@inbook{52824,
  author       = {{Büttner, Denise and Gürsoy, Erkan}},
  booktitle    = {{Sprachen und Kulturen}},
  editor       = {{Gutzmann, Marion}},
  title        = {{{Mehrsprachig-inklusive Sprachbildung: Ein (Zukunfts-)Modell? }}},
  year         = {{2018}},
}

@misc{52825,
  author       = {{Büttner, Denise}},
  title        = {{{Dokumentation der Auftaktveranstaltung zur 2. Förderphase von ProDaZ}}},
  year         = {{2018}},
}

@article{41945,
  author       = {{Topalović, Elvira and Kuzminykh, Ksenia and Rezat, Sebastian}},
  journal      = {{In: mathematik lehren}},
  number       = {{211}},
  pages        = {{36--45}},
  title        = {{{Textaufgaben verstehen. Lesen und Variieren komplexer Textaufgaben mit sprachlich-mathematischen Strategien.}}},
  year         = {{2018}},
}

@inbook{37451,
  author       = {{Arnold, Cynthia}},
  booktitle    = {{Materialgestütztes Schreiben – Erfahrungen aus der Praxis und Perspektiven der Forschung}},
  editor       = {{Feilke, Helmuth and Lehnen, Katrin and Rezat, Sara and Steinmetz, Michael}},
  isbn         = {{978-3-12-688084-8}},
  pages        = {{291–297}},
  title        = {{{Vom Diagramm zum Text: Herausforderungen beim medial-transformierenden Schreiben. Eine empirische Studie zu Transformationsprozessen in materialgestützten Schreibsettings der Sekundarstufe II}}},
  year         = {{2018}},
}

@inproceedings{37463,
  author       = {{Arnold, Cynthia and Boček, Lena}},
  booktitle    = {{57. Mitgliederbrief des Symposion Deutschdidaktik}},
  location     = {{Hamburg}},
  pages        = {{10–12}},
  title        = {{{Sektionsbericht zur Sektion 7 „Schreiben untersuchen, vermitteln und fördern"}}},
  year         = {{2018}},
}

@inbook{32065,
  author       = {{Blumberg, Eva and Niederhaus, Constanze and Schnittker, Bernd and Schwind, Sophia and Havkic, Amra and Settinieri, Julia}},
  booktitle    = {{Inklusive Schul- und Unterrichtsentwicklung}},
  editor       = {{Hellmich, Frank and Görel, Gamze and Löper, Marwin Felix}},
  pages        = {{177--194}},
  publisher    = {{Kohlhammer}},
  title        = {{{„Fachdidaktik und DaZ united“. Ein Forschungs- und Entwicklungsprojekt zur Implementation eines Lehrkonzepts für die erste und zweite Lehrer*innenausbildungsphase zu Deutsch als Zweitsprache und zur Durchgängigen Sprachbildung im naturwissenschaftlich-technischen Sachunterricht}}},
  year         = {{2018}},
}

@book{31152,
  author       = {{Schuster, Britt-Marie and Kämper, Heidrun }},
  publisher    = {{Hempen }},
  title        = {{{Sprachliche Sozialgeschichte des Nationalsozialismus}}},
  year         = {{2018}},
}

@inbook{39644,
  author       = {{Morrien, Rita}},
  booktitle    = {{Annette von Droste-Hülshoff Handbuch}},
  editor       = {{Blasberg, Cornelia and Grywatsch, Jochen}},
  isbn         = {{9783110353204 }},
  pages        = {{671--680}},
  publisher    = {{De Gruyter}},
  title        = {{{Annette von Droste-Hülshoff - Gendertheoretische Perspektiven}}},
  year         = {{2018}},
}

