[{"department":[{"_id":"749"}],"type":"conference","keyword":["Ostensive Signals","Contingency","Motionese","hri"],"date_created":"2020-06-24T13:02:33Z","abstract":[{"lang":"eng","text":"In developmental research, tutoring behavior has been identified as scaffolding infants’ learning processes. Infants seem sensitive to tutoring situations and they detect these by ostensive cues [4]. Some social signals such as eye-gaze, child-directed speech (Motherese), child-directed motion (Motionese), and contingency have been shown to serve as ostensive cues. The concept of contingency describes exchanges in which two agents interact with each other reciprocally. Csibra and Gergely argued that contingency is a characteristic ostensive stimulus of a tutoring situation [4]. In order for a robot to be treated similar to an infant, it has to both, be sensitive to the ostensive stimuli on the one hand and induce tutoring behavior by its feedback about its capabilities on the other hand. In this paper, we raise the question whether a robot can be treated similar to an infant in an interaction. We present results concerning the acceptance of a robotic agent in a social learning scenario, which we obtained via comparison to interactions with 8-11 months old infants and adults in equal conditions. We applied measurements for motion modifications (Motionese) and eye-gaze behavior. Our results reveal significant differences between Adult-Child Interaction (ACI), Adult-Adult Interaction (AAI) and Adult- Robot Interaction (ARI) suggesting that in ARI, robotdirected tutoring behavior is even more accentuated in terms of Motionese, but contingent responsivity is impaired. Our results confirm previous findings [14] concerning the differences between ACI, AAI, and ARI and constitute an important empirical basis for making use of ostensive stimuli as social signals for tutoring behavior in social robotics."}],"citation":{"bibtex":"@inproceedings{Lohan_Vollmer_Fritsch_Rohlfing_Wrede_2009, title={Which ostensive stimuli can be used for a robot to detect and maintain tutoring situations?}, DOI={<a href=\"https://doi.org/10.1109/acii.2009.5349507\">10.1109/acii.2009.5349507</a>}, booktitle={IEEE International Workshop on Social Signal Processing}, publisher={International Computer Science Institute}, author={Lohan, Katrin Solveig and Vollmer, Anna-Lisa and Fritsch, Jannik and Rohlfing, Katharina and Wrede, Britta}, year={2009} }","ama":"Lohan KS, Vollmer A-L, Fritsch J, Rohlfing K, Wrede B. Which ostensive stimuli can be used for a robot to detect and maintain tutoring situations? In: <i>IEEE International Workshop on Social Signal Processing</i>. International Computer Science Institute; 2009. doi:<a href=\"https://doi.org/10.1109/acii.2009.5349507\">10.1109/acii.2009.5349507</a>","mla":"Lohan, Katrin Solveig, et al. “Which Ostensive Stimuli Can Be Used for a Robot to Detect and Maintain Tutoring Situations?” <i>IEEE International Workshop on Social Signal Processing</i>, International Computer Science Institute, 2009, doi:<a href=\"https://doi.org/10.1109/acii.2009.5349507\">10.1109/acii.2009.5349507</a>.","chicago":"Lohan, Katrin Solveig, Anna-Lisa Vollmer, Jannik Fritsch, Katharina Rohlfing, and Britta Wrede. “Which Ostensive Stimuli Can Be Used for a Robot to Detect and Maintain Tutoring Situations?” In <i>IEEE International Workshop on Social Signal Processing</i>. International Computer Science Institute, 2009. <a href=\"https://doi.org/10.1109/acii.2009.5349507\">https://doi.org/10.1109/acii.2009.5349507</a>.","short":"K.S. Lohan, A.-L. Vollmer, J. Fritsch, K. Rohlfing, B. Wrede, in: IEEE International Workshop on Social Signal Processing, International Computer Science Institute, 2009.","ieee":"K. S. Lohan, A.-L. Vollmer, J. Fritsch, K. Rohlfing, and B. Wrede, “Which ostensive stimuli can be used for a robot to detect and maintain tutoring situations?,” 2009, doi: <a href=\"https://doi.org/10.1109/acii.2009.5349507\">10.1109/acii.2009.5349507</a>.","apa":"Lohan, K. S., Vollmer, A.