---
_id: '37219'
author:
- first_name: Nadine
full_name: Wallmeier, Nadine
id: '22403'
last_name: Wallmeier
citation:
ama: 'Wallmeier N. Rechtssprachliches im >Vocabularius Theutonicus< . In:
Denkler M, Roolfs F, eds. Studien zur Lexikographie und Lexikologie des Niederdeutschen.
Festgabe für Robert Damme zum 60. Geburtstag. Vol 54. Niederdeutsches Wort.
Aschendorff; 2014:29-40.'
apa: Wallmeier, N. (2014). Rechtssprachliches im >Vocabularius Theutonicus<
. In M. Denkler & F. Roolfs (Eds.), Studien zur Lexikographie und Lexikologie
des Niederdeutschen. Festgabe für Robert Damme zum 60. Geburtstag. (Vol. 54,
pp. 29–40). Aschendorff.
bibtex: '@inbook{Wallmeier_2014, place={Münster}, series={Niederdeutsches Wort},
title={Rechtssprachliches im >Vocabularius Theutonicus< }, volume={54},
booktitle={Studien zur Lexikographie und Lexikologie des Niederdeutschen. Festgabe
für Robert Damme zum 60. Geburtstag.}, publisher={Aschendorff}, author={Wallmeier,
Nadine}, editor={Denkler, Markus and Roolfs, Friedel }, year={2014}, pages={29–40},
collection={Niederdeutsches Wort} }'
chicago: 'Wallmeier, Nadine. “Rechtssprachliches im >Vocabularius Theutonicus<
.” In Studien zur Lexikographie und Lexikologie des Niederdeutschen. Festgabe
für Robert Damme zum 60. Geburtstag., edited by Markus Denkler and Friedel Roolfs,
54:29–40. Niederdeutsches Wort. Münster: Aschendorff, 2014.'
ieee: 'N. Wallmeier, “Rechtssprachliches im >Vocabularius Theutonicus<
,” in Studien zur Lexikographie und Lexikologie des Niederdeutschen. Festgabe
für Robert Damme zum 60. Geburtstag., vol. 54, M. Denkler and F. Roolfs, Eds.
Münster: Aschendorff, 2014, pp. 29–40.'
mla: Wallmeier, Nadine. “Rechtssprachliches im >Vocabularius Theutonicus<
.” Studien zur Lexikographie und Lexikologie des Niederdeutschen. Festgabe
für Robert Damme zum 60. Geburtstag., edited by Markus Denkler and Friedel Roolfs,
vol. 54, Aschendorff, 2014, pp. 29–40.
short: 'N. Wallmeier, in: M. Denkler, F. Roolfs (Eds.), Studien zur Lexikographie
und Lexikologie des Niederdeutschen. Festgabe für Robert Damme zum 60. Geburtstag.,
Aschendorff, Münster, 2014, pp. 29–40.'
date_created: 2023-01-18T07:43:00Z
date_updated: 2023-01-18T07:43:05Z
department:
- _id: '115'
editor:
- first_name: 'Markus '
full_name: 'Denkler, Markus '
last_name: Denkler
- first_name: 'Friedel '
full_name: 'Roolfs, Friedel '
last_name: Roolfs
intvolume: ' 54'
language:
- iso: ger
page: 29-40
place: Münster
publication: Studien zur Lexikographie und Lexikologie des Niederdeutschen. Festgabe
für Robert Damme zum 60. Geburtstag.
publisher: Aschendorff
series_title: Niederdeutsches Wort
status: public
title: 'Rechtssprachliches im >Vocabularius Theutonicus< '
type: book_chapter
user_id: '22403'
volume: 54
year: '2014'
...
---
_id: '37458'
author:
- first_name: Susanne
full_name: Schwab, Susanne
last_name: Schwab
- first_name: Susanne
full_name: Seifert, Susanne
id: '97270'
last_name: Seifert
- first_name: Barbara
full_name: Gasteiger-Klicpera, Barbara
last_name: Gasteiger-Klicpera
citation:
ama: Schwab S, Seifert S, Gasteiger-Klicpera B. Improving reading in children with
German as a first or second language. International Journal of Early Years
Education. 2014;22(2):210-222. doi:10.1080/09669760.2014.909308
apa: Schwab, S., Seifert, S., & Gasteiger-Klicpera, B. (2014). Improving reading
in children with German as a first or second language. International Journal
of Early Years Education, 22(2), 210–222. https://doi.org/10.1080/09669760.2014.909308
bibtex: '@article{Schwab_Seifert_Gasteiger-Klicpera_2014, title={Improving reading
in children with German as a first or second language}, volume={22}, DOI={10.1080/09669760.2014.909308},
number={2}, journal={International Journal of Early Years Education}, publisher={Informa
UK Limited}, author={Schwab, Susanne and Seifert, Susanne and Gasteiger-Klicpera,
Barbara}, year={2014}, pages={210–222} }'
chicago: 'Schwab, Susanne, Susanne Seifert, and Barbara Gasteiger-Klicpera. “Improving
Reading in Children with German as a First or Second Language.” International
Journal of Early Years Education 22, no. 2 (2014): 210–22. https://doi.org/10.1080/09669760.2014.909308.'
ieee: 'S. Schwab, S. Seifert, and B. Gasteiger-Klicpera, “Improving reading in children
with German as a first or second language,” International Journal of Early
Years Education, vol. 22, no. 2, pp. 210–222, 2014, doi: 10.1080/09669760.2014.909308.'
mla: Schwab, Susanne, et al. “Improving Reading in Children with German as a First
or Second Language.” International Journal of Early Years Education, vol.
22, no. 2, Informa UK Limited, 2014, pp. 210–22, doi:10.1080/09669760.2014.909308.
short: S. Schwab, S. Seifert, B. Gasteiger-Klicpera, International Journal of Early
Years Education 22 (2014) 210–222.
date_created: 2023-01-18T16:27:28Z
date_updated: 2023-01-18T16:49:42Z
department:
- _id: '645'
doi: 10.1080/09669760.2014.909308
intvolume: ' 22'
issue: '2'
keyword:
- Developmental and Educational Psychology
- Education
language:
- iso: eng
page: 210-222
publication: International Journal of Early Years Education
publication_identifier:
issn:
- 0966-9760
- 1469-8463
publication_status: published
publisher: Informa UK Limited
status: public
title: Improving reading in children with German as a first or second language
type: journal_article
user_id: '97270'
volume: 22
year: '2014'
...
---
_id: '37457'
author:
- first_name: Susanne
full_name: Schwab, Susanne
last_name: Schwab
- first_name: Susanne
full_name: Seifert, Susanne
id: '97270'
last_name: Seifert
citation:
ama: Schwab S, Seifert S. Einstellungen von Lehramtsstudierenden und Pädagogikstudierenden
zur schulischen Inklusion – Ergebnisse einer quantitativen Untersuchung. Zeitschrift
für Bildungsforschung. 2014;5(1):73-87. doi:10.1007/s35834-014-0107-7
apa: Schwab, S., & Seifert, S. (2014). Einstellungen von Lehramtsstudierenden
und Pädagogikstudierenden zur schulischen Inklusion – Ergebnisse einer quantitativen
Untersuchung. Zeitschrift für Bildungsforschung, 5(1), 73–87. https://doi.org/10.1007/s35834-014-0107-7
bibtex: '@article{Schwab_Seifert_2014, title={Einstellungen von Lehramtsstudierenden
und Pädagogikstudierenden zur schulischen Inklusion – Ergebnisse einer quantitativen
Untersuchung}, volume={5}, DOI={10.1007/s35834-014-0107-7},
number={1}, journal={Zeitschrift für Bildungsforschung}, publisher={Springer Science
and Business Media LLC}, author={Schwab, Susanne and Seifert, Susanne}, year={2014},
pages={73–87} }'
chicago: 'Schwab, Susanne, and Susanne Seifert. “Einstellungen von Lehramtsstudierenden
und Pädagogikstudierenden zur schulischen Inklusion – Ergebnisse einer quantitativen
Untersuchung.” Zeitschrift für Bildungsforschung 5, no. 1 (2014): 73–87.
