016 APA, all rights reserved)
Keywords: Aufmerksamkeit, Emotion und Sprachverarbeitung, Emotions, Emotionserkennung, frame semantics, Kognitionswissenschaft/Social Sciences/Humanities, Kognitive Skills/Social Cognition, Lesen, Mensch-Technik-Relationen (MTR), Neurowissenschaften, Realtechnik, Sprachverstehen, Technik, Voraussetzungen für sozial angemessenes Verhalten 2014
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(2014): Categorization and its embodiment. Korean tautological constructions in mental spaces theory. In: Language Sciences 45, S. 44-55
Abstract: Nominal tautological constructions have been the subject of much controversy with regard to whether the processes by which they are construed belong to the domain of semantics or the realm of pragmatics. Rather than discussing them within the all-or-nothing frames that radical semanticists and radical pragmaticists have created, this nonradical paper argues that the construal of nominal tautologies relies on two major cognitive abilities: the ability to discern whether a nominal expression refers to a specific entity or to a generic one in the given context, and the ability to assess the referent of a nominal with respect to its relation to its category and to bind it to a prototype relation, or a stereotype relation, or a peripheral relation, or to the category as a whole. I use Korean nominal tautologies as a case study to explore the functions of these critical abilities, and use mental-spaces theory to model the covert semantic bindings evoked by the constructions.
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(2014): Art as behaviour – an ethological approach to visual and verbal art, music and architecture. In: Anthropologischer Anzeiger 71 (1), S. 3-13. DOI: 10.1127/0003-5548/2014/0371
Abstract: In recent years, the fine arts, architecture, music and literature have increasingly been examined from the vantage point of human ethology and evolutionary psychology. In 2011 the authors formed the research group 'Ethology of the Arts' concentrating on the evolution and biology of perception and behaviour. These novel approaches aim at a better understanding of the various facets represented by the arts by taking into focus possible phylogenetic adaptations, which have shaped the artistic capacities of our ancestors. Rather than culture specificity, which is stressed e.g. by cultural anthropology and numerous other disciplines, universal human tendencies to perceive, feel, think and behave are postulated. Artistic expressive behaviour is understood as an integral part of the human condition, whether expressed in ritual, visual, verbal or musical art. The Ethology of the Arts-group's research focuses on visual and verbal art, music and built environment/architecture and is designed to contribute to the incipient interdisciplinarity in the field of evolutionary art research.
Keywords: Aesthetics, architecture, built environment, Communication, culture specificity, Disziplin, Ethologie, Ethologie der Kunst, ethology of arts, Evolution, evolutionary musicology, human ethology, Kognitive Skills/Social Cognition, Kulturtheorie, Kunstgeschichte, lyrics, music, poetry, SEXUAL SELECTION, universal human tendencies, universals, urban ethology, visual arts, VOCAL EXPRESSION, Voraussetzungen für sozial angemessenes Verhalten, ZEBRA FINCHES 2013
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(2013): Being and feeling in sync with an adaptive virtual partner. Brain mechanisms underlying dynamic cooperativity. In: Cerebral cortex (New York, N.Y. : 1991) 23 (11), S. 2592-2600. DOI: 10.1093/cercor/bhs243
DOI: http://www.ncbi.nlm.nih.gov/pubmed/22892422 Abstract: Cooperation is intrinsic to the human ability to work together toward common goals, and depends on sensing and reacting to dynamically changing relationships between coacting partners. Using functional magnetic resonance imaging (fMRI) and a paradigm in which an adaptive pacing signal simulates a virtual partner, we examined the neural substrates underlying dynamic joint action. A single parameter controlled the degree to which the virtual partner adapted its behavior in relation to participant taps, thus simulating varying degrees of cooperativity. Analyses of fMRI data using objective and subjective measures of synchronization quality found the relative balance of activity in two distinct neural networks to depend on the degree of the virtual partner's adaptivity. At lower degrees of adaptivity, when the virtual partner was easier to synchronize with, cortical midline structures were activated in conjunction with premotor areas, suggesting a link between the action and socio-affective components of cooperation. By contrast, right lateral prefrontal areas associated with central executive control processes were recruited during more cognitively challenging interactions while synchronizing with an overly adaptive virtual partner. Together, the reduced adaptive sensorimotor synchronization paradigm and pattern of results illuminate neural mechanisms that may underlie the socio-emotional consequences of different degrees of entrainment success.
