Comparing robot embodiments in a guided discovery learning interaction with children

The application of social robots to the domain of education is becoming more prevalent. However, there re- main a wide range of open issues, such as the effectiveness of robots as tutors on student learning outcomes, the role of social behaviour in teaching interactions, and how the em- bodiment of a robot influences the interaction. In this paper, we seek to explore children’s behaviour towards a robot tutor for children in a novel guided discovery learning interac- tion. Since the necessity of real robots (as opposed to virtual agents) in education has not been definitively established in the literature, the effect of robot embodiment is assessed. The results demonstrate that children overcome strong incorrect biases in the material to be learned, but with no significant dif- ferences between embodiment conditions. However, the data do suggest that the use of real robots carries an advantage in terms of social presence that could provide educational benefit

Structure-mapping processes enable infants' learning across domains including language

Humans have an astounding ability to acquire new information. Like many other animals, we can learn by association and by perceptual generalization. However, unlike most other species, we also acquire new information by means of relational generalization and transfer. In this chapter, we explore the origins of a uniquely developed human capacity-our ability to learn relational abstractions through analogical comparison. We focus on whether and how infants can use analogical comparison to derive relational abstractions from examples. We frame our work in terms of structure-mapping theory, which has been fruitfully applied to analogical processing in children and adults. We find that young infants show two key signatures of structure mapping: first, relational abstraction is fostered by comparing alignable examples, and second, relational abstraction is hampered by the presence of highly salient objects. The studies we review make it clear that structure-mapping processes are evident in the first months of life, prior to much influence of language and culture. This finding suggests that infants are born with analogical processing mechanisms that allow them to learn relations through comparing examples