@misc{57069,
  author       = {{Schuster, Britt-Marie}},
  title        = {{{Alles eine Frage des (Textsorten)Stils? – Befunde zur Entwicklung von Pressetextsorten (17.-20 Jh.). Vortrag im Rahmen der Tagung "Die Geschichte der Textsorten", Sarajevo, 18.-20. November 2021}}},
  year         = {{2021}},
}

@misc{57071,
  abstract     = {{Textsorten sind ein Begriff der Alltagssprache: Was darunter zu verstehen ist, ist
Sprecher*innen grob geläufig. Geht es allerdings darum, das Wesen von Textsorten und die
Kriterien ihrer Differenzierung zu beschreiben, bleiben auch nach langjähriger
fachwissenschaftlicher Diskussion innerhalb der Linguistik noch immer viele Fragen offen.
Auseinandersetzungen mit dem Gegenstand erfolgten zunächst anhand sehr überschaubarer
Mengen von Textbeispielen und nur selten im Kontrast verschiedener Textsorten. Mit dem
Vorhandensein großer Korpora jedoch ist es nun möglich, viele Vertreter einer Textsorte mit
automatisierten Verfahren und im Vergleich mit großen Korpora anderer Textsorten auf ihre
konstitutiven Merkmale hin zu untersuchen. Zudem stehen mittlerweile zahlreiche Tools und
Werkzeuge zur Verfügung, die die automatische Sprachverarbeitung ermöglichen bzw. die
manuelle Erschließung des Materials mittels Annotation unterstützen. Trotzdem dürfen die
daraus sich ergebenden methodischen Möglichkeiten in ihrer Leistungsfähigkeit auch nicht
überschätzt werden. Quantitatives muss an qualitatives, automatisches an manuelles Arbeiten
rückgekoppelt werden und vice versa, um belastbare Ergebnisse zu erzielen – und es bleibt das
Spannungsfeld zwischen der kritischen Masse und den Grenzen der Fehlertoleranz.
Im Projekt t.evo (DFG, 2019–2022) wird genau diese Synthese angestrebt. Ziel ist, anhand von
Korpora erbaulicher Textsorten des 17. und 18. Jhs. sowie der Pressekommunikation des 19.
und 20. Jhs. (die jeweils als Massenmedium ihrer Zeit gelten können) möglichst
allgemeingültige Kriterien zur Textsortendifferenzierung herauszuarbeiten. Hierzu wurden in
Rückgriff auf den fachwissenschaftlichen Diskurs verschiedene Dimensionen festgelegt, in
denen die musterhaften Erscheinungen verschiedener Textsorten sichtbar und somit
analysierbar gemacht werden sollen. Dabei bedienen wir uns sowohl automatisierter als auch
rein manueller Zugänge zum Korpusmaterial und kombinieren quantitative mit qualitativen
Auswertungsweisen.
Unser Vortrag wird in diese Arbeiten einführen und dabei nicht nur die einzelnen
Arbeitsschritte näher skizzieren, sondern auch Fallstricke der einzelnen Methoden und
schließlich deren Verzahnung zugunsten einer zusammenhängenden Textsortenbeschreibung
eingehen.}},
  author       = {{Georgi, Christopher and Haaf, Susanne and Thielert, Frauke  and Kirsten, Linda}},
  title        = {{{Mixed Methods in Aktion – Das Projekt t.evo und die mehrdimensionale Annäherung an das Phänomen der Textsorte. Vortrag im Rahmen des Berliner DH-Kolloquiums an der BBAW (virtuell), 5. November 2021}}},
  year         = {{2021}},
}

@misc{57070,
  author       = {{Kirsten, Linda and Boenig, Matthias}},
  title        = {{{Das deutsche Textarchiv und die korpusbasierte Analyse komplexer Textmuster. Gastvorlesung im Rahmen der Vorlesungsreihe "Digital Humanities: Grundlagen, Methoden und Reflexion in interdisziplinärer Perspektive" (Koordination durch Prof. Dr. Julia Nantke und Prof. Dr. Heike Zinsmeister, Institut für Germanistik, Universität Hamburg), digital, 11. November 2021}}},
  year         = {{2021}},
}

@misc{48630,
  author       = {{Kruse, Stephan and Scheytt, J. Christoph}},
  title        = {{{System mit optischer Trägerverteilung}}},
  year         = {{2021}},
}

@misc{48629,
  author       = {{Kruse, Stephan and Scheytt, J. Christoph}},
  title        = {{{Elektrooptischer Regelkreis}}},
  year         = {{2021}},
}

