@inbook{41361,
  author       = {{Seifert, Andreas and König, Johannes}},
  booktitle    = {{Lehramtsstudierende erwerben pädagogisches Professionswissen. Ergebnisse der Längsschnittstudie LEK zur Wirksamkeit der erziehungswissenschaftlichen Lehrerausbildung.}},
  editor       = {{König, JOhannes and Seifert, Andreas}},
  publisher    = {{Waxmann}},
  title        = {{{Anlage und Durchführung der LEK-Studie.}}},
  year         = {{2012}},
}

@book{34534,
  abstract     = {{Computer gelten als prägende Faktoren unserer Gesellschaft, ohne dass die ihnen zugesprochene Gestaltungsmacht systematisch hinterfragt würde. Gemeinhin werden sie als Rechenmaschine, Medium oder Notationssystem adressiert. Unklar bleibt, welcher Status Computern als Ding überhaupt zukommt. Mit ihrer kritischen Neulektüre von Vilém Flusser und Mark Weiser legt Suzana Alpsancar zwei symptomatische Computerkonzepte im Diskurs des Digitalen frei. Sie zeigt, dass eine Reflexion der Gestaltungsmacht von Computern neben typischen Gebrauchsweisen gerade auch auf ihre potenzielle Widerständigkeit als Dinge abheben muss, um ihre Medialität angemessen erfassen zu können.}},
  author       = {{Alpsancar, Suzana}},
  isbn         = {{9783837619515}},
  issn         = {{2702-900X}},
  pages        = {{322}},
  publisher    = {{transcript Verlag}},
  title        = {{{Das Ding namens Computer. Eine kritische Neulektüre von Vilém Flusser und Mark Weiser}}},
  doi          = {{10.14361/transcript.9783839419519}},
  year         = {{2012}},
}

@article{17215,
  author       = {{Schilling, Malte and Rohlfing, Katharina and Cruse, Holk}},
  issn         = {{1664-1078}},
  journal      = {{Frontiers in Psychology}},
  number       = {{405}},
  pages        = {{405}},
  publisher    = {{Frontiers Media SA}},
  title        = {{{Prediction as internal simulation: Taking chances in what to do next}}},
  doi          = {{10.3389/fpsyg.2012.00405}},
  volume       = {{3}},
  year         = {{2012}},
}

@article{17225,
  abstract     = {{How is communicative gesture behavior in robots perceived by humans? Although gesture is crucial in social interaction, this research question is still largely unexplored in the field of social robotics. Thus, the main objective of the present work is to investigate how gestural machine behaviors can be used to design more natural communication in social robots. The chosen approach is twofold. Firstly, the technical challenges encountered when implementing a speech-gesture generation model on a robotic platform are tackled. We present a framework that enables the humanoid robot to flexibly produce synthetic speech and co-verbal hand and arm gestures at run-time, while not being limited to a predefined repertoire of motor actions. Secondly, the achieved flexibility in robot gesture is exploited in controlled experiments. To gain a deeper understanding of how communicative robot gesture might impact and shape human perception and evaluation of human-robot interaction, we conducted a between-subjects experimental study using the humanoid robot in a joint task scenario. We manipulated the non-verbal behaviors of the robot in three experimental conditions, so that it would refer to objects by utilizing either (1) unimodal (i.e., speech only) utterances, (2) congruent multimodal (i.e., semantically matching speech and gesture) or (3) incongruent multimodal (i.e., semantically non-matching speech and gesture) utterances. Our findings reveal that the robot is evaluated more positively when non-verbal behaviors such as hand and arm gestures are displayed along with speech, even if they do not semantically match the spoken utterance.}},
  author       = {{Salem, Maha and Kopp, Stefan and Wachsmuth, Ipke and Rohlfing, Katharina and Joublin, Frank}},
  issn         = {{1875-4805}},
  journal      = {{International Journal of Social Robotics, Special Issue on Expectations, Intentions, and Actions}},
  keywords     = {{Social Human-Robot Interaction, Multimodal Interaction and Conversational Skills, Robot Companions and Social Robots, Non-verbal Cues and Expressiveness}},
  number       = {{2}},
  pages        = {{201--217}},
  publisher    = {{Springer Science + Business Media}},
  title        = {{{Generation and evaluation of communicative robot gesture}}},
  doi          = {{10.1007/s12369-011-0124-9}},
  volume       = {{4}},
  year         = {{2012}},
}

