Alle Publikationen
2019
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(2019) : User Experience for Social Human-Robot Interactions: 2019 Amity International Conference on Artificial Intelligence (AICAI): Dubai, United Arab Emirates: IEEE, S. 32-36
DOI: https://doi.org/10.1109/AICAI.2019.8701332 Abstract: A significant threat social robots often faces is that their integration in real social, human environments will dehumanise some of the roles currently being played by the humans. This perception implicitly overestimates the social skills of the robots, which despite being continually upgraded, are still far from being able to dominate humans entirely. It also reflects loosely fears that robots may overcome humans in the near future and impact on the need to employ humans. This paper aims to address the role and relevance of user experience of socially interactive robots, separating several issues related to the evaluation of social human-robot interaction and then more specifically how this should be considered in developing countries where socially interactive robots are viewed with resistance and apprehension.
Keywords: Developing Countries, human environments, human-robot interaction, ieee xplore, Künstliche Intelligenz, Mobile robots, Robot sensing systems, service robot, Social Environments, social human-robot interaction, social robots, Social Skills, socially interactive robots, User acceptance, user experience 2018
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(2018): Do a robot's social skills and its objection discourage interactants from switching the robot off?. In: PLoS one 13 (7). DOI: 10.1371/journal.pone.0201581
DOI: http://www.ncbi.nlm.nih.gov/pubmed/30063750 Abstract: Building on the notion that people respond to media as if they were real, switching off a robot which exhibits lifelike behavior implies an interesting situation. In an experimental lab study with a 2x2 between-subjects-design (N = 85), people were given the choice to switch off a robot with which they had just interacted. The style of the interaction was either social (mimicking human behavior) or functional (displaying machinelike behavior). Additionally, the robot either voiced an objection against being switched off or it remained silent. Results show that participants rather let the robot stay switched on when the robot objected. After the functional interaction, people evaluated the robot as less likeable, which in turn led to a reduced stress experience after the switching off situation. Furthermore, individuals hesitated longest when they had experienced a functional interaction in combination with an objecting robot. This unexpected result might be due to the fact that the impression people had formed based on the task-focused behavior of the robot conflicted with the emotional nature of the objection.
Keywords: Adolescent, Adult, Artificial intelligence, Attitude, Biomimetic Materials, Electrical Equipment and Supplies, Emotions/physiology, Female, Fortschritt, Humans, Interpersonal Relations, Male, Mensch-Roboter-Interaktion, Motivation, Object Attachment, Robotics/instrumentation, Social Skills, User-Computer Interface, Young Adult 2017
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(2017) : Model Playground for Autistic Children: Teaching Social Skills through Tangible Collaboration In: Chang, Maiga; Technologies, IEEE International Conference on Advanced Learning (Hg.): ICALT 2017: IEEE 17th International Conference on Advanced Learning Technologies : proceedings : 3-7 July 2017, Timişoara, Romania: 2017 IEEE 17th International Conference on Advanced Learning Technologies (ICALT): Timisoara, Romania: 7/3/2017 - 7/7/2017. IEEE International Conference on Advanced Learning Technologies; International Conference on Advanced Learning Technologies; Icalt: Piscataway, NJ: IEEE, S. 441-445
Abstract: Children with autism often have difficulties in learning the social skills and norms of peer social interaction, which severely affect and limit their social lives. Aiming at addressing this issue, through design, we developed a digital-analogue model playground to help them understand and cope with the socially difficult situations experienced when they go to a physical playground to interact with peers. Based on therapists and parents' insights, we created the model playground with built in collaborative protocols providing immediate feedback to the children in terms of acceptable and unacceptable behaviour. Our design artefact was evaluated in a rehabilitation clinic for autistic children and demonstrates promising potential for digital-analogue devices as useful resources training peer social interaction. Our findings document that digital-analogue design devices can facilitate the development of social skills and norms through peer learning activities amongst children with autism.
