---
_id: '4450'
author:
- first_name: Tobias
  full_name: Jenert, Tobias
  id: '71994'
  last_name: Jenert
  orcid: ' https://orcid.org/0000-0001-9262-5646'
- first_name: Franziska
  full_name: Zellweger, Franziska
  last_name: Zellweger
- first_name: Jenny
  full_name: Dommen, Jenny
  last_name: Dommen
- first_name: Anja
  full_name: Gebhardt, Anja
  last_name: Gebhardt
citation:
  ama: 'Jenert T, Zellweger F, Dommen J, Gebhardt A. <i>Lernkulturen an Hochschulen:
    Theoretische Überlegungen Zur Betrachtung Studentischen Lernens Unter Individueller,
    Pädagogischer Und Organisationaler Perspektive</i>.; 2009.'
  apa: 'Jenert, T., Zellweger, F., Dommen, J., &#38; Gebhardt, A. (2009). <i>Lernkulturen
    an Hochschulen: Theoretische Überlegungen zur Betrachtung studentischen Lernens
    unter individueller, pädagogischer und organisationaler Perspektive</i>.'
  bibtex: '@book{Jenert_Zellweger_Dommen_Gebhardt_2009, title={Lernkulturen an Hochschulen:
    Theoretische Überlegungen zur Betrachtung studentischen Lernens unter individueller,
    pädagogischer und organisationaler Perspektive}, author={Jenert, Tobias and Zellweger,
    Franziska and Dommen, Jenny and Gebhardt, Anja}, year={2009} }'
  chicago: 'Jenert, Tobias, Franziska Zellweger, Jenny Dommen, and Anja Gebhardt.
    <i>Lernkulturen an Hochschulen: Theoretische Überlegungen Zur Betrachtung Studentischen
    Lernens Unter Individueller, Pädagogischer Und Organisationaler Perspektive</i>,
    2009.'
  ieee: 'T. Jenert, F. Zellweger, J. Dommen, and A. Gebhardt, <i>Lernkulturen an Hochschulen:
    Theoretische Überlegungen zur Betrachtung studentischen Lernens unter individueller,
    pädagogischer und organisationaler Perspektive</i>. 2009.'
  mla: 'Jenert, Tobias, et al. <i>Lernkulturen an Hochschulen: Theoretische Überlegungen
    Zur Betrachtung Studentischen Lernens Unter Individueller, Pädagogischer Und Organisationaler
    Perspektive</i>. 2009.'
  short: 'T. Jenert, F. Zellweger, J. Dommen, A. Gebhardt, Lernkulturen an Hochschulen:
    Theoretische Überlegungen Zur Betrachtung Studentischen Lernens Unter Individueller,
    Pädagogischer Und Organisationaler Perspektive, 2009.'
date_created: 2018-09-18T11:55:39Z
date_updated: 2022-01-06T07:01:05Z
department:
- _id: '208'
- _id: '282'
extern: '1'
keyword:
- Lernkultur
- Hochschule
- HEI
- learning culture
- higher education
- teaching and learning
- Hochschullehre
status: public
title: 'Lernkulturen an Hochschulen: Theoretische Überlegungen zur Betrachtung studentischen
  Lernens unter individueller, pädagogischer und organisationaler Perspektive'
type: report
user_id: '51057'
year: '2009'
...
