---
_id: '17257'
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. Contingency describes
    situations in which two agents socially interact with each other and Csibra and
    Gergely showed that contingency is a char- acteristic aspect of social interaction
    [3]. 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. Here we present results con-
    cerning 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. Our results reveal significant differences between Adult-Child
    Interaction (ACI), Adult-Adult Interaction (AAI) and Adult-Robot Interaction (ARI)
    in eye gaze behavior suggesting that contingency is impaired in the analyzed ARI
    situation.
author:
- first_name: Katrin Solveig
  full_name: Lohan, Katrin Solveig
  last_name: Lohan
- 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, Rohlfing K, Wrede B. Analysing the effect of contingency in tutoring
    situations. In: ; 2009.'
  apa: Lohan, K. S., Rohlfing, K., &#38; Wrede, B. (2009). <i>Analysing the effect
    of contingency in tutoring situations</i>.
  bibtex: '@inproceedings{Lohan_Rohlfing_Wrede_2009, title={Analysing the effect of
    contingency in tutoring situations}, author={Lohan, Katrin Solveig and Rohlfing,
    Katharina and Wrede, Britta}, year={2009} }'
  chicago: Lohan, Katrin Solveig, Katharina Rohlfing, and Britta Wrede. “Analysing
    the Effect of Contingency in Tutoring Situations,” 2009.
  ieee: K. S. Lohan, K. Rohlfing, and B. Wrede, “Analysing the effect of contingency
    in tutoring situations,” 2009.
  mla: Lohan, Katrin Solveig, et al. <i>Analysing the Effect of Contingency in Tutoring
    Situations</i>. 2009.
  short: 'K.S. Lohan, K. Rohlfing, B. Wrede, in: 2009.'
date_created: 2020-06-24T13:02:25Z
date_updated: 2023-02-01T13:01:51Z
department:
- _id: '749'
keyword:
- Eyegaze
- tutoring situations
- Contingency
language:
- iso: eng
status: public
title: Analysing the effect of contingency in tutoring situations
type: conference
user_id: '14931'
year: '2009'
...