Kurock, R., Teichert, J., Meister, D. M., Gerhardts, L., Buhl, H. M., &; Bonanati, S. (2024). A mixedmethods study of the quality of parental support during adolescents’ informationrelated Internet use as a coconstruction process. Journal of Adolescence, 96(3), 566–579.http://dx.doi.org/10.1002/jad.12264 
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Becker, L., Büchel, D., Lehmann, T., Kehne, M., &; Baumeister, J. (2023). Mobile Electroencephalography Reveals Differences in Cortical Processing During Exercises With Lower and Higher Cognitive Demands in Preadolescent Children. Pediatric Exercise Science, 1–11.https://doi.org/10.1123/pes.2021-0212 
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Tagliabue, S., Zambelli, M., Sorgente, A., Sommer, S., Hoellger, C., Buhl, H. M., &; Lanz, M. (2021). Latent Congruence Model to Investigate Similarity and Accuracy in Family Members’ Perception: The Challenge of Cross-National and Cross-Informant Measurement (Non)Invariance. Frontiers in Psychology, 12, Article 672383.https://doi.org/10.3389/fpsyg.2021.672383 
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Hoellger, C., Sommer, S., &; Buhl, H. M. (2021). Intergenerational Value Similarity and Subjective Well-Being. Journal of Family Issues, Article 019251310544.https://doi.org/10.1177/0192513x211054470 
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Hirtz, R., Zheng, Y., Rajcsanyi, L. S., Libuda, L., Antel, J., Peters, T., Hebebrand, J., &; Hinney, A. (2021). Ebenen der genetischen Analyse komplexer Phänotypen am Beispiel                   https://doi.org/10.1024/1422-4917/a000829__der Anorexia nervosa und der Varianz des Körpergewichts. Zeitschrift für Kinder- und Jugendpsychiatrie und Psychotherapie, 50(3), 175–185.https://doi.org/10.1024/1422-4917/a000829 
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Hoellger, C., Sommer, S., Albert, I., &; Buhl, H. M. (2020). Intergenerational Value Similarity in Adulthood. Journal of Family Issues, 42(6), 1234–1257.https://doi.org/10.1177/0192513x20943914 
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Tolksdorf, N. F., Siebert, S., Zorn, I., Horwath, I., &; Rohlfing, K. J. (2020). Ethical Considerations of Applying Robots in Kindergarten Settings: Towards an Approach from a Macroperspective. International Journal of Social Robotics, 129–140.https://doi.org/10.1007/s12369-020-00622-3 
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Gössling, B., &; Daniel, D. (2020). Video analysis in Design-Based Research – Findings of a project on self-organised learning at a vocational school. EDeR. Educational Design Research, 2(2).https://doi.org/10.15460/eder.2.2.1270 
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Paschen, L., Lehmann, T., Kehne, M., &; Baumeister, J. (2019). Effects of Acute Physical Exercise With Low and High Cognitive Demands on Executive Functions in Children: A Systematic Review. Pediatric Exercise Science, 31(3), 267–281.https://doi.org/10.1123/pes.2018-0215 
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Rötzmeier-Keuper, J., Hendricks, J., Wünderlich, N., &; Schmitz, G. (2018). Triadic relationships in the context of services for animal companions. Journal of Business Research, (85), 295--303.
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Hilleringmann, V. (2018). The Influence of Bribery and Relative Reciprocity on a Physician’s Prescription Decision - An Experiment. CIE Working Paper Series.
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Breugelmans, E., Bijmolt, T. H. A., Zhang, J., Basso, L. J., Dorotic, M., Kopalle, P.,  Wünderlich, N. (2015). Advancing Research on Loyalty Programs: A Future Research Agenda. Marketing Letters, 26(2), 127–139.
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Landhäußer, S., Faas, S., &; Treptow, R. (2014). Encouraging Family and Parent Education: Program Development and Evaluation in the Federal State of Baden-Württemberg, Germany. Center for Educational Policy Studies Journal (CEPS), Vol 4(No 4).https://files.eric.ed.gov/fulltext/EJ1129548.pdf 
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Lohan, K. S., Griffiths, S., Sciutti, A., Partmann, T. C., &; Rohlfing, K. (2014). Co-development of manner and path concepts in language, action, and eye-gaze behavior. Topics in Cognitive Science, 6(3), 492–512.https://doi.org/10.1111/tops.12098 
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Pitsch, K., Vollmer, A.-L., Rohlfing, K., Fritsch, J., &; Wrede, B. (2014). Tutoring in adult-child-interaction: On the loop of the tutor’s action modification and the recipient’s gaze. Interaction Studies, 15(1), 55–98.https://doi.org/10.1075/is.15.1.03pit 
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Fischer, K., Foth, K., Rohlfing, K., &; Wrede, B. (2011). Mindful tutors: Linguistic choice and action demonstration in speech to infants and a simulated robot. Interaction Studies, 12(1), 134–161.https://doi.org/10.1075/is.12.1.06fis 
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Narayan, V., Lohan, K. S., Tscherepanow, M., Rohlfing, K., &; Wrede, B. (2011). Can state-of-the-art saliency systems model infant gazing behavior in tutoring situations? Frontiers in Computational Neuroscience, 5(35).https://doi.org/10.3389/conf.fncom.2011.52.00035 
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Nomikou, I., &; Rohlfing, K. (2011). Language Does Something: Body Action and Language in Maternal Input to Three-Month-Olds. IEEE Transactions on Autonomous Mental Development, 3(2), 113–128.https://doi.org/10.1109/TAMD.2011.2140113 
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Pitsch, K., Vollmer, A.-L., Fritsch, J., Wrede, B., Rohlfing, K., &; Sagerer, G. (2009). On the loop of action modification and the recipient’s gaze in adult-child interaction. Gesture and Speech in Interaction.
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Vollmer, A.-L., Lohan, K. S., Fischer, K., Nagai, Y., Pitsch, K., Fritsch, J., Rohlfing, K., &; Wrede, B. (2009). People modify their tutoring behavior in robot-directed interaction for action learning. Development and Learning, 2009. ICDL 2009. IEEE 8th International Conference on Development and Learning, 1–6.https://doi.org/10.1109/DEVLRN.2009.5175516 
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