---
_id: '17191'
author:
- first_name: Katharina
full_name: Rohlfing, Katharina
id: '50352'
last_name: Rohlfing
- first_name: Angela
full_name: Grimminger, Angela
id: '57578'
last_name: Grimminger
- first_name: Kerstin
full_name: Nachtigäller, Kerstin
last_name: Nachtigäller
citation:
ama: 'Rohlfing K, Grimminger A, Nachtigäller K. Gesturing in joint bookreading.
In: Kümmerling-Meibauer B, Meibauer J, Nachtigäller K, Rohlfing KJ, eds. Learning
from Picturebooks. Routledge; 2015:99-116.'
apa: Rohlfing, K., Grimminger, A., & Nachtigäller, K. (2015). Gesturing in joint
bookreading. In B. Kümmerling-Meibauer, J. Meibauer, K. Nachtigäller, & K.
J. Rohlfing (Eds.), Learning from Picturebooks (pp. 99–116). Routledge.
bibtex: '@inbook{Rohlfing_Grimminger_Nachtigäller_2015, title={Gesturing in joint
bookreading}, booktitle={Learning from Picturebooks}, publisher={Routledge}, author={Rohlfing,
Katharina and Grimminger, Angela and Nachtigäller, Kerstin}, editor={Kümmerling-Meibauer,
Bettina and Meibauer, Jörg and Nachtigäller, Kerstin and Rohlfing, Katharina J.},
year={2015}, pages={99–116} }'
chicago: Rohlfing, Katharina, Angela Grimminger, and Kerstin Nachtigäller. “Gesturing
in Joint Bookreading.” In Learning from Picturebooks, edited by Bettina
Kümmerling-Meibauer, Jörg Meibauer, Kerstin Nachtigäller, and Katharina J. Rohlfing,
99–116. Routledge, 2015.
ieee: K. Rohlfing, A. Grimminger, and K. Nachtigäller, “Gesturing in joint bookreading,”
in Learning from Picturebooks, B. Kümmerling-Meibauer, J. Meibauer, K.
Nachtigäller, and K. J. Rohlfing, Eds. Routledge, 2015, pp. 99–116.
mla: Rohlfing, Katharina, et al. “Gesturing in Joint Bookreading.” Learning from
Picturebooks, edited by Bettina Kümmerling-Meibauer et al., Routledge, 2015,
pp. 99–116.
short: 'K. Rohlfing, A. Grimminger, K. Nachtigäller, in: B. Kümmerling-Meibauer,
J. Meibauer, K. Nachtigäller, K.J. Rohlfing (Eds.), Learning from Picturebooks,
Routledge, 2015, pp. 99–116.'
date_created: 2020-06-24T13:01:08Z
date_updated: 2023-02-01T16:08:15Z
department:
- _id: '749'
editor:
- first_name: Bettina
full_name: Kümmerling-Meibauer, Bettina
last_name: Kümmerling-Meibauer
- first_name: Jörg
full_name: Meibauer, Jörg
last_name: Meibauer
- first_name: Kerstin
full_name: Nachtigäller, Kerstin
last_name: Nachtigäller
- first_name: Katharina J.
full_name: Rohlfing, Katharina J.
last_name: Rohlfing
language:
- iso: eng
page: 99-116
publication: Learning from Picturebooks
publication_identifier:
isbn:
- 978-0-415-72079-3
publisher: Routledge
status: public
title: Gesturing in joint bookreading
type: book_chapter
user_id: '14931'
year: '2015'
...
---
_id: '17190'
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. Entstehung multimodaler Sprachlehrstrategien in
spezifischen Interaktionen. In: Lernen Durch Vorlesen. Interdisziplinäre Beiträge
Aus Forschung Und Praxis. Narr Francke Attempto Verlag; 2015:94-109.'
apa: Grimminger, A., & Rohlfing, K. (2015). Entstehung multimodaler Sprachlehrstrategien
in spezifischen Interaktionen. In Lernen durch Vorlesen. Interdisziplinäre
Beiträge aus Forschung und Praxis (pp. 94–109). Narr Francke Attempto Verlag.
bibtex: '@inbook{Grimminger_Rohlfing_2015, title={Entstehung multimodaler Sprachlehrstrategien
in spezifischen Interaktionen}, booktitle={Lernen durch Vorlesen. Interdisziplinäre
Beiträge aus Forschung und Praxis}, publisher={Narr Francke Attempto Verlag},
author={Grimminger, Angela and Rohlfing, Katharina}, year={2015}, pages={94–109}
}'
chicago: Grimminger, Angela, and Katharina Rohlfing. “Entstehung Multimodaler Sprachlehrstrategien
in Spezifischen Interaktionen.” In Lernen Durch Vorlesen. Interdisziplinäre
Beiträge Aus Forschung Und Praxis, 94–109. Narr Francke Attempto Verlag, 2015.
ieee: A. Grimminger and K. Rohlfing, “Entstehung multimodaler Sprachlehrstrategien
in spezifischen Interaktionen,” in Lernen durch Vorlesen. Interdisziplinäre
Beiträge aus Forschung und Praxis, Narr Francke Attempto Verlag, 2015, pp.
94–109.
mla: Grimminger, Angela, and Katharina Rohlfing. “Entstehung Multimodaler Sprachlehrstrategien
in Spezifischen Interaktionen.” Lernen Durch Vorlesen. Interdisziplinäre Beiträge
Aus Forschung Und Praxis, Narr Francke Attempto Verlag, 2015, pp. 94–109.
short: 'A. Grimminger, K. Rohlfing, in: Lernen Durch Vorlesen. Interdisziplinäre
Beiträge Aus Forschung Und Praxis, Narr Francke Attempto Verlag, 2015, pp. 94–109.'
date_created: 2020-06-24T13:01:07Z
date_updated: 2023-02-01T16:07:56Z
department:
- _id: '749'
language:
- iso: eng
page: 94-109
publication: Lernen durch Vorlesen. Interdisziplinäre Beiträge aus Forschung und Praxis
publisher: Narr Francke Attempto Verlag
status: public
title: Entstehung multimodaler Sprachlehrstrategien in spezifischen Interaktionen
type: book_chapter
user_id: '14931'
year: '2015'
...
---
_id: '17186'
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: Joanna
full_name: Rączaszek-Leonardi, Joanna
last_name: Rączaszek-Leonardi
citation:
ama: 'Nomikou I, Rohlfing K, Rączaszek-Leonardi J. Becoming a participant: shaping
infants’ dialogical actions in repeated interactions. In: ; 2015.'
apa: 'Nomikou, I., Rohlfing, K., & Rączaszek-Leonardi, J. (2015). Becoming
a participant: shaping infants’ dialogical actions in repeated interactions.'
bibtex: '@inproceedings{Nomikou_Rohlfing_Rączaszek-Leonardi_2015, title={Becoming
a participant: shaping infants’ dialogical actions in repeated interactions},
author={Nomikou, Iris and Rohlfing, Katharina and Rączaszek-Leonardi, Joanna},
year={2015} }'
chicago: 'Nomikou, Iris, Katharina Rohlfing, and Joanna Rączaszek-Leonardi. “Becoming
a Participant: Shaping Infants’ Dialogical Actions in Repeated Interactions,”
2015.'
ieee: 'I. Nomikou, K. Rohlfing, and J. Rączaszek-Leonardi, “Becoming a participant:
shaping infants’ dialogical actions in repeated interactions,” 2015.'
mla: 'Nomikou, Iris, et al. Becoming a Participant: Shaping Infants’ Dialogical
Actions in Repeated Interactions. 2015.'
short: 'I. Nomikou, K. Rohlfing, J. Rączaszek-Leonardi, in: 2015.'
date_created: 2020-06-24T13:01:02Z
date_updated: 2023-02-01T16:06:16Z
department:
- _id: '749'
language:
- iso: eng
status: public
title: 'Becoming a participant: shaping infants’ dialogical actions in repeated interactions'
type: conference
user_id: '14931'
year: '2015'
...
