TY - RPRT A1 - Hoey, Jesse A1 - Nagappan, Meiyappan A1 - Rogers, Kimberly B. A1 - Schröder, Tobias A1 - Dametto, Diego A1 - De Zoysa, Nalin A1 - Iyer, Rahul A1 - Morgan, Jonathan H. A1 - Rishi, Deepak A1 - Sirianni, Antonio D. A1 - Yun, Seonghu A1 - Zhao, Jun A1 - Zöller, Nikolas T1 - Theoretical and Empirical Modeling of Identity and Sentiments in Collaborative Groups N2 - Theoretical and Empirical Modeling of Identity and Sentiments in Collaborative Groups (THEMIS.COG) was an interdisciplinary research collaboration of computer scientists and social scientists from the University of Waterloo (Canada), Potsdam University of Applied Sciences (Germany), and Dartmouth College (USA). This white paper summarizes the results of our research at the end of the grant term. Funded by the Trans-Atlantic Platform’s Digging Into Data initiative, the project aimed at theoretical and empirical modeling of identity and sentiments in collaborative groups. Understanding the social forces behind self-organized collaboration is important because technological and social innovations are increasingly generated through informal, distributed processes of collaboration, rather than in formal organizational hierarchies or through market forces. Our work used a data-driven approach to explore the social psychological mechanisms that motivate such collaborations and determine their success or failure. We focused on the example of GitHub, the world’s current largest digital platform for open, collaborative software development. In contrast to most, purely inductive contemporary approaches leveraging computational techniques for social science, THEMIS.COG followed a deductive, theory-driven approach. We capitalized on affect control theory, a mathematically formalized theory of symbolic interaction originated by sociologist David R. Heise and further advanced in previous work by some of the THEMIS.COG collaborators, among others. Affect control theory states that people control their social behaviours by intuitively attempting to verify culturally shared feelings about identities, social roles, and behaviour settings. From this principle, implemented in computational simulation models, precise predictions about group dynamics can be derived. It was the goal of THEMIS.COG to adapt and apply this approach to study the GitHub collaboration ecosystem through a symbolic interactionist lens. The project contributed substantially to the novel endeavor of theory development in social science based on large amounts of naturally occurring digital data. KW - Computational social science KW - GitHub KW - Gruppendynamik KW - Sozialpsychologie Y1 - 2021 U6 - https://doi.org/10.31235/osf.io/4hukx SP - 1 EP - 36 ER - TY - JOUR A1 - Hoey, Jesse A1 - Schröder, Tobias T1 - Disruption of Social Orders in Societal Transitions as Affective Control of Uncertainty JF - American behavioral scientist N2 - Bayesian affect control theory is a model of affect-driven social interaction underconditions of uncertainty. In this paper, we investigate how the operationalization of uncertainty in the model can be related to the disruption of social orders—societal pressures to adapt to ongoing environmental and technological change. First, we study the theoretical tradeoffs between three kinds of uncertainty as groups navigate external problems: validity (the predictability of the environment, including of other agents), coherence (the predictability of interpersonal affective dynamics), and dependence (the predictability of affective meanings). Second, we discuss how these uncertainty tradeoffs are related to contemporary political conflict and polarization in the context of societal transitions. To illustrate the potential of our model to analyze the socio-emotional consequences of uncertainty, we present a simulation of diverging individual affective meanings of occupational identities under uncertainty in a climate change mitigation scenario based on events in Germany. Finally, we sketch a possible research agenda to substantiate the novel, but yet mostly conjectural, ideas put forward in this paper. T2 - Störung sozialer Ordnungen in gesellschaftlichen Übergängen als affektive Kontrolle von Ungewissheit Y1 - 2023 U6 - https://doi.org/10.1177/00027642211066055 SN - 1552-3381 VL - 67 IS - 2 SP - 311 EP - 331 PB - Sage Publ. CY - Thousand Oaks ER - TY - JOUR A1 - Hoey, Jesse A1 - Schröder, Tobias A1 - Morgan, Jonathan Howard A1 - Rogers, Kimberly B. A1 - Rishi, Deepak A1 - Nagappan, Meiyappan T1 - Artificial Intelligence and Social Simulation BT - Studying Group Dynamics on a