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

Rohlfing K, Fritsch J, Wrede B, Jungmann T (2006)
Advanced Robotics 20(10): 1183-1199.

Journal Article | Published | 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
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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.
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.
Rohlfing, K., Fritsch, J., Wrede, B., and Jungmann, T. (2006). How can multimodal cues from child-directed interaction reduce learning complexity in robots? Advanced Robotics 20, 1183-1199.
Rohlfing, K., et al., 2006. How can multimodal cues from child-directed interaction reduce learning complexity in robots? Advanced Robotics, 20(10), p 1183-1199.
K. Rohlfing, et al., “How can multimodal cues from child-directed interaction reduce learning complexity in robots?”, Advanced Robotics, vol. 20, 2006, pp. 1183-1199.
Rohlfing, K., Fritsch, J., Wrede, B., Jungmann, T.: How can multimodal cues from child-directed interaction reduce learning complexity in robots? Advanced Robotics. 20, 1183-1199 (2006).
Rohlfing, Katharina, Fritsch, Jannik, Wrede, Britta, and Jungmann, Tanja. “How can multimodal cues from child-directed interaction reduce learning complexity in robots?”. Advanced Robotics 20.10 (2006): 1183-1199.
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