---
_id: '17187'
author:
- first_name: Iris
full_name: Nomikou, Iris
last_name: Nomikou
- first_name: Giuseppe
full_name: Leonardi, Giuseppe
last_name: Leonardi
- first_name: Katharina
full_name: Rohlfing, Katharina
id: '50352'
last_name: Rohlfing
- first_name: Joanna
full_name: Rączaszek-Leonardi, Joanna
last_name: Rączaszek-Leonardi
citation:
ama: 'Nomikou I, Leonardi G, Rohlfing K, Rączaszek-Leonardi J. Constructing interaction:
the development of gaze dynamics. In: ; 2015.'
apa: 'Nomikou, I., Leonardi, G., Rohlfing, K., & Rączaszek-Leonardi, J. (2015).
Constructing interaction: the development of gaze dynamics.'
bibtex: '@inproceedings{Nomikou_Leonardi_Rohlfing_Rączaszek-Leonardi_2015, title={Constructing
interaction: the development of gaze dynamics}, author={Nomikou, Iris and Leonardi,
Giuseppe and Rohlfing, Katharina and Rączaszek-Leonardi, Joanna}, year={2015}
}'
chicago: 'Nomikou, Iris, Giuseppe Leonardi, Katharina Rohlfing, and Joanna Rączaszek-Leonardi.
“Constructing Interaction: The Development of Gaze Dynamics,” 2015.'
ieee: 'I. Nomikou, G. Leonardi, K. Rohlfing, and J. Rączaszek-Leonardi, “Constructing
interaction: the development of gaze dynamics,” 2015.'
mla: 'Nomikou, Iris, et al. Constructing Interaction: The Development of Gaze
Dynamics. 2015.'
short: 'I. Nomikou, G. Leonardi, K. Rohlfing, J. Rączaszek-Leonardi, in: 2015.'
date_created: 2020-06-24T13:01:04Z
date_updated: 2023-02-01T16:06:33Z
department:
- _id: '749'
language:
- iso: eng
status: public
title: 'Constructing interaction: the development of gaze dynamics'
type: conference
user_id: '14931'
year: '2015'
...
---
_id: '17188'
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
full_name: Mandler, Jean
last_name: Mandler
citation:
ama: 'Nomikou I, Rohlfing K, Cimiano P, Mandler J. Early action words. In: ; 2015.'
apa: Nomikou, I., Rohlfing, K., Cimiano, P., & Mandler, J. (2015). Early
action words.
bibtex: '@inproceedings{Nomikou_Rohlfing_Cimiano_Mandler_2015, title={Early action
words}, author={Nomikou, Iris and Rohlfing, Katharina and Cimiano, Philipp and
Mandler, Jean}, year={2015} }'
chicago: Nomikou, Iris, Katharina Rohlfing, Philipp Cimiano, and Jean Mandler. “Early
Action Words,” 2015.
ieee: I. Nomikou, K. Rohlfing, P. Cimiano, and J. Mandler, “Early action words,”
2015.
mla: Nomikou, Iris, et al. Early Action Words. 2015.
short: 'I. Nomikou, K. Rohlfing, P. Cimiano, J. Mandler, in: 2015.'
date_created: 2020-06-24T13:01:05Z
date_updated: 2023-02-01T16:06:51Z
department:
- _id: '749'
language:
- iso: eng
status: public
title: Early action words
type: conference
user_id: '14931'
year: '2015'
...
---
_id: '17192'
abstract:
- lang: eng
text: 'In order for artificial intelligent systems to interact naturally with human
users, they need to be able to learn from human instructions when actions should
be imitated. Human tutoring will typically consist of action demonstrations accompanied
by speech. In the following, the characteristics of human tutoring during action
demonstration will be examined. A special focus will be put on the distinction
between two kinds of motion events: path-oriented actions and manner-oriented
actions. Such a distinction is inspired by the literature pertaining to cognitive
linguistics, which indicates that the human conceptual system can distinguish
these two distinct types of motion. These two kinds of actions are described in
language by more path-oriented or more manner-oriented utterances. In path-oriented
utterances, the source, trajectory, or goal is emphasized, whereas in manner-oriented
utterances the medium, velocity, or means of motion are highlighted. We examined
a video corpus of adult-child interactions comprised of three age groups of children-pre-lexical,
early lexical, and lexical-and two different tasks, one emphasizing manner more
strongly and one emphasizing path more strongly. We analyzed the language and
motion of the caregiver and the gazing behavior of the child to highlight the
differences between the tutoring and the acquisition of the manner and path concepts.
The results suggest that age is an important factor in the development of these
action categories. The analysis of this corpus has also been exploited to develop
an intelligent robotic behavior -the tutoring spotter system-able to emulate children''s
behaviors in a tutoring situation, with the aim of evoking in human subjects a
natural and effective behavior in teaching to a robot. The findings related to
the development of manner and path concepts have been used to implement new effective
feedback strategies in the tutoring spotter system, which should provide improvements
in human-robot interaction.'
author:
- first_name: Katrin S.
full_name: Lohan, Katrin S.
last_name: Lohan
- first_name: Sascha
full_name: Griffiths, Sascha
last_name: Griffiths
- first_name: Alessandra
full_name: Sciutti, Alessandra
last_name: Sciutti
- first_name: Tim C.
full_name: Partmann, Tim C.
last_name: Partmann
- first_name: Katharina
full_name: Rohlfing, Katharina
id: '50352'
last_name: Rohlfing
citation:
ama: Lohan KS, Griffiths S, Sciutti A, Partmann TC, Rohlfing K. Co-development of
manner and path concepts in language, action, and eye-gaze behavior. Topics
in Cognitive Science. 2014;6(3):492-512. doi:10.1111/tops.12098
apa: Lohan, K. S., Griffiths, S., Sciutti, A., Partmann, T. C., & Rohlfing,
K. (2014). Co-development of manner and path concepts in language, action, and
eye-gaze behavior. Topics in Cognitive Science, 6(3), 492–512. https://doi.org/10.1111/tops.12098
bibtex: '@article{Lohan_Griffiths_Sciutti_Partmann_Rohlfing_2014, title={Co-development
of manner and path concepts in language, action, and eye-gaze behavior}, volume={6},
DOI={10.1111/tops.12098}, number={3},
journal={Topics in Cognitive Science}, publisher={Wiley-Blackwell}, author={Lohan,
Katrin S. and Griffiths, Sascha and Sciutti, Alessandra and Partmann, Tim C. and
Rohlfing, Katharina}, year={2014}, pages={492–512} }'
chicago: 'Lohan, Katrin S., Sascha Griffiths, Alessandra Sciutti, Tim C. Partmann,
and Katharina Rohlfing. “Co-Development of Manner and Path Concepts in Language,
Action, and Eye-Gaze Behavior.” Topics in Cognitive Science 6, no. 3 (2014):
492–512. https://doi.org/10.1111/tops.12098.'
ieee: 'K. S. Lohan, S. Griffiths, A. Sciutti, T. C. Partmann, and K. Rohlfing, “Co-development
of manner and path concepts in language, action, and eye-gaze behavior,” Topics
in Cognitive Science, vol. 6, no. 3, pp. 492–512, 2014, doi: 10.1111/tops.12098.'
mla: Lohan, Katrin S., et al. “Co-Development of Manner and Path Concepts in Language,
Action, and Eye-Gaze Behavior.” Topics in Cognitive Science, vol. 6, no.
3, Wiley-Blackwell, 2014, pp. 492–512, doi:10.1111/tops.12098.
short: K.S. Lohan, S. Griffiths, A. Sciutti, T.C. Partmann, K. Rohlfing, Topics
in Cognitive Science 6 (2014) 492–512.
date_created: 2020-06-24T13:01:09Z
date_updated: 2023-02-01T16:08:33Z
department:
- _id: '749'
doi: 10.1111/tops.12098
intvolume: ' 6'
issue: '3'
keyword:
- Imitation
- Tutoring
- Adult-child interaction
- Human-robot interaction
- Semantics
- Teachable robots
language:
- iso: eng
page: 492-512
publication: Topics in Cognitive Science
publication_identifier:
issn:
- 1756-8757
publisher: Wiley-Blackwell
status: public
title: Co-development of manner and path concepts in language, action, and eye-gaze
behavior
type: journal_article
user_id: '14931'
volume: 6
year: '2014'
...
