Alle Publikationen
2018
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(2018): Soziale Disparitäten im Kontext von Mutter-Kind-Interaktionen und frühen Entwicklungsmaßen von Kindern. In: Frühe Bildung 7 (1), S. 22-31. DOI: 10.1026/2191-9186/a000356
Abstract: Empirische Befunde zu sozialen Disparitäten im Kontext von Mutter-Kind-Interaktionen und frühen Entwicklungsmaßen von Kindern werden vorgestellt. Anhand von Daten der Säuglingskohorte des Nationalen Bildungspanels (NEPS) aus dem Jahr 2016 wurde die Entstehung solcher Disparitäten bei 16 bis 17 Monate alten Kindern und ihren Familien untersucht. Im Fokus stand die Analyse von Unterschieden in frühen Lernressourcen der Kinder sowie im mütterlichen und kindlichen Interaktionsverhalten in Abhängigkeit von sozialen (Familienstatus, Einkommen) und bildungsbezogenen familiären Charakteristika. Die Befunde zeigten Effekte der mütterlichen Bildung auf ihr Interaktionsverhalten sowie Assoziationen zwischen dem mütterlichen und kindlichen Interaktionsverhalten. Bezogen auf die erfassten Kindmerkmale fanden sich keine herkunftsbedingten Unterschiede in den frühkindlichen Lernressourcen der Kinder. Die geringen mit der mütterlichen Bildung assoziierten Disparitäten in sozio-emotionalen Facetten der kindlichen Interaktionen erwiesen sich als nicht mehr signifikant, wenn die Unterschiede im mütterlichen Interaktionsverhalten berücksichtigt wurden. Die Befunde werden mit Blick auf die Entstehung von Disparitäten in der Kindesentwicklung aufgrund sozialer und bildungsbezogener Ungleichheit diskutiert.
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(2018): Children Consider Their Own Group to Be More Human Than Other Social Groups. In: Social Psychology 49 (3), S. 125-134. DOI: 10.1027/1864-9335/a000329
Abstract: Three studies were conducted to determine whether outgroups were dehumanized through animalization since childhood. Using the Implicit Association Test (IAT), in Study 1 we found faster reaction times in the compatible condition (ingroup names and human words, outgroup names and animal words), compared with the incompatible condition (ingroup names and animal words, outgroup names and human words). In Study 2, we used a paper-and-pencil design and found that the association between animal-related words and outgroups was more prevalent in comparison to ingroups. The participants of Study 3 selected a larger number of animal-related words to describe the outgroups than their own groups. Results revealed that the tendency to animalize is a process that begins during early childhood. (PsycINFO Database Record (c) 2018 APA, all rights reserved) zitiert von 1
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(2018) : Culture and peer relationships. In: Bukowski, William Michael; Laursen, Brett; Rubin, Kenneth H. (Hg.): Handbook of peer interactions, relationships, and groups.: New York: Guilford Press, S. 552-570
Abstract: Over the past several decades, there has been increased interest in culture and children’s peer relationships. The findings from various research programs have clearly indicated that cultural contexts play a significant role in shaping children’s experiences in peer interactions and relationships. Cultural beliefs and values provide guidance for how peers judge and evaluate specific behaviors that children display in interactions. Social judgments and evaluations, in turn, serve to regulate children’s behaviors and eventually affect their developmental outcomes. In addition to social evaluation and regulation processes, culture determines, in part, the features and functions of dyadic and group relationships. In this chapter, we review and discuss the issues involved in the study of cultural diversity as it relates to peer interactions and relationships. The main theme of the chapter is the understanding of cultural involvement in the organization of peer relationsh ips. We first discuss various theoretical issues concerning cultural values, children’s social functioning, and peer relationships. Then we review the literature on children’s social behaviors in peer interactions in different cultural contexts. In the following sections, we review and discuss how cultural factors may be involved in determining the structural and functional features of friendships, peer groups, and popularity. Our chapter concludes with a discussion of future directions in the study of culture and peer relationships. (PsycINFO Database Record (c) 2018 APA, all rights reserved) zitiert von 42
