---
_id: '55400'
abstract:
- lang: eng
text: "This study contributes to the evolving field of robot learning in interaction\r\nwith
humans, examining the impact of diverse input modalities on learning\r\noutcomes.
It introduces the concept of \"meta-modalities\" which encapsulate\r\nadditional
forms of feedback beyond the traditional preference and scalar\r\nfeedback mechanisms.
Unlike prior research that focused on individual\r\nmeta-modalities, this work
evaluates their combined effect on learning\r\noutcomes. Through a study with
human participants, we explore user preferences\r\nfor these modalities and their
impact on robot learning performance. Our\r\nfindings reveal that while individual
modalities are perceived differently,\r\ntheir combination significantly improves
learning behavior and usability. This\r\nresearch not only provides valuable insights
into the optimization of\r\nhuman-robot interactive task learning but also opens
new avenues for enhancing\r\nthe interactive freedom and scaffolding capabilities
provided to users in such\r\nsettings."
article_type: original
author:
- first_name: Helen
full_name: Beierling, Helen
last_name: Beierling
- first_name: 'Robin '
full_name: 'Beierling, Robin '
last_name: Beierling
- first_name: Anna-Lisa
full_name: Vollmer, Anna-Lisa
last_name: Vollmer
citation:
ama: Beierling H, Beierling R, Vollmer A-L. The power of combined modalities in
interactive robot learning. Frontiers in Robotics and AI. 2025;12.
apa: Beierling, H., Beierling, R., & Vollmer, A.-L. (2025). The power of combined
modalities in interactive robot learning. Frontiers in Robotics and AI,
12.
bibtex: '@article{Beierling_Beierling_Vollmer_2025, title={The power of combined
modalities in interactive robot learning}, volume={12}, journal={Frontiers in
Robotics and AI}, publisher={Frontiers }, author={Beierling, Helen and Beierling,
Robin and Vollmer, Anna-Lisa}, year={2025} }'
chicago: Beierling, Helen, Robin Beierling, and Anna-Lisa Vollmer. “The Power of
Combined Modalities in Interactive Robot Learning.” Frontiers in Robotics and
AI 12 (2025).
ieee: H. Beierling, R. Beierling, and A.-L. Vollmer, “The power of combined modalities
in interactive robot learning,” Frontiers in Robotics and AI, vol. 12,
2025.
mla: Beierling, Helen, et al. “The Power of Combined Modalities in Interactive Robot
Learning.” Frontiers in Robotics and AI, vol. 12, Frontiers , 2025.
short: H. Beierling, R. Beierling, A.-L. Vollmer, Frontiers in Robotics and AI 12
(2025).
date_created: 2024-07-26T08:35:24Z
date_updated: 2025-09-17T13:38:18Z
ddc:
- '004'
extern: '1'
file:
- access_level: closed
content_type: application/pdf
creator: helebeen
date_created: 2025-09-17T13:36:09Z
date_updated: 2025-09-17T13:36:09Z
file_id: '61331'
file_name: frobt-12-1598968.pdf
file_size: 36978223
relation: main_file
success: 1
file_date_updated: 2025-09-17T13:36:09Z
funded_apc: '1'
has_accepted_license: '1'
intvolume: ' 12'
keyword:
- human-robot interaction
- human-in-the-loop learning
- reinforcement learning
- interactive robot learning
- multi-modal feedback
- learning from demonstration
- preference-based learning
- scaffolding in robot learning
language:
- iso: eng
main_file_link:
- open_access: '1'
url: https://pmc.ncbi.nlm.nih.gov/articles/PMC12312635/
oa: '1'
project:
- _id: '123'
name: 'TRR 318 - B5: TRR 318 - Subproject B5'
publication: Frontiers in Robotics and AI
publication_status: published
publisher: 'Frontiers '
status: public
title: The power of combined modalities in interactive robot learning
type: journal_article
user_id: '50995'
volume: 12
year: '2025'
...
---
_id: '56277'
abstract:
- lang: eng
text: What is learner-sensitive feedback to argumentative learner texts when it
is to be issued computer- based? Learning stages are difficult to quantify. The
paper provides insight into the history of research since the 1980s and a preview
of what this automated feedback might look like. These questions are embedded
in a research project at the Universities of Paderborn and Hannover, Germany,
from which a software (project name ArgSchool) emerges that will provide such
feedback.
author:
- first_name: Sebastian
full_name: Kilsbach, Sebastian
id: '93839'
last_name: Kilsbach
- first_name: Nadine
full_name: Michel, Nadine
id: '47857'
last_name: Michel
citation:
ama: 'Kilsbach S, Michel N. Computer-Based Generation of Learner-Sensitive Feedback
to Argumentative Learner Texts. In: Proceedings of the Tenth Conference of
the International Society for the Study of Argumentation. ; 2024.'
apa: Kilsbach, S., & Michel, N. (2024). Computer-Based Generation of Learner-Sensitive
Feedback to Argumentative Learner Texts. Proceedings of the Tenth Conference
of the International Society for the Study of Argumentation. Tenth Conference
of the International Society for the Study of Argumentation, Leiden.
bibtex: '@inproceedings{Kilsbach_Michel_2024, title={Computer-Based Generation of
Learner-Sensitive Feedback to Argumentative Learner Texts}, booktitle={Proceedings
of the Tenth Conference of the International Society for the Study of Argumentation},
author={Kilsbach, Sebastian and Michel, Nadine}, year={2024} }'
chicago: Kilsbach, Sebastian, and Nadine Michel. “Computer-Based Generation of Learner-Sensitive
Feedback to Argumentative Learner Texts.” In Proceedings of the Tenth Conference
of the International Society for the Study of Argumentation, 2024.
ieee: S. Kilsbach and N. Michel, “Computer-Based Generation of Learner-Sensitive
Feedback to Argumentative Learner Texts,” presented at the Tenth Conference of
the International Society for the Study of Argumentation, Leiden, 2024.
mla: Kilsbach, Sebastian, and Nadine Michel. “Computer-Based Generation of Learner-Sensitive
Feedback to Argumentative Learner Texts.” Proceedings of the Tenth Conference
of the International Society for the Study of Argumentation, 2024.
short: 'S. Kilsbach, N. Michel, in: Proceedings of the Tenth Conference of the International
Society for the Study of Argumentation, 2024.'
conference:
end_date: 2023-07-07
location: Leiden
name: Tenth Conference of the International Society for the Study of Argumentation
start_date: 2023-07-04
date_created: 2024-09-30T09:24:12Z
date_updated: 2024-09-30T09:25:14Z
keyword:
- AI
- argumentation mining
- discourse history
- (automated
- learner-sensitive) feedback
language:
- iso: eng
publication: Proceedings of the Tenth Conference of the International Society for
the Study of Argumentation
status: public
title: Computer-Based Generation of Learner-Sensitive Feedback to Argumentative Learner
Texts
type: conference
user_id: '47857'
year: '2024'
...
