@inbook{44860, author = {{Peckhaus, Volker}}, booktitle = {{Der Geist der kritischen Schule. Kantisches Denken in der Tradition von Jakob Friedrich Fries und Leonard Nelson im 20. Jahrhundert: Wirkungen und Aktualität}}, editor = {{Hermann, Kay and Schwitzer, Boris}}, pages = {{73--85}}, publisher = {{J.B. Metzler}}, title = {{{Kritische Mathematik und die Axiomatik Hilberts}}}, year = {{2024}}, } @inbook{56258, author = {{Magdeburg, Lena Maria}}, booktitle = {{Grundschulforschung meets Kindheitsforschung reloaded}}, editor = {{Flügel, Alexandra and Gruhn, Annika and Landrock, Irina and Lange, Jochen and Müller-Naendrup, Barbara and Wiesemann, Jutta and Büker, Petra and Rank, Astrid}}, pages = {{431--437}}, publisher = {{Verlag Julius Klinkhardt}}, title = {{{Death Education im Sachunterricht - eine qualitative Untersuchung zu Vorstellungen von Grundschulkindern}}}, doi = {{10.35468/6111-44}}, year = {{2024}}, } @inproceedings{56888, abstract = {{Elterliche Unterstützung bei der Internetnutzung geriet durch die Covid-19-Pandemie stärker in den Fokus, auch wenn diese bereits vor der Pandemie aufgrund der nur langsam fortschreitenden Digitalisierung von Schulen elementar war. Neben der Relevanz der Quantität elterlicher Unterstützung ist in Untersuchungen zur Rolle der Familie für das Lernen mit digitalen Medien auch die Qualität von zentraler Bedeutung (Bonanati et al., 2022). Dabei erwies sich allgemein in der Forschung zur elterlichen Hausaufgabenunterstützung eine autonomieunterstützende, strukturgebende und zugleich wertschätzende Instruktion als besonders gewinnbringend (Dumont et al., 2014). Zudem ist bekannt, dass die elterliche Unterstützung unter anderem auf Grund der steigenden Komplexität der Unterrichtsinhalte, der steigenden Selbstständigkeit sowie dem zunehmenden Autonomiebedürfnis der Lernenden im Schulverlauf abnimmt (Luplow & Schneider, 2018). Wie sich die elterliche Unterstützung bei der informationsorientierten Internetnutzung von Kindern über die Zeit und mit Beginn der Covid-19-Pandemie verändert, ist relevant für den Förderkontext, bislang aber nur wenig betrachtet worden und deshalb Ziel der vorliegenden Untersuchung. Grundlage der vorliegenden Untersuchung sind längsschnittliche Daten von 395 Schüler*innen sowie 191 Eltern, die im Jahr 2019/2020 in fünften Klassen (~10-11 Jahre) und im Jahr 2021/22 in siebten Klassen (~12-13 Jahre) erhoben wurden. Die Ergebnisse zeigten eine Abnahme der Quantität elterlicher Instruktion von der fünften zur siebten Jahrgansstufe sowohl aus Eltern- als auch aus Kinderperspektive. Hinsichtlich der Qualität elterlicher Unterstützung berichteten Eltern in der 7. Klassenstufe von weniger autonomieunterstützender Instruktion, während Kinder der 7. Klassenstufe von einer weniger autonomieunterstützenden und wertschätzenden Instruktion berichteten. Weitere Ergebnisse werden in dem Vortrag diskutiert.}}, author = {{Gruchel, Nicole and Kurock, Ricarda and Buhl, Heike M.}}, location = {{Wien}}, title = {{{Digitale häusliche Lernumwelt – Veränderungen der elterlichen Unterstützung bei der informationsorientierten Internetnutzung von Fünft- und Siebtklässler*innen }}}, year = {{2024}}, } @article{56264, author = {{Buhl, Heike M. and Fisher, Josephine Beryl and Rohlfing, Katharina}}, journal = {{Proceedings of the Annual Meeting of the Cognitive Science Society}}, title = {{{Changes in partner models – Effects of adaptivity in the course of explanations}}}, volume = {{46}}, year = {{2024}}, } @misc{50069, author = {{Peckhaus, Volker}}, booktitle = {{Mathematical Reviews, MR457231}}, title = {{{Leibniz, Gottfried Wilhelm, General Inquiries on the Analysis of Notions and Truths, edited with an English translation by Massimo Mugnai, Oxford University Press: Oxford 2021 (BSHP New Texts in the History of Philosophy)}}}, year = {{2024}}, } @misc{37062, author = {{Peckhaus, Volker}}, booktitle = {{NDB-online, veröffentlicht am 01.07.2024}}, title = {{{Fraenkel, Adolf Abraham Halevi}}}, year = {{2024}}, } @inproceedings{58361, author = {{Depenbusch, Sarah and Schaper, Niclas}}, location = {{Wien}}, title = {{{Ist Job Crafting eine hilfreiche Bewältigungsstrategie im Umgang mit Technostress?