Is Automation Appropriate? Semi-autonomous Telepresence Architecture Focusing on Voluntary and Involuntary Movements

Abstract This research aims to clarify the type of autonomous movements appropriate for telepresence robots. The design of telepresence robots’ autonomous movements should take into account both local and remote users. From the perspective of local users, we need autonomous movements that enhance a social telepresence in order to smooth remote communication. On the other hand, from the perspective of remote users, autonomous movements should be considered not only to reduce the operation load but also to address the danger of causing discomfort. However, in previous studies on automation, the criteria about which type of movements should be automated has remained unsettled. In this paper, we focused on voluntary and intentional movements as a classification type of movements that can be the criteria. Voluntary movements are intentional movements, whereas involuntary movements are movements without intention. To verify the effect of the automation of these movements, we developed a semi-autonomous telepresence robot that automates voluntary and involuntary movements. Then, we evaluated the impressions from local and remote users by conducting two experiments from each perspective. As a result, when not used in excess, local users evaluated both voluntary and involuntary autonomous movements positively, while it was suggested that automation of voluntary movements for remote users should be implemented with care.

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Extending experiences of voluntary action by association

Proceedings of the National Academy of Sciences ◽

10.1073/pnas.1521223113 ◽

2016 ◽

Vol 113 (31) ◽

pp. 8867-8872 ◽

Cited By ~ 7

Author(s):

Nima Khalighinejad ◽

Patrick Haggard

Keyword(s):

Involuntary Movement ◽

The Other ◽

Sense Of Agency ◽

Voluntary Action ◽

Voluntary Movements ◽

Motor Systems ◽

Brain Machine Interfaces ◽

Involuntary Movements ◽

Temporal Features ◽

Key Aspects

“Sense of agency” refers to the experience that links one’s voluntary actions to their external outcomes. It remains unclear whether this ubiquitous experience is hardwired, arising from specific signals within the brain’s motor systems, or rather depends on associative learning, through repeated cooccurrence of voluntary movements and their outcomes. To distinguish these two models, we asked participants to trigger a tone by a voluntary keypress action. The voluntary action was always associated with an involuntary movement of the other hand. We then tested whether the combination of the involuntary movement and tone alone might now suffice to produce a sense of agency, even when the voluntary action was omitted. Sense of agency was measured using an implicit marker based on time perception, namely a shift in the perceived time of the outcome toward the action that caused it. Across two experiments, repeatedly pairing an involuntary movement with a voluntary action induced key temporal features of agency, with the outcome now perceived as shifted toward the involuntary movement. This shift required involuntary movements to have been previously associated with voluntary actions. We show that some key aspects of agency may be transferred from voluntary actions to involuntary movements. An internal volitional signal is required for the primary acquisition of agency but, with repeated association, the involuntary movement in itself comes to produce some key temporal features of agency over the subsequent outcome. This finding may explain how humans can develop an enduring sense of agency in nonnatural cases, like brain–machine interfaces.

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Can children with Gilles de la Tourette syndrome edit their intentions?

Psychological Medicine ◽

10.1017/s0033291700026805 ◽

1994 ◽

Vol 24 (1) ◽

pp. 29-40 ◽

Cited By ~ 30

Author(s):

S. Baron-Cohen ◽

P. Cross ◽

M. Crowson ◽

M. Robertson

Keyword(s):

