@article{17216,
  author       = {{Lohan, Katrin Solveig and Rohlfing, Katharina and Pitsch, Karola and Saunders, Joe and Lehmann, Hagen and Nehaniv, Chrystopher L. and Fischer, Kerstin and Wrede, Britta}},
  issn         = {{1875-4805}},
  journal      = {{International Journal of Social Robotics}},
  keywords     = {{Social Robots, Contingency}},
  number       = {{2}},
  pages        = {{131--146}},
  publisher    = {{Springer Science + Business Media}},
  title        = {{{Tutor spotter: Proposing a feature set and evaluating it in a robotic system}}},
  doi          = {{10.1007/s12369-011-0125-8}},
  volume       = {{4}},
  year         = {{2012}},
}

@inproceedings{17257,
  abstract     = {{In developmental research, tutoring behavior has been identified as scaffolding infants’ learning processes. It has been defined in terms of child-directed speech (Motherese), child-directed motion (Motionese), and contingency. Contingency describes situations in which two agents socially interact with each other and Csibra and Gergely showed that contingency is a char- acteristic aspect of social interaction [3]. In the field of developmental robotics, research often assumes that in human-robot interaction (HRI), robots are treated similar to infants, because their immature cognitive capabilities benefit from this behavior. Here we present results con- cerning the acceptance of a robotic agent in a social learning scenario obtained via comparison to adults and 8-11 months old infants in equal conditions. These results constitute an important empirical basis for making use of tutoring behavior in social robotics. Our results reveal significant differences between Adult-Child Interaction (ACI), Adult-Adult Interaction (AAI) and Adult-Robot Interaction (ARI) in eye gaze behavior suggesting that contingency is impaired in the analyzed ARI situation.}},
  author       = {{Lohan, Katrin Solveig and Rohlfing, Katharina and Wrede, Britta}},
  keywords     = {{Eyegaze, tutoring situations, Contingency}},
  title        = {{{Analysing the effect of contingency in tutoring situations}}},
  year         = {{2009}},
}

@inproceedings{17264,
  abstract     = {{In developmental research, tutoring behavior has been identified as scaffolding infants’ learning processes. Infants seem sensitive to tutoring situations and they detect these by ostensive cues [4]. Some social signals such as eye-gaze, child-directed speech (Motherese), child-directed motion (Motionese), and contingency have been shown to serve as ostensive cues. The concept of contingency describes exchanges in which two agents interact with each other reciprocally. Csibra and Gergely argued that contingency is a characteristic ostensive stimulus of a tutoring situation [4]. In order for a robot to be treated similar to an infant, it has to both, be sensitive to the ostensive stimuli on the one hand and induce tutoring behavior by its feedback about its capabilities on the other hand. In this paper, we raise the question whether a robot can be treated similar to an infant in an interaction. We present results concerning the acceptance of a robotic agent in a social learning scenario, which we obtained via comparison to interactions with 8-11 months old infants and adults in equal conditions. We applied measurements for motion modifications (Motionese) and eye-gaze behavior. Our results reveal significant differences between Adult-Child Interaction (ACI), Adult-Adult Interaction (AAI) and Adult- Robot Interaction (ARI) suggesting that in ARI, robotdirected tutoring behavior is even more accentuated in terms of Motionese, but contingent responsivity is impaired. Our results confirm previous findings [14] concerning the differences between ACI, AAI, and ARI and constitute an important empirical basis for making use of ostensive stimuli as social signals for tutoring behavior in social robotics.}},
  author       = {{Lohan, Katrin Solveig and Vollmer, Anna-Lisa and Fritsch, Jannik and Rohlfing, Katharina and Wrede, Britta}},
  booktitle    = {{IEEE International Workshop on Social Signal Processing}},
  isbn         = {{9781424448005}},
  keywords     = {{Ostensive Signals, Contingency, Motionese, hri}},
  publisher    = {{International Computer Science Institute}},
  title        = {{{Which ostensive stimuli can be used for a robot to detect and maintain tutoring situations?}}},
  doi          = {{10.1109/acii.2009.5349507}},
  year         = {{2009}},
}

@inproceedings{17270,
  author       = {{Vollmer, Anna-Lisa and Lohan, Katrin Solveig and Fritsch, Jannik and Wrede, Britta and Rohlfing, Katharina}},
  keywords     = {{Contingency, Motionese}},
  title        = {{{Which Motionese Parameters Change with Children’s Age?}}},
  year         = {{2009}},
}