@article{BeneckeHuberStaatsetal., author = {Benecke, Cord and Huber, Dorothea and Staats, Hermann and Zimmermann, Johannes and Henkel, Miriam and Deserno, Heinrich and Wiegand-Grefe, Silke and Schauenburg, Henning}, title = {A Comparison of Psychoanalytic Therapy and Cognitive Behavioral Therapy for Anxiety (Panic/Agoraphobia) and Personality Disorders (APD Study)}, series = {Zeitschrift f{\"u}r Psychosomatische Medizin und Psychotherapie}, volume = {62}, journal = {Zeitschrift f{\"u}r Psychosomatische Medizin und Psychotherapie}, number = {3}, publisher = {Vandenhoeck \& Ruprecht}, address = {G{\"o}ttingen}, issn = {1438-3608}, doi = {10.13109/zptm.2016.62.3.252}, pages = {252 -- 269}, abstract = {Angstst{\"o}rungen, insbesondere Panikst{\"o}rungen und Agoraphobie, sind weitverbreitete psychische St{\"o}rungen, die eine hohe Komorbidit{\"a}t mit Pers{\"o}nlichkeitsst{\"o}rungen aufweisen. Randomisierte kontrollierte Studien, die sich mit dieser sehr relevanten Gruppe von Patienten befassen, fehlen bisher. Die multizentrisch durchgef{\"u}hrte Studie zu Angst- und Pers{\"o}nlichkeitsst{\"o}rungen (APS) untersucht 200 Patienten mit Panikst{\"o}rung und/oder Agoraphobie mit komorbiden Pers{\"o}nlichkeitsst{\"o}rungen in einer randomisierten, kontrollierten Vergleichsstudie zwischen Analytischer Psychotherapie (psychoanalytic therapy, PT) und Kognitiver Verhaltenstherapie (cognitive behavioral therapy, CBT), wobei jede Gruppe 100 Patienten enth{\"a}lt. Jeder Patient wird {\"u}ber einen Zeitraum von sechs Jahren untersucht, unabh{\"a}ngig von der Dauer der individuellen Behandlung. Die wesentlichen Fragestellungen dieser Studie beziehen sich auf den Vergleich der Effektivit{\"a}t von PT und CBT in dieser speziellen Patientenpopulation, auf den Vergleich der Nachhaltigkeit der Effekte von PT und CBT, den Vergleich der langfristigen Kosten-Nutzen-Relation von PT und CBT, sowie die Untersuchung von pr{\"a}diktiven Patientenmerkmalen f{\"u}r individuelle Therapieempfehlungen (Differenzielle Indikationsstellung). Die APS-Studie vergleicht Effektivit{\"a}t, Nachhaltigkeit und Kosten-Nutzen-Relation von PT und CBT f{\"u}r Angst- plus Pers{\"o}nlichkeitsst{\"o}rungen in einem randomisierten, kontrollierten Design. Das Studiendesign erf{\"u}llt damit die Anforderungen an eine Effektivit{\"a}tsstudie f{\"u}r PT, die unl{\"a}ngst definiert wurden.}, subject = {Psychotherapie}, language = {en} } @incollection{PfeilSeitzVogt, author = {Pfeil, Martina and Seitz, Hanne and Vogt, Christine}, title = {Be unique, be open, be art}, series = {Building bridges, breaking borders : urban culture and youth}, booktitle = {Building bridges, breaking borders : urban culture and youth}, publisher = {SWP}, address = {Amsterdam}, isbn = {978-90-8850-126-5}, pages = {51 -- 127}, subject = {Kultur}, language = {en} } @article{Seitz, author = {Seitz, Hanne}, title = {An Anthropological Perspective on Technical, Phonetic and Figurative Gestures}, series = {Paragrana : Internationale Zeitschrift f{\"u}r Historische Anthropologie}, volume = {23}, journal = {Paragrana : Internationale Zeitschrift f{\"u}r Historische Anthropologie}, number = {1}, publisher = {De Gruyter}, address = {Berlin}, issn = {2196-6885}, doi = {10.1515/para-2014-0014}, url = {http://nbn-resolving.de/urn:nbn:de:kobv:525-17095}, pages = {156 -- 168}, abstract = {The essay describes a primal scene, imagining how it might have been in the very beginning. Undoubtedly, it was a "homo ludens" who started the project of becoming human by using hand, eye, and the ability to imagine. Technical, phonetic, and figurative gestures gave way to the so-called second nature - cultural expressions that lead to technology, supported understanding, created pictures, music, theatre, or artistic legacies like the labyrinth that serves as a format for this essay. The "line of thoughts" (somewhere between fiction and reality) performs its own truth while one walks through: The text is constructed along the path of a labyrinth, the production of speech interrupted by its seven turns - allowing the experience of linear and cyclical time and creating rhythm and a motion of progression. It was written to be performed - not only to be read, but also to be seen and heard. Readers may imagine it as speech whose sound, rhythm and gestural elements inscribe themselves on the body.