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Shen G, Meltzoff AN, Marshall PJ. Touching lips and hearing fingers: effector-specific congruency between tactile and auditory stimulation modulates N1 amplitude and alpha desynchronization. Exp Brain Res 2018; 236:13-29. [PMID: 29038847 PMCID: PMC5976883 DOI: 10.1007/s00221-017-5104-3] [Citation(s) in RCA: 4] [Impact Index Per Article: 0.7] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 05/30/2017] [Accepted: 10/05/2017] [Indexed: 10/18/2022]
Abstract
Understanding the interactions between audition and sensorimotor processes is of theoretical importance, particularly in relation to speech processing. Although one current focus in this area is on interactions between auditory perception and the motor system, there has been less research on connections between the auditory and somatosensory modalities. The current study takes a novel approach to this omission by examining specific auditory-tactile interactions in the context of speech and non-speech sound production. Electroencephalography was used to examine brain responses when participants were presented with speech syllables (a bilabial sound /pa/ and a non-labial sound /ka/) or finger-snapping sounds that were simultaneously paired with tactile stimulation of either the lower lip or the right middle finger. Analyses focused on the sensory-evoked N1 in the event-related potential and the extent of alpha band desynchronization elicited by the stimuli. N1 amplitude over fronto-central sites was significantly enhanced when the bilabial /pa/ sound was paired with tactile lip stimulation and when the finger-snapping sound was paired with tactile stimulation of the finger. Post-stimulus alpha desynchronization at central sites was also enhanced when the /pa/ sound was accompanied by tactile stimulation of the lip. These novel findings indicate that neural aspects of somatosensory-auditory interactions are influenced by the congruency between the location of the bodily touch and the bodily origin of a perceived sound.
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Shen G, Smyk NJ, Meltzoff AN, Marshall PJ. Using somatosensory mismatch responses as a window into somatotopic processing of tactile stimulation. Psychophysiology 2017; 55:e13030. [PMID: 29139557 DOI: 10.1111/psyp.13030] [Citation(s) in RCA: 13] [Impact Index Per Article: 1.9] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 06/09/2017] [Revised: 10/18/2017] [Accepted: 10/19/2017] [Indexed: 11/30/2022]
Abstract
Brain responses to tactile stimulation have often been studied through the examination of ERPs elicited to touch on the body surface. Here, we examined two factors potentially modulating the amplitude of the somatosensory mismatch negativity (sMMN) and P300 responses elicited by touch to pairs of body parts: (a) the distance between the representation of these body parts in somatosensory cortex, and (b) the physical distances between the stimulated points on the body surface. The sMMN and the P300 response were elicited by tactile stimulation in two oddball protocols. One protocol leveraged a discontinuity in cortical somatotopic organization, and involved stimulation of either the neck or the hand in relation to stimulation of the lip. The other protocol involved stimulation to the third or fifth finger in relation to the second finger. The neck-lip pairing resulted in significantly larger sMMN responses (with shorter latencies) than the hand-lip pairing, whereas the reverse was true for the amplitude of the P300. Mean sMMN amplitude and latency did not differ between finger pairings. However, larger P300 responses were elicited to stimulation of the fifth finger than the third finger. These results suggest that, for certain combinations of body parts, early automatic somatosensory mismatch responses may be influenced by distance between the cortical representations of these body parts, whereas the later P300 response may be more influenced by the distance between stimulated body parts on the body surface. Future investigations can shed more light on this novel suggestion.
