TY - GEN
T1 - Developing feedback
T2 - 9th IEEE International Conference on Development and Learning 2010
AU - Vollmer, Anna-Lisa
AU - Pitsch, Karola
AU - Lohan, Katrin S.
AU - Fritsch, Jannik
AU - Rohlfing, Katharina J.
AU - Wrede, Britta
PY - 2010/9/20
Y1 - 2010/9/20
N2 - Learning is a social and interactional endeavor, in which the learner generally receives support from his/her social environment [1]. In this process, the learner's feedback is important as it provides information about the learner's current understanding which, in turn, enables the tutor to adjust his/her presentation accordingly [2], [3]. Thus, through their feedback learners can actively shape the tutor's presentation - a resource which is highly valuable, if we aim at enabling robot systems to learn from a tutor in social interaction. But what kind of feedback should a robot produce and at which time? In this paper, we analyze the interaction between parents and their infants (8 to 30 months) in a tutoring scenario with regard to the feedback provided by the learner in three different age groups. Our combined qualitative and quantitative analysis reveals which features of the feedback change with the infant's progressing age and cognitive capabilities.
AB - Learning is a social and interactional endeavor, in which the learner generally receives support from his/her social environment [1]. In this process, the learner's feedback is important as it provides information about the learner's current understanding which, in turn, enables the tutor to adjust his/her presentation accordingly [2], [3]. Thus, through their feedback learners can actively shape the tutor's presentation - a resource which is highly valuable, if we aim at enabling robot systems to learn from a tutor in social interaction. But what kind of feedback should a robot produce and at which time? In this paper, we analyze the interaction between parents and their infants (8 to 30 months) in a tutoring scenario with regard to the feedback provided by the learner in three different age groups. Our combined qualitative and quantitative analysis reveals which features of the feedback change with the infant's progressing age and cognitive capabilities.
UR - http://www.scopus.com/inward/record.url?scp=78149252058&partnerID=8YFLogxK
U2 - 10.1109/DEVLRN.2010.5578863
DO - 10.1109/DEVLRN.2010.5578863
M3 - Conference contribution
AN - SCOPUS:78149252058
SN - 9781424469000
T3 - IEEE International Conference on Development and Learning
SP - 76
EP - 81
BT - 2010 IEEE 9th International Conference on Development and Learning
PB - IEEE
Y2 - 18 August 2010 through 21 August 2010
ER -