Prof. Dr. Katharina Rohlfing

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Profile
Biography
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Prof. Dr. Katharina Rohlfing

Institut für Germanistik und Vergleichende Literaturwissenschaft

Professor

Fakultät für Kulturwissenschaften > Institut für Germanistik und Vergleichende Literaturwissenschaft > Germanistische und Allgemeine Sprachwissenschaft

Professor - Developmental Psycholinguistics

Phone:
+49 5251 60-5717
Office:
TP21.2.07
Office hours:

Im WiSe 23/24 befinde ich mich im Forschungssemester. Aus diesem Grund entfällt die Sprechstunde. In dringenden Fällen wenden Sie sich bitte an meine Sekretärin Frau Hendriks.

Termine zur Anrechnung für die Einstufung in ein höheres Semester bitte mit meiner Sekretärin Frau Hendriks, außerhalb der Sprechstunde, vereinbaren.

Web:
Visitor:
Technologiepark 21
33100 Paderborn

Transregional Collaborative Research Centre 318

Speaker - Professor - Spokeswoman

Transregional Collaborative Research Centre 318

Professor - Project Leader in A01, A05 and Z

Phone:
+49 5251 60-5717
E-mail (External):
Office:
TP21.2.07
Visitor:
Technologiepark 21
33100 Paderborn
Research Interests
  • Language acquisition
  • Cognitive development
  • Multimodal interaction 
  • Gesture and learning
  • Developmental robotics
Teaching Areas
  • Introduction to linguistics
  • Introduction to language acquisition
  • Gesture, cognition, and language
  • Learning, language, and technical support
Functions

Member of SICP

Scientific director of the SprachSpielLabor 

2020 - 2022: Specialty Chief Editor in Frontiers in Psychology: Developmental Psychology

2018 - 2021: Member of the Senate of the Paderborn University

2009 - 2019: Associate Editor of IEEE Transactions on Cognitive and Developmental Systems Technical Committee

since 2017: Collaborating partner in the GI NRW Graduate Institute, section "Digitization in Economy and Society"

2012 - 2018: IEEE Transactions on Cognitive and Developmental Systems Technical Committee: Chair of Education

since 2011: Member of the Scientific Advisory Board for the journal L.O.G.O.S. INTERDISZIPLINÄR

since 2009: Member of the Bielefeld Institute for Early Childhood Development e.V.

2009 - 2019: Member of the Scientific Advisory Board for the journal IEEE Transactions on Cognitive and Developmental Systems

Prof. Dr. Katharina Rohlfing
Education and Academic Career
Since 2015

Professor (W3) of Psycholinguistics, Paderborn University

2008 - 2015

Senior researcher (Akademische Oberrätin), head of Emergentist Semantics Group, Cluster of Excellence "Cognitive Interaction Technology", Bielefeld University

2009

Habilitation (Linguistics, Cognitive Linguistics), Bielefeld University

2005 - 2008

Postdoctoral Researcher in Applied Informatics, Bielefeld University

2004

Postdoctoral fellow, supported by a DAAD grant, Northwestern University, Department of Communication Science and Disorders

2002 - 2004

Postdoctoral fellow, supported by a DFG Emmy-Noether Phase 1 grant, University of Chicago, Department of Psychology, San Diego State University, Department of Linguistics and Oriental Languages

2002

Doctorate

Strohner/Sinha, “UNDERstanding: How infants acquire the meaning of UNDER and other spatial relational terms” (Doctor of Philosophy, Linguistics), “summa cum laude”, Bielefeld University

1999 - 2002

Graduate student in the DFG interdisciplinary graduate program "Task-Oriented Communication" (GK 256), Bielefeld University

2000

Degree programme

Diploma in German as Foreign Language, University of Kassel, Germany

1997

Degree programme

Magister in German Linguistics, Philosophy, and Media Studies, University of Paderborn, Germany

Awards und Fellowships
2021

Honorable mention at the IDC (Interaction Design and Children)

2016

Best Paper Award IEEE Transactions on Autonomous Mental Development

2009

Best Paper Award ICDL 2009

2006

Dilthey Fellow, VolkswagenStiftung

2002

Emmy Noether-Fellow, Phase 1 (DFG)

Miscellaneous
Since 2021

Spokesperson of the TRR 318 "Constructing explainability"

Since 2015

Supervision of Researchers in Early Career Phases

Altogether, 10 female and 1 male doctoral students completed their dissertation successfully under my primary supervision (further 4 students with secondary). 

