@article{40973, author = {{Tophinke, Doris and Topalovic, Elvira and Rohlfing, Katharina J.}}, issn = {{0418-9426}}, journal = {{Mitteilungen des Deutschen Germanistenverbandes}}, keywords = {{General Earth and Planetary Sciences, General Environmental Science}}, number = {{4}}, pages = {{313--319}}, publisher = {{Brill Deutschland GmbH}}, title = {{{Sprachstrukturelle Modelle. Linguistische, spracherwerbsorientierte und didaktische Zugänge}}}, doi = {{10.14220/mdge.2019.66.4.313}}, volume = {{66}}, year = {{2019}}, } @inproceedings{24916, author = {{Tolksdorf, Nils Frederik and Dirk, Hönemann and Rohlfing, Katharina J. and Viertel, Franziska E.}}, location = {{Helsinki, Finland}}, 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}}}, year = {{2019}}, } @inproceedings{24913, author = {{Tolksdorf, Nils Frederik and Mertens, Ulrich J. and Rohlfing, Katharina J.}}, location = {{Orlando, USA}}, title = {{{When learning words with robots, children’s answers are multimodal: a challenge for a dialogue design}}}, year = {{2019}}, } @article{20203, author = {{Grimminger, Angela and Rohlfing, Katharina}}, journal = {{Sprache · Stimme · Gehör}}, number = {{2}}, pages = {{93--99}}, title = {{{Multimodale Kommunikation in frühen Buchlesesituationen und ihr Zusammenhang mit dem späteren Wortschatz. }}}, doi = {{10.1055/a-0851-9063}}, volume = {{43}}, year = {{2019}}, } @article{20202, author = {{Rohlfing, Katharina and Grimminger, Angela}}, journal = {{Proceedings of the 9th Joint IEEE International Conference on Development and Learning and on Epigenetic Robotics }}, title = {{{Utilizing Pragmatic Frames as an analytical tool for children’s performance during word learning. }}}, year = {{2019}}, } @inbook{20224, author = {{Rohlfing, Katharina and Nachtigäller, Kerstin and Berner, Anna and Foltz, Anouschka}}, booktitle = {{Narrative, Literacy and Other Skills. Studies in intervention.}}, pages = {{91--107}}, title = {{{Does emotional narrative context influence retention of newly learned words? }}}, year = {{2019}}, } @inbook{20219, author = {{Rohlfing, Katharina}}, booktitle = {{International Handbook of Language Acquisition}}, pages = {{213--233}}, title = {{{Language learning from the use of gestures. }}}, year = {{2019}}, } @book{20218, author = {{Rohlfing, Katharina}}, isbn = {{9783825247836}}, title = {{{Frühe Sprachentwicklung}}}, year = {{2019}}, } @article{17556, abstract = {{Applying an eye-tracking technique, we tested early verb understanding in 48 infants aged 9 and 10months. Infants saw two objects presented side by side and heard a verb that referred to a common action with one of these objects (e.g., eating relating to a banana). The verbs were spoken by the parent in an interrogative manner in order to elicit a looking behavior in the infant. Results showed that 9-month-old infants did not show recognition of our test words. However, 10-month-old infants were able to understand a number of the tested verbs. In the discussion, we relate our findings to the nature of early verb representations.}}, author = {{Nomikou, Iris and Rohlfing, Katharina and Cimiano, Philipp and Mandler, Jean M.}}, issn = {{1547-3341}}, journal = {{LANGUAGE LEARNING AND DEVELOPMENT}}, number = {{1}}, pages = {{64--74}}, publisher = {{ROUTLEDGE JOURNALS}}, title = {{{Evidence for Early Comprehension of Action Verbs}}}, doi = {{10.1080/15475441.2018.1520639}}, volume = {{15}}, year = {{2019}}, } @article{20200, author = {{Grimminger, Angela}}, journal = {{Proceedings of the 6th Gesture and Speech in Interaction }}, number = {{6}}, pages = {{44--49}}, title = {{{The timing of pointing-speech combinations in typically developing and language-delayed toddlers.}}}, doi = {{10.17619/UNIPB/1-807}}, volume = {{GESPIN}}, year = {{2019}}, } @article{20199, author = {{Grimminger, Angela}}, journal = {{Mitteilungen des Deutschen Germanistenverbandes}}, number = {{4}}, pages = {{408--414}}, title = {{{Die Integration von Lautsprache und Gesten in Lernkontexten. }}}, doi = {{10.14220/mdge.2019.66.4.408}}, volume = {{66}}, year = {{2019}}, } @inbook{36878, abstract = {{Dieser Sammelband ist ein Ergebnis aus unserem Forschungszusammenhang „Die Kinderladenbewegung: Biographische Auswirkungen und gesellschaftspolitische Einflüsse institutioneller Erziehungsarrangements“, der uns seit 2011 als Nachwuchsforscherinnengruppe der Hans-Böckler-Stiftung verbindet. Aus diesem Forschungszusammenhang sind mehrere Veröffentlichungen hervorgegangen, darunter drei Dissertationen (Göddertz 2018; Heyden 2018; Mauritz 2018), ein Handbuchartikel (Göddertz und Bock 2018), ein Aufsatz in einem Sammelband (Bock et al. 2018), drei Aufsätze in Zeitschriften (Bock und Schäfer 2010; Göddertz und Mauritz 2018; Heyden und Mauritz 2018) und drei Lexikon-Artikel (Bock et al. 2015 a-c).