---
_id: '17556'
abstract:
- lang: eng
text: Applying an eye-tracking technique, we tested early verb understanding in
48 infants aged 9 and 10months. Infants saw two objects presented side by side
and heard a verb that referred to a common action with one of these objects (e.g.,
eating relating to a banana). The verbs were spoken by the parent in an interrogative
manner in order to elicit a looking behavior in the infant. Results showed that
9-month-old infants did not show recognition of our test words. However, 10-month-old
infants were able to understand a number of the tested verbs. In the discussion,
we relate our findings to the nature of early verb representations.
author:
- first_name: Iris
full_name: Nomikou, Iris
last_name: Nomikou
- first_name: Katharina
full_name: Rohlfing, Katharina
id: '50352'
last_name: Rohlfing
- first_name: Philipp
full_name: Cimiano, Philipp
last_name: Cimiano
- first_name: Jean M.
full_name: Mandler, Jean M.
last_name: Mandler
citation:
ama: Nomikou I, Rohlfing K, Cimiano P, Mandler JM. Evidence for Early Comprehension
of Action Verbs. LANGUAGE LEARNING AND DEVELOPMENT. 2019;15(1):64-74. doi:10.1080/15475441.2018.1520639
apa: Nomikou, I., Rohlfing, K., Cimiano, P., & Mandler, J. M. (2019). Evidence
for Early Comprehension of Action Verbs. LANGUAGE LEARNING AND DEVELOPMENT,
15(1), 64–74. https://doi.org/10.1080/15475441.2018.1520639
bibtex: '@article{Nomikou_Rohlfing_Cimiano_Mandler_2019, title={Evidence for Early
Comprehension of Action Verbs}, volume={15}, DOI={10.1080/15475441.2018.1520639},
number={1}, journal={LANGUAGE LEARNING AND DEVELOPMENT}, publisher={ROUTLEDGE
JOURNALS}, author={Nomikou, Iris and Rohlfing, Katharina and Cimiano, Philipp
and Mandler, Jean M.}, year={2019}, pages={64–74} }'
chicago: 'Nomikou, Iris, Katharina Rohlfing, Philipp Cimiano, and Jean M. Mandler.
“Evidence for Early Comprehension of Action Verbs.” LANGUAGE LEARNING AND DEVELOPMENT
15, no. 1 (2019): 64–74. https://doi.org/10.1080/15475441.2018.1520639.'
ieee: 'I. Nomikou, K. Rohlfing, P. Cimiano, and J. M. Mandler, “Evidence for Early
Comprehension of Action Verbs,” LANGUAGE LEARNING AND DEVELOPMENT, vol.
15, no. 1, pp. 64–74, 2019, doi: 10.1080/15475441.2018.1520639.'
mla: Nomikou, Iris, et al. “Evidence for Early Comprehension of Action Verbs.” LANGUAGE
LEARNING AND DEVELOPMENT, vol. 15, no. 1, ROUTLEDGE JOURNALS, 2019, pp. 64–74,
doi:10.1080/15475441.2018.1520639.
short: I. Nomikou, K. Rohlfing, P. Cimiano, J.M. Mandler, LANGUAGE LEARNING AND
DEVELOPMENT 15 (2019) 64–74.
date_created: 2020-08-03T11:00:53Z
date_updated: 2023-02-01T12:49:48Z
department:
- _id: '749'
doi: 10.1080/15475441.2018.1520639
intvolume: ' 15'
issue: '1'
language:
- iso: eng
page: 64-74
publication: LANGUAGE LEARNING AND DEVELOPMENT
publication_identifier:
issn:
- 1547-3341
publisher: ROUTLEDGE JOURNALS
status: public
title: Evidence for Early Comprehension of Action Verbs
type: journal_article
user_id: '14931'
volume: 15
year: '2019'
...
---
_id: '20243'
author:
- first_name: Katharina
full_name: Rohlfing, Katharina
id: '50352'
last_name: Rohlfing
- first_name: Giuseppe
full_name: Leonardi, Giuseppe
last_name: Leonardi
- first_name: Iris
full_name: Nomikou, Iris
last_name: Nomikou
- first_name: Joanna
full_name: Rączaszek-Leonardi, Joanna
last_name: Rączaszek-Leonardi
- first_name: Eyke
full_name: Hüllermeier, Eyke
id: '48129'
last_name: Hüllermeier
citation:
ama: 'Rohlfing K, Leonardi G, Nomikou I, Rączaszek-Leonardi J, Hüllermeier E. Multimodal
Turn-Taking: Motivations, Methodological Challenges, and Novel Approaches. IEEE
Transactions on Cognitive and Developmental Systems. Published online 2019.
doi:10.1109/TCDS.2019.2892991'
apa: 'Rohlfing, K., Leonardi, G., Nomikou, I., Rączaszek-Leonardi, J., & Hüllermeier,
E. (2019). Multimodal Turn-Taking: Motivations, Methodological Challenges, and
Novel Approaches. IEEE Transactions on Cognitive and Developmental Systems.
https://doi.org/10.1109/TCDS.2019.2892991'
bibtex: '@article{Rohlfing_Leonardi_Nomikou_Rączaszek-Leonardi_Hüllermeier_2019,
title={Multimodal Turn-Taking: Motivations, Methodological Challenges, and Novel
Approaches}, DOI={10.1109/TCDS.2019.2892991},
journal={IEEE Transactions on Cognitive and Developmental Systems}, author={Rohlfing,
Katharina and Leonardi, Giuseppe and Nomikou, Iris and Rączaszek-Leonardi, Joanna
and Hüllermeier, Eyke}, year={2019} }'
chicago: 'Rohlfing, Katharina, Giuseppe Leonardi, Iris Nomikou, Joanna Rączaszek-Leonardi,
and Eyke Hüllermeier. “Multimodal Turn-Taking: Motivations, Methodological Challenges,
and Novel Approaches.” IEEE Transactions on Cognitive and Developmental Systems,
2019. https://doi.org/10.1109/TCDS.2019.2892991.'
ieee: 'K. Rohlfing, G. Leonardi, I. Nomikou, J. Rączaszek-Leonardi, and E. Hüllermeier,
“Multimodal Turn-Taking: Motivations, Methodological Challenges, and Novel Approaches,”
IEEE Transactions on Cognitive and Developmental Systems, 2019, doi: 10.1109/TCDS.2019.2892991.'
mla: 'Rohlfing, Katharina, et al. “Multimodal Turn-Taking: Motivations, Methodological
Challenges, and Novel Approaches.” IEEE Transactions on Cognitive and Developmental
Systems, 2019, doi:10.1109/TCDS.2019.2892991.'
short: K. Rohlfing, G. Leonardi, I. Nomikou, J. Rączaszek-Leonardi, E. Hüllermeier,
IEEE Transactions on Cognitive and Developmental Systems (2019).
date_created: 2020-11-02T13:25:49Z
date_updated: 2023-02-01T12:39:19Z
department:
- _id: '749'
- _id: '355'
doi: 10.1109/TCDS.2019.2892991
language:
- iso: eng
publication: IEEE Transactions on Cognitive and Developmental Systems
status: public
title: 'Multimodal Turn-Taking: Motivations, Methodological Challenges, and Novel
Approaches'
type: journal_article
user_id: '14931'
year: '2019'
...
