---
_id: '24900'
author:
- first_name: Nils Frederik
full_name: Tolksdorf, Nils Frederik
id: '43289'
last_name: Tolksdorf
orcid: 0000-0001-6093-1219
- first_name: Fanziska E.
full_name: Viertel, Fanziska E.
last_name: Viertel
- first_name: Camilla E.
full_name: Crawshaw, Camilla E.
last_name: Crawshaw
- first_name: Katharina J.
full_name: Rohlfing, Katharina J.
id: '50352'
last_name: Rohlfing
citation:
ama: 'Tolksdorf NF, Viertel FE, Crawshaw CE, Rohlfing KJ. Do Shy Children Keep more
Distance from a Social Robot? Exploring Shy Children’s Proxemics with a Social
Robot or a Human. In: Interaction Design and Children. ; 2021. doi:10.1145/3459990.3465181'
apa: Tolksdorf, N. F., Viertel, F. E., Crawshaw, C. E., & Rohlfing, K. J. (2021).
Do Shy Children Keep more Distance from a Social Robot? Exploring Shy Children’s
Proxemics with a Social Robot or a Human. Interaction Design and Children.
https://doi.org/10.1145/3459990.3465181
bibtex: '@inproceedings{Tolksdorf_Viertel_Crawshaw_Rohlfing_2021, title={Do Shy
Children Keep more Distance from a Social Robot? Exploring Shy Children’s Proxemics
with a Social Robot or a Human}, DOI={10.1145/3459990.3465181},
booktitle={Interaction Design and Children}, author={Tolksdorf, Nils Frederik
and Viertel, Fanziska E. and Crawshaw, Camilla E. and Rohlfing, Katharina J.},
year={2021} }'
chicago: Tolksdorf, Nils Frederik, Fanziska E. Viertel, Camilla E. Crawshaw, and
Katharina J. Rohlfing. “Do Shy Children Keep More Distance from a Social Robot?
Exploring Shy Children’s Proxemics with a Social Robot or a Human.” In Interaction
Design and Children, 2021. https://doi.org/10.1145/3459990.3465181.
ieee: 'N. F. Tolksdorf, F. E. Viertel, C. E. Crawshaw, and K. J. Rohlfing, “Do Shy
Children Keep more Distance from a Social Robot? Exploring Shy Children’s Proxemics
with a Social Robot or a Human,” 2021, doi: 10.1145/3459990.3465181.'
mla: Tolksdorf, Nils Frederik, et al. “Do Shy Children Keep More Distance from a
Social Robot? Exploring Shy Children’s Proxemics with a Social Robot or a Human.”
Interaction Design and Children, 2021, doi:10.1145/3459990.3465181.
short: 'N.F. Tolksdorf, F.E. Viertel, C.E. Crawshaw, K.J. Rohlfing, in: Interaction
Design and Children, 2021.'
date_created: 2021-09-23T11:03:28Z
date_updated: 2024-11-28T08:42:12Z
department:
- _id: '749'
doi: 10.1145/3459990.3465181
language:
- iso: eng
publication: Interaction Design and Children
publication_status: published
quality_controlled: '1'
status: public
title: Do Shy Children Keep more Distance from a Social Robot? Exploring Shy Children’s
Proxemics with a Social Robot or a Human
type: conference
user_id: '43289'
year: '2021'
...
---
_id: '24899'
abstract:
- lang: eng
text: Temperamental traits can decisively influence how children enter into
social interaction with their environment. Yet, in the field of child–robot interaction,
little is known about how individual differences such as shyness impact on how
children interact with social robots in educational settings. The present study
systematically assessed the temperament of 28 preschool children aged 4–5 years
in order to investigate the role of shyness within a dyadic child–robot interaction.
Over the course of four consecutive sessions, we observed how shy compared to
nonshy children interacted with a social robot during a word-learning educational
setting and how shyness influenced children’s learning outcomes. Overall, results
suggested that shy children not only interacted differently with a robot compared
to nonshy children, but also changed their behavior over the course of the sessions.
Critically, shy children interacted less expressively with the robot in general.
With regard to children’s language learning outcomes, shy children scored lower
on an initial posttest, but were able to close this gap on a later test, resulting
in all children retrieving the learned words on a similar level. When intertest
learning gain was considered, regression analyses even confirmed a positive predictive
role of shyness on language learning gains. Findings are discussed with regard
to the role of shyness in educational settings with social robots and the implications
for future interaction design.
author:
- first_name: Nils Frederik
full_name: Tolksdorf, Nils Frederik
id: '43289'
last_name: Tolksdorf
orcid: 0000-0001-6093-1219
- first_name: Franziska E.
full_name: Viertel, Franziska E.
last_name: Viertel
- first_name: Katharina J.
full_name: Rohlfing, Katharina J.
id: '50352'
last_name: Rohlfing
citation:
ama: Tolksdorf NF, Viertel FE, Rohlfing KJ. Do Shy Preschoolers Interact Differently
When Learning Language With a Social Robot? An Analysis of Interactional Behavior
and Word Learning. Frontiers in Robotics and AI. Published online 2021.
doi:10.3389/frobt.2021.676123
apa: Tolksdorf, N. F., Viertel, F. E., & Rohlfing, K. J. (2021). Do Shy Preschoolers
Interact Differently When Learning Language With a Social Robot? An Analysis of
Interactional Behavior and Word Learning. Frontiers in Robotics and AI.
https://doi.org/10.3389/frobt.2021.676123
bibtex: '@article{Tolksdorf_Viertel_Rohlfing_2021, title={Do Shy Preschoolers Interact
Differently When Learning Language With a Social Robot? An Analysis of Interactional
Behavior and Word Learning}, DOI={10.3389/frobt.2021.676123},
journal={Frontiers in Robotics and AI}, author={Tolksdorf, Nils Frederik and Viertel,
Franziska E. and Rohlfing, Katharina J.}, year={2021} }'
chicago: Tolksdorf, Nils Frederik, Franziska E. Viertel, and Katharina J. Rohlfing.
“Do Shy Preschoolers Interact Differently When Learning Language With a Social
Robot? An Analysis of Interactional Behavior and Word Learning.” Frontiers
in Robotics and AI, 2021. https://doi.org/10.3389/frobt.2021.676123.
ieee: 'N. F. Tolksdorf, F. E. Viertel, and K. J. Rohlfing, “Do Shy Preschoolers
Interact Differently When Learning Language With a Social Robot? An Analysis of
Interactional Behavior and Word Learning,” Frontiers in Robotics and AI,
2021, doi: 10.3389/frobt.2021.676123.'
mla: Tolksdorf, Nils Frederik, et al. “Do Shy Preschoolers Interact Differently
When Learning Language With a Social Robot? An Analysis of Interactional Behavior
and Word Learning.” Frontiers in Robotics and AI, 2021, doi:10.3389/frobt.2021.676123.
short: N.F. Tolksdorf, F.E. Viertel, K.J. Rohlfing, Frontiers in Robotics and AI
(2021).
date_created: 2021-09-23T11:02:31Z
date_updated: 2024-11-28T08:44:59Z
department:
- _id: '749'
doi: 10.3389/frobt.2021.676123
language:
- iso: eng
publication: Frontiers in Robotics and AI
publication_identifier:
issn:
- 2296-9144
publication_status: published
quality_controlled: '1'
status: public
title: Do Shy Preschoolers Interact Differently When Learning Language With a Social
Robot? An Analysis of Interactional Behavior and Word Learning
type: journal_article
user_id: '43289'
year: '2021'
...
