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Nier, “Alkohol, Musik und Nervenkunst – Zur Berliner Bohème des ‚Schwarzen Ferkels‘ (1892-1894),” in <i>Realitätsflucht und Erkenntnissucht: Alkohol und Literatur</i>, 2014.","chicago":"Heidgen, Michael, and Svenja Nier. “Alkohol, Musik Und Nervenkunst – Zur Berliner Bohème Des ‚Schwarzen Ferkels‘ (1892-1894).” In <i>Realitätsflucht Und Erkenntnissucht: Alkohol Und Literatur</i>, 2014.","short":"M. Heidgen, S. Nier, in: Realitätsflucht Und Erkenntnissucht: Alkohol Und Literatur, 2014."},"publication":"Realitätsflucht und Erkenntnissucht: Alkohol und Literatur","date_created":"2023-02-01T13:39:53Z","type":"book_chapter","author":[{"id":"2134","last_name":"Heidgen","first_name":"Michael","full_name":"Heidgen, Michael"},{"first_name":"Svenja","last_name":"Nier","full_name":"Nier, Svenja"}],"status":"public","title":"Alkohol, Musik und Nervenkunst – Zur Berliner Bohème des ‚Schwarzen Ferkels‘ (1892-1894)","year":"2014","date_updated":"2023-02-01T13:42:15Z","_id":"41372","language":[{"iso":"eng"}],"user_id":"2134"},{"department":[{"_id":"33"},{"_id":"427"}],"type":"conference_abstract","date_created":"2023-02-01T15:39:52Z","quality_controlled":"1","citation":{"bibtex":"@inproceedings{Seifert_2014, title={Der Test zur Messung bildungswissenschaftlichen Wissens (BwW) als Beispiel der handlungsorientierten Operationalisierung kognitiver Fähigkeiten.}, booktitle={11. 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Sommerschule der Fakultät für Erziehungswissenschaft der Universität Hamburg.</i>, 2014.","ieee":"A. Seifert, “Der Test zur Messung bildungswissenschaftlichen Wissens (BwW) als Beispiel der handlungsorientierten Operationalisierung kognitiver Fähigkeiten.,” presented at the 11. Sommerschule der Fakultät für Erziehungswissenschaft der Universität Hamburg., Hamburg, 2014.","apa":"Seifert, A. (2014). Der Test zur Messung bildungswissenschaftlichen Wissens (BwW) als Beispiel der handlungsorientierten Operationalisierung kognitiver Fähigkeiten. <i>11. Sommerschule der Fakultät für Erziehungswissenschaft der Universität Hamburg.</i> 11. Sommerschule der Fakultät für Erziehungswissenschaft der Universität Hamburg., Hamburg."},"publication":"11. Sommerschule der Fakultät für Erziehungswissenschaft der Universität Hamburg.","user_id":"693","_id":"41406","language":[{"iso":"ger"}],"publication_status":"published","date_updated":"2023-02-01T15:39:56Z","author":[{"last_name":"Seifert","first_name":"Andreas","full_name":"Seifert, Andreas","id":"693"}],"conference":{"location":"Hamburg","name":"11. Sommerschule der Fakultät für Erziehungswissenschaft der Universität Hamburg.","start_date":"29.08.2014","end_date":"29.08.2014"},"status":"public","year":"2014","title":"Der Test zur Messung bildungswissenschaftlichen Wissens (BwW) als Beispiel der handlungsorientierten Operationalisierung kognitiver Fähigkeiten."},{"quality_controlled":"1","publication":"DGHD-Tagung „Leitkonzepte der Hochschuldidaktik: Theorie – Praxis – Empirie\"","citation":{"bibtex":"@inproceedings{Seifert_Schütz_2014, title={Wahlfreiheit am Lernort Hochschule – Die KOMFOR-Studie: Zum Wahlverhalten in fachübergreifenden Studienangeboten.}, booktitle={DGHD-Tagung „Leitkonzepte der Hochschuldidaktik: Theorie – Praxis – Empirie\"}, author={Seifert, Andreas and Schütz, Julia}, year={2014} }","ama":"Seifert A, Schütz J. Wahlfreiheit am Lernort Hochschule – Die KOMFOR-Studie: Zum Wahlverhalten in fachübergreifenden Studienangeboten. In: <i>DGHD-Tagung „Leitkonzepte der Hochschuldidaktik: Theorie – Praxis – Empirie\"</i>. ; 2014.","mla":"Seifert, Andreas, and Julia Schütz. “Wahlfreiheit am Lernort Hochschule – Die KOMFOR-Studie: Zum Wahlverhalten in fachübergreifenden Studienangeboten.” <i>DGHD-Tagung „Leitkonzepte der Hochschuldidaktik: Theorie – Praxis – Empirie\"</i>, 2014.","short":"A. Seifert, J. Schütz, in: DGHD-Tagung „Leitkonzepte der Hochschuldidaktik: Theorie – Praxis – Empirie\", 2014.","chicago":"Seifert, Andreas, and Julia Schütz. “Wahlfreiheit am Lernort Hochschule – Die KOMFOR-Studie: Zum Wahlverhalten in fachübergreifenden Studienangeboten.” In <i>DGHD-Tagung „Leitkonzepte der Hochschuldidaktik: Theorie – Praxis – Empirie\"</i>, 2014.","ieee":"A. Seifert and J. Schütz, “Wahlfreiheit am Lernort Hochschule – Die KOMFOR-Studie: Zum Wahlverhalten in fachübergreifenden Studienangeboten.,” presented at the DGHD-Tagung „Leitkonzepte der Hochschuldidaktik: Theorie – Praxis – Empirie\", Braunschweig, 2014.","apa":"Seifert, A., &#38; Schütz, J. (2014). Wahlfreiheit am Lernort Hochschule – Die KOMFOR-Studie: Zum Wahlverhalten in fachübergreifenden Studienangeboten. <i>DGHD-Tagung „Leitkonzepte der Hochschuldidaktik: Theorie – Praxis – Empirie\"</i>. DGHD-Tagung „Leitkonzepte der Hochschuldidaktik: Theorie – Praxis – Empirie\", Braunschweig."