Refine
Year of publication
Document Type
- Part of a Book (3969) (remove)
Language
- German (2844)
- English (1071)
- French (20)
- Italian (12)
- Turkish (12)
- Multiple languages (5)
- mis (2)
- Hungarian (1)
- Portuguese (1)
- Spanish (1)
Has Fulltext
- yes (3969)
Keywords
- Literatur (201)
- Deutsch (180)
- Rilke, Rainer Maria (136)
- Rezeption (106)
- Syntax (101)
- Geschichte (91)
- Benjamin, Walter (72)
- Spracherwerb (72)
- Begriff (67)
- Lyrik (65)
Institute
- Extern (421)
- Sprach- und Kulturwissenschaften (59)
- Rechtswissenschaft (58)
- Universitätsbibliothek (53)
- Gesellschaftswissenschaften (51)
- Neuere Philologien (28)
- Erziehungswissenschaften (25)
- studiumdigitale (23)
- Geschichtswissenschaften (21)
- Kulturwissenschaften (18)
The digitalisation of communication started as early as the 1980s. With the rise of the internet in the mid-90s the digitalisation process intensified; then it took on another dimension with the spread of social media and smartphones in the mid noughties. These new technologies are providing new possibilities that are unveiling, or rather, strengthening societal trends. What’s more, traditional forms of organisation are also being transformed at breakneck speed. This publication provides an overview of both developments: On the one hand we have societal developments such as the blurring of boundaries between real and digital worlds, constant connectivity, fake news, and social media outrage. On the other, we have the effects on traditional media, the workplace, schools, non-governmental organisations and sports. ...
This study investigates macrostructure in elicited narratives of 69 monolingual German-, Russian- and Swedish-speaking adults. Using the LITMUS-MAIN (Multilingual Assessment Instrument for Narratives), and its Baby Goats and Baby Birds stories, story structure and story complexity, concerning episodic organization, were examined across the 3 languages. As theoretical underpinnings, a multidimensional model of macrostructure was used. This model includes analyses of story structure (SS), in which a narrative merits a maximum score of 17, based on the occurrence of five types of macrostructural components (Internal states as initiating event and as reaction, Goal, Attempt and Outcome), and of story complexity (SC), which measures combinations of Goals, Attempts and Outcomes within one episode. The highest attainable complexity is the GAO-sequence, when a Goal, Attempt and Outcome are produced within the same episode. The results for SS were similar for German, Russian and Swedish, where adults included 11-12 components per story. A more detailed analysis of the individual components revealed striking similarities across the 3 languages, both for frequently used and seldom occurring components. SC did not differ significantly across languages nor across stories, whilst for SS, a slight difference between the two stories was found. We interpret this finding as story complexity (a qualitative measure of macrostructure) being of a more universal nature. Furthermore, our results indicate that caution is warranted when conclusions about children’s narrative skills are to be drawn on the basis of the MAIN Baby Goats and Baby Birds stories.
For this study one hundred sixty-seven Russian-/Turkish-German preschool children were tested with a battery of language proficiency tests in both languages. On the basis of 1.5 SD below monolingual norm for L2 German and 1.25 SD below bilingual mean for either home language, 9 children at risk of developmental language disorders (DLD) (mean age of 4 years and 5 months) were identified and 16 age-matched TD children were selected out of the cohort. All these children were tested with the LITMUS-MAIN and –SR tests in German. The results across TD and at risk of DLD group were compared. TD clearly outperformed at risk of DLD in SR. In elicited narratives, macrostructure and microstructure were scrutinized across groups. Similar to the previous findings, our results show significant differences between at risk of DLD und TD in the microstructure, e.g. total number of word tokens and verb-based communication units and SR. For the macrostructure, TD outperformed at risk children only for story complexity. The study expands our knowledge on the cut-off criteria for the identification of bilinguals at risk of DLD, scrutinized very early narratives for bilinguals at risk of DLD features and questions the similarity of cognitive skills in TD and at risk of DLD children.
The aim of the present study was to test the influence of picture composition on the narrative complexity of preschool children, and to compare the different procedures of the Cat Story of Hickmann (2002) and the Fox Story of Gülzow & Gagarina (2007) with the Baby Birds and Baby Goats Story of MAIN, by Gagarina et al. (2012). For this purpose, 27 children between the ages of 5;01 and 6;09 were tested with both variants to check whether a macro-structurally controlled picture structure would lead to more complex stories. The results show that narratives with a Goal-Attempt-Outcome structure, i.e. the Baby Birds and Baby Goats Stories, make children with increasing age tell more complex stories by means of a rise in story complexity than the narratives of Hickmann and Gülzow & Gagarina without that structure.
