Proceedings of the Post-Graduate Conference on Robotics and Development of Cognition, 10-12 September 2012, Lausanne, Switzerland

The aim of the Postgraduate Conference on Robotics and Development of Cognition (RobotDoC-PhD) is to bring together young scientists working on developmental cognitive robotics and its core disciplines. The conference aims to provide both feedback and greater visibility to their research as lively and stimulating discussion can be held amongst participating PhD students and senior researchers. The conference is open to all PhD students and post-doctoral researchers in the field. RobotDoC-PhD conference is an initiative as a part of Marie-Curie Actions ITN RobotDoC and will be organized as a satellite event of the 22nd International Conference on Artificial Neural Networks ICANN 2012

Proceedings of the Post-Graduate Conference on Robotics and Development of Cognition, 10-12 September 2012, Lausanne, Switzerland

The aim of the Postgraduate Conference on Robotics and Development of Cognition (RobotDoC-PhD) is to bring together young scientists working on developmental cognitive robotics and its core disciplines. The conference aims to provide both feedback and greater visibility to their research as lively and stimulating discussion can be held amongst participating PhD students and senior researchers. The conference is open to all PhD students and post-doctoral researchers in the field. RobotDoC-PhD conference is an initiative as a part of Marie-Curie Actions ITN RobotDoC and will be organized as a satellite event of the 22nd International Conference on Artificial Neural Networks ICANN 2012

Is ostension any more than attention?

Szufnarowska J, Rohlfing K, Christine F, Gustaf G. Is ostension any more than attention? Scientific Reports. 2014;4(1): 5304.According to natural pedagogy theory, infants are sensitive to particular ostensive cues that communicate to them that they are being addressed and that they can expect to learn referential information. We demonstrate that 6-month-old infants follow others' gaze direction in situations that are highly attention-grabbing. This occurs irrespective of whether these situations include communicative intent and ostensive cues (a model looks directly into the child's eyes prior to shifting gaze to an object) or not (a model shivers while looking down prior to shifting gaze to an object). In contrast, in less attention-grabbing contexts in which the model simply looks down prior to shifting gaze to an object, no effect is found. These findings demonstrate that one of the central pillars of natural pedagogy is false. Sensitivity to gaze following in infancy is not restricted to contexts in which ostensive cues are conveyed

Proceedings of the Post-Graduate Conference on Robotics and Development of Cognition, 10-12 September 2012, Lausanne, Switzerland

Szufnarowska J, ed. Proceedings of the Post-Graduate Conference on Robotics and Development of Cognition, 10-12 September 2012, Lausanne, Switzerland. Bielefeld: Bielefeld University; 2012.The aim of the Postgraduate Conference on Robotics and Development of Cognition (RobotDoC-PhD) is to bring together young scientists working on developmental cognitive robotics and its core disciplines. The conference aims to provide both feedback and greater visibility to their research as lively and stimulating discussion can be held amongst participating PhD students and senior researchers. The conference is open to all PhD students and post-doctoral researchers in the field. RobotDoC-PhD conference is an initiative as a part of Marie-Curie Actions ITN RobotDoC and will be organized as a satellite event of the 22nd International Conference on Artificial Neural Networks ICANN 2012

Enfolding interaction with two-month-olds

Szufnarowska J, Rohlfing K. Enfolding interaction with two-month-olds. Presented at the 16th European Conference on Developmental Psychology, Lausanne, Switzerland

Educating each other's attention: Mothers' and infants' eye-contact within natural interactions at 3 and 6 months of age.

Szufnarowska J, Nomikou I, Rohlfing K. Educating each other's attention: Mothers' and infants' eye-contact within natural interactions at 3 and 6 months of age. Presented at the CEU Conference on Cognitive Development, Budapest, Budapest, Hungary

Educating attention: recruiting, maintaining, and framing eye contact in early natural mother-infant interactions

Nomikou I, Rohlfing K, Szufnarowska J. Educating attention: recruiting, maintaining, and framing eye contact in early natural mother-infant interactions. Interaction Studies. 2013;14(2):240-267.In a longitudinal naturalistic study, we observed German mothers interacting with their infants when they were 3 and 6 months old. Pursuing the idea that infants’ attention is socialized in everyday interactions, we explored whether eye contact is reinforced selectively by behavioral modification in the input provided to infants. Applying a microanalytical approach focusing on the sequential organization of interaction, we explored how the mother draws the infant’s attention to herself and how she tries to maintain attention when the infant is looking at her. Results showed that eye contact is reinforced by specific infant-directed practices: interrogatives and conversational openings, multimodal stimulation, repetition, and imitation. In addition, these practices are contingent on the infant’s own behavior. By comparing the two data points (3 and 6 months), we showed how the education of attention evolves hand-in-hand with the developing capacities of the infant

Developing mutual attention in infancy: Switching gaze roles within multimodal interactions

Nomikou I, Rohlfing K, Szufnarowska J. Developing mutual attention in infancy: Switching gaze roles within multimodal interactions. Presented at the 4th International Conference on Conversation Analysis, Los Angeles, USA