Keywords: Alltag, Artificial intelligence, autistic children, collaborative protocols, computer aided instruction, Conference, development of social ability, digital-analogue devices, digital-analogue model playground, FAA, ieee xplore, inclusive learning, iterative design, peer interactions, peer learning activities, Social Skills, Soziale Intelligenz, tangible collaboration, Three-dimensional displays -
Chang, Maiga; Technologies, IEEE International Conference on Advanced Learning (Hg.) (2017): ICALT 2017. IEEE 17th International Conference on Advanced Learning Technologies : proceedings : 3-7 July 2017, Timişoara, Romania. 2017 IEEE 17th International Conference on Advanced Learning Technologies (ICALT). Timisoara, Romania, 7/3/2017 - 7/7/2017. IEEE International Conference on Advanced Learning Technologies; International Conference on Advanced Learning Technologies; Icalt. Piscataway, NJ: IEEEKeywords: Alltag, Artificial intelligence, autistic children, collaborative protocols, computer aided instruction, Conferences, development of social ability, digital-analogue devices, digital-analogue model playground, FAA, ieee xplore, inclusive learning, iterative design, peer interactions, peer learning activities, Social Skills, Soziale Intelligenz, tangible collaboration, Three-dimensional displays
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(2017): Efficacy of an individualized social competence training for children with Oppositional Defiant Disorders/Conduct Disorders. In: Psychotherapy research : journal of the Society for Psychotherapy Research 27 (3), S. 326-337. DOI: 10.1080/10503307.2015.1094587
DOI: http://www.ncbi.nlm.nih.gov/pubmed/26522864 Abstract: OBJECTIVES Group-based Cognitive-Behavioral Therapy of children with aggressive behavior has resulted in significant reductions of behavior problems with small to medium effect sizes. We report the efficacy of an individualized Treatment Program for Children with Aggressive Behavior. METHOD A within-subject design with two phases (waiting, treatment) was chosen. Sixty boys aged 6-12 years with peer-related aggressive behavior were included. The course of the outcome measures (growth rates) during a 6-week waiting phase was compared with those in the subsequent treatment phase (24 weekly child sessions together with an average of 8 parent contacts) by multilevel modeling. Primary outcome was peer-related aggressive behavior rated by parents. Further outcome measures included parent ratings and patient self-reports of aggressive and prosocial behavior. RESULTS During the treatment, growth rates for all parent-rated outcome measures were significant (p < .001) and comparison with the waiting phase indicated a stronger decrease in aggressive behavior and a stronger increase in prosocial behavior. For all self-rated outcome measures, growth rates during the treatment were significant (p < .01), but comparison with the waiting phase indicated a stronger decrease only for disturbance of social interaction. CONCLUSIONS The treatment program is an effective intervention for children with peer-related aggressive behavior.
Keywords: Aggression, Attention Deficit and Disruptive Behaviour, Child, Cognitive Therapy, Conduct Disorder, Disziplin, Group, Humans, Kinder, Male, Mensch mit Behinderung, Methods, Nonverbale Kommunikation, Outcome Assessment (Health Care), Peer Group, physiology, Postkasten, Psychologie, Psychotherapy, social competence training, social competences, Social Skills, Soziale Angemessenheit, Sozialkompetenz, SvA, Therapy, Wartezeit vor einem Akt körperlicher Aggression 2016
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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): Selbstsicherheit und soziale Kompetenz. Das Trainingsprogramm TSK mit Basis- und Aufbauübungen. Stuttgart: Klett-Cotta (Leben lernen, Nr. 284)
Abstract: Vorgestellt wird ein für Therapeuten und Klienten als gemeinsamer Leitfaden konzipiertes Trainingsprogramm zum Erwerb sozialer Kompetenz. In 30 Übungsszenen führt das Training durch alle wichtigen sozialen Situationen in graduierter Vorgehensweise. Die beiliegende DVD vertieft den Lernprozess mit Filmsequenzen. Der erste Teil richtet sich speziell an die Teilnehmer des Trainings. Die theoretischen Grundlagen des Sozialen Kompetenztrainings werden im zweiten - an die Therapeuten gerichteten Teil - dargelegt. - Inhalt: (1) Selbstsicherheit und soziale Kompetenz - Was ist das eigentlich? (2) Die Entstehung (Genese) und Aufrechterhaltung von sozialen Ängsten und sozialen Phobien. (3) Durchführung des TSK - Basisübungen - Aufbauübungen. (4) Informationen für Therapeuten.
Keywords: Gesundheit, Interpersonal Interaction, Interpersonale Interaktion, Intervention Program, Psychotherapy & Psychotherapeutic Counseling, self-assurance & social competence, Interventionsprogramm, klinische Psychologie, social anxiety, social interaction, SOCIAL PHOBIA, patients & therapists, Psychotherapie und psychotherapeutische Beratung, social situation, Social Skills, Social Skills Training, Soziale Angst, Soziale Fertigkeiten, Soziale Interaktion, Soziale Phobie, Soziales Kompetenztraining, Sozialtherapie, training program, Training sozialer Fertigkeiten -
(2016): A descriptive analysis. The role of social intelligence in school leadership. ProQuest Information & Learning, US.
