@article{20231, author = {{Lüke, Carina and Rohlfing, Katharina and Stenneken, Prisca}}, journal = {{Sprache · Stimme · Gehör}}, pages = {{149--157}}, title = {{{Gebärden und kommunikative Mitteilungen bei Kindern mit umschriebener Sprachentwicklungsstörung}}}, volume = {{3}}, year = {{2011}}, } @article{17233, abstract = {{It has been proposed that the design of robots might benefit from interactions that are similar to caregiver–child interactions, which is tailored to children’s respective capacities to a high degree. However, so far little is known about how people adapt their tutoring behaviour to robots and whether robots can evoke input that is similar to child-directed interaction. The paper presents detailed analyses of speakers’ linguistic and non-linguistic behaviour, such as action demonstration, in two comparable situations: In one experiment, parents described and explained to their nonverbal infants the use of certain everyday objects; in the other experiment, participants tutored a simulated robot on the same objects. The results, which show considerable differences between the two situations on almost all measures, are discussed in the light of the computer-as-social-actor paradigm and the register hypothesis.}}, author = {{Fischer, Kerstin and Foth, Kilian and Rohlfing, Katharina and Wrede, Britta}}, issn = {{1572-0381}}, journal = {{Interaction Studies}}, keywords = {{human–robot interaction (HRI), social communication, register theory, motionese, robotese, child-directed speech (CDS), motherese, mindless transfer, computers-as-social-actors}}, number = {{1}}, pages = {{134--161}}, publisher = {{John Benjamins Publishing Company}}, title = {{{Mindful tutors: Linguistic choice and action demonstration in speech to infants and a simulated robot}}}, doi = {{10.1075/is.12.1.06fis}}, volume = {{12}}, year = {{2011}}, } @article{17236, abstract = {{The behavior for a humanoid robot is often modeled in accordance with human behavior. Current research suggests that analyzing infant behavior as a basis for designing the robot behavior can guide us to a natural robot interface. Based on this idea many researchers support saliency systems as a bottom-up inspired way to simulate infant-like gazing behavior. In the field of saliency systems many different approaches have proposed and quantified in terms of speed, quality and other technical issues. But so far, no one compared and quantified them in terms of natural infant tutor interaction. The question we would like to address in this paper is: Can state-of-the-art saliency systems model infant gazing behavior in tutoring situations? By addressing these issues we want to take a step towards an autonomous robot system, which could be used more natural interaction experiments in future.}}, author = {{Narayan, Vikram and Lohan, Katrin Solveig and Tscherepanow, Marko and Rohlfing, Katharina and Wrede, Britta}}, issn = {{1662-5188}}, journal = {{Frontiers in Computational Neuroscience}}, keywords = {{child gazing behavior, computer vision, saliency, development}}, number = {{35}}, publisher = {{Frontiers Media SA}}, title = {{{Can state-of-the-art saliency systems model infant gazing behavior in tutoring situations?}}}, doi = {{10.3389/conf.fncom.2011.52.00035}}, volume = {{5}}, year = {{2011}}, } @inproceedings{17248, abstract = {{Gesture is an important feature of social interaction, frequently used by human speakers to illustrate what speech alone cannot provide, e.g. in order to convey referential, spatial or iconic information. Accordingly, humanoid robots that are intended to engage in natural human-robot interaction should produce speech-accompanying gestures for comprehensible and believable behavior. But how does a robot's non-verbal behavior influence human evaluation of communication quality and the robot itself? To address this research question we conducted two experimental studies. Using the Honda humanoid robot we investigated how humans perceive various gestural patterns performed by the robot as they interact in a situational context. Our findings suggest that the robot is evaluated more positively when non-verbal behaviors such as hand and arm gestures are displayed along with speech. These findings were found to be enhanced when the participants were explicitly requested to direct their attention towards the robot during the interaction.}}, author = {{Salem, Maha and Rohlfing, Katharina and Kopp, Stefan and Joublin, Frank}}, booktitle = {{Proceedings of the 20th IEEE International Symposium on Robot and Human Interactive Communication}}, pages = {{247--252}}, title = {{{A Friendly Gesture: Investigating the Effect of Multi-Modal Robot Behavior in Human-Robot Interaction}}}, doi = {{10.1109/roman.2011.6005285}}, year = {{2011}}, } @article{17246, author = {{Nomikou, Iris and Rohlfing, Katharina}}, issn = {{1943-0612}}, journal = {{IEEE Transactions on Autonomous Mental Development}}, keywords = {{acoustic packaging, mother-child interaction, social learning, multimodal grounding in input, ecology of interactions, synchrony}}, number = {{2}}, pages = {{113--128}}, publisher = {{Institute of Electrical & Electronics Engineers (IEEE)}}, title = {{{Language Does Something: Body Action and Language in Maternal Input to Three-Month-Olds}}}, doi = {{10.1109/TAMD.2011.2140113}}, volume = {{3}}, year = {{2011}}, } @inproceedings{17237, author = {{Salem, M. and Eyssel, Friederike Anne and Rohlfing, Katharina and Kopp, K. and Joublin, F.