[{"citation":{"apa":"Sciutti, A., Lohan, K. S., Gredebäck, G., Koch, B., &#38; Rohlfing, K. (2016). Language meddles with infants‘ processing of observed actions. <i>Frontiers in Robotics and AI</i>. <a href=\"https://doi.org/10.3389/frobt.2016.00046\">https://doi.org/10.3389/frobt.2016.00046</a>","ieee":"A. Sciutti, K. S. Lohan, G. Gredebäck, B. Koch, and K. Rohlfing, “Language meddles with infants‘ processing of observed actions,” <i>Frontiers in Robotics and AI</i>, 2016, doi: <a href=\"https://doi.org/10.3389/frobt.2016.00046\">10.3389/frobt.2016.00046</a>.","chicago":"Sciutti, Alessandra, Katrin Solveig Lohan, Gustaf Gredebäck, Benjamin  Koch, and Katharina Rohlfing. “Language Meddles with Infants‘ Processing of Observed Actions.” <i>Frontiers in Robotics and AI</i>, 2016. <a href=\"https://doi.org/10.3389/frobt.2016.00046\">https://doi.org/10.3389/frobt.2016.00046</a>.","short":"A. Sciutti, K.S. Lohan, G. Gredebäck, B. Koch, K. Rohlfing, Frontiers in Robotics and AI (2016).","mla":"Sciutti, Alessandra, et al. “Language Meddles with Infants‘ Processing of Observed Actions.” <i>Frontiers in Robotics and AI</i>, 2016, doi:<a href=\"https://doi.org/10.3389/frobt.2016.00046\">10.3389/frobt.2016.00046</a>.","ama":"Sciutti A, Lohan KS, Gredebäck G, Koch B, Rohlfing K. Language meddles with infants‘ processing of observed actions. <i>Frontiers in Robotics and AI</i>. Published online 2016. doi:<a href=\"https://doi.org/10.3389/frobt.2016.00046\">10.3389/frobt.2016.00046</a>","bibtex":"@article{Sciutti_Lohan_Gredebäck_Koch_Rohlfing_2016, title={Language meddles with infants‘ processing of observed actions}, DOI={<a href=\"https://doi.org/10.3389/frobt.2016.00046\">10.3389/frobt.2016.00046</a>}, journal={Frontiers in Robotics and AI}, author={Sciutti, Alessandra and Lohan, Katrin Solveig and Gredebäck, Gustaf and Koch, Benjamin  and Rohlfing, Katharina}, year={2016} }"},"publication":"Frontiers in Robotics and AI","department":[{"_id":"749"}],"type":"journal_article","date_created":"2020-11-02T13:42:35Z","date_updated":"2023-02-01T12:36:05Z","author":[{"full_name":"Sciutti, Alessandra","first_name":"Alessandra","last_name":"Sciutti"},{"full_name":"Lohan, Katrin Solveig","first_name":"Katrin Solveig","last_name":"Lohan"},{"last_name":"Gredebäck","first_name":"Gustaf","full_name":"Gredebäck, Gustaf"},{"full_name":"Koch, Benjamin ","first_name":"Benjamin ","last_name":"Koch"},{"full_name":"Rohlfing, Katharina","first_name":"Katharina","last_name":"Rohlfing","id":"50352"}],"year":"2016","title":"Language meddles with infants‘ processing of observed actions","status":"public","user_id":"14931","doi":"10.3389/frobt.2016.00046","_id":"20248","language":[{"iso":"eng"}]},{"citation":{"mla":"Nomikou, Iris, et al. “Language—at All Times. Action and Interaction as Contexts for Enriching Representations.” <i>Interaction Studies </i>, 2016, pp. 120–45, doi:<a href=\"https://doi.org/10.1075/is.17.1.06nom\">10.1075/is.17.1.06nom</a>.","bibtex":"@article{Nomikou_Malte_Heller_Rohlfing_2016, title={Language—at all times. Action and interaction as contexts for enriching representations.}, DOI={<a href=\"https://doi.org/10.1075/is.17.1.06nom\">10.1075/is.17.1.06nom</a>}, journal={Interaction Studies }, author={Nomikou, Iris and Malte, Schilling and Heller, Vivien and Rohlfing, Katharina}, year={2016}, pages={120–145} }","ama":"Nomikou I, Malte S, Heller V, Rohlfing K. Language—at all times. Action and interaction as contexts for enriching representations. <i>Interaction Studies </i>. Published online 2016:120-145. doi:<a href=\"https://doi.org/10.1075/is.17.1.06nom\">10.1075/is.17.1.06nom</a>","ieee":"I. Nomikou, S. Malte, V. Heller, and K. Rohlfing, “Language—at all times. Action and interaction as contexts for enriching representations.,” <i>Interaction Studies </i>, pp. 120–145, 2016, doi: <a href=\"https://doi.org/10.1075/is.17.1.06nom\">10.1075/is.17.1.06nom</a>.","apa":"Nomikou, I., Malte, S., Heller, V., &#38; Rohlfing, K. (2016). Language—at all times. Action and interaction as contexts for enriching representations. <i>Interaction Studies </i>, 120–145. <a href=\"https://doi.org/10.1075/is.17.1.06nom\">https://doi.org/10.1075/is.17.1.06nom</a>","chicago":"Nomikou, Iris, Schilling Malte, Vivien Heller, and Katharina Rohlfing. “Language—at All Times. Action and Interaction as Contexts for Enriching Representations.” <i>Interaction Studies </i>, 2016, 120–45. <a href=\"https://doi.org/10.1075/is.17.1.06nom\">https://doi.org/10.1075/is.17.1.06nom</a>.","short":"I. Nomikou, S. Malte, V. Heller, K. Rohlfing, Interaction Studies  (2016) 120–145."