Alle Publikationen
2018
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(2018): Individual differences are more than a gene × environment interaction. The role of learning. In: Journal of experimental psychology. Animal learning and cognition 44 (1), S. 36-55. DOI: 10.1037/xan0000157
DOI: http://www.ncbi.nlm.nih.gov/pubmed/29323517 Abstract: Individual differences in behavior are understood generally as arising from an interaction between genes and environment, omitting a crucial component. The literature on animal and human learning suggests the need to posit principles of learning to explain our differences. One of the challenges for the advancement of the field has been to establish how general principles of learning can explain the almost infinite variation in behavior. We present a case that: (a) individual differences in behavior emerge, in part, from principles of learning; (b) associations provide a descriptive mechanism for understanding the contribution of experience to behavior; and (c) learning theories explain dissociable aspects of behavior. We use 4 examples from the field of learning to illustrate the importance of involving psychology, and associative theory in particular, in the analysis of individual differences, these are (a) fear learning; (b) behavior directed to cues for outcomes (i.e., sign- and goal- tracking); (c) stimulus learning related to attention; and (d) human causal learning. (PsycINFO Database Record
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(2018) : Emotionen in Lern- und Leistungskontexten In: Spinath, Birgit; Dickhäuser, Oliver; Schöne, Claudia (Hg.): Psychologie der Motivation und Emotion: Grundlagen und Anwendung in ausgewählten Lern- und Arbeitskontexten: 1. Auflage: Göttingen: Hogrefe, S. 80-107
Abstract: Die Entstehung und Auswirkungen der in Lern- und Leistungskontexten auftretenden Emotionen werden aus der Perspektive der Allgemeinen Emotionspsychologie in den Blick genommen. Dabei soll herausgearbeitet werden, welche Aussagen über diese Emotionen sich bereits aus einer allgemeinpsychologischen Theorie der Emotionen ableiten lassen. Allgemeinpsychologische Theorien beanspruchen, für alle normal funktionierenden Erwachsenen in allen Lebensbereichen gültig zu sein. Dementsprechend lautet die Grundannahme bei der Anwendung einer allgemeinpsychologischen Emotionstheorie auf den Lern- und Leistungskontext, dass die dort auftretenden Emotionen von grundsätzlich derselben Art sind, nach denselben Gesetzmäßigkeiten entstehen und dieselben Auswirkungen haben wie Emotionen in anderen Lebensbereichen. Die im Hauptteil der Ausführungen beschriebene allgemeinpsychologische Analyse der Lern- und Leistungsemotionen wird anschließend mit den Annahmen einer neueren Emotionstheorie verglichen, die speziell für Lern- und Leistungsemotionen entwickelt worden ist, der "Kontroll-Wert-Theorie". Abschließend wird kurz auf die Messung von Lern- und Leistungsemotionen eingegangen.
2017
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(2017): Emotional-social intelligence. Development during online and on-campus holistic healthcare programs. ProQuest Information & Learning, US.
Abstract: As with traditional healthcare providers, emotional-social intelligence (ESI) plays a role in the holistic practitioner-client relationship. It is important to determine if students in holistic healthcare programs increase their ESI, and subsequently better serve their clients. The purpose of this quantitative, quasi-experimental study was to determine if online education can develop students' ESI at levels similar to that of traditional programs. This study is based on the theory of ESI and transformative learning theory. The sample consisted of 95 students in an online program and 61 in a traditional program. Multiple linear regression, ANCOVA, and Pearson Correlation's were used to explore the relationships between the independent variables professional standing, program delivery method, program progress, and number of classes with elements consistent with transformative learning theory, and the dependent variable emotional-social intelligence, as measured by the EQ-i 2.0 survey. The results of the study revealed no significant differences in the development of ESI between online and traditional methodologies, except within the self-expression category, for which online was higher. The number of transformative classes taken had no effect on the dependent variable. The positive social change implications of this study include a better understanding of the development of ESI for holistic healthcare, which could lead to a greater potential for success, as well as being better able to contribute to the stability of their communities through meeting the needs of those seeking their services. In addition, determining the relationship between transformative theories of learning and ESI development may assist in creating courses better suited to increasing students' ESI. (PsycINFO Database Record (c) 2017 APA, all rights reserved)
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(2017): Learning from moral inconsistency. In: Cognition 167, S. 46-57. DOI: 10.1016/j.cognition.2017.05.006
