---
_id: '17199'
abstract:
- lang: eng
text: 'Research of tutoring in parent-infant interaction has shown that tutors -
when presenting some action - modify both their verbal and manual performance
for the learner (‘motherese’, ‘motionese’). Investigating the sources and effects
of the tutors’ action modifications, we suggest an interactional account of ‘motionese’.
Using video-data from a semi-experimental study in which parents taught their
8 to 11 month old infants how to nest a set of differently sized cups, we found
that the tutors’ action modifications (in particular: high arches) functioned
as an orienting device to guide the infant’s visual attention (gaze). Action modification
and the recipient’s gaze can be seen to have a reciprocal sequential relationship
and to constitute a constant loop of mutual adjustments. Implications are discussed
for developmental research and for robotic ‘Social Learning’. We argue that a
robot system could use on-line feedback strategies (e.g. gaze) to pro-actively
shape a tutor’s action presentation as it emerges.'
author:
- first_name: Karola
full_name: Pitsch, Karola
last_name: Pitsch
- first_name: Anna-Lisa
full_name: Vollmer, Anna-Lisa
last_name: Vollmer
- 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
citation:
ama: 'Pitsch K, Vollmer A-L, Rohlfing K, Fritsch J, Wrede B. Tutoring in adult-child-interaction:
On the loop of the tutor’s action modification and the recipient’s gaze. Interaction
Studies. 2014;15(1):55-98. doi:10.1075/is.15.1.03pit'
apa: 'Pitsch, K., Vollmer, A.-L., Rohlfing, K., Fritsch, J., & Wrede, B. (2014).
Tutoring in adult-child-interaction: On the loop of the tutor’s action modification
and the recipient’s gaze. Interaction Studies, 15(1), 55–98. https://doi.org/10.1075/is.15.1.03pit'
bibtex: '@article{Pitsch_Vollmer_Rohlfing_Fritsch_Wrede_2014, title={Tutoring in
adult-child-interaction: On the loop of the tutor’s action modification and the
recipient’s gaze}, volume={15}, DOI={10.1075/is.15.1.03pit},
number={1}, journal={Interaction Studies}, publisher={John Benjamins Publishing
Company}, author={Pitsch, Karola and Vollmer, Anna-Lisa and Rohlfing, Katharina
and Fritsch, Jannik and Wrede, Britta}, year={2014}, pages={55–98} }'
chicago: 'Pitsch, Karola, Anna-Lisa Vollmer, Katharina Rohlfing, Jannik Fritsch,
and Britta Wrede. “Tutoring in Adult-Child-Interaction: On the Loop of the Tutor’s
Action Modification and the Recipient’s Gaze.” Interaction Studies 15,
no. 1 (2014): 55–98. https://doi.org/10.1075/is.15.1.03pit.'
ieee: 'K. Pitsch, A.-L. Vollmer, K. Rohlfing, J. Fritsch, and B. Wrede, “Tutoring
in adult-child-interaction: On the loop of the tutor’s action modification and
the recipient’s gaze,” Interaction Studies, vol. 15, no. 1, pp. 55–98,
2014, doi: 10.1075/is.15.1.03pit.'
mla: 'Pitsch, Karola, et al. “Tutoring in Adult-Child-Interaction: On the Loop of
the Tutor’s Action Modification and the Recipient’s Gaze.” Interaction Studies,
vol. 15, no. 1, John Benjamins Publishing Company, 2014, pp. 55–98, doi:10.1075/is.15.1.03pit.'
short: K. Pitsch, A.-L. Vollmer, K. Rohlfing, J. Fritsch, B. Wrede, Interaction
Studies 15 (2014) 55–98.
date_created: 2020-06-24T13:01:17Z
date_updated: 2023-02-01T16:10:52Z
department:
- _id: '749'
doi: 10.1075/is.15.1.03pit
intvolume: ' 15'
issue: '1'
keyword:
- conversation analysis
- interactional coordination
- adult-child-interaction
- feedback
- gaze
- quantification
- social learning
- motionese
- tutoring
language:
- iso: eng
page: 55-98
publication: Interaction Studies
publication_identifier:
issn:
- 1572-0381
publisher: John Benjamins Publishing Company
status: public
title: 'Tutoring in adult-child-interaction: On the loop of the tutor''s action modification
and the recipient''s gaze'
type: journal_article
user_id: '14931'
volume: 15
year: '2014'
...
---
_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: '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: '17264'
abstract:
- lang: eng
text: In developmental research, tutoring behavior has been identified as scaffolding
infants’ learning processes. Infants seem sensitive to tutoring situations and
they detect these by ostensive cues [4]. Some social signals such as eye-gaze,
child-directed speech (Motherese), child-directed motion (Motionese), and contingency
have been shown to serve as ostensive cues. The concept of contingency describes
exchanges in which two agents interact with each other reciprocally. Csibra and
Gergely argued that contingency is a characteristic ostensive stimulus of a tutoring
situation [4]. In order for a robot to be treated similar to an infant, it has
to both, be sensitive to the ostensive stimuli on the one hand and induce tutoring
behavior by its feedback about its capabilities on the other hand. In this paper,
we raise the question whether a robot can be treated similar to an infant in an
interaction. We present results concerning the acceptance of a robotic agent in
a social learning scenario, which we obtained via comparison to interactions with
8-11 months old infants and adults in equal conditions. We applied measurements
for motion modifications (Motionese) and eye-gaze behavior. Our results reveal
significant differences between Adult-Child Interaction (ACI), Adult-Adult Interaction
(AAI) and Adult- Robot Interaction (ARI) suggesting that in ARI, robotdirected
tutoring behavior is even more accentuated in terms of Motionese, but contingent
responsivity is impaired. Our results confirm previous findings [14] concerning
the differences between ACI, AAI, and ARI and constitute an important empirical
basis for making use of ostensive stimuli as social signals for tutoring behavior
in social robotics.
