---
_id: '17238'
author:
- first_name: Katharina
full_name: Rohlfing, Katharina
id: '50352'
last_name: Rohlfing
- first_name: Britta
full_name: Wrede, Britta
last_name: Wrede
citation:
ama: Rohlfing K, Wrede B. What novel scientific and technological questions developmental
robotics bring to HRI? — Are we ready for a loop? The Newsletter of the Autonomous
Mental Development Technical Committee. 2011;8(2):11-13.
apa: Rohlfing, K., & Wrede, B. (2011). What novel scientific and technological
questions developmental robotics bring to HRI? — Are we ready for a loop? The
Newsletter of the Autonomous Mental Development Technical Committee, 8(2),
11–13.
bibtex: '@article{Rohlfing_Wrede_2011, title={What novel scientific and technological
questions developmental robotics bring to HRI? — Are we ready for a loop?}, volume={8},
number={2}, journal={The Newsletter of the Autonomous Mental Development Technical
Committee}, author={Rohlfing, Katharina and Wrede, Britta}, year={2011}, pages={11–13}
}'
chicago: 'Rohlfing, Katharina, and Britta Wrede. “What Novel Scientific and Technological
Questions Developmental Robotics Bring to HRI? — Are We Ready for a Loop?” The
Newsletter of the Autonomous Mental Development Technical Committee 8, no.
2 (2011): 11–13.'
ieee: K. Rohlfing and B. Wrede, “What novel scientific and technological questions
developmental robotics bring to HRI? — Are we ready for a loop?,” The Newsletter
of the Autonomous Mental Development Technical Committee, vol. 8, no. 2, pp.
11–13, 2011.
mla: Rohlfing, Katharina, and Britta Wrede. “What Novel Scientific and Technological
Questions Developmental Robotics Bring to HRI? — Are We Ready for a Loop?” The
Newsletter of the Autonomous Mental Development Technical Committee, vol.
8, no. 2, 2011, pp. 11–13.
short: K. Rohlfing, B. Wrede, The Newsletter of the Autonomous Mental Development
Technical Committee 8 (2011) 11–13.
date_created: 2020-06-24T13:02:03Z
date_updated: 2023-02-01T12:57:50Z
department:
- _id: '749'
intvolume: ' 8'
issue: '2'
language:
- iso: eng
page: 11-13
publication: The Newsletter of the Autonomous Mental Development Technical Committee
status: public
title: What novel scientific and technological questions developmental robotics bring
to HRI? — Are we ready for a loop?
type: journal_article
user_id: '14931'
volume: 8
year: '2011'
...
---
_id: '17241'
author:
- first_name: Katharina
full_name: Rohlfing, Katharina
id: '50352'
last_name: Rohlfing
citation:
ama: 'Rohlfing K. Meaning in the objects. In: Meibauer J, Steinbach M, eds. Experimental
Pragmatics/Semantics. Benjamins; 2011:151-176.'
apa: Rohlfing, K. (2011). Meaning in the objects. In J. Meibauer & M. Steinbach
(Eds.), Experimental Pragmatics/Semantics (pp. 151–176). Benjamins.
bibtex: '@inbook{Rohlfing_2011, title={Meaning in the objects}, booktitle={Experimental
Pragmatics/Semantics}, publisher={Benjamins}, author={Rohlfing, Katharina}, editor={Meibauer,
J. and Steinbach, M.}, year={2011}, pages={151–176} }'
chicago: Rohlfing, Katharina. “Meaning in the Objects.” In Experimental Pragmatics/Semantics,
edited by J. Meibauer and M. Steinbach, 151–76. Benjamins, 2011.
ieee: K. Rohlfing, “Meaning in the objects,” in Experimental Pragmatics/Semantics,
J. Meibauer and M. Steinbach, Eds. Benjamins, 2011, pp. 151–176.
mla: Rohlfing, Katharina. “Meaning in the Objects.” Experimental Pragmatics/Semantics,
edited by J. Meibauer and M. Steinbach, Benjamins, 2011, pp. 151–76.
short: 'K. Rohlfing, in: J. Meibauer, M. Steinbach (Eds.), Experimental Pragmatics/Semantics,
Benjamins, 2011, pp. 151–176.'
date_created: 2020-06-24T13:02:06Z
date_updated: 2023-02-01T12:58:38Z
department:
- _id: '749'
editor:
- first_name: J.
full_name: Meibauer, J.
last_name: Meibauer
- first_name: M.
full_name: Steinbach, M.
last_name: Steinbach
language:
- iso: eng
page: 151-176
publication: Experimental Pragmatics/Semantics
publisher: Benjamins
status: public
title: Meaning in the objects
type: book_chapter
user_id: '14931'
year: '2011'
...
---
_id: '17232'
author:
- first_name: Nikolas
full_name: Hemion, Nikolas
last_name: Hemion
- first_name: Frank
full_name: Joublin, Frank
last_name: Joublin
- first_name: Katharina
full_name: Rohlfing, Katharina
id: '50352'
last_name: Rohlfing
citation:
ama: 'Hemion N, Joublin F, Rohlfing K. A competitive mechanism for self-organized
learning of sensorimotor mappings. In: 2011 IEEE International Conference on
Development and Learning (ICDL). IEEE; 2011. doi:10.1109/DEVLRN.2011.6037364'
apa: Hemion, N., Joublin, F., & Rohlfing, K. (2011). A competitive mechanism
for self-organized learning of sensorimotor mappings. 2011 IEEE International
Conference on Development and Learning (ICDL). https://doi.org/10.1109/DEVLRN.2011.6037364
bibtex: '@inproceedings{Hemion_Joublin_Rohlfing_2011, title={A competitive mechanism
for self-organized learning of sensorimotor mappings}, DOI={10.1109/DEVLRN.2011.6037364},
booktitle={2011 IEEE International Conference on Development and Learning (ICDL)},
publisher={IEEE}, author={Hemion, Nikolas and Joublin, Frank and Rohlfing, Katharina},
year={2011} }'
chicago: Hemion, Nikolas, Frank Joublin, and Katharina Rohlfing. “A Competitive
Mechanism for Self-Organized Learning of Sensorimotor Mappings.” In 2011 IEEE
International Conference on Development and Learning (ICDL). IEEE, 2011. https://doi.org/10.1109/DEVLRN.2011.6037364.
ieee: 'N. Hemion, F. Joublin, and K. Rohlfing, “A competitive mechanism for self-organized
learning of sensorimotor mappings,” 2011, doi: 10.1109/DEVLRN.2011.6037364.'
mla: Hemion, Nikolas, et al. “A Competitive Mechanism for Self-Organized Learning
of Sensorimotor Mappings.” 2011 IEEE International Conference on Development
and Learning (ICDL), IEEE, 2011, doi:10.1109/DEVLRN.2011.6037364.
short: 'N. Hemion, F. Joublin, K. Rohlfing, in: 2011 IEEE International Conference
on Development and Learning (ICDL), IEEE, 2011.'
date_created: 2020-06-24T13:01:56Z
date_updated: 2023-02-01T16:23:59Z
department:
- _id: '749'
doi: 10.1109/DEVLRN.2011.6037364
language:
- iso: eng
publication: 2011 IEEE International Conference on Development and Learning (ICDL)
publisher: IEEE
status: public
title: A competitive mechanism for self-organized learning of sensorimotor mappings
type: conference
user_id: '14931'
year: '2011'
...
---
_id: '17255'
abstract:
- lang: eng
text: In recent years, research has moved towards the learning by interaction paradigm
1 suggesting that interaction with an artificial agent is facilitated when characteristics
of a social interaction are considered. It is envisoned that agents will learn
from humans by simply interacting with each other. In such a scenario, learning
by interaction {\textquoteright}goes beyond common supervised or unsupervised
strategies by taking into account wider feedback and assessments for the learning
processes{\textquoteright} (1 p.140). So far, little is known about interactional
processes and feedback strategies involved. Yet, in order to learn, a learner
will typically need to be provided with information given by a teacher who not
only gives certain structure to the interaction but also instructs for and demonstrates
the learning contents. The given information can only be effective, if the learner
is receptive. To assure this, the tutor makes use of interactive regularities
checking the learner{\textquoteright}s behavior. The term contingency has been
suggested to encompass such regu- larities in interaction. More specifically,
it refers to a temporal sequence of behavior and reaction (2, 3). It has been
shown that contingency is an important factor in interactions with infants and
contributes to the cognitive development of infants 4. In the interaction with
an artificial agent, contingency has been operationalized by eye-gaze bouts 5.
