---
_id: '17233'
abstract:
- lang: eng
text: 'It has been proposed that the design of robots might benefit from interactions
that are similar to caregiver–child interactions, which is tailored to children’s
respective capacities to a high degree. However, so far little is known about
how people adapt their tutoring behaviour to robots and whether robots can evoke
input that is similar to child-directed interaction. The paper presents detailed
analyses of speakers’ linguistic and non-linguistic behaviour, such as action
demonstration, in two comparable situations: In one experiment, parents described
and explained to their nonverbal infants the use of certain everyday objects;
in the other experiment, participants tutored a simulated robot on the same objects.
The results, which show considerable differences between the two situations on
almost all measures, are discussed in the light of the computer-as-social-actor
paradigm and the register hypothesis.'
author:
- first_name: Kerstin
full_name: Fischer, Kerstin
last_name: Fischer
- first_name: Kilian
full_name: Foth, Kilian
last_name: Foth
- first_name: Katharina
full_name: Rohlfing, Katharina
id: '50352'
last_name: Rohlfing
- first_name: Britta
full_name: Wrede, Britta
last_name: Wrede
citation:
ama: 'Fischer K, Foth K, Rohlfing K, Wrede B. Mindful tutors: Linguistic choice
and action demonstration in speech to infants and a simulated robot. Interaction
Studies. 2011;12(1):134-161. doi:10.1075/is.12.1.06fis'
apa: 'Fischer, K., Foth, K., Rohlfing, K., & Wrede, B. (2011). Mindful tutors:
Linguistic choice and action demonstration in speech to infants and a simulated
robot. Interaction Studies, 12(1), 134–161. https://doi.org/10.1075/is.12.1.06fis'
bibtex: '@article{Fischer_Foth_Rohlfing_Wrede_2011, title={Mindful tutors: Linguistic
choice and action demonstration in speech to infants and a simulated robot}, volume={12},
DOI={10.1075/is.12.1.06fis},
number={1}, journal={Interaction Studies}, publisher={John Benjamins Publishing
Company}, author={Fischer, Kerstin and Foth, Kilian and Rohlfing, Katharina and
Wrede, Britta}, year={2011}, pages={134–161} }'
chicago: 'Fischer, Kerstin, Kilian Foth, Katharina Rohlfing, and Britta Wrede. “Mindful
Tutors: Linguistic Choice and Action Demonstration in Speech to Infants and a
Simulated Robot.” Interaction Studies 12, no. 1 (2011): 134–61. https://doi.org/10.1075/is.12.1.06fis.'
ieee: 'K. Fischer, K. Foth, K. Rohlfing, and B. Wrede, “Mindful tutors: Linguistic
choice and action demonstration in speech to infants and a simulated robot,” Interaction
Studies, vol. 12, no. 1, pp. 134–161, 2011, doi: 10.1075/is.12.1.06fis.'
mla: 'Fischer, Kerstin, et al. “Mindful Tutors: Linguistic Choice and Action Demonstration
in Speech to Infants and a Simulated Robot.” Interaction Studies, vol.
12, no. 1, John Benjamins Publishing Company, 2011, pp. 134–61, doi:10.1075/is.12.1.06fis.'
short: K. Fischer, K. Foth, K. Rohlfing, B. Wrede, Interaction Studies 12 (2011)
134–161.
date_created: 2020-06-24T13:01:57Z
date_updated: 2023-02-01T12:56:04Z
department:
- _id: '749'
doi: 10.1075/is.12.1.06fis
intvolume: ' 12'
issue: '1'
keyword:
- human–robot interaction (HRI)
- social communication
- register theory
- motionese
- robotese
- child-directed speech (CDS)
- motherese
- mindless transfer
- computers-as-social-actors
language:
- iso: eng
page: 134-161
publication: Interaction Studies
publication_identifier:
issn:
- 1572-0381
publisher: John Benjamins Publishing Company
status: public
title: 'Mindful tutors: Linguistic choice and action demonstration in speech to infants
and a simulated robot'
type: journal_article
user_id: '14931'
volume: 12
year: '2011'
...
