@book{41356, editor = {{König, JOhannes and Seifert, Andreas}}, publisher = {{Waxmann}}, title = {{{Lehramtsstudierende erwerben pädagogisches Professionswissen. Ergebnisse der Längsschnittstudie LEK zur Wirksamkeit der erziehungswissenschaftlichen Lehrerausbildung.}}}, year = {{2012}}, } @inbook{41363, author = {{Watson, Christina and Seifert, Andreas and König, Johannes}}, booktitle = {{Lehramtsstudierende erwerben pädagogisches Professionswissen. Ergebnisse der Längsschnittstudie LEK zur Wirksamkeit der erziehungswissenschaftlichen Lehrer-ausbildung.}}, editor = {{König, Johannes and Seifert, Andreas}}, publisher = {{Waxmann}}, title = {{{Institutionalisierung der erziehungswissenschaftlichen Lehrerausbildung: Charakterisierung der einbezogenen Standorte und Ausbildungsgänge.}}}, year = {{2012}}, } @inbook{41357, author = {{König, JOhannes and Seifert, Andreas}}, booktitle = {{Lehramtsstudierende erwerben pädagogisches Professionswissen. Ergebnisse der Längsschnittstudie LEK zur Wirksamkeit der erziehungswissenschaftlichen Lehrerausbildung.}}, editor = {{König, Johannes and Seifert, Andreas}}, publisher = {{Waxmann}}, title = {{{Der Erwerb von pädagogischem Professionswissen: Ziele, Design und zentrale Ergebnisse der LEK-Studie.}}}, year = {{2012}}, } @article{17428, abstract = {{How is communicative gesture behavior in robots perceived by humans? Although gesture is crucial in social interaction, this research question is still largely unexplored in the field of social robotics. Thus, the main objective of the present work is to investigate how gestural machine behaviors can be used to design more natural communication in social robots. The chosen approach is twofold. Firstly, the technical challenges encountered when implementing a speech-gesture generation model on a robotic platform are tackled. We present a framework that enables the humanoid robot to flexibly produce synthetic speech and co-verbal hand and arm gestures at run-time, while not being limited to a predefined repertoire of motor actions. Secondly, the achieved flexibility in robot gesture is exploited in controlled experiments. To gain a deeper understanding of how communicative robot gesture might impact and shape human perception and evaluation of human-robot interaction, we conducted a between-subjects experimental study using the humanoid robot in a joint task scenario. We manipulated the non-verbal behaviors of the robot in three experimental conditions, so that it would refer to objects by utilizing either (1) unimodal (i.e., speech only) utterances, (2) congruent multimodal (i.e., semantically matching speech and gesture) or (3) incongruent multimodal (i.e., semantically non-matching speech and gesture) utterances. Our findings reveal that the robot is evaluated more positively when non-verbal behaviors such as hand and arm gestures are displayed along with speech, even if they do not semantically match the spoken utterance.}}, author = {{Salem, Maha and Kopp, Stefan and Wachsmuth, Ipke and Rohlfing, Katharina and Joublin, Frank}}, issn = {{1875-4805}}, journal = {{International Journal of Social Robotics, Special Issue on Expectations, Intentions, and Actions}}, keywords = {{Social Human-Robot Interaction, Multimodal Interaction and Conversational Skills, Robot Companions and Social Robots, Non-verbal Cues and Expressiveness}}, number = {{2}}, pages = {{201--217}}, publisher = {{Springer Science + Business Media}}, title = {{{Generation and evaluation of communicative robot gesture}}}, doi = {{10.1007/s12369-011-0124-9}}, volume = {{4}}, year = {{2012}}, } @article{17220, abstract = {{Pointing, like eye gaze, is a deictic gesture that can be used to orient the attention of another person towards an object or an event. Previous research suggests that infants first begin to follow a pointing gesture between 10 and 13 months of age. We investigated whether sensitivity to pointing could be seen at younger ages employing a technique recently used to show early sensitivity to perceived eye gaze. Three