FB1 Sozial- und Bildungswissenschaften
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Simulation tools aimed at enhancing cross-sectoral cooperation can support the transition from a traditional transport planning approach based on predictions towards more integrated and participatory urban mobility planning. This shift entails a broader appraisal of urban dynamics and transformations in the policy framework, capitalizing on new developments in urban modelling. In this paper, we argue that participatory social simulation can be used to solve these emerging challenges in mobility planning. We identify the functionalities that such a tool should have when supporting integrated mobility planning. Drawing on a transdisciplinary case study situated in Potsdam, Germany, we address through interviews and workshops stakeholders’ needs and expectations and present the requirements of an actionable tool for practitioners. As a result, we present three main challenges for participatory, simulation-based transport planning, including: (1) enhancement of the visioning process by testing stakeholders’ ideas under different scenarios and conditions to visualise complex urban relationships; (2) promotion of collective exchange as means to support stakeholder communication; and (3) credibility increase by early stakeholder engagement with model development. We discuss how our participatory modelling approach helps us to better understand the gaps in the knowledge of the planning process and present the coming steps of the project.
Among the philosophical accounts of reference, Quine’s (1974) The Roots of Reference stands out in offering an integrated account of the acquisition of linguistic reference and object individuation. Based on a non-referential ability to distinguish bodies, the acquisition of sortals and quantification are crucial steps in learning to refer to objects. In this article, we critically re-assess Quine’s account of reference. Our critique will proceed in three steps with the aim of showing that Quine effectively presupposes what he sets out to explain, namely, reference to objects. We are going to argue (i) that sortals do not individuate, (ii) that bodies are already objects, and (iii) that the acquisition of variables presupposes a notion of identity. The result is diagnostic of a central desideratum for any theory of reference: an explanation of spatiotemporal object individuation.
Germany has become the most important destination country for young refugees in Europe (Destatis, 2021). Vocational education and training can make an important contribution to overcome educational barriers and gain participation in society (Will & Hohmut, 2020). Since 2015, rural regions have faced new challenges in establishing effective support systems for young apprentices with forced migration experience (Ohliger et al., 2017). The participatory LaeneAs research project seeks to identify educational barriers and to promote successful educational pathways for young refugees in vocational training. In four distinct rural areas in Germany, stakeholders in formal, non-formal, and informal learning environments and young refugees will be brought together in real-world laboratories. The authors aim to open space for a co-constructive knowledge production process between scientific and political stakeholders, educational practitioners, and refugee youth. Real-world laboratories are a socio-spatial methodology that combines research and a sustainable capacity building process. The lifeworld expertise will be used for a contextual condition analysis of structural, societal, and individual barriers to education as well as for practice transfer. Building on the discussion of the current state of research and the identification of significant gaps in the practice and research landscape, this essay will focus on the critical discussion of the methodological implementation of the study.
The ability to refer to objects – singular reference – is arguably the decisive innovation on the way to human propositional cognition. This article argues that object individuation requires singular reference because basic singular terms, namely spatial indexicals, provide a symbolic frame of reference for object individuation. The authors suggest that singular reference is intrinsically connected to essential characteristics of propositionality: among other things, it guarantees the situation-independence of meaning, allows for the distinction between truth and falsehood, and enables us to think about possibilities. The authors sketch how singular reference gives rise to the development of predication, the powerful logical tool of quantification, and forms the basis for differentiating between belief and desire.
The present study investigated whether 7-month-old infants attribute directionality to an object after having observed it engage in agentive behavior and whether they maintain this attribution even when the agent is presented statically. Infants were familiarized with an object displaying either agentive behavioral cues (self-propelled, context-sensitive movement) or non-agentive motion (the same movement pattern caused by external factors). In a subsequent spatial-cueing procedure, the agent was displayed statically at the center of the screen. Gaze latencies were assessed for targets appearing at a location congruent or incongruent with the position of the agent’s formerly leading end. Only infants that had observed the object move in an agentive manner showed shorter gaze latencies for congruent compared to incongruent targets, suggesting facilitation of attention toward a location congruent with the agent’s prior action direction. Results provide evidence that infants attribute directionality to novel agents based on behavioral agency cues, that this directional representation is maintained even when the agent is stationary, and that it guides infants’ covert attention.
