Results for 'child-robot-interaction'

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  1.  9
    Child-Robot Interactions for Second Language Tutoring to Preschool Children.Paul Vogt, Mirjam de Haas, Chiara de Jong, Peta Baxter & Emiel Krahmer - 2017 - Frontiers in Human Neuroscience 11.
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  2.  5
    Child-robot interaction.Marta Couto, Shruti Chandra, Elmira Yadollahi & Vicky Charisi - 2022 - Interaction Studies 23 (2):151-156.
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  3.  20
    Shall I Trust You? From ChildRobot Interaction to Trusting Relationships.Cinzia Di Dio, Federico Manzi, Giulia Peretti, Angelo Cangelosi, Paul L. Harris, Davide Massaro & Antonella Marchetti - 2020 - Frontiers in Psychology 11.
    Studying trust in the context of human-robot interaction is of great importance given the increasing relevance and presence of robotic agents in the social sphere, including educational and clinical. We investigated the acquisition, loss and restoration of trust when preschool and school-age children played with either a human or a humanoid robot in-vivo. The relationship between trust and the representation of the quality of attachment relationships, Theory of Mind, and executive function skills was also investigated. Additionally, to (...)
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  4.  13
    Exploring space for robot mistakes in child robot interactions.Rebecca Stower, Rania Abdelghani, Marisa Tschopp, Keegan Evangelista, Mohamed Chetouani & Arvid Kappas - 2022 - Interaction Studies 23 (2):243-288.
    Understanding the impact of robot errors in child-robot-interactions (CRI) is critical, as current technological systems are still limited and may randomly present a variety of mistakes during interactions with children. In this study we manipulate a task-based error of a NAO robot during a semi-autonomous computational thinking task implemented with the Cozmo robot. Data from 72 children aged 7–10 were analysed regarding their attitudes towards NAO (social trust, competency trust, liking, and perceived agency), their behaviour (...)
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  5.  9
    Emotional Empathy as a Mechanism of Synchronisation in Child-Robot Interaction.Irini Giannopulu, Kazunori Terada & Tomio Watanabe - 2018 - Frontiers in Psychology 9.
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  6. Anthropomorphism: Opportunities and Challenges in Human-Robot Interaction.Jakub Zlotowski, Diane Proudfoot, Kumar Yogeeswaran & Christoph Bartneck - 2015 - International Journal of Social Robotics 7 (3):347-360.
    Anthropomorphism is a phenomenon that describes the human tendency to see human-like shapes in the environment. It has considerable consequences for people’s choices and beliefs. With the increased presence of robots, it is important to investigate the optimal design for this tech- nology. In this paper we discuss the potential benefits and challenges of building anthropomorphic robots, from both a philosophical perspective and from the viewpoint of empir- ical research in the fields of human–robot interaction and social psychology. (...)
     
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  7.  23
    The wizard and I: How transparent teleoperation and self-description (do not) affect children’s robot perceptions and child-robot relationship formation.Caroline L. van Straten, Jochen Peter, Rinaldo Kühne & Alex Barco - 2022 - AI and Society 37 (1):383-399.
    It has been well documented that children perceive robots as social, mental, and moral others. Studies on child-robot interaction may encourage this perception of robots, first, by using a Wizard of Oz set-up and, second, by having robots engage in self-description. However, much remains unknown about the effects of transparent teleoperation and self-description on children’s perception of, and relationship formation with a robot. To address this research gap initially, we conducted an experimental study with a 2 (...)
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  8.  19
    Closeness, trust, and perceived social support in child-robot relationship formation : Development and validation of three self-report scales.Caroline L. Van Straten, Rinaldo Kühne, Jochen Peter, Chiara de Jong & Alex Barco - 2020 - Interaction Studies 21 (1):57-84.