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Rosen ML, Sheridan MA, Sambrook KA, Peverill MR, Meltzoff AN, McLaughlin KA. The Role of Visual Association Cortex in Associative Memory Formation across Development. J Cogn Neurosci 2017; 30:365-380. [PMID: 29064341 DOI: 10.1162/jocn_a_01202] [Citation(s) in RCA: 28] [Impact Index Per Article: 4.0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 01/02/2023]
Abstract
Associative learning underlies the formation of new episodic memories. Associative memory improves across development, and this age-related improvement is supported by the development of the hippocampus and pFC. Recent work, however, additionally suggests a role for visual association cortex in the formation of associative memories. This study investigated the role of category-preferential visual processing regions in associative memory across development using a paired associate learning task in a sample of 56 youths (age 6-19 years). Participants were asked to bind an emotional face with an object while undergoing fMRI scanning. Outside the scanner, participants completed a memory test. We first investigated age-related changes in neural recruitment and found linear age-related increases in activation in lateral occipital cortex and fusiform gyrus, which are involved in visual processing of objects and faces, respectively. Furthermore, greater activation in these visual processing regions was associated with better subsequent memory for pairs over and above the effect of age and of hippocampal and pFC activation on performance. Recruitment of these visual processing regions mediated the association between age and memory performance, over and above the effects of hippocampal activation. Taken together, these findings extend the existing literature to suggest that greater recruitment of category-preferential visual processing regions during encoding of associative memories is a neural mechanism explaining improved memory across development.
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Waismeyer A, Meltzoff AN. Learning to make things happen: Infants’ observational learning of social and physical causal events. J Exp Child Psychol 2017; 162:58-71. [DOI: 10.1016/j.jecp.2017.04.018] [Citation(s) in RCA: 9] [Impact Index Per Article: 1.3] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 10/06/2016] [Revised: 04/20/2017] [Accepted: 04/22/2017] [Indexed: 10/19/2022]
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55
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Meltzoff AN, Murray L, Simpson E, Heimann M, Nagy E, Nadel J, Pedersen EJ, Brooks R, Messinger DS, Pascalis LD, Subiaul F, Paukner A, Ferrari PF. Re-examination of Oostenbroek et al. (2016): evidence for neonatal imitation of tongue protrusion. Dev Sci 2017; 21:e12609. [PMID: 28952202 DOI: 10.1111/desc.12609] [Citation(s) in RCA: 57] [Impact Index Per Article: 8.1] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 04/17/2017] [Accepted: 07/19/2017] [Indexed: 11/29/2022]
Abstract
The meaning, mechanism, and function of imitation in early infancy have been actively discussed since Meltzoff and Moore's (1977) report of facial and manual imitation by human neonates. Oostenbroek et al. (2016) claim to challenge the existence of early imitation and to counter all interpretations so far offered. Such claims, if true, would have implications for theories of social-cognitive development. Here we identify 11 flaws in Oostenbroek et al.'s experimental design that biased the results toward null effects. We requested and obtained the authors' raw data. Contrary to the authors' conclusions, new analyses reveal significant tongue-protrusion imitation at all four ages tested (1, 3, 6, and 9 weeks old). We explain how the authors missed this pattern and offer five recommendations for designing future experiments. Infant imitation raises fundamental issues about action representation, social learning, and brain-behavior relations. The debate about the origins and development of imitation reflects its importance to theories of developmental science.
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Meltzoff AN. Roots of Social Cognition. MINNESOTA SYMPOSIA ON CHILD PSYCHOLOGY 2017. [DOI: 10.1002/9781119466864.ch2] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/10/2022]
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57
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Master A, Cheryan S, Moscatelli A, Meltzoff AN. Programming experience promotes higher STEM motivation among first-grade girls. J Exp Child Psychol 2017; 160:92-106. [DOI: 10.1016/j.jecp.2017.03.013] [Citation(s) in RCA: 174] [Impact Index Per Article: 24.9] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 05/04/2016] [Revised: 03/21/2017] [Accepted: 03/22/2017] [Indexed: 11/29/2022]
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58
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Rabinowitch TC, Meltzoff AN. Synchronized movement experience enhances peer cooperation in preschool children. J Exp Child Psychol 2017; 160:21-32. [DOI: 10.1016/j.jecp.2017.03.001] [Citation(s) in RCA: 35] [Impact Index Per Article: 5.0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 10/14/2016] [Revised: 01/26/2017] [Accepted: 03/01/2017] [Indexed: 10/19/2022]
