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Published online 2016. doi:<a href=\"https://doi.org/10.3389/frobt.2016.00046\">10.3389/frobt.2016.00046</a>","mla":"Sciutti, Alessandra, et al. “Language Meddles with Infants‘ Processing of Observed Actions.” <i>Frontiers in Robotics and AI</i>, 2016, doi:<a href=\"https://doi.org/10.3389/frobt.2016.00046\">10.3389/frobt.2016.00046</a>."},"type":"journal_article","department":[{"_id":"749"}],"date_created":"2020-11-02T13:42:35Z","date_updated":"2023-02-01T12:36:05Z","title":"Language meddles with infants‘ processing of observed actions","status":"public","year":"2016","author":[{"last_name":"Sciutti","first_name":"Alessandra","full_name":"Sciutti, Alessandra"},{"last_name":"Lohan","first_name":"Katrin Solveig","full_name":"Lohan, Katrin Solveig"},{"full_name":"Gredebäck, Gustaf","last_name":"Gredebäck","first_name":"Gustaf"},{"first_name":"Benjamin ","last_name":"Koch","full_name":"Koch, Benjamin "},{"last_name":"Rohlfing","first_name":"Katharina","full_name":"Rohlfing, Katharina","id":"50352"}],"user_id":"14931","doi":"10.3389/frobt.2016.00046","_id":"20248","language":[{"iso":"eng"}]},{"department":[{"_id":"749"}],"type":"journal_article","date_created":"2020-11-02T13:47:11Z","citation":{"apa":"Nomikou, I., Malte, S., Heller, V., &#38; Rohlfing, K. (2016). Language—at all times. Action and interaction as contexts for enriching representations. <i>Interaction Studies </i>, 120–145. <a href=\"https://doi.org/10.1075/is.17.1.06nom\">https://doi.org/10.1075/is.17.1.06nom</a>","ieee":"I. Nomikou, S. Malte, V. Heller, and K. Rohlfing, “Language—at all times. Action and interaction as contexts for enriching representations.,” <i>Interaction Studies </i>, pp. 120–145, 2016, doi: <a href=\"https://doi.org/10.1075/is.17.1.06nom\">10.1075/is.17.1.06nom</a>.","chicago":"Nomikou, Iris, Schilling Malte, Vivien Heller, and Katharina Rohlfing. “Language—at All Times. Action and Interaction as Contexts for Enriching Representations.” <i>Interaction Studies </i>, 2016, 120–45. <a href=\"https://doi.org/10.1075/is.17.1.06nom\">https://doi.org/10.1075/is.17.1.06nom</a>.","short":"I. Nomikou, S. Malte, V. Heller, K. Rohlfing, Interaction Studies  (2016) 120–145.","mla":"Nomikou, Iris, et al. “Language—at All Times. Action and Interaction as Contexts for Enriching Representations.” <i>Interaction Studies </i>, 2016, pp. 120–45, doi:<a href=\"https://doi.org/10.1075/is.17.1.06nom\">10.1075/is.17.1.06nom</a>.","ama":"Nomikou I, Malte S, Heller V, Rohlfing K. Language—at all times. Action and interaction as contexts for enriching representations. <i>Interaction Studies </i>. Published online 2016:120-145. doi:<a href=\"https://doi.org/10.1075/is.17.1.06nom\">10.1075/is.17.1.06nom</a>","bibtex":"@article{Nomikou_Malte_Heller_Rohlfing_2016, title={Language—at all times. Action and interaction as contexts for enriching representations.}, DOI={<a href=\"https://doi.org/10.1075/is.17.1.06nom\">10.1075/is.17.1.06nom</a>}, journal={Interaction Studies }, author={Nomikou, Iris and Malte, Schilling and Heller, Vivien and Rohlfing, Katharina}, year={2016}, pages={120–145} }"},"publication":"Interaction Studies ","user_id":"14931","doi":"10.1075/is.17.1.06nom","_id":"20249","language":[{"iso":"eng"}],"page":"120-145","date_updated":"2023-02-01T12:36:24Z","author":[{"full_name":"Nomikou, Iris","last_name":"Nomikou","first_name":"Iris"},{"full_name":"Malte, Schilling","first_name":"Schilling","last_name":"Malte"},{"last_name":"Heller","first_name":"Vivien","full_name":"Heller, Vivien"},{"id":"50352","full_name":"Rohlfing, Katharina","first_name":"Katharina","last_name":"Rohlfing"}],"title":"Language—at all times. Action and interaction as contexts for enriching representations.","year":"2016","status":"public"},{"publication_identifier":{"issn":["1729-8814"]},"author":[{"full_name":"Lyon, Caroline","first_name":"Caroline","last_name":"Lyon"},{"full_name":"Nehaniv, Chrystopher L.","last_name":"Nehaniv","first_name":"Chrystopher L."},{"full_name":"Saunders, Joe","first_name":"Joe","last_name":"Saunders"},{"last_name":"Belpaeme","first_name":"Tony","full_name":"Belpaeme, Tony"},{"full_name":"Bisio, Ambra","last_name":"Bisio","first_name":"Ambra"},{"full_name":"Fischer, Kerstin","last_name":"Fischer","first_name":"Kerstin"},{"full_name":"Forster, Frank","last_name":"Forster","first_name":"Frank"},{"first_name":"Hagen","last_name":"Lehmann","full_name":"Lehmann, Hagen"},{"full_name":"Metta, Giorgio","last_name":"Metta","first_name":"Giorgio"},{"full_name":"Mohan, Vishwanathan","first_name":"Vishwanathan","last_name":"Mohan"},{"first_name":"Anthony","last_name":"Morse","full_name":"Morse, Anthony"},{"full_name":"Nolfi, Stefano","first_name":"Stefano","last_name":"Nolfi"},{"full_name":"Nori, Francesco","last_name":"Nori","first_name":"Francesco"},{"full_name":"Rohlfing, Katharina","last_name":"Rohlfing","first_name":"Katharina","id":"50352"},{"full_name":"Sciutti, Alessandra","first_name":"Alessandra","last_name":"Sciutti"},{"first_name":"Jun","last_name":"Tani","full_name":"Tani, Jun"},{"full_name":"Tuci, Elio","first_name":"Elio","last_name":"Tuci"},{"full_name":"Wrede, Britta","first_name":"Britta","last_name":"Wrede"},{"full_name":"Zeschel, Arne","first_name":"Arne","last_name":"Zeschel"},{"full_name":"Cangelosi, Angelo","last_name":"Cangelosi","first_name":"Angelo"}],"title":"Embodied