https://doi.org/10.1007/s35834-014-0107-7.'
ieee: 'S. Schwab and S. Seifert, “Einstellungen von Lehramtsstudierenden und Pädagogikstudierenden
zur schulischen Inklusion – Ergebnisse einer quantitativen Untersuchung,” Zeitschrift
für Bildungsforschung, vol. 5, no. 1, pp. 73–87, 2014, doi: 10.1007/s35834-014-0107-7.'
mla: Schwab, Susanne, and Susanne Seifert. “Einstellungen von Lehramtsstudierenden
und Pädagogikstudierenden zur schulischen Inklusion – Ergebnisse einer quantitativen
Untersuchung.” Zeitschrift für Bildungsforschung, vol. 5, no. 1, Springer
Science and Business Media LLC, 2014, pp. 73–87, doi:10.1007/s35834-014-0107-7.
short: S. Schwab, S. Seifert, Zeitschrift für Bildungsforschung 5 (2014) 73–87.
date_created: 2023-01-18T16:27:14Z
date_updated: 2023-01-18T16:49:24Z
department:
- _id: '645'
doi: 10.1007/s35834-014-0107-7
intvolume: ' 5'
issue: '1'
language:
- iso: ger
page: 73-87
publication: Zeitschrift für Bildungsforschung
publication_identifier:
issn:
- 2190-6890
- 2190-6904
publication_status: published
publisher: Springer Science and Business Media LLC
status: public
title: Einstellungen von Lehramtsstudierenden und Pädagogikstudierenden zur schulischen
Inklusion – Ergebnisse einer quantitativen Untersuchung
type: journal_article
user_id: '97270'
volume: 5
year: '2014'
...
---
_id: '35971'
author:
- first_name: Cornelia
full_name: Lorenz, Cornelia
id: '29788'
last_name: Lorenz
citation:
ama: Lorenz C. Zugezogene im Fokus. Sprachkontakterscheinungen im Regiolekt.
. Narr; 2014.
apa: Lorenz, C. (2014). Zugezogene im Fokus. Sprachkontakterscheinungen im Regiolekt.
. Narr.
bibtex: '@book{Lorenz_2014, place={Tübingen}, title={Zugezogene im Fokus. Sprachkontakterscheinungen
im Regiolekt. }, publisher={Narr}, author={Lorenz, Cornelia}, year={2014} }'
chicago: 'Lorenz, Cornelia. Zugezogene im Fokus. Sprachkontakterscheinungen im
Regiolekt. . Tübingen: Narr, 2014.'
ieee: 'C. Lorenz, Zugezogene im Fokus. Sprachkontakterscheinungen im Regiolekt.
. Tübingen: Narr, 2014.'
mla: Lorenz, Cornelia. Zugezogene im Fokus. Sprachkontakterscheinungen im Regiolekt.
. Narr, 2014.
short: C. Lorenz, Zugezogene im Fokus. Sprachkontakterscheinungen im Regiolekt.
, Narr, Tübingen, 2014.
date_created: 2023-01-11T11:28:17Z
date_updated: 2023-01-20T12:45:14Z
department:
- _id: '115'
language:
- iso: ger
place: Tübingen
publication_identifier:
isbn:
- 978-3-8233-6918-9
publication_status: published
publisher: Narr
status: public
title: 'Zugezogene im Fokus. Sprachkontakterscheinungen im Regiolekt. '
type: book
user_id: '29788'
year: '2014'
...
---
_id: '36067'
author:
- first_name: Cornelia
full_name: Lorenz, Cornelia
id: '29788'
last_name: Lorenz
citation:
ama: Lorenz C. Salienz unter Einheimischen und Zugezogenen. Ein empirischer Vergleich.
Linguistik Online. 2014;66,4/14.(Die Vermessung der Salienz(forschung).
Themenheft):135-146.
apa: Lorenz, C. (2014). Salienz unter Einheimischen und Zugezogenen. Ein empirischer
Vergleich. Linguistik Online, 66,4/14.(Die Vermessung der Salienz(forschung).
Themenheft), 135–146.
bibtex: '@article{Lorenz_2014, title={Salienz unter Einheimischen und Zugezogenen.
Ein empirischer Vergleich.}, volume={66,4/14.}, number={Die Vermessung der Salienz(forschung).
Themenheft}, journal={Linguistik Online}, publisher={Christen, Helen / Ziegler,
Evelyn}, author={Lorenz, Cornelia}, year={2014}, pages={135–146} }'
chicago: 'Lorenz, Cornelia. “Salienz unter Einheimischen und Zugezogenen. Ein empirischer
Vergleich.” Linguistik Online 66,4/14., no. Die Vermessung der Salienz(forschung).
Themenheft (2014): 135–46.'
ieee: C. Lorenz, “Salienz unter Einheimischen und Zugezogenen. Ein empirischer Vergleich.,”
Linguistik Online, vol. 66,4/14., no. Die Vermessung der Salienz(forschung).
Themenheft, pp. 135–146, 2014.
mla: Lorenz, Cornelia. “Salienz unter Einheimischen und Zugezogenen. Ein empirischer
Vergleich.” Linguistik Online, vol. 66,4/14., no. Die Vermessung der Salienz(forschung).
Themenheft, Christen, Helen / Ziegler, Evelyn, 2014, pp. 135–46.
short: C. Lorenz, Linguistik Online 66,4/14. (2014) 135–146.
date_created: 2023-01-11T11:39:46Z
date_updated: 2023-01-20T12:45:17Z
department:
- _id: '115'
issue: Die Vermessung der Salienz(forschung). Themenheft
language:
- iso: ger
page: 135-146
publication: Linguistik Online
publication_status: published
publisher: Christen, Helen / Ziegler, Evelyn
status: public
title: Salienz unter Einheimischen und Zugezogenen. Ein empirischer Vergleich.
type: journal_article
user_id: '29788'
volume: 66,4/14.
year: '2014'
...
---
_id: '17192'
abstract:
- lang: eng
text: 'In order for artificial intelligent systems to interact naturally with human
users, they need to be able to learn from human instructions when actions should
be imitated. Human tutoring will typically consist of action demonstrations accompanied
by speech. In the following, the characteristics of human tutoring during action
demonstration will be examined. A special focus will be put on the distinction
between two kinds of motion events: path-oriented actions and manner-oriented
actions. Such a distinction is inspired by the literature pertaining to cognitive
linguistics, which indicates that the human conceptual system can distinguish
these two distinct types of motion. These two kinds of actions are described in
language by more path-oriented or more manner-oriented utterances. In path-oriented
utterances, the source, trajectory, or goal is emphasized, whereas in manner-oriented
utterances the medium, velocity, or means of motion are highlighted. We examined
a video corpus of adult-child interactions comprised of three age groups of children-pre-lexical,
early lexical, and lexical-and two different tasks, one emphasizing manner more
strongly and one emphasizing path more strongly. We analyzed the language and
motion of the caregiver and the gazing behavior of the child to highlight the
differences between the tutoring and the acquisition of the manner and path concepts.
