On the role of trust in child-robot interaction

In child-robot interaction, the element of trust towards the robot is critical. This is particularly important the first time the child meets the robot, as the trust gained during this interaction can play a decisive role in future interactions. We present an in-the-wild study where Polish kindergartners interacted with a Pepper robot. The videos of this study were analyzed for the issues of trust, anthropomorphization, and reaction to malfunction, with the assumption that the last two factors influence the children’s trust towards Pepper. Our results reveal children’s interest in the robot performing tasks specific for humans, highlight the importance of the conversation scenario and the need for an extended library of answers provided by the robot about its abilities or origin and show how children tend to provoke the robot

Humanness and Non-Humanness in Children's Drawings of God: A Case Study from French-Speaking Switzerland

Past research on children’s concepts of God has suggested a develop- mental tendency moving from anthropomorphic to non-anthropomorphic represen- tations. Besides replication, we tested a model of de-anthropomorphization. Methods. We collected drawings of God (N = 532) from 5- to 17-year-old children in French-speaking Switzerland and constructed a model of anthropomorphism and de-anthropomorphization. Age, gender, and religiosity (i.e., schooling) were uti- lized as predictor variables in logistic regression analyses. Results. Consistent with past research, both age and religious schooling facilitated the occurrence of non- anthropomorphic God representations. Analyses on de-anthropomorphization revealed that age had a positive effect on most strategies (with one exception), and that schooling did not play a significant role in that regard, neither did gender. Discussion. The current findings move beyond binary oppositions concerning anthropomorphic God figures, which appear to be conceptually much more com- plex than previously anticipated. Theoretical as well as practical implications are discussed

When Children Draw Gods

This open access book explores how children draw god. It looks at children’s drawings collected in a large variety of cultural and religious traditions. Coverage demonstrates the richness of drawing as a method for studying representations of the divine. In the process, it also contributes to our understanding of this concept, its origins, and its development. This intercultural work brings together scholars from different disciplines and countries, including Switzerland, Japan, Russia, Iran, Brazil, and the Netherlands. It does more than share the results of their research and analysis. The volume also critically examines the contributions and limitations of this methodology. In addition, it also reflects on the new empirical and theoretical perspectives within the broader framework of the study of this concept. The concept of god is one of the most difficult to grasp. This volume offers new insights by focusing on the many different ways children depict god throughout the world. Readers will discover the importance of spatial imagery and color choices in drawings of god. They will also learn about how the divine's emotional expression correlates to age, gender, and religiosity as well as strategies used by children who are prohibited from representing their god

Understanding and Avoiding AI Failures: A Practical Guide.

As AI technologies increase in capability and ubiquity, AI accidents are becoming more common. Based on normal accident theory, high reliability theory, and open systems theory, we create a framework for understanding the risks associated with AI applications. In addition, we also use AI safety principles to quantify the unique risks of increased intelligence and human-like qualities in AI. Together, these two fields give a more complete picture of the risks of contemporary AI. By focusing on system properties near accidents instead of seeking a root cause of accidents, we identify where attention should be paid to safety for current generation AI systems

When Children Draw Gods

This open access book explores how children draw god. It looks at children’s drawings collected in a large variety of cultural and religious traditions. Coverage demonstrates the richness of drawing as a method for studying representations of the divine. In the process, it also contributes to our understanding of this concept, its origins, and its development. This intercultural work brings together scholars from different disciplines and countries, including Switzerland, Japan, Russia, Iran, Brazil, and the Netherlands. It does more than share the results of their research and analysis. The volume also critically examines the contributions and limitations of this methodology. In addition, it also reflects on the new empirical and theoretical perspectives within the broader framework of the study of this concept. The concept of god is one of the most difficult to grasp. This volume offers new insights by focusing on the many different ways children depict god throughout the world. Readers will discover the importance of spatial imagery and color choices in drawings of god. They will also learn about how the divine's emotional expression correlates to age, gender, and religiosity as well as strategies used by children who are prohibited from representing their god

Understanding and avoiding AI failures: A practical guide

As AI technologies increase in capability and ubiquity, AI accidents are becoming more common. Based on normal accident theory, high reliability theory, and open systems theory, we create a framework for understanding the risks associated with AI applications. This framework is designed to direct attention to pertinent system properties without requiring unwieldy amounts of accuracy. In addition, we also use AI safety principles to quantify the unique risks of increased intelligence and human-like qualities in AI. Together, these two fields give a more complete picture of the risks of contemporary AI. By focusing on system properties near accidents instead of seeking a root cause of accidents, we identify where attention should be paid to safety for current generation AI systems

The Cognitive-Affective-Social Theory of Learning in digital Environments (CASTLE)

For a long time, research on individuals learning in digital environments was primarily based on cognitive-oriented theories. This paper aims at providing evidence that social processes affect individual learning with digital materials. Based on these theories and empirical results, a social-processes-augmented theory is suggested: the Cognitive-Affective-Social Theory of Learning in digital Environments (CASTLE). This CASTLE postulates that social cues in digital materials activate social schemata in learners leading to enhanced (para-)social, motivational, emotional, and metacognitive processes. To substantiate this theory, socio-cognitive theories are used, which predict social influences on learning with digital materials. Besides, previous empirical findings are presented assuming that with a rising number of social cues in digital materials, the influence of social processes increases. Finally, consequences regarding the design of digital learning media are discussed