PhD Document - Universidad de Las Palmas de Gran Canaria

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CHAPTER 1. INTRODUCTION Traditional robots can carry out tasks that are well beyond human capabilities, with greater precision, no risk, and a large number of times. Then why so much interest in social robots? Admittedly robots are built with the aim of imitating or reproducing human intelligence. "Before" social robotics, most robots excelled at certain tasks, although they were incapable of doing other "simple" things, not even in a partial way. Almost in an uncon- scious fashion, researchers realized that those robots were extremely practical, but were not considered more intelligent (at least by the general public). In a sense, the more practical and precise the robot, the less human it was considered. The fact is that humans have a wide range of abilities. Comparatively, robots tend to have far fewer abilities, although with high proficiency levels, in some cases even higher than in humans (see Figure 1.1). Such performance unbalance may be key to building social robots. It suggests that two necessary conditions for achieving a more "human" robot may be: 1. to replicate a large number of human abilities, and 2. that these abilities have similar development levels. level of development/proficiency abilities level of development/proficiency abilities Figure 1.1: Abilities vs. level of development. On the left: human performance. On the right: typical robot performance. Human intelligence does not seem to be restricted to certain abilities. According to Gardner’s theory [Gardner, 1983], now widely accepted, human intelligence is not a unitary capacity that can be measured by IQ tests. He proposes eight classes of intelligence (see Ta- ble 1.1 ): linguistic, musical, logical-mathematical, spatial, bodily-kinesthetic, interpersonal, intrapersonal and naturalist. Intelligence has two meanings. First, it is a species-specific 2
CHAPTER 1. INTRODUCTION characteristic (humans can exhibit those eight intelligences). Second, it is also an individual- specific characteristic (each individual shows his particular blend of intelligences). Gardner claims that the eight intelligences rarely operate independently. Rather, the intelligences are used concurrently and typically complement each other as individuals develop skills or solve problems. For example, a dancer can excel in his art only if he has 1) strong musical intelligence to understand the rhythm and variations of the music, 2) interpersonal intelligence to understand how he can inspire or emotionally move his audience through his movements, as well as 3) bodily-kinesthetic intelligence to provide him with the agility and coordination to complete the movements successfully. The theory states that all eight intelligences are needed to productively function in society. Intelligence Operations Linguistic syntax, phonology, semantics, pragmatics Musical pitch, rhythm, timbre Logical-mathematical number, categorization, relations Spatial accurate mental visualization, mental transformation of images Bodily-kinesthetic control of one’s own body, control in handling objects Interpersonal awareness of others’ feelings, emotions, goals, motivations Intrapersonal awareness of one’s own feelings, emotions, goals, motivations Naturalist recognition and classification of objects in the environment Table 1.1: The eight human intelligences proposed by Gardner. Gardner’s proposal of multiple intelligences was prompted by several signs, like iso- lation by brain damage, in which certain forms of intelligence are impaired while others remain relatively intact. Damage to the prefrontal lobes of the cerebral cortex can impair personal and social intelligence, while other abilities remain normal [Damasio, 1994]. Gard- ner mentions exceptional cases like autistic savants, and he notes that both the Down syn- drome and the Alzheimer’s disease are cognitive impairments that do not severely hinder a person’s ability to get along with other people. By contrast, Pick’s disease seriously di- minishes a person’s interaction abilities, though some intellectual capacities are not affected [Kihlstrom and Cantor, 2000]. Not only theory favours the fact that there are different types of intelligence. In a series of empirical studies, [Sternberg et al., 1981] found that people generally identify intelligence with three core abilities: problem-solving, verbal and social competence. Hudson’s theory of convergent and divergent thinking is also related with the idea emphasized above [Hudson, 1967]. Convergent thoughts are those that lead to the solution of a concrete problem, while divergent thought are those that are prompted by stimuli. Convergent thoughts are related to mathematics and sciences. Divergent thoughts are related to creativity, arts and 3
Page 1: Departamento de Informática y Sist
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CHAPTER 4. HARDWARE OVERVIEW Each m
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Chapter 5 Perception "I’ve seen t
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CHAPTER 5. PERCEPTION Figure 5.1: T
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CHAPTER 5. PERCEPTION Figure 5.3: E
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CHAPTER 5. PERCEPTION we could dist
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CHAPTER 5. PERCEPTION themaximum is
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CHAPTER 5. PERCEPTION Figure 5.7: E
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CHAPTER 5. PERCEPTION Classify cues
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CHAPTER 5. PERCEPTION Figure 5.10:
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CHAPTER 5. PERCEPTION 5.3 Audio-Vis
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CHAPTER 5. PERCEPTION modules, inst
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CHAPTER 5. PERCEPTION each angle we
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CHAPTER 5. PERCEPTION hypothesis is
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CHAPTER 5. PERCEPTION M4.- Pattern
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CHAPTER 5. PERCEPTION nods and shak
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CHAPTER 5. PERCEPTION effect of thi
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CHAPTER 5. PERCEPTION effects of am
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CHAPTER 5. PERCEPTION image decreas
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CHAPTER 5. PERCEPTION with an incre
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CHAPTER 5. PERCEPTION However, we a
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CHAPTER 5. PERCEPTION where y0 is t
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CHAPTER 5. PERCEPTION be distinguis
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CHAPTER 5. PERCEPTION in the sense
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CHAPTER 5. PERCEPTION a) b) c) d) F
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CHAPTER 5. PERCEPTION the habituati
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Chapter 6 Action "CHRISTOF: We’ve
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CHAPTER 6. ACTION Expression: "Surp
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CHAPTER 6. ACTION 6.1.3 Implementat
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CHAPTER 6. ACTION Figure 6.3: Facia
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CHAPTER 6. ACTION c α error 0 o 0.
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CHAPTER 6. ACTION fear anger sorrow
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CHAPTER 6. ACTION However, we belie
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Chapter 7 Behaviour "A good name, l
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CHAPTER 7. BEHAVIOUR used defines t
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CHAPTER 7. BEHAVIOUR step environme
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CHAPTER 7. BEHAVIOUR Predicate Desc
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CHAPTER 7. BEHAVIOUR Action Descrip
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CHAPTER 7. BEHAVIOUR Name Action to
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CHAPTER 7. BEHAVIOUR ➔ Basic emot
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CHAPTER 7. BEHAVIOUR [Reilly, 1996]
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Chapter 8 Evaluation and Discussion
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CHAPTER 8. EVALUATION AND DISCUSSIO
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Chapter 9 Conclusions and Future Wo
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CHAPTER 9. CONCLUSIONS AND FUTURE W
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Appendix A CASIMIRO’s Phrase File
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APPENDIX A. CASIMIRO’S PHRASE FIL
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Bibliography [Adams et al., 2000] B
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BIBLIOGRAPHY [Bruce et al., 2001] A
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BIBLIOGRAPHY [Driscoll et al., 1998
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BIBLIOGRAPHY [Hernández et al., 20
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BIBLIOGRAPHY [Kjeldsen, 2001] R. Kj
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BIBLIOGRAPHY [Martin et al., 2000]
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BIBLIOGRAPHY [Oviatt, 2000] S. Ovia
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BIBLIOGRAPHY [Schulte et al., 1999]
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BIBLIOGRAPHY [Tyrrell, 1993] T. Tyr
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Index absolute pitch, 16 action sel
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INDEX proprioception, 39 prosopagno
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