Combining embodied models and empirical research for understanding the development of shared attention
Combining embodied models and empirical research for understanding the development of shared attention
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DOI：
10.1109/devlrn.2002.1011724
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发表时间：
2002-08
期刊：
影响因子：
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通讯作者：
Ian R. Fasel;G. Deák;Jochen Triesch;J. Movellan
中科院分区：
文献类型：
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作者：
Ian R. Fasel;G. Deák;Jochen Triesch;J. Movellan
分享注意力的能力是人类社会智能的基石。我们提出，共同注意的发展取决于动机偏见和权变学习机制在适当结构的环境中运作的适当互动。非典型偶然性学习导致自闭症儿童在共同注意力方面的缺陷。为了验证这一理论，我们描述了一项研究工作，该研究结合了理论上严格的建模技术，使用模拟和机器人学习系统，并对有和没有发育障碍的婴幼儿的社会学习和发展进行了实证调查。我们相信，研究具身学习模型，其输入数据（来自真实或虚拟的照顾者）是根据真实的婴儿-照顾者互动建模的，将有助于更好地理解共同注意力的发展和功能障碍。
The capacity for shared attention is a cornerstone of human social intelligence. We propose that the development of shared attention depends on a proper interaction of motivational biases and contingency learning mechanisms operating in an appropriately structured environment. Atypical contingency learning leads to deficits in shared attention as seen in children with autism. To test this theory, we describe a research effort that combines theoretically rigorous modeling techniques using both simulated and robotic learning systems with empirical investigations of social learning and development in infants and toddlers with and without developmental disabilities. We believe that studying embodied learning models, whose input data (from a real or virtual caregiver) is modeled after real infant-caregiver interactions, will lead to a better understanding of the development and dysfunction of shared attention.