@inbook{17191, author = {{Rohlfing, Katharina and Grimminger, Angela and Nachtigäller, Kerstin}}, booktitle = {{Learning from Picturebooks}}, editor = {{Kümmerling-Meibauer, Bettina and Meibauer, Jörg and Nachtigäller, Kerstin and Rohlfing, Katharina J.}}, isbn = {{978-0-415-72079-3}}, pages = {{99--116}}, publisher = {{Routledge}}, title = {{{Gesturing in joint bookreading}}}, year = {{2015}}, } @inbook{17190, author = {{Grimminger, Angela and Rohlfing, Katharina}}, booktitle = {{Lernen durch Vorlesen. Interdisziplinäre Beiträge aus Forschung und Praxis}}, pages = {{94--109}}, publisher = {{Narr Francke Attempto Verlag}}, title = {{{Entstehung multimodaler Sprachlehrstrategien in spezifischen Interaktionen}}}, year = {{2015}}, } @inproceedings{17186, author = {{Nomikou, Iris and Rohlfing, Katharina and Rączaszek-Leonardi, Joanna}}, title = {{{Becoming a participant: shaping infants’ dialogical actions in repeated interactions}}}, year = {{2015}}, } @inproceedings{17187, author = {{Nomikou, Iris and Leonardi, Giuseppe and Rohlfing, Katharina and Rączaszek-Leonardi, Joanna}}, title = {{{Constructing interaction: the development of gaze dynamics}}}, year = {{2015}}, } @inproceedings{17188, author = {{Nomikou, Iris and Rohlfing, Katharina and Cimiano, Philipp and Mandler, Jean}}, title = {{{Early action words}}}, year = {{2015}}, } @article{17192, abstract = {{In order for artificial intelligent systems to interact naturally with human users, they need to be able to learn from human instructions when actions should be imitated. Human tutoring will typically consist of action demonstrations accompanied by speech. In the following, the characteristics of human tutoring during action demonstration will be examined. A special focus will be put on the distinction between two kinds of motion events: path-oriented actions and manner-oriented actions. Such a distinction is inspired by the literature pertaining to cognitive linguistics, which indicates that the human conceptual system can distinguish these two distinct types of motion. These two kinds of actions are described in language by more path-oriented or more manner-oriented utterances. In path-oriented utterances, the source, trajectory, or goal is emphasized, whereas in manner-oriented utterances the medium, velocity, or means of motion are highlighted. We examined a video corpus of adult-child interactions comprised of three age groups of children-pre-lexical, early lexical, and lexical-and two different tasks, one emphasizing manner more strongly and one emphasizing path more strongly. We analyzed the language and motion of the caregiver and the gazing behavior of the child to highlight the differences between the tutoring and the acquisition of the manner and path concepts. The results suggest that age is an important factor in the development of these action categories. The analysis of this corpus has also been exploited to develop an intelligent robotic behavior -the tutoring spotter system-able to emulate children's behaviors in a tutoring situation, with the aim of evoking in human subjects a natural and effective behavior in teaching to a robot. The findings related to the development of manner and path concepts have been used to implement new effective feedback strategies in the tutoring spotter system, which should provide improvements in human-robot interaction.}}, author = {{Lohan, Katrin S. and Griffiths, Sascha and Sciutti, Alessandra and Partmann, Tim C. and Rohlfing, Katharina}}, issn = {{1756-8757}}, journal = {{Topics in Cognitive Science}}, keywords = {{Imitation, Tutoring, Adult-child interaction, Human-robot interaction, Semantics, Teachable robots}}, number = {{3}}, pages = {{492--512}}, publisher = {{Wiley-Blackwell}}, title = {{{Co-development of manner and path concepts in language, action, and eye-gaze behavior}}}, doi = {{10.1111/tops.12098}}, volume = {{6}}, year = {{2014}}, } @article{17193, abstract = {{Robot learning by imitation requires the detection of a tutor's action demonstration and its relevant parts. Current approaches implicitly assume a unidirectional transfer of knowledge from tutor to learner. The presented work challenges this predominant assumption based on an extensive user study with an autonomously interacting robot. We show that by providing feedback, a robot learner influences the human tutor's movement demonstrations in the process of action learning. We argue that the robot's feedback strongly shapes how tutors signal what is relevant to an action and thus advocate a paradigm shift in robot action learning research toward truly interactive systems learning in and benefiting from interaction.