},"type":"conference_abstract","department":[{"_id":"33"},{"_id":"427"}],"date_created":"2023-02-01T15:43:23Z","date_updated":"2023-02-01T15:43:29Z","publication_status":"published","year":"2014","title":"Wahlfreiheit am Lernort Hochschule – Die KOMFOR-Studie: Zum Wahlverhalten in fachübergreifenden Studienangeboten.","status":"public","conference":{"end_date":"19.03.2014","location":"Braunschweig","start_date":"17.03.2014","name":"DGHD-Tagung „Leitkonzepte der Hochschuldidaktik: Theorie – Praxis – Empirie\""},"author":[{"id":"693","full_name":"Seifert, Andreas","last_name":"Seifert","first_name":"Andreas"},{"full_name":"Schütz, Julia","last_name":"Schütz","first_name":"Julia"}],"user_id":"693","language":[{"iso":"ger"}],"_id":"41407"},{"quality_controlled":"1","publication":"AEPF-Tagung „Der Forschung / Der Lehre / Der Bildung”","citation":{"short":"J. Schütz, A. Seifert, in: AEPF-Tagung „Der Forschung / Der Lehre / Der Bildung”, 2014.","ama":"Schütz J, Seifert A. Freiheit, die ich meine: Zum Wahlverhalten in fachübergreifenden Studienangeboten – Nomothetische und ideographische Zugänge. In: <i>AEPF-Tagung „Der Forschung / Der Lehre / Der Bildung”</i>. ; 2014.","chicago":"Schütz, Julia, and Andreas Seifert. “Freiheit, die ich meine: Zum Wahlverhalten in fachübergreifenden Studienangeboten – Nomothetische und ideographische Zugänge.” In <i>AEPF-Tagung „Der Forschung / Der Lehre / Der Bildung”</i>, 2014.","bibtex":"@inproceedings{Schütz_Seifert_2014, title={Freiheit, die ich meine: Zum Wahlverhalten in fachübergreifenden Studienangeboten – Nomothetische und ideographische Zugänge.}, booktitle={AEPF-Tagung „Der Forschung / Der Lehre / Der Bildung”}, author={Schütz, Julia and Seifert, Andreas}, year={2014} }","apa":"Schütz, J., &#38; Seifert, A. (2014). Freiheit, die ich meine: Zum Wahlverhalten in fachübergreifenden Studienangeboten – Nomothetische und ideographische Zugänge. <i>AEPF-Tagung „Der Forschung / Der Lehre / Der Bildung”</i>. AEPF-Tagung „Der Forschung / Der Lehre / Der Bildung”, Hamburg.","mla":"Schütz, Julia, and Andreas Seifert. “Freiheit, die ich meine: Zum Wahlverhalten in fachübergreifenden Studienangeboten – Nomothetische und ideographische Zugänge.” <i>AEPF-Tagung „Der Forschung / Der Lehre / Der Bildung”</i>, 2014.","ieee":"J. Schütz and A. Seifert, “Freiheit, die ich meine: Zum Wahlverhalten in fachübergreifenden Studienangeboten – Nomothetische und ideographische Zugänge.,” presented at the AEPF-Tagung „Der Forschung / Der Lehre / Der Bildung”, Hamburg, 2014."},"type":"conference_abstract","department":[{"_id":"33"},{"_id":"427"}],"date_created":"2023-02-01T15:34:17Z","date_updated":"2023-02-01T15:34:22Z","publication_status":"published","title":"Freiheit, die ich meine: Zum Wahlverhalten in fachübergreifenden Studienangeboten – Nomothetische und ideographische Zugänge.","year":"2014","status":"public","conference":{"end_date":"17.09.2014","location":"Hamburg","name":"AEPF-Tagung „Der Forschung / Der Lehre / Der Bildung”","start_date":"15.09.2014"},"author":[{"full_name":"Schütz, Julia","first_name":"Julia","last_name":"Schütz"},{"full_name":"Seifert, Andreas","last_name":"Seifert","first_name":"Andreas","id":"693"}],"user_id":"693","language":[{"iso":"ger"}],"_id":"41403"},{"conference":{"end_date":"29.08.2014","name":"11. 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Sommerschule der Fakultät für Erziehungswissenschaft der Universität Hamburg., Hamburg.","ieee":"A. Seifert, “Konzeptionen der Kompetenz und Möglichkeiten der Operationalisierung.,” presented at the 11. Sommerschule der Fakultät für Erziehungswissenschaft der Universität Hamburg., Hamburg, 2014.","ama":"Seifert A. Konzeptionen der Kompetenz und Möglichkeiten der Operationalisierung. In: <i>11. Sommerschule der Fakultät für Erziehungswissenschaft der Universität Hamburg.</i> ; 2014.","bibtex":"@inproceedings{Seifert_2014, title={Konzeptionen der Kompetenz und Möglichkeiten der Operationalisierung.}, booktitle={11. Sommerschule der Fakultät für Erziehungswissenschaft der Universität Hamburg.}, author={Seifert, Andreas}, year={2014} }","mla":"Seifert, Andreas. “Konzeptionen der Kompetenz und Möglichkeiten der Operationalisierung.” <i>11. Sommerschule der Fakultät für Erziehungswissenschaft der Universität Hamburg.</i>, 2014."},"publication":"11. Sommerschule der Fakultät für Erziehungswissenschaft der Universität Hamburg.","quality_controlled":"1","date_created":"2023-02-01T15:38:07Z","department":[{"_id":"33"},{"_id":"427"}],"type":"conference_abstract"},{"status":"public","year":"2014","title":"Freiheit, die ich meine: Zum Wahlverhalten in fachübergreifenden Studienangeboten – Beispiel Leuphana College.","conference":{"end_date":"11.02.2014","location":"Paderborn","name":"Tag der Lehre an der Universität Paderborn","start_date":"11.02.2014"},"author":[{"last_name":"Beck","first_name":"Karin","full_name":"Beck, Karin"},{"id":"693","last_name":"Seifert","first_name":"Andreas","full_name":"Seifert, Andreas"}],"date_updated":"2023-02-01T15:32:26Z","publication_status":"published","language":[{"iso":"ger"}],"_id":"41401","user_id":"693","publication":"Tag der Lehre an der Universität Paderborn","citation":{"apa":"Beck, K., &#38; Seifert, A. (2014). Freiheit, die ich meine: Zum Wahlverhalten in fachübergreifenden Studienangeboten – Beispiel Leuphana College. <i>Tag der Lehre an der Universität Paderborn</i>. Tag der Lehre an der Universität Paderborn, Paderborn.","ieee":"K. Beck and A. Seifert, “Freiheit, die ich meine: Zum Wahlverhalten in fachübergreifenden Studienangeboten – Beispiel Leuphana College.,” presented at the Tag der Lehre an der Universität Paderborn, Paderborn, 2014.","chicago":"Beck, Karin, and Andreas Seifert. “Freiheit, die ich meine: Zum Wahlverhalten in fachübergreifenden Studienangeboten – Beispiel Leuphana College.” In <i>Tag der Lehre an der Universität Paderborn</i>, 2014.","short":"K. Beck, A. Seifert, in: Tag der Lehre an der Universität Paderborn, 2014.","mla":"Beck, Karin, and Andreas Seifert. “Freiheit, die ich meine: Zum Wahlverhalten in fachübergreifenden Studienangeboten – Beispiel Leuphana College.” <i>Tag der Lehre an der Universität Paderborn</i>, 2014.","ama":"Beck K, Seifert A. Freiheit, die ich meine: Zum Wahlverhalten in fachübergreifenden Studienangeboten – Beispiel Leuphana College. In: <i>Tag der Lehre an der Universität Paderborn</i>. ; 2014.","bibtex":"@inproceedings{Beck_Seifert_2014, title={Freiheit, die ich meine: Zum Wahlverhalten in fachübergreifenden Studienangeboten – Beispiel Leuphana College.