Thematische Bibliographien / Cooperation(Psychology)

Inhaltsverzeichnis

  1. Zeitschriftenartikel
  2. Dissertationen
  3. Bücher
  4. Buchteile
  5. Konferenzberichte
  6. Berichte der Organisationen

Auswahl der wissenschaftlichen Literatur zum Thema „Cooperation(Psychology)“

Autor: Grafiati
Veröffentlicht am 25. Mai 2024

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Zeitschriftenartikel zum Thema "Cooperation(Psychology)"

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Cappella, Joseph N. „An Evolutionary Psychology of Gricean Cooperation“. Journal of Language and Social Psychology 14, Nr. 1-2 (März 1995): 167–81. http://dx.doi.org/10.1177/0261927x95141009.

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Henrich, Joseph, und Michael Muthukrishna. „The Origins and Psychology of Human Cooperation“. Annual Review of Psychology 72, Nr. 1 (04.01.2021): 207–40. http://dx.doi.org/10.1146/annurev-psych-081920-042106.

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Humans are an ultrasocial species. This sociality, however, cannot be fully explained by the canonical approaches found in evolutionary biology, psychology, or economics. Understanding our unique social psychology requires accounting not only for the breadth and intensity of human cooperation but also for the variation found across societies, over history, and among behavioral domains. Here, we introduce an expanded evolutionary approach that considers how genetic and cultural evolution, and their interaction, may have shaped both the reliably developing features of our minds and the well-documented differences in cultural psychologies around the globe. We review the major evolutionary mechanisms that have been proposed to explain human cooperation, including kinship, reciprocity, reputation, signaling, and punishment; we discuss key culture–gene coevolutionary hypotheses, such as those surrounding self-domestication and norm psychology; and we consider the role of religions and marriage systems. Empirically, we synthesize experimental and observational evidence from studies of children and adults from diverse societies with research among nonhuman primates.
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Deutsch, Morton. „Cooperation and conflict resolution: Implications for consulting psychology.“ Consulting Psychology Journal: Practice and Research 53, Nr. 2 (2001): 76–81. http://dx.doi.org/10.1037/1061-4087.53.2.76.

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HARTLEY, JEAN, und JOHN KELLY. „Psychology and industrial relations: From conflict to cooperation?“ Journal of Occupational Psychology 59, Nr. 3 (September 1986): 161–76. http://dx.doi.org/10.1111/j.2044-8325.1986.tb00222.x.

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Deurzen-Smith, Emmy van. „Rivalry and Cooperation: Psychotherapy, Counselling Psychology and Counselling“. Self & Society 24, Nr. 5 (November 1996): 10–15. http://dx.doi.org/10.1080/03060497.1996.11085685.

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McAuliffe, K., und A. Thornton. „The psychology of cooperation in animals: an ecological approach“. Journal of Zoology 295, Nr. 1 (Januar 2015): 23–35. http://dx.doi.org/10.1111/jzo.12204.

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Bowman, Sharon L. „Feminist and Multicultural Counseling Psychology: A Blueprint for Cooperation“. Sex Roles 70, Nr. 9-10 (Mai 2014): 436–38. http://dx.doi.org/10.1007/s11199-014-0383-7.

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Waite, Barbara T. „Conflict and Cooperation in Exercise, Health, and Sport Psychology“. Contemporary Psychology: A Journal of Reviews 37, Nr. 8 (August 1992): 812–13. http://dx.doi.org/10.1037/032483.

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Melis, Alicia P., und Felix Warneken. „The psychology of cooperation: Insights from chimpanzees and children“. Evolutionary Anthropology: Issues, News, and Reviews 25, Nr. 6 (November 2016): 297–305. http://dx.doi.org/10.1002/evan.21507.

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Brožek, Josef, und Jiří Hoskovec. „Psychology in the Czech Republic, 1995–1998“. Psychological Reports 83, Nr. 3_suppl (Dezember 1998): 1275–84. http://dx.doi.org/10.2466/pr0.1998.83.3f.1275.

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In the spirit of earlier reports (1990–1995), the present communication covers developments at Czech universities, research institutes, societies and journals, international meetings, Czech-American research—biological and social, historiography of psychology in English, Czech-Slovak cooperation, and perspectives on applied psychology.
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Dissertationen zum Thema "Cooperation(Psychology)"

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Lee, N. M. „Stabilising child protection : a social psychology of cooperation“. Thesis, University of Reading, 1996. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.360064.

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Adler, Adrian. „Erich Fromm's analytic social psychology : testing the relationships among cooperation, aggression and trait biophilia“. Thesis, University of Leicester, 2009. http://hdl.handle.net/2381/7513.