---
_id: '17256'
author:
- first_name: Angela
full_name: Grimminger, Angela
id: '57578'
last_name: Grimminger
- first_name: Katharina
full_name: Rohlfing, Katharina
id: '50352'
last_name: Rohlfing
- first_name: Prisca
full_name: Stenneken, Prisca
last_name: Stenneken
citation:
ama: Grimminger A, Rohlfing K, Stenneken P. Children’s lexical skills and task demands
affect gestural behavior in mothers of late-talking children and children with
typical language development. Gesture. 2010;10(2):251-278. doi:10.1075/gest.10.2-3.07gri
apa: Grimminger, A., Rohlfing, K., & Stenneken, P. (2010). Children’s lexical
skills and task demands affect gestural behavior in mothers of late-talking children
and children with typical language development. Gesture, 10(2),
251–278. https://doi.org/10.1075/gest.10.2-3.07gri
bibtex: '@article{Grimminger_Rohlfing_Stenneken_2010, title={Children’s lexical
skills and task demands affect gestural behavior in mothers of late-talking children
and children with typical language development}, volume={10}, DOI={10.1075/gest.10.2-3.07gri},
number={2}, journal={Gesture}, publisher={John Benjamins Publishing Company},
author={Grimminger, Angela and Rohlfing, Katharina and Stenneken, Prisca}, year={2010},
pages={251–278} }'
chicago: 'Grimminger, Angela, Katharina Rohlfing, and Prisca Stenneken. “Children’s
Lexical Skills and Task Demands Affect Gestural Behavior in Mothers of Late-Talking
Children and Children with Typical Language Development.” Gesture 10, no.
2 (2010): 251–78. https://doi.org/10.1075/gest.10.2-3.07gri.'
ieee: 'A. Grimminger, K. Rohlfing, and P. Stenneken, “Children’s lexical skills
and task demands affect gestural behavior in mothers of late-talking children
and children with typical language development,” Gesture, vol. 10, no.
2, pp. 251–278, 2010, doi: 10.1075/gest.10.2-3.07gri.'
mla: Grimminger, Angela, et al. “Children’s Lexical Skills and Task Demands Affect
Gestural Behavior in Mothers of Late-Talking Children and Children with Typical
Language Development.” Gesture, vol. 10, no. 2, John Benjamins Publishing
Company, 2010, pp. 251–78, doi:10.1075/gest.10.2-3.07gri.
short: A. Grimminger, K. Rohlfing, P. Stenneken, Gesture 10 (2010) 251–278.
date_created: 2020-06-24T13:02:24Z
date_updated: 2023-02-01T13:01:23Z
department:
- _id: '749'
doi: 10.1075/gest.10.2-3.07gri
intvolume: ' 10'
issue: '2'
keyword:
- task- oriented dialogue
- Late Talker
- maternal multimodal input
- gestural motherese
language:
- iso: eng
page: 251-278
publication: Gesture
publication_identifier:
issn:
- 1569-9773
publisher: John Benjamins Publishing Company
status: public
title: Children's lexical skills and task demands affect gestural behavior in mothers
of late-talking children and children with typical language development
type: journal_article
user_id: '14931'
volume: 10
year: '2010'
...
---
_id: '17272'
abstract:
- lang: eng
text: In developmental research, tutoring behavior has been identified as scaffolding
infants' learning processes. It has been defined in terms of child-directed speech
(Motherese), child-directed motion (Motionese), and contingency. In the field
of developmental robotics, research often assumes that in human-robot interaction
(HRI), robots are treated similar to infants, because their immature cognitive
capabilities benefit from this behavior. However, according to our knowledge,
it has barely been studied whether this is true and how exactly humans alter their
behavior towards a robotic interaction partner. In this paper, we present results
concerning the acceptance of a robotic agent in a social learning scenario obtained
via comparison to adults and 8-11 months old infants in equal conditions. These
results constitute an important empirical basis for making use of tutoring behavior
in social robotics. In our study, we performed a detailed multimodal analysis
of HRI in a tutoring situation using the example of a robot simulation equipped
with a bottom-up saliency-based attention model. Our results reveal significant
differences in hand movement velocity, motion pauses, range of motion, and eye
gaze suggesting that for example adults decrease their hand movement velocity
in an Adult-Child Interaction (ACI), opposed to an Adult-Adult Interaction (AAI)
and this decrease is even higher in the Adult-Robot Interaction (ARI). We also
found important differences between ACI and ARI in how the behavior is modified
over time as the interaction unfolds. These findings indicate the necessity of
integrating top-down feedback structures into a bottom-up system for robots to
be fully accepted as interaction partners.
