---
_id: '62908'
author:
- first_name: Heike M.
full_name: Buhl, Heike M.
id: '27152'
last_name: Buhl
- first_name: Sabine
full_name: Fechner, Sabine
id: '54823'
last_name: Fechner
orcid: 0000-0001-5645-5870
- first_name: Bardo
full_name: Herzig, Bardo
id: '217'
last_name: Herzig
- first_name: Tobias
full_name: Jenert, Tobias
id: '71994'
last_name: Jenert
orcid: ' https://orcid.org/0000-0001-9262-5646'
- first_name: H. - Hugo
full_name: Kremer, H. - Hugo
last_name: Kremer
- first_name: Katharina Justine
full_name: Rohlfing, Katharina Justine
id: '50352'
last_name: Rohlfing
orcid: 0000-0002-5676-8233
- first_name: Christoph
full_name: Vogelsang, Christoph
id: '4245'
last_name: Vogelsang
orcid: 0000-0002-5804-1855
citation:
ama: Buhl HM, Fechner S, Herzig B, et al. Leitbild Des Profibereichs Transformation
Und Bildung.; 2024.
apa: Buhl, H. M., Fechner, S., Herzig, B., Jenert, T., Kremer, H.-H., Rohlfing,
K. J., & Vogelsang, C. (2024). Leitbild des Profibereichs Transformation
und Bildung.
bibtex: '@book{Buhl_Fechner_Herzig_Jenert_Kremer_Rohlfing_Vogelsang_2024, title={Leitbild
des Profibereichs Transformation und Bildung}, author={Buhl, Heike M. and Fechner,
Sabine and Herzig, Bardo and Jenert, Tobias and Kremer, H. - Hugo and Rohlfing,
Katharina Justine and Vogelsang, Christoph}, year={2024} }'
chicago: Buhl, Heike M., Sabine Fechner, Bardo Herzig, Tobias Jenert, H. - Hugo
Kremer, Katharina Justine Rohlfing, and Christoph Vogelsang. Leitbild Des Profibereichs
Transformation Und Bildung, 2024.
ieee: H. M. Buhl et al., Leitbild des Profibereichs Transformation und
Bildung. 2024.
mla: Buhl, Heike M., et al. Leitbild Des Profibereichs Transformation Und Bildung.
2024.
short: H.M. Buhl, S. Fechner, B. Herzig, T. Jenert, H.-H. Kremer, K.J. Rohlfing,
C. Vogelsang, Leitbild Des Profibereichs Transformation Und Bildung, 2024.
date_created: 2025-12-04T19:16:49Z
date_updated: 2025-12-13T23:37:21Z
ddc:
- '370'
department:
- _id: '33'
- _id: '640'
file:
- access_level: closed
content_type: application/pdf
creator: fechner
date_created: 2025-12-04T19:09:50Z
date_updated: 2025-12-04T19:09:50Z
file_id: '62909'
file_name: 202405_Leitbild des Profilbereichs Transformation und Bildung.pdf
file_size: 154137
relation: main_file
success: 1
file_date_updated: 2025-12-04T19:09:50Z
has_accepted_license: '1'
language:
- iso: eng
status: public
title: Leitbild des Profibereichs Transformation und Bildung
type: working_paper
user_id: '54823'
year: '2024'
...
---
_id: '48543'
abstract:
- lang: eng
text: Explanation has been identified as an important capability for AI-based systems,
but research on systematic strategies for achieving understanding in interaction
with such systems is still sparse. Negation is a linguistic strategy that is often
used in explanations. It creates a contrast space between the affirmed and the
negated item that enriches explaining processes with additional contextual information.
While negation in human speech has been shown to lead to higher processing costs
and worse task performance in terms of recall or action execution when used in
isolation, it can decrease processing costs when used in context. So far, it has
not been considered as a guiding strategy for explanations in human-robot interaction.
We conducted an empirical study to investigate the use of negation as a guiding
strategy in explanatory human-robot dialogue, in which a virtual robot explains
tasks and possible actions to a human explainee to solve them in terms of gestures
on a touchscreen. Our results show that negation vs. affirmation 1) increases
processing costs measured as reaction time and 2) increases several aspects of
task performance. While there was no significant effect of negation on the number
of initially correctly executed gestures, we found a significantly lower number
of attempts—measured as breaks in the finger movement data before the correct
gesture was carried out—when being instructed through a negation. We further found
that the gestures significantly resembled the presented prototype gesture more
following an instruction with a negation as opposed to an affirmation. Also, the
participants rated the benefit of contrastive vs. affirmative explanations significantly
higher. Repeating the instructions decreased the effects of negation, yielding
similar processing costs and task performance measures for negation and affirmation
after several iterations. We discuss our results with respect to possible effects
of negation on linguistic processing of explanations and limitations of our study.
article_type: original
author:
- first_name: A.
full_name: Groß, A.
last_name: Groß
- first_name: Amit
full_name: Singh, Amit
id: '91018'
last_name: Singh
orcid: 0000-0002-7789-1521
- first_name: Ngoc Chi
full_name: Banh, Ngoc Chi
id: '38219'
last_name: Banh
orcid: 0000-0002-5946-4542
- first_name: B.
full_name: Richter, B.
last_name: Richter
- first_name: Ingrid
full_name: Scharlau, Ingrid
id: '451'
last_name: Scharlau
orcid: 0000-0003-2364-9489
- first_name: Katharina J.
full_name: Rohlfing, Katharina J.
id: '50352'
last_name: Rohlfing
- first_name: B.
full_name: Wrede, B.
last_name: Wrede
citation:
ama: Groß A, Singh A, Banh NC, et al. Scaffolding the human partner by contrastive
guidance in an explanatory human-robot dialogue. Frontiers in Robotics and
AI. 2023;10. doi:10.3389/frobt.2023.1236184
apa: Groß, A., Singh, A., Banh, N. C., Richter, B., Scharlau, I., Rohlfing, K. J.,
& Wrede, B. (2023). Scaffolding the human partner by contrastive guidance
in an explanatory human-robot dialogue. Frontiers in Robotics and AI, 10.
https://doi.org/10.3389/frobt.2023.1236184
bibtex: '@article{Groß_Singh_Banh_Richter_Scharlau_Rohlfing_Wrede_2023, title={Scaffolding
the human partner by contrastive guidance in an explanatory human-robot dialogue},
volume={10}, DOI={10.3389/frobt.2023.1236184},
journal={Frontiers in Robotics and AI}, author={Groß, A. and Singh, Amit and Banh,
Ngoc Chi and Richter, B. and Scharlau, Ingrid and Rohlfing, Katharina J. and Wrede,
B.}, year={2023} }'
chicago: Groß, A., Amit Singh, Ngoc Chi Banh, B. Richter, Ingrid Scharlau, Katharina
J. Rohlfing, and B. Wrede. “Scaffolding the Human Partner by Contrastive Guidance
in an Explanatory Human-Robot Dialogue.” Frontiers in Robotics and AI 10
(2023). https://doi.org/10.3389/frobt.2023.1236184.
ieee: 'A. Groß et al., “Scaffolding the human partner by contrastive guidance
in an explanatory human-robot dialogue,” Frontiers in Robotics and AI,
vol. 10, 2023, doi: 10.3389/frobt.2023.1236184.'
mla: Groß, A., et al. “Scaffolding the Human Partner by Contrastive Guidance in
an Explanatory Human-Robot Dialogue.” Frontiers in Robotics and AI, vol.
10, 2023, doi:10.3389/frobt.2023.1236184.
short: A. Groß, A. Singh, N.C. Banh, B. Richter, I. Scharlau, K.J. Rohlfing, B.
Wrede, Frontiers in Robotics and AI 10 (2023).
date_created: 2023-10-30T09:29:16Z
date_updated: 2024-06-26T08:01:50Z
department:
- _id: '749'
doi: 10.3389/frobt.2023.1236184
funded_apc: '1'
intvolume: ' 10'
keyword:
- HRI
- XAI
- negation
- understanding
- explaining
- touch interaction
- gesture
language:
- iso: eng
main_file_link:
- open_access: '1'
url: https://www.frontiersin.org/articles/10.3389/frobt.2023.1236184/full
oa: '1'
project:
- _id: '115'
grant_number: '438445824'
name: 'TRR 318 - A05: TRR 318 - Echtzeitmessung der Aufmerksamkeit im Mensch-Roboter-Erklärdialog
(Teilprojekt A05)'
publication: Frontiers in Robotics and AI
publication_status: published
quality_controlled: '1'
status: public
title: Scaffolding the human partner by contrastive guidance in an explanatory human-robot
dialogue
type: journal_article
user_id: '38219'
volume: 10
year: '2023'
...
---
_id: '46067'
abstract:
- lang: eng
text: 'The study investigates two different ways of guiding the addressee of
an explanation - an explainee, through action demonstration: contrastive and non-contrastive.
Their effect was tested on attention to specific action elements (goal) as well
as on event memory. In an eye-tracking experiment, participants were shown different
motion videos that were either contrastive or non-contrastive with respect to
the segments of movement presentation. Given that everyday action demonstration
is often multimodal, the stimuli were created with re- spect to their visual and
verbal presentation. For visual presentation, a video combined two movements in
a contrastive (e.g., Up-motion following a Down-motion) or non-contrastive way
(e.g., two Up-motions following each other). For verbal presentation, each video
was combined with a sequence of instruction descriptions in the form of negative
(i.e., contrastive) or assertive (i.e., non-contrastive) guidance. It was found
that a) attention to the event goal increased for this condition in the later
time window, and b) participants’ recall of the event was facilitated when a visually
contrastive motion was combined with a verbal contrast.
'
author:
- first_name: Amit
full_name: Singh, Amit
id: '91018'
last_name: Singh
orcid: 0000-0002-7789-1521
- first_name: Katharina J.
full_name: Rohlfing, Katharina J.
id: '50352'
last_name: Rohlfing
citation:
ama: 'Singh A, Rohlfing KJ. Contrastiveness in the context of action demonstration:
an eye-tracking study on its effects on action perception and action recall. In:
Proceedings of the Annual Meeting of the Cognitive Science Society 45 (45).
