@article{41047,
  author       = {{Kalinko, Aleksandr and Bauer, Matthias and Timoshenko, Janis and Kuzmin, Alexei}},
  issn         = {{0031-8949}},
  journal      = {{Physica Scripta}},
  keywords     = {{Condensed Matter Physics, Mathematical Physics, Atomic and Molecular Physics, and Optics}},
  number       = {{11}},
  publisher    = {{IOP Publishing}},
  title        = {{{Molecular dynamics and reverse Monte Carlo modeling of scheelite-type AWO<sub>4</sub>(A = Ca, Sr, Ba) W<i>L</i><sub>3</sub>-edge EXAFS spectra}}},
  doi          = {{10.1088/0031-8949/91/11/114001}},
  volume       = {{91}},
  year         = {{2016}},
}

@book{41187,
  editor       = {{Beck, Karin and Bothe, Thorsten and Glaser, Thomas and Heuer, Claudia and Schütz, Julia and Seifert, Andreas}},
  publisher    = {{Waxmann}},
  title        = {{{Bildung und Hochschule. Impulse für Studium und Lehre am Beispiel des Leuphana College.}}},
  year         = {{2016}},
}

@inbook{41190,
  author       = {{Hellmann, Karina and Teigeler, Mareike and Seifert, Andreas}},
  booktitle    = {{Bildung und Hochschule. Impulse für Studium und Lehre am Beispiel des Leuphana College.}},
  editor       = {{Beck, Karin and Bothe, Thorsten and Glaser, Thomas and Heuer, Claudia and Schütz, Julia and Seifert, Andreas}},
  publisher    = {{Waxmann}},
  title        = {{{Integrative Verknüpfung von Studium und Praxis am Leuphana College.}}},
  year         = {{2016}},
}

@article{41196,
  author       = {{Plöger, Wilfried and Scholl, Daniel and Seifert, Andreas}},
  journal      = {{Zeitschrift für Pädagogik}},
  number       = {{1}},
  pages        = {{109--130}},
  title        = {{{“Und sie bewegt sich doch!” – Wie spezifische Lerngelegenheiten die bildungswissenschaftlichen Kompetenzen von Lehramtsstudierenden fördern können.}}},
  volume       = {{62}},
  year         = {{2016}},
}

@article{41195,
  author       = {{Schütz, Julia and Seifert, Andreas and Gunkel, Marjaana}},
  journal      = {{Das Hochschulwesen}},
  number       = {{1+2}},
  pages        = {{48--53}},
  title        = {{{Universitäre Bildung und Hochschule im Wandel – das Beispiel Leuphana Universität Lüneburg.}}},
  volume       = {{64}},
  year         = {{2016}},
}

@article{41194,
  author       = {{Lüders, Manfred and Seifert, Andreas}},
  journal      = {{Lehrerbildung auf dem Prüfstand}},
  number       = {{2}},
  pages        = {{199--226}},
  title        = {{{Smale-Scale-Assessments in den Bildungswissenschaften.}}},
  volume       = {{9}},
  year         = {{2016}},
}

@inproceedings{20251,
  author       = {{Lücking, Philipp and Rohlfing, Katharina and Wrede, Britta and Schilling, Malte}},
  booktitle    = {{Proceedings of the IEEE ICDL-EpiRob 2016}},
  issn         = {{2161-9484 }},
  title        = {{{Preschoolers’ engagement in social interaction with an autonomous robotic system. }}},
  doi          = {{10.1109/DEVLRN.2016.7846821}},
  year         = {{2016}},
}

@inproceedings{20247,
  author       = {{Leonardi, Giuseppe and Nomikou, Iris and Rohlfing, Katharina and Rączaszek-Leonardi, Joanna}},
  booktitle    = {{Proceedings of the IEEE ICDL-EpiRob 2016}},
  title        = {{{Vocal interactions at the dawn of communication: The emergence of mutuality and complementarity in mother-infant interaction.}}},
  doi          = {{10.1109/DEVLRN.2016.7846835}},
  year         = {{2016}},
}

@article{20252,
  author       = {{Vollmer, Anna-Lisa and Wrede, Britta and Rohlfing, Katharina and Oudeyer, Pierre-Yves}},
  journal      = {{Frontiers in Neurorobotics }},
  title        = {{{Pragmatic Frames for Teaching and Learning in Human–Robot Interaction: Review and Challenges}}},
  doi          = {{10.3389/fnbot.2016.00010}},
  year         = {{2016}},
}