Language Learning and Cognitive Bootstrapping: Methods and Design Principles","year":"2016","intvolume":"        13","date_updated":"2023-02-01T16:04:48Z","language":[{"iso":"eng"}],"doi":"10.5772/63462","issue":"3","publication":"International Journal of Advanced Robotic Systems","abstract":[{"text":"Co-development of action, conceptualization and social interaction mutually scaffold and support each other within a virtuous feedback cycle in the development of human language in children. Within this framework, the purpose of this article is to bring together diverse but complementary accounts of research methods that jointly contribute to our understanding of cognitive development and in particular, language acquisition in robots. Thus, we include research pertaining to developmental robotics, cognitive science, psychology, linguistics and neuroscience, as well as practical computer science and engineering. The different studies are not at this stage all connected into a cohesive whole; rather, they are presented to illuminate the need for multiple different approaches that complement each other in the pursuit of understanding cognitive development in robots. Extensive experiments involving the humanoid robot iCub are reported, while human learning relevant to developmental robotics has also contributed useful results. Disparate approaches are brought together via common underlying design principles. Without claiming to model human language acquisition directly, we are nonetheless inspired by analogous development in humans and consequently, our investigations include the parallel co-development of action, conceptualization and social interaction. Though these different approaches need to ultimately be integrated into a coherent, unified body of knowledge, progress is currently also being made by pursuing individual methods.","lang":"eng"}],"date_created":"2020-06-24T13:00:58Z","department":[{"_id":"749"}],"type":"journal_article","keyword":["Robot Language","Human Robot Interaction","HRI","Developmental Robotics","Cognitive Bootstrapping","Statistical Learning"],"status":"public","_id":"17182","publisher":"Intech Europe","volume":13,"user_id":"14931","citation":{"chicago":"Lyon, Caroline, Chrystopher L. Nehaniv, Joe Saunders, Tony Belpaeme, Ambra Bisio, Kerstin Fischer, Frank Forster, et al. “Embodied Language Learning and Cognitive Bootstrapping: Methods and Design Principles.” <i>International Journal of Advanced Robotic Systems</i> 13, no. 3 (2016). <a href=\"https://doi.org/10.5772/63462\">https://doi.org/10.5772/63462</a>.","short":"C. Lyon, C.L. Nehaniv, J. Saunders, T. Belpaeme, A. Bisio, K. Fischer, F. Forster, H. Lehmann, G. Metta, V. Mohan, A. Morse, S. Nolfi, F. Nori, K. Rohlfing, A. Sciutti, J. Tani, E. Tuci, B. Wrede, A. Zeschel, A. Cangelosi, International Journal of Advanced Robotic Systems 13 (2016).","ieee":"C. Lyon <i>et al.</i>, “Embodied Language Learning and Cognitive Bootstrapping: Methods and Design Principles,” <i>International Journal of Advanced Robotic Systems</i>, vol. 13, no. 3, 2016, doi: <a href=\"https://doi.org/10.5772/63462\">10.5772/63462</a>.","apa":"Lyon, C., Nehaniv, C. L., Saunders, J., Belpaeme, T., Bisio, A., Fischer, K., Forster, F., Lehmann, H., Metta, G., Mohan, V., Morse, A., Nolfi, S., Nori, F., Rohlfing, K., Sciutti, A., Tani, J., Tuci, E., Wrede, B., Zeschel, A., &#38; Cangelosi, A. (2016). Embodied Language Learning and Cognitive Bootstrapping: Methods and Design Principles. <i>International Journal of Advanced Robotic Systems</i>, <i>13</i>(3). <a href=\"https://doi.org/10.5772/63462\">https://doi.org/10.5772/63462</a>","bibtex":"@article{Lyon_Nehaniv_Saunders_Belpaeme_Bisio_Fischer_Forster_Lehmann_Metta_Mohan_et al._2016, title={Embodied Language Learning and Cognitive Bootstrapping: Methods and Design Principles}, volume={13}, DOI={<a href=\"https://doi.org/10.5772/63462\">10.5772/63462</a>}, number={3}, journal={International Journal of Advanced Robotic Systems}, publisher={Intech Europe}, author={Lyon, Caroline and Nehaniv, Chrystopher L. and Saunders, Joe and Belpaeme, Tony and Bisio, Ambra and Fischer, Kerstin and Forster, Frank and Lehmann, Hagen and Metta, Giorgio and Mohan, Vishwanathan and et al.