Cognitive Science Society; 2023.'
apa: 'Singh, A., & Rohlfing, K. J. (2023). Contrastiveness in the context of
action demonstration: an eye-tracking study on its effects on action perception
and action recall. Proceedings of the Annual Meeting of the Cognitive Science
Society 45 (45). 45th Annual Conference of the Cognitive Science Society,
Sydney.'
bibtex: '@inproceedings{Singh_Rohlfing_2023, place={Sydney, Australia}, title={Contrastiveness
in the context of action demonstration: an eye-tracking study on its effects on
action perception and action recall}, booktitle={Proceedings of the Annual Meeting
of the Cognitive Science Society 45 (45)}, publisher={Cognitive Science Society},
author={Singh, Amit and Rohlfing, Katharina J.}, year={2023} }'
chicago: 'Singh, Amit, and Katharina J. Rohlfing. “Contrastiveness in the Context
of Action Demonstration: An Eye-Tracking Study on Its Effects on Action Perception
and Action Recall.” In Proceedings of the Annual Meeting of the Cognitive Science
Society 45 (45). Sydney, Australia: Cognitive Science Society, 2023.'
ieee: 'A. Singh and K. J. Rohlfing, “Contrastiveness in the context of action demonstration:
an eye-tracking study on its effects on action perception and action recall,”
presented at the 45th Annual Conference of the Cognitive Science Society, Sydney,
2023.'
mla: 'Singh, Amit, and Katharina J. Rohlfing. “Contrastiveness in the Context of
Action Demonstration: An Eye-Tracking Study on Its Effects on Action Perception
and Action Recall.” Proceedings of the Annual Meeting of the Cognitive Science
Society 45 (45), Cognitive Science Society, 2023.'
short: 'A. Singh, K.J. Rohlfing, in: Proceedings of the Annual Meeting of the Cognitive
Science Society 45 (45), Cognitive Science Society, Sydney, Australia, 2023.'
conference:
location: Sydney
name: 45th Annual Conference of the Cognitive Science Society
date_created: 2023-07-15T12:16:42Z
date_updated: 2023-09-27T13:51:42Z
department:
- _id: '749'
- _id: '660'
keyword:
- Attention
- negation
- contrastive guidance
- eye-movements
- action understanding
- event representation
language:
- iso: eng
main_file_link:
- open_access: '1'
url: https://escholarship.org/uc/item/2w94t4cv
oa: '1'
place: Sydney, Australia
popular_science: '1'
project:
- _id: '115'
grant_number: '438445824'
name: 'TRR 318 - A05: TRR 318 - Echtzeitmessung der Aufmerksamkeit im Mensch-Roboter-Erklärdialog
(Teilprojekt A05)'
publication: Proceedings of the Annual Meeting of the Cognitive Science Society 45
(45)
publication_status: published
publisher: Cognitive Science Society
quality_controlled: '1'
related_material:
record:
- id: '46067'
relation: contains
status: public
status: public
title: 'Contrastiveness in the context of action demonstration: an eye-tracking study
on its effects on action perception and action recall'
type: conference
user_id: '91018'
year: '2023'
...
---
_id: '55156'
author:
- first_name: Josephine Beryl
full_name: Fisher, Josephine Beryl
id: '56345'
last_name: Fisher
- first_name: Amelie
full_name: Robrecht, Amelie
id: '91982'
last_name: Robrecht
orcid: 0000-0001-5622-8248
- first_name: Stefan
full_name: Kopp, Stefan
last_name: Kopp
- first_name: Katharina J.
full_name: Rohlfing, Katharina J.
id: '50352'
last_name: Rohlfing
orcid: 0000-0002-5676-8233
citation:
ama: 'Fisher JB, Robrecht A, Kopp S, Rohlfing KJ. Exploring the Semantic Dialogue
Patterns of Explanations – a Case Study of Game Explanations. In: Proceedings
of the 27th Workshop on the Semantics and Pragmatics of Dialogue . ; 2023.'
apa: Fisher, J. B., Robrecht, A., Kopp, S., & Rohlfing, K. J. (2023). Exploring
the Semantic Dialogue Patterns of Explanations – a Case Study of Game Explanations.
Proceedings of the 27th Workshop on the Semantics and Pragmatics of Dialogue
. Semdial, Maribor.
bibtex: '@inproceedings{Fisher_Robrecht_Kopp_Rohlfing_2023, title={Exploring the
Semantic Dialogue Patterns of Explanations – a Case Study of Game Explanations},
booktitle={Proceedings of the 27th Workshop on the Semantics and Pragmatics of
Dialogue }, author={Fisher, Josephine Beryl and Robrecht, Amelie and Kopp, Stefan
and Rohlfing, Katharina J.}, year={2023} }'
chicago: Fisher, Josephine Beryl, Amelie Robrecht, Stefan Kopp, and Katharina J.
Rohlfing. “Exploring the Semantic Dialogue Patterns of Explanations – a Case Study
of Game Explanations.” In Proceedings of the 27th Workshop on the Semantics
and Pragmatics of Dialogue , 2023.
ieee: J. B. Fisher, A. Robrecht, S. Kopp, and K. J. Rohlfing, “Exploring the Semantic
Dialogue Patterns of Explanations – a Case Study of Game Explanations,” presented
at the Semdial, Maribor, 2023.
mla: Fisher, Josephine Beryl, et al. “Exploring the Semantic Dialogue Patterns of
Explanations – a Case Study of Game Explanations.” Proceedings of the 27th
Workshop on the Semantics and Pragmatics of Dialogue , 2023.
short: 'J.B. Fisher, A. Robrecht, S. Kopp, K.J. Rohlfing, in: Proceedings of the
27th Workshop on the Semantics and Pragmatics of Dialogue , 2023.'
conference:
location: Maribor
name: Semdial
date_created: 2024-07-10T11:07:51Z
date_updated: 2025-01-15T13:57:35Z
department:
- _id: '660'
language:
- iso: eng
project:
- _id: '111'
grant_number: '438445824'
name: 'TRR 318 - A01: TRR 318 - Adaptives Erklären (Teilprojekt A01)'
publication: 'Proceedings of the 27th Workshop on the Semantics and Pragmatics of
Dialogue '
status: public
title: Exploring the Semantic Dialogue Patterns of Explanations – a Case Study of
Game Explanations
type: conference
user_id: '55908'
year: '2023'
...
---
_id: '51344'
abstract:
- lang: eng
text: Modified action demonstration—dubbed motionese—has
been proposed as a way to help children recognize the structure and meaning of
actions. However, until now, it has been investigated only in young infants. This
brief research report presents findings from a cross-sectional study of parental
action demonstrations to three groups of 8–11, 12–23, and 24–30-month-old children
that applied seven motionese parameters; a second study investigated the youngest
group of participants longitudinally to corroborate the cross-sectional results.
Results of both studies suggested that four motionese parameters (Motion Pauses,
Pace, Velocity, Acceleration) seem to structure the action by organizing it in
motion pauses. Whereas these parameters persist over different ages, three other
parameters (Demonstration Length, Roundness, and Range) occur predominantly in
the younger group and seem to serve to organize infants' attention on the basis
of movement. Results are discussed in terms of facilitative vs. pedagogical learning.
author:
- first_name: Katharina
full_name: Rohlfing, Katharina
id: '50352'
last_name: Rohlfing
- 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
citation:
ama: Rohlfing K, Vollmer A-L, Fritsch J, Wrede B. Which “motionese” parameters change
with children’s age? Disentangling attention-getting from action-structuring modifications.
Frontiers in Communication. 2022;7. doi:10.3389/fcomm.2022.922405
apa: Rohlfing, K., Vollmer, A.-L., Fritsch, J., & Wrede, B. (2022). Which “motionese”
parameters change with children’s age? Disentangling attention-getting from action-structuring
modifications. Frontiers in Communication, 7. https://doi.org/10.3389/fcomm.2022.922405
bibtex: '@article{Rohlfing_Vollmer_Fritsch_Wrede_2022, title={Which “motionese”
parameters change with children’s age? Disentangling attention-getting from action-structuring
modifications}, volume={7}, DOI={10.3389/fcomm.2022.922405},
journal={Frontiers in Communication}, publisher={Frontiers Media SA}, author={Rohlfing,
Katharina and Vollmer, Anna-Lisa and Fritsch, Jannik and Wrede, Britta}, year={2022}
}'
chicago: Rohlfing, Katharina, Anna-Lisa Vollmer, Jannik Fritsch, and Britta Wrede.
“Which ‘Motionese’ Parameters Change with Children’s Age? Disentangling Attention-Getting
from Action-Structuring Modifications.” Frontiers in Communication 7 (2022).
https://doi.org/10.3389/fcomm.2022.922405.
ieee: 'K. Rohlfing, A.-L. Vollmer, J. Fritsch, and B. Wrede, “Which ‘motionese’
parameters change with children’s age? Disentangling attention-getting from action-structuring
modifications,” Frontiers in Communication, vol. 7, 2022, doi: 10.3389/fcomm.2022.922405.'
mla: Rohlfing, Katharina, et al. “Which ‘Motionese’ Parameters Change with Children’s
Age? Disentangling Attention-Getting from Action-Structuring Modifications.” Frontiers
in Communication, vol. 7, Frontiers Media SA, 2022, doi:10.3389/fcomm.2022.922405.
short: K. Rohlfing, A.-L. Vollmer, J. Fritsch, B. Wrede, Frontiers in Communication
7 (2022).
date_created: 2024-02-14T09:07:53Z
date_updated: 2024-02-26T08:53:33Z
department:
- _id: '660'
doi: 10.3389/fcomm.2022.922405
intvolume: ' 7'
keyword:
- Social Sciences (miscellaneous)
- Communication
language:
- iso: eng
project:
- _id: '111'
grant_number: '438445824'
name: 'TRR 318 - A01: TRR 318 - Adaptives Erklären (Teilprojekt A01)'
- _id: '113'
name: 'TRR 318 - A3: TRR 318 - Subproject A3'
- _id: '115'
grant_number: '438445824'
name: 'TRR 318 - A05: TRR 318 - Echtzeitmessung der Aufmerksamkeit im Mensch-Roboter-Erklärdialog
(Teilprojekt A05)'
publication: Frontiers in Communication
publication_identifier:
issn:
- 2297-900X
publication_status: published
publisher: Frontiers Media SA
status: public
title: Which “motionese” parameters change with children's age? Disentangling attention-getting
from action-structuring modifications
type: journal_article
user_id: '54779'
volume: 7
year: '2022'
...
---
_id: '37074'
abstract:
- lang: eng
text: 'Pointing is one of the first conventional means of communication
and infants have various motives for engaging in it such as imperative, declarative,
or informative. Little is known about the developmental paths of producing and
understanding these different motives. In our longitudinal study (N = 58) during
the second year of life, we experimentally elicited infants’ pointing production
and comprehension in various settings and under pragmatically valid conditions.
We followed two steps in our analyses and assessed the occurrence of canonical
index-finger pointing for different motives and the engagement in an ongoing interaction
in pursuit of a joint goal revealed by frequency and multimodal utterances. For
understanding the developmental paths, we compared two groups: typically developing
infants (TD) and infants who have been assessed as having delayed language development
(LD). Results showed that the developmental paths differed according to the various
motives. When comparing the two groups, for all motives, LD infants produced index-finger
pointing 2 months later than TD infants. For the engagement, although the pattern
was less consistent across settings, the frequency of pointing was comparable
in both groups, but infants with LD used less canonical forms of pointing and
made fewer multimodal contributions than TD children.'
article_number: '4982'
author:
- first_name: Katharina J.
full_name: Rohlfing, Katharina J.
id: '50352'
last_name: Rohlfing
- first_name: Carina
full_name: Lüke, Carina
last_name: Lüke
- first_name: Ulf
full_name: Liszkowski, Ulf
last_name: Liszkowski
- first_name: Ute
full_name: Ritterfeld, Ute
last_name: Ritterfeld
- first_name: Angela
full_name: Grimminger, Angela
id: '57578'
last_name: Grimminger
citation:
ama: Rohlfing KJ, Lüke C, Liszkowski U, Ritterfeld U, Grimminger A. Developmental
Paths of Pointing for Various Motives in Infants with and without Language Delay.
