[{"_id":"17556","department":[{"_id":"749"}],"user_id":"14931","language":[{"iso":"eng"}],"publication":"LANGUAGE LEARNING AND DEVELOPMENT","type":"journal_article","abstract":[{"text":"Applying an eye-tracking technique, we tested early verb understanding in 48 infants aged 9 and 10months. Infants saw two objects presented side by side and heard a verb that referred to a common action with one of these objects (e.g., eating relating to a banana). The verbs were spoken by the parent in an interrogative manner in order to elicit a looking behavior in the infant. Results showed that 9-month-old infants did not show recognition of our test words. However, 10-month-old infants were able to understand a number of the tested verbs. In the discussion, we relate our findings to the nature of early verb representations.","lang":"eng"}],"status":"public","publisher":"ROUTLEDGE JOURNALS","date_updated":"2023-02-01T12:49:48Z","volume":15,"author":[{"last_name":"Nomikou","full_name":"Nomikou, Iris","first_name":"Iris"},{"first_name":"Katharina","last_name":"Rohlfing","id":"50352","full_name":"Rohlfing, Katharina"},{"first_name":"Philipp","full_name":"Cimiano, Philipp","last_name":"Cimiano"},{"first_name":"Jean M.","full_name":"Mandler, Jean M.","last_name":"Mandler"}],"date_created":"2020-08-03T11:00:53Z","title":"Evidence for Early Comprehension of Action Verbs","doi":"10.1080/15475441.2018.1520639","publication_identifier":{"issn":["1547-3341"]},"issue":"1","year":"2019","page":"64-74","intvolume":"        15","citation":{"apa":"Nomikou, I., Rohlfing, K., Cimiano, P., &#38; Mandler, J. M. (2019). Evidence for Early Comprehension of Action Verbs. <i>LANGUAGE LEARNING AND DEVELOPMENT</i>, <i>15</i>(1), 64–74. <a href=\"https://doi.org/10.1080/15475441.2018.1520639\">https://doi.org/10.1080/15475441.2018.1520639</a>","ama":"Nomikou I, Rohlfing K, Cimiano P, Mandler JM. Evidence for Early Comprehension of Action Verbs. <i>LANGUAGE LEARNING AND DEVELOPMENT</i>. 2019;15(1):64-74. doi:<a href=\"https://doi.org/10.1080/15475441.2018.1520639\">10.1080/15475441.2018.1520639</a>","short":"I. Nomikou, K. Rohlfing, P. Cimiano, J.M. Mandler, LANGUAGE LEARNING AND DEVELOPMENT 15 (2019) 64–74.","bibtex":"@article{Nomikou_Rohlfing_Cimiano_Mandler_2019, title={Evidence for Early Comprehension of Action Verbs}, volume={15}, DOI={<a href=\"https://doi.org/10.1080/15475441.2018.1520639\">10.1080/15475441.2018.1520639</a>}, number={1}, journal={LANGUAGE LEARNING AND DEVELOPMENT}, publisher={ROUTLEDGE JOURNALS}, author={Nomikou, Iris and Rohlfing, Katharina and Cimiano, Philipp and Mandler, Jean M.}, year={2019}, pages={64–74} }","mla":"Nomikou, Iris, et al. “Evidence for Early Comprehension of Action Verbs.” <i>LANGUAGE LEARNING AND DEVELOPMENT</i>, vol. 15, no. 1, ROUTLEDGE JOURNALS, 2019, pp. 64–74, doi:<a href=\"https://doi.org/10.1080/15475441.2018.1520639\">10.1080/15475441.2018.1520639</a>.","chicago":"Nomikou, Iris, Katharina Rohlfing, Philipp Cimiano, and Jean M. Mandler. “Evidence for Early Comprehension of Action Verbs.” <i>LANGUAGE LEARNING AND DEVELOPMENT</i> 15, no. 1 (2019): 64–74. <a href=\"https://doi.org/10.1080/15475441.2018.1520639\">https://doi.org/10.1080/15475441.2018.1520639</a>.","ieee":"I. Nomikou, K. Rohlfing, P. Cimiano, and J. M. Mandler, “Evidence for Early Comprehension of Action Verbs,” <i>LANGUAGE LEARNING AND DEVELOPMENT</i>, vol. 15, no. 1, pp. 64–74, 2019, doi: <a href=\"https://doi.org/10.1080/15475441.2018.1520639\">10.1080/15475441.2018.1520639</a>."}},{"title":"Multimodal Turn-Taking: Motivations, Methodological Challenges, and Novel Approaches","doi":"10.1109/TCDS.2019.2892991","date_updated":"2023-02-01T12:39:19Z","date_created":"2020-11-02T13:25:49Z","author":[{"first_name":"Katharina","last_name":"Rohlfing","full_name":"Rohlfing, Katharina","id":"50352"},{"first_name":"Giuseppe","full_name":"Leonardi, Giuseppe","last_name":"Leonardi"},{"last_name":"Nomikou","full_name":"Nomikou, Iris","first_name":"Iris"},{"last_name":"Rączaszek-Leonardi","full_name":"Rączaszek-Leonardi, Joanna","first_name":"Joanna"},{"full_name":"Hüllermeier, Eyke","id":"48129","last_name":"Hüllermeier","first_name":"Eyke"}],"year":"2019","citation":{"short":"K. Rohlfing, G. Leonardi, I. Nomikou, J. Rączaszek-Leonardi, E. Hüllermeier, IEEE Transactions on Cognitive and Developmental Systems (2019).","mla":"Rohlfing, Katharina, et al. “Multimodal Turn-Taking: Motivations, Methodological Challenges, and Novel Approaches.” <i>IEEE Transactions on Cognitive and Developmental Systems</i>, 2019, doi:<a href=\"https://doi.org/10.1109/TCDS.2019.2892991\">10.1109/TCDS.2019.2892991</a>.","bibtex":"@article{Rohlfing_Leonardi_Nomikou_Rączaszek-Leonardi_Hüllermeier_2019, title={Multimodal Turn-Taking: Motivations, Methodological Challenges, and Novel Approaches}, DOI={<a href=\"https://doi.org/10.1109/TCDS.2019.2892991\">10.1109/TCDS.2019.2892991</a>}, journal={IEEE Transactions on Cognitive and Developmental Systems}, author={Rohlfing, Katharina and Leonardi, Giuseppe and Nomikou, Iris and Rączaszek-Leonardi, Joanna and Hüllermeier, Eyke}, year={2019} }","apa":"Rohlfing, K., Leonardi, G., Nomikou, I., Rączaszek-Leonardi, J., &#38; Hüllermeier, E. (2019). Multimodal Turn-Taking: Motivations, Methodological Challenges, and Novel Approaches. <i>IEEE Transactions on Cognitive and Developmental Systems</i>. <a href=\"https://doi.org/10.1109/TCDS.2019.2892991\">https://doi.org/10.1109/TCDS.2019.2892991</a>","ama":"Rohlfing K, Leonardi G, Nomikou I, Rączaszek-Leonardi J, Hüllermeier E. Multimodal Turn-Taking: Motivations, Methodological Challenges, and Novel Approaches. <i>IEEE Transactions on Cognitive and Developmental Systems</i>. Published online 2019. doi:<a href=\"https://doi.org/10.1109/TCDS.2019.2892991\">10.1109/TCDS.2019.2892991</a>","chicago":"Rohlfing, Katharina, Giuseppe Leonardi, Iris Nomikou, Joanna Rączaszek-Leonardi, and Eyke Hüllermeier. “Multimodal Turn-Taking: Motivations, Methodological Challenges, and Novel Approaches.” <i>IEEE Transactions on Cognitive and Developmental Systems</i>, 2019. <a href=\"https://doi.org/10.1109/TCDS.2019.2892991\">https://doi.org/10.1109/TCDS.2019.2892991</a>.","ieee":"K. Rohlfing, G. Leonardi, I. Nomikou, J. Rączaszek-Leonardi, and E. Hüllermeier, “Multimodal Turn-Taking: Motivations, Methodological Challenges, and Novel Approaches,” <i>IEEE Transactions on Cognitive and Developmental Systems</i>, 2019, doi: <a href=\"https://doi.org/10.1109/TCDS.2019.2892991\">10.1109/TCDS.2019.2892991</a>."