}, booktitle={Tag der Lehre an der Universität Paderborn}, author={Beck, Karin and Seifert, Andreas}, year={2014} }"},"quality_controlled":"1","date_created":"2023-02-01T15:32:22Z","type":"conference_abstract","department":[{"_id":"33"},{"_id":"427"}]},{"department":[{"_id":"33"},{"_id":"427"}],"type":"conference_abstract","date_created":"2023-02-01T15:36:17Z","quality_controlled":"1","citation":{"apa":"Seifert, A. (2014). Kompetenz: ein schillernder Begriff. <i>Fortbildungstag für Berufsberater_innen: „Studienziel: Employability”</i>. Fortbildungstag für Berufsberater_innen: „Studienziel: Employability”, Lüneburg.","ieee":"A. Seifert, “Kompetenz: ein schillernder Begriff.,” presented at the Fortbildungstag für Berufsberater_innen: „Studienziel: Employability”, Lüneburg, 2014.","chicago":"Seifert, Andreas. “Kompetenz: ein schillernder Begriff.” In <i>Fortbildungstag für Berufsberater_innen: „Studienziel: Employability”</i>, 2014.","short":"A. Seifert, in: Fortbildungstag für Berufsberater_innen: „Studienziel: Employability”, 2014.","mla":"Seifert, Andreas. “Kompetenz: ein schillernder Begriff.” <i>Fortbildungstag für Berufsberater_innen: „Studienziel: Employability”</i>, 2014.","ama":"Seifert A. Kompetenz: ein schillernder Begriff. In: <i>Fortbildungstag für Berufsberater_innen: „Studienziel: Employability”</i>. ; 2014.","bibtex":"@inproceedings{Seifert_2014, title={Kompetenz: ein schillernder Begriff.}, booktitle={Fortbildungstag für Berufsberater_innen: „Studienziel: Employability”}, author={Seifert, Andreas}, year={2014} }"},"publication":"Fortbildungstag für Berufsberater_innen: „Studienziel: Employability”","user_id":"693","_id":"41404","language":[{"iso":"ger"}],"publication_status":"published","date_updated":"2023-02-01T15:36:20Z","author":[{"last_name":"Seifert","first_name":"Andreas","full_name":"Seifert, Andreas","id":"693"}],"conference":{"end_date":"22.05.2014","name":"Fortbildungstag für Berufsberater_innen: „Studienziel: Employability”","start_date":"22.05.2014","location":"Lüneburg"},"title":"Kompetenz: ein schillernder Begriff.","year":"2014","status":"public"},{"type":"journal_article","keyword":["Imitation","Tutoring","Adult-child interaction","Human-robot interaction","Semantics","Teachable robots"],"department":[{"_id":"749"}],"date_created":"2020-06-24T13:01:09Z","abstract":[{"text":"In order for artificial intelligent systems to interact naturally with human users, they need to be able to learn from human instructions when actions should be imitated. Human tutoring will typically consist of action demonstrations accompanied by speech. In the following, the characteristics of human tutoring during action demonstration will be examined. A special focus will be put on the distinction between two kinds of motion events: path-oriented actions and manner-oriented actions. Such a distinction is inspired by the literature pertaining to cognitive linguistics, which indicates that the human conceptual system can distinguish these two distinct types of motion. These two kinds of actions are described in language by more path-oriented or more manner-oriented utterances. In path-oriented utterances, the source, trajectory, or goal is emphasized, whereas in manner-oriented utterances the medium, velocity, or means of motion are highlighted. We examined a video corpus of adult-child interactions comprised of three age groups of children-pre-lexical, early lexical, and lexical-and two different tasks, one emphasizing manner more strongly and one emphasizing path more strongly. We analyzed the language and motion of the caregiver and the gazing behavior of the child to highlight the differences between the tutoring and the acquisition of the manner and path concepts. The results suggest that age is an important factor in the development of these action categories. The analysis of this corpus has also been exploited to develop an intelligent robotic behavior -the tutoring spotter system-able to emulate children's behaviors in a tutoring situation, with the aim of evoking in human subjects a natural and effective behavior in teaching to a robot. The findings related to the development of manner and path concepts have been used to implement new effective feedback strategies in the tutoring spotter system, which should provide improvements in human-robot interaction.","lang":"eng"}],"publication":"Topics in Cognitive Science","issue":"3","doi":"10.1111/tops.12098","language":[{"iso":"eng"}],"date_updated":"2023-02-01T16:08:33Z","intvolume":"         6","title":"Co-development of manner and path concepts in language, action, and eye-gaze behavior","year":"2014","author":[{"full_name":"Lohan, Katrin S.","last_name":"Lohan","first_name":"Katrin S."},{"first_name":"Sascha","last_name":"Griffiths","full_name":"Griffiths, Sascha"},{"full_name":"Sciutti, Alessandra","last_name":"Sciutti","first_name":"Alessandra"},{"first_name":"Tim C.","last_name":"Partmann","full_name":"Partmann, Tim C."