This paper focuses on morphological verb errors in elicited narratives of Russian-German primary school bilinguals. The data was collected from 37 children who were separated into four groups according to the age and language acquisition type (simultaneous and successive). The Multilingual Assessment Instrument for Narratives (MAIN) (Gagarina et al. 2012) was used for data collection. The narratives produced in mode telling after listening to a model story were analysed and morphological verb errors in Russian and German were classified. Therefore, the error classification of Gagarina (2008) for Russian monolingual children was expanded and for the classification of German errors an own classification was suggested. Errors in Russian typically produced by monolinguals and unique bilingual errors as well were documented. The results show that the language of the environment (German) increases with age. Older children make fewer errors than younger ones. Nevertheless, a strong heterogeneity between children within each group can be observed.
This study explores the relation between the development of narrative skills at the macrostructural level and the productive lexical abilities (verbs) of German-Russian children. The narratives are elicited using the Multilingual Assessment Instrument for Narratives (MAIN) and the lexical abilities are assessed using different tests. Twenty-one preschoolers (mean age: 3;9), forty-four 1st graders (mean age: 6;11) and twenty-two 3rd graders (mean age: 9;3) were included in the study. Correlation analyses were performed between verb lexicon and the following macrostructural components: Story Structure, Structural Complexity and Internal State Terms. The analysis also targets cross-language effects. In addition, the production of verbs within the elicited narratives was taken into account. Some positive correlations were found; however, no clear pattern across age groups and languages was observed. It is suggested that cognitive abilities might be a more decisive factor than lexical abilities and/or that the verbs assessed via the vocabulary tests are more specific than the ones required to achieve high scores for macrostructure.
A growing body of evidence shows a positive relation between the language skills of a child and the socio-economic status (SES) of his/her parents. These studies have mainly been conducted in an American English monolingual context. The current paper addresses the question of whether SES has a comparable impact on the simultaneous bilingual language acquisition. In this study, noun and verb test scores of German simultaneous bilingual children with Turkish and Russian as heritage languages are related to the SES of their parents – to verify the existence and the nature of a common pattern. The results do not show common patterns across the two heritage language groups, suggesting the existence of other confounding factors.
The aim of this paper is to analyse the development of narrative macrostructure and the impact of socio-economic status (SES) and home literacy environment (HLE) on the narrative macrostructure of monolingual preschoolers in Germany when retelling and telling a story. The analysis of narrative macrostructure includes three components: story structure, story complexity, and story comprehension. Oral narratives were elicited via Multilingual Assessment Instrument for Narratives (LITMUS-MAIN). 198 monolingual children between age 4;6 and 5;11 participated (M=63 months, SD=5 months). The comparison of narrative macrostructure in three age groups (4;6 to 4;11 years, 5;0 to 5;5 years, 5;6 to 5;11 years) illustrate significant age effects in story structure, story complexity and story comprehension skills. There were weak significant positive correlations of some of these skills with aspects of socio-economic status and home literacy environment, for example between story comprehension skills and the educational background, the frequency and duration of the child’s exposure to books and the number of books in the household.
This article investigates the influence of tense and aspect on the choice of verb forms in texts written by Russian-speaking learners of German. Through eight written narrations, each produced by advanced learners of German with L1-Russian and German native speakers, the use of verb forms and relevant linguistic means (perfect markers, temporal adverbs and temporal clauses) was compared and analysed.
The study shows that even very advanced Russian-speaking learners of German could not meet target language preferences in German. They tended to deploy a different temporal perspective than German native speakers (simple past instead of present tense) and they also showed an overuse of the perfect tense, especially when describing completed actions. These differences compared to the preferences of German native speakers can be explained as transfer effects from the L1 of Russian-speaking learners since – unlike in German – the grammatical aspect in Russian is obligatory and its perfective form offers an effective tool to express completeness.
In this paper, data from a current study on bilingual language acquisition and language promotion of children is presented. 96 narratives from 32 Turkish-German and Russian-German bilingual children were examined with regard to the acquisition of narrative ability in three rounds of tests. The macrostructure of each narrative was evaluated based on the theories of Westby (2005), Stein and Glenn (1977) and Gagarina et al. (2012). In the quantitative analysis, the factor age of onset (AoO) was considered and therefore, two hypotheses were introduced: 1) There is an influence of AoO on the narrative ability of L2 German bilingual children. And 2) The narrative ability will converge over time and after three years there will be no difference between the groups. Neither of those hypotheses could be confirmed by the examined narrative data. Hence, other influences on narrative ability were discussed in the last chapter and prospects for further research were given. In sum, the article shows that more narrative data of these children should be collected to make a comprehensive conclusion about the influence of AoO on narrative ability.
