[{"citation":{"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} }","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.","chicago":"Brahm, Taiga, Tobias Jenert, and Dietrich Wagner. “The Self-Fulfilling Prophecy of Fear of Academic Failure,” 2015.","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."},"year":"2015","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","author":[{"full_name":"Brahm, Taiga","last_name":"Brahm","first_name":"Taiga"},{"first_name":"Tobias","last_name":"Jenert","orcid":" https://orcid.org/0000-0001-9262-5646","full_name":"Jenert, Tobias","id":"71994"},{"first_name":"Dietrich","full_name":"Wagner, Dietrich","last_name":"Wagner"}],"date_created":"2018-09-18T12:52:45Z","date_updated":"2022-01-06T07:01:05Z","status":"public","abstract":[{"lang":"eng","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"}],"type":"conference","extern":"1","keyword":["Quantitative methods","Student learning","Emotion and Cognition","Social sciences","Higher education","Motivation and Emotion","Fear of Failure"],"department":[{"_id":"208"},{"_id":"282"}],"user_id":"51057","_id":"4463"},{"has_accepted_license":"1","year":"2015","citation":{"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.","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.","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.","short":"E. Weishäupl, E. Yasasin, G. Schryen, in: International Conference on Information Systems, 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} }","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>."},"date_updated":"2022-01-06T07:02:03Z","oa":"1","author":[{"first_name":"Eva","full_name":"Weishäupl, Eva","last_name":"Weishäupl"},{"last_name":"Yasasin","full_name":"Yasasin, Emrah","first_name":"Emrah"},{"last_name":"Schryen","full_name":"Schryen, Guido","id":"72850","first_name":"Guido"}],"date_created":"2018-11-14T11:25:38Z","title":"A Multi-Theoretical Literature Review on Information Security Investments using the Resource-Based View and the Organizational Learning Theory","publication":"International Conference on Information Systems","type":"conference","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."}],"status":"public","file":[{"file_size":958019,"file_id":"6038","file_name":"ICIS PROCEEDINGS PAPER - Security Investments.pdf","access_level":"open_access","date_updated":"2018-12-13T15:09:32Z","date_created":"2018-12-07T11:45:31Z","creator":"hsiemes","relation":"main_file","content_type":"application/pdf"}],"_id":"5588","department":[{"_id":"277"}],"user_id":"61579","keyword":["Information Security","Investment","Literature review","Resource-based View","Organi-zational Learning Theory","Multi-theoretical Perspective"],"ddc":["000"],"extern":"1","language":[{"iso":"eng"}],"file_date_updated":"2018-12-13T15:09:32Z"},{"date_updated":"2022-01-06T06:51:12Z","oa":"1","author":[{"last_name":"Walter","full_name":"Walter, Oliver","first_name":"Oliver"},{"first_name":"Reinhold","full_name":"Haeb-Umbach, Reinhold","id":"242","last_name":"Haeb-Umbach"},{"full_name":"Mokbel, Bassam","last_name":"Mokbel","first_name":"Bassam"},{"last_name":"Paassen","full_name":"Paassen, Benjamin","first_name":"Benjamin"},{"first_name":"Barbara","full_name":"Hammer, Barbara","last_name":"Hammer"}],"date_created":"2019-07-12T05:30:51Z","title":"Autonomous Learning of Representations","main_file_link":[{"open_access":"1","url":"https://groups.uni-paderborn.de/nt/pubs/2015/WaHaMoPaHa15.pdf"}],"doi":"http://dx.doi.org/10.1007/s13218-015-0372-1","year":"2015","citation":{"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>","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>.","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} }","short":"O. Walter, R. Haeb-Umbach, B. Mokbel, B. Paassen, B. Hammer, KI - Kuenstliche Intelligenz (2015) 1–13.","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>.","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.","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>"},"page":"1-13","_id":"11922","user_id":"44006","department":[{"_id":"54"}],"keyword":["Representation learning","Metric learning","Deep representation","Spoken language"],"language":[{"iso":"eng"}],"type":"journal_article","publication":"KI - Kuenstliche Intelligenz","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."}],"status":"public"},{"year":"2015","citation":{"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.","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.","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.","short":"M. Goller, die hochschullehre (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} }","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>."