---
_id: '20242'
author:
- first_name: Scarlet
full_name: Siebert, Scarlet
last_name: Siebert
- first_name: Nils Frederik
full_name: Tolksdorf, Nils Frederik
id: '43289'
last_name: Tolksdorf
orcid: 0000-0001-6093-1219
- first_name: Katharina
full_name: Rohlfing, Katharina
id: '50352'
last_name: Rohlfing
- first_name: Isabel
full_name: Zorn, Isabel
last_name: Zorn
citation:
ama: 'Siebert S, Tolksdorf NF, Rohlfing K, Zorn I. Raising Robotic Natives?: Persuasive
Potentials of Social Robots in Early Education. The Journal of Communication
and Media Studies . Published online 2019:21-35. doi:10.18848/2470-9247/CGP/v04i04/21-35'
apa: 'Siebert, S., Tolksdorf, N. F., Rohlfing, K., & Zorn, I. (2019). Raising
Robotic Natives?: Persuasive Potentials of Social Robots in Early Education. The
Journal of Communication and Media Studies , 21–35. https://doi.org/10.18848/2470-9247/CGP/v04i04/21-35'
bibtex: '@article{Siebert_Tolksdorf_Rohlfing_Zorn_2019, title={Raising Robotic Natives?:
Persuasive Potentials of Social Robots in Early Education}, DOI={10.18848/2470-9247/CGP/v04i04/21-35},
journal={The Journal of Communication and Media Studies }, author={Siebert, Scarlet
and Tolksdorf, Nils Frederik and Rohlfing, Katharina and Zorn, Isabel}, year={2019},
pages={21–35} }'
chicago: 'Siebert, Scarlet, Nils Frederik Tolksdorf, Katharina Rohlfing, and Isabel
Zorn. “Raising Robotic Natives?: Persuasive Potentials of Social Robots in Early
Education.” The Journal of Communication and Media Studies , 2019, 21–35.
https://doi.org/10.18848/2470-9247/CGP/v04i04/21-35.'
ieee: 'S. Siebert, N. F. Tolksdorf, K. Rohlfing, and I. Zorn, “Raising Robotic Natives?:
Persuasive Potentials of Social Robots in Early Education,” The Journal of
Communication and Media Studies , pp. 21–35, 2019, doi: 10.18848/2470-9247/CGP/v04i04/21-35.'
mla: 'Siebert, Scarlet, et al. “Raising Robotic Natives?: Persuasive Potentials
of Social Robots in Early Education.” The Journal of Communication and Media
Studies , 2019, pp. 21–35, doi:10.18848/2470-9247/CGP/v04i04/21-35.'
short: S. Siebert, N.F. Tolksdorf, K. Rohlfing, I. Zorn, The Journal of Communication
and Media Studies (2019) 21–35.
date_created: 2020-11-02T10:23:28Z
date_updated: 2023-02-01T12:38:21Z
department:
- _id: '749'
doi: 10.18848/2470-9247/CGP/v04i04/21-35
language:
- iso: eng
page: 21-35
publication: 'The Journal of Communication and Media Studies '
status: public
title: 'Raising Robotic Natives?: Persuasive Potentials of Social Robots in Early
Education'
type: journal_article
user_id: '14931'
year: '2019'
...
---
_id: '17178'
abstract:
- lang: eng
text: Applying an eye-tracking technique, we tested early verb understanding in
48 infants aged 9 and 10months. Infants saw two objects presented side by side
and heard a verb that referred to a common action with one of these objects (e.g.,
eating relating to a banana). The verbs were spoken by the parent in an interrogative
manner in order to elicit a looking behavior in the infant. Results showed that
9-month-old infants did not show recognition of our test words. However, 10-month-old
infants were able to understand a number of the tested verbs. In the discussion,
we relate our findings to the nature of early verb representations.
author:
- first_name: Iris
full_name: Nomikou, Iris
last_name: Nomikou
- first_name: Katharina
full_name: Rohlfing, Katharina
id: '50352'
last_name: Rohlfing
- first_name: Philipp
full_name: Cimiano, Philipp
last_name: Cimiano
- first_name: Jean M.
full_name: Mandler, Jean M.
last_name: Mandler
citation:
ama: Nomikou I, Rohlfing K, Cimiano P, Mandler JM. Evidence for Early Comprehension
of Action Verbs. LANGUAGE LEARNING AND DEVELOPMENT. 2019;15(1):64-74. doi:10.1080/15475441.2018.1520639
apa: Nomikou, I., Rohlfing, K., Cimiano, P., & Mandler, J. M. (2019). Evidence
for Early Comprehension of Action Verbs. LANGUAGE LEARNING AND DEVELOPMENT,
15(1), 64–74. https://doi.org/10.1080/15475441.2018.1520639
bibtex: '@article{Nomikou_Rohlfing_Cimiano_Mandler_2019, title={Evidence for Early
Comprehension of Action Verbs}, volume={15}, DOI={10.1080/15475441.2018.1520639},
number={1}, journal={LANGUAGE LEARNING AND DEVELOPMENT}, publisher={ROUTLEDGE
JOURNALS}, author={Nomikou, Iris and Rohlfing, Katharina and Cimiano, Philipp
and Mandler, Jean M.}, year={2019}, pages={64–74} }'
chicago: 'Nomikou, Iris, Katharina Rohlfing, Philipp Cimiano, and Jean M. Mandler.
“Evidence for Early Comprehension of Action Verbs.” LANGUAGE LEARNING AND DEVELOPMENT
15, no. 1 (2019): 64–74. https://doi.org/10.1080/15475441.2018.1520639.'
ieee: 'I. Nomikou, K. Rohlfing, P. Cimiano, and J. M. Mandler, “Evidence for Early
Comprehension of Action Verbs,” LANGUAGE LEARNING AND DEVELOPMENT, vol.
15, no. 1, pp. 64–74, 2019, doi: 10.1080/15475441.2018.1520639.'
mla: Nomikou, Iris, et al. “Evidence for Early Comprehension of Action Verbs.” LANGUAGE
LEARNING AND DEVELOPMENT, vol. 15, no. 1, ROUTLEDGE JOURNALS, 2019, pp. 64–74,
doi:10.1080/15475441.2018.1520639.
short: I. Nomikou, K. Rohlfing, P. Cimiano, J.M. Mandler, LANGUAGE LEARNING AND
DEVELOPMENT 15 (2019) 64–74.
date_created: 2020-06-24T13:00:53Z
date_updated: 2023-02-01T16:24:25Z
department:
- _id: '749'
doi: 10.1080/15475441.2018.1520639
intvolume: ' 15'
issue: '1'
language:
- iso: eng
page: 64-74
publication: LANGUAGE LEARNING AND DEVELOPMENT
publication_identifier:
issn:
- 1547-3341
publisher: ROUTLEDGE JOURNALS
status: public
title: Evidence for Early Comprehension of Action Verbs
type: journal_article
user_id: '14931'
volume: 15
year: '2019'
...
