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Katharina J. Rohlfing
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- affiliation: Bielefeld University, Germany
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2020 – today
- 2024
- [c39]Nils F. Tolksdorf
, Eugenia Wildt
Preschoolers' Interactions with Social Robots: Investigating the Potential for Eliciting Metatalk and Critical Technological Thinking. HRI (Companion) 2024: 1053-1057 - [c38]Amit Singh
Coupling of Task and Partner Model: Investigating the Intra-Individual Variability in Gaze during Human-Robot Explanatory Dialogue. ICMI Companion 2024: 218-224 - 2023
- [j28]André Groß
Scaffolding the human partner by contrastive guidance in an explanatory human-robot dialogue. Frontiers Robotics AI 10 (2023) - [c37]Amit Singh, Katharina J. Rohlfing:
Contrastiveness in the context of action demonstration: an eye-tracking study on its effects on action perception and action recall. CogSci 2023 - [i1]Hendrik Buschmeier, Heike M. Buhl, Friederike Kern, Angela Grimminger, Helen Beierling, Josephine Beryl Fisher, André Groß, Ilona Horwath, Nils Klowait, Stefan Lazarov, Michael Lenke, Vivien Lohmer, Katharina J. Rohlfing, Ingrid Scharlau, Amit Singh, Lutz Terfloth, Anna-Lisa Vollmer, Yu Wang, Annedore Wilmes, Britta Wrede:
Forms of Understanding of XAI-Explanations. CoRR abs/2311.08760 (2023) - 2022
- [j27]Katharina J. Rohlfing
Social/dialogical roles of social robots in supporting children's learning of language and literacy - A review and analysis of innovative roles. Frontiers Robotics AI 9 (2022) - [j26]Josephine Beryl Fisher
Exploring Monological and Dialogical Phases in Naturally Occurring Explanations. Künstliche Intell. 36(3): 317-326 (2022) - [c36]Josephine Beryl Fisher, Katharina J. Rohlfing, Ed Donnellan, Angela Grimminger, Yan Gu, Gabriella Vigliocco:
Explain with, rather than explain to: How explainees shape their learning. CogSci 2022 - [c35]Nils F. Tolksdorf, Dirk Hönemann, Franziska E. Viertel, Katharina J. Rohlfing:
Who is that?: ! Does Changing the Robot as a Learning Companion Impact Preschoolers' Language Learning? HRI 2022: 1069-1074 - [c34]Katharina J. Rohlfing, Philipp Cimano:
Constructing Explainability. RE Workshops 2022: 83-84 - 2021
- [j25]Olga Abramov
The Relation Between Cognitive Abilities and the Distribution of Semantic Features Across Speech and Gesture in 4-year-olds. Cogn. Sci. 45(7) (2021) - [j24]Nils F. Tolksdorf
Do Shy Preschoolers Interact Differently When Learning Language With a Social Robot? An Analysis of Interactional Behavior and Word Learning. Frontiers Robotics AI 8: 676123 (2021) - [j23]Nils F. Tolksdorf
Ethical Considerations of Applying Robots in Kindergarten Settings: Towards an Approach from a Macroperspective. Int. J. Soc. Robotics 13(2): 129-140 (2021) - [j22]Katharina J. Rohlfing
Explanation as a Social Practice: Toward a Conceptual Framework for the Social Design of AI Systems. IEEE Trans. Cogn. Dev. Syst. 13(3): 717-728 (2021) - [c33]Nils F. Tolksdorf
Do Shy Children Keep more Distance from a Social Robot? Exploring Shy Children's Proxemics with a Social Robot or a Human. IDC 2021: 527-531 - [c32]Katharina J. Rohlfing:
Under Co-construction: Toward the Social Design of Explainable AI Systems. ITiCSE (1) 2021: 1 - 2020
- [j21]Malte Schilling
Guest Editorial Special Issue on Multidisciplinary Perspectives on Mechanisms of Language Learning. IEEE Trans. Cogn. Dev. Syst. 12(2): 134-138 (2020) - [j20]Katharina J. Rohlfing
Multimodal Turn-Taking: Motivations, Methodological Challenges, and Novel Approaches. IEEE Trans. Cogn. Dev. Syst. 12(2): 260-271 (2020) - [c31]Joanna Raczaszek-Leonardi, Katharina J. Rohlfing:
Structured ecologies for social and linguistic development. CogSci 2020 - [c30]Nils F. Tolksdorf
Do Shy Children Behave Differently than Non-shy Children in a Long-term Child-robot Interaction?: An Analysis of Positive and Negative Expressions of Shyness in Kindergarten Children. HRI (Companion) 2020: 488-490 - [c29]Nils F. Tolksdorf
