[{"language":[{"iso":"eng"}],"department":[{"_id":"424"},{"_id":"749"}],"user_id":"451","_id":"59839","project":[{"_id":"127","name":"TRR 318 - C4: TRR 318 - Subproject C4 - Metaphern als Werkzeug des Erklärens"}],"status":"public","abstract":[{"text":"In many scientific approaches, especially in those that try to foster explainability of Artificial Intelligences, a narrow conception of explaining prevails. This narrow conception implies that explaining is a one-directional action in which knowledge is transferred from the explainer to an addressee. By studying the amount of agency in metaphors for explaining in scientific texts, we want to find out – or at least to contribute a partial answer to the question – why this narrow conception is so dominant. For our analysis, we use a linguistic conception of agency, transitivity. This concept allows to specify the degree of agency or effectiveness of the action in a verbalised event. It is defined by several component parts. We detail and discuss both the parameters of and global transitivity. Overall, transitivity of explaining metaphors has a rather common pattern across metaphors. Agency is not high and reduced in characteristic aspects: The metaphors imply that the object of explaining is static, i.e., is not changed within the explanation, and that explaining is the activity of one person only. This pattern may account for the narrow conception of explaining. It contrasts strongly with current co-constructive or sociotechnical approaches to explainability.","lang":"eng"}],"type":"preprint","main_file_link":[{"url":"https://osf.io/preprints/osf/rwh9b_v1"}],"title":"Agency in metaphors of explaining: An analysis of scientific texts","date_created":"2025-05-07T11:00:09Z","author":[{"full_name":"Scharlau, Ingrid","id":"451","last_name":"Scharlau","orcid":"0000-0003-2364-9489","first_name":"Ingrid"},{"first_name":"Katharina J.","last_name":"Rohlfing","orcid":"0000-0002-5676-8233","id":"50352","full_name":"Rohlfing, Katharina J."}],"publisher":"Center for Open Science","date_updated":"2025-05-07T11:09:37Z","citation":{"short":"I. Scharlau, K.J. Rohlfing, (2025).","bibtex":"@article{Scharlau_Rohlfing_2025, title={Agency in metaphors of explaining: An analysis of scientific texts}, publisher={Center for Open Science}, author={Scharlau, Ingrid and Rohlfing, Katharina J.}, year={2025} }","mla":"Scharlau, Ingrid, and Katharina J. Rohlfing. Agency in Metaphors of Explaining: An Analysis of Scientific Texts. Center for Open Science, 2025.","apa":"Scharlau, I., & Rohlfing, K. J. (2025). Agency in metaphors of explaining: An analysis of scientific texts. Center for Open Science.","ama":"Scharlau I, Rohlfing KJ. Agency in metaphors of explaining: An analysis of scientific texts. Published online 2025.","chicago":"Scharlau, Ingrid, and Katharina J. Rohlfing. “Agency in Metaphors of Explaining: An Analysis of Scientific Texts.” Center for Open Science, 2025.","ieee":"I. Scharlau and K. J. Rohlfing, “Agency in metaphors of explaining: An analysis of scientific texts.” Center for Open Science, 2025."},"year":"2025","publication_status":"published"},{"status":"public","type":"journal_article","article_type":"original","article_number":"e70096","department":[{"_id":"749"},{"_id":"660"}],"user_id":"91018","_id":"60935","project":[{"_id":"115","name":"TRR 318; TP A05: Echtzeitmessung der Aufmerksamkeit im Mensch-Roboter-Erklärdialog"}],"intvolume":" 49","citation":{"bibtex":"@article{Singh_Rohlfing_2025, title={Contrastive Verbal Guidance: A Beneficial Context for Attention To Events and Their Memory?}, volume={49}, DOI={10.1111/cogs.70096}, number={8e70096}, journal={Cognitive Science}, publisher={Wiley}, author={Singh, Amit and Rohlfing, Katharina J.}, year={2025} }","short":"A. Singh, K.J. Rohlfing, Cognitive Science 49 (2025).","mla":"Singh, Amit, and Katharina J. Rohlfing. “Contrastive Verbal Guidance: A Beneficial Context for Attention To Events and Their Memory?” Cognitive Science, vol. 49, no. 8, e70096, Wiley, 2025, doi:10.1111/cogs.70096.","apa":"Singh, A., & Rohlfing, K. J. (2025). Contrastive Verbal Guidance: A Beneficial Context for Attention To Events and Their Memory? Cognitive Science, 49(8), Article e70096. https://doi.org/10.1111/cogs.70096","chicago":"Singh, Amit, and Katharina J. Rohlfing. “Contrastive Verbal Guidance: A Beneficial Context for Attention To Events and Their Memory?” Cognitive Science 49, no. 8 (2025). https://doi.org/10.1111/cogs.70096.","ieee":"A. Singh and K. J. Rohlfing, “Contrastive Verbal Guidance: A Beneficial Context for Attention To Events and Their Memory?,” Cognitive Science, vol. 49, no. 8, Art. no. e70096, 2025, doi: 10.1111/cogs.70096.","ama":"Singh A, Rohlfing KJ. Contrastive Verbal Guidance: A Beneficial Context for Attention To Events and Their Memory? Cognitive Science. 2025;49(8). doi:10.1111/cogs.70096"},"pmid":"1","publication_status":"published","doi":"10.1111/cogs.70096","main_file_link":[{"open_access":"1","url":"https://pubmed.ncbi.nlm.nih.gov/40810767/"}],"volume":49,"author":[{"id":"91018","full_name":"Singh, Amit","orcid":"0000-0002-7789-1521","last_name":"Singh","first_name":"Amit"},{"full_name":"Rohlfing, Katharina J.","id":"50352","last_name":"Rohlfing","orcid":"0000-0002-5676-8233","first_name":"Katharina J."}],"oa":"1","date_updated":"2025-08-18T08:31:04Z","abstract":[{"lang":"eng","text":"Research suggests that presenting an action via multimodal stimulation (verbal and visual) enhances its perception. To highlight this, in most studies, assertive instructions are generally presented before the occurrence of the visual subevent(s). However, verbal instructions need not always be assertive; they can also include negation to contrast the present event with a prior one, thereby facilitating processing—a phenomenon known as contextual facilitation. In our study, we investigated whether using negation to guide an action sequence facilitates action perception, particularly when two consecutive subactions contrast with each other. Stimuli from previous studies on action demonstration were used to create (non)contrastive actions, that is, a ball following noncontrastive and identical (Over–Over or Under–Under) versus contrastive and opposite paths (Over–Under or Under–Over) before terminating at a goal location. In Experiment 1, either an assertive or a negative instruction was provided as verbal guidance before onset of each path. Analyzing data from 35 participants, we found that, whereas assertive instructions facilitate overall action recall, negating the later path for contrastive actions is equally facilitative. Given that action goal is the most salient aspect in event memory due to goal-path bias in attention, a second experiment was conducted to test the effect of multimodal synchrony on goal attention and action memory. Experiment 2 revealed that when instructions overlap with actions, they become more tailored—assertive instructions effectively guide noncontrastive actions, while assertive–negative instruction particularly guides contrastive actions. Both studies suggest that increased attention to the goal leads to coarser perception of midevents, with action-instruction synchrony modulating goal bias in real-time event apprehension to serve distinct purposes for action conceptualization. Whereas presenting instructions before subactions attenuates goal attention, overlapping instructions increase goal attention and reveal the selective roles of assertive and negative instructions in guiding contrastive and noncontrastive actions."}],"publication":"Cognitive Science","language":[{"iso":"eng"}],"external_id":{"pmid":["40810767"]},"year":"2025","issue":"8","quality_controlled":"1","title":"Contrastive Verbal Guidance: A Beneficial Context for Attention To Events and Their Memory?","date_created":"2025-08-18T08:30:30Z","publisher":"Wiley"},{"title":"Manners Matter: Action history guides attention and repair choices during interaction","date_created":"2025-09-24T12:32:52Z","year":"2025","quality_controlled":"1","language":[{"iso":"eng"}],"keyword":["Attention","Action","Repairs","Task model","HRI","Eyemovement"],"abstract":[{"lang":"eng","text":"This study investigated how action histories – unfolding sequences of actions with objects – provide a context for both attentional allocation and linguistic repair strategies. Building on theories of enactive cognition and sensorimotor contingency theory, we experimentally manipulated action sequences (action history) to create either simple or rich “situational models,” and investigated how these models interact with attention and reflect in linguistic processes during human–robot interaction. Participants (N = 30) engaged in a controlled object placement task with a humanoid robot, where the action (manner) information was either provided or omitted. The omission elicited repair behaviors in participants that were in focus of our investigation. For rich models (competing action possibilities) participants demonstrated: a) increased attentional reorientation, reflecting active engagement with the situational model b) preference for restricted repairs, targeting the specific source of trouble in action selection. Conversely, a simple situational model led to more generalized attention patterns and open repair strategies, suggesting weaker constraints on internal processing. These findings highlight how situational structures emerge externally to scaffold internal cognitive processes, with action histories serving as a crucial context for the interface between perception, action, and language. We discuss how to implement such a tight loop in the assistance of a system."}],"publication":"IEEE International Conference on Development and Learning (ICDL)","main_file_link":[{"url":"https://doi.org/10.31234/osf.io/yn2we_v1","open_access":"1"}],"doi":"10.31234/osf.io/yn2we_v1","conference":{"name":"IEEE International Conference on Development and Learning (ICDL)","start_date":"2025-09-15","end_date":"2025-09-19","location":"Prague"},"author":[{"full_name":"Singh, Amit","id":"91018","orcid":"0000-0002-7789-1521","last_name":"Singh","first_name":"Amit"},{"last_name":"Rohlfing","orcid":"0000-0002-5676-8233","full_name":"Rohlfing, Katharina J.","id":"50352","first_name":"Katharina J."}],"date_updated":"2025-09-24T12:39:25Z","oa":"1","citation":{"short":"A. Singh, K.J. Rohlfing, in: IEEE International Conference on Development and Learning (ICDL), Prague, 2025.","mla":"Singh, Amit, and Katharina J. Rohlfing. “Manners Matter: Action History Guides Attention and Repair Choices during Interaction.” IEEE International Conference on Development and Learning (ICDL), 2025, doi:10.31234/osf.io/yn2we_v1.","bibtex":"@inproceedings{Singh_Rohlfing_2025, place={ Prague}, title={Manners Matter: Action history guides attention and repair choices during interaction}, DOI={10.31234/osf.io/yn2we_v1}, booktitle={IEEE International Conference on Development and Learning (ICDL)}, author={Singh, Amit and Rohlfing, Katharina J.