@article{36066, author = {{Lorenz, Cornelia}}, journal = {{ Quaderni di Palazzo Serra 22}}, pages = {{135--143}}, publisher = {{Università die Genova}}, title = {{{Niederdeutsche Lexeme im Regiolekt – eine empirische Studie unter Einheimischen und Zugezogenen in Ostwestfalen}}}, year = {{2013}}, } @book{37716, author = {{Benz, Nadine}}, isbn = {{ 978-3847101550}}, publisher = {{Vandenhoeck & Ruprecht}}, title = {{{(Erzählte) Zeit des Wartens. Semantiken und Narrative eines temporalen Phänomens.}}}, volume = {{4}}, year = {{2013}}, } @book{37717, author = {{Heidgen, Michael}}, publisher = {{Vandenhoeck & Ruprecht}}, title = {{{Inszenierungen eines Affekts: Scham und ihre Konstruktion in der Literatur der Moderne}}}, volume = {{5}}, year = {{2013}}, } @inbook{17206, abstract = {{If they are to learn and interact with humans, robots need to understand actions and make use of language in social interactions. Hirsh-Pasek and Golinkoff (1996) have emphasized the use of language to learn actions when introducing the idea of acoustic packaging in human development. This idea suggests that acoustic information, typically in the form of narration, overlaps with action sequences, thereby providing infants with a bottom-up guide to attend to relevant parts and to find structure within them. The authors developed a computational model of the multimodal interplay of action and language in tutoring situations. This chapter presents the results of applying this model to multimodal parent-infant interaction data. Results are twofold and indicate that (a) infant-directed interaction is more structured than adult-directed interaction in that it contains more packages, and these packages have fewer motion segments; and (b) the synchronous structure within infant-directed packages contains redundant information making it possible to solve the reference problem when tying color adjectives to a moving object.}}, author = {{Wrede, Britta and Schillingmann, Lars and Rohlfing, Katharina}}, booktitle = {{Theoretical and Computational Models of Word Learning: Trends in Psychology and Artificial Intelligence}}, editor = {{Gogate, Lakshmi and Hollich, George}}, isbn = {{1466629738}}, pages = {{224--240}}, publisher = {{IGI Global}}, title = {{{Making Use of Multi-Modal Synchrony: A Model of Acoustic Packaging to Tie Words to Actions}}}, doi = {{10.4018/978-1-4666-2973-8.ch010}}, year = {{2013}}, } @article{17204, abstract = {{In a longitudinal naturalistic study, we observed German mothers interacting with their infants when they were 3 and 6 months old. Pursuing the idea that infants’ attention is socialized in everyday interactions, we explored whether eye contact is reinforced selectively by behavioral modification in the input provided to infants. Applying a microanalytical approach focusing on the sequential organization of interaction, we explored how the mother draws the infant’s attention to herself and how she tries to maintain attention when the infant is looking at her. Results showed that eye contact is reinforced by specific infant-directed practices: interrogatives and conversational openings, multimodal stimulation, repetition, and imitation. In addition, these practices are contingent on the infant’s own behavior. By comparing the two data points (3 and 6 months), we showed how the education of attention evolves hand-in-hand with the developing capacities of the infant.}}, author = {{Nomikou, Iris and Rohlfing, Katharina and Szufnarowska, Joanna}}, issn = {{1572-0381}}, journal = {{Interaction Studies}}, keywords = {{interactional adaptation, multimodal input, social learning, ecology of attention, eye contact}}, number = {{2}}, pages = {{240--267}}, publisher = {{John Benjamins Publishing Company}}, title = {{{Educating attention: recruiting, maintaining, and framing eye contact in early natural mother-infant interactions}}}, doi = {{10.1075/is.14.2.05nom}}, volume = {{14}}, year = {{2013}}, } @article{17205, abstract = {{We trained forty German-speaking children aged 1;8–2;0 in their comprehension of UNTER [UNDER]. The target word was presented within semantically organized input in the form of a ‘narrative’ to the experimental group and within ‘unconnected speech’ to the control group. We tested children’s learning by asking them to perform an UNDER-relation before, immediately after, and again one day after the training using familiarized and unfamiliarized materials. Compared to controls, the experimental group learned better and retained more. Children with advanced expressive lexicons in particular were aided in generalizing to unfamiliarized materials by the narrative presentation. This study extends our understanding of how narrations scaffold young children’s enrichment of nascent word knowledge.