---
_id: '23891'
abstract:
- lang: eng
text: "Within a pre-post-design, we scrutinized the effects of normative augmented
feedback with positive and negative valence on learning motor accuracy, consistency
as well as automaticity by means of a dual-task paradigm. Forty-two healthy physical
education students were instructed to produce an arm-movement sequence as precisely
as possible with regard to three spatial reversal points within a time limit of
1200 ms. Twenty-eight practiced an elbow-extension-flexion-sequence (690 trials)
and 14 participants were tested as a control group without feedback practice.
Valence of normative feedback was systematically manipulated by means of reference
lines in a visual feedback display. The reference lines indicated performance
of a putative peer-group either to be superior (negative valence, Normative-Negative-Group)
or inferior (positive valence, Normative-Positive-Group) to participants’ actual
performance.\r\n\r\nAs a result, dual-task costs (n-back error) significantly
decreased solely in the Normative-Positive-Group, p = .003, η2p = .51, but in
no other group. Surprisingly, the mean absolute error for the motor task significantly
decreased (i.e., precision increased) only in the Normative-Negative-Group with
a large effect size, but in none of the other groups. Motor consistency was not
significantly affected by the valence of normative feedback. According to the
hypotheses of error-provoked attentional control, positive feedback-valence appears
to enhance skill automatization, while – unexpectedly – only negative feedback-valence
seems to enhance movement precision, which may be explained by effects of feedback
valence on the learners aspiration level."
article_type: original
author:
- first_name: Christina
full_name: Zobe, Christina
id: '9938'
last_name: Zobe
- first_name: Daniel
full_name: Krause, Daniel
last_name: Krause
- first_name: Klaus
full_name: Blischke, Klaus
last_name: Blischke
citation:
ama: Zobe C, Krause D, Blischke K. Dissociative effects of normative feedback on
motor automaticity and motor accuracy in learning an arm movement sequence. Human
Movement Science. 2019;66:529-540. doi:https://doi.org/10.1016/j.humov.2019.06.004
apa: Zobe, C., Krause, D., & Blischke, K. (2019). Dissociative effects of normative
feedback on motor automaticity and motor accuracy in learning an arm movement
sequence. Human Movement Science, 66, 529–540. https://doi.org/10.1016/j.humov.2019.06.004
bibtex: '@article{Zobe_Krause_Blischke_2019, title={Dissociative effects of normative
feedback on motor automaticity and motor accuracy in learning an arm movement
sequence}, volume={66}, DOI={https://doi.org/10.1016/j.humov.2019.06.004},
journal={Human Movement Science}, publisher={Elsevier}, author={Zobe, Christina
and Krause, Daniel and Blischke, Klaus}, year={2019}, pages={529–540} }'
chicago: 'Zobe, Christina, Daniel Krause, and Klaus Blischke. “Dissociative Effects
of Normative Feedback on Motor Automaticity and Motor Accuracy in Learning an
Arm Movement Sequence.” Human Movement Science 66 (2019): 529–40. https://doi.org/10.1016/j.humov.2019.06.004.'
ieee: 'C. Zobe, D. Krause, and K. Blischke, “Dissociative effects of normative feedback
on motor automaticity and motor accuracy in learning an arm movement sequence,”
Human Movement Science, vol. 66, pp. 529–540, 2019, doi: https://doi.org/10.1016/j.humov.2019.06.004.'
mla: Zobe, Christina, et al. “Dissociative Effects of Normative Feedback on Motor
Automaticity and Motor Accuracy in Learning an Arm Movement Sequence.” Human
Movement Science, vol. 66, Elsevier, 2019, pp. 529–40, doi:https://doi.org/10.1016/j.humov.2019.06.004.
short: C. Zobe, D. Krause, K. Blischke, Human Movement Science 66 (2019) 529–540.
date_created: 2021-09-07T14:13:23Z
date_updated: 2024-09-19T11:17:53Z
department:
- _id: '17'
- _id: '320'
doi: https://doi.org/10.1016/j.humov.2019.06.004
intvolume: ' 66'
keyword:
- Augmented feedback Automaticity Dual task Motor learning
language:
- iso: eng
main_file_link:
- url: https://www.sciencedirect.com/science/article/abs/pii/S0167945718307681?via%3Dihub
page: 529-540
publication: Human Movement Science
publication_status: published
publisher: Elsevier
status: public
title: Dissociative effects of normative feedback on motor automaticity and motor
accuracy in learning an arm movement sequence
type: journal_article
user_id: '9938'
volume: 66
year: '2019'
...
---
_id: '21817'
author:
- first_name: Michael
full_name: Goller, Michael
id: '30984'
last_name: Goller
orcid: 0000-0002-2820-9178
citation:
ama: 'Goller M. Monitoring für die Bahnhofsmissionen: Ein datengestütztes Instrument
zur Organisationsentwicklung. Projektbeschreibung und Ergebnisdarstellung.
Paderborn: IN VIA Verlag; 2018.'
apa: 'Goller, M. (2018). Monitoring für die Bahnhofsmissionen: Ein datengestütztes
Instrument zur Organisationsentwicklung. Projektbeschreibung und Ergebnisdarstellung.
Paderborn: IN VIA Verlag.'
bibtex: '@book{Goller_2018, place={Paderborn}, title={Monitoring für die Bahnhofsmissionen:
Ein datengestütztes Instrument zur Organisationsentwicklung. Projektbeschreibung
und Ergebnisdarstellung}, publisher={IN VIA Verlag}, author={Goller, Michael},
year={2018} }'
chicago: 'Goller, Michael. Monitoring für die Bahnhofsmissionen: Ein datengestütztes
Instrument zur Organisationsentwicklung. Projektbeschreibung und Ergebnisdarstellung.
Paderborn: IN VIA Verlag, 2018.'
ieee: 'M. Goller, Monitoring für die Bahnhofsmissionen: Ein datengestütztes Instrument
zur Organisationsentwicklung. Projektbeschreibung und Ergebnisdarstellung.
Paderborn: IN VIA Verlag, 2018.'
mla: 'Goller, Michael. Monitoring für die Bahnhofsmissionen: Ein datengestütztes
Instrument zur Organisationsentwicklung. Projektbeschreibung und Ergebnisdarstellung.
