Katharina J Rohlfing
Datos Biográficos
| ID | 4517655 |
|---|---|
| NOMBRE | Katharina J Rohlfing |
| NOMBRES | Katharina J |
| APELLIDO | Rohlfing |
| FIRMA | ROHLFING K J |
| AFILIACIONES | Paderborn University |
| ORCID | 0000-0002-5676-8233 |
| VERIFICADO | Sí |
| TOTAL DE OBRAS | 23 |
| TOTAL DE CITAS | 104 |
| TOTAL COMO AUTOR | 23 |
| TOTAL COMO EDITOR | 0 |
| PRIMER AÑO DE PUBLICACIÓN | 2003 |
| AÑO MÁS RECIENTE DE PUBLICACIÓN | 2026 |
| ÍNDICE H | 4 |
Social robots as a method for cross-cultural gesture elicitation in children
The study of children's gestures from a cross-cultural perspective has attracted considerable interest in recent years. At the same time, it poses methodological challenges, such as ensuring cross-cultural comparability and culturally sensitive elicitation procedures. In this methods paper, we address the methodological challenges of eliciting gestures from children in structured yet naturalistic interactions by proposing a set of theory-informed…
Multimodal strategies for resolving lexical challenges
This study explores how four- and five-year-old children use gestures to creatively resolve lexical and representational challenges, and how creative gestures emerge when verbal resources are insufficient. Sixty-five German-speaking children corrected a puppet's unconventional use of a spoon with support of visual stimuli (correction task), and then described the event to a caregiver without visual stimuli (illustration task). Our quantitative an…
Infants' individual sensitivity to saliency shapes early word learning in social interaction
In this paper, we conducted an extended analysis of an existing eye-tracking study (Wildt, 2023) investigating how infants' individual sensitivity to saliency shapes early word learning in social interaction. In a first phase of the study, 10-month-old infants participated in a saliency test for their attention. We used existing baseline data but applied a new analysis approach to model infants' attentional profiles-high and low preference group …
Contrastive Verbal Guidance
Research suggests that presenting an action via multimodal stimulation (verbal and visual) enhances its perception. To highlight this, in most studies, assertive instructions are generally presented before the occurrence of the visual subevent(s). However, verbal instructions need not always be assertive; they can also include negation to contrast the present event with a prior one, thereby facilitating processing—a phenomenon known as contextual…
Language Learning with Media and Technology in (Early) Childhood
Nowadays, from early on, children are exposed to technology and media, and six-month-olds are even expected to use some. There is a wide range of products for babies and toddlers. This article reviews the current state of the art, examining the robustness of word knowledge learned using technologies such as e-books, computer games, digital pens, and social robots, and how individual differences among children impact language learning with technol…
Four-year-olds’ visuospatial cognitive abilities and their relation to observer‐viewpoint gestures across three communicative tasks
The gesture-as-simulated-action framework explains the occurrence of iconic gestures. Accordingly, simulated visual imagery gives rise to observer-viewpoint, whereas simulated motor imagery gives rise to character-viewpoint gestures. Because little is known about whether this relationship is either the product of becoming a competent speaker in different communicative tasks or exists from an early age, we investigated 4-year-olds. In the first se…
Preschool children’s discourse competence in different genres and how it relates to iconic gestures
Based on the linguistic analysis of game explanations and retellings, the paper’s goal is to investigate the relation of preschool children’s situated discourse competence and iconic gestures in different communicative genres, focussing on reinforcing and supplementary speech-gesture-combinations. To this end, a method was developed to evaluate discourse competence as a context-sensitive and interactively embedded phenomenon. The so-called GLOBE-…
Which “motionese” parameters change with children's age? Disentangling attention-getting from action-structuring modifications
Modified action demonstration—dubbed motionese— has been proposed as a way to help children recognize the structure and meaning of actions. However, until now, it has been investigated only in young infants. This brief research report presents findings from a cross-sectional study of parental action demonstrations to three groups of 8–11, 12–23, and 24–30-month-old children that applied seven motionese parameters; a second study investigated the …
Developmental Paths of Pointing for Various Motives in Infants with and without Language Delay
Pointing is one of the first conventional means of communication and infants have various motives for engaging in it such as imperative, declarative, or informative. Little is known about the developmental paths of producing and understanding these different motives. In our longitudinal study ( N = 58) during the second year of life, we experimentally elicited infants' pointing production and comprehension in various settings and under pragmatica…
