Emerging Linguistic Functions in Early Infancy

This paper presents results from experimental studies on early language acquisition in infants and attempts to interpret the experimental results within the framework of the Ecological Theory of Language Acquisition (ETLA) recently proposed by (Lacerda et al., 2004a). From this perspective, the infant’s first steps in the acquisition of the ambient language are seen as a consequence of the infant’s general capacity to represent sensory input and the infant’s interaction with other actors in its immediate ecological environment. On the basis of available experimental evidence, it will be argued that ETLA offers a productive alternative to traditional descriptive views of the language acquisition process by presenting an operative model of how early linguistic function may emerge through interaction

Understanding the effects of one’s actions upon hidden objects and the development of search behaviour in 7-month-old infants

Infants' understanding of how their actions affect the visibility of hidden objects may be a crucial aspect of the development of search behaviour. To investigate this possibility, 7-month-old infants took part in a two-day training study. At the start of the first session, and at the end of the second, all infants performed a search task with a hiding-well. On both days, infants had an additional training experience. The ‘Agency group’ learnt to spin a turntable to reveal a hidden toy, whilst the ‘Means-End’ group learnt the same means-end motor action, but the toy was always visible. The Agency group showed greater improvement on the hiding-well search task following their training experience. We suggest that the Agency group's turntable experience was effective because it provided the experience of bringing objects back into visibility by one's actions. Further, the performance of the Agency group demonstrates generalized transfer of learning across situations with both different motor actions and stimuli in infants as young as 7 months

Visual Expectations in Infants: Evaluating the Gaze-Direction Model

Schlesinger (in press) recently proposed a model of eye movements as a tool for investigating infants’ visual expectations. In the present study, this gaze-direction model was evaluated by (a) generating a set of predictions concerning how infants distribute their attention during possible and impossible events, and (b) testing these predictions in a replication of Baillargeon’s "car study" (1986; Baillargeon & DeVos, 1991). We find that the model successfully predicts general features of infants’ gaze direction, but not specific differences obtained during the possible and impossible events. The implications of these results for infant cognition research and theory are discussed

Occlusion resistant learning of intuitive physics from videos

To reach human performance on complex tasks, a key ability for artificial systems is to understand physical interactions between objects, and predict future outcomes of a situation. This ability, often referred to as intuitive physics, has recently received attention and several methods were proposed to learn these physical rules from video sequences. Yet, most of these methods are restricted to the case where no, or only limited, occlusions occur. In this work we propose a probabilistic formulation of learning intuitive physics in 3D scenes with significant inter-object occlusions. In our formulation, object positions are modeled as latent variables enabling the reconstruction of the scene. We then propose a series of approximations that make this problem tractable. Object proposals are linked across frames using a combination of a recurrent interaction network, modeling the physics in object space, and a compositional renderer, modeling the way in which objects project onto pixel space. We demonstrate significant improvements over state-of-the-art in the intuitive physics benchmark of IntPhys. We apply our method to a second dataset with increasing levels of occlusions, showing it realistically predicts segmentation masks up to 30 frames in the future. Finally, we also show results on predicting motion of objects in real videos

Introduction: The Fourth International Workshop on Epigenetic Robotics

As in the previous editions, this workshop is trying to be a forum for multi-disciplinary research ranging from developmental psychology to neural sciences (in its widest sense) and robotics including computational studies. This is a two-fold aim of, on the one hand, understanding the brain through engineering embodied systems and, on the other hand, building artificial epigenetic systems. Epigenetic contains in its meaning the idea that we are interested in studying development through interaction with the environment. This idea entails the embodiment of the system, the situatedness in the environment, and of course a prolonged period of postnatal development when this interaction can actually take place. This is still a relatively new endeavor although the seeds of the developmental robotics community were already in the air since the nineties (Berthouze and Kuniyoshi, 1998; Metta et al., 1999; Brooks et al., 1999; Breazeal, 2000; Kozima and Zlatev, 2000). A few had the intuition – see Lungarella et al. (2003) for a comprehensive review – that, intelligence could not be possibly engineered simply by copying systems that are “ready made” but rather that the development of the system fills a major role. This integration of disciplines raises the important issue of learning on the multiple scales of developmental time, that is, how to build systems that eventually can learn in any environment rather than program them for a specific environment. On the other hand, the hope is that robotics might become a new tool for brain science similarly to what simulation and modeling have become for the study of the motor system. Our community is still pretty much evolving and “under construction” and for this reason, we tried to encourage submissions from the psychology community. Additionally, we invited four neuroscientists and no roboticists for the keynote lectures. We received a record number of submissions (more than 50), and given the overall size and duration of the workshop together with our desire to maintain a single-track format, we had to be more selective than ever in the review process (a 20% acceptance rate on full papers). This is, if not an index of quality, at least an index of the interest that gravitates around this still new discipline

Mental tactility: the ascendance of writing in online management education

A qualitative study of online management education and the role of writing as an indicative measure of thinking and learning. Established educational models, such as Dale\u27s Cone of Experience, are expanded and redeveloped to illustrate the central role of writing as a critical thinking process which appears to be increasing, rather than decreasing, with the advent of online multimedia technology. In an environment of increasing reliance on audiovisual stimulus in online education, the authors contend that tertiary educators may witness an ascendance or re-emergence of writing as central to the academic experience. This may be both supply and demand driven. Drawing on a study of two undergraduate units in the Bachelor of Commerce and applying hermeneutics to develop challenging insights, the authors present a case for educators to remain conversant with the art of teaching writing, and to promote writing to improve educational outcomes. <br /

Growing Up Digital: Control and the Pieces of a Digital Life

Part of the Volume on Digital Young, Innovation, and the Unexpected Digital media files have the potential to persist across time in ways that analog files of the same types do not. This persistence follows from the relatively new potential to learn of the existence of such files and to physically locate copies, and it means that such files may follow us across the whole of our lives, appearing and reappearing at the most inopportune moments. They are indexed, stored, and accessible due to the architecture of the digital age. This chapter shows how this persistence can be pernicious across time, with the potential for normal youthful experimentation to have long-lasting effects when embedded into digital media. It acknowledges that the law does not address this problem, and proposes both a broadening of our acceptance of the youthful acts that may be embedded in digital media, as well as giving more legal control to those whose youths are so embedded