@inbook{31266, author = {{Schuster, Britt-Marie}}, booktitle = {{Kontinuitäten und Neuerungen in Textsorten- und Textallianztraditionen vom 13. bis zum 18. Jahrhundert (Germanistische Arbeiten zur Sprachgeschichte) }}, editor = {{Ernst , Peter and Meier , Jörg }}, keywords = {{Historische Medienlinguistik}}, pages = {{255–273}}, title = {{{Die „Sattelzeit der Pressekommunikation“: Textsortenallianzen in der Medienlandschaft des frühen 18. Jahrhunderts}}}, volume = {{10}}, year = {{2014}}, } @inbook{31269, author = {{Schuster, Britt-Marie}}, booktitle = {{Letzte Briefe. Neue Perspektiven auf das Ende von Kommunikation}}, editor = {{Beise , Arnd and Pott , Ute }}, keywords = {{Textsortengeschichte}}, pages = {{199–217}}, publisher = {{Röhrig Universitätsverlag}}, title = {{{„Dies ist mein letzter Brief auf dieser schönen Erde“ – Abschiedsbriefe aus dem deutschen Widerstand als eine Textsortenvariante}}}, year = {{2014}}, } @inbook{31262, author = {{Schuster, Britt-Marie}}, booktitle = {{Rhetorik der Selbsttäuschung (Reihe Sprachwissenschaft)}}, editor = {{Antos, Gerd and Fix , Ulla and Radeiski , Bettina }}, keywords = {{Textstilistik}}, pages = {{137–157}}, publisher = {{Reihe Sprachwissenschaft}}, title = {{{Befangen im Denkstil: Zur Rhetorik der Selbsttäuschung in der Sarrazin-Debatte}}}, volume = {{18}}, year = {{2014}}, } @article{46434, abstract = {{Abstract When looking at seminal works in contemporary literary criticism (exemplary: Martinez/Scheffel 2012), it is apparent that the subject of “time”, or, “the representation of time”, receives a great deal of significance. Regarding the ontogenesis of literary research discourse over the past 50 years, Käte Hamburger’s “The Logic of Poetry” (original “Die Logik der Dichtung”, 1957) is a work that has fundamentally shaped the research discourse. But not only within the field of literary studies has the subject of “tense and narration” has been received and discussed – also the field of linguistics also demonstrates an intensive engagement with the subject of narration (cf. e. g. Weinrich 1964, Ehlich 1980) and tense. For example, Rolf Thieroffs monograph “The finite Verb in German: Tense – Mood – Distance” (original “Das finite Verb im Deutschen: Tempus – Modus – Distanz”, 1992) elaborates a conceptualisation of the German temporal system with reference to Weinrich’s representation of time in fiction and non-fiction texts (cf. Thieroff 1992, 298). This contribution joins at the interface between linguistic research on tenses and literary research on narration. The aim is to show that there is an interaction between choice of tense and narrative context, or, in other words: the use of different tenses activates different states of consciousness, and thereby different ‘forms’ of narration are created. The latter are captured from empirical data arising from language acquisition and speech genesis as well as, in accordance with Iser (1991) and Sartre (1940/1994), not in a dichotomic fashion but as a trias-system, and are opened for discussion. The remodeling does not regard the two poles of “every­day narration” and “literary narration” as contrasting, but rather as a continuum, which can show transitions relative to the genre of the text and the speech competence of the narrator.