Lohan, Katrin Solveig: A model of contingency detection to spot tutoring behavior and respond to ostensive cues in human-robot-interaction. 2011
Inhalt
- Acknowledgments
- Contents
- List of Figures
- List of Tables
- Acronyms
- 1 Introduction
- 2 Insights from developmental psychology
- 2.1 Related Work: Attention Mechanisms and Features in a Tutoring Situation
- 2.1.1 Infants' benefit from tutoring behavior
- 2.1.2 Attention is needed to create a social interaction
- 2.1.3 Children prefer contingent actions
- 2.1.4 Summary
- 2.2 Related Work: Ostensive signals guide attention
- 2.2.1 Ostensive signals highlighting novel information
- 2.2.2 Innate structuring mechanism (contingency)
- 2.2.3 Motionese: a polemic hand motion to guide infant's attention
- 2.2.4 Child directed speech scaffolds infants (motherese)
- 2.2.5 Children prefer faces
- 2.2.6 Summary
- 2.3 Analysis: Crucial factors for a successful interaction
- 3 Insights from Human Robot Interaction
- 3.1 Related Work: Using saliency to control robotic gazing behavior
- 3.2 Analysis: Attention in a Tutoring Situation with a Robot
- 3.2.1 Robot-Directed Interaction Experiment (RDIE)
- 3.2.2 Analysing the different dimensions of behavior adaptation
- 3.2.3 Do the measures for ostensive signals generalize over different tasks?
- 3.2.4 Embodiment Corpus
- 3.2.5 Analysis if embodiment's effect on tutoring behavior
- 3.2.6 Can state-of-the-art saliency systems model infant gazing behavior in tutoring situations?
- 3.2.7 Summary
- 4 A new model for detecting a tutoring situation
- 4.1 Related Work: Contingency in other work
- 4.1.1 An Infomax controller for real time detection of social contingency
- 4.1.2 Vision-based contingency detection
- 4.1.3 Summary
- 4.2 Modeling: Deriving a feature set for a tutoring spotter
- 4.2.1 Model of contingency detection
- 4.2.2 Modeling Behavior
- 4.2.3 Implementation of the model
- 4.2.4 Summary
- 4.3 Analysis: The tutoring spotter in a interaction with a human tutor
- 4.3.1 Studying the tutoring spotter
- 4.3.2 Random behavior
- 4.3.3 Analysing the implemented contingency behavior
- 4.3.4 Questionnaire
- 4.3.5 Summary
- 4.4 Discussion and further directions
- 5 Revising the Tutor Spotter
- 5.1 Contingency Corpus
- 5.2 Evaluation: The tutoring spotter 2.0
- 5.2.1 Eye gaze Results
- 5.2.2 Contingency Results
- 5.2.3 Speech results for the cups stacking task
- 5.2.4 Questionnaires Results
- 5.2.5 Discussion
- 5.3 Analysis: Further promising feedback strategies
- 6 Conclusion
- Appendix