2017
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(2017): Adaptive social robot for sustaining social engagement during long-term Children–Robot Interaction. In: International Journal of Human-Computer Interaction 33 (12), S. 943-962. DOI: 10.1080/10447318.2017.1300750
DOI: https://doi.org/10.1080/10447318.2017.1300750 Abstract: One of the known challenges in Children–Robot Interaction (cHRI) is to sustain children’s engagement during long-term interactions with robots. Researchers have hypothesized that robots that can adapt to children’s affective states and can also learn from the environment can result in sustaining engagement during cHRI. Recently, researchers have conducted a range of studies where robots portray different social capabilities and have shown that it has positively influenced children’s engagement. However, despite an immense body of research on implementation of different adaptive social robots, a pivotal question remains unanswered: Which adaptations portrayed by a robot can result in maintaining long-term social engagement during cHRI? In other words, what are the appropriate and effective adaptations portrayed by a robot that will sustain social engagement for an extended number of interactions? In this article, we report on a study conducted with three groups of children who played a snakes and ladders game with the NAO robot to address the aforementioned question. The NAO performed 1) game-based adaptations, 2) emotion-based adaptations, and 3) memory-based adaptation. Our results showed that emotion-based adaptations were found out to be most effective, followed by memory-based adaptations. Game adaptation didn’t result in sustaining long-term social engagement. (PsycINFO Database Record (c) 2019 APA, all rights reserved)
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(2017) : Entwicklung des moralischen Urteils und der moralischen Motivation In: Sautermeister, Jochen; Ethik, Münchner Kompetenz Zentrum (Hg.): Moralpsychologie: Transdisziplinäre Perspektiven: Stuttgart: Kohlhammer Verlag (Ethik im Diskurs), S. 108-124
Abstract: Die Entwicklung des moralischen Urteils und der moralischen Motivation wird zusammenfassend dargestellt. Im Einzelnen betreffen die Ausführungen folgende Aspekte: das kindliche Moralverständnis, moralisches Wissen, moralische Motivation, auf die Moral bezogene Lernprozesse, die Entwicklung moralischer Motivation, die Entwicklung kognitiver Strukturen, die soziokognitive Strukturentwicklung, das Zusammenspiel von Motivation und Urteil (moralische Sensibilität, moralische Haltung), moralpsychologische Forschungsdesiderate. Es wird aufgezeigt, dass nach der neueren Forschung Kohlbergs Theorie Dimensionen bündelt, die unabhängig voneinander variieren können - moralisches Wissen und moralische Motivation, Entwicklung kognitiver und soziokognitiver Denkstrukturen, bereichsspezifische Wissenssysteme. Bereits Kinder wissen früh um die kategorische Sollgeltung moralischer Normen. Moralische Motivation, ein intrinsisches, formal-urteilbezogenes "second-order desire", entwickelt sich aber erst verzögert. Sie nimmt dann im Durchschnitt stetig zu, wobei allerdings individuelle Verläufe - auch in Abhängigkeit von der Identifikation mit herrschenden Geschlechtsstereotypen - erheblich variieren. Differenzierte moralische Urteilsbildung erfordert die Entwicklung kognitiver und soziokognitiver Strukturen sowie die Bereitschaft zu moralischem Selbstmanagement, also die Bereitschaft, automatisch und unbewusst ablaufende Prozesse vorurteilsgesteuerter Wahrnehmung durch bewusst eingesetzte Gegenstrategien zu kontrollieren.