The results suggest that age is an important factor in the development of these
action categories. The analysis of this corpus has also been exploited to develop
an intelligent robotic behavior -the tutoring spotter system-able to emulate children''s
behaviors in a tutoring situation, with the aim of evoking in human subjects a
natural and effective behavior in teaching to a robot. The findings related to
the development of manner and path concepts have been used to implement new effective
feedback strategies in the tutoring spotter system, which should provide improvements
in human-robot interaction.'
author:
- first_name: Katrin S.
full_name: Lohan, Katrin S.
last_name: Lohan
- first_name: Sascha
full_name: Griffiths, Sascha
last_name: Griffiths
- first_name: Alessandra
full_name: Sciutti, Alessandra
last_name: Sciutti
- first_name: Tim C.
full_name: Partmann, Tim C.
last_name: Partmann
- first_name: Katharina
full_name: Rohlfing, Katharina
id: '50352'
last_name: Rohlfing
citation:
ama: Lohan KS, Griffiths S, Sciutti A, Partmann TC, Rohlfing K. Co-development of
manner and path concepts in language, action, and eye-gaze behavior. Topics
in Cognitive Science. 2014;6(3):492-512. doi:10.1111/tops.12098
apa: Lohan, K. S., Griffiths, S., Sciutti, A., Partmann, T. C., & Rohlfing,
K. (2014). Co-development of manner and path concepts in language, action, and
eye-gaze behavior. Topics in Cognitive Science, 6(3), 492–512. https://doi.org/10.1111/tops.12098
bibtex: '@article{Lohan_Griffiths_Sciutti_Partmann_Rohlfing_2014, title={Co-development
of manner and path concepts in language, action, and eye-gaze behavior}, volume={6},
DOI={10.1111/tops.12098}, number={3},
journal={Topics in Cognitive Science}, publisher={Wiley-Blackwell}, author={Lohan,
Katrin S. and Griffiths, Sascha and Sciutti, Alessandra and Partmann, Tim C. and
Rohlfing, Katharina}, year={2014}, pages={492–512} }'
chicago: 'Lohan, Katrin S., Sascha Griffiths, Alessandra Sciutti, Tim C. Partmann,
and Katharina Rohlfing. “Co-Development of Manner and Path Concepts in Language,
Action, and Eye-Gaze Behavior.” Topics in Cognitive Science 6, no. 3 (2014):
492–512. https://doi.org/10.1111/tops.12098.'
ieee: 'K. S. Lohan, S. Griffiths, A. Sciutti, T. C. Partmann, and K. Rohlfing, “Co-development
of manner and path concepts in language, action, and eye-gaze behavior,” Topics
in Cognitive Science, vol. 6, no. 3, pp. 492–512, 2014, doi: 10.1111/tops.12098.'
mla: Lohan, Katrin S., et al. “Co-Development of Manner and Path Concepts in Language,
Action, and Eye-Gaze Behavior.” Topics in Cognitive Science, vol. 6, no.
3, Wiley-Blackwell, 2014, pp. 492–512, doi:10.1111/tops.12098.
short: K.S. Lohan, S. Griffiths, A. Sciutti, T.C. Partmann, K. Rohlfing, Topics
in Cognitive Science 6 (2014) 492–512.
date_created: 2020-06-24T13:01:09Z
date_updated: 2023-02-01T16:08:33Z
department:
- _id: '749'
doi: 10.1111/tops.12098
intvolume: ' 6'
issue: '3'
keyword:
- Imitation
- Tutoring
- Adult-child interaction
- Human-robot interaction
- Semantics
- Teachable robots
language:
- iso: eng
page: 492-512
publication: Topics in Cognitive Science
publication_identifier:
issn:
- 1756-8757
publisher: Wiley-Blackwell
status: public
title: Co-development of manner and path concepts in language, action, and eye-gaze
behavior
type: journal_article
user_id: '14931'
volume: 6
year: '2014'
...
---
_id: '17193'
abstract:
- lang: eng
text: Robot learning by imitation requires the detection of a tutor's action demonstration
and its relevant parts. Current approaches implicitly assume a unidirectional
transfer of knowledge from tutor to learner. The presented work challenges this
predominant assumption based on an extensive user study with an autonomously interacting
robot. We show that by providing feedback, a robot learner influences the human
tutor's movement demonstrations in the process of action learning. We argue that
the robot's feedback strongly shapes how tutors signal what is relevant to an
action and thus advocate a paradigm shift in robot action learning research toward
truly interactive systems learning in and benefiting from interaction.
author:
- first_name: Anna-Lisa
full_name: Vollmer, Anna-Lisa
last_name: Vollmer
- first_name: Manuel
full_name: Mühlig, Manuel
last_name: Mühlig
- first_name: Jochen J.
full_name: Steil, Jochen J.
last_name: Steil
- first_name: Karola
full_name: Pitsch, Karola
last_name: Pitsch
- first_name: Jannik
full_name: Fritsch, Jannik
last_name: Fritsch
- first_name: Katharina
full_name: Rohlfing, Katharina
id: '50352'
last_name: Rohlfing
- first_name: Britta
full_name: Wrede, Britta
last_name: Wrede
citation:
ama: 'Vollmer A-L, Mühlig M, Steil JJ, et al. Robots show us how to teach them:
Feedback from robots shapes tutoring behavior during action learning. PLoS
ONE. 2014;9(3). doi:10.1371/journal.pone.0091349'
apa: 'Vollmer, A.-L., Mühlig, M., Steil, J. J., Pitsch, K., Fritsch, J., Rohlfing,
K., & Wrede, B. (2014). Robots show us how to teach them: Feedback from robots
shapes tutoring behavior during action learning. PLoS ONE, 9(3).
https://doi.org/10.1371/journal.pone.0091349'
bibtex: '@article{Vollmer_Mühlig_Steil_Pitsch_Fritsch_Rohlfing_Wrede_2014, title={Robots
show us how to teach them: Feedback from robots shapes tutoring behavior during
action learning}, volume={9}, DOI={10.1371/journal.pone.0091349},
number={3}, journal={PLoS ONE}, publisher={Public Library of Science (PLoS)},
author={Vollmer, Anna-Lisa and Mühlig, Manuel and Steil, Jochen J. and Pitsch,
Karola and Fritsch, Jannik and Rohlfing, Katharina and Wrede, Britta}, year={2014}
}'
chicago: 'Vollmer, Anna-Lisa, Manuel Mühlig, Jochen J. Steil, Karola Pitsch, Jannik
Fritsch, Katharina Rohlfing, and Britta Wrede. “Robots Show Us How to Teach Them:
Feedback from Robots Shapes Tutoring Behavior during Action Learning.” PLoS
ONE 9, no. 3 (2014). https://doi.org/10.1371/journal.pone.0091349.'
ieee: 'A.-L. Vollmer et al., “Robots show us how to teach them: Feedback
from robots shapes tutoring behavior during action learning,” PLoS ONE,
vol. 9, no. 3, 2014, doi: 10.1371/journal.pone.0091349.'
mla: 'Vollmer, Anna-Lisa, et al. “Robots Show Us How to Teach Them: Feedback from
Robots Shapes Tutoring Behavior during Action Learning.” PLoS ONE, vol.
9, no. 3, Public Library of Science (PLoS), 2014, doi:10.1371/journal.pone.0091349.'
short: A.-L. Vollmer, M. Mühlig, J.J. Steil, K. Pitsch, J. Fritsch, K. Rohlfing,
B. Wrede, PLoS ONE 9 (2014).
date_created: 2020-06-24T13:01:10Z
date_updated: 2023-02-01T16:08:53Z
department:
- _id: '749'
doi: 10.1371/journal.pone.0091349
intvolume: ' 9'
issue: '3'
language:
- iso: eng
publication: PLoS ONE
publication_identifier:
issn:
- 1932-6203
publisher: Public Library of Science (PLoS)
status: public
title: 'Robots show us how to teach them: Feedback from robots shapes tutoring behavior
during action learning'
type: journal_article
user_id: '14931'
volume: 9
year: '2014'
...
---
_id: '17194'
author:
- first_name: Katharina
full_name: Rohlfing, Katharina
id: '50352'
last_name: Rohlfing
- first_name: Iris
full_name: Nomikou, Iris
last_name: Nomikou
citation:
ama: 'Rohlfing K, Nomikou I. Intermodal synchrony as a form of maternal responsiveness:
Association with language development. Language, Interaction and Acquisition.
