The study investigates two different ways of guiding the addressee of an explanation - an explainee, through action demonstration: contrastive and non-contrastive. Their effect was tested on attention to specific action elements (goal) as well as on event memory. In an eye-tracking experiment, participants were shown different motion videos that were either contrastive or non-contrastive with respect to the segments of movement presentation. Given that everyday action demonstration is often multimodal, the stimuli were created with re- spect to their visual and verbal presentation. For visual presentation, a video combined two movements in a contrastive (e.g., Up-motion following a Down-motion) or non-contrastive way (e.g., two Up-motions following each other). For verbal presentation, each video was combined with a sequence of instruction descriptions in the form of negative (i.e., contrastive) or assertive (i.e., non-contrastive) guidance. It was found that a) attention to the event goal increased for this condition in the later time window, and b) participants’ recall of the event was facilitated when a visually contrastive motion was combined with a verbal contrast.
","lang":"eng"}],"oa":"1","date_updated":"2023-09-27T13:51:42Z","author":[{"first_name":"Amit","full_name":"Singh, Amit","id":"91018","last_name":"Singh","orcid":"0000-0002-7789-1521"},{"last_name":"Rohlfing","full_name":"Rohlfing, Katharina J.","id":"50352","first_name":"Katharina J."}],"conference":{"location":"Sydney","name":"45th Annual Conference of the Cognitive Science Society"},"main_file_link":[{"open_access":"1","url":"https://escholarship.org/uc/item/2w94t4cv"}],"publication_status":"published","related_material":{"record":[{"status":"public","id":"46067","relation":"contains"}]},"place":"Sydney, Australia","citation":{"chicago":"Singh, Amit, and Katharina J. Rohlfing. “Contrastiveness in the Context of Action Demonstration: An Eye-Tracking Study on Its Effects on Action Perception and Action Recall.” In Proceedings of the Annual Meeting of the Cognitive Science Society 45 (45). Sydney, Australia: Cognitive Science Society, 2023.","ieee":"A. Singh and K. J. Rohlfing, “Contrastiveness in the context of action demonstration: an eye-tracking study on its effects on action perception and action recall,” presented at the 45th Annual Conference of the Cognitive Science Society, Sydney, 2023.","ama":"Singh A, Rohlfing KJ. Contrastiveness in the context of action demonstration: an eye-tracking study on its effects on action perception and action recall. In: Proceedings of the Annual Meeting of the Cognitive Science Society 45 (45). Cognitive Science Society; 2023.","apa":"Singh, A., & Rohlfing, K. J. (2023). Contrastiveness in the context of action demonstration: an eye-tracking study on its effects on action perception and action recall. Proceedings of the Annual Meeting of the Cognitive Science Society 45 (45). 45th Annual Conference of the Cognitive Science Society, Sydney.","mla":"Singh, Amit, and Katharina J. Rohlfing. “Contrastiveness in the Context of Action Demonstration: An Eye-Tracking Study on Its Effects on Action Perception and Action Recall.” Proceedings of the Annual Meeting of the Cognitive Science Society 45 (45), Cognitive Science Society, 2023.","bibtex":"@inproceedings{Singh_Rohlfing_2023, place={Sydney, Australia}, title={Contrastiveness in the context of action demonstration: an eye-tracking study on its effects on action perception and action recall}, booktitle={Proceedings of the Annual Meeting of the Cognitive Science Society 45 (45)}, publisher={Cognitive Science Society}, author={Singh, Amit and Rohlfing, Katharina J.}, year={2023} }","short":"A. Singh, K.J. Rohlfing, in: Proceedings of the Annual Meeting of the Cognitive Science Society 45 (45), Cognitive Science Society, Sydney, Australia, 2023."