@article{HildebrandtGlauer, author = {Hildebrandt, Frauke and Glauer, Ramiro}, title = {Ich will das und ich schaffe das! : {\"u}ber die F{\"a}higkeit, eine Idee umzusetzen}, series = {Kindergarten heute}, volume = {52}, journal = {Kindergarten heute}, number = {9}, publisher = {Verlag Herder}, address = {Freiburg}, issn = {2628-5541}, pages = {10 -- 14}, abstract = {Manchmal scheint aufgeben leichter als durchhalten. Um gesteckte Ziele zu erreichen, brauchen Kinder vor allem eins: motivierende Erwachsene.}, subject = {Kind}, language = {de} } @article{HildebrandtGlauer, author = {Hildebrandt, Frauke and Glauer, Ramiro}, title = {Singular reference : the turn to propositional thinking}, series = {Grazer Philosophische Studien : International Journal for Analytic Philosophy}, volume = {99}, journal = {Grazer Philosophische Studien : International Journal for Analytic Philosophy}, number = {2}, publisher = {Brill}, address = {Leiden}, issn = {0165-9227}, doi = {10.1163/18756735-00000164}, pages = {159 -- 185}, abstract = {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.}, subject = {Aussagenlogik}, language = {en} } @article{HildebrandtGlauer, author = {Hildebrandt, Frauke and Glauer, Ramiro}, title = {K{\"u}sse dein Gehirn!}, series = {WamiKi : Das p{\"a}dagogische Fachmagazin}, volume = {2021}, journal = {WamiKi : Das p{\"a}dagogische Fachmagazin}, number = {5}, publisher = {Was mit Kindern GmbH}, address = {Berlin}, issn = {2363-7714}, pages = {35 -- 41}, subject = {Kindersprache}, language = {de} } @article{HildebrandtGlauerKachel, author = {Hildebrandt, Frauke and Glauer, Ramiro and Kachel, Gregor}, title = {Coming from a world without objects}, series = {Mind \& Language}, volume = {37}, journal = {Mind \& Language}, number = {2}, publisher = {Wiley Blackwell Publishing Ltd}, address = {Oxford, UK}, doi = {10.1111/mila.12313}, url = {http://nbn-resolving.de/urn:nbn:de:kobv:525-25000}, pages = {159 -- 176}, abstract = {While research on object individuation assumes that even very young children are able to perceive objects as particulars, we argue that the results of relevant studies can be explained in terms of feature discrimination. We propose that children start out navigating the world with a feature-based ontology and only later become able to individuate objects spatiotemporally. Furthermore, object individuation is a cognitively demanding achievement resting on a uniquely human form of enculturation, namely the acquisition of deictic demonstratives. We conclude by outlining empirical expectations for operationalizations of our proposal.}, language = {en} } @article{HildebrandtGlauerMoore, author = {Hildebrandt, Frauke and Glauer, Ramiro and Moore, Richard}, title = {Rethinking how children individuate objects}, series = {Synthese}, volume = {202}, journal = {Synthese}, number = {3}, publisher = {Springer Nature}, address = {Berlin}, issn = {0039-7857}, doi = {10.1007/s11229-023-04300-5}, url = {http://nbn-resolving.de/urn:nbn:de:kobv:525-31948}, pages = {1 -- 25}, abstract = {The current understanding of cognitive development rests on the premise that infants can individuate objects early on. However, the so-called object-first account faces severe difficulties explaining extant empirical findings in object individuation tasks while alternative, more parsimonious explanations are available. In this paper, we assume that children start as feature-thinkers without being able to individuate objects and show how this ability can be learned by thinkers who do not already implicitly possess the notion of an object. Based on Tugendhat's ideas on the relation between singular terms and object reference, we argue that spatial indexicals comprise the fundamental means of object individuation and describe how feature thinkers might acquire the complex substitutional system of spatial indexicals. In closing, two accounts of object cognition that do not rely on symbolic capacities, namely Pylyshyn's FINST indexes and Burge's perceptual objectivity, are critically discussed.