IN VIA Verlag, 2018.'
short: 'M. Goller, Monitoring für die Bahnhofsmissionen: Ein datengestütztes Instrument
zur Organisationsentwicklung. Projektbeschreibung und Ergebnisdarstellung, IN
VIA Verlag, Paderborn, 2018.'
date_created: 2021-04-28T18:01:16Z
date_updated: 2022-01-06T06:55:16Z
ddc:
- '360'
department:
- _id: '452'
file:
- access_level: open_access
content_type: application/pdf
creator: mgoller
date_created: 2021-04-28T17:58:44Z
date_updated: 2021-04-28T17:58:44Z
file_id: '21818'
file_name: BM_Bericht.pdf
file_size: 11236581
relation: main_file
file_date_updated: 2021-04-28T17:58:44Z
has_accepted_license: '1'
keyword:
- Bahnhofsmission
- Survey Feedback
- Monitoring
language:
- iso: ger
main_file_link:
- open_access: '1'
url: http://www.invia-deutschland.de/cms/contents/invia.caritas.de/medien/dokumente/bahnhofsmission/monitoring-der-bahnh/monitoring_fuer_die_bahnhofsmissionen.pdf?d=a&f=pdf
oa: '1'
page: '200'
place: Paderborn
publication_identifier:
isbn:
- 978-3-946023-04-3
publication_status: published
publisher: IN VIA Verlag
status: public
title: 'Monitoring für die Bahnhofsmissionen: Ein datengestütztes Instrument zur Organisationsentwicklung.
Projektbeschreibung und Ergebnisdarstellung'
type: book
user_id: '30984'
year: '2018'
...
---
_id: '17199'
abstract:
- lang: eng
text: '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:
- first_name: Karola
full_name: Pitsch, Karola
last_name: Pitsch
- first_name: Anna-Lisa
full_name: Vollmer, Anna-Lisa
last_name: Vollmer
- first_name: Katharina
full_name: Rohlfing, Katharina
id: '50352'
last_name: Rohlfing
- first_name: Jannik
full_name: Fritsch, Jannik
last_name: Fritsch
- first_name: Britta
full_name: Wrede, Britta
last_name: Wrede
citation:
ama: 'Pitsch K, Vollmer A-L, Rohlfing K, Fritsch J, Wrede B. Tutoring in adult-child-interaction:
On the loop of the tutor’s action modification and the recipient’s gaze. Interaction
Studies. 2014;15(1):55-98. doi:10.1075/is.15.1.03pit'
apa: 'Pitsch, K., Vollmer, A.-L., Rohlfing, K., Fritsch, J., & Wrede, B. (2014).
Tutoring in adult-child-interaction: On the loop of the tutor’s action modification
and the recipient’s gaze. Interaction Studies, 15(1), 55–98. https://doi.org/10.1075/is.15.1.03pit'
bibtex: '@article{Pitsch_Vollmer_Rohlfing_Fritsch_Wrede_2014, title={Tutoring in
adult-child-interaction: On the loop of the tutor’s action modification and the
recipient’s gaze}, volume={15}, DOI={10.1075/is.15.1.03pit},
number={1}, journal={Interaction Studies}, publisher={John Benjamins Publishing
Company}, author={Pitsch, Karola and Vollmer, Anna-Lisa and Rohlfing, Katharina
and Fritsch, Jannik and Wrede, Britta}, year={2014}, pages={55–98} }'
chicago: 'Pitsch, Karola, Anna-Lisa Vollmer, Katharina Rohlfing, Jannik Fritsch,
and Britta Wrede. “Tutoring in Adult-Child-Interaction: On the Loop of the Tutor’s
Action Modification and the Recipient’s Gaze.” Interaction Studies 15,
no. 1 (2014): 55–98. https://doi.org/10.1075/is.15.1.03pit.'
ieee: 'K. Pitsch, A.-L. Vollmer, K. Rohlfing, J. Fritsch, and B. Wrede, “Tutoring
in adult-child-interaction: On the loop of the tutor’s action modification and
the recipient’s gaze,” Interaction Studies, vol. 15, no. 1, pp. 55–98,
2014, doi: 10.1075/is.15.1.03pit.'
mla: 'Pitsch, Karola, et al. “Tutoring in Adult-Child-Interaction: On the Loop of
the Tutor’s Action Modification and the Recipient’s Gaze.” Interaction Studies,
vol. 15, no. 1, John Benjamins Publishing Company, 2014, pp. 55–98, doi:10.1075/is.15.1.03pit.'
short: K. Pitsch, A.-L. Vollmer, K. Rohlfing, J. Fritsch, B. Wrede, Interaction
Studies 15 (2014) 55–98.
date_created: 2020-06-24T13:01:17Z
date_updated: 2023-02-01T16:10:52Z
department:
- _id: '749'
doi: 10.1075/is.15.1.03pit
intvolume: ' 15'
issue: '1'
keyword:
- conversation analysis
- interactional coordination
- adult-child-interaction
- feedback
- gaze
- quantification
- social learning
- motionese
- tutoring
language:
- iso: eng
page: 55-98
publication: Interaction Studies
publication_identifier:
issn:
- 1572-0381
publisher: John Benjamins Publishing Company
status: public
title: 'Tutoring in adult-child-interaction: On the loop of the tutor''s action modification
and the recipient''s gaze'
type: journal_article
user_id: '14931'
volume: 15
year: '2014'
...
---
_id: '5716'
abstract:
- lang: eng
text: The tendency of managers to focus on short-term results rather than on sustained
company success is of particular importance to retail marketing managers, because
marketing activities involve expenditures which may only pay off in the longer
term. To address the issue of myopic management, our study shows how the complexity
of the service profit chain (SPC) can cause managers to make suboptimal decisions.
Hence, our paper departs from past research by recognizing that understanding
the temporal interplay between operational investments, employee satisfaction,
customer satisfaction, and operating profit is essential to achieving sustained
success. In particular, we intend to improve understanding of the functioning
of the SPC with respect to time lags and feedback loops. Results of our large-scale
longitudinal study set in a multi-outlet retail chain reveal time-lag effects
between operational investments and employee satisfaction, as well as between
customer satisfaction and performance. These findings, along with evidence of
a negative interaction effect of employee satisfaction on the relationship between
current performance and future investments, show the substantial risk of mismanaging
the SPC. We identify specific situations in which the dynamic approach leads to
superior marketing investment decisions, when compared to the conventional static
view of the SCP. These insights provide valuable managerial guidance for effectively
managing the SPC over time.
article_type: original
author:
- first_name: Heiner
full_name: Evanschitzky, Heiner
last_name: Evanschitzky
- first_name: Florian v
full_name: Wangenheim, Florian v
last_name: Wangenheim
- first_name: Nancy
full_name: Wünderlich, Nancy
id: '36392'
last_name: Wünderlich
citation:
ama: 'Evanschitzky H, Wangenheim F v, Wünderlich N. Perils of Managing the Service
Profit Chain: The Role of Time Lags and Feedback Loops. Journal of Retailing.