Tourette Syndrome ◽

Hand Movement ◽

Preliminary Evidence ◽

The Other ◽

Normal Children ◽

Involuntary Movements ◽

Cognitive Mechanism ◽

Other Hand ◽

Attentional System ◽

Better Than

SynopsisIn this paper we describe a cognitive mechanism, the Intention Editor, which is triggered whenever there are several intentions competing in parallel with each other. This mechanism is hypothesized to be a subcomponent of a larger mechanism, the Supervisory Attentional System (SAS: Shallice, 1988) which serves inhibition in general. The Intention Editor interrupts one of several simultaneously activated intentions, preventing it from executing its action, utterance, or thought. This mechanism appears to develop during the first five to six years of life. We propose that an impairment in the development of this mechanism may account for the triad of symptoms in children with Gilles de la Tourette Syndrome (GTS): involuntary movements, involuntary utterances, and obsessive thoughts. This mechanism is tested with normal children aged 3–6 years old, and with children with GTS, in two experiments.In Experiment 1, subjects were required to make one hand movement while inhibiting making a (different) hand movement that the other hand was simultaneously making. In Experiment 2, they were asked to say one thing while inhibiting saying something else. On both tasks, normal 6-year-olds were significantly better than normal 4-year-olds, but children with GTS performed worse than normal 6-year-olds, despite having a mean age of 12 years. These results constitute preliminary evidence for the theory that the Intention Editor is dysfunctional in GTS.

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A study of cometary eruptions through OH radio-lines

International Astronomical Union Colloquium ◽

10.1017/s025292110003150x ◽

1999 ◽

Vol 173 ◽

pp. 249-254

Author(s):

A.M. Silva ◽

R.D. Miró

Keyword(s):

Short Duration ◽

Growth Curves ◽

The Other ◽

Initial Mass ◽

Radio Lines ◽

Other Hand ◽

Sudden Rise

AbstractWe have developed a model for theH2OandOHevolution in a comet outburst, assuming that together with the gas, a distribution of icy grains is ejected. With an initial mass of icy grains of 108kg released, theH2OandOHproductions are increased up to a factor two, and the growth curves change drastically in the first two days. The model is applied to eruptions detected in theOHradio monitorings and fits well with the slow variations in the flux. On the other hand, several events of short duration appear, consisting of a sudden rise ofOHflux, followed by a sudden decay on the second day. These apparent short bursts are frequently found as precursors of a more durable eruption. We suggest that both of them are part of a unique eruption, and that the sudden decay is due to collisions that de-excite theOHmaser, when it reaches the Cometopause region located at 1.35 × 105kmfrom the nucleus.

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Closing the GAP—A 5Å Scanning Microscope

Proceedings, annual meeting, Electron Microscopy Society of America ◽

10.1017/s0424820100061938 ◽

1969 ◽

Vol 27 ◽

pp. 6-7

Author(s):

A. V. Crewe

Keyword(s):

Normal Form ◽

The Other ◽

Resolving Power ◽

Scanning Microscope ◽

Conventional Microscope ◽

Other Hand ◽

Closing The Gap ◽

Thermal Sources ◽

Better Than ◽

Transmission Microscope

We have become accustomed to differentiating between the scanning microscope and the conventional transmission microscope according to the resolving power which the two instruments offer. The conventional microscope is capable of a point resolution of a few angstroms and line resolutions of periodic objects of about 1Å. On the other hand, the scanning microscope, in its normal form, is not ordinarily capable of a point resolution better than 100Å. Upon examining reasons for the 100Å limitation, it becomes clear that this is based more on tradition than reason, and in particular, it is a condition imposed upon the microscope by adherence to thermal sources of electrons.

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Life Beyond 1MeV

Proceedings, annual meeting, Electron Microscopy Society of America ◽

10.1017/s1431927600000118 ◽

1980 ◽

Vol 38 ◽

pp. 30-33

Author(s):

K.H. Westmacott

Keyword(s):

Electron Microscopy ◽

Past Experience ◽

The Other ◽

Good Case ◽

Other Hand ◽

The U.S

Life beyond 1MeV – like life after 40 – is not too different unless one takes advantage of past experience and is receptive to new opportunities. At first glance, the returns on performing electron microscopy at voltages greater than 1MeV diminish rather rapidly as the curves which describe the well-known advantages of HVEM often tend towards saturation. However, in a country with a significant HVEM capability, a good case can be made for investing in instruments with a range of maximum accelerating voltages. In this regard, the 1.5MeV KRATOS HVEM being installed in Berkeley will complement the other 650KeV, 1MeV, and 1.2MeV instruments currently operating in the U.S. One other consideration suggests that 1.5MeV is an optimum voltage machine – Its additional advantages may be purchased for not much more than a 1MeV instrument. On the other hand, the 3MeV HVEM's which seem to be operated at 2MeV maximum, are much more expensive.