Abstract: Social intelligence plays a crucial role in workplace environments, especially for individuals in leadership positions. The ability to anticipate the responses of others while acting wisely and in a predictive manner is a vital component of this type of intelligence. Principals are in a certain type of leadership position which requires a high degree of social intelligence. This study examined applications of social intelligence and investigated the relationship between an assessment representing this concept and successful leadership traits. The researcher investigated successful campus ratings as associated with social intelligence scores of administrative personnel. The research questions included inquiry regarding the relationship between social intelligence and school success, the role of social intelligence in academic performance, and teacher perceptions regarding leadership characteristics and social skills. A survey was developed to collect data and information regarding background and leadership skills. These factors were examined and analyzed. The instrument applied in this study was a standardized measure of social intelligence. By using social intelligence, leaders may be chosen for positions that will impact education in a positive manner. Future research is planned to continue examination of social intelligence according to the data collected in this study and the predictive value of multiple factors in school success. Applications to higher education are discussed. (PsycINFO Database Record (c) 2017 APA, all rights reserved)
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(2016): Accessible Robots for Improving Social Skills of Individuals with Autism. In: Journal of Artificial Intelligence and Soft Computing Research 6 (4). DOI: 10.1515/jaiscr-2016-0020
Abstract: This paper reports on an ongoing project between members of the computer science and special education departments of Bradley University and Murray State University, detailing the robotic platforms developed and investigated as a potential tool to improve social interactions among individuals with Autism Spectrum Disorders (ASD). Development of a fourth generation robotic agent is described, which uses economically available robotic platforms (Lego NXT) as Socially Assistive Robotics (SAR), combined with direct instruction pedagogy and social scripts to support an alternative educational approach to teaching social behavior. Specifically, in this fourth generation, changes to the physical design of the robots were made to improve the maintainability, reliability, maneuverability, and aesthetics of the robots. The software architecture was designed for modularity, configurability, and reusability of the software.
Keywords: Assitive technology, Autism, Autism spectrum disorder, Autism Spectrum Disorders (ASD), Interaktion, interdisziplinär, Mensch-Maschine-Kommunikation, Mensch-Technik-Relationen (MTR), Pathologie, Realtechnik, robot teacher, script, Serviceroboter, Social robotic, Social Skills, Socially Assistive Robotics (SAR), Soziale Robotik, Soziosensitive Systeme, teaching social behaviour, Technik, Telemanipulation, Telerobotics 2015
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(2015): Empathy development in adolescence predicts social competencies in adulthood. In: Journal of personality 83 (2), S. 229-241. DOI: 10.1111/jopy.12098
DOI: http://www.ncbi.nlm.nih.gov/pubmed/24684661 Abstract: This 23-year study explored the predictive associations between empathy development in adolescence and self-reported social competencies and outcomes in adulthood. Participants were 1,527 adults aged 35 years (48.3% female). The predictor variable (adolescent empathy) was measured yearly at the ages of 12 to 16 years. The outcome variables (adult empathy, communication skills, social integration, relationship satisfaction, and conflicts in relationships) were measured at the age of 35 years. Five important results stand out. First, longitudinal measurement invariance was established for the measure of adolescent empathy. Second, empathy tended to increase during the adolescent years. Third, significant interindividual differences in level and change of adolescent empathy were found. Fourth, gender was related to level of adolescent empathy, favoring girls over boys. Fifth, not only level but also change in adolescent empathy predicted individual differences in social competencies in adulthood two decades later. These findings demonstrate that developmental processes that are relevant for adjustment reveal long-term social consequences beyond the adolescent years. zitiert von 60
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(2015): That’s not my place. The interacting effects of faultlines, subgroup size, and social competence on social loafing behaviour in work groups. In: European Journal of Work and Organizational Psychology 25 (1), S. 31-49. DOI: 10.1080/1359432X.2014.996554
Abstract: Taking a social relations approach to team diversity, the authors propose that faultlines - hypothetical dividing lines that split a team into relatively homogeneous subgroups - impact the team members' propensity to exhibit social loafing behaviour. They further propose that this individual-level reaction to the faultline structure of the team can differ among team members, depending on the size of their subgroup and on their individual social competence. These assumptions were tested in a sample of real teams working on an intellective task during which social loafing behavior was video-coded. In partial support of the hypotheses, generalized mixed models revealed that social loafing behavior was most common for team members who were part of a team with strong faultlines, who belonged to the larger subgroup in their team, and who exhibited low levels of social competence. These results highlight the benefits of taking a multilevel approach to the effects of faultlines. zitiert von 29
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(2015): Emotional and social intelligence. A study of interpersonal, intrapersonal, social awareness, and social facility skills of information technology professionals in higher education. ProQuest Information & Learning, US.