}}}, year = {{2024}}, } @inbook{58513, author = {{Peckhaus, Volker}}, booktitle = {{Volker Peckhaus und Sebastian Luft: Philosophische Übergänge. Die Abschiedsvorlesung von Volker Peckhaus und die Antrittsvorlesung von Sebastian Luft im Oktober 2023}}, editor = {{Albus, Vanessa}}, issn = {{2748-6435}}, pages = {{15--27}}, publisher = {{Universität Paderborn}}, title = {{{Philosophische Einmischungen. Abschiedsvorlesung, Universität Paderborn, 27.10.2023}}}, year = {{2024}}, } @article{58322, author = {{Klingsieck, Katrin B. and Grunschel, Carola}}, issn = {{0049-8637}}, journal = {{Zeitschrift für Entwicklungspsychologie und Pädagogische Psychologie}}, number = {{4}}, pages = {{159--161}}, publisher = {{Hogrefe Publishing Group}}, title = {{{Procrastination of learners in school and at universities}}}, doi = {{10.1026/0049-8637/a000297}}, volume = {{56}}, year = {{2024}}, } @article{55271, abstract = {{Children’s information-related internet use positively affects their acquisition of computer- and information-related skills. Nevertheless, this use still occurs predominantly in the family context. Parents’ support of their children’s internet use can motivate them to use the internet for information-related purposes. However, while parents’ support seems to be important, the quantity and quality of parental support have been shown to have different associations with children’s motivation. Thus, the goal of the current study was to examine the relationship between parents’ support (quantity and quality), children’s motivation to engage in information-related internet use, and children’s actual information-related internet use (practical and school- or learning-related use) using structural equation modeling. In addition, we examined the mediating effects of children’s motivation. Specifically, 492 12-year-old German children answered a paper-and-pencil questionnaire. We found positive associations between the quantity and quality of parents’ support and children’s intrinsic and extrinsic motivation, while only structure-giving support was found to be related to children’s intrinsic motivation. The quantity of support was directly related to children’s school- or learning-related use, while intrinsic motivation was associated with both forms of information-related internet use. Furthermore, we confirmed that children’s motivation is an important mediator in this context. The implications of these findings for parents and children are considered.}}, author = {{Gruchel, Nicole and Kurock, Ricarda and Bonanati, Sabrina and Buhl, Heike M.}}, journal = {{Journal of Research in Childhood Education}}, keywords = {{children's motivation, information-related internet use, quality of parental support, quantity of parental support}}, title = {{{Children’s Information-Related Internet Use at Home: The Role of the Quantity and Quality of Parental Support and Children’s Motivation}}}, year = {{2024}}, } @inbook{62228, abstract = {{This chapter highlights the intricate nature of data and their profound social implications. It examines the acts of rendering data visible and the inherent power dynamics and imbalances that accompany such processes. Our dialogue unfolds in three interconnected parts, each focusing on the intersection of in/visibility and power. Part 1 attends to the challenges of producing knowledge about and with data, emphasizing the relativity, fluidity, and instability inherent in data. It explores frameworks that uncover the often invisible infrastructures of algorithms, rendering visible the actors, technologies, and divergent values involved in data manipulation. Part 2 presents empirical case studies that analyse the consequences of data visibility while contemplating the methodological opportunities and challenges of foregrounding the embedded values and norms within data. Part 3 discusses tool-based interventions aimed at bringing alternative data framings and narratives to the fore. It examines the complexities of tracing data across various contexts and the value, utility, and obstacles associated with creating visual representations of data and their flows. By critically engaging with the complexities of data in/visibility, this chapter challenges existing gatekeepers and fosters a deeper understanding of the multifaceted nature of data and its socio-political ramifications.