Personenseite

Dr. Gregor Kachel

Kurzbiographie
Vorträge und Präsentationen
Forschungs-
projekte und
Publikationen
Empirische Schul- und Unterrichtsforschung
Wissenschaftlicher Mitarbeiter
Kontakt Universität Leipzig
Erziehungswissenschaftliche Fakultät
Empirische Schul- und Unterrichtsforschung
Dittrichring 5-7 04109 Leipzig
Raum 005
Telefon +49 (0) 341 97-31573
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Sprechzeit

Mittwoch 11:00 - 12:00

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Forschungsinteressen

Als Entwicklungspsychologe habe ich mich bisher vor allem mit selektivem, sozialen Lernen, Peer Interaktionen und gestischer Kommunikation beschäftigt. Am Lehrstuhl für empirische Schul- und Unterrichtsforschung untersuchen wir nun, wie junge und erfahrene Lehrer sich im Unterrichtskontext bewegen, Gestik einsetzen und ihre Aufmerksamkeit verteilen. Gegenwärtig versuchen wir klassische Verhaltensanalysen mit automatisierter Audio- und Videoanalyse zu kombinieren und Gesten- und Objekterkennungssoftware für die Bildungsforschung nutzbar zu machen.

 

Research Interests

I’m developmental psychologist working on selective social learning, peer interactions and gestural communication. I recently joined the chair for empirical school- and classroom research to work on how novice and expert teachers move, gesture and distribute their attention in classroom settings. We currently trying to combine classic behavioral coding with automatic approaches to video analysis drawing on object and gesture recognition.

Publikationen

  • Kachel, Gregor; Strickland, B; O’Madagain, C.: The Origin of Pointing: Evidence for the Touch Hypothesis, in: Science Advances, Doi: 10.1126/sciadv.aav2558
  • Kachel, Gregor; Schmidtke-Bode, K.: Exploring the motivational antecedents of Nepalese learners of L2 English., in: International Review of Applied Linguistics in Language Teaching, Doi: 10.1515/iral-2017-0037.
  • Kachel, Gregor; Tomasello, M.: Two-year-olds use adults’ pointing gestures but not peers, in: Developmental Science. Doi: 10.1111/desc.12660.

Vorträge und Präsentationen

Invited Talks

Kachel, G. (2018). Gestural communication in peer interaction: insights from interactive and semi-interactive video setups. Comparing Communicative Skills Across Social Contexts. Talk held at Warwick University.

Kachel, G. (2018). PsyRig – creating an opensource toolbox for rigging and retargeting of CGI avatars in psychological research. Talk held at the Max-Planck-Institute for Intelligent Systems, Tübingen.

Kachel, G., Moore, R., Hepach, R. & Tomasello, M. (2017). How Toddlers Adjust to the Learning Affordances of Peer-Peer and Adult-Child Interaction: Comparing Communicative Skills Across Social Contexts. Talk held at Stanford University.

Kachel, G., Moore, R., Hepach, R. & Tomasello, M. (2017). Two-year-olds’ use of testimony from peer and adult partners. Talk held at FH Potsdam.

Stöber, G., Moore, R., Hepach, R. & Tomasello, M. (2016). Zeigegesten in der Kind-Kind-Interaktion: Zur Kontext-Sensitivität sozial-kommunikativer Fähigkeiten. Talk held at a workshop of the Marsilius Project “Verkörperung als Paradigma einer evolutionären Kulturanthropologie”, Heidelberg, Deutschland.

 

Peer-reviewed Conference Presentations

Kachel, G., Moore, R., Hepach, R. & Tomasello, M. (2018). How toddlers adjust to the learning affordances of peer-peer and adult-child interaction. Talk held at Annual Meeting of the Jean Piaget Society, Amsterdam, NL.

Kachel, G., Moore, R., Hepach, R. & Tomasello, M. (2017). Comparing Two-year-olds’ Comprehension of Pointing Gestures with Peer and Adult Informants: Using an Online-Measure of Attention in a Semi-Interactive Context with Televised Partners. PAEPSY 2017, Münster, Germany.

Kachel, G., Moore, R., Hepach, R. & Tomasello, M. (2017). How Toddlers Adjust to the Learning Affordances of Peer-Peer and Adult-Child Interaction: Comparing Communicative Skills Across Social Contexts. Talk held at the Early Childhood Research Center, Leipzig, Germany.

Kachel, G., Moore, R., Hepach, R. & Tomasello, M. (2017). Two-year-olds prefer to use adult over peer testimony: Comparing pointing comprehension and gaze-following across social contexts. Talk held at the Bi-ennial Conference of the Cognitive Development Society, Portland, Or.

Stöber, G., Moore, R., Hepach, R. & Tomasello, M. (2016). Two-year-olds follow adults' pointing gestures more than peers': Exploring Communicative skills through peer interactions. Talk held at the International Conference on Infant Studies (ICIS), New Orleans, LA.

Stöber, G., Moore, R., Hepach, R. & Tomasello, M. (2016). Kind-Kind Interaktion als Test für die Kontextsensitivität sozial-kommunikativer Fähigkeiten: Zweijährige nutzen Zeigegesten von Erwachsenen, nicht aber von Kindern. Talk held at the 50. Kongress der Deutschen Gesellschaft für Psychologie, Leipzig, Germany.

Stöber, G., Moore, R., Hepach, R. & Tomasello, M. (2015). Exploring toddler's communicative skills through peer interactions. Talk held at Perspectives on the ontogeny of mutual understanding - IMPRS Workshop and Conference, Nijmegen, Netherlands.

Stöber, G., Moore, R., & Tomasello, M. (2014). What can peer interactions tell us about young children's communicative development? Talk held at the 22nd Meeting of the European Society for Philosophy and Psychology, Noto, Sicily.

 


Zuletzt aktualisiert: Dienstag, 16. Juli 2019 08:52