Massive Scale JF - Small Group Research N2 - 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. KW - Künstliche Intelligenz KW - Gruppendynamik KW - Maschinelles Lernen KW - Virtuelles Team KW - Simulation Y1 - 2018 U6 - https://doi.org/10.1177/1046496418802362 SN - 1552-8278 VL - 49 IS - 6 SP - 647 EP - 683 PB - Sage Publications CY - London ER - TY - JOUR A1 - Hoppe, Sophia A1 - Kulikowski, Piotr A1 - Lorenz-Sinai, Friederike A1 - Męczkowska-Christiansen, Astrid A1 - Zagulski, Sylwester T1 - Selected Aspects of Foster Care Systems in Poland and Germany JF - Social work & society N2 - This article compares the foster care systems in Poland and Germany, particularly focusing on the moment when young people are prepared to leave the support system and live an independent adult life. The data was collected as part of the work of an international project team in Poland and Germany in the framework of a joint research project, and included an analysis of foundational data (systematic textual analysis and secondary data analysis). An important part of the article is an analysis of the reforms of the foster care system in both countries. In Germany the reform was implemented in 2021 and in Poland the relevant law was changed in September 2022. The result is a comparison of the support systems Poland and Germany offer care leavers and a preliminary assessment of the reforms recently introduced in both countries. KW - Betreutes Wohnen KW - Deutschland KW - Fremdunterbringung KW - Jugendhilfe KW - Polen KW - Reform Y1 - 2023 UR - http://nbn-resolving.de/urn:nbn:de:hbz:464-sws-3179 SN - 1613-8953 VL - 21 IS - 3 SP - 1 EP - 18 CY - Essen ER - TY - CHAP A1 - Imai, Mutsumi A1 - Saji, Noburo A1 - Große, Gerlind A1 - Schulze, Cornelia A1 - Asano, Michiko A1 - Saalbach, Henrik T1 - General mechanisms of color lexicon acquisition : insights from comparison of German and Japanese speaking children T2 - Proceedings of the 42nd Annual Conference of the Cognitive Science Society N2 - 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. KW - Kindersprache KW - Spracherwerb KW - Farbbezeichnung KW - Deutsch KW - Japanisch KW - Vergleich Y1 - 2020 UR - https://cognitivesciencesociety.org/cogsci20/papers/0814/0814.pdf SP - 3315 EP - 3320 ER - TY - JOUR A1 - Kachel, Gregor A1 - Moore, Richard A1 - Tomasello, Michael T1 - Two-year-olds use adults' but not peers' points JF - Developmental Science N2 - 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. KW - Kleinkind KW - Studie KW - Nichtverbale Kommunikation KW - Geste KW - Gebaren Y1 - 2018 U6 - https://doi.org/10.1111/desc.12660 SN - 1467-7687 VL - 21 IS - 5 PB - Wiley-Blackwell CY - Oxford ER - TY - JOUR A1 - Kajić, Ivana A1 - Schröder, Tobias A1 - Stewart, Terrence C. A1 - Thagard, Paul T1 - The semantic pointer theory of emotion BT - Integrating physiology, appraisal, and construction JF - Cognitive Systems Research N2 - Emotion theory needs to explain the relationship of language and emotions, and the embodiment of emotions, by specifying the computational mechanisms underlying emotion generation in the brain. We used Chris Eliasmith’s Semantic Pointer Architecture to develop POEM, a computational model that explains numerous important phenomena concerning emotions, including how some stimuli generate immediate emotional reactions, how some emotional reactions depend on cognitive evaluations, how bodily states influence the generation of emotions, how some emotions depend on interactions between physiological inputs and cognitive appraisals, and how some emotional reactions concern syntactically complex representations. We contrast our theory with current alternatives, and discuss some possible applications to individual and social emotions. KW - Gefühlstheorie KW - Beurteilung KW - Affective Computing KW - Neurowissenschaften Y1 - 2019 U6 - https://doi.org/10.1016/j.cogsys.2019.04.007 SN - 1389-0417 VL - 58 SP - 35 EP - 53 PB - Elsevier CY - Amsterdam ER - TY - CHAP A1 - Korntheuer, Annette A1 - Thomas, Stefan T1 - Participation of refugee youth in Germany’s VET system BT - Real-world labs as opportunities for co-constructive knowledge production and innovative practice transformation T2 - Annual Review of Comparative and International Education 2021 N2 - Germany has become the most important destination country for young refugees in Europe (Destatis, 2021). Vocational education and training can make an important contribution to overcome educational barriers and gain participation in society (Will & Hohmut, 2020). Since 2015, rural regions have faced new challenges in establishing