[{"type":"conference","department":[{"_id":"460"},{"_id":"298"}],"place":"Leipzig","date_created":"2023-01-23T16:48:44Z","citation":{"chicago":"Blumberg, Eva, Frank Hellmich, and Theresa Fromme. “Inklusion Im Naturwissenschaftlichen Sachunterricht: Entwicklung Handlungsorientierter Lehr-Lernangebote Zur Förderung Naturwissenschaftlich-Technischen Lernens in Inklusiven Lernsettings Im Sachunterricht Der Grundschule. Posterpräsentation Auf Der 23. Jahrestagung Der DGfE Kommission Grundschulforschung Und Didaktik Der Primarstufe „Lernprozessbegleitung Und Adaptive Lerngelegenheiten Im Unterricht Der Grundschule“.” Leipzig: Universität Leipzig, 2014.","short":"E. Blumberg, F. Hellmich, T. Fromme, in: Universität Leipzig, Leipzig, 2014.","ama":"Blumberg E, Hellmich F, Fromme T. Inklusion im naturwissenschaftlichen Sachunterricht: Entwicklung handlungsorientierter Lehr-Lernangebote zur Förderung naturwissenschaftlich-technischen Lernens in inklusiven Lernsettings im Sachunterricht der Grundschule. Posterpräsentation auf der 23. Jahrestagung der DGfE Kommission Grundschulforschung und Didaktik der Primarstufe „Lernprozessbegleitung und adaptive Lerngelegenheiten im Unterricht der Grundschule“. In: Universität Leipzig; 2014.","bibtex":"@inproceedings{Blumberg_Hellmich_Fromme_2014, place={Leipzig}, title={Inklusion im naturwissenschaftlichen Sachunterricht: Entwicklung handlungsorientierter Lehr-Lernangebote zur Förderung naturwissenschaftlich-technischen Lernens in inklusiven Lernsettings im Sachunterricht der Grundschule. Posterpräsentation auf der 23. Jahrestagung der DGfE Kommission Grundschulforschung und Didaktik der Primarstufe „Lernprozessbegleitung und adaptive Lerngelegenheiten im Unterricht der Grundschule“}, publisher={Universität Leipzig}, author={Blumberg, Eva and Hellmich, Frank and Fromme, Theresa}, year={2014} }","apa":"Blumberg, E., Hellmich, F., &#38; Fromme, T. (2014). <i>Inklusion im naturwissenschaftlichen Sachunterricht: Entwicklung handlungsorientierter Lehr-Lernangebote zur Förderung naturwissenschaftlich-technischen Lernens in inklusiven Lernsettings im Sachunterricht der Grundschule. Posterpräsentation auf der 23. Jahrestagung der DGfE Kommission Grundschulforschung und Didaktik der Primarstufe „Lernprozessbegleitung und adaptive Lerngelegenheiten im Unterricht der Grundschule“</i>.","mla":"Blumberg, Eva, et al. <i>Inklusion Im Naturwissenschaftlichen Sachunterricht: Entwicklung Handlungsorientierter Lehr-Lernangebote Zur Förderung Naturwissenschaftlich-Technischen Lernens in Inklusiven Lernsettings Im Sachunterricht Der Grundschule. Posterpräsentation Auf Der 23. Jahrestagung Der DGfE Kommission Grundschulforschung Und Didaktik Der Primarstufe „Lernprozessbegleitung Und Adaptive Lerngelegenheiten Im Unterricht Der Grundschule“</i>. Universität Leipzig, 2014.","ieee":"E. Blumberg, F. Hellmich, and T. Fromme, “Inklusion im naturwissenschaftlichen Sachunterricht: Entwicklung handlungsorientierter Lehr-Lernangebote zur Förderung naturwissenschaftlich-technischen Lernens in inklusiven Lernsettings im Sachunterricht der Grundschule. Posterpräsentation auf der 23. Jahrestagung der DGfE Kommission Grundschulforschung und Didaktik der Primarstufe „Lernprozessbegleitung und adaptive Lerngelegenheiten im Unterricht der Grundschule“,” 2014."},"user_id":"79692","language":[{"iso":"eng"}],"_id":"38182","publisher":"Universität Leipzig","date_updated":"2023-01-26T18:53:43Z","year":"2014","status":"public","title":"Inklusion im naturwissenschaftlichen Sachunterricht: Entwicklung handlungsorientierter Lehr-Lernangebote zur Förderung naturwissenschaftlich-technischen Lernens in inklusiven Lernsettings im Sachunterricht der Grundschule. Posterpräsentation auf der 23. Jahrestagung der DGfE Kommission Grundschulforschung und Didaktik der Primarstufe „Lernprozessbegleitung und adaptive Lerngelegenheiten im Unterricht der Grundschule“","author":[{"id":"37549","last_name":"Blumberg","first_name":"Eva","full_name":"Blumberg, Eva"},{"full_name":"Hellmich, Frank","first_name":"Frank","last_name":"Hellmich","id":"26282"},{"first_name":"Theresa","last_name":"Fromme","full_name":"Fromme, Theresa"}]},{"publication_status":"published","date_updated":"2023-01-27T09:57:33Z","article_type":"original","title":"Encouraging Family and Parent Education: Program Development and Evaluation in the Federal State of Baden-Württemberg, Germany","status":"public","year":"2014","author":[{"id":"93863","full_name":"Landhäußer, Sandra","first_name":"Sandra","last_name":"Landhäußer"},{"full_name":"Faas, Stefan","last_name":"Faas","first_name":"Stefan"},{"first_name":"Rainer","last_name":"Treptow","full_name":"Treptow, Rainer"}],"user_id":"48187","doi":"https://files.eric.ed.gov/fulltext/EJ1129548.pdf","volume":"Vol 4","_id":"35906","language":[{"iso":"eng"}],"abstract":[{"text":"Against the background of a European-wide strategy of governance aimed\r\nat improving support for parents and families, the following report details\r\nthe conceptualization and evaluation of a federal state program4 in Baden-\r\nWürttemberg (Germany) which was launched in 2008 to encourage fam-\r\nily and parent education. Two program components, a voucher system\r\nfor parents with a new-born child and an element that emphasizes educa-\r\ntional offers for families with special needs in particular living situations,\r\nwere started to increase requests for educational courses. The aim was to\r\nestablish and deepen cooperation between different public and private\r\nprofessional services that are in contact with parents and their children.\r\nThe results show that main goals of the program were reached.","lang":"eng"}],"issue":"No 4","publication":"Center for Educational Policy Studies Journal (CEPS)","citation":{"mla":"Landhäußer, Sandra, et al. “Encouraging Family and Parent Education: Program Development and Evaluation in the Federal State of Baden-Württemberg, Germany.” <i>Center for Educational Policy Studies Journal (CEPS)</i>, vol. Vol 4, no. No 4, 2014, doi:<a href=\"https://files.eric.ed.gov/fulltext/EJ1129548.pdf\">https://files.eric.ed.gov/fulltext/EJ1129548.pdf</a>.","ama":"Landhäußer S, Faas S, Treptow R. Encouraging Family and Parent Education: Program Development and Evaluation in the Federal State of Baden-Württemberg, Germany. <i>Center for Educational Policy Studies Journal (CEPS)</i>. 2014;Vol 4(No 4). doi:<a href=\"https://files.eric.ed.gov/fulltext/EJ1129548.pdf\">https://files.eric.ed.gov/fulltext/EJ1129548.pdf</a>","bibtex":"@article{Landhäußer_Faas_Treptow_2014, title={Encouraging Family and Parent Education: Program Development and Evaluation in the Federal State of Baden-Württemberg, Germany}, volume={Vol 4}, DOI={<a href=\"https://files.eric.ed.gov/fulltext/EJ1129548.pdf\">https://files.eric.ed.gov/fulltext/EJ1129548.pdf</a>}, number={No 4}, journal={Center for Educational Policy Studies Journal (CEPS)}, author={Landhäußer, Sandra and Faas, Stefan and Treptow, Rainer}, year={2014} }","apa":"Landhäußer, S., Faas, S., &#38; Treptow, R. (2014). Encouraging Family and Parent Education: Program Development and Evaluation in the Federal State of Baden-Württemberg, Germany. <i>Center for Educational Policy Studies Journal (CEPS)</i>, <i>Vol 4</i>(No 4). <a href=\"https://files.eric.ed.gov/fulltext/EJ1129548.pdf\">https://files.eric.ed.gov/fulltext/EJ1129548.pdf</a>","ieee":"S. Landhäußer, S. Faas, and R. Treptow, “Encouraging Family and Parent Education: Program Development and Evaluation in the Federal State of Baden-Württemberg, Germany,” <i>Center for Educational Policy Studies Journal (CEPS)</i>, vol. Vol 4, no. No 4, 2014, doi: <a href=\"https://files.eric.ed.gov/fulltext/EJ1129548.pdf\">https://files.eric.ed.gov/fulltext/EJ1129548.pdf</a>.","chicago":"Landhäußer, Sandra, Stefan Faas, and Rainer Treptow. “Encouraging Family and Parent Education: Program Development and Evaluation in the Federal State of Baden-Württemberg, Germany.” <i>Center for Educational Policy Studies Journal (CEPS)</i> Vol 4, no. No 4 (2014). <a href=\"https://files.eric.ed.gov/fulltext/EJ1129548.pdf\">https://files.eric.ed.gov/fulltext/EJ1129548.pdf</a>.","short":"S. Landhäußer, S. Faas, R. Treptow, Center for Educational Policy Studies Journal (CEPS) Vol 4 (2014)."