DOI: http://www.ncbi.nlm.nih.gov/pubmed/28522269 Abstract: Moral inconsistency is an understudied phenomenon in cognitive moral psychology and deserves in depth empirical study. Moral inconsistency, as understood here, is not formal inconsistency but inconsistency in moral emotion and belief in response to particular cases. It occurs when persons treat cases as morally different that are really morally the same, even from their moral perspective. Learning to recognize and avoid such moral inconsistency in non-trivial but is a form of moral learning that complements and enhances other psychological and social mechanisms through which persons learn how to apply shared moral norms when their applications are uncertain and threaten to lapse into moral inconsistency. The same psychological process also can function to revise current moral norms when their straightforward applications are morally inconsistent with more basic moral commitments. Through this moral learning and related kinds, people can learn how to identify issues of moral priority when moral norms conflict and, when necessary, how to revise their moral norms. The recent revolution in dominant moral norms around gay sex and gay marriage in Europe and North America provides a possible illustration. When coupled with other modes of moral learning in the context of ambiguous but deeply rooted moral norms, such as those of sanctity and authority, reflection on moral inconsistency can help to justify this large-scale moral change, even among those who find gay sex, by its nature, morally repugnant. zitiert von: 3
Keywords: Emotions, Humans, Kognitionswissenschaften, Learning, Lerntheorien, Moral, Morals, science direct, Social Norms -
(2017): Centripetal and centrifugal forces in the moral circle. Competing constraints on moral learning. In: Cognition 167, S. 58-65. DOI: 10.1016/j.cognition.2016.12.001
DOI: http://www.ncbi.nlm.nih.gov/pubmed/28007293 Abstract: The idea of the moral circle pictures the self in the center, surrounded by concentric circles encompassing increasingly distant possible targets of moral concern, including family, local community, nation, all humans, all mammals, all living things including plants, and all things including inanimate objects. The authors develop the idea of two opposing forces in people's moral circles, with centripetal forces pulling inward, urging greater concern for close others than for distant others, and centrifugal forces pushing outward, resisting "drawing the line" anywhere as a form of prejudice and urging egalitarian concern for all regardless of social distance. Review of the developmental literature shows very early emergence of both moral forces, suggesting at least partly intuitive bases for each. Moral education approaches favoring one force over the other are compared, to show how these forces can provide constraints on moral learning. Finally, the centripetal/centrifugal forces view is applied to current moral debates about empathy and about politics. The authors argue that this view helps us see how intercultural and interpersonal disagreements about morality are based in intrapersonal conflicts shared by all people. zitiert von: 3
Keywords: Empathy, Gesellschaft, Gruppenverhalten, Humans, Learning, Lerntheorien, Models, Psychological, Moral, Morals, science direct -
(2017): Interkulturelle Qualifizierung im Rahmen des Hochschulstudiums in Deutschland. Dissertation. Berlin: Humboldt-Universität zu Berlin, Kultur-, Sozial- und Bildungswissenschaftliche Fakultät. Online verfügbar unter http://edoc.hu-berlin.de/dissertationen/hoessler-ulrich-2017-01-31/PDF/hoessler.pdf, zuletzt geprüft am 30.04.2019
DOI: https://doi.org/10.18452/17721 Abstract: Die vorliegende Arbeit verfolgt das Ziel, ein Modell interkultureller Qualifizierung im Rahmen des Hochschulstudiums in Deutschland zu generieren. Im theoretischen Teil wird der Qualifizie-rungsbegriff in Bezug zum Qualifizierungsziel interkulturelle Kompetenz und zum Anwen-dungskontext Hochschulstudium in Deutschland erörtert sowie das Thema innerhalb der Erzie-hungswissenschaften verortet. Auf die Themen interkulturelle Kompetenz und interkulturelles Lernen wird gesondert eingegangen. Darauf aufbauend werden im empirischen Tiel die zwei durchgeführten Studien beschrieben und abschließend die Ergebnisse interpretiert. Aus einer qualitativ-explorativen Interviewbefragung von 18 ehemaligen Teilnehmenden am Zusatzstudi-um Internationale Handlungskompetenz der Regensburger Hochschulen und einer quantitativ-explanativen Fragebogenstudie mit 129 damals aktuellen Teilnehmenden am Ende des Zusatz-studiums konnten relevante Eingangsbedingungen, Lernprozesse und Wirkungen sowie Kon-trollvariablen interkultureller Qualifizierungsmaßnahmen identifiziert werden. Die identifizierten Variablen werden zu den fünf Nutzungsprofilen interkultureller Qualifizierung 1) Sensibilisie-rung, 2) kognitive Anwendung, 3) Aktivierung, 4) aktionale Anwendung und 5) Potenzierung zusammengefasst. In einem Transfermodell werden die Nutzungsprofile schießlich in Bezug auf Wissenstransfer und Handlungstransfer verortet und in einem Input-Prozess-Output-Modell auf-steigend angeordnet. Das Ergebnis der Arbeit besteht somit in einem theoretisch fundierten und empirisch geprüften lern- und handlungstheoretischen Modell interkultureller Qualifizierung, das exemplarisch Bedingungen, Prozessverläufe und Wirkungen interkultureller Qualifizie-rungsmaßnahmen