Since 2008

Ad hot reviewer, DFG, CAIS, SNF, Social Sciences and Humanities Research Council of Canada, Dutch Research Council, dbl

Since 2005

Reviewer in 35 interdisciplinary journals

2020 - 2022

Co-chair of the Institute for German Language and Comparative Literature

2016 - 2021

Professoral representative in the Senate of Paderborn University

Scientific Engagement
Engagement in Scientific Organisations
Since 2005

Member in Bielefelder Institut für Frühkindliche Entwicklung, Software Innovation Campus Paderborn

Editorial Boards and Editorship
2020 - 2022

Speciality Chief Editor in Frontiers in Developmental Psychology

Since 2021

Spokesperson of the TRR 318 "Constructing explainability"

Since 2015

Supervision of Researchers in Early Career Phases

Altogether, 10 female and 1 male doctoral students completed their dissertation successfully under my primary supervision (further 4 students with secondary). 

Since 2015

Professor (W3) of Psycholinguistics, Paderborn University

Education and Academic Career
Since 2008

Ad hot reviewer, DFG, CAIS, SNF, Social Sciences and Humanities Research Council of Canada, Dutch Research Council, dbl

Since 2005

Member in Bielefelder Institut für Frühkindliche Entwicklung, Software Innovation Campus Paderborn

Engagement in Scientific Organisations
Since 2005

Reviewer in 35 interdisciplinary journals

2020 - 2022

Speciality Chief Editor in Frontiers in Developmental Psychology

Editorial Boards and Editorship
2020 - 2022

Co-chair of the Institute for German Language and Comparative Literature

2021

Honorable mention at the IDC (Interaction Design and Children)

Awards und Fellowships
2016 - 2021

Professoral representative in the Senate of Paderborn University

2016

Best Paper Award IEEE Transactions on Autonomous Mental Development

Awards und Fellowships
2008 - 2015

Senior researcher (Akademische Oberrätin), head of Emergentist Semantics Group, Cluster of Excellence "Cognitive Interaction Technology", Bielefeld University

Education and Academic Career
2009

Best Paper Award ICDL 2009

Awards und Fellowships
2009

Habilitation (Linguistics, Cognitive Linguistics), Bielefeld University

Education and Academic Career
2005 - 2008

Postdoctoral Researcher in Applied Informatics, Bielefeld University

Education and Academic Career
2006

Dilthey Fellow, VolkswagenStiftung

Awards und Fellowships
2004

Postdoctoral fellow, supported by a DAAD grant, Northwestern University, Department of Communication Science and Disorders

Education and Academic Career
2002 - 2004

Postdoctoral fellow, supported by a DFG Emmy-Noether Phase 1 grant, University of Chicago, Department of Psychology, San Diego State University, Department of Linguistics and Oriental Languages

Education and Academic Career
2002

Doctorate

Strohner/Sinha, “UNDERstanding: How infants acquire the meaning of UNDER and other spatial relational terms” (Doctor of Philosophy, Linguistics), “summa cum laude”, Bielefeld University

Education and Academic Career
2002

Emmy Noether-Fellow, Phase 1 (DFG)

Awards und Fellowships
1999 - 2002

Graduate student in the DFG interdisciplinary graduate program "Task-Oriented Communication" (GK 256), Bielefeld University

Education and Academic Career
2000

Degree programme

Diploma in German as Foreign Language, University of Kassel, Germany

Education and Academic Career
1997

Degree programme

Magister in German Linguistics, Philosophy, and Media Studies, University of Paderborn, Germany

Education and Academic Career
Herausgaben / Editorial work

Schilling, M., Rohlfing, K. J., Vogt, P., Yu, C. & J., Spranger, M. (2020): Multidisciplinary perspectives on mechanisms of language learning. Special Issue of the IEEE Transactions on Cognitive and Developmental Systems.

Rohlfing, K. J. & Müller-Brauers, C. (2020): International perspectives on digital media and early literacy: The impact of digital devices on learning, language acquisition, and social interaction. Routledge.

Kümmerling-Meibauer, B., Meibauer, J., Rohlfing, K. J. & Nachtigäller, K. (2015): Learning from picturebooks. Perspectives from child development & literacy studies. Routledge series in Explorations in Developmental Psychology.