}, year={2016} }","ama":"Lyon C, Nehaniv CL, Saunders J, et al. Embodied Language Learning and Cognitive Bootstrapping: Methods and Design Principles. <i>International Journal of Advanced Robotic Systems</i>. 2016;13(3). doi:<a href=\"https://doi.org/10.5772/63462\">10.5772/63462</a>","mla":"Lyon, Caroline, et al. “Embodied Language Learning and Cognitive Bootstrapping: Methods and Design Principles.” <i>International Journal of Advanced Robotic Systems</i>, vol. 13, no. 3, Intech Europe, 2016, doi:<a href=\"https://doi.org/10.5772/63462\">10.5772/63462</a>."}},{"citation":{"mla":"Grimminger, Angela, et al. “Effekte von Objekt-Familiarisierung Auf Die Frühe Gestische Kommunikation. Individuelle Unterschiede in Hinblick Auf Den Späteren Wortschatz.” <i>Frühe Bildung</i>, vol. 5, no. 2, Hogrefe &#38; Huber Publishers, 2016, pp. 91–97, doi:<a href=\"https://doi.org/10.1026/2191-9186/a000257\">10.1026/2191-9186/a000257</a>.","ama":"Grimminger A, Lüke C, Ritterfeld U, Liszkowski U, Rohlfing K. Effekte von Objekt-Familiarisierung auf die frühe gestische Kommunikation. Individuelle Unterschiede in Hinblick auf den späteren Wortschatz. <i>Frühe Bildung</i>. 2016;5(2):91-97. doi:<a href=\"https://doi.org/10.1026/2191-9186/a000257\">10.1026/2191-9186/a000257</a>","bibtex":"@article{Grimminger_Lüke_Ritterfeld_Liszkowski_Rohlfing_2016, title={Effekte von Objekt-Familiarisierung auf die frühe gestische Kommunikation. Individuelle Unterschiede in Hinblick auf den späteren Wortschatz}, volume={5}, DOI={<a href=\"https://doi.org/10.1026/2191-9186/a000257\">10.1026/2191-9186/a000257</a>}, number={2}, journal={Frühe Bildung}, publisher={Hogrefe &#38; Huber Publishers}, author={Grimminger, Angela and Lüke, Carina and Ritterfeld, Ute and Liszkowski, Ulf and Rohlfing, Katharina}, year={2016}, pages={91–97} }","apa":"Grimminger, A., Lüke, C., Ritterfeld, U., Liszkowski, U., &#38; Rohlfing, K. (2016). Effekte von Objekt-Familiarisierung auf die frühe gestische Kommunikation. Individuelle Unterschiede in Hinblick auf den späteren Wortschatz. <i>Frühe Bildung</i>, <i>5</i>(2), 91–97. <a href=\"https://doi.org/10.1026/2191-9186/a000257\">https://doi.org/10.1026/2191-9186/a000257</a>","ieee":"A. Grimminger, C. Lüke, U. Ritterfeld, U. Liszkowski, and K. Rohlfing, “Effekte von Objekt-Familiarisierung auf die frühe gestische Kommunikation. Individuelle Unterschiede in Hinblick auf den späteren Wortschatz,” <i>Frühe Bildung</i>, vol. 5, no. 2, pp. 91–97, 2016, doi: <a href=\"https://doi.org/10.1026/2191-9186/a000257\">10.1026/2191-9186/a000257</a>.","chicago":"Grimminger, Angela, Carina Lüke, Ute Ritterfeld, Ulf Liszkowski, and Katharina Rohlfing. “Effekte von Objekt-Familiarisierung Auf Die Frühe Gestische Kommunikation. Individuelle Unterschiede in Hinblick Auf Den Späteren Wortschatz.” <i>Frühe Bildung</i> 5, no. 2 (2016): 91–97. <a href=\"https://doi.org/10.1026/2191-9186/a000257\">https://doi.org/10.1026/2191-9186/a000257</a>.","short":"A. Grimminger, C. Lüke, U. Ritterfeld, U. Liszkowski, K. Rohlfing, Frühe Bildung 5 (2016) 91–97."},"user_id":"14931","volume":5,"page":"91-97","_id":"17184","publisher":"Hogrefe & Huber Publishers","status":"public","type":"journal_article","keyword":["gesture","pointing","familiarity","individual differences"],"department":[{"_id":"749"}],"date_created":"2020-06-24T13:01:00Z","abstract":[{"text":"There is ongoing discussion on the function of the early production of gestures with regard to whether they reduce children's cognitive demands and free their capacity to perform other tasks (e.g., Goldin-Meadow & Wagner, 2005) or whether young children point in order to share their interest or to elicit information from their caregivers (e.g., Begus & Southgate, 2012; Liszkowski, Carpenter, Henning, Striano & Tomasello, 2004). The different assumptions lead to diverse predictions regarding infants' gestural or multimodal behavior in recurring situations, in which some objects are familiar and others are unfamiliar. To examine these different predictions, we observed 14 children aged between 14 and 16 months biweekly in a semi-experimental situation with a caregiver and explored how children's verbal and gestural behaviors change as a function of their familiarization with objects. We split the children into two groups based on their reported vocabulary size at 21 months of age (larger vs. smaller vocabulary). We found that children with a larger vocabulary at 21 months had an increase in their pointing with words toward unfamiliar objects as well as in their total amount of words, whereas for children with smaller vocabularies we did