---
_id: '17272'
abstract:
- lang: eng
  text: In developmental research, tutoring behavior has been identified as scaffolding
    infants' learning processes. It has been defined in terms of child-directed speech
    (Motherese), child-directed motion (Motionese), and contingency. In the field
    of developmental robotics, research often assumes that in human-robot interaction
    (HRI), robots are treated similar to infants, because their immature cognitive
    capabilities benefit from this behavior. However, according to our knowledge,
    it has barely been studied whether this is true and how exactly humans alter their
    behavior towards a robotic interaction partner. In this paper, we present results
    concerning the acceptance of a robotic agent in a social learning scenario obtained
    via comparison to adults and 8-11 months old infants in equal conditions. These
    results constitute an important empirical basis for making use of tutoring behavior
    in social robotics. In our study, we performed a detailed multimodal analysis
    of HRI in a tutoring situation using the example of a robot simulation equipped
    with a bottom-up saliency-based attention model. Our results reveal significant
    differences in hand movement velocity, motion pauses, range of motion, and eye
    gaze suggesting that for example adults decrease their hand movement velocity
    in an Adult-Child Interaction (ACI), opposed to an Adult-Adult Interaction (AAI)
    and this decrease is even higher in the Adult-Robot Interaction (ARI). We also
    found important differences between ACI and ARI in how the behavior is modified
    over time as the interaction unfolds. These findings indicate the necessity of
    integrating top-down feedback structures into a bottom-up system for robots to
    be fully accepted as interaction partners.
author:
- first_name: Anna-Lisa
  full_name: Vollmer, Anna-Lisa
  last_name: Vollmer
- first_name: Katrin Solveig
  full_name: Lohan, Katrin Solveig
  last_name: Lohan
- first_name: Kerstin
  full_name: Fischer, Kerstin
  last_name: Fischer
- first_name: Yukie
  full_name: Nagai, Yukie
  last_name: Nagai
- first_name: Karola
  full_name: Pitsch, Karola
  last_name: Pitsch
- first_name: Jannik
  full_name: Fritsch, Jannik
  last_name: Fritsch
- first_name: Katharina
  full_name: Rohlfing, Katharina
  id: '50352'
  last_name: Rohlfing
- first_name: Britta
  full_name: Wrede, Britta
  last_name: Wrede
citation:
  ama: 'Vollmer A-L, Lohan KS, Fischer K, et al. People modify their tutoring behavior
    in robot-directed interaction for action learning. In: <i>Development and Learning,
    2009. ICDL 2009. IEEE 8th International Conference on Development and Learning</i>.
    IEEE; 2009:1-6. doi:<a href="https://doi.org/10.1109/DEVLRN.2009.5175516">10.1109/DEVLRN.2009.5175516</a>'
  apa: Vollmer, A.-L., Lohan, K. S., Fischer, K., Nagai, Y., Pitsch, K., Fritsch,
    J., Rohlfing, K., &#38; Wrede, B. (2009). People modify their tutoring behavior
    in robot-directed interaction for action learning. <i>Development and Learning,
    2009. ICDL 2009. IEEE 8th International Conference on Development and Learning</i>,
    1–6. <a href="https://doi.org/10.1109/DEVLRN.2009.5175516">https://doi.org/10.1109/DEVLRN.2009.5175516</a>
  bibtex: '@inproceedings{Vollmer_Lohan_Fischer_Nagai_Pitsch_Fritsch_Rohlfing_Wrede_2009,
    title={People modify their tutoring behavior in robot-directed interaction for
    action learning}, DOI={<a href="https://doi.org/10.1109/DEVLRN.2009.5175516">10.1109/DEVLRN.2009.5175516</a>},
    booktitle={Development and Learning, 2009. ICDL 2009. IEEE 8th International Conference
    on Development and Learning}, publisher={IEEE}, author={Vollmer, Anna-Lisa and
    Lohan, Katrin Solveig and Fischer, Kerstin and Nagai, Yukie and Pitsch, Karola
    and Fritsch, Jannik and Rohlfing, Katharina and Wrede, Britta}, year={2009}, pages={1–6}
    }'
  chicago: Vollmer, Anna-Lisa, Katrin Solveig Lohan, Kerstin Fischer, Yukie Nagai,
    Karola Pitsch, Jannik Fritsch, Katharina Rohlfing, and Britta Wrede. “People Modify
    Their Tutoring Behavior in Robot-Directed Interaction for Action Learning.” In
    <i>Development and Learning, 2009. ICDL 2009. IEEE 8th International Conference
    on Development and Learning</i>, 1–6. IEEE, 2009. <a href="https://doi.org/10.1109/DEVLRN.2009.5175516">https://doi.org/10.1109/DEVLRN.2009.5175516</a>.
  ieee: 'A.-L. Vollmer <i>et al.</i>, “People modify their tutoring behavior in robot-directed
    interaction for action learning,” in <i>Development and Learning, 2009. ICDL 2009.