@article{56757,
  author       = {{Bergmann, Claudia Dorit}},
  journal      = {{LIMINA}},
  number       = {{2}},
  pages        = {{86--114}},
  title        = {{{Allein am Tisch? Antike und moderne jüdische Antworten auf den drohenden Wegfall eines Gemeinschaftsrituals in Krisensituationen}}},
  volume       = {{4}},
  year         = {{2021}},
}

@article{56761,
  author       = {{Bergmann, Claudia Dorit}},
  journal      = {{Journal for the Study of the Pseudepigrapha}},
  number       = {{3}},
  pages        = {{117--132}},
  title        = {{{Drink and drinking in early Jewish texts: Describing a meal in the World to Come}}},
  volume       = {{30}},
  year         = {{2021}},
}

@book{57337,
  author       = {{Marchetti, Andreas}},
  pages        = {{33}},
  publisher    = {{Universität Paderborn}},
  title        = {{{Weichenstellungen für Europa? Zum Wandel der Ratspräsidentschaft in der Europäischen Union}}},
  volume       = {{157}},
  year         = {{2021}},
}

@article{24902,
  abstract     = {{<jats:p>Social robots have emerged as a new digital technology that is increasingly being implemented in the educational landscape. While social robots could be deployed to assist young children with their learning in a variety of different ways, the typical approach in educational practices is to supplement the learning process rather than to replace the human caregiver, e.g., the teacher, parent, educator or therapist. When functioning in the role of an educational assistant, social robots will likely constitute a part of a triadic interaction with the child and the human caregiver. Surprisingly, there is little research that systematically investigates the role of the caregiver by examining the ways in which children involve or check in with them during their interaction with another partner<jats:bold>—</jats:bold>a phenomenon that is known as social referencing. In the present study, we investigated social referencing in the context of a dyadic child–robot interaction. Over the course of four sessions within our longitudinal language-learning study, we observed how 20 pre-school children aged 4–5 years checked in with their accompanying caregivers who were not actively involved in the language-learning procedure. The children participating in the study were randomly assigned to either an interaction with a social robot or a human partner. Our results revealed that all children across both conditions utilized social referencing behaviors to address their caregiver. However, we found that the children who interacted with the social robot did so significantly more frequently in each of the four sessions than those who interacted with the human partner. Further analyses showed that no significant change in their behavior over the course of the sessions could be observed. Findings are discussed with regard to the caregiver's role during children's interactions with social robots and the implications for future interaction design.</jats:p>}},
  author       = {{Tolksdorf, Nils Frederik and Crawshaw, Camilla E. and Rohlfing, Katharina J.}},
  issn         = {{2504-284X}},
  journal      = {{Frontiers in Education}},
  title        = {{{Comparing the Effects of a Different Social Partner (Social Robot vs. Human) on Children's Social Referencing in Interaction}}},
  doi          = {{10.3389/feduc.2020.569615}},
  year         = {{2021}},
}

@inproceedings{24900,
  author       = {{Tolksdorf, Nils Frederik and Viertel, Fanziska E. and Crawshaw, Camilla E. and Rohlfing, Katharina J.}},
  booktitle    = {{Interaction Design and Children}},
  title        = {{{Do Shy Children Keep more Distance from a Social Robot? Exploring Shy Children’s Proxemics with a Social Robot or a Human}}},
  doi          = {{10.1145/3459990.3465181}},
  year         = {{2021}},
}

@article{24899,
  abstract     = {{<jats:p>Temperamental traits can decisively influence how children enter into social interaction with their environment. Yet, in the field of child–robot interaction, little is known about how individual differences such as shyness impact on how children interact with social robots in educational settings. The present study systematically assessed the temperament of 28 preschool children aged 4–5 years in order to investigate the role of shyness within a dyadic child–robot interaction. Over the course of four consecutive sessions, we observed how shy compared to nonshy children interacted with a social robot during a word-learning educational setting and how shyness influenced children’s learning outcomes. Overall, results suggested that shy children not only interacted differently with a robot compared to nonshy children, but also changed their behavior over the course of the sessions. Critically, shy children interacted less expressively with the robot in general. With regard to children’s language learning outcomes, shy children scored lower on an initial posttest, but were able to close this gap on a later test, resulting in all children retrieving the learned words on a similar level. When intertest learning gain was considered, regression analyses even confirmed a positive predictive role of shyness on language learning gains. Findings are discussed with regard to the role of shyness in educational settings with social robots and the implications for future interaction design.</jats:p>}},
  author       = {{Tolksdorf, Nils Frederik and Viertel, Franziska E. and Rohlfing, Katharina J.}},
  issn         = {{2296-9144}},
  journal      = {{Frontiers in Robotics and AI}},
  title        = {{{Do Shy Preschoolers Interact Differently When Learning Language With a Social Robot? An Analysis of Interactional Behavior and Word Learning}}},
  doi          = {{10.3389/frobt.2021.676123}},
  year         = {{2021}},
}