So far, it has been shown that while in a situation with a child, eye-gaze bouts
in total, average and frequency is much higher as in interaction with an adult
as learner. In a situation with an artificial agent, a decrease of eye-gaze bouts
could be observed 5. It could thus be reasoned that tutor{\textquoteright}s monitoring
behavior is impaired when interacting with a robot. However, so far only an interaction
with a virtual robot has been investigated. In contrast, an embodied robot could
evoke a more natural tutor behavior. In this study, we therefore investigated
a tutoring situation with an embodied robot and focused on tutor{\textquoteright}s
monitoring behavior. We followed the minimal definition of embodiment by K. Dautenhahn
et al. to quantify the difference in embodiment between these two systems 6. Accordingly,
the Degrees of Embodiment (DOM) are calculated as:DOMS,E = f (x, y, t), where
system S in respect to an environment E is calculated by a function f of the vectors
x and y and the time t. x describes the number of sensors, the detected modalities
of the sensors and the channels of information provided by the sensors, y describes
the degree of freedom (DoF) of the robot. In our experiments E remained unchanged
and thus the DOM is not affected by this factor. We argue that in our case, the
function f is only dependent on the degrees of freedom of the robot. Possibly,
we can give a value which represents the difference in the degree of embodiment
(DDOM). Since our goal was to study some characteristics of contingency (7, 5),
our dependent variable was the tutor{\textquoteright}s monitoring behavior operationalized
by the eye-gaze.
author:
- first_name: Katrin Solveig
full_name: Lohan, Katrin Solveig
last_name: Lohan
- first_name: Sebastian
full_name: Gieselmann, Sebastian
last_name: Gieselmann
- first_name: Anna-Lisa
full_name: Vollmer, Anna-Lisa
last_name: Vollmer
- first_name: Katharina
full_name: Rohlfing, Katharina
id: '50352'
last_name: Rohlfing
- first_name: Britta
full_name: Wrede, Britta
last_name: Wrede
citation:
ama: 'Lohan KS, Gieselmann S, Vollmer A-L, Rohlfing K, Wrede B. Does embodiment
affect tutoring behavior? In: International Conference on Development and Learning.
IEEE; 2010.'
apa: Lohan, K. S., Gieselmann, S., Vollmer, A.-L., Rohlfing, K., & Wrede, B.
(2010). Does embodiment affect tutoring behavior? International Conference
on Development and Learning.
bibtex: '@inproceedings{Lohan_Gieselmann_Vollmer_Rohlfing_Wrede_2010, title={Does
embodiment affect tutoring behavior?}, booktitle={International Conference on
Development and Learning}, publisher={IEEE}, author={Lohan, Katrin Solveig and
Gieselmann, Sebastian and Vollmer, Anna-Lisa and Rohlfing, Katharina and Wrede,
Britta}, year={2010} }'
chicago: Lohan, Katrin Solveig, Sebastian Gieselmann, Anna-Lisa Vollmer, Katharina
Rohlfing, and Britta Wrede. “Does Embodiment Affect Tutoring Behavior?” In International
Conference on Development and Learning. IEEE, 2010.
ieee: K. S. Lohan, S. Gieselmann, A.-L. Vollmer, K. Rohlfing, and B. Wrede, “Does
embodiment affect tutoring behavior?,” 2010.
mla: Lohan, Katrin Solveig, et al. “Does Embodiment Affect Tutoring Behavior?” International
Conference on Development and Learning, IEEE, 2010.
short: 'K.S. Lohan, S. Gieselmann, A.-L. Vollmer, K. Rohlfing, B. Wrede, in: International
Conference on Development and Learning, IEEE, 2010.'
date_created: 2020-06-24T13:02:23Z
date_updated: 2023-02-01T13:01:07Z
department:
- _id: '749'
language:
- iso: eng
publication: International Conference on Development and Learning
publisher: IEEE
status: public
title: Does embodiment affect tutoring behavior?
type: conference
user_id: '14931'
year: '2010'
...
---
_id: '17256'
author:
- first_name: Angela
full_name: Grimminger, Angela
id: '57578'
last_name: Grimminger
- first_name: Katharina
full_name: Rohlfing, Katharina
id: '50352'
last_name: Rohlfing
- first_name: Prisca
full_name: Stenneken, Prisca
last_name: Stenneken
citation:
ama: Grimminger A, Rohlfing K, Stenneken P. Children’s lexical skills and task demands
affect gestural behavior in mothers of late-talking children and children with
typical language development. Gesture. 2010;10(2):251-278. doi:10.1075/gest.10.2-3.07gri
apa: Grimminger, A., Rohlfing, K., & Stenneken, P. (2010). Children’s lexical
skills and task demands affect gestural behavior in mothers of late-talking children
and children with typical language development. Gesture, 10(2),
251–278. https://doi.org/10.1075/gest.10.2-3.07gri
bibtex: '@article{Grimminger_Rohlfing_Stenneken_2010, title={Children’s lexical
skills and task demands affect gestural behavior in mothers of late-talking children
and children with typical language development}, volume={10}, DOI={10.1075/gest.10.2-3.07gri},
number={2}, journal={Gesture}, publisher={John Benjamins Publishing Company},
author={Grimminger, Angela and Rohlfing, Katharina and Stenneken, Prisca}, year={2010},
pages={251–278} }'
chicago: 'Grimminger, Angela, Katharina Rohlfing, and Prisca Stenneken. “Children’s
Lexical Skills and Task Demands Affect Gestural Behavior in Mothers of Late-Talking
Children and Children with Typical Language Development.” Gesture 10, no.
2 (2010): 251–78. https://doi.org/10.1075/gest.10.2-3.07gri.'
ieee: 'A. Grimminger, K. Rohlfing, and P. Stenneken, “Children’s lexical skills
and task demands affect gestural behavior in mothers of late-talking children
and children with typical language development,” Gesture, vol. 10, no.
2, pp. 251–278, 2010, doi: 10.1075/gest.10.2-3.07gri.'
mla: Grimminger, Angela, et al. “Children’s Lexical Skills and Task Demands Affect
Gestural Behavior in Mothers of Late-Talking Children and Children with Typical
Language Development.” Gesture, vol. 10, no. 2, John Benjamins Publishing
Company, 2010, pp. 251–78, doi:10.1075/gest.10.2-3.07gri.
short: A. Grimminger, K. Rohlfing, P. Stenneken, Gesture 10 (2010) 251–278.
date_created: 2020-06-24T13:02:24Z
date_updated: 2023-02-01T13:01:23Z
department:
- _id: '749'
doi: 10.1075/gest.10.2-3.07gri
intvolume: ' 10'
issue: '2'
keyword:
- task- oriented dialogue
- Late Talker
- maternal multimodal input
- gestural motherese
language:
- iso: eng
page: 251-278
publication: Gesture
publication_identifier:
issn:
- 1569-9773
publisher: John Benjamins Publishing Company
status: public
title: Children's lexical skills and task demands affect gestural behavior in mothers
of late-talking children and children with typical language development
type: journal_article
user_id: '14931'
volume: 10
year: '2010'
...
---
_id: '17254'
author:
- first_name: Katharina
full_name: Rohlfing, Katharina
id: '50352'
last_name: Rohlfing
- first_name: Britta
full_name: Wrede, Britta
last_name: Wrede
citation:
ama: 'Rohlfing K, Wrede B. From action to language and back Comment on “Grounding
language in action and perception: From cognitive agents to humanoid robots” by
Cangelosi. PHYSICS OF LIFE REVIEWS. 2010;7(2):152-153. doi:10.1016/j.plrev.2010.04.002'
apa: 'Rohlfing, K., & Wrede, B. (2010). From action to language and back Comment
on “Grounding language in action and perception: From cognitive agents to humanoid
robots” by Cangelosi. PHYSICS OF LIFE REVIEWS, 7(2), 152–153. https://doi.org/10.1016/j.plrev.2010.04.002'
bibtex: '@article{Rohlfing_Wrede_2010, title={From action to language and back Comment
on “Grounding language in action and perception: From cognitive agents to humanoid
robots” by Cangelosi}, volume={7}, DOI={10.1016/j.plrev.2010.04.002},
number={2}, journal={PHYSICS OF LIFE REVIEWS}, publisher={Elsevier BV}, author={Rohlfing,
Katharina and Wrede, Britta}, year={2010}, pages={152–153} }'
chicago: 'Rohlfing, Katharina, and Britta Wrede. “From Action to Language and Back
Comment on ‘Grounding Language in Action and Perception: From Cognitive Agents
to Humanoid Robots’ by Cangelosi.” PHYSICS OF LIFE REVIEWS 7, no. 2 (2010):
152–53. https://doi.org/10.1016/j.plrev.2010.04.002.'
ieee: 'K. Rohlfing and B. Wrede, “From action to language and back Comment on ‘Grounding
language in action and perception: From cognitive agents to humanoid robots’ by
Cangelosi,” PHYSICS OF LIFE REVIEWS, vol. 7, no. 2, pp. 152–153, 2010,
doi: 10.1016/j.plrev.2010.04.002.'
mla: 'Rohlfing, Katharina, and Britta Wrede. “From Action to Language and Back Comment
on ‘Grounding Language in Action and Perception: From Cognitive Agents to Humanoid
Robots’ by Cangelosi.” PHYSICS OF LIFE REVIEWS, vol. 7, no. 2, Elsevier
BV, 2010, pp. 152–53, doi:10.1016/j.plrev.2010.04.002.'
short: K. Rohlfing, B. Wrede, PHYSICS OF LIFE REVIEWS 7 (2010) 152–153.
date_created: 2020-06-24T13:02:21Z
date_updated: 2023-02-01T13:00:34Z
department:
- _id: '749'
doi: 10.1016/j.plrev.2010.04.002
intvolume: ' 7'
issue: '2'
language:
- iso: eng
page: 152-153
publication: PHYSICS OF LIFE REVIEWS
publication_identifier:
issn:
- 1571-0645
publisher: Elsevier BV
status: public
title: 'From action to language and back Comment on ''Grounding language in action
and perception: From cognitive agents to humanoid robots'' by Cangelosi'
type: journal_article
user_id: '14931'
volume: 7
year: '2010'
...