},"publication_status":"published","related_material":{"link":[{"url":"http://www.hochschullehre.org/?p=699","relation":"other"}]},"title":"Zum Einfluss des didaktischen Designs auf das (motivationale) Erleben von Lehrveranstaltungen: Eine quantitative Fallstudie im Rahmen der Methodeneinführung in den Bildungswissenschaften","date_updated":"2022-02-04T09:06:34Z","author":[{"first_name":"Michael","id":"30984","full_name":"Goller, Michael","orcid":"0000-0002-2820-9178","last_name":"Goller"}],"date_created":"2022-02-04T09:06:28Z","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."}],"status":"public","publication":"die hochschullehre","type":"journal_article","keyword":["Direkte Instruktion","Evaluation","Kooperatives Lernen","Methodenausbildung","Paderborn","Scholarship of Teaching and Learning"],"language":[{"iso":"ger"}],"_id":"29755","department":[{"_id":"452"}],"user_id":"50788"},{"_id":"4423","department":[{"_id":"208"},{"_id":"282"}],"user_id":"71994","keyword":["Attitude","Student learning","Higher Education Institution","university","student experience"],"extern":"1","language":[{"iso":"eng"}],"publication":"Learning and individual differences : journal of psychology and education","type":"journal_article","abstract":[{"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.","lang":"eng"}],"status":"public","date_updated":"2024-03-21T14:43:34Z","publisher":"Elsevier","volume":43,"author":[{"full_name":"Brahm, Taiga","last_name":"Brahm","first_name":"Taiga"},{"first_name":"Tobias","last_name":"Jenert","orcid":" https://orcid.org/0000-0001-9262-5646","full_name":"Jenert, Tobias","id":"71994"}],"date_created":"2018-09-18T09:07:26Z","title":"On the assessment of attitudes towards studying—development and validation of a questionnaire","quality_controlled":"1","publication_identifier":{"issn":["1041-6080"]},"year":"2015","intvolume":"        43","page":"233 - 242","citation":{"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.","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} }","short":"T. Brahm, T. Jenert, Learning and Individual Differences : Journal of Psychology and Education 43 (2015) 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.","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.","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."}},{"_id":"17189","department":[{"_id":"749"}],"user_id":"14931","status":"public","type":"journal_article","doi":"10.1007/s12369-014-0252-0","date_updated":"2023-02-01T16:07:40Z","volume":7,"author":[{"first_name":"Anna-Lisa","full_name":"Vollmer, Anna-Lisa","last_name":"Vollmer"},{"id":"50352","full_name":"Rohlfing, Katharina","last_name":"Rohlfing","first_name":"Katharina"},{"first_name":"Britta","last_name":"Wrede","full_name":"Wrede, Britta"},{"last_name":"Cangelosi","full_name":"Cangelosi, Angelo","first_name":"Angelo"}],"intvolume":"         7","page":"241-252","citation":{"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} }","short":"A.-L. Vollmer, K. Rohlfing, B. Wrede, A. Cangelosi, International Journal of Social Robotics 7 (2015) 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>.","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>.","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>.","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>"},"publication_identifier":{"issn":["1875-4791"]},"keyword":["learning","Human-robot interaction","Alignment","Robot social","Action understanding"],"language":[{"iso":"eng"}],"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."}],"publication":"International Journal of Social Robotics","title":"Alignment to the Actions of a Robot","publisher":"Springer-Verlag","date_created":"2020-06-24T13:01:06Z","year":"2015","issue":"2"},{"doi":"10.1016/j.compedu.2014.07.013","title":"Augmented reality in informal learning environments: A field experiment in a mathematics exhibition","author":[{"first_name":"Peter","full_name":"Sommerauer, Peter","last_name":"Sommerauer"},{"first_name":"Oliver","last_name":"Müller","full_name":"Müller, Oliver"}],"date_created":"2018-10-12T08:30:44Z","date_updated":"2022-01-06T07:01:18Z","citation":{"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>","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>","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>.","short":"P. Sommerauer, O. Müller, Computers and Education (2014) 59--68.","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} }"},"page":"59--68","year":"2014","publication_identifier":{"issn":["03601315"],"isbn":["0360-1315"]},"extern":"1","language":[{"iso":"eng"}],"keyword":["Augmented