---
_id: '20260'
author:
- first_name: Camilla E.
full_name: Crawshaw, Camilla E.
last_name: Crawshaw
- first_name: Friederike
full_name: Kern, Friederike
last_name: Kern
- first_name: 'Ulrich '
full_name: 'Mertens, Ulrich '
last_name: Mertens
- first_name: Katharina
full_name: Rohlfing, Katharina
id: '50352'
last_name: Rohlfing
citation:
ama: Crawshaw CE, Kern F, Mertens U, Rohlfing K. Children’s Narrative Elaboration
After Reading a Storybook Versus Viewing a Video. Frontiers in Psychology.
2020;11. doi:10.3389/fpsyg.2020.569891
apa: Crawshaw, C. E., Kern, F., Mertens, U., & Rohlfing, K. (2020). Children’s
Narrative Elaboration After Reading a Storybook Versus Viewing a Video. Frontiers
in Psychology, 11. https://doi.org/10.3389/fpsyg.2020.569891
bibtex: '@article{Crawshaw_Kern_Mertens_Rohlfing_2020, title={Children’s Narrative
Elaboration After Reading a Storybook Versus Viewing a Video}, volume={11}, DOI={10.3389/fpsyg.2020.569891},
journal={Frontiers in Psychology}, author={Crawshaw, Camilla E. and Kern, Friederike
and Mertens, Ulrich and Rohlfing, Katharina}, year={2020} }'
chicago: Crawshaw, Camilla E., Friederike Kern, Ulrich Mertens, and Katharina Rohlfing.
“Children’s Narrative Elaboration After Reading a Storybook Versus Viewing a Video.”
Frontiers in Psychology 11 (2020). https://doi.org/10.3389/fpsyg.2020.569891.
ieee: 'C. E. Crawshaw, F. Kern, U. Mertens, and K. Rohlfing, “Children’s Narrative
Elaboration After Reading a Storybook Versus Viewing a Video,” Frontiers in
Psychology, vol. 11, 2020, doi: 10.3389/fpsyg.2020.569891.'
mla: Crawshaw, Camilla E., et al. “Children’s Narrative Elaboration After Reading
a Storybook Versus Viewing a Video.” Frontiers in Psychology, vol. 11,
2020, doi:10.3389/fpsyg.2020.569891.
short: C.E. Crawshaw, F. Kern, U. Mertens, K. Rohlfing, Frontiers in Psychology
11 (2020).
date_created: 2020-11-02T14:19:55Z
date_updated: 2023-02-01T12:33:24Z
department:
- _id: '749'
doi: 10.3389/fpsyg.2020.569891
intvolume: ' 11'
language:
- iso: eng
publication: Frontiers in Psychology
status: public
title: Children’s Narrative Elaboration After Reading a Storybook Versus Viewing a
Video
type: journal_article
user_id: '14931'
volume: 11
year: '2020'
...
---
_id: '20210'
author:
- first_name: Katharina
full_name: Rohlfing, Katharina
id: '50352'
last_name: Rohlfing
- first_name: Angela
full_name: Grimminger, Angela
id: '57578'
last_name: Grimminger
- first_name: Britta
full_name: Wrede, Britta
last_name: Wrede
citation:
ama: 'Rohlfing K, Grimminger A, Wrede B. The role of caregivers in keeping a child-robot
interaction going. In: Rohlfing K, Müller-Brauers C, eds. International Perspectives
on Digital Media and Early Literacy: The Impact of Digital Devices on Learning,
Language Acquisition and Social Interaction. ; 2020.'
apa: 'Rohlfing, K., Grimminger, A., & Wrede, B. (2020). The role of caregivers
in keeping a child-robot interaction going. In K. Rohlfing & C. Müller-Brauers
(Eds.), International perspectives on digital media and early literacy: The
impact of digital devices on learning, language acquisition and social interaction.'
bibtex: '@inbook{Rohlfing_Grimminger_Wrede_2020, title={The role of caregivers in
keeping a child-robot interaction going.}, booktitle={International perspectives
on digital media and early literacy: The impact of digital devices on learning,
language acquisition and social interaction.}, author={Rohlfing, Katharina and
Grimminger, Angela and Wrede, Britta}, editor={Rohlfing, Katharina and Müller-Brauers,
Claudia}, year={2020} }'
chicago: 'Rohlfing, Katharina, Angela Grimminger, and Britta Wrede. “The Role of
Caregivers in Keeping a Child-Robot Interaction Going.” In International Perspectives
on Digital Media and Early Literacy: The Impact of Digital Devices on Learning,
Language Acquisition and Social Interaction., edited by Katharina Rohlfing
and Claudia Müller-Brauers, 2020.'
ieee: 'K. Rohlfing, A. Grimminger, and B. Wrede, “The role of caregivers in keeping
a child-robot interaction going.,” in International perspectives on digital
media and early literacy: The impact of digital devices on learning, language
acquisition and social interaction., K. Rohlfing and C. Müller-Brauers, Eds.
2020.'
mla: 'Rohlfing, Katharina, et al. “The Role of Caregivers in Keeping a Child-Robot
Interaction Going.” International Perspectives on Digital Media and Early Literacy:
The Impact of Digital Devices on Learning, Language Acquisition and Social Interaction.,
edited by Katharina Rohlfing and Claudia Müller-Brauers, 2020.'
short: 'K. Rohlfing, A. Grimminger, B. Wrede, in: K. Rohlfing, C. Müller-Brauers
(Eds.), International Perspectives on Digital Media and Early Literacy: The Impact
of Digital Devices on Learning, Language Acquisition and Social Interaction.,
2020.'
date_created: 2020-10-26T13:11:57Z
date_updated: 2023-02-01T12:06:53Z
department:
- _id: '749'
editor:
- first_name: Katharina
full_name: Rohlfing, Katharina
last_name: Rohlfing
- first_name: Claudia
full_name: Müller-Brauers, Claudia
last_name: Müller-Brauers
language:
- iso: eng
publication: 'International perspectives on digital media and early literacy: The
impact of digital devices on learning, language acquisition and social interaction.'
status: public
title: The role of caregivers in keeping a child-robot interaction going.
type: book_chapter
user_id: '14931'
year: '2020'
...
---
_id: '24458'
abstract:
- lang: eng
text: "In 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\r\nthe
methodology of the current studies within the area of cHRI, (ii) revalidate it
based on our comprehensive empirical\r\nexperience 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."
author:
- first_name: Nils F.
full_name: Tolksdorf, Nils F.
last_name: Tolksdorf
- first_name: Scarlet
full_name: Siebert, Scarlet
last_name: Siebert
- first_name: Isabel
full_name: Zorn, Isabel
last_name: Zorn
- first_name: Ilona
full_name: Horwath, Ilona
last_name: Horwath
- first_name: Katharina J.
full_name: Rohlfing, Katharina J.
id: '50352'
last_name: Rohlfing
citation:
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 2020:129-140.
doi:10.1007/s12369-020-00622-3'
apa: 'Tolksdorf, N. F., Siebert, S., Zorn, I., Horwath, I., & Rohlfing, K. J.
