@article{18250, author = {{Tophinke, Doris}}, journal = {{Korrespondenzblatt des Vereins für Niederdeutsche Sprachforschung}}, title = {{{Das Niederdeutsche in der Sprachgeschichtsschreibung}}}, year = {{2009}}, } @inbook{18235, author = {{Tophinke, Doris}}, booktitle = {{Oberfläche und Performanz. Untersuchungen zur Sprache als dynamische Gestalt}}, editor = {{Linke, Angelika and Feilke, Helmuth}}, pages = {{161--186}}, publisher = {{Niemeyer}}, title = {{{Vom Vorlesetext zum Lesetext: Zur Syntax mittelniederdeutscher Rechtsverordnungen im Spätmittelalter}}}, year = {{2009}}, } @inbook{18243, author = {{Tophinke, Doris}}, booktitle = {{Wirklichkeitserzählungen. Felder, Formen und Funktionen des nicht-literarischen Erzählens}}, editor = {{Klein, Christian and Martinez, Matias}}, pages = {{245--274}}, publisher = {{Metzler}}, title = {{{Wirklichkeitserzählungen im Internet}}}, year = {{2009}}, } @article{18240, author = {{Tophinke, Doris}}, journal = {{Praxis Deutsch }}, pages = {{4 -- 13}}, title = {{{Sprachwandel (Basisartikel)}}}, volume = {{215}}, year = {{2009}}, } @inbook{31292, author = {{Schuster, Britt-Marie}}, booktitle = {{Oberfläche und Performanz. Untersuchungen zur Sprache als dynamische Gestalt}}, editor = {{Linke , Angelika and Feilke , Helmuth }}, keywords = {{Fachkommunikation}}, pages = {{369–388}}, publisher = {{Niemeyer}}, title = {{{Professionalisierung durch Oberflächen: Schreiben über psychisch Kranke im 19. Jahrhundert}}}, year = {{2009}}, } @inbook{31290, author = {{Schuster, Britt-Marie}}, booktitle = {{Handbuch Biographie. Methoden, Traditionen, Theorien}}, editor = {{Klein , Christian }}, keywords = {{Historische Medienlinguistik}}, pages = {{182–189}}, publisher = {{J.B. Metzler}}, title = {{{Biographisches Erzählen und digitale Medien}}}, year = {{2009}}, } @inbook{31288, author = {{Schuster, Britt-Marie and Wich-Reif, Claudia }}, booktitle = {{Praxis Deutsch 215 }}, editor = {{Schuster, Britt-Marie}}, keywords = {{Textsemantik}}, pages = {{14–17}}, title = {{{Backfisch – Jugendlicher – Teenie. Veränderungen von Personenbezeichnungen wahrnehmen}}}, year = {{2009}}, } @article{39599, author = {{Steigerwald, Jörn}}, journal = {{Deutsches Dante-Jahrbuch}}, number = {{84}}, pages = {{111--132}}, title = {{{Lectura Dantis: Paradiso XXVI.}}}, year = {{2009}}, } @misc{39703, author = {{Morrien, Rita}}, booktitle = {{Metzler Lexikon DDR-Literatur. Autoren – Institutionen – Debatten}}, editor = {{Hofmann, Michael and Opitz, Michael}}, title = {{{Unterhaltungsliteratur}}}, year = {{2009}}, } @misc{39701, author = {{Morrien, Rita}}, booktitle = {{Metzler Lexikon DDR-Literatur. Autoren – Institutionen – Debatten}}, editor = {{Hofmann, Michael and Opitz, Michael}}, title = {{{Umwelt und Literatur}}}, year = {{2009}}, } @misc{39698, author = {{Morrien, Rita}}, booktitle = {{Metzler Lexikon DDR-Literatur. Autoren – Institutionen – Debatten}}, editor = {{Hofmann, Michael and Opitz, Michael}}, title = {{{Julia Franck}}}, year = {{2009}}, } @article{39664, author = {{Morrien, Rita}}, journal = {{Literatur für Leser }}, pages = {{1--14}}, publisher = {{Peter Lang}}, title = {{{Die ‚Lesbarkeit’ der (sozialistischen) Städte – Zur poetologischen Dimension der Architekturkontroversen in Brigitte Reimanns Romanfragment Franziska Linkerhand}}}, volume = {{1}}, year = {{2009}}, } @inbook{38049, author = {{Roselli, Antonio and Öhlschläger, Claudia}}, booktitle = {{Narration und Ethik}}, editor = {{Öhlschläger, Claudia}}, pages = {{111--125}}, publisher = {{Fink}}, title = {{{Der hypertrophe Text als Ort des Widerstands: Rousseau und Stifter in ethischer Perspektive}}}, year = {{2009}}, } @article{38048, author = {{Öhlschläger, Claudia}}, journal = {{Zeitschrift für Deutsche