Deák, G. , K. & Rohlfing, K. J. (2013): Microdynamics of Interaction: Capturing and Modeling Early Social Learning. Special Issue of the IEEE Transactions on Autonomous Mental Development.

Nomikou, I, Pitsch, K. & Rohlfing, K. J. (2013): Asymmetric Interaction. Special Issue of the Interaction Studies.

Rohlfing, K. J. & Tani, J. (2011): Grounding Language in Action. Special Issue of the IEEE Transactions on Autonomous Mental Development 3.

Monographien / Monographs

Rohlfing, K. J. (2013): Frühkindliche Semantik. Tübingen: Günter Narr Verlag (Narr Studienbücher).

Rohlfing, K. J. (2019): Frühe Sprachentwicklung. Tübingen: UTB.

Zeitschriften- und Buchaufsätze / Journal papers and book chapters
a) Spracherwerb / Language development

Rohlfing, K. J., Lüke, C., Liszkowski, U., Ritterfeld, U. & Grimminger, A. (2022): Developmental paths of pointing for various motives in infants with and without language delay. International Journal of Environmental Research and Public Health 19: 094982.

Mertens, U. & Rohlfing, K. J. (2021): Progressive reduction of iconic gestures contributes to school-aged children’s increased word production. Frontiers in Psychology 12: 651725.

Crawshaw, C. E., Kern, F., Mertens, U., & Rohlfing, K. J. (2020). Children’s narrative elaboration after reading a storybook versus viewing a video. Frontiers in Psychology, 11: 569891.

Lüke, C., Ritterfeld, U. Grimminger, A., Rohlfing, K. J. & Liszkowski, U. (2020): Integrated Communication System: Gesture and language acquisition in typically developing children and children with LD and DLD. Frontiers in Psychology 11: 118.

Rohlfing, K. J. (2019): Language learning from the use of gestures. In: Horst, J. & Koss Torkildsen, J. v. (Eds.): International Handbook of Language Acquisition. New York: Routledge: 213–233.

Rohlfing, K. J. & Kern, F. (2019): Integration von Gesten und Lautsprache aus der Perspektive des Spracherwerbs. Mitteilungen des Deutschen Germanistenverbandes 66(4): 402–407.

Rohlfing, K. J., Nachtigäller, K., Berner, A. & Foltz, A. (2019): Does emotional narrative context influence retention of newly learned words? In: Veneziano, E. & Nicolopoulou, A (Eds.): Narrative, Literacy and Other Skills. Studies in intervention. Amsterdam: John Benjamins: 91–107.

Nomikou, I., Rohlfing, K. J., Cimiano, P., & Mandler, J. M. (2018): Evidence for early comprehension of action verbs. Language Learning and Development, 1–11.

Rączaszek-Leonardi, J., Nomikou, I., Rohlfing, K. J. & Deacon, T. W. (2018): Language development from an ecological perspective: Ecologically valid ways to abstract symbols. Ecological Psychology 30: 39–73.

Lüke, C., Ritterfeld, U., Grimminger, A., Liszkowski, U. & Rohlfing, K. J. (2017): Development of pointing gestures in children with typical and delayed language acquisition. Journal of Speech, Language, and Hearing Research 60: 3185–3197.

Rohlfing, K. J., Grimminger, A. & Lüke, C. (2017): An interactive view on the development of deictic pointing in infancy. Frontiers in Psychology 8: 1319.

Lüke, C., Grimminger, A., Rohlfing, K. J., Liszkowski, U. & Ritterfeld, U.,  (2017): In infants' hands: Identification of preverbal infants at risk for primary language delay. Child Development 88(2), 484–492.

Rohlfing, K. J., Ceurremans, J. & Horst, J. S. (2017): Benefits of repeated book readings in children with SLI. Communication Disorders Quarterly.

Heller, V. & Rohlfing, K. J. (2017): Reference as an interactive achievement: Sequential and longitudinal analyses of labeling interactions ins shared book reading and free play. Frontiers in Psychology 8: 139.

Grimminger, A., Lüke, C., Ritterfeld, U., Liszkowski, U. & Rohlfing, K. J. (2016). Effekte von Objekt-Familiarisierung auf die frühe gestische Kommunikation. Frühe Bildung, 5: 91–98.

Rohlfing, K. J. & Nachtigäller, K. (2016): Can 28-month-old children learn spatial prepositions robustly from pictures? Yes, when narrative input is provided. Frontiers in Language Science 7: 961.

