[{"publication_status":"published","place":"München","year":"2009","citation":{"ama":"Roselli A, Öhlschläger C. Der hypertrophe Text als Ort des Widerstands: Rousseau und Stifter in ethischer Perspektive. In: Öhlschläger C, ed. <i>Narration und Ethik</i>. Fink; 2009:111-125.","chicago":"Roselli, Antonio, and Claudia Öhlschläger. “Der hypertrophe Text als Ort des Widerstands: Rousseau und Stifter in ethischer Perspektive.” In <i>Narration und Ethik</i>, edited by Claudia Öhlschläger, 111–25. München: Fink, 2009.","ieee":"A. Roselli and C. Öhlschläger, “Der hypertrophe Text als Ort des Widerstands: Rousseau und Stifter in ethischer Perspektive,” in <i>Narration und Ethik</i>, C. Öhlschläger, Ed. München: Fink, 2009, pp. 111–125.","apa":"Roselli, A., &#38; Öhlschläger, C. (2009). Der hypertrophe Text als Ort des Widerstands: Rousseau und Stifter in ethischer Perspektive. In C. Öhlschläger (Ed.), <i>Narration und Ethik</i> (pp. 111–125). Fink.","mla":"Roselli, Antonio, and Claudia Öhlschläger. “Der hypertrophe Text als Ort des Widerstands: Rousseau und Stifter in ethischer Perspektive.” <i>Narration und Ethik</i>, edited by Claudia Öhlschläger, Fink, 2009, pp. 111–25.","short":"A. Roselli, C. Öhlschläger, in: C. Öhlschläger (Ed.), Narration und Ethik, Fink, München, 2009, pp. 111–125.","bibtex":"@inbook{Roselli_Öhlschläger_2009, place={München}, title={Der hypertrophe Text als Ort des Widerstands: Rousseau und Stifter in ethischer Perspektive}, booktitle={Narration und Ethik}, publisher={Fink}, author={Roselli, Antonio and Öhlschläger, Claudia}, editor={Öhlschläger, Claudia}, year={2009}, pages={111–125} }"},"page":"111-125","publisher":"Fink","date_updated":"2023-01-23T09:39:14Z","author":[{"first_name":"Antonio","full_name":"Roselli, Antonio","last_name":"Roselli"},{"first_name":"Claudia","last_name":"Öhlschläger","full_name":"Öhlschläger, Claudia","id":"610"}],"date_created":"2023-01-23T09:39:11Z","title":"Der hypertrophe Text als Ort des Widerstands: Rousseau und Stifter in ethischer Perspektive","type":"book_chapter","publication":"Narration und Ethik","editor":[{"full_name":"Öhlschläger, Claudia","last_name":"Öhlschläger","first_name":"Claudia"}],"status":"public","_id":"38049","user_id":"29963","department":[{"_id":"116"}],"language":[{"iso":"ger"}]},{"date_created":"2023-01-23T09:34:00Z","author":[{"first_name":"Claudia","last_name":"Öhlschläger","full_name":"Öhlschläger, Claudia","id":"610"}],"date_updated":"2023-01-23T09:34:06Z","title":"Poetik und Ethik Kleiner Prosa: Franz Kafka, Robert Musil, Heiner Müller, Michael Köhlmeier","publication_status":"published","citation":{"apa":"Öhlschläger, C. (2009). Poetik und Ethik Kleiner Prosa: Franz Kafka, Robert Musil, Heiner Müller, Michael Köhlmeier. <i>Zeitschrift für Deutsche Philologie</i>, 261–279.","bibtex":"@article{Öhlschläger_2009, title={Poetik und Ethik Kleiner Prosa: Franz Kafka, Robert Musil, Heiner Müller, Michael Köhlmeier}, journal={Zeitschrift für Deutsche Philologie}, author={Öhlschläger, Claudia}, year={2009}, pages={261–279} }","short":"C. Öhlschläger, Zeitschrift für Deutsche Philologie (2009) 261–279.","mla":"Öhlschläger, Claudia. “Poetik und Ethik Kleiner Prosa: Franz Kafka, Robert Musil, Heiner Müller, Michael Köhlmeier.” <i>Zeitschrift für Deutsche Philologie</i>, 2009, pp. 261–79.","ama":"Öhlschläger C. Poetik und Ethik Kleiner Prosa: Franz Kafka, Robert Musil, Heiner Müller, Michael Köhlmeier. <i>Zeitschrift für Deutsche Philologie</i>. Published online 2009:261-279.","ieee":"C. Öhlschläger, “Poetik und Ethik Kleiner Prosa: Franz Kafka, Robert Musil, Heiner Müller, Michael Köhlmeier,” <i>Zeitschrift für Deutsche Philologie</i>, pp. 261–279, 2009.","chicago":"Öhlschläger, Claudia. “Poetik und Ethik Kleiner Prosa: Franz Kafka, Robert Musil, Heiner Müller, Michael Köhlmeier.” <i>Zeitschrift für Deutsche Philologie</i>, 2009, 261–79."},"page":"261-279","year":"2009","user_id":"29963","department":[{"_id":"116"}],"_id":"38048","language":[{"iso":"ger"}],"type":"journal_article","publication":"Zeitschrift für Deutsche Philologie","status":"public"},{"title":"A Computational Model of Acoustic Packaging","doi":"10.1109/TAMD.2009.2039135","date_updated":"2023-02-01T13:02:07Z","publisher":"Institute of Electrical & Electronics Engineers (IEEE)","volume":1,"author":[{"first_name":"Lars","full_name":"Schillingmann, Lars","last_name":"Schillingmann"},{"first_name":"Britta","full_name":"Wrede, Britta","last_name":"Wrede"},{"last_name":"Rohlfing","id":"50352","full_name":"Rohlfing, Katharina","first_name":"Katharina"}],"date_created":"2020-06-24T13:02:26Z","year":"2009","page":"226-237","intvolume":"         1","citation":{"mla":"Schillingmann, Lars, et al. “A Computational Model of Acoustic Packaging.” <i>IEEE Transactions on Autonomous Mental Development</i>, vol. 1, no. 4, Institute of Electrical &#38; Electronics Engineers (IEEE), 2009, pp. 226–37, doi:<a href=\"https://doi.org/10.1109/TAMD.2009.2039135\">10.1109/TAMD.2009.2039135</a>.","short":"L. Schillingmann, B. Wrede, K. Rohlfing, IEEE Transactions on Autonomous Mental Development 1 (2009) 226–237.","bibtex":"@article{Schillingmann_Wrede_Rohlfing_2009, title={A Computational Model of Acoustic Packaging}, volume={1}, DOI={<a href=\"https://doi.org/10.1109/TAMD.2009.2039135\">10.1109/TAMD.2009.2039135</a>}, number={4}, journal={IEEE Transactions on Autonomous Mental Development}, publisher={Institute of Electrical &#38; Electronics Engineers (IEEE)}, author={Schillingmann, Lars and Wrede, Britta