2014;5(1):117-136. doi:10.1075/lia.5.1.06roh'
apa: 'Rohlfing, K., & Nomikou, I. (2014). Intermodal synchrony as a form of
maternal responsiveness: Association with language development. Language, Interaction
and Acquisition, 5(1), 117–136. https://doi.org/10.1075/lia.5.1.06roh'
bibtex: '@article{Rohlfing_Nomikou_2014, title={Intermodal synchrony as a form of
maternal responsiveness: Association with language development.}, volume={5},
DOI={10.1075/lia.5.1.06roh},
number={1}, journal={Language, Interaction and Acquisition}, publisher={John Benjamins
Publishing Company}, author={Rohlfing, Katharina and Nomikou, Iris}, year={2014},
pages={117–136} }'
chicago: 'Rohlfing, Katharina, and Iris Nomikou. “Intermodal Synchrony as a Form
of Maternal Responsiveness: Association with Language Development.” Language,
Interaction and Acquisition 5, no. 1 (2014): 117–36. https://doi.org/10.1075/lia.5.1.06roh.'
ieee: 'K. Rohlfing and I. Nomikou, “Intermodal synchrony as a form of maternal responsiveness:
Association with language development.,” Language, Interaction and Acquisition,
vol. 5, no. 1, pp. 117–136, 2014, doi: 10.1075/lia.5.1.06roh.'
mla: 'Rohlfing, Katharina, and Iris Nomikou. “Intermodal Synchrony as a Form of
Maternal Responsiveness: Association with Language Development.” Language,
Interaction and Acquisition, vol. 5, no. 1, John Benjamins Publishing Company,
2014, pp. 117–36, doi:10.1075/lia.5.1.06roh.'
short: K. Rohlfing, I. Nomikou, Language, Interaction and Acquisition 5 (2014) 117–136.
date_created: 2020-06-24T13:01:12Z
date_updated: 2023-02-01T16:09:15Z
department:
- _id: '749'
doi: 10.1075/lia.5.1.06roh
intvolume: ' 5'
issue: '1'
language:
- iso: eng
page: 117-136
publication: Language, Interaction and Acquisition
publication_identifier:
issn:
- 1879-7865
publisher: John Benjamins Publishing Company
status: public
title: 'Intermodal synchrony as a form of maternal responsiveness: Association with
language development.'
type: journal_article
user_id: '14931'
volume: 5
year: '2014'
...
---
_id: '17199'
abstract:
- lang: eng
text: 'Research of tutoring in parent-infant interaction has shown that tutors -
when presenting some action - modify both their verbal and manual performance
for the learner (‘motherese’, ‘motionese’). Investigating the sources and effects
of the tutors’ action modifications, we suggest an interactional account of ‘motionese’.
Using video-data from a semi-experimental study in which parents taught their
8 to 11 month old infants how to nest a set of differently sized cups, we found
that the tutors’ action modifications (in particular: high arches) functioned
as an orienting device to guide the infant’s visual attention (gaze). Action modification
and the recipient’s gaze can be seen to have a reciprocal sequential relationship
and to constitute a constant loop of mutual adjustments. Implications are discussed
for developmental research and for robotic ‘Social Learning’. We argue that a
robot system could use on-line feedback strategies (e.g. gaze) to pro-actively
shape a tutor’s action presentation as it emerges.'
author:
- first_name: Karola
full_name: Pitsch, Karola
last_name: Pitsch
- first_name: Anna-Lisa
full_name: Vollmer, Anna-Lisa
last_name: Vollmer
- first_name: Katharina
full_name: Rohlfing, Katharina
id: '50352'
last_name: Rohlfing
- first_name: Jannik
full_name: Fritsch, Jannik
last_name: Fritsch
- first_name: Britta
full_name: Wrede, Britta
last_name: Wrede
citation:
ama: 'Pitsch K, Vollmer A-L, Rohlfing K, Fritsch J, Wrede B. Tutoring in adult-child-interaction:
On the loop of the tutor’s action modification and the recipient’s gaze. Interaction
Studies. 2014;15(1):55-98. doi:10.1075/is.15.1.03pit'
apa: 'Pitsch, K., Vollmer, A.-L., Rohlfing, K., Fritsch, J., & Wrede, B. (2014).
Tutoring in adult-child-interaction: On the loop of the tutor’s action modification
and the recipient’s gaze. Interaction Studies, 15(1), 55–98. https://doi.org/10.1075/is.15.1.03pit'
bibtex: '@article{Pitsch_Vollmer_Rohlfing_Fritsch_Wrede_2014, title={Tutoring in
adult-child-interaction: On the loop of the tutor’s action modification and the
recipient’s gaze}, volume={15}, DOI={10.1075/is.15.1.03pit},
number={1}, journal={Interaction Studies}, publisher={John Benjamins Publishing
Company}, author={Pitsch, Karola and Vollmer, Anna-Lisa and Rohlfing, Katharina
and Fritsch, Jannik and Wrede, Britta}, year={2014}, pages={55–98} }'
chicago: 'Pitsch, Karola, Anna-Lisa Vollmer, Katharina Rohlfing, Jannik Fritsch,
and Britta Wrede. “Tutoring in Adult-Child-Interaction: On the Loop of the Tutor’s
Action Modification and the Recipient’s Gaze.” Interaction Studies 15,
no. 1 (2014): 55–98. https://doi.org/10.1075/is.15.1.03pit.'
ieee: 'K. Pitsch, A.-L. Vollmer, K. Rohlfing, J. Fritsch, and B. Wrede, “Tutoring
in adult-child-interaction: On the loop of the tutor’s action modification and
the recipient’s gaze,” Interaction Studies, vol. 15, no. 1, pp. 55–98,
2014, doi: 10.1075/is.15.1.03pit.'
mla: 'Pitsch, Karola, et al. “Tutoring in Adult-Child-Interaction: On the Loop of
the Tutor’s Action Modification and the Recipient’s Gaze.” Interaction Studies,
vol. 15, no. 1, John Benjamins Publishing Company, 2014, pp. 55–98, doi:10.1075/is.15.1.03pit.'
short: K. Pitsch, A.-L. Vollmer, K. Rohlfing, J. Fritsch, B. Wrede, Interaction
Studies 15 (2014) 55–98.
date_created: 2020-06-24T13:01:17Z
date_updated: 2023-02-01T16:10:52Z
department:
- _id: '749'
doi: 10.1075/is.15.1.03pit
intvolume: ' 15'
issue: '1'
keyword:
- conversation analysis
- interactional coordination
- adult-child-interaction
- feedback
- gaze
- quantification
- social learning
- motionese
- tutoring
language:
- iso: eng
page: 55-98
publication: Interaction Studies
publication_identifier:
issn:
- 1572-0381
publisher: John Benjamins Publishing Company
status: public
title: 'Tutoring in adult-child-interaction: On the loop of the tutor''s action modification
and the recipient''s gaze'
type: journal_article
user_id: '14931'
volume: 15
year: '2014'
...
---
_id: '17200'
abstract:
- lang: eng
text: This research investigated infants’ online perception of give-me gestures
during observation of a social interaction. In the first experiment, goal-directed
eye movements of 12-month-olds were recorded as they observed a give-and-take
interaction in which an object is passed from one individual to another. Infants’
gaze shifts from the passing hand to the receiving hand were significantly faster
when the receiving hand formed a give-me gesture relative to when it was presented
as an inverted hand shape. Experiment 2 revealed that infants’ goal-directed gaze
shifts were not based on different affordances of the two receiving hands. Two
additional control experiments further demonstrated that differences in infants’
online gaze behavior were not mediated by an attentional preference for the give-me
gesture. Together, our findings provide evidence that properties of social action
goals influence infants’ online gaze during action observation. The current studies
demonstrate that infants have expectations about well-formed object transfer actions
between social agents. We suggest that 12-month-olds are sensitive to social goals
within the context of give-and-take interactions while observing from a third-party
perspective.
author:
- first_name: Claudia
full_name: Elsner, Claudia
last_name: Elsner
- first_name: Marta
full_name: Bakker, Marta
last_name: Bakker
- first_name: Katharina
full_name: Rohlfing, Katharina
id: '50352'
last_name: Rohlfing
- first_name: Gustaf
full_name: Gredebäck, Gustaf
last_name: Gredebäck
citation:
ama: Elsner C, Bakker M, Rohlfing K, Gredebäck G. Infants’ online perception of
give-and-take interactions. Journal of Experimental Child Psychology. 2014;126:280-294.
doi:10.1016/j.jecp.2014.05.007
apa: Elsner, C., Bakker, M., Rohlfing, K., & Gredebäck, G. (2014). Infants’
online perception of give-and-take interactions. Journal of Experimental Child
Psychology, 126, 280–294. https://doi.org/10.1016/j.jecp.2014.05.007
bibtex: '@article{Elsner_Bakker_Rohlfing_Gredebäck_2014, title={Infants’ online
perception of give-and-take interactions}, volume={126}, DOI={10.1016/j.jecp.2014.05.007},
journal={Journal of Experimental Child Psychology}, publisher={Elsevier BV}, author={Elsner,
Claudia and Bakker, Marta and Rohlfing, Katharina and Gredebäck, Gustaf}, year={2014},
pages={280–294} }'
chicago: 'Elsner, Claudia, Marta Bakker, Katharina Rohlfing, and Gustaf Gredebäck.