International Journal of Environmental Research and Public Health. 2022;19(9).
doi:10.3390/ijerph19094982
apa: Rohlfing, K. J., Lüke, C., Liszkowski, U., Ritterfeld, U., & Grimminger,
A. (2022). Developmental Paths of Pointing for Various Motives in Infants with
and without Language Delay. International Journal of Environmental Research
and Public Health, 19(9), Article 4982. https://doi.org/10.3390/ijerph19094982
bibtex: '@article{Rohlfing_Lüke_Liszkowski_Ritterfeld_Grimminger_2022, title={Developmental
Paths of Pointing for Various Motives in Infants with and without Language Delay},
volume={19}, DOI={10.3390/ijerph19094982},
number={94982}, journal={International Journal of Environmental Research and Public
Health}, publisher={MDPI AG}, author={Rohlfing, Katharina J. and Lüke, Carina
and Liszkowski, Ulf and Ritterfeld, Ute and Grimminger, Angela}, year={2022} }'
chicago: Rohlfing, Katharina J., Carina Lüke, Ulf Liszkowski, Ute Ritterfeld, and
Angela Grimminger. “Developmental Paths of Pointing for Various Motives in Infants
with and without Language Delay.” International Journal of Environmental Research
and Public Health 19, no. 9 (2022). https://doi.org/10.3390/ijerph19094982.
ieee: 'K. J. Rohlfing, C. Lüke, U. Liszkowski, U. Ritterfeld, and A. Grimminger,
“Developmental Paths of Pointing for Various Motives in Infants with and without
Language Delay,” International Journal of Environmental Research and Public
Health, vol. 19, no. 9, Art. no. 4982, 2022, doi: 10.3390/ijerph19094982.'
mla: Rohlfing, Katharina J., et al. “Developmental Paths of Pointing for Various
Motives in Infants with and without Language Delay.” International Journal
of Environmental Research and Public Health, vol. 19, no. 9, 4982, MDPI AG,
2022, doi:10.3390/ijerph19094982.
short: K.J. Rohlfing, C. Lüke, U. Liszkowski, U. Ritterfeld, A. Grimminger, International
Journal of Environmental Research and Public Health 19 (2022).
date_created: 2023-01-17T12:05:46Z
date_updated: 2023-02-01T12:09:23Z
department:
- _id: '749'
doi: 10.3390/ijerph19094982
intvolume: ' 19'
issue: '9'
keyword:
- Health
- Toxicology and Mutagenesis
- Public Health
- Environmental and Occupational Health
language:
- iso: eng
publication: International Journal of Environmental Research and Public Health
publication_identifier:
issn:
- 1660-4601
publication_status: published
publisher: MDPI AG
status: public
title: Developmental Paths of Pointing for Various Motives in Infants with and without
Language Delay
type: journal_article
user_id: '14931'
volume: 19
year: '2022'
...
---
_id: '46289'
author:
- first_name: Ngoc Chi
full_name: Banh, Ngoc Chi
id: '38219'
last_name: Banh
orcid: 0000-0002-5946-4542
- first_name: Ingrid
full_name: Scharlau, Ingrid
id: '451'
last_name: Scharlau
orcid: 0000-0003-2364-9489
- first_name: Katharina J.
full_name: Rohlfing, Katharina J.
id: '50352'
last_name: Rohlfing
citation:
ama: 'Banh NC, Scharlau I, Rohlfing KJ. Folgen wiederholter Negation auf die Aufmerksamkeit.
In: Bermeitinger C, Greve W, eds. 52. Kongress Der Deutschen Gesellschaft Für
Psychologie. Pabst Science Publishers. ; 2022.'
apa: Banh, N. C., Scharlau, I., & Rohlfing, K. J. (2022). Folgen wiederholter
Negation auf die Aufmerksamkeit. In C. Bermeitinger & W. Greve (Eds.), 52.
Kongress der Deutschen Gesellschaft für Psychologie.
bibtex: '@inproceedings{Banh_Scharlau_Rohlfing_2022, series={Pabst Science Publishers},
title={Folgen wiederholter Negation auf die Aufmerksamkeit}, booktitle={52. Kongress
der Deutschen Gesellschaft für Psychologie}, author={Banh, Ngoc Chi and Scharlau,
Ingrid and Rohlfing, Katharina J.}, editor={Bermeitinger, Christina and Greve,
Werner }, year={2022}, collection={Pabst Science Publishers} }'
chicago: Banh, Ngoc Chi, Ingrid Scharlau, and Katharina J. Rohlfing. “Folgen Wiederholter
Negation Auf Die Aufmerksamkeit.” In 52. Kongress Der Deutschen Gesellschaft
Für Psychologie, edited by Christina Bermeitinger and Werner Greve. Pabst
Science Publishers, 2022.
ieee: N. C. Banh, I. Scharlau, and K. J. Rohlfing, “Folgen wiederholter Negation
auf die Aufmerksamkeit,” in 52. Kongress der Deutschen Gesellschaft für Psychologie,
Hildesheim, Germany, 2022.
mla: Banh, Ngoc Chi, et al. “Folgen Wiederholter Negation Auf Die Aufmerksamkeit.”
52. Kongress Der Deutschen Gesellschaft Für Psychologie, edited by Christina Bermeitinger
and Werner Greve, 2022.
short: 'N.C. Banh, I. Scharlau, K.J. Rohlfing, in: C. Bermeitinger, W. Greve (Eds.),
52. Kongress Der Deutschen Gesellschaft Für Psychologie, 2022.'
conference:
end_date: 2022-10-15
location: Hildesheim, Germany
name: 52nd Congress of the German Psychological Society
start_date: 2022-09-10
date_created: 2023-08-03T14:00:36Z
date_updated: 2023-08-03T14:10:48Z
department:
- _id: '424'
- _id: '660'
editor:
- first_name: 'Christina '
full_name: 'Bermeitinger, Christina '
last_name: Bermeitinger
- first_name: 'Werner '
full_name: 'Greve, Werner '
last_name: Greve
language:
- iso: eng
main_file_link:
- open_access: '1'
url: https://www.uni-hildesheim.de/dgps2022/wp-content/uploads/2022/09/DGPsKongress2022_Abstractband_20220926.pdf
oa: '1'
project:
- _id: '115'
grant_number: '438445824'
name: 'TRR 318 - A05: TRR 318 - Echtzeitmessung der Aufmerksamkeit im Mensch-Roboter-Erklärdialog
(Teilprojekt A05)'
publication: 52. Kongress der Deutschen Gesellschaft für Psychologie
quality_controlled: '1'
series_title: Pabst Science Publishers
status: public
title: Folgen wiederholter Negation auf die Aufmerksamkeit
type: conference_abstract
user_id: '38219'
year: '2022'
...
---
_id: '34703'
abstract:
- lang: eng
text: 'One of the many purposes for which social robots are designed is
education, and there have been many attempts to systematize their potential in
this field. What these attempts have in common is the recognition that learning
can be supported in a variety of ways because a learner can be engaged in different
activities that foster learning. Up to now, three roles have been proposed when
designing these activities for robots: as a teacher or tutor, a learning peer,
or a novice. Current research proposes that deciding in favor of one role over
another depends on the content or preferred pedagogical form. However, the design
of activities changes not only the content of learning, but also the nature of
a human–robot social relationship. This is particularly important in language
acquisition, which has been recognized as a social endeavor. The following review
aims to specify the differences in human–robot social relationships when children
learn language through interacting with a social robot. After proposing categories
for comparing these different relationships, we review established and more specific,
innovative roles that a robot can play in language-learning scenarios. This follows
Mead’s (1946) theoretical approach proposing that social
roles are performed in interactive acts. These acts are crucial for learning,
because not only can they shape the social environment of learning but also engage
the learner to different degrees. We specify the degree of engagement by referring
to Chi’s (2009) progression of learning activities that
range from active, constructive, toward interactive with the latter fostering
deeper learning. Taken together, this approach enables us to compare and evaluate
different human–robot social relationships that arise when applying a robot in
a particular social role.'
author:
- first_name: Katharina
full_name: Rohlfing, Katharina
id: '50352'
last_name: Rohlfing
- first_name: Nicole
full_name: Altvater-Mackensen, Nicole
last_name: Altvater-Mackensen
- first_name: Nathan
full_name: Caruana, Nathan
last_name: Caruana
- first_name: Rianne
full_name: van den Berghe, Rianne
last_name: van den Berghe
- first_name: Barbara
full_name: Bruno, Barbara
last_name: Bruno
- first_name: Nils Frederik
full_name: Tolksdorf, Nils Frederik
id: '43289'
last_name: Tolksdorf
orcid: 0000-0001-6093-1219
- first_name: Adriana
full_name: Hanulíková, Adriana
last_name: Hanulíková
citation:
ama: Rohlfing K, Altvater-Mackensen N, Caruana N, et al. Social/dialogical roles
of social robots in supporting children’s learning of language and literacy—A
review and analysis of innovative roles. Frontiers in Robotics and AI.
2022;9. doi:10.3389/frobt.2022.971749
apa: Rohlfing, K., Altvater-Mackensen, N., Caruana, N., van den Berghe, R., Bruno,
B., Tolksdorf, N. F., & Hanulíková, A. (2022). Social/dialogical roles of
social robots in supporting children’s learning of language and literacy—A review
and analysis of innovative roles. Frontiers in Robotics and AI, 9.
https://doi.org/10.3389/frobt.2022.971749
bibtex: '@article{Rohlfing_Altvater-Mackensen_Caruana_van den Berghe_Bruno_Tolksdorf_Hanulíková_2022,
title={Social/dialogical roles of social robots in supporting children’s learning
of language and literacy—A review and analysis of innovative roles}, volume={9},
DOI={10.3389/frobt.2022.971749},
journal={Frontiers in Robotics and AI}, publisher={Frontiers Media SA}, author={Rohlfing,
Katharina and Altvater-Mackensen, Nicole and Caruana, Nathan and van den Berghe,
Rianne and Bruno, Barbara and Tolksdorf, Nils Frederik and Hanulíková, Adriana},
year={2022} }'
chicago: Rohlfing, Katharina, Nicole Altvater-Mackensen, Nathan Caruana, Rianne
van den Berghe, Barbara Bruno, Nils Frederik Tolksdorf, and Adriana Hanulíková.