not find differences in relation to their familiarization with objects. We discuss these findings in terms of a social-pragmatic use of pointing gestures.","lang":"eng"}],"publication":"Frühe Bildung","issue":"2","doi":"10.1026/2191-9186/a000257","language":[{"iso":"eng"}],"date_updated":"2023-02-01T16:05:30Z","intvolume":"         5","title":"Effekte von Objekt-Familiarisierung auf die frühe gestische Kommunikation. Individuelle Unterschiede in Hinblick auf den späteren Wortschatz","year":"2016","author":[{"id":"57578","last_name":"Grimminger","first_name":"Angela","full_name":"Grimminger, Angela"},{"first_name":"Carina","last_name":"Lüke","full_name":"Lüke, Carina"},{"full_name":"Ritterfeld, Ute","last_name":"Ritterfeld","first_name":"Ute"},{"full_name":"Liszkowski, Ulf","last_name":"Liszkowski","first_name":"Ulf"},{"id":"50352","full_name":"Rohlfing, Katharina","first_name":"Katharina","last_name":"Rohlfing"}],"publication_identifier":{"issn":["2191-9194"]}},{"intvolume":"         7","date_updated":"2023-02-01T16:04:21Z","author":[{"id":"50352","full_name":"Rohlfing, Katharina","last_name":"Rohlfing","first_name":"Katharina"},{"last_name":"Wrede","first_name":"Britta","full_name":"Wrede, Britta"},{"last_name":"Vollmer","first_name":"Anna-Lisa","full_name":"Vollmer, Anna-Lisa"},{"full_name":"Oudeyer, Pierre-Yves","first_name":"Pierre-Yves","last_name":"Oudeyer"}],"publication_identifier":{"issn":["1664-1078"]},"status":"public","year":"2016","title":"An Alternative to Mapping a Word onto a Concept in Language Acquisition: Pragmatic Frames","volume":7,"doi":"10.3389/fpsyg.2016.00470","user_id":"14931","publisher":"Frontiers Media Sa","_id":"17181","language":[{"iso":"eng"}],"abstract":[{"text":"The classic mapping metaphor posits that children learn a word by mapping it onto a concept of an object or event. However, we believe that a mapping metaphor cannot account for word learning, because even though children focus attention on objects, they do not necessarily remember the connection between the word and the referent unless it is framed pragmatically, that is, within a task. Our theoretical paper proposes an alternative mechanism for word learning. Our main premise is that word learning occurs as children accomplish a goal in cooperation with a partner. We follow Bruner's (1983) idea and further specify pragmatic frames as the learning units that drive language acquisition and cognitive development. These units consist of a sequence of actions and verbal behaviors that are co-constructed with a partner to achieve a joint goal. We elaborate on this alternative, offer some initial parametrizations of the concept, and embed it in current language learning approaches.","lang":"eng"}],"citation":{"bibtex":"@article{Rohlfing_Wrede_Vollmer_Oudeyer_2016, title={An Alternative to Mapping a Word onto a Concept in Language Acquisition: Pragmatic Frames}, volume={7}, DOI={<a href=\"https://doi.org/10.3389/fpsyg.2016.00470\">10.3389/fpsyg.2016.00470</a>}, journal={FRONTIERS IN PSYCHOLOGY}, publisher={Frontiers Media Sa}, author={Rohlfing, Katharina and Wrede, Britta and Vollmer, Anna-Lisa and Oudeyer, Pierre-Yves}, year={2016} }","ama":"Rohlfing K, Wrede B, Vollmer A-L, Oudeyer P-Y. An Alternative to Mapping a Word onto a Concept in Language Acquisition: Pragmatic Frames. <i>FRONTIERS IN PSYCHOLOGY</i>. 2016;7. doi:<a href=\"https://doi.org/10.3389/fpsyg.2016.00470\">10.3389/fpsyg.2016.00470</a>","mla":"Rohlfing, Katharina, et al. “An Alternative to Mapping a Word onto a Concept in Language Acquisition: Pragmatic Frames.” <i>FRONTIERS IN PSYCHOLOGY</i>, vol. 7, Frontiers Media Sa, 2016, doi:<a href=\"https://doi.org/10.3389/fpsyg.2016.00470\">10.3389/fpsyg.2016.00470</a>.","chicago":"Rohlfing, Katharina, Britta Wrede, Anna-Lisa Vollmer, and Pierre-Yves Oudeyer. “An Alternative to Mapping a Word onto a Concept in Language Acquisition: Pragmatic Frames.” <i>FRONTIERS IN PSYCHOLOGY</i> 7 (2016). <a href=\"https://doi.org/10.3389/fpsyg.2016.00470\">https://doi.org/10.3389/fpsyg.2016.00470</a>.","short":"K. Rohlfing, B. Wrede, A.-L. Vollmer, P.-Y. Oudeyer, FRONTIERS IN PSYCHOLOGY 7 (2016).","ieee":"K. Rohlfing, B. Wrede, A.-L. Vollmer, and P.-Y. Oudeyer, “An Alternative to Mapping a Word onto a Concept in Language Acquisition: Pragmatic Frames,” <i>FRONTIERS IN PSYCHOLOGY</i>, vol. 7, 2016, doi: <a href=\"https://doi.org/10.3389/fpsyg.2016.00470\">10.3389/fpsyg.2016.00470</a>.","apa":"Rohlfing, K., Wrede, B., Vollmer, A.-L., &#38; Oudeyer, P.