“Infants’ Online Perception of Give-and-Take Interactions.” Journal of Experimental
Child Psychology 126 (2014): 280–94. https://doi.org/10.1016/j.jecp.2014.05.007.'
ieee: 'C. Elsner, M. Bakker, K. Rohlfing, and G. Gredebäck, “Infants’ online perception
of give-and-take interactions,” Journal of Experimental Child Psychology,
vol. 126, pp. 280–294, 2014, doi: 10.1016/j.jecp.2014.05.007.'
mla: Elsner, Claudia, et al. “Infants’ Online Perception of Give-and-Take Interactions.”
Journal of Experimental Child Psychology, vol. 126, Elsevier BV, 2014,
pp. 280–94, doi:10.1016/j.jecp.2014.05.007.
short: C. Elsner, M. Bakker, K. Rohlfing, G. Gredebäck, Journal of Experimental
Child Psychology 126 (2014) 280–294.
date_created: 2020-06-24T13:01:19Z
date_updated: 2023-02-01T16:11:16Z
department:
- _id: '749'
doi: 10.1016/j.jecp.2014.05.007
intvolume: ' 126'
keyword:
- Give-me gesture
- Infant
- Anticipation
- Eye movement
- Gesture
- Social interaction
language:
- iso: eng
page: 280-294
publication: Journal of Experimental Child Psychology
publication_identifier:
issn:
- 0022-0965
publisher: Elsevier BV
status: public
title: Infants' online perception of give-and-take interactions
type: journal_article
user_id: '14931'
volume: 126
year: '2014'
...
---
_id: '17197'
abstract:
- lang: eng
text: According to natural pedagogy theory, infants are sensitive to particular
ostensive cues that communicate to them that they are being addressed and that
they can expect to learn referential information. We demonstrate that 6-month-old
infants follow others' gaze direction in situations that are highly attention-grabbing.
This occurs irrespective of whether these situations include communicative intent
and ostensive cues (a model looks directly into the child's eyes prior to shifting
gaze to an object) or not (a model shivers while looking down prior to shifting
gaze to an object). In contrast, in less attention-grabbing contexts in which
the model simply looks down prior to shifting gaze to an object, no effect is
found. These findings demonstrate that one of the central pillars of natural pedagogy
is false. Sensitivity to gaze following in infancy is not restricted to contexts
in which ostensive cues are conveyed.
author:
- first_name: Joanna
full_name: Szufnarowska, Joanna
last_name: Szufnarowska
- first_name: Katharina
full_name: Rohlfing, Katharina
id: '50352'
last_name: Rohlfing
- first_name: Fawcett
full_name: Christine, Fawcett
last_name: Christine
- first_name: Gredebäck
full_name: Gustaf, Gredebäck
last_name: Gustaf
citation:
ama: Szufnarowska J, Rohlfing K, Christine F, Gustaf G. Is ostension any more than
attention? Scientific Reports. 2014;4(1). doi:10.1038/srep05304
apa: Szufnarowska, J., Rohlfing, K., Christine, F., & Gustaf, G. (2014). Is
ostension any more than attention? Scientific Reports, 4(1). https://doi.org/10.1038/srep05304
bibtex: '@article{Szufnarowska_Rohlfing_Christine_Gustaf_2014, title={Is ostension
any more than attention?}, volume={4}, DOI={10.1038/srep05304},
number={1}, journal={Scientific Reports}, publisher={Nature Publishing Group},
author={Szufnarowska, Joanna and Rohlfing, Katharina and Christine, Fawcett and
Gustaf, Gredebäck}, year={2014} }'
chicago: Szufnarowska, Joanna, Katharina Rohlfing, Fawcett Christine, and Gredebäck
Gustaf. “Is Ostension Any More than Attention?” Scientific Reports 4, no.
1 (2014). https://doi.org/10.1038/srep05304.
ieee: 'J. Szufnarowska, K. Rohlfing, F. Christine, and G. Gustaf, “Is ostension
any more than attention?,” Scientific Reports, vol. 4, no. 1, 2014, doi:
10.1038/srep05304.'
mla: Szufnarowska, Joanna, et al. “Is Ostension Any More than Attention?” Scientific
Reports, vol. 4, no. 1, Nature Publishing Group, 2014, doi:10.1038/srep05304.
short: J. Szufnarowska, K. Rohlfing, F. Christine, G. Gustaf, Scientific Reports
4 (2014).
date_created: 2020-06-24T13:01:15Z
date_updated: 2023-02-01T16:10:11Z
department:
- _id: '749'
doi: 10.1038/srep05304
intvolume: ' 4'
issue: '1'
keyword:
- Human behavior
- Attention
language:
- iso: eng
publication: Scientific Reports
publication_identifier:
issn:
- 2045-2322
publisher: Nature Publishing Group
status: public
title: Is ostension any more than attention?
type: journal_article
user_id: '14931'
volume: 4
year: '2014'
...
---
_id: '17196'
author:
- first_name: Franziska
full_name: Krause, Franziska
last_name: Krause
- first_name: Kerstin
full_name: Richter, Kerstin
last_name: Richter
- first_name: Katharina
full_name: Rohlfing, Katharina
id: '50352'
last_name: Rohlfing
citation:
ama: Krause F, Richter K, Rohlfing K. Ich oder Du? Die Therapie der pronominalen
Umkehr bei Autismus-Spektrum-Störung - Eine vergleichende Einzelfallstudie nach
der Angewandten Verhaltensanalyse mit Verbal Behavior und der Model/Rival-Methode.
Logos. 2014;22(1):4-15.
apa: Krause, F., Richter, K., & Rohlfing, K. (2014). Ich oder Du? Die Therapie
der pronominalen Umkehr bei Autismus-Spektrum-Störung - Eine vergleichende Einzelfallstudie
nach der Angewandten Verhaltensanalyse mit Verbal Behavior und der Model/Rival-Methode.
Logos, 22(1), 4–15.
bibtex: '@article{Krause_Richter_Rohlfing_2014, title={Ich oder Du? Die Therapie
der pronominalen Umkehr bei Autismus-Spektrum-Störung - Eine vergleichende Einzelfallstudie
nach der Angewandten Verhaltensanalyse mit Verbal Behavior und der Model/Rival-Methode},
volume={22}, number={1}, journal={Logos}, publisher={ProLog, Therapie- und Lernmittel
OHG}, author={Krause, Franziska and Richter, Kerstin and Rohlfing, Katharina},
year={2014}, pages={4–15} }'
chicago: 'Krause, Franziska, Kerstin Richter, and Katharina Rohlfing. “Ich Oder
Du? Die Therapie Der Pronominalen Umkehr Bei Autismus-Spektrum-Störung - Eine
Vergleichende Einzelfallstudie Nach Der Angewandten Verhaltensanalyse Mit Verbal
Behavior Und Der Model/Rival-Methode.” Logos 22, no. 1 (2014): 4–15.'
ieee: F. Krause, K. Richter, and K. Rohlfing, “Ich oder Du? Die Therapie der pronominalen
Umkehr bei Autismus-Spektrum-Störung - Eine vergleichende Einzelfallstudie nach
der Angewandten Verhaltensanalyse mit Verbal Behavior und der Model/Rival-Methode,”
Logos, vol. 22, no. 1, pp. 4–15, 2014.
mla: Krause, Franziska, et al. “Ich Oder Du? Die Therapie Der Pronominalen Umkehr
Bei Autismus-Spektrum-Störung - Eine Vergleichende Einzelfallstudie Nach Der Angewandten
Verhaltensanalyse Mit Verbal Behavior Und Der Model/Rival-Methode.” Logos,
vol. 22, no. 1, ProLog, Therapie- und Lernmittel OHG, 2014, pp. 4–15.
short: F. Krause, K. Richter, K. Rohlfing, Logos 22 (2014) 4–15.
date_created: 2020-06-24T13:01:14Z
date_updated: 2023-02-01T16:09:47Z
department:
- _id: '749'
intvolume: ' 22'
issue: '1'
language:
- iso: eng
page: 4-15
publication: Logos
publication_identifier:
issn:
- 0944-405X
publisher: ProLog, Therapie- und Lernmittel OHG
status: public
title: Ich oder Du? Die Therapie der pronominalen Umkehr bei Autismus-Spektrum-Störung
- Eine vergleichende Einzelfallstudie nach der Angewandten Verhaltensanalyse mit
Verbal Behavior und der Model/Rival-Methode
type: journal_article
user_id: '14931'
volume: 22
year: '2014'
...
