8 research outputs found

    Embodied Gesture Processing: Motor-Based Integration of Perception and Action in Social Artificial Agents

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    A close coupling of perception and action processes is assumed to play an important role in basic capabilities of social interaction, such as guiding attention and observation of others’ behavior, coordinating the form and functions of behavior, or grounding the understanding of others’ behavior in one’s own experiences. In the attempt to endow artificial embodied agents with similar abilities, we present a probabilistic model for the integration of perception and generation of hand-arm gestures via a hierarchy of shared motor representations, allowing for combined bottom-up and top-down processing. Results from human-agent interactions are reported demonstrating the model’s performance in learning, observation, imitation, and generation of gestures

    Motion Capturing Emotions

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    The paper explores the activities conducted as part of WhoLoDancE: Whole Body Interaction Learning for Dance Education which is an EU-funded Horizon 2020 project. In particular, we discuss the motion capture sessions that took place at Motek, Amsterdam as well as the dancers’ experience of being captured and watching themselves or others as varying visual representations through the HoloLens. HoloLens is Microsoft’s first holographic computer that you wear as you would a pair of glasses. The study embraced four dance genres: Ballet, Contemporary, Flamenco and Greek Folk dance. We are specifically interested in the kinesthetic and emotional engagement with the moving body and what new corporeal awareness may be experienced. Positioning the moving, dancing body as fundamental to technological advancements, we discuss the importance of considering the dancer’s experience in the real and virtual space. Some of the artists involved in the project have offered their experiences, which are included, and they form the basis of the discussion. In addition, we discuss the affect of immersive environments, how these environments expand reality and what effect (emotionally and otherwise) that has on the body. The research reveals insights into relationships between emotion, movement and technology and what new sensorial knowledge this evokes for the dancer

    Modelling Learning to Count in Humanoid Robots

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    In reference to IEEE copyrighted material which is used with permission in this thesis, the IEEE does not endorse any of Plymouth University's products or services. Internal or personal use of this material is permitted. If interested in reprinting/republishing IEEE copyrighted material for advertising or promotional purposes or for creating new collective works for resale or redistribution, please go to http://www.ieee.org/publications_standards/publications/rights/rights_link.html to learn how to obtain a License from RightsLink.This thesis concerns the formulation of novel developmental robotics models of embodied phenomena in number learning. Learning to count is believed to be of paramount importance for the acquisition of the remarkable fluency with which humans are able to manipulate numbers and other abstract concepts derived from them later in life. The ever-increasing amount of evidence for the embodied nature of human mathematical thinking suggests that the investigation of numerical cognition with the use of robotic cognitive models has a high potential of contributing toward the better understanding of the involved mechanisms. This thesis focuses on two particular groups of embodied effects tightly linked with learning to count. The first considered phenomenon is the contribution of the counting gestures to the counting accuracy of young children during the period of their acquisition of the skill. The second phenomenon, which arises over a longer time scale, is the human tendency to internally associate numbers with space that results, among others, in the widely-studied SNARC effect. The PhD research contributes to the knowledge in the subject by formulating novel neuro-robotic cognitive models of these phenomena, and by employing these in two series of simulation experiments. In the context of the counting gestures the simulations provide evidence for the importance of learning the number words prior to learning to count, for the usefulness of the proprioceptive information connected with gestures to improving counting accuracy, and for the significance of the spatial correspondence between the indicative acts and the objects being enumerated. In the context of the model of spatial-numerical associations the simulations demonstrate for the first time that these may arise as a consequence of the consistent spatial biases present when children are learning to count. Finally, based on the experience gathered throughout both modelling experiments, specific guidelines concerning future efforts in the application of robotic modelling in mathematical cognition are formulated.This research has been supported by the EU project RobotDoC (235065) from the FP7 Marie Curie Actions ITN

    Social motorics - towards an embodied basis of social human-robot interaction

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    Sadeghipour A, Yaghoubzadeh R, RĂźter A, Kopp S. Social motorics - towards an embodied basis of social human-robot interaction. In: Dillmann R, Vernon D, Nakamura Y, et al., eds. Human Centered Robot Systems. Cognitive systems monographs. Vol 6. Berlin, Heidelberg: Springer; 2009: 193-203.In this paper we present a biologically-inspired model for social behavior recognition and generation. Based on an unified sensorimotor representation, it integrates hierarchical motor knowledge structures, probabilistic forward models for predicting observations, and inverse models for motor learning. With a focus on hand gestures, results of initial evaluations against real-world data are presented

    The frequency of falls in children judo training

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    Purpose: Falling techniques are inseparable part of youth judo training. Falling techniques are related to avoiding injuries exercises (Nauta et al., 2013). There is not good evidence about the ratio of falling during the training in children. Methods: 26 children (age 8.88Âą1.88) were video recorded on ten training sessions for further indirect observation and performance analysis. Results: Research protocol consisted from recording falls and falling techniques (Reguli et al., 2015) in warming up, combat games, falling techniques, throwing techniques and free fighting (randori) part of the training session. While children were taught almost exclusively forward slapping roll, backward slapping roll and sideward direct slapping fall, in other parts of training also other types of falling, as forward fall on knees, naturally occurred. Conclusions: Judo coaches should stress also on teaching unorthodox falls adding to standard judo curriculum (Koshida et al., 2014). Various falling games to teach children safe falling in different conditions should be incorporated into judo training. Further research to gain more data from groups of different age in various combat and non-combat sports is needed

    Fear of crime and victimization among the elderly participating in the self-defence course

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    Purpose. Self-defence training could enhance seniors´ defensive skills and fitness. There is lack of evidence about fear and concerns of seniors participating in the self-defence course. Methods. 18 elderly persons (16 female, 1 male; age 66.2, SD=5.86) participated in the self-defence course lasting 8 training units (each unit 60 minutes). Standardized tool for fear of crime and victimization analysis previously used in Euro-Justis project in the Czech Republic (2011) was used in pretest and posttest. Results. We explored the highest fear of crime by participants in their residence area after dark (mean=2,77; median=3; SD=0,80), lower fear at the night in their homes (mean=2,29; median=2; SD=0,75) and in their residence area at the daytime (mean=2,00; median=2; SD=0,77) at the beginning of the course. We noticed certain decrease of fear of crime after the intervention. Participant were less afraid of crime in their residence area after dark (mean=2,38; median=2; SD=0,77), they felt lower fear of crime at the night in their homes (mean=2,00; median=2; SD=0,48) and in their residence area at the daytime (mean=1,82; median=2; SD=0,63). Conclusions. The approach to self-defence teaching for elderly should be focused not just on the motor development, but also on their emotional state, fear of crime, perception of dangerousness of diverse situations and total wellbeing. Fear of crime analysis can contribute to create tailor made structure of the self-defence course for specific groups of citizens
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