[{"citation":{"mla":"Lyon, Caroline, et al. “Embodied Language Learning and Cognitive Bootstrapping: Methods and Design Principles.” <i>International Journal of Advanced Robotic Systems</i>, vol. 13, no. 3, Intech Europe, 2016, doi:<a href=\"https://doi.org/10.5772/63462\">10.5772/63462</a>.","bibtex":"@article{Lyon_Nehaniv_Saunders_Belpaeme_Bisio_Fischer_Forster_Lehmann_Metta_Mohan_et al._2016, title={Embodied Language Learning and Cognitive Bootstrapping: Methods and Design Principles}, volume={13}, DOI={<a href=\"https://doi.org/10.5772/63462\">10.5772/63462</a>}, number={3}, journal={International Journal of Advanced Robotic Systems}, publisher={Intech Europe}, author={Lyon, Caroline and Nehaniv, Chrystopher L. and Saunders, Joe and Belpaeme, Tony and Bisio, Ambra and Fischer, Kerstin and Forster, Frank and Lehmann, Hagen and Metta, Giorgio and Mohan, Vishwanathan and et al.}, year={2016} }","ama":"Lyon C, Nehaniv CL, Saunders J, et al. Embodied Language Learning and Cognitive Bootstrapping: Methods and Design Principles. <i>International Journal of Advanced Robotic Systems</i>. 2016;13(3). doi:<a href=\"https://doi.org/10.5772/63462\">10.5772/63462</a>","ieee":"C. Lyon <i>et al.</i>, “Embodied Language Learning and Cognitive Bootstrapping: Methods and Design Principles,” <i>International Journal of Advanced Robotic Systems</i>, vol. 13, no. 3, 2016, doi: <a href=\"https://doi.org/10.5772/63462\">10.5772/63462</a>.","apa":"Lyon, C., Nehaniv, C. L., Saunders, J., Belpaeme, T., Bisio, A., Fischer, K., Forster, F., Lehmann, H., Metta, G., Mohan, V., Morse, A., Nolfi, S., Nori, F., Rohlfing, K., Sciutti, A., Tani, J., Tuci, E., Wrede, B., Zeschel, A., &#38; Cangelosi, A. (2016). Embodied Language Learning and Cognitive Bootstrapping: Methods and Design Principles. <i>International Journal of Advanced Robotic Systems</i>, <i>13</i>(3). <a href=\"https://doi.org/10.5772/63462\">https://doi.org/10.5772/63462</a>","chicago":"Lyon, Caroline, Chrystopher L. Nehaniv, Joe Saunders, Tony Belpaeme, Ambra Bisio, Kerstin Fischer, Frank Forster, et al. “Embodied Language Learning and Cognitive Bootstrapping: Methods and Design Principles.” <i>International Journal of Advanced Robotic Systems</i> 13, no. 3 (2016). <a href=\"https://doi.org/10.5772/63462\">https://doi.org/10.5772/63462</a>.","short":"C. Lyon, C.L. Nehaniv, J. Saunders, T. Belpaeme, A. Bisio, K. Fischer, F. Forster, H. Lehmann, G. Metta, V. Mohan, A. Morse, S. Nolfi, F. Nori, K. Rohlfing, A. Sciutti, J. Tani, E. Tuci, B. Wrede, A. Zeschel, A. Cangelosi, International Journal of Advanced Robotic Systems 13 (2016)."},"status":"public","user_id":"14931","volume":13,"_id":"17182","publisher":"Intech Europe","abstract":[{"lang":"eng","text":"Co-development of action, conceptualization and social interaction mutually scaffold and support each other within a virtuous feedback cycle in the development of human language in children. Within this framework, the purpose of this article is to bring together diverse but complementary accounts of research methods that jointly contribute to our understanding of cognitive development and in particular, language acquisition in robots. Thus, we include research pertaining to developmental robotics, cognitive science, psychology, linguistics and neuroscience, as well as practical computer science and engineering. The different studies are not at this stage all connected into a cohesive whole; rather, they are presented to illuminate the need for multiple different approaches that complement each other in the pursuit of understanding cognitive development in robots. Extensive experiments involving the humanoid robot iCub are reported, while human learning relevant to developmental robotics has also contributed useful results. Disparate approaches are brought together via common underlying design principles. Without claiming to model human language acquisition directly, we are nonetheless inspired by analogous development in humans and consequently, our investigations include the parallel co-development of action, conceptualization and social interaction. Though these different approaches need to ultimately be integrated into a coherent, unified body of knowledge, progress is currently also being made by pursuing individual methods."}],"issue":"3","publication":"International Journal of Advanced Robotic Systems","type":"journal_article","keyword":["Robot Language","Human Robot Interaction","HRI","Developmental Robotics","Cognitive Bootstrapping","Statistical Learning"],"department":[{"_id":"749"}],"date_created":"2020-06-24T13:00:58Z","date_updated":"2023-02-01T16:04:48Z","intvolume":"        13","title":"Embodied Language Learning and Cognitive Bootstrapping: Methods and Design Principles","year":"2016","author":[{"last_name":"Lyon","first_name":"Caroline","full_name":"Lyon, Caroline"},{"full_name":"Nehaniv, Chrystopher L.","first_name":"Chrystopher L.","last_name":"Nehaniv"},{"last_name":"Saunders","first_name":"Joe","full_name":"Saunders, Joe"},{"full_name":"Belpaeme, Tony","last_name":"Belpaeme","first_name":"Tony"},{"last_name":"Bisio","first_name":"Ambra","full_name":"Bisio, Ambra"},{"last_name":"Fischer","first_name":"Kerstin","full_name":"Fischer, Kerstin"},{"full_name":"Forster, Frank","first_name":"Frank","last_name":"Forster"},{"first_name":"Hagen","last_name":"Lehmann","full_name":"Lehmann, Hagen"},{"full_name":"Metta, Giorgio","first_name":"Giorgio","last_name":"Metta"},{"first_name":"Vishwanathan","last_name":"Mohan","full_name":"Mohan, Vishwanathan"},{"first_name":"Anthony","last_name":"Morse","full_name":"Morse, Anthony"},{"full_name":"Nolfi, Stefano","first_name":"Stefano","last_name":"Nolfi"},{"full_name":"Nori, Francesco","last_name":"Nori","first_name":"Francesco"},{"first_name":"Katharina","last_name":"Rohlfing","full_name":"Rohlfing, Katharina","id":"50352"},{"full_name":"Sciutti, Alessandra","last_name":"Sciutti","first_name":"Alessandra"},{"last_name":"Tani","first_name":"Jun","full_name":"Tani, Jun"},{"last_name":"Tuci","first_name":"Elio","full_name":"Tuci, Elio"},{"first_name":"Britta","last_name":"Wrede","full_name":"Wrede, Britta"},{"full_name":"Zeschel, Arne","last_name":"Zeschel","first_name":"Arne"},{"first_name":"Angelo","last_name":"Cangelosi","full_name":"Cangelosi, Angelo"}],"publication_identifier":{"issn":["1729-8814"]},"doi":"10.5772/63462","language":[{"iso":"eng"}]},{"abstract":[{"text":"The classic mapping metaphor posits that children learn a word by mapping it onto a concept of an object or event. However, we believe that a mapping metaphor cannot account for word learning, because even though children focus attention on objects, they do not necessarily remember the connection between the word and the referent unless it is framed pragmatically, that is, within a task. Our theoretical paper proposes an alternative mechanism for word learning. Our main premise is that word learning occurs as children accomplish a goal in cooperation with a partner. We follow Bruner's (1983) idea and further specify pragmatic frames as the learning units that drive language acquisition and cognitive development. These units consist of a sequence of actions and verbal behaviors that are co-constructed with a partner to achieve a joint goal. We elaborate on this alternative, offer some initial parametrizations of the concept, and embed it in current language learning approaches.","lang":"eng"}],"citation":{"ieee":"K. Rohlfing, B. Wrede, A.-L. Vollmer, and P.-Y. Oudeyer, “An Alternative to Mapping a Word onto a Concept in Language Acquisition: Pragmatic Frames,” <i>FRONTIERS IN PSYCHOLOGY</i>, vol. 7, 2016, doi: <a href=\"https://doi.org/10.3389/fpsyg.2016.00470\">10.3389/fpsyg.2016.00470</a>.","apa":"Rohlfing, K., Wrede, B., Vollmer, A.-L., &#38; Oudeyer, P.-Y. (2016). An Alternative to Mapping a Word onto a Concept in Language Acquisition: Pragmatic Frames. <i>FRONTIERS IN PSYCHOLOGY</i>, <i>7</i>. <a href=\"https://doi.org/10.3389/fpsyg.2016.00470\">https://doi.org/10.3389/fpsyg.2016.00470</a>","chicago":"Rohlfing, Katharina, Britta Wrede, Anna-Lisa Vollmer, and Pierre-Yves Oudeyer. “An Alternative to Mapping a Word onto a Concept in Language Acquisition: Pragmatic Frames.” <i>FRONTIERS IN PSYCHOLOGY</i> 7 (2016). <a href=\"https://doi.org/10.3389/fpsyg.2016.00470\">https://doi.org/10.3389/fpsyg.2016.00470</a>.","short":"K. Rohlfing, B. Wrede, A.-L. Vollmer, P.-Y. Oudeyer, FRONTIERS IN PSYCHOLOGY 7 (2016).","mla":"Rohlfing, Katharina, et al. “An Alternative to Mapping a Word onto a Concept in Language Acquisition: Pragmatic Frames.” <i>FRONTIERS IN PSYCHOLOGY</i>, vol. 7, Frontiers Media Sa, 2016, doi:<a href=\"https://doi.org/10.3389/fpsyg.2016.00470\">10.3389/fpsyg.2016.00470</a>.","bibtex":"@article{Rohlfing_Wrede_Vollmer_Oudeyer_2016, title={An Alternative to Mapping a Word onto a Concept in Language Acquisition: Pragmatic Frames}, volume={7}, DOI={<a href=\"https://doi.org/10.3389/fpsyg.2016.00470\">10.3389/fpsyg.2016.00470</a>}, journal={FRONTIERS IN PSYCHOLOGY}, publisher={Frontiers Media Sa}, author={Rohlfing, Katharina and Wrede, Britta and Vollmer, Anna-Lisa and Oudeyer, Pierre-Yves}, year={2016} }","ama":"Rohlfing K, Wrede B, Vollmer A-L, Oudeyer P-Y. An Alternative to Mapping a Word onto a Concept in Language Acquisition: Pragmatic Frames. <i>FRONTIERS IN PSYCHOLOGY</i>. 