[{"publication_status":"published","year":"2019","intvolume":" 66","page":"529-540","citation":{"ama":"Zobe C, Krause D, Blischke K. Dissociative effects of normative feedback on motor automaticity and motor accuracy in learning an arm movement sequence. Human Movement Science. 2019;66:529-540. doi:https://doi.org/10.1016/j.humov.2019.06.004","ieee":"C. Zobe, D. Krause, and K. Blischke, “Dissociative effects of normative feedback on motor automaticity and motor accuracy in learning an arm movement sequence,” Human Movement Science, vol. 66, pp. 529–540, 2019, doi: https://doi.org/10.1016/j.humov.2019.06.004.","chicago":"Zobe, Christina, Daniel Krause, and Klaus Blischke. “Dissociative Effects of Normative Feedback on Motor Automaticity and Motor Accuracy in Learning an Arm Movement Sequence.” Human Movement Science 66 (2019): 529–40. https://doi.org/10.1016/j.humov.2019.06.004.","apa":"Zobe, C., Krause, D., & Blischke, K. (2019). Dissociative effects of normative feedback on motor automaticity and motor accuracy in learning an arm movement sequence. Human Movement Science, 66, 529–540. https://doi.org/10.1016/j.humov.2019.06.004","mla":"Zobe, Christina, et al. “Dissociative Effects of Normative Feedback on Motor Automaticity and Motor Accuracy in Learning an Arm Movement Sequence.” Human Movement Science, vol. 66, Elsevier, 2019, pp. 529–40, doi:https://doi.org/10.1016/j.humov.2019.06.004.","short":"C. Zobe, D. Krause, K. Blischke, Human Movement Science 66 (2019) 529–540.","bibtex":"@article{Zobe_Krause_Blischke_2019, title={Dissociative effects of normative feedback on motor automaticity and motor accuracy in learning an arm movement sequence}, volume={66}, DOI={https://doi.org/10.1016/j.humov.2019.06.004}, journal={Human Movement Science}, publisher={Elsevier}, author={Zobe, Christina and Krause, Daniel and Blischke, Klaus}, year={2019}, pages={529–540} }"},"date_updated":"2024-09-19T11:17:53Z","publisher":"Elsevier","volume":66,"date_created":"2021-09-07T14:13:23Z","author":[{"first_name":"Christina","last_name":"Zobe","full_name":"Zobe, Christina","id":"9938"},{"full_name":"Krause, Daniel","last_name":"Krause","first_name":"Daniel"},{"full_name":"Blischke, Klaus","last_name":"Blischke","first_name":"Klaus"}],"title":"Dissociative effects of normative feedback on motor automaticity and motor accuracy in learning an arm movement sequence","doi":"https://doi.org/10.1016/j.humov.2019.06.004","main_file_link":[{"url":"https://www.sciencedirect.com/science/article/abs/pii/S0167945718307681?via%3Dihub"}],"publication":"Human Movement Science","type":"journal_article","abstract":[{"text":"Within a pre-post-design, we scrutinized the effects of normative augmented feedback with positive and negative valence on learning motor accuracy, consistency as well as automaticity by means of a dual-task paradigm. Forty-two healthy physical education students were instructed to produce an arm-movement sequence as precisely as possible with regard to three spatial reversal points within a time limit of 1200 ms. Twenty-eight practiced an elbow-extension-flexion-sequence (690 trials) and 14 participants were tested as a control group without feedback practice. Valence of normative feedback was systematically manipulated by means of reference lines in a visual feedback display. The reference lines indicated performance of a putative peer-group either to be superior (negative valence, Normative-Negative-Group) or inferior (positive valence, Normative-Positive-Group) to participants’ actual performance.\r\n\r\nAs a result, dual-task costs (n-back error) significantly decreased solely in the Normative-Positive-Group, p = .003, η2p = .51, but in no other group. Surprisingly, the mean absolute error for the motor task significantly decreased (i.e., precision increased) only in the Normative-Negative-Group with a large effect size, but in none of the other groups. Motor consistency was not significantly affected by the valence of normative feedback. According to the hypotheses of error-provoked attentional control, positive feedback-valence appears to enhance skill automatization, while – unexpectedly – only negative feedback-valence seems to enhance movement precision, which may be explained by effects of feedback valence on the learners aspiration level.","lang":"eng"}],"status":"public","_id":"23891","department":[{"_id":"17"},{"_id":"320"}],"user_id":"9938","keyword":["Augmented feedback Automaticity Dual task Motor learning"],"article_type":"original","language":[{"iso":"eng"}]},{"editor":[{"last_name":"Weidner","full_name":"Weidner, Verena","first_name":"Verena"},{"full_name":"Rolle, Christian","last_name":"Rolle","first_name":"Christian"}],"status":"public","type":"book_chapter","extern":"1","_id":"57886","user_id":"99991","series_title":"Musikpädagogische Forschung","department":[{"_id":"131"},{"_id":"36"},{"_id":"129"},{"_id":"540"}],"place":"Münster, New York","citation":{"ama":"Godau M, Haenisch M. How popular musicians learn in the postdigital age. Ergebnisse einer Studie zur Soziomaterialität des Songwritings von Bands in informellen Kontexten. In: Weidner V, Rolle C, eds. Praxen Und Diskurse Aus Sicht Musikpädagogischer Forschung. Musikpädagogische Forschung. Waxmann; 2019:51–67.","chicago":"Godau, Marc, and Matthias Haenisch. “How Popular Musicians Learn in the Postdigital Age. Ergebnisse Einer Studie Zur Soziomaterialität Des Songwritings von Bands in Informellen Kontexten.” In Praxen Und Diskurse Aus Sicht Musikpädagogischer Forschung, edited by Verena Weidner and Christian Rolle, 51–67. Musikpädagogische Forschung. Münster, New York: Waxmann, 2019.","ieee":"M. Godau and M. Haenisch, “How popular musicians learn in the postdigital age. Ergebnisse einer Studie zur Soziomaterialität des Songwritings von Bands in informellen Kontexten,” in Praxen und Diskurse aus Sicht musikpädagogischer Forschung, V. Weidner and C. Rolle, Eds. Münster, New York: Waxmann, 2019, pp. 51–67.","short":"M. Godau, M. Haenisch, in: V. Weidner, C. Rolle (Eds.), Praxen Und Diskurse Aus Sicht Musikpädagogischer Forschung, Waxmann, Münster, New York, 2019, pp. 51–67.","mla":"Godau, Marc, and Matthias Haenisch. “How Popular Musicians Learn in the Postdigital Age. Ergebnisse Einer Studie Zur Soziomaterialität Des Songwritings von Bands in Informellen Kontexten.” Praxen Und Diskurse Aus Sicht Musikpädagogischer Forschung, edited by Verena Weidner and Christian Rolle, Waxmann, 2019, pp. 51–67.","bibtex":"@inbook{Godau_Haenisch_2019, place={Münster, New York}, series={Musikpädagogische Forschung}, title={How popular musicians learn in the postdigital age. Ergebnisse einer Studie zur Soziomaterialität des Songwritings von Bands in informellen Kontexten}, booktitle={Praxen und Diskurse aus Sicht musikpädagogischer Forschung}, publisher={Waxmann}, author={Godau, Marc and Haenisch, Matthias}, editor={Weidner, Verena and Rolle, Christian}, year={2019}, pages={51–67}, collection={Musikpädagogische Forschung} }","apa":"Godau, M., & Haenisch, M. (2019). How popular musicians learn in the postdigital age. Ergebnisse einer Studie zur Soziomaterialität des Songwritings von Bands in informellen Kontexten. In V. Weidner & C. Rolle (Eds.), Praxen und Diskurse aus Sicht musikpädagogischer Forschung (pp. 51–67). Waxmann."},"page":"51–67","main_file_link":[{"open_access":"1"}],"date_updated":"2025-02-06T10:51:52Z","oa":"1","author":[{"full_name":"Godau, Marc","id":"98877","last_name":"Godau","first_name":"Marc"},{"full_name":"Haenisch, Matthias","last_name":"Haenisch","first_name":"Matthias"}],"abstract":[{"text":"The research and development project Postdigital Popular Music Pedagogy (PPP) aims at the development of a music pedagogical program oriented towards informal learning in bands. Using the actor network theory, and thus investigating songwriting as a sociomaterial process, we present, exemplify, and discuss the results of the exploration of informal practices. The song as an actor network transforms through several spaces and phases. The starting point is the socio-technical constellation in which the events and the maturation of ideas as organisms are made probable. From there, an iteration of adaptation to musical-aesthetic standards and physical ability begins: The recording, internal publishing, and rehearsing phases, translate the idea from the workpiece to the object of dispatch into technical requirements. This is completed by the publication phase, in which the song idea is presented as a standardized product in several online and offline contexts. (DIPF/Orig.)","lang":"eng"}],"publication":"Praxen und Diskurse aus Sicht musikpädagogischer Forschung","keyword":["Praxeologie","Informal learning","Informelles Lernen","Komponieren","Learning","Lernen","Musical Composition","Musical education","Musician","Musiker","Musikpädagogik","Pop music","Popmusik","Popular Music","Prozess","Studie"],"language":[{"iso":"eng"}],"year":"2019","title":"How