@article{37184,
  author       = {{Rohlfing, Katharina and Mertens, Ulrich}},
  journal      = {{Frontiers in Psychology}},
  title        = {{{Progressive Reduction of Iconic Gestures Contributes to School-Aged Children’s Increased Word Production}}},
  doi          = {{10.3389/fpsyg.2021.651725}},
  year         = {{2021}},
}

@article{41940,
  author       = {{Lang, Susanne and Topalović, Elvira}},
  journal      = {{In: Praxis Deutschunterricht}},
  pages        = {{30--35}},
  title        = {{{Komplexe Wörter richtig schreiben. Wortanalyse als Rechtschreibstrategie.}}},
  volume       = {{4}},
  year         = {{2021}},
}

@article{41939,
  author       = {{Noack, Christina and Topalović, Elvira}},
  journal      = {{ In: Praxis Deutschunterricht}},
  pages        = {{4--10}},
  title        = {{{Rechtschreibstrategien und Sprachstrukturen.}}},
  volume       = {{4}},
  year         = {{2021}},
}

@article{24901,
  abstract     = {{<jats:title>Abstract</jats:title><jats:p>In child–robot interaction (cHRI) research, many studies pursue the goal to develop interactive systems that can be applied in everyday settings. For early education, increasingly, the setting of a kindergarten is targeted. However, when cHRI and research are brought into a kindergarten, a range of ethical and related procedural aspects have to be considered and dealt with. While ethical models elaborated within other human–robot interaction settings, e.g., assisted living contexts, can provide some important indicators for relevant issues, we argue that it is important to start developing a systematic approach to identify and tackle those ethical issues which rise with cHRI in kindergarten settings on a more global level and address the impact of the technology from a macroperspective beyond the effects on the individual. Based on our experience in conducting studies with children in general and pedagogical considerations on the role of the institution of kindergarten in specific, in this paper, we enfold some relevant aspects that have barely been addressed in an explicit way in current cHRI research. Four areas are analyzed and key ethical issues are identified in each area: (1) the institutional setting of a kindergarten, (2) children as a vulnerable group, (3) the caregivers’ role, and (4) pedagogical concepts. With our considerations, we aim at (i) broadening the methodology of the current studies within the area of cHRI, (ii) revalidate it based on our comprehensive empirical experience with research in kindergarten settings, both laboratory and real-world contexts, and (iii) provide a framework for the development of a more systematic approach to address the ethical issues in cHRI research within kindergarten settings.</jats:p>}},
  author       = {{Tolksdorf, Nils Frederik and Siebert, Scarlet and Zorn, Isabel and Horwath, Ilona and Rohlfing, Katharina J.}},
  issn         = {{1875-4791}},
  journal      = {{International Journal of Social Robotics}},
  pages        = {{129--140}},
  title        = {{{Ethical Considerations of Applying Robots in Kindergarten Settings: Towards an Approach from a Macroperspective}}},
  doi          = {{10.1007/s12369-020-00622-3}},
  year         = {{2021}},
}

@article{37239,
  author       = {{Wallmeier, Nadine}},
  journal      = {{Kreis Höxter Jahrbuch}},
  pages        = {{202--207}},
  title        = {{{Plattdeutsch im Kreis Höxter. "Der Dialektatlas Mittleres Westdeutschland (DMW)" und die Frage "Wie klingt Plattdeutsch im Kreis Höxter?"}}},
  year         = {{2021}},
}

@book{22515,
  author       = {{Tophinke, Doris and Wallmeier, Nadine and Merten, Marie-Luis}},
  publisher    = {{Aschendorff Verlag}},
  title        = {{{Das paderbörnische Platt. Niederdeutsch im Gebiet der Kreise Paderborn und Höxter}}},
  year         = {{2021}},
}

@article{31359,
  author       = {{Elit, Stefan}},
  journal      = {{NlatJb 23 }},
  pages        = {{39--58}},
  title        = {{{Ein kaiserlicher Wüterich und zwei antagonistische Simons. Der „Nero furens“ als Beispiel aus dem Paderborner Jesuitendramenkorpus}}},
  year         = {{2021}},
}

