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Co-development of Manner and Path Concepts in Language, Action, and Eye-Gaze Behavior.

, , , , and . topiCS, 6 (3): 492-512 (2014)

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Tutor Spotter: Proposing a Feature Set and Evaluating It in a Robotic System., , , , , , , and . I. J. Social Robotics, 4 (2): 131-146 (2012)Towards Learning by Interacting., , , and . Creating Brain-Like Intelligence, volume 5436 of Lecture Notes in Computer Science, Springer, (2009)Developing feedback: How children of different age contribute to a tutoring interaction with adults., , , , , and . icdl, page 76-81. IEEE, (2010)Contingency allows the robot to spot the tutor and to learn from interaction., , , , , , , and . ICDL-EPIROB, page 1-8. IEEE, (2011)Studying the co-construction of interaction protocols in collaborative tasks with humans., , , , and . ICDL-EPIROB, page 208-215. IEEE, (2014)Better be reactive at the beginning. Implications of the first seconds of an encounter for the tutoring style in human-robot-interaction., , , , , and . RO-MAN, page 974-981. IEEE, (2012)Toward designing a robot that learns actions from parental demonstrations., , and . ICRA, page 3545-3550. IEEE, (2008)From Sensorimotor Knowledge to Abstract Symbolic Representations., , , , and . FET, volume 7 of Procedia Computer Science, page 269-271. Elsevier, (2011)Alignment to the Actions of a Robot., , , and . I. J. Social Robotics, 7 (2): 241-252 (2015)Bottom-up learning of feedback in a categorization task., , , , , , and . ICDL-EPIROB, page 1-6. IEEE, (2012)