scholarly journals Segway CMBalance Robot Soccer Player

2004 ◽  
Author(s):  
Jeremy Searock ◽  
Brett Browning ◽  
Manuela Veloso
Keyword(s):  
Soccer Player ◽  
Robot Soccer

Humanoid Robot Soccer Player for RoboCup Junior League Competitions

2020 ◽  
pp. 283-294
Author(s):  
Evgeny Shandarov ◽  
Ilya Shabalin ◽  
Irina Prokazina ◽  
Vladimir Zhelonkin ◽  
Egor Polyntsev ◽  
...  
Keyword(s):  
Humanoid Robot ◽  
Soccer Player ◽  
Robot Soccer

Deep Reinforcement Learning for a Humanoid Robot Soccer Player

2021 ◽  
Vol 102 (3) ◽  
Author(s):  
Isaac Jesus da Silva ◽  
Danilo Hernani Perico ◽  
Thiago Pedro Donadon Homem ◽  
Reinaldo Augusto da Costa Bianchi
Keyword(s):  
Reinforcement Learning ◽  
Humanoid Robot ◽  
Soccer Player ◽  
Robot Soccer

Institutional actors: Children’s emerging beliefs about the causal structure of social roles

2019 ◽  
Author(s):  
Alexander Noyes ◽  
Frank Keil ◽  
Yarrow Dunham
Keyword(s):  
Soccer Player ◽  
Social Roles ◽  
Social Role ◽  
Causal Structure ◽  
Executive Orders ◽  
The Social ◽  
The World ◽  
Children's Beliefs ◽  
Institutional Actors ◽  
The U.S

Institutions make new forms of acting possible: Signing executive orders, scoring goals, and officiating weddings are only possible because of the U.S. government, the rules of soccer, and the institution of marriage. Thus, when an individual occupies a particular social role (President, soccer player, and officiator) they acquire new ways of acting on the world. The present studies investigated children’s beliefs about institutional actions, and in particular whether children understand that individuals can only perform institutional actions when their community recognizes them as occupying the appropriate social role. Two studies (Study 1, N = 120 children, 4-11; Study 2, N = 90 children, 4-9) compared institutional actions to standard actions that do not depend on institutional recognition. In both studies, 4- to 5-year-old children believed all actions were possible regardless of whether an individual was recognized as occupying the social role. In contrast, 8- to 9-year-old children robustly distinguished between institutional and standard actions; they understood that institutional actions depend on collective recognition by a community.

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