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Beyond Gazing, Pointing, and Reaching

Beyond Gazing, Pointing, and Reaching. A Survey of Developmental Robotics Authors: Max Lungarella , Giorgio Metta. Overview. Introduction Research areas Existing theories Observations and future directions. Introduction. What is developmental robotics?

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Beyond Gazing, Pointing, and Reaching

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  1. Beyond Gazing, Pointing, and Reaching A Survey of Developmental Robotics Authors: Max Lungarella, Giorgio Metta

  2. Overview • Introduction • Research areas • Existing theories • Observations and future directions

  3. Introduction • What is developmental robotics? • Use robots to test models from developmental psychology and neuroscience • Applies insights from ontogenetic development • Why combine robotics with psychology? • Novel methodologies • New research tools • Aim of the article? • Present state of developmental robotics • Motivate use of robots as research tool

  4. Research areas • Criteria • Situatedness • Addressing hypotheses raised by either developmental psychology or neuroscience • Order of identified research articles • Social Interaction • Sensorimotor control • Categorization • Value systems • Developmental plasticity • Motor skill acquisition and morphological changes

  5. Research area: social interaction • What kind of social interaction? • Joint attention • Scassellati (1998, 2001) • Nagai (2002) • Low-level imitation • Demiris (1999) • Development of language • Varshavskaya (2002) • Social regulation • Dautenhahn and Billard (1999)

  6. Research area: sensorimotor control • Crucial to interact with world • Examples • Control of reaching • Marjanovic (1996) • Metta (1999) • Control of grasp • Coehlo (2001) • Interaction with objects • Metta and Fitzpatrick (2003) • Interaction with environment • Berthouze (1996)

  7. Research area: categorisation • Categorisation in developmental robotics • How categories are formed • By interaction with environment, searching for correlations between sensors • Categorisation of objects • Scheuer and Lambrinos (1996) • Sensorimotor related categorisation • Berthouze and Kuniyoshi (1998)

  8. Research area: value system • Value systems in robotics • Internal mediator of environmental stimuli/events • Used to guide exploration process • Value dependant learning • Learning technique where value system alters the learning by: • Specifying mechanisms by which stimuli can modulate learning • Providing system with input that essentially is signal filtered by agent’s value system • Almassy (1998) – simulated neural model, value system altered strength of connection from neurons of visual area to ones of motor area • Lungarella and Berthouze (2002) – value system used to explore parameter space

  9. Research area: developmental plasticity • Brain inspired • developing a brain is plastic (flexible) and the plasticity is experience dependent • Almassy (1998) • Self generated movements crucial for emergence and development of visual responses • Foveal preference

  10. Research area: morphological changes and motor skill acquisition • Morphological changes • For example: body growth • One of the most explicit characteristics of ongoing developmental processes • Articles: • Lungarella and Berthouze (2002) • How morphological changes influence acquisition of motor skills? • Does inherent adaptivity of motor development lead to behaviours not obtainable by simple value based regulation of neural parameters? • Comparative analysis between simultaneous and progressive use of available DOFs. • Simultaneous use of available DOFs reduces probability of physical entrainment.

  11. Exisiting theories • Developmental engineering: • Brooks and Stein (1991): development as way to construct intelligent robotic systems • Aim: “to show that adoption of framework of biological development is suitable for construction of artificial systems”. • Recognising long sequences of cause-effect relationships characterises learning in real context • Features of human-like intelligent systems (Brooks, 1998): • Development • Embodiment • Social interaction • Multisensory integrations • Key assumptions: • Human intelligence not as general purpose as thought • Intelligence does not require monolithic control system • Intelligent agent does not require centrally stored model of real world

  12. Existing theories cont. • Cognitive Developmental Robotics: • Asada (2001) • Aim: “to avoid implementing robot’s control structure according to designer’s understanding of robot’s physics, but to allow robot develop its own understanding”. • Robot no longer given externally designed structure • Autonomous Mental Development: • Weng (2001) • States that for robot to be truly mental developed means to be non-task specific • Aim: to develop robots that are non-task specific and able to develop own task representation that could not be possibly embedded a priori by designer

  13. Observations and future directions • Majority of studies reviewed in paper belong to either social interaction or sensorimotor control. • Researchers underline importance of developing robots with social and early motor competencies – very few try to achieve it. • Future direction: going beyond “gazing, pointing and reaching”

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