    IEEE 8th International Conference on Development and Learning</i>, 2009, pp. 1–6,
    doi: <a href="https://doi.org/10.1109/DEVLRN.2009.5175516">10.1109/DEVLRN.2009.5175516</a>.'
  mla: Vollmer, Anna-Lisa, et al. “People Modify Their Tutoring Behavior in Robot-Directed
    Interaction for Action Learning.” <i>Development and Learning, 2009. ICDL 2009.
    IEEE 8th International Conference on Development and Learning</i>, IEEE, 2009,
    pp. 1–6, doi:<a href="https://doi.org/10.1109/DEVLRN.2009.5175516">10.1109/DEVLRN.2009.5175516</a>.
  short: 'A.-L. Vollmer, K.S. Lohan, K. Fischer, Y. Nagai, K. Pitsch, J. Fritsch,
    K. Rohlfing, B. Wrede, in: Development and Learning, 2009. ICDL 2009. IEEE 8th
    International Conference on Development and Learning, IEEE, 2009, pp. 1–6.'
date_created: 2020-06-24T13:02:43Z
date_updated: 2023-02-01T13:06:43Z
department:
- _id: '749'
doi: 10.1109/DEVLRN.2009.5175516
keyword:
- robot simulation
- hand movement velocity
- robotic interaction partner
- robotic agent
- robot-directed interaction
- multimodal analysis
- Motionese
- Motherese
- intelligent tutoring systems
- immature cognitive capability
- human computer interaction
- eye gaze
- child-directed speech
- child-directed motion
- bottom-up system
- bottom-up saliency-based attention model
- adult-robot interaction
- adult-child interaction
- adult-adult interaction
- human-robot interaction
- action learning
- social learning scenario
- social robotics
- software agents
- top-down feedback structures
- tutoring behavior
language:
- iso: eng
page: 1-6
publication: Development and Learning, 2009. ICDL 2009. IEEE 8th International Conference
  on Development and Learning
publisher: IEEE
status: public
title: People modify their tutoring behavior in robot-directed interaction for action
  learning
type: conference
user_id: '14931'
year: '2009'
...
---
_id: '4496'
alternative_title:
- Information in Wissenschaft, Bildung und Wirtschaft
author:
- first_name: Nina
  full_name: Heinze, Nina
  last_name: Heinze
- first_name: Thomas
  full_name: Sporer, Thomas
  last_name: Sporer
- first_name: Tobias
  full_name: Jenert, Tobias
  id: '71994'
  last_name: Jenert
  orcid: ' https://orcid.org/0000-0001-9262-5646'
citation:
  ama: 'Heinze N, Sporer T, Jenert T. Semivirtuelle Lernumgebung zum wissenschaftlichen
    Arbeiten als Ergänzung des Studienangebots der Universität Augsburg. In: <i>Deutsche
    Gesellschaft Für Informationswissenschaft Und Informationspraxis: Tagungen Der
    Deutschen Gesellschaft Für Informationswissenschaft Und Informationspraxis</i>.
