---
_id: '66093'
abstract:
- lang: eng
text: "Taking pupils’ diverse needs into account is considered a central requirement
of inclusive education (Booth & Ainscow, 2016). These needs are—according to Ainscow’s
(2007) inclusive turn—not primarily ‘special educational needs’, but diverse needs
of all learners. For the rather segregated German educational system, this endeavour
applies especially to primary education, where needs are still developing and
pupils are not yet assigned to different types of schooling according to their
needs and abilities.\r\n\r\nDespite a substantial amount of research on pupils’
basic psychological needs for autonomy, competence and social relatedness (Ryan
et al., 2022), strategies that technology education teachers apply in this regard
are not yet well understood. Besides interventional studies on technology education,
indicating effectiveness of self‑directed and action‑oriented teaching and learning,
there is a dearth of research on how teachers address different needs as a routine.\r\n\r\nThe
purpose of the presented study is therefore to investigate and systematize actions
and strategies teachers apply, and to specify how pupils' needs are considered
when teaching technology education on a given topic.\r\n\r\nThe overall study
used a mixed-methods approach to the question how pupils’ needs are characterized
by themselves and by their teachers, and how they were taken into account in a
lesson adapted and delivered by the teachers. In the sub-study presented here,
participating primary school teachers were interviewed about their consideration
of pupils’ needs whilst planning and conducting a technology education unit on
the functionality of robots.\r\n\r\nThe results gained from qualitative content
analysis of the interviews indicate that although the anticipation of different
needs is considered challenging, teachers possess a substantiate amount of practices
and strategies to take them into account.\r\n\r\nThe paper systematizes the practices
teachers described in structured interviews within strategies and discusses the
contribution of taking basic needs into account for inclusive technology education."
alternative_title:
- On Teachers’ Practices and Strategies to Teach Technology Inclusively at Primary
Level
author:
- first_name: Franz
full_name: Schröer, Franz
last_name: Schröer
- first_name: Claudia
full_name: Tenberge, Claudia
last_name: Tenberge
citation:
ama: 'Schröer F, Tenberge C. “They Really Need to Handle, Inspect, and Experience
Things.” In: Linköping Electronic Conference Proceedings. Vol 218. Linköping
University Electronic Press; 2026. doi:10.3384/ecp213.1455'
apa: Schröer, F., & Tenberge, C. (2026). “They Really Need to Handle, Inspect,
and Experience Things.” Linköping Electronic Conference Proceedings, 218.
https://doi.org/10.3384/ecp213.1455
bibtex: '@inproceedings{Schröer_Tenberge_2026, title={“They Really Need to Handle,
Inspect, and Experience Things”}, volume={218}, DOI={10.3384/ecp213.1455},
booktitle={Linköping Electronic Conference Proceedings}, publisher={Linköping
University Electronic Press}, author={Schröer, Franz and Tenberge, Claudia}, year={2026}
}'
chicago: Schröer, Franz, and Claudia Tenberge. “‘They Really Need to Handle, Inspect,
and Experience Things.’” In Linköping Electronic Conference Proceedings,
Vol. 218. Linköping University Electronic Press, 2026. https://doi.org/10.3384/ecp213.1455.
ieee: 'F. Schröer and C. Tenberge, “‘They Really Need to Handle, Inspect, and Experience
Things,’” in Linköping Electronic Conference Proceedings, 2026, vol. 218,
doi: 10.3384/ecp213.1455.'
mla: Schröer, Franz, and Claudia Tenberge. “‘They Really Need to Handle, Inspect,
and Experience Things.’” Linköping Electronic Conference Proceedings, vol.
218, Linköping University Electronic Press, 2026, doi:10.3384/ecp213.1455.
short: 'F. Schröer, C. Tenberge, in: Linköping Electronic Conference Proceedings,
Linköping University Electronic Press, 2026.'
date_created: 2026-06-30T13:04:31Z
date_updated: 2026-06-30T13:09:02Z
department:
- _id: '588'
doi: 10.3384/ecp213.1455
intvolume: ' 218'
keyword:
- Technology Education
- Inclusion
- Basic Needs
- Robotics
- Mixed Methods
- Teachers' Abilities
language:
- iso: eng
main_file_link:
- open_access: '1'
url: https://ecp.ep.liu.se/index.php/patt/article/view/1455
oa: '1'
publication: Linköping Electronic Conference Proceedings
publication_identifier:
issn:
- 1650-3686
- 1650-3740
publication_status: published
publisher: Linköping University Electronic Press
quality_controlled: '1'
status: public
title: “They Really Need to Handle, Inspect, and Experience Things”
type: conference
user_id: '71764'
volume: 218
year: '2026'
...