@inproceedings{17228,
  abstract     = {{The paper investigates the effects of a robot’s “on-line” feedback during a tutoring situation with a human tutor. Analysis is based on a study conducted with an iCub robot that autonomously generates its feedback (gaze, pointing gesture) based on the system’s perception of the tutor’s actions using the idea of reciprocity of actions. Sequential micro-analysis of two opposite cases reveals how the robot’s behavior (responsive vs. non-responsive) pro-actively shapes the tutor’s conduct and thus co-produces the way in which it is being tutored. A dialogic and a monologic tutoring style are distinguished. The first 20 seconds of an encounter are found to shape the user’s perception and expectations of the system’s competences and lead to a relatively stable tutoring style even if the robot’s reactivity and appropriateness of feedback changes.}},
  author       = {{Pitsch, Karola and Lohan, Katrin Solveig and Rohlfing, Katharina and Saunders, Joe and Nehaniv, Chrystopher L. and Wrede, Britta}},
  booktitle    = {{Proceedings of the 21TH IEEE International Symposium on Robot and Human Interactive Communication (RO-MAN 2012)}},
  pages        = {{974--981}},
  publisher    = {{IEEE}},
  title        = {{{Better be reactive at the beginning. Implications of the first seconds of an encounter for the tutoring style in human-robot-interaction}}},
  year         = {{2012}},
}

@inproceedings{41420,
  author       = {{Seifert, Andreas and König, Johannes}},
  booktitle    = {{EARLI SIG 11 Conference „Teaching and Teacher education in an Era of Accountabi-lity – What do we know and what do we need to know?”}},
  location     = {{Bergen}},
  title        = {{{On the relational structure of two tests measuring general pedagogical knowledge.}}},
  year         = {{2012}},
}

@inproceedings{41418,
  author       = {{Seifert, Andreas and König, Johannes}},
  booktitle    = {{DGfE-Kongress „Erziehungs-wissenschaftliche Grenzgänge”}},
  location     = {{Osnabrück}},
  title        = {{{LEK – Längsschnittliche Erhebung pädagogischer Kompetenzen von Lehramtsstudie-renden: Zusammenhangsstruktur der Konstrukte der beiden Tests des pädagogi-schen Wissens.}}},
  year         = {{2012}},
}

@inbook{17224,
  author       = {{Grimminger, Angela and Rohlfing, Katharina and Stenneken, Prisca}},
  booktitle    = {{Gesture and Multimodal Development}},
  editor       = {{Colletta, Jean-Marc and Guidetti, Michèle}},
  isbn         = {{9789027202581}},
  pages        = {{129--155}},
  publisher    = {{John Benjamins Publishing Company}},
  title        = {{{Children's lexical skills and task demands affect gestural behavior in mothers of late-talking children and children with typical language development [Reprint]}}},
  volume       = {{39}},
  year         = {{2012}},
}

@inproceedings{17226,
  author       = {{Szufnarowska, Joanna and Nomikou, Iris and Rohlfing, Katharina}},
  title        = {{{Educating each other's attention: Mothers' and infants' eye-contact within natural interactions at 3 and 6 months of age.}}},
  year         = {{2012}},
}

@inproceedings{17227,
  author       = {{Nomikou, Iris and Rohlfing, Katharina}},
  title        = {{{Adapting the input collaboratively: the development of multimodal practices in early mother-infant interactions.}}},
  year         = {{2012}},
}

