Tanaka Fumihide, Cicourel Aaron, Movellan Javier R
Institute for Neural Computation, University of California, San Diego, 9500 Gilman Drive, La Jolla, CA 92093-0523, USA.
Proc Natl Acad Sci U S A. 2007 Nov 13;104(46):17954-8. doi: 10.1073/pnas.0707769104. Epub 2007 Nov 5.
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.
一个最先进的社交机器人在一个学步儿童的教室里待了5个多月。在27次课程中，儿童与机器人之间的互动质量稳步提高；当机器人被重新编程以可预测的方式行事时，在15次课程中互动质量迅速下降；而当机器人再次展示其全部行为模式时，在最后三次课程中互动质量又有所提高。最初，孩子们对待机器人的方式与他们对待彼此的方式截然不同。5个月后的最后几次课程中，他们把机器人当作同伴而非玩具。结果表明，当前的机器人技术惊人地接近于与人类学步儿童实现持续的自主联系和社交，并且在教育环境中协助教师和丰富课堂环境方面可能具有巨大潜力。
