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Mobile Robotic Toys and Autism 131plicity or because it exploit skills developed in other activities like the use ofpictograms or geometrical shapes) by the child.In future tests and with the help of educators, we want to establish a moredetailed evaluation process in order to assess the impact of the mobile robotictoys on the development of the child. We also want to improve the robot designsand to have more robots that can be lent to schools over longer periods oftime. The robots should integrate different levels of interaction with the child,starting with very simple behaviors to more sophisticated interplay situations.Catching and keeping their attention are important if we want the children tolearn, and the observations made with the robots described in the previous sectioncan be beneficial. The idea is not as much as using the robot to make childrenlearn to recognize for instance pictograms (they learn to do this in otheractivities), but to make them develop social skills like concentration, sharing,turn passing, adaptation to changes, etc. Finding the appropriate reward thatwould make the child want to respond to the robot’s request is very important.Predictability in the robot’s behavior is beneficial to help them understand whatis going on and how to receive rewards. Also, since the robot is a device thatis programmed, the robot’s behavior can evolve over time, changing the reinforcingloop over time, to make them learn to deal with more sensory inputsand unpredictability. Finally, to adapt mobile robot toys to each child, reconfigurablerobots, using different hardware and software components, might beone solution to explore.Using interactive robotic toys is surely an interesting idea that has the potentialof providing an additional intervention method to the rehabilitation processof autistic children. We are not alone working on this aspect. The AURORAproject (AUtonomous RObotic platform as a Remedial tool for children withAutism) [2, 1, 5] is one of such initiatives addressed in the previous chapter.We are very much encouraged by the observations made, and we will continueto design new mobile robots [4] and to do tests with autistic children.The basic challenge is to design a robot that can catch their attention and helpthem develop their social skills by building up their self-esteem. At this point,we still need to work on simple ways of interacting with the child, to help themunderstand how the robot works and exploit the knowledge and skills they acquirein other pedagogical activities. Our hope is that mobile robotic toys canbecome efficient therapeutic tools that will help children with autism developearly on the necessary social skills they need to compensate for and cope withtheir disability.AcknowledgmentsMany thanks to the children who participated in these tests and their parents, M.-J. Gagnon,J. Rioux and the École Du Touret, B. Côté and S.P.E.C. Tintamarre inc. for their collaboration.
132 Socially Intelligent AgentsThanks also to the teams of engineering students involved in the design of the robots used inthese tests. Research conducted by F. Michaud is supported by NSERC, CFI and FCAR.References[1] Kerstin Dautenhahn. Robots as social actors: Aurora and the case of autism. In Proc.CT99, The Third International Cognitive Technology Conference, August, San Francisco,pages 359–374, 1999.[2] Kerstin Dautenhahn. Socially intelligent agents and the primate social brain – towards ascience of social minds. In Technical Report FS-00-04, AAAI Fall Symposium on SociallyIntelligent Agents - The Human in the Loop, pages 35–51, 2000.[3] F. Michaud and S. Caron. Roball – an autonomous toy-rolling robot. In Proceedings of theWorkshop on Interactive Robotics and Entertainment, 2000.[4] F. Michaud, A. Clavet, G. Lachiver, and M. Lucas. Designing toy robots to help autisticchildren - an open design project for electrical and computer engineering education. InProc. American Society for Engineering Education, June 2000, 2000.[5] Iain Werry and Kerstin Dautenhahn. Applying robot technology to the rehabilitation ofautistic children. In Proc. SIRS99, 7th International Symposium on Intelligent RoboticSystems ’99, 1999.