author:
- first_name: Katrin Solveig
full_name: Lohan, Katrin Solveig
last_name: Lohan
- first_name: Anna-Lisa
full_name: Vollmer, Anna-Lisa
last_name: Vollmer
- 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: 'Lohan KS, Vollmer A-L, Fritsch J, Rohlfing K, Wrede B. Which ostensive stimuli
can be used for a robot to detect and maintain tutoring situations? In: IEEE
International Workshop on Social Signal Processing. International Computer
Science Institute; 2009. doi:10.1109/acii.2009.5349507'
apa: Lohan, K. S., Vollmer, A.-L., Fritsch, J., Rohlfing, K., & Wrede, B. (2009).
Which ostensive stimuli can be used for a robot to detect and maintain tutoring
situations? IEEE International Workshop on Social Signal Processing. https://doi.org/10.1109/acii.2009.5349507
bibtex: '@inproceedings{Lohan_Vollmer_Fritsch_Rohlfing_Wrede_2009, title={Which
ostensive stimuli can be used for a robot to detect and maintain tutoring situations?},
DOI={10.1109/acii.2009.5349507},
booktitle={IEEE International Workshop on Social Signal Processing}, publisher={International
Computer Science Institute}, author={Lohan, Katrin Solveig and Vollmer, Anna-Lisa
and Fritsch, Jannik and Rohlfing, Katharina and Wrede, Britta}, year={2009} }'
chicago: Lohan, Katrin Solveig, Anna-Lisa Vollmer, Jannik Fritsch, Katharina Rohlfing,
and Britta Wrede. “Which Ostensive Stimuli Can Be Used for a Robot to Detect and
Maintain Tutoring Situations?” In IEEE International Workshop on Social Signal
Processing. International Computer Science Institute, 2009. https://doi.org/10.1109/acii.2009.5349507.
ieee: 'K. S. Lohan, A.-L. Vollmer, J. Fritsch, K. Rohlfing, and B. Wrede, “Which
ostensive stimuli can be used for a robot to detect and maintain tutoring situations?,”
2009, doi: 10.1109/acii.2009.5349507.'
mla: Lohan, Katrin Solveig, et al. “Which Ostensive Stimuli Can Be Used for a Robot
to Detect and Maintain Tutoring Situations?” IEEE International Workshop on
Social Signal Processing, International Computer Science Institute, 2009,
doi:10.1109/acii.2009.5349507.
short: 'K.S. Lohan, A.-L. Vollmer, J. Fritsch, K. Rohlfing, B. Wrede, in: IEEE International
Workshop on Social Signal Processing, International Computer Science Institute,
2009.'
date_created: 2020-06-24T13:02:33Z
date_updated: 2023-02-01T13:04:03Z
department:
- _id: '749'
doi: 10.1109/acii.2009.5349507
keyword:
- Ostensive Signals
- Contingency
- Motionese
- hri
language:
- iso: eng
publication: IEEE International Workshop on Social Signal Processing
publication_identifier:
isbn:
- '9781424448005'
publisher: International Computer Science Institute
status: public
title: Which ostensive stimuli can be used for a robot to detect and maintain tutoring
situations?
type: conference
user_id: '14931'
year: '2009'
...
---
_id: '17270'
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: Jannik
full_name: Fritsch, Jannik
last_name: Fritsch
- first_name: Britta
full_name: Wrede, Britta
last_name: Wrede
- first_name: Katharina
full_name: Rohlfing, Katharina
id: '50352'
last_name: Rohlfing
citation:
ama: 'Vollmer A-L, Lohan KS, Fritsch J, Wrede B, Rohlfing K. Which Motionese Parameters
Change with Children’s Age? In: ; 2009.'
apa: Vollmer, A.-L., Lohan, K. S., Fritsch, J., Wrede, B., & Rohlfing, K. (2009).
Which Motionese Parameters Change with Children’s Age?
bibtex: '@inproceedings{Vollmer_Lohan_Fritsch_Wrede_Rohlfing_2009, title={Which
Motionese Parameters Change with Children’s Age?}, author={Vollmer, Anna-Lisa
and Lohan, Katrin Solveig and Fritsch, Jannik and Wrede, Britta and Rohlfing,
Katharina}, year={2009} }'
chicago: Vollmer, Anna-Lisa, Katrin Solveig Lohan, Jannik Fritsch, Britta Wrede,
and Katharina Rohlfing. “Which Motionese Parameters Change with Children’s Age?,”
2009.
ieee: A.-L. Vollmer, K. S. Lohan, J. Fritsch, B. Wrede, and K. Rohlfing, “Which
Motionese Parameters Change with Children’s Age?,” 2009.
mla: Vollmer, Anna-Lisa, et al. Which Motionese Parameters Change with Children’s
Age? 2009.
short: 'A.-L. Vollmer, K.S. Lohan, J. Fritsch, B. Wrede, K. Rohlfing, in: 2009.'
date_created: 2020-06-24T13:02:40Z
date_updated: 2023-02-01T13:06:07Z
department:
- _id: '749'
keyword:
- Contingency
- Motionese
language:
- iso: eng
status: public
title: Which Motionese Parameters Change with Children’s Age?
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'
...