@article{MichelWronskiPauenetal., author = {Michel, Christine and Wronski, Caroline and Pauen, Sabina and Daum, Moritz M. and Hoehl, Stefanie}, title = {Infants' object processing is guided specifically by social cues}, series = {Neuropsychologia}, volume = {126}, journal = {Neuropsychologia}, publisher = {Elsevier}, address = {Amsterdam}, issn = {0028-3932}, doi = {10.1016/j.neuropsychologia.2017.05.022}, pages = {54 -- 61}, abstract = {Previous studies showed that the movements of another person's eyes and head guides infants' attention and promotes social learning by leading to enhanced encoding of cued objects. However, it is an open question whether social features like eyes are required or if the lateral movement of any arbitrary stimulus can elicit similar effects. The current experiments investigate the effects of the movement of a nonsocial cue and a perceptually similar social cue on object processing in 4-month-olds using event-related potentials (ERPs). Infants were presented with one of two central cues, either a box with a checkerboard pattern or a box with eye-like features on the front, which turned to one side. The cue thereby either turned toward a novel object or turned away from it. Afterwards, the object was presented again and ERPs in response to these previously cued or uncued objects were compared. When the nonsocial box served as the cue, no difference in neural processing of previously cued and uncued objects was found. In contrast, when the box with eyes served as the cue, we found an enhanced positive slow wave (PSW) for uncued as compared to cued objects. While the turning of the box with eyes promoted the encoding of cued objects, uncued objects needed enhanced activity for processing when presented for a second time. Results suggest that not every dynamic cue can influence infants' object processing but that the presence of a basic social characteristic like isolated schematic eyes is sufficient to enhance social learning processes in early infancy. This hints on a specific sensitivity of the infant brain to social information which helps infants to focus on relevant information in the environment during social learning.}, subject = {S{\"a}ugling}, language = {en} } @article{TappenbeckMichelWittichetal., author = {Tappenbeck, Inka and Michel, Antje and Wittich, Anke and Werr, Naoka and G{\"a}de, Maria and Spree, Ulrike and Gl{\"a}ser, Christine and Griesbaum, Joachim and Mandl, Thomas and Keller-Loibl, Kerstin and Stang, Richard}, title = {Framework Informationskompetenz}, series = {O-Bib : das Offene Bibliotheksjournal}, volume = {9}, journal = {O-Bib : das Offene Bibliotheksjournal}, number = {1}, address = {M{\"u}nchen}, organization = {Verein Deutscher Bibliothekarinnen und Bibliothekare}, issn = {2363-9814}, doi = {10.5282/o-bib/5794}, pages = {1 -- 18}, abstract = {Der Beitrag stellt Ergebnisse der Fachgruppe Informationskompetenz der KIBA vor, in der alle Lehrenden im Bereich der Vermittlung von Medien- und Informationskompetenz an bibliotheks- und informationswissenschaftlichen Studieng{\"a}ngen in Deutschland zusammenarbeiten. Ausgangspunkt ist das ā€˛Framework Informationskompetenz", ein Anforderungsrahmen, der gemeinsame Standards in der Qualifikation von Studierenden der Bibliotheks- und Informationswissenschaft f{\"u}r das Aufgabenfeld der F{\"o}rderung von Informationskompetenz sichern soll. Es wird aufgezeigt, wie die in diesem Rahmenmodell formulierten Qualifikationsstandards in den verschiedenen Studieng{\"a}ngen umgesetzt werden und wo es bedarfsbezogene Auspr{\"a}gung und Gewichtung in den Qualifikationszielen gibt.}, subject = {Informationskompetenz}, language = {de} }