Pub Date : 2005-07-19DOI: 10.1109/DEVLRN.2005.1490976
K. Misa
Summary form only given. How do infants acquire the ability to manipulate another's attention, and become able to direct others' attention toward the object which they were interested in? For infants who can't use language, the most useful tool to attract others' attention is their expressive eyes. Thus, the primary style of attracting others' attention was considered to begin as an infant's gaze shifts from an interesting object to their social partner. Previous studies pointed out the possibility that infant gaze shift from the object to person would be increased by arousal of emotion (Adamson & Russell, 1999). However, this idea hasn't yet been verified. Therefore, the main purposes of this study were to investigate whether arousal of positive emotion would trigger an infant's gaze shift from an object to a person, and to clarify the developmental changes of infant gaze shift
{"title":"'The Developmental Change of Infants' Gaze Shift","authors":"K. Misa","doi":"10.1109/DEVLRN.2005.1490976","DOIUrl":"https://doi.org/10.1109/DEVLRN.2005.1490976","url":null,"abstract":"Summary form only given. How do infants acquire the ability to manipulate another's attention, and become able to direct others' attention toward the object which they were interested in? For infants who can't use language, the most useful tool to attract others' attention is their expressive eyes. Thus, the primary style of attracting others' attention was considered to begin as an infant's gaze shifts from an interesting object to their social partner. Previous studies pointed out the possibility that infant gaze shift from the object to person would be increased by arousal of emotion (Adamson & Russell, 1999). However, this idea hasn't yet been verified. Therefore, the main purposes of this study were to investigate whether arousal of positive emotion would trigger an infant's gaze shift from an object to a person, and to clarify the developmental changes of infant gaze shift","PeriodicalId":297121,"journal":{"name":"Proceedings. The 4nd International Conference on Development and Learning, 2005.","volume":"2 1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2005-07-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"126097001","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2005-07-19DOI: 10.1109/DEVLRN.2005.1490969
B. Wrede, J. Fritsch, K. Rohlfing
Unimodal investigations have dealt with motherese - but mainly with a focus on how it helps the infant to learn the phonemic system of a target language by Dominey and Dodane (2004) and how it guides infant's attention to important aspects of the speech signal. Recently, also gestural behavior revealed modifications typical for communication with a child by Iverson et al. (1999). Multi-modal studies by Gogate et al. (2000) and Zukow-Goldring (2005) point out a close relationship between speech and motion. It has been argued that it is the synchrony between multi-modal channels that links percepts to each other. Still an open question is how infants detect the correspondence between words and the structure of ongoing events. We argue that information from one modality can help to understand information from another modality, which indicates that multi-modal information is not redundant but complementary and thus necessary for learning
多米尼和多丹(2004)对母语进行了单模态调查，但主要关注的是母语如何帮助婴儿学习目标语言的音位系统，以及母语如何引导婴儿注意语音信号的重要方面。最近，艾弗森等人(1999)还发现了手势行为在与儿童交流时的典型变化。Gogate et al.(2000)和Zukow-Goldring(2005)的多模态研究指出了言语和动作之间的密切关系。有人认为，是多模态通道之间的同步性将感知连接到彼此。婴儿如何发现单词和正在发生的事件的结构之间的对应关系仍然是一个悬而未决的问题。我们认为，来自一种模态的信息可以帮助理解来自另一种模态的信息，这表明多模态信息不是多余的，而是互补的，因此是学习所必需的
{"title":"How can prosody help to learn actions?","authors":"B. Wrede, J. Fritsch, K. Rohlfing","doi":"10.1109/DEVLRN.2005.1490969","DOIUrl":"https://doi.org/10.1109/DEVLRN.2005.1490969","url":null,"abstract":"Unimodal investigations have dealt with motherese - but mainly with a focus on how it helps the infant to learn the phonemic system of a target language by Dominey and Dodane (2004) and how it guides infant's attention to important aspects of the speech signal. Recently, also gestural behavior revealed modifications typical for communication with a child by Iverson et al. (1999). Multi-modal studies by Gogate et al. (2000) and Zukow-Goldring (2005) point out a close relationship between speech and motion. It has been argued that it is the synchrony between multi-modal channels that links percepts to each other. Still an open question is how infants detect the correspondence between words and the structure of ongoing events. We argue that information from one modality can help to understand information from another modality, which indicates that multi-modal information is not redundant but complementary and thus necessary for learning","PeriodicalId":297121,"journal":{"name":"Proceedings. The 4nd International Conference on Development and Learning, 2005.","volume":"31 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2005-07-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"115608076","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2005-07-19DOI: 10.1109/DEVLRN.2005.1490943