Philologie}}, pages = {{261--279}}, title = {{{Poetik und Ethik Kleiner Prosa: Franz Kafka, Robert Musil, Heiner Müller, Michael Köhlmeier}}}, year = {{2009}}, } @article{17258, abstract = {{In order to learn and interact with humans, robots need to understand actions and make use of language in social interactions. The use of language for the learning of actions has been emphasized by Hirsh-Pasek and Golinkoff (MIT Press, 1996), introducing the idea of acoustic packaging. Accordingly, it has been suggested that acoustic information, typically in the form of narration, overlaps with action sequences and provides infants with a bottom-up guide to attend to relevant parts and to find structure within them. In this article, we present a computational model of the multimodal interplay of action and language in tutoring situations. For our purpose, we understand events as temporal intervals, which have to be segmented in both, the visual and the acoustic modality. Our acoustic packaging algorithm merges the segments from both modalities based on temporal overlap. First evaluation results show that acoustic packaging can provide a meaningful segmentation of action demonstration within tutoring behavior. We discuss our findings with regard to a meaningful action segmentation. Based on our future vision of acoustic packaging we point out a roadmap describing the further development of acoustic packaging and interactive scenarios it is employed in.}}, author = {{Schillingmann, Lars and Wrede, Britta and Rohlfing, Katharina}}, issn = {{1943-0612}}, journal = {{IEEE Transactions on Autonomous Mental Development}}, number = {{4}}, pages = {{226--237}}, publisher = {{Institute of Electrical & Electronics Engineers (IEEE)}}, title = {{{A Computational Model of Acoustic Packaging}}}, doi = {{10.1109/TAMD.2009.2039135}}, volume = {{1}}, year = {{2009}}, } @inproceedings{17259, abstract = {{Learning is a social endeavor, in which the learner generally receives support from his/her social partner(s). In developmental research – even though tutors/adults behavior modifications in their speech, gestures and motions have been extensively studied, studies barely consider the recipient’s (i.e. the child’s) perspective in the analysis of the adult’s presentation, In addition, the variability in parental behavior, i.e. the fact that not every parent modifies her/his behavior in the same way, found less fine-grained analysis. In contrast, in this paper, we assume an interactional perspective investigating the loop between the tutor’s and the learner’s actions. With this approach, we aim both at discovering the levels and features of variability and at achieving a better understanding of how they come about within the course of the interaction. For our analysis, we used a combination of (1) qualitative investigation derived from ethnomethodological Conversation Analysis (CA), (2) semi-automatic computational 2D hand tracking and (3) a mathematically based visualization of the data. Our analysis reveals that tutors not only shape their demonstrations differently with regard to the intended recipient per se (adult-directed vs. child-directed), but most importantly that the learner’s feedback during the presentation is consequential for the concrete ways in which the presentation is carried out.