Generating Fillers Based on Dialog Act Pairs for Smooth Turn-Taking by Humanoid Robot

Interaction Histories and Short-Term Memory: Enactive Development of Turn-Taking Behaviours in a Childlike Humanoid Robot

Philosophies ◽

10.3390/philosophies4020026 ◽

2019 ◽

Vol 4 (2) ◽

pp. 26 ◽

Cited By ~ 1

Author(s):

Frank Broz ◽

Chrystopher L. Nehaniv ◽

Hatice Kose ◽

Kerstin Dautenhahn

Keyword(s):

Humanoid Robot ◽

Short Term Memory ◽

Social Feedback ◽

Short Term ◽

Term Memory ◽

Human Partner ◽

Turn Taking ◽

History Of ◽

Immediate Experience

In this article, an enactive architecture is described that allows a humanoid robot to learn to compose simple actions into turn-taking behaviours while playing interaction games with a human partner. The robot’s action choices are reinforced by social feedback from the human in the form of visual attention and measures of behavioural synchronisation. We demonstrate that the system can acquire and switch between behaviours learned through interaction based on social feedback from the human partner. The role of reinforcement based on a short-term memory of the interaction was experimentally investigated. Results indicate that feedback based only on the immediate experience was insufficient to learn longer, more complex turn-taking behaviours. Therefore, some history of the interaction must be considered in the acquisition of turn-taking, which can be efficiently handled through the use of short-term memory.

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Emergent dynamics of turn-taking interaction in drumming games with a humanoid robot

RO-MAN 2008 - The 17th IEEE International Symposium on Robot and Human Interactive Communication ◽

10.1109/roman.2008.4600690 ◽

2008 ◽

Cited By ~ 22

Author(s):

Hatice Kose-Bagci ◽

Kerstin Dautenhahn ◽

Chrystopher L. Nehaniv

Keyword(s):

Humanoid Robot ◽

Turn Taking ◽

Emergent Dynamics

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A Pilot Study of Early Storybook Reading With Babies With Hearing Loss

Journal of Speech Language and Hearing Research ◽

10.1044/2019_jslhr-l-17-0305 ◽

2019 ◽

Vol 62 (9) ◽

pp. 3397-3412

Author(s):

Michelle I. Brown ◽

David Trembath ◽

Marleen F. Westerveld ◽

Gail T. Gillon

Keyword(s):

Hearing Loss ◽

Pilot Study ◽

Visual Analysis ◽

Single Case ◽

Eye Contact ◽

Preliminary Evidence ◽

Storybook Reading ◽

Book Selection ◽

Turn Taking ◽

Parent Child

Purpose This pilot study explored the effectiveness of an early storybook reading (ESR) intervention for parents with babies with hearing loss (HL) for improving (a) parents' book selection skills, (b) parent–child eye contact, and (c) parent–child turn-taking. Advancing research into ESR, this study examined whether the benefits from an ESR intervention reported for babies without HL were also observed in babies with HL. Method Four mother–baby dyads participated in a multiple baseline single-case experimental design across behaviors. Treatment effects for parents' book selection skills, parent–child eye contact, and parent–child turn-taking were examined using visual analysis and Tau-U analysis. Results Statistically significant increases, with large to very large effect sizes, were observed for all 4 participants for parent–child eye contact and parent–child turn-taking. Limited improvements with ceiling effects were observed for parents' book selection skills. Conclusion The findings provide preliminary evidence for the effectiveness of an ESR intervention for babies with HL for promoting parent–child interactions through eye contact and turn-taking.

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Engaging Undergraduate Students in Child Language Research

Perspectives on Issues in Higher Education ◽

10.1044/aihe17.1.4 ◽

2014 ◽

Vol 17 (1) ◽

pp. 4-16

Author(s):

Jade H. Coston ◽

Corine Myers-Jennings

Keyword(s):

Undergraduate Students ◽

Student Growth ◽

Process Data ◽

Research Knowledge ◽

Research Dissemination ◽

Language Sampling ◽

Language Research ◽

Language Sample Analysis ◽

Turn Taking ◽

Assessment Techniques

To better prepare the professionals and scholars of tomorrow in the field of communication sciences and disorders (CSD), a research project in which undergraduate students collected and analyzed language samples of child-parent dyads is presented. Student researchers gained broad and discipline-specific inquiry skills related to the ethical conduct of research, the literature review process, data collection using language assessment techniques, language sample analysis, and research dissemination. Undergraduate students majoring in CSD developed clinical research knowledge, skills, and dispositions necessary for future graduate level study and professional employment. In addition to the benefits of student growth and development, language samples collected through this project are helping to answer research questions regarding communicative turn-taking opportunities within the everyday routines of young children, the effects of turn-taking interactions on language development, and the construct validity of language sampling analysis techniques.

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