@article{17220, abstract = {{Pointing, like eye gaze, is a deictic gesture that can be used to orient the attention of another person towards an object or an event. Previous research suggests that infants first begin to follow a pointing gesture between 10 and 13 months of age. We investigated whether sensitivity to pointing could be seen at younger ages employing a technique recently used to show early sensitivity to perceived eye gaze. Three experiments were conducted with 4.5- and 6.5-month-old infants. Our first goal was to examine whether these infants could show a systematic response to pointing by shifting their visual attention in the direction of a pointing gesture when we eliminated the difficulty of disengaging fixation from a pointing hand. The results from Experiments 1 and 2 suggest that a dynamic, but not a static, pointing gesture triggers shifts of visual attention in infants as young as 4.5 months of age. Our second goal was to clarify whether this response was based on sensitivity to the directional posture of the pointing hand, the motion of the pointing hand, or both. The results from Experiment 3 suggest that the direction of motion is necessary but not sufficient to orient infants’ attention toward a distal target. Infants shifted their attention in the direction of the pointing finger, but only when the hand was moving in the same direction. These results suggest that infants are prepared to orient to the distal referent of a pointing gesture which likely contributes to their learning the communicative function of pointing.}}, author = {{Rohlfing, Katharina and Longo, Matthew R. and Bertenthal, Bennett I.}}, issn = {{1363-755X}}, journal = {{Developmental Science}}, number = {{3}}, pages = {{426--435}}, publisher = {{Wiley-Blackwell}}, title = {{{Dynamic pointing triggers shifts of visual attention in young infants}}}, doi = {{10.1111/j.1467-7687.2012.01139.x}}, volume = {{15}}, year = {{2012}}, } @inproceedings{17217, abstract = {{We designed a laboratory study to investigate the influence of social interaction on category learning. The objective in the present study is to examine what kind of teaching behavior can improve an agent’s learning of categories. In a computer-based study participants learned four categories for sixteen objects which appear on a computer screen. The objects’ categories determine what kind of manipulation is to be done on the objects. Five tutors and twenty participants were recruited to participate. For the study the tutors were placed in front of a computer in one room whereas the learners were in another room. The learners’ task was to manipulate the objects appropriately through the instructions they received from the tutor on their screens via six symbols. These six symbols were the only way for the tutor to communicate with the learner. We call this a bottom-up learning as it relies entirely on the perception of the tutors’ symbols without any prior knowledge of their meaning. The focus in the present study is not on the ability by the learner to acquire knowledge of the categories but on the types of instructions that the tutor gave during the trials and the effects of the feedback given to the learner. Therefore, the feedback given by the tutors via the symbols was classified and quantified.}}, author = {{Griffiths, Sascha and Nolfi, S. and Morlino, G. and Schillingmann, Lars and Kühnel, Sina and Rohlfing, Katharina and Wrede, Britta}}, booktitle = {{ICDL-EpiRob 2012}}, title = {{{Bottom-Up Learning of Feedback in a Categorization Task}}}, year = {{2012}}, } @article{17216, author = {{Lohan, Katrin Solveig and Rohlfing, Katharina and Pitsch, Karola and Saunders, Joe and Lehmann, Hagen and Nehaniv, Chrystopher L. and Fischer, Kerstin and Wrede, Britta}}, issn = {{1875-4805}}, journal = {{International Journal of Social Robotics}}, keywords = {{Social Robots, Contingency}}, number = {{2}}, pages = {{131--146}}, publisher = {{Springer Science + Business Media}}, title = {{{Tutor spotter: Proposing a feature set and evaluating it in a robotic system}}}, doi = {{10.1007/s12369-011-0125-8}}, volume = {{4}}, year = {{2012}}, } @inproceedings{17218, author = {{Wrede, Britta and Rohlfing, Katharina and Steil, Jochen J. and Wrede, Sebastian and Oudeyer, Pierre-Yves and Tani, Jun}}, booktitle = {{{Humanoids 2012 Workshop on Developmental Robotics: Can developmental robotics yield human-like cognitive abilities?