Srinivasan Sudha M, Lynch Kathleen A, Bubela Deborah J, Gifford Timothy D, Bhat Anjana N
Physical Therapy Program, Department of Kinesiology, Neag School of Education, Center for Health, Intervention, and Prevention, University of Connecticut, Storrs 06269, USA.
Percept Mot Skills. 2013 Jun;116(3):885-904. doi: 10.2466/15.10.PMS.116.3.885-904.
Interactions between a robot and a child (robot-child interactions) provide a unique context to engage children in whole body movements through a reciprocal imitation game. The effects of a novel, 8-session, robot-child interaction protocol on the imitation and praxis skills of 15 typically developing children and one child with autism between 4 and 7 years of age were examined. A quasi-experimental observational comparison of pretest and posttest performance was conducted. A task-specific robot imitation test and a standardized praxis measure were coded for changes in imitation and praxis errors at pretest and posttest. All children showed improvements in task-specific imitation and generalized praxis. Interpretation is limited by the lack of a control group. These findings serve as a foundation for further investigation of robot-child interactions as a potential training tool for children with dyspraxia.
机器人与儿童之间的互动（机器人 - 儿童互动）提供了一个独特的情境，通过相互模仿游戏让儿童参与全身运动。研究了一种新颖的、为期8节的机器人 - 儿童互动方案对15名4至7岁发育正常的儿童和一名自闭症儿童的模仿和实践技能的影响。进行了前测和后测表现的准实验观察比较。对一项特定任务的机器人模仿测试和一项标准化实践测量进行编码，以分析前测和后测中模仿和实践错误的变化。所有儿童在特定任务模仿和广义实践方面都有改善。由于缺乏对照组，解释受到限制。这些发现为进一步研究机器人 - 儿童互动作为发育障碍儿童潜在训练工具奠定了基础。