author:
- first_name: Anna-Lisa
full_name: Vollmer, Anna-Lisa
last_name: Vollmer
- first_name: Katrin Solveig
full_name: Lohan, Katrin Solveig
last_name: Lohan
- first_name: Kerstin
full_name: Fischer, Kerstin
last_name: Fischer
- first_name: Yukie
full_name: Nagai, Yukie
last_name: Nagai
- first_name: Karola
full_name: Pitsch, Karola
last_name: Pitsch
- first_name: Jannik
full_name: Fritsch, Jannik
last_name: Fritsch
- first_name: Katharina
full_name: Rohlfing, Katharina
id: '50352'
last_name: Rohlfing
- first_name: Britta
full_name: Wrede, Britta
last_name: Wrede
citation:
ama: 'Vollmer A-L, Lohan KS, Fischer K, et al. People modify their tutoring behavior
in robot-directed interaction for action learning. In: Development and Learning,
2009. ICDL 2009. IEEE 8th International Conference on Development and Learning.
IEEE; 2009:1-6. doi:10.1109/DEVLRN.2009.5175516'
apa: Vollmer, A.-L., Lohan, K. S., Fischer, K., Nagai, Y., Pitsch, K., Fritsch,
J., Rohlfing, K., & Wrede, B. (2009). People modify their tutoring behavior
in robot-directed interaction for action learning. Development and Learning,
2009. ICDL 2009. IEEE 8th International Conference on Development and Learning,
1–6. https://doi.org/10.1109/DEVLRN.2009.5175516
bibtex: '@inproceedings{Vollmer_Lohan_Fischer_Nagai_Pitsch_Fritsch_Rohlfing_Wrede_2009,
title={People modify their tutoring behavior in robot-directed interaction for
action learning}, DOI={10.1109/DEVLRN.2009.5175516},
booktitle={Development and Learning, 2009. ICDL 2009. IEEE 8th International Conference
on Development and Learning}, publisher={IEEE}, author={Vollmer, Anna-Lisa and
Lohan, Katrin Solveig and Fischer, Kerstin and Nagai, Yukie and Pitsch, Karola
and Fritsch, Jannik and Rohlfing, Katharina and Wrede, Britta}, year={2009}, pages={1–6}
}'
chicago: Vollmer, Anna-Lisa, Katrin Solveig Lohan, Kerstin Fischer, Yukie Nagai,
Karola Pitsch, Jannik Fritsch, Katharina Rohlfing, and Britta Wrede. “People Modify
Their Tutoring Behavior in Robot-Directed Interaction for Action Learning.” In
Development and Learning, 2009. ICDL 2009. IEEE 8th International Conference
on Development and Learning, 1–6. IEEE, 2009. https://doi.org/10.1109/DEVLRN.2009.5175516.
ieee: 'A.-L. Vollmer et al., “People modify their tutoring behavior in robot-directed
interaction for action learning,” in Development and Learning, 2009. ICDL 2009.
IEEE 8th International Conference on Development and Learning, 2009, pp. 1–6,
doi: 10.1109/DEVLRN.2009.5175516.'
mla: Vollmer, Anna-Lisa, et al. “People Modify Their Tutoring Behavior in Robot-Directed
Interaction for Action Learning.” Development and Learning, 2009. ICDL 2009.
IEEE 8th International Conference on Development and Learning, IEEE, 2009,
pp. 1–6, doi:10.1109/DEVLRN.2009.5175516.
short: 'A.-L. Vollmer, K.S. Lohan, K. Fischer, Y. Nagai, K. Pitsch, J. Fritsch,
K. Rohlfing, B. Wrede, in: Development and Learning, 2009. ICDL 2009. IEEE 8th
International Conference on Development and Learning, IEEE, 2009, pp. 1–6.'
date_created: 2020-06-24T13:02:43Z
date_updated: 2023-02-01T13:06:43Z
department:
- _id: '749'
doi: 10.1109/DEVLRN.2009.5175516
keyword:
- robot simulation
- hand movement velocity
- robotic interaction partner
- robotic agent
- robot-directed interaction
- multimodal analysis
- Motionese
- Motherese
- intelligent tutoring systems
- immature cognitive capability
- human computer interaction
- eye gaze
- child-directed speech
- child-directed motion
- bottom-up system
- bottom-up saliency-based attention model
- adult-robot interaction
- adult-child interaction
- adult-adult interaction
- human-robot interaction
- action learning
- social learning scenario
- social robotics
- software agents
- top-down feedback structures
- tutoring behavior
language:
- iso: eng
page: 1-6
publication: Development and Learning, 2009. ICDL 2009. IEEE 8th International Conference
on Development and Learning
publisher: IEEE
status: public
title: People modify their tutoring behavior in robot-directed interaction for action
learning
type: conference
user_id: '14931'
year: '2009'
...