2012;88(3):356-366.'
apa: 'Evanschitzky, H., Wangenheim, F. v, & Wünderlich, N. (2012). Perils of
Managing the Service Profit Chain: The Role of Time Lags and Feedback Loops. Journal
of Retailing, 88(3), 356–366.'
bibtex: '@article{Evanschitzky_Wangenheim_Wünderlich_2012, title={Perils of Managing
the Service Profit Chain: The Role of Time Lags and Feedback Loops.}, volume={88},
number={3}, journal={Journal of Retailing}, publisher={Elsevier}, author={Evanschitzky,
Heiner and Wangenheim, Florian v and Wünderlich, Nancy}, year={2012}, pages={356–366}
}'
chicago: 'Evanschitzky, Heiner, Florian v Wangenheim, and Nancy Wünderlich. “Perils
of Managing the Service Profit Chain: The Role of Time Lags and Feedback Loops.”
Journal of Retailing 88, no. 3 (2012): 356–66.'
ieee: 'H. Evanschitzky, F. v Wangenheim, and N. Wünderlich, “Perils of Managing
the Service Profit Chain: The Role of Time Lags and Feedback Loops.,” Journal
of Retailing, vol. 88, no. 3, pp. 356–366, 2012.'
mla: 'Evanschitzky, Heiner, et al. “Perils of Managing the Service Profit Chain:
The Role of Time Lags and Feedback Loops.” Journal of Retailing, vol. 88,
no. 3, Elsevier, 2012, pp. 356–66.'
short: H. Evanschitzky, F. v Wangenheim, N. Wünderlich, Journal of Retailing 88
(2012) 356–366.
date_created: 2018-11-16T09:37:06Z
date_updated: 2022-01-06T07:02:37Z
department:
- _id: '181'
intvolume: ' 88'
issue: '3'
keyword:
- Employee satisfaction
- Customer satisfaction
- Performance
- Service profit chain
- Feedback loops
- Time lags
- Myopic marketing management
language:
- iso: eng
page: 356-366
publication: Journal of Retailing
publication_status: published
publisher: Elsevier
status: public
title: 'Perils of Managing the Service Profit Chain: The Role of Time Lags and Feedback
Loops.'
type: journal_article
user_id: '37741'
volume: 88
year: '2012'
...
---
_id: '17244'
abstract:
- lang: eng
text: 'Robots interacting with humans need to understand actions and make use of
language in social interactions. Research on infant development has shown that
language helps the learner to structure visual observations of action. This acoustic
information typically in the form of narration overlaps with action sequences
and provides infants with a bottom-up guide to find structure within them. This
concept has been introduced as acoustic packaging by Hirsh-Pasek and Golinkoff.
We developed and integrated a prominence detection module in our acoustic packaging
system to detect semantically relevant information linguistically highlighted
by the tutor. Evaluation results on speech data from adult-infant interactions
show a significant agreement with human raters. Furthermore a first approach based
on acoustic packages which uses the prominence detection results to generate acoustic
feedback is presented. Index Terms: prominence, multimodal action segmentation,
human robot interaction, feedback'
author:
- first_name: Lars
full_name: Schillingmann, Lars
last_name: Schillingmann
- first_name: Petra
full_name: Wagner, Petra
last_name: Wagner
- first_name: Christian
full_name: Munier, Christian
last_name: Munier
- first_name: Britta
full_name: Wrede, Britta
last_name: Wrede
- first_name: Katharina
full_name: Rohlfing, Katharina
id: '50352'
last_name: Rohlfing
citation:
ama: 'Schillingmann L, Wagner P, Munier C, Wrede B, Rohlfing K. Using Prominence
Detection to Generate Acoustic Feedback in Tutoring Scenarios. In: Interspeech
2011 (12th Annual Conference of the International Speech Communication Association).
; 2011:3105-3108.'
apa: Schillingmann, L., Wagner, P., Munier, C., Wrede, B., & Rohlfing, K. (2011).
Using Prominence Detection to Generate Acoustic Feedback in Tutoring Scenarios.
Interspeech 2011 (12th Annual Conference of the International Speech Communication
Association), 3105–3108.
bibtex: '@inproceedings{Schillingmann_Wagner_Munier_Wrede_Rohlfing_2011, title={Using
Prominence Detection to Generate Acoustic Feedback in Tutoring Scenarios}, booktitle={Interspeech
2011 (12th Annual Conference of the International Speech Communication Association)},
author={Schillingmann, Lars and Wagner, Petra and Munier, Christian and Wrede,
Britta and Rohlfing, Katharina}, year={2011}, pages={3105–3108} }'
chicago: Schillingmann, Lars, Petra Wagner, Christian Munier, Britta Wrede, and
Katharina Rohlfing. “Using Prominence Detection to Generate Acoustic Feedback
in Tutoring Scenarios.” In Interspeech 2011 (12th Annual Conference of the
International Speech Communication Association), 3105–8, 2011.
ieee: L. Schillingmann, P. Wagner, C. Munier, B. Wrede, and K. Rohlfing, “Using
Prominence Detection to Generate Acoustic Feedback in Tutoring Scenarios,” in
Interspeech 2011 (12th Annual Conference of the International Speech Communication
Association), 2011, pp. 3105–3108.
mla: Schillingmann, Lars, et al. “Using Prominence Detection to Generate Acoustic
Feedback in Tutoring Scenarios.” Interspeech 2011 (12th Annual Conference of
the International Speech Communication Association), 2011, pp. 3105–08.
short: 'L. Schillingmann, P. Wagner, C. Munier, B. Wrede, K. Rohlfing, in: Interspeech
2011 (12th Annual Conference of the International Speech Communication Association),
2011, pp. 3105–3108.'
date_created: 2020-06-24T13:02:10Z
date_updated: 2023-02-01T12:53:54Z
department:
- _id: '749'
keyword:
- Feedback
- Human Robot Interaction
- Prominence
- Multimodal Action Segmentation
language:
- iso: eng
page: 3105-3108
publication: Interspeech 2011 (12th Annual Conference of the International Speech
Communication Association)
status: public
title: Using Prominence Detection to Generate Acoustic Feedback in Tutoring Scenarios
type: conference
user_id: '14931'
year: '2011'
...