@article{20248,
  author       = {{Sciutti, Alessandra and Lohan, Katrin Solveig and Gredebäck, Gustaf and Koch, Benjamin  and Rohlfing, Katharina}},
  journal      = {{Frontiers in Robotics and AI}},
  title        = {{{Language meddles with infants‘ processing of observed actions}}},
  doi          = {{10.3389/frobt.2016.00046}},
  year         = {{2016}},
}

@article{20249,
  author       = {{Nomikou, Iris and Malte, Schilling and Heller, Vivien and Rohlfing, Katharina}},
  journal      = {{Interaction Studies }},
  pages        = {{120--145}},
  title        = {{{Language—at all times. Action and interaction as contexts for enriching representations.}}},
  doi          = {{10.1075/is.17.1.06nom}},
  year         = {{2016}},
}

@inbook{41199,
  author       = {{Strunz, Cathleen and Adomßent, Maik and Seifert, Andreas and Schütz, Julia and Gunkel, Marjaana}},
  booktitle    = {{Bildung und Hochschule. Impulse für Studium und Lehre am Beispiel des Leuphana College.}},
  editor       = {{Beck, Karin and Bothe, Thorsten and Glaser, Thomas and Heuer, Claudia and Schütz, Julia and Seifert, Andreas}},
  publisher    = {{Waxmann}},
  title        = {{{Die KOMFOR-Studie zum studentischen Wahlverhalten in überfachlichen Studienprogrammen – statistische Analysen und Auswertung von Interviews.}}},
  year         = {{2016}},
}

@article{17182,
  abstract     = {{Co-development of action, conceptualization and social interaction mutually scaffold and support each other within a virtuous feedback cycle in the development of human language in children. Within this framework, the purpose of this article is to bring together diverse but complementary accounts of research methods that jointly contribute to our understanding of cognitive development and in particular, language acquisition in robots. Thus, we include research pertaining to developmental robotics, cognitive science, psychology, linguistics and neuroscience, as well as practical computer science and engineering. The different studies are not at this stage all connected into a cohesive whole; rather, they are presented to illuminate the need for multiple different approaches that complement each other in the pursuit of understanding cognitive development in robots. Extensive experiments involving the humanoid robot iCub are reported, while human learning relevant to developmental robotics has also contributed useful results. Disparate approaches are brought together via common underlying design principles. Without claiming to model human language acquisition directly, we are nonetheless inspired by analogous development in humans and consequently, our investigations include the parallel co-development of action, conceptualization and social interaction. Though these different approaches need to ultimately be integrated into a coherent, unified body of knowledge, progress is currently also being made by pursuing individual methods.}},
  author       = {{Lyon, Caroline and Nehaniv, Chrystopher L. and Saunders, Joe and Belpaeme, Tony and Bisio, Ambra and Fischer, Kerstin and Forster, Frank and Lehmann, Hagen and Metta, Giorgio and Mohan, Vishwanathan and Morse, Anthony and Nolfi, Stefano and Nori, Francesco and Rohlfing, Katharina and Sciutti, Alessandra and Tani, Jun and Tuci, Elio and Wrede, Britta and Zeschel, Arne and Cangelosi, Angelo}},
  issn         = {{1729-8814}},
  journal      = {{International Journal of Advanced Robotic Systems}},
  keywords     = {{Robot Language, Human Robot Interaction, HRI, Developmental Robotics, Cognitive Bootstrapping, Statistical Learning}},
  number       = {{3}},
  publisher    = {{Intech Europe}},
  title        = {{{Embodied Language Learning and Cognitive Bootstrapping: Methods and Design Principles}}},
  doi          = {{10.5772/63462}},
  volume       = {{13}},
  year         = {{2016}},
}

@article{17184,
  abstract     = {{There is ongoing discussion on the function of the early production of gestures with regard to whether they reduce children's cognitive demands and free their capacity to perform other tasks (e.g., Goldin-Meadow & Wagner, 2005) or whether young children point in order to share their interest or to elicit information from their caregivers (e.g., Begus & Southgate, 2012; Liszkowski, Carpenter, Henning, Striano & Tomasello, 2004). The different assumptions lead to diverse predictions regarding infants' gestural or multimodal behavior in recurring situations, in which some objects are familiar and others are unfamiliar. To examine these different predictions, we observed 14 children aged between 14 and 16 months biweekly in a semi-experimental situation with a caregiver and explored how children's verbal and gestural behaviors change as a function of their familiarization with objects. We split the children into two groups based on their reported vocabulary size at 21 months of age (larger vs. smaller vocabulary). We found that children with a larger vocabulary at 21 months had an increase in their pointing with words toward unfamiliar objects as well as in their total amount of words, whereas for children with smaller vocabularies we did not find differences in relation to their familiarization with objects. We discuss these findings in terms of a social-pragmatic use of pointing gestures.}},
  author       = {{Grimminger, Angela and Lüke, Carina and Ritterfeld, Ute and Liszkowski, Ulf and Rohlfing, Katharina}},
  issn         = {{2191-9194}},
  journal      = {{Frühe Bildung}},
  keywords     = {{gesture, pointing, familiarity, individual differences}},
  number       = {{2}},
  pages        = {{91--97}},
  publisher    = {{Hogrefe & Huber Publishers}},
  title        = {{{Effekte von Objekt-Familiarisierung auf die frühe gestische Kommunikation. Individuelle Unterschiede in Hinblick auf den späteren Wortschatz}}},
  doi          = {{10.1026/2191-9186/a000257}},
  volume       = {{5}},
  year         = {{2016}},
}