    Vol 9. Frankfurt am Main ; 2007:319-328.'
  apa: 'Heinze, N., Sporer, T., &#38; Jenert, T. (2007). Semivirtuelle Lernumgebung
    zum wissenschaftlichen Arbeiten als Ergänzung des Studienangebots der Universität
    Augsburg. In <i>Deutsche Gesellschaft für Informationswissenschaft und Informationspraxis:
    Tagungen der Deutschen Gesellschaft für Informationswissenschaft und Informationspraxis</i>
    (Vol. 9, pp. 319–328). Frankfurt am Main .'
  bibtex: '@inproceedings{Heinze_Sporer_Jenert_2007, place={Frankfurt am Main }, title={Semivirtuelle
    Lernumgebung zum wissenschaftlichen Arbeiten als Ergänzung des Studienangebots
    der Universität Augsburg}, volume={9}, booktitle={Deutsche Gesellschaft für Informationswissenschaft
    und Informationspraxis: Tagungen der Deutschen Gesellschaft für Informationswissenschaft
    und Informationspraxis}, author={Heinze, Nina and Sporer, Thomas and Jenert, Tobias},
    year={2007}, pages={319–328} }'
  chicago: 'Heinze, Nina, Thomas Sporer, and Tobias Jenert. “Semivirtuelle Lernumgebung
    Zum Wissenschaftlichen Arbeiten Als Ergänzung Des Studienangebots Der Universität
    Augsburg.” In <i>Deutsche Gesellschaft Für Informationswissenschaft Und Informationspraxis:
    Tagungen Der Deutschen Gesellschaft Für Informationswissenschaft Und Informationspraxis</i>,
    9:319–28. Frankfurt am Main , 2007.'
  ieee: 'N. Heinze, T. Sporer, and T. Jenert, “Semivirtuelle Lernumgebung zum wissenschaftlichen
    Arbeiten als Ergänzung des Studienangebots der Universität Augsburg,” in <i>Deutsche
    Gesellschaft für Informationswissenschaft und Informationspraxis: Tagungen der
    Deutschen Gesellschaft für Informationswissenschaft und Informationspraxis</i>,
    Frankfurt am Main , 2007, vol. 9, pp. 319–328.'
  mla: 'Heinze, Nina, et al. “Semivirtuelle Lernumgebung Zum Wissenschaftlichen Arbeiten
    Als Ergänzung Des Studienangebots Der Universität Augsburg.” <i>Deutsche Gesellschaft
    Für Informationswissenschaft Und Informationspraxis: Tagungen Der Deutschen Gesellschaft
    Für Informationswissenschaft Und Informationspraxis</i>, vol. 9, 2007, pp. 319–28.'
  short: 'N. Heinze, T. Sporer, T. Jenert, in: Deutsche Gesellschaft Für Informationswissenschaft
    Und Informationspraxis: Tagungen Der Deutschen Gesellschaft Für Informationswissenschaft
    Und Informationspraxis, Frankfurt am Main , 2007, pp. 319–328.'
conference:
  end_date: 2007-10-12
  location: 'Frankfurt am Main '
  name: 29. Online-Tagung der DGI
  start_date: 2007-10-10
date_created: 2018-09-19T09:17:23Z
date_updated: 2022-01-06T07:01:06Z
department:
- _id: '208'
- _id: '282'
extern: '1'
intvolume: '         9'
keyword:
- Wissenschaftliches Arbeiten
- Blended Learning
- Tutoring
page: 319-328
place: 'Frankfurt am Main '
publication: 'Deutsche Gesellschaft für Informationswissenschaft und Informationspraxis:
  Tagungen der Deutschen Gesellschaft für Informationswissenschaft und Informationspraxis'
publication_identifier:
  isbn:
  - 978-3-925474-60-6
status: public
title: Semivirtuelle Lernumgebung zum wissenschaftlichen Arbeiten als Ergänzung des
  Studienangebots der Universität Augsburg
type: conference
user_id: '51057'
volume: 9
year: '2007'
...