},"language":[{"iso":"eng"}],"_id":"20243","user_id":"14931","department":[{"_id":"749"},{"_id":"355"}],"status":"public","type":"journal_article","publication":"IEEE Transactions on Cognitive and Developmental Systems"},{"language":[{"iso":"eng"}],"_id":"20242","user_id":"14931","department":[{"_id":"749"}],"status":"public","type":"journal_article","publication":"The Journal of Communication and Media Studies ","title":"Raising Robotic Natives?: Persuasive Potentials of Social Robots in Early Education","doi":"10.18848/2470-9247/CGP/v04i04/21-35","date_updated":"2023-02-01T12:38:21Z","date_created":"2020-11-02T10:23:28Z","author":[{"first_name":"Scarlet","full_name":"Siebert, Scarlet","last_name":"Siebert"},{"id":"43289","full_name":"Tolksdorf, Nils Frederik","orcid":"0000-0001-6093-1219","last_name":"Tolksdorf","first_name":"Nils Frederik"},{"last_name":"Rohlfing","id":"50352","full_name":"Rohlfing, Katharina","first_name":"Katharina"},{"full_name":"Zorn, Isabel","last_name":"Zorn","first_name":"Isabel"}],"year":"2019","citation":{"apa":"Siebert, S., Tolksdorf, N. F., Rohlfing, K., &#38; Zorn, I. (2019). Raising Robotic Natives?: Persuasive Potentials of Social Robots in Early Education. <i>The Journal of Communication and Media Studies </i>, 21–35. <a href=\"https://doi.org/10.18848/2470-9247/CGP/v04i04/21-35\">https://doi.org/10.18848/2470-9247/CGP/v04i04/21-35</a>","bibtex":"@article{Siebert_Tolksdorf_Rohlfing_Zorn_2019, title={Raising Robotic Natives?: Persuasive Potentials of Social Robots in Early Education}, DOI={<a href=\"https://doi.org/10.18848/2470-9247/CGP/v04i04/21-35\">10.18848/2470-9247/CGP/v04i04/21-35</a>}, journal={The Journal of Communication and Media Studies }, author={Siebert, Scarlet and Tolksdorf, Nils Frederik and Rohlfing, Katharina and Zorn, Isabel}, year={2019}, pages={21–35} }","mla":"Siebert, Scarlet, et al. “Raising Robotic Natives?: Persuasive Potentials of Social Robots in Early Education.” <i>The Journal of Communication and Media Studies </i>, 2019, pp. 21–35, doi:<a href=\"https://doi.org/10.18848/2470-9247/CGP/v04i04/21-35\">10.18848/2470-9247/CGP/v04i04/21-35</a>.","short":"S. Siebert, N.F. Tolksdorf, K. Rohlfing, I. Zorn, The Journal of Communication and Media Studies  (2019) 21–35.","ama":"Siebert S, Tolksdorf NF, Rohlfing K, Zorn I. Raising Robotic Natives?: Persuasive Potentials of Social Robots in Early Education. <i>The Journal of Communication and Media Studies </i>. Published online 2019:21-35. doi:<a href=\"https://doi.org/10.18848/2470-9247/CGP/v04i04/21-35\">10.18848/2470-9247/CGP/v04i04/21-35</a>","chicago":"Siebert, Scarlet, Nils Frederik Tolksdorf, Katharina Rohlfing, and Isabel Zorn. “Raising Robotic Natives?: Persuasive Potentials of Social Robots in Early Education.” <i>The Journal of Communication and Media Studies </i>, 2019, 21–35. <a href=\"https://doi.org/10.18848/2470-9247/CGP/v04i04/21-35\">https://doi.org/10.18848/2470-9247/CGP/v04i04/21-35</a>.","ieee":"S. Siebert, N. F. Tolksdorf, K. Rohlfing, and I. Zorn, “Raising Robotic Natives?: Persuasive Potentials of Social Robots in Early Education,” <i>The Journal of Communication and Media Studies </i>, pp. 21–35, 2019, doi: <a href=\"https://doi.org/10.18848/2470-9247/CGP/v04i04/21-35\">10.18848/2470-9247/CGP/v04i04/21-35</a>."},"page":"21-35"},{"language":[{"iso":"eng"}],"_id":"17178","department":[{"_id":"749"}],"user_id":"14931","abstract":[{"lang":"eng","text":"Applying an eye-tracking technique, we tested early verb understanding in 48 infants aged 9 and 10months. Infants saw two objects presented side by side and heard a verb that referred to a common action with one of these objects (e.g., eating relating to a banana). The verbs were spoken by the parent in an interrogative manner in order to elicit a looking behavior in the infant. Results showed that 9-month-old infants did not show recognition of our test words. However, 10-month-old infants were able to understand a number of the tested verbs. In the discussion, we relate our findings to the nature of early verb representations."}],"status":"public","publication":"LANGUAGE LEARNING AND DEVELOPMENT","type":"journal_article","title":"Evidence for Early Comprehension of Action Verbs","doi":"10.1080/15475441.2018.1520639","publisher":"ROUTLEDGE JOURNALS","date_updated":"2023-02-01T16:24:25Z","volume":15,"author":[{"first_name":"Iris","last_name":"Nomikou","full_name":"Nomikou, Iris"},{"first_name":"Katharina","last_name":"Rohlfing","full_name":"Rohlfing, Katharina","id":"50352"},{"full_name":"Cimiano, Philipp","last_name":"Cimiano","first_name":"Philipp"},{"full_name":"Mandler, Jean M.","last_name":"Mandler","first_name":"Jean M."}],"date_created":"2020-06-24T13:00:53Z","year":"2019","page":"64-74","intvolume":"        15","citation":{"ieee":"I. Nomikou, K. Rohlfing, P. Cimiano, and J. M. Mandler, “Evidence for Early Comprehension of Action Verbs,” <i>LANGUAGE LEARNING AND DEVELOPMENT</i>, vol. 15, no. 1, pp. 64–74, 2019, doi: <a href=\"https://doi.org/10.1080/15475441.2018.1520639\">10.1080/15475441.2018.1520639</a>.","chicago":"Nomikou, Iris, Katharina Rohlfing, Philipp Cimiano, and Jean M. Mandler. “Evidence for Early Comprehension of Action Verbs.” <i>LANGUAGE LEARNING AND DEVELOPMENT</i> 15, no. 1 (2019): 64–74. <a href=\"https://doi.org/10.1080/15475441.2018.1520639\">https://doi.org/10.1080/15475441.2018.1520639</a>.","ama":"Nomikou I, Rohlfing K, Cimiano P, Mandler JM. Evidence for Early Comprehension of Action Verbs. <i>LANGUAGE LEARNING AND DEVELOPMENT</i>. 2019;15(1):64-74. doi:<a href=\"https://doi.org/10.1080/15475441.2018.1520639\">10.1080/15475441.2018.1520639</a>","mla":"Nomikou, Iris, et al. “Evidence for Early Comprehension of Action Verbs.” <i>LANGUAGE LEARNING AND DEVELOPMENT</i>, vol. 15, no. 1, ROUTLEDGE JOURNALS, 2019, pp. 64–74, doi:<a href=\"https://doi.org/10.1080/15475441.2018.1520639\">10.1080/15475441.2018.1520639</a>.","bibtex":"@article{Nomikou_Rohlfing_Cimiano_Mandler_2019, title={Evidence for Early Comprehension of Action Verbs}, volume={15}, DOI={<a href=\"https://doi.org/10.1080/15475441.2018.1520639\">10.1080/15475441.2018.1520639</a>}, number={1}, journal={LANGUAGE LEARNING AND DEVELOPMENT}, publisher={ROUTLEDGE JOURNALS}, author={Nomikou, Iris and Rohlfing, Katharina and Cimiano, Philipp and Mandler, Jean M.}, year={2019}, pages={64–74} }","short":"I. Nomikou, K. Rohlfing, P. Cimiano, J.M. Mandler, LANGUAGE LEARNING AND DEVELOPMENT 15 (2019) 64–74.","apa":"Nomikou, I., Rohlfing, K., Cimiano, P., &#38; Mandler, J. M. (2019). Evidence for Early Comprehension of Action Verbs. <i>LANGUAGE LEARNING AND DEVELOPMENT</i>, <i>15</i>(1), 64–74. <a href=\"https://doi.org/10.1080/15475441.2018.1520639\">https://doi.org/10.1080/15475441.2018.1520639</a>"},"publication_identifier":{"issn":["1547-3341"]},"issue":"1"},{"department":[{"_id":"749"}],"user_id":"43289","_id":"24905","language":[{"iso":"eng"}],"publication":"The Journal of Communication and Media Studies","type":"journal_article","status":"public","author":[{"first_name":"Scarlet","last_name":"Siebert","full_name":"Siebert, Scarlet"},{"last_name":"Tolksdorf","orcid":"0000-0001-6093-1219","full_name":"Tolksdorf, Nils Frederik","id":"43289","first_name":"Nils Frederik"},{"full_name":"Rohlfing, Katharina J.","id":"50352","last_name":"Rohlfing","first_name":"Katharina J."