@article{17208,
  author       = {{Rohlfing, Katharina and Deak, Gedeon O.}},
  issn         = {{1943-0612}},
  journal      = {{IEEE Transactions on Autonomous Mental Development}},
  number       = {{3 (Special Iss.)}},
  publisher    = {{Institute of Electrical & Electronics Engineers (IEEE)}},
  title        = {{{Microdynamics of Interaction: Capturing and Modeling Infants' Social Learning}}},
  doi          = {{10.1109/TAMD.2013.2278456}},
  volume       = {{5}},
  year         = {{2013}},
}

@article{17210,
  author       = {{Rączaszek-Leonardi, Joanna and Nomikou, Iris and Rohlfing, Katharina}},
  issn         = {{1943-0612}},
  journal      = {{IEEE Transactions on Autonomous Mental Development}},
  number       = {{3}},
  pages        = {{210--221}},
  publisher    = {{Institute of Electrical & Electronics Engineers (IEEE)}},
  title        = {{{Young children's dialogical actions: The beginnings of purposeful intersubjectivity}}},
  doi          = {{10.1109/TAMD.2013.2273258}},
  volume       = {{5}},
  year         = {{2013}},
}

@article{17246,
  author       = {{Nomikou, Iris and Rohlfing, Katharina}},
  issn         = {{1943-0612}},
  journal      = {{IEEE Transactions on Autonomous Mental Development}},
  keywords     = {{acoustic packaging, mother-child interaction, social learning, multimodal grounding in input, ecology of interactions, synchrony}},
  number       = {{2}},
  pages        = {{113--128}},
  publisher    = {{Institute of Electrical & Electronics Engineers (IEEE)}},
  title        = {{{Language Does Something: Body Action and Language in Maternal Input to Three-Month-Olds}}},
  doi          = {{10.1109/TAMD.2011.2140113}},
  volume       = {{3}},
  year         = {{2011}},
}

@article{17239,
  author       = {{Rohlfing, Katharina and Tani, Jun}},
  issn         = {{1943-0612}},
  journal      = {{IEEE Transactions on Autonomous Mental Development}},
  number       = {{2}},
  pages        = {{109--112}},
  publisher    = {{Institute of Electrical & Electronics Engineers (IEEE)}},
  title        = {{{Grounding Language in Action}}},
  doi          = {{10.1109/TAMD.2011.2140890}},
  volume       = {{3}},
  year         = {{2011}},
}

@article{20253,
  author       = {{Cangelosi, Angelo and Metta, Giorgio and Sagerer, Gerhard and Nolfi, Stefano and Nehaniv, Chrystopher and Fischer, Kerstin and Tani, Jun and Belpaeme, Tony and Sandini, Giulio and Nori, Francesco and Fadiga, Luciano and Wrede, Britta and Rohlfing, Katharina and Tuci, Elio and Dautenhahn, Kerstin and Saunders, Joe and Zeschel, Arne}},
  issn         = {{1943-0604}},
  journal      = {{IEEE Transactions on Autonomous Mental Development}},
  pages        = {{167--195}},
  title        = {{{Integration of Action and Language Knowledge: A Roadmap for Developmental Robotics}}},
  doi          = {{10.1109/tamd.2010.2053034}},
  year         = {{2010}},
}

@article{17258,
  abstract     = {{In order to learn and interact with humans, robots need to understand actions and make use of language in social interactions. The use of language for the learning of actions has been emphasized by Hirsh-Pasek and Golinkoff (MIT Press, 1996), introducing the idea of acoustic packaging. Accordingly, it has been suggested that acoustic information, typically in the form of narration, overlaps with action sequences and provides infants with a bottom-up guide to attend to relevant parts and to find structure within them. In this article, we present a computational model of the multimodal interplay of action and language in tutoring situations. For our purpose, we understand events as temporal intervals, which have to be segmented in both, the visual and the acoustic modality. Our acoustic packaging algorithm merges the segments from both modalities based on temporal overlap. First evaluation results show that acoustic packaging can provide a meaningful segmentation of action demonstration within tutoring behavior. We discuss our findings with regard to a meaningful action segmentation. Based on our future vision of acoustic packaging we point out a roadmap describing the further development of acoustic packaging and interactive scenarios it is employed in.}},
  author       = {{Schillingmann, Lars and Wrede, Britta and Rohlfing, Katharina}},
  issn         = {{1943-0612}},
  journal      = {{IEEE Transactions on Autonomous Mental Development}},
  number       = {{4}},
  pages        = {{226--237}},
  publisher    = {{Institute of Electrical & Electronics Engineers (IEEE)}},
  title        = {{{A Computational Model of Acoustic Packaging}}},
  doi          = {{10.1109/TAMD.2009.2039135}},
  volume       = {{1}},
  year         = {{2009}},
}

@article{17262,
  abstract     = {{A difficulty in robot action learning is that robots do not know where to attend when observing action demonstration. Inspired by human parent-infant interaction, we suggest that parental action demonstration to infants, called motionese, can scaffold robot learning as well as infants. Since infants knowledge about the context is limited, which is comparable to robots, parents are supposed to properly guide their attention by emphasizing the important aspects of the action. Our analysis employing a bottom-up attention model revealed that motionese has the effects of highlighting the initial and final states of the action, indicating significant state changes in it, and underlining the properties of objects used in the action. Suppression and addition of parents body movement and their frequent social signals to infants produced these effects. Our findings are discussed toward designing robots that can take advantage of parental teaching.}},
  author       = {{Nagai, Yukie and Rohlfing, Katharina}},
  issn         = {{1943-0612}},
  journal      = {{IEEE Transactions on Autonomous Mental Development}},
  number       = {{1}},
  pages        = {{44--54}},
  publisher    = {{Institute of Electrical & Electronics Engineers (IEEE)}},
  title        = {{{Computational Analysis of Motionese Toward Scaffolding Robot Action Learning}}},
  doi          = {{10.1109/TAMD.2009.2021090}},
  volume       = {{1}},
  year         = {{2009}},
}

@article{17269,
  abstract     = {{Infants learning about their environment are confronted with many stimuli of different modalities. Therefore, a crucial problem is how to discover which stimuli are related, for instance, in learning words. In making these multimodal "bindings," infants depend on social interaction with a caregiver to guide their attention towards relevant stimuli. The caregiver might, for example, visually highlight an object by shaking it while vocalizing the object's name. These cues are known to help structuring the continuous stream of stimuli. To detect and exploit them, we propose a model of bottom-up attention by multimodal signal-level synchrony. We focus on the guidance of visual attention from audio-visual synchrony informed by recent adult-infant interaction studies. Consequently, we demonstrate that our model is receptive to parental cues during child-directed tutoring. The findings discussed in this paper are consistent with recent results from developmental psychology but for the first time are obtained employing an objective, computational model. The presence of " multimodal motherese" is verified directly on the audio-visual signal. Lastly, we hypothesize how our computational model facilitates tutoring interaction and discuss its application in interactive learning scenarios, enabling social robots to benefit from adult-like tutoring. Document Type: Article}},
  author       = {{Rolf, Matthias and Hanheide, Marc and Rohlfing, Katharina}},
  issn         = {{1943-0612}},
  journal      = {{IEEE Transactions on Autonomous Mental Development}},
  number       = {{1}},
  pages        = {{55--67}},
  publisher    = {{Institute of Electrical & Electronics Engineers (IEEE)}},
  title        = {{{Attention via synchrony. Making use of multimodal cues in social learning}}},
  doi          = {{10.1109/TAMD.2009.2021091}},
  volume       = {{1}},
  year         = {{2009}},
}