---
_id: '39698'
author:
- first_name: Rita
full_name: Morrien, Rita
id: '363'
last_name: Morrien
citation:
ama: 'Morrien R. Julia Franck. In: Hofmann M, Opitz M, eds. Metzler Lexikon DDR-Literatur.
Autoren – Institutionen – Debatten. ; 2009.'
apa: Morrien, R. (2009). Julia Franck. In M. Hofmann & M. Opitz (Eds.), Metzler
Lexikon DDR-Literatur. Autoren – Institutionen – Debatten.
bibtex: '@inbook{Morrien_2009, place={Weimar}, title={Julia Franck}, booktitle={Metzler
Lexikon DDR-Literatur. Autoren – Institutionen – Debatten}, author={Morrien, Rita},
editor={Hofmann, Michael and Opitz, Michael}, year={2009} }'
chicago: Morrien, Rita. “Julia Franck.” In Metzler Lexikon DDR-Literatur. Autoren
– Institutionen – Debatten, edited by Michael Hofmann and Michael Opitz. Weimar,
2009.
ieee: R. Morrien, “Julia Franck,” in Metzler Lexikon DDR-Literatur. Autoren –
Institutionen – Debatten, M. Hofmann and M. Opitz, Eds. Weimar, 2009.
mla: Morrien, Rita. “Julia Franck.” Metzler Lexikon DDR-Literatur. Autoren –
Institutionen – Debatten, edited by Michael Hofmann and Michael Opitz, 2009.
short: 'R. Morrien, in: M. Hofmann, M. Opitz (Eds.), Metzler Lexikon DDR-Literatur.
Autoren – Institutionen – Debatten, Weimar, 2009.'
date_created: 2023-01-24T18:19:46Z
date_updated: 2023-01-25T13:44:26Z
department:
- _id: '465'
editor:
- first_name: Michael
full_name: Hofmann, Michael
last_name: Hofmann
- first_name: Michael
full_name: Opitz, Michael
last_name: Opitz
language:
- iso: ger
place: Weimar
publication: Metzler Lexikon DDR-Literatur. Autoren – Institutionen – Debatten
publication_status: published
status: public
title: Julia Franck
type: encyclopedia_article
user_id: '363'
year: '2009'
...
---
_id: '39664'
author:
- first_name: Rita
full_name: Morrien, Rita
id: '363'
last_name: Morrien
citation:
ama: Morrien R. Die ‚Lesbarkeit’ der (sozialistischen) Städte – Zur poetologischen
Dimension der Architekturkontroversen in Brigitte Reimanns Romanfragment Franziska
Linkerhand. Literatur für Leser . 2009;1:1-14.
apa: Morrien, R. (2009). Die ‚Lesbarkeit’ der (sozialistischen) Städte – Zur poetologischen
Dimension der Architekturkontroversen in Brigitte Reimanns Romanfragment Franziska
Linkerhand. Literatur für Leser , 1, 1–14.
bibtex: '@article{Morrien_2009, title={Die ‚Lesbarkeit’ der (sozialistischen) Städte
– Zur poetologischen Dimension der Architekturkontroversen in Brigitte Reimanns
Romanfragment Franziska Linkerhand}, volume={1}, journal={Literatur für Leser
}, publisher={Peter Lang}, author={Morrien, Rita}, year={2009}, pages={1–14} }'
chicago: 'Morrien, Rita. “Die ‚Lesbarkeit’ der (sozialistischen) Städte – Zur poetologischen
Dimension der Architekturkontroversen in Brigitte Reimanns Romanfragment Franziska
Linkerhand.” Literatur für Leser 1 (2009): 1–14.'
ieee: R. Morrien, “Die ‚Lesbarkeit’ der (sozialistischen) Städte – Zur poetologischen
Dimension der Architekturkontroversen in Brigitte Reimanns Romanfragment Franziska
Linkerhand,” Literatur für Leser , vol. 1, pp. 1–14, 2009.
mla: Morrien, Rita. “Die ‚Lesbarkeit’ der (sozialistischen) Städte – Zur poetologischen
Dimension der Architekturkontroversen in Brigitte Reimanns Romanfragment Franziska
Linkerhand.” Literatur für Leser , vol. 1, Peter Lang, 2009, pp. 1–14.
short: R. Morrien, Literatur für Leser 1 (2009) 1–14.
date_created: 2023-01-24T17:43:18Z
date_updated: 2023-01-25T13:52:29Z
department:
- _id: '465'
intvolume: ' 1'
language:
- iso: ger
page: 1-14
publication: 'Literatur für Leser '
publication_status: published
publisher: Peter Lang
status: public
title: Die ‚Lesbarkeit’ der (sozialistischen) Städte – Zur poetologischen Dimension
der Architekturkontroversen in Brigitte Reimanns Romanfragment Franziska Linkerhand
type: journal_article
user_id: '363'
volume: 1
year: '2009'
...
---
_id: '38049'
author:
- first_name: Antonio
full_name: Roselli, Antonio
last_name: Roselli
- first_name: Claudia
full_name: Öhlschläger, Claudia
id: '610'
last_name: Öhlschläger
citation:
ama: 'Roselli A, Öhlschläger C. Der hypertrophe Text als Ort des Widerstands: Rousseau
und Stifter in ethischer Perspektive. In: Öhlschläger C, ed. Narration und
Ethik. Fink; 2009:111-125.'
apa: 'Roselli, A., & Öhlschläger, C. (2009). Der hypertrophe Text als Ort des
Widerstands: Rousseau und Stifter in ethischer Perspektive. In C. Öhlschläger
(Ed.), Narration und Ethik (pp. 111–125). Fink.'
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}
}'
chicago: 'Roselli, Antonio, and Claudia Öhlschläger. “Der hypertrophe Text als Ort
des Widerstands: Rousseau und Stifter in ethischer Perspektive.” In Narration
und Ethik, 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 Narration und Ethik,
C. Öhlschläger, Ed. München: Fink, 2009, pp. 111–125.'
mla: 'Roselli, Antonio, and Claudia Öhlschläger. “Der hypertrophe Text als Ort des
Widerstands: Rousseau und Stifter in ethischer Perspektive.” Narration und
Ethik, 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.'
date_created: 2023-01-23T09:39:11Z
date_updated: 2023-01-23T09:39:14Z
department:
- _id: '116'
editor:
- first_name: Claudia
full_name: Öhlschläger, Claudia
last_name: Öhlschläger
language:
- iso: ger
page: 111-125
place: München
publication: Narration und Ethik
publication_status: published
publisher: Fink
status: public
title: 'Der hypertrophe Text als Ort des Widerstands: Rousseau und Stifter in ethischer
Perspektive'
type: book_chapter
user_id: '29963'
year: '2009'
...