popular musicians learn in the postdigital age. Ergebnisse einer Studie zur Soziomaterialität des Songwritings von Bands in informellen Kontexten","publisher":"Waxmann","date_created":"2024-12-30T14:42:35Z"},{"title":"Wissensmanagement unter Bedingungen von Arbeit 4.0","publisher":"Springer","date_updated":"2022-01-06T06:59:26Z","author":[{"first_name":"Christian","id":"27503","full_name":"Harteis, Christian","orcid":"https://orcid.org/0000-0002-3570-7626","last_name":"Harteis"},{"first_name":"Christoph","last_name":"Fischer","full_name":"Fischer, Christoph","id":"31722"}],"date_created":"2018-07-23T08:37:13Z","place":"Berlin, Heidelberg","year":"2018","citation":{"ama":"Harteis C, Fischer C. Wissensmanagement unter Bedingungen von Arbeit 4.0. In: Maier GW, Engels G, Steffen E, eds. Handbuch Gestaltung Digitaler Und Vernetzter Arbeitswelten. Berlin, Heidelberg: Springer; 2018:1--18.","ieee":"C. Harteis and C. Fischer, “Wissensmanagement unter Bedingungen von Arbeit 4.0,” in Handbuch Gestaltung digitaler und vernetzter Arbeitswelten, G. W. Maier, G. Engels, and E. Steffen, Eds. Berlin, Heidelberg: Springer, 2018, pp. 1--18.","chicago":"Harteis, Christian, and Christoph Fischer. “Wissensmanagement Unter Bedingungen von Arbeit 4.0.” In Handbuch Gestaltung Digitaler Und Vernetzter Arbeitswelten, edited by Günter W. Maier, Gregor Engels, and Eckhard Steffen, 1--18. Berlin, Heidelberg: Springer, 2018.","bibtex":"@inbook{Harteis_Fischer_2018, place={Berlin, Heidelberg}, title={Wissensmanagement unter Bedingungen von Arbeit 4.0}, booktitle={Handbuch Gestaltung digitaler und vernetzter Arbeitswelten}, publisher={Springer}, author={Harteis, Christian and Fischer, Christoph}, editor={Maier, Günter W. and Engels, Gregor and Steffen, EckhardEditors}, year={2018}, pages={1--18} }","mla":"Harteis, Christian, and Christoph Fischer. “Wissensmanagement Unter Bedingungen von Arbeit 4.0.” Handbuch Gestaltung Digitaler Und Vernetzter Arbeitswelten, edited by Günter W. Maier et al., Springer, 2018, pp. 1--18.","short":"C. Harteis, C. Fischer, in: G.W. Maier, G. Engels, E. Steffen (Eds.), Handbuch Gestaltung Digitaler Und Vernetzter Arbeitswelten, Springer, Berlin, Heidelberg, 2018, pp. 1--18.","apa":"Harteis, C., & Fischer, C. (2018). Wissensmanagement unter Bedingungen von Arbeit 4.0. In G. W. Maier, G. Engels, & E. Steffen (Eds.), Handbuch Gestaltung digitaler und vernetzter Arbeitswelten (pp. 1--18). Berlin, Heidelberg: Springer."},"page":"1--18","publication_identifier":{"isbn":["978-3-662-52903-4"]},"keyword":["i40","learning culture"],"_id":"3593","user_id":"27503","editor":[{"first_name":"Günter W.","last_name":"Maier","full_name":"Maier, Günter W."},{"first_name":"Gregor","last_name":"Engels","full_name":"Engels, Gregor"},{"first_name":"Eckhard","last_name":"Steffen","full_name":"Steffen, Eckhard"}],"status":"public","type":"book_chapter","publication":"Handbuch Gestaltung digitaler und vernetzter Arbeitswelten"},{"type":"book_chapter","publication":"Digital Workplace Learning","editor":[{"last_name":"Ifenthaler","full_name":"Ifenthaler, Dirk","first_name":"Dirk"}],"status":"public","_id":"3594","user_id":"27503","keyword":["i40","learning culture"],"publication_identifier":{"isbn":["978-3-319-46214-1 978-3-319-46215-8"]},"place":"Cham","year":"2018","citation":{"ama":"Fischer C, Goller M, Brinkmann L, Harteis C. Digitalisation of Work: Between Affordances and Constraints for Learning at Work. In: Ifenthaler D, ed. Digital Workplace Learning. Cham: Springer; 2018:227--249.","chicago":"Fischer, Christoph, Michael Goller, Lorraine Brinkmann, and Christian Harteis. “Digitalisation of Work: Between Affordances and Constraints for Learning at Work.” In Digital Workplace Learning, edited by Dirk Ifenthaler, 227--249. Cham: Springer, 2018.","ieee":"C. Fischer, M. Goller, L. Brinkmann, and C. Harteis, “Digitalisation of Work: Between Affordances and Constraints for Learning at Work,” in Digital Workplace Learning, D. Ifenthaler, Ed. Cham: Springer, 2018, pp. 227--249.","apa":"Fischer, C., Goller, M., Brinkmann, L., & Harteis, C. (2018). Digitalisation of Work: Between Affordances and Constraints for Learning at Work. In D. Ifenthaler (Ed.), Digital Workplace Learning (pp. 227--249). Cham: Springer.","mla":"Fischer, Christoph, et al. “Digitalisation of Work: Between Affordances and Constraints for Learning at Work.” Digital Workplace Learning, edited by Dirk Ifenthaler, Springer, 2018, pp. 227--249.","short":"C. Fischer, M. Goller, L. Brinkmann, C. Harteis, in: D. Ifenthaler (Ed.), Digital Workplace Learning, Springer, Cham, 2018, pp. 227--249.","bibtex":"@inbook{Fischer_Goller_Brinkmann_Harteis_2018, place={Cham}, title={Digitalisation of Work: Between Affordances and Constraints for Learning at Work}, booktitle={Digital Workplace Learning}, publisher={Springer}, author={Fischer, Christoph and Goller, Michael and Brinkmann, Lorraine and Harteis, Christian}, editor={Ifenthaler, DirkEditor}, year={2018}, pages={227--249} }"},"page":"227--249","date_updated":"2022-01-06T06:59:26Z","publisher":"Springer","author":[{"first_name":"Christoph","last_name":"Fischer","id":"31722","full_name":"Fischer, Christoph"},{"first_name":"Michael","full_name":"Goller, Michael","id":"30984","last_name":"Goller","orcid":"0000-0002-2820-9178"},{"full_name":"Brinkmann, Lorraine","last_name":"Brinkmann","first_name":"Lorraine"},{"full_name":"Harteis, Christian","id":"27503","last_name":"Harteis","orcid":"https://orcid.org/0000-0002-3570-7626","first_name":"Christian"}],"date_created":"2018-07-23T08:44:13Z","title":"Digitalisation of Work: Between Affordances and Constraints for Learning at Work"},{"has_accepted_license":"1","citation":{"apa":"Wever, M. D., Mohr, F., & Hüllermeier, E. (2018). ML-Plan for Unlimited-Length Machine Learning Pipelines. In ICML 2018 AutoML Workshop. Stockholm, Sweden.","mla":"Wever, Marcel Dominik, et al. “ML-Plan for Unlimited-Length Machine Learning Pipelines.” ICML 2018 AutoML Workshop, 2018.","short":"M.D. Wever, F. Mohr, E. Hüllermeier, in: ICML 2018 AutoML Workshop, 2018.","bibtex":"@inproceedings{Wever_Mohr_Hüllermeier_2018, title={ML-Plan for Unlimited-Length Machine Learning Pipelines}, booktitle={ICML 2018 AutoML Workshop}, author={Wever, Marcel Dominik and Mohr, Felix and Hüllermeier, Eyke}, year={2018} }","ieee":"M. D. Wever, F. Mohr, and E. Hüllermeier, “ML-Plan for Unlimited-Length Machine Learning Pipelines,” in ICML 2018 AutoML Workshop, Stockholm, Sweden, 2018.","chicago":"Wever, Marcel Dominik, Felix Mohr, and Eyke Hüllermeier. “ML-Plan for Unlimited-Length Machine Learning Pipelines.” In ICML 2018 AutoML Workshop, 2018.","ama":"Wever MD, Mohr F, Hüllermeier E. ML-Plan for Unlimited-Length Machine Learning Pipelines. In: ICML 2018 AutoML Workshop. ; 2018."},"date_updated":"2022-01-06T06:59:46Z","oa":"1","author":[{"first_name":"Marcel Dominik","full_name":"Wever, Marcel Dominik","id":"33176","last_name":"Wever","orcid":" https://orcid.org/0000-0001-9782-6818"},{"first_name":"Felix","full_name":"Mohr, Felix","last_name":"Mohr"},{"first_name":"Eyke","last_name":"Hüllermeier","id":"48129","full_name":"Hüllermeier, Eyke"}],"conference":{"end_date":"2018-07-15","location":"Stockholm, Sweden","name":"ICML 2018 AutoML Workshop","start_date":"2018-07-10"},"main_file_link":[{"url":"https://docs.google.com/viewer?a=v&pid=sites&srcid=ZGVmYXVsdGRvbWFpbnxhdXRvbWwyMDE4aWNtbHxneDo3M2Q3MjUzYjViNDRhZTAx"}],"type":"conference","urn":"38527","status":"public","_id":"3852","project":[{"name":"SFB 901","_id":"1"},{"_id":"3","name":"SFB 901 - Project Area B"},{"name":"SFB 901 - Subproject B2","_id":"10"}],"department":[{"_id":"355"}],"user_id":"49109","file_date_updated":"2018-08-09T06:14:43Z","quality_controlled":"1","year":"2018","date_created":"2018-08-09T06:14:54Z","title":"ML-Plan for Unlimited-Length Machine Learning Pipelines","publication":"ICML 2018 AutoML Workshop","abstract":[{"lang":"eng","text":"In automated machine learning (AutoML), the process of engineering machine learning applications with respect to a specific problem is (partially) automated.\r\nVarious AutoML tools have already been introduced to provide out-of-the-box machine learning functionality.\r\nMore specifically, by selecting machine learning algorithms and optimizing their hyperparameters, these tools produce a machine learning pipeline tailored to the problem at hand.\r\nExcept for TPOT, all of these tools restrict the maximum number of processing steps of such a pipeline.\r\nHowever, as TPOT follows an evolutionary approach, it suffers from performance issues when dealing with larger datasets.\r\nIn this paper, we present an alternative approach leveraging a hierarchical planning to configure machine learning pipelines that are unlimited in length.\r\nWe evaluate our approach and find its performance to be competitive with other AutoML tools, including TPOT."