and Rohlfing, Katharina}, year={2009}, pages={226–237} }","apa":"Schillingmann, L., Wrede, B., &#38; Rohlfing, K. (2009). A Computational Model of Acoustic Packaging. <i>IEEE Transactions on Autonomous Mental Development</i>, <i>1</i>(4), 226–237. <a href=\"https://doi.org/10.1109/TAMD.2009.2039135\">https://doi.org/10.1109/TAMD.2009.2039135</a>","chicago":"Schillingmann, Lars, Britta Wrede, and Katharina Rohlfing. “A Computational Model of Acoustic Packaging.” <i>IEEE Transactions on Autonomous Mental Development</i> 1, no. 4 (2009): 226–37. <a href=\"https://doi.org/10.1109/TAMD.2009.2039135\">https://doi.org/10.1109/TAMD.2009.2039135</a>.","ieee":"L. Schillingmann, B. Wrede, and K. Rohlfing, “A Computational Model of Acoustic Packaging,” <i>IEEE Transactions on Autonomous Mental Development</i>, vol. 1, no. 4, pp. 226–237, 2009, doi: <a href=\"https://doi.org/10.1109/TAMD.2009.2039135\">10.1109/TAMD.2009.2039135</a>.","ama":"Schillingmann L, Wrede B, Rohlfing K. A Computational Model of Acoustic Packaging. <i>IEEE Transactions on Autonomous Mental Development</i>. 2009;1(4):226-237. doi:<a href=\"https://doi.org/10.1109/TAMD.2009.2039135\">10.1109/TAMD.2009.2039135</a>"},"publication_identifier":{"issn":["1943-0612"]},"issue":"4","language":[{"iso":"eng"}],"_id":"17258","department":[{"_id":"749"}],"user_id":"14931","abstract":[{"text":"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.","lang":"eng"}],"status":"public","publication":"IEEE Transactions on Autonomous Mental Development","type":"journal_article"},{"title":"On the loop of action modification and the recipient's gaze in adult-child interaction","author":[{"last_name":"Pitsch","full_name":"Pitsch, Karola","first_name":"Karola"},{"first_name":"Anna-Lisa","last_name":"Vollmer","full_name":"Vollmer, Anna-Lisa"},{"full_name":"Fritsch, Jannik","last_name":"Fritsch","first_name":"Jannik"},{"first_name":"Britta","last_name":"Wrede","full_name":"Wrede, Britta"},{"first_name":"Katharina","last_name":"Rohlfing","id":"50352","full_name":"Rohlfing, Katharina"},{"last_name":"Sagerer","full_name":"Sagerer, Gerhard","first_name":"Gerhard"}],"date_created":"2020-06-24T13:02:27Z","date_updated":"2023-02-01T13:02:31Z","citation":{"chicago":"Pitsch, Karola, Anna-Lisa Vollmer, Jannik Fritsch, Britta Wrede, Katharina Rohlfing, and Gerhard Sagerer. “On the Loop of Action Modification and the Recipient’s Gaze in Adult-Child Interaction.” In <i>Gesture and Speech in Interaction</i>, 2009.","ieee":"K. Pitsch, A.-L. Vollmer, J. Fritsch, B. Wrede, K. Rohlfing, and G. Sagerer, “On the loop of action modification and the recipient’s gaze in adult-child interaction,” 2009.","ama":"Pitsch K, Vollmer A-L, Fritsch J, Wrede B, Rohlfing K, Sagerer G. On the loop of action modification and the recipient’s gaze in adult-child interaction. In: <i>Gesture and Speech in Interaction</i>. ; 2009.","bibtex":"@inproceedings{Pitsch_Vollmer_Fritsch_Wrede_Rohlfing_Sagerer_2009, title={On the loop of action modification and the recipient’s gaze in adult-child interaction}, booktitle={Gesture and Speech in Interaction}, author={Pitsch, Karola and Vollmer, Anna-Lisa and Fritsch, Jannik and Wrede, Britta and Rohlfing, Katharina and Sagerer, Gerhard}, year={2009} }","short":"K. Pitsch, A.-L. Vollmer, J. Fritsch, B. Wrede, K. Rohlfing, G. Sagerer, in: Gesture and Speech in Interaction, 2009.","mla":"Pitsch, Karola, et al. “On the Loop of Action Modification and the Recipient’s Gaze in Adult-Child Interaction.” <i>Gesture and Speech in Interaction</i>, 2009.","apa":"Pitsch, K., Vollmer, A.-L., Fritsch, J., Wrede, B., Rohlfing, K., &#38; Sagerer, G. (2009). On the loop of action modification and the recipient’s gaze in adult-child interaction. <i>Gesture and Speech in Interaction</i>."},"year":"2009","language":[{"iso":"eng"}],"keyword":["gaze","gesture","Multimodal","adult-child interaction"],"department":[{"_id":"749"}],"user_id":"14931","_id":"17259","status":"public","abstract":[{"lang":"eng","text":"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."}],"publication":"Gesture and Speech in Interaction","type":"conference"},{"_id":"17262","user_id":"14931","department":[{"_id":"749"}],"language":[{"iso":"eng"}],"type":"journal_article","publication":"IEEE Transactions on Autonomous Mental Development","abstract":[{"text":"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.","lang":"eng"}],"status":"public","date_updated":"2023-02-01T13:03:28Z","publisher":"Institute of Electrical & Electronics Engineers (IEEE)","author":[{"first_name":"Yukie","last_name":"Nagai","full_name":"Nagai, Yukie"},{"first_name":"Katharina","id":"50352","full_name":"Rohlfing, Katharina","last_name":"Rohlfing"}],"date_created":"2020-06-24T13:02:31Z","volume":1,"title":"Computational Analysis of Motionese Toward Scaffolding Robot Action Learning","doi":"10.1109/TAMD.2009.2021090","publication_identifier":{"issn":["1943-0612"]},"issue":"1","year":"2009","citation":{"mla":"Nagai, Yukie, and Katharina Rohlfing. “Computational Analysis of Motionese Toward Scaffolding Robot Action Learning.” <i>IEEE Transactions on Autonomous Mental Development</i>, vol. 1, no. 1, Institute of Electrical &#38; Electronics Engineers (IEEE), 2009, pp. 44–54, doi:<a href=\"https://doi.org/10.1109/TAMD.2009.2021090\">10.1109/TAMD.2009.2021090</a>.","bibtex":"@article{Nagai_Rohlfing_2009, title={Computational Analysis of Motionese Toward Scaffolding Robot Action Learning}, volume={1}, DOI={<a