@inproceedings{47131,
  author       = {{Güldenpenning, Iris and Barkey, Thies and Jackson, Robin C. and Weigelt, Matthias}},
  booktitle    = {{Talententwicklung und Coaching im Sport. Abstractband der 53. Jahrestagung der Arbeitsgemeinschaft für Sportpsychologie (asp)}},
  editor       = {{Höner, O. and Wachsmuth, S. and Reinhard, M.L. and Schultz, F.}},
  location     = {{Tübingen (online)}},
  pages        = {{95}},
  publisher    = {{Universität Tübingen}},
  title        = {{{Der Einfluss von Kontextinformationen auf den Blicktäuschungseffekt im Basketball}}},
  year         = {{2021}},
}

@inproceedings{47030,
  author       = {{Güldenpenning, Iris and Kunde, W. and Weigelt, Matthias}},
  booktitle    = {{Abstracts of the 63rd Conference of Experimental Psychologists (TeaP)}},
  editor       = {{Huckauf, A. and Baumann, M. and Ernst, M. and Herbert, C. and Kiefer, M. and Sauter, M.}},
  location     = {{Ulm (online)}},
  pages        = {{97--98}},
  publisher    = {{Pabst Science Publishers}},
  title        = {{{Cognitive load reduces interference by head fakes in basketball}}},
  year         = {{2021}},
}

@article{55068,
  author       = {{Oliveira, Italo L and Fileto, Renato and Speck, René and Garcia, Luís PF and Moussallem, Diego and Lehmann, Jens}},
  journal      = {{Information Systems}},
  pages        = {{101624}},
  publisher    = {{Pergamon}},
  title        = {{{Towards holistic entity linking: Survey and directions}}},
  volume       = {{95}},
  year         = {{2021}},
}

@inproceedings{22014,
  author       = {{Seutter, Janina and Müller, Michelle and Neumann, Jürgen and Kundisch, Dennis}},
  location     = {{Virtual Conference/Workshop}},
  publisher    = {{Proceedings of the International Conference on Challenges in Managing Smart Products and Services (CHIMSPAS 2021)}},
  title        = {{{Do Smart Product Service Systems Crowd Out Interactions in Online Communities? – Empirical Evidence from a Cooking Community}}},
  year         = {{2021}},
}

@inproceedings{23411,
  author       = {{Müller, Michelle and Neumann, Jürgen and Kundisch, Dennis}},
  location     = {{Newport Beach, California, USA}},
  title        = {{{Toss a Coin to Your Host? – Why Guests Do Not Always End Up Paying for the Cost of Regulatory Policies}}},
  year         = {{2021}},
}

@book{57559,
  author       = {{Jablonski, Simone}},
  isbn         = {{9783658333843}},
  publisher    = {{Springer Fachmedien Wiesbaden}},
  title        = {{{Wie potenziell mathematisch begabte Kinder argumentieren}}},
  doi          = {{10.1007/978-3-658-33385-0}},
  year         = {{2021}},
}

@article{46051,
  author       = {{Asenkerschbaumer, Stefan and Sureth-Sloane, Caren}},
  journal      = {{Schmalenbach IMPULSE}},
  number       = {{1}},
  pages        = {{1--2}},
  title        = {{{Editorial: Schmalenbach IMPULSE: Will etwas in Bewegung setzen}}},
  volume       = {{1}},
  year         = {{2021}},
}

@inbook{57682,
  author       = {{Balz, Eckart and Gabriel, Lena and Wibowo, Jonas}},
  booktitle    = {{Sportpädagogik}},
  editor       = {{Balz, Eckart and Reuker, Sabine and Scheid, Volker and Sygusch, Ralf}},
  pages        = {{243--256}},
  publisher    = {{Kohlhammer}},
  title        = {{{Herausforderungen der Sportpädagogik}}},
  year         = {{2021}},
}

@article{57683,
  author       = {{Gabriel, Lena and Jaitner, David and Zander, Benjamin}},
  journal      = {{Ze-phir}},
  number       = {{1}},
  pages        = {{26--31}},
  title        = {{{Empirische Einsichten in das Review-Schreiben von Nachwuchswissenschaftler/innen}}},
  volume       = {{29}},
  year         = {{2021}},
}