Comparing the Effects of a Different Social Partner (Social Robot vs. Human) on Children's Social Referencing in Interaction
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 a…
Decontextualized talk in caregivers’ input to 12-month-old children during structured interaction
Decontextualized talk is assumed to be used only rarely when children are younger than 30 months. Motivated by Bühler's (1934/1999) linguistic theory that describes different dimensions of (de-)contextualization, we provide evidence that this kind of input can already be found in caregivers’ talking to their 12-month-old children. Such early input is characterized by being decontextualized on some dimensions while being grounded in the immediate …
Ethical Considerations of Applying Robots in Kindergarten Settings
In child–robot interaction (cHRI) research, many studies pursue the goal to develop interactive systems that can be applied in everyday settings. For early education, increasingly, the setting of a kindergarten is targeted. However, when cHRI and research are brought into a kindergarten, a range of ethical and related procedural aspects have to be considered and dealt with. While ethical models elaborated within other human–robot interaction sett…
Language Development From an Ecological Perspective
In the embodied, situated, enacted and distributed approaches to cognition, the coordinative role of language comes to the fore. Language, with its symbolic properties, arises from a multimodal stream of interactive events and gradually gains power to constrain them in a functional and adaptive way. In this article, we attempt to integrate three approaches to information in cognitive systems to provide a theoretical background to the process of d…
Alignment to the Actions of a Robot
A story about a word
We trained forty German-speaking children aged 1;8–2;0 in their comprehension of UNTER [UNDER]. The target word was presented within semantically organized input in the form of a ‘narrative’ to the experimental group and within ‘unconnected speech’ to the control group. We tested children's learning by asking them to perform an UNDER-relation before, immediately after, and again one day after the training using familiarized and unfamiliarized mat…
To Err is Human(-like)
Tutor Spotter
Generation and Evaluation of Communicative Robot Gesture
Children’s lexical skills and task demands affect gestural behavior in mothers of late-talking children and children with typical language development
To evaluate the influence of lexical development and task demands on maternal gestural behavior, we observed 17 German-speaking mothers and their children with typically language development (TD) and 9 mothers with their late talkers (LT) aged 22–25 months in task-oriented dialogues. Mothers instructed their children to put two objects together; canonical and — as more difficult tasks — noncanonical spatial relationships were requested. Deictic g…
Appropriate feedback in asymmetric interactions
Gesture as a support for word learning
Forty children, aged 1 ; 8–2 ; 0, participated in one of three training conditions meant to enhance their comprehension of the spatial term under : the +Gesture group viewed a symbolic gesture for under during training; those in the +Photo group viewed a still photograph of objects in the under relationship; those in the Model Only group did not receive supplemental symbolic support. Children's knowledge of under was measured before, immediately …
Facilitating the Acquisition of Under by Means of in and on – A Training Study in Polish
Forty Polish children aged between 1;8 and 2;3 were trained over two training sessions in the comprehension of the preposition POD [UNDER]. In the experiment, two variables were manipulated: a within subjects variable of SITUATION and a between subjects variable of LINGUISTIC INPUT . The effect of situation could be found in all trained groups, showing that children's understanding in familiar and transfer situations differed significantly from t…
Situatedness
In order to interpret the behaviour of cognitive systems, the integration into their specific cultural environment must be considered. The phenomenon of situatedness is a crucial determinant of this behaviour. We derive the notion of situatedness from the interplay between agent, situation, and context (divided into inter- and intracontext). The main objective of this paper is to connect a theoretical analysis of situatedness with its implication…
To Err is Human(-like)
Generation and Evaluation of Communicative Robot Gesture
Ethical Considerations of Applying Robots in Kindergarten Settings
In child–robot interaction (cHRI) research, many studies pursue the goal to develop interactive systems that can be applied in everyday settings. For early education, increasingly, the setting of a kindergarten is targeted. However, when cHRI and research are brought into a kindergarten, a range of ethical and related procedural aspects have to be considered and dealt with. While ethical models elaborated within other human–robot interaction sett…
