TY - JOUR AU - Steinhoff, Lena AU - Zondag, Marcellis M. ID - 41313 JF - Journal of Business Research KW - Marketing SN - 0148-2963 TI - Loyalty programs as travel companions: Complementary service features across customer journey stages VL - 129 ER - TY - BOOK ED - Bürgel, Christoph ED - Koch, Corinna ED - Schlaak, Claudia ED - Visser, Judith ED - Heiderich, Jens ID - 41333 TI -  Zeitschrift für Romanische Sprachen und ihre Didaktik ER - TY - GEN ID - 41283 TI - Konstruktionen und Konstruktionslernen ER - TY - BOOK ED - Bürgel, Christoph ED - Koch, Corinna ED - Schlaak, Claudia ED - Visser, Judith ID - 41332 TI -  Zeitschrift für Romanische Sprachen und ihre Didaktik ER - TY - CONF AU - Kruse, Stephan AU - Bahmanian, Meysam AU - Kneuper, Pascal AU - Kress, Christian AU - Kurz, Heiko G. AU - Schneider, Thomas AU - Scheytt, Christoph ID - 23995 T2 - The 17th European Radar Conference TI - Phase Noise Investigation for a Radar System with Optical Clock Distribution ER - TY - JOUR AU - Wojtaszek, Klaudia AU - Błachucki, Wojciech AU - Tyrała, Krzysztof AU - Nowakowski, Michał AU - Zaja̧c, Marcin AU - Stȩpień, Joanna AU - Jagodziński, Paweł AU - Banaś, Dariusz AU - Stańczyk, Wiktoria AU - Czapla-Masztafiak, Joanna AU - Kwiatek, Wojciech M. AU - Szlachetko, Jakub AU - Wach, Anna ID - 41326 IS - 1 JF - The Journal of Physical Chemistry A KW - Physical and Theoretical Chemistry SN - 1089-5639 TI - Determination of Crystal-Field Splitting Induced by Thermal Oxidation of Titanium VL - 125 ER - TY - JOUR AB - 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. AU - Tolksdorf, Nils F. AU - Crawshaw, Camilla E. AU - Rohlfing, Katharina ID - 37185 JF - Frontiers in Education KW - Education SN - 2504-284X TI - Comparing the Effects of a Different Social Partner (Social Robot vs. Human) on Children's Social Referencing in Interaction VL - 5 ER - TY - JOUR AU - Rohlfing, Katharina AU - Mertens, Ulrich ID - 37184 JF - Frontiers in Psychology TI - Progressive Reduction of Iconic Gestures Contributes to School-Aged Children’s Increased Word Production ER - TY - JOUR AB - 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. AU - Tolksdorf, Nils Frederik AU - Viertel, Franziska E. AU - Rohlfing, Katharina J. ID - 24899 JF - Frontiers in Robotics and AI SN - 2296-9144 TI - Do Shy Preschoolers Interact Differently When Learning Language With a Social Robot? An Analysis of Interactional Behavior and Word Learning ER - TY - CHAP AU - Heidgen, Michael ID - 41375 T2 - Metzler Lexikon literarischer Symbole TI - Wurzel ER -