How can multimodal cues from child-directed interaction reduce learning complexity in robots?

K. Rohlfing, J. Fritsch, B. Wrede, T. Jungmann, Advanced Robotics 20 (2006) 1183–1199.

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Journal Article | English
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Abstract
Robots have to deal with an enormous amount of sensory stimuli. One solution in making sense of them is to enable a robot system to actively search for cues that help structuring the information. Studies with infants reveal that parents support the learning-process by modifying their interaction style, dependent on their child's developmental age. In our study, in which parents demonstrated everyday actions to their preverbal children (8-11 months old), our aim was to identify objective parameters for multimodal action modification. Our results reveal two action parameters being modified in adult-child interaction: roundness and pace. Furthermore, we found that language has the power to help children structuring actions sequences by synchrony and emphasis. These insights are discussed with respect to the built-in attention architecture of a socially interactive robot, which enables it to understand demonstrated actions. Our algorithmic approach towards automatically detecting the task structure in child-designed input demonstrates the potential impact of insights from developmental learning on robotics. The presented findings pave the way to automatically detect when to imitate in a demonstration
Publishing Year
Journal Title
Advanced Robotics
Volume
20
Issue
10
Page
1183-1199
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Rohlfing K, Fritsch J, Wrede B, Jungmann T. How can multimodal cues from child-directed interaction reduce learning complexity in robots? Advanced Robotics. 2006;20(10):1183-1199. doi:10.1163/156855306778522532
Rohlfing, K., Fritsch, J., Wrede, B., & Jungmann, T. (2006). How can multimodal cues from child-directed interaction reduce learning complexity in robots? Advanced Robotics, 20(10), 1183–1199. https://doi.org/10.1163/156855306778522532
@article{Rohlfing_Fritsch_Wrede_Jungmann_2006, title={How can multimodal cues from child-directed interaction reduce learning complexity in robots?}, volume={20}, DOI={10.1163/156855306778522532}, number={10}, journal={Advanced Robotics}, publisher={VSP BV}, author={Rohlfing, Katharina and Fritsch, Jannik and Wrede, Britta and Jungmann, Tanja}, year={2006}, pages={1183–1199} }
Rohlfing, Katharina, Jannik Fritsch, Britta Wrede, and Tanja Jungmann. “How Can Multimodal Cues from Child-Directed Interaction Reduce Learning Complexity in Robots?” Advanced Robotics 20, no. 10 (2006): 1183–99. https://doi.org/10.1163/156855306778522532.
K. Rohlfing, J. Fritsch, B. Wrede, and T. Jungmann, “How can multimodal cues from child-directed interaction reduce learning complexity in robots?,” Advanced Robotics, vol. 20, no. 10, pp. 1183–1199, 2006.
Rohlfing, Katharina, et al. “How Can Multimodal Cues from Child-Directed Interaction Reduce Learning Complexity in Robots?” Advanced Robotics, vol. 20, no. 10, VSP BV, 2006, pp. 1183–99, doi:10.1163/156855306778522532.

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