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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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Abstract:
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.
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Keyword:
Neuroscience
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URL: http://www.ncbi.nlm.nih.gov/pmc/articles/PMC5046941/
https://doi.org/10.3389/fnbot.2016.00010
http://www.ncbi.nlm.nih.gov/pubmed/27752242
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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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| 19 |
Meaning in the objects
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In: Experimental pragmatics / semantics (2011)
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IDS Mannheim
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