-L., Fritsch, J., Rohlfing, K., &#38; Wrede, B. (2009). Which ostensive stimuli can be used for a robot to detect and maintain tutoring situations? <i>IEEE International Workshop on Social Signal Processing</i>. <a href=\"https://doi.org/10.1109/acii.2009.5349507\">https://doi.org/10.1109/acii.2009.5349507</a>"},"publication":"IEEE International Workshop on Social Signal Processing","user_id":"14931","doi":"10.1109/acii.2009.5349507","language":[{"iso":"eng"}],"_id":"17264","publisher":"International Computer Science Institute","date_updated":"2023-02-01T13:04:03Z","author":[{"first_name":"Katrin Solveig","last_name":"Lohan","full_name":"Lohan, Katrin Solveig"},{"first_name":"Anna-Lisa","last_name":"Vollmer","full_name":"Vollmer, Anna-Lisa"},{"full_name":"Fritsch, Jannik","last_name":"Fritsch","first_name":"Jannik"},{"full_name":"Rohlfing, Katharina","last_name":"Rohlfing","first_name":"Katharina","id":"50352"},{"last_name":"Wrede","first_name":"Britta","full_name":"Wrede, Britta"}],"publication_identifier":{"isbn":["9781424448005"]},"status":"public","title":"Which ostensive stimuli can be used for a robot to detect and maintain tutoring situations?","year":"2009"},{"type":"journal_article","department":[{"_id":"749"}],"date_created":"2020-06-24T13:02:39Z","abstract":[{"lang":"eng","text":"Infants learning about their environment are confronted with many stimuli of different modalities. Therefore, a crucial problem is how to discover which stimuli are related, for instance, in learning words. In making these multimodal \"bindings,\" infants depend on social interaction with a caregiver to guide their attention towards relevant stimuli. The caregiver might, for example, visually highlight an object by shaking it while vocalizing the object's name. These cues are known to help structuring the continuous stream of stimuli. To detect and exploit them, we propose a model of bottom-up attention by multimodal signal-level synchrony. We focus on the guidance of visual attention from audio-visual synchrony informed by recent adult-infant interaction studies. Consequently, we demonstrate that our model is receptive to parental cues during child-directed tutoring. The findings discussed in this paper are consistent with recent results from developmental psychology but for the first time are obtained employing an objective, computational model. The presence of \" multimodal motherese\" is verified directly on the audio-visual signal. Lastly, we hypothesize how our computational model facilitates tutoring interaction and discuss its application in interactive learning scenarios, enabling social robots to benefit from adult-like tutoring. Document Type: Article"}],"issue":"1","publication":"IEEE Transactions on Autonomous Mental Development","doi":"10.1109/TAMD.2009.2021091","language":[{"iso":"eng"}],"date_updated":"2023-02-01T13:05:47Z","intvolume":"         1","title":"Attention via synchrony. Making use of multimodal cues in social learning","year":"2009","publication_identifier":{"issn":["1943-0612"]},"author":[{"full_name":"Rolf, Matthias","first_name":"Matthias","last_name":"Rolf"},{"last_name":"Hanheide","first_name":"Marc","full_name":"Hanheide, Marc"},{"id":"50352","first_name":"Katharina","last_name":"Rohlfing","full_name":"Rohlfing, Katharina"}],"citation":{"mla":"Rolf, Matthias, et al. “Attention via Synchrony. Making Use of Multimodal Cues in Social Learning.” <i>IEEE Transactions on Autonomous Mental Development</i>, vol. 1, no. 1, Institute of Electrical &#38; Electronics Engineers (IEEE), 2009, pp. 55–67, doi:<a href=\"https://doi.org/10.1109/TAMD.2009.2021091\">10.1109/TAMD.2009.2021091</a>.","bibtex":"@article{Rolf_Hanheide_Rohlfing_2009, title={Attention via synchrony. Making use of multimodal cues in social learning}, volume={1}, DOI={<a href=\"https://doi.org/10.1109/TAMD.2009.2021091\">10.1109/TAMD.2009.2021091</a>}, number={1}, journal={IEEE Transactions on Autonomous Mental Development}, publisher={Institute of Electrical &#38; Electronics Engineers (IEEE)}, author={Rolf, Matthias and Hanheide, Marc and Rohlfing, Katharina}, year={2009}, pages={55–67} }","ama":"Rolf M, Hanheide M, Rohlfing K. Attention via synchrony. Making use of multimodal cues in social learning. <i>IEEE Transactions on Autonomous Mental Development</i>. 