}}, author = {{Fahimi, Miriam and Falk, Petter and Gray, Jonathan W. Y. and Jarke, Juliane and Kinder-Kurlanda, Katharina and Light, Evan and McGeachey, Ellouise and Perea, Itzelle Medina and Poechhacker, Nikolaus and Poirier, Lindsay and Röhle, Theo and Sharon, Tamar and Stevens, Marthe and Gastel, Bernard van and White, Quinn and Zakharova, Irina}}, booktitle = {{Dialogues in Data Power}}, isbn = {{978-1-5292-3832-7}}, pages = {{52–79}}, publisher = {{Bristol University Press}}, title = {{{In/visibilities in Data Studies: Methods, Tools, and Interventions}}}, year = {{2024}}, } @inbook{62230, abstract = {{Algorithms have risen to become one, if not the central technology for producing, circulating, and evaluating knowledge in multiple societal arenas. In this book, scholars from the social sciences, humanities, and computer science argue that this shift has, and will continue to have, profound implications for how knowledge is produced and what and whose knowledge is valued and deemed valid. To attend to this fundamental change, the authors propose the concept of algorithmic regimes and demonstrate how they transform the epistemological, methodological, and political foundations of knowledge production, sensemaking, and decision-making in contemporary societies. Across sixteen chapters, the volume offers a diverse collection of contributions along three perspectives on algorithmic regimes: the methods necessary to research and design algorithmic regimes, the ways in which algorithmic regimes reconfigure sociotechnical interactions, and the politics engrained in algorithmic regimes.}}, author = {{Kinder-Kurlanda, Katharina and Fahimi, Miriam}}, booktitle = {{Algorithmic Regimes. Methods, Interactions, and Politics.}}, editor = {{Jarke, Juliane and Prietl, Bianca and Egbert, Simon and Boeva, Yana and Heuer, Hendrik and Arnold, Maike}}, isbn = {{978-94-6372-848-5}}, pages = {{309–330}}, publisher = {{Amsterdam University Press}}, title = {{{Making Algorithms Fair: Ethnographic Insights from Machine Learning Interventions}}}, year = {{2024}}, } @article{60736, abstract = {{The authors aim to disclose the anthropological dimension of ecocide during and after Russia’s war against Ukraine, relying on the multidisciplinary practices and intellectual production of ecofeminist women thinkers, including philosophers, sociologists, historians, psychologists, and others. The theoretical basis methodological approaches in philosophical anthropology, phenomenology, analytical philosophy, communicative philosophy, existentialism, ethics of justice, and ethics of care determine the study’s theoretical basis. Originality. For the first time, a systematic analysis of the anthropological dimension of ecocide has been carried out based on ecofeminist methodology. The specifics of the Ukrainian resistance to ecocide were revealed as part of a single struggle – an anti-imperial and ecological struggle for independence and prosperity. It is emphasized that during the war, the opposition to ecocide is a component of the fight for national sovereignty and territorial integrity of the country, and therefore, the ideas of pacifism in this period are subordinated to this primary goal. After the war, preventing threats of ecocide should become an integral part of the struggle for stable peace and prosperity. Ecofeminist pacifist perspectives should be a priority among the most essential goals for that period. Conclusions. Ecofeminist methodological assessments offer valuable insights into the anthropological dimension of ecocide in wartime and post-war contexts, highlighting the complex interplay between gender, violence, and environmental destruction. By focusing on the experiences and perspectives of women and marginalized communities, ecofeminist analyses contribute to a more holistic understanding of ecocide and its impacts on both human populations and ecosystems.}}, author = {{Karpenko, Kateryna I. and Hagengruber, Ruth Edith and Nielsen, Cynthia R.