href=\"https://doi.org/10.1109/TAMD.2009.2021090\">10.1109/TAMD.2009.2021090</a>}, number={1}, journal={IEEE Transactions on Autonomous Mental Development}, publisher={Institute of Electrical &#38; Electronics Engineers (IEEE)}, author={Nagai, Yukie and Rohlfing, Katharina}, year={2009}, pages={44–54} }","short":"Y. Nagai, K. Rohlfing, IEEE Transactions on Autonomous Mental Development 1 (2009) 44–54.","apa":"Nagai, Y., &#38; Rohlfing, K. (2009). Computational Analysis of Motionese Toward Scaffolding Robot Action Learning. <i>IEEE Transactions on Autonomous Mental Development</i>, <i>1</i>(1), 44–54. <a href=\"https://doi.org/10.1109/TAMD.2009.2021090\">https://doi.org/10.1109/TAMD.2009.2021090</a>","ieee":"Y. Nagai and K. Rohlfing, “Computational Analysis of Motionese Toward Scaffolding Robot Action Learning,” <i>IEEE Transactions on Autonomous Mental Development</i>, vol. 1, no. 1, pp. 44–54, 2009, doi: <a href=\"https://doi.org/10.1109/TAMD.2009.2021090\">10.1109/TAMD.2009.2021090</a>.","chicago":"Nagai, Yukie, and Katharina Rohlfing. “Computational Analysis of Motionese Toward Scaffolding Robot Action Learning.” <i>IEEE Transactions on Autonomous Mental Development</i> 1, no. 1 (2009): 44–54. <a href=\"https://doi.org/10.1109/TAMD.2009.2021090\">https://doi.org/10.1109/TAMD.2009.2021090</a>.","ama":"Nagai Y, Rohlfing K. Computational Analysis of Motionese Toward Scaffolding Robot Action Learning. <i>IEEE Transactions on Autonomous Mental Development</i>. 2009;1(1):44-54. doi:<a href=\"https://doi.org/10.1109/TAMD.2009.2021090\">10.1109/TAMD.2009.2021090</a>"},"intvolume":"         1","page":"44-54"},{"date_updated":"2023-02-01T13:02:52Z","publisher":"John Benjamins Publishing Company","volume":10,"date_created":"2020-06-24T13:02:28Z","author":[{"first_name":"Manja","full_name":"Lohse, Manja","last_name":"Lohse"},{"first_name":"Marc","last_name":"Hanheide","full_name":"Hanheide, Marc"},{"first_name":"Karola","full_name":"Pitsch, Karola","last_name":"Pitsch"},{"first_name":"Katharina","last_name":"Rohlfing","full_name":"Rohlfing, Katharina","id":"50352"},{"full_name":"Sagerer, Gerhard","last_name":"Sagerer","first_name":"Gerhard"}],"title":"Improving HRI design by applying Systemic Interaction Analysis (SInA)","doi":"10.1075/is.10.3.03loh","publication_identifier":{"issn":["1572-0381"]},"issue":"3","year":"2009","page":"298-323","intvolume":"        10","citation":{"ieee":"M. Lohse, M. Hanheide, K. Pitsch, K. Rohlfing, and G. Sagerer, “Improving HRI design by applying Systemic Interaction Analysis (SInA),” <i>Interaction Studies (Special Issue: Robots in the Wild: Exploring HRI in naturalistic environments)</i>, vol. 10, no. 3, pp. 298–323, 2009, doi: <a href=\"https://doi.org/10.1075/is.10.3.03loh\">10.1075/is.10.3.03loh</a>.","chicago":"Lohse, Manja, Marc Hanheide, Karola Pitsch, Katharina Rohlfing, and Gerhard Sagerer. “Improving HRI Design by Applying Systemic Interaction Analysis (SInA).” <i>Interaction Studies (Special Issue: Robots in the Wild: Exploring HRI in Naturalistic Environments)</i> 10, no. 3 (2009): 298–323. <a href=\"https://doi.org/10.1075/is.10.3.03loh\">https://doi.org/10.1075/is.10.3.03loh</a>.","bibtex":"@article{Lohse_Hanheide_Pitsch_Rohlfing_Sagerer_2009, title={Improving HRI design by applying Systemic Interaction Analysis (SInA)}, volume={10}, DOI={<a href=\"https://doi.org/10.1075/is.10.3.03loh\">10.1075/is.10.3.03loh</a>}, number={3}, journal={Interaction Studies (Special Issue: Robots in the Wild: Exploring HRI in naturalistic environments)}, publisher={John Benjamins Publishing Company}, author={Lohse, Manja and Hanheide, Marc and Pitsch, Karola and Rohlfing, Katharina and Sagerer, Gerhard}, year={2009}, pages={298–323} }","short":"M. Lohse, M. Hanheide, K. Pitsch, K. Rohlfing, G. Sagerer, Interaction Studies (Special Issue: Robots in the Wild: Exploring HRI in Naturalistic Environments) 10 (2009) 298–323.","mla":"Lohse, Manja, et al. “Improving HRI Design by Applying Systemic Interaction Analysis (SInA).” <i>Interaction Studies (Special Issue: Robots in the Wild: Exploring HRI in Naturalistic Environments)</i>, vol. 10, no. 3, John Benjamins Publishing Company, 2009, pp. 298–323, doi:<a href=\"https://doi.org/10.1075/is.10.3.03loh\">10.1075/is.10.3.03loh</a>.","apa":"Lohse, M., Hanheide, M., Pitsch, K., Rohlfing, K., &#38; Sagerer, G. (2009). Improving HRI design by applying Systemic Interaction Analysis (SInA). <i>Interaction Studies (Special Issue: Robots in the Wild: Exploring HRI in Naturalistic Environments)</i>, <i>10</i>(3), 298–323. <a href=\"https://doi.org/10.1075/is.10.3.03loh\">https://doi.org/10.1075/is.10.3.03loh</a>","ama":"Lohse M, Hanheide M, Pitsch K, Rohlfing K, Sagerer G. Improving HRI design by applying Systemic Interaction Analysis (SInA). <i>Interaction Studies (Special Issue: Robots in the Wild: Exploring HRI in naturalistic environments)</i>. 2009;10(3):298-323. doi:<a href=\"https://doi.org/10.1075/is.10.3.03loh\">10.1075/is.10.3.03loh</a>"},"_id":"17260","department":[{"_id":"749"}],"user_id":"14931","language":[{"iso":"eng"}],"publication":"Interaction Studies (Special Issue: Robots in the Wild: Exploring HRI in naturalistic environments)","type":"journal_article","status":"public"},{"keyword":["Eyegaze","tutoring situations","Contingency"],"language":[{"iso":"eng"}],"_id":"17257","department":[{"_id":"749"}],"user_id":"14931","abstract":[{"lang":"eng","text":"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."