Katrin S. Lohan

Learn More
In this paper, we investigate the role of physical embodiment of a robot and its degrees of freedom in HRI. Both factors have been suggested to be relevant in definitions of embodiment, and so far we do not understand their effects on the way people interact with robots very well. Linguistic analyses of verbal interactions with robots differing with respect(More)
In developmental research, tutoring behavior has been identified as scaffolding infants' learning processes. Infants seem sensitive to tutoring situations and they detect these by ostensive cues [4]. Some social signals such as eye-gaze, child-directed speech (Motherese), child-directed motion (Motionese), and contingency have been shown to serve as(More)
In order for artificial intelligent systems to interact naturally with human users, they need to be able to learn from human instructions when actions should be imitated. Human tutoring will typically consist of action demonstrations accompanied by speech. In the following, the characteristics of human tutoring during action demonstration will be examined.(More)
A key feature of humans is the ability to anticipate what other agents are going to do and to plan accordingly a collaborative action. This skill, derived from being able to entertain models of other agents, allows for the compensation for intrinsic delays of human motor control and is a primary support for efficient and fluid interaction. Moreover, the(More)