@article{33640, author = {{Rezat, Sara}}, journal = {{Deutsche Sprache 38/3}}, pages = {{283--286}}, title = {{{Kausale Kohärenz: Von der grammatischen Beschreibung zur automatischen Textanalyse. Bericht über ein Kolloquium am Institut für Deutsche Sprache, Mannheim am 21.1.2008}}}, year = {{2010}}, } @inbook{33781, author = {{Zierau, Cornelia}}, booktitle = {{Polyphonie. Mehrsprachigkeit und literarische Kreativität}}, editor = {{Bürger-Koftis, Michaela and Schweiger, Hannes and Vlasta, Sandra}}, pages = {{414--436}}, publisher = {{Praesens Verlag}}, title = {{{„Als ob sie mit Fremdsprache sprechenden Menschen an einem Tisch säße“ – Mehrsprachigkeit und Sprachreflexion bei Emine Sevgi Özdamar und Yoko Tawada}}}, year = {{2010}}, } @article{33782, author = {{Zierau, Cornelia}}, journal = {{Deutschmagazin 1/2010}}, pages = {{48--52}}, title = {{{Das mehrsprachige Klassenzimmer – Interkulturalität auch als Thema im Literaturunterricht}}}, year = {{2010}}, } @inproceedings{33932, author = {{Famula, Marta}}, booktitle = {{Internationale germanistische und translatologische Tagung Presov 2008}}, editor = {{Conti, N.}}, pages = {{81–89}}, title = {{{Labyrinth und Turmbau zu Babel. Räumliches Erzählen bei Friedrich Dürrenmatt und Franz Kafka}}}, year = {{2010}}, } @inbook{18229, author = {{Tophinke, Doris}}, booktitle = {{Erwerb schriftsprachlicher Kompetenzen im DaZ-Kontext: Diagnose und Förderung}}, editor = {{Mehlem, Ulrich and Sahel, Said}}, pages = {{69--89}}, publisher = {{Fillibach}}, title = {{{Vorbereitung auf den Orthografieerwerb: Zur Berücksichtigung der Schrift in der vorschulischen Sprachförderung von Kindern mit Deutsch als Zweitsprache}}}, year = {{2010}}, } @article{18227, author = {{Tophinke, Doris}}, journal = {{Praxis Deutsch }}, pages = {{32--38}}, title = {{{Sooo schön. Andersschreiben untersuchen}}}, volume = {{221}}, year = {{2010}}, } @inbook{31287, author = {{Schuster, Britt-Marie}}, booktitle = {{Bausteine zu einer Geschichte des weiblichen Sprachgebrauchs. IX. Zum Sprachgebrauch in Texten von Frauenhand im Kontext des allgemeinen Sprachgebrauchs. Internationale Fachtagung. Magdeburg 06.–08.09.2010 }}, editor = {{Brandt , Gisela }}, keywords = {{Textsemantik}}, pages = {{99–115}}, title = {{{Zum europäischen Deutsch: Formen und Funktionen des Fremdwortgebrauchs bei Elisabeth von Heyking (1861–1925) und Harry Kessler (1868–1937)}}}, year = {{2010}}, } @inbook{31286, author = {{Schuster, Britt-Marie}}, booktitle = {{Historische Textgrammatik und Historische Syntax des Deutschen}}, editor = {{Ziegler , Arne }}, keywords = {{Textgrammatik}}, pages = {{665–688}}, publisher = {{de Gruyter}}, title = {{{Gibt es eine Zeitungssyntax? Überlegungen und Befunde zum Verhältnis von syntaktischer Gestaltung und Textkonstitution in historischen Pressetexten}}}, volume = {{II}}, year = {{2010}}, } @inbook{31284, author = {{Schuster, Britt-Marie}}, booktitle = {{Sprache und Literatur in Wissenschaft und Unterricht 41. Sonderheft: Literatur und Ethik}}, editor = {{Jacob , Joachim and Öhlschläger, Claudia }}, keywords = {{Sprachliche Formelhaftigkeit/-Musterhaftigkeit}}, pages = {{33–48}}, title = {{{"Aber was rede ich?" – Sprachgebrauch und Ethik am Beispiel des Essays}}}, year = {{2010}}, } @article{46437, author = {{Topalović, Elvira and Hägi, Sara}}, journal = {{Grammatik und Textgestaltung. Informationen zur Deutschdidaktik (ide)}}, number = {{2/2010}}, pages = {{94--103}}, publisher = {{Studien Verlag - Innsbruck – Wien – Bozen}}, title = {{{Klammerstrukturen im Deutschunterricht: Ansätze zu einer integrativen Grammatikdidaktik}}}, year = {{2010}}, } @book{31285, author = {{Schuster, Britt-Marie}}, publisher = {{de Gruyter}}, title = {{{Auf dem Weg zur Fachsprache. Sprachliche Professionalisierung in der psychiatrischen Schreibpraxis (1800–1939) (Reihe Germanistische Linguistik, Habilitation) }}}, volume = {{286}}, year = {{2010}}, } @article{39661, author = {{Morrien, Rita}}, journal = {{Zeitschrift für Germanistik NF }}, title = {{{„Und jetzt […] werde ich mit dem Kopf durch die Wand gehen“. Variationen eines