}],"file":[{"file_size":297811,"file_id":"3853","file_name":"38.pdf","access_level":"open_access","date_updated":"2018-08-09T06:14:43Z","creator":"wever","date_created":"2018-08-09T06:14:43Z","relation":"main_file","content_type":"application/pdf"}],"keyword":["automated machine learning","complex pipelines","hierarchical planning"],"ddc":["006"],"language":[{"iso":"eng"}]},{"language":[{"iso":"eng"}],"ddc":["000"],"keyword":["Software Engineering","Natural Language Processing","Semantic Annotation","Machine Learning","Feature Engineering","Syntactic Structure"],"file":[{"date_created":"2018-11-02T15:16:29Z","creator":"ups","date_updated":"2018-11-02T15:16:29Z","file_id":"5297","file_name":"12.pdf","access_level":"closed","file_size":586968,"content_type":"application/pdf","relation":"main_file","success":1}],"abstract":[{"text":"A user generally writes software requirements in ambiguous and incomplete form by using natural language; therefore, a software developer may have difficulty in clearly understanding what the meanings are. To solve this problem with automation, we propose a classifier for semantic annotation with manually pre-defined semantic categories. To improve our classifier, we carefully designed syntactic features extracted by constituency and dependency parsers. Even with a small dataset and a large number of classes, our proposed classifier records an accuracy of 0.75, which outperforms the previous model, REaCT.","lang":"eng"}],"publication":"International Journal of Advanced Science and Technology","title":"Improving Classifiers for Semantic Annotation of Software Requirements with Elaborate Syntactic Structure","date_created":"2018-04-13T09:19:22Z","publisher":"SERSC Australia","year":"2018","quality_controlled":"1","file_date_updated":"2018-11-02T15:16:29Z","article_type":"original","user_id":"477","department":[{"_id":"36"},{"_id":"1"},{"_id":"579"}],"project":[{"name":"SFB 901","_id":"1"},{"_id":"3","name":"SFB 901 - Project Area B"},{"_id":"9","name":"SFB 901 - Subproject B1"}],"_id":"2331","status":"public","type":"journal_article","doi":"10.14257/ijast.2018.112.12","author":[{"first_name":"Yeongsu ","full_name":"Kim, Yeongsu ","last_name":"Kim"},{"full_name":"Lee, Seungwoo","last_name":"Lee","first_name":"Seungwoo"},{"first_name":"Markus","full_name":"Dollmann, Markus","id":"27578","last_name":"Dollmann"},{"first_name":"Michaela","full_name":"Geierhos, Michaela","id":"42496","orcid":"0000-0002-8180-5606","last_name":"Geierhos"}],"volume":112,"date_updated":"2022-01-06T06:55:49Z","citation":{"chicago":"Kim, Yeongsu , Seungwoo Lee, Markus Dollmann, and Michaela Geierhos. “Improving Classifiers for Semantic Annotation of Software Requirements with Elaborate Syntactic Structure.” International Journal of Advanced Science and Technology 112 (2018): 123–36. https://doi.org/10.14257/ijast.2018.112.12.","ieee":"Y. Kim, S. Lee, M. Dollmann, and M. Geierhos, “Improving Classifiers for Semantic Annotation of Software Requirements with Elaborate Syntactic Structure,” International Journal of Advanced Science and Technology, vol. 112, pp. 123–136, 2018.","ama":"Kim Y, Lee S, Dollmann M, Geierhos M. Improving Classifiers for Semantic Annotation of Software Requirements with Elaborate Syntactic Structure. International Journal of Advanced Science and Technology. 2018;112:123-136. doi:10.14257/ijast.2018.112.12","apa":"Kim, Y., Lee, S., Dollmann, M., & Geierhos, M. (2018). Improving Classifiers for Semantic Annotation of Software Requirements with Elaborate Syntactic Structure. International Journal of Advanced Science and Technology, 112, 123–136. https://doi.org/10.14257/ijast.2018.112.12","mla":"Kim, Yeongsu, et al. “Improving Classifiers for Semantic Annotation of Software Requirements with Elaborate Syntactic Structure.” International Journal of Advanced Science and Technology, vol. 112, SERSC Australia, 2018, pp. 123–36, doi:10.14257/ijast.2018.112.12.","bibtex":"@article{Kim_Lee_Dollmann_Geierhos_2018, title={Improving Classifiers for Semantic Annotation of Software Requirements with Elaborate Syntactic Structure}, volume={112}, DOI={10.14257/ijast.2018.112.12}, journal={International Journal of Advanced Science and Technology}, publisher={SERSC Australia}, author={Kim, Yeongsu and Lee, Seungwoo and Dollmann, Markus and Geierhos, Michaela}, year={2018}, pages={123–136} }","short":"Y. Kim, S. Lee, M. Dollmann, M. Geierhos, International Journal of Advanced Science and Technology 112 (2018) 123–136."},"page":"123-136","intvolume":" 112","publication_status":"published","publication_identifier":{"issn":["2005-4238"],"eissn":["2207-6360"]},"has_accepted_license":"1"},{"intvolume":" 77","page":"807 - 823","citation":{"mla":"Weishäupl, Eva, et al. “Information Security Investments: An Exploratory Multiple Case Study on Decision-Making, Evaluation and Learning.” Computers & Security, vol. 77, Elsevier, 2018, pp. 807–23.","short":"E. Weishäupl, E. Yasasin, G. Schryen, Computers & Security 77 (2018) 807–823.","bibtex":"@article{Weishäupl_Yasasin_Schryen_2018, title={Information Security Investments: An Exploratory Multiple Case Study on Decision-Making, Evaluation and Learning}, volume={77}, journal={Computers & Security}, publisher={Elsevier}, author={Weishäupl, Eva and Yasasin, Emrah and Schryen, Guido}, year={2018}, pages={807–823} }","apa":"Weishäupl, E., Yasasin, E., & Schryen, G. (2018). Information Security Investments: An Exploratory Multiple Case Study on Decision-Making, Evaluation and Learning. Computers & Security, 77, 807–823.","ama":"Weishäupl E, Yasasin E, Schryen G. Information Security Investments: An Exploratory Multiple Case Study on Decision-Making, Evaluation and Learning. Computers & Security. 2018;77:807-823.","ieee":"E. Weishäupl, E. Yasasin, and G. Schryen, “Information Security Investments: An Exploratory Multiple Case Study on Decision-Making, Evaluation and Learning,” Computers & Security, vol. 77, pp. 807–823, 2018.","chicago":"Weishäupl, Eva, Emrah Yasasin, and Guido Schryen. “Information Security Investments: An Exploratory Multiple Case Study on Decision-Making, Evaluation and Learning.” Computers & Security 77 (2018): 807–23."},"year":"2018","has_accepted_license":"1","title":"Information Security Investments: An Exploratory Multiple Case Study on Decision-Making, Evaluation and Learning","volume":77,"author":[{"full_name":"Weishäupl, Eva","last_name":"Weishäupl","first_name":"Eva"},{"full_name":"Yasasin, Emrah","last_name":"Yasasin","first_name":"Emrah"},{"first_name":"Guido","full_name":"Schryen, Guido","id":"72850","last_name":"Schryen"}],"date_created":"2018-11-14T11:24:37Z","publisher":"Elsevier","oa":"1","date_updated":"2022-01-06T07:02:03Z","status":"public","file":[{"content_type":"application/pdf","relation":"main_file","date_updated":"2018-12-13T15:06:10Z","date_created":"2018-12-07T11:26:53Z","creator":"hsiemes","file_size":809490,"access_level":"open_access","file_name":"JOURNAL VERSION.pdf","file_id":"6022"}],"abstract":[{"lang":"eng","text":"The need to protect resources against attackers is reflected by huge information security investments of firms worldwide. In the presence of budget constraints and a diverse set of assets to protect, organizations have to decide in which IT security measures to invest, how to evaluate those investment decisions, and how to learn from past decisions to optimize future security investment actions. While the academic literature has provided valuable insights into these issues, there is a lack of empirical contributions. To address this lack, we conduct a theory-based exploratory multiple case study. Our case study reveals that (1) firms? investments in information security are largely driven by external environmental and industry-related factors, (2) firms do not implement standardized decision processes, (3) the security process is perceived to impact the business process in a disturbing way, (4) both the implementation of evaluation processes and the application of metrics are hardly existent and (5) learning activities mainly occur at an ad-hoc basis."}],"publication":"Computers & Security","type":"journal_article","file_date_updated":"2018-12-13T15:06:10Z","language":[{"iso":"eng"}],"extern":"1","keyword":["Information Security Investments","Multiple Case Study","Organizations","Single Loop Learning","Double Loop Learning"],"ddc":["000"],"department":[{"_id":"277"}],"user_id":"61579","_id":"5586"},{"_id":"34498","department":[{"_id":"479"}],"user_id":"95559","extern":"1","type":"journal_article","status":"public","oa":"1","date_updated":"2023-01-10T19:42:56Z","volume":61,"author":[{"first_name":"Julia","last_name":"Gorges","full_name":"Gorges, Julia"},{"first_name":"Phillip","last_name":"Neumann","full_name":"Neumann, Phillip","id":"95559"},{"last_name":"Wild","full_name":"Wild, Elke","first_name":"Elke"},{"last_name":"Stranghöner","full_name":"Stranghöner, Daniela","first_name":"Daniela"},{"last_name":"Lütje-Klose","full_name":"Lütje-Klose, Birgit","first_name":"Birgit"}],"doi":"10.1016/j.lindif.2017.11.005","main_file_link":[{"url":"https://www.sciencedirect.com/science/article/pii/S1041608017302030","open_access":"1"}],"publication_identifier":{"issn":["1041-6080"]},"publication_status":"published","page":"11-20","intvolume":" 61","citation":{"ama":"Gorges J, Neumann P, Wild E, Stranghöner D, Lütje-Klose B. Reciprocal effects between self-concept of ability and performance: A longitudinal study of children with learning disabilities in inclusive versus exclusive elementary education. Learning and Individual Differences. 