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Rogers LO, Meltzoff AN. Is gender more important and meaningful than race? An analysis of racial and gender identity among Black, White, and mixed-race children. CULTURAL DIVERSITY & ETHNIC MINORITY PSYCHOLOGY 2017; 23:323-334. [PMID: 27736104 DOI: 10.1037/cdp0000125] [Citation(s) in RCA: 23] [Impact Index Per Article: 3.3] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 06/06/2023]
Abstract
OBJECTIVES Social categories shape children's lives in subtle and powerful ways. Although research has assessed children's knowledge of social groups, most prominently race and gender, few studies have examined children's understanding of their own multiple social identities and how they intersect. This paper explores how children evaluate the importance and meaning of their racial and gender identities, and variation in these evaluations based on the child's own age, gender, and race. METHOD Participants were 222 Black, White, and Mixed-Race children (girls: n = 136; Mage = 9.94 years). Data were gathered in schools via 1-on-1 semistructured interviews. Analyses focused on specific measures of the importance and meaning of racial and gender identity for children. RESULTS We found that: (a) children rate gender as a more important identity than race; (b) the meanings children ascribe to gender identity emphasized inequality and group difference whereas the meaning of race emphasized physical appearance and humanism/equality; and (c) children's assessments of importance and meaning varied as a function of child race and gender, but not age. CONCLUSION The findings extend research on young children's social identity development and the role of culture and context in children's emerging racial and gender identities. Implications for identity theory and development and intergroup relations are discussed. (PsycINFO Database Record
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Rabinowitch TC, Meltzoff AN. Joint Rhythmic Movement Increases 4-Year-Old Children's Prosocial Sharing and Fairness Toward Peers. Front Psychol 2017; 8:1050. [PMID: 28694786 PMCID: PMC5483466 DOI: 10.3389/fpsyg.2017.01050] [Citation(s) in RCA: 23] [Impact Index Per Article: 3.3] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 04/03/2017] [Accepted: 06/08/2017] [Indexed: 11/13/2022] Open
Abstract
The allocation of resources to a peer partner is a prosocial act that is of fundamental importance. Joint rhythmic movement, such as occurs during musical interaction, can induce positive social experiences, which may play a role in developing and enhancing young children's prosocial skills. Here, we investigated whether joint rhythmic movement, free of musical context, increases 4-year-olds' sharing and sense of fairness in a resource allocation task involving peers. We developed a precise procedure for administering joint synchronous experience, joint asynchronous experience, and a baseline control involving no treatment. Then we tested how participants allocated resources between self and peer. We found an increase in the generous allocation of resources to peers following both synchronous and asynchronous movement compared to no treatment. At a more theoretical level, this result is considered in relation to previous work testing other aspects of child prosociality, for example, peer cooperation, which can be distinguished from judgments of fairness in resource allocation tasks. We draw a conceptual distinction between two types of prosocial behavior: resource allocation (an other-directed individual behavior) and cooperation (a goal-directed collaborative endeavor). Our results highlight how rhythmic interactions, which are prominent in joint musical engagements and synchronized activity, influence prosocial behavior between preschool peers.
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Cvencek D, Fryberg SA, Covarrubias R, Meltzoff AN. Self-Concepts, Self-Esteem, and Academic Achievement of Minority and Majority North American Elementary School Children. Child Dev 2017; 89:1099-1109. [PMID: 28386954 DOI: 10.1111/cdev.12802] [Citation(s) in RCA: 31] [Impact Index Per Article: 4.4] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/30/2022]
Abstract
Minority and majority elementary school students from a Native American reservation (N = 188; K-fifth grade; 5- to 10-year-olds) completed tests of academic self-concepts and self-esteem. School grades, attendance, and classroom behavior were collected. Both minority and majority students exhibited positive self-esteem. Minority students demonstrated lower academic self-concepts and lower achievement than majority students. Two age-related patterns emerged. First, minority students had lower academic achievement than majority students, and this effect was stronger in older (Grades 3-5) than in younger (Grades K-2) students. Second, children's actual achievement was related to their academic self-concepts for older students but more strongly linked to self-esteem in younger students. The authors offer a developmental account connecting students' developing self-representations to their school achievement.