(2020). 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'
bibtex: '@article{Tolksdorf_Siebert_Zorn_Horwath_Rohlfing_2020, 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 F.
and Siebert, Scarlet and Zorn, Isabel and Horwath, Ilona and Rohlfing, Katharina
J.}, year={2020}, pages={129–140} }'
chicago: 'Tolksdorf, Nils F., 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, 2020, 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, 2020, doi: 10.1007/s12369-020-00622-3.'
mla: 'Tolksdorf, Nils F., et al. “Ethical Considerations of Applying Robots in Kindergarten
Settings: Towards an Approach from a Macroperspective.” International Journal
of Social Robotics, 2020, pp. 129–40, doi:10.1007/s12369-020-00622-3.'
short: N.F. Tolksdorf, S. Siebert, I. Zorn, I. Horwath, K.J. Rohlfing, International
Journal of Social Robotics (2020) 129–140.
date_created: 2021-09-14T20:55:57Z
date_updated: 2023-02-01T12:16:11Z
ddc:
- '300'
department:
- _id: '603'
- _id: '749'
doi: 10.1007/s12369-020-00622-3
file:
- access_level: closed
content_type: application/pdf
creator: innem
date_created: 2021-09-14T20:56:41Z
date_updated: 2021-09-14T20:56:41Z
file_id: '24459'
file_name: Tolksdorf_etal_2020.pdf
file_size: 489035
relation: main_file
success: 1
file_date_updated: 2021-09-14T20:56:41Z
has_accepted_license: '1'
keyword:
- Robot ethics · Kindergarten settings · Child–robot interaction · Early childhood
education
language:
- iso: eng
page: 129-140
publication: International Journal of Social Robotics
publication_identifier:
issn:
- 1875-4791
- 1875-4805
publication_status: published
quality_controlled: '1'
status: public
title: 'Ethical Considerations of Applying Robots in Kindergarten Settings: Towards
an Approach from a Macroperspective'
type: journal_article
user_id: '14931'
year: '2020'
...
---
_id: '20257'
author:
- first_name: Theresa
full_name: Kohlmeyer, Theresa
last_name: Kohlmeyer
- first_name: Oliver
full_name: Reis, Oliver
last_name: Reis
- first_name: Franziska
full_name: Viertel, Franziska
last_name: Viertel
- first_name: Katharina
full_name: Rohlfing, Katharina
id: '50352'
last_name: Rohlfing
citation:
ama: Kohlmeyer T, Reis O, Viertel F, Rohlfing K. Wie meinst du das? - Begriffserwerb
im Religionsunterricht . Theo Web. Published online 2020. doi:10.23770/tw0137
apa: Kohlmeyer, T., Reis, O., Viertel, F., & Rohlfing, K. (2020). Wie meinst
du das? - Begriffserwerb im Religionsunterricht . Theo Web. https://doi.org/10.23770/tw0137
bibtex: '@article{Kohlmeyer_Reis_Viertel_Rohlfing_2020, title={Wie meinst du das?
- Begriffserwerb im Religionsunterricht }, DOI={10.23770/tw0137},
journal={Theo Web}, author={Kohlmeyer, Theresa and Reis, Oliver and Viertel, Franziska
and Rohlfing, Katharina}, year={2020} }'
chicago: Kohlmeyer, Theresa, Oliver Reis, Franziska Viertel, and Katharina Rohlfing.
“Wie Meinst Du Das? - Begriffserwerb Im Religionsunterricht .” Theo Web,
2020. https://doi.org/10.23770/tw0137.
ieee: 'T. Kohlmeyer, O. Reis, F. Viertel, and K. Rohlfing, “Wie meinst du das? -
Begriffserwerb im Religionsunterricht ,” Theo Web, 2020, doi: 10.23770/tw0137.'
mla: Kohlmeyer, Theresa, et al. “Wie Meinst Du Das? - Begriffserwerb Im Religionsunterricht
.” Theo Web, 2020, doi:10.23770/tw0137.
short: T. Kohlmeyer, O. Reis, F. Viertel, K. Rohlfing, Theo Web (2020).
date_created: 2020-11-02T14:14:31Z
date_updated: 2023-02-01T12:33:00Z
department:
- _id: '749'
doi: 10.23770/tw0137
language:
- iso: eng
publication: Theo Web
status: public
title: 'Wie meinst du das? - Begriffserwerb im Religionsunterricht '
type: journal_article
user_id: '14931'
year: '2020'
...
---
_id: '20256'
citation:
ama: Rohlfing KJ, Müller-Brauers C, eds. International Perspectives on Digital
Media and Early Literacy.; 2020. doi:10.4324/9780429321399
apa: Rohlfing, K. J., & Müller-Brauers, C. (Eds.). (2020). International
Perspectives on Digital Media and Early Literacy. https://doi.org/10.4324/9780429321399
bibtex: '@book{Rohlfing_Müller-Brauers_2020, title={International Perspectives on
Digital Media and Early Literacy}, DOI={10.4324/9780429321399},
year={2020} }'
chicago: Rohlfing, Katharina J., and Claudia Müller-Brauers, eds. International
Perspectives on Digital Media and Early Literacy, 2020. https://doi.org/10.4324/9780429321399.
ieee: K. J. Rohlfing and C. Müller-Brauers, Eds., International Perspectives
on Digital Media and Early Literacy. 2020.
mla: Rohlfing, Katharina J., and Claudia Müller-Brauers, editors. International
Perspectives on Digital Media and Early Literacy. 2020, doi:10.4324/9780429321399.
short: K.J. Rohlfing, C. Müller-Brauers, eds., International Perspectives on Digital
Media and Early Literacy, 2020.
date_created: 2020-11-02T14:08:11Z
date_updated: 2023-02-01T12:32:40Z
department:
- _id: '749'
doi: 10.4324/9780429321399
editor:
- first_name: Katharina J.
full_name: Rohlfing, Katharina J.
id: '50352'
last_name: Rohlfing
- first_name: Claudia
full_name: Müller-Brauers, Claudia
last_name: Müller-Brauers
language:
- iso: eng
publication_identifier:
isbn:
- '9780429321399'
publication_status: published
status: public
title: International Perspectives on Digital Media and Early Literacy
type: book_editor
user_id: '14931'
year: '2020'
...