}],"status":"public","type":"conference","title":"Analysing the effect of contingency in tutoring situations","date_updated":"2023-02-01T13:01:51Z","date_created":"2020-06-24T13:02:25Z","author":[{"last_name":"Lohan","full_name":"Lohan, Katrin Solveig","first_name":"Katrin Solveig"},{"full_name":"Rohlfing, Katharina","id":"50352","last_name":"Rohlfing","first_name":"Katharina"},{"first_name":"Britta","full_name":"Wrede, Britta","last_name":"Wrede"}],"year":"2009","citation":{"apa":"Lohan, K. S., Rohlfing, K., &#38; Wrede, B. (2009). <i>Analysing the effect of contingency in tutoring situations</i>.","mla":"Lohan, Katrin Solveig, et al. <i>Analysing the Effect of Contingency in Tutoring Situations</i>. 2009.","bibtex":"@inproceedings{Lohan_Rohlfing_Wrede_2009, title={Analysing the effect of contingency in tutoring situations}, author={Lohan, Katrin Solveig and Rohlfing, Katharina and Wrede, Britta}, year={2009} }","short":"K.S. Lohan, K. Rohlfing, B. Wrede, in: 2009.","ieee":"K. S. Lohan, K. Rohlfing, and B. Wrede, “Analysing the effect of contingency in tutoring situations,” 2009.","chicago":"Lohan, Katrin Solveig, Katharina Rohlfing, and Britta Wrede. “Analysing the Effect of Contingency in Tutoring Situations,” 2009.","ama":"Lohan KS, Rohlfing K, Wrede B. Analysing the effect of contingency in tutoring situations. In: ; 2009."}},{"year":"2009","page":"139-150","citation":{"apa":"Wrede, B., Rohlfing, K., Hanheide, M., &#38; Sagerer, G. (2009). Towards Learning by Interacting. In B. Sendhoff, E. Körner, O. Sporns, H. Ritter, &#38; K. Doya (Eds.), <i>Creating Brain-Like Intelligence: From Basic Principles to Complex Intelligent Systems</i> (pp. 139–150). Springer. <a href=\"https://doi.org/10.1007/978-3-642-00616-6_8\">https://doi.org/10.1007/978-3-642-00616-6_8</a>","short":"B. Wrede, K. Rohlfing, M. Hanheide, G. Sagerer, in: B. Sendhoff, E. Körner, O. Sporns, H. Ritter, K. Doya (Eds.), Creating Brain-Like Intelligence: From Basic Principles to Complex Intelligent Systems, Springer, 2009, pp. 139–150.","mla":"Wrede, Britta, et al. “Towards Learning by Interacting.” <i>Creating Brain-Like Intelligence: From Basic Principles to Complex Intelligent Systems</i>, edited by B. Sendhoff et al., Springer, 2009, pp. 139–50, doi:<a href=\"https://doi.org/10.1007/978-3-642-00616-6_8\">10.1007/978-3-642-00616-6_8</a>.","bibtex":"@inbook{Wrede_Rohlfing_Hanheide_Sagerer_2009, title={Towards Learning by Interacting}, DOI={<a href=\"https://doi.org/10.1007/978-3-642-00616-6_8\">10.1007/978-3-642-00616-6_8</a>}, booktitle={Creating Brain-Like Intelligence: From Basic Principles to Complex Intelligent Systems}, publisher={Springer}, author={Wrede, Britta and Rohlfing, Katharina and Hanheide, Marc and Sagerer, Gerhard}, editor={Sendhoff, B. and Körner, Edgar and Sporns, O. and Ritter, Helge and Doya, Kenji}, year={2009}, pages={139–150} }","chicago":"Wrede, Britta, Katharina Rohlfing, Marc Hanheide, and Gerhard Sagerer. “Towards Learning by Interacting.” In <i>Creating Brain-Like Intelligence: From Basic Principles to Complex Intelligent Systems</i>, edited by B. Sendhoff, Edgar Körner, O. Sporns, Helge Ritter, and Kenji Doya, 139–50. Springer, 2009. <a href=\"https://doi.org/10.1007/978-3-642-00616-6_8\">https://doi.org/10.1007/978-3-642-00616-6_8</a>.","ieee":"B. Wrede, K. Rohlfing, M. Hanheide, and G. Sagerer, “Towards Learning by Interacting,” in <i>Creating Brain-Like Intelligence: From Basic Principles to Complex Intelligent Systems</i>, B. Sendhoff, E. Körner, O. Sporns, H. Ritter, and K. Doya, Eds. Springer, 2009, pp. 139–150.","ama":"Wrede B, Rohlfing K, Hanheide M, Sagerer G. Towards Learning by Interacting. In: Sendhoff B, Körner E, Sporns O, Ritter H, Doya K, eds. <i>Creating Brain-Like Intelligence: From Basic Principles to Complex Intelligent Systems</i>. Springer; 2009:139-150. doi:<a href=\"https://doi.org/10.1007/978-3-642-00616-6_8\">10.1007/978-3-642-00616-6_8</a>"},"title":"Towards Learning by Interacting","doi":"10.1007/978-3-642-00616-6_8","publisher":"Springer","date_updated":"2023-02-01T13:03:11Z","date_created":"2020-06-24T13:02:30Z","author":[{"last_name":"Wrede","full_name":"Wrede, Britta","first_name":"Britta"},{"first_name":"Katharina","id":"50352","full_name":"Rohlfing, Katharina","last_name":"Rohlfing"},{"first_name":"Marc","full_name":"Hanheide, Marc","last_name":"Hanheide"},{"full_name":"Sagerer, Gerhard","last_name":"Sagerer","first_name":"Gerhard"}],"editor":[{"last_name":"Sendhoff","full_name":"Sendhoff, B.","first_name":"B."},{"first_name":"Edgar","last_name":"Körner","full_name":"Körner, Edgar"},{"first_name":"O.","full_name":"Sporns, O.","last_name":"Sporns"},{"full_name":"Ritter, Helge","last_name":"Ritter","first_name":"Helge"},{"full_name":"Doya, Kenji","last_name":"Doya","first_name":"Kenji"}],"status":"public","publication":"Creating Brain-Like Intelligence: From Basic Principles to Complex Intelligent Systems","type":"book_chapter","language":[{"iso":"eng"}],"_id":"17261","department":[{"_id":"749"}],"user_id":"14931"},{"department":[{"_id":"749"}],"user_id":"14931","_id":"17272","language":[{"iso":"eng"}],"keyword":["robot simulation","hand movement velocity","robotic interaction partner","robotic agent","robot-directed interaction","multimodal analysis","Motionese","Motherese","intelligent tutoring systems","immature cognitive capability","human computer interaction","eye gaze","child-directed speech","child-directed motion","bottom-up system","bottom-up saliency-based attention model","adult-robot interaction","adult-child interaction","adult-adult interaction","human-robot interaction","action learning","social learning scenario","social robotics","software agents","top-down feedback structures","tutoring behavior"],"publication":"Development and Learning, 2009. ICDL 2009. IEEE 8th International Conference on Development and Learning","type":"conference","status":"public","abstract":[{"text":"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. 