“Social/Dialogical Roles of Social Robots in Supporting Children’s Learning of
Language and Literacy—A Review and Analysis of Innovative Roles.” Frontiers
in Robotics and AI 9 (2022). https://doi.org/10.3389/frobt.2022.971749.
ieee: 'K. Rohlfing et al., “Social/dialogical roles of social robots in supporting
children’s learning of language and literacy—A review and analysis of innovative
roles,” Frontiers in Robotics and AI, vol. 9, 2022, doi: 10.3389/frobt.2022.971749.'
mla: Rohlfing, Katharina, et al. “Social/Dialogical Roles of Social Robots in Supporting
Children’s Learning of Language and Literacy—A Review and Analysis of Innovative
Roles.” Frontiers in Robotics and AI, vol. 9, Frontiers Media SA, 2022,
doi:10.3389/frobt.2022.971749.
short: K. Rohlfing, N. Altvater-Mackensen, N. Caruana, R. van den Berghe, B. Bruno,
N.F. Tolksdorf, A. Hanulíková, Frontiers in Robotics and AI 9 (2022).
date_created: 2022-12-21T11:23:46Z
date_updated: 2024-11-28T08:40:10Z
department:
- _id: '749'
doi: 10.3389/frobt.2022.971749
intvolume: ' 9'
keyword:
- Artificial Intelligence
- Computer Science Applications
language:
- iso: eng
publication: Frontiers in Robotics and AI
publication_identifier:
issn:
- 2296-9144
publication_status: published
publisher: Frontiers Media SA
quality_controlled: '1'
status: public
title: Social/dialogical roles of social robots in supporting children’s learning
of language and literacy—A review and analysis of innovative roles
type: journal_article
user_id: '43289'
volume: 9
year: '2022'
...
---
_id: '30952'
abstract:
- lang: eng
text: In child-robot interaction research, many studies pursue the goal to support
children's language development. While research in human-human interaction suggests
that changing human partners during children's language learning can reduce their
recall performance of the learning content, little is known whether a change in
social robots as interaction partners influence children's learning in the same
way. In this paper, we present findings from a word learning study, in which we
changed the robotic partner for one group of children while the other group interacted
with the same robot. Contrary to work with human social partners, we found that
children did not retrieve words differently when interacting with different humanoid
robots as their social interaction partners.
author:
- first_name: Nils Frederik
full_name: Tolksdorf, Nils Frederik
id: '43289'
last_name: Tolksdorf
orcid: 0000-0001-6093-1219
- first_name: Dirk
full_name: Hönemann, Dirk
last_name: Hönemann
- first_name: Franziska E.
full_name: Viertel, Franziska E.
last_name: Viertel
- first_name: Katharina
full_name: Rohlfing, Katharina
id: '50352'
last_name: Rohlfing
citation:
ama: 'Tolksdorf NF, Hönemann D, Viertel FE, Rohlfing K. Who is that?! Does Changing
the Robot as a Learning Companion Impact Preschoolers’Language Learning?
In: Proceedings of the 2022 ACM/IEEE International Conference on Human-Robot
Interaction. ; 2022:1069-1074. doi:10.5555/3523760.3523937'
apa: Tolksdorf, N. F., Hönemann, D., Viertel, F. E., & Rohlfing, K. (2022).
Who is that?! Does Changing the Robot as a Learning Companion Impact
Preschoolers’Language Learning? Proceedings of the 2022 ACM/IEEE International
Conference on Human-Robot Interaction, 1069–1074. https://doi.org/10.5555/3523760.3523937
bibtex: '@inproceedings{Tolksdorf_Hönemann_Viertel_Rohlfing_2022, title={Who is
that?! Does Changing the Robot as a Learning Companion Impact Preschoolers’Language
Learning?}, DOI={10.5555/3523760.3523937},
booktitle={Proceedings of the 2022 ACM/IEEE International Conference on Human-Robot
Interaction}, author={Tolksdorf, Nils Frederik and Hönemann, Dirk and Viertel,
Franziska E. and Rohlfing, Katharina}, year={2022}, pages={1069–1074} }'
chicago: Tolksdorf, Nils Frederik, Dirk Hönemann, Franziska E. Viertel, and Katharina
Rohlfing. “Who Is That?! Does Changing the Robot as a Learning Companion
Impact Preschoolers’Language Learning?” In Proceedings of the 2022 ACM/IEEE
International Conference on Human-Robot Interaction, 1069–74, 2022. https://doi.org/10.5555/3523760.3523937.
ieee: 'N. F. Tolksdorf, D. Hönemann, F. E. Viertel, and K. Rohlfing, “Who is that?!
Does Changing the Robot as a Learning Companion Impact Preschoolers’Language
Learning?,” in Proceedings of the 2022 ACM/IEEE International Conference on
Human-Robot Interaction, Sapporo Hokkaido, Japan, 2022, pp. 1069–1074, doi:
10.5555/3523760.3523937.'
mla: Tolksdorf, Nils Frederik, et al. “Who Is That?! Does Changing the Robot
as a Learning Companion Impact Preschoolers’Language Learning?” Proceedings
of the 2022 ACM/IEEE International Conference on Human-Robot Interaction,
2022, pp. 1069–74, doi:10.5555/3523760.3523937.
short: 'N.F. Tolksdorf, D. Hönemann, F.E. Viertel, K. Rohlfing, in: Proceedings
of the 2022 ACM/IEEE International Conference on Human-Robot Interaction, 2022,
pp. 1069–1074.'
conference:
location: Sapporo Hokkaido, Japan
name: ACM/IEEE International Conference on Human-Robot Interaction
date_created: 2022-04-27T06:36:53Z
date_updated: 2024-11-28T08:40:35Z
department:
- _id: '115'
- _id: '749'
doi: 10.5555/3523760.3523937
language:
- iso: eng
main_file_link:
- url: https://dl.acm.org/doi/abs/10.5555/3523760.3523937
page: 1069-1074
publication: Proceedings of the 2022 ACM/IEEE International Conference on Human-Robot
Interaction
quality_controlled: '1'
status: public
title: Who is that?! Does Changing the Robot as a Learning Companion Impact Preschoolers’Language
Learning?
type: conference
user_id: '43289'
year: '2022'
...
---
_id: '51349'
abstract:
- lang: eng
text: 'AbstractRecent approaches to Explainable
AI (XAI) promise to satisfy diverse user expectations by allowing them to steer
the interaction in order to elicit content relevant to them. However, little is
known about how and to what extent the explainee takes part actively in the process
of explaining. To tackle this empirical gap, we exploratively examined naturally
occurring everyday explanations in doctor–patient interactions (N = 11).
Following the social design of XAI, we view explanations as emerging in interactions:
first, we identified the verbal behavior of both the explainer and the explainee
in the sequential context, which we could assign to phases that were either monological
or dialogical; second, we investigated in particular who was responsible for the
initiation of the different phases. Finally, we took a closer look at the global
conversational structure of explanations by applying a context-sensitive model
of organizational jobs, thus adding a third layer of analysis. Results show that
in our small sample of conversational explanations, both monological and dialogical
phases varied in their length, timing of occurrence (at the early or later stages
of the interaction) and their initiation (by the explainer or the explainee).
They alternated several times in the course of the interaction. However, we also
found some patterns suggesting that all interactions started with a monological
phase initiated by the explainer. Both conversational partners contributed to
the core organizational job that constitutes an explanation. We interpret the
results as an indication for naturally occurring everyday explanations in doctor–patient
interactions to be co-constructed on three levels of linguistic description: (1)
by switching back and forth between monological to dialogical phases that (2) can
be initiated by both partners and (3) by the mutual accomplishment and thus responsibility
for an explanation’s core job that is crucial for the success of the explanation.
Because of the explorative nature of our study, these results need to be investigated
(a) with a larger sample and (b) in other contexts. However, our results suggest
that future designs of artificial explainable systems should design the explanatory
dialogue in such a way that it includes monological and dialogical phases that
can be initiated not only by the explainer but also by the explainee, as both
contribute to the core job of explicating procedural, clausal, or conceptual relations
in explanations.'
author:
- first_name: Josephine Beryl
full_name: Fisher, Josephine Beryl
id: '56345'
last_name: Fisher
orcid: 0000-0002-9997-9241
- first_name: Vivien
full_name: Lohmer, Vivien
last_name: Lohmer
- first_name: Friederike
full_name: Kern, Friederike
last_name: Kern
- first_name: Winfried
full_name: Barthlen, Winfried
last_name: Barthlen
- first_name: Sebastian
full_name: Gaus, Sebastian
last_name: Gaus
- first_name: Katharina
full_name: Rohlfing, Katharina
id: '50352'
last_name: Rohlfing
orcid: 0000-0002-5676-8233
citation:
ama: Fisher JB, Lohmer V, Kern F, Barthlen W, Gaus S, Rohlfing K. Exploring monological
and dialogical phases in naturally occurring explanations. KI - Künstliche
Intelligenz. 2022;36(3-4):317-326. doi:10.1007/s13218-022-00787-1
apa: Fisher, J. B., Lohmer, V., Kern, F., Barthlen, W., Gaus, S., & Rohlfing,
K. (2022). Exploring monological and dialogical phases in naturally occurring
explanations. KI - Künstliche Intelligenz, 36(3–4), 317–326. https://doi.org/10.1007/s13218-022-00787-1
bibtex: '@article{Fisher_Lohmer_Kern_Barthlen_Gaus_Rohlfing_2022, title={Exploring
monological and dialogical phases in naturally occurring explanations}, volume={36},
DOI={10.1007/s13218-022-00787-1},
number={3–4}, journal={KI - Künstliche Intelligenz}, publisher={Springer Science
and Business Media LLC}, author={Fisher, Josephine Beryl and Lohmer, Vivien and
Kern, Friederike and Barthlen, Winfried and Gaus, Sebastian and Rohlfing, Katharina},
year={2022}, pages={317–326} }'
chicago: 'Fisher, Josephine Beryl, Vivien Lohmer, Friederike Kern, Winfried Barthlen,
Sebastian Gaus, and Katharina Rohlfing. “Exploring Monological and Dialogical
Phases in Naturally Occurring Explanations.” KI - Künstliche Intelligenz
36, no. 3–4 (2022): 317–26. https://doi.org/10.1007/s13218-022-00787-1.'
ieee: 'J. B. Fisher, V. Lohmer, F. Kern, W. Barthlen, S. Gaus, and K. Rohlfing,
“Exploring monological and dialogical phases in naturally occurring explanations,”
KI - Künstliche Intelligenz, vol. 36, no. 3–4, pp. 317–326, 2022, doi:
10.1007/s13218-022-00787-1.'
mla: Fisher, Josephine Beryl, et al. “Exploring Monological and Dialogical Phases
in Naturally Occurring Explanations.” KI - Künstliche Intelligenz, vol.