Takaki Makino, Kazuyuki Aihara
We developed self learning for simulation study of mutual understanding between peer agents. We designed them to use various types of coplayer models and a reinforcement learning algorithm to learn to play a noisy iterated prisoners' dilemma game so that the pay-off for the agent itself is maximized. We measured the mutual-modeling ability of each type of agent in terms of cooperative behavior when playing with another equivalent agent. We observed that agents with a complex coplayer model, which includes a model of the agent itself, showed higher cooperation than agents with a simpler coplayer model only. Moreover, in low-noise environments, Level-M agent, which develops equivalent models of the self and the other, showed higher cooperation than other types of agents. These results suggest the importance of "self-observation" in the design of communicative agents
{"title":"Cooperative Behavior of Agents That Model the Other and the Self in Noisy Iterated Prisoners' Dilemma Simulation","authors":"Takaki Makino, Kazuyuki Aihara","doi":"10.1109/DEVLRN.2005.1490943","DOIUrl":"https://doi.org/10.1109/DEVLRN.2005.1490943","url":null,"abstract":"We developed self learning for simulation study of mutual understanding between peer agents. We designed them to use various types of coplayer models and a reinforcement learning algorithm to learn to play a noisy iterated prisoners' dilemma game so that the pay-off for the agent itself is maximized. We measured the mutual-modeling ability of each type of agent in terms of cooperative behavior when playing with another equivalent agent. We observed that agents with a complex coplayer model, which includes a model of the agent itself, showed higher cooperation than agents with a simpler coplayer model only. Moreover, in low-noise environments, Level-M agent, which develops equivalent models of the self and the other, showed higher cooperation than other types of agents. These results suggest the importance of \"self-observation\" in the design of communicative agents","PeriodicalId":297121,"journal":{"name":"Proceedings. The 4nd International Conference on Development and Learning, 2005.","volume":"111 3S 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2005-07-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"115869340","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2005-07-19DOI: 10.1109/DEVLRN.2005.1490944
M. Kawasaki, M. Watanabe, K. Aihara
It has been proposed that visual working memory can hold a set of approximately four objects and the number of remembered objects is the same whether the objects have one relevant single feature, or two, or even four (Luck & Vogel; Wheeler & Treisman). Although the actual visual images have color shape and motion features, traditional change detection tasks were mainly related to only color and shape. This study using dynamic color random dots dealt with motion direction and color shape equally and then tested previous proposals. The capacity significantly decreased when motion features were added, that is to say, the performance in motion and both color and shape binding conditions was worse than in a single feature condition, unlike in color and shape binding condition. Our results suggest that motion feature competes for color shape feature, therefore visual working memory capacity for multidimensional objects is impaired contrary to a widely held view
{"title":"Impaired visual working memory capacity in case of motion direction and color-shape feature binding","authors":"M. Kawasaki, M. Watanabe, K. Aihara","doi":"10.1109/DEVLRN.2005.1490944","DOIUrl":"https://doi.org/10.1109/DEVLRN.2005.1490944","url":null,"abstract":"It has been proposed that visual working memory can hold a set of approximately four objects and the number of remembered objects is the same whether the objects have one relevant single feature, or two, or even four (Luck & Vogel; Wheeler & Treisman). Although the actual visual images have color shape and motion features, traditional change detection tasks were mainly related to only color and shape. This study using dynamic color random dots dealt with motion direction and color shape equally and then tested previous proposals. The capacity significantly decreased when motion features were added, that is to say, the performance in motion and both color and shape binding conditions was worse than in a single feature condition, unlike in color and shape binding condition. Our results suggest that motion feature competes for color shape feature, therefore visual working memory capacity for multidimensional objects is impaired contrary to a widely held view","PeriodicalId":297121,"journal":{"name":"Proceedings. The 4nd International Conference on Development and Learning, 2005.","volume":"33 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2005-07-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"131470914","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2005-07-19DOI: 10.1109/DEVLRN.2005.1490939