},"publication":"Interaction Studies ","department":[{"_id":"749"}],"type":"journal_article","date_created":"2020-11-02T13:47:11Z","date_updated":"2023-02-01T12:36:24Z","author":[{"full_name":"Nomikou, Iris","first_name":"Iris","last_name":"Nomikou"},{"full_name":"Malte, Schilling","first_name":"Schilling","last_name":"Malte"},{"last_name":"Heller","first_name":"Vivien","full_name":"Heller, Vivien"},{"full_name":"Rohlfing, Katharina","last_name":"Rohlfing","first_name":"Katharina","id":"50352"}],"year":"2016","title":"Language—at all times. Action and interaction as contexts for enriching representations.","status":"public","doi":"10.1075/is.17.1.06nom","user_id":"14931","_id":"20249","language":[{"iso":"eng"}],"page":"120-145"},{"author":[{"last_name":"Strunz","first_name":"Cathleen","full_name":"Strunz, Cathleen"},{"last_name":"Adomßent","first_name":"Maik","full_name":"Adomßent, Maik"},{"first_name":"Andreas","last_name":"Seifert","full_name":"Seifert, Andreas","id":"693"},{"full_name":"Schütz, Julia","first_name":"Julia","last_name":"Schütz"},{"full_name":"Gunkel, Marjaana","first_name":"Marjaana","last_name":"Gunkel"}],"title":"Die KOMFOR-Studie zum studentischen Wahlverhalten in überfachlichen Studienprogrammen – statistische Analysen und Auswertung von Interviews.","year":"2016","status":"public","date_updated":"2023-02-01T15:21:07Z","publication_status":"published","_id":"41199","publisher":"Waxmann","language":[{"iso":"ger"}],"editor":[{"first_name":"Karin","last_name":"Beck","full_name":"Beck, Karin"},{"full_name":"Bothe, Thorsten","first_name":"Thorsten","last_name":"Bothe"},{"first_name":"Thomas","last_name":"Glaser","full_name":"Glaser, Thomas"},{"full_name":"Heuer, Claudia","first_name":"Claudia","last_name":"Heuer"},{"first_name":"Julia","last_name":"Schütz","full_name":"Schütz, Julia"},{"full_name":"Seifert, Andreas","first_name":"Andreas","last_name":"Seifert"}],"user_id":"693","citation":{"chicago":"Strunz, Cathleen, Maik Adomßent, Andreas Seifert, Julia Schütz, and Marjaana Gunkel. “Die KOMFOR-Studie zum studentischen Wahlverhalten in überfachlichen Studienprogrammen – statistische Analysen und Auswertung von Interviews.” In <i>Bildung und Hochschule. Impulse für Studium und Lehre am Beispiel des Leuphana College.</i>, edited by Karin Beck, Thorsten Bothe, Thomas Glaser, Claudia Heuer, Julia Schütz, and Andreas Seifert. Münster: Waxmann, 2016.","short":"C. Strunz, M. Adomßent, A. Seifert, J. Schütz, M. Gunkel, in: K. Beck, T. Bothe, T. Glaser, C. Heuer, J. Schütz, A. Seifert (Eds.), Bildung und Hochschule. Impulse für Studium und Lehre am Beispiel des Leuphana College., Waxmann, Münster, 2016.","ieee":"C. Strunz, M. Adomßent, A. Seifert, J. Schütz, and M. Gunkel, “Die KOMFOR-Studie zum studentischen Wahlverhalten in überfachlichen Studienprogrammen – statistische Analysen und Auswertung von Interviews.,” in <i>Bildung und Hochschule. Impulse für Studium und Lehre am Beispiel des Leuphana College.</i>, K. Beck, T. Bothe, T. Glaser, C. Heuer, J. Schütz, and A. Seifert, Eds. Münster: Waxmann, 2016.","apa":"Strunz, C., Adomßent, M., Seifert, A., Schütz, J., &#38; Gunkel, M. (2016). Die KOMFOR-Studie zum studentischen Wahlverhalten in überfachlichen Studienprogrammen – statistische Analysen und Auswertung von Interviews. In K. Beck, T. Bothe, T. Glaser, C. Heuer, J. Schütz, &#38; A. Seifert (Eds.), <i>Bildung und Hochschule. Impulse für Studium und Lehre am Beispiel des Leuphana College.</i> Waxmann.","bibtex":"@inbook{Strunz_Adomßent_Seifert_Schütz_Gunkel_2016, place={Münster}, title={Die KOMFOR-Studie zum studentischen Wahlverhalten in überfachlichen Studienprogrammen – statistische Analysen und Auswertung von Interviews.}, booktitle={Bildung und Hochschule. Impulse für Studium und Lehre am Beispiel des Leuphana College.}, publisher={Waxmann}, author={Strunz, Cathleen and Adomßent, Maik and Seifert, Andreas and Schütz, Julia and Gunkel, Marjaana}, editor={Beck, Karin and Bothe, Thorsten and Glaser, Thomas and Heuer, Claudia and Schütz, Julia and Seifert, Andreas}, year={2016} }","ama":"Strunz C, Adomßent M, Seifert A, Schütz J, Gunkel M. Die KOMFOR-Studie zum studentischen Wahlverhalten in überfachlichen Studienprogrammen – statistische Analysen und Auswertung von Interviews. In: Beck K, Bothe T, Glaser T, Heuer C, Schütz J, Seifert A, eds. <i>Bildung und Hochschule. Impulse für Studium und Lehre am Beispiel des Leuphana College.</i> Waxmann; 2016.","mla":"Strunz, Cathleen, et al. “Die KOMFOR-Studie zum studentischen Wahlverhalten in überfachlichen Studienprogrammen – statistische Analysen und Auswertung von Interviews.” <i>Bildung und Hochschule. Impulse für Studium und Lehre am Beispiel des Leuphana College.</i>, edited by Karin Beck et al., Waxmann, 2016."},"publication":"Bildung und Hochschule. Impulse für Studium und Lehre am Beispiel des Leuphana College.","quality_controlled":"1","place":"Münster","date_created":"2023-01-31T13:15:26Z","department":[{"_id":"33"},{"_id":"427"}],"type":"book_chapter"},{"type":"journal_article","keyword":["Robot Language","Human Robot Interaction","HRI","Developmental Robotics","Cognitive Bootstrapping","Statistical Learning"],"department":[{"_id":"749"}],"date_created":"2020-06-24T13:00:58Z","abstract":[{"lang":"eng","text":"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."