an deutschen Hochschulen beschreibt und dadurch Anwendungswissen für Konzeption, Implementation und Evaluation weiterer bestehender und geplanter interkultureller Qualifizierungsmaßnahmen bietet. This study aims at generating an input-process-output model of intercultural qualification in the context of academic education in Germany. The theoretical framework consists of defining in-tercultural qualification and localizing the topic within educational sciences. The topics intercul-tural competence and intercultural learning are discussed separately. There were two empirical studies: 1) 18 former participants of the Extracurricular Study Program for Intercultural Compe-tence at the Regensburg universities have been interviewed about the program’s learning pro-cesses and learning outcomes. Resulting data were analysed using qualitative methods, yielding a set of hypotheses on relations between preconditions, processes and outcomes of intercultural qualification. 2) At the end of the program, 129 participants completed a questionnaire con-structed on the results of the interview study producing quantitative data. Relevant input, pro-cess and output variables could be identified and were integrated into five user profiles: 1) sensi-tisation, 2) cognitive application, 3) activation, 4) behavioral application, and 5) potentialisation. These profiles were finally arranged in relation to knowledge transfer and behavioral transfer, thus yielding a transfer model of intercultural qualification, and were put in ascending order in an input-process-output model. This theoretically founded and empirically tested model de-scribes exemplarily preconditions, learning processes, learning outcomes, and control variables of intercultural qualification in the context of academic education in Germany. It can be used as a theoretical framework for further research or conceptualisation, implementation, and evalua-tion of intercultural qualification programs.
Keywords: AL 17900, Bildung, competence, Curriculum, didactic, Didaktik, educational sciences, Employability, erfahrungsorientiert, Erziehungswissenschaft, Evaluation, experiential, formal, formell, higher education, Hochschule, implicit, implizit, informal, informell, Intercultural, Intercultural communication, intercultural competence, interkulturell, Interkulturelle Kommunikation, Interkulturelle Kompetenz, internationalisation, Internationalisierung, key qualifikation, Kompetenz, Kompetenzerwerb, Learning, learning process, Lernen, Lernprozess, model, Modell, Pädagogik, pedagogic, qualification, Qualifizierung, Schlüsselqualifikation, Schul- und Bildungswesen, situated cognition, situiert, Unterricht, vergleichend -
(2017): Learning a commonsense moral theory. In: Cognition 167, S. 107-123. DOI: 10.1016/j.cognition.2017.03.005
DOI: http://www.ncbi.nlm.nih.gov/pubmed/28351662 Abstract: We introduce a computational framework for understanding the structure and dynamics of moral learning, with a focus on how people learn to trade off the interests and welfare of different individuals in their social groups and the larger society. We posit a minimal set of cognitive capacities that together can solve this learning problem: (1) an abstract and recursive utility calculus to quantitatively represent welfare trade-offs; (2) hierarchical Bayesian inference to understand the actions and judgments of others; and (3) meta-values for learning by value alignment both externally to the values of others and internally to make moral theories consistent with one's own attachments and feelings. Our model explains how children can build from sparse noisy observations of how a small set of individuals make moral decisions to a broad moral competence, able to support an infinite range of judgments and decisions that generalizes even to people they have never met and situations they have not been in or observed. It also provides insight into the causes and dynamics of moral change across time, including cases when moral change can be rapidly progressive, changing values significantly in just a few generations, and cases when it is likely to move more slowly. zitiert von: 7
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(2017): Moral vindications. In: Cognition 167, S. 124-134. DOI: 10.1016/j.cognition.2017.05.005
DOI: http://www.ncbi.nlm.nih.gov/pubmed/28545629 Abstract: Psychologists and neuroscientists have recently been unearthing the unconscious processes that give rise to moral intuitions and emotions. According to skeptics like Joshua Greene, what has been found casts doubt on many of our moral beliefs. However, a new approach in moral psychology develops a learning-theoretic framework that has been successfully applied in a number of other domains. This framework suggests that model-based learning shapes intuitions and emotions. Model-based learning explains how moral thought and feeling are attuned to local material and social conditions. Philosophers can draw on these explanations, in some cases, in order to vindicate episodes of moral change. Explanations can support justifications by showing that they are not mere rationalizations. In addition, philosophical justifications are a fertile source for empirical hypotheses about the rational learning mechanisms that shape moral intuitions and emotions.
