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Action and Interaction as Contexts for Enriching Representations.” <i>Interaction Studies </i>, 2016, 120–45. <a href=\"https://doi.org/10.1075/is.17.1.06nom\">https://doi.org/10.1075/is.17.1.06nom</a>.","short":"I. Nomikou, S. Malte, V. Heller, K. Rohlfing, Interaction Studies  (2016) 120–145.","ieee":"I. Nomikou, S. Malte, V. Heller, and K. Rohlfing, “Language—at all times. Action and interaction as contexts for enriching representations.,” <i>Interaction Studies </i>, pp. 120–145, 2016, doi: <a href=\"https://doi.org/10.1075/is.17.1.06nom\">10.1075/is.17.1.06nom</a>.","apa":"Nomikou, I., Malte, S., Heller, V., &#38; Rohlfing, K. (2016). Language—at all times. Action and interaction as contexts for enriching representations. <i>Interaction Studies </i>, 120–145. <a href=\"https://doi.org/10.1075/is.17.1.06nom\">https://doi.org/10.1075/is.17.1.06nom</a>","bibtex":"@article{Nomikou_Malte_Heller_Rohlfing_2016, title={Language—at all times. Action and interaction as contexts for enriching representations.}, DOI={<a href=\"https://doi.org/10.1075/is.17.1.06nom\">10.1075/is.17.1.06nom</a>}, journal={Interaction Studies }, author={Nomikou, Iris and Malte, Schilling and Heller, Vivien and Rohlfing, Katharina}, year={2016}, pages={120–145} }","ama":"Nomikou I, Malte S, Heller V, Rohlfing K. Language—at all times. Action and interaction as contexts for enriching representations. <i>Interaction Studies </i>. Published online 2016:120-145. doi:<a href=\"https://doi.org/10.1075/is.17.1.06nom\">10.1075/is.17.1.06nom</a>","mla":"Nomikou, Iris, et al. “Language—at All Times. Action and Interaction as Contexts for Enriching Representations.” <i>Interaction Studies </i>, 2016, pp. 120–45, doi:<a href=\"https://doi.org/10.1075/is.17.1.06nom\">10.1075/is.17.1.06nom</a>."},"publication":"Interaction Studies ","_id":"20249","language":[{"iso":"eng"}],"page":"120-145","doi":"10.1075/is.17.1.06nom","user_id":"14931","author":[{"full_name":"Nomikou, Iris","first_name":"Iris","last_name":"Nomikou"},{"full_name":"Malte, Schilling","last_name":"Malte","first_name":"Schilling"},{"first_name":"Vivien","last_name":"Heller","full_name":"Heller, Vivien"},{"first_name":"Katharina","last_name":"Rohlfing","full_name":"Rohlfing, Katharina","id":"50352"}],"status":"public","year":"2016","title":"Language—at all times. Action and interaction as contexts for enriching representations.","date_updated":"2023-02-01T12:36:24Z"},{"status":"public","_id":"17182","publisher":"Intech Europe","user_id":"14931","volume":13,"citation":{"short":"C. Lyon, C.L. Nehaniv, J. Saunders, T. Belpaeme, A. Bisio, K. Fischer, F. Forster, H. Lehmann, G. Metta, V. Mohan, A. Morse, S. Nolfi, F. Nori, K. Rohlfing, A. Sciutti, J. Tani, E. Tuci, B. Wrede, A. Zeschel, A. Cangelosi, International Journal of Advanced Robotic Systems 13 (2016).","chicago":"Lyon, Caroline, Chrystopher L. Nehaniv, Joe Saunders, Tony Belpaeme, Ambra Bisio, Kerstin Fischer, Frank Forster, et al. “Embodied Language Learning and Cognitive Bootstrapping: Methods and Design Principles.” <i>International Journal of Advanced Robotic Systems</i> 13, no. 3 (2016). <a href=\"https://doi.org/10.5772/63462\">https://doi.org/10.5772/63462</a>.","ieee":"C. Lyon <i>et al.