---
_id: '17245'
author:
- first_name: Lars
full_name: Schillingmann, Lars
last_name: Schillingmann
- first_name: Petra
full_name: Wagner, Petra
last_name: Wagner
- first_name: Christian
full_name: Munier, Christian
last_name: Munier
- first_name: Britta
full_name: Wrede, Britta
last_name: Wrede
- first_name: Katharina
full_name: Rohlfing, Katharina
id: '50352'
last_name: Rohlfing
citation:
ama: 'Schillingmann L, Wagner P, Munier C, Wrede B, Rohlfing K. Acoustic Packaging
and the Learning of Words. In: ; 2011. doi:10.3389/conf.fncom.2011.52.00020'
apa: Schillingmann, L., Wagner, P., Munier, C., Wrede, B., & Rohlfing, K. (2011).
Acoustic Packaging and the Learning of Words. https://doi.org/10.3389/conf.fncom.2011.52.00020
bibtex: '@inproceedings{Schillingmann_Wagner_Munier_Wrede_Rohlfing_2011, title={Acoustic
Packaging and the Learning of Words}, DOI={10.3389/conf.fncom.2011.52.00020},
author={Schillingmann, Lars and Wagner, Petra and Munier, Christian and Wrede,
Britta and Rohlfing, Katharina}, year={2011} }'
chicago: Schillingmann, Lars, Petra Wagner, Christian Munier, Britta Wrede, and
Katharina Rohlfing. “Acoustic Packaging and the Learning of Words,” 2011. https://doi.org/10.3389/conf.fncom.2011.52.00020.
ieee: 'L. Schillingmann, P. Wagner, C. Munier, B. Wrede, and K. Rohlfing, “Acoustic
Packaging and the Learning of Words,” 2011, doi: 10.3389/conf.fncom.2011.52.00020.'
mla: Schillingmann, Lars, et al. Acoustic Packaging and the Learning of Words.
2011, doi:10.3389/conf.fncom.2011.52.00020.
short: 'L. Schillingmann, P. Wagner, C. Munier, B. Wrede, K. Rohlfing, in: 2011.'
date_created: 2020-06-24T13:02:11Z
date_updated: 2023-02-01T12:54:16Z
department:
- _id: '749'
doi: 10.3389/conf.fncom.2011.52.00020
keyword:
- Prominence
- Multimodal Action Segmentation
- Feedback
- Color Saliency
- Human Robot Interaction
language:
- iso: eng
publication_identifier:
issn:
- 1662-5188
status: public
title: Acoustic Packaging and the Learning of Words
type: conference
user_id: '14931'
year: '2011'
...
---
_id: '17253'
author:
- first_name: Anna-Lisa
full_name: Vollmer, Anna-Lisa
last_name: Vollmer
- first_name: Karola
full_name: Pitsch, Karola
last_name: Pitsch
- first_name: Katrin Solveig
full_name: Lohan, Katrin Solveig
last_name: Lohan
- first_name: Jannik
full_name: Fritsch, Jannik
last_name: Fritsch
- first_name: Katharina
full_name: Rohlfing, Katharina
id: '50352'
last_name: Rohlfing
- first_name: Britta
full_name: Wrede, Britta
last_name: Wrede
citation:
ama: 'Vollmer A-L, Pitsch K, Lohan KS, Fritsch J, Rohlfing K, Wrede B. Developing
feedback: How children of different age contribute to a tutoring interaction with
adults. In: Development and Learning (ICDL), 2010 IEEE 9th International Conference
on Development and Learning. ; 2010:76-81.'
apa: 'Vollmer, A.-L., Pitsch, K., Lohan, K. S., Fritsch, J., Rohlfing, K., &
Wrede, B. (2010). Developing feedback: How children of different age contribute
to a tutoring interaction with adults. Development and Learning (ICDL), 2010
IEEE 9th International Conference on Development and Learning, 76–81.'
bibtex: '@inproceedings{Vollmer_Pitsch_Lohan_Fritsch_Rohlfing_Wrede_2010, title={Developing
feedback: How children of different age contribute to a tutoring interaction with
adults}, booktitle={Development and Learning (ICDL), 2010 IEEE 9th International
Conference on Development and Learning}, author={Vollmer, Anna-Lisa and Pitsch,
Karola and Lohan, Katrin Solveig and Fritsch, Jannik and Rohlfing, Katharina and
Wrede, Britta}, year={2010}, pages={76–81} }'
chicago: 'Vollmer, Anna-Lisa, Karola Pitsch, Katrin Solveig Lohan, Jannik Fritsch,
Katharina Rohlfing, and Britta Wrede. “Developing Feedback: How Children of Different
Age Contribute to a Tutoring Interaction with Adults.” In Development and Learning
(ICDL), 2010 IEEE 9th International Conference on Development and Learning,
76–81, 2010.'
ieee: 'A.-L. Vollmer, K. Pitsch, K. S. Lohan, J. Fritsch, K. Rohlfing, and B. Wrede,
“Developing feedback: How children of different age contribute to a tutoring interaction
with adults,” in Development and Learning (ICDL), 2010 IEEE 9th International
Conference on Development and Learning, 2010, pp. 76–81.'
mla: 'Vollmer, Anna-Lisa, et al. “Developing Feedback: How Children of Different
Age Contribute to a Tutoring Interaction with Adults.” Development and Learning
(ICDL), 2010 IEEE 9th International Conference on Development and Learning,
2010, pp. 76–81.'
short: 'A.-L. Vollmer, K. Pitsch, K.S. Lohan, J. Fritsch, K. Rohlfing, B. Wrede,
in: Development and Learning (ICDL), 2010 IEEE 9th International Conference on
Development and Learning, 2010, pp. 76–81.'
date_created: 2020-06-24T13:02:20Z
date_updated: 2023-02-01T13:00:15Z
department:
- _id: '749'
keyword:
- tutoring interaction
- social interaction
- video signal processing
- robot systems
- paediatrics
- neurophysiology
- Learning
- infant
- feedback
- biology computing
- cognitive capabilities
- cognition
- children
language:
- iso: eng
page: 76-81
publication: Development and Learning (ICDL), 2010 IEEE 9th International Conference
on Development and Learning
status: public
title: 'Developing feedback: How children of different age contribute to a tutoring
interaction with adults'
type: conference
user_id: '14931'
year: '2010'
...
---
_id: '11937'
abstract:
- lang: eng
text: In automatic speech recognition, hidden Markov models (HMMs) are commonly
used for speech decoding, while switching linear dynamic models (SLDMs) can be
employed for a preceding model-based speech feature enhancement. In this paper,
these model types are combined in order to obtain a novel iterative speech feature
enhancement and recognition architecture. It is shown that speech feature enhancement
with SLDMs can be improved by feeding back information from the HMM to the enhancement
stage. Two different feedback structures are derived. In the first, the posteriors
of the HMM states are used to control the model probabilities of the SLDMs, while
in the second they are employed to directly influence the estimate of the speech
feature distribution. Both approaches lead to improvements in recognition accuracy
both on the AURORA2 and AURORA4 databases compared to non-iterative speech feature
enhancement with SLDMs. It is also shown that a combination with uncertainty decoding
further enhances performance.
author:
- first_name: Stefan
full_name: Windmann, Stefan
last_name: Windmann
- first_name: Reinhold
full_name: Haeb-Umbach, Reinhold
id: '242'
last_name: Haeb-Umbach
citation:
ama: Windmann S, Haeb-Umbach R. Approaches to Iterative Speech Feature Enhancement
and Recognition. IEEE Transactions on Audio, Speech, and Language Processing.