Syogo Yonekura, Max Lungarella, Yasuo Kuniyoshi
We consider how emotions emerge from interaction of brain and body of organism, and its surrounding environment. In particular, we describe design and implementation of a virtual "sea-anemone" in which the interplay of neural and body-environment dynamics leads to the emergence of locomotion, oscillations, and freezing - movement patterns that can be associated with particular emotional states. The neurons composing the neural architecture of our creature are modeled as Hindmarsh-Rose bursting neurons. Our results show that the coupling of neural and body-environment dynamics produces a persistent reflex-induced fear-like response following the collision with objects. In absence of sensory feedback, however, the creature locomotes and the fear-like state disappear. Based on our experimental results, we introduce a novel hypothesis to explain the emergence of primitive emotions. Fear is induced by a conflict between the neural "intention" to locomote and the body-environment-related tendency not to locomote. This study may shed light on the embodied basis of emotional behavior
{"title":"Fear-like response induced by intentional gap between neural and body-environment dynamics","authors":"Syogo Yonekura, Max Lungarella, Yasuo Kuniyoshi","doi":"10.1109/DEVLRN.2005.1490939","DOIUrl":"https://doi.org/10.1109/DEVLRN.2005.1490939","url":null,"abstract":"We consider how emotions emerge from interaction of brain and body of organism, and its surrounding environment. In particular, we describe design and implementation of a virtual \"sea-anemone\" in which the interplay of neural and body-environment dynamics leads to the emergence of locomotion, oscillations, and freezing - movement patterns that can be associated with particular emotional states. The neurons composing the neural architecture of our creature are modeled as Hindmarsh-Rose bursting neurons. Our results show that the coupling of neural and body-environment dynamics produces a persistent reflex-induced fear-like response following the collision with objects. In absence of sensory feedback, however, the creature locomotes and the fear-like state disappear. Based on our experimental results, we introduce a novel hypothesis to explain the emergence of primitive emotions. Fear is induced by a conflict between the neural \"intention\" to locomote and the body-environment-related tendency not to locomote. This study may shed light on the embodied basis of emotional behavior","PeriodicalId":297121,"journal":{"name":"Proceedings. The 4nd International Conference on Development and Learning, 2005.","volume":"45 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2005-07-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"121474380","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2005-07-19DOI: 10.1109/DEVLRN.2005.1490940
S. Ishikawa, T. Omori
Acquiring several kinds of "models" to recognize the environment and social agents as knowledge and rules to decide one's own next behavior based on the rules is an important aspect of cognitive development. In this study, we investigated the developmental process of children in acquiring and using these "models" in the social world. Children were tested with two experimental TV-game tasks, and we analyzed their behavior precisely from several viewpoints concerning representation of self, recognition of the outer environment, and recognition of the interactive agents. Four and five year-old children showed that they understood contingencies between their own action and visual feedback and memorized the visual environment. Moreover, five and six year olds selected adequate information sources to decide their own next behavior. These data indicated that children developed their own internal "models" for recognizing their environment and making decisions about behavior
{"title":"How to Behave in the Social World: Behavioral Analysis and Modeling for Development of Cognitive Processes","authors":"S. Ishikawa, T. Omori","doi":"10.1109/DEVLRN.2005.1490940","DOIUrl":"https://doi.org/10.1109/DEVLRN.2005.1490940","url":null,"abstract":"Acquiring several kinds of \"models\" to recognize the environment and social agents as knowledge and rules to decide one's own next behavior based on the rules is an important aspect of cognitive development. In this study, we investigated the developmental process of children in acquiring and using these \"models\" in the social world. Children were tested with two experimental TV-game tasks, and we analyzed their behavior precisely from several viewpoints concerning representation of self, recognition