Alle Publikationen
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2014
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(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)
2008
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(2008): On the design of neuro-controllers for individual and social learning behaviour in autonomous robots. An evolutionary approach. In: Connection Science 20 (2-3), S. 211-230. DOI: 10.1080/09540090802092014
Abstract: In biology/psychology, the capability of natural organisms to learn from the observation/interaction with conspecifics is referred to as social learning. Roboticists have recently developed an interest in social learning, since it might represent an effective strategy to enhance the adaptivity of a team of autonomous robots. In this study, we show that a methodological approach based on artifcial neural networks shaped by evolutionary computation techniques can be successfully employed to synthesise the individual and social learning mechanisms for robots required to learn a desired action (i.e. phototaxis or antiphototaxis).
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(2008): Evaluating computer-supported social learning. An integrative study of the development of soft skills in a university-based mediation training programme.
Abstract: Evaluated the effect of computer-supported social learning (CSSL) on sociocommunicative competence. Computer technology provides learners with video-based scenes and interactive tasks designed to provide additional exposure to complex and critical interpersonal situations. This study focused on the impact of the introduction and use of CSSL on a training program known as PROCON, which is offered to graduate psychology students with basic knowledge and experience in group facilitation techniques, basic 1-to-1 counseling, and communication skills. 272 students participated in 1 or more PROCON modules between 2002 and 2006. The analysis focused on 195 participants who completed the curriculum within one year and cohort. While computer software cannot replace the direct, situated interaction offered in the classroom setting, it was hypothesized that a blend of traditional teaching methods and CSSL has a positive effect on a learner's sociocommunicative competence in addition to increasing situational judgment skills, increasing conceptual and taxonomic knowledge levels, increasing interest in mediation and conflict resolution, and increasing self-rated confidence levels. Participants were subjected to a pretest prior to being accepted into the PROCON program. Once accepted into the program, standard classroom presentation was supplemented by CSSL and assessed by online surveys, posttests, and log files. Sociocommunicative competence was assessed using situational judgment tests (SJT). Findings indicated positive results on SJT when CSSL was used in conjunction with traditional teaching methods rather than as a substitution for them. No consistent association was found between computer-facilitated learning and posttest levels of conceptual knowledge or an increase in interest in mediation or conflict resolution. Self-efficacy levels were found to be either equal to or greater than outcome results without the addition of CSSL. Overall, positive results were found to exist with the complementary use of computer technology in the development of sociocommunicative skills.
Keywords: Bildungsprogramme und Lehrmethoden, Computer Assisted Instruction, Computerunterstützte Unterweisung, Conflict Resolution, Curricula, Curriculum & Programs & Teaching Methods, effect of computer-supported social learning (CSSL) on sociocommunicative competence, Konfliktlösung, Lehrmethoden, Lerntheorien, Mediation, Mensch-Technik-Relation, social learning, Social Skills Training, Soziales Kompetenztraining, Soziales Lernen, Teaching Methods, traditional group-facilitation training vs training with added CSSL elements, training in social competences, Training sozialer Fertigkeiten 1996
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(1996): Social learning in animals. The roots of culture. San Diego: Academic Press. Online verfügbar unter http://search.ebscohost.com/login.aspx?direct=true&scope=site&db=nlebk&db=nlabk&AN=205622
Abstract: The increasing realization among behaviorists and psychologists is that many animals learn by observation as members of social systems. Such settings contribute to the formation of culture. This book combines the knowledge of two groups of scientists with different backgrounds to establish a working consensus for future research. The book is divided into two major sections, with contributions by a well-known, international, and interdisciplinary team which integrates these growing areas of inquiry
1979
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Bandura, Albert; Verres, Rolf; Kober, Hainer (Hg.) (1979): Sozial-kognitive Lerntheorie. 1. Aufl.. Stuttgart: Klett-Cotta (Konzepte der Humanwissenschaften)
1965
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(1965): Social learning and personality development. 13. [print.]. New York: Holt Rinehart and WinstonKeywords: Persönlichkeitsentwicklung, Soziales Lernen
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