2018;61:11-20. doi:10.1016/j.lindif.2017.11.005","chicago":"Gorges, Julia, Phillip Neumann, Elke Wild, Daniela Stranghöner, and Birgit Lütje-Klose. “Reciprocal Effects between Self-Concept of Ability and Performance: A Longitudinal Study of Children with Learning Disabilities in Inclusive versus Exclusive Elementary Education.” Learning and Individual Differences 61 (2018): 11–20. https://doi.org/10.1016/j.lindif.2017.11.005.","ieee":"J. Gorges, P. Neumann, E. Wild, D. Stranghöner, and B. Lütje-Klose, “Reciprocal effects between self-concept of ability and performance: A longitudinal study of children with learning disabilities in inclusive versus exclusive elementary education,” Learning and Individual Differences, vol. 61, pp. 11–20, 2018, doi: 10.1016/j.lindif.2017.11.005.","short":"J. Gorges, P. Neumann, E. Wild, D. Stranghöner, B. Lütje-Klose, Learning and Individual Differences 61 (2018) 11–20.","bibtex":"@article{Gorges_Neumann_Wild_Stranghöner_Lütje-Klose_2018, title={Reciprocal effects between self-concept of ability and performance: A longitudinal study of children with learning disabilities in inclusive versus exclusive elementary education}, volume={61}, DOI={10.1016/j.lindif.2017.11.005}, journal={Learning and Individual Differences}, publisher={Elsevier BV}, author={Gorges, Julia and Neumann, Phillip and Wild, Elke and Stranghöner, Daniela and Lütje-Klose, Birgit}, year={2018}, pages={11–20} }","mla":"Gorges, Julia, et al. “Reciprocal Effects between Self-Concept of Ability and Performance: A Longitudinal Study of Children with Learning Disabilities in Inclusive versus Exclusive Elementary Education.” Learning and Individual Differences, vol. 61, Elsevier BV, 2018, pp. 11–20, doi:10.1016/j.lindif.2017.11.005.","apa":"Gorges, J., Neumann, P., Wild, E., Stranghöner, D., & Lütje-Klose, B. (2018). Reciprocal effects between self-concept of ability and performance: A longitudinal study of children with learning disabilities in inclusive versus exclusive elementary education. Learning and Individual Differences, 61, 11–20. https://doi.org/10.1016/j.lindif.2017.11.005"},"keyword":["BiLieF","Special educational needs","Learning disability","Academic selfconcept of ability","Reciprocal effects model","Inclusive education"],"language":[{"iso":"eng"}],"publication":"Learning and Individual Differences","abstract":[{"lang":"eng","text":"Ample empirical research from regular school settings documents reciprocal effects between academic performance and academic self-concept of ability (ASC), supporting what is known as a reciprocal effects model (REM). The present article investigates a REM in the domain of reading performance in a sample of elementary students with special educational needs in learning (SEN-L) who received special educational support in exclusive versus inclusive settings (N = 446). In exclusive settings, SEN-L students attend special schools and are completely separated from regular students. By contrast, SEN-L students in inclusive settings attend regular schools and are educated in classes with regular students. In both settings, SEN-L students are not graded and taught based on individual learning goals, which may affect reciprocal effects between ASC and reading performance. In addition, given that special education for SEN-L students relies heavily on individual reference standards to evaluate performance, we tested individual performance growth of SEN-L students as a predictor of ASC. Analyses of a longitudinal dataset across 3rd and 4th grade revealed some cross-lagged effects and an effect of performance growth on ASC in exclusive settings in particular. The discussion focuses on the role of individualized instruction, grades, peer groups, and individual versus social reference standards for reciprocal effects between ASC and performance as well as practical implications.\r\n"}],"publisher":"Elsevier BV","date_created":"2022-12-17T13:20:47Z","title":"Reciprocal effects between self-concept of ability and performance: A longitudinal study of children with learning disabilities in inclusive versus exclusive elementary education","year":"2018"},{"user_id":"102979","department":[{"_id":"819"}],"_id":"48884","language":[{"iso":"eng"}],"keyword":["automated algorithm selection","machine learning.","performance modeling","Travelling Salesperson Problem"],"type":"journal_article","publication":"Evolutionary Computation","status":"public","abstract":[{"text":"The Travelling Salesperson Problem (TSP) is one of the best-studied NP-hard problems. Over the years, many different solution approaches and solvers have been developed. For the first time, we directly compare five state-of-the-art inexact solvers\\textemdash namely, LKH, EAX, restart variants of those, and MAOS\\textemdash on a large set of well-known benchmark instances and demonstrate complementary performance, in that different instances may be solved most effectively by different algorithms. We leverage this complementarity to build an algorithm selector, which selects the best TSP solver on a per-instance basis and thus achieves significantly improved performance compared to the single best solver, representing an advance in the state of the art in solving the Euclidean TSP. Our in-depth analysis of the selectors provides insight into what drives this performance improvement.","lang":"eng"}],"author":[{"last_name":"Kerschke","full_name":"Kerschke, Pascal","first_name":"Pascal"},{"first_name":"Lars","full_name":"Kotthoff, Lars","last_name":"Kotthoff"},{"first_name":"Jakob","last_name":"Bossek","orcid":"0000-0002-4121-4668","id":"102979","full_name":"Bossek, Jakob"},{"first_name":"Holger H.","last_name":"Hoos","full_name":"Hoos, Holger H."},{"last_name":"Trautmann","full_name":"Trautmann, Heike","first_name":"Heike"}],"date_created":"2023-11-14T15:58:58Z","volume":26,"date_updated":"2023-12-13T10:51:26Z","doi":"10.1162/evco_a_00215","title":"Leveraging TSP Solver Complementarity through Machine Learning","issue":"4","publication_identifier":{"issn":["1063-6560"]},"citation":{"chicago":"Kerschke, Pascal, Lars Kotthoff, Jakob Bossek, Holger H. Hoos, and Heike Trautmann. “Leveraging TSP Solver Complementarity through Machine Learning.” Evolutionary Computation 26, no. 4 (2018): 597–620. https://doi.org/10.1162/evco_a_00215.","ieee":"P. Kerschke, L. Kotthoff, J. Bossek, H. H. Hoos, and H. Trautmann, “Leveraging TSP Solver Complementarity through Machine Learning,” Evolutionary Computation, vol. 26, no. 4, pp. 597–620, 2018, doi: 10.1162/evco_a_00215.","ama":"Kerschke P, Kotthoff L, Bossek J, Hoos HH, Trautmann H. Leveraging TSP Solver Complementarity through Machine Learning. Evolutionary Computation. 2018;26(4):597–620. doi:10.1162/evco_a_00215","apa":"Kerschke, P., Kotthoff, L., Bossek, J., Hoos, H. H., & Trautmann, H. (2018). Leveraging TSP Solver Complementarity through Machine Learning. Evolutionary Computation, 26(4), 597–620. https://doi.org/10.1162/evco_a_00215","bibtex":"@article{Kerschke_Kotthoff_Bossek_Hoos_Trautmann_2018, title={Leveraging TSP Solver Complementarity through Machine Learning}, volume={26}, DOI={10.1162/evco_a_00215}, number={4}, journal={Evolutionary Computation}, author={Kerschke, Pascal and Kotthoff, Lars and Bossek, Jakob and Hoos, Holger H. and Trautmann, Heike}, year={2018}, pages={597–620} }","mla":"Kerschke, Pascal, et al. “Leveraging TSP Solver Complementarity through Machine Learning.” Evolutionary Computation, vol. 26, no. 4, 2018, pp. 597–620, doi:10.1162/evco_a_00215.","short":"P. Kerschke, L. Kotthoff, J. Bossek, H.H. Hoos, H. Trautmann, Evolutionary Computation 26 (2018) 597–620."},"intvolume":" 26","page":"597–620","year":"2018"},{"publication":"Entrepreneurship Research Journal","type":"journal_article","abstract":[{"lang":"eng","text":"Research on entrepreneurial learning highlights the importance of experience and prior knowledge to entrepreneurial success. However, a conundrum remains and we are still seeking answers as to why some novice entrepreneurs learn successfully from their experiences and succeed, while some experienced entrepreneurs fail with their ventures. In order to advance the discussion about the role of experience during entrepreneurial learning, our critical reflection aims to (1) highlight some of the shortcomings of experiential learning theory (ELT) and (2) illustrate how alternative theoretical perspectives have the potential to advance our conceptual understanding of entrepreneurial learning processes. We argue for an explanation of entrepreneurial learning as a dynamic and self-regulated process that relies on planning, monitoring, and self-reflection."