---
_id: '20198'
author:
- first_name: Carina
full_name: Lüke, Carina
last_name: Lüke
- first_name: Ute
full_name: Ritterfeld, Ute
last_name: Ritterfeld
- first_name: Angela
full_name: Grimminger, Angela
id: '57578'
last_name: Grimminger
- first_name: Katharina
full_name: Rohlfing, Katharina
id: '50352'
last_name: Rohlfing
- first_name: Ulf
full_name: Liszkowski, Ulf
last_name: Liszkowski
citation:
ama: 'Lüke C, Ritterfeld U, Grimminger A, Rohlfing K, Liszkowski U. Integrated Communication
System: Gesture and language acquisition in typically developing children and
children with LD and DLD. Frontiers in Psychology 11. Published online
2020. doi:10.3389/fpsyg.2020.00118'
apa: 'Lüke, C., Ritterfeld, U., Grimminger, A., Rohlfing, K., & Liszkowski,
U. (2020). Integrated Communication System: Gesture and language acquisition in
typically developing children and children with LD and DLD. Frontiers in Psychology
11. https://doi.org/10.3389/fpsyg.2020.00118'
bibtex: '@article{Lüke_Ritterfeld_Grimminger_Rohlfing_Liszkowski_2020, title={Integrated
Communication System: Gesture and language acquisition in typically developing
children and children with LD and DLD}, DOI={10.3389/fpsyg.2020.00118},
journal={Frontiers in Psychology 11}, author={Lüke, Carina and Ritterfeld, Ute
and Grimminger, Angela and Rohlfing, Katharina and Liszkowski, Ulf}, year={2020}
}'
chicago: 'Lüke, Carina, Ute Ritterfeld, Angela Grimminger, Katharina Rohlfing, and
Ulf Liszkowski. “Integrated Communication System: Gesture and Language Acquisition
in Typically Developing Children and Children with LD and DLD.” Frontiers in
Psychology 11, 2020. https://doi.org/10.3389/fpsyg.2020.00118.'
ieee: 'C. Lüke, U. Ritterfeld, A. Grimminger, K. Rohlfing, and U. Liszkowski, “Integrated
Communication System: Gesture and language acquisition in typically developing
children and children with LD and DLD,” Frontiers in Psychology 11, 2020,
doi: 10.3389/fpsyg.2020.00118.'
mla: 'Lüke, Carina, et al. “Integrated Communication System: Gesture and Language
Acquisition in Typically Developing Children and Children with LD and DLD.” Frontiers
in Psychology 11, 2020, doi:10.3389/fpsyg.2020.00118.'
short: C. Lüke, U. Ritterfeld, A. Grimminger, K. Rohlfing, U. Liszkowski, Frontiers
in Psychology 11 (2020).
date_created: 2020-10-26T12:03:49Z
date_updated: 2023-02-01T12:46:05Z
department:
- _id: '749'
doi: 10.3389/fpsyg.2020.00118
language:
- iso: eng
publication: Frontiers in Psychology 11
status: public
title: 'Integrated Communication System: Gesture and language acquisition in typically
developing children and children with LD and DLD'
type: journal_article
user_id: '14931'
year: '2020'
...
---
_id: '24904'
author:
- first_name: Nils Frederik
full_name: Tolksdorf, Nils Frederik
id: '43289'
last_name: Tolksdorf
orcid: 0000-0001-6093-1219
- first_name: Katharina J.
full_name: Rohlfing, Katharina J.
id: '50352'
last_name: Rohlfing
citation:
ama: 'Tolksdorf NF, Rohlfing KJ. Parents’ Views on Using Social Robots for Language
Learning. In: 2020 29th IEEE International Conference on Robot and Human Interactive
Communication (RO-MAN). ; 2020. doi:10.1109/ro-man47096.2020.9223540'
apa: Tolksdorf, N. F., & Rohlfing, K. J. (2020). Parents’ Views on Using Social
Robots for Language Learning. 2020 29th IEEE International Conference on Robot
and Human Interactive Communication (RO-MAN). https://doi.org/10.1109/ro-man47096.2020.9223540
bibtex: '@inproceedings{Tolksdorf_Rohlfing_2020, title={Parents’ Views on Using
Social Robots for Language Learning}, DOI={10.1109/ro-man47096.2020.9223540},
booktitle={2020 29th IEEE International Conference on Robot and Human Interactive
Communication (RO-MAN)}, author={Tolksdorf, Nils Frederik and Rohlfing, Katharina
J.}, year={2020} }'
chicago: Tolksdorf, Nils Frederik, and Katharina J. Rohlfing. “Parents’ Views on
Using Social Robots for Language Learning.” In 2020 29th IEEE International
Conference on Robot and Human Interactive Communication (RO-MAN), 2020. https://doi.org/10.1109/ro-man47096.2020.9223540.
ieee: 'N. F. Tolksdorf and K. J. Rohlfing, “Parents’ Views on Using Social Robots
for Language Learning,” 2020, doi: 10.1109/ro-man47096.2020.9223540.'
mla: Tolksdorf, Nils Frederik, and Katharina J. Rohlfing. “Parents’ Views on Using
Social Robots for Language Learning.” 2020 29th IEEE International Conference
on Robot and Human Interactive Communication (RO-MAN), 2020, doi:10.1109/ro-man47096.2020.9223540.
short: 'N.F. Tolksdorf, K.J. Rohlfing, in: 2020 29th IEEE International Conference
on Robot and Human Interactive Communication (RO-MAN), 2020.'
date_created: 2021-09-23T11:04:23Z
date_updated: 2024-11-28T08:41:40Z
department:
- _id: '749'
doi: 10.1109/ro-man47096.2020.9223540
language:
- iso: eng
publication: 2020 29th IEEE International Conference on Robot and Human Interactive
Communication (RO-MAN)
publication_status: published
quality_controlled: '1'
status: public
title: Parents’ Views on Using Social Robots for Language Learning
type: conference
user_id: '43289'
year: '2020'
...
---
_id: '24903'
author:
- first_name: Nils Frederik
full_name: Tolksdorf, Nils Frederik
id: '43289'
last_name: Tolksdorf
orcid: 0000-0001-6093-1219
- first_name: Fanziska
full_name: Viertel, Fanziska
last_name: Viertel
- first_name: Katharina J.
full_name: Rohlfing, Katharina J.
id: '50352'
last_name: Rohlfing
citation:
ama: 'Tolksdorf NF, Viertel F, Rohlfing KJ. Do Shy Children Behave Differently than
Non-shy Children in a Long-term Child-robot Interaction? In: Companion of the
2020 ACM/IEEE International Conference on Human-Robot Interaction. ; 2020.
doi:10.1145/3371382.3378367'
apa: Tolksdorf, N. F., Viertel, F., & Rohlfing, K. J. (2020). Do Shy Children
Behave Differently than Non-shy Children in a Long-term Child-robot Interaction?
Companion of the 2020 ACM/IEEE International Conference on Human-Robot Interaction.
https://doi.org/10.1145/3371382.3378367
bibtex: '@inproceedings{Tolksdorf_Viertel_Rohlfing_2020, title={Do Shy Children
Behave Differently than Non-shy Children in a Long-term Child-robot Interaction?},
DOI={10.1145/3371382.3378367},
booktitle={Companion of the 2020 ACM/IEEE International Conference on Human-Robot
Interaction}, author={Tolksdorf, Nils Frederik and Viertel, Fanziska and Rohlfing,
Katharina J.}, year={2020} }'
chicago: Tolksdorf, Nils Frederik, Fanziska Viertel, and Katharina J. Rohlfing.