2009;17(5):974-984. doi:10.1109/TASL.2009.2014894
apa: Windmann, S., & Haeb-Umbach, R. (2009). Approaches to Iterative Speech
Feature Enhancement and Recognition. IEEE Transactions on Audio, Speech, and
Language Processing, 17(5), 974–984. https://doi.org/10.1109/TASL.2009.2014894
bibtex: '@article{Windmann_Haeb-Umbach_2009, title={Approaches to Iterative Speech
Feature Enhancement and Recognition}, volume={17}, DOI={10.1109/TASL.2009.2014894},
number={5}, journal={IEEE Transactions on Audio, Speech, and Language Processing},
author={Windmann, Stefan and Haeb-Umbach, Reinhold}, year={2009}, pages={974–984}
}'
chicago: 'Windmann, Stefan, and Reinhold Haeb-Umbach. “Approaches to Iterative Speech
Feature Enhancement and Recognition.” IEEE Transactions on Audio, Speech, and
Language Processing 17, no. 5 (2009): 974–84. https://doi.org/10.1109/TASL.2009.2014894.'
ieee: S. Windmann and R. Haeb-Umbach, “Approaches to Iterative Speech Feature Enhancement
and Recognition,” IEEE Transactions on Audio, Speech, and Language Processing,
vol. 17, no. 5, pp. 974–984, 2009.
mla: Windmann, Stefan, and Reinhold Haeb-Umbach. “Approaches to Iterative Speech
Feature Enhancement and Recognition.” IEEE Transactions on Audio, Speech, and
Language Processing, vol. 17, no. 5, 2009, pp. 974–84, doi:10.1109/TASL.2009.2014894.
short: S. Windmann, R. Haeb-Umbach, IEEE Transactions on Audio, Speech, and Language
Processing 17 (2009) 974–984.
date_created: 2019-07-12T05:31:08Z
date_updated: 2022-01-06T06:51:12Z
department:
- _id: '54'
doi: 10.1109/TASL.2009.2014894
intvolume: ' 17'
issue: '5'
keyword:
- AURORA2 databases
- AURORA4 databases
- automatic speech recognition
- feedback structures
- hidden Markov models
- HMM
- iterative methods
- iterative speech feature enhancement
- model probabilities
- speech decoding
- speech enhancement
- speech feature distribution
- speech recognition
- switching linear dynamic models
language:
- iso: eng
main_file_link:
- open_access: '1'
url: https://groups.uni-paderborn.de/nt/pubs/2009/WiHa09-1.pdf
oa: '1'
page: 974-984
publication: IEEE Transactions on Audio, Speech, and Language Processing
status: public
title: Approaches to Iterative Speech Feature Enhancement and Recognition
type: journal_article
user_id: '44006'
volume: 17
year: '2009'
...
---
_id: '17272'
abstract:
- lang: eng
text: 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. 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. However, according to our knowledge,
it has barely been studied whether this is true and how exactly humans alter their
behavior towards a robotic interaction partner. In this paper, we present results
concerning 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. In our study, we performed a detailed multimodal analysis
of HRI in a tutoring situation using the example of a robot simulation equipped
with a bottom-up saliency-based attention model. Our results reveal significant
differences in hand movement velocity, motion pauses, range of motion, and eye
gaze suggesting that for example adults decrease their hand movement velocity
in an Adult-Child Interaction (ACI), opposed to an Adult-Adult Interaction (AAI)
and this decrease is even higher in the Adult-Robot Interaction (ARI). We also
found important differences between ACI and ARI in how the behavior is modified
over time as the interaction unfolds. These findings indicate the necessity of
integrating top-down feedback structures into a bottom-up system for robots to
be fully accepted as interaction partners.
author:
- first_name: Anna-Lisa
full_name: Vollmer, Anna-Lisa
last_name: Vollmer
- first_name: Katrin Solveig
full_name: Lohan, Katrin Solveig
last_name: Lohan
- first_name: Kerstin
full_name: Fischer, Kerstin
last_name: Fischer
- first_name: Yukie
full_name: Nagai, Yukie
last_name: Nagai
- first_name: Karola
full_name: Pitsch, Karola
last_name: Pitsch
- first_name: Jannik
full_name: Fritsch, Jannik
last_name: Fritsch
- first_name: Katharina
full_name: Rohlfing, Katharina
id: '50352'
last_name: Rohlfing
- first_name: Britta
full_name: Wrede, Britta
last_name: Wrede
citation:
ama: 'Vollmer A-L, Lohan KS, Fischer K, et al. People modify their tutoring behavior
in robot-directed interaction for action learning. In: Development and Learning,
2009. ICDL 2009. IEEE 8th International Conference on Development and Learning.
IEEE; 2009:1-6. doi:10.1109/DEVLRN.2009.5175516'
apa: Vollmer, A.-L., Lohan, K. S., Fischer, K., Nagai, Y., Pitsch, K., Fritsch,
J., Rohlfing, K., & Wrede, B. (2009). People modify their tutoring behavior
in robot-directed interaction for action learning. Development and Learning,
2009. ICDL 2009. IEEE 8th International Conference on Development and Learning,
1–6. https://doi.org/10.1109/DEVLRN.2009.5175516
bibtex: '@inproceedings{Vollmer_Lohan_Fischer_Nagai_Pitsch_Fritsch_Rohlfing_Wrede_2009,
title={People modify their tutoring behavior in robot-directed interaction for
action learning}, DOI={10.1109/DEVLRN.2009.5175516},
booktitle={Development and Learning, 2009. ICDL 2009. IEEE 8th International Conference
on Development and Learning}, publisher={IEEE}, author={Vollmer, Anna-Lisa and
Lohan, Katrin Solveig and Fischer, Kerstin and Nagai, Yukie and Pitsch, Karola
and Fritsch, Jannik and Rohlfing, Katharina and Wrede, Britta}, year={2009}, pages={1–6}
}'
chicago: Vollmer, Anna-Lisa, Katrin Solveig Lohan, Kerstin Fischer, Yukie Nagai,
Karola Pitsch, Jannik Fritsch, Katharina Rohlfing, and Britta Wrede. “People Modify
Their Tutoring Behavior in Robot-Directed Interaction for Action Learning.” In
Development and Learning, 2009. ICDL 2009. IEEE 8th International Conference
on Development and Learning, 1–6. IEEE, 2009. https://doi.org/10.1109/DEVLRN.2009.5175516.
ieee: 'A.-L. Vollmer et al., “People modify their tutoring behavior in robot-directed
interaction for action learning,” in Development and Learning, 2009. ICDL 2009.