</i>, “Embodied Language Learning and Cognitive Bootstrapping: Methods and Design Principles,” <i>International Journal of Advanced Robotic Systems</i>, vol. 13, no. 3, 2016, doi: <a href=\"https://doi.org/10.5772/63462\">10.5772/63462</a>.","apa":"Lyon, C., Nehaniv, C. L., Saunders, J., Belpaeme, T., Bisio, A., Fischer, K., Forster, F., Lehmann, H., Metta, G., Mohan, V., Morse, A., Nolfi, S., Nori, F., Rohlfing, K., Sciutti, A., Tani, J., Tuci, E., Wrede, B., Zeschel, A., &#38; Cangelosi, A. (2016). Embodied Language Learning and Cognitive Bootstrapping: Methods and Design Principles. <i>International Journal of Advanced Robotic Systems</i>, <i>13</i>(3). <a href=\"https://doi.org/10.5772/63462\">https://doi.org/10.5772/63462</a>","bibtex":"@article{Lyon_Nehaniv_Saunders_Belpaeme_Bisio_Fischer_Forster_Lehmann_Metta_Mohan_et al._2016, title={Embodied Language Learning and Cognitive Bootstrapping: Methods and Design Principles}, volume={13}, DOI={<a href=\"https://doi.org/10.5772/63462\">10.5772/63462</a>}, number={3}, journal={International Journal of Advanced Robotic Systems}, publisher={Intech Europe}, author={Lyon, Caroline and Nehaniv, Chrystopher L. and Saunders, Joe and Belpaeme, Tony and Bisio, Ambra and Fischer, Kerstin and Forster, Frank and Lehmann, Hagen and Metta, Giorgio and Mohan, Vishwanathan and et al.}, year={2016} }","ama":"Lyon C, Nehaniv CL, Saunders J, et al. Embodied Language Learning and Cognitive Bootstrapping: Methods and Design Principles. <i>International Journal of Advanced Robotic Systems</i>. 2016;13(3). doi:<a href=\"https://doi.org/10.5772/63462\">10.5772/63462</a>","mla":"Lyon, Caroline, et al. “Embodied Language Learning and Cognitive Bootstrapping: Methods and Design Principles.” <i>International Journal of Advanced Robotic Systems</i>, vol. 13, no. 3, Intech Europe, 2016, doi:<a href=\"https://doi.org/10.5772/63462\">10.5772/63462</a>."},"title":"Embodied Language Learning and Cognitive Bootstrapping: Methods and Design Principles","year":"2016","publication_identifier":{"issn":["1729-8814"]},"author":[{"first_name":"Caroline","last_name":"Lyon","full_name":"Lyon, Caroline"},{"full_name":"Nehaniv, Chrystopher L.","last_name":"Nehaniv","first_name":"Chrystopher L."},{"full_name":"Saunders, Joe","first_name":"Joe","last_name":"Saunders"},{"full_name":"Belpaeme, Tony","first_name":"Tony","last_name":"Belpaeme"},{"first_name":"Ambra","last_name":"Bisio","full_name":"Bisio, Ambra"},{"first_name":"Kerstin","last_name":"Fischer","full_name":"Fischer, Kerstin"},{"last_name":"Forster","first_name":"Frank","full_name":"Forster, Frank"},{"first_name":"Hagen","last_name":"Lehmann","full_name":"Lehmann, Hagen"},{"full_name":"Metta, Giorgio","last_name":"Metta","first_name":"Giorgio"},{"full_name":"Mohan, Vishwanathan","first_name":"Vishwanathan","last_name":"Mohan"},{"first_name":"Anthony","last_name":"Morse","full_name":"Morse, Anthony"},{"full_name":"Nolfi, Stefano","first_name":"Stefano","last_name":"Nolfi"},{"full_name":"Nori, Francesco","last_name":"Nori","first_name":"Francesco"},{"id":"50352","full_name":"Rohlfing, Katharina","first_name":"Katharina","last_name":"Rohlfing"},{"first_name":"Alessandra","last_name":"Sciutti","full_name":"Sciutti, Alessandra"},{"full_name":"Tani, Jun","last_name":"Tani","first_name":"Jun"},{"full_name":"Tuci, Elio","last_name":"Tuci","first_name":"Elio"},{"full_name":"Wrede, Britta","last_name":"Wrede","first_name":"Britta"},{"full_name":"Zeschel, Arne","last_name":"Zeschel","first_name":"Arne"},{"first_name":"Angelo","last_name":"Cangelosi","full_name":"Cangelosi, Angelo"}],"date_updated":"2023-02-01T16:04:48Z","intvolume":"        13","language":[{"iso":"eng"}],"doi":"10.5772/63462","publication":"International Journal of Advanced Robotic Systems","issue":"3","abstract":[{"lang":"eng","text":"Co-development of action, conceptualization and social interaction mutually scaffold and support each other within a virtuous