---
_id: '17202'
author:
- first_name: Anna-Lisa
full_name: Vollmer, Anna-Lisa
last_name: Vollmer
- first_name: Jonathan
full_name: Grizou, Jonathan
last_name: Grizou
- first_name: Manuel
full_name: Lopes, Manuel
last_name: Lopes
- first_name: Katharina
full_name: Rohlfing, Katharina
id: '50352'
last_name: Rohlfing
- first_name: Pierre-Yves
full_name: Oudeyer, Pierre-Yves
last_name: Oudeyer
citation:
ama: 'Vollmer A-L, Grizou J, Lopes M, Rohlfing K, Oudeyer P-Y. Studying the Co-Construction
of Interaction Protocols in Collaborative Tasks with Humans. In: 2014 Joint
IEEE International Conference on Development and Learning and on Epigenetic Robotics.
IEEE; 2014:208-215.'
apa: Vollmer, A.-L., Grizou, J., Lopes, M., Rohlfing, K., & Oudeyer, P.-Y. (2014).
Studying the Co-Construction of Interaction Protocols in Collaborative Tasks with
Humans. 2014 Joint IEEE International Conference on Development and Learning
and on Epigenetic Robotics, 208–215.
bibtex: '@inproceedings{Vollmer_Grizou_Lopes_Rohlfing_Oudeyer_2014, title={Studying
the Co-Construction of Interaction Protocols in Collaborative Tasks with Humans},
booktitle={2014 Joint IEEE International Conference on Development and Learning
and on Epigenetic Robotics}, publisher={IEEE}, author={Vollmer, Anna-Lisa and
Grizou, Jonathan and Lopes, Manuel and Rohlfing, Katharina and Oudeyer, Pierre-Yves},
year={2014}, pages={208–215} }'
chicago: Vollmer, Anna-Lisa, Jonathan Grizou, Manuel Lopes, Katharina Rohlfing,
and Pierre-Yves Oudeyer. “Studying the Co-Construction of Interaction Protocols
in Collaborative Tasks with Humans.” In 2014 Joint IEEE International Conference
on Development and Learning and on Epigenetic Robotics, 208–15. IEEE, 2014.
ieee: A.-L. Vollmer, J. Grizou, M. Lopes, K. Rohlfing, and P.-Y. Oudeyer, “Studying
the Co-Construction of Interaction Protocols in Collaborative Tasks with Humans,”
in 2014 Joint IEEE International Conference on Development and Learning and
on Epigenetic Robotics, 2014, pp. 208–215.
mla: Vollmer, Anna-Lisa, et al. “Studying the Co-Construction of Interaction Protocols
in Collaborative Tasks with Humans.” 2014 Joint IEEE International Conference
on Development and Learning and on Epigenetic Robotics, IEEE, 2014, pp. 208–15.
short: 'A.-L. Vollmer, J. Grizou, M. Lopes, K. Rohlfing, P.-Y. Oudeyer, in: 2014
Joint IEEE International Conference on Development and Learning and on Epigenetic
Robotics, IEEE, 2014, pp. 208–215.'
date_created: 2020-06-24T13:01:21Z
date_updated: 2023-02-01T16:11:59Z
department:
- _id: '749'
keyword:
- interaction
- communication
- co-construction
- interaction protocols
language:
- iso: eng
page: 208 - 215
publication: 2014 Joint IEEE International Conference on Development and Learning
and on Epigenetic Robotics
publication_identifier:
isbn:
- 978-1-4799-7540-2
publisher: IEEE
status: public
title: Studying the Co-Construction of Interaction Protocols in Collaborative Tasks
with Humans
type: conference
user_id: '14931'
year: '2014'
...
---
_id: '17201'
author:
- first_name: Judith
full_name: Gaspers, Judith
last_name: Gaspers
- first_name: Maximilian
full_name: Panzner, Maximilian
last_name: Panzner
- first_name: Andre
full_name: Lemme, Andre
last_name: Lemme
- first_name: Philipp
full_name: Cimiano, Philipp
last_name: Cimiano
- first_name: Katharina
full_name: Rohlfing, Katharina
id: '50352'
last_name: Rohlfing
- first_name: Sebastian
full_name: Wrede, Sebastian
last_name: Wrede
citation:
ama: 'Gaspers J, Panzner M, Lemme A, Cimiano P, Rohlfing K, Wrede S. A multimodal
corpus for the evaluation of computational models for (grounded) language acquisition.
In: EACL Workshop on Cognitive Aspects of Computational Language Learning.
; 2014.'
apa: Gaspers, J., Panzner, M., Lemme, A., Cimiano, P., Rohlfing, K., & Wrede,
S. (2014). A multimodal corpus for the evaluation of computational models for
(grounded) language acquisition. EACL Workshop on Cognitive Aspects of Computational
Language Learning.
bibtex: '@inproceedings{Gaspers_Panzner_Lemme_Cimiano_Rohlfing_Wrede_2014, title={A
multimodal corpus for the evaluation of computational models for (grounded) language
acquisition}, booktitle={EACL Workshop on Cognitive Aspects of Computational Language
Learning}, author={Gaspers, Judith and Panzner, Maximilian and Lemme, Andre and
Cimiano, Philipp and Rohlfing, Katharina and Wrede, Sebastian}, year={2014} }'
chicago: Gaspers, Judith, Maximilian Panzner, Andre Lemme, Philipp Cimiano, Katharina
Rohlfing, and Sebastian Wrede. “A Multimodal Corpus for the Evaluation of Computational
Models for (Grounded) Language Acquisition.” In EACL Workshop on Cognitive
Aspects of Computational Language Learning, 2014.
ieee: J. Gaspers, M. Panzner, A. Lemme, P. Cimiano, K. Rohlfing, and S. Wrede, “A
multimodal corpus for the evaluation of computational models for (grounded) language
acquisition,” 2014.
mla: Gaspers, Judith, et al. “A Multimodal Corpus for the Evaluation of Computational
Models for (Grounded) Language Acquisition.” EACL Workshop on Cognitive Aspects
of Computational Language Learning, 2014.
short: 'J. Gaspers, M. Panzner, A. Lemme, P. Cimiano, K. Rohlfing, S. Wrede, in:
EACL Workshop on Cognitive Aspects of Computational Language Learning, 2014.'
date_created: 2020-06-24T13:01:20Z
date_updated: 2023-02-01T16:11:33Z
department:
- _id: '749'
language:
- iso: eng
publication: EACL Workshop on Cognitive Aspects of Computational Language Learning
status: public
title: A multimodal corpus for the evaluation of computational models for (grounded)
language acquisition
type: conference
user_id: '14931'
year: '2014'
...