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Erich Fromm’s biophilia, a theory of personality development incorporating an interaction between existential needs and the socio-economic environment, was a significant element of Fromm’s proposed Analytic Social Psychology. Despite an enduring influence, Fromm’s theory of biophilia has been largely untested in the literature. Fromm argued that biophilia was the optimum way to conceptualise malignant aggression, and that the introduction and reward of cooperation was the best way to increase levels of biophilia, and thereby reduce levels of destructive behaviour in a population. It was the aim of this thesis to investigate whether the introduction and reward of cooperation would increase biophilia, and decrease aggression, in a population. In Studies One to Six, a trait biophilia scale was developed and psychometric validity and reliability established. In Studies Seven to Nine, scale predictive validity in comparison to existing trait measures was investigated in theoretically appropriate areas including online behaviour, positive psychology and pro-environmental behaviour. In Study Ten, a game theory paradigm for introducing and rewarding cooperation was developed, and the relationships among biophilia, cooperation and aggression were investigated. Contrary to Fromm’s theory, a positive association between aggression and cooperation, and negative associations between those and biophilia, were found. In addition, the effects of introducing and rewarding cooperation were investigated, and again contrary to Fromm’s theory, introducing and rewarding cooperation produced an increase in aggression and a reduction in biophilia. These findings may reflect an inherent tension within Fromm’s theory between the use of existential needs, that were argued to be the product of competitive natural selection, and the use of cooperative interventions derived from Marxist theory. It is proposed that the relationships among biophilia, cooperation and aggression may be mediated by frustration. Implications for interventions and future research are discussed.
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Furlong, Ellen Elizabeth. „Number Cognition and Cooperation“. Columbus, Ohio : Ohio State University, 2008. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=osu1216999104.

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Díaz, Marcela Ibáñez. „Social dilemmas the role of incentives, norms and institutions /“. Sweden : Göteborg University, 2007. http://catalog.hathitrust.org/api/volumes/oclc/192042468.html.

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Mnguni, Peliwe Pelisa. „Mutuality, reciprocity and mature relatedness a psychodynamic perspective on sustainability /“. Swinburne Research Bank, 2008. http://hdl.handle.net/1959.3/22485.

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Thesis (PhD) - Australian Graduate School of Entrepreneurship, Swinburne University of Technology - 2008.
Submitted for the degree of Doctor of Philosophy, Australian Graduate School of Entrepreneurship, Swinburne University of Technology, 2008. Includes bibliographical references (p. 212-236).
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Pearson, Emily. „The Effect of Achievement Goal Orientation and Perceived Ability on Willingness to Cooperate“. Ohio Dominican University Honors Theses / OhioLINK, 2015. http://rave.ohiolink.edu/etdc/view?acc_num=oduhonors1430087884.

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Sweitzer, Sarah D. „The Influence of Negative Affectivity on Perceived Morale and Team Cooperation“. Xavier University / OhioLINK, 2015. http://rave.ohiolink.edu/etdc/view?acc_num=xavier1433339405.

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Immo, Sara, und Sofie Tärnblom. „Effort-Reward-Imbalance inom vården : samvarierar ansträngning-belöning, överengagemang med samarbetsförmåga och trivsel i arbetsgrupper?“ Thesis, Mälardalens högskola, Akademin för hälsa, vård och välfärd, 2019. http://urn.kb.se/resolve?urn=urn:nbn:se:mdh:diva-42728.

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Tidigare studier beskriver vikten av samarbete inom hela vårdsektorn för att skapa en patientsäker vård. En jämn arbetsbörda och tillräckligt med personal är också betydelsefullt. Denna studie undersökte balansen ansträngning-belöning, överengagemang och om det samvarierar med samarbetsförmåga och trivsel i arbetsgrupper inom vården. Genom att använda Effort-Reward-Imbalance model mättes balansen ansträngning-belöning samt överengagemang på arbetet. Via enkäter och intervjuer undersöktes även samarbetsförmåga och trivsel. Av totalt 148 enkäter var respondenterna 78 kvinnor, 12 män, och 8 annat. Respondenternas ålder var mellan 26-65 år. Fyra respondenter intervjuades. Studien visade att balansen ansträngning-belöning inte tycks spela någon roll för samarbetsförmågan i arbetsgruppen. Respondenternas subjektiva upplevelse mynnade ut i sex centrala teman. Respondenterna framförde vikten av att arbeta i team, vilket även tidigare forskning visat. Arbetstagare inom vården verkar uppleva ett gott samarbete och trivsel på sina arbetsplatser, vilket är motsatsen till dagens lägesrapporter. Studien ger därför en annan synvinkel på vårdyrket.
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Chang, Luke Joseph. „Deconstructing the Role of Expectations in Cooperative Behavior with Decision Neuroscience“. Diss., The University of Arizona, 2012. http://hdl.handle.net/10150/223343.

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This project attempts to understand the role of expectations in cooperative behavior using the interdisciplinary approach of Decision Neuroscience. While cooperation provides the foundation for a successful society, the underlying bio-psycho-social mechanisms remain surprisingly poorly understood. This investigation deconstructs cooperation into the specific behaviors of trust, reciprocation, and norm enforcement using the Trust and Ultimatum Games from behavioral economics and combines formal modeling and functional magnetic resonance imaging to understand the neurocomputational role of expectations in these behaviors. The results indicate that people appear to use context specific shared expectations when making social decisions. These beliefs are malleable and appear to be dynamically updated after an interaction. Emotions such as guilt and anger can be formally operationalized in terms of others' expectations and appear to be processed by a specific neural system involving the anterior insula, anterior cingulate cortex, and supplemental motor cortex. Importantly, these neural signals appear to motivate people to not only behave consistent with these expectations, but also to help others update their beliefs when these expectations are violated. Further, violations of social expectations appear to promote enhanced memory for norm violators. This work demonstrates the neural and computational basis of moral sentiments.
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Caldarella, Paul. „Common Dimensions of Social Skills of Children and Adolescents: A Review and Analysis of the Literature“. DigitalCommons@USU, 1995. https://digitalcommons.usu.edu/etd/6089.

