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 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

Better Vision Through Manipulation

For the purposes of manipulation, we would like to know what parts of the environment are physically coherent ensembles - that is, which parts will move together, and which are more or less independent. It takes a great deal of experience before this judgement can be made from purely visual information. This paper develops active strategies for acquiring that experience through experimental manipulation, using tight correlations between arm motion and optic flow to detect both the arm itself and the boundaries of objects with which it comes into contact. We argue that following causal chains of events out from the robot's body into the environment allows for a very natural developmental progression of visual competence, and relate this idea to results in neuroscience

The RobotCub Approach to the Development of Cognition

This paper elaborates on the workplan of an initiative in embodied cognition: RobotCub. Our goal here is to provide background and to motivate our long-term plan of empirical research including brain and robotic sciences following the principles of epigenetic robotics

Case study evaluating accessibility and use of a laboratory by a student who uses a wheelchair and a blind member of staff

This case study describes the findings of two disabled people who visited an engineering laboratory. It highlights aspects of building design, room layout and equipment use that are often overlooked and which often can be rectified quite simply and inexpensively. The points raised may be used to audit any building and lab

Analisis Tindak Tutur Direktif pada Novel Guru Halimah karya Wandra Ilyas

Penelitian ini bertujuan untuk mendeskripsikan jenis dan fungsi tindak tutur direktif pada novel Guru Halimah karya Wandra Ilyas. Penelitian ini menggunakan metode deskriptif. Sumber data pada penelitian ini adalah novel Guru Halimah karya Wandra Ilyas. Teknik pengumpulan data yang digunakam adalah dokumentasi. Langkah-langkah analisis data mulai dari mempersiapkan data hingga data dianalisis adalah (1) pengumpulan data, (2) mengidentifikasi data, (3) mengklasifikasi data, (4) menginterpretasi data, dan (5) menyimpulkan data. Hasil penelitian ini menunjukan bahwa tindak tutur direktif yang ditemukan pada novel Guru Halimah karya Wandra Ilyas terdapat delapan jenis tindak tutur direktif, yaitu (1) memesan atau meminta (ordering) sebanyak 39 data tuturan, (2) memerintah (commanding) sebanyak 20 data tuturan, (3) memohon (requesting) sebanyak 23 data tuturan, (4) menasihati (advising) sebanyak 24 data tuturan, (5) menyarankan atau menganjurkan (recommending) sebanyak 10 data tuturan, (6) bertanya (questions) sebanyak 74 data tuturan, (7) melarang (prohibitives) sebanyak 6 data tuturan, (8) mengizinkan (permissives) sebanyak 10 data tuturan.  Sedangkan, fungsi tindak tutur direktif yang ditemukan pada novel Guru Halimah karya Wandra Ilyas, yaitu (1)  memesan atau meminta (ordering) memiliki fungsi meminta, mengajak, memberi pesan, memohon, mendorong, mengharap, dan mendoa dengan contoh penanda lingual minta, pesan, mari, dan titip. (2) memerintah (commanding) memiliki fungsi memerintah, menyilakan, menyuruh, mengkomando, mengharuskan, memaksa, menuntut, mendesak, dan menginstruksikan dengan contoh penanda lingual ayo dan harus. (3) memohon (requesting) memiliki fungsi memohon, meminta, mengharap, dan mendoa dengan contoh penanda lingual mohon dan tolong. (4) menasihati (advising) memiliki fungsi mengarahkan, mengingatkan, memperingatkan, menasihati, dan mendorong dengan contoh penanda lingual hati-hati. (5) menyarankan atau menganjurkan (recommending) memiliki fungsi menganjurkan dan meminta dengan contoh penanda lingual sebaiknya. (6) bertanya (questions) memiliki fungsi bertanya, menginterogasi, meminta, menghina, membujuk, dan mndesak dengan contoh penanda lingual apa, berapa, dan bagaimana. (7) melarang (prohibitives) memiliki fungsi melarang dan mencegah dengan contoh penanda lingual jangan. (8) mengizinkan (permissives) memiliki fungsi mengizinkan, membolehkan, membiarkan, memaafkan, menyetujui, dan mengabulkan dengan contoh penanda lingual boleh dan ya.Penelitian ini bertujuan untuk mendeskripsikan jenis dan fungsi tindak tutur direktif pada novel Guru Halimah karya Wandra Ilyas. Penelitian ini menggunakan metode deskriptif. Sumber data pada penelitian ini adalah novel Guru Halimah karya Wandra Ilyas. Teknik pengumpulan data yang digunakam adalah dokumentasi. Langkah-langkah analisis data mulai dari mempersiapkan data hingga data dianalisis adalah (1) pengumpulan data, (2) mengidentifikasi data, (3) mengklasifikasi data, (4) menginterpretasi data, dan (5) menyimpulkan data. Hasil penelitian ini menunjukan bahwa tindak tutur direktif yang ditemukan pada novel Guru Halimah karya Wandra Ilyas terdapat delapan jenis tindak tutur direktif, yaitu (1) memesan atau meminta (ordering) sebanyak 39 data tuturan, (2) memerintah (commanding) sebanyak 20 data tuturan, (3) memohon (requesting) sebanyak 23 data tuturan, (4) menasihati (advising) sebanyak 24 data tuturan, (5) menyarankan atau menganjurkan (recommending) sebanyak 10 data tuturan, (6) bertanya (questions) sebanyak 74 data tuturan, (7) melarang (prohibitives) sebanyak 6 data tuturan, (8) mengizinkan (permissives) sebanyak 10 data tuturan.  Sedangkan, fungsi tindak tutur direktif yang ditemukan pada novel Guru Halimah karya Wandra Ilyas, yaitu (1)  memesan atau meminta (ordering) memiliki fungsi meminta, mengajak, memberi pesan, memohon, mendorong, mengharap, dan mendoa dengan contoh penanda lingual minta, pesan, mari, dan titip. (2) memerintah (commanding) memiliki fungsi memerintah, menyilakan, menyuruh, mengkomando, mengharuskan, memaksa, menuntut, mendesak, dan menginstruksikan dengan contoh penanda lingual ayo dan harus. (3) memohon (requesting) memiliki fungsi memohon, meminta, mengharap, dan mendoa dengan contoh penanda lingual mohon dan tolong. (4) menasihati (advising) memiliki fungsi mengarahkan, mengingatkan, memperingatkan, menasihati, dan mendorong dengan contoh penanda lingual hati-hati. (5) menyarankan atau menganjurkan (recommending) memiliki fungsi menganjurkan dan meminta dengan contoh penanda lingual sebaiknya. (6) bertanya (questions) memiliki fungsi bertanya, menginterogasi, meminta, menghina, membujuk, dan mndesak dengan contoh penanda lingual apa, berapa, dan bagaimana. (7) melarang (prohibitives) memiliki fungsi melarang dan mencegah dengan contoh penanda lingual jangan. (8) mengizinkan (permissives) memiliki fungsi mengizinkan, membolehkan, membiarkan, memaafkan, menyetujui, dan mengabulkan dengan contoh penanda lingual boleh dan ya. Kata Kunci: Analisis, Tindak tutur direktif, novel Guru Halimah, Wandra Ilya