---
_id: '55394'
abstract:
- lang: eng
text: Nowadays we deal with robots and AI more and more in our everyday life. However,
their behavior is not always apparent to most lay users, especially in error situations.
This can lead to misconceptions about the behavior of the technologies being used.
This in turn can lead to misuse and rejection by users. Explanation, for example
through transparency, can address these misconceptions. However, explaining the
entire software or hardware would be confusing and overwhelming for users. Therefore,
this paper focuses on the ‘enabling’ architecture. It describes those aspects
of a robotic system that may need to be explained to enable someone to use the
technology effectively. Furthermore, this paper deals with the ‘explanandum’,
i.e. the corresponding misunderstandings or missing concepts of the enabling architecture
that need to be clarified. Thus, we have developed and are presenting an approach
to determine the ‘enabling’ architecture and the resulting ‘explanandum’ of complex
technologies.
article_type: original
author:
- first_name: Helen
full_name: Beierling, Helen
last_name: Beierling
- first_name: Phillip
full_name: Richter, Phillip
last_name: Richter
- first_name: Mara
full_name: Brandt, Mara
last_name: Brandt
- first_name: Lutz
full_name: Terfloth, Lutz
last_name: Terfloth
- first_name: Carsten
full_name: Schulte, Carsten
last_name: Schulte
- first_name: Heiko
full_name: Wersing, Heiko
last_name: Wersing
- first_name: Anna-Lisa
full_name: Vollmer, Anna-Lisa
last_name: Vollmer
citation:
ama: 'Beierling H, Richter P, Brandt M, et al. What you need to know about a learning
robot: Identifying the enabling architecture of complex systems. Cognitive
Systems Research. 2024;88.'
apa: 'Beierling, H., Richter, P., Brandt, M., Terfloth, L., Schulte, C., Wersing,
H., & Vollmer, A.-L. (2024). What you need to know about a learning robot:
Identifying the enabling architecture of complex systems. Cognitive Systems
Research, 88.'
bibtex: '@article{Beierling_Richter_Brandt_Terfloth_Schulte_Wersing_Vollmer_2024,
title={What you need to know about a learning robot: Identifying the enabling
architecture of complex systems}, volume={88}, journal={Cognitive Systems Research},
publisher={Elsevier}, author={Beierling, Helen and Richter, Phillip and Brandt,
Mara and Terfloth, Lutz and Schulte, Carsten and Wersing, Heiko and Vollmer, Anna-Lisa},
year={2024} }'
chicago: 'Beierling, Helen, Phillip Richter, Mara Brandt, Lutz Terfloth, Carsten
Schulte, Heiko Wersing, and Anna-Lisa Vollmer. “What You Need to Know about a
Learning Robot: Identifying the Enabling Architecture of Complex Systems.” Cognitive
Systems Research 88 (2024).'
ieee: 'H. Beierling et al., “What you need to know about a learning robot:
Identifying the enabling architecture of complex systems,” Cognitive Systems
Research, vol. 88, 2024.'
mla: 'Beierling, Helen, et al. “What You Need to Know about a Learning Robot: Identifying
the Enabling Architecture of Complex Systems.” Cognitive Systems Research,
vol. 88, Elsevier, 2024.'
short: H. Beierling, P. Richter, M. Brandt, L. Terfloth, C. Schulte, H. Wersing,
A.-L. Vollmer, Cognitive Systems Research 88 (2024).
date_created: 2024-07-26T08:01:23Z
date_updated: 2025-09-17T13:32:31Z
ddc:
- '006'
file:
- access_level: closed
content_type: application/pdf
creator: helebeen
date_created: 2025-09-17T13:31:11Z
date_updated: 2025-09-17T13:31:11Z
file_id: '61330'
file_name: mentaleModelle.pdf
file_size: 1577897
relation: main_file
success: 1
file_date_updated: 2025-09-17T13:31:11Z
funded_apc: '1'
has_accepted_license: '1'
intvolume: ' 88'
keyword:
- Robotics HRI Explainability Didactics Didactic reconstruction
language:
- iso: eng
main_file_link:
- open_access: '1'
oa: '1'
project:
- _id: '123'
name: 'TRR 318 - B5: TRR 318 - Subproject B5'
publication: Cognitive Systems Research
publication_status: published
publisher: Elsevier
status: public
title: 'What you need to know about a learning robot: Identifying the enabling architecture
of complex systems'
type: journal_article
user_id: '50995'
volume: 88
year: '2024'
...