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Previous research in the area of social skills of children and adolescents has resulted in confusion over the number and name of empirically derived dimensions. While much work has been done to derive empirically based taxonomies of child and adolescent problem behaviors, such is not the case for positive social behaviors. The present study conducted an extensive review, analysis, and synthesis of over two decades of factor analytic research on child and adolescent social skills to derive an empirically based taxonomy. Results suggest five dimensions that occurred in over one third of the studies: Peer Relations, Self-Management, Academic, Cooperation, and Assertion. The most common social skills associated with these dimensions are presented. It is advised that clinicians and researchers begin employing this taxonomy to: (a) provide a nomenclature by which to refer to the five positive social skill patterns, (b) identify dimensions on which children or adolescents may have deficits, (c) design interventions to increase the occurrence of these skills, all of which have been empirically related to important social outcomes, (d) measure the effects of interventions, and (e) aid in theory development.
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Bücher zum Thema "Cooperation(Psychology)"

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Saraydarian, Torkom. The psychology of cooperation and group consciousness. West Hills, CA, U.S.A: T.S.G. Enterprises, 1989.

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1945-, Winterhoff-Spurk Peter, und Voort, T. H. A. van der., Hrsg. New horizons in media psychology: Research cooperation and projects in Europe. Opladen: Westdeutscher Verlag, 1997.

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Sterelny, Kim. The evolved apprentice: How evolution made humans unique. Cambridge, Mass: The MIT Press, 2012.

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The evolved apprentice: How evolution made humans unique. Cambridge, Mass: The MIT Press, 2012.

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1942-, Combs Allan, Hrsg. Cooperation: Beyond the age of competition. Philadelphia: Gordon and Breach, 1992.

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Ratner, Carl. Cooperation, Community, and Co-Ops in a Global Era. New York, NY: Springer New York, 2013.

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Cooperation and its evolution. Cambridge, Mass: MIT Press, 2013.

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Uchnast, Zenon. Współdziałanie, rywalizacja: Wybrane zagadnienia z psychologii kierowania. Lublin: Tow. Nauk. KUL, 2008.

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Pawlowsky-Flodell, Charlotta. Miteinander oder Gegeneinander: Eine sozialpsychologische Untersuchung über Solidarität und Konkurrenz in der Arbeitswelt. Wiesbaden: Deutscher Universitäts Verlag, 1989.

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Inc, ebrary, Hrsg. International collaborations in behavioral and social sciences: Report of a workshop. Washington, D.C: National Academies Press, 2008.

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Buchteile zum Thema "Cooperation(Psychology)"

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Hulsroj, Peter. „The Psychology and Reality of the Financial Crisis in Terms of Space Cooperation“. In Yearbook on Space Policy, 159–68. Vienna: Springer Vienna, 2013. http://dx.doi.org/10.1007/978-3-7091-1649-4_4.

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Baigorri-Jalón, Jesús, und Lucía Ruiz Rosendo. „Chapter 1. Voices from around the world“. In Benjamins Translation Library, 1–24. Amsterdam: John Benjamins Publishing Company, 2023. http://dx.doi.org/10.1075/btl.159.01bai.

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In this chapter we provide an introduction to the volume. We will explain how multidisciplinary approaches, and thus multidisciplinary methodological tools, constitute the ideal way to fill gaps in the map and timeline of the history of interpreting. We highlight the cooperation between different scientific domains with which we share interests, without straying from the path of examining the existence of oral-gestural exchanges mediated by individuals (the “interpreters”). Such cooperation would speak volumes to the complexity of the encounters and of the settings in which interpreting takes place. Throughout the volume, history, sociology, cultural studies, anthropology, psychology and geography will, from their respective fields, contribute to the historical mapping process.
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Schmidt, Jan-Erik, und Caterina Gawrilow. „Reciprocal Student–Teacher Feedback: Effects on Perceived Quality of Cooperation and Teacher Health“. In Student Feedback on Teaching in Schools, 191–205. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-75150-0_12.

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AbstractHigh lesson quality in schools is, in addition to other factors, the result of good cooperation between teachers and students. The long history of research on offer-use models of lesson quality and student–teacher relationships documents this interaction. Feedback focused on expressing the quality of cooperation can lead to higher quality of cooperation. The fact that feedback is reciprocal, from teacher to student and vice versa, helps to avoid effects of perceived injustice and rejections of feedback which otherwise are severe obstacles to the efficient use of feedback. High-frequency applications of feedback allow for the timely detection of (positive and negative) critical fluctuations of cooperation between individuals and groups and for the monitoring of processes of adaptation, as shown in other areas of applied psychology. This chapter describes the theoretical parameters of such a feedback method for students and teachers, and outlines results of an empirical study on the effects of the reciprocal method on (1) perceived quality of cooperation and (2) teacher health. Results show that, subsequent to a three-month period of reciprocal feedback, the quality of cooperation as perceived by both students and their teachers increases significantly and teacher health scores improve significantly. Reciprocal feedback techniques should be considered in teacher education and teacher training as a way to help teachers to initiate processes of improvement of lesson quality.
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Daly, Shawn P. „Cheating, Cooperation, and Darwin: What Evolutionary Psychology has to say about Inter-Firm Relationships“. In Proceedings of the 2000 Academy of Marketing Science (AMS) Annual Conference, 403. Cham: Springer International Publishing, 2014. http://dx.doi.org/10.1007/978-3-319-11885-7_105.