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. However, according to our knowledge, it has barely been studied whether this is true and how exactly humans alter their behavior towards a robotic interaction partner. In this paper, we present results concerning 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. In our study, we performed a detailed multimodal analysis of HRI in a tutoring situation using the example of a robot simulation equipped with a bottom-up saliency-based attention model. Our results reveal significant differences in hand movement velocity, motion pauses, range of motion, and eye gaze suggesting that for example adults decrease their hand movement velocity in an Adult-Child Interaction (ACI), opposed to an Adult-Adult Interaction (AAI) and this decrease is even higher in the Adult-Robot Interaction (ARI). We also found important differences between ACI and ARI in how the behavior is modified over time as the interaction unfolds. These findings indicate the necessity of integrating top-down feedback structures into a bottom-up system for robots to be fully accepted as interaction partners.","lang":"eng"}],"author":[{"first_name":"Anna-Lisa","full_name":"Vollmer, Anna-Lisa","last_name":"Vollmer"},{"first_name":"Katrin Solveig","last_name":"Lohan","full_name":"Lohan, Katrin Solveig"},{"first_name":"Kerstin","last_name":"Fischer","full_name":"Fischer, Kerstin"},{"first_name":"Yukie","full_name":"Nagai, Yukie","last_name":"Nagai"},{"first_name":"Karola","full_name":"Pitsch, Karola","last_name":"Pitsch"},{"first_name":"Jannik","full_name":"Fritsch, Jannik","last_name":"Fritsch"},{"last_name":"Rohlfing","id":"50352","full_name":"Rohlfing, Katharina","first_name":"Katharina"},{"full_name":"Wrede, Britta","last_name":"Wrede","first_name":"Britta"}],"date_created":"2020-06-24T13:02:43Z","publisher":"IEEE","date_updated":"2023-02-01T13:06:43Z","doi":"10.1109/DEVLRN.2009.5175516","title":"People modify their tutoring behavior in robot-directed interaction for action learning","page":"1-6","citation":{"mla":"Vollmer, Anna-Lisa, et al. “People Modify Their Tutoring Behavior in Robot-Directed Interaction for Action Learning.” <i>Development and Learning, 2009. ICDL 2009. IEEE 8th International Conference on Development and Learning</i>, IEEE, 2009, pp. 1–6, doi:<a href=\"https://doi.org/10.1109/DEVLRN.2009.5175516\">10.1109/DEVLRN.2009.5175516</a>.","bibtex":"@inproceedings{Vollmer_Lohan_Fischer_Nagai_Pitsch_Fritsch_Rohlfing_Wrede_2009, title={People modify their tutoring behavior in robot-directed interaction for action learning}, DOI={<a href=\"https://doi.org/10.1109/DEVLRN.2009.5175516\">10.1109/DEVLRN.2009.5175516</a>}, booktitle={Development and Learning, 2009. ICDL 2009. IEEE 8th International Conference on Development and Learning}, publisher={IEEE}, author={Vollmer, Anna-Lisa and Lohan, Katrin Solveig and Fischer, Kerstin and Nagai, Yukie and Pitsch, Karola and Fritsch, Jannik and Rohlfing, Katharina and Wrede, Britta}, year={2009}, pages={1–6} }","short":"A.-L. Vollmer, K.S. Lohan, K. Fischer, Y. Nagai, K. Pitsch, J. Fritsch, K. Rohlfing, B. Wrede, in: Development and Learning, 2009. ICDL 2009. IEEE 8th International Conference on Development and Learning, IEEE, 2009, pp. 1–6.","apa":"Vollmer, A.-L., Lohan, K. S., Fischer, K., Nagai, Y., Pitsch, K., Fritsch, J., Rohlfing, K., &#38; Wrede, B. (2009). People modify their tutoring behavior in robot-directed interaction for action learning. <i>Development and Learning, 2009. ICDL 2009. IEEE 8th International Conference on Development and Learning</i>, 1–6. <a href=\"https://doi.org/10.1109/DEVLRN.2009.5175516\">https://doi.org/10.1109/DEVLRN.2009.5175516</a>","ama":"Vollmer A-L, Lohan KS, Fischer K, et al. People modify their tutoring behavior in robot-directed interaction for action learning. In: <i>Development and Learning, 2009. ICDL 2009. IEEE 8th International Conference on Development and Learning</i>. IEEE; 2009:1-6. doi:<a href=\"https://doi.org/10.1109/DEVLRN.2009.5175516\">10.1109/DEVLRN.2009.5175516</a>","chicago":"Vollmer, Anna-Lisa, Katrin Solveig Lohan, Kerstin Fischer, Yukie Nagai, Karola Pitsch, Jannik Fritsch, Katharina Rohlfing, and Britta Wrede. “People Modify Their Tutoring Behavior in Robot-Directed Interaction for Action Learning.” In <i>Development and Learning, 2009. ICDL 2009. IEEE 8th International Conference on Development and Learning</i>, 1–6. IEEE, 2009. <a href=\"https://doi.org/10.1109/DEVLRN.2009.5175516\">https://doi.org/10.1109/DEVLRN.2009.5175516</a>.","ieee":"A.-L. Vollmer <i>et al.</i>, “People modify their tutoring behavior in robot-directed interaction for action learning,” in <i>Development and Learning, 2009. ICDL 2009. IEEE 8th International Conference on Development and Learning</i>, 2009, pp. 1–6, doi: <a href=\"https://doi.org/10.1109/DEVLRN.2009.5175516\">10.1109/DEVLRN.2009.5175516</a>."