Search

This paper presents arguments for approaching the anchoring problem using {\em semiotic symbols}. Semiotic symbols are defined by a triadic relation between forms, meanings and referents, thus having an implicit relation to the real world.Anchors are formed between these three elements rather than between `traditional' symbols and sensory images. This allows an optimization between the form (i.e. the `traditional' symbol) and the referent. A robotic experiment based on adaptive language games illustrates how the anchoring of semiotic symbols can be achieved in a bottom-up fashion. The paper concludes that applying semiotic symbols is a potentially valuable approach toward anchoring.

This paper investigates how different modes of social interactions influence the bootstrapping and evolution of lexicons. This is done by comparing three language game models that differ in the type of social interactions they use. The simulations show that the language games which use either joint attention or corrective feedback as a source of contextual input are better capable of bootstrapping a lexicon than the game without such directed interactions. The simulation of the latter game, however, does show that it is possible to develop a lexicon without using directed input when the lexicon is transmitted from generation to generation.

This paper presents an approach to solve the symbol grounding problem within the framework of embodied cognitive science. It will be argued that symbolic structures can be used within the paradigm of embodied cognitive science by adopting an alternative definition of a symbol. In this alternative definition, the symbol may be viewed as a structural coupling between an agent's sensorimotor activations and its environment. A robotic experiment is presented in which mobile robots develop a symbolic structure from scratch by engaging in a series of language games. In this experiment it is shown that robots can develop a symbolic structure with which they can communicate the names of a few objects with a remarkable degree of success. It is further shown that, although the referents may be interpreted differently on different occasions, the objects are usually named with only one form.

In this paper an experiment is presented in which two mobile robots develop a shared lexicon of which the meanings are grounded in the real world. The robots start without a lexicon nor shared meanings and play language games in which they generate new meanings and negotiate words for these meanings. The experiment tries to find the minimal conditions under which verbal communication may begin to evolve. The robots are autonomous in terms of computing and cognition, but they are otherwise far simpler than most, if not all animals. It is demonstrated that a lexicon nevertheless can be made to emerge even though there are strong limits on the size and stability of this lexicon.

Mediation of Legitimacy in Early China: A Study of the Neglected Zhou Scriptures and the Grand Duke Traditions. By YEGOR GREBNEV. New York: COLUMBIA UNIVERSITY PRESS, 2022. Pp. 368. $65. [...]

This study deals with speech acts addressed to Hadza infants in Tanzania, a group that has traditionally lived off hunting and gathering. Three research questions are addressed: How do Hadza speech acts compare with those found in previous studies in other cultures? Are there differences between child and adult speakers? And do speech acts differ with camp livelihood patterns? Speech acts are seen as a part of language socialization, which reflects overarching cultural values and socialization goals. The results indicate that Hadza infants experience many requests for action/imperatives--a way of expressing hierarchies--more than the infants in the comparative cultural communities, in spite of the fact that hunter-gatherers have been described as egalitarian in the past. Children's and adults' speech acts differ in several ways: adults use more requests for action and information (questions) with infants, while children use more assertives. Finally, the comparison of camp livelihoods revealed differences mainly between camps living off tourism and those that are more isolated from outside influence. The former use more imperatives, the latter more vocatives. The results are discussed in terms of cultural change toward more hierarchical structure related to livelihood activities, particularly tourism, and different activities that children and adults engage in when interacting with infants.

Providing first language (L1) translations in L2 vocabulary interventions may be beneficial for L2 vocabulary learning. However, in linguistically diverse L2 classrooms, teachers cannot provide L1 translations to all children. Social robots do offer such opportunities, as they can be programmed to speak any combination of languages. This study investigates whether providing L1 translations in a robot-assisted L2 vocabulary training facilitates children's learning. Participants were Turkish-Dutch kindergartners (n = 67) who were taught six Dutch (L2) words for which they knew the L1 (Turkish), but not the L2 Dutch form. Half of these words were taught by a Turkish-Dutch bilingual robot, alongside their Turkish translations; the other half by a monolingual Dutch robot. Children also completed Dutch and Turkish receptive vocabulary tests. Results of generalized linear regression models indicated better performance in the Dutch-only condition than in the Turkish-Dutch condition. Children with well-developed Turkish and Dutch vocabulary knowledge outperformed children with less well-developed vocabulary knowledge. The majority of children preferred working with the bilingual robot, but children's preference did not affect word learning. Thus, contrary to our prediction, we found no evidence for a facilitating effect of providing L1 translations through a robot on bilingual children's L2 word learning.

This study investigates the degree to which children anthropomorphize a robot tutor and whether this anthropomorphism relates to their vocabulary learning in a second-language (L2) tutoring intervention. With this aim, an anthropomorphism questionnaire was administered to 5-year-old children (N = 104) twice: prior to and following a seven-session L2 vocabulary training with a humanoid robot. On average, children tended to anthropomorphize the robot prior to and after the lessons to a similar degree, but many children changed their attributed anthropomorphic features. Boys anthropomorphized the robot less after the lessons than girls. Moreover, there was a weak but significant positive correlation between anthropomorphism as measured before the lessons and scores on a word-knowledge post-test administered the day after the last lesson. There was also a weak but significant positive correlation between the change in anthropomorphism over time and scores on a word-knowledge post-test administered approximately 2 weeks after the last lesson. Our results underscore the need to manage children's expectations in robot-assisted education. Also, future research could explore adaptations to individual children's expectations in child-robot interactions.