}}}, editor = {{Ugur, Emre and Nagai, Yukie and Oztop, Erhan and Asada, Minoru}}, keywords = {{language acquisition, teleological, compositional, robotics}}, title = {{{Towards robots with teleological action and language understanding}}}, year = {{2012}}, } @inproceedings{17219, author = {{Hemion, Nikolas and Joublin, Frank and Rohlfing, Katharina}}, booktitle = {{The 2012 International Joint Conference on Neural Networks (IJCNN)}}, isbn = {{9781467314909}}, publisher = {{IEEE}}, title = {{{Integration of sensorimotor mappings by making use of redundancies}}}, doi = {{10.1109/IJCNN.2012.6252487}}, year = {{2012}}, } @inproceedings{17222, author = {{Nomikou, Iris and Rohlfing, Katharina}}, title = {{{Die Rolle von Fragen beim Herstellen von gegenseitiger Aufmerksamkeit in frühen Mutter-Kind-Interaktionen}}}, year = {{2012}}, } @inproceedings{17221, author = {{Nomikou, Iris and Rohlfing, Katharina}}, title = {{{Intermodal synchrony as a form of maternal responsiveness is associated with language development}}}, year = {{2012}}, } @inproceedings{17231, author = {{Berner, Anna-Lena and Nachtigäller, Kerstin and Foltz, Anouschka and Rohlfing, Katharina}}, booktitle = {{Poster presented at Narrative, Intervention and Literacy (NIL2012), Paris, France.}}, title = {{{Does emotional narrative context influence retention of newly learned words?}}}, year = {{2012}}, } @inproceedings{17230, author = {{Nomikou, Iris and Rohlfing, Katharina}}, title = {{{"Scaffolding" the mutual attention of preverbal infants: adaptive multimodal practices in early mother-infant interactions.}}}, year = {{2012}}, } @inproceedings{44174, author = {{Müller, Inez}}, booktitle = {{Armut}}, editor = {{Platen, Edgar}}, isbn = {{978-3-86205-309-4}}, location = {{Universität Göteborg}}, pages = {{17}}, publisher = {{iudicium Verlag}}, title = {{{Erfahrungen mit Armut und Gewalt auf dem afrikanischen Kontinent - "Hundert Tage" von Lukas Bärfuß und "Ein Zimmer im Haus des Krieges" von Christoph Peters}}}, volume = {{7}}, year = {{2012}}, } @book{24930, editor = {{Elit, Stefan and Eke, Norbert Otto}}, publisher = {{ESV}}, title = {{{Deutschsprachige Literatur(en) seit 1989}}}, volume = {{131}}, year = {{2012}}, } @inbook{61772, author = {{Schulte Eickholt, Swen}}, booktitle = {{Islam in der deutschen und türkischen Literatur}}, editor = {{Hofmann, Michael and Klaus, von Stosch}}, pages = {{231--243}}, publisher = {{Schöningh}}, title = {{{Da sah ich mit Schrecken, daß sich die Welt um mich herum von A bis Z verwandelt hatte. Zur Verbindung von islamischer und romantischer Tradition in Orhan Pamuks "Das Neue Leben"}}}, year = {{2012}}, } @article{60708, author = {{Gaspers, J and Thiele, K and Cimiano, P and Foltz, A and Stenneken, P and Tscherepanow, M}}, journal = {{IHI '12: Proceedings of the 2nd ACM SIGHIT International Health Informatics Symposium}}, pages = {{209--218}}, title = {{{An evaluation of measures to dissociate language and communication disorders from healthy controls using machine learning techniques}}}, doi = {{https://doi.org/10.1145/2110363.2110389}}, year = {{2012}}, } @inbook{19455, author = {{Eke, Norbert Otto}}, booktitle = {{Kathrin Röggla: das stottern des realismus: fiktion und fingiertes, ironie und kritik}}, pages = {{1--2}}, title = {{{Vorwort}}}, year = {{2011}}, } @misc{19500, author = {{Eke, Norbert Otto}}, booktitle = {{Germanistik}}, number = {{H. 1/2}}, pages = {{136}}, title = {{{Zaal Andronikashvili: Die Erzeugung des dramatischen Textes. Ein Beitrag zur Theorie des Sujets}}}, volume = {{52}}, year = {{2011}}, } @misc{19505, author = {{Eke, Norbert Otto}}, booktitle = {{Germanistik}}, number = {{H. 1/2}}, pages = {{404f.}}, title = {{{Anna Souksengphet-Dachlauer: Text als Klangmaterial. Heiner Müllers Texte in Heiner Goebbes‘ Hörstücken}}}, volume = {{52}}, year = {{2011}}, } @phdthesis{28357, abstract = {{This dissertation explores learner beliefs about pronunciation and their interaction with identity negotiations in a study-abroad context. Current research on studying abroad has experienced a wave of interest in learner-centered questions, gradually moving away from the narrow focus on students’ linguistic development. In particular, the effects of study abroad on learner identities have attracted attention, revealing the impact of the dispositions of individuals, as well as of interlocutors, on the language learning