Abstract: Technology is exponentially growing at a rapid pace across all industries, including higher education. Those who support these technologies, information technology (IT) professionals, are susceptible to job pressure factors, such as stress, due to labor shortages and a need for more communication with people other than IT professionals across campuses. This raises concern about their ability to interact according to emotional intelligence (EI). Very little is known about two EI aspects of IT professionals (interpersonal and intrapersonal skills) and their relationship to professional roles. The purpose of the study was to examine the relationships between various roles of IT professionals in higher education and their interpersonal and intrapersonal skills of EI. The study employed an ex-post facto design. The independent variable consisted of IT personnel's professional roles, education, and social intelligence. The dependent variable was emotional intelligence, consisting of interpersonal and intrapersonal EI. Data were analyzed according to t-test, ANOVA, and correlation statistics. The participants were IT professionals at 20 four-year public universities in the Texas A&M and University of Texas systems. There were 94 IT professionals who participated in the study. The findings showed that IT professionals with a degree in technology had lower stress levels and lower self-esteem than IT professionals whose degree was in business. However, there were no statistical differences in IE among IT professionals as it related to job titles, number of years on the job, or highest degree earned. Further analyses revealed social intelligence was correlated to emotional intelligence, although the relationship was weak. The study showed that IT professional are socially awkward. Since results revealed that as social intelligence decreased so did their emotional intelligence, IT leaders should be cautious about which IT professionals they want to interact directly with students, staff, faculty, and administrators. Furthermore, IT departments may need to change hiring practices. Those IT professionals who have technical expertise coupled with good people skills can be called upon to interact with other campus personnel. (PsycINFO Database Record (c) 2016 APA, all rights reserved)
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(2015): Can we learn to treat one another better? A test of a social intelligence curriculum. In: PLoS one 10 (6)
Abstract: This paper reports on the first test of the value of an online curriculum in social intelligence (SI). Built from current social and cognitive neuroscience research findings, the 50 session SI program was administered, with facilitation in Spanish by classroom instructors, to 207 students from Universidad Rey Juan Carlos in Madrid as part of their undergraduate classes. All materials were translated into Castilian Spanish, including outcome measures of SI that have been used in prior studies to provide valid estimates of two key components of social intelligence: 1) Sensitivity to others and 2) confidence in one’s capacity to manage social situations. Pre- and Posttest were administered to participants in the SI training, and also to 87 students in similar classes who did not receive the program who served as the control group. Gender and emotional intelligence levels at pretest also were examined as potential individual differences that might affect the impact of the program on study outcomes. Repeated measures ANOVAs on study outcomes revealed significant increases, from pre to post, in most measures of social intelligence for program participants in comparison to controls, with no effects of gender or age on program effectiveness. Prior scores on emotional intelligence were not a prerequisite for learning from the program. Some findings suggest ways the program may be improved to have stronger effects. Nonetheless, the findings indicate that the SI program tested here shows considerable promise as a means to increase the willingness of young adults to take the perspective of others and enhance their efficacy for initiating and sustaining positive social connections. (PsycINFO Database Record (c) 2016 APA, all rights reserved)
Keywords: Adult, Analysis of Variance, College Students, Curriculum, Emotional Intelligence, Female, Humans, Intelligence, Interaktionsforschung, Lerntheorien, Male, online curriculum, positive social connections, Self Concept, Social intelligence, Social Skills, Soziale Intelligenz, Surveys and Questionnaires, Young Adult 2014
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(2014): Executive function is associated with social competence in preschool-aged children born preterm or full term. In: Early human development 90 (6), S. 299-306. DOI: 10.1016/j.earlhumdev.2014.02.011
DOI: https://doi.org/10.1016/j.earlhumdev.2014.02.011 Abstract: BACKGROUND Executive function (EF), defined as higher-order cognitive processes used in planning and organizing actions and emotions, is often impaired in children born preterm. Few studies have assessed social competence, the processes and resources required to meet social demands and achieve social goals, in children born preterm. The relations between EF and social competence in preterm and full term preschoolers have not been well characterized. AIMS To characterize social competence and assess the relationship between EF and social competence in preschool-aged children born preterm or full term. STUDY DESIGN Cross-sectional study. SUBJECTS Study subjects had a history of preterm birth (≤34weeks of gestation) and birth weight <2500g (n=70). Controls were born full term (≥37weeks) (n=79). OUTCOME MEASURES Children completed a battery of EF tasks; a mean age-adjusted z-score for the battery was generated for each child. Parents rated child EF on one scale and child social competence on two standardized scales. RESULTS Compared to full term children, preterm children showed a lower mean EF battery z-score, poorer parent-rated EF, and poorer scores on the two social competence scales. In hierarchical multiple regression models, EF battery z-score and parent-rated EF made independent contributions to both measures of social competence. Preterm birth explained additional variance for one measure of social competence. CONCLUSIONS Standard assessment of EF skills and social competence in young preschool children, including children born preterm, may identify at-risk children for long-term social difficulties and may also provide targets for intervention.
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(2014): Investigating social competence in students with high intelligence. ProQuest Information & Learning, US.