},"keyword":["family and parent education","cooperation","voucher system","support for families with special needs in particular living situations","program evaluation"],"type":"journal_article","department":[{"_id":"723"},{"_id":"36"}],"date_created":"2023-01-11T06:54:07Z"},{"author":[{"full_name":"Hellmann, Karina","last_name":"Hellmann","first_name":"Karina"},{"full_name":"Teigeler, Mareike","first_name":"Mareike","last_name":"Teigeler"},{"id":"693","full_name":"Seifert, Andreas","last_name":"Seifert","first_name":"Andreas"}],"year":"2014","title":"Praxisorientiertes Projektlernen am Beispiel der Leuphana College-Studien in der Praxis.","status":"public","article_type":"original","intvolume":"         9","publication_status":"published","date_updated":"2023-01-31T14:56:24Z","_id":"41240","language":[{"iso":"ger"}],"page":"101-108","volume":9,"user_id":"693","citation":{"mla":"Hellmann, Karina, et al. “Praxisorientiertes Projektlernen am Beispiel der Leuphana College-Studien in der Praxis.” <i>Zeitschrift für Hochschulentwicklung</i>, vol. 9, no. 2, 2014, pp. 101–08.","ama":"Hellmann K, Teigeler M, Seifert A. Praxisorientiertes Projektlernen am Beispiel der Leuphana College-Studien in der Praxis. <i>Zeitschrift für Hochschulentwicklung</i>. 2014;9(2):101-108.","bibtex":"@article{Hellmann_Teigeler_Seifert_2014, title={Praxisorientiertes Projektlernen am Beispiel der Leuphana College-Studien in der Praxis.}, volume={9}, number={2}, journal={Zeitschrift für Hochschulentwicklung}, author={Hellmann, Karina and Teigeler, Mareike and Seifert, Andreas}, year={2014}, pages={101–108} }","apa":"Hellmann, K., Teigeler, M., &#38; Seifert, A. (2014). Praxisorientiertes Projektlernen am Beispiel der Leuphana College-Studien in der Praxis. <i>Zeitschrift für Hochschulentwicklung</i>, <i>9</i>(2), 101–108.","ieee":"K. Hellmann, M. Teigeler, and A. Seifert, “Praxisorientiertes Projektlernen am Beispiel der Leuphana College-Studien in der Praxis.,” <i>Zeitschrift für Hochschulentwicklung</i>, vol. 9, no. 2, pp. 101–108, 2014.","short":"K. Hellmann, M. Teigeler, A. Seifert, Zeitschrift für Hochschulentwicklung 9 (2014) 101–108.","chicago":"Hellmann, Karina, Mareike Teigeler, and Andreas Seifert. “Praxisorientiertes Projektlernen am Beispiel der Leuphana College-Studien in der Praxis.” <i>Zeitschrift für Hochschulentwicklung</i> 9, no. 2 (2014): 101–8."},"issue":"2","publication":"Zeitschrift für Hochschulentwicklung","quality_controlled":"1","date_created":"2023-01-31T14:56:15Z","department":[{"_id":"33"},{"_id":"427"}],"type":"journal_article"},{"user_id":"693","page":"333-336","_id":"41237","publisher":"WTM-Verlag","language":[{"iso":"ger"}],"publication_status":"published","date_updated":"2023-01-31T14:54:14Z","year":"2014","title":"Untersuchung individueller und systemischer Wirkfaktoren auf die Rechenfertigkeit von Erstklässlern.","status":"public","author":[{"full_name":"Eilerts, Katja","last_name":"Eilerts","first_name":"Katja"},{"full_name":"Seifert, Andreas","last_name":"Seifert","first_name":"Andreas","id":"693"},{"full_name":"Rinkens, Hans-Dieter","first_name":"Hans-Dieter","last_name":"Rinkens"}],"type":"conference","department":[{"_id":"427"}],"date_created":"2023-01-31T14:54:10Z","place":"Münster","quality_controlled":"1","publication":"Beiträge zum Mathematikunterricht 2014","citation":{"ama":"Eilerts K, Seifert A, Rinkens H-D. Untersuchung individueller und systemischer Wirkfaktoren auf die Rechenfertigkeit von Erstklässlern. In: <i>Beiträge zum Mathematikunterricht 2014</i>. WTM-Verlag; 2014:333-336.","bibtex":"@inproceedings{Eilerts_Seifert_Rinkens_2014, place={Münster}, title={Untersuchung individueller und systemischer Wirkfaktoren auf die Rechenfertigkeit von Erstklässlern.}, booktitle={Beiträge zum Mathematikunterricht 2014}, publisher={WTM-Verlag}, author={Eilerts, Katja and Seifert, Andreas and Rinkens, Hans-Dieter}, year={2014}, pages={333–336} }","mla":"Eilerts, Katja, et al. “Untersuchung individueller und systemischer Wirkfaktoren auf die Rechenfertigkeit von Erstklässlern.” <i>Beiträge zum Mathematikunterricht 2014</i>, WTM-Verlag, 2014, pp. 333–36.","chicago":"Eilerts, Katja, Andreas Seifert, and Hans-Dieter Rinkens. “Untersuchung individueller und systemischer Wirkfaktoren auf die Rechenfertigkeit von Erstklässlern.” In <i>Beiträge zum Mathematikunterricht 2014</i>, 333–36. Münster: WTM-Verlag, 2014.","short":"K. Eilerts, A. Seifert, H.-D. Rinkens, in: Beiträge zum Mathematikunterricht 2014, WTM-Verlag, Münster, 2014, pp. 333–336.","apa":"Eilerts, K., Seifert, A., &#38; Rinkens, H.-D. (2014). Untersuchung individueller und systemischer Wirkfaktoren auf die Rechenfertigkeit von Erstklässlern. <i>Beiträge zum Mathematikunterricht 2014</i>, 333–336.","ieee":"K. Eilerts, A. Seifert, and H.-D. Rinkens, “Untersuchung individueller und systemischer Wirkfaktoren auf die Rechenfertigkeit von Erstklässlern.,” in <i>Beiträge zum Mathematikunterricht 2014</i>, 2014, pp. 333–336."}},{"page":"780-787","_id":"41252","language":[{"iso":"eng"}],"user_id":"693","year":"2014","title":"What we mean when we talk about freedom – The KOMFOR study: an analysis of students' choices of courses in interdisciplinary parts of the curriculum.","status":"public","author":[{"id":"693","full_name":"Seifert, Andreas","last_name":"Seifert","first_name":"Andreas"},{"full_name":"Strunz, Cathleen","first_name":"Cathleen","last_name":"Strunz"},{"full_name":"Gunkel, Marjaana","last_name":"Gunkel","first_name":"Marjaana"},{"full_name":"Schütz, Julia","first_name":"Julia","last_name":"Schütz"}],"conference":{"location":"Valencia","start_date":"10.03.2014","end_date":"12.03.2014"},"publication_status":"published","date_updated":"2023-02-01T09:39:59Z","date_created":"2023-01-31T15:03:02Z","type":"conference","department":[{"_id":"33"},{"_id":"427"}],"publication":"INTED2014 Conference Proceedings: 8th International Technology, Education and Development Conference March 10th-12th, 2014 – Valencia, Spain","citation":{"chicago":"Seifert, Andreas, Cathleen Strunz, Marjaana Gunkel, and Julia Schütz. “What We Mean When We Talk about Freedom – The KOMFOR Study: An Analysis of Students’ Choices of Courses in Interdisciplinary Parts of the Curriculum.” In <i>INTED2014 Conference Proceedings: 8th International Technology, Education and Development Conference March 10th-12th, 2014 – Valencia, Spain</i>, 780–87, 2014.","short":"A. Seifert, C. Strunz, M. Gunkel, J. Schütz, in: INTED2014 Conference Proceedings: 8th International Technology, Education and Development Conference March 10th-12th, 2014 – Valencia, Spain, 2014, pp. 780–787.","apa":"Seifert, A., Strunz, C., Gunkel, M., &#38; Schütz, J. (2014). What we mean when we talk about freedom – The KOMFOR study: an analysis of students’ choices of courses in interdisciplinary parts of the curriculum. <i>INTED2014 Conference Proceedings: 8th International Technology, Education and Development Conference March 10th-12th, 2014 – Valencia, Spain</i>, 780–787.","ieee":"A. Seifert, C. Strunz, M. Gunkel, and J. Schütz, “What we mean when we talk about freedom – The KOMFOR study: an analysis of students’ choices of courses in interdisciplinary parts of the curriculum.,” in <i>INTED2014 Conference Proceedings: 8th International Technology, Education and Development Conference March 10th-12th, 2014 – Valencia, Spain</i>, Valencia, 2014, pp. 780–787.","ama":"Seifert A, Strunz C, Gunkel M, Schütz J. What we mean when we talk about freedom – The KOMFOR study: an analysis of students’ choices of courses in interdisciplinary parts of the curriculum. In: <i>INTED2014 Conference Proceedings: 8th International Technology, Education and Development Conference March 10th-12th, 2014 – Valencia, Spain</i>. ; 2014:780-787.","bibtex":"@inproceedings{Seifert_Strunz_Gunkel_Schütz_2014, title={What we mean when we talk about freedom – The KOMFOR study: an analysis of students’ choices of courses in interdisciplinary parts of the curriculum.