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, “The ITALK Project: A Developmental Robotics Approach to the Study of Individual, Social, and Linguistic Learning”, 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

Achieving mutual understanding in intercultural project partnerships : co-operation, self-orientation, and fragility

Communication depends on cooperation in at least the following way: In order to be successful, communicative behavior needs to be adjusted to the general world knowledge, abilities, and interests of the hearer, and the hearer's success in figuring out the message and responding to it needs to be informed by assumptions about the communicator's informative intentions, personal goals, and communicative abilities. In other words, interlocutors cooperate by coordinating their actions in order to fulfill their communicative intentions. This minimal assumption about cooperativeness must in one way or another be built into the foundations of any plausible inferential model of human communication. However, the communication process is also influenced to a greater or lesser extent, whether intentionally and consciously or unintentionally and unconsciously, by the participants' orientation toward, or preoccupation with, their own concerns, so their behavior may easily fall short of being as cooperative as is required for achieving successful communication

Interlocutors-Related and Hearer-Specific Causes of Misunderstanding: Processing Strategy, Confirmation Bias and Weak Vigilance

Noises, similarities between words, slips of the tongue, ambiguities, wrong or false beliefs, lexical deficits, inappropriate inferences, cognitive overload, non-shared knowledge, topic organisation or focusing problems, among others, may cause misunderstanding. While some of these are structural factors, others pertain to the speaker or to both the speaker and the hearer. In addition to stable factors connected with the interlocutors′ communicative abilities, cultural knowledge or patterns of thinking, other less stable factors, such as their personal relationships, psychological states or actions motivated by physiological functions, may also result in communicative problems. This paper considers a series of further factors that may eventually lead to misunderstanding, and which solely pertain to the hearer: processing strategy, confirmation bias and weak vigilance

Bridges between people: nonverbal mediation in an intercultural perspective and training proposals

Starting from the meaning of terms prejudices and mediation, the paper will deal with the theme of “intercultural mediation”, discussing aspects that characterize it, focusing on the non-verbal and creative elements. It will than reflect upon the necessary professional skills and on possible trainings through the body-artistic language (focusing on dance-movement therapy methodology), drawing inspiration from training experiences with professionals who face emergency situations within very complex social contexts. Italy receives 89% of the unaccompanied foreign minors arriving in Europe. However, Italy does not have adequate laws in place to initiate life projects and social inclusion which could help the overwhelming influx of refugees and migrants. In this very complex situation non-verbal competences can give the possibility to build bridges between people and to create social networks, that could help bring about more effective actions and, may be, political chang

Miscommunication in the institutional context of the broadcast news interview : a thesis presented in partial fulfilment of the requirements for the degree of Master of Science in Psychology at Massey University, Palmerston North, New Zealand

This study examined the pattern and relative success of linguistic interaction in the Broadcast News Interview (BNI). BNI is modelled as a genre of institutional communication. The psychological and functional characteristics of the BNI were examined from the viewpoint of how communicative conventions that normally regulate interview performance may, at times, impede effective communication. The BNI is intended to transfer information from an expert witness to an interested, though relatively uninformed audience. The interviewer is supposed to act as both conduit and catalyst. Pragmatic properties of the interlocutors' speech as they orient themselves towards the context of the conversation was analysed in order to reveal the manner in which prior assumptions or beliefs may lead to faulty inferences. The notion of miscommunication is used to describe and explain the faults associated with processes of representing the illocutionary force of an utterance, rather than deficiencies in pronunciation or auditory sensation and perception. Opting for a qualitative analysis, an attempt was made to ground explanations in relevant theoretical models of interpersonal communication and communication failure. Results indicate that the conventions that distinguish the BNI from more mundane types of interaction impede successful communication. The study highlights that participants who wish to attain their communicative goal must be more aware of the functional procedures of the BNI and anticipate impediments to successful communication

The philosophical significance of binary categories in Habermas’s discourse ethics

