@article{37311,
  author       = {{Dahmen, Stephan and Bussi, Margherita}},
  journal      = {{Transfer: European Review of Labour and Research}},
  number       = {{1}},
  pages        = {{91–95}},
  title        = {{{When ideas circulate. A walk across disciplines and different uses of the ‘capability approach’}}},
  doi          = {{10.1177/1024258911433541}},
  volume       = {{18}},
  year         = {{2012}},
}

@misc{37515,
  author       = {{Weber, Jutta}},
  booktitle    = {{Handbuch Wissenschaftssoziologie}},
  editor       = {{Maasen, Sabine and Kaiser, Mario and Reinhart, Martin and Sutter, Barbara}},
  pages        = {{409--416}},
  publisher    = {{Verlag für Sozialwissenschaften}},
  title        = {{{Neue Episteme: Die biokybernetische Konfiguration der Technowissenschaftskultur}}},
  year         = {{2012}},
}

@book{36103,
  editor       = {{Ehland, Christoph and Berensmeyer, Ingo and Grabes, Herbert}},
  isbn         = {{9783823341833}},
  pages        = {{341}},
  publisher    = {{Narr}},
  title        = {{{Mobility in Literature and Culture, 1500-1900}}},
  volume       = {{Volume 28}},
  year         = {{2012}},
}

@inbook{39658,
  author       = {{Morrien, Rita}},
  booktitle    = {{Deutsch-afrikanische Diskurse in Geschichte und Gegenwart. Literatur- und kulturwissenschaftliche Perspektiven}},
  editor       = {{Hofmann, Michael and Morrien, Rita}},
  isbn         = {{9789042034365 }},
  pages        = {{253--284}},
  publisher    = {{Rodopi}},
  title        = {{{„Afrika mon amour“? – Der Afrika-Diskurs im populären deutschen Spielfilm}}},
  volume       = {{80}},
  year         = {{2012}},
}

@inbook{39655,
  author       = {{Morrien, Rita}},
  booktitle    = {{Poetologisch-poetische Interventionen: Gegenwartsliteratur schreiben}},
  editor       = {{Allkemper, Alo and Eke, Norbert Otto}},
  isbn         = {{9783770554065 }},
  pages        = {{257--272}},
  publisher    = {{Wilhelm Fink}},
  title        = {{{Angela Krauss – Körperstürze durch ‚leere Räume’ und ‚erfundene Zeiten’}}},
  year         = {{2012}},
}

@inbook{39652,
  author       = {{Morrien, Rita}},
  booktitle    = {{Zur Darstellung von Zeitgeschichte in deutschsprachiger Gegenwartsliteratur}},
  editor       = {{Platen, Edgar and Hellström, Martin}},
  pages        = {{29--243}},
  publisher    = {{Iudicium}},
  title        = {{{Diesseits und Jenseits der Grenze – Topographien der Armut in Hans-Christian Schmids Film Lichter}}},
  year         = {{2012}},
}

@article{39657,
  author       = {{Morrien, Rita}},
  journal      = {{Weimarer Beiträge}},
  pages        = {{39--62}},
  publisher    = {{Passagen Verlag}},
  title        = {{{Sentimental Journeys. Die Transformation der Heldenfigur in Tom Tykwers Das Parfum (Patrick Süskind) und Stephen Daldrys Der Vorleser (Bernhard Schlink)}}},
  volume       = {{1}},
  year         = {{2012}},
}

@inproceedings{38222,
  author       = {{Hellmich, Frank and Förster, Sabrina and Niebuhr-Siebert, Sandra}},
  title        = {{{Effekte einer Lerneinheit zum Erwerb wortschatzbasierter Lesestrategien auf die Lesekompetenz bei Kindern mit Deutsch als Zweitsprache. Vortrag auf dem 23. Kongress der Deutschen Gesellschaft für Erziehungswissenschaft (DGfE)}}},
  year         = {{2012}},
}

@inproceedings{38208,
  author       = {{Förster, Sabrina and Hoya, Fabian Karl and Hellmich, Frank}},
  publisher    = {{Universität Bielefeld}},
  title        = {{{Verbesserung des Leseverständnisses durch ein wortschatzbasiertes Lesestrategietraining bei Kindern mit Deutsch als Zweitsprache. Vortrag auf der 77. Tagung der Arbeitsgruppe für Empirische Pädagogische Forschung (AEPF)}}},
  year         = {{2012}},
}

