Show simple item record

dc.contributor.authorLyon, Cen
dc.contributor.authorNehaniv, CLen
dc.contributor.authorSaunders, Jen
dc.contributor.authorBelpaeme, Ten
dc.contributor.authorBisio, Aen
dc.contributor.authorFischer, Ken
dc.contributor.authorFörster, Fen
dc.contributor.authorLehmann, Hen
dc.contributor.authorMetta, Gen
dc.contributor.authorMohan, Ven
dc.contributor.authorMorse, Aen
dc.contributor.authorNolfi, Sen
dc.contributor.authorNori, Fen
dc.contributor.authorRohlfing, Ken
dc.contributor.authorSciutti, Aen
dc.contributor.authorTani, Jen
dc.contributor.authorTuci, Een
dc.contributor.authorWrede, Ben
dc.contributor.authorZeschel, Aen
dc.contributor.authorCangelosi, Aen

Co-development of action, conceptualization and social interaction mutually scaffold and support each other within a virtuous feedback cycle in the development of human language in children. Within this framework, the purpose of this article is to bring together diverse but complementary accounts of research methods that jointly contribute to our understanding of cognitive development and in particular, language acquisition in robots. Thus, we include research pertaining to developmental robotics, cognitive science, psychology, linguistics and neuroscience, as well as practical computer science and engineering. The different studies are not at this stage all connected into a cohesive whole; rather, they are presented to illuminate the need for multiple different approaches that complement each other in the pursuit of understanding cognitive development in robots. Extensive experiments involving the humanoid robot iCub are reported, while human learning relevant to developmental robotics has also contributed useful results. Disparate approaches are brought together via common underlying design principles. Without claiming to model human language acquisition directly, we are nonetheless inspired by analogous development in humans and consequently, our investigations include the parallel co-development of action, conceptualization and social interaction. Though these different approaches need to ultimately be integrated into a coherent, unified body of knowledge, progress is currently also being made by pursuing individual methods.

dc.titleEmbodied Language Learning and Cognitive Bootstrapping: Methods and Design Principlesen
dc.typeJournal Article
plymouth.journalInternational Journal of Advanced Robotic Systemsen
plymouth.organisational-group/Plymouth/Faculty of Science and Engineering
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
plymouth.organisational-group/Plymouth/Users by role
dc.rights.embargoperiodNot knownen
rioxxterms.typeJournal Article/Reviewen

Files in this item


This item appears in the following Collection(s)

Show simple item record

All items in PEARL are protected by copyright law.
Author manuscripts deposited to comply with open access mandates are made available in accordance with publisher policies. Please cite only the published version using the details provided on the item record or document. In the absence of an open licence (e.g. Creative Commons), permissions for further reuse of content should be sought from the publisher or author.
Theme by 
Atmire NV