---
_id: '17193'
abstract:
- lang: eng
text: Robot learning by imitation requires the detection of a tutor's action demonstration
and its relevant parts. Current approaches implicitly assume a unidirectional
transfer of knowledge from tutor to learner. The presented work challenges this
predominant assumption based on an extensive user study with an autonomously interacting
robot. We show that by providing feedback, a robot learner influences the human
tutor's movement demonstrations in the process of action learning. We argue that
the robot's feedback strongly shapes how tutors signal what is relevant to an
action and thus advocate a paradigm shift in robot action learning research toward
truly interactive systems learning in and benefiting from interaction.
author:
- first_name: Anna-Lisa
full_name: Vollmer, Anna-Lisa
last_name: Vollmer
- first_name: Manuel
full_name: Mühlig, Manuel
last_name: Mühlig
- first_name: Jochen J.
full_name: Steil, Jochen J.
last_name: Steil
- first_name: Karola
full_name: Pitsch, Karola
last_name: Pitsch
- first_name: Jannik
full_name: Fritsch, Jannik
last_name: Fritsch
- first_name: Katharina
full_name: Rohlfing, Katharina
id: '50352'
last_name: Rohlfing
- first_name: Britta
full_name: Wrede, Britta
last_name: Wrede
citation:
ama: 'Vollmer A-L, Mühlig M, Steil JJ, et al. Robots show us how to teach them:
Feedback from robots shapes tutoring behavior during action learning. PLoS
ONE. 2014;9(3). doi:10.1371/journal.pone.0091349'
apa: 'Vollmer, A.-L., Mühlig, M., Steil, J. J., Pitsch, K., Fritsch, J., Rohlfing,
K., & Wrede, B. (2014). Robots show us how to teach them: Feedback from robots
shapes tutoring behavior during action learning. PLoS ONE, 9(3).
https://doi.org/10.1371/journal.pone.0091349'
bibtex: '@article{Vollmer_Mühlig_Steil_Pitsch_Fritsch_Rohlfing_Wrede_2014, title={Robots
show us how to teach them: Feedback from robots shapes tutoring behavior during
action learning}, volume={9}, DOI={10.1371/journal.pone.0091349},
number={3}, journal={PLoS ONE}, publisher={Public Library of Science (PLoS)},
author={Vollmer, Anna-Lisa and Mühlig, Manuel and Steil, Jochen J. and Pitsch,
Karola and Fritsch, Jannik and Rohlfing, Katharina and Wrede, Britta}, year={2014}
}'
chicago: 'Vollmer, Anna-Lisa, Manuel Mühlig, Jochen J. Steil, Karola Pitsch, Jannik
Fritsch, Katharina Rohlfing, and Britta Wrede. “Robots Show Us How to Teach Them:
Feedback from Robots Shapes Tutoring Behavior during Action Learning.” PLoS
ONE 9, no. 3 (2014). https://doi.org/10.1371/journal.pone.0091349.'
ieee: 'A.-L. Vollmer et al., “Robots show us how to teach them: Feedback
from robots shapes tutoring behavior during action learning,” PLoS ONE,
vol. 9, no. 3, 2014, doi: 10.1371/journal.pone.0091349.'
mla: 'Vollmer, Anna-Lisa, et al. “Robots Show Us How to Teach Them: Feedback from
Robots Shapes Tutoring Behavior during Action Learning.” PLoS ONE, vol.
9, no. 3, Public Library of Science (PLoS), 2014, doi:10.1371/journal.pone.0091349.'
short: A.-L. Vollmer, M. Mühlig, J.J. Steil, K. Pitsch, J. Fritsch, K. Rohlfing,
B. Wrede, PLoS ONE 9 (2014).
date_created: 2020-06-24T13:01:10Z
date_updated: 2023-02-01T16:08:53Z
department:
- _id: '749'
doi: 10.1371/journal.pone.0091349
intvolume: ' 9'
issue: '3'
language:
- iso: eng
publication: PLoS ONE
publication_identifier:
issn:
- 1932-6203
publisher: Public Library of Science (PLoS)
status: public
title: 'Robots show us how to teach them: Feedback from robots shapes tutoring behavior
during action learning'
type: journal_article
user_id: '14931'
volume: 9
year: '2014'
...
---
_id: '17194'
author:
- first_name: Katharina
full_name: Rohlfing, Katharina
id: '50352'
last_name: Rohlfing
- first_name: Iris
full_name: Nomikou, Iris
last_name: Nomikou
citation:
ama: 'Rohlfing K, Nomikou I. Intermodal synchrony as a form of maternal responsiveness:
Association with language development. Language, Interaction and Acquisition.
2014;5(1):117-136. doi:10.1075/lia.5.1.06roh'
apa: 'Rohlfing, K., & Nomikou, I. (2014). Intermodal synchrony as a form of
maternal responsiveness: Association with language development. Language, Interaction
and Acquisition, 5(1), 117–136. https://doi.org/10.1075/lia.5.1.06roh'
bibtex: '@article{Rohlfing_Nomikou_2014, title={Intermodal synchrony as a form of
maternal responsiveness: Association with language development.}, volume={5},
DOI={10.1075/lia.5.1.06roh},
number={1}, journal={Language, Interaction and Acquisition}, publisher={John Benjamins
Publishing Company}, author={Rohlfing, Katharina and Nomikou, Iris}, year={2014},
pages={117–136} }'
chicago: 'Rohlfing, Katharina, and Iris Nomikou. “Intermodal Synchrony as a Form
of Maternal Responsiveness: Association with Language Development.” Language,
Interaction and Acquisition 5, no. 1 (2014): 117–36. https://doi.org/10.1075/lia.5.1.06roh.'
ieee: 'K. Rohlfing and I. Nomikou, “Intermodal synchrony as a form of maternal responsiveness:
Association with language development.,” Language, Interaction and Acquisition,
vol. 5, no. 1, pp. 117–136, 2014, doi: 10.1075/lia.5.1.06roh.'
mla: 'Rohlfing, Katharina, and Iris Nomikou. “Intermodal Synchrony as a Form of
Maternal Responsiveness: Association with Language Development.” Language,
Interaction and Acquisition, vol. 5, no. 1, John Benjamins Publishing Company,
2014, pp. 117–36, doi:10.1075/lia.5.1.06roh.'
short: K. Rohlfing, I. Nomikou, Language, Interaction and Acquisition 5 (2014) 117–136.
date_created: 2020-06-24T13:01:12Z
date_updated: 2023-02-01T16:09:15Z
department:
- _id: '749'
doi: 10.1075/lia.5.1.06roh
intvolume: ' 5'
issue: '1'
language:
- iso: eng
page: 117-136
publication: Language, Interaction and Acquisition
publication_identifier:
issn:
- 1879-7865
publisher: John Benjamins Publishing Company
status: public
title: 'Intermodal synchrony as a form of maternal responsiveness: Association with
language development.'
type: journal_article
user_id: '14931'
volume: 5
year: '2014'
...
---
_id: '17199'
abstract:
- lang: eng
text: 'Research of tutoring in parent-infant interaction has shown that tutors -
when presenting some action - modify both their verbal and manual performance
for the learner (‘motherese’, ‘motionese’). Investigating the sources and effects
of the tutors’ action modifications, we suggest an interactional account of ‘motionese’.