of the outer environment, and recognition of the interactive agents. Four and five year-old children showed that they understood contingencies between their own action and visual feedback and memorized the visual environment. Moreover, five and six year olds selected adequate information sources to decide their own next behavior. These data indicated that children developed their own internal \"models\" for recognizing their environment and making decisions about behavior","PeriodicalId":297121,"journal":{"name":"Proceedings. The 4nd International Conference on Development and Learning, 2005.","volume":"29 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2005-07-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"129951697","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2005-07-19DOI: 10.1109/DEVLRN.2005.1490966
A. Funabashi
Summary form only given. The onset of crawling is a dramatic arrival in the parade of infants' new motor skills. Mahier, Pine, and Bergman (1975) assigned locomotion acquisition is a role in the development of infants' psychological independence from their caregivers. Despite the potential contributions of locomotion to human development, however, the human infants' ability to locomote has rarely been treated empirically (Gustafson (1984). Recently, some researchers pointed out the onset of crawling is a vital role in early development and involves a pervasive set of changes in perception, cognition, and social development (Campos et al., (2000). A great deal of effort has been made on relation between crawling onset and perception, cognition development. What seems to be lacking, however, is relation between crawling onset and social development. This derives us to the question why does crawling onset relate to social development. What I wish to show in present study is whether the structure of mother-infant interaction would change as infants started crawling. Mothers and infants (12 pairs) were videotaped to play scene monthly from 6 to 10 months of age (7 boys and 5 girls). None was able to creep or crawl. Observations in the laboratory were scheduled at times that were optimal for baby. Free play scene is videotaped in 10 minutes. All mothers and infants come to laboratory every month. Behavior categories are following: (1) mother-infant physical distance (keep in touch, nearby, faraway): (2) the style of interaction (face-to-face, not face-to-face). These categories were checked by 5 seconds bout. All infants were assessed locomotion ability every month, and were classified in one of three stages. The prelocomotor stage is that infants can't locomote with oneself alone at all. The creeping stage is that infants can locomote alone with creeping. The crawling stage is that infants can locomote alone with crawling. Coding was done by a graduate student who was naive to the purpose of this study and author. A Cohen's kappa was used to assess inter-coder reliability. Kappa for behavior categories was 0.92. The following results were obtained: In the prelocomotor stage, structure of mother-infant interaction tended to distance of both were near, but it was not face-to-face. However, the structure changed when infants began to locomote( the creeping stage). In this stage, between mothers and infants come to occur a remote distance, on the other hand, face-to-face interaction increased. In next stage (the crawling stage), furthermore, between mothers and infants come to occur a near distance again but face-to-face situation had been maintained. It is said that locomotion development is a very important for later social cognitive development. However there seems to be no established theory to explain this suggestion. To examine the structural changes of mother-infant interaction on the basis of a point of view of infant's locomotion ability might of
只提供摘要形式。爬行的开始是婴儿新运动技能游行中的一个戏剧性的到来。Mahier, Pine, and Bergman(1975)指出运动习得在婴儿对照顾者的心理独立性发展中起着重要作用。尽管运动对人类的发展有潜在的贡献，然而，人类婴儿的运动能力很少被经验地对待(Gustafson(1984))。最近，一些研究人员指出，爬行的开始在早期发育中起着至关重要的作用，涉及感知、认知和社会发展的一系列普遍变化(Campos et al.， 2000)。关于爬行发生与知觉、认知发展的关系，已有大量的研究。然而，似乎缺乏的是爬行开始和社会发展之间的关系。这就引出了一个问题，为什么爬行的开始与社会发展有关。我希望在本研究中展示的是，当婴儿开始爬行时，母婴互动的结构是否会发生变化。从6个月到10个月(7个男孩和5个女孩)，每个月对母亲和婴儿(12对)进行录像。没有一个能爬行。实验室里的观察被安排在最适合婴儿的时间。自由游戏场景在10分钟内录制。所有的母亲和婴儿每个月都来实验室。行为分类如下:(1)母婴身体距离(保持联系、近距离、远距离);(2)互动方式(面对面、非面对面)。这些类别以5秒为一轮进行检查。每个月对所有婴儿进行运动能力评估，并将其分为三个阶段之一。前运动阶段是指婴儿完全不能单独运动。匍匐阶段是指婴儿可以独自匍匐移动。爬行阶段是指婴儿可以独立移动和爬行的阶段。编码是由一名研究生完成的，他对这项研究的目的和作者都很天真。科恩kappa被用来评估编码器间的可靠性。行为分类的Kappa为0.92。结果表明:在运动前阶段，母婴互动结构倾向于近距离互动，而非面对面互动。然而，当婴儿开始移动(爬行阶段)时，结构发生了变化。在这一阶段，母亲与婴儿之间出现了遥远的距离，另一方面，面对面的互动增加了。在下一阶段(爬行阶段)，母亲与婴儿之间再次出现近距离，但仍保持面对面的情况。据说，运动发展对后来的社会认知发展非常重要。然而，似乎没有既定的理论来解释这一建议。从婴儿运动能力的角度考察母婴互动的结构变化，可能为理解婴儿社会认知发展的剧烈变化提供关键。对调查结果进行进一步的详细研究，形成了一些合理的假设来解释这种共性