reality","Cognitive theory of multimedia learning","Field experiment","Informal learning","Museum"],"user_id":"72849","_id":"4697","status":"public","type":"journal_article","publication":"Computers and Education"},{"department":[{"_id":"749"}],"user_id":"14931","_id":"17199","status":"public","type":"journal_article","doi":"10.1075/is.15.1.03pit","volume":15,"author":[{"first_name":"Karola","last_name":"Pitsch","full_name":"Pitsch, Karola"},{"first_name":"Anna-Lisa","full_name":"Vollmer, Anna-Lisa","last_name":"Vollmer"},{"full_name":"Rohlfing, Katharina","id":"50352","last_name":"Rohlfing","first_name":"Katharina"},{"last_name":"Fritsch","full_name":"Fritsch, Jannik","first_name":"Jannik"},{"last_name":"Wrede","full_name":"Wrede, Britta","first_name":"Britta"}],"date_updated":"2023-02-01T16:10:52Z","page":"55-98","intvolume":"        15","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>","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>.","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>.","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>","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} }","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>.","short":"K. Pitsch, A.-L. Vollmer, K. Rohlfing, J. Fritsch, B. Wrede, Interaction Studies 15 (2014) 55–98."},"publication_identifier":{"issn":["1572-0381"]},"language":[{"iso":"eng"}],"keyword":["conversation analysis","interactional coordination","adult-child-interaction","feedback","gaze","quantification","social learning","motionese","tutoring"],"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."}],"publication":"Interaction Studies","title":"Tutoring in adult-child-interaction: On the loop of the tutor's action modification and the recipient's gaze","date_created":"2020-06-24T13:01:17Z","publisher":"John Benjamins Publishing Company","year":"2014","issue":"1"},{"extern":"1","keyword":["Kompetenzorientierung","Studienprogrammentwicklung","Hochschulentwicklung","Hochschule","Learning Outcomes"],"department":[{"_id":"208"},{"_id":"282"}],"user_id":"51057","_id":"4427","status":"public","abstract":[{"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.","lang":"ger"}],"publication":"Zeitschrift für Hochschulentwicklung","type":"journal_article","title":"Herausforderungen der Kompetenzorientierung in der Studienprogrammentwicklung","volume":8,"author":[{"first_name":"Taiga","last_name":"Brahm","full_name":"Brahm, Taiga"},{"first_name":"Tobias","full_name":"Jenert, Tobias","last_name":"Jenert"}],"date_created":"2018-09-18T09:17:20Z","publisher":"Österreichische Gesellschaft für Hochschuldidaktik","date_updated":"2022-01-06T07:01:03Z","intvolume":"         8","page":"7-14","citation":{"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} }","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.","apa":"Brahm, T., &#38; Jenert, T. (2013). Herausforderungen der Kompetenzorientierung in der Studienprogrammentwicklung. <i>Zeitschrift Für Hochschulentwicklung</i>, <i>8</i>(1), 7–14.","ama":"Brahm T, Jenert T. Herausforderungen der Kompetenzorientierung in der Studienprogrammentwicklung. <i>Zeitschrift für Hochschulentwicklung</i>. 2013;8(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."},"year":"2013","issue":"1","publication_identifier":{"eissn":["2219-6994"]}},{"department":[{"_id":"208"},{"_id":"282"}],"user_id":"51057","_id":"4478","extern":"1","keyword":["attitudes","teaching and learning","studying","higher education institution","theory of planned behavior","instrument development"],"type":"conference","status":"public","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."}],"date_created":"2018-09-19T08:22:51Z","author":[{"last_name":"Brahm","full_name":"Brahm, Taiga","first_name":"Taiga"},{"orcid":" https://orcid.org/0000-0001-9262-5646","last_name":"Jenert","full_name":"Jenert, Tobias","id":"71994","first_name":"Tobias"},{"last_name":"Euler","full_name":"Euler, Dieter","first_name":"Dieter"}],"publisher":"EARLI European Association for Research on Learning and Instruction","date_updated":"2022-01-06T07:01:06Z","conference":{"end_date":"2013-08-31","location":"München ","name":"15th Biennial EARLI Conference","start_date":"2013-08-27"},"title":"On the assessment of attitudes towards the study process and the university: Attitudes towards the Study Environment Questionnaire (ASEQ)","citation":{"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} }","short":"T. Brahm, T. Jenert, D. Euler, in: EARLI European Association for Research on Learning and Instruction, 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.","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.","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.","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."