25 found
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  1.  8
    Language-at All Times: Action and Interaction as Contexts for Enriching Representations.Iris Nomikou, Malte Schilling, Vivien Heller & Katharina J. Rohlfing - 2016 - Interaction Studies 17 (1):128-153.
  2.  1
    Language-at All Times.Iris Nomikou, Malte Schilling, Vivien Heller & Katharina J. Rohlfing - 2016 - Interaction Studies. Social Behaviour and Communication in Biological and Artificial Systemsinteraction Studies / Social Behaviour and Communication in Biological and Artificial Systemsinteraction Studies 17 (1):128-153.
    This article discusses the importance of social interaction for the development of the representations for symbolic communication. We suggest that there is no need to distinguish between different representational systems emerging at different stages of development. Instead, we propose that representations are rich right from the beginning of a child’s life, and that they are driven mainly by acting and interacting in the physical and social world. The more variety in a child’s interactional experience, the more enriched and abstracted the (...)
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  3.  1
    Reference as an Interactive Achievement: Sequential and Longitudinal Analyses of Labeling Interactions in Shared Book Reading and Free Play.Vivien Heller & Katharina J. Rohlfing - 2017 - Frontiers in Psychology 8.
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  4.  21
    An Alternative to Mapping a Word Onto a Concept in Language Acquisition: Pragmatic Frames.Katharina J. Rohlfing, Britta Wrede, Anna-Lisa Vollmer & Pierre-Yves Oudeyer - 2016 - Frontiers in Psychology 7.
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  5.  6
    Children’s Narrative Elaboration After Reading a Storybook Versus Viewing a Video.Camilla E. Crawshaw, Friederike Kern, Ulrich Mertens & Katharina J. Rohlfing - 2020 - Frontiers in Psychology 11.
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  6.  69
    Mindful Tutors: Linguistic Choice and Action Demonstration in Speech to Infants and a Simulated Robot.Kerstin Fischer, Kilian Foth, Katharina J. Rohlfing & Britta Wrede - 2011 - 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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  7.  17
    Educating Attention: Recruiting, Maintaining, and Framing Eye Contact in Early Natural Motherinfant Interactions.Iris Nomikou, Katharina J. Rohlfing & Joanna Szufnarowska - 2013 - Interaction Studies 14 (2):240-267.
    In a longitudinal naturalistic study, we observed German mothers interacting with their infants when they were 3 and 6 months old. Pursuing the idea that infants’ attention is socialized in everyday interactions, we explored whether eye contact is reinforced selectively by behavioral modification in the input provided to infants. Applying a microanalytical approach focusing on the sequential organization of interaction, we explored how the mother draws the infant’s attention to herself and how she tries to maintain attention when the infant (...)
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  8.  10
    Educating Attention: Recruiting, Maintaining, and Framing Eye Contact in Early Natural Mother–Infant Interactions.Iris Nomikou, Katharina J. Rohlfing & Joanna Szufnarowska - 2013 - Interaction Studies: Social Behaviour and Communication in Biological and Artificial Systems 14 (2):240-267.
  9.  28
    Tutoring in Adult-Child Interaction: On the Loop of the Tutor’s Action Modification and the Recipient’s Gaze. [REVIEW]Karola Pitsch, Anna-Lisa Vollmer, Katharina J. Rohlfing, Jannik Fritsch & Britta Wrede - 2014 - Interaction Studies 15 (1):55-98.
    Research of tutoring in parent-infant interaction has shown that tutors – when presenting some action – modify both their verbal and manual performance for the learner (‘motherese’, ‘motionese’). Investigating the sources and effects of the tutors’ action modifications, we suggest an interactional account of ‘motionese’. Using video-data from a semi-experimental study in which parents taught their 8- to 11-month old infants how to nest a set of differently sized cups, we found that the tutors’ action modifications (in particular: high arches) (...)
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  10.  15
    Tutoring in Adult-Child Interaction: On the Loop of the Tutor’s Action Modification and the Recipient’s Gaze.Karola Pitsch, Anna-Lisa Vollmer, Katharina J. Rohlfing, Jannik Fritsch & Britta Wrede - 2014 - Interaction Studiesinteraction Studies Social Behaviour and Communication in Biological and Artificial Systems 15 (1):55-98.
    Research of tutoring in parent-infant interaction has shown that tutors – when presenting some action – modify both their verbal and manual performance for the learner. Investigating the sources and effects of the tutors’ action modifications, we suggest an interactional account of ‘motionese’. Using video-data from a semi-experimental study in which parents taught their 8- to 11-month old infants how to nest a set of differently sized cups, we found that the tutors’ action modifications functioned as an orienting device to (...)
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  11.  12
    Mindful Tutors: Linguistic Choice and Action Demonstration in Speech to Infants and a Simulated Robot.Kerstin Fischer, Kilian Foth, Katharina J. Rohlfing & Britta Wrede - 2011 - Interaction Studiesinteraction Studies Social Behaviour and Communication in Biological and Artificial Systems 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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  12. Co‐Development of Manner and Path Concepts in Language, Action, and Eye‐Gaze Behavior.Katrin S. Lohan, Sascha S. Griffiths, Alessandra Sciutti, Tim C. Partmann & Katharina J. Rohlfing - 2014 - Topics in Cognitive Science 6 (3):492-512.
