@inbook{36893, author = {{Göddertz, Nina and Karsten, Maria-Eleonora and Kubandt, Melanie}}, booktitle = {{Fachdidaktik Sozialpädagogik / Sozialdidaktik für Soziale Berufe}}, title = {{{Studienbrief für die Hamburger Fernhochschule}}}, year = {{2019}}, } @article{41152, author = {{Plöger, Wilfried and Scholl, Daniel and Schüle, Christoph and Seifert, Andreas}}, journal = {{Teaching and Teacher Education}}, pages = {{215--225}}, title = {{{Development of trainee teachers’ analytical competence in their induction phase – A longitudinal study comparing science and non-science teachers.}}}, doi = {{https://doi.org/10.1016/j.tate.2019.06.018}}, volume = {{85}}, year = {{2019}}, } @article{41151, author = {{Decius, Julian and Schaper, Niclas and Seifert, Andreas}}, journal = {{Human Resource Development Quarterly}}, number = {{4}}, pages = {{495--535}}, title = {{{Informal Workplace Learning: Development and validation of a measure.}}}, volume = {{30}}, year = {{2019}}, } @article{28982, author = {{Wildt, Eugenia and Rohlfing, Katharina and Scharlau, Ingrid}}, issn = {{1664-1078}}, journal = {{Frontiers in Psychology}}, title = {{{The Role of Saliency in Learning First Words}}}, doi = {{10.3389/fpsyg.2019.01150}}, year = {{2019}}, } @book{18458, editor = {{Tophinke, Doris and Topalovic, Elvira and Rohlfing, Katharina}}, publisher = {{V&R unipress (Mitteilungen des Deutschen Germanistenverbandes 4/2019)}}, title = {{{Sprachstrukturelle Modelle. Konvergenzen theoretischer und empirischer Forschung}}}, volume = {{4/2019}}, year = {{2019}}, } @article{40973, author = {{Tophinke, Doris and Topalovic, Elvira and Rohlfing, Katharina J.}}, issn = {{0418-9426}}, journal = {{Mitteilungen des Deutschen Germanistenverbandes}}, keywords = {{General Earth and Planetary Sciences, General Environmental Science}}, number = {{4}}, pages = {{313--319}}, publisher = {{Brill Deutschland GmbH}}, title = {{{Sprachstrukturelle Modelle. Linguistische, spracherwerbsorientierte und didaktische Zugänge}}}, doi = {{10.14220/mdge.2019.66.4.313}}, volume = {{66}}, year = {{2019}}, } @inproceedings{24916, author = {{Tolksdorf, Nils Frederik and Dirk, Hönemann and Rohlfing, Katharina J. and Viertel, Franziska E.}}, location = {{Helsinki, Finland}}, title = {{{Do shy children behave differently than non-shy children in a child-robot interaction? An analysis of positive and negative expressions of shyness in kindergarten children}}}, year = {{2019}}, } @inproceedings{24913, author = {{Tolksdorf, Nils Frederik and Mertens, Ulrich J. and Rohlfing, Katharina J.}}, location = {{Orlando, USA}}, title = {{{When learning words with robots, children’s answers are multimodal: a challenge for a dialogue design}}}, year = {{2019}}, } @article{20203, author = {{Grimminger, Angela and Rohlfing, Katharina}}, journal = {{Sprache · Stimme · Gehör}}, number = {{2}}, pages = {{93--99}}, title = {{{Multimodale Kommunikation in frühen Buchlesesituationen und ihr Zusammenhang mit dem späteren Wortschatz. }}}, doi = {{10.1055/a-0851-9063}}, volume = {{43}}, year = {{2019}}, } @article{20202, author = {{Rohlfing, Katharina and Grimminger, Angela}}, journal = {{Proceedings of the 9th Joint IEEE International Conference on Development and Learning and on Epigenetic Robotics }}, title = {{{Utilizing Pragmatic Frames as an analytical tool for children’s performance during word learning. }}}, year = {{2019}}, } @inbook{20224, author = {{Rohlfing, Katharina and Nachtigäller, Kerstin and Berner, Anna and Foltz, Anouschka}}, booktitle = {{Narrative, Literacy and Other Skills. Studies in intervention.