---
_id: '17195'
author:
- first_name: Iris
full_name: Nomikou, Iris
last_name: Nomikou
- first_name: Katharina
full_name: Rohlfing, Katharina
id: '50352'
last_name: Rohlfing
- first_name: Joanna
full_name: Szufnarowska, Joanna
last_name: Szufnarowska
citation:
ama: 'Nomikou I, Rohlfing K, Szufnarowska J. Developing mutual attention in infancy:
Switching gaze roles within multimodal interactions. In: ; 2014.'
apa: 'Nomikou, I., Rohlfing, K., & Szufnarowska, J. (2014). Developing mutual
attention in infancy: Switching gaze roles within multimodal interactions.'
bibtex: '@inproceedings{Nomikou_Rohlfing_Szufnarowska_2014, title={Developing mutual
attention in infancy: Switching gaze roles within multimodal interactions}, author={Nomikou,
Iris and Rohlfing, Katharina and Szufnarowska, Joanna}, year={2014} }'
chicago: 'Nomikou, Iris, Katharina Rohlfing, and Joanna Szufnarowska. “Developing
Mutual Attention in Infancy: Switching Gaze Roles within Multimodal Interactions,”
2014.'
ieee: 'I. Nomikou, K. Rohlfing, and J. Szufnarowska, “Developing mutual attention
in infancy: Switching gaze roles within multimodal interactions,” 2014.'
mla: 'Nomikou, Iris, et al. Developing Mutual Attention in Infancy: Switching
Gaze Roles within Multimodal Interactions. 2014.'
short: 'I. Nomikou, K. Rohlfing, J. Szufnarowska, in: 2014.'
date_created: 2020-06-24T13:01:13Z
date_updated: 2023-02-01T16:09:32Z
department:
- _id: '749'
language:
- iso: eng
status: public
title: 'Developing mutual attention in infancy: Switching gaze roles within multimodal
interactions'
type: conference
user_id: '14931'
year: '2014'
...
---
_id: '17198'
author:
- first_name: Iris
full_name: Nomikou, Iris
last_name: Nomikou
- first_name: Katharina
full_name: Rohlfing, Katharina
id: '50352'
last_name: Rohlfing
- first_name: Giuseppe
full_name: Leonardi, Giuseppe
last_name: Leonardi
- first_name: Joanna
full_name: Rączaszek-Leonardi, Joanna
last_name: Rączaszek-Leonardi
citation:
ama: 'Nomikou I, Rohlfing K, Leonardi G, Rączaszek-Leonardi J. The Development of
Purposeful Intersubjectivity. In: ; 2014.'
apa: Nomikou, I., Rohlfing, K., Leonardi, G., & Rączaszek-Leonardi, J. (2014).
The Development of Purposeful Intersubjectivity.
bibtex: '@inproceedings{Nomikou_Rohlfing_Leonardi_Rączaszek-Leonardi_2014, title={The
Development of Purposeful Intersubjectivity}, author={Nomikou, Iris and Rohlfing,
Katharina and Leonardi, Giuseppe and Rączaszek-Leonardi, Joanna}, year={2014}
}'
chicago: Nomikou, Iris, Katharina Rohlfing, Giuseppe Leonardi, and Joanna Rączaszek-Leonardi.
“The Development of Purposeful Intersubjectivity,” 2014.
ieee: I. Nomikou, K. Rohlfing, G. Leonardi, and J. Rączaszek-Leonardi, “The Development
of Purposeful Intersubjectivity,” 2014.
mla: Nomikou, Iris, et al. The Development of Purposeful Intersubjectivity.
2014.
short: 'I. Nomikou, K. Rohlfing, G. Leonardi, J. Rączaszek-Leonardi, in: 2014.'
date_created: 2020-06-24T13:01:16Z
date_updated: 2023-02-01T16:10:33Z
department:
- _id: '749'
language:
- iso: eng
status: public
title: The Development of Purposeful Intersubjectivity
type: conference
user_id: '14931'
year: '2014'
...
---
_id: '44172'
author:
- first_name: Inez
full_name: Müller, Inez
id: '26755'
last_name: Müller
citation:
ama: 'Müller I. Gier - Zur Kapitalismuskritik in “Johann Holtrop” von Rainald Goetz
und in “Gesellschaft mit beschränkter Haftung” von Nora Bossong. In: Platen E,
ed. Leitkulturen Und Wertediskussionen. Vol 13. Zur Darstellung von Zeitgeschichte
in deutschsprachiger Gegenwartsliteratur. iudicium Verlag; 2014:21.'
apa: Müller, I. (2014). Gier - Zur Kapitalismuskritik in “Johann Holtrop” von Rainald
Goetz und in “Gesellschaft mit beschränkter Haftung” von Nora Bossong. In E. Platen
(Ed.), Leitkulturen und Wertediskussionen (Vol. 13, p. 21). iudicium Verlag.
bibtex: '@inproceedings{Müller_2014, place={München}, series={Zur Darstellung von
Zeitgeschichte in deutschsprachiger Gegenwartsliteratur}, title={Gier - Zur Kapitalismuskritik
in “Johann Holtrop” von Rainald Goetz und in “Gesellschaft mit beschränkter Haftung”
von Nora Bossong}, volume={13}, booktitle={Leitkulturen und Wertediskussionen},
publisher={iudicium Verlag}, author={Müller, Inez}, editor={Platen, Edgar}, year={2014},
pages={21}, collection={Zur Darstellung von Zeitgeschichte in deutschsprachiger
Gegenwartsliteratur} }'
chicago: 'Müller, Inez. “Gier - Zur Kapitalismuskritik in ‘Johann Holtrop’ von Rainald
Goetz Und in ‘Gesellschaft Mit Beschränkter Haftung’ von Nora Bossong.” In Leitkulturen
Und Wertediskussionen, edited by Edgar Platen, 13:21. Zur Darstellung von
Zeitgeschichte in Deutschsprachiger Gegenwartsliteratur. München: iudicium Verlag,
2014.'
ieee: I. Müller, “Gier - Zur Kapitalismuskritik in ‘Johann Holtrop’ von Rainald
Goetz und in ‘Gesellschaft mit beschränkter Haftung’ von Nora Bossong,” in Leitkulturen
und Wertediskussionen, Universität Göteborg / Schweden, 2014, vol. 13, p.
21.
mla: Müller, Inez. “Gier - Zur Kapitalismuskritik in ‘Johann Holtrop’ von Rainald
Goetz Und in ‘Gesellschaft Mit Beschränkter Haftung’ von Nora Bossong.” Leitkulturen
Und Wertediskussionen, edited by Edgar Platen, vol. 13, iudicium Verlag, 2014,
p. 21.
short: 'I. Müller, in: E. Platen (Ed.), Leitkulturen Und Wertediskussionen, iudicium
Verlag, München, 2014, p. 21.'
conference:
location: Universität Göteborg / Schweden
date_created: 2023-04-25T10:26:52Z
date_updated: 2023-04-25T10:26:59Z
department:
- _id: '5'
editor:
- first_name: Edgar
full_name: Platen, Edgar
last_name: Platen
intvolume: ' 13'
language:
- iso: eng
page: '21'
place: München
publication: Leitkulturen und Wertediskussionen
publication_identifier:
isbn:
- 978-3-86205-452-7
publisher: iudicium Verlag
series_title: Zur Darstellung von Zeitgeschichte in deutschsprachiger Gegenwartsliteratur
status: public
title: Gier - Zur Kapitalismuskritik in "Johann Holtrop" von Rainald Goetz und in
"Gesellschaft mit beschränkter Haftung" von Nora Bossong
type: conference
user_id: '26755'
volume: 13
year: '2014'
...
---
_id: '31345'
author:
- first_name: Stefan
full_name: Elit, Stefan
id: '105'
last_name: Elit
orcid: 0000-0002-4719-1073
citation:
ama: Elit S. Ästhetisches Lebenspathos und seine parodistische Kontrafaktur. Goethes
„Faust“ sowie Hofmannsthals „Der Tor und der Tod“ vs. Schnitzlers „Anatol“. Wirkendes
Wort . Published online 2014:335-345.
apa: Elit, S. (2014). Ästhetisches Lebenspathos und seine parodistische Kontrafaktur.
Goethes „Faust“ sowie Hofmannsthals „Der Tor und der Tod“ vs. Schnitzlers „Anatol“.
Wirkendes Wort , 335–345.
bibtex: '@article{Elit_2014, title={Ästhetisches Lebenspathos und seine parodistische
Kontrafaktur. Goethes „Faust“ sowie Hofmannsthals „Der Tor und der Tod“ vs. Schnitzlers
„Anatol“}, journal={Wirkendes Wort }, author={Elit, Stefan}, year={2014}, pages={335–345}
}'
chicago: Elit, Stefan. “Ästhetisches Lebenspathos und seine parodistische Kontrafaktur.