experiments were conducted with 4.5- and 6.5-month-old infants. Our first goal was to examine whether these infants could show a systematic response to pointing by shifting their visual attention in the direction of a pointing gesture when we eliminated the difficulty of disengaging fixation from a pointing hand. The results from Experiments 1 and 2 suggest that a dynamic, but not a static, pointing gesture triggers shifts of visual attention in infants as young as 4.5 months of age. Our second goal was to clarify whether this response was based on sensitivity to the directional posture of the pointing hand, the motion of the pointing hand, or both. The results from Experiment 3 suggest that the direction of motion is necessary but not sufficient to orient infants’ attention toward a distal target. Infants shifted their attention in the direction of the pointing finger, but only when the hand was moving in the same direction. These results suggest that infants are prepared to orient to the distal referent of a pointing gesture which likely contributes to their learning the communicative function of pointing.}}, author = {{Rohlfing, Katharina and Longo, Matthew R. and Bertenthal, Bennett I.}}, issn = {{1363-755X}}, journal = {{Developmental Science}}, number = {{3}}, pages = {{426--435}}, publisher = {{Wiley-Blackwell}}, title = {{{Dynamic pointing triggers shifts of visual attention in young infants}}}, doi = {{10.1111/j.1467-7687.2012.01139.x}}, volume = {{15}}, year = {{2012}}, } @inproceedings{17217, abstract = {{We designed a laboratory study to investigate the influence of social interaction on category learning. The objective in the present study is to examine what kind of teaching behavior can improve an agent’s learning of categories. In a computer-based study participants learned four categories for sixteen objects which appear on a computer screen. The objects’ categories determine what kind of manipulation is to be done on the objects. Five tutors and twenty participants were recruited to participate. For the study the tutors were placed in front of a computer in one room whereas the learners were in another room. The learners’ task was to manipulate the objects appropriately through the instructions they received from the tutor on their screens via six symbols. These six symbols were the only way for the tutor to communicate with the learner. We call this a bottom-up learning as it relies entirely on the perception of the tutors’ symbols without any prior knowledge of their meaning. The focus in the present study is not on the ability by the learner to acquire knowledge of the categories but on the types of instructions that the tutor gave during the trials and the effects of the feedback given to the learner. Therefore, the feedback given by the tutors via the symbols was classified and quantified.}}, author = {{Griffiths, Sascha and Nolfi, S. and Morlino, G. and Schillingmann, Lars and Kühnel, Sina and Rohlfing, Katharina and Wrede, Britta}}, booktitle = {{ICDL-EpiRob 2012}}, title = {{{Bottom-Up Learning of Feedback in a Categorization Task}}}, year = {{2012}}, } @article{17216, author = {{Lohan, Katrin Solveig and Rohlfing, Katharina and Pitsch, Karola and Saunders, Joe and Lehmann, Hagen and Nehaniv, Chrystopher L. and Fischer, Kerstin and Wrede, Britta}}, issn = {{1875-4805}}, journal = {{International Journal of Social Robotics}}, keywords = {{Social Robots, Contingency}}, number = {{2}}, pages = {{131--146}}, publisher = {{Springer Science + Business Media}}, title = {{{Tutor spotter: Proposing a feature set and evaluating it in a robotic system}}}, doi = {{10.1007/s12369-011-0125-8}}, volume = {{4}}, year = {{2012}}, } @inproceedings{17218, author = {{Wrede, Britta and Rohlfing, Katharina and Steil, Jochen J. and Wrede, Sebastian and Oudeyer, Pierre-Yves and Tani, Jun}}, booktitle = {{{Humanoids 2012 Workshop on Developmental Robotics: Can developmental robotics yield human-like cognitive abilities?