@article{17204, abstract = {{In a longitudinal naturalistic study, we observed German mothers interacting with their infants when they were 3 and 6 months old. Pursuing the idea that infants’ attention is socialized in everyday interactions, we explored whether eye contact is reinforced selectively by behavioral modification in the input provided to infants. Applying a microanalytical approach focusing on the sequential organization of interaction, we explored how the mother draws the infant’s attention to herself and how she tries to maintain attention when the infant is looking at her. Results showed that eye contact is reinforced by specific infant-directed practices: interrogatives and conversational openings, multimodal stimulation, repetition, and imitation. In addition, these practices are contingent on the infant’s own behavior. By comparing the two data points (3 and 6 months), we showed how the education of attention evolves hand-in-hand with the developing capacities of the infant.}}, author = {{Nomikou, Iris and Rohlfing, Katharina and Szufnarowska, Joanna}}, issn = {{1572-0381}}, journal = {{Interaction Studies}}, keywords = {{interactional adaptation, multimodal input, social learning, ecology of attention, eye contact}}, number = {{2}}, pages = {{240--267}}, publisher = {{John Benjamins Publishing Company}}, title = {{{Educating attention: recruiting, maintaining, and framing eye contact in early natural mother-infant interactions}}}, doi = {{10.1075/is.14.2.05nom}}, volume = {{14}}, year = {{2013}}, } @article{17205, abstract = {{We trained forty German-speaking children aged 1;8–2;0 in their comprehension of UNTER [UNDER]. The target word was presented within semantically organized input in the form of a ‘narrative’ to the experimental group and within ‘unconnected speech’ to the control group. We tested children’s learning by asking them to perform an UNDER-relation before, immediately after, and again one day after the training using familiarized and unfamiliarized materials. Compared to controls, the experimental group learned better and retained more. Children with advanced expressive lexicons in particular were aided in generalizing to unfamiliarized materials by the narrative presentation. This study extends our understanding of how narrations scaffold young children’s enrichment of nascent word knowledge.}}, author = {{Nachtigäller, Kerstin and Rohlfing, Katharina and McGregor, Karla K.}}, issn = {{1469-7602}}, journal = {{Journal of Child Language}}, number = {{04}}, pages = {{900--917}}, publisher = {{Cambridge University Press (CUP)}}, title = {{{A story about a word: does narrative presentation promote learning of a spatial preposition in German two-year-olds?}}}, doi = {{10.1017/S0305000912000311}}, volume = {{40}}, year = {{2013}}, } @inproceedings{41413, author = {{Seifert, Andreas and Schütz, Julia and Gunkel, Marjaana and Beck, Karin and Balsam, Rebecca and Newig, Jens and Hellmann, Karina and Teigeler, Mareike}}, booktitle = {{DGHD-Tagung „Professionalisierung der Hochschuldidaktik”}}, location = {{Magdeburg}}, title = {{{Das Leuphana College: Ein in Europa einzigartiges Hochschulmodell – Innovative hochschuldidaktische Veranstaltungsformate.}}}, year = {{2013}}, } @article{17208, author = {{Rohlfing, Katharina and Deak, Gedeon O.}}, issn = {{1943-0612}}, journal = {{IEEE Transactions on Autonomous Mental Development}}, number = {{3 (Special Iss.)}}, publisher = {{Institute of Electrical & Electronics Engineers (IEEE)}}, title = {{{Microdynamics of Interaction: Capturing and Modeling Infants' Social Learning}}}, doi = {{10.1109/TAMD.2013.2278456}}, volume = {{5}}, year = {{2013}}, } @book{17207, author = {{Rohlfing, Katharina}}, isbn = {{978-3823367727}}, pages = {{215}}, publisher = {{Gunter Narr Verlag}}, title = {{{Frühkindliche Semantik. Eine Einführung}}}, year = {{2013}}, } @inproceedings{17209, author = {{Rohlfing, Katharina and Grimminger, Angela and Nachtigäller, Kerstin}}, title = {{{Which Semantic Synchrony?}}}, year = {{2013}}, } @inproceedings{41415, author = {{Seifert, Andreas}}, booktitle = {{AEPF-Tagung „Empirische Bildungsforschung und evidenzbasierte Reformen im Bildungswesen”}}, location = {{Dortmund}}, title = {{{Qualitätssicherung im bildungswissenschaftlichen Studium – methodologische Überlegungen.