2009;1(1):55-67. doi:<a href=\"https://doi.org/10.1109/TAMD.2009.2021091\">10.1109/TAMD.2009.2021091</a>","ieee":"M. Rolf, M. Hanheide, and K. Rohlfing, “Attention via synchrony. Making use of multimodal cues in social learning,” <i>IEEE Transactions on Autonomous Mental Development</i>, vol. 1, no. 1, pp. 55–67, 2009, doi: <a href=\"https://doi.org/10.1109/TAMD.2009.2021091\">10.1109/TAMD.2009.2021091</a>.","apa":"Rolf, M., Hanheide, M., &#38; Rohlfing, K. (2009). Attention via synchrony. Making use of multimodal cues in social learning. <i>IEEE Transactions on Autonomous Mental Development</i>, <i>1</i>(1), 55–67. <a href=\"https://doi.org/10.1109/TAMD.2009.2021091\">https://doi.org/10.1109/TAMD.2009.2021091</a>","chicago":"Rolf, Matthias, Marc Hanheide, and Katharina Rohlfing. “Attention via Synchrony. Making Use of Multimodal Cues in Social Learning.” <i>IEEE Transactions on Autonomous Mental Development</i> 1, no. 1 (2009): 55–67. <a href=\"https://doi.org/10.1109/TAMD.2009.2021091\">https://doi.org/10.1109/TAMD.2009.2021091</a>.","short":"M. Rolf, M. Hanheide, K. Rohlfing, IEEE Transactions on Autonomous Mental Development 1 (2009) 55–67."},"user_id":"14931","volume":1,"page":"55-67","_id":"17269","publisher":"Institute of Electrical & Electronics Engineers (IEEE)","status":"public"},{"citation":{"mla":"McGregor, Karla K., et al. “Gesture as a Support for Word Learning: The Case of Under.” <i>JOURNAL OF CHILD LANGUAGE</i>, vol. 36, no. 04, Cambridge University Press (CUP), 2009, pp. 807–28, doi:<a href=\"https://doi.org/10.1017/S0305000908009173\">10.1017/S0305000908009173</a>.","ama":"McGregor KK, Rohlfing K, Bean A, Marschner E. Gesture as a support for word learning: The case of under. <i>JOURNAL OF CHILD LANGUAGE</i>. 2009;36(04):807-828. doi:<a href=\"https://doi.org/10.1017/S0305000908009173\">10.1017/S0305000908009173</a>","bibtex":"@article{McGregor_Rohlfing_Bean_Marschner_2009, title={Gesture as a support for word learning: The case of under}, volume={36}, DOI={<a href=\"https://doi.org/10.1017/S0305000908009173\">10.1017/S0305000908009173</a>}, number={04}, journal={JOURNAL OF CHILD LANGUAGE}, publisher={Cambridge University Press (CUP)}, author={McGregor, Karla K. and Rohlfing, Katharina and Bean, Allison and Marschner, Ellen}, year={2009}, pages={807–828} }","apa":"McGregor, K. K., Rohlfing, K., Bean, A., &#38; Marschner, E. (2009). Gesture as a support for word learning: The case of under. <i>JOURNAL OF CHILD LANGUAGE</i>, <i>36</i>(04), 807–828. <a href=\"https://doi.org/10.1017/S0305000908009173\">https://doi.org/10.1017/S0305000908009173</a>","ieee":"K. K. McGregor, K. Rohlfing, A. Bean, and E. Marschner, “Gesture as a support for word learning: The case of under,” <i>JOURNAL OF CHILD LANGUAGE</i>, vol. 36, no. 04, pp. 807–828, 2009, doi: <a href=\"https://doi.org/10.1017/S0305000908009173\">10.1017/S0305000908009173</a>.","chicago":"McGregor, Karla K., Katharina Rohlfing, Allison Bean, and Ellen Marschner. “Gesture as a Support for Word Learning: The Case of Under.” <i>JOURNAL OF CHILD LANGUAGE</i> 36, no. 04 (2009): 807–28. <a href=\"https://doi.org/10.1017/S0305000908009173\">https://doi.org/10.1017/S0305000908009173</a>.","short":"K.K. McGregor, K. Rohlfing, A. Bean, E. Marschner, JOURNAL OF CHILD LANGUAGE 36 (2009) 807–828."