feedback cycle in the development of human language in children. Within this framework, the purpose of this article is to bring together diverse but complementary accounts of research methods that jointly contribute to our understanding of cognitive development and in particular, language acquisition in robots. Thus, we include research pertaining to developmental robotics, cognitive science, psychology, linguistics and neuroscience, as well as practical computer science and engineering. The different studies are not at this stage all connected into a cohesive whole; rather, they are presented to illuminate the need for multiple different approaches that complement each other in the pursuit of understanding cognitive development in robots. Extensive experiments involving the humanoid robot iCub are reported, while human learning relevant to developmental robotics has also contributed useful results. Disparate approaches are brought together via common underlying design principles. Without claiming to model human language acquisition directly, we are nonetheless inspired by analogous development in humans and consequently, our investigations include the parallel co-development of action, conceptualization and social interaction. Though these different approaches need to ultimately be integrated into a coherent, unified body of knowledge, progress is currently also being made by pursuing individual methods."}],"date_created":"2020-06-24T13:00:58Z","type":"journal_article","keyword":["Robot Language","Human Robot Interaction","HRI","Developmental Robotics","Cognitive Bootstrapping","Statistical Learning"],"department":[{"_id":"749"}]},{"status":"public","user_id":"14931","volume":5,"page":"91-97","_id":"17184","publisher":"Hogrefe & Huber Publishers","citation":{"mla":"Grimminger, Angela, et al. “Effekte von Objekt-Familiarisierung Auf Die Frühe Gestische Kommunikation. Individuelle Unterschiede in Hinblick Auf Den Späteren Wortschatz.” <i>Frühe Bildung</i>, vol. 5, no. 2, Hogrefe &#38; Huber Publishers, 2016, pp. 91–97, doi:<a href=\"https://doi.org/10.1026/2191-9186/a000257\">10.1026/2191-9186/a000257</a>.","bibtex":"@article{Grimminger_Lüke_Ritterfeld_Liszkowski_Rohlfing_2016, title={Effekte von Objekt-Familiarisierung auf die frühe gestische Kommunikation. Individuelle Unterschiede in Hinblick auf den späteren Wortschatz}, volume={5}, DOI={<a href=\"https://doi.org/10.1026/2191-9186/a000257\">10.1026/2191-9186/a000257</a>}, number={2}, journal={Frühe Bildung}, publisher={Hogrefe &#38; Huber Publishers}, author={Grimminger, Angela and Lüke, Carina and Ritterfeld, Ute and Liszkowski, Ulf and Rohlfing, Katharina}, year={2016}, pages={91–97} }","ama":"Grimminger A, Lüke C, Ritterfeld U, Liszkowski U, Rohlfing K. Effekte von Objekt-Familiarisierung auf die frühe gestische Kommunikation. Individuelle Unterschiede in Hinblick auf den späteren Wortschatz. <i>Frühe Bildung</i>. 2016;5(2):91-97. doi:<a href=\"https://doi.org/10.1026/2191-9186/a000257\">10.1026/2191-9186/a000257</a>","ieee":"A. Grimminger, C. Lüke, U. Ritterfeld, U. Liszkowski, and K. Rohlfing, “Effekte von Objekt-Familiarisierung auf die frühe gestische Kommunikation. Individuelle Unterschiede in Hinblick auf den späteren Wortschatz,” <i>Frühe Bildung</i>, vol. 5, no. 2, pp. 91–97, 2016, doi: <a href=\"https://doi.org/10.1026/2191-9186/a000257\">10.1026/2191-9186/a000257</a>.","apa":"Grimminger, A., Lüke, C., Ritterfeld, U., Liszkowski, U., &#38; Rohlfing, K. (2016). Effekte von Objekt-Familiarisierung auf die frühe gestische Kommunikation. Individuelle Unterschiede in Hinblick auf den