Using video-data from a semi-experimental study in which parents taught their
8 to 11 month old infants how to nest a set of differently sized cups, we found
that the tutors’ action modifications (in particular: high arches) functioned
as an orienting device to guide the infant’s visual attention (gaze). Action modification
and the recipient’s gaze can be seen to have a reciprocal sequential relationship
and to constitute a constant loop of mutual adjustments. Implications are discussed
for developmental research and for robotic ‘Social Learning’. We argue that a
robot system could use on-line feedback strategies (e.g. gaze) to pro-actively
shape a tutor’s action presentation as it emerges.'
author:
- first_name: Karola
full_name: Pitsch, Karola
last_name: Pitsch
- first_name: Anna-Lisa
full_name: Vollmer, Anna-Lisa
last_name: Vollmer
- first_name: Katharina
full_name: Rohlfing, Katharina
id: '50352'
last_name: Rohlfing
- first_name: Jannik
full_name: Fritsch, Jannik
last_name: Fritsch
- first_name: Britta
full_name: Wrede, Britta
last_name: Wrede
citation:
ama: 'Pitsch K, Vollmer A-L, Rohlfing K, Fritsch J, Wrede B. Tutoring in adult-child-interaction:
On the loop of the tutor’s action modification and the recipient’s gaze. Interaction
Studies. 2014;15(1):55-98. doi:10.1075/is.15.1.03pit'
apa: 'Pitsch, K., Vollmer, A.-L., Rohlfing, K., Fritsch, J., & Wrede, B. (2014).
Tutoring in adult-child-interaction: On the loop of the tutor’s action modification
and the recipient’s gaze. Interaction Studies, 15(1), 55–98. https://doi.org/10.1075/is.15.1.03pit'
bibtex: '@article{Pitsch_Vollmer_Rohlfing_Fritsch_Wrede_2014, title={Tutoring in
adult-child-interaction: On the loop of the tutor’s action modification and the
recipient’s gaze}, volume={15}, DOI={10.1075/is.15.1.03pit},
number={1}, journal={Interaction Studies}, publisher={John Benjamins Publishing
Company}, author={Pitsch, Karola and Vollmer, Anna-Lisa and Rohlfing, Katharina
and Fritsch, Jannik and Wrede, Britta}, year={2014}, pages={55–98} }'
chicago: 'Pitsch, Karola, Anna-Lisa Vollmer, Katharina Rohlfing, Jannik Fritsch,
and Britta Wrede. “Tutoring in Adult-Child-Interaction: On the Loop of the Tutor’s
Action Modification and the Recipient’s Gaze.” Interaction Studies 15,
no. 1 (2014): 55–98. https://doi.org/10.1075/is.15.1.03pit.'
ieee: 'K. Pitsch, A.-L. Vollmer, K. Rohlfing, J. Fritsch, and B. Wrede, “Tutoring
in adult-child-interaction: On the loop of the tutor’s action modification and
the recipient’s gaze,” Interaction Studies, vol. 15, no. 1, pp. 55–98,
2014, doi: 10.1075/is.15.1.03pit.'
mla: 'Pitsch, Karola, et al. “Tutoring in Adult-Child-Interaction: On the Loop of
the Tutor’s Action Modification and the Recipient’s Gaze.” Interaction Studies,
vol. 15, no. 1, John Benjamins Publishing Company, 2014, pp. 55–98, doi:10.1075/is.15.1.03pit.'
short: K. Pitsch, A.-L. Vollmer, K. Rohlfing, J. Fritsch, B. Wrede, Interaction
Studies 15 (2014) 55–98.
date_created: 2020-06-24T13:01:17Z
date_updated: 2023-02-01T16:10:52Z
department:
- _id: '749'
doi: 10.1075/is.15.1.03pit
intvolume: ' 15'
issue: '1'
keyword:
- conversation analysis
- interactional coordination
- adult-child-interaction
- feedback
- gaze
- quantification
- social learning
- motionese
- tutoring
language:
- iso: eng
page: 55-98
publication: Interaction Studies
publication_identifier:
issn:
- 1572-0381
publisher: John Benjamins Publishing Company
status: public
title: 'Tutoring in adult-child-interaction: On the loop of the tutor''s action modification
and the recipient''s gaze'
type: journal_article
user_id: '14931'
volume: 15
year: '2014'
...
---
_id: '17200'
abstract:
- lang: eng
text: This research investigated infants’ online perception of give-me gestures
during observation of a social interaction. In the first experiment, goal-directed
eye movements of 12-month-olds were recorded as they observed a give-and-take
interaction in which an object is passed from one individual to another. Infants’
gaze shifts from the passing hand to the receiving hand were significantly faster
when the receiving hand formed a give-me gesture relative to when it was presented
as an inverted hand shape. Experiment 2 revealed that infants’ goal-directed gaze
shifts were not based on different affordances of the two receiving hands. Two
additional control experiments further demonstrated that differences in infants’
online gaze behavior were not mediated by an attentional preference for the give-me
gesture. Together, our findings provide evidence that properties of social action
goals influence infants’ online gaze during action observation. The current studies
demonstrate that infants have expectations about well-formed object transfer actions
between social agents. We suggest that 12-month-olds are sensitive to social goals
within the context of give-and-take interactions while observing from a third-party
perspective.
author:
- first_name: Claudia
full_name: Elsner, Claudia
last_name: Elsner
- first_name: Marta
full_name: Bakker, Marta
last_name: Bakker
- first_name: Katharina
full_name: Rohlfing, Katharina
id: '50352'
last_name: Rohlfing
- first_name: Gustaf
full_name: Gredebäck, Gustaf
last_name: Gredebäck
citation:
ama: Elsner C, Bakker M, Rohlfing K, Gredebäck G. Infants’ online perception of
give-and-take interactions. Journal of Experimental Child Psychology. 2014;126:280-294.
doi:10.1016/j.jecp.2014.05.007
apa: Elsner, C., Bakker, M., Rohlfing, K., & Gredebäck, G. (2014). Infants’
online perception of give-and-take interactions. Journal of Experimental Child
Psychology, 126, 280–294. https://doi.org/10.1016/j.jecp.2014.05.007
bibtex: '@article{Elsner_Bakker_Rohlfing_Gredebäck_2014, title={Infants’ online
perception of give-and-take interactions}, volume={126}, DOI={10.1016/j.jecp.2014.05.007},
journal={Journal of Experimental Child Psychology}, publisher={Elsevier BV}, author={Elsner,
Claudia and Bakker, Marta and Rohlfing, Katharina and Gredebäck, Gustaf}, year={2014},
pages={280–294} }'
chicago: 'Elsner, Claudia, Marta Bakker, Katharina Rohlfing, and Gustaf Gredebäck.
“Infants’ Online Perception of Give-and-Take Interactions.” Journal of Experimental
Child Psychology 126 (2014): 280–94. https://doi.org/10.1016/j.jecp.2014.05.007.'
ieee: 'C. Elsner, M. Bakker, K. Rohlfing, and G. Gredebäck, “Infants’ online perception
of give-and-take interactions,” Journal of Experimental Child Psychology,
vol. 126, pp. 280–294, 2014, doi: 10.1016/j.jecp.2014.05.007.'
mla: Elsner, Claudia, et al. “Infants’ Online Perception of Give-and-Take Interactions.”
Journal of Experimental Child Psychology, vol. 126, Elsevier BV, 2014,
pp. 280–94, doi:10.1016/j.jecp.2014.05.007.
short: C. Elsner, M. Bakker, K. Rohlfing, G. Gredebäck, Journal of Experimental
Child Psychology 126 (2014) 280–294.
date_created: 2020-06-24T13:01:19Z
date_updated: 2023-02-01T16:11:16Z
department:
- _id: '749'
doi: 10.1016/j.jecp.2014.05.007
intvolume: ' 126'
keyword:
- Give-me gesture
- Infant
- Anticipation
- Eye movement
- Gesture
- Social interaction
language:
- iso: eng
page: 280-294
publication: Journal of Experimental Child Psychology
publication_identifier:
issn:
- 0022-0965
publisher: Elsevier BV
status: public
title: Infants' online perception of give-and-take interactions
type: journal_article
user_id: '14931'
volume: 126
year: '2014'
...
---
_id: '17197'
abstract:
- lang: eng
text: According to natural pedagogy theory, infants are sensitive to particular
ostensive cues that communicate to them that they are being addressed and that
they can expect to learn referential information. We demonstrate that 6-month-old
infants follow others' gaze direction in situations that are highly attention-grabbing.
