@article{17199,
  abstract     = {{Research of tutoring in parent-infant interaction has shown that tutors - when presenting some action - modify both their verbal and manual performance for the learner (‘motherese’, ‘motionese’). Investigating the sources and effects of the tutors’ action modifications, we suggest an interactional account of ‘motionese’. Using video-data from a semi-experimental study in which parents taught their 8 to 11 month old infants how to nest a set of differently sized cups, we found that the tutors’ action modifications (in particular: high arches) functioned as an orienting device to guide the infant’s visual attention (gaze). Action modification and the recipient’s gaze can be seen to have a reciprocal sequential relationship and to constitute a constant loop of mutual adjustments. Implications are discussed for developmental research and for robotic ‘Social Learning’. We argue that a robot system could use on-line feedback strategies (e.g. gaze) to pro-actively shape a tutor’s action presentation as it emerges.}},
  author       = {{Pitsch, Karola and Vollmer, Anna-Lisa and Rohlfing, Katharina and Fritsch, Jannik and Wrede, Britta}},
  issn         = {{1572-0381}},
  journal      = {{Interaction Studies}},
  keywords     = {{conversation analysis, interactional coordination, adult-child-interaction, feedback, gaze, quantification, social learning, motionese, tutoring}},
  number       = {{1}},
  pages        = {{55--98}},
  publisher    = {{John Benjamins Publishing Company}},
  title        = {{{Tutoring in adult-child-interaction: On the loop of the tutor's action modification and the recipient's gaze}}},
  doi          = {{10.1075/is.15.1.03pit}},
  volume       = {{15}},
  year         = {{2014}},
}

@article{17204,
  abstract     = {{In a longitudinal naturalistic study, we observed German mothers interacting with their infants when they were 3 and 6 months old. Pursuing the idea that infants’ attention is socialized in everyday interactions, we explored whether eye contact is reinforced selectively by behavioral modification in the input provided to infants. Applying a microanalytical approach focusing on the sequential organization of interaction, we explored how the mother draws the infant’s attention to herself and how she tries to maintain attention when the infant is looking at her. Results showed that eye contact is reinforced by specific infant-directed practices: interrogatives and conversational openings, multimodal stimulation, repetition, and imitation. In addition, these practices are contingent on the infant’s own behavior. By comparing the two data points (3 and 6 months), we showed how the education of attention evolves hand-in-hand with the developing capacities of the infant.}},
  author       = {{Nomikou, Iris and Rohlfing, Katharina and Szufnarowska, Joanna}},
  issn         = {{1572-0381}},
  journal      = {{Interaction Studies}},
  keywords     = {{interactional adaptation, multimodal input, social learning, ecology of attention, eye contact}},
  number       = {{2}},
  pages        = {{240--267}},
  publisher    = {{John Benjamins Publishing Company}},
  title        = {{{Educating attention: recruiting, maintaining, and framing eye contact in early natural mother-infant interactions}}},
  doi          = {{10.1075/is.14.2.05nom}},
  volume       = {{14}},
  year         = {{2013}},
}

@article{17233,
  abstract     = {{It has been proposed that the design of robots might benefit from interactions that are similar to caregiver–child interactions, which is tailored to children’s respective capacities to a high degree. However, so far little is known about how people adapt their tutoring behaviour to robots and whether robots can evoke input that is similar to child-directed interaction. The paper presents detailed analyses of speakers’ linguistic and non-linguistic behaviour, such as action demonstration, in two comparable situations: In one experiment, parents described and explained to their nonverbal infants the use of certain everyday objects; in the other experiment, participants tutored a simulated robot on the same objects. The results, which show considerable differences between the two situations on almost all measures, are discussed in the light of the computer-as-social-actor paradigm and the register hypothesis.}},
  author       = {{Fischer, Kerstin and Foth, Kilian and Rohlfing, Katharina and Wrede, Britta}},
  issn         = {{1572-0381}},
  journal      = {{Interaction Studies}},
  keywords     = {{human–robot interaction (HRI), social communication, register theory, motionese, robotese, child-directed speech (CDS), motherese, mindless transfer, computers-as-social-actors}},
  number       = {{1}},
  pages        = {{134--161}},
  publisher    = {{John Benjamins Publishing Company}},
  title        = {{{Mindful tutors: Linguistic choice and action demonstration in speech to infants and a simulated robot}}},
  doi          = {{10.1075/is.12.1.06fis}},
  volume       = {{12}},
  year         = {{2011}},
}

@article{17260,
  author       = {{Lohse, Manja and Hanheide, Marc and Pitsch, Karola and Rohlfing, Katharina and Sagerer, Gerhard}},
  issn         = {{1572-0381}},
  journal      = {{Interaction Studies (Special Issue: Robots in the Wild: Exploring HRI in naturalistic environments)}},
  number       = {{3}},
  pages        = {{298--323}},
  publisher    = {{John Benjamins Publishing Company}},
  title        = {{{Improving HRI design by applying Systemic Interaction Analysis (SInA)}}},
  doi          = {{10.1075/is.10.3.03loh}},
  volume       = {{10}},
  year         = {{2009}},
}