}],"status":"public","_id":"4419","department":[{"_id":"208"},{"_id":"282"}],"user_id":"71994","keyword":["entrepreneurial learning","experiential learning","self-regulated learning"],"language":[{"iso":"eng"}],"quality_controlled":"1","publication_identifier":{"unknown":["2194-6175"]},"issue":"2","year":"2018","intvolume":" 8","page":"1-11","citation":{"apa":"Fust, A. P., Jenert, T., & Winkler, C. (2018). Experiential or Self-Regulated Learning: A Critical Reflection of Entrepreneurial Learning Processes. Entrepreneurship Research Journal, 8(2), 1–11.","short":"A.P. Fust, T. Jenert, C. Winkler, Entrepreneurship Research Journal 8 (2018) 1–11.","mla":"Fust, Alexander Paul, et al. “Experiential or Self-Regulated Learning: A Critical Reflection of Entrepreneurial Learning Processes.” Entrepreneurship Research Journal, vol. 8, no. 2, de @Gruyter, 2018, pp. 1–11.","bibtex":"@article{Fust_Jenert_Winkler_2018, title={Experiential or Self-Regulated Learning: A Critical Reflection of Entrepreneurial Learning Processes}, volume={8}, number={2}, journal={Entrepreneurship Research Journal}, publisher={de @Gruyter}, author={Fust, Alexander Paul and Jenert, Tobias and Winkler, Christoph}, year={2018}, pages={1–11} }","ama":"Fust AP, Jenert T, Winkler C. Experiential or Self-Regulated Learning: A Critical Reflection of Entrepreneurial Learning Processes. Entrepreneurship Research Journal. 2018;8(2):1-11.","chicago":"Fust, Alexander Paul, Tobias Jenert, and Christoph Winkler. “Experiential or Self-Regulated Learning: A Critical Reflection of Entrepreneurial Learning Processes.” Entrepreneurship Research Journal 8, no. 2 (2018): 1–11.","ieee":"A. P. Fust, T. Jenert, and C. Winkler, “Experiential or Self-Regulated Learning: A Critical Reflection of Entrepreneurial Learning Processes,” Entrepreneurship Research Journal, vol. 8, no. 2, pp. 1–11, 2018."},"date_updated":"2024-03-21T14:43:08Z","publisher":"de @Gruyter","volume":8,"date_created":"2018-09-18T08:47:00Z","author":[{"first_name":"Alexander Paul","last_name":"Fust","full_name":"Fust, Alexander Paul"},{"first_name":"Tobias","last_name":"Jenert","orcid":" https://orcid.org/0000-0001-9262-5646","full_name":"Jenert, Tobias","id":"71994"},{"first_name":"Christoph","full_name":"Winkler, Christoph","last_name":"Winkler"}],"title":"Experiential or Self-Regulated Learning: A Critical Reflection of Entrepreneurial Learning Processes"},{"title":"Kollaboration und Kooperation beim Klassenmusizieren mit Populärer Musik. Musikmachen in der Schule im Spannungsfeld von Lernen mit der Gruppe und für die Gruppe","main_file_link":[{"open_access":"1"}],"publisher":"Waxmann","oa":"1","date_updated":"2025-02-06T10:52:47Z","author":[{"last_name":"Godau","id":"98877","full_name":"Godau, Marc","first_name":"Marc"}],"date_created":"2024-12-30T14:43:32Z","year":"2018","place":"Münster, New York","citation":{"chicago":"Godau, Marc. “Kollaboration Und Kooperation Beim Klassenmusizieren Mit Populärer Musik. Musikmachen in Der Schule Im Spannungsfeld von Lernen Mit Der Gruppe Und Für Die Gruppe.” In Soziale Aspekte Des Musiklernens, edited by Bernd Clausen and Susanne Dreßler, 131–144. Musikpädagogische Forschung. Münster, New York: Waxmann, 2018.","ieee":"M. Godau, “Kollaboration und Kooperation beim Klassenmusizieren mit Populärer Musik. Musikmachen in der Schule im Spannungsfeld von Lernen mit der Gruppe und für die Gruppe,” in Soziale Aspekte des Musiklernens, B. Clausen and S. Dreßler, Eds. Münster, New York: Waxmann, 2018, pp. 131–144.","ama":"Godau M. Kollaboration und Kooperation beim Klassenmusizieren mit Populärer Musik. Musikmachen in der Schule im Spannungsfeld von Lernen mit der Gruppe und für die Gruppe. In: Clausen B, Dreßler S, eds. Soziale Aspekte Des Musiklernens. Musikpädagogische Forschung. Waxmann; 2018:131–144.","mla":"Godau, Marc. “Kollaboration Und Kooperation Beim Klassenmusizieren Mit Populärer Musik. Musikmachen in Der Schule Im Spannungsfeld von Lernen Mit Der Gruppe Und Für Die Gruppe.” Soziale Aspekte Des Musiklernens, edited by Bernd Clausen and Susanne Dreßler, Waxmann, 2018, pp. 131–144.","bibtex":"@inbook{Godau_2018, place={Münster, New York}, series={Musikpädagogische Forschung}, title={Kollaboration und Kooperation beim Klassenmusizieren mit Populärer Musik. Musikmachen in der Schule im Spannungsfeld von Lernen mit der Gruppe und für die Gruppe}, booktitle={Soziale Aspekte des Musiklernens}, publisher={Waxmann}, author={Godau, Marc}, editor={Clausen, Bernd and Dreßler, Susanne}, year={2018}, pages={131–144}, collection={Musikpädagogische Forschung} }","short":"M. Godau, in: B. Clausen, S. Dreßler (Eds.), Soziale Aspekte Des Musiklernens, Waxmann, Münster, New York, 2018, pp. 131–144.","apa":"Godau, M. (2018). Kollaboration und Kooperation beim Klassenmusizieren mit Populärer Musik. Musikmachen in der Schule im Spannungsfeld von Lernen mit der Gruppe und für die Gruppe. In B. Clausen & S. Dreßler (Eds.), Soziale Aspekte des Musiklernens (pp. 131–144). Waxmann."},"page":"131–144","quality_controlled":"1","keyword":["Kollaboration","Musik","Learning","Lernen","Musical education","Musikpädagogik","Pop music","Popmusik","Popular Music","Studie","Musikunterricht","Music lessons","Qualitative Forschung","Qualitative research","Teaching of music","Constructivism","Cooperation","Cooperative learning","Gruppe","Klassenmusizieren","Konstruktivismus","Kooperation","Kooperatives Lernen","Learning psychology","Lernpsychologie","Psychology of learning"],"language":[{"iso":"eng"}],"extern":"1","_id":"57890","series_title":"Musikpädagogische Forschung","user_id":"99991","department":[{"_id":"131"},{"_id":"36"},{"_id":"129"},{"_id":"540"}],"abstract":[{"lang":"eng","text":"Within recent years, research on music learning in groups has increased. But the distinction between collaboration and cooperation is mostly unclear. This article aims to distinguish both concepts by presenting a study on popular music learning in groups (Godau, 2017) based on elements of the learning approach in Musical Futures (Green, 2008). As a result, the two concepts are seen as complementary. They form the poles of a continuum of collective learning: Collaboration characterizes the collective action toward the common goal. By contrast, cooperation occurs when group members act separately toward achieving the common goal. (DIPF/Orig.)"}],"editor":[{"full_name":"Clausen, Bernd","last_name":"Clausen","first_name":"Bernd"},{"first_name":"Susanne","last_name":"Dreßler","full_name":"Dreßler, Susanne"}],"status":"public","type":"book_chapter","publication":"Soziale Aspekte des Musiklernens"},{"type":"book","status":"public","abstract":[{"text":"Michael Goller gives a structured overview of the current discourses of human agency in relation to professional learning and development. Based on this discussion, the author develops a theoretical framework including human agency as an individual feature (i. e., a disposition) as well as a set of self-initiated and goal-directed behaviours that are assumed to affect employees’ learning and development (e. g., crafting of new work experiences). He then further specifies this theoretical framework and investigates it empirically in the domain of geriatric care nursing. Based on the findings of the three empirical studies conducted, the author discusses the relevance of human agency for the development of professional expertise of geriatric care nurses.\r\n\r\nThe work received the American Educational Research Association (AERA) Workplace Learning SIG 2017 Dissertation of the Year Award.","lang":"eng"}],"user_id":"30984","department":[{"_id":"452"}],"_id":"3600","language":[{"iso":"eng"}],"keyword":["Workplace learning","Agency","Expertise"],"publication_status":"published","quality_controlled":"1","publication_identifier":{"isbn":["978-3-658-18285-4"]},"citation":{"apa":"Goller, M. (2017). Human agency at work: An active approach towards expertise development. Wiesbaden: Springer. https://doi.org/10.1007/978-3-658-18286-1","mla":"Goller, Michael. Human Agency at Work: An Active Approach towards Expertise Development. Springer, 2017, doi:10.1007/978-3-658-18286-1.","bibtex":"@book{Goller_2017, place={Wiesbaden}, title={Human agency at work: An active approach towards expertise development}, DOI={10.1007/978-3-658-18286-1}, publisher={Springer}, author={Goller, Michael}, year={2017} }","short":"M. Goller, Human Agency at Work: An Active Approach towards Expertise Development, Springer, Wiesbaden, 2017.","ama":"Goller M. Human Agency at Work: An Active Approach towards Expertise Development. Wiesbaden: Springer; 2017. doi:10.1007/978-3-658-18286-1","chicago":"Goller, Michael. Human Agency at Work: An Active Approach towards Expertise Development. Wiesbaden: Springer, 2017. https://doi.org/10.1007/978-3-658-18286-1.","ieee":"M. Goller, Human agency at work: An active approach towards expertise development. Wiesbaden: Springer, 2017."