---
_id: '49128'
abstract:
- lang: ger
text: 'Im Projekt „UAV-Rescue: UAV-getragene Sensorik zur KI-basierten Unterstützung
von Rettungsmissionen“ wird an einem unbemannt fliegenden System geforscht, das
in schwer zugänglichen Räumen bei der Rettungspriorisierung hilft, indem es den
Einsatzkräften eine Visualisierung des Raumes mit darin lokalisierten Lebenszeichen
zur Verfügung stellt. Diese neue Technologie wirft verschiedene ethische Fragestellungen
auf, die unter anderem die Nutzung von Künstlicher Intelligenz zur Lebenszeichendetektion
und die Einbettung der neuen Technologie in die Einsatzpraxis betreffen. Die ethische
Begleitforschung des Projekts adressiert diese Fragestellungen in einem interdisziplinären
und iterativen Diskurs mit Technikpartnern und Endanwendern. Einige dieser Fragestellungen
werden hier vor dem Hintergrund der eingesetzten KI-Methoden und der bestehenden
Einsatzpraxis beim THW vorgestellt.'
author:
- first_name: Martina
full_name: Philippi, Martina
id: '100856'
last_name: Philippi
- first_name: Victoria
full_name: Heusinger-Heß, Victoria
last_name: Heusinger-Heß
- first_name: Meral
full_name: Ari, Meral
last_name: Ari
- first_name: Emily
full_name: Krüger, Emily
last_name: Krüger
citation:
ama: 'Philippi M, Heusinger-Heß V, Ari M, Krüger E. KI im Einsatz. Interdisziplinäre
Herausforderungen im Projekt UAV-Rescue. In: Marky K, Grünefeld U, Kosch T, Gesellschaft
für Informatik e. V., eds. Mensch und Computer 2022 - Workshopband. ; 2022.
doi:10.18420/muc2022-mci-ws10-332'
apa: Philippi, M., Heusinger-Heß, V., Ari, M., & Krüger, E. (2022). KI im Einsatz.
Interdisziplinäre Herausforderungen im Projekt UAV-Rescue. In K. Marky, U. Grünefeld,
T. Kosch, & Gesellschaft für Informatik e. V. (Eds.), Mensch und Computer
2022 - Workshopband. https://doi.org/10.18420/muc2022-mci-ws10-332
bibtex: '@inproceedings{Philippi_Heusinger-Heß_Ari_Krüger_2022, place={Darmstadt},
title={KI im Einsatz. Interdisziplinäre Herausforderungen im Projekt UAV-Rescue},
DOI={10.18420/muc2022-mci-ws10-332},
booktitle={Mensch und Computer 2022 - Workshopband}, author={Philippi, Martina
and Heusinger-Heß, Victoria and Ari, Meral and Krüger, Emily}, editor={Marky,
K. and Grünefeld, U. and Kosch, T. and Gesellschaft für Informatik e. V.}, year={2022}
}'
chicago: Philippi, Martina, Victoria Heusinger-Heß, Meral Ari, and Emily Krüger.
“KI im Einsatz. Interdisziplinäre Herausforderungen im Projekt UAV-Rescue.” In
Mensch und Computer 2022 - Workshopband, edited by K. Marky, U. Grünefeld,
T. Kosch, and Gesellschaft für Informatik e. V. Darmstadt, 2022. https://doi.org/10.18420/muc2022-mci-ws10-332.
ieee: 'M. Philippi, V. Heusinger-Heß, M. Ari, and E. Krüger, “KI im Einsatz. Interdisziplinäre
Herausforderungen im Projekt UAV-Rescue,” in Mensch und Computer 2022 - Workshopband,
Darmstadt, 2022, doi: 10.18420/muc2022-mci-ws10-332.'