}, subject = {Walking}, language = {en} } @article{Weiss, author = {Weiss, Karin}, title = {East German adolescents and the new democracy}, series = {Social work in Europe}, volume = {6}, journal = {Social work in Europe}, number = {1}, issn = {1353-1670}, pages = {25 -- 29}, subject = {Ausl{\"a}nder}, language = {en} } @article{HildebrandtLonnemannGlauer, author = {Hildebrandt, Frauke and Lonnemann, Jan and Glauer, Ramiro}, title = {Why Not Just Features? Reconsidering Infants' Behavior in Individuation Tasks}, series = {Frontiers in Psychology}, volume = {11}, journal = {Frontiers in Psychology}, number = {Okt.}, publisher = {Frontiers Media S.A.}, address = {Lausanne}, issn = {1664-1078}, doi = {10.3389/fpsyg.2020.564807}, url = {http://nbn-resolving.de/urn:nbn:de:kobv:525-24896}, pages = {9}, abstract = {It counts as empirically proven that infants can individuate objects. Object individuation is assumed to be fundamental in the development of infants' ontology within the object-first account. It crucially relies on an object-file (OF) system, representing both spatiotemporal ("where") and categorical ("what") information about objects as solid, cohesive bodies moving continuously in space and time. However, infants' performance in tasks requiring them to use featural information to detect individuation violations appears to be at odds with the object-first account. In such cases, infants do not appear to be able to develop correct expectations about the numerosity of objects. Recently, proponents of the object-first account proposed that these individuation failures result from integration errors between the OF system and an additional physical reasoning system. We are going to argue that the predictions of a feature-based physical-reasoning (PR) system are sufficient for explaining infants' behavior. The striking predictive power of the PR system calls into question the relevance of the OF system and, thereby, challenges the assumption that infants can individuate objects early on.}, subject = {Individuation}, language = {en} } @article{GlauerHildebrandt, author = {Glauer, Ramiro and Hildebrandt, Frauke}, title = {Sortals, bodies, and variables : a critique of Quine's theory of reference}, series = {Synthese}, volume = {200}, journal = {Synthese}, number = {4}, publisher = {Springer Nature}, address = {Berlin}, issn = {1573-0964}, doi = {10.1007/s11229-022-03767-y}, pages = {21}, abstract = {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.}, subject = {Referenz }, language = {en} } @inproceedings{ImaiSajiGrosseetal., author = {Imai, Mutsumi and Saji, Noburo and Große, Gerlind and Schulze, Cornelia and Asano, Michiko and Saalbach, Henrik}, title = {General mechanisms of color lexicon acquisition : insights from comparison of German and Japanese speaking children}, series = {Proceedings of the 42nd Annual Conference of the Cognitive Science Society}, booktitle = {Proceedings of the 42nd Annual Conference of the Cognitive Science Society}, organization = {Cognitive Science Society}, pages = {3315 -- 3320}, abstract = {This research investigated how German-speaking children learn color words, both in terms of centroid mappings and boundary delineation, and how they construct the color lexicon as a connected system. The results were compared to those of Japanese children to draw insights on general mechanisms that underlie the acquisition of words in the color lexicon. For both languages, input frequency and category size contributed to the ease of learning. In contrast, in both language groups, naming (in)consistency in adults predicted the adult-like boundary delineation.}, subject = {Kindersprache}, language = {en} } @inproceedings{RitterMorganKim, author = {Ritter, Frank E. and Morgan, Jonathan H. and Kim, Jong W.}, title = {Practical Advice on How to Run Human Behavioral Studies}, series = {Proceedings of the 42nd Annual Conference of the Cognitive Science Society}, booktitle = {Proceedings of the 42nd Annual Conference of the Cognitive Science Society}, organization = {Cognitive Science Society}, pages = {15 -- 16}, subject = {Experimentelle Psychologie}, language = {en} } @article{AckermannEggerScharlach, author = {Ackermann, Judith and Egger, Benjamin and Scharlach, Rebecca}, title = {Programming the postdigital : curation of appropriation processes in (collaborative) creative coding spaces}, series = {Postdigital Science and Education}, volume = {2}, journal = {Postdigital Science and Education}, publisher = {Springer}, address = {Cham}, issn = {2524-4868}, doi = {10.1007/s42438-019-00088-1}, pages = {416 -- 441}, abstract = {Creative coding is a form of postdigital art that uses programming to solve esthetical problems, subordinating functionality to expression. It often comes with rather uncommon usage patterns of coding, going beyond technologies' affordances and finding ways of appropriating them in an individual way and in exchange with others. The learning ecologies GitHub, Stack Overflow, and Pou{\"e}t present digital infrastructures that curate and support such appropriation-related activities. The paper presents a qualitative analysis of the structure of these spaces, and the appropriation-related communication taking place. It shows how crucial the varying designs of the learning ecologies and the implemented interaction possibilities are for the appropriation activities taking place and draws a line to the desire for stronger participation in postdigital curation.}, subject = {Codierung}, language = {en} } @inproceedings{LinCzarnuchMalhotraetal., author = {Lin, Luyuan and Czarnuch, Stephen and Malhotra, Aarti and Yu, Lifei and Schr{\"o}der, Tobias and Hoey, Jesse}, title = {Affectively Aligned Cognitive Assistance Using Bayesian Affect Control Theory}, series = {Ambient Assisted Living and Daily Activities}, booktitle = {Ambient Assisted Living and Daily Activities}, publisher = {Springer}, address = {Cham}, isbn = {978-3-319-13105-4}, issn = {1611-3349}, doi = {10.1007/978-3-319-13105-4_41}, pages = {279 -- 287}, abstract = {This paper describes a novel emotionally intelligent cognitive assistant to engage and help older adults with Alzheimer's disease (AD) to complete activities of daily living (ADL) more independently. Our new system combines two research streams. First, the development of cognitive assistants with artificially intelligent controllers using partially observable Markov decision processes (POMDPs). Second, a model of the dynamics of emotion and identity called Affect Control Theory that arises from the sociological literature on culturally shared sentiments. We present background material on both of these research streams, and then demonstrate a prototype assistive technology that combines the two. We discuss the affective reasoning, the probabilistic and decision-theoretic reasoning, the computer-vision based activity monitoring, the embodied prompting, and we show results in proof-of-concept tests.}, subject = {Dichte }, language = {en} } @inproceedings{MalhotraYuSchroederetal., author = {Malhotra, Aarti and Yu, Lifei and Schr{\"o}der, Tobias and Hoey, Jesse}, title = {An exploratory study into the use of an emotionally aware cognitive assistant}, series = {AAAI Workshop : Artificial Intelligence Applied to Assistive Technologies and Smart Environments}, booktitle = {AAAI Workshop : Artificial Intelligence Applied to Assistive Technologies and Smart Environments}, publisher = {Association for the Advancement of Artificial Intelligence}, address = {Palo Alto}, pages = {6}, abstract = {This paper presents an exploratory study conducted to understand how audio-visual prompts are understood by people on an emotional level as a first step towards the more challenging task of designing emotionally aligned prompts for persons with cognitive disabilities such as Alzheimer's disease and related dementias (ADRD). Persons with ADRD often need assistance from a caregiver to complete daily living activities such as washing hands, making food, or getting dressed. Artificially intelligent systems have been developed that can assist in such situations. This paper presents a set of prompt videos of a virtual human 'Rachel', wherein she expressively communicates prompts at each step of a simple hand washing task, with various human-like emotions and behaviors. A user study was conducted for 30 such videos with respect to three basic and important dimensions of emotional experience: evaluation, potency, and activity. The results show that, while people generally agree on the evaluation (valence: good/bad) of a prompt, consensus about power and activity is not as socially homogeneous. Our long term aim is to enhance such systems by delivering automated prompts that are emotionally aligned with individuals in order to help with prompt adherence and with long-term adoption.