späteren Wortschatz. <i>Frühe Bildung</i>, <i>5</i>(2), 91–97. <a href=\"https://doi.org/10.1026/2191-9186/a000257\">https://doi.org/10.1026/2191-9186/a000257</a>","chicago":"Grimminger, Angela, Carina Lüke, Ute Ritterfeld, Ulf Liszkowski, and Katharina Rohlfing. “Effekte von Objekt-Familiarisierung Auf Die Frühe Gestische Kommunikation. Individuelle Unterschiede in Hinblick Auf Den Späteren Wortschatz.” <i>Frühe Bildung</i> 5, no. 2 (2016): 91–97. <a href=\"https://doi.org/10.1026/2191-9186/a000257\">https://doi.org/10.1026/2191-9186/a000257</a>.","short":"A. Grimminger, C. Lüke, U. Ritterfeld, U. Liszkowski, K. Rohlfing, Frühe Bildung 5 (2016) 91–97."},"date_updated":"2023-02-01T16:05:30Z","intvolume":"         5","title":"Effekte von Objekt-Familiarisierung auf die frühe gestische Kommunikation. Individuelle Unterschiede in Hinblick auf den späteren Wortschatz","year":"2016","author":[{"full_name":"Grimminger, Angela","first_name":"Angela","last_name":"Grimminger","id":"57578"},{"full_name":"Lüke, Carina","first_name":"Carina","last_name":"Lüke"},{"full_name":"Ritterfeld, Ute","first_name":"Ute","last_name":"Ritterfeld"},{"last_name":"Liszkowski","first_name":"Ulf","full_name":"Liszkowski, Ulf"},{"id":"50352","full_name":"Rohlfing, Katharina","last_name":"Rohlfing","first_name":"Katharina"}],"publication_identifier":{"issn":["2191-9194"]},"doi":"10.1026/2191-9186/a000257","language":[{"iso":"eng"}],"abstract":[{"lang":"eng","text":"There is ongoing discussion on the function of the early production of gestures with regard to whether they reduce children's cognitive demands and free their capacity to perform other tasks (e.g., Goldin-Meadow & Wagner, 2005) or whether young children point in order to share their interest or to elicit information from their caregivers (e.g., Begus & Southgate, 2012; Liszkowski, Carpenter, Henning, Striano & Tomasello, 2004). The different assumptions lead to diverse predictions regarding infants' gestural or multimodal behavior in recurring situations, in which some objects are familiar and others are unfamiliar. To examine these different predictions, we observed 14 children aged between 14 and 16 months biweekly in a semi-experimental situation with a caregiver and explored how children's verbal and gestural behaviors change as a function of their familiarization with objects. We split the children into two groups based on their reported vocabulary size at 21 months of age (larger vs. smaller vocabulary). We found that children with a larger vocabulary at 21 months had an increase in their pointing with words toward unfamiliar objects as well as in their total amount of words, whereas for children with smaller vocabularies we did not find differences in relation to their familiarization with objects. We discuss these findings in terms of a social-pragmatic use of pointing gestures."}],"issue":"2","publication":"Frühe Bildung","type":"journal_article","keyword":["gesture","pointing","familiarity","individual differences"],"department":[{"_id":"749"}],"date_created":"2020-06-24T13:01:00Z"},{"date_created":"2020-06-24T13:00:57Z","type":"journal_article","keyword":["language acquisition","pragmatics","infants' social learning","frames","learning and memory","developmental robotics"],"department":[{"_id":"749"}],"publication":"FRONTIERS IN PSYCHOLOGY","citation":{"mla":"Rohlfing, Katharina, et al. “An Alternative to Mapping a Word onto a Concept in Language Acquisition: Pragmatic Frames.” <i>FRONTIERS IN PSYCHOLOGY</i>, vol. 7, Frontiers Media Sa, 2016, doi:<a