}, subject = {Kind}, language = {en} } @book{HildebrandtHildebrandt, author = {Hildebrandt, Frauke and Hildebrandt, Elske}, title = {Dialoge mit Kindern im Kita-Alltag}, publisher = {Version-Verl.}, address = {Woltersdorf}, isbn = {978-3-9817121-0-0}, pages = {16}, subject = {Kindertagesst{\"a}tte}, language = {de} } @incollection{HildebrandtLassekPergande, author = {Hildebrandt, Frauke and Lassek, Maresi and Pergande, Bianka}, title = {Tragf{\"a}hige Grundlagen : Entwicklung der Pers{\"o}nlichkeit und sozialer F{\"a}higkeiten}, series = {Anforderungen und tragf{\"a}hige Grundlagen}, booktitle = {Anforderungen und tragf{\"a}hige Grundlagen}, editor = {Hecker, Ulrich and Lassek, Maresi and Ramseger, J{\"o}rg}, publisher = {Grundschulverband}, address = {Frankfurt am Main}, isbn = {978-3-941649-28-6}, publisher = {Fachhochschule Potsdam}, pages = {30 -- 43}, subject = {Grundschulkind}, language = {de} } @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} } @incollection{HildebrandtMusholt, author = {Hildebrandt, Frauke and Musholt, Kristina}, title = {Selbstbildung, Abrichtung oder Dialog: Wie kommen Kinder in den "Raum der Gr{\"u}nde"?}, series = {Mit Kindern denken : Gespr{\"a}che im Kita Alltag}, booktitle = {Mit Kindern denken : Gespr{\"a}che im Kita Alltag}, editor = {Hebenstreit-M{\"u}ller, Sabine and Hildebrandt, Frauke}, publisher = {dohrmann Verlag}, address = {Berlin}, isbn = {978-3-938620-46-5}, pages = {33 -- 52}, subject = {Kommunikation}, language = {de} } @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{HildebrandtMusholt, author = {Hildebrandt, Frauke and Musholt, Kristina}, title = {Selbstbildung, Abrichtung oder Dialog}, series = {Denken lernen}, booktitle = {Denken lernen}, editor = {Hebenstreit-M{\"u}ller, Sabine and Hildebrandt, Frauke}, publisher = {Wamiki}, address = {Berlin}, isbn = {978-3-96791-010-0}, publisher = {Fachhochschule Potsdam}, pages = {28 -- 47}, subject = {Kommunikation}, language = {de} } @incollection{HildebrandtPergande, author = {Hildebrandt, Frauke and Pergande, Bianka}, title = {Konflikte in der Kita}, series = {Denken lernen}, booktitle = {Denken lernen}, editor = {Hebenstreit-M{\"u}ller, Sabine and Hildebrandt, Frauke}, publisher = {Wamiki}, address = {Berlin}, isbn = {978-3-96791-010-0}, publisher = {Fachhochschule Potsdam}, pages = {68 -- 81}, subject = {Kindertagesst{\"a}tte}, language = {de} } @incollection{HildebrandtPergande, author = {Hildebrandt, Frauke and Pergande, Bianka}, title = {Beteiligung von Kindern im Kita-Alltag}, series = {Demokratische Partizipation und Inklusion in Kindertageseinrichtungen}, booktitle = {Demokratische Partizipation und Inklusion in Kindertageseinrichtungen}, publisher = {Beltz Juventa}, address = {Weinheim}, isbn = {978-3-7799-7091-0}, publisher = {Fachhochschule Potsdam}, pages = {280 -- 307}, subject = {Kindertagesst{\"a}tte}, language = {de} } @incollection{HildebrandtPergande, author = {Hildebrandt, Frauke and Pergande, Bianka}, title = {Soziale F{\"a}higkeiten in der Grundschule entwickeln}, series = {Anforderungen und tragf{\"a}hige Grundlagen}, booktitle = {Anforderungen und tragf{\"a}hige