Goethes „Faust“ sowie Hofmannsthals „Der Tor und der Tod“ vs. Schnitzlers „Anatol“.”
Wirkendes Wort , 2014, 335–45.
ieee: S. Elit, “Ästhetisches Lebenspathos und seine parodistische Kontrafaktur.
Goethes „Faust“ sowie Hofmannsthals „Der Tor und der Tod“ vs. Schnitzlers „Anatol“,”
Wirkendes Wort , pp. 335–345, 2014.
mla: Elit, Stefan. “Ästhetisches Lebenspathos und seine parodistische Kontrafaktur.
Goethes „Faust“ sowie Hofmannsthals „Der Tor und der Tod“ vs. Schnitzlers „Anatol“.”
Wirkendes Wort , 2014, pp. 335–45.
short: S. Elit, Wirkendes Wort (2014) 335–345.
date_created: 2022-05-19T13:23:21Z
date_updated: 2023-08-28T09:31:36Z
department:
- _id: '465'
language:
- iso: ger
page: 335-345
publication: 'Wirkendes Wort '
status: public
title: Ästhetisches Lebenspathos und seine parodistische Kontrafaktur. Goethes „Faust“
sowie Hofmannsthals „Der Tor und der Tod“ vs. Schnitzlers „Anatol“
type: journal_article
user_id: '105'
year: '2014'
...
---
_id: '28353'
abstract:
- lang: eng
text: "This article aims to reconceptualize pronunciation teaching and learning
according to the tenets of the 2007 MLA Report and its call for translingual/transcultural
competence. The critical discussion of current teaching and research practices
shows that the realm of pronunciation has benefitted little from debates on intercultural
language learning. In order to link the teaching of pronunciation with learner
needs in intercultural encounters, this article develops the concept of pronunciation‐as‐language.
The theoretical exploration of this concept is supported by a narrative analysis
of study-abroad learners’ accounts, contrasting learners’ perceptions of teaching
practices with the complex role pronunciation plays in second language‐mediated
interactions. The results underline the importance of pedagogical approaches that
encourage the critical reflection on and creative use of pronunciation beyond
structural elements and native‐speaker\r\nnorms."
article_type: original
author:
- first_name: Mareike
full_name: Müller, Mareike
id: '71540'
last_name: Müller
citation:
ama: 'Müller M. Conceptualizing pronunciation as part of translingual/transcultural
competence: New impulses for SLA research and the L2 classroom. Foreign Language
Annals. 2013;46(2):213-229. doi:10.1111/flan.12024'
apa: 'Müller, M. (2013). Conceptualizing pronunciation as part of translingual/transcultural
competence: New impulses for SLA research and the L2 classroom. Foreign Language
Annals, 46(2), 213–229. https://doi.org/10.1111/flan.12024'
bibtex: '@article{Müller_2013, title={Conceptualizing pronunciation as part of translingual/transcultural
competence: New impulses for SLA research and the L2 classroom}, volume={46},
DOI={10.1111/flan.12024}, number={2},
journal={Foreign Language Annals}, author={Müller, Mareike}, year={2013}, pages={213–229}
}'
chicago: 'Müller, Mareike. “Conceptualizing Pronunciation as Part of Translingual/Transcultural
Competence: New Impulses for SLA Research and the L2 Classroom.” Foreign Language
Annals 46, no. 2 (2013): 213–29. https://doi.org/10.1111/flan.12024.'
ieee: 'M. Müller, “Conceptualizing pronunciation as part of translingual/transcultural
competence: New impulses for SLA research and the L2 classroom,” Foreign Language
Annals, vol. 46, no. 2, pp. 213–229, 2013, doi: 10.1111/flan.12024.'
mla: 'Müller, Mareike. “Conceptualizing Pronunciation as Part of Translingual/Transcultural
Competence: New Impulses for SLA Research and the L2 Classroom.” Foreign Language
Annals, vol. 46, no. 2, 2013, pp. 213–29, doi:10.1111/flan.12024.'
short: M. Müller, Foreign Language Annals 46 (2013) 213–229.
date_created: 2021-12-07T12:37:11Z
date_updated: 2022-01-06T06:58:02Z
department:
- _id: '468'
doi: 10.1111/flan.12024
extern: '1'
intvolume: ' 46'
issue: '2'
keyword:
- critical language awareness
- native‐speaker ideal
- pronunciation
- study abroad
- translingual and transcultural competence
language:
- iso: eng
page: 213-229
publication: Foreign Language Annals
publication_identifier:
issn:
- 0015-718X
- 1944-9720
publication_status: published
status: public
title: 'Conceptualizing pronunciation as part of translingual/transcultural competence:
New impulses for SLA research and the L2 classroom'
type: journal_article
user_id: '71540'
volume: 46
year: '2013'
...
---
_id: '28362'
author:
- first_name: Mareike
full_name: Müller, Mareike
id: '71540'
last_name: Müller
citation:
ama: 'Müller M. Pronunciation training without the native speaker? Reframing teaching
and learning objectives in German as a Foreign Language curricula. In: Plews JL,
Schmenk B, eds. Traditions and Transitions: Curricula for German Studies.
Wilfrid Laurier University Press; 2013:105-124.'
apa: 'Müller, M. (2013). Pronunciation training without the native speaker? Reframing
teaching and learning objectives in German as a Foreign Language curricula. In
J. L. Plews & B. Schmenk (Eds.), Traditions and Transitions: Curricula
for German Studies (pp. 105–124). Wilfrid Laurier University Press.'
bibtex: '@inbook{Müller_2013, place={Waterloo}, title={Pronunciation training without
the native speaker? Reframing teaching and learning objectives in German as a
Foreign Language curricula}, booktitle={Traditions and Transitions: Curricula
for German Studies}, publisher={Wilfrid Laurier University Press}, author={Müller,
Mareike}, editor={Plews, John L. and Schmenk, Barbara}, year={2013}, pages={105–124}
}'
chicago: 'Müller, Mareike. “Pronunciation Training without the Native Speaker? Reframing
Teaching and Learning Objectives in German as a Foreign Language Curricula.” In
Traditions and Transitions: Curricula for German Studies, edited by John
L. Plews and Barbara Schmenk, 105–24. Waterloo: Wilfrid Laurier University Press,
2013.'
ieee: 'M. Müller, “Pronunciation training without the native speaker? Reframing
teaching and learning objectives in German as a Foreign Language curricula,” in
Traditions and Transitions: Curricula for German Studies, J. L. Plews and
B. Schmenk, Eds. Waterloo: Wilfrid Laurier University Press, 2013, pp. 105–124.'
mla: 'Müller, Mareike. “Pronunciation Training without the Native Speaker? Reframing
Teaching and Learning Objectives in German as a Foreign Language Curricula.” Traditions
and Transitions: Curricula for German Studies, edited by John L. Plews and
Barbara Schmenk, Wilfrid Laurier University Press, 2013, pp. 105–24.'
short: 'M. Müller, in: J.L. Plews, B. Schmenk (Eds.), Traditions and Transitions:
Curricula for German Studies, Wilfrid Laurier University Press, Waterloo, 2013,
pp. 105–124.'
date_created: 2021-12-07T13:24:40Z
date_updated: 2022-01-06T06:58:02Z
department:
- _id: '468'
editor:
- first_name: John L.
full_name: Plews, John L.
last_name: Plews
- first_name: Barbara
full_name: Schmenk, Barbara
last_name: Schmenk
extern: '1'
language:
- iso: eng
page: 105-124
place: Waterloo
publication: 'Traditions and Transitions: Curricula for German Studies'
publication_identifier:
isbn:
- 978-1554584314
publication_status: published
publisher: Wilfrid Laurier University Press
status: public
title: Pronunciation training without the native speaker? Reframing teaching and learning
objectives in German as a Foreign Language curricula
type: book_chapter
user_id: '71540'
year: '2013'
...