    Social robots and their interactions with children are becoming increasingly sophisticated, with the emergence of child-robot relationships as a likely result. However, adequate measurement instruments that tap into concepts associated with child-robot relationship formation are scarce. We aimed to develop three measures that can be used to assess children’s closeness to, trust in, and perceived social support from, a social robot. We established the validity and reliability of these measures among 87 Dutch children aged 7 (...)
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  9.  60
    Measuring mental wellbeing of children via human-robot interaction.Nida Itrat Abbasi, Micol Spitale, Peter B. Jones & Hatice Gunes - 2022 - Interaction Studies 23 (2):157-203.
    During the last decade, children have shown an increasing need for mental wellbeing interventions due to their anxiety and depression issues, which the COVID-19 pandemic has exacerbated. Socially Assistive Robotics have been shown to have a great potential to support children with mental wellbeing-related issues. However, understanding how robots can be used to aid the measurement of these issues is still an open challenge. This paper presents a narrative review of child-robot interaction (cHRI) papers (IEEE ROMAN proceedings (...)
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  10.  32
    Closeness, trust, and perceived social support in child-robot relationship formation.Caroline L. Van Straten, Rinaldo Kühne, Jochen Peter, Chiara de Jong & Alex Barco - 2020 - Interaction Studies 21 (1):57-84.
    Social robots and their interactions with children are becoming increasingly sophisticated, with the emergence of child-robot relationships as a likely result. However, adequate measurement instruments that tap into concepts associated with child-robot relationship formation are scarce. We aimed to develop three measures that can be used to assess children’s closeness to, trust in, and perceived social support from, a social robot. We established the validity and reliability of these measures among 87 Dutch children aged 7 (...)
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  11.  12
    Young Children’s Indiscriminate Helping Behavior Toward a Humanoid Robot.Dorothea U. Martin, Madeline I. MacIntyre, Conrad Perry, Georgia Clift, Sonja Pedell & Jordy Kaufman - 2020 - Frontiers in Psychology 11.
    Young children help others in a range of situations, relatively indiscriminate of the characteristics of those they help. Recent results have suggested that young children’s helping behaviour extends even to humanoid robots. However, it has been unclear how characteristics of robots would influence children’s helping behaviour. Considering previous findings suggesting that certain robot features influence adults’ perception of and their behaviour towards robots, the question arises of whether young children’s behaviour and perception would follow the same principles. The current (...)
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  12.  67
    Robot-mediated joint attention in children with autism: A case study in robot-human interaction.Ben Robins, Paul Dickerson, Penny Stribling & Kerstin Dautenhahn - 2004 - Interaction Studies. Social Behaviour and Communication in Biological and Artificial Systemsinteraction Studies / Social Behaviour and Communication in Biological and Artificial Systemsinteraction Studies 5 (2):161-198.
    Interactive robots are used increasingly not only in entertainment and service robotics, but also in rehabilitation, therapy and education. The work presented in this paper is part of the Aurora project, rooted in assistive technology and robot-human interaction research. Our primary aim is to study if robots can potentially be used as therapeutically or educationally useful ‘toys’. In this paper we outline the aims of the project that this study belongs to, as well as the specific qualitative contextual (...)
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  13.  37
    Where the action is: A conversation analytic perspective on interaction between a humanoid robot, a co-present adult and a child with an ASD.Paul Dickerson, Ben Robins & Kerstin Dautenhahn - 2013 - Interaction Studies 14 (2):297-316.
    This paper examines interaction involving a child with an Autistic Spectrum Disorder, a humanoid robot and a co-present adult. In this paper data from one child (collected as part of the ROBOSKIN project) is analysed in order to evaluate the potential contributions of a conversation analytic perspective to the examination of data relating to socio-emotional reciprocity. The paper argues for the value of treating all interaction as potentially relevant, looking without carefully pre-defined target behaviours and (...)
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  14.  31
    Robot-mediated interviews with children.Luke Jai Wood, Hagen Lehmann, Kerstin Dautenhahn, Ben Robins, Austen Rainer & Dag Syrdal - 2016 - Latest Issue of Interaction Studies 17 (3):438-460.