Grundlagen}, editor = {Hecker, Ulrich and Lassek, Maresi and Ramseger, J{\"o}rg}, publisher = {Grundschulverband}, address = {Frankfurt am Main}, isbn = {978-3-941649-28-6}, publisher = {Fachhochschule Potsdam}, pages = {44 -- 53}, subject = {Grundschulkind}, language = {de} } @incollection{HildebrandtPergande, author = {Hildebrandt, Frauke and Pergande, Bianka}, title = {Das Kinderrecht auf Beteiligung im Krippenalltag umsetzen}, series = {Partizipation in der Bildungsforschung}, booktitle = {Partizipation in der Bildungsforschung}, editor = {Thomas, Stefan and Rothmaler, Joseph and Hildebrandt, Frauke and Budde, Rebecca and Pigorsch, Stephanie}, edition = {2. Auflage}, publisher = {Beltz Juventa}, address = {Weinheim ; Basel}, isbn = {978-3-7799-6483-4}, publisher = {Fachhochschule Potsdam}, pages = {178 -- 196}, subject = {Alltag}, language = {de} } @incollection{HildebrandtPreissing, author = {Hildebrandt, Frauke and Preissing, Christa}, title = {Wertebildung in der Kita}, series = {Werte lernen und leben : Theorie und Praxis der Wertebildung in Deutschland}, booktitle = {Werte lernen und leben : Theorie und Praxis der Wertebildung in Deutschland}, publisher = {Bertelsmann Stiftung}, address = {G{\"u}tersloh}, isbn = {978-3-86793-676-7}, pages = {93 -- 114}, subject = {Kindertagesst{\"a}tte}, language = {de} } @article{HildebrandtScheidt, author = {Hildebrandt, Frauke and Scheidt, Alexander}, title = {Wie lernen Kinder?}, series = {Betrifft Kinder}, journal = {Betrifft Kinder}, number = {10}, publisher = {Verl. Das Netz}, address = {Kiliansroda/Weimar}, issn = {1613-737X}, pages = {20 -- 26}, subject = {Entwicklungspsychologie}, language = {de} } @article{HildebrandtScheidtHildebrandtetal., author = {Hildebrandt, Frauke and Scheidt, Alexander and Hildebrandt, Andrea and H{\´e}derv{\´a}ri-Heller, {\´E}va and Dreier, Annette}, title = {Sustained shared thinking als Interaktionsformat und das Sprachverhalten von Kindern}, series = {Fr{\"u}he Bildung}, volume = {5}, journal = {Fr{\"u}he Bildung}, number = {2}, publisher = {Hogrefe}, address = {G{\"o}ttingen}, issn = {2191-9186}, doi = {10.1026/2191-9186/a000256}, pages = {82 -- 90}, abstract = {Die Interaktion zwischen p{\"a}dagogischer Fachkraft und Kind ist eine zentrale Qualit{\"a}tsdimension in der fr{\"u}hen Bildung. Ein Interaktionsformat wurde als besonders wirksam f{\"u}r weitere Bildungsverl{\"a}ufe identifiziert: sustained shared thinking (SST). SST ist eine Form kognitiver Kooperation. Es setzt aktive Partizipation der Interagierenden voraus und zielt auf gemeinsame gedankliche Probleml{\"o}sungen, Begriffskl{\"a}rungen und Bewertungen von Ereignissen. Ziel der Untersuchung ist es, mit Hilfe eines standardisierten experimentellen Settings Aufschluss {\"u}ber die Einfl{\"u}sse von zentralen SST-Sprechhandlungen auf quantitativ-sprachliche und sprachlich-kognitive abh{\"a}ngige Variablen bei Kindern zu gewinnen. Dazu wurde das Dialogverhalten von Kindern im Alter von 2 bis 6 Jahren (N = 38) mit ihren Bezugserzieherinnen bei der Betrachtung von Bildkarten in 1:1-Situationen untersucht. Die Ergebnisse sprechen daf{\"u}r, dass die Anwendung von SST-Sprechhandlungen einen positiven Einfluss auf das Sprachverhalten von Kindern hat und dass diese Effekte unabh{\"a}ngig vom sozio{\"o}konomischen Status und kognitiver Leistung (hier Arbeitsged{\"a}chtnis als Proxy f{\"u}r fluide kognitive F{\"a}higkeiten) der Kinder auftreten.