Social gating and pedagogy: Mechanisms for learning and implications for robotics

被引：11

作者：

Sage, Kara D. ^{[1
]}

Baldwin, Dare ^{[1
]}

机构：

[1] Univ Oregon, Eugene, OR 97403 USA

来源：

NEURAL NETWORKS | 2010年 / 23卷 / 8-9期

关键词：

Social gating; Pedagogy; Early social cognition; JOINT ATTENTION; CHILDREN; HUMANS; RECOGNITION; COGNITION; DIRECTION; AUTISM;

D O I：

10.1016/j.neunet.2010.09.004

中图分类号：

TP18 [人工智能理论];

学科分类号：

081104 ; 0812 ; 0835 ; 1405 ;

摘要：

It seems self-evident that human responsiveness to social input enhances learning, yet the details of the social forces at play are only beginning to come into focus. Recent research on language and cognitive development in preschoolers and infants illuminates mechanisms such as social gating and natural pedagogy, and specific ways in which they benefit learning. We review such advances and consider implications of this research for designing robotic systems that can harness the power of social forces for learning. (C) 2010 Elsevier Ltd. All rights reserved.

引用

页码：1091 / 1098

页数：8

共 72 条

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