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Oudeyer, Frontiers in Neurorobotics (2016).","bibtex":"@article{Vollmer_Wrede_Rohlfing_Oudeyer_2016, title={Pragmatic Frames for Teaching and Learning in Human–Robot Interaction: Review and Challenges}, DOI={10.3389/fnbot.2016.00010}, journal={Frontiers in Neurorobotics }, author={Vollmer, Anna-Lisa and Wrede, Britta and Rohlfing, Katharina and Oudeyer, Pierre-Yves}, year={2016} }","mla":"Vollmer, Anna-Lisa, et al. “Pragmatic Frames for Teaching and Learning in Human–Robot Interaction: Review and Challenges.” Frontiers in Neurorobotics , 2016, doi:10.3389/fnbot.2016.00010.","chicago":"Vollmer, Anna-Lisa, Britta Wrede, Katharina Rohlfing, and Pierre-Yves Oudeyer. “Pragmatic Frames for Teaching and Learning in Human–Robot Interaction: Review and Challenges.” Frontiers in Neurorobotics , 2016. https://doi.org/10.3389/fnbot.2016.00010.","apa":"Vollmer, A.-L., Wrede, B., Rohlfing, K., & Oudeyer, P.-Y. (2016). Pragmatic Frames for Teaching and Learning in Human–Robot Interaction: Review and Challenges. Frontiers in Neurorobotics . https://doi.org/10.3389/fnbot.2016.00010","ama":"Vollmer A-L, Wrede B, Rohlfing K, Oudeyer P-Y. Pragmatic Frames for Teaching and Learning in Human–Robot Interaction: Review and Challenges. Frontiers in Neurorobotics . Published online 2016. doi:10.3389/fnbot.2016.00010"},"type":"journal_article","year":"2016","language":[{"iso":"eng"}],"doi":"10.3389/fnbot.2016.00010","date_updated":"2023-02-01T12:37:01Z","_id":"20252","date_created":"2020-11-02T14:01:25Z","status":"public","publication":"Frontiers in Neurorobotics ","department":[{"_id":"749"}],"author":[{"full_name":"Vollmer, Anna-Lisa","first_name":"Anna-Lisa","last_name":"Vollmer"},{"full_name":"Wrede, Britta","first_name":"Britta","last_name":"Wrede"},{"last_name":"Rohlfing","id":"50352","first_name":"Katharina","full_name":"Rohlfing, Katharina"},{"last_name":"Oudeyer","first_name":"Pierre-Yves","full_name":"Oudeyer, Pierre-Yves"}],"title":"Pragmatic Frames for Teaching and Learning in Human–Robot Interaction: Review and Challenges","user_id":"14931"},{"date_updated":"2023-02-01T12:36:05Z","_id":"20248","doi":"10.3389/frobt.2016.00046","year":"2016","citation":{"short":"A. Sciutti, K.S. Lohan, G. Gredebäck, B. Koch, K. Rohlfing, Frontiers in Robotics and AI (2016).","ieee":"A. Sciutti, K. S. Lohan, G. Gredebäck, B. Koch, and K. Rohlfing, “Language meddles with infants‘ processing of observed actions,” Frontiers in Robotics and AI, 2016, doi: 10.3389/frobt.2016.00046.","ama":"Sciutti A, Lohan KS, Gredebäck G, Koch B, Rohlfing K. Language meddles with infants‘ processing of observed actions. Frontiers in Robotics and AI. Published online 2016. doi:10.3389/frobt.2016.00046","apa":"Sciutti, A., Lohan, K. S., Gredebäck, G., Koch, B., & Rohlfing, K. (2016). Language meddles with infants‘ processing of observed actions. Frontiers in Robotics and AI. https://doi.org/10.3389/frobt.2016.00046","chicago":"Sciutti, Alessandra, Katrin Solveig Lohan, Gustaf Gredebäck, Benjamin Koch, and Katharina Rohlfing. “Language Meddles with Infants‘ Processing of Observed Actions.” Frontiers in Robotics and AI, 2016. https://doi.org/10.3389/frobt.2016.00046.","bibtex":"@article{Sciutti_Lohan_Gredebäck_Koch_Rohlfing_2016, title={Language meddles with infants‘ processing of observed actions}, DOI={10.3389/frobt.2016.00046}, journal={Frontiers in Robotics and AI}, author={Sciutti, Alessandra and Lohan, Katrin Solveig and Gredebäck, Gustaf and Koch, Benjamin and Rohlfing, Katharina}, year={2016} }","mla":"Sciutti, Alessandra, et al. “Language Meddles with Infants‘ Processing of Observed Actions.” Frontiers in Robotics and AI, 2016, doi:10.3389/frobt.2016.00046."