}, year={2025} }","apa":"Singh, A., & Rohlfing, K. J. (2025). Manners Matter: Action history guides attention and repair choices during interaction. IEEE International Conference on Development and Learning (ICDL). IEEE International Conference on Development and Learning (ICDL), Prague. https://doi.org/10.31234/osf.io/yn2we_v1","ama":"Singh A, Rohlfing KJ. Manners Matter: Action history guides attention and repair choices during interaction. In: IEEE International Conference on Development and Learning (ICDL). ; 2025. doi:10.31234/osf.io/yn2we_v1","ieee":"A. Singh and K. J. Rohlfing, “Manners Matter: Action history guides attention and repair choices during interaction,” presented at the IEEE International Conference on Development and Learning (ICDL), Prague, 2025, doi: 10.31234/osf.io/yn2we_v1.","chicago":"Singh, Amit, and Katharina J. Rohlfing. “Manners Matter: Action History Guides Attention and Repair Choices during Interaction.” In IEEE International Conference on Development and Learning (ICDL). Prague, 2025. https://doi.org/10.31234/osf.io/yn2we_v1."},"place":" Prague","publication_status":"published","user_id":"91018","department":[{"_id":"749"},{"_id":"660"}],"project":[{"_id":"115","name":"TRR 318; TP A05: Echtzeitmessung der Aufmerksamkeit im Mensch-Roboter-Erklärdialog"}],"_id":"61432","status":"public","type":"conference"},{"citation":{"ama":"Singh A, Rohlfing KJ. Embedding Psycholinguistics: An Interactive Framework for Studying Language in Action. In: 6th Biannual Conference of the German Society for Cognitive Science, Bochum, Germany. ; 2025. doi:10.17605/OSF.IO/8PR23","ieee":"A. Singh and K. J. Rohlfing, “Embedding Psycholinguistics: An Interactive Framework for Studying Language in Action,” presented at the 6th Biannual Conference of the German Society for Cognitive Science, Bochum, Germany, Bochum, 2025, doi: 10.17605/OSF.IO/8PR23.","chicago":"Singh, Amit, and Katharina J. Rohlfing. “Embedding Psycholinguistics: An Interactive Framework for Studying Language in Action.” In 6th Biannual Conference of the German Society for Cognitive Science, Bochum, Germany. Bochum, 2025. https://doi.org/10.17605/OSF.IO/8PR23.","apa":"Singh, A., & Rohlfing, K. J. (2025). Embedding Psycholinguistics: An Interactive Framework for Studying Language in Action. 6th Biannual Conference of the German Society for Cognitive Science, Bochum, Germany. 6th Biannual Conference of the German Society for Cognitive Science, Bochum, Germany, Bochum. https://doi.org/10.17605/OSF.IO/8PR23","mla":"Singh, Amit, and Katharina J. Rohlfing. “Embedding Psycholinguistics: An Interactive Framework for Studying Language in Action.” 6th Biannual Conference of the German Society for Cognitive Science, Bochum, Germany, 2025, doi:10.17605/OSF.IO/8PR23.","bibtex":"@inproceedings{Singh_Rohlfing_2025, place={Bochum}, title={Embedding Psycholinguistics: An Interactive Framework for Studying Language in Action}, DOI={10.17605/OSF.IO/8PR23}, booktitle={6th Biannual Conference of the German Society for Cognitive Science, Bochum, Germany}, author={Singh, Amit and Rohlfing, Katharina J.}, year={2025} }","short":"A. Singh, K.J. Rohlfing, in: 6th Biannual Conference of the German Society for Cognitive Science, Bochum, Germany, Bochum, 2025."},"place":"Bochum","year":"2025","publication_status":"published","quality_controlled":"1","main_file_link":[{"url":"https://osf.io/ghymr"}],"doi":"10.17605/OSF.IO/8PR23","conference":{"name":"6th Biannual Conference of the German Society for Cognitive Science, Bochum, Germany","start_date":"2025-09-01","end_date":"2025-09-03","location":"Bochum"},"title":"Embedding Psycholinguistics: An Interactive Framework for Studying Language in Action","date_created":"2025-09-23T09:04:40Z","author":[{"last_name":"Singh","orcid":"0000-0002-7789-1521","id":"91018","full_name":"Singh, Amit","first_name":"Amit"},{"full_name":"Rohlfing, Katharina J.","id":"50352","last_name":"Rohlfing","orcid":"0000-0002-5676-8233","first_name":"Katharina J."}],"date_updated":"2025-09-24T12:47:47Z","status":"public","abstract":[{"lang":"eng","text":"We introduce a method to study online language processes in human--robot interactive setup. In this interaction, language mediated eye movements can be studied as the dialogue unfolds between human and a robot. \r\nTraditionally, real-time linguistic processes are studied using visual world paradigms (VWP), where either the comprehension or the production tasks are implemented on screens for controlled investigations. Going beyond these traditional and unidirectional approach, we bring together production--comprehension loop with the help of a humanoid robot to preserve interactivity in an ecologically valid yet controlled setup. We discuss the potential of such setups for designing and evaluating findings from language--vision interplay in psycholinguistics. Our setup shows a potential to depart from traditional screen based experiments, balancing the dynamics of the interaction with control of the human behaviors. "}],"type":"conference","publication":"6th Biannual Conference of the German Society for Cognitive Science, Bochum, Germany","language":[{"iso":"eng"}],"user_id":"91018","department":[{"_id":"749"},{"_id":"660"}],"project":[{"name":"TRR 318; TP A05: Echtzeitmessung der Aufmerksamkeit im Mensch-Roboter-Erklärdialog","_id":"115"}],"_id":"61401"},{"ddc":["410"],"keyword":["Explanation","Scaffolding","Eyetracking","Partner Model","HRI"],"language":[{"iso":"eng"}],"project":[{"grant_number":"438445824","_id":"115","name":"TRR 318 - A05: TRR 318 - Echtzeitmessung der Aufmerksamkeit im Mensch-Roboter-Erklärdialog (Teilprojekt A05)"}],"_id":"56660","user_id":"91018","department":[{"_id":"749"},{"_id":"660"}],"abstract":[{"lang":"eng","text":"In a successful dialogue in general and a successful explanation in specific, partners need to account for both, the task model (what is relevant for the task) and the partner model (what one can con- tribute). The phenomenon of coupling between task and the partner model becomes especially interesting in the context of Human– Robot Interaction where humans have to deal with unknown ca- pabilities of the robot, which can momentarily be perceived when the robot is unable to contribute to the task. Following research on the path over manner prominence in an action [31–33], a robot ex- plained actions to a human by emphasizing two aspects – the path (\"where\" component) and the manner (\"how\" component). On criti- cal trials, the robot occasionally omitted one of these components where participants sought missing information for the path or the manner. Participants’ information-seeking and gaze behaviour were analysed. Analysis confirms the initial predictions for, a) task model (path over manner prominence), i.e., earlier information-seeking for path-missing than manner-missing trials, and b) partner model, i.e., while information-seeking is predominantly tied to the attention on the robot’s face, when robot fails to provide resolution, attention shifts more often towards its torso – a behavior likely to indicate an exploration of the robot’s capabilities. An individual-level anal- ysis further confirms that the intra-individual variation in the task model is partly influenced by the perceived capability of the robot."}],"status":"public","type":"conference","publication":"Proceedings of 26th ACM International Conference on Multimodal Interaction (ICMI 2024)","title":"Coupling of Task and Partner Model: Investigating the Intra-Individual Variability in Gaze during Human–Robot Explanatory Dialogue","conference":{"name":"26th ACM International Conference on Multimodal Interaction (ICMI 2024)","location":"San Jose, Costa Rica"},"doi":"10.1145/3686215.3689202","date_updated":"2024-11-06T10:56:34Z","date_created":"2024-10-17T09:35:32Z","author":[{"orcid":"0000-0002-7789-1521","last_name":"Singh","id":"91018","full_name":"Singh, Amit","first_name":"Amit"},{"full_name":"Rohlfing, Katharina J.","id":"50352","last_name":"Rohlfing","first_name":"Katharina J."}],"year":"2024","citation":{"apa":"Singh, A., & Rohlfing, K. J. (2024). Coupling of Task and Partner Model: Investigating the Intra-Individual Variability in Gaze during Human–Robot Explanatory Dialogue. Proceedings of 26th ACM International Conference on Multimodal Interaction (ICMI 2024). 26th ACM International Conference on Multimodal Interaction (ICMI 2024), San Jose, Costa Rica. https://doi.org/10.1145/3686215.3689202","bibtex":"@inproceedings{Singh_Rohlfing_2024, title={Coupling of Task and Partner Model: Investigating the Intra-Individual Variability in Gaze during Human–Robot Explanatory Dialogue}, DOI={10.1145/3686215.3689202}, booktitle={Proceedings of 26th ACM International Conference on Multimodal Interaction (ICMI 2024)}, author={Singh, Amit and Rohlfing, Katharina J.}, year={2024} }","short":"A. Singh, K.J. Rohlfing, in: Proceedings of 26th ACM International Conference on Multimodal Interaction (ICMI 2024), 2024.","mla":"Singh, Amit, and Katharina J. Rohlfing. “Coupling of Task and Partner Model: Investigating the Intra-Individual Variability in Gaze during Human–Robot Explanatory Dialogue.” Proceedings of 26th ACM International Conference on Multimodal Interaction (ICMI 2024), 2024, doi:10.1145/3686215.3689202.","chicago":"Singh, Amit, and Katharina J. Rohlfing. “Coupling of Task and Partner Model: Investigating the Intra-Individual Variability in Gaze during Human–Robot Explanatory Dialogue.” In Proceedings of 26th ACM International Conference on Multimodal Interaction (ICMI 2024), 2024. https://doi.org/10.1145/3686215.3689202.","ieee":"A. Singh and K. J. Rohlfing, “Coupling of Task and Partner Model: Investigating the Intra-Individual Variability in Gaze during Human–Robot Explanatory Dialogue,” presented at the 26th ACM International Conference on Multimodal Interaction (ICMI 2024), San Jose, Costa Rica, 2024, doi: 10.1145/3686215.3689202.","ama":"Singh A, Rohlfing KJ. Coupling of Task and Partner Model: Investigating the Intra-Individual Variability in Gaze during Human–Robot Explanatory Dialogue. In: Proceedings of 26th ACM International Conference on Multimodal Interaction (ICMI 2024). ; 2024. doi:10.1145/3686215.3689202"},"has_accepted_license":"1"},{"language":[{"iso":"eng"}],"_id":"56264","project":[{"grant_number":"438445824","_id":"111","name":"TRR 318 - A01: TRR 318 - Adaptives Erklären (Teilprojekt A01)"}],"department":[{"_id":"427"},{"_id":"749"},{"_id":"660"}],"user_id":"55908","status":"public","publication":"Proceedings of the Annual Meeting of the Cognitive Science Society","type":"journal_article","title":"Changes in partner models – Effects of adaptivity in the course of explanations","main_file_link":[{"url":"https://escholarship.org/uc/item/5bb7p5pt","open_access":"1"}],"date_updated":"2025-01-15T13:32:44Z","oa":"1","volume":46,"author":[{"full_name":"Buhl, Heike M.","id":"27152","last_name":"Buhl","first_name":"Heike M."