Pub Date : 2013-09-01DOI: 10.1109/TAMD.2013.2273057
Rebecca J. Brand, Emily Hollenbeck, Jonathan F. Kominsky
When demonstrating objects to young children, parents use specialized action features, called “motionese,” which elicit attention and facilitate imitation. We hypothesized that the timing of mothers' infant-directed eye gaze in such interactions may provide systematic cues to the structure of action. We asked 35 mothers to demonstrate a series of tasks on objects to their 7- and 12-mo-old infants, with three objects affording enabling sequences leading to a salient goal, and three objects affording arbitrary sequences with no goal. We found that mothers' infant-directed gaze was more aligned with action boundary points than expected by chance, and was particularly tightly aligned with the final actions of enabling sequences. For 7- but not 12-mo-olds, mothers spent more time with arbitrary than enabling-sequence objects, and provided especially tight alignment for action initiations relative to completions. These findings suggest that infants may be privy to patterns of information in mothers' gaze which signal action boundaries and particularly highlight action goals, and that these patterns shift based on the age or knowledge state of the learner.
{"title":"Mothers’ Infant-Directed Gaze During Object Demonstration Highlights Action Boundaries and Goals","authors":"Rebecca J. Brand, Emily Hollenbeck, Jonathan F. Kominsky","doi":"10.1109/TAMD.2013.2273057","DOIUrl":"https://doi.org/10.1109/TAMD.2013.2273057","url":null,"abstract":"When demonstrating objects to young children, parents use specialized action features, called “motionese,” which elicit attention and facilitate imitation. We hypothesized that the timing of mothers' infant-directed eye gaze in such interactions may provide systematic cues to the structure of action. We asked 35 mothers to demonstrate a series of tasks on objects to their 7- and 12-mo-old infants, with three objects affording enabling sequences leading to a salient goal, and three objects affording arbitrary sequences with no goal. We found that mothers' infant-directed gaze was more aligned with action boundary points than expected by chance, and was particularly tightly aligned with the final actions of enabling sequences. For 7- but not 12-mo-olds, mothers spent more time with arbitrary than enabling-sequence objects, and provided especially tight alignment for action initiations relative to completions. These findings suggest that infants may be privy to patterns of information in mothers' gaze which signal action boundaries and particularly highlight action goals, and that these patterns shift based on the age or knowledge state of the learner.","PeriodicalId":49193,"journal":{"name":"IEEE Transactions on Autonomous Mental Development","volume":"5 1","pages":"192-201"},"PeriodicalIF":0.0,"publicationDate":"2013-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1109/TAMD.2013.2273057","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"62762056","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 : 2013-09-01DOI: 10.1109/TAMD.2013.2276611
K. D. Barbaro, Christine M. Johnson, Deborah Forster, G. Deák
Infants are biologically prepared to learn complex behaviors by interacting in dynamic, responsive social environments. Although the importance of interactive social experiences has long been recognized, current methods for studying complex multimodal interactions are lagging. This paper outlines a systems approach for characterizing fine-grained temporal dynamics of developing social interaction. We provide best practices for capturing, coding, and analyzing interaction activity on multiple -temporal scales, from fractions of seconds (e.g., gaze shifts), to minutes (e.g., coordinated play episodes), to weeks or months (e.g., developmental change).
{"title":"Methodological Considerations For Investigating the Microdynamics of Social Interaction Development","authors":"K. D. Barbaro, Christine M. Johnson, Deborah Forster, G. Deák","doi":"10.1109/TAMD.2013.2276611","DOIUrl":"https://doi.org/10.1109/TAMD.2013.2276611","url":null,"abstract":"Infants are biologically prepared to learn complex behaviors by interacting in dynamic, responsive social environments. Although the importance of interactive social experiences has long been recognized, current methods for studying complex multimodal interactions are lagging. This paper outlines a systems approach for characterizing fine-grained temporal dynamics of developing social interaction. We provide best practices for capturing, coding, and analyzing interaction activity on multiple -temporal scales, from fractions of seconds (e.g., gaze shifts), to minutes (e.g., coordinated play episodes), to weeks or months (e.g., developmental change).","PeriodicalId":49193,"journal":{"name":"IEEE Transactions on Autonomous Mental Development","volume":"5 1","pages":"258-270"},"PeriodicalIF":0.0,"publicationDate":"2013-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1109/TAMD.2013.2276611","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"62761861","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 : 2013-09-01DOI: 10.1109/TAMD.2013.2269905
C. Tamis-LeMonda, Yana Kuchirko, Lisa Tafuro
We examined maternal contingent responsiveness to infant object exploration in 190 mother-infant pairs from diverse cultural communities. Dyads were video-recorded during book-sharing and play when infants were 14 mo. Researchers coded the temporal onsets and offsets of infant and mother object exploration and mothers' referential (e.g., “That's a bead”) and regulatory (e.g., “Stop it”) language. The times when infant or mother were neither exploring objects nor communicating were classified as “off task.” Sequential analysis was used to examine whether certain maternal behaviors were more (or less) likely to follow infant object exploration relative to chance, to one another, and to times when infants were off task. Mothers were more likely to explore objects and use referential language in response to infant object exploration than to use regulatory language or be off task, and maternal behaviors were reduced in the context of infants being off task. Additionally, mothers coordinated their object exploration with referential language specifically; thus, mothers' responses to infants were didactic and multimodal. Infant object exploration elicits reciprocal object exploration and informative verbal input from mothers, illustrating the active role infants play in their social experiences.