    To date research investigating the potential of Robot-Mediated Interviews has focused on establishing how children respond to robots in an interview scenario. In order to test if an RMI approach would work in a real world setting, it is important to establish what the experts would require from such a system. To determine the needs of such expert users we conducted three user panels with groups of potential real world users to gather their views of our current system and (...)
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  15.  12
    Robots as an interactive-social medium in storytelling to multiple children.Yumiko Tamura, Masahiro Shiomi, Mitsuhiko Kimoto, Takamasa Iio, Katsunori Shimohara & Norihiro Hagita - 2021 - Interaction Studies 22 (1):110-140.
    This paper investigates the effects of group interaction in a storytelling situation for children using two robots: a reader robot and a listener robot as a side-participant. We developed a storytelling system that consists of a reader robot, a listener robot, a display, a gaze model, a depth sensor, and a human operator who responds and provides easily understandable answers to the children’s questions. We experimentally investigated the effects of using a listener robot and (...)
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  16.  8
    Robot-Mediated interviews with Children.Luke Jai Wood, Hagen Lehmann, Kerstin Dautenhahn, Ben Robins, Austen Rainer & Dag Sverre Syrdal - 2016 - Interaction Studies. Social Behaviour and Communication in Biological and Artificial Systemsinteraction Studies / Social Behaviour and Communication in Biological and Artificial Systemsinteraction Studies 17 (3):438-460.
    To date research investigating the potential of Robot-Mediated Interviews has focused on establishing how children respond to robots in an interview scenario. In order to test if an RMI approach would work in a real world setting, it is important to establish what the experts would require from such a system. To determine the needs of such expert users we conducted three user panels with groups of potential real world users to gather their views of our current system and (...)
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  17. Children with autism social engagement in interaction with Nao, an imitative robot: A series of single case experiments.Adriana Tapus, Andreea Peca, Amir Aly, Cristina Pop, Lavinia Jisa, Sebastian Pintea, Alina S. Rusu & Daniel O. David - 2012 - Interaction Studies 13 (3):315-347.
    This paper presents a series of 4 single subject experiments aimed to investigate whether children with autism show more social engagement when interacting with the Nao robot, compared to a human partner in a motor imitation task. The Nao robot imitates gross arm movements of the child in real-time. Different behavioral criteria (i.e. eye gaze, gaze shifting, free initiations and prompted initiations of arm movements, and smile/laughter) were analyzed based on the video data of the interaction. (...)
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  18.  27
    Tutoring in adult-child interaction.Karola Pitsch, Anna-Lisa Vollmer, Katharina J. Rohlfing, Jannik Fritsch & Britta Wrede - 2014 - Interaction Studies 15 (1):55-98.
    Research of tutoring in parent-infant interaction has shown that tutors – when presenting some action – modify both their verbal and manual performance for the learner (‘motherese’, ‘motionese’). Investigating the sources and effects of the tutors’ action modifications, we suggest an interactional account of ‘motionese’. Using video-data from a semi-experimental study in which parents taught their 8- to 11-month old infants how to nest a set of differently sized cups, we found that the tutors’ action modifications (in particular: high (...)
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  19.  81
    Children with autism social engagement in interaction with Nao, an imitative robot: A series of single case experiments.Adriana Tapus, Andreea Peca, Amir Aly, Cristina Pop, Lavinia Jisa, Sebastian Pintea, Alina S. Rusu & Daniel O. David - 2012 - Interaction Studiesinteraction Studies Social Behaviour and Communication in Biological and Artificial Systems 13 (3):315-347.