},{"last_name":"Fisher","id":"56345","full_name":"Fisher, Josephine Beryl","first_name":"Josephine Beryl"},{"last_name":"Rohlfing","orcid":"0000-0002-5676-8233","full_name":"Rohlfing, Katharina","id":"50352","first_name":"Katharina"}],"date_created":"2024-09-26T18:14:20Z","year":"2024","intvolume":" 46","citation":{"short":"H.M. Buhl, J.B. Fisher, K. Rohlfing, Proceedings of the Annual Meeting of the Cognitive Science Society 46 (2024).","bibtex":"@article{Buhl_Fisher_Rohlfing_2024, title={Changes in partner models – Effects of adaptivity in the course of explanations}, volume={46}, journal={Proceedings of the Annual Meeting of the Cognitive Science Society}, author={Buhl, Heike M. and Fisher, Josephine Beryl and Rohlfing, Katharina}, year={2024} }","mla":"Buhl, Heike M., et al. “Changes in Partner Models – Effects of Adaptivity in the Course of Explanations.” Proceedings of the Annual Meeting of the Cognitive Science Society, vol. 46, 2024.","apa":"Buhl, H. M., Fisher, J. B., & Rohlfing, K. (2024). Changes in partner models – Effects of adaptivity in the course of explanations. Proceedings of the Annual Meeting of the Cognitive Science Society, 46.","ama":"Buhl HM, Fisher JB, Rohlfing K. Changes in partner models – Effects of adaptivity in the course of explanations. Proceedings of the Annual Meeting of the Cognitive Science Society. 2024;46.","ieee":"H. M. Buhl, J. B. Fisher, and K. Rohlfing, “Changes in partner models – Effects of adaptivity in the course of explanations,” Proceedings of the Annual Meeting of the Cognitive Science Society, vol. 46, 2024.","chicago":"Buhl, Heike M., Josephine Beryl Fisher, and Katharina Rohlfing. “Changes in Partner Models – Effects of Adaptivity in the Course of Explanations.” Proceedings of the Annual Meeting of the Cognitive Science Society 46 (2024)."},"publication_status":"published","related_material":{"link":[{"url":"https://escholarship.org/uc/item/5bb7p5pt","relation":"original"}]}},{"issue":"2","year":"2024","date_created":"2025-02-19T09:09:03Z","publisher":"John Benjamins","title":" Explain with, rather than explain to: How explainees shape their own learning","publication":"Interaction Studies","abstract":[{"text":"Research about explanation processes is gaining relevance because of the increased popularity of artificial systems required to explain their function or outcome. Following an interactive approach, not only explainers, but also explainees contribute to successful interactions. However, little is known about how explainees actively guide explanation processes and how their involvement relates to learning. We explored the occurrence and type of explainees’ questions in 20 adult — adult explanation dialogues about unknown present and absent objects. Crucially, we related the question types to the explainees’ subsequent recall of the unknown object labels. We found that explainees asked different types of questions, especially about the object’s label and facts. Questions about the object’s function were asked more when objects were present. In addition, requests for labelling were linked to better recall. The results contribute to designing explainable AI that aims to provide relevant and adaptive explanations and to further experimental approaches to study explanations.","lang":"eng"}],"language":[{"iso":"eng"}],"publication_identifier":{"unknown":[" 1572-0373"]},"publication_status":"published","intvolume":" 25","page":"244-255","citation":{"apa":"Fisher, J. B., Rohlfing, K. J., Donnellan, E., Grimminger, A., Gu, Y., & Vigliocco, G. (2024). Explain with, rather than explain to: How explainees shape their own learning. Interaction Studies, 25(2), 244–255. https://doi.org/doi.org/10.1075/is.23019.fis","bibtex":"@article{Fisher_Rohlfing_Donnellan_Grimminger_Gu_Vigliocco_2024, title={ Explain with, rather than explain to: How explainees shape their own learning}, volume={25}, DOI={doi.org/10.1075/is.23019.fis}, number={2}, journal={Interaction Studies}, publisher={John Benjamins}, author={Fisher, Josephine Beryl and Rohlfing, Katharina J. and Donnellan, Ed and Grimminger, Angela and Gu, Yan and Vigliocco, Gabriella}, year={2024}, pages={244–255} }","mla":"Fisher, Josephine Beryl, et al. “ Explain with, Rather than Explain to: How Explainees Shape Their Own Learning.” Interaction Studies, vol. 25, no. 2, John Benjamins, 2024, pp. 244–55, doi:doi.org/10.1075/is.23019.fis.","short":"J.B. Fisher, K.J. Rohlfing, E. Donnellan, A. Grimminger, Y. Gu, G. Vigliocco, Interaction Studies 25 (2024) 244–255.","ieee":"J. B. Fisher, K. J. Rohlfing, E. Donnellan, A. Grimminger, Y. Gu, and G. Vigliocco, “ Explain with, rather than explain to: How explainees shape their own learning,” Interaction Studies, vol. 25, no. 2, pp. 244–255, 2024, doi: doi.org/10.1075/is.23019.fis.","chicago":"Fisher, Josephine Beryl, Katharina J. Rohlfing, Ed Donnellan, Angela Grimminger, Yan Gu, and Gabriella Vigliocco. “ Explain with, Rather than Explain to: How Explainees Shape Their Own Learning.” Interaction Studies 25, no. 2 (2024): 244–55. https://doi.org/doi.org/10.1075/is.23019.fis.","ama":"Fisher JB, Rohlfing KJ, Donnellan E, Grimminger A, Gu Y, Vigliocco G. Explain with, rather than explain to: How explainees shape their own learning. Interaction Studies. 2024;25(2):244-255. doi:doi.org/10.1075/is.23019.fis"},"volume":25,"author":[{"first_name":"Josephine Beryl","full_name":"Fisher, Josephine Beryl","id":"56345","orcid":"0000-0002-9997-9241","last_name":"Fisher"},{"last_name":"Rohlfing","orcid":"0000-0002-5676-8233","id":"50352","full_name":"Rohlfing, Katharina J.","first_name":"Katharina J."},{"first_name":"Ed","last_name":"Donnellan","full_name":"Donnellan, Ed"},{"first_name":"Angela","last_name":"Grimminger","id":"57578","full_name":"Grimminger, Angela"},{"first_name":"Yan","last_name":"Gu","full_name":"Gu, Yan"},{"last_name":"Vigliocco","full_name":"Vigliocco, Gabriella","first_name":"Gabriella"}],"date_updated":"2025-09-02T14:17:44Z","doi":"doi.org/10.1075/is.23019.fis","main_file_link":[{"url":"https://www.jbe-platform.com/content/journals/10.1075/is.23019.fis"}],"type":"journal_article","status":"public","department":[{"_id":"749"}],"user_id":"57578","_id":"58708","project":[{"name":"TRR 318 - A01: TRR 318 - Adaptives Erklären (Teilprojekt A01)","_id":"111"},{"name":"TRR 318 - A02: TRR 318 - Verstehensprozess einer Erklärung beobachten und auswerten (Teilprojekt A02)","_id":"112"},{"name":"TRR 318: TRR 318 - Erklärbarkeit konstruieren","_id":"109"}],"article_type":"original"},{"citation":{"mla":"Groß, A., et al. “Scaffolding the Human Partner by Contrastive Guidance in an Explanatory Human-Robot Dialogue.” Frontiers in Robotics and AI, vol. 10, 2023, doi:10.3389/frobt.2023.1236184.","short":"A. Groß, A. Singh, N.C. Banh, B. Richter, I. Scharlau, K.J. Rohlfing, B. Wrede, Frontiers in Robotics and AI 10 (2023).","bibtex":"@article{Groß_Singh_Banh_Richter_Scharlau_Rohlfing_Wrede_2023, title={Scaffolding the human partner by contrastive guidance in an explanatory human-robot dialogue}, volume={10}, DOI={10.3389/frobt.2023.1236184}, journal={Frontiers in Robotics and AI}, author={Groß, A. and Singh, Amit and Banh, Ngoc Chi and Richter, B. and Scharlau, Ingrid and Rohlfing, Katharina J. and Wrede, B.}, year={2023} }","apa":"Groß, A., Singh, A., Banh, N. C., Richter, B., Scharlau, I., Rohlfing, K. J., & Wrede, B. (2023). Scaffolding the human partner by contrastive guidance in an explanatory human-robot dialogue. Frontiers in Robotics and AI, 10. https://doi.org/10.3389/frobt.2023.1236184","chicago":"Groß, A., Amit Singh, Ngoc Chi Banh, B. Richter, Ingrid Scharlau, Katharina J. Rohlfing, and B. Wrede. “Scaffolding the Human Partner by Contrastive Guidance in an Explanatory Human-Robot Dialogue.” Frontiers in Robotics and AI 10 (2023). https://doi.org/10.3389/frobt.2023.1236184.","ieee":"A. Groß et al., “Scaffolding the human partner by contrastive guidance in an explanatory human-robot dialogue,” Frontiers in Robotics and AI, vol. 10, 2023, doi: 10.3389/frobt.2023.1236184.","ama":"Groß A, Singh A, Banh NC, et al. Scaffolding the human partner by contrastive guidance in an explanatory human-robot dialogue. Frontiers in Robotics and AI. 2023;10. doi:10.3389/frobt.2023.1236184"},"intvolume":" 10","publication_status":"published","main_file_link":[{"open_access":"1","url":"https://www.frontiersin.org/articles/10.3389/frobt.2023.1236184/full"}],"doi":"10.3389/frobt.2023.1236184","author":[{"first_name":"A.","last_name":"Groß","full_name":"Groß, A."},{"first_name":"Amit","orcid":"0000-0002-7789-1521","last_name":"Singh","full_name":"Singh, Amit","id":"91018"},{"first_name":"Ngoc Chi","full_name":"Banh, Ngoc Chi","id":"38219","last_name":"Banh","orcid":"0000-0002-5946-4542"},{"full_name":"Richter, B.","last_name":"Richter","first_name":"B."},{"first_name":"Ingrid","id":"451","full_name":"Scharlau, Ingrid","last_name":"Scharlau","orcid":"0000-0003-2364-9489"},{"last_name":"Rohlfing","id":"50352","full_name":"Rohlfing, Katharina J.","first_name":"Katharina J."},{"last_name":"Wrede","full_name":"Wrede, B.","first_name":"B."}],"volume":10,"date_updated":"2024-06-26T08:01:50Z","oa":"1","status":"public","type":"journal_article","funded_apc":"1","article_type":"original","user_id":"38219","department":[{"_id":"749"}],"project":[{"grant_number":"438445824","name":"TRR 318 - A05: TRR 318 - Echtzeitmessung der Aufmerksamkeit im Mensch-Roboter-Erklärdialog (Teilprojekt A05)","_id":"115"}],"_id":"48543","year":"2023","quality_controlled":"1","title":"Scaffolding the human partner by contrastive guidance in an explanatory human-robot dialogue","date_created":"2023-10-30T09:29:16Z","abstract":[{"lang":"eng","text":"Explanation has been identified as an important capability for AI-based systems, but research on systematic strategies for achieving understanding in interaction with such systems is still sparse. Negation is a linguistic strategy that is often used in explanations. It creates a contrast space between the affirmed and the negated item that enriches explaining processes with additional contextual information. While negation in human speech has been shown to lead to higher processing costs and worse task performance in terms of recall or action execution when used in isolation, it can decrease processing costs when used in context. So far, it has not been considered as a guiding strategy for explanations in human-robot interaction. We conducted an empirical study to investigate the use of negation as a guiding strategy in explanatory human-robot dialogue, in which a virtual robot explains tasks and possible actions to a human explainee to solve them in terms of gestures on a touchscreen. Our results show that negation vs. affirmation 1) increases processing costs measured as reaction time and 2) increases several aspects of task performance. While there was no significant effect of negation on the number of initially correctly executed gestures, we found a significantly lower number of attempts—measured as breaks in the finger movement data before the correct gesture was carried out—when being instructed through a negation. We further found that the gestures significantly resembled the presented prototype gesture more following an instruction with a negation as opposed to an affirmation. Also, the participants rated the benefit of contrastive vs. affirmative explanations significantly higher. Repeating the instructions decreased the effects of negation, yielding similar processing costs and task performance measures for negation and affirmation after several iterations. We discuss our results with respect to possible effects of negation on linguistic processing of explanations and limitations of our study."