A Computational Model of Acoustic Packaging

Schillingmann, Lars; Wrede, Britta; Rohlfing, Katharina J.

doi:10.1109/tamd.2009.2039135

Cited by 27 publications

(16 citation statements)

References 74 publications

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“…The codevelopment of language and action was recognized in robotic research (Cangelosi et al, 2010) as an important mechanism supporting learning and representing compositional actions. For example, Schillingmann et al (2009) have suggested that language can structure actions. Along these lines, Brand and Tapscott (2007) found that 9.5-month-old children consider sequences of actions that were "packaged" by a concurrent narration as belonging together.…”

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confidence: 99%

Language Meddles with Infants’ Processing of Observed Actions

et al. 2016

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When learning from actions, language can be a crucial source to specify the learning content. Understanding its interactions with action processing is therefore fundamental when attempting to model the development of human learning to replicate it in artificial agents. From early childhood, two different processes participate in shaping infants' understanding of the events occurring around them: Infants' motor system influences their action perception, driving their attention to the action goal; additionally, parental language influences the way children parse what they observe into relevant units. To date, however, it has barely been investigated whether these two cognitive processes -action understanding and language -are separate and independent or whether language might interfere with the former. To address this question, we evaluated whether a verbal narrative concurrent with action observation could avert 14-month-old infants' attention from an agent's action goal, which is otherwise naturally selected when the action is performed by an agent. The infants observed movies of an actor reaching and transporting balls into a box. In three between-subject conditions, the reaching movement was accompanied either with no audio (Base condition), a sine-wave sound (Sound condition), or a speech sample (Speech condition). The results show that the presence of a speech sample underlining the movement phase reduced significantly the number of predictive gaze shifts to the goal compared to the other conditions. Our findings thus indicate that any modeling of the interaction between language and action processing will have to consider a potential top-down effect of the former, as language can be a meddler in the predictive behavior typical of the observation of goal-oriented actions.

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confidence: 99%

Language Meddles with Infants’ Processing of Observed Actions

et al. 2016

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“…More specifically, verbal responsiveness has been found to correlate positively with a variety of language skills including the acquisition of lexicon and grammar (e.g. Masur, Flynn & Eichorst 2005;Tamis-LeMonda, Bornstein & Baumwell 2001). However, as has been recently suggested, maternal responsiveness is a multi-dimensional construct (McGillion et al 2013) including not only verbal but also semantically and temporally contingent responses.…”

Section: Synchronous Action Contributes To Reference In Languagementioning

confidence: 98%

Intermodal synchrony as a form of maternal responsiveness

Rohlfing

Nomikou²

2014

LIA

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Research findings indicate that synchrony between events in two different modalities is a key concept in early social learning. Our longitudinal pilot study with 14 mother-child dyads is the first to support the idea that synchrony between action and language as a form of responsive behaviour in mothers relates to later language acquisition in their children. We conducted a fine-grained coding of multimodal behaviour within the dyad during an everyday diapering activity when the children were three and six months old. When the children attained 24 months, their mothers completed language surveys; this data was then related to the dyadic measures in early interaction. We propose a 'role-switching' model according to which it is important for three-month-olds to be exposed to multimodal input for a great deal of time, whereas for six-month-old infants, the mother should respond to the infant's attention and provide multimodal input when her child is gazing at her.

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“…At times, talk and action are organized synchronously and thereby provide motion/speech 'packages' separated by combined talk/action pauses (Schillingmann et al, 2009). At the same time, when the tutor starts the action, he is silent and only begins to talk once the cup is already in the air, such that, at least for this initial stage, we can observe the impact of the tutor's visual actions without interference from verbal input.…”

Section: Tutor's Hand Motions As Procedures For Orienting Attentionmentioning

confidence: 99%

Tutoring in adult-child interaction

Pitsch¹,

Vollmer²,

Rohlfing³

et al. 2014

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Research of tutoring in parent-infant interaction has shown that tutors -when presenting some action -modify both their verbal and manual performance for the learner ('motherese', 'motionese'). Investigating the sources and effects of the tutors' action modifications, we suggest an interactional account of 'motionese'. Using video-data from a semi-experimental study in which parents taught their 8 to 11 month old infants how to nest a set of differently sized cups, we found that the tutors' action modifications (in particular: high arches) functioned as an orienting device to guide the infant's visual attention (gaze). Action modification and the recipient's gaze can be seen to have a reciprocal sequential relationship and to constitute a constant loop of mutual adjustments.Implications are discussed for developmental research and for robotic 'Social Learning'.We argue that a robot system could use on-line feedback strategies (e.g. gaze) to proactively shape a tutor's action presentation as it emerges.

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A Computational Model of Acoustic Packaging

Cited by 27 publications

References 74 publications

Language Meddles with Infants’ Processing of Observed Actions

Language Meddles with Infants’ Processing of Observed Actions

Intermodal synchrony as a form of maternal responsiveness

Tutoring in adult-child interaction

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