Parents' Views on Using Social Robots for Language Learning. RO-MAN 2020: 634-640
2010 – 2019
- 2019
- [c28]Olga Abramov, Stefan Kopp, Katharina J. Rohlfing, Friederike Kern, Ulrich Mertens, Anne Németh:
Semantic coordination of speech and gesture in young children. CogSci 2019: 3234 - [c27]Katharina J. Rohlfing
Utilizing Pragmatic Frames as an analytical tool for children's performance during word learning. ICDL-EPIROB 2019: 81-86 - 2017
- [j19]Judith Gaspers
Constructing a Language From Scratch: Combining Bottom-Up and Top-Down Learning Processes in a Computational Model of Language Acquisition. IEEE Trans. Cogn. Dev. Syst. 9(2): 183-196 (2017) - [c26]Angela Grimminger, Katharina J. Rohlfing:
Can you teach me?: Children teaching new words to a robot in a book reading scenario. WOCCI 2017: 28-33 - 2016
- [j18]Anna-Lisa Vollmer
Pragmatic Frames for Teaching and Learning in Human-Robot Interaction: Review and Challenges. Frontiers Neurorobotics 10: 10 (2016) - [j17]Alessandra Sciutti
Language Meddles with Infants' Processing of Observed Actions. Frontiers Robotics AI 3: 46 (2016) - [c25]Phillip Lücking, Katharina J. Rohlfing, Britta Wrede
Preschoolers' engagement in social interaction with an autonomous robotic system. ICDL-EPIROB 2016: 210-216 - [c24]Giuseppe Leonardi
Vocal interactions at the dawn of communication: The emergence of mutuality and complementarity in mother-infant interaction. ICDL-EPIROB 2016: 288-293 - 2015
- [j16]Anna-Lisa Vollmer
Alignment to the Actions of a Robot. Int. J. Soc. Robotics 7(2): 241-252 (2015) - 2014
- [j15]Katrin S. Lohan, Sascha S. Griffiths
Co-development of Manner and Path Concepts in Language, Action, and Eye-Gaze Behavior. Top. Cogn. Sci. 6(3): 492-512 (2014) - [j14]Frank Broz
The ITALK Project: A Developmental Robotics Approach to the Study of Individual, Social, and Linguistic Learning. Top. Cogn. Sci. 6(3): 534-544 (2014) - [c23]Anna-Lisa Vollmer, Lars Schillingmann, Katharina J. Rohlfing, Britta Wrede:
Humans and robots in asymmetric interactions. HRI 2014: 506-507 - [c22]Anna-Lisa Vollmer, Jonathan Grizou
Studying the co-construction of interaction protocols in collaborative tasks with humans. ICDL-EPIROB 2014: 208-215 - 2013
- [j13]Maha Salem, Friederike Eyssel, Katharina J. Rohlfing, Stefan Kopp
To Err is Human(-like): Effects of Robot Gesture on Perceived Anthropomorphism and Likability. Int. J. Soc. Robotics 5(3): 313-323 (2013) - [j12]Katharina J. Rohlfing, Gedeon O. Deák
Microdynamics of Interaction: Capturing and Modeling Infants' Social Learning [Guest Editorial]. IEEE Trans. Auton. Ment. Dev. 5(3): 189-191 (2013) - [j11]Joanna Raczaszek-Leonardi
Young Children's Dialogical Actions: The Beginnings of Purposeful Intersubjectivity. IEEE Trans. Auton. Ment. Dev. 5(3): 210-221 (2013) - [c21]Kerstin Fischer
The impact of the contingency of robot feedback on HRI. CTS 2013: 210-217 - [c20]Anna-Lisa Vollmer, Britta Wrede, Katharina J. Rohlfing, Angelo Cangelosi
Do beliefs about a robot's capabilities influence alignment to its actions? ICDL-EPIROB 2013: 1-6 - 2012
- [j10]Katrin S. Lohan, Katharina J. Rohlfing
Tutor Spotter: Proposing a Feature Set and Evaluating It in a Robotic System. Int. J. Soc. Robotics 4(2): 131-146 (2012) - [j9]Maha Salem, Stefan Kopp
Generation and Evaluation of Communicative Robot Gesture. Int. J. Soc. Robotics 4(2): 201-217 (2012) - [c19]Sascha S. Griffiths
Bottom-up learning of feedback in a categorization task. ICDL-EPIROB 2012: 1-6 - [c18]Katrin Solveig Lohan, Katharina J. Rohlfing, Joe Saunders, Chrystopher L. Nehaniv
Contingency scaffolds language learning. ICDL-EPIROB 2012: 1-6 - [c17]Nikolas J. Hemion, Frank Joublin, Katharina J. Rohlfing:
Integration of sensorimotor mappings by making use of redundancies. IJCNN 2012: 1-8 - [c16]Karola Pitsch
Better be reactive at the beginning. Implications of the first seconds of an encounter for the tutoring style in human-robot-interaction. RO-MAN 2012: 974-981 - 2011
