---
_id: '64872'
author:
- first_name: Heike M.
full_name: Buhl, Heike M.
id: '27152'
last_name: Buhl
- first_name: Josephine Beryl
full_name: Fisher, Josephine Beryl
id: '56345'
last_name: Fisher
orcid: 0000-0002-9997-9241
- first_name: Katharina J.
full_name: Rohlfing, Katharina J.
id: '50352'
last_name: Rohlfing
orcid: 0000-0002-5676-8233
citation:
ama: 'Buhl HM, Fisher JB, Rohlfing KJ. Cognitive and Interactive Adaptivity to the
Explainee in an Explanatory Dialogue: An Experimental Study. In: Cimiano P, Paassen
B, Vollmer A-L, eds. Proceedings of the 3rd TRR 318 Conference: Contextualizing
Explanations. Bielefeld University Press; 2026. doi:10.64136/gumb4700'
apa: 'Buhl, H. M., Fisher, J. B., & Rohlfing, K. J. (2026). Cognitive and Interactive
Adaptivity to the Explainee in an Explanatory Dialogue: An Experimental Study.
In P. Cimiano, B. Paassen, & A.-L. Vollmer (Eds.), Proceedings of the 3rd
TRR 318 Conference: Contextualizing Explanations. Bielefeld University Press.
https://doi.org/10.64136/gumb4700'
bibtex: '@inproceedings{Buhl_Fisher_Rohlfing_2026, title={Cognitive and Interactive
Adaptivity to the Explainee in an Explanatory Dialogue: An Experimental Study},
DOI={10.64136/gumb4700}, booktitle={Proceedings
of the 3rd TRR 318 Conference: Contextualizing Explanations}, publisher={Bielefeld
University Press}, author={Buhl, Heike M. and Fisher, Josephine Beryl and Rohlfing,
Katharina J.}, editor={Cimiano, Philipp and Paassen, Benjamin and Vollmer, Anna-Lisa},
year={2026} }'
chicago: 'Buhl, Heike M., Josephine Beryl Fisher, and Katharina J. Rohlfing. “Cognitive
and Interactive Adaptivity to the Explainee in an Explanatory Dialogue: An Experimental
Study.” In Proceedings of the 3rd TRR 318 Conference: Contextualizing Explanations,
edited by Philipp Cimiano, Benjamin Paassen, and Anna-Lisa Vollmer. Bielefeld
University Press, 2026. https://doi.org/10.64136/gumb4700.'
ieee: 'H. M. Buhl, J. B. Fisher, and K. J. Rohlfing, “Cognitive and Interactive
Adaptivity to the Explainee in an Explanatory Dialogue: An Experimental Study,”
in Proceedings of the 3rd TRR 318 Conference: Contextualizing Explanations,
2026, doi: 10.64136/gumb4700.'
mla: 'Buhl, Heike M., et al. “Cognitive and Interactive Adaptivity to the Explainee
in an Explanatory Dialogue: An Experimental Study.” Proceedings of the 3rd
TRR 318 Conference: Contextualizing Explanations, edited by Philipp Cimiano
et al., Bielefeld University Press, 2026, doi:10.64136/gumb4700.'
short: 'H.M. Buhl, J.B. Fisher, K.J. Rohlfing, in: P. Cimiano, B. Paassen, A.-L.
Vollmer (Eds.), Proceedings of the 3rd TRR 318 Conference: Contextualizing Explanations,
Bielefeld University Press, 2026.'
conference:
name: 3rd TRR 318 Conference
date_created: 2026-03-10T08:26:13Z
date_updated: 2026-03-10T08:29:56Z
department:
- _id: '427'
doi: 10.64136/gumb4700
editor:
- first_name: Philipp
full_name: Cimiano, Philipp
last_name: Cimiano
- first_name: Benjamin
full_name: Paassen, Benjamin
last_name: Paassen
- first_name: Anna-Lisa
full_name: Vollmer, Anna-Lisa
last_name: Vollmer
language:
- iso: eng
main_file_link:
- open_access: '1'
oa: '1'
publication: 'Proceedings of the 3rd TRR 318 Conference: Contextualizing Explanations'
publisher: Bielefeld University Press
status: public
title: 'Cognitive and Interactive Adaptivity to the Explainee in an Explanatory Dialogue:
An Experimental Study'
type: conference_abstract
user_id: '90826'
year: '2026'
...
---
_id: '65061'
abstract:
- lang: eng
text: "Abstract\r\n \r\n One
of the purposes for which XAI is often brought into play is to enable a user to
act responsibly. However, responsibility is a complex normative and social phenomenon
that we unfold in this chapter. We consider that the classical concepts of agency
and responsibility do not fully capture what is needed for meaningful collaboration
between human users and XAI. Advocating the perspective of sXAI, we argue that
the growing adaptivity of AI systems will result in sXAI being considered as partners.
Both partners adopt particular (dialogical) roles within a collaborative process
and take responsibility for them. We expect that these roles lead to reactive
attitudes toward the sXAI on the side of the human partners that make these roles
relational. They resemble those reactive attitudes that we hold toward other human
agents. For agents to exercise their responsibility, they need to possess agential
capacities to fulfill their role with respect to the structure of a social interaction.
Hence, sXAI can be expected to act responsibly. But because of XAI’s limited normative
capacities, it might rather act as a marginal agent. We refer to marginal agents
and show they can be scaffolded with regard to their agential capacities and their
knowledge about the structure of a social interaction. The structure links the
actions of the partners to each other in terms of a set of stimuli and responses
to it in pursuit of a particular goal. Hence, it is important to differentiate
between the different goals that a structure can impose for exercising responsibility.
Therefore, we follow (Responsibility from the margins. Oxford University Press;
2015.\r\n https://doi.org/10.1093/acprof:oso/9780198715672.24001.0001\r\n
\ ) and offer three structures that can help to organize responsibility
for\r\n decisions made\r\n with
the assistance of AI systems. These structures are attributability, answerability,
and accountability. Our insights will inform the development and design process
of XAI to meet the guiding principles of responsible research and innovation as
well as trustworthy AI.\r\n "
author:
- first_name: Katharina J.
full_name: Rohlfing, Katharina J.
id: '50352'
last_name: Rohlfing
orcid: 0000-0002-5676-8233
- first_name: Suzana
full_name: Alpsancar, Suzana
id: '93637'
last_name: Alpsancar
- first_name: Carsten
full_name: Schulte, Carsten
id: '60311'
last_name: Schulte
citation:
ama: 'Rohlfing KJ, Alpsancar S, Schulte C. Responsibilities in sXAI. In: Social
Explainable AI. Springer Nature Singapore; 2026:157-177. doi:10.1007/978-981-96-5290-7_9'
apa: Rohlfing, K. J., Alpsancar, S., & Schulte, C. (2026). Responsibilities
in sXAI. In Social Explainable AI (pp. 157–177). Springer Nature Singapore.
https://doi.org/10.1007/978-981-96-5290-7_9
bibtex: '@inbook{Rohlfing_Alpsancar_Schulte_2026, place={Singapore}, title={Responsibilities
in sXAI}, DOI={10.1007/978-981-96-5290-7_9},
booktitle={Social Explainable AI}, publisher={Springer Nature Singapore}, author={Rohlfing,
Katharina J. and Alpsancar, Suzana and Schulte, Carsten}, year={2026}, pages={157–177}
}'
chicago: 'Rohlfing, Katharina J., Suzana Alpsancar, and Carsten Schulte. “Responsibilities
in SXAI.” In Social Explainable AI, 157–77. Singapore: Springer Nature
Singapore, 2026. https://doi.org/10.1007/978-981-96-5290-7_9.'
ieee: 'K. J. Rohlfing, S. Alpsancar, and C. Schulte, “Responsibilities in sXAI,”
in Social Explainable AI, Singapore: Springer Nature Singapore, 2026, pp.
157–177.'
mla: Rohlfing, Katharina J., et al. “Responsibilities in SXAI.” Social Explainable
AI, Springer Nature Singapore, 2026, pp. 157–77, doi:10.1007/978-981-96-5290-7_9.
short: 'K.J. Rohlfing, S. Alpsancar, C. Schulte, in: Social Explainable AI, Springer
Nature Singapore, Singapore, 2026, pp. 157–177.'
date_created: 2026-03-19T10:59:18Z
date_updated: 2026-03-19T11:53:01Z
department:
- _id: '26'
- _id: '756'
doi: 10.1007/978-981-96-5290-7_9
language:
- iso: eng
main_file_link:
- open_access: '1'
url: https://doi.org/10.1007/978-981-96-5290-7_9
oa: '1'
page: 157-177
place: Singapore
project:
- _id: '109'
name: 'TRR 318: Erklärbarkeit konstruieren'
- _id: '370'
name: 'TRR 318; TP B06: Ethik und Normativität der erklärbaren KI'
publication: Social Explainable AI
publication_identifier:
isbn:
- '9789819652891'
- '9789819652907'
publication_status: published
publisher: Springer Nature Singapore
status: public
title: Responsibilities in sXAI
type: book_chapter
user_id: '93637'
year: '2026'
...
---
_id: '65065'
abstract:
- lang: eng
text: "Abstract\r\n This introduction
sets the stage for the present book. Whereas research in eXplainable AI (XAI)
is motivated by societal changes and values, technology development largely ignores
social aspects. This book aims to address this research gap with a systematic
and comprehensive social view on explainable AI. Besides introducing many relevant
concepts, the book offers first access to their possible implementation, thus
advancing the development of more social XAI. The introduction starts by connecting
the topic to the general research field of XAI. The second part defines the novel
approach of social eXplainable AI (sXAI) along the three characteristics of social
interaction such as patternedness, incrementality, and multimodality. Finally,
the third part explains the structure followed by each chapter. The book offers
insights not only for readers who work on technology development but also for
those working in sociotechnical fields. Addressing an interdisciplinary readership,
the book is an invitation for more exchange and further development of the sXAI
field."
citation:
ama: Rohlfing KJ, Främling K, Lim B, Alpsancar S, Thommes K, eds. Social Explainable
AI. Springer Nature Singapore; 2026. doi:10.1007/978-981-96-5290-7_1
apa: Rohlfing, K. J., Främling, K., Lim, B., Alpsancar, S., & Thommes, K. (Eds.).