Rohlfing, K. J., Wrede, B., Vollmer, A. L., & Oudeyer, P. Y. (2016): An alternative to mapping a word onto a concept in language acquisition: pragmatic frames. Frontiers in Cognitive Science 7: 470.

Grimminger, A. & & Rohlfing, K. J.  (2016): Entstehung multimodaler Sprachlehrstrategien in spezifischen Interaktionen. In: Müller, C., Stark, L. & Gressnich, E. (Eds): Lernen durch Vorlesen. Interdisziplinäre Beiträge aus Forschung und Praxis: 94–109.

Rohlfing, K. J., Grimminger, A. & Nachtigäller, K. (2015): Gesturing in joint book reading. In: Kümmerling-Meibauer, B., Meibauer, J., Rohlfing, K. J. & Nachtigäller, K. (Eds): Learning from picturebooks. Perspectives from child development & literacy studies. Routledge Series in Explorations in Developmental Psychology: 99–116.

Rohlfing, K. J. & Nomikou, I. (2014): Intermodal synchrony – as a form of maternal responsiveness – is associated with language development. Language, Interaction and Acquisition 5(1): 117–136.

Krause, F., Richter, K., Rohlfing, K. J. (2014): Ich oder Du? Die Therapie der pronominalen Umkehr bei Autismus-Spektrum-Störung. Eine vergleichende Einzelfallstudie nach der Angewandten Verhaltensanalyse mit Verbal Behavior und der Model/Rival-Methode. L.O.G.O.S. 22: 4–15.

Nachtigäller, K., Rohlfing, K. J. & McGregor, K. K. (2013): A story about a word — Does narrative presentation promote learning of a spatial preposition in German two-year-olds? Journal of Child Language 40: 900–917.

Lehmden von, F., Kauffeldt, J., Belke, E. & Rohlfing, K. J. (2013): Das Vorlesen von Kinderbüchern als implizites Mittel zur Sprachförderung im Bereich Grammatik. Praxis Sprache 1: 18–27.

Lüke, C., Rohlfing, K. J., & Stenneken, P. (2011): Gebärden und kommunikative Mitteilungen bei Kindern mit umschriebener Sprachentwicklungsstörung. Sprache Stimme Gehör 3: 149–157.

Rohlfing, K. J. (2011): Exploring „Associative talk“: When German mothers instruct their two year olds about spatial tasks. Dialogue and Discourse 2: 1–18.

Grimminger, A., Rohlfing, K. J. & Stenneken, P. (2010): Children’s lexical skills and task demands affect gestural behavior in mothers of late-talking children and children with typical language development. Gesture, 10, 251–278. Gesture 10: 251–278.

McGregor, K. K., Rohlfing, K. J., Bean, A. & Marschner, E. (2009): Gesture as a support for word learning: The case of under. Journal of Child Language 36: 807–828.

Booth, A.E., McGregor, K.K. & Rohlfing, K. J. (2008): Socio-pragmatics and attention: Contributions to gesturally guided word learning in toddlers. Journal of Language Learning and Development 4: 179–202.

Rohlfing, K. J. (2006): Facilitating the acquisition of UNDER by means of IN and ON — a training study in Polish. Journal of Child Language 33: 51–69.

b) Lernprozesse in sozialer Interaktion / Learning in social interactions

Rohlfing, K. J. Vollmer, A.-L., Fritsch, J. & Wrede, B. (2022): Which “motionese” parameters change with children’s age? Disentangling attention-getting from action-structuring modifications. Frontiers in Communication 7: 922405.

Tolksdorf, N. F., Crawshaw, C. E., & Rohlfing, K. J. (2021). Comparing the effects of a different social partner (social robot vs. human) on children’s social referencing in interaction. Frontiers in Education 5: 569615

Rohlfing, K. J., Grimminger, A. & Wrede, B. (2020): The caregiver’s role in keeping a child–robot interaction going. In: Rohlfing, K. J. & Müller-Brauers, C. (Eds): International perspectives on digital media and early literacy: The impact of digital devices on learning, language acquisition, and social interaction. Routledge: 73–89.

Grimminger, A., Rohlfing, K. J., Lüke, C., Liszkowski, U., & Ritterfeld, U. (2020). Decontextualized talk in caregivers’ input to 12-month-old children during structured interaction. Journal of Child Language, 47(2): 418-434. doi: 10.1017/S0305000919000710

Siebert, S., Tolksdorf, N., Rohlfing, K. & Zorn, I. (2019). Raising robotic natives?: Persuasive potentials of social robots in early education. The Journal of Communication and Media Studies 4(4): 21–35.