},"year":"2009"},{"abstract":[{"lang":"eng","text":"In developmental research, tutoring behavior has been identified as scaffolding infants’ learning processes. Infants seem sensitive to tutoring situations and they detect these by ostensive cues [4]. Some social signals such as eye-gaze, child-directed speech (Motherese), child-directed motion (Motionese), and contingency have been shown to serve as ostensive cues. The concept of contingency describes exchanges in which two agents interact with each other reciprocally. Csibra and Gergely argued that contingency is a characteristic ostensive stimulus of a tutoring situation [4]. In order for a robot to be treated similar to an infant, it has to both, be sensitive to the ostensive stimuli on the one hand and induce tutoring behavior by its feedback about its capabilities on the other hand. In this paper, we raise the question whether a robot can be treated similar to an infant in an interaction. We present results concerning the acceptance of a robotic agent in a social learning scenario, which we obtained via comparison to interactions with 8-11 months old infants and adults in equal conditions. We applied measurements for motion modifications (Motionese) and eye-gaze behavior. Our results reveal significant differences between Adult-Child Interaction (ACI), Adult-Adult Interaction (AAI) and Adult- Robot Interaction (ARI) suggesting that in ARI, robotdirected tutoring behavior is even more accentuated in terms of Motionese, but contingent responsivity is impaired. Our results confirm previous findings [14] concerning the differences between ACI, AAI, and ARI and constitute an important empirical basis for making use of ostensive stimuli as social signals for tutoring behavior in social robotics."}],"status":"public","type":"conference","publication":"IEEE International Workshop on Social Signal Processing","keyword":["Ostensive Signals","Contingency","Motionese","hri"],"language":[{"iso":"eng"}],"_id":"17264","user_id":"14931","department":[{"_id":"749"}],"year":"2009","citation":{"ieee":"K. S. Lohan, A.-L. Vollmer, J. Fritsch, K. Rohlfing, and B. Wrede, “Which ostensive stimuli can be used for a robot to detect and maintain tutoring situations?,” 2009, doi: <a href=\"https://doi.org/10.1109/acii.2009.5349507\">10.1109/acii.2009.5349507</a>.","chicago":"Lohan, Katrin Solveig, Anna-Lisa Vollmer, Jannik Fritsch, Katharina Rohlfing, and Britta Wrede. “Which Ostensive Stimuli Can Be Used for a Robot to Detect and Maintain Tutoring Situations?” In <i>IEEE International Workshop on Social Signal Processing</i>. International Computer Science Institute, 2009. <a href=\"https://doi.org/10.1109/acii.2009.5349507\">https://doi.org/10.1109/acii.2009.5349507</a>.","ama":"Lohan KS, Vollmer A-L, Fritsch J, Rohlfing K, Wrede B. Which ostensive stimuli can be used for a robot to detect and maintain tutoring situations? In: <i>IEEE International Workshop on Social Signal Processing</i>. International Computer Science Institute; 2009. doi:<a href=\"https://doi.org/10.1109/acii.2009.5349507\">10.1109/acii.2009.5349507</a>","mla":"Lohan, Katrin Solveig, et al. “Which Ostensive Stimuli Can Be Used for a Robot to Detect and Maintain Tutoring Situations?” <i>IEEE International Workshop on Social Signal Processing</i>, International Computer Science Institute, 2009, doi:<a href=\"https://doi.org/10.1109/acii.2009.5349507\">10.1109/acii.2009.5349507</a>.","short":"K.S. Lohan, A.-L. Vollmer, J. Fritsch, K. Rohlfing, B. Wrede, in: IEEE International Workshop on Social Signal Processing, International Computer Science Institute, 2009.","bibtex":"@inproceedings{Lohan_Vollmer_Fritsch_Rohlfing_Wrede_2009, title={Which ostensive stimuli can be used for a robot to detect and maintain tutoring situations?}, DOI={<a href=\"https://doi.org/10.1109/acii.2009.5349507\">10.1109/acii.2009.5349507</a>}, booktitle={IEEE International Workshop on Social Signal Processing}, publisher={International Computer Science Institute}, author={Lohan, Katrin Solveig and Vollmer, Anna-Lisa and Fritsch, Jannik and Rohlfing, Katharina and Wrede, Britta}, year={2009} }","apa":"Lohan, K. S., Vollmer, A.-L., Fritsch, J., Rohlfing, K., &#38; Wrede, B. (2009). Which ostensive stimuli can be used for a robot to detect and maintain tutoring situations? <i>IEEE International Workshop on Social Signal Processing</i>. <a href=\"https://doi.org/10.1109/acii.2009.5349507\">https://doi.org/10.1109/acii.2009.5349507</a>"},"publication_identifier":{"isbn":["9781424448005"]},"title":"Which ostensive stimuli can be used for a robot to detect and maintain tutoring situations?","doi":"10.1109/acii.2009.5349507","date_updated":"2023-02-01T13:04:03Z","publisher":"International Computer Science Institute","date_created":"2020-06-24T13:02:33Z","author":[{"first_name":"Katrin Solveig","last_name":"Lohan","full_name":"Lohan, Katrin Solveig"},{"full_name":"Vollmer, Anna-Lisa","last_name":"Vollmer","first_name":"Anna-Lisa"},{"first_name":"Jannik","last_name":"Fritsch","full_name":"Fritsch, Jannik"},{"first_name":"Katharina","id":"50352","full_name":"Rohlfing, Katharina","last_name":"Rohlfing"},{"first_name":"Britta","last_name":"Wrede","full_name":"Wrede, Britta"}]},{"type":"journal_article","publication":"IEEE Transactions on Autonomous Mental Development","abstract":[{"text":"Infants learning about their environment are confronted with many stimuli of different modalities. Therefore, a crucial problem is how to discover which stimuli are related, for instance, in learning words. In making these multimodal \"bindings,\" infants depend on social interaction with a caregiver to guide their attention towards relevant stimuli. The caregiver might, for example, visually highlight