---
_id: '38048'
author:
- first_name: Claudia
full_name: Öhlschläger, Claudia
id: '610'
last_name: Öhlschläger
citation:
ama: 'Öhlschläger C. Poetik und Ethik Kleiner Prosa: Franz Kafka, Robert Musil,
Heiner Müller, Michael Köhlmeier. Zeitschrift für Deutsche Philologie.
Published online 2009:261-279.'
apa: 'Öhlschläger, C. (2009). Poetik und Ethik Kleiner Prosa: Franz Kafka, Robert
Musil, Heiner Müller, Michael Köhlmeier. Zeitschrift für Deutsche Philologie,
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}
}'
chicago: 'Öhlschläger, Claudia. “Poetik und Ethik Kleiner Prosa: Franz Kafka, Robert
Musil, Heiner Müller, Michael Köhlmeier.” Zeitschrift für Deutsche Philologie,
2009, 261–79.'
ieee: 'C. Öhlschläger, “Poetik und Ethik Kleiner Prosa: Franz Kafka, Robert Musil,
Heiner Müller, Michael Köhlmeier,” Zeitschrift für Deutsche Philologie,
pp. 261–279, 2009.'
mla: 'Öhlschläger, Claudia. “Poetik und Ethik Kleiner Prosa: Franz Kafka, Robert
Musil, Heiner Müller, Michael Köhlmeier.” Zeitschrift für Deutsche Philologie,
2009, pp. 261–79.'
short: C. Öhlschläger, Zeitschrift für Deutsche Philologie (2009) 261–279.
date_created: 2023-01-23T09:34:00Z
date_updated: 2023-01-23T09:34:06Z
department:
- _id: '116'
language:
- iso: ger
page: 261-279
publication: Zeitschrift für Deutsche Philologie
publication_status: published
status: public
title: 'Poetik und Ethik Kleiner Prosa: Franz Kafka, Robert Musil, Heiner Müller,
Michael Köhlmeier'
type: journal_article
user_id: '29963'
year: '2009'
...
---
_id: '17258'
abstract:
- lang: eng
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.
author:
- first_name: Lars
full_name: Schillingmann, Lars
last_name: Schillingmann
- first_name: Britta
full_name: Wrede, Britta
last_name: Wrede
- first_name: Katharina
full_name: Rohlfing, Katharina
id: '50352'
last_name: Rohlfing
citation:
ama: Schillingmann L, Wrede B, Rohlfing K. A Computational Model of Acoustic Packaging.
IEEE Transactions on Autonomous Mental Development. 2009;1(4):226-237.
doi:10.1109/TAMD.2009.2039135
apa: Schillingmann, L., Wrede, B., & Rohlfing, K. (2009). A Computational Model
of Acoustic Packaging. IEEE Transactions on Autonomous Mental Development,
1(4), 226–237. https://doi.org/10.1109/TAMD.2009.2039135
bibtex: '@article{Schillingmann_Wrede_Rohlfing_2009, title={A Computational Model
of Acoustic Packaging}, volume={1}, DOI={10.1109/TAMD.2009.2039135},
number={4}, journal={IEEE Transactions on Autonomous Mental Development}, publisher={Institute
of Electrical & Electronics Engineers (IEEE)}, author={Schillingmann, Lars
and Wrede, Britta and Rohlfing, Katharina}, year={2009}, pages={226–237} }'
chicago: 'Schillingmann, Lars, Britta Wrede, and Katharina Rohlfing. “A Computational
Model of Acoustic Packaging.” IEEE Transactions on Autonomous Mental Development
1, no. 4 (2009): 226–37. https://doi.org/10.1109/TAMD.2009.2039135.'
ieee: 'L. Schillingmann, B. Wrede, and K. Rohlfing, “A Computational Model of Acoustic
Packaging,” IEEE Transactions on Autonomous Mental Development, vol. 1,
no. 4, pp. 226–237, 2009, doi: 10.1109/TAMD.2009.2039135.'
mla: Schillingmann, Lars, et al. “A Computational Model of Acoustic Packaging.”
IEEE Transactions on Autonomous Mental Development, vol. 1, no. 4, Institute
of Electrical & Electronics Engineers (IEEE), 2009, pp. 226–37, doi:10.1109/TAMD.2009.2039135.
short: L. Schillingmann, B. Wrede, K. Rohlfing, IEEE Transactions on Autonomous
Mental Development 1 (2009) 226–237.
date_created: 2020-06-24T13:02:26Z
date_updated: 2023-02-01T13:02:07Z
department:
- _id: '749'
doi: 10.1109/TAMD.2009.2039135
intvolume: ' 1'
issue: '4'
language:
- iso: eng
page: 226-237
publication: IEEE Transactions on Autonomous Mental Development
publication_identifier:
issn:
- 1943-0612
publisher: Institute of Electrical & Electronics Engineers (IEEE)
status: public
title: A Computational Model of Acoustic Packaging
type: journal_article
user_id: '14931'
volume: 1
year: '2009'
...
---
_id: '17259'
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.
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: Jannik
full_name: Fritsch, Jannik
last_name: Fritsch
- first_name: Britta
full_name: Wrede, Britta
last_name: Wrede
- first_name: Katharina
full_name: Rohlfing, Katharina
id: '50352'
last_name: Rohlfing
- first_name: Gerhard
full_name: Sagerer, Gerhard
last_name: Sagerer
citation:
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:
Gesture and Speech in Interaction. ; 2009.'
apa: Pitsch, K., Vollmer, A.-L., Fritsch, J., Wrede, B., Rohlfing, K., & Sagerer,
G. (2009). On the loop of action modification and the recipient’s gaze in adult-child
interaction. Gesture and Speech in Interaction.