@article{28981,
  abstract     = {{What does it mean to explain data patterns? Cognitive psychologists and other scientists face this question when observable phenomena have to be explained in theoretical terms. Frequentist null-hypothesis testing – one prominent approach in psychology – controls error rates. Machine learning – an alternative prominent outside of, but not yet inside psychology – focuses on precise predictions. However, both alternatives often provide little insight into the data. We propose a combination of formal modeling and Bayesian statistical inference to ground explanations in data analysis. We support this approach by reference to philosophy of science and discussions of the current methods crisis in several empirical sciences and illustrate it with an example from visual attention research.}},
  author       = {{Krüger, Alexander and Tünnermann, Jan and Rohlfing, Katharina and Scharlau, Ingrid}},
  journal      = {{Archives of Data Science, Series A}},
  pages        = {{1 -- 27}},
  title        = {{{Quantitative Explanation as a Tight Coupling of Data, Model, and Theory}}},
  doi          = {{10.5445/KSP/1000087327/10}},
  volume       = {{5}},
  year         = {{2018}},
}

@inproceedings{17557,
  abstract     = {{Previous work by [1] studied gesture-speech interaction in adults. [1] focussed on temporal and semantic coordination of gesture and speech and found that while adult speech is mostly coordinated (or redundant) with gestures, semantic coordination increases the temporal synchrony. These observations do not necessarily hold for children (in particular with respect to iconic gestures, see [2]), where the speech and gesture systems are still under development. We studied the semantic and temporal coordination of speech and gesture in 4-year old children using a corpus of 40 children producing action descriptions in task oriented dialogues. In particular, we examined what kinds of information are transmitted verbally vs. non-verbally and how they are related. To account for this, we extended the semantic features (SFs) developed in [3] for object descriptions in order to include the semantics of actions. We coded the SFs on the children’s speech and gestures separately using video data. In our presentation, we will focus on the quantitative distribution of SFs across gesture and speech. Our results indicate that speech and gestures of 4-year olds are less integrated than those of the adults, although there is a large variability among the children. We will discuss the results with respect to the cognitive processes (e.g., visual memory, language) underlying children’s abilities at this stage of development. Our work paves the way for the cognitive architecture of speech-gesture interaction in preschoolers which to our knowledge is missing so far. }},
  author       = {{Abramov, Olga and Kopp, Stefan and Nemeth, Anne and Kern, Friederike and Mertens, Ulrich and Rohlfing, Katharina}},
  booktitle    = {{KOGWIS2018: Computational Approaches to Cognitive Science}},
  keywords     = {{Speech-gesture integration, semantic features}},
  title        = {{{Towards a Computational Model of Child Gesture-Speech Production}}},
  year         = {{2018}},
}

@inproceedings{24924,
  author       = {{Tolksdorf, Nils Frederik and Mertens, Ulrich J. and Rohlfing, Katharina J.}},
  location     = {{Istanbul, Turkey}},
  title        = {{{Multimodal response behavior of children during word learning with a robot}}},
  year         = {{2018}},
}

@article{20227,
  author       = {{Rączaszek-Leonardi,, Joanna and Nomikou, Iris and Rohlfing, Katharina and Deacon, Terrence W.}},
  journal      = {{Ecological Psychology }},
  pages        = {{39--73}},
  title        = {{{Language development from an ecological perspective: Ecologically valid ways to abstract symbols.}}},
  volume       = {{30}},
  year         = {{2018}},
}

@article{20225,
  author       = {{Nomikou, Iris and Rohlfing, Katharina and Cimiano, Philipp  and Mandler, Jean M. }},
  journal      = {{Language Learning and Development}},
  pages        = {{1--11}},
  title        = {{{Evidence for early comprehension of action verbs.}}},
  year         = {{2018}},
}