an object by shaking it while vocalizing the object's name. These cues are known to help structuring the continuous stream of stimuli. To detect and exploit them, we propose a model of bottom-up attention by multimodal signal-level synchrony. We focus on the guidance of visual attention from audio-visual synchrony informed by recent adult-infant interaction studies. Consequently, we demonstrate that our model is receptive to parental cues during child-directed tutoring. The findings discussed in this paper are consistent with recent results from developmental psychology but for the first time are obtained employing an objective, computational model. The presence of \" multimodal motherese\" is verified directly on the audio-visual signal. Lastly, we hypothesize how our computational model facilitates tutoring interaction and discuss its application in interactive learning scenarios, enabling social robots to benefit from adult-like tutoring. Document Type: Article","lang":"eng"}],"status":"public","_id":"17269","user_id":"14931","department":[{"_id":"749"}],"language":[{"iso":"eng"}],"publication_identifier":{"issn":["1943-0612"]},"issue":"1","year":"2009","citation":{"ieee":"M. Rolf, M. Hanheide, and K. Rohlfing, “Attention via synchrony. Making use of multimodal cues in social learning,” <i>IEEE Transactions on Autonomous Mental Development</i>, vol. 1, no. 1, pp. 55–67, 2009, doi: <a href=\"https://doi.org/10.1109/TAMD.2009.2021091\">10.1109/TAMD.2009.2021091</a>.","chicago":"Rolf, Matthias, Marc Hanheide, and Katharina Rohlfing. “Attention via Synchrony. Making Use of Multimodal Cues in Social Learning.” <i>IEEE Transactions on Autonomous Mental Development</i> 1, no. 1 (2009): 55–67. <a href=\"https://doi.org/10.1109/TAMD.2009.2021091\">https://doi.org/10.1109/TAMD.2009.2021091</a>.","ama":"Rolf M, Hanheide M, Rohlfing K. Attention via synchrony. Making use of multimodal cues in social learning. <i>IEEE Transactions on Autonomous Mental Development</i>. 2009;1(1):55-67. doi:<a href=\"https://doi.org/10.1109/TAMD.2009.2021091\">10.1109/TAMD.2009.2021091</a>","apa":"Rolf, M., Hanheide, M., &#38; Rohlfing, K. (2009). Attention via synchrony. Making use of multimodal cues in social learning. <i>IEEE Transactions on Autonomous Mental Development</i>, <i>1</i>(1), 55–67. <a href=\"https://doi.org/10.1109/TAMD.2009.2021091\">https://doi.org/10.1109/TAMD.2009.2021091</a>","bibtex":"@article{Rolf_Hanheide_Rohlfing_2009, title={Attention via synchrony. Making use of multimodal cues in social learning}, volume={1}, DOI={<a href=\"https://doi.org/10.1109/TAMD.2009.2021091\">10.1109/TAMD.2009.2021091</a>}, number={1}, journal={IEEE Transactions on Autonomous Mental Development}, publisher={Institute of Electrical &#38; Electronics Engineers (IEEE)}, author={Rolf, Matthias and Hanheide, Marc and Rohlfing, Katharina}, year={2009}, pages={55–67} }","short":"M. Rolf, M. Hanheide, K. Rohlfing, IEEE Transactions on Autonomous Mental Development 1 (2009) 55–67.","mla":"Rolf, Matthias, et al. “Attention via Synchrony. Making Use of Multimodal Cues in Social Learning.” <i>IEEE Transactions on Autonomous Mental Development</i>, vol. 1, no. 1, Institute of Electrical &#38; Electronics Engineers (IEEE), 2009, pp. 55–67, doi:<a href=\"https://doi.org/10.1109/TAMD.2009.2021091\">10.1109/TAMD.2009.2021091</a>."},"page":"55-67","intvolume":"         1","publisher":"Institute of Electrical & Electronics Engineers (IEEE)","date_updated":"2023-02-01T13:05:47Z","author":[{"first_name":"Matthias","last_name":"Rolf","full_name":"Rolf, Matthias"},{"full_name":"Hanheide, Marc","last_name":"Hanheide","first_name":"Marc"},{"first_name":"Katharina","last_name":"Rohlfing","full_name":"Rohlfing, Katharina","id":"50352"}],"date_created":"2020-06-24T13:02:39Z","volume":1,"title":"Attention via synchrony. Making use of multimodal cues in social learning","doi":"10.1109/TAMD.2009.2021091"},{"issue":"04","publication_identifier":{"issn":["1469-7602"]},"intvolume":"        36","page":"807-828","citation":{"chicago":"McGregor, Karla K., Katharina Rohlfing, Allison Bean, and Ellen Marschner. “Gesture as a Support for Word Learning: The Case of Under.” <i>JOURNAL OF CHILD LANGUAGE</i> 36, no. 04 (2009): 807–28. <a href=\"https://doi.org/10.1017/S0305000908009173\">https://doi.org/10.1017/S0305000908009173</a>.","ieee":"K. K. McGregor, K. Rohlfing, A. Bean, and E. Marschner, “Gesture as a support for word learning: The case of under,” <i>JOURNAL OF CHILD LANGUAGE</i>, vol. 36, no. 04, pp. 807–828, 2009, doi: <a href=\"https://doi.org/10.1017/S0305000908009173\">10.1017/S0305000908009173</a>.","ama":"McGregor KK, Rohlfing K, Bean A, Marschner E. Gesture as a support for word learning: The case of under. <i>JOURNAL OF CHILD LANGUAGE</i>. 2009;36(04):807-828. doi:<a href=\"https://doi.org/10.1017/S0305000908009173\">10.1017/S0305000908009173</a>","apa":"McGregor, K. K., Rohlfing, K., Bean, A., &#38; Marschner, E. (2009). Gesture as a support for word learning: The case of under. <i>JOURNAL OF CHILD LANGUAGE</i>, <i>36</i>(04), 807–828. <a href=\"https://doi.org/10.1017/S0305000908009173\">https://doi.org/10.1017/S0305000908009173</a>","short":"K.K. McGregor, K. Rohlfing, A. Bean, E. Marschner, JOURNAL OF CHILD LANGUAGE 36 (2009) 807–828.","bibtex":"@article{McGregor_Rohlfing_Bean_Marschner_2009, title={Gesture as a support for word learning: The case of under}, volume={36}, DOI={<a href=\"https://doi.org/10.1017/S0305000908009173\">10.1017/S0305000908009173</a>}, number={04}, journal={JOURNAL OF CHILD LANGUAGE}, publisher={Cambridge University Press (CUP)}, author={McGregor, Karla K. and Rohlfing, Katharina and Bean, Allison and Marschner, Ellen}, year={2009}, pages={807–828} }","mla":"McGregor, Karla K., et al. “Gesture as a Support for Word Learning: The Case of Under.” <i>JOURNAL OF CHILD LANGUAGE</i>, vol. 36, no. 04, Cambridge University Press (CUP), 2009, pp. 807–28, doi:<a href=\"https://doi.org/10.1017/S0305000908009173\">10.1017/S0305000908009173</a>."