36, no. 3–4, Springer Science and Business Media LLC, 2022, pp. 317–26, doi:10.1007/s13218-022-00787-1.
short: J.B. Fisher, V. Lohmer, F. Kern, W. Barthlen, S. Gaus, K. Rohlfing, KI -
Künstliche Intelligenz 36 (2022) 317–326.
date_created: 2024-02-14T09:44:23Z
date_updated: 2025-09-17T11:11:12Z
department:
- _id: '660'
doi: 10.1007/s13218-022-00787-1
intvolume: ' 36'
issue: 3-4
keyword:
- Artificial Intelligence
language:
- iso: eng
page: 317-326
project:
- _id: '111'
name: 'TRR 318 - A01: TRR 318 - Adaptives Erklären (Teilprojekt A01)'
- _id: '115'
name: 'TRR 318 - A05: TRR 318 - Echtzeitmessung der Aufmerksamkeit im Mensch-Roboter-Erklärdialog
(Teilprojekt A05)'
- _id: '114'
name: 'TRR 318 - A04: TRR 318 - Integration des technischen Modells in das Partnermodell
bei der Erklärung von digitalen Artefakten (Teilprojekt A04)'
publication: KI - Künstliche Intelligenz
publication_identifier:
issn:
- 0933-1875
- 1610-1987
publication_status: published
publisher: Springer Science and Business Media LLC
status: public
title: Exploring monological and dialogical phases in naturally occurring explanations
type: journal_article
user_id: '57578'
volume: 36
year: '2022'
...
---
_id: '24456'
abstract:
- lang: eng
text: One objective of current research in explainable intelligent systems is to
implement social aspects in order to increase the relevance of explanations. In
this paper, we argue that a novel conceptual framework is needed to overcome shortcomings
of existing AI systems with little attention to processes of interaction and learning.
Drawing from research in interaction and development, we first outline the novel
conceptual framework that pushes the design of AI systems toward true interactivity
with an emphasis on the role of the partner and social relevance. We propose that
AI systems will be able to provide a meaningful and relevant explanation only
if the process of explaining is extended to active contribution of both partners
that brings about dynamics that is modulated by different levels of analysis.
Accordingly, our conceptual framework comprises monitoring and scaffolding as
key concepts and claims that the process of explaining is not only modulated by
the interaction between explainee and explainer but is embedded into a larger
social context in which conventionalized and routinized behaviors are established.
We discuss our conceptual framework in relation to the established objectives
of transparency and autonomy that are raised for the design of explainable AI
systems currently.
article_type: original
author:
- first_name: Katharina J.
full_name: Rohlfing, Katharina J.
id: '50352'
last_name: Rohlfing
- first_name: Philipp
full_name: Cimiano, Philipp
last_name: Cimiano
- first_name: Ingrid
full_name: Scharlau, Ingrid
id: '451'
last_name: Scharlau
orcid: 0000-0003-2364-9489
- first_name: Tobias
full_name: Matzner, Tobias
id: '65695'
last_name: Matzner
- first_name: Heike M.
full_name: Buhl, Heike M.
id: '27152'
last_name: Buhl
- first_name: Hendrik
full_name: Buschmeier, Hendrik
last_name: Buschmeier
- first_name: Elena
full_name: Esposito, Elena
last_name: Esposito
- first_name: Angela
full_name: Grimminger, Angela
id: '57578'
last_name: Grimminger
- first_name: Barbara
full_name: Hammer, Barbara
last_name: Hammer
- first_name: Reinhold
full_name: Haeb-Umbach, Reinhold
id: '242'
last_name: Haeb-Umbach
- first_name: Ilona
full_name: Horwath, Ilona
id: '68836'
last_name: Horwath
- first_name: Eyke
full_name: Hüllermeier, Eyke
id: '48129'
last_name: Hüllermeier
- first_name: Friederike
full_name: Kern, Friederike
last_name: Kern
- first_name: Stefan
full_name: Kopp, Stefan
last_name: Kopp
- first_name: Kirsten
full_name: Thommes, Kirsten
id: '72497'
last_name: Thommes
- first_name: Axel-Cyrille
full_name: Ngonga Ngomo, Axel-Cyrille
id: '65716'
last_name: Ngonga Ngomo
- first_name: Carsten
full_name: Schulte, Carsten
id: '60311'
last_name: Schulte
- first_name: Henning
full_name: Wachsmuth, Henning
id: '3900'
last_name: Wachsmuth
- first_name: Petra
full_name: Wagner, Petra
last_name: Wagner
- first_name: Britta
full_name: Wrede, Britta
last_name: Wrede
citation:
ama: 'Rohlfing KJ, Cimiano P, Scharlau I, et al. Explanation as a Social Practice:
Toward a Conceptual Framework for the Social Design of AI Systems. IEEE Transactions
on Cognitive and Developmental Systems. 2021;13(3):717-728. doi:10.1109/tcds.2020.3044366'
apa: 'Rohlfing, K. J., Cimiano, P., Scharlau, I., Matzner, T., Buhl, H. M., Buschmeier,
H., Esposito, E., Grimminger, A., Hammer, B., Haeb-Umbach, R., Horwath, I., Hüllermeier,
E., Kern, F., Kopp, S., Thommes, K., Ngonga Ngomo, A.-C., Schulte, C., Wachsmuth,
H., Wagner, P., & Wrede, B. (2021). Explanation as a Social Practice: Toward
a Conceptual Framework for the Social Design of AI Systems. IEEE Transactions
on Cognitive and Developmental Systems, 13(3), 717–728. https://doi.org/10.1109/tcds.2020.3044366'
bibtex: '@article{Rohlfing_Cimiano_Scharlau_Matzner_Buhl_Buschmeier_Esposito_Grimminger_Hammer_Haeb-Umbach_et
al._2021, title={Explanation as a Social Practice: Toward a Conceptual Framework
for the Social Design of AI Systems}, volume={13}, DOI={10.1109/tcds.2020.3044366},
number={3}, journal={IEEE Transactions on Cognitive and Developmental Systems},
author={Rohlfing, Katharina J. and Cimiano, Philipp and Scharlau, Ingrid and Matzner,
Tobias and Buhl, Heike M. and Buschmeier, Hendrik and Esposito, Elena and Grimminger,
Angela and Hammer, Barbara and Haeb-Umbach, Reinhold and et al.}, year={2021},
pages={717–728} }'
chicago: 'Rohlfing, Katharina J., Philipp Cimiano, Ingrid Scharlau, Tobias Matzner,
Heike M. Buhl, Hendrik Buschmeier, Elena Esposito, et al. “Explanation as a Social
Practice: Toward a Conceptual Framework for the Social Design of AI Systems.”
IEEE Transactions on Cognitive and Developmental Systems 13, no. 3 (2021):
717–28. https://doi.org/10.1109/tcds.2020.3044366.'
ieee: 'K. J. Rohlfing et al., “Explanation as a Social Practice: Toward a
Conceptual Framework for the Social Design of AI Systems,” IEEE Transactions
on Cognitive and Developmental Systems, vol. 13, no. 3, pp. 717–728, 2021,
doi: 10.1109/tcds.2020.3044366.'
mla: 'Rohlfing, Katharina J., et al. “Explanation as a Social Practice: Toward a
Conceptual Framework for the Social Design of AI Systems.” IEEE Transactions
on Cognitive and Developmental Systems, vol. 13, no. 3, 2021, pp. 717–28,
doi:10.1109/tcds.2020.3044366.'
short: K.J. Rohlfing, P. Cimiano, I. Scharlau, T. Matzner, H.M. Buhl, H. Buschmeier,
E. Esposito, A. Grimminger, B. Hammer, R. Haeb-Umbach, I. Horwath, E. Hüllermeier,
F. Kern, S. Kopp, K. Thommes, A.-C. Ngonga Ngomo, C. Schulte, H. Wachsmuth, P.
Wagner, B. Wrede, IEEE Transactions on Cognitive and Developmental Systems 13
(2021) 717–728.
date_created: 2021-09-14T20:52:57Z
date_updated: 2023-12-05T10:15:02Z
ddc:
- '300'
department:
- _id: '603'
- _id: '749'
- _id: '424'
- _id: '67'
- _id: '574'
- _id: '184'
- _id: '757'
- _id: '54'
- _id: '178'
doi: 10.1109/tcds.2020.3044366
file:
- access_level: open_access
content_type: application/pdf
creator: haebumb
date_created: 2023-11-20T16:33:51Z
date_updated: 2023-11-20T16:33:51Z
file_id: '49081'
file_name: 2020-12-01_explainability_final_version.pdf
file_size: 626217
relation: main_file
file_date_updated: 2023-11-20T16:33:51Z
has_accepted_license: '1'
intvolume: ' 13'
issue: '3'
keyword:
- Explainability
- process ofexplaining andunderstanding
- explainable artificial systems
language:
- iso: eng
oa: '1'
page: 717-728
project:
- _id: '109'
grant_number: '438445824'
name: 'TRR 318: TRR 318 - Erklärbarkeit konstruieren'
publication: IEEE Transactions on Cognitive and Developmental Systems
publication_identifier:
issn:
- 2379-8920
- 2379-8939
publication_status: published
quality_controlled: '1'
status: public
title: 'Explanation as a Social Practice: Toward a Conceptual Framework for the Social
Design of AI Systems'
type: journal_article
user_id: '42933'
volume: 13
year: '2021'
...
---
_id: '28696'
abstract:
- lang: eng
text: "The aim of the present study is to bring new momentum into research on students’\r\nunderstanding
of academic writing. Drawing on the idea that metaphors give insight into\r\nimplicit
conceptions of abstract entities and processes, we developed a detailed and\r\ndifferentiated
set of conceptual metaphors that can be used to study student ideas about\r\nwriting
in research, teaching, and interventions. A large sample of undergraduates produced\r\ntheir
everyday understanding of writing in short texts beginning with a self-generated\r\nmetaphor.
Based on theories from cognitive linguistics, the conceptual metaphors in their\r\ntexts
were analyzed in terms of their action quality (transitivity) and spatiality (spatial\r\nprimitives).
The undergraduates’ conceptualizations were very heterogeneous. Most\r\nmetaphors
depart strongly from scientific approaches to academic writing within cognitive\r\npsychology
and sociocultural theory. Roughly half of the metaphors could be collated to one\r\nof
four metaphor systems. Depending on the desired degree of abstraction or concreteness,\r\nconceptual
metaphors or metaphor systems can be employed in further studies to illuminate\r\nthinking
about writing."
author:
- first_name: Ingrid
full_name: Scharlau, Ingrid
id: '451'
last_name: Scharlau
orcid: 0000-0003-2364-9489
- first_name: Andrea
full_name: Karsten, Andrea
id: '53917'
last_name: Karsten
orcid: 0000-0003-0194-2000
- first_name: Katharina
full_name: Rohlfing, Katharina
id: '50352'
last_name: Rohlfing
citation:
ama: Scharlau I, Karsten A, Rohlfing K. Building, emptying out, or dreaming? Action
structures and space in undergraduates’ metaphors of academic writing. Journal
of Writing Research. 2021;12(3):493-529. doi:10.17239/jowr-2021.12.03.01
apa: Scharlau, I., Karsten, A., & Rohlfing, K. (2021). Building, emptying out,
or dreaming? Action structures and space in undergraduates’ metaphors of academic
writing. Journal of Writing Research, 12(3), 493–529. https://doi.org/10.17239/jowr-2021.12.03.01
bibtex: '@article{Scharlau_Karsten_Rohlfing_2021, title={Building, emptying out,
or dreaming? Action structures and space in undergraduates’ metaphors of academic
writing}, volume={12}, DOI={10.17239/jowr-2021.12.03.01},
number={3}, journal={Journal of Writing Research}, author={Scharlau, Ingrid and
Karsten, Andrea and Rohlfing, Katharina}, year={2021}, pages={493–529} }'
chicago: 'Scharlau, Ingrid, Andrea Karsten, and Katharina Rohlfing. “Building, Emptying
out, or Dreaming? Action Structures and Space in Undergraduates’ Metaphors of
Academic Writing.” Journal of Writing Research 12, no. 3 (2021): 493–529.
https://doi.org/10.17239/jowr-2021.12.03.01.'
ieee: 'I. Scharlau, A. Karsten, and K. Rohlfing, “Building, emptying out, or dreaming?