Introduction
(2019)
"People are border-crossers who make daily transitions between two worlds – the world of work and the world of family" (Campbell Clark 2000: 748). Diese Feststellung von Campbell Clark hebt die Vereinbarkeitsproblematik von Beruf und Familie im Leben von Männern und Frauen hervor, die oft unbemerkt, aber unzählige Male im Alltag auftritt. Familie und Beruf sind die zentralen Lebensbereiche von Frauen und Männern in der heutigen europäischen Gesellschaft. Diese zwei Bereiche stehen in einer wechselseitigen, aber nicht gleichgewichtigen Beziehung. Im Folgenden wird diese Problematik detailliert aufgegriffen und mit zukunftsfähigen Handlungsempfehlungen verbunden. Wir beginnen mit einem kurzen historischen Überblick zu Familie und Beruf in Europa.
Populismus artikuliert vernachlässigte Unzufriedenheit durch die Herstellung einer antagonistischen Beziehung zwischen "der Elite" und "den Menschen" (Canovan 1984, 1999). Die populistische Politik verlässt sich dabei nicht nur auf das Versagen des bestehenden politischen Prozesses. Populisten liefern sowohl die Diagnose (die alten Eliten sind korrupt, ineffizient oder beides) als auch die Kur (Nativismus, technokratische Effizienz).
Der Ursprung des gegenwärtigen Populismus in Ostmitteleuropa ist tief in der kommunistischen Ära verwurzelt. Während des Kommunismus wurde der Populismus des "gewöhnlichen Menschen" benutzt, um das bürgerschaftliche Engagement zu demobilisieren und eine Politik der ethischen Verantwortlichkeit zu verhindern. Unsere Analyse (Bustikova, Guasti 2017, 2018) zeigt, dass diese Art von Populismus weiterhin als Methode zur Demobilisierung des bürgerschaftlichen Engagements und zur Verdrängung einer Politik der ethischen Rechenschaftspflicht verwendet wird. Die populistische Politik versucht, das politische Gemeinwesen nach ihrer technokratischen Vision neu zu gestalten.
Es geht ein Gespenst um in Europa: der Populismus. Je nach Kontext variieren seine Gestalt und gesellschaftliche Unterstützung, weshalb er eigentlich nur im Plural thematisiert werden sollte. Gleichwohl weisen die verschiedenen Populismen gemeinsame, konstitutive Merkmale auf. Eines dieser Wesensmerkmale, die ausgeprägte Elitenfeindlichkeit, steht im Zentrum dieses Kurzbeitrags. Dieser setzt sich zugleich mit den Paradoxien und gängigen Missverständnissen des Populismus auseinander.
Spätestens seit der PISA-Studie aus dem Jahre 2000 ist der im deutschen Bildungssystem bestehende hohe Zusammenhang zwischen Bildungserfolg und Bildungsherkunft nicht nur für Akteure und Institutionen im Bildungssektor, sondern auch der breiten Öffentlichkeit als Gerechtigkeitsproblem deutlich geworden. ...
In what follows, I will present a condensed and non-exclusive list of the five most important problem domains in the development and implementation of Artificial Intelligence (AI), each with practical recommendations.
The first problem domain to be examined is the one which, in my view, is constituted by those issues with the smallest chances of being resolved. It should therefore be approached in a multi-layered process, beginning in the European Union (EU) itself.
"Artificial Intelligence (AI) is the future. [...] Whoever leads in AI will rule the world" (Russia Today, 2018). This was the central message that President Vladimir Putin conveyed to more than one million Russian school students in September 2017. He also promised to ensure that Russian knowledge of AI would benefit the world. However, the competition in this field is already playing itself out globally. Besides Russia, the USA and China are already in the race, with China, for example, having recently published an ambitious AI strategy, namely the "New Generation Artificial Intelligence Development Plan" (Webster et al., 2018). This document predicts China’s world leadership in the AI field as soon as 2030. The EU and several other countries – among them Germany in the autumn of 2018 - have followed suit with their own AI strategies. ...
In IT security today, the usage of AI is already established in multiple domains. SPAM detection is a well-known example where support vector machines try to distinguish wanted from unwanted emails. Author attribution combines natural language forensics and machine learning. Deep learning helps in identifying illicit images and has improved malware detection as well as network intrusion detection. ...