(2026). Social Explainable AI. Springer Nature Singapore. https://doi.org/10.1007/978-981-96-5290-7_1
bibtex: '@book{Rohlfing_Främling_Lim_Alpsancar_Thommes_2026, place={Singapore},
title={Social Explainable AI}, DOI={10.1007/978-981-96-5290-7_1},
publisher={Springer Nature Singapore}, year={2026} }'
chicago: 'Rohlfing, Katharina J., Kary Främling, Brian Lim, Suzana Alpsancar, and
Kirsten Thommes, eds. Social Explainable AI. Singapore: Springer Nature
Singapore, 2026. https://doi.org/10.1007/978-981-96-5290-7_1.'
ieee: 'K. J. Rohlfing, K. Främling, B. Lim, S. Alpsancar, and K. Thommes, Eds.,
Social Explainable AI. Singapore: Springer Nature Singapore, 2026.'
mla: Rohlfing, Katharina J., et al., editors. Social Explainable AI. Springer
Nature Singapore, 2026, doi:10.1007/978-981-96-5290-7_1.
short: K.J. Rohlfing, K. Främling, B. Lim, S. Alpsancar, K. Thommes, eds., Social
Explainable AI, Springer Nature Singapore, Singapore, 2026.
date_created: 2026-03-19T11:55:17Z
date_updated: 2026-03-19T11:59:42Z
department:
- _id: '26'
- _id: '756'
doi: 10.1007/978-981-96-5290-7_1
editor:
- first_name: Katharina J.
full_name: Rohlfing, Katharina J.
id: '50352'
last_name: Rohlfing
orcid: 0000-0002-5676-8233
- first_name: Kary
full_name: Främling, Kary
last_name: Främling
- first_name: Brian
full_name: Lim, Brian
last_name: Lim
- first_name: Suzana
full_name: Alpsancar, Suzana
id: '93637'
last_name: Alpsancar
- first_name: Kirsten
full_name: Thommes, Kirsten
id: '72497'
last_name: Thommes
language:
- iso: eng
main_file_link:
- open_access: '1'
url: https://link.springer.com/book/10.1007/978-981-96-5290-7
oa: '1'
place: Singapore
project:
- _id: '109'
name: 'TRR 318: Erklärbarkeit konstruieren'
publication_identifier:
isbn:
- '9789819652891'
- '9789819652907'
publication_status: published
publisher: Springer Nature Singapore
status: public
title: Social Explainable AI
type: book_editor
user_id: '93637'
year: '2026'
...
---
_id: '61323'
author:
- first_name: Britta
full_name: Wrede, Britta
last_name: Wrede
- first_name: Hendrik
full_name: Buschmeier, Hendrik
last_name: Buschmeier
- first_name: Katharina Justine
full_name: Rohlfing, Katharina Justine
id: '50352'
last_name: Rohlfing
orcid: 0000-0002-5676-8233
- first_name: Meisam
full_name: Booshehri, Meisam
last_name: Booshehri
- first_name: Angela
full_name: Grimminger, Angela
id: '57578'
last_name: Grimminger
citation:
ama: 'Wrede B, Buschmeier H, Rohlfing KJ, Booshehri M, Grimminger A. Incremental
communication. In: Rohlfing KJ, Främling K, Alpsancar S, Thommes K, Lim BY, eds.
Social Explainable AI. Springer; 2026:227-245. doi:10.1007/978-981-96-5290-7_12'
apa: Wrede, B., Buschmeier, H., Rohlfing, K. J., Booshehri, M., & Grimminger,
A. (2026). Incremental communication. In K. J. Rohlfing, K. Främling, S. Alpsancar,
K. Thommes, & B. Y. Lim (Eds.), Social Explainable AI (pp. 227–245).
Springer. https://doi.org/10.1007/978-981-96-5290-7_12
bibtex: '@inbook{Wrede_Buschmeier_Rohlfing_Booshehri_Grimminger_2026, title={Incremental
communication}, DOI={10.1007/978-981-96-5290-7_12},
booktitle={Social Explainable AI}, publisher={Springer}, author={Wrede, Britta
and Buschmeier, Hendrik and Rohlfing, Katharina Justine and Booshehri, Meisam
and Grimminger, Angela}, editor={Rohlfing, Katharina J. and Främling, Kary and
Alpsancar, Suzana and Thommes, Kirsten and Lim, Brian Y.}, year={2026}, pages={227–245}
}'
chicago: Wrede, Britta, Hendrik Buschmeier, Katharina Justine Rohlfing, Meisam Booshehri,
and Angela Grimminger. “Incremental Communication.” In Social Explainable AI,
edited by Katharina J. Rohlfing, Kary Främling, Suzana Alpsancar, Kirsten Thommes,
and Brian Y. Lim, 227–45. Springer, 2026. https://doi.org/10.1007/978-981-96-5290-7_12.
ieee: B. Wrede, H. Buschmeier, K. J. Rohlfing, M. Booshehri, and A. Grimminger,
“Incremental communication,” in Social Explainable AI, K. J. Rohlfing,
K. Främling, S. Alpsancar, K. Thommes, and B. Y. Lim, Eds. Springer, 2026, pp.
227–245.
mla: Wrede, Britta, et al. “Incremental Communication.” Social Explainable AI,
edited by Katharina J. Rohlfing et al., Springer, 2026, pp. 227–45, doi:10.1007/978-981-96-5290-7_12.
short: 'B. Wrede, H. Buschmeier, K.J. Rohlfing, M. Booshehri, A. Grimminger, in:
K.J. Rohlfing, K. Främling, S. Alpsancar, K. Thommes, B.Y. Lim (Eds.), Social
Explainable AI, Springer, 2026, pp. 227–245.'
date_created: 2025-09-17T10:16:36Z
date_updated: 2026-03-19T12:38:37Z
department:
- _id: '660'
doi: 10.1007/978-981-96-5290-7_12
editor:
- first_name: Katharina J.
full_name: Rohlfing, Katharina J.
last_name: Rohlfing
- first_name: Kary
full_name: Främling, Kary
last_name: Främling
- first_name: Suzana
full_name: Alpsancar, Suzana
last_name: Alpsancar
- first_name: Kirsten
full_name: Thommes, Kirsten
last_name: Thommes
- first_name: Brian Y.
full_name: Lim, Brian Y.
last_name: Lim
language:
- iso: eng
main_file_link:
- open_access: '1'
oa: '1'
page: 227-245
project:
- _id: '112'
name: 'TRR 318; TP A02: Verstehensprozess einer Erklärung beobachten und auswerten'
- _id: '111'
name: 'TRR 318; TP A01: Adaptives Erklären'
- _id: '115'
name: 'TRR 318; TP A05: Echtzeitmessung der Aufmerksamkeit im Mensch-Roboter-Erklärdialog'
- _id: '113'
name: TRR 318 - Subproject A3
- _id: '118'
name: 'TRR 318: Project Area INF'
publication: Social Explainable AI
publication_identifier:
eisbn:
- 978-981-96-5290-7
publication_status: epub_ahead
publisher: Springer
quality_controlled: '1'
related_material:
link:
- relation: original
url: https://link.springer.com/chapter/10.1007/978-981-96-5290-7_12
status: public
title: Incremental communication
type: book_chapter
user_id: '57578'
year: '2026'
...
---
_id: '61112'
author:
- first_name: Katharina J.
full_name: Rohlfing, Katharina J.
id: '50352'
last_name: Rohlfing
orcid: 0000-0002-5676-8233
- first_name: Anna-Lisa
full_name: Vollmer, Anna-Lisa
last_name: Vollmer
- first_name: Angela
full_name: Grimminger, Angela
id: '57578'
last_name: Grimminger
citation:
ama: 'Rohlfing KJ, Vollmer A-L, Grimminger A. Practices: How to establish an explaining
practice. In: Rohlfing K, Främling K, Thommes K, Alpsancar S, Lim BY, eds. Social
Explainable AI. Springer; 2026. doi:10.1007/978-981-96-5290-7_5'
apa: 'Rohlfing, K. J., Vollmer, A.-L., & Grimminger, A. (2026). Practices: How
to establish an explaining practice. In K. Rohlfing, K. Främling, K. Thommes,
S. Alpsancar, & B. Y. Lim (Eds.), Social Explainable AI. Springer.
https://doi.org/10.1007/978-981-96-5290-7_5'
bibtex: '@inbook{Rohlfing_Vollmer_Grimminger_2026, title={Practices: How to establish
an explaining practice}, DOI={10.1007/978-981-96-5290-7_5},
booktitle={Social Explainable AI}, publisher={Springer}, author={Rohlfing, Katharina
J. and Vollmer, Anna-Lisa and Grimminger, Angela}, editor={Rohlfing, Katharina
and Främling, Kary and Thommes, Kirsten and Alpsancar, Suzana and Lim, Brian Y.},
year={2026} }'
chicago: 'Rohlfing, Katharina J., Anna-Lisa Vollmer, and Angela Grimminger. “Practices:
How to Establish an Explaining Practice.” In Social Explainable AI, edited
by Katharina Rohlfing, Kary Främling, Kirsten Thommes, Suzana Alpsancar, and Brian
Y. Lim. Springer, 2026. https://doi.org/10.1007/978-981-96-5290-7_5.'
ieee: 'K. J. Rohlfing, A.-L. Vollmer, and A. Grimminger, “Practices: How to establish
an explaining practice,” in Social Explainable AI, K. Rohlfing, K. Främling,
K. Thommes, S. Alpsancar, and B. Y. Lim, Eds. Springer, 2026.'
mla: 'Rohlfing, Katharina J., et al. “Practices: How to Establish an Explaining
Practice.” Social Explainable AI, edited by Katharina Rohlfing et al.,
Springer, 2026, doi:10.1007/978-981-96-5290-7_5.'
short: 'K.J. Rohlfing, A.-L. Vollmer, A. Grimminger, in: K. Rohlfing, K. Främling,
K. Thommes, S. Alpsancar, B.Y. Lim (Eds.), Social Explainable AI, Springer, 2026.'
date_created: 2025-09-02T14:33:16Z
date_updated: 2026-03-20T09:11:58Z
department:
- _id: '660'
doi: 10.1007/978-981-96-5290-7_5
editor:
- first_name: Katharina
full_name: Rohlfing, Katharina
last_name: Rohlfing
- first_name: Kary
full_name: Främling, Kary
last_name: Främling
- first_name: Kirsten
full_name: Thommes, Kirsten
last_name: Thommes
- first_name: Suzana
full_name: Alpsancar, Suzana
last_name: Alpsancar
- first_name: Brian Y.
full_name: Lim, Brian Y.
last_name: Lim
language:
- iso: eng
main_file_link:
- open_access: '1'
oa: '1'
project:
- _id: '112'
name: 'TRR 318; TP A02: Verstehensprozess einer Erklärung beobachten und auswerten'
- _id: '111'
name: 'TRR 318; TP A01: Adaptives Erklären'
- _id: '115'
name: 'TRR 318; TP A05: Echtzeitmessung der Aufmerksamkeit im Mensch-Roboter-Erklärdialog'
- _id: '123'
name: TRR 318 - Subproject B5
publication: Social Explainable AI
publication_identifier:
eisbn:
- 978-981-96-5290-7
publication_status: epub_ahead
publisher: Springer
quality_controlled: '1'
related_material:
link:
- relation: original
url: https://link.springer.com/chapter/10.1007/978-981-96-5290-7_5
status: public
title: 'Practices: How to establish an explaining practice'
type: book_chapter
user_id: '57578'
year: '2026'
...