---
_id: '20253'
author:
- first_name: Angelo
full_name: Cangelosi, Angelo
last_name: Cangelosi
- first_name: Giorgio
full_name: Metta, Giorgio
last_name: Metta
- first_name: Gerhard
full_name: Sagerer, Gerhard
last_name: Sagerer
- first_name: Stefano
full_name: Nolfi, Stefano
last_name: Nolfi
- first_name: Chrystopher
full_name: Nehaniv, Chrystopher
last_name: Nehaniv
- first_name: Kerstin
full_name: Fischer, Kerstin
last_name: Fischer
- first_name: Jun
full_name: Tani, Jun
last_name: Tani
- first_name: Tony
full_name: Belpaeme, Tony
last_name: Belpaeme
- first_name: Giulio
full_name: Sandini, Giulio
last_name: Sandini
- first_name: Francesco
full_name: Nori, Francesco
last_name: Nori
- first_name: Luciano
full_name: Fadiga, Luciano
last_name: Fadiga
- first_name: Britta
full_name: Wrede, Britta
last_name: Wrede
- first_name: Katharina
full_name: Rohlfing, Katharina
id: '50352'
last_name: Rohlfing
- first_name: Elio
full_name: Tuci, Elio
last_name: Tuci
- first_name: Kerstin
full_name: Dautenhahn, Kerstin
last_name: Dautenhahn
- first_name: Joe
full_name: Saunders, Joe
last_name: Saunders
- first_name: Arne
full_name: Zeschel, Arne
last_name: Zeschel
citation:
ama: 'Cangelosi A, Metta G, Sagerer G, et al. Integration of Action and Language
Knowledge: A Roadmap for Developmental Robotics. IEEE Transactions on Autonomous
Mental Development. Published online 2010:167-195. doi:10.1109/tamd.2010.2053034'
apa: 'Cangelosi, A., Metta, G., Sagerer, G., Nolfi, S., Nehaniv, C., Fischer, K.,
Tani, J., Belpaeme, T., Sandini, G., Nori, F., Fadiga, L., Wrede, B., Rohlfing,
K., Tuci, E., Dautenhahn, K., Saunders, J., & Zeschel, A. (2010). Integration
of Action and Language Knowledge: A Roadmap for Developmental Robotics. IEEE
Transactions on Autonomous Mental Development, 167–195. https://doi.org/10.1109/tamd.2010.2053034'
bibtex: '@article{Cangelosi_Metta_Sagerer_Nolfi_Nehaniv_Fischer_Tani_Belpaeme_Sandini_Nori_et
al._2010, title={Integration of Action and Language Knowledge: A Roadmap for Developmental
Robotics}, DOI={10.1109/tamd.2010.2053034},
journal={IEEE Transactions on Autonomous Mental Development}, author={Cangelosi,
Angelo and Metta, Giorgio and Sagerer, Gerhard and Nolfi, Stefano and Nehaniv,
Chrystopher and Fischer, Kerstin and Tani, Jun and Belpaeme, Tony and Sandini,
Giulio and Nori, Francesco and et al.}, year={2010}, pages={167–195} }'
chicago: 'Cangelosi, Angelo, Giorgio Metta, Gerhard Sagerer, Stefano Nolfi, Chrystopher
Nehaniv, Kerstin Fischer, Jun Tani, et al. “Integration of Action and Language
Knowledge: A Roadmap for Developmental Robotics.” IEEE Transactions on Autonomous
Mental Development, 2010, 167–95. https://doi.org/10.1109/tamd.2010.2053034.'
ieee: 'A. Cangelosi et al., “Integration of Action and Language Knowledge:
A Roadmap for Developmental Robotics,” IEEE Transactions on Autonomous Mental
Development, pp. 167–195, 2010, doi: 10.1109/tamd.2010.2053034.'
mla: 'Cangelosi, Angelo, et al. “Integration of Action and Language Knowledge: A
Roadmap for Developmental Robotics.” IEEE Transactions on Autonomous Mental
Development, 2010, pp. 167–95, doi:10.1109/tamd.2010.2053034.'
short: A. Cangelosi, G. Metta, G. Sagerer, S. Nolfi, C. Nehaniv, K. Fischer, J.
Tani, T. Belpaeme, G. Sandini, F. Nori, L. Fadiga, B. Wrede, K. Rohlfing, E. Tuci,
K. Dautenhahn, J. Saunders, A. Zeschel, IEEE Transactions on Autonomous Mental
Development (2010) 167–195.
date_created: 2020-11-02T14:03:15Z
date_updated: 2023-02-01T12:37:24Z
department:
- _id: '749'
doi: 10.1109/tamd.2010.2053034
language:
- iso: eng
page: 167-195
publication: IEEE Transactions on Autonomous Mental Development
publication_identifier:
issn:
- 1943-0604
- 1943-0612
publication_status: published
status: public
title: 'Integration of Action and Language Knowledge: A Roadmap for Developmental
Robotics'
type: journal_article
user_id: '14931'
year: '2010'
...
---
_id: '17250'
abstract:
- lang: eng
text: Based on the observation that human-robot interaction is often laborious because
the robot's interactional abilities fail to meet the user's expectations, we argue
that feedback can play a central role in regulating expectations and mitigating
unnecessary disruptions in the flow of conversation. For feedback to be appropriate
in this sense, it needs to take situational information into account. This idea
stems from interviews with persons with hearing and mental impairments who display
perceptual limitations similar to a robot. The results of these interviews indicated
that, depending on the goals of the situation, people with hearing impairments
used either mediation (clarification) or concealment strategies to keep the interaction
going. With this idea in mind, we analyzed human-robot interactions in two different
situations - more task-oriented interactions versus more socially driven interactions
- and we observed different feedback behaviors in users and their reactions to
the robot's behavior. We use these results to derive a scaffold for modeling appropriate
feedback in asymmetric interactions (i.e., in human-robot interactions) and briefly
discuss some consequences for both the design of human-robot interaction and for
theories of grounding. (c) 2010 Elsevier B.V. All rights reserved.
author:
- first_name: Britta
full_name: Wrede, Britta
last_name: Wrede
- first_name: Stefan
full_name: Kopp, Stefan
last_name: Kopp
- first_name: Katharina
full_name: Rohlfing, Katharina
id: '50352'
last_name: Rohlfing
- first_name: Manja
full_name: Lohse, Manja
last_name: Lohse
- first_name: Claudia
full_name: Muhl, Claudia
last_name: Muhl
citation:
ama: Wrede B, Kopp S, Rohlfing K, Lohse M, Muhl C. Appropriate Feedback in Asymmetric
Interactions. Journal of Pragmatics. 2010;42(9):2369-2384. doi:10.1016/j.pragma.2010.01.003
apa: Wrede, B., Kopp, S., Rohlfing, K., Lohse, M., & Muhl, C. (2010). Appropriate
Feedback in Asymmetric Interactions. Journal of Pragmatics, 42(9),
2369–2384. https://doi.org/10.1016/j.pragma.2010.01.003
bibtex: '@article{Wrede_Kopp_Rohlfing_Lohse_Muhl_2010, title={Appropriate Feedback
in Asymmetric Interactions}, volume={42}, DOI={10.1016/j.pragma.2010.01.003},
number={9}, journal={Journal of Pragmatics}, publisher={Elsevier }, author={Wrede,
Britta and Kopp, Stefan and Rohlfing, Katharina and Lohse, Manja and Muhl, Claudia},
year={2010}, pages={2369–2384} }'
chicago: 'Wrede, Britta, Stefan Kopp, Katharina Rohlfing, Manja Lohse, and Claudia
Muhl. “Appropriate Feedback in Asymmetric Interactions.” Journal of Pragmatics
42, no. 9 (2010): 2369–84. https://doi.org/10.1016/j.pragma.2010.01.003.'
ieee: 'B. Wrede, S. Kopp, K. Rohlfing, M. Lohse, and C. Muhl, “Appropriate Feedback
in Asymmetric Interactions,” Journal of Pragmatics, vol. 42, no. 9, pp.
2369–2384, 2010, doi: 10.1016/j.pragma.2010.01.003.'
mla: Wrede, Britta, et al. “Appropriate Feedback in Asymmetric Interactions.” Journal
of Pragmatics, vol. 42, no. 9, Elsevier , 2010, pp. 2369–84, doi:10.1016/j.pragma.2010.01.003.
short: B. Wrede, S. Kopp, K. Rohlfing, M. Lohse, C. Muhl, Journal of Pragmatics
42 (2010) 2369–2384.
date_created: 2020-06-24T13:02:17Z
date_updated: 2023-02-01T12:59:15Z
department:
- _id: '749'
doi: 10.1016/j.pragma.2010.01.003
intvolume: ' 42'
issue: '9'
language:
- iso: eng
page: 2369-2384
publication: Journal of Pragmatics
publication_identifier:
issn:
- 0378-2166
publisher: 'Elsevier '
status: public
title: Appropriate Feedback in Asymmetric Interactions
type: journal_article
user_id: '14931'
volume: 42
year: '2010'
...