Keywords: Childhood Development, Development, Judgment, Moral, Moral Development, Morality, Motivation, Social Cognition -
(2017): Why children follow rules: Legal socialization and the development of legitimacy.. Oxford, England: Oxford University Press
DOI: https://doi.org/10.1093/acprof:oso/9780190644147.001.0001 Abstract: Legal scholars and social scientists studying the law recognize that a central issue in law is understanding why adults obey the law. Evidence suggests that law-related attitudes and values are central to motivating adult law-related behavior, and hence that it is important to understand how they develop during the process of legal socialization. Although this is true, legal scholarship has widely ignored the process of childhood and adolescent socialization. The lack of research on legal socialization is ironic in that by the time people become adults, their law-related attitudes and values are already well formed and they have often had formative personal experiences with legal authorities. This important development begins during childhood and adolescence as part of the overall process of socialization. Our goal in this volume is to encourage scholars to pay greater attention to the issue of legal socialization. We do this by identifying the fundamental processes assoc iated wi th such socialization. These are (1) the internalization of values about how legal authorities are supposed to act toward citizens and how people are supposed to behave toward authorities in their role as citizens; (2) the formation of attitudes about the tangible representations of the law, including courts, laws, police, judges, and other legal authorities; and (3) the development of the cognitive and biological capacity to reason and think about the appropriate role for the law as a social institution in society. (PsycINFO Database Record (c) 2018 APA, all rights reserved) zitiert von 9
2016
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(2016): Computational models of development, social influences. In: Current Opinion in Behavioral Sciences 7, S. 95-100. DOI: 10.1016/j.cobeha.2015.12.008
Abstract: In the article we argue that past Bayesian approaches that model children's learning from data are missing an important element—the role of other people in generating that data. We propose that children take the origin of data into account when learning, which can be understood through ideal observer analyses of the social situation. Moreover, when observing evidence, children are not just learning from others, but also about others. We review recent literature suggesting that children can make inferences about the knowledge and goals of the individual selecting the data and use this knowledge to bolster learning from this evidence. (PsycINFO Database Record (c) 2016 APA, all rights reserved) zitiert von 4
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(2016) : The development of other-gender interactions: Behavioral, biological, cognitive, and contextual influences. In: Roberts, Tomi-Ann: Feminist perspectives on building a better psychological science of gender: Berlin, Germany: Springer, S. 121-139
Abstract: The goal of this chapter is to present a model that considers how biology, early peer experiences, cognitive, and contextual factors may relate to changes in other-gender interactions. The chapter is divided into three sections. The first section describes the normative developmental patterns of children's and adolescents' same- and other-gender peer interactions and does this by reviewing the existing literature from early childhood through adolescence. The second section is largely theoretical and considers the influence of behavioral characteristics (e.g., early peer experiences), biological development (e.g., pubertal development), social cognitions (e.g., expectancies and efficacy), and contextual factors (e.g., family characteristics and school composition) and the influence these factors might have on individual differences in the development of other-gender/mixed gender interactions. The final sections highlight the importance of other-gender interactions and prov ide futu re directions and suggestions for studying and understanding individual differences in children's and adolescents' other-gender interactions. (PsycINFO Database Record (c) 2017 APA, all rights reserved) zitiert von 2
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(2016): Ich, Du, wir und alle anderen. Soziale Entwicklung als moralische Entwicklung. In: P & E 42 (2), S. 10-16
Abstract: Ein kurzer Einblick in zentrale Aspekte der moralischen Entwicklung im Kindesalter und Jugendalter wird gegeben. Nach einer Definition von Moral und Moralitat in einem entwicklungspsychologischen Kontext werden vier Facetten der Entwicklung des Selbst in sozialen Beziehungen skizziert: moralisches Urteil, soziale Perspektivenubernahme, moralische Konzepte und moralische Emotionen. Anhand der kognitiven und emotionalen Moralentwicklung werden verschiedene Herausforderungen beim Erschliessen von Sinn aus sozialen und spezifisch aus moralischen Situationen verdeutlicht.
