--- res: bibo_abstract: - 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.@eng bibo_authorlist: - foaf_Person: foaf_givenName: Anna-Lisa foaf_name: Vollmer, Anna-Lisa foaf_surname: Vollmer - foaf_Person: foaf_givenName: Katrin Solveig foaf_name: Lohan, Katrin Solveig foaf_surname: Lohan - foaf_Person: foaf_givenName: Kerstin foaf_name: Fischer, Kerstin foaf_surname: Fischer - foaf_Person: foaf_givenName: Yukie foaf_name: Nagai, Yukie foaf_surname: Nagai - foaf_Person: foaf_givenName: Karola foaf_name: Pitsch, Karola foaf_surname: Pitsch - foaf_Person: foaf_givenName: Jannik foaf_name: Fritsch, Jannik foaf_surname: Fritsch - foaf_Person: foaf_givenName: Katharina foaf_name: Rohlfing, Katharina foaf_surname: Rohlfing foaf_workInfoHomepage: http://www.librecat.org/personId=50352 - foaf_Person: foaf_givenName: Britta foaf_name: Wrede, Britta foaf_surname: Wrede bibo_doi: 10.1109/DEVLRN.2009.5175516 dct_date: 2009^xs_gYear dct_language: eng dct_publisher: IEEE@ dct_subject: - 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 dct_title: People modify their tutoring behavior in robot-directed interaction for action learning@ ...