Robust visual servoing in 3d reaching tasks

This paper describes a novel approach to the problem of reaching an object in space under visual guidance. The approach is characterized by a great robustness to calibration errors, such that virtually no calibration is required. Servoing is based on binocular vision: a continuous measure of the end-effector motion field, derived from real-time computation of the binocular optical flow over the stereo images, is compared with the actual position of the target and the relative error in the end-effector trajectory is continuously corrected. The paper outlines the general framework of the approach, shows how visual measures are obtained and discusses the synthesis of the controller along with its stability analysis. Real-time experiments are presented to show the applicability of the approach in real 3-D applications

DE CONCINI AND PROCESI MODELS OF REFLECTION GROUPS AND COXETER GROUPS

Study of De Concini and Procesi Wonderful models for subspace arrangement related to subspace arrangement generated by reflection groups and Coxeter groups

PEMAHAMAN MATEMATIS PESERTA DIDIK SEKOLAH DASAR TERHADAP PROSES PERIBADATAN DI PURA SRI AJI JOYOBOYO PAPAR KEDIRI

Matematika berbasis budaya merupakan sebuah inovasi dalam bidang pendidikan. Matematika itu sendiri sering dikaitkan dengan budaya sehingga terintegrasi dalam semua aspek yang ada dalam kehidupan. Tujuan dari penelitian ini adalah untuk mengetahui dan menjelaskan pemahaman matematis peserta didik sekolah dasar terhadap proses peribadatan di Pura Sri Aji Joyoboyo Papar Kediri. Penelitian ini menggunakan penelitian kualitatif deskriptif. Teknik pengumpulan data yang digunakan adalah wawancara semiterstruktur, serta dokumentasi. Hasil penelitian ini menunjukkan bahwa pemahaman matematis peserta didik ditunjukkan diantaranya dengan peserta didik dapat menyebutkan serta menjelaskan konsep matematika yang ada dalam proses peribadatan di Pura. Peserta didik menyebutkan bentuk bangun datar, bangun ruang, sudut, refleksi, translasi dari benda yang diamati serta mengaplikasikan perbandingan dalam pelaksanaan proses peribadatan