The paper presents a neurorobotics cognitive model explaining the understanding and generalisation of nouns and verbs combinations when a vocal command consisting of a verb-noun sentence is provided to a humanoid robot. The dataset used for training was obtained from object manipulation tasks with a humanoid robot platform; it includes 9 motor actions and 9 objects placing placed in 6 different locations), which enables the robot to learn to handle real-world objects and actions. Based on the multiple time-scale recurrent neural networks, this study demonstrates its generalisation capability using a large data-set, with which the robot was able to generalise semantic representation of novel combinations of noun-verb sentences, and therefore produce the corresponding motor behaviours. This generalisation process is done via the grounding process: different objects are being interacted, and associated, with different motor behaviours, following a learning approach inspired by developmental language acquisition in infants. Further analyses of the learned network dynamics and representations also demonstrate how the generalisation is possible via the exploitation of this functional hierarchical recurrent network.

This article presents results from a multidisciplinary research project on the integration and transfer of language knowledge into robots as an empirical paradigm for the study of language development in both humans and humanoid robots. Within the framework of human linguistic and cognitive development, we focus on how three central types of learning interact and co-develop: individual learning about one's own embodiment and the environment, social learning (learning from others), and learning of linguistic capability. Our primary concern is how these capabilities can scaffold each other's development in a continuous feedback cycle as their interactions yield increasingly sophisticated competencies in the agent's capacity to interact with others and manipulate its world. Experimental results are summarized in relation to milestones in human linguistic and cognitive development and show that the mutual scaffolding of social learning, individual learning, and linguistic capabilities creates the context, conditions, and requisites for learning in each domain. Challenges and insights identified as a result of this research program are discussed with regard to possible and actual contributions to cognitive science and language ontogeny. In conclusion, directions for future work are suggested that continue to develop this approach toward an integrated framework for understanding these mutually scaffolding processes as a basis for language development in humans and robots.

No abstract

No abstract

No abstract