PhD Document - Universidad de Las Palmas de Gran Canaria

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CHAPTER 1. INTRODUCTION very similar to that of Kismet, albeit this was not achieved intentionally). It is an animal-like robotic head with facial expressions. Developed in the context of the Social Machines Project at MIT, it can engage people in natural and expressive face-to-face interaction. Kismet was conceived as a baby robot, its abilities were designed to produce caregiver-infant ex- changes that would eventually make it more dexterous. An overview of Kismet is available at [MIT AI lab, Humanoid Robotics Group, 2003]. Kismet is equipped with visual, auditory and proprioceptive inputs. The vision system includes four colour CCD cameras. Two of them have a larger field of view, and the other two are foveal cameras that allow higher-resolution processing. Kismet’s gaze is con- trolled by three degrees of freedom in the eyes and another three in the neck. An attentional system based on basic visual features like skin tone, colour and motion allows it to direct its attention to relevant stimuli and gaze toward them. The auditory system processes signals gathered by a wireless microphone worn by the caregiver. The auditory system can recognize the affective intent of the speaker, i.e. it can recognize praise, prohibition, attention, and comfort. Kismet’s face has 15 DOF that allows it to display facial expressions like fear, ac- cepting, tired, unhappy, disgust, surprise, anger, stern and content. The vocalization system is based on a DECtalk v4.5 speech synthesizer in which parameters are adjusted to convey personality (Kismet babbles like a young child) and emotional state. Another MIT robot, Cog [Adams et al., 2000, Brooks et al., 1999, Scassellati, 2000], has a trunk, head and arms, for a total of 22 degrees of freedom. The head has 4 DOF in the neck and 3 DOF in the eyes. Its capabilities include human-like eye movements, head and neck orientation (in the direction of a target), face and eye detection, imitation of head nods, basic visual feature detectors (colour, motion and skin tone), an attentional system that combines them, sound localization, reflex arm withdrawal, shared attention (see below), reaching to visual targets and oscillatory arm movements. Recently, the work of Arsenio [Arsenio, 2004] has endowed the robot with significant high-level capabilities such as object, face and scene recognition, acoustic segmentation and recognition, activity recognition, etc. Both Kismet and Cog were developed with the aim of exploiting scaffolding. Scaf- folding is a teaching strategy introduced by Constructivist psychologist Vygotsky’s sociocul- tural theory. Parents modulate and facilitate learning by creating an appropriate environment for the infant. Aspects like the use of simple phrases and achievable goals can facilitate learner’s development. In the case of a robot, an instructor would guide interactions so as to foster novel abilities. The instructor may for example mark the critical aspects of the task or concept to learn, reduce the degrees of freedom, show the robot the effects of its actions with 6
CHAPTER 1. INTRODUCTION respect to the task to learn, etc. Infanoid [Kozima, 2002, Kozima and Yano, 2001] is a robot that can create and main- tain shared attention with humans (it is an upper-torso humanoid, with a total of 24 degrees of freedom). Infanoid was inspired by the lack of attention sharing observed in autism. At- tention sharing, the activity of paying attention to someone else’s attentional target (Figure 1.2), plays an indispensable role in mindreading (see Chapter 2) and learning, and it has been shown to be important for human-robot communication [Yamato et al., 2004]. The robot first detects a human face and saccades to it. Then, the robot detects the eyes and extract gaze direction. It then starts looking for a target with a clear boundary in that direction. Recently, however, it has been shown that shared attention actually requires more than gaze following or simultaneous looking [Kaplan and Hafner, 2004]. Infant or robot Focus of attention Adult Figure 1.2: Shared attention. Babybot [Metta et al., 2000a, Metta et al., 2000b] is a baby humanoid built at LIRA- Lab. The latest version at the time of writing has 18 degrees of freedom distributed along the head, arm, torso, and hand. The head was custom designed at the lab. The Babybot’s sensory system is composed of a pair of cameras with space-variant resolution, two micro- phones each mounted inside an external ear, a set of three gyroscopes mimicking the human vestibular system, positional encoders at each joint, a torque/force sensor at the wrist and tactile sensors at the fingertips and the palm. The scientific goal behind Babybot encom- passes the developmental approach to building social robots, also called Epigenetics (see [Lungarella et al., 2004] for a survey). The developmental approach emphasizes the use of minimum representations and algorithms so that the robot can learn and develop by itself its own abilities (and adapt to the environment), especially with the help of human teachers. Studies on human emotions have also been a major source of inspiration. The abil- ity to show emotions is crucial for social interaction. Feelix (FEEL, Interact, eXpress) is a LEGO robot that displays different facial emotional expressions in response to tactile stim- ulation [Cañamero and Fredslund, 2001, Cañamero and Fredslund, 2000]. Using two eye- brows and two lips it can display six basic emotions: neutral, anger, sadness, fear, happiness 7
Page 1: Departamento de Informática y Sist
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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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