96 research outputs found
A Pilot Study with a Novel Setup for Collaborative Play of the Humanoid Robot KASPAR with children with autism
This article is distributed under the terms of the Creative Commons Attribution License which permits any use, distribution, and reproduction in any medium, provided the original author(s) and the source are credited.This article describes a pilot study in which a novel experimental setup, involving an autonomous humanoid robot, KASPAR, participating in a collaborative, dyadic video game, was implemented and tested with children with autism, all of whom had impairments in playing socially and communicating with others. The children alternated between playing the collaborative video game with a neurotypical adult and playing the same game with the humanoid robot, being exposed to each condition twice. The equipment and experimental setup were designed to observe whether the children would engage in more collaborative behaviours while playing the video game and interacting with the adult than performing the same activities with the humanoid robot. The article describes the development of the experimental setup and its first evaluation in a small-scale exploratory pilot study. The purpose of the study was to gain experience with the operational limits of the robot as well as the dyadic video game, to determine what changes should be made to the systems, and to gain experience with analyzing the data from this study in order to conduct a more extensive evaluation in the future. Based on our observations of the childrens’ experiences in playing the cooperative game, we determined that while the children enjoyed both playing the game and interacting with the robot, the game should be made simpler to play as well as more explicitly collaborative in its mechanics. Also, the robot should be more explicit in its speech as well as more structured in its interactions. Results show that the children found the activity to be more entertaining, appeared more engaged in playing, and displayed better collaborative behaviours with their partners (For the purposes of this article, ‘partner’ refers to the human/robotic agent which interacts with the children with autism. We are not using the term’s other meanings that refer to specific relationships or emotional involvement between two individuals.) in the second sessions of playing with human adults than during their first sessions. One way of explaining these findings is that the children’s intermediary play session with the humanoid robot impacted their subsequent play session with the human adult. However, another longer and more thorough study would have to be conducted in order to better re-interpret these findings. Furthermore, although the children with autism were more interested in and entertained by the robotic partner, the children showed more examples of collaborative play and cooperation while playing with the human adult.Peer reviewe
Lawson criterion for ignition exceeded in an inertial fusion experiment
For more than half a century, researchers around the world have been engaged in attempts to achieve fusion ignition as a proof of principle of various fusion concepts. Following the Lawson criterion, an ignited plasma is one where the fusion heating power is high enough to overcome all the physical processes that cool the fusion plasma, creating a positive thermodynamic feedback loop with rapidly increasing temperature. In inertially confined fusion, ignition is a state where the fusion plasma can begin "burn propagation" into surrounding cold fuel, enabling the possibility of high energy gain. While "scientific breakeven" (i.e., unity target gain) has not yet been achieved (here target gain is 0.72, 1.37 MJ of fusion for 1.92 MJ of laser energy), this Letter reports the first controlled fusion experiment, using laser indirect drive, on the National Ignition Facility to produce capsule gain (here 5.8) and reach ignition by nine different formulations of the Lawson criterion
Natural acidification changes the timing and rate of succession, alters community structure, and increases homogeneity in marine biofouling communities
Ocean acidification may have far-reaching consequences for marine community and ecosystem dynamics, but its full impacts remain poorly understood due to the difficulty of manipulating pCO2 at the ecosystem level to mimic realistic fluctuations that occur on a number of different timescales. It is especially unclear how quickly communities at various stages of development respond to intermediate-scale pCO2 change and, if high pCO2 is relieved mid-succession, whether past acidification effects persist, are reversed by alleviation of pCO2 stress, or are worsened by departures from prior high pCO2 conditions to which organisms had acclimatized. Here, we used reciprocal transplant experiments along a shallow water volcanic pCO2 gradient to assess the importance of the timing and duration of high pCO2 exposure (i.e., discrete events at different stages of successional development vs. continuous exposure) on patterns of colonization and succession in a benthic fouling community. We show that succession at the acidified site was initially delayed (less community change by 8\uc2 weeks) but then caught up over the next 4\uc2 weeks. These changes in succession led to homogenization of communities maintained in or transplanted to acidified conditions, and altered community structure in ways that reflected both short- and longer-term acidification history. These community shifts are likely a result of interspecific variability in response to increased pCO2 and changes in species interactions. High pCO2 altered biofilm development, allowing serpulids to do best at the acidified site by the end of the experiment, although early (pretransplant) negative effects of pCO2 on recruitment of these worms were still detectable. The ascidians Diplosoma sp. and Botryllus sp. settled later and were more tolerant to acidification. Overall, transient and persistent acidification-driven changes in the biofouling community, via both past and more recent exposure, could have important implications for ecosystem function and food web dynamics
Task difficulty and aberrant behavior in severely handicapped students.
The influence of task difficulty on aberrant behavior was investigated with three severely handicapped students. Noticeably higher rates of problem behavior occurred in demand compared to no-demand conditions. In addition, there were higher rates of problem behaviors on difficult versus easy tasks. Both these findings were validated with visual discrimination and perceptual motor tasks. An errorless learning procedure effectively minimized errors and aberrant behavior in visual discrimination tasks but not in perceptual motor tasks. It was conceptualized that aberrant behavior was maintained by negative reinforcement contingencies. Difficult tasks were aversive to the children, who emitted aberrant responses to escape or avoid such tasks. By contrast, conditions in which no demands were made, easy tasks, and, in visual discrimination learning, errorless tasks, were less aversive and resulted in little or no problem behavior. Implications for reducing maladaptive behaviors through curricular modifications are discussed and contrasted to more traditional consequence manipulation approaches
The training and generalization of social interaction skills with autistic youth.
Two experiments were conducted to increase the initiations and duration of social interactions between autistic and nonhandicapped youths. Experiment 1 taught two autistic youths to initiate and elaborate social interactions with three age-appropriate and commonly used leisure objects; a radio, a video game, and gum. The students were first taught to use the objects and subsequently instructed in the related social skills. The youths generalized these social responses to other non-handicapped peers in the same leisure setting. A second experiment trained a third autistic youth to emit similar social leisure skills. The use of the leisure objects and the related social skills were taught at the same time. The autistic youth learned these skills and generalized them to other handicapped peers in the same leisure setting. The importance of teaching generalized social responding in particular subenvironments was emphasized
Teaching social language to moderately handicapped students.
Three students with moderate handicaps were taught to initiate and expand on conversational topics. The teaching procedure used stimuli generated from actual conversations with nonhandicapped peers. Generalization was assessed by audiotaping conversations between the handicapped students and their peers in natural school contexts without adult supervision. Results indicated that training generalized to natural contexts. These results were socially validated by undergraduate special education students, who rated tapes of two of the students' conversations during training phases as more socially competent than during baseline. Results are discussed in terms of the evaluation of complex social behavior as multioperant behaviors
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