href=\"https://doi.org/10.3389/fpsyg.2016.00470\">10.3389/fpsyg.2016.00470</a>.","bibtex":"@article{Rohlfing_Wrede_Vollmer_Oudeyer_2016, title={An Alternative to Mapping a Word onto a Concept in Language Acquisition: Pragmatic Frames}, volume={7}, DOI={<a href=\"https://doi.org/10.3389/fpsyg.2016.00470\">10.3389/fpsyg.2016.00470</a>}, journal={FRONTIERS IN PSYCHOLOGY}, publisher={Frontiers Media Sa}, author={Rohlfing, Katharina and Wrede, Britta and Vollmer, Anna-Lisa and Oudeyer, Pierre-Yves}, year={2016} }","ama":"Rohlfing K, Wrede B, Vollmer A-L, Oudeyer P-Y. An Alternative to Mapping a Word onto a Concept in Language Acquisition: Pragmatic Frames. <i>FRONTIERS IN PSYCHOLOGY</i>. 2016;7. doi:<a href=\"https://doi.org/10.3389/fpsyg.2016.00470\">10.3389/fpsyg.2016.00470</a>","ieee":"K. Rohlfing, B. Wrede, A.-L. Vollmer, and P.-Y. Oudeyer, “An Alternative to Mapping a Word onto a Concept in Language Acquisition: Pragmatic Frames,” <i>FRONTIERS IN PSYCHOLOGY</i>, vol. 7, 2016, doi: <a href=\"https://doi.org/10.3389/fpsyg.2016.00470\">10.3389/fpsyg.2016.00470</a>.","apa":"Rohlfing, K., Wrede, B., Vollmer, A.-L., &#38; Oudeyer, P.-Y. (2016). An Alternative to Mapping a Word onto a Concept in Language Acquisition: Pragmatic Frames. <i>FRONTIERS IN PSYCHOLOGY</i>, <i>7</i>. <a href=\"https://doi.org/10.3389/fpsyg.2016.00470\">https://doi.org/10.3389/fpsyg.2016.00470</a>","chicago":"Rohlfing, Katharina, Britta Wrede, Anna-Lisa Vollmer, and Pierre-Yves Oudeyer. “An Alternative to Mapping a Word onto a Concept in Language Acquisition: Pragmatic Frames.” <i>FRONTIERS IN PSYCHOLOGY</i> 7 (2016). <a href=\"https://doi.org/10.3389/fpsyg.2016.00470\">https://doi.org/10.3389/fpsyg.2016.00470</a>.","short":"K. Rohlfing, B. Wrede, A.-L. Vollmer, P.-Y. Oudeyer, FRONTIERS IN PSYCHOLOGY 7 (2016)."},"abstract":[{"lang":"eng","text":"The classic mapping metaphor posits that children learn a word by mapping it onto a concept of an object or event. However, we believe that a mapping metaphor cannot account for word learning, because even though children focus attention on objects, they do not necessarily remember the connection between the word and the referent unless it is framed pragmatically, that is, within a task. Our theoretical paper proposes an alternative mechanism for word learning. Our main premise is that word learning occurs as children accomplish a goal in cooperation with a partner. We follow Bruner's (1983) idea and further specify pragmatic frames as the learning units that drive language acquisition and cognitive development. These units consist of a sequence of actions and verbal behaviors that are co-constructed with a partner to achieve a joint goal. We elaborate on this alternative, offer some initial parametrizations of the concept, and embed it in current language learning approaches."}],"publisher":"Frontiers Media Sa","_id":"17181","language":[{"iso":"eng"}],"user_id":"14931","doi":"10.3389/fpsyg.2016.00470","volume":7,"status":"public","year":"2016","title":"An Alternative to Mapping a Word onto a Concept in Language Acquisition: Pragmatic Frames","author":[{"id":"50352","full_name":"Rohlfing, Katharina","first_name":"Katharina","last_name":"Rohlfing"},{"last_name":"Wrede","first_name":"Britta","full_name":"Wrede, Britta"},{"first_name":"Anna-Lisa","last_name":"Vollmer","full_name":"Vollmer, Anna-Lisa"},{"last_name":"Oudeyer","first_name":"Pierre-Yves","full_name":"Oudeyer, Pierre-Yves"}],"publication_identifier":{"issn":["1664-1078"]},"date_updated":"2023-02-01T16:04:21Z","intvolume":"         7"},{"type":"conference","department":[{"_id":"749"}],"date_created":"2020-06-24T13:00:59Z","publication":"2016 