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In: <i>DGHD-Tagung „Professionalisierung der Hochschuldidaktik”</i>. ; 2013."},"publication_status":"published","quality_controlled":"1","title":"Das Leuphana College: Ein in Europa einzigartiges Hochschulmodell – Studienstruktur.","conference":{"location":"Magdeburg","end_date":"06.03.2013","start_date":"04.03.2013","name":"DGHD-Tagung „Professionalisierung der Hochschuldidaktik”"},"date_updated":"2023-02-01T16:04:31Z","date_created":"2023-02-01T16:04:28Z","author":[{"full_name":"Beck, Karin","last_name":"Beck","first_name":"Karin"},{"last_name":"Gunkel","full_name":"Gunkel, Marjaana","first_name":"Marjaana"},{"first_name":"Andreas","last_name":"Seifert","id":"693","full_name":"Seifert, Andreas"},{"last_name":"Schütz","full_name":"Schütz, Julia","first_name":"Julia"},{"first_name":"Ingrid","full_name":"Scharlau, Ingrid","last_name":"Scharlau"}],"status":"public","type":"conference_abstract","publication":"DGHD-Tagung „Professionalisierung der Hochschuldidaktik”","language":[{"iso":"ger"}],"_id":"41411","user_id":"693","department":[{"_id":"33"},{"_id":"427"}]},{"department":[{"_id":"749"}],"user_id":"14931","_id":"17206","language":[{"iso":"eng"}],"publication":"Theoretical and Computational Models of Word Learning: Trends in Psychology and Artificial Intelligence","type":"book_chapter","status":"public","editor":[{"first_name":"Lakshmi","last_name":"Gogate","full_name":"Gogate, Lakshmi"},{"first_name":"George","last_name":"Hollich","full_name":"Hollich, George"}],"abstract":[{"lang":"eng","text":"If they are to learn and interact with humans, robots need to understand actions and make use of language in social interactions. Hirsh-Pasek and Golinkoff (1996) have emphasized the use of language to learn actions when introducing the idea of acoustic packaging in human development. This idea suggests that acoustic information, typically in the form of narration, overlaps with action sequences, thereby providing infants with a bottom-up guide to attend to relevant parts and to find structure within them. The authors developed a computational model of the multimodal interplay of action and language in tutoring situations. This chapter presents the results of applying this model to multimodal parent-infant interaction data. Results are twofold and indicate that (a) infant-directed interaction is more structured than adult-directed interaction in that it contains more packages, and these packages have fewer motion segments; and (b) the synchronous structure within infant-directed packages contains redundant information making it possible to solve the reference problem when tying color adjectives to a moving object."}],"date_created":"2020-06-24T13:01:26Z","author":[{"first_name":"Britta","full_name":"Wrede, Britta","last_name":"Wrede"},{"last_name":"Schillingmann","full_name":"Schillingmann, Lars","first_name":"Lars"},{"first_name":"Katharina","last_name":"Rohlfing","full_name":"Rohlfing, Katharina","id":"50352"}],"date_updated":"2023-02-01T16:13:30Z","publisher":"IGI Global","doi":"10.4018/978-1-4666-2973-8.ch010","title":"Making Use of Multi-Modal Synchrony: A Model of Acoustic Packaging to Tie Words to Actions","publication_identifier":{"isbn":["1466629738"]},"page":"224-240","citation":{"apa":"Wrede, B., Schillingmann, L., &#38; Rohlfing, K. (2013). Making