Katharina Rohlfing

Katharina Rohlfing

katharina.rohlfing(at)upb(dot)de
+49 5251 60-5717
Institution: Paderborn University
Department: Institute of German Philology and Comparative Literary Studies
https://kw.uni-paderborn.de/en/institut-fuer-germanistik-und-vergleichende-literaturwissenschaft/germanistische-und-allgemeine-sprachwissenschaft/rohlfing

Social Learning/Asymmetric Interaction; Human-AI Interaction; Multimodal Interaction; Cognitive Development

Multimodal scaffolding strategies, pragmatic frames, adaptive interaction, explainable AI, long-term learning & language acquisition, ethically-informed research

  • Multimodal strategies for resolving lexical challenges: The role of situational resources and creative gestures in four- and five-year-old children (2026)

    Authors:

    Published at: Acta Psychologica (Volume: 267)
    DOI: 10.1016/j.actpsy.2026.106992

  • Infants' individual sensitivity to saliency shapes early word learning in social interaction (2026)

    Authors:

    Published at: Acta Psychologica (Volume: 266)
    DOI: 10.1016/j.actpsy.2026.106977

  • Editorial (2026)

    Authors:

    Published at: L O G O S Interdisziplinair (Volume: 34)

  • The relation between children’s shyness and their contingent dialogical actions when reacting to a social robot’s instructions (2026)

    Authors:

    Published at: Philosophical Transactions of the Royal Society B Biological Sciences (Volume: 381)
    DOI: 10.1098/rstb.2024.0375

  • Forms of understanding for XAI-Explanations (2025)

    Authors:

    Published at: Cognitive Systems Research (Volume: 94)
    DOI: 10.1016/j.cogsys.2025.101419

  • Contrastive Verbal Guidance: A Beneficial Context for Attention To Events and Their Memory? (2025)

    Authors:

    Published at: Cognitive Science (Volume: 49)
    DOI: 10.1111/cogs.70096

  • Manners Matter: Action History Guides Attention and Repair Choices During Interaction (2025)

    Authors:

    Published at: 2025 IEEE International Conference on Development and Learning ICDL 2025
    DOI: 10.1109/ICDL63968.2025.11204385

  • Message from the Chairs (2025)

    Authors:

    Published at: 2025 IEEE International Conference on Development and Learning ICDL 2025
    DOI: 10.1109/ICDL63968.2025.11204416

  • Explain with, rather than explain to: How explainees shape their own learning (2024)

    Authors:

    Published at: Interaction Studies (Volume: 25)
    DOI: 10.1075/is.23019.fis

  • Coupling of Task and Partner Model: Investigating the Intra-Individual Variability in Gaze during Human-Robot Explanatory Dialogue (2024)

    Authors:

    Published at: ACM International Conference Proceeding Series
    DOI: 10.1145/3686215.3689202