2016;7. doi:<a href=\"https://doi.org/10.3389/fpsyg.2016.00470\">10.3389/fpsyg.2016.00470</a>"},"publication":"FRONTIERS IN PSYCHOLOGY","department":[{"_id":"749"}],"type":"journal_article","keyword":["language acquisition","pragmatics","infants' social learning","frames","learning and memory","developmental robotics"],"date_created":"2020-06-24T13:00:57Z","intvolume":"         7","date_updated":"2023-02-01T16:04:21Z","publication_identifier":{"issn":["1664-1078"]},"author":[{"id":"50352","full_name":"Rohlfing, Katharina","last_name":"Rohlfing","first_name":"Katharina"},{"full_name":"Wrede, Britta","first_name":"Britta","last_name":"Wrede"},{"full_name":"Vollmer, Anna-Lisa","last_name":"Vollmer","first_name":"Anna-Lisa"},{"full_name":"Oudeyer, Pierre-Yves","first_name":"Pierre-Yves","last_name":"Oudeyer"}],"status":"public","year":"2016","title":"An Alternative to Mapping a Word onto a Concept in Language Acquisition: Pragmatic Frames","volume":7,"user_id":"14931","doi":"10.3389/fpsyg.2016.00470","publisher":"Frontiers Media Sa","_id":"17181","language":[{"iso":"eng"}]},{"doi":"10.1016/j.artint.2015.09.003","language":[{"iso":"eng"}],"date_updated":"2022-01-06T06:59:10Z","publication_identifier":{"issn":["0004-3702"]},"author":[{"full_name":"Bubeck, Uwe","first_name":"Uwe","last_name":"Bubeck"},{"first_name":"Hans","last_name":"Kleine Büning","full_name":"Kleine Büning, Hans"}],"title":"Learning Boolean Specifications","year":"2015","department":[{"_id":"34"}],"keyword":["Query learning","Propositional logic"],"type":"journal_article","date_created":"2018-06-25T10:43:19Z","abstract":[{"text":"In this paper we consider an extended variant of query learning where the hidden concept is embedded in some Boolean circuit. This additional processing layer modifies query arguments and answers by fixed transformation functions which are known to the learner. For this scenario, we provide a characterization of the solution space and an ordering on it. We give a compact representation of the minimal and maximal solutions as quantified Boolean formulas and we adapt the original algorithms for exact learning of specific classes of propositional formulas.","lang":"eng"}],"publication":"Artificial Intelligence","ddc":["000"],"user_id":"315","_id":"3343","publisher":"Elsevier","page":"246 - 257","status":"public","project":[{"name":"SFB 901","_id":"1"},{"_id":"3","name":"SFB 901 - Project Area B"},{"name":"SFB 901 - Subproject B2","_id":"10"}],"citation":{"short":"U. Bubeck, H. Kleine Büning, Artificial Intelligence (2015) 246–257.","chicago":"Bubeck, Uwe, and Hans Kleine Büning. “Learning Boolean Specifications.” <i>Artificial Intelligence</i>, 2015, 246–57. <a href=\"https://doi.org/10.1016/j.artint.2015.09.003\">https://doi.org/10.1016/j.artint.2015.09.003</a>.","apa":"Bubeck, U., &#38; Kleine Büning, H. (2015). Learning Boolean Specifications. <i>Artificial Intelligence</i>, 246–257. <a href=\"https://doi.org/10.1016/j.artint.2015.09.003\">https://doi.org/10.1016/j.artint.2015.09.003</a>","ieee":"U. Bubeck and H. Kleine Büning, “Learning Boolean Specifications,” <i>Artificial Intelligence</i>, pp. 246–257, 2015.","ama":"Bubeck U, Kleine Büning H. Learning Boolean Specifications. <i>Artificial Intelligence</i>. 2015:246-257. doi:<a href=\"https://doi.org/10.1016/j.artint.2015.09.003\">10.1016/j.artint.2015.09.003</a>","bibtex":"@article{Bubeck_Kleine Büning_2015, title={Learning Boolean Specifications}, DOI={<a href=\"https://doi.org/10.1016/j.artint.2015.09.003\">10.1016/j.artint.2015.09.003</a>}, journal={Artificial Intelligence}, publisher={Elsevier}, author={Bubeck, Uwe and Kleine Büning, Hans}, year={2015}, pages={246–257} }","mla":"Bubeck, Uwe, and Hans Kleine Büning. “Learning Boolean Specifications.” <i>Artificial Intelligence</i>, Elsevier, 2015, pp. 246–57, doi:<a href=\"https://doi.org/10.1016/j.artint.2015.09.003\">10.1016/j.artint.2015.09.003</a>."}},{"date_created":"2018-07-23T08:34:49Z","place":"Linz","type":"book_chapter","keyword":["Epistemische Überzeugungen","learning culture"],"citation":{"short":"C. Fischer, C. Harteis, in: G. Niedermair (Ed.), Informelles Lernen, Annäherungen - Problemlagen - Forschungsbefunde, Trauner, Linz, 2015, pp. 107--123.","chicago":"Fischer, Christoph, and Christian Harteis. “Die Bedeutung Subjektiver Sichtweisen Für Die Implementierung Betrieblicher Lernkultur.” In <i>Informelles Lernen, Annäherungen - Problemlagen - Forschungsbefunde</i>, edited by Gerhard Niedermair, 107--123. Schriftenreihe Für Berufs- Und Betriebspädagogik. Linz: Trauner, 2015.","ieee":"C. Fischer and C. Harteis, “Die Bedeutung subjektiver Sichtweisen für die Implementierung betrieblicher Lernkultur,” in <i>Informelles Lernen, Annäherungen - Problemlagen - Forschungsbefunde</i>, G. Niedermair, Ed. Linz: Trauner, 2015, pp. 107--123.","apa":"Fischer, C., &#38; Harteis, C. (2015). Die Bedeutung subjektiver Sichtweisen für die Implementierung betrieblicher Lernkultur. In G. Niedermair (Ed.), <i>Informelles Lernen, Annäherungen - Problemlagen - Forschungsbefunde</i> (pp. 107--123). Linz: Trauner.","bibtex":"@inbook{Fischer_Harteis_2015, place={Linz}, series={Schriftenreihe für Berufs- und Betriebspädagogik}, title={Die Bedeutung subjektiver Sichtweisen für die Implementierung betrieblicher Lernkultur}, booktitle={Informelles Lernen, Annäherungen - Problemlagen - Forschungsbefunde}, publisher={Trauner}, author={Fischer, Christoph and Harteis, Christian}, editor={Niedermair, GerhardEditor}, year={2015}, pages={107--123}, collection={Schriftenreihe für Berufs- und Betriebspädagogik} }","ama":"Fischer C, Harteis C. Die Bedeutung subjektiver Sichtweisen für die Implementierung betrieblicher Lernkultur. In: Niedermair G, ed. <i>Informelles Lernen, Annäherungen - Problemlagen - Forschungsbefunde</i>. Schriftenreihe für Berufs- und Betriebspädagogik. Linz: Trauner; 2015:107--123.","mla":"Fischer, Christoph, and Christian Harteis. “Die Bedeutung Subjektiver Sichtweisen Für Die Implementierung Betrieblicher Lernkultur.” <i>Informelles Lernen, Annäherungen - Problemlagen - Forschungsbefunde</i>, edited by Gerhard Niedermair, Trauner, 2015, pp. 107--123."},"publication":"Informelles Lernen, Annäherungen - Problemlagen - Forschungsbefunde","_id":"3592","series_title":"Schriftenreihe für Berufs- und Betriebspädagogik","publisher":"Trauner","page":"107--123","editor":[{"last_name":"Niedermair","first_name":"Gerhard","full_name":"Niedermair, Gerhard"}],"user_id":"27503","author":[{"id":"31722","full_name":"Fischer, Christoph","last_name":"Fischer","first_name":"Christoph"},{"first_name":"Christian","orcid":"https://orcid.org/0000-0002-3570-7626","last_name":"Harteis","full_name":"Harteis, Christian","id":"27503"}],"publication_identifier":{"isbn":["978-3-99033-403-4"]},"title":"Die Bedeutung subjektiver Sichtweisen für die Implementierung betrieblicher Lernkultur","year":"2015","status":"public","date_updated":"2022-01-06T06:59:26Z"},{"citation":{"ieee":"A. Scherer, N. Wünderlich, and F. Von Wangenheim, “The Value of Self-Service: Long-Term Effects of Technology-Based Self-Service Usage on Customer Retention.,” <i>MIS Quarterly</i>, vol. 39, no. 1, pp. 177–200, 2015.","apa":"Scherer, A., Wünderlich, N., &#38; Von Wangenheim, F. (2015). The Value of Self-Service: Long-Term Effects of Technology-Based Self-Service Usage on Customer Retention. <i>MIS Quarterly</i>, <i>39</i>(1), 177–200.","chicago":"Scherer, Anne, Nancy Wünderlich, and Florian Von Wangenheim. “The Value of Self-Service: Long-Term Effects of Technology-Based Self-Service Usage on Customer Retention.” <i>MIS Quarterly</i> 39, no. 1 (2015): 177–200.","short":"A. Scherer, N. Wünderlich, F. Von Wangenheim, MIS Quarterly 39 (2015) 177–200.","mla":"Scherer, Anne, et al. “The Value of Self-Service: Long-Term Effects of Technology-Based Self-Service Usage on Customer Retention.” <i>MIS Quarterly</i>, vol. 39, no. 1, MIS RC, 2015, pp. 177–200.","bibtex":"@article{Scherer_Wünderlich_Von Wangenheim_2015, title={The Value of Self-Service: Long-Term Effects of Technology-Based Self-Service Usage on Customer Retention.}, volume={39}, number={1}, journal={MIS Quarterly}, publisher={MIS RC}, author={Scherer, Anne and Wünderlich, Nancy and Von Wangenheim, Florian}, year={2015}, pages={177–200} }","ama":"Scherer A, Wünderlich N, Von Wangenheim F. The Value of Self-Service: Long-Term Effects of Technology-Based Self-Service Usage on Customer Retention. <i>MIS Quarterly</i>. 2015;39(1):177-200."