{"title":"Longitudinal Observations of Structural Changes in the Mother-Infant Interaction: A New Perspectives Based on Infants' Locomotion Development","authors":"A. Funabashi","doi":"10.1109/DEVLRN.2005.1490966","DOIUrl":"https://doi.org/10.1109/DEVLRN.2005.1490966","url":null,"abstract":"Summary form only given. The onset of crawling is a dramatic arrival in the parade of infants' new motor skills. Mahier, Pine, and Bergman (1975) assigned locomotion acquisition is a role in the development of infants' psychological independence from their caregivers. Despite the potential contributions of locomotion to human development, however, the human infants' ability to locomote has rarely been treated empirically (Gustafson (1984). Recently, some researchers pointed out the onset of crawling is a vital role in early development and involves a pervasive set of changes in perception, cognition, and social development (Campos et al., (2000). A great deal of effort has been made on relation between crawling onset and perception, cognition development. What seems to be lacking, however, is relation between crawling onset and social development. This derives us to the question why does crawling onset relate to social development. What I wish to show in present study is whether the structure of mother-infant interaction would change as infants started crawling. Mothers and infants (12 pairs) were videotaped to play scene monthly from 6 to 10 months of age (7 boys and 5 girls). None was able to creep or crawl. Observations in the laboratory were scheduled at times that were optimal for baby. Free play scene is videotaped in 10 minutes. All mothers and infants come to laboratory every month. Behavior categories are following: (1) mother-infant physical distance (keep in touch, nearby, faraway): (2) the style of interaction (face-to-face, not face-to-face). These categories were checked by 5 seconds bout. All infants were assessed locomotion ability every month, and were classified in one of three stages. The prelocomotor stage is that infants can't locomote with oneself alone at all. The creeping stage is that infants can locomote alone with creeping. The crawling stage is that infants can locomote alone with crawling. Coding was done by a graduate student who was naive to the purpose of this study and author. A Cohen's kappa was used to assess inter-coder reliability. Kappa for behavior categories was 0.92. The following results were obtained: In the prelocomotor stage, structure of mother-infant interaction tended to distance of both were near, but it was not face-to-face. However, the structure changed when infants began to locomote( the creeping stage). In this stage, between mothers and infants come to occur a remote distance, on the other hand, face-to-face interaction increased. In next stage (the crawling stage), furthermore, between mothers and infants come to occur a near distance again but face-to-face situation had been maintained. It is said that locomotion development is a very important for later social cognitive development. However there seems to be no established theory to explain this suggestion. To examine the structural changes of mother-infant interaction on the basis of a point of view of infant's locomotion ability might of","PeriodicalId":297121,"journal":{"name":"Proceedings. The 4nd International Conference on Development and Learning, 2005.","volume":"65 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2005-07-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"115830415","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2005-07-19DOI: 10.1109/DEVLRN.2005.1490945
M. Ijiri, T. Inui, S. Amano, T. Kondo
In this paper, we quantitatively investigate the mechanism of children's deviations from adult articulation (CDFA) by using an articulation control model. The target CDFA is the substitution of /sh/ for /s/ and /n/ for /d/ at the beginning of words or after prolonged sounds, and the substitution of /r/ for /d/ in the middle of words. Our analysis shows that the CDFA at the beginning of words can be simulated by slowing the movement of the tongue. Moreover, it is shown that the CDFA is caused by the constraints that minimize the movement distance and the curvature at triplet points whose center is the target sound in the tongue-related parameter space
{"title":"An articulatory model with developmental constraints: Some evidence from child speech data","authors":"M. Ijiri, T. Inui, S. Amano, T. Kondo","doi":"10.1109/DEVLRN.2005.1490945","DOIUrl":"https://doi.org/10.1109/DEVLRN.2005.1490945","url":null,"abstract":"In this paper, we quantitatively investigate the mechanism of children's deviations from adult articulation (CDFA) by using an articulation control model. The target CDFA is the substitution of /sh/ for /s/ and /n/ for /d/ at the beginning of words or after prolonged sounds, and the substitution of /r/ for /d/ in the middle of words. Our analysis shows that the CDFA at the beginning of words can be simulated by slowing the movement of the tongue. Moreover, it is shown that the CDFA is caused by the constraints that minimize the movement distance and the curvature at triplet points whose center is the target sound in the tongue-related parameter space","PeriodicalId":297121,"journal":{"name":"Proceedings. The 4nd International Conference on Development and Learning, 2005.","volume":"5 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2005-07-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"121127993","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2005-07-19DOI: 10.1109/DEVLRN.2005.1490949