This occurs irrespective of whether these situations include communicative intent
and ostensive cues (a model looks directly into the child's eyes prior to shifting
gaze to an object) or not (a model shivers while looking down prior to shifting
gaze to an object). In contrast, in less attention-grabbing contexts in which
the model simply looks down prior to shifting gaze to an object, no effect is
found. These findings demonstrate that one of the central pillars of natural pedagogy
is false. Sensitivity to gaze following in infancy is not restricted to contexts
in which ostensive cues are conveyed.
author:
- first_name: Joanna
full_name: Szufnarowska, Joanna
last_name: Szufnarowska
- first_name: Katharina
full_name: Rohlfing, Katharina
id: '50352'
last_name: Rohlfing
- first_name: Fawcett
full_name: Christine, Fawcett
last_name: Christine
- first_name: Gredebäck
full_name: Gustaf, Gredebäck
last_name: Gustaf
citation:
ama: Szufnarowska J, Rohlfing K, Christine F, Gustaf G. Is ostension any more than
attention? Scientific Reports. 2014;4(1). doi:10.1038/srep05304
apa: Szufnarowska, J., Rohlfing, K., Christine, F., & Gustaf, G. (2014). Is
ostension any more than attention? Scientific Reports, 4(1). https://doi.org/10.1038/srep05304
bibtex: '@article{Szufnarowska_Rohlfing_Christine_Gustaf_2014, title={Is ostension
any more than attention?}, volume={4}, DOI={10.1038/srep05304},
number={1}, journal={Scientific Reports}, publisher={Nature Publishing Group},
author={Szufnarowska, Joanna and Rohlfing, Katharina and Christine, Fawcett and
Gustaf, Gredebäck}, year={2014} }'
chicago: Szufnarowska, Joanna, Katharina Rohlfing, Fawcett Christine, and Gredebäck
Gustaf. “Is Ostension Any More than Attention?” Scientific Reports 4, no.
1 (2014). https://doi.org/10.1038/srep05304.
ieee: 'J. Szufnarowska, K. Rohlfing, F. Christine, and G. Gustaf, “Is ostension
any more than attention?,” Scientific Reports, vol. 4, no. 1, 2014, doi:
10.1038/srep05304.'
mla: Szufnarowska, Joanna, et al. “Is Ostension Any More than Attention?” Scientific
Reports, vol. 4, no. 1, Nature Publishing Group, 2014, doi:10.1038/srep05304.
short: J. Szufnarowska, K. Rohlfing, F. Christine, G. Gustaf, Scientific Reports
4 (2014).
date_created: 2020-06-24T13:01:15Z
date_updated: 2023-02-01T16:10:11Z
department:
- _id: '749'
doi: 10.1038/srep05304
intvolume: ' 4'
issue: '1'
keyword:
- Human behavior
- Attention
language:
- iso: eng
publication: Scientific Reports
publication_identifier:
issn:
- 2045-2322
publisher: Nature Publishing Group
status: public
title: Is ostension any more than attention?
type: journal_article
user_id: '14931'
volume: 4
year: '2014'
...
---
_id: '17196'
author:
- first_name: Franziska
full_name: Krause, Franziska
last_name: Krause
- first_name: Kerstin
full_name: Richter, Kerstin
last_name: Richter
- first_name: Katharina
full_name: Rohlfing, Katharina
id: '50352'
last_name: Rohlfing
citation:
ama: Krause F, Richter K, Rohlfing K. Ich oder Du? Die Therapie der pronominalen
Umkehr bei Autismus-Spektrum-Störung - Eine vergleichende Einzelfallstudie nach
der Angewandten Verhaltensanalyse mit Verbal Behavior und der Model/Rival-Methode.
Logos. 2014;22(1):4-15.
apa: Krause, F., Richter, K., & Rohlfing, K. (2014). Ich oder Du? Die Therapie
der pronominalen Umkehr bei Autismus-Spektrum-Störung - Eine vergleichende Einzelfallstudie
nach der Angewandten Verhaltensanalyse mit Verbal Behavior und der Model/Rival-Methode.
Logos, 22(1), 4–15.
bibtex: '@article{Krause_Richter_Rohlfing_2014, title={Ich oder Du? Die Therapie
der pronominalen Umkehr bei Autismus-Spektrum-Störung - Eine vergleichende Einzelfallstudie
nach der Angewandten Verhaltensanalyse mit Verbal Behavior und der Model/Rival-Methode},
volume={22}, number={1}, journal={Logos}, publisher={ProLog, Therapie- und Lernmittel
OHG}, author={Krause, Franziska and Richter, Kerstin and Rohlfing, Katharina},
year={2014}, pages={4–15} }'
chicago: 'Krause, Franziska, Kerstin Richter, and Katharina Rohlfing. “Ich Oder
Du? Die Therapie Der Pronominalen Umkehr Bei Autismus-Spektrum-Störung - Eine
Vergleichende Einzelfallstudie Nach Der Angewandten Verhaltensanalyse Mit Verbal
Behavior Und Der Model/Rival-Methode.” Logos 22, no. 1 (2014): 4–15.'
ieee: F. Krause, K. Richter, and K. Rohlfing, “Ich oder Du? Die Therapie der pronominalen
Umkehr bei Autismus-Spektrum-Störung - Eine vergleichende Einzelfallstudie nach
der Angewandten Verhaltensanalyse mit Verbal Behavior und der Model/Rival-Methode,”
Logos, vol. 22, no. 1, pp. 4–15, 2014.
mla: Krause, Franziska, et al. “Ich Oder Du? Die Therapie Der Pronominalen Umkehr
Bei Autismus-Spektrum-Störung - Eine Vergleichende Einzelfallstudie Nach Der Angewandten
Verhaltensanalyse Mit Verbal Behavior Und Der Model/Rival-Methode.” Logos,
vol. 22, no. 1, ProLog, Therapie- und Lernmittel OHG, 2014, pp. 4–15.
short: F. Krause, K. Richter, K. Rohlfing, Logos 22 (2014) 4–15.
date_created: 2020-06-24T13:01:14Z
date_updated: 2023-02-01T16:09:47Z
department:
- _id: '749'
intvolume: ' 22'
issue: '1'
language:
- iso: eng
page: 4-15
publication: Logos
publication_identifier:
issn:
- 0944-405X
publisher: ProLog, Therapie- und Lernmittel OHG
status: public
title: Ich oder Du? Die Therapie der pronominalen Umkehr bei Autismus-Spektrum-Störung
- Eine vergleichende Einzelfallstudie nach der Angewandten Verhaltensanalyse mit
Verbal Behavior und der Model/Rival-Methode
type: journal_article
user_id: '14931'
volume: 22
year: '2014'
...
---
_id: '17202'
author:
- first_name: Anna-Lisa
full_name: Vollmer, Anna-Lisa
last_name: Vollmer
- first_name: Jonathan
full_name: Grizou, Jonathan
last_name: Grizou
- first_name: Manuel
full_name: Lopes, Manuel
last_name: Lopes
- first_name: Katharina
full_name: Rohlfing, Katharina
id: '50352'
last_name: Rohlfing
- first_name: Pierre-Yves
full_name: Oudeyer, Pierre-Yves
last_name: Oudeyer
citation:
ama: 'Vollmer A-L, Grizou J, Lopes M, Rohlfing K, Oudeyer P-Y. Studying the Co-Construction
of Interaction Protocols in Collaborative Tasks with Humans. In: 2014 Joint
IEEE International Conference on Development and Learning and on Epigenetic Robotics.
IEEE; 2014:208-215.'
apa: Vollmer, A.-L., Grizou, J., Lopes, M., Rohlfing, K., & Oudeyer, P.-Y. (2014).
