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research
The ITALK project : A developmental robotics approach to the study of individual, social, and linguistic learning
Authors
Asada
Boysson-Bardies
+40 more
Broz
Broz
Dawson
Demiris
Falck-Ytter
Fernald
Fischer
Fischer
Fischer
Fischer
Fischer
Förster
Hill
Hirsh-Pasek
Lehmann
Lohan
Lohan
Lyon
Mohan
Mohan
Mohan
Morse
Morse
Morse
Pea
Pitsch
Pitsch
Reeves
Sato
Saunders
Schillingmann
Sciutti
Sciutti
Tsakarakis
Tuci
Uzgiris
Vernon
Vihman
Vollmer
Vollmer
Publication date
1 January 2014
Publisher
'Wiley'
Doi
Cite
Abstract
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
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