Developmental Robotics: and the importance of Psychology. Mark Lee [email protected] Aberystwyth, Wales. Acknowledgements. Martin H ülse , Tao Geng , Mike Sheldon, James Wilson, Patricia Shaw, James Law, Sebastian McBride Fei Chao, Qinggang Meng , Tom Izzett …
Funding: EPSRC (DVL & Reverb)
EC FP7 (Rossi & ImCleVr)
“Instead of trying to produce a programme to simulate the adult mind, why not rather try to produce one which simulates the child's? If this were then subjected to an appropriate course of education, one would obtain the adult brain [...]”
A.M. Turing, Mind, 59, 433-460, 1950
try to repeat exact action
Computational substrate: sensory-motor mappings
Bidirectional linking of SM maps, learned through Hebbian correspondence
Produces egocentric SM space
Learning saccadic eye movements
relative gaze space
With Fei Chao
abs. gaze space
2.0 +/- 1.0 cm
With Martin Hülse,
Survey and study of literature on infant development
Constructed a timeline of activity from conception to 12 months
Prepared similar development chart for iCub
Constructed constraint network and identified dependencies
Partial development sequence for an iCub - motor aspects
Saccadic eye movements
Head and eye movements
two arm coordination
1 – early eye saccade learning
2 – later part of above stage
3 – early head movement learning
4 – better head control at later part of above stage
5 – hand regard behaviour (combining gaze and reach spaces)
6 – Early reaching (plus hand regard)
7 – Reaching with stimulus lights included
8 – more accurate reaching?
Initial learning trials
Play and babbling – notrandom behaviour,
nota side-effect of learning
Goals can be created – not given
(where would they come from?)
Solitary and socialshaping - both vital
Akey principle for autonomous development?
Two types of robot:
(sets of individuals).
service centre = robot remedial school,
programs of corrective shaping.
But we can also examine brain!
so transferable skills?