NDLI: Socialization between toddlers and robots at an early childhood education center

Content Provider	PubMed Central
Author	Tanaka, Fumihide Cicourel, Aaron Movellan, Javier R.
Copyright Year	2007
Abstract	A state-of-the-art social robot was immersed in a classroom of toddlers for >5 months. The quality of the interaction between children and robots improved steadily for 27 sessions, quickly deteriorated for 15 sessions when the robot was reprogrammed to behave in a predictable manner, and improved in the last three sessions when the robot displayed again its full behavioral repertoire. Initially, the children treated the robot very differently than the way they treated each other. By the last sessions, 5 months later, they treated the robot as a peer rather than as a toy. Results indicate that current robot technology is surprisingly close to achieving autonomous bonding and socialization with human toddlers for sustained periods of time and that it could have great potential in educational settings assisting teachers and enriching the classroom environment.
Related Links	http://dx.doi.org/10.1073/pnas.0707769104
Ending Page	17958
Page Count	5
Starting Page	17954
File Format	PDF
ISSN	00278424
e-ISSN	10916490
Journal	Proceedings of the National Academy of Sciences of the United States of America
Issue Number	46
Volume Number	104
Language	English
Publisher	National Academy of Sciences
Publisher Date	2007-11-13
Access Restriction	Open
Rights Holder	National Academy of Sciences
Subject Keyword	General Research in Higher Education
Content Type	Text
Resource Type	Article
Subject	Multidisciplinary

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Socialization between toddlers and robots at an early childhood education center