},"type":"journal_article","language":[{"iso":"eng"}],"title":"Language meddles with infants‘ processing of observed actions","user_id":"14931","author":[{"last_name":"Sciutti","first_name":"Alessandra","full_name":"Sciutti, Alessandra"},{"last_name":"Lohan","first_name":"Katrin Solveig","full_name":"Lohan, Katrin Solveig"},{"full_name":"Gredebäck, Gustaf","first_name":"Gustaf","last_name":"Gredebäck"},{"full_name":"Koch, Benjamin ","first_name":"Benjamin ","last_name":"Koch"},{"first_name":"Katharina","full_name":"Rohlfing, Katharina","last_name":"Rohlfing","id":"50352"}],"department":[{"_id":"749"}],"publication":"Frontiers in Robotics and AI","status":"public","date_created":"2020-11-02T13:42:35Z"},{"page":"120-145","citation":{"mla":"Nomikou, Iris, et al. “Language—at All Times. Action and Interaction as Contexts for Enriching Representations.” Interaction Studies , 2016, pp. 120–45, doi:10.1075/is.17.1.06nom.","bibtex":"@article{Nomikou_Malte_Heller_Rohlfing_2016, title={Language—at all times. Action and interaction as contexts for enriching representations.}, DOI={10.1075/is.17.1.06nom}, journal={Interaction Studies }, author={Nomikou, Iris and Malte, Schilling and Heller, Vivien and Rohlfing, Katharina}, year={2016}, pages={120–145} }","chicago":"Nomikou, Iris, Schilling Malte, Vivien Heller, and Katharina Rohlfing. “Language—at All Times. Action and Interaction as Contexts for Enriching Representations.” Interaction Studies , 2016, 120–45. https://doi.org/10.1075/is.17.1.06nom.","ama":"Nomikou I, Malte S, Heller V, Rohlfing K. Language—at all times. Action and interaction as contexts for enriching representations. Interaction Studies . Published online 2016:120-145. doi:10.1075/is.17.1.06nom","apa":"Nomikou, I., Malte, S., Heller, V., & Rohlfing, K. (2016). Language—at all times. Action and interaction as contexts for enriching representations. Interaction Studies , 120–145. https://doi.org/10.1075/is.17.1.06nom","ieee":"I. Nomikou, S. Malte, V. Heller, and K. Rohlfing, “Language—at all times. Action and interaction as contexts for enriching representations.,” Interaction Studies , pp. 120–145, 2016, doi: 10.1075/is.17.1.06nom.","short":"I. Nomikou, S. Malte, V. Heller, K. Rohlfing, Interaction Studies (2016) 120–145."},"year":"2016","type":"journal_article","language":[{"iso":"eng"}],"_id":"20249","date_updated":"2023-02-01T12:36:24Z","doi":"10.1075/is.17.1.06nom","department":[{"_id":"749"}],"publication":"Interaction Studies ","author":[{"full_name":"Nomikou, Iris","first_name":"Iris","last_name":"Nomikou"},{"first_name":"Schilling","full_name":"Malte, Schilling","last_name":"Malte"},{"full_name":"Heller, Vivien","first_name":"Vivien","last_name":"Heller"},{"id":"50352","last_name":"Rohlfing","full_name":"Rohlfing, Katharina","first_name":"Katharina"}],"date_created":"2020-11-02T13:47:11Z","status":"public","title":"Language—at all times. Action and interaction as contexts for enriching representations.","user_id":"14931"},{"place":"Münster","user_id":"693","title":"Die KOMFOR-Studie zum studentischen Wahlverhalten in überfachlichen Studienprogrammen – statistische Analysen und Auswertung von Interviews.","publication":"Bildung und Hochschule. Impulse für Studium und Lehre am Beispiel des Leuphana College.","department":[{"_id":"33"},{"_id":"427"}],"quality_controlled":"1","author":[{"last_name":"Strunz","first_name":"Cathleen","full_name":"Strunz, Cathleen"},{"first_name":"Maik","full_name":"Adomßent, Maik","last_name":"Adomßent"},{"full_name":"Seifert, Andreas","first_name":"Andreas","id":"693","last_name":"Seifert"},{"first_name":"Julia","full_name":"Schütz, Julia","last_name":"Schütz"},{"full_name":"Gunkel, Marjaana","first_name":"Marjaana","last_name":"Gunkel"}],"publisher":"Waxmann","date_created":"2023-01-31T13:15:26Z","status":"public","publication_status":"published","editor":[{"first_name":"Karin","full_name":"Beck, Karin","last_name":"Beck"},{"last_name":"Bothe","first_name":"Thorsten","full_name":"Bothe, Thorsten"},{"full_name":"Glaser, Thomas","first_name":"Thomas","last_name":"Glaser"},{"last_name":"Heuer","full_name":"Heuer, Claudia","first_name":"Claudia"},{"last_name":"Schütz","full_name":"Schütz, Julia","first_name":"Julia"},{"last_name":"Seifert","full_name":"Seifert, Andreas","first_name":"Andreas"}],"_id":"41199","date_updated":"2023-02-01T15:21:07Z","language":[{"iso":"ger"}],"type":"book_chapter","year":"2016","citation":{"chicago":"Strunz, Cathleen, Maik