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(2016): Children’s Developing Understanding of the Conventionality of Rules. In: Journal of Cognition and Development 18 (2), S. 163-188. DOI: 10.1080/15248372.2016.1255624
DOI: https://doi.org/10.1080/15248372.2016.1255624 Abstract: Much research has investigated how children relate to norms taught to them by adult authorities. Very few studies have investigated norms that arise out of children’s own peer interactions. In two studies, we investigated how 5- and 7-year-old children teach, enforce, and understand rules that they either created themselves or were taught by an adult. Children (N = 240) were asked to either invent game rules on their own or were taught these exact same rules by an adult (yoked design). Children of both ages enforced and transmitted the rules in a normative way, regardless of whether they had invented them or were taught the rules by an adult, suggesting that they viewed even their own self-made rules as normatively binding. However, creating the rules led 5-year-old children to understand them as much more changeable as compared with adult-taught rules. Seven-year-olds, in contrast, regarded both kinds of rules as equally changeable, indeed allowing fewer changes to the ir self- created rules than 5-year-olds. While the process of creating rules seemed to enlighten preschoolers’ understanding of the conventionality of the rules, school-aged children regarded both self-created rules and adult-taught rules in a similar manner, suggesting a deeper understanding of rule normativity as arising from social agreement and commitment. (PsycINFO Database Record (c) 2017 APA, all rights reserved) zitiert von 2
2015
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(2015): Understanding social norms and constitutive rules. Perspectives from developmental psychology and philosophy. In: Phenomenology and the Cognitive Sciences 14 (4), S. 699-718. DOI: 10.1007/s11097-015-9426-y
DOI: https://doi.org/10.1007/s11097-015-9426-y Abstract: An experimental paradigm that purports to test young children’s understanding of social norms is examined. The paradigm models norms on Searle’s notion of a constitutive rule. The experiments and the reasons provided for their design are discussed. It is argued that the experiments do not provide direct evidence about the development of social norms and that the concepts of a social norm and constitutive rule are distinct. The experimental data are re-interpreted, and suggestions for how to deal with the present criticism are presented that do not require abandoning the paradigm as such. Then the conception of normativity that underlies the experimental paradigm is rejected and an alternative view is put forward. It is argued that normativity emerges from interaction and engagement, and that learning to comply with social norms involves understanding the distinction between their content, enforcement, and acceptance. As opposed to rule-based accounts that picture the developm ent of an understanding of social norms as one-directional and based in enforcement, the present view emphasizes that normativity is situated, reciprocal, and interactive. (PsycINFO Database Record (c) 2016 APA, all rights reserved) zitiert von 4
2014
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(2014): Frustration and disappointment. In: Journal of Child Psychotherapy 40 (1), S. 36-57. DOI: 10.1080/0075417X.2014.883136
DOI: https://doi.org/10.1080/0075417X.2014.883136 Abstract: The paper describes research on children’s responses to failures of gratification. Although this has always been an important area of consideration in psychoanalytic thinking, arguments are put forward for the child’s actual feelings of disappointment being significant in ways that have yet to be fully realised theoretically and clinically within Kleinian object relations. Since Freud first used the term ‘frustration’, it has been applied in psychoanalysis as a means by which to describe in an undifferentiated way all those responses to failures of gratification that have an aggressive content. It will be argued that, in a context of the historical shift in thinking from drive to relational models, there is now perhaps scope to posit the existence instead of two discrete object relational