@inbook{40661, author = {{Schuster, Britt-Marie}}, booktitle = {{ Text- und Diskurslinguistik}}, editor = {{Gansel, Christina and Spieß, Constanze}}, publisher = {{De Gruyter}}, title = {{{»Briefsorte«}}}, doi = {{10.1515/wsk}}, volume = {{6}}, year = {{2020}}, } @inbook{40660, author = {{Schuster, Britt-Marie}}, booktitle = {{ Text- und Diskurslinguistik}}, editor = {{Gansel, Christina and Spieß, Constanze}}, publisher = {{De Gruyter}}, title = {{{»Gestalt«}}}, doi = {{10.1515/wsk}}, volume = {{6}}, year = {{2020}}, } @inbook{40664, author = {{Schuster, Britt-Marie}}, booktitle = {{ Text- und Diskurslinguistik}}, editor = {{Gansel, Christina and Spieß, Constanze}}, publisher = {{De Gruyter}}, title = {{{»Bricolage«}}}, doi = {{10.1515/wsk}}, volume = {{6}}, year = {{2020}}, } @misc{30983, author = {{Schubert, Katrin}}, booktitle = {{WSK Band 6 (Wörterbücher zur Sprach- und Kommunikationswissenschaft): Text- und Diskurslinguistik.}}, editor = {{Gansel, Christina and Spieß, Constanze}}, title = {{{Okkasionalismus}}}, volume = {{Band 6}}, year = {{2020}}, } @misc{30982, author = {{Schubert, Katrin}}, booktitle = {{WSK Band 6 (Wörterbücher zur Sprach- und Kommunikationswissenschaft): Text- und Diskurslinguistik.}}, editor = {{Gansel, Christina and Spieß, Constanze}}, title = {{{Neologismus}}}, volume = {{Band 6}}, year = {{2020}}, } @misc{30981, author = {{Schubert, Katrin}}, booktitle = {{WSK Band 6 (Wörterbücher zur Sprach- und Kommunikationswissenschaft): Text- und Diskurslinguistik.}}, editor = {{Gansel, Christina and Spieß, Constanze}}, title = {{{Archaismus}}}, volume = {{Band 6}}, year = {{2020}}, } @article{20260, author = {{Crawshaw, Camilla E. and Kern, Friederike and Mertens, Ulrich and Rohlfing, Katharina}}, journal = {{Frontiers in Psychology}}, title = {{{Children’s Narrative Elaboration After Reading a Storybook Versus Viewing a Video}}}, doi = {{10.3389/fpsyg.2020.569891}}, volume = {{11}}, year = {{2020}}, } @inbook{20210, author = {{Rohlfing, Katharina and Grimminger, Angela and Wrede, Britta}}, booktitle = {{International perspectives on digital media and early literacy: The impact of digital devices on learning, language acquisition and social interaction.}}, editor = {{Rohlfing, Katharina and Müller-Brauers, Claudia}}, title = {{{The role of caregivers in keeping a child-robot interaction going.}}}, year = {{2020}}, } @article{24458, abstract = {{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.}}, author = {{Tolksdorf, Nils F. and Siebert, Scarlet and Zorn, Isabel and Horwath, Ilona and Rohlfing, Katharina J.}}, issn = {{1875-4791}}, journal = {{International Journal of Social Robotics}}, keywords = {{Robot ethics · Kindergarten settings · Child–robot interaction · Early childhood education}}, 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 = {{2020}}, } @article{20257, author = {{Kohlmeyer, Theresa and Reis, Oliver and Viertel, Franziska and Rohlfing, Katharina}}, journal = {{Theo Web}}, title = {{{Wie meinst du das? - Begriffserwerb im Religionsunterricht }}}, doi = {{10.23770/tw0137}}, year = {{2020}}, } @book{20256, editor = {{Rohlfing, Katharina J. and Müller-Brauers, Claudia}}, isbn = {{9780429321399}}, title = {{{International Perspectives on Digital Media and Early Literacy}}}, doi = {{10.4324/9780429321399}}, year = {{2020}}, } @article{20198, author = {{Lüke, Carina and Ritterfeld, Ute and Grimminger, Angela and Rohlfing, Katharina and Liszkowski, Ulf}}, journal = {{Frontiers in Psychology 11}}, title = {{{Integrated Communication System: Gesture and language acquisition in typically developing children and children with LD and DLD}}}, doi = {{10.3389/fpsyg.2020.00118}}, year = {{2020}}, } @misc{40924, author = {{Topalović, Elvira and Uhl, Benjamin}}, publisher = {{Braunschweig: Westermann}}, title = {{{Hören – Sprechen – Lesen – Schreiben. Basale Sprachfähigkeiten.}}}, year = {{2020}}, } @misc{40923, author = {{Topalović, Elvira and Uhl, Benjamin }}, publisher = {{Braunschweig: Westermann}}, title = {{{Hören – Sprechen – Lesen – Schreiben. Basale Sprachfähigkeiten.}}}, year = {{2020}}, } @book{40925, editor = {{Topalović, Elvira}}, publisher = {{Friedrich Verlag}}, title = {{{Digitales Lesen}}}, volume = {{4}}, year = {{2020}}, } @article{41943, author = {{Topalović, Elvira and Uhl, Benjamin}}, journal = {{Inklusion und Kooperation. Fördermagazin Grundschule}}, number = {{1}}, pages = {{7--10}}, title = {{{Lernaufgaben im inklusiven Sprachunterricht.}}}, year = {{2020}}, } @article{41949, author = {{Topalović, Elvira}}, journal = {{Der Deutschunterricht}}, pages = {{49--57}}, publisher = {{Hannover: Friedrich Verlag}}, title = {{{Digitales Lesen: Empirische Evidenzen für den Deutschunterricht}}}, volume = {{4}}, year = {{2020}}, } @inbook{41931, author = {{Topalović, Elvira and Diederichs, Lara}}, booktitle = {{Sprache als Herausforderung – Literatur als Ziel. Kinder- und jugendliterarische Texte und Medien als Ressource für sprachsensibles Lernen.}}, editor = {{Brüggemann, Jörn and Mesch, Birgit}}, pages = {{97--113}}, publisher = {{Schneider Verlag Hohengehren}}, title = {{{Sprachliches und literarisches Lernen mit Texten in einfacher Sprache. Deutschdidaktische Kontroversen am Beispiel des Romans „Tschick“. }}}, volume = {{1}}, year = {{2020}}, } @article{41941, author = {{Lang, Susanne and Topalović, Elvira}}, journal = {{Praxis Deutsch}}, pages = {{20–23}}, publisher = {{Hannover: Friedrich Verlag}}, title = {{{Wortgruppen entdecken.}}}, volume = {{282}}, year = {{2020}}, } @article{41942, author = {{Topalović, Elvira and Lang, Susanne}}, journal = {{In: Lernen lernen. Fördermagazin Grundschule}}, pages = {{25--29}}, publisher = {{Berlin: Cornelsen}}, title = {{{Die Wortgruppe als Rechtschreib- und Lesestrategie.}}}, volume = {{3}}, year = {{2020}}, }