mla: Philippi, Martina, et al. “KI im Einsatz. Interdisziplinäre Herausforderungen
im Projekt UAV-Rescue.” Mensch und Computer 2022 - Workshopband, edited
by K. Marky et al., 2022, doi:10.18420/muc2022-mci-ws10-332.
short: 'M. Philippi, V. Heusinger-Heß, M. Ari, E. Krüger, in: K. Marky, U. Grünefeld,
T. Kosch, Gesellschaft für Informatik e. V. (Eds.), Mensch und Computer 2022 -
Workshopband, Darmstadt, 2022.'
conference:
end_date: 2022-09-07
location: Darmstadt
name: Mensch und Computer 2022
start_date: 2022-09-04
corporate_editor:
- Gesellschaft für Informatik e. V.
date_created: 2023-11-22T17:24:21Z
date_updated: 2023-11-22T18:22:42Z
doi: 10.18420/muc2022-mci-ws10-332
editor:
- first_name: K.
full_name: Marky, K.
last_name: Marky
- first_name: U.
full_name: Grünefeld, U.
last_name: Grünefeld
- first_name: T.
full_name: Kosch, T.
last_name: Kosch
extern: '1'
has_accepted_license: '1'
keyword:
- rescue robotics
- interdisciplinarity
- artifical intelligence
- ethics
language:
- iso: ger
main_file_link:
- open_access: '1'
url: https://dl.gi.de/items/6365fccf-1360-4eec-8ae6-5a323e079e1a
oa: '1'
place: Darmstadt
publication: Mensch und Computer 2022 - Workshopband
publication_status: published
quality_controlled: '1'
status: public
title: KI im Einsatz. Interdisziplinäre Herausforderungen im Projekt UAV-Rescue
type: conference
user_id: '100856'
year: '2022'
...
---
_id: '17182'
abstract:
- lang: eng
text: Co-development of action, conceptualization and social interaction mutually
scaffold and support each other within a virtuous feedback cycle in the development
of human language in children. Within this framework, the purpose of this article
is to bring together diverse but complementary accounts of research methods that
jointly contribute to our understanding of cognitive development and in particular,
language acquisition in robots. Thus, we include research pertaining to developmental
robotics, cognitive science, psychology, linguistics and neuroscience, as well
as practical computer science and engineering. The different studies are not at
this stage all connected into a cohesive whole; rather, they are presented to
illuminate the need for multiple different approaches that complement each other
in the pursuit of understanding cognitive development in robots. Extensive experiments
involving the humanoid robot iCub are reported, while human learning relevant
to developmental robotics has also contributed useful results. Disparate approaches
are brought together via common underlying design principles. Without claiming
to model human language acquisition directly, we are nonetheless inspired by analogous
development in humans and consequently, our investigations include the parallel
co-development of action, conceptualization and social interaction. Though these
different approaches need to ultimately be integrated into a coherent, unified
body of knowledge, progress is currently also being made by pursuing individual
methods.
author:
- first_name: Caroline
full_name: Lyon, Caroline
last_name: Lyon
- first_name: Chrystopher L.
full_name: Nehaniv, Chrystopher L.