---
_id: '17253'
author:
- first_name: Anna-Lisa
full_name: Vollmer, Anna-Lisa
last_name: Vollmer
- first_name: Karola
full_name: Pitsch, Karola
last_name: Pitsch
- first_name: Katrin Solveig
full_name: Lohan, Katrin Solveig
last_name: Lohan
- first_name: Jannik
full_name: Fritsch, Jannik
last_name: Fritsch
- first_name: Katharina
full_name: Rohlfing, Katharina
id: '50352'
last_name: Rohlfing
- first_name: Britta
full_name: Wrede, Britta
last_name: Wrede
citation:
ama: 'Vollmer A-L, Pitsch K, Lohan KS, Fritsch J, Rohlfing K, Wrede B. Developing
feedback: How children of different age contribute to a tutoring interaction with
adults. In: Development and Learning (ICDL), 2010 IEEE 9th International Conference
on Development and Learning. ; 2010:76-81.'
apa: 'Vollmer, A.-L., Pitsch, K., Lohan, K. S., Fritsch, J., Rohlfing, K., &
Wrede, B. (2010). Developing feedback: How children of different age contribute
to a tutoring interaction with adults. Development and Learning (ICDL), 2010
IEEE 9th International Conference on Development and Learning, 76–81.'
bibtex: '@inproceedings{Vollmer_Pitsch_Lohan_Fritsch_Rohlfing_Wrede_2010, title={Developing
feedback: How children of different age contribute to a tutoring interaction with
adults}, booktitle={Development and Learning (ICDL), 2010 IEEE 9th International
Conference on Development and Learning}, author={Vollmer, Anna-Lisa and Pitsch,
Karola and Lohan, Katrin Solveig and Fritsch, Jannik and Rohlfing, Katharina and
Wrede, Britta}, year={2010}, pages={76–81} }'
chicago: 'Vollmer, Anna-Lisa, Karola Pitsch, Katrin Solveig Lohan, Jannik Fritsch,
Katharina Rohlfing, and Britta Wrede. “Developing Feedback: How Children of Different
Age Contribute to a Tutoring Interaction with Adults.” In Development and Learning
(ICDL), 2010 IEEE 9th International Conference on Development and Learning,
76–81, 2010.'
ieee: 'A.-L. Vollmer, K. Pitsch, K. S. Lohan, J. Fritsch, K. Rohlfing, and B. Wrede,
“Developing feedback: How children of different age contribute to a tutoring interaction
with adults,” in Development and Learning (ICDL), 2010 IEEE 9th International
Conference on Development and Learning, 2010, pp. 76–81.'
mla: 'Vollmer, Anna-Lisa, et al. “Developing Feedback: How Children of Different
Age Contribute to a Tutoring Interaction with Adults.” Development and Learning
(ICDL), 2010 IEEE 9th International Conference on Development and Learning,
2010, pp. 76–81.'
short: 'A.-L. Vollmer, K. Pitsch, K.S. Lohan, J. Fritsch, K. Rohlfing, B. Wrede,
in: Development and Learning (ICDL), 2010 IEEE 9th International Conference on
Development and Learning, 2010, pp. 76–81.'
date_created: 2020-06-24T13:02:20Z
date_updated: 2023-02-01T13:00:15Z
department:
- _id: '749'
keyword:
- tutoring interaction
- social interaction
- video signal processing
- robot systems
- paediatrics
- neurophysiology
- Learning
- infant
- feedback
- biology computing
- cognitive capabilities
- cognition
- children
language:
- iso: eng
page: 76-81
publication: Development and Learning (ICDL), 2010 IEEE 9th International Conference
on Development and Learning
status: public
title: 'Developing feedback: How children of different age contribute to a tutoring
interaction with adults'
type: conference
user_id: '14931'
year: '2010'
...
---
_id: '17252'
author:
- first_name: Soonja
full_name: Choi, Soonja
last_name: Choi
- first_name: Katharina
full_name: Rohlfing, Katharina
id: '50352'
last_name: Rohlfing
citation:
ama: 'Choi S, Rohlfing K. Discourse and lexical patterns in mothers’ speech during
spatial tasks: What role do spatial words play? In: Iwasaki S, Hoji H, Clancy
PM, Sohn S-O, eds. Japanese / Korean Linguistics. Vol 17. CSLI Publications;
2010:117-133.'
apa: 'Choi, S., & Rohlfing, K. (2010). Discourse and lexical patterns in mothers’
speech during spatial tasks: What role do spatial words play? In S. Iwasaki, H.
Hoji, P. M. Clancy, & S.-O. Sohn (Eds.), Japanese / Korean Linguistics
(Vol. 17, pp. 117–133). CSLI Publications.'
bibtex: '@inproceedings{Choi_Rohlfing_2010, title={Discourse and lexical patterns
in mothers’ speech during spatial tasks: What role do spatial words play?}, volume={17},
booktitle={Japanese / Korean Linguistics}, publisher={CSLI Publications}, author={Choi,
Soonja and Rohlfing, Katharina}, editor={Iwasaki, S. and Hoji, H. and Clancy,
P. M and Sohn, S.-O.}, year={2010}, pages={117–133} }'
chicago: 'Choi, Soonja, and Katharina Rohlfing. “Discourse and Lexical Patterns
in Mothers’ Speech during Spatial Tasks: What Role Do Spatial Words Play?” In
Japanese / Korean Linguistics, edited by S. Iwasaki, H. Hoji, P. M Clancy,
and S.-O. Sohn, 17:117–33. CSLI Publications, 2010.'
ieee: 'S. Choi and K. Rohlfing, “Discourse and lexical patterns in mothers’ speech
during spatial tasks: What role do spatial words play?,” in Japanese / Korean
Linguistics, 2010, vol. 17, pp. 117–133.'
mla: 'Choi, Soonja, and Katharina Rohlfing. “Discourse and Lexical Patterns in Mothers’
Speech during Spatial Tasks: What Role Do Spatial Words Play?” Japanese / Korean
Linguistics, edited by S. Iwasaki et al., vol. 17, CSLI Publications, 2010,
pp. 117–33.'
short: 'S. Choi, K. Rohlfing, in: S. Iwasaki, H. Hoji, P.M. Clancy, S.-O. Sohn (Eds.),
Japanese / Korean Linguistics, CSLI Publications, 2010, pp. 117–133.'
date_created: 2020-06-24T13:02:19Z
date_updated: 2023-02-01T12:59:59Z
department:
- _id: '749'
editor:
- first_name: S.
full_name: Iwasaki, S.
last_name: Iwasaki
- first_name: H.
full_name: Hoji, H.
last_name: Hoji
- first_name: P. M
full_name: Clancy, P. M
last_name: Clancy
- first_name: S.-O.
full_name: Sohn, S.-O.
last_name: Sohn
intvolume: ' 17'
language:
- iso: eng
page: 117-133
publication: Japanese / Korean Linguistics
publisher: CSLI Publications
status: public
title: 'Discourse and lexical patterns in mothers'' speech during spatial tasks: What
role do spatial words play?'
type: conference
user_id: '14931'
volume: 17
year: '2010'
...
---
_id: '17251'
author:
- first_name: Iris
full_name: Nomikou, Iris
last_name: Nomikou
- first_name: Katharina
full_name: Rohlfing, Katharina
id: '50352'
last_name: Rohlfing
citation:
ama: 'Nomikou I, Rohlfing K. Exploring vocal-motor synchrony: Maternal intermodal
synchrony and rhythmic patterning of interactions with 3-4 month olds. In: ; 2010.'
apa: 'Nomikou, I., & Rohlfing, K. (2010). Exploring vocal-motor synchrony:
Maternal intermodal synchrony and rhythmic patterning of interactions with 3-4
month olds.'
bibtex: '@inproceedings{Nomikou_Rohlfing_2010, title={Exploring vocal-motor synchrony:
Maternal intermodal synchrony and rhythmic patterning of interactions with 3-4
month olds.}, author={Nomikou, Iris and Rohlfing, Katharina}, year={2010} }'
chicago: 'Nomikou, Iris, and Katharina Rohlfing. “Exploring Vocal-Motor Synchrony:
Maternal Intermodal Synchrony and Rhythmic Patterning of Interactions with 3-4
Month Olds.,” 2010.'
ieee: 'I. Nomikou and K. Rohlfing, “Exploring vocal-motor synchrony: Maternal intermodal
synchrony and rhythmic patterning of interactions with 3-4 month olds.,” 2010.'
mla: 'Nomikou, Iris, and Katharina Rohlfing. Exploring Vocal-Motor Synchrony:
Maternal Intermodal Synchrony and Rhythmic Patterning of Interactions with 3-4
Month Olds. 2010.'
short: 'I. Nomikou, K. Rohlfing, in: 2010.'
date_created: 2020-06-24T13:02:18Z
date_updated: 2023-02-01T12:59:41Z
department:
- _id: '749'
language:
- iso: eng
status: public
title: 'Exploring vocal-motor synchrony: Maternal intermodal synchrony and rhythmic
patterning of interactions with 3-4 month olds.'
type: conference
user_id: '14931'
year: '2010'
...
---
_id: '17258'
abstract:
- lang: eng
text: In order to learn and interact with humans, robots need to understand actions
and make use of language in social interactions. The use of language for the learning
of actions has been emphasized by Hirsh-Pasek and Golinkoff (MIT Press, 1996),
introducing the idea of acoustic packaging. Accordingly, it has been suggested
that acoustic information, typically in the form of narration, overlaps with action
sequences and provides infants with a bottom-up guide to attend to relevant parts
and to find structure within them. In this article, we present a computational
model of the multimodal interplay of action and language in tutoring situations.