},"publisher":"Cambridge University Press (CUP)","_id":"17265","page":"807-828","volume":36,"user_id":"14931","status":"public","date_created":"2020-06-24T13:02:34Z","department":[{"_id":"749"}],"type":"journal_article","publication":"JOURNAL OF CHILD LANGUAGE","issue":"04","abstract":[{"lang":"eng","text":"Forty children, aged 1;8-2;0, participated in one of three training conditions meant to enhance their comprehension of the spatial term under: the +Gesture group viewed a symbolic gesture for under during training; those in the +Photo group viewed a still photograph of objects in the under relationship; those in the Model Only group did not receive supplemental symbolic support. Children's knowledge of under was measured before, immediately after, and two to three days after training. A gesture advantage was revealed when the gains exhibited by the groups on untrained materials (but not trained materials) were compared at delayed post-test (but not immediate Post-test). Gestured input promoted more robust knowledge of the meaning of under, knowledge that was less tied to contextual familiarity and more prone to consolidation. Gestured input likely reduced cognitive load while emphasizing both the location and the movement relevant to the meaning of under."}],"language":[{"iso":"eng"}],"doi":"10.1017/S0305000908009173","author":[{"last_name":"McGregor","first_name":"Karla K.","full_name":"McGregor, Karla K."},{"id":"50352","full_name":"Rohlfing, Katharina","first_name":"Katharina","last_name":"Rohlfing"},{"last_name":"Bean","first_name":"Allison","full_name":"Bean, Allison"},{"first_name":"Ellen","last_name":"Marschner","full_name":"Marschner, Ellen"}],"publication_identifier":{"issn":["1469-7602"]},"year":"2009","title":"Gesture as a support for word learning: The case of under","intvolume":"        36","date_updated":"2023-02-01T13:04:28Z"},{"intvolume":"         4","date_updated":"2023-02-01T13:06:23Z","author":[{"full_name":"Booth, A. E","last_name":"Booth","first_name":"A. E"},{"last_name":"McGregor","first_name":"Karla K.","full_name":"McGregor, Karla K."},{"id":"50352","last_name":"Rohlfing","first_name":"Katharina","full_name":"Rohlfing, Katharina"}],"publication_identifier":{"issn":["1547-3341"]},"title":"Socio-pragmatics and attention: Contributions to gesturally guided word learning in toddlers","year":"2009","status":"public","volume":4,"user_id":"14931","doi":"10.1080/15475440802143091","publisher":"Informa UK Limited","_id":"17271","language":[{"iso":"eng"}],"page":"179-202","citation":{"mla":"Booth, A. E., et al. “Socio-Pragmatics and Attention: Contributions to Gesturally Guided Word Learning in Toddlers.” <i>Journal of Language Learning and Development</i>, vol. 4, no. 3, Informa UK Limited, 2009, pp. 179–202, doi:<a href=\"https://doi.org/10.1080/15475440802143091\">10.1080/15475440802143091</a>.","ama":"Booth AE, McGregor KK, Rohlfing K. Socio-pragmatics and attention: Contributions to gesturally guided word learning in toddlers. <i>Journal of Language Learning and Development</i>. 2009;4(3):179-202. doi:<a href=\"https://doi.org/10.1080/15475440802143091\">10.1080/15475440802143091</a>","bibtex":"@article{Booth_McGregor_Rohlfing_2009, title={Socio-pragmatics and attention: Contributions to gesturally guided word learning in toddlers}, volume={4}, DOI={<a href=\"https://doi.org/10.1080/15475440802143091\">10.1080/15475440802143091</a>}, number={3}, journal={Journal of Language Learning and Development}, publisher={Informa UK Limited}, author={Booth, A. E and McGregor, Karla K. and Rohlfing, Katharina}, year={2009}, pages={179–202} }","apa":"Booth, A. E., McGregor, K. K., &#38; Rohlfing, K. (2009). Socio-pragmatics and attention: Contributions to gesturally guided word learning in toddlers. <i>Journal of Language Learning and Development</i>, <i>4</i>(3), 179–202. <a href=\"https://doi.org/10.1080/15475440802143091\">https://doi.org/10.1080/15475440802143091</a>","ieee":"A. E. Booth, K. K. McGregor, and K. Rohlfing, “Socio-pragmatics and attention: Contributions to gesturally guided word learning in toddlers,” <i>Journal of Language Learning and Development</i>, vol. 4, no. 3, pp. 179–202, 2009, doi: <a href=\"https://doi.org/10.1080/15475440802143091\">10.1080/15475440802143091</a>.","short":"A.E. Booth, K.K. McGregor, K. Rohlfing, Journal of Language Learning and Development 4 (2009) 179–202.","chicago":"Booth, A. E, Karla K. McGregor, and Katharina Rohlfing. “Socio-Pragmatics and Attention: Contributions to Gesturally Guided Word Learning in Toddlers.” <i>Journal of Language Learning and Development</i> 4, no. 3 (2009): 179–202. <a href=\"https://doi.org/10.1080/15475440802143091\">https://doi.org/10.1080/15475440802143091</a>."