Use of Multi-Modal Synchrony: A Model of Acoustic Packaging to Tie Words to Actions. In L. Gogate &#38; G. Hollich (Eds.), <i>Theoretical and Computational Models of Word Learning: Trends in Psychology and Artificial Intelligence</i> (pp. 224–240). IGI Global. <a href=\"https://doi.org/10.4018/978-1-4666-2973-8.ch010\">https://doi.org/10.4018/978-1-4666-2973-8.ch010</a>","bibtex":"@inbook{Wrede_Schillingmann_Rohlfing_2013, title={Making Use of Multi-Modal Synchrony: A Model of Acoustic Packaging to Tie Words to Actions}, DOI={<a href=\"https://doi.org/10.4018/978-1-4666-2973-8.ch010\">10.4018/978-1-4666-2973-8.ch010</a>}, booktitle={Theoretical and Computational Models of Word Learning: Trends in Psychology and Artificial Intelligence}, publisher={IGI Global}, author={Wrede, Britta and Schillingmann, Lars and Rohlfing, Katharina}, editor={Gogate, Lakshmi and Hollich, George}, year={2013}, pages={224–240} }","mla":"Wrede, Britta, et al. “Making Use of Multi-Modal Synchrony: A Model of Acoustic Packaging to Tie Words to Actions.” <i>Theoretical and Computational Models of Word Learning: Trends in Psychology and Artificial Intelligence</i>, edited by Lakshmi Gogate and George Hollich, IGI Global, 2013, pp. 224–40, doi:<a href=\"https://doi.org/10.4018/978-1-4666-2973-8.ch010\">10.4018/978-1-4666-2973-8.ch010</a>.","short":"B. Wrede, L. Schillingmann, K. Rohlfing, in: L. Gogate, G. Hollich (Eds.), Theoretical and Computational Models of Word Learning: Trends in Psychology and Artificial Intelligence, IGI Global, 2013, pp. 224–240.","chicago":"Wrede, Britta, Lars Schillingmann, and Katharina Rohlfing. “Making Use of Multi-Modal Synchrony: A Model of Acoustic Packaging to Tie Words to Actions.” In <i>Theoretical and Computational Models of Word Learning: Trends in Psychology and Artificial Intelligence</i>, edited by Lakshmi Gogate and George Hollich, 224–40. IGI Global, 2013. <a href=\"https://doi.org/10.4018/978-1-4666-2973-8.ch010\">https://doi.org/10.4018/978-1-4666-2973-8.ch010</a>.","ieee":"B. Wrede, L. Schillingmann, and K. Rohlfing, “Making Use of Multi-Modal Synchrony: A Model of Acoustic Packaging to Tie Words to Actions,” in <i>Theoretical and Computational Models of Word Learning: Trends in Psychology and Artificial Intelligence</i>, L. Gogate and G. Hollich, Eds. IGI Global, 2013, pp. 224–240.","ama":"Wrede B, Schillingmann L, Rohlfing K. Making Use of Multi-Modal Synchrony: A Model of Acoustic Packaging to Tie Words to Actions. In: Gogate L, Hollich G, eds. <i>Theoretical and Computational Models of Word Learning: Trends in Psychology and Artificial Intelligence</i>. IGI Global; 2013:224-240. doi:<a href=\"https://doi.org/10.4018/978-1-4666-2973-8.ch010\">10.4018/978-1-4666-2973-8.ch010</a>"},"year":"2013"},{"department":[{"_id":"749"}],"user_id":"14931","_id":"17204","language":[{"iso":"eng"}],"keyword":["interactional adaptation","multimodal input","social learning","ecology of attention","eye contact"],"publication":"Interaction Studies","type":"journal_article","status":"public","abstract":[{"lang":"eng","text":"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."