---
_id: '24905'
author:
- first_name: Scarlet
full_name: Siebert, Scarlet
last_name: Siebert
- first_name: Nils Frederik
full_name: Tolksdorf, Nils Frederik
id: '43289'
last_name: Tolksdorf
orcid: 0000-0001-6093-1219
- first_name: Katharina J.
full_name: Rohlfing, Katharina J.
id: '50352'
last_name: Rohlfing
- first_name: Isabel
full_name: Zorn, Isabel
last_name: Zorn
citation:
ama: 'Siebert S, Tolksdorf NF, Rohlfing KJ, Zorn I. Raising Robotic Natives?: Persuasive
Potentials of Social Robots in Early Education. The Journal of Communication
and Media Studies. Published online 2019:21-35. doi:10.18848/2470-9247/cgp/v04i04/21-35'
apa: 'Siebert, S., Tolksdorf, N. F., Rohlfing, K. J., & Zorn, I. (2019). Raising
Robotic Natives?: Persuasive Potentials of Social Robots in Early Education. The
Journal of Communication and Media Studies, 21–35. https://doi.org/10.18848/2470-9247/cgp/v04i04/21-35'
bibtex: '@article{Siebert_Tolksdorf_Rohlfing_Zorn_2019, title={Raising Robotic Natives?:
Persuasive Potentials of Social Robots in Early Education}, DOI={10.18848/2470-9247/cgp/v04i04/21-35},
journal={The Journal of Communication and Media Studies}, author={Siebert, Scarlet
and Tolksdorf, Nils Frederik and Rohlfing, Katharina J. and Zorn, Isabel}, year={2019},
pages={21–35} }'
chicago: 'Siebert, Scarlet, Nils Frederik Tolksdorf, Katharina J. Rohlfing, and
Isabel Zorn. “Raising Robotic Natives?: Persuasive Potentials of Social Robots
in Early Education.” The Journal of Communication and Media Studies, 2019,
21–35. https://doi.org/10.18848/2470-9247/cgp/v04i04/21-35.'
ieee: 'S. Siebert, N. F. Tolksdorf, K. J. Rohlfing, and I. Zorn, “Raising Robotic
Natives?: Persuasive Potentials of Social Robots in Early Education,” The Journal
of Communication and Media Studies, pp. 21–35, 2019, doi: 10.18848/2470-9247/cgp/v04i04/21-35.'
mla: 'Siebert, Scarlet, et al. “Raising Robotic Natives?: Persuasive Potentials
of Social Robots in Early Education.” The Journal of Communication and Media
Studies, 2019, pp. 21–35, doi:10.18848/2470-9247/cgp/v04i04/21-35.'
short: S. Siebert, N.F. Tolksdorf, K.J. Rohlfing, I. Zorn, The Journal of Communication
and Media Studies (2019) 21–35.
date_created: 2021-09-23T11:05:42Z
date_updated: 2024-11-28T08:42:54Z
department:
- _id: '749'
doi: 10.18848/2470-9247/cgp/v04i04/21-35
language:
- iso: eng
page: 21-35
publication: The Journal of Communication and Media Studies
publication_identifier:
issn:
- 2470-9247
- 2470-9255
publication_status: published
quality_controlled: '1'
status: public
title: 'Raising Robotic Natives?: Persuasive Potentials of Social Robots in Early
Education'
type: journal_article
user_id: '43289'
year: '2019'
...
---
_id: '24923'
author:
- first_name: Nils Frederik
full_name: Tolksdorf, Nils Frederik
id: '43289'
last_name: Tolksdorf
orcid: 0000-0001-6093-1219
- first_name: Katharina J.
full_name: Rohlfing, Katharina J.
id: '50352'
last_name: Rohlfing
citation:
ama: 'Tolksdorf NF, Rohlfing KJ. Reconceptualising early childhood literacy facing
child-robot interaction. In: ; 2019.'
apa: 'Tolksdorf, N. F., & Rohlfing, K. J. (2019). Reconceptualising early
childhood literacy facing child-robot interaction. Reconceptualising Early
Childhood Literacies: An International Conference, Manchester, UK.'
bibtex: '@inproceedings{Tolksdorf_Rohlfing_2019, title={Reconceptualising early
childhood literacy facing child-robot interaction}, author={Tolksdorf, Nils Frederik
and Rohlfing, Katharina J.}, year={2019} }'
chicago: Tolksdorf, Nils Frederik, and Katharina J. Rohlfing. “Reconceptualising
Early Childhood Literacy Facing Child-Robot Interaction,” 2019.
ieee: 'N. F. Tolksdorf and K. J. Rohlfing, “Reconceptualising early childhood literacy
facing child-robot interaction,” presented at the Reconceptualising Early Childhood
Literacies: An International Conference, Manchester, UK, 2019.'
mla: Tolksdorf, Nils Frederik, and Katharina J. Rohlfing. Reconceptualising Early
Childhood Literacy Facing Child-Robot Interaction. 2019.
short: 'N.F. Tolksdorf, K.J. Rohlfing, in: 2019.'
conference:
location: Manchester, UK
name: 'Reconceptualising Early Childhood Literacies: An International Conference'
date_created: 2021-09-23T11:27:55Z
date_updated: 2024-11-28T08:45:32Z
department:
- _id: '749'
language:
- iso: eng
quality_controlled: '1'
status: public
title: Reconceptualising early childhood literacy facing child-robot interaction
type: conference_abstract
user_id: '43289'
year: '2019'
...
---
_id: '28981'
abstract:
- lang: eng
text: What does it mean to explain data patterns? Cognitive psychologists and other
scientists face this question when observable phenomena have to be explained in
theoretical terms. Frequentist null-hypothesis testing – one prominent approach
in psychology – controls error rates. Machine learning – an alternative prominent
outside of, but not yet inside psychology – focuses on precise predictions. However,
both alternatives often provide little insight into the data. We propose a combination
of formal modeling and Bayesian statistical inference to ground explanations in
data analysis. We support this approach by reference to philosophy of science
and discussions of the current methods crisis in several empirical sciences and
illustrate it with an example from visual attention research.
author:
- first_name: Alexander
full_name: Krüger, Alexander
last_name: Krüger
- first_name: Jan
full_name: Tünnermann, Jan
last_name: Tünnermann
- first_name: Katharina
full_name: Rohlfing, Katharina
id: '50352'
last_name: Rohlfing
- first_name: Ingrid
full_name: Scharlau, Ingrid
id: '451'
last_name: Scharlau
orcid: 0000-0003-2364-9489
citation:
ama: Krüger A, Tünnermann J, Rohlfing K, Scharlau I. Quantitative Explanation as
a Tight Coupling of Data, Model, and Theory. Archives of Data Science, Series
A. 2018;5:1-27. doi:10.5445/KSP/1000087327/10
apa: Krüger, A., Tünnermann, J., Rohlfing, K., & Scharlau, I. (2018). Quantitative
Explanation as a Tight Coupling of Data, Model, and Theory. Archives of Data
Science, Series A, 5, 1–27. https://doi.org/10.5445/KSP/1000087327/10
bibtex: '@article{Krüger_Tünnermann_Rohlfing_Scharlau_2018, title={Quantitative
Explanation as a Tight Coupling of Data, Model, and Theory}, volume={5}, DOI={10.5445/KSP/1000087327/10},
journal={Archives of Data Science, Series A}, author={Krüger, Alexander and Tünnermann,
Jan and Rohlfing, Katharina and Scharlau, Ingrid}, year={2018}, pages={1–27} }'
chicago: 'Krüger, Alexander, Jan Tünnermann, Katharina Rohlfing, and Ingrid Scharlau.
“Quantitative Explanation as a Tight Coupling of Data, Model, and Theory.” Archives
of Data Science, Series A 5 (2018): 1–27. https://doi.org/10.5445/KSP/1000087327/10.'
ieee: 'A. Krüger, J. Tünnermann, K. Rohlfing, and I. Scharlau, “Quantitative Explanation
as a Tight Coupling of Data, Model, and Theory,” Archives of Data Science,
Series A, vol. 5, pp. 1–27, 2018, doi: 10.5445/KSP/1000087327/10.'
mla: Krüger, Alexander, et al. “Quantitative Explanation as a Tight Coupling of
Data, Model, and Theory.” Archives of Data Science, Series A, vol. 5, 2018,
pp. 1–27, doi:10.5445/KSP/1000087327/10.
short: A. Krüger, J. Tünnermann, K. Rohlfing, I. Scharlau, Archives of Data Science,
Series A 5 (2018) 1–27.
date_created: 2021-12-15T13:55:55Z
date_updated: 2023-02-01T12:13:04Z
department:
- _id: '424'
- _id: '749'
doi: 10.5445/KSP/1000087327/10
intvolume: ' 5'
language:
- iso: eng
main_file_link:
- open_access: '1'
url: https://www.archivesofdatascience.org/journals/series_a/article/105914
oa: '1'
page: 1 - 27
publication: Archives of Data Science, Series A
publication_status: published
status: public
title: Quantitative Explanation as a Tight Coupling of Data, Model, and Theory
type: journal_article
user_id: '14931'
volume: 5
year: '2018'
...