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} }'
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 Gesture and Speech in Interaction,
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.
mla: Pitsch, Karola, et al. “On the Loop of Action Modification and the Recipient’s
Gaze in Adult-Child Interaction.” Gesture and Speech in Interaction, 2009.
short: 'K. Pitsch, A.-L. Vollmer, J. Fritsch, B. Wrede, K. Rohlfing, G. Sagerer,
in: Gesture and Speech in Interaction, 2009.'
date_created: 2020-06-24T13:02:27Z
date_updated: 2023-02-01T13:02:31Z
department:
- _id: '749'
keyword:
- gaze
- gesture
- Multimodal
- adult-child interaction
language:
- iso: eng
publication: Gesture and Speech in Interaction
status: public
title: On the loop of action modification and the recipient's gaze in adult-child
interaction
type: conference
user_id: '14931'
year: '2009'
...
---
_id: '17262'
abstract:
- lang: eng
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.
author:
- first_name: Yukie
full_name: Nagai, Yukie
last_name: Nagai
- first_name: Katharina
full_name: Rohlfing, Katharina
id: '50352'
last_name: Rohlfing
citation:
ama: Nagai Y, Rohlfing K. Computational Analysis of Motionese Toward Scaffolding
Robot Action Learning. IEEE Transactions on Autonomous Mental Development.
2009;1(1):44-54. doi:10.1109/TAMD.2009.2021090
apa: Nagai, Y., & Rohlfing, K. (2009). Computational Analysis of Motionese Toward
Scaffolding Robot Action Learning. IEEE Transactions on Autonomous Mental Development,
1(1), 44–54. https://doi.org/10.1109/TAMD.2009.2021090
bibtex: '@article{Nagai_Rohlfing_2009, title={Computational Analysis of Motionese
Toward Scaffolding Robot Action Learning}, volume={1}, DOI={10.1109/TAMD.2009.2021090},
number={1}, journal={IEEE Transactions on Autonomous Mental Development}, publisher={Institute
of Electrical & Electronics Engineers (IEEE)}, author={Nagai, Yukie and Rohlfing,
Katharina}, year={2009}, pages={44–54} }'
chicago: 'Nagai, Yukie, and Katharina Rohlfing. “Computational Analysis of Motionese
Toward Scaffolding Robot Action Learning.” IEEE Transactions on Autonomous
Mental Development 1, no. 1 (2009): 44–54. https://doi.org/10.1109/TAMD.2009.2021090.'
ieee: 'Y. Nagai and K. Rohlfing, “Computational Analysis of Motionese Toward Scaffolding
Robot Action Learning,” IEEE Transactions on Autonomous Mental Development,
vol. 1, no. 1, pp. 44–54, 2009, doi: 10.1109/TAMD.2009.2021090.'
mla: Nagai, Yukie, and Katharina Rohlfing. “Computational Analysis of Motionese
Toward Scaffolding Robot Action Learning.” IEEE Transactions on Autonomous
Mental Development, vol. 1, no. 1, Institute of Electrical & Electronics
Engineers (IEEE), 2009, pp. 44–54, doi:10.1109/TAMD.2009.2021090.
short: Y. Nagai, K. Rohlfing, IEEE Transactions on Autonomous Mental Development
1 (2009) 44–54.
date_created: 2020-06-24T13:02:31Z
date_updated: 2023-02-01T13:03:28Z
department:
- _id: '749'
doi: 10.1109/TAMD.2009.2021090
intvolume: ' 1'
issue: '1'
language:
- iso: eng
page: 44-54
publication: IEEE Transactions on Autonomous Mental Development
publication_identifier:
issn:
- 1943-0612
publisher: Institute of Electrical & Electronics Engineers (IEEE)
status: public
title: Computational Analysis of Motionese Toward Scaffolding Robot Action Learning
type: journal_article
user_id: '14931'
volume: 1
year: '2009'
...
---
_id: '17260'
author:
- first_name: Manja
full_name: Lohse, Manja
last_name: Lohse
- first_name: Marc
full_name: Hanheide, Marc
last_name: Hanheide
- first_name: Karola
full_name: Pitsch, Karola
last_name: Pitsch
- first_name: Katharina
full_name: Rohlfing, Katharina
id: '50352'
last_name: Rohlfing
- first_name: Gerhard
full_name: Sagerer, Gerhard
last_name: Sagerer
citation:
ama: 'Lohse M, Hanheide M, Pitsch K, Rohlfing K, Sagerer G. Improving HRI design
by applying Systemic Interaction Analysis (SInA). Interaction Studies (Special
Issue: Robots in the Wild: Exploring HRI in naturalistic environments). 2009;10(3):298-323.
doi:10.1075/is.10.3.03loh'
apa: 'Lohse, M., Hanheide, M., Pitsch, K., Rohlfing, K., & Sagerer, G. (2009).
Improving HRI design by applying Systemic Interaction Analysis (SInA). Interaction
Studies (Special Issue: Robots in the Wild: Exploring HRI in Naturalistic Environments),
10(3), 298–323. https://doi.org/10.1075/is.10.3.03loh'
bibtex: '@article{Lohse_Hanheide_Pitsch_Rohlfing_Sagerer_2009, title={Improving
HRI design by applying Systemic Interaction Analysis (SInA)}, volume={10}, DOI={10.1075/is.10.3.03loh}, 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} }'
chicago: 'Lohse, Manja, Marc Hanheide, Karola Pitsch, Katharina Rohlfing, and Gerhard
Sagerer. “Improving HRI Design by Applying Systemic Interaction Analysis (SInA).”
Interaction Studies (Special Issue: Robots in the Wild: Exploring HRI in Naturalistic
Environments) 10, no. 3 (2009): 298–323. https://doi.org/10.1075/is.10.3.03loh.'
ieee: 'M. Lohse, M. Hanheide, K. Pitsch, K. Rohlfing, and G. Sagerer, “Improving
HRI design by applying Systemic Interaction Analysis (SInA),” Interaction Studies
(Special Issue: Robots in the Wild: Exploring HRI in naturalistic environments),
vol. 10, no. 3, pp. 298–323, 2009, doi: 10.1075/is.10.3.03loh.'
mla: 'Lohse, Manja, et al. “Improving HRI Design by Applying Systemic Interaction
Analysis (SInA).” Interaction Studies (Special Issue: Robots in the Wild: Exploring
HRI in Naturalistic Environments), vol. 10, no. 3, John Benjamins Publishing
Company, 2009, pp. 298–323, doi:10.1075/is.10.3.03loh.'