}],"volume":14,"author":[{"first_name":"Iris","last_name":"Nomikou","full_name":"Nomikou, Iris"},{"id":"50352","full_name":"Rohlfing, Katharina","last_name":"Rohlfing","first_name":"Katharina"},{"last_name":"Szufnarowska","full_name":"Szufnarowska, Joanna","first_name":"Joanna"}],"date_created":"2020-06-24T13:01:23Z","date_updated":"2023-02-01T16:12:50Z","publisher":"John Benjamins Publishing Company","doi":"10.1075/is.14.2.05nom","title":"Educating attention: recruiting, maintaining, and framing eye contact in early natural mother-infant interactions","issue":"2","publication_identifier":{"issn":["1572-0381"]},"intvolume":"        14","page":"240-267","citation":{"ama":"Nomikou I, Rohlfing K, Szufnarowska J. Educating attention: recruiting, maintaining, and framing eye contact in early natural mother-infant interactions. <i>Interaction Studies</i>. 2013;14(2):240-267. doi:<a href=\"https://doi.org/10.1075/is.14.2.05nom\">10.1075/is.14.2.05nom</a>","chicago":"Nomikou, Iris, Katharina Rohlfing, and Joanna Szufnarowska. “Educating Attention: Recruiting, Maintaining, and Framing Eye Contact in Early Natural Mother-Infant Interactions.” <i>Interaction Studies</i> 14, no. 2 (2013): 240–67. <a href=\"https://doi.org/10.1075/is.14.2.05nom\">https://doi.org/10.1075/is.14.2.05nom</a>.","ieee":"I. Nomikou, K. Rohlfing, and J. Szufnarowska, “Educating attention: recruiting, maintaining, and framing eye contact in early natural mother-infant interactions,” <i>Interaction Studies</i>, vol. 14, no. 2, pp. 240–267, 2013, doi: <a href=\"https://doi.org/10.1075/is.14.2.05nom\">10.1075/is.14.2.05nom</a>.","short":"I. Nomikou, K. Rohlfing, J. Szufnarowska, Interaction Studies 14 (2013) 240–267.","mla":"Nomikou, Iris, et al. “Educating Attention: Recruiting, Maintaining, and Framing Eye Contact in Early Natural Mother-Infant Interactions.” <i>Interaction Studies</i>, vol. 14, no. 2, John Benjamins Publishing Company, 2013, pp. 240–67, doi:<a href=\"https://doi.org/10.1075/is.14.2.05nom\">10.1075/is.14.2.05nom</a>.","bibtex":"@article{Nomikou_Rohlfing_Szufnarowska_2013, title={Educating attention: recruiting, maintaining, and framing eye contact in early natural mother-infant interactions}, volume={14}, DOI={<a href=\"https://doi.org/10.1075/is.14.2.05nom\">10.1075/is.14.2.05nom</a>}, number={2}, journal={Interaction Studies}, publisher={John Benjamins Publishing Company}, author={Nomikou, Iris and Rohlfing, Katharina and Szufnarowska, Joanna}, year={2013}, pages={240–267} }","apa":"Nomikou, I., Rohlfing, K., &#38; Szufnarowska, J. (2013). Educating attention: recruiting, maintaining, and framing eye contact in early natural mother-infant interactions. <i>Interaction Studies</i>, <i>14</i>(2), 240–267. <a href=\"https://doi.org/10.1075/is.14.2.05nom\">https://doi.org/10.1075/is.14.2.05nom</a>"},"year":"2013"},{"issue":"04","publication_identifier":{"issn":["1469-7602"]},"intvolume":"        40","page":"900-917","citation":{"apa":"Nachtigäller, K., Rohlfing, K., &#38; McGregor, K. K. (2013). A story about a word: does narrative presentation promote learning of a spatial preposition in German two-year-olds? <i>Journal of Child Language</i>, <i>40</i>(04), 900–917. <a href=\"https://doi.org/10.1017/S0305000912000311\">https://doi.org/10.1017/S0305000912000311</a>","mla":"Nachtigäller, Kerstin, et al. “A Story about a Word: Does Narrative Presentation Promote Learning of a Spatial Preposition in German Two-Year-Olds?” <i>Journal of Child Language</i>, vol. 40, no. 04, Cambridge University Press (CUP), 2013, pp. 900–17, doi:<a href=\"https://doi.org/10.1017/S0305000912000311\">10.1017/S0305000912000311</a>.","short":"K. Nachtigäller, K. Rohlfing, K.K. McGregor, Journal of Child Language 40 (2013) 900–917.","bibtex":"@article{Nachtigäller_Rohlfing_McGregor_2013, title={A story about a word: does narrative presentation promote learning of a spatial preposition in German two-year-olds?