effective support systems for young apprentices with forced migration experience (Ohliger et al., 2017). The participatory LaeneAs research project seeks to identify educational barriers and to promote successful educational pathways for young refugees in vocational training. In four distinct rural areas in Germany, stakeholders in formal, non-formal, and informal learning environments and young refugees will be brought together in real-world laboratories. The authors aim to open space for a co-constructive knowledge production process between scientific and political stakeholders, educational practitioners, and refugee youth. Real-world laboratories are a socio-spatial methodology that combines research and a sustainable capacity building process. The lifeworld expertise will be used for a contextual condition analysis of structural, societal, and individual barriers to education as well as for practice transfer. Building on the discussion of the current state of research and the identification of significant gaps in the practice and research landscape, this essay will focus on the critical discussion of the methodological implementation of the study. KW - Migration KW - Bildungsbarriere KW - Berufsausbildung KW - Soziale Integration KW - Flüchtling Y1 - 2022 SN - 978-1-80262-522-6 U6 - https://doi.org/10.1108/S1479-36792022000042A002 SN - 1479-3679 SP - 25 EP - 34 PB - Emerald Publishing Limited CY - Bingley ER - TY - JOUR A1 - Kuchinke, Lars A1 - Mattheß, Janna A1 - Eckert, Melanie A1 - Richter, Katharina A1 - Koch, Gabriele A1 - Bindt, Carola A1 - Schweitzer, Julia A1 - Krauskopf, Karsten A1 - Rummel-Kluge, Christine A1 - Theil, Mona Katharina A1 - Galeris, Mirijam-Griseldis A1 - Reinhold, Thomas A1 - Vienhues, Petra A1 - Berghöfer, Anne A1 - Roll, Stephanie A1 - Keil, Thomas A1 - Schlensog-Schuster, Franziska A1 - von Klitzing, Kai A1 - Ludwig-Körner, Christiane T1 - Efficacy of parent-infant psychotherapy with mothers with postpartum mental disorder BT - Results from a randomized controlled trial JF - Child and Adolescent Psychiatry and Mental Health N2 - Background Postpartum maternal mental health problems affect the development of mother-child interaction and of children’s attachment security. Focus-based brief parent-infant psychotherapy (PIP-f) was developed to support parents ‘mentalize’ their child’s affective states and promote a healthy parent-child relationship and child development. Efficacy of PIP-f was evaluated against care-as-usual (CAU) in a randomized controlled trial within the SKKIPPI project. Method N = 120 mothers diagnosed with an ICD-10 psychopathological disorder and their infants under one year were randomly assigned to PIP-f (n = 57) or CAU (n = 63). Primary outcome was maternal sensitivity in mother-child interaction after 6 weeks of intervention. Secondary outcomes include maternal and child psychopathological symptoms, child development, parenting stress, emotional availability, parental reflective functioning and child attachment after 6 weeks and 12 months. Results PIP-f was not superior to CAU in maternal sensitivity (b = 0.129, 95%CI [-0.161, 0.418], p = 0.378) at post-intervention, nor in maternal symptoms (b =-0.702, [-2.603, 1.198], p = 0.463) or child symptoms of regulatory disorder (b = 1.079, [-2.344, 4.502], p = 0.531). Attachment security assessed at 12 months did not differ between intervention groups (OR = 2.0, [0.64, 6.33], p = 0.226). Moderator analyses suggest that emotional availability and parental reflective functioning improve up to 12 months for more severe cases. Conclusion Differences between PIP-f and CAU were smaller than expected, but PIP-f seemed to reduce symptoms of mental health problems. Some evidence exists that mothers with higher symptom burden benefit from PIP-f. High dropout rates and initially high emotional availability prevent generalizability. Trial registration: The trial was registered in the German Register for Clinical Studies (DRKS00016353) on January 16, 2019. KW - Das Mütterliche KW - Kind KW - Kinderpsychotherapie KW - Mutter KW - Psychodynamische Psychotherapie KW - Wochenbettdepression Y1 - 2026 U6 - https://doi.org/10.1186/s13034-025-01013-0 SN - 1753-2000 PB - BioMed Central CY - London ER - TY - JOUR A1 - Levenson, Lance A1 - Lorenz-Sinai, Friederike A1 - Kessl, Fabian A1 - Resnik, Julia T1 - German teachers' pilgrimage to an Israeli Holocaust Memorial BT - Emotions, encounters, and contested visions JF - Anthropology and Education Quarterly N2 - Drawing on anthropological conceptions of pilgrimage, our ethnography of professional