}, subject = {Audiovisuelles Material}, language = {en} } @article{SchellerThoern, author = {Scheller, David and Th{\"o}rn, H{\aa}kan}, title = {Governing 'Sustainable Urban Development' Through Self-Build Groups and Co-Housing}, series = {International Journal of Urban and Regional Research}, volume = {42}, journal = {International Journal of Urban and Regional Research}, number = {5}, publisher = {Wiley-Blackwell}, address = {Oxford}, issn = {1468-2427}, doi = {10.1111/1468-2427.12652}, url = {http://nbn-resolving.de/urn:nbn:de:kobv:525-26478}, pages = {914 -- 933}, abstract = {This article critically examines the governing of 'sustainable urban development' through self-build cohousing groups in Gothenburg and Hamburg. The two case cities have been selected because both are currently involved in major urban restructuring, and have launched programmes to support self-build groups and cohousing as part of their emphasis on promoting urban sustainable development through this process. Departing from a theoretical discussion on advanced liberal urban governance, focusing in particular on the contemporary discourse on sustainable urban development, we examine the interaction between political institutions, civil society and private actors in the construction of cohousing as a perceived novel and alternative form of housing that may contribute to fulfilling certain sustainability goals. Questions centre on the socio-political contextualization of cohousing; concepts of sustainability; strategies of, and relations between, different actors in promoting cohousing; gentrification and segregation; and inclusion and exclusion. In conclusion we argue that, while self-build groups can provide pockets of cohousing as an alternative to dominant forms of housing, the economic and political logics of advanced liberal urban development make even such a modest target difficult, particularly when it comes to making such housing affordable.}, subject = {Stadtforschung}, language = {en} } @article{HoeySchroederMorganetal., author = {Hoey, Jesse and Schr{\"o}der, Tobias and Morgan, Jonathan Howard and Rogers, Kimberly B. and Rishi, Deepak and Nagappan, Meiyappan}, title = {Artificial Intelligence and Social Simulation}, series = {Small Group Research}, volume = {49}, journal = {Small Group Research}, number = {6}, publisher = {Sage Publications}, address = {London}, issn = {1552-8278}, doi = {10.1177/1046496418802362}, pages = {647 -- 683}, abstract = {Recent advances in artificial intelligence and computer science can be used by social scientists in their study of groups and teams. Here, we explain how developments in machine learning and simulations with artificially intelligent agents can help group and team scholars to overcome two major problems they face when studying group dynamics. First, because empirical research on groups relies on manual coding, it is hard to study groups in large numbers (the scaling problem). Second, conventional statistical methods in behavioral science often fail to capture the nonlinear interaction dynamics occurring in small groups (the dynamics problem). Machine learning helps to address the scaling problem, as massive computing power can be harnessed to multiply manual codings of group interactions. Computer simulations with artificially intelligent agents help to address the dynamics problem by implementing social psychological theory in data-generating algorithms that allow for sophisticated statements and tests of theory. We describe an ongoing research project aimed at computational analysis of virtual software development teams.}, subject = {K{\"u}nstliche Intelligenz}, language = {en} } @article{KachelMooreTomasello, author = {Kachel, Gregor and Moore, Richard and Tomasello, Michael}, title = {Two-year-olds use adults' but not peers' points}, series = {Developmental Science}, volume = {21}, journal = {Developmental Science}, number = {5}, publisher = {Wiley-Blackwell}, address = {Oxford}, issn = {1467-7687}, doi = {10.1111/desc.12660}, abstract = {In the current study, 24- to 27-month-old children (N = 37) used pointing gestures in a cooperative object choice task with either peer or adult partners. When indicating the location of a hidden toy, children pointed equally accurately for adult and peer partners but more often for adult partners. When choosing from one of three hiding places, children used adults' pointing to find a hidden toy significantly more often than they used peers'. In interaction with peers, children's choice behavior was at chance level. These results suggest that toddlers ascribe informative value to adults' but not peers' pointing gestures, and highlight the role of children's social expectations in their communicative development.