Adomßent, Andreas Seifert, Julia Schütz, and Marjaana Gunkel. “Die KOMFOR-Studie zum studentischen Wahlverhalten in überfachlichen Studienprogrammen – statistische Analysen und Auswertung von Interviews.” In Bildung und Hochschule. Impulse für Studium und Lehre am Beispiel des Leuphana College., edited by Karin Beck, Thorsten Bothe, Thomas Glaser, Claudia Heuer, Julia Schütz, and Andreas Seifert. Münster: Waxmann, 2016.","ama":"Strunz C, Adomßent M, Seifert A, Schütz J, Gunkel M. Die KOMFOR-Studie zum studentischen Wahlverhalten in überfachlichen Studienprogrammen – statistische Analysen und Auswertung von Interviews. In: Beck K, Bothe T, Glaser T, Heuer C, Schütz J, Seifert A, eds. Bildung und Hochschule. Impulse für Studium und Lehre am Beispiel des Leuphana College. Waxmann; 2016.","apa":"Strunz, C., Adomßent, M., Seifert, A., Schütz, J., & Gunkel, M. (2016). Die KOMFOR-Studie zum studentischen Wahlverhalten in überfachlichen Studienprogrammen – statistische Analysen und Auswertung von Interviews. In K. Beck, T. Bothe, T. Glaser, C. Heuer, J. Schütz, & A. Seifert (Eds.), Bildung und Hochschule. Impulse für Studium und Lehre am Beispiel des Leuphana College. Waxmann.","bibtex":"@inbook{Strunz_Adomßent_Seifert_Schütz_Gunkel_2016, place={Münster}, title={Die KOMFOR-Studie zum studentischen Wahlverhalten in überfachlichen Studienprogrammen – statistische Analysen und Auswertung von Interviews.}, booktitle={Bildung und Hochschule. Impulse für Studium und Lehre am Beispiel des Leuphana College.}, publisher={Waxmann}, author={Strunz, Cathleen and Adomßent, Maik and Seifert, Andreas and Schütz, Julia and Gunkel, Marjaana}, editor={Beck, Karin and Bothe, Thorsten and Glaser, Thomas and Heuer, Claudia and Schütz, Julia and Seifert, Andreas}, year={2016} }","mla":"Strunz, Cathleen, et al. “Die KOMFOR-Studie zum studentischen Wahlverhalten in überfachlichen Studienprogrammen – statistische Analysen und Auswertung von Interviews.” Bildung und Hochschule. Impulse für Studium und Lehre am Beispiel des Leuphana College., edited by Karin Beck et al., Waxmann, 2016.","short":"C. Strunz, M. Adomßent, A. Seifert, J. Schütz, M. Gunkel, in: K. Beck, T. Bothe, T. Glaser, C. Heuer, J. Schütz, A. Seifert (Eds.), Bildung und Hochschule. Impulse für Studium und Lehre am Beispiel des Leuphana College., Waxmann, Münster, 2016.","ieee":"C. Strunz, M. Adomßent, A. Seifert, J. Schütz, and M. Gunkel, “Die KOMFOR-Studie zum studentischen Wahlverhalten in überfachlichen Studienprogrammen – statistische Analysen und Auswertung von Interviews.,” in Bildung und Hochschule. Impulse für Studium und Lehre am Beispiel des Leuphana College., K. Beck, T. Bothe, T. Glaser, C. Heuer, J. Schütz, and A. Seifert, Eds. Münster: Waxmann, 2016."}},{"language":[{"iso":"eng"}],"date_updated":"2023-02-01T16:04:48Z","doi":"10.5772/63462","department":[{"_id":"749"}],"publication_identifier":{"issn":["1729-8814"]},"title":"Embodied Language Learning and Cognitive Bootstrapping: Methods and Design Principles","type":"journal_article","year":"2016","citation":{"apa":"Lyon, C., Nehaniv, C. L., Saunders, J., Belpaeme, T., Bisio, A., Fischer, K., Forster, F., Lehmann, H., Metta, G., Mohan, V., Morse, A., Nolfi, S., Nori, F., Rohlfing, K., Sciutti, A., Tani, J., Tuci, E., Wrede, B., Zeschel, A., & Cangelosi, A. (2016). Embodied Language Learning and Cognitive Bootstrapping: Methods and Design Principles. International Journal of Advanced Robotic Systems, 13(3). https://doi.org/10.5772/63462","ama":"Lyon C, Nehaniv CL, Saunders J, et al. Embodied Language Learning and Cognitive Bootstrapping: Methods and Design Principles. International Journal of Advanced Robotic Systems. 