The thought of using Artificial Intelligence (AI) and algorithmic decisionmaking (ADM) processes in our daily lives makes many of us feel insecure. Most consumers see more risks than opportunities, an attitude brought about by the black-box nature of algorithms and AI. When an organisation or public authority makes a decision supported by an algorithm, one can feel that one is at the algorithm’s mercy, finding it incomprehensible. Widespread consumer distrust of AI and ADM processes will make it difficult to improve their societal acceptance and therefore make it challenging to apply them in the business sector and in policy-making. Without trust on the consumer side, there can be no progress.
Artificial Intelligence (AI) will be one of the key technologies driving the future competitiveness of numerous industries. However, the term "AI" is defined in a variety of ways. AI could be understood as an umbrella term for technologies and systems that carry out tasks otherwise only executable with human intelligence. This requires specific skills that fall into the broad categories of "Sense", "Comprehend", "Act" and "Learn". Through machine learning, modern AI systems can be trained to adapt to changes in their environment, self-optimise and hence achieve better results than earlier versions of AI systems that were based on clearly defined, pre-programmed rules. Based on AI methods, rational and autonomous agents can be developed that collect and analyse relevant information from their environments, come to optimal conclusions based on certain performance parameters and eventually perform physical actions (e.g. robotics) or virtual actions (e.g. chat bots). Machine learning algorithms ensure that the information base of the system is continuously updated so that performance of the system is optimised in an iterative process.
Artificial intelligence (AI)1, together with big data, is the driving force behind the ever-accelerating digital revolution. AI has what it takes to call into question our fundamental concepts and processes of political, social, economic etc. order (Macron, 2018; Zuboff, 2018), and the law will not be spared. Therefore, all societal actors (inter alia from politics, the economy, legal practice and academia) must take responsibility for the crucial twin tasks of determining the right, balanced relationship between AI and the law, and even to hybridise them. ...
According to a survey by the Institute for Management and Economic Research (manager seminars, September 2018), 41% or almost half of those respondents over 60, considered it unlikely that they would be affected by Artificial Intelligence (AI) in the workplace. On the other hand, younger respondents more realistically estimated that significant AI-related changes would occur in their workplace within the next five years, not only in production and data analysis, but also in customer service and office practices across the board. ...
Policy research deals with the policy cycle encompassing problem definition, and policy development, implementation, enforcement and evaluation for different policy domains. On the one hand, this research field empirically describes and analyses how the phases of the policy cycle are processed by relevant social actors in interaction with industry, the media and civil society. On the other hand, policy research is concerned with the issue itself, i.e. the reasons for success and failure of policies that have or will run through the process. Here, the research field offers scientific policy advice including exante evaluation and assessments of potential futures, options, developments, and scenarios for policy domains to inform political debates and decisions. It is this latter function AI already has and will further influence policy research. ...
In April 2018 the European Commission announced its holistic approach to Artificial Intelligence (AI) based on the following three pillars: first, to boost financial support and encourage uptake by the public and private sectors in order to reach investments in AI-related research and innovation by at least 20 billion Euros by the end of 2020. The second pillar aims at preparing for socio-economic changes in terms of the upcoming transformation of the labour market. Finally, the European Commission will ensure an appropriate ethical and legal framework by developing AI ethics guidelines and providing guidance on the interpretation of the Product Liability directive. ...
Josef Wiemeyer ist Professor für Sportwissenschaft mit den Schwerpunkten Bewegungs- und Trainingswissenschaft und Sportinformatik an der Technischen Universität Darmstadt. Aktuell forscht er zu ausgewählten Themen des technologiegestützten Lernens und Trainings. Er hat unter anderem zu den Themen Serious Games für Gesundheit, individualisiertes Training mit Exergames, mobile Trainingsapplikationen und Lernen in Mensch- Roboter-Dyaden publiziert.
Angelika Böhling leitet die Presse- und Öffentlichkeitsarbeit der Kindernothilfe, einer der größten christlichen Kinderrechtsorganisationen Europas. Sie vertritt die Kindernothilfe als Pressesprecherin nach außen und ist zudem Vorstandsmitglied im Bündnis Entwicklung hilft, einem Zusammenschluss von neun großen Spendenorganisationen.
Stefan Aufenanger war Professor für Erziehungswissenschaft und Medienpädagogik an der Johannes Gutenberg-Universität Mainz, derzeit im Ruhestand. Er forscht momentan an fünf Schulen zum Zusammenhang von Digitalisierung, Persönlichkeitsentwicklung und Spiritualität. Seine letzten Publikationen befassten sich mit dem Einfluss digitaler Medien auf Kleinstkinder.