},"status":"public","_id":"5704","publisher":"MIS RC","page":"177-200","volume":39,"user_id":"37741","issue":"1","publication":"MIS Quarterly","abstract":[{"text":"Advancements in information technology have changed the way customers experience a service encounter and their relationship with service providers. Especially technology-based self-service channels have found their way into the 21st century service economy. While research embraces these channels for their cost-efficiency, it has not examined whether a shift from personal to self-service affects customer–firm relationships. Drawing from the service-dominant logic and its central concept of value-in-context, we discuss customers’ value creation in self-service and personal service channels and examine the long-term impact of these channels on customer retention. Using longitudinal customer data, we investigate how the ratio of self-service versus personal service use influences customer defection over time. Our findings suggest that the ratio of self-service to personal service used affects customer defection in a U-shaped manner, with intermediate levels of both self-service and personal service use being associated with the lowest likelihood of defection. We also find that this effect mitigates over time. We conclude that firms should not shift customers toward self-service channels completely, especially not at the beginning of a relationship. Our study underlines the importance of understanding when and how self-service technologies create valuable customer experiences and stresses the notion of actively managing customers’ cocreation of value. ","lang":"eng"}],"date_created":"2018-11-15T11:36:38Z","department":[{"_id":"181"}],"type":"journal_article","keyword":["customer defection","customer retention","e-service","longitudinal","Self-service","value-in-context"],"author":[{"full_name":"Scherer, Anne","last_name":"Scherer","first_name":"Anne"},{"first_name":"Nancy","last_name":"Wünderlich","full_name":"Wünderlich, Nancy","id":"36392"},{"full_name":"Von Wangenheim, Florian","first_name":"Florian","last_name":"Von Wangenheim"}],"publication_identifier":{"issn":["0276-7783."]},"title":"The Value of Self-Service: Long-Term Effects of Technology-Based Self-Service Usage on Customer Retention.","year":"2015","intvolume":"        39","article_type":"original","date_updated":"2022-01-06T07:02:36Z","publication_status":"published","language":[{"iso":"eng"}]},{"department":[{"_id":"208"},{"_id":"282"}],"keyword":["Quantitative methods","Student learning","Emotion and Cognition","Social sciences","Higher education","Motivation and Emotion","Fear of Failure"],"type":"conference","date_created":"2018-09-18T12:52:45Z","extern":"1","abstract":[{"text":"Academic success in Higher Education is influenced by a number of different factors. This paper tackles the question if the individual levels of motivation, anxiety, enjoyment and self-efficacy, measured immediately before entering university, influence the probability of academic success. Former studies have shown an influence of the high school grade, the learning environment and motivational variables. They do not investigate, however, the individual levels of the mentioned constructs before the beginning of the studies. This research was conducted at the University of St. Gallen/Switzerland. The sample includes 695 first-year students who provided information about the individual level of the mentioned constructs. \r\nDescriptive statistics show that on average the students are highly motivated, have a high level of self-efficacy and are looking forward to their studies before their beginning. Yet, there are students who have a high level of fear of failure in the study in spite of their high motivation and self-efficacy. A logistic regression shows that there is a significant effect of fear of failure on the probability of study success. This paper shows that fear of failure can increase the probability of academic failure and thus become a self-fulfilling prophecy. It confirms fear as an important factor for academic success. Furthermore, other important factors for academic success, for example the high school grade, could be confirmed in this study","lang":"eng"}],"citation":{"ieee":"T. Brahm, T. Jenert, and D. Wagner, “The self-fulfilling prophecy of fear of academic failure,” presented at the 16th Biennial EARLI Conference for Research on Learning and Instruction, Zypern, 2015.","apa":"Brahm, T., Jenert, T., &#38; Wagner, D. (2015). The self-fulfilling prophecy of fear of academic failure. Presented at the 16th Biennial EARLI Conference for Research on Learning and Instruction, Zypern.","mla":"Brahm, Taiga, et al. <i>The Self-Fulfilling Prophecy of Fear of Academic Failure</i>. 2015.","bibtex":"@inproceedings{Brahm_Jenert_Wagner_2015, title={The self-fulfilling prophecy of fear of academic failure}, author={Brahm, Taiga and Jenert, Tobias and Wagner, Dietrich}, year={2015} }","chicago":"Brahm, Taiga, Tobias Jenert, and Dietrich Wagner. “The Self-Fulfilling Prophecy of Fear of Academic Failure,” 2015.","short":"T. Brahm, T. Jenert, D. Wagner, in: 2015.","ama":"Brahm T, Jenert T, Wagner D. The self-fulfilling prophecy of fear of academic failure. In: ; 2015."},"user_id":"51057","_id":"4463","date_updated":"2022-01-06T07:01:05Z","author":[{"first_name":"Taiga","last_name":"Brahm","full_name":"Brahm, Taiga"},{"id":"71994","first_name":"Tobias","last_name":"Jenert","orcid":" https://orcid.org/0000-0001-9262-5646","full_name":"Jenert, Tobias"},{"full_name":"Wagner, Dietrich","first_name":"Dietrich","last_name":"Wagner"}],"conference":{"start_date":"2015-08-25","name":"16th Biennial EARLI Conference for Research on Learning and Instruction","location":"Zypern","end_date":"2015-08-29"},"title":"The self-fulfilling prophecy of fear of academic failure","year":"2015","status":"public"},{"abstract":[{"lang":"eng","text":"The protection of information technology (IT) has become and is predicted to remain a key economic challenge for organizations. While research on IT security investment is fast growing, it lacks a theoretical basis for structuring research, explaining economic-technological phenomena and guide future research. We address this shortcoming by suggesting a new theoretical model emerging from a multi-theoretical perspective adopt-ing the Resource-Based View and the Organizational Learning Theory. The joint appli-cation of these theories allows to conceptualize in one theoretical model the organiza-tional learning effects that occur when the protection of organizational resources through IT security countermeasures develops over time. We use this model of IT security invest-ments to synthesize findings of a large body of literature and to derive research gaps. We also discuss managerial implications of (closing) these gaps by providing practical ex-amples."}],"extern":"1","publication":"International Conference on Information Systems","keyword":["Information Security","Investment","Literature review","Resource-based View","Organi-zational Learning Theory","Multi-theoretical Perspective"],"type":"conference","department":[{"_id":"277"}],"file":[{"date_created":"2018-12-07T11:45:31Z","creator":"hsiemes","content_type":"application/pdf","file_id":"6038","date_updated":"2018-12-13T15:09:32Z","relation":"main_file","access_level":"open_access","file_size":958019,"file_name":"ICIS PROCEEDINGS PAPER - Security Investments.pdf"}],"date_created":"2018-11-14T11:25:38Z","date_updated":"2022-01-06T07:02:03Z","year":"2015","title":"A Multi-Theoretical Literature Review on Information Security Investments using the Resource-Based View and the Organizational Learning Theory","author":[{"first_name":"Eva","last_name":"Weishäupl","full_name":"Weishäupl, Eva"},{"first_name":"Emrah","last_name":"Yasasin","full_name":"Yasasin, Emrah"},{"full_name":"Schryen, Guido","last_name":"Schryen","first_name":"Guido","id":"72850"}],"language":[{"iso":"eng"}],"file_date_updated":"2018-12-13T15:09:32Z","citation":{"ieee":"E. Weishäupl, E. Yasasin, and G. Schryen, “A Multi-Theoretical Literature Review on Information Security Investments using the Resource-Based View and the Organizational Learning Theory,” in <i>International Conference on Information Systems</i>, 2015.","apa":"Weishäupl, E., Yasasin, E., &#38; Schryen, G. (2015). A Multi-Theoretical Literature Review on Information Security Investments using the Resource-Based View and the Organizational Learning Theory. In <i>International Conference on Information Systems</i>.","short":"E. Weishäupl, E. Yasasin, G. Schryen, in: International Conference on Information Systems, 2015.","chicago":"Weishäupl, Eva, Emrah Yasasin, and Guido Schryen. “A Multi-Theoretical Literature Review on Information Security Investments Using the Resource-Based View and the Organizational Learning Theory.” In <i>International Conference on Information Systems</i>, 2015.","mla":"Weishäupl, Eva, et al. “A Multi-Theoretical Literature Review on Information Security Investments Using the Resource-Based View and the Organizational Learning Theory.” <i>International Conference on Information Systems</i>, 2015.","bibtex":"@inproceedings{Weishäupl_Yasasin_Schryen_2015, title={A Multi-Theoretical Literature Review on Information Security Investments using the Resource-Based View and the Organizational Learning Theory}, booktitle={International Conference on Information Systems}, author={Weishäupl, Eva and Yasasin, Emrah and Schryen, Guido}, year={2015} }","ama":"Weishäupl E, Yasasin E, Schryen G. A Multi-Theoretical Literature Review on Information Security Investments using the Resource-Based View and the Organizational Learning Theory. In: <i>International Conference on Information Systems</i>. ; 2015."