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 - 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 SP - 1 EP - 19 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 - 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 - TY - JOUR A1 - Marimon, Mireia A1 - Hofmann, Andrea A1 - Veríssimo, João A1 - Männel, Claudia A1 - Friederici, Angela D. A1 - Höhle, Barbara A1 - Wartenburger, Isabell T1 - Children’s Learning of Non-adjacent Dependencies Using a Web-Based Computer Game Setting JF - Frontiers in Psychology N2 - Infants show impressive speech decoding abilities and detect acoustic regularities that highlight the syntactic relations of a language, often coded via non-adjacent dependencies (NADs, e.g., is singing). It has been claimed that infants learn NADs implicitly and associatively through passive listening and that there is a shift from effortless associative learning to a more controlled learning of NADs after the age of 2 years, potentially driven by the maturation of the prefrontal cortex. To investigate if older children are able to learn NADs, Lammertink et al. (2019) recently developed a word-monitoring serial reaction time (SRT) task and could show that 6–11-year-old children learned the NADs, as their reaction times (RTs) increased then they were presented with violated NADs. In the current study we adapted their experimental paradigm and tested NAD learning in a younger group of 52 children between the age of 4–8 years in a remote, web-based, game-like setting (whack-a-mole). Children were exposed to Italian phrases containing NADs and had to monitor the occurrence of a target syllable, which was the second element of the NAD. After exposure, children did a “Stem Completion” task in which they were presented with the first element of the NAD and had to choose the second element of the NAD to complete the stimuli. Our findings show that, despite large variability in the data, children aged 4–8 years are sensitive to NADs; they show the expected differences in r RTs in the SRT task and could transfer the NAD-rule in the Stem Completion task. We discuss these results with respect to the development of NAD dependency learning in childhood and the practical impact and limitations of collecting these data in a web-based setting. KW - Linguistik KW - Implizites Lernen KW - Regellernen Y1 - 2021 U6 - https://doi.org/10.3389/fpsyg.2021.734877 SN - 1664-1078 VL - 12 PB - Frontiers Research Foundation CY - Lausanne ER - TY - CHAP A1 - Maué, Rahel A1 - Flechtner, Rahel T1 - “Hopohopo”: a virtual reality awareness application about social anxiety disorder T2 - Proceedings of Mensch und Computer 2022 : MuC'22 N2 - Virtual Reality (VR) applications play an increasingly important role in the context of mental health. While VR-based therapeutic interventions are increasingly well-established, the application of VR in the field of mental health awareness represents a novel and promising development. We present our mental health awareness VR application “hopohopo”, in which the user takes the perspective of a person suffering from social anxiety. Through the VR journey, the user experiences what it could feel like to suffer from constant fear of being negatively judged by others in everyday social situations. The aim of the application is to allow nonaffected users to expand their knowledge and to raise mental health awareness. In this paper, we report our findings on the potential of this immersive VR application for psychoeducation and destigmatization of social anxiety. In this respect, we provide the scope of our VR application and first results of its ongoing usability and usefulness evaluation process. KW - Mensch-Maschine-Kommunikation KW - Serious game KW - Virtuelle Realität KW - Psychische Gesundheit KW - Angststörung Y1 - 2022 SN - 978-1-4503-9690-5 U6 - https://doi.org/10.1145/3543758.3547550 SP - 420 EP - 424 PB - Association for Computing Machinery CY - New York ER - TY - CHAP A1 - McRobert, Korinna T1 - Young survivors of sexual abuse as 'children out of place' T2 - Intersectionality and Difference in Childhood and Youth N2 - 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. KW - Kind KW - Sexueller Missbrauch KW - Kindheitsforschung KW - Filmanalyse KW - out of place Y1 - 2019 SN - 978-0-367-72916-5 U6 - https://doi.org/10.4324/9780429466588-10 N1 - Das Buch finden Sie in unserem Bibliotheksbestand unter der Signatur: 11OHT352 SP - 143 EP - 157 PB - Routledge CY - London ET - 1st Edition ER - TY - JOUR A1 - Michel, Christine A1 - Wronski, Caroline A1 - Pauen, Sabina A1 - Daum, Moritz M. A1 - Hoehl, Stefanie T1 - Infants' object processing is guided specifically by social cues JF - Neuropsychologia N2 - 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. KW - Säugling KW - Ereigniskorreliertes Potenzial KW - Nichtverbale Kommunikation KW - Blickverhalten Y1 - 2017 U6 - https://doi.org/10.1016/j.neuropsychologia.2017.05.022 SN - 0028-3932 VL - 126 SP - 54 EP - 61 PB - Elsevier CY - Amsterdam ER - TY - JOUR A1 - Moore, Richard T1 - The cultural evolution of mind-modelling JF - Synthese