Aneignung im Kontext von (Re-)Organisation Eine erziehungswissenschaftliche Analyse von Modernisierungsprozessen

Modernisierungen in Unternehmen gelten als erforderliche, zugleich aber auch als schwierige friktionale Prozesse. In sie wird viel investiert. Dennoch bleiben die Wirkungen oft hinter den Erwartungen zurück. Dies verweist darauf, dass sich ?nderungen nicht per Beschluss von oben nach unten durchsetzen lassen. Es sind vielmehr ineinander greifende und sich gegenseitig irritierende Lern- und Ver?nderungsprozesse auf individueller und organisationaler Ebene erforderlich. Wie derartige Prozesse verlaufen und ineinander greifen, ist bislang nur unzureichend gekl?rt. Dieses Defizit ist Ausgangspunkt des nachfolgenden Beitrags. Er bezieht sich auf eine Studie, in deren Kern es um die Entwicklung eines theoretischen Angebots und die Anwendung auf einen Fall geht. Dazu wurde die soziologisch ausgerichtete Organisationstheorie um die erziehungswissenschaftliche Kategorie Aneignung erweitert und das Konzept der „mentalen Mitgliedschaft“ entwickelt. Dieses entwirft eine neue Perspektive auf die Schnittstelle zwischen Individuum und Organisation. Sie erlaubt es, die Frage zu verfolgen, wie die neuen, durch die Reorganisationsma?nahme in die Organisationen zu implementierenden Strukturen und das darin eingelagerte Wissen von den Individuen biographisch verarbeitet werden und wie dieses auf das organisationale Geschehen zurückwirkt. In der Anwendung auf einen konkreten Fall zeigt sich die Leistungsf?higkeit der erziehungswissenschaftlichen Kategorie Aneignung für die Analyse von Modernisierungsprozessen in Organisationen.     

Effects of Reinforcement Learning on Gaze Following of Gaze and Head Direction in Early Infancy: An Interactive Eye-Tracking Study

The current four experiments investigated gaze following behavior in response to gaze and head turns in 4-month-olds and how reinforcement learning influences this behavior (N = 99). Using interactive eye tracking, infants’ gaze elicited an animation whenever infants followed a person’s head or gaze orientation (Experiment 1.1, 2.1 and 2.2) or looked at the opposite side (Experiment 1.2). Infants spontaneously followed the direction of a turning head with and without simultaneously shifted gaze direction (Cohen’s d: 0.93–1.05) but not the direction of isolated gaze shifts. We only found a weak effect of reinforcement on gaze following in one of the four experiments. Results will be discussed with regard to the impact of reinforcement on the maintenance of already existing gaze following behavior.     

Neural Processing of Eye Gaze and Threat‐Related Emotional Facial Expressions in Infancy

Combined with emotional expressions, eye gaze can provide essential information to indicate threat in the environment. The current study assessed the effects of eye gaze direction on infants’ neural processing of fearful and angry faces. Event‐related potentials were recorded from thirteen 7‐month‐old infants. Two face‐sensitive posterior components, the N290 and P400, as well as a frontocentral negative component (Nc), indicating attentional arousal, were sensitive to eye gaze direction and emotion. A larger Nc was observed for angry faces with direct compared to averted eye gaze. Fearful faces elicited a larger N290 than angry faces, whereas angry faces elicited a more prominent P400 regardless of eye gaze direction. The findings are discussed in terms of early social cognitive and neural development.     

Simulation-based performance assessment: an innovative approach to exploring understanding of physical science concepts

This paper illustrates the use of simulation-based performance assessment (PA) methodology in a recent study of eighth-grade students’ understanding of physical science concepts. A set of four simulation-based PA tasks were iteratively developed to assess student understanding of an array of physical science concepts, including net force, acceleration, velocity, and inertia. Illustrative examples drawn from the administration of these simulation-based PA tasks to a sample of eighth-grade students (n?=?74) highlight the potential of simulation-based tasks for revealing conceptual understanding of science concepts and for informing curriculum development within the context of design-based implementation research. The paper also describes a variety of challenges encountered over the course of the development, administration, and analysis of the PA data that may be informative for researchers and educators as they consider implementing simulation-based PAs.     

Using a Library Learning Object Repository to Empower Teaching Excellence for Distance Students

In 2015, in response to the findings of an online learning needs assessment, two librarians and a Web developer began creating a library learning object repository. This repository would ensure that distance learners were receiving excellent library services, including library instruction. The team worked with the libraries’ digital media specialist to create an attractive interface and consulted with one of the library’s metadata specialists to create metadata that would help to make the repository easy to search and browse. Further plans include wide-scale sharing with the larger library community and continued growth in the number and types of objects in the repository.     

A Network Perspective on European Union News: Explaining Relationships of Horizontal Reporting Across EU Member States

Due to the increased importance of transnational governance, individual states become increasingly interdependent. This is also reflected in the news media coverage and media attention to foreign affairs. The European Union (EU) represents a case of advanced globalization. This study investigates news media attention to fellow EU member states. The main objective of this study is to explain what factors determine whether EU member states report about each other. The analysis is based on large-scale content analysis data of TV news and newspaper articles of 27 EU member states gathered during the 2009 European Parliament election campaign (N = 19,106) and employs network analysis to explain differences in media attention. The findings show that there are indicators at the national level that are independent of EU governance, as well as factors related to the European integration that determine whether two states report about each other. As such, countries that are neighbors, and where the same language is spoken, are more likely to report about each other. Furthermore, smaller, older, and EU member states that are more supportive of the European integration report more on fellow states.     

Behind mathematical learning disabilities: What about visual perception and motor skills?

In a sample of 39 children with mathematical learning disabilities (MLD) and 106 typically developing controls belonging to three control groups of three different ages, we found that visual perception, motor skills and visual-motor integration explained a substantial proportion of the variance in either number fact retrieval or procedural calculation. Furthermore, children with MLD performed significantly worse on visual perception, motor skills and visual-motor integration in comparison with age-matched control children. A mild developmental delay in visual perception, visual-motor integration and (fine) motor coordination and a severe delay in motor skills were found in children with MLD. However, not all children with MLD have problems on these domains. They seem to be a heterogeneous group, not only with respect to their mathematical profile but also with respect to their visual perceptual, motor and visual-motor integration skills. Diagnostic implications are discussed.