Abstract: Social competence is vital for healthy development (Canto-Sperber & Dupuy, 2001; Spence, Barrett & Tuner, 2003). Beginning in childhood and heavily influenced by culture, social competence develops as we combine personal and environmental resources for positive social outcomes and includes the absence of negative behaviors alongside the presence of positive behaviors (Bierman & Welsh, 2008; Davidson, 2001). Social competence is particularly demonstrated through our verbal and nonverbal communication skills with others: categorized as pragmatic language. Often introduced in kindergarten, these skills include how to greet others, take turns, make requests, interpret cues and respond appropriately to others. Intellectual functioning has a role in social competence. While individuals may have the capacity to use long complex sentences with correct grammar, if they have not mastered the rules for social language their ability to communicate may be impaired. Most studies of the psychological characteristics of students with high intelligence have not demonstrated clinical symptoms beyond those of the general population, yet the absence of significant differences in clinical symptoms are often equated to having social competence (Lehman & Erdwins, 1985; Neihart, Reis, Robinson, & Moon, 2002; Rimm, 1995; Robinson, Lanzi, Weinberg, Ramey, & Ramey, 2002; Rose-Krasner, 2006). While the connection between communication skills and social competence is known for the general population and for students with diagnosed social difficulties, little is known about either the social competence of students with high intelligence, or the role pragmatic language skills have in their observed social competence (Merrell, Merz, Johnson, & Ring, 1992). This study replicates earlier research by affirming a negative relationship between high intelligence and psychopathology and poor social competence, yet goes beyond mere quantification of these characteristics to investigate the presence of underlying social language skills and association between pragmatic language and social competence. Multisource indices of social competence, clinical pathology and pragmatic language were gathered on a sample of 79 children, aged 7–10 years with intelligence quotient scores above 130 (FSIQ ≥ 130). Parents report lower incidence of clinically defined internalizing, externalizing and total problems for these students when compared to the general population. While students’ scores on the measure of pragmatic language did not predict their scores on the measure of social competence, they did demonstrate less frequency of clinical scores on pragmatic language than the general population and teachers report them as being more adjusted to school. This study contributes significantly to the literature by providing objective evidence of psychopathology, social competence and pragmatic language for a quantifiable sample of students with high intelligence. Methodological considerations are discussed, as are implications for further research. (PsycINFO Database Record (c) 2016 APA, all rights reserved)
Keywords: clinical pathology, clinical scores, clinical symptoms, cognitive ability, communication skills, competence, correct grammar, diagnosed social difficulties, Entwicklungspsychologie, environmental resources, Gesundheit, healthy development, Intellectual functioning, Intelligence, intelligence quotient scores, Kommunikation, Language Disorders, language skills, lower incidence, Methodological considerations, Social intelligence, Social Skills, Soziale Intelligenz 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)
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(2012): Virtual project teams. The role of empathy and social intelligence in the development of trust. ProQuest Information & Learning, US.
Abstract: The purpose of this quantitative research study is to determine whether a relationship exist between nine virtual team leaders’ emotional intelligence skills of social intelligence and their empathy practice, and the perceived trust the virtual project team members had for their team leader. The subfactors of social responsibility and interpersonal relationship comprise social intelligence. The study hypothesized that the virtual team leaders’ empathy skills and social skills would positively influence the development of trust, as perceived by the virtual team members. Nine virtual teams from the defense contractor industry in the southeastern United States participated. Two survey instruments were used to evaluate the hypothesis. The Bar-On Emotional Quotient Inventory (EQ-i) survey instrument was used to assess the practiced empathy skills and social intelligence skills if the virtual team leader. The ABC Research Foundation’s Measuring Organizational Trust indicator tool was used to assess the perceived trust of the virtual team members. The results of the study indicated that no significant positive correlation exist between virtual project leaders’ practice of empathic behavior and the development of trust among the team members. Social intelligence, as a whole, is associated with the development of trust in leader-member relationships in virtual project teams. These results further indicated that interpersonal relationship skills are strongly associated with developing positive trust relations and interactions in virtual environments. (PsycINFO Database Record (c) 2016 APA, all rights reserved)
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(2012): Amoralisch sein. Psychopathie und moralisches Unvermogen. In: Journal fur Philosophie & Psychiatrie 1. Online verfügbar unter http://www.jfpp.org/100.html
Abstract: It is argued that amoralists, i.e. people who do not care about morality, do not exist in reality. Real cases of psychopathy imply moral incapacity, which is not something that amoralists suffer from. Hence amoralists and psychopaths are not identical. I then discuss an argument by Gilbert Ryle and conclude that psychopaths lack the capacities that let other people care about morality. Empathy is the main moral capacity; in healthy people moral education results in their caring about morality, which cannot simply cease. I conclude that there are no amoralists in the philosophical sense of the term. Vorgestellt wird die These, dass die in der Moralphilosophie diskutierte Figur des Amoralisten, die Moral nicht gelten lasst, in Wirklichkeit nicht existiert. Im Vergleich zu realen Fallen der Psychopathie wird deutlich, dass diese an einem moralischen Unvermogen leiden und der Amoralist diese Symptomatik nicht aufweist. Es wird festgestellt, dass der Amoralist und der Psychopath nicht identisch sind. Unter Berufung auf Gilbert Ryle wird argumentiert, dass den Psychopathen die Fahigkeit zur Empathie fehlt und sie deshalb die Moral nicht ernstnehmen konnen. Dieser Aspekt wird kontrastiert mit der Ausbildung der Fahigkeiten bei Gesunden, bei denen die moralische Erziehung zu einem Ernstnehmen der Moral fuhrt, das nicht einfach aufgegeben werden kann. Abschliessend wird darauf hingewiesen, dass es vor diesem Hintergrund keine echten Amoralisten im moralphilosophischen Sinne geben wird.