Themas: Opferstrategien und Täterphantasien im Werk Monika Marons}}}, volume = {{3}}, year = {{2010}}, } @inproceedings{17255, abstract = {{In recent years, research has moved towards the learning by interaction paradigm 1 suggesting that interaction with an artificial agent is facilitated when characteristics of a social interaction are considered. It is envisoned that agents will learn from humans by simply interacting with each other. In such a scenario, learning by interaction {\textquoteright}goes beyond common supervised or unsupervised strategies by taking into account wider feedback and assessments for the learning processes{\textquoteright} (1 p.140). So far, little is known about interactional processes and feedback strategies involved. Yet, in order to learn, a learner will typically need to be provided with information given by a teacher who not only gives certain structure to the interaction but also instructs for and demonstrates the learning contents. The given information can only be effective, if the learner is receptive. To assure this, the tutor makes use of interactive regularities checking the learner{\textquoteright}s behavior. The term contingency has been suggested to encompass such regu- larities in interaction. More specifically, it refers to a temporal sequence of behavior and reaction (2, 3). It has been shown that contingency is an important factor in interactions with infants and contributes to the cognitive development of infants 4. In the interaction with an artificial agent, contingency has been operationalized by eye-gaze bouts 5. So far, it has been shown that while in a situation with a child, eye-gaze bouts in total, average and frequency is much higher as in interaction with an adult as learner. In a situation with an artificial agent, a decrease of eye-gaze bouts could be observed 5. It could thus be reasoned that tutor{\textquoteright}s monitoring behavior is impaired when interacting with a robot. However, so far only an interaction with a virtual robot has been investigated. In contrast, an embodied robot could evoke a more natural tutor behavior. In this study, we therefore investigated a tutoring situation with an embodied robot and focused on tutor{\textquoteright}s monitoring behavior. We followed the minimal definition of embodiment by K. Dautenhahn et al. to quantify the difference in embodiment between these two systems 6. Accordingly, the Degrees of Embodiment (DOM) are calculated as:DOMS,E = f (x, y, t), where system S in respect to an environment E is calculated by a function f of the vectors x and y and the time t. x describes the number of sensors, the detected modalities of the sensors and the channels of information provided by the sensors, y describes the degree of freedom (DoF) of the robot. In our experiments E remained unchanged and thus the DOM is not affected by this factor. We argue that in our case, the function f is only dependent on the degrees of freedom of the robot. Possibly, we can give a value which represents the difference in the degree of embodiment (DDOM). Since our goal was to study some characteristics of contingency (7, 5), our dependent variable was the tutor{\textquoteright}s monitoring behavior operationalized by the eye-gaze.}}, author = {{Lohan, Katrin Solveig and Gieselmann, Sebastian and Vollmer, Anna-Lisa and Rohlfing, Katharina and Wrede, Britta}}, booktitle = {{International Conference on Development and Learning}}, publisher = {{IEEE}}, title = {{{Does embodiment affect tutoring behavior?