development at an Israeli Holocaust Memorial follows German teachers on journeys to Israel. Seeking transformative and transferable experiences to combat anti-Semitism in schools, teachers experienced the voyage as a secular pilgrimage rooted in Christian traditions of guilt, confession, and absolution. As teachers' emotional encounters in Israel simultaneously forged communitas and challenged official historical–pedagogical visions, their practices abroad elucidate prevalent Holocaust education discourses in contemporary Germany. KW - Gefühl KW - Judenvernichtung KW - Bildung KW - Gedenkstätte KW - Wallfahrt KW - Lehrerfortbildung Y1 - 2024 U6 - https://doi.org/10.1111/aeq.12508 SN - 0161-7761 SN - 1548-1492 VL - 55 IS - 4 SP - 400 EP - 418 PB - Wiley-Blackwell CY - Oxford ER - TY - JOUR A1 - Liebel, Manfred T1 - Economic and Labour Rights BT - A Blind Spot in the Discourse on Children’s Rights JF - Nordic Journal of Human Rights N2 - This author discusses the question whether children have economic and labour rights, and if so, what that means in practice. With regard to international law, he clarifies the relationship between different areas of law and the relationship between various legal concepts that are relevant to the protection of children’s economic and labour rights. More specifically, he explores the relationship between human rights in general and children’s rights in particular, as well as the relationship between economic and social rights, human and labour rights, and legal and moral rights. Next, he focuses on working children and their associations and which economic and labour rights they consider necessary. Furthermore, he discusses how these rights are, or should be, reflected in international law and in national legislation. Finally, the key obstacles in protecting children’s economic and labour rights in international law are discussed, i.e. what practical difficulties are to be overcome on the ground in order to realise and bring to life the economic and labour rights of children. KW - Internationales Wirtschaftsrecht KW - Arbeitsrecht KW - Kind KW - Menschenrecht Y1 - 2021 U6 - https://doi.org/10.1080/18918131.2021.2001162 SN - 1891-814X VL - 39 IS - 2 SP - 163 EP - 179 PB - Taylor and Francis CY - London ER - TY - CHAP A1 - Lin, Luyuan A1 - Czarnuch, Stephen A1 - Malhotra, Aarti A1 - Yu, Lifei A1 - Schröder, Tobias A1 - Hoey, Jesse T1 - Affectively Aligned Cognitive Assistance Using Bayesian Affect Control Theory T2 - Ambient Assisted Living and Daily Activities N2 - 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. KW - Dichte KW - Markov-Entscheidungsprozess KW - Alzheimerkrankheit Y1 - 2014 SN - 978-3-319-13105-4 U6 - https://doi.org/10.1007/978-3-319-13105-4_41 SN - 1611-3349 SP - 279 EP - 287 PB - Springer CY - Cham ER - TY - JOUR A1 - Lindner, Nadja A1 - Moeller, Korbinian A1 - Hildebrandt, Frauke A1 - Hasselhorn, Marcus A1 - Lonnemann, Jan T1 - Children’s use of egocentric reference frames in spatial language is related to their numerical magnitude understanding JF - Frontiers in Psychology N2 - Numerical magnitude information is assumed to be spatially represented in the form of a mental number line defined with respect to a body-centred, egocentric frame of reference. In this context, spatial language skills such as mastery of verbal descriptions of spatial position (e.g., in front of, behind, to the right/left) have been proposed to be relevant for grasping spatial relations between numerical magnitudes on the mental number line. We examined 4- to 5-year-old’s spatial language skills in tasks that allow responses in egocentric and allocentric frames of reference, as well as their relative understanding of numerical magnitude (assessed by a number word comparison task). In addition, we evaluated influences of children’s absolute understanding of numerical magnitude assessed by their number word comprehension (montring different numbers using their fingers) and of their knowledge on numerical sequences (determining predecessors and successors as well as identifying missing dice patterns of a series). Results indicated that when considering responses that corresponded to the egocentric perspective, children’s spatial language was associated significantly with their relative numerical magnitude understanding, even after controlling for covariates, such as children’s SES, mental rotation skills, and also absolute magnitude understanding or knowledge on numerical sequences. This suggests that the use of egocentric reference frames in spatial language may facilitate spatial