Understanding the embodied teacher : nonverbal cues for sociable robot learning
Thesis (Ph. D.)--Massachusetts Institute of Technology, School of Architecture and Planning, Program in Media Arts and Sciences, 2008.
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| Format: | Thesis |
| Language: | eng |
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Massachusetts Institute of Technology
2008
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| Online Access: | http://hdl.handle.net/1721.1/42406 |
| _version_ | 1826191936193560576 |
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| author | Berlin, Matthew Roberts, 1980- |
| author2 | Cynthia Breazeal. |
| author_facet | Cynthia Breazeal. Berlin, Matthew Roberts, 1980- |
| author_sort | Berlin, Matthew Roberts, 1980- |
| collection | MIT |
| description | Thesis (Ph. D.)--Massachusetts Institute of Technology, School of Architecture and Planning, Program in Media Arts and Sciences, 2008. |
| first_indexed | 2024-09-23T09:03:39Z |
| format | Thesis |
| id | mit-1721.1/42406 |
| institution | Massachusetts Institute of Technology |
| language | eng |
| last_indexed | 2024-09-23T09:03:39Z |
| publishDate | 2008 |
| publisher | Massachusetts Institute of Technology |
| record_format | dspace |
| spelling | mit-1721.1/424062019-04-10T20:28:55Z Understanding the embodied teacher : nonverbal cues for sociable robot learning Berlin, Matthew Roberts, 1980- Cynthia Breazeal. Massachusetts Institute of Technology. Dept. of Architecture. Program in Media Arts and Sciences. Massachusetts Institute of Technology. Dept. of Architecture. Program in Media Arts and Sciences. Architecture. Program in Media Arts and Sciences. Thesis (Ph. D.)--Massachusetts Institute of Technology, School of Architecture and Planning, Program in Media Arts and Sciences, 2008. Includes bibliographical references (p. 103-107). As robots enter the social environments of our workplaces and homes, it will be important for them to be able to learn from natural human teaching behavior. My research seeks to identify simple, non-verbal cues that human teachers naturally provide that are useful for directing the attention of robot learners. I conducted two novel studies that examined the use of embodied cues in human task learning and teaching behavior. These studies motivated the creation of a novel data-gathering system for capturing teaching and learning interactions at very high spatial and temporal resolutions. Through the studies, I observed a number of salient attention-direction cues, the most promising of which were visual perspective, action timing, and spatial scaffolding. In particular, this thesis argues that spatial scaffolding, in which teachers use their bodies to spatially structure the learning environment to direct the attention of the learner, is a highly valuable cue for robotic learning systems. I constructed a number of learning algorithms to evaluate the utility of the identified cues. I situated these learning algorithms within a large architecture for robot cognition, augmented with novel mechanisms for social attention and visual perspective taking. Finally, I evaluated the performance of these learning algorithms in comparison to human learning data, providing quantitative evidence for the utility of the identified cues. As a secondary contribution, this evaluation process supported the construction of a number of demonstrations of the humanoid robot Leonardo learning in novel ways from natural human teaching behavior. by Matthew Roberts Berlin. Ph.D. 2008-09-03T15:34:07Z 2008-09-03T15:34:07Z 2008 2008 Thesis http://hdl.handle.net/1721.1/42406 237188763 eng M.I.T. theses are protected by copyright. They may be viewed from this source for any purpose, but reproduction or distribution in any format is prohibited without written permission. See provided URL for inquiries about permission. http://dspace.mit.edu/handle/1721.1/7582 107 p. application/pdf Massachusetts Institute of Technology |
| spellingShingle | Architecture. Program in Media Arts and Sciences. Berlin, Matthew Roberts, 1980- Understanding the embodied teacher : nonverbal cues for sociable robot learning |
| title | Understanding the embodied teacher : nonverbal cues for sociable robot learning |
| title_full | Understanding the embodied teacher : nonverbal cues for sociable robot learning |
| title_fullStr | Understanding the embodied teacher : nonverbal cues for sociable robot learning |
| title_full_unstemmed | Understanding the embodied teacher : nonverbal cues for sociable robot learning |
| title_short | Understanding the embodied teacher : nonverbal cues for sociable robot learning |
| title_sort | understanding the embodied teacher nonverbal cues for sociable robot learning |
| topic | Architecture. Program in Media Arts and Sciences. |
| url | http://hdl.handle.net/1721.1/42406 |
| work_keys_str_mv | AT berlinmatthewroberts1980 understandingtheembodiedteachernonverbalcuesforsociablerobotlearning |