}],"publication":"Frontiers in Robotics and AI","language":[{"iso":"eng"}],"keyword":["HRI","XAI","negation","understanding","explaining","touch interaction","gesture"]},{"type":"conference","popular_science":"1","status":"public","_id":"46067","project":[{"_id":"115","name":"TRR 318 - A05: TRR 318 - Echtzeitmessung der Aufmerksamkeit im Mensch-Roboter-Erklärdialog (Teilprojekt A05)","grant_number":"438445824"}],"department":[{"_id":"749"},{"_id":"660"}],"user_id":"91018","publication_status":"published","related_material":{"record":[{"id":"46067","relation":"contains","status":"public"}]},"place":"Sydney, Australia","citation":{"chicago":"Singh, Amit, and Katharina J. Rohlfing. “Contrastiveness in the Context of Action Demonstration: An Eye-Tracking Study on Its Effects on Action Perception and Action Recall.” In Proceedings of the Annual Meeting of the Cognitive Science Society 45 (45). Sydney, Australia: Cognitive Science Society, 2023.","ieee":"A. Singh and K. J. Rohlfing, “Contrastiveness in the context of action demonstration: an eye-tracking study on its effects on action perception and action recall,” presented at the 45th Annual Conference of the Cognitive Science Society, Sydney, 2023.","ama":"Singh A, Rohlfing KJ. Contrastiveness in the context of action demonstration: an eye-tracking study on its effects on action perception and action recall. In: Proceedings of the Annual Meeting of the Cognitive Science Society 45 (45). Cognitive Science Society; 2023.","apa":"Singh, A., & Rohlfing, K. J. (2023). Contrastiveness in the context of action demonstration: an eye-tracking study on its effects on action perception and action recall. Proceedings of the Annual Meeting of the Cognitive Science Society 45 (45). 45th Annual Conference of the Cognitive Science Society, Sydney.","mla":"Singh, Amit, and Katharina J. Rohlfing. “Contrastiveness in the Context of Action Demonstration: An Eye-Tracking Study on Its Effects on Action Perception and Action Recall.” Proceedings of the Annual Meeting of the Cognitive Science Society 45 (45), Cognitive Science Society, 2023.","bibtex":"@inproceedings{Singh_Rohlfing_2023, place={Sydney, Australia}, title={Contrastiveness in the context of action demonstration: an eye-tracking study on its effects on action perception and action recall}, booktitle={Proceedings of the Annual Meeting of the Cognitive Science Society 45 (45)}, publisher={Cognitive Science Society}, author={Singh, Amit and Rohlfing, Katharina J.}, year={2023} }","short":"A. Singh, K.J. Rohlfing, in: Proceedings of the Annual Meeting of the Cognitive Science Society 45 (45), Cognitive Science Society, Sydney, Australia, 2023."},"oa":"1","date_updated":"2023-09-27T13:51:42Z","author":[{"first_name":"Amit","last_name":"Singh","orcid":"0000-0002-7789-1521","id":"91018","full_name":"Singh, Amit"},{"last_name":"Rohlfing","id":"50352","full_name":"Rohlfing, Katharina J.","first_name":"Katharina J."}],"conference":{"name":"45th Annual Conference of the Cognitive Science Society","location":"Sydney"},"main_file_link":[{"url":"https://escholarship.org/uc/item/2w94t4cv","open_access":"1"}],"publication":"Proceedings of the Annual Meeting of the Cognitive Science Society 45 (45)","abstract":[{"lang":"eng","text":"The study investigates two different ways of guiding the addressee of an explanation - an explainee, through action demonstration: contrastive and non-contrastive. Their effect was tested on attention to specific action elements (goal) as well as on event memory. In an eye-tracking experiment, participants were shown different motion videos that were either contrastive or non-contrastive with respect to the segments of movement presentation. Given that everyday action demonstration is often multimodal, the stimuli were created with re- spect to their visual and verbal presentation. For visual presentation, a video combined two movements in a contrastive (e.g., Up-motion following a Down-motion) or non-contrastive way (e.g., two Up-motions following each other). For verbal presentation, each video was combined with a sequence of instruction descriptions in the form of negative (i.e., contrastive) or assertive (i.e., non-contrastive) guidance. It was found that a) attention to the event goal increased for this condition in the later time window, and b) participants’ recall of the event was facilitated when a visually contrastive motion was combined with a verbal contrast.
"}],"keyword":["Attention","negation","contrastive guidance","eye-movements","action understanding","event representation"],"language":[{"iso":"eng"}],"quality_controlled":"1","year":"2023","publisher":"Cognitive Science Society","date_created":"2023-07-15T12:16:42Z","title":"Contrastiveness in the context of action demonstration: an eye-tracking study on its effects on action perception and action recall"},{"user_id":"91018","department":[{"_id":"749"},{"_id":"660"}],"external_id":{"arxiv":["2311.08760"]},"_id":"56663","type":"preprint","publication":"arXiv:2311.08760","status":"public","abstract":[{"lang":"eng","text":"Explainability has become an important topic in computer science and\nartificial intelligence, leading to a subfield called Explainable Artificial\nIntelligence (XAI). The goal of providing or seeking explanations is to achieve\n(better) 'understanding' on the part of the explainee. However, what it means\nto 'understand' is still not clearly defined, and the concept itself is rarely\nthe subject of scientific investigation. This conceptual article aims to\npresent a model of forms of understanding in the context of XAI and beyond.\nFrom an interdisciplinary perspective bringing together computer science,\nlinguistics, sociology, and psychology, a definition of understanding and its\nforms, assessment, and dynamics during the process of giving everyday\nexplanations are explored. Two types of understanding are considered as\npossible outcomes of explanations, namely enabledness, 'knowing how' to do or\ndecide something, and comprehension, 'knowing that' -- both in different\ndegrees (from shallow to deep). Explanations regularly start with shallow\nunderstanding in a specific domain and can lead to deep comprehension and\nenabledness of the explanandum, which we see as a prerequisite for human users\nto gain agency. In this process, the increase of comprehension and enabledness\nare highly interdependent. Against the background of this systematization,\nspecial challenges of understanding in XAI are discussed."}],"date_created":"2024-10-17T10:09:39Z","author":[{"full_name":"Buschmeier, Hendrik","last_name":"Buschmeier","first_name":"Hendrik"},{"first_name":"Heike M.","full_name":"Buhl, Heike M.","last_name":"Buhl"},{"first_name":"Friederike","full_name":"Kern, Friederike","last_name":"Kern"},{"last_name":"Grimminger","full_name":"Grimminger, Angela","first_name":"Angela"},{"first_name":"Helen","last_name":"Beierling","full_name":"Beierling, Helen"},{"first_name":"Josephine","last_name":"Fisher","full_name":"Fisher, Josephine"},{"first_name":"André","full_name":"Groß, André","last_name":"Groß"},{"full_name":"Horwath, Ilona","last_name":"Horwath","first_name":"Ilona"},{"first_name":"Nils","full_name":"Klowait, Nils","last_name":"Klowait"},{"first_name":"Stefan","full_name":"Lazarov, Stefan","last_name":"Lazarov"},{"last_name":"Lenke","full_name":"Lenke, Michael","first_name":"Michael"},{"first_name":"Vivien","last_name":"Lohmer","full_name":"Lohmer, Vivien"},{"full_name":"Rohlfing, Katharina","last_name":"Rohlfing","first_name":"Katharina"},{"last_name":"Scharlau","full_name":"Scharlau, Ingrid","first_name":"Ingrid"},{"first_name":"Amit","full_name":"Singh, Amit","last_name":"Singh"},{"first_name":"Lutz","last_name":"Terfloth","full_name":"Terfloth, Lutz"},{"full_name":"Vollmer, Anna-Lisa","last_name":"Vollmer","first_name":"Anna-Lisa"},{"first_name":"Yu","last_name":"Wang","full_name":"Wang, Yu"},{"full_name":"Wilmes, Annedore","last_name":"Wilmes","first_name":"Annedore"},{"full_name":"Wrede, Britta","last_name":"Wrede","first_name":"Britta"}],"date_updated":"2024-10-31T09:24:20Z","title":"Forms of Understanding of XAI-Explanations","citation":{"short":"H. Buschmeier, H.M. Buhl, F. Kern, A. Grimminger, H. Beierling, J. Fisher, A. Groß, I. Horwath, N. Klowait, S. Lazarov, M. Lenke, V. Lohmer, K. Rohlfing, I. Scharlau, A. Singh, L. Terfloth, A.-L. Vollmer, Y. Wang, A. Wilmes, B. Wrede, ArXiv:2311.08760 (2023).","bibtex":"@article{Buschmeier_Buhl_Kern_Grimminger_Beierling_Fisher_Groß_Horwath_Klowait_Lazarov_et al._2023, title={Forms of Understanding of XAI-Explanations}, journal={arXiv:2311.08760}, author={Buschmeier, Hendrik and Buhl, Heike M. and Kern, Friederike and Grimminger, Angela and Beierling, Helen and Fisher, Josephine and Groß, André and Horwath, Ilona and Klowait, Nils and Lazarov, Stefan and et al.}, year={2023} }","mla":"Buschmeier, Hendrik, et al. “Forms of Understanding of XAI-Explanations.” ArXiv:2311.08760, 2023.","apa":"Buschmeier, H., Buhl, H. M., Kern, F., Grimminger, A., Beierling, H., Fisher, J., Groß, A., Horwath, I., Klowait, N., Lazarov, S., Lenke, M., Lohmer, V., Rohlfing, K., Scharlau, I., Singh, A., Terfloth, L., Vollmer, A.-L., Wang, Y., Wilmes, A., & Wrede, B. (2023). Forms of Understanding of XAI-Explanations. In arXiv:2311.08760.","chicago":"Buschmeier, Hendrik, Heike M. Buhl, Friederike Kern, Angela Grimminger, Helen Beierling, Josephine Fisher, André Groß, et al. “Forms of Understanding of XAI-Explanations.” ArXiv:2311.08760, 2023.","ieee":"H. Buschmeier et al., “Forms of Understanding of XAI-Explanations,” arXiv:2311.08760. 2023.","ama":"Buschmeier H, Buhl HM, Kern F, et al. Forms of Understanding of XAI-Explanations. arXiv:231108760. Published online 2023."