[{"page":"134-161","intvolume":"        12","citation":{"ama":"Fischer K, Foth K, Rohlfing K, Wrede B. Mindful tutors: Linguistic choice and action demonstration in speech to infants and a simulated robot. <i>Interaction Studies</i>. 2011;12(1):134-161. doi:<a href=\"https://doi.org/10.1075/is.12.1.06fis\">10.1075/is.12.1.06fis</a>","ieee":"K. Fischer, K. Foth, K. Rohlfing, and B. Wrede, “Mindful tutors: Linguistic choice and action demonstration in speech to infants and a simulated robot,” <i>Interaction Studies</i>, vol. 12, no. 1, pp. 134–161, 2011, doi: <a href=\"https://doi.org/10.1075/is.12.1.06fis\">10.1075/is.12.1.06fis</a>.","chicago":"Fischer, Kerstin, Kilian Foth, Katharina Rohlfing, and Britta Wrede. “Mindful Tutors: Linguistic Choice and Action Demonstration in Speech to Infants and a Simulated Robot.” <i>Interaction Studies</i> 12, no. 1 (2011): 134–61. <a href=\"https://doi.org/10.1075/is.12.1.06fis\">https://doi.org/10.1075/is.12.1.06fis</a>.","apa":"Fischer, K., Foth, K., Rohlfing, K., &#38; Wrede, B. (2011). Mindful tutors: Linguistic choice and action demonstration in speech to infants and a simulated robot. <i>Interaction Studies</i>, <i>12</i>(1), 134–161. <a href=\"https://doi.org/10.1075/is.12.1.06fis\">https://doi.org/10.1075/is.12.1.06fis</a>","bibtex":"@article{Fischer_Foth_Rohlfing_Wrede_2011, title={Mindful tutors: Linguistic choice and action demonstration in speech to infants and a simulated robot}, volume={12}, DOI={<a href=\"https://doi.org/10.1075/is.12.1.06fis\">10.1075/is.12.1.06fis</a>}, number={1}, journal={Interaction Studies}, publisher={John Benjamins Publishing Company}, author={Fischer, Kerstin and Foth, Kilian and Rohlfing, Katharina and Wrede, Britta}, year={2011}, pages={134–161} }","short":"K. Fischer, K. Foth, K. Rohlfing, B. Wrede, Interaction Studies 12 (2011) 134–161.","mla":"Fischer, Kerstin, et al. “Mindful Tutors: Linguistic Choice and Action Demonstration in Speech to Infants and a Simulated Robot.” <i>Interaction Studies</i>, vol. 12, no. 1, John Benjamins Publishing Company, 2011, pp. 134–61, doi:<a href=\"https://doi.org/10.1075/is.12.1.06fis\">10.1075/is.12.1.06fis</a>."},"publication_identifier":{"issn":["1572-0381"]},"doi":"10.1075/is.12.1.06fis","date_updated":"2023-02-01T12:56:04Z","volume":12,"author":[{"last_name":"Fischer","full_name":"Fischer, Kerstin","first_name":"Kerstin"},{"first_name":"Kilian","last_name":"Foth","full_name":"Foth, Kilian"},{"first_name":"Katharina","full_name":"Rohlfing, Katharina","id":"50352","last_name":"Rohlfing"},{"first_name":"Britta","last_name":"Wrede","full_name":"Wrede, Britta"}],"status":"public","type":"journal_article","_id":"17233","department":[{"_id":"749"}],"user_id":"14931","year":"2011","issue":"1","title":"Mindful tutors: Linguistic choice and action demonstration in speech to infants and a simulated robot","publisher":"John Benjamins Publishing Company","date_created":"2020-06-24T13:01:57Z","abstract":[{"text":"It has been proposed that the design of robots might benefit from interactions that are similar to caregiver–child interactions, which is tailored to children’s respective capacities to a high degree. However, so far little is known about how people adapt their tutoring behaviour to robots and whether robots can evoke input that is similar to child-directed interaction. The paper presents detailed analyses of speakers’ linguistic and non-linguistic behaviour, such as action demonstration, in two comparable situations: In one experiment, parents described and explained to their nonverbal infants the use of certain everyday objects; in the other experiment, participants tutored a simulated robot on the same objects. The results, which show considerable differences between the two situations on almost all measures, are discussed in the light of the computer-as-social-actor paradigm and the register hypothesis.","lang":"eng"}],"publication":"Interaction Studies","keyword":["human–robot interaction (HRI)","social communication","register theory","motionese","robotese","child-directed speech (CDS)","motherese","mindless transfer","computers-as-social-actors"],"language":[{"iso":"eng"}]},{"title":"Children's lexical skills and task demands affect gestural behavior in mothers of late-talking children and children with typical language development","doi":"10.1075/gest.10.2-3.07gri","publisher":"John Benjamins Publishing Company","date_updated":"2023-02-01T13:01:23Z","volume":10,"author":[{"last_name":"Grimminger","full_name":"Grimminger, Angela","id":"57578","first_name":"Angela"},{"first_name":"Katharina","id":"50352","full_name":"Rohlfing, Katharina","last_name":"Rohlfing"},{"first_name":"Prisca","last_name":"Stenneken","full_name":"Stenneken, Prisca"}],"date_created":"2020-06-24T13:02:24Z","year":"2010","page":"251-278","intvolume":"        10","citation":{"chicago":"Grimminger, Angela, Katharina Rohlfing, and Prisca Stenneken. “Children’s Lexical Skills and Task Demands Affect Gestural Behavior in Mothers of Late-Talking Children and Children with Typical Language Development.” <i>Gesture</i> 10, no. 2 (2010): 251–78. <a href=\"https://doi.org/10.1075/gest.10.2-3.07gri\">https://doi.org/10.1075/gest.10.2-3.07gri</a>.","ieee":"A. Grimminger, K. Rohlfing, and P. Stenneken, “Children’s lexical skills and task demands affect gestural behavior in mothers of late-talking children and children with typical language development,” <i>Gesture</i>, vol. 10, no. 2, pp. 251–278, 2010, doi: <a href=\"https://doi.org/10.1075/gest.10.2-3.07gri\">10.1075/gest.10.2-3.07gri</a>.","ama":"Grimminger A, Rohlfing K, Stenneken P. Children’s lexical skills and task demands affect gestural behavior in mothers of late-talking children and children with typical language development. <i>Gesture</i>. 