2016;13(3). doi:10.5772/63462","chicago":"Lyon, Caroline, Chrystopher L. Nehaniv, Joe Saunders, Tony Belpaeme, Ambra Bisio, Kerstin Fischer, Frank Forster, et al. “Embodied Language Learning and Cognitive Bootstrapping: Methods and Design Principles.” International Journal of Advanced Robotic Systems 13, no. 3 (2016). https://doi.org/10.5772/63462.","mla":"Lyon, Caroline, et al. “Embodied Language Learning and Cognitive Bootstrapping: Methods and Design Principles.” International Journal of Advanced Robotic Systems, vol. 13, no. 3, Intech Europe, 2016, doi:10.5772/63462.","bibtex":"@article{Lyon_Nehaniv_Saunders_Belpaeme_Bisio_Fischer_Forster_Lehmann_Metta_Mohan_et al._2016, title={Embodied Language Learning and Cognitive Bootstrapping: Methods and Design Principles}, volume={13}, DOI={10.5772/63462}, number={3}, journal={International Journal of Advanced Robotic Systems}, publisher={Intech Europe}, author={Lyon, Caroline and Nehaniv, Chrystopher L. and Saunders, Joe and Belpaeme, Tony and Bisio, Ambra and Fischer, Kerstin and Forster, Frank and Lehmann, Hagen and Metta, Giorgio and Mohan, Vishwanathan and et al.}, year={2016} }","short":"C. Lyon, C.L. Nehaniv, J. Saunders, T. Belpaeme, A. Bisio, K. Fischer, F. Forster, H. Lehmann, G. Metta, V. Mohan, A. Morse, S. Nolfi, F. Nori, K. Rohlfing, A. Sciutti, J. Tani, E. Tuci, B. Wrede, A. Zeschel, A. Cangelosi, International Journal of Advanced Robotic Systems 13 (2016).","ieee":"C. Lyon et al., “Embodied Language Learning and Cognitive Bootstrapping: Methods and Design Principles,” International Journal of Advanced Robotic Systems, vol. 13, no. 3, 2016, doi: 10.5772/63462."},"intvolume":" 13","_id":"17182","issue":"3","author":[{"full_name":"Lyon, Caroline","first_name":"Caroline","last_name":"Lyon"},{"last_name":"Nehaniv","full_name":"Nehaniv, Chrystopher L.","first_name":"Chrystopher L."},{"last_name":"Saunders","full_name":"Saunders, Joe","first_name":"Joe"},{"last_name":"Belpaeme","full_name":"Belpaeme, Tony","first_name":"Tony"},{"last_name":"Bisio","first_name":"Ambra","full_name":"Bisio, Ambra"},{"first_name":"Kerstin","full_name":"Fischer, Kerstin","last_name":"Fischer"},{"last_name":"Forster","first_name":"Frank","full_name":"Forster, Frank"},{"full_name":"Lehmann, Hagen","first_name":"Hagen","last_name":"Lehmann"},{"last_name":"Metta","first_name":"Giorgio","full_name":"Metta, Giorgio"},{"full_name":"Mohan, Vishwanathan","first_name":"Vishwanathan","last_name":"Mohan"},{"last_name":"Morse","full_name":"Morse, Anthony","first_name":"Anthony"},{"first_name":"Stefano","full_name":"Nolfi, Stefano","last_name":"Nolfi"},{"last_name":"Nori","first_name":"Francesco","full_name":"Nori, Francesco"},{"first_name":"Katharina","full_name":"Rohlfing, Katharina","last_name":"Rohlfing","id":"50352"},{"full_name":"Sciutti, Alessandra","first_name":"Alessandra","last_name":"Sciutti"},{"full_name":"Tani, Jun","first_name":"Jun","last_name":"Tani"},{"last_name":"Tuci","full_name":"Tuci, Elio","first_name":"Elio"},{"first_name":"Britta","full_name":"Wrede, Britta","last_name":"Wrede"},{"first_name":"Arne","full_name":"Zeschel, Arne","last_name":"Zeschel"},{"first_name":"Angelo","full_name":"Cangelosi, Angelo","last_name":"Cangelosi"}],"publisher":"Intech Europe","publication":"International Journal of Advanced Robotic Systems","keyword":["Robot Language","Human Robot Interaction","HRI","Developmental Robotics","Cognitive Bootstrapping","Statistical Learning"],"status":"public","date_created":"2020-06-24T13:00:58Z","volume":13,"abstract":[{"lang":"eng","text":"Co-development of action, conceptualization and social interaction mutually scaffold and support each other within a virtuous feedback cycle in the development of human language in children. Within this framework, the purpose of this article is to bring together diverse but complementary accounts of research methods that jointly contribute to our understanding of cognitive development and in particular, language acquisition in robots. Thus, we include research pertaining to developmental robotics, cognitive science, psychology, linguistics and neuroscience, as well as practical computer science and engineering. The different studies