@inproceedings{17272, abstract = {{In developmental research, tutoring behavior has been identified as scaffolding infants' learning processes. It has been defined in terms of child-directed speech (Motherese), child-directed motion (Motionese), and contingency. In the field of developmental robotics, research often assumes that in human-robot interaction (HRI), robots are treated similar to infants, because their immature cognitive capabilities benefit from this behavior. However, according to our knowledge, it has barely been studied whether this is true and how exactly humans alter their behavior towards a robotic interaction partner. In this paper, we present results concerning the acceptance of a robotic agent in a social learning scenario obtained via comparison to adults and 8-11 months old infants in equal conditions. These results constitute an important empirical basis for making use of tutoring behavior in social robotics. In our study, we performed a detailed multimodal analysis of HRI in a tutoring situation using the example of a robot simulation equipped with a bottom-up saliency-based attention model. Our results reveal significant differences in hand movement velocity, motion pauses, range of motion, and eye gaze suggesting that for example adults decrease their hand movement velocity in an Adult-Child Interaction (ACI), opposed to an Adult-Adult Interaction (AAI) and this decrease is even higher in the Adult-Robot Interaction (ARI). We also found important differences between ACI and ARI in how the behavior is modified over time as the interaction unfolds. These findings indicate the necessity of integrating top-down feedback structures into a bottom-up system for robots to be fully accepted as interaction partners.}}, author = {{Vollmer, Anna-Lisa and Lohan, Katrin Solveig and Fischer, Kerstin and Nagai, Yukie and Pitsch, Karola and Fritsch, Jannik and Rohlfing, Katharina and Wrede, Britta}}, booktitle = {{Development and Learning, 2009. ICDL 2009. IEEE 8th International Conference on Development and Learning}}, keywords = {{robot simulation, hand movement velocity, robotic interaction partner, robotic agent, robot-directed interaction, multimodal analysis, Motionese, Motherese, intelligent tutoring systems, immature cognitive capability, human computer interaction, eye gaze, child-directed speech, child-directed motion, bottom-up system, bottom-up saliency-based attention model, adult-robot interaction, adult-child interaction, adult-adult interaction, human-robot interaction, action learning, social learning scenario, social robotics, software agents, top-down feedback structures, tutoring behavior}}, pages = {{1--6}}, publisher = {{IEEE}}, title = {{{People modify their tutoring behavior in robot-directed interaction for action learning}}}, doi = {{10.1109/DEVLRN.2009.5175516}}, year = {{2009}}, } @book{36298, abstract = {{Die Orientierung am Sozialraum - an den lokalen sozialen Räumen von AkteurInnen - hat in der Sozialen Arbeit eine lange Tradition und erfährt zunehmende, auch öffentliche Aufmerksamkeit. An den Beispielen der Settlementarbeit, der Gemeinwesenarbeit und der sozialraumorientierten Sozialen Arbeit werden in diesem Band zentrale historische Entwicklungen der Communityorientierung in der Sozialen Arbeit rekonstruiert. Die zugrunde liegende Programmatik wird anschließend mit empirischen Daten konfrontiert und systematisch in aktuelle gesellschaftliche Zusammenhänge }}, author = {{Landhäußer, Sandra}}, keywords = {{Community Gemeinwesenarbeit Settlementarbeit Soziale Arbeit Soziales Kapital}}, pages = {{259}}, publisher = {{Springer}}, title = {{{Communityorientierung in der Sozialen Arbeit: Die Aktivierung von sozialem Kapital}}}, doi = {{https://doi.org/10.1007/978-3-531-91379-7}}, year = {{2009}}, } @article{41367, author = {{Seifert, Andreas and Hilligus, Annegret Helen and Schaper, Niclas}}, journal = {{Lehrerbildung auf dem Prüfstand}}, number = {{1}}, pages = {{82--103}}, title = {{{Entwicklung und psychometrische Überprüfung eines Messinstruments zur Erfassung pädagogischer Kompetenzen in der universitären Lehrerbildung.