{"title":"From Action to Interaction: Infant Object Exploration and Mothers' Contingent Responsiveness","authors":"C. Tamis-LeMonda, Yana Kuchirko, Lisa Tafuro","doi":"10.1109/TAMD.2013.2269905","DOIUrl":"https://doi.org/10.1109/TAMD.2013.2269905","url":null,"abstract":"We examined maternal contingent responsiveness to infant object exploration in 190 mother-infant pairs from diverse cultural communities. Dyads were video-recorded during book-sharing and play when infants were 14 mo. Researchers coded the temporal onsets and offsets of infant and mother object exploration and mothers' referential (e.g., “That's a bead”) and regulatory (e.g., “Stop it”) language. The times when infant or mother were neither exploring objects nor communicating were classified as “off task.” Sequential analysis was used to examine whether certain maternal behaviors were more (or less) likely to follow infant object exploration relative to chance, to one another, and to times when infants were off task. Mothers were more likely to explore objects and use referential language in response to infant object exploration than to use regulatory language or be off task, and maternal behaviors were reduced in the context of infants being off task. Additionally, mothers coordinated their object exploration with referential language specifically; thus, mothers' responses to infants were didactic and multimodal. Infant object exploration elicits reciprocal object exploration and informative verbal input from mothers, illustrating the active role infants play in their social experiences.","PeriodicalId":49193,"journal":{"name":"IEEE Transactions on Autonomous Mental Development","volume":"5 1","pages":"202-209"},"PeriodicalIF":0.0,"publicationDate":"2013-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1109/TAMD.2013.2269905","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"62761904","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 : 2013-09-01DOI: 10.1109/TAMD.2013.2278456
K. Rohlfing, G. Deák
Social learning takes place within an interactional loop. The contributions of this Special Issue exemplify approaches capturing the microdynamics of interaction to provide us with insights into the adaptation and learning processes.
{"title":"Microdynamics of Interaction: Capturing and Modeling Infants' Social Learning [Guest Editorial]","authors":"K. Rohlfing, G. Deák","doi":"10.1109/TAMD.2013.2278456","DOIUrl":"https://doi.org/10.1109/TAMD.2013.2278456","url":null,"abstract":"Social learning takes place within an interactional loop. The contributions of this Special Issue exemplify approaches capturing the microdynamics of interaction to provide us with insights into the adaptation and learning processes.","PeriodicalId":49193,"journal":{"name":"IEEE Transactions on Autonomous Mental Development","volume":"47 1","pages":"189-191"},"PeriodicalIF":0.0,"publicationDate":"2013-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"91388493","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 : 2013-09-01DOI: 10.1109/TAMD.2013.2275949
Michelle L. McGillion, J. Herbert, J. Pine, T. Keren-Portnoy, M. Vihman, Danielle E. Matthews
Maternal responsiveness has been positively related with a range of socioemotional and cognitive outcomes including language. A substantial body of research has explored different aspects of verbal responsiveness. However, perhaps because of the many ways in which it can be operationalized, there is currently a lack of consensus around what type of responsiveness is most helpful for later language development. The present study sought to address this problem by considering both the semantic and temporal dimensions of responsiveness on a single cohort while controlling for level of parental education and the overall amount of communication on the part of both the caregiver and the infant. We found that only utterances that were both semantically appropriate and temporally linked to an infant vocalization were related to infant expressive vocabulary at 18 mo.