@misc{31505,
  author       = {{Elit, Stefan}},
  booktitle    = {{NlatJb 23 (unter dem Titel "Ein Teufelsbündler auf der Jesuitenbühne, opulent ediert")}},
  pages        = {{304--308}},
  title        = {{{[Rezension zu:] Maria die Himmels-Thür. Ein anonymes Theophilus-Drama, 1655 bei den Straubinger Jesuiten aufgeführt, hg. v. André Schnyder, übers. u. komm. in Zusammenarb. mit Andreas Ammann, Stuttgart 2019 (Europäische Literatur der Frühen Neuzeit 1)}}},
  year         = {{2021}},
}

@misc{24917,
  author       = {{Elit, Stefan}},
  booktitle    = {{Zeitschrift für deutsche Philologie}},
  issn         = {{1868-7806}},
  title        = {{{[Rezension zu:] Johannes Görbert, Nikolas Immer (Hg.): Ambulante Poesie. Explorationen deutschsprachiger Reiselyrik seit dem 18. Jahrhundert, Berlin, Boston: de Gruyter 2020.}}},
  doi          = {{10.37307/j.1868-7806.2021.02.12}},
  year         = {{2021}},
}

@misc{57073,
  author       = {{Haaf, Susanne}},
  title        = {{{Religiöse Kommunikation/Erbauungsliteratur. Lerneinheit B.3 (2teilig) im Rahmen der Vorlesung Close Reading - Distant Reading am Institut für Germanistik und Vergleichende Literaturwissenschaft der Universität Paderborn (virtuell), Juni 2021}}},
  year         = {{2021}},
}

@misc{57072,
  author       = {{Haaf, Susanne}},
  title        = {{{Anleitung zur Verinnerlichung. Text, Bild und Textbild in erbaulichen Prosaschriften des 17. Jahrhunderts. Vortrag im Rahmen der Tagung "Text und Bild. Relationen und Funktionen in Texten vom 8. bis 18. Jahrhundert", Universität Warschau, 17.-19. Juni 2021 (virtuell)}}},
  year         = {{2021}},
}

@misc{57069,
  author       = {{Schuster, Britt-Marie}},
  title        = {{{Alles eine Frage des (Textsorten)Stils? – Befunde zur Entwicklung von Pressetextsorten (17.-20 Jh.). Vortrag im Rahmen der Tagung "Die Geschichte der Textsorten", Sarajevo, 18.-20. November 2021}}},
  year         = {{2021}},
}

@misc{57071,
  abstract     = {{Textsorten sind ein Begriff der Alltagssprache: Was darunter zu verstehen ist, ist
Sprecher*innen grob geläufig. Geht es allerdings darum, das Wesen von Textsorten und die
Kriterien ihrer Differenzierung zu beschreiben, bleiben auch nach langjähriger
fachwissenschaftlicher Diskussion innerhalb der Linguistik noch immer viele Fragen offen.
Auseinandersetzungen mit dem Gegenstand erfolgten zunächst anhand sehr überschaubarer
Mengen von Textbeispielen und nur selten im Kontrast verschiedener Textsorten. Mit dem
Vorhandensein großer Korpora jedoch ist es nun möglich, viele Vertreter einer Textsorte mit
automatisierten Verfahren und im Vergleich mit großen Korpora anderer Textsorten auf ihre
konstitutiven Merkmale hin zu untersuchen. Zudem stehen mittlerweile zahlreiche Tools und
Werkzeuge zur Verfügung, die die automatische Sprachverarbeitung ermöglichen bzw. die
manuelle Erschließung des Materials mittels Annotation unterstützen. Trotzdem dürfen die
daraus sich ergebenden methodischen Möglichkeiten in ihrer Leistungsfähigkeit auch nicht
überschätzt werden. Quantitatives muss an qualitatives, automatisches an manuelles Arbeiten
rückgekoppelt werden und vice versa, um belastbare Ergebnisse zu erzielen – und es bleibt das
Spannungsfeld zwischen der kritischen Masse und den Grenzen der Fehlertoleranz.
Im Projekt t.evo (DFG, 2019–2022) wird genau diese Synthese angestrebt. Ziel ist, anhand von
Korpora erbaulicher Textsorten des 17. und 18. Jhs. sowie der Pressekommunikation des 19.
und 20. Jhs. (die jeweils als Massenmedium ihrer Zeit gelten können) möglichst
allgemeingültige Kriterien zur Textsortendifferenzierung herauszuarbeiten. Hierzu wurden in
Rückgriff auf den fachwissenschaftlichen Diskurs verschiedene Dimensionen festgelegt, in
denen die musterhaften Erscheinungen verschiedener Textsorten sichtbar und somit
analysierbar gemacht werden sollen. Dabei bedienen wir uns sowohl automatisierter als auch
rein manueller Zugänge zum Korpusmaterial und kombinieren quantitative mit qualitativen
Auswertungsweisen.
Unser Vortrag wird in diese Arbeiten einführen und dabei nicht nur die einzelnen
Arbeitsschritte näher skizzieren, sondern auch Fallstricke der einzelnen Methoden und
schließlich deren Verzahnung zugunsten einer zusammenhängenden Textsortenbeschreibung
eingehen.}},
  author       = {{Georgi, Christopher and Haaf, Susanne and Thielert, Frauke  and Kirsten, Linda}},
  title        = {{{Mixed Methods in Aktion – Das Projekt t.evo und die mehrdimensionale Annäherung an das Phänomen der Textsorte. Vortrag im Rahmen des Berliner DH-Kolloquiums an der BBAW (virtuell), 5. November 2021}}},
  year         = {{2021}},
}