    This paper presents a series of 4 single subject experiments aimed to investigate whether children with autism show more social engagement when interacting with the Nao robot, compared to a human partner in a motor imitation task. The Nao robot imitates gross arm movements of the child in real-time. Different behavioral criteria were analyzed based on the video data of the interaction. The results are mixed and suggest a high variability in reactions to the Nao (...). The results are as follows: For Child2 and Child3, the results indicate no effect of the Nao robot in any of the target variables. Child1 and Child4 showed more eye gaze and smile/laughter in the interaction with the Nao robot compared to the human partner and Child1 showed a higher frequency of motor initiations in the interaction with the Nao robot compared to the baselines, but not with respect to the human-interaction. The robot proved to be a better facilitator of shared attention only for Child1. Keywords: human-robot interaction; assistive robotics; autism. (shrink)
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  20.  43
    An approach for a social robot to understand human relationships: Friendship estimation through interaction with robots.Takayuki Kanda & Hiroshi Ishiguro - 2006 - Interaction Studies 7 (3):369-403.
    This paper reports our research efforts on social robots that recognize interpersonal relationships. These investigations are carried out by observing group behaviors while the robot interacts with people. Our humanoid robot interacts with children by speaking and making various gestures. It identifies individual children by using a wireless tag system, which helps to promote interaction such as the robot calling a child by name. Accordingly, the robot is capable of interacting with many children, causing (...)
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  21.  31
    Children with autism social engagement in interaction with Nao, an imitative robot.Adriana Tapus, Andreea Peca, Amir Aly, Cristina A. Pop, Lavinia Jisa, Sebastian Pintea, Alina S. Rusu & Daniel O. David - 2012 - Interaction Studies. Social Behaviour and Communication in Biological and Artificial Systemsinteraction Studies / Social Behaviour and Communication in Biological and Artificial Systemsinteraction Studies 13 (3):315-347.
    This paper presents a series of 4 single subject experiments aimed to investigate whether children with autism show more social engagement when interacting with the Nao robot, compared to a human partner in a motor imitation task. The Nao robot imitates gross arm movements of the child in real-time. Different behavioral criteria were analyzed based on the video data of the interaction. The results are mixed and suggest a high variability in reactions to the Nao (...). The results are as follows: For Child2 and Child3, the results indicate no effect of the Nao robot in any of the target variables. Child1 and Child4 showed more eye gaze and smile/laughter in the interaction with the Nao robot compared to the human partner and Child1 showed a higher frequency of motor initiations in the interaction with the Nao robot compared to the baselines, but not with respect to the human-interaction. The robot proved to be a better facilitator of shared attention only for Child1. Keywords: human-robot interaction; assistive robotics; autism. (shrink)
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  22.  26
    Where the action is: A conversation analytic perspective on interaction between a humanoid robot, a co-present adult and a child with an ASD.Paul Dickerson, Ben Robins & Kerstin Dautenhahn - 2013 - Interaction Studies 14 (2):297-316.
  23.  33
    Child development robots: Social forces, children's perspectives.Gail F. Melson - 2010 - Interaction Studies 11 (2):227-232.
  24.  12
    Child development robots: Social forces, children’s perspectives.Gail F. Melson - 2010 - Interaction Studiesinteraction Studies Social Behaviour and Communication in Biological and Artificial Systems 11 (2):227-232.
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  25.  2
    Child development robots.Gail F. Melson - 2010 - Interaction Studies. Social Behaviour and Communication in Biological and Artificial Systemsinteraction Studies / Social Behaviour and Communication in Biological and Artificial Systemsinteraction Studies 11 (2):227-232.
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  26. Introduction – Social Robotics and the Good Life.Janina Loh & Wulf Loh - 2022 - In Janina Loh & Wulf Loh (eds.), Social Robotics and the Good Life: The Normative Side of Forming Emotional Bonds with Robots. Transcript Verlag. pp. 7-22.
    Robots as social companions in close proximity to humans have a strong potential of becoming more and more prevalent in the coming years, especially in the realms of elder day care, child rearing, and education. As human beings, we have the fascinating ability to emotionally bond with various counterparts, not exclusively with other human beings, but also with animals, plants, and sometimes even objects. Therefore, we need to answer the fundamental ethical questions that concern human-robot-interactions per se, and (...)