---
_id: '59839'
abstract:
- lang: eng
text: 'In many scientific approaches, especially in those that try to foster explainability
of Artificial Intelligences, a narrow conception of explaining prevails. This
narrow conception implies that explaining is a one-directional action in which
knowledge is transferred from the explainer to an addressee. By studying the amount
of agency in metaphors for explaining in scientific texts, we want to find out
– or at least to contribute a partial answer to the question – why this narrow
conception is so dominant. For our analysis, we use a linguistic conception of
agency, transitivity. This concept allows to specify the degree of agency or effectiveness
of the action in a verbalised event. It is defined by several component parts.
We detail and discuss both the parameters of and global transitivity. Overall,
transitivity of explaining metaphors has a rather common pattern across metaphors.
Agency is not high and reduced in characteristic aspects: The metaphors imply
that the object of explaining is static, i.e., is not changed within the explanation,
and that explaining is the activity of one person only. This pattern may account
for the narrow conception of explaining. It contrasts strongly with current co-constructive
or sociotechnical approaches to explainability.'
author:
- first_name: Ingrid
full_name: Scharlau, Ingrid
id: '451'
last_name: Scharlau
orcid: 0000-0003-2364-9489
- first_name: Katharina J.
full_name: Rohlfing, Katharina J.
id: '50352'
last_name: Rohlfing
orcid: 0000-0002-5676-8233
citation:
ama: 'Scharlau I, Rohlfing KJ. Agency in metaphors of explaining: An analysis of
scientific texts. Published online 2025.'
apa: 'Scharlau, I., & Rohlfing, K. J. (2025). Agency in metaphors of explaining:
An analysis of scientific texts. Center for Open Science.'
bibtex: '@article{Scharlau_Rohlfing_2025, title={Agency in metaphors of explaining:
An analysis of scientific texts}, publisher={Center for Open Science}, author={Scharlau,
Ingrid and Rohlfing, Katharina J.}, year={2025} }'
chicago: 'Scharlau, Ingrid, and Katharina J. Rohlfing. “Agency in Metaphors of Explaining:
An Analysis of Scientific Texts.” Center for Open Science, 2025.'
ieee: 'I. Scharlau and K. J. Rohlfing, “Agency in metaphors of explaining: An analysis
of scientific texts.” Center for Open Science, 2025.'
mla: 'Scharlau, Ingrid, and Katharina J. Rohlfing. Agency in Metaphors of Explaining:
An Analysis of Scientific Texts. Center for Open Science, 2025.'
short: I. Scharlau, K.J. Rohlfing, (2025).
date_created: 2025-05-07T11:00:09Z
date_updated: 2025-05-07T11:09:37Z
department:
- _id: '424'
- _id: '749'
language:
- iso: eng
main_file_link:
- url: https://osf.io/preprints/osf/rwh9b_v1
project:
- _id: '127'
name: 'TRR 318 - C4: TRR 318 - Subproject C4 - Metaphern als Werkzeug des Erklärens'
publication_status: published
publisher: Center for Open Science
status: public
title: 'Agency in metaphors of explaining: An analysis of scientific texts'
type: preprint
user_id: '451'
year: '2025'
...
---
_id: '60935'
abstract:
- lang: eng
text: Research suggests that presenting an action via multimodal stimulation (verbal
and visual) enhances its perception. To highlight this, in most studies, assertive
instructions are generally presented before the occurrence of the visual subevent(s).
However, verbal instructions need not always be assertive; they can also include
negation to contrast the present event with a prior one, thereby facilitating
processing—a phenomenon known as contextual facilitation. In our study, we investigated
whether using negation to guide an action sequence facilitates action perception,
particularly when two consecutive subactions contrast with each other. Stimuli
from previous studies on action demonstration were used to create (non)contrastive
actions, that is, a ball following noncontrastive and identical (Over–Over or
Under–Under) versus contrastive and opposite paths (Over–Under or Under–Over)
before terminating at a goal location. In Experiment 1, either an assertive or
a negative instruction was provided as verbal guidance before onset of each path.
Analyzing data from 35 participants, we found that, whereas assertive instructions
facilitate overall action recall, negating the later path for contrastive actions
is equally facilitative. Given that action goal is the most salient aspect in
event memory due to goal-path bias in attention, a second experiment was conducted
to test the effect of multimodal synchrony on goal attention and action memory.
Experiment 2 revealed that when instructions overlap with actions, they become
more tailored—assertive instructions effectively guide noncontrastive actions,
while assertive–negative instruction particularly guides contrastive actions.
Both studies suggest that increased attention to the goal leads to coarser perception
of midevents, with action-instruction synchrony modulating goal bias in real-time
event apprehension to serve distinct purposes for action conceptualization. Whereas
presenting instructions before subactions attenuates goal attention, overlapping
instructions increase goal attention and reveal the selective roles of assertive
and negative instructions in guiding contrastive and noncontrastive actions.
article_number: e70096
article_type: original
author:
- first_name: Amit
full_name: Singh, Amit
id: '91018'
last_name: Singh
orcid: 0000-0002-7789-1521
- first_name: Katharina J.
full_name: Rohlfing, Katharina J.
id: '50352'
last_name: Rohlfing
orcid: 0000-0002-5676-8233
citation:
ama: 'Singh A, Rohlfing KJ. Contrastive Verbal Guidance: A Beneficial Context for
Attention To Events and Their Memory? Cognitive Science. 2025;49(8). doi:10.1111/cogs.70096'
apa: 'Singh, A., & Rohlfing, K. J. (2025). Contrastive Verbal Guidance: A Beneficial
Context for Attention To Events and Their Memory? Cognitive Science, 49(8),
Article e70096. https://doi.org/10.1111/cogs.70096'
bibtex: '@article{Singh_Rohlfing_2025, title={Contrastive Verbal Guidance: A Beneficial
Context for Attention To Events and Their Memory?}, volume={49}, DOI={10.1111/cogs.70096},
number={8e70096}, journal={Cognitive Science}, publisher={Wiley}, author={Singh,
Amit and Rohlfing, Katharina J.}, year={2025} }'
chicago: 'Singh, Amit, and Katharina J. Rohlfing. “Contrastive Verbal Guidance:
A Beneficial Context for Attention To Events and Their Memory?” Cognitive Science
49, no. 8 (2025). https://doi.org/10.1111/cogs.70096.'
ieee: 'A. Singh and K. J. Rohlfing, “Contrastive Verbal Guidance: A Beneficial Context
for Attention To Events and Their Memory?,” Cognitive Science, vol. 49,
no. 8, Art. no. e70096, 2025, doi: 10.1111/cogs.70096.'
mla: 'Singh, Amit, and Katharina J. Rohlfing. “Contrastive Verbal Guidance: A Beneficial
Context for Attention To Events and Their Memory?” Cognitive Science, vol.
49, no. 8, e70096, Wiley, 2025, doi:10.1111/cogs.70096.'
short: A. Singh, K.J. Rohlfing, Cognitive Science 49 (2025).
date_created: 2025-08-18T08:30:30Z
date_updated: 2025-08-18T08:31:04Z
department:
- _id: '749'
- _id: '660'
doi: 10.1111/cogs.70096
external_id:
pmid:
- '40810767'
intvolume: ' 49'
issue: '8'
language:
- iso: eng
main_file_link:
- open_access: '1'
url: https://pubmed.ncbi.nlm.nih.gov/40810767/
oa: '1'
pmid: '1'
project:
- _id: '115'
name: 'TRR 318; TP A05: Echtzeitmessung der Aufmerksamkeit im Mensch-Roboter-Erklärdialog'
publication: Cognitive Science
publication_status: published
publisher: Wiley
quality_controlled: '1'
status: public
title: 'Contrastive Verbal Guidance: A Beneficial Context for Attention To Events
and Their Memory?'
type: journal_article
user_id: '91018'
volume: 49
year: '2025'
...
---
_id: '61332'
author:
- first_name: Heike M.
full_name: Buhl, Heike M.
id: '27152'
last_name: Buhl
- first_name: Josephine Beryl
full_name: Fisher, Josephine Beryl
id: '56345'
last_name: Fisher
orcid: 0000-0002-9997-9241
- first_name: Katharina J.
full_name: Rohlfing, Katharina J.
id: '50352'
last_name: Rohlfing
orcid: 0000-0002-5676-8233
citation:
ama: 'Buhl HM, Fisher JB, Rohlfing KJ. Role Perception Questionnaire: Co-Construction.
Scales Manual. OSF; 2025.'
apa: 'Buhl, H. M., Fisher, J. B., & Rohlfing, K. J. (2025). Role Perception
Questionnaire: Co-construction. Scales manual. OSF.'
bibtex: '@book{Buhl_Fisher_Rohlfing_2025, title={Role Perception Questionnaire:
Co-construction. Scales manual}, publisher={OSF}, author={Buhl, Heike M. and Fisher,
Josephine Beryl and Rohlfing, Katharina J.}, year={2025} }'
chicago: 'Buhl, Heike M., Josephine Beryl Fisher, and Katharina J. Rohlfing. Role
Perception Questionnaire: Co-Construction. Scales Manual. OSF, 2025.'
ieee: 'H. M. Buhl, J. B. Fisher, and K. J. Rohlfing, Role Perception Questionnaire:
Co-construction. Scales manual. OSF, 2025.'
mla: 'Buhl, Heike M., et al. Role Perception Questionnaire: Co-Construction.
Scales Manual. OSF, 2025.'
short: 'H.M. Buhl, J.B. Fisher, K.J. Rohlfing, Role Perception Questionnaire: Co-Construction.