}, booktitle={INTED2014 Conference Proceedings: 8th International Technology, Education and Development Conference March 10th-12th, 2014 – Valencia, Spain}, author={Seifert, Andreas and Strunz, Cathleen and Gunkel, Marjaana and Schütz, Julia}, year={2014}, pages={780–787} }","mla":"Seifert, Andreas, et al. “What We Mean When We Talk about Freedom – The KOMFOR Study: An Analysis of Students’ Choices of Courses in Interdisciplinary Parts of the Curriculum.” <i>INTED2014 Conference Proceedings: 8th International Technology, Education and Development Conference March 10th-12th, 2014 – Valencia, Spain</i>, 2014, pp. 780–87."},"quality_controlled":"1"},{"type":"conference_abstract","department":[{"_id":"33"},{"_id":"427"}],"date_created":"2023-02-01T15:39:52Z","quality_controlled":"1","publication":"11. Sommerschule der Fakultät für Erziehungswissenschaft der Universität Hamburg.","citation":{"apa":"Seifert, A. (2014). Der Test zur Messung bildungswissenschaftlichen Wissens (BwW) als Beispiel der handlungsorientierten Operationalisierung kognitiver Fähigkeiten. <i>11. Sommerschule der Fakultät für Erziehungswissenschaft der Universität Hamburg.</i> 11. Sommerschule der Fakultät für Erziehungswissenschaft der Universität Hamburg., Hamburg.","ieee":"A. Seifert, “Der Test zur Messung bildungswissenschaftlichen Wissens (BwW) als Beispiel der handlungsorientierten Operationalisierung kognitiver Fähigkeiten.,” presented at the 11. Sommerschule der Fakultät für Erziehungswissenschaft der Universität Hamburg., Hamburg, 2014.","short":"A. Seifert, in: 11. Sommerschule der Fakultät für Erziehungswissenschaft der Universität Hamburg., 2014.","chicago":"Seifert, Andreas. “Der Test zur Messung bildungswissenschaftlichen Wissens (BwW) als Beispiel der handlungsorientierten Operationalisierung kognitiver Fähigkeiten.” In <i>11. Sommerschule der Fakultät für Erziehungswissenschaft der Universität Hamburg.</i>, 2014.","mla":"Seifert, Andreas. “Der Test zur Messung bildungswissenschaftlichen Wissens (BwW) als Beispiel der handlungsorientierten Operationalisierung kognitiver Fähigkeiten.” <i>11. Sommerschule der Fakultät für Erziehungswissenschaft der Universität Hamburg.</i>, 2014.","ama":"Seifert A. Der Test zur Messung bildungswissenschaftlichen Wissens (BwW) als Beispiel der handlungsorientierten Operationalisierung kognitiver Fähigkeiten. In: <i>11. Sommerschule der Fakultät für Erziehungswissenschaft der Universität Hamburg.</i> ; 2014.","bibtex":"@inproceedings{Seifert_2014, title={Der Test zur Messung bildungswissenschaftlichen Wissens (BwW) als Beispiel der handlungsorientierten Operationalisierung kognitiver Fähigkeiten.}, booktitle={11. Sommerschule der Fakultät für Erziehungswissenschaft der Universität Hamburg.}, author={Seifert, Andreas}, year={2014} }"},"user_id":"693","_id":"41406","language":[{"iso":"ger"}],"date_updated":"2023-02-01T15:39:56Z","publication_status":"published","year":"2014","status":"public","title":"Der Test zur Messung bildungswissenschaftlichen Wissens (BwW) als Beispiel der handlungsorientierten Operationalisierung kognitiver Fähigkeiten.","conference":{"name":"11. Sommerschule der Fakultät für Erziehungswissenschaft der Universität Hamburg.","start_date":"29.08.2014","location":"Hamburg","end_date":"29.08.2014"},"author":[{"id":"693","last_name":"Seifert","first_name":"Andreas","full_name":"Seifert, Andreas"}]},{"user_id":"693","language":[{"iso":"ger"}],"_id":"41407","date_updated":"2023-02-01T15:43:29Z","publication_status":"published","status":"public","title":"Wahlfreiheit am Lernort Hochschule – Die KOMFOR-Studie: Zum Wahlverhalten in fachübergreifenden Studienangeboten.","year":"2014","conference":{"end_date":"19.03.2014","start_date":"17.03.2014","name":"DGHD-Tagung „Leitkonzepte der Hochschuldidaktik: Theorie – Praxis – Empirie\"","location":"Braunschweig"},"author":[{"id":"693","full_name":"Seifert, Andreas","last_name":"Seifert","first_name":"Andreas"},{"last_name":"Schütz","first_name":"Julia","full_name":"Schütz, Julia"}],"type":"conference_abstract","department":[{"_id":"33"},{"_id":"427"}],"date_created":"2023-02-01T15:43:23Z","quality_controlled":"1","publication":"DGHD-Tagung „Leitkonzepte der Hochschuldidaktik: Theorie – Praxis – Empirie\"","citation":{"bibtex":"@inproceedings{Seifert_Schütz_2014, title={Wahlfreiheit am Lernort Hochschule – Die KOMFOR-Studie: Zum Wahlverhalten in fachübergreifenden Studienangeboten.}, booktitle={DGHD-Tagung „Leitkonzepte der Hochschuldidaktik: Theorie – Praxis – Empirie\"}, author={Seifert, Andreas and Schütz, Julia}, year={2014} }","ama":"Seifert A, Schütz J. Wahlfreiheit am Lernort Hochschule – Die KOMFOR-Studie: Zum Wahlverhalten in fachübergreifenden Studienangeboten. In: <i>DGHD-Tagung „Leitkonzepte der Hochschuldidaktik: Theorie – Praxis – Empirie\"</i>. ; 2014.","mla":"Seifert, Andreas, and Julia Schütz. “Wahlfreiheit am Lernort Hochschule – Die KOMFOR-Studie: Zum Wahlverhalten in fachübergreifenden Studienangeboten.” <i>DGHD-Tagung „Leitkonzepte der Hochschuldidaktik: Theorie – Praxis – Empirie\"</i>, 2014.","chicago":"Seifert, Andreas, and Julia Schütz. “Wahlfreiheit am Lernort Hochschule – Die KOMFOR-Studie: Zum Wahlverhalten in fachübergreifenden Studienangeboten.” In <i>DGHD-Tagung „Leitkonzepte der Hochschuldidaktik: Theorie – Praxis – Empirie\"</i>, 2014.","short":"A. Seifert, J. Schütz, in: DGHD-Tagung „Leitkonzepte der Hochschuldidaktik: Theorie – Praxis – Empirie\", 2014.","ieee":"A. Seifert and J. Schütz, “Wahlfreiheit am Lernort Hochschule – Die KOMFOR-Studie: Zum Wahlverhalten in fachübergreifenden Studienangeboten.,” presented at the DGHD-Tagung „Leitkonzepte der Hochschuldidaktik: Theorie – Praxis – Empirie\", Braunschweig, 2014.","apa":"Seifert, A., &#38; Schütz, J. (2014). Wahlfreiheit am Lernort Hochschule – Die KOMFOR-Studie: Zum Wahlverhalten in fachübergreifenden Studienangeboten. <i>DGHD-Tagung „Leitkonzepte der Hochschuldidaktik: Theorie – Praxis – Empirie\"</i>. DGHD-Tagung „Leitkonzepte der Hochschuldidaktik: Theorie – Praxis – Empirie\", Braunschweig."}},{"author":[{"first_name":"Julia","last_name":"Schütz","full_name":"Schütz, Julia"},{"full_name":"Seifert, Andreas","first_name":"Andreas","last_name":"Seifert","id":"693"}],"conference":{"start_date":"15.09.2014","name":"AEPF-Tagung „Der Forschung / Der Lehre / Der Bildung”","location":"Hamburg","end_date":"17.09.2014"},"title":"Freiheit, die ich meine: Zum Wahlverhalten in fachübergreifenden Studienangeboten – Nomothetische und ideographische Zugänge.","year":"2014","status":"public","publication_status":"published","date_updated":"2023-02-01T15:34:22Z","language":[{"iso":"ger"}],"_id":"41403","user_id":"693","citation":{"mla":"Schütz, Julia, and Andreas Seifert. “Freiheit, die ich meine: Zum Wahlverhalten in fachübergreifenden Studienangeboten – Nomothetische und ideographische Zugänge.” <i>AEPF-Tagung „Der Forschung / Der Lehre / Der Bildung”</i>, 2014.","apa":"Schütz, J., &#38; Seifert, A. (2014). Freiheit, die ich meine: Zum Wahlverhalten in fachübergreifenden Studienangeboten – Nomothetische und ideographische Zugänge. <i>AEPF-Tagung „Der Forschung / Der Lehre / Der Bildung”</i>. AEPF-Tagung „Der Forschung / Der Lehre / Der Bildung”, Hamburg.","ieee":"J. Schütz and A. Seifert, “Freiheit, die ich meine: Zum Wahlverhalten in fachübergreifenden Studienangeboten – Nomothetische und ideographische Zugänge.,” presented at the AEPF-Tagung „Der Forschung / Der Lehre / Der Bildung”, Hamburg, 2014.","chicago":"Schütz, Julia, and Andreas Seifert. “Freiheit, die ich meine: Zum Wahlverhalten in fachübergreifenden Studienangeboten – Nomothetische und ideographische Zugänge.” In <i>AEPF-Tagung „Der Forschung / Der Lehre / Der Bildung”</i>, 2014.","ama":"Schütz J, Seifert A. Freiheit, die ich meine: Zum Wahlverhalten in fachübergreifenden Studienangeboten – Nomothetische und ideographische Zugänge. In: <i>AEPF-Tagung „Der Forschung / Der Lehre / Der Bildung”</i>. ; 2014.","short":"J. Schütz, A. Seifert, in: AEPF-Tagung „Der Forschung / Der Lehre / Der Bildung”, 2014.","bibtex":"@inproceedings{Schütz_Seifert_2014, title={Freiheit, die ich meine: Zum Wahlverhalten in fachübergreifenden Studienangeboten – Nomothetische und ideographische Zugänge.