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Can the Academic Self-Concept be Positive and Realistic?

Zeitschrift für Pädagogische Psychologie ◽

10.1024/1010-0652.19.3.132 ◽

2005 ◽

Vol 19 (3) ◽

pp. 129-132 ◽

Cited By ~ 6

Author(s):

Reimer Kornmann

Keyword(s):

Academic Performance ◽

Opposite Effect ◽

Self Esteem ◽

Point Of View ◽

The Other ◽

Self Concept ◽

High Ability ◽

Self Image ◽

Other Hand

Summary: My comment is basically restricted to the situation in which less-able students find themselves and refers only to literature in German. From this point of view I am basically able to confirm Marsh's results. It must, however, be said that with less-able pupils the opposite effect can be found: Levels of self-esteem in these pupils are raised, at least temporarily, by separate instruction, academic performance however drops; combined instruction, on the other hand, leads to improved academic performance, while levels of self-esteem drop. Apparently, the positive self-image of less-able pupils who receive separate instruction does not bring about the potential enhancement of academic performance one might expect from high-ability pupils receiving separate instruction. To resolve the dilemma, it is proposed that individual progress in learning be accentuated, and that comparisons with others be dispensed with. This fosters a self-image that can in equal measure be realistic and optimistic.

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Stories and the Self

Journal of Media Psychology Theories Methods and Applications ◽

10.1027/1864-1105/a000255 ◽

2020 ◽

Vol 32 (2) ◽

pp. 47-58 ◽

Cited By ~ 1

Author(s):

Stefan Krause ◽

Markus Appel

Keyword(s):

Meta Analysis ◽

The Self ◽

The Other ◽

Lower Degree ◽

Contrast Effects ◽

Self Perception ◽

Self Perceptions ◽

Other Hand ◽

The One ◽

Implicit And Explicit

Abstract. Two experiments examined the influence of stories on recipients’ self-perceptions. Extending prior theory and research, our focus was on assimilation effects (i.e., changes in self-perception in line with a protagonist’s traits) as well as on contrast effects (i.e., changes in self-perception in contrast to a protagonist’s traits). In Experiment 1 ( N = 113), implicit and explicit conscientiousness were assessed after participants read a story about either a diligent or a negligent student. Moderation analyses showed that highly transported participants and participants with lower counterarguing scores assimilate the depicted traits of a story protagonist, as indicated by explicit, self-reported conscientiousness ratings. Participants, who were more critical toward a story (i.e., higher counterarguing) and with a lower degree of transportation, showed contrast effects. In Experiment 2 ( N = 103), we manipulated transportation and counterarguing, but we could not identify an effect on participants’ self-ascribed level of conscientiousness. A mini meta-analysis across both experiments revealed significant positive overall associations between transportation and counterarguing on the one hand and story-consistent self-reported conscientiousness on the other hand.

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Don’t Put Me in This Group

Social Psychology ◽

10.1027/1864-9335/a000363 ◽

2019 ◽

Vol 50 (2) ◽

pp. 80-93

Author(s):

Jort de Vreeze ◽

Christina Matschke

Keyword(s):

Positive Emotions ◽

Negative Emotions ◽

Negative Information ◽

The Self ◽

The Other ◽

Other Hand ◽

Group Memberships

Abstract. Not all group memberships are self-chosen. The current research examines whether assignments to non-preferred groups influence our relationship with the group and our preference for information about the ingroup. It was expected and found that, when people are assigned to non-preferred groups, they perceive the group as different to the self, experience negative emotions about the assignment and in turn disidentify with the group. On the other hand, when people are assigned to preferred groups, they perceive the group as similar to the self, experience positive emotions about the assignment and in turn identify with the group. Finally, disidentification increases a preference for negative information about the ingroup.

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