2011
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(2011) : Was ist und was will "Kulturpsychologie" heute? In: Dreyer, Wilfried; Hößler, Ulrich (Hg.): Perspektiven interkultureller Kompetenz: Mit 11 Tabellen: Göttingen: Vandenhoeck & Ruprecht, S. 21-38
Abstract: Der Kulturbegriff im allgemeinen sowie das Konzept der Kulturpsychologie werden erläutert sowie deren Bedeutung für die Psychologie und Gesellschaft hinterfragt. Zu Beginn wird die historische Entwicklung des allgemeinen Psychologieverständnisses bis hin zur Kulturpsychologie, welche besonders von J. Bruner geprägt wurde, umrissen. Kulturpsychologie ist nach Bruner eine interpretative Psychologie, welche Regeln festzustellen versucht, nach denen Menschen in kulturellen Kontexten Bedeutungen erzeugen. Ernst Boesch beeinflusste den Kulturbegriff durch seinen Ansatz, dass Handlung und Kultur ineinander verwoben sind. Es wird darauf verwiesen, dass man zuerst handlungsrelevante transindividuelle Zeichen-, Wissens- und Orientierungssysteme kennen muss, um kulturelle Praktiken und Handlungen sowie psychosoziale Phänomene (Gedanken, Gefühle) angemessen beschreiben, verstehen und erklären zu können. Die Kultur gibt den ihr zugehörigen Menschen kollektive Ziele vor, die Handelnde unter Zuhilfenahme geeigneter Mittel verfolgen können und teilweise auch sollten. Jede Kultur hat spezifische Handlungsregeln (sprachliche Regeln, Normen und Werte) sowie ein Reservoir an Geschichten, durch die die Identität, das Selbst- und Weltverständnis eines Individuums gebildet und artikuliert werden. Einzelne Beispiele der Methodenlehre innerhalb der Kulturpsychologie werden aufgeführt. Interkulturelle Kompetenz soll kulturelle Differenzen, welche möglicherweise Missverständnisse sowie kognitive und emotionale Überforderungen bergen, verdeutlichen, um ein verständnisvolles, rücksichtsvolles miteinander mit Toleranz und echter Achtung zu fördern. Die Optimierung, Normierung und Kompetenzsteigerung sollte jedoch auch kritisch reflektiert werden, ebenso wie mögliche Anpassungs- und Unterwerfungsprozesse, der vermeintlich autonomen Person. Es wird betont, dass die Kulturpsychologie sich selber hinterfragen und darauf achten soll, nicht Mittel zum Zweck einer Machtgewinnung zu werden.
2010
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(2010): The influence of social intelligence on effective music teaching. In: Journal of Research in Music Education 58 (3), S. 276-293. DOI: 10.1177/0022429410378368
DOI: https://doi.org/10.1177/0022429410378368 Abstract: The purpose of this study was to investigate the influence of social intelligence on effective music teaching. Forty teachers from 'exemplary programs' and 'more challenging programs' across band, chorus, orchestra, and general public school music programs were administered the Interpersonal Perception Task—15 (IPT-15). In addition, 84 external evaluators viewed teaching excerpts of 12 'exemplary' and 'challenged' teachers and rated the (a) overall effectiveness and (b) main attribute that influenced their evaluations of each teaching excerpt. Results indicated no significant differences between the IPT-15 scores of 'exemplary' teachers and 'challenged' teachers. The external evaluators rated teachers identified as 'exemplary' significantly higher than they rated teachers labeled as 'challenged.' The majority of attributes influencing external evaluators’ ratings of overall teacher effectiveness were social, constituting more than 85% of all responses. All teachers who demonstrated effective social skills were perceived as effective teachers. Effective communication skills were the most frequently cited attributes for 'exemplary' teachers, whereas ineffective classroom management was the most listed attribute for why teachers were rated ineffective. (PsycINFO Database Record (c) 2016 APA, all rights reserved)
2009
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(2009) : Kompetenz-, Kommunikations- und Problemlösetraining In: Hautzinger, Martin; Pauli, Paul (Hg.): Psychotherapeutische Methoden: Göttingen: Hogrefe, S. 459-519
Abstract: In einem Literaturüberblick werden Kompetenztrainings, Kommunikationstrainings und Problemlösetrainings, die inzwischen zu den Standardverfahren der kognitiven Verhaltenstherapie gerechnet werden können, besprochen. Zunächst wird auf soziale Kompetenztrainings eingegangen. Es wird geklärt, was soziale Kompetenz ist, typische Bausteine solcher Trainings (Diskriminationstraining, Verhaltensübungen und Rollenspiele) werden geschildert, ausgewählte Beispiele sozialer Kompetenztrainings (Assertiveness-Trainings-Programm, das Gruppenprogramm Sozialer Kompetenzen) werden dargestellt, und es wird auf Anwendungsbereiche solcher Trainings verwiesen. Dann werden Kommunikationstrainings beschrieben. Thematisiert werden dabei die Bausteine eines Kommunikationstrainings mit einem Paar (Sprecherfertigkeiten, Zuhörerfertigkeiten), der Ablauf eines solchen Trainings (Vermittlung eines Rationals, Training der Kommunikation) und das Therapeutenverhalten. In der folgenden Darstellung von Problemlösetrainings wird auf folgende Punkte eingegangen: Vorbereitung des Problemlösetrainings; Struktur des Problemlöseprozesses (Problem- und Zieldefinition, Entwicklung und Bewertung von Lösungsmöglichkeiten, Entscheidung über die besten Lösungsmöglichkeiten, Planung und Umsetzung der besten Lösungsmöglichkeiten, Rückblick und Bewertung der Lösungsversuche, Grenzen des Problemlösetrainings. Abschließend werden Anwendungsbereiche und die Wirksamkeit von Kommunikations- und Problemlösetrainings thematisiert. Im Mittelpunkt steht der Einsatz solcher Trainings bei Beziehungsstörungen, Schizophrenie, affektiven Störungen und Angststörungen.