},"oa":"1","has_accepted_license":"1","status":"public","ddc":["000"],"user_id":"61579","_id":"5588"},{"date_updated":"2022-01-06T06:51:12Z","year":"2015","status":"public","title":"Autonomous Learning of Representations","author":[{"last_name":"Walter","first_name":"Oliver","full_name":"Walter, Oliver"},{"id":"242","last_name":"Haeb-Umbach","first_name":"Reinhold","full_name":"Haeb-Umbach, Reinhold"},{"first_name":"Bassam","last_name":"Mokbel","full_name":"Mokbel, Bassam"},{"first_name":"Benjamin","last_name":"Paassen","full_name":"Paassen, Benjamin"},{"full_name":"Hammer, Barbara","first_name":"Barbara","last_name":"Hammer"}],"user_id":"44006","doi":"http://dx.doi.org/10.1007/s13218-015-0372-1","page":"1-13","main_file_link":[{"open_access":"1","url":"https://groups.uni-paderborn.de/nt/pubs/2015/WaHaMoPaHa15.pdf"}],"language":[{"iso":"eng"}],"_id":"11922","abstract":[{"lang":"eng","text":"Besides the core learning algorithm itself, one major question in machine learning is how to best encode given training data such that the learning technology can efficiently learn based thereon and generalize to novel data. While classical approaches often rely on a hand coded data representation, the topic of autonomous representation or feature learning plays a major role in modern learning architectures. The goal of this contribution is to give an overview about different principles of autonomous feature learning, and to exemplify two principles based on two recent examples: autonomous metric learning for sequences, and autonomous learning of a deep representation for spoken language, respectively."}],"publication":"KI - Kuenstliche Intelligenz","citation":{"chicago":"Walter, Oliver, Reinhold Haeb-Umbach, Bassam Mokbel, Benjamin Paassen, and Barbara Hammer. “Autonomous Learning of Representations.” <i>KI - Kuenstliche Intelligenz</i>, 2015, 1–13. <a href=\"http://dx.doi.org/10.1007/s13218-015-0372-1\">http://dx.doi.org/10.1007/s13218-015-0372-1</a>.","short":"O. Walter, R. Haeb-Umbach, B. Mokbel, B. Paassen, B. Hammer, KI - Kuenstliche Intelligenz (2015) 1–13.","ama":"Walter O, Haeb-Umbach R, Mokbel B, Paassen B, Hammer B. Autonomous Learning of Representations. <i>KI - Kuenstliche Intelligenz</i>. 2015:1-13. doi:<a href=\"http://dx.doi.org/10.1007/s13218-015-0372-1\">http://dx.doi.org/10.1007/s13218-015-0372-1</a>","bibtex":"@article{Walter_Haeb-Umbach_Mokbel_Paassen_Hammer_2015, title={Autonomous Learning of Representations}, DOI={<a href=\"http://dx.doi.org/10.1007/s13218-015-0372-1\">http://dx.doi.org/10.1007/s13218-015-0372-1</a>}, journal={KI - Kuenstliche Intelligenz}, author={Walter, Oliver and Haeb-Umbach, Reinhold and Mokbel, Bassam and Paassen, Benjamin and Hammer, Barbara}, year={2015}, pages={1–13} }","mla":"Walter, Oliver, et al. “Autonomous Learning of Representations.” <i>KI - Kuenstliche Intelligenz</i>, 2015, pp. 1–13, doi:<a href=\"http://dx.doi.org/10.1007/s13218-015-0372-1\">http://dx.doi.org/10.1007/s13218-015-0372-1</a>.","apa":"Walter, O., Haeb-Umbach, R., Mokbel, B., Paassen, B., &#38; Hammer, B. (2015). Autonomous Learning of Representations. <i>KI - Kuenstliche Intelligenz</i>, 1–13. <a href=\"http://dx.doi.org/10.1007/s13218-015-0372-1\">http://dx.doi.org/10.1007/s13218-015-0372-1</a>","ieee":"O. Walter, R. Haeb-Umbach, B. Mokbel, B. Paassen, and B. Hammer, “Autonomous Learning of Representations,” <i>KI - Kuenstliche Intelligenz</i>, pp. 1–13, 2015."},"type":"journal_article","keyword":["Representation learning","Metric learning","Deep representation","Spoken language"],"department":[{"_id":"54"}],"oa":"1","date_created":"2019-07-12T05:30:51Z"},{"abstract":[{"lang":"ger","text":"Im Sinne eines Scholarship of Teaching and Learning wird in diesem Aufsatz die Neugestaltung einer eigenständig durchgeführten Lehrveranstaltung im Bereich der Forschungsmethoden empirisch untersucht. Die neugestaltete Lehrveranstaltung integriert sowohl direkt-instruktionale als auch kooperativ-offene Sitzungsformate und wird mit einer thematisch ähnlichen Lehrveranstaltung des Jahres 2012 verglichen, welche fast ausschließlich im Vorlesungsstil (direkt-instruktional) gehalten wurde. Im Mittelpunkt des Evaluationsvorhabens standen folgende Forschungsfragen: (1) Unterscheiden sich die summativen Evaluationen der Lehrveranstaltungen der Jahre 2012 und 2014 in den Variablen subjektiver Lernerfolg, Motivation zur selbstständigen Auseinandersetzung mit den Inhalten sowie Gesamteindruck des Seminars?, (2) Welchen Einfluss hat die Form der Sitzungsgestaltung (direkt-instruktional vs. kooperativ-offen) auf das Erleben von Kompetenz, Autonomie und sozialer Eingebundenheit?, (3) Welche Form der Sitzungsgestaltung wird von den Studierenden stärker akzeptiert? und (4) Welchen Einfluss hat die Form der Sitzungsgestaltung auf den subjektiven Lernerfolg der Studierenden? Empirisch zeigte sich, dass die neugestaltete Lehrveranstaltung des Jahres 2014 von den Studierenden in fast allen Variablen als lernwirksamer eingeschätzt wurde. Des Weiteren ergaben sich Hinweise, dass sich kooperativ-offene Sitzungsformate positiv auf motivationale Ausgangsbedingungen auswirken."}],"related_material":{"link":[{"url":"http://www.hochschullehre.org/?p=699","relation":"other"}]},"citation":{"short":"M. Goller, die hochschullehre (2015).","chicago":"Goller, Michael. “Zum Einfluss des didaktischen Designs auf das (motivationale) Erleben von Lehrveranstaltungen: Eine quantitative Fallstudie im Rahmen der Methodeneinführung in den Bildungswissenschaften.” <i>die hochschullehre</i>, 2015.","apa":"Goller, M. (2015). Zum Einfluss des didaktischen Designs auf das (motivationale) Erleben von Lehrveranstaltungen: Eine quantitative Fallstudie im Rahmen der Methodeneinführung in den Bildungswissenschaften. <i>die hochschullehre</i>.","ieee":"M. Goller, “Zum Einfluss des didaktischen Designs auf das (motivationale) Erleben von Lehrveranstaltungen: Eine quantitative Fallstudie im Rahmen der Methodeneinführung in den Bildungswissenschaften,” <i>die hochschullehre</i>, 2015.","ama":"Goller M. Zum Einfluss des didaktischen Designs auf das (motivationale) Erleben von Lehrveranstaltungen: Eine quantitative Fallstudie im Rahmen der Methodeneinführung in den Bildungswissenschaften. <i>die hochschullehre</i>. Published online 2015.","bibtex":"@article{Goller_2015, title={Zum Einfluss des didaktischen Designs auf das (motivationale) Erleben von Lehrveranstaltungen: Eine quantitative Fallstudie im Rahmen der Methodeneinführung in den Bildungswissenschaften}, journal={die hochschullehre}, author={Goller, Michael}, year={2015} }","mla":"Goller, Michael. “Zum Einfluss des didaktischen Designs auf das (motivationale) Erleben von Lehrveranstaltungen: Eine quantitative Fallstudie im Rahmen der Methodeneinführung in den Bildungswissenschaften.” <i>die hochschullehre</i>, 2015."},"publication":"die hochschullehre","department":[{"_id":"452"}],"type":"journal_article","keyword":["Direkte Instruktion","Evaluation","Kooperatives Lernen","Methodenausbildung","Paderborn","Scholarship of Teaching and Learning"],"date_created":"2022-02-04T09:06:28Z","publication_status":"published","date_updated":"2022-02-04T09:06:34Z","author":[{"id":"30984","full_name":"Goller, Michael","last_name":"Goller","orcid":"0000-0002-2820-9178","first_name":"Michael"}],"year":"2015","title":"Zum Einfluss des didaktischen Designs auf das (motivationale) Erleben von Lehrveranstaltungen: Eine quantitative Fallstudie im Rahmen der Methodeneinführung in den Bildungswissenschaften","status":"public","user_id":"50788","_id":"29755","language":[{"iso":"ger"}]},{"citation":{"ieee":"T. Brahm and T. Jenert, “On the assessment of attitudes towards studying—development and validation of a questionnaire,” <i>Learning and individual differences : journal of psychology and education</i>, vol. 43, pp. 233–242, 2015.","apa":"Brahm, T., &#38; Jenert, T. (2015). On the assessment of attitudes towards studying—development and validation of a questionnaire. <i>Learning and Individual Differences : Journal of Psychology and Education</i>, <i>43</i>, 233–242.","chicago":"Brahm, Taiga, and Tobias Jenert. “On the Assessment of Attitudes towards Studying—Development and Validation of a Questionnaire.” <i>Learning and Individual Differences : Journal of Psychology and Education</i> 43 (2015): 233–42.","short":"T. Brahm, T. Jenert, Learning and Individual Differences : Journal of Psychology and Education 43 (2015) 233–242.","mla":"Brahm, Taiga, and Tobias Jenert. “On the Assessment of Attitudes towards Studying—Development and Validation of a Questionnaire.” <i>Learning and Individual Differences : Journal of Psychology and Education</i>, vol. 43, Elsevier, 2015, pp. 233–42.","bibtex":"@article{Brahm_Jenert_2015, title={On the assessment of attitudes towards studying—development and validation of a questionnaire}, volume={43}, journal={Learning and individual differences : journal of psychology and education}, publisher={Elsevier}, author={Brahm, Taiga and Jenert, Tobias}, year={2015}, pages={233–242} }","ama":"Brahm T, Jenert T. On the assessment of attitudes towards studying—development and validation of a questionnaire. <i>Learning and individual differences : journal of psychology and education</i>. 