@inproceedings{38209,
  author       = {{Hoya, Fabian Karl and Förster, Sabrina and Hellmich, Frank}},
  publisher    = {{Universität Bielefeld}},
  title        = {{{Diagnosekompetenzen von Lehramtsstudentinnen und -studenten `im Trend´: Erste Ergebnisse aus einem Forschungsprojekt. Posterpräsentation auf der 77. Tagung der Arbeitsgruppe für Empirische Pädagogische Forschung (AEPF)}}},
  year         = {{2012}},
}

@inproceedings{38210,
  author       = {{Hellmich, Frank}},
  publisher    = {{Universität des Saarlandes}},
  title        = {{{Effekte der Implementation eines wortschatzbasierten Lesestrategietrainings auf Lesekompetenzen von Grundschulkindern mit Deutsch als Zweitsprache}}},
  year         = {{2012}},
}

@inproceedings{38211,
  author       = {{Hellmich, Frank and Hoya, Fabian Karl}},
  publisher    = {{Leibniz Universität Hannover}},
  title        = {{{Diagnosekompetenz bei Lehramtsstudierenden - Erste Ergebnisse aus einem Forschungsprojekt}}},
  year         = {{2012}},
}

@inbook{41362,
  author       = {{Seifert, Andreas and Schaper, Niclas}},
  booktitle    = {{Lehramtsstudierende erwerben pädagogisches Professionswissen. Ergebnisse der Längsschnittstudie LEK zur Wirksamkeit der erziehungswissenschaftlichen Lehrerausbildung.}},
  editor       = {{König, Johannes and Seifert, Andreas}},
  publisher    = {{Waxmann}},
  title        = {{{Die Entwicklung von bildungswissenschaftlichem Wissen: Theoretischer Rahmen, Testinstrument, Skalierung und Ergebnisse.}}},
  year         = {{2012}},
}

@inbook{41358,
  author       = {{Tachtsoglou, Sarantis and König, Johannes and Seifert, Andreas}},
  booktitle    = {{Lehramtsstudierende erwerben pädagogisches Professionswissen. Ergebnisse der Längsschnittstudie LEK zur Wirksamkeit der erziehungswissenschaftlichen Lehrerausbildung.}},
  editor       = {{König, Johannes and Seifert, Andreas}},
  publisher    = {{Waxmann}},
  title        = {{{Individuelle Voraussetzungen, Lerngelegenheiten und der Erwerb von pädagogischem Professionswissen.}}},
  year         = {{2012}},
}

@inbook{41360,
  author       = {{Seifert, Andreas and König, Johannes}},
  booktitle    = {{Lehramtsstudierende erwerben pädagogisches Professionswissen.. Ergebnisse der Längsschnittstudie LEK zur Wirksamkeit der erziehungswissenschaftlichen Lehrerausbildung.}},
  editor       = {{König, Johannes and Seifert, Andreas}},
  publisher    = {{Waxmann}},
  title        = {{{Pädagogisches Unterrichtswissen – bildungswissenschaftliches Wissen: Validierung zweier Konstrukte.}}},
  year         = {{2012}},
}

@inbook{41359,
  author       = {{Schreiber, Melanie and Darge, Kerstin and König, Johannes and Seifert, Andreas}},
  booktitle    = {{Lehramtsstudierende erwerben pädagogisches Professionswissen. Ergebnisse der Längsschnittstudie LEK zur Wirksamkeit der erziehungswissenschaftlichen Lehrerausbildung.}},
  editor       = {{König, Johannes and Seifert, Andreas}},
  publisher    = {{Waxmann}},
  title        = {{{Individuelle Voraussetzungen von zukünftigen Lehrkräften.}}},
  year         = {{2012}},
}

@inbook{41361,
  author       = {{Seifert, Andreas and König, Johannes}},
  booktitle    = {{Lehramtsstudierende erwerben pädagogisches Professionswissen. Ergebnisse der Längsschnittstudie LEK zur Wirksamkeit der erziehungswissenschaftlichen Lehrerausbildung.}},
  editor       = {{König, JOhannes and Seifert, Andreas}},
  publisher    = {{Waxmann}},
  title        = {{{Anlage und Durchführung der LEK-Studie.}}},
  year         = {{2012}},
}