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(2017): Parent-child learning interactions. A review of the literature on scaffolding. In: The British journal of educational psychology 87 (2), S. 241-254. DOI: 10.1111/bjep.12147
DOI: http://www.ncbi.nlm.nih.gov/pubmed/28220477 Abstract: BACKGROUND Scaffolding can be observed during learning-based interactions, when interventions by parents are adjusted according to children's observed abilities, with the main goal of enabling the child to work independently (Wood et al., 1976, Journal of child psychology and psychiatry, 17, 89). Such contingent instruction behaviours occur from infancy, and are said to be relevant for children's development of executive function, language acquisition, and cognitive and academic abilities. Scaffolding behaviours are considered a product of the family and the wider context, a process affected by parent and child characteristics, and the environment they inhabit. Over 40 years of scaffolding research has produced an abundance of findings. Early investigations were concerned with the conceptualization of scaffolding, whereas more recent studies build upon the theory, testing its correlates and relevance for child development. AIMS This article offers an overview of the literature, focusing on the relevance of scaffolding for child developmental outcomes, and the factors associated with individual differences in the process. STRUCTURE The article is structured such that the origins of the theory and its definitions are discussed first, followed by an overview of the correlates of scaffolding. The review concludes with a critical evaluation of the literature, proposing novel avenues for future research.
2016
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(2016): Lernkultur und Kompetenzentwicklung. In: Personal quarterly 68 (2), S. 6-8
Abstract: Im Gesprach mit Karlheinz Sonntag wird die Bedeutung der Organisationskultur fur die Kompetenzentwicklung von Beschaftigten auf betrieblicher und individueller Ebene beleuchtet. Neben Voraussetzungen einer Erfassung der Lernkultur, die eine Ableitung fundierter Human-Resource-Aktivitaten ermoglicht, werden Wechselwirkungen zwischen Lernkultur und Kompetenzentwicklung betrachtet. Daruber hinaus wird auf die Rolle von Fuhrungskraften bei der Pflege von Lernkultur und der Ausgestaltung forderlicher Lernumgebungen, den Nutzen von Kompetenzmanagementsystemen und notwendige Kompetenzen im Zusammenhang mit einer zunehmenden Flexibilisierung der Arbeitsverhaltnisse eingegangen.
2015
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(2015): Has the World Changed?. My Neighbor Might Know: Effects of Social Context on Routine Deviation. In: Journal of Behavioral Decision Making 28 (1), S. 50-66. DOI: 10.1002/bdm.1828
Abstract: Investigated the effects of social context on deviations from routines. 94 students (mean age 21 years) were asked to repeatedly choose among four gambles that were represented by four decks of cards. After the routine acquisition phase, unbeknownst to the participants, the underlying payoff structure of the game was altered so that the routine choice no longer yielded a profit. In addition, a confederate served as a behavioral model who made the normative choice most of the time in the acquisition phase, the test phase, in both phases, or in no phase at all (baseline). Results showed that participants were influenced by prior success of a routine; however, they were not immune to new counterevidence. The new evidence had to compensate prior knowledge before individuals decided to abandon their routine. Participants were most likely to adapt if the confederate served as a behavioral model in both the acquisition and test phases. It is concluded that participants could detect a lasting change in the environment and trustworthy behavioral models helped participants overcome a previously adaptive routine. zitiert von 5
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(2015): Teaching professional and humanistic values. Suggestion for a practical and theoretical model. In: Patient education and counseling 98 (2), S. 162-167. DOI: 10.1016/j.pec.2014.10.022
DOI: http://www.ncbi.nlm.nih.gov/pubmed/25468396 Abstract: OBJECTIVES To suggest and describe a practical and theoretical underpinning for teaching professional and humanistic values. METHODS The author describes four learning methods that together comprise a model for teaching professional and humanistic values. The author defends this model by citing evidence and relevant literature as well as his extensive experience with numerous colleagues in successfully applying the model in large scale programs. RESULTS The combination of teaching methods that comprise the model evolved over 30 years from the experience of several large collaborations with educators in teaching learners at all levels of medical education. The four teaching methods are (1) experiential learning of skills, (2) critical reflection, (3) a supportive group process, and (4) a sufficiently longitudinal curriculum. Together, these methods create a theoretical model with mutually reinforcing elements for enhancing commitment to core values and optimizing professional identity formation. CONCLUSIONS This paper describes the combined model and the methods in detail and reviews evidence favoring incorporation into curricula. PRACTICE IMPLICATIONS The combined model educationally enhances core values that underlie the professional identity formation of physicians. The model is practical and generalizable, and should be used by curriulum planners.