}],"issue":"3","publication":"International Journal of Advanced Robotic Systems","doi":"10.5772/63462","language":[{"iso":"eng"}],"date_updated":"2023-02-01T16:04:48Z","intvolume":"        13","title":"Embodied Language Learning and Cognitive Bootstrapping: Methods and Design Principles","year":"2016","publication_identifier":{"issn":["1729-8814"]},"author":[{"full_name":"Lyon, Caroline","last_name":"Lyon","first_name":"Caroline"},{"last_name":"Nehaniv","first_name":"Chrystopher L.","full_name":"Nehaniv, Chrystopher L."},{"last_name":"Saunders","first_name":"Joe","full_name":"Saunders, Joe"},{"full_name":"Belpaeme, Tony","first_name":"Tony","last_name":"Belpaeme"},{"last_name":"Bisio","first_name":"Ambra","full_name":"Bisio, Ambra"},{"last_name":"Fischer","first_name":"Kerstin","full_name":"Fischer, Kerstin"},{"full_name":"Forster, Frank","first_name":"Frank","last_name":"Forster"},{"last_name":"Lehmann","first_name":"Hagen","full_name":"Lehmann, Hagen"},{"last_name":"Metta","first_name":"Giorgio","full_name":"Metta, Giorgio"},{"last_name":"Mohan","first_name":"Vishwanathan","full_name":"Mohan, Vishwanathan"},{"first_name":"Anthony","last_name":"Morse","full_name":"Morse, Anthony"},{"full_name":"Nolfi, Stefano","first_name":"Stefano","last_name":"Nolfi"},{"last_name":"Nori","first_name":"Francesco","full_name":"Nori, Francesco"},{"full_name":"Rohlfing, Katharina","last_name":"Rohlfing","first_name":"Katharina","id":"50352"},{"first_name":"Alessandra","last_name":"Sciutti","full_name":"Sciutti, Alessandra"},{"last_name":"Tani","first_name":"Jun","full_name":"Tani, Jun"},{"last_name":"Tuci","first_name":"Elio","full_name":"Tuci, Elio"},{"last_name":"Wrede","first_name":"Britta","full_name":"Wrede, Britta"},{"full_name":"Zeschel, Arne","first_name":"Arne","last_name":"Zeschel"},{"full_name":"Cangelosi, Angelo","last_name":"Cangelosi","first_name":"Angelo"}],"citation":{"bibtex":"@article{Lyon_Nehaniv_Saunders_Belpaeme_Bisio_Fischer_Forster_Lehmann_Metta_Mohan_et al._2016, title={Embodied Language Learning and Cognitive Bootstrapping: Methods and Design Principles}, volume={13}, DOI={<a href=\"https://doi.org/10.5772/63462\">10.5772/63462</a>}, number={3}, journal={International Journal of Advanced Robotic Systems}, publisher={Intech Europe}, 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 et al.}, year={2016} }","ama":"Lyon C, Nehaniv CL, Saunders J, et al. Embodied Language Learning and Cognitive Bootstrapping: Methods and Design Principles. <i>International Journal of Advanced Robotic Systems</i>. 2016;13(3). doi:<a href=\"https://doi.org/10.5772/63462\">10.5772/63462</a>","mla":"Lyon, Caroline, et al. “Embodied Language Learning and Cognitive Bootstrapping: Methods and Design Principles.” <i>International Journal of Advanced Robotic Systems</i>, vol. 13, no. 3, Intech Europe, 2016, doi:<a href=\"https://doi.org/10.5772/63462\">10.5772/63462</a>.","chicago":"Lyon, Caroline, Chrystopher L. Nehaniv, Joe Saunders, Tony Belpaeme, Ambra Bisio, Kerstin Fischer, Frank Forster, et al. “Embodied Language Learning and Cognitive Bootstrapping: Methods and Design Principles.” <i>International Journal of Advanced Robotic Systems</i> 13, no. 3 (2016). <a href=\"https://doi.org/10.5772/63462\">https://doi.org/10.5772/63462</a>.","short":"C. Lyon, C.L. Nehaniv, J. Saunders, T. Belpaeme, A. Bisio, K. Fischer, F. Forster, H. Lehmann, G. Metta, V. Mohan, A. Morse, S. Nolfi, F. Nori, K. Rohlfing, A. Sciutti, J. Tani, E. Tuci, B. Wrede, A. Zeschel, A. Cangelosi, International Journal of Advanced Robotic Systems 13 (2016).","ieee":"C. Lyon <i>et al.</i>, “Embodied Language Learning and Cognitive Bootstrapping: Methods and Design Principles,” <i>International Journal of Advanced Robotic Systems</i>, vol. 13, no. 3, 2016, doi: <a href=\"https://doi.org/10.5772/63462\">10.5772/63462</a>.","apa":"Lyon, C., Nehaniv, C. L., Saunders, J., Belpaeme, T., Bisio, A., Fischer, K., Forster, F., Lehmann, H., Metta, G., Mohan, V., Morse, A., Nolfi, S., Nori, F., Rohlfing, K., Sciutti, A., Tani, J., Tuci, E., Wrede, B., Zeschel, A., &#38; Cangelosi, A. (2016). Embodied Language Learning and Cognitive Bootstrapping: Methods and Design Principles. <i>International Journal of Advanced Robotic Systems</i>, <i>13</i>(3). <a href=\"https://doi.org/10.5772/63462\">https://doi.org/10.5772/63462</a>"},"user_id":"14931","volume":13,"_id":"17182","publisher":"Intech Europe","status":"public"},{"date_updated":"2023-02-01T16:05:30Z","intvolume":"         5","year":"2016","title":"Effekte von Objekt-Familiarisierung auf die frühe gestische Kommunikation. Individuelle Unterschiede in Hinblick auf den späteren Wortschatz","author":[{"first_name":"Angela","last_name":"Grimminger","full_name":"Grimminger, Angela","id":"57578"},{"first_name":"Carina","last_name":"Lüke","full_name":"Lüke, Carina"},{"full_name":"Ritterfeld, Ute","last_name":"Ritterfeld","first_name":"Ute"},{"first_name":"Ulf","last_name":"Liszkowski","full_name":"Liszkowski, Ulf"},{"full_name":"Rohlfing, Katharina","first_name":"Katharina","last_name":"Rohlfing","id":"50352"}],"publication_identifier":{"issn":["2191-9194"]},"doi":"10.1026/2191-9186/a000257","language":[{"iso":"eng"}],"abstract":[{"lang":"eng","text":"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."