Analysing the effect of contingency in tutoring situations

Lohan KS, Rohlfing K, Wrede B (2009) .

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Konferenzbeitrag | Veröffentlicht | Englisch
Abstract / Bemerkung
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.
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Lohan KS, Rohlfing K, Wrede B. Analysing the effect of contingency in tutoring situations.
Lohan, K. S., Rohlfing, K., & Wrede, B. (2009). Analysing the effect of contingency in tutoring situations. Presented at the
Lohan, K. S., Rohlfing, K., and Wrede, B. (2009).“Analysing the effect of contingency in tutoring situations”.
Lohan, K.S., Rohlfing, K., & Wrede, B., 2009. Analysing the effect of contingency in tutoring situations.
K.S. Lohan, K. Rohlfing, and B. Wrede, “Analysing the effect of contingency in tutoring situations”, 2009.
Lohan, K.S., Rohlfing, K., Wrede, B.: Analysing the effect of contingency in tutoring situations. (2009).
Lohan, Katrin Solveig, Rohlfing, Katharina, and Wrede, Britta. “Analysing the effect of contingency in tutoring situations”., 2009.

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