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Combining Embodied Models and Empirical Research for (2002)
| Content Provider | CiteSeerX |
|---|---|
| Author | Development, Understanding The Fasel, Ian Deák, Gedeon O. Triesch, Jochen Movellan, Javier |
| Description | The capacity for shared attention is a cornerstone of human social intelligence. We propose that the development of shared attention depends on a proper interaction of motivational biases and contingency learning mechanisms operating in an appropriately structured environment. Atypical contingency learning leads to deficits in shared attention as seen in children with autism. To test this theory, we describe a unique research effort that combines theoretically rigorous modeling techniques using both simulated and robotic learning systems with novel empirical investigations of social learning and development in infants and toddlers with and without developmental disabilities. We believe that studying embodied learning models, whose input data (from a real or virtual caregiver) is modeled after real infant-caregiver interactions, will lead to a better understanding of the development and dysfunction of shared attention. |
| File Format | |
| Language | English |
| Publisher | IEEE Computer Society Press |
| Publisher Date | 2002-01-01 |
| Publisher Institution | In Proceedings of the 2nd International Conference on Development and Learning |
| Access Restriction | Open |
| Subject Keyword | Shared Attention Human Social Intelligence Developmental Disability Novel Empirical Investigation Social Learning Learning Model Structured Environment Input Data Embodied Model Empirical Research Virtual Caregiver Proper Interaction Atypical Contingency Unique Research Effort Real Infant-caregiver Interaction Motivational Bias |
| Content Type | Text |
| Resource Type | Article |
