Alle Publikationen
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2013
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(2013): The Microevolution of Routines. How Problem Solving and Social Preferences Interact. In: Organization Science 24 (1), S. 99-115. DOI: 10.1287/orsc.1110.0719
Abstract: Routines are repetitive patterns of activity within a group, action patterns that help the group to solve problems and organize its way of functioning. Routines address issues of problem solving as well as issues of internal integration, such as regulating group identity, status distribution, and relationships. This study uses an experiment with three-person groups to examine how routines evolve in the interaction of problem-solving and internal integration dynamics. In line with previous work, we find that groups do indeed develop problem-solving routines over time and use them consistently. Furthermore, group members internalize and retain routines in their individual decisions. The formation and retention of these routines is, however, affected by social comparisons. Groups that have a strong sense of group identity use their problem-solving routines more consistently. Their members also better retain the routines in their individual decisions. In contrast, we find that differentiated status within a group distorts its problem-solving routines by overweighting the influence of the high-status member. Status also interferes with the formation and retention of routines, in that groups are relatively less consistent in using them and their members show lower retention of the routine in their individual decisions. Finally, a strong relationship between two of the three members in a group (leaving the third group member out) enables the two to engage in consistent problem solving, but concomitantly, the group as a whole is less able to apply its routines consistently, and group retention of routines also suffers. (PsycINFO Database Record (c) 2016 APA, all rights reserved) zitiert von 19
2009
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(2009): Do humans have two systems to track beliefs and belief-like states?. In: Psychological Review 116 (4), S. 953-970. DOI: 10.1037/a0016923
DOI: http://www.ncbi.nlm.nih.gov/pubmed/19839692 Abstract: The lack of consensus on how to characterize humans' capacity for belief reasoning has been brought into sharp focus by recent research. Children fail critical tests of belief reasoning before 3 to 4 years of age (H. Wellman, D. Cross, & J. Watson, 2001; H. Wimmer & J. Perner, 1983), yet infants apparently pass false-belief tasks at 13 or 15 months (K. H. Onishi & R. Baillargeon, 2005; L. Surian, S. Caldi, & D. Sperber, 2007). Nonhuman animals also fail critical tests of belief reasoning but can show very complex social behavior (e.g., J. Call & M. Tomasello, 2005). Fluent social interaction in adult humans implies efficient processing of beliefs, yet direct tests suggest that belief reasoning is cognitively demanding, even for adults (e.g., I. A. Apperly, D. Samson, & G. W. Humphreys, 2009). The authors interpret these findings by drawing an analogy with the domain of number cognition, where similarly contrasting results have been observed. They propose that the success of infants and nonhuman animals on some belief reasoning tasks may be best explained by a cognitively efficient but inflexible capacity for tracking belief-like states. In humans, this capacity persists in parallel with a later-developing, more flexible but more cognitively demanding theory-of-mind abilities.
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(2009): Social competence and social skills training and intervention for children with Autism Spectrum Disorders. In: JOURNAL OF AUTISM AND DEVELOPMENTAL DISORDERS 39 (9), S. 1268-1277. DOI: 10.1007/s10803-009-0741-4
DOI: http://www.ncbi.nlm.nih.gov/pubmed/19365716 Abstract: This study examined the effectiveness of a 30 week social competence and social skills group intervention program with children, ages 7-11, diagnosed with Autism Spectrum Disorders (ASD). Eighteen children with ASD were assessed with pretreatment and posttreatment measures on the Walker-McConnell Scale (WMS) and the MGH YouthCare Social Competence Development Scale. Each received the 30-week intervention program. For comparison, a matched sample of ten non-ASD children was also assessed, but received no treatment. The findings indicated that each ASD intervention group demonstrated significant gains on the WMS and significant improvement in the areas of anxiety management, joint attention, and flexibility/transitions. Results suggest that this approach can be effective in improving core social deficits in individuals with ASD.