---
_id: '17557'
abstract:
- lang: eng
text: 'Previous work by [1] studied gesture-speech interaction in adults. [1] focussed
on temporal and semantic coordination of gesture and speech and found that while
adult speech is mostly coordinated (or redundant) with gestures, semantic coordination
increases the temporal synchrony. These observations do not necessarily hold for
children (in particular with respect to iconic gestures, see [2]), where the speech
and gesture systems are still under development. We studied the semantic and temporal
coordination of speech and gesture in 4-year old children using a corpus of 40
children producing action descriptions in task oriented dialogues. In particular,
we examined what kinds of information are transmitted verbally vs. non-verbally
and how they are related. To account for this, we extended the semantic features
(SFs) developed in [3] for object descriptions in order to include the semantics
of actions. We coded the SFs on the children’s speech and gestures separately
using video data. In our presentation, we will focus on the quantitative distribution
of SFs across gesture and speech. Our results indicate that speech and gestures
of 4-year olds are less integrated than those of the adults, although there is
a large variability among the children. We will discuss the results with respect
to the cognitive processes (e.g., visual memory, language) underlying children’s
abilities at this stage of development. Our work paves the way for the cognitive
architecture of speech-gesture interaction in preschoolers which to our knowledge
is missing so far. '
author:
- first_name: Olga
full_name: Abramov, Olga
last_name: Abramov
- first_name: Stefan
full_name: Kopp, Stefan
last_name: Kopp
- first_name: Anne
full_name: Nemeth, Anne
last_name: Nemeth
- first_name: Friederike
full_name: Kern, Friederike
last_name: Kern
- first_name: Ulrich
full_name: Mertens, Ulrich
last_name: Mertens
- first_name: Katharina
full_name: Rohlfing, Katharina
id: '50352'
last_name: Rohlfing
citation:
ama: 'Abramov O, Kopp S, Nemeth A, Kern F, Mertens U, Rohlfing K. Towards a Computational
Model of Child Gesture-Speech Production. In: KOGWIS2018: Computational Approaches
to Cognitive Science. ; 2018.'
apa: 'Abramov, O., Kopp, S., Nemeth, A., Kern, F., Mertens, U., & Rohlfing,
K. (2018). Towards a Computational Model of Child Gesture-Speech Production. KOGWIS2018:
Computational Approaches to Cognitive Science.'
bibtex: '@inproceedings{Abramov_Kopp_Nemeth_Kern_Mertens_Rohlfing_2018, title={Towards
a Computational Model of Child Gesture-Speech Production}, booktitle={KOGWIS2018:
Computational Approaches to Cognitive Science}, author={Abramov, Olga and Kopp,
Stefan and Nemeth, Anne and Kern, Friederike and Mertens, Ulrich and Rohlfing,
Katharina}, year={2018} }'
chicago: 'Abramov, Olga, Stefan Kopp, Anne Nemeth, Friederike Kern, Ulrich Mertens,
and Katharina Rohlfing. “Towards a Computational Model of Child Gesture-Speech
Production.” In KOGWIS2018: Computational Approaches to Cognitive Science,
2018.'
ieee: O. Abramov, S. Kopp, A. Nemeth, F. Kern, U. Mertens, and K. Rohlfing, “Towards
a Computational Model of Child Gesture-Speech Production,” 2018.
mla: 'Abramov, Olga, et al. “Towards a Computational Model of Child Gesture-Speech
Production.” KOGWIS2018: Computational Approaches to Cognitive Science,
2018.'
short: 'O. Abramov, S. Kopp, A. Nemeth, F. Kern, U. Mertens, K. Rohlfing, in: KOGWIS2018:
Computational Approaches to Cognitive Science, 2018.'
date_created: 2020-08-03T11:00:54Z
date_updated: 2023-02-01T12:50:21Z
department:
- _id: '749'
keyword:
- Speech-gesture integration
- semantic features
language:
- iso: eng
publication: 'KOGWIS2018: Computational Approaches to Cognitive Science'
status: public
title: Towards a Computational Model of Child Gesture-Speech Production
type: conference
user_id: '14931'
year: '2018'
...
---
_id: '24924'
author:
- first_name: Nils Frederik
full_name: Tolksdorf, Nils Frederik
id: '43289'
last_name: Tolksdorf
orcid: 0000-0001-6093-1219
- first_name: Ulrich J.
full_name: Mertens, Ulrich J.
last_name: Mertens
- first_name: Katharina J.
full_name: Rohlfing, Katharina J.
id: '50352'
last_name: Rohlfing
citation:
ama: 'Tolksdorf NF, Mertens UJ, Rohlfing KJ. Multimodal response behavior of children
during word learning with a robot. In: ; 2018.'
apa: Tolksdorf, N. F., Mertens, U. J., & Rohlfing, K. J. (2018). Multimodal
response behavior of children during word learning with a robot. Symposium
on Robots for Language Learning, Istanbul, Turkey.
bibtex: '@inproceedings{Tolksdorf_Mertens_Rohlfing_2018, title={Multimodal response
behavior of children during word learning with a robot}, author={Tolksdorf, Nils
Frederik and Mertens, Ulrich J. and Rohlfing, Katharina J.}, year={2018} }'
chicago: Tolksdorf, Nils Frederik, Ulrich J. Mertens, and Katharina J. Rohlfing.
“Multimodal Response Behavior of Children during Word Learning with a Robot,”
2018.
ieee: N. F. Tolksdorf, U. J. Mertens, and K. J. Rohlfing, “Multimodal response behavior
of children during word learning with a robot,” presented at the Symposium on
Robots for Language Learning, Istanbul, Turkey, 2018.
mla: Tolksdorf, Nils Frederik, et al. Multimodal Response Behavior of Children
during Word Learning with a Robot. 2018.
short: 'N.F. Tolksdorf, U.J. Mertens, K.J. Rohlfing, in: 2018.'
conference:
location: Istanbul, Turkey
name: Symposium on Robots for Language Learning
date_created: 2021-09-23T11:29:18Z
date_updated: 2023-02-01T12:28:23Z
department:
- _id: '749'
language:
- iso: eng
status: public
title: Multimodal response behavior of children during word learning with a robot
type: conference_abstract
user_id: '14931'
year: '2018'
...
---
_id: '20227'
author:
- first_name: Joanna
full_name: Rączaszek-Leonardi,, Joanna
last_name: Rączaszek-Leonardi,
- first_name: Iris
full_name: Nomikou, Iris
last_name: Nomikou
- first_name: Katharina
full_name: Rohlfing, Katharina
id: '50352'
last_name: Rohlfing
- first_name: Terrence W.
full_name: Deacon, Terrence W.
last_name: Deacon
citation:
ama: 'Rączaszek-Leonardi, J, Nomikou I, Rohlfing K, Deacon TW. Language development
from an ecological perspective: Ecologically valid ways to abstract symbols. Ecological
Psychology . 2018;30:39-73.'
apa: 'Rączaszek-Leonardi, J., Nomikou, I., Rohlfing, K., & Deacon, T. W. (2018).