@article{24902,
  abstract     = {{<jats:p>Social robots have emerged as a new digital technology that is increasingly being implemented in the educational landscape. While social robots could be deployed to assist young children with their learning in a variety of different ways, the typical approach in educational practices is to supplement the learning process rather than to replace the human caregiver, e.g., the teacher, parent, educator or therapist. When functioning in the role of an educational assistant, social robots will likely constitute a part of a triadic interaction with the child and the human caregiver. Surprisingly, there is little research that systematically investigates the role of the caregiver by examining the ways in which children involve or check in with them during their interaction with another partner<jats:bold>—</jats:bold>a phenomenon that is known as social referencing. In the present study, we investigated social referencing in the context of a dyadic child–robot interaction. Over the course of four sessions within our longitudinal language-learning study, we observed how 20 pre-school children aged 4–5 years checked in with their accompanying caregivers who were not actively involved in the language-learning procedure. The children participating in the study were randomly assigned to either an interaction with a social robot or a human partner. Our results revealed that all children across both conditions utilized social referencing behaviors to address their caregiver. However, we found that the children who interacted with the social robot did so significantly more frequently in each of the four sessions than those who interacted with the human partner. Further analyses showed that no significant change in their behavior over the course of the sessions could be observed. Findings are discussed with regard to the caregiver's role during children's interactions with social robots and the implications for future interaction design.</jats:p>}},
  author       = {{Tolksdorf, Nils Frederik and Crawshaw, Camilla E. and Rohlfing, Katharina J.}},
  issn         = {{2504-284X}},
  journal      = {{Frontiers in Education}},
  title        = {{{Comparing the Effects of a Different Social Partner (Social Robot vs. Human) on Children's Social Referencing in Interaction}}},
  doi          = {{10.3389/feduc.2020.569615}},
  year         = {{2021}},
}

@inproceedings{24900,
  author       = {{Tolksdorf, Nils Frederik and Viertel, Fanziska E. and Crawshaw, Camilla E. and Rohlfing, Katharina J.}},
  booktitle    = {{Interaction Design and Children}},
  title        = {{{Do Shy Children Keep more Distance from a Social Robot? Exploring Shy Children’s Proxemics with a Social Robot or a Human}}},
  doi          = {{10.1145/3459990.3465181}},
  year         = {{2021}},
}

@article{24899,
  abstract     = {{<jats:p>Temperamental traits can decisively influence how children enter into social interaction with their environment. Yet, in the field of child–robot interaction, little is known about how individual differences such as shyness impact on how children interact with social robots in educational settings. The present study systematically assessed the temperament of 28 preschool children aged 4–5 years in order to investigate the role of shyness within a dyadic child–robot interaction. Over the course of four consecutive sessions, we observed how shy compared to nonshy children interacted with a social robot during a word-learning educational setting and how shyness influenced children’s learning outcomes. Overall, results suggested that shy children not only interacted differently with a robot compared to nonshy children, but also changed their behavior over the course of the sessions. Critically, shy children interacted less expressively with the robot in general. With regard to children’s language learning outcomes, shy children scored lower on an initial posttest, but were able to close this gap on a later test, resulting in all children retrieving the learned words on a similar level. When intertest learning gain was considered, regression analyses even confirmed a positive predictive role of shyness on language learning gains. Findings are discussed with regard to the role of shyness in educational settings with social robots and the implications for future interaction design.</jats:p>}},
  author       = {{Tolksdorf, Nils Frederik and Viertel, Franziska E. and Rohlfing, Katharina J.}},
  issn         = {{2296-9144}},
  journal      = {{Frontiers in Robotics and AI}},
  title        = {{{Do Shy Preschoolers Interact Differently When Learning Language With a Social Robot? An Analysis of Interactional Behavior and Word Learning}}},
  doi          = {{10.3389/frobt.2021.676123}},
  year         = {{2021}},
}

