E-Mail-Adresse:

Forschungsgebiete:

• #Kommunikationswissenschaft/-theorie, Handlungstheorie
• #Semantik
• #Pragmatik
• #Psycholinguistik, Sprachpsychologie
• #Spracherwerb, Erst- und Zweitspracherwerb
• #Angewandte Linguistik

Besondere Forschungsgebiete:

• Multimodale Kommunikation
• Mensch-Maschine Interaktion
• Erklärbare KI

Monographien:

• Rohlfing, K. J. (2019): Frühe Sprachentwicklung. Tübingen: UTB.
• Rohlfing, K. J. (2013): Frühkindliche Semantik. Tübingen: Günter Narr Verlag (Narr Studienbücher).

Aufsätze und Beiträge:

• Rohlfing, K. J. (2023). Gestenproduktion in verschiedenen Diskurspraktiken: Eine längsschnittliche Betrachtung des integrierten Gesten–Lautsprache-Systems. Stimme – Sprache – Gehör 47.
• Viertel, F. E., Reis, O., & Rohlfing, K. J. (2023). Acquiring religious words: dialogical and individual construction of a word's meaning. Philosophical Transactions of the Royal Society B 378(1870): 20210359.
• 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. 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.
• 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., 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. & Kern, F. (2019): Integration von Gesten und Lautsprache aus der Perspektive des Spracherwerbs. Mitteilungen des Deutschen Germanistenverbandes 66(4): 402–407.
• Grimminger, A., Rohlfing, K. J., Lüke, C., Liszkowski, U., & Ritterfeld, U. (2019): Decontextualized talk in caregivers’ input to 12-month-old children during structured interaction. Journal of Child Language 47(2): 418-434.
• Rohlfing, K. J., Leonardi, G., Nomikou, I., Rączaszek-Leonardi, J. & Hüllermeier, E. (2019): Multimodal Turn-Taking: Motivations, methodological challenges, and novel approaches. IEEE Transactions on Cognitive and Developmental Systems 12: 260–271.
• Nomikou, I., Rohlfing, K. J., Cimiano, P., & Mandler, J. M. (2019): Evidence for early comprehension of action verbs. Language Learning and Development 15(1), 64–74.
• 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.
• Nomikou, I., Leonardi, G., Radkowska, A., Rączaszek-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 6-month-olds: synchrony between presentation, meaning, and actions is related to later verb acquisition. Brain Sciences 7(5): 52.
• Rohlfing, K. J., Ceurremans, J. & Horst, J. S. (2017): Benefits of repeated book readings in children with SLI. Communication Disorders Quarterly, 39(2), 267–370. Heller, V. & Rohlfing, K. J. (2017): Reference as an interactive achievement: Sequential and longitudinal analyses of labeling interactions in shared book reading and free play. Frontiers in Psychology 8: 139.
• 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.
• 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.
• 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. 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, G., Rohlfing, K. J. & Rączaszek-Leonardi, J. (2016): Constructing interaction: The development of gaze dynamics. Infant and Child Development 25: 277–295.
• Rohlfing, K. J., Wrede, B., Vollmer, A. & Oudeyer, P.-Y. (2016): An alternative to mapping a concept onto a word in language acquisition: Pragmatic Frames. Frontiers in Cognitive Science 7: 470.
• 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.
• 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: 492–512.
• Szufnarowska, J., Rohlfing, K. J., Fawcett, C. & Gredebäck, G. (2014): Is ostension any more than attention? Scientific Reports 4: 5304.
• 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.
• 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.
• 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.
• 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.
• 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.
• 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. Intern. Journal of Social Robotics 5: 313–323.
• 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.
• 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.
• Salem, M., Kopp, S., Wachsmuth, I., Rohlfing, K. J., & Joublin, F. (2012): Generation and evaluation of communicative robot gesture. International Journal of Social Robotics 4: 201-217.
• 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.
• Nachtigäller, K. & Rohlfing, K. J. (2011): Einfluss von erlebten und vorgestellten Ereignissen auf die Erzählweise in kindgerichteter Sprache. Zeitschrift für Literaturwissenschaft und Linguistik 162: 139–155.
• Rohlfing, K. J. & Tani, J. (2011): Grounding language in action. IEEE Transactions on Autonomous Mental Development 3: 109–112.
• Nomikou, I & Rohlfing, K. J. (2011): Language does something. Body action and language in maternal input to three-month-olds. IEEE Transactions on Autonomous Mental Development 3: 113–128.
• 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.
• 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.
• 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.
• 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.
• 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.
• 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., 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. Rohlfing, K. J., Loehr, D., Duncan, S., et al. (2006): Comparison of multimodal annotation tools: Workshop report. Gesprächsforschung 7.
• 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.
• Rohlfing, K. J. (2005): Learning prepositions. Perspectives on Language Learning and Education 12(3): 13–17.
• Rohlfing, K. J., Rehm, M. & Goecke, K. U. (2003): Situatedness: The interplay between context(s) and situation. Journal of Cognition and Culture 3(2): 132–157.

Dissertation (Titel): How infants acquire the meaning of UNDER and other spatial relational terms

Dissertation - Jahr der Publikation: 2002

Habilitation (Titel): Early Semantics

Herausgebertätigkeit:

• 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.
• Rohlfing, K. J. & Deák, G. O. (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.

Forschergruppen, Forschungsprojekte : TRR 318 "Erklärbarkeit konstruieren"

Letzte Aktualisierung: Sun Nov 19 15:55:33 2023