are not at this stage all connected into a cohesive whole; rather, they are presented to illuminate the need for multiple different approaches that complement each other in the pursuit of understanding cognitive development in robots. Extensive experiments involving the humanoid robot iCub are reported, while human learning relevant to developmental robotics has also contributed useful results. Disparate approaches are brought together via common underlying design principles. Without claiming to model human language acquisition directly, we are nonetheless inspired by analogous development in humans and consequently, our investigations include the parallel co-development of action, conceptualization and social interaction. Though these different approaches need to ultimately be integrated into a coherent, unified body of knowledge, progress is currently also being made by pursuing individual methods."}],"user_id":"14931"},{"title":"Effekte von Objekt-Familiarisierung auf die frühe gestische Kommunikation. Individuelle Unterschiede in Hinblick auf den späteren Wortschatz","publication_identifier":{"issn":["2191-9194"]},"department":[{"_id":"749"}],"doi":"10.1026/2191-9186/a000257","date_updated":"2023-02-01T16:05:30Z","language":[{"iso":"eng"}],"user_id":"14931","abstract":[{"lang":"eng","text":"There is ongoing discussion on the function of the early production of gestures with regard to whether they reduce children's cognitive demands and free their capacity to perform other tasks (e.g., Goldin-Meadow & Wagner, 2005) or whether young children point in order to share their interest or to elicit information from their caregivers (e.g., Begus & Southgate, 2012; Liszkowski, Carpenter, Henning, Striano & Tomasello, 2004). The different assumptions lead to diverse predictions regarding infants' gestural or multimodal behavior in recurring situations, in which some objects are familiar and others are unfamiliar. To examine these different predictions, we observed 14 children aged between 14 and 16 months biweekly in a semi-experimental situation with a caregiver and explored how children's verbal and gestural behaviors change as a function of their familiarization with objects. We split the children into two groups based on their reported vocabulary size at 21 months of age (larger vs. smaller vocabulary). We found that children with a larger vocabulary at 21 months had an increase in their pointing with words toward unfamiliar objects as well as in their total amount of words, whereas for children with smaller vocabularies we did not find differences in relation to their familiarization with objects. We discuss these findings in terms of a social-pragmatic use of pointing gestures."}],"volume":5,"date_created":"2020-06-24T13:01:00Z","status":"public","publication":"Frühe Bildung","keyword":["gesture","pointing","familiarity","individual differences"],"author":[{"id":"57578","last_name":"Grimminger","full_name":"Grimminger, Angela","first_name":"Angela"},{"first_name":"Carina","full_name":"Lüke, Carina","last_name":"Lüke"},{"last_name":"Ritterfeld","full_name":"Ritterfeld, Ute","first_name":"Ute"},{"full_name":"Liszkowski, Ulf","first_name":"Ulf","last_name":"Liszkowski"},{"full_name":"Rohlfing, Katharina","first_name":"Katharina","id":"50352","last_name":"Rohlfing"}],"publisher":"Hogrefe & Huber Publishers","issue":"2","intvolume":" 5","_id":"17184","page":"91-97","type":"journal_article","year":"2016","citation":{"mla":"Grimminger, Angela, et al. “Effekte von Objekt-Familiarisierung Auf Die Frühe Gestische Kommunikation. Individuelle Unterschiede in Hinblick Auf Den Späteren Wortschatz.” Frühe Bildung, vol. 5, no. 2, Hogrefe & Huber Publishers, 2016, pp. 91–97, doi:10.1026/2191-9186/a000257.","bibtex":"@article{Grimminger_Lüke_Ritterfeld_Liszkowski_Rohlfing_2016, title={Effekte von Objekt-Familiarisierung auf die frühe gestische Kommunikation. Individuelle Unterschiede in Hinblick auf den späteren Wortschatz}, volume={5}, DOI={10.1026/2191-9186/a000257}, number={2}, journal={Frühe Bildung}, publisher={Hogrefe & Huber Publishers}, author={Grimminger, Angela and Lüke, Carina and Ritterfeld, Ute and Liszkowski, Ulf and Rohlfing, Katharina}, year={2016}, pages={91–97} }","ama":"Grimminger A, Lüke C, Ritterfeld U, Liszkowski U, Rohlfing K. Effekte von Objekt-Familiarisierung auf die frühe gestische Kommunikation. Individuelle Unterschiede in Hinblick auf den späteren Wortschatz. Frühe Bildung. 