Fakultät für Psychologie und Pädagogik - Digitale Hochschulschriften der LMU Archiv

Until now psychoanalytic literature has paid little attention to the psychoanalytic consulting room or the arrangement of couch and armchair and their likely effect on the psychoanalytic process. In this qualitative study, the answers of 20 former analysands reporting about their analyses in a guided interview were interpreted. It was found that room and psychoanalytic process interact very closely with one another. In the course of the analysis analysands define room implicitly in five different ways unaware of their doing so. Room is defined as 1 the complete room in which the couch and armchair stand (The Outer Room). Subjectively, the analysand is in the analyst’s room and is assigned a place on the couch for his own use. Analysis consists mainly on the analysand’s adapting to the analytic procedure. 2 the couch setting (The Interactive or Symbiosis Room). Subjectively, the analysand is in his own room. Psychoanalysis consists mainly of regressive dyadic interactions between analysand and analyst. The analysand idealizes the room and is unaware of any irritating element. 3 the couch (The Individual Room). Subjectively, the analysand is in his own room, concentrating on the confrontation with himself during the analytic work. The analyst accompanies the process mainly protectively by having the consulting room ready. 4 the complete room with all its details as the basis of the analysand’s own concept of a room (The Separate Room). The analysand has an increasingly critical view of the consulting room, the analyst and all the details of the analytic process. He now becomes fully aware of all the elements belonging to room and process. He conceptualises his own idea of the perfect room. His often vehement criticism of all the elements of the room is central to the analytic work at this stage. 5 the complete consulting room including the couch setting (The Foreign Room). After the end of his analysis, the analysand returns to his old consulting room and discovers, mainly unconsciously (e.g. by smell, acoustic phenomena), that his former consulting room has become foreign to him. He is no longer in his own room and soberly looks at an unattractive room in which he once experienced all the decisive periods of his life. The analysand goes through these five phases (“rooms”) respectively. The process is not reversible. On account of the interaction stated between room perception and psychoanalytic process this room theory can serve as a means of efficacy research in order to evaluate the depth of the psychoanalytic process and the qualitative personality changes within it.

In der vorgelegten Dissertation wird der Zusammenhang zwischen Kardiosensibilität, Emotionen und kortikalem Geschehen beleuchtet. Hierfür wurden vier empirischen Studien durchgeführt, die als ein Hauptanliegen solche zerebralen Strukturen identifizieren sollten, die sowohl an der Herzwahrnehmung als auch an der Entstehung des sog. Herzschlag-evozierten Potentials (HEP) beteiligt sind. Dabei wurde ausgehend von aktuellen Forschungsbefunden vermutet, dass es sich hierbei um viszerale Regulationsstrukturen wie die Insula, das anteriore Cingulum, den präfrontalen Kortex und die somatosensorischen Kortizes handeln könnte. Des weiteren wurde postuliert, dass Unterschiede in der Kardiosensibilität sich sowohl in der Amplitude des HEP als auch in den Dipol-Quellstärken des HEP sowie in der Aktivität während der Herzwahrnehmung nieder-schlagen. Die Ergebnisse der beiden HEP-Studien sowie der fMRT-Studie haben diese Hypothesen eindrucksvoll bestätigt. Über die verschiedenen Methoden hinweg (EEG, Dipolanalyse nach BESA, fMRT) wurde eine Aktivierung in den beschriebenen viszeralen Regulationsstrukturen gefunden, welche zudem mit der Kardiosensibilität positiv korrelierte. In der vierten Studie wurde das Zusammenspiel von Emotionen und Kardiosensibilität bei emotionaler Bilderpräsentation in einer EEG-Studie mit anschließender Stromdichterekon-struktion untersucht. Auch hierbei zeigte sich eine deutliche Modulation der visuell-evozierten Potentiale durch die Kardiosensibilität. Neben subjektiv berichteten höheren Arousal war die P300 und die Slow Wave in der Gruppe der guten Herzwahrnehmer erhöht. Die Stromdichterekonstruktion ergab wiederum positive Korrelationen zwischen der Kardiosensibilität und der Aktivierungsstärke des anterioren Cingulums, des dorsolateralen Kortex, der Insula und der somatosensorischen Kortizes. Aufgrund der hier vorgelegten Ergebnisse wurden die genannten Strukturen als Koordinationszentren für Emotionen und viszerale Regulation identifiziert, da die Areale übereinstim-mend bei kardialer und emotionaler Aufgabenstellung eine Aktivierung aufwiesen sowie in gleichbleibender Weise durch die Kardiosensibilität modulierbar waren.

Videoconferencing is expected to become increasingly important for tele-learning environments. This study investigates how to foster cooperative learning through videoconferencing. The selected learning environment was a peer-teaching scenario, which required the learners to teach one another theories. In this study the effects of different types of support for this cooperation were investigated. The main focus is on how both (1) content schemes and (2) cooperation scripts enhance the construction of shared external representations and foster learning outcomes. The results indicate that content schemes as well as cooperation scripts foster the construction of shared external representations. Furthermore, the learners with a cooperation script had higher learning outcomes than those learners without a cooperation script

Using computers as tools to mediate collaborative learning has had a profound impact on how we construct and communicate knowledge today. Computer interfaces have not been genuinely designed, however, to support collaborative knowledge construction. This study shows how computer interfaces can be designed based on the instructional script-approach to facilitate productive interactions of learners and improve learning outcomes of collaborative knowledge construction in e-learning scenarios. A social script aims to support specific interactions of learning partners. An epistemic script aims to facilitate specific task-related activities. In a 2×2-design the factors “social cooperation script” (with vs. without) and “epistemic cooperation script” (with vs. without) are independently varied. 96 students of Pedagogy are randomly assigned to the four experimental conditions in learning groups of three. The epistemic script increases the amount of specific epistemic activities, and facilitates the joint application of focused knowledge. Simultaneously, the epistemic script reduces the frequency of important social modes of co-construction, such as elicitation. With respect to learning outcomes, it can be further shown that the epistemic script impedes individual knowledge acquisition. Epistemic scripts may therefore be particularly appropriate for the facilitation of joint knowledge application, where individual knowledge acquisition may be less important than effective processing of a given problem in groups. In contrast, however, social cooperation scripts may be more appropriate for individual knowledge acquisition than group problem solving. Social scripts facilitate individual knowledge acquisition as an outcome of collaborative knowledge construction. The results suggest that cooperation scripts for individual knowledge acquisition should consider social components.

Die Dissertation beschäftigt sich mit psychologischen, paedagogischen und gesellschaftlichen Komponenten des Mathematiklernens in Israel. Die mehr als 800 TeinehmerInnen waren 12-, 13-, 14- und 15-jaehrige StudentInnen, Juden und Araber, die in gemischten und nach Geschlechtern getrennten Schulen unterrichtet wurden. Alle haben einen Fragebogen mit 106 Fragen beantwortet.