Studying the Co-Construction of Interaction Protocols in Collaborative Tasks with
Humans. 2014 Joint IEEE International Conference on Development and Learning
and on Epigenetic Robotics, 208–215.
bibtex: '@inproceedings{Vollmer_Grizou_Lopes_Rohlfing_Oudeyer_2014, title={Studying
the Co-Construction of Interaction Protocols in Collaborative Tasks with Humans},
booktitle={2014 Joint IEEE International Conference on Development and Learning
and on Epigenetic Robotics}, publisher={IEEE}, author={Vollmer, Anna-Lisa and
Grizou, Jonathan and Lopes, Manuel and Rohlfing, Katharina and Oudeyer, Pierre-Yves},
year={2014}, pages={208–215} }'
chicago: Vollmer, Anna-Lisa, Jonathan Grizou, Manuel Lopes, Katharina Rohlfing,
and Pierre-Yves Oudeyer. “Studying the Co-Construction of Interaction Protocols
in Collaborative Tasks with Humans.” In 2014 Joint IEEE International Conference
on Development and Learning and on Epigenetic Robotics, 208–15. IEEE, 2014.
ieee: A.-L. Vollmer, J. Grizou, M. Lopes, K. Rohlfing, and P.-Y. Oudeyer, “Studying
the Co-Construction of Interaction Protocols in Collaborative Tasks with Humans,”
in 2014 Joint IEEE International Conference on Development and Learning and
on Epigenetic Robotics, 2014, pp. 208–215.
mla: Vollmer, Anna-Lisa, et al. “Studying the Co-Construction of Interaction Protocols
in Collaborative Tasks with Humans.” 2014 Joint IEEE International Conference
on Development and Learning and on Epigenetic Robotics, IEEE, 2014, pp. 208–15.
short: 'A.-L. Vollmer, J. Grizou, M. Lopes, K. Rohlfing, P.-Y. Oudeyer, in: 2014
Joint IEEE International Conference on Development and Learning and on Epigenetic
Robotics, IEEE, 2014, pp. 208–215.'
date_created: 2020-06-24T13:01:21Z
date_updated: 2023-02-01T16:11:59Z
department:
- _id: '749'
keyword:
- interaction
- communication
- co-construction
- interaction protocols
language:
- iso: eng
page: 208 - 215
publication: 2014 Joint IEEE International Conference on Development and Learning
and on Epigenetic Robotics
publication_identifier:
isbn:
- 978-1-4799-7540-2
publisher: IEEE
status: public
title: Studying the Co-Construction of Interaction Protocols in Collaborative Tasks
with Humans
type: conference
user_id: '14931'
year: '2014'
...
---
_id: '17201'
author:
- first_name: Judith
full_name: Gaspers, Judith
last_name: Gaspers
- first_name: Maximilian
full_name: Panzner, Maximilian
last_name: Panzner
- first_name: Andre
full_name: Lemme, Andre
last_name: Lemme
- first_name: Philipp
full_name: Cimiano, Philipp
last_name: Cimiano
- first_name: Katharina
full_name: Rohlfing, Katharina
id: '50352'
last_name: Rohlfing
- first_name: Sebastian
full_name: Wrede, Sebastian
last_name: Wrede
citation:
ama: 'Gaspers J, Panzner M, Lemme A, Cimiano P, Rohlfing K, Wrede S. A multimodal
corpus for the evaluation of computational models for (grounded) language acquisition.
In: EACL Workshop on Cognitive Aspects of Computational Language Learning.
; 2014.'
apa: Gaspers, J., Panzner, M., Lemme, A., Cimiano, P., Rohlfing, K., & Wrede,
S. (2014). A multimodal corpus for the evaluation of computational models for
(grounded) language acquisition. EACL Workshop on Cognitive Aspects of Computational
Language Learning.
bibtex: '@inproceedings{Gaspers_Panzner_Lemme_Cimiano_Rohlfing_Wrede_2014, title={A
multimodal corpus for the evaluation of computational models for (grounded) language
acquisition}, booktitle={EACL Workshop on Cognitive Aspects of Computational Language
Learning}, author={Gaspers, Judith and Panzner, Maximilian and Lemme, Andre and
Cimiano, Philipp and Rohlfing, Katharina and Wrede, Sebastian}, year={2014} }'
chicago: Gaspers, Judith, Maximilian Panzner, Andre Lemme, Philipp Cimiano, Katharina
Rohlfing, and Sebastian Wrede. “A Multimodal Corpus for the Evaluation of Computational
Models for (Grounded) Language Acquisition.” In EACL Workshop on Cognitive
Aspects of Computational Language Learning, 2014.
ieee: J. Gaspers, M. Panzner, A. Lemme, P. Cimiano, K. Rohlfing, and S. Wrede, “A
multimodal corpus for the evaluation of computational models for (grounded) language
acquisition,” 2014.
mla: Gaspers, Judith, et al. “A Multimodal Corpus for the Evaluation of Computational
Models for (Grounded) Language Acquisition.” EACL Workshop on Cognitive Aspects
of Computational Language Learning, 2014.
short: 'J. Gaspers, M. Panzner, A. Lemme, P. Cimiano, K. Rohlfing, S. Wrede, in:
EACL Workshop on Cognitive Aspects of Computational Language Learning, 2014.'
date_created: 2020-06-24T13:01:20Z
date_updated: 2023-02-01T16:11:33Z
department:
- _id: '749'
language:
- iso: eng
publication: EACL Workshop on Cognitive Aspects of Computational Language Learning
status: public
title: A multimodal corpus for the evaluation of computational models for (grounded)
language acquisition
type: conference
user_id: '14931'
year: '2014'
...
---
_id: '17195'
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: Joanna
full_name: Szufnarowska, Joanna
last_name: Szufnarowska
citation:
ama: 'Nomikou I, Rohlfing K, Szufnarowska J. Developing mutual attention in infancy:
Switching gaze roles within multimodal interactions. In: ; 2014.'
apa: 'Nomikou, I., Rohlfing, K., & Szufnarowska, J. (2014). Developing mutual
attention in infancy: Switching gaze roles within multimodal interactions.'
bibtex: '@inproceedings{Nomikou_Rohlfing_Szufnarowska_2014, title={Developing mutual
attention in infancy: Switching gaze roles within multimodal interactions}, author={Nomikou,
Iris and Rohlfing, Katharina and Szufnarowska, Joanna}, year={2014} }'
chicago: 'Nomikou, Iris, Katharina Rohlfing, and Joanna Szufnarowska. “Developing
Mutual Attention in Infancy: Switching Gaze Roles within Multimodal Interactions,”
2014.'
ieee: 'I. Nomikou, K. Rohlfing, and J. Szufnarowska, “Developing mutual attention
in infancy: Switching gaze roles within multimodal interactions,” 2014.'
mla: 'Nomikou, Iris, et al. Developing Mutual Attention in Infancy: Switching
Gaze Roles within Multimodal Interactions. 2014.'
short: 'I. Nomikou, K. Rohlfing, J. Szufnarowska, in: 2014.'
date_created: 2020-06-24T13:01:13Z
date_updated: 2023-02-01T16:09:32Z
department:
- _id: '749'
language:
- iso: eng
status: public
title: 'Developing mutual attention in infancy: Switching gaze roles within multimodal
interactions'
type: conference
user_id: '14931'
year: '2014'
...
---
_id: '17198'
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: Giuseppe
full_name: Leonardi, Giuseppe
last_name: Leonardi
- first_name: Joanna
full_name: Rączaszek-Leonardi, Joanna
last_name: Rączaszek-Leonardi
citation:
ama: 'Nomikou I, Rohlfing K, Leonardi G, Rączaszek-Leonardi J. The Development of
Purposeful Intersubjectivity. In: ; 2014.'
apa: Nomikou, I., Rohlfing, K., Leonardi, G., & Rączaszek-Leonardi, J. (2014).
The Development of Purposeful Intersubjectivity.
bibtex: '@inproceedings{Nomikou_Rohlfing_Leonardi_Rączaszek-Leonardi_2014, title={The
Development of Purposeful Intersubjectivity}, author={Nomikou, Iris and Rohlfing,
Katharina and Leonardi, Giuseppe and Rączaszek-Leonardi, Joanna}, year={2014}
}'
chicago: Nomikou, Iris, Katharina Rohlfing, Giuseppe Leonardi, and Joanna Rączaszek-Leonardi.
