PUMA publications for /group/simtech/reflectionSun Sep 14 12:26:53 CEST 202553rd Congress of the German Society for Psychology / 15th Congress of the Austrian Psychological SocietyMomentary emotional states and trust in a faulty chatbot: An experimental study2024chatbots myown reflection cognition emotions trust Sun Sep 14 12:25:06 CEST 202553rd Congress of the German Society for Psychology / 15th Congress of the Austrian Psychological SocietyCritical Transformers: Psychological perspectives on the human-technology partnership and its impacts on society2024myown critical psychology reflection AI technology transformation Sat Sep 23 09:45:30 CEST 2023Frontiers in Behavioral Economics1223281Hooked on artificial agents: a systems thinking perspective22023myown iris simtech reflection AI automation systems bias organization llis algorithm Following recent technological developments in the artificial intelligence space, artificial agents are increasingly taking over organizational tasks typically reserved for humans. Studies have shown that humans respond differently to this, with some being appreciative of their advice (algorithm appreciation), others being averse toward them (algorithm aversion), and others still fully relinquishing control to artificial agents without adequate oversight (automation bias). Using systems thinking, we analyze the existing literature on these phenomena and develop a conceptual model that provides an underlying structural explanation for their emergence. In doing so, we create a powerful visual tool that can be used to ground discussions about the impact artificial agents have on organizations and humans within them.Sat Sep 23 09:23:45 CEST 2023Judgment and Decision Makinge15--Systematic metacognitive reflection helps people discover far-sighted decision strategies: A process-tracing experiment182023planning myown modeling reflection cognition metacognition llis Short-sighted decisions can have devastating consequences, and teaching people to make their decisions in a more far-sighted way is challenging. Previous research found that reflecting on one’s behavior can boost learning from success and failure. Here, we explore the potential benefits of guiding people to reflect on whether and how they thought about what to do (i.e., systematic metacognitive reflection). We devised a series of Socratic questions that prompt people to reflect on their decision-making and tested their effectiveness in a process-tracing experiment with a 5-step planning task ( $N=265$ ). Each participant went through several cycles of making a series of decisions and then either reflecting on how they made those decisions, answering unrelated questions, or moving on to the next decision right away. We found that systematic metacognitive reflection helps people discover adaptive, far-sighted decision strategies faster. Our results suggest that systematic metacognitive reflection is a promising approach to boosting people’s decision-making competence.Thu Oct 20 10:52:15 CEST 2022Reflection on intelligent systems: Towards a cross-disciplinary definitionEmbedding reflective learning opportunities in teaching about intelligent systems2022myown reflection instruction AI learning teaching Sun Jun 06 17:23:54 CEST 2021Unveiling unconscious biases and stereotypes in students: The necessity of self-reflection in Higher Education2021myown reflection bias stereotype learning education higher Preparing the next generation for an ever-changing environment is of utmost importance in Higher Education. Though cultural diversity is highly prevalent in modern societies, (implicit) biases, stereotypes and racism maintain a persistent yet mostly overlooked part of everyday life. Many students are not aware of their biases. Hence, it is imperative for them to undergo a critical self-reflection process about their beliefs and (unconscious) biases. To induce this process, raise awareness and confront them with potential (unconscious) biases and stereotypes, 404 university students in teacher training and vocational education completed an Implicit Association Test (IAT) on skin color before watching a lecture discussing biases and stereotypes. The preliminary results show a variety of reactions after taking the test, ranging from denial and anger to discomfort and surprise. We will discuss possibilities to support students in leveraging the resulting cognitive dissonance as an opportunity to begin their individual self-reflection process.Wed Apr 07 12:39:48 CEST 2021EARLI 2021 - OnlineBringing Thiagi to the classroom: Reducing stereotype-threat by promoting reflection in CRT2021myown diversity reflection culture bias stereotype learning classroom Culture and ethnicity influence how a person learns and views the world. Experiences at home influence students’ learning fundamentally. However, cultural diversity in classrooms as well as issues such as stereotypes and biases have yet to be addressed in the German education system. School materials i.e., do many times not reflect the cultural diversity in modern classrooms, portraying and promoting stereotypes and biases. These (unconscious) biases are at the center of the problem and have yet to gain the attention and importance they deserve. Since stereotypes and biases are learned constructs, it is of utmost importance to provide tools to unlearn/relearn incorrect constructs and form new synapsis. The existing challenges have thus far failed to be addressed by generic teaching techniques and pedagogy. A new strategy and teaching approach in education is needed to address these issues in an attempt to reduce the current achievement gaps across students of different cultural backgrounds and to incorporate experiences of all students in classroom interactions. In this workshop, we will introduce an interactive teaching and learning approach to promote reflection in culturally responsive teaching (CRT). The instructional design method of Thiagi will serve as an innovative tool to successfully implement CRT, raise awareness of existing stereotypes/ (unconscious) biases, and thus model a way to reduce stereotype-threat. By integrating diversity in form of CRT in the curriculum, we can fundamentally change existing patterns and enable every student to understand and connect to academic content.Thu May 18 11:32:12 CEST 2017{525 B ST, STE 1900, SAN DIEGO, CA 92101-4495 USA}{JOURNAL OF ALGEBRA}{SEP 15}{197-252}{Cuspidal Calogero-Moser and Lusztig families for Coxeter groups}{Article}{462}{2016}Calogero-Moser Cherednik {Complex reflection Symplectic leaves} Hecke groups; algebras; spaces; {The goal of this paper is to compute the cuspidal Calogero-Moser families for all infinite families of finite Coxeter groups, at all parameters. We do this by first computing the symplectic leaves of the associated Calogero-Moser space and then by classifying certain ``rigid{''} modules. Numerical evidence suggests that there is a very close relationship between Calogero-Moser families and Lusztig families. Our classification shows that, additionally, the cuspidal Calogero-Moser families equal cuspidal Lusztig families for the infinite families of Coxeter groups. (C) 2016 Elsevier Inc. All rights reserved.}