}}}, volume = {{2}}, year = {{2009}}, } @inproceedings{17264, abstract = {{In developmental research, tutoring behavior has been identified as scaffolding infants’ learning processes. Infants seem sensitive to tutoring situations and they detect these by ostensive cues [4]. Some social signals such as eye-gaze, child-directed speech (Motherese), child-directed motion (Motionese), and contingency have been shown to serve as ostensive cues. The concept of contingency describes exchanges in which two agents interact with each other reciprocally. Csibra and Gergely argued that contingency is a characteristic ostensive stimulus of a tutoring situation [4]. In order for a robot to be treated similar to an infant, it has to both, be sensitive to the ostensive stimuli on the one hand and induce tutoring behavior by its feedback about its capabilities on the other hand. In this paper, we raise the question whether a robot can be treated similar to an infant in an interaction. We present results concerning the acceptance of a robotic agent in a social learning scenario, which we obtained via comparison to interactions with 8-11 months old infants and adults in equal conditions. We applied measurements for motion modifications (Motionese) and eye-gaze behavior. Our results reveal significant differences between Adult-Child Interaction (ACI), Adult-Adult Interaction (AAI) and Adult- Robot Interaction (ARI) suggesting that in ARI, robotdirected tutoring behavior is even more accentuated in terms of Motionese, but contingent responsivity is impaired. Our results confirm previous findings [14] concerning the differences between ACI, AAI, and ARI and constitute an important empirical basis for making use of ostensive stimuli as social signals for tutoring behavior in social robotics.}}, author = {{Lohan, Katrin Solveig and Vollmer, Anna-Lisa and Fritsch, Jannik and Rohlfing, Katharina and Wrede, Britta}}, booktitle = {{IEEE International Workshop on Social Signal Processing}}, isbn = {{9781424448005}}, keywords = {{Ostensive Signals, Contingency, Motionese, hri}}, publisher = {{International Computer Science Institute}}, title = {{{Which ostensive stimuli can be used for a robot to detect and maintain tutoring situations?}}}, doi = {{10.1109/acii.2009.5349507}}, year = {{2009}}, } @article{17269, abstract = {{Infants learning about their environment are confronted with many stimuli of different modalities. Therefore, a crucial problem is how to discover which stimuli are related, for instance, in learning words. In making these multimodal "bindings," infants depend on social interaction with a caregiver to guide their attention towards relevant stimuli. The caregiver might, for example, visually highlight an object by shaking it while vocalizing the object's name. These cues are known to help structuring the continuous stream of stimuli. To detect and exploit them, we propose a model of bottom-up attention by multimodal signal-level synchrony. We focus on the guidance of visual attention from audio-visual synchrony informed by recent adult-infant interaction studies. Consequently, we demonstrate that our model is receptive to parental cues during child-directed tutoring. The findings discussed in this paper are consistent with recent results from developmental psychology but for the first time are obtained employing an objective, computational model. The presence of " multimodal motherese" is verified directly on the audio-visual signal. Lastly, we hypothesize how our computational model facilitates tutoring interaction and discuss its application in interactive learning scenarios, enabling social robots to benefit from adult-like tutoring. Document Type: Article}}, author = {{Rolf, Matthias and Hanheide, Marc and Rohlfing, Katharina}}, issn = {{1943-0612}}, journal = {{IEEE Transactions on Autonomous Mental Development}}, number = {{1}}, pages = {{55--67}}, publisher = {{Institute of Electrical & Electronics Engineers (IEEE)}}, title = {{{Attention via synchrony. Making use of multimodal cues in social learning}}}, doi = {{10.1109/TAMD.2009.2021091}}, volume = {{1}}, year = {{2009}}, } @article{17265, abstract = {{Forty children, aged 1;8-2;0, participated in one of three training conditions meant to enhance their comprehension of the spatial term under: the +Gesture group viewed a symbolic gesture for under during training; those in the +Photo group viewed a still photograph of objects in the under relationship; those in the Model Only group did not receive supplemental symbolic support. Children's knowledge of under was measured before, immediately after, and two to three days after training. A gesture advantage was revealed when the gains exhibited by the groups on untrained materials (but not trained materials) were compared at delayed post-test (but not immediate Post-test). Gestured input promoted more robust knowledge of the meaning of under, knowledge that was less tied to contextual familiarity and more prone to consolidation. Gestured input likely reduced cognitive load while emphasizing both the location and the movement relevant to the meaning of under.