Joint IEEE International Conference on Development and Learning and Epigenetic Robotics (ICDL-EpiRob)","citation":{"ama":"Lücking P, Rohlfing K, Wrede B, Schilling M. Preschoolers’ engagement in social interaction with an autonomous robotic system. In: <i>2016 Joint IEEE International Conference on Development and Learning and Epigenetic Robotics (ICDL-EpiRob)</i>. Institute of Electrical and Electronics Engineers (IEEE); 2016. doi:<a href=\"https://doi.org/10.1109/devlrn.2016.7846821\">10.1109/devlrn.2016.7846821</a>","bibtex":"@inproceedings{Lücking_Rohlfing_Wrede_Schilling_2016, title={Preschoolers’ engagement in social interaction with an autonomous robotic system}, DOI={<a href=\"https://doi.org/10.1109/devlrn.2016.7846821\">10.1109/devlrn.2016.7846821</a>}, booktitle={2016 Joint IEEE International Conference on Development and Learning and Epigenetic Robotics (ICDL-EpiRob)}, publisher={Institute of Electrical and Electronics Engineers (IEEE)}, author={Lücking, Phillip and Rohlfing, Katharina and Wrede, Britta and Schilling, Malte}, year={2016} }","mla":"Lücking, Phillip, et al. “Preschoolers’ Engagement in Social Interaction with an Autonomous Robotic System.” <i>2016 Joint IEEE International Conference on Development and Learning and Epigenetic Robotics (ICDL-EpiRob)</i>, Institute of Electrical and Electronics Engineers (IEEE), 2016, doi:<a href=\"https://doi.org/10.1109/devlrn.2016.7846821\">10.1109/devlrn.2016.7846821</a>.","short":"P. Lücking, K. Rohlfing, B. Wrede, M. Schilling, in: 2016 Joint IEEE International Conference on Development and Learning and Epigenetic Robotics (ICDL-EpiRob), Institute of Electrical and Electronics Engineers (IEEE), 2016.","chicago":"Lücking, Phillip, Katharina Rohlfing, Britta Wrede, and Malte Schilling. “Preschoolers’ Engagement in Social Interaction with an Autonomous Robotic System.” In <i>2016 Joint IEEE International Conference on Development and Learning and Epigenetic Robotics (ICDL-EpiRob)</i>. Institute of Electrical and Electronics Engineers (IEEE), 2016. <a href=\"https://doi.org/10.1109/devlrn.2016.7846821\">https://doi.org/10.1109/devlrn.2016.7846821</a>.","apa":"Lücking, P., Rohlfing, K., Wrede, B., &#38; Schilling, M. (2016). Preschoolers’ engagement in social interaction with an autonomous robotic system. <i>2016 Joint IEEE International Conference on Development and Learning and Epigenetic Robotics (ICDL-EpiRob)</i>. <a href=\"https://doi.org/10.1109/devlrn.2016.7846821\">https://doi.org/10.1109/devlrn.2016.7846821</a>","ieee":"P. Lücking, K. Rohlfing, B. Wrede, and M. Schilling, “Preschoolers’ engagement in social interaction with an autonomous robotic system,” 2016, doi: <a href=\"https://doi.org/10.1109/devlrn.2016.7846821\">10.1109/devlrn.2016.7846821</a>."},"user_id":"14931","doi":"10.1109/devlrn.2016.7846821","publisher":"Institute of Electrical and Electronics Engineers (IEEE)","_id":"17183","language":[{"iso":"eng"}],"date_updated":"2023-02-01T16:05:12Z","year":"2016","status":"public","title":"Preschoolers' engagement in social interaction with an autonomous robotic system","author":[{"last_name":"Lücking","first_name":"Phillip","full_name":"Lücking, Phillip"},{"full_name":"Rohlfing, Katharina","first_name":"Katharina","last_name":"Rohlfing","id":"50352"},{"full_name":"Wrede, Britta","first_name":"Britta","last_name":"Wrede"},{"full_name":"Schilling, Malte","first_name":"Malte","last_name":"Schilling"}],"publication_identifier":{"isbn":["978-1-5090-5069-7"]}},{"title":"Can 28-month-old children learn spatial prepositions robustly from pictures? Yes, when narrative input