Jointly structuring triadic spaces of meaning and action:book sharing from 3 months on

This study explores the emergence of triadic interactions through the example of book sharing. As part of a naturalistic study, 10 infants were visited in their homes from 3-12 months. We report that (1) book sharing as a form of infant-caregiver-object interaction occurred from as early as 3 months. Using qualitative video analysis at a micro-level adapting methodologies from conversation and interaction analysis, we demonstrate that caregivers and infants practiced book sharing in a highly co-ordinated way, with caregivers carving out interaction units and shaping actions into action arcs and infants actively participating and co-ordinating their attention between mother and object from the beginning. We also (2) sketch a developmental trajectory of book sharing over the first year and show that the quality and dynamics of book sharing interactions underwent considerable change as the ecological situation was transformed in parallel with the infants' development of attention and motor skills. Social book sharing interactions reached an early peak at 6 months with the infants becoming more active in the coordination of attention between caregiver and book. From 7-9 months, the infants shifted their interest largely to solitary object exploration, in parallel with newly emerging postural and object manipulation skills, disrupting the social coordination and the cultural frame of book sharing. In the period from 9-12 months, social book interactions resurfaced, as infants began to effectively integrate object actions within the socially shared activity. In conclusion, to fully understand the development and qualities of triadic cultural activities such as book sharing, we need to look especially at the hitherto overlooked early period from 4-6 months, and investigate how shared spaces of meaning and action are structured together in and through interaction, creating the substrate for continuing cooperation and cultural learning

Will You Look Me in the Eye? The Embrace and Denial of Human Dignity on Marquette Campus

With a foundation in Levinas\u27 pseudo-ethical philosophy of the Phenomena of the Face, this project provided a definition of human dignity and considered whether or not the Marquette University community practices a common respect for human dignity in everyday interactions on the streets of Marquette campus -- focusing in on Wisconsin Avenue due to its constant traffic of both Marquette University students and faculty and Milwaukee community members. This project observed typical day to day interactions that occur while walking around Marquette University\u27s campus with a specific emphasis on how people affiliated with Marquette University react to other Marquette community members as well as members of the Milwaukee community on campus. Ultimately, the research sought to consider the level of awareness Marquette affiliates have upon the subject of human dignity and calls for we as a university to raise awareness about the necessity and nuances of human dignity in everyday interactions.https://epublications.marquette.edu/english_3210ur/1019/thumbnail.jp

The implications of embodiment for behavior and cognition: animal and robotic case studies

In this paper, we will argue that if we want to understand the function of the brain (or the control in the case of robots), we must understand how the brain is embedded into the physical system, and how the organism interacts with the real world. While embodiment has often been used in its trivial meaning, i.e. 'intelligence requires a body', the concept has deeper and more important implications, concerned with the relation between physical and information (neural, control) processes. A number of case studies are presented to illustrate the concept. These involve animals and robots and are concentrated around locomotion, grasping, and visual perception. A theoretical scheme that can be used to embed the diverse case studies will be presented. Finally, we will establish a link between the low-level sensory-motor processes and cognition. We will present an embodied view on categorization, and propose the concepts of 'body schema' and 'forward models' as a natural extension of the embodied approach toward first representations.Comment: Book chapter in W. Tschacher & C. Bergomi, ed., 'The Implications of Embodiment: Cognition and Communication', Exeter: Imprint Academic, pp. 31-5

Collaborative Gaze Channelling for Improved Cooperation During Robotic Assisted Surgery

The use of multiple robots for performing complex tasks is becoming a common practice for many robot applications. When different operators are involved, effective cooperation with anticipated manoeuvres is important for seamless, synergistic control of all the end-effectors. In this paper, the concept of Collaborative Gaze Channelling (CGC) is presented for improved control of surgical robots for a shared task. Through eye tracking, the fixations of each operator are monitored and presented in a shared surgical workspace. CGC permits remote or physically separated collaborators to share their intention by visualising the eye gaze of their counterparts, and thus recovers, to a certain extent, the information of mutual intent that we rely upon in a vis-à-vis working setting. In this study, the efficiency of surgical manipulation with and without CGC for controlling a pair of bimanual surgical robots is evaluated by analysing the level of coordination of two independent operators. Fitts' law is used to compare the quality of movement with or without CGC. A total of 40 subjects have been recruited for this study and the results show that the proposed CGC framework exhibits significant improvement (p<0.05) on all the motion indices used for quality assessment. This study demonstrates that visual guidance is an implicit yet effective way of communication during collaborative tasks for robotic surgery. Detailed experimental validation results demonstrate the potential clinical value of the proposed CGC framework. © 2012 Biomedical Engineering Society.link_to_subscribed_fulltex

Domain general learning: Infants use social and non-social cues when learning object statistics.

Previous research has shown that infants can learn from social cues. But is a social cue more effective at directing learning than a non-social cue? This study investigated whether 9-month-old infants (N = 55) could learn a visual statistical regularity in the presence of a distracting visual sequence when attention was directed by either a social cue (a person) or a non-social cue (a rectangle). The results show that both social and non-social cues can guide infants' attention to a visual shape sequence (and away from a distracting sequence). The social cue more effectively directed attention than the non-social cue during the familiarization phase, but the social cue did not result in significantly stronger learning than the non-social cue. The findings suggest that domain general attention mechanisms allow for the comparable learning seen in both conditions

Gaze Behavior, Believability, Likability and the iCat

The iCat is a user-interface robot with the ability to express a range of emotions through its facial features. This paper summarizes our research whether we can increase the believability and likability of the iCat for its human partners through the application of gaze behaviour. Gaze behaviour serves several functions during social interaction such as mediating conversation flow, communicating emotional information and avoiding distraction by restricting visual input. There are several types of eye and head movements that are necessary for realizing these functions. We designed and evaluated a gaze behaviour system for the iCat robot that implements realistic models of the major types of eye and head movements found in living beings: vergence, vestibulo ocular reflexive, smooth pursuit movements and gaze shifts. We discuss how these models are integrated into the software environment of the iCat and can be used to create complex interaction scenarios. We report about some user tests and draw conclusions for future evaluation scenarios

Theories of the development of human communication

This article considers evidence for innate motives for sharing rituals and symbols from animal semiotics, developmental neurobiology, physiology of prospective motor control, affective neuroscience and infant communication. Mastery of speech and language depends on polyrhythmic movements in narrative activities of many forms. Infants display intentional activity with feeling and sensitivity for the contingent reactions of other persons. Talk shares many of its generative powers with music and the other ‘imitative arts’. Its special adaptations concern the capacity to produce and learn an endless range of sounds to label discrete learned understandings, topics and projects of intended movement