Pragmatic Frames for Teaching and Learning in Human-Robot interaction: Review and Challenges

Vollmer A-L, Wrede B, Rohlfing KJ, Oudeyer P-Y (2016)
FRONTIERS IN NEUROROBOTICS 10: 10.

Download
Es wurde kein Volltext hochgeladen. Nur Publikationsnachweis!
Zeitschriftenaufsatz | Veröffentlicht | Englisch
Autor
; ; ;
Abstract / Bemerkung
One of the big challenges in robotics today is to learn from human users that are inexperienced in interacting with robots but yet are often used to teach skills flexibly to other humans and to children in particular. A potential route toward natural and efficient learning and teaching in Human-Robot Interaction (HRI) is to leverage the social competences of humans and the underlying interactional mechanisms. In this perspective, this article discusses the importance of pragmatic frames as flexible interaction protocols that provide important contextual cues to enable learners to infer new action or language skills and teachers to convey these cues. After defining and discussing the concept of pragmatic frames, grounded in decades of research in developmental psychology, we study a selection of HRI work in the literature which has focused on learning-teaching interaction and analyze the interactional and learning mechanisms that were used in the light of pragmatic frames. This allows us to show that many of the works have already used in practice, but not always explicitly, basic elements of the pragmatic frames machinery. However, we also show that pragmatic frames have so far been used in a very restricted way as compared to how they are used in human-human interaction and argue that this has been an obstacle preventing robust natural multi-task learning and teaching in HRI. In particular, we explain that two central features of human pragmatic frames, mostly absent of existing HRI studies, are that (1) social peers use rich repertoires of frames, potentially combined together, to convey and infer multiple kinds of cues; (2) new frames can be learnt continually, building on existing ones, and guiding the interaction toward higher levels of complexity and expressivity. To conclude, we give an outlook on the future research direction describing the relevant key challenges that need to be solved for leveraging pragmatic frames for robot learning and teaching.
Erscheinungsjahr
Zeitschriftentitel
FRONTIERS IN NEUROROBOTICS
Band
10
Art.-Nr.
10
ISSN
PUB-ID

Zitieren

Vollmer A-L, Wrede B, Rohlfing KJ, Oudeyer P-Y. Pragmatic Frames for Teaching and Learning in Human-Robot interaction: Review and Challenges. FRONTIERS IN NEUROROBOTICS. 2016;10: 10.
Vollmer, A. - L., Wrede, B., Rohlfing, K. J., & Oudeyer, P. - Y. (2016). Pragmatic Frames for Teaching and Learning in Human-Robot interaction: Review and Challenges. FRONTIERS IN NEUROROBOTICS, 10, 10
Vollmer, A. - L., Wrede, B., Rohlfing, K. J., and Oudeyer, P. - Y. (2016). Pragmatic Frames for Teaching and Learning in Human-Robot interaction: Review and Challenges. FRONTIERS IN NEUROROBOTICS 10:10.
Vollmer, A.-L., et al., 2016. Pragmatic Frames for Teaching and Learning in Human-Robot interaction: Review and Challenges. FRONTIERS IN NEUROROBOTICS, 10: 10.
A.-L. Vollmer, et al., “Pragmatic Frames for Teaching and Learning in Human-Robot interaction: Review and Challenges”, FRONTIERS IN NEUROROBOTICS, vol. 10, 2016, : 10.
Vollmer, A.-L., Wrede, B., Rohlfing, K.J., Oudeyer, P.-Y.: Pragmatic Frames for Teaching and Learning in Human-Robot interaction: Review and Challenges. FRONTIERS IN NEUROROBOTICS. 10, : 10 (2016).
Vollmer, Anna-Lisa, Wrede, Britta, Rohlfing, Katharina J., and Oudeyer, Pierre-Yves. “Pragmatic Frames for Teaching and Learning in Human-Robot interaction: Review and Challenges”. FRONTIERS IN NEUROROBOTICS 10 (2016): 10.

8 References

Daten bereitgestellt von Europe PubMed Central.

Word learning as Bayesian inference.
Xu F, Tenenbaum JB., Psychol Rev 114(2), 2007
PMID: 17500627
An Alternative to Mapping a Word onto a Concept in Language Acquisition: Pragmatic Frames.
Rohlfing KJ, Wrede B, Vollmer AL, Oudeyer PY., Front Psychol 7(), 2016
PMID: 27148105
More is more: the relationship between vocabulary size and word extension.
Thom EE, Sandhofer CM., J Exp Child Psychol 104(4), 2009
PMID: 19732906
Rethinking 'rational imitation' in 14-month-old infants: a perceptual distraction approach.
Beisert M, Zmyj N, Liepelt R, Jung F, Prinz W, Daum MM., PLoS ONE 7(3), 2012
PMID: 22431977

Export

Markieren/ Markierung löschen
Markierte Publikationen

Open Data PUB

Web of Science

Dieser Datensatz im Web of Science®

Quellen

PMID: 27752242
PubMed | Europe PMC

Suchen in

Google Scholar