},"page":"373","place":"Wiesbaden","year":"2017","date_created":"2018-07-23T09:29:39Z","author":[{"full_name":"Goller, Michael","id":"30984","last_name":"Goller","orcid":"0000-0002-2820-9178","first_name":"Michael"}],"date_updated":"2022-01-06T06:59:27Z","publisher":"Springer","main_file_link":[{"url":"https://link.springer.com/book/10.1007%2F978-3-658-18286-1"}],"doi":"10.1007/978-3-658-18286-1","title":"Human agency at work: An active approach towards expertise development"},{"title":"Semantic Annotation of Software Requirements with Language Frame","date_created":"2018-01-25T15:23:15Z","publisher":"Global Vision School Publication","year":"2017","issue":"2","quality_controlled":"1","language":[{"iso":"eng"}],"keyword":["Natural Language Processing","Semantic Annotation","Machine Learning"],"ddc":["000"],"file":[{"date_updated":"2018-12-12T15:30:59Z","date_created":"2018-12-12T15:30:59Z","creator":"ups","file_size":244655,"file_id":"6196","access_level":"closed","file_name":"Semantic_Annotation_of_Software_Requirements.pdf","content_type":"application/pdf","success":1,"relation":"main_file"}],"abstract":[{"lang":"eng","text":"An end user generally writes down software requirements in ambiguous expressions using natural language; hence, a software developer attuned to programming language finds it difficult to understand th meaning of the requirements. To solve this problem we define semantic categories for disambiguation and classify/annotate the requirement into the categories by using machine-learning models. We extensively use a language frame closely related to such categories for designing features to overcome the problem of insufficient training data compare to the large number of classes. Our proposed model obtained a micro-average F1-score of 0.75, outperforming the previous model, REaCT."}],"publication":"International Journal of Software Engineering for Smart Device","volume":4,"author":[{"first_name":"Yeong-Su","full_name":"Kim, Yeong-Su","last_name":"Kim"},{"full_name":"Lee, Seung-Woo ","last_name":"Lee","first_name":"Seung-Woo "},{"full_name":"Dollmann, Markus","id":"27578","last_name":"Dollmann","first_name":"Markus"},{"last_name":"Geierhos","orcid":"0000-0002-8180-5606","full_name":"Geierhos, Michaela","id":"42496","first_name":"Michaela"}],"date_updated":"2022-01-06T06:50:55Z","page":"1-6","intvolume":" 4","citation":{"apa":"Kim, Y.-S., Lee, S.-W., Dollmann, M., & Geierhos, M. (2017). Semantic Annotation of Software Requirements with Language Frame. International Journal of Software Engineering for Smart Device, 4(2), 1–6.","bibtex":"@article{Kim_Lee_Dollmann_Geierhos_2017, title={Semantic Annotation of Software Requirements with Language Frame}, volume={4}, number={2}, journal={International Journal of Software Engineering for Smart Device}, publisher={Global Vision School Publication}, author={Kim, Yeong-Su and Lee, Seung-Woo and Dollmann, Markus and Geierhos, Michaela}, year={2017}, pages={1–6} }","mla":"Kim, Yeong-Su, et al. “Semantic Annotation of Software Requirements with Language Frame.” International Journal of Software Engineering for Smart Device, vol. 4, no. 2, Global Vision School Publication, 2017, pp. 1–6.","short":"Y.-S. Kim, S.-W. Lee, M. Dollmann, M. Geierhos, International Journal of Software Engineering for Smart Device 4 (2017) 1–6.","ieee":"Y.-S. Kim, S.-W. Lee, M. Dollmann, and M. Geierhos, “Semantic Annotation of Software Requirements with Language Frame,” International Journal of Software Engineering for Smart Device, vol. 4, no. 2, pp. 1–6, 2017.","chicago":"Kim, Yeong-Su, Seung-Woo Lee, Markus Dollmann, and Michaela Geierhos. “Semantic Annotation of Software Requirements with Language Frame.” International Journal of Software Engineering for Smart Device 4, no. 2 (2017): 1–6.","ama":"Kim Y-S, Lee S-W, Dollmann M, Geierhos M. Semantic Annotation of Software Requirements with Language Frame. International Journal of Software Engineering for Smart Device. 2017;4(2):1-6."},"publication_identifier":{"issn":["2205-8494"]},"has_accepted_license":"1","publication_status":"published","file_date_updated":"2018-12-12T15:30:59Z","article_type":"original","department":[{"_id":"36"},{"_id":"1"},{"_id":"579"}],"user_id":"477","_id":"1098","project":[{"_id":"1","name":"SFB 901"},{"name":"SFB 901 - Project Area B","_id":"3"},{"name":"SFB 901 - Subproject B1","_id":"9"}],"status":"public","type":"journal_article"},{"title":"The Multifaceted Nature of Agency and Professional Learning","date_created":"2022-02-03T12:26:49Z","publisher":"Springer International Publishing","year":"2017","language":[{"iso":"eng"}],"keyword":["Agency","Workplace learning","Professional development"],"abstract":[{"text":"The present volume has aimed to cover a broad range of approaches to agency at work, exploring its relationship with professional learning and development. Thus, the chapters included in this book have discussed the role of agency in learning and development, considering a variety of working life contexts and applying both conceptual and empirical perspectives. This final chapter provides an overview of both the conceptual approaches and the empirical implementations. We see the perspectives as complementary. From the content of the book, we discern the phenomena as falling on two main dimensions, clustering at opposite ends of these dimensions. Thus, the following contrasts are evidenced: (a) agency understood as a personal capacity, vs. agency as behaviour, and (b) agency as an individual phenomenon, vs. agency as a collective phenomenon. All the chapters emphasise that agency is needed for learning and development. However, they differ in how they view the relationships between the concepts. They also exhibit differences in the empirical decisions taken and the research strategies chosen. In this concluding chapter, we discuss the main similarities and differences emerging from the chapters. We also highlight avenues for future research on agency and its relationship with professional learning.","lang":"eng"}],"publication":"Agency at work: An agentic perspective on professional learning and development","doi":"10.1007/978-3-319-60943-0_23","main_file_link":[{"url":"https://link.springer.com/chapter/10.1007/978-3-319-60943-0_23","open_access":"1"}],"author":[{"first_name":"Susanna","last_name":"Paloniemi","full_name":"Paloniemi, Susanna"},{"full_name":"Goller, Michael","id":"30984","orcid":"0000-0002-2820-9178","last_name":"Goller","first_name":"Michael"}],"oa":"1","date_updated":"2022-02-03T13:26:36Z","page":"465-478","citation":{"ama":"Paloniemi S, Goller M. The Multifaceted Nature of Agency and Professional Learning. In: Goller M, Paloniemi S, eds. Agency at Work: An Agentic Perspective on Professional Learning and Development. Springer International Publishing; 2017:465-478. doi:10.1007/978-3-319-60943-0_23","ieee":"S. Paloniemi and M. Goller, “The Multifaceted Nature of Agency and Professional Learning,” in Agency at work: An agentic perspective on professional learning and development, M. Goller and S. Paloniemi, Eds. Cham: Springer International Publishing, 2017, pp. 465–478.","chicago":"Paloniemi, Susanna, and Michael Goller. “The Multifaceted Nature of Agency and Professional Learning.” In Agency at Work: An Agentic Perspective on Professional Learning and Development, edited by Michael Goller and Susanna Paloniemi, 465–78. Cham: Springer International Publishing, 2017. https://doi.org/10.1007/978-3-319-60943-0_23.","apa":"Paloniemi, S., & Goller, M. (2017). The Multifaceted Nature of Agency and Professional Learning. In M. Goller & S. Paloniemi (Eds.), Agency at work: An agentic perspective on professional learning and development (pp. 465–478). Springer International Publishing. https://doi.org/10.1007/978-3-319-60943-0_23","short":"S. Paloniemi, M. Goller, in: M. Goller, S. Paloniemi (Eds.), Agency at Work: An Agentic Perspective on Professional Learning and Development, Springer International Publishing, Cham, 2017, pp. 465–478.","mla":"Paloniemi, Susanna, and Michael Goller. “The Multifaceted Nature of Agency and Professional Learning.” Agency at Work: An Agentic Perspective on Professional Learning and Development, edited by Michael Goller and Susanna Paloniemi, Springer International Publishing, 2017, pp. 465–78, doi:10.1007/978-3-319-60943-0_23.","bibtex":"@inbook{Paloniemi_Goller_2017, place={Cham}, title={The Multifaceted Nature of Agency and Professional Learning}, DOI={10.1007/978-3-319-60943-0_23}, booktitle={Agency at work: An agentic perspective on professional learning and development}, publisher={Springer International Publishing}, author={Paloniemi, Susanna and Goller, Michael}, editor={Goller, Michael and Paloniemi, Susanna}, year={2017}, pages={465–478} }"},"place":"Cham","publication_identifier":{"issn":["2210-5549","2210-5557"],"isbn":["9783319609423","9783319609430"]},"publication_status":"published","department":[{"_id":"452"}],"user_id":"79910","_id":"29735","status":"public","editor":[{"last_name":"Goller","full_name":"Goller, Michael","first_name":"Michael"},{"first_name":"Susanna","full_name":"Paloniemi, Susanna","last_name":"Paloniemi"}],"type":"book_chapter"},{"publication_status":"published","publication_identifier":{"issn":["2215-1931","2215-194X"]},"issue":"1","year":"2016","citation":{"chicago":"Müller, Mareike. “Listening to Learners’ Voices: Qualitative Aspects of Pronunciation Learning during Study Abroad.” Journal of Second Language Pronunciation 2, no. 1 (2016): 108–42. https://doi.org/10.1075/jslp.2.1.05mul.","ieee":"M. Müller, “Listening to learners’ voices: Qualitative aspects of pronunciation learning during study abroad,” Journal of Second Language Pronunciation, vol. 2, no. 1, pp. 108–142, 2016, doi: 10.1075/jslp.2.1.05mul.","ama":"Müller M. Listening to learners’ voices: Qualitative aspects of pronunciation learning during study abroad. Journal of Second Language Pronunciation. 