Action structures and space in undergraduates’ metaphors of academic writing,”
Journal of Writing Research, vol. 12, no. 3, pp. 493–529, 2021, doi: 10.17239/jowr-2021.12.03.01.'
mla: Scharlau, Ingrid, et al. “Building, Emptying out, or Dreaming? Action Structures
and Space in Undergraduates’ Metaphors of Academic Writing.” Journal of Writing
Research, vol. 12, no. 3, 2021, pp. 493–529, doi:10.17239/jowr-2021.12.03.01.
short: I. Scharlau, A. Karsten, K. Rohlfing, Journal of Writing Research 12 (2021)
493–529.
date_created: 2021-12-13T10:30:14Z
date_updated: 2023-12-21T08:38:01Z
department:
- _id: '424'
- _id: '749'
doi: 10.17239/jowr-2021.12.03.01
intvolume: ' 12'
issue: '3'
keyword:
- metaphor analysis
- academic writing
- transitivity
- spatial primitives
language:
- iso: eng
main_file_link:
- open_access: '1'
oa: '1'
page: 493-529
publication: Journal of Writing Research
publication_identifier:
issn:
- 2030-1006
- 2294-3307
publication_status: published
status: public
title: Building, emptying out, or dreaming? Action structures and space in undergraduates’
metaphors of academic writing
type: journal_article
user_id: '53917'
volume: 12
year: '2021'
...
---
_id: '31680'
author:
- first_name: Ingrid
full_name: Scharlau, Ingrid
id: '451'
last_name: Scharlau
orcid: 0000-0003-2364-9489
- first_name: A.
full_name: Karsten, A.
last_name: Karsten
- first_name: Katharina J.
full_name: Rohlfing, Katharina J.
id: '50352'
last_name: Rohlfing
citation:
ama: Scharlau I, Karsten A, Rohlfing KJ. Building, emptying out, or dreaming? Action
structures and space in students’ metaphors of academic writing. Journal of
Writing Research. 2021;12(vol. 12 issue 3):493-529. doi:10.17239/jowr-2021.12.03.01
apa: Scharlau, I., Karsten, A., & Rohlfing, K. J. (2021). Building, emptying
out, or dreaming? Action structures and space in students’ metaphors of academic
writing. Journal of Writing Research, 12(vol. 12 issue 3), 493–529.
https://doi.org/10.17239/jowr-2021.12.03.01
bibtex: '@article{Scharlau_Karsten_Rohlfing_2021, title={Building, emptying out,
or dreaming? Action structures and space in students’ metaphors of academic writing},
volume={12}, DOI={10.17239/jowr-2021.12.03.01},
number={vol. 12 issue 3}, journal={Journal of Writing Research}, publisher={ARLE
(International Association for Research in L1 Education)}, author={Scharlau, Ingrid
and Karsten, A. and Rohlfing, Katharina J.}, year={2021}, pages={493–529} }'
chicago: 'Scharlau, Ingrid, A. Karsten, and Katharina J. Rohlfing. “Building, Emptying
out, or Dreaming? Action Structures and Space in Students’ Metaphors of Academic
Writing.” Journal of Writing Research 12, no. vol. 12 issue 3 (2021): 493–529.
https://doi.org/10.17239/jowr-2021.12.03.01.'
ieee: 'I. Scharlau, A. Karsten, and K. J. Rohlfing, “Building, emptying out, or
dreaming? Action structures and space in students’ metaphors of academic writing,”
Journal of Writing Research, vol. 12, no. vol. 12 issue 3, pp. 493–529,
2021, doi: 10.17239/jowr-2021.12.03.01.'
mla: Scharlau, Ingrid, et al. “Building, Emptying out, or Dreaming? Action Structures
and Space in Students’ Metaphors of Academic Writing.” Journal of Writing Research,
vol. 12, no. vol. 12 issue 3, ARLE (International Association for Research in
L1 Education), 2021, pp. 493–529, doi:10.17239/jowr-2021.12.03.01.
short: I. Scharlau, A. Karsten, K.J. Rohlfing, Journal of Writing Research 12 (2021)
493–529.
date_created: 2022-06-06T13:49:01Z
date_updated: 2023-02-01T12:14:52Z
department:
- _id: '749'
- _id: '424'
doi: 10.17239/jowr-2021.12.03.01
intvolume: ' 12'
issue: vol. 12 issue 3
keyword:
- Literature and Literary Theory
- Linguistics and Language
- Language and Linguistics
- Education
language:
- iso: eng
page: 493-529
publication: Journal of Writing Research
publication_identifier:
issn:
- 2030-1006
- 2294-3307
publication_status: published
publisher: ARLE (International Association for Research in L1 Education)
status: public
title: Building, emptying out, or dreaming? Action structures and space in students’
metaphors of academic writing
type: journal_article
user_id: '14931'
volume: 12
year: '2021'
...
---
_id: '37185'
abstract:
- lang: eng
text: Social robots have emerged as a new digital technology that is increasingly
being implemented in the educational landscape. While social robots could be deployed
to assist young children with their learning in a variety of different ways, the
typical approach in educational practices is to supplement the learning process
rather than to replace the human caregiver, e.g., the teacher, parent, educator
or therapist. When functioning in the role of an educational assistant, social
robots will likely constitute a part of a triadic interaction with the child and
the human caregiver. Surprisingly, there is little research that systematically
investigates the role of the caregiver by examining the ways in which children
involve or check in with them during their interaction with another partner—a
phenomenon that is known as social referencing. In the present study, we investigated
social referencing in the context of a dyadic child–robot interaction. Over the
course of four sessions within our longitudinal language-learning study, we observed
how 20 pre-school children aged 4–5 years checked in with their accompanying caregivers
who were not actively involved in the language-learning procedure. The children
participating in the study were randomly assigned to either an interaction with
a social robot or a human partner. Our results revealed that all children across
both conditions utilized social referencing behaviors to address their caregiver.
However, we found that the children who interacted with the social robot did so
significantly more frequently in each of the four sessions than those who interacted
with the human partner. Further analyses showed that no significant change in
their behavior over the course of the sessions could be observed. Findings are
discussed with regard to the caregiver's role during children's interactions with
social robots and the implications for future interaction design.
author:
- first_name: Nils F.
full_name: Tolksdorf, Nils F.
last_name: Tolksdorf
- first_name: Camilla E.
full_name: Crawshaw, Camilla E.
last_name: Crawshaw
- first_name: Katharina
full_name: Rohlfing, Katharina
id: '50352'
last_name: Rohlfing
citation:
ama: Tolksdorf NF, Crawshaw CE, Rohlfing K. Comparing the Effects of a Different
Social Partner (Social Robot vs. Human) on Children’s Social Referencing in Interaction.
Frontiers in Education. 2021;5. doi:10.3389/feduc.2020.569615
apa: Tolksdorf, N. F., Crawshaw, C. E., & Rohlfing, K. (2021). Comparing the
Effects of a Different Social Partner (Social Robot vs. Human) on Children’s Social
Referencing in Interaction. Frontiers in Education, 5. https://doi.org/10.3389/feduc.2020.569615
bibtex: '@article{Tolksdorf_Crawshaw_Rohlfing_2021, title={Comparing the Effects
of a Different Social Partner (Social Robot vs. Human) on Children’s Social Referencing
in Interaction}, volume={5}, DOI={10.3389/feduc.2020.569615},
journal={Frontiers in Education}, publisher={Frontiers Media SA}, author={Tolksdorf,
Nils F. and Crawshaw, Camilla E. and Rohlfing, Katharina}, year={2021} }'
chicago: Tolksdorf, Nils F., Camilla E. Crawshaw, and Katharina Rohlfing. “Comparing
the Effects of a Different Social Partner (Social Robot vs. Human) on Children’s
Social Referencing in Interaction.” Frontiers in Education 5 (2021). https://doi.org/10.3389/feduc.2020.569615.
ieee: 'N. F. Tolksdorf, C. E. Crawshaw, and K. Rohlfing, “Comparing the Effects
of a Different Social Partner (Social Robot vs. Human) on Children’s Social Referencing
in Interaction,” Frontiers in Education, vol. 5, 2021, doi: 10.3389/feduc.2020.569615.'
mla: Tolksdorf, Nils F., et al. “Comparing the Effects of a Different Social Partner
(Social Robot vs. Human) on Children’s Social Referencing in Interaction.” Frontiers
in Education, vol. 5, Frontiers Media SA, 2021, doi:10.3389/feduc.2020.569615.
short: N.F. Tolksdorf, C.E. Crawshaw, K. Rohlfing, Frontiers in Education 5 (2021).
date_created: 2023-01-17T20:22:49Z
date_updated: 2023-02-01T11:59:32Z
department:
- _id: '749'
doi: 10.3389/feduc.2020.569615
intvolume: ' 5'
keyword:
- Education
language:
- iso: eng
publication: Frontiers in Education
publication_identifier:
issn:
- 2504-284X
publication_status: published
publisher: Frontiers Media SA
status: public
title: Comparing the Effects of a Different Social Partner (Social Robot vs. Human)
on Children's Social Referencing in Interaction
type: journal_article
user_id: '14931'
volume: 5
year: '2021'
...
---
_id: '37184'
author:
- first_name: Katharina
full_name: Rohlfing, Katharina
id: '50352'
last_name: Rohlfing
- first_name: Ulrich
full_name: Mertens, Ulrich
last_name: Mertens
citation:
ama: Rohlfing K, Mertens U. Progressive Reduction of Iconic Gestures Contributes
to School-Aged Children’s Increased Word Production. Frontiers in Psychology.