Numerical magnitude information is assumed to be spatially represented in the form of a mental number line defined with respect to a body-centred, egocentric frame of reference. In this context, spatial language skills such as mastery of verbal descriptions of spatial position (e.g., in front of, behind, to the right/left) have been proposed to be relevant for grasping spatial relations between numerical magnitudes on the mental number line. We examined 4- to 5-year-old’s spatial language skills in tasks that allow responses in egocentric and allocentric frames of reference, as well as their relative understanding of numerical magnitude (assessed by a number word comparison task). In addition, we evaluated influences of children’s absolute understanding of numerical magnitude assessed by their number word comprehension (montring different numbers using their fingers) and of their knowledge on numerical sequences (determining predecessors and successors as well as identifying missing dice patterns of a series). Results indicated that when considering responses that corresponded to the egocentric perspective, children’s spatial language was associated significantly with their relative numerical magnitude understanding, even after controlling for covariates, such as children’s SES, mental rotation skills, and also absolute magnitude understanding or knowledge on numerical sequences. This suggests that the use of egocentric reference frames in spatial language may facilitate spatial representation of numbers along a mental number line and thus seem important for preschoolers’ relative understanding of numerical magnitude.
Digital media are being used more and more frequently by children and for a wide variety of functions. However, there are no studies to date that examine the effect of such use on peer interactions and the occurrence of prosocial behavior in peers. For parents, it has been found that when using digital media only few parents respond responsively to their children’s attempts at interaction and also very rarely, they communicate with them verbally and nonverbally. In the present study, we investigated how playing a game in a digital versus analog form influences interactions (especially prosocial behavior) of peers. We used an experimental situation, where 24 dyads of 4-10-year-old children were examined. Each of the dyads was randomly assigned to a condition where they played either a digital or analog game together. Various interaction parameters and prosocial behavior during and after the game were analyzed. Results show that children in the analog condition communicated verbally with each other more often, responded more often to interaction attempts of their partners and showed less often negative forms of interaction and more often positive forms of interaction than children in the digital condition. However, the type of medium had no influence on prosocial behavior after the game situation. These results suggest that the format of a game (digital vs. analog) has a decisive influence on peer interactions concerning their communication during but not their prosocial behavior after the game situation.
Adult-child interactions can support children's development and are established as predictors of program quality in early childhood settings. However, the linguistic components that constitute positive interactions have not yet been studied in detail. This study investigates the effects of hypotheses proposed by adults on children's responses in a dyadic picture-book viewing situation. In 2 experiments, adults’ use of hypotheses (e.g., “Maybe this is a dwarf's door”) was tested against the use of instructive statements (“This is a dwarf's door”) and in combination with open questions (“What do you think, why is the door so small?”). In Experiment 1, hypotheses differed from instructions only by the modal marker “maybe”. Children's responses to hypotheses were longer and contained more self-generated explanations as compared to responses to instructions. The use of hypotheses also seemed to encourage children to attach more importance to their own explanations. In Experiment 2, combining hypotheses with open-ended why questions elicited longer responses but no more self-generated explanations in children than open-ended questions alone. Results indicate that subtle differences in adults’ utterances can directly influence children's reasoning and children's contributions to dialogues.
Using two phenomena of violence against children and intimate partner violence and based on two case studies, we explore the extent to which social processes of interpreting and negotiating violence contribute to further theorization efforts. The central unifying element is that both forms of violence are enabled and performed in power relations and have long been socially, legally, and politically legitimized. Therefore, our study’s focus is not on violence as a subject but rather on the social negotiation and construction of meanings of actions framed as violent. This perspective is exemplified by two independent case studies and data material that illustrate how such microscopic arguments are developed empirically. The methods used for the two case studies include qualitative analyses of interviews and organizational documents. Hence, we also discuss the researchers’ involvement and challenges in these processes. Based on our analytical findings, we argue for the use of an approach of a subject appropriated theorizing violence rather than a formal theory formation of violence. The procedural analysis of violence revealed its importance in making non-public and socially taboo forms of violence analytically accessible.