2,347 research outputs found
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 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, âThe ITALK Project: A Developmental Robotics Approach to the Study of Individual, Social, and Linguistic Learningâ, 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
What should a robot learn from an infant? Mechanisms of action interpretation and observational learning in infancy
The paper provides a summary of our
recent research on preverbal infants (using
violation-of-expectation and observational
learning paradigms) demonstrating that one-year-olds interpret and draw systematic
inferences about otherâs goal-directed actions,
and can rely on such inferences when imitating
otherâs actions or emulating their goals. To
account for these findings it is proposed that one-year-olds apply a non-mentalistic action
interpretational system, the âteleological stanceâ
that represents actions by relating relevant
aspects of reality (action, goal-state, and
situational constraints) through the principle of
rational action, which assumes that actions
function to realize goal-states by the most
efficient means available in the actorâs situation.
The relevance of these research findings and the
proposed theoretical model for how to realize the
goal of epigenetic robotics of building a âsocially
relevantâ humanoid robot is discussed
Triggering social interactions:chimpanzees respond to imitation by a humanoid robot and request responses from it
Even the most rudimentary social cues may evoke affiliative responses in humans and promote socialcommunication and cohesion. The present work tested whether such cues of an agent may also promotecommunicative interactions in a nonhuman primate species, by examining interaction-promoting behavioursin chimpanzees. Here, chimpanzees were tested during interactions with an interactive humanoid robot, whichshowed simple bodily movements and sent out calls. The results revealed that chimpanzees exhibited twotypes of interaction-promoting behaviours during relaxed or playful contexts. First, the chimpanzees showedprolonged active interest when they were imitated by the robot. Second, the subjects requested âsocialâresponses from the robot, i.e. by showing play invitations and offering toys or other objects. This study thusprovides evidence that even rudimentary cues of a robotic agent may promote social interactions inchimpanzees, like in humans. Such simple and frequent social interactions most likely provided a foundationfor sophisticated forms of affiliative communication to emerge
Social Situatedness: Vygotsky and Beyond
The concept of âsocial situatednessâ, i.e. the idea that the development of individual intelligence requires a social (and cultural) embedding, has recently received much attention in cognitive science and artificial intelligence research. The work of Lev Vygotsky who put forward this view already in the 1920s has influenced the discussion to some degree, but still remains far from well known. This paper therefore aims to give an overview of his cognitive development theory and discuss its relation to more recent work in primatology and socially situated artificial intelligence, in particular humanoid robotics
Integration of Action and Language Knowledge: A Roadmap for Developmental Robotics
âThis 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." âCopyright 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.âThis 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
Interaction Histories and Short-Term Memory: Enactive Development of Turn-Taking Behaviours in a Childlike Humanoid Robot
In this article, an enactive architecture is described that allows a humanoid robot to learn to compose simple actions into turn-taking behaviours while playing interaction games with a human partner. The robotâs action choices are reinforced by social feedback from the human in the form of visual attention and measures of behavioural synchronisation. We demonstrate that the system can acquire and switch between behaviours learned through interaction based on social feedback from the human partner. The role of reinforcement based on a short-term memory of the interaction was experimentally investigated. Results indicate that feedback based only on the immediate experience was insufficient to learn longer, more complex turn-taking behaviours. Therefore, some history of the interaction must be considered in the acquisition of turn-taking, which can be efficiently handled through the use of short-term memory.Peer reviewedFinal Published versio
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