Learning at the Ends: From Hand to Tool Affordances in Humanoid Robots

One of the open challenges in designing robots that operate successfully in the unpredictable human environment is how to make them able to predict what actions they can perform on objects, and what their effects will be, i.e., the ability to perceive object affordances. Since modeling all the possible world interactions is unfeasible, learning from experience is required, posing the challenge of collecting a large amount of experiences (i.e., training data). Typically, a manipulative robot operates on external objects by using its own hands (or similar end-effectors), but in some cases the use of tools may be desirable, nevertheless, it is reasonable to assume that while a robot can collect many sensorimotor experiences using its own hands, this cannot happen for all possible human-made tools. Therefore, in this paper we investigate the developmental transition from hand to tool affordances: what sensorimotor skills that a robot has acquired with its bare hands can be employed for tool use? By employing a visual and motor imagination mechanism to represent different hand postures compactly, we propose a probabilistic model to learn hand affordances, and we show how this model can generalize to estimate the affordances of previously unseen tools, ultimately supporting planning, decision-making and tool selection tasks in humanoid robots. We present experimental results with the iCub humanoid robot, and we publicly release the collected sensorimotor data in the form of a hand posture affordances dataset.Comment: dataset available at htts://vislab.isr.tecnico.ulisboa.pt/, IEEE International Conference on Development and Learning and on Epigenetic Robotics (ICDL-EpiRob 2017

A situated cognition perspective on presence

During interaction with computer-based 3-D simulations like virtual reality, users may experience a sense of involvement called presence. Presence is commonly defined as the subjective feeling of "being there". We discuss the state of the art in this inno vative research area and introduce a situated cognition perspective on presence. We argue that presence depends on the proper integration of aspects relevant to an agent's movement and perception, to her actions, and to her conception of the overall situ a tion in which she finds herself, as well as on how these aspects mesh with the possibilities for action afforded in the interaction with the artifact. We also aim at showing that studies of presence offer a test-bed for different theories of situated co gnition.

Designing electronic collaborative learning environments

Electronic collaborative learning environments for learning and working are in vogue. Designers design them according to their own constructivist interpretations of what collaborative learning is and what it should achieve. Educators employ them with different educational approaches and in diverse situations to achieve different ends. Students use them, sometimes very enthusiastically, but often in a perfunctory way. Finally, researchers study them and—as is usually the case when apples and oranges are compared—find no conclusive evidence as to whether or not they work, where they do or do not work, when they do or do not work and, most importantly, why, they do or do not work. This contribution presents an affordance framework for such collaborative learning environments; an interaction design procedure for designing, developing, and implementing them; and an educational affordance approach to the use of tasks in those environments. It also presents the results of three projects dealing with these three issues

Integration of Action and Language Knowledge: A Roadmap for Developmental Robotics

“This material is presented to ensure timely dissemination of scholarly and technical work. Copyright and all rights therein are retained by authors or by other copyright holders. All persons copying this information are expected to adhere to the terms and constraints invoked by each author's copyright. In most cases, these works may not be reposted without the explicit permission of the copyright holder." “Copyright IEEE. Personal use of this material is permitted. However, permission to reprint/republish this material for advertising or promotional purposes or for creating new collective works for resale or redistribution to servers or lists, or to reuse any copyrighted component of this work in other works must be obtained from the IEEE.”This position paper proposes that the study of embodied cognitive agents, such as humanoid robots, can advance our understanding of the cognitive development of complex sensorimotor, linguistic, and social learning skills. This in turn will benefit the design of cognitive robots capable of learning to handle and manipulate objects and tools autonomously, to cooperate and communicate with other robots and humans, and to adapt their abilities to changing internal, environmental, and social conditions. Four key areas of research challenges are discussed, specifically for the issues related to the understanding of: 1) how agents learn and represent compositional actions; 2) how agents learn and represent compositional lexica; 3) the dynamics of social interaction and learning; and 4) how compositional action and language representations are integrated to bootstrap the cognitive system. The review of specific issues and progress in these areas is then translated into a practical roadmap based on a series of milestones. These milestones provide a possible set of cognitive robotics goals and test scenarios, thus acting as a research roadmap for future work on cognitive developmental robotics.Peer reviewe

Embodied cognition: A field guide

The nature of cognition is being re-considered. Instead of emphasizing formal operations on abstract symbols, the new approach foregrounds the fact that cognition is, rather, a situated activity, and suggests that thinking beings ought therefore be considered first and foremost as acting beings. The essay reviews recent work in Embodied Cognition, provides a concise guide to its principles, attitudes and goals, and identifies the physical grounding project as its central research focus

Rethinking affordance

n/a – Critical survey essay retheorising the concept of 'affordance' in digital media context. Lead article in a special issue on the topic, co-edited by the authors for the journal Media Theory