},{"last_name":"Rohlfing","first_name":"Katharina","full_name":"Rohlfing, Katharina","id":"50352"}],"publication_identifier":{"issn":["1756-8757"]},"citation":{"mla":"Lohan, Katrin S., et al. “Co-Development of Manner and Path Concepts in Language, Action, and Eye-Gaze Behavior.” <i>Topics in Cognitive Science</i>, vol. 6, no. 3, Wiley-Blackwell, 2014, pp. 492–512, doi:<a href=\"https://doi.org/10.1111/tops.12098\">10.1111/tops.12098</a>.","ama":"Lohan KS, Griffiths S, Sciutti A, Partmann TC, Rohlfing K. Co-development of manner and path concepts in language, action, and eye-gaze behavior. <i>Topics in Cognitive Science</i>. 2014;6(3):492-512. doi:<a href=\"https://doi.org/10.1111/tops.12098\">10.1111/tops.12098</a>","bibtex":"@article{Lohan_Griffiths_Sciutti_Partmann_Rohlfing_2014, title={Co-development of manner and path concepts in language, action, and eye-gaze behavior}, volume={6}, DOI={<a href=\"https://doi.org/10.1111/tops.12098\">10.1111/tops.12098</a>}, number={3}, journal={Topics in Cognitive Science}, publisher={Wiley-Blackwell}, author={Lohan, Katrin S. and Griffiths, Sascha and Sciutti, Alessandra and Partmann, Tim C. and Rohlfing, Katharina}, year={2014}, pages={492–512} }","apa":"Lohan, K. S., Griffiths, S., Sciutti, A., Partmann, T. C., &#38; Rohlfing, K. (2014). Co-development of manner and path concepts in language, action, and eye-gaze behavior. <i>Topics in Cognitive Science</i>, <i>6</i>(3), 492–512. <a href=\"https://doi.org/10.1111/tops.12098\">https://doi.org/10.1111/tops.12098</a>","ieee":"K. S. Lohan, S. Griffiths, A. Sciutti, T. C. Partmann, and K. Rohlfing, “Co-development of manner and path concepts in language, action, and eye-gaze behavior,” <i>Topics in Cognitive Science</i>, vol. 6, no. 3, pp. 492–512, 2014, doi: <a href=\"https://doi.org/10.1111/tops.12098\">10.1111/tops.12098</a>.","short":"K.S. Lohan, S. Griffiths, A. Sciutti, T.C. Partmann, K. Rohlfing, Topics in Cognitive Science 6 (2014) 492–512.","chicago":"Lohan, Katrin S., Sascha Griffiths, Alessandra Sciutti, Tim C. Partmann, and Katharina Rohlfing. “Co-Development of Manner and Path Concepts in Language, Action, and Eye-Gaze Behavior.” <i>Topics in Cognitive Science</i> 6, no. 3 (2014): 492–512. <a href=\"https://doi.org/10.1111/tops.12098\">https://doi.org/10.1111/tops.12098</a>."},"user_id":"14931","volume":6,"page":"492-512","publisher":"Wiley-Blackwell","_id":"17192","status":"public"},{"date_created":"2020-06-24T13:01:10Z","department":[{"_id":"749"}],"type":"journal_article","citation":{"ieee":"A.-L. Vollmer <i>et al.</i>, “Robots show us how to teach them: Feedback from robots shapes tutoring behavior during action learning,” <i>PLoS ONE</i>, vol. 9, no. 3, 2014, doi: <a href=\"https://doi.org/10.1371/journal.pone.0091349\">10.1371/journal.pone.0091349</a>.","apa":"Vollmer, A.-L., Mühlig, M., Steil, J. J., Pitsch, K., Fritsch, J., Rohlfing, K., &#38; Wrede, B. (2014). Robots show us how to teach them: Feedback from robots shapes tutoring behavior during action learning. <i>PLoS ONE</i>, <i>9</i>(3). <a href=\"https://doi.org/10.1371/journal.pone.0091349\">https://doi.org/10.1371/journal.pone.0091349</a>","short":"A.-L. Vollmer, M. Mühlig, J.J. Steil, K. Pitsch, J. Fritsch, K. Rohlfing, B. Wrede, PLoS ONE 9 (2014).","chicago":"Vollmer, Anna-Lisa, Manuel Mühlig, Jochen J. Steil, Karola Pitsch, Jannik Fritsch, Katharina Rohlfing, and Britta Wrede. “Robots Show Us How to Teach Them: Feedback from Robots Shapes Tutoring Behavior during Action Learning.” <i>PLoS ONE</i> 9, no. 3 (2014). <a href=\"https://doi.org/10.1371/journal.pone.0091349\">https://doi.org/10.1371/journal.pone.0091349</a>.","mla":"Vollmer, Anna-Lisa, et al. “Robots Show Us How to Teach Them: Feedback from Robots Shapes Tutoring Behavior during Action Learning.” <i>PLoS ONE</i>, vol. 9, no. 3, Public Library of Science (PLoS), 2014, doi:<a href=\"https://doi.org/10.1371/journal.pone.0091349\">10.1371/journal.pone.0091349</a>.","bibtex":"@article{Vollmer_Mühlig_Steil_Pitsch_Fritsch_Rohlfing_Wrede_2014, title={Robots show us how to teach them: Feedback from robots shapes tutoring behavior during action learning}, volume={9}, DOI={<a href=\"https://doi.org/10.1371/journal.pone.0091349\">10.1371/journal.pone.0091349</a>}, number={3}, journal={PLoS ONE}, publisher={Public Library of Science (PLoS)}, author={Vollmer, Anna-Lisa and Mühlig, Manuel and Steil, Jochen J. and Pitsch, Karola and Fritsch, Jannik and Rohlfing, Katharina and Wrede, Britta}, year={2014} }","ama":"Vollmer A-L, Mühlig M, Steil JJ, et al. Robots show us how to teach them: Feedback from robots shapes tutoring behavior during action learning. <i>PLoS ONE</i>. 2014;9(3). doi:<a href=\"https://doi.org/10.1371/journal.pone.0091349\">10.1371/journal.pone.0091349</a>"},"publication":"PLoS ONE","issue":"3","abstract":[{"text":"Robot learning by imitation requires the detection of a tutor's action demonstration and its relevant parts. Current approaches implicitly assume a unidirectional transfer of knowledge from tutor to learner. The presented work challenges this predominant assumption based on an extensive user study with an autonomously interacting robot. We show that by providing feedback, a robot learner influences the human tutor's movement demonstrations in the process of action learning. We argue that the robot's feedback strongly shapes how tutors signal what is relevant to an action and thus advocate a paradigm shift in robot action learning research toward truly interactive systems learning in and benefiting from interaction.","lang":"eng"}],"_id":"17193","language":[{"iso":"eng"}],"publisher":"Public Library of Science (PLoS)","volume":9,"user_id":"14931","doi":"10.1371/journal.pone.0091349","publication_identifier":{"issn":["1932-6203"]},"author":[{"full_name":"Vollmer, Anna-Lisa","last_name":"Vollmer","first_name":"Anna-Lisa"},{"last_name":"Mühlig","first_name":"Manuel","full_name":"Mühlig, Manuel"},{"full_name":"Steil, Jochen J.","last_name":"Steil","first_name":"Jochen J."