},"publication":"Journal of Language Learning and Development","issue":"3","department":[{"_id":"749"}],"type":"journal_article","date_created":"2020-06-24T13:02:41Z"},{"date_created":"2020-06-24T13:02:38Z","department":[{"_id":"749"}],"type":"conference","keyword":["Acoustic Packaging","multimodal"],"citation":{"apa":"Schillingmann, L., Wrede, B., &#38; Rohlfing, K. (2009). Towards a Computational Model of Acoustic Packaging. <i>International Conference on Development and Learning (ICDL 2009)</i>. <a href=\"https://doi.org/10.1109/devlrn.2009.5175523\">https://doi.org/10.1109/devlrn.2009.5175523</a>","ieee":"L. Schillingmann, B. Wrede, and K. Rohlfing, “Towards a Computational Model of Acoustic Packaging,” 2009, doi: <a href=\"https://doi.org/10.1109/devlrn.2009.5175523\">10.1109/devlrn.2009.5175523</a>.","chicago":"Schillingmann, Lars, Britta Wrede, and Katharina Rohlfing. “Towards a Computational Model of Acoustic Packaging.” In <i>International Conference on Development and Learning (ICDL 2009)</i>. IEEE, 2009. <a href=\"https://doi.org/10.1109/devlrn.2009.5175523\">https://doi.org/10.1109/devlrn.2009.5175523</a>.","short":"L. Schillingmann, B. Wrede, K. Rohlfing, in: International Conference on Development and Learning (ICDL 2009), IEEE, 2009.","mla":"Schillingmann, Lars, et al. “Towards a Computational Model of Acoustic Packaging.” <i>International Conference on Development and Learning (ICDL 2009)</i>, IEEE, 2009, doi:<a href=\"https://doi.org/10.1109/devlrn.2009.5175523\">10.1109/devlrn.2009.5175523</a>.","ama":"Schillingmann L, Wrede B, Rohlfing K. Towards a Computational Model of Acoustic Packaging. In: <i>International Conference on Development and Learning (ICDL 2009)</i>. IEEE; 2009. doi:<a href=\"https://doi.org/10.1109/devlrn.2009.5175523\">10.1109/devlrn.2009.5175523</a>","bibtex":"@inproceedings{Schillingmann_Wrede_Rohlfing_2009, title={Towards a Computational Model of Acoustic Packaging}, DOI={<a href=\"https://doi.org/10.1109/devlrn.2009.5175523\">10.1109/devlrn.2009.5175523</a>}, booktitle={International Conference on Development and Learning (ICDL 2009)}, publisher={IEEE}, author={Schillingmann, Lars and Wrede, Britta and Rohlfing, Katharina}, year={2009} }"},"publication":"International Conference on Development and Learning (ICDL 2009)","publisher":"IEEE","_id":"17268","language":[{"iso":"eng"}],"doi":"10.1109/devlrn.2009.5175523","user_id":"14931","publication_identifier":{"isbn":["978-1-4244-4117-4"]},"author":[{"full_name":"Schillingmann, Lars","first_name":"Lars","last_name":"Schillingmann"},{"last_name":"Wrede","first_name":"Britta","full_name":"Wrede, Britta"},{"id":"50352","full_name":"Rohlfing, Katharina","last_name":"Rohlfing","first_name":"Katharina"}],"title":"Towards a Computational Model of Acoustic Packaging","year":"2009","status":"public","date_updated":"2023-02-01T13:05:32Z"},{"author":[{"full_name":"Schillingmann, Lars","first_name":"Lars","last_name":"Schillingmann"},{"last_name":"Wrede","first_name":"Britta","full_name":"Wrede, Britta"},{"id":"50352","full_name":"Rohlfing, Katharina","last_name":"Rohlfing","first_name":"Katharina"},{"last_name":"Fischer","first_name":"Kerstin","full_name":"Fischer, Kerstin"}],"title":"The Structure of Robot-Directed Interaction compared to Adult- and Infant-Directed Interaction using a Model for Acoustic