},"year":"2023"},{"keyword":["Health","Toxicology and Mutagenesis","Public Health","Environmental and Occupational Health"],"language":[{"iso":"eng"}],"abstract":[{"lang":"eng","text":"Pointing is one of the first conventional means of communication and infants have various motives for engaging in it such as imperative, declarative, or informative. Little is known about the developmental paths of producing and understanding these different motives. In our longitudinal study (N = 58) during the second year of life, we experimentally elicited infants’ pointing production and comprehension in various settings and under pragmatically valid conditions. We followed two steps in our analyses and assessed the occurrence of canonical index-finger pointing for different motives and the engagement in an ongoing interaction in pursuit of a joint goal revealed by frequency and multimodal utterances. For understanding the developmental paths, we compared two groups: typically developing infants (TD) and infants who have been assessed as having delayed language development (LD). Results showed that the developmental paths differed according to the various motives. When comparing the two groups, for all motives, LD infants produced index-finger pointing 2 months later than TD infants. For the engagement, although the pattern was less consistent across settings, the frequency of pointing was comparable in both groups, but infants with LD used less canonical forms of pointing and made fewer multimodal contributions than TD children."}],"publication":"International Journal of Environmental Research and Public Health","title":"Developmental Paths of Pointing for Various Motives in Infants with and without Language Delay","publisher":"MDPI AG","date_created":"2023-01-17T12:05:46Z","year":"2022","issue":"9","article_number":"4982","_id":"37074","user_id":"14931","department":[{"_id":"749"}],"status":"public","type":"journal_article","doi":"10.3390/ijerph19094982","date_updated":"2023-02-01T12:09:23Z","author":[{"id":"50352","full_name":"Rohlfing, Katharina J.","last_name":"Rohlfing","first_name":"Katharina J."},{"first_name":"Carina","last_name":"Lüke","full_name":"Lüke, Carina"},{"full_name":"Liszkowski, Ulf","last_name":"Liszkowski","first_name":"Ulf"},{"full_name":"Ritterfeld, Ute","last_name":"Ritterfeld","first_name":"Ute"},{"first_name":"Angela","full_name":"Grimminger, Angela","id":"57578","last_name":"Grimminger"}],"volume":19,"citation":{"ieee":"K. J. Rohlfing, C. Lüke, U. Liszkowski, U. Ritterfeld, and A. Grimminger, “Developmental Paths of Pointing for Various Motives in Infants with and without Language Delay,” International Journal of Environmental Research and Public Health, vol. 19, no. 9, Art. no. 4982, 2022, doi: 10.3390/ijerph19094982.","chicago":"Rohlfing, Katharina J., Carina Lüke, Ulf Liszkowski, Ute Ritterfeld, and Angela Grimminger. “Developmental Paths of Pointing for Various Motives in Infants with and without Language Delay.” International Journal of Environmental Research and Public Health 19, no. 9 (2022). https://doi.org/10.3390/ijerph19094982.","ama":"Rohlfing KJ, Lüke C, Liszkowski U, Ritterfeld U, Grimminger A. Developmental Paths of Pointing for Various Motives in Infants with and without Language Delay. International Journal of Environmental Research and Public Health. 2022;19(9). doi:10.3390/ijerph19094982","bibtex":"@article{Rohlfing_Lüke_Liszkowski_Ritterfeld_Grimminger_2022, title={Developmental Paths of Pointing for Various Motives in Infants with and without Language Delay}, volume={19}, DOI={10.3390/ijerph19094982}, number={94982}, journal={International Journal of Environmental Research and Public Health}, publisher={MDPI AG}, author={Rohlfing, Katharina J. and Lüke, Carina and Liszkowski, Ulf and Ritterfeld, Ute and Grimminger, Angela}, year={2022} }","mla":"Rohlfing, Katharina J., et al. “Developmental Paths of Pointing for Various Motives in Infants with and without Language Delay.” International Journal of Environmental Research and Public Health, vol. 19, no. 9, 4982, MDPI AG, 2022, doi:10.3390/ijerph19094982.","short":"K.J. Rohlfing, C. Lüke, U. Liszkowski, U. Ritterfeld, A. Grimminger, International Journal of Environmental Research and Public Health 19 (2022).","apa":"Rohlfing, K. J., Lüke, C., Liszkowski, U., Ritterfeld, U., & Grimminger, A. (2022). Developmental Paths of Pointing for Various Motives in Infants with and without Language Delay. International Journal of Environmental Research and Public Health, 19(9), Article 4982. https://doi.org/10.3390/ijerph19094982"},"intvolume":" 19","publication_status":"published","publication_identifier":{"issn":["1660-4601"]}},{"citation":{"chicago":"Rohlfing, Katharina, Nicole Altvater-Mackensen, Nathan Caruana, Rianne van den Berghe, Barbara Bruno, Nils Frederik Tolksdorf, and Adriana Hanulíková. “Social/Dialogical Roles of Social Robots in Supporting Children’s Learning of Language and Literacy—A Review and Analysis of Innovative Roles.” Frontiers in Robotics and AI 9 (2022). https://doi.org/10.3389/frobt.2022.971749.","ieee":"K. Rohlfing et al., “Social/dialogical roles of social robots in supporting children’s learning of language and literacy—A review and analysis of innovative roles,” Frontiers in Robotics and AI, vol. 9, 2022, doi: 10.3389/frobt.2022.971749.","ama":"Rohlfing K, Altvater-Mackensen N, Caruana N, et al. Social/dialogical roles of social robots in supporting children’s learning of language and literacy—A review and analysis of innovative roles. Frontiers in Robotics and AI. 2022;9. doi:10.3389/frobt.2022.971749","mla":"Rohlfing, Katharina, et al. “Social/Dialogical Roles of Social Robots in Supporting Children’s Learning of Language and Literacy—A Review and Analysis of Innovative Roles.” Frontiers in Robotics and AI, vol. 9, Frontiers Media SA, 2022, doi:10.3389/frobt.2022.971749.","bibtex":"@article{Rohlfing_Altvater-Mackensen_Caruana_van den Berghe_Bruno_Tolksdorf_Hanulíková_2022, title={Social/dialogical roles of social robots in supporting children’s learning of language and literacy—A review and analysis of innovative roles}, volume={9}, DOI={10.3389/frobt.2022.971749}, journal={Frontiers in Robotics and AI}, publisher={Frontiers Media SA}, author={Rohlfing, Katharina and Altvater-Mackensen, Nicole and Caruana, Nathan and van den Berghe, Rianne and Bruno, Barbara and Tolksdorf, Nils Frederik and Hanulíková, Adriana}, year={2022} }","short":"K. Rohlfing, N. Altvater-Mackensen, N. Caruana, R. van den Berghe, B. Bruno, N.F. Tolksdorf, A. Hanulíková, Frontiers in Robotics and AI 9 (2022).","apa":"Rohlfing, K., Altvater-Mackensen, N., Caruana, N., van den Berghe, R., Bruno, B., Tolksdorf, N. F., & Hanulíková, A. (2022). Social/dialogical roles of social robots in supporting children’s learning of language and literacy—A review and analysis of innovative roles. Frontiers in Robotics and AI, 9. https://doi.org/10.3389/frobt.2022.971749"},"intvolume":" 9","publication_status":"published","publication_identifier":{"issn":["2296-9144"]},"doi":"10.3389/frobt.2022.971749","date_updated":"2024-11-28T08:40:10Z","author":[{"full_name":"Rohlfing, Katharina","id":"50352","last_name":"Rohlfing","first_name":"Katharina"},{"last_name":"Altvater-Mackensen","full_name":"Altvater-Mackensen, Nicole","first_name":"Nicole"},{"full_name":"Caruana, Nathan","last_name":"Caruana","first_name":"Nathan"},{"full_name":"van den Berghe, Rianne","last_name":"van den Berghe","first_name":"Rianne"},{"last_name":"Bruno","full_name":"Bruno, Barbara","first_name":"Barbara"},{"last_name":"Tolksdorf","orcid":"0000-0001-6093-1219","id":"43289","full_name":"Tolksdorf, Nils Frederik","first_name":"Nils Frederik"},{"full_name":"Hanulíková, Adriana","last_name":"Hanulíková","first_name":"Adriana"}],"volume":9,"status":"public","type":"journal_article","_id":"34703","user_id":"43289","department":[{"_id":"749"}],"year":"2022","quality_controlled":"1","title":"Social/dialogical roles of social robots in supporting children’s learning of language and literacy—A review and analysis of innovative roles","publisher":"Frontiers Media SA","date_created":"2022-12-21T11:23:46Z","abstract":[{"lang":"eng","text":"One of the many purposes for which social robots are designed is education, and there have been many attempts to systematize their potential in this field. What these attempts have in common is the recognition that learning can be supported in a variety of ways because a learner can be engaged in different activities that foster learning. Up to now, three roles have been proposed when designing these activities for robots: as a teacher or tutor, a learning peer, or a novice. Current research proposes that deciding in favor of one role over another depends on the content or preferred pedagogical form. However, the design of activities changes not only the content of learning, but also the nature of a human–robot social relationship. This is particularly important in language acquisition, which has been recognized as a social endeavor. The following review aims to specify the differences in human–robot social relationships when children learn language through interacting with a social robot. After proposing categories for comparing these different relationships, we review established and more specific, innovative roles that a robot can play in language-learning scenarios. This follows Mead’s (1946) theoretical approach proposing that social roles are performed in interactive acts. These acts are crucial for learning, because not only can they shape the social environment of learning but also engage the learner to different degrees. We specify the degree of engagement by referring to Chi’s (2009) progression of learning activities that range from active, constructive, toward interactive with the latter fostering deeper learning. Taken together, this approach enables us to compare and evaluate different human–robot social relationships that arise when applying a robot in a particular social role."}],"publication":"Frontiers in Robotics and AI","keyword":["Artificial Intelligence","Computer Science Applications"],"language":[{"iso":"eng"}]},{"citation":{"apa":"Tolksdorf, N. F., Hönemann, D., Viertel, F. E., & Rohlfing, K. (2022). Who is that?! Does Changing the Robot as a Learning Companion Impact Preschoolers’Language Learning? Proceedings of the 2022 ACM/IEEE International Conference on Human-Robot Interaction, 1069–1074. https://doi.org/10.5555/3523760.3523937","short":"N.F. Tolksdorf, D. Hönemann, F.E. Viertel, K. Rohlfing, in: Proceedings of the 2022 ACM/IEEE International Conference on Human-Robot Interaction, 2022, pp. 1069–1074.","mla":"Tolksdorf, Nils Frederik, et al. “Who Is That?! Does Changing the Robot as a Learning Companion Impact Preschoolers’Language Learning?” Proceedings of the 2022 ACM/IEEE International Conference on Human-Robot Interaction, 2022, pp. 1069–74, doi:10.5555/3523760.3523937.","bibtex":"@inproceedings{Tolksdorf_Hönemann_Viertel_Rohlfing_2022, title={Who is that?! Does Changing the Robot as a Learning Companion Impact Preschoolers’Language Learning?