The philosophical programme associated with the discourse ethics of Jürgen Habermas has been widely discussed in the literature. The fact that Habermas has devoted a considerable part of his work to the elaboration of this philosophical programme indicates that discourse ethics can be regarded as a cornerstone of his communication-theoretic approach to society. In essence, Habermas conceives of discourse ethics as a philosophical framework which derives the coordinative power of social normativity from the discursive power of communicative rationality. Although there is an extensive literature on Habermas’s communication-theoretic account of society, almost no attention has been paid to the fact that the theoretical framework which undergirds his discourse ethics is based on a number of binary conceptual divisions. It is the purpose of this paper to shed light on the philosophical significance of these binary categories in Habermas’s discourse ethics and thereby demonstrate that their complexity is indicative of the subject’s tension-laden immersion in social reality

Needs before means: the dialectics of learning and technology

The general argument advanced in this paper is that in the changing context of present-day higher education it is vital that our educational purposes and student needs are clarified before decisions are taken about the means, including the use of learning technology, of satisfying those purposes and needs. The development of a critical understanding is still seen as the central purpose of higher education even in the context of a more vocationally relevant mass higher education. It is argued here that dialogue is the key to critical learning based on a process of dialectical communication. The task then is to construct an understanding learning environment which fosters interaction between students, staff and resources, reconciling individual needs with collective purposes. The specific role of learning technology as a means of encouraging dialogue within a learning environment is illustrated through examples of language learning such as TLTP CKS33 and the RACE Hipernet Project. Through a dialectical process, the appropriate use of learning technologies in meeting students' changing needs can be progressively refined

Inclusive education and social competence development

Students with special educational needs are exposed to the same social and cultural effects as any other child. Their social and emotional development also evolves under those influences and they, too, must adjust to the conditions of their environment. In several cases, however, an inadequate learning environment keeps these children from experiencing and learning social skills and abilities (such as self-confidence and independence). Inclusive education for children with special educational needs is not common practice in Hungary even though it is equally well suited to fostering different social skills and abilities in children with either average or non-average development. This paper endeavours to argue for the importance of having inclusive education in Hungary by discussing examples abroad, with special emphasis on research and practical implementations in Great Britain

Cultural Communication in Social Integration between Bawean Ethnic and Malay Sub-Ethnic in Malaysia

Cultural communication has obliquely shapes society relationships with another for the sake of togetherness prosperity. Diversity of norms and values from cultural symbols are able to be transferred as connecting elements in order to create interaction that is based on mutual comprehension of cultural norms. This study objective is to comprehend Bawean ethnic's cultural communication symbol. Employing qualitative methods, social construction paradigm is perceived through in-depth interview. This methodology adapted to realize the meaning of cultural communication between Bawaean and the other Malay sub-ethnicity. There are one main informant and ten other informant whom have been interviewed face-to-face. The result has shown that Bawean ethnic's cultural communication symbol such as language, cuisine, martial arts and religious rituals are the main elements in Bawean ethnic's cultural communication. In conclusion, cultural communication between Bawean ethnic and other ethnic has taken place according to the situations as either inside or outside the group. Cultural similarities has facilitate cultural communication tranquility. It creates social integration with relation to the ethnic relationship processes such as acculturation, accommodation and integration

"Implicature-Laden" Elicitations in Talk Radio Shows

Indirect elicitations in talk radio programmes on BBC Radio are not uncommon, notwithstanding, misunderstanding between the host and his conversational partner is not frequent. Investigating some of the reasons this paper focuses on how the socio-cultural and cognitive factors of the context interweave in discourse. The author suggests that valid interpretation and appropriate response to inferred elicitations can be best explained within the framework of Relevance Theory, and more specifically, with the presumption of accessibility of schemas obtained from the cognitive environment of the discourse partners. Through examples of empirical research the paper aims to reveal how the mutual knowledge of the participants controls discourse via the mental processes occurring in the interaction of two minds