}}, pages = {{91--107}}, title = {{{Does emotional narrative context influence retention of newly learned words? }}}, year = {{2019}}, } @inbook{20219, author = {{Rohlfing, Katharina}}, booktitle = {{International Handbook of Language Acquisition}}, pages = {{213--233}}, title = {{{Language learning from the use of gestures. }}}, year = {{2019}}, } @book{20218, author = {{Rohlfing, Katharina}}, isbn = {{9783825247836}}, title = {{{Frühe Sprachentwicklung}}}, year = {{2019}}, } @article{17556, abstract = {{Applying an eye-tracking technique, we tested early verb understanding in 48 infants aged 9 and 10months. Infants saw two objects presented side by side and heard a verb that referred to a common action with one of these objects (e.g., eating relating to a banana). The verbs were spoken by the parent in an interrogative manner in order to elicit a looking behavior in the infant. Results showed that 9-month-old infants did not show recognition of our test words. However, 10-month-old infants were able to understand a number of the tested verbs. In the discussion, we relate our findings to the nature of early verb representations.}}, author = {{Nomikou, Iris and Rohlfing, Katharina and Cimiano, Philipp and Mandler, Jean M.}}, issn = {{1547-3341}}, journal = {{LANGUAGE LEARNING AND DEVELOPMENT}}, number = {{1}}, pages = {{64--74}}, publisher = {{ROUTLEDGE JOURNALS}}, title = {{{Evidence for Early Comprehension of Action Verbs}}}, doi = {{10.1080/15475441.2018.1520639}}, volume = {{15}}, year = {{2019}}, } @article{20200, author = {{Grimminger, Angela}}, journal = {{Proceedings of the 6th Gesture and Speech in Interaction }}, number = {{6}}, pages = {{44--49}}, title = {{{The timing of pointing-speech combinations in typically developing and language-delayed toddlers.}}}, doi = {{10.17619/UNIPB/1-807}}, volume = {{GESPIN}}, year = {{2019}}, } @article{20199, author = {{Grimminger, Angela}}, journal = {{Mitteilungen des Deutschen Germanistenverbandes}}, number = {{4}}, pages = {{408--414}}, title = {{{Die Integration von Lautsprache und Gesten in Lernkontexten. }}}, doi = {{10.14220/mdge.2019.66.4.408}}, volume = {{66}}, year = {{2019}}, } @inproceedings{36402, author = {{Schulze, Jan Roland and Hoya, Fabian Karl and Löper, Marwin Felix and Mester, Theresa and Kirsch, Alexander and Blumberg, Eva and Schwab, Susanne and Hellmich, Frank}}, publisher = {{Universität zu Köln}}, title = {{{Wie können Studierende des Lehramts an Grund- und Förderschulen auf das kooperative Arbeiten in der inklusiven Grundschule vorbereitet werden? Posterpräsentation auf der 7. Tagung der Gesellschaft für Empirische Bildungsforschung (GEBF)}}}, year = {{2019}}, } @inproceedings{36388, author = {{Löper, Marwin Felix and Görel, Gamze and Hoya, Fabian Karl and Kirsch, Alexander and Mester, Theresa and Schulze, Jan Roland and Blumberg, Eva and Schwab, Susanne and Hellmich, Frank}}, publisher = {{Universität Paderborn}}, title = {{{Entwicklung kooperativen Arbeitens bei Lehramtsstudierenden für den naturwissenschaftlichen Sachunterricht in der inklusiven Grundschule. Posterpräsentation auf dem 8. Paderborner Grundschultag}}}, year = {{2019}}, } @inproceedings{36378, author = {{Hellmich, Frank and Schulze, Jan Roland}}, publisher = {{Leibniz Universität Hannover}}, title = {{{Kooperatives Unterrichten von Studentinnen und Studenten des Lehramts an Grund- und Förderschulen im naturwissenschaftlichen Sachunterricht. Eingeladener Vortrag in der Naturwissenschaftlichen Fakultät der Leibniz Universität Hannover. Institut für Didaktik der Naturwissenschaften}}}, year = {{2019}}, } @inproceedings{36395, author = {{Hoya, Fabian Karl and Hellmich, Frank}}, publisher = {{Universität zu Köln}}, title = {{{Feedback im Leseunterricht der Grundschule aus der Perspektive von Kindern und Lehrkräften – Befunde aus einer Mehrebenenanalyse. Vortrag im Symposium „Qualität von Leseunterricht – Determinanten und Effekte“ (Chairs: Annika Ohle-Peters & Nele McElvany) auf der 7. Tagung der Gesellschaft für Empirische Bildungsforschung (GEBF)}}}, year = {{2019}}, }