@book{54265,
  editor       = {{Janus, Richard}},
  isbn         = {{978-3-658-45303-9}},
  issn         = {{2569-8818}},
  pages        = {{176}},
  publisher    = {{SpringerVS}},
  title        = {{{Weihnachts-Werbespots als moderne Krippenspiele}}},
  doi          = {{10.1007/978-3-658-45304-6}},
  year         = {{2024}},
}

@inproceedings{57356,
  author       = {{Schaffer, Michael Erol  and Terfloth, Lutz and Schulte, Carsten and Buhl, Heike M.}},
  location     = {{Valletta, Malta}},
  title        = {{{Perception and Consideration of the Explainees’ Needs for Satisfying Explanations}}},
  year         = {{2024}},
}

@inproceedings{57357,
  author       = {{Schaffer, Michael Erol  and Terfloth, Lutz and Schulte, Carsten and Buhl, Heike M.}},
  booktitle    = {{Joint Proceedings of the xAI-2024 Late-breaking Work, Demos and Doctoral Consortium. 3793}},
  title        = {{{Explainers’ Mental Representations of Explainees’ Needs in Everyday Explanations}}},
  year         = {{2024}},
}

@inbook{55117,
  author       = {{Schulz, Christian}},
  booktitle    = {{Glossar zur strategischen Kommunikation Bd. 2}},
  editor       = {{Forschungsgruppe Diskursmonitor und Diskursintervention , Forschungsgruppe Diskursmonitor und Diskursintervention }},
  publisher    = {{Universi}},
  title        = {{{Liken}}},
  year         = {{2024}},
}

@article{36466,
  author       = {{Becker, Rieke}},
  journal      = {{Österreichische Zeitschrift für Geschichtswissenschaften. Themenband „New Diplomatic History“}},
  keywords     = {{New Diplomatic History, Neue Diplomatiegeschichte}},
  number       = {{2}},
  pages        = {{28–48}},
  title        = {{{Hilfst du mir, so hilfst du dir. Diplomatische Überzeugungsstrategien der Regentin Christine Charlotte von Ostfriesland gegenüber Kaiser Leopold I. im 17. Jahrhundert}}},
  doi          = {{https://doi.org/10.25365/oezg-2024-35-2-2}},
  volume       = {{35}},
  year         = {{2024}},
}

@misc{57404,
  author       = {{Huybrechts, Yves}},
  booktitle    = {{Archiv für das Studium der neueren Sprachen und Literaturen}},
  issn         = {{0003-8970}},
  number       = {{2}},
  pages        = {{472--475}},
  title        = {{{André Thouin: Voyage dans la Belgique et la Hollande (1794-1795). Éd. critique par Madeleine van Strien-Chardonneau / Kees van Strien. Paris: Classiques Garnier 2018 (Correspondances et mémoires, 28). 387 }}},
  volume       = {{261}},
  year         = {{2024}},
}

@inbook{57408,
  author       = {{Fuchs, Christian}},
  booktitle    = {{Digitale Ethik}},
  editor       = {{Grimm, Petra  and Trost, Kai Erik and Zöllner, Oliver}},
  pages        = {{199--211}},
  publisher    = {{Nomos}},
  title        = {{{Gerechtigkeit}}},
  year         = {{2024}},
}

@inbook{37720,
  author       = {{Öhlschläger, Claudia}},
  booktitle    = {{Lektüren der Ähnlichkeit um 1900. Modi der Sinnerzeugung in der klassischen Moderne. }},
  editor       = {{Bauer, Matthias and Zink, Dominik and Sadikou, Nadjib}},
  pages        = {{145--164}},
  title        = {{{"Die Geschichte als Dichterin". Analogien in kleinen historischen Porträts von Stefan Zweig. }}},
  year         = {{2024}},
}

@inbook{56426,
  author       = {{Kottmann, Brigitte}},
  booktitle    = {{Handbuch Grundschulpädagogik und Grundschuldidaktik.}},
  editor       = {{Götz, Margarethe and Hartinger, Andreas and Heinzel, Friederike and Kahlert, Joachim and Miller, Susanne and Sandfuchs, Uwe}},
  pages        = {{317--332}},
  publisher    = {{Klinkhardt}},
  title        = {{{Sonderpädagogischer Förderbedarf: Grundschule zwischen Inklusion und Selektion.}}},
  year         = {{2024}},
}

@inbook{57465,
  abstract     = {{<jats:p>Shy children are characterised by reserved communicative behaviour, especially in novel situations or when interacting with unfamiliar interlocutors. Many of the contextual elicitors that trigger typical patterns of shyness reactions in children, such as gaze aversion, a more distant approach, or general hesitation, may be present in typical laboratory settings or in standardised testing situations, for example, language assessment tests. In our chapter, we review recent studies that operationalise shy children’s communicative behaviour at verbal and nonverbal levels with different social partners, such as humans or social robots, as interaction partners, providing practitioners with a sound overview of communicative signals that are challenging to capture and measure in practical settings. From this, we derive critical implications for the design of testing situations for children that allow them to unfold their communicative potential and demonstrate their linguistic competence, taking into account their individual temperamental characteristics.</jats:p>}},
  author       = {{Viertel, Franziska E. and Tolksdorf, Nils Frederik}},
  booktitle    = {{Contemporary Issues in Early Childhood Education and Care}},
  publisher    = {{IntechOpen}},
  title        = {{{Multimodal Communicative Behaviours in Shy Children in Assessment Situations and Social Evaluative Contexts}}},
  doi          = {{10.5772/intechopen.1007668}},
  year         = {{2024}},
}