{"title":"Supporting Early Vocabulary Development: What Sort of Responsiveness Matters?","authors":"Michelle L. McGillion, J. Herbert, J. Pine, T. Keren-Portnoy, M. Vihman, Danielle E. Matthews","doi":"10.1109/TAMD.2013.2275949","DOIUrl":"https://doi.org/10.1109/TAMD.2013.2275949","url":null,"abstract":"Maternal responsiveness has been positively related with a range of socioemotional and cognitive outcomes including language. A substantial body of research has explored different aspects of verbal responsiveness. However, perhaps because of the many ways in which it can be operationalized, there is currently a lack of consensus around what type of responsiveness is most helpful for later language development. The present study sought to address this problem by considering both the semantic and temporal dimensions of responsiveness on a single cohort while controlling for level of parental education and the overall amount of communication on the part of both the caregiver and the infant. We found that only utterances that were both semantically appropriate and temporally linked to an infant vocalization were related to infant expressive vocabulary at 18 mo.","PeriodicalId":49193,"journal":{"name":"IEEE Transactions on Autonomous Mental Development","volume":"5 1","pages":"240-248"},"PeriodicalIF":0.0,"publicationDate":"2013-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1109/TAMD.2013.2275949","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"62761766","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 : 2013-09-01DOI: 10.1109/TAMD.2013.2279277
Thomas Cederborg, Pierre-Yves Oudeyer
We identify a strong structural similarity between the Gavagai problem in language acquisition and the problem of imitation learning of multiple context-dependent sensorimotor skills from human teachers. In both cases, a learner has to resolve concurrently multiple types of ambiguities while learning how to act in response to particular contexts through the observation of a teacher's demonstrations. We argue that computational models of language acquisition and models of motor skill learning by demonstration have so far only considered distinct subsets of these types of ambiguities, leading to the use of distinct families of techniques across two loosely connected research domains. We present a computational model, mixing concepts and techniques from these two domains, involving a simulated robot learner interacting with a human teacher. Proof-of-concept experiments show that: 1) it is possible to consider simultaneously a larger set of ambiguities than considered so far in either domain; and 2) this allows us to model important aspects of language acquisition and motor learning within a single process that does not initially separate what is “linguistic” from what is “nonlinguistic.” Rather, the model shows that a general form of imitation learning can allow a learner to discover channels of communication used by an ambiguous teacher, thus addressing a form of abstract Gavagai problem (ambiguity about which observed behavior is “linguistic”, and in that case which modality is communicative).
{"title":"From Language to Motor Gavagai: Unified Imitation Learning of Multiple Linguistic and Nonlinguistic Sensorimotor Skills","authors":"Thomas Cederborg, Pierre-Yves Oudeyer","doi":"10.1109/TAMD.2013.2279277","DOIUrl":"https://doi.org/10.1109/TAMD.2013.2279277","url":null,"abstract":"We identify a strong structural similarity between the Gavagai problem in language acquisition and the problem of imitation learning of multiple context-dependent sensorimotor skills from human teachers. In both cases, a learner has to resolve concurrently multiple types of ambiguities while learning how to act in response to particular contexts through the observation of a teacher's demonstrations. We argue that computational models of language acquisition and models of motor skill learning by demonstration have so far only considered distinct subsets of these types of ambiguities, leading to the use of distinct families of techniques across two loosely connected research domains. We present a computational model, mixing concepts and techniques from these two domains, involving a simulated robot learner interacting with a human teacher. Proof-of-concept experiments show that: 1) it is possible to consider simultaneously a larger set of ambiguities than considered so far in either domain; and 2) this allows us to model important aspects of language acquisition and motor learning within a single process that does not initially separate what is “linguistic” from what is “nonlinguistic.” Rather, the model shows that a general form of imitation learning can allow a learner to discover channels of communication used by an ambiguous teacher, thus addressing a form of abstract Gavagai problem (ambiguity about which observed behavior is “linguistic”, and in that case which modality is communicative).","PeriodicalId":49193,"journal":{"name":"IEEE Transactions on Autonomous Mental Development","volume":"5 1","pages":"222-239"},"PeriodicalIF":0.0,"publicationDate":"2013-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1109/TAMD.2013.2279277","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"62761780","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 : 2013-09-01DOI: 10.1109/TAMD.2013.2273258
J. Rączaszek-Leonardi, Iris Nomikou, K. Rohlfing
Are higher-level cognitive processes the only way that purposefulness can be introduced into the human interaction? In this paper, we provide a microanalysis of early mother-child interactions and argue that the beginnings of joint intentionality can be traced to the practice of embedding the child's actions into culturally shaped episodes. As action becomes coaction, an infant's perception becomes tuned to interaction affordances.
