Social gating and pedagogy: mechanisms for learning and implications for robotics.
It seems self-evident that human responsiveness to social input enhances learning, yet the details of the social forces at play are only beginning to come into focus. Recent research on language and cognitive development in preschoolers and infants illuminates mechanisms such as social gating and natural pedagogy, and specific ways in which they benefit learning. We review such advances and consider implications of this research for designing robotic systems that can harness the power of social forces for learning.
University of Oregon, Eugene, OR 97403, United States.
Kara D
KD
Sage
Dare
D
Baldwin
D002675:Child, Preschool; D003071:Cognition / Q000502:physiology; D006801:Humans; D007858:Learning / Q000502:physiology*; D012371:Robotics; D012919:Social Behavior; D012931:Social Environment; D013663:Teaching