________________________________________________________________________Over the past few years, researchers have been exploring possibilities for ways in which embedded technologies can enrich children's storytelling experiences. In this article we present our research on physical interactive storytelling environments from a child's perspective. We present the system architecture as well as a formative study of the technology's use with 18 children, ages 5-6. We discuss the challenges and opportunities for kindergarten children to become creators of their own physical storytelling interactions.

We are developing a prototype storytelling robot for use with children in rehabilitation. Children can remotely control a large furry robot by using a variety of body sensors adapted to their disability or rehabilitation goal. In doing so, they can teach the robot to act out emotions (e.g. sad, happy, excited) and then write stories using the storytelling software and include those emotions in the story. The story can then be "played" by the remote controlled robot, which acts out the story and the emotions. We believe that this robot can motivate the children and help them reach their therapy goals through therapeutic play, either by exercising muscles or joints (e.g. for physically challenges children) or by reflecting on the expression of emotions (e.g. for autistic children). We use an innovative design methodology involving children as design partners.

EXPLORATION IN INTELLIGENCE ANALYSISe are interested in the role of exploratory search in the intelligence analysis process, especially its role in sensemaking: how can exploring a set of information help an analyst to synthesize, understand, and present a coherent explanation of what it tells us about the world?The process of exploratory search can help an analyst develop a story implied by relationships among discovered information items. One of the key challenges in supporting this process is the representation, depiction, and recording of insights-the basic elements of analysis. We have developed a simple concept for such representations, called "rich information collections," which contain not just the analyst's search results but also an executable collection specification by which similar information can be

Costly props, complicated authoring technologies, and limited access to space are among the many reasons why children can rarely enjoy the experience of authoring room-sized interactive stories. Typically in these kinds of environments, children are restricted to being story participants, rather than story authors. Therefore, we have begun the development of "StoryRooms," room-sized immersive storytelling experiences for children. With the use of low-tech and high-tech storytelling elements, children can author physical storytelling experiences to share with other children. In the paper that follows, we will describe our design philosophy, design process with children, the current technology implementation and example StoryRooms.

In a recent paper, we introduced a method and equation for inferring the allocation of attention on a continuous scale. The size of the stimuli, the estimated size of the fovea, and the pattern of results implied that the subjects' responses reflected shifts in covert attention rather than shifts in eye movements. This report describes an experiment that tests this implication. We measured eye movements. The monitor briefly displayed (e.g., 130 ms) two small stimuli (≈1.0 • × 1.2 • ), situated one atop another. When the stimuli were close together, as in the previous study, fixations that supported correct responses at one stimulus also supported correct responses at the other stimulus, as measured over the entire session. Yet, on any particular trial, correct responses were limited to just one stimulus. This pattern suggests that the constraints on responding within a trial were due to limits on cognitive processing, whereas the ability to respond correctly to either stimulus on different trials must have entailed shifts in attention (that were not accompanied by eye movements). In contrast, when the stimuli were far apart, fixations that had a high probability of supporting correct responses at one stimulus had a low probability of supporting correct responses at the other stimulus. Thus, conditions could be arranged so that correct responses depended on eye movements, whereas in the "standard" procedure, correct responses were independent of eye movements. The results dissociate covert and overt attention and support the claim that our procedure measures covert attention.