Alle Publikationen
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2015
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(2015): Learning to overcome cultural conflict through engaging with intelligent agents in synthetic cultures (PSYNDEXshort). In: International Journal of Artificial Intelligence in Education 25, S. 291-317
Abstract: Providing opportunities for children to engage with intercultural learning has frequently focused on exposure to the ritual, celebrations and festivals of cultures, with the view that such experiences will result in greater acceptance of cultural differences. Intercultural conflict is often avoided, bringing as it does particular pedagogical, ethical and political dilemmas of which cultures we place in conflict in the multicultural classroom. In this paper we discuss an alternative approach, providing children with an interactive learning experience with synthetic cultures and characters. The agent architecture developed to enable intelligent agents to exhibit culturally appropriate affect and behaviours is outlined. MIXER, an experiential learning application developed for 9-11 year old children on intercultural conflict is described, highlighting the learning goals and approaches. A school-based evaluation of MIXER with 144 UK children is presented. Children demonstrated high levels of comprehension, engagement and enjoyment of MIXER, with MIXER contributing to near and far transfer, supporting children's cognitive, emotional and behavioural learning and stimulating discussion and debate about how to resolve conflict.
Keywords: Anpassung und Einstellungen, Behavioural cultural tools, Bildungsprogramme und Lehrmethoden, Classroom Dynamics & Student Adjustment & Attitudes, Classrooms, Computer software, conflict, Conflict Resolution, Cross Cultural Differences, Culture & Ethnology, Curricula, Curriculum & Programs & Teaching Methods, Elementary School Students, Erfahrungslernen, Experiential Learning, Grundschüler, High School Students, intelligent agents, Intelligent Systems, Intelligente Agenten, Intelligente Systeme, Interaktion, Interkulturelle Unterschiede, Klassenräume, Konflikt, Konfliktlösung, Kultur und Ethnologie, Kulturforschung/ kulturelle Unterschiede, Lerntheorien, Mensch-Technik-Relation, Multicultural Education, Multikulturelle Erziehung, Pädagogische Psychologie, Schüler der Sekundarstufe, Sociocultural Factors, Software, Soziokulturelle Faktoren, verhaltensbezogene Kulturtechniken 2014
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(2014): Gerechtigkeitsurteile und Konflikte. Warum Menschen unfaire Informationen bevorzugen. In: Konfliktdynamik 3 (1), S. 8-17
Abstract: Grunde fur die Bevorzugung unfairer Informationen in Konflikten werden reflektiert. Nach einem Einblick in Prozesse der fairessrelevanten Informationssuche in Konfliktsituationen werden basierend auf der Theorie der kognitiven Dissonanz und der Fairness-Heuristik-Theorie Bewertungsprozesse erlautert. Anhand empirischer Befunde wird die Praferenz von Informationen verdeutlicht, die eine unfaire Wahrnehmung unterstutzen. Als Ursache fur diese Praferenz wird die unterschiedliche Glaubwurdigkeit von als fair und als unfair wahrgenommenen Informationen diskutiert, aus der diefolgende Hypothese abgeleitet wird: Wahrend wahrgenommene Fairness als zweifelhaft beurtielt wird wird und somit eine vertiefende der Informationssuche hervorruft, wird Unfairnessempfinden als so uberzeugend wahrgenommen, dass es zur Bestatigung des ersten Eindrucks motiviert. Die Bedeutung dieser Prozesse fur die Vermittlung von positiven Fairnessinformationen in Konfliktsituationen und fur die Konfliktlosung wird verdeutlicht. Source: 978-3-642-19034-6
2010
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(2010): Equality versus differentiation. The effects of power dispersion on group interaction. In: The Journal of applied psychology 95 (6), S. 1032-1044. DOI: 10.1037/a0020373