Keywords: Acoustic Stimulation, adaptation, Adult, Anpassung, BRAIN, Brain Mapping, Cooperative Behavior, Emotions, Female, Gehirnfunktion, Humans, Kognitionswissenschaft/Social Sciences/Humanities, Kognitive Skills/Social Cognition, Kooperation, Magnetic Resonance Imaging, Male, Photic Stimulation, physiology, Psychological, Sensory Feedback, User-Computer Interface, Young Adult 2011
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(2011): A pilot study of social competence group training for adolescents with borderline intellectual functioning and emotional and behavioural problems (SCT-ABI). In: Journal of intellectual disability research : JIDR 55 (2), S. 231-241. DOI: 10.1111/j.1365-2788.2010.01369.x
DOI: http://www.ncbi.nlm.nih.gov/pubmed/21199047 Abstract: BACKGROUND Emotional and behavioural problems as well as a lack of social competence are common in adolescents with borderline intellectual functioning and impair their social and vocational integration. Group interventions specifically developed for this target group are scarce and controlled evaluation studies are absent. METHODS A cognitive-behavioural group training (Social Competence Training for Adolescents with Borderline Intelligence) was developed and its effectiveness was examined in students attending special vocational schools. A total of 77 adolescents with borderline intelligence were randomised either to the intervention (n=40) or to the control group (n=37). Outcome measures at post-treatment and at a 6-month follow-up comprised self-reports, caregiver reports and behavioural observations. RESULTS The adolescents in the intervention group showed temporally stable improvement in their social competence, especially in social problem solving (F=17.6, P<0.001) and attainment of individual behavioural goals in everyday life (self-reports: F=15.9, P<0.001; caregiver reports: F=87.9, P<0.001). Effects of the intervention on other outcomes such as problem-solving competence and skills performed in standardised role plays were weak or absent. CONCLUSIONS Social Competence Training for Adolescents with Borderline Intelligence is a promising treatment for adolescents with borderline intellectual functioning and associated emotional/behavioural symptoms. Further studies examining long-term effects on the participants' social and vocational integration are needed.
Keywords: Adolescent, Adolescent Psychiatry/methods, Affective Symptoms/complications/therapy, Behavioral Symptoms/complications/therapy, Cognitive Therapy/methods, Disziplin, Gruppentraining, Humans, Intellectual Disability/complications/psychology/therapy, Interpersonal Relations, Kognitive Skills/Social Cognition, Mensch mit Behinderung, Mentally Disabled Persons/psychology/rehabilitation, Pilot Projects, Postkasten, Psychologie, Psychology, Adolescent, Psychotherapy, Group/methods, Social Adjustment, Social Behavior, social competence training, social competences, social learning, Soziale Angemessenheit, Sozialkompetenz, SV, Therapie, Treatment Outcome, Ziele sozial angemessenen Verhaltens 2010
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(2010): Cognition, brain, and consciousness. Introduction to cognitive neuroscience. 2. ed.. Burlington, MA: Academic Press/Elsevier. Online verfügbar unter http://www.sciencedirect.com/science/book/9780123750709
Abstract: This is the fully revised and updated second edition of the very sucessful introductory textbook on cognitive neuroscience. Written by two leading experts in the field, this textbooknbsp,book takes a unique thematic approach to introduce concepts of cognitive neurosciences, guiding students along a clear path to understand the latest findings whether or not they have a background in neuroscience. New to this edition are Frontiers in Cognitive Neurosciencetext boxes, each one focuses on a leading researcher and their topic of expertise. There is a new chapter on Genes and Molecules of Cognition, and all other chapters have been thoroughly revised, based on the most recent discoveries. New edition of a very successful textbookCompletely revisednbsp,to reflect new advances, and feedback from adopters and studentsIncludes a new chapter on Genes and Molecules of CognitionStudent Solutions available athttp://www.baars-gage.com/For Teachers:Rapid adoption and course preparation:A wide array of instructor support materials are available online including PowerPoint lecture slides, a test bank with answers, and eFlashcords on key concepts for each chapter. A textbook with an easy-to-understand thematic approach:in a way that is clear for students from a variety of academic backgrounds, the text introduces concepts such as working memory, selective attention, and social cognition.A step-by-step guide for introducing students to brain anatomy: color graphics have been carefully selected to illustrate all points and the research explained. Beautifully clear artist's drawings are used to 'build a brain' from top to bottom, simplifying the layout of the brain.For students:An easy-to-read, complete introduction to mind-brain science:all chapters begin from mind-brain functions and build a coherent picture of their brain basis. A single, widely accepted functional framework is used to capture the major phenomena. Learning Aidsinclude a student support site with study guides and exercises, a new Mini-Atlas of the Brainand a full Glossary of technical terms and their definitions.Richly illustrated with hundreds of carefully selected color graphics to enhance understanding.