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Abstract
Identifying the origins of social bias is critical to devising strategies to overcome prejudice. In two experiments, we tested the hypothesis that young children can catch novel social biases from brief exposure to biased nonverbal signals demonstrated by adults. Our results are consistent with this hypothesis. In Experiment 1, we found that children who were exposed to a brief video depicting nonverbal bias in favor of one individual over another subsequently explicitly preferred, and were more prone to behave prosocially toward, the target of positive nonverbal signals. Moreover, in Experiment 2, preschoolers generalized such bias to other individuals. The spread of bias observed in these experiments lays a critical foundation for understanding the way that social biases may develop and spread early in childhood.
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Loucks J, Mutschler C, Meltzoff AN. Children's Representation and Imitation of Events: How Goal Organization Influences 3-Year-Old Children's Memory for Action Sequences. Cogn Sci 2016; 41:1904-1933. [PMID: 27882595 DOI: 10.1111/cogs.12446] [Citation(s) in RCA: 25] [Impact Index Per Article: 3.1] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 12/07/2015] [Revised: 07/19/2016] [Accepted: 08/02/2016] [Indexed: 11/30/2022]
Abstract
Children's imitation of adults plays a prominent role in human cognitive development. However, few studies have investigated how children represent the complex structure of observed actions which underlies their imitation. We integrate theories of action segmentation, memory, and imitation to investigate whether children's event representation is organized according to veridical serial order or a higher level goal structure. Children were randomly assigned to learn novel event sequences either through interactive hands-on experience (Study 1) or via storybook (Study 2). Results demonstrate that children's representation of observed actions is organized according to higher level goals, even at the cost of representing the veridical temporal ordering of the sequence. We argue that prioritizing goal structure enhances event memory, and that this mental organization is a key mechanism of social-cognitive development in real-world, dynamic environments. It supports cultural learning and imitation in ecologically valid settings when social agents are multitasking and not demonstrating one isolated goal at a time.
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Reeder S, Booth CL, Meltzoff AN, Stainton MC, Swanson-Kauffman KM. Human Responses to Child Bearing. West J Nurs Res 2016. [DOI: 10.1177/019394598400600314] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/15/2022]
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65
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Master A, Cheryan S, Meltzoff AN. Social group membership increases STEM engagement among preschoolers. Dev Psychol 2016; 53:201-209. [PMID: 27598257 DOI: 10.1037/dev0000195] [Citation(s) in RCA: 17] [Impact Index Per Article: 2.1] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/08/2022]
Abstract
The American educational system currently yields disappointing levels of science, technology, engineering, and math (STEM) engagement and achievement among students. One way to remedy this may be to increase children's motivation in STEM from an early age. This study examined whether a social cue-being part of an experimental "minimal group"-increases STEM engagement in preschoolers (N = 141; 4.5-year-olds). Using a within-subjects design, participants were assigned to a group and an individual condition (counterbalanced for order) before they worked on a math task and a spatial task. Children persisted longer on, placed more pieces correctly, reported higher self-efficacy, and were more interested in the group STEM task than the individual STEM task. In addition, we conducted a continuously cumulating meta-analysis (CCMA) to combine the results of the current experiment with two previous experiments. These findings suggest that incorporating nonacademic social factors, such as group membership, into current STEM curricula could be an effective way to boost young children's STEM motivation. (PsycINFO Database Record
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66
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Saby JN, Meltzoff AN, Marshall PJ. Beyond the N1: A review of late somatosensory evoked responses in human infants. Int J Psychophysiol 2016; 110:146-152. [PMID: 27553531 DOI: 10.1016/j.ijpsycho.2016.08.008] [Citation(s) in RCA: 8] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 03/22/2016] [Revised: 08/17/2016] [Accepted: 08/18/2016] [Indexed: 01/05/2023]
Abstract
Somatosensory evoked potentials (SEPs) have been used for decades to study the development of somatosensory processing in human infants. Research on infant SEPs has focused on the initial cortical component (N1) and its clinical utility for predicting neurological outcome in at-risk infants. However, recent studies suggest that examining the later components in the infant somatosensory evoked response will greatly advance our understanding of somatosensory processing in infancy. The purpose of this review is to synthesize the existing electroencephalography (EEG) and magnetoencephalography (MEG) studies on late somatosensory evoked responses in infants. We describe the late responses that have been reported and discuss the utility of such responses for illuminating key aspects of somatosensory processing in typical and atypical development.
