Can 28-month-old children learn spatial prepositions robustly from pictures? Yes, when narrative input is provided by Katharina J. Rohlfing, Katharina J. Rohlfing, Kerstin Nachtigäller

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An alternative to mapping a word onto a concept in language acquisition: pragmatic frames by Katharina J. Rohlfing, Katharina J. Rohlfing, Britta eWrede, Anna-Lisa eVollmer, Pierre-Yves eOudeyer

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The Role of Saliency in Learning First Words by Eugenia Wildt, Katharina J. Rohlfing, Ingrid Scharlau

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Verbs in Mothers’ Input to Six-Month-Olds: Synchrony between Presentation, Meaning, and Actions Is Related to Later Verb Acquisition by Iris Nomikou, Monique Koke, Katharina J. Rohlfing

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An Interactive View on the Development of Deictic Pointing in Infancy by Katharina J. Rohlfing, Angela Grimminger, Carina Lüke

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Challenges in developmental psychology, a focus on Sustainable Development by Peter Klaver, Peter Klaver, Katharina J. Rohlfing

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Do Shy Preschoolers Interact Differently When Learning Language With a Social Robot? An Analysis of Interactional Behavior and Word Learning by Nils F. Tolksdorf, Franziska E. Viertel, Katharina J. Rohlfing

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Comparing the Effects of a Different Social Partner (Social Robot vs. Human) on Children's Social Referencing in Interaction by Nils F. Tolksdorf, Camilla E. Crawshaw, Katharina J. Rohlfing

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Which “motionese” parameters change with children's age? Disentangling attention-getting from action-structuring modifications by Katharina J. Rohlfing, Anna-Lisa Vollmer, Jannik Fritsch, Britta Wrede

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Pragmatic frames for teaching and learning in human-robot interaction: review and challenges by Anna-Lisa Vollmer, Britta Wrede, Katharina J. Rohlfing, Pierre-Yves Oudeyer

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Children’s Narrative Elaboration After Reading a Storybook Versus Viewing a Video by Camilla E. Crawshaw, Camilla E. Crawshaw, Friederike Kern, Ulrich Mertens, Katharina J. Rohlfing

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Integrated Communication System: Gesture and Language Acquisition in Typically Developing Children and Children With LD and DLD by Carina Lüke, Carina Lüke, Ute Ritterfeld, Angela Grimminger, Katharina J. Rohlfing, Ulf Liszkowski

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Language meddles with infants’ processing of observed actions by Alessandra Sciutti, Katrin Solveig Lohan, Katrin Solveig Lohan, Gustaf Gredebäck, Benjamin Koch, Katharina J. Rohlfing

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Taking Up an Active Role: Emerging Participation in Early Mother–Infant Interaction during Peekaboo Routines by Iris Nomikou, Iris Nomikou, Giuseppe Leonardi, Giuseppe Leonardi, Alicja Radkowska, Joanna Rączaszek-Leonardi, Katharina J. Rohlfing

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Robots show us how to teach them: feedback from robots shapes tutoring behavior during action learning. by Anna-Lisa Vollmer, Manuel Mühlig, Jochen J Steil, Karola Pitsch, Jannik Fritsch, Katharina J Rohlfing, Britta Wrede

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Social/dialogical roles of social robots in supporting children’s learning of language and literacy—A review and analysis of innovative roles by Katharina J. Rohlfing, Nicole Altvater-Mackensen, Nathan Caruana, Rianne van den Berghe, Barbara Bruno, Nils F. Tolksdorf, Adriana Hanulíková

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Scaffolding the human partner by contrastive guidance in an explanatory human-robot dialogue by André Groß, André Groß, Amit Singh, Ngoc Chi Banh, Birte Richter, Birte Richter, Ingrid Scharlau, Katharina J. Rohlfing, Britta Wrede, Britta Wrede

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