Published online 2021. doi:10.3389/fpsyg.2021.651725
apa: Rohlfing, K., & Mertens, U. (2021). Progressive Reduction of Iconic Gestures
Contributes to School-Aged Children’s Increased Word Production. Frontiers
in Psychology. https://doi.org/10.3389/fpsyg.2021.651725
bibtex: '@article{Rohlfing_Mertens_2021, title={Progressive Reduction of Iconic
Gestures Contributes to School-Aged Children’s Increased Word Production}, DOI={10.3389/fpsyg.2021.651725},
journal={Frontiers in Psychology}, author={Rohlfing, Katharina and Mertens, Ulrich},
year={2021} }'
chicago: Rohlfing, Katharina, and Ulrich Mertens. “Progressive Reduction of Iconic
Gestures Contributes to School-Aged Children’s Increased Word Production.” Frontiers
in Psychology, 2021. https://doi.org/10.3389/fpsyg.2021.651725.
ieee: 'K. Rohlfing and U. Mertens, “Progressive Reduction of Iconic Gestures Contributes
to School-Aged Children’s Increased Word Production,” Frontiers in Psychology,
2021, doi: 10.3389/fpsyg.2021.651725.'
mla: Rohlfing, Katharina, and Ulrich Mertens. “Progressive Reduction of Iconic Gestures
Contributes to School-Aged Children’s Increased Word Production.” Frontiers
in Psychology, 2021, doi:10.3389/fpsyg.2021.651725.
short: K. Rohlfing, U. Mertens, Frontiers in Psychology (2021).
date_created: 2023-01-17T20:19:11Z
date_updated: 2023-02-01T12:05:18Z
department:
- _id: '749'
doi: 10.3389/fpsyg.2021.651725
language:
- iso: eng
publication: Frontiers in Psychology
status: public
title: Progressive Reduction of Iconic Gestures Contributes to School-Aged Children’s
Increased Word Production
type: journal_article
user_id: '14931'
year: '2021'
...
---
_id: '24901'
abstract:
- lang: eng
text: 'AbstractIn child–robot interaction (cHRI)
research, many studies pursue the goal to develop interactive systems that can
be applied in everyday settings. For early education, increasingly, the setting
of a kindergarten is targeted. However, when cHRI and research are brought into
a kindergarten, a range of ethical and related procedural aspects have to be considered
and dealt with. While ethical models elaborated within other human–robot interaction
settings, e.g., assisted living contexts, can provide some important indicators
for relevant issues, we argue that it is important to start developing a systematic
approach to identify and tackle those ethical issues which rise with cHRI in kindergarten
settings on a more global level and address the impact of the technology from
a macroperspective beyond the effects on the individual. Based on our experience
in conducting studies with children in general and pedagogical considerations
on the role of the institution of kindergarten in specific, in this paper, we
enfold some relevant aspects that have barely been addressed in an explicit way
in current cHRI research. Four areas are analyzed and key ethical issues are identified
in each area: (1) the institutional setting of a kindergarten, (2) children as
a vulnerable group, (3) the caregivers’ role, and (4) pedagogical concepts. With
our considerations, we aim at (i) broadening the methodology of the current studies
within the area of cHRI, (ii) revalidate it based on our comprehensive empirical
experience with research in kindergarten settings, both laboratory and real-world
contexts, and (iii) provide a framework for the development of a more systematic
approach to address the ethical issues in cHRI research within kindergarten settings.'
author:
- first_name: Nils Frederik
full_name: Tolksdorf, Nils Frederik
id: '43289'
last_name: Tolksdorf
orcid: 0000-0001-6093-1219
- first_name: Scarlet
full_name: Siebert, Scarlet
last_name: Siebert
- first_name: Isabel
full_name: Zorn, Isabel
last_name: Zorn
- first_name: Ilona
full_name: Horwath, Ilona
id: '68836'
last_name: Horwath
- first_name: Katharina J.
full_name: Rohlfing, Katharina J.
id: '50352'
last_name: Rohlfing
citation:
ama: 'Tolksdorf NF, Siebert S, Zorn I, Horwath I, Rohlfing KJ. Ethical Considerations
of Applying Robots in Kindergarten Settings: Towards an Approach from a Macroperspective.
International Journal of Social Robotics. Published online 2021:129-140.
doi:10.1007/s12369-020-00622-3'
apa: 'Tolksdorf, N. F., Siebert, S., Zorn, I., Horwath, I., & Rohlfing, K. J.
(2021). Ethical Considerations of Applying Robots in Kindergarten Settings: Towards
an Approach from a Macroperspective. International Journal of Social Robotics,
129–140. https://doi.org/10.1007/s12369-020-00622-3'
bibtex: '@article{Tolksdorf_Siebert_Zorn_Horwath_Rohlfing_2021, title={Ethical Considerations
of Applying Robots in Kindergarten Settings: Towards an Approach from a Macroperspective},
DOI={10.1007/s12369-020-00622-3},
journal={International Journal of Social Robotics}, author={Tolksdorf, Nils Frederik
and Siebert, Scarlet and Zorn, Isabel and Horwath, Ilona and Rohlfing, Katharina
J.}, year={2021}, pages={129–140} }'
chicago: 'Tolksdorf, Nils Frederik, Scarlet Siebert, Isabel Zorn, Ilona Horwath,
and Katharina J. Rohlfing. “Ethical Considerations of Applying Robots in Kindergarten
Settings: Towards an Approach from a Macroperspective.” International Journal
of Social Robotics, 2021, 129–40. https://doi.org/10.1007/s12369-020-00622-3.'
ieee: 'N. F. Tolksdorf, S. Siebert, I. Zorn, I. Horwath, and K. J. Rohlfing, “Ethical
Considerations of Applying Robots in Kindergarten Settings: Towards an Approach
from a Macroperspective,” International Journal of Social Robotics, pp.
129–140, 2021, doi: 10.1007/s12369-020-00622-3.'
mla: 'Tolksdorf, Nils Frederik, et al. “Ethical Considerations of Applying Robots
in Kindergarten Settings: Towards an Approach from a Macroperspective.” International
Journal of Social Robotics, 2021, pp. 129–40, doi:10.1007/s12369-020-00622-3.'
short: N.F. Tolksdorf, S. Siebert, I. Zorn, I. Horwath, K.J. Rohlfing, International
Journal of Social Robotics (2021) 129–140.
date_created: 2021-09-23T11:03:50Z
date_updated: 2023-05-03T08:24:33Z
department:
- _id: '749'
doi: 10.1007/s12369-020-00622-3
language:
- iso: eng
page: 129-140
publication: International Journal of Social Robotics
publication_identifier:
issn:
- 1875-4791
- 1875-4805
publication_status: published
quality_controlled: '1'
status: public
title: 'Ethical Considerations of Applying Robots in Kindergarten Settings: Towards
an Approach from a Macroperspective'
type: journal_article
user_id: '68836'
year: '2021'
...
---
_id: '24902'
abstract:
- lang: eng
text: Social robots have emerged as a new digital technology that is increasingly
being implemented in the educational landscape. While social robots could be deployed
to assist young children with their learning in a variety of different ways, the
typical approach in educational practices is to supplement the learning process
rather than to replace the human caregiver, e.g., the teacher, parent, educator
or therapist. When functioning in the role of an educational assistant, social
robots will likely constitute a part of a triadic interaction with the child and
the human caregiver. Surprisingly, there is little research that systematically
investigates the role of the caregiver by examining the ways in which children
involve or check in with them during their interaction with another partner—a
phenomenon that is known as social referencing. In the present study, we investigated
social referencing in the context of a dyadic child–robot interaction. Over the
course of four sessions within our longitudinal language-learning study, we observed
how 20 pre-school children aged 4–5 years checked in with their accompanying caregivers
who were not actively involved in the language-learning procedure. The children
participating in the study were randomly assigned to either an interaction with
a social robot or a human partner. Our results revealed that all children across
both conditions utilized social referencing behaviors to address their caregiver.
However, we found that the children who interacted with the social robot did so
significantly more frequently in each of the four sessions than those who interacted
with the human partner. Further analyses showed that no significant change in
their behavior over the course of the sessions could be observed. Findings are
discussed with regard to the caregiver's role during children's interactions with
social robots and the implications for future interaction design.
author:
- first_name: Nils Frederik
full_name: Tolksdorf, Nils Frederik
id: '43289'
last_name: Tolksdorf
orcid: 0000-0001-6093-1219
- first_name: Camilla E.
full_name: Crawshaw, Camilla E.
last_name: Crawshaw
- first_name: Katharina J.
full_name: Rohlfing, Katharina J.
id: '50352'
last_name: Rohlfing
citation:
ama: Tolksdorf NF, Crawshaw CE, Rohlfing KJ. Comparing the Effects of a Different
Social Partner (Social Robot vs. Human) on Children’s Social Referencing in Interaction.
Frontiers in Education. Published online 2021. doi:10.3389/feduc.2020.569615
apa: Tolksdorf, N. F., Crawshaw, C. E., & Rohlfing, K. J. (2021). Comparing
the Effects of a Different Social Partner (Social Robot vs. Human) on Children’s
Social Referencing in Interaction. Frontiers in Education. https://doi.org/10.3389/feduc.2020.569615
bibtex: '@article{Tolksdorf_Crawshaw_Rohlfing_2021, title={Comparing the Effects
of a Different Social Partner (Social Robot vs. Human) on Children’s Social Referencing
in Interaction}, DOI={10.3389/feduc.2020.569615},
journal={Frontiers in Education}, author={Tolksdorf, Nils Frederik and Crawshaw,
Camilla E. and Rohlfing, Katharina J.}, year={2021} }'
chicago: Tolksdorf, Nils Frederik, Camilla E. Crawshaw, and Katharina J. Rohlfing.
“Comparing the Effects of a Different Social Partner (Social Robot vs. Human)
on Children’s Social Referencing in Interaction.” Frontiers in Education,
2021. https://doi.org/10.3389/feduc.2020.569615.
ieee: 'N. F. Tolksdorf, C. E. Crawshaw, and K. J. Rohlfing, “Comparing the Effects
of a Different Social Partner (Social Robot vs. Human) on Children’s Social Referencing
in Interaction,” Frontiers in Education, 2021, doi: 10.3389/feduc.2020.569615.'
mla: Tolksdorf, Nils Frederik, et al. “Comparing the Effects of a Different Social
Partner (Social Robot vs. Human) on Children’s Social Referencing in Interaction.”
Frontiers in Education, 2021, doi:10.3389/feduc.2020.569615.
short: N.F. Tolksdorf, C.E. Crawshaw, K.J. Rohlfing, Frontiers in Education (2021).
date_created: 2021-09-23T11:04:01Z
date_updated: 2024-11-28T08:40:51Z
department:
- _id: '749'
doi: 10.3389/feduc.2020.569615
language:
- iso: eng
publication: Frontiers in Education
publication_identifier:
issn:
- 2504-284X
publication_status: published
quality_controlled: '1'
status: public
title: Comparing the Effects of a Different Social Partner (Social Robot vs. Human)
on Children's Social Referencing in Interaction
type: journal_article
user_id: '43289'
year: '2021'
...