@inproceedings{17223,
  author       = {{Nomikou, Iris and Lohan, Katrin Solveig and Rohlfing, Katharina}},
  title        = {{{Adaptive maternal synchrony: multimodal practices are tailored to infants' attention}}},
  year         = {{2012}},
}

@inproceedings{17229,
  author       = {{Nomikou, Iris and Lohan, Katrin Solveig and Rohlfing, Katharina}},
  title        = {{{Infants' gaze modulates maternal multimodal input: A study with 3-month-olds}}},
  year         = {{2012}},
}

@inproceedings{41422,
  author       = {{Watson, Christina and Seifert, Andreas and König, Johannes}},
  booktitle    = {{EARLI SIG 11 Conference „Teaching and Teacher education in an Era of Accounta-bility – What do we know and what do we need to know?}},
  location     = {{Bergen}},
  title        = {{{On the impact of institutional factors on general pedagogical knowledge.}}},
  year         = {{2012}},
}

@inproceedings{40085,
  author       = {{Hellmich, Frank and Koch, Katja and Hardy, Ilonka}},
  title        = {{{Moderation des Symposiums "Entwicklung und Förderung von Kindern mit Zuwanderungsgeschichte im Vor- und Grundschulalter". Symposium auf dem 23. Kongress der Deutschen Gesellschaft für Erziehungswissenschaft (DGfE)}}},
  year         = {{2012}},
}

@inproceedings{38204,
  author       = {{Förster, Sabrina and Hoya, Fabian Karl and Hellmich, Frank}},
  publisher    = {{Universität Erlangen-Nürnberg}},
  title        = {{{Wirksamkeit eines wortschatzbasierten Lesestrategietrainings auf Lesekompetenzen von Grundschulkindern mit Deutsch als Zweitsprache. Vortrag auf der 21. Jahrestagung der Kommission „Grundschulforschung und Pädagogik der Primarstufe“ der Deutschen Gesellschaft für Erziehungswissenschaft (DGfE, Sektion Schulpädagogik)}}},
  year         = {{2012}},
}

@inproceedings{38206,
  author       = {{Hoya, Fabian Karl and Förster, Sabrina and Hellmich, Frank}},
  publisher    = {{Universität Erlangen-Nürnberg}},
  title        = {{{Entwicklung diagnostischer Fähigkeiten bei Lehramtsstudierenden – Ergebnisse aus einer Trendstudie. Posterpräsentation auf der 21. Jahrestagung der Kommission „Grundschulforschung und Pädagogik der Primarstufe“ der Deutschen Gesellschaft für Erziehungswissenschaft (DGfE, Sektion Schulpädagogik)}}},
  year         = {{2012}},
}

@inproceedings{38203,
  author       = {{Hellmich, Frank and Förster, Sabrina}},
  title        = {{{Leseförderung durch ein wortschatzbasiertes Lesestrategietraining – Vorstellung eines evaluierten Konzepts für Kinder mit Deutsch als Zweitsprache. Vortrag auf der Tagung der Deutschen Gesellschaft für Lesen und Schreiben (DGLS)}}},
  year         = {{2012}},
}

@inproceedings{38207,
  author       = {{Hellmich, Frank}},
  publisher    = {{Universität Rostock}},
  title        = {{{Rückmeldungen im Unterricht und Kompetenzerwerb in der Grundschule}}},
  year         = {{2012}},
}

@inproceedings{38205,
  author       = {{Hellmich, Frank}},
  publisher    = {{Universität Regensburg}},
  title        = {{{Rückmeldungen und Lernprozesse im Grundschulunterricht}}},
  year         = {{2012}},
}

@article{26068,
  author       = {{Luo, Kai Hong and Huang, Bo-Qiang and Zheng, Wei-Mou and Wu, Ling-An}},
  issn         = {{0256-307X}},
  journal      = {{Chinese Physics Letters}},
  title        = {{{Nonlocal Imaging by Conditional Averaging of Random Reference Measurements}}},
  doi          = {{10.1088/0256-307x/29/7/074216}},
  year         = {{2012}},
}