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.'
date_created: 2020-06-24T13:02:28Z
date_updated: 2023-02-01T13:02:52Z
department:
- _id: '749'
doi: 10.1075/is.10.3.03loh
intvolume: ' 10'
issue: '3'
language:
- iso: eng
page: 298-323
publication: 'Interaction Studies (Special Issue: Robots in the Wild: Exploring HRI
in naturalistic environments)'
publication_identifier:
issn:
- 1572-0381
publisher: John Benjamins Publishing Company
status: public
title: Improving HRI design by applying Systemic Interaction Analysis (SInA)
type: journal_article
user_id: '14931'
volume: 10
year: '2009'
...
---
_id: '17257'
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.
author:
- first_name: Katrin Solveig
full_name: Lohan, Katrin Solveig
last_name: Lohan
- first_name: Katharina
full_name: Rohlfing, Katharina
id: '50352'
last_name: Rohlfing
- first_name: Britta
full_name: Wrede, Britta
last_name: Wrede
citation:
ama: 'Lohan KS, Rohlfing K, Wrede B. Analysing the effect of contingency in tutoring
situations. In: ; 2009.'
apa: Lohan, K. S., Rohlfing, K., & Wrede, B. (2009). Analysing the effect
of contingency in tutoring situations.
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} }'
chicago: Lohan, Katrin Solveig, Katharina Rohlfing, and Britta Wrede. “Analysing
the Effect of Contingency in Tutoring Situations,” 2009.
ieee: K. S. Lohan, K. Rohlfing, and B. Wrede, “Analysing the effect of contingency
in tutoring situations,” 2009.
mla: Lohan, Katrin Solveig, et al. Analysing the Effect of Contingency in Tutoring
Situations. 2009.
short: 'K.S. Lohan, K. Rohlfing, B. Wrede, in: 2009.'
date_created: 2020-06-24T13:02:25Z
date_updated: 2023-02-01T13:01:51Z
department:
- _id: '749'
keyword:
- Eyegaze
- tutoring situations
- Contingency
language:
- iso: eng
status: public
title: Analysing the effect of contingency in tutoring situations
type: conference
user_id: '14931'
year: '2009'
...
---
_id: '17261'
author:
- first_name: Britta
full_name: Wrede, Britta
last_name: Wrede
- first_name: Katharina
full_name: Rohlfing, Katharina
id: '50352'
last_name: Rohlfing
- first_name: Marc
full_name: Hanheide, Marc
last_name: Hanheide
- first_name: Gerhard
full_name: Sagerer, Gerhard
last_name: Sagerer
citation:
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. Creating Brain-Like
Intelligence: From Basic Principles to Complex Intelligent Systems. Springer;
2009:139-150. doi:10.1007/978-3-642-00616-6_8'
apa: 'Wrede, B., Rohlfing, K., Hanheide, M., & Sagerer, G. (2009). Towards Learning
by Interacting. In B. Sendhoff, E. Körner, O. Sporns, H. Ritter, & K. Doya
(Eds.), Creating Brain-Like Intelligence: From Basic Principles to Complex
Intelligent Systems (pp. 139–150). Springer. https://doi.org/10.1007/978-3-642-00616-6_8'
bibtex: '@inbook{Wrede_Rohlfing_Hanheide_Sagerer_2009, title={Towards Learning by
Interacting}, DOI={10.1007/978-3-642-00616-6_8},
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 Creating Brain-Like Intelligence: From
Basic Principles to Complex Intelligent Systems, edited by B. Sendhoff, Edgar
Körner, O. Sporns, Helge Ritter, and Kenji Doya, 139–50. Springer, 2009. https://doi.org/10.1007/978-3-642-00616-6_8.'
ieee: 'B. Wrede, K. Rohlfing, M. Hanheide, and G. Sagerer, “Towards Learning by
Interacting,” in Creating Brain-Like Intelligence: From Basic Principles to
Complex Intelligent Systems, B. Sendhoff, E. Körner, O. Sporns, H. Ritter,
and K. Doya, Eds. Springer, 2009, pp. 139–150.'
mla: 'Wrede, Britta, et al. “Towards Learning by Interacting.” Creating Brain-Like
Intelligence: From Basic Principles to Complex Intelligent Systems, edited
by B. Sendhoff et al., Springer, 2009, pp. 139–50, doi:10.1007/978-3-642-00616-6_8.'
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.'
date_created: 2020-06-24T13:02:30Z
date_updated: 2023-02-01T13:03:11Z
department:
- _id: '749'
doi: 10.1007/978-3-642-00616-6_8
editor:
- first_name: B.
full_name: Sendhoff, B.
last_name: Sendhoff
- first_name: Edgar
full_name: Körner, Edgar
last_name: Körner
- first_name: O.
full_name: Sporns, O.
last_name: Sporns
- first_name: Helge
full_name: Ritter, Helge
last_name: Ritter
- first_name: Kenji
full_name: Doya, Kenji
last_name: Doya
language:
- iso: eng
page: 139-150
publication: 'Creating Brain-Like Intelligence: From Basic Principles to Complex Intelligent
Systems'
publisher: Springer
status: public
title: Towards Learning by Interacting
type: book_chapter
user_id: '14931'
year: '2009'
...
---
_id: '17272'
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. 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.
author:
- first_name: Anna-Lisa
full_name: Vollmer, Anna-Lisa
last_name: Vollmer
- first_name: Katrin Solveig
full_name: Lohan, Katrin Solveig
last_name: Lohan
- first_name: Kerstin
full_name: Fischer, Kerstin
last_name: Fischer
- 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
- 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, Lohan KS, Fischer K, et al. People modify their tutoring behavior
in robot-directed interaction for action learning. In: Development and Learning,
2009. ICDL 2009. IEEE 8th International Conference on Development and Learning.
IEEE; 2009:1-6. doi:10.1109/DEVLRN.2009.5175516'
apa: Vollmer, A.-L., Lohan, K. S., Fischer, K., Nagai, Y., Pitsch, K., Fritsch,
J., Rohlfing, K., & Wrede, B. (2009). People modify their tutoring behavior
in robot-directed interaction for action learning. Development and Learning,
2009. ICDL 2009. IEEE 8th International Conference on Development and Learning,
1–6. https://doi.org/10.1109/DEVLRN.2009.5175516
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={10.1109/DEVLRN.2009.5175516},
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}
}'
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
Development and Learning, 2009. ICDL 2009. IEEE 8th International Conference
on Development and Learning, 1–6. IEEE, 2009. https://doi.org/10.1109/DEVLRN.2009.5175516.
ieee: 'A.-L. Vollmer et al., “People modify their tutoring behavior in robot-directed
interaction for action learning,” in Development and Learning, 2009. ICDL 2009.