positions towards such failures of aim—that frustrated responses can be differentiated in important structural and developmental ways from disappointed ones, by suggesting that the for mer are schizoid, whilst the latter are depressive in quality. To try and begin to test the hypothesis that there might be an object relational distinction between feelings of frustration and feelings of disappointment, selected process notes from two training cases became the subject of a combined piece of clinical and theoretical research. I will outline how this research was undertaken and present the findings that arose from the clinical part of it. With the use of a content analysis, a method for gathering interesting quantitative data about the children’s various responses to the failures of gratification was arrived at. (PsycINFO Database Record (c) 2016 APA, all rights reserved)
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(2014): Child–robot interaction across cultures. How does playing a game with a social robot compare to playing a game alone or with a friend?. In: Computers in Human Behavior 40, S. 86-100. DOI: 10.1016/j.chb.2014.07.043
DOI: https://doi.org/10.1016/j.chb.2014.07.043 Abstract: The present study investigates how children from two different cultural backgrounds (Pakistani, Dutch) and two different age groups (8 and 12 year olds) experience interacting with a social robot (iCat) during collaborative game play. We propose a new method to evaluate children’s interaction with such a robot, by asking whether playing a game with a state-of-the-art social robot like the iCat is more similar to playing this game alone or with a friend. A combination of self-report scores, perception test results and behavioral analyses indicate that child–robot interaction in game playing situations is highly appreciated by children, although more by Pakistani and younger children than by Dutch and older children. Results also suggest that children enjoyed playing with the robot more than playing alone, but enjoyed playing with a friend even more. In a similar vein, we found that children were more expressive in their non-verbal behavior when playing with the robot t han when they were playing alone, but less expressive than when playing with a friend. Our results not only stress the importance of using new benchmarks for evaluating child–robot interaction but also highlight the significance of cultural differences for the design of social robots. (PsycINFO Database Record (c) 2016 APA, all rights reserved) zitiert von 25
2013
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(2013) : Die Entwicklung und Förderung moralischen Denkens und moralischer Gefühle in der Kindheit In: Wagner, Petra: Handbuch Inklusion: Grundlagen vorurteilsbewusster Bildung und Erziehung: 1. Ausg. der überarb. Neuausg. (3. Gesamtaufl.): Freiburg [u.a.]: Herder, S. 66-87
Abstract: Die entwicklungspsychologische Forschung zur Entwicklung und Förderung moralischen Denkens und moralischer Gefühle in der Kindheit wird dargestellt. Zunächst wird J. Piagets Theorie der moralischen Entwicklung und deren Weiterführung in L. Kohlbergs Stufenmodell besprochen. Dann wird auf C. Gilligans Thesen einer "weiblichen" Moral sowie auf den Zusammenhang zwischen moralischen Gefühlen und Verantwortungszuschreibung eingegangen. Außerdem wird eine Typologie moralischer Gefühle vorgestellt. Anschließend wird über eine eigene Längsschnittstudie und kulturvergleichende Untersuchungen zur Entwicklung sozio-moralischer Sensibilität berichtet. Kinder und Jugendliche wurden zu einem moralisch relevanten Freundschaftsdilemma sowie auch zu einem Dilemma in der Familie befragt. Im Unterschied zu Kohlbergs Vorgehensweise ging es jedoch darum, mit den Kindern und Jugendlichen über die verschiedenen Perspektiven der Personen in dem Konflikt nachzudenken. Insgesamt bestätigten diese Untersuchungen die gleiche Entwicklungsabfolge bei allen Kindern in den verschiedenen Gesellschaften. Welche Aspekte der Situation jedoch als besonders wichtig angesehen wurden, war nicht nur vom Entwicklungsstand abhängig, sondern auch von gesellschaftlichen Bedingungen. Weitere Punkte, die besprochen werden, sind die Forschung zur moralischen Entwicklung von Kindern im frühesten Lebensalter und die Rolle der Umwelt beim sozialen Lernen.