}}, author = {{McGregor, Karla K. and Rohlfing, Katharina and Bean, Allison and Marschner, Ellen}}, issn = {{1469-7602}}, journal = {{JOURNAL OF CHILD LANGUAGE}}, number = {{04}}, pages = {{807--828}}, publisher = {{Cambridge University Press (CUP)}}, title = {{{Gesture as a support for word learning: The case of under}}}, doi = {{10.1017/S0305000908009173}}, volume = {{36}}, year = {{2009}}, } @article{17271, author = {{Booth, A. E and McGregor, Karla K. and Rohlfing, Katharina}}, issn = {{1547-3341}}, journal = {{Journal of Language Learning and Development}}, number = {{3}}, pages = {{179--202}}, publisher = {{Informa UK Limited}}, title = {{{Socio-pragmatics and attention: Contributions to gesturally guided word learning in toddlers}}}, doi = {{10.1080/15475440802143091}}, volume = {{4}}, year = {{2009}}, } @inproceedings{17268, author = {{Schillingmann, Lars and Wrede, Britta and Rohlfing, Katharina}}, booktitle = {{International Conference on Development and Learning (ICDL 2009)}}, isbn = {{978-1-4244-4117-4}}, keywords = {{Acoustic Packaging, multimodal}}, publisher = {{IEEE}}, title = {{{Towards a Computational Model of Acoustic Packaging}}}, doi = {{10.1109/devlrn.2009.5175523}}, year = {{2009}}, } @inproceedings{17266, author = {{Schillingmann, Lars and Wrede, Britta and Rohlfing, Katharina and Fischer, Kerstin}}, booktitle = {{Spoken Dialogue and Human-Robot Interaction}}, publisher = {{International Computer Science Institute}}, title = {{{The Structure of Robot-Directed Interaction compared to Adult- and Infant-Directed Interaction using a Model for Acoustic Packaging}}}, year = {{2009}}, } @inproceedings{17267, author = {{Lohse, Manja and Hanheide, Marc and Rohlfing, Katharina and Sagerer, Gerhard}}, booktitle = {{Proceedings of the 4th ACM/IEEE international conference on Human robot interaction - HRI '09}}, keywords = {{SINA, human robot interaction, biron}}, pages = {{93--100}}, title = {{{Systemic interaction analysis (SInA) in HRI}}}, doi = {{10.1145/1514095.1514114}}, year = {{2009}}, } @inproceedings{17270, author = {{Vollmer, Anna-Lisa and Lohan, Katrin Solveig and Fritsch, Jannik and Wrede, Britta and Rohlfing, Katharina}}, keywords = {{Contingency, Motionese}}, title = {{{Which Motionese Parameters Change with Children’s Age?}}}, year = {{2009}}, } @inproceedings{17263, author = {{Schillingmann, Lars and Wrede, Britta and Rohlfing, Katharina}}, booktitle = {{HUROBINT2009}}, title = {{{Acoustic Packaging}}}, year = {{2009}}, } @inproceedings{41465, author = {{König, Johannes and Seifert, Andreas and Blömeke, Sigrid and Schaper, Niclas}}, booktitle = {{AEPF-Tagung „Selbstregulation – Fremdregulation“}}, location = {{Bochum}}, title = {{{LEK – Längsschnittliche Erhebung pädagogischer Kompetenzen von Lehramtsstudierenden: Testinstrumente, Forschungsdesign und Fragestellungen.}}}, year = {{2009}}, } @inproceedings{41472, author = {{Seifert, Andreas and Schaper, Niclas}}, booktitle = {{AEPF-KBBB-Tagung}}, location = {{Landau}}, title = {{{Welche Dimensionen bzw. Modellstruktur liegt der Messung pädagogischer Kompetenz in der universitären Lehrerausbildung zugrunde?}}}, year = {{2009}}, } @book{40146, author = {{Fuchs, Christian}}, isbn = {{978-3-200-01428-2}}, publisher = {{Research Group UTI}}, title = {{{Social Networking Sites and the Surveillance Society. A Critical Case Study of the Usage of studiVZ, Facebook, and MySpace by Students in Salzburg in the Context of Electronic Surveillance}}}, year = {{2009}}, } @book{40147, author = {{Fuchs, Christian and E. Zimmermann, Rainer}}, isbn = {{978-3-8322-8341-4}}, publisher = {{Shaker}}, title = {{{Practical Civil Virtues in Cyberspace: Towards the Utopian Identity of Civitas and Multitudo. Munich Series in Design Science (Münchener Schriften zur Design Science)}}}, volume = {{Volume 5}}, year = {{2009}}, } @article{41677, author = {{Fuchs, Christian}}, journal = {{tripleC (Cognition, Communication, Co-operation) – Open Access Journal for a Global Sustainable Information Society}}, number = {{1}}, pages = {{94--108}}, title = {{{Some Reflections on Manuel Castells’ Book “Communication Power“}}}, doi = {{https://doi.org/10.31269/triplec.v7i1.136}}, volume = {{7}}, year = {{2009}}, } @article{41680, author = {{Fuchs, Christian}}, journal = {{Információs Társadalom (Information Society)}}, number = {{3}}, pages = {{27--52}}, title = {{{A fenntartható információs társadalom ideológiai tájképe. 2. rész (Sustainable Information Society as Ideology. Second Part, in Hungarian)}}}, volume = {{9}}, year = {{2009}}, } @article{41681, author = {{Fuchs, Christian}}, journal = {{Információs Társadalom (Information Society)}}, number = {{2}}, pages = {{7--19}}, title = {{{A fenntartható információs társadalom ideológiai tájképe. 1. rész (Sustainable Information Society as Ideology. First Part, in Hungarian)}}}, volume = {{9}}, year = {{2009}}, } @article{41679, author = {{Fuchs, Christian}}, journal = {{International Journal of Communication 3 (2009)}}, pages = {{369--402}}, title = {{{Some Theoretical Foundations of Critical Media Studies: reflections on Karl Marx and the media}}}, year = {{2009}}, }