},"year":"2013"},{"_id":"17204","department":[{"_id":"749"}],"user_id":"14931","keyword":["interactional adaptation","multimodal input","social learning","ecology of attention","eye contact"],"language":[{"iso":"eng"}],"publication":"Interaction Studies","type":"journal_article","abstract":[{"lang":"eng","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."}],"status":"public","publisher":"John Benjamins Publishing Company","date_updated":"2023-02-01T16:12:50Z","volume":14,"author":[{"full_name":"Nomikou, Iris","last_name":"Nomikou","first_name":"Iris"},{"last_name":"Rohlfing","full_name":"Rohlfing, Katharina","id":"50352","first_name":"Katharina"},{"full_name":"Szufnarowska, Joanna","last_name":"Szufnarowska","first_name":"Joanna"}],"date_created":"2020-06-24T13:01:23Z","title":"Educating attention: recruiting, maintaining, and framing eye contact in early natural mother-infant interactions","doi":"10.1075/is.14.2.05nom","publication_identifier":{"issn":["1572-0381"]},"issue":"2","year":"2013","page":"240-267","intvolume":"        14","citation":{"short":"I. Nomikou, K. Rohlfing, J. Szufnarowska, Interaction Studies 14 (2013) 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>.","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} }","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>","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>.","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>"}},{"language":[{"iso":"eng"}],"keyword":["Arbeitsorganisation","E-Learning","Lernorganisation","Lerntechnik","Wissensmanagement"],"user_id":"405","_id":"24036","status":"public","type":"dissertation","title":"Optimierung des einsatzbezogenen Lernens durch Wissensidentifikation","author":[{"orcid":"http://orcid.org/0000-0001-8778-2989","last_name":"Pottebaum","id":"405","full_name":"Pottebaum, Jens","first_name":"Jens"}],"date_created":"2021-09-09T12:18:36Z","publisher":"Monsenstein und Vannerdat","date_updated":"2022-01-06T06:56:06Z","citation":{"apa":"Pottebaum, J. (2012). <i>Optimierung des einsatzbezogenen Lernens durch Wissensidentifikation</i>. Monsenstein und Vannerdat.","mla":"Pottebaum, Jens. <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} }","short":"J. Pottebaum, Optimierung Des Einsatzbezogenen Lernens Durch Wissensidentifikation, Monsenstein und Vannerdat, Münster, 2012.","ieee":"J. Pottebaum, <i>Optimierung des einsatzbezogenen Lernens durch Wissensidentifikation</i>. Münster: Monsenstein und Vannerdat, 2012.","chicago":"Pottebaum, Jens. <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."},"place":"Münster","year":"2012","publication_identifier":{"isbn":["3-86991-525-0"]}},{"keyword":["mobile learning","tablets","tablet learning","mobile technologies","elearning","TEL"],"extern":"1","_id":"4429","department":[{"_id":"208"},{"_id":"282"}],"user_id":"51057","abstract":[{"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.","lang":"ger"}],"status":"public","publication":"Berufsbildung in Wissenschaft und Praxis","type":"journal_article","title":"Didaktische Potenziale des Mobile Learning für die Berufsbildung: Erfahrungen aus einem Pilotprojekt am Center for Young Professionals in Banking in der Schweiz","publisher":"Bertelsmann Verlag","date_updated":"2022-01-06T07:01:03Z","volume":4,"date_created":"2018-09-18T09:22:05Z","author":[{"first_name":"Sabine","last_name":"Seufert","full_name":"Seufert, Sabine"},{"full_name":"Jenert, Tobias","id":"71994","orcid":" https://orcid.org/0000-0001-9262-5646","last_name":"Jenert","first_name":"Tobias"},{"first_name":"Andrea","last_name":"Kuhn-Senn","full_name":"Kuhn-Senn, Andrea"}],"year":"2012","page":"10-13","intvolume":"         4","citation":{"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.","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.","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.","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} }","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.","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."},"publication_identifier":{"issn":["0341-4515"]},"issue":"41"},{"year":"2012","citation":{"ama":"Gebhardt A, Jenert T. How to Assess and Study the Cultural Dimension of Social Interactions in Higher Education Institutions (HEI). In: ; 2012.","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.","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.","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.","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} }","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 ."