2016;5(2):91-97. doi:10.1026/2191-9186/a000257","apa":"Grimminger, A., Lüke, C., Ritterfeld, U., Liszkowski, U., & Rohlfing, K. (2016). Effekte von Objekt-Familiarisierung auf die frühe gestische Kommunikation. Individuelle Unterschiede in Hinblick auf den späteren Wortschatz. Frühe Bildung, 5(2), 91–97. https://doi.org/10.1026/2191-9186/a000257","chicago":"Grimminger, Angela, Carina Lüke, Ute Ritterfeld, Ulf Liszkowski, and Katharina Rohlfing. “Effekte von Objekt-Familiarisierung Auf Die Frühe Gestische Kommunikation. Individuelle Unterschiede in Hinblick Auf Den Späteren Wortschatz.” Frühe Bildung 5, no. 2 (2016): 91–97. https://doi.org/10.1026/2191-9186/a000257.","ieee":"A. Grimminger, C. Lüke, U. Ritterfeld, U. Liszkowski, and K. Rohlfing, “Effekte von Objekt-Familiarisierung auf die frühe gestische Kommunikation. Individuelle Unterschiede in Hinblick auf den späteren Wortschatz,” Frühe Bildung, vol. 5, no. 2, pp. 91–97, 2016, doi: 10.1026/2191-9186/a000257.","short":"A. Grimminger, C. Lüke, U. Ritterfeld, U. Liszkowski, K. Rohlfing, Frühe Bildung 5 (2016) 91–97."}},{"author":[{"id":"50352","last_name":"Rohlfing","full_name":"Rohlfing, Katharina","first_name":"Katharina"},{"full_name":"Wrede, Britta","first_name":"Britta","last_name":"Wrede"},{"last_name":"Vollmer","full_name":"Vollmer, Anna-Lisa","first_name":"Anna-Lisa"},{"last_name":"Oudeyer","first_name":"Pierre-Yves","full_name":"Oudeyer, Pierre-Yves"}],"publisher":"Frontiers Media Sa","keyword":["language acquisition","pragmatics","infants' social learning","frames","learning and memory","developmental robotics"],"publication":"FRONTIERS IN PSYCHOLOGY","department":[{"_id":"749"}],"status":"public","date_created":"2020-06-24T13:00:57Z","volume":7,"publication_identifier":{"issn":["1664-1078"]},"abstract":[{"lang":"eng","text":"The classic mapping metaphor posits that children learn a word by mapping it onto a concept of an object or event. However, we believe that a mapping metaphor cannot account for word learning, because even though children focus attention on objects, they do not necessarily remember the connection between the word and the referent unless it is framed pragmatically, that is, within a task. Our theoretical paper proposes an alternative mechanism for word learning. Our main premise is that word learning occurs as children accomplish a goal in cooperation with a partner. We follow Bruner's (1983) idea and further specify pragmatic frames as the learning units that drive language acquisition and cognitive development. These units consist of a sequence of actions and verbal behaviors that are co-constructed with a partner to achieve a joint goal. We elaborate on this alternative, offer some initial parametrizations of the concept, and embed it in current language learning approaches."}],"user_id":"14931","title":"An Alternative to Mapping a Word onto a Concept in Language Acquisition: Pragmatic Frames","language":[{"iso":"eng"}],"citation":{"mla":"Rohlfing, Katharina, et al. “An Alternative to Mapping a Word onto a Concept in Language Acquisition: Pragmatic Frames.” FRONTIERS IN PSYCHOLOGY, vol. 7, Frontiers Media Sa, 2016, doi:10.3389/fpsyg.2016.00470.","bibtex":"@article{Rohlfing_Wrede_Vollmer_Oudeyer_2016, title={An Alternative to Mapping a Word onto a Concept in Language Acquisition: Pragmatic Frames}, volume={7}, DOI={10.3389/fpsyg.2016.00470}, journal={FRONTIERS IN PSYCHOLOGY}, publisher={Frontiers Media Sa}, author={Rohlfing, Katharina and Wrede, Britta and Vollmer, Anna-Lisa and Oudeyer, Pierre-Yves}, year={2016} }","chicago":"Rohlfing, Katharina, Britta Wrede, Anna-Lisa Vollmer, and Pierre-Yves Oudeyer. “An Alternative to Mapping a Word onto a Concept in Language Acquisition: Pragmatic Frames.” FRONTIERS IN PSYCHOLOGY 7 (2016). https://doi.org/10.3389/fpsyg.2016.00470.","apa":"Rohlfing, K., Wrede, B., Vollmer, A.