Child-robot collaborative problem-solving and the importance of child's voluntary interaction: a developmental perspective
The emergence and development of cognitive strategies for the transition from exploratory actions towards intentional problem-solving in children is a key question for the understanding of the development of human cognition. Researchers in developmental psychology have studied cognitive strategies a...
| Autores: | , , , , |
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| Tipo de recurso: | artículo |
| Estado: | Versión publicada |
| Fecha de publicación: | 2020 |
| País: | España |
| Institución: | Varias* (Consorci de Biblioteques Universitáries de Catalunya, Centre de Serveis Científics i Acadèmics de Catalunya) |
| Repositorio: | Recercat. Dipósit de la Recerca de Catalunya |
| OAI Identifier: | oai:recercat.cat:10230/43987 |
| Acceso en línea: | http://hdl.handle.net/10230/43987 http://dx.doi.org/10.3389/frobt.2020.00015 |
| Access Level: | acceso abierto |
| Palabra clave: | Child-robot interaction Problem solving Self-initiated interaction Robotics Education |
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Child-robot collaborative problem-solving and the importance of child's voluntary interaction: a developmental perspectiveCharisi, VickyGómez Gutiérrez, Emilia, 1975-Mier, GonzaloMerino, LuisGomez, RandyChild-robot interactionProblem solvingSelf-initiated interactionRoboticsEducationThe emergence and development of cognitive strategies for the transition from exploratory actions towards intentional problem-solving in children is a key question for the understanding of the development of human cognition. Researchers in developmental psychology have studied cognitive strategies and have highlighted the catalytic role of the social environment. However, it is not yet adequately understood how this capacity emerges and develops in biological systems when they perform a problem-solving task in collaboration with a robotic social agent. This paper presents an empirical study in a human-robot interaction (HRI) setting which investigates children's problem-solving from a developmental perspective. In order to theoretically conceptualize children's developmental process of problem-solving in HRI context, we use principles based on the intuitive theory and we take into consideration existing research on executive functions with a focus on inhibitory control. We considered the paradigm of the Tower of Hanoi and we conducted an HRI behavioral experiment to evaluate task performance. We designed two types of robot interventions, “voluntary” and “turn-taking”—manipulating exclusively the timing of the intervention. Our results indicate that the children who participated in the voluntary interaction setting showed a better performance in the problem solving activity during the evaluation session despite their large variability in the frequency of self-initiated interactions with the robot. Additionally, we present a detailed description of the problem-solving trajectory for a representative single case-study, which reveals specific developmental patterns in the context of the specific task. Implications and future work are discussed regarding the development of intelligent robotic systems that allow child-initiated interaction as well as targeted and not constant robot interventions.Frontiers202020202020info:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersionapplication/pdfapplication/pdfhttp://hdl.handle.net/10230/43987http://dx.doi.org/10.3389/frobt.2020.00015reponame:Recercat. Dipósit de la Recerca de Catalunyainstname:Varias* (Consorci de Biblioteques Universitáries de Catalunya, Centre de Serveis Científics i Acadèmics de Catalunya)InglésFrontiers in Robotics and AI. 2020 Feb 18;7© 2020 Charisi, Gomez, Mier, Merino and Gomez. This is an open-access article distributed under the terms of the Creative Commons Attribution License (CC BY) https://creativecommons.org/licenses/by/4.0/. The use, distribution or reproduction in other forums is permitted, provided the original author(s) and the copyright owner(s) are credited and that the original publication in this journal is cited, in accordance with accepted academic practice. No use, distribution or reproduction is permitted which does not comply with these terms.https://creativecommons.org/licenses/by/4.0/info:eu-repo/semantics/openAccessoai:recercat.cat:10230/439872026-05-29T05:05:01Z |
| dc.title.none.fl_str_mv |
Child-robot collaborative problem-solving and the importance of child's voluntary interaction: a developmental perspective |
| title |
Child-robot collaborative problem-solving and the importance of child's voluntary interaction: a developmental perspective |
| spellingShingle |
Child-robot collaborative problem-solving and the importance of child's voluntary interaction: a developmental perspective Charisi, Vicky Child-robot interaction Problem solving Self-initiated interaction Robotics Education |
| title_short |
Child-robot collaborative problem-solving and the importance of child's voluntary interaction: a developmental perspective |
| title_full |
Child-robot collaborative problem-solving and the importance of child's voluntary interaction: a developmental perspective |
| title_fullStr |
Child-robot collaborative problem-solving and the importance of child's voluntary interaction: a developmental perspective |
| title_full_unstemmed |
Child-robot collaborative problem-solving and the importance of child's voluntary interaction: a developmental perspective |
| title_sort |
Child-robot collaborative problem-solving and the importance of child's voluntary interaction: a developmental perspective |
| dc.creator.none.fl_str_mv |
Charisi, Vicky Gómez Gutiérrez, Emilia, 1975- Mier, Gonzalo Merino, Luis Gomez, Randy |
| author |
Charisi, Vicky |
| author_facet |
Charisi, Vicky Gómez Gutiérrez, Emilia, 1975- Mier, Gonzalo Merino, Luis Gomez, Randy |
| author_role |
author |
| author2 |
Gómez Gutiérrez, Emilia, 1975- Mier, Gonzalo Merino, Luis Gomez, Randy |
| author2_role |
author author author author |
| dc.subject.none.fl_str_mv |
Child-robot interaction Problem solving Self-initiated interaction Robotics Education |
| topic |
Child-robot interaction Problem solving Self-initiated interaction Robotics Education |
| description |
The emergence and development of cognitive strategies for the transition from exploratory actions towards intentional problem-solving in children is a key question for the understanding of the development of human cognition. Researchers in developmental psychology have studied cognitive strategies and have highlighted the catalytic role of the social environment. However, it is not yet adequately understood how this capacity emerges and develops in biological systems when they perform a problem-solving task in collaboration with a robotic social agent. This paper presents an empirical study in a human-robot interaction (HRI) setting which investigates children's problem-solving from a developmental perspective. In order to theoretically conceptualize children's developmental process of problem-solving in HRI context, we use principles based on the intuitive theory and we take into consideration existing research on executive functions with a focus on inhibitory control. We considered the paradigm of the Tower of Hanoi and we conducted an HRI behavioral experiment to evaluate task performance. We designed two types of robot interventions, “voluntary” and “turn-taking”—manipulating exclusively the timing of the intervention. Our results indicate that the children who participated in the voluntary interaction setting showed a better performance in the problem solving activity during the evaluation session despite their large variability in the frequency of self-initiated interactions with the robot. Additionally, we present a detailed description of the problem-solving trajectory for a representative single case-study, which reveals specific developmental patterns in the context of the specific task. Implications and future work are discussed regarding the development of intelligent robotic systems that allow child-initiated interaction as well as targeted and not constant robot interventions. |
| publishDate |
2020 |
| dc.date.none.fl_str_mv |
2020 2020 2020 |
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info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion |
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article |
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publishedVersion |
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http://hdl.handle.net/10230/43987 http://dx.doi.org/10.3389/frobt.2020.00015 |
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http://hdl.handle.net/10230/43987 http://dx.doi.org/10.3389/frobt.2020.00015 |
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Inglés |
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Inglés |
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Frontiers in Robotics and AI. 2020 Feb 18;7 |
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https://creativecommons.org/licenses/by/4.0/ info:eu-repo/semantics/openAccess |
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https://creativecommons.org/licenses/by/4.0/ |
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openAccess |
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application/pdf application/pdf |
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Frontiers |
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Frontiers |
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