“Do Shy Children Behave Differently than Non-Shy Children in a Long-Term Child-Robot
Interaction?” In Companion of the 2020 ACM/IEEE International Conference on
Human-Robot Interaction, 2020. https://doi.org/10.1145/3371382.3378367.
ieee: 'N. F. Tolksdorf, F. Viertel, and K. J. Rohlfing, “Do Shy Children Behave
Differently than Non-shy Children in a Long-term Child-robot Interaction?,” 2020,
doi: 10.1145/3371382.3378367.'
mla: Tolksdorf, Nils Frederik, et al. “Do Shy Children Behave Differently than Non-Shy
Children in a Long-Term Child-Robot Interaction?” Companion of the 2020 ACM/IEEE
International Conference on Human-Robot Interaction, 2020, doi:10.1145/3371382.3378367.
short: 'N.F. Tolksdorf, F. Viertel, K.J. Rohlfing, in: Companion of the 2020 ACM/IEEE
International Conference on Human-Robot Interaction, 2020.'
date_created: 2021-09-23T11:04:12Z
date_updated: 2024-11-28T08:42:32Z
department:
- _id: '749'
doi: 10.1145/3371382.3378367
language:
- iso: eng
publication: Companion of the 2020 ACM/IEEE International Conference on Human-Robot
Interaction
publication_status: published
quality_controlled: '1'
status: public
title: Do Shy Children Behave Differently than Non-shy Children in a Long-term Child-robot
Interaction?
type: conference
user_id: '43289'
year: '2020'
...
---
_id: '20241'
author:
- first_name: Nils Frederik
full_name: Tolksdorf, Nils Frederik
id: '43289'
last_name: Tolksdorf
orcid: 0000-0001-6093-1219
- first_name: Scarlet
full_name: Siebert, Scarlet
last_name: Siebert
- first_name: Isabel
full_name: Zorn, Isabel
last_name: Zorn
- first_name: Ilona
full_name: Horwarth, Ilona
last_name: Horwarth
- first_name: Katharina
full_name: Rohlfing, Katharina
id: '50352'
last_name: Rohlfing
citation:
ama: 'Tolksdorf NF, Siebert S, Zorn I, Horwarth I, Rohlfing K. Ethical considerations
of applying robots in kindergarten settings: Towards an approach from a macroperspective.
International Journal of Social Robotics. Published online 2020. doi:10.1007/s12369-020-00622-3'
apa: 'Tolksdorf, N. F., Siebert, S., Zorn, I., Horwarth, I., & Rohlfing, K.
(2020). Ethical considerations of applying robots in kindergarten settings: Towards
an approach from a macroperspective. International Journal of Social Robotics.
https://doi.org/10.1007/s12369-020-00622-3'
bibtex: '@article{Tolksdorf_Siebert_Zorn_Horwarth_Rohlfing_2020, 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 Horwarth, Ilona and Rohlfing, Katharina},
year={2020} }'
chicago: 'Tolksdorf, Nils Frederik, Scarlet Siebert, Isabel Zorn, Ilona Horwarth,
and Katharina Rohlfing. “Ethical Considerations of Applying Robots in Kindergarten
Settings: Towards an Approach from a Macroperspective.” International Journal
of Social Robotics, 2020. https://doi.org/10.1007/s12369-020-00622-3.'
ieee: 'N. F. Tolksdorf, S. Siebert, I. Zorn, I. Horwarth, and K. Rohlfing, “Ethical
considerations of applying robots in kindergarten settings: Towards an approach
from a macroperspective.,” International Journal of Social Robotics, 2020,
doi: 10.1007/s12369-020-00622-3.'
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, 2020, doi:10.1007/s12369-020-00622-3.'
short: N.F. Tolksdorf, S. Siebert, I. Zorn, I. Horwarth, K. Rohlfing, International
Journal of Social Robotics (2020).
date_created: 2020-11-02T10:07:28Z
date_updated: 2024-11-28T08:45:53Z
department:
- _id: '749'
doi: 10.1007/s12369-020-00622-3
language:
- iso: eng
publication: International Journal of Social Robotics
quality_controlled: '1'
status: public
title: 'Ethical considerations of applying robots in kindergarten settings: Towards
an approach from a macroperspective.'
type: journal_article
user_id: '43289'
year: '2020'
...
---
_id: '28982'
author:
- first_name: Eugenia
full_name: Wildt, Eugenia
last_name: Wildt
- first_name: Katharina
full_name: Rohlfing, Katharina
id: '50352'
last_name: Rohlfing
- first_name: Ingrid
full_name: Scharlau, Ingrid
id: '451'
last_name: Scharlau
orcid: 0000-0003-2364-9489
citation:
ama: Wildt E, Rohlfing K, Scharlau I. The Role of Saliency in Learning First Words.
Frontiers in Psychology. Published online 2019. doi:10.3389/fpsyg.2019.01150
apa: Wildt, E., Rohlfing, K., & Scharlau, I. (2019). The Role of Saliency in
Learning First Words. Frontiers in Psychology. https://doi.org/10.3389/fpsyg.2019.01150
bibtex: '@article{Wildt_Rohlfing_Scharlau_2019, title={The Role of Saliency in Learning
First Words}, DOI={10.3389/fpsyg.2019.01150},
journal={Frontiers in Psychology}, author={Wildt, Eugenia and Rohlfing, Katharina
and Scharlau, Ingrid}, year={2019} }'
chicago: Wildt, Eugenia, Katharina Rohlfing, and Ingrid Scharlau. “The Role of Saliency
in Learning First Words.” Frontiers in Psychology, 2019. https://doi.org/10.3389/fpsyg.2019.01150.
ieee: 'E. Wildt, K. Rohlfing, and I. Scharlau, “The Role of Saliency in Learning
First Words,” Frontiers in Psychology, 2019, doi: 10.3389/fpsyg.2019.01150.'
mla: Wildt, Eugenia, et al. “The Role of Saliency in Learning First Words.” Frontiers
in Psychology, 2019, doi:10.3389/fpsyg.2019.01150.
short: E. Wildt, K. Rohlfing, I. Scharlau, Frontiers in Psychology (2019).
date_created: 2021-12-15T14:07:36Z
date_updated: 2023-02-01T12:13:38Z
department:
- _id: '424'
- _id: '749'
doi: 10.3389/fpsyg.2019.01150
language:
- iso: eng
main_file_link:
- open_access: '1'
url: https://www.frontiersin.org/articles/10.3389/fpsyg.2019.01150/full
oa: '1'
publication: Frontiers in Psychology
publication_identifier:
issn:
- 1664-1078
publication_status: published
status: public
title: The Role of Saliency in Learning First Words
type: journal_article
user_id: '14931'
year: '2019'
...
---
_id: '18458'
citation:
ama: Tophinke D, Topalovic E, Rohlfing K, eds. Sprachstrukturelle Modelle. Konvergenzen
theoretischer und empirischer Forschung. Vol 4/2019. V&R unipress (Mitteilungen
des Deutschen Germanistenverbandes 4/2019); 2019.
apa: Tophinke, D., Topalovic, E., & Rohlfing, K. (Eds.). (2019). Sprachstrukturelle
Modelle. Konvergenzen theoretischer und empirischer Forschung (Vol. 4/2019).