“The Development of Purposeful Intersubjectivity,” 2014.
ieee: I. Nomikou, K. Rohlfing, G. Leonardi, and J. Rączaszek-Leonardi, “The Development
of Purposeful Intersubjectivity,” 2014.
mla: Nomikou, Iris, et al. The Development of Purposeful Intersubjectivity.
2014.
short: 'I. Nomikou, K. Rohlfing, G. Leonardi, J. Rączaszek-Leonardi, in: 2014.'
date_created: 2020-06-24T13:01:16Z
date_updated: 2023-02-01T16:10:33Z
department:
- _id: '749'
language:
- iso: eng
status: public
title: The Development of Purposeful Intersubjectivity
type: conference
user_id: '14931'
year: '2014'
...
---
_id: '17206'
abstract:
- lang: eng
text: If they are to learn and interact with humans, robots need to understand actions
and make use of language in social interactions. Hirsh-Pasek and Golinkoff (1996)
have emphasized the use of language to learn actions when introducing the idea
of acoustic packaging in human development. This idea suggests that acoustic information,
typically in the form of narration, overlaps with action sequences, thereby providing
infants with a bottom-up guide to attend to relevant parts and to find structure
within them. The authors developed a computational model of the multimodal interplay
of action and language in tutoring situations. This chapter presents the results
of applying this model to multimodal parent-infant interaction data. Results are
twofold and indicate that (a) infant-directed interaction is more structured than
adult-directed interaction in that it contains more packages, and these packages
have fewer motion segments; and (b) the synchronous structure within infant-directed
packages contains redundant information making it possible to solve the reference
problem when tying color adjectives to a moving object.
author:
- first_name: Britta
full_name: Wrede, Britta
last_name: Wrede
- first_name: Lars
full_name: Schillingmann, Lars
last_name: Schillingmann
- first_name: Katharina
full_name: Rohlfing, Katharina
id: '50352'
last_name: Rohlfing
citation:
ama: 'Wrede B, Schillingmann L, Rohlfing K. Making Use of Multi-Modal Synchrony:
A Model of Acoustic Packaging to Tie Words to Actions. In: Gogate L, Hollich G,
eds. Theoretical and Computational Models of Word Learning: Trends in Psychology
and Artificial Intelligence. IGI Global; 2013:224-240. doi:10.4018/978-1-4666-2973-8.ch010'
apa: 'Wrede, B., Schillingmann, L., & Rohlfing, K. (2013). Making Use of Multi-Modal
Synchrony: A Model of Acoustic Packaging to Tie Words to Actions. In L. Gogate
& G. Hollich (Eds.), Theoretical and Computational Models of Word Learning:
Trends in Psychology and Artificial Intelligence (pp. 224–240). IGI Global.
https://doi.org/10.4018/978-1-4666-2973-8.ch010'
bibtex: '@inbook{Wrede_Schillingmann_Rohlfing_2013, title={Making Use of Multi-Modal
Synchrony: A Model of Acoustic Packaging to Tie Words to Actions}, DOI={10.4018/978-1-4666-2973-8.ch010},
booktitle={Theoretical and Computational Models of Word Learning: Trends in Psychology
and Artificial Intelligence}, publisher={IGI Global}, author={Wrede, Britta and
Schillingmann, Lars and Rohlfing, Katharina}, editor={Gogate, Lakshmi and Hollich,
George}, year={2013}, pages={224–240} }'
chicago: 'Wrede, Britta, Lars Schillingmann, and Katharina Rohlfing. “Making Use
of Multi-Modal Synchrony: A Model of Acoustic Packaging to Tie Words to Actions.”
In Theoretical and Computational Models of Word Learning: Trends in Psychology
and Artificial Intelligence, edited by Lakshmi Gogate and George Hollich,
224–40. IGI Global, 2013. https://doi.org/10.4018/978-1-4666-2973-8.ch010.'
ieee: 'B. Wrede, L. Schillingmann, and K. Rohlfing, “Making Use of Multi-Modal Synchrony:
A Model of Acoustic Packaging to Tie Words to Actions,” in Theoretical and
Computational Models of Word Learning: Trends in Psychology and Artificial Intelligence,
L. Gogate and G. Hollich, Eds. IGI Global, 2013, pp. 224–240.'
mla: 'Wrede, Britta, et al. “Making Use of Multi-Modal Synchrony: A Model of Acoustic
Packaging to Tie Words to Actions.” Theoretical and Computational Models of
Word Learning: Trends in Psychology and Artificial Intelligence, edited by
Lakshmi Gogate and George Hollich, IGI Global, 2013, pp. 224–40, doi:10.4018/978-1-4666-2973-8.ch010.'
short: 'B. Wrede, L. Schillingmann, K. Rohlfing, in: L. Gogate, G. Hollich (Eds.),
Theoretical and Computational Models of Word Learning: Trends in Psychology and
Artificial Intelligence, IGI Global, 2013, pp. 224–240.'
date_created: 2020-06-24T13:01:26Z
date_updated: 2023-02-01T16:13:30Z
department:
- _id: '749'
doi: 10.4018/978-1-4666-2973-8.ch010
editor:
- first_name: Lakshmi
full_name: Gogate, Lakshmi
last_name: Gogate
- first_name: George
full_name: Hollich, George
last_name: Hollich
language:
- iso: eng
page: 224-240
publication: 'Theoretical and Computational Models of Word Learning: Trends in Psychology
and Artificial Intelligence'
publication_identifier:
isbn:
- '1466629738'
publisher: IGI Global
status: public
title: 'Making Use of Multi-Modal Synchrony: A Model of Acoustic Packaging to Tie
Words to Actions'
type: book_chapter
user_id: '14931'
year: '2013'
...
---
_id: '17204'
abstract:
- lang: eng
text: 'In a longitudinal naturalistic study, we observed German mothers interacting
with their infants when they were 3 and 6 months old. Pursuing the idea that infants’
attention is socialized in everyday interactions, we explored whether eye contact
is reinforced selectively by behavioral modification in the input provided to
infants. Applying a microanalytical approach focusing on the sequential organization
of interaction, we explored how the mother draws the infant’s attention to herself
and how she tries to maintain attention when the infant is looking at her. Results
showed that eye contact is reinforced by specific infant-directed practices: interrogatives
and conversational openings, multimodal stimulation, repetition, and imitation.
In addition, these practices are contingent on the infant’s own behavior. By comparing
the two data points (3 and 6 months), we showed how the education of attention
evolves hand-in-hand with the developing capacities of the infant.'
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: Joanna
full_name: Szufnarowska, Joanna
last_name: Szufnarowska
citation:
ama: 'Nomikou I, Rohlfing K, Szufnarowska J. Educating attention: recruiting, maintaining,
and framing eye contact in early natural mother-infant interactions. Interaction
Studies. 2013;14(2):240-267. doi:10.1075/is.14.2.05nom'
apa: 'Nomikou, I., Rohlfing, K., & Szufnarowska, J. (2013). Educating attention:
recruiting, maintaining, and framing eye contact in early natural mother-infant
interactions. Interaction Studies, 14(2), 240–267. https://doi.org/10.1075/is.14.2.05nom'
bibtex: '@article{Nomikou_Rohlfing_Szufnarowska_2013, title={Educating attention:
recruiting, maintaining, and framing eye contact in early natural mother-infant
interactions}, volume={14}, DOI={10.1075/is.14.2.05nom},
number={2}, journal={Interaction Studies}, publisher={John Benjamins Publishing
Company}, author={Nomikou, Iris and Rohlfing, Katharina and Szufnarowska, Joanna},
year={2013}, pages={240–267} }'
chicago: 'Nomikou, Iris, Katharina Rohlfing, and Joanna Szufnarowska. “Educating
Attention: Recruiting, Maintaining, and Framing Eye Contact in Early Natural Mother-Infant
Interactions.” Interaction Studies 14, no. 2 (2013): 240–67. https://doi.org/10.1075/is.14.2.05nom.'
