22,060 research outputs found

    Considering the anchoring problem in robotic intelligent bin picking

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    Random Bin Picking means the selection by a robot of a particular item from a container (or bin) in which there are many items randomly distributed. Generalist robots and the Anchoring Problem should be considered if we want to provide a more general solution, since users want that it works with different type of items that are not known 'a priori'. Therefore, we are working on an approach in which robot learning and human-robot interaction are used to anchor control primitives and robot skills to objects and action symbols while the robot system is running, but we are limiting the scope to the packaging domain. In this paper we explain how to use our system to do anchoring in Robotic Bin Picking.Peer ReviewedPostprint (author's final draft

    Reading the site in Sverre Fehn’s Hamar Museum

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    Bounded Rationality and Heuristics in Humans and in Artificial Cognitive Systems

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    In this paper I will present an analysis of the impact that the notion of “bounded rationality”, introduced by Herbert Simon in his book “Administrative Behavior”, produced in the field of Artificial Intelligence (AI). In particular, by focusing on the field of Automated Decision Making (ADM), I will show how the introduction of the cognitive dimension into the study of choice of a rational (natural) agent, indirectly determined - in the AI field - the development of a line of research aiming at the realisation of artificial systems whose decisions are based on the adoption of powerful shortcut strategies (known as heuristics) based on “satisficing” - i.e. non optimal - solutions to problem solving. I will show how the “heuristic approach” to problem solving allowed, in AI, to face problems of combinatorial complexity in real-life situations and still represents an important strategy for the design and implementation of intelligent systems

    Spatial context-aware person-following for a domestic robot

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    Domestic robots are in the focus of research in terms of service providers in households and even as robotic companion that share the living space with humans. A major capability of mobile domestic robots that is joint exploration of space. One challenge to deal with this task is how could we let the robots move in space in reasonable, socially acceptable ways so that it will support interaction and communication as a part of the joint exploration. As a step towards this challenge, we have developed a context-aware following behav- ior considering these social aspects and applied these together with a multi-modal person-tracking method to switch between three basic following approaches, namely direction-following, path-following and parallel-following. These are derived from the observation of human-human following schemes and are activated depending on the current spatial context (e.g. free space) and the relative position of the interacting human. A combination of the elementary behaviors is performed in real time with our mobile robot in different environments. First experimental results are provided to demonstrate the practicability of the proposed approach

    Physics as a Mechanism for Including ELLs in Classroom Discourse

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    English Language Learners (ELLs) are frequently left on the periphery of classroom interactions. Due to misalignment of language skills, teachers and peers communicate with these students less often, decreasing the number of opportunities to engage. Exclusion can be avoided with learning activities that invite all students to participate and contribute ideas. We argue that environments and activities that privilege scientific inductive reasoning increase possibilities for emerging bilingual students to engage. This study investigated first-grade students' discussions about factors that affect how objects float. Students came from a variety of language backgrounds; all were considered beginner/intermediate ELLs. Results show that the goal of inducing principles from actual phenomena encouraged students to communicate their ideas and reasoning, boosting students' confidence in expressing themselves. Following the hybrid space argument of Vygotsky's theory of concept formation, we illustrate that physics can be particularly suitable context for the co-development of concepts and English language skills.Comment: 4 Pages; Physics Education Research Conference Proceedings - 2013, Portland O

    Authority and experience

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    This is the final version. Available on open access from Taylor & Francis via the DOI in this recor
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