}}, author = {{Vollmer, Anna-Lisa and Mühlig, Manuel and Steil, Jochen J. and Pitsch, Karola and Fritsch, Jannik and Rohlfing, Katharina and Wrede, Britta}}, issn = {{1932-6203}}, journal = {{PLoS ONE}}, number = {{3}}, publisher = {{Public Library of Science (PLoS)}}, title = {{{Robots show us how to teach them: Feedback from robots shapes tutoring behavior during action learning}}}, doi = {{10.1371/journal.pone.0091349}}, volume = {{9}}, year = {{2014}}, } @article{17194, author = {{Rohlfing, Katharina and Nomikou, Iris}}, issn = {{1879-7865}}, journal = {{Language, Interaction and Acquisition}}, number = {{1}}, pages = {{117--136}}, publisher = {{John Benjamins Publishing Company}}, title = {{{Intermodal synchrony as a form of maternal responsiveness: Association with language development.}}}, doi = {{10.1075/lia.5.1.06roh}}, volume = {{5}}, year = {{2014}}, } @article{17199, abstract = {{Research of tutoring in parent-infant interaction has shown that tutors - when presenting some action - modify both their verbal and manual performance for the learner (‘motherese’, ‘motionese’). Investigating the sources and effects of the tutors’ action modifications, we suggest an interactional account of ‘motionese’. Using video-data from a semi-experimental study in which parents taught their 8 to 11 month old infants how to nest a set of differently sized cups, we found that the tutors’ action modifications (in particular: high arches) functioned as an orienting device to guide the infant’s visual attention (gaze). Action modification and the recipient’s gaze can be seen to have a reciprocal sequential relationship and to constitute a constant loop of mutual adjustments. Implications are discussed for developmental research and for robotic ‘Social Learning’. We argue that a robot system could use on-line feedback strategies (e.g. gaze) to pro-actively shape a tutor’s action presentation as it emerges.}}, author = {{Pitsch, Karola and Vollmer, Anna-Lisa and Rohlfing, Katharina and Fritsch, Jannik and Wrede, Britta}}, issn = {{1572-0381}}, journal = {{Interaction Studies}}, keywords = {{conversation analysis, interactional coordination, adult-child-interaction, feedback, gaze, quantification, social learning, motionese, tutoring}}, number = {{1}}, pages = {{55--98}}, publisher = {{John Benjamins Publishing Company}}, title = {{{Tutoring in adult-child-interaction: On the loop of the tutor's action modification and the recipient's gaze}}}, doi = {{10.1075/is.15.1.03pit}}, volume = {{15}}, year = {{2014}}, } @article{17200, abstract = {{This research investigated infants’ online perception of give-me gestures during observation of a social interaction. In the first experiment, goal-directed eye movements of 12-month-olds were recorded as they observed a give-and-take interaction in which an object is passed from one individual to another. Infants’ gaze shifts from the passing hand to the receiving hand were significantly faster when the receiving hand formed a give-me gesture relative to when it was presented as an inverted hand shape. Experiment 2 revealed that infants’ goal-directed gaze shifts were not based on different affordances of the two receiving hands. Two additional control experiments further demonstrated that differences in infants’ online gaze behavior were not mediated by an attentional preference for the give-me gesture. Together, our findings provide evidence that properties of social action goals influence infants’ online gaze during action observation. The current studies demonstrate that infants have expectations about well-formed object transfer actions between social agents. We suggest that 12-month-olds are sensitive to social goals within the context of give-and-take interactions while observing from a third-party perspective.