For our purpose, we understand events as temporal intervals, which have to be
segmented in both, the visual and the acoustic modality. Our acoustic packaging
algorithm merges the segments from both modalities based on temporal overlap.
First evaluation results show that acoustic packaging can provide a meaningful
segmentation of action demonstration within tutoring behavior. We discuss our
findings with regard to a meaningful action segmentation. Based on our future
vision of acoustic packaging we point out a roadmap describing the further development
of acoustic packaging and interactive scenarios it is employed in.
author:
- first_name: Lars
full_name: Schillingmann, Lars
last_name: Schillingmann
- first_name: Britta
full_name: Wrede, Britta
last_name: Wrede
- first_name: Katharina
full_name: Rohlfing, Katharina
id: '50352'
last_name: Rohlfing
citation:
ama: Schillingmann L, Wrede B, Rohlfing K. A Computational Model of Acoustic Packaging.
IEEE Transactions on Autonomous Mental Development. 2009;1(4):226-237.
doi:10.1109/TAMD.2009.2039135
apa: Schillingmann, L., Wrede, B., & Rohlfing, K. (2009). A Computational Model
of Acoustic Packaging. IEEE Transactions on Autonomous Mental Development,
1(4), 226–237. https://doi.org/10.1109/TAMD.2009.2039135
bibtex: '@article{Schillingmann_Wrede_Rohlfing_2009, title={A Computational Model
of Acoustic Packaging}, volume={1}, DOI={10.1109/TAMD.2009.2039135},
number={4}, journal={IEEE Transactions on Autonomous Mental Development}, publisher={Institute
of Electrical & Electronics Engineers (IEEE)}, author={Schillingmann, Lars
and Wrede, Britta and Rohlfing, Katharina}, year={2009}, pages={226–237} }'
chicago: 'Schillingmann, Lars, Britta Wrede, and Katharina Rohlfing. “A Computational
Model of Acoustic Packaging.” IEEE Transactions on Autonomous Mental Development
1, no. 4 (2009): 226–37. https://doi.org/10.1109/TAMD.2009.2039135.'
ieee: 'L. Schillingmann, B. Wrede, and K. Rohlfing, “A Computational Model of Acoustic
Packaging,” IEEE Transactions on Autonomous Mental Development, vol. 1,
no. 4, pp. 226–237, 2009, doi: 10.1109/TAMD.2009.2039135.'
mla: Schillingmann, Lars, et al. “A Computational Model of Acoustic Packaging.”
IEEE Transactions on Autonomous Mental Development, vol. 1, no. 4, Institute
of Electrical & Electronics Engineers (IEEE), 2009, pp. 226–37, doi:10.1109/TAMD.2009.2039135.
short: L. Schillingmann, B. Wrede, K. Rohlfing, IEEE Transactions on Autonomous
Mental Development 1 (2009) 226–237.
date_created: 2020-06-24T13:02:26Z
date_updated: 2023-02-01T13:02:07Z
department:
- _id: '749'
doi: 10.1109/TAMD.2009.2039135
intvolume: ' 1'
issue: '4'
language:
- iso: eng
page: 226-237
publication: IEEE Transactions on Autonomous Mental Development
publication_identifier:
issn:
- 1943-0612
publisher: Institute of Electrical & Electronics Engineers (IEEE)
status: public
title: A Computational Model of Acoustic Packaging
type: journal_article
user_id: '14931'
volume: 1
year: '2009'
...
---
_id: '17259'
abstract:
- lang: eng
text: Learning is a social endeavor, in which the learner generally receives support
from his/her social partner(s). In developmental research – even though tutors/adults
behavior modifications in their speech, gestures and motions have been extensively
studied, studies barely consider the recipient’s (i.e. the child’s) perspective
in the analysis of the adult’s presentation, In addition, the variability in parental
behavior, i.e. the fact that not every parent modifies her/his behavior in the
same way, found less fine-grained analysis. In contrast, in this paper, we assume
an interactional perspective investigating the loop between the tutor’s and the
learner’s actions. With this approach, we aim both at discovering the levels and
features of variability and at achieving a better understanding of how they come
about within the course of the interaction. For our analysis, we used a combination
of (1) qualitative investigation derived from ethnomethodological Conversation
Analysis (CA), (2) semi-automatic computational 2D hand tracking and (3) a mathematically
based visualization of the data. Our analysis reveals that tutors not only shape
their demonstrations differently with regard to the intended recipient per se
(adult-directed vs. child-directed), but most importantly that the learner’s feedback
during the presentation is consequential for the concrete ways in which the presentation
is carried out.
author:
- first_name: Karola
full_name: Pitsch, Karola
last_name: Pitsch
- first_name: Anna-Lisa
full_name: Vollmer, Anna-Lisa
last_name: Vollmer
- first_name: Jannik
full_name: Fritsch, Jannik
last_name: Fritsch
- first_name: Britta
full_name: Wrede, Britta
last_name: Wrede
- first_name: Katharina
full_name: Rohlfing, Katharina
id: '50352'
last_name: Rohlfing
- first_name: Gerhard
full_name: Sagerer, Gerhard
last_name: Sagerer
citation:
ama: 'Pitsch K, Vollmer A-L, Fritsch J, Wrede B, Rohlfing K, Sagerer G. On the loop
of action modification and the recipient’s gaze in adult-child interaction. In:
Gesture and Speech in Interaction. ; 2009.'
apa: Pitsch, K., Vollmer, A.-L., Fritsch, J., Wrede, B., Rohlfing, K., & Sagerer,
G. (2009). On the loop of action modification and the recipient’s gaze in adult-child
interaction. Gesture and Speech in Interaction.
bibtex: '@inproceedings{Pitsch_Vollmer_Fritsch_Wrede_Rohlfing_Sagerer_2009, title={On
the loop of action modification and the recipient’s gaze in adult-child interaction},
booktitle={Gesture and Speech in Interaction}, author={Pitsch, Karola and Vollmer,
Anna-Lisa and Fritsch, Jannik and Wrede, Britta and Rohlfing, Katharina and Sagerer,
Gerhard}, year={2009} }'
chicago: Pitsch, Karola, Anna-Lisa Vollmer, Jannik Fritsch, Britta Wrede, Katharina
Rohlfing, and Gerhard Sagerer. “On the Loop of Action Modification and the Recipient’s
Gaze in Adult-Child Interaction.” In Gesture and Speech in Interaction,
2009.
ieee: K. Pitsch, A.-L. Vollmer, J. Fritsch, B. Wrede, K. Rohlfing, and G. Sagerer,
“On the loop of action modification and the recipient’s gaze in adult-child interaction,”
2009.
mla: Pitsch, Karola, et al. “On the Loop of Action Modification and the Recipient’s
Gaze in Adult-Child Interaction.” Gesture and Speech in Interaction, 2009.
short: 'K. Pitsch, A.-L. Vollmer, J. Fritsch, B. Wrede, K. Rohlfing, G. Sagerer,
in: Gesture and Speech in Interaction, 2009.'
date_created: 2020-06-24T13:02:27Z
date_updated: 2023-02-01T13:02:31Z
department:
- _id: '749'
keyword:
- gaze
- gesture
- Multimodal
- adult-child interaction
language:
- iso: eng
publication: Gesture and Speech in Interaction
status: public
title: On the loop of action modification and the recipient's gaze in adult-child
interaction
type: conference
user_id: '14931'
year: '2009'
...
---
_id: '17262'
abstract:
- lang: eng
text: A difficulty in robot action learning is that robots do not know where to
attend when observing action demonstration. Inspired by human parent-infant interaction,
we suggest that parental action demonstration to infants, called motionese, can
scaffold robot learning as well as infants. Since infants knowledge about the
context is limited, which is comparable to robots, parents are supposed to properly
guide their attention by emphasizing the important aspects of the action. Our
analysis employing a bottom-up attention model revealed that motionese has the
effects of highlighting the initial and final states of the action, indicating
significant state changes in it, and underlining the properties of objects used
in the action. Suppression and addition of parents body movement and their frequent
social signals to infants produced these effects. Our findings are discussed toward
designing robots that can take advantage of parental teaching.
author:
- first_name: Yukie
full_name: Nagai, Yukie
last_name: Nagai
- first_name: Katharina
full_name: Rohlfing, Katharina
id: '50352'
last_name: Rohlfing
citation:
ama: Nagai Y, Rohlfing K. Computational Analysis of Motionese Toward Scaffolding
Robot Action Learning. IEEE Transactions on Autonomous Mental Development.
