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Paper Abstract and Keywords
Presentation 2017-01-27 15:40
Cognitive development of children about robot's behavior before and after entering school
Yuto Imamura, Kazunori Terada (Gifu Univ.), Hideyuki Takahashi (Osaka Univ.), Irini Giannopulu (IHU-A-ICM & Marie Curie Univ.) HCS2016-70
Abstract (in Japanese) (See Japanese page) 
(in English) Humans use two distinct cognitive strategies separately to understand and predict agents' behavior. One is mind-reading, in which an abstract intervening variable is assumed to be a source of a variety of behaviors. The other is behavior-reading, in which an actor’s superficial behavior is modeled based on a finite set of state-action (stimulus-response) associations. We conducted an experiment to investigate how cognitive capabilities of mind-reading and behavior-reading that are used when understanding robot's behavior develop. The result shows that 7-8 years children understood one-to-one relationship between switch and robot's action faster than 4-5 years children, indicating that the cognitive capability of behavior-reading to robots develops according to age. The results also shows that whereas 4-5 years children understood one-to-many (goal-directed) relationship between switch and robot's action, 7-8 years children did not understand the relationship, indicating that the cognitive capability of mind-reading to robots disappear along with the development. Our findings suggest that logical interpretation of agents' behavior overwhelms teleological interpretation of agent's behavior along with the development.
Keyword (in Japanese) (See Japanese page) 
(in English) mind-reading / behavior-reading / cognitive development / robot / intention / / /  
Reference Info. IEICE Tech. Rep., vol. 116, no. 436, HCS2016-70, pp. 65-70, Jan. 2017.
Paper # HCS2016-70 
Date of Issue 2017-01-20 (HCS) 
ISSN Print edition: ISSN 0913-5685    Online edition: ISSN 2432-6380
Copyright
and
reproduction		 All rights are reserved and no part of this publication may be reproduced or transmitted in any form or by any means, electronic or mechanical, including photocopy, recording, or any information storage and retrieval system, without permission in writing from the publisher. Notwithstanding, instructors are permitted to photocopy isolated articles for noncommercial classroom use without fee. (License No.: 10GA0019/12GB0052/13GB0056/17GB0034/18GB0034)
Notes on Review This article is a technical report without peer review, and its polished version will be published elsewhere.
Download PDF HCS2016-70

Conference Information
Committee HCS  
Conference Date 2017-01-27 - 2017-01-28 
Place (in Japanese) (See Japanese page) 
Place (in English) Namiki Square 
Topics (in Japanese) (See Japanese page) 
Topics (in English) Psychology and Life-stage of Communication, etc. 
Paper Information
Registration To HCS 
Conference Code 2017-01-HCS 
Language Japanese 
Title (in Japanese) (See Japanese page) 
Sub Title (in Japanese) (See Japanese page) 
Title (in English) Cognitive development of children about robot's behavior before and after entering school 
Sub Title (in English)  
Keyword(1) mind-reading  
Keyword(2) behavior-reading  
Keyword(3) cognitive development  
Keyword(4) robot  
Keyword(5) intention  
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1st Author's Name Yuto Imamura  
1st Author's Affiliation Gifu University (Gifu Univ.)
2nd Author's Name Kazunori Terada  
2nd Author's Affiliation Gifu University (Gifu Univ.)
3rd Author's Name Hideyuki Takahashi  
3rd Author's Affiliation Osaka University (Osaka Univ.)
4th Author's Name Irini Giannopulu  
4th Author's Affiliation IHU-A-ICM Prisme-Pierre & Marie Curie University (IHU-A-ICM & Marie Curie Univ.)
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Speaker Author-1 
Date Time 2017-01-27 15:40:00 
Presentation Time 20 minutes 
Registration for HCS 
Paper # HCS2016-70 
Volume (vol) vol.116 
Number (no) no.436 
Page pp.65-70 
#Pages 6 
Date of Issue 2017-01-20 (HCS) 

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