}}, author = {{Elsner, Claudia and Bakker, Marta and Rohlfing, Katharina and Gredebäck, Gustaf}}, issn = {{0022-0965}}, journal = {{Journal of Experimental Child Psychology}}, keywords = {{Give-me gesture, Infant, Anticipation, Eye movement, Gesture, Social interaction}}, pages = {{280--294}}, publisher = {{Elsevier BV}}, title = {{{Infants' online perception of give-and-take interactions}}}, doi = {{10.1016/j.jecp.2014.05.007}}, volume = {{126}}, year = {{2014}}, } @article{17197, abstract = {{According to natural pedagogy theory, infants are sensitive to particular ostensive cues that communicate to them that they are being addressed and that they can expect to learn referential information. We demonstrate that 6-month-old infants follow others' gaze direction in situations that are highly attention-grabbing. This occurs irrespective of whether these situations include communicative intent and ostensive cues (a model looks directly into the child's eyes prior to shifting gaze to an object) or not (a model shivers while looking down prior to shifting gaze to an object). In contrast, in less attention-grabbing contexts in which the model simply looks down prior to shifting gaze to an object, no effect is found. These findings demonstrate that one of the central pillars of natural pedagogy is false. Sensitivity to gaze following in infancy is not restricted to contexts in which ostensive cues are conveyed.}}, author = {{Szufnarowska, Joanna and Rohlfing, Katharina and Christine, Fawcett and Gustaf, Gredebäck}}, issn = {{2045-2322}}, journal = {{Scientific Reports}}, keywords = {{Human behavior, Attention}}, number = {{1}}, publisher = {{Nature Publishing Group}}, title = {{{Is ostension any more than attention?}}}, doi = {{10.1038/srep05304}}, volume = {{4}}, year = {{2014}}, } @article{17196, author = {{Krause, Franziska and Richter, Kerstin and Rohlfing, Katharina}}, issn = {{0944-405X}}, journal = {{Logos}}, number = {{1}}, pages = {{4--15}}, publisher = {{ProLog, Therapie- und Lernmittel OHG}}, title = {{{Ich oder Du? Die Therapie der pronominalen Umkehr bei Autismus-Spektrum-Störung - Eine vergleichende Einzelfallstudie nach der Angewandten Verhaltensanalyse mit Verbal Behavior und der Model/Rival-Methode}}}, volume = {{22}}, year = {{2014}}, } @inproceedings{17202, author = {{Vollmer, Anna-Lisa and Grizou, Jonathan and Lopes, Manuel and Rohlfing, Katharina and Oudeyer, Pierre-Yves}}, booktitle = {{2014 Joint IEEE International Conference on Development and Learning and on Epigenetic Robotics}}, isbn = {{978-1-4799-7540-2}}, keywords = {{interaction, communication, co-construction, interaction protocols}}, pages = {{208 -- 215}}, publisher = {{IEEE}}, title = {{{Studying the Co-Construction of Interaction Protocols in Collaborative Tasks with Humans}}}, year = {{2014}}, } @inproceedings{17201, author = {{Gaspers, Judith and Panzner, Maximilian and Lemme, Andre and Cimiano, Philipp and Rohlfing, Katharina and Wrede, Sebastian}}, booktitle = {{EACL Workshop on Cognitive Aspects of Computational Language Learning}}, title = {{{A multimodal corpus for the evaluation of computational models for (grounded) language acquisition}}}, year = {{2014}}, } @inproceedings{17195, author = {{Nomikou, Iris and Rohlfing, Katharina and Szufnarowska, Joanna}}, title = {{{Developing mutual attention in infancy: Switching gaze roles within multimodal interactions}}}, year = {{2014}}, } @inproceedings{17198, author = {{Nomikou, Iris and Rohlfing, Katharina and Leonardi, Giuseppe and Rączaszek-Leonardi, Joanna}}, title = {{{The Development of Purposeful Intersubjectivity}}}, year = {{2014}}, } @inbook{17206, abstract = {{If they are to learn and interact with humans, robots need to understand actions and make use of language in social interactions. Hirsh-Pasek and Golinkoff (1996) have emphasized the use of language to learn actions when introducing the idea of acoustic packaging in human development. This idea suggests that acoustic information, typically in the form of narration, overlaps with action sequences, thereby providing infants with a bottom-up guide to attend to relevant parts and to find structure within them. The authors developed a computational model of the multimodal interplay of action and language in tutoring situations. This chapter presents the results of applying this model to multimodal parent-infant interaction data. Results are twofold and indicate that (a) infant-directed interaction is more structured than adult-directed interaction in that it contains more packages, and these packages have fewer motion segments; and (b) the synchronous structure within infant-directed packages contains redundant information making it possible to solve the reference problem when tying color adjectives to a moving object.