---
_id: '24900'
author:
- first_name: Nils Frederik
full_name: Tolksdorf, Nils Frederik
id: '43289'
last_name: Tolksdorf
orcid: 0000-0001-6093-1219
- first_name: Fanziska E.
full_name: Viertel, Fanziska E.
last_name: Viertel
- first_name: Camilla E.
full_name: Crawshaw, Camilla E.
last_name: Crawshaw
- first_name: Katharina J.
full_name: Rohlfing, Katharina J.
id: '50352'
last_name: Rohlfing
citation:
ama: 'Tolksdorf NF, Viertel FE, Crawshaw CE, Rohlfing KJ. Do Shy Children Keep more
Distance from a Social Robot? Exploring Shy Children’s Proxemics with a Social
Robot or a Human. In: Interaction Design and Children. ; 2021. doi:10.1145/3459990.3465181'
apa: Tolksdorf, N. F., Viertel, F. E., Crawshaw, C. E., & Rohlfing, K. J. (2021).
Do Shy Children Keep more Distance from a Social Robot? Exploring Shy Children’s
Proxemics with a Social Robot or a Human. Interaction Design and Children.
https://doi.org/10.1145/3459990.3465181
bibtex: '@inproceedings{Tolksdorf_Viertel_Crawshaw_Rohlfing_2021, title={Do Shy
Children Keep more Distance from a Social Robot? Exploring Shy Children’s Proxemics
with a Social Robot or a Human}, DOI={10.1145/3459990.3465181},
booktitle={Interaction Design and Children}, author={Tolksdorf, Nils Frederik
and Viertel, Fanziska E. and Crawshaw, Camilla E. and Rohlfing, Katharina J.},
year={2021} }'
chicago: Tolksdorf, Nils Frederik, Fanziska E. Viertel, Camilla E. Crawshaw, and
Katharina J. Rohlfing. “Do Shy Children Keep More Distance from a Social Robot?
Exploring Shy Children’s Proxemics with a Social Robot or a Human.” In Interaction
Design and Children, 2021. https://doi.org/10.1145/3459990.3465181.
ieee: 'N. F. Tolksdorf, F. E. Viertel, C. E. Crawshaw, and K. J. Rohlfing, “Do Shy
Children Keep more Distance from a Social Robot? Exploring Shy Children’s Proxemics
with a Social Robot or a Human,” 2021, doi: 10.1145/3459990.3465181.'
mla: Tolksdorf, Nils Frederik, et al. “Do Shy Children Keep More Distance from a
Social Robot? Exploring Shy Children’s Proxemics with a Social Robot or a Human.”
Interaction Design and Children, 2021, doi:10.1145/3459990.3465181.
short: 'N.F. Tolksdorf, F.E. Viertel, C.E. Crawshaw, K.J. Rohlfing, in: Interaction
Design and Children, 2021.'
date_created: 2021-09-23T11:03:28Z
date_updated: 2024-11-28T08:42:12Z
department:
- _id: '749'
doi: 10.1145/3459990.3465181
language:
- iso: eng
publication: Interaction Design and Children
publication_status: published
quality_controlled: '1'
status: public
title: Do Shy Children Keep more Distance from a Social Robot? Exploring Shy Children’s
Proxemics with a Social Robot or a Human
type: conference
user_id: '43289'
year: '2021'
...
---
_id: '24899'
abstract:
- lang: eng
text: Temperamental traits can decisively influence how children enter into
social interaction with their environment. Yet, in the field of child–robot interaction,
little is known about how individual differences such as shyness impact on how
children interact with social robots in educational settings. The present study
systematically assessed the temperament of 28 preschool children aged 4–5 years
in order to investigate the role of shyness within a dyadic child–robot interaction.
Over the course of four consecutive sessions, we observed how shy compared to
nonshy children interacted with a social robot during a word-learning educational
setting and how shyness influenced children’s learning outcomes. Overall, results
suggested that shy children not only interacted differently with a robot compared
to nonshy children, but also changed their behavior over the course of the sessions.
Critically, shy children interacted less expressively with the robot in general.
With regard to children’s language learning outcomes, shy children scored lower
on an initial posttest, but were able to close this gap on a later test, resulting
in all children retrieving the learned words on a similar level. When intertest
learning gain was considered, regression analyses even confirmed a positive predictive
role of shyness on language learning gains. Findings are discussed with regard
to the role of shyness in educational settings with social robots and the implications
for future interaction design.
author:
- first_name: Nils Frederik
full_name: Tolksdorf, Nils Frederik
id: '43289'
last_name: Tolksdorf
orcid: 0000-0001-6093-1219
- first_name: Franziska E.
full_name: Viertel, Franziska E.
last_name: Viertel
- first_name: Katharina J.
full_name: Rohlfing, Katharina J.
id: '50352'
last_name: Rohlfing
citation:
ama: Tolksdorf NF, Viertel FE, Rohlfing KJ. Do Shy Preschoolers Interact Differently
When Learning Language With a Social Robot? An Analysis of Interactional Behavior
and Word Learning. Frontiers in Robotics and AI. Published online 2021.
doi:10.3389/frobt.2021.676123
apa: Tolksdorf, N. F., Viertel, F. E., & Rohlfing, K. J. (2021). Do Shy Preschoolers
Interact Differently When Learning Language With a Social Robot? An Analysis of
Interactional Behavior and Word Learning. Frontiers in Robotics and AI.
https://doi.org/10.3389/frobt.2021.676123
bibtex: '@article{Tolksdorf_Viertel_Rohlfing_2021, title={Do Shy Preschoolers Interact
Differently When Learning Language With a Social Robot? An Analysis of Interactional
Behavior and Word Learning}, DOI={10.3389/frobt.2021.676123},
journal={Frontiers in Robotics and AI}, author={Tolksdorf, Nils Frederik and Viertel,
Franziska E. and Rohlfing, Katharina J.}, year={2021} }'
chicago: Tolksdorf, Nils Frederik, Franziska E. Viertel, and Katharina J. Rohlfing.
“Do Shy Preschoolers Interact Differently When Learning Language With a Social
Robot? An Analysis of Interactional Behavior and Word Learning.” Frontiers
in Robotics and AI, 2021. https://doi.org/10.3389/frobt.2021.676123.
ieee: 'N. F. Tolksdorf, F. E. Viertel, and K. J. Rohlfing, “Do Shy Preschoolers
Interact Differently When Learning Language With a Social Robot? An Analysis of
Interactional Behavior and Word Learning,” Frontiers in Robotics and AI,
2021, doi: 10.3389/frobt.2021.676123.'
mla: Tolksdorf, Nils Frederik, et al. “Do Shy Preschoolers Interact Differently
When Learning Language With a Social Robot? An Analysis of Interactional Behavior
and Word Learning.” Frontiers in Robotics and AI, 2021, doi:10.3389/frobt.2021.676123.
short: N.F. Tolksdorf, F.E. Viertel, K.J. Rohlfing, Frontiers in Robotics and AI
(2021).
date_created: 2021-09-23T11:02:31Z
date_updated: 2024-11-28T08:44:59Z
department:
- _id: '749'
doi: 10.3389/frobt.2021.676123
language:
- iso: eng
publication: Frontiers in Robotics and AI
publication_identifier:
issn:
- 2296-9144
publication_status: published
quality_controlled: '1'
status: public
title: Do Shy Preschoolers Interact Differently When Learning Language With a Social
Robot? An Analysis of Interactional Behavior and Word Learning
type: journal_article
user_id: '43289'
year: '2021'
...
---
_id: '61111'
author:
- first_name: Katharina J.
full_name: Rohlfing, Katharina J.
id: '50352'
last_name: Rohlfing
orcid: 0000-0002-5676-8233
- first_name: Silke
full_name: Fischer, Silke
last_name: Fischer
- first_name: Franziska E.
full_name: Viertel, Franziska E.
last_name: Viertel
- first_name: Angela
full_name: Grimminger, Angela
id: '57578'
last_name: Grimminger
citation:
ama: 'Rohlfing KJ, Fischer S, Viertel FE, Grimminger A. Spracherwerb: Warum ist
die Situation des gemeinsamen Buchvorlesens für die Sprachentwicklung förderlich?
In: Müller HM, ed. Sprache in Therapie und neurokognitiver Forschung. Stauffenberg
Verlag; 2021:21-41.'
apa: 'Rohlfing, K. J., Fischer, S., Viertel, F. E., & Grimminger, A. (2021).
Spracherwerb: Warum ist die Situation des gemeinsamen Buchvorlesens für die Sprachentwicklung
förderlich? In H. M. Müller (Ed.), Sprache in Therapie und neurokognitiver
Forschung (pp. 21–41). Stauffenberg Verlag.'
bibtex: '@inbook{Rohlfing_Fischer_Viertel_Grimminger_2021, title={Spracherwerb:
Warum ist die Situation des gemeinsamen Buchvorlesens für die Sprachentwicklung
förderlich?}, booktitle={Sprache in Therapie und neurokognitiver Forschung}, publisher={Stauffenberg
Verlag}, author={Rohlfing, Katharina J. and Fischer, Silke and Viertel, Franziska
E. and Grimminger, Angela}, editor={Müller, Horst M.}, year={2021}, pages={21–41}
}'
chicago: 'Rohlfing, Katharina J., Silke Fischer, Franziska E. Viertel, and Angela
Grimminger. “Spracherwerb: Warum ist die Situation des gemeinsamen Buchvorlesens
für die Sprachentwicklung förderlich?” In Sprache in Therapie und neurokognitiver
Forschung, edited by Horst M. Müller, 21–41. Stauffenberg Verlag, 2021.'
ieee: 'K. J. Rohlfing, S. Fischer, F. E. Viertel, and A. Grimminger, “Spracherwerb:
Warum ist die Situation des gemeinsamen Buchvorlesens für die Sprachentwicklung
förderlich?,” in Sprache in Therapie und neurokognitiver Forschung, H.
M. Müller, Ed. Stauffenberg Verlag, 2021, pp. 21–41.'
mla: 'Rohlfing, Katharina J., et al. “Spracherwerb: Warum ist die Situation des
gemeinsamen Buchvorlesens für die Sprachentwicklung förderlich?” Sprache in
Therapie und neurokognitiver Forschung, edited by Horst M. Müller, Stauffenberg
Verlag, 2021, pp. 21–41.'
short: 'K.J. Rohlfing, S. Fischer, F.E. Viertel, A. Grimminger, in: H.M. Müller
(Ed.), Sprache in Therapie und neurokognitiver Forschung, Stauffenberg Verlag,
2021, pp. 21–41.'
date_created: 2025-09-02T14:27:47Z
date_updated: 2025-09-02T14:27:55Z
editor:
- first_name: Horst M.
full_name: Müller, Horst M.
last_name: Müller
language:
- iso: ger
page: 21-41
publication: Sprache in Therapie und neurokognitiver Forschung
publication_status: published
publisher: Stauffenberg Verlag
status: public
title: 'Spracherwerb: Warum ist die Situation des gemeinsamen Buchvorlesens für die
Sprachentwicklung förderlich?'
type: book_chapter
user_id: '57578'
year: '2021'
...