---
_id: '17289'
abstract:
- lang: eng
  text: 'Robots have to deal with an enormous amount of sensory stimuli. One solution
    in making sense of them is to enable a robot system to actively search for cues
    that help structuring the information. Studies with infants reveal that parents
    support the learning-process by modifying their interaction style, dependent on
    their child''s developmental age. In our study, in which parents demonstrated
    everyday actions to their preverbal children (8-11 months old), our aim was to
    identify objective parameters for multimodal action modification. Our results
    reveal two action parameters being modified in adult-child interaction: roundness
    and pace. Furthermore, we found that language has the power to help children structuring
    actions sequences by synchrony and emphasis. These insights are discussed with
    respect to the built-in attention architecture of a socially interactive robot,
    which enables it to understand demonstrated actions. Our algorithmic approach
    towards automatically detecting the task structure in child-designed input demonstrates
    the potential impact of insights from developmental learning on robotics. The
    presented findings pave the way to automatically detect when to imitate in a demonstration'
author:
- first_name: Katharina
  full_name: Rohlfing, Katharina
  id: '50352'
  last_name: Rohlfing
- first_name: Jannik
  full_name: Fritsch, Jannik
  last_name: Fritsch
- first_name: Britta
  full_name: Wrede, Britta
  last_name: Wrede
- first_name: Tanja
  full_name: Jungmann, Tanja
  last_name: Jungmann
citation:
  ama: Rohlfing K, Fritsch J, Wrede B, Jungmann T. How can multimodal cues from child-directed
    interaction reduce learning complexity in robots? <i>Advanced Robotics</i>. 2006;20(10):1183-1199.
    doi:<a href="https://doi.org/10.1163/156855306778522532">10.1163/156855306778522532</a>
  apa: Rohlfing, K., Fritsch, J., Wrede, B., &#38; Jungmann, T. (2006). How can multimodal
    cues from child-directed interaction reduce learning complexity in robots? <i>Advanced
    Robotics</i>, <i>20</i>(10), 1183–1199. <a href="https://doi.org/10.1163/156855306778522532">https://doi.org/10.1163/156855306778522532</a>
  bibtex: '@article{Rohlfing_Fritsch_Wrede_Jungmann_2006, title={How can multimodal
    cues from child-directed interaction reduce learning complexity in robots?}, volume={20},
    DOI={<a href="https://doi.org/10.1163/156855306778522532">10.1163/156855306778522532</a>},
    number={10}, journal={Advanced Robotics}, publisher={VSP BV}, author={Rohlfing,
    Katharina and Fritsch, Jannik and Wrede, Britta and Jungmann, Tanja}, year={2006},
    pages={1183–1199} }'
  chicago: 'Rohlfing, Katharina, Jannik Fritsch, Britta Wrede, and Tanja Jungmann.
    “How Can Multimodal Cues from Child-Directed Interaction Reduce Learning Complexity
    in Robots?” <i>Advanced Robotics</i> 20, no. 10 (2006): 1183–99. <a href="https://doi.org/10.1163/156855306778522532">https://doi.org/10.1163/156855306778522532</a>.'
  ieee: 'K. Rohlfing, J. Fritsch, B. Wrede, and T. Jungmann, “How can multimodal cues
    from child-directed interaction reduce learning complexity in robots?,” <i>Advanced
    Robotics</i>, vol. 20, no. 10, pp. 1183–1199, 2006, doi: <a href="https://doi.org/10.1163/156855306778522532">10.1163/156855306778522532</a>.'
  mla: Rohlfing, Katharina, et al. “How Can Multimodal Cues from Child-Directed Interaction
    Reduce Learning Complexity in Robots?” <i>Advanced Robotics</i>, vol. 20, no.
    10, VSP BV, 2006, pp. 1183–99, doi:<a href="https://doi.org/10.1163/156855306778522532">10.1163/156855306778522532</a>.
  short: K. Rohlfing, J. Fritsch, B. Wrede, T. Jungmann, Advanced Robotics 20 (2006)
    1183–1199.
date_created: 2020-06-24T13:03:02Z
date_updated: 2023-02-01T13:14:36Z
department:
- _id: '749'
doi: 10.1163/156855306778522532
intvolume: '        20'
issue: '10'
keyword:
- multi-modal motherese
- child-directed input
- motionese
- learning mechanisms
language:
- iso: eng
page: 1183-1199
publication: Advanced Robotics
publication_identifier:
  issn:
  - 1568-5535
publisher: VSP BV
status: public
title: How can multimodal cues from child-directed interaction reduce learning complexity
  in robots?
type: journal_article
user_id: '14931'
volume: 20
year: '2006'
...