}}, author = {{Nachtigäller, Kerstin and Rohlfing, Katharina and McGregor, Karla K.}}, issn = {{1469-7602}}, journal = {{Journal of Child Language}}, number = {{04}}, pages = {{900--917}}, publisher = {{Cambridge University Press (CUP)}}, title = {{{A story about a word: does narrative presentation promote learning of a spatial preposition in German two-year-olds?}}}, doi = {{10.1017/S0305000912000311}}, volume = {{40}}, year = {{2013}}, } @article{17208, author = {{Rohlfing, Katharina and Deak, Gedeon O.}}, issn = {{1943-0612}}, journal = {{IEEE Transactions on Autonomous Mental Development}}, number = {{3 (Special Iss.)}}, publisher = {{Institute of Electrical & Electronics Engineers (IEEE)}}, title = {{{Microdynamics of Interaction: Capturing and Modeling Infants' Social Learning}}}, doi = {{10.1109/TAMD.2013.2278456}}, volume = {{5}}, year = {{2013}}, } @book{17207, author = {{Rohlfing, Katharina}}, isbn = {{978-3823367727}}, pages = {{215}}, publisher = {{Gunter Narr Verlag}}, title = {{{Frühkindliche Semantik. Eine Einführung}}}, year = {{2013}}, } @inproceedings{17209, author = {{Rohlfing, Katharina and Grimminger, Angela and Nachtigäller, Kerstin}}, title = {{{Which Semantic Synchrony?}}}, year = {{2013}}, } @article{17210, author = {{Rączaszek-Leonardi, Joanna and Nomikou, Iris and Rohlfing, Katharina}}, issn = {{1943-0612}}, journal = {{IEEE Transactions on Autonomous Mental Development}}, number = {{3}}, pages = {{210--221}}, publisher = {{Institute of Electrical & Electronics Engineers (IEEE)}}, title = {{{Young children's dialogical actions: The beginnings of purposeful intersubjectivity}}}, doi = {{10.1109/TAMD.2013.2273258}}, volume = {{5}}, year = {{2013}}, } @article{17214, author = {{Rohlfing, Katharina and Nomikou, Iris and Pitsch, Karola }}, issn = {{1572-0373}}, journal = {{Interaction Studies}}, number = {{2}}, publisher = {{John Benjamins Publishing Company}}, title = {{{Asymmetry and adaptation in social interaction: A micro-analytic perspective}}}, doi = {{10.1075/is.14.2.001nom}}, volume = {{14}}, year = {{2013}}, } @article{17213, author = {{Lehmden von, Friederike and Kauffeldt, Johanna and Belke, Eva and Rohlfing, Katharina}}, issn = {{2193-9152}}, journal = {{Praxis Sprache}}, pages = {{18--27}}, publisher = {{Schulz-Kirchner Verl.}}, title = {{{Das Vorlesen von Kinderbüchern als implizites Mittel zur Sprachförderung im Bereich Grammatik}}}, volume = {{1}}, year = {{2013}}, } @inproceedings{17212, author = {{Rohlfing, Katharina and Salas Poblete, Juana and Frank, Joublin}}, issn = {{2308-2275}}, title = {{{Learning new words in unfamiliar frames from direct and indirect teaching.}}}, year = {{2013}}, } @inproceedings{17211, author = {{Rączaszek-Leonardi, Joanna and Nomikou, Iris and Rohlfing, Katharina}}, title = {{{The Development of Purposeful Intersubjectivity}}}, year = {{2013}}, } @phdthesis{41370, author = {{Heidgen, Michael}}, title = {{{Inszenierungen eines Affekts. Scham und ihre Konstruktion in der Literatur der Moderne.}}}, year = {{2013}}, } @article{17203, author = {{Salem, Maha and Eyssel, Friederike Anne and Rohlfing, Katharina and Kopp, Stefan and Joublin, Frank}}, issn = {{1875-4805}}, journal = {{International Journal of Social Robotics}}, number = {{3}}, pages = {{313--323}}, publisher = {{Springer }}, title = {{{To err is human (-like): Effects of robot gesture on perceived anthropomorphism and likeability}}}, doi = {{10.1007/s12369-013-0196-9}}, volume = {{5}}, year = {{2013}}, } @article{44180, author = {{Müller, Inez}}, journal = {{Studia Neophilologica}}, number = {{1}}, pages = {{11}}, publisher = {{Taylor & Francis}}, title = {{{Intertextuelle Referenzialität in Uwe Timms Novelle "Freitisch"}}}, doi = {{10.1080/00393274.2013.768419}}, volume = {{85}}, year = {{2013}}, } @misc{31462, author = {{Elit, Stefan}}, booktitle = {{DAJ 37, H. 1}}, pages = {{140--142}}, title = {{{[Rezension zu:] Frauke Berndt: Poema / Gedicht. Die epistemische Konfiguration der Literatur um 1750. Berlin/Boston 2011 (Hallesche Beiträge zur Europäischen Aufklärung 43)}}}, year = {{2013}}, } @book{24922, editor = {{Elit, Stefan}}, isbn = {{9783653021844}}, title = {{{«... notwendig und schön zu wissen, auf welchem Boden man geht»}}}, doi = {{10.3726/978-3-653-02184-4}}, volume = {{2}}, year = {{2012}}, } @inbook{19454, author = {{Eke, Norbert Otto}}, booktitle = {{Doron Rabinovici: Nach Wilna oder: Schreiben und Erinnerung}}, pages = {{1--3}}, title = {{{Vorwort}}}, year = {{2012}}, }