{"title":"Young Children’s Dialogical Actions: The Beginnings of Purposeful Intersubjectivity","authors":"J. Rączaszek-Leonardi, Iris Nomikou, K. Rohlfing","doi":"10.1109/TAMD.2013.2273258","DOIUrl":"https://doi.org/10.1109/TAMD.2013.2273258","url":null,"abstract":"Are higher-level cognitive processes the only way that purposefulness can be introduced into the human interaction? In this paper, we provide a microanalysis of early mother-child interactions and argue that the beginnings of joint intentionality can be traced to the practice of embedding the child's actions into culturally shaped episodes. As action becomes coaction, an infant's perception becomes tuned to interaction affordances.","PeriodicalId":49193,"journal":{"name":"IEEE Transactions on Autonomous Mental Development","volume":"5 1","pages":"210-221"},"PeriodicalIF":0.0,"publicationDate":"2013-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1109/TAMD.2013.2273258","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"62761716","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 : 2013-09-01DOI: 10.1109/TAMD.2013.2279556
Patricia Zukow-Goldring, N. Rader
The research and theory described here evolved from fine-grained descriptions of early word learning based on videotapes of infants and their families in the US and Mexico. This naturalistic approach led to theorizing about the perceptual processes underlying the caregiver's role in assisting infants' early word learning. Caregivers educate infants' attention by synchronizing the saying of a word with a dynamic gesture, a show, in which they display the object/referent to the infant. By making this perceptual information prominent, infants can detect an amodal invariant across gesture and speech. Doing so brackets the word and object within the auditory and visual flow of events and constitutes the basis for perceiving them as belonging together. Stemming from the earlier naturalistic work, we designed eye-tracking experiments to test three hypotheses: 1) infants will attend more to an object when the referring word is said if the speaker uses a dynamic, synchronized show gesture, rather than a static or asynchronous gesture; 2) a show gesture will be most effective in drawing attention away from the mouth to the object when the referring word is spoken; and 3) the use of a show gesture will lead to enhanced word learning. These experiments confirmed our hypotheses, establishing that infants detected referent-word relations best when the speaker used a show gesture. These results support the SEED Framework of early language development which delineates how the situated, culturally embodied, emergent, and distributed character of caregiver-infant interaction nurtures communicative behavior. The ability to communicate germinates and takes root during social interaction, as the dynamically-coupled perceiving-and-acting of infants and caregivers forms a continuous loop, each of them unceasingly affecting the other. These findings have implications for the design of cognitive systems in autonomous robots, especially “tutor spotting” and detecting “acoustic packages.”
{"title":"SEED Framework of Early Language Development: The Dynamic Coupling of Infant–Caregiver Perceiving and Acting Forms a Continuous Loop during Interaction","authors":"Patricia Zukow-Goldring, N. Rader","doi":"10.1109/TAMD.2013.2279556","DOIUrl":"https://doi.org/10.1109/TAMD.2013.2279556","url":null,"abstract":"The research and theory described here evolved from fine-grained descriptions of early word learning based on videotapes of infants and their families in the US and Mexico. This naturalistic approach led to theorizing about the perceptual processes underlying the caregiver's role in assisting infants' early word learning. Caregivers educate infants' attention by synchronizing the saying of a word with a dynamic gesture, a show, in which they display the object/referent to the infant. By making this perceptual information prominent, infants can detect an amodal invariant across gesture and speech. Doing so brackets the word and object within the auditory and visual flow of events and constitutes the basis for perceiving them as belonging together. Stemming from the earlier naturalistic work, we designed eye-tracking experiments to test three hypotheses: 1) infants will attend more to an object when the referring word is said if the speaker uses a dynamic, synchronized show gesture, rather than a static or asynchronous gesture; 2) a show gesture will be most effective in drawing attention away from the mouth to the object when the referring word is spoken; and 3) the use of a show gesture will lead to enhanced word learning. These experiments confirmed our hypotheses, establishing that infants detected referent-word relations best when the speaker used a show gesture. These results support the SEED Framework of early language development which delineates how the situated, culturally embodied, emergent, and distributed character of caregiver-infant interaction nurtures communicative behavior. The ability to communicate germinates and takes root during social interaction, as the dynamically-coupled perceiving-and-acting of infants and caregivers forms a continuous loop, each of them unceasingly affecting the other. These findings have implications for the design of cognitive systems in autonomous robots, especially “tutor spotting” and detecting “acoustic packages.”","PeriodicalId":49193,"journal":{"name":"IEEE Transactions on Autonomous Mental Development","volume":"5 1","pages":"249-257"},"PeriodicalIF":0.0,"publicationDate":"2013-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1109/TAMD.2013.2279556","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"62762097","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 : 2013-06-01DOI: 10.1109/TAMD.2012.2232291
F. Wörgötter, E. Aksoy, N. Krüger, J. Piater, A. Ude, M. Tamosiunaite
Humans can perform a multitude of different actions with their hands (manipulations). In spite of this, so far there have been only a few attempts to represent manipulation types trying to understand the underlying principles. Here we first discuss how manipulation actions are structured in space and time. For this we use as temporal anchor points those moments where two objects (or hand and object) touch or un-touch each other during a manipulation. We show that by this one can define a relatively small tree-like manipulation ontology. We find less than 30 fundamental manipulations. The temporal anchors also provide us with information about when to pay attention to additional important information, for example when to consider trajectory shapes and relative poses between objects. As a consequence a highly condensed representation emerges by which different manipulations can be recognized and encoded. Examples of manipulations recognition and execution by a robot based on this representation are given at the end of this study.