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  27.  46
    Social Robotics and the Good Life: The Normative Side of Forming Emotional Bonds with Robots.Janina Loh & Wulf Loh (eds.) - 2022 - Transcript Verlag.
    Robots as social companions in close proximity to humans have a strong potential of becoming more and more prevalent in the coming years, especially in the realms of elder day care, child rearing, and education. As human beings, we have the fascinating ability to emotionally bond with various counterparts, not exclusively with other human beings, but also with animals, plants, and sometimes even objects. Therefore, we need to answer the fundamental ethical questions that concern human-robot-interactions per se, and (...)
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  28.  51
    Care-receiving robot as a tool of teachers in child education.Fumihide Tanaka & Takeshi Kimura - 2010 - Interaction Studies 11 (2):263-268.
  29.  15
    Robot feedback shapes the tutor’s presentation.Karola Pitsch, Anna-Lisa Vollmer & Manuel Mühlig - 2013 - Interaction Studies. Social Behaviour and Communication in Biological and Artificial Systemsinteraction Studies / Social Behaviour and Communication in Biological and Artificial Systemsinteraction Studies 14 (2):268-296.
    The paper investigates the effects of a humanoid robot’s online feedback during a tutoring situation in which a human demonstrates how to make a frog jump across a table. Motivated by micro-analytic studies of adult-child-interaction, we investigated whether tutors react to a robot’s gaze strategies while they are presenting an action. And if so, how they would adapt to them. Analysis reveals that tutors adjust typical “motionese” parameters. We argue that a robot – when using (...)
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  30.  10
    Tutoring in adult-child interaction.Karola Pitsch, Anna-Lisa Vollmer, Katharina J. Rohlfing, Jannik Fritsch & Britta Wrede - 2014 - Interaction Studies 15 (1):55-98.
    Research of tutoring in parent-infant interaction has shown that tutors – when presenting some action – modify both their verbal and manual performance for the learner (‘motherese’, ‘motionese’). Investigating the sources and effects of the tutors’ action modifications, we suggest an interactional account of ‘motionese’. Using video-data from a semi-experimental study in which parents taught their 8- to 11-month old infants how to nest a set of differently sized cups, we found that the tutors’ action modifications (in particular: high (...)
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  31.  84
    Robot feedback shapes the tutors presentation: How a robots online gaze strategies lead to micro-adaptation of the humans conduct. [REVIEW]Karola Pitsch, Anna-Lisa Vollmer & Manuel Muhlig - 2013 - Interaction Studies 14 (2):268-296.
    The paper investigates the effects of a humanoid robot’s online feedback during a tutoring situation in which a human demonstrates how to make a frog jump across a table. Motivated by micro-analytic studies of adult-child-interaction, we investigated whether tutors react to a robot’s gaze strategies while they are presenting an action. And if so, how they would adapt to them. Analysis reveals that tutors adjust typical “motionese” parameters (pauses, speed, and height of motion). We argue that (...)
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  32.  20
    Children’s acceptance of social robots.Chiara de Jong, Jochen Peter, Rinaldo Kühne & Alex Barco - 2019 - Interaction Studies. Social Behaviour and Communication in Biological and Artificial Systemsinteraction Studies / Social Behaviour and Communication in Biological and Artificial Systemsinteraction Studies 20 (3):393-425.
    Social robots progressively enter children’s lives, but little is known about children’s acceptance of social robots and its antecedents. To fill this research gap, this narrative review surveyed 34 articles on child-robot interaction published between 2000 and 2017. We focused on robot, user, and interaction characteristics as potential antecedents of children’s intentional and behavioral social robot acceptance. In general, children readily accept robots. However, we found that social, adaptive robot behavior, children’s sex and (...)