}, booktitle={AEPF-Tagung „Der Forschung / Der Lehre / Der Bildung”}, author={Schütz, Julia and Seifert, Andreas}, year={2014} }"},"publication":"AEPF-Tagung „Der Forschung / Der Lehre / Der Bildung”","quality_controlled":"1","date_created":"2023-02-01T15:34:17Z","department":[{"_id":"33"},{"_id":"427"}],"type":"conference_abstract"},{"publication":"11. Sommerschule der Fakultät für Erziehungswissenschaft der Universität Hamburg.","citation":{"ama":"Seifert A. Konzeptionen der Kompetenz und Möglichkeiten der Operationalisierung. In: <i>11. Sommerschule der Fakultät für Erziehungswissenschaft der Universität Hamburg.</i> ; 2014.","bibtex":"@inproceedings{Seifert_2014, title={Konzeptionen der Kompetenz und Möglichkeiten der Operationalisierung.}, booktitle={11. Sommerschule der Fakultät für Erziehungswissenschaft der Universität Hamburg.}, author={Seifert, Andreas}, year={2014} }","mla":"Seifert, Andreas. “Konzeptionen der Kompetenz und Möglichkeiten der Operationalisierung.” <i>11. Sommerschule der Fakultät für Erziehungswissenschaft der Universität Hamburg.</i>, 2014.","short":"A. Seifert, in: 11. Sommerschule der Fakultät für Erziehungswissenschaft der Universität Hamburg., 2014.","chicago":"Seifert, Andreas. “Konzeptionen der Kompetenz und Möglichkeiten der Operationalisierung.” In <i>11. Sommerschule der Fakultät für Erziehungswissenschaft der Universität Hamburg.</i>, 2014.","apa":"Seifert, A. (2014). Konzeptionen der Kompetenz und Möglichkeiten der Operationalisierung. <i>11. Sommerschule der Fakultät für Erziehungswissenschaft der Universität Hamburg.</i> 11. Sommerschule der Fakultät für Erziehungswissenschaft der Universität Hamburg., Hamburg.","ieee":"A. Seifert, “Konzeptionen der Kompetenz und Möglichkeiten der Operationalisierung.,” presented at the 11. Sommerschule der Fakultät für Erziehungswissenschaft der Universität Hamburg., Hamburg, 2014."},"quality_controlled":"1","date_created":"2023-02-01T15:38:07Z","type":"conference_abstract","department":[{"_id":"33"},{"_id":"427"}],"title":"Konzeptionen der Kompetenz und Möglichkeiten der Operationalisierung.","year":"2014","status":"public","conference":{"end_date":"29.08.2014","location":"Hamburg","start_date":"29.08.2014","name":"11. Sommerschule der Fakultät für Erziehungswissenschaft der Universität Hamburg."},"author":[{"id":"693","full_name":"Seifert, Andreas","last_name":"Seifert","first_name":"Andreas"}],"date_updated":"2023-02-01T15:40:07Z","publication_status":"published","language":[{"iso":"ger"}],"_id":"41405","user_id":"693"},{"date_created":"2023-02-01T15:32:22Z","type":"conference_abstract","department":[{"_id":"33"},{"_id":"427"}],"publication":"Tag der Lehre an der Universität Paderborn","citation":{"short":"K. Beck, A. Seifert, in: Tag der Lehre an der Universität Paderborn, 2014.","chicago":"Beck, Karin, and Andreas Seifert. “Freiheit, die ich meine: Zum Wahlverhalten in fachübergreifenden Studienangeboten – Beispiel Leuphana College.” In <i>Tag der Lehre an der Universität Paderborn</i>, 2014.","apa":"Beck, K., &#38; Seifert, A. (2014). Freiheit, die ich meine: Zum Wahlverhalten in fachübergreifenden Studienangeboten – Beispiel Leuphana College. <i>Tag der Lehre an der Universität Paderborn</i>. Tag der Lehre an der Universität Paderborn, Paderborn.","ieee":"K. Beck and A. Seifert, “Freiheit, die ich meine: Zum Wahlverhalten in fachübergreifenden Studienangeboten – Beispiel Leuphana College.,” presented at the Tag der Lehre an der Universität Paderborn, Paderborn, 2014.","ama":"Beck K, Seifert A. Freiheit, die ich meine: Zum Wahlverhalten in fachübergreifenden Studienangeboten – Beispiel Leuphana College. In: <i>Tag der Lehre an der Universität Paderborn</i>. ; 2014.","bibtex":"@inproceedings{Beck_Seifert_2014, title={Freiheit, die ich meine: Zum Wahlverhalten in fachübergreifenden Studienangeboten – Beispiel Leuphana College.}, booktitle={Tag der Lehre an der Universität Paderborn}, author={Beck, Karin and Seifert, Andreas}, year={2014} }","mla":"Beck, Karin, and Andreas Seifert. “Freiheit, die ich meine: Zum Wahlverhalten in fachübergreifenden Studienangeboten – Beispiel Leuphana College.” <i>Tag der Lehre an der Universität Paderborn</i>, 2014."},"quality_controlled":"1","_id":"41401","language":[{"iso":"ger"}],"user_id":"693","year":"2014","title":"Freiheit, die ich meine: Zum Wahlverhalten in fachübergreifenden Studienangeboten – Beispiel Leuphana College.","status":"public","author":[{"full_name":"Beck, Karin","last_name":"Beck","first_name":"Karin"},{"id":"693","first_name":"Andreas","last_name":"Seifert","full_name":"Seifert, Andreas"}],"conference":{"location":"Paderborn","name":"Tag der Lehre an der Universität Paderborn","start_date":"11.02.2014","end_date":"11.02.2014"},"publication_status":"published","date_updated":"2023-02-01T15:32:26Z"},{"publication_status":"published","date_updated":"2023-02-01T15:36:20Z","title":"Kompetenz: ein schillernder Begriff.","year":"2014","status":"public","author":[{"id":"693","full_name":"Seifert, Andreas","first_name":"Andreas","last_name":"Seifert"}],"conference":{"end_date":"22.05.2014","name":"Fortbildungstag für Berufsberater_innen: „Studienziel: Employability”","start_date":"22.05.2014","location":"Lüneburg"},"user_id":"693","language":[{"iso":"ger"}],"_id":"41404","quality_controlled":"1","publication":"Fortbildungstag für Berufsberater_innen: „Studienziel: Employability”","citation":{"chicago":"Seifert, Andreas. “Kompetenz: ein schillernder Begriff.” In <i>Fortbildungstag für Berufsberater_innen: „Studienziel: Employability”</i>, 2014.","short":"A. Seifert, in: Fortbildungstag für Berufsberater_innen: „Studienziel: Employability”, 2014.","ieee":"A. Seifert, “Kompetenz: ein schillernder Begriff.,” presented at the Fortbildungstag für Berufsberater_innen: „Studienziel: Employability”, Lüneburg, 2014.","apa":"Seifert, A. (2014). Kompetenz: ein schillernder Begriff. <i>Fortbildungstag für Berufsberater_innen: „Studienziel: Employability”</i>. Fortbildungstag für Berufsberater_innen: „Studienziel: Employability”, Lüneburg.","bibtex":"@inproceedings{Seifert_2014, title={Kompetenz: ein schillernder Begriff.}, booktitle={Fortbildungstag für Berufsberater_innen: „Studienziel: Employability”}, author={Seifert, Andreas}, year={2014} }","ama":"Seifert A. Kompetenz: ein schillernder Begriff. In: <i>Fortbildungstag für Berufsberater_innen: „Studienziel: Employability”</i>. ; 2014.","mla":"Seifert, Andreas. “Kompetenz: ein schillernder Begriff.” <i>Fortbildungstag für Berufsberater_innen: „Studienziel: Employability”</i>, 2014."},"type":"conference_abstract","department":[{"_id":"33"},{"_id":"427"}],"date_created":"2023-02-01T15:36:17Z"},{"citation":{"ieee":"K. S. Lohan, S. Griffiths, A. Sciutti, T. C. Partmann, and K. Rohlfing, “Co-development of manner and path concepts in language, action, and eye-gaze behavior,” <i>Topics in Cognitive Science</i>, vol. 6, no. 3, pp. 492–512, 2014, doi: <a href=\"https://doi.org/10.1111/tops.12098\">10.1111/tops.12098</a>.","apa":"Lohan, K. S., Griffiths, S., Sciutti, A., Partmann, T. C., &#38; Rohlfing, K. (2014). Co-development of manner and path concepts in language, action, and eye-gaze behavior. <i>Topics in Cognitive Science</i>, <i>6</i>(3), 492–512. <a href=\"https://doi.org/10.1111/tops.12098\">https://doi.org/10.1111/tops.12098</a>","chicago":"Lohan, Katrin S., Sascha Griffiths, Alessandra Sciutti, Tim C. Partmann, and Katharina Rohlfing. “Co-Development of Manner and Path Concepts in Language, Action, and Eye-Gaze Behavior.” <i>Topics in Cognitive Science</i> 6, no. 3 (2014): 492–512. <a href=\"https://doi.org/10.1111/tops.12098\">https://doi.org/10.1111/tops.12098</a>.","short":"K.S. Lohan, S. Griffiths, A. Sciutti, T.C. Partmann, K. Rohlfing, Topics in Cognitive Science 6 (2014) 492–512.","mla":"Lohan, Katrin S., et al. “Co-Development of Manner and Path Concepts in Language, Action, and Eye-Gaze Behavior.” <i>Topics in Cognitive Science</i>, vol. 6, no. 3, Wiley-Blackwell, 2014, pp. 492–512, doi:<a href=\"https://doi.org/10.1111/tops.12098\">10.1111/tops.12098</a>.","bibtex":"@article{Lohan_Griffiths_Sciutti_Partmann_Rohlfing_2014, title={Co-development of manner and path concepts in language, action, and eye-gaze behavior}, volume={6}, DOI={<a href=\"https://doi.org/10.1111/tops.12098\">10.1111/tops.12098</a>}, number={3}, journal={Topics in Cognitive Science}, publisher={Wiley-Blackwell}, author={Lohan, Katrin S. and Griffiths, Sascha and Sciutti, Alessandra and Partmann, Tim C. and Rohlfing, Katharina}, year={2014}, pages={492–512} }","ama":"Lohan KS, Griffiths S, Sciutti A, Partmann TC, Rohlfing K. Co-development of manner and path concepts in language, action, and eye-gaze behavior. <i>Topics in Cognitive Science</i>. 