},"title":"How to Assess and Study the Cultural Dimension of Social Interactions in Higher Education Institutions (HEI)","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 "},"date_updated":"2022-01-06T07:01:06Z","date_created":"2018-09-19T08:44:40Z","author":[{"first_name":"Anja","full_name":"Gebhardt, Anja","last_name":"Gebhardt"},{"first_name":"Tobias","orcid":" https://orcid.org/0000-0001-9262-5646","last_name":"Jenert","id":"71994","full_name":"Jenert, Tobias"}],"status":"public","type":"conference","keyword":["learning culture","social interaction"],"extern":"1","_id":"4486","department":[{"_id":"208"},{"_id":"282"}],"user_id":"51057"},{"type":"conference","publication":"Proceedings of the 14th Annual Conference on Genetic and Evolutionary Computation","status":"public","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."}],"series_title":"GECCO ’12","user_id":"15504","department":[{"_id":"34"},{"_id":"819"}],"_id":"46396","language":[{"iso":"eng"}],"keyword":["machine learning","exploratory landscape analysis","fitness landscape","benchmarking","evolutionary optimization","bbob test set","algorithm selection"],"publication_identifier":{"isbn":["9781450311779"]},"citation":{"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>","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>.","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>.","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.","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} }","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>.","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>"},"page":"313–320","place":"New York, NY, USA","year":"2012","date_created":"2023-08-04T15:51:56Z","author":[{"first_name":"Bernd","full_name":"Bischl, Bernd","last_name":"Bischl"},{"full_name":"Mersmann, Olaf","last_name":"Mersmann","first_name":"Olaf"},{"first_name":"Heike","orcid":"0000-0002-9788-8282","last_name":"Trautmann","full_name":"Trautmann, Heike","id":"100740"},{"first_name":"Mike","full_name":"Preuß, Mike","last_name":"Preuß"}],"publisher":"Association for Computing Machinery","date_updated":"2023-10-16T13:48:48Z","doi":"10.1145/2330163.2330209","title":"Algorithm Selection Based on Exploratory Landscape Analysis and Cost-Sensitive Learning"},{"publisher":"Studien-Verlag","date_updated":"2022-01-06T07:01:03Z","author":[{"first_name":"Tobias","full_name":"Jenert, Tobias","last_name":"Jenert"},{"first_name":"Anja","last_name":"Gebhardt","full_name":"Gebhardt, Anja"},{"first_name":"Reto","full_name":"Käser, Reto","last_name":"Käser"}],"date_created":"2018-09-18T09:23:54Z","volume":6,"title":"Weblogs zur Unterstützung der Theorie-Praxis-Integration in der Wirtschaftslehrenden-Ausbildung","publication_identifier":{"issn":["1992-9579"]},"issue":"2","year":"2011","citation":{"ama":"Jenert T, Gebhardt A, Käser R. Weblogs zur Unterstützung der Theorie-Praxis-Integration in der Wirtschaftslehrenden-Ausbildung. <i>Zeitschrift für E-Learning</i>. 2011;6(2):17-29.","chicago":"Jenert, Tobias, Anja Gebhardt, and Reto Käser. “Weblogs Zur Unterstützung Der Theorie-Praxis-Integration in Der Wirtschaftslehrenden-Ausbildung.” <i>Zeitschrift Für E-Learning</i> 6, no. 2 (2011): 17–29.","ieee":"T. Jenert, A. Gebhardt, and R. Käser, “Weblogs zur Unterstützung der Theorie-Praxis-Integration in der Wirtschaftslehrenden-Ausbildung,” <i>Zeitschrift für E-Learning</i>, vol. 6, no. 2, pp. 17–29, 2011.","apa":"Jenert, T., Gebhardt, A., &#38; Käser, R. (2011). Weblogs zur Unterstützung der Theorie-Praxis-Integration in der Wirtschaftslehrenden-Ausbildung. <i>Zeitschrift Für E-Learning</i>, <i>6</i>(2), 17–29.","bibtex":"@article{Jenert_Gebhardt_Käser_2011, title={Weblogs zur Unterstützung der Theorie-Praxis-Integration in der Wirtschaftslehrenden-Ausbildung}, volume={6}, number={2}, journal={Zeitschrift für E-Learning}, publisher={Studien-Verlag}, author={Jenert, Tobias and Gebhardt, Anja and Käser, Reto}, year={2011}, pages={17–29} }","short":"T. Jenert, A. Gebhardt, R. Käser, Zeitschrift Für E-Learning 6 (2011) 17–29.","mla":"Jenert, Tobias, et al. “Weblogs Zur Unterstützung Der Theorie-Praxis-Integration in Der Wirtschaftslehrenden-Ausbildung.” <i>Zeitschrift Für E-Learning</i>, vol. 6, no. 2, Studien-Verlag, 2011, pp. 17–29."