representation of numbers along a mental number line and thus seem important for preschoolers’ relative understanding of numerical magnitude. KW - Räumliches Wissen KW - Vorschulkind KW - Zahlenverständnis KW - Zahlengerade Y1 - 2022 U6 - https://doi.org/10.3389/fpsyg.2022.943191 SN - 1664-1078 PB - Frontiers Media S.A. CY - Lausanne ER - TY - JOUR A1 - Lohse, Karoline A1 - Hildebrandt, Andrea A1 - Hildebrandt, Frauke T1 - Hypotheses in adult-child interactions stimulate children's reasoning and verbalizations JF - Early Childhood Research Quarterly N2 - Adult-child interactions can support children's development and are established as predictors of program quality in early childhood settings. However, the linguistic components that constitute positive interactions have not yet been studied in detail. This study investigates the effects of hypotheses proposed by adults on children's responses in a dyadic picture-book viewing situation. In 2 experiments, adults’ use of hypotheses (e.g., “Maybe this is a dwarf's door”) was tested against the use of instructive statements (“This is a dwarf's door”) and in combination with open questions (“What do you think, why is the door so small?”). In Experiment 1, hypotheses differed from instructions only by the modal marker “maybe”. Children's responses to hypotheses were longer and contained more self-generated explanations as compared to responses to instructions. The use of hypotheses also seemed to encourage children to attach more importance to their own explanations. In Experiment 2, combining hypotheses with open-ended why questions elicited longer responses but no more self-generated explanations in children than open-ended questions alone. Results indicate that subtle differences in adults’ utterances can directly influence children's reasoning and children's contributions to dialogues. KW - Parent-child interaction therapy KW - Hypothese KW - Kinderfrage KW - Sustained shared thinking Y1 - 2022 U6 - https://doi.org/10.1016/j.ecresq.2021.09.014 SN - 0885-2006 VL - 58 SP - 254 EP - 263 PB - Elsevier CY - Amsterdam ER - TY - JOUR A1 - Lorenz, Jan A1 - Neumann, Martin A1 - Schröder, Tobias T1 - Individual attitude change and societal dynamics: Computational experiments with psychological theories JF - Psychological Review N2 - We present an agent-based model for studying the societal implications of attitude change theories. Various psychological theories of persuasive communication at the individual level are implemented as simulation experiments. The model allows us to investigate the effects of contagion and assimilation, motivated cognition, polarity, source credibility, and idiosyncratic attitude formation. Simulations show that different theories produce different characteristic macrolevel patterns. Contagion and assimilation are central mechanisms for generating consensus, however, contagion generates a radicalized consensus. Motivated cognition causes societal polarization or the fragmentation of attitudes. Polarity and source credibility have comparatively little effect on the societal distribution of attitudes. We discuss how the simulations provide a bridge between microlevel psychological theories and the aggregated macrolevel studied by sociology. This approach enables new types of evidence for evaluating psychological theory to complement experimental approaches, thus answering calls to enhance the role of coherent and formalized theory in psychological science. KW - Attitudes KW - Social Influence KW - Theoretical Integration KW - Computational Model KW - Einstellungsforschung KW - Einfluss Y1 - 2021 UR - https://psyarxiv.com/ebfvr/ U6 - https://doi.org/10.1037/rev0000291 SN - 1939-1471 VL - 128 IS - 4 SP - 623 EP - 642 PB - American Psychological Association CY - Washington ER - TY - JOUR A1 - Luthardt, Jasmin A1 - Schröder, Tobias A1 - Hildebrandt, Frauke A1 - Bormann, Inka T1 - “And then we’ll just check if it suits us” : cognitive-affective maps of social innovation in early childhood education JF - Frontiers in Education N2 - 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. KW - Sozialinnovation KW - Kartierung KW - Kleinkindpädagogik KW - Bildungspolitik KW - Lehrerfortbildung KW - Triangulierung Y1 - 2020 U6 - https://doi.org/10.3389/feduc.2020.00033 SN - 2504-284X VL - 5 PB - Frontiers Media CY - Lausanne ER - TY - JOUR A1 - Macha, Katrin A1 - Hildebrandt, Frauke A1 - Wronski, Caroline A1 - Lonnemann, Jan A1 - Urban, Mathias T1 - Making it explicit BT - Sustained shared thinking dialogue as a way to explore children's perspectives on quality in