Keywords: Affective Disorders, Affektive Störungen, Angststörungen, Anxiety Disorders, Assertiveness Training, Behavior modification, Behavior Therapy & Behavior Modification, Cognitive Behavior Therapy, cognitive behavioral social skills trainings & communication skills trainings & problem-solving trainings, Cognitive Therapy, communication skills, Communication Skills Training, Indication (Therapy), Indikation, klinische Psychologie, Kognitive Therapie, Kognitive Verhaltenstherapie, Kommunikationsfertigkeiten, Kommunikationstraining, Lernen von Fertigkeiten, Marital Relations, Partnerbeziehungen, Problem Solving, Problemlösen, Psychotherapie, Schizophrenia, Schizophrenie, Selbstsicherheitstraining, Skill Learning, Social Skills, Social Skills Training, Soziale Fertigkeiten, Soziales Kompetenztraining, theoretical background & intervention strategies & typical examples & application fields & effectiveness, Therapieergebnisse, Training sozialer Fertigkeiten, Treatment Outcomes, Überblick, Verhaltensmodifikation, Verhaltenstherapie und Verhaltensmodifikation -
(2009): Die Intelligence and Development Scale Sozial-Emotionale Kompetenz (IDS-SEK). Psychometrische Eigenschaften eines Tests zur Erfassung sozial-emotionaler Fähigkeiten. In: Diagnostica 55 (4), S. 234-244. DOI: 10.1026/0012-1924.55.4.234
DOI: https://doi.org/10.1026/0012-1924.55.4.234 Abstract: Tested psychometric properties of the Intelligence and Development Scales Sozial-Emotionale Kompetenz Skala (IDS-SEK). To address a lack of adequate measures for capturing the social-emotional abilities of children, the IDS-SEK was constructed. The test measures social-emotional abilities on the dimensions (1) Emotion Recognition (EE), (2) Emotion Regulation (ER), (3) Understanding of Social Situations (SV), and (4) Social-Operation Competence (SH). Results of studies conducted with 839 5- to 10-year-olds from Switzerland support the scale's construct and criterion validity. Comparisons (matched for age, sex, and intelligence quotient) of children without behavioural problems, with Asperger syndrome (n = 38), and with aggressive-behavioral problems (n = 57) provided additional proof of the scale's differentiation ability. It is concluded that the IDS-SEK is well suited to measure capabilities and deficits in the social-emotional domain in a multidimensional way and can be used as the basis of specific interventions.
