Alle Publikationen
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2015
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(2015): Culture-Inclusive Theories of Self and Social Interaction. The Approach of Multiple Philosophical Paradigms. In: Journal for the Theory of Social Behaviour 45 (1), S. 40-63. DOI: 10.1111/jtsb.12050
DOI: https://doi.org/10.1111/jtsb.12050 Abstract: In view of the fact that culture‐inclusive psychology has been eluded or relatively ignored by mainstream psychology, the movement of indigenous psychology is destined to develop a new model of man that incorporates both causal psychology and intentional psychology as suggested by Vygotsky (1927). Following the principle of cultural psychology: 'one mind, many mentalities' (Shweder et al., 1998), the Mandala Model of Self (Hwang, 2011a,b) and Face and Favor Model (Hwang, 1987, 2012) were constructed to represent the universal mechanisms of self and social interaction that can be applied to any culture; both models can be used as conceptual frameworks for analyzing mentalities of people in any given culture. Taking research works from Foundations of Chinese Psychology: Confucian Social Relation as exemplars (Hwang, 2012), this article illustrates how to construct culture‐inclusive theories of Confucianism by multiple philosophical paradigms. The mechanism of culture‐ inclusiv e theory can be applied to explain qualitative research findings on lifeworld events of people in a particular society. It can also be utilized to predict results of quantitative research conducted to verify theoretical propositions in the scientific microworld by empirical methods. (PsycINFO Database Record (c) 2016 APA, all rights reserved) zitiert von 33
2010
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(2010): Culture in infancy: An account of a way the object "sculpts" early development. In: Psychology & Society 3 (1), S. 77-91. Online verfügbar unter http://www.psychologyandsociety.org/, zuletzt geprüft am 19.06.2018
Abstract: The aim of this paper is to bring into consideration a way of studying culture in infancy. An emphasis is put on the role that the material object plays in early interactive processes. Accounted as a cultural artefact, the object is seen as a fundamental element within triadic mother-object-infant interactions and is believed to be a driving force both for communicative and cognitive development. In order to reconsider the importance of the object in child development and to present an approach of studying object construction, accounts in literature on early communication development and the importance of the object are reviewed and discussed under the light of the cultural specificity of the material object. zitiert von 15
2005
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(2005) : Entwicklung von Moral und Verantwortlichkeit In: Birbaumer, Niels-Peter; Asendorpf, Jens (Hg.): Enzyklopädie der Psychologie: Soziale, emotionale und Persönlichkeitsentwicklung: [Neubearb. ab 2003]: Göttingen [u.a.]; Göttingen [u.a.]: Hogrefe, Verl. für Psychologie, Hogrefe, Verl. für Psycholgie (Enzyklopädie der Psychologie : Themenbereich C, Theorie und Forschung : Serie 5, Entwicklungspsychologie), S. 141-189
Abstract: Ausgehend von einer Darstellung psychologischer Indikatoren der Moral (etwa Wissen über geltende Normen, Urteile über das moralisch Gebotene, normentsprechendes oder normabweichendes Verhalten, moralische Gefühle) wird der Stand der Forschung zur Entwicklung von Moral und Verantwortlichkeit aufgearbeitet. Dabei wird insbesondere auf Theorien, Konzepte und empirische Befunde zu folgenden Bereiche eingegangen: (1) Internalisierung moralischer Normen, die von der Person als verpflichtend akzeptiert werden (Konditionierungsmodelle; Normvermittlung durch Beobachtung und Identifikation; Einfluss der familialen Sozialisation; Prozesse der Selbstkonstruktion von Normen), (2) die Entwicklung moralischen Denkens (J. Piagets Theorie der Moralentwicklung; Entwicklung der Zuschreibung von Verantwortlichkeit und Schuld sowie der Verteilungsgerechtigkeit und Fairness; L. Kohlbergs Stufenmodell der Entwicklung von der egozentrischen zur universalistischen Begründung moralischer Urteile; Möglichkeiten und Grenzen der Entwicklungsförderung des moralischen Denkens; Anmerkungen zur Kritik kultureller und geschlechtsspezifischer Einseitigkeiten von Kohlbergs Theorie), (3) Zusammenhänge zwischen moralischem Urteilen und Handeln unter Berücksichtigung der Entwicklung der moralischen Motivation (Modell von J. R. Rest zu den vier Prozesskomponenten moralischer Handlungen; Beziehungen zwischen dem deontischen Urteil, dem Verantwortlichkeitsurteil und den moralischen Urteilsstufen; die Entwicklung eines "moralischen Selbst").
2004
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(2004): Muss man Kommunikation erst lernen? - Kommunikation ohne Voraussetzungen. In: Vierteljahresschrift für Heilpädagogik und ihre Nachbargebiete 73 (1), S. 3-11, zuletzt geprüft am 16.03.2018
Abstract: On the one hand Watzlawick quotes that it is not possible 'not to communicate', on the other hand the communicative abilities of severely disabled individuals are often denied. However communication as a mutual process of 'accommodation and assimilation' (Piaget) happens wherever our behaviour is perceived as an expression by another person and this expression is answered in an adequate way. Only a reliable experience of this circular process allows the baby a healthy undisturbed development. If the baby cannot make this experience or if this process abruptly comes to an end, it can lead to persistent disabilities in later years. Basal communication takes up all the behaviour patterns of our partner - from sound to mimics to breathing rhythm - understands them as a way of expression and communication and tries to find adequate answers. Basal communication takes up the interrupted circular process of 'accommodation and assimilation' which quite often leads to surprisingly new deve lopments. (PsycINFO Database Record (c) 2016 APA, all rights reserved)
2000
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(2000): Culture and cognitive development. In: Current Directions in Psychological Science 9 (2), S. 37-40
Abstract: Human beings are biologically adapted for culture in ways that other primates are not. The difference can be clearly seen when the social learning skills of humans and their nearest primate relatives are systematically compared. The human adaptation for culture begins to make itself manifest in human ontogeny at around 1 year of age as human infants come to understand other persons as intentional agents like the self and so engage in joint attentional interactions with them. This understanding then enables young children (1) to employ some uniquely powerful forms of cultural learning to acquire the accumulated wisdom of their cultures, especially as embodied in language, and also (2) to comprehend their worlds in some uniquely powerful ways involving perspectivally based symbolic representations.
1990
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(1990): Activities handbook for the teaching of psychology. Three tasks of adolescence: Cognitive, moral, social.. Washington, DC, US: American Psychological Association
Abstract: In this activity students should read the appropriate background materials before you engage them in this three-part discussion that is designed to bring the abstract theories they have read about to life. No materials are needed and any size class can participate. The cognitive theory of Piaget (1972), the moral theories of Kohlberg (1986) and Gilligan (1982), and the idea of social age-graded norms are key constructs for the study of adolescence. According to Erikson (1954), the formation of identity is aided by development in these areas. Piaget postulated that formal operational thought requires an ability for hypothetical thinking and the generation of logical rules for abstract problems. Both Kohlberg and Gilligan proposed that adolescents become capable of moral reasoning and look beyond simple rewards and punishments. Kohlberg's theory is based on considerations of justice and equity, and seems applicable to most men. Gilligan's theory describes moral decisions as being b ased on relationships and responsibilities, and seems to be more relevant to women. Adolescents are frequently caught between the norms for children and the norms for adults. These developments make the adolescent's search for his or her own identity a difficult, although not impossible, struggle. (PsycINFO Database Record (c) 2016 APA, all rights reserved)
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