The Mechanics of Embodiment: A Dialogue on Embodiment and Computational Modeling

Embodied theories are increasingly challenging traditional views of cognition by arguing that conceptual representations that constitute our knowledge are grounded in sensory and motor experiences, and processed at this sensorimotor level, rather than being represented and processed abstractly in an amodal conceptual system. Given the established empirical foundation, and the relatively underspecified theories to date, many researchers are extremely interested in embodied cognition but are clamouring for more mechanistic implementations. What is needed at this stage is a push toward explicit computational models that implement sensory-motor grounding as intrinsic to cognitive processes. In this article, six authors from varying backgrounds and approaches address issues concerning the construction of embodied computational models, and illustrate what they view as the critical current and next steps toward mechanistic theories of embodiment. The first part has the form of a dialogue between two fictional characters: Ernest, the �experimenter�, and Mary, the �computational modeller�. The dialogue consists of an interactive sequence of questions, requests for clarification, challenges, and (tentative) answers, and touches the most important aspects of grounded theories that should inform computational modeling and, conversely, the impact that computational modeling could have on embodied theories. The second part of the article discusses the most important open challenges for embodied computational modelling

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

Ongoing Emergence: A Core Concept in Epigenetic Robotics

We propose ongoing emergence as a core concept in epigenetic robotics. Ongoing emergence refers to the continuous development and integration of new skills and is exhibited when six criteria are satisfied: (1) continuous skill acquisition, (2) incorporation of new skills with existing skills, (3) autonomous development of values and goals, (4) bootstrapping of initial skills, (5) stability of skills, and (6) reproducibility. In this paper we: (a) provide a conceptual synthesis of ongoing emergence based on previous theorizing, (b) review current research in epigenetic robotics in light of ongoing emergence, (c) provide prototypical examples of ongoing emergence from infant development, and (d) outline computational issues relevant to creating robots exhibiting ongoing emergence

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

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

Introduction: The Third International Conference on Epigenetic Robotics

This paper summarizes the paper and poster contributions to the Third International Workshop on Epigenetic Robotics. The focus of this workshop is on the cross-disciplinary interaction of developmental psychology and robotics. Namely, the general goal in this area is to create robotic models of the psychological development of various behaviors. The term "epigenetic" is used in much the same sense as the term "developmental" and while we could call our topic "developmental robotics", developmental robotics can be seen as having a broader interdisciplinary emphasis. Our focus in this workshop is on the interaction of developmental psychology and robotics and we use the phrase "epigenetic robotics" to capture this focus