}],"publication":"Frühe Bildung","issue":"2","type":"journal_article","keyword":["gesture","pointing","familiarity","individual differences"],"department":[{"_id":"749"}],"date_created":"2020-06-24T13:01:00Z","status":"public","user_id":"14931","volume":5,"page":"91-97","publisher":"Hogrefe & Huber Publishers","_id":"17184","citation":{"short":"A. Grimminger, C. Lüke, U. Ritterfeld, U. Liszkowski, K. Rohlfing, Frühe Bildung 5 (2016) 91–97.","chicago":"Grimminger, Angela, Carina Lüke, Ute Ritterfeld, Ulf Liszkowski, and Katharina Rohlfing. “Effekte von Objekt-Familiarisierung Auf Die Frühe Gestische Kommunikation. Individuelle Unterschiede in Hinblick Auf Den Späteren Wortschatz.” <i>Frühe Bildung</i> 5, no. 2 (2016): 91–97. <a href=\"https://doi.org/10.1026/2191-9186/a000257\">https://doi.org/10.1026/2191-9186/a000257</a>.","ieee":"A. Grimminger, C. Lüke, U. Ritterfeld, U. Liszkowski, and K. Rohlfing, “Effekte von Objekt-Familiarisierung auf die frühe gestische Kommunikation. Individuelle Unterschiede in Hinblick auf den späteren Wortschatz,” <i>Frühe Bildung</i>, vol. 5, no. 2, pp. 91–97, 2016, doi: <a href=\"https://doi.org/10.1026/2191-9186/a000257\">10.1026/2191-9186/a000257</a>.","apa":"Grimminger, A., Lüke, C., Ritterfeld, U., Liszkowski, U., &#38; Rohlfing, K. (2016). Effekte von Objekt-Familiarisierung auf die frühe gestische Kommunikation. Individuelle Unterschiede in Hinblick auf den späteren Wortschatz. <i>Frühe Bildung</i>, <i>5</i>(2), 91–97. <a href=\"https://doi.org/10.1026/2191-9186/a000257\">https://doi.org/10.1026/2191-9186/a000257</a>","bibtex":"@article{Grimminger_Lüke_Ritterfeld_Liszkowski_Rohlfing_2016, title={Effekte von Objekt-Familiarisierung auf die frühe gestische Kommunikation. Individuelle Unterschiede in Hinblick auf den späteren Wortschatz}, volume={5}, DOI={<a href=\"https://doi.org/10.1026/2191-9186/a000257\">10.1026/2191-9186/a000257</a>}, number={2}, journal={Frühe Bildung}, publisher={Hogrefe &#38; Huber Publishers}, author={Grimminger, Angela and Lüke, Carina and Ritterfeld, Ute and Liszkowski, Ulf and Rohlfing, Katharina}, year={2016}, pages={91–97} }","ama":"Grimminger A, Lüke C, Ritterfeld U, Liszkowski U, Rohlfing K. Effekte von Objekt-Familiarisierung auf die frühe gestische Kommunikation. Individuelle Unterschiede in Hinblick auf den späteren Wortschatz. <i>Frühe Bildung</i>. 2016;5(2):91-97. doi:<a href=\"https://doi.org/10.1026/2191-9186/a000257\">10.1026/2191-9186/a000257</a>","mla":"Grimminger, Angela, et al. “Effekte von Objekt-Familiarisierung Auf Die Frühe Gestische Kommunikation. Individuelle Unterschiede in Hinblick Auf Den Späteren Wortschatz.” <i>Frühe Bildung</i>, vol. 5, no. 2, Hogrefe &#38; Huber Publishers, 2016, pp. 91–97, doi:<a href=\"https://doi.org/10.1026/2191-9186/a000257\">10.1026/2191-9186/a000257</a>."}},{"publication_identifier":{"issn":["1664-1078"]},"author":[{"id":"50352","first_name":"Katharina","last_name":"Rohlfing","full_name":"Rohlfing, Katharina"},{"first_name":"Britta","last_name":"Wrede","full_name":"Wrede, Britta"},{"full_name":"Vollmer, Anna-Lisa","last_name":"Vollmer","first_name":"Anna-Lisa"},{"last_name":"Oudeyer","first_name":"Pierre-Yves","full_name":"Oudeyer, Pierre-Yves"}],"status":"public","year":"2016","title":"An Alternative to Mapping a Word onto a Concept in Language Acquisition: Pragmatic Frames","intvolume":"         7","date_updated":"2023-02-01T16:04:21Z","_id":"17181","language":[{"iso":"eng"}],"publisher":"Frontiers Media Sa","volume":7,"doi":"10.3389/fpsyg.2016.00470","user_id":"14931","citation":{"bibtex":"@article{Rohlfing_Wrede_Vollmer_Oudeyer_2016, title={An Alternative to Mapping a Word onto a Concept in Language Acquisition: Pragmatic Frames}, volume={7}, DOI={<a href=\"https://doi.org/10.3389/fpsyg.2016.00470\">10.3389/fpsyg.2016.00470</a>}, journal={FRONTIERS IN PSYCHOLOGY}, publisher={Frontiers Media Sa}, author={Rohlfing, Katharina and Wrede, Britta and Vollmer, Anna-Lisa and Oudeyer, Pierre-Yves}, year={2016} }","ama":"Rohlfing K, Wrede B, Vollmer A-L, Oudeyer P-Y. An Alternative to Mapping a Word onto a Concept in Language Acquisition: Pragmatic Frames. <i>FRONTIERS IN PSYCHOLOGY</i>. 