Scales Manual, OSF, 2025.'
date_created: 2025-09-17T15:04:28Z
date_updated: 2025-09-17T15:06:22Z
department:
- _id: '427'
language:
- iso: eng
main_file_link:
- url: https://osf.io/bnem2/files/osfstorage/68677f0b45587b0093f71a0f
project:
- _id: '111'
name: 'TRR 318; TP A01: Adaptives Erklären'
publisher: OSF
status: public
title: 'Role Perception Questionnaire: Co-construction. Scales manual'
type: report
user_id: '90826'
year: '2025'
...
---
_id: '61432'
abstract:
- lang: eng
text: 'This study investigated how action histories – unfolding sequences of actions
with objects – provide a context for both attentional allocation and linguistic
repair strategies. Building on theories of enactive cognition and sensorimotor
contingency theory, we experimentally manipulated action sequences (action history)
to create either simple or rich “situational models,” and investigated how these
models interact with attention and reflect in linguistic processes during human–robot
interaction. Participants (N = 30) engaged in a controlled object placement task
with a humanoid robot, where the action (manner) information was either provided
or omitted. The omission elicited repair behaviors in participants that were in
focus of our investigation. For rich models (competing action possibilities) participants
demonstrated: a) increased attentional reorientation, reflecting active engagement
with the situational model b) preference for restricted repairs, targeting the
specific source of trouble in action selection. Conversely, a simple situational
model led to more generalized attention patterns and open repair strategies, suggesting
weaker constraints on internal processing. These findings highlight how situational
structures emerge externally to scaffold internal cognitive processes, with action
histories serving as a crucial context for the interface between perception, action,
and language. We discuss how to implement such a tight loop in the assistance
of a system.'
author:
- first_name: Amit
full_name: Singh, Amit
id: '91018'
last_name: Singh
orcid: 0000-0002-7789-1521
- first_name: Katharina J.
full_name: Rohlfing, Katharina J.
id: '50352'
last_name: Rohlfing
orcid: 0000-0002-5676-8233
citation:
ama: 'Singh A, Rohlfing KJ. Manners Matter: Action history guides attention and
repair choices during interaction. In: IEEE International Conference on Development
and Learning (ICDL). ; 2025. doi:10.31234/osf.io/yn2we_v1'
apa: 'Singh, A., & Rohlfing, K. J. (2025). Manners Matter: Action history guides
attention and repair choices during interaction. IEEE International Conference
on Development and Learning (ICDL). IEEE International Conference on Development
and Learning (ICDL), Prague. https://doi.org/10.31234/osf.io/yn2we_v1'
bibtex: '@inproceedings{Singh_Rohlfing_2025, place={ Prague}, title={Manners Matter:
Action history guides attention and repair choices during interaction}, DOI={10.31234/osf.io/yn2we_v1},
booktitle={IEEE International Conference on Development and Learning (ICDL)},
author={Singh, Amit and Rohlfing, Katharina J.}, year={2025} }'
chicago: 'Singh, Amit, and Katharina J. Rohlfing. “Manners Matter: Action History
Guides Attention and Repair Choices during Interaction.” In IEEE International
Conference on Development and Learning (ICDL). Prague, 2025. https://doi.org/10.31234/osf.io/yn2we_v1.'
ieee: 'A. Singh and K. J. Rohlfing, “Manners Matter: Action history guides attention
and repair choices during interaction,” presented at the IEEE International Conference
on Development and Learning (ICDL), Prague, 2025, doi: 10.31234/osf.io/yn2we_v1.'
mla: 'Singh, Amit, and Katharina J. Rohlfing. “Manners Matter: Action History Guides
Attention and Repair Choices during Interaction.” IEEE International Conference
on Development and Learning (ICDL), 2025, doi:10.31234/osf.io/yn2we_v1.'
short: 'A. Singh, K.J. Rohlfing, in: IEEE International Conference on Development
and Learning (ICDL), Prague, 2025.'
conference:
end_date: 2025-09-19
location: Prague
name: IEEE International Conference on Development and Learning (ICDL)
start_date: 2025-09-15
date_created: 2025-09-24T12:32:52Z
date_updated: 2025-09-24T12:39:25Z
department:
- _id: '749'
- _id: '660'
doi: 10.31234/osf.io/yn2we_v1
keyword:
- Attention
- Action
- Repairs
- Task model
- HRI
- Eyemovement
language:
- iso: eng
main_file_link:
- open_access: '1'
url: https://doi.org/10.31234/osf.io/yn2we_v1
oa: '1'
place: ' Prague'
project:
- _id: '115'
name: 'TRR 318; TP A05: Echtzeitmessung der Aufmerksamkeit im Mensch-Roboter-Erklärdialog'
publication: IEEE International Conference on Development and Learning (ICDL)
publication_status: published
quality_controlled: '1'
status: public
title: 'Manners Matter: Action history guides attention and repair choices during
interaction'
type: conference
user_id: '91018'
year: '2025'
...
---
_id: '61401'
abstract:
- lang: eng
text: "We introduce a method to study online language processes in human--robot
interactive setup. In this interaction, language mediated eye movements can be
studied as the dialogue unfolds between human and a robot. \r\nTraditionally,
real-time linguistic processes are studied using visual world paradigms (VWP),
where either the comprehension or the production tasks are implemented on screens
for controlled investigations. Going beyond these traditional and unidirectional
approach, we bring together production--comprehension loop with the help of a
humanoid robot to preserve interactivity in an ecologically valid yet controlled
setup. We discuss the potential of such setups for designing and evaluating findings
from language--vision interplay in psycholinguistics. Our setup shows a potential
to depart from traditional screen based experiments, balancing the dynamics of
the interaction with control of the human behaviors. "
author:
- first_name: Amit
full_name: Singh, Amit
id: '91018'
last_name: Singh
orcid: 0000-0002-7789-1521
- first_name: Katharina J.
full_name: Rohlfing, Katharina J.
id: '50352'
last_name: Rohlfing
orcid: 0000-0002-5676-8233
citation:
ama: 'Singh A, Rohlfing KJ. Embedding Psycholinguistics: An Interactive Framework
for Studying Language in Action. In: 6th Biannual Conference of the German
Society for Cognitive Science, Bochum, Germany. ; 2025. doi:10.17605/OSF.IO/8PR23'
apa: 'Singh, A., & Rohlfing, K. J. (2025). Embedding Psycholinguistics: An Interactive
Framework for Studying Language in Action. 6th Biannual Conference of the German
Society for Cognitive Science, Bochum, Germany. 6th Biannual Conference of
the German Society for Cognitive Science, Bochum, Germany, Bochum. https://doi.org/10.17605/OSF.IO/8PR23'
bibtex: '@inproceedings{Singh_Rohlfing_2025, place={Bochum}, title={Embedding Psycholinguistics:
An Interactive Framework for Studying Language in Action}, DOI={10.17605/OSF.IO/8PR23},
booktitle={6th Biannual Conference of the German Society for Cognitive Science,
Bochum, Germany}, author={Singh, Amit and Rohlfing, Katharina J.}, year={2025}
}'
chicago: 'Singh, Amit, and Katharina J. Rohlfing. “Embedding Psycholinguistics:
An Interactive Framework for Studying Language in Action.” In 6th Biannual
Conference of the German Society for Cognitive Science, Bochum, Germany. Bochum,
2025. https://doi.org/10.17605/OSF.IO/8PR23.'
ieee: 'A. Singh and K. J. Rohlfing, “Embedding Psycholinguistics: An Interactive
Framework for Studying Language in Action,” presented at the 6th Biannual Conference
of the German Society for Cognitive Science, Bochum, Germany, Bochum, 2025, doi:
10.17605/OSF.IO/8PR23.'
mla: 'Singh, Amit, and Katharina J. Rohlfing. “Embedding Psycholinguistics: An Interactive
Framework for Studying Language in Action.” 6th Biannual Conference of the
German Society for Cognitive Science, Bochum, Germany, 2025, doi:10.17605/OSF.IO/8PR23.'
short: 'A. Singh, K.J. Rohlfing, in: 6th Biannual Conference of the German Society
for Cognitive Science, Bochum, Germany, Bochum, 2025.'
conference:
end_date: 2025-09-03
location: Bochum
name: 6th Biannual Conference of the German Society for Cognitive Science, Bochum,
Germany
start_date: 2025-09-01
date_created: 2025-09-23T09:04:40Z
date_updated: 2025-09-24T12:47:47Z
department:
- _id: '749'
- _id: '660'
doi: 10.17605/OSF.IO/8PR23
language:
- iso: eng
main_file_link:
- url: https://osf.io/ghymr
place: Bochum
project:
- _id: '115'
name: 'TRR 318; TP A05: Echtzeitmessung der Aufmerksamkeit im Mensch-Roboter-Erklärdialog'
publication: 6th Biannual Conference of the German Society for Cognitive Science,
Bochum, Germany
publication_status: published
quality_controlled: '1'
status: public
title: 'Embedding Psycholinguistics: An Interactive Framework for Studying Language
in Action'
type: conference
user_id: '91018'
year: '2025'
...
---
_id: '61156'
abstract:
- lang: eng
text: Explainability has become an important topic in computer science and artificial
intelligence, leading to a subfield called Explainable Artificial Intelligence
(XAI). The goal of providing or seeking explanations is to achieve (better) ‘understanding’
on the part of the explainee. However, what it means to ‘understand’ is still
not clearly defined, and the concept itself is rarely the subject of scientific
investigation. This conceptual article aims to present a model of forms of understanding
for XAI-explanations and beyond. From an interdisciplinary perspective bringing
together computer science, linguistics, sociology, philosophy and psychology,
a definition of understanding and its forms, assessment, and dynamics during the
process of giving everyday explanations are explored. Two types of understanding
are considered as possible outcomes of explanations, namely enabledness, ‘knowing
how’ to do or decide something, and comprehension, ‘knowing that’ – both in different
degrees (from shallow to deep). Explanations regularly start with shallow understanding
in a specific domain and can lead to deep comprehension and enabledness of the
explanandum, which we see as a prerequisite for human users to gain agency. In
this process, the increase of comprehension and enabledness are highly interdependent.
