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dc.contributor.authorDe La Cruz, VMen
dc.contributor.authorDi Nuovo, Aen
dc.contributor.authorDi Nuovo, Sen
dc.contributor.authorCangelosi, Aen
dc.date.accessioned2015-10-13T15:23:53Z
dc.date.available2015-10-13T15:23:53Z
dc.date.issued2014en
dc.identifier.issn1662-5153en
dc.identifier.urihttp://hdl.handle.net/10026.1/3597
dc.description.abstract

Evidence from developmental as well as neuroscientific studies suggest that finger counting activity plays an important role in the acquisition of numerical skills in children. It has been claimed that this skill helps in building motor-based representations of number that continue to influence number processing well into adulthood, facilitating the emergence of number concepts from sensorimotor experience through a bottom-up process. The act of counting also involves the acquisition and use of a verbal number system of which number words are the basic building blocks. Using a Cognitive Developmental Robotics paradigm we present results of a modeling experiment on whether finger counting and the association of number words (or tags) to fingers, could serve to bootstrap the representation of number in a cognitive robot, enabling it to perform basic numerical operations such as addition. The cognitive architecture of the robot is based on artificial neural networks, which enable the robot to learn both sensorimotor skills (finger counting) and linguistic skills (using number words). The results obtained in our experiments show that learning the number words in sequence along with finger configurations helps the fast building of the initial representation of number in the robot. Number knowledge, is instead, not as efficiently developed when number words are learned out of sequence without finger counting. Furthermore, the internal representations of the finger configurations themselves, developed by the robot as a result of the experiments, sustain the execution of basic arithmetic operations, something consistent with evidence coming from developmental research with children. The model and experiments demonstrate the importance of sensorimotor skill learning in robots for the acquisition of abstract knowledge such as numbers.

en
dc.format.extent13 - ?en
dc.languageengen
dc.language.isoengen
dc.subjectdevelopmental roboticsen
dc.subjectembodied cognitionen
dc.subjectfinger countingen
dc.subjectnumber cognitionen
dc.subjectnumber wordsen
dc.titleMaking fingers and words count in a cognitive robot.en
dc.typeJournal Article
plymouth.author-urlhttps://www.ncbi.nlm.nih.gov/pubmed/24550795en
plymouth.volume8en
plymouth.publication-statusPublished onlineen
plymouth.journalFront Behav Neuroscien
dc.identifier.doi10.3389/fnbeh.2014.00013en
plymouth.organisational-group/Plymouth
plymouth.organisational-group/Plymouth/00 Groups by role
plymouth.organisational-group/Plymouth/00 Groups by role/Professional Services staff
plymouth.organisational-group/Plymouth/Faculty of Science and Engineering
plymouth.organisational-group/Plymouth/Faculty of Science and Engineering/School of Computing, Electronics and Mathematics
plymouth.organisational-group/Plymouth/REF 2021 Researchers by UoA
plymouth.organisational-group/Plymouth/REF 2021 Researchers by UoA/UoA11 Computer Science and Informatics
plymouth.organisational-group/Plymouth/Research Groups
plymouth.organisational-group/Plymouth/Research Groups/Institute of Health and Community
plymouth.organisational-group/Plymouth/Research Groups/Marine Institute
dc.publisher.placeSwitzerlanden
dcterms.dateAccepted2014-01-08en
dc.rights.embargoperiodNot knownen
rioxxterms.versionofrecord10.3389/fnbeh.2014.00013en
rioxxterms.licenseref.urihttp://www.rioxx.net/licenses/all-rights-reserveden
rioxxterms.licenseref.startdate2014en
rioxxterms.typeJournal Article/Reviewen
plymouth.oa-locationhttp://journal.frontiersin.org/article/10.3389/fnbeh.2014.00013/abstracten


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