@inbook{61111, author = {{Rohlfing, Katharina J. and Fischer, Silke and Viertel, Franziska E. and Grimminger, Angela}}, booktitle = {{Sprache in Therapie und neurokognitiver Forschung}}, editor = {{Müller, Horst M.}}, pages = {{21--41}}, publisher = {{Stauffenberg Verlag}}, title = {{{Spracherwerb: Warum ist die Situation des gemeinsamen Buchvorlesens für die Sprachentwicklung förderlich?}}}, year = {{2021}}, } @article{20260, author = {{Crawshaw, Camilla E. and Kern, Friederike and Mertens, Ulrich and Rohlfing, Katharina}}, journal = {{Frontiers in Psychology}}, title = {{{Children’s Narrative Elaboration After Reading a Storybook Versus Viewing a Video}}}, doi = {{10.3389/fpsyg.2020.569891}}, volume = {{11}}, year = {{2020}}, } @inbook{20210, author = {{Rohlfing, Katharina and Grimminger, Angela and Wrede, Britta}}, booktitle = {{International perspectives on digital media and early literacy: The impact of digital devices on learning, language acquisition and social interaction.}}, editor = {{Rohlfing, Katharina and Müller-Brauers, Claudia}}, title = {{{The role of caregivers in keeping a child-robot interaction going.}}}, year = {{2020}}, } @article{24458, abstract = {{In child–robot interaction (cHRI) research, many studies pursue the goal to develop interactive systems that can be applied in everyday settings. For early education, increasingly, the setting of a kindergarten is targeted. However, when cHRI and research are brought into a kindergarten, a range of ethical and related procedural aspects have to be considered and dealt with.While ethical models elaborated within other human–robot interaction settings, e.g., assisted living contexts, can provide some important indicators for relevant issues, we argue that it is important to start developing a systematic approach to identify and tackle those ethical issues which rise with cHRI in kindergarten settings on a more global level and address the impact of the technology from a macroperspective beyond the effects on the individual. Based on our experience in conducting studies with children in general and pedagogical considerations on the role of the institution of kindergarten in specific, in this paper,we enfold some relevant aspects that have barely been addressed in an explicit way in current cHRI research. Four areas are analyzed and key ethical issues are identified in each area: (1) the institutional setting of a kindergarten, (2) children as a vulnerable group, (3) the caregivers’ role, and (4) pedagogical concepts. With our considerations, we aim at (i) broadening the methodology of the current studies within the area of cHRI, (ii) revalidate it based on our comprehensive empirical experience with research in kindergarten settings, both laboratory and real-world contexts, and (iii) provide a framework for the development of a more systematic approach to address the ethical issues in cHRI research within kindergarten settings.}}, author = {{Tolksdorf, Nils F. and Siebert, Scarlet and Zorn, Isabel and Horwath, Ilona and Rohlfing, Katharina J.}}, issn = {{1875-4791}}, journal = {{International Journal of Social Robotics}}, keywords = {{Robot ethics · Kindergarten settings · Child–robot interaction · Early childhood education}}, pages = {{129--140}}, title = {{{Ethical Considerations of Applying Robots in Kindergarten Settings: Towards an Approach from a Macroperspective}}}, doi = {{10.1007/s12369-020-00622-3}}, year = {{2020}}, } @article{20257, author = {{Kohlmeyer, Theresa and Reis, Oliver and Viertel, Franziska and Rohlfing, Katharina}}, journal = {{Theo Web}}, title = {{{Wie meinst du das? - Begriffserwerb im Religionsunterricht }}}, doi = {{10.23770/tw0137}}, year = {{2020}}, } @book{20256, editor = {{Rohlfing, Katharina J. and Müller-Brauers, Claudia}}, isbn = {{9780429321399}}, title = {{{International Perspectives on Digital Media and Early Literacy}}}, doi = {{10.4324/9780429321399}}, year = {{2020}}, } @article{20198, author = {{Lüke, Carina and Ritterfeld, Ute and Grimminger, Angela and Rohlfing, Katharina and Liszkowski, Ulf}}, journal = {{Frontiers in Psychology 11}}, title = {{{Integrated Communication System: Gesture and language acquisition in typically developing children and children with LD and DLD}}}, doi = {{10.3389/fpsyg.2020.00118}}, year = {{2020}}, } @inproceedings{24904, author = {{Tolksdorf, Nils Frederik and Rohlfing, Katharina J.