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Li, Guanghui, Gang Bai, Xiaoding Li, Yunhuan Qu und Yu Gong. „Research on the Public Participation of Nuclear Safety Based on Social Psychology“. In Springer Proceedings in Physics, 1–7. Singapore: Springer Nature Singapore, 2023. http://dx.doi.org/10.1007/978-981-99-1023-6_1.

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AbstractNuclear safety concerns the development of the cause of putting nuclear energy and technology to good use, environmental safety, and the public interest. The public participation of nuclear safety is an important means of popularizing safety knowledge and eliminating public concerns. Social psychology is a branch of psychology that studies the social phenomena of individuals and groups. In fact, the public participation of nuclear safety is a collective activity for citizens to integrate into nuclear safety and participate in nuclear safety. The theoretical root of public participation is social psychology. Using social psychology to analyze the behavior and ideas of various stakeholders in public participation can effectively enhance the relevance and effectiveness of public participation. Therefore, it is very important to carry out public safety research based on social psychology. This paper investigates the present situation of public participation of nuclear safety, and analyze the misunderstandings of current public participation based on social psychology: Public participation requires a high level of knowledge because more knowledgeable people are more supportive of nuclear energy; The public must either support or oppose nuclear energy, without a third option; Public opposition to nuclear energy is attributed to insufficient public participation; Wrong views should be downplayed and will disappear over time; Public participation is only the responsibility of dedicated staff. For these misunderstandings, this paper proposes a follow-up to the recommendations of public participation: Understand the conformity among individuals; Apply various measures to engage people from different groups to improve the effectiveness of public participation; Encourage extensive participation to create synergy; Step up international cooperation to promote public participation.
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Malim, Tony, und Ann Birch. „Conflict and cooperation“. In Introductory Psychology, 614–47. London: Macmillan Education UK, 1998. http://dx.doi.org/10.1007/978-1-349-14186-9_32.

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Malim, Tony. „Conflict and Cooperation“. In Social Psychology, 89–148. London: Macmillan Education UK, 1997. http://dx.doi.org/10.1007/978-1-349-14221-7_4.

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Barrett, Louise, Robin Dunbar und John Lycett. „Cooperation among kin“. In Human Evolutionary Psychology, 45–66. London: Macmillan Education UK, 2002. http://dx.doi.org/10.1007/978-1-137-23550-3_3.

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Quanquan, Zheng, und Lü Xiaokang. „Cooperation Versus Competition“. In The ECPH Encyclopedia of Psychology, 1–2. Singapore: Springer Nature Singapore, 2023. http://dx.doi.org/10.1007/978-981-99-6000-2_183-1.

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Sigmund, Karl, und Martin Nowak. „Cooperation in Heterogeneous Populations“. In Recent Research in Psychology, 223–35. New York, NY: Springer New York, 1994. http://dx.doi.org/10.1007/978-1-4612-4308-3_17.

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Konferenzberichte zum Thema "Cooperation(Psychology)"

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Slyusarskaya, Tatyana V. „In search of new users: Partnership projects for social adjustment“. In Third scientific and practical conference «BiblioPiter-2022». Russian National Public Library for Science and Technology, 2022. http://dx.doi.org/10.33186/978-5-85638-249-4-62-66.

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The long-time experience (2000–2022) in research, education and advocating activities of Tula State Pedagogical University in cooperation with Tula Regional Special Library for the Blind is discussed. Over 20 projects are aimed at social adjustment of visually-impaired children. The students of psychology department prepared the tactile publications for disabled children and their parents based on the recommendations by leading national typhlopedagogues and the user group needs; the stages of the project are defined.
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Radke, David, Kate Larson und Tim Brecht. „Exploring the Benefits of Teams in Multiagent Learning“. In Thirty-First International Joint Conference on Artificial Intelligence {IJCAI-22}. California: International Joint Conferences on Artificial Intelligence Organization, 2022. http://dx.doi.org/10.24963/ijcai.2022/65.