2015;43:233-242."},"quality_controlled":"1","status":"public","_id":"4423","publisher":"Elsevier","page":"233 - 242","volume":43,"user_id":"71994","publication":"Learning and individual differences : journal of psychology and education","extern":"1","abstract":[{"lang":"eng","text":"This research aims to develop and validate an instrument for the assessment of attitudes towards two particular objects: the Higher Education Institution (HEI) and the process of studying. Investigating attitudes towards studying at a HEI in a comprehensive way addresses an important research gap. It connects students' perception of the institution with teaching and learning. To validate the Assessment of Students' Attitudes towards Studying (ASAtS) Questionnaire, data was gathered at three different universities in Switzerland (820 students), Sweden (167) and Germany (133). Overall, the results show the internal consistency of the ASAtS. Its nomological validity is also supported by correlations with other constructs, such as intrinsic motivation and study performance. The ASAtS contributes to the theory on students learning by broadening the scope of research beyond learning in a narrow sense. From a practical point of view, it provides a tool for HE management to monitor students' perception of their HEI."}],"date_created":"2018-09-18T09:07:26Z","department":[{"_id":"208"},{"_id":"282"}],"keyword":["Attitude","Student learning","Higher Education Institution","university","student experience"],"type":"journal_article","author":[{"full_name":"Brahm, Taiga","last_name":"Brahm","first_name":"Taiga"},{"id":"71994","full_name":"Jenert, Tobias","last_name":"Jenert","orcid":" https://orcid.org/0000-0001-9262-5646","first_name":"Tobias"}],"publication_identifier":{"issn":["1041-6080"]},"title":"On the assessment of attitudes towards studying—development and validation of a questionnaire","year":"2015","intvolume":"        43","date_updated":"2024-03-21T14:43:34Z","language":[{"iso":"eng"}]},{"language":[{"iso":"eng"}],"doi":"10.1007/s12369-014-0252-0","year":"2015","title":"Alignment to the Actions of a Robot","publication_identifier":{"issn":["1875-4791"]},"author":[{"first_name":"Anna-Lisa","last_name":"Vollmer","full_name":"Vollmer, Anna-Lisa"},{"full_name":"Rohlfing, Katharina","last_name":"Rohlfing","first_name":"Katharina","id":"50352"},{"full_name":"Wrede, Britta","first_name":"Britta","last_name":"Wrede"},{"full_name":"Cangelosi, Angelo","last_name":"Cangelosi","first_name":"Angelo"}],"date_updated":"2023-02-01T16:07:40Z","intvolume":"         7","date_created":"2020-06-24T13:01:06Z","type":"journal_article","keyword":["learning","Human-robot interaction","Alignment","Robot social","Action understanding"],"department":[{"_id":"749"}],"issue":"2","publication":"International Journal of Social Robotics","abstract":[{"lang":"eng","text":"Alignment is a phenomenon observed in human conversation: Dialog partners' behavior converges in many respects. Such alignment has been proposed to be automatic and the basis for communicating successfully. Recent research on human-computer dialog promotes a mediated communicative design account of alignment according to which the extent of alignment is influenced by interlocutors' beliefs about each other. Our work aims at adding to these findings in two ways. (a) Our work investigates alignment of manual actions, instead of lexical choice. (b) Participants interact with the iCub humanoid robot, instead of an artificial computer dialog system. Our results confirm that alignment also takes place in the domain of actions. We were not able to replicate the results of the original study in general in this setting, but in accordance with its findings, participants with a high questionnaire score for emotional stability and participants who are familiar with robots align their actions more to a robot they believe to be basic than to one they believe to be advanced. Regarding alignment over the course of an interaction, the extent of alignment seems to remain constant, when participants believe the robot to be advanced, but it increases over time, when participants believe the robot to be a basic version."}],"page":"241-252","_id":"17189","publisher":"Springer-Verlag","user_id":"14931","volume":7,"status":"public","citation":{"ama":"Vollmer A-L, Rohlfing K, Wrede B, Cangelosi A. Alignment to the Actions of a Robot. <i>International Journal of Social Robotics</i>. 2015;7(2):241-252. doi:<a href=\"https://doi.org/10.1007/s12369-014-0252-0\">10.1007/s12369-014-0252-0</a>","bibtex":"@article{Vollmer_Rohlfing_Wrede_Cangelosi_2015, title={Alignment to the Actions of a Robot}, volume={7}, DOI={<a href=\"https://doi.org/10.1007/s12369-014-0252-0\">10.1007/s12369-014-0252-0</a>}, number={2}, journal={International Journal of Social Robotics}, publisher={Springer-Verlag}, author={Vollmer, Anna-Lisa and Rohlfing, Katharina and Wrede, Britta and Cangelosi, Angelo}, year={2015}, pages={241–252} }","mla":"Vollmer, Anna-Lisa, et al. “Alignment to the Actions of a Robot.” <i>International Journal of Social Robotics</i>, vol. 7, no. 2, Springer-Verlag, 2015, pp. 241–52, doi:<a href=\"https://doi.org/10.1007/s12369-014-0252-0\">10.1007/s12369-014-0252-0</a>.","chicago":"Vollmer, Anna-Lisa, Katharina Rohlfing, Britta Wrede, and Angelo Cangelosi. “Alignment to the Actions of a Robot.” <i>International Journal of Social Robotics</i> 7, no. 2 (2015): 241–52. <a href=\"https://doi.org/10.1007/s12369-014-0252-0\">https://doi.org/10.1007/s12369-014-0252-0</a>.","short":"A.-L. Vollmer, K. Rohlfing, B. Wrede, A. Cangelosi, International Journal of Social Robotics 7 (2015) 241–252.","apa":"Vollmer, A.-L., Rohlfing, K., Wrede, B., &#38; Cangelosi, A. (2015). Alignment to the Actions of a Robot. <i>International Journal of Social Robotics</i>, <i>7</i>(2), 241–252. <a href=\"https://doi.org/10.1007/s12369-014-0252-0\">https://doi.org/10.1007/s12369-014-0252-0</a>","ieee":"A.-L. Vollmer, K. Rohlfing, B. Wrede, and A. Cangelosi, “Alignment to the Actions of a Robot,” <i>International Journal of Social Robotics</i>, vol. 7, no. 2, pp. 241–252, 2015, doi: <a href=\"https://doi.org/10.1007/s12369-014-0252-0\">10.1007/s12369-014-0252-0</a>."}},{"date_updated":"2022-01-06T07:01:18Z","status":"public","year":"2014","title":"Augmented reality in informal learning environments: A field experiment in a mathematics exhibition","publication_identifier":{"issn":["03601315"],"isbn":["0360-1315"]},"author":[{"full_name":"Sommerauer, Peter","last_name":"Sommerauer","first_name":"Peter"},{"full_name":"Müller, Oliver","last_name":"Müller","first_name":"Oliver"}],"user_id":"72849","doi":"10.1016/j.compedu.2014.07.013","page":"59--68","language":[{"iso":"eng"}],"_id":"4697","extern":"1","publication":"Computers and Education","citation":{"short":"P. Sommerauer, O. Müller, Computers and Education (2014) 59--68.","chicago":"Sommerauer, Peter, and Oliver Müller. “Augmented Reality in Informal Learning Environments: A Field Experiment in a Mathematics Exhibition.” <i>Computers and Education</i>, 2014, 59--68. <a href=\"https://doi.org/10.1016/j.compedu.2014.07.013\">https://doi.org/10.1016/j.compedu.2014.07.013</a>.","ieee":"P. Sommerauer and O. Müller, “Augmented reality in informal learning environments: A field experiment in a mathematics exhibition,” <i>Computers and Education</i>, pp. 59--68, 2014.","apa":"Sommerauer, P., &#38; Müller, O. (2014). Augmented reality in informal learning environments: A field experiment in a mathematics exhibition. <i>Computers and Education</i>, 59--68. <a href=\"https://doi.org/10.1016/j.compedu.2014.07.013\">https://doi.org/10.1016/j.compedu.2014.07.013</a>","bibtex":"@article{Sommerauer_Müller_2014, title={Augmented reality in informal learning environments: A field experiment in a mathematics exhibition}, DOI={<a href=\"https://doi.org/10.1016/j.compedu.2014.07.013\">10.1016/j.compedu.2014.07.013</a>}, journal={Computers and Education}, author={Sommerauer, Peter and Müller, Oliver}, year={2014}, pages={59--68} }","ama":"Sommerauer P, Müller O. Augmented reality in informal learning environments: A field experiment in a mathematics exhibition. <i>Computers and Education</i>. 2014:59--68. doi:<a href=\"https://doi.org/10.1016/j.compedu.2014.07.013\">10.1016/j.compedu.2014.07.013</a>","mla":"Sommerauer, Peter, and Oliver Müller. “Augmented Reality in Informal Learning Environments: A Field Experiment in a Mathematics Exhibition.” <i>Computers and Education</i>, 2014, pp. 59--68, doi:<a href=\"https://doi.org/10.1016/j.compedu.2014.07.013\">10.1016/j.compedu.2014.07.013</a>."