---
_id: '17289'
abstract:
- lang: eng
text: 'Robots have to deal with an enormous amount of sensory stimuli. One solution
in making sense of them is to enable a robot system to actively search for cues
that help structuring the information. Studies with infants reveal that parents
support the learning-process by modifying their interaction style, dependent on
their child''s developmental age. In our study, in which parents demonstrated
everyday actions to their preverbal children (8-11 months old), our aim was to
identify objective parameters for multimodal action modification. Our results
reveal two action parameters being modified in adult-child interaction: roundness
and pace. Furthermore, we found that language has the power to help children structuring
actions sequences by synchrony and emphasis. These insights are discussed with
respect to the built-in attention architecture of a socially interactive robot,
which enables it to understand demonstrated actions. Our algorithmic approach
towards automatically detecting the task structure in child-designed input demonstrates
the potential impact of insights from developmental learning on robotics. The
presented findings pave the way to automatically detect when to imitate in a demonstration'
author:
- first_name: Katharina
full_name: Rohlfing, Katharina
id: '50352'
last_name: Rohlfing
- first_name: Jannik
full_name: Fritsch, Jannik
last_name: Fritsch
- first_name: Britta
full_name: Wrede, Britta
last_name: Wrede
- first_name: Tanja
full_name: Jungmann, Tanja
last_name: Jungmann
citation:
ama: Rohlfing K, Fritsch J, Wrede B, Jungmann T. How can multimodal cues from child-directed
interaction reduce learning complexity in robots? Advanced Robotics. 2006;20(10):1183-1199.
doi:10.1163/156855306778522532
apa: Rohlfing, K., Fritsch, J., Wrede, B., & Jungmann, T. (2006). How can multimodal
cues from child-directed interaction reduce learning complexity in robots? Advanced
Robotics, 20(10), 1183–1199. https://doi.org/10.1163/156855306778522532
bibtex: '@article{Rohlfing_Fritsch_Wrede_Jungmann_2006, title={How can multimodal
cues from child-directed interaction reduce learning complexity in robots?}, volume={20},
DOI={10.1163/156855306778522532},
number={10}, journal={Advanced Robotics}, publisher={VSP BV}, author={Rohlfing,
Katharina and Fritsch, Jannik and Wrede, Britta and Jungmann, Tanja}, year={2006},
pages={1183–1199} }'
chicago: 'Rohlfing, Katharina, Jannik Fritsch, Britta Wrede, and Tanja Jungmann.
“How Can Multimodal Cues from Child-Directed Interaction Reduce Learning Complexity
in Robots?” Advanced Robotics 20, no. 10 (2006): 1183–99. https://doi.org/10.1163/156855306778522532.'
ieee: 'K. Rohlfing, J. Fritsch, B. Wrede, and T. Jungmann, “How can multimodal cues
from child-directed interaction reduce learning complexity in robots?,” Advanced
Robotics, vol. 20, no. 10, pp. 1183–1199, 2006, doi: 10.1163/156855306778522532.'
mla: Rohlfing, Katharina, et al. “How Can Multimodal Cues from Child-Directed Interaction
Reduce Learning Complexity in Robots?” Advanced Robotics, vol. 20, no.
10, VSP BV, 2006, pp. 1183–99, doi:10.1163/156855306778522532.
short: K. Rohlfing, J. Fritsch, B. Wrede, T. Jungmann, Advanced Robotics 20 (2006)
1183–1199.
date_created: 2020-06-24T13:03:02Z
date_updated: 2023-02-01T13:14:36Z
department:
- _id: '749'
doi: 10.1163/156855306778522532
intvolume: ' 20'
issue: '10'
keyword:
- multi-modal motherese
- child-directed input
- motionese
- learning mechanisms
language:
- iso: eng
page: 1183-1199
publication: Advanced Robotics
publication_identifier:
issn:
- 1568-5535
publisher: VSP BV
status: public
title: How can multimodal cues from child-directed interaction reduce learning complexity
in robots?
type: journal_article
user_id: '14931'
volume: 20
year: '2006'
...