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SOCIALLY INTELLIGENT AGENTSCreating
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SOCIALLY INTELLIGENT AGENTSCreating
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ContentsContributing Authors1Social
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Contents21Experiences with Sparky,
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Contributing AuthorsAude BillardCom
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Contributing AuthorsxiPeyman Farati
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Contributing AuthorsxiiiBernard Ogd
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Contributing AuthorsxvNell TenhaafD
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14 Socially Intelligent Agentsof a
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18 Socially Intelligent AgentsFigur
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20 Socially Intelligent Agents[8] P
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22 Socially Intelligent Agentscontr
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Understanding Social Intelligence 2
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Understanding Social Intelligence 2
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Chapter 3MODELING SOCIAL RELATIONSH
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Modeling Social Relationship 31soci
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Modeling Social Relationship 33Figu
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Modeling Social Relationship 35seco
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Chapter 4DEVELOPING AGENTS WHO CANR
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Developing Agents Who Can Relate to
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Chapter 5PARTY HOSTS AND TOUR GUIDE
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Party Hosts and Tour Guides 47conve
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Party Hosts and Tour Guides 492.2 E
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Party Hosts and Tour Guides 514. Co
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Chapter 6INCREASING SIA ARCHITECTUR
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Adapting to Affect and Personality
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Chapter 7COOPERATIVE INTERFACE AGEN
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Cooperative Interface Agents 63cult
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Cooperative Interface Agents 65will
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Cooperative Interface Agents 67make
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Chapter 8PLAYING THE EMOTION GAME W
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Playing the Emotion Game with Feeli
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Chapter 9CREATING EMOTION RECOGNITI
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Emotion Recognition Agents for Spee
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Page 102 and 103: Chapter 10SOCIAL INTELLIGENCE FOR C
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Page 110 and 111: Chapter 11EGOCHAT AGENTA Talking Vi
Page 112 and 113: EgoChat Agent 95that members in a g
Page 114 and 115: EgoChat Agent 97virtualized-ego(A)v
Page 116 and 117: EgoChat Agent 99apply EgoChat to a
Page 118 and 119: Chapter 12ELECTRIC ELVESAdjustable
Page 120 and 121: Electric Elves 103user in the agent
Page 122 and 123: Electric Elves 105The delay MDP rea
Page 124 and 125: Electric Elves 107intervening, lead
Page 126 and 127: Chapter 13BUILDING EMPIRICALLY PLAU
Page 128 and 129: Building Empirically Plausible MAS
Page 134 and 135: Chapter 14ROBOTIC PLAYMATESAnalysin
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Page 142 and 143: Chapter 15MOBILE ROBOTIC TOYS AND A
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Page 152 and 153: Affective Social Quest 135Figure 16
Page 154 and 155: Affective Social Quest 137tion is t
Page 156 and 157: Affective Social Quest 139parents w
Page 158 and 159: Chapter 17PEDAGOGICAL SOAPSocially
Page 160 and 161: Pedagogical Soap 1432. IPD Backgrou
Page 162 and 163: Pedagogical Soap 145EmotionalApprai
Page 164 and 165: Pedagogical Soap 147trol their chil
Page 166 and 167: Chapter 18DESIGNING SOCIABLE MACHIN
Page 168 and 169: Designing Sociable Machines 151Sens
Page 170 and 171: Designing Sociable Machines 153crit
Page 172 and 173: Designing Sociable Machines 155qual
Page 174 and 175: Chapter 19INFANOIDA Babybot that Ex
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Page 178 and 179: Infanoid 161subset of the environme
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Page 182 and 183: Chapter 20PLAY, DREAMS AND IMITATIO
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Chapter 22SOCIALLY SITUATED PLANNIN
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Socially Situated Planning 183will
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Socially Situated Planning 185chang
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Socially Situated Planning 187of pl
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Chapter 23DESIGNING FOR INTERACTION
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Designing for Interaction 191force
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Designing for Interaction 193ment b
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Designing for Interaction 195ductio
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Chapter 24ME, MY CHARACTER AND THE
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Me, My Character and the Others 199
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Chapter 25FROM PETS TO STORYROOMSCo
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From PETS to StoryRooms 2074. A Sto
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From PETS to StoryRooms 209realized
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From PETS to StoryRooms 211own Stor
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Chapter 26SOCIALLY INTELLIGENT AGEN
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Socially Intelligent Agents in Educ
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Chapter 27TOWARDS INTEGRATING PLOT
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Towards Integrating Plot and Charac
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Chapter 28THE COOPERATIVE CONTRACTI
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The Cooperative Contract 231relies
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The Cooperative Contract 233To supp
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Chapter 29PERCEPTIONS OF SELF IN AR
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Perceptions of Self 237semination o
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Perceptions of Self 239Figure 29.1.
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Perceptions of Self 241human senses
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Chapter 30MULTI-AGENT CONTRACT NEGO
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Multi-Agent Contract Negotiation 24
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Chapter 31CHALLENGES IN AGENT BASED
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Challenges in ABSS of Negotiation 2
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Chapter 32ENABLING OPEN AGENT INSTI
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Enabling Open Agent Institutions 26
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Chapter 33EMBODIED CONVERSATIONAL A
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ECA’s In E-Commerce Applications
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Index"like-me" test 85,89“Giant3
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INDEX 277educational computer games
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INDEX 279mutual selection 243mutual
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INDEX 281theory of dramatic writing
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