process. The realm of speaking, especially with regard to pronunciation research, however, has hardly benefited from this interest in the individual perspectives of sojourners. Existing studies merely measure the extent to which learners appropriate native-like accents, resulting in partly inconsistent findings with limited insight into individual learning processes and factors. I thus adopt a different focus by qualitatively investigating the interplay between sojourners’ beliefs about pronunciation and their identity constructions and negotiations. My research is based on five case studies of Canadian learners of German. Each research subject has attended a German university for one or two semesters. In applying narrative inquiry as a research tool for both the within- and cross-case analyses, I investigate participants’ accounts in interviews and e-journals, as conducted at different stages throughout the first sojourn term. Poststructuralist-constructivist conceptualizations of learner identities and beliefs guide the data analysis and interpretation. The results of the holistic and categorical content analyses give insight into the intricate relationship between beliefs about pronunciation and learners’ identity work. In their narratives, learners appear to actively use pronunciation as a tool to construct identity facets in correspondence to specific communities of practice, giving meaning to their investment in the sojourn experience. This process of mediating between different identity constructions appears to be highly complex and partially conflict-laden. The participants’ beliefs and reported learning behaviours are interconnected with their definitions of learning goals, which draw on native-speaker ideals to different extents and with varying results. These orientations are in turn related to the subjects’ degrees of critical language awareness, the latter a factor that appears to play a vital role in shaping the ability of learners to take advantage of learning opportunities. In assessing participants’ learning objectives and their readiness to reflect upon their beliefs and orientations, my study also sheds light on the influence of different learning factor constellations on intercultural learning. The results indicate that unidirectional cause-and-effect relationships cannot be drawn between learners’ beliefs about pronunciation and their abilities to approach their roles as intercultural speakers in sojourn environments. My study rather underlines the importance of illuminating individual learning experiences in their idiosyncrasies and complexities, which may lead to a stronger consideration of learners’ subjective stances in both research and teaching practice. The findings of my study suggest that the primary way that language pedagogy can thus foster the ability to engage in intercultural encounters is by helping learners to become aware of their subjective stances, their self-constructions, and the influence of those on the learning process. Therefore, developing the ability and willingness to critically reflect is crucial, especially with regard to pronunciation. In illuminating the intricate nature of learner beliefs and their influence on the learning process, my study demonstrates the importance of qualitative, emic research into the acquisition of L2 pronunciation.}}, author = {{Müller, Mareike}}, publisher = {{University of Waterloo}}, title = {{{Learners' identity negotiations and beliefs about pronunciation in study abroad contexts}}}, year = {{2011}}, } @book{19006, author = {{Eke, Norbert Otto and Olasz-Eke, Dagmar}}, pages = {{210}}, publisher = {{Aisthesis}}, title = {{{„Sprache, die so tröstlich zu mir kam“. Thomas Valentin in Briefen von und an Hermann Hesse}}}, year = {{2011}}, } @article{19271, author = {{Eke, Norbert Otto}}, journal = {{literatur für leser}}, number = {{2}}, pages = {{71--81}}, title = {{{Von Taschentüchern und anderen Dingen, oder: Die “akute Einsamkeit des Menschen”. Herta Müller und der Widerspruch}}}, year = {{2011}}, } @inbook{19273, author = {{Eke, Norbert Otto}}, booktitle = {{Terror und Form (Limbus. Australisches Jahrbuch für germanistische Literatur- und Kulturwissenschaft. Band 4)}}, editor = {{Deiters, Franz-Josef and a., u.}}, pages = {{13--28}}, publisher = {{Rombach}}, title = {{{Spiegel/Bilder – Werner Fritschs Anatomie von Terror und Krieg}}}, year = {{2011}}, }