}, volume={40}, DOI={<a href=\"https://doi.org/10.1017/S0305000912000311\">10.1017/S0305000912000311</a>}, number={04}, journal={Journal of Child Language}, publisher={Cambridge University Press (CUP)}, author={Nachtigäller, Kerstin and Rohlfing, Katharina and McGregor, Karla K.}, year={2013}, pages={900–917} }","ieee":"K. Nachtigäller, K. Rohlfing, and K. K. McGregor, “A story about a word: does narrative presentation promote learning of a spatial preposition in German two-year-olds?,” <i>Journal of Child Language</i>, vol. 40, no. 04, pp. 900–917, 2013, doi: <a href=\"https://doi.org/10.1017/S0305000912000311\">10.1017/S0305000912000311</a>.","chicago":"Nachtigäller, Kerstin, Katharina Rohlfing, and Karla K. McGregor. “A Story about a Word: Does Narrative Presentation Promote Learning of a Spatial Preposition in German Two-Year-Olds?” <i>Journal of Child Language</i> 40, no. 04 (2013): 900–917. <a href=\"https://doi.org/10.1017/S0305000912000311\">https://doi.org/10.1017/S0305000912000311</a>.","ama":"Nachtigäller K, Rohlfing K, McGregor KK. A story about a word: does narrative presentation promote learning of a spatial preposition in German two-year-olds? <i>Journal of Child Language</i>. 2013;40(04):900-917. doi:<a href=\"https://doi.org/10.1017/S0305000912000311\">10.1017/S0305000912000311</a>"},"year":"2013","volume":40,"date_created":"2020-06-24T13:01:24Z","author":[{"first_name":"Kerstin","full_name":"Nachtigäller, Kerstin","last_name":"Nachtigäller"},{"last_name":"Rohlfing","full_name":"Rohlfing, Katharina","id":"50352","first_name":"Katharina"},{"last_name":"McGregor","full_name":"McGregor, Karla K.","first_name":"Karla K."}],"date_updated":"2023-02-01T16:13:05Z","publisher":"Cambridge University Press (CUP)","doi":"10.1017/S0305000912000311","title":"A story about a word: does narrative presentation promote learning of a spatial preposition in German two-year-olds?","publication":"Journal of Child Language","type":"journal_article","status":"public","abstract":[{"lang":"eng","text":"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."}],"department":[{"_id":"749"}],"user_id":"14931","_id":"17205","language":[{"iso":"eng"}]},{"status":"public","type":"conference_abstract","publication":"DGHD-Tagung „Professionalisierung der Hochschuldidaktik”","language":[{"iso":"ger"}],"user_id":"693","department":[{"_id":"33"},{"_id":"427"}],"_id":"41413","citation":{"bibtex":"@inproceedings{Seifert_Schütz_Gunkel_Beck_Balsam_Newig_Hellmann_Teigeler_2013, title={Das Leuphana College: Ein in Europa einzigartiges Hochschulmodell – Innovative hochschuldidaktische Veranstaltungsformate.