V&R unipress (Mitteilungen des Deutschen Germanistenverbandes 4/2019).
bibtex: '@book{Tophinke_Topalovic_Rohlfing_2019, place={Göttingen}, series={Mitteilungen
des Deutschen Germanistenverbandes}, title={Sprachstrukturelle Modelle. Konvergenzen
theoretischer und empirischer Forschung}, volume={4/2019}, publisher={V&R
unipress (Mitteilungen des Deutschen Germanistenverbandes 4/2019)}, year={2019},
collection={Mitteilungen des Deutschen Germanistenverbandes} }'
chicago: 'Tophinke, Doris, Elvira Topalovic, and Katharina Rohlfing, eds. Sprachstrukturelle
Modelle. Konvergenzen theoretischer und empirischer Forschung. Vol. 4/2019.
Mitteilungen des Deutschen Germanistenverbandes. Göttingen: V&R unipress (Mitteilungen
des Deutschen Germanistenverbandes 4/2019), 2019.'
ieee: 'D. Tophinke, E. Topalovic, and K. Rohlfing, Eds., Sprachstrukturelle Modelle.
Konvergenzen theoretischer und empirischer Forschung, vol. 4/2019. Göttingen:
V&R unipress (Mitteilungen des Deutschen Germanistenverbandes 4/2019), 2019.'
mla: Tophinke, Doris, et al., editors. Sprachstrukturelle Modelle. Konvergenzen
theoretischer und empirischer Forschung. V&R unipress (Mitteilungen des
Deutschen Germanistenverbandes 4/2019), 2019.
short: D. Tophinke, E. Topalovic, K. Rohlfing, eds., Sprachstrukturelle Modelle.
Konvergenzen theoretischer und empirischer Forschung, V&R unipress (Mitteilungen
des Deutschen Germanistenverbandes 4/2019), Göttingen, 2019.
date_created: 2020-08-27T12:35:23Z
date_updated: 2023-02-01T12:10:44Z
department:
- _id: '5'
- _id: '115'
- _id: '749'
editor:
- first_name: Doris
full_name: Tophinke, Doris
id: '16277'
last_name: Tophinke
- first_name: Elvira
full_name: Topalovic, Elvira
id: '23088'
last_name: Topalovic
- first_name: Katharina
full_name: Rohlfing, Katharina
id: '50352'
last_name: Rohlfing
language:
- iso: ger
place: Göttingen
publisher: V&R unipress (Mitteilungen des Deutschen Germanistenverbandes 4/2019)
series_title: Mitteilungen des Deutschen Germanistenverbandes
status: public
title: Sprachstrukturelle Modelle. Konvergenzen theoretischer und empirischer Forschung
type: book_editor
user_id: '14931'
volume: 4/2019
year: '2019'
...
---
_id: '40973'
author:
- first_name: Doris
full_name: Tophinke, Doris
id: '16277'
last_name: Tophinke
- first_name: Elvira
full_name: Topalovic, Elvira
id: '23088'
last_name: Topalovic
- first_name: Katharina J.
full_name: Rohlfing, Katharina J.
id: '50352'
last_name: Rohlfing
citation:
ama: Tophinke D, Topalovic E, Rohlfing KJ. Sprachstrukturelle Modelle. Linguistische,
spracherwerbsorientierte und didaktische Zugänge. Mitteilungen des Deutschen
Germanistenverbandes. 2019;66(4):313-319. doi:10.14220/mdge.2019.66.4.313
apa: Tophinke, D., Topalovic, E., & Rohlfing, K. J. (2019). Sprachstrukturelle
Modelle. Linguistische, spracherwerbsorientierte und didaktische Zugänge. Mitteilungen
des Deutschen Germanistenverbandes, 66(4), 313–319. https://doi.org/10.14220/mdge.2019.66.4.313
bibtex: '@article{Tophinke_Topalovic_Rohlfing_2019, title={Sprachstrukturelle Modelle.
Linguistische, spracherwerbsorientierte und didaktische Zugänge}, volume={66},
DOI={10.14220/mdge.2019.66.4.313},
number={4}, journal={Mitteilungen des Deutschen Germanistenverbandes}, publisher={Brill
Deutschland GmbH}, author={Tophinke, Doris and Topalovic, Elvira and Rohlfing,
Katharina J.}, year={2019}, pages={313–319} }'
chicago: 'Tophinke, Doris, Elvira Topalovic, and Katharina J. Rohlfing. “Sprachstrukturelle
Modelle. Linguistische, spracherwerbsorientierte und didaktische Zugänge.” Mitteilungen
des Deutschen Germanistenverbandes 66, no. 4 (2019): 313–19. https://doi.org/10.14220/mdge.2019.66.4.313.'
ieee: 'D. Tophinke, E. Topalovic, and K. J. Rohlfing, “Sprachstrukturelle Modelle.
Linguistische, spracherwerbsorientierte und didaktische Zugänge,” Mitteilungen
des Deutschen Germanistenverbandes, vol. 66, no. 4, pp. 313–319, 2019, doi:
10.14220/mdge.2019.66.4.313.'
mla: Tophinke, Doris, et al. “Sprachstrukturelle Modelle. Linguistische, spracherwerbsorientierte
und didaktische Zugänge.” Mitteilungen des Deutschen Germanistenverbandes,
vol. 66, no. 4, Brill Deutschland GmbH, 2019, pp. 313–19, doi:10.14220/mdge.2019.66.4.313.
short: D. Tophinke, E. Topalovic, K.J. Rohlfing, Mitteilungen des Deutschen Germanistenverbandes
66 (2019) 313–319.
date_created: 2023-01-30T13:38:37Z
date_updated: 2023-02-01T12:22:49Z
department:
- _id: '749'
doi: 10.14220/mdge.2019.66.4.313
intvolume: ' 66'
issue: '4'
keyword:
- General Earth and Planetary Sciences
- General Environmental Science
language:
- iso: ger
page: 313-319
publication: Mitteilungen des Deutschen Germanistenverbandes
publication_identifier:
issn:
- 0418-9426
- 2196-8756
publication_status: published
publisher: Brill Deutschland GmbH
status: public
title: Sprachstrukturelle Modelle. Linguistische, spracherwerbsorientierte und didaktische
Zugänge
type: journal_article
user_id: '14931'
volume: 66
year: '2019'
...
---
_id: '24916'
author:
- first_name: Nils Frederik
full_name: Tolksdorf, Nils Frederik
id: '43289'
last_name: Tolksdorf
orcid: 0000-0001-6093-1219
- first_name: Hönemann
full_name: Dirk, Hönemann
last_name: Dirk
- first_name: Katharina J.
full_name: Rohlfing, Katharina J.
id: '50352'
last_name: Rohlfing
- first_name: Franziska E.
full_name: Viertel, Franziska E.
last_name: Viertel
citation:
ama: 'Tolksdorf NF, Dirk H, Rohlfing KJ, Viertel FE. Do shy children behave differently
than non-shy children in a child-robot interaction? An analysis of positive and
negative expressions of shyness in kindergarten children. In: ; 2019.'
apa: Tolksdorf, N. F., Dirk, H., Rohlfing, K. J., & Viertel, F. E. (2019). Do
shy children behave differently than non-shy children in a child-robot interaction?