2009;1(1):44-54. doi:10.1109/TAMD.2009.2021090
apa: Nagai, Y., & Rohlfing, K. (2009). Computational Analysis of Motionese Toward
Scaffolding Robot Action Learning. IEEE Transactions on Autonomous Mental Development,
1(1), 44–54. https://doi.org/10.1109/TAMD.2009.2021090
bibtex: '@article{Nagai_Rohlfing_2009, title={Computational Analysis of Motionese
Toward Scaffolding Robot Action Learning}, volume={1}, DOI={10.1109/TAMD.2009.2021090},
number={1}, journal={IEEE Transactions on Autonomous Mental Development}, publisher={Institute
of Electrical & Electronics Engineers (IEEE)}, author={Nagai, Yukie and Rohlfing,
Katharina}, year={2009}, pages={44–54} }'
chicago: 'Nagai, Yukie, and Katharina Rohlfing. “Computational Analysis of Motionese
Toward Scaffolding Robot Action Learning.” IEEE Transactions on Autonomous
Mental Development 1, no. 1 (2009): 44–54. https://doi.org/10.1109/TAMD.2009.2021090.'
ieee: 'Y. Nagai and K. Rohlfing, “Computational Analysis of Motionese Toward Scaffolding
Robot Action Learning,” IEEE Transactions on Autonomous Mental Development,
vol. 1, no. 1, pp. 44–54, 2009, doi: 10.1109/TAMD.2009.2021090.'
mla: Nagai, Yukie, and Katharina Rohlfing. “Computational Analysis of Motionese
Toward Scaffolding Robot Action Learning.” IEEE Transactions on Autonomous
Mental Development, vol. 1, no. 1, Institute of Electrical & Electronics
Engineers (IEEE), 2009, pp. 44–54, doi:10.1109/TAMD.2009.2021090.
short: Y. Nagai, K. Rohlfing, IEEE Transactions on Autonomous Mental Development
1 (2009) 44–54.
date_created: 2020-06-24T13:02:31Z
date_updated: 2023-02-01T13:03:28Z
department:
- _id: '749'
doi: 10.1109/TAMD.2009.2021090
intvolume: ' 1'
issue: '1'
language:
- iso: eng
page: 44-54
publication: IEEE Transactions on Autonomous Mental Development
publication_identifier:
issn:
- 1943-0612
publisher: Institute of Electrical & Electronics Engineers (IEEE)
status: public
title: Computational Analysis of Motionese Toward Scaffolding Robot Action Learning
type: journal_article
user_id: '14931'
volume: 1
year: '2009'
...
---
_id: '17260'
author:
- first_name: Manja
full_name: Lohse, Manja
last_name: Lohse
- first_name: Marc
full_name: Hanheide, Marc
last_name: Hanheide
- first_name: Karola
full_name: Pitsch, Karola
last_name: Pitsch
- first_name: Katharina
full_name: Rohlfing, Katharina
id: '50352'
last_name: Rohlfing
- first_name: Gerhard
full_name: Sagerer, Gerhard
last_name: Sagerer
citation:
ama: 'Lohse M, Hanheide M, Pitsch K, Rohlfing K, Sagerer G. Improving HRI design
by applying Systemic Interaction Analysis (SInA). Interaction Studies (Special
Issue: Robots in the Wild: Exploring HRI in naturalistic environments). 2009;10(3):298-323.
doi:10.1075/is.10.3.03loh'
apa: 'Lohse, M., Hanheide, M., Pitsch, K., Rohlfing, K., & Sagerer, G. (2009).
Improving HRI design by applying Systemic Interaction Analysis (SInA). Interaction
Studies (Special Issue: Robots in the Wild: Exploring HRI in Naturalistic Environments),
10(3), 298–323. https://doi.org/10.1075/is.10.3.03loh'
bibtex: '@article{Lohse_Hanheide_Pitsch_Rohlfing_Sagerer_2009, title={Improving
HRI design by applying Systemic Interaction Analysis (SInA)}, volume={10}, DOI={10.1075/is.10.3.03loh}, number={3},
journal={Interaction Studies (Special Issue: Robots in the Wild: Exploring HRI
in naturalistic environments)}, publisher={John Benjamins Publishing Company},
author={Lohse, Manja and Hanheide, Marc and Pitsch, Karola and Rohlfing, Katharina
and Sagerer, Gerhard}, year={2009}, pages={298–323} }'
chicago: 'Lohse, Manja, Marc Hanheide, Karola Pitsch, Katharina Rohlfing, and Gerhard
Sagerer. “Improving HRI Design by Applying Systemic Interaction Analysis (SInA).”
Interaction Studies (Special Issue: Robots in the Wild: Exploring HRI in Naturalistic
Environments) 10, no. 3 (2009): 298–323. https://doi.org/10.1075/is.10.3.03loh.'
ieee: 'M. Lohse, M. Hanheide, K. Pitsch, K. Rohlfing, and G. Sagerer, “Improving
HRI design by applying Systemic Interaction Analysis (SInA),” Interaction Studies
(Special Issue: Robots in the Wild: Exploring HRI in naturalistic environments),
vol. 10, no. 3, pp. 298–323, 2009, doi: 10.1075/is.10.3.03loh.'
mla: 'Lohse, Manja, et al. “Improving HRI Design by Applying Systemic Interaction
Analysis (SInA).” Interaction Studies (Special Issue: Robots in the Wild: Exploring
HRI in Naturalistic Environments), vol. 10, no. 3, John Benjamins Publishing
Company, 2009, pp. 298–323, doi:10.1075/is.10.3.03loh.'
short: 'M. Lohse, M. Hanheide, K. Pitsch, K. Rohlfing, G. Sagerer, Interaction Studies
(Special Issue: Robots in the Wild: Exploring HRI in Naturalistic Environments)
10 (2009) 298–323.'
date_created: 2020-06-24T13:02:28Z
date_updated: 2023-02-01T13:02:52Z
department:
- _id: '749'
doi: 10.1075/is.10.3.03loh
intvolume: ' 10'
issue: '3'
language:
- iso: eng
page: 298-323
publication: 'Interaction Studies (Special Issue: Robots in the Wild: Exploring HRI
in naturalistic environments)'
publication_identifier:
issn:
- 1572-0381
publisher: John Benjamins Publishing Company
status: public
title: Improving HRI design by applying Systemic Interaction Analysis (SInA)
type: journal_article
user_id: '14931'
volume: 10
year: '2009'
...
---
_id: '17257'
abstract:
- lang: eng
text: In developmental research, tutoring behavior has been identified as scaffolding
infants’ learning processes. It has been defined in terms of child-directed speech
(Motherese), child-directed motion (Motionese), and contingency. Contingency describes
situations in which two agents socially interact with each other and Csibra and
Gergely showed that contingency is a char- acteristic aspect of social interaction
[3]. In the field of developmental robotics, research often assumes that in human-robot
interaction (HRI), robots are treated similar to infants, because their immature
cognitive capabilities benefit from this behavior. Here we present results con-
cerning the acceptance of a robotic agent in a social learning scenario obtained
via comparison to adults and 8-11 months old infants in equal conditions. These
results constitute an important empirical basis for making use of tutoring behavior
in social robotics. Our results reveal significant differences between Adult-Child
Interaction (ACI), Adult-Adult Interaction (AAI) and Adult-Robot Interaction (ARI)
in eye gaze behavior suggesting that contingency is impaired in the analyzed ARI
situation.
author:
- first_name: Katrin Solveig
full_name: Lohan, Katrin Solveig
last_name: Lohan
- first_name: Katharina
full_name: Rohlfing, Katharina
id: '50352'
last_name: Rohlfing
- first_name: Britta
full_name: Wrede, Britta
last_name: Wrede
citation:
ama: 'Lohan KS, Rohlfing K, Wrede B. Analysing the effect of contingency in tutoring
situations. In: ; 2009.'
apa: Lohan, K. S., Rohlfing, K., & Wrede, B. (2009). Analysing the effect
of contingency in tutoring situations.
bibtex: '@inproceedings{Lohan_Rohlfing_Wrede_2009, title={Analysing the effect of
contingency in tutoring situations}, author={Lohan, Katrin Solveig and Rohlfing,
Katharina and Wrede, Britta}, year={2009} }'
chicago: Lohan, Katrin Solveig, Katharina Rohlfing, and Britta Wrede. “Analysing
the Effect of Contingency in Tutoring Situations,” 2009.
ieee: K. S. Lohan, K. Rohlfing, and B. Wrede, “Analysing the effect of contingency
in tutoring situations,” 2009.
mla: Lohan, Katrin Solveig, et al. Analysing the Effect of Contingency in Tutoring
Situations. 2009.
short: 'K.S. Lohan, K. Rohlfing, B. Wrede, in: 2009.'
date_created: 2020-06-24T13:02:25Z
date_updated: 2023-02-01T13:01:51Z
department:
- _id: '749'
keyword:
- Eyegaze
- tutoring situations
- Contingency
language:
- iso: eng
status: public
title: Analysing the effect of contingency in tutoring situations
type: conference
user_id: '14931'
year: '2009'
...
---
_id: '17261'
author:
- first_name: Britta
full_name: Wrede, Britta
last_name: Wrede
- first_name: Katharina
full_name: Rohlfing, Katharina
id: '50352'
last_name: Rohlfing
- first_name: Marc
full_name: Hanheide, Marc
last_name: Hanheide
- first_name: Gerhard
full_name: Sagerer, Gerhard
last_name: Sagerer
citation:
ama: 'Wrede B, Rohlfing K, Hanheide M, Sagerer G. Towards Learning by Interacting.