}, booktitle={DGHD-Tagung „Professionalisierung der Hochschuldidaktik”}, author={Seifert, Andreas and Schütz, Julia and Gunkel, Marjaana and Beck, Karin and Balsam, Rebecca and Newig, Jens and Hellmann, Karina and Teigeler, Mareike}, year={2013} }","short":"A. Seifert, J. Schütz, M. Gunkel, K. Beck, R. Balsam, J. Newig, K. Hellmann, M. Teigeler, in: DGHD-Tagung „Professionalisierung der Hochschuldidaktik”, 2013.","mla":"Seifert, Andreas, et al. “Das Leuphana College: Ein in Europa einzigartiges Hochschulmodell – Innovative hochschuldidaktische Veranstaltungsformate.” <i>DGHD-Tagung „Professionalisierung der Hochschuldidaktik”</i>, 2013.","apa":"Seifert, A., Schütz, J., Gunkel, M., Beck, K., Balsam, R., Newig, J., Hellmann, K., &#38; Teigeler, M. (2013). Das Leuphana College: Ein in Europa einzigartiges Hochschulmodell – Innovative hochschuldidaktische Veranstaltungsformate. <i>DGHD-Tagung „Professionalisierung der Hochschuldidaktik”</i>. DGHD-Tagung „Professionalisierung der Hochschuldidaktik”, Magdeburg.","ieee":"A. Seifert <i>et al.</i>, “Das Leuphana College: Ein in Europa einzigartiges Hochschulmodell – Innovative hochschuldidaktische Veranstaltungsformate.,” presented at the DGHD-Tagung „Professionalisierung der Hochschuldidaktik”, Magdeburg, 2013.","chicago":"Seifert, Andreas, Julia Schütz, Marjaana Gunkel, Karin Beck, Rebecca Balsam, Jens Newig, Karina Hellmann, and Mareike Teigeler. “Das Leuphana College: Ein in Europa einzigartiges Hochschulmodell – Innovative hochschuldidaktische Veranstaltungsformate.” In <i>DGHD-Tagung „Professionalisierung der Hochschuldidaktik”</i>, 2013.","ama":"Seifert A, Schütz J, Gunkel M, et al. Das Leuphana College: Ein in Europa einzigartiges Hochschulmodell – Innovative hochschuldidaktische Veranstaltungsformate. In: <i>DGHD-Tagung „Professionalisierung der Hochschuldidaktik”</i>. ; 2013."},"year":"2013","publication_status":"published","quality_controlled":"1","conference":{"start_date":"04.03.2014","name":"DGHD-Tagung „Professionalisierung der Hochschuldidaktik”","location":"Magdeburg","end_date":"06.03.2013"},"title":"Das Leuphana College: Ein in Europa einzigartiges Hochschulmodell – Innovative hochschuldidaktische Veranstaltungsformate.","author":[{"last_name":"Seifert","full_name":"Seifert, Andreas","id":"693","first_name":"Andreas"},{"full_name":"Schütz, Julia","last_name":"Schütz","first_name":"Julia"},{"first_name":"Marjaana","full_name":"Gunkel, Marjaana","last_name":"Gunkel"},{"full_name":"Beck, Karin","last_name":"Beck","first_name":"Karin"},{"full_name":"Balsam, Rebecca","last_name":"Balsam","first_name":"Rebecca"},{"full_name":"Newig, Jens","last_name":"Newig","first_name":"Jens"},{"first_name":"Karina","full_name":"Hellmann, Karina","last_name":"Hellmann"},{"full_name":"Teigeler, Mareike","last_name":"Teigeler","first_name":"Mareike"}],"date_created":"2023-02-01T16:14:20Z","date_updated":"2023-02-01T16:14:23Z"},{"status":"public","type":"journal_article","publication":"IEEE Transactions on Autonomous Mental Development","language":[{"iso":"eng"}],"_id":"17208","user_id":"14931","department":[{"_id":"749"}],"year":"2013","citation":{"ieee":"K. Rohlfing and G. O. Deak, “Microdynamics of Interaction: Capturing and Modeling Infants’ Social Learning,” <i>IEEE Transactions on Autonomous Mental Development</i>, vol. 5, no. 3 (Special Iss.), 2013, doi: <a href=\"https://doi.org/10.1109/TAMD.2013.2278456\">10.1109/TAMD.2013.2278456</a>.","chicago":"Rohlfing, Katharina, and Gedeon O. Deak. “Microdynamics of Interaction: Capturing and Modeling Infants’ Social Learning.” <i>IEEE Transactions on Autonomous Mental Development</i> 5, no. 3 (Special Iss.) (2013). <a href=\"https://doi.org/10.1109/TAMD.2013.2278456\">https://doi.org/10.1109/TAMD.2013.2278456</a>.","short":"K. Rohlfing, G.O. Deak, IEEE Transactions on Autonomous Mental Development 5 (2013).","bibtex":"@article{Rohlfing_Deak_2013, title={Microdynamics of Interaction: Capturing and Modeling Infants’ Social Learning}, volume={5}, DOI={<a href=\"https://doi.org/10.1109/TAMD.2013.2278456\">10.1109/TAMD.2013.2278456</a>}, number={3 (Special Iss.)