This study introduces a neural network that models thesocial interactions from a video corpus. The corpusconsists of recordings of naturalistic observations ofsocial interactions among children and theirenvironment. The videos are annotated multimodallyincluding features like gestures. We explore how thisvideo corpus can be utilized for modelling by trainingour model on a portion of the annotated data extractedfrom the corpus, and then by using the model to predictnovel interaction sequences. We evaluate our model bycomparing its automatically generated sequences to anunseen portion of the corpus data. The initial resultsshow strong similarities between the generatedinteractions and those observed in the corpus.

In this paper, we explore the cultural differences in theproduction of speech and speech+gesture combinations byinfants at the age of 17-18 months in Mozambique and theNetherlands. We found that Dutch infants produce morespeech and gestures compared to Mozambican infants. Infantsin both communities make most use of content words. Theresults further show that Dutch infants make more use ofproximal pointing than Mozambicans, whereas Mozambicansmake more use of the offering gesture. Finally, the amount ofsemantically coherent speech+gesture combinations of theMozambican infants is higher than of the Dutch infants

The global lack of donor shortage poses a major limitation for heart transplantation. New concepts with expanded donor inclusion criteria comprise extended transport distances and prolonged ischemic times with the aim of reaching a larger number of potential donors. Recent developments in cold storage solutions may allow more donor hearts with prolonged ischemic times to be use for transplantation in the future. We present our experience during a long-distance donor heart procurement with the longest reported transport distance and transport time in the current literature. This was made possible through the use of SherpaPak™, an innovative cold storage system which allows for controlled temperatures during transportation. [ABSTRACT FROM AUTHOR]

This paper describes a framework for measuring student learning gains and engagement in a Computer Science 1 (CS 1) / Information Systems 1 (IS 1) course. The framework is designed for a CS1/IS1 course as it has been traditionally taught over the years as well as when it is taught using a new pedagogical approach with Web services. It enables the new approach to be compared with the traditional way of teaching the courses in terms of student self-assessment of learning gains, student assessment of their engagement with the subject matter, and researcher assessment of student learning gains as measured by performance on a researcher-designed examination. The framework includes a comprehensive pre-test and post-test for students in the control and treatment sections to complete, a common assessment exam module for all students to take, and a faculty survey for the instructors to complete. This enables the researchers to answer many questions regarding the effectiveness of the Web service approach, including "Do students using the Web service approach perform better in the common assessment exam module?" and "Do students and faculty members find the Web service approach more engaging?" Results from the first semester of a 3-year multi-university study are discussed. (Contains 2 tables and 1 figure.)

Cross-situational learning is a basic mechanism that enablespeople to infer the correct referent for a novel word by trackingmultiple hypotheses simultaneously across exposures. Previousresearch has shown that adults are capable of exploitingcross-situational information, but recently this gradual statisticallearning mechanism has been put under debate by researcherswho argue that people learn via a fast mapping procedure.We compared the performance of adult participants ona word learning task in which information was manipulatedcross-situationally with the performance of simulated learningstrategies. Experimental evidence indicates that adults usecross-situational learning, which appears to be a robust mechanismthat facilitates word learning even under cognitively demandingcircumstances.

Introduction: Rarely solitary sternum metastases are addressed by resection. Two additional cases are presented as they are interesting because of their long-term follow-up. Case Presentation: Case 1: A renal cell carcinoma was treated by transabdominal nephrectomy at age 64. Right iliac bone and sternum metastases were diagnosed 7 months later and treated by internal hemipelvectomy followed by sternum metastasectomy 6 weeks after the internal hemipelvectomy. At 12-year follow-up, the patient appears disease free. Case 2: Prostate cancer was treated by prostatectomy at age 67. A subsequent solitary sternum metastasis was resected 10 years later for persistent PSA-activity despite repeated radiotherapy. The patient remains asymptomatic for 3 years now. Conclusion: Resection of sternum metastases may have curative potential and should be considered in tumours known to be rather resistant to chemo- and/or radiotherapy. [ABSTRACT FROM AUTHOR]

This article compares the communicative intentions observed in the speech addressed to children of 1;1 and 1;6 years old from three cultural communities: the Netherlands, rural Mozambique, and urban Mozambique. These communities represent two prototypical learning environments and a third hybrid: Western, urban, middle-class families; non-Western, rural, subsistence-farming families; and non-Western, urban learning environment. The results show that the Dutch CDS contains relatively more utterances with a cognitive intention than the Mozambican CDS. In Mozambique, CDS contains more imperatives, particularly in the rural environment. The CDS from urban Mozambique contains more socioemotional intentions. The findings suggest that these differences can be explained in terms of the different responsibilities and levels of autonomy expected from children of the three learning environments.