2014;6(3):492-512. doi:<a href=\"https://doi.org/10.1111/tops.12098\">10.1111/tops.12098</a>"},"status":"public","_id":"17192","publisher":"Wiley-Blackwell","page":"492-512","volume":6,"user_id":"14931","issue":"3","publication":"Topics in Cognitive Science","abstract":[{"text":"In order for artificial intelligent systems to interact naturally with human users, they need to be able to learn from human instructions when actions should be imitated. Human tutoring will typically consist of action demonstrations accompanied by speech. In the following, the characteristics of human tutoring during action demonstration will be examined. A special focus will be put on the distinction between two kinds of motion events: path-oriented actions and manner-oriented actions. Such a distinction is inspired by the literature pertaining to cognitive linguistics, which indicates that the human conceptual system can distinguish these two distinct types of motion. These two kinds of actions are described in language by more path-oriented or more manner-oriented utterances. In path-oriented utterances, the source, trajectory, or goal is emphasized, whereas in manner-oriented utterances the medium, velocity, or means of motion are highlighted. We examined a video corpus of adult-child interactions comprised of three age groups of children-pre-lexical, early lexical, and lexical-and two different tasks, one emphasizing manner more strongly and one emphasizing path more strongly. We analyzed the language and motion of the caregiver and the gazing behavior of the child to highlight the differences between the tutoring and the acquisition of the manner and path concepts. The results suggest that age is an important factor in the development of these action categories. The analysis of this corpus has also been exploited to develop an intelligent robotic behavior -the tutoring spotter system-able to emulate children's behaviors in a tutoring situation, with the aim of evoking in human subjects a natural and effective behavior in teaching to a robot. The findings related to the development of manner and path concepts have been used to implement new effective feedback strategies in the tutoring spotter system, which should provide improvements in human-robot interaction.","lang":"eng"}],"date_created":"2020-06-24T13:01:09Z","department":[{"_id":"749"}],"type":"journal_article","keyword":["Imitation","Tutoring","Adult-child interaction","Human-robot interaction","Semantics","Teachable robots"],"author":[{"full_name":"Lohan, Katrin S.","last_name":"Lohan","first_name":"Katrin S."},{"full_name":"Griffiths, Sascha","first_name":"Sascha","last_name":"Griffiths"},{"full_name":"Sciutti, Alessandra","first_name":"Alessandra","last_name":"Sciutti"},{"last_name":"Partmann","first_name":"Tim C.","full_name":"Partmann, Tim C."},{"first_name":"Katharina","last_name":"Rohlfing","full_name":"Rohlfing, Katharina","id":"50352"}],"publication_identifier":{"issn":["1756-8757"]},"year":"2014","title":"Co-development of manner and path concepts in language, action, and eye-gaze behavior","intvolume":"         6","date_updated":"2023-02-01T16:08:33Z","language":[{"iso":"eng"}],"doi":"10.1111/tops.12098"},{"citation":{"bibtex":"@article{Vollmer_Mühlig_Steil_Pitsch_Fritsch_Rohlfing_Wrede_2014, title={Robots show us how to teach them: Feedback from robots shapes tutoring behavior during action learning}, volume={9}, DOI={<a href=\"https://doi.org/10.1371/journal.pone.0091349\">10.1371/journal.pone.0091349</a>}, number={3}, journal={PLoS ONE}, publisher={Public Library of Science (PLoS)}, author={Vollmer, Anna-Lisa and Mühlig, Manuel and Steil, Jochen J. and Pitsch, Karola and Fritsch, Jannik and Rohlfing, Katharina and Wrede, Britta}, year={2014} }","ama":"Vollmer A-L, Mühlig M, Steil JJ, et al. Robots show us how to teach them: Feedback from robots shapes tutoring behavior during action learning. <i>PLoS ONE</i>. 2014;9(3). doi:<a href=\"https://doi.org/10.1371/journal.pone.0091349\">10.1371/journal.pone.0091349</a>","mla":"Vollmer, Anna-Lisa, et al. “Robots Show Us How to Teach Them: Feedback from Robots Shapes Tutoring Behavior during Action Learning.” <i>PLoS ONE</i>, vol. 9, no. 3, Public Library of Science (PLoS), 2014, doi:<a href=\"https://doi.org/10.1371/journal.pone.0091349\">10.1371/journal.pone.0091349</a>.","chicago":"Vollmer, Anna-Lisa, Manuel Mühlig, Jochen J. Steil, Karola Pitsch, Jannik Fritsch, Katharina Rohlfing, and Britta Wrede. “Robots Show Us How to Teach Them: Feedback from Robots Shapes Tutoring Behavior during Action Learning.” <i>PLoS ONE</i> 9, no. 3 (2014). <a href=\"https://doi.org/10.1371/journal.pone.0091349\">https://doi.org/10.1371/journal.pone.0091349</a>.","short":"A.-L. Vollmer, M. Mühlig, J.J. Steil, K. Pitsch, J. Fritsch, K. Rohlfing, B. Wrede, PLoS ONE 9 (2014).","ieee":"A.-L. Vollmer <i>et al.</i>, “Robots show us how to teach them: Feedback from robots shapes tutoring behavior during action learning,” <i>PLoS ONE</i>, vol. 9, no. 3, 2014, doi: <a href=\"https://doi.org/10.1371/journal.pone.0091349\">10.1371/journal.pone.0091349</a>.","apa":"Vollmer, A.-L., Mühlig, M., Steil, J. J., Pitsch, K., Fritsch, J., Rohlfing, K., &#38; Wrede, B. (2014). Robots show us how to teach them: Feedback from robots shapes tutoring behavior during action learning. <i>PLoS ONE</i>, <i>9</i>(3). <a href=\"https://doi.org/10.1371/journal.pone.0091349\">https://doi.org/10.1371/journal.pone.0091349</a>"},"publication":"PLoS ONE","issue":"3","abstract":[{"text":"Robot learning by imitation requires the detection of a tutor's action demonstration and its relevant parts. Current approaches implicitly assume a unidirectional transfer of knowledge from tutor to learner. The presented work challenges this predominant assumption based on an extensive user study with an autonomously interacting robot. We show that by providing feedback, a robot learner influences the human tutor's movement demonstrations in the process of action learning. We argue that the robot's feedback strongly shapes how tutors signal what is relevant to an action and thus advocate a paradigm shift in robot action learning research toward truly interactive systems learning in and benefiting from interaction.","lang":"eng"}],"date_created":"2020-06-24T13:01:10Z","department":[{"_id":"749"}],"type":"journal_article","author":[{"full_name":"Vollmer, Anna-Lisa","first_name":"Anna-Lisa","last_name":"Vollmer"},{"full_name":"Mühlig, Manuel","first_name":"Manuel","last_name":"Mühlig"},{"first_name":"Jochen J.","last_name":"Steil","full_name":"Steil, Jochen J."