@article{SchmidtkeBodeKachel, author = {Schmidtke-Bode, Karsten and Kachel, Gregor}, title = {Exploring the motivational antecedents of Nepalese learners of L2 English}, series = {International Review of Applied Linguistics in Language Teaching}, volume = {58}, journal = {International Review of Applied Linguistics in Language Teaching}, number = {4}, publisher = {De Gruyter Mouton}, address = {Berlin}, issn = {1613-4141}, doi = {10.1515/iral-2017-0037}, url = {http://nbn-resolving.de/urn:nbn:de:kobv:525-26109}, pages = {379 -- 418}, abstract = {This paper is the first to examine the motivational disposition of Nepalese learners of L2 English. Based on an adapted version of the questionnaire in (Kormos, Judit \& Kata Csiz{\´e}r. 2008. Age-related differences in motivation of learning English as a foreign language: Attitudes, selves, and motivated behavior. Language Learning 58. 327-355. Doi:10.1111/j.1467-9922.2008.00443.x.), we test the robustness and culture-specific applicability of well-known motivational antecedents to this learner population, and we investigate how the effects of these antecedents are mediated by the learners' gender, age and regional aspects of the educational setting. In doing so, we offer novel ways of analyzing the data: Firstly, we employ random forests and conditional inference trees for assessing the relative importance of motivational antecedents. Secondly, we complement the traditional 'scale-based approach', which focuses on holistic constructs like the 'Ideal L2 Self', with an 'item-based approach' that highlights more specific components of such scales. The results are interpreted with reference to the L2 Motivational Self System (D{\"o}rnyei, Zolt{\´a}n. 2005. The psychology of the language learner: Individual differences in second language acquisition. Mahwah, NJ: Lawrence Erlbaum) and to previous studies on other Asian populations of L2 learners.}, subject = {Zweitsprache}, 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{SirianniMorganZoelleretal., author = {Sirianni, Antonio D. and Morgan, Jonathan H. and Z{\"o}ller, Nikolas and Rogers, Kimberly B. and Schr{\"o}der, Tobias}, title = {Complements and Competitors}, doi = {10.31235/osf.io/bfmy2}, pages = {1 -- 23}, abstract = {The vast majority of research on the diffusion of innovations focuses on how one particular idea or technology spreads across a network of connected individuals, or a population more generally. Diffusive processes are typically considered either in isolation. We consider innovations themselves as nodes in a larger network, and look at how individual innovations can spread with or against one another in a larger community of potential adopters. Using a large publicly-available data set, custom-designed measurements, and network analysis methods, we present a temporal analysis of a set of technological innovations. Specifically, we examine how coding languages spread across users on GitHub, an online platform for collaborative coding. By looking at which languages co-appear in individual projects, we develop network based measurements of how frequently languages appear together in the same coding projects (functional cohesion), and how similar two languages are in terms of how often they co-appear with other languages in coding projects (functional equivalence). We also assess two types of diffusion, one form where users of one language become users of an additional language (complementary or 'piggybacking' diffusion), and another where users of one language abandon one language for another (competitive or 'cannibalistic' diffusion). Using MR-QAP Regression Techniques, we find strong evidence that functional cohesion positively predicts complementary diffusion. We also find some evidence that functional equivalence predicts competitive diffusion. More broadly, we find support for the idea that the networks of functional relationships between innovations is important for understanding diffusive processes.}, subject = {Soziologie}, language = {en} } @article{SteinkellerGrosse, author = {Steinkeller, Annika von and Große, Gerlind}, title = {Children are more social when playing analog games together than digital games}, series = {Computers in Human Behavior Reports}, volume = {6}, journal = {Computers in Human Behavior Reports}, publisher = {Elsevier}, address = {Amsterdam}, issn = {2451-9588}, doi = {10.1016/j.chbr.2022.100195}, pages = {10}, abstract = {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.}, language = {en} } @article{StreubelGunzenhauserGrosseetal., author = {Streubel, Berit and Gunzenhauser, Catherine and Große, Gerlind and Saalbach, Henrik}, title = {Emotion-specific vocabulary and its contribution to emotion understanding in 4- to 9-year-old children}, series = {Journal of Experimental Child Psychology}, volume = {193}, journal = {Journal of Experimental Child Psychology}, publisher = {Elsevier}, address = {Amsterdam}, issn = {0022-0965}, doi = {10.1016/j.jecp.2019.104790}, abstract = {Positive associations between children's general language skills and emotion understanding are well documented. Concurrently, research from other domains highlights the importance of domain-specific language skills for conceptual development. The current study examined the relative contributions of emotion-specific and general vocabulary to individual differences in multiple early-acquired components of emotion understanding (e.g., facial emotion recognition) and later-acquired components (e.g., knowledge of emotion regulation strategies) in 4- to 9-year-old children (N = 86). Emotion-specific vocabulary was measured by size (i.e., number of emotion words children use) and depth (i.e., adult-like use of emotion words). Findings emphasize the role of children's emotion-specific vocabulary rather than general vocabulary for early-acquired and later-acquired components of emotion understanding, especially when measured by expressive tasks. At preschool age, the size of emotion-specific vocabulary explains children's knowledge of emotion regulation strategies. In primary school, however, the depth of emotion-specific vocabulary becomes relevant for individual differences in emotion understanding.