Against the background of this systematization, special challenges of understanding
in XAI are discussed.
article_number: '101419'
article_type: original
author:
- first_name: Hendrik
full_name: Buschmeier, Hendrik
id: '76456'
last_name: Buschmeier
orcid: 0000-0002-9613-5713
- first_name: Heike M.
full_name: Buhl, Heike M.
id: '27152'
last_name: Buhl
- first_name: Friederike
full_name: Kern, Friederike
last_name: Kern
- first_name: Angela
full_name: Grimminger, Angela
id: '57578'
last_name: Grimminger
- first_name: Helen
full_name: Beierling, Helen
id: '50995'
last_name: Beierling
- first_name: Josephine Beryl
full_name: Fisher, Josephine Beryl
id: '56345'
last_name: Fisher
orcid: 0000-0002-9997-9241
- first_name: André
full_name: Groß, André
id: '93405'
last_name: Groß
orcid: 0000-0002-9593-7220
- first_name: Ilona
full_name: Horwath, Ilona
id: '68836'
last_name: Horwath
- first_name: Nils
full_name: Klowait, Nils
id: '98454'
last_name: Klowait
orcid: 0000-0002-7347-099X
- first_name: Stefan Teodorov
full_name: Lazarov, Stefan Teodorov
id: '90345'
last_name: Lazarov
orcid: 0009-0009-0892-9483
- first_name: Michael
full_name: Lenke, Michael
last_name: Lenke
- first_name: Vivien
full_name: Lohmer, Vivien
last_name: Lohmer
- first_name: Katharina
full_name: Rohlfing, Katharina
id: '50352'
last_name: Rohlfing
orcid: 0000-0002-5676-8233
- first_name: Ingrid
full_name: Scharlau, Ingrid
id: '451'
last_name: Scharlau
orcid: 0000-0003-2364-9489
- first_name: Amit
full_name: Singh, Amit
id: '91018'
last_name: Singh
orcid: 0000-0002-7789-1521
- first_name: Lutz
full_name: Terfloth, Lutz
id: '37320'
last_name: Terfloth
- first_name: Anna-Lisa
full_name: Vollmer, Anna-Lisa
id: '86589'
last_name: Vollmer
- first_name: Yu
full_name: Wang, Yu
last_name: Wang
- first_name: Annedore
full_name: Wilmes, Annedore
last_name: Wilmes
- first_name: Britta
full_name: Wrede, Britta
last_name: Wrede
citation:
ama: Buschmeier H, Buhl HM, Kern F, et al. Forms of Understanding for XAI-Explanations.
Cognitive Systems Research. 2025;94. doi:10.1016/j.cogsys.2025.101419
apa: Buschmeier, H., Buhl, H. M., Kern, F., Grimminger, A., Beierling, H., Fisher,
J. B., Groß, A., Horwath, I., Klowait, N., Lazarov, S. T., Lenke, M., Lohmer,
V., Rohlfing, K., Scharlau, I., Singh, A., Terfloth, L., Vollmer, A.-L., Wang,
Y., Wilmes, A., & Wrede, B. (2025). Forms of Understanding for XAI-Explanations.
Cognitive Systems Research, 94, Article 101419. https://doi.org/10.1016/j.cogsys.2025.101419
bibtex: '@article{Buschmeier_Buhl_Kern_Grimminger_Beierling_Fisher_Groß_Horwath_Klowait_Lazarov_et
al._2025, title={Forms of Understanding for XAI-Explanations}, volume={94}, DOI={10.1016/j.cogsys.2025.101419},
number={101419}, journal={Cognitive Systems Research}, author={Buschmeier, Hendrik
and Buhl, Heike M. and Kern, Friederike and Grimminger, Angela and Beierling,
Helen and Fisher, Josephine Beryl and Groß, André and Horwath, Ilona and Klowait,
Nils and Lazarov, Stefan Teodorov and et al.}, year={2025} }'
chicago: Buschmeier, Hendrik, Heike M. Buhl, Friederike Kern, Angela Grimminger,
Helen Beierling, Josephine Beryl Fisher, André Groß, et al. “Forms of Understanding
for XAI-Explanations.” Cognitive Systems Research 94 (2025). https://doi.org/10.1016/j.cogsys.2025.101419.
ieee: 'H. Buschmeier et al., “Forms of Understanding for XAI-Explanations,”
Cognitive Systems Research, vol. 94, Art. no. 101419, 2025, doi: 10.1016/j.cogsys.2025.101419.'
mla: Buschmeier, Hendrik, et al. “Forms of Understanding for XAI-Explanations.”
Cognitive Systems Research, vol. 94, 101419, 2025, doi:10.1016/j.cogsys.2025.101419.
short: H. Buschmeier, H.M. Buhl, F. Kern, A. Grimminger, H. Beierling, J.B. Fisher,
A. Groß, I. Horwath, N. Klowait, S.T. Lazarov, M. Lenke, V. Lohmer, K. Rohlfing,
I. Scharlau, A. Singh, L. Terfloth, A.-L. Vollmer, Y. Wang, A. Wilmes, B. Wrede,
Cognitive Systems Research 94 (2025).
date_created: 2025-09-08T14:24:32Z
date_updated: 2025-12-05T15:32:25Z
ddc:
- '006'
department:
- _id: '660'
doi: 10.1016/j.cogsys.2025.101419
file:
- access_level: closed
content_type: application/pdf
creator: hbuschme
date_created: 2025-12-01T21:02:20Z
date_updated: 2025-12-01T21:02:20Z
file_id: '62730'
file_name: Buschmeier-etal-2025-COGSYS.pdf
file_size: 10114981
relation: main_file
success: 1
file_date_updated: 2025-12-01T21:02:20Z
has_accepted_license: '1'
intvolume: ' 94'
keyword:
- understanding
- explaining
- explanations
- explainable
- AI
- interdisciplinarity
- comprehension
- enabledness
- agency
language:
- iso: eng
main_file_link:
- open_access: '1'
url: https://www.sciencedirect.com/science/article/pii/S1389041725000993?via%3Dihub
oa: '1'
project:
- _id: '111'
name: 'TRR 318; TP A01: Adaptives Erklären'
- _id: '112'
name: 'TRR 318; TP A02: Verstehensprozess einer Erklärung beobachten und auswerten'
- _id: '113'
name: TRR 318 - Subproject A3
- _id: '114'
name: 'TRR 318; TP A04: Integration des technischen Modells in das Partnermodell
bei der Erklärung von digitalen Artefakten'
- _id: '115'
name: 'TRR 318; TP A05: Echtzeitmessung der Aufmerksamkeit im Mensch-Roboter-Erklärdialog'
- _id: '122'
name: TRR 318 - Subproject B3
- _id: '123'
name: TRR 318 - Subproject B5
- _id: '119'
name: TRR 318 - Project Area Ö
publication: Cognitive Systems Research
publication_status: published
quality_controlled: '1'
status: public
title: Forms of Understanding for XAI-Explanations
type: journal_article
user_id: '57578'
volume: 94
year: '2025'
...
---
_id: '54411'
abstract:
- lang: ger
text: Die Verankerung von Inklusion als Querschnittsthema lehramtsbezogener Studiengänge
fordert zu einer interdisziplinären Verständigung über die Vorstellung inklusiver
Unterrichtsgestaltung heraus. Die ForscherInnengruppe der Universität Paderborn
wählt hierfür als methodischen Ausgangspunkt Vignetten als verdichtete Fallbeispiele
aus der Unterrichtspraxis, die aus verschiedenen fachübergreifenden praxistheoretischen
Perspektiven gelesen und so gemeinsam diskutiert werden. In der Linie praxistheoretischer
Arbeiten reflektiert das Buch Praktiken im inklusiven Fachunterricht in der Spannung
zu den normativen (sonder-)pädagogischen bzw. (fach-)didaktischen Vorannahmen,
um aus dieser Reflexion eigenes verantwortetes Handeln zu entwickeln. Die Vignettenbündel
laden so zum diskursiven Austausch, zur Kontrastierung oder zum "Einfangen" selbst
erlebter Unterrichtspraxen auf dem Weg des Verstehens von Inklusion in Theorie
und Praxis ein.
citation:
ama: Häsel-Weide U, Kammeyer K, Kruse I, et al., eds. Inklusion verstehen - Szenen
aus dem Unterricht in interdisziplinärer Reflexion. 1st ed. Kohlhammer; 2024.
apa: Häsel-Weide, U., Kammeyer, K., Kruse, I., Laubenstein, D., Reis, O., Rohlfing,
K., & Schröer, F. (Eds.). (2024). Inklusion verstehen - Szenen aus dem
Unterricht in interdisziplinärer Reflexion (1st ed.). Kohlhammer.
bibtex: '@book{Häsel-Weide_Kammeyer_Kruse_Laubenstein_Reis_Rohlfing_Schröer_2024,
place={Stuttgart}, edition={1}, title={Inklusion verstehen - Szenen aus dem Unterricht
in interdisziplinärer Reflexion}, publisher={Kohlhammer}, year={2024} }'
chicago: 'Häsel-Weide, Uta, Katharina Kammeyer, Iris Kruse, Désirée Laubenstein,
Oliver Reis, Katharina Rohlfing, and Franz Schröer, eds. Inklusion verstehen
- Szenen aus dem Unterricht in interdisziplinärer Reflexion. 1st ed. Stuttgart:
Kohlhammer, 2024.'
ieee: 'U. Häsel-Weide et al., Eds., Inklusion verstehen - Szenen aus dem
Unterricht in interdisziplinärer Reflexion, 1st ed. Stuttgart: Kohlhammer,
2024.'
mla: Häsel-Weide, Uta, et al., editors. Inklusion verstehen - Szenen aus dem
Unterricht in interdisziplinärer Reflexion. 1st ed., Kohlhammer, 2024.
short: U. Häsel-Weide, K. Kammeyer, I. Kruse, D. Laubenstein, O. Reis, K. Rohlfing,
F. Schröer, eds., Inklusion verstehen - Szenen aus dem Unterricht in interdisziplinärer
Reflexion, 1st ed., Kohlhammer, Stuttgart, 2024.
date_created: 2024-05-22T09:01:17Z
date_updated: 2024-05-22T09:01:29Z
edition: '1'
editor:
- first_name: Uta
full_name: Häsel-Weide, Uta
id: '60267'
last_name: Häsel-Weide
- first_name: Katharina
full_name: Kammeyer, Katharina
id: '60607'
last_name: Kammeyer
- first_name: Iris
full_name: Kruse, Iris
id: '48289'
last_name: Kruse
- first_name: Désirée
full_name: Laubenstein, Désirée
id: '52682'
last_name: Laubenstein
- first_name: Oliver
full_name: Reis, Oliver
id: '55567'
last_name: Reis
- first_name: Katharina
full_name: Rohlfing, Katharina
id: '50352'
last_name: Rohlfing
- first_name: Franz
full_name: Schröer, Franz
id: '71764'
last_name: Schröer
language:
- iso: ger
main_file_link:
- url: https://shop.kohlhammer.de/inklusion-verstehen-43024.html#147=9
page: '186'
place: Stuttgart
publication_identifier:
isbn:
- 978-3-17-043026-6
publication_status: published
publisher: Kohlhammer
status: public
title: Inklusion verstehen - Szenen aus dem Unterricht in interdisziplinärer Reflexion
type: book_editor
user_id: '71764'
year: '2024'
...
