<?xml version="1.0" encoding="UTF-8"?><xml><records><record><source-app name="Biblio" version="6.x">Drupal-Biblio</source-app><ref-type>47</ref-type><contributors><authors><author><style face="normal" font="default" size="100%">Anna-Lisa Vollmer</style></author><author><style face="normal" font="default" size="100%">Pitsch, Karola</style></author><author><style face="normal" font="default" size="100%">Katrin Solveig Lohan</style></author><author><style face="normal" font="default" size="100%">Fritsch, Jannik</style></author><author><style face="normal" font="default" size="100%">Rohlfing, Katharina</style></author><author><style face="normal" font="default" size="100%">Wrede, Britta</style></author></authors></contributors><titles><title><style face="normal" font="default" size="100%">Developing feedback: How children of different age contribute to a tutoring interaction with adults</style></title><secondary-title><style face="normal" font="default" size="100%">Development and Learning (ICDL), 2010 IEEE 9th International Conference on Development and Learning</style></secondary-title><tertiary-title><style face="normal" font="default" size="100%">ICDL 2010</style></tertiary-title></titles><keywords><keyword><style  face="normal" font="default" size="100%">biology computing</style></keyword><keyword><style  face="normal" font="default" size="100%">children</style></keyword><keyword><style  face="normal" font="default" size="100%">cognition</style></keyword><keyword><style  face="normal" font="default" size="100%">cognitive capabilities</style></keyword><keyword><style  face="normal" font="default" size="100%">feedback</style></keyword><keyword><style  face="normal" font="default" size="100%">infant</style></keyword><keyword><style  face="normal" font="default" size="100%">learning</style></keyword><keyword><style  face="normal" font="default" size="100%">neurophysiology</style></keyword><keyword><style  face="normal" font="default" size="100%">paediatrics</style></keyword><keyword><style  face="normal" font="default" size="100%">robot systems</style></keyword><keyword><style  face="normal" font="default" size="100%">social interaction</style></keyword><keyword><style  face="normal" font="default" size="100%">tutoring interaction</style></keyword><keyword><style  face="normal" font="default" size="100%">video signal processing</style></keyword></keywords><dates><year><style  face="normal" font="default" size="100%">2010</style></year></dates><pages><style face="normal" font="default" size="100%">76-81</style></pages><language><style face="normal" font="default" size="100%">eng</style></language><abstract><style face="normal" font="default" size="100%">Learning is a social and interactional endeavor, in which the learner generally receives support from his/her social environment. In this process, the learner’s feedback is important as it provides information about the learner’s current understanding which, in turn, enables the tutor to adjust his/her presentation accordingly. Thus, through their feedback learners can actively shape the tutor’s presentation - a resource which is highly valuable, if we aim at enabling robot systems to learn from a tutor in social interaction. But what kind of feedback should a robot produce and at which time? In this paper, we analyze the interaction between parents and their infants (8 to 30 months) in a tutoring scenario with regard to the feedback provided by the learner in three different age groups. Our combined qualitative and quantitative analysis reveals which features of the feedback change with the infant’s progressing age and cognitive capabilities.</style></abstract></record></records></xml>