},"intvolume":"         6","page":"17-29","_id":"4430","user_id":"51057","department":[{"_id":"208"},{"_id":"282"}],"keyword":["Weblog","Blog","e-learning","TEL","higher education","business education"],"extern":"1","type":"journal_article","publication":"Zeitschrift für E-Learning","abstract":[{"lang":"ger","text":"Eine zentrale Herausforderung in der Ausbildung angehender Wirtschaftslehrpersonen stellt die sinnvolle Verknüpfung von Theorie- und Praxiserfahrungen dar. Im Rahmen der Ausbildung angehender Wirtschaftslehrpersonen an der Universität St. Gallen wird eine Lernumgebung gestaltet, die eine Verschränkung von Theorie- und Praxiserfahrungen ermöglichen soll. Die Lernprozesse der Studierenden werden dabei durch didaktisch angeleitete Weblogarbeit unterstützt. Trotz der Lernchancen, die sich aus einer Verknüpfung von theoretischen und praktischen Lernphasen ergeben, schätzen die Studierenden den Nutzen der Weblogarbeit als äusserst gering ein. Die Studierenden bei der reflexiven Integration praxisnaher und theoretischer Lernerfahrungen zu unterstützen, ist eine Herausforderung, die dezidierter Anleitung und Förderung durch die Lehrpersonen bedarf"}],"status":"public"},{"oa":"1","date_updated":"2022-06-07T00:16:50Z","author":[{"first_name":"Christian N. L.","full_name":"Olivers, Christian N. L.","last_name":"Olivers"},{"full_name":"Hilkenmeier, Frederic","last_name":"Hilkenmeier","first_name":"Frederic"},{"first_name":"Ingrid","id":"451","full_name":"Scharlau, Ingrid","orcid":"0000-0003-2364-9489","last_name":"Scharlau"}],"volume":73,"main_file_link":[{"url":"https://kw.uni-paderborn.de/fileadmin/fakultaet/Institute/psychologie/Kognitive_Psychologie/Publikationen/Olivers_etal__2011__AP_PProofs.pdf","open_access":"1"}],"publication_status":"published","publication_identifier":{"issn":["1943-3921"]},"citation":{"ama":"Olivers CNL, Hilkenmeier F, Scharlau I. Prior entry explains order reversals in the attentional blink. <i>Attention, Perception, &#38; Psychophysics</i>. 2011;73(1):53-67.","chicago":"Olivers, Christian N. L., Frederic Hilkenmeier, and Ingrid Scharlau. “Prior Entry Explains Order Reversals in the Attentional Blink.” <i>Attention, Perception, &#38; Psychophysics</i> 73, no. 1 (2011): 53–67.","ieee":"C. N. L. Olivers, F. Hilkenmeier, and I. Scharlau, “Prior entry explains order reversals in the attentional blink.,” <i>Attention, Perception, &#38; Psychophysics</i>, vol. 73, no. 1, pp. 53–67, 2011.","bibtex":"@article{Olivers_Hilkenmeier_Scharlau_2011, title={Prior entry explains order reversals in the attentional blink.}, volume={73}, number={1}, journal={Attention, Perception, &#38; Psychophysics}, author={Olivers, Christian N. L. and Hilkenmeier, Frederic and Scharlau, Ingrid}, year={2011}, pages={53–67} }","mla":"Olivers, Christian N. L., et al. “Prior Entry Explains Order Reversals in the Attentional Blink.” <i>Attention, Perception, &#38; Psychophysics</i>, vol. 73, no. 1, 2011, pp. 53–67.","short":"C.N.L. Olivers, F. Hilkenmeier, I. Scharlau, Attention, Perception, &#38; Psychophysics 73 (2011) 53–67.","apa":"Olivers, C. N. L., Hilkenmeier, F., &#38; Scharlau, I. (2011). Prior entry explains order reversals in the attentional blink. <i>Attention, Perception, &#38; Psychophysics</i>, <i>73</i>(1), 53–67."},"intvolume":"        73","page":"53 - 67","_id":"6082","user_id":"42165","department":[{"_id":"424"}],"funded_apc":"1","type":"journal_article","status":"public","date_created":"2018-12-10T07:06:31Z","title":"Prior entry explains order reversals in the attentional blink.","issue":"1","year":"2011","keyword":["attentional blink","order reversals","prior entry","working memory","visual attention","attentional performance","Adolescent","Adult","Attention","Attentional Blink","Color Perception","Cues","Discrimination (Psychology)","Female","Humans","Male","Memory","Short-Term","Pattern Recognition","Visual","Psychophysics","Reaction Time","Reversal Learning","Sensory Gating","Serial Learning","Young Adult","Eyeblink Reflex","Stimulus Change","Stimulus Parameters","Visual Attention","Attentional Blink","Short Term Memory"],"language":[{"iso":"eng"}],"publication":"Attention, Perception, & Psychophysics","abstract":[{"lang":"eng","text":"When two targets are presented in rapid succession, the first target (T1) is usually identified, but the second target (T2) is often missed. A remarkable exception to this 'attentional blink' occurs when T2 immediately follows the first T1, at lag 1. It is then often spared but reported in the wrong order—that is, before T1. These order reversals have led to the hypothesis that 'lag 1 sparing' occurs because the two targets merge into a single episodic representation. Here, we report evidence consistent with an alternative theory: T2 receives more attention