---
_id: '56135'
author:
- first_name: Franz
full_name: Schröer, Franz
id: '71764'
last_name: Schröer
orcid: 0000-0002-1445-3647
- first_name: Oliver
full_name: Reis, Oliver
id: '55567'
last_name: Reis
- first_name: Iris
full_name: Kruse, Iris
id: '48289'
last_name: Kruse
- first_name: Katharina
full_name: Rohlfing, Katharina
id: '50352'
last_name: Rohlfing
citation:
ama: 'Schröer F, Reis O, Kruse I, Rohlfing K. Das Forschungsprojekt im Spiegel praxistheoretischer
inklusionsbezogener Unterrichtsforschung. In: Inklusion verstehen. Szenen aus
dem Unterricht in interdisziplinärer Reflexion. W. Kohlhammer GmbH; 2024:181-185.
doi:10.17433/978-3-17-043025-9'
apa: Schröer, F., Reis, O., Kruse, I., & Rohlfing, K. (2024). Das Forschungsprojekt
im Spiegel praxistheoretischer inklusionsbezogener Unterrichtsforschung. In Inklusion
verstehen. Szenen aus dem Unterricht in interdisziplinärer Reflexion (pp.
181–185). W. Kohlhammer GmbH. https://doi.org/10.17433/978-3-17-043025-9
bibtex: '@inbook{Schröer_Reis_Kruse_Rohlfing_2024, place={Stuttgart}, title={Das
Forschungsprojekt im Spiegel praxistheoretischer inklusionsbezogener Unterrichtsforschung},
DOI={10.17433/978-3-17-043025-9},
booktitle={Inklusion verstehen. Szenen aus dem Unterricht in interdisziplinärer
Reflexion}, publisher={W. Kohlhammer GmbH}, author={Schröer, Franz and Reis, Oliver
and Kruse, Iris and Rohlfing, Katharina}, year={2024}, pages={181–185} }'
chicago: 'Schröer, Franz, Oliver Reis, Iris Kruse, and Katharina Rohlfing. “Das
Forschungsprojekt im Spiegel praxistheoretischer inklusionsbezogener Unterrichtsforschung.”
In Inklusion verstehen. Szenen aus dem Unterricht in interdisziplinärer Reflexion,
181–85. Stuttgart: W. Kohlhammer GmbH, 2024. https://doi.org/10.17433/978-3-17-043025-9.'
ieee: 'F. Schröer, O. Reis, I. Kruse, and K. Rohlfing, “Das Forschungsprojekt im
Spiegel praxistheoretischer inklusionsbezogener Unterrichtsforschung,” in Inklusion
verstehen. Szenen aus dem Unterricht in interdisziplinärer Reflexion, Stuttgart:
W. Kohlhammer GmbH, 2024, pp. 181–185.'
mla: Schröer, Franz, et al. “Das Forschungsprojekt im Spiegel praxistheoretischer
inklusionsbezogener Unterrichtsforschung.” Inklusion verstehen. Szenen aus
dem Unterricht in interdisziplinärer Reflexion, W. Kohlhammer GmbH, 2024,
pp. 181–85, doi:10.17433/978-3-17-043025-9.
short: 'F. Schröer, O. Reis, I. Kruse, K. Rohlfing, in: Inklusion verstehen. Szenen
aus dem Unterricht in interdisziplinärer Reflexion, W. Kohlhammer GmbH, Stuttgart,
2024, pp. 181–185.'
date_created: 2024-09-16T08:06:27Z
date_updated: 2024-09-16T08:09:12Z
department:
- _id: '588'
doi: 10.17433/978-3-17-043025-9
language:
- iso: ger
main_file_link:
- url: https://elibrary.kohlhammer.de/book/10.17433/978-3-17-043025-9
page: 181-185
place: Stuttgart
publication: Inklusion verstehen. Szenen aus dem Unterricht in interdisziplinärer
Reflexion
publication_identifier:
isbn:
- '9783170430259'
publication_status: published
publisher: W. Kohlhammer GmbH
status: public
title: Das Forschungsprojekt im Spiegel praxistheoretischer inklusionsbezogener Unterrichtsforschung
type: book_chapter
user_id: '71764'
year: '2024'
...
---
_id: '56660'
abstract:
- lang: eng
text: In a successful dialogue in general and a successful explanation in specific,
partners need to account for both, the task model (what is relevant for the task)
and the partner model (what one can con- tribute). The phenomenon of coupling
between task and the partner model becomes especially interesting in the context
of Human– Robot Interaction where humans have to deal with unknown ca- pabilities
of the robot, which can momentarily be perceived when the robot is unable to contribute
to the task. Following research on the path over manner prominence in an action
[31–33], a robot ex- plained actions to a human by emphasizing two aspects – the
path ("where" component) and the manner ("how" component). On criti- cal trials,
the robot occasionally omitted one of these components where participants sought
missing information for the path or the manner. Participants’ information-seeking
and gaze behaviour were analysed. Analysis confirms the initial predictions for,
a) task model (path over manner prominence), i.e., earlier information-seeking
for path-missing than manner-missing trials, and b) partner model, i.e., while
information-seeking is predominantly tied to the attention on the robot’s face,
when robot fails to provide resolution, attention shifts more often towards its
torso – a behavior likely to indicate an exploration of the robot’s capabilities.
An individual-level anal- ysis further confirms that the intra-individual variation
in the task model is partly influenced by the perceived capability of the robot.
author:
- first_name: Amit
full_name: Singh, Amit
id: '91018'
last_name: Singh
orcid: 0000-0002-7789-1521
- first_name: Katharina J.
full_name: Rohlfing, Katharina J.
id: '50352'
last_name: Rohlfing
citation:
ama: 'Singh A, Rohlfing KJ. Coupling of Task and Partner Model: Investigating the
Intra-Individual Variability in Gaze during Human–Robot Explanatory Dialogue.
In: Proceedings of 26th ACM International Conference on Multimodal Interaction
(ICMI 2024). ; 2024. doi:10.1145/3686215.3689202'
apa: 'Singh, A., & Rohlfing, K. J. (2024). Coupling of Task and Partner Model:
Investigating the Intra-Individual Variability in Gaze during Human–Robot Explanatory
Dialogue. Proceedings of 26th ACM International Conference on Multimodal Interaction
(ICMI 2024). 26th ACM International Conference on Multimodal Interaction (ICMI
2024), San Jose, Costa Rica. https://doi.org/10.1145/3686215.3689202'
bibtex: '@inproceedings{Singh_Rohlfing_2024, title={Coupling of Task and Partner
Model: Investigating the Intra-Individual Variability in Gaze during Human–Robot
Explanatory Dialogue}, DOI={10.1145/3686215.3689202},
booktitle={Proceedings of 26th ACM International Conference on Multimodal Interaction
(ICMI 2024)}, author={Singh, Amit and Rohlfing, Katharina J.}, year={2024} }'
chicago: 'Singh, Amit, and Katharina J. Rohlfing. “Coupling of Task and Partner
Model: Investigating the Intra-Individual Variability in Gaze during Human–Robot
Explanatory Dialogue.” In Proceedings of 26th ACM International Conference
on Multimodal Interaction (ICMI 2024), 2024. https://doi.org/10.1145/3686215.3689202.'
ieee: 'A. Singh and K. J. Rohlfing, “Coupling of Task and Partner Model: Investigating
the Intra-Individual Variability in Gaze during Human–Robot Explanatory Dialogue,”
presented at the 26th ACM International Conference on Multimodal Interaction (ICMI
2024), San Jose, Costa Rica, 2024, doi: 10.1145/3686215.3689202.'
mla: 'Singh, Amit, and Katharina J. Rohlfing. “Coupling of Task and Partner Model:
Investigating the Intra-Individual Variability in Gaze during Human–Robot Explanatory
Dialogue.” Proceedings of 26th ACM International Conference on Multimodal Interaction
(ICMI 2024), 2024, doi:10.1145/3686215.3689202.'
short: 'A. Singh, K.J. Rohlfing, in: Proceedings of 26th ACM International Conference
on Multimodal Interaction (ICMI 2024), 2024.'
conference:
location: San Jose, Costa Rica
name: 26th ACM International Conference on Multimodal Interaction (ICMI 2024)
date_created: 2024-10-17T09:35:32Z
date_updated: 2024-11-06T10:56:34Z
ddc:
- '410'
department:
- _id: '749'
- _id: '660'
doi: 10.1145/3686215.3689202
has_accepted_license: '1'
keyword:
- Explanation
- Scaffolding
- Eyetracking
- Partner Model
- HRI
language:
- iso: eng
project:
- _id: '115'
grant_number: '438445824'
name: 'TRR 318 - A05: TRR 318 - Echtzeitmessung der Aufmerksamkeit im Mensch-Roboter-Erklärdialog
(Teilprojekt A05)'
publication: Proceedings of 26th ACM International Conference on Multimodal Interaction
(ICMI 2024)
status: public
title: 'Coupling of Task and Partner Model: Investigating the Intra-Individual Variability
in Gaze during Human–Robot Explanatory Dialogue'
type: conference
user_id: '91018'
year: '2024'
...