@inproceedings{53330,
  author       = {{Tolksdorf, Nils Frederik and Wildt, Eugenia and Rohlfing, Katharina}},
  booktitle    = {{Companion of the 2024 ACM/IEEE International Conference on Human-Robot Interaction}},
  isbn         = {{9798400703232}},
  pages        = {{1053--1057}},
  publisher    = {{ACM}},
  title        = {{{Preschoolers' Interactions with Social Robots: Investigating the Potential for Eliciting Metatalk and Critical Technological Thinking}}},
  doi          = {{10.1145/3610978.3640654}},
  year         = {{2024}},
}

@article{57466,
  abstract     = {{<jats:p>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.</jats:p>}},
  author       = {{Rohlfing, Katharina and Wildt, Eugenia and Tolksdorf, Nils Frederik}},
  issn         = {{2657-9510}},
  journal      = {{Dzieciństwo. Literatura i Kultura}},
  number       = {{1}},
  pages        = {{35--69}},
  publisher    = {{University of Warsaw}},
  title        = {{{Language Learning with Media and Technology in (Early) Childhood}}},
  doi          = {{10.32798/dlk.1376}},
  volume       = {{6}},
  year         = {{2024}},
}

@inbook{56223,
  author       = {{Münzmay, Andreas}},
  booktitle    = {{Auber et Scribe, un patrimoine lyrique vivant. Le Concert à la cour (1824). Actéon (1836)}},
  editor       = {{Yon, Jean-Cloude and Reynaud, Cécile }},
  isbn         = {{9791037039446}},
  pages        = {{101--110}},
  publisher    = {{Hermann Editeurs}},
  title        = {{{Concert à Stuttgart? Réflexions sur le rapport entre l’opéra comique de Scribe et d’Auber et la cour de Wurtemberg}}},
  year         = {{2024}},
}

@book{55696,
  author       = {{Priesching, Nicole and Henkelmann, Andreas and Nordblom, Pia and Özdemir, Derya}},
  isbn         = {{9783657794614}},
  publisher    = {{Brill | Schöningh}},
  title        = {{{Aufbruch in Grenzen. Akademisierung und Professionalisierung weiblicher Berufe am Beispiel der Katholischen Fachhochschule Nordrhein-Westfalen 1970–1989}}},
  doi          = {{10.30965/9783657794614}},
  volume       = {{146}},
  year         = {{2024}},
}

@inproceedings{57210,
  author       = {{Büker, Petra}},
  title        = {{{Die Stärken der Grundschule – die Grundschule stärken. Vortrag am Fachtag: Die Stärken der Grundschule und die Grundschule stärken. Universität Bielefeld.}}},
  year         = {{2024}},
}

@inproceedings{57523,
  author       = {{Büker, Petra and Herding, Jana and Kamin, Anna-Maria and Jaenke, Vanessa and Oevel, Gudrun and Knurr, Moritz}},
  title        = {{{PrimOER: Professionalisierung und Erweiterung der OER-Community Grundschulpädagogik im Kontext von Inklusion und Chancengerechtigkeit in der Primarstufenlehrkräftebildung. Posterbeitrag auf der 32. Jahrestagung der DGfE-Kommission Grundschulforschung und Pädagogik der Primarstufe an der Universität des Saarlandes, Saarbrücken.}}},
  year         = {{2024}},
}

@inproceedings{57522,
  author       = {{Büker, Petra and Fernhomberg, Hannah Marie}},
  title        = {{{Children’s perspectives on the relevance of self-directed research for improving sustainability. Presentation on the 32nd EECERA Conference: “Developing Sustainable Early Childhood Education Systems: Comparisons, Contexts and the Cognoscenti” in Brighton (UK).}}},
  year         = {{2024}},
}

@inproceedings{57217,
  author       = {{Büker, Petra and Kamin, Anna-Maria and Becker, Veronika and Glawe, Katrin and Herding, Jana and Stets, Mona and Knurr, Moritz}},
  title        = {{{INKLUD.NRW – eine fallbasierte Lehr-/Lernumgebung zum Erwerb inklusions- und digitalisierungsbezogener Kompetenzen in der Lehrer:innenbildung. Beitrag am OER-Fachtag ORCA.nrw (online). }}},
  year         = {{2024}},
}

@inproceedings{57212,
  author       = {{Büker, Petra and Herding, Jana and Caci, Stefania Vita and Glawe, Katrin}},
  title        = {{{Digitale Lernsettings barrierefrei gestalten: Chancen und Herausforderungen multimedialer Fallarbeit in der Lehrkräftebildung. Round Table am Tag der Lehre 2024. Universität Paderborn.}}},
  year         = {{2024}},
}

@article{53072,
  abstract     = {{Negated statements require more processing efforts than assertions. However, in certain contexts, repeating negations undergo adaptation, which over time mitigates the effort.
Here, we ask negations hamper visual processing and whether consecutive repetitions mitigate its influence. 
We assessed the overall attentional capacity and its distribution, the relative weight, quantitatively using 
the formal Theory of Visual Attention (TVA).
We 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.}},
  author       = {{Banh, Ngoc Chi and Tünnermann, Jan and Rohlfing, Katharina J. and Scharlau, Ingrid}},
  journal      = {{Frontiers in Psychology}},
  title        = {{{Benefiting from Binary Negations? Verbal Negations Decrease Visual Attention and Balance Its Distribution}}},
  doi          = {{10.3389/fpsyg.2024.1451309}},
  volume       = {{15}},
  year         = {{2024}},
}