}}}, year = {{2013}}, } @inproceedings{41414, author = {{Seifert, Andreas}}, booktitle = {{Spring School der Forschungsgruppe Schul- und Unterrichtsentwicklung „Professio-nalisierung von Lehrkräften”}}, location = {{Erfurt}}, title = {{{Erwerben Lehramtsstudierende pädagogisches Professionswissen?}}}, year = {{2013}}, } @article{17210, author = {{Rączaszek-Leonardi, Joanna and Nomikou, Iris and Rohlfing, Katharina}}, issn = {{1943-0612}}, journal = {{IEEE Transactions on Autonomous Mental Development}}, number = {{3}}, pages = {{210--221}}, publisher = {{Institute of Electrical & Electronics Engineers (IEEE)}}, title = {{{Young children's dialogical actions: The beginnings of purposeful intersubjectivity}}}, doi = {{10.1109/TAMD.2013.2273258}}, volume = {{5}}, year = {{2013}}, } @article{17214, author = {{Rohlfing, Katharina and Nomikou, Iris and Pitsch, Karola }}, issn = {{1572-0373}}, journal = {{Interaction Studies}}, number = {{2}}, publisher = {{John Benjamins Publishing Company}}, title = {{{Asymmetry and adaptation in social interaction: A micro-analytic perspective}}}, doi = {{10.1075/is.14.2.001nom}}, volume = {{14}}, year = {{2013}}, } @article{17213, author = {{Lehmden von, Friederike and Kauffeldt, Johanna and Belke, Eva and Rohlfing, Katharina}}, issn = {{2193-9152}}, journal = {{Praxis Sprache}}, pages = {{18--27}}, publisher = {{Schulz-Kirchner Verl.}}, title = {{{Das Vorlesen von Kinderbüchern als implizites Mittel zur Sprachförderung im Bereich Grammatik}}}, volume = {{1}}, year = {{2013}}, } @inproceedings{17212, author = {{Rohlfing, Katharina and Salas Poblete, Juana and Frank, Joublin}}, issn = {{2308-2275}}, title = {{{Learning new words in unfamiliar frames from direct and indirect teaching.}}}, year = {{2013}}, } @inproceedings{17211, author = {{Rączaszek-Leonardi, Joanna and Nomikou, Iris and Rohlfing, Katharina}}, title = {{{The Development of Purposeful Intersubjectivity}}}, year = {{2013}}, } @inproceedings{38197, author = {{Förster, Sabrina and Hellmich, Frank}}, publisher = {{Technische Universität Dortmund}}, title = {{{Effekte eines wortschatzbasierten Lesestrategietrainings auf überfachliche Kompetenzen bei Schülerinnen und Schülern im Grundschulalter. Vortrag auf der Tagung der DGfE-Sektion Empirische Bildungsforschung. AEPF/KBBB 2013}}}, year = {{2013}}, } @inproceedings{38200, author = {{Hellmich, Frank and Förster, Sabrina}}, publisher = {{Christian-Albrechts-Universität zu Kiel}}, title = {{{Effektivität eines wortschatzbasierten Lesestrategietrainings bei Kindern mit Deutsch als Zweitsprache in der Grundschule. Vortrag auf der 1.Tagung der Gesellschaft für Empirische Bildungsforschung (GEBF)}}}, year = {{2013}}, } @inproceedings{38198, author = {{Hellmich, Frank and Hoya, Fabian Karl}}, publisher = {{Technische Universität Dortmund}}, title = {{{Individuelle Rückmeldungen und Kompetenzerwerb im Leseunterricht der Grundschule. Vortrag auf der Tagung der DGfE-Sektion Empirische Bildungsforschung. AEPF/KBBB 2013}}}, year = {{2013}}, } @inproceedings{38199, author = {{Hellmich, Frank}}, publisher = {{Universität Chemnitz}}, title = {{{Schulpädagogik des Primarbereichs – Aktuelle Herausforderungen in Forschung, Lehre und Unterrichtspraxis}}}, year = {{2013}}, } @inproceedings{38201, author = {{Hellmich, Frank}}, publisher = {{Otto-Friedrich-Universität Bamberg}}, title = {{{ Rückmeldungen und Lehr-Lernprozesse im Grundschulunterricht}}}, year = {{2013}}, } @inproceedings{38193, author = {{Förster, Sabrina and Hellmich, Frank}}, publisher = {{Technische Universität Braunschweig}}, title = {{{Entwicklung selbstbezogener Kognitionen und Motivationen von Grundschulkindern mit Deutsch als Zweitsprache nach der Implementation eines wortschatzbasierten Lesestrategietrainings. Vortrag auf der Tagung „Gemeinsam anders lehren und lernen – Wege in die inklusive Bildung“. Gemeinsame Jahrestagung der DGfE Kommission Grundschulforschung und Didaktik der Primarstufe und der DGfE Sektion Sonderpädagogik}}}, year = {{2013}}, } @inproceedings{38195, author = {{Görel, Gamze and Ort, Margarita and Hellmich, Frank}}, publisher = {{Technische Universität Braunschweig}}, title = {{{Einstellungen von Lehrkräften zum inklusiven Unterricht in der Grundschule. Vortrag im Rahmen des Symposiums „Qualität inklusiven Unterrichts in der Grundschule“ auf der Tagung „Gemeinsam anders lehren und lernen – Wege in die inklusive Bildung“. Gemeinsame Jahrestagung der DGfE Kommission Grundschulforschung und Didaktik der Primarstufe und der DGfE Sektion Sonderpädagogik}}}, year = {{2013}}, }