Alle Publikationen
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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
2014
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(2014): Changing the game. Exploring infants' participation in early play routines. In: Frontiers in psychology 5. DOI: 10.3389/fpsyg.2014.00522
DOI: http://www.ncbi.nlm.nih.gov/pubmed/24936192 Abstract: Play has proved to have a central role in children's development, most notably in rule learning (Piaget, 1965; Sutton-Smith, 1979) and negotiation of roles and goals (Garvey, 1974; Bruner et al., 1976). Yet very little research has been done on early play. The present study focuses on early social games, i.e., vocal-kinetic play routines that mothers use to interact with infants from very early on. We explored 3-month-old infants and their mothers performing a routine game first in the usual way, then in two violated conditions: without gestures and without sound. The aim of the study is to investigate infants' participation and expectations in the game and whether this participation is affected by changes in the multimodal format of the game. Infants' facial expressions, gaze, and body movements were coded to measure levels of engagement and affective state across the three conditions. Results showed a significant decrease in Limbs Movements and expressions of Positive Affect, an increase in Gaze Away and in Stunned Expression when the game structure was violated. These results indicate that the violated game conditions were experienced as less engaging, either because of an unexpected break in the established joint routine, or simply because they were weaker versions of the same game. Overall, our results suggest that structured, multimodal play routines may constitute interactional contexts that only work as integrated units of auditory and motor resources, representing early communicative contexts which prepare the ground for later, more complex multimodal interactions, such as verbal exchanges. zitiert von 19
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): The Efficiency of Social Comparisons With Routine Standards. In: Social Cognition 27 (6), S. 939-948. DOI: 10.1521/soco.2009.27.6.939
Abstract: Demonstrated that social comparisons with routine standards are faster and hence more efficient than comparisons with other standards. Routine standards are people with whom one has compared frequently in the past. The 1st study (n=74 college students) focused on naturally occurring routine standards such as one's best friend, and former school friends were used as nonroutine standards. In the 2nd study (n=42 college students), it was shown that experimentally established routine standards also facilitate comparisons with the self. Importantly, the facilitation occurred even though no standard selection was necessary. Previous research suggests that routine standards are more efficient because routinely using the same standard circumvents the need to select standards for each comparison anew. However, the present results are concluded to indicate that the comparison process itself becomes faster if one compares oneself with a routine standard rather than with a new standard. zitiert von 21
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(2009): Coordination in high-risk organizations. The need for flexible routines. In: Cognition, Technology & Work 11 (1), S. 17-27. DOI: 10.1007/s10111-008-0119-y
Abstract: In this article, we link the literatures on organizational routines and the management of uncertainties in order to establish the concept of flexible routines. Supported by flexible rules, this type of routine is argued to help achieve the right balance between standardization and flexibility, thus enabling resilience through loose coupling in high-risk organizations. The operationalization of the concept of flexible routine can help strategic decision-making regarding the design of high-risk systems as well as operational decision-making in the course of handling complex work processes. To underpin these arguments, findings from a case study on rules management in a railway organization are presented, where alignment of rules with the amount of uncertainty and actors' competencies for handling uncertainties were analyzed. Implications for future research on flexible routines are discussed. zitiert von 111
2005
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(2005): Wie beeinflussen Routinen das Entscheidungsverhalten?. In: Psychologische Rundschau 56 (4), S. 261-270. DOI: 10.1026/0033-3042.56.4.261
Abstract: Es wird ein Überblick über neuere Untersuchungen gegeben, die sich mit dem Einfluss von Routinen auf Entscheidungen befassen. Es zeigt sich, dass Routinen systematisch die Generierung von Alternativen, die Informationssuche, die Bewertung, die Wahl und schließlich die Implementierung des gewählten Verhaltens beeinflussen. Mit Blick auf die Befunde wird ein breites Rahmenmodell empfohlen, das das Lernen von Routinen als integralen Bestandteil von Entscheidung versteht. zitiert von 40
Keywords: Decision Making, entscheiden, Habits, heuristics, Information Seeking, Learning, Routines, Strategies 2003
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(2003): What friends are for! The use of routine standards in social comparison. In: Journal of personality and social psychology 85 (3), S. 467-481