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  33.  44
    Tutoring in adult-child interaction: On the loop of the tutor’s action modification and the recipient’s gaze. [REVIEW]Karola Pitsch, Anna-Lisa Vollmer, Katharina J. Rohlfing, Jannik Fritsch & Britta Wrede - 2014 - Interaction Studies 15 (1):55-98.
    Research of tutoring in parent-infant interaction has shown that tutors – when presenting some action – modify both their verbal and manual performance for the learner (‘motherese’, ‘motionese’). Investigating the sources and effects of the tutors’ action modifications, we suggest an interactional account of ‘motionese’. Using video-data from a semi-experimental study in which parents taught their 8- to 11-month old infants how to nest a set of differently sized cups, we found that the tutors’ action modifications (in particular: high (...)
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  34.  88
    Robot Lies in Health Care: When Is Deception Morally Permissible?Andreas Matthias - 2015 - Kennedy Institute of Ethics Journal 25 (2):169-162.
    Autonomous robots are increasingly interacting with users who have limited knowledge of robotics and are likely to have an erroneous mental model of the robot’s workings, capabilities, and internal structure. The robot’s real capabilities may diverge from this mental model to the extent that one might accuse the robot’s manufacturer of deceiving the user, especially in cases where the user naturally tends to ascribe exaggerated capabilities to the machine (e.g. conversational systems in elder-care contexts, or toy robots (...)
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  35.  90
    Can you kill a robot nanny?: Ethological approach to the effect of robot caregivers on child development and human evolution.Enikő Kubinyi, P. Pongrácz & Ádám Miklósi - 2010 - Interaction Studies 11 (2):214-219.
  36.  32
    Can you kill a robot nanny?: Ethological approach to the effect of robot caregivers on child development and human evolution.Enikő Kubinyi, P. Pongrácz & Ádám Miklósi - 2010 - Interaction Studiesinteraction Studies Social Behaviour and Communication in Biological and Artificial Systems 11 (2):214-219.
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  37.  17
    Pragmatics in the False-Belief Task: Let the Robot Ask the Question!Jean Baratgin, Marion Dubois-Sage, Baptiste Jacquet, Jean-Louis Stilgenbauer & Frank Jamet - 2020 - Frontiers in Psychology 11:593807.
    The poor performances of typically developing children younger than 4 in the first-order false-belief task “Maxi and the chocolate” is analyzed from the perspective of conversational pragmatics. An ambiguous question asked by an adult experimenter (perceived as a teacher) can receive different interpretations based on a search for relevance, by which children according to their age attribute different intentions to the questioner, within the limits of their own meta-cognitive knowledge. The adult experimenter tells the child the following story of (...)
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  38. Mindful tutors: Linguistic choice and action demonstration in speech to infants and a simulated robot.Kerstin Fischer, Kilian Foth, Katharina J. Rohlfing & Britta Wrede - 2011 - Interaction Studies 12 (1):134-161.
    It has been proposed that the design of robots might benefit from interactions that are similar to caregiver-child interactions, which is tailored to children's respective capacities to a high degree. However, so far little is known about how people adapt their tutoring behaviour to robots and whether robots can evoke input that is similar to child-directed interaction. The paper presents detailed analyses of speakers' linguistic behaviour and non-linguistic behaviour, such as action demonstration, in two comparable situations: In (...)
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  39.  31
    Mindful tutors: Linguistic choice and action demonstration in speech to infants and a simulated robot.Kerstin Fischer, Kilian Foth, Katharina J. Rohlfing & Britta Wrede - 2011 - Interaction Studiesinteraction Studies Social Behaviour and Communication in Biological and Artificial Systems 12 (1):134-161.
    It has been proposed that the design of robots might benefit from interactions that are similar to caregiver–child interactions, which is tailored to children’s respective capacities to a high degree. However, so far little is known about how people adapt their tutoring behaviour to robots and whether robots can evoke input that is similar to child-directed interaction. The paper presents detailed analyses of speakers’ linguistic behaviour and non-linguistic behaviour, such as action demonstration, in two comparable situations: In (...)