is provided.","status":"public","year":"2016","author":[{"id":"50352","full_name":"Rohlfing, Katharina","last_name":"Rohlfing","first_name":"Katharina"},{"first_name":"Kerstin","last_name":"Nachtigäller","full_name":"Nachtigäller, Kerstin"}],"date_updated":"2023-02-01T12:41:02Z","language":[{"iso":"eng"}],"_id":"20230","user_id":"14931","publication":"Frontiers in Language Science ","citation":{"mla":"Rohlfing, Katharina, and Kerstin Nachtigäller. “Can 28-Month-Old Children Learn Spatial Prepositions Robustly from Pictures? Yes, When Narrative Input Is Provided.” <i>Frontiers in Language Science </i>, 2016.","ama":"Rohlfing K, Nachtigäller K. Can 28-month-old children learn spatial prepositions robustly from pictures? Yes, when narrative input is provided. <i>Frontiers in Language Science </i>. Published online 2016.","bibtex":"@article{Rohlfing_Nachtigäller_2016, title={Can 28-month-old children learn spatial prepositions robustly from pictures? Yes, when narrative input is provided.}, journal={Frontiers in Language Science }, author={Rohlfing, Katharina and Nachtigäller, Kerstin}, year={2016} }","apa":"Rohlfing, K., &#38; Nachtigäller, K. (2016). Can 28-month-old children learn spatial prepositions robustly from pictures? Yes, when narrative input is provided. <i>Frontiers in Language Science </i>.","ieee":"K. Rohlfing and K. Nachtigäller, “Can 28-month-old children learn spatial prepositions robustly from pictures? Yes, when narrative input is provided.,” <i>Frontiers in Language Science </i>, 2016.","short":"K. Rohlfing, K. Nachtigäller, Frontiers in Language Science  (2016).","chicago":"Rohlfing, Katharina, and Kerstin Nachtigäller. “Can 28-Month-Old Children Learn Spatial Prepositions Robustly from Pictures? Yes, When Narrative Input Is Provided.” <i>Frontiers in Language Science </i>, 2016."},"date_created":"2020-10-30T09:03:21Z","type":"journal_article","department":[{"_id":"749"}]},{"date_created":"2023-02-23T08:42:58Z","department":[{"_id":"5"}],"type":"review","citation":{"apa":"Blachut, A. (2016). Rezension zu Brinkmann, Erika (Hrsg.): Rechtschreiben in der Diskussion. Schriftspracherwerb und Rechtschreibunterricht (= Beiträge zur Reform der Grundschule 140) Bad Langensalza: Beltz. 318 S. In <i>Grundschulunterricht Deutsch</i> (Vol. 3, p. 46).","ieee":"A. Blachut, “Rezension zu Brinkmann, Erika (Hrsg.): Rechtschreiben in der Diskussion. Schriftspracherwerb und Rechtschreibunterricht (= Beiträge zur Reform der Grundschule 140) Bad Langensalza: Beltz. 318 S.,” <i>Grundschulunterricht Deutsch</i>, vol. 3. p. 46, 2016.","short":"A. Blachut, Grundschulunterricht Deutsch 3 (2016) 46.","chicago":"Blachut, Alisa. “Rezension Zu Brinkmann, Erika (Hrsg.): Rechtschreiben in Der Diskussion. Schriftspracherwerb Und Rechtschreibunterricht (= Beiträge Zur Reform Der Grundschule 140) Bad Langensalza: Beltz. 318 S.” <i>Grundschulunterricht Deutsch</i>, 2016.","mla":"Blachut, Alisa. “Rezension Zu Brinkmann, Erika (Hrsg.): Rechtschreiben in Der Diskussion. Schriftspracherwerb Und Rechtschreibunterricht (= Beiträge Zur Reform Der Grundschule 140) Bad Langensalza: Beltz. 318 S.” <i>Grundschulunterricht Deutsch</i>, vol. 3, 2016, p. 46.","ama":"Blachut A. Rezension zu Brinkmann, Erika (Hrsg.): Rechtschreiben in der Diskussion. Schriftspracherwerb und Rechtschreibunterricht (= Beiträge zur Reform der Grundschule 140) Bad Langensalza: Beltz. 318 S. <i>Grundschulunterricht Deutsch</i>. 2016;3:46.","bibtex":"@article{Blachut_2016, title={Rezension zu Brinkmann, Erika (Hrsg.): Rechtschreiben in der Diskussion. 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