},"year":"2009","volume":36,"date_created":"2020-06-24T13:02:34Z","author":[{"last_name":"McGregor","full_name":"McGregor, Karla K.","first_name":"Karla K."},{"first_name":"Katharina","id":"50352","full_name":"Rohlfing, Katharina","last_name":"Rohlfing"},{"full_name":"Bean, Allison","last_name":"Bean","first_name":"Allison"},{"first_name":"Ellen","full_name":"Marschner, Ellen","last_name":"Marschner"}],"date_updated":"2023-02-01T13:04:28Z","publisher":"Cambridge University Press (CUP)","doi":"10.1017/S0305000908009173","title":"Gesture as a support for word learning: The case of under","publication":"JOURNAL OF CHILD LANGUAGE","type":"journal_article","status":"public","abstract":[{"text":"Forty children, aged 1;8-2;0, participated in one of three training conditions meant to enhance their comprehension of the spatial term under: the +Gesture group viewed a symbolic gesture for under during training; those in the +Photo group viewed a still photograph of objects in the under relationship; those in the Model Only group did not receive supplemental symbolic support. Children's knowledge of under was measured before, immediately after, and two to three days after training. A gesture advantage was revealed when the gains exhibited by the groups on untrained materials (but not trained materials) were compared at delayed post-test (but not immediate Post-test). Gestured input promoted more robust knowledge of the meaning of under, knowledge that was less tied to contextual familiarity and more prone to consolidation. Gestured input likely reduced cognitive load while emphasizing both the location and the movement relevant to the meaning of under.","lang":"eng"}],"department":[{"_id":"749"}],"user_id":"14931","_id":"17265","language":[{"iso":"eng"}]},{"citation":{"apa":"Booth, A. E., McGregor, K. K., &#38; Rohlfing, K. (2009). Socio-pragmatics and attention: Contributions to gesturally guided word learning in toddlers. <i>Journal of Language Learning and Development</i>, <i>4</i>(3), 179–202. <a href=\"https://doi.org/10.1080/15475440802143091\">https://doi.org/10.1080/15475440802143091</a>","short":"A.E. Booth, K.K. McGregor, K. Rohlfing, Journal of Language Learning and Development 4 (2009) 179–202.","mla":"Booth, A. E., et al. “Socio-Pragmatics and Attention: Contributions to Gesturally Guided Word Learning in Toddlers.” <i>Journal of Language Learning and Development</i>, vol. 4, no. 3, Informa UK Limited, 2009, pp. 179–202, doi:<a href=\"https://doi.org/10.1080/15475440802143091\">10.1080/15475440802143091</a>.","bibtex":"@article{Booth_McGregor_Rohlfing_2009, title={Socio-pragmatics and attention: Contributions to gesturally guided word learning in toddlers}, volume={4}, DOI={<a href=\"https://doi.org/10.1080/15475440802143091\">10.1080/15475440802143091</a>}, number={3}, journal={Journal of Language Learning and Development}, publisher={Informa UK Limited}, author={Booth, A. E and McGregor, Karla K. and Rohlfing, Katharina}, year={2009}, pages={179–202} }","ama":"Booth AE, McGregor KK, Rohlfing K. Socio-pragmatics and attention: Contributions to gesturally guided word learning in toddlers. <i>Journal of Language Learning and Development</i>. 2009;4(3):179-202. doi:<a href=\"https://doi.org/10.1080/15475440802143091\">10.1080/15475440802143091</a>","chicago":"Booth, A. E, Karla K. McGregor, and Katharina Rohlfing. “Socio-Pragmatics and Attention: Contributions to Gesturally Guided Word Learning in Toddlers.” <i>Journal of Language Learning and Development</i> 4, no. 3 (2009): 179–202. <a href=\"https://doi.org/10.1080/15475440802143091\">https://doi.org/10.1080/15475440802143091</a>.","ieee":"A. E. Booth, K. K. McGregor, and K. Rohlfing, “Socio-pragmatics and attention: Contributions to gesturally guided word learning in toddlers,” <i>Journal of Language Learning and Development</i>, vol. 4, no. 3, pp. 179–202, 2009, doi: <a href=\"https://doi.org/10.1080/15475440802143091\">10.1080/15475440802143091</a>."},"page":"179-202","intvolume":"         4","year":"2009","issue":"3","publication_identifier":{"issn":["1547-3341"]},"doi":"10.1080/15475440802143091","title":"Socio-pragmatics and attention: Contributions to gesturally guided word learning in toddlers","date_created":"2020-06-24T13:02:41Z","author":[{"first_name":"A. E","last_name":"Booth","full_name":"Booth, A. E"},{"last_name":"McGregor","full_name":"McGregor, Karla K.","first_name":"Karla K."},{"first_name":"Katharina","id":"50352","full_name":"Rohlfing, Katharina","last_name":"Rohlfing"}],"volume":4,"date_updated":"2023-02-01T13:06:23Z","publisher":"Informa UK Limited","status":"public","type":"journal_article","publication":"Journal of Language Learning and Development","language":[{"iso":"eng"}],"user_id":"14931","department":[{"_id":"749"}],"_id":"17271"},{"publication_identifier":{"isbn":["978-1-4244-4117-4"]},"year":"2009","citation":{"apa":"Schillingmann, L., Wrede, B., &#38; Rohlfing, K. (2009). 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