}}, author = {{Pitsch, Karola and Vollmer, Anna-Lisa and Fritsch, Jannik and Wrede, Britta and Rohlfing, Katharina and Sagerer, Gerhard}}, booktitle = {{Gesture and Speech in Interaction}}, keywords = {{gaze, gesture, Multimodal, adult-child interaction}}, title = {{{On the loop of action modification and the recipient's gaze in adult-child interaction}}}, year = {{2009}}, } @article{17262, abstract = {{A difficulty in robot action learning is that robots do not know where to attend when observing action demonstration. Inspired by human parent-infant interaction, we suggest that parental action demonstration to infants, called motionese, can scaffold robot learning as well as infants. Since infants knowledge about the context is limited, which is comparable to robots, parents are supposed to properly guide their attention by emphasizing the important aspects of the action. Our analysis employing a bottom-up attention model revealed that motionese has the effects of highlighting the initial and final states of the action, indicating significant state changes in it, and underlining the properties of objects used in the action. Suppression and addition of parents body movement and their frequent social signals to infants produced these effects. Our findings are discussed toward designing robots that can take advantage of parental teaching.}}, author = {{Nagai, Yukie and Rohlfing, Katharina}}, issn = {{1943-0612}}, journal = {{IEEE Transactions on Autonomous Mental Development}}, number = {{1}}, pages = {{44--54}}, publisher = {{Institute of Electrical & Electronics Engineers (IEEE)}}, title = {{{Computational Analysis of Motionese Toward Scaffolding Robot Action Learning}}}, doi = {{10.1109/TAMD.2009.2021090}}, volume = {{1}}, year = {{2009}}, } @article{17260, author = {{Lohse, Manja and Hanheide, Marc and Pitsch, Karola and Rohlfing, Katharina and Sagerer, Gerhard}}, issn = {{1572-0381}}, journal = {{Interaction Studies (Special Issue: Robots in the Wild: Exploring HRI in naturalistic environments)}}, number = {{3}}, pages = {{298--323}}, publisher = {{John Benjamins Publishing Company}}, title = {{{Improving HRI design by applying Systemic Interaction Analysis (SInA)}}}, doi = {{10.1075/is.10.3.03loh}}, volume = {{10}}, year = {{2009}}, } @inproceedings{17257, abstract = {{In developmental research, tutoring behavior has been identified as scaffolding infants’ learning processes. It has been defined in terms of child-directed speech (Motherese), child-directed motion (Motionese), and contingency. Contingency describes situations in which two agents socially interact with each other and Csibra and Gergely showed that contingency is a char- acteristic aspect of social interaction [3]. In the field of developmental robotics, research often assumes that in human-robot interaction (HRI), robots are treated similar to infants, because their immature cognitive capabilities benefit from this behavior. Here we present results con- cerning the acceptance of a robotic agent in a social learning scenario obtained via comparison to adults and 8-11 months old infants in equal conditions. These results constitute an important empirical basis for making use of tutoring behavior in social robotics. Our results reveal significant differences between Adult-Child Interaction (ACI), Adult-Adult Interaction (AAI) and Adult-Robot Interaction (ARI) in eye gaze behavior suggesting that contingency is impaired in the analyzed ARI situation.}}, author = {{Lohan, Katrin Solveig and Rohlfing, Katharina and Wrede, Britta}}, keywords = {{Eyegaze, tutoring situations, Contingency}}, title = {{{Analysing the effect of contingency in tutoring situations}}}, year = {{2009}}, } @inbook{17261, author = {{Wrede, Britta and Rohlfing, Katharina and Hanheide, Marc and Sagerer, Gerhard}}, booktitle = {{Creating Brain-Like Intelligence: From Basic Principles to Complex Intelligent Systems}}, editor = {{Sendhoff, B. and Körner, Edgar and Sporns, O. and Ritter, Helge and Doya, Kenji}}, pages = {{139--150}}, publisher = {{Springer}}, title = {{{Towards Learning by Interacting}}}, doi = {{10.1007/978-3-642-00616-6_8}}, year = {{2009}}, }