---
_id: '56264'
author:
- first_name: Heike M.
full_name: Buhl, Heike M.
id: '27152'
last_name: Buhl
- first_name: Josephine Beryl
full_name: Fisher, Josephine Beryl
id: '56345'
last_name: Fisher
- first_name: Katharina
full_name: Rohlfing, Katharina
id: '50352'
last_name: Rohlfing
orcid: 0000-0002-5676-8233
citation:
ama: Buhl HM, Fisher JB, Rohlfing K. Changes in partner models – Effects of adaptivity
in the course of explanations. Proceedings of the Annual Meeting of the Cognitive
Science Society. 2024;46.
apa: Buhl, H. M., Fisher, J. B., & Rohlfing, K. (2024). Changes in partner models
– Effects of adaptivity in the course of explanations. Proceedings of the Annual
Meeting of the Cognitive Science Society, 46.
bibtex: '@article{Buhl_Fisher_Rohlfing_2024, title={Changes in partner models –
Effects of adaptivity in the course of explanations}, volume={46}, journal={Proceedings
of the Annual Meeting of the Cognitive Science Society}, author={Buhl, Heike M.
and Fisher, Josephine Beryl and Rohlfing, Katharina}, year={2024} }'
chicago: Buhl, Heike M., Josephine Beryl Fisher, and Katharina Rohlfing. “Changes
in Partner Models – Effects of Adaptivity in the Course of Explanations.” Proceedings
of the Annual Meeting of the Cognitive Science Society 46 (2024).
ieee: H. M. Buhl, J. B. Fisher, and K. Rohlfing, “Changes in partner models – Effects
of adaptivity in the course of explanations,” Proceedings of the Annual Meeting
of the Cognitive Science Society, vol. 46, 2024.
mla: Buhl, Heike M., et al. “Changes in Partner Models – Effects of Adaptivity in
the Course of Explanations.” Proceedings of the Annual Meeting of the Cognitive
Science Society, vol. 46, 2024.
short: H.M. Buhl, J.B. Fisher, K. Rohlfing, Proceedings of the Annual Meeting of
the Cognitive Science Society 46 (2024).
date_created: 2024-09-26T18:14:20Z
date_updated: 2025-01-15T13:32:44Z
department:
- _id: '427'
- _id: '749'
- _id: '660'
intvolume: ' 46'
language:
- iso: eng
main_file_link:
- open_access: '1'
url: https://escholarship.org/uc/item/5bb7p5pt
oa: '1'
project:
- _id: '111'
grant_number: '438445824'
name: 'TRR 318 - A01: TRR 318 - Adaptives Erklären (Teilprojekt A01)'
publication: Proceedings of the Annual Meeting of the Cognitive Science Society
publication_status: published
related_material:
link:
- relation: original
url: https://escholarship.org/uc/item/5bb7p5pt
status: public
title: Changes in partner models – Effects of adaptivity in the course of explanations
type: journal_article
user_id: '55908'
volume: 46
year: '2024'
...
---
_id: '53330'
author:
- first_name: Nils Frederik
full_name: Tolksdorf, Nils Frederik
id: '43289'
last_name: Tolksdorf
orcid: 0000-0001-6093-1219
- first_name: Eugenia
full_name: Wildt, Eugenia
last_name: Wildt
- first_name: Katharina
full_name: Rohlfing, Katharina
id: '50352'
last_name: Rohlfing
citation:
ama: 'Tolksdorf NF, Wildt E, Rohlfing K. Preschoolers’ Interactions with Social
Robots: Investigating the Potential for Eliciting Metatalk and Critical Technological
Thinking. In: Companion of the 2024 ACM/IEEE International Conference on Human-Robot
Interaction. ACM; 2024:1053-1057. doi:10.1145/3610978.3640654'
apa: 'Tolksdorf, N. F., Wildt, E., & Rohlfing, K. (2024). Preschoolers’ Interactions
with Social Robots: Investigating the Potential for Eliciting Metatalk and Critical
Technological Thinking. Companion of the 2024 ACM/IEEE International Conference
on Human-Robot Interaction, 1053–1057. https://doi.org/10.1145/3610978.3640654'
bibtex: '@inproceedings{Tolksdorf_Wildt_Rohlfing_2024, title={Preschoolers’ Interactions
with Social Robots: Investigating the Potential for Eliciting Metatalk and Critical
Technological Thinking}, DOI={10.1145/3610978.3640654},
booktitle={Companion of the 2024 ACM/IEEE International Conference on Human-Robot
Interaction}, publisher={ACM}, author={Tolksdorf, Nils Frederik and Wildt, Eugenia
and Rohlfing, Katharina}, year={2024}, pages={1053–1057} }'
chicago: 'Tolksdorf, Nils Frederik, Eugenia Wildt, and Katharina Rohlfing. “Preschoolers’
Interactions with Social Robots: Investigating the Potential for Eliciting Metatalk
and Critical Technological Thinking.” In Companion of the 2024 ACM/IEEE International
Conference on Human-Robot Interaction, 1053–57. ACM, 2024. https://doi.org/10.1145/3610978.3640654.'
ieee: 'N. F. Tolksdorf, E. Wildt, and K. Rohlfing, “Preschoolers’ Interactions with
Social Robots: Investigating the Potential for Eliciting Metatalk and Critical
Technological Thinking,” in Companion of the 2024 ACM/IEEE International Conference
on Human-Robot Interaction, 2024, pp. 1053–1057, doi: 10.1145/3610978.3640654.'
mla: 'Tolksdorf, Nils Frederik, et al. “Preschoolers’ Interactions with Social Robots:
Investigating the Potential for Eliciting Metatalk and Critical Technological
Thinking.” Companion of the 2024 ACM/IEEE International Conference on Human-Robot
Interaction, ACM, 2024, pp. 1053–57, doi:10.1145/3610978.3640654.'
short: 'N.F. Tolksdorf, E. Wildt, K. Rohlfing, in: Companion of the 2024 ACM/IEEE
International Conference on Human-Robot Interaction, ACM, 2024, pp. 1053–1057.'
date_created: 2024-04-07T12:44:15Z
date_updated: 2024-11-28T08:39:38Z
department:
- _id: '115'
doi: 10.1145/3610978.3640654
language:
- iso: eng
page: 1053-1057
publication: Companion of the 2024 ACM/IEEE International Conference on Human-Robot
Interaction
publication_identifier:
isbn:
- '9798400703232'
publication_status: published
publisher: ACM
quality_controlled: '1'
status: public
title: 'Preschoolers'' Interactions with Social Robots: Investigating the Potential
for Eliciting Metatalk and Critical Technological Thinking'
type: conference
user_id: '43289'
year: '2024'
...
---
_id: '57466'
abstract:
- lang: eng
text: Nowadays, from early on, children are exposed to technology and media,
and six-month-olds are even expected to use some. There is a wide range of products
for babies and toddlers. This article reviews the current state of the art, examining
the robustness of word knowledge learned using technologies such as e-books, computer
games, digital pens, and social robots, and how individual differences among children
impact language learning with technology. It aligns with interactive learning
theories, positing that learners need to engage in an interaction in order to
construct new knowledge.
author:
- first_name: Katharina
full_name: Rohlfing, Katharina
id: '50352'
last_name: Rohlfing
- first_name: Eugenia
full_name: Wildt, Eugenia
id: '32642'
last_name: Wildt
- first_name: Nils Frederik
full_name: Tolksdorf, Nils Frederik
id: '43289'
last_name: Tolksdorf
orcid: 0000-0001-6093-1219
citation:
ama: Rohlfing K, Wildt E, Tolksdorf NF. Language Learning with Media and Technology
in (Early) Childhood. Dzieciństwo Literatura i Kultura. 2024;6(1):35-69.
doi:10.32798/dlk.1376
apa: Rohlfing, K., Wildt, E., & Tolksdorf, N. F. (2024). Language Learning with
Media and Technology in (Early) Childhood. Dzieciństwo. Literatura i Kultura,
6(1), 35–69. https://doi.org/10.32798/dlk.1376
bibtex: '@article{Rohlfing_Wildt_Tolksdorf_2024, title={Language Learning with Media
and Technology in (Early) Childhood}, volume={6}, DOI={10.32798/dlk.1376},
number={1}, journal={Dzieciństwo. Literatura i Kultura}, publisher={University
of Warsaw}, author={Rohlfing, Katharina and Wildt, Eugenia and Tolksdorf, Nils
Frederik}, year={2024}, pages={35–69} }'
chicago: 'Rohlfing, Katharina, Eugenia Wildt, and Nils Frederik Tolksdorf. “Language
Learning with Media and Technology in (Early) Childhood.” Dzieciństwo. Literatura
i Kultura 6, no. 1 (2024): 35–69. https://doi.org/10.32798/dlk.1376.'
ieee: 'K. Rohlfing, E. Wildt, and N. F. Tolksdorf, “Language Learning with Media
and Technology in (Early) Childhood,” Dzieciństwo. Literatura i Kultura,
vol. 6, no. 1, pp. 35–69, 2024, doi: 10.32798/dlk.1376.'
mla: Rohlfing, Katharina, et al. “Language Learning with Media and Technology in
(Early) Childhood.” Dzieciństwo. Literatura i Kultura, vol. 6, no. 1, University
of Warsaw, 2024, pp. 35–69, doi:10.32798/dlk.1376.
short: K. Rohlfing, E. Wildt, N.F. Tolksdorf, Dzieciństwo. Literatura i Kultura
6 (2024) 35–69.
date_created: 2024-11-28T08:37:05Z
date_updated: 2024-11-28T08:44:39Z
department:
- _id: '115'
doi: 10.32798/dlk.1376
intvolume: ' 6'
issue: '1'
language:
- iso: eng
page: 35-69
publication: Dzieciństwo. Literatura i Kultura
publication_identifier:
issn:
- 2657-9510
publication_status: published
publisher: University of Warsaw
quality_controlled: '1'
status: public
title: Language Learning with Media and Technology in (Early) Childhood
type: journal_article
user_id: '43289'
volume: 6
year: '2024'
...
---
_id: '53072'
abstract:
- lang: eng
text: "Negated statements require more processing efforts than assertions. However,
in certain contexts, repeating negations undergo adaptation, which over time mitigates
the effort.\r\nHere, we ask negations hamper visual processing and whether consecutive
repetitions mitigate its influence. \r\nWe assessed the overall attentional capacity
and its distribution, the relative weight, quantitatively using \r\nthe formal
Theory of Visual Attention (TVA).\r\nWe employed a very simple form for negations,
binary negations. Negated instructions, expressing the only alternative to the
core supposition, were cognitively demanding, resulting in a loss of attentional
capacity in three experiments. The overall attentional capacity recovered gradually
but stagnated at a lower level than with assertions, even after many repetitions.
Additionally, negations distributed the attention equally between target and reference
stimulus. Repetitions slightly increased the reference' share of attention. Assertions,
on the other hand, shifted the attentional weight towards the target. Few repetitions
slightly decreased the bias towards the target, many repetitions increased the
bias."
article_type: original
author:
- first_name: Ngoc Chi
full_name: Banh, Ngoc Chi
id: '38219'
last_name: Banh
orcid: 0000-0002-5946-4542
- first_name: Jan
full_name: Tünnermann, Jan
last_name: Tünnermann
- first_name: Katharina J.
full_name: Rohlfing, Katharina J.
id: '50352'
last_name: Rohlfing
- first_name: Ingrid
full_name: Scharlau, Ingrid
id: '451'
last_name: Scharlau
orcid: 0000-0003-2364-9489
citation:
ama: Banh NC, Tünnermann J, Rohlfing KJ, Scharlau I. Benefiting from Binary Negations?