Keywords: Adolescent Development, Attribution, Childhood Development, Cross Cultural Differences, Developmental Stages, Early Childhood Development, Emotions, Entwicklungspsychologie, Kohlberg (Lawrence), Kulturforschung/ kulturelle Unterschiede, Moral, Moral Development, Piaget (Jean), responsibility, Social Cognition, Social Influences 2011
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(2011) : Emotion, self-regulation, and social behavior in cultural contexts In: Chen, Xinyin; Rubin, Kenneth H. (Hg.): Socioemotional development in cultural context: New York, NY: Guilford (Social, emotional, and personality development in context), S. 131-163
Abstract: Presented a cultural model of emotion, self-regulation, and social development. The authors argue that culture plays a pivotal role in the socialization of emotion, having an effect on children's ability to self-regulate and ultimately their social behavior. Topics of discussion include the functional relations between emotional and social development, the aspects of social competence, parenting, universal and individual developmental conditions, the role of culture-specific socialization conditions, the role of cognitive and emotional factors in the development of self-regulation, universal and culture-specific conditions of emotion regulation, and culture-specific aspects of socialization processes. It is concluded a culturally informed view on the development of emotion and social behavior is necessary for the proper evaluation of any actual outcome. The need for more cross-cultural, within-culture, and culturally informed studies on the development of emotion regulation, self-regulation, and social competence is recommended. zitiert von 42
2010
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(2010): Incorporating the cultural value of respeto into a framework of Latino parenting. In: Cultural Diversity and Ethnic Minority Psychology 16 (1), S. 77-86
Abstract: Latino families face multiple stressors associated with adjusting to United States mainstream culture that, along with poverty and residence in inner-city communities, may further predispose their children to risk for negative developmental outcomes. Evidence-based mental health treatments may require culturally informed modifications to best address the unique needs of the Latino population, yet few empirical studies have assessed these cultural elements. The current study examined cultural values of 48 Dominican and Mexican mothers of preschoolers through focus groups in which they described their core values as related to their parenting role. Results showed that respeto, family and religion were the most important values that mothers sought to transmit to their children. Respeto is manifested in several domains, including obedience to authority, deference, decorum, and public behavior. The authors describe the socialization messages that Latina mothers use to teach their children respeto and present a culturally derived framework of how these messages may relate to child development. The authors discuss how findings may inform the cultural adaptation of evidence-based mental health treatments such as parent training programs. (PsycINFO Database Record (c) 2016 APA, all rights reserved)
Keywords: Acculturation, Adult, Child, Child development, Childhood Development, Cultural Characteristics, cultural values, decorum, Dominican Republic, Einzelstudie / spezifisch, Ethnic Values, Female, Gesundheit, Hispanic Americans, Humans, Intergenerational Relations, Kulturforschung/ kulturelle Unterschiede, Latinas, Latino parenting, Latinos, Mexican Americans, MODELS, Parent Child Relations, Parenting, Preschool, preschoolers, Psychological, respect, respeto, Social Values, Socialization, United States, VALUES 2009
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(2009): Geschlecht und Interaktionskontext als Bedingungen sozialer Unsicherheit bei Kindern. In: KINDHEIT UND ENTWICKLUNG 18 (1), S. 6-12. DOI: 10.1026/0942-5403.18.1.6