-L., & Oudeyer, P.-Y. 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Oudeyer, FRONTIERS IN PSYCHOLOGY 7 (2016)."},"year":"2016","type":"journal_article","intvolume":" 7","_id":"17181","date_updated":"2023-02-01T16:04:21Z","doi":"10.3389/fpsyg.2016.00470"},{"title":"Preschoolers' engagement in social interaction with an autonomous robotic system","user_id":"14931","author":[{"first_name":"Phillip","full_name":"Lücking, Phillip","last_name":"Lücking"},{"id":"50352","last_name":"Rohlfing","full_name":"Rohlfing, Katharina","first_name":"Katharina"},{"full_name":"Wrede, Britta","first_name":"Britta","last_name":"Wrede"},{"first_name":"Malte","full_name":"Schilling, Malte","last_name":"Schilling"}],"publisher":"Institute of Electrical and Electronics Engineers (IEEE)","publication":"2016 Joint IEEE International Conference on Development and Learning and Epigenetic Robotics (ICDL-EpiRob)","department":[{"_id":"749"}],"publication_identifier":{"isbn":["978-1-5090-5069-7"]},"status":"public","date_created":"2020-06-24T13:00:59Z","_id":"17183","date_updated":"2023-02-01T16:05:12Z","doi":"10.1109/devlrn.2016.7846821","citation":{"ieee":"P. 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Jahrestagung „Profession Und Disziplin – Grundschulpädagogik Im Diskurs“ Der Kommission Grundschulforschung Und Pädagogik Der Primarstufe (Sektion Schulpädagogik) Der Deutschen Gesellschaft Für Erziehungswissenschaft (DGfE). Universität Bielefeld, 2016.","bibtex":"@inproceedings{Löper_Görel_Pfahl_Hellmich_2016, place={Bielefeld}, title={Bedingungsfaktoren für Einstellungen von Grundschulkindern gegenüber Peers mit sonderpädagogischem Förderbedarf. Vortrag auf der 25. Jahrestagung „Profession und Disziplin – Grundschulpädagogik im Diskurs“ der Kommission Grundschulforschung und Pädagogik der Primarstufe (Sektion Schulpädagogik) der Deutschen Gesellschaft für Erziehungswissenschaft (DGfE)}, publisher={Universität Bielefeld}, author={Löper, Marwin Felix and Görel, Gamze and Pfahl, Rebecca and Hellmich, Frank}, year={2016} }","chicago":"Löper, Marwin Felix, Gamze Görel, Rebecca Pfahl, and Frank Hellmich. “Bedingungsfaktoren Für Einstellungen von Grundschulkindern Gegenüber Peers Mit Sonderpädagogischem Förderbedarf. Vortrag Auf Der 25. Jahrestagung „Profession Und Disziplin – Grundschulpädagogik Im Diskurs“ Der Kommission Grundschulforschung Und Pädagogik Der Primarstufe (Sektion Schulpädagogik) Der Deutschen Gesellschaft Für Erziehungswissenschaft (DGfE).” Bielefeld: Universität Bielefeld, 2016.","apa":"Löper, M. F., Görel, G., Pfahl, R., & Hellmich, F. (2016). 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Vortrag im Rahmen des Symposiums “Teachers’ self-efficacy beliefs, attitudes and motivation to engage in inclusive education” (Chair: Marco Hessels). ECER 2016 (European Conference on Educational Research)}, publisher={University College Dublin}, author={Hellmich, Frank and Görel, Gamze and Schwab, Susanne}, year={2016} }","mla":"Hellmich, Frank, et al. The Role of Pre-Service Teachers` Attitudes towards Inclusion for Their Motivation to Engage in Inclusive Educational Issues during Their Studies. Vortrag Im Rahmen Des Symposiums “Teachers’ Self-Efficacy Beliefs, Attitudes and Motivation to Engage in Inclusive Education” (Chair: Marco Hessels). ECER 2016 (European Conference on Educational Research). University College Dublin, 2016.","short":"F. Hellmich, G. Görel, S. Schwab, in: University College Dublin, Dublin, Ireland, 2016.","ieee":"F. Hellmich, G. Görel, and S. 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Vor diesem Hintergrund wird eine auf politischer Ebene prominente Version sozialen Kapitals sowie ihr Beitrag zur Erhöhung gesellschaftlichen Zusammenhalts genauer untersucht und auf seine Aussagekraft für die Soziale Arbeit hin befragt. 