{"_id":"17257","title":"Analysing the effect of contingency in tutoring situations","language":[{"iso":"eng"}],"citation":{"mla":"Lohan, Katrin Solveig, et al. <i>Analysing the Effect of Contingency in Tutoring Situations</i>. 2009.","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} }","apa":"Lohan, K. S., Rohlfing, K., &#38; Wrede, B. (2009). <i>Analysing the effect of contingency in tutoring situations</i>.","chicago":"Lohan, Katrin Solveig, Katharina Rohlfing, and Britta Wrede. “Analysing the Effect of Contingency in Tutoring Situations,” 2009.","short":"K.S. Lohan, K. Rohlfing, B. Wrede, in: 2009.","ieee":"K. S. Lohan, K. Rohlfing, and B. Wrede, “Analysing the effect of contingency in tutoring situations,” 2009.","ama":"Lohan KS, Rohlfing K, Wrede B. Analysing the effect of contingency in tutoring situations. In: ; 2009."},"keyword":["Eyegaze","tutoring situations","Contingency"],"type":"conference","date_updated":"2023-02-01T13:01:51Z","department":[{"_id":"749"}],"author":[{"first_name":"Katrin Solveig","full_name":"Lohan, Katrin Solveig","last_name":"Lohan"},{"full_name":"Rohlfing, Katharina","last_name":"Rohlfing","first_name":"Katharina","id":"50352"},{"first_name":"Britta","last_name":"Wrede","full_name":"Wrede, Britta"}],"year":"2009","user_id":"14931","status":"public","date_created":"2020-06-24T13:02:25Z","abstract":[{"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.","lang":"eng"}]}