DOI: https://doi.org/10.1026/0942-5403.18.1.6 Abstract: Based on the process model of social unassertiveness, sex of children in the context of interaction is studied. Are girls more unassertive than boys in situations that require them to take over leadership? For situations demanding communication of feelings, we expect more unassertiveness in opposite-sex interactions. We studied 357 children aged 10 to 15 years using a questionnaire. More unassertiveness was reported for situations which demand that feelings be communicated than in situations which demand that leadership be assumed. Girls were more unassertive in taking over leadership compared to boys. In situations demanding communication of feelings, more unassertiveness was reported for opposite-sex interactions than for same-sex interactions. Moreover, there was a three-way interaction of social unassertiveness depending on age, sex, and context of interaction. The research method used in this study has allowed us to show that age, sex, and mode of interaction are con ditions of social unassertiveness in different situations. (PsycINFO Database Record (c) 2016 APA, all rights reserved) zitiert von 5
2007
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(2007) : Frühe Bindungen und moralische Entwicklung : Aktuelle Befunde zu psychischen und sozialen Bedingungen moralischer Eigenständigkeit In: Hopf, Christel: Frühe Bindungen und moralische Entwicklung: Aktuelle Befunde zu psychischen und sozialen Bedingungen moralischer Eigenständigkeit: Weinheim [u.a.]: Juventa-Verl. (Materialien)
Abstract: Die Bundungsforschung und die an L. Kohlberg orientierte Moralentwicklungsforschung verbindend wird der Frage nach den sozialen und psychischen Bedingungen moralischer Entwicklung und moralischen Handelns nachgegangen. Dabei stehen unterschiedliche Aspekte moralisch relevanten Handelns im Mittelpunkt: Gewaltausübung und Gesetzesübertretung, Empathie und Sensibilität für die Bedürfnisse Nahestehender, die Befolgung moralischer Kernnormen in Interessenkonflikten, der persönliche Einsatz im Kampf um gerechtere gesellschaftliche Verhältnisse. - Inhalt: (1) C. Hopf und G. Nummer-Winkler: Frühe emotionale Beziehungen, Bindung und moralische Entwicklung. Einleitende Überlegungen zum Forschungsstand und zu aktuellen Kontroversen. (2) S. Hauser: Gewissensentwicklung in neueren psychoanalytischen Beiträgen. (3) G. Gloger-Tippelt: Bindung und Sozialverhalten in der mittleren Kindheit. (4) U. Ziegenhain und Mitarbeiter: "Moralferne Kinder und Jugendliche" - Fallanalyse eines jugendlichen Straftäters. (5) M. Keller, T. Malti und D. Dravenau: Bindung, Sozialisation und die Entwicklung sozio-moralischen Denkens von der Kindheit bis zum Jugendalter: Befunde einer Längsschnittuntersuchung. (6) K. E. Grossmann und K. Grossmann: Die Entwicklung zwischenmenschlicher Moral in Bindungsbeziehungen. (7) G. Nunner-Winkler: Frühe emotionale Bindungen und Selbstbindung an Moral. (8) A. Blasi: "Amicus Plato sed magis amica veritas": Bindung bei "moralischen Revolutionären". (9) W. Greve: Die Entwicklung von Moral - Ursachen und Gründe. zitiert von: 9
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(2007): Familiale Kontexte und sozial-emotionale Entwicklung. In: KINDHEIT UND ENTWICKLUNG 16 (4), S. 199-208. DOI: 10.1026/0942-5403.16.4.199
Abstract: The various behavioral domains of childhood social development and the most prominent domains in the socialization process are summarized, i.e., significant characteristics of immediate family members, social and societal environment, attachment behavior, parenting behavior, and couple relationship qualities. For each domain, a short state-of-the-art overview is provided, and significant relationships with the social development of children are described. It is concluded that a description of possible developmental processes calls for multivariate longitudinal studies modeling the interplay of the various domains over time, as well as the study of possible relationships or overlap between concepts in various domains, e.g., sensitivity in the domain of attachment and parenting behavior. (PsycINFO Database Record (c) 2016 APA, all rights reserved) zitiert von 89
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)
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(2004) : Social Interaction and the Construction of Moral and Social Knowledge. In: Carpendale, Jeremy I. M.; Müller, Ulrich (Hg.): Social interaction and the development of knowledge: Hove, UK: Psychology Press, Taylor & Francis Group, S. 195-213
