@book{41333, editor = {{Bürgel, Christoph and Koch, Corinna and Schlaak, Claudia and Visser, Judith and Heiderich, Jens}}, publisher = {{ibidem}}, title = {{{ Zeitschrift für Romanische Sprachen und ihre Didaktik}}}, year = {{2021}}, } @misc{41283, pages = {{7--15}}, publisher = {{Stauffenburg}}, title = {{{Konstruktionen und Konstruktionslernen}}}, year = {{2021}}, } @book{41332, editor = {{Bürgel, Christoph and Koch, Corinna and Schlaak, Claudia and Visser, Judith }}, publisher = {{ibidem}}, title = {{{ Zeitschrift für Romanische Sprachen und ihre Didaktik}}}, year = {{2021}}, } @inproceedings{23995, author = {{Kruse, Stephan and Bahmanian, Meysam and Kneuper, Pascal and Kress, Christian and Kurz, Heiko G. and Schneider, Thomas and Scheytt, Christoph}}, booktitle = {{The 17th European Radar Conference}}, title = {{{Phase Noise Investigation for a Radar System with Optical Clock Distribution }}}, year = {{2021}}, } @article{41326, author = {{Wojtaszek, Klaudia and Błachucki, Wojciech and Tyrała, Krzysztof and Nowakowski, Michał and Zaja̧c, Marcin and Stȩpień, Joanna and Jagodziński, Paweł and Banaś, Dariusz and Stańczyk, Wiktoria and Czapla-Masztafiak, Joanna and Kwiatek, Wojciech M. and Szlachetko, Jakub and Wach, Anna}}, issn = {{1089-5639}}, journal = {{The Journal of Physical Chemistry A}}, keywords = {{Physical and Theoretical Chemistry}}, number = {{1}}, pages = {{50--56}}, publisher = {{American Chemical Society (ACS)}}, title = {{{Determination of Crystal-Field Splitting Induced by Thermal Oxidation of Titanium}}}, doi = {{10.1021/acs.jpca.0c07955}}, volume = {{125}}, year = {{2021}}, } @article{37185, abstract = {{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 partnera 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.}}, author = {{Tolksdorf, Nils F. and Crawshaw, Camilla E. and Rohlfing, Katharina}}, issn = {{2504-284X}}, journal = {{Frontiers in Education}}, keywords = {{Education}}, publisher = {{Frontiers Media SA}}, 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}}, volume = {{5}}, year = {{2021}}, } @article{37184, author = {{Rohlfing, Katharina and Mertens, Ulrich}}, journal = {{Frontiers in Psychology}}, title = {{{Progressive Reduction of Iconic Gestures Contributes to School-Aged Children’s Increased Word Production}}}, doi = {{10.3389/fpsyg.2021.651725}}, year = {{2021}}, } @article{24899, abstract = {{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.}}, 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}}, } @inbook{41375, author = {{Heidgen, Michael}}, booktitle = {{Metzler Lexikon literarischer Symbole}}, title = {{{Wurzel}}}, year = {{2021}}, } @inbook{41428, author = {{Uppenkamp, Vera and Neumann, Anna and Kammeyer, Katharina}}, booktitle = {{Musik als Lebensmittel. Kulturwissenschaftlich-theologische Rationen für ein Jahr}}, editor = {{Keuchen, Marion and Janus, Richard}}, isbn = {{978-3-643-15025-7}}, pages = {{139--147}}, publisher = {{LIT}}, title = {{{This is my Fight Song}}}, volume = {{8}}, year = {{2021}}, }