---
_id: '6068'
abstract:
- lang: eng
  text: Attending to a location shortens the perceptual latency of stimuli appearing
    at this location (perceptual latency priming). According to attentional explanations,
    perceptual latency priming relies on the speeded transfer of attended visual information
    into an internal model. However, doubts about the attentional origin have repeatedly
    been raised because efforts to minimize response bias have been insufficient in
    most studies. Five experiments investigated the contribution of a response bias
    to perceptual latency priming (judgment bias due to the two-alternative forced-choice
    method and due to the existence of the prime, criterion effects or second-order
    bias, sensorimotor priming). If any, only small response biases were found. The
    results thus support the attentional explanation. (PsycINFO Database Record (c)
    2016 APA, all rights reserved)
author:
- first_name: Ingrid
  full_name: Scharlau, Ingrid
  id: '451'
  last_name: Scharlau
  orcid: 0000-0003-2364-9489
citation:
  ama: Scharlau I. Evidence against response bias in temporal order tasks with attention
    manipulation by masked primes. <i>Psychological Research</i>. 2004;68(4):224-236.
  apa: Scharlau, I. (2004). Evidence against response bias in temporal order tasks
    with attention manipulation by masked primes. <i>Psychological Research</i>, <i>68</i>(4),
    224–236.
  bibtex: '@article{Scharlau_2004, title={Evidence against response bias in temporal
    order tasks with attention manipulation by masked primes.}, volume={68}, number={4},
    journal={Psychological Research}, author={Scharlau, Ingrid}, year={2004}, pages={224–236}
    }'
  chicago: 'Scharlau, Ingrid. “Evidence against Response Bias in Temporal Order Tasks
    with Attention Manipulation by Masked Primes.” <i>Psychological Research</i> 68,
    no. 4 (2004): 224–36.'
  ieee: I. Scharlau, “Evidence against response bias in temporal order tasks with
    attention manipulation by masked primes.,” <i>Psychological Research</i>, vol.
    68, no. 4, pp. 224–236, 2004.
  mla: Scharlau, Ingrid. “Evidence against Response Bias in Temporal Order Tasks with
    Attention Manipulation by Masked Primes.” <i>Psychological Research</i>, vol.
    68, no. 4, 2004, pp. 224–36.
  short: I. Scharlau, Psychological Research 68 (2004) 224–236.
date_created: 2018-12-10T07:03:30Z
date_updated: 2022-06-07T00:25:03Z
department:
- _id: '424'
extern: '1'
intvolume: '        68'
issue: '4'
keyword:
- response bias
- temporal order tasks
- attention manipulation
- masked primes
- perceptual latency priming
- Adult
- Attention
- Discrimination Learning
- Female
- Humans
- Male
- Memory
- Short-Term
- Orientation
- Pattern Recognition
- Visual
- Perceptual Masking
- Psychomotor Performance
- Psychophysics
- Reaction Time
- Serial Learning
- Attention
- Latent Learning
- Priming
- Response Bias
- Visual Perception
- Response Latency
- Temporal Order (Judgment)
language:
- iso: eng
main_file_link:
- open_access: '1'
  url: https://kw.uni-paderborn.de/fileadmin/fakultaet/Institute/psychologie/Kognitive_Psychologie/Publikationen/Scharlau2004PsychResResponseBiasFinal.pdf
oa: '1'
page: 224 - 236
publication: Psychological Research
publication_identifier:
  issn:
  - 0340-0727
publication_status: published
status: public
title: Evidence against response bias in temporal order tasks with attention manipulation
  by masked primes.
type: journal_article
user_id: '42165'
volume: 68
year: '2004'
...