}, subject = {Kleinkind}, language = {en} } @incollection{SchmidtWenzelRubel, author = {Schmidt-Wenzel, Alexandra and Rubel, Katrin}, title = {Inquiry-Based Learning in Social Work}, series = {Inquiry-Based Learning : Undergraduate Research}, booktitle = {Inquiry-Based Learning : Undergraduate Research}, publisher = {Springer}, address = {Cham}, isbn = {978-3-030-14223-0}, doi = {10.1007/978-3-030-14223-0_13}, url = {http://nbn-resolving.de/urn:nbn:de:kobv:525-26335}, publisher = {Fachhochschule Potsdam}, pages = {139 -- 147}, abstract = {Research-led teaching is designed to give students the opportunity to engage with their learning process and develop the skills needed to build their professional identity through active participation in the scientific cognitive process. Here in particular, social workers need research-oriented behavior, hermeneutic competencies and reflexivity in order to master the imminent requirements of case comprehension and case processing in a professional way.}, subject = {Ausbildung}, language = {en} } @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} } @incollection{McRobert, author = {McRobert, Korinna}, title = {Young survivors of sexual abuse as 'children out of place'}, series = {Intersectionality and Difference in Childhood and Youth}, booktitle = {Intersectionality and Difference in Childhood and Youth}, edition = {1st Edition}, publisher = {Routledge}, address = {London}, isbn = {978-0-367-72916-5}, doi = {10.4324/9780429466588-10}, publisher = {Fachhochschule Potsdam}, pages = {143 -- 157}, abstract = {This chapter looks at children 'out of place' as a category, focusing on the example of the sexually abused and thus sexually exposed child as experiencing an 'out of place' childhood. It focuses on the child who has been sexually abused and exploited, in contexts involving no compensation - monetary or otherwise. A code for childhood sexuality also developed in the West, with the focus on the innocence and malleability of young people. The projection onto children by adults, in terms of what they should be, can thus eventually be damaging. Children are presented as incapable of being responsible subjects with their own agency in the context of sexuality. Children's agency in the context of their sexuality is highly restricted through laws dictating minimum ages of sexual activity and consent, as well as social expectations of a child as a non-sexual and innocent being.}, subject = {Kind}, language = {en} } @article{LuthardtSchroederHildebrandtetal., author = {Luthardt, Jasmin and Schr{\"o}der, Tobias and Hildebrandt, Frauke and Bormann, Inka}, title = {"And then we'll just check if it suits us" : cognitive-affective maps of social innovation in early childhood education}, series = {Frontiers in Education}, volume = {5}, journal = {Frontiers in Education}, publisher = {Frontiers Media}, address = {Lausanne}, issn = {2504-284X}, doi = {10.3389/feduc.2020.00033}, pages = {19}, abstract = {The idea that a simple execution of an innovation invented by actors other than those who are expected to apply it is not likely to take place is a truism. We assume, however, in this paper the idea of a discursive production of knowledge on the application of an innovation across different levels of the education system. We aim to shed light on an innovation's 'journey' from educational policy over training providers to teams of professionals in early childhood education and care (ECEC). By investigating knowledge and emotions associated with the introduction of an intended innovation using the example of "stimulation interactions" in day care-centers, the paper contributes to research on the transfer of innovations in education. To better understand challenges occurring during the transfer of innovations, we triangulate methods from discourse theory (coding techniques based on GTM) and cognitive science, namely cognitive-affective mapping (according to the scholarly conventions). The data corpus includes educational plans (N = 2), in-service training programs (N = 123) and group discussions of pedagogical teams (N = 6) who participated in an in-service training on the subject, stimulating interaction. Findings underline that similar messages from the inventors