}, journal={IEEE Transactions on Autonomous Mental Development}, publisher={Institute of Electrical &#38; Electronics Engineers (IEEE)}, author={Rohlfing, Katharina and Deak, Gedeon O.}, year={2013} }","mla":"Rohlfing, Katharina, and Gedeon O. Deak. “Microdynamics of Interaction: Capturing and Modeling Infants’ Social Learning.” <i>IEEE Transactions on Autonomous Mental Development</i>, vol. 5, no. 3 (Special Iss.), Institute of Electrical &#38; Electronics Engineers (IEEE), 2013, doi:<a href=\"https://doi.org/10.1109/TAMD.2013.2278456\">10.1109/TAMD.2013.2278456</a>.","apa":"Rohlfing, K., &#38; Deak, G. O. (2013). Microdynamics of Interaction: Capturing and Modeling Infants’ Social Learning. <i>IEEE Transactions on Autonomous Mental Development</i>, <i>5</i>(3 (Special Iss.)). <a href=\"https://doi.org/10.1109/TAMD.2013.2278456\">https://doi.org/10.1109/TAMD.2013.2278456</a>","ama":"Rohlfing K, Deak GO. Microdynamics of Interaction: Capturing and Modeling Infants’ Social Learning. <i>IEEE Transactions on Autonomous Mental Development</i>. 2013;5(3 (Special Iss.)). doi:<a href=\"https://doi.org/10.1109/TAMD.2013.2278456\">10.1109/TAMD.2013.2278456</a>"},"intvolume":"         5","publication_identifier":{"issn":["1943-0612"]},"issue":"3 (Special Iss.)","title":"Microdynamics of Interaction: Capturing and Modeling Infants' Social Learning","doi":"10.1109/TAMD.2013.2278456","publisher":"Institute of Electrical & Electronics Engineers (IEEE)","date_updated":"2023-02-01T16:14:03Z","author":[{"last_name":"Rohlfing","id":"50352","full_name":"Rohlfing, Katharina","first_name":"Katharina"},{"first_name":"Gedeon O.","full_name":"Deak, Gedeon O.","last_name":"Deak"}],"date_created":"2020-06-24T13:01:28Z","volume":5},{"publication_identifier":{"isbn":["978-3823367727"]},"year":"2013","page":"215","citation":{"ama":"Rohlfing K. <i>Frühkindliche Semantik. Eine Einführung</i>. Gunter Narr Verlag; 2013.","chicago":"Rohlfing, Katharina. <i>Frühkindliche Semantik. Eine Einführung</i>. Gunter Narr Verlag, 2013.","ieee":"K. Rohlfing, <i>Frühkindliche Semantik. Eine Einführung</i>. Gunter Narr Verlag, 2013.","apa":"Rohlfing, K. (2013). <i>Frühkindliche Semantik. Eine Einführung</i>. Gunter Narr Verlag.","short":"K. Rohlfing, Frühkindliche Semantik. Eine Einführung, Gunter Narr Verlag, 2013.","mla":"Rohlfing, Katharina. <i>Frühkindliche Semantik. Eine Einführung</i>. Gunter Narr Verlag, 2013.","bibtex":"@book{Rohlfing_2013, title={Frühkindliche Semantik. Eine Einführung}, publisher={Gunter Narr Verlag}, author={Rohlfing, Katharina}, year={2013} }"},"publisher":"Gunter Narr Verlag","date_updated":"2023-02-01T16:13:46Z","author":[{"first_name":"Katharina","id":"50352","full_name":"Rohlfing, Katharina","last_name":"Rohlfing"}],"date_created":"2020-06-24T13:01:27Z","title":"Frühkindliche Semantik. 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