2016;7. doi:<a href=\"https://doi.org/10.3389/fpsyg.2016.00470\">10.3389/fpsyg.2016.00470</a>","mla":"Rohlfing, Katharina, et al. “An Alternative to Mapping a Word onto a Concept in Language Acquisition: Pragmatic Frames.” <i>FRONTIERS IN PSYCHOLOGY</i>, vol. 7, Frontiers Media Sa, 2016, doi:<a href=\"https://doi.org/10.3389/fpsyg.2016.00470\">10.3389/fpsyg.2016.00470</a>.","chicago":"Rohlfing, Katharina, Britta Wrede, Anna-Lisa Vollmer, and Pierre-Yves Oudeyer. “An Alternative to Mapping a Word onto a Concept in Language Acquisition: Pragmatic Frames.” <i>FRONTIERS IN PSYCHOLOGY</i> 7 (2016). <a href=\"https://doi.org/10.3389/fpsyg.2016.00470\">https://doi.org/10.3389/fpsyg.2016.00470</a>.","short":"K. Rohlfing, B. Wrede, A.-L. Vollmer, P.-Y. Oudeyer, FRONTIERS IN PSYCHOLOGY 7 (2016).","ieee":"K. Rohlfing, B. Wrede, A.-L. Vollmer, and P.-Y. Oudeyer, “An Alternative to Mapping a Word onto a Concept in Language Acquisition: Pragmatic Frames,” <i>FRONTIERS IN PSYCHOLOGY</i>, vol. 7, 2016, doi: <a href=\"https://doi.org/10.3389/fpsyg.2016.00470\">10.3389/fpsyg.2016.00470</a>.","apa":"Rohlfing, K., Wrede, B., Vollmer, A.-L., &#38; Oudeyer, P.-Y. (2016). An Alternative to Mapping a Word onto a Concept in Language Acquisition: Pragmatic Frames. <i>FRONTIERS IN PSYCHOLOGY</i>, <i>7</i>. <a href=\"https://doi.org/10.3389/fpsyg.2016.00470\">https://doi.org/10.3389/fpsyg.2016.00470</a>"},"publication":"FRONTIERS IN PSYCHOLOGY","abstract":[{"lang":"eng","text":"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."}],"date_created":"2020-06-24T13:00:57Z","department":[{"_id":"749"}],"keyword":["language acquisition","pragmatics","infants' social learning","frames","learning and memory","developmental robotics"],"type":"journal_article"},{"publisher":"Institute of Electrical and Electronics Engineers (IEEE)","_id":"17183","language":[{"iso":"eng"}],"user_id":"14931","doi":"10.1109/devlrn.2016.7846821","author":[{"last_name":"Lücking","first_name":"Phillip","full_name":"Lücking, Phillip"},{"first_name":"Katharina","last_name":"Rohlfing","full_name":"Rohlfing, Katharina","id":"50352"},{"last_name":"Wrede","first_name":"Britta","full_name":"Wrede, Britta"},{"full_name":"Schilling, Malte","last_name":"Schilling","first_name":"Malte"}],"publication_identifier":{"isbn":["978-1-5090-5069-7"]},"status":"public","year":"2016","title":"Preschoolers' engagement in social interaction with an autonomous robotic system","date_updated":"2023-02-01T16:05:12Z","date_created":"2020-06-24T13:00:59Z","department":[{"_id":"749"}],"type":"conference","citation":{"mla":"Lücking, Phillip, et al. “Preschoolers’ Engagement in Social Interaction with an Autonomous Robotic System.” <i>2016 Joint IEEE International Conference on Development and Learning and Epigenetic Robotics (ICDL-EpiRob)</i>, Institute of Electrical and Electronics Engineers (IEEE), 2016, doi:<a href=\"https://doi.org/10.1109/devlrn.2016.7846821\">10.1109/devlrn.2016.7846821</a>.","ama":"Lücking P, Rohlfing K, Wrede B, Schilling M. Preschoolers’ engagement in social interaction with an autonomous robotic system. In: <i>2016 Joint IEEE International Conference on Development and Learning and Epigenetic Robotics (ICDL-EpiRob)</i>. Institute of Electrical and Electronics Engineers (IEEE); 2016. doi:<a href=\"https://doi.org/10.1109/devlrn.2016.7846821\">10.1109/devlrn.2016.7846821</a>","bibtex":"@inproceedings{Lücking_Rohlfing_Wrede_Schilling_2016, title={Preschoolers’ engagement in social interaction with an autonomous robotic system}, DOI={<a href=\"https://doi.org/10.1109/devlrn.2016.7846821\">10.1109/devlrn.2016.7846821</a>}, booktitle={2016 Joint IEEE International Conference on Development and Learning and Epigenetic Robotics (ICDL-EpiRob)}, publisher={Institute of Electrical and Electronics Engineers (IEEE)}, author={Lücking, Phillip and Rohlfing, Katharina and Wrede, Britta and Schilling, Malte}, year={2016} }","apa":"Lücking, P., Rohlfing, K., Wrede, B., &#38; Schilling, M. (2016). Preschoolers’ engagement in social interaction with an autonomous robotic system. <i>2016 Joint IEEE International Conference on Development and Learning and Epigenetic Robotics (ICDL-EpiRob)</i>. <a href=\"https://doi.org/10.1109/devlrn.2016.7846821\">https://doi.org/10.1109/devlrn.2016.7846821</a>","ieee":"P. Lücking, K. Rohlfing, B. Wrede, and M. Schilling, “Preschoolers’ engagement in social interaction with an autonomous robotic system,” 2016, doi: <a href=\"https://doi.org/10.1109/devlrn.2016.7846821\">10.1109/devlrn.2016.7846821</a>.","chicago":"Lücking, Phillip, Katharina Rohlfing, Britta Wrede, and Malte Schilling. “Preschoolers’ Engagement in Social Interaction with an Autonomous Robotic System.” In <i>2016 Joint IEEE International Conference on Development and Learning and Epigenetic Robotics (ICDL-EpiRob)</i>. Institute of Electrical and Electronics Engineers (IEEE), 2016. <a href=\"https://doi.org/10.1109/devlrn.2016.7846821\">https://doi.org/10.1109/devlrn.2016.7846821</a>.","short":"P. Lücking, K. Rohlfing, B. Wrede, M. Schilling, in: 2016 Joint IEEE International Conference on Development and Learning and Epigenetic Robotics (ICDL-EpiRob), Institute of Electrical and Electronics Engineers (IEEE), 2016."