@article{17181,
  abstract     = {{The classic mapping metaphor posits that children learn a word by mapping it onto a concept of an object or event. However, we believe that a mapping metaphor cannot account for word learning, because even though children focus attention on objects, they do not necessarily remember the connection between the word and the referent unless it is framed pragmatically, that is, within a task. Our theoretical paper proposes an alternative mechanism for word learning. Our main premise is that word learning occurs as children accomplish a goal in cooperation with a partner. We follow Bruner's (1983) idea and further specify pragmatic frames as the learning units that drive language acquisition and cognitive development. These units consist of a sequence of actions and verbal behaviors that are co-constructed with a partner to achieve a joint goal. We elaborate on this alternative, offer some initial parametrizations of the concept, and embed it in current language learning approaches.}},
  author       = {{Rohlfing, Katharina and Wrede, Britta and Vollmer, Anna-Lisa and Oudeyer, Pierre-Yves}},
  issn         = {{1664-1078}},
  journal      = {{FRONTIERS IN PSYCHOLOGY}},
  keywords     = {{language acquisition, pragmatics, infants' social learning, frames, learning and memory, developmental robotics}},
  publisher    = {{Frontiers Media Sa}},
  title        = {{{An Alternative to Mapping a Word onto a Concept in Language Acquisition: Pragmatic Frames}}},
  doi          = {{10.3389/fpsyg.2016.00470}},
  volume       = {{7}},
  year         = {{2016}},
}

@inproceedings{17183,
  author       = {{Lücking, Phillip and Rohlfing, Katharina and Wrede, Britta and Schilling, Malte}},
  booktitle    = {{2016 Joint IEEE International Conference on Development and Learning and Epigenetic Robotics (ICDL-EpiRob)}},
  isbn         = {{978-1-5090-5069-7}},
  publisher    = {{Institute of Electrical and Electronics Engineers (IEEE)}},
  title        = {{{Preschoolers' engagement in social interaction with an autonomous robotic system}}},
  doi          = {{10.1109/devlrn.2016.7846821}},
  year         = {{2016}},
}

@inproceedings{37802,
  author       = {{Görel, Gamze and Hellmich, Frank and Schwab , Susanne}},
  publisher    = {{Freie Universität Berlin}},
  title        = {{{Einstellungen zur Inklusion im Zusammenhang mit der Motivation für die Beschäftigung mit inklusionsspezifischen Fragestellungen bei Studentinnen und Studenten des Lehramts an Grundschulen. Vortrag auf der 4. Tagung der Gesellschaft für Empirische Bildungsforschung (GEBF)}}},
  year         = {{2016}},
}

@inproceedings{37801,
  author       = {{Hellmich, Frank and Hoya, Fabian Karl}},
  publisher    = {{Freie Universität Berlin}},
  title        = {{{Rückmeldungen zu Leseprozessen in Elternhaus und Schule im Zusammenhang mit der Lesemotivation von Kindern im dritten und vierten Grundschuljahr. Vortrag auf der 4. Tagung der Gesellschaft für Empirische Bildungsforschung (GEBF)}}},
  year         = {{2016}},
}

@inproceedings{37804,
  author       = {{Görel, Gamze and Hellmich, Frank}},
  publisher    = {{Universität Kassel}},
  title        = {{{Einstellungen zum inklusiven Unterricht bei Lehrkräften als Voraussetzungen für inklusives Lernen in der Grundschule. Vortrag auf dem 25. Kongress der Deutschen Gesellschaft für Erziehungswissenschaft (DGfE)}}},
  year         = {{2016}},
}

@inproceedings{37800,
  author       = {{Löper, Marwin Felix and Görel, Gamze and Pfahl, Rebecca and Hellmich, Frank}},
  publisher    = {{University of Wuppertal}},
  title        = {{{Primary school children`s attitudes towards peers with special educational needs}}},
  year         = {{2016}},
}