John Trueswell (Dept of Psychology, University of Pennsylvania) Abstract: It is tempting to conclude that children learn the meanings of words by observing their circumstances of use (e.g., observing that the word “dog” often co-occurs with dog-sightings). If this is the case though, how do children ever learn the vast majority of the words that […]

Summary: In this talk, we focus on main methods and models enabling humans to teach embodied social agents such as social robots, using natural interaction. Humans guide the learning process of such agents by providing various teaching signals, which could take the form of feedback, demonstrations and instructions. This overview describes how human teaching strategies […]

  Marie Bourjade Laboratoire CLLE, Université Toulouse Jean Jaurès & Institut Universitaire de France   Bien avant l’entrée dans la parole, le jeune enfant mobilise déjà des compétences pragmatiques lui permettant de se faire comprendre, d’agir sur les adultes environnants et d’utiliser intentionnellement ses comportements à des fins communicationnelles. Parmi ces compétences pragmatiques, la Communication […]

Anila D’Mello : l’Université de Texas   The cerebellum contains over 80% of the neurons in the brain, and over 50% of the neurons in the central nervous system. Despite being historically considered a motor structure, clinical and neuroimaging work find that the cerebellum is also important for cognition. This talk will present research integrating […]