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For problems requiring cooperation, many multiagent systems implement solutions among either individual agents or across an entire population towards a common goal. Multiagent teams are primarily studied when in conflict; however, organizational psychology (OP) highlights the benefits of teams among human populations for learning how to coordinate and cooperate. In this paper, we propose a new model of multiagent teams for reinforcement learning (RL) agents inspired by OP and early work on teams in artificial intelligence. We validate our model using complex social dilemmas that are popular in recent multiagent RL and find that agents divided into teams develop cooperative pro-social policies despite incentives to not cooperate. Furthermore, agents are better able to coordinate and learn emergent roles within their teams and achieve higher rewards compared to when the interests of all agents are aligned.
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Gadetsky, O. G. „ЦЕННОСТНО–ОРИЕНТИРОВАННАЯ ПСИХОЛОГИЯ, КАК ОДНО ИЗ НАПРАВЛЕНИЙ РЕАЛИЗАЦИИ ПОТЕНЦИАЛА ОБЪЕДИНЕНИЯ ОБЩЕСТВА“. In ПЕРВЫЙ МЕЖКОНТИНЕНТАЛЬНЫЙ ЭКСТЕРРИТОРИАЛЬНЫЙ КОНГРЕСС «ПЛАНЕТА ПСИХОТЕРАПИИ 2022: ДЕТИ. СЕМЬЯ. ОБЩЕСТВО. БУДУЩЕЕ». Crossref, 2022. http://dx.doi.org/10.54775/ppl.2022.64.59.001.

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Value-oriented psychology reveals the potential of the individual. At the same time, the basis of the personality is the spiritual and moral core, spiritual and moral values. These values are not selfish, they form our relationships with other people, in which such qualities as respect, gratitude, sensitivity, attentiveness, compassion, mercy, etc. are manifested. Also a person becomes more socially oriented, able to act for the benefit of others. Such a person begins to create an atmosphere of harmony and cooperation in society, instead of an atmosphere of destruction, selfishness, manipulation, greed and fear. At the same time, the value-oriented approach is not one of the areas of psychology, it is a universal methodology of therapeutic practice that can enrich any psychological technique or modality. В настоящее время в психологии и психотерапии существует достаточно распространенный «традиционный» подход, который называют «техническим». Что означает «технический»? Это означает, что у человека есть некая проблема психологического плана, и есть какие-то инструменты у специалиста. И задача специалиста с помощью этих инструментов проблему убрать. Это подобно хирургии, если сравнивать с традиционной медициной: у человека что-то болит, на это нужно воздействовать с помощью химиотерапии или хирургических методов, в крайнем случае, и в итоге все будет хорошо. Однако, сам по себе этот подход не совсем экологичен. Почему? Потому что в этой ситуации человек рассматривает человека как некое самостоятельное звено, самостоятельный объект. В этом объекте какая-то поломка, ее нужно обнаружить и убрать. Этот подход рассматривает человека вне связи с окружающей средой, космосом, Вселенной.
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Čović, Ana. „ULOGA CRKVE U SVETLU SAVREMENIH BIOETIČKIH PITANjA“. In MEĐUNARODNI naučni skup Državno-crkveno pravo. University of Kragujevac, Faculty of law, 2023. http://dx.doi.org/10.46793/dcp23.127c.

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Contemporary legal science is facing the challenges of the modern age. In an attempt to answer the current very complex questions, which, beside from the questions from the field of law, are closely related to questions from the fields of medicine, philosophy, psychology and sociology, bioethical and moral dilemmas are opened. Their correct understanding are required certain theological knowledge, since that questions of life and death are basic religious topics. Contemporary bioethical issues such as in vitro fertilization, surrogacy, organ donation and euthanasia are some of the most topical and controversial. Faced with various personal biomedical dilemmas, people often turn to representatives of the Church, who give their answer from the aspect of church bioethics, which is different from secular bioethics. The author will try to answer the question whether the position of the Church should (and may) be ignored when determining the legal framework concerning the aforementioned issues, or whether the cooperation of the state and the Church is more necessary than ever before. What consequences can we face if constructive dialogue is absent?
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Barabashchuk, Hanna, Mariana Dushkevych und Natalia Hutsuliak. „Psychological Features of the Tolerance of Future Specialists in Socionomic Professions“. In ATEE 2020 - Winter Conference. Teacher Education for Promoting Well-Being in School. LUMEN Publishing, 2021. http://dx.doi.org/10.18662/lumproc/atee2020/04.

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It is a set on the basis of theoretical researchers, that the modern specialist of the sphere of «Man-Man», except the certain volume of professional abilities and knowledge, must own personality-mature qualities: to show readiness for self-development and self-perfection; make a decision on their own; have their own system of values and be able to correlate their own vital persuasions with the senses and stereotypes of society. For this reason, development of their tolerance as a constituent of professionalism is important in the professional preparation of specialists of socio-economic professions. Tolerance is not just a tolerance for others' thoughts, beliefs and behaviour, it is a purposeful effort on the part of the individual to create an information space that promotes harmony, interpersonal cooperation, emotional tact and respect. The empirical study involved 40 second-year students, including psychology students and foreign language teachers. The psychodiagnostic complex of methods presented in the article made it possible to obtain reliable research results. A comparative analysis of respondents' indicators showed that «tolerance» as a personal quality is significant for both groups. It is stated that psychology students are more tolerant of representatives of different social strata, while foreign language students are tolerant of ethnic minorities. The study found that future psychologists seeking to assert their beliefs and considerations, if the situation becomes conflictual, can be harsh. Future teachers are more critical of themselves and their opinions, showing tact and understanding to manifest «paradoxical» actions, even if they do not agree with them. The overall tolerance index of the two groups under study indicates that their behaviour and attitudes towards the world, people and events will depend on the particular social situation they are currently in.
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Xu, Jinghan, Xinru Hui, Yixiang Wang und Qing Jia. „The ICE Model: Evaluating In-Cockpit Child-Centric Interaction Solutions“. In SAE 2023 Intelligent Urban Air Mobility Symposium. 400 Commonwealth Drive, Warrendale, PA, United States: SAE International, 2023. http://dx.doi.org/10.4271/2023-01-7085.