Abstract: Investigated the use of routine standards of social comparison in self-evaluation. Experiments 1-3 studied whether information about subjects' best friends is used as a routine standard and is therefore more accessible immediately after self-evaluative judgments. A lexical-decision task was performed by 36 college students in Experiment 1 after they had evaluated themselves or a well-known celebrity on several dimensions. Lexical decisions for the best friend's name (but not the name of a former friend) were facilitated after self-evaluation. Experiment 2 required 33 college students to evaluate a best friend or former friend immediately after self-evaluation on the same dimensions, and showed faster response times for friends compared to former friends. This response advantage resulted even in Experiment 3, where 58 college students rated their best friend on dimensions on which they considered themselves dissimilar. The role of an experimentally created routine standard was studied in Experiment 4: 28 college students received information about two fictitious persons either immediately before self-evaluations (routine standard) or in an isolated format (non-routine standard). Results showed an influence of the routine standard on self-evaluation. It is concluded that in self-evaluation, individuals activate information about persons they routinely compare themselves with. The use of routine standards in social comparison is considered an efficient strategy in self-evaluation. Moreover, implications for social comparison theory, the mechanisms of forming and using routine standards, as well as the limits or routine standard use are outlined. zitiert von 138
2002
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(2002): Reparaturen. Routinen, die Gesprache zur Routine machen. In: Linguistische Berichte 192, S. 417-456
Abstract: Gespache werden als storanfallige Routinen charakterisiert, und die Rolle von lokalen Verstandigungspoblemen und Reparaturen im Verlauf von Gesprachen wird erortert. Im Anschluss an eine Klarung der Begriffe der Reparatur und des Verstandigungsproblems sowie deren Verhaltnis zueinander erfolgt eine Bestandsaufnahme der Untersuchungen von E. A. Schegloff und von M. Selting zu Verstandigungsproblemen und den daraus abgeleiteten Vorschlagen zur Kategorisierung von Reparaturen. Die beiden Typologien von Reparaturen werden integriert. Anschliessend werden Reparatursequenzen vorgestellt, die eine Erweiterung der Typologie nahelegen. An einem konkreten Fall wird der Routinecharakter von Gesprachen und Reparaturen verdeutlicht. Im Lichte der dargelegten Befunde wird eine Bewertung der Annahme vorgenommen, dass Typen von Reparaturen stark mit bestimmten Problemtypen korrelieren und es dadurch den Beteiligten erlauben, Probleme im jeweiligen Gesprachszusammenhang routiniert und hinreichend genau zu identifizieren und interaktiv zu uberwinden. zitiert von 10
1980
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Giles, Howard (1980): Language. Social psychological perspectives ; selected papers from the First International Conference on Social Psychology and Language held at the University of Bristol England July 1979. International Conference on Social Psychology and Language <1, 1979, Bristol>. Oxford [u.a.]: Pergamon Press
Keywords: Routines, science direct -
(1980) : The Acquisition of Social Speech Routines and Politeness Formulas11This research was supported by Grant BNS 75–21909 A01 from the National Science Foundation In: Giles, Howard: Language: Social psychological perspectives ; selected papers from the First International Conference on Social Psychology and Language held at the University of Bristol England July 1979: Oxford [u.a.]: Pergamon Press, S. 21-27
Abstract: Interest in children's emerging communicative competence has recently led to the study of the acquisition of the social and interactive components of language. Children must learn to use language appropriately in many different interpersonal situations. The acquisition of routines (e.g. bye bye, greetings, thanks and even rare formulae like trick or treat) is an important part of linguistic socialisation. Moreover, parents explicitly teach routines and prompt their children to produce them. This paper examines the ways in which parents socialise their children in the use of a number of such routines. Parents and children were observed in naturalistic settings for the study of some routines, and a laboratory setting was used for others. In the laboratory, 22 pre-school children interacted separately with their fathers and mothers in a situation designed to elicit politeness routines. Principal aims of the study included determining if some routines are more obligatory than others, as well as finding out if there were any sex differences either in the behaviour of fathers and mothers or in the ways that boys and girls were treated. Results indicate that while boys and girls are treated similarly, their parents provide different models for them, with mothers producing more polite speech than fathers. Parents themselves use a remarkably consistent prompting formula in attempting to elicit routines from their children, and thank you is the routine most likely to be insisted upon. The significance of the study is related to questions of how children acquire communicative competence as well as to broader questions relating to how children are socialised as bearers of particular sex roles and members of particular societies. zitiert von 69
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