@inproceedings{17179,
  abstract     = {{Previous work by [1] studied gesture-speech interaction in adults. [1] focussed on temporal and semantic coordination of gesture and speech and found that while adult speech is mostly coordinated (or redundant) with gestures, semantic coordination increases the temporal synchrony. These observations do not necessarily hold for children (in particular with respect to iconic gestures, see [2]), where the speech and gesture systems are still under development. We studied the semantic and temporal coordination of speech and gesture in 4-year old children using a corpus of 40 children producing action descriptions in task oriented dialogues. In particular, we examined what kinds of information are transmitted verbally vs. non-verbally and how they are related. To account for this, we extended the semantic features (SFs) developed in [3] for object descriptions in order to include the semantics of actions. We coded the SFs on the children’s speech and gestures separately using video data. In our presentation, we will focus on the quantitative distribution of SFs across gesture and speech. Our results indicate that speech and gestures of 4-year olds are less integrated than those of the adults, although there is a large variability among the children. We will discuss the results with respect to the cognitive processes (e.g., visual memory, language) underlying children’s abilities at this stage of development. Our work paves the way for the cognitive architecture of speech-gesture interaction in preschoolers which to our knowledge is missing so far. }},
  author       = {{Abramov, Olga and Kopp, Stefan and Nemeth, Anne and Kern, Friederike and Mertens, Ulrich and Rohlfing, Katharina}},
  booktitle    = {{KOGWIS2018: Computational Approaches to Cognitive Science}},
  keywords     = {{Speech-gesture integration, semantic features}},
  title        = {{{Towards a Computational Model of Child Gesture-Speech Production}}},
  year         = {{2018}},
}

@article{41944,
  author       = {{Topalović, Elvira and Kuzminykh, Ksenia}},
  journal      = {{Leseförderung. DaZ Sekundarstufe. Konzepte und Materialien}},
  number       = {{3}},
  pages        = {{21--27}},
  title        = {{{Mehrsprachiges Lesen mit Brechts „Vergnügungen“. Mit Sprache(n) Lesefreude anregen. }}},
  year         = {{2018}},
}

@inbook{41933,
  author       = {{Hufeisen, Britta and Topalović, Elvira}},
  booktitle    = {{Atlas der Mehrsprachigkeit in Europa. Mehrsprachigkeit als Chance}},
  editor       = {{Gessner, Elisabeth and Giambalvo-Rode, Jenny and Kuhley, Horst Paul}},
  pages        = {{15--29}},
  publisher    = {{Leipziger Universitätsverlag}},
  title        = {{{ Mehrsprachige Literacy: Potentiale eines Gesamtsprachencurriculums in einer Pluralen Mehrsprachigkeitsdidaktik.}}},
  year         = {{2018}},
}

@inproceedings{44162,
  author       = {{Müller, Inez}},
  booktitle    = {{Erzählen von Zeitgenossenschaft. }},
  editor       = {{Platen, Edgar}},
  isbn         = {{978-3-86205-597-5}},
  location     = {{Universität Göteborg}},
  publisher    = {{iudicium Verlag}},
  title        = {{{Vielstimmige Zeitgenossenschaft als poetologischer Ausdruck des Möglichkeitssinns in Alfred Anderschs Romanen "Efraim", "Die Rote" und "Winterspelt".}}},
  volume       = {{10}},
  year         = {{2018}},
}

@misc{31501,
  author       = {{Elit, Stefan}},
  booktitle    = {{in: literaturkritik.de [22.03.2018]; publ. unter dem Titel: Was zum #@!:-(! sind denn nun genau Graphic Novels? Ein weitgehend gelungen überarbeiteter Einführungs- und Überblicksband widmet sich einem vielfältigen Subgenre der Comicliteratur}},
  title        = {{{[Rezension zu:] Graphic Novels, hg. v. Andreas C. Knigge, München 2017 (Text + Kritik. Sonderband)}}},
  year         = {{2018}},
}

@misc{31503,
  author       = {{Elit, Stefan}},
  booktitle    = {{Germanistik 59, S. 3-4, Nr. 7621}},
  title        = {{{[Rezension zu:] Florian Urschel-Sochaczewski: Der Adoleszenzdiskurs in der DDR. Staatliche Programme, Jugendforschung, Lebensalltag, erzählende Künste, Berlin 2017}}},
  year         = {{2018}},
}

@inbook{59981,
  author       = {{Schulte Eickholt, Swen}},
  booktitle    = {{Sich selbt erzählen. Autobiographie ¬– Autofiktion – Autorschaft}},
  editor       = {{Arnold, Sonja and Catani, Stephanie and Gröger, Anita}},
  pages        = {{259--275}},
  publisher    = {{GWL Ludwig}},
  title        = {{{"Ich bin es, ich bin es doch selbst." Jean Paul, Hölderlin und die Strategien autofiktionalen Erzählens in Navid Kermanis "Dein Name“. }}},
  year         = {{2018}},
}