Keywords: Aggressionsverhalten, Aggressive Behavior, Aspergers Syndrome, Asperger-Syndrom, Autism Spectrum Disorders, Autismus-Spektrum-Störung, Developmental Scales & Schedules, emotion recognition, Emotional Regulation, Emotionen, Emotions, Emotionserkennung, Emotionsforschung, Emotionsregulation, Entwicklungstests, Personality Scales & Inventories, Persönlichkeitstests, psychometrics, Psychometrie, Psychosocial & Personality Development, Psychosoziale Entwicklung und Persönlichkeitsentwicklung, Social intelligence, Social Skills, Soziale Fertigkeiten, Soziale Intelligenz, Test Validity, Testvalidität, Verhaltensforschung 2008
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(2008) : Neue Wege zur leistungsbasierten Erfassung sozialer Intelligenz und erste Befunde In: Sarges, Werner; Scheffer, David (Hg.): Innovative Ansätze für die Eignungsdiagnostik: Göttingen: Hogrefe, S. 129-143
Abstract: Es wird informiert über die Entwicklung und Validierung des "Magdeburger Tests zur Sozialen Intelligenz" (SIM). Zunächst werden Überlegungen zur Bedeutung sozialer Kompetenzen in der Eignungsdiagnostik angestellt und terminologische Aspekte geklärt. Außerdem werden einige grundlegende methodische Probleme bei der Messung sozialer Intelligenz einschließlich möglicher Lösungen beschrieben: fehlender Theoriebezug; unsystematische Verwendung von Messkonzepten und Aufgabeninhalten; fehlender Realitätsbezug; dekontextualisierte Stimuli. Im SIM wird soziales Verständnis durch Szenarien erfasst. In Aufgaben zum sozialen Gedächtnis werden Probanden in limitierter Darbietungszeit mit sozialen Stimuli konfrontiert, deren Details sie anschließend korrekt erinnern sollen. Bei den Aufgaben zur sozialen Wahrnehmung werden Zielreize präsentiert, auf die die Probanden im anschließend gezeigten Aufgabenmaterial so schnell wie möglich reagieren sollen. Ein Validierung wurde an einer Stichprobe von 126 Studierenden vorgenommen. Strukturbefunde und Befunde zu den Außenbezügen sozialer Intelligenz werden mitgeteilt. Es wird betont, dass es mit den bisherigen Arbeiten gelungen ist, das facettentheoretisch konzipierte Modell der sozialen Intelligenz zu operationalisieren, leistungsbasiert reliabel zu erfassen und einige Aspekte der Konstruktvalidität nach innen (Binnenstruktur) und nach außen (Abgrenzung von der akademischen Intelligenz und allgemeinen auditiven Fähigkeiten) zu belegen.
Keywords: Berufs- und arbeitspsychologische Tests, Comprehension, development & validation of Magdeburger Test zur Sozialen Intelligenz (SIM), Eignungsdiagnostik, Eignungstests, facet theory concept of social intelligence & construct validity & discriminative validity, Aptitude Measures, Gedächtnis, Intelligence, Intelligenz, MEMORY, Occupational & Employment Testing, performance-based test for assessment of social intelligence, Personality Measures, Personality Scales & Inventories, Persönlichkeitstests, Social Perception, Social Skills, Soziale Fertigkeiten, Soziale Intelligenz, Soziale Wahrnehmung, Test Construction, Test Reliability, Test Validity, Testkonstruktion, Testreliabilität, Testvalidität, Verständnis -
(2008) : Sozialisation sozio-moralischer Kompetenzen In: Hurrelmann, Klaus: Handbuch Sozialisationsforschung: 7., vollst. überarb. Aufl.: Weinheim [u.a.]: Beltz (Pädagogik), S. 410-423
Abstract: Es wird im Überblick informiert über die Sozialisation sozio-moralischer Kompetenzen. Sozialisation wird verstanden als ein konstruktiver Prozess, der sich auf dem Hintergrund der kulturellen Lebenswelt in den vielfältigen sozialen Beziehungen in der Familie, in der Welt der Gleichaltrigen und in der institutionalisierten Erziehung vollzieht. Zunächst wird die Rolle kultureller Erfahrungen für die Entwicklung sozio-moralischer Kompetenzen am Beispiel der moralischen Urteilskompetenz aufgezeigt. Dann werden Sozialisationsprozesse in der Familie und in der Gruppe der Gleichaltrigen diskutiert. Abschließend werden Möglichkeiten der Förderung sozio-moralischer Kompetenzen im Kontext der institutionalisierten Erziehung dargestellt. Es wird besonders hervorgehoben, dass demokratische und partizipatorische Strukturen die Entwicklung der kognitiven und affektiven Aspekte sozio-moralischer Kompetenzen fördern. zitiert von 13
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(2008): Assessment of social and auditory intelligence. New perspectives and approaches. Lengerich: Pabst
Abstract: Investigated the constructs of auditory and social intelligence and their relationship to academic intelligence, personality, and working memory. Following a theoretical overview of theories and models of the different facets of intelligence and related constructs, the development of 2 tests for the assessment of social and auditory intelligence is described. 2 main studies were conducted which examined the psychometric properties of the multimedia tests as well as the relationships between the underlying constructs and academic intelligence, working memory, and musical experience. The findings are discussed with respect to the internal construct validity of auditory and social intelligence, their relationship to the other constructs examined, and the relationship between social-auditory and general auditory intelligence. Suggestions are made for further improvement of the tests, and implications for further research are discussed.
Keywords: Academic Aptitude, Auditive Wahrnehmung, Auditory Perception, Fähigkeit (Schule und Hochschule), Intelligence Measures, Intelligenztests, Kurzzeitgedächtnis, Multiple Intelligences, Multiple Intelligenzen, Personality Scales & Inventories, Persönlichkeitstests, Social Skills, Soziale Fertigkeiten, Soziale Intelligenz, Short Term Memory, Test Validity, Testvalidität