},"publication":"2016 Joint IEEE International Conference on Development and Learning and Epigenetic Robotics (ICDL-EpiRob)"},{"date_updated":"2023-01-26T09:17:38Z","author":[{"id":"13345","first_name":"Gamze","last_name":"Görel","full_name":"Görel, Gamze"},{"id":"26282","full_name":"Hellmich, Frank","first_name":"Frank","last_name":"Hellmich"},{"first_name":"Susanne","last_name":"Schwab ","full_name":"Schwab , Susanne"}],"status":"public","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","user_id":"57672","_id":"37802","language":[{"iso":"eng"}],"publisher":"Freie Universität Berlin","citation":{"ama":"Görel G, Hellmich F, Schwab  S. 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). In: Freie Universität Berlin; 2016.","bibtex":"@inproceedings{Görel_Hellmich_Schwab _2016, place={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)}, publisher={Freie Universität Berlin}, author={Görel, Gamze and Hellmich, Frank and Schwab , Susanne}, year={2016} }","mla":"Görel, Gamze, et al. <i>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)</i>. Freie Universität Berlin, 2016.","chicago":"Görel, Gamze, Frank Hellmich, and Susanne Schwab . “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).” Berlin: Freie Universität Berlin, 2016.","short":"G. Görel, F. Hellmich, S. Schwab , in: Freie Universität Berlin, Berlin, 2016.","apa":"Görel, G., Hellmich, F., &#38; Schwab , S. (2016). <i>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)</i>.","ieee":"G. Görel, F. Hellmich, and S. Schwab , “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),” 2016."},"department":[{"_id":"460"}],"type":"conference","place":"Berlin","date_created":"2023-01-20T14:53:15Z"},{"department":[{"_id":"460"}],"type":"conference","place":"Berlin","date_created":"2023-01-20T14:52:04Z","citation":{"short":"F. Hellmich, F.K. Hoya, in: Freie Universität Berlin, Berlin, 2016.","chicago":"Hellmich, Frank, and Fabian Karl Hoya. “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).” Berlin: Freie Universität Berlin, 2016.","ieee":"F. Hellmich and F. K. Hoya, “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),” 2016.","apa":"Hellmich, F., &#38; Hoya, F. K. (2016). <i>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)</i>.","bibtex":"@inproceedings{Hellmich_Hoya_2016, place={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)}, publisher={Freie Universität Berlin}, author={Hellmich, Frank and Hoya, Fabian Karl}, year={2016} }","ama":"Hellmich F, Hoya FK. 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). In: Freie Universität Berlin; 2016.","mla":"Hellmich, Frank, and Fabian Karl Hoya. <i>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)</i>. Freie Universität Berlin, 2016."},"user_id":"57672","_id":"37801","language":[{"iso":"eng"}],"publisher":"Freie Universität Berlin","date_updated":"2023-01-26T09:17:45Z","author":[{"full_name":"Hellmich, Frank","last_name":"Hellmich","first_name":"Frank","id":"26282"},{"first_name":"Fabian Karl","last_name":"Hoya","full_name":"Hoya, Fabian Karl","id":"10600"}],"status":"public","year":"2016","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)"},{"place":"Kassel","date_created":"2023-01-20T14:55:14Z","type":"conference","department":[{"_id":"460"}],"citation":{"bibtex":"@inproceedings{Görel_Hellmich_2016, place={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)}, publisher={Universität Kassel}, author={Görel, Gamze and Hellmich, Frank}, year={2016} }","ama":"Görel G, Hellmich F. 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). In: Universität Kassel; 2016.","mla":"Görel, Gamze, and Frank Hellmich. <i>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)</i>. Universität Kassel, 2016.","chicago":"Görel, Gamze, and Frank Hellmich. “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).” Kassel: Universität Kassel, 2016.","short":"G. Görel, F. Hellmich, in: Universität Kassel, Kassel, 2016.","ieee":"G. Görel and F. Hellmich, “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),” 2016.","apa":"Görel, G., &#38; Hellmich, F. (2016). <i>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)</i>."