In: Sendhoff B, Körner E, Sporns O, Ritter H, Doya K, eds. Creating Brain-Like
Intelligence: From Basic Principles to Complex Intelligent Systems. Springer;
2009:139-150. doi:10.1007/978-3-642-00616-6_8'
apa: 'Wrede, B., Rohlfing, K., Hanheide, M., & Sagerer, G. (2009). Towards Learning
by Interacting. In B. Sendhoff, E. Körner, O. Sporns, H. Ritter, & K. Doya
(Eds.), Creating Brain-Like Intelligence: From Basic Principles to Complex
Intelligent Systems (pp. 139–150). Springer. https://doi.org/10.1007/978-3-642-00616-6_8'
bibtex: '@inbook{Wrede_Rohlfing_Hanheide_Sagerer_2009, title={Towards Learning by
Interacting}, DOI={10.1007/978-3-642-00616-6_8},
booktitle={Creating Brain-Like Intelligence: From Basic Principles to Complex
Intelligent Systems}, publisher={Springer}, author={Wrede, Britta and Rohlfing,
Katharina and Hanheide, Marc and Sagerer, Gerhard}, editor={Sendhoff, B. and Körner,
Edgar and Sporns, O. and Ritter, Helge and Doya, Kenji}, year={2009}, pages={139–150}
}'
chicago: 'Wrede, Britta, Katharina Rohlfing, Marc Hanheide, and Gerhard Sagerer.
“Towards Learning by Interacting.” In Creating Brain-Like Intelligence: From
Basic Principles to Complex Intelligent Systems, edited by B. Sendhoff, Edgar
Körner, O. Sporns, Helge Ritter, and Kenji Doya, 139–50. Springer, 2009. https://doi.org/10.1007/978-3-642-00616-6_8.'
ieee: 'B. Wrede, K. Rohlfing, M. Hanheide, and G. Sagerer, “Towards Learning by
Interacting,” in Creating Brain-Like Intelligence: From Basic Principles to
Complex Intelligent Systems, B. Sendhoff, E. Körner, O. Sporns, H. Ritter,
and K. Doya, Eds. Springer, 2009, pp. 139–150.'
mla: 'Wrede, Britta, et al. “Towards Learning by Interacting.” Creating Brain-Like
Intelligence: From Basic Principles to Complex Intelligent Systems, edited
by B. Sendhoff et al., Springer, 2009, pp. 139–50, doi:10.1007/978-3-642-00616-6_8.'
short: 'B. Wrede, K. Rohlfing, M. Hanheide, G. Sagerer, in: B. Sendhoff, E. Körner,
O. Sporns, H. Ritter, K. Doya (Eds.), Creating Brain-Like Intelligence: From Basic
Principles to Complex Intelligent Systems, Springer, 2009, pp. 139–150.'
date_created: 2020-06-24T13:02:30Z
date_updated: 2023-02-01T13:03:11Z
department:
- _id: '749'
doi: 10.1007/978-3-642-00616-6_8
editor:
- first_name: B.
full_name: Sendhoff, B.
last_name: Sendhoff
- first_name: Edgar
full_name: Körner, Edgar
last_name: Körner
- first_name: O.
full_name: Sporns, O.
last_name: Sporns
- first_name: Helge
full_name: Ritter, Helge
last_name: Ritter
- first_name: Kenji
full_name: Doya, Kenji
last_name: Doya
language:
- iso: eng
page: 139-150
publication: 'Creating Brain-Like Intelligence: From Basic Principles to Complex Intelligent
Systems'
publisher: Springer
status: public
title: Towards Learning by Interacting
type: book_chapter
user_id: '14931'
year: '2009'
...
---
_id: '17272'
abstract:
- lang: eng
text: In developmental research, tutoring behavior has been identified as scaffolding
infants' learning processes. It has been defined in terms of child-directed speech
(Motherese), child-directed motion (Motionese), and contingency. In the field
of developmental robotics, research often assumes that in human-robot interaction
(HRI), robots are treated similar to infants, because their immature cognitive
capabilities benefit from this behavior. However, according to our knowledge,
it has barely been studied whether this is true and how exactly humans alter their
behavior towards a robotic interaction partner. In this paper, we present results
concerning the acceptance of a robotic agent in a social learning scenario obtained
via comparison to adults and 8-11 months old infants in equal conditions. These
results constitute an important empirical basis for making use of tutoring behavior
in social robotics. In our study, we performed a detailed multimodal analysis
of HRI in a tutoring situation using the example of a robot simulation equipped
with a bottom-up saliency-based attention model. Our results reveal significant
differences in hand movement velocity, motion pauses, range of motion, and eye
gaze suggesting that for example adults decrease their hand movement velocity
in an Adult-Child Interaction (ACI), opposed to an Adult-Adult Interaction (AAI)
and this decrease is even higher in the Adult-Robot Interaction (ARI). We also
found important differences between ACI and ARI in how the behavior is modified
over time as the interaction unfolds. These findings indicate the necessity of
integrating top-down feedback structures into a bottom-up system for robots to
be fully accepted as interaction partners.
author:
- first_name: Anna-Lisa
full_name: Vollmer, Anna-Lisa
last_name: Vollmer
- first_name: Katrin Solveig
full_name: Lohan, Katrin Solveig
last_name: Lohan
- first_name: Kerstin
full_name: Fischer, Kerstin
last_name: Fischer
- first_name: Yukie
full_name: Nagai, Yukie
last_name: Nagai
- first_name: Karola
full_name: Pitsch, Karola
last_name: Pitsch
- first_name: Jannik
full_name: Fritsch, Jannik
last_name: Fritsch
- first_name: Katharina
full_name: Rohlfing, Katharina
id: '50352'
last_name: Rohlfing
- first_name: Britta
full_name: Wrede, Britta
last_name: Wrede
citation:
ama: 'Vollmer A-L, Lohan KS, Fischer K, et al. People modify their tutoring behavior
in robot-directed interaction for action learning. In: Development and Learning,
2009. ICDL 2009. IEEE 8th International Conference on Development and Learning.
IEEE; 2009:1-6. doi:10.1109/DEVLRN.2009.5175516'
apa: Vollmer, A.-L., Lohan, K. S., Fischer, K., Nagai, Y., Pitsch, K., Fritsch,
J., Rohlfing, K., & Wrede, B. (2009). People modify their tutoring behavior
in robot-directed interaction for action learning. Development and Learning,
2009. ICDL 2009. IEEE 8th International Conference on Development and Learning,
1–6. https://doi.org/10.1109/DEVLRN.2009.5175516
bibtex: '@inproceedings{Vollmer_Lohan_Fischer_Nagai_Pitsch_Fritsch_Rohlfing_Wrede_2009,
title={People modify their tutoring behavior in robot-directed interaction for
action learning}, DOI={10.1109/DEVLRN.2009.5175516},
booktitle={Development and Learning, 2009. ICDL 2009. IEEE 8th International Conference
on Development and Learning}, publisher={IEEE}, author={Vollmer, Anna-Lisa and
Lohan, Katrin Solveig and Fischer, Kerstin and Nagai, Yukie and Pitsch, Karola
and Fritsch, Jannik and Rohlfing, Katharina and Wrede, Britta}, year={2009}, pages={1–6}
}'
chicago: Vollmer, Anna-Lisa, Katrin Solveig Lohan, Kerstin Fischer, Yukie Nagai,
Karola Pitsch, Jannik Fritsch, Katharina Rohlfing, and Britta Wrede. “People Modify
Their Tutoring Behavior in Robot-Directed Interaction for Action Learning.” In
Development and Learning, 2009. ICDL 2009. IEEE 8th International Conference
on Development and Learning, 1–6. IEEE, 2009. https://doi.org/10.1109/DEVLRN.2009.5175516.
ieee: 'A.-L. Vollmer et al., “People modify their tutoring behavior in robot-directed
interaction for action learning,” in Development and Learning, 2009. ICDL 2009.
IEEE 8th International Conference on Development and Learning, 2009, pp. 1–6,
doi: 10.1109/DEVLRN.2009.5175516.'
mla: Vollmer, Anna-Lisa, et al. “People Modify Their Tutoring Behavior in Robot-Directed
Interaction for Action Learning.” Development and Learning, 2009. ICDL 2009.
IEEE 8th International Conference on Development and Learning, IEEE, 2009,
pp. 1–6, doi:10.1109/DEVLRN.2009.5175516.
short: 'A.-L. Vollmer, K.S. Lohan, K. Fischer, Y. Nagai, K. Pitsch, J. Fritsch,
K. Rohlfing, B. Wrede, in: Development and Learning, 2009. ICDL 2009. IEEE 8th
International Conference on Development and Learning, IEEE, 2009, pp. 1–6.'
date_created: 2020-06-24T13:02:43Z
date_updated: 2023-02-01T13:06:43Z
department:
- _id: '749'
doi: 10.1109/DEVLRN.2009.5175516
keyword:
- robot simulation
- hand movement velocity
- robotic interaction partner
- robotic agent
- robot-directed interaction
- multimodal analysis
- Motionese
- Motherese
- intelligent tutoring systems
- immature cognitive capability
- human computer interaction
- eye gaze
- child-directed speech
- child-directed motion
- bottom-up system
- bottom-up saliency-based attention model
- adult-robot interaction
- adult-child interaction
- adult-adult interaction
- human-robot interaction
- action learning
- social learning scenario
- social robotics
- software agents
- top-down feedback structures
- tutoring behavior
language:
- iso: eng
page: 1-6
publication: Development and Learning, 2009. ICDL 2009. IEEE 8th International Conference
on Development and Learning
publisher: IEEE
status: public
title: People modify their tutoring behavior in robot-directed interaction for action
learning
type: conference
user_id: '14931'
year: '2009'
...