Rohlfing, K. J., Leonardi, G., Nomikou, I., Raczaszek-Leonardi, J. & Hüllermeier, E. (2019). Multimodal Turn-Taking: Motivations, methodological challenges, and novel approaches. IEEE Transactions on Cognitive and Developmental Systems.

Nomikou, I., Leonardi, G., Radkowska, A., Raczaszek-Leonardi, J., & Rohlfing, K. J. (2017). Taking up an active role: Emerging participation in early mother-infant interaction during peek-a-boo routines. Frontiers in Psychology 8: 1656.

Nomikou, I., Koke, M. & Rohlfing, K. J. (2017): Verbs in mothers’ input to six-month-olds: Synchrony between presentation, meaning, and actions Is related to later verb acquisition. Brain Sciences 7(5): 52.

Leonardi, G., Nomikou, I., Rohlfing, K. J. & Rączaszek-Leonardi, J. (2016). Vocal interactions at the dawn of communication: The emergence of mutuality and complementarity in mother-infant interaction.  In: Proceedings of the IEEE ICDL-EpiRob 2016, Cergy-Pontoise.

Sciutti, A., Lohan, K.S., Koch, B., Gredebäck, G. & Rohlfing, K. J. (2016): Language meddles with infants‘ processing of observed actions. Frontiers in Robotics and AI 3: 46.

Nomikou, I.,  Schilling, M., Heller, V. & Rohlfing, K. J. (2016): Language—at all times. Action and interaction as contexts for enriching representations. Interaction Studies 17: 120–145.

Nomikou, I.,  Leonardi, J., Rohlfing, K. J. & Rączaszek-Leonardi, J. (2016): Constructing interaction: The development of gaze dynamics. Infant and Child Development 25: 277–295.

Szufnarowska, J., Rohlfing, K. J., Fawcett, C. & Gredebäck, G. (2014): Is ostension any more than attention? Scientific Reports 4: 5304.

Lohan, K. S., Griffiths, S. S., Sciutti, A., Partmann, T. C. & Rohlfing, K. J. (2014): Co-development of manner and path concepts in language, action, and eye-gaze behavior. TopiCS in Cognitive Science 6.

Pitsch, K., Vollmer, A.-L., Rohlfing, K. J., Fritsch, J. & Wrede, B. (2014): Tutoring in adult-child interaction. On the loop of the tutor‘s action modification and the recipient‘s gaze. Interaction Studies 15: 55–98.

Elsner, C., Bakker, M., Rohlfing, K. J., Gredebäck, G. (2014): Infants‘ online perception of give-and-take interactions. Journal of Experimental Child Psychology 126: 280–294.

Rączaszek-Leonardi, J., Nomikou, I., Rohlfing, K. J. (2013): Young children’s dialogical actions: The beginnings of purposeful intersubjectivity. IEEE Transactions on Autonomous Mental Development 3(5): 109–112.

Nomikou, I., Rohlfing, K. J., Szufnarowska, J. (2013): Educating attention: recruiting, maintaining, and framing eye contact in early natural mother-infant interactions. Interaction Studies 14: 240–267.

Rohlfing, K. J., Longo, M. R. & Bertenthal, B. I. (2012): Dynamic pointing triggers shift of visual attention in young infants. Developmental Science 15: 426–435.

c) Entwicklung von intelligenten Systemen / Social design of intelligent systems

Fisher, J. B., Lohmer, V., Kern, F., Barthlen, W., Gaus, S. & Rohlfing, K. J. (2022): Exploring monological and dialogical phases in naturally occurring explanations. Künstliche Intelligenz 36: 317–326.

Rohlfing, K. J., Altvater-Mackensen, N., Caruana, N., van den Berghe, R., Bruno, B., Tolksdorf, N. F. & Hanuliková, A. (2022): Social/dialogical roles of social robots in supporting children’s learning of language and literacy—A review and analysis of innovatives roles. Frontiers in Robotics and AI 9: 971749.