}, DOI={10.5555/3523760.3523937}, booktitle={Proceedings of the 2022 ACM/IEEE International Conference on Human-Robot Interaction}, author={Tolksdorf, Nils Frederik and Hönemann, Dirk and Viertel, Franziska E. and Rohlfing, Katharina}, year={2022}, pages={1069–1074} }","ama":"Tolksdorf NF, Hönemann D, Viertel FE, Rohlfing K. Who is that?! Does Changing the Robot as a Learning Companion Impact Preschoolers’Language Learning? In: Proceedings of the 2022 ACM/IEEE International Conference on Human-Robot Interaction. ; 2022:1069-1074. doi:10.5555/3523760.3523937","ieee":"N. F. Tolksdorf, D. Hönemann, F. E. Viertel, and K. Rohlfing, “Who is that?! Does Changing the Robot as a Learning Companion Impact Preschoolers’Language Learning?,” in Proceedings of the 2022 ACM/IEEE International Conference on Human-Robot Interaction, Sapporo Hokkaido, Japan, 2022, pp. 1069–1074, doi: 10.5555/3523760.3523937.","chicago":"Tolksdorf, Nils Frederik, Dirk Hönemann, Franziska E. Viertel, and Katharina Rohlfing. “Who Is That?! Does Changing the Robot as a Learning Companion Impact Preschoolers’Language Learning?” In Proceedings of the 2022 ACM/IEEE International Conference on Human-Robot Interaction, 1069–74, 2022. https://doi.org/10.5555/3523760.3523937."},"page":"1069-1074","year":"2022","quality_controlled":"1","main_file_link":[{"url":"https://dl.acm.org/doi/abs/10.5555/3523760.3523937"}],"doi":"10.5555/3523760.3523937","conference":{"location":"Sapporo Hokkaido, Japan","name":"ACM/IEEE International Conference on Human-Robot Interaction"},"title":"Who is that?! Does Changing the Robot as a Learning Companion Impact Preschoolers’Language Learning?","date_created":"2022-04-27T06:36:53Z","author":[{"first_name":"Nils Frederik","last_name":"Tolksdorf","orcid":"0000-0001-6093-1219","full_name":"Tolksdorf, Nils Frederik","id":"43289"},{"first_name":"Dirk","last_name":"Hönemann","full_name":"Hönemann, Dirk"},{"first_name":"Franziska E.","full_name":"Viertel, Franziska E.","last_name":"Viertel"},{"id":"50352","full_name":"Rohlfing, Katharina","last_name":"Rohlfing","first_name":"Katharina"}],"date_updated":"2024-11-28T08:40:35Z","status":"public","abstract":[{"lang":"eng","text":"In child-robot interaction research, many studies pursue the goal to support children's language development. While research in human-human interaction suggests that changing human partners during children's language learning can reduce their recall performance of the learning content, little is known whether a change in social robots as interaction partners influence children's learning in the same way. In this paper, we present findings from a word learning study, in which we changed the robotic partner for one group of children while the other group interacted with the same robot. Contrary to work with human social partners, we found that children did not retrieve words differently when interacting with different humanoid robots as their social interaction partners."}],"type":"conference","publication":"Proceedings of the 2022 ACM/IEEE International Conference on Human-Robot Interaction","language":[{"iso":"eng"}],"user_id":"43289","department":[{"_id":"115"},{"_id":"749"}],"_id":"30952"},{"keyword":["Explainability","process ofexplaining andunderstanding","explainable artificial systems"],"ddc":["300"],"language":[{"iso":"eng"}],"abstract":[{"lang":"eng","text":"One objective of current research in explainable intelligent systems is to implement social aspects in order to increase the relevance of explanations. In this paper, we argue that a novel conceptual framework is needed to overcome shortcomings of existing AI systems with little attention to processes of interaction and learning. Drawing from research in interaction and development, we first outline the novel conceptual framework that pushes the design of AI systems toward true interactivity with an emphasis on the role of the partner and social relevance. We propose that AI systems will be able to provide a meaningful and relevant explanation only if the process of explaining is extended to active contribution of both partners that brings about dynamics that is modulated by different levels of analysis. Accordingly, our conceptual framework comprises monitoring and scaffolding as key concepts and claims that the process of explaining is not only modulated by the interaction between explainee and explainer but is embedded into a larger social context in which conventionalized and routinized behaviors are established. We discuss our conceptual framework in relation to the established objectives of transparency and autonomy that are raised for the design of explainable AI systems currently."}],"file":[{"content_type":"application/pdf","relation":"main_file","date_updated":"2023-11-20T16:33:51Z","date_created":"2023-11-20T16:33:51Z","creator":"haebumb","file_size":626217,"file_id":"49081","file_name":"2020-12-01_explainability_final_version.pdf","access_level":"open_access"}],"publication":"IEEE Transactions on Cognitive and Developmental Systems","title":"Explanation as a Social Practice: Toward a Conceptual Framework for the Social Design of AI Systems","date_created":"2021-09-14T20:52:57Z","year":"2021","quality_controlled":"1","issue":"3","article_type":"original","file_date_updated":"2023-11-20T16:33:51Z","_id":"24456","project":[{"grant_number":"438445824","name":"TRR 318: TRR 318 - Erklärbarkeit konstruieren","_id":"109"}],"department":[{"_id":"603"},{"_id":"749"},{"_id":"424"},{"_id":"67"},{"_id":"574"},{"_id":"184"},{"_id":"757"},{"_id":"54"},{"_id":"178"}],"user_id":"42933","status":"public","type":"journal_article","doi":"10.1109/tcds.2020.3044366","date_updated":"2023-12-05T10:15:02Z","oa":"1","volume":13,"author":[{"first_name":"Katharina J.","last_name":"Rohlfing","full_name":"Rohlfing, Katharina J.","id":"50352"},{"last_name":"Cimiano","full_name":"Cimiano, Philipp","first_name":"Philipp"},{"first_name":"Ingrid","orcid":"0000-0003-2364-9489","last_name":"Scharlau","full_name":"Scharlau, Ingrid","id":"451"},{"first_name":"Tobias","last_name":"Matzner","id":"65695","full_name":"Matzner, Tobias"},{"first_name":"Heike M.","id":"27152","full_name":"Buhl, Heike M.","last_name":"Buhl"},{"first_name":"Hendrik","last_name":"Buschmeier","full_name":"Buschmeier, Hendrik"},{"last_name":"Esposito","full_name":"Esposito, Elena","first_name":"Elena"},{"first_name":"Angela","id":"57578","full_name":"Grimminger, Angela","last_name":"Grimminger"},{"first_name":"Barbara","full_name":"Hammer, Barbara","last_name":"Hammer"},{"id":"242","full_name":"Haeb-Umbach, Reinhold","last_name":"Haeb-Umbach","first_name":"Reinhold"},{"full_name":"Horwath, Ilona","id":"68836","last_name":"Horwath","first_name":"Ilona"},{"first_name":"Eyke","last_name":"Hüllermeier","full_name":"Hüllermeier, Eyke","id":"48129"},{"full_name":"Kern, Friederike","last_name":"Kern","first_name":"Friederike"},{"last_name":"Kopp","full_name":"Kopp, Stefan","first_name":"Stefan"},{"id":"72497","full_name":"Thommes, Kirsten","last_name":"Thommes","first_name":"Kirsten"},{"last_name":"Ngonga Ngomo","id":"65716","full_name":"Ngonga Ngomo, Axel-Cyrille","first_name":"Axel-Cyrille"},{"last_name":"Schulte","full_name":"Schulte, Carsten","id":"60311","first_name":"Carsten"},{"id":"3900","full_name":"Wachsmuth, Henning","last_name":"Wachsmuth","first_name":"Henning"},{"last_name":"Wagner","full_name":"Wagner, Petra","first_name":"Petra"},{"first_name":"Britta","full_name":"Wrede, Britta","last_name":"Wrede"}],"page":"717-728","intvolume":" 13","citation":{"ama":"Rohlfing KJ, Cimiano P, Scharlau I, et al. Explanation as a Social Practice: Toward a Conceptual Framework for the Social Design of AI Systems. IEEE Transactions on Cognitive and Developmental Systems. 2021;13(3):717-728. doi:10.1109/tcds.2020.3044366","ieee":"K. J. Rohlfing et al., “Explanation as a Social Practice: Toward a Conceptual Framework for the Social Design of AI Systems,” IEEE Transactions on Cognitive and Developmental Systems, vol. 13, no. 3, pp. 717–728, 2021, doi: 10.1109/tcds.2020.3044366.","chicago":"Rohlfing, Katharina J., Philipp Cimiano, Ingrid Scharlau, Tobias Matzner, Heike M. Buhl, Hendrik Buschmeier, Elena Esposito, et al. “Explanation as a Social Practice: Toward a Conceptual Framework for the Social Design of AI Systems.” IEEE Transactions on Cognitive and Developmental Systems 13, no. 3 (2021): 717–28. https://doi.org/10.1109/tcds.2020.3044366.","short":"K.J. Rohlfing, P. Cimiano, I. Scharlau, T. Matzner, H.M. Buhl, H. Buschmeier, E. Esposito, A. Grimminger, B. Hammer, R. Haeb-Umbach, I. Horwath, E. Hüllermeier, F. Kern, S. Kopp, K. Thommes, A.-C. Ngonga Ngomo, C. Schulte, H. Wachsmuth, P. Wagner, B. Wrede, IEEE Transactions on Cognitive and Developmental Systems 13 (2021) 717–728.","mla":"Rohlfing, Katharina J., et al. “Explanation as a Social Practice: Toward a Conceptual Framework for the Social Design of AI Systems.” IEEE Transactions on Cognitive and Developmental Systems, vol. 13, no. 3, 2021, pp. 717–28, doi:10.1109/tcds.2020.3044366.","bibtex":"@article{Rohlfing_Cimiano_Scharlau_Matzner_Buhl_Buschmeier_Esposito_Grimminger_Hammer_Haeb-Umbach_et al._2021, title={Explanation as a Social Practice: Toward a Conceptual Framework for the Social Design of AI Systems}, volume={13}, DOI={10.1109/tcds.2020.3044366}, number={3}, journal={IEEE Transactions on Cognitive and Developmental Systems}, author={Rohlfing, Katharina J. and Cimiano, Philipp and Scharlau, Ingrid and Matzner, Tobias and Buhl, Heike M. and Buschmeier, Hendrik and Esposito, Elena and Grimminger, Angela and Hammer, Barbara and Haeb-Umbach, Reinhold and et al.}, year={2021}, pages={717–728} }","apa":"Rohlfing, K. J., Cimiano, P., Scharlau, I., Matzner, T., Buhl, H. M., Buschmeier, H., Esposito, E., Grimminger, A., Hammer, B., Haeb-Umbach, R., Horwath, I., Hüllermeier, E., Kern, F., Kopp, S., Thommes, K., Ngonga Ngomo, A.-C., Schulte, C., Wachsmuth, H., Wagner, P., & Wrede, B. (2021). Explanation as a Social Practice: Toward a Conceptual Framework for the Social Design of AI Systems. IEEE Transactions on Cognitive and Developmental Systems, 13(3), 717–728. https://doi.org/10.1109/tcds.2020.3044366"},"has_accepted_license":"1","publication_identifier":{"issn":["2379-8920","2379-8939"]},"publication_status":"published"},{"language":[{"iso":"eng"}],"keyword":["metaphor analysis","academic writing","transitivity","spatial primitives"],"publication":"Journal of Writing Research","abstract":[{"lang":"eng","text":"The aim of the present study is to bring new momentum into research on students’\r\nunderstanding of academic writing. Drawing on the idea that metaphors give insight into\r\nimplicit conceptions of abstract entities and processes, we developed a detailed and\r\ndifferentiated set of conceptual metaphors that can be used to study student ideas about\r\nwriting in research, teaching, and interventions. A large sample of undergraduates produced\r\ntheir everyday understanding of writing in short texts beginning with a self-generated\r\nmetaphor. Based on theories from cognitive linguistics, the conceptual metaphors in their\r\ntexts were analyzed in terms of their action quality (transitivity) and spatiality (spatial\r\nprimitives). The undergraduates’ conceptualizations were very heterogeneous. Most\r\nmetaphors depart strongly from scientific approaches to academic writing within cognitive\r\npsychology and sociocultural theory. Roughly half of the metaphors could be collated to one\r\nof four metaphor systems. Depending on the desired degree of abstraction or concreteness,\r\nconceptual metaphors or metaphor systems can be employed in further studies to illuminate\r\nthinking about writing."