last_name: Nehaniv
- first_name: Joe
full_name: Saunders, Joe
last_name: Saunders
- first_name: Tony
full_name: Belpaeme, Tony
last_name: Belpaeme
- first_name: Ambra
full_name: Bisio, Ambra
last_name: Bisio
- first_name: Kerstin
full_name: Fischer, Kerstin
last_name: Fischer
- first_name: Frank
full_name: Forster, Frank
last_name: Forster
- first_name: Hagen
full_name: Lehmann, Hagen
last_name: Lehmann
- first_name: Giorgio
full_name: Metta, Giorgio
last_name: Metta
- first_name: Vishwanathan
full_name: Mohan, Vishwanathan
last_name: Mohan
- first_name: Anthony
full_name: Morse, Anthony
last_name: Morse
- first_name: Stefano
full_name: Nolfi, Stefano
last_name: Nolfi
- first_name: Francesco
full_name: Nori, Francesco
last_name: Nori
- first_name: Katharina
full_name: Rohlfing, Katharina
id: '50352'
last_name: Rohlfing
- first_name: Alessandra
full_name: Sciutti, Alessandra
last_name: Sciutti
- first_name: Jun
full_name: Tani, Jun
last_name: Tani
- first_name: Elio
full_name: Tuci, Elio
last_name: Tuci
- first_name: Britta
full_name: Wrede, Britta
last_name: Wrede
- first_name: Arne
full_name: Zeschel, Arne
last_name: Zeschel
- first_name: Angelo
full_name: Cangelosi, Angelo
last_name: Cangelosi
citation:
ama: 'Lyon C, Nehaniv CL, Saunders J, et al. Embodied Language Learning and Cognitive
Bootstrapping: Methods and Design Principles. International Journal of Advanced
Robotic Systems. 2016;13(3). doi:10.5772/63462'
apa: 'Lyon, C., Nehaniv, C. L., Saunders, J., Belpaeme, T., Bisio, A., Fischer,
K., Forster, F., Lehmann, H., Metta, G., Mohan, V., Morse, A., Nolfi, S., Nori,
F., Rohlfing, K., Sciutti, A., Tani, J., Tuci, E., Wrede, B., Zeschel, A., &
Cangelosi, A. (2016). Embodied Language Learning and Cognitive Bootstrapping:
Methods and Design Principles. International Journal of Advanced Robotic Systems,
13(3). https://doi.org/10.5772/63462'
bibtex: '@article{Lyon_Nehaniv_Saunders_Belpaeme_Bisio_Fischer_Forster_Lehmann_Metta_Mohan_et
al._2016, title={Embodied Language Learning and Cognitive Bootstrapping: Methods
and Design Principles}, volume={13}, DOI={10.5772/63462},
number={3}, journal={International Journal of Advanced Robotic Systems}, publisher={Intech
Europe}, author={Lyon, Caroline and Nehaniv, Chrystopher L. and Saunders, Joe
and Belpaeme, Tony and Bisio, Ambra and Fischer, Kerstin and Forster, Frank and
Lehmann, Hagen and Metta, Giorgio and Mohan, Vishwanathan and et al.}, year={2016}
}'
chicago: 'Lyon, Caroline, Chrystopher L. Nehaniv, Joe Saunders, Tony Belpaeme, Ambra
Bisio, Kerstin Fischer, Frank Forster, et al. “Embodied Language Learning and
Cognitive Bootstrapping: Methods and Design Principles.” International Journal
of Advanced Robotic Systems 13, no. 3 (2016). https://doi.org/10.5772/63462.'
ieee: 'C. Lyon et al., “Embodied Language Learning and Cognitive Bootstrapping:
Methods and Design Principles,” International Journal of Advanced Robotic Systems,
vol. 13, no. 3, 2016, doi: 10.5772/63462.'
mla: 'Lyon, Caroline, et al. “Embodied Language Learning and Cognitive Bootstrapping:
Methods and Design Principles.” International Journal of Advanced Robotic Systems,
vol. 13, no. 3, Intech Europe, 2016, doi:10.5772/63462.'
short: C. Lyon, C.L. Nehaniv, J. Saunders, T. Belpaeme, A. Bisio, K. Fischer, F.
Forster, H. Lehmann, G. Metta, V. Mohan, A. Morse, S. Nolfi, F. Nori, K. Rohlfing,
A. Sciutti, J. Tani, E. Tuci, B. Wrede, A. Zeschel, A. Cangelosi, International
Journal of Advanced Robotic Systems 13 (2016).
date_created: 2020-06-24T13:00:58Z
date_updated: 2023-02-01T16:04:48Z
department:
- _id: '749'
doi: 10.5772/63462
intvolume: ' 13'
issue: '3'
keyword:
- Robot Language
- Human Robot Interaction
- HRI
- Developmental Robotics
- Cognitive Bootstrapping
- Statistical Learning
language:
- iso: eng
publication: International Journal of Advanced Robotic Systems
publication_identifier:
issn:
- 1729-8814
publisher: Intech Europe
status: public
title: 'Embodied Language Learning and Cognitive Bootstrapping: Methods and Design
Principles'
type: journal_article
user_id: '14931'
volume: 13
year: '2016'
...