}}, author = {{Bock, Karin and Göddertz, Nina and Heyden, Franziska and Mauritz, Miriam}}, booktitle = {{Zugänge zur Kinderladenbewegung}}, isbn = {{978-3-658-24188-9}}, keywords = {{Erziehungsarrangements, Kinderladenbewegung, Pädagogik}}, pages = {{XIII, 429 Seiten}}, publisher = {{Springer VS}}, title = {{{Einleitung: Zugänge zur Kinderladenbewegung}}}, doi = {{10.1007/978-3-658-24189-6_1}}, year = {{2019}}, } @book{36850, abstract = {{Das Buch gibt einen umfassenderen Einblick in die historischen, theoretischen und praktischen Zugänge zur Kinderladenbewegung. Damit wird die Kinderladenbewegung nicht nur als ‚Nebenerscheinung‘ der Studentenbewegung begriffen, sondern im Kontext von Frauen-, Studenten- und Erziehungsbewegung als eigenständige Soziale Bewegung gewürdigt.}}, editor = {{Bock, Karin and Göddertz, Nina and Heyden, Franziska and Mauritz, Miriam }}, isbn = {{978-3-658-24188-9}}, keywords = {{Bildungswissenschaft Geschichte Frauenbewegung Kindergarten Theodor W. Adorno Erziehung nach Auschwitz Kritische Theorie Kritische Erziehungswissenschaft}}, pages = {{429}}, publisher = {{Springer VS}}, title = {{{Zugänge zur Kinderladenbewegung }}}, doi = {{10.1007/978-3-658-24189-6}}, year = {{2019}}, } @book{40930, editor = {{Standke, Jan and Topalovic, Elvira}}, issn = {{0418-9426}}, keywords = {{General Earth and Planetary Sciences, General Environmental Science}}, publisher = {{Vandenhoeck & Ruprecht GmbH & Co, KG}}, title = {{{ Deutschdidaktik 2000–2018. Debatten – Entwicklungen – Perspektiven}}}, doi = {{10.14220/mdge.2019.66.1.0}}, volume = {{66}}, year = {{2019}}, } @article{20243, author = {{Rohlfing, Katharina and Leonardi, Giuseppe and Nomikou, Iris and Rączaszek-Leonardi, Joanna and Hüllermeier, Eyke}}, journal = {{IEEE Transactions on Cognitive and Developmental Systems}}, title = {{{Multimodal Turn-Taking: Motivations, Methodological Challenges, and Novel Approaches}}}, doi = {{10.1109/TCDS.2019.2892991}}, year = {{2019}}, } @article{20242, author = {{Siebert, Scarlet and Tolksdorf, Nils Frederik and Rohlfing, Katharina and Zorn, Isabel}}, journal = {{The Journal of Communication and Media Studies }}, pages = {{21--35}}, title = {{{Raising Robotic Natives?: Persuasive Potentials of Social Robots in Early Education}}}, doi = {{10.18848/2470-9247/CGP/v04i04/21-35}}, year = {{2019}}, } @article{40974, author = {{Topalović, Elvira and Drepper, Laura}}, issn = {{0418-9426}}, journal = {{Mitteilungen des Deutschen Germanistenverbandes}}, keywords = {{General Earth and Planetary Sciences, General Environmental Science}}, number = {{4}}, pages = {{327--336}}, publisher = {{Brill Deutschland GmbH}}, title = {{{Nähe-Distanz als multimodaler Strukturierungsraum: Empirische Daten zum vorschulischen Schriftspracherwerb}}}, doi = {{10.14220/mdge.2019.66.4.327}}, volume = {{66}}, year = {{2019}}, } @article{17178, abstract = {{Applying an eye-tracking technique, we tested early verb understanding in 48 infants aged 9 and 10months. Infants saw two objects presented side by side and heard a verb that referred to a common action with one of these objects (e.g., eating relating to a banana). The verbs were spoken by the parent in an interrogative manner in order to elicit a looking behavior in the infant. Results showed that 9-month-old infants did not show recognition of our test words. However, 10-month-old infants were able to understand a number of the tested verbs. In the discussion, we relate our findings to the nature of early verb representations.}}, author = {{Nomikou, Iris and Rohlfing, Katharina and Cimiano, Philipp and Mandler, Jean M.}}, issn = {{1547-3341}}, journal = {{LANGUAGE LEARNING AND DEVELOPMENT}}, number = {{1}}, pages = {{64--74}}, publisher = {{ROUTLEDGE JOURNALS}}, title = {{{Evidence for Early Comprehension of Action Verbs}}}, doi = {{10.1080/15475441.2018.1520639}}, volume = {{15}}, year = {{2019}}, } @inbook{41419, author = {{Uppenkamp, Vera and Sarah-Luise, Weßler}}, booktitle = {{Miteinander am Tisch. Tische als Ort sozialer Utopien}}, editor = {{Pithan, Annebelle and Wuckelt, Agnes}}, isbn = {{978-3-943410-26-6}}, pages = {{151--169}}, publisher = {{Comenius-Institut}}, title = {{{Gemeinsam biblischen Geschichten begegnen - reziprokes Lehren als bibeldidaktische Methode}}}, volume = {{10}}, year = {{2019}}, } @article{41855, author = {{Duschner, Paul}}, journal = {{Paderborner Historische Mitteilungen}}, pages = {{144 -- 151}}, title = {{{26. Regionalgeschichtstagung: Tafeln und Speisen, Essen und Schlemmen – regional oder global? }}}, volume = {{32}}, year = {{2019}}, }