},{"first_name":"Isabel","full_name":"Zorn, Isabel","last_name":"Zorn"}],"date_created":"2021-09-23T11:05:42Z","date_updated":"2024-11-28T08:42:54Z","doi":"10.18848/2470-9247/cgp/v04i04/21-35","title":"Raising Robotic Natives?: Persuasive Potentials of Social Robots in Early Education","quality_controlled":"1","publication_identifier":{"issn":["2470-9247","2470-9255"]},"publication_status":"published","page":"21-35","citation":{"bibtex":"@article{Siebert_Tolksdorf_Rohlfing_Zorn_2019, title={Raising Robotic Natives?: Persuasive Potentials of Social Robots in Early Education}, DOI={<a href=\"https://doi.org/10.18848/2470-9247/cgp/v04i04/21-35\">10.18848/2470-9247/cgp/v04i04/21-35</a>}, journal={The Journal of Communication and Media Studies}, author={Siebert, Scarlet and Tolksdorf, Nils Frederik and Rohlfing, Katharina J. and Zorn, Isabel}, year={2019}, pages={21–35} }","short":"S. Siebert, N.F. Tolksdorf, K.J. Rohlfing, I. Zorn, The Journal of Communication and Media Studies (2019) 21–35.","mla":"Siebert, Scarlet, et al. “Raising Robotic Natives?: Persuasive Potentials of Social Robots in Early Education.” <i>The Journal of Communication and Media Studies</i>, 2019, pp. 21–35, doi:<a href=\"https://doi.org/10.18848/2470-9247/cgp/v04i04/21-35\">10.18848/2470-9247/cgp/v04i04/21-35</a>.","apa":"Siebert, S., Tolksdorf, N. F., Rohlfing, K. J., &#38; Zorn, I. (2019). Raising Robotic Natives?: Persuasive Potentials of Social Robots in Early Education. <i>The Journal of Communication and Media Studies</i>, 21–35. <a href=\"https://doi.org/10.18848/2470-9247/cgp/v04i04/21-35\">https://doi.org/10.18848/2470-9247/cgp/v04i04/21-35</a>","chicago":"Siebert, Scarlet, Nils Frederik Tolksdorf, Katharina J. Rohlfing, and Isabel Zorn. “Raising Robotic Natives?: Persuasive Potentials of Social Robots in Early Education.” <i>The Journal of Communication and Media Studies</i>, 2019, 21–35. <a href=\"https://doi.org/10.18848/2470-9247/cgp/v04i04/21-35\">https://doi.org/10.18848/2470-9247/cgp/v04i04/21-35</a>.","ieee":"S. Siebert, N. F. Tolksdorf, K. J. Rohlfing, and I. Zorn, “Raising Robotic Natives?: Persuasive Potentials of Social Robots in Early Education,” <i>The Journal of Communication and Media Studies</i>, pp. 21–35, 2019, doi: <a href=\"https://doi.org/10.18848/2470-9247/cgp/v04i04/21-35\">10.18848/2470-9247/cgp/v04i04/21-35</a>.","ama":"Siebert S, Tolksdorf NF, Rohlfing KJ, Zorn I. Raising Robotic Natives?: Persuasive Potentials of Social Robots in Early Education. <i>The Journal of Communication and Media Studies</i>. Published online 2019:21-35. doi:<a href=\"https://doi.org/10.18848/2470-9247/cgp/v04i04/21-35\">10.18848/2470-9247/cgp/v04i04/21-35</a>"},"year":"2019"},{"year":"2019","citation":{"apa":"Tolksdorf, N. F., &#38; Rohlfing, K. J. (2019). <i>Reconceptualising early childhood literacy facing child-robot interaction</i>. Reconceptualising Early Childhood Literacies: An International Conference, Manchester, UK.","short":"N.F. Tolksdorf, K.J. Rohlfing, in: 2019.","bibtex":"@inproceedings{Tolksdorf_Rohlfing_2019, title={Reconceptualising early childhood literacy facing child-robot interaction}, author={Tolksdorf, Nils Frederik and Rohlfing, Katharina J.}, year={2019} }","mla":"Tolksdorf, Nils Frederik, and Katharina J. Rohlfing. <i>Reconceptualising Early Childhood Literacy Facing Child-Robot Interaction</i>. 2019.","ama":"Tolksdorf NF, Rohlfing KJ. Reconceptualising early childhood literacy facing child-robot interaction. In: ; 2019.","chicago":"Tolksdorf, Nils Frederik, and Katharina J. Rohlfing. “Reconceptualising Early Childhood Literacy Facing Child-Robot Interaction,” 2019.","ieee":"N. F. Tolksdorf and K. J. Rohlfing, “Reconceptualising early childhood literacy facing child-robot interaction,” presented at the Reconceptualising Early Childhood Literacies: An International Conference, Manchester, UK, 2019."},"quality_controlled":"1","title":"Reconceptualising early childhood literacy facing child-robot interaction","conference":{"location":"Manchester, UK","name":"Reconceptualising Early Childhood Literacies: An International Conference"},"date_updated":"2024-11-28T08:45:32Z","author":[{"id":"43289","full_name":"Tolksdorf, Nils Frederik","orcid":"0000-0001-6093-1219","last_name":"Tolksdorf","first_name":"Nils Frederik"},{"first_name":"Katharina J.","last_name":"Rohlfing","id":"50352","full_name":"Rohlfing, Katharina J."}],"date_created":"2021-09-23T11:27:55Z","status":"public","type":"conference_abstract","language":[{"iso":"eng"}],"_id":"24923","department":[{"_id":"749"}],"user_id":"43289"},{"page":"1 - 27","intvolume":"         5","citation":{"apa":"Krüger, A., Tünnermann, J., Rohlfing, K., &#38; Scharlau, I. (2018). Quantitative Explanation as a Tight Coupling of Data, Model, and Theory. <i>Archives of Data Science, Series A</i>, <i>5</i>, 1–27. <a href=\"https://doi.org/10.5445/KSP/1000087327/10\">https://doi.org/10.5445/KSP/1000087327/10</a>","bibtex":"@article{Krüger_Tünnermann_Rohlfing_Scharlau_2018, title={Quantitative Explanation as a Tight Coupling of Data, Model, and Theory}, volume={5}, DOI={<a href=\"https://doi.org/10.5445/KSP/1000087327/10\">10.5445/KSP/1000087327/10</a>}, journal={Archives of Data Science, Series A}, author={Krüger, Alexander and Tünnermann, Jan and Rohlfing, Katharina and Scharlau, Ingrid}, year={2018}, pages={1–27} }","mla":"Krüger, Alexander, et al. “Quantitative Explanation as a Tight Coupling of Data, Model, and Theory.” <i>Archives of Data Science, Series A</i>, vol. 5, 2018, pp. 1–27, doi:<a href=\"https://doi.org/10.5445/KSP/1000087327/10\">10.5445/KSP/1000087327/10</a>.","short":"A. Krüger, J. Tünnermann, K. Rohlfing, I. Scharlau, Archives of Data Science, Series A 5 (2018) 1–27.","ama":"Krüger A, Tünnermann J, Rohlfing K, Scharlau I. Quantitative Explanation as a Tight Coupling of Data, Model, and Theory. <i>Archives of Data Science, Series A</i>. 2018;5:1-27. doi:<a href=\"https://doi.org/10.5445/KSP/1000087327/10\">10.5445/KSP/1000087327/10</a>","ieee":"A. Krüger, J. Tünnermann, K. Rohlfing, and I. Scharlau, “Quantitative Explanation as a Tight Coupling of Data, Model, and Theory,” <i>Archives of Data Science, Series A</i>, vol. 5, pp. 1–27, 2018, doi: <a href=\"https://doi.org/10.5445/KSP/1000087327/10\">10.5445/KSP/1000087327/10</a>.","chicago":"Krüger, Alexander, Jan Tünnermann, Katharina Rohlfing, and Ingrid Scharlau. “Quantitative Explanation as a Tight Coupling of Data, Model, and Theory.” <i>Archives of Data Science, Series A</i> 5 (2018): 1–27. <a href=\"https://doi.org/10.5445/KSP/1000087327/10\">https://doi.org/10.5445/KSP/1000087327/10</a>."