Packaging","year":"2009","status":"public","date_updated":"2023-02-01T13:04:43Z","_id":"17266","publisher":"International Computer Science Institute","language":[{"iso":"eng"}],"user_id":"14931","citation":{"mla":"Schillingmann, Lars, et al. “The Structure of Robot-Directed Interaction Compared to Adult- and Infant-Directed Interaction Using a Model for Acoustic Packaging.” <i>Spoken Dialogue and Human-Robot Interaction</i>, International Computer Science Institute, 2009.","ama":"Schillingmann L, Wrede B, Rohlfing K, Fischer K. The Structure of Robot-Directed Interaction compared to Adult- and Infant-Directed Interaction using a Model for Acoustic Packaging. In: <i>Spoken Dialogue and Human-Robot Interaction</i>. International Computer Science Institute; 2009.","bibtex":"@inproceedings{Schillingmann_Wrede_Rohlfing_Fischer_2009, title={The Structure of Robot-Directed Interaction compared to Adult- and Infant-Directed Interaction using a Model for Acoustic Packaging}, booktitle={Spoken Dialogue and Human-Robot Interaction}, publisher={International Computer Science Institute}, author={Schillingmann, Lars and Wrede, Britta and Rohlfing, Katharina and Fischer, Kerstin}, year={2009} }","apa":"Schillingmann, L., Wrede, B., Rohlfing, K., &#38; Fischer, K. (2009). The Structure of Robot-Directed Interaction compared to Adult- and Infant-Directed Interaction using a Model for Acoustic Packaging. <i>Spoken Dialogue and Human-Robot Interaction</i>.","ieee":"L. Schillingmann, B. Wrede, K. Rohlfing, and K. Fischer, “The Structure of Robot-Directed Interaction compared to Adult- and Infant-Directed Interaction using a Model for Acoustic Packaging,” 2009.","chicago":"Schillingmann, Lars, Britta Wrede, Katharina Rohlfing, and Kerstin Fischer. “The Structure of Robot-Directed Interaction Compared to Adult- and Infant-Directed Interaction Using a Model for Acoustic Packaging.” In <i>Spoken Dialogue and Human-Robot Interaction</i>. International Computer Science Institute, 2009.","short":"L. Schillingmann, B. Wrede, K. Rohlfing, K. Fischer, in: Spoken Dialogue and Human-Robot Interaction, International Computer Science Institute, 2009."},"publication":"Spoken Dialogue and Human-Robot Interaction","date_created":"2020-06-24T13:02:35Z","department":[{"_id":"749"}],"type":"conference"},{"date_updated":"2023-02-01T13:05:01Z","author":[{"full_name":"Lohse, Manja","last_name":"Lohse","first_name":"Manja"},{"first_name":"Marc","last_name":"Hanheide","full_name":"Hanheide, Marc"},{"first_name":"Katharina","last_name":"Rohlfing","full_name":"Rohlfing, Katharina","id":"50352"},{"full_name":"Sagerer, Gerhard","last_name":"Sagerer","first_name":"Gerhard"}],"year":"2009","title":"Systemic interaction analysis (SInA) in HRI","status":"public","doi":"10.1145/1514095.1514114","user_id":"14931","_id":"17267","language":[{"iso":"eng"}],"page":"93-100","citation":{"mla":"Lohse, Manja, et al. “Systemic Interaction Analysis (SInA) in HRI.” <i>Proceedings of the 4th ACM/IEEE International Conference on Human Robot Interaction - HRI ’09</i>, 2009, pp. 93–100, doi:<a href=\"https://doi.org/10.1145/1514095.1514114\">10.1145/1514095.1514114</a>.","ama":"Lohse M, Hanheide M, Rohlfing K, Sagerer G. Systemic interaction analysis (SInA) in HRI. In: <i>Proceedings of the 4th ACM/IEEE International Conference on Human Robot Interaction - HRI ’09</i>. ; 2009:93-100. doi:<a href=\"https://doi.org/10.1145/1514095.1514114\">10.1145/1514095.1514114</a>","bibtex":"@inproceedings{Lohse_Hanheide_Rohlfing_Sagerer_2009, title={Systemic interaction analysis (SInA) in HRI}, DOI={<a href=\"https://doi.org/10.1145/1514095.1514114\">10.1145/1514095.1514114</a>}, booktitle={Proceedings of the 4th ACM/IEEE international conference on Human robot interaction - HRI ’09}, author={Lohse, Manja and Hanheide, Marc and Rohlfing, Katharina and Sagerer, Gerhard}, year={2009}, pages={93–100} }","apa":"Lohse, M., Hanheide, M., Rohlfing, K., &#38; Sagerer, G. (2009). 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