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<div class="section abstract"><div class="htmlview paragraph">Effective smart cockpit interaction design can address the specific needs of children, offering ample entertainment and educational resources to enhance their on-board experience. Currently, substantial attention is focused on smart cockpit design to enrich the overall travel engagement for children. Recognizing the contrasts between children and adults in areas such as physical health, cognitive development, and emotional psychology, it becomes imperative to meticulously customize the design and optimization processes to cater explicitly to their individual requirements. However, a noticeable gap persists in both research methodologies and product offerings within this domain. This study employs user survey to delve into children’s on-board experiences and utilization of current child-centric in-cockpit interaction solutions (C-SI Solutions), that over 50% of the interviewees (children) got on-board at least several times per week and over half of the parents would pay for C-SI Solutions, but less than 8% of the interviewees reported actual usage. By employing an interdisciplinary approach that harmonizes Design Thinking and Developmental Psychology, this research reveals that the traditional cockpit is actually a liminal space for children, and introduces the ICE Model (Evaluation Model for In-Cockpit Child-Centric Interaction Solutions) for providing insights into C-SI solution design. This model is consisted of two modules: IPO-Based Structured Module and I&amp;C (Intelligence &amp; Consciousness) Evaluation Module. IPO-Based Structured Module is based on the IPO (Input-Process-Output) Model and for interpreting C-SI Solution’s structure, so that to realize the paradigm shift in Design Thinking. I&amp;C Evaluation Module, the second one, is for analyzing C-SI Solution’s psychological developmental function. The ICE model is then applied to conduct market research, aiming to identify challenges and shortcomings with current C-SI Solutions. Subsequently, this research offers recommendations and possibilities for the improvement of designing C-SI Solutions, that it requires not only seamless cooperation between designers and engineers, but also interdisciplinary collaboration.</div></div>
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Mulyana, Agus, A. Iskandarsyah, AGP Siswadi und W. Srisayekti. „Social Dilemmas and Cooperation“. In Proceedings of the International Conference on Psychology and Communication 2018 (ICPC 2018). Paris, France: Atlantis Press, 2019. http://dx.doi.org/10.2991/icpc-18.2019.1.

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Lezina, Valeriya, und Maryam Malsagova. „COOPERATION OF SCIENCES IN INTERDISCIPLINARY RESEARCH“. In XIX INTERNATIONAL INTERDISCIPLINARY CONGRESS NEUROSCIENCE FOR MEDICINE AND PSYCHOLOGY. LCC MAKS Press, 2023. http://dx.doi.org/10.29003/m3289.sudak.ns2023-19/176-177.

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Pais, Leonor. „COOPERATION IN RESEARCH TEAMS: AN EXPLORATORY FACTOR ANALYSIS OF THE ORGANIZATIONAL COOPERATION QUESTIONNAIRE“. In SGEM 2014 Scientific Conference on PSYCHOLOGY AND PSYCHIATRY, SOCIOLOGY AND HEALTHCARE, EDUCATION. Stef92 Technology, 2014. http://dx.doi.org/10.5593/sgemsocial2014/b11/s1.011.

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Waks, Shlomo. „Engineering Education: Prospective Research Issues“. In ASME 2008 9th Biennial Conference on Engineering Systems Design and Analysis. ASMEDC, 2008. http://dx.doi.org/10.1115/esda2008-59535.

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There exists an increasing gap between engineering developments and research on educating engineers. There is a need to investigate and develop pedagogical means for advancing engineering education. The problem stems from the fact that most engineering educators are concerned mainly with disciplinary engineering contents, while researchers in the educational domain concentrate on educational psychology and pedagogical aspects. There is not enough cooperation between engineering and education, thus avoiding the creation of synergetic interaction between the two domains in a given engineering education system or situation. This article deals with the question: what has to be investigated in engineering education in order to advance learning activities of students and updating engineers? We will analyze some issues, as they aroused during recent years in a series of research studies on engineering education around the world and in the Department of Education in Technology and Science at the Technion – Israel Institute of Technology. After analyzing the status of engineering education and emergence of relevant R&D activities, possible research questions are presented. For example: (1) How should the contents of an engineering curriculum be determined? By whom? (2) Is there a need for a recognized educational scholarship like that of the existing disciplinary scholarship? (3) Creativity and project work – what do engineering educators and students think about? (4) What are the conditions and means for advancing the learning process in a multimedia environment? (5) What are the pitfalls in using hypermedia during the learning process? (6) What is Self-Learning Regulation (SLR) and why is it an important issue in engineering education? Accordingly possible trends in engineering education research are proposed and discussed.
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Berichte der Organisationen zum Thema "Cooperation(Psychology)"

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SOLOVEVA, N., und V. TARAKANOVA. TECHNOLOGICAL APPROACHES TO TRAINING IN HIGHER EDUCATION INSTITUTION. Science and Innovation Center Publishing House, 2021. http://dx.doi.org/10.12731/2658-4034-2021-12-4-2-27-39.