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Master A, Cheryan S, Meltzoff AN. Computing whether she belongs: Stereotypes undermine girls’ interest and sense of belonging in computer science. JOURNAL OF EDUCATIONAL PSYCHOLOGY 2016. [DOI: 10.1037/edu0000061] [Citation(s) in RCA: 224] [Impact Index Per Article: 28.0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/08/2022]
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68
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Repacholi BM, Meltzoff AN, Hennings TM, Ruba AL. Transfer of Social Learning Across Contexts: Exploring Infants' Attribution of Trait-Like Emotions to Adults. INFANCY 2016. [DOI: 10.1111/infa.12136] [Citation(s) in RCA: 14] [Impact Index Per Article: 1.8] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/27/2022]
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69
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Faja S, Dawson G, Sullivan K, Meltzoff AN, Estes A, Bernier R. Executive function predicts the development of play skills for verbal preschoolers with autism spectrum disorders. Autism Res 2016; 9:1274-1284. [PMID: 26890821 DOI: 10.1002/aur.1608] [Citation(s) in RCA: 23] [Impact Index Per Article: 2.9] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 08/01/2014] [Revised: 01/10/2016] [Accepted: 01/13/2016] [Indexed: 11/07/2022]
Abstract
Executive function and play skills develop in early childhood and are linked to cognitive and language ability. The present study examined these abilities longitudinally in two groups with autism spectrum disorder-a group with higher initial language (n = 30) and a group with lower initial language ability (n = 36). Among the lower language group, concurrent nonverbal cognitive ability contributed most to individual differences in executive function and play skills. For the higher language group, executive function during preschool significantly predicted play ability at age 6 over and above intelligence, but early play did not predict later executive function. These results suggested that factors related to the development of play and executive function differ for subgroups of children with different language abilities and that early executive function skills may be critical in order for verbal children with autism to develop play. Autism Res 2016, 9: 1274-1284. © 2016 International Society for Autism Research, Wiley Periodicals, Inc.
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Repacholi BM, Meltzoff AN, Toub TS, Ruba AL. Infants' generalizations about other people's emotions: Foundations for trait-like attributions. Dev Psychol 2016; 52:364-78. [PMID: 26845503 DOI: 10.1037/dev0000097] [Citation(s) in RCA: 24] [Impact Index Per Article: 3.0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/08/2022]
Abstract
Adults often attribute internal dispositions to other people and down-play situational factors as explanations of behavior. A few studies have addressed the origins of this proclivity, but none has examined emotions, which rank among the more important dispositions that we attribute to others. Two experiments (N = 270) explored 15-month-old infants' predictive generalizations about other people's emotions. In exposure trials, infants watched an adult (Experimenter) perform actions on a series of objects and observed another adult (Emoter) react with either anger or neutral affect. Infants were then handed the objects to test whether they would imitate the Experimenter's actions. One chief novelty of the study was the inclusion of a generalization trial, in which the Experimenter performed a novel act on a novel object. We systematically manipulated whether the Emoter did or did not respond angrily to this novel demonstration, and whether the Emoter watched the infant's response. Even when no further emotional information was presented in the generalization trial, infants were still hesitant to perform the act when the previously angry Emoter was watching them. Infants tracked the Emoter's affective behavior and, based on her emotional history, they predicted that she would become angry again if she saw them perform a novel act. Making predictive generalizations of this type may be a precursor to more mature trait-like attributions about another person's emotional dispositions.
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71
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Boucenna S, Cohen D, Meltzoff AN, Gaussier P, Chetouani M. Robots Learn to Recognize Individuals from Imitative Encounters with People and Avatars. Sci Rep 2016; 6:19908. [PMID: 26844862 PMCID: PMC4741103 DOI: 10.1038/srep19908] [Citation(s) in RCA: 35] [Impact Index Per Article: 4.4] [Reference Citation Analysis] [Abstract] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 06/03/2015] [Accepted: 12/21/2015] [Indexed: 11/28/2022] Open
Abstract
Prior to language, human infants are prolific imitators. Developmental science grounds infant imitation in the neural coding of actions, and highlights the use of imitation for learning from and about people. Here, we used computational modeling and a robot implementation to explore the functional value of action imitation. We report 3 experiments using a mutual imitation task between robots, adults, typically developing children, and children with Autism Spectrum Disorder. We show that a particular learning architecture - specifically one combining artificial neural nets for (i) extraction of visual features, (ii) the robot’s motor internal state, (iii) posture recognition, and (iv) novelty detection - is able to learn from an interactive experience involving mutual imitation. This mutual imitation experience allowed the robot to recognize the interactive agent in a subsequent encounter. These experiments using robots as tools for modeling human cognitive development, based on developmental theory, confirm the promise of developmental robotics. Additionally, findings illustrate how person recognition may emerge through imitative experience, intercorporeal mapping, and statistical learning.