---
_id: '17181'
abstract:
- lang: eng
text: The classic mapping metaphor posits that children learn a word by mapping
it onto a concept of an object or event. However, we believe that a mapping metaphor
cannot account for word learning, because even though children focus attention
on objects, they do not necessarily remember the connection between the word and
the referent unless it is framed pragmatically, that is, within a task. Our theoretical
paper proposes an alternative mechanism for word learning. Our main premise is
that word learning occurs as children accomplish a goal in cooperation with a
partner. We follow Bruner's (1983) idea and further specify pragmatic frames as
the learning units that drive language acquisition and cognitive development.
These units consist of a sequence of actions and verbal behaviors that are co-constructed
with a partner to achieve a joint goal. We elaborate on this alternative, offer
some initial parametrizations of the concept, and embed it in current language
learning approaches.
author:
- first_name: Katharina
full_name: Rohlfing, Katharina
id: '50352'
last_name: Rohlfing
- first_name: Britta
full_name: Wrede, Britta
last_name: Wrede
- first_name: Anna-Lisa
full_name: Vollmer, Anna-Lisa
last_name: Vollmer
- first_name: Pierre-Yves
full_name: Oudeyer, Pierre-Yves
last_name: Oudeyer
citation:
ama: 'Rohlfing K, Wrede B, Vollmer A-L, Oudeyer P-Y. An Alternative to Mapping a
Word onto a Concept in Language Acquisition: Pragmatic Frames. FRONTIERS IN
PSYCHOLOGY. 2016;7. doi:10.3389/fpsyg.2016.00470'
apa: 'Rohlfing, K., Wrede, B., Vollmer, A.-L., & Oudeyer, P.-Y. (2016). An Alternative
to Mapping a Word onto a Concept in Language Acquisition: Pragmatic Frames. FRONTIERS
IN PSYCHOLOGY, 7. https://doi.org/10.3389/fpsyg.2016.00470'
bibtex: '@article{Rohlfing_Wrede_Vollmer_Oudeyer_2016, title={An Alternative to
Mapping a Word onto a Concept in Language Acquisition: Pragmatic Frames}, volume={7},
DOI={10.3389/fpsyg.2016.00470},
journal={FRONTIERS IN PSYCHOLOGY}, publisher={Frontiers Media Sa}, author={Rohlfing,
Katharina and Wrede, Britta and Vollmer, Anna-Lisa and Oudeyer, Pierre-Yves},
year={2016} }'
chicago: 'Rohlfing, Katharina, Britta Wrede, Anna-Lisa Vollmer, and Pierre-Yves
Oudeyer. “An Alternative to Mapping a Word onto a Concept in Language Acquisition:
Pragmatic Frames.” FRONTIERS IN PSYCHOLOGY 7 (2016). https://doi.org/10.3389/fpsyg.2016.00470.'
ieee: 'K. Rohlfing, B. Wrede, A.-L. Vollmer, and P.-Y. Oudeyer, “An Alternative
to Mapping a Word onto a Concept in Language Acquisition: Pragmatic Frames,” FRONTIERS
IN PSYCHOLOGY, vol. 7, 2016, doi: 10.3389/fpsyg.2016.00470.'
mla: 'Rohlfing, Katharina, et al. “An Alternative to Mapping a Word onto a Concept
in Language Acquisition: Pragmatic Frames.” FRONTIERS IN PSYCHOLOGY, vol.
7, Frontiers Media Sa, 2016, doi:10.3389/fpsyg.2016.00470.'
short: K. Rohlfing, B. Wrede, A.-L. Vollmer, P.-Y. Oudeyer, FRONTIERS IN PSYCHOLOGY
7 (2016).
date_created: 2020-06-24T13:00:57Z
date_updated: 2023-02-01T16:04:21Z
department:
- _id: '749'
doi: 10.3389/fpsyg.2016.00470
intvolume: ' 7'
keyword:
- language acquisition
- pragmatics
- infants' social learning
- frames
- learning and memory
- developmental robotics
language:
- iso: eng
publication: FRONTIERS IN PSYCHOLOGY
publication_identifier:
issn:
- 1664-1078
publisher: Frontiers Media Sa
status: public
title: 'An Alternative to Mapping a Word onto a Concept in Language Acquisition: Pragmatic
Frames'
type: journal_article
user_id: '14931'
volume: 7
year: '2016'
...