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(2010): Hippocampal contributions to the processing of architectural ranking. In: NEUROIMAGE 50 (2), S. 742-752
Abstract: Theories of rhetoric and architecture suggest that buildings designed to be high ranking according to the Western architectural decorum have more impact on the minds of their beholders than low-ranking buildings. Here, we used event-related potentials in a visual object categorization task to probe this assumption and to examine whether the hippocampus contributes to the processing of architectural ranking. We found that early negative potentials between 200 and 400 ms differentiated between high- and low-ranking buildings in healthy subjects and patients with temporal lobe epilepsy with and without hippocampal sclerosis. By contrast, late positive potentials between 400 and 600 ms were higher in amplitude to high-ranking buildings only in healthy subjects and TLE patients without but not in TLE patients with hippocampal sclerosis. These findings suggest that the differentiation between high- and low-ranking buildings entails both early visual object selection and late post-model selection processes and that the hippocampus proper contributes critically to this second stage of visual object categorization.
2009
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(2009): From autonomy to heteronomy (and back). The enaction of social life. In: Phenomenology and the Cognitive Sciences 8 (4), S. 527-550. DOI: 10.1007/s11097-009-9139-1
Abstract: The term "social cognition" can be construed in different ways. On the one hand, it can refer to the cognitive faculties involved in social activities, defined simply as situations where two or more individuals interact. On this view, social systems would consist of interactions between autonomous individuals; these interactions form higher-level autonomous domains not reducible to individual actions. A contrasting, alternative view is based on a much stronger theoretical definition of a truly social domain, which is always defined by a set of structural norms; moreover, these social structures are not only a set of constraints, but actually constitute the possibility of enacting worlds that would just not exist without them. This view emphasises the heteronomy of individuals who abide by norms that are impersonal, culturally inherited and to a large extent independent of the individuals. Human beings are socialised through and through; consequently, all human cognition is social cognition. The article argues for this second position. Finally, it appears that fully blown autonomy actually requires heteronomy. It is the acceptance of the constraints of social structures that enables individuals to enter new realms of common meaningfulness. The emergence of social life marks a crucial step in the evolution of cognition; so that at some evolutionary point human cognition cannot but be social cognition.
Keywords: autonomy, cognition,, Disziplin, Interaction, Kognitionswissenschaft/Social Sciences/Humanities, Kognitive Skills/Social Cognition, Kultur, kultureller Zusammenhang, Kulturspezifizität, Kulturtheorie, Normativität, Normen, Philosophie, Social Cognition, social learning, social systems, Sozialisierung, Sozialverhalten, Voraussetzungen für sozial angemessenes Verhalten 2008
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(2008): The Effects of Theory-of-Mind and Social Skill Training on the Social Competence of a Sixth-Grade Student With Autism. In: Journal of Positive Behavior Interventions 10 (4), S. 228-242. DOI: 10.1177/1098300708319906
Abstract: The authors investigated the effects of a theory-of-mind (ToM) and social skill training program on the ToM assessments and social interactions of a sixth-grade high-functioning student with autism. A multiple probe design across behaviors and settings was conducted to evaluate the training program on the participant's learning outcomes. The results showed a functional relationship between the intervention and the participant's skill mastery. Specifically, the participant's appropriate social interactions increased substantially across time and settings with similar improvements in the ToM test scores. The participant's teachers, mother, and peers responded positively to the intervention, indicating their acceptance of the training procedures and outcomes.