Verbal Negations Decrease Visual Attention and Balance Its Distribution. Frontiers
in Psychology. 2024;15. doi:10.3389/fpsyg.2024.1451309
apa: Banh, N. C., Tünnermann, J., Rohlfing, K. J., & Scharlau, I. (2024). Benefiting
from Binary Negations? Verbal Negations Decrease Visual Attention and Balance
Its Distribution. Frontiers in Psychology, 15. https://doi.org/10.3389/fpsyg.2024.1451309
bibtex: '@article{Banh_Tünnermann_Rohlfing_Scharlau_2024, title={Benefiting from
Binary Negations? Verbal Negations Decrease Visual Attention and Balance Its Distribution},
volume={15}, DOI={10.3389/fpsyg.2024.1451309},
journal={Frontiers in Psychology}, author={Banh, Ngoc Chi and Tünnermann, Jan
and Rohlfing, Katharina J. and Scharlau, Ingrid}, year={2024} }'
chicago: Banh, Ngoc Chi, Jan Tünnermann, Katharina J. Rohlfing, and Ingrid Scharlau.
“Benefiting from Binary Negations? Verbal Negations Decrease Visual Attention
and Balance Its Distribution.” Frontiers in Psychology 15 (2024). https://doi.org/10.3389/fpsyg.2024.1451309.
ieee: 'N. C. Banh, J. Tünnermann, K. J. Rohlfing, and I. Scharlau, “Benefiting from
Binary Negations? Verbal Negations Decrease Visual Attention and Balance Its Distribution,”
Frontiers in Psychology, vol. 15, 2024, doi: 10.3389/fpsyg.2024.1451309.'
mla: Banh, Ngoc Chi, et al. “Benefiting from Binary Negations? Verbal Negations
Decrease Visual Attention and Balance Its Distribution.” Frontiers in Psychology,
vol. 15, 2024, doi:10.3389/fpsyg.2024.1451309.
short: N.C. Banh, J. Tünnermann, K.J. Rohlfing, I. Scharlau, Frontiers in Psychology
15 (2024).
date_created: 2024-03-27T12:16:33Z
date_updated: 2024-12-02T09:41:36Z
department:
- _id: '424'
- _id: '660'
doi: 10.3389/fpsyg.2024.1451309
intvolume: ' 15'
language:
- iso: eng
main_file_link:
- open_access: '1'
url: https://www.frontiersin.org/journals/psychology/articles/10.3389/fpsyg.2024.1451309/abstract
oa: '1'
project:
- _id: '115'
grant_number: '438445824'
name: 'TRR 318 - A05: TRR 318 - Echtzeitmessung der Aufmerksamkeit im Mensch-Roboter-Erklärdialog
(Teilprojekt A05)'
- _id: '52'
name: 'PC2: Computing Resources Provided by the Paderborn Center for Parallel Computing'
publication: Frontiers in Psychology
publication_status: published
status: public
title: Benefiting from Binary Negations? Verbal Negations Decrease Visual Attention
and Balance Its Distribution
type: journal_article
user_id: '38219'
volume: 15
year: '2024'
...
---
_id: '57609'
author:
- first_name: Valeriia
full_name: Tykhonenko, Valeriia
last_name: Tykhonenko
- 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
citation:
ama: 'Tykhonenko V, Tolksdorf NF, Rohlfing K. How turn-timing can inform about becoming
familiar with a task and its changes: a study of shy and less shy four-year-old
children. In: Proceedings of the Annual Meeting of the Cognitive Science Society,
46. ; 2024.'
apa: 'Tykhonenko, V., Tolksdorf, N. F., & Rohlfing, K. (2024). How turn-timing
can inform about becoming familiar with a task and its changes: a study of shy
and less shy four-year-old children. Proceedings of the Annual Meeting of the
Cognitive Science Society, 46.'
bibtex: '@inproceedings{Tykhonenko_Tolksdorf_Rohlfing_2024, title={How turn-timing
can inform about becoming familiar with a task and its changes: a study of shy
and less shy four-year-old children.}, booktitle={Proceedings of the Annual Meeting
of the Cognitive Science Society, 46}, author={Tykhonenko, Valeriia and Tolksdorf,
Nils Frederik and Rohlfing, Katharina}, year={2024} }'
chicago: 'Tykhonenko, Valeriia, Nils Frederik Tolksdorf, and Katharina Rohlfing.
“How Turn-Timing Can Inform about Becoming Familiar with a Task and Its Changes:
A Study of Shy and Less Shy Four-Year-Old Children.” In Proceedings of the
Annual Meeting of the Cognitive Science Society, 46, 2024.'
ieee: 'V. Tykhonenko, N. F. Tolksdorf, and K. Rohlfing, “How turn-timing can inform
about becoming familiar with a task and its changes: a study of shy and less shy
four-year-old children.,” 2024.'
mla: 'Tykhonenko, Valeriia, et al. “How Turn-Timing Can Inform about Becoming Familiar
with a Task and Its Changes: A Study of Shy and Less Shy Four-Year-Old Children.”
Proceedings of the Annual Meeting of the Cognitive Science Society, 46,
2024.'
short: 'V. Tykhonenko, N.F. Tolksdorf, K. Rohlfing, in: Proceedings of the Annual
Meeting of the Cognitive Science Society, 46, 2024.'
date_created: 2024-12-07T04:27:36Z
date_updated: 2024-12-07T04:27:45Z
language:
- iso: eng
main_file_link:
- open_access: '1'
url: https://escholarship.org/uc/item/26b984sz
oa: '1'
publication: Proceedings of the Annual Meeting of the Cognitive Science Society, 46
status: public
title: 'How turn-timing can inform about becoming familiar with a task and its changes:
a study of shy and less shy four-year-old children.'
type: conference
user_id: '50352'
year: '2024'
...
---
_id: '58708'
abstract:
- lang: eng
text: Research about explanation processes is gaining relevance because of the increased
popularity of artificial systems required to explain their function or outcome.
Following an interactive approach, not only explainers, but also explainees contribute
to successful interactions. However, little is known about how explainees actively
guide explanation processes and how their involvement relates to learning. We
explored the occurrence and type of explainees’ questions in 20 adult — adult
explanation dialogues about unknown present and absent objects. Crucially, we
related the question types to the explainees’ subsequent recall of the unknown
object labels. We found that explainees asked different types of questions, especially
about the object’s label and facts. Questions about the object’s function were
asked more when objects were present. In addition, requests for labelling were
linked to better recall. The results contribute to designing explainable AI that
aims to provide relevant and adaptive explanations and to further experimental
approaches to study explanations.
article_type: original
author:
- first_name: Josephine Beryl
full_name: Fisher, Josephine Beryl
id: '56345'
last_name: Fisher
orcid: 0000-0002-9997-9241
- first_name: Katharina J.
full_name: Rohlfing, Katharina J.
id: '50352'
last_name: Rohlfing
orcid: 0000-0002-5676-8233
- first_name: Ed
full_name: Donnellan, Ed
last_name: Donnellan
- first_name: Angela
full_name: Grimminger, Angela
id: '57578'
last_name: Grimminger
- first_name: Yan
full_name: Gu, Yan
last_name: Gu
- first_name: Gabriella
full_name: Vigliocco, Gabriella
last_name: Vigliocco
citation:
ama: 'Fisher JB, Rohlfing KJ, Donnellan E, Grimminger A, Gu Y, Vigliocco G. Explain
with, rather than explain to: How explainees shape their own learning. Interaction
Studies. 2024;25(2):244-255. doi:doi.org/10.1075/is.23019.fis'
apa: 'Fisher, J. B., Rohlfing, K. J., Donnellan, E., Grimminger, A., Gu, Y., &
Vigliocco, G. (2024). Explain with, rather than explain to: How explainees shape
their own learning. Interaction Studies, 25(2), 244–255. https://doi.org/doi.org/10.1075/is.23019.fis'
bibtex: '@article{Fisher_Rohlfing_Donnellan_Grimminger_Gu_Vigliocco_2024, title={
Explain with, rather than explain to: How explainees shape their own learning},
volume={25}, DOI={doi.org/10.1075/is.23019.fis},
number={2}, journal={Interaction Studies}, publisher={John Benjamins}, author={Fisher,
Josephine Beryl and Rohlfing, Katharina J. and Donnellan, Ed and Grimminger, Angela
and Gu, Yan and Vigliocco, Gabriella}, year={2024}, pages={244–255} }'
chicago: 'Fisher, Josephine Beryl, Katharina J. Rohlfing, Ed Donnellan, Angela Grimminger,
Yan Gu, and Gabriella Vigliocco. “ Explain with, Rather than Explain to: How Explainees
Shape Their Own Learning.” Interaction Studies 25, no. 2 (2024): 244–55.
https://doi.org/doi.org/10.1075/is.23019.fis.'
ieee: 'J. B. Fisher, K. J. Rohlfing, E. Donnellan, A. Grimminger, Y. Gu, and G.
Vigliocco, “ Explain with, rather than explain to: How explainees shape their
own learning,” Interaction Studies, vol. 25, no. 2, pp. 244–255, 2024,
doi: doi.org/10.1075/is.23019.fis.'
mla: 'Fisher, Josephine Beryl, et al. “ Explain with, Rather than Explain to: How
Explainees Shape Their Own Learning.” Interaction Studies, vol. 25, no.
2, John Benjamins, 2024, pp. 244–55, doi:doi.org/10.1075/is.23019.fis.'
short: J.B. Fisher, K.J. Rohlfing, E. Donnellan, A. Grimminger, Y. Gu, G. Vigliocco,
Interaction Studies 25 (2024) 244–255.
date_created: 2025-02-19T09:09:03Z
date_updated: 2025-09-02T14:17:44Z
department:
- _id: '749'
doi: doi.org/10.1075/is.23019.fis
intvolume: ' 25'
issue: '2'
language:
- iso: eng
main_file_link:
- url: https://www.jbe-platform.com/content/journals/10.1075/is.23019.fis
page: 244-255
project:
- _id: '111'
name: 'TRR 318 - A01: TRR 318 - Adaptives Erklären (Teilprojekt A01)'
- _id: '112'
name: 'TRR 318 - A02: TRR 318 - Verstehensprozess einer Erklärung beobachten und
auswerten (Teilprojekt A02)'
- _id: '109'
name: 'TRR 318: TRR 318 - Erklärbarkeit konstruieren'
publication: Interaction Studies
publication_identifier:
unknown:
- ' 1572-0373'
publication_status: published
publisher: John Benjamins
status: public
title: ' Explain with, rather than explain to: How explainees shape their own learning'
type: journal_article
user_id: '57578'
volume: 25
year: '2024'
...