scholarly journals Task-Level Robot Learning: Ball Throwing

1987 ◽  
Author(s):  
Eric Aboaf ◽  
Christopher G. Atkeson ◽  
David J. Reinkensmeyer
Keyword(s):  
Robot Learning ◽  
Task Level

Task-Level Learning from Demonstration and Generation of Action Examples for Hierarchical Control Structure

2014 ◽  
Vol 565 ◽  
pp. 194-197
Author(s):  
Anna Gorbenko
Keyword(s):  
Polynomial Time ◽  
Control Structure ◽  
Hierarchical Control ◽  
Polynomial Time Algorithm ◽  
Time Algorithm ◽  
Robot Learning ◽  
Experimental Results ◽  
Learning From Demonstration ◽  
Selection Of ◽  
Task Level

We consider the problem of the task-level robot learning from demonstration. In particular, we consider a model that uses the hierarchical control structure. For this model, we propose the problem of selection of action examples. We present a polynomial time algorithm for solution of this problem. Also, we consider some experimental results for task-level learning from demonstration.

Description of Sequences of Rhythmic Motor Primitives

2014 ◽  
Vol 1016 ◽  
pp. 612-616
Author(s):  
Anna Gorbenko ◽  
Vladimir Popov
Keyword(s):  
Robot Learning ◽  
Learning From Demonstration ◽  
Motor Tasks ◽  
Motor Primitives ◽  
Period Problem ◽  
Rhythmic Motor ◽  
Task Level

Various problems of the task-level robot learning from demonstration has received substantial attention recently. Among other, we can mention investigation of motor primitives. In particular, different rhythmic motor tasks are very important. Recently, the approximate period problem was considered as a model for the investigation of sequences of motor primitives. In this paper, we consider the approximate period problem and some modifications of the problem for the investigation of sequences of rhythmic motor primitives.

A Method of Recognition of Human Hand and Body Gestures for Task-Level Learning from Demonstration

2014 ◽  
Vol 950 ◽  
pp. 233-236
Author(s):  
Vladimir Popov
Keyword(s):  
Robot Learning ◽  
Longest Common Subsequence ◽  
Human Hand ◽  
Learning From Demonstration ◽  
Adaptive Parameters ◽  
Quality Of Vision ◽  
Common Subsequence ◽  
Robot Task ◽  
Task Level

Different problems of robot learning and planning have received considerable attention, recently. In particular, we can mention robot task learning. Robot learning from demonstration is especially important for robots that operate in unstructured environments. The effectiveness of such learning depends strongly on the quality of vision-based analysis of human hand and body gestures. In this paper, we consider a method of recognition of human hand and body gestures that based on a modified longest common subsequence algorithm with adaptive parameters.

Factors Influencing Cognate Performance for Young Multilingual Children's Vocabulary: A Research Synthesis

2020 ◽  
Vol 29 (4) ◽  
pp. 2170-2188
Author(s):  
Lindsey R. Squires ◽  
Sara J. Ohlfest ◽  
Kristen E. Santoro ◽  
Jennifer L. Roberts
Keyword(s):  
Test Validity ◽  
Reaction Times ◽  
Bilingual Children ◽  
Second Grade ◽  
High Quality Research ◽  
Word Level ◽  
Research Questions ◽  
Word Characteristics ◽  
Study Inclusion ◽  
Task Level

Purpose The purpose of this systematic review was to determine evidence of a cognate effect for young multilingual children (ages 3;0–8;11 [years;months], preschool to second grade) in terms of task-level and child-level factors that may influence cognate performance. Cognates are pairs of vocabulary words that share meaning with similar phonology and/or orthography in more than one language, such as rose – rosa (English–Spanish) or carrot – carotte (English–French). Despite the cognate advantage noted with older bilingual children and bilingual adults, there has been no systematic examination of the cognate research in young multilingual children. Method We conducted searches of multiple electronic databases and hand-searched article bibliographies for studies that examined young multilingual children's performance with cognates based on study inclusion criteria aligned to the research questions. Results The review yielded 16 articles. The majority of the studies (12/16, 75%) demonstrated a positive cognate effect for young multilingual children (measured in higher accuracy, faster reaction times, and doublet translation equivalents on cognates as compared to noncognates). However, not all bilingual children demonstrated a cognate effect. Both task-level factors (cognate definition, type of cognate task, word characteristics) and child-level factors (level of bilingualism, age) appear to influence young bilingual children's performance on cognates. Conclusions Contrary to early 1990s research, current researchers suggest that even young multilingual children may demonstrate sensitivity to cognate vocabulary words. Given the limits in study quality, more high-quality research is needed, particularly to address test validity in cognate assessments, to develop appropriate cognate definitions for children, and to refine word-level features. Only one study included a brief instruction prior to assessment, warranting cognate treatment studies as an area of future need. Supplemental Material https://doi.org/10.23641/asha.12753179

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