Intrinsically Motivated Learning of Real-World Sensorimotor Skills with Developmental Constraints

The inherent value system of a developmental agent enables autonomous mental development to take place right after the agent's "birth." Biologically, it is not clear what basic components constitute a value system. In the computational model introduced here, we propose that inherent value systems should have at least three basic components: punishment, reward and novelty with decreasing weights from the first component to the last. Punishments and rewards are temporally sparse but novelty is temporally dense. We present a biologically inspired computational architecture that guides development of sensorimotor skills through real-time interactions with the environments, driven by an inborn value system. The inherent value system has been successfully tested on an artificial agent in a simulation environment and a robot in the real world.

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Evaluating Mental Health Services; How Do Programs for Children “Work” in the Real World? Edited by Carol T. Nixon & Denine A. Northrup. Sage, Thousand Oaks CA, 1997. pp. 306. £16.60 (pb).

Journal of Child Psychology and Psychiatry ◽

10.1017/s0021963098222918 ◽

1998 ◽

Vol 39 (6) ◽

pp. 935-936

Author(s):

Anne Worrall-Davies

Keyword(s):

Mental Health ◽

Mental Health Services ◽

Health Services ◽

Real World ◽

The Real

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Replications can cause distorted belief in scientific progress

Behavioral and Brain Sciences ◽

10.1017/s0140525x18000584 ◽

2018 ◽

Vol 41 ◽

Cited By ~ 2

Author(s):

Michał Białek

Keyword(s):

Real World ◽

Scientific Progress ◽

The Public ◽

Psychological Science

AbstractIf we want psychological science to have a meaningful real-world impact, it has to be trusted by the public. Scientific progress is noisy; accordingly, replications sometimes fail even for true findings. We need to communicate the acceptability of uncertainty to the public and our peers, to prevent psychology from being perceived as having nothing to say about reality.

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Current Issues: Evidence-Based Practice for the Real World: Thoughts on Clinical Education in Communication Disorders

Perspectives on Administration and Supervision ◽

10.1044/aas20.3.100 ◽

2010 ◽

Vol 20 (3) ◽

pp. 100-105 ◽

Cited By ~ 3

Author(s):

Anne K. Bothe

Keyword(s):

Clinical Education ◽

Real World ◽

Evidence Based Practice ◽

Communication Disorders ◽

University Faculty ◽

Evidence Based ◽

Speech Language Pathology ◽

Basic Principles ◽

The Real ◽

Language Pathology

This article presents some streamlined and intentionally oversimplified ideas about educating future communication disorders professionals to use some of the most basic principles of evidence-based practice. Working from a popular five-step approach, modifications are suggested that may make the ideas more accessible, and therefore more useful, for university faculty, other supervisors, and future professionals in speech-language pathology, audiology, and related fields.

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Qualitative Case Study Research Design

Perspectives on Fluency and Fluency Disorders ◽

10.1044/ffd25.1.39 ◽

2015 ◽

Vol 25 (1) ◽

pp. 39-45 ◽

Cited By ~ 5

Author(s):

Jennifer Tetnowski

Keyword(s):

Research Design ◽

Real World ◽

Qualitative Case Study ◽

Case Study Research ◽

Study Research

Qualitative case study research can be a valuable tool for answering complex, real-world questions. This method is often misunderstood or neglected due to a lack of understanding by researchers and reviewers. This tutorial defines the characteristics of qualitative case study research and its application to a broader understanding of stuttering that cannot be defined through other methodologies. This article will describe ways that data can be collected and analyzed.

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