@article{17215,
  author       = {{Schilling, Malte and Rohlfing, Katharina and Cruse, Holk}},
  issn         = {{1664-1078}},
  journal      = {{Frontiers in Psychology}},
  number       = {{405}},
  pages        = {{405}},
  publisher    = {{Frontiers Media SA}},
  title        = {{{Prediction as internal simulation: Taking chances in what to do next}}},
  doi          = {{10.3389/fpsyg.2012.00405}},
  volume       = {{3}},
  year         = {{2012}},
}

@article{17225,
  abstract     = {{How is communicative gesture behavior in robots perceived by humans? Although gesture is crucial in social interaction, this research question is still largely unexplored in the field of social robotics. Thus, the main objective of the present work is to investigate how gestural machine behaviors can be used to design more natural communication in social robots. The chosen approach is twofold. Firstly, the technical challenges encountered when implementing a speech-gesture generation model on a robotic platform are tackled. We present a framework that enables the humanoid robot to flexibly produce synthetic speech and co-verbal hand and arm gestures at run-time, while not being limited to a predefined repertoire of motor actions. Secondly, the achieved flexibility in robot gesture is exploited in controlled experiments. To gain a deeper understanding of how communicative robot gesture might impact and shape human perception and evaluation of human-robot interaction, we conducted a between-subjects experimental study using the humanoid robot in a joint task scenario. We manipulated the non-verbal behaviors of the robot in three experimental conditions, so that it would refer to objects by utilizing either (1) unimodal (i.e., speech only) utterances, (2) congruent multimodal (i.e., semantically matching speech and gesture) or (3) incongruent multimodal (i.e., semantically non-matching speech and gesture) utterances. Our findings reveal that the robot is evaluated more positively when non-verbal behaviors such as hand and arm gestures are displayed along with speech, even if they do not semantically match the spoken utterance.}},
  author       = {{Salem, Maha and Kopp, Stefan and Wachsmuth, Ipke and Rohlfing, Katharina and Joublin, Frank}},
  issn         = {{1875-4805}},
  journal      = {{International Journal of Social Robotics, Special Issue on Expectations, Intentions, and Actions}},
  keywords     = {{Social Human-Robot Interaction, Multimodal Interaction and Conversational Skills, Robot Companions and Social Robots, Non-verbal Cues and Expressiveness}},
  number       = {{2}},
  pages        = {{201--217}},
  publisher    = {{Springer Science + Business Media}},
  title        = {{{Generation and evaluation of communicative robot gesture}}},
  doi          = {{10.1007/s12369-011-0124-9}},
  volume       = {{4}},
  year         = {{2012}},
}

@inproceedings{17228,
  abstract     = {{The paper investigates the effects of a robot’s “on-line” feedback during a tutoring situation with a human tutor. Analysis is based on a study conducted with an iCub robot that autonomously generates its feedback (gaze, pointing gesture) based on the system’s perception of the tutor’s actions using the idea of reciprocity of actions. Sequential micro-analysis of two opposite cases reveals how the robot’s behavior (responsive vs. non-responsive) pro-actively shapes the tutor’s conduct and thus co-produces the way in which it is being tutored. A dialogic and a monologic tutoring style are distinguished. The first 20 seconds of an encounter are found to shape the user’s perception and expectations of the system’s competences and lead to a relatively stable tutoring style even if the robot’s reactivity and appropriateness of feedback changes.}},
  author       = {{Pitsch, Karola and Lohan, Katrin Solveig and Rohlfing, Katharina and Saunders, Joe and Nehaniv, Chrystopher L. and Wrede, Britta}},
  booktitle    = {{Proceedings of the 21TH IEEE International Symposium on Robot and Human Interactive Communication (RO-MAN 2012)}},
  pages        = {{974--981}},
  publisher    = {{IEEE}},
  title        = {{{Better be reactive at the beginning. Implications of the first seconds of an encounter for the tutoring style in human-robot-interaction}}},
  year         = {{2012}},
}