---
_id: '17264'
abstract:
- lang: eng
text: In developmental research, tutoring behavior has been identified as scaffolding
infants’ learning processes. Infants seem sensitive to tutoring situations and
they detect these by ostensive cues [4]. Some social signals such as eye-gaze,
child-directed speech (Motherese), child-directed motion (Motionese), and contingency
have been shown to serve as ostensive cues. The concept of contingency describes
exchanges in which two agents interact with each other reciprocally. Csibra and
Gergely argued that contingency is a characteristic ostensive stimulus of a tutoring
situation [4]. In order for a robot to be treated similar to an infant, it has
to both, be sensitive to the ostensive stimuli on the one hand and induce tutoring
behavior by its feedback about its capabilities on the other hand. In this paper,
we raise the question whether a robot can be treated similar to an infant in an
interaction. We present results concerning the acceptance of a robotic agent in
a social learning scenario, which we obtained via comparison to interactions with
8-11 months old infants and adults in equal conditions. We applied measurements
for motion modifications (Motionese) and eye-gaze behavior. Our results reveal
significant differences between Adult-Child Interaction (ACI), Adult-Adult Interaction
(AAI) and Adult- Robot Interaction (ARI) suggesting that in ARI, robotdirected
tutoring behavior is even more accentuated in terms of Motionese, but contingent
responsivity is impaired. Our results confirm previous findings [14] concerning
the differences between ACI, AAI, and ARI and constitute an important empirical
basis for making use of ostensive stimuli as social signals for tutoring behavior
in social robotics.
author:
- first_name: Katrin Solveig
full_name: Lohan, Katrin Solveig
last_name: Lohan
- first_name: Anna-Lisa
full_name: Vollmer, Anna-Lisa
last_name: Vollmer
- first_name: Jannik
full_name: Fritsch, Jannik
last_name: Fritsch
- first_name: Katharina
full_name: Rohlfing, Katharina
id: '50352'
last_name: Rohlfing
- first_name: Britta
full_name: Wrede, Britta
last_name: Wrede
citation:
ama: 'Lohan KS, Vollmer A-L, Fritsch J, Rohlfing K, Wrede B. Which ostensive stimuli
can be used for a robot to detect and maintain tutoring situations? In: IEEE
International Workshop on Social Signal Processing. International Computer
Science Institute; 2009. doi:10.1109/acii.2009.5349507'
apa: Lohan, K. S., Vollmer, A.-L., Fritsch, J., Rohlfing, K., & Wrede, B. (2009).
Which ostensive stimuli can be used for a robot to detect and maintain tutoring
situations? IEEE International Workshop on Social Signal Processing. https://doi.org/10.1109/acii.2009.5349507
bibtex: '@inproceedings{Lohan_Vollmer_Fritsch_Rohlfing_Wrede_2009, title={Which
ostensive stimuli can be used for a robot to detect and maintain tutoring situations?},
DOI={10.1109/acii.2009.5349507},
booktitle={IEEE International Workshop on Social Signal Processing}, publisher={International
Computer Science Institute}, author={Lohan, Katrin Solveig and Vollmer, Anna-Lisa
and Fritsch, Jannik and Rohlfing, Katharina and Wrede, Britta}, year={2009} }'
chicago: Lohan, Katrin Solveig, Anna-Lisa Vollmer, Jannik Fritsch, Katharina Rohlfing,
and Britta Wrede. “Which Ostensive Stimuli Can Be Used for a Robot to Detect and
Maintain Tutoring Situations?” In IEEE International Workshop on Social Signal
Processing. International Computer Science Institute, 2009. https://doi.org/10.1109/acii.2009.5349507.
ieee: 'K. S. Lohan, A.-L. Vollmer, J. Fritsch, K. Rohlfing, and B. Wrede, “Which
ostensive stimuli can be used for a robot to detect and maintain tutoring situations?,”
2009, doi: 10.1109/acii.2009.5349507.'
mla: Lohan, Katrin Solveig, et al. “Which Ostensive Stimuli Can Be Used for a Robot
to Detect and Maintain Tutoring Situations?” IEEE International Workshop on
Social Signal Processing, International Computer Science Institute, 2009,
doi:10.1109/acii.2009.5349507.
short: 'K.S. Lohan, A.-L. Vollmer, J. Fritsch, K. Rohlfing, B. Wrede, in: IEEE International
Workshop on Social Signal Processing, International Computer Science Institute,
2009.'
date_created: 2020-06-24T13:02:33Z
date_updated: 2023-02-01T13:04:03Z
department:
- _id: '749'
doi: 10.1109/acii.2009.5349507
keyword:
- Ostensive Signals
- Contingency
- Motionese
- hri
language:
- iso: eng
publication: IEEE International Workshop on Social Signal Processing
publication_identifier:
isbn:
- '9781424448005'
publisher: International Computer Science Institute
status: public
title: Which ostensive stimuli can be used for a robot to detect and maintain tutoring
situations?
type: conference
user_id: '14931'
year: '2009'
...
---
_id: '17269'
abstract:
- lang: eng
text: 'Infants learning about their environment are confronted with many stimuli
of different modalities. Therefore, a crucial problem is how to discover which
stimuli are related, for instance, in learning words. In making these multimodal
"bindings," infants depend on social interaction with a caregiver to guide their
attention towards relevant stimuli. The caregiver might, for example, visually
highlight an object by shaking it while vocalizing the object''s name. These cues
are known to help structuring the continuous stream of stimuli. To detect and
exploit them, we propose a model of bottom-up attention by multimodal signal-level
synchrony. We focus on the guidance of visual attention from audio-visual synchrony
informed by recent adult-infant interaction studies. Consequently, we demonstrate
that our model is receptive to parental cues during child-directed tutoring. The
findings discussed in this paper are consistent with recent results from developmental
psychology but for the first time are obtained employing an objective, computational
model. The presence of " multimodal motherese" is verified directly on the audio-visual
signal. Lastly, we hypothesize how our computational model facilitates tutoring
interaction and discuss its application in interactive learning scenarios, enabling
social robots to benefit from adult-like tutoring. Document Type: Article'
author:
- first_name: Matthias
full_name: Rolf, Matthias
last_name: Rolf
- first_name: Marc
full_name: Hanheide, Marc
last_name: Hanheide
- first_name: Katharina
full_name: Rohlfing, Katharina
id: '50352'
last_name: Rohlfing
citation:
ama: Rolf M, Hanheide M, Rohlfing K. Attention via synchrony. Making use of multimodal
cues in social learning. IEEE Transactions on Autonomous Mental Development.
2009;1(1):55-67. doi:10.1109/TAMD.2009.2021091
apa: Rolf, M., Hanheide, M., & Rohlfing, K. (2009). Attention via synchrony.
Making use of multimodal cues in social learning. IEEE Transactions on Autonomous
Mental Development, 1(1), 55–67. https://doi.org/10.1109/TAMD.2009.2021091
bibtex: '@article{Rolf_Hanheide_Rohlfing_2009, title={Attention via synchrony. Making
use of multimodal cues in social learning}, volume={1}, DOI={10.1109/TAMD.2009.2021091},
number={1}, journal={IEEE Transactions on Autonomous Mental Development}, publisher={Institute
of Electrical & Electronics Engineers (IEEE)}, author={Rolf, Matthias and
Hanheide, Marc and Rohlfing, Katharina}, year={2009}, pages={55–67} }'
chicago: 'Rolf, Matthias, Marc Hanheide, and Katharina Rohlfing. “Attention via
Synchrony. Making Use of Multimodal Cues in Social Learning.” IEEE Transactions
on Autonomous Mental Development 1, no. 1 (2009): 55–67. https://doi.org/10.1109/TAMD.2009.2021091.'
ieee: 'M. Rolf, M. Hanheide, and K. Rohlfing, “Attention via synchrony. Making use
of multimodal cues in social learning,” IEEE Transactions on Autonomous Mental
Development, vol. 1, no. 1, pp. 55–67, 2009, doi: 10.1109/TAMD.2009.2021091.'
mla: Rolf, Matthias, et al. “Attention via Synchrony. Making Use of Multimodal Cues
in Social Learning.” IEEE Transactions on Autonomous Mental Development,
vol. 1, no. 1, Institute of Electrical & Electronics Engineers (IEEE), 2009,
pp. 55–67, doi:10.1109/TAMD.2009.2021091.
short: M. Rolf, M. Hanheide, K. Rohlfing, IEEE Transactions on Autonomous Mental
Development 1 (2009) 55–67.
date_created: 2020-06-24T13:02:39Z
date_updated: 2023-02-01T13:05:47Z
department:
- _id: '749'
doi: 10.1109/TAMD.2009.2021091
intvolume: ' 1'
issue: '1'
language:
- iso: eng
page: 55-67
publication: IEEE Transactions on Autonomous Mental Development
publication_identifier:
issn:
- 1943-0612
publisher: Institute of Electrical & Electronics Engineers (IEEE)
status: public
title: Attention via synchrony. Making use of multimodal cues in social learning
type: journal_article
user_id: '14931'
volume: 1
year: '2009'
...