},{"full_name":"Pitsch, Karola","first_name":"Karola","last_name":"Pitsch"},{"last_name":"Fritsch","first_name":"Jannik","full_name":"Fritsch, Jannik"},{"id":"50352","full_name":"Rohlfing, Katharina","first_name":"Katharina","last_name":"Rohlfing"},{"first_name":"Britta","last_name":"Wrede","full_name":"Wrede, Britta"}],"publication_identifier":{"issn":["1932-6203"]},"year":"2014","title":"Robots show us how to teach them: Feedback from robots shapes tutoring behavior during action learning","status":"public","intvolume":"         9","date_updated":"2023-02-01T16:08:53Z","_id":"17193","publisher":"Public Library of Science (PLoS)","language":[{"iso":"eng"}],"volume":9,"user_id":"14931","doi":"10.1371/journal.pone.0091349"},{"_id":"17194","language":[{"iso":"eng"}],"publisher":"John Benjamins Publishing Company","page":"117-136","volume":5,"user_id":"14931","doi":"10.1075/lia.5.1.06roh","publication_identifier":{"issn":["1879-7865"]},"author":[{"full_name":"Rohlfing, Katharina","last_name":"Rohlfing","first_name":"Katharina","id":"50352"},{"full_name":"Nomikou, Iris","first_name":"Iris","last_name":"Nomikou"}],"title":"Intermodal synchrony as a form of maternal responsiveness: Association with language development.","year":"2014","status":"public","intvolume":"         5","date_updated":"2023-02-01T16:09:15Z","date_created":"2020-06-24T13:01:12Z","department":[{"_id":"749"}],"type":"journal_article","citation":{"ama":"Rohlfing K, Nomikou I. Intermodal synchrony as a form of maternal responsiveness: Association with language development. <i>Language, Interaction and Acquisition</i>. 2014;5(1):117-136. doi:<a href=\"https://doi.org/10.1075/lia.5.1.06roh\">10.1075/lia.5.1.06roh</a>","bibtex":"@article{Rohlfing_Nomikou_2014, title={Intermodal synchrony as a form of maternal responsiveness: Association with language development.}, volume={5}, DOI={<a href=\"https://doi.org/10.1075/lia.5.1.06roh\">10.1075/lia.5.1.06roh</a>}, number={1}, journal={Language, Interaction and Acquisition}, publisher={John Benjamins Publishing Company}, author={Rohlfing, Katharina and Nomikou, Iris}, year={2014}, pages={117–136} }","mla":"Rohlfing, Katharina, and Iris Nomikou. “Intermodal Synchrony as a Form of Maternal Responsiveness: Association with Language Development.” <i>Language, Interaction and Acquisition</i>, vol. 5, no. 1, John Benjamins Publishing Company, 2014, pp. 117–36, doi:<a href=\"https://doi.org/10.1075/lia.5.1.06roh\">10.1075/lia.5.1.06roh</a>.","chicago":"Rohlfing, Katharina, and Iris Nomikou. “Intermodal Synchrony as a Form of Maternal Responsiveness: Association with Language Development.” <i>Language, Interaction and Acquisition</i> 5, no. 1 (2014): 117–36. <a href=\"https://doi.org/10.1075/lia.5.1.06roh\">https://doi.org/10.1075/lia.5.1.06roh</a>.","short":"K. Rohlfing, I. Nomikou, Language, Interaction and Acquisition 5 (2014) 117–136.","apa":"Rohlfing, K., &#38; Nomikou, I. (2014). Intermodal synchrony as a form of maternal responsiveness: Association with language development. <i>Language, Interaction and Acquisition</i>, <i>5</i>(1), 117–136. <a href=\"https://doi.org/10.1075/lia.5.1.06roh\">https://doi.org/10.1075/lia.5.1.06roh</a>","ieee":"K. Rohlfing and I. Nomikou, “Intermodal synchrony as a form of maternal responsiveness: Association with language development.,” <i>Language, Interaction and Acquisition</i>, vol. 5, no. 1, pp. 117–136, 2014, doi: <a href=\"https://doi.org/10.1075/lia.5.1.06roh\">10.1075/lia.5.1.06roh</a>."},"issue":"1","publication":"Language, Interaction and Acquisition"},{"_id":"17199","publisher":"John Benjamins Publishing Company","page":"55-98","volume":15,"user_id":"14931","status":"public","citation":{"ama":"Pitsch K, Vollmer A-L, Rohlfing K, Fritsch J, Wrede B. Tutoring in adult-child-interaction: On the loop of the tutor’s action modification and the recipient’s gaze. <i>Interaction Studies</i>. 2014;15(1):55-98. doi:<a href=\"https://doi.org/10.1075/is.15.1.03pit\">10.1075/is.15.1.03pit</a>","short":"K. Pitsch, A.-L. Vollmer, K. Rohlfing, J. Fritsch, B. Wrede, Interaction Studies 15 (2014) 55–98.","chicago":"Pitsch, Karola, Anna-Lisa Vollmer, Katharina Rohlfing, Jannik Fritsch, and Britta Wrede. “Tutoring in Adult-Child-Interaction: On the Loop of the Tutor’s Action Modification and the Recipient’s Gaze.” <i>Interaction Studies</i> 15, no. 1 (2014): 55–98. <a href=\"https://doi.org/10.1075/is.15.1.03pit\">https://doi.org/10.1075/is.15.1.03pit</a>.","bibtex":"@article{Pitsch_Vollmer_Rohlfing_Fritsch_Wrede_2014, title={Tutoring in adult-child-interaction: On the loop of the tutor’s action modification and the recipient’s gaze}, volume={15}, DOI={<a href=\"https://doi.org/10.1075/is.15.1.03pit\">10.1075/is.15.1.03pit</a>}, number={1}, journal={Interaction Studies}, publisher={John Benjamins Publishing Company}, author={Pitsch, Karola and Vollmer, Anna-Lisa and Rohlfing, Katharina and Fritsch, Jannik and Wrede, Britta}, year={2014}, pages={55–98} }","apa":"Pitsch, K., Vollmer, A.-L., Rohlfing, K., Fritsch, J., &#38; Wrede, B. (2014). Tutoring in adult-child-interaction: On the loop of the tutor’s action modification and the recipient’s gaze. <i>Interaction Studies</i>, <i>15</i>(1), 55–98. <a href=\"https://doi.org/10.1075/is.15.1.03pit\">https://doi.org/10.1075/is.15.1.03pit</a>","mla":"Pitsch, Karola, et al. “Tutoring in Adult-Child-Interaction: On the Loop of the Tutor’s Action Modification and the Recipient’s Gaze.” <i>Interaction Studies</i>, vol. 15, no. 1, John Benjamins Publishing Company, 2014, pp. 55–98, doi:<a href=\"https://doi.org/10.1075/is.15.1.03pit\">10.1075/is.15.1.03pit</a>.","ieee":"K. Pitsch, A.-L. Vollmer, K. Rohlfing, J. Fritsch, and B. Wrede, “Tutoring in adult-child-interaction: On the loop of the tutor’s action modification and the recipient’s gaze,” <i>Interaction Studies</i>, vol. 15, no. 1, pp. 55–98, 2014, doi: <a href=\"https://doi.org/10.1075/is.15.1.03pit\">10.1075/is.15.1.03pit</a>."},"language":[{"iso":"eng"}],"doi":"10.1075/is.15.1.03pit","publication_identifier":{"issn":["1572-0381"]},"author":[{"last_name":"Pitsch","first_name":"Karola","full_name":"Pitsch, Karola"},{"full_name":"Vollmer, Anna-Lisa","first_name":"Anna-Lisa","last_name":"Vollmer"},{"last_name":"Rohlfing","first_name":"Katharina","full_name":"Rohlfing, Katharina","id":"50352"},{"full_name":"Fritsch, Jannik","first_name":"Jannik","last_name":"Fritsch"},{"last_name":"Wrede","first_name":"Britta","full_name":"Wrede, Britta"}],"year":"2014","title":"Tutoring in adult-child-interaction: On the loop of the tutor's action modification and the recipient's gaze","intvolume":"        15","date_updated":"2023-02-01T16:10:52Z","date_created":"2020-06-24T13:01:17Z","department":[{"_id":"749"}],"keyword":["conversation analysis","interactional coordination","adult-child-interaction","feedback","gaze","quantification","social learning","motionese","tutoring"],"type":"journal_article","publication":"Interaction Studies","issue":"1","abstract":[{"text":"Research of tutoring in parent-infant interaction has shown that tutors - when presenting some action - modify both their verbal and manual performance for the learner (‘motherese’, ‘motionese’). Investigating the sources and effects of the tutors’ action modifications, we suggest an interactional account of ‘motionese’. Using video-data from a semi-experimental study in which parents taught their 8 to 11 month old infants how to nest a set of differently sized cups, we found that the tutors’ action modifications (in particular: high arches) functioned as an orienting device to guide the infant’s visual attention (gaze). Action modification and the recipient’s gaze can be seen to have a reciprocal sequential relationship and to constitute a constant loop of mutual adjustments. Implications are discussed for developmental research and for robotic ‘Social Learning’. We argue that a robot system could use on-line feedback strategies (e.g. gaze) to pro-actively shape a tutor’s action presentation as it emerges.","lang":"eng"}]},{"volume":126,"user_id":"14931","_id":"17200","publisher":"Elsevier BV","page":"280-294","status":"public","citation":{"bibtex":"@article{Elsner_Bakker_Rohlfing_Gredebäck_2014, title={Infants’ online perception of give-and-take interactions}, volume={126}, DOI={<a href=\"https://doi.org/10.1016/j.jecp.2014.05.007\">10.1016/j.jecp.2014.05.007</a>}, journal={Journal of Experimental Child Psychology}, publisher={Elsevier BV}, author={Elsner, Claudia and Bakker, Marta and Rohlfing, Katharina and Gredebäck, Gustaf}, year={2014}, pages={280–294} }","ama":"Elsner C, Bakker M, Rohlfing K, Gredebäck G. Infants’ online perception of give-and-take interactions. <i>Journal of Experimental Child Psychology</i>. 