Language development from an ecological perspective: Ecologically valid ways to
abstract symbols. Ecological Psychology , 30, 39–73.'
bibtex: '@article{Rączaszek-Leonardi,_Nomikou_Rohlfing_Deacon_2018, title={Language
development from an ecological perspective: Ecologically valid ways to abstract
symbols.}, volume={30}, journal={Ecological Psychology }, author={Rączaszek-Leonardi,
Joanna and Nomikou, Iris and Rohlfing, Katharina and Deacon, Terrence W.}, year={2018},
pages={39–73} }'
chicago: 'Rączaszek-Leonardi, Joanna, Iris Nomikou, Katharina Rohlfing, and Terrence
W. Deacon. “Language Development from an Ecological Perspective: Ecologically
Valid Ways to Abstract Symbols.” Ecological Psychology 30 (2018): 39–73.'
ieee: 'J. Rączaszek-Leonardi, I. Nomikou, K. Rohlfing, and T. W. Deacon, “Language
development from an ecological perspective: Ecologically valid ways to abstract
symbols.,” Ecological Psychology , vol. 30, pp. 39–73, 2018.'
mla: 'Rączaszek-Leonardi, Joanna, et al. “Language Development from an Ecological
Perspective: Ecologically Valid Ways to Abstract Symbols.” Ecological Psychology
, vol. 30, 2018, pp. 39–73.'
short: J. Rączaszek-Leonardi, I. Nomikou, K. Rohlfing, T.W. Deacon, Ecological Psychology 30
(2018) 39–73.
date_created: 2020-10-29T14:48:47Z
date_updated: 2023-02-01T12:40:11Z
department:
- _id: '749'
intvolume: ' 30'
language:
- iso: eng
page: 39-73
publication: 'Ecological Psychology '
status: public
title: 'Language development from an ecological perspective: Ecologically valid ways
to abstract symbols.'
type: journal_article
user_id: '14931'
volume: 30
year: '2018'
...
---
_id: '20225'
author:
- first_name: Iris
full_name: Nomikou, Iris
last_name: Nomikou
- first_name: Katharina
full_name: Rohlfing, Katharina
id: '50352'
last_name: Rohlfing
- first_name: 'Philipp '
full_name: 'Cimiano, Philipp '
last_name: Cimiano
- first_name: 'Jean M. '
full_name: 'Mandler, Jean M. '
last_name: Mandler
citation:
ama: Nomikou I, Rohlfing K, Cimiano P, Mandler JM. Evidence for early comprehension
of action verbs. Language Learning and Development. Published online 2018:1-11.
apa: Nomikou, I., Rohlfing, K., Cimiano, P., & Mandler, J. M. (2018). Evidence
for early comprehension of action verbs. Language Learning and Development,
1–11.
bibtex: '@article{Nomikou_Rohlfing_Cimiano_Mandler_2018, title={Evidence for early
comprehension of action verbs.}, journal={Language Learning and Development},
author={Nomikou, Iris and Rohlfing, Katharina and Cimiano, Philipp and Mandler,
Jean M. }, year={2018}, pages={1–11} }'
chicago: Nomikou, Iris, Katharina Rohlfing, Philipp Cimiano, and Jean M. Mandler.
“Evidence for Early Comprehension of Action Verbs.” Language Learning and Development,
2018, 1–11.
ieee: I. Nomikou, K. Rohlfing, P. Cimiano, and J. M. Mandler, “Evidence for early
comprehension of action verbs.,” Language Learning and Development, pp.
1–11, 2018.
mla: Nomikou, Iris, et al. “Evidence for Early Comprehension of Action Verbs.” Language
Learning and Development, 2018, pp. 1–11.
short: I. Nomikou, K. Rohlfing, P. Cimiano, J.M. Mandler, Language Learning and
Development (2018) 1–11.
date_created: 2020-10-29T14:25:14Z
date_updated: 2023-02-01T12:39:45Z
department:
- _id: '749'
language:
- iso: eng
page: 1-11
publication: Language Learning and Development
status: public
title: Evidence for early comprehension of action verbs.
type: journal_article
user_id: '14931'
year: '2018'
...
---
_id: '17179'
abstract:
- lang: eng
text: 'Previous work by [1] studied gesture-speech interaction in adults. [1] focussed
on temporal and semantic coordination of gesture and speech and found that while
adult speech is mostly coordinated (or redundant) with gestures, semantic coordination
increases the temporal synchrony. These observations do not necessarily hold for
children (in particular with respect to iconic gestures, see [2]), where the speech
and gesture systems are still under development. We studied the semantic and temporal
coordination of speech and gesture in 4-year old children using a corpus of 40
children producing action descriptions in task oriented dialogues. In particular,
we examined what kinds of information are transmitted verbally vs. non-verbally
and how they are related. To account for this, we extended the semantic features
(SFs) developed in [3] for object descriptions in order to include the semantics
of actions. We coded the SFs on the children’s speech and gestures separately
using video data. In our presentation, we will focus on the quantitative distribution
of SFs across gesture and speech. Our results indicate that speech and gestures
of 4-year olds are less integrated than those of the adults, although there is
a large variability among the children. We will discuss the results with respect
to the cognitive processes (e.g., visual memory, language) underlying children’s
abilities at this stage of development. Our work paves the way for the cognitive
architecture of speech-gesture interaction in preschoolers which to our knowledge
is missing so far. '
author:
- first_name: Olga
full_name: Abramov, Olga
last_name: Abramov
- first_name: Stefan
full_name: Kopp, Stefan
last_name: Kopp
- first_name: Anne
full_name: Nemeth, Anne
last_name: Nemeth
- first_name: Friederike
full_name: Kern, Friederike
last_name: Kern
- first_name: Ulrich
full_name: Mertens, Ulrich
last_name: Mertens
- first_name: Katharina
full_name: Rohlfing, Katharina
id: '50352'
last_name: Rohlfing
citation:
ama: 'Abramov O, Kopp S, Nemeth A, Kern F, Mertens U, Rohlfing K. Towards a Computational
Model of Child Gesture-Speech Production. In: KOGWIS2018: Computational Approaches
to Cognitive Science. ; 2018.'
apa: 'Abramov, O., Kopp, S., Nemeth, A., Kern, F., Mertens, U., & Rohlfing,
K. (2018). Towards a Computational Model of Child Gesture-Speech Production. KOGWIS2018:
Computational Approaches to Cognitive Science.'
bibtex: '@inproceedings{Abramov_Kopp_Nemeth_Kern_Mertens_Rohlfing_2018, title={Towards
a Computational Model of Child Gesture-Speech Production}, booktitle={KOGWIS2018:
Computational Approaches to Cognitive Science}, author={Abramov, Olga and Kopp,
Stefan and Nemeth, Anne and Kern, Friederike and Mertens, Ulrich and Rohlfing,
Katharina}, year={2018} }'
chicago: 'Abramov, Olga, Stefan Kopp, Anne Nemeth, Friederike Kern, Ulrich Mertens,
and Katharina Rohlfing. “Towards a Computational Model of Child Gesture-Speech
Production.” In KOGWIS2018: Computational Approaches to Cognitive Science,
2018.'
ieee: O. Abramov, S. Kopp, A. Nemeth, F. Kern, U. Mertens, and K. Rohlfing, “Towards
a Computational Model of Child Gesture-Speech Production,” 2018.
mla: 'Abramov, Olga, et al. “Towards a Computational Model of Child Gesture-Speech
Production.” KOGWIS2018: Computational Approaches to Cognitive Science,
2018.'
short: 'O. Abramov, S. Kopp, A. Nemeth, F. Kern, U. Mertens, K. Rohlfing, in: KOGWIS2018:
Computational Approaches to Cognitive Science, 2018.'
date_created: 2020-06-24T13:00:54Z
date_updated: 2023-02-01T16:24:45Z
department:
- _id: '749'
keyword:
- Speech-gesture integration
- semantic features
language:
- iso: eng
publication: 'KOGWIS2018: Computational Approaches to Cognitive Science'
status: public
title: Towards a Computational Model of Child Gesture-Speech Production
type: conference
user_id: '14931'
year: '2018'
...
