FB1 Sozial- und Bildungswissenschaften
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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.
The origin of pointing
(2019)
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.
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.
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 Csizér. 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 (Dörnyei, Zoltán. 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.
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.
Economic and Labour Rights
(2021)
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.
Wie eine pädagogische Fachkraft mit den Kindern interagiert und sie damit in ihrer Entwicklung unterstützt, hängt maßgeblich davon ab, wie sie lernanregenden Interaktionen gegenüber eingestellt ist. Diese Einstellungen werden im Beitrag mit sogenannten cognitive-affective maps (CAMs) erfasst. Zur Erstellung der CAMs wurden leitfadengestützte Interviews mit pädagogischen Fachkräften (N = 18) aus sechs verschiedenen Einrichtungen analysiert. Die CAMs zeigen, dass die befragten Fachkräfte hauptsächlich auf sozial-emotionale Aspekte von Interaktionen rekurrieren und ihre täglichen Interaktionen mit den Kindern selbst positiv bewerten. Konkretes Wissen zu lernanregenden Interaktionsformaten benennen sie hingegen kaum. Ein Vergleich der Einstellungen der Fachkräfte deutet auf teamspezifische Besonderheiten hin. In einigen Einrichtungen sind die Einstellungen der Fachkräfte deutlich homogener als in anderen. Die Ergebnisse werden in ihrer Bedeutung für Fortbildungsangebote diskutiert und CAMs als gewinnbringende Methode zur Eruierung teamspezifischer Fortbildungsbedarfe und als Fortbildungsmethode selbst vorgeschlagen.
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.
Dieser Beitrag der Zeitschrift für Psychodrama und Soziometrie (ZPS) entwickelt aus psychodramatischer Perspektive die These, digitale Medien nicht nur als Lernwerkzeuge auf einer kognitiven, sozialen und handlungsnahen Ebene zu verstehen, sondern auch ihren Einfluss auf Begrenzung und Ermöglichung soziometrischer Wahlen in Lehr-Lern-Settings zu betrachten. Ausgehend von einem Einblick in aktuelle Konzepte der pädagogisch-psychologischen Forschung wird das Konzept des Aufforderungscharakters – Affordanzen – digitaler Medien eingeführt. Anhand einer Vignette aus dem hochschuldidaktischen Kontext werden mögliche „Verführungen“ durch Medien im Hinblick auf soziometrisches Handeln rekonstruiert und vor dem Hintergrund von Rollenerwartungen und Morenos Konzept der Begegnung diskutiert.
Let’s Talk About Emotions
(2021)
Learning to use language in an adult-like way is a long-lasting process. This may particularly apply to complex conceptual domains such as emotions. The present study examined children’s and adults’ patterns of emotion word usage regarding their convergence and underlying semantic dimensions, and the factors influencing the ease of emotion word learning. We assessed the production of emotion words by 4- to 11-year-old children (N = 123) and 27 adults (M = 37 years) using a vignette test. We found that the older the children, the more emotion words they produced. Moreover, with increasing age, children’s pattern of emotion word usage converged with adult usage. The analysis for semantic dimensions revealed one clear criterion—the differentiation of positive versus negative emotions—for all children and adults. We further found that broad covering emotion words are produced earlier and in a more adult-like way.