@inproceedings{61403,
  author       = {{Lohmer, Vivien and Kern, Friederike}},
  booktitle    = {{Second International Multimodal Communication Symposium (MMSYM) - Book of Abstract}},
  keywords     = {{gesture, explanations, conversation analysis}},
  location     = {{Goethe-Universität Frankfurt, Deutschland}},
  title        = {{{The role of interactive gestures in explanatory interactions}}},
  year         = {{2024}},
}

@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{28449,
  abstract     = {{This article investigates forms of address, in particular the T/V distinction in German, in conversational interviews with German-speaking immigrants to English-speaking Canada and their descendants. From among 77 interviews conducted in two urban areas in Canada, we discuss instances of both the interactional use of and metalinguistic comments on forms of address. Our analysis is largely guided by conversation analysis and interactional sociolinguistics (e.g. Goodwin & Heritage 1990). Using Clyne, Norrby and Warren’s (2009) model of address as a backdrop, we investigate the construction of group identity and group socialization through the lens of positioning theory (e.g. van Langenhove & Harré 1993; Dailey-O’Cain & Liebscher 2009). This combination of analytical tools can explain shifts in both usage of and attitudes toward the T/V distinction that cannot be explained through language attrition arguments alone.}},
  author       = {{Liebscher, Grit and Dailey-O’Cain, Jennifer and Müller, Mareike and Reichert, Tetyana}},
  issn         = {{1018-2101}},
  journal      = {{Pragmatics. Quarterly Publication of the International Pragmatics Association (IPrA)}},
  keywords     = {{Forms of address, T/V distinction, Du vs. Sie, Conversation analysis, Language attitudes, Interviews, German in Canada, Migration studies, North American migration}},
  number       = {{3}},
  pages        = {{375--400}},
  title        = {{{Negotiating identities through pronouns of address in an immigrant community}}},
  doi          = {{10.1075/prag.20.3.04lie}},
  volume       = {{20}},
  year         = {{2010}},
}