},"keyword":["Augmented reality","Cognitive theory of multimedia learning","Field experiment","Informal learning","Museum"],"type":"journal_article","date_created":"2018-10-12T08:30:44Z"},{"date_created":"2020-06-24T13:01:17Z","department":[{"_id":"749"}],"type":"journal_article","keyword":["conversation analysis","interactional coordination","adult-child-interaction","feedback","gaze","quantification","social learning","motionese","tutoring"],"issue":"1","publication":"Interaction Studies","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."}],"language":[{"iso":"eng"}],"doi":"10.1075/is.15.1.03pit","publication_identifier":{"issn":["1572-0381"]},"author":[{"first_name":"Karola","last_name":"Pitsch","full_name":"Pitsch, Karola"},{"full_name":"Vollmer, Anna-Lisa","last_name":"Vollmer","first_name":"Anna-Lisa"},{"id":"50352","full_name":"Rohlfing, Katharina","last_name":"Rohlfing","first_name":"Katharina"},{"last_name":"Fritsch","first_name":"Jannik","full_name":"Fritsch, Jannik"},{"last_name":"Wrede","first_name":"Britta","full_name":"Wrede, Britta"}],"year":"2014","title":"Tutoring in adult-child-interaction: On the loop of the tutor's action modification and the recipient's gaze","intvolume":"        15","date_updated":"2023-02-01T16:10:52Z","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. <i>Interaction Studies</i>. 2014;15(1):55-98. doi:<a href=\"https://doi.org/10.1075/is.15.1.03pit\">10.1075/is.15.1.03pit</a>","short":"K. Pitsch, A.-L. Vollmer, K. Rohlfing, J. Fritsch, B. Wrede, Interaction Studies 15 (2014) 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.” <i>Interaction Studies</i> 15, no. 1 (2014): 55–98. <a href=\"https://doi.org/10.1075/is.15.1.03pit\">https://doi.org/10.1075/is.15.1.03pit</a>.","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={<a href=\"https://doi.org/10.1075/is.15.1.03pit\">10.1075/is.15.1.03pit</a>}, 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} }","apa":"Pitsch, K., Vollmer, A.-L., Rohlfing, K., Fritsch, J., &#38; Wrede, B. (2014). Tutoring in adult-child-interaction: On the loop of the tutor’s action modification and the recipient’s gaze. <i>Interaction Studies</i>, <i>15</i>(1), 55–98. <a href=\"https://doi.org/10.1075/is.15.1.03pit\">https://doi.org/10.1075/is.15.1.03pit</a>","mla":"Pitsch, Karola, et al. “Tutoring in Adult-Child-Interaction: On the Loop of the Tutor’s Action Modification and the Recipient’s Gaze.” <i>Interaction Studies</i>, vol. 15, no. 1, John Benjamins Publishing Company, 2014, pp. 55–98, doi:<a href=\"https://doi.org/10.1075/is.15.1.03pit\">10.1075/is.15.1.03pit</a>.","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,” <i>Interaction Studies</i>, vol. 15, no. 1, pp. 55–98, 2014, doi: <a href=\"https://doi.org/10.1075/is.15.1.03pit\">10.1075/is.15.1.03pit</a>."},"publisher":"John Benjamins Publishing Company","_id":"17199","page":"55-98","volume":15,"user_id":"14931","status":"public"},{"type":"journal_article","keyword":["Kompetenzorientierung","Studienprogrammentwicklung","Hochschulentwicklung","Hochschule","Learning Outcomes"],"department":[{"_id":"208"},{"_id":"282"}],"date_created":"2018-09-18T09:17:20Z","extern":"1","abstract":[{"lang":"ger","text":"Kompetenzorientierung ist ein wichtiges aktuelles Ziel bei der Studienprogrammentwicklung. Allerdings ist die Umsetzung in der Praxis mit zwei wesentlichen Herausforderungen verbunden: So ist zum einen der Wechsel von disziplinären Inhalten hin zu Kompetenzen wenig intuitiv; zum anderen wird die Formulierung so genannter Learning Outcomes als administrative Übung betrachtet. An der Universität St. Gallen wurde ein systematischer Prozess für die Qualitätsentwicklung der Studienprogramme eingeführt. Im Beitrag wird dieser Prozess im Hinblick auf die Kompetenzorientierung reflektiert. Es erscheint wesentlich, den Programmen möglichst viel Freiraum auf ihrem Weg zur Kompetenzorientierung zu überlassen und sie auf diese Weise zu unterstützen."}],"publication":"Zeitschrift für Hochschulentwicklung","issue":"1","date_updated":"2022-01-06T07:01:03Z","intvolume":"         8","year":"2013","title":"Herausforderungen der Kompetenzorientierung in der Studienprogrammentwicklung","author":[{"full_name":"Brahm, Taiga","last_name":"Brahm","first_name":"Taiga"},{"last_name":"Jenert","first_name":"Tobias","full_name":"Jenert, Tobias"}],"publication_identifier":{"eissn":["2219-6994"]},"citation":{"apa":"Brahm, T., &#38; Jenert, T. (2013). Herausforderungen der Kompetenzorientierung in der Studienprogrammentwicklung. <i>Zeitschrift Für Hochschulentwicklung</i>, <i>8</i>(1), 7–14.","ieee":"T. Brahm and T. Jenert, “Herausforderungen der Kompetenzorientierung in der Studienprogrammentwicklung,” <i>Zeitschrift für Hochschulentwicklung</i>, vol. 8, no. 1, pp. 7–14, 2013.","chicago":"Brahm, Taiga, and Tobias Jenert. “Herausforderungen Der Kompetenzorientierung in Der Studienprogrammentwicklung.” <i>Zeitschrift Für Hochschulentwicklung</i> 8, no. 1 (2013): 7–14.","short":"T. Brahm, T. Jenert, Zeitschrift Für Hochschulentwicklung 8 (2013) 7–14.","mla":"Brahm, Taiga, and Tobias Jenert. “Herausforderungen Der Kompetenzorientierung in Der Studienprogrammentwicklung.” <i>Zeitschrift Für Hochschulentwicklung</i>, vol. 8, no. 1, Österreichische Gesellschaft für Hochschuldidaktik, 2013, pp. 7–14.","ama":"Brahm T, Jenert T. Herausforderungen der Kompetenzorientierung in der Studienprogrammentwicklung. <i>Zeitschrift für Hochschulentwicklung</i>. 2013;8(1):7-14.","bibtex":"@article{Brahm_Jenert_2013, title={Herausforderungen der Kompetenzorientierung in der Studienprogrammentwicklung}, volume={8}, number={1}, journal={Zeitschrift für Hochschulentwicklung}, publisher={Österreichische Gesellschaft für Hochschuldidaktik}, author={Brahm, Taiga and Jenert, Tobias}, year={2013}, pages={7–14} }"},"user_id":"51057","volume":8,"page":"7-14","_id":"4427","publisher":"Österreichische Gesellschaft für Hochschuldidaktik","status":"public"},{"keyword":["attitudes","teaching and learning","studying","higher education institution","theory of planned behavior","instrument development"],"type":"conference","department":[{"_id":"208"},{"_id":"282"}],"date_created":"2018-09-19T08:22:51Z","abstract":[{"lang":"eng","text":"The purpose of the research was to develop and validate an instrument for the assessment of attitudes towards the study environment in higher education contexts. The questionnaire is designed to measure students' attitudes towards two particular objects: the university (or Higher Education Institution) and the process of studying. Five studies at two different universities were conducted to develop and validate the Attitudes towards the Study Environment Questionnaire (ASEQ). In total, 1640 students filled in the questionnaire. Reliability tests and exploratory factor analysis as well as confirmatory factor analysis showed satisfactory psychometric characteristics of the ASEQ. Each part of the questionnaire is internally consistent and construct validity of the scales is supported by correlations with other constructs as assumed by current theories: Positive attitudinal constructs (normative behavior, autonomy, joy, self-efficacy, and task value) are positively related to intrinsic motivation and the expected study performance while anxiety is negatively related to these constructs. \r\nSince attitudes towards the study situation are connected to student engagement and motivation, the study contributes to the theory of student learning by providing a validated instrument to assess attitudes. Thus, the ASEQ can support further research on student performance and development by providing an instrument for the hitherto neglected but nonetheless extremely relevant domain of attitudes. Also, the questionnaire can be used as a diagnostic instrument for higher education faculty and administration to trace students' attitudinal development over time - a factor of prime importance for student socialization during the introductory phase of studying."}],"extern":"1","citation":{"chicago":"Brahm, Taiga, Tobias Jenert, and Dieter Euler. “On the Assessment of Attitudes towards the Study Process and the University: Attitudes towards the Study Environment Questionnaire (ASEQ).” EARLI European Association for Research on Learning and Instruction, 2013.","short":"T. Brahm, T. Jenert, D. Euler, in: EARLI European Association for Research on Learning and Instruction, 2013.","apa":"Brahm, T., Jenert, T., &#38; Euler, D. (2013). On the assessment of attitudes towards the study process and the university: Attitudes towards the Study Environment Questionnaire (ASEQ). Presented at the 15th Biennial EARLI Conference, München : EARLI European Association for Research on Learning and Instruction.","ieee":"T. Brahm, T. Jenert, and D. Euler, “On the assessment of attitudes towards the study process and the university: Attitudes towards the Study Environment Questionnaire (ASEQ),” presented at the 15th Biennial EARLI Conference, München , 2013.","ama":"Brahm T, Jenert T, Euler D. On the assessment of attitudes towards the study process and the university: Attitudes towards the Study Environment Questionnaire (ASEQ). In: EARLI European Association for Research on Learning and Instruction; 2013.","bibtex":"@inproceedings{Brahm_Jenert_Euler_2013, title={On the assessment of attitudes towards the study process and the university: Attitudes towards the Study Environment Questionnaire (ASEQ)}, publisher={EARLI European Association for Research on Learning and Instruction}, author={Brahm, Taiga and Jenert, Tobias and Euler, Dieter}, year={2013} }","mla":"Brahm, Taiga, et al. <i>On the Assessment of Attitudes towards the Study Process and the University: Attitudes towards the Study Environment Questionnaire (ASEQ)</i>. EARLI European Association for Research on Learning and Instruction, 2013."