Appropriate feedback in asymmetric interactions
Comparing the Effects of a Different Social Partner (Social Robot vs. Human) on Children's Social Referencing in Interaction
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 a…
Situatedness
In order to interpret the behaviour of cognitive systems, the integration into their specific cultural environment must be considered. The phenomenon of situatedness is a crucial determinant of this behaviour. We derive the notion of situatedness from the interplay between agent, situation, and context (divided into inter- and intracontext). The main objective of this paper is to connect a theoretical analysis of situatedness with its implication…
Situatedness
In order to interpret the behaviour of cognitive systems, the integration into their specific cultural environment must be considered. The phenomenon of situatedness is a crucial determinant of this behaviour. We derive the notion of situatedness from the interplay between agent, situation, and context (divided into inter- and intracontext). The main objective of this paper is to connect a theoretical analysis of situatedness with its implication…
Facilitating the Acquisition of Under by Means of in and on – A Training Study in Polish
Forty Polish children aged between 1;8 and 2;3 were trained over two training sessions in the comprehension of the preposition POD [UNDER]. In the experiment, two variables were manipulated: a within subjects variable of SITUATION and a between subjects variable of LINGUISTIC INPUT . The effect of situation could be found in all trained groups, showing that children's understanding in familiar and transfer situations differed significantly from t…
Gesture as a support for word learning
Forty children, aged 1 ; 8–2 ; 0, participated in one of three training conditions meant to enhance their comprehension of the spatial term under : the +Gesture group viewed a symbolic gesture for under during training; those in the +Photo group viewed a still photograph of objects in the under relationship; those in the Model Only group did not receive supplemental symbolic support. Children's knowledge of under was measured before, immediately …
Children’s lexical skills and task demands affect gestural behavior in mothers of late-talking children and children with typical language development
To evaluate the influence of lexical development and task demands on maternal gestural behavior, we observed 17 German-speaking mothers and their children with typically language development (TD) and 9 mothers with their late talkers (LT) aged 22–25 months in task-oriented dialogues. Mothers instructed their children to put two objects together; canonical and — as more difficult tasks — noncanonical spatial relationships were requested. Deictic g…
Appropriate feedback in asymmetric interactions
Tutor Spotter
Generation and Evaluation of Communicative Robot Gesture
A story about a word
We trained forty German-speaking children aged 1;8–2;0 in their comprehension of UNTER [UNDER]. The target word was presented within semantically organized input in the form of a ‘narrative’ to the experimental group and within ‘unconnected speech’ to the control group. We tested children's learning by asking them to perform an UNDER-relation before, immediately after, and again one day after the training using familiarized and unfamiliarized mat…
To Err is Human(-like)
Alignment to the Actions of a Robot
Language Development From an Ecological Perspective
In the embodied, situated, enacted and distributed approaches to cognition, the coordinative role of language comes to the fore. Language, with its symbolic properties, arises from a multimodal stream of interactive events and gradually gains power to constrain them in a functional and adaptive way. In this article, we attempt to integrate three approaches to information in cognitive systems to provide a theoretical background to the process of d…
Decontextualized talk in caregivers’ input to 12-month-old children during structured interaction
Decontextualized talk is assumed to be used only rarely when children are younger than 30 months. Motivated by Bühler's (1934/1999) linguistic theory that describes different dimensions of (de-)contextualization, we provide evidence that this kind of input can already be found in caregivers’ talking to their 12-month-old children. Such early input is characterized by being decontextualized on some dimensions while being grounded in the immediate …
Ethical Considerations of Applying Robots in Kindergarten Settings
In child–robot interaction (cHRI) research, many studies pursue the goal to develop interactive systems that can be applied in everyday settings. For early education, increasingly, the setting of a kindergarten is targeted. However, when cHRI and research are brought into a kindergarten, a range of ethical and related procedural aspects have to be considered and dealt with. While ethical models elaborated within other human–robot interaction sett…
Comparing the Effects of a Different Social Partner (Social Robot vs. Human) on Children's Social Referencing in Interaction
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 a…