Keywords: Anxiety, Attention, Autistic Disorder, Awareness, Behavior Therapy, Character development, Child, Communication, Diagnosis, Disziplin, Erziehung, Erziehungswissenschaften, Female, Follow-Up Studies, (Freiheit von) Ängsten, Group, Group Processes, Humans, Interpersonal Relations, Kinder, Kognitive Skills, Male, Mensch mit Behinderung, Methods, Negotiating, Personal Construct Theory, Personality Assessment, Postkasten, Problem Solving, PSYCHOLOGY, Psychotherapie, Social Adjustment, Social Behavior, Social Cognition, social competence training, social competences, social learning, Soziale Angemessenheit, Sozialkompetenz, SV, Therapy -
(2009) : Kompetenz-, Kommunikations- und Problemlösetraining In: Hautzinger, Martin; Pauli, Paul (Hg.): Psychotherapeutische Methoden: Göttingen: Hogrefe, S. 459-519
Abstract: In einem Literaturüberblick werden Kompetenztrainings, Kommunikationstrainings und Problemlösetrainings, die inzwischen zu den Standardverfahren der kognitiven Verhaltenstherapie gerechnet werden können, besprochen. Zunächst wird auf soziale Kompetenztrainings eingegangen. Es wird geklärt, was soziale Kompetenz ist, typische Bausteine solcher Trainings (Diskriminationstraining, Verhaltensübungen und Rollenspiele) werden geschildert, ausgewählte Beispiele sozialer Kompetenztrainings (Assertiveness-Trainings-Programm, das Gruppenprogramm Sozialer Kompetenzen) werden dargestellt, und es wird auf Anwendungsbereiche solcher Trainings verwiesen. Dann werden Kommunikationstrainings beschrieben. Thematisiert werden dabei die Bausteine eines Kommunikationstrainings mit einem Paar (Sprecherfertigkeiten, Zuhörerfertigkeiten), der Ablauf eines solchen Trainings (Vermittlung eines Rationals, Training der Kommunikation) und das Therapeutenverhalten. In der folgenden Darstellung von Problemlösetrainings wird auf folgende Punkte eingegangen: Vorbereitung des Problemlösetrainings; Struktur des Problemlöseprozesses (Problem- und Zieldefinition, Entwicklung und Bewertung von Lösungsmöglichkeiten, Entscheidung über die besten Lösungsmöglichkeiten, Planung und Umsetzung der besten Lösungsmöglichkeiten, Rückblick und Bewertung der Lösungsversuche, Grenzen des Problemlösetrainings. Abschließend werden Anwendungsbereiche und die Wirksamkeit von Kommunikations- und Problemlösetrainings thematisiert. Im Mittelpunkt steht der Einsatz solcher Trainings bei Beziehungsstörungen, Schizophrenie, affektiven Störungen und Angststörungen.
Keywords: Affective Disorders, Affektive Störungen, Angststörungen, Anxiety Disorders, Assertiveness Training, Behavior modification, Behavior Therapy & Behavior Modification, Cognitive Behavior Therapy, cognitive behavioral social skills trainings & communication skills trainings & problem-solving trainings, Cognitive Therapy, communication skills, Communication Skills Training, Indication (Therapy), Indikation, klinische Psychologie, Kognitive Therapie, Kognitive Verhaltenstherapie, Kommunikationsfertigkeiten, Kommunikationstraining, Lernen von Fertigkeiten, Marital Relations, Partnerbeziehungen, Problem Solving, Problemlösen, Psychotherapie, Schizophrenia, Schizophrenie, Selbstsicherheitstraining, Skill Learning, Social Skills, Social Skills Training, Soziale Fertigkeiten, Soziales Kompetenztraining, theoretical background & intervention strategies & typical examples & application fields & effectiveness, Therapieergebnisse, Training sozialer Fertigkeiten, Treatment Outcomes, Überblick, Verhaltensmodifikation, Verhaltenstherapie und Verhaltensmodifikation 2008
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(2008): Punishing hubris: The perils of overestimating one's status in a group. In: Personality and Social Psychology Bulletin 34 (1), S. 90-101. DOI: 10.1177/0146167207307489
DOI: http://www.ncbi.nlm.nih.gov/pubmed/18162658 Abstract: Individuals engage in status self-enhancement when they form an overly positive perception of their status in a group. We argue that status self-enhancement incurs social costs and, therefore, most individuals perceive their status accurately. In contrast, theories of positive illusions suggest status self-enhancement is beneficial for the individual and that most individuals overestimate their status. We found supportive evidence for our hypotheses in a social relations analysis of laboratory groups, an experiment that manipulated status self-enhancement, and a study of real-world groups. Individuals who engaged in status self-enhancement were liked less by others and paid less for their work. Moreover, individuals tended to perceive their status highly accurately. Mediation analyses showed that status self-enhancers were socially punished because they were seen as disruptive to group processes.