IEEE 8th International Conference on Development and Learning, 2009, pp. 1–6,
doi: 10.1109/DEVLRN.2009.5175516.'
mla: Vollmer, Anna-Lisa, et al. “People Modify Their Tutoring Behavior in Robot-Directed
Interaction for Action Learning.” Development and Learning, 2009. ICDL 2009.
IEEE 8th International Conference on Development and Learning, IEEE, 2009,
pp. 1–6, doi:10.1109/DEVLRN.2009.5175516.
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.'
date_created: 2020-06-24T13:02:43Z
date_updated: 2023-02-01T13:06:43Z
department:
- _id: '749'
doi: 10.1109/DEVLRN.2009.5175516
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
language:
- iso: eng
page: 1-6
publication: Development and Learning, 2009. ICDL 2009. IEEE 8th International Conference
on Development and Learning
publisher: IEEE
status: public
title: People modify their tutoring behavior in robot-directed interaction for action
learning
type: conference
user_id: '14931'
year: '2009'
...
---
_id: '17264'
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.
author:
- first_name: Katrin Solveig
full_name: Lohan, Katrin Solveig
last_name: Lohan
- first_name: Anna-Lisa
full_name: Vollmer, Anna-Lisa
last_name: Vollmer
- 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: '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: IEEE
International Workshop on Social Signal Processing. International Computer
Science Institute; 2009. doi:10.1109/acii.2009.5349507'
apa: Lohan, K. S., Vollmer, A.-L., Fritsch, J., Rohlfing, K., & Wrede, B. (2009).
Which ostensive stimuli can be used for a robot to detect and maintain tutoring
situations? IEEE International Workshop on Social Signal Processing. https://doi.org/10.1109/acii.2009.5349507
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={10.1109/acii.2009.5349507},
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} }'
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 IEEE International Workshop on Social Signal
Processing. International Computer Science Institute, 2009. https://doi.org/10.1109/acii.2009.5349507.
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: 10.1109/acii.2009.5349507.'
mla: Lohan, Katrin Solveig, et al. “Which Ostensive Stimuli Can Be Used for a Robot
to Detect and Maintain Tutoring Situations?” IEEE International Workshop on
Social Signal Processing, International Computer Science Institute, 2009,
doi:10.1109/acii.2009.5349507.
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.'
date_created: 2020-06-24T13:02:33Z
date_updated: 2023-02-01T13:04:03Z
department:
- _id: '749'
doi: 10.1109/acii.2009.5349507
keyword:
- Ostensive Signals
- Contingency
- Motionese
- hri
language:
- iso: eng
publication: IEEE International Workshop on Social Signal Processing
publication_identifier:
isbn:
- '9781424448005'
publisher: International Computer Science Institute
status: public
title: Which ostensive stimuli can be used for a robot to detect and maintain tutoring
situations?
type: conference
user_id: '14931'
year: '2009'
...
---
_id: '17269'
abstract:
- lang: eng
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'
author:
- first_name: Matthias
full_name: Rolf, Matthias
last_name: Rolf
- first_name: Marc
full_name: Hanheide, Marc
last_name: Hanheide
- first_name: Katharina
full_name: Rohlfing, Katharina
id: '50352'
last_name: Rohlfing
citation:
ama: Rolf M, Hanheide M, Rohlfing K. Attention via synchrony. Making use of multimodal
cues in social learning. IEEE Transactions on Autonomous Mental Development.
2009;1(1):55-67. doi:10.1109/TAMD.2009.2021091
apa: Rolf, M., Hanheide, M., & Rohlfing, K. (2009). Attention via synchrony.
Making use of multimodal cues in social learning. IEEE Transactions on Autonomous
Mental Development, 1(1), 55–67. https://doi.org/10.1109/TAMD.2009.2021091
bibtex: '@article{Rolf_Hanheide_Rohlfing_2009, title={Attention via synchrony. Making
use of multimodal cues in social learning}, volume={1}, DOI={10.1109/TAMD.2009.2021091},
number={1}, journal={IEEE Transactions on Autonomous Mental Development}, publisher={Institute
of Electrical & Electronics Engineers (IEEE)}, author={Rolf, Matthias and
Hanheide, Marc and Rohlfing, Katharina}, year={2009}, pages={55–67} }'
chicago: 'Rolf, Matthias, Marc Hanheide, and Katharina Rohlfing. “Attention via
Synchrony. Making Use of Multimodal Cues in Social Learning.” IEEE Transactions
on Autonomous Mental Development 1, no. 1 (2009): 55–67. https://doi.org/10.1109/TAMD.2009.2021091.'
ieee: 'M. Rolf, M. Hanheide, and K. Rohlfing, “Attention via synchrony. Making use
of multimodal cues in social learning,” IEEE Transactions on Autonomous Mental
Development, vol. 1, no. 1, pp. 55–67, 2009, doi: 10.1109/TAMD.2009.2021091.'
mla: Rolf, Matthias, et al. “Attention via Synchrony. Making Use of Multimodal Cues
in Social Learning.” IEEE Transactions on Autonomous Mental Development,
vol. 1, no. 1, Institute of Electrical & Electronics Engineers (IEEE), 2009,
pp. 55–67, doi:10.1109/TAMD.2009.2021091.
short: M. Rolf, M. Hanheide, K. Rohlfing, IEEE Transactions on Autonomous Mental
Development 1 (2009) 55–67.
date_created: 2020-06-24T13:02:39Z
date_updated: 2023-02-01T13:05:47Z
department:
- _id: '749'
doi: 10.1109/TAMD.2009.2021091
intvolume: ' 1'
issue: '1'
language:
- iso: eng
page: 55-67
publication: IEEE Transactions on Autonomous Mental Development
publication_identifier:
issn:
- 1943-0612
publisher: Institute of Electrical & Electronics Engineers (IEEE)
status: public
title: Attention via synchrony. Making use of multimodal cues in social learning
type: journal_article
user_id: '14931'
volume: 1
year: '2009'
...