Which “motionese” parameters change with children's age? Disentangling attention-getting from action-structuring modifications
Modified action demonstration—dubbed motionese— has been proposed as a way to help children recognize the structure and meaning of actions. However, until now, it has been investigated only in young infants. This brief research report presents findings from a cross-sectional study of parental action demonstrations to three groups of 8–11, 12–23, and 24–30-month-old children that applied seven motionese parameters; a second study investigated the …
Developmental Paths of Pointing for Various Motives in Infants with and without Language Delay
Pointing is one of the first conventional means of communication and infants have various motives for engaging in it such as imperative, declarative, or informative. Little is known about the developmental paths of producing and understanding these different motives. In our longitudinal study ( N = 58) during the second year of life, we experimentally elicited infants' pointing production and comprehension in various settings and under pragmatica…
Language Learning with Media and Technology in (Early) Childhood
Nowadays, from early on, children are exposed to technology and media, and six-month-olds are even expected to use some. There is a wide range of products for babies and toddlers. This article reviews the current state of the art, examining the robustness of word knowledge learned using technologies such as e-books, computer games, digital pens, and social robots, and how individual differences among children impact language learning with technol…
Four-year-olds’ visuospatial cognitive abilities and their relation to observer‐viewpoint gestures across three communicative tasks
The gesture-as-simulated-action framework explains the occurrence of iconic gestures. Accordingly, simulated visual imagery gives rise to observer-viewpoint, whereas simulated motor imagery gives rise to character-viewpoint gestures. Because little is known about whether this relationship is either the product of becoming a competent speaker in different communicative tasks or exists from an early age, we investigated 4-year-olds. In the first se…
Preschool children’s discourse competence in different genres and how it relates to iconic gestures
Based on the linguistic analysis of game explanations and retellings, the paper’s goal is to investigate the relation of preschool children’s situated discourse competence and iconic gestures in different communicative genres, focussing on reinforcing and supplementary speech-gesture-combinations. To this end, a method was developed to evaluate discourse competence as a context-sensitive and interactively embedded phenomenon. The so-called GLOBE-…
Contrastive Verbal Guidance
Research suggests that presenting an action via multimodal stimulation (verbal and visual) enhances its perception. To highlight this, in most studies, assertive instructions are generally presented before the occurrence of the visual subevent(s). However, verbal instructions need not always be assertive; they can also include negation to contrast the present event with a prior one, thereby facilitating processing—a phenomenon known as contextual…
Social robots as a method for cross-cultural gesture elicitation in children
The study of children's gestures from a cross-cultural perspective has attracted considerable interest in recent years. At the same time, it poses methodological challenges, such as ensuring cross-cultural comparability and culturally sensitive elicitation procedures. In this methods paper, we address the methodological challenges of eliciting gestures from children in structured yet naturalistic interactions by proposing a set of theory-informed…
Multimodal strategies for resolving lexical challenges
This study explores how four- and five-year-old children use gestures to creatively resolve lexical and representational challenges, and how creative gestures emerge when verbal resources are insufficient. Sixty-five German-speaking children corrected a puppet's unconventional use of a spoon with support of visual stimuli (correction task), and then described the event to a caregiver without visual stimuli (illustration task). Our quantitative an…
Infants' individual sensitivity to saliency shapes early word learning in social interaction
In this paper, we conducted an extended analysis of an existing eye-tracking study (Wildt, 2023) investigating how infants' individual sensitivity to saliency shapes early word learning in social interaction. In a first phase of the study, 10-month-old infants participated in a saliency test for their attention. We used existing baseline data but applied a new analysis approach to model infants' attentional profiles-high and low preference group …
Psychology (19 obras) · Computer Science (14 obras) · Cognitive psychology (12 obras) · Artificial Intelligence (11 obras) · Child and Animal Learning Development (9 obras) · Developmental psychology (8 obras) · Gesture (8 obras) · Linguistics (8 obras) · Social Robot Interaction and HRI (8 obras) · Hearing Impairment and Communication (7 obras)