E. Uchibe, K. Doya
Developmental learning approach by changing the internal state representation from simple to complex is promising in order for a robot to learn behaviors efficiently. We have proposed a reinforcement learning (RL) method for multiple learning modules with different state representations and algorithms. One of interesting results we showed is that a complex RL system can learn faster with the help of simpler RL systems that can not obtain the best performance. However, it did not consider the difference in sampling rates of learning modules. This paper discusses how the interaction among multiple learning modules with different sampling rates affects the robot learning. Experimental results in navigation task show that developmental learning described above is not always good strategy
{"title":"Reinforcement Learning with Multiple Heterogeneous Modules: A Framework for Developmental Robot Learning","authors":"E. Uchibe, K. Doya","doi":"10.1109/DEVLRN.2005.1490949","DOIUrl":"https://doi.org/10.1109/DEVLRN.2005.1490949","url":null,"abstract":"Developmental learning approach by changing the internal state representation from simple to complex is promising in order for a robot to learn behaviors efficiently. We have proposed a reinforcement learning (RL) method for multiple learning modules with different state representations and algorithms. One of interesting results we showed is that a complex RL system can learn faster with the help of simpler RL systems that can not obtain the best performance. However, it did not consider the difference in sampling rates of learning modules. This paper discusses how the interaction among multiple learning modules with different sampling rates affects the robot learning. Experimental results in navigation task show that developmental learning described above is not always good strategy","PeriodicalId":297121,"journal":{"name":"Proceedings. The 4nd International Conference on Development and Learning, 2005.","volume":"22 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2005-07-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"116417481","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2005-07-19DOI: 10.1109/DEVLRN.2005.1490959
Nicolas Bredèche, L. Hugues
Evolutionary robotics offers an efficient and easy-to-use framework for automatically building behaviors for an autonomous robot. However, a major drawback of this approach relies in the difficulty to define the fitness function (i.e. the learning setup) in order to get satisfying results. Recent works addressed this issue either by decomposing the learning task or by endowing the agent with such capabilities that should make the goal easier to achieve. Literature in evolutionary approach shows that modifying the very nature of genetic operators and/or fitness during the course of evolution may lead to better results for complex problems. In the scope of this short paper, we are interested in the reformulation of a straightforward complex fitness function into more subtle versions using different approaches
{"title":"Evolutionary Robotics: Incremental Learning of Sequential Behavior","authors":"Nicolas Bredèche, L. Hugues","doi":"10.1109/DEVLRN.2005.1490959","DOIUrl":"https://doi.org/10.1109/DEVLRN.2005.1490959","url":null,"abstract":"Evolutionary robotics offers an efficient and easy-to-use framework for automatically building behaviors for an autonomous robot. However, a major drawback of this approach relies in the difficulty to define the fitness function (i.e. the learning setup) in order to get satisfying results. Recent works addressed this issue either by decomposing the learning task or by endowing the agent with such capabilities that should make the goal easier to achieve. Literature in evolutionary approach shows that modifying the very nature of genetic operators and/or fitness during the course of evolution may lead to better results for complex problems. In the scope of this short paper, we are interested in the reformulation of a straightforward complex fitness function into more subtle versions using different approaches","PeriodicalId":297121,"journal":{"name":"Proceedings. The 4nd International Conference on Development and Learning, 2005.","volume":"20 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2005-07-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"117038359","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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