    In order for artificial intelligent systems to interact naturally with human users, they need to be able to learn from human instructions when actions should be imitated. Human tutoring will typically consist of action demonstrations accompanied by speech. In the following, the characteristics of human tutoring during action demonstration will be examined. A special focus will be put on the distinction between two kinds of motion events: path-oriented actions and manner-oriented actions. Such a distinction is inspired by the literature pertaining (...)
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  13.  24
    Taking Up an Active Role: Emerging Participation in Early Mother–Infant Interaction During Peekaboo Routines.Iris Nomikou, Giuseppe Leonardi, Alicja Radkowska, Joanna Rączaszek-Leonardi & Katharina J. Rohlfing - 2017 - Frontiers in Psychology 8.
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  14.  1
    An Interactive View on the Development of Deictic Pointing in Infancy.Katharina J. Rohlfing, Angela Grimminger & Carina Lüke - 2017 - Frontiers in Psychology 8.
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  15.  71
    The ITALK Project: A Developmental Robotics Approach to the Study of Individual, Social, and Linguistic Learning.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 - 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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  16. Educating Attention.Iris Nomikou, Katharina J. Rohlfing & Joanna Szufnarowska - 2013 - Interaction Studies. Social Behaviour and Communication in Biological and Artificial Systemsinteraction Studies / Social Behaviour and Communication in Biological and Artificial Systemsinteraction Studies 14 (2):240-267.
    In a longitudinal naturalistic study, we observed German mothers interacting with their infants when they were 3 and 6 months old. Pursuing the idea that infants’ attention is socialized in everyday interactions, we explored whether eye contact is reinforced selectively by behavioral modification in the input provided to infants. Applying a microanalytical approach focusing on the sequential organization of interaction, we explored how the mother draws the infant’s attention to herself and how she tries to maintain attention when the infant (...)
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  17. Mindful Tutors.Kerstin Fischer, Kilian Foth, Katharina J. Rohlfing & Britta Wrede - 2011 - Interaction Studies. Social Behaviour and Communication in Biological and Artificial Systemsinteraction Studies / Social Behaviour and Communication in Biological and Artificial Systemsinteraction 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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  18.  3
    Simulation Across Representation: The Interplay of Schemas and Simulation-Based Inference on Different Levels of Abstraction.Malte Schilling, Nancy Chang, Katharina J. Rohlfing & Michael Spranger - 2020 - Behavioral and Brain Sciences 43.
    Language comprehension of action verbs recruits embodied representations in the brain that are assumed to invoke a mental simulation. This extends to abstract concepts, as well. We, therefore, argue that mental simulation works across levels of abstractness and involves higher-level schematic structures that subsume a generic structure of actions and events.
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  19.  11
    The Role of Saliency in Learning First Words.Eugenia Wildt, Katharina J. Rohlfing & Ingrid Scharlau - 2019 - Frontiers in Psychology 10.
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  20.  24
    Improving Hri Design by Applying Systemic Interaction Analysis (Sina).Manja Lohse, Marc Hanheide, Karola Pitsch, Katharina J. Rohlfing & Gerhard Sagerer - 2009 - Interaction Studies 10 (3):298-323.
  21.  18
    Improving HRI Design by Applying Systemic Interaction Analysis.Manja Lohse, Marc Hanheide, Karola Pitsch, Katharina J. Rohlfing & Gerhard Sagerer - 2009 - Interaction Studies. Social Behaviour and Communication in Biological and Artificial Systemsinteraction Studies / Social Behaviour and Communication in Biological and Artificial Systemsinteraction Studies 10 (3):298-323.
    Social robots are designed to interact with humans. That is why they need interaction models that take social behaviors into account. These usually influence many of a robot’s abilities simultaneously. Hence, when designing robots that users will want to interact with, all components need to be tested in the system context, with real users and real tasks in real interactions. This requires methods that link the analysis of the robot’s internal computations within and between components with the interplay between robot (...)
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  22.  26
    Asymmetry and Adaptation in Social Interaction: A Micro-Analytic Perspective.Iris Nomikou, Karola Pitsch & Katharina J. Rohlfing - 2013 - Interaction Studies 14 (2):7-12.
  23.  17
    Asymmetry and Adaptation in Social Interaction: A Micro-Analytic Perspective.Iris Nomikou, Karola Pitsch & Katharina J. Rohlfing - 2013 - Interaction Studies: Social Behaviour and Communication in Biological and Artificial Systems 14 (2):vii-xii.
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  24. Asymmetry and Adaptation in Social Interaction.Iris Nomikou, Karola Pitsch & Katharina J. Rohlfing - 2013 - Interaction Studies. Social Behaviour and Communication in Biological and Artificial Systemsinteraction Studies / Social Behaviour and Communication in Biological and Artificial Systemsinteraction Studies 14 (2):vii-xii.
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  25. Tutoring in Adult-Child Interaction.Karola Pitsch, Anna-Lisa Vollmer, Katharina J. Rohlfing, Jannik Fritsch & Britta Wrede - 2014 - Interaction Studies. Social Behaviour and Communication in Biological and Artificial Systemsinteraction Studies / Social Behaviour and Communication in Biological and Artificial Systemsinteraction Studies 15 (1):55-98.
    Research of tutoring in parent-infant interaction has shown that tutors – when presenting some action – modify both their verbal and manual performance for the learner. Investigating the sources and effects of the tutors’ action modifications, we suggest an interactional account of ‘motionese’. Using video-data from a semi-experimental study in which parents taught their 8- to 11-month old infants how to nest a set of differently sized cups, we found that the tutors’ action modifications functioned as an orienting device to (...)
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