2016;2(1):108-142. doi:10.1075/jslp.2.1.05mul","apa":"Müller, M. (2016). Listening to learners’ voices: Qualitative aspects of pronunciation learning during study abroad. Journal of Second Language Pronunciation, 2(1), 108–142. https://doi.org/10.1075/jslp.2.1.05mul","short":"M. Müller, Journal of Second Language Pronunciation 2 (2016) 108–142.","mla":"Müller, Mareike. “Listening to Learners’ Voices: Qualitative Aspects of Pronunciation Learning during Study Abroad.” Journal of Second Language Pronunciation, vol. 2, no. 1, 2016, pp. 108–42, doi:10.1075/jslp.2.1.05mul.","bibtex":"@article{Müller_2016, title={Listening to learners’ voices: Qualitative aspects of pronunciation learning during study abroad}, volume={2}, DOI={10.1075/jslp.2.1.05mul}, number={1}, journal={Journal of Second Language Pronunciation}, author={Müller, Mareike}, year={2016}, pages={108–142} }"},"intvolume":" 2","page":"108-142","date_updated":"2022-01-06T06:58:02Z","author":[{"last_name":"Müller","full_name":"Müller, Mareike","id":"71540","first_name":"Mareike"}],"date_created":"2021-12-07T12:50:39Z","volume":2,"title":"Listening to learners’ voices: Qualitative aspects of pronunciation learning during study abroad","doi":"10.1075/jslp.2.1.05mul","type":"journal_article","publication":"Journal of Second Language Pronunciation","abstract":[{"text":"This article investigates learners’ perceptions on pronunciation learning in study-abroad contexts from a qualitative perspective. While previous research focused mainly on quantitative measurements of pronunciation gains with mixed results, this study takes a more learner-centered approach and examines the impact of socio-psychological factors on learning foreign pronunciation, which appears to be a highly individual and at times conflict-prone process with which sojourners are confronted. The study draws on the cases of five Canadian students who studied abroad at German universities for one or two semesters. The data collection involved a learning history questionnaire; semi-structured interviews pre-, mid-, and post-sojourn; and bi-weekly e-journals. The data was analyzed and interpreted within the framework of narrative analysis. The results show how sojourners’ beliefs about the importance of pronunciation, community participation, identity-related challenges, and obstacles to pronunciation learning influence and help explain individually different learning behaviors and results.","lang":"eng"}],"status":"public","_id":"28355","user_id":"71540","department":[{"_id":"468"}],"article_type":"original","keyword":["pronunciation learning","study abroad","qualitative approach","narrative analysis","learner beliefs","socio-psychological learning factors"],"extern":"1","language":[{"iso":"eng"}]},{"type":"journal_article","publication":"Zeitschrift für Hochschulentwicklung","abstract":[{"lang":"ger","text":"Über das Lehramtsstudium sollen Studierende unter anderem dazu befähigt werden, die Leistung ihrer Schüler/innenzu bewerten. Dazu müssen sie Einflussfaktoren auf Schulleistung kennen und diese richtig diagnostizieren und fördern können. Mit diesem Beitrag wird eine game-und E-Learning-gestützte Lernumgebung vorgestellt, in der Studierende –anders als in vielen inputorientierten Seminarkonzepten –in einem virtuellen Klassenzimmer an realitätsnahen Fällen lernen,problembasiert zu diagnostizieren und zu fördern. Über denEinsatz der Lernumgebung in der Lehre wird berichtet, erste Rückmeldungen von Lehrenden und Studierenden werden erläutert und weitere Planungsschritte dargestellt. "}],"status":"public","_id":"48462","user_id":"36716","department":[{"_id":"43"}],"article_type":"original","keyword":["E-Learning","digitale Medien","problembasiertes Lernen","Lehrerbildung","Diagnostik"],"language":[{"iso":"ger"}],"publication_status":"published","quality_controlled":"1","issue":"3","year":"2016","citation":{"mla":"Praetorius, Saskia, et al. “Spielend Lehrer/in werden: problembasiertes Lernen mit virtuellen Schülerinnen/Schülern. .” Zeitschrift für Hochschulentwicklung, vol. 11, no. 3, 2016, pp. 213–45.","short":"S. Praetorius, D. Al-Kabbani, C. Bohndick, J. Hilkenmeier, S.T. König, H.S. Müsche, S. Sommer, K.B. Klingsieck, Zeitschrift für Hochschulentwicklung 11 (2016) 213–245.","bibtex":"@article{Praetorius_Al-Kabbani_Bohndick_Hilkenmeier_König_Müsche_Sommer_Klingsieck_2016, title={Spielend Lehrer/in werden: problembasiertes Lernen mit virtuellen Schülerinnen/Schülern. }, volume={11}, number={3}, journal={Zeitschrift für Hochschulentwicklung}, author={Praetorius, Saskia and Al-Kabbani, Daniel and Bohndick, Carla and Hilkenmeier, Johanna and König, Sebastian T. and Müsche, Hannah S. and Sommer, Sabrina and Klingsieck, Katrin B.}, year={2016}, pages={213–245} }","apa":"Praetorius, S., Al-Kabbani, D., Bohndick, C., Hilkenmeier, J., König, S. T., Müsche, H. S., Sommer, S., & Klingsieck, K. B. (2016). Spielend Lehrer/in werden: problembasiertes Lernen mit virtuellen Schülerinnen/Schülern. . Zeitschrift für Hochschulentwicklung, 11(3), 213–245.","ama":"Praetorius S, Al-Kabbani D, Bohndick C, et al. Spielend Lehrer/in werden: problembasiertes Lernen mit virtuellen Schülerinnen/Schülern. . Zeitschrift für Hochschulentwicklung. 2016;11(3):213-245.","ieee":"S. Praetorius et al., “Spielend Lehrer/in werden: problembasiertes Lernen mit virtuellen Schülerinnen/Schülern. ,” Zeitschrift für Hochschulentwicklung, vol. 11, no. 3, pp. 213–245, 2016.","chicago":"Praetorius, Saskia, Daniel Al-Kabbani, Carla Bohndick, Johanna Hilkenmeier, Sebastian T. König, Hannah S. Müsche, Sabrina Sommer, and Katrin B. Klingsieck. “Spielend Lehrer/in werden: problembasiertes Lernen mit virtuellen Schülerinnen/Schülern. .” Zeitschrift für Hochschulentwicklung 11, no. 3 (2016): 213–45."},"intvolume":" 11","page":"213-245","date_updated":"2023-11-28T20:39:27Z","author":[{"first_name":"Saskia","full_name":"Praetorius, Saskia","id":"40787","last_name":"Praetorius"},{"first_name":"Daniel","last_name":"Al-Kabbani","full_name":"Al-Kabbani, Daniel"},{"first_name":"Carla","last_name":"Bohndick","full_name":"Bohndick, Carla"},{"first_name":"Johanna","last_name":"Hilkenmeier","full_name":"Hilkenmeier, Johanna"},{"last_name":"König","full_name":"König, Sebastian T.","first_name":"Sebastian T."},{"first_name":"Hannah S.","full_name":"Müsche, Hannah S.","last_name":"Müsche"},{"first_name":"Sabrina","id":"36251","full_name":"Sommer, Sabrina","last_name":"Sommer"},{"first_name":"Katrin B.","last_name":"Klingsieck","id":"36716","full_name":"Klingsieck, Katrin B."}],"date_created":"2023-10-25T10:28:54Z","volume":11,"title":"Spielend Lehrer/in werden: problembasiertes Lernen mit virtuellen Schülerinnen/Schülern. "},{"department":[{"_id":"749"}],"user_id":"14931","_id":"17182","language":[{"iso":"eng"}],"keyword":["Robot Language","Human Robot Interaction","HRI","Developmental Robotics","Cognitive Bootstrapping","Statistical Learning"],"publication":"International Journal of Advanced Robotic Systems","type":"journal_article","status":"public","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."}],"volume":13,"date_created":"2020-06-24T13:00:58Z","author":[{"last_name":"Lyon","full_name":"Lyon, Caroline","first_name":"Caroline"},{"first_name":"Chrystopher L.","last_name":"Nehaniv","full_name":"Nehaniv, Chrystopher L."