---
_id: '17218'
author:
- first_name: Britta
full_name: Wrede, Britta
last_name: Wrede
- first_name: Katharina
full_name: Rohlfing, Katharina
id: '50352'
last_name: Rohlfing
- first_name: Jochen J.
full_name: Steil, Jochen J.
last_name: Steil
- first_name: Sebastian
full_name: Wrede, Sebastian
last_name: Wrede
- first_name: Pierre-Yves
full_name: Oudeyer, Pierre-Yves
last_name: Oudeyer
- first_name: Jun
full_name: Tani, Jun
last_name: Tani
citation:
ama: 'Wrede B, Rohlfing K, Steil JJ, Wrede S, Oudeyer P-Y, Tani J. Towards robots
with teleological action and language understanding. In: Ugur E, Nagai Y, Oztop
E, Asada M, eds. {Humanoids 2012 Workshop on Developmental Robotics: Can Developmental
Robotics Yield Human-like Cognitive Abilities?}. ; 2012.'
apa: 'Wrede, B., Rohlfing, K., Steil, J. J., Wrede, S., Oudeyer, P.-Y., & Tani,
J. (2012). Towards robots with teleological action and language understanding.
In E. Ugur, Y. Nagai, E. Oztop, & M. Asada (Eds.), {Humanoids 2012 Workshop
on Developmental Robotics: Can developmental robotics yield human-like cognitive
abilities?}.'
bibtex: '@inproceedings{Wrede_Rohlfing_Steil_Wrede_Oudeyer_Tani_2012, title={Towards
robots with teleological action and language understanding}, booktitle={{Humanoids
2012 Workshop on Developmental Robotics: Can developmental robotics yield human-like
cognitive abilities?}}, author={Wrede, Britta and Rohlfing, Katharina and Steil,
Jochen J. and Wrede, Sebastian and Oudeyer, Pierre-Yves and Tani, Jun}, editor={Ugur,
Emre and Nagai, Yukie and Oztop, Erhan and Asada, Minoru}, year={2012} }'
chicago: 'Wrede, Britta, Katharina Rohlfing, Jochen J. Steil, Sebastian Wrede, Pierre-Yves
Oudeyer, and Jun Tani. “Towards Robots with Teleological Action and Language Understanding.”
In {Humanoids 2012 Workshop on Developmental Robotics: Can Developmental Robotics
Yield Human-like Cognitive Abilities?}, edited by Emre Ugur, Yukie Nagai,
Erhan Oztop, and Minoru Asada, 2012.'
ieee: 'B. Wrede, K. Rohlfing, J. J. Steil, S. Wrede, P.-Y. Oudeyer, and J. Tani,
“Towards robots with teleological action and language understanding,” in {Humanoids
2012 Workshop on Developmental Robotics: Can developmental robotics yield human-like
cognitive abilities?}, 2012.'
mla: 'Wrede, Britta, et al. “Towards Robots with Teleological Action and Language
Understanding.” {Humanoids 2012 Workshop on Developmental Robotics: Can Developmental
Robotics Yield Human-like Cognitive Abilities?}, edited by Emre Ugur et al.,
2012.'
short: 'B. Wrede, K. Rohlfing, J.J. Steil, S. Wrede, P.-Y. Oudeyer, J. Tani, in:
E. Ugur, Y. Nagai, E. Oztop, M. Asada (Eds.), {Humanoids 2012 Workshop on Developmental
Robotics: Can Developmental Robotics Yield Human-like Cognitive Abilities?}, 2012.'
date_created: 2020-06-24T13:01:40Z
date_updated: 2023-02-01T16:19:06Z
department:
- _id: '749'
editor:
- first_name: Emre
full_name: Ugur, Emre
last_name: Ugur
- first_name: Yukie
full_name: Nagai, Yukie
last_name: Nagai
- first_name: Erhan
full_name: Oztop, Erhan
last_name: Oztop
- first_name: Minoru
full_name: Asada, Minoru
last_name: Asada
keyword:
- language acquisition
- teleological
- compositional
- robotics
language:
- iso: eng
publication: '{Humanoids 2012 Workshop on Developmental Robotics: Can developmental
robotics yield human-like cognitive abilities?}'
status: public
title: Towards robots with teleological action and language understanding
type: conference
user_id: '14931'
year: '2012'
...
---
_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'
...