},{"last_name":"Pitsch","first_name":"Karola","full_name":"Pitsch, Karola"},{"first_name":"Jannik","last_name":"Fritsch","full_name":"Fritsch, Jannik"},{"last_name":"Rohlfing","first_name":"Katharina","full_name":"Rohlfing, Katharina","id":"50352"},{"full_name":"Wrede, Britta","last_name":"Wrede","first_name":"Britta"}],"title":"Robots show us how to teach them: Feedback from robots shapes tutoring behavior during action learning","status":"public","year":"2014","intvolume":"         9","date_updated":"2023-02-01T16:08:53Z"},{"doi":"10.1075/lia.5.1.06roh","user_id":"14931","volume":5,"page":"117-136","_id":"17194","language":[{"iso":"eng"}],"publisher":"John Benjamins Publishing Company","date_updated":"2023-02-01T16:09:15Z","intvolume":"         5","title":"Intermodal synchrony as a form of maternal responsiveness: Association with language development.","year":"2014","status":"public","author":[{"first_name":"Katharina","last_name":"Rohlfing","full_name":"Rohlfing, Katharina","id":"50352"},{"full_name":"Nomikou, Iris","last_name":"Nomikou","first_name":"Iris"}],"publication_identifier":{"issn":["1879-7865"]},"type":"journal_article","department":[{"_id":"749"}],"date_created":"2020-06-24T13:01:12Z","publication":"Language, Interaction and Acquisition","issue":"1","citation":{"ieee":"K. Rohlfing and I. Nomikou, “Intermodal synchrony as a form of maternal responsiveness: Association with language development.,” <i>Language, Interaction and Acquisition</i>, vol. 5, no. 1, pp. 117–136, 2014, doi: <a href=\"https://doi.org/10.1075/lia.5.1.06roh\">10.1075/lia.5.1.06roh</a>.","apa":"Rohlfing, K., &#38; Nomikou, I. (2014). Intermodal synchrony as a form of maternal responsiveness: Association with language development. <i>Language, Interaction and Acquisition</i>, <i>5</i>(1), 117–136. <a href=\"https://doi.org/10.1075/lia.5.1.06roh\">https://doi.org/10.1075/lia.5.1.06roh</a>","short":"K. Rohlfing, I. Nomikou, Language, Interaction and Acquisition 5 (2014) 117–136.","chicago":"Rohlfing, Katharina, and Iris Nomikou. “Intermodal Synchrony as a Form of Maternal Responsiveness: Association with Language Development.” <i>Language, Interaction and Acquisition</i> 5, no. 1 (2014): 117–36. <a href=\"https://doi.org/10.1075/lia.5.1.06roh\">https://doi.org/10.1075/lia.5.1.06roh</a>.","mla":"Rohlfing, Katharina, and Iris Nomikou. “Intermodal Synchrony as a Form of Maternal Responsiveness: Association with Language Development.” <i>Language, Interaction and Acquisition</i>, vol. 5, no. 1, John Benjamins Publishing Company, 2014, pp. 117–36, doi:<a href=\"https://doi.org/10.1075/lia.5.1.06roh\">10.1075/lia.5.1.06roh</a>.","bibtex":"@article{Rohlfing_Nomikou_2014, title={Intermodal synchrony as a form of maternal responsiveness: Association with language development.}, volume={5}, DOI={<a href=\"https://doi.org/10.1075/lia.5.1.06roh\">10.1075/lia.5.1.06roh</a>}, number={1}, journal={Language, Interaction and Acquisition}, publisher={John Benjamins Publishing Company}, author={Rohlfing, Katharina and Nomikou, Iris}, year={2014}, pages={117–136} }","ama":"Rohlfing K, Nomikou I. Intermodal synchrony as a form of maternal responsiveness: Association with language development. <i>Language, Interaction and Acquisition</i>. 2014;5(1):117-136. doi:<a href=\"https://doi.org/10.1075/lia.5.1.06roh\">10.1075/lia.5.1.06roh</a>"}},{"year":"2014","title":"Tutoring in adult-child-interaction: On the loop of the tutor's action modification and the recipient's gaze","author":[{"full_name":"Pitsch, Karola","first_name":"Karola","last_name":"Pitsch"},{"first_name":"Anna-Lisa","last_name":"Vollmer","full_name":"Vollmer, Anna-Lisa"},{"last_name":"Rohlfing","first_name":"Katharina","full_name":"Rohlfing, Katharina","id":"50352"},{"last_name":"Fritsch","first_name":"Jannik","full_name":"Fritsch, Jannik"},{"full_name":"Wrede, Britta","first_name":"Britta","last_name":"Wrede"}],"publication_identifier":{"issn":["1572-0381"]},"date_updated":"2023-02-01T16:10:52Z","intvolume":"        15","language":[{"iso":"eng"}],"doi":"10.1075/is.15.1.03pit","issue":"1","publication":"Interaction Studies","abstract":[{"lang":"eng","text":"Research of tutoring in parent-infant interaction has shown that tutors - when presenting some action - modify both their verbal and manual performance for the learner (‘motherese’, ‘motionese’). Investigating the sources and effects of the tutors’ action modifications, we suggest an interactional account of ‘motionese’. Using video-data from a semi-experimental study in which parents taught their 8 to 11 month old infants how to nest a set of differently sized cups, we found that the tutors’ action modifications (in particular: high arches) functioned as an orienting device to guide the infant’s visual attention (gaze). Action modification and the recipient’s gaze can be seen to have a reciprocal sequential relationship and to constitute a constant loop of mutual adjustments. Implications are discussed for developmental research and for robotic ‘Social Learning’. We argue that a robot system could use on-line feedback strategies (e.g. gaze) to pro-actively shape a tutor’s action presentation as it emerges."