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  40.  11
    An approach for a social robot to understand human relationships.Takayuki Kanda & Hiroshi Ishiguro - 2006 - Interaction Studies. Social Behaviour and Communication in Biological and Artificial Systemsinteraction Studies / Social Behaviour and Communication in Biological and Artificial Systemsinteraction Studies 7 (3):369-403.
    This paper reports our research efforts on social robots that recognize interpersonal relationships. These investigations are carried out by observing group behaviors while the robot interacts with people. Our humanoid robot interacts with children by speaking and making various gestures. It identifies individual children by using a wireless tag system, which helps to promote interaction such as the robot calling a child by name. Accordingly, the robot is capable of interacting with many children, causing (...)
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  41.  8
    A long-term study of children with autism playing with a robotic pet.Dorothée François, Stuart Powell & Kerstin Dautenhahn - 2009 - Interaction Studies. Social Behaviour and Communication in Biological and Artificial Systemsinteraction Studies / Social Behaviour and Communication in Biological and Artificial Systemsinteraction Studies 10 (3):324-373.
    This paper presents a novel methodological approach of how to design, conduct and analyse robot-assisted play. This approach is inspired by nondirective play therapy. The experimenter participates in the experiments, but the child remains the main leader for play. Besides, beyond inspiration from non-directive play therapy, this approach enables the experimenter to regulate the interaction under specific conditions in order to guide the child or ask her questions about reasoning or affect related to the robot. (...)
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  42.  46
    Robot companions for children with down syndrome: A case study.Hagen Lehmann, Iolanda Iacono, Kerstin Dautenhahn, Patrizia Marti & Ben Robins - 2014 - Interaction Studiesinteraction Studies Social Behaviour and Communication in Biological and Artificial Systems 15 (1):99-112.
    We describe an exploratory case study about the applicability of different robotic platforms in an educational context with a child with Down syndrome. The robotic platforms tested are the humanoid robot KASPAR and the mobile robotic platform IROMEC. During the study we observed the effects KASPAR and IROMEC had in helping the child with the development and improvement of her social skills while playing different interactive games with the robots. Conceptually similar play scenarios were performed with both (...)
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  43.  10
    Robot companions for children with down syndrome.Hagen Lehmann, Iolanda Iacono, Kerstin Dautenhahn, Patrizia Marti & Ben Robins - 2014 - Interaction Studies. Social Behaviour and Communication in Biological and Artificial Systemsinteraction Studies / Social Behaviour and Communication in Biological and Artificial Systemsinteraction Studies 15 (1):99-112.
    We describe an exploratory case study about the applicability of different robotic platforms in an educational context with a child with Down syndrome. The robotic platforms tested are the humanoid robot KASPAR and the mobile robotic platform IROMEC. During the study we observed the effects KASPAR and IROMEC had in helping the child with the development and improvement of her social skills while playing different interactive games with the robots. Conceptually similar play scenarios were performed with both (...)
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  44. The crying shame of robot nannies: An ethical appraisal.Noel Sharkey & Amanda Sharkey - 2010 - Interaction Studies 11 (2):161-190.
    Childcare robots are being manufactured and developed with the long term aim of creating surrogate carers. While total childcare is not yet being promoted, there are indications that it is 'on the cards'. We examine recent research and developments in childcare robots and speculate on progress over the coming years by extrapolating from other ongoing robotics work. Our main aim is to raise ethical questions about the part or full-time replacement of primary carers. The questions are about human rights, privacy, (...)
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  45.  12
    The crying shame of robot nannies.Noel Sharkey & Amanda Sharkey - 2010 - Interaction Studies. Social Behaviour and Communication in Biological and Artificial Systemsinteraction Studies / Social Behaviour and Communication in Biological and Artificial Systemsinteraction Studies 11 (2):161-190.