},{"full_name":"Saunders, Joe","last_name":"Saunders","first_name":"Joe"},{"first_name":"Tony","last_name":"Belpaeme","full_name":"Belpaeme, Tony"},{"first_name":"Ambra","last_name":"Bisio","full_name":"Bisio, Ambra"},{"first_name":"Kerstin","last_name":"Fischer","full_name":"Fischer, Kerstin"},{"last_name":"Forster","full_name":"Forster, Frank","first_name":"Frank"},{"first_name":"Hagen","last_name":"Lehmann","full_name":"Lehmann, Hagen"},{"full_name":"Metta, Giorgio","last_name":"Metta","first_name":"Giorgio"},{"full_name":"Mohan, Vishwanathan","last_name":"Mohan","first_name":"Vishwanathan"},{"last_name":"Morse","full_name":"Morse, Anthony","first_name":"Anthony"},{"first_name":"Stefano","full_name":"Nolfi, Stefano","last_name":"Nolfi"},{"last_name":"Nori","full_name":"Nori, Francesco","first_name":"Francesco"},{"first_name":"Katharina","id":"50352","full_name":"Rohlfing, Katharina","last_name":"Rohlfing"},{"first_name":"Alessandra","last_name":"Sciutti","full_name":"Sciutti, Alessandra"},{"last_name":"Tani","full_name":"Tani, Jun","first_name":"Jun"},{"first_name":"Elio","last_name":"Tuci","full_name":"Tuci, Elio"},{"last_name":"Wrede","full_name":"Wrede, Britta","first_name":"Britta"},{"first_name":"Arne","full_name":"Zeschel, Arne","last_name":"Zeschel"},{"last_name":"Cangelosi","full_name":"Cangelosi, Angelo","first_name":"Angelo"}],"date_updated":"2023-02-01T16:04:48Z","publisher":"Intech Europe","doi":"10.5772/63462","title":"Embodied Language Learning and Cognitive Bootstrapping: Methods and Design Principles","issue":"3","publication_identifier":{"issn":["1729-8814"]},"intvolume":" 13","citation":{"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.” International Journal of Advanced Robotic Systems 13, no. 3 (2016). https://doi.org/10.5772/63462.","ieee":"C. Lyon et al., “Embodied Language Learning and Cognitive Bootstrapping: Methods and Design Principles,” International Journal of Advanced Robotic Systems, vol. 13, no. 3, 2016, doi: 10.5772/63462.","ama":"Lyon C, Nehaniv CL, Saunders J, et al. Embodied Language Learning and Cognitive Bootstrapping: Methods and Design Principles. International Journal of Advanced Robotic Systems. 2016;13(3). doi:10.5772/63462","mla":"Lyon, Caroline, et al. “Embodied Language Learning and Cognitive Bootstrapping: Methods and Design Principles.” International Journal of Advanced Robotic Systems, vol. 13, no. 3, Intech Europe, 2016, doi:10.5772/63462.","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={10.5772/63462}, 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} }","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).","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., & Cangelosi, A. (2016). Embodied Language Learning and Cognitive Bootstrapping: Methods and Design Principles. International Journal of Advanced Robotic Systems, 13(3). https://doi.org/10.5772/63462"},"year":"2016"},{"doi":"10.3389/fpsyg.2016.00470","title":"An Alternative to Mapping a Word onto a Concept in Language Acquisition: Pragmatic Frames","volume":7,"author":[{"first_name":"Katharina","id":"50352","full_name":"Rohlfing, Katharina","last_name":"Rohlfing"},{"full_name":"Wrede, Britta","last_name":"Wrede","first_name":"Britta"},{"first_name":"Anna-Lisa","last_name":"Vollmer","full_name":"Vollmer, Anna-Lisa"},{"first_name":"Pierre-Yves","last_name":"Oudeyer","full_name":"Oudeyer, Pierre-Yves"}],"date_created":"2020-06-24T13:00:57Z","date_updated":"2023-02-01T16:04:21Z","publisher":"Frontiers Media Sa","intvolume":" 7","citation":{"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. FRONTIERS IN PSYCHOLOGY. 2016;7. doi:10.3389/fpsyg.2016.00470","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.” FRONTIERS IN PSYCHOLOGY 7 (2016). https://doi.org/10.3389/fpsyg.2016.00470.","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,” FRONTIERS IN PSYCHOLOGY, vol. 7, 2016, doi: 10.3389/fpsyg.2016.00470.","apa":"Rohlfing, K., Wrede, B., Vollmer, A.-L., & Oudeyer, P.-Y. (2016). An Alternative to Mapping a Word onto a Concept in Language Acquisition: Pragmatic Frames. FRONTIERS IN PSYCHOLOGY, 7. https://doi.org/10.3389/fpsyg.2016.00470","short":"K. Rohlfing, B. Wrede, A.-L. Vollmer, P.-Y. Oudeyer, FRONTIERS IN PSYCHOLOGY 7 (2016).","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={10.3389/fpsyg.2016.00470}, journal={FRONTIERS IN PSYCHOLOGY}, publisher={Frontiers Media Sa}, author={Rohlfing, Katharina and Wrede, Britta and Vollmer, Anna-Lisa and Oudeyer, Pierre-Yves}, year={2016} }","mla":"Rohlfing, Katharina, et al. “An Alternative to Mapping a Word onto a Concept in Language Acquisition: Pragmatic Frames.” FRONTIERS IN PSYCHOLOGY, vol. 7, Frontiers Media Sa, 2016, doi:10.3389/fpsyg.2016.00470."},"year":"2016","publication_identifier":{"issn":["1664-1078"]},"language":[{"iso":"eng"}],"keyword":["language acquisition","pragmatics","infants' social learning","frames","learning and memory","developmental robotics"],"department":[{"_id":"749"}],"user_id":"14931","_id":"17181","status":"public","abstract":[{"lang":"eng","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."}],"publication":"FRONTIERS IN PSYCHOLOGY","type":"journal_article"},{"_id":"3343","project":[{"name":"SFB 901","_id":"1"},{"_id":"3","name":"SFB 901 - Project Area B"},{"_id":"10","name":"SFB 901 - Subproject B2"}],"department":[{"_id":"34"}],"user_id":"315","keyword":["Query learning","Propositional logic"],"ddc":["000"],"language":[{"iso":"eng"}],"publication":"Artificial Intelligence","type":"journal_article","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"}],"status":"public","publisher":"Elsevier","date_updated":"2022-01-06T06:59:10Z","date_created":"2018-06-25T10:43:19Z","author":[{"last_name":"Bubeck","full_name":"Bubeck, Uwe","first_name":"Uwe"},{"last_name":"Kleine Büning","full_name":"Kleine Büning, Hans","first_name":"Hans"}],"title":"Learning Boolean Specifications","doi":"10.1016/j.artint.2015.09.003","publication_identifier":{"issn":["0004-3702"]},"year":"2015","page":"246 - 257","citation":{"ama":"Bubeck U, Kleine Büning H. Learning Boolean Specifications. Artificial Intelligence. 2015:246-257. doi:10.1016/j.artint.2015.09.003","chicago":"Bubeck, Uwe, and Hans Kleine Büning. “Learning Boolean Specifications.” Artificial Intelligence, 2015, 246–57. https://doi.org/10.1016/j.artint.2015.09.003.","ieee":"U. Bubeck and H. Kleine Büning, “Learning Boolean Specifications,” Artificial Intelligence, pp. 246–257, 2015.","short":"U. Bubeck, H. Kleine Büning, Artificial Intelligence (2015) 246–257.","mla":"Bubeck, Uwe, and Hans Kleine Büning. “Learning Boolean Specifications.” Artificial Intelligence, Elsevier, 2015, pp. 246–57, doi:10.1016/j.artint.2015.09.003.","bibtex":"@article{Bubeck_Kleine Büning_2015, title={Learning Boolean Specifications}, DOI={10.1016/j.artint.2015.09.003}, journal={Artificial Intelligence}, publisher={Elsevier}, author={Bubeck, Uwe and Kleine Büning, Hans}, year={2015}, pages={246–257} }","apa":"Bubeck, U., & Kleine Büning, H. (2015). Learning Boolean Specifications. Artificial Intelligence, 246–257. https://doi.org/10.1016/j.artint.2015.09.003"}},{"editor":[{"last_name":"Niedermair","full_name":"Niedermair, Gerhard","first_name":"Gerhard"}],"status":"public","type":"book_chapter","publication":"Informelles Lernen, Annäherungen - Problemlagen - Forschungsbefunde","keyword":["Epistemische Überzeugungen","learning culture"],"_id":"3592","series_title":"Schriftenreihe für Berufs- und Betriebspädagogik","user_id":"27503","place":"Linz","year":"2015","citation":{"short":"C. Fischer, C. Harteis, in: G. Niedermair (Ed.), Informelles Lernen, Annäherungen - Problemlagen - Forschungsbefunde, Trauner, Linz, 2015, pp. 107--123.","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} }","mla":"Fischer, Christoph, and Christian Harteis. “Die Bedeutung Subjektiver Sichtweisen Für Die Implementierung Betrieblicher Lernkultur.” Informelles Lernen, Annäherungen - Problemlagen - Forschungsbefunde, edited by Gerhard Niedermair, Trauner, 2015, pp. 107--123.","apa":"Fischer, C., & Harteis, C. (2015). Die Bedeutung subjektiver Sichtweisen für die Implementierung betrieblicher Lernkultur. In G. Niedermair (Ed.), Informelles Lernen, Annäherungen - Problemlagen - Forschungsbefunde (pp. 107--123). Linz: Trauner.","chicago":"Fischer, Christoph, and Christian Harteis. “Die Bedeutung Subjektiver Sichtweisen Für Die Implementierung Betrieblicher Lernkultur.” In Informelles Lernen, Annäherungen - Problemlagen - Forschungsbefunde, 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 Informelles Lernen, Annäherungen - Problemlagen - Forschungsbefunde, G. Niedermair, Ed. Linz: Trauner, 2015, pp. 107--123.","ama":"Fischer C, Harteis C. Die Bedeutung subjektiver Sichtweisen für die Implementierung betrieblicher Lernkultur. In: Niedermair G, ed. Informelles Lernen, Annäherungen - Problemlagen - Forschungsbefunde. Schriftenreihe für Berufs- und Betriebspädagogik. Linz: Trauner; 2015:107--123."},"page":"107--123","publication_identifier":{"isbn":["978-3-99033-403-4"]},"title":"Die Bedeutung subjektiver Sichtweisen für die Implementierung betrieblicher Lernkultur","publisher":"Trauner","date_updated":"2022-01-06T06:59:26Z","date_created":"2018-07-23T08:34:49Z","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"}]}]