---
_id: '17236'
abstract:
- lang: eng
text: 'The behavior for a humanoid robot is often modeled in accordance with human
behavior. Current research suggests that analyzing infant behavior as a basis
for designing the robot behavior can guide us to a natural robot interface. Based
on this idea many researchers support saliency systems as a bottom-up inspired
way to simulate infant-like gazing behavior. In the field of saliency systems
many different approaches have proposed and quantified in terms of speed, quality
and other technical issues. But so far, no one compared and quantified them in
terms of natural infant tutor interaction. The question we would like to address
in this paper is: Can state-of-the-art saliency systems model infant gazing behavior
in tutoring situations? By addressing these issues we want to take a step towards
an autonomous robot system, which could be used more natural interaction experiments
in future.'
author:
- first_name: Vikram
full_name: Narayan, Vikram
last_name: Narayan
- first_name: Katrin Solveig
full_name: Lohan, Katrin Solveig
last_name: Lohan
- first_name: Marko
full_name: Tscherepanow, Marko
last_name: Tscherepanow
- first_name: Katharina
full_name: Rohlfing, Katharina
id: '50352'
last_name: Rohlfing
- first_name: Britta
full_name: Wrede, Britta
last_name: Wrede
citation:
ama: Narayan V, Lohan KS, Tscherepanow M, Rohlfing K, Wrede B. Can state-of-the-art
saliency systems model infant gazing behavior in tutoring situations? Frontiers
in Computational Neuroscience. 2011;5(35). doi:10.3389/conf.fncom.2011.52.00035
apa: Narayan, V., Lohan, K. S., Tscherepanow, M., Rohlfing, K., & Wrede, B.
(2011). Can state-of-the-art saliency systems model infant gazing behavior in
tutoring situations? Frontiers in Computational Neuroscience, 5(35).
https://doi.org/10.3389/conf.fncom.2011.52.00035
bibtex: '@article{Narayan_Lohan_Tscherepanow_Rohlfing_Wrede_2011, title={Can state-of-the-art
saliency systems model infant gazing behavior in tutoring situations?}, volume={5},
DOI={10.3389/conf.fncom.2011.52.00035},
number={35}, journal={Frontiers in Computational Neuroscience}, publisher={Frontiers
Media SA}, author={Narayan, Vikram and Lohan, Katrin Solveig and Tscherepanow,
Marko and Rohlfing, Katharina and Wrede, Britta}, year={2011} }'
chicago: Narayan, Vikram, Katrin Solveig Lohan, Marko Tscherepanow, Katharina Rohlfing,
and Britta Wrede. “Can State-of-the-Art Saliency Systems Model Infant Gazing Behavior
in Tutoring Situations?” Frontiers in Computational Neuroscience 5, no.
35 (2011). https://doi.org/10.3389/conf.fncom.2011.52.00035.
ieee: 'V. Narayan, K. S. Lohan, M. Tscherepanow, K. Rohlfing, and B. Wrede, “Can
state-of-the-art saliency systems model infant gazing behavior in tutoring situations?,”
Frontiers in Computational Neuroscience, vol. 5, no. 35, 2011, doi: 10.3389/conf.fncom.2011.52.00035.'
mla: Narayan, Vikram, et al. “Can State-of-the-Art Saliency Systems Model Infant
Gazing Behavior in Tutoring Situations?” Frontiers in Computational Neuroscience,
vol. 5, no. 35, Frontiers Media SA, 2011, doi:10.3389/conf.fncom.2011.52.00035.
short: V. Narayan, K.S. Lohan, M. Tscherepanow, K. Rohlfing, B. Wrede, Frontiers
in Computational Neuroscience 5 (2011).
date_created: 2020-06-24T13:02:00Z
date_updated: 2023-02-01T12:57:14Z
department:
- _id: '749'
doi: 10.3389/conf.fncom.2011.52.00035
intvolume: ' 5'
issue: '35'
keyword:
- child gazing behavior
- computer vision
- saliency
- development
language:
- iso: eng
publication: Frontiers in Computational Neuroscience
publication_identifier:
issn:
- 1662-5188
publisher: Frontiers Media SA
status: public
title: Can state-of-the-art saliency systems model infant gazing behavior in tutoring
situations?
type: journal_article
user_id: '14931'
volume: 5
year: '2011'
...
---
_id: '17245'
author:
- first_name: Lars
full_name: Schillingmann, Lars
last_name: Schillingmann
- first_name: Petra
full_name: Wagner, Petra
last_name: Wagner
- first_name: Christian
full_name: Munier, Christian
last_name: Munier
- first_name: Britta
full_name: Wrede, Britta
last_name: Wrede
- first_name: Katharina
full_name: Rohlfing, Katharina
id: '50352'
last_name: Rohlfing
citation:
ama: 'Schillingmann L, Wagner P, Munier C, Wrede B, Rohlfing K. Acoustic Packaging
and the Learning of Words. In: ; 2011. doi:10.3389/conf.fncom.2011.52.00020'
apa: Schillingmann, L., Wagner, P., Munier, C., Wrede, B., & Rohlfing, K. (2011).
Acoustic Packaging and the Learning of Words. https://doi.org/10.3389/conf.fncom.2011.52.00020
bibtex: '@inproceedings{Schillingmann_Wagner_Munier_Wrede_Rohlfing_2011, title={Acoustic
Packaging and the Learning of Words}, DOI={10.3389/conf.fncom.2011.52.00020},
author={Schillingmann, Lars and Wagner, Petra and Munier, Christian and Wrede,
Britta and Rohlfing, Katharina}, year={2011} }'
chicago: Schillingmann, Lars, Petra Wagner, Christian Munier, Britta Wrede, and
Katharina Rohlfing. “Acoustic Packaging and the Learning of Words,” 2011. https://doi.org/10.3389/conf.fncom.2011.52.00020.
ieee: 'L. Schillingmann, P. Wagner, C. Munier, B. Wrede, and K. Rohlfing, “Acoustic
Packaging and the Learning of Words,” 2011, doi: 10.3389/conf.fncom.2011.52.00020.'
mla: Schillingmann, Lars, et al. Acoustic Packaging and the Learning of Words.
2011, doi:10.3389/conf.fncom.2011.52.00020.
short: 'L. Schillingmann, P. Wagner, C. Munier, B. Wrede, K. Rohlfing, in: 2011.'
date_created: 2020-06-24T13:02:11Z
date_updated: 2023-02-01T12:54:16Z
department:
- _id: '749'
doi: 10.3389/conf.fncom.2011.52.00020
keyword:
- Prominence
- Multimodal Action Segmentation
- Feedback
- Color Saliency
- Human Robot Interaction
language:
- iso: eng
publication_identifier:
issn:
- 1662-5188
status: public
title: Acoustic Packaging and the Learning of Words
type: conference
user_id: '14931'
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'
...