This chapter surveys some of the principal research trends in Social Robotics and its application to human–robot interaction (HRI). Social (or Sociable) robots are designed to interact with people in a natural, interpersonal manner – often to achieve positive outcomes in diverse applications such as education, health, quality of life, entertainment, communication, and tasks requiring collaborative teamwork. The long-term goal of creating social robots that are competent and capable partners for people is quite a challenging task. They will need to be able to communicate naturally with people using both verbal and nonverbal signals. They will need to engage us not only on a cognitive level, but on an emotional level as well in order to provide effective social and task-related support to people. They will need a wide range of socialcognitive skills and a theory of other minds to understand human behavior, and to be intuitively understood by people. A deep understanding of human intelligence and behavior across multiple dimensions (i. e., cognitive, affective, physical, social, etc.) is necessary in order to design robots that can successfully play a beneficial role in the daily lives of people. This requires a multidisciplinary approach where the design of social robot technologies and methodologies are informed by robotics, artificial intelligence, psychology, neuroscience, human factors, design, anthropology, and more.
Social learning applied to task execution
Author Cynthia Breazeal
Video ID : 562
This is a video demonstration of the Leonardo robot integrating learning via tutelage, self motivated learning and preference learning to perform a tangram-like task.
First the robot learns a policy for how to operate a remote-control box to reveal key shapes needed for the next task, integrating self-motivated exploration with tutelage. The human can shape what the robot learns through a variety of social means.
Once Leo has learned a policy, the robot begins the tangram task, which is to make a sailboat figure out of the colored blocks on the virtual workspace. During this interaction, the person has a preference for which block colors to use (yellow and blue), which he conveys through nonverbal means. The robot learns this preference rule from observing these nonverbal cues.
During the task, the robot needs blocks of a certain shape and color and which are not readily available on the workspace, but can be accessed by operating the remote-control box to reveal those shapes. Leo evokes those recently learned policies to access those shapes to achieve the goal of making the sailboat figure.