IEEE 8th International Conference on Development and Learning, 2009, pp. 1–6,
doi: 10.1109/DEVLRN.2009.5175516.'
mla: Vollmer, Anna-Lisa, et al. “People Modify Their Tutoring Behavior in Robot-Directed
Interaction for Action Learning.” Development and Learning, 2009. ICDL 2009.
IEEE 8th International Conference on Development and Learning, IEEE, 2009,
pp. 1–6, doi:10.1109/DEVLRN.2009.5175516.
short: 'A.-L. Vollmer, K.S. Lohan, K. Fischer, Y. Nagai, K. Pitsch, J. Fritsch,
K. Rohlfing, B. Wrede, in: Development and Learning, 2009. ICDL 2009. IEEE 8th
International Conference on Development and Learning, IEEE, 2009, pp. 1–6.'
date_created: 2020-06-24T13:02:43Z
date_updated: 2023-02-01T13:06:43Z
department:
- _id: '749'
doi: 10.1109/DEVLRN.2009.5175516
keyword:
- robot simulation
- hand movement velocity
- robotic interaction partner
- robotic agent
- robot-directed interaction
- multimodal analysis
- Motionese
- Motherese
- intelligent tutoring systems
- immature cognitive capability
- human computer interaction
- eye gaze
- child-directed speech
- child-directed motion
- bottom-up system
- bottom-up saliency-based attention model
- adult-robot interaction
- adult-child interaction
- adult-adult interaction
- human-robot interaction
- action learning
- social learning scenario
- social robotics
- software agents
- top-down feedback structures
- tutoring behavior
language:
- iso: eng
page: 1-6
publication: Development and Learning, 2009. ICDL 2009. IEEE 8th International Conference
on Development and Learning
publisher: IEEE
status: public
title: People modify their tutoring behavior in robot-directed interaction for action
learning
type: conference
user_id: '14931'
year: '2009'
...
---
_id: '17278'
abstract:
- lang: eng
text: This paper investigates the influence of feedback provided by an autonomous
robot (BIRON) on users’ discursive behavior. A user study is described during
which users show objects to the robot. The results of the experiment indicate,
that the robot’s verbal feedback utterances cause the humans to adapt their own
way of speaking. The changes in users’ verbal behavior are due to their beliefs
about the robots knowledge and abilities. In this paper they are identified and
grouped. Moreover, the data implies variations in user behavior regarding gestures.
Unlike speech, the robot was not able to give feedback with gestures. Due to the
lack of feedback, users did not seem to have a consistent mental representation
of the robot’s abilities to recognize gestures. As a result, changes between different
gestures are interpreted to be unconscious variations accompanying speech.
author:
- first_name: Manja
full_name: Lohse, Manja
last_name: Lohse
- first_name: Katharina
full_name: Rohlfing, Katharina
id: '50352'
last_name: Rohlfing
- first_name: Britta
full_name: Wrede, Britta
last_name: Wrede
- first_name: Gerhard
full_name: Sagerer, Gerhard
last_name: Sagerer
citation:
ama: 'Lohse M, Rohlfing K, Wrede B, Sagerer G. “Try something else!” — When users
change their discursive behavior in human-robot interaction. In: ; 2008:3481-3486.
doi:10.1109/ROBOT.2008.4543743'
apa: Lohse, M., Rohlfing, K., Wrede, B., & Sagerer, G. (2008). “Try something
else!” — When users change their discursive behavior in human-robot interaction.
3481–3486. https://doi.org/10.1109/ROBOT.2008.4543743
bibtex: '@inproceedings{Lohse_Rohlfing_Wrede_Sagerer_2008, title={“Try something
else!” — When users change their discursive behavior in human-robot interaction},
DOI={10.1109/ROBOT.2008.4543743},
author={Lohse, Manja and Rohlfing, Katharina and Wrede, Britta and Sagerer, Gerhard},
year={2008}, pages={3481–3486} }'
chicago: Lohse, Manja, Katharina Rohlfing, Britta Wrede, and Gerhard Sagerer. “‘Try
Something Else!’ — When Users Change Their Discursive Behavior in Human-Robot
Interaction,” 3481–86, 2008. https://doi.org/10.1109/ROBOT.2008.4543743.
ieee: 'M. Lohse, K. Rohlfing, B. Wrede, and G. Sagerer, “‘Try something else!’ —
When users change their discursive behavior in human-robot interaction,” 2008,
pp. 3481–3486, doi: 10.1109/ROBOT.2008.4543743.'
mla: Lohse, Manja, et al. “Try Something Else!” — When Users Change Their Discursive
Behavior in Human-Robot Interaction. 2008, pp. 3481–86, doi:10.1109/ROBOT.2008.4543743.
short: 'M. Lohse, K. Rohlfing, B. Wrede, G. Sagerer, in: 2008, pp. 3481–3486.'
date_created: 2020-06-24T13:02:49Z
date_updated: 2023-02-01T13:08:20Z
department:
- _id: '749'
doi: 10.1109/ROBOT.2008.4543743
keyword:
- discursive behavior
- autonomous robot
- BIRON
- man-machine systems
- robot abilities
- robot knowledge
- user gestures
- robot verbal feedback utterance
- speech processing
- user verbal behavior
- service robots
- human-robot interaction
- human computer interaction
- gesture recognition
language:
- iso: eng
page: 3481-3486
publication_identifier:
isbn:
- 1050-4729
status: public
title: “Try something else!” — When users change their discursive behavior in human-robot
interaction
type: conference
user_id: '14931'
year: '2008'
...
---
_id: '39411'
abstract:
- lang: eng
text: Rapid prototyping based on 3D models is well accepted for several applications.