Rohlfing, K. J., Cimiano, P., Scharlau, I., Matzner, T., Buhl, H. M., Buschmeier, H., ... & Wrede, B. (2020): Explanation as a social practice: Toward a conceptual framework for the social design of AI systems. IEEE Transactions on Cognitive and Developmental Systems. doi: 10.1109/TCDS.2020.3044366

Tolksdorf, N. F., Siebert, S., Zorn, I., Horwath, I. & Rohlfing, K. J. (2021): Ethical considerations of applying robots in kindergarten settings: Towards an approach from a macroperspective. International Journal of Social Robotics 13: 129–140.

Rohlfing, K. J., Leonardi, G., Nomikou, I., Raczaszek-Leonardi, J. & Hüllermeier, E. (2019): Multimodal Turn-Taking: Motivations, methodological challenges, and novel approaches. IEEE Transactions on Cognitive and Developmental Systems 12: 260–271. 

Gaspers, J., Cimiano, P., Rohlfing, K. & Wrede, B. (2017): Constructing a language from scratch: Combining bottom-up and top-down learning processes in a computational model of language acquisition. IEEE Transactions on Cognitive and Developmental Systems 9: 183–196.

Lücking, P., Rohlfing, K. J., Wrede, B. & Schilling, M. (2016): Preschoolers’ engagement in social interaction with an autonomous robotic system. In: Proceedings of the IEEE ICDL-EpiRob 2016, Cergy-Pontoise.

Vollmer A.-L., Wrede, B., Rohlfing, K. J. & Oudeyer, P.-Y. (2016): Pragmatic Frames for teaching and learning in Human–Robot Interaction: Review and challenges. Frontiers in Neurorobotics 10: 10. 

Vollmer, A.-L., Rohlfing, K. J., Wrede, B. & Cangelosi, A. (2015): Alignment to the actions of a robot. International Journal of Social Robotics 7: 241–252.

Vollmer, A.-L., Mühlig, M., Steil, J. J., Pitsch, K., Fritsch, J., Rohlfing, K. J. & Wrede, B. (2014): Robots show us how to teach them: Feedback from robots shapes tutoring behavior during action learning. PLOS ONE 9(3): e91349.

Salem, M., Eyssel, F., Rohlfing, K. J., Kopp, S. & Joublin, F. (2013): To err is human(-like): Effects of robot gesture on perceived anthropomorphism and likeability. In: International Journal of Social Robotics 5: 313–323.

Lohan, K. S., Rohlfing, K. J., Pitsch, K., Saunders, J., Lehmann, H., Nehaniv, C. L., Fischer, K. & Wrede, B. (2012): Tutor Spotter: Proposing a feature set and evaluating it in a robotic system. International Journal of Social Robotics 4: 131–146.

Fischer, K., Foth, K., Rohlfing, K. J., & Wrede, B. (2011). Mindful tutors: Linguistic choice and action demonstration in speech to infants and robots. Interaction Studies 12: 134–161.

Cangelosi, A., Metta, G., Sagerer, G., Nolfi, S., Nehaniv, C., Fischer, K. Tani, J., Belphaeme, T., Sandini, G., Fadiga, L., Wrede, B., Rohlfing, K., Tuci, E., Dautenhahn, K., Saunders, J. & Zeschel, A. (2010): Integration of action and language knowledge: A roadmap for developmental robotics. IEEE Transactions on Autonomous Mental Development 2: 167–195.

Wrede, B., Kopp, S., Rohlfing, K. J., Lohse, M. & Muhl, C. (2010): Appropriate feedback in asymmetric interactions. Journal of Pragmatics 42: 2369–2384.

Schillingmann, L., Wrede, B. & Rohlfing, K. J. (2009): A computational model of acoustic packaging. IEEE Transactions on Autonomous Mental Development 1: 226–237.

Nagai, Y. & Rohlfing, K. J. (2009): Computational analysis of Motionese toward scaffolding robot action learning. IEEE Transactions on Autonomous Mental Development 1: 44–54.

Rolf, M., Hanheide, M. & Rohlfing, K. J. (2009): Attention via synchrony. Making use of multimodal cues in social learning. IEEE Transactions on Autonomous Mental Development 1: 55–67.

Lohse, M., Hanheide, M., Pitsch, K., Rohlfing, K. J., Sagerer, G. (2009): Improving HRI design by applying Systemic Interaction Analysis (SInA). Interaction Studies 10: 293–323

Rohlfing, K. J., Fritsch, J., Wrede, B. & Jungmann, T. (2006): How can multimodal cues from child-directed interaction reduce learning complexity in robots? Advanced Robotics 20(10): 1183–1199.