2014;126:280-294. doi:<a href=\"https://doi.org/10.1016/j.jecp.2014.05.007\">10.1016/j.jecp.2014.05.007</a>","short":"C. Elsner, M. Bakker, K. Rohlfing, G. Gredebäck, Journal of Experimental Child Psychology 126 (2014) 280–294.","chicago":"Elsner, Claudia, Marta Bakker, Katharina Rohlfing, and Gustaf Gredebäck. “Infants’ Online Perception of Give-and-Take Interactions.” <i>Journal of Experimental Child Psychology</i> 126 (2014): 280–94. <a href=\"https://doi.org/10.1016/j.jecp.2014.05.007\">https://doi.org/10.1016/j.jecp.2014.05.007</a>.","ieee":"C. Elsner, M. Bakker, K. Rohlfing, and G. Gredebäck, “Infants’ online perception of give-and-take interactions,” <i>Journal of Experimental Child Psychology</i>, vol. 126, pp. 280–294, 2014, doi: <a href=\"https://doi.org/10.1016/j.jecp.2014.05.007\">10.1016/j.jecp.2014.05.007</a>.","mla":"Elsner, Claudia, et al. “Infants’ Online Perception of Give-and-Take Interactions.” <i>Journal of Experimental Child Psychology</i>, vol. 126, Elsevier BV, 2014, pp. 280–94, doi:<a href=\"https://doi.org/10.1016/j.jecp.2014.05.007\">10.1016/j.jecp.2014.05.007</a>.","apa":"Elsner, C., Bakker, M., Rohlfing, K., &#38; Gredebäck, G. (2014). Infants’ online perception of give-and-take interactions. <i>Journal of Experimental Child Psychology</i>, <i>126</i>, 280–294. <a href=\"https://doi.org/10.1016/j.jecp.2014.05.007\">https://doi.org/10.1016/j.jecp.2014.05.007</a>"},"doi":"10.1016/j.jecp.2014.05.007","language":[{"iso":"eng"}],"intvolume":"       126","date_updated":"2023-02-01T16:11:16Z","author":[{"last_name":"Elsner","first_name":"Claudia","full_name":"Elsner, Claudia"},{"last_name":"Bakker","first_name":"Marta","full_name":"Bakker, Marta"},{"id":"50352","full_name":"Rohlfing, Katharina","first_name":"Katharina","last_name":"Rohlfing"},{"full_name":"Gredebäck, Gustaf","first_name":"Gustaf","last_name":"Gredebäck"}],"publication_identifier":{"issn":["0022-0965"]},"title":"Infants' online perception of give-and-take interactions","year":"2014","department":[{"_id":"749"}],"keyword":["Give-me gesture","Infant","Anticipation","Eye movement","Gesture","Social interaction"],"type":"journal_article","date_created":"2020-06-24T13:01:19Z","abstract":[{"lang":"eng","text":"This research investigated infants’ online perception of give-me gestures during observation of a social interaction. In the first experiment, goal-directed eye movements of 12-month-olds were recorded as they observed a give-and-take interaction in which an object is passed from one individual to another. Infants’ gaze shifts from the passing hand to the receiving hand were significantly faster when the receiving hand formed a give-me gesture relative to when it was presented as an inverted hand shape. Experiment 2 revealed that infants’ goal-directed gaze shifts were not based on different affordances of the two receiving hands. Two additional control experiments further demonstrated that differences in infants’ online gaze behavior were not mediated by an attentional preference for the give-me gesture. Together, our findings provide evidence that properties of social action goals influence infants’ online gaze during action observation. The current studies demonstrate that infants have expectations about well-formed object transfer actions between social agents. We suggest that 12-month-olds are sensitive to social goals within the context of give-and-take interactions while observing from a third-party perspective."}],"publication":"Journal of Experimental Child Psychology"},{"date_updated":"2023-02-01T16:10:11Z","intvolume":"         4","year":"2014","title":"Is ostension any more than attention?","publication_identifier":{"issn":["2045-2322"]},"author":[{"full_name":"Szufnarowska, Joanna","last_name":"Szufnarowska","first_name":"Joanna"},{"id":"50352","first_name":"Katharina","last_name":"Rohlfing","full_name":"Rohlfing, Katharina"},{"first_name":"Fawcett","last_name":"Christine","full_name":"Christine, Fawcett"},{"full_name":"Gustaf, Gredebäck","first_name":"Gredebäck","last_name":"Gustaf"}],"doi":"10.1038/srep05304","language":[{"iso":"eng"}],"abstract":[{"lang":"eng","text":"According to natural pedagogy theory, infants are sensitive to particular ostensive cues that communicate to them that they are being addressed and that they can expect to learn referential information. We demonstrate that 6-month-old infants follow others' gaze direction in situations that are highly attention-grabbing. This occurs irrespective of whether these situations include communicative intent and ostensive cues (a model looks directly into the child's eyes prior to shifting gaze to an object) or not (a model shivers while looking down prior to shifting gaze to an object). In contrast, in less attention-grabbing contexts in which the model simply looks down prior to shifting gaze to an object, no effect is found. These findings demonstrate that one of the central pillars of natural pedagogy is false. Sensitivity to gaze following in infancy is not restricted to contexts in which ostensive cues are conveyed."}],"publication":"Scientific Reports","issue":"1","type":"journal_article","keyword":["Human behavior","Attention"],"department":[{"_id":"749"}],"date_created":"2020-06-24T13:01:15Z","status":"public","user_id":"14931","volume":4,"_id":"17197","publisher":"Nature Publishing Group","citation":{"chicago":"Szufnarowska, Joanna, Katharina Rohlfing, Fawcett Christine, and Gredebäck Gustaf. “Is Ostension Any More than Attention?” <i>Scientific Reports</i> 4, no. 1 (2014). <a href=\"https://doi.org/10.1038/srep05304\">https://doi.org/10.1038/srep05304</a>.","ama":"Szufnarowska J, Rohlfing K, Christine F, Gustaf G. Is ostension any more than attention? <i>Scientific Reports</i>. 2014;4(1). doi:<a href=\"https://doi.org/10.1038/srep05304\">10.1038/srep05304</a>","short":"J. Szufnarowska, K. Rohlfing, F. Christine, G. Gustaf, Scientific Reports 4 (2014).","bibtex":"@article{Szufnarowska_Rohlfing_Christine_Gustaf_2014, title={Is ostension any more than attention?}, volume={4}, DOI={<a href=\"https://doi.org/10.1038/srep05304\">10.1038/srep05304</a>}, number={1}, journal={Scientific Reports}, publisher={Nature Publishing Group}, author={Szufnarowska, Joanna and Rohlfing, Katharina and Christine, Fawcett and Gustaf, Gredebäck}, year={2014} }","mla":"Szufnarowska, Joanna, et al. “Is Ostension Any More than Attention?” <i>Scientific Reports</i>, vol. 4, no. 1, Nature Publishing Group, 2014, doi:<a href=\"https://doi.org/10.1038/srep05304\">10.1038/srep05304</a>.","apa":"Szufnarowska, J., Rohlfing, K., Christine, F., &#38; Gustaf, G. (2014). Is ostension any more than attention? <i>Scientific Reports</i>, <i>4</i>(1). <a href=\"https://doi.org/10.1038/srep05304\">https://doi.org/10.1038/srep05304</a>","ieee":"J. Szufnarowska, K. Rohlfing, F. Christine, and G. Gustaf, “Is ostension any more than attention?,” <i>Scientific Reports</i>, vol. 4, no. 1, 2014, doi: <a href=\"https://doi.org/10.1038/srep05304\">10.1038/srep05304</a>."