},"_id":"46067","project":[{"name":"TRR 318 - A05: TRR 318 - Echtzeitmessung der Aufmerksamkeit im Mensch-Roboter-Erklärdialog (Teilprojekt A05)","_id":"115","grant_number":"438445824"}],"department":[{"_id":"749"},{"_id":"660"}],"user_id":"91018","type":"conference","popular_science":"1","status":"public"},{"date_updated":"2023-02-01T16:11:16Z","publisher":"Elsevier BV","volume":126,"author":[{"first_name":"Claudia","last_name":"Elsner","full_name":"Elsner, Claudia"},{"first_name":"Marta","last_name":"Bakker","full_name":"Bakker, Marta"},{"last_name":"Rohlfing","full_name":"Rohlfing, Katharina","id":"50352","first_name":"Katharina"},{"first_name":"Gustaf","full_name":"Gredebäck, Gustaf","last_name":"Gredebäck"}],"date_created":"2020-06-24T13:01:19Z","title":"Infants' online perception of give-and-take interactions","doi":"10.1016/j.jecp.2014.05.007","publication_identifier":{"issn":["0022-0965"]},"year":"2014","page":"280-294","intvolume":" 126","citation":{"short":"C. Elsner, M. Bakker, K. Rohlfing, G. Gredebäck, Journal of Experimental Child Psychology 126 (2014) 280–294.","bibtex":"@article{Elsner_Bakker_Rohlfing_Gredebäck_2014, title={Infants’ online perception of give-and-take interactions}, volume={126}, DOI={10.1016/j.jecp.2014.05.007}, journal={Journal of Experimental Child Psychology}, publisher={Elsevier BV}, author={Elsner, Claudia and Bakker, Marta and Rohlfing, Katharina and Gredebäck, Gustaf}, year={2014}, pages={280–294} }","mla":"Elsner, Claudia, et al. “Infants’ Online Perception of Give-and-Take Interactions.” Journal of Experimental Child Psychology, vol. 126, Elsevier BV, 2014, pp. 280–94, doi:10.1016/j.jecp.2014.05.007.","apa":"Elsner, C., Bakker, M., Rohlfing, K., & Gredebäck, G. (2014). Infants’ online perception of give-and-take interactions. Journal of Experimental Child Psychology, 126, 280–294. https://doi.org/10.1016/j.jecp.2014.05.007","ama":"Elsner C, Bakker M, Rohlfing K, Gredebäck G. Infants’ online perception of give-and-take interactions. Journal of Experimental Child Psychology. 2014;126:280-294. doi:10.1016/j.jecp.2014.05.007","ieee":"C. Elsner, M. Bakker, K. Rohlfing, and G. Gredebäck, “Infants’ online perception of give-and-take interactions,” Journal of Experimental Child Psychology, vol. 126, pp. 280–294, 2014, doi: 10.1016/j.jecp.2014.05.007.","chicago":"Elsner, Claudia, Marta Bakker, Katharina Rohlfing, and Gustaf Gredebäck. “Infants’ Online Perception of Give-and-Take Interactions.” Journal of Experimental Child Psychology 126 (2014): 280–94. https://doi.org/10.1016/j.jecp.2014.05.007."},"_id":"17200","department":[{"_id":"749"}],"user_id":"14931","keyword":["Give-me gesture","Infant","Anticipation","Eye movement","Gesture","Social interaction"],"language":[{"iso":"eng"}],"publication":"Journal of Experimental Child Psychology","type":"journal_article","abstract":[{"lang":"eng","text":"This research investigated infants’ online perception of give-me gestures during observation of a social interaction. In the first experiment, goal-directed eye movements of 12-month-olds were recorded as they observed a give-and-take interaction in which an object is passed from one individual to another. Infants’ gaze shifts from the passing hand to the receiving hand were significantly faster when the receiving hand formed a give-me gesture relative to when it was presented as an inverted hand shape. Experiment 2 revealed that infants’ goal-directed gaze shifts were not based on different affordances of the two receiving hands. Two additional control experiments further demonstrated that differences in infants’ online gaze behavior were not mediated by an attentional preference for the give-me gesture. Together, our findings provide evidence that properties of social action goals influence infants’ online gaze during action observation. The current studies demonstrate that infants have expectations about well-formed object transfer actions between social agents. We suggest that 12-month-olds are sensitive to social goals within the context of give-and-take interactions while observing from a third-party perspective."