-Y. (2016). An Alternative to Mapping a Word onto a Concept in Language Acquisition: Pragmatic Frames. <i>FRONTIERS IN PSYCHOLOGY</i>, <i>7</i>. <a href=\"https://doi.org/10.3389/fpsyg.2016.00470\">https://doi.org/10.3389/fpsyg.2016.00470</a>"},"publication":"FRONTIERS IN PSYCHOLOGY","department":[{"_id":"749"}],"keyword":["language acquisition","pragmatics","infants' social learning","frames","learning and memory","developmental robotics"],"type":"journal_article","date_created":"2020-06-24T13:00:57Z"},{"date_created":"2020-06-24T13:00:59Z","department":[{"_id":"749"}],"type":"conference","citation":{"mla":"Lücking, Phillip, et al. “Preschoolers’ Engagement in Social Interaction with an Autonomous Robotic System.” <i>2016 Joint IEEE International Conference on Development and Learning and Epigenetic Robotics (ICDL-EpiRob)</i>, Institute of Electrical and Electronics Engineers (IEEE), 2016, doi:<a href=\"https://doi.org/10.1109/devlrn.2016.7846821\">10.1109/devlrn.2016.7846821</a>.","ama":"Lücking P, Rohlfing K, Wrede B, Schilling M. Preschoolers’ engagement in social interaction with an autonomous robotic system. In: <i>2016 Joint IEEE International Conference on Development and Learning and Epigenetic Robotics (ICDL-EpiRob)</i>. Institute of Electrical and Electronics Engineers (IEEE); 2016. doi:<a href=\"https://doi.org/10.1109/devlrn.2016.7846821\">10.1109/devlrn.2016.7846821</a>","bibtex":"@inproceedings{Lücking_Rohlfing_Wrede_Schilling_2016, title={Preschoolers’ engagement in social interaction with an autonomous robotic system}, DOI={<a href=\"https://doi.org/10.1109/devlrn.2016.7846821\">10.1109/devlrn.2016.7846821</a>}, booktitle={2016 Joint IEEE International Conference on Development and Learning and Epigenetic Robotics (ICDL-EpiRob)}, publisher={Institute of Electrical and Electronics Engineers (IEEE)}, author={Lücking, Phillip and Rohlfing, Katharina and Wrede, Britta and Schilling, Malte}, year={2016} }","apa":"Lücking, P., Rohlfing, K., Wrede, B., &#38; Schilling, M. (2016). Preschoolers’ engagement in social interaction with an autonomous robotic system. <i>2016 Joint IEEE International Conference on Development and Learning and Epigenetic Robotics (ICDL-EpiRob)</i>. <a href=\"https://doi.org/10.1109/devlrn.2016.7846821\">https://doi.org/10.1109/devlrn.2016.7846821</a>","ieee":"P. Lücking, K. Rohlfing, B. Wrede, and M. Schilling, “Preschoolers’ engagement in social interaction with an autonomous robotic system,” 2016, doi: <a href=\"https://doi.org/10.1109/devlrn.2016.7846821\">10.1109/devlrn.2016.7846821</a>.","chicago":"Lücking, Phillip, Katharina Rohlfing, Britta Wrede, and Malte Schilling. “Preschoolers’ Engagement in Social Interaction with an Autonomous Robotic System.” In <i>2016 Joint IEEE International Conference on Development and Learning and Epigenetic Robotics (ICDL-EpiRob)</i>. Institute of Electrical and Electronics Engineers (IEEE), 2016. <a href=\"https://doi.org/10.1109/devlrn.2016.7846821\">https://doi.org/10.1109/devlrn.2016.7846821</a>.","short":"P. Lücking, K. Rohlfing, B. Wrede, M. Schilling, in: 2016 Joint IEEE International Conference on Development and Learning and Epigenetic Robotics (ICDL-EpiRob), Institute of Electrical and Electronics Engineers (IEEE), 2016."},"publication":"2016 Joint IEEE International Conference on Development and Learning and Epigenetic Robotics (ICDL-EpiRob)","_id":"17183","publisher":"Institute of Electrical and Electronics Engineers (IEEE)","language":[{"iso":"eng"}],"user_id":"14931","doi":"10.1109/devlrn.2016.7846821","author":[{"full_name":"Lücking, Phillip","last_name":"Lücking","first_name":"Phillip"},{"id":"50352","first_name":"Katharina","last_name":"Rohlfing","full_name":"Rohlfing, Katharina"},{"full_name":"Wrede, Britta","last_name":"Wrede","first_name":"Britta"},{"first_name":"Malte","last_name":"Schilling","full_name":"Schilling, Malte"}],"publication_identifier":{"isbn":["978-1-5090-5069-7"]},"year":"2016","status":"public","title":"Preschoolers' engagement in social interaction with an autonomous robotic system","date_updated":"2023-02-01T16:05:12Z"},{"language":[{"iso":"eng"}],"_id":"20230","user_id":"14931","author":[{"last_name":"Rohlfing","first_name":"Katharina","full_name":"Rohlfing, Katharina","id":"50352"},{"first_name":"Kerstin","last_name":"Nachtigäller","full_name":"Nachtigäller, Kerstin"}],"title":"Can 28-month-old children learn spatial prepositions robustly from pictures? Yes, when narrative input is provided.","status":"public","year":"2016","date_updated":"2023-02-01T12:41:02Z","date_created":"2020-10-30T09:03:21Z","department":[{"_id":"749"}],"type":"journal_article","citation":{"chicago":"Rohlfing, Katharina, and Kerstin Nachtigäller. “Can 28-Month-Old Children Learn Spatial Prepositions Robustly from Pictures? Yes, When Narrative Input Is Provided.” <i>Frontiers in Language Science </i>, 2016.","short":"K. Rohlfing, K. Nachtigäller, Frontiers in Language Science  (2016).","apa":"Rohlfing, K., &#38; Nachtigäller, K. (2016). Can 