}},{"date_created":"2020-06-24T13:01:14Z","department":[{"_id":"749"}],"type":"journal_article","citation":{"ieee":"F. Krause, K. Richter, and K. Rohlfing, “Ich oder Du? Die Therapie der pronominalen Umkehr bei Autismus-Spektrum-Störung - Eine vergleichende Einzelfallstudie nach der Angewandten Verhaltensanalyse mit Verbal Behavior und der Model/Rival-Methode,” <i>Logos</i>, vol. 22, no. 1, pp. 4–15, 2014.","apa":"Krause, F., Richter, K., &#38; Rohlfing, K. (2014). Ich oder Du? Die Therapie der pronominalen Umkehr bei Autismus-Spektrum-Störung - Eine vergleichende Einzelfallstudie nach der Angewandten Verhaltensanalyse mit Verbal Behavior und der Model/Rival-Methode. <i>Logos</i>, <i>22</i>(1), 4–15.","chicago":"Krause, Franziska, Kerstin Richter, and Katharina Rohlfing. “Ich Oder Du? Die Therapie Der Pronominalen Umkehr Bei Autismus-Spektrum-Störung - Eine Vergleichende Einzelfallstudie Nach Der Angewandten Verhaltensanalyse Mit Verbal Behavior Und Der Model/Rival-Methode.” <i>Logos</i> 22, no. 1 (2014): 4–15.","short":"F. Krause, K. Richter, K. Rohlfing, Logos 22 (2014) 4–15.","mla":"Krause, Franziska, et al. “Ich Oder Du? Die Therapie Der Pronominalen Umkehr Bei Autismus-Spektrum-Störung - Eine Vergleichende Einzelfallstudie Nach Der Angewandten Verhaltensanalyse Mit Verbal Behavior Und Der Model/Rival-Methode.” <i>Logos</i>, vol. 22, no. 1, ProLog, Therapie- und Lernmittel OHG, 2014, pp. 4–15.","bibtex":"@article{Krause_Richter_Rohlfing_2014, title={Ich oder Du? Die Therapie der pronominalen Umkehr bei Autismus-Spektrum-Störung - Eine vergleichende Einzelfallstudie nach der Angewandten Verhaltensanalyse mit Verbal Behavior und der Model/Rival-Methode}, volume={22}, number={1}, journal={Logos}, publisher={ProLog, Therapie- und Lernmittel OHG}, author={Krause, Franziska and Richter, Kerstin and Rohlfing, Katharina}, year={2014}, pages={4–15} }","ama":"Krause F, Richter K, Rohlfing K. Ich oder Du? Die Therapie der pronominalen Umkehr bei Autismus-Spektrum-Störung - Eine vergleichende Einzelfallstudie nach der Angewandten Verhaltensanalyse mit Verbal Behavior und der Model/Rival-Methode. <i>Logos</i>. 2014;22(1):4-15."},"publication":"Logos","issue":"1","_id":"17196","language":[{"iso":"eng"}],"publisher":"ProLog, Therapie- und Lernmittel OHG","page":"4-15","volume":22,"user_id":"14931","publication_identifier":{"issn":["0944-405X"]},"author":[{"full_name":"Krause, Franziska","first_name":"Franziska","last_name":"Krause"},{"full_name":"Richter, Kerstin","first_name":"Kerstin","last_name":"Richter"},{"id":"50352","full_name":"Rohlfing, Katharina","first_name":"Katharina","last_name":"Rohlfing"}],"status":"public","title":"Ich oder Du? Die Therapie der pronominalen Umkehr bei Autismus-Spektrum-Störung - Eine vergleichende Einzelfallstudie nach der Angewandten Verhaltensanalyse mit Verbal Behavior und der Model/Rival-Methode","year":"2014","intvolume":"        22","date_updated":"2023-02-01T16:09:47Z"},{"citation":{"apa":"Vollmer, A.-L., Grizou, J., Lopes, M., Rohlfing, K., &#38; Oudeyer, P.-Y. (2014). Studying the Co-Construction of Interaction Protocols in Collaborative Tasks with Humans. <i>2014 Joint IEEE International Conference on Development and Learning and on Epigenetic Robotics</i>, 208–215.","ieee":"A.-L. Vollmer, J. Grizou, M. Lopes, K. Rohlfing, and P.-Y. Oudeyer, “Studying the Co-Construction of Interaction Protocols in Collaborative Tasks with Humans,” in <i>2014 Joint IEEE International Conference on Development and Learning and on Epigenetic Robotics</i>, 2014, pp. 208–215.","short":"A.-L. Vollmer, J. Grizou, M. Lopes, K. Rohlfing, P.-Y. Oudeyer, in: 2014 Joint IEEE International Conference on Development and Learning and on Epigenetic Robotics, IEEE, 2014, pp. 208–215.","chicago":"Vollmer, Anna-Lisa, Jonathan Grizou, Manuel Lopes, Katharina Rohlfing, and Pierre-Yves Oudeyer. “Studying the Co-Construction of Interaction Protocols in Collaborative Tasks with Humans.” In <i>2014 Joint IEEE International Conference on Development and Learning and on Epigenetic Robotics</i>, 208–15. IEEE, 2014.","mla":"Vollmer, Anna-Lisa, et al. “Studying the Co-Construction of Interaction Protocols in Collaborative Tasks with Humans.” <i>2014 Joint IEEE International Conference on Development and Learning and on Epigenetic Robotics</i>, IEEE, 2014, pp. 208–15.","ama":"Vollmer A-L, Grizou J, Lopes M, Rohlfing K, Oudeyer P-Y. Studying the Co-Construction of Interaction Protocols in Collaborative Tasks with Humans. In: <i>2014 Joint IEEE International Conference on Development and Learning and on Epigenetic Robotics</i>. IEEE; 2014:208-215.","bibtex":"@inproceedings{Vollmer_Grizou_Lopes_Rohlfing_Oudeyer_2014, title={Studying the Co-Construction of Interaction Protocols in Collaborative Tasks with Humans}, booktitle={2014 Joint IEEE International Conference on Development and Learning and on Epigenetic Robotics}, publisher={IEEE}, author={Vollmer, Anna-Lisa and Grizou, Jonathan and Lopes, Manuel and Rohlfing, Katharina and Oudeyer, Pierre-Yves}, year={2014}, pages={208–215} }"},"publication":"2014 Joint IEEE International Conference on Development and Learning and on Epigenetic Robotics","date_created":"2020-06-24T13:01:21Z","department":[{"_id":"749"}],"type":"conference","keyword":["interaction","communication","co-construction","interaction protocols"],"author":[{"full_name":"Vollmer, Anna-Lisa","last_name":"Vollmer","first_name":"Anna-Lisa"},{"first_name":"Jonathan","last_name":"Grizou","full_name":"Grizou, Jonathan"},{"first_name":"Manuel","last_name":"Lopes","full_name":"Lopes, Manuel"},{"id":"50352","first_name":"Katharina","last_name":"Rohlfing","full_name":"Rohlfing, Katharina"},{"full_name":"Oudeyer, Pierre-Yves","last_name":"Oudeyer","first_name":"Pierre-Yves"}],"publication_identifier":{"isbn":["978-1-4799-7540-2"]},"year":"2014","title":"Studying the Co-Construction of Interaction Protocols in Collaborative Tasks with Humans","status":"public","date_updated":"2023-02-01T16:11:59Z","_id":"17202","publisher":"IEEE","language":[{"iso":"eng"}],"page":"208 - 215","user_id":"14931"},{"language":[{"iso":"eng"}],"_id":"17201","user_id":"14931","title":"A multimodal corpus for the evaluation of computational models for (grounded) language acquisition","status":"public","year":"2014","author":[{"first_name":"Judith","last_name":"Gaspers","full_name":"Gaspers, Judith"},{"full_name":"Panzner, Maximilian","first_name":"Maximilian","last_name":"Panzner"},{"first_name":"Andre","last_name":"Lemme","full_name":"Lemme, Andre"},{"first_name":"Philipp","last_name":"Cimiano","full_name":"Cimiano, Philipp"},{"last_name":"Rohlfing","first_name":"Katharina","full_name":"Rohlfing, Katharina","id":"50352"},{"last_name":"Wrede","first_name":"Sebastian","full_name":"Wrede, Sebastian"}],"date_updated":"2023-02-01T16:11:33Z","date_created":"2020-06-24T13:01:20Z","type":"conference","department":[{"_id":"749"}],"publication":"EACL Workshop on Cognitive Aspects of Computational Language Learning","citation":{"ieee":"J. Gaspers, M. Panzner, A. Lemme, P. Cimiano, K. Rohlfing, and S. Wrede, “A multimodal corpus for the evaluation of computational models for (grounded) language acquisition,” 2014.","apa":"Gaspers, J., Panzner, M., Lemme, A., Cimiano, P., Rohlfing, K., &#38; Wrede, S. (2014). A multimodal corpus for the evaluation of computational models for (grounded) language acquisition. <i>EACL Workshop on Cognitive Aspects of Computational Language Learning</i>.","chicago":"Gaspers, Judith, Maximilian Panzner, Andre Lemme, Philipp Cimiano, Katharina Rohlfing, and Sebastian Wrede. “A Multimodal Corpus for the Evaluation of Computational Models for (Grounded) Language Acquisition.” In <i>EACL Workshop on Cognitive Aspects of Computational Language Learning</i>, 2014.","short":"J. Gaspers, M. Panzner, A. Lemme, P. Cimiano, K. Rohlfing, S. Wrede, in: EACL Workshop on Cognitive Aspects of Computational Language Learning, 2014.","mla":"Gaspers, Judith, et al. “A Multimodal Corpus for the Evaluation of Computational Models for (Grounded) Language Acquisition.” <i>EACL Workshop on Cognitive Aspects of Computational Language Learning</i>, 2014.","bibtex":"@inproceedings{Gaspers_Panzner_Lemme_Cimiano_Rohlfing_Wrede_2014, title={A multimodal corpus for the evaluation of computational models for (grounded) language acquisition}, booktitle={EACL Workshop on Cognitive Aspects of Computational Language Learning}, author={Gaspers, Judith and Panzner, Maximilian and Lemme, Andre and Cimiano, Philipp and Rohlfing, Katharina and Wrede, Sebastian}, year={2014} }","ama":"Gaspers J, Panzner M, Lemme A, Cimiano P, Rohlfing K, Wrede S. A multimodal corpus for the evaluation of computational models for (grounded) language acquisition. In: <i>EACL Workshop on Cognitive Aspects of Computational Language Learning</i>. ; 2014."}}]