}],"date_created":"2021-12-13T10:30:14Z","title":"Building, emptying out, or dreaming? Action structures and space in undergraduates’ metaphors of academic writing","issue":"3","year":"2021","department":[{"_id":"424"},{"_id":"749"}],"user_id":"53917","_id":"28696","type":"journal_article","status":"public","volume":12,"author":[{"first_name":"Ingrid","last_name":"Scharlau","orcid":"0000-0003-2364-9489","full_name":"Scharlau, Ingrid","id":"451"},{"id":"53917","full_name":"Karsten, Andrea","last_name":"Karsten","orcid":"0000-0003-0194-2000","first_name":"Andrea"},{"first_name":"Katharina","id":"50352","full_name":"Rohlfing, Katharina","last_name":"Rohlfing"}],"date_updated":"2023-12-21T08:38:01Z","oa":"1","doi":"10.17239/jowr-2021.12.03.01","main_file_link":[{"open_access":"1"}],"publication_identifier":{"issn":["2030-1006","2294-3307"]},"publication_status":"published","page":"493-529","intvolume":" 12","citation":{"ieee":"I. Scharlau, A. Karsten, and K. Rohlfing, “Building, emptying out, or dreaming? Action structures and space in undergraduates’ metaphors of academic writing,” Journal of Writing Research, vol. 12, no. 3, pp. 493–529, 2021, doi: 10.17239/jowr-2021.12.03.01.","chicago":"Scharlau, Ingrid, Andrea Karsten, and Katharina Rohlfing. “Building, Emptying out, or Dreaming? Action Structures and Space in Undergraduates’ Metaphors of Academic Writing.” Journal of Writing Research 12, no. 3 (2021): 493–529. https://doi.org/10.17239/jowr-2021.12.03.01.","ama":"Scharlau I, Karsten A, Rohlfing K. Building, emptying out, or dreaming? Action structures and space in undergraduates’ metaphors of academic writing. Journal of Writing Research. 2021;12(3):493-529. doi:10.17239/jowr-2021.12.03.01","apa":"Scharlau, I., Karsten, A., & Rohlfing, K. (2021). Building, emptying out, or dreaming? Action structures and space in undergraduates’ metaphors of academic writing. Journal of Writing Research, 12(3), 493–529. https://doi.org/10.17239/jowr-2021.12.03.01","mla":"Scharlau, Ingrid, et al. “Building, Emptying out, or Dreaming? Action Structures and Space in Undergraduates’ Metaphors of Academic Writing.” Journal of Writing Research, vol. 12, no. 3, 2021, pp. 493–529, doi:10.17239/jowr-2021.12.03.01.","short":"I. Scharlau, A. Karsten, K. Rohlfing, Journal of Writing Research 12 (2021) 493–529.","bibtex":"@article{Scharlau_Karsten_Rohlfing_2021, title={Building, emptying out, or dreaming? Action structures and space in undergraduates’ metaphors of academic writing}, volume={12}, DOI={10.17239/jowr-2021.12.03.01}, number={3}, journal={Journal of Writing Research}, author={Scharlau, Ingrid and Karsten, Andrea and Rohlfing, Katharina}, year={2021}, pages={493–529} }"}},{"_id":"31680","department":[{"_id":"749"},{"_id":"424"}],"user_id":"14931","keyword":["Literature and Literary Theory","Linguistics and Language","Language and Linguistics","Education"],"language":[{"iso":"eng"}],"publication":"Journal of Writing Research","type":"journal_article","status":"public","date_updated":"2023-02-01T12:14:52Z","publisher":"ARLE (International Association for Research in L1 Education)","volume":12,"author":[{"first_name":"Ingrid","full_name":"Scharlau, Ingrid","id":"451","last_name":"Scharlau","orcid":"0000-0003-2364-9489"},{"first_name":"A.","full_name":"Karsten, A.","last_name":"Karsten"},{"last_name":"Rohlfing","full_name":"Rohlfing, Katharina J.","id":"50352","first_name":"Katharina J."}],"date_created":"2022-06-06T13:49:01Z","title":"Building, emptying out, or dreaming? Action structures and space in students’ metaphors of academic writing","doi":"10.17239/jowr-2021.12.03.01","publication_identifier":{"issn":["2030-1006","2294-3307"]},"publication_status":"published","issue":"vol. 12 issue 3","year":"2021","intvolume":" 12","page":"493-529","citation":{"apa":"Scharlau, I., Karsten, A., & Rohlfing, K. J. (2021). Building, emptying out, or dreaming? Action structures and space in students’ metaphors of academic writing. Journal of Writing Research, 12(vol. 12 issue 3), 493–529. https://doi.org/10.17239/jowr-2021.12.03.01","short":"I. Scharlau, A. Karsten, K.J. Rohlfing, Journal of Writing Research 12 (2021) 493–529.","mla":"Scharlau, Ingrid, et al. “Building, Emptying out, or Dreaming? Action Structures and Space in Students’ Metaphors of Academic Writing.” Journal of Writing Research, vol. 12, no. vol. 12 issue 3, ARLE (International Association for Research in L1 Education), 2021, pp. 493–529, doi:10.17239/jowr-2021.12.03.01.","bibtex":"@article{Scharlau_Karsten_Rohlfing_2021, title={Building, emptying out, or dreaming? Action structures and space in students’ metaphors of academic writing}, volume={12}, DOI={10.17239/jowr-2021.12.03.01}, number={vol. 12 issue 3}, journal={Journal of Writing Research}, publisher={ARLE (International Association for Research in L1 Education)}, author={Scharlau, Ingrid and Karsten, A. and Rohlfing, Katharina J.}, year={2021}, pages={493–529} }","ama":"Scharlau I, Karsten A, Rohlfing KJ. Building, emptying out, or dreaming? Action structures and space in students’ metaphors of academic writing. Journal of Writing Research. 2021;12(vol. 12 issue 3):493-529. doi:10.17239/jowr-2021.12.03.01","chicago":"Scharlau, Ingrid, A. Karsten, and Katharina J. Rohlfing. “Building, Emptying out, or Dreaming? Action Structures and Space in Students’ Metaphors of Academic Writing.” Journal of Writing Research 12, no. vol. 12 issue 3 (2021): 493–529. https://doi.org/10.17239/jowr-2021.12.03.01.","ieee":"I. Scharlau, A. Karsten, and K. J. Rohlfing, “Building, emptying out, or dreaming? Action structures and space in students’ metaphors of academic writing,” Journal of Writing Research, vol. 12, no. vol. 12 issue 3, pp. 493–529, 2021, doi: 10.17239/jowr-2021.12.03.01."}},{"doi":"10.3389/feduc.2020.569615","title":"Comparing the Effects of a Different Social Partner (Social Robot vs. Human) on Children's Social Referencing in Interaction","volume":5,"date_created":"2023-01-17T20:22:49Z","author":[{"last_name":"Tolksdorf","full_name":"Tolksdorf, Nils F.","first_name":"Nils F."},{"full_name":"Crawshaw, Camilla E.","last_name":"Crawshaw","first_name":"Camilla E."},{"last_name":"Rohlfing","full_name":"Rohlfing, Katharina","id":"50352","first_name":"Katharina"}],"publisher":"Frontiers Media SA","date_updated":"2023-02-01T11:59:32Z","intvolume":" 5","citation":{"mla":"Tolksdorf, Nils F., et al. “Comparing the Effects of a Different Social Partner (Social Robot vs. Human) on Children’s Social Referencing in Interaction.” Frontiers in Education, vol. 5, Frontiers Media SA, 2021, doi:10.3389/feduc.2020.569615.","short":"N.F. Tolksdorf, C.E. Crawshaw, K. Rohlfing, Frontiers in Education 5 (2021).","bibtex":"@article{Tolksdorf_Crawshaw_Rohlfing_2021, title={Comparing the Effects of a Different Social Partner (Social Robot vs. Human) on Children’s Social Referencing in Interaction}, volume={5}, DOI={10.3389/feduc.2020.569615}, journal={Frontiers in Education}, publisher={Frontiers Media SA}, author={Tolksdorf, Nils F. and Crawshaw, Camilla E. and Rohlfing, Katharina}, year={2021} }","apa":"Tolksdorf, N. F., Crawshaw, C. E., & Rohlfing, K. (2021). Comparing the Effects of a Different Social Partner (Social Robot vs. Human) on Children’s Social Referencing in Interaction. Frontiers in Education, 5. https://doi.org/10.3389/feduc.2020.569615","ieee":"N. F. Tolksdorf, C. E. Crawshaw, and K. Rohlfing, “Comparing the Effects of a Different Social Partner (Social Robot vs. Human) on Children’s Social Referencing in Interaction,” Frontiers in Education, vol. 5, 2021, doi: 10.3389/feduc.2020.569615.","chicago":"Tolksdorf, Nils F., Camilla E. Crawshaw, and Katharina Rohlfing. “Comparing the Effects of a Different Social Partner (Social Robot vs. Human) on Children’s Social Referencing in Interaction.” Frontiers in Education 5 (2021). https://doi.org/10.3389/feduc.2020.569615.","ama":"Tolksdorf NF, Crawshaw CE, Rohlfing K. Comparing the Effects of a Different Social Partner (Social Robot vs. Human) on Children’s Social Referencing in Interaction. Frontiers in Education. 2021;5. doi:10.3389/feduc.2020.569615"},"year":"2021","publication_identifier":{"issn":["2504-284X"]},"publication_status":"published","language":[{"iso":"eng"}],"keyword":["Education"],"department":[{"_id":"749"}],"user_id":"14931","_id":"37185","status":"public","abstract":[{"lang":"eng","text":"Social robots have emerged as a new digital technology that is increasingly being implemented in the educational landscape. While social robots could be deployed to assist young children with their learning in a variety of different ways, the typical approach in educational practices is to supplement the learning process rather than to replace the human caregiver, e.g., the teacher, parent, educator or therapist. When functioning in the role of an educational assistant, social robots will likely constitute a part of a triadic interaction with the child and the human caregiver. Surprisingly, there is little research that systematically investigates the role of the caregiver by examining the ways in which children involve or check in with them during their interaction with another partner—a phenomenon that is known as social referencing. In the present study, we investigated social referencing in the context of a dyadic child–robot interaction. Over the course of four sessions within our longitudinal language-learning study, we observed how 20 pre-school children aged 4–5 years checked in with their accompanying caregivers who were not actively involved in the language-learning procedure. The children participating in the study were randomly assigned to either an interaction with a social robot or a human partner. Our results revealed that all children across both conditions utilized social referencing behaviors to address their caregiver. However, we found that the children who interacted with the social robot did so significantly more frequently in each of the four sessions than those who interacted with the human partner. Further analyses showed that no significant change in their behavior over the course of the sessions could be observed. Findings are discussed with regard to the caregiver's role during children's interactions with social robots and the implications for future interaction design."