28-month-old children learn spatial prepositions robustly from pictures? Yes, when narrative input is provided. <i>Frontiers in Language Science </i>.","ieee":"K. Rohlfing and K. Nachtigäller, “Can 28-month-old children learn spatial prepositions robustly from pictures? Yes, when narrative input is provided.,” <i>Frontiers in Language Science </i>, 2016.","ama":"Rohlfing K, Nachtigäller K. Can 28-month-old children learn spatial prepositions robustly from pictures? Yes, when narrative input is provided. <i>Frontiers in Language Science </i>. Published online 2016.","bibtex":"@article{Rohlfing_Nachtigäller_2016, title={Can 28-month-old children learn spatial prepositions robustly from pictures? Yes, when narrative input is provided.}, journal={Frontiers in Language Science }, author={Rohlfing, Katharina and Nachtigäller, Kerstin}, year={2016} }","mla":"Rohlfing, Katharina, and Kerstin Nachtigäller. “Can 28-Month-Old Children Learn Spatial Prepositions Robustly from Pictures? Yes, When Narrative Input Is Provided.” <i>Frontiers in Language Science </i>, 2016."},"publication":"Frontiers in Language Science "},{"date_created":"2020-06-24T13:01:01Z","type":"conference","department":[{"_id":"749"}],"citation":{"mla":"Krause, Franziska, and Katharina Rohlfing. <i>How to Learn the Deictic Shift through Observation?</i> 2015.","bibtex":"@inproceedings{Krause_Rohlfing_2015, title={How to learn the deictic shift through observation?}, author={Krause, Franziska and Rohlfing, Katharina}, year={2015} }","ama":"Krause F, Rohlfing K. How to learn the deictic shift through observation? In: ; 2015.","ieee":"F. Krause and K. Rohlfing, “How to learn the deictic shift through observation?,” 2015.","apa":"Krause, F., &#38; Rohlfing, K. (2015). <i>How to learn the deictic shift through observation?</i>","short":"F. Krause, K. Rohlfing, in: 2015.","chicago":"Krause, Franziska, and Katharina Rohlfing. “How to Learn the Deictic Shift through Observation?,” 2015."},"language":[{"iso":"eng"}],"_id":"17185","user_id":"14931","status":"public","title":"How to learn the deictic shift through observation?","year":"2015","author":[{"first_name":"Franziska","last_name":"Krause","full_name":"Krause, Franziska"},{"full_name":"Rohlfing, Katharina","last_name":"Rohlfing","first_name":"Katharina","id":"50352"}],"date_updated":"2023-02-01T16:05:53Z"},{"citation":{"bibtex":"@article{Vollmer_Rohlfing_Wrede_Cangelosi_2015, title={Alignment to the Actions of a Robot}, volume={7}, DOI={<a href=\"https://doi.org/10.1007/s12369-014-0252-0\">10.1007/s12369-014-0252-0</a>}, number={2}, journal={International Journal of Social Robotics}, publisher={Springer-Verlag}, author={Vollmer, Anna-Lisa and Rohlfing, Katharina and Wrede, Britta and Cangelosi, Angelo}, year={2015}, pages={241–252} }","ama":"Vollmer A-L, Rohlfing K, Wrede B, Cangelosi A. Alignment to the Actions of a Robot. <i>International Journal of Social Robotics</i>. 2015;7(2):241-252. doi:<a href=\"https://doi.org/10.1007/s12369-014-0252-0\">10.1007/s12369-014-0252-0</a>","mla":"Vollmer, Anna-Lisa, et al. “Alignment to the Actions of a Robot.” <i>International Journal of Social Robotics</i>, vol. 7, no. 2, Springer-Verlag, 2015, pp. 241–52, doi:<a href=\"https://doi.org/10.1007/s12369-014-0252-0\">10.1007/s12369-014-0252-0</a>.","short":"A.-L. Vollmer, K. Rohlfing, B. Wrede, A. Cangelosi, International Journal of Social Robotics 7 (2015) 241–252.","chicago":"Vollmer, Anna-Lisa, Katharina Rohlfing, Britta Wrede, and Angelo Cangelosi. “Alignment to the Actions of a Robot.” <i>International Journal of Social Robotics</i> 7, no. 2 (2015): 241–52. <a href=\"https://doi.org/10.1007/s12369-014-0252-0\">https://doi.org/10.1007/s12369-014-0252-0</a>.","ieee":"A.-L. Vollmer, K. Rohlfing, B. Wrede, and A. Cangelosi, “Alignment to the Actions of a Robot,” <i>International Journal of Social Robotics</i>, vol. 7, no. 2, pp. 241–252, 2015, doi: <a href=\"https://doi.org/10.1007/s12369-014-0252-0\">10.1007/s12369-014-0252-0</a>.","apa":"Vollmer, A.