@inbook{32058,
  author       = {{Dohmann, Olga and Jung, Ulla and Decker, Claudia and Niederhaus, Constanze and Zierau, Cornelia}},
  booktitle    = {{Theorie-Praxis-Verzahnung in der Lehrkräftebildung. Ergebnisse aus dem Netzwerk „Stark durch Diversität“}},
  editor       = {{Berkel-Otto, Lisa and Peuschel, Kristina and Steinmetz, Sandra}},
  isbn         = {{978-3-8309-4355-6}},
  pages        = {{55--80}},
  publisher    = {{Waxmann}},
  title        = {{{„Für meinen späteren Beruf als Lehrerin hat mir das einiges gebracht!“ – Professionalisierung Lehramtsstudierender für das Unterrichten neu zugewanderter Schüler*innen}}},
  year         = {{2021}},
}

@article{58879,
  abstract     = {{Lange galt unzuverlässiges Erzählen als Sonderfall homodiegetischen Erzählens, was erst jüngst hinterfragt wurde. Der Artikel zeigt, dass die ontologische Klassifizierung nach Genette zu kurz greift. Unzuverlässigkeit scheint in der Heterodiegese besonders bei unzuverlässigen Reflektoren oder als mimetische Unzuverlässigkeit möglich. Dazu ist insbesondere die Perspektive des Erzählers zu untersuchen. Am Beispiel von Kehlmanns historischem Roman Tyll kann gezeigt werden, dass auch Gattungsvorgaben das Spiel mit unzuverlässigem Erzählen grundieren. Tyll erscheint als Spiel mit erzählerischer Unzuverlässigkeit.}},
  author       = {{Schulte Eickholt, Swen and Schwengel, Andreas}},
  journal      = {{Zeitschrift für Germanistik }},
  keywords     = {{Gegenwartsliteratur, Kehlmann, unzuverlässiges Erzählen, historischer Roman, Heterodiegese, Tyll, Till Eulenspiegel}},
  number       = {{1}},
  pages        = {{69--85}},
  publisher    = {{Peter Lang}},
  title        = {{{Unzuverlässiges Erzählen in der Heterodiegese in Daniel Kehlmanns historischem Roman „Tyll“}}},
  doi          = {{10.3726/92168_69}},
  volume       = {{31}},
  year         = {{2021}},
}

@article{33569,
  author       = {{Rezat, Sara and Feilke, Helmuth}},
  journal      = {{Sprach(en)erwerb. Der Deutschunterricht. Koch, Nikolas/Kozikowski, Barbara (Hrsg.)}},
  pages        = {{69--79}},
  title        = {{{Textprozeduren und der Erwerb literaler Kompetenz}}},
  year         = {{2021}},
}

@article{27046,
  abstract     = {{Brand names are a common part of the everyday consumer environment, and can be found on countless visual surfaces such as food packaging. A key characteristic of brand names is their fixed design. Many brand names owe their linguistic form to units that originally did not constitute proper names. They developed into brand names through complex sub-processes of what is commonly referred to as onymisation. These processes include semantic, morphological and phonological/graphemic changes. The aim of this paper is to explore how the specific typographic design of a brand name can be an additional indicator in its process of onymisation. After clarifying the concepts of onymisation and typographic design, an extended multimodal construction model is presented. The basis of the paper is an analysis of a corpus of image data comprising more than 600 photographs of food packaging. In order to get a first impression of how the multimodal constructions of brand names could look, an omission test following a suggestion by Ziem (2017) is applied to the data.}},
  author       = {{Dübbert, Alexander}},
  issn         = {{2199-174X}},
  journal      = {{Linguistics Vanguard}},
  number       = {{1}},
  pages        = {{1--11}},
  publisher    = {{de Gruyter}},
  title        = {{{Brand names as multimodal constructions. On the role of typography as an additional indicator of onymisation.}}},
  doi          = {{10.1515/lingvan-2020-0058}},
  volume       = {{7}},
  year         = {{2021}},
}