}],"date_created":"2020-06-24T13:01:17Z","type":"journal_article","keyword":["conversation analysis","interactional coordination","adult-child-interaction","feedback","gaze","quantification","social learning","motionese","tutoring"],"department":[{"_id":"749"}],"status":"public","page":"55-98","_id":"17199","publisher":"John Benjamins Publishing Company","user_id":"14931","volume":15,"citation":{"ieee":"K. Pitsch, A.-L. Vollmer, K. Rohlfing, J. Fritsch, and B. Wrede, “Tutoring in adult-child-interaction: On the loop of the tutor’s action modification and the recipient’s gaze,” <i>Interaction Studies</i>, vol. 15, no. 1, pp. 55–98, 2014, doi: <a href=\"https://doi.org/10.1075/is.15.1.03pit\">10.1075/is.15.1.03pit</a>.","apa":"Pitsch, K., Vollmer, A.-L., Rohlfing, K., Fritsch, J., &#38; Wrede, B. (2014). Tutoring in adult-child-interaction: On the loop of the tutor’s action modification and the recipient’s gaze. <i>Interaction Studies</i>, <i>15</i>(1), 55–98. <a href=\"https://doi.org/10.1075/is.15.1.03pit\">https://doi.org/10.1075/is.15.1.03pit</a>","mla":"Pitsch, Karola, et al. “Tutoring in Adult-Child-Interaction: On the Loop of the Tutor’s Action Modification and the Recipient’s Gaze.” <i>Interaction Studies</i>, vol. 15, no. 1, John Benjamins Publishing Company, 2014, pp. 55–98, doi:<a href=\"https://doi.org/10.1075/is.15.1.03pit\">10.1075/is.15.1.03pit</a>.","bibtex":"@article{Pitsch_Vollmer_Rohlfing_Fritsch_Wrede_2014, title={Tutoring in adult-child-interaction: On the loop of the tutor’s action modification and the recipient’s gaze}, volume={15}, DOI={<a href=\"https://doi.org/10.1075/is.15.1.03pit\">10.1075/is.15.1.03pit</a>}, number={1}, journal={Interaction Studies}, publisher={John Benjamins Publishing Company}, author={Pitsch, Karola and Vollmer, Anna-Lisa and Rohlfing, Katharina and Fritsch, Jannik and Wrede, Britta}, year={2014}, pages={55–98} }","short":"K. Pitsch, A.-L. Vollmer, K. Rohlfing, J. Fritsch, B. Wrede, Interaction Studies 15 (2014) 55–98.","ama":"Pitsch K, Vollmer A-L, Rohlfing K, Fritsch J, Wrede B. Tutoring in adult-child-interaction: On the loop of the tutor’s action modification and the recipient’s gaze. <i>Interaction Studies</i>. 2014;15(1):55-98. doi:<a href=\"https://doi.org/10.1075/is.15.1.03pit\">10.1075/is.15.1.03pit</a>","chicago":"Pitsch, Karola, Anna-Lisa Vollmer, Katharina Rohlfing, Jannik Fritsch, and Britta Wrede. “Tutoring in Adult-Child-Interaction: On the Loop of the Tutor’s Action Modification and the Recipient’s Gaze.” <i>Interaction Studies</i> 15, no. 1 (2014): 55–98. <a href=\"https://doi.org/10.1075/is.15.1.03pit\">https://doi.org/10.1075/is.15.1.03pit</a>."}},{"publication":"Journal of Experimental Child Psychology","abstract":[{"lang":"eng","text":"This research investigated infants’ online perception of give-me gestures during observation of a social interaction. In the first experiment, goal-directed eye movements of 12-month-olds were recorded as they observed a give-and-take interaction in which an object is passed from one individual to another. Infants’ gaze shifts from the passing hand to the receiving hand were significantly faster when the receiving hand formed a give-me gesture relative to when it was presented as an inverted hand shape. Experiment 2 revealed that infants’ goal-directed gaze shifts were not based on different affordances of the two receiving hands. Two additional control experiments further demonstrated that differences in infants’ online gaze behavior were not mediated by an attentional preference for the give-me gesture. Together, our findings provide evidence that properties of social action goals influence infants’ online gaze during action observation. The current studies demonstrate that infants have expectations about well-formed object transfer actions between social agents. We suggest that 12-month-olds are sensitive to social goals within the context of give-and-take interactions while observing from a third-party perspective."}],"date_created":"2020-06-24T13:01:19Z","department":[{"_id":"749"}],"type":"journal_article","keyword":["Give-me gesture","Infant","Anticipation","Eye movement","Gesture","Social interaction"],"publication_identifier":{"issn":["0022-0965"]},"author":[{"full_name":"Elsner, Claudia","first_name":"Claudia","last_name":"Elsner"},{"last_name":"Bakker","first_name":"Marta","full_name":"Bakker, Marta"},{"full_name":"Rohlfing, Katharina","first_name":"Katharina","last_name":"Rohlfing","id":"50352"},{"full_name":"Gredebäck, Gustaf","first_name":"Gustaf","last_name":"Gredebäck"}],"year":"2014","title":"Infants' online perception of give-and-take interactions","intvolume":"       126","date_updated":"2023-02-01T16:11:16Z","language":[{"iso":"eng"}],"doi":"10.1016/j.jecp.2014.05.007","citation":{"ieee":"C. Elsner, M. Bakker, K. Rohlfing, and G. Gredebäck, “Infants’ online perception of give-and-take interactions,” <i>Journal of Experimental Child Psychology</i>, vol. 126, pp. 280–294, 2014, doi: <a href=\"https://doi.org/10.1016/j.jecp.2014.05.007\">10.1016/j.jecp.2014.05.007</a>.","apa":"Elsner, C., Bakker, M., Rohlfing, K., &#38; Gredebäck, G. (2014). Infants’ online perception of give-and-take interactions. <i>Journal of Experimental Child Psychology</i>, <i>126</i>, 280–294. <a href=\"https://doi.org/10.1016/j.jecp.2014.05.007\">https://doi.org/10.1016/j.jecp.2014.05.007</a>","mla":"Elsner, Claudia, et al. “Infants’ Online Perception of Give-and-Take Interactions.” <i>Journal of Experimental Child Psychology</i>, vol. 126, Elsevier BV, 2014, pp. 280–94, doi:<a href=\"https://doi.org/10.1016/j.jecp.2014.05.007\">10.1016/j.jecp.2014.05.007</a>.","bibtex":"@article{Elsner_Bakker_Rohlfing_Gredebäck_2014, title={Infants’ online perception of give-and-take interactions}, volume={126}, DOI={<a href=\"https://doi.org/10.1016/j.jecp.2014.05.007\">10.1016/j.jecp.2014.05.007</a>}, journal={Journal of Experimental Child Psychology}, publisher={Elsevier BV}, author={Elsner, Claudia and Bakker, Marta and Rohlfing, Katharina and Gredebäck, Gustaf}, year={2014}, pages={280–294} }","chicago":"Elsner, Claudia, Marta Bakker, Katharina Rohlfing, and Gustaf Gredebäck. “Infants’ Online Perception of Give-and-Take Interactions.” <i>Journal of Experimental Child Psychology</i> 126 (2014): 280–94. <a href=\"https://doi.org/10.1016/j.jecp.2014.05.007\">https://doi.org/10.1016/j.jecp.2014.05.007</a>.","ama":"Elsner C, Bakker M, Rohlfing K, Gredebäck G. Infants’ online perception of give-and-take interactions. <i>Journal of Experimental Child Psychology</i>. 2014;126:280-294. doi:<a href=\"https://doi.org/10.1016/j.jecp.2014.05.007\">10.1016/j.jecp.2014.05.007</a>","short":"C. Elsner, M. Bakker, K. Rohlfing, G. Gredebäck, Journal of Experimental Child Psychology 126 (2014) 280–294."},"status":"public","_id":"17200","publisher":"Elsevier BV","page":"280-294","volume":126,"user_id":"14931"},{"publication_identifier":{"issn":["2045-2322"]},"author":[{"full_name":"Szufnarowska, Joanna","last_name":"Szufnarowska","first_name":"Joanna"},{"id":"50352","first_name":"Katharina","last_name":"Rohlfing","full_name":"Rohlfing, Katharina"},{"full_name":"Christine, Fawcett","first_name":"Fawcett","last_name":"Christine"},{"last_name":"Gustaf","first_name":"Gredebäck","full_name":"Gustaf, Gredebäck"}],"year":"2014","title":"Is ostension any more than attention?","intvolume":"         4","date_updated":"2023-02-01T16:10:11Z","language":[{"iso":"eng"}],"doi":"10.1038/srep05304","issue":"1","publication":"Scientific Reports","abstract":[{"text":"According to natural pedagogy theory, infants are sensitive to particular ostensive cues that communicate to them that they are being addressed and that they can expect to learn referential information. We demonstrate that 6-month-old infants follow others' gaze direction in situations that are highly attention-grabbing. This occurs irrespective of whether these situations include communicative intent and ostensive cues (a model looks directly into the child's eyes prior to shifting gaze to an object) or not (a model shivers while looking down prior to shifting gaze to an object). In contrast, in less attention-grabbing contexts in which the model simply looks down prior to shifting gaze to an object, no effect is found. These findings demonstrate that one of the central pillars of natural pedagogy is false. Sensitivity to gaze following in infancy is not restricted to contexts in which ostensive cues are conveyed.","lang":"eng"}],"date_created":"2020-06-24T13:01:15Z","department":[{"_id":"749"}],"type":"journal_article","keyword":["Human behavior","Attention"],"status":"public","publisher":"Nature Publishing Group","_id":"17197","volume":4,"user_id":"14931","citation":{"bibtex":"@article{Szufnarowska_Rohlfing_Christine_Gustaf_2014, title={Is ostension any more than attention?}, volume={4}, DOI={<a href=\"https://doi.org/10.1038/srep05304\">10.1038/srep05304</a>}, number={1}, journal={Scientific Reports}, publisher={Nature Publishing Group}, author={Szufnarowska, Joanna and Rohlfing, Katharina and Christine, Fawcett and Gustaf, Gredebäck}, year={2014} }","ama":"Szufnarowska J, Rohlfing K, Christine F, Gustaf G. Is ostension any more than attention? <i>Scientific Reports</i>. 2014;4(1). doi:<a href=\"https://doi.org/10.1038/srep05304\">10.1038/srep05304</a>","short":"J. Szufnarowska, K. Rohlfing, F. Christine, G. Gustaf, Scientific Reports 4 (2014).","chicago":"Szufnarowska, Joanna, Katharina Rohlfing, Fawcett Christine, and Gredebäck Gustaf. “Is Ostension Any More than Attention?” <i>Scientific Reports</i> 4, no. 1 (2014). <a href=\"https://doi.org/10.1038/srep05304\">https://doi.org/10.1038/srep05304</a>.","ieee":"J. Szufnarowska, K. Rohlfing, F. Christine, and G. Gustaf, “Is ostension any more than attention?,” <i>Scientific Reports</i>, vol. 4, no. 1, 2014, doi: <a href=\"https://doi.org/10.1038/srep05304\">10.1038/srep05304</a>.","apa":"Szufnarowska, J., Rohlfing, K., Christine, F., &#38; Gustaf, G. (2014). Is ostension any more than attention? <i>Scientific Reports</i>, <i>4</i>(1). <a href=\"https://doi.org/10.1038/srep05304\">https://doi.org/10.1038/srep05304</a>","mla":"Szufnarowska, Joanna, et al. “Is Ostension Any More than Attention?” <i>Scientific Reports</i>, vol. 4, no. 1, Nature Publishing Group, 2014, doi:<a href=\"https://doi.org/10.1038/srep05304\">10.1038/srep05304</a>."}},{"issue":"1","publication":"Logos","citation":{"mla":"Krause, Franziska, et al. “Ich Oder Du? Die Therapie Der Pronominalen Umkehr Bei Autismus-Spektrum-Störung - Eine Vergleichende Einzelfallstudie Nach Der Angewandten Verhaltensanalyse Mit Verbal Behavior Und Der Model/Rival-Methode.” <i>Logos</i>, vol. 22, no. 1, ProLog, Therapie- und Lernmittel OHG, 2014, pp. 4–15.","bibtex":"@article{Krause_Richter_Rohlfing_2014, title={Ich oder Du? Die Therapie der pronominalen Umkehr bei Autismus-Spektrum-Störung - Eine vergleichende Einzelfallstudie nach der Angewandten Verhaltensanalyse mit Verbal Behavior und der Model/Rival-Methode}, volume={22}, number={1}, journal={Logos}, publisher={ProLog, Therapie- und Lernmittel OHG}, author={Krause, Franziska and Richter, Kerstin and Rohlfing, Katharina}, year={2014}, pages={4–15} }","ama":"Krause F, Richter K, Rohlfing K. Ich oder Du? Die Therapie der pronominalen Umkehr bei Autismus-Spektrum-Störung - Eine vergleichende Einzelfallstudie nach der Angewandten Verhaltensanalyse mit Verbal Behavior und der Model/Rival-Methode. <i>Logos</i>. 