},"year":"2018","publication_status":"published","doi":"10.5445/KSP/1000087327/10","main_file_link":[{"url":"https://www.archivesofdatascience.org/journals/series_a/article/105914","open_access":"1"}],"title":"Quantitative Explanation as a Tight Coupling of Data, Model, and Theory","volume":5,"author":[{"last_name":"Krüger","full_name":"Krüger, Alexander","first_name":"Alexander"},{"last_name":"Tünnermann","full_name":"Tünnermann, Jan","first_name":"Jan"},{"first_name":"Katharina","id":"50352","full_name":"Rohlfing, Katharina","last_name":"Rohlfing"},{"first_name":"Ingrid","full_name":"Scharlau, Ingrid","id":"451","orcid":"0000-0003-2364-9489","last_name":"Scharlau"}],"date_created":"2021-12-15T13:55:55Z","date_updated":"2023-02-01T12:13:04Z","oa":"1","status":"public","abstract":[{"lang":"eng","text":"What does it mean to explain data patterns? Cognitive psychologists and other scientists face this question when observable phenomena have to be explained in theoretical terms. Frequentist null-hypothesis testing – one prominent approach in psychology – controls error rates. Machine learning – an alternative prominent outside of, but not yet inside psychology – focuses on precise predictions. However, both alternatives often provide little insight into the data. We propose a combination of formal modeling and Bayesian statistical inference to ground explanations in data analysis. We support this approach by reference to philosophy of science and discussions of the current methods crisis in several empirical sciences and illustrate it with an example from visual attention research."}],"publication":"Archives of Data Science, Series A","type":"journal_article","language":[{"iso":"eng"}],"department":[{"_id":"424"},{"_id":"749"}],"user_id":"14931","_id":"28981"},{"_id":"17557","user_id":"14931","department":[{"_id":"749"}],"keyword":["Speech-gesture integration","semantic features"],"language":[{"iso":"eng"}],"type":"conference","publication":"KOGWIS2018: Computational Approaches to Cognitive Science","abstract":[{"text":"Previous work by [1] studied gesture-speech interaction in adults. [1] focussed on temporal and semantic coordination of gesture and speech and found that while adult speech is mostly coordinated (or redundant) with gestures, semantic coordination increases the temporal synchrony. These observations do not necessarily hold for children (in particular with respect to iconic gestures, see [2]), where the speech and gesture systems are still under development. We studied the semantic and temporal coordination of speech and gesture in 4-year old children using a corpus of 40 children producing action descriptions in task oriented dialogues. In particular, we examined what kinds of information are transmitted verbally vs. non-verbally and how they are related. To account for this, we extended the semantic features (SFs) developed in [3] for object descriptions in order to include the semantics of actions. We coded the SFs on the children’s speech and gestures separately using video data. In our presentation, we will focus on the quantitative distribution of SFs across gesture and speech. Our results indicate that speech and gestures of 4-year olds are less integrated than those of the adults, although there is a large variability among the children. We will discuss the results with respect to the cognitive processes (e.g., visual memory, language) underlying children’s abilities at this stage of development. Our work paves the way for the cognitive architecture of speech-gesture interaction in preschoolers which to our knowledge is missing so far. ","lang":"eng"}],"status":"public","date_updated":"2023-02-01T12:50:21Z","author":[{"full_name":"Abramov, Olga","last_name":"Abramov","first_name":"Olga"},{"full_name":"Kopp, Stefan","last_name":"Kopp","first_name":"Stefan"},{"last_name":"Nemeth","full_name":"Nemeth, Anne","first_name":"Anne"},{"full_name":"Kern, Friederike","last_name":"Kern","first_name":"Friederike"},{"first_name":"Ulrich","full_name":"Mertens, Ulrich","last_name":"Mertens"},{"full_name":"Rohlfing, Katharina","id":"50352","last_name":"Rohlfing","first_name":"Katharina"}],"date_created":"2020-08-03T11:00:54Z","title":"Towards a Computational Model of Child Gesture-Speech Production","year":"2018","citation":{"bibtex":"@inproceedings{Abramov_Kopp_Nemeth_Kern_Mertens_Rohlfing_2018, title={Towards a Computational Model of Child Gesture-Speech Production}, booktitle={KOGWIS2018: Computational Approaches to Cognitive Science}, author={Abramov, Olga and Kopp, Stefan and Nemeth, Anne and Kern, Friederike and Mertens, Ulrich and Rohlfing, Katharina}, year={2018} }","short":"O. Abramov, S. Kopp, A. Nemeth, F. Kern, U. Mertens, K. Rohlfing, in: KOGWIS2018: Computational Approaches to Cognitive Science, 2018.","mla":"Abramov, Olga, et al. “Towards a Computational Model of Child Gesture-Speech Production.” <i>KOGWIS2018: Computational Approaches to Cognitive Science</i>, 2018.","apa":"Abramov, O., Kopp, S., Nemeth, A., Kern, F., Mertens, U., &#38; Rohlfing, K. (2018). Towards a Computational Model of Child Gesture-Speech Production. <i>KOGWIS2018: Computational Approaches to Cognitive Science</i>.","ama":"Abramov O, Kopp S, Nemeth A, Kern F, Mertens U, Rohlfing K. Towards a Computational Model of Child Gesture-Speech Production. In: <i>KOGWIS2018: Computational Approaches to Cognitive Science</i>. ; 2018.","ieee":"O. Abramov, S. Kopp, A. Nemeth, F. Kern, U. Mertens, and K. Rohlfing, “Towards a Computational Model of Child Gesture-Speech Production,” 2018.","chicago":"Abramov, Olga, Stefan Kopp, Anne Nemeth, Friederike Kern, Ulrich Mertens, and Katharina Rohlfing. “Towards a Computational Model of Child Gesture-Speech Production.” In <i>KOGWIS2018: Computational Approaches to Cognitive Science</i>, 2018."}},{"status":"public","type":"conference_abstract","language":[{"iso":"eng"}],"_id":"24924","user_id":"14931","department":[{"_id":"749"}],"year":"2018","citation":{"ieee":"N. F. Tolksdorf, U. J. Mertens, and K. J. Rohlfing, “Multimodal response behavior of children during word learning with a robot,” presented at the Symposium on Robots for Language Learning, Istanbul, Turkey, 2018.","chicago":"Tolksdorf, Nils Frederik, Ulrich J. Mertens, and Katharina J. Rohlfing. “Multimodal Response Behavior of Children during Word Learning with a Robot,” 2018.","ama":"Tolksdorf NF, Mertens UJ, Rohlfing KJ. Multimodal response behavior of children during word learning with a robot. In: ; 2018.","mla":"Tolksdorf, Nils Frederik, et al. <i>Multimodal Response Behavior of Children during Word Learning with a Robot</i>. 2018.","bibtex":"@inproceedings{Tolksdorf_Mertens_Rohlfing_2018, title={Multimodal response behavior of children during word learning with a robot}, author={Tolksdorf, Nils Frederik and Mertens, Ulrich J. and Rohlfing, Katharina J.}, year={2018} }","short":"N.F. Tolksdorf, U.J. Mertens, K.J. Rohlfing, in: 2018.","apa":"Tolksdorf, N. F., Mertens, U. J., &#38; Rohlfing, K. J. (2018). <i>Multimodal response behavior of children during word learning with a robot</i>. Symposium on Robots for Language Learning, Istanbul, Turkey."