2007
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(2007): Enhancing a classroom social competence and problem-solving curriculum by offering parent training to families of moderate- to high-risk elementary school children. In: Journal of clinical child and adolescent psychology : the official journal for the Society of Clinical Child and Adolescent Psychology, American Psychological Association, Division 53 36 (4), S. 605-620. DOI: 10.1080/15374410701662741
DOI: http://www.ncbi.nlm.nih.gov/pubmed/18088218 Abstract: The Incredible Years parent and classroom interventions were evaluated for the first time in elementary schools. Culturally diverse, socioeconomically disadvantaged schools were randomly assigned to intervention or control (CON). In intervention schools, all children received a 2-year classroom intervention beginning in kindergarten. In addition, indicated children were randomly assigned to also receive parent training (PT + CR) or only the classroom intervention (CR). PT + CR mothers reported that, following intervention, children showed fewer externalizing problems and more emotion regulation than CR or CON children. Observations showed that child-mother bonding was stronger in the PT + CR condition than in the CON condition, and PT + CR mothers were significantly more supportive and less critical than CR or CON mothers. Teachers reported that PT + CR mothers were significantly more involved in school and that children in the PT + CR and the CR conditions had significantly fewer externalizing problems than in the CON condition.
Keywords: Adult, Affective Symptoms/prevention & control/psychology, Child, Child Behavior Disorders/prevention & control/psychology, Child Behavior/psychology, Conduct Disorder/prevention & control/psychology, Developmental Disabilities/epidemiology/psychology, Female, Humans, Maternal Age, Mother-Child Relations, Object Attachment, Parents/education/psychology, Postkasten, Problem Solving, Problem-Based Learning/methods, Program Development, Program Evaluation, Psychotherapy, Group, Risk Factors, Schools/organization & administration, Social Adjustment, Social Behavior, social competence training, social competences, SvA, Teaching, Treatment Outcome 2004
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(2004): New frontiers for psychology and education: robotics. In: Psychol Rep 94 (3 Pt 2), S. 1372-1374. DOI: 10.2466/pr0.94.3c.1372-1374
DOI: https://doi.org/10.2466/pr0.94.3c.1372-1374 Abstract: The paper reviews the first attempts to study the educational and psychological usefulness of robotics: (1) the social and cooperative dimensions involved in the robot-building activities; (2) the reasoning strategies implied in building and programming robots; (3) the influences of robotics on mathematical and scientific achievement; (4) the use of robotics in modification of social skills of autistic children.
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(2004): Why be nice? Psychological constraints on the evolution of cooperation. In: Trends in cognitive sciences 8 (2), S. 60-65. DOI: 10.1016/j.tics.2003.12.003
DOI: http://www.ncbi.nlm.nih.gov/pubmed/15588809 Abstract: Animals often aid others without gaining any immediate benefits. Although these acts seem to reduce the donor's fitness, they are only apparently altruistic. Donors typically help because they or their kin receive future benefits or avoid costly punishment. Reciprocal altruism--alternating the roles of donor and recipient--has been a well-studied form of cooperation among non-kin because of its intuitive appeal in explaining human cooperation. Despite immense theoretical interest, little empirical evidence substantiates the biological importance of reciprocal altruism in non-human animals. We propose that this is because psychological mechanisms constrain its application in cooperative contexts. In particular, we contend that cognitive limitations such as temporal discounting, numerical discrimination and memory make reciprocity difficult for animals.
Keywords: Altruism, Animals, Biologie, Cooperative Behavior, Evolutionsbiologie, Game Theory, Genese, Good manners, Höflichkeit, Humans, Interaktion, Kooperation, Natur & Genese von Normen, Normen, Observablen/Kriterien für sozial angemessenes Verhalten und dessen Bewertung, Problem Solving, reziproker Altruismus, Reziprozität, Social Behavior, Soziale Angemessenheit, Voraussetzungen für sozial angemessenes Verhalten
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