2007
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(2007): A Dual Mechanism Neural Framework for Social Understanding. In: Philosophical Psychology 20 (1), S. 43-63. DOI: 10.1080/09515080601085864
Abstract: In this paper a theoretical framework is proposed for how the brain processes the information necessary for us to achieve the understanding of others that we experience in our social worlds. Our framework attempts to expand several previous approaches to more fully account for the various data on interpersonal understanding and to respond to theoretical critiques in this area. Specifically, we propose that social understanding must be achieved by at least two mechanisms in the brain that are capable of parallel information processing. The first mechanism, based on research into mirror matching systems in the brain, suggests that representations of others are mapped onto an observer's representations of these same schemas in order to understand them. The second mechanism requires semantic analysis of a given social situation in order to understand the actions of others and most likely involves conscious processes. We suggest that experimental correlates of these systems should be dissociable using both behavioral and neuroimaging techniques.
Keywords: Gehirnfunktion, Intellektualtechnik, Interaktionspartner, interpersonal, interpersonal communication, Kogn. Architektur, Kognitionswissenschaft/Social Sciences/Humanities, kognitive Architekturen, Kognitive Skills/Social Cognition, Künstliche Intelligenz, Mensch-Technik-Relationen (MTR), Neuronale Netzwerke, Neurowissenschaften, Philosophical Psychology, Realtechnik, Semantics, Semantik, Situationsbedingter Kontext, Sozialverstehen, Technik, theory of mind 2001
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(2001): Social Cognition, Language Acquisition and The Development of the Theory of Mind. In: Mind and Language 16 (5), S. 494-541. DOI: 10.1111/1468-0017.00180
Abstract: Theory of Mind (ToM) is the cognitive achievement that enables us to report our propositional attitudes, to attribute such attitudes to others, and to use such postulated or observed mental states in the prediction and explanation of behavior. Most normally developing children acquire ToM between the ages of 3 and 5 years, but serious delays beyond this chronological and mental age have been observed in children with autism, as well is in those with severe sensory impairments. We examine data from Studies of ToM in normally developing children and those with deafness, blindness, autism and Williams syndrome, as well as data from lower primates, in a search for answers to key theoretical questions concerning the origins, nature and representation of knowledge about the mind. In answer to these, we offer a framework according to which ToM is jointly dependent upon language and social experience, and is produced by a conjunction of language acquisition with children's growing social understanding, acquired through conversation and interaction with others. We argue that adequate language and adequate social skills are jointly causally sufficient, and individually causally necessary, for producing ToM. Thus our account supports a social developmental theory of the genesis of human cognition, inspired by the work of Sellars and Vygotsky.
Keywords: adequate social interaction, AUTISTIC-CHILD, Communication, DEAF-CHILDREN, DEFICIT, Disziplin, Erkenntnistheorie, FALSE BELIEF, INDIVIDUALS, KNOWLEDGE, Kognitive Skills/Social Cognition, Linguistik, MODULARITY, performance, Philosophie, philosophy of mind, Postkasten, Psychologie, Social Cognition, Social Skills, Soziale Angemessenheit, soziale Kognition, theory of mind, Voraussetzungen für sozial angemessenes Verhalten, WILLIAMS-SYNDROME 1994
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(1994): Social competence and social skills training for persons with mental-retardation – An expansion of a behavioral paradigm. In: EDUCATION AND TRAINING IN MENTAL RETARDATION AND DEVELOPMENTAL DISABILITIES 29 (3), S. 194-201
Abstract: The imperative for a reformulation of social skills training theory for adults with mental retardation is discussed. Current practices in social skills training for persons with mental retardation are summarized along with potential reasons for their concomitant lack of maintenance and generalization of treatment gains. In order to better understand the process of social skills acquisition, the concept of social competence must be redefined. A cognitive-behavioral definition and model of social competence and social skills is described which attempts to unify traditional social learning concepts with more recent advances in research and practice with persons with cognitive deficits, along with a focus on its utility in the training of social skills among persons with mental retardation.
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(1994) : "Social Cognition": Sozialpsychologie innerhalb des Paradigmas der Informationsverarbeitung In: Strack, Fritz: Zur Psychologie der standardisierten Befragung: Kognitive und kommunikative Prozesse: Berlin; Heidelberg: Springer (Lehr- und Forschungstexte Psychologie), S. 43-50
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