},"title":"Multimodal response behavior of children during word learning with a robot","conference":{"name":"Symposium on Robots for Language Learning","location":"Istanbul, Turkey"},"date_updated":"2023-02-01T12:28:23Z","author":[{"last_name":"Tolksdorf","orcid":"0000-0001-6093-1219","id":"43289","full_name":"Tolksdorf, Nils Frederik","first_name":"Nils Frederik"},{"full_name":"Mertens, Ulrich J.","last_name":"Mertens","first_name":"Ulrich J."},{"first_name":"Katharina J.","full_name":"Rohlfing, Katharina J.","id":"50352","last_name":"Rohlfing"}],"date_created":"2021-09-23T11:29:18Z"},{"status":"public","publication":"Ecological Psychology ","type":"journal_article","language":[{"iso":"eng"}],"_id":"20227","department":[{"_id":"749"}],"user_id":"14931","year":"2018","page":"39-73","intvolume":"        30","citation":{"ama":"Rączaszek-Leonardi, J, Nomikou I, Rohlfing K, Deacon TW. Language development from an ecological perspective: Ecologically valid ways to abstract symbols. <i>Ecological Psychology </i>. 2018;30:39-73.","chicago":"Rączaszek-Leonardi, Joanna, Iris Nomikou, Katharina Rohlfing, and Terrence W. Deacon. “Language Development from an Ecological Perspective: Ecologically Valid Ways to Abstract Symbols.” <i>Ecological Psychology </i> 30 (2018): 39–73.","ieee":"J. Rączaszek-Leonardi, I. Nomikou, K. Rohlfing, and T. W. Deacon, “Language development from an ecological perspective: Ecologically valid ways to abstract symbols.,” <i>Ecological Psychology </i>, vol. 30, pp. 39–73, 2018.","apa":"Rączaszek-Leonardi, J., Nomikou, I., Rohlfing, K., &#38; Deacon, T. W. (2018). Language development from an ecological perspective: Ecologically valid ways to abstract symbols. <i>Ecological Psychology </i>, <i>30</i>, 39–73.","bibtex":"@article{Rączaszek-Leonardi,_Nomikou_Rohlfing_Deacon_2018, title={Language development from an ecological perspective: Ecologically valid ways to abstract symbols.}, volume={30}, journal={Ecological Psychology }, author={Rączaszek-Leonardi, Joanna and Nomikou, Iris and Rohlfing, Katharina and Deacon, Terrence W.}, year={2018}, pages={39–73} }","mla":"Rączaszek-Leonardi, Joanna, et al. “Language Development from an Ecological Perspective: Ecologically Valid Ways to Abstract Symbols.” <i>Ecological Psychology </i>, vol. 30, 2018, pp. 39–73.","short":"J. Rączaszek-Leonardi, I. Nomikou, K. Rohlfing, T.W. Deacon, Ecological Psychology  30 (2018) 39–73."},"title":"Language development from an ecological perspective: Ecologically valid ways to abstract symbols.","date_updated":"2023-02-01T12:40:11Z","volume":30,"author":[{"first_name":"Joanna","full_name":"Rączaszek-Leonardi,, Joanna","last_name":"Rączaszek-Leonardi,"},{"first_name":"Iris","last_name":"Nomikou","full_name":"Nomikou, Iris"},{"first_name":"Katharina","last_name":"Rohlfing","id":"50352","full_name":"Rohlfing, Katharina"},{"full_name":"Deacon, Terrence W.","last_name":"Deacon","first_name":"Terrence W."}],"date_created":"2020-10-29T14:48:47Z"},{"status":"public","type":"journal_article","publication":"Language Learning and Development","language":[{"iso":"eng"}],"user_id":"14931","department":[{"_id":"749"}],"_id":"20225","citation":{"mla":"Nomikou, Iris, et al. “Evidence for Early Comprehension of Action Verbs.” <i>Language Learning and Development</i>, 2018, pp. 1–11.","short":"I. Nomikou, K. Rohlfing, P. Cimiano, J.M. 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Evidence for early comprehension of action verbs. <i>Language Learning and Development</i>. Published online 2018:1-11."},"page":"1-11","year":"2018","title":"Evidence for early comprehension of action verbs.","date_created":"2020-10-29T14:25:14Z","author":[{"first_name":"Iris","last_name":"Nomikou","full_name":"Nomikou, Iris"},{"last_name":"Rohlfing","full_name":"Rohlfing, Katharina","id":"50352","first_name":"Katharina"},{"first_name":"Philipp ","last_name":"Cimiano","full_name":"Cimiano, Philipp "},{"full_name":"Mandler, Jean M. ","last_name":"Mandler","first_name":"Jean M. "}],"date_updated":"2023-02-01T12:39:45Z"},{"type":"conference","publication":"KOGWIS2018: Computational Approaches to Cognitive Science","abstract":[{"text":"Previous work by [1] studied gesture-speech interaction in adults. [1] focussed on temporal and semantic coordination of gesture and speech and found that while adult speech is mostly coordinated (or redundant) with gestures, semantic coordination increases the temporal synchrony. These observations do not necessarily hold for children (in particular with respect to iconic gestures, see [2]), where the speech and gesture systems are still under development. We studied the semantic and temporal coordination of speech and gesture in 4-year old children using a corpus of 40 children producing action descriptions in task oriented dialogues. In particular, we examined what kinds of information are transmitted verbally vs. non-verbally and how they are related. To account for this, we extended the semantic features (SFs) developed in [3] for object descriptions in order to include the semantics of actions. We coded the SFs on the children’s speech and gestures separately using video data. In our presentation, we will focus on the quantitative distribution of SFs across gesture and speech. Our results indicate that speech and gestures of 4-year olds are less integrated than those of the adults, although there is a large variability among the children. We will discuss the results with respect to the cognitive processes (e.g., visual memory, language) underlying children’s abilities at this stage of development. Our work paves the way for the cognitive architecture of speech-gesture interaction in preschoolers which to our knowledge is missing so far. 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Rohlfing, in: KOGWIS2018: Computational Approaches to Cognitive Science, 2018.","bibtex":"@inproceedings{Abramov_Kopp_Nemeth_Kern_Mertens_Rohlfing_2018, title={Towards a Computational Model of Child Gesture-Speech Production}, booktitle={KOGWIS2018: Computational Approaches to Cognitive Science}, author={Abramov, Olga and Kopp, Stefan and Nemeth, Anne and Kern, Friederike and Mertens, Ulrich and Rohlfing, Katharina}, year={2018} }","mla":"Abramov, Olga, et al. “Towards a Computational Model of Child Gesture-Speech Production.” <i>KOGWIS2018: Computational Approaches to Cognitive Science</i>, 2018.","apa":"Abramov, O., Kopp, S., Nemeth, A., Kern, F., Mertens, U., &#38; Rohlfing, K. (2018). Towards a Computational Model of Child Gesture-Speech Production. <i>KOGWIS2018: Computational Approaches to Cognitive Science</i>."