}}, issn = {{2304-9685}}, journal = {{Anthropological Measurements of Philosophical Research}}, number = {{25}}, pages = {{84--99}}, publisher = {{Ukrainian State University of Science and Technologies}}, title = {{{Anthropological Dimension of Wartime Ecocide: Ecofeminist Methodological Assessments}}}, doi = {{10.15802/ampr.v0i25.307636}}, year = {{2024}}, } @inbook{60738, abstract = {{Why should the philosophy of the Pythagoreans be reduced to Pythagoras alone? Why do we learn about the ego only from Husserl and not from Conrad-Martius? What do we know about free will from Helene Druskowitz and why is Émilie Du Châtelet unknown to us? Many of the philosophers in this collection were celebrities in their own time. What can we gain from rediscovering the knowledge of women philosophers? Philosophy reflects the foundations on which we organise our world. There is no doubt that women create structures that shape our world. Over the centuries, women thinkers have formulated ideas and concepts to explain our world and to call for its reorganisation. This collection offers a selection of these ideas and concepts from over 2000 years. The new history of philosophy emerges in this way. It provides the basis for teaching and future research. Rooted in the past, it can use that experience to contribute to a new and better way forward.}}, author = {{Hagengruber, Ruth Edith}}, booktitle = {{Teaching Women Philosophers. Women in the History of Philosophy and Sciences.}}, editor = {{Hagengruber, Ruth Edith}}, isbn = {{9783031592973}}, issn = {{2523-8760}}, pages = {{1--12}}, publisher = {{Springer Nature Switzerland}}, title = {{{Teaching Women Philosophers—Ideas and Concepts from Women Philosophers’ Writings Over 2000 Years}}}, doi = {{10.1007/978-3-031-59298-0_1}}, volume = {{21}}, year = {{2024}}, } @inproceedings{57356, author = {{Schaffer, Michael Erol and Terfloth, Lutz and Schulte, Carsten and Buhl, Heike M.}}, location = {{Valletta, Malta}}, title = {{{Perception and Consideration of the Explainees’ Needs for Satisfying Explanations}}}, year = {{2024}}, } @inproceedings{57357, author = {{Schaffer, Michael Erol and Terfloth, Lutz and Schulte, Carsten and Buhl, Heike M.}}, booktitle = {{Joint Proceedings of the xAI-2024 Late-breaking Work, Demos and Doctoral Consortium. 3793}}, title = {{{Explainers’ Mental Representations of Explainees’ Needs in Everyday Explanations}}}, year = {{2024}}, } @article{53072, abstract = {{Negated statements require more processing efforts than assertions. However, in certain contexts, repeating negations undergo adaptation, which over time mitigates the effort. Here, we ask negations hamper visual processing and whether consecutive repetitions mitigate its influence. We assessed the overall attentional capacity and its distribution, the relative weight, quantitatively using the formal Theory of Visual Attention (TVA). We employed a very simple form for negations, binary negations. Negated instructions, expressing the only alternative to the core supposition, were cognitively demanding, resulting in a loss of attentional capacity in three experiments. The overall attentional capacity recovered gradually but stagnated at a lower level than with assertions, even after many repetitions. Additionally, negations distributed the attention equally between target and reference stimulus. Repetitions slightly increased the reference' share of attention. Assertions, on the other hand, shifted the attentional weight towards the target. Few repetitions slightly decreased the bias towards the target, many repetitions increased the bias.}}, author = {{Banh, Ngoc Chi and Tünnermann, Jan and Rohlfing, Katharina J. and Scharlau, Ingrid}}, journal = {{Frontiers in Psychology}}, title = {{{Benefiting from Binary Negations? Verbal Negations Decrease Visual Attention and Balance Its Distribution}}}, doi = {{10.3389/fpsyg.2024.1451309}}, volume = {{15}}, year = {{2024}}, } @article{42154, author = {{Philipper, Matthias}}, journal = {{Zeitpolitisches Magazin}}, number = {{45}}, pages = {{28--30}}, title = {{{Zeit für Spracherwerb }}}, volume = {{21}}, year = {{2024}}, } @inproceedings{57172, author = {{Reijers, Wessel and Matzner, Tobias and Alpsancar, Suzana and Philippi, Martina}}, booktitle = {{Smart Ethics in the Digital World: Proceedings of the ETHICOMP 2024. 21th International Conference on the Ethical and Social Impacts of ICT. Universidad de La Rioja, 2024.}}, title = {{{AI explainability, temporality, and civic virtue}}}, year = {{2024}}, } @inproceedings{56217, author = {{Alpsancar, Suzana and Matzner, Tobias and Philippi, Martina}}, booktitle = {{Smart Ethics in the Digital World: Proceedings of the ETHICOMP 2024. 21th International Conference on the Ethical and Social Impacts of ICT}}, pages = {{31--35}}, publisher = {{Universidad de La Rioja}}, title = {{{Unpacking the purposes of explainable AI}}}, year = {{2024}}, }