-L., Rohlfing, K., Wrede, B., &#38; Cangelosi, A. (2015). Alignment to the Actions of a Robot. <i>International Journal of Social Robotics</i>, <i>7</i>(2), 241–252. <a href=\"https://doi.org/10.1007/s12369-014-0252-0\">https://doi.org/10.1007/s12369-014-0252-0</a>"},"user_id":"14931","volume":7,"page":"241-252","_id":"17189","publisher":"Springer-Verlag","status":"public","keyword":["learning","Human-robot interaction","Alignment","Robot social","Action understanding"],"type":"journal_article","department":[{"_id":"749"}],"date_created":"2020-06-24T13:01:06Z","abstract":[{"lang":"eng","text":"Alignment is a phenomenon observed in human conversation: Dialog partners' behavior converges in many respects. Such alignment has been proposed to be automatic and the basis for communicating successfully. Recent research on human-computer dialog promotes a mediated communicative design account of alignment according to which the extent of alignment is influenced by interlocutors' beliefs about each other. Our work aims at adding to these findings in two ways. (a) Our work investigates alignment of manual actions, instead of lexical choice. (b) Participants interact with the iCub humanoid robot, instead of an artificial computer dialog system. Our results confirm that alignment also takes place in the domain of actions. We were not able to replicate the results of the original study in general in this setting, but in accordance with its findings, participants with a high questionnaire score for emotional stability and participants who are familiar with robots align their actions more to a robot they believe to be basic than to one they believe to be advanced. Regarding alignment over the course of an interaction, the extent of alignment seems to remain constant, when participants believe the robot to be advanced, but it increases over time, when participants believe the robot to be a basic version."}],"issue":"2","publication":"International Journal of Social Robotics","doi":"10.1007/s12369-014-0252-0","language":[{"iso":"eng"}],"date_updated":"2023-02-01T16:07:40Z","intvolume":"         7","title":"Alignment to the Actions of a Robot","year":"2015","author":[{"first_name":"Anna-Lisa","last_name":"Vollmer","full_name":"Vollmer, Anna-Lisa"},{"id":"50352","last_name":"Rohlfing","first_name":"Katharina","full_name":"Rohlfing, Katharina"},{"first_name":"Britta","last_name":"Wrede","full_name":"Wrede, Britta"},{"full_name":"Cangelosi, Angelo","first_name":"Angelo","last_name":"Cangelosi"}],"publication_identifier":{"issn":["1875-4791"]}},{"date_updated":"2023-02-01T16:08:15Z","publication_identifier":{"isbn":["978-0-415-72079-3"]},"author":[{"full_name":"Rohlfing, Katharina","last_name":"Rohlfing","first_name":"Katharina","id":"50352"},{"full_name":"Grimminger, Angela","last_name":"Grimminger","first_name":"Angela","id":"57578"},{"full_name":"Nachtigäller, Kerstin","last_name":"Nachtigäller","first_name":"Kerstin"}],"title":"Gesturing in joint bookreading","status":"public","year":"2015","editor":[{"last_name":"Kümmerling-Meibauer","first_name":"Bettina","full_name":"Kümmerling-Meibauer, Bettina"},{"full_name":"Meibauer, Jörg","last_name":"Meibauer","first_name":"Jörg"},{"last_name":"Nachtigäller","first_name":"Kerstin","full_name":"Nachtigäller, Kerstin"},{"full_name":"Rohlfing, Katharina J.","first_name":"Katharina J.","last_name":"Rohlfing"}],"user_id":"14931","_id":"17191","publisher":"Routledge","language":[{"iso":"eng"}],"page":"99-116","citation":{"mla":"Rohlfing, Katharina, et al. “Gesturing in Joint Bookreading.” <i>Learning from Picturebooks</i>, edited by Bettina Kümmerling-Meibauer et al., Routledge, 2015, pp. 99–116.","ama":"Rohlfing K, Grimminger A, Nachtigäller K. Gesturing in joint bookreading. In: Kümmerling-Meibauer B, Meibauer J, Nachtigäller K, Rohlfing KJ, eds. <i>Learning from Picturebooks</i>. Routledge; 2015:99-116.","bibtex":"@inbook{Rohlfing_Grimminger_Nachtigäller_2015, title={Gesturing in joint bookreading}, booktitle={Learning from Picturebooks}, publisher={Routledge}, author={Rohlfing, Katharina and Grimminger, Angela and Nachtigäller, Kerstin}, editor={Kümmerling-Meibauer, Bettina and Meibauer, Jörg and Nachtigäller, Kerstin and Rohlfing, Katharina J.}, year={2015}, pages={99–116} }","apa":"Rohlfing, K., Grimminger, A., &#38; Nachtigäller, K. (2015). Gesturing in joint bookreading. In B. Kümmerling-Meibauer, J. Meibauer, K. Nachtigäller, &#38; K. J. Rohlfing (Eds.), <i>Learning from Picturebooks</i> (pp. 99–116). Routledge.","ieee":"K. Rohlfing, A. Grimminger, and K. Nachtigäller, “Gesturing in joint bookreading,” in <i>Learning from Picturebooks</i>, B. Kümmerling-Meibauer, J. Meibauer, K. Nachtigäller, and K. J. Rohlfing, Eds. Routledge, 2015, pp. 99–116.","short":"K. Rohlfing, A. Grimminger, K. Nachtigäller, in: B. Kümmerling-Meibauer, J. Meibauer, K. Nachtigäller, K.J. Rohlfing (Eds.), Learning from Picturebooks, Routledge, 2015, pp. 99–116.","chicago":"Rohlfing, Katharina, Angela Grimminger, and Kerstin Nachtigäller. “Gesturing in Joint Bookreading.” In <i>Learning from Picturebooks</i>, edited by Bettina Kümmerling-Meibauer, Jörg Meibauer, Kerstin Nachtigäller, and Katharina J. Rohlfing, 99–116. Routledge, 2015."