},"user_id":"51057","publisher":"EARLI European Association for Research on Learning and Instruction","_id":"4478","date_updated":"2022-01-06T07:01:06Z","status":"public","year":"2013","title":"On the assessment of attitudes towards the study process and the university: Attitudes towards the Study Environment Questionnaire (ASEQ)","conference":{"end_date":"2013-08-31","location":"München ","start_date":"2013-08-27","name":"15th Biennial EARLI Conference"},"author":[{"last_name":"Brahm","first_name":"Taiga","full_name":"Brahm, Taiga"},{"last_name":"Jenert","orcid":" https://orcid.org/0000-0001-9262-5646","first_name":"Tobias","full_name":"Jenert, Tobias","id":"71994"},{"first_name":"Dieter","last_name":"Euler","full_name":"Euler, Dieter"}]},{"user_id":"14931","volume":14,"page":"240-267","_id":"17204","publisher":"John Benjamins Publishing Company","status":"public","citation":{"chicago":"Nomikou, Iris, Katharina Rohlfing, and Joanna Szufnarowska. “Educating Attention: Recruiting, Maintaining, and Framing Eye Contact in Early Natural Mother-Infant Interactions.” <i>Interaction Studies</i> 14, no. 2 (2013): 240–67. <a href=\"https://doi.org/10.1075/is.14.2.05nom\">https://doi.org/10.1075/is.14.2.05nom</a>.","short":"I. Nomikou, K. Rohlfing, J. Szufnarowska, Interaction Studies 14 (2013) 240–267.","apa":"Nomikou, I., Rohlfing, K., &#38; Szufnarowska, J. (2013). Educating attention: recruiting, maintaining, and framing eye contact in early natural mother-infant interactions. <i>Interaction Studies</i>, <i>14</i>(2), 240–267. <a href=\"https://doi.org/10.1075/is.14.2.05nom\">https://doi.org/10.1075/is.14.2.05nom</a>","ieee":"I. Nomikou, K. Rohlfing, and J. Szufnarowska, “Educating attention: recruiting, maintaining, and framing eye contact in early natural mother-infant interactions,” <i>Interaction Studies</i>, vol. 14, no. 2, pp. 240–267, 2013, doi: <a href=\"https://doi.org/10.1075/is.14.2.05nom\">10.1075/is.14.2.05nom</a>.","ama":"Nomikou I, Rohlfing K, Szufnarowska J. Educating attention: recruiting, maintaining, and framing eye contact in early natural mother-infant interactions. <i>Interaction Studies</i>. 2013;14(2):240-267. doi:<a href=\"https://doi.org/10.1075/is.14.2.05nom\">10.1075/is.14.2.05nom</a>","bibtex":"@article{Nomikou_Rohlfing_Szufnarowska_2013, title={Educating attention: recruiting, maintaining, and framing eye contact in early natural mother-infant interactions}, volume={14}, DOI={<a href=\"https://doi.org/10.1075/is.14.2.05nom\">10.1075/is.14.2.05nom</a>}, number={2}, journal={Interaction Studies}, publisher={John Benjamins Publishing Company}, author={Nomikou, Iris and Rohlfing, Katharina and Szufnarowska, Joanna}, year={2013}, pages={240–267} }","mla":"Nomikou, Iris, et al. “Educating Attention: Recruiting, Maintaining, and Framing Eye Contact in Early Natural Mother-Infant Interactions.” <i>Interaction Studies</i>, vol. 14, no. 2, John Benjamins Publishing Company, 2013, pp. 240–67, doi:<a href=\"https://doi.org/10.1075/is.14.2.05nom\">10.1075/is.14.2.05nom</a>."},"doi":"10.1075/is.14.2.05nom","language":[{"iso":"eng"}],"date_updated":"2023-02-01T16:12:50Z","intvolume":"        14","year":"2013","title":"Educating attention: recruiting, maintaining, and framing eye contact in early natural mother-infant interactions","author":[{"last_name":"Nomikou","first_name":"Iris","full_name":"Nomikou, Iris"},{"full_name":"Rohlfing, Katharina","first_name":"Katharina","last_name":"Rohlfing","id":"50352"},{"first_name":"Joanna","last_name":"Szufnarowska","full_name":"Szufnarowska, Joanna"}],"publication_identifier":{"issn":["1572-0381"]},"keyword":["interactional adaptation","multimodal input","social learning","ecology of attention","eye contact"],"type":"journal_article","department":[{"_id":"749"}],"date_created":"2020-06-24T13:01:23Z","abstract":[{"text":"In a longitudinal naturalistic study, we observed German mothers interacting with their infants when they were 3 and 6 months old. Pursuing the idea that infants’ attention is socialized in everyday interactions, we explored whether eye contact is reinforced selectively by behavioral modification in the input provided to infants. Applying a microanalytical approach focusing on the sequential organization of interaction, we explored how the mother draws the infant’s attention to herself and how she tries to maintain attention when the infant is looking at her. Results showed that eye contact is reinforced by specific infant-directed practices: interrogatives and conversational openings, multimodal stimulation, repetition, and imitation. In addition, these practices are contingent on the infant’s own behavior. By comparing the two data points (3 and 6 months), we showed how the education of attention evolves hand-in-hand with the developing capacities of the infant.","lang":"eng"}],"publication":"Interaction Studies","issue":"2"},{"type":"dissertation","keyword":["Arbeitsorganisation","E-Learning","Lernorganisation","Lerntechnik","Wissensmanagement"],"date_created":"2021-09-09T12:18:36Z","place":"Münster","citation":{"short":"J. Pottebaum, Optimierung Des Einsatzbezogenen Lernens Durch Wissensidentifikation, Monsenstein und Vannerdat, Münster, 2012.","chicago":"Pottebaum, Jens. <i>Optimierung Des Einsatzbezogenen Lernens Durch Wissensidentifikation</i>. Münster: Monsenstein und Vannerdat, 2012.","apa":"Pottebaum, J. (2012). <i>Optimierung des einsatzbezogenen Lernens durch Wissensidentifikation</i>. Monsenstein und Vannerdat.","ieee":"J. Pottebaum, <i>Optimierung des einsatzbezogenen Lernens durch Wissensidentifikation</i>. Münster: Monsenstein und Vannerdat, 2012.","ama":"Pottebaum J. <i>Optimierung Des Einsatzbezogenen Lernens Durch Wissensidentifikation</i>. Monsenstein und Vannerdat; 2012.","bibtex":"@book{Pottebaum_2012, place={Münster}, title={Optimierung des einsatzbezogenen Lernens durch Wissensidentifikation}, publisher={Monsenstein und Vannerdat}, author={Pottebaum, Jens}, year={2012} }","mla":"Pottebaum, Jens. <i>Optimierung Des Einsatzbezogenen Lernens Durch Wissensidentifikation</i>. Monsenstein und Vannerdat, 2012."},"user_id":"405","_id":"24036","publisher":"Monsenstein und Vannerdat","language":[{"iso":"eng"}],"date_updated":"2022-01-06T06:56:06Z","status":"public","year":"2012","title":"Optimierung des einsatzbezogenen Lernens durch Wissensidentifikation","author":[{"id":"405","last_name":"Pottebaum","first_name":"Jens","orcid":"http://orcid.org/0000-0001-8778-2989","full_name":"Pottebaum, Jens"}],"publication_identifier":{"isbn":["3-86991-525-0"]}},{"intvolume":"         4","date_updated":"2022-01-06T07:01:03Z","publication_identifier":{"issn":["0341-4515"]},"author":[{"first_name":"Sabine","last_name":"Seufert","full_name":"Seufert, Sabine"},{"full_name":"Jenert, Tobias","orcid":" https://orcid.org/0000-0001-9262-5646","first_name":"Tobias","last_name":"Jenert","id":"71994"},{"last_name":"Kuhn-Senn","first_name":"Andrea","full_name":"Kuhn-Senn, Andrea"}],"title":"Didaktische Potenziale des Mobile Learning für die Berufsbildung: Erfahrungen aus einem Pilotprojekt am Center for Young Professionals in Banking in der Schweiz","year":"2012","extern":"1","abstract":[{"lang":"ger","text":"Mobile Learning liegt in der beruflichen Bildung seit dem Aufkommen von Smartphones, Tablet-PCs1 und speziell entwickelten Applikationen (Mobile Apps) im Trend. Ziel des Beitrags ist es, die didaktischen Potenziale des Mobile Learning durch den Einsatz von Tablet-PCs in der beruflichen Ausbildung zu untersuchen. Als Ausgangspunkt dient dabei das Fallbeispiel des Center for Young Professionals in Banking in der Schweiz, das im Jahr 2011 eine umfassende Pilotstudie durchgeführt hat. Ausgehend vom konkreten Fall werden anschliessend die Potenziale für medienbezogene Kompetenzen sowie eine \"didaktische Landkarte\" zur Verortung von Mobile-Learning-Szenarien eingeführt, um die verschiedenen pädagogischen Leitvorstellungen dieser Szenarien aufzuzeigen."