An analysis of positive and negative expressions of shyness in kindergarten children.
Atypical Interaction Conference, Helsinki, Finland.
bibtex: '@inproceedings{Tolksdorf_Dirk_Rohlfing_Viertel_2019, title={Do shy children
behave differently than non-shy children in a child-robot interaction? An analysis
of positive and negative expressions of shyness in kindergarten children}, author={Tolksdorf,
Nils Frederik and Dirk, Hönemann and Rohlfing, Katharina J. and Viertel, Franziska
E.}, year={2019} }'
chicago: Tolksdorf, Nils Frederik, Hönemann Dirk, Katharina J. Rohlfing, and Franziska
E. Viertel. “Do Shy Children Behave Differently than Non-Shy Children in a Child-Robot
Interaction? An Analysis of Positive and Negative Expressions of Shyness in Kindergarten
Children,” 2019.
ieee: N. F. Tolksdorf, H. Dirk, K. J. Rohlfing, and F. E. Viertel, “Do shy children
behave differently than non-shy children in a child-robot interaction? An analysis
of positive and negative expressions of shyness in kindergarten children,” presented
at the Atypical Interaction Conference, Helsinki, Finland, 2019.
mla: Tolksdorf, Nils Frederik, et al. Do Shy Children Behave Differently than
Non-Shy Children in a Child-Robot Interaction? An Analysis of Positive and Negative
Expressions of Shyness in Kindergarten Children. 2019.
short: 'N.F. Tolksdorf, H. Dirk, K.J. Rohlfing, F.E. Viertel, in: 2019.'
conference:
location: Helsinki, Finland
name: Atypical Interaction Conference
date_created: 2021-09-23T11:24:15Z
date_updated: 2023-02-01T12:27:17Z
department:
- _id: '749'
language:
- iso: eng
status: public
title: Do shy children behave differently than non-shy children in a child-robot interaction?
An analysis of positive and negative expressions of shyness in kindergarten children
type: conference_abstract
user_id: '14931'
year: '2019'
...
---
_id: '24913'
author:
- first_name: Nils Frederik
full_name: Tolksdorf, Nils Frederik
id: '43289'
last_name: Tolksdorf
orcid: 0000-0001-6093-1219
- first_name: Ulrich J.
full_name: Mertens, Ulrich J.
last_name: Mertens
- first_name: Katharina J.
full_name: Rohlfing, Katharina J.
id: '50352'
last_name: Rohlfing
citation:
ama: 'Tolksdorf NF, Mertens UJ, Rohlfing KJ. When learning words with robots, children’s
answers are multimodal: a challenge for a dialogue design. In: ; 2019.'
apa: 'Tolksdorf, N. F., Mertens, U. J., & Rohlfing, K. J. (2019). When learning
words with robots, children’s answers are multimodal: a challenge for a dialogue
design. International Conference on Human-Computer Interaction (HCI), Orlando,
USA.'
bibtex: '@inproceedings{Tolksdorf_Mertens_Rohlfing_2019, title={When learning words
with robots, children’s answers are multimodal: a challenge for a dialogue design},
author={Tolksdorf, Nils Frederik and Mertens, Ulrich J. and Rohlfing, Katharina
J.}, year={2019} }'
chicago: 'Tolksdorf, Nils Frederik, Ulrich J. Mertens, and Katharina J. Rohlfing.
“When Learning Words with Robots, Children’s Answers Are Multimodal: A Challenge
for a Dialogue Design,” 2019.'
ieee: 'N. F. Tolksdorf, U. J. Mertens, and K. J. Rohlfing, “When learning words
with robots, children’s answers are multimodal: a challenge for a dialogue design,”
presented at the International Conference on Human-Computer Interaction (HCI),
Orlando, USA, 2019.'
mla: 'Tolksdorf, Nils Frederik, et al. When Learning Words with Robots, Children’s
Answers Are Multimodal: A Challenge for a Dialogue Design. 2019.'
short: 'N.F. Tolksdorf, U.J. Mertens, K.J. Rohlfing, in: 2019.'
conference:
location: Orlando, USA
name: International Conference on Human-Computer Interaction (HCI)
date_created: 2021-09-23T11:19:30Z
date_updated: 2023-02-01T12:26:51Z
department:
- _id: '749'
language:
- iso: eng
status: public
title: 'When learning words with robots, children’s answers are multimodal: a challenge
for a dialogue design'
type: conference_abstract
user_id: '14931'
year: '2019'
...
---
_id: '20203'
author:
- first_name: Angela
full_name: Grimminger, Angela
id: '57578'
last_name: Grimminger
- first_name: Katharina
full_name: Rohlfing, Katharina
id: '50352'
last_name: Rohlfing
citation:
ama: Grimminger A, Rohlfing K. Multimodale Kommunikation in frühen Buchlesesituationen
und ihr Zusammenhang mit dem späteren Wortschatz. . Sprache · Stimme · Gehör.
2019;43(2):93-99. doi:10.1055/a-0851-9063
apa: Grimminger, A., & Rohlfing, K. (2019). Multimodale Kommunikation in frühen
Buchlesesituationen und ihr Zusammenhang mit dem späteren Wortschatz. . Sprache
· Stimme · Gehör, 43(2), 93–99. https://doi.org/10.1055/a-0851-9063
bibtex: '@article{Grimminger_Rohlfing_2019, title={Multimodale Kommunikation in
frühen Buchlesesituationen und ihr Zusammenhang mit dem späteren Wortschatz. },
volume={43}, DOI={10.1055/a-0851-9063},
number={2}, journal={Sprache · Stimme · Gehör}, author={Grimminger, Angela and
Rohlfing, Katharina}, year={2019}, pages={93–99} }'
chicago: 'Grimminger, Angela, and Katharina Rohlfing. “Multimodale Kommunikation
in Frühen Buchlesesituationen Und Ihr Zusammenhang Mit Dem Späteren Wortschatz.
.” Sprache · Stimme · Gehör 43, no. 2 (2019): 93–99. https://doi.org/10.1055/a-0851-9063.'
ieee: 'A. Grimminger and K. Rohlfing, “Multimodale Kommunikation in frühen Buchlesesituationen
und ihr Zusammenhang mit dem späteren Wortschatz. ,” Sprache · Stimme · Gehör,
vol. 43, no. 2, pp. 93–99, 2019, doi: 10.1055/a-0851-9063.'
mla: Grimminger, Angela, and Katharina Rohlfing. “Multimodale Kommunikation in Frühen
Buchlesesituationen Und Ihr Zusammenhang Mit Dem Späteren Wortschatz. .” Sprache
· Stimme · Gehör, vol. 43, no. 2, 2019, pp. 93–99, doi:10.1055/a-0851-9063.
short: A. Grimminger, K. Rohlfing, Sprache · Stimme · Gehör 43 (2019) 93–99.
date_created: 2020-10-26T12:49:22Z
date_updated: 2023-02-01T12:42:36Z
department:
- _id: '749'
doi: 10.1055/a-0851-9063
intvolume: ' 43'
issue: '2'
language:
- iso: eng
page: 93-99
publication: Sprache · Stimme · Gehör
status: public
title: 'Multimodale Kommunikation in frühen Buchlesesituationen und ihr Zusammenhang
mit dem späteren Wortschatz. '
type: journal_article
user_id: '14931'
volume: 43
year: '2019'
...