}}, author = {{Wrede, Britta and Schillingmann, Lars and Rohlfing, Katharina}}, booktitle = {{Theoretical and Computational Models of Word Learning: Trends in Psychology and Artificial Intelligence}}, editor = {{Gogate, Lakshmi and Hollich, George}}, isbn = {{1466629738}}, pages = {{224--240}}, publisher = {{IGI Global}}, title = {{{Making Use of Multi-Modal Synchrony: A Model of Acoustic Packaging to Tie Words to Actions}}}, doi = {{10.4018/978-1-4666-2973-8.ch010}}, year = {{2013}}, } @article{17204, abstract = {{In a longitudinal naturalistic study, we observed German mothers interacting with their infants when they were 3 and 6 months old. Pursuing the idea that infants’ attention is socialized in everyday interactions, we explored whether eye contact is reinforced selectively by behavioral modification in the input provided to infants. Applying a microanalytical approach focusing on the sequential organization of interaction, we explored how the mother draws the infant’s attention to herself and how she tries to maintain attention when the infant is looking at her. Results showed that eye contact is reinforced by specific infant-directed practices: interrogatives and conversational openings, multimodal stimulation, repetition, and imitation. In addition, these practices are contingent on the infant’s own behavior. By comparing the two data points (3 and 6 months), we showed how the education of attention evolves hand-in-hand with the developing capacities of the infant.}}, author = {{Nomikou, Iris and Rohlfing, Katharina and Szufnarowska, Joanna}}, issn = {{1572-0381}}, journal = {{Interaction Studies}}, keywords = {{interactional adaptation, multimodal input, social learning, ecology of attention, eye contact}}, number = {{2}}, pages = {{240--267}}, publisher = {{John Benjamins Publishing Company}}, title = {{{Educating attention: recruiting, maintaining, and framing eye contact in early natural mother-infant interactions}}}, doi = {{10.1075/is.14.2.05nom}}, volume = {{14}}, year = {{2013}}, } @article{17205, abstract = {{We trained forty German-speaking children aged 1;8–2;0 in their comprehension of UNTER [UNDER]. The target word was presented within semantically organized input in the form of a ‘narrative’ to the experimental group and within ‘unconnected speech’ to the control group. We tested children’s learning by asking them to perform an UNDER-relation before, immediately after, and again one day after the training using familiarized and unfamiliarized materials. Compared to controls, the experimental group learned better and retained more. Children with advanced expressive lexicons in particular were aided in generalizing to unfamiliarized materials by the narrative presentation. This study extends our understanding of how narrations scaffold young children’s enrichment of nascent word knowledge.}}, author = {{Nachtigäller, Kerstin and Rohlfing, Katharina and McGregor, Karla K.}}, issn = {{1469-7602}}, journal = {{Journal of Child Language}}, number = {{04}}, pages = {{900--917}}, publisher = {{Cambridge University Press (CUP)}}, title = {{{A story about a word: does narrative presentation promote learning of a spatial preposition in German two-year-olds?}}}, doi = {{10.1017/S0305000912000311}}, volume = {{40}}, year = {{2013}}, } @article{17208, author = {{Rohlfing, Katharina and Deak, Gedeon O.}}, issn = {{1943-0612}}, journal = {{IEEE Transactions on Autonomous Mental Development}}, number = {{3 (Special Iss.)}}, publisher = {{Institute of Electrical & Electronics Engineers (IEEE)}}, title = {{{Microdynamics of Interaction: Capturing and Modeling Infants' Social Learning}}}, doi = {{10.1109/TAMD.2013.2278456}}, volume = {{5}}, year = {{2013}}, }