}}}, editor = {{Ugur, Emre and Nagai, Yukie and Oztop, Erhan and Asada, Minoru}}, keywords = {{language acquisition, teleological, compositional, robotics}}, title = {{{Towards robots with teleological action and language understanding}}}, year = {{2012}}, } @inproceedings{17219, author = {{Hemion, Nikolas and Joublin, Frank and Rohlfing, Katharina}}, booktitle = {{The 2012 International Joint Conference on Neural Networks (IJCNN)}}, isbn = {{9781467314909}}, publisher = {{IEEE}}, title = {{{Integration of sensorimotor mappings by making use of redundancies}}}, doi = {{10.1109/IJCNN.2012.6252487}}, year = {{2012}}, } @inproceedings{17222, author = {{Nomikou, Iris and Rohlfing, Katharina}}, title = {{{Die Rolle von Fragen beim Herstellen von gegenseitiger Aufmerksamkeit in frühen Mutter-Kind-Interaktionen}}}, year = {{2012}}, } @inproceedings{17221, author = {{Nomikou, Iris and Rohlfing, Katharina}}, title = {{{Intermodal synchrony as a form of maternal responsiveness is associated with language development}}}, year = {{2012}}, } @inproceedings{41421, author = {{Seifert, Andreas and König, Johannes}}, booktitle = {{AEPF-Tagung „Vielfalt empirischer Forschung in Bildung, Erziehung und Sozialisati-on”}}, location = {{Bielefeld}}, title = {{{Längsschnittliche Erhebung pädagogischer Kompetenzen von Lehramtsstudierenden (LEK): Detaillierte Analyse der Ergebnisse von den Universitäten Köln und Paderborn.}}}, year = {{2012}}, } @inproceedings{17231, author = {{Berner, Anna-Lena and Nachtigäller, Kerstin and Foltz, Anouschka and Rohlfing, Katharina}}, booktitle = {{Poster presented at Narrative, Intervention and Literacy (NIL2012), Paris, France.}}, title = {{{Does emotional narrative context influence retention of newly learned words?}}}, year = {{2012}}, } @inproceedings{17230, author = {{Nomikou, Iris and Rohlfing, Katharina}}, title = {{{"Scaffolding" the mutual attention of preverbal infants: adaptive multimodal practices in early mother-infant interactions.}}}, year = {{2012}}, } @misc{41471, booktitle = {{PLAZ-Forum (Lehrerausbildung und Schule in der Diskussion, H. 19)}}, editor = {{Winheller, Sandra and Müller, Michael and Hüpping, Birgit and Rendtorff, Barbara and Büker, Petra}}, title = {{{Dokumentation der Studie ProLEG: Professionalisierung von Lehrkräften für einen reflektierten Umgang mit Ethnizität und Geschlecht in der Grundschule. Ausgewählte Daten, Skalen und Ergebnisse}}}, year = {{2012}}, } @book{41447, editor = {{Fuchs, Christian and Boersma, Kees and Albrechtslund, Anders and Sandoval, Marisol}}, publisher = {{Routledge}}, title = {{{Internet and Surveillance. The Challenges of Web 2.0 and Social Media}}}, year = {{2012}}, } @article{41441, author = {{Fuchs, Christian and Mosco, Vincent}}, journal = {{tripleC – Open Access Journal for a Global Sustainable Information Society}}, number = {{2}}, pages = {{127--632}}, title = {{{Marx is Back – The Importance of Marxist Theory and Research for Critical Communication Studies Today}}}, doi = {{https://doi.org/10.31269/triplec.v10i2.427}}, volume = {{10}}, year = {{2012}}, } @article{41448, author = {{Fuchs, Christian and Bolin, Göran}}, journal = {{tripleC – Open Access Journal for a Global Sustainable Information Society}}, number = {{1}}, pages = {{30--91}}, title = {{{Critical Theory and Political Economy of the Internet @ Nordmedia 2011}}}, volume = {{10}}, year = {{2012}}, } @article{41604, author = {{Fuchs, Christian}}, journal = {{tripleC – Journal for a Global Sustainable Information Society}}, number = {{2}}, pages = {{692--740}}, title = {{{Dallas Smythe Today – The Audience Commodity, the Digital Labour Debate, Marxist Political Economy and Critical Theory. Prolegomena to a Digital Labour Theory of Value}}}, doi = {{https://doi.org/10.31269/triplec.v10i2.443}}, volume = {{10}}, year = {{2012}}, } @article{41608, author = {{Fuchs, Christian}}, journal = {{Sociologia della Communicazione}}, pages = {{62--86}}, title = {{{La politica economica dei social media [The political economy of social media, in Italian]}}}, volume = {{43}}, year = {{2012}}, }