Abstract: The authors explore the social interactions associated with the child's construction of concepts of morality and social convention. This section looks at research on child-child interactions followed by work examining adult responses to children's moral and conventional transgressions. Issues of childhood autonomy are further explored in the subsequent section, which presents research on parent-child interactions around issues within the personal domain. The authors conclude the review of social interactions and sociomoral development with work that has examined the nature of adolescent-parent conflict. (PsycINFO Database Record (c) 2016 APA, all rights reserved)
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(2004): Entwicklungsveränderungen in Konformität und in kognitiven Folgen sozialer Beeinflussung. In: Zeitschrift für Entwicklungspsychologie und Pädagogische Psychologie 36 (4), S. 173-181. DOI: 10.1026/0049-8637.36.4.173
Abstract: Thema der Studie sind Entwicklungsveränderungen bei sozialer Beeinflussung sowie deren Auswirkungen auf die Erinnerungsleistung. 89 Kinder im Alter von sieben bis acht und neun bis zehn Jahren wurden nach einer Woche zum Inhalt eines Kinderfilms befragt. Im ersten Interview wurde die Erinnerungsleistung über offene Fragen ermittelt. Anschließend wurde die Stärke des sozialen Einflusses von irreführenden und richtig lenkenden Suggestionen zusätzlich durch die Anwesenheit und das Antwortverhalten einer Verbündeten der Interviewerin variiert. Am nächsten Tag wurde die suggestive Befragung ohne Verbündete wiederholt. Die Hälfte der Kinder durchlief als Kontrollgruppe beide suggestiven Befragungen ohne Verbündete. Es zeigten sich deutliche Alterseffekte in der Fähigkeit, sozialer Beeinflussung zu widerstehen: Während Sieben- bis Achtjährige noch durch Suggestionen sowie zusätzlich durch die Verbündete beeinflussbar waren, bestand bei Neun- bis Zehnjährigen nur noch ein Einfluss der Verbündeten. Dies zeigte sich auch in altersspezifischen Unterschieden in den Nachwirkungen der Befragungssituation mit der Verbündeten auf die spätere Befragung ohne Verbündete. zitiert von 11
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.
1998
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(1998) : Zum Verständnis von Moral - Entwicklungen in der Kindheit In: Weinert, Franz E.: Entwicklung im Kindesalter: Weinheim: Beltz Psychologie-Verl.-Union, S. 133-152
Abstract: Ausgewählte Ergebnisse aus der LOGIK-(Longitudinalstudie zur Genese individueller Kompetenzen-)Studie werden vorgestellt, die sich auf die Entwicklung des Verständnisses von Moral bei Kindern im Alter von vier bis zwölf Jahren beziehen. Dabei wurden das Wissen über moralische Normen und moralische Motivationen mit Hilfe von Bildergeschichten erhoben, die den Kindern vorgelegt wurden. In diesen Bildergeschichten befand sich der Held in einem moralischen Konflikt. Es ergaben sich Hinweise darauf, dass die moralische Entwicklung als zweistufiger Lernprozess zu begreifen ist. Dabei erwerben die Kinder universell schon sehr früh ein Wissen um einfache moralische Normen und verstehen ihre kategorische Gültigkeit. Moralische Motivation wird hingegen erst in einem zweiten Lernprozess aufgebaut, den die Kinder unterschiedlich schnell und unterschiedlich erfolgreich durchlaufen. zitiert von: 72
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(1998) : Entwicklung sozial-kommunikativer Kompetenzen In: Zollinger, Barbara: Kinder im Vorschulalter. Erkenntnisse, Beobachtungen und Ideen zur Welt der Drei- bis Siebenjährigen.: Bern, Schweiz: Haupt Verlag AG
Abstract: Es wird im Uberblick und unter Heranziehung von ausgewahlten Ergebnissen aus einem eigenen Pilotprojekt informiert uber die Entwicklung sozial-kommunikativer Kompetenzen im Vorschulalter. Dabei wird auf die folgenden Aspekte eingegangen: (1) sprachliche Kommunikation im Vorschulalter, (2) sozial-kognitive Entwicklungsschritte (Egozentrismus und soziale Perspektivenubernahme, Entstehung von Freundschaften, Entwicklung empathischer Verhaltensweisen), (3) soziale Kommunikation im Rollenspiel (Merkmale und Funktion des Rollenspiels, Skripts, Gestaltung der Kommunikation, Metakommunikation, Rollensprache, Sprachverstandnis im Rollenspiel). zitiert von 26