Rianne van den Berghe MA
m.a.j.vandenberghe@uu.nl
Gegenereerd op 2018-09-22 08:11:29


Curriculum vitae

Work

2016 - now   PhD candidate, Utrecht University

Education

2014 - 2016   Research Master Linguistics (cum laude), Utrecht University  

2011 - 2014   Bachelor Liberal Arts and Sciences (major in Linguistics), Utrecht University

Gegenereerd op 2018-09-22 08:11:29

Output uit 2016 en 2017 is gepubliceerd onder meisjesnaam 'Vlaar'.

Alle publicaties
  2018 - Wetenschappelijke publicaties
Rintjema, Emmy, van den Berghe, Rianne, Kessels, Anne, de Wit, Jan & Vogt, Paul (2018). A Robot Teaching Young Children a Second Language: The Effect of Multiple Interactions on Engagement and Performance. Companion of the 2018 ACM/IEEE International Conference on Human-Robot Interaction (pp. 219-220). Chicago: ACM.
Belpaeme, Tony, Vogt, Paul, van den Berghe, Rianne, Bergmann, Kirsten, Goksun, Tilbe, de Haas, Mirjam, Kanero, Junko, Kennedy, James, Küntay, A.A., Paz, O., Fotios, Papadopoulos, Schodde, Thorsten, Verhagen, J., Wallbridge, Christopher, D. & Willemsen, Bram (2018). Guidelines for Designing Social Robots as Second Language Tutors. International Journal of Social Robotics
van den Berghe, Rianne, van der Ven, S.H.G., Verhagen, J., Oudgenoeg-Paz, O., Fotios, Papadopoulos & Leseman, P.P.M. (2018). Investigating the Effects of a Robot Peer on L2 Word Learning. Companion of the 2018 ACM/IEEE International Conference on Human-Robot Interaction (pp. 267-268). Chicago: ACM.
  2018 - Overige resultaten
van den Berghe, Rianne, Verhagen, J., Oudgenoeg-Paz, O., van der Ven, S.H.G. & Leseman, P.P.M. (2018). Social robots for language learning.
  2017 - Wetenschappelijke publicaties
De Mulder, H.N.M., Hakemulder, F., van den Berghe, Rianne, Klaassen, F. & van Berkum, J.J.A. (2017). Effects of exposure to literary narrative fiction - From book smart to street smart?. Scientific Study of Literature, 7 (1), (pp. 129-169).
  2017 - Overige resultaten
Vlaar, M.A.J., Verhagen, J., Oudgenoeg-Paz, O. & Leseman, P.P.M. (06-03-2017). Comparing L2 Word Learning through a Tablet or Real Objects: What Benefits Learning Most?.
Vlaar, M.A.J., Sanders, T.J.M. & Welie, Camille (04-02-2017). Individual differences in processing coherence markers: the effect of metacognitive knowledge.
Vlaar, M.A.J., Troost, Ivar & Francot, R.J.R.M. (09-11-2017). Kan technologie helpen?.
Kanero, Junko, de Haas, Mirjam, Mamus, Ezgi, Oranç, Cansu, van den Berghe, Rianne, Verhagen, J., Oudgenoeg-Paz, O., Bergmann, Kirsten, Schodde, Thorsten, Küntay, Aylin C., Göksun, Tilbe & Vogt, Paul (2017). Observing human tutoring to develop robot-based language lessons.
Vlaar, M.A.J., Verhagen, J., Oudgenoeg-Paz, O., van der Ven, S.H.G. & Leseman, P.P.M. (01-09-2017). What benefits L2 word learning most: Tablets or real objects?.
  2016 - Overige resultaten
de Mulder, H.N.M., Hakemulder, F., Vlaar, M.A.J. & van Berkum, J.J.A. (06-07-2016). Enhancing empathic ability - Effects of exposure to literary fiction.
Vlaar, M.A.J. (10-07-2016). The L2TOR project: a social robot as a second-language tutor.
Vlaar, M.A.J., de Mulder, H.N.M., Hakemulder, F. & van den Berghe, Rianne (11-03-2016). Unraveling how reading literature affects Theory of Mind.
van den Berghe, Rianne, de Mulder, H.N.M. & Hakemulder, F. (03-06-2016). Unraveling how reading literature affects Theory of Mind.
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Gegenereerd op 2018-09-22 08:11:29
Project:
L2TOR - Second language tutoring of young children using a social robot
01-01-2016 tot 31-12-2018
Algemene projectbeschrijving 

The L2TOR project capitalises on recent developments in human-robot interaction in which the use of social robots is explored in the context of teaching and tutoring. Social robots have been shown to have marked benefits over screenbased tutoring technologies, and have demonstrable positive impacts on motivation in learners and their learning outcomes. L2TOR focuses on the domain of second language learning in early childhood: due to increased mobility of European citizens and increasing internationalisation, most children in Europe will be required to fluently use two or more languages. As language acquisition benefits from early, personalised and interactive tutoring, current language tutoring delivery is often ill-equipped to deal with this. As resources are insufficient to offer one-to-one tutoring with (near) native speakers in educational and home contexts, L2TOR will further the science and technology of language tutoring robots, with a strong focus on multimodal interactive tutoring for young children (4 years of age). L2TOR will focus on native speaking Dutch, German and Turkish children learning English. In addition, Turkish immigrant children in the Netherlands and Germany will be supported by a robot in acquiring Dutch and German. To realise this ambition L2TOR needs to address both technical aspects -such as multimodal interaction, human-robot interaction management and social signal processing-, pedagogical aspects -such as exploring the pedagogy of social robots and the use of social robot to assist in language tutoring- and developmental psychology aspects -such as understanding how children learn a first and second language from others and how this can be transposed to learning from robots.

Rol: Uitvoerder Financiering
3e geldstroom - EU: Gesubsidieerd binnen het Europese Horizon 2020 programma; 3 miljoen euro; 520 duizend euro voor UU
Projectleden

Gegenereerd op 2018-09-22 08:11:30
Volledige naam
M.A.J. van den Berghe MA Contactgegevens
Martinus J. Langeveldgebouw

Heidelberglaan 1
Kamer F2.10
3584 CS  UTRECHT

Telefoonnummer direct 030 253 4963
Aanwezigheid
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Gegenereerd op 2018-09-22 08:11:30
Laatst bijgewerkt op 04-12-2017