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Progressive Reduction of Iconic Gestures Contributes to School-Aged Children’s Increased Word Production
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In: Front Psychol (2021)
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Children’s Narrative Elaboration After Reading a Storybook Versus Viewing a Video
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In: Front Psychol (2020)
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Children's viewpoint: iconic co-speech gestures and their relation to linguistic structure across two communicative genres ...
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Children’s viewpoint in gesture and their relation to linguistic structure ...
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Proceedings of the 6th Gesture and Speech in Interaction Conference / Children's viewpoint: iconic co-speech gestures and their relation to linguistic structure across two communicative genres
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Verbs in Mothers’ Input to Six-Month-Olds: Synchrony between Presentation, Meaning, and Actions Is Related to Later Verb Acquisition
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Pragmatic Frames for Teaching and Learning in Human–Robot Interaction: Review and Challenges
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An Alternative to Mapping a Word onto a Concept in Language Acquisition: Pragmatic Frames
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The ITALK project : A developmental robotics approach to the study of individual, social, and linguistic learning
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Gigliotta, Onofrio; Mohan, Vishwanathan; Nehaniv, C.L.; Nori, Francesco; Saunders, Joe; Sagerer, Gerhard; Fischer, Kerstin; Rohlfing, Katharina J.; Sciutti, Alessandra; Marocco, Davide; Lohan, Katrin S.; Lyon, Caroline; Massera, Gianluca; Sato, Yo; Zeschel, Arne; Peniak, Martin; Morse, Anthony; Tikhanoff, Vadim; Griffiths, Sascha; Wrede, Britta; Lehmann, Hagen; Schillingmann, Lars; Cangelosi, Angelo; Belpaeme, Tony; Foerster, Frank; Ferrauto, Tomassino; Metta, Giorgio; Broz, Frank; Fadiga, Luciano; Bisio, Ambra; Pitsch, Karola; Dautenhahn, K.; Nolfi, Stefano. - 2015
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Abstract:
This is the peer reviewed version of the following article: Frank Broz et al, “The ITALK Project: A Developmental Robotics Approach to the Study of Individual, Social, and Linguistic Learning”, Topics in Cognitive Science, Vol 6(3): 534-544, June 2014, which has been published in final form at doi: http://dx.doi.org/10.1111/tops.12099 This article may be used for non-commercial purposes in accordance with Wiley Terms and Conditions for Self-Archiving." Copyright © 2014 Cognitive Science Society, Inc. ; This article presents results from a multidisciplinary research project on the integration and transfer of language knowledge into robots as an empirical paradigm for the study of language development in both humans and humanoid robots. Within the framework of human linguistic and cognitive development, we focus on how three central types of learning interact and co-develop: individual learning about one's own embodiment and the environment, social learning (learning from others), and learning of linguistic capability. Our primary concern is how these capabilities can scaffold each other's development in a continuous feedback cycle as their interactions yield increasingly sophisticated competencies in the agent's capacity to interact with others and manipulate its world. Experimental results are summarized in relation to milestones in human linguistic and cognitive development and show that the mutual scaffolding of social learning, individual learning, and linguistic capabilities creates the context, conditions, and requisites for learning in each domain. Challenges and insights identified as a result of this research program are discussed with regard to possible and actual contributions to cognitive science and language ontogeny. In conclusion, directions for future work are suggested that continue to develop this approach toward an integrated framework for understanding these mutually scaffolding processes as a basis for language development in humans and robots. ; Peer reviewed
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Keyword:
Artificial Intelligence; Cognitive Neuroscience; Development; Experimental and Cognitive Psychology; Human-Computer Interaction; Language action; Learning; Linguistics and Language; Robotics; Social interaction
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URL: http://hdl.handle.net/2299/14450
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Meaning in the objects
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In: Experimental pragmatics / semantics (2011)
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IDS Mannheim
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