@inbook{65167,
  abstract     = {{Through the Reformation, the Bible and education gained central importance. The Reformation principle that the Bible as Holy Scripture should be the only basis and norm for faith (sola Scriptura) emphasized the importance of reading and writing. The Reformers wanted children and laypeople to become independent church members. Teaching material was needed for school lessons, and study Bibles with pictures were produced; Martin Luther’s Little Prayer Book (1529) served as a prototype. The Lay Bible (1540) by Wendelin Rihel was a continuation of Luther’s Little Prayer Book. This innovative period laid the foundation for later children’s Bible traditions.
}},
  author       = {{Keuchen, Marion}},
  booktitle    = {{The Oxford Handbook of the Bible and the Reformation}},
  editor       = {{Powell McNutt, Jennifer and Selderhuis, Herman}},
  isbn         = {{ 9780198753186}},
  keywords     = {{Reformation children’s Bibles, Bible illustrations, lay Bible, passional, Martin Luther, Wendelin Rihel, religious education of children}},
  pages        = {{171--185}},
  publisher    = {{Oxford University Press}},
  title        = {{{Children’s Bibles in the Reformation: Martin Luther‘s „Passional“ (1529) and Wendelin Rihel‘s „Leienbibel (1540)}}},
  doi          = {{10.1093/oxfordhb/9780198753186.013.13}},
  year         = {{2025}},
}

@article{32542,
  abstract     = {{This study investigates how different factors in regard to intergenerational relationships are associated with emotional support
given by adults to their parents. The analysis focuses on adult children and their parents in a representative German sample.
Data were obtained from the second wave of the German Family Panel (pairfam) consisting of 2064 women and 1841 men.
Results show that transfer of emotional support by the adult children was especially associated not only with received emotional support from parents, but also with affection, conflicts, and expectations concerning parents. A moderator analysis
focuses on gender and showed differences for the association between given support by adults and conflicts between mothers
and fathers. For the offspring, no gender effects were found.}},
  author       = {{Sommer, Sabrina and Buhl, Heike M.}},
  issn         = {{1068-0667}},
  journal      = {{Journal of Adult Development}},
  keywords     = {{Intergenerational relationships, Emotional support, Solidarity, Adult children, Gender}},
  number       = {{4}},
  pages        = {{286--296}},
  publisher    = {{Springer Science and Business Media LLC}},
  title        = {{{Intergenerational Transfers: Associations with Adult Children’s Emotional Support of Their Parents}}},
  doi          = {{10.1007/s10804-018-9296-y}},
  volume       = {{25}},
  year         = {{2018}},
}

@inproceedings{17253,
  author       = {{Vollmer, Anna-Lisa and Pitsch, Karola and Lohan, Katrin Solveig and Fritsch, Jannik and Rohlfing, Katharina and Wrede, Britta}},
  booktitle    = {{Development and Learning (ICDL), 2010 IEEE 9th International Conference on Development and Learning}},
  keywords     = {{tutoring interaction, social interaction, video signal processing, robot systems, paediatrics, neurophysiology, Learning, infant, feedback, biology computing, cognitive capabilities, cognition, children}},
  pages        = {{76--81}},
  title        = {{{Developing feedback: How children of different age contribute to a tutoring interaction with adults}}},
  year         = {{2010}},
}