German early childhood education and care JF - British educational research journal N2 - To negotiate quality in early childhood education and care, we must ask from different perspectives what constitutes a good centre for children. The children themselves have only recently been identified as a resource to contribute to that discussion. Several studies have described profound methodologies to obtain children's perspectives by observing, interviewing and conducting group discussions. This article introduces research that combines exploring children's perspectives with sustained shared thinking (SST). Focussing on the dialogue following the rules of SST, we conducted and analysed group discussions with children about their lives within a children's centre in Berlin, Germany. The children were asked to think about aspects of quality. They expressed their ideas, wishes, likes and dislikes within the centre explicitly and profoundly. Following the lead of these children, a dialogue developed in which children and researchers contributed equally and led the way. This showed how well children could act out their agency and were capable of expressing rational and reasonable opinions. Here, we argue that SST helps to see the pedagogical side of exploring children's perspectives and acknowledges this as a pedagogical and political act. Children experience being heard and having a say in shaping situations. This is in itself a pedagogical situation a researcher should be aware of. KW - Erfahrung KW - Kind KW - Kleinkind KW - Partizipation KW - Perspektive Y1 - 2024 U6 - https://doi.org/10.1002/berj.4054 SN - 0141-1926 SN - 1469-3518 SP - 1 EP - 17 PB - Wiley-Blackwell CY - Oxford ER - TY - JOUR A1 - Macha, Katrin A1 - Urban, Mathias A1 - Lonnemann, Jan A1 - Wronski, Caroline A1 - Hildebrandt, Frauke T1 - Children’s perspectives on quality in ECEC as a specific form of participation JF - International Journal of Early Years Education N2 - In this paper, we want to present research on children’s perspectives in the context of participation. We emphasize that the survey of children's perspectives is a form of participation. We understand participation based on children’s rights. We refer to the Lundy model ([2007]. “‘Voice’ Is Not Enough: Conceptualising Article 12 of the United Nations Convention on the Rights of the Child.” British Educational Research Journal 33 (6): 927–942. https://doi.org/10.1080/01411920701657033), which emphasizes that it is not enough to simply ask children to speak their minds. Rather, they also need the experience that their views have an influence. In the discourse on quality in ECEC, children's perspectives became only recently the focus of extended research. In evaluation instruments, at least in Germany, the inclusion of children’s perspectives is rare. In the study presented here, these two aspects are brought together using the example of the evaluation instrument QuaSi. We describe how children's perspectives are taken into account in the evaluation and feedback process in contrast to everyday life in ECEC centres. It becomes clear that the collection of children's perspectives and their feedback to the pedagogues in the centre does not automatically lead to their views influencing the quality of the centre. KW - Partizipation KW - Kind KW - Menschenrecht Y1 - 2023 U6 - https://doi.org/10.1080/09669760.2023.2299267 SN - 0966-9760 SN - 1469-8463 VL - 32 IS - 1 SP - 246 EP - 260 PB - Taylor and Francis CY - London ER - TY - CHAP A1 - Malhotra, Aarti A1 - Yu, Lifei A1 - Schröder, Tobias A1 - Hoey, Jesse T1 - An exploratory study into the use of an emotionally aware cognitive assistant T2 - AAAI Workshop : Artificial Intelligence Applied to Assistive Technologies and Smart Environments N2 - 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. KW - Audiovisuelles Material KW - Alzheimerkrankheit KW - Demenz KW - Künstliche Intelligenz Y1 - 2015 UR - https://www.aaai.org/ocs/index.php/WS/AAAIW15/paper/download/10147/10147 PB - Association for the Advancement of Artificial Intelligence CY - Palo Alto ER - TY - CHAP A1 - Mariani, Ilaria A1 - Ackermann, Judith ED - Ackermann, Judith ED - Egger, Benjamin T1 - Post-digital fairy tales T2 - Transdisziplinäre Begegnungen zwischen postdigitaler Kunst und Kultureller Bildung N2 - 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. KW - Narrativ KW - Instagram KW - Märchen KW - Postdigital KW - Interactive digital narratives Y1 - 2021 SN - 978-3-658-32079-9 U6 - https://doi.org/10.1007/978-3-658-32079-9_18 SP - 283 EP - 302 PB - Springer CY - Wiesbaden ER -