N2 - I argue that uniquely human forms of ‘Theory of Mind’ (or ‘ToM’) are a product of cultural evolution. Specifically, propositional attitude psychology is a linguistically constructed folk model of the human mind, invented by our ancestors for a range of tasks and refined over successive generations of users. The construction of these folk models gave humans new tools for thinking and reasoning about mental states—and so imbued us with abilities not shared by non-linguistic species. I also argue that uniquely human forms of ToM are not required for language development, such that an account of the cultural origins of ToM does not jeopardise the explanation of language development. Finally, I sketch a historical model of the cultural evolution of mental state talk. KW - Kulturelle Evolution KW - Theory of mind KW - Propositionale Einstellung KW - Sprachentwicklung Y1 - 2020 U6 - http://nbn-resolving.de/urn/resolver.pl?urn:nbn:de:kobv:525-25865 SN - 1573-0964 VL - 199 SP - 1751 EP - 1776 PB - Springer CY - Berlin ER - TY - CHAP A1 - Morgan, Jonathan Howard A1 - Zhao, Jun A1 - Zöller, Nikolas A1 - Sedlacek, Andrea A1 - Chen, Lena A1 - Piper, Hayley A1 - Beck, Yliana A1 - Rogers, Kimberly B. A1 - Hoey, Jesse A1 - Schröder, Tobias T1 - Modeling the Culture of Online Collaborative Groups with Affect Control Theory T2 - Advances in Social Simulation N2 - We review Affect Control Theory (ACT) as a promising basis for equipping computational agents in social simulations with a sense of sociality. ACT is a computational theory that integrates sociological insights about the symbolic construction of the social order with psychological knowledge about cognitive-affective mechanisms. After explaining the theoretical foundations of ACT and applications of the theory at the dyadic and group level, we describe a case study applying the theory from an ongoing research project examining self-organized online collaboration in software development. KW - Culture KW - Affect KW - Gruppendynamik KW - Kollaboration Y1 - 2021 SN - 978-3-030-61503-1 U6 - https://doi.org/10.1007/978-3-030-61503-1_14 SP - 147 EP - 160 PB - Springer CY - Cham ER - TY - JOUR A1 - Nef, Susanne A1 - Lorenz-Sinai, Friederike T1 - Multilateral generation of violence : on the theorization of microscopic analyses and empirically grounded theories of violence JF - Historical Social Research N2 - Using two phenomena of violence against children and intimate partner violence and based on two case studies, we explore the extent to which social processes of interpreting and negotiating violence contribute to further theorization efforts. The central unifying element is that both forms of violence are enabled and performed in power relations and have long been socially, legally, and politically legitimized. Therefore, our study’s focus is not on violence as a subject but rather on the social negotiation and construction of meanings of actions framed as violent. This perspective is exemplified by two independent case studies and data material that illustrate how such microscopic arguments are developed empirically. The methods used for the two case studies include qualitative analyses of interviews and organizational documents. Hence, we also discuss the researchers’ involvement and challenges in these processes. Based on our analytical findings, we argue for the use of an approach of a subject appropriated theorizing violence rather than a formal theory formation of violence. The procedural analysis of violence revealed its importance in making non-public and socially taboo forms of violence analytically accessible. T2 - Multilaterale Erzeugung von Gewalt : zur Theoretisierung von mikroskopischen Analysen und empirisch fundierten Gewalttheorien KW - Gewalt KW - Häusliche Gewalt KW - Kind KW - Partnerschaft KW - Macht KW - Theoriebildung Y1 - 2022 U6 - https://doi.org/10.12759/hsr.47.2022.05 SN - 0172-6404 VL - 47 IS - 1 SP - 111 EP - 131 PB - Köln ER - TY - JOUR A1 - O'Madagain, Cathal A1 - Kachel, Gregor A1 - Strickland, Brent T1 - The origin of pointing BT - Evidence for the touch hypothesis JF - Science Advances N2 - Pointing gestures play a foundational role in human language, but up to now, we have not known where these gestures come from. Here, we investigated the hypothesis that pointing originates in touch. We found, first, that when pointing at a target, children and adults oriented their fingers not as though trying to create an “arrow” that picks out the target but instead as though they were aiming to touch it; second, that when pointing at a target at an angle, participants rotated their wrists to match that angle as they would if they were trying to touch the target; and last, that young children interpret pointing gestures as if they were attempts to touch things, not as arrows. These results provide the first substantial evidence that pointing originates in touch. Y1 - 2019 U6 - http://nbn-resolving.de/urn/resolver.pl?urn:nbn:de:kobv:525-26110 SN - 2375-2548 VL - 5 IS - 7 PB - American Association for the Advancement of Science (AAAS) CY - Washington ER -