{"title":"A Simple Ontology of Manipulation Actions Based on Hand-Object Relations","authors":"F. Wörgötter, E. Aksoy, N. Krüger, J. Piater, A. Ude, M. Tamosiunaite","doi":"10.1109/TAMD.2012.2232291","DOIUrl":"https://doi.org/10.1109/TAMD.2012.2232291","url":null,"abstract":"Humans can perform a multitude of different actions with their hands (manipulations). In spite of this, so far there have been only a few attempts to represent manipulation types trying to understand the underlying principles. Here we first discuss how manipulation actions are structured in space and time. For this we use as temporal anchor points those moments where two objects (or hand and object) touch or un-touch each other during a manipulation. We show that by this one can define a relatively small tree-like manipulation ontology. We find less than 30 fundamental manipulations. The temporal anchors also provide us with information about when to pay attention to additional important information, for example when to consider trajectory shapes and relative poses between objects. As a consequence a highly condensed representation emerges by which different manipulations can be recognized and encoded. Examples of manipulations recognition and execution by a robot based on this representation are given at the end of this study.","PeriodicalId":49193,"journal":{"name":"IEEE Transactions on Autonomous Mental Development","volume":"5 1","pages":"117-134"},"PeriodicalIF":0.0,"publicationDate":"2013-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1109/TAMD.2012.2232291","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"62761106","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 : 2013-06-01DOI: 10.1109/TAMD.2013.2248007
S. Shimoda, Y. Yoshihara, H. Kimura
The capability of adapting to unknown environmental situations is one of the most salient features of biological regulations. This capability is ascribed to the learning mechanisms of biological regulatory systems that are totally different from the current artificial machine-learning paradigm. We consider that all computations in biological regulatory systems result from the spatial and temporal integration of simple and homogeneous computational media such as the activities of neurons in brain and protein-protein interactions in intracellular regulations. Adaptation is the outcome of the local activities of the distributed computational media. To investigate the learning mechanism behind this computational scheme, we proposed a learning method that embodies the features of biological systems, termed tacit learning. In this paper, we elaborate this notion further and applied it to bipedal locomotion of a 36DOF humanoid robot in order to discuss the adaptation capability of tacit learning comparing with that of conventional control architectures and that of human beings. Experiments on walking revealed a remarkably high adaptation capability of tacit learning in terms of gait generation, power consumption and robustness.
{"title":"Adaptability of Tacit Learning in Bipedal Locomotion","authors":"S. Shimoda, Y. Yoshihara, H. Kimura","doi":"10.1109/TAMD.2013.2248007","DOIUrl":"https://doi.org/10.1109/TAMD.2013.2248007","url":null,"abstract":"The capability of adapting to unknown environmental situations is one of the most salient features of biological regulations. This capability is ascribed to the learning mechanisms of biological regulatory systems that are totally different from the current artificial machine-learning paradigm. We consider that all computations in biological regulatory systems result from the spatial and temporal integration of simple and homogeneous computational media such as the activities of neurons in brain and protein-protein interactions in intracellular regulations. Adaptation is the outcome of the local activities of the distributed computational media. To investigate the learning mechanism behind this computational scheme, we proposed a learning method that embodies the features of biological systems, termed tacit learning. In this paper, we elaborate this notion further and applied it to bipedal locomotion of a 36DOF humanoid robot in order to discuss the adaptation capability of tacit learning comparing with that of conventional control architectures and that of human beings. Experiments on walking revealed a remarkably high adaptation capability of tacit learning in terms of gait generation, power consumption and robustness.","PeriodicalId":49193,"journal":{"name":"IEEE Transactions on Autonomous Mental Development","volume":"5 1","pages":"152-161"},"PeriodicalIF":0.0,"publicationDate":"2013-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1109/TAMD.2013.2248007","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"62761219","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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