---
_id: '20202'
author:
- first_name: Katharina
full_name: Rohlfing, Katharina
id: '50352'
last_name: Rohlfing
- first_name: Angela
full_name: Grimminger, Angela
id: '57578'
last_name: Grimminger
citation:
ama: Rohlfing K, Grimminger A. Utilizing Pragmatic Frames as an analytical tool
for children’s performance during word learning. . Proceedings of the 9th Joint
IEEE International Conference on Development and Learning and on Epigenetic Robotics
. Published online 2019.
apa: Rohlfing, K., & Grimminger, A. (2019). Utilizing Pragmatic Frames as an
analytical tool for children’s performance during word learning. . Proceedings
of the 9th Joint IEEE International Conference on Development and Learning and
on Epigenetic Robotics .
bibtex: '@article{Rohlfing_Grimminger_2019, title={Utilizing Pragmatic Frames as
an analytical tool for children’s performance during word learning. }, journal={Proceedings
of the 9th Joint IEEE International Conference on Development and Learning and
on Epigenetic Robotics }, author={Rohlfing, Katharina and Grimminger, Angela},
year={2019} }'
chicago: Rohlfing, Katharina, and Angela Grimminger. “Utilizing Pragmatic Frames
as an Analytical Tool for Children’s Performance during Word Learning. .” Proceedings
of the 9th Joint IEEE International Conference on Development and Learning and
on Epigenetic Robotics , 2019.
ieee: K. Rohlfing and A. Grimminger, “Utilizing Pragmatic Frames as an analytical
tool for children’s performance during word learning. ,” Proceedings of the
9th Joint IEEE International Conference on Development and Learning and on Epigenetic
Robotics , 2019.
mla: Rohlfing, Katharina, and Angela Grimminger. “Utilizing Pragmatic Frames as
an Analytical Tool for Children’s Performance during Word Learning. .” Proceedings
of the 9th Joint IEEE International Conference on Development and Learning and
on Epigenetic Robotics , 2019.
short: K. Rohlfing, A. Grimminger, Proceedings of the 9th Joint IEEE International
Conference on Development and Learning and on Epigenetic Robotics (2019).
date_created: 2020-10-26T12:47:03Z
date_updated: 2023-02-01T12:42:21Z
department:
- _id: '749'
language:
- iso: eng
publication: 'Proceedings of the 9th Joint IEEE International Conference on Development
and Learning and on Epigenetic Robotics '
status: public
title: 'Utilizing Pragmatic Frames as an analytical tool for children’s performance
during word learning. '
type: journal_article
user_id: '14931'
year: '2019'
...
---
_id: '20224'
author:
- first_name: Katharina
full_name: Rohlfing, Katharina
id: '50352'
last_name: Rohlfing
- first_name: Kerstin
full_name: Nachtigäller, Kerstin
last_name: Nachtigäller
- first_name: Anna
full_name: Berner, Anna
last_name: Berner
- first_name: Anouschka
full_name: Foltz, Anouschka
last_name: Foltz
citation:
ama: 'Rohlfing K, Nachtigäller K, Berner A, Foltz A. Does emotional narrative context
influence retention of newly learned words? . In: Narrative, Literacy and Other
Skills. Studies in Intervention. ; 2019:91-107.'
apa: Rohlfing, K., Nachtigäller, K., Berner, A., & Foltz, A. (2019). Does emotional
narrative context influence retention of newly learned words? . In Narrative,
Literacy and Other Skills. Studies in intervention. (pp. 91–107).
bibtex: '@inbook{Rohlfing_Nachtigäller_Berner_Foltz_2019, title={Does emotional
narrative context influence retention of newly learned words? }, booktitle={Narrative,
Literacy and Other Skills. Studies in intervention.}, author={Rohlfing, Katharina
and Nachtigäller, Kerstin and Berner, Anna and Foltz, Anouschka}, year={2019},
pages={91–107} }'
chicago: Rohlfing, Katharina, Kerstin Nachtigäller, Anna Berner, and Anouschka Foltz.
“Does Emotional Narrative Context Influence Retention of Newly Learned Words?
.” In Narrative, Literacy and Other Skills. Studies in Intervention., 91–107,
2019.
ieee: K. Rohlfing, K. Nachtigäller, A. Berner, and A. Foltz, “Does emotional narrative
context influence retention of newly learned words? ,” in Narrative, Literacy
and Other Skills. Studies in intervention., 2019, pp. 91–107.
mla: Rohlfing, Katharina, et al. “Does Emotional Narrative Context Influence Retention
of Newly Learned Words? .” Narrative, Literacy and Other Skills. Studies in
Intervention., 2019, pp. 91–107.
short: 'K. Rohlfing, K. Nachtigäller, A. Berner, A. Foltz, in: Narrative, Literacy
and Other Skills. Studies in Intervention., 2019, pp. 91–107.'
date_created: 2020-10-29T14:19:35Z
date_updated: 2023-02-01T12:43:35Z
department:
- _id: '749'
language:
- iso: eng
page: 91-107
publication: Narrative, Literacy and Other Skills. Studies in intervention.
status: public
title: 'Does emotional narrative context influence retention of newly learned words? '
type: book_chapter
user_id: '14931'
year: '2019'
...
---
_id: '20219'
author:
- first_name: Katharina
full_name: Rohlfing, Katharina
id: '50352'
last_name: Rohlfing
citation:
ama: 'Rohlfing K. Language learning from the use of gestures. . In: International
Handbook of Language Acquisition. ; 2019:213-233.'
apa: Rohlfing, K. (2019). Language learning from the use of gestures. . In International
Handbook of Language Acquisition (pp. 213–233).
bibtex: '@inbook{Rohlfing_2019, title={Language learning from the use of gestures.
}, booktitle={International Handbook of Language Acquisition}, author={Rohlfing,
Katharina}, year={2019}, pages={213–233} }'
chicago: Rohlfing, Katharina. “Language Learning from the Use of Gestures. .” In
International Handbook of Language Acquisition, 213–33, 2019.
ieee: K. Rohlfing, “Language learning from the use of gestures. ,” in International
Handbook of Language Acquisition, 2019, pp. 213–233.
mla: Rohlfing, Katharina. “Language Learning from the Use of Gestures. .” International
Handbook of Language Acquisition, 2019, pp. 213–33.
short: 'K. Rohlfing, in: International Handbook of Language Acquisition, 2019, pp.
213–233.'
date_created: 2020-10-28T13:44:15Z
date_updated: 2023-02-01T12:43:16Z
department:
- _id: '749'
language:
- iso: eng
page: 213-233
publication: International Handbook of Language Acquisition
status: public
title: 'Language learning from the use of gestures. '
type: book_chapter
user_id: '14931'
year: '2019'
...