}}, author = {{Topalović, Elvira and Uhl, Benjamin}}, issn = {{1613-0626}}, journal = {{Zeitschrift für germanistische Linguistik}}, keywords = {{Linguistics and Language, Developmental and Educational Psychology, Language and Linguistics}}, number = {{1}}, pages = {{26--49}}, publisher = {{Walter de Gruyter GmbH}}, title = {{{Linguistik des literarischen Erzählens}}}, doi = {{10.1515/zgl-2014-0002}}, volume = {{42}}, year = {{2014}}, } @article{46433, author = {{Topalović, Elvira and Dünschede, Susanne}}, journal = {{Der Deutschunterricht}}, number = {{4/2014}}, pages = {{76--81}}, publisher = {{Friedrich Verlag}}, title = {{{Weil Grammatik im Lehrplan steht? Bundesweite Umfrage zum Grammatikunterricht in der Schule. }}}, year = {{2014}}, } @inbook{37219, author = {{Wallmeier, Nadine}}, booktitle = {{Studien zur Lexikographie und Lexikologie des Niederdeutschen. Festgabe für Robert Damme zum 60. Geburtstag.}}, editor = {{Denkler, Markus and Roolfs, Friedel }}, pages = {{29--40}}, publisher = {{Aschendorff}}, title = {{{Rechtssprachliches im >Vocabularius Theutonicus< }}}, volume = {{54}}, year = {{2014}}, } @article{37458, author = {{Schwab, Susanne and Seifert, Susanne and Gasteiger-Klicpera, Barbara}}, issn = {{0966-9760}}, journal = {{International Journal of Early Years Education}}, keywords = {{Developmental and Educational Psychology, Education}}, number = {{2}}, pages = {{210--222}}, publisher = {{Informa UK Limited}}, title = {{{Improving reading in children with German as a first or second language}}}, doi = {{10.1080/09669760.2014.909308}}, volume = {{22}}, year = {{2014}}, } @article{37457, author = {{Schwab, Susanne and Seifert, Susanne}}, issn = {{2190-6890}}, journal = {{Zeitschrift für Bildungsforschung}}, number = {{1}}, pages = {{73--87}}, publisher = {{Springer Science and Business Media LLC}}, title = {{{Einstellungen von Lehramtsstudierenden und Pädagogikstudierenden zur schulischen Inklusion – Ergebnisse einer quantitativen Untersuchung}}}, doi = {{10.1007/s35834-014-0107-7}}, volume = {{5}}, year = {{2014}}, } @book{35971, author = {{Lorenz, Cornelia}}, isbn = {{978-3-8233-6918-9}}, publisher = {{Narr}}, title = {{{Zugezogene im Fokus. Sprachkontakterscheinungen im Regiolekt. }}}, year = {{2014}}, } @article{36067, author = {{Lorenz, Cornelia}}, journal = {{Linguistik Online}}, number = {{Die Vermessung der Salienz(forschung). Themenheft}}, pages = {{135--146}}, publisher = {{Christen, Helen / Ziegler, Evelyn}}, title = {{{Salienz unter Einheimischen und Zugezogenen. Ein empirischer Vergleich.}}}, volume = {{66,4/14.}}, year = {{2014}}, } @article{17192, abstract = {{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.}}, author = {{Lohan, Katrin S. and Griffiths, Sascha and Sciutti, Alessandra and Partmann, Tim C. and Rohlfing, Katharina}}, issn = {{1756-8757}}, journal = {{Topics in Cognitive Science}}, keywords = {{Imitation, Tutoring, Adult-child interaction, Human-robot interaction, Semantics, Teachable robots}}, number = {{3}}, pages = {{492--512}}, publisher = {{Wiley-Blackwell}}, title = {{{Co-development of manner and path concepts in language, action, and eye-gaze behavior}}}, doi = {{10.1111/tops.12098}}, volume = {{6}}, year = {{2014}}, } @article{17193, abstract = {{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.}}, author = {{Vollmer, Anna-Lisa and Mühlig, Manuel and Steil, Jochen J. and Pitsch, Karola and Fritsch, Jannik and Rohlfing, Katharina and Wrede, Britta}}, issn = {{1932-6203}}, journal = {{PLoS ONE}}, number = {{3}}, publisher = {{Public Library of Science (PLoS)}}, title = {{{Robots show us how to teach them: Feedback from robots shapes tutoring behavior during action learning}}}, doi = {{10.1371/journal.pone.0091349}}, volume = {{9}}, year = {{2014}}, } @article{17194, author = {{Rohlfing, Katharina and Nomikou, Iris}}, issn = {{1879-7865}}, journal = {{Language, Interaction and Acquisition}}, number = {{1}}, pages = {{117--136}}, publisher = {{John Benjamins Publishing Company}}, title = {{{Intermodal synchrony as a form of maternal responsiveness: Association with language development.