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The article discusses technological approaches to training in Higher Education Institution. The essence of technological approach to training consists in the transformation of educational processes into process with the guaranteed result. It supplements scientific approaches of pedagogy, psychology, sociology and other directions of science and practice. Purpose. To reveal how technological approaches to training in higher education institution influence on knowledge got by students. Scientific novelty. The article reveals development of the personality, creative abilities and it is necessary to use technological approaches of training, various creative tasks, research projects at the lectures. On the first and second years of education the pedagogical technology which is based on motivation of educational cognitive activity through communication and cooperation influences on the intellectual and behavioral status of students. Training is more effective, than the better methodology and technology of educational process will be coordinated with technology of assimilation the knowledge. It is important that all students in a higher educational institution could acquire material and began to use it in practice in the work. The signs of technology, a model of pedagogical technology, the scheme of technological creation of educational process and the results of expense of time in digestion of material by students are described in the article. Technological approach modernizes training on a basis of activity of students. Thanks to it, students achieve goals in the form of assimilation the knowledge in easier and productive way. When using technological approach there is an involvement of each student in educational process, knowledge is put into practice, there is always an access to necessary information (including the Internet), there is a communication and cooperation not only with the lecturer, but also with fellow students and what is more important is a constant test of the forces for overcoming the arising problems. Features of pedagogical technologies consist in activity of the lecturers and students. The activity of the lecturers is in that he knows well psychological and personal features of students and can introduce amendments on the training process course. The lecturer, as directly, and by means of technical means carries out the organizing, operating, motivating and controlling functions in the course of training. Practical significance. The practical importance consists in the use in practice of technological approaches to training in Higher Education Institution that promotes the guaranteed achievement of the set educational objects, the organization of all course of training in compliance to the purposes and tasks, assessment of the current results and their correction in case of need and also final assessment of results.
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Osadchyi, Viacheslav V., Hanna B. Varina, Kateryna P. Osadcha, Olha V. Kovalova, Valentyna V. Voloshyna, Oleksii V. Sysoiev und Mariya P. Shyshkina. The use of augmented reality technologies in the development of emotional intelligence of future specialists of socionomic professions under the conditions of adaptive learning. CEUR Workshop Proceedings, Juli 2020. http://dx.doi.org/10.31812/123456789/4633.

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In modern conditions, innovative augmented reality technologies are actively developing, which are widespread in many areas of human activity. Introduction of advanced developments in the process of professional training of future specialists of socionomic professions in the conditions of adaptive training, contributes to the implementation of the principles of a personalized approach and increase the overall level of competitiveness. The relevant scientific article is devoted to the theoretical and empirical analysis result of conducting a psychodiagnostic study on an innovative computer complex HC-psychotest. of the features of the implementation of augmented reality technologies in the construct of traditional psychological and pedagogical support aimed at the development of emotional intelligence of the future specialist. The interdisciplinary approach was used while carrying out the research work at the expense of the general fund of the state budget: “Adaptive system for individualization and personalization of professional training of future specialists in the conditions of blended learning”. A comprehensive study of the implementation of traditional psychological-pedagogical and innovative augmented reality technologies was conducted in the framework of scientific cooperation of STEAM-Laboratory, Laboratory of Psychophysiological Research and Laboratory of Psychology of Health in Bogdan Khmelnitsky Melitopol State Pedagogical University. The theoretical analysis considers the structural model of emotional intelligence of the future specialist of socionomic professions, which is represented by two structural components: intrapersonal construct of emotional intelligence and interpersonal construct of emotional intelligence. Each component mediates the inherent emotional intelligence of interpretive, regulatory, adaptive, stress-protective and activating functions. The algorithm of the empirical block of research is presented by two stages: ascertaining and forming research. According to the results of the statement, low indicators were found on most scales, reflecting the general level of emotional intelligence development of future specialists, actualizing the need to find and implement effective measures for the development of emotional intelligence components in modern higher education and taking into account information development and digitalization. As part of the formative stage of the research implementation, a comprehensive program “Development of emotional intelligence of future professionals” was tested, which integrated traditional psychological and pedagogical technologies and innovative augmented reality technologies. This program is designed for 24 hours, 6 thematic classes of 4 hours. According to the results of a comprehensive ascertaining and shaping research, the effectiveness of the influence of augmented reality technologies on the general index of emotional intelligence is proved. The step-by-step model of integration of augmented reality components influencing the ability to analyze, understand and regulate emotional states into a complex program of emotional intelligence development is demonstrated. According to the results of the formative study, there is a dominance of high indicators of the following components: intrapersonal (50%), interpersonal (53.3%). Thus, we can say that intrapersonal and interpersonal emotional intelligence together involve the actualization of various cognitive processes and skills, and are related to each other. Empirical data were obtained as a
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Drury, J., S. Arias, T. Au-Yeung, D. Barr, L. Bell, T. Butler, H. Carter et al. Public behaviour in response to perceived hostile threats: an evidence base and guide for practitioners and policymakers. University of Sussex, 2023. http://dx.doi.org/10.20919/vjvt7448.