}, subject = {Kind}, language = {de} } @techreport{HildebrandtWalterLaagerFloeteretal., author = {Hildebrandt, Frauke and Walter-Laager, Catherine and Fl{\"o}ter, Manja and Pergande, Bianka}, title = {Kurzbericht zur Studie BiKA - Beteiligung von Kindern im Kita- Alltag}, pages = {42}, abstract = {In der Studie BiKA - Beteiligung von Kindern im Kita-Alltag haben die Fachhochschule Potsdam und die P{\"a}dQUIS gGmbH in Kooperation mit der Universit{\"a}t Graz im Zeitraum 2018-2020 die Qualit{\"a}t in der Kindertagesbetreuung mit dem Fokus auf die Verwirklichung der Beteiligung von Kleinkindern empirisch untersucht. Mit den nun erstmals vorgelegten Ergebnissen der Studie r{\"u}ckt ein wichtiger, von Fachkr{\"a}ften und Tr{\"a}gern eingeforderter Teil der Prozessqualit{\"a}t in den Mittelpunkt, der bisher auf nationaler Ebene noch wenig Beachtung gefunden hat. Untersucht wurde, wie und unter welchen Umst{\"a}nden es P{\"a}dagoginnen und P{\"a}dagogen in Kindertagesst{\"a}tten gelingt, die Perspektive und Bed{\"u}rfnisse der betreuten Kinder in angemessener Weise zu ber{\"u}cksichtigen und ihr Recht auf Beteiligung in der f{\"u}r sie so wichtigen Lebenswelt Kita, in der sie einen Großteil ihrer (Wach-) Zeit verbringen, sicher zu stellen. Dazu wurde zum einen die F{\"a}higkeit der Fachkr{\"a}fte erfasst, die Signale junger Kinder zu erkennen, darauf zu reagieren und sie feinf{\"u}hlig und unterst{\"u}tzend zu begleiten; und zum anderen ihre Kompetenz, Schl{\"u}sselsituationen im Kita-Alltag partizipativ zu gestalten. Zudem ging es darum, die Reaktion von Kindern auf die partizipationsorientierten Interaktionen der Fachkr{\"a}fte zu untersuchen.}, subject = {Alltag}, language = {de} } @article{HoeyMacKinnonSchroeder, author = {Hoey, Jesse and MacKinnon, Neil J. and Schr{\"o}der, Tobias}, title = {Denotative and connotative management of uncertainty}, series = {Judgment and Decision Making}, volume = {16}, journal = {Judgment and Decision Making}, number = {2}, publisher = {Society for Judgment and Decision Making}, issn = {1930-2975}, doi = {10.1017/S1930297500008652}, pages = {505 -- 550}, abstract = {The interplay between intuitive and deliberative processing is known to be important for human decision making. As independent modes, intuitive processes can take on many forms from associative to constructive, while deliberative processes often rely on some notion of decision theoretic rationality or pattern matching. Dual process models attempt to unify these two modes based on parallel constraint networks or on socially or emotionally oriented adjustments to utility functions. This paper presents a new kind of dual process model that unifies decision theoretic deliberative reasoning with intuitive reasoning based on shared cultural affective meanings in a single Bayesian sequential model. Agents constructed according to this unified model are motivated by a combination of affective alignment (intuitive) and decision theoretic reasoning (deliberative), trading the two off as a function of the uncertainty or unpredictability of the situation. The model also provides a theoretical bridge between decision-making research and sociological symbolic interactionism. Starting with a high-level view of existing models, we advance Bayesian Affect Control Theory (BayesACT) as a promising new type of dual process model that explicitly and optimally (in the Bayesian sense) trades off motivation, action, beliefs and utility. We demonstrate a key component of the model as being sufficient to account for some aspects of classic cognitive biases about fairness and dissonance, and outline how this new theory relates to parallel constraint satisfaction models.}, subject = {Zwei-Prozess-Modell}, language = {en} }