}],"status":"public"},{"publication_identifier":{"issn":["1572-0381"]},"issue":"2","year":"2013","citation":{"ama":"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. doi:10.1075/is.14.2.05nom","chicago":"Nomikou, Iris, Katharina Rohlfing, and Joanna Szufnarowska. “Educating Attention: Recruiting, Maintaining, and Framing Eye Contact in Early Natural Mother-Infant Interactions.” Interaction Studies 14, no. 2 (2013): 240–67. https://doi.org/10.1075/is.14.2.05nom.","ieee":"I. Nomikou, K. Rohlfing, and J. Szufnarowska, “Educating attention: recruiting, maintaining, and framing eye contact in early natural mother-infant interactions,” Interaction Studies, vol. 14, no. 2, pp. 240–267, 2013, doi: 10.1075/is.14.2.05nom.","apa":"Nomikou, I., Rohlfing, K., & Szufnarowska, J. (2013). Educating attention: recruiting, maintaining, and framing eye contact in early natural mother-infant interactions. Interaction Studies, 14(2), 240–267. https://doi.org/10.1075/is.14.2.05nom","bibtex":"@article{Nomikou_Rohlfing_Szufnarowska_2013, title={Educating attention: recruiting, maintaining, and framing eye contact in early natural mother-infant interactions}, volume={14}, DOI={10.1075/is.14.2.05nom}, number={2}, journal={Interaction Studies}, publisher={John Benjamins Publishing Company}, author={Nomikou, Iris and Rohlfing, Katharina and Szufnarowska, Joanna}, year={2013}, pages={240–267} }","short":"I. Nomikou, K. Rohlfing, J. Szufnarowska, Interaction Studies 14 (2013) 240–267.","mla":"Nomikou, Iris, et al. “Educating Attention: Recruiting, Maintaining, and Framing Eye Contact in Early Natural Mother-Infant Interactions.” Interaction Studies, vol. 14, no. 2, John Benjamins Publishing Company, 2013, pp. 240–67, doi:10.1075/is.14.2.05nom."},"page":"240-267","intvolume":" 14","publisher":"John Benjamins Publishing Company","date_updated":"2023-02-01T16:12:50Z","date_created":"2020-06-24T13:01:23Z","author":[{"first_name":"Iris","full_name":"Nomikou, Iris","last_name":"Nomikou"},{"last_name":"Rohlfing","id":"50352","full_name":"Rohlfing, Katharina","first_name":"Katharina"},{"first_name":"Joanna","full_name":"Szufnarowska, Joanna","last_name":"Szufnarowska"}],"volume":14,"title":"Educating attention: recruiting, maintaining, and framing eye contact in early natural mother-infant interactions","doi":"10.1075/is.14.2.05nom","type":"journal_article","publication":"Interaction Studies","abstract":[{"text":"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.","lang":"eng"}],"status":"public","_id":"17204","user_id":"14931","department":[{"_id":"749"}],"keyword":["interactional adaptation","multimodal input","social learning","ecology of attention","eye contact"],"language":[{"iso":"eng"}]},{"year":"2009","citation":{"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.","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.","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} }","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.","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.","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"},"page":"1-6","title":"People modify their tutoring behavior in robot-directed interaction for action learning","doi":"10.1109/DEVLRN.2009.5175516","publisher":"IEEE","date_updated":"2023-02-01T13:06:43Z","author":[{"first_name":"Anna-Lisa","last_name":"Vollmer","full_name":"Vollmer, Anna-Lisa"},{"first_name":"Katrin Solveig","last_name":"Lohan","full_name":"Lohan, Katrin Solveig"},{"first_name":"Kerstin","full_name":"Fischer, Kerstin","last_name":"Fischer"},{"first_name":"Yukie","last_name":"Nagai","full_name":"Nagai, Yukie"},{"first_name":"Karola","full_name":"Pitsch, Karola","last_name":"Pitsch"},{"full_name":"Fritsch, Jannik","last_name":"Fritsch","first_name":"Jannik"},{"first_name":"Katharina","last_name":"Rohlfing","full_name":"Rohlfing, Katharina","id":"50352"},{"last_name":"Wrede","full_name":"Wrede, Britta","first_name":"Britta"}],"date_created":"2020-06-24T13:02:43Z","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."}],"status":"public","type":"conference","publication":"Development and Learning, 2009. ICDL 2009. IEEE 8th International Conference on Development and Learning","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"}],"_id":"17272","user_id":"14931","department":[{"_id":"749"}]}]