},"_id":"37804","publisher":"Universität Kassel","language":[{"iso":"eng"}],"user_id":"57672","status":"public","year":"2016","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)","author":[{"first_name":"Gamze","last_name":"Görel","full_name":"Görel, Gamze","id":"13345"},{"full_name":"Hellmich, Frank","last_name":"Hellmich","first_name":"Frank","id":"26282"}],"date_updated":"2023-01-26T09:17:32Z"},{"department":[{"_id":"460"}],"type":"conference","place":"Wuppertal","date_created":"2023-01-20T14:51:01Z","citation":{"chicago":"Löper, Marwin Felix, Gamze Görel, Rebecca Pfahl, and Frank Hellmich. “Primary School Children`s Attitudes towards Peers with Special Educational Needs.” Wuppertal: University of Wuppertal, 2016.","short":"M.F. Löper, G. Görel, R. Pfahl, F. Hellmich, in: University of Wuppertal, Wuppertal, 2016.","ieee":"M. F. Löper, G. Görel, R. Pfahl, and F. Hellmich, “Primary school children`s attitudes towards peers with special educational needs,” 2016.","apa":"Löper, M. F., Görel, G., Pfahl, R., &#38; Hellmich, F. (2016). <i>Primary school children`s attitudes towards peers with special educational needs</i>.","bibtex":"@inproceedings{Löper_Görel_Pfahl_Hellmich_2016, place={Wuppertal}, title={Primary school children`s attitudes towards peers with special educational needs}, publisher={University of Wuppertal}, author={Löper, Marwin Felix and Görel, Gamze and Pfahl, Rebecca and Hellmich, Frank}, year={2016} }","ama":"Löper MF, Görel G, Pfahl R, Hellmich F. Primary school children`s attitudes towards peers with special educational needs. In: University of Wuppertal; 2016.","mla":"Löper, Marwin Felix, et al. <i>Primary School Children`s Attitudes towards Peers with Special Educational Needs</i>. University of Wuppertal, 2016."},"user_id":"57672","_id":"37800","language":[{"iso":"eng"}],"publisher":"University of Wuppertal","date_updated":"2023-01-26T09:17:52Z","author":[{"id":"26693","first_name":"Marwin Felix","last_name":"Löper","full_name":"Löper, Marwin Felix"},{"full_name":"Görel, Gamze","first_name":"Gamze","last_name":"Görel","id":"13345"},{"first_name":"Rebecca","last_name":"Pfahl","full_name":"Pfahl, Rebecca"},{"id":"26282","first_name":"Frank","last_name":"Hellmich","full_name":"Hellmich, Frank"}],"status":"public","title":"Primary school children`s attitudes towards peers with special educational needs","year":"2016"},{"status":"public","year":"2016","title":"Primary school teachers` attitudes towards inclusion and their interest in inclusive teaching","author":[{"id":"13345","first_name":"Gamze","last_name":"Görel","full_name":"Görel, Gamze"},{"first_name":"Frank","last_name":"Hellmich","full_name":"Hellmich, Frank","id":"26282"}],"date_updated":"2023-01-26T09:17:59Z","publisher":"University of Wuppertal","_id":"37799","language":[{"iso":"eng"}],"user_id":"57672","citation":{"short":"G. Görel, F. Hellmich, in: University of Wuppertal, Wuppertal, 2016.","chicago":"Görel, Gamze, and Frank Hellmich. “Primary School Teachers` Attitudes towards Inclusion and Their Interest in Inclusive Teaching.” Wuppertal: University of Wuppertal, 2016.","ieee":"G. Görel and F. Hellmich, “Primary school teachers` attitudes towards inclusion and their interest in inclusive teaching,” 2016.","apa":"Görel, G., &#38; Hellmich, F. (2016). <i>Primary school teachers` attitudes towards inclusion and their interest in inclusive teaching</i>.","bibtex":"@inproceedings{Görel_Hellmich_2016, place={Wuppertal}, title={Primary school teachers` attitudes towards inclusion and their interest in inclusive teaching}, publisher={University of Wuppertal}, author={Görel, Gamze and Hellmich, Frank}, year={2016} }","ama":"Görel G, Hellmich F. Primary school teachers` attitudes towards inclusion and their interest in inclusive teaching. In: University of Wuppertal; 2016.","mla":"Görel, Gamze, and Frank Hellmich. <i>Primary School Teachers` Attitudes towards Inclusion and Their Interest in Inclusive Teaching</i>. University of Wuppertal, 2016."},"place":"Wuppertal","date_created":"2023-01-20T14:49:32Z","type":"conference","department":[{"_id":"460"}]},{"user_id":"57672","language":[{"iso":"eng"}],"_id":"37791","publisher":"Universität Bielefeld","date_updated":"2023-01-26T09:19:25Z","title":"Leseleistungen von Kindern im Grundschulalter im Zusammenhang mit den Rückmeldungen ihrer Lehrerinnen und Lehrer im Leseunterricht der Grundschule – Ergebnisse aus einer Mehrebenenanalyse. Vortrag auf der 25. Jahrestagung „Profession und Disziplin – Grundschulpädagogik im Diskurs“ der Kommission Grundschulforschung und Pädagogik der Primarstufe (Sektion Schulpädagogik) der Deutschen Gesellschaft für Erziehungswissenschaft (DGfE)","year":"2016","status":"public","author":[{"id":"10600","full_name":"Hoya, Fabian Karl","first_name":"Fabian Karl","last_name":"Hoya"},{"id":"26282","full_name":"Hellmich, Frank","first_name":"Frank","last_name":"Hellmich"}],"type":"conference","department":[{"_id":"460"}],"place":"Bielefeld","date_created":"2023-01-20T14:37:12Z","citation":{"ama":"Hoya FK, Hellmich F. Leseleistungen von Kindern im Grundschulalter im