ieee: 'I. Nomikou, K. Rohlfing, and J. Szufnarowska, “Educating attention: recruiting,
maintaining, and framing eye contact in early natural mother-infant interactions,”
Interaction Studies, vol. 14, no. 2, pp. 240–267, 2013, doi: 10.1075/is.14.2.05nom.'
mla: 'Nomikou, Iris, et al. “Educating Attention: Recruiting, Maintaining, and Framing
Eye Contact in Early Natural Mother-Infant Interactions.” Interaction Studies,
vol. 14, no. 2, John Benjamins Publishing Company, 2013, pp. 240–67, doi:10.1075/is.14.2.05nom.'
short: I. Nomikou, K. Rohlfing, J. Szufnarowska, Interaction Studies 14 (2013) 240–267.
date_created: 2020-06-24T13:01:23Z
date_updated: 2023-02-01T16:12:50Z
department:
- _id: '749'
doi: 10.1075/is.14.2.05nom
intvolume: ' 14'
issue: '2'
keyword:
- interactional adaptation
- multimodal input
- social learning
- ecology of attention
- eye contact
language:
- iso: eng
page: 240-267
publication: Interaction Studies
publication_identifier:
issn:
- 1572-0381
publisher: John Benjamins Publishing Company
status: public
title: 'Educating attention: recruiting, maintaining, and framing eye contact in early
natural mother-infant interactions'
type: journal_article
user_id: '14931'
volume: 14
year: '2013'
...
---
_id: '17205'
abstract:
- lang: eng
text: We trained forty German-speaking children aged 1;8–2;0 in their comprehension
of UNTER [UNDER]. The target word was presented within semantically organized
input in the form of a ‘narrative’ to the experimental group and within ‘unconnected
speech’ to the control group. We tested children’s learning by asking them to
perform an UNDER-relation before, immediately after, and again one day after the
training using familiarized and unfamiliarized materials. Compared to controls,
the experimental group learned better and retained more. Children with advanced
expressive lexicons in particular were aided in generalizing to unfamiliarized
materials by the narrative presentation. This study extends our understanding
of how narrations scaffold young children’s enrichment of nascent word knowledge.
author:
- first_name: Kerstin
full_name: Nachtigäller, Kerstin
last_name: Nachtigäller
- first_name: Katharina
full_name: Rohlfing, Katharina
id: '50352'
last_name: Rohlfing
- first_name: Karla K.
full_name: McGregor, Karla K.
last_name: McGregor
citation:
ama: 'Nachtigäller K, Rohlfing K, McGregor KK. A story about a word: does narrative
presentation promote learning of a spatial preposition in German two-year-olds?
Journal of Child Language. 2013;40(04):900-917. doi:10.1017/S0305000912000311'
apa: 'Nachtigäller, K., Rohlfing, K., & McGregor, K. K. (2013). A story about
a word: does narrative presentation promote learning of a spatial preposition
in German two-year-olds? Journal of Child Language, 40(04), 900–917.
https://doi.org/10.1017/S0305000912000311'
bibtex: '@article{Nachtigäller_Rohlfing_McGregor_2013, title={A story about a word:
does narrative presentation promote learning of a spatial preposition in German
two-year-olds?}, volume={40}, DOI={10.1017/S0305000912000311},
number={04}, journal={Journal of Child Language}, publisher={Cambridge University
Press (CUP)}, author={Nachtigäller, Kerstin and Rohlfing, Katharina and McGregor,
Karla K.}, year={2013}, pages={900–917} }'
chicago: 'Nachtigäller, Kerstin, Katharina Rohlfing, and Karla K. McGregor. “A Story
about a Word: Does Narrative Presentation Promote Learning of a Spatial Preposition
in German Two-Year-Olds?” Journal of Child Language 40, no. 04 (2013):
900–917. https://doi.org/10.1017/S0305000912000311.'
ieee: 'K. Nachtigäller, K. Rohlfing, and K. K. McGregor, “A story about a word:
does narrative presentation promote learning of a spatial preposition in German
two-year-olds?,” Journal of Child Language, vol. 40, no. 04, pp. 900–917,
2013, doi: 10.1017/S0305000912000311.'
mla: 'Nachtigäller, Kerstin, et al. “A Story about a Word: Does Narrative Presentation
Promote Learning of a Spatial Preposition in German Two-Year-Olds?” Journal
of Child Language, vol. 40, no. 04, Cambridge University Press (CUP), 2013,
pp. 900–17, doi:10.1017/S0305000912000311.'
short: K. Nachtigäller, K. Rohlfing, K.K. McGregor, Journal of Child Language 40
(2013) 900–917.
date_created: 2020-06-24T13:01:24Z
date_updated: 2023-02-01T16:13:05Z
department:
- _id: '749'
doi: 10.1017/S0305000912000311
intvolume: ' 40'
issue: '04'
language:
- iso: eng
page: 900-917
publication: Journal of Child Language
publication_identifier:
issn:
- 1469-7602
publisher: Cambridge University Press (CUP)
status: public
title: 'A story about a word: does narrative presentation promote learning of a spatial
preposition in German two-year-olds?'
type: journal_article
user_id: '14931'
volume: 40
year: '2013'
...
---
_id: '17208'
author:
- first_name: Katharina
full_name: Rohlfing, Katharina
id: '50352'
last_name: Rohlfing
- first_name: Gedeon O.
full_name: Deak, Gedeon O.
last_name: Deak
citation:
ama: 'Rohlfing K, Deak GO. Microdynamics of Interaction: Capturing and Modeling
Infants’ Social Learning. IEEE Transactions on Autonomous Mental Development.
2013;5(3 (Special Iss.)). doi:10.1109/TAMD.2013.2278456'
apa: 'Rohlfing, K., & Deak, G. O. (2013). Microdynamics of Interaction: Capturing
and Modeling Infants’ Social Learning. IEEE Transactions on Autonomous Mental
Development, 5(3 (Special Iss.)). https://doi.org/10.1109/TAMD.2013.2278456'
bibtex: '@article{Rohlfing_Deak_2013, title={Microdynamics of Interaction: Capturing
and Modeling Infants’ Social Learning}, volume={5}, DOI={10.1109/TAMD.2013.2278456},
number={3 (Special Iss.)}, journal={IEEE Transactions on Autonomous Mental Development},
publisher={Institute of Electrical & Electronics Engineers (IEEE)}, author={Rohlfing,
Katharina and Deak, Gedeon O.}, year={2013} }'
chicago: 'Rohlfing, Katharina, and Gedeon O. Deak. “Microdynamics of Interaction:
Capturing and Modeling Infants’ Social Learning.” IEEE Transactions on Autonomous
Mental Development 5, no. 3 (Special Iss.) (2013). https://doi.org/10.1109/TAMD.2013.2278456.'
ieee: 'K. Rohlfing and G. O. Deak, “Microdynamics of Interaction: Capturing and
Modeling Infants’ Social Learning,” IEEE Transactions on Autonomous Mental
Development, vol. 5, no. 3 (Special Iss.), 2013, doi: 10.1109/TAMD.2013.2278456.'
mla: 'Rohlfing, Katharina, and Gedeon O. Deak. “Microdynamics of Interaction: Capturing
and Modeling Infants’ Social Learning.” IEEE Transactions on Autonomous Mental
Development, vol. 5, no. 3 (Special Iss.), Institute of Electrical & Electronics
Engineers (IEEE), 2013, doi:10.1109/TAMD.2013.2278456.'
short: K. Rohlfing, G.O. Deak, IEEE Transactions on Autonomous Mental Development
5 (2013).
date_created: 2020-06-24T13:01:28Z
date_updated: 2023-02-01T16:14:03Z
department:
- _id: '749'
doi: 10.1109/TAMD.2013.2278456
intvolume: ' 5'
issue: 3 (Special Iss.)
language:
- iso: eng
publication: IEEE Transactions on Autonomous Mental Development
publication_identifier:
issn:
- 1943-0612
publisher: Institute of Electrical & Electronics Engineers (IEEE)
status: public
title: 'Microdynamics of Interaction: Capturing and Modeling Infants'' Social Learning'
type: journal_article
user_id: '14931'
volume: 5
year: '2013'
...