},"date_updated":"2023-02-01T16:24:45Z","author":[{"last_name":"Abramov","full_name":"Abramov, Olga","first_name":"Olga"},{"first_name":"Stefan","last_name":"Kopp","full_name":"Kopp, Stefan"},{"first_name":"Anne","last_name":"Nemeth","full_name":"Nemeth, Anne"},{"first_name":"Friederike","full_name":"Kern, Friederike","last_name":"Kern"},{"first_name":"Ulrich","full_name":"Mertens, Ulrich","last_name":"Mertens"},{"first_name":"Katharina","last_name":"Rohlfing","full_name":"Rohlfing, Katharina","id":"50352"}],"date_created":"2020-06-24T13:00:54Z","title":"Towards a Computational Model of Child Gesture-Speech Production"},{"type":"conference_abstract","status":"public","user_id":"43289","department":[{"_id":"749"}],"_id":"24926","language":[{"iso":"eng"}],"quality_controlled":"1","citation":{"mla":"Mertens, Ulrich J., et al. <i>Can the Reduction of an Iconic Gesture Aid Long-Term Learning? A Pilot Child-Robot-Study</i>. 2018.","short":"U.J. Mertens, K. Bergmann, N.F. Tolksdorf, K.J. Rohlfing, in: 2018.","bibtex":"@inproceedings{Mertens_Bergmann_Tolksdorf_Rohlfing_2018, title={Can the reduction of an iconic gesture aid long-term learning? A pilot child-robot-study}, author={Mertens, Ulrich J. and Bergmann, Kirsten and Tolksdorf, Nils Frederik and Rohlfing, Katharina J.}, year={2018} }","apa":"Mertens, U. J., Bergmann, K., Tolksdorf, N. F., &#38; Rohlfing, K. J. (2018). <i>Can the reduction of an iconic gesture aid long-term learning? A pilot child-robot-study</i>. Conference of the International Society for Gesture Studies: Gesture and Diversity, Cape Town, South Africa.","ama":"Mertens UJ, Bergmann K, Tolksdorf NF, Rohlfing KJ. Can the reduction of an iconic gesture aid long-term learning? A pilot child-robot-study. In: ; 2018.","ieee":"U. J. Mertens, K. Bergmann, N. F. Tolksdorf, and K. J. Rohlfing, “Can the reduction of an iconic gesture aid long-term learning? 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Wrede, “Constructing a Language From Scratch: Combining Bottom–Up and Top–Down Learning Processes in a Computational Model of Language Acquisition,” <i>IEEE Transactions on Cognitive and Developmental Systems</i>, vol. 9, pp. 183–196, 2017, doi: <a href=\"https://doi.org/10.1109/TCDS.2016.2614958\">10.1109/TCDS.2016.2614958</a>.","chicago":"Gaspers, Judith, Philipp Cimiano, Katharina Rohlfing, and Britta Wrede. “Constructing a Language From Scratch: Combining Bottom–Up and Top–Down Learning Processes in a Computational Model of Language Acquisition.” <i>IEEE Transactions on Cognitive and Developmental Systems</i> 9 (2017): 183–96. <a href=\"https://doi.org/10.1109/TCDS.2016.2614958\">https://doi.org/10.1109/TCDS.2016.2614958</a>.","apa":"Gaspers, J., Cimiano, P., Rohlfing, K., &#38; Wrede, B. (2017). Constructing a Language From Scratch: Combining Bottom–Up and Top–Down Learning Processes in a Computational Model of Language Acquisition. <i>IEEE Transactions on Cognitive and Developmental Systems</i>, <i>9</i>, 183–196. <a href=\"https://doi.org/10.1109/TCDS.2016.2614958\">https://doi.org/10.1109/TCDS.2016.2614958</a>","ama":"Gaspers J, Cimiano P, Rohlfing K, Wrede B. Constructing a Language From Scratch: Combining Bottom–Up and Top–Down Learning Processes in a Computational Model of Language Acquisition. <i>IEEE Transactions on Cognitive and Developmental Systems</i>. 2017;9:183-196. doi:<a href=\"https://doi.org/10.1109/TCDS.2016.2614958\">10.1109/TCDS.2016.2614958</a>","short":"J. Gaspers, P. Cimiano, K. Rohlfing, B. Wrede, IEEE Transactions on Cognitive and Developmental Systems 9 (2017) 183–196.","bibtex":"@article{Gaspers_Cimiano_Rohlfing_Wrede_2017, title={Constructing a Language From Scratch: Combining Bottom–Up and Top–Down Learning Processes in a Computational Model of Language Acquisition}, volume={9}, DOI={<a href=\"https://doi.org/10.1109/TCDS.2016.2614958\">10.1109/TCDS.2016.2614958</a>}, journal={IEEE Transactions on Cognitive and Developmental Systems}, author={Gaspers, Judith and Cimiano, Philipp and Rohlfing, Katharina and Wrede, Britta}, year={2017}, pages={183–196} }","mla":"Gaspers, Judith, et al. “Constructing a Language From Scratch: Combining Bottom–Up and Top–Down Learning Processes in a Computational Model of Language Acquisition.” <i>IEEE Transactions on Cognitive and Developmental Systems</i>, vol. 9, 2017, pp. 183–96, doi:<a href=\"https://doi.org/10.1109/TCDS.2016.2614958\">10.1109/TCDS.2016.2614958</a>."},"intvolume":"         9","page":"183-196","year":"2017","date_created":"2020-11-02T13:51:21Z","author":[{"last_name":"Gaspers","full_name":"Gaspers, Judith","first_name":"Judith"},{"last_name":"Cimiano","full_name":"Cimiano, Philipp","first_name":"Philipp"},{"first_name":"Katharina","id":"50352","full_name":"Rohlfing, Katharina","last_name":"Rohlfing"},{"last_name":"Wrede","full_name":"Wrede, Britta","first_name":"Britta"}],"volume":9,"date_updated":"2023-02-01T12:35:23Z","doi":"10.1109/TCDS.2016.2614958","title":"Constructing a Language From Scratch: Combining Bottom–Up and Top–Down Learning Processes in a Computational Model of Language Acquisition"},{"citation":{"apa":"Nomikou, I., Leonardi, G., Radkowska, A., Rączaszek-Leonardi, J., &#38; Rohlfing, K. (2017). Taking Up an Active Role: Emerging Participation in Early Mother–Infant Interaction during Peekaboo Routines. <i>Frontiers in Psychology</i>. <a href=\"https://doi.org/10.3389/fpsyg.2017.01656\">https://doi.org/10.3389/fpsyg.2017.01656</a>","mla":"Nomikou, Iris, et al. “Taking Up an Active Role: Emerging Participation in Early Mother–Infant Interaction during Peekaboo Routines.” <i>Frontiers in Psychology</i>, 2017, doi:<a href=\"https://doi.org/10.3389/fpsyg.2017.01656\">10.3389/fpsyg.2017.01656</a>.","bibtex":"@article{Nomikou_Leonardi_Radkowska_Rączaszek-Leonardi_Rohlfing_2017, title={Taking Up an Active Role: Emerging Participation in Early Mother–Infant Interaction during Peekaboo Routines}, DOI={<a href=\"https://doi.org/10.3389/fpsyg.2017.01656\">10.3389/fpsyg.2017.01656</a>}, journal={Frontiers in Psychology}, author={Nomikou, Iris and Leonardi, Giuseppe and Radkowska, Alicja and Rączaszek-Leonardi, Joanna and Rohlfing, Katharina}, year={2017} }","short":"I. Nomikou, G. Leonardi, A. Radkowska, J. Rączaszek-Leonardi, K. Rohlfing, Frontiers in Psychology (2017).","ama":"Nomikou I, Leonardi G, Radkowska A, Rączaszek-Leonardi J, Rohlfing K. Taking Up an Active Role: Emerging Participation in Early Mother–Infant Interaction during Peekaboo Routines. <i>Frontiers in Psychology</i>. Published online 2017. doi:<a href=\"https://doi.org/10.3389/fpsyg.2017.01656\">10.3389/fpsyg.2017.01656</a>","chicago":"Nomikou, Iris, Giuseppe Leonardi, Alicja Radkowska, Joanna Rączaszek-Leonardi, and Katharina Rohlfing. “Taking Up an Active Role: Emerging Participation in Early Mother–Infant Interaction during Peekaboo Routines.” <i>Frontiers in Psychology</i>, 2017. <a href=\"https://doi.org/10.3389/fpsyg.2017.01656\">https://doi.org/10.3389/fpsyg.2017.01656</a>.","ieee":"I. Nomikou, G. Leonardi, A. Radkowska, J. Rączaszek-Leonardi, and K. Rohlfing, “Taking Up an Active Role: Emerging Participation in Early Mother–Infant Interaction during Peekaboo Routines,” <i>Frontiers in Psychology</i>, 2017, doi: <a href=\"https://doi.org/10.3389/fpsyg.2017.01656\">10.3389/fpsyg.2017.01656</a>."