DOI: https://doi.org/10.1037/a0020373 Abstract: Power is an inherent characteristic of social interaction, yet research has yet to fully explain what power and power dispersion may mean for conflict resolution in work groups. We found in a field study of 42 organizational work groups and a laboratory study of 40 negotiating dyads that the effects of power dispersion on conflict resolution are contingent on the level of interactants' power, thereby explaining contradictory theory and findings on power dispersion. We found that when members have low power, power dispersion is positively related to conflict resolution, but when members have high power, power dispersion is negatively related to conflict resolution (i.e., power equality is better). These findings can be explained by the mediating role of intragroup power struggles. Together, these findings suggest that power hierarchies function as a heuristic solution for conflict and contribute to adaptive social dynamics in groups with low, but not high, levels of power. zitiert von 106
Keywords: Arbeits - und Organisationspsychologie, Conflict Resolution, Einzelstudie / spezifisch, Female, group dynamics, Group Processes, Gruppenverhalten, Humans, Interaktionsforschung, Interpersonal Control Medical Subject Headings (MeSH): Adult, Male, Negotiating, POWER, Power (Psychology), social interaction, Work Teams, Workplace 2008
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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 2001
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(2001) : The Power Interaction Model: Theory, methodology, and empirical applications. In: Lee-Chai, Annette Y.: The use and abuse of power: Multiple perspectives in the causes of corruption: Philadelphia, PA: Psychology Press, S. 195-214
Abstract: Conflict between parties is a fact of life and is to be expected in most social settings. In some situations, the conflict may manifest itself only as a mild disagreement, whereas, in others, mortal combat is not out of the question. Handled properly conflict can lead to positive change and growth, yet if mishandled it can hinder relations and even lead to destruction. The process of gaining compliance in conflict situations can be grouped under three main issues: (1) the means used by one party to influence the attitudes or behaviors of another party, (2) the effectiveness of the influence attempts in gaining compliance, and (3) the various consequences, both positive and negative, associated with these attempts. The present chapter focuses on conflicts in dyadic relationships and presents the Interpersonal Power Interaction Model (IPIM) for understanding the process by which one party chooses tactics for changing behavior or attitudes in the other party. The IPIM can se rve as a n overarching theory in the field of power and can provide greater methodological unity and coordination. (PsycINFO Database Record (c) 2016 APA, all rights reserved)
1992
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(1992): Prozedurale Gerechtigkeit. Das Wie und Warum der Fairness. In: Zeitschrift fur Sozialpsychologie 23 (3), S. 163-178. Online verfügbar unter http://econtent.hogrefe.com/loi/zspx
Abstract: Presents an overview of social psychological research on procedural fairness. The author then differentiates between distributive, interactional and procedural fairness. In addition, several procedures which are widely applied to conflict resolution are identified and their potential effects on perceived fairness are analyzed. Process control effects (i.e., voice) and appeal are emphasized as two important features of the conflict-resolution process. Finally, several theories of procedural justice are described including an attributional framework, referent cognitions theory, impression-management theory, and the mediatory model of distributive and procedural justice. In general, the application of the procedural justice concept in organizational conflicts and in the legal system is emphasized. Ein Uberblick uber die sozialpsychologische Forschung zur prozeduralen Gerechtigkeit wird gegeben. Zunachst wird die Unterscheidung zwischen distributiver, interaktionaler und prozeduraler Fairness erlautert. Dann werden Kriterien der Fairness im Zusammenhang mit diesen drei Formen von Fairness besprochen. Weiterhin werden mehrere Verfahren, die vielfach zur Konfliktlosung angewandt werden, im Hinblick auf ihre Auswirkungen auf die wahrgenommene Fairness analysiert. Effekte der Prozesskontrolle und Berufung werden als zwei wichtige Elemente der Konfliktlosung besonders betont. Abschliessend werden verschiedene Theorien der prozeduralen Gerechtigkeit beschrieben: (1) attributionstheoretischer Ansatz, (2) Referent-Cognitions-Theorie, (3) Impression-Management-Theorie, (4) Mediationsmodell distributiver und prozeduraler Fairness.
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