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Background: Public behaviour and the new hostile threats • Civil contingencies planning and preparedness for hostile threats requires accurate and up to date knowledge about how the public might behave in relation to such incidents. Inaccurate understandings of public behaviour can lead to dangerous and counterproductive practices and policies. • There is consistent evidence across both hostile threats and other kinds of emergencies and disasters that significant numbers of those affected give each other support, cooperate, and otherwise interact socially within the incident itself. • In emergency incidents, competition among those affected occurs in only limited situations, and loss of behavioural control is rare. • Spontaneous cooperation among the public in emergency incidents, based on either social capital or emergent social identity, is a crucial part of civil contingencies planning. • There has been relatively little research on public behaviour in response to the new hostile threats of the past ten years, however. • The programme of work summarized in this briefing document came about in response to a wave of false alarm flight incidents in the 2010s, linked to the new hostile threats (i.e., marauding terrorist attacks). • By using a combination of archive data for incidents in Great Britain 2010-2019, interviews, video data analysis, and controlled experiments using virtual reality technology, we were able to examine experiences, measure behaviour, and test hypotheses about underlying psychological mechanisms in both false alarms and public interventions against a hostile threat. Re-visiting the relationship between false alarms and crowd disasters • The Bethnal Green tube disaster of 1943, in which 173 people died, has historically been used to suggest that (mis)perceived hostile threats can lead to uncontrolled ‘stampedes’. • Re-analysis of witness statements suggests that public fears of Germany bombs were realistic rather than unreasonable, and that flight behaviour was socially structured rather than uncontrolled. • Evidence for a causal link between the flight of the crowd and the fatal crowd collapse is weak at best. • Altogether, the analysis suggests the importance of examining people’s beliefs about context to understand when they might interpret ambiguous signals as a hostile threat, and that. Tthe concepts of norms and relationships offer better ways to explain such incidents than ‘mass panic’. Why false alarms occur • The wider context of terrorist threat provides a framing for the public’s perception of signals as evidence of hostile threats. In particular, the magnitude of recent psychologically relevant terrorist attacks predicts likelihood of false alarm flight incidents. • False alarms in Great Britain are more likely to occur in those towns and cities that have seen genuine terrorist incidents. • False alarms in Great Britain are more likely to occur in the types of location where terrorist attacks happen, such as shopping areass, transport hubs, and other crowded places. • The urgent or flight behaviour of other people (including the emergency services) influences public perceptions that there is a hostile threat, particularly in situations of greater ambiguity, and particularly when these other people are ingroup. • High profile tweets suggesting a hostile threat, including from the police, have been associated with the size and scale of false alarm responses. • In most cases, it is a combination of factors – context, others’ behaviour, communications – that leads people to flee. A false alarm tends not to be sudden or impulsive, and often follows an initial phase of discounting threat – as with many genuine emergencies. 2.4 How the public behave in false alarm flight incidents • Even in those false alarm incidents where there is urgent flight, there are also other behaviours than running, including ignoring the ‘threat’, and walking away. • Injuries occur but recorded injuries are relatively uncommon. • Hiding is a common behaviour. In our evidence, this was facilitated by orders from police and offers from people staff in shops and other premises. • Supportive behaviours are common, including informational and emotional support. • Members of the public often cooperate with the emergency services and comply with their orders but also question instructions when the rationale is unclear. • Pushing, trampling and other competitive behaviour can occur,s but only in restricted situations and briefly. • At the Oxford Street Black Friday 2017 false alarm, rather than an overall sense of unity across the crowd, camaraderie existed only in pockets. This was likely due to the lack of a sense of common fate or reference point across the incident; the fragmented experience would have hindered the development of a shared social identity across the crowd. • Large and high profile false alarm incidents may be associated with significant levels of distress and even humiliation among those members of the public affected, both at the time and in the aftermath, as the rest of society reflects and comments on the incident. Public behaviour in response to visible marauding attackers • Spontaneous, coordinated public responses to marauding bladed attacks have been observed on a number of occasions. • Close examination of marauding bladed attacks suggests that members of the public engage in a wide variety of behaviours, not just flight. • Members of the public responding to marauding bladed attacks adopt a variety of complementary roles. These, that may include defending, communicating, first aid, recruiting others, marshalling, negotiating, risk assessment, and evidence gathering. Recommendations for practitioners and policymakers • Embed the psychology of public behaviour in emergencies in your training and guidance. • Continue to inform the public and promote public awareness where there is an increased threat. • Build long-term relations with the public to achieve trust and influence in emergency preparedness. • Use a unifying language and supportive forms of communication to enhance unity both within the crowd and between the crowd and the authorities. • Authorities and responders should take a reflexive approach to their responses to possible hostile threats, by reflecting upon how their actions might be perceived by the public and impact (positively and negatively) upon public behaviour. • To give emotional support, prioritize informative and actionable risk and crisis communication over emotional reassurances. • Provide first aid kits in transport infrastructures to enable some members of the public more effectively to act as zero responders.
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