},"year":"2017","publication_identifier":{"issn":["1664-1078"]},"publication_status":"published","doi":"10.3389/fpsyg.2017.01656","title":"Taking Up an Active Role: Emerging Participation in Early Mother–Infant Interaction during Peekaboo Routines","author":[{"full_name":"Nomikou, Iris","last_name":"Nomikou","first_name":"Iris"},{"first_name":"Giuseppe","last_name":"Leonardi","full_name":"Leonardi, Giuseppe"},{"first_name":"Alicja","last_name":"Radkowska","full_name":"Radkowska, Alicja"},{"first_name":"Joanna","last_name":"Rączaszek-Leonardi","full_name":"Rączaszek-Leonardi, Joanna"},{"first_name":"Katharina","last_name":"Rohlfing","full_name":"Rohlfing, Katharina","id":"50352"}],"date_created":"2020-11-02T13:27:33Z","date_updated":"2023-02-01T12:33:43Z","status":"public","publication":"Frontiers in Psychology","type":"journal_article","language":[{"iso":"eng"}],"department":[{"_id":"749"}],"user_id":"14931","_id":"20245"},{"type":"journal_article","publication":"Brain Sciences ","year":"2017","citation":{"ama":"Nomikou I, Koke M, Rohlfing K. Verbs in mothers’ input to six-month-olds: Synchrony between presentation, meaning, and actions Is related to later verb acquisition. <i>Brain Sciences </i>. Published online 2017. doi:<a href=\"https://doi.org/10.3390/brainsci7050052\">10.3390/brainsci7050052</a>","ieee":"I. Nomikou, M. Koke, and K. Rohlfing, “Verbs in mothers’ input to six-month-olds: Synchrony between presentation, meaning, and actions Is related to later verb acquisition.,” <i>Brain Sciences </i>, 2017, doi: <a href=\"https://doi.org/10.3390/brainsci7050052\">10.3390/brainsci7050052</a>.","chicago":"Nomikou, Iris, Monique Koke, and Katharina Rohlfing. “Verbs in Mothers’ Input to Six-Month-Olds: Synchrony between Presentation, Meaning, and Actions Is Related to Later Verb Acquisition.” <i>Brain Sciences </i>, 2017. <a href=\"https://doi.org/10.3390/brainsci7050052\">https://doi.org/10.3390/brainsci7050052</a>.","mla":"Nomikou, Iris, et al. “Verbs in Mothers’ Input to Six-Month-Olds: Synchrony between Presentation, Meaning, and Actions Is Related to Later Verb Acquisition.” <i>Brain Sciences </i>, 2017, doi:<a href=\"https://doi.org/10.3390/brainsci7050052\">10.3390/brainsci7050052</a>.","bibtex":"@article{Nomikou_Koke_Rohlfing_2017, title={Verbs in mothers’ input to six-month-olds: Synchrony between presentation, meaning, and actions Is related to later verb acquisition.}, DOI={<a href=\"https://doi.org/10.3390/brainsci7050052\">10.3390/brainsci7050052</a>}, journal={Brain Sciences }, author={Nomikou, Iris and Koke, Monique and Rohlfing, Katharina}, year={2017} }","short":"I. Nomikou, M. Koke, K. Rohlfing, Brain Sciences  (2017).","apa":"Nomikou, I., Koke, M., &#38; Rohlfing, K. (2017). Verbs in mothers’ input to six-month-olds: Synchrony between presentation, meaning, and actions Is related to later verb acquisition. <i>Brain Sciences </i>. <a href=\"https://doi.org/10.3390/brainsci7050052\">https://doi.org/10.3390/brainsci7050052</a>"},"status":"public","date_updated":"2023-02-01T12:35:07Z","_id":"20246","user_id":"14931","author":[{"first_name":"Iris","last_name":"Nomikou","full_name":"Nomikou, Iris"},{"first_name":"Monique","last_name":"Koke","full_name":"Koke, Monique"},{"full_name":"Rohlfing, Katharina","id":"50352","last_name":"Rohlfing","first_name":"Katharina"}],"date_created":"2020-11-02T13:33:47Z","department":[{"_id":"749"}],"title":"Verbs in mothers’ input to six-month-olds: Synchrony between presentation, meaning, and actions Is related to later verb acquisition.","doi":"10.3390/brainsci7050052","language":[{"iso":"eng"}]},{"year":"2017","page":"28-33","citation":{"chicago":"Grimminger, Angela, and Katharina Rohlfing. “‘Can You Teach Me?’ – Children Teaching New Words to a Robot in a Book Reading Scenario.” <i>Proceedings of the 6th International Workshop on Child Computer Interaction (WOCCI 2017)</i>, 2017, 28–33.","ieee":"A. Grimminger and K. Rohlfing, “‘Can you teach me?’ – Children teaching new words to a robot in a book reading scenario.,” <i>Proceedings of the 6th International Workshop on Child Computer Interaction (WOCCI 2017)</i>, pp. 28–33, 2017.","ama":"Grimminger A, Rohlfing K. “Can you teach me?” – Children teaching new words to a robot in a book reading scenario. <i>Proceedings of the 6th International Workshop on Child Computer Interaction (WOCCI 2017)</i>. Published online 2017:28-33.","mla":"Grimminger, Angela, and Katharina Rohlfing. “‘Can You Teach Me?’ – Children Teaching New Words to a Robot in a Book Reading Scenario.” <i>Proceedings of the 6th International Workshop on Child Computer Interaction (WOCCI 2017)</i>, 2017, pp. 28–33.","bibtex":"@article{Grimminger_Rohlfing_2017, title={“Can you teach me?” – Children teaching new words to a robot in a book reading scenario.}, journal={Proceedings of the 6th International Workshop on Child Computer Interaction (WOCCI 2017)}, author={Grimminger, Angela and Rohlfing, Katharina}, year={2017}, pages={28–33} }","short":"A. Grimminger, K. Rohlfing, Proceedings of the 6th International Workshop on Child Computer Interaction (WOCCI 2017) (2017) 28–33.","apa":"Grimminger, A., &#38; Rohlfing, K. (2017). “Can you teach me?” – Children teaching new words to a robot in a book reading scenario. <i>Proceedings of the 6th International Workshop on Child Computer Interaction (WOCCI 2017)</i>, 28–33."},"title":"“Can you teach me?” – Children teaching new words to a robot in a book reading scenario.","date_updated":"2023-02-01T12:43:53Z","author":[{"first_name":"Angela","id":"57578","full_name":"Grimminger, Angela","last_name":"Grimminger"},{"full_name":"Rohlfing, Katharina","id":"50352","last_name":"Rohlfing","first_name":"Katharina"}],"date_created":"2020-10-26T12:51:25Z","status":"public","publication":"Proceedings of the 6th International Workshop on Child Computer Interaction (WOCCI 2017)","type":"journal_article","language":[{"iso":"eng"}],"_id":"20204","department":[{"_id":"749"}],"user_id":"14931"},{"_id":"17875","user_id":"14931","department":[{"_id":"749"}],"language":[{"iso":"eng"}],"type":"journal_article","publication":"CHILD DEVELOPMENT","abstract":[{"text":"Early identification of primary language delay is crucial to implement effective prevention programs. Available screening instruments are based on parents' reports and have only insufficient predictive validity. This study employed observational measures of preverbal infants' gestural communication to test its predictive validity for identifying later language delays. Pointing behavior of fifty-nine 12-month-old infants was analyzed and related to their language skills 1 year later. Results confirm predictive validity of preverbal communication for language skills with the hand shape of pointing being superior compared to the underlying motives for pointing (imperative vs. declarative). Twelve-month-olds who pointed only with their open hand but