Jasmin Bastian ist Juniorprofessorin für Erziehungswissenschaft mit dem Schwerpunkt Medienpädagogik an der Johannes Gutenberg-Universität Mainz. Aktuell forscht sie zu digitalen Medien in der Schule, in der Hochschule und im Kindesalter. Sie arbeitet derzeit an Publikationen zum händischen vs. digitalen Mitschreiben in der Vorlesung, Tablets in der Schule und Anforderungen an die Lehrerbildung sowie dem Umgang mit digitalen Medien im Kindesalter.
Angela Menig ist Mitarbeiterin der Forschungsgruppe Arbeits- und Ingenieurpsychologie (FAI) am Institut für Psychologie der Technischen Universität Darmstadt. In Ihrer Forschung befasst sie sich mit den Themen Belastung und Beanspruchung von Beschäftigten, angewandte Gesundheitspsychologie sowie Human Factors in der Automobilforschung.
Verena Zimmermann ist ebenfalls Mitarbeiterin der Forschungsgruppe Arbeits- und Ingenieurpsychologie. Sie forscht an der Schnittstelle zwischen Psychologie und Cybersecurity zu den Themen "Human Factors in Safety and Security" und "Usable IT Security".
Prof. Dr. Joachim Vogt leitet seit 2009 die Forschungsgruppe Arbeits- und Ingenieurpsychologie der Technischen Universität Darmstadt. Er forscht und lehrt zur Gestaltung komplexer sozio-technischer Systeme in interdisziplinärer Zusammenarbeit mit den technischen Fachbereichen. Gestaltungsziele sind z.B. verbesserte Sicherheit und optimierte Mensch-Maschine-Schnittstellen.
Christian Stegbauer ist außerplanmäßiger Professor für Soziologie mit dem Schwerpunkt Netzwerksoziologie an der Goethe-Universität Frankfurt. Er forscht zurzeit zur Herausbildung von Mikrokulturen innerhalb von Beziehungsstrukturen. Wie dies geschieht, wird an alltäglichem Verhalten im Buch "Grundlagen der Netzwerkforschung: Situationen, Mikronetzwerke und Kultur" dargelegt. Seine aktuelle Publikation "Shitstorms: Der Zusammenprall digitaler Kulturen" wendet die Erkenntnisse an und zeigt, welches die Bedingungen der Entstehung von Shitstorms sind.
Christian Reuter ist Universitätsprofessor für Wissenschaft und Technik für Frieden und Sicherheit (PEASEC) am Fachbereich Informatik mit Zweitmitgliedschaft im Fachbereich Gesellschafts- und Geschichtswissenschaften der Technischen Universität Darmstadt. Er beschäftigt sich insbesondere mit interaktiven und kollaborativen Technologien im Kontext der Sicherheits-, Krisen- und Friedensforschung und hat mehr als 160 wissenschaftliche Veröffentlichungen im Bereich Informatik, Wirtschaftsinformatik, Mensch- Computer-Interaktion (HCI), Computerunterstützte Gruppenarbeit (CSCW), Krisen-, Sicherheits- und Friedensforschung und Soziale Medien publiziert.
Leonard Reinecke ist Professor für Medienwirkung und Medienpsychologie am Institut für Publizistik der Johannes Gutenberg-Universität Mainz. In seiner aktuellen Forschung widmet er sich insbesondere den Themenkomplexen Online-Kommunikation, der Rezeption und Wirkung neuer Medien und der empirischen Unterhaltungsforschung.
PD Dr. Daniel Lambach ist Heisenberg-Fellow an der Goethe-Universität Frankfurt und Senior Associate Fellow am Institut für Entwicklung und Frieden der Universität Duisburg-Essen. In seiner Forschung beschäftigt er sich mit Konstruktionen von Territorium in unregulierten Räumen. 2019 ist sein Artikel "The Territorialization of Cyberspace" in der International Studies Review erschienen.
Bereits seit den 80er-Jahren erleben wir die Digitalisierung der Kommunikation. Mit dem Siegeszug des Internets in den 90er-Jahren intensivierte sich dieser Prozess und erreichte ab Mitte der 2000er mit der Verbreitung sozialer Medien und Smartphones eine neue Dimension. Neue technische Möglichkeiten haben neue gesellschaftliche Trends hervorgebracht bzw. verstärkt. Die Digitalisierung der Kommunikation verändert aber auch traditionelle Organisationsformen in atemberaubender Geschwindigkeit. Diese Publikation bietet einen Überblick zu diesen beiden Entwicklungen: gesellschaftliche Entwicklungen wie das Ineinandergreifen von realer und digitaler Welt, ständige Vernetztheit, Fake News und Shitstorm auf der einen Seite und die Auswirkungen dieser Prozesse auf traditionelle Medien, Arbeitswelt, Schulen, Nichtregierungsorganisationen und den Sportsektor auf der anderen Seite. ...