scholarly journals Kinesthetic Bootstrapping: Teaching Motor Skills to Humanoid Robots through Physical Interaction

2009 ◽  
pp. 492-499 ◽  
Author(s):  
Heni Ben Amor ◽  
Erik Berger ◽  
David Vogt ◽  
Bernhard Jung
Keyword(s):  
Motor Skills ◽  
Humanoid Robots ◽  
Physical Interaction

scholarly journals Modeling Human Motor Skills to Enhance Robots’ Physical Interaction

2021 ◽  
pp. 116-126
Author(s):  
Giuseppe Averta ◽  
Visar Arapi ◽  
Antonio Bicchi ◽  
Cosimo della Santina ◽  
Matteo Bianchi
Keyword(s):  
Motor Skills ◽  
Physical Interaction ◽  
Human Motor

scholarly journals Rich periodic motor skills on humanoid robots: Riding the pedal racer

2014 ◽  
Author(s):  
Andrej Gams ◽  
Jesse van den Kieboom ◽  
Massimo Vespignani ◽  
Luc Guyot ◽  
Ales Ude ◽  
...  
Keyword(s):  
Motor Skills ◽  
Humanoid Robots

A Fluency Disorders Prevention Program for Preschoolers and Children in the Primary Grades

1991 ◽  
Vol 1 (1) ◽  
pp. 28-31 ◽  
Author(s):  
Eugene B. Cooper ◽  
Crystal S. Cooper
Keyword(s):  
Motor Skills ◽  
Prevention Program ◽  
Primary Grades ◽  
Primary Grade ◽  
Fluency Disorders ◽  
Classroom Use ◽  
Metalinguistic Skills

A fluency disorders prevention program for classroom use, designed to develop the feeling of fluency control in normally fluent preschool and primary grade children, is described. The program addresses the affective, behavioral, and cognitive aspects of fluency and features activities that not only develop the child’s fluency motor skills but also teach the language of fluency by developing the child’s metalinguistic skills.

A Response Evocation Program for /ɝ/

1975 ◽  
Vol 40 (1) ◽  
pp. 92-105 ◽  
Author(s):  
Lawrence D. Shriberg
Keyword(s):  
Service Delivery ◽  
Motor Skills ◽  
Task Analysis ◽  
Professional Issues ◽  
Clinical Experiences ◽  
Program Outcomes ◽  
Program Step ◽  
Skills Learning ◽  
Learning Principles

A response evocation program, some principles underlying its development and administration, and a review of some clinical experiences with the program are presented. Sixty-five children with developmental articulation errors of the /ɝ/ phoneme were administered the program by one of 19 clinicians. Approximately 70% of program administrations resulted in a child emitting a good /ɝ/ within six minutes. Approximately 10% of children who were given additional training on program step failures emitted good /ɝ/'s in subsequent sessions. These preliminary observations are discussed in relation to the role of task analysis and motor skills learning principles in response evocation, clinician influences in program outcomes, and professional issues in service delivery to children with developmental articulation errors.

Thinking and Practicing Motor Skills

1982 ◽  
Vol 27 (6) ◽  
pp. 444-445
Author(s):  
Howard N. Zelaznik
Keyword(s):  
Motor Skills
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