}}}, year = {{2010}}, } @article{17256, author = {{Grimminger, Angela and Rohlfing, Katharina and Stenneken, Prisca}}, issn = {{1569-9773}}, journal = {{Gesture}}, keywords = {{task- oriented dialogue, Late Talker, maternal multimodal input, gestural motherese}}, number = {{2}}, pages = {{251--278}}, publisher = {{John Benjamins Publishing Company}}, title = {{{Children's lexical skills and task demands affect gestural behavior in mothers of late-talking children and children with typical language development}}}, doi = {{10.1075/gest.10.2-3.07gri}}, volume = {{10}}, year = {{2010}}, } @article{17254, author = {{Rohlfing, Katharina and Wrede, Britta}}, issn = {{1571-0645}}, journal = {{PHYSICS OF LIFE REVIEWS}}, number = {{2}}, pages = {{152--153}}, publisher = {{Elsevier BV}}, title = {{{From action to language and back Comment on 'Grounding language in action and perception: From cognitive agents to humanoid robots' by Cangelosi}}}, doi = {{10.1016/j.plrev.2010.04.002}}, volume = {{7}}, year = {{2010}}, } @article{20253, author = {{Cangelosi, Angelo and Metta, Giorgio and Sagerer, Gerhard and Nolfi, Stefano and Nehaniv, Chrystopher and Fischer, Kerstin and Tani, Jun and Belpaeme, Tony and Sandini, Giulio and Nori, Francesco and Fadiga, Luciano and Wrede, Britta and Rohlfing, Katharina and Tuci, Elio and Dautenhahn, Kerstin and Saunders, Joe and Zeschel, Arne}}, issn = {{1943-0604}}, journal = {{IEEE Transactions on Autonomous Mental Development}}, pages = {{167--195}}, title = {{{Integration of Action and Language Knowledge: A Roadmap for Developmental Robotics}}}, doi = {{10.1109/tamd.2010.2053034}}, year = {{2010}}, } @article{17250, abstract = {{Based on the observation that human-robot interaction is often laborious because the robot's interactional abilities fail to meet the user's expectations, we argue that feedback can play a central role in regulating expectations and mitigating unnecessary disruptions in the flow of conversation. For feedback to be appropriate in this sense, it needs to take situational information into account. This idea stems from interviews with persons with hearing and mental impairments who display perceptual limitations similar to a robot. The results of these interviews indicated that, depending on the goals of the situation, people with hearing impairments used either mediation (clarification) or concealment strategies to keep the interaction going. With this idea in mind, we analyzed human-robot interactions in two different situations - more task-oriented interactions versus more socially driven interactions - and we observed different feedback behaviors in users and their reactions to the robot's behavior. We use these results to derive a scaffold for modeling appropriate feedback in asymmetric interactions (i.e., in human-robot interactions) and briefly discuss some consequences for both the design of human-robot interaction and for theories of grounding. (c) 2010 Elsevier B.V. All rights reserved.}}, author = {{Wrede, Britta and Kopp, Stefan and Rohlfing, Katharina and Lohse, Manja and Muhl, Claudia}}, issn = {{0378-2166}}, journal = {{Journal of Pragmatics}}, number = {{9}}, pages = {{2369--2384}}, publisher = {{Elsevier }}, title = {{{Appropriate Feedback in Asymmetric Interactions}}}, doi = {{10.1016/j.pragma.2010.01.003}}, volume = {{42}}, year = {{2010}}, } @inproceedings{17253, author = {{Vollmer, Anna-Lisa and Pitsch, Karola and Lohan, Katrin Solveig and Fritsch, Jannik and Rohlfing, Katharina and Wrede, Britta}}, booktitle = {{Development and Learning (ICDL), 2010 IEEE 9th International Conference on Development and Learning}}, keywords = {{tutoring interaction, social interaction, video signal processing, robot systems, paediatrics, neurophysiology, Learning, infant, feedback, biology computing, cognitive capabilities, cognition, children}}, pages = {{76--81}}, title = {{{Developing feedback: How children of different age contribute to a tutoring interaction with adults}}}, year = {{2010}}, } @inproceedings{17252, author = {{Choi, Soonja and Rohlfing, Katharina}}, booktitle = {{Japanese / Korean Linguistics}}, editor = {{Iwasaki, S. and Hoji, H. and Clancy, P. M and Sohn, S.-O.}}, pages = {{117--133}}, publisher = {{CSLI Publications}}, title = {{{Discourse and lexical patterns in mothers' speech during spatial tasks: What role do spatial words play?}}}, volume = {{17}}, year = {{2010}}, } @inproceedings{17251, author = {{Nomikou, Iris and Rohlfing, Katharina}}, title = {{{Exploring vocal-motor synchrony: Maternal intermodal synchrony and rhythmic patterning of interactions with 3-4 month olds.}}}, year = {{2010}}, }