PhD Document - Universidad de Las Palmas de Gran Canaria

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CHAPTER 2. THE CASE OF SOCIAL ROBOTICS basket’, though autistic children’s answer is ’in the box’. However, it is not clear whether the lack of mindreading abilities is a cause or an effect of another more basic impairment. Some autistic symptoms (like stereotypic behaviour, restriction of interests, oversensitivity to physical stimuli and notably the phenomenon of autistic savants (see below) are not well accounted for by the TOM hypothesis [Hendriks-Jansen, 1997]. Figure 2.1: the "Sally-Anne Test" of understanding false belief. It is important to note that the relationship between autism and social robotics has been twofold. On the one hand, social robots have been used as a therapeutic tool in autism, as in the AURORA project. On the other hand, autism has been an inspiration for building social robots by attending to the lack of abilities that autistic people have -i.e. by consid- ering autism as an analogy of non-social robots (this is the approach taken by Scassellati [Scassellati, 2001]). 2.1 The Savant Syndrome Interestingly, autism is not the most precise analogy for non-social robots. If we were to identify a condition that could be associated to the robots that we build, the most precise one should be that of autistic savants. This idea has been already suggested informally by some authors [Blumberg, 1997]. The autistic savant is an individual with autism who have 12
CHAPTER 2. THE CASE OF SOCIAL ROBOTICS extraordinary skills not exhibited by most people [Treffert, 1989]. The most common forms involve mathematical calculations, memory feats, artistic and musical abilities. Autistic savants behave very much like computers (this should not be taken as a negative trait). From [Treffert, 1989]: "The savant develops into a well-trained ’robot’ with little ability to change with changing conditions; in the face of change or challenge, the savant holds to obsessive, stereotyped, concrete responses." One of the best known cases of autistic savants is that of the twin calculators, John and Michael, who were born with the same physical and neurological deficiencies. Despite being autistic, they could perform certain arithmetic calculations at incredible speeds, see [Sacks, 1985]. Autistic savants are very rare, the estimated prevalence of savant abilities in autism is 10%. Their skills are very concrete, restricted to rather limited domains, as evidenced in the most widely known account of an autistic savant: the Rain Man movie (there are other two, Being there with Peter Sellers, and possibly Forrest Gump with Tom Hanks). There are many theories that seek to explain the strange phenomenon of autistic savants. Many researchers find the case extremely interesting because of the fact that abnormal- ities can help discover what is "normal" in human brains ("Everything we know about health we have learned from the study of disease", [Treffert, 1989]). According to a recent theory proposed by Snyder and Mitchell [Snyder and Mitchell, 1999, Snyder and Thomas, 1997a], autistic savants have not developed in their brains the part that gives meaning and interpreta- tion to the things that we perceive. Autistic savants perceive "everything", they have an eye for detail, they perceive images and sounds with extreme precision. However, they have dif- ficulty in attributing high-level meaning to such detail. They struggle to isolate the important part of the data, the part that conforms a representation of high-level concepts. That inability can render them socially incompetent. Healthy people can isolate useful data, and in fact we do that in order to survive, for we must make useful decisions quickly. We are concept-driven. Only with very hard training can healthy people manage detailed information and use it for example for draw- ing (our concept-driven thought can be seen as an advantage but also as a serious obstacle [Snyder and Thomas, 1997b]). According to Snyder and Mitchell, healthy people can also perceive with extreme detail, though as that ability is unconscious, they become more con- scious of the final product, the concept ("we see what we know"), see Figure 2.2. On the 13
Page 1: Departamento de Informática y Sist
Page 7: To my family and Gloria
Page 10 and 11: Gobierno de Canarias, Ministerio de
Page 12 and 13: 5.2.3 Implementation . . . . . . .
Page 15 and 16: List of Figures 1.1 Abilities vs. l
Page 17 and 18: 5.13 T means tracking and CS Candid
Page 19 and 20: List of Tables 1.1 The eight human
Page 21 and 22: Abstract A relatively new area for
Page 23 and 24: Publications This thesis is based o
Page 25 and 26: Chapter 1 Introduction "Man is by n
Page 27 and 28: CHAPTER 1. INTRODUCTION characteris
Page 29 and 30: CHAPTER 1. INTRODUCTION robots: ➔
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Page 35: Chapter 2 The Case of Social Roboti
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Page 49 and 50: Chapter 3 Approach and Architecture
Page 51 and 52: CHAPTER 3. APPROACH AND ARCHITECTUR
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Page 79 and 80: Chapter 5 Perception "I’ve seen t
Page 81 and 82: CHAPTER 5. PERCEPTION Figure 5.1: T
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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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PhD Document - Universidad de Las Palmas de Gran Canaria

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