Learning task transition from standing-up to walking for a squatted bipedal humanoid robot

2016 ◽  
Author(s):  
Dingsheng Luo ◽  
Yian Deng ◽  
Xiaoqiang Han ◽  
Fan Hu ◽  
Xihong Wu
Keyword(s):  
Humanoid Robot ◽  
Learning Task ◽  
Task Transition ◽  
Standing Up

Application of Generalized Function Set in the Lying States Classification of a Humanoid Robot

2013 ◽  
Vol 694-697 ◽  
pp. 1742-1746
Author(s):  
Kai Cheng Qi ◽  
Wei Liu ◽  
Peng Shang ◽  
Jian Jun Zhang ◽  
Feng Gao ◽  
...  
Keyword(s):  
Motion Planning ◽  
Supine Position ◽  
Generalize Function ◽  
Humanoid Robot ◽  
Generalized Function ◽  
State Classification ◽  
Equal Importance ◽  
Standing Up ◽  
End Effectors

Standing up from a supine position or sitting down from standing is an important and simple human activity of day life. It is of equal importance for a humanoid robot, but it is not simple work to be completed for the robot. This paper presents the concept of generalized function set, and researches on the characteristics of lying state using the generalize function (GF) set, and gets the interested end effectors (EEs), which is instructional in the next detailed motion planning. Then the work presents the lying state classification of the humanoid robot SJTU-HR1.

Analyzing and Reducing Energy Usage in a Humanoid Robot During Standing Up and Sitting Down Tasks

2016 ◽  
Vol 13 (04) ◽  
pp. 1650014 ◽  
Author(s):  
Ercan Elibol ◽  
Juan Calderon ◽  
Martin Llofriu ◽  
Wilfrido Moreno ◽  
Alfredo Weitzenfeld
Keyword(s):  
Humanoid Robot ◽  
Center Of Pressure ◽  
Center Of Mass ◽  
Electrical Power ◽  
Joint Torque ◽  
Q Learning ◽  
Current Usage ◽  
Standing Up ◽  
Joint Velocity ◽  
Joint Acceleration

The aim of this paper is to reduce the energy consumption of a humanoid by analyzing electrical power as input to the robot and mechanical power as output. The analysis considers motor dynamics during standing up and sitting down tasks. The motion tasks of the humanoid are described in terms of joint position, joint velocity, joint acceleration, joint torque, center of mass (CoM) and center of pressure (CoP). To reduce the complexity of the robot analysis, the humanoid is modeled as a planar robot with four links and three joints. The humanoid robot learns to reduce the overall motion torque by applying Q-Learning in a simulated model. The resulting motions are evaluated on a physical NAO humanoid robot during standing up and sitting down tasks and then contrasted to a pre-programmed task in the NAO. The stand up and sit down motions are analyzed for individual joint current usage, power demand, torque, angular velocity, acceleration, CoM and CoP locations. The overall result is improved energy efficiency between 25–30% when compared to the pre-programmed NAO stand up and sit down motion task.

scholarly journals “Hit the Robot on the Head With This Mallet” – Making a Case for Including More Open Questions in HRI Research

2021 ◽  
Vol 8 ◽  
Author(s):  
Katie A. Riddoch ◽  
Emily. S. Cross
Keyword(s):  
Recent Experiment ◽  
Humanoid Robot ◽  
Structured Interview ◽  
Task Instruction ◽  
Social Agents ◽  
Open Questions ◽  
Standing Up ◽  
Research Questions ◽  
New Research ◽  
Do So

Researchers continue to devise creative ways to explore the extent to which people perceive robots as social agents, as opposed to objects. One such approach involves asking participants to inflict ‘harm’ on a robot. Researchers are interested in the length of time between the experimenter issuing the instruction and the participant complying, and propose that relatively long periods of hesitation might reflect empathy for the robot, and perhaps even attribution of human-like qualities, such as agency and sentience. In a recent experiment, we adapted the so-called ‘hesitance to hit’ paradigm, in which participants were instructed to hit a humanoid robot on the head with a mallet. After standing up to do so (signaling intent to hit the robot), participants were stopped, and then took part in a semi-structured interview to probe their thoughts and feelings during the period of hesitation. Thematic analysis of the responses indicate that hesitation not only reflects perceived socialness, but also other factors including (but not limited to) concerns about cost, mallet disbelief, processing of the task instruction, and the influence of authority. The open-ended, free responses participants provided also offer rich insights into individual differences with regards to anthropomorphism, perceived power imbalances, and feelings of connection toward the robot. In addition to aiding understanding of this measurement technique and related topics regarding socialness attribution to robots, we argue that greater use of open questions can lead to exciting new research questions and interdisciplinary collaborations in the domain of social robotics.