}],"publication":"Berufsbildung in Wissenschaft und Praxis","issue":"41","department":[{"_id":"208"},{"_id":"282"}],"type":"journal_article","keyword":["mobile learning","tablets","tablet learning","mobile technologies","elearning","TEL"],"date_created":"2018-09-18T09:22:05Z","status":"public","volume":4,"user_id":"51057","_id":"4429","publisher":"Bertelsmann Verlag","page":"10-13","citation":{"ama":"Seufert S, Jenert T, Kuhn-Senn A. Didaktische Potenziale des Mobile Learning für die Berufsbildung: Erfahrungen aus einem Pilotprojekt am Center for Young Professionals in Banking in der Schweiz. <i>Berufsbildung in Wissenschaft und Praxis</i>. 2012;4(41):10-13.","short":"S. Seufert, T. Jenert, A. Kuhn-Senn, Berufsbildung in Wissenschaft Und Praxis 4 (2012) 10–13.","chicago":"Seufert, Sabine, Tobias Jenert, and Andrea Kuhn-Senn. “Didaktische Potenziale Des Mobile Learning Für Die Berufsbildung: Erfahrungen Aus Einem Pilotprojekt Am Center for Young Professionals in Banking in Der Schweiz.” <i>Berufsbildung in Wissenschaft Und Praxis</i> 4, no. 41 (2012): 10–13.","bibtex":"@article{Seufert_Jenert_Kuhn-Senn_2012, title={Didaktische Potenziale des Mobile Learning für die Berufsbildung: Erfahrungen aus einem Pilotprojekt am Center for Young Professionals in Banking in der Schweiz}, volume={4}, number={41}, journal={Berufsbildung in Wissenschaft und Praxis}, publisher={Bertelsmann Verlag}, author={Seufert, Sabine and Jenert, Tobias and Kuhn-Senn, Andrea}, year={2012}, pages={10–13} }","apa":"Seufert, S., Jenert, T., &#38; Kuhn-Senn, A. (2012). Didaktische Potenziale des Mobile Learning für die Berufsbildung: Erfahrungen aus einem Pilotprojekt am Center for Young Professionals in Banking in der Schweiz. <i>Berufsbildung in Wissenschaft Und Praxis</i>, <i>4</i>(41), 10–13.","mla":"Seufert, Sabine, et al. “Didaktische Potenziale Des Mobile Learning Für Die Berufsbildung: Erfahrungen Aus Einem Pilotprojekt Am Center for Young Professionals in Banking in Der Schweiz.” <i>Berufsbildung in Wissenschaft Und Praxis</i>, vol. 4, no. 41, Bertelsmann Verlag, 2012, pp. 10–13.","ieee":"S. Seufert, T. Jenert, and A. Kuhn-Senn, “Didaktische Potenziale des Mobile Learning für die Berufsbildung: Erfahrungen aus einem Pilotprojekt am Center for Young Professionals in Banking in der Schweiz,” <i>Berufsbildung in Wissenschaft und Praxis</i>, vol. 4, no. 41, pp. 10–13, 2012."}},{"user_id":"51057","_id":"4486","date_updated":"2022-01-06T07:01:06Z","status":"public","title":"How to Assess and Study the Cultural Dimension of Social Interactions in Higher Education Institutions (HEI)","year":"2012","conference":{"name":"earli SIG 10 & 21 \"Social Interaction in Learning and Instruction\" and \"Learning and Teaching in Culturally Diverse Settings\": Patchwork: Learning diversities","location":"Belgrad, Serbien "},"author":[{"last_name":"Gebhardt","first_name":"Anja","full_name":"Gebhardt, Anja"},{"full_name":"Jenert, Tobias","last_name":"Jenert","orcid":" https://orcid.org/0000-0001-9262-5646","first_name":"Tobias","id":"71994"}],"keyword":["learning culture","social interaction"],"type":"conference","department":[{"_id":"208"},{"_id":"282"}],"date_created":"2018-09-19T08:44:40Z","extern":"1","citation":{"chicago":"Gebhardt, Anja, and Tobias Jenert. “How to Assess and Study the Cultural Dimension of Social Interactions in Higher Education Institutions (HEI),” 2012.","short":"A. Gebhardt, T. Jenert, in: 2012.","apa":"Gebhardt, A., &#38; Jenert, T. (2012). How to Assess and Study the Cultural Dimension of Social Interactions in Higher Education Institutions (HEI). Presented at the earli SIG 10 &#38; 21 “Social Interaction in Learning and Instruction” and “Learning and Teaching in Culturally Diverse Settings”: Patchwork: Learning diversities, Belgrad, Serbien .","ieee":"A. Gebhardt and T. Jenert, “How to Assess and Study the Cultural Dimension of Social Interactions in Higher Education Institutions (HEI),” presented at the earli SIG 10 &#38; 21 “Social Interaction in Learning and Instruction” and “Learning and Teaching in Culturally Diverse Settings”: Patchwork: Learning diversities, Belgrad, Serbien , 2012.","ama":"Gebhardt A, Jenert T. How to Assess and Study the Cultural Dimension of Social Interactions in Higher Education Institutions (HEI). In: ; 2012.","bibtex":"@inproceedings{Gebhardt_Jenert_2012, title={How to Assess and Study the Cultural Dimension of Social Interactions in Higher Education Institutions (HEI)}, author={Gebhardt, Anja and Jenert, Tobias}, year={2012} }","mla":"Gebhardt, Anja, and Tobias Jenert. <i>How to Assess and Study the Cultural Dimension of Social Interactions in Higher Education Institutions (HEI)</i>. 2012."}},{"status":"public","user_id":"15504","_id":"46396","publisher":"Association for Computing Machinery","page":"313–320","citation":{"ieee":"B. Bischl, O. Mersmann, H. Trautmann, and M. Preuß, “Algorithm Selection Based on Exploratory Landscape Analysis and Cost-Sensitive Learning,” in <i>Proceedings of the 14th Annual Conference on Genetic and Evolutionary Computation</i>, 2012, pp. 313–320, doi: <a href=\"https://doi.org/10.1145/2330163.2330209\">10.1145/2330163.2330209</a>.","apa":"Bischl, B., Mersmann, O., Trautmann, H., &#38; Preuß, M. (2012). Algorithm Selection Based on Exploratory Landscape Analysis and Cost-Sensitive Learning. <i>Proceedings of the 14th Annual Conference on Genetic and Evolutionary Computation</i>, 313–320. <a href=\"https://doi.org/10.1145/2330163.2330209\">https://doi.org/10.1145/2330163.2330209</a>","chicago":"Bischl, Bernd, Olaf Mersmann, Heike Trautmann, and Mike Preuß. “Algorithm Selection Based on Exploratory Landscape Analysis and Cost-Sensitive Learning.” In <i>Proceedings of the 14th Annual Conference on Genetic and Evolutionary Computation</i>, 313–320. GECCO ’12. New York, NY, USA: Association for Computing Machinery, 2012. <a href=\"https://doi.org/10.1145/2330163.2330209\">https://doi.org/10.1145/2330163.2330209</a>.","short":"B. Bischl, O. Mersmann, H. Trautmann, M. Preuß, in: Proceedings of the 14th Annual Conference on Genetic and Evolutionary Computation, Association for Computing Machinery, New York, NY, USA, 2012, pp. 313–320.","mla":"Bischl, Bernd, et al. “Algorithm Selection Based on Exploratory Landscape Analysis and Cost-Sensitive Learning.” <i>Proceedings of the 14th Annual Conference on Genetic and Evolutionary Computation</i>, Association for Computing Machinery, 2012, pp. 313–320, doi:<a href=\"https://doi.org/10.1145/2330163.2330209\">10.1145/2330163.2330209</a>.","bibtex":"@inproceedings{Bischl_Mersmann_Trautmann_Preuß_2012, place={New York, NY, USA}, series={GECCO ’12}, title={Algorithm Selection Based on Exploratory Landscape Analysis and Cost-Sensitive Learning}, DOI={<a href=\"https://doi.org/10.1145/2330163.2330209\">10.1145/2330163.2330209</a>}, booktitle={Proceedings of the 14th Annual Conference on Genetic and Evolutionary Computation}, publisher={Association for Computing Machinery}, author={Bischl, Bernd and Mersmann, Olaf and Trautmann, Heike and Preuß, Mike}, year={2012}, pages={313–320}, collection={GECCO ’12} }","ama":"Bischl B, Mersmann O, Trautmann H, Preuß M. Algorithm Selection Based on Exploratory Landscape Analysis and Cost-Sensitive Learning. In: <i>Proceedings of the 14th Annual Conference on Genetic and Evolutionary Computation</i>. GECCO ’12. Association for Computing Machinery; 2012:313–320. doi:<a href=\"https://doi.org/10.1145/2330163.2330209\">10.1145/2330163.2330209</a>"},"place":"New York, NY, USA","date_updated":"2023-10-16T13:48:48Z","author":[{"first_name":"Bernd","last_name":"Bischl","full_name":"Bischl, Bernd"},{"full_name":"Mersmann, Olaf","first_name":"Olaf","last_name":"Mersmann"},{"id":"100740","full_name":"Trautmann, Heike","first_name":"Heike","last_name":"Trautmann","orcid":"0000-0002-9788-8282"},{"full_name":"Preuß, Mike","first_name":"Mike","last_name":"Preuß"}],"publication_identifier":{"isbn":["9781450311779"]},"title":"Algorithm Selection Based on Exploratory Landscape Analysis and Cost-Sensitive Learning","year":"2012","doi":"10.1145/2330163.2330209","language":[{"iso":"eng"}],"series_title":"GECCO ’12","abstract":[{"lang":"eng","text":"The steady supply of new optimization methods makes the algorithm selection problem (ASP) an increasingly pressing and challenging task, specially for real-world black-box optimization problems. The introduced approach considers the ASP as a cost-sensitive classification task which is based on Exploratory Landscape Analysis. Low-level features gathered by systematic sampling of the function on the feasible set are used to predict a well-performing algorithm out of a given portfolio. Example-specific label costs are defined by the expected runtime of each candidate algorithm. We use one-sided support vector regression to solve this learning problem. The approach is illustrated by means of the optimization problems and algorithms of the BBOB’09/10 workshop."}],"publication":"Proceedings of the 14th Annual Conference on Genetic and Evolutionary Computation","department":[{"_id":"34"},{"_id":"819"}],"type":"conference","keyword":["machine learning","exploratory landscape analysis","fitness landscape","benchmarking","evolutionary optimization","bbob test set","algorithm selection"],"date_created":"2023-08-04T15:51:56Z"}]