---
_id: '17265'
abstract:
- lang: eng
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.'
author:
- first_name: Karla K.
full_name: McGregor, Karla K.
last_name: McGregor
- first_name: Katharina
full_name: Rohlfing, Katharina
id: '50352'
last_name: Rohlfing
- first_name: Allison
full_name: Bean, Allison
last_name: Bean
- first_name: Ellen
full_name: Marschner, Ellen
last_name: Marschner
citation:
ama: 'McGregor KK, Rohlfing K, Bean A, Marschner E. Gesture as a support for word
learning: The case of under. JOURNAL OF CHILD LANGUAGE. 2009;36(04):807-828.
doi:10.1017/S0305000908009173'
apa: 'McGregor, K. K., Rohlfing, K., Bean, A., & Marschner, E. (2009). Gesture
as a support for word learning: The case of under. JOURNAL OF CHILD LANGUAGE,
36(04), 807–828. https://doi.org/10.1017/S0305000908009173'
bibtex: '@article{McGregor_Rohlfing_Bean_Marschner_2009, title={Gesture as a support
for word learning: The case of under}, volume={36}, DOI={10.1017/S0305000908009173},
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} }'
chicago: 'McGregor, Karla K., Katharina Rohlfing, Allison Bean, and Ellen Marschner.
“Gesture as a Support for Word Learning: The Case of Under.” JOURNAL OF CHILD
LANGUAGE 36, no. 04 (2009): 807–28. https://doi.org/10.1017/S0305000908009173.'
ieee: 'K. K. McGregor, K. Rohlfing, A. Bean, and E. Marschner, “Gesture as a support
for word learning: The case of under,” JOURNAL OF CHILD LANGUAGE, vol.
36, no. 04, pp. 807–828, 2009, doi: 10.1017/S0305000908009173.'
mla: 'McGregor, Karla K., et al. “Gesture as a Support for Word Learning: The Case
of Under.” JOURNAL OF CHILD LANGUAGE, vol. 36, no. 04, Cambridge University
Press (CUP), 2009, pp. 807–28, doi:10.1017/S0305000908009173.'
short: K.K. McGregor, K. Rohlfing, A. Bean, E. Marschner, JOURNAL OF CHILD LANGUAGE
36 (2009) 807–828.
date_created: 2020-06-24T13:02:34Z
date_updated: 2023-02-01T13:04:28Z
department:
- _id: '749'
doi: 10.1017/S0305000908009173
intvolume: ' 36'
issue: '04'
language:
- iso: eng
page: 807-828
publication: JOURNAL OF CHILD LANGUAGE
publication_identifier:
issn:
- 1469-7602
publisher: Cambridge University Press (CUP)
status: public
title: 'Gesture as a support for word learning: The case of under'
type: journal_article
user_id: '14931'
volume: 36
year: '2009'
...
---
_id: '17271'
author:
- first_name: A. E
full_name: Booth, A. E
last_name: Booth
- first_name: Karla K.
full_name: McGregor, Karla K.
last_name: McGregor
- first_name: Katharina
full_name: Rohlfing, Katharina
id: '50352'
last_name: Rohlfing
citation:
ama: 'Booth AE, McGregor KK, Rohlfing K. Socio-pragmatics and attention: Contributions
to gesturally guided word learning in toddlers. Journal of Language Learning
and Development. 2009;4(3):179-202. doi:10.1080/15475440802143091'
apa: 'Booth, A. E., McGregor, K. K., & Rohlfing, K. (2009). Socio-pragmatics
and attention: Contributions to gesturally guided word learning in toddlers. Journal
of Language Learning and Development, 4(3), 179–202. https://doi.org/10.1080/15475440802143091'
bibtex: '@article{Booth_McGregor_Rohlfing_2009, title={Socio-pragmatics and attention:
Contributions to gesturally guided word learning in toddlers}, volume={4}, DOI={10.1080/15475440802143091},
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} }'
chicago: 'Booth, A. E, Karla K. McGregor, and Katharina Rohlfing. “Socio-Pragmatics
and Attention: Contributions to Gesturally Guided Word Learning in Toddlers.”
Journal of Language Learning and Development 4, no. 3 (2009): 179–202.
https://doi.org/10.1080/15475440802143091.'
ieee: 'A. E. Booth, K. K. McGregor, and K. Rohlfing, “Socio-pragmatics and attention:
Contributions to gesturally guided word learning in toddlers,” Journal of Language
Learning and Development, vol. 4, no. 3, pp. 179–202, 2009, doi: 10.1080/15475440802143091.'
mla: 'Booth, A. E., et al. “Socio-Pragmatics and Attention: Contributions to Gesturally
Guided Word Learning in Toddlers.” Journal of Language Learning and Development,
vol. 4, no. 3, Informa UK Limited, 2009, pp. 179–202, doi:10.1080/15475440802143091.'
short: A.E. Booth, K.K. McGregor, K. Rohlfing, Journal of Language Learning and
Development 4 (2009) 179–202.
date_created: 2020-06-24T13:02:41Z
date_updated: 2023-02-01T13:06:23Z
department:
- _id: '749'
doi: 10.1080/15475440802143091
intvolume: ' 4'
issue: '3'
language:
- iso: eng
page: 179-202
publication: Journal of Language Learning and Development
publication_identifier:
issn:
- 1547-3341
publisher: Informa UK Limited
status: public
title: 'Socio-pragmatics and attention: Contributions to gesturally guided word learning
in toddlers'
type: journal_article
user_id: '14931'
volume: 4
year: '2009'
...