}],"publication":"Frontiers in Education","type":"journal_article"},{"year":"2021","citation":{"apa":"Rohlfing, K., & Mertens, U. (2021). Progressive Reduction of Iconic Gestures Contributes to School-Aged Children’s Increased Word Production. Frontiers in Psychology. https://doi.org/10.3389/fpsyg.2021.651725","bibtex":"@article{Rohlfing_Mertens_2021, title={Progressive Reduction of Iconic Gestures Contributes to School-Aged Children’s Increased Word Production}, DOI={10.3389/fpsyg.2021.651725}, journal={Frontiers in Psychology}, author={Rohlfing, Katharina and Mertens, Ulrich}, year={2021} }","mla":"Rohlfing, Katharina, and Ulrich Mertens. “Progressive Reduction of Iconic Gestures Contributes to School-Aged Children’s Increased Word Production.” Frontiers in Psychology, 2021, doi:10.3389/fpsyg.2021.651725.","short":"K. Rohlfing, U. Mertens, Frontiers in Psychology (2021).","ieee":"K. Rohlfing and U. Mertens, “Progressive Reduction of Iconic Gestures Contributes to School-Aged Children’s Increased Word Production,” Frontiers in Psychology, 2021, doi: 10.3389/fpsyg.2021.651725.","chicago":"Rohlfing, Katharina, and Ulrich Mertens. “Progressive Reduction of Iconic Gestures Contributes to School-Aged Children’s Increased Word Production.” Frontiers in Psychology, 2021. https://doi.org/10.3389/fpsyg.2021.651725.","ama":"Rohlfing K, Mertens U. Progressive Reduction of Iconic Gestures Contributes to School-Aged Children’s Increased Word Production. Frontiers in Psychology. Published online 2021. doi:10.3389/fpsyg.2021.651725"},"date_updated":"2023-02-01T12:05:18Z","date_created":"2023-01-17T20:19:11Z","author":[{"first_name":"Katharina","full_name":"Rohlfing, Katharina","id":"50352","last_name":"Rohlfing"},{"full_name":"Mertens, Ulrich","last_name":"Mertens","first_name":"Ulrich"}],"title":"Progressive Reduction of Iconic Gestures Contributes to School-Aged Children’s Increased Word Production","doi":"10.3389/fpsyg.2021.651725","type":"journal_article","publication":"Frontiers in Psychology","status":"public","_id":"37184","user_id":"14931","department":[{"_id":"749"}],"language":[{"iso":"eng"}]},{"_id":"24901","department":[{"_id":"749"}],"user_id":"68836","language":[{"iso":"eng"}],"publication":"International Journal of Social Robotics","type":"journal_article","abstract":[{"text":"AbstractIn child–robot interaction (cHRI) research, many studies pursue the goal to develop interactive systems that can be applied in everyday settings. For early education, increasingly, the setting of a kindergarten is targeted. However, when cHRI and research are brought into a kindergarten, a range of ethical and related procedural aspects have to be considered and dealt with. While ethical models elaborated within other human–robot interaction settings, e.g., assisted living contexts, can provide some important indicators for relevant issues, we argue that it is important to start developing a systematic approach to identify and tackle those ethical issues which rise with cHRI in kindergarten settings on a more global level and address the impact of the technology from a macroperspective beyond the effects on the individual. Based on our experience in conducting studies with children in general and pedagogical considerations on the role of the institution of kindergarten in specific, in this paper, we enfold some relevant aspects that have barely been addressed in an explicit way in current cHRI research. Four areas are analyzed and key ethical issues are identified in each area: (1) the institutional setting of a kindergarten, (2) children as a vulnerable group, (3) the caregivers’ role, and (4) pedagogical concepts. With our considerations, we aim at (i) broadening the methodology of the current studies within the area of cHRI, (ii) revalidate it based on our comprehensive empirical experience with research in kindergarten settings, both laboratory and real-world contexts, and (iii) provide a framework for the development of a more systematic approach to address the ethical issues in cHRI research within kindergarten settings.","lang":"eng"}],"status":"public","date_updated":"2023-05-03T08:24:33Z","date_created":"2021-09-23T11:03:50Z","author":[{"last_name":"Tolksdorf","orcid":"0000-0001-6093-1219","full_name":"Tolksdorf, Nils Frederik","id":"43289","first_name":"Nils Frederik"},{"first_name":"Scarlet","full_name":"Siebert, Scarlet","last_name":"Siebert"},{"first_name":"Isabel","last_name":"Zorn","full_name":"Zorn, Isabel"},{"first_name":"Ilona","full_name":"Horwath, Ilona","id":"68836","last_name":"Horwath"},{"first_name":"Katharina J.","last_name":"Rohlfing","full_name":"Rohlfing, Katharina J.","id":"50352"}],"title":"Ethical Considerations of Applying Robots in Kindergarten Settings: Towards an Approach from a Macroperspective","doi":"10.1007/s12369-020-00622-3","publication_identifier":{"issn":["1875-4791","1875-4805"]},"quality_controlled":"1","publication_status":"published","year":"2021","page":"129-140","citation":{"short":"N.F. Tolksdorf, S. Siebert, I. Zorn, I. Horwath, K.J. Rohlfing, International Journal of Social Robotics (2021) 129–140.","mla":"Tolksdorf, Nils Frederik, et al. “Ethical Considerations of Applying Robots in Kindergarten Settings: Towards an Approach from a Macroperspective.” International Journal of Social Robotics, 2021, pp. 129–40, doi:10.1007/s12369-020-00622-3.","bibtex":"@article{Tolksdorf_Siebert_Zorn_Horwath_Rohlfing_2021, title={Ethical Considerations of Applying Robots in Kindergarten Settings: Towards an Approach from a Macroperspective}, DOI={10.1007/s12369-020-00622-3}, journal={International Journal of Social Robotics}, author={Tolksdorf, Nils Frederik and Siebert, Scarlet and Zorn, Isabel and Horwath, Ilona and Rohlfing, Katharina J.}, year={2021}, pages={129–140} }","apa":"Tolksdorf, N. F., Siebert, S., Zorn, I., Horwath, I., & Rohlfing, K. J. (2021). Ethical Considerations of Applying Robots in Kindergarten Settings: Towards an Approach from a Macroperspective. International Journal of Social Robotics, 129–140. https://doi.org/10.1007/s12369-020-00622-3","ama":"Tolksdorf NF, Siebert S, Zorn I, Horwath I, Rohlfing KJ. Ethical Considerations of Applying Robots in Kindergarten Settings: Towards an Approach from a Macroperspective. International Journal of Social Robotics. Published online 2021:129-140. doi:10.1007/s12369-020-00622-3","chicago":"Tolksdorf, Nils Frederik, Scarlet Siebert, Isabel Zorn, Ilona Horwath, and Katharina J. Rohlfing. “Ethical Considerations of Applying Robots in Kindergarten Settings: Towards an Approach from a Macroperspective.” International Journal of Social Robotics, 2021, 129–40. https://doi.org/10.1007/s12369-020-00622-3.","ieee":"N. F. Tolksdorf, S. Siebert, I. Zorn, I. Horwath, and K. J. Rohlfing, “Ethical Considerations of Applying Robots in Kindergarten Settings: Towards an Approach from a Macroperspective,” International Journal of Social Robotics, pp. 129–140, 2021, doi: 10.1007/s12369-020-00622-3."}},{"user_id":"43289","department":[{"_id":"749"}],"_id":"24902","language":[{"iso":"eng"}],"type":"journal_article","publication":"Frontiers in Education","status":"public","abstract":[{"lang":"eng","text":"Social robots have emerged as a new digital technology that is increasingly being implemented in the educational landscape. While social robots could be deployed to assist young children with their learning in a variety of different ways, the typical approach in educational practices is to supplement the learning process rather than to replace the human caregiver, e.g., the teacher, parent, educator or therapist. When functioning in the role of an educational assistant, social robots will likely constitute a part of a triadic interaction with the child and the human caregiver. Surprisingly, there is little research that systematically investigates the role of the caregiver by examining the ways in which children involve or check in with them during their interaction with another partner—a phenomenon that is known as social referencing. In the present study, we investigated social referencing in the context of a dyadic child–robot interaction. Over the course of four sessions within our longitudinal language-learning study, we observed how 20 pre-school children aged 4–5 years checked in with their accompanying caregivers who were not actively involved in the language-learning procedure. The children participating in the study were randomly assigned to either an interaction with a social robot or a human partner. Our results revealed that all children across both conditions utilized social referencing behaviors to address their caregiver. However, we found that the children who interacted with the social robot did so significantly more frequently in each of the four sessions than those who interacted with the human partner. Further analyses showed that no significant change in their behavior over the course of the sessions could be observed. Findings are discussed with regard to the caregiver's role during children's interactions with social robots and the implications for future interaction design."}],"date_created":"2021-09-23T11:04:01Z","author":[{"id":"43289","full_name":"Tolksdorf, Nils Frederik","orcid":"0000-0001-6093-1219","last_name":"Tolksdorf","first_name":"Nils Frederik"},{"last_name":"Crawshaw","full_name":"Crawshaw, Camilla E.","first_name":"Camilla E."},{"first_name":"Katharina J.","last_name":"Rohlfing","full_name":"Rohlfing, Katharina J.","id":"50352"}],"date_updated":"2024-11-28T08:40:51Z","doi":"10.3389/feduc.2020.569615","title":"Comparing the Effects of a Different Social Partner (Social Robot vs. Human) on Children's Social Referencing in Interaction","publication_status":"published","publication_identifier":{"issn":["2504-284X"]},"quality_controlled":"1","citation":{"ieee":"N. F. Tolksdorf, C. E. Crawshaw, and K. J. Rohlfing, “Comparing the Effects of a Different Social Partner (Social Robot vs. Human) on Children’s Social Referencing in Interaction,” Frontiers in Education, 2021, doi: 10.3389/feduc.2020.569615.","chicago":"Tolksdorf, Nils Frederik, Camilla E. Crawshaw, and Katharina J. Rohlfing. “Comparing the Effects of a Different Social Partner (Social Robot vs. Human) on Children’s Social Referencing in Interaction.” Frontiers in Education, 2021. https://doi.org/10.3389/feduc.2020.569615.","ama":"Tolksdorf NF, Crawshaw CE, Rohlfing KJ. Comparing the Effects of a Different Social Partner (Social Robot vs. Human) on Children’s Social Referencing in Interaction. Frontiers in Education. Published online 2021. doi:10.3389/feduc.2020.569615","apa":"Tolksdorf, N. F., Crawshaw, C. E., & Rohlfing, K. J. (2021). Comparing the Effects of a Different Social Partner (Social Robot vs. Human) on Children’s Social Referencing in Interaction. Frontiers in Education. https://doi.org/10.3389/feduc.2020.569615","mla":"Tolksdorf, Nils Frederik, et al. “Comparing the Effects of a Different Social Partner (Social Robot vs. Human) on Children’s Social Referencing in Interaction.” Frontiers in Education, 2021, doi:10.3389/feduc.2020.569615.","bibtex":"@article{Tolksdorf_Crawshaw_Rohlfing_2021, title={Comparing the Effects of a Different Social Partner (Social Robot vs. Human) on Children’s Social Referencing in Interaction}, DOI={10.3389/feduc.2020.569615}, journal={Frontiers in Education}, author={Tolksdorf, Nils Frederik and Crawshaw, Camilla E. and Rohlfing, Katharina J.}, year={2021} }","short":"N.F. Tolksdorf, C.E. Crawshaw, K.J. Rohlfing, Frontiers in Education (2021)."},"year":"2021"}]