2010;10(2):251-278. doi:<a href=\"https://doi.org/10.1075/gest.10.2-3.07gri\">10.1075/gest.10.2-3.07gri</a>","apa":"Grimminger, A., Rohlfing, K., &#38; Stenneken, P. (2010). Children’s lexical skills and task demands affect gestural behavior in mothers of late-talking children and children with typical language development. <i>Gesture</i>, <i>10</i>(2), 251–278. <a href=\"https://doi.org/10.1075/gest.10.2-3.07gri\">https://doi.org/10.1075/gest.10.2-3.07gri</a>","short":"A. Grimminger, K. Rohlfing, P. Stenneken, Gesture 10 (2010) 251–278.","bibtex":"@article{Grimminger_Rohlfing_Stenneken_2010, title={Children’s lexical skills and task demands affect gestural behavior in mothers of late-talking children and children with typical language development}, volume={10}, DOI={<a href=\"https://doi.org/10.1075/gest.10.2-3.07gri\">10.1075/gest.10.2-3.07gri</a>}, number={2}, journal={Gesture}, publisher={John Benjamins Publishing Company}, author={Grimminger, Angela and Rohlfing, Katharina and Stenneken, Prisca}, year={2010}, pages={251–278} }","mla":"Grimminger, Angela, et al. “Children’s Lexical Skills and Task Demands Affect Gestural Behavior in Mothers of Late-Talking Children and Children with Typical Language Development.” <i>Gesture</i>, vol. 10, no. 2, John Benjamins Publishing Company, 2010, pp. 251–78, doi:<a href=\"https://doi.org/10.1075/gest.10.2-3.07gri\">10.1075/gest.10.2-3.07gri</a>."},"publication_identifier":{"issn":["1569-9773"]},"issue":"2","keyword":["task- oriented dialogue","Late Talker","maternal multimodal input","gestural motherese"],"language":[{"iso":"eng"}],"_id":"17256","department":[{"_id":"749"}],"user_id":"14931","status":"public","publication":"Gesture","type":"journal_article"},{"type":"conference","publication":"Development and Learning, 2009. ICDL 2009. IEEE 8th International Conference on Development and Learning","status":"public","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."}],"user_id":"14931","department":[{"_id":"749"}],"_id":"17272","language":[{"iso":"eng"}],"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"],"citation":{"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>.","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>.","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} }","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.","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>.","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>","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>"},"page":"1-6","year":"2009","author":[{"first_name":"Anna-Lisa","last_name":"Vollmer","full_name":"Vollmer, Anna-Lisa"},{"last_name":"Lohan","full_name":"Lohan, Katrin Solveig","first_name":"Katrin Solveig"},{"first_name":"Kerstin","last_name":"Fischer","full_name":"Fischer, Kerstin"},{"first_name":"Yukie","full_name":"Nagai, Yukie","last_name":"Nagai"},{"last_name":"Pitsch","full_name":"Pitsch, Karola","first_name":"Karola"},{"first_name":"Jannik","full_name":"Fritsch, Jannik","last_name":"Fritsch"},{"first_name":"Katharina","last_name":"Rohlfing","full_name":"Rohlfing, Katharina","id":"50352"},{"first_name":"Britta","last_name":"Wrede","full_name":"Wrede, Britta"}],"date_created":"2020-06-24T13:02:43Z","publisher":"IEEE","date_updated":"2023-02-01T13:06:43Z","doi":"10.1109/DEVLRN.2009.5175516","title":"People modify their tutoring behavior in robot-directed interaction for action learning"},{"publication_identifier":{"issn":["1568-5535"]},"page":"1183-1199","intvolume":"        20","citation":{"short":"K. Rohlfing, J. Fritsch, B. Wrede, T. Jungmann, Advanced Robotics 20 (2006) 1183–1199.","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>.","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} }","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>","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>.","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>"},"date_updated":"2023-02-01T13:14:36Z","volume":20,"author":[{"id":"50352","full_name":"Rohlfing, Katharina","last_name":"Rohlfing","first_name":"Katharina"},{"first_name":"Jannik","last_name":"Fritsch","full_name":"Fritsch, Jannik"},{"last_name":"Wrede","full_name":"Wrede, Britta","first_name":"Britta"},{"first_name":"Tanja","last_name":"Jungmann","full_name":"Jungmann, Tanja"}],"doi":"10.1163/156855306778522532","type":"journal_article","status":"public","_id":"17289","department":[{"_id":"749"}],"user_id":"14931","issue":"10","year":"2006","publisher":"VSP BV","date_created":"2020-06-24T13:03:02Z","title":"How can multimodal cues from child-directed interaction reduce learning complexity in robots?","publication":"Advanced Robotics","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"}],"keyword":["multi-modal motherese","child-directed input","motionese","learning mechanisms"],"language":[{"iso":"eng"}]}]