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  1. Frank Broz, Chrystopher L. Nehaniv, Tony Belpaeme, Ambra Bisio, Kerstin Dautenhahn, Luciano Fadiga, Tomassino Ferrauto, Kerstin Fischer, Frank Förster, Onofrio Gigliotta, Sascha Griffiths, Hagen Lehmann, Katrin S. Lohan, Caroline Lyon, Davide Marocco, Gianluca Massera, Giorgio Metta, Vishwanathan Mohan, Anthony Morse, Stefano Nolfi, Francesco Nori, Martin Peniak, Karola Pitsch, Katharina J. Rohlfing, Gerhard Sagerer, Yo Sato, Joe Saunders, Lars Schillingmann, Alessandra Sciutti, Vadim Tikhanoff, Britta Wrede, Arne Zeschel & Angelo Cangelosi (2014). The ITALK Project: A Developmental Robotics Approach to the Study of Individual, Social, and Linguistic Learning. Topics in Cognitive Science 6 (3):534-544.
    This article presents results from a multidisciplinary research project on the integration and transfer of language knowledge into robots as an empirical paradigm for the study of language development in both humans and humanoid robots. Within the framework of human linguistic and cognitive development, we focus on how three central types of learning interact and co-develop: individual learning about one's own embodiment and the environment, social learning (learning from others), and learning of linguistic capability. Our primary concern is how these (...)
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  2. Kerstin Fischer (2014). People Do Not Interact with Robots Like They Do with Dogs. Interaction Studies 15 (2):201-204.
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  3. Kerstin Fischer, Kilian Foth, Katharina J. Rohlfing & Britta Wrede (2011). Mindful Tutors: Linguistic Choice and Action Demonstration in Speech to Infants and a Simulated Robot. Interaction Studies 12 (1):134-161.
    It has been proposed that the design of robots might benefit from interactions that are similar to caregiver-child interactions, which is tailored to children's respective capacities to a high degree. However, so far little is known about how people adapt their tutoring behaviour to robots and whether robots can evoke input that is similar to child-directed interaction. The paper presents detailed analyses of speakers' linguistic behaviour and non-linguistic behaviour, such as action demonstration, in two comparable situations: In one experiment, parents (...)
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  4. Kerstin Fischer (2010). Accounting for the Role of Situation in Language Use in a Cognitive Semantic Representation of Sentence Mood. In Dylan Glynn & Kerstin Fischer (eds.), Quantitative Methods in Cognitive Semantics: Corpus-Driven Approaches. De Gruyter Mouton. 46--179.
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  5. Kerstin Fischer (2010). Quantitative Methods in Cognitive Semantics Introduction to the Volume. In Dylan Glynn & Kerstin Fischer (eds.), Quantitative Methods in Cognitive Semantics: Corpus-Driven Approaches. De Gruyter Mouton. 46--43.
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  6. Dylan Glynn & Kerstin Fischer (eds.) (2010). Quantitative Methods in Cognitive Semantics: Corpus-Driven Approaches. De Gruyter Mouton.
    Corpus-driven Cognitive Semantics Introduction to the field Dylan Glynn Is quantitative empirical research possible for the study of semantics?1 More ...
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