never with their index finger were at risk for primary language delay at 2 years of age.","lang":"eng"}],"status":"public","date_updated":"2023-02-01T12:47:19Z","publisher":"Wiley","author":[{"first_name":"Carina","last_name":"Lüke","full_name":"Lüke, Carina"},{"id":"57578","full_name":"Grimminger, Angela","last_name":"Grimminger","first_name":"Angela"},{"full_name":"Rohlfing, Katharina","id":"50352","last_name":"Rohlfing","first_name":"Katharina"},{"full_name":"Liszkowski, Ulf","last_name":"Liszkowski","first_name":"Ulf"},{"first_name":"Ute","full_name":"Ritterfeld, Ute","last_name":"Ritterfeld"}],"date_created":"2020-08-12T15:06:54Z","volume":88,"title":"In Infants' Hands: Identification of Preverbal Infants at Risk for Primary Language Delay","doi":"10.1111/cdev.12610","publication_identifier":{"issn":["1467-8624"]},"issue":"2","year":"2017","citation":{"ieee":"C. Lüke, A. Grimminger, K. Rohlfing, U. Liszkowski, and U. Ritterfeld, “In Infants’ Hands: Identification of Preverbal Infants at Risk for Primary Language Delay,” <i>CHILD DEVELOPMENT</i>, vol. 88, no. 2, pp. 484–492, 2017, doi: <a href=\"https://doi.org/10.1111/cdev.12610\">10.1111/cdev.12610</a>.","chicago":"Lüke, Carina, Angela Grimminger, Katharina Rohlfing, Ulf Liszkowski, and Ute Ritterfeld. “In Infants’ Hands: Identification of Preverbal Infants at Risk for Primary Language Delay.” <i>CHILD DEVELOPMENT</i> 88, no. 2 (2017): 484–92. <a href=\"https://doi.org/10.1111/cdev.12610\">https://doi.org/10.1111/cdev.12610</a>.","ama":"Lüke C, Grimminger A, Rohlfing K, Liszkowski U, Ritterfeld U. In Infants’ Hands: Identification of Preverbal Infants at Risk for Primary Language Delay. <i>CHILD DEVELOPMENT</i>. 2017;88(2):484-492. doi:<a href=\"https://doi.org/10.1111/cdev.12610\">10.1111/cdev.12610</a>","apa":"Lüke, C., Grimminger, A., Rohlfing, K., Liszkowski, U., &#38; Ritterfeld, U. (2017). In Infants’ Hands: Identification of Preverbal Infants at Risk for Primary Language Delay. <i>CHILD DEVELOPMENT</i>, <i>88</i>(2), 484–492. <a href=\"https://doi.org/10.1111/cdev.12610\">https://doi.org/10.1111/cdev.12610</a>","mla":"Lüke, Carina, et al. “In Infants’ Hands: Identification of Preverbal Infants at Risk for Primary Language Delay.” <i>CHILD DEVELOPMENT</i>, vol. 88, no. 2, Wiley, 2017, pp. 484–92, doi:<a href=\"https://doi.org/10.1111/cdev.12610\">10.1111/cdev.12610</a>.","short":"C. Lüke, A. Grimminger, K. Rohlfing, U. Liszkowski, U. Ritterfeld, CHILD DEVELOPMENT 88 (2017) 484–492.","bibtex":"@article{Lüke_Grimminger_Rohlfing_Liszkowski_Ritterfeld_2017, title={In Infants’ Hands: Identification of Preverbal Infants at Risk for Primary Language Delay}, volume={88}, DOI={<a href=\"https://doi.org/10.1111/cdev.12610\">10.1111/cdev.12610</a>}, number={2}, journal={CHILD DEVELOPMENT}, publisher={Wiley}, author={Lüke, Carina and Grimminger, Angela and Rohlfing, Katharina and Liszkowski, Ulf and Ritterfeld, Ute}, year={2017}, pages={484–492} }"},"intvolume":"        88","page":"484-492"},{"intvolume":"         8","citation":{"ieee":"V. Heller and K. Rohlfing, “Reference as an Interactive Achievement: Sequential and Longitudinal Analyses of Labeling Interactions in Shared Book Reading and Free Play,” <i>Frontiers in Psychology</i>, vol. 8, 2017.","chicago":"Heller, Vivian, and Katharina Rohlfing. “Reference as an Interactive Achievement: Sequential and Longitudinal Analyses of Labeling Interactions in Shared Book Reading and Free Play.” <i>Frontiers in Psychology</i> 8 (2017).","ama":"Heller V, Rohlfing K. Reference as an Interactive Achievement: Sequential and Longitudinal Analyses of Labeling Interactions in Shared Book Reading and Free Play. <i>Frontiers in Psychology</i>. 2017;8.","apa":"Heller, V., &#38; Rohlfing, K. (2017). Reference as an Interactive Achievement: Sequential and Longitudinal Analyses of Labeling Interactions in Shared Book Reading and Free Play. <i>Frontiers in Psychology</i>, <i>8</i>.","bibtex":"@article{Heller_Rohlfing_2017, title={Reference as an Interactive Achievement: Sequential and Longitudinal Analyses of Labeling Interactions in Shared Book Reading and Free Play}, volume={8}, journal={Frontiers in Psychology}, author={Heller, Vivian and Rohlfing, Katharina}, year={2017} }","short":"V. Heller, K. Rohlfing, Frontiers in Psychology 8 (2017).","mla":"Heller, Vivian, and Katharina Rohlfing. “Reference as an Interactive Achievement: Sequential and Longitudinal Analyses of Labeling Interactions in Shared Book Reading and Free Play.” <i>Frontiers in Psychology</i>, vol. 8, 2017."},"year":"2017","volume":8,"author":[{"first_name":"Vivian","last_name":"Heller","full_name":"Heller, Vivian"},{"first_name":"Katharina","last_name":"Rohlfing","id":"50352","full_name":"Rohlfing, Katharina"}],"date_created":"2020-10-29T14:54:34Z","date_updated":"2023-02-01T12:40:28Z","title":"Reference as an Interactive Achievement: Sequential and Longitudinal Analyses of Labeling Interactions in Shared Book Reading and Free Play","publication":"Frontiers in Psychology","type":"journal_article","status":"public","department":[{"_id":"749"}],"user_id":"14931","_id":"20228","language":[{"iso":"eng"}]},{"date_updated":"2023-02-01T12:40:45Z","_id":"20229","date_created":"2020-10-30T08:57:52Z","author":[{"full_name":"Rohlfing, Katharina","id":"50352","last_name":"Rohlfing","first_name":"Katharina"},{"first_name":"Josefa","last_name":"Ceurremans","full_name":"Ceurremans, Josefa"},{"first_name":"Jessica S. ","full_name":"Horst, Jessica S. ","last_name":"Horst"}],"user_id":"14931","department":[{"_id":"749"}],"title":"Benefits of repeated book readings in children with SLI","language":[{"iso":"eng"}],"type":"journal_article","publication":"Communication Disorders Quarterly","year":"2017","citation":{"apa":"Rohlfing, K., Ceurremans, J., &#38; Horst, J. S. (2017). Benefits of repeated book readings in children with SLI. <i>Communication Disorders Quarterly</i>.","mla":"Rohlfing, Katharina, et al. “Benefits of Repeated Book Readings in Children with SLI.” <i>Communication Disorders Quarterly</i>, 2017.","short":"K. Rohlfing, J. Ceurremans, J.S. Horst, Communication Disorders Quarterly (2017).","bibtex":"@article{Rohlfing_Ceurremans_Horst_2017, title={Benefits of repeated book readings in children with SLI}, journal={Communication Disorders Quarterly}, author={Rohlfing, Katharina and Ceurremans, Josefa and Horst, Jessica S. }, year={2017} }","ama":"Rohlfing K, Ceurremans J, Horst JS. Benefits of repeated book readings in children with SLI. <i>Communication Disorders Quarterly</i>. Published online 2017.","chicago":"Rohlfing, Katharina, Josefa Ceurremans, and Jessica S.  Horst. “Benefits of Repeated Book Readings in Children with SLI.” <i>Communication Disorders Quarterly</i>, 2017.","ieee":"K. Rohlfing, J. Ceurremans, and J. S. Horst, “Benefits of repeated book readings in children with SLI,” <i>Communication Disorders Quarterly</i>, 2017."},"status":"public"}]