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72
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Conboy BT, Brooks R, Meltzoff AN, Kuhl PK. Social Interaction in Infants' Learning of Second-Language Phonetics: An Exploration of Brain-Behavior Relations. Dev Neuropsychol 2016; 40:216-29. [PMID: 26179488 DOI: 10.1080/87565641.2015.1014487] [Citation(s) in RCA: 27] [Impact Index Per Article: 3.4] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/23/2022]
Abstract
Infants learn phonetic information from a second language with live-person presentations, but not television or audio-only recordings. To understand the role of social interaction in learning a second language, we examined infants' joint attention with live, Spanish-speaking tutors and used a neural measure of phonetic learning. Infants' eye-gaze behaviors during Spanish sessions at 9.5-10.5 months of age predicted second-language phonetic learning, assessed by an event-related potential measure of Spanish phoneme discrimination at 11 months. These data suggest a powerful role for social interaction at the earliest stages of learning a new language.
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73
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Cvencek D, Greenwald AG, Meltzoff AN. Implicit measures for preschool children confirm self-esteem's role in maintaining a balanced identity. JOURNAL OF EXPERIMENTAL SOCIAL PSYCHOLOGY 2016. [DOI: 10.1016/j.jesp.2015.09.015] [Citation(s) in RCA: 45] [Impact Index Per Article: 5.6] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/25/2022]
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74
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Chung MJY, Friesen AL, Fox D, Meltzoff AN, Rao RPN. A Bayesian Developmental Approach to Robotic Goal-Based Imitation Learning. PLoS One 2015; 10:e0141965. [PMID: 26536366 PMCID: PMC4633237 DOI: 10.1371/journal.pone.0141965] [Citation(s) in RCA: 7] [Impact Index Per Article: 0.8] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 01/22/2015] [Accepted: 10/15/2015] [Indexed: 11/18/2022] Open
Abstract
A fundamental challenge in robotics today is building robots that can learn new skills by observing humans and imitating human actions. We propose a new Bayesian approach to robotic learning by imitation inspired by the developmental hypothesis that children use self-experience to bootstrap the process of intention recognition and goal-based imitation. Our approach allows an autonomous agent to: (i) learn probabilistic models of actions through self-discovery and experience, (ii) utilize these learned models for inferring the goals of human actions, and (iii) perform goal-based imitation for robotic learning and human-robot collaboration. Such an approach allows a robot to leverage its increasing repertoire of learned behaviors to interpret increasingly complex human actions and use the inferred goals for imitation, even when the robot has very different actuators from humans. We demonstrate our approach using two different scenarios: (i) a simulated robot that learns human-like gaze following behavior, and (ii) a robot that learns to imitate human actions in a tabletop organization task. In both cases, the agent learns a probabilistic model of its own actions, and uses this model for goal inference and goal-based imitation. We also show that the robotic agent can use its probabilistic model to seek human assistance when it recognizes that its inferred actions are too uncertain, risky, or impossible to perform, thereby opening the door to human-robot collaboration.
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Wang Z, Meltzoff AN, Williamson RA. Social learning promotes understanding of the physical world: Preschool children’s imitation of weight sorting. J Exp Child Psychol 2015; 136:82-91. [DOI: 10.1016/j.jecp.2015.02.010] [Citation(s) in RCA: 8] [Impact Index Per Article: 0.9] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 06/27/2014] [Revised: 02/16/2015] [Accepted: 02/17/2015] [Indexed: 11/25/2022]
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