than T1, leading to prior entry into working memory. Two experiments showed that the more T2 performance exceeded that for T1, the more order reversals were made. Furthermore, precuing T1 led to a shift in performance benefits from T2 to T1 and to an equivalent reduction in order reversals. We conclude that it is not necessary to assume episodic integration to explain lag 1 sparing or the accompanying order reversals. (PsycINFO Dat"}]},{"date_updated":"2023-02-01T12:54:33Z","publisher":"Institute of Electrical & Electronics Engineers (IEEE)","volume":3,"date_created":"2020-06-24T13:02:12Z","author":[{"last_name":"Nomikou","full_name":"Nomikou, Iris","first_name":"Iris"},{"last_name":"Rohlfing","full_name":"Rohlfing, Katharina","id":"50352","first_name":"Katharina"}],"title":"Language Does Something: Body Action and Language in Maternal Input to Three-Month-Olds","doi":"10.1109/TAMD.2011.2140113","publication_identifier":{"issn":["1943-0612"]},"issue":"2","year":"2011","intvolume":"         3","page":"113-128","citation":{"apa":"Nomikou, I., &#38; Rohlfing, K. (2011). Language Does Something: Body Action and Language in Maternal Input to Three-Month-Olds. <i>IEEE Transactions on Autonomous Mental Development</i>, <i>3</i>(2), 113–128. <a href=\"https://doi.org/10.1109/TAMD.2011.2140113\">https://doi.org/10.1109/TAMD.2011.2140113</a>","short":"I. Nomikou, K. Rohlfing, IEEE Transactions on Autonomous Mental Development 3 (2011) 113–128.","bibtex":"@article{Nomikou_Rohlfing_2011, title={Language Does Something: Body Action and Language in Maternal Input to Three-Month-Olds}, volume={3}, DOI={<a href=\"https://doi.org/10.1109/TAMD.2011.2140113\">10.1109/TAMD.2011.2140113</a>}, number={2}, journal={IEEE Transactions on Autonomous Mental Development}, publisher={Institute of Electrical &#38; Electronics Engineers (IEEE)}, author={Nomikou, Iris and Rohlfing, Katharina}, year={2011}, pages={113–128} }","mla":"Nomikou, Iris, and Katharina Rohlfing. “Language Does Something: Body Action and Language in Maternal Input to Three-Month-Olds.” <i>IEEE Transactions on Autonomous Mental Development</i>, vol. 3, no. 2, Institute of Electrical &#38; Electronics Engineers (IEEE), 2011, pp. 113–28, doi:<a href=\"https://doi.org/10.1109/TAMD.2011.2140113\">10.1109/TAMD.2011.2140113</a>.","ieee":"I. Nomikou and K. Rohlfing, “Language Does Something: Body Action and Language in Maternal Input to Three-Month-Olds,” <i>IEEE Transactions on Autonomous Mental Development</i>, vol. 3, no. 2, pp. 113–128, 2011, doi: <a href=\"https://doi.org/10.1109/TAMD.2011.2140113\">10.1109/TAMD.2011.2140113</a>.","chicago":"Nomikou, Iris, and Katharina Rohlfing. “Language Does Something: Body Action and Language in Maternal Input to Three-Month-Olds.” <i>IEEE Transactions on Autonomous Mental Development</i> 3, no. 2 (2011): 113–28. <a href=\"https://doi.org/10.1109/TAMD.2011.2140113\">https://doi.org/10.1109/TAMD.2011.2140113</a>.","ama":"Nomikou I, Rohlfing K. Language Does Something: Body Action and Language in Maternal Input to Three-Month-Olds. <i>IEEE Transactions on Autonomous Mental Development</i>. 2011;3(2):113-128. doi:<a href=\"https://doi.org/10.1109/TAMD.2011.2140113\">10.1109/TAMD.2011.2140113</a>"},"_id":"17246","department":[{"_id":"749"}],"user_id":"14931","keyword":["acoustic packaging","mother-child interaction","social learning","multimodal grounding in input","ecology of interactions","synchrony"],"language":[{"iso":"eng"}],"publication":"IEEE Transactions on Autonomous Mental Development","type":"journal_article","status":"public"},{"abstract":[{"text":"\"Lernkultur\" wird als Begriff häufig gebraucht und fast ebenso häufig definiert  das gilt für den betrieblichen Kontext ebenso wie für die Bereiche der Schul-, Hochschul-, Berufs- und Erwachsenenbildung (z. B. Wulf, Althans, Blaschke, Ferrin, Göhlich, Jörissen, Mattig et al., 2007; Jenert, Zellweger Moser, Dommen & Gebhardt, 2009; Kirchhöfer, 2004; Erpenbeck & Sauer, 2000). Trotz der grossen Aufmerksamkeit, die der Begriff in den letzten zwei Jahrzehnten erfahren hat, kann man nicht von einem in sich geschlossenen Forschungsprogramm sprechen. Die Zugänge zum Phänomenbereich Lernkultur sind ebenso vielfältig wie die hinter einzelnen Ansätzen stehenden Lernkulturkonstrukte. Den Autoren ist keine Publikation bekannt, welche unterschiedliche Ansätze der Lernkulturforschung systematisch aufarbeitet. Eine wichtige Referenzquelle ist der Bericht von Kuh und Whitt (1988) \"The Invisible Tapestry: Culture in American Colleges and Universities\". Ausgehend von einer fundierten Übersicht zu unterschiedlichen