---
_id: '24926'
author:
- first_name: Ulrich J.
full_name: Mertens, Ulrich J.
last_name: Mertens
- first_name: Kirsten
full_name: Bergmann, Kirsten
last_name: Bergmann
- first_name: Nils Frederik
full_name: Tolksdorf, Nils Frederik
id: '43289'
last_name: Tolksdorf
orcid: 0000-0001-6093-1219
- first_name: Katharina J.
full_name: Rohlfing, Katharina J.
id: '50352'
last_name: Rohlfing
citation:
ama: 'Mertens UJ, Bergmann K, Tolksdorf NF, Rohlfing KJ. Can the reduction of an
iconic gesture aid long-term learning? A pilot child-robot-study. In: ; 2018.'
apa: 'Mertens, U. J., Bergmann, K., Tolksdorf, N. F., & Rohlfing, K. J. (2018).
Can the reduction of an iconic gesture aid long-term learning? A pilot child-robot-study.
Conference of the International Society for Gesture Studies: Gesture and Diversity,
Cape Town, South Africa.'
bibtex: '@inproceedings{Mertens_Bergmann_Tolksdorf_Rohlfing_2018, title={Can the
reduction of an iconic gesture aid long-term learning? A pilot child-robot-study},
author={Mertens, Ulrich J. and Bergmann, Kirsten and Tolksdorf, Nils Frederik
and Rohlfing, Katharina J.}, year={2018} }'
chicago: Mertens, Ulrich J., Kirsten Bergmann, Nils Frederik Tolksdorf, and Katharina
J. Rohlfing. “Can the Reduction of an Iconic Gesture Aid Long-Term Learning? A
Pilot Child-Robot-Study,” 2018.
ieee: 'U. J. Mertens, K. Bergmann, N. F. Tolksdorf, and K. J. Rohlfing, “Can the
reduction of an iconic gesture aid long-term learning? A pilot child-robot-study,”
presented at the Conference of the International Society for Gesture Studies:
Gesture and Diversity, Cape Town, South Africa, 2018.'
mla: Mertens, Ulrich J., et al. Can the Reduction of an Iconic Gesture Aid Long-Term
Learning? A Pilot Child-Robot-Study. 2018.
short: 'U.J. Mertens, K. Bergmann, N.F. Tolksdorf, K.J. Rohlfing, in: 2018.'
conference:
location: Cape Town, South Africa
name: 'Conference of the International Society for Gesture Studies: Gesture and
Diversity'
date_created: 2021-09-23T11:31:13Z
date_updated: 2024-11-28T08:45:41Z
department:
- _id: '749'
language:
- iso: eng
quality_controlled: '1'
status: public
title: Can the reduction of an iconic gesture aid long-term learning? A pilot child-robot-study
type: conference_abstract
user_id: '43289'
year: '2018'
...
---
_id: '20250'
author:
- first_name: Judith
full_name: Gaspers, Judith
last_name: Gaspers
- first_name: Philipp
full_name: Cimiano, Philipp
last_name: Cimiano
- first_name: Katharina
full_name: Rohlfing, Katharina
id: '50352'
last_name: Rohlfing
- first_name: Britta
full_name: Wrede, Britta
last_name: Wrede
citation:
ama: 'Gaspers J, Cimiano P, Rohlfing K, Wrede B. Constructing a Language From Scratch:
Combining Bottom–Up and Top–Down Learning Processes in a Computational Model of
Language Acquisition. IEEE Transactions on Cognitive and Developmental Systems.
2017;9:183-196. doi:10.1109/TCDS.2016.2614958'
apa: 'Gaspers, J., Cimiano, P., Rohlfing, K., & Wrede, B. (2017). Constructing
a Language From Scratch: Combining Bottom–Up and Top–Down Learning Processes in
a Computational Model of Language Acquisition. IEEE Transactions on Cognitive
and Developmental Systems, 9, 183–196. https://doi.org/10.1109/TCDS.2016.2614958'
bibtex: '@article{Gaspers_Cimiano_Rohlfing_Wrede_2017, title={Constructing a Language
From Scratch: Combining Bottom–Up and Top–Down Learning Processes in a Computational
Model of Language Acquisition}, volume={9}, DOI={10.1109/TCDS.2016.2614958},
journal={IEEE Transactions on Cognitive and Developmental Systems}, author={Gaspers,
Judith and Cimiano, Philipp and Rohlfing, Katharina and Wrede, Britta}, year={2017},
pages={183–196} }'
chicago: 'Gaspers, Judith, Philipp Cimiano, Katharina Rohlfing, and Britta Wrede.
“Constructing a Language From Scratch: Combining Bottom–Up and Top–Down Learning
Processes in a Computational Model of Language Acquisition.” IEEE Transactions
on Cognitive and Developmental Systems 9 (2017): 183–96. https://doi.org/10.1109/TCDS.2016.2614958.'
ieee: 'J. Gaspers, P. Cimiano, K. Rohlfing, and B. Wrede, “Constructing a Language
From Scratch: Combining Bottom–Up and Top–Down Learning Processes in a Computational
Model of Language Acquisition,” IEEE Transactions on Cognitive and Developmental
Systems, vol. 9, pp. 183–196, 2017, doi: 10.1109/TCDS.2016.2614958.'
mla: 'Gaspers, Judith, et al. “Constructing a Language From Scratch: Combining Bottom–Up
and Top–Down Learning Processes in a Computational Model of Language Acquisition.”
IEEE Transactions on Cognitive and Developmental Systems, vol. 9, 2017,
pp. 183–96, doi:10.1109/TCDS.2016.2614958.'
short: J. Gaspers, P. Cimiano, K. Rohlfing, B. Wrede, IEEE Transactions on Cognitive
and Developmental Systems 9 (2017) 183–196.
date_created: 2020-11-02T13:51:21Z
date_updated: 2023-02-01T12:35:23Z
department:
- _id: '749'
doi: 10.1109/TCDS.2016.2614958
intvolume: ' 9'
language:
- iso: eng
page: 183-196
publication: IEEE Transactions on Cognitive and Developmental Systems
status: public
title: 'Constructing a Language From Scratch: Combining Bottom–Up and Top–Down Learning
Processes in a Computational Model of Language Acquisition'
type: journal_article
user_id: '14931'
volume: 9
year: '2017'
...
---
_id: '20245'
author:
- first_name: Iris
full_name: Nomikou, Iris
last_name: Nomikou
- first_name: Giuseppe
full_name: Leonardi, Giuseppe
last_name: Leonardi
- first_name: Alicja
full_name: Radkowska, Alicja
last_name: Radkowska
- first_name: Joanna
full_name: Rączaszek-Leonardi, Joanna
last_name: Rączaszek-Leonardi
- first_name: Katharina
full_name: Rohlfing, Katharina
id: '50352'
last_name: Rohlfing
citation:
ama: 'Nomikou I, Leonardi G, Radkowska A, Rączaszek-Leonardi J, Rohlfing K. Taking
Up an Active Role: Emerging Participation in Early Mother–Infant Interaction during
Peekaboo Routines. Frontiers in Psychology. Published online 2017. doi:10.3389/fpsyg.2017.01656'
apa: 'Nomikou, I., Leonardi, G., Radkowska, A., Rączaszek-Leonardi, J., & Rohlfing,
K. (2017). Taking Up an Active Role: Emerging Participation in Early Mother–Infant
Interaction during Peekaboo Routines. Frontiers in Psychology. https://doi.org/10.3389/fpsyg.2017.01656'
bibtex: '@article{Nomikou_Leonardi_Radkowska_Rączaszek-Leonardi_Rohlfing_2017, title={Taking
Up an Active Role: Emerging Participation in Early Mother–Infant Interaction during
Peekaboo Routines}, DOI={10.3389/fpsyg.2017.01656},
journal={Frontiers in Psychology}, author={Nomikou, Iris and Leonardi, Giuseppe
and Radkowska, Alicja and Rączaszek-Leonardi, Joanna and Rohlfing, Katharina},
year={2017} }'
chicago: 'Nomikou, Iris, Giuseppe Leonardi, Alicja Radkowska, Joanna Rączaszek-Leonardi,
and Katharina Rohlfing. “Taking Up an Active Role: Emerging Participation in Early
Mother–Infant Interaction during Peekaboo Routines.” Frontiers in Psychology,
2017. https://doi.org/10.3389/fpsyg.2017.01656.'