}}, booktitle = {{2020 29th IEEE International Conference on Robot and Human Interactive Communication (RO-MAN)}}, title = {{{Parents’ Views on Using Social Robots for Language Learning}}}, doi = {{10.1109/ro-man47096.2020.9223540}}, year = {{2020}}, } @inproceedings{24903, author = {{Tolksdorf, Nils Frederik and Viertel, Fanziska and Rohlfing, Katharina J.}}, booktitle = {{Companion of the 2020 ACM/IEEE International Conference on Human-Robot Interaction}}, title = {{{Do Shy Children Behave Differently than Non-shy Children in a Long-term Child-robot Interaction?}}}, doi = {{10.1145/3371382.3378367}}, year = {{2020}}, } @article{20241, author = {{Tolksdorf, Nils Frederik and Siebert, Scarlet and Zorn, Isabel and Horwarth, Ilona and Rohlfing, Katharina}}, journal = {{International Journal of Social Robotics}}, title = {{{Ethical considerations of applying robots in kindergarten settings: Towards an approach from a macroperspective.}}}, doi = {{10.1007/s12369-020-00622-3}}, year = {{2020}}, } @article{20201, author = {{Grimminger, Angela and Rohlfing, Katharina and Lüke, Carina and Liszkowski, Ulf and Ritterfeld, Ute}}, journal = {{Journal of Child Language}}, pages = {{418--434}}, title = {{{Decontextualized talk in caregivers’ input to 12-month-old children during structured interaction.}}}, doi = {{10.1017/S0305000919000710}}, volume = {{47}}, year = {{2020}}, } @article{28982, author = {{Wildt, Eugenia and Rohlfing, Katharina and Scharlau, Ingrid}}, issn = {{1664-1078}}, journal = {{Frontiers in Psychology}}, title = {{{The Role of Saliency in Learning First Words}}}, doi = {{10.3389/fpsyg.2019.01150}}, year = {{2019}}, } @book{18458, editor = {{Tophinke, Doris and Topalovic, Elvira and Rohlfing, Katharina}}, publisher = {{V&R unipress (Mitteilungen des Deutschen Germanistenverbandes 4/2019)}}, title = {{{Sprachstrukturelle Modelle. Konvergenzen theoretischer und empirischer Forschung}}}, volume = {{4/2019}}, year = {{2019}}, } @article{40973, author = {{Tophinke, Doris and Topalovic, Elvira and Rohlfing, Katharina J.}}, issn = {{0418-9426}}, journal = {{Mitteilungen des Deutschen Germanistenverbandes}}, keywords = {{General Earth and Planetary Sciences, General Environmental Science}}, number = {{4}}, pages = {{313--319}}, publisher = {{Brill Deutschland GmbH}}, title = {{{Sprachstrukturelle Modelle. Linguistische, spracherwerbsorientierte und didaktische Zugänge}}}, doi = {{10.14220/mdge.2019.66.4.313}}, volume = {{66}}, year = {{2019}}, } @inproceedings{24916, author = {{Tolksdorf, Nils Frederik and Dirk, Hönemann and Rohlfing, Katharina J. and Viertel, Franziska E.}}, location = {{Helsinki, Finland}}, title = {{{Do shy children behave differently than non-shy children in a child-robot interaction? An analysis of positive and negative expressions of shyness in kindergarten children}}}, year = {{2019}}, } @inproceedings{24913, author = {{Tolksdorf, Nils Frederik and Mertens, Ulrich J. and Rohlfing, Katharina J.}}, location = {{Orlando, USA}}, title = {{{When learning words with robots, children’s answers are multimodal: a challenge for a dialogue design}}}, year = {{2019}}, } @article{20203, author = {{Grimminger, Angela and Rohlfing, Katharina}}, journal = {{Sprache · Stimme · Gehör}}, number = {{2}}, pages = {{93--99}}, title = {{{Multimodale Kommunikation in frühen Buchlesesituationen und ihr Zusammenhang mit dem späteren Wortschatz. }}}, doi = {{10.1055/a-0851-9063}}, volume = {{43}}, year = {{2019}}, } @article{20202, author = {{Rohlfing, Katharina and Grimminger, Angela}}, journal = {{Proceedings of the 9th Joint IEEE International Conference on Development and Learning and on Epigenetic Robotics }}, title = {{{Utilizing Pragmatic Frames as an analytical tool for children’s performance during word learning. }}}, year = {{2019}}, } @inbook{20224, author = {{Rohlfing, Katharina and Nachtigäller, Kerstin and Berner, Anna and Foltz, Anouschka}}, booktitle = {{Narrative, Literacy and Other Skills. Studies in intervention.}}, pages = {{91--107}}, title = {{{Does emotional narrative context influence retention of newly learned words? }}}, year = {{2019}}, } @inbook{20219, author = {{Rohlfing, Katharina}}, booktitle = {{International Handbook of Language Acquisition}}, pages = {{213--233}}, title = {{{Language learning from the use of gestures. }}}, year = {{2019}}, }