},"publication":"Learning from Picturebooks","department":[{"_id":"749"}],"type":"book_chapter","date_created":"2020-06-24T13:01:08Z"},{"date_created":"2020-06-24T13:01:07Z","department":[{"_id":"749"}],"type":"book_chapter","citation":{"ama":"Grimminger A, Rohlfing K. Entstehung multimodaler Sprachlehrstrategien in spezifischen Interaktionen. In: <i>Lernen Durch Vorlesen. Interdisziplinäre Beiträge Aus Forschung Und Praxis</i>. Narr Francke Attempto Verlag; 2015:94-109.","bibtex":"@inbook{Grimminger_Rohlfing_2015, title={Entstehung multimodaler Sprachlehrstrategien in spezifischen Interaktionen}, booktitle={Lernen durch Vorlesen. Interdisziplinäre Beiträge aus Forschung und Praxis}, publisher={Narr Francke Attempto Verlag}, author={Grimminger, Angela and Rohlfing, Katharina}, year={2015}, pages={94–109} }","mla":"Grimminger, Angela, and Katharina Rohlfing. “Entstehung Multimodaler Sprachlehrstrategien in Spezifischen Interaktionen.” <i>Lernen Durch Vorlesen. Interdisziplinäre Beiträge Aus Forschung Und Praxis</i>, Narr Francke Attempto Verlag, 2015, pp. 94–109.","chicago":"Grimminger, Angela, and Katharina Rohlfing. “Entstehung Multimodaler Sprachlehrstrategien in Spezifischen Interaktionen.” In <i>Lernen Durch Vorlesen. Interdisziplinäre Beiträge Aus Forschung Und Praxis</i>, 94–109. Narr Francke Attempto Verlag, 2015.","short":"A. Grimminger, K. Rohlfing, in: Lernen Durch Vorlesen. Interdisziplinäre Beiträge Aus Forschung Und Praxis, Narr Francke Attempto Verlag, 2015, pp. 94–109.","apa":"Grimminger, A., &#38; Rohlfing, K. (2015). Entstehung multimodaler Sprachlehrstrategien in spezifischen Interaktionen. In <i>Lernen durch Vorlesen. Interdisziplinäre Beiträge aus Forschung und Praxis</i> (pp. 94–109). Narr Francke Attempto Verlag.","ieee":"A. Grimminger and K. Rohlfing, “Entstehung multimodaler Sprachlehrstrategien in spezifischen Interaktionen,” in <i>Lernen durch Vorlesen. Interdisziplinäre Beiträge aus Forschung und Praxis</i>, Narr Francke Attempto Verlag, 2015, pp. 94–109."},"publication":"Lernen durch Vorlesen. 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Nomikou, K. Rohlfing, J. Rączaszek-Leonardi, in: 2015.","chicago":"Nomikou, Iris, Katharina Rohlfing, and Joanna Rączaszek-Leonardi. “Becoming a Participant: Shaping Infants’ Dialogical Actions in Repeated Interactions,” 2015.","ieee":"I. Nomikou, K. Rohlfing, and J. Rączaszek-Leonardi, “Becoming a participant: shaping infants’ dialogical actions in repeated interactions,” 2015.","apa":"Nomikou, I., Rohlfing, K., &#38; Rączaszek-Leonardi, J. (2015). <i>Becoming a participant: shaping infants’ dialogical actions in repeated interactions</i>.","bibtex":"@inproceedings{Nomikou_Rohlfing_Rączaszek-Leonardi_2015, title={Becoming a participant: shaping infants’ dialogical actions in repeated interactions}, author={Nomikou, Iris and Rohlfing, Katharina and Rączaszek-Leonardi, Joanna}, year={2015} }","ama":"Nomikou I, Rohlfing K, Rączaszek-Leonardi J. Becoming a participant: shaping infants’ dialogical actions in repeated interactions. In: ; 2015.","mla":"Nomikou, Iris, et al. <i>Becoming a Participant: Shaping Infants’ Dialogical Actions in Repeated Interactions</i>. 2015."},"date_created":"2020-06-24T13:01:02Z","department":[{"_id":"749"}],"type":"conference"},{"citation":{"bibtex":"@inproceedings{Nomikou_Leonardi_Rohlfing_Rączaszek-Leonardi_2015, title={Constructing interaction: the development of gaze dynamics}, author={Nomikou, Iris and Leonardi, Giuseppe and Rohlfing, Katharina and Rączaszek-Leonardi, Joanna}, year={2015} }","ama":"Nomikou I, Leonardi G, Rohlfing K, Rączaszek-Leonardi J. Constructing interaction: the development of gaze dynamics. In: ; 2015.","mla":"Nomikou, Iris, et al. <i>Constructing Interaction: The Development of Gaze Dynamics</i>. 2015.","short":"I. Nomikou, G. Leonardi, K. Rohlfing, J. Rączaszek-Leonardi, in: 2015.","chicago":"Nomikou, Iris, Giuseppe Leonardi, Katharina Rohlfing, and Joanna Rączaszek-Leonardi. “Constructing Interaction: The Development of Gaze Dynamics,” 2015.","ieee":"I. Nomikou, G. Leonardi, K. Rohlfing, and J. Rączaszek-Leonardi, “Constructing interaction: the development of gaze dynamics,” 2015.","apa":"Nomikou, I., Leonardi, G., Rohlfing, K., &#38; Rączaszek-Leonardi, J. (2015). <i>Constructing interaction: the development of gaze dynamics</i>."},"date_created":"2020-06-24T13:01:04Z","department":[{"_id":"749"}],"type":"conference","author":[{"full_name":"Nomikou, Iris","first_name":"Iris","last_name":"Nomikou"},{"full_name":"Leonardi, Giuseppe","last_name":"Leonardi","first_name":"Giuseppe"},{"id":"50352","full_name":"Rohlfing, Katharina","first_name":"Katharina","last_name":"Rohlfing"},{"last_name":"Rączaszek-Leonardi","first_name":"Joanna","full_name":"Rączaszek-Leonardi, Joanna"}],"title":"Constructing interaction: the development of gaze dynamics","status":"public","year":"2015","date_updated":"2023-02-01T16:06:33Z","_id":"17187","language":[{"iso":"eng"}],"user_id":"14931"}]