---
_id: '17268'
author:
- first_name: Lars
full_name: Schillingmann, Lars
last_name: Schillingmann
- first_name: Britta
full_name: Wrede, Britta
last_name: Wrede
- first_name: Katharina
full_name: Rohlfing, Katharina
id: '50352'
last_name: Rohlfing
citation:
ama: 'Schillingmann L, Wrede B, Rohlfing K. Towards a Computational Model of Acoustic
Packaging. In: International Conference on Development and Learning (ICDL 2009).
IEEE; 2009. doi:10.1109/devlrn.2009.5175523'
apa: Schillingmann, L., Wrede, B., & Rohlfing, K. (2009). Towards a Computational
Model of Acoustic Packaging. International Conference on Development and Learning
(ICDL 2009). https://doi.org/10.1109/devlrn.2009.5175523
bibtex: '@inproceedings{Schillingmann_Wrede_Rohlfing_2009, title={Towards a Computational
Model of Acoustic Packaging}, DOI={10.1109/devlrn.2009.5175523},
booktitle={International Conference on Development and Learning (ICDL 2009)},
publisher={IEEE}, author={Schillingmann, Lars and Wrede, Britta and Rohlfing,
Katharina}, year={2009} }'
chicago: Schillingmann, Lars, Britta Wrede, and Katharina Rohlfing. “Towards a Computational
Model of Acoustic Packaging.” In International Conference on Development and
Learning (ICDL 2009). IEEE, 2009. https://doi.org/10.1109/devlrn.2009.5175523.
ieee: 'L. Schillingmann, B. Wrede, and K. Rohlfing, “Towards a Computational Model
of Acoustic Packaging,” 2009, doi: 10.1109/devlrn.2009.5175523.'
mla: Schillingmann, Lars, et al. “Towards a Computational Model of Acoustic Packaging.”
International Conference on Development and Learning (ICDL 2009), IEEE,
2009, doi:10.1109/devlrn.2009.5175523.
short: 'L. Schillingmann, B. Wrede, K. Rohlfing, in: International Conference on
Development and Learning (ICDL 2009), IEEE, 2009.'
date_created: 2020-06-24T13:02:38Z
date_updated: 2023-02-01T13:05:32Z
department:
- _id: '749'
doi: 10.1109/devlrn.2009.5175523
keyword:
- Acoustic Packaging
- multimodal
language:
- iso: eng
publication: International Conference on Development and Learning (ICDL 2009)
publication_identifier:
isbn:
- 978-1-4244-4117-4
publisher: IEEE
status: public
title: Towards a Computational Model of Acoustic Packaging
type: conference
user_id: '14931'
year: '2009'
...
---
_id: '17266'
author:
- first_name: Lars
full_name: Schillingmann, Lars
last_name: Schillingmann
- first_name: Britta
full_name: Wrede, Britta
last_name: Wrede
- first_name: Katharina
full_name: Rohlfing, Katharina
id: '50352'
last_name: Rohlfing
- first_name: Kerstin
full_name: Fischer, Kerstin
last_name: Fischer
citation:
ama: 'Schillingmann L, Wrede B, Rohlfing K, Fischer K. The Structure of Robot-Directed
Interaction compared to Adult- and Infant-Directed Interaction using a Model for
Acoustic Packaging. In: Spoken Dialogue and Human-Robot Interaction. International
Computer Science Institute; 2009.'
apa: Schillingmann, L., Wrede, B., Rohlfing, K., & Fischer, K. (2009). The Structure
of Robot-Directed Interaction compared to Adult- and Infant-Directed Interaction
using a Model for Acoustic Packaging. Spoken Dialogue and Human-Robot Interaction.
bibtex: '@inproceedings{Schillingmann_Wrede_Rohlfing_Fischer_2009, title={The Structure
of Robot-Directed Interaction compared to Adult- and Infant-Directed Interaction
using a Model for Acoustic Packaging}, booktitle={Spoken Dialogue and Human-Robot
Interaction}, publisher={International Computer Science Institute}, author={Schillingmann,
Lars and Wrede, Britta and Rohlfing, Katharina and Fischer, Kerstin}, year={2009}
}'
chicago: Schillingmann, Lars, Britta Wrede, Katharina Rohlfing, and Kerstin Fischer.
“The Structure of Robot-Directed Interaction Compared to Adult- and Infant-Directed
Interaction Using a Model for Acoustic Packaging.” In Spoken Dialogue and Human-Robot
Interaction. International Computer Science Institute, 2009.
ieee: L. Schillingmann, B. Wrede, K. Rohlfing, and K. Fischer, “The Structure of
Robot-Directed Interaction compared to Adult- and Infant-Directed Interaction
using a Model for Acoustic Packaging,” 2009.
mla: Schillingmann, Lars, et al. “The Structure of Robot-Directed Interaction Compared
to Adult- and Infant-Directed Interaction Using a Model for Acoustic Packaging.”
Spoken Dialogue and Human-Robot Interaction, International Computer Science
Institute, 2009.
short: 'L. Schillingmann, B. Wrede, K. Rohlfing, K. Fischer, in: Spoken Dialogue
and Human-Robot Interaction, International Computer Science Institute, 2009.'
date_created: 2020-06-24T13:02:35Z
date_updated: 2023-02-01T13:04:43Z
department:
- _id: '749'
language:
- iso: eng
publication: Spoken Dialogue and Human-Robot Interaction
publisher: International Computer Science Institute
status: public
title: The Structure of Robot-Directed Interaction compared to Adult- and Infant-Directed
Interaction using a Model for Acoustic Packaging
type: conference
user_id: '14931'
year: '2009'
...