scholarly journals Technique of Standing Up From Prone Position of a Soccer Robot

2018 ◽  
Vol 6 (1) ◽  
pp. 124-136 ◽  
Author(s):  
Nur Khamdi ◽  
Mochamad Susantok ◽  
Antony Darmawan
Keyword(s):  
Prone Position ◽  
Degrees Of Freedom ◽  
Humanoid Robot ◽  
Humanoid Robots ◽  
Soccer Robot ◽  
Robot Soccer ◽  
The Real ◽  
Limited Movement ◽  
Standing Up ◽  
Real Robot

One of the humanoid robots being developed in the field of sports is a soccer robot. A soccer robot is a humanoid robot that can perform activities such as playing football. And a variety method fall down of robot soccer such: falling down toward the front direction, side direction, and rear direction. This paper describes the most stands up methods of a soccer robot from its prone position. The proposed method requires only limited movement with degrees of freedom. The movement standing-up of soccer robot has been implemented on the real robot. Tests we performed showed that reliable standing-up from prone position is possible after a fall and such recovery procedures greatly improve the overall robustness of a Soccer Robot.

Epistemic and relational conflicts in sharing identical vs. complementary information during cooperative learning

2002 ◽  
Vol 61 (3) ◽  
pp. 139-151 ◽  
Author(s):  
Céline Darnon ◽  
Céline Buchs ◽  
Fabrizio Butera
Keyword(s):  
Cooperative Learning ◽  
Social Comparison ◽  
Positive Relationship ◽  
Learning Task ◽  
Control Group ◽  
Complementary Information ◽  
Relational Conflict ◽  
The Social ◽  
The University

When interacting on a learning task, which is typical of several academic situations, individuals may experience two different motives: Understanding the problem, or showing their competences. When a conflict (confrontation of divergent propositions) emerges from this interaction, it can be solved either in an epistemic way (focused on the task) or in a relational way (focused on the social comparison of competences). The latter is believed to be detrimental for learning. Moreover, research on cooperative learning shows that when they share identical information, partners are led to compare to each other, and are less encouraged to cooperate than when they share complementary information. An epistemic vs. relational conflict vs. no conflict was provoked in dyads composed by a participant and a confederate, working either on identical or on complementary information (N = 122). Results showed that, if relational and epistemic conflicts both entailed more perceived interactions and divergence than the control group, only relational conflict entailed more perceived comparison activities and a less positive relationship than the control group. Epistemic conflict resulted in a more positive perceived relationship than the control group. As far as performance is concerned, relational conflict led to a worse learning than epistemic conflict, and - after a delay - than the control group. An interaction between the two variables on delayed performance showed that epistemic and relational conflicts were different only when working with complementary information. This study shows the importance of the quality of relationship when sharing information during cooperative learning, a crucial factor to be taken into account when planning educational settings at the university.

Blocking Is Sensitive to Causal Structure in 4-Year-Old and 8-Year-Old Children

2005 ◽  
Vol 52 (4) ◽  
pp. 264-271 ◽  
Author(s):  
Tom Beckers ◽  
Uschi Van den Broeck ◽  
Marij Renne ◽  
Stefaan Vandorpe ◽  
Jan De Houwer ◽  
...  
Keyword(s):  
Young Children ◽  
Associative Learning ◽  
Learning Theory ◽  
Causal Structure ◽  
Age Groups ◽  
Learning Task ◽  
Contingency Learning

Abstract. In a contingency learning task, 4-year-old and 8-year-old children had to predict the outcome displayed on the back of a card on the basis of cues presented on the front. The task was embedded in either a causal or a merely predictive scenario. Within this task, either a forward blocking or a backward blocking procedure was implemented. Blocking occurred in the causal but not in the predictive scenario. Moreover, blocking was affected by the scenario to the same extent in both age groups. The pattern of results was similar for forward and backward blocking. These results suggest that even young children are sensitive to the causal structure of a contingency learning task and that the occurrence of blocking in such a task defies an explanation in terms of associative learning theory.

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