2014;22(1):4-15.","ieee":"F. Krause, K. Richter, and K. Rohlfing, “Ich oder Du? Die Therapie der pronominalen Umkehr bei Autismus-Spektrum-Störung - Eine vergleichende Einzelfallstudie nach der Angewandten Verhaltensanalyse mit Verbal Behavior und der Model/Rival-Methode,” <i>Logos</i>, vol. 22, no. 1, pp. 4–15, 2014.","apa":"Krause, F., Richter, K., &#38; Rohlfing, K. (2014). Ich oder Du? Die Therapie der pronominalen Umkehr bei Autismus-Spektrum-Störung - Eine vergleichende Einzelfallstudie nach der Angewandten Verhaltensanalyse mit Verbal Behavior und der Model/Rival-Methode. <i>Logos</i>, <i>22</i>(1), 4–15.","short":"F. Krause, K. Richter, K. Rohlfing, Logos 22 (2014) 4–15.","chicago":"Krause, Franziska, Kerstin Richter, and Katharina Rohlfing. “Ich Oder Du? Die Therapie Der Pronominalen Umkehr Bei Autismus-Spektrum-Störung - Eine Vergleichende Einzelfallstudie Nach Der Angewandten Verhaltensanalyse Mit Verbal Behavior Und Der Model/Rival-Methode.” <i>Logos</i> 22, no. 1 (2014): 4–15."},"type":"journal_article","department":[{"_id":"749"}],"date_created":"2020-06-24T13:01:14Z","date_updated":"2023-02-01T16:09:47Z","intvolume":"        22","title":"Ich oder Du? Die Therapie der pronominalen Umkehr bei Autismus-Spektrum-Störung - Eine vergleichende Einzelfallstudie nach der Angewandten Verhaltensanalyse mit Verbal Behavior und der Model/Rival-Methode","status":"public","year":"2014","publication_identifier":{"issn":["0944-405X"]},"author":[{"full_name":"Krause, Franziska","first_name":"Franziska","last_name":"Krause"},{"full_name":"Richter, Kerstin","first_name":"Kerstin","last_name":"Richter"},{"id":"50352","last_name":"Rohlfing","first_name":"Katharina","full_name":"Rohlfing, Katharina"}],"user_id":"14931","volume":22,"page":"4-15","_id":"17196","language":[{"iso":"eng"}],"publisher":"ProLog, Therapie- und Lernmittel OHG"},{"department":[{"_id":"749"}],"type":"conference","keyword":["interaction","communication","co-construction","interaction protocols"],"date_created":"2020-06-24T13:01:21Z","citation":{"short":"A.-L. Vollmer, J. Grizou, M. Lopes, K. Rohlfing, P.-Y. Oudeyer, in: 2014 Joint IEEE International Conference on Development and Learning and on Epigenetic Robotics, IEEE, 2014, pp. 208–215.","chicago":"Vollmer, Anna-Lisa, Jonathan Grizou, Manuel Lopes, Katharina Rohlfing, and Pierre-Yves Oudeyer. “Studying the Co-Construction of Interaction Protocols in Collaborative Tasks with Humans.” In <i>2014 Joint IEEE International Conference on Development and Learning and on Epigenetic Robotics</i>, 208–15. IEEE, 2014.","ieee":"A.-L. Vollmer, J. Grizou, M. Lopes, K. Rohlfing, and P.-Y. Oudeyer, “Studying the Co-Construction of Interaction Protocols in Collaborative Tasks with Humans,” in <i>2014 Joint IEEE International Conference on Development and Learning and on Epigenetic Robotics</i>, 2014, pp. 208–215.","apa":"Vollmer, A.-L., Grizou, J., Lopes, M., Rohlfing, K., &#38; Oudeyer, P.-Y. (2014). Studying the Co-Construction of Interaction Protocols in Collaborative Tasks with Humans. <i>2014 Joint IEEE International Conference on Development and Learning and on Epigenetic Robotics</i>, 208–215.","bibtex":"@inproceedings{Vollmer_Grizou_Lopes_Rohlfing_Oudeyer_2014, title={Studying the Co-Construction of Interaction Protocols in Collaborative Tasks with Humans}, booktitle={2014 Joint IEEE International Conference on Development and Learning and on Epigenetic Robotics}, publisher={IEEE}, author={Vollmer, Anna-Lisa and Grizou, Jonathan and Lopes, Manuel and Rohlfing, Katharina and Oudeyer, Pierre-Yves}, year={2014}, pages={208–215} }","ama":"Vollmer A-L, Grizou J, Lopes M, Rohlfing K, Oudeyer P-Y. Studying the Co-Construction of Interaction Protocols in Collaborative Tasks with Humans. In: <i>2014 Joint IEEE International Conference on Development and Learning and on Epigenetic Robotics</i>. IEEE; 2014:208-215.","mla":"Vollmer, Anna-Lisa, et al. “Studying the Co-Construction of Interaction Protocols in Collaborative Tasks with Humans.” <i>2014 Joint IEEE International Conference on Development and Learning and on Epigenetic Robotics</i>, IEEE, 2014, pp. 208–15."},"publication":"2014 Joint IEEE International Conference on Development and Learning and on Epigenetic Robotics","user_id":"14931","publisher":"IEEE","_id":"17202","language":[{"iso":"eng"}],"page":"208 - 215","date_updated":"2023-02-01T16:11:59Z","author":[{"full_name":"Vollmer, Anna-Lisa","first_name":"Anna-Lisa","last_name":"Vollmer"},{"full_name":"Grizou, Jonathan","first_name":"Jonathan","last_name":"Grizou"},{"full_name":"Lopes, Manuel","first_name":"Manuel","last_name":"Lopes"},{"id":"50352","full_name":"Rohlfing, Katharina","last_name":"Rohlfing","first_name":"Katharina"},{"first_name":"Pierre-Yves","last_name":"Oudeyer","full_name":"Oudeyer, Pierre-Yves"}],"publication_identifier":{"isbn":["978-1-4799-7540-2"]},"title":"Studying the Co-Construction of Interaction Protocols in Collaborative Tasks with Humans","year":"2014","status":"public"},{"date_created":"2020-06-24T13:01:20Z","department":[{"_id":"749"}],"type":"conference","citation":{"ama":"Gaspers J, Panzner M, Lemme A, Cimiano P, Rohlfing K, Wrede S. A multimodal corpus for the evaluation of computational models for (grounded) language acquisition. 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