This article addresses the application of animated virtual 3D prototypes for the
development of computer-based systems supporting early collaboration of the system
designer with the external customer. Our methodology seamlessly integrates illustration
through 3D animation with the main tasks of computer-based real-time systems development,
i.e., implementation and verification. The approach is outlined by the example
of the design of a flexible manufacturing system.
author:
- first_name: Stephan
full_name: Flake, Stephan
last_name: Flake
- first_name: Christian
full_name: Geiger, Christian
last_name: Geiger
- first_name: Wolfgang
full_name: Müller, Wolfgang
id: '16243'
last_name: Müller
- first_name: Jürgen
full_name: Ruf, Jürgen
last_name: Ruf
citation:
ama: 'Flake S, Geiger C, Müller W, Ruf J. Customer-Oriented Systems Design through
Virtual Prototyps. In: Proceedings of IEEE KMN 2001. ; 2001. doi:10.1109/ENABL.2001.953425'
apa: 'Flake, S., Geiger, C., Müller, W., & Ruf, J. (2001). Customer-Oriented
Systems Design through Virtual Prototyps. Proceedings of IEEE KMN 2001.
Proceedings Tenth IEEE International Workshop on Enabling Technologies: Infrastructure
for Collaborative Enterprises. https://doi.org/10.1109/ENABL.2001.953425'
bibtex: '@inproceedings{Flake_Geiger_Müller_Ruf_2001, place={Cambridge, MA, USA
}, title={Customer-Oriented Systems Design through Virtual Prototyps}, DOI={10.1109/ENABL.2001.953425},
booktitle={Proceedings of IEEE KMN 2001}, author={Flake, Stephan and Geiger, Christian
and Müller, Wolfgang and Ruf, Jürgen}, year={2001} }'
chicago: Flake, Stephan, Christian Geiger, Wolfgang Müller, and Jürgen Ruf. “Customer-Oriented
Systems Design through Virtual Prototyps.” In Proceedings of IEEE KMN 2001.
Cambridge, MA, USA , 2001. https://doi.org/10.1109/ENABL.2001.953425.
ieee: 'S. Flake, C. Geiger, W. Müller, and J. Ruf, “Customer-Oriented Systems Design
through Virtual Prototyps,” presented at the Proceedings Tenth IEEE International
Workshop on Enabling Technologies: Infrastructure for Collaborative Enterprises,
2001, doi: 10.1109/ENABL.2001.953425.'
mla: Flake, Stephan, et al. “Customer-Oriented Systems Design through Virtual Prototyps.”
Proceedings of IEEE KMN 2001, 2001, doi:10.1109/ENABL.2001.953425.
short: 'S. Flake, C. Geiger, W. Müller, J. Ruf, in: Proceedings of IEEE KMN 2001,
Cambridge, MA, USA , 2001.'
conference:
name: 'Proceedings Tenth IEEE International Workshop on Enabling Technologies: Infrastructure
for Collaborative Enterprises'
date_created: 2023-01-24T10:30:14Z
date_updated: 2023-01-24T10:30:21Z
department:
- _id: '672'
doi: 10.1109/ENABL.2001.953425
keyword:
- Virtual prototyping
- Animation
- Collaboration
- System analysis and design
- Feedback
- Application software
- Power system modeling
- Handicapped aids
- Process design
- Contracts
language:
- iso: eng
place: 'Cambridge, MA, USA '
publication: Proceedings of IEEE KMN 2001
publication_identifier:
isbn:
- 0-7695-1269-0
status: public
title: Customer-Oriented Systems Design through Virtual Prototyps
type: conference
user_id: '5786'
year: '2001'
...
---
_id: '39487'
abstract:
- lang: eng
text: This article introduces and discusses different innovative means for visual
specification and animation of complex concurrent systems. It introduces the completely
visual programming language Pictorial Janus (PJ) and its application in the customer-oriented
design process. PJ implements a completely visual programming language with inherent
animation facilities. The article outlines the transformation of purely visual
PJ programs into textual imperative programming languages. The second part of
the article investigates animated 3D-presentations and introduces a novel approach
to an animated 3D programming language for interactive customer-oriented illustrations.
author:
- first_name: Christian
full_name: Geiger, Christian
last_name: Geiger
- first_name: G.
full_name: Lehrenfeld, G.
last_name: Lehrenfeld
- first_name: Wolfgang
full_name: Müller, Wolfgang
id: '16243'
last_name: Müller
citation:
ama: 'Geiger C, Lehrenfeld G, Müller W. Visual Specification, Modeling, and Illustrations
of Complex Systems. In: Proceedings of HICSS-32. ; 1999. doi:10.1109/HICSS.1999.772621'
apa: Geiger, C., Lehrenfeld, G., & Müller, W. (1999). Visual Specification,
Modeling, and Illustrations of Complex Systems. Proceedings of HICSS-32.
Proceedings of the 32nd Annual Hawaii International Conference on Systems Sciences
1999, Maui, Hawaii. https://doi.org/10.1109/HICSS.1999.772621
bibtex: '@inproceedings{Geiger_Lehrenfeld_Müller_1999, place={Maui, Hawaii}, title={Visual
Specification, Modeling, and Illustrations of Complex Systems}, DOI={10.1109/HICSS.1999.772621},
booktitle={Proceedings of HICSS-32}, author={Geiger, Christian and Lehrenfeld,
G. and Müller, Wolfgang}, year={1999} }'
chicago: Geiger, Christian, G. Lehrenfeld, and Wolfgang Müller. “Visual Specification,
Modeling, and Illustrations of Complex Systems.” In Proceedings of HICSS-32.
Maui, Hawaii, 1999. https://doi.org/10.1109/HICSS.1999.772621.
ieee: 'C. Geiger, G. Lehrenfeld, and W. Müller, “Visual Specification, Modeling,
and Illustrations of Complex Systems,” presented at the Proceedings of the 32nd
Annual Hawaii International Conference on Systems Sciences 1999, Maui, Hawaii,
1999, doi: 10.1109/HICSS.1999.772621.'
mla: Geiger, Christian, et al. “Visual Specification, Modeling, and Illustrations
of Complex Systems.” Proceedings of HICSS-32, 1999, doi:10.1109/HICSS.1999.772621.
short: 'C. Geiger, G. Lehrenfeld, W. Müller, in: Proceedings of HICSS-32, Maui,
Hawaii, 1999.'
conference:
location: Maui, Hawaii
name: Proceedings of the 32nd Annual Hawaii International Conference on Systems
Sciences 1999
date_created: 2023-01-24T11:33:05Z
date_updated: 2023-01-24T11:33:35Z
department:
- _id: '672'
doi: 10.1109/HICSS.1999.772621
keyword:
- Animation
- Computer languages
- Object oriented modeling
- Collaboration
- Process design
- Graphical user interfaces
- Jacobian matrices
- Standardization
- Feedback
- Software prototyping
language:
- iso: eng
place: Maui, Hawaii
publication: Proceedings of HICSS-32
publication_identifier:
isbn:
- 0-7695-0001-3
status: public
title: Visual Specification, Modeling, and Illustrations of Complex Systems
type: conference
user_id: '5786'
year: '1999'
...