ieee: 'I. Nomikou, G. Leonardi, A. Radkowska, J. Rączaszek-Leonardi, and K. Rohlfing,
“Taking Up an Active Role: Emerging Participation in Early Mother–Infant Interaction
during Peekaboo Routines,” Frontiers in Psychology, 2017, doi: 10.3389/fpsyg.2017.01656.'
mla: 'Nomikou, Iris, et al. “Taking Up an Active Role: Emerging Participation in
Early Mother–Infant Interaction during Peekaboo Routines.” Frontiers in Psychology,
2017, doi:10.3389/fpsyg.2017.01656.'
short: I. Nomikou, G. Leonardi, A. Radkowska, J. Rączaszek-Leonardi, K. Rohlfing,
Frontiers in Psychology (2017).
date_created: 2020-11-02T13:27:33Z
date_updated: 2023-02-01T12:33:43Z
department:
- _id: '749'
doi: 10.3389/fpsyg.2017.01656
language:
- iso: eng
publication: Frontiers in Psychology
publication_identifier:
issn:
- 1664-1078
publication_status: published
status: public
title: 'Taking Up an Active Role: Emerging Participation in Early Mother–Infant Interaction
during Peekaboo Routines'
type: journal_article
user_id: '14931'
year: '2017'
...
---
_id: '20246'
author:
- first_name: Iris
full_name: Nomikou, Iris
last_name: Nomikou
- first_name: Monique
full_name: Koke, Monique
last_name: Koke
- first_name: Katharina
full_name: Rohlfing, Katharina
id: '50352'
last_name: Rohlfing
citation:
ama: 'Nomikou I, Koke M, Rohlfing K. Verbs in mothers’ input to six-month-olds:
Synchrony between presentation, meaning, and actions Is related to later verb
acquisition. Brain Sciences . Published online 2017. doi:10.3390/brainsci7050052'
apa: 'Nomikou, I., Koke, M., & Rohlfing, K. (2017). Verbs in mothers’ input
to six-month-olds: Synchrony between presentation, meaning, and actions Is related
to later verb acquisition. Brain Sciences . https://doi.org/10.3390/brainsci7050052'
bibtex: '@article{Nomikou_Koke_Rohlfing_2017, title={Verbs in mothers’ input to
six-month-olds: Synchrony between presentation, meaning, and actions Is related
to later verb acquisition.}, DOI={10.3390/brainsci7050052},
journal={Brain Sciences }, author={Nomikou, Iris and Koke, Monique and Rohlfing,
Katharina}, year={2017} }'
chicago: 'Nomikou, Iris, Monique Koke, and Katharina Rohlfing. “Verbs in Mothers’
Input to Six-Month-Olds: Synchrony between Presentation, Meaning, and Actions
Is Related to Later Verb Acquisition.” Brain Sciences , 2017. https://doi.org/10.3390/brainsci7050052.'
ieee: 'I. Nomikou, M. Koke, and K. Rohlfing, “Verbs in mothers’ input to six-month-olds:
Synchrony between presentation, meaning, and actions Is related to later verb
acquisition.,” Brain Sciences , 2017, doi: 10.3390/brainsci7050052.'
mla: 'Nomikou, Iris, et al. “Verbs in Mothers’ Input to Six-Month-Olds: Synchrony
between Presentation, Meaning, and Actions Is Related to Later Verb Acquisition.”
Brain Sciences , 2017, doi:10.3390/brainsci7050052.'
short: I. Nomikou, M. Koke, K. Rohlfing, Brain Sciences (2017).
date_created: 2020-11-02T13:33:47Z
date_updated: 2023-02-01T12:35:07Z
department:
- _id: '749'
doi: 10.3390/brainsci7050052
language:
- iso: eng
publication: 'Brain Sciences '
status: public
title: 'Verbs in mothers’ input to six-month-olds: Synchrony between presentation,
meaning, and actions Is related to later verb acquisition.'
type: journal_article
user_id: '14931'
year: '2017'
...
---
_id: '20204'
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
citation:
ama: Grimminger A, Rohlfing K. “Can you teach me?” – Children teaching new words
to a robot in a book reading scenario. Proceedings of the 6th International
Workshop on Child Computer Interaction (WOCCI 2017). Published online 2017:28-33.
apa: Grimminger, A., & Rohlfing, K. (2017). “Can you teach me?” – Children teaching
new words to a robot in a book reading scenario. Proceedings of the 6th International
Workshop on Child Computer Interaction (WOCCI 2017), 28–33.
bibtex: '@article{Grimminger_Rohlfing_2017, title={“Can you teach me?” – Children
teaching new words to a robot in a book reading scenario.}, journal={Proceedings
of the 6th International Workshop on Child Computer Interaction (WOCCI 2017)},
author={Grimminger, Angela and Rohlfing, Katharina}, year={2017}, pages={28–33}
}'
chicago: Grimminger, Angela, and Katharina Rohlfing. “‘Can You Teach Me?’ – Children
Teaching New Words to a Robot in a Book Reading Scenario.” Proceedings of the
6th International Workshop on Child Computer Interaction (WOCCI 2017), 2017,
28–33.
ieee: A. Grimminger and K. Rohlfing, “‘Can you teach me?’ – Children teaching new
words to a robot in a book reading scenario.,” Proceedings of the 6th International
Workshop on Child Computer Interaction (WOCCI 2017), pp. 28–33, 2017.
mla: Grimminger, Angela, and Katharina Rohlfing. “‘Can You Teach Me?’ – Children
Teaching New Words to a Robot in a Book Reading Scenario.” Proceedings of the
6th International Workshop on Child Computer Interaction (WOCCI 2017), 2017,
pp. 28–33.
short: A. Grimminger, K. Rohlfing, Proceedings of the 6th International Workshop
on Child Computer Interaction (WOCCI 2017) (2017) 28–33.
date_created: 2020-10-26T12:51:25Z
date_updated: 2023-02-01T12:43:53Z
department:
- _id: '749'
language:
- iso: eng
page: 28-33
publication: Proceedings of the 6th International Workshop on Child Computer Interaction
(WOCCI 2017)
status: public
title: “Can you teach me?” – Children teaching new words to a robot in a book reading
scenario.
type: journal_article
user_id: '14931'
year: '2017'
...