}}, booktitle = {{Social Robotics.}}, editor = {{Multu, B. and Bartneck, C. and Ham, J. and Evers, V. and Kanda, T.}}, publisher = {{Springer}}, title = {{{Effects of humanlike conversational behaviour on perception of psychological antropomorphism: A case study with a humanoid robot}}}, volume = {{7072}}, year = {{2011}}, } @article{17249, author = {{Nachtigäller, Kerstin and Rohlfing, Katharina}}, issn = {{0049-8653}}, journal = {{Zeitschrift für Literaturwissenschaft und Linguistik}}, pages = {{139--155}}, publisher = {{Metzler}}, title = {{{Einfluss von erlebten und vorgestellten Ereignissen auf die Erzählweise in kindgerichteter Sprache}}}, volume = {{162}}, year = {{2011}}, } @article{17247, author = {{Rohlfing, Katharina}}, issn = {{1574-9630}}, journal = {{Dialogue & Discourse}}, pages = {{1--18}}, publisher = {{Rodopi}}, title = {{{Exploring „Associative talk“ in German mother-child task-oriented discourse}}}, volume = {{2}}, year = {{2011}}, } @inproceedings{17235, author = {{Nomikou, Iris and Rohlfing, Katharina}}, title = {{{The role of intermodal synchrony in maternal input to 3-month-olds: A naturalistic study with special focus on the interplay between language and action.}}}, year = {{2011}}, } @inproceedings{17234, author = {{Fischer, Silke and Schulze, Denis and Borggrebe, Pia and Piefke, Martina and Wachsmuth, Sven and Rohlfing, Katharina}}, title = {{{Multi-Modal Anchoring in Infants and Artificial Systems}}}, year = {{2011}}, } @inproceedings{40089, author = {{Hellmich, Frank and Fricke, Katharina}}, title = {{{Qualitative und quantitative Forschungsmethoden in der Grundschulforschung. Eingangsreferat zum Nachwuchsworkshop auf der 20. Jahrestagung der Kommission "Grundschulforschung und Pädagogik der Primarstufe" der Deutschen Gesellschaft für Erziehungswissenschaft (DGfE, Sektion Schulpädagogik)}}}, year = {{2011}}, } @inproceedings{38243, author = {{Förster, Sabrina and Niebuhr-Siebert, Sandra and Hellmich, Frank}}, publisher = {{Universität Paderborn}}, title = {{{Förderung der Lesekompetenz durch ein wortschatzbasiertes Lesestrategietraining bei Kindern mit Deutsch als Zweitsprache. Vortrag auf der 20. Jahrestagung der Kommission "Grundschulforschung und Pädagogik der Primarstufe" der Deutschen Gesellschaft für Erziehungswissenschaft (DGfE, Sektion Schulpädagogik)}}}, year = {{2011}}, } @inproceedings{38231, author = {{Hoya, Fabian Karl and Hellmich, Frank}}, publisher = {{Universität Paderborn}}, title = {{{Erfassung fachdidaktischer Kompetenzen angehender Grundschullehrkräfte – Ergebnisse aus einem empirischen Forschungsprojekt. Vortrag auf der 20. Jahrestagung der Kommission "Grundschulforschung und Pädagogik der Primarstufe" der Deutschen Gesellschaft für Erziehungswissenschaft (DGfE, Sektion Schulpädagogik)}}}, year = {{2011}}, } @inproceedings{38226, author = {{Förster, Sabrina and Hellmich, Frank and Niebuhr-Siebert, Sandra}}, title = {{{Effekte der Implementation eines wortschatzbasierten Lesestrategietrainings auf Lesefähigkeiten von Grundschülerinnen und -schülern mit und ohne Migrationshintergrund. Posterpräsentation auf der 76. Tagung der Arbeitsgruppe für Empirische Pädagogische Forschung (AEPF)}}}, year = {{2011}}, } @inproceedings{38214, author = {{Hellmich, Frank}}, publisher = {{Universität Leipzig}}, title = {{{Aktuelle Herausforderungen in der Grundschulpädagogik - Schlussfolgerungen für Forschung, Lehre und Praxis}}}, year = {{2011}}, } @inbook{36554, abstract = {{Wie realistisch ist das Bild einer zunehmend punitiv geprägten Praxis sozialer Wohlfahrtsproduktion? Durch die Neufassung institutioneller sozialer Dienstleistungen ist in den vergangenen Jahren der Eindruck einer zunehmenden Lust am Strafen entstanden. Tatsächlich ist zu prüfen, ob und in welchem Umfang Punitivität als neue Maxime zu verstehen ist, die den gegenwärtigen Umgang mit sozialen Problemen steuert. In dem Band wird eine bewusst nach einzelnen Handlungszusammenhängen differenzierende und theoretisch informierte Diskussion geführt, um auf (möglicherweise) punitive Tendenzen aufmerksam zu machen. }}, author = {{Chassé, Karl August and Klein, Alexandr and Landhäußer, Sandra and Zander, Margherita }}, booktitle = {{Gerechte Ausgrenzung? Wohlfahrtsproduktion und die neue Lust am Strafen}}, editor = {{Schmidt-Semisch, Henning and Dollinger, Bernd}}, isbn = {{978-3-531-94083-0}}, keywords = {{Sozial, Strafen, Armut}}, pages = {{227--244}}, publisher = {{Springer}}, title = {{{Konstruktionen von Armut zwischen AdressatInnen und moralisierend-punitivem Diskurs}}}, doi = {{10.1007/978-3-531-94083-0}}, year = {{2011}}, } @inbook{37030, abstract = {{Erziehungswissenschaft ist eine in mehreren Schritten in Deutschland seit Ende des 18. Jahrhunderts entstandene, definitiv seit Anfang des 20. Jahrhunderts etablierte wissenschaftliche Disziplin, die gegenwärtig meist zu den Sozialwissenschaften gerechnet wird. Ihr Gegenstand ist eine Praxis, die mit Grundbegriffen identifiziert wird, zu denen immer Erziehung und Bildung einschließlich Unterricht gehören, oft durch Sozialisation und andere Begriffe aus anderen Disziplinen erweitert. Ihre Methoden entstammen den Geistes- und Sozialwissenschaften.}}, author = {{Landhäußer, Sandra}}, booktitle = {{Lexikon Erziehungswissenschaft}}, editor = {{Horn, Klaus-Peter and Kemnitz , Heidemarie and Marotzki, Winfried and Sandfuchs , Uwe }}, isbn = {{9783838584683}}, pages = {{S. 286--287}}, publisher = {{Julius Klinkhardt}}, title = {{{Soziale Brennpunkte}}}, year = {{2011}}, } @article{37038, author = {{Faas, Stefan and Landhäußer, Sandra and Treptow, Rainer}}, issn = {{0342-9857}}, journal = {{neue praxis}}, pages = {{618--630}}, title = {{{Offene Angebote in der Eltern- und Familienbildung : eine empirische Annäherung an ein bisher wenig beachtetes Feld}}}, year = {{2011}}, } @inproceedings{17430, abstract = {{Previous work has shown that gestural behaviors affect anthropomorphic inferences about artificial communicators such as virtual agents. In an experiment with a humanoid robot, we investigated to what extent gesture would affect anthropomorphic inferences about the robot. Particularly, we examined the effects of the robot's hand and arm gestures on the attribution of typically human traits, likability of the robot, shared reality, and future contact intentions after interacting with the robot. For this, we manipulated the non-verbal behaviors of the humanoid robot in three experimental conditions: (1) no gesture, (2) congruent gesture, and (3) incongruent gesture. We hypothesized higher ratings on all dependent measures in the two gesture (vs. no gesture) conditions. The results confirm our predictions: when the robot used gestures during interaction, it was anthropomorphized more, participants perceived it as more likable, reported greater shared reality with it, and showed increased future contact intentions than when the robot gave instructions without using gestures. Surprisingly, this effect was particularly pronounced when the robot's gestures were partly incongruent with speech. These findings show that communicative non-verbal behaviors in robotic systems affect both anthropomorphic perceptions and the mental models humans form of a humanoid robot during interaction.}}, author = {{Salem, Maha and Eyssel, Friederike Anne and Rohlfing, Katharina and Kopp, Stefan and Joublin, F.}}, booktitle = {{Social Robotics}}, editor = {{Mutlu, B. and Bartneck, C. and Ham, J. and Evers, V. and Kanda, T.}}, isbn = {{978-3-642-25503-8}}, keywords = {{Multimodal Interaction and Conversational Skills, Anthropomorphism, Non-verbal Cues and Expressiveness}}, pages = {{31--41}}, publisher = {{Springer Science + Business Media}}, title = {{{Effects of gesture on the perception of psychological anthropomorphism: A case study with a humanoid robot}}}, doi = {{10.1007/978-3-642-25504-5_4}}, volume = {{7072}}, year = {{2011}}, } @inproceedings{17244, abstract = {{Robots interacting with humans need to understand actions and make use of language in social interactions. Research on infant development has shown that language helps the learner to structure visual observations of action. This acoustic information typically in the form of narration overlaps with action sequences and provides infants with a bottom-up guide to find structure within them. This concept has been introduced as acoustic packaging by Hirsh-Pasek and Golinkoff. We developed and integrated a prominence detection module in our acoustic packaging system to detect semantically relevant information linguistically highlighted by the tutor. Evaluation results on speech data from adult-infant interactions show a significant agreement with human raters. Furthermore a first approach based on acoustic packages which uses the prominence detection results to generate acoustic feedback is presented. Index Terms: prominence, multimodal action segmentation, human robot interaction, feedback}}, author = {{Schillingmann, Lars and Wagner, Petra and Munier, Christian and Wrede, Britta and Rohlfing, Katharina}}, booktitle = {{Interspeech 2011 (12th Annual Conference of the International Speech Communication Association)}}, keywords = {{Feedback, Human Robot Interaction, Prominence, Multimodal Action Segmentation}}, pages = {{3105--3108}}, title = {{{Using Prominence Detection to Generate Acoustic Feedback in Tutoring Scenarios}}}, year = {{2011}}, }