- [j8]Katharina J. Rohlfing:
Exploring "Associative Talk": When German Mothers Instruct Their Two Year Olds about Spatial Tasks. Dialogue Discourse 2(2): 1-18 (2011) - [j7]Katharina J. Rohlfing, Jun Tani:
Grounding Language in Action. IEEE Trans. Auton. Ment. Dev. 3(2): 109-112 (2011) - [j6]Iris Nomikou
Language Does Something: Body Action and Language in Maternal Input to Three-Month-Olds. IEEE Trans. Auton. Ment. Dev. 3(2): 113-128 (2011) - [c15]Denis Schulze, Sven Wachsmuth, Katharina J. Rohlfing:
Automatic Enhancement of Correspondence Detection in an Object Tracking System. ESANN 2011 - [c14]Kerstin Fischer
Is talking to a simulated robot like talking to a child? ICDL-EPIROB 2011: 1-6 - [c13]Nikolas J. Hemion, Frank Joublin, Katharina J. Rohlfing:
A competitive mechanism for self-organized learning of sensorimotor mappings. ICDL-EPIROB 2011: 1-6 - [c12]Katrin S. Lohan, Karola Pitsch, Katharina J. Rohlfing, Kerstin Fischer, Joe Saunders, Hagen Lehmann
Contingency allows the robot to spot the tutor and to learn from interaction. ICDL-EPIROB 2011: 1-8 - [c11]Lars Schillingmann, Petra Wagner, Christian Munier, Britta Wrede, Katharina J. Rohlfing:
Using Prominence Detection to Generate Acoustic Feedback in Tutoring Scenarios. INTERSPEECH 2011: 3105-3108 - [c10]Maha Salem, Katharina J. Rohlfing, Stefan Kopp, Frank Joublin:
A friendly gesture: Investigating the effect of multimodal robot behavior in human-robot interaction. RO-MAN 2011: 247-252 - [c9]Maha Salem, Friederike Eyssel, Katharina J. Rohlfing, Stefan Kopp, Frank Joublin:
Effects of Gesture on the Perception of Psychological Anthropomorphism: A Case Study with a Humanoid Robot. ICSR 2011: 31-41 - [c8]Francesca Stramandinoli, Marek Rucinski, Joanna Znajdek, Katharina J. Rohlfing, Angelo Cangelosi
From Sensorimotor Knowledge to Abstract Symbolic Representations. FET 2011: 269-271 - 2010
- [j5]Angelo Cangelosi
Integration of Action and Language Knowledge: A Roadmap for Developmental Robotics. IEEE Trans. Auton. Ment. Dev. 2(3): 167-195 (2010) - [c7]Anna-Lisa Vollmer, Karola Pitsch, Katrin S. Lohan, Jannik Fritsch, Katharina J. Rohlfing, Britta Wrede:
Developing feedback: How children of different age contribute to a tutoring interaction with adults. ICDL 2010: 76-81
2000 – 2009
- 2009
- [j4]Yukie Nagai, Katharina J. Rohlfing
Computational Analysis of Motionese Toward Scaffolding Robot Action Learning. IEEE Trans. Auton. Ment. Dev. 1(1): 44-54 (2009) - [j3]Matthias Rolf, Marc Hanheide
Attention via Synchrony: Making Use of Multimodal Cues in Social Learning. IEEE Trans. Auton. Ment. Dev. 1(1): 55-67 (2009) - [j2]Lars Schillingmann, Britta Wrede
A Computational Model of Acoustic Packaging. IEEE Trans. Auton. Ment. Dev. 1(4): 226-237 (2009) - [c6]Katrin S. Lohan, Anna-Lisa Vollmer
Which ostensive stimuli can be used for a robot to detect and maintain tutoring situations? ACII 2009: 1-6 - [c5]Manja Lohse, Marc Hanheide
Systemic interaction analysis (SInA) in HRI. HRI 2009: 93-100 - [p1]Britta Wrede
Towards Learning by Interacting. Creating Brain-Like Intelligence 2009: 139-150 - 2008
- [c4]Manja Lohse, Katharina J. Rohlfing, Britta Wrede
"Try something else!" - When users change their discursive behavior in human-robot interaction. ICRA 2008: 3481-3486 - [c3]Yukie Nagai, Claudia Muhl
Toward designing a robot that learns actions from parental demonstrations. ICRA 2008: 3545-3550 - 2007
- [c2]Frank Hegel, Manja Lohse, Agnes Swadzba, Sven Wachsmuth
Classes of Applications for Social Robots: A User Study. RO-MAN 2007: 938-943 - 2006
- [j1]Katharina J. Rohlfing
How can multimodal cues from child-directed interaction reduce learning complexity in robots? Adv. Robotics 20(10): 1183-1199 (2006) - 2002
- [c1]Christian Bauckhage
Evaluating Integrated Speech- and Image Understanding. ICMI 2002: 9-14
Coauthor Index
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last updated on 2024-11-07 20:36 CET by the dblp team
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