---
_id: '17875'
abstract:
- lang: eng
text: Early identification of primary language delay is crucial to implement effective
prevention programs. Available screening instruments are based on parents' reports
and have only insufficient predictive validity. This study employed observational
measures of preverbal infants' gestural communication to test its predictive validity
for identifying later language delays. Pointing behavior of fifty-nine 12-month-old
infants was analyzed and related to their language skills 1 year later. Results
confirm predictive validity of preverbal communication for language skills with
the hand shape of pointing being superior compared to the underlying motives for
pointing (imperative vs. declarative). Twelve-month-olds who pointed only with
their open hand but never with their index finger were at risk for primary language
delay at 2 years of age.
author:
- first_name: Carina
full_name: Lüke, Carina
last_name: Lüke
- 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: Ulf
full_name: Liszkowski, Ulf
last_name: Liszkowski
- first_name: Ute
full_name: Ritterfeld, Ute
last_name: Ritterfeld
citation:
ama: 'Lüke C, Grimminger A, Rohlfing K, Liszkowski U, Ritterfeld U. In Infants’
Hands: Identification of Preverbal Infants at Risk for Primary Language Delay.
CHILD DEVELOPMENT. 2017;88(2):484-492. doi:10.1111/cdev.12610'
apa: 'Lüke, C., Grimminger, A., Rohlfing, K., Liszkowski, U., & Ritterfeld,
U. (2017). In Infants’ Hands: Identification of Preverbal Infants at Risk for
Primary Language Delay. CHILD DEVELOPMENT, 88(2), 484–492. https://doi.org/10.1111/cdev.12610'
bibtex: '@article{Lüke_Grimminger_Rohlfing_Liszkowski_Ritterfeld_2017, title={In
Infants’ Hands: Identification of Preverbal Infants at Risk for Primary Language
Delay}, volume={88}, DOI={10.1111/cdev.12610},
number={2}, journal={CHILD DEVELOPMENT}, publisher={Wiley}, author={Lüke, Carina
and Grimminger, Angela and Rohlfing, Katharina and Liszkowski, Ulf and Ritterfeld,
Ute}, year={2017}, pages={484–492} }'
chicago: 'Lüke, Carina, Angela Grimminger, Katharina Rohlfing, Ulf Liszkowski, and
Ute Ritterfeld. “In Infants’ Hands: Identification of Preverbal Infants at Risk
for Primary Language Delay.” CHILD DEVELOPMENT 88, no. 2 (2017): 484–92.
https://doi.org/10.1111/cdev.12610.'
ieee: 'C. Lüke, A. Grimminger, K. Rohlfing, U. Liszkowski, and U. Ritterfeld, “In
Infants’ Hands: Identification of Preverbal Infants at Risk for Primary Language
Delay,” CHILD DEVELOPMENT, vol. 88, no. 2, pp. 484–492, 2017, doi: 10.1111/cdev.12610.'
mla: 'Lüke, Carina, et al. “In Infants’ Hands: Identification of Preverbal Infants
at Risk for Primary Language Delay.” CHILD DEVELOPMENT, vol. 88, no. 2,
Wiley, 2017, pp. 484–92, doi:10.1111/cdev.12610.'
short: C. Lüke, A. Grimminger, K. Rohlfing, U. Liszkowski, U. Ritterfeld, CHILD
DEVELOPMENT 88 (2017) 484–492.
date_created: 2020-08-12T15:06:54Z
date_updated: 2023-02-01T12:47:19Z
department:
- _id: '749'
doi: 10.1111/cdev.12610
intvolume: ' 88'
issue: '2'
language:
- iso: eng
page: 484-492
publication: CHILD DEVELOPMENT
publication_identifier:
issn:
- 1467-8624
publisher: Wiley
status: public
title: 'In Infants'' Hands: Identification of Preverbal Infants at Risk for Primary
Language Delay'
type: journal_article
user_id: '14931'
volume: 88
year: '2017'
...
---
_id: '20228'
author:
- first_name: Vivian
full_name: Heller, Vivian
last_name: Heller
- first_name: Katharina
full_name: Rohlfing, Katharina
id: '50352'
last_name: Rohlfing
citation:
ama: 'Heller V, Rohlfing K. Reference as an Interactive Achievement: Sequential
and Longitudinal Analyses of Labeling Interactions in Shared Book Reading and
Free Play. Frontiers in Psychology. 2017;8.'
apa: 'Heller, V., & Rohlfing, K. (2017). Reference as an Interactive Achievement:
Sequential and Longitudinal Analyses of Labeling Interactions in Shared Book Reading
and Free Play. Frontiers in Psychology, 8.'
bibtex: '@article{Heller_Rohlfing_2017, title={Reference as an Interactive Achievement:
Sequential and Longitudinal Analyses of Labeling Interactions in Shared Book Reading
and Free Play}, volume={8}, journal={Frontiers in Psychology}, author={Heller,
Vivian and Rohlfing, Katharina}, year={2017} }'
chicago: 'Heller, Vivian, and Katharina Rohlfing. “Reference as an Interactive Achievement:
Sequential and Longitudinal Analyses of Labeling Interactions in Shared Book Reading
and Free Play.” Frontiers in Psychology 8 (2017).'
ieee: 'V. Heller and K. Rohlfing, “Reference as an Interactive Achievement: Sequential
and Longitudinal Analyses of Labeling Interactions in Shared Book Reading and
Free Play,” Frontiers in Psychology, vol. 8, 2017.'
mla: 'Heller, Vivian, and Katharina Rohlfing. “Reference as an Interactive Achievement:
Sequential and Longitudinal Analyses of Labeling Interactions in Shared Book Reading
and Free Play.” Frontiers in Psychology, vol. 8, 2017.'
short: V. Heller, K. Rohlfing, Frontiers in Psychology 8 (2017).
date_created: 2020-10-29T14:54:34Z
date_updated: 2023-02-01T12:40:28Z
department:
- _id: '749'
intvolume: ' 8'
language:
- iso: eng
publication: Frontiers in Psychology
status: public
title: 'Reference as an Interactive Achievement: Sequential and Longitudinal Analyses
of Labeling Interactions in Shared Book Reading and Free Play'
type: journal_article
user_id: '14931'
volume: 8
year: '2017'
...
---
_id: '20229'
author:
- first_name: Katharina
full_name: Rohlfing, Katharina
id: '50352'
last_name: Rohlfing
- first_name: Josefa
full_name: Ceurremans, Josefa
last_name: Ceurremans
- first_name: 'Jessica S. '
full_name: 'Horst, Jessica S. '
last_name: Horst
citation:
ama: Rohlfing K, Ceurremans J, Horst JS. Benefits of repeated book readings in children
with SLI. Communication Disorders Quarterly. Published online 2017.
apa: Rohlfing, K., Ceurremans, J., & Horst, J. S. (2017). Benefits of repeated
book readings in children with SLI. Communication Disorders Quarterly.
bibtex: '@article{Rohlfing_Ceurremans_Horst_2017, title={Benefits of repeated book
readings in children with SLI}, journal={Communication Disorders Quarterly}, author={Rohlfing,
Katharina and Ceurremans, Josefa and Horst, Jessica S. }, year={2017} }'
chicago: Rohlfing, Katharina, Josefa Ceurremans, and Jessica S. Horst. “Benefits
of Repeated Book Readings in Children with SLI.” Communication Disorders Quarterly,
2017.
ieee: K. Rohlfing, J. Ceurremans, and J. S. Horst, “Benefits of repeated book readings
in children with SLI,” Communication Disorders Quarterly, 2017.
mla: Rohlfing, Katharina, et al. “Benefits of Repeated Book Readings in Children
with SLI.” Communication Disorders Quarterly, 2017.
short: K. Rohlfing, J. Ceurremans, J.S. Horst, Communication Disorders Quarterly
(2017).
date_created: 2020-10-30T08:57:52Z
date_updated: 2023-02-01T12:40:45Z
department:
- _id: '749'
language:
- iso: eng
publication: Communication Disorders Quarterly
status: public
title: Benefits of repeated book readings in children with SLI
type: journal_article
user_id: '14931'
year: '2017'
...