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Schaper, Eds. Bielefeld: Bertelsmann, 2016.","short":"A. Seifert, R. Balsam, J. Newig, in: M. Merkt, C. Wetzel, N. 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Evaluation der Reflexion: Wissenschaftliche Begleitung eines Projekts zur Überprüfung eines semesterübergreifenden Begleitangebots auf spezifische Aspekte der Persönlichkeit. In: Merkt M, Wetzel C, Schaper N, eds. Professionalisierung der Hochschuldidaktik. Bertelsmann; 2016.","apa":"Seifert, A., Balsam, R., & Newig, J. (2016). Evaluation der Reflexion: Wissenschaftliche Begleitung eines Projekts zur Überprüfung eines semesterübergreifenden Begleitangebots auf spezifische Aspekte der Persönlichkeit. In M. Merkt, C. Wetzel, & N. Schaper (Eds.), Professionalisierung der Hochschuldidaktik. Bertelsmann.","chicago":"Seifert, Andreas, Rebecca Balsam, and Jens Newig. “Evaluation der Reflexion: Wissenschaftliche Begleitung eines Projekts zur Überprüfung eines semesterübergreifenden Begleitangebots auf spezifische Aspekte der Persönlichkeit.” In Professionalisierung der Hochschuldidaktik, edited by Marianne Merkt, Christiane Wetzel, and Niclas Schaper. 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Global Mobility Policies, Social Positioning and Boundary Spanning Work of Expatriate Managers. {Universität Bielefeld}, 2016.","ama":"Mense-Petermann U, Spiegel A. Global Mobility Policies, Social Positioning and Boundary Spanning Work of Expatriate Managers. {Universität Bielefeld}; 2016.","apa":"Mense-Petermann, U., & Spiegel, A. (2016). Global mobility policies, social positioning and boundary spanning work of expatriate managers. {Universität Bielefeld}.","chicago":"Mense-Petermann, Ursula, and Anna Spiegel. Global Mobility Policies, Social Positioning and Boundary Spanning Work of Expatriate Managers. {Universität Bielefeld}, 2016.","ieee":"U. Mense-Petermann and A. Spiegel, Global mobility policies, social positioning and boundary spanning work of expatriate managers. {Universität Bielefeld}, 2016.","short":"U. Mense-Petermann, A. Spiegel, Global Mobility Policies, Social Positioning and Boundary Spanning Work of Expatriate Managers, {Universität Bielefeld}, 2016."}},{"abstract":[{"lang":"eng","text":"Der vorliegende Aufsatz behandelt die spezifischen Mobilitätsformen von Fach- und Führungskräften, die von ihren Unternehmen auf Zeit in eine ausländische Niederlassung entsandt werden, und die sie ermöglichende Mobilitäts- arbeit. Gezeigt wird, 1) dass es sich bei der Mobilität von Expatriates um komplexe verflochtene Mobilitäten handelt, die sich zu einer Hypermobilität verdichten, und 2) dass diese Hypermobilität konstitutiv auf die aktive Mobilitätsarbeit der mit reisenden Ehefrauen angewiesen ist. Damit wird deutlich, dass es sich hier um ein geschlechtsspezifisch strukturiertes Mobilitätsmanagement handelt. Die am Beispiel der Mobilität von Expatriates gewonnenen Befunde eröffnen auch neue theoretische Perspektiven für die Mobilitätsforschung insgesamt."}],"extern":"1","user_id":"97205","publication":"Österreichische Zeitschrift für Soziologie","author":[{"full_name":"Spiegel, Anna","orcid":"0000-0002-4326-8141","first_name":"Anna","id":"97205","last_name":"Spiegel"},{"last_name":"Mense-Petermann","full_name":"Mense-Petermann, Ursula","first_name":"Ursula"}],"date_created":"2023-02-03T12:36:15Z","status":"public","volume":41,"_id":"41622","intvolume":" 41","issue":"1","page":"15–31","citation":{"mla":"Spiegel, Anna, and Ursula Mense-Petermann. “Verflochtene Mobilitäten Und Ihr Management. Mobilitätspraktiken von Expatriate-Managern Und Ihren ’trailing Spouses’ Im Auslandseinsatz.” Österreichische Zeitschrift Für Soziologie, vol. 41, no. 1, 2016, pp. 15–31, doi:10.1007/s11614-016-0188-8.","bibtex":"@article{Spiegel_Mense-Petermann_2016, title={Verflochtene Mobilitäten und ihr Management. 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