Children, Humanoid Robots and Caregivers

This paper presents developmental learning on a humanoid robot from human-robot interactions. We consider in particular teaching humanoids as children during the child's Separation and Individuation developmental phase (Mahler, 1979). Cognitive development during this phase is characterized both by the child's dependence on her mother for learning while becoming awareness of her own individuality, and by self-exploration of her physical surroundings. We propose a learning framework for a humanoid robot inspired on such cognitive development

An Open-Source Simulator for Cognitive Robotics Research: The Prototype of the iCub Humanoid Robot Simulator

This paper presents the prototype of a new computer simulator for the humanoid robot iCub. The iCub is a new open-source humanoid robot developed as a result of the “RobotCub” project, a collaborative European project aiming at developing a new open-source cognitive robotics platform. The iCub simulator has been developed as part of a joint effort with the European project “ITALK” on the integration and transfer of action and language knowledge in cognitive robots. This is available open-source to all researchers interested in cognitive robotics experiments with the iCub humanoid platform

Humanoid Theory Grounding

In this paper we consider the importance of using a humanoid physical form for a certain proposed kind of robotics, that of theory grounding. Theory grounding involves grounding the theory skills and knowledge of an embodied artificially intelligent (AI) system by developing theory skills and knowledge from the bottom up. Theory grounding can potentially occur in a variety of domains, and the particular domain considered here is that of language. Language is taken to be another “problem space” in which a system can explore and discover solutions. We argue that because theory grounding necessitates robots experiencing domain information, certain behavioral-form aspects, such as abilities to socially smile, point, follow gaze, and generate manual gestures, are necessary for robots grounding a humanoid theory of language

Tactile Interactions with a Humanoid Robot : Novel Play Scenario Implementations with Children with Autism

Acknowledgments: This work has been partially supported by the European Commission under contract number FP7-231500-ROBOSKIN. Open Access: This article is distributed under the terms of the Creative Commons Attribution License which permits any use, distribution, and reproduction in any medium, provided the original author(s) and the source are credited.The work presented in this paper was part of our investigation in the ROBOSKIN project. The project has developed new robot capabilities based on the tactile feedback provided by novel robotic skin, with the aim to provide cognitive mechanisms to improve human-robot interaction capabilities. This article presents two novel tactile play scenarios developed for robot-assisted play for children with autism. The play scenarios were developed against specific educational and therapeutic objectives that were discussed with teachers and therapists. These objectives were classified with reference to the ICF-CY, the International Classification of Functioning – version for Children and Youth. The article presents a detailed description of the play scenarios, and case study examples of their implementation in HRI studies with children with autism and the humanoid robot KASPAR.Peer reviewedFinal Published versio

The ITALK project : A developmental robotics approach to the study of individual, social, and linguistic learning

This is the peer reviewed version of the following article: Frank Broz et al, “The ITALK Project: A Developmental Robotics Approach to the Study of Individual, Social, and Linguistic Learning”, Topics in Cognitive Science, Vol 6(3): 534-544, June 2014, which has been published in final form at doi: http://dx.doi.org/10.1111/tops.12099 This article may be used for non-commercial purposes in accordance with Wiley Terms and Conditions for Self-Archiving." Copyright © 2014 Cognitive Science Society, Inc.This article presents results from a multidisciplinary research project on the integration and transfer of language knowledge into robots as an empirical paradigm for the study of language development in both humans and humanoid robots. Within the framework of human linguistic and cognitive development, we focus on how three central types of learning interact and co-develop: individual learning about one's own embodiment and the environment, social learning (learning from others), and learning of linguistic capability. Our primary concern is how these capabilities can scaffold each other's development in a continuous feedback cycle as their interactions yield increasingly sophisticated competencies in the agent's capacity to interact with others and manipulate its world. Experimental results are summarized in relation to milestones in human linguistic and cognitive development and show that the mutual scaffolding of social learning, individual learning, and linguistic capabilities creates the context, conditions, and requisites for learning in each domain. Challenges and insights identified as a result of this research program are discussed with regard to possible and actual contributions to cognitive science and language ontogeny. In conclusion, directions for future work are suggested that continue to develop this approach toward an integrated framework for understanding these mutually scaffolding processes as a basis for language development in humans and robots.Peer reviewe

Beyond Gazing, Pointing, and Reaching: A Survey of Developmental Robotics

Developmental robotics is an emerging field located at the intersection of developmental psychology and robotics, that has lately attracted quite some attention. This paper gives a survey of a variety of research projects dealing with or inspired by developmental issues, and outlines possible future directions

The perception of emotion in artificial agents

Given recent technological developments in robotics, artificial intelligence and virtual reality, it is perhaps unsurprising that the arrival of emotionally expressive and reactive artificial agents is imminent. However, if such agents are to become integrated into our social milieu, it is imperative to establish an understanding of whether and how humans perceive emotion in artificial agents. In this review, we incorporate recent findings from social robotics, virtual reality, psychology, and neuroscience to examine how people recognize and respond to emotions displayed by artificial agents. First, we review how people perceive emotions expressed by an artificial agent, such as facial and bodily expressions and vocal tone. Second, we evaluate the similarities and differences in the consequences of perceived emotions in artificial compared to human agents. Besides accurately recognizing the emotional state of an artificial agent, it is critical to understand how humans respond to those emotions. Does interacting with an angry robot induce the same responses in people as interacting with an angry person? Similarly, does watching a robot rejoice when it wins a game elicit similar feelings of elation in the human observer? Here we provide an overview of the current state of emotion expression and perception in social robotics, as well as a clear articulation of the challenges and guiding principles to be addressed as we move ever closer to truly emotional artificial agents