Knowledge in the information society

The German Council for Research, Technology and Innovation defines the “information society” as a type of society where the acquirement, storage, processing, exchange, diffusion and utilization of knowledge inclusive of their technological possibilities of interactive communication, here become increasingly important. In this notion, knowledge has become the decisive factor for economic growth and technological advance. As a social scientist I transform the term “information society” into processes of automatization of knowledge, which is called its informatization and computerization. It is argued that these processes affect the societal condition of knowledge in that the part of knowledge relating to the contents diminishes while the importance of the technical and/or formal part increases. In contrast to the claim of many social scientists, this trend does not lead to a superficial or shallow type of knowledge. What is changing is the social requirement of professional skills and qualifications. The great looming question about information society then is: Which knowledge do people need to behave competently, effectively and successfully in a world full of computers? The structure of this article is as follows. First I will have a look at the micro‐level of the composition of knowledge, next I will proceed to the historical shift from subject‐specific knowledge to media‐competence and finally I will talk about the meaning of the evolving dominance of—what I will call “media‐competent experts”.     

Training Community-Based Clinicians in Transgender Care

SUMMARY

Community-based care of transgender individuals can help promote access for individuals whose needs are not well met by a centralized, institution-based system. As there is wide variability in transgender expertise and familiarity among community-based practitioners, practice guidelines and clinical training are needed to promote consistency and quality of care. This article suggests frameworks for training clinicians working in the community setting. Suggested core competencies are followed by an outline for basic, intermediate, and advanced levels of clinical training, and a discussion of education priorities.     

Communicative Context Affects Use of Referential Prosody

The current study assessed the extent to which the use of referential prosody varies with communicative demand. Speaker–listener dyads completed a referential communication task during which speakers attempted to indicate one of two color swatches (one bright, one dark) to listeners. Speakers' bright sentences were reliably higher pitched than dark sentences for ambiguous (e.g., bright red versus dark red) but not unambiguous (e.g., bright red versus dark purple) trials, suggesting that speakers produced meaningful acoustic cues to brightness when the accompanying linguistic content was underspecified (e.g., “Can you get the red one?”). Listening partners reliably chose the correct corresponding swatch for ambiguous trials when lexical information was insufficient to identify the target, suggesting that listeners recruited prosody to resolve lexical ambiguity. Prosody can thus be conceptualized as a type of vocal gesture that can be recruited to resolve referential ambiguity when there is communicative demand to do so.     

Referential competence is associated with motivational congruence

[Schultheiss, 2001] and [Schultheiss, 2008] hypothesized that referential competence (RC) - stable individual differences in the ability to quickly name nonverbally represented information - should predict congruence between implicit and explicit motives. We tested this hypothesis using a color-naming task to assess RC, picture-story measures of implicit motives, and self-report measures of participants’ motivational values and goals. Study 1 showed that the RC measure captures a stable individual difference by test-retest and internal consistency criteria. Studies 2 and 3 provided correlational evidence for the hypothesized association between RC and measures of between- and within-individual motivational congruence. Study 4 showed that in the absence of situationally induced referential processing, RC predicts preferences for motive-congruent goals.     

Is paranoia a defence against or an expression of low self‐esteem?

Paranoia has been hypothesized to be negatively correlated with self‐esteem. However, hypotheses differ about how low self‐esteem might produce paranoia. The paranoia as defense model views paranoia as a defensive reaction against low self‐esteem. In contrast, the paranoia as expression model views paranoia in part as a reflection of low self‐esteem. In the current study, paranoia was negatively associated with global explicit self‐esteem, self‐competence, self‐liking and self‐serving attributional style, but unassociated with implicit self‐esteem as measured with the Implicit Association Test. In contrast, facets of narcissism, which also have been hypothesized to be associated with defensive self‐processing, were associated with defensiveness. Overall, these results suggest that paranoia is better represented by the expression model. Copyright © 2010 John Wiley & Sons, Ltd.     

System-Level Change in Cultural and Linguistic Competence (CLC): How Changes in CLC are Related to Service Experience Outcomes in Systems of Care

As US demographic trends shift toward more diversity, it becomes increasingly necessary to address differential needs of diverse groups of youth in mental health service systems. Cultural and linguistic competence (CLC) is essential to providing the most appropriate mental health services to youth and their families. The successful implementation of CLC often begins at the system level. Though various factors may affect change and system-level factors set the tone for broad acceptance of CLC within systems, there is limited empirical evidence linking culturally competent practices to outcomes. The purpose of the present study was to examine system-level CLC changes over time within systems of care and their associations with service experiences among youth and their families. Participants were 4,512 youth and their families enrolled in the national evaluation of the Children’s Mental Health Initiative (CMHI). Results suggest that implementation of CLC at the system level improves over time in funded systems of care. Further, variation exists in specific system-level components of CLC. In addition, the changes in CLC at the system level are related to family/caregiver participation in treatment. Implications for supporting positive changes in CLC among systems of care communities, and specific strategies for community psychologists, are discussed.     

Exploring the robustness of cross-situational learning under Zipfian distributions

Cross-situational learning has recently gained attention as a plausible candidate for the mechanism that underlies the learning of word-meaning mappings. In a recent study, Blythe and colleagues have studied how many trials are theoretically required to learn a human-sized lexicon using cross-situational learning. They show that the level of referential uncertainty exposed to learners could be relatively large. However, one of the assumptions they made in designing their mathematical model is questionable. Although they rightfully assumed that words are distributed according to Zipf's law, they applied a uniform distribution of meanings. In this article, Zipf's law is also applied to the distribution of meanings, and it is shown that under this condition, cross-situational learning can only be plausible when referential uncertainty is sufficiently small. It is concluded that cross-situational learning is a plausible learning mechanism but needs to be guided by heuristics that aid word learners with reducing referential uncertainty.     

Sensitive but not sentimental: Emotionally intelligent people can put their emotions aside when necessary

Are emotionally intelligent people sentimental? Does their greater sensitivity handicap them or are they able, as theory would expect, to experience and regulate emotions flexibly, depending on their goals? We examined this issue in organizational settings. Good managers are indeed expected to be both attuned to feelings (theirs as well as their subordinates’) and able to put them aside when needed to take tough (but necessary) decisions. Our results show that emotionally intelligent managers do make better managers, as reflected by greater managerial competencies, higher team efficiency and less stressed subordinates. Moreover, and most importantly, emotionally intelligent managers are not just nicer managers. As our results show, emotional intelligence has nothing to do with sentimentality. Actually, it is managers with low EI who have the greatest difficulties to put their emotions aside and not let them interfere when inappropriate.