@incollection{OswaldKrappmannUhlendorfetal., author = {Oswald, Hans and Krappmann, Lothar and Uhlendorf, Hans and Weiss, Karin}, title = {Social relationships and support among children of the same age in middle childhood}, series = {Social networks and social support in childhood and adolescence (Prevention and intervention in childhood and adolescence ; 16)}, booktitle = {Social networks and social support in childhood and adolescence (Prevention and intervention in childhood and adolescence ; 16)}, editor = {Nestmann, Frank and Hurrelmann, Klaus}, publisher = {de Gruyter}, address = {Berlin}, isbn = {3-11-014360-7}, pages = {171 -- 189}, subject = {Kind}, language = {en} } @article{O’ConnellLucić, author = {O'Connell, Courtney and Lucić, Luka}, title = {An Informal Education Intervention in Response to the Covid-19 Pandemic}, number = {Online first}, publisher = {Springer Nature}, address = {Berlin}, issn = {2522-5804}, doi = {10.1007/s42087-020-00161-3}, pages = {1 -- 16}, abstract = {The Covid-19 pandemic and resulting damage is often portrayed in staggering numbers and statistics. This article offers, by contrast, a personal and qualitative account of employees, volunteers, and young residents at a refugee home in Berlin, Germany. Through the story of a boy who has spent the past 4 years in several of Berlin's 84 remaining refugee accommodations, we examine the inequalities that already existed in Germany and how the pandemic has exacerbated them. To provide ample context, we critically assess the so-called Welcome Classes that children and teens have been attending since their arrival to the country in or around 2015 and argue that the segregation experienced at school mirrors the isolation from the host society that refugees and people seeking asylum are subjected to residentially. We then present an emergency response to school closures: A digital homework mentorship program designed to mitigate the heightened barriers to social interaction and access to education brought about by the pandemic. We explore the sociocultural theory underpinning the program, describe its methods, and offer a qualitative evaluation of the results. Finally, we discuss how the informal education intervention helps fill gaps in the system, offering an approach that can be used going forward to promote learning, social-emotional development, and inclusion of young people with migration and refugee backgrounds.}, subject = {Jugend}, language = {en} } @article{Peters, author = {Peters, Uwe}, title = {Teleology and mentalizing in the explanation of action}, series = {Synthese}, volume = {198}, journal = {Synthese}, publisher = {Springer}, address = {Berlin}, issn = {1573-0964}, doi = {10.1007/s11229-019-02256-z}, pages = {2941 -- 2957}, abstract = {In empirically informed research on action explanation, philosophers and developmental psychologists have recently proposed a teleological account of the way in which we make sense of people's intentional behavior. It holds that we typically don't explain an agent's action by appealing to her mental states but by referring to the objective, publically accessible facts of the world that count in favor of performing the action so as to achieve a certain goal. Advocates of the teleological account claim that this strategy is our main way of understanding people's actions. I argue that common motivations mentioned to support the teleological account are insufficient to sustain its generalization from children to adults. Moreover, social psychological studies, combined with theoretical considerations, suggest that we do not explain actions mainly by invoking publically accessible, reason-giving facts alone but by ascribing mental states to the agent.}, subject = {Teleologie}, 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} } @incollection{PollmerPalentinHurrelmann, author = {Pollmer, K{\"a}te and Palentin, Christian and Hurrelmann, Klaus}, title = {Educational perspectives and psychosocial problems of East German adolescents}, series = {Individualization in childhood and adolescence}, booktitle = {Individualization in childhood and adolescence}, publisher = {de Gruyter}, address = {Berlin}, isbn = {3-11-014681-9}, pages = {181 -- 197}, subject = {Kinder}, 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{SchauenburgConradvonScheveetal., author = {Schauenburg, Gesche and Conrad, Markus and von Scheve, Christian and Barber, Horacio A. and Ambrasat, Jens and Aryani, Arash and Schr{\"o}der, Tobias}, title = {Making sense of social interaction : emotional coherence drives semantic integration as assessed by event-related potentials}, series = {Neuropsychologia}, volume = {125}, journal = {Neuropsychologia}, publisher = {Amsterdam}, address = {Elsevier}, issn = {1873-3514}, doi = {10.1016/j.neuropsychologia.2019.01.002}, pages = {1 -- 13}, abstract = {We compared event-related potentials during sentence reading, using impression formation equations of a model of affective coherence, to investigate the role of affective content processing during meaning making. The model of Affect Control Theory (ACT; Heise, 1979, 2007) predicts and quantifies the degree to which social interactions deflect from prevailing social norms and values - based on the affective meanings of involved concepts. We tested whether this model can predict the amplitude of brain waves traditionally associated with semantic processing. To this end, we visually presented sentences describing basic subject-verb-object social interactions and measured event-related potentials for final words of sentences from three different conditions of affective deflection (low, medium, high) as computed by a variant of the ACT model (Schr{\"o}der, 2011). Sentence stimuli were closely controlled across conditions for alternate semantic dimensions such as contextual constraints, cloze probabilities, co-occurrences of subject-object and verb-object relations. Personality characteristics (schizotypy, Big Five) were assessed to account for individual differences, assumed to influence emotion-language interactions in information processing. Affective deflection provoked increased negativity of ERP waves during the P2/N2 and N400 components. Our data suggest that affective incoherence is perceived as conflicting information interfering with early semantic processing and that increased respective processing demands - in particular in the case of medium violations of social norms - linger on until the N400 time window classically associated with the integration of concepts into embedding context. We conclude from these results that affective meanings influence basic stages of meaning making.}, subject = {Interaktion}, language = {en} } @inproceedings{ScheidtPulver, author = {Scheidt, Alexander and Pulver, Tim}, title = {Any-Cubes}, series = {MuC'19: Proceedings of Mensch und Computer 2019}, booktitle = {MuC'19: Proceedings of Mensch und Computer 2019}, publisher = {Association for Computing Machinery}, address = {New York}, isbn = {978-1-4503-7198-8}, doi = {10.1145/3340764.3345375}, pages = {893 -- 895}, abstract = {Here we present Any-Cubes, a prototype toy with which children can intuitively and playfully explore and understand machine learning as well as Internet of Things technology. Our prototype is a combination of deep learning-based image classification [12] and machine-to-machine (m2m) communication via MQTT. The system consists of two physical and tangible wooden cubes. Cube 1 ("sensor cube") is inspired by Google's teachable machine [14,15]. The sensor cube can be trained on any object or scenery. The machine learning functionality is directly implemented on the microcontroller (Raspberry Pi) by a Google Edge TPU Stick. Via MQTT protocol, the microcontroller sends its current status to Cube 2, the actuator cube. The actuator cube provides three switches (relays controlled by an Arduino board) to which peripheral devices can be connected. This allows simple if-then functions to be executed in real time, regardless of location. We envision our system as an intuitive didactic tool for schools and maker spaces.}, subject = {Maschinelles Lernen}, 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} } @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} }