---
_id: '17267'
author:
- first_name: Manja
full_name: Lohse, Manja
last_name: Lohse
- first_name: Marc
full_name: Hanheide, Marc
last_name: Hanheide
- first_name: Katharina
full_name: Rohlfing, Katharina
id: '50352'
last_name: Rohlfing
- first_name: Gerhard
full_name: Sagerer, Gerhard
last_name: Sagerer
citation:
ama: 'Lohse M, Hanheide M, Rohlfing K, Sagerer G. Systemic interaction analysis
(SInA) in HRI. In: Proceedings of the 4th ACM/IEEE International Conference
on Human Robot Interaction - HRI ’09. ; 2009:93-100. doi:10.1145/1514095.1514114'
apa: Lohse, M., Hanheide, M., Rohlfing, K., & Sagerer, G. (2009). Systemic interaction
analysis (SInA) in HRI. Proceedings of the 4th ACM/IEEE International Conference
on Human Robot Interaction - HRI ’09, 93–100. https://doi.org/10.1145/1514095.1514114
bibtex: '@inproceedings{Lohse_Hanheide_Rohlfing_Sagerer_2009, title={Systemic interaction
analysis (SInA) in HRI}, DOI={10.1145/1514095.1514114},
booktitle={Proceedings of the 4th ACM/IEEE international conference on Human robot
interaction - HRI ’09}, author={Lohse, Manja and Hanheide, Marc and Rohlfing,
Katharina and Sagerer, Gerhard}, year={2009}, pages={93–100} }'
chicago: Lohse, Manja, Marc Hanheide, Katharina Rohlfing, and Gerhard Sagerer. “Systemic
Interaction Analysis (SInA) in HRI.” In Proceedings of the 4th ACM/IEEE International
Conference on Human Robot Interaction - HRI ’09, 93–100, 2009. https://doi.org/10.1145/1514095.1514114.
ieee: 'M. Lohse, M. Hanheide, K. Rohlfing, and G. Sagerer, “Systemic interaction
analysis (SInA) in HRI,” in Proceedings of the 4th ACM/IEEE international conference
on Human robot interaction - HRI ’09, 2009, pp. 93–100, doi: 10.1145/1514095.1514114.'
mla: Lohse, Manja, et al. “Systemic Interaction Analysis (SInA) in HRI.” Proceedings
of the 4th ACM/IEEE International Conference on Human Robot Interaction - HRI
’09, 2009, pp. 93–100, doi:10.1145/1514095.1514114.
short: 'M. Lohse, M. Hanheide, K. Rohlfing, G. Sagerer, in: Proceedings of the 4th
ACM/IEEE International Conference on Human Robot Interaction - HRI ’09, 2009,
pp. 93–100.'
date_created: 2020-06-24T13:02:37Z
date_updated: 2023-02-01T13:05:01Z
department:
- _id: '749'
doi: 10.1145/1514095.1514114
keyword:
- SINA
- human robot interaction
- biron
language:
- iso: eng
page: 93-100
publication: Proceedings of the 4th ACM/IEEE international conference on Human robot
interaction - HRI '09
status: public
title: Systemic interaction analysis (SInA) in HRI
type: conference
user_id: '14931'
year: '2009'
...
---
_id: '17270'
author:
- first_name: Anna-Lisa
full_name: Vollmer, Anna-Lisa
last_name: Vollmer
- first_name: Katrin Solveig
full_name: Lohan, Katrin Solveig
last_name: Lohan
- first_name: Jannik
full_name: Fritsch, Jannik
last_name: Fritsch
- first_name: Britta
full_name: Wrede, Britta
last_name: Wrede
- first_name: Katharina
full_name: Rohlfing, Katharina
id: '50352'
last_name: Rohlfing
citation:
ama: 'Vollmer A-L, Lohan KS, Fritsch J, Wrede B, Rohlfing K. Which Motionese Parameters
Change with Children’s Age? In: ; 2009.'
apa: Vollmer, A.-L., Lohan, K. S., Fritsch, J., Wrede, B., & Rohlfing, K. (2009).
Which Motionese Parameters Change with Children’s Age?
bibtex: '@inproceedings{Vollmer_Lohan_Fritsch_Wrede_Rohlfing_2009, title={Which
Motionese Parameters Change with Children’s Age?}, author={Vollmer, Anna-Lisa
and Lohan, Katrin Solveig and Fritsch, Jannik and Wrede, Britta and Rohlfing,
Katharina}, year={2009} }'
chicago: Vollmer, Anna-Lisa, Katrin Solveig Lohan, Jannik Fritsch, Britta Wrede,
and Katharina Rohlfing. “Which Motionese Parameters Change with Children’s Age?,”
2009.
ieee: A.-L. Vollmer, K. S. Lohan, J. Fritsch, B. Wrede, and K. Rohlfing, “Which
Motionese Parameters Change with Children’s Age?,” 2009.
mla: Vollmer, Anna-Lisa, et al. Which Motionese Parameters Change with Children’s
Age? 2009.
short: 'A.-L. Vollmer, K.S. Lohan, J. Fritsch, B. Wrede, K. Rohlfing, in: 2009.'
date_created: 2020-06-24T13:02:40Z
date_updated: 2023-02-01T13:06:07Z
department:
- _id: '749'
keyword:
- Contingency
- Motionese
language:
- iso: eng
status: public
title: Which Motionese Parameters Change with Children’s Age?
type: conference
user_id: '14931'
year: '2009'
...
---
_id: '17263'
author:
- first_name: Lars
full_name: Schillingmann, Lars
last_name: Schillingmann
- first_name: Britta
full_name: Wrede, Britta
last_name: Wrede
- first_name: Katharina
full_name: Rohlfing, Katharina
id: '50352'
last_name: Rohlfing
citation:
ama: 'Schillingmann L, Wrede B, Rohlfing K. Acoustic Packaging. In: HUROBINT2009.
; 2009.'
apa: Schillingmann, L., Wrede, B., & Rohlfing, K. (2009). Acoustic Packaging.
HUROBINT2009.
bibtex: '@inproceedings{Schillingmann_Wrede_Rohlfing_2009, title={Acoustic Packaging},
booktitle={HUROBINT2009}, author={Schillingmann, Lars and Wrede, Britta and Rohlfing,
Katharina}, year={2009} }'
chicago: Schillingmann, Lars, Britta Wrede, and Katharina Rohlfing. “Acoustic Packaging.”
In HUROBINT2009, 2009.
ieee: L. Schillingmann, B. Wrede, and K. Rohlfing, “Acoustic Packaging,” 2009.
mla: Schillingmann, Lars, et al. “Acoustic Packaging.” HUROBINT2009, 2009.
short: 'L. Schillingmann, B. Wrede, K. Rohlfing, in: HUROBINT2009, 2009.'
date_created: 2020-06-24T13:02:32Z
date_updated: 2023-02-01T13:03:46Z
department:
- _id: '749'
language:
- iso: eng
publication: HUROBINT2009
status: public
title: Acoustic Packaging
type: conference
user_id: '14931'
year: '2009'
...