}, subject = {Sprachkompetenz}, language = {en} } @inproceedings{SzczepanskaPriebeSchroeder, author = {Szczepanska, Timo and Priebe, Max and Schr{\"o}der, Tobias}, title = {Teaching the Complexity of Urban Systems with Participatory Social Simulation}, series = {Advances in Social Simulation}, booktitle = {Advances in Social Simulation}, publisher = {Springer}, address = {Cham}, isbn = {978-3-030-34127-5}, doi = {10.1007/978-3-030-34127-5_43}, pages = {427 -- 439}, abstract = {We describe how we use social simulation as a core method in a new master's program designed to teach future leaders of urban change to deal with the complexity inherent in current societal transformations. We start by depicting the challenges with regard to cross-disciplinary knowledge integration and overcoming value-based, rigid thinking styles that inevitably arise in the process of solving ecological, technological, or social problems in cities new and old. Next, we describe a course based on urban modeling and participatory approaches, designed to meet those challenges. We reflect on our first experience with this approach and discuss future developments and research needs.}, subject = {Verst{\"a}dterung}, language = {en} } @article{ThomasAlbrechtKorntheueretal., author = {Thomas, Stefan and Albrecht, Pauline and Korntheuer, Annette and Bucher, Judith}, title = {Researching educational barriers in participatory real-world labs}, series = {Frontiers in Education}, volume = {9}, journal = {Frontiers in Education}, publisher = {Frontiers Media S.A.}, address = {Lausanne}, issn = {2504-284X}, doi = {10.3389/feduc.2024.1250886}, pages = {1 -- 18}, abstract = {Introduction: As a result of the large-scale arrivals of refugees and migrants, Germany is facing the challenge of providing inclusive education pathways not at least for a successful integration into the labor market. In our research project laeneAs (L{\"a}ndliche Bildugnsumwelten junger Gefl{\"u}chteter in der beruflichen Ausbildung/The Rural Educational Environments of Young Refugees in Vocational Training), we focus on educational barriers and good practices within the vocational education and training system (VET) for refugees in rural counties. In particular, racism and discrimination are significant barriers to refugee participation in society and education. Our contribution addresses the following research question: How is educational inclusion discussed and defined in and through real-world labs among stakeholders in four rural districts: social workers, educators, policymakers, administration, and young refugees? Methods: We initiated real-world labs as a space for collaborative research, reflection, and development to promote inclusive pathways for young refugees in vocational education and training in four research sites. We used futures labs as a method to identify key challenges and develop action plans as an activating method with stakeholders and refugee trainees. Our data consisted of audio recordings of group discussions in the real-world future labs, which were analyzed using deductive content analysis. Results: The analysis identified the following areas as important barriers to education and for practice transformation: (1) infrastructural and cultural barriers; (2) day-to-day problems in vocational schools and companies (3) restrictive immigration policies and regulations. Discussion: Educational barriers are imbedded in a contradictory immigration regime with reciprocal effects so that refugee trainees have difficulties in completing their education and further their social inclusion. On the other side of this contradictory immigration regime, social work and social networks provide fundamental support in obtaining a vocational qualification.}, subject = {Berufsausbildung}, language = {en} } @article{ThomasSchellerSchroeder, author = {Thomas, Stefan and Scheller, David and Schr{\"o}der, Susan}, title = {Co-creation in citizen social science}, series = {Humanities and Social Sciences Communications}, journal = {Humanities and Social Sciences Communications}, number = {8}, publisher = {Springer Nature}, address = {London}, issn = {2662-9992}, doi = {10.1057/s41599-021-00902-x}, pages = {11}, abstract = {This paper addresses the emerging methodological debate about citizen social science from the perspective of participatory research methods. The paper introduces the research forum as a horizontal and safe communicative space moderated by academic researchers that enables co-researcher participation across all phases of co-creational research projects. It is argued that in co-creational citizen social science, such a communicative space requires conceptualisation in order for it to foster citizens' engagement in the knowledge production that deals with their specific social lifeworlds. In the research forum, the potential that the social sciences bring to citizen science—methodological reflection and the theoretical interpretation and contextualisation of data—can flourish in a collaborative process. Based on the expertise in co-created research in multigenerational co-housing projects, the paper reflects on practical experiences with the research forum in terms of four central dimensions: (1) opening up spaces for social encounters; (2) establishing communicative practice; (3) initiating a process of social self-understanding; (4) engaging in (counter-)public discourses. Finally, the paper closes with a summary of potential and challenges that the research forum provides as a methodological foundation for co-creation in citizen social science projects.}, 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{WeissRieker, author = {Weiss, Karin and Rieker, Peter}, title = {Ethnicity and conflicts among young refugees in Germany}, series = {Social Work in Europe}, volume = {4}, journal = {Social Work in Europe}, number = {3}, publisher = {Russell House Publ.}, address = {Dorset}, issn = {1353-1670}, pages = {20 -- 24}, subject = {Jugendlicher Fl{\"u}chtling}, language = {en} }