    Childcare robots are being manufactured and developed with the long term aim of creating surrogate carers. While total childcare is not yet being promoted, there are indications that it is ‘on the cards’. We examine recent research and developments in childcare robots and speculate on progress over the coming years by extrapolating from other ongoing robotics work. Our main aim is to raise ethical questions about the part or full-time replacement of primary carers. The questions are about human rights, privacy, (...)
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    Concerning the Apperception of Robot-Assisted Childcare.Raya A. Jones - 2019 - Philosophy and Technology 32 (3):445-456.
    This essay looks askance at how robot-assisted childcare is constructed in the public domain of the Internet. Complex interactions of rhetorical manoeuvres, narratives and postnarrativity, and semiotic slippages may channel the apperception of this application of robotics. The prospect of robots in childcare roles is exceptionally contentious, for it connotes interference with the child-caregiver attachment bond. The industry’s response to psychology-informed concerns is to ‘rebrand’ the product as a robot companion for a child or as a (...)
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  47. Co‐development of Manner and Path Concepts in Language, Action, and Eye‐Gaze Behavior.Katrin S. Lohan, Sascha S. Griffiths, Alessandra Sciutti, Tim C. Partmann & Katharina J. Rohlfing - 2014 - Topics in Cognitive Science 6 (3):492-512.
    In order for artificial intelligent systems to interact naturally with human users, they need to be able to learn from human instructions when actions should be imitated. Human tutoring will typically consist of action demonstrations accompanied by speech. In the following, the characteristics of human tutoring during action demonstration will be examined. A special focus will be put on the distinction between two kinds of motion events: path-oriented actions and manner-oriented actions. Such a distinction is inspired by the literature pertaining (...)
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    The Impact of Robot Companions on the Moral Development of Children.Yvette Pearson & Jason Borenstein - 2021 - In Zachary Pirtle, David Tomblin & Guru Madhavan (eds.), Engineering and Philosophy: Reimagining Technology and Social Progress. Springer Verlag. pp. 237-248.
    The complexity of the interactions between humans and robots is increasing, and scholars predict that at some future point, robots will become caregivers and companions for children. This occurrence would raise many ethical issues, including what effects prolonged interactions with a robot may have on a child’s well-being. In this chapter, we discuss how robots could in principle be used to nurture the development of virtues in children by encouraging prosocial behavior and discouraging antisocial behavior.
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    An empirical study on integrating a small humanoid robot to support the therapy of children with Autism Spectrum Disorder and Intellectual Disability.Daniela Conti, Grazia Trubia, Serafino Buono, Santo Di Nuovo & Alessandro Di Nuovo - 2021 - Interaction Studies 22 (2):177-211.
    Recent research showed the potential benefits of robot-assisted therapy in treating children with Autism Spectrum Disorder. These children often have some form of Intellectual Disability too, but this has mainly been neglected by previous robotics research. This article presents an empirical evaluation of robot-assisted imitation training, where the child imitated the robot, integrated into the Treatment and Education of Autistic and related Communication handicapped Children program. The sample included six hospitalized children with different levels of ID, (...)
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    Mindful tutors.Kerstin Fischer, Kilian Foth, Katharina J. Rohlfing & Britta Wrede - 2011 - Interaction Studies. Social Behaviour and Communication in Biological and Artificial Systemsinteraction Studies / Social Behaviour and Communication in Biological and Artificial Systemsinteraction Studies 12 (1):134-161.
    It has been proposed that the design of robots might benefit from interactions that are similar to caregiver–child interactions, which is tailored to children’s respective capacities to a high degree. However, so far little is known about how people adapt their tutoring behaviour to robots and whether robots can evoke input that is similar to child-directed interaction. The paper presents detailed analyses of speakers’ linguistic behaviour and non-linguistic behaviour, such as action demonstration, in two comparable situations: In (...)
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