Zugängen zum Kulturbegriff (oft in starker Anlehnung an die Organisationskulturforschung (vgl. Allaire & Firsirotu, 1984)) stellen die Autoren ein Rahmenmodell zur Analyse von Hochschulkulturen vor (Kuh und Whitt, 1988, S. 56). Diese Arbeit erweist sich für ein besseres Verständnis unter-schiedlicher Zugänge zum Lernkulturbegriff als aufschlussreich, weil im Kontext Hoch-schule zwangsweise viele Aspekte des Lernens und Lehrens angesprochen werden. Allerdings fokussiert auch dieser Bericht nicht das Konstrukt der Lernkultur und bietet damit nur einen Ausgangspunkt für die Identifizierung unterschiedlicher Zugänge.","lang":"ger"}],"status":"public","type":"report","keyword":["Lernkultur","learning culture","culture theory","approaches to learning culture","culture of learning"],"extern":"1","_id":"4448","department":[{"_id":"208"},{"_id":"282"}],"user_id":"51057","year":"2010","citation":{"apa":"Jenert, T., &#38; Gebhardt, A. (2010). <i>Zugänge zum Begriff der Lernkultur: Eine Systematisierung auf Basis kultur-und lerntheoretischer Überlegungen</i>.","bibtex":"@book{Jenert_Gebhardt_2010, title={Zugänge zum Begriff der Lernkultur: Eine Systematisierung auf Basis kultur-und lerntheoretischer Überlegungen}, author={Jenert, Tobias and Gebhardt, Anja}, year={2010} }","mla":"Jenert, Tobias, and Anja Gebhardt. <i>Zugänge Zum Begriff Der Lernkultur: Eine Systematisierung Auf Basis Kultur-Und Lerntheoretischer Überlegungen</i>. 2010.","short":"T. Jenert, A. Gebhardt, Zugänge Zum Begriff Der Lernkultur: Eine Systematisierung Auf Basis Kultur-Und Lerntheoretischer Überlegungen, 2010.","ama":"Jenert T, Gebhardt A. <i>Zugänge Zum Begriff Der Lernkultur: Eine Systematisierung Auf Basis Kultur-Und Lerntheoretischer Überlegungen</i>.; 2010.","ieee":"T. Jenert and A. Gebhardt, <i>Zugänge zum Begriff der Lernkultur: Eine Systematisierung auf Basis kultur-und lerntheoretischer Überlegungen</i>. 2010.","chicago":"Jenert, Tobias, and Anja Gebhardt. <i>Zugänge Zum Begriff Der Lernkultur: Eine Systematisierung Auf Basis Kultur-Und Lerntheoretischer Überlegungen</i>, 2010."},"title":"Zugänge zum Begriff der Lernkultur: Eine Systematisierung auf Basis kultur-und lerntheoretischer Überlegungen","date_updated":"2022-01-06T07:01:04Z","author":[{"first_name":"Tobias","last_name":"Jenert","full_name":"Jenert, Tobias"},{"first_name":"Anja","full_name":"Gebhardt, Anja","last_name":"Gebhardt"}],"date_created":"2018-09-18T11:50:40Z"},{"year":"2010","citation":{"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} }","mla":"Vollmer, Anna-Lisa, et al. “Developing Feedback: How Children of Different Age Contribute to a Tutoring Interaction with Adults.” <i>Development and Learning (ICDL), 2010 IEEE 9th International Conference on Development and Learning</i>, 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.","apa":"Vollmer, A.-L., Pitsch, K., Lohan, K. S., Fritsch, J., Rohlfing, K., &#38; Wrede, B. (2010). Developing feedback: How children of different age contribute to a tutoring interaction with adults. <i>Development and Learning (ICDL), 2010 IEEE 9th International Conference on Development and Learning</i>, 76–81.","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: <i>Development and Learning (ICDL), 2010 IEEE 9th International Conference on Development and Learning</i>. ; 2010:76-81.","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 <i>Development and Learning (ICDL), 2010 IEEE 9th International Conference on Development and Learning</i>, 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 <i>Development and Learning (ICDL), 2010 IEEE 9th International Conference on Development and Learning</i>, 2010, pp. 76–81."},"page":"76-81","date_updated":"2023-02-01T13:00:15Z","author":[{"full_name":"Vollmer, Anna-Lisa","last_name":"Vollmer","first_name":"Anna-Lisa"},{"first_name":"Karola","full_name":"Pitsch, Karola","last_name":"Pitsch"},{"first_name":"Katrin Solveig","full_name":"Lohan, Katrin Solveig","last_name":"Lohan"},{"full_name":"Fritsch, Jannik","last_name":"Fritsch","first_name":"Jannik"},{"id":"50352","full_name":"Rohlfing, Katharina","last_name":"Rohlfing","first_name":"Katharina"},{"full_name":"Wrede, Britta","last_name":"Wrede","first_name":"Britta"}],"date_created":"2020-06-24T13:02:20Z","title":"Developing feedback: How children of different age contribute to a tutoring interaction with adults","type":"conference","publication":"Development and Learning (ICDL), 2010 IEEE 9th International Conference on Development and Learning","status":"public","_id":"17253","user_id":"14931","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"}]}]