Zusammenhang mit den Rückmeldungen ihrer Lehrerinnen und Lehrer im Leseunterricht der Grundschule – Ergebnisse aus einer Mehrebenenanalyse. Vortrag auf der 25. Jahrestagung „Profession und Disziplin – Grundschulpädagogik im Diskurs“ der Kommission Grundschulforschung und Pädagogik der Primarstufe (Sektion Schulpädagogik) der Deutschen Gesellschaft für Erziehungswissenschaft (DGfE). In: Universität Bielefeld; 2016.","bibtex":"@inproceedings{Hoya_Hellmich_2016, place={Bielefeld}, title={Leseleistungen von Kindern im Grundschulalter im Zusammenhang mit den Rückmeldungen ihrer Lehrerinnen und Lehrer im Leseunterricht der Grundschule – Ergebnisse aus einer Mehrebenenanalyse. Vortrag auf der 25. Jahrestagung „Profession und Disziplin – Grundschulpädagogik im Diskurs“ der Kommission Grundschulforschung und Pädagogik der Primarstufe (Sektion Schulpädagogik) der Deutschen Gesellschaft für Erziehungswissenschaft (DGfE)}, publisher={Universität Bielefeld}, author={Hoya, Fabian Karl and Hellmich, Frank}, year={2016} }","mla":"Hoya, Fabian Karl, and Frank Hellmich. <i>Leseleistungen von Kindern Im Grundschulalter Im Zusammenhang Mit Den Rückmeldungen Ihrer Lehrerinnen Und Lehrer Im Leseunterricht Der Grundschule – Ergebnisse Aus Einer Mehrebenenanalyse. Vortrag Auf Der 25. Jahrestagung „Profession Und Disziplin – Grundschulpädagogik Im Diskurs“ Der Kommission Grundschulforschung Und Pädagogik Der Primarstufe (Sektion Schulpädagogik) Der Deutschen Gesellschaft Für Erziehungswissenschaft (DGfE)</i>. Universität Bielefeld, 2016.","chicago":"Hoya, Fabian Karl, and Frank Hellmich. “Leseleistungen von Kindern Im Grundschulalter Im Zusammenhang Mit Den Rückmeldungen Ihrer Lehrerinnen Und Lehrer Im Leseunterricht Der Grundschule – Ergebnisse Aus Einer Mehrebenenanalyse. Vortrag Auf Der 25. Jahrestagung „Profession Und Disziplin – Grundschulpädagogik Im Diskurs“ Der Kommission Grundschulforschung Und Pädagogik Der Primarstufe (Sektion Schulpädagogik) Der Deutschen Gesellschaft Für Erziehungswissenschaft (DGfE).” Bielefeld: Universität Bielefeld, 2016.","short":"F.K. Hoya, F. Hellmich, in: Universität Bielefeld, Bielefeld, 2016.","apa":"Hoya, F. K., &#38; Hellmich, F. (2016). <i>Leseleistungen von Kindern im Grundschulalter im Zusammenhang mit den Rückmeldungen ihrer Lehrerinnen und Lehrer im Leseunterricht der Grundschule – Ergebnisse aus einer Mehrebenenanalyse. Vortrag auf der 25. Jahrestagung „Profession und Disziplin – Grundschulpädagogik im Diskurs“ der Kommission Grundschulforschung und Pädagogik der Primarstufe (Sektion Schulpädagogik) der Deutschen Gesellschaft für Erziehungswissenschaft (DGfE)</i>.","ieee":"F. K. Hoya and F. Hellmich, “Leseleistungen von Kindern im Grundschulalter im Zusammenhang mit den Rückmeldungen ihrer Lehrerinnen und Lehrer im Leseunterricht der Grundschule – Ergebnisse aus einer Mehrebenenanalyse. Vortrag auf der 25. Jahrestagung „Profession und Disziplin – Grundschulpädagogik im Diskurs“ der Kommission Grundschulforschung und Pädagogik der Primarstufe (Sektion Schulpädagogik) der Deutschen Gesellschaft für Erziehungswissenschaft (DGfE),” 2016."}},{"citation":{"ama":"Görel G, Hellmich F, Schwab S. Motivation und Einstellungen zur Inklusion bei deutschen und österreichischen Studentinnen und Studenten mit dem Studienschwerpunkt Grundschule – ein Vergleich. Vortrag auf der 25. Jahrestagung „Profession und Disziplin – Grundschulpädagogik im Diskurs“ der Kommission Grundschulforschung und Pädagogik der Primarstufe (Sektion Schulpädagogik) der Deutschen Gesellschaft für Erziehungswissenschaft (DGfE). In: Universität Bielefeld; 2016.","bibtex":"@inproceedings{Görel_Hellmich_Schwab_2016, place={Bielefeld}, title={Motivation und Einstellungen zur Inklusion bei deutschen und österreichischen Studentinnen und Studenten mit dem Studienschwerpunkt Grundschule – ein Vergleich. Vortrag auf der 25. 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Universität Bielefeld, 2016.","chicago":"Görel, Gamze, Frank Hellmich, and Susanne Schwab. “Motivation Und Einstellungen Zur Inklusion Bei Deutschen Und Österreichischen Studentinnen Und Studenten Mit Dem Studienschwerpunkt Grundschule – Ein Vergleich. Vortrag Auf Der 25. Jahrestagung „Profession Und Disziplin – Grundschulpädagogik Im Diskurs“ Der Kommission Grundschulforschung Und Pädagogik Der Primarstufe (Sektion Schulpädagogik) Der Deutschen Gesellschaft Für Erziehungswissenschaft (DGfE).” Bielefeld: Universität Bielefeld, 2016.","short":"G. Görel, F. Hellmich, S. Schwab, in: Universität Bielefeld, Bielefeld, 2016.","apa":"Görel, G., Hellmich, F., &#38; Schwab, S. (2016). <i>Motivation und Einstellungen zur Inklusion bei deutschen und österreichischen Studentinnen und Studenten mit dem Studienschwerpunkt Grundschule – ein Vergleich. Vortrag auf der 25. 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