on the educational policy level are received and processed heterogeneously by the teams of pedagogues as a result of their preexisting views, routine practices and experiences with intended innovations through in-service trainings. Besides, a diffuse mixture of competing and contradictory information is communicated to the professionals and, hence, collides with the in-service training providers' and educational policy actors' expectations on the processing of the intended innovation. Specific knowledge elements and their valences are diametrically opposed to each other. Dissonances like these are considered as obstacles to social innovation. The obstacles are caused by the lack of a 'common language' beyond all levels. Hence, policy-makers and in-service-training providers should anticipate the supportive as well as competing knowledge-emotional complexes of professionals and take these into account when communicating an intended innovation.}, subject = {Sozialinnovation}, language = {en} } @article{HildebrandtMusholt, author = {Hildebrandt, Frauke and Musholt, Kristina}, title = {Teaching rationality : sustained shared thinking as a means for learning to navigate the space of reasons}, series = {Journal of Philosophy of Education}, volume = {54}, journal = {Journal of Philosophy of Education}, number = {3}, publisher = {Wiley-Blackwell}, address = {Malden, Mass.}, issn = {1467-9752}, doi = {10.1111/1467-9752.12407}, pages = {582 -- 599}, abstract = {Human thought can be characterised as being situated in the 'space of reasons'. That is to say that human thought is guided by the norms of theoretical and practical rationality which, in turn, enable autonomous thinking. But how do children learn to navigate the space of reasons? Building on the work of Tugendhat and Bakhurst, among others, we argue, first, that this process involves the acquisition of propositional thought and that it is an essentially social one in which both children and adults take an active role. Second, and more specifically, by drawing on Brandom's theory of meaning, we provide a philosophical analysis of empirical findings with respect to the efficacy of 'Sustained Shared Thinking' (SST) in early educational settings. We argue that the efficacy of SST is based on its emphasising, modelling and practising those elements of communication that are essential for gaining proficiency in 'playing the game of giving and asking for reasons', namely drawing inferences between propositions and concepts and providing justifications for one's assertions. This is achieved by making explicit the inferential relationships between concepts and propositions and by the use of modal and doxastic markers that function as an invitation to a joint search for reasons.}, subject = {Denken}, language = {en} } @incollection{MarianiAckermann, author = {Mariani, Ilaria and Ackermann, Judith}, title = {Post-digital fairy tales}, series = {Transdisziplin{\"a}re Begegnungen zwischen postdigitaler Kunst und Kultureller Bildung}, booktitle = {Transdisziplin{\"a}re Begegnungen zwischen postdigitaler Kunst und Kultureller Bildung}, editor = {Ackermann, Judith and Egger, Benjamin}, publisher = {Springer}, address = {Wiesbaden}, isbn = {978-3-658-32079-9}, doi = {10.1007/978-3-658-32079-9_18}, pages = {283 -- 302}, abstract = {How can Interactive Digital Narratives (IDNs) be employed to reflect on and understand post-digital society and its challenges? To discuss such a complex matter, object of our investigation through the years, we rely on the results of an experimentation that used fairy tales as a starting point for opening up imagination and increasing the distance to everyday life and typical media usage behavior. The activity "Postdigital Fairy Tales" was conducted at Politecnico di Milano, bringing together 45 students in Communication Design for five full days of intensive experimentation. We explored the practice of crafting and developing interactive narratives that analyze societal twists and shifts due to digitalization by remixing traditional fairy tale narratives with aspects of our post-digital era. For this reason we chose to focus on Instagram and to exploit its affordances. The results show how IDNs can be used to question digital media usage with regard to patterns of aesthetics and interaction modes, and to analyse the wicked problems associated with digitalization.}, subject = {Narrativ }, language = {en} }