}}}, doi = {{10.1075/lia.5.1.06roh}}, volume = {{5}}, year = {{2014}}, } @article{17199, abstract = {{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.}}, author = {{Pitsch, Karola and Vollmer, Anna-Lisa and Rohlfing, Katharina and Fritsch, Jannik and Wrede, Britta}}, issn = {{1572-0381}}, journal = {{Interaction Studies}}, keywords = {{conversation analysis, interactional coordination, adult-child-interaction, feedback, gaze, quantification, social learning, motionese, tutoring}}, number = {{1}}, pages = {{55--98}}, publisher = {{John Benjamins Publishing Company}}, title = {{{Tutoring in adult-child-interaction: On the loop of the tutor's action modification and the recipient's gaze}}}, doi = {{10.1075/is.15.1.03pit}}, volume = {{15}}, year = {{2014}}, } @article{17200, abstract = {{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.}}, author = {{Elsner, Claudia and Bakker, Marta and Rohlfing, Katharina and Gredebäck, Gustaf}}, issn = {{0022-0965}}, journal = {{Journal of Experimental Child Psychology}}, keywords = {{Give-me gesture, Infant, Anticipation, Eye movement, Gesture, Social interaction}}, pages = {{280--294}}, publisher = {{Elsevier BV}}, title = {{{Infants' online perception of give-and-take interactions}}}, doi = {{10.1016/j.jecp.2014.05.007}}, volume = {{126}}, year = {{2014}}, } @article{17197, abstract = {{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.}}, author = {{Szufnarowska, Joanna and Rohlfing, Katharina and Christine, Fawcett and Gustaf, Gredebäck}}, issn = {{2045-2322}}, journal = {{Scientific Reports}}, keywords = {{Human behavior, Attention}}, number = {{1}}, publisher = {{Nature Publishing Group}}, title = {{{Is ostension any more than attention?}}}, doi = {{10.1038/srep05304}}, volume = {{4}}, year = {{2014}}, } @article{17196, author = {{Krause, Franziska and Richter, Kerstin and Rohlfing, Katharina}}, issn = {{0944-405X}}, journal = {{Logos}}, number = {{1}}, pages = {{4--15}}, publisher = {{ProLog, Therapie- und Lernmittel OHG}}, 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}}, year = {{2014}}, } @inproceedings{17202, author = {{Vollmer, Anna-Lisa and Grizou, Jonathan and Lopes, Manuel and Rohlfing, Katharina and Oudeyer, Pierre-Yves}}, booktitle = {{2014 Joint IEEE International Conference on Development and Learning and on Epigenetic Robotics}}, isbn = {{978-1-4799-7540-2}}, keywords = {{interaction, communication, co-construction, interaction protocols}}, pages = {{208 -- 215}}, publisher = {{IEEE}}, title = {{{Studying the Co-Construction of Interaction Protocols in Collaborative Tasks with Humans}}}, year = {{2014}}, } @inproceedings{17201, author = {{Gaspers, Judith and Panzner, Maximilian and Lemme, Andre and Cimiano, Philipp and Rohlfing, Katharina and Wrede, Sebastian}}, booktitle = {{EACL Workshop on Cognitive Aspects of Computational Language Learning}}, title = {{{A multimodal corpus for the evaluation of computational models for (grounded) language acquisition}}}, year = {{2014}}, } @inproceedings{17195, author = {{Nomikou, Iris and Rohlfing, Katharina and Szufnarowska, Joanna}}, title = {{{Developing mutual attention in infancy: Switching gaze roles within multimodal interactions}}}, year = {{2014}}, }