2014
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(2014): Don't do it again! Directed forgetting of habits. In: Psychological science 25 (6), S. 1242-1248. DOI: 10.1177/0956797614526063
DOI: http://www.ncbi.nlm.nih.gov/pubmed/24714574 Abstract: Most daily routines are determined by habits. However, the experienced ease and automaticity of habit formation and execution come at a cost when habits that are no longer appropriate must be overcome. So far, proactive and reactive control strategies that prevent inappropriate habit execution either by preparation or "on the fly" have been identified. Here, we present evidence for a third, retroactive control strategy. In two experiments using the list method of directed forgetting, the accessibility of newly learned and practiced stimulus-response rules was significantly reduced when participants were cued to forget the rules rather than to remember them. The results thus show that directed forgetting, so far observed and investigated only for episodic memory traces, can also be applied to habits. The findings further emphasize the adaptive value of forgetting and can be taken as evidence of a retroactive strategy of habit control. zitiert von 12
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(2014): Learning Compliant Manipulation through Kinesthetic and Tactile Human-Robot Interaction. In: IEEE Transactions on Haptics 7 (3), S. 367-380. DOI: 10.1109/TOH.2013.54
DOI: https://doi.org/10.1109/TOH.2013.54 Abstract: Robot Learning from Demonstration (RLfD) has been identified as a key element for making robots useful in daily lives. A wide range of techniques has been proposed for deriving a task model from a set of demonstrations of the task. Most previous works use learning to model the kinematics of the task, and for autonomous execution the robot then relies on a stiff position controller. While many tasks can and have been learned this way, there are tasks in which controlling the position alone is insufficient to achieve the goals of the task. These are typically tasks that involve contact or require a specific response to physical perturbations. The question of how to adjust the compliance to suit the need of the task has not yet been fully treated in Robot Learning from Demonstration. In this paper, we address this issue and present interfaces that allow a human teacher to indicate compliance variations by physically interacting with the robot during task execution. We validate our approach in two different experiments on the 7 DoF Barrett WAM and KUKA LWR robot manipulators. Furthermore, we conduct a user study to evaluate the usability of our approach from a non-roboticists perspective.
Keywords: Algorithms, Analysis, Bedienung & Handhabung, Biomechanical Phenomena, compliance control, compliance variations, compliant control, compliant manipulation, Computer Simulation, education, Force, haptic feedback, haptic interfaces, human-robot interaction, Humans, Impedance, Joints, Kinesthesis, kinesthetic human-robot interaction, KUKA LWR robot manipulators, Learning, manipulator kinematics, Physical Human-Robot Interaction, position control, RLfD, Robot kinematics, robot learning from demonstration, Robot sensing systems, Robotics, stiff position controller, tactile human-robot interaction, tactile interfaces, task kinematics, task model, Task Performance, Touch -
(2014): Experiential effects on mirror systems and social learning. Implications for social intelligence. In: Behavioral and Brain Sciences 37 (2), S. 217-218. DOI: 10.1017/S0140525X1300246X
DOI: https://doi.org/10.1017/S0140525X1300246X Abstract: Comments on an article by Richard Cook et al. (see record [rid]2014-16775-029[/rid]). Investigations of biases and experiential effects on social learning, social information use, and mirror systems can usefully inform one another. Unconstrained learning is predicted to shape mirror systems when the optimal response to an observed act varies, but constraints may emerge when immediate error-free responses are required and evolutionary or developmental history reliably predicts the optimal response. Given the power of associative learning, such constraints may be rare. (PsycINFO Database Record (c) 2016 APA, all rights reserved)
Keywords: Animal Learning, Animals, Associative Processes, Biological Evolution, BRAIN, genetic adaptation, Genetics, human brain, Humans, Learning, Lerntheorien, mirror neurons, monkey brain, Monkeys, sensorimotor associative learning, Social intelligence, Social Perception, Soziale Intelligenz, Verhaltensforschung -
(2014): Soziales Lernen – Angewandte Sozialpsychologie für Lernende und Lehrende in Schule und Universität. In: Gruppendynamik und Organisationsberatung 45 (1), S. 5-23. DOI: 10.1007/s11612-014-0234-6
DOI: https://doi.org/10.1007/s11612-014-0234-6 Abstract: In this paper, two interdigitated current training projects will be presented. The presentation is to show that social psychological theories can be applied profitably for school development. The content is about social learning in school. Social learning is aimed at the acquisition of social and emotional skills. These skills are positively correlated with the cognitive development of students. Social skills need to be explicitly taught and practiced, especially if they were developed insufficiently in childhood. In the project Social learning we examine what contents may include social learning. In the project Classroom Management we explore how these contents are best taught and this teaching can be taught. Insights of Social Psychology are introduced for each resulting different extracts of reality and their uses are discussed. (PsycINFO Database Record (c) 2016 APA, all rights reserved)
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(2014): Robots show us how to teach them: feedback from robots shapes tutoring behavior during action learning. In: PLoS one 9 (3). DOI: 10.1371/journal.pone.0091349
DOI: https://doi.org/10.1371/journal.pone.0091349 Abstract: Robot learning by imitation requires the detection of a tutor's action demonstration and its relevant parts. Current approaches implicitly assume a unidirectional transfer of knowledge from tutor to learner. The presented work challenges this predominant assumption based on an extensive user study with an autonomously interacting robot. We show that by providing feedback, a robot learner influences the human tutor's movement demonstrations in the process of action learning. We argue that the robot's feedback strongly shapes how tutors signal what is relevant to an action and thus advocate a paradigm shift in robot action learning research toward truly interactive systems learning in and benefiting from interaction.
Keywords: Action Learning, Artificial intelligence, Feedback, Psychological, Female, Humans, Learning, Male, Robotics, Robots, tutoring 2013
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(2013): Two success-biased social learning strategies. In: Theoretical population biology 86, S. 43-49. DOI: 10.1016/j.tpb.2013.03.005
DOI: http://www.ncbi.nlm.nih.gov/pubmed/23587700 Abstract: I compare the evolutionary dynamics of two success-biased social learning strategies, which, by definition, use the success of others to inform one's social learning decisions. The first, "Compare Means", causes a learner to adopt cultural variants with highest mean payoff in her sample. The second, "Imitate the Best", causes a learner to imitate the single most successful individual in her sample. I summarize conditions under which each strategy performs well or poorly, and investigate their evolution via a gene-culture coevolutionary model. Despite the adaptive appeal of these strategies, both encounter conditions under which they systematically perform worse than simply imitating at random. Compare Means performs worst when the optimal cultural variant is usually at high frequency, while Imitate the Best performs worst when suboptimal variants sometimes produce high payoffs. The extent to which it is optimal to use success-biased social learning depends strongly on the payoff distributions and environmental conditions that human social learners face.
2012
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(2012): Infants prefer the faces of strangers or mothers to morphed faces. An uncanny valley between social novelty and familiarity. In: Biology letters 8 (5), S. 725-728. DOI: 10.1098/rsbl.2012.0346
DOI: http://www.ncbi.nlm.nih.gov/pubmed/22696289 Abstract: The 'uncanny valley' response is a phenomenon involving the elicitation of a negative feeling and subsequent avoidant behaviour in human adults and infants as a result of viewing very realistic human-like robots or computer avatars. It is hypothesized that this uncanny feeling occurs because the realistic synthetic characters elicit the concept of 'human' but fail to satisfy it. Such violations of our normal expectations regarding social signals generate a feeling of unease. This conflict-induced uncanny valley between mutually exclusive categories (human and synthetic agent) raises a new question: could an uncanny feeling be elicited by other mutually exclusive categories, such as familiarity and novelty? Given that infants prefer both familiarity and novelty in social objects, we address this question as well as the associated developmental profile. Using the morphing technique and a preferential-looking paradigm, we demonstrated uncanny valley responses of infants to faces of mothers (i.e. familiarity) and strangers (i.e. novelty). Furthermore, this effect strengthened with the infant's age. We excluded the possibility that infants detect and avoid traces of morphing. This conclusion follows from our finding that the infants equally preferred strangers' faces and the morphed faces of two strangers. These results indicate that an uncanny valley between familiarity and novelty may accentuate the categorical perception of familiar and novel objects.
Keywords: Adult, Bekanntheitsgrad, Biologie, Emotions, Entwicklungspsychologie, Erwartungen, erwartungen und Erwartungserwartungen, Eye Movements, Face, familiarity, Female, Humans, Infant, Learning, Male, Mothers, Pattern Recognition, Visual, PERCEPTION, Psychologie, p-zombies, Recognition (Psychology)/physiology, Uncanny Valley Effekt, Visual Perception/physiology -
Seel, Norbert M. (2012): Encyclopedia of the sciences of learning. New York: Springer (Springer reference)
DOI: https://doi.org/10.1007/978-1-4419-1428-6 Abstract: Over the past century, educational psychologists and researchers have posited many theories to explain how individuals learn, i.e. how they acquire, organize and deploy knowledge and skills. The 20th century can be considered the century of psychology on learning and related fields of interest (such as motivation, cognition, metacognition etc.) and it is fascinating to see the various mainstreams of learning, remembered and forgotten over the 20th century and note that basic assumptions of early theories survived several paradigm shifts of psychology and epistemology. Beyond folk psychology and its naïve theories of learning, psychological learning theories can be grouped into some basic categories, such as behaviorist learning theories, connectionist learning theories, cognitive learning theories, constructivist learning theories, and social learning theories. Learning theories are not limited to psychology and related fields of interest but rather we can find the topic of learning in various disciplines, such as philosophy and epistemology, education, information science, biology, and - as a result of the emergence of computer technologies - especially also in the field of computer sciences and artificial intelligence. As a consequence, machine learning struck a chord in the 1980s and became an important field of the learning sciences in general. As the learning sciences became more specialized and complex, the various fields of interest were widely spread and separated from each other; as a consequence, even presently, there is no comprehensive overview of the sciences of learning or the central theoretical concepts and vocabulary on which researchers rely. The Encyclopedia of the Sciences of Learning provides an up-to-date, broad and authoritative coverage of the specific terms mostly used in the sciences of learning and its related fields, including relevant areas of instruction, pedagogy, cognitive sciences, and especially machine learning and knowledge engineering. This modern compendium will be an indispensable source of information for scientists, educators, engineers, and technical staff active in all fields of learning. More specifically, the Encyclopedia provides fast access to the most relevant theoretical terms provides up-to-date, broad and authoritative coverage of the most important theories within the various fields of the learning sciences and adjacent sciences and communication technologies; supplies clear and precise explanations of the theoretical terms, cross-references to related entries and up-to-date references to important research and publications. The Encyclopedia also contains biographical entries of individuals who have substantially contributed to the sciences of learning; the entries are written by a distinguished panel of researchers in the various fields of the learning sciences.
2011
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(2011): A politeness effect in learning with web-based intelligent tutors. In: International Journal of Human-Computer Studies 69 (1), S. 70-79. DOI: 10.1016/j.ijhcs.2010.09.001
DOI: https://doi.org/10.1016/j.ijhcs.2010.09.001 Abstract: College students learned to solve chemistry stoichiometry problems with a web-based intelligent tutor that provided hints and feedback, using either polite or direct language. There was a pattern in which students with low prior knowledge of chemistry performed better on subsequent problem-solving tests if they learned from the polite tutor rather than the direct tutor (d=.78 on an immediate test, d=.51 on a delayed test), whereas students with high prior knowledge showed the reverse trend (d=−.47 for an immediate test; d=−.13 for a delayed test). These results point to a boundary condition for the politeness principle—the idea that people learn more deeply when words are in polite style. At least for low-knowledge learners, the results are consistent with social agency theory—the idea that social cues, such as politeness, can prime learners to accept a web-based tutor as a social partner and therefore try harder to make sense of the tutor’s messages.
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(2011): Polite web-based intelligent tutors: Can they improve learning in classrooms?. In: Computers & Education 56 (3), S. 574-584. DOI: 10.1016/j.compedu.2010.09.019
DOI: https://doi.org/10.1016/j.compedu.2010.09.019 Abstract: Should an intelligent software tutor be polite, in an effort to motivate and cajole students to learn, or should it use more direct language? If it should be polite, under what conditions? In a series of studies in different contexts (e.g., lab versus classroom) with a variety of students (e.g., low prior knowledge versus high prior knowledge), the politeness effect was investigated in the context of web-based intelligent tutoring systems, software that runs on the Internet and employs artificial intelligence and learning science techniques to help students learn. The goal was to pinpoint the appropriate conditions for having the web-based tutors provide polite feedback and hints (e.g., ’Let’s convert the units of the first item’) versus direct feedback and hints (e.g., ’Convert the units of the first item now’). In the study presented in this paper, 132 high school students in a classroom setting, grouped as low and high prior knowledge learners according to a pre-intervention knowledge questionnaire, did not benefit more from polite feedback and hints than direct feedback and hints on either an immediate or delayed posttest, both of which contained near transfer and conceptual test items. Of particular interest and contrary to an earlier lab study, low prior knowledge students did not benefit more from using the polite version of a tutor. On the other hand, a politeness effect was observed for the students who made the most errors during the intervention, a different proxy for low prior knowledge, hinting that even in a classroom setting, politeness may be beneficial for more needy students. This article presents and discusses these results, as well as discussing the politeness effect more generally, its theoretical underpinnings, and future directions. (PsycINFO Database Record (c) 2017 APA, all rights reserved)
2009
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(2009): Stress prompts habit behavior in humans. In: The Journal of neuroscience : the official journal of the Society for Neuroscience 29 (22), S. 7191-7198. DOI: 10.1523/JNEUROSCI.0979-09.2009
DOI: http://www.ncbi.nlm.nih.gov/pubmed/19494141 Abstract: Instrumental behavior can be controlled by goal-directed action-outcome and habitual stimulus-response processes that are supported by anatomically distinct brain systems. Based on previous findings showing that stress modulates the interaction of "cognitive" and "habit" memory systems, we asked in the presented study whether stress may coordinate goal-directed and habit processes in instrumental learning. For this purpose, participants were exposed to stress (socially evaluated cold pressor test) or a control condition before they were trained to perform two instrumental actions that were associated with two distinct food outcomes. After training, one of these food outcomes was selectively devalued as subjects were saturated with that food. Next, subjects were presented the two instrumental actions in extinction. Stress before training in the instrumental task rendered participants' behavior insensitive to the change in the value of the food outcomes, that is stress led to habit performance. Moreover, stress reduced subjects' explicit knowledge of the action-outcome contingencies. These results demonstrate for the first time that stress promotes habits at the expense of goal-directed performance in humans. zitiert von 319
Keywords: Analysis of Variance, Blood Pressure/physiology, Conditioning, Operant/physiology, Emotions, Extinction, Psychological/physiology, Female, Goals, Habits, Humans, Hydrocortisone/metabolism, Learning, Male, MEMORY, Neurowissenschaften, Operant Conditioning, performance, Probability, Psychomotor Performance/physiology, Saliva/metabolism, Satiation/physiology, Reinforcement (Psychology), Stress, Stress, Psychological/physiopathology, Young Adult 2008
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(2008) : Learning polite behavior with situation models: 3rd ACM/IEEE International Conference on Human-Robot Interaction (HRI): New York, NY, US: Association for Computing Machinery, S. 209-216
DOI: https://doi.org/10.1145/1349822.1349850 Abstract: In this paper, we describe experiments with methods for learning the appropriateness of behaviors based on a model of the current social situation. We first review different approaches for social robotics, and present a new approach based on situation modeling. We then review algorithms for social learning and propose three modifications to the classical Q-Learning algorithm. We describe five experiments with progressively complex algorithms for learning the appropriateness of behaviors. The first three experiments illustrate how social factors can be used to improve learning by controlling learning rate. In the fourth experiment we demonstrate that proper credit assignment improves the effectiveness of reinforcement learning for social interaction. In our fifth experiment we show that analogy can be used to accelerate learning rates in contexts composed of many situations.
Keywords: Angemessen(heit) (von Technik), Convergence, credit assignment, Humans, ieee xplore, Learning, learning (artificial intelligence), Learning by Analogy, machine learning, polite behavior, Q-Learning, Q-learning algorithm, Reinforcement learning, Robot sensing systems, Robots, situation modeling, social aspects of automation, Social factors, social interaction, social learning, Social robotic, social situation, standards 2007
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(2007): Socialization tactics, proactive behavior, and newcomer learning. Integrating socialization models. In: Journal of Vocational Behavior 70 (3), S. 447-462. DOI: 10.1016/j.jvb.2007.02.001
Abstract: The purpose of the study was to examine how socialization processes (socialization tactics and